MODLUE 2:

VOTER’S EDUCATION PROGRAM 2

Objectives:

At the end of this module, you must be able to:

1. Raise your level of awareness of the electorate, especially the disadvantaged sectors,
towards a responsible, democratic, and sustained participation in the electoral and
governance processes;
2. Be acquainted with the basic concepts of democracy and the role of elections in
democracy and governance;
3. Know the importance of one’s vote;
4. Be an encouraged voter to participate in the whole electoral and governance process;
and
5. Eventually effect informed political choices among the citizen voters.

This module serves to contribute to the efforts at effecting matured and informed political
attitudes and decisions of Filipino citizen voters. As a generic citizens’ education module, it
covers the broader aspects of the political and electoral system, human rights and governance.
Contents of this module are the basic concepts and ideas to be considered in creating
messages according to various forms of communication for the education campaign.

COURSE CONTENT

Part I: Gives a note on the right of suffrage and a brief history of elections in the
Philippines.
Part II: Advances the concepts of elections and democracy and various mechanisms
for people’s participation in such set-up.
Part III: Discusses the government structure and electoral process and system and
outlines the duties and responsibilities of both the public servants and the
citizen voters to watch out for. A review of electoral procedures and processes
is also discussed, which aims to guide voters in the actual conduct of
elections.
Part IV: Deals with the existing voter behavior and elections: attitudes and decisions of
the electorate; and of political candidates; dynamics and mechanisms
employed by stakeholders in the electoral and political processes.
Part V: Shares a vision of ideal government, citizen-voter and political leaders and
enumerates action points for the citizen voters before, during, and after
elections.

THE RIGHT OF SUFFRAGE

The human right to vote is embodied in three instruments:

1. Universal Declaration of Human Rights (UDHR);

2. the International Covenant on Civil and Political Rights;
3. and in the 1987 Philippine Constitution.

The Philippines is governed by these three documents which similarly mandate universality of
the right; equality in access to public service; and secrecy of votes.

Sem. 2, Module 2 Page 1

 Article 21 (1-3) of the
Universal Declaration of
Human Rights
(December 10, 1948)
1. Everyone has the right to
take part in the government
of his country, directly or
through freely chosen
representatives.
2. Everyone has the right to
equal access to public
service in his country.
3. The will of the people shall
be the basis of the
authority of the
government; this shall be
expressed in periodic and
genuine elections, which
shall be by universal and
equal suffrage and shall be
held by secret vote or by
equivalent free voting
procedures.
Art.25 (a-c) of International
Covenant on Civil and
Political
Rights, (March 1976)
Every citizen shall have the
right and the opportunity,
without any of the distinctions
mentioned in article 2 and
without unreasonable
restrictions:
a. To take part in the
conduct of public affairs,
directly or through freely
chosen representatives;
b. To vote and to be elected
at genuine periodic
elections which shall be by
universal and equal
suffrage and shall be held
by secret ballot,
guaranteeing the free
expression of the will of
the electors;
c. To have access, on
general terms of equality,
to public service in his
country.
Art. V, Sec. 1-2 of The
1987 Philippine
Constitution
1. Suffrage may be exercised
by all citizens of the
Philippines not otherwise
disqualified by law.
2. The Congress shall provide
a system for securing the
secrecy and sanctity of
ballot as well as a system
for absentee voting by
qualified Filipinos abroad.
The congress shall also
design a procedure for the
disabled and the illiterates
to vote without the
assistance of other
persons. Until then, they
shall be allowed to vote
under existing laws and
such rules as the
Commission on Elections
may promulgate to protect
the secrecy of the ballot.

HISTORY OF ELECTIONS

A system of election was first practiced in the Philippines during the Spanish and American
colonial period. But the process was only limited to male voters and was more of a ceremonial
rather than a genuine democratic mechanism.

Sectoral struggle and political participation were only realized in 1937: when Act 4112, granting
women the right of suffrage, was implemented; and when the peasant movements gained
meaningful participation in political parties and in actually filling of government positions.

The first democratic election after World War II was the 1946 election for President and Vice
President of the Republic, Members of the Senate and of the House of Representatives. From
then on, the country operated on a two-party system where two major political parties, the
Nacionalista Party and the Liberal Party, figure in succeeding elections.

When Marcos declared Martial Law in 1972, the 1935 Constitution was scrapped, an Interim
Batasang Pambansa was created and a new (1973) Constitution was adopted.

Election for the Interim Batasang Pambansa was called for in 1978. The Kilusang Bagong
Lipunan (KBL) became the administration party. The election was claimed to be towards
restoration

Sem. 2, Module 2 Page 2

 of old political order but Marcos’ purpose was to gain legitimacy for his unpopular
administration and to create a rubber stamp legislature. The exercise defied democratic
procedures, and was characterized by rampant electoral manipulation done by the Marcos
government to ensure victory.

Local election in 1980 was characterized by widespread terrorism, violence and wholesale
fraud.

Intense opposition coming from the peasant and student sector in the countryside supported
peasant and labor unrest. In 1981, Marcos submitted himself to the electoral process to regain
legitimacy. This is mandated by the constitutional provision of a parliamentary system

The Aquino assassination in 1983 resulted in waves of protest forcing the creation of wider
democratic space. Batasang Pambansa elections happened in 1984 to replace the Interim
Batasang Pambansa. The exercise was intended to divert the people’s attention away from the
Aquino assassination. Still, the period was marked by weakening popularity of Marcos and the
people’s growing political will to guarantee that their sentiments are reflected in election results.

Snap elections were held in 1986. The widespread election manipulations and irregularities and
the worsening social, political and economic order triggered the EDSA uprising in the same
year. The mass action known as the People Power Revolution of 1986 led to the ouster of
Marcos, the collapse of KBL and the installation of Corazon Aquino as the President.

Aquino’s program of restoring democracy, promoting stability and establishing political

legitimacy involved three major electoral exercises: national plebiscite for the approval of the
1987 Constitution in February 1987; election for members of the Senate and House of
Representatives in May 1987; and local elections in January 1988. The 1987 Constitution
provided for a multi-party system.

During the 1992 synchronized national and local elections, the people voted for president for the
first time under the 1987 Constitution. The main campaign issue was doing away with “trapo” or
traditional politics. In 1995, congressional and local elections were held. A new form of fraud
dubbed as “dagdag-bawas” or the subtraction of votes from one candidate to be added to the
contending candidate was in practice during these two major elections.

In 1998, the first party-list elections were held. Joseph Estrada was seated as President of the
Republic with popular support. However in January 2001, EDSA DOS, a repeat of the 1986
People Power removed Estrada from Malacañang and seated Gloria Macapagal-Arroyo as the
new president.

Time and again, the struggle for our independence and for democratic governance resulted in a
kind of political system, political leaders and electorate that we have right now. Election has
been one major feature and mechanism in practice and through a more informed electorate is
hoped to continue to serve as a vehicle towards genuine democratic governance.

ELECTIONS AND DEMOCRACY

 The Constitution guarantees that we are a sovereign people, where all government
authority comes from. Sovereignty or the power to govern is exercised directly through
suffrage and indirectly through public officials elected by the people. The will of the
people, then, is best expressed in clean, orderly and honest election.
 The representative democratic structure, in which the people govern through elected
representatives, is based on the idea of “consent of the governed.” Thus, the

Sem. 2, Module 2 Page 3

 government officials chosen and elected by the people become servants and not
masters of the people from whom and for whom these officials exercise their power and
authority.

 The citizen voters are entitled to free and informed choice on whom to vote and must be
dictated by the genuine welfare of the majority. Every individual political choices and
decisions made by the citizen voters will determine the kind of government that will serve
them.

SPECIFIC MECHANISMS ƒ

 Since the enactment of the 1987 Constitution, elections for President and Vice President
are held every six years, while elections for Senators and members of the House of
Representatives and local government officials happen every three years. ƒ

 At the local level, barangay elections and Sangguniang Kabataan elections are also held
periodically.

 In 1993 and 1996, elections for the Autonomous Region of Muslim Mindanao (ARMM)
were held. The 1996 ARMM elections also served as pilot-test for automated system of
elections.

Aside from voting in elections, our Constitution mandates other mechanisms to advance
democratization and citizen’s stake in governance. ƒ

 The system of initiative and referendum gives the people power to directly enact,
propose and reject laws at the local level. ƒ

 Also through initiative, the people may directly propose amendments to the Constitution
by a petition of at least 12% of the total number of registered voters, in which 3% of
registered voters in each legislative district is represented. ƒ

 Through plebiscites, the people approve or reject the call for a constitutional convention
to propose changes to the Constitution, approve or reject proposed changes in the
Constitution and, at the local level, express their will with respect to certain local issues.

 The party-list system of representation allows for marginalized and underrepresented

sectors to be represented in the national legislature. The system serves as an attempt to
depart from the personalistic character of political and electoral system by giving focus
on the party and its issue-based platform. ƒ

 The Constitution and the 1991 Local Government Code (LGC) mandate sectoral
representation in the legislative bodies of local governments. ƒ People participation is
also provided for by the Local Government Code through representation in consultative
bodies such as the local health boards, local school boards, local peace and order
councils and local development councils in all local levels. ƒ

 There is also the LGC-mandated barangay assembly (peoples’ assembly or meeting of

all over-15-year-old-residents of the barangay). The assembly has the power to hear and
pass upon the report of Sangguniang Barangay’s (SB) performance. It can also
recommend measures for legislation by SB. ƒ

Sem. 2, Module 2 Page 4

  The Barangay Assembly is one manifestation of people’s power and a (truly) direct and
participatory democratic exercise. ƒ

 The latest development in upholding the right of suffrage is Republic Act 9189, which
provides for a system of absentee voting for qualified Filipinos abroad.

THE GOVERNMENT STRUCTURE AND THE ELECTORAL PROCESS

A. Powers and Functions of Public Servants

National and Local Elective Public Servants

 At the national level, we vote for:

- President
- Vice President
- 12 Senators
- 1 District Representative or Congressman/woman
- 1 Party-list group

 At the provincial level, we vote for:

- Governor
- Vice Governor
- Sangguniang Panlalawigan Members (Board Members)

 At the municipal/city level, we vote for:

- City/Municipal Mayor
- City/Municipal Vice-Mayor Members of the Sangguniang Panlunsod
- Sangguniang Pambayan/Panlalawigan (Municipal/City Councilors)

 At the barangay level, we vote for:

- Punong Barangay
- Members of the sangguniang barangay (barangay kagawad)
- Sangguniang Kabataan chair)

Executive power is vested in the President of the Republic. This power covers: ƒ
 Control of all executive departments and all implementing agencies of the government; ƒ
 Appointment of high officials in the government (heads of executive departments/cabinet
members, ambassadors, public ministers, consuls, officers of the armed forces); ƒ
 Seeing to the execution and implementation of laws and policies.

Local government units also exercise executive functions through the governors of
provinces, municipal and city mayors.

Legislative power is lodged in the Congress of the Philippines: the Senate and the House
of Representatives. Legislative functions include: ƒ
 Statute making, constitution making, and amending of constitution;
 Appropriations/financial function; ƒ
 Oversight function; ƒ
 Informational or the power to conduct inquiries in aid of legislation.

Sem. 2, Module 2 Page 5

 Legislative functions are carried out in the local level by the different “sanggunians” or local
legislative bodies.

In the statute-making process, the president can either approve or veto the bill. It would
require 2/3s vote by the legislative body to finally pass the bill into law. At the local level,
chief executives can also veto any ordinance on the ground that it is prejudicial to the
public. In turn, the sanggunian or the local legislative body can override the veto, also by
2/3s vote of the whole sanggunian.

B. Election Process

Qualifications and Disqualifications of a Voter

All citizens of the Philippines, eighteen years of age or over, and a resident of the
Philippines for one year and in the city or municipality wherein he proposes to vote for at
least six months immediately preceding the election are qualified to vote.

The following shall be disqualified from voting:

a. Any person who has been sentenced by final judgment to suffer imprisonment for not
less than one year. However, he/ she may reacquire the right to vote upon expiration of
five years after service of sentence.
b. Any person who has been adjudged by final judgment by competent court or tribunal of
having committed any crime involving disloyalty to the duly constituted government such
as rebellion, sedition, violation of the anti-subversion and firearms laws, or any crime
against national security, unless restored to his full civil and political rights in accordance
with law: Provided, That he shall regain his right to vote automatically upon expiration of
five years after service of sentence.
c. Insane or incompetent persons as declared by competent authority

In addition, RA 9189 or the Overseas Absentee Voting Law entitles all Filipino citizens
overseas, not otherwise disqualified by law, and immigrants and permanent residents with
affidavit of intent to resume residence in the Philippines, to vote for elective positions in the
national level: President; Vice President; Senators; and Party-List Representatives.

Election Process

 Registration

Preliminary to the voting exercise is the registration of voters. During the registration
process, the qualified voter accomplishes and files a sworn application for registration
before the election officer of the city or municipality wherein he resides and including the
same in the book of registered voters upon approval by the Election Registration Board.
This process is currently guided by RA 8189 or the Continuing Voters’ Registration Act
of 1996.

The Overseas Absentee Voting (OAV) Law applies the mechanics in RA 8189 of
personal registration either with the Election Board of Inspectors in their place of
residence before their departure or with the representative of the Commission in the
Philippine embassies, consulates, and other foreign-service establishment in their
temporary residence overseas.

 Election Day

Sem. 2, Module 2 Page 6

 After undergoing the registration process and during election, the voter proceeds to the
casting of votes, conducted by the Board of Election Inspectors (BEI). All voters whose
name appears in the list of voters will be allowed to vote. Official candidates and
registered political parties and party-list groups are represented in the precincts by
watchers.

Public counting of votes starts immediately after the close of voting at 3:00 p.m. Votes
for candidates, simultaneously with the reading, are entered in the tally board and the
election returns. Official watchers shall be permitted full access to the proceedings, but
only the members of the BEI can write or place marks on the tally board and on the
election returns. All questions on appreciation of ballots are decided by BEI by majority
votes.

After all ballots have been read and recorded, the BEI signs and thumbmarks the
election returns and lets the principal watchers of six major political parties do the same.
Six copies of the election returns are placed inside corresponding envelopes, sealed and
submitted to officials concerned. These returns are then distributed to the Comelec, to
designated canvassers, and candidates/parties through their watchers and are then
used for canvassing of votes.

 Modernized Election Process

Republic Act 8436 or the Election Automation Law, legislated in 1997, mandates the use
of automated election system in the country as early as the May 1998 elections. This
system will comprise the use of appropriate technology for voting and electronic devices
to count votes and canvass/consolidate results.

The law also provides for the following features of the automated system:

a. use of appropriate ballots;

b. stand-alone machine which will count and consolidate elections results;
c. provision for audit trails;
d. minimum human intervention; and
e. adequate safeguard and security measures.

However, the succeeding elections in 1998, 2001, and 2002 (except for the 1996 ARMM
elections, which pilot tested an automated system) came and went but still under a
manual system of voting and counting. The approaching 2004 elections will again not
see through a fully nationwide automated system. Only Phase I (validation of voters’
registration) of the automation was implemented by the Comelec. Phase II (automated
counting and canvassing) will not push through for the 2004 elections, while according to
the Comelec Phase III (transmission of election results) will still be implemented during
the May 2004 elections.

Implementation of RA 8436 through Comelec Resolution 02-0170

Phase I: Voter Registration and Validation System

Phase II: Automated Counting and Canvassing System
Phase III: Electronic Transmission of Election Results

VOTER BEHAVIOR AND ELECTIONS

Sem. 2, Module 2 Page 7

  A 2003 update study on voter behavior suggest the top four factors on what determines
the vote of Filipino electorate:
1. candidate’s public servant image;
2. political machinery;
3. candidate’s popularity; and
4. endorsement of traditional network and organizations which include the family, the
church, the ward leaders, and formal groups and association. ƒ

 The conduct of elections is made complex by the practices and values, which in turn are
reflective of the behavior and attitudes of the electorate and the politicians and of the
actual practices before, during and after elections. Further, voter behavior reflects the
personalistic and patronage orientation of traditional Filipino politics or “trapo.”

 Patronage politics thrive on a culture where the government leader becomes a politician
who serves as a patron accommodating special favors to dole out money or provide
jobs, recommendations and contracts to only a few in exchange for votes in the
succeeding elections or support for a political agenda.

 A common element of patronage culture is utang na loob. The powers-that-be use this to
ensure that their political and economic interests will be served. For instance, a
“powerful” politician may invite a candidate to run under his political party and in return,
the candidate will feel indebted and eventually feel pressured to support the political
agenda of his benefactor (even if he is opposed to said agenda). ƒ

 For the poor, giving their support to a candidate is seen as an investment so that they
can depend on the politician for help, e.g. donations, medicine, school fees. Campaign
supporters view their help as a personal favor that the elected official should perceive as
utang na loob. In return, they expect the official to accept personal invitations from their
organizations, to comply with personal requests for donations, to award them perhaps
with a government position upon electoral victory. ƒ

 In preparation for a coming election, people with plans of running for public office would
be seen attending public functions from the barangay (community) to the provincial level.
For constituents at the national level, candidates engage themselves in media exposure.

 Conversely, voting has always been determined by popularity of the candidate and
financial and party machinery, which enhances the popularity of a candidate. Elections
now become a high-spending process to the detriment of the candidates who has
neither the financial resources nor the machinery, which can provide for posters and
airtime in mass media. ƒ

 Consequently, the electoral system becomes bereft of the real issues affecting the
electorate. Venues to seriously discuss programs of action and performances of
candidates become less relevant in determining who gets elected into office. ƒ

 The traditional guns, goons, and gold element of Filipino politics continue to be a real
phenomenon in certain districts, provinces, and regions particularly in the local level.

 Massive election fraud and violence are employed in order to win the elections.
Instances of cheating range from use of flying voters, registration of disqualified voters,
vote-buying, ballot and ballot box switching, padding of votes through dagdag bawas

Sem. 2, Module 2 Page 8

 and other forms, tampering canvass of votes, etc. Again, these practices become more
detrimental to candidates who have neither the financial nor political machinery to guard
the integrity of the votes and election results. However, the most powerful safeguard
against election fraud is the awareness and vigilance of every voter.

GUIDING VISION AND ACTION POINTS FOR CITIZEN VOTERS

Vision of Good Government, Leaders and Citizen Voters

The government, the leaders and the citizen voters are now faced with the challenge of
advancing various reforms in the system and in attitudes and perceptions towards a system of
wider and genuine participation of the grassroots in politics and governance, and towards
citizen’s political maturity.

 Government
- Advancing democratization and good governance
- Making available a meaningful and accessible election process
- Maximizing the benefits of democratic mechanisms for the interest and welfare of all
sectors of society, particularly the marginalized and underrepresented sectors.
- Ensuring that the government agenda and programs of action are genuinely
reflective of peoples’ agenda
- Advocating new politics and new kind of leaders that engage the participation of
citizen voters in running the affairs of the government

 Leaders
- Capitalizing on the program of action and public service rather than on popularity in
winning elections Promoting the envisioned government and engaging the citizens’
stake in governance

 Citizen Voters
- Exercising the right to vote and the duty of guarding the integrity of the vote itself
from any fraudulent maneuvering
- Using conscience in choosing the right leaders
- Safeguarding and defending the democratic mechanisms and institutions

Following are some action points for the citizen-voters in his/her exercise of the right of suffrage.
ƒ
Pre-Elections

Engage in preparatory activities that would enable him/her to exercise the right of suffrage and
the right to an informed and free choice.
 Register during the period allotted for voter registration
 Be informed of the issues, platforms and personalities of the political candidates
 Set specific guidelines in choosing government leaders in terms of the candidates’ social
affiliations and interests, competence, lifestyle, performance records.
 Conduct/participate in public debates that would inform citizens and gain the commitment
of the candidates to integrate, foremost, the interests and welfare of the citizens in their
program of government. This process can be used to remind and hold the elected leaders
accountable to the promises made during the campaign. ƒ

During Elections

 Exercise vigilance and the right to vote

Sem. 2, Module 2 Page 9

  Vote according to your conscience
 Practice vigilance by protecting the integrity of your own vote from any undue influence,
volunteering in organizations that work for clean and peaceful elections, watching out for
instances of cheating in the elections, and informing the rest of the electorate of such
activities ƒ

Post-Elections

Practice continued vigilance and participate in governance:

 Be vigilant in the counting and canvassing of votes
 Another arena of participation is open to the citizen voter once the candidates they have
voted for assume office.
 Participate in local governance through development planning in the barangay level,
consultations and public hearings, representation in local special bodies.
 Aside from direct exercise of legislative power through the system of initiative and
referendum, citizen voter can participate in legislating laws through legislative advocacy,
a process of engaging with the legislature and other governmental and social institutions
to ensure that the concerns and welfare of the general electorate be articulated in the
deliberations of bills and other legislative measures as well as in the final versions of
laws.
 The citizen voter can also engage in the political and electoral process in other ways such
as:
a. running for office
b. supporting/campaigning for a political party, candidate or party-list group
c. supporting initiatives of civil society organizations to ensure honest and peaceful
elections
d. making views known to the elected representatives

Sem. 2, Module 2 Page 10

 MODLUE 4:
DIGITAL LITERACY
OBJECTIVES:

At the end of the module, you are expected to:

 Learn concepts on digital literacy and digital footprints;

 Be aware of the skills needed in order to engage with the digital world responsibly and
effectively;
 Proactively take control of your own digital identity;
 Describe ways you use technology in your own life and learning; and
 Reflect on your own digital footprint.

As digital technology has become more common, affordable, and portable, more and more
people from all parts of society are starting to increase their online and digital participation.
Understanding the new opportunities, rules, and potential pitfalls of the digital world doesn’t
necessarily come automatically with long-term use. Not everyone using digital technology
knows how to handle the range of available tools to their best extent, and even experienced
digital technology users can fall prey to hackers, lose control of how they are represented
online, or otherwise fail to maintain their digital identity in an optimal manner.

Digital literacy is a relatively new concept that emerged in the 1990s during the era of the
Internet revolution. Before that, people talked more about “computer literacy.” But in 1997, Paul
Gilster, a historian and educator first coined the term “digital literacy,” arguing that digital literacy
went beyond just skills in using technology. He said it is about “mastering ideas, not [computer]
keystrokes” (Gilster, 1997, p. 1).

Gilster (1997) further defined digital literacy as “the ability to understand and use information in
multiple formats from a wide range of sources when it is presented via computers” (p. 1). For
him, digital literacy involves the ability to critically evaluate information (presented in different
formats) and make decisions about how to use this information in different real-life contexts.

Initially digital literacy was viewed primarily as the functional skills and competencies that
people needed in order to use computers and the Internet. However in the last decade this has
been expanded to consider the broader capacity needed to participate in a digital environment.
UNESCO (2011) views digital literacy as a life skill that not only increases employability, but
serves as a catalyst that “enables the acquisition of other important life skills” (p. 1).

The view of digital literacy offered by Jisc (2015) is even more comprehensive, defining digital
literacy as “the capabilities which fit someone for living, learning and working in a digital society”
(para. 3). 

WHY IS DIGITAL LITERACY IMPORTANT?

You might be familiar with the concept of a “digital native” or the “net generation.” These
terms refer to the idea that a person who has been born or brought up during the age of digital
technology will be familiar with computers and the Internet from an early age.

Sem. 2, Module 2 Page 11

 In fact, this generational desire to be constantly
connected has even been inserted into Maslow’s
hierarchy of needs as the ultimate foundation of basic
human needs. This psychological model is depicted
as a pyramid with people’s basic survival needs as its
foundation which need to be satisfied before people
can realize their full potential (Figure 1.3).

However, there has been a lot of criticism about the

concept of the digital native because it assumes
many things, not least that somehow all young
people have access to technology, that older people
don’t have the same level of digital literacy as
younger people, and that having access to
technology automatically means you know how to
use it.

So if young people are so adept at using digital technologies, why do they (and perhaps you for
that matter) need to improve their digital literacy?

There are many answers, and hopefully this introduction has already hinted at some of them.
One is that it’s not enough in this globally connected world to just be able to use technology.
You need to be able to develop socially responsible digital practices and also to contribute to
digital practices in your own personal, work, and learning lives.

BECOMING AN IMPROVED DIGITAL CITIZEN

Digital identity refers to your “online self,” the side of you that people see on the Internet, the
electronic representation of who you are. We all have different identities in different contexts
and one of the things about being a digital citizen is the ability to control the representation of
yourself in the online environment.

Your digital footprint is all the stuff that you leave online, the digital tracks and traces, the stuff
that makes up other people’s perception. Some of those things are really visible and some of
them invincible, the things that you’ve watched, and the trails of things you watched on
YouTube that recommends something else. But lots of the things that we leave online are stuff
that are entirely within our control and are about our creative process.

What was the last thing you shared online? What does it say about you? If someone is looking
at that, what does it tell you? Does it tell them what you are or about your interests? Maybe it
says something really positive or quirky. You might be sharing stuff you don’t really intend to get
a wider airing. Then your identity starts to be this slight model of things intended for different
kinds of audiences. It’s not about what you share and where you share it, it’s also who you
share it with. Researches had been done on how students, like you, use social media, how they
think about their identity online, and 61% very rarely check their privacy settings and 5% have
found something online they did not want to see, they thought it’s been taken away, they didn’t
think they posted it.

So, privacy settings, who you share with and the circles you share with, matter. You have
control of that, but most of you choose not to exercise that. We also create other’s footprints for
them, but we don’t always think about it that way. We try to figure out this etiquette about what
we tag, about what we share, how our digital footprints are constructed and how we’re
constructed by other people everyday. In another research, 11% of people said they had been

Sem. 2, Module 2 Page 12

tagged in an unwanted way in a photograph. Your presence online, actually is very much part of
your personal identity. The stuff you’re sharing now, the stuff you shared everyday can have
long term consequences.

We love social media. There are a lot of creative and fantastic tools in it. They are like a big,
giant shop for anonymity. And it’s a huge suite of things that are creative and wonderful creating
marvelous things. There can be really good thing about being present online, 16% of them had
approaches for jobs, for volunteering opportunities because having a presence online. It can be
really fantastic to build up your network. It’s a really positive thing as long as you’re being
deliberative and thinking about what you are doing. Because once something is out there, it’s
really hard to get it back. These things go out of hand, they grow, they network – you end up
with this big tangle of things. If you want to take back a post: you might delete it in one place, it
might have been copied to somewhere else. It’s not easy to take stuff back once it’s out there.

Think about 2026, what does the digital footprint of the stuff that you are leaving now? Is it
saying the right things? Is that the history of you? Because we will all have a history of us
recorded in lots of different places. What does that say about you? Is that what you want it to?
When you post something next time, think about it. Having a personality is 90% of what social
media is about; being fun and lively is fine. You’re creating something beautiful and complex,
but think about what you’re creating. Be a brilliant presentation of you – think about the long-
term view of it. How do you make your digital footprint to say the right thing about you?

Decide on some SMART goals (specific, measurable, attainable, relevant, and time-bound),

and identify how you want the virtual “you” to look to the various people who might see you
online: friends, family (including your grandmother!), teachers and professors, coaches,
neighbors, potential employers, potential dates, or complete strangers.

THINK BEFORE YOU CLICK!

Build a global community of responsible digital citizens. Digital citizens are persons who
confidently use technology to understand information online and interact positively with others.
SILA AY MAINGAT, MAPANURI, AT MAGALANG.

REMEMBER:

 Behind every screen is a human being.

 Practice empathy – putting your feet in the shoes of others

Sem. 2, Module 2 Page 13

  Respect values, feelings, and beliefs of others and accept differences

 Practice positive online engagement

- Know your audience
- Everyone is important
- Be sensitive to the environment
o Everyone is doing his/her best
o When upset: pause, inhale, exhale
- Avoid negative conversations, dangerous personalities
o Cyberbully – using or harassing using electronic means
o Troll – person who starts flame wars or intentionally upsets people on the internet
o Predator – one who Gives illicit media: photography, audio, or video to children
below the age of consent; engages a minor in sexually-explicit chat; arranginges
to meet with a minor with the intent of performing an illegal, unlawful, and
unethical sexual act
o Scammer – one whose purpose is to get hold of your money by getting you to
reveal your personal details, stealing your information, or even getting you to
willingly hand over the cash; they don’t give their exact information; they are too
good to be true

 Manage screen time – set family hour online (if you don’t leave together)

 Have a better work/life balance

Sem. 2, Module 2 Page 14

 MODLUE 3:
GENDER AND DEVELOPMENT AWARENESS
OBJECTIVES:

At the end of the module, you are expected to:

 Know the correct systems and mechanisms that produce gender inequality;
 Be aware of the importance of gender equality;
 Promote equality and diversity; and
 Know the basics of achieving gender equality and women’s empowerment.

“Those who have less in life should have more in law.”

Pres. Ramon Magsaysay on “social justice”

Achieving GENDER parity has become a great concern for the

world today. It is considered as a part of development strategy in
many countries. When all people – both men and women have
equal access to services and resources, enjoy equal rights, and
get equal opportunity to develop capabilities without any bias or
preferences, then the development of the country would be
faster. It strengthens countries' abilities to grow, to reduce poverty, and to govern effectively.
Despite considerable efforts in advocacy, creation of awareness, different strategies and
programs, gender discrimination remains pervasive in many dimensions of life – worldwide.
Though the nature and magnitude of the discrimination vary from country to country, in no part
of the world gender parity is completely achieved in legal, social and economic fronts. Gender
gaps are widespread in access to and control of resources, in economic opportunities, in power,
and political voice. Women are still exploited, discriminated, and subject to harassment and
violence. Again in the current years, the focus has been changed from women empowerment to
gender development. The former is a mean but not all for gender parity. In this perspective an
edited volume covering the various dimensions and strategies of gender development is highly
imperative. Rural women are mainly employed in agriculture – its allied activities and agro-
based enterprises. There exists a glaring gender bias in terms of ownership, nature of works
assigned, wages payment ,freedom in choice of work. Though the women contribute a
significant proportion of agricultural production, they are discriminated, ill-paid and their role is
largely neglected. There is a need for an appropriate legal-institutional frame work, change of
societal attitude, and supported mechanization of agriculture on the need of lessening drudgery
activities and work-stress for women, in reducing gender disparity in agriculture sector and
sustainable development. Similarly, the women, nearly half of the total population, are lagging
behind in access to the existing health care and educational opportunities in the country. A
proper level of awareness and conducive environment need to be developed for this. Promotion
of health, education and an appropriate level of awareness will largely contribute to women
development and facilitate them to enjoy their right. More over provision of employment and
economic empowerment of women can be considered as one of the important dimensions of
gender development. Formation of Self Help Group among poor women – those who are unable
to access market individually, on their own capacity and provision of micro credit financing to
them are great support and help them to start income generating micro enterprises and get rid
of poverty. This not only helps to empower women but also provides them economic and social

Sem. 2, Module 2 Page 15

justice. This is an initiative to address these issues and draw the attention of the policy makers
and planners.

To achieve gender equality and women’s empowerment, agencies need to know the basics.
This learning session described the basic gender-related concepts and identify how social
institutions contribute to the perpetuation of gender issues/biases. This session will also shed
light to the difference of sexual orientations, gender identities, and gender expressions, and
appreciate the importance of GAD work and advocacy.

DEFINITION OF TERMS

 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, supportive of self-determination and actualization of human
potentials. It seeks to achieve gender equality as a fundamental value that should be
reflected in development choices and contends that women are active agents of
development, not just passive recipients of development.

 Gender– is a social and cultural construct, which distinguishes differences in the

attributes of men and women, girls and boys, and accordingly refers to the roles and
responsibilities of men and women. Gender-based roles and other attributes, therefore,
change over time and vary with different cultural contexts. The concept of gender
includes the expectations held about the characteristics, aptitudes and likely behaviors
of both women and men (femininity and masculinity). This concept is useful in analyzing
how commonly shared practices legitimize discrepancies between sexes.

 Sex –refers to the biological differences between males and females, such as the
genitalia and genetic differences.
Thus:
SEX is… GENDER is…

What makes one male or female What is masculine or feminine

Biologically determined Sociologically determined/ culturally

defined

Refers to physical characteristics REFERS TO LEARNED BEHAVIOR

Constant across time Changes over time

Constant/ same across different May vary in different societies and

societies and cultures cultures

 Substantive equality –means full and equal enjoyment of rights and freedoms (in fact
and in law), and also equality in outcomes.

 Gender equality– is the concept that women and men, girls and boys have equal
conditions, treatment and opportunities for realizing their full potential, human rights and
dignity, and for contributing to (and benefitting from) economic, social, cultural and
political development. Gender equality is, therefore, the equal valuing by society of the
similarities and the differences of men and women, and the roles they play. It is based
on women and men being full partners in the home, community and society. Equality
does not mean that women and men will become the same but that women’s and men’s

Sem. 2, Module 2 Page 16

 rights, responsibilities and opportunities will not depend on whether they are born male
or female. Gender equality implies that the interests, needs and priorities of both women
and men and girls and boys are taken into consideration, recognizing the diversity of
different groups and that all human beings are free to develop their personal abilities and
make choices without the limitations set by stereotypes and prejudices about gender
roles. Gender equality is a matter of human rights and is considered a precondition for,
and indicator of, sustainable people-centered development.

 Gender equity – is the process of being fair to men and women, boys and girls, and
importantly the equality of outcomes and results. Gender equity may involve the use of
temporary special measures to compensate for historical or systemic bias or
discrimination. It refers to differential treatment that is fair and positively addresses a
bias or disadvantage that is due to gender roles or norms or differences between the
sexes. Equity ensures that women and men and girls and boys have an equal chance,
not only at the starting point, but also when reaching the finishing line. It is about the fair
and just treatment of both sexes that takes into account the different needs of the men
and women, cultural barriers and (past) discrimination of the specific group.

 Women empowerment – is the provision, availability, and accessibility of opportunities,

services, and observance of human rights which enable women to:

- actively participate and contribute to the political, economic, social, and cultural
development of the nation, and
- provide them equal access to ownership, management, and control of production,
and of material and informational resources and benefits in the family, community,
and society

 Gender discrimination – is any distinction, exclusion or restriction made on the basis of

sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment
or exercise by women, irrespective of their marital status, on the basis of equality of men
and women, of human rights and


 freedoms in the political, economic, social, cultural, civil or any other field” [United
Nations, 1979. ‘Convention on the Elimination of all forms of Discrimination Against
Women (CEDAW),’ Article 1]. Discrimination can stem from both law (de jure) or from
practice (de facto).

The CEDAW Convention recognizes and addresses both forms of discrimination,

whether contained in laws, policies, procedures or practice.

- De jure discrimination e.g., in some countries, a woman is not allowed to leave the
country or hold a job without the consent of her husband.
- De facto discrimination e.g., a man and woman may hold the same job position and
perform the same duties, but their benefits may differ.

 Discrimination Against Women: any gender-based distinction, exclusion, or restriction

which has the effect or purpose of impairing or nullifying the recognition, enjoyment, or
exercise by women, irrespective of their marital status, on the basis of equality of men
and women, of human rights and fundamental freedoms in the political, economic,
social, cultural, civil, or any other field. It includes any act or omission, including by law,
policy, administrative measure, or practice, that directly or indirectly excludes or restricts

Sem. 2, Module 2 Page 17

 women in the recognition and promotion of their rights and their access to and
enjoyment of opportunities, benefits, or privileges.
- Example: Nightwork prohibition against women (Labor Code, Arts. 130 to 131)
repealed in 2010 by RA No. 10151

 Gender-based violence– is an umbrella term for any harmful act that is perpetrated
against a person’s will and that is based on socially ascribed (gender) differences
between females and males. The nature and extent of specific types of GBV vary across
cultures, countries and regions. Examples include sexual violence, including sexual
exploitation/abuse and forced prostitution, domestic violence, trafficking, forced/early
marriage, harmful traditional practices such as female genital mutilation, honor killings
and widow inheritance.

 Gender bias– is making decisions based on gender that result in favoring one gender
over the other which often results in contexts that are favoring men and/or boys over
women and/or girls.

Sem. 2, Module 2 Page 18

  Marginalization: the condition where a whole category of people is excluded from useful
and meaningful participation in political, economic, social, and cultural life.

 Marginalized: basic, disadvantaged, or vulnerable persons or groups who are mostly

living in poverty and have little or no access to land and other resources, basic social
and economic services such as health care, education, water and sanitation,
employment and livelihood opportunities, housing, social security, physical
infrastructure; and the justice system

Sem. 2, Module 2 Page 19

  Social Protection: policies and programs that seek to reduce poverty and vulnerability
to risks and enhance the social status and rights of all women, especially the
marginalized by promoting and protecting livelihood and employment, protecting against
hazards and sudden loss of income, and improving people’s capacity to manage risk. Its
components are labor market programs, social insurance, social welfare, and social
safety nets.

 Violence against women – are acts of instilling fear and inflicting pain with the aim to
injure or abuse a person, usually women. Forms of violence may be verbal, physical, or
psychological:
- Jokes
- Wolf-whistles
- Peeking
- Chancing or making sexual passes
- Sexual harassment
- Domestic violence
- Rape
- Prostitution
- Commodification (treating women as commodity and not as a person)

LEGAL BASIS

As in the case of: Villavicencio vs. Lukban G.R. No. L-14639, March 25, 1919

Shall the judiciary permit a government of the men instead of a government of laws to be set up
in the Philippine Islands? … But one can search in vain for any law, order, or regulation, which
even hints at the right of the Mayor of the city of Manila or the chief of police of that city to force
citizens of the Philippine Islands — and these women despite their being in a sense lepers of
society are nevertheless not chattels but Philippine citizens protected by the same constitutional
guaranties as are other citizens — to change their domicile from Manila to another locality.

1975: International Women’s Year

 For the first time, UN to convene World Conference on Women between 19 June and 02
July 1975 in Mexico City, Mexico.
 International action program for women would be launched

 Membership

Sem. 2, Module 2 Page 20

  Cabinet members from departments that directly or indirectly affect the
participation of women
 Heads of women’s organizations as President may designate
 Heads of chambers of commerce
 Government and private sector representatives who can help implement IWY’s
aims, as the President may designate

 Policy Declaration
 WHEREAS, the Government of the Republic of the Philippines recognizes the
significant contribution of Filipino women as citizens, homemakers, workers,
volunteers, as well as their increasing participation in the development of friendly
relations and cooperation among nations, and the promotion of world peace, and,
 WHEREAS, there is a need for a body to review, evaluate and recommend
measures, including priorities, to ensure the full integration of women for
economic, social, and cultural development at national, regional and international
levels and to ensure further equality between men and women;

 Background
 Often described as an international bill of rights for women
 Adopted by the UN General Assembly in 1979
 Philippines signed it on 15 July 1980, and ratified it on August 5, 1981
 Entered into force as an international treaty on September 3, 1981, after the 20th
country ratified it

 Content
 Defines discrimination against women
 Sets up an agenda for national action to end such discrimination
 Imposes state commitments on Policy Measures, Guarantee of Basic Human
Rights and Fundamental Freedom, Special Measures, Sex Role Stereotyping
and Prejudice, Prostitution, Political and Public Life, Representation, Nationality,
Education, Employment, Health, Economic and Social Benefits, Rural Women,
Law, Marriage and Family Life

 “Discrimination against women”

 ACTION: Any distinction, exclusion or restriction
 BASIS: made on the basis of sex
 EFFECT OR PURPOSE: impairing or nullifying the recognition, enjoyment or
exercise by women, irrespective of their marital status, on a basis of equality of
men and women, of human rights and fundamental freedoms
 FIELD: in the political, economic, social, cultural, civil or any other field (Article 1)

 Obligations of State Parties

 States Parties undertake to adopt all necessary measures at the national level to
fully realize the rights recognized in the present Convention
 Submit report on the legislative, judicial, administrative or other measures
adopted:
 one year after entry into force
 at least every four years thereafter

In the case of Halagueña vs. Philippine Airlines G.R. No. 172013, October 2, 2009

Sem. 2, Module 2 Page 21

The said issue cannot be resolved solely by applying the Labor Code. Rather, it requires the
application of the Constitution, labor statutes, law on contracts and the Convention on the
Elimination of All Forms of Discrimination Against Women, and the power to apply and interpret
the constitution and CEDAW is within the jurisdiction of trial courts, a court of general
jurisdiction.

1987 Constitution
 Reinforced the concepts of human dignity and equal protection of the laws as
fundamental human rights
 Introduced representation of marginalized sectors, including women, in the process of
legislation
 Recognized the role of women in nation building; fundamental equality before the law
between women and men
 Devoted a portion on social justice

 Role of Women in Nation Building

 “The State recognizes the role of women in nation-building, and shall ensure the
fundamental equality before the law of women and men.” (Declaration of
Principles and State Policies, Article II, Sec. 14)

 Representation
 “The party-list representatives shall constitute twenty per centum of the total
number of representatives including those under the party list. For three
consecutive terms after the ratification of this Constitution, one-half of the seats
allocated to party-list representatives shall be filled, as provided by law, by
selection or election from the labor, peasant, urban poor, indigenous cultural
communities, women, youth, and such other sectors as may be provided by law,
except the religious sector.” (Legislative Department, Article VI, Section 5 (2)

 Social Justice
 The State shall adopt an integrated and comprehensive approach to health
development which shall endeavor to make essential goods, health and other
social services available to all the people at affordable cost. There shall be
priority for the needs of the under-privileged, sick, elderly, disabled, women, and
children. The State shall endeavor to provide free medical care to paupers.
(Social Justice and Human Rights, Article XIII, Sec. 11)
 The State shall protect working women by providing safe and healthful working
conditions, taking into account their maternal functions, and such facilities and
opportunities that will enhance their welfare and enable them to realize their full
potential in the service of the nation. (Social Justice and Human Rights, Article
XIII, Sec. 14)

 Policy Declaration
 Declaration of Policy: “The State recognizes the role of women in nation building
and shall ensure the fundamental equality before the law of women and men.
The State shall provide women rights and opportunities equal to that of men.”
(Section 2)

 Salient Features
 A substantial portion of official development assistance (ODA) funds shall be set
aside and utilized to support programs and activities for women
 All government departments shall ensure equal benefit and direct participation of
women in the development programs and projects
Sem. 2, Module 2 Page 22
  All government departments and agencies shall remove gender bias in all their
regulations, circulars, issuances and procedures

 Other Provisions
 Capacity to act: Women of legal age shall have the same capacity to act as men
 Membership in clubs: Equal access to membership in all clubs, committees,
associations
 Admission to military schools: Equal opportunity for appointment, admission, training,
graduation, and commissioning in AFP and PNP schools
 Social protection: Home-based married persons entitled to voluntary coverage for
Pag-IBIG, SSS and GSIS with working spouse’s consent

In the case: Republic of the Philippines vs. Manalo G.R. No. 221029, April 24, 2018

Moreover, in protecting and strengthening the Filipino family as a basic autonomous social
institution, the Court must not lose sight of the constitutional mandate to value the dignity of
every human person, guarantee full respect for human rights, and ensure the fundamental
equality before the law of women and men. A prohibitive view of Paragraph 2 of Article 26 would
do more harm than good. If We disallow a Filipino citizen who initiated and obtained a foreign
divorce from the coverage of Paragraph 2 of Article 26 and still require him or her to first avail of
the existing "mechanisms" under the Family Code, any subsequent relationship that he or she
would enter in the meantime shall be considered as illicit in the eyes of the Philippine law.

Beijing Platform for Action (BPfA), 1995

Salient Features
 Presented a review of the status of women post-CEDAW
 disproportionate impact of development
 varying situations of women
 An “agenda for women’s empowerment”
 Identified 12 Critical Areas of Concern
 Identified “gender mainstreaming” as strategy for achieving gender equality
commitments

12 Critical Areas of Concern

Sem. 2, Module 2 Page 23

Republic Act No. 9710 Magna Carta of Women 14 August 2009

Women’s Rights as Human Rights: Women are human beings. Human beings have human
rights. As human beings, women should be able to fully exercise their human rights.

Sem. 2, Module 2 Page 24

Basic Human Rights (UN Declaration of Human Rights)

1. We are all born free and equal

2. Right against discrimination
3. Right to life, liberty and security of person
4. Right against slavery or servitude
5. Right against torture, or cruel, inhuman or degrading punishment
6. Right to recognition everywhere as a person before the law
7. Right to equal protection of the law
8. Right to seek legal protection of human rights
9. Right against unfair detainment
10. Right to trial
11. Right to be presumed innocent
12. Right to privacy
13. Freedom to move
14. Right to seek a safe place to live
15. Right to a nationality
16. Right to marry and have a family, if they want to
17. Right to property
18. Freedom of thought
19. Freedom of expression
20. Right to public assembly
21. Right to democracy
22. Right to social security
23. Worker’s rights
24. Right to rest and relax
25. Right to basic needs (FAWS)
26. Right to education
27. Copyright
28. Right to a fair and free world
29. Responsibility to protects other’s rights and freedom
30. Right against destruction of human rights

Sem. 2, Module 2 Page 25

Human Rights of Women

 All rights in the Constitution

 Those rights recognized under international instruments duly signed and ratified by the
Philippines, in consonance with Philippine law
 Protection from violence: The State shall ensure that all women shall be protected from
all forms of violence as provided for in existing laws. Agencies of government shall give
priority to the defense and protection of women against gender-based offenses and help
women attain justice and healing.
 Protection from violence

 Women have the right to protection and security in times of disasters, calamities, and
other crisis situations especially in all phases of relief, recovery, rehabilitation, and
construction efforts

 Participation and Representation

 Goal: Accelerate participation and equitable representation of women in all spheres

of society, particularly in the decision-making and policy-making processes
 State shall institute affirmative action mechanisms so that women can participate
meaningfully in the formulation, implementation, and evaluation of policies, plans,
and programs for national, regional, and local development

O Women in Sports: The State shall develop, establish, and strengthen programs
for the participation of women and girl-children in competitive and noncompetitive
sports

Sem. 2, Module 2 Page 26

 o Women in the Military: The State shall pursue appropriate measures to eliminate
discrimination of women in the military, police, and other similar services

o Portrayal of Women in Media and Film: Women shall not be portrayed in a

derogatory and discriminatory manner in media and film

o Women’s Right to Health: Comprehensive Health Services: The State shall

provide for a comprehensive, culture-sensitive, and gender-responsive health
services and programs covering all stages of a woman's life cycle and which
addresses the major causes of women's mortality and morbidity
O Comprehensive Health Information and Education: The State shall provide
women in all sectors with appropriate, timely, complete, and accurate information
and education on all the above-stated aspects of women's health in government
education and training programs

o Special Leave Benefits

 Two (2) months special leave benefit with full pay based on gross monthly
compensation
Sem. 2, Module 2 Page 27
  Woman employee
 Continuous aggregate employment of at least six (6) months for the last
twelve (12) months shall be entitled to a special leave benefit of two (2)
months
 She had surgery caused by gynecological disorders

O Marriage and family relations

o Marginalized sectors

1. Women in Especially Difficult Circumstances

- WEDC: Victims and survivors of sexual and physical abuse, illegal
recruitment, prostitution, trafficking, armed conflict, women in detention,
victims and survivors of rape and incest, and such other related
circumstances which have incapacitated them functionally
- Local government units are mandated to deliver the necessary services and
interventions to WEDC under their respective jurisdictions.
- Services and interventions for WEDCs
 Temporary and protective custody;
 Medical and dental services;
 Psychological evaluation;
 Counseling;
 Psychiatric evaluation;
 Legal services;
 Productivity skills capability building;
 Livelihood assistance;
 Job placement;

Sem. 2, Module 2 Page 28

  Financial assistance; and
 Transportation assistance.

2. Girl-children

3. Senior Citizens: The State shall protect women senior citizens from neglect,
abandonment, domestic violence, abuse, exploitation, and discrimination. Towards this
end, the State shall ensure special protective mechanisms and support services against
violence, sexual abuse, exploitation, and discrimination of older women.

Institutional Mechanisms

Gender Mainstreaming as Strategy

 Gender Mainstreaming”: the strategy for making women's as well as men's concerns
and experiences an integral dimension of the design, implementation, monitoring, and
evaluation of policies and programs in all political, economic, and societal spheres so
that women and men benefit equally and inequality is not perpetuated.
 It is the process of assessing the implications for women and men of any planned action,
including legislation, policies, or programs in all areas and at all levels.

Women Migrant Workers

 An officer duly trained on GAD shall be designated as the gender focal point in the
consular section of Philippine embassies or consulates
 Said officer shall be primarily responsible in handling gender concerns of women migrant
workers.
 Attached agencies shall cooperate in strengthening the Philippine foreign posts’
programs for the delivery of services to women migrant workers.

Roles
 Philippine Commission on Women: primary policymaking and coordinating body for
women and gender equality concerns under the Office of the President.
 Commission on Human Rights: act as the Gender and Development Ombud, consistent
with its mandate
 Commission on Audit: conduct annual audit on the use of the GAD budget for the
purpose of determining its judicious use and the efficiency

Penalties
 Government agency/GOCC/LGU

Sem. 2, Module 2 Page 29

 - Sanctions under administrative law, civil service, or other appropriate laws shall be
recommended to the Civil Service Commission and/or the Department of the Interior
and Local Government
- Person directly responsible/LCE/Head of agency shall be liable
 Private entity/individual: person directly responsible for the violation shall be liable to pay
damages.
 Filing a complaint under this Act shall not preclude the offended party from pursuing
other remedies available under the law
 If violence has been proven to be perpetrated by agents of the State, such shall be
considered aggravating offenses

Incentives
 There shall be established an incentives and awards system which shall be administered
by a board under such rules and regulations as may be promulgated by the PCW to
deserving entities, government agencies, and local government units for their
outstanding performance in upholding the rights of women and effective implementation
of gender-responsive programs.

VAWC
REPUBLIC ACT #9262
ANTI-VIOLENCE AGAINST WOMEN AND THEIR CHILDREN ACT
MARCH 8, 2004

 A special law protecting women and their childrenfrom all forms of abuse

 Criminal statute

 Civil action – temporary and permanent protection order

 With remedy of barangay (protection order)

 Offender: any person

 Victim:
- Woman who is:
O Offender’s wife or former wife
O Or with whom offender has had a sexual or dating relationship
O Or with whom offender has a common child
- Woman’s child or child under her care
 Mode of committing: any act or series of acts; or threats of such acts

 Which result or likely to result in:

- Physical: acts that include bodily or physical harm

O Causing physical harm to the woman or her child
O Threatening to cause the woman or her child physical harm
O Attempting to cause the woman or her child physical harm
O Placing the woman or her child in fear of imminent physical harm

- Sexual: act which is sexual in nature

O Rape, sexual harassment, acts of lasciviousness, treating a women or her child
as a sex object, making demeaning and sexually suggestive remarks
Sem. 2, Module 2 Page 30
 O Acts causing or attempting to cause the victim to engage in any sexual activity by
force, threat of force, physical or other harm, or coercion
O Prostituting the woman or child

- Psychological harm or suffering: acts or omissions causing or likely to cause mental

or emotional suffering of the victim
O Intimidation, harassment, stalking, damage to property, public ridicule or
humiliation, repeated verbal abuse, and marital infidelity
O Causing or allowing the victim to witness abuse a member of the family, to
witness pornography in any form, or to witness abusive injury to pets
O Unlawful or unwanted deprivation of right to custody and/or visitation of common
children

- Economic abuse: acts that make or attempt to make a woman financially dependent
O Withdrawal of financial support or preventing the victim from engaging in any
legitimate profession, occupation, business, or activity
O Deprivation or threat of deprivation of financial resources and right to property
O Destroying household property
O Controlling money or properties

 Examples: battery, assault, coercion, harassment, arbitrary deprivation of liberty

 Penalties:
O Lightest:1 month and 1 day (aresto mayor)
O Heaviest: reclusion perpetua (permanent imprisonment)

 Purposes of a protection order:

O Prevents further acts of violence against a woman or her child
O Safeguard the victim from further harm
O Minimize disruption in victim’s daily life
O Give her the opportunity and the ability to regain control over her life
O Offender is barred from threatening or committing any of punishable acts
O Offender is removed from residence regardless of ownership, temporarily or
permanently
O Offender is ordered to stay away from the victim, any designated family or household
member
O Victim is granted temporary or permanent custody of the child
O Offender is ordered to provide support – automatic remittance of salary or income by
employer
O DSWD provides shelter and social services

THE FOLLOWING MAY FILE PROTECTION ORDER

O Offended party
O Parents or guardians
O Ascendants, descendants, collateral relatives within 4th degree of consanguinity or
affinity
O DSWD or LGU social workers
O Police officers
O Punong barangay or kagawad
O Lawyer, counselor, therapist, healthcare provider

Sem. 2, Module 2 Page 31

 O At least, 2 citizens of the city or municipality who have personal knowledge of the
offense

 Rights of victims
O Right to be treated with respect and dignity
O Legal assistance; support from DSWD or LGUs
O Privacy and confidentiality of records

GENDER AND DEVELOPMENT IN PHILIPPINES

Philippine Plan for Gender and Development, 1995-2025, is a National Plan that addresses,
provides and pursues full equality and development for men and women. Approved and
adopted by former President Fidel V. Ramos as Executive No. 273, on September 8, 1995, it is
the successor of the Philippine Development Plan for Women, 1989-1992 adopted by Executive
No.  348 of February 17, 1989.

Three years after, DENR Administrative Order No. 98 – 15 dated May 27, 1998 came up as the
Revised Guidelines on the Implementation of Gender and Development (GAD) Activities in the
Department of Environment and Natural Resources (DENR) in order to strengthen the DENR
GAD Focal Point System and accomplishing the GAD vision “Partnership of Empowered Men
and Women for Sustainable Development”.

Republic Act No. 9710, otherwise known as the Magna Carta of Women was approved on
August 14, 2009 which mandates non-discriminatory and pro-gender equality and equity
measures to enable women’s participation in the formulation, implementation and evaluation of
policies and plan for national, regional and local development.

A Memorandum Circular No. 2011 – 01 dated October 21, 2011 was released addressing to all
Government Departments including their attached agencies, offices, bureaus, State
Universalities and Colleges (SUCs), Government-Owned and Controlled Corporations (GOCCs)
and all other government instrumentalities as their guidelines and procedures for the
establishment, strengthening and institutionalization of the GAD Focal Point System (GFPS).

WHY GENDER IS A DEVELOPMENT ISSUE:

 Women form 50% of the world’s population.

 Women perform 2/3 of the world’s work.
 Women make up 2/3 of the world’s illiterate population.
 Women earn 1/10 of the world’s work income.
 Women earn less than 1/100 of the world property.
 Women constitute 70% of the world’s poor living on less than P50.00/day.

PREMISE OF GENDER SENSITIVITY

 It is not pitying.
 It is not male-bashing.
 It is not anti-male.
 It is not a war of sexes.
 Both men and women are victims of gender inequality, although women are more of the
victims than men.
 Both men and women have a stake in the struggle for gender equality.

Sem. 2, Module 2 Page 32

New ideas
restoration

Sem. 2, Module 2 Page 33