Basic Competencies NCI Philippine = # MDGIF Zl GS Wel Seon" Sera" Canada GREAT MenThis publication was undertaken through the GREAT Women Project, with financial support from the Government of Canada provided through the Canadian International Development Agency (CIDA) and the generous support of the Spanish people through the Millennium Development Goals Achievement Fund (MDG-F 1942) joint programme ‘Ateratives to Migration: Decent Jobs or Fipino Youth. The contents and views in this publeation ate the sole Sou ‘esponsibility of the Technical Education and Skills Development Authority (TESDA) and do not necessarily represent the perspective of CIDA and the MDG-F programme or the Government of Spain.TABLE OF CONTENTS Basic Competencies NC | FOREWORD MESSAGES Mr. Luke T. Myers, Counsellor (Development) and Head of Cooperation Canadian International Development Agency (CIDA), Manila .. Ms. Remedios I. Rikken .. i iii iv-v ACKNOWLEDGMENTS ... vi-viii INTRODUCTION Background Developing the Manual TESDA's Project under the GREAT Women Project ‘TESDA and UNFPA Collaborate on the GST Manual through the YEM Project = Integrating Gender in the TVET Curriculum and Developing the GST Materials . Contents of the Manual .. How to Use the Manual General Tips for Trainers/Facilitators .. xili-xvii ‘TRAINER'S MANUAL - NCI © Gender Sensitive Curriculum Session Plans © Trainer's Guides Module 1—Observing Gender Sensitivity in the Workplace Activity 1 - Differentiating Sex and Gender ... 1-15 Activity 2 - Discovering the Roots of Gender Inequality .. 16-26 Activity 3 ~ Understanding Gender Bias 27-39 Module 2—Working with Others Activity 4 - Recognizing Gender Roles 1-6 Activity 5 ~ Game Ka Na Ba? ss 719 Module 3—Receiving and Responding to Workplace Communications Activity 6 - Using Gender-Fair Language in the Workplace 1-10 Module 4 - Demonstrating Work Values and Gender SensitivityActivity 7 - Assessing Workplace Ethics meee Activity 8 - Dealing with Ethical Dilemmas Activity 9 - Practicing My Work Values Activity 10 - My Vision of a Gender-Fair Society ‘+ Competency Assessment Tools (for institutional assessment) ‘ANNEXES Annex A TESDA Circular No. 26, series of 2012, entitled: “Roll-Out of Gender Sensitive Training Curriculum and Gender Sensitive Trainer's Manual” Annex B - PowerPoint Presentation for Muslims 1-41 12-20 21-27 28-34 @& FOREWORD ‘The Technical Education and Skills Development Authority (TESDA) has gone through an arduous, yet productive journey towards integrating gender sensitivity in the technical vocational education and training (TVET) curriculum. This effort is envisioned to make TVET responsive to the global demand of mainstreaming gender and development (GAD), which will eventually lead to creating a learning environment that is fair and sustainable for all. TESDA believes that a truly sustainable socioeconomic development can only be achieved if all sectors in the society work together, such as the development of a new generation of individuals who are immersed in a gender sensitive form of education. It is for this reason that TESDA has partnered with various agencies and institutions in coming up with a more gender sensitive training material. This Gender Sensitive Curriculum and Gender Sensitivity Training Material (GST) Trainer's Manual is a product of TESDA’s collaborative effort, as spearheaded by the ‘TESDA Women’s Center (TWC), with the Philippine Commission on Women (PCW), the Canadian International Development Agency (CIDA) and the United Nations Population Fund (UNFPA). This GST Trainer's Manual was developed under the project called the “Development of Training Materials for the Economic Empowerment of Women through Enhanced Technology-Based Community Training Program,” which is a TESDA-proposed sub- project under the GREAT Women Project. GREAT Women, an acronym for “Gender Responsive Economic Actions for the Transformation of Women,” is a five-year governance and capacity development project (2006-2011) that aims to create and support a gender-responsive enabling environment for women’s economic empowerment, particularly those in microenterprises. The Project is supported by the Canadian International Development Agency (CIDA) -7 Million Canadian dollars development assistance. PCW, the national machinery for the advancement of women in the Philippines, is the lead executing agency for the Project. TESDA’s project under the GREAT Women Project consists of two parts. Part 1, Skills Development of Women through Technology-Based Community Training Program, and Part 2, Development of Technology Business Incubation for Women. Part 1, in particular, focuses on the development of training modules on gender sensitivity and entrepreneurship which will be integrated in the training curriculum; and the provision of skills training that will enable them to start up a small business using the technology they learned.The development of the training modules on entrepreneurship and gender sensitivity are crucial to the success of the Technology-Based Community Training Program as this would ensure that the stakeholders and beneficiaries are capacitated in gender and development, issues and concerns of women and entrepreneurship skills such as in starting or establishing a business. TESDA’s project under the GREAT Women Project has also included the development of standard and complete package of gender sensitive learning materials after gender has been mainstreamed into the TVET curriculum to facilitate a more efficient and effective training delivery for GST. This GST Trainer's Manual is the result of such synergistic and daunting task. We call it daunting because the process of re-orienting the TVET curriculum to make it gender sensitive is so challenging in the context of competency-based training (CBT) since the relevant generic knowledge, skills and attitude needed to underpin the integration of GAD into TVET must lead to the application of GAD principles in the workplace. The integrated approach has to be injected in each unit of competency so that the required change in behavior can be effected over a period of time. We, in TESDA, through the hard work and dedication of our people in the TESDA Women's Center, with the support of our partners in this collective effort, are proud and confident in saying that we have successfully integrated GAD issues in the TVET curriculum. This is evidenced in the favorable feedback received from the trainers’ trainings that we have previously conducted using this Manual. ‘Though we still face challenges as far as implementation of this new curriculum and training materials is concerned, we are hopeful that TVET trainers will fully appreciate and adopt it, thereby affecting the effectiveness of training delivery of GST. We also pursue to strengthen the monitoring of action plans of the trained participants, along with a rigorous pursuit of the multiplier effect in order to create an extensive pool of experts. | personally encourage our TVET trainers and GAD focal persons to take the lead in helping respond to the call for a more gender-fair and sensitive learning environment that will cause a positive chain reaction in the national and international levels. It is my sincerest expectation that our TVET trainers and GAD focals will find this GST ‘Trainer’s Manual useful in their respective work loci, while exhibiting a passion for this worthy cause rather than simply meeting general expectations. SEC. EMMANUEY JOEL J. VILLANUEVA Directog4ceneral TT TM Ye iiMESSAGE Unleashing the economic potential of women will result in economic growth being faster, more sustainable and, more inclusive. Investing in vocational and technical education that promotes equality between men and women plays an important role in realizing this worthy objective. ‘The Canadian International Development Agency (CIDA) is pleased to have assisted the collaboration between the Philippine Commission on Women and the Technical Education and Skills Development Authority that produced the Gender-Sensitive Trainer's Manual for Technical Education and Skills Development. The integration of gender equality principles into the basic competencies of the technical education and skills development curriculum translates much of the advocacy on gender and development into a reality for women. Needless to say, this publication will help sustain the gains achieved through the CIDA-assisted Gender-Responsive Economic Actions for the Transformation of Women (GREAT Women) project, and will continue to change traditional mindsets that restrict women's participation in technical education and training, entrepreneurship, and in the labor market. CIDA is privileged to have been a partner in this undertaking as it is an example of concrete actions that are needed to translate national and global commitments to women’s rights. It also resonates and contributes to CIDA’s gender equality policy which has three objectives, namely: (1) to advance women's equal participation with men as decision-makers; (2) to support women and girls in realizing their full human rrights; and (3) to reduce gender inequalities in access to and control over the resources and benefits of development. ‘The manual is a showcase for successful collaboration among several organizations that share common objectives: the PCW, TESDA, and UNFPA. My congratulations go to the GREAT Women project team for bringing the stakeholders and specialists together and successfully concluding the partnership with the production of this excellent publication. It is our hope that the manual, learning activities, and modules will be widely read and applied, not only by TESDA, but also by its partner training institutions from the private sector. LUKE T. MYERS: Counsellor (Development) and Head of Cooperation Canadian International Development Agency ManilaMESSAGE FROM THE CHAIRPERSON OF THE PHILIPPINE COMMISSION ON WOMEN (PCW) REMEDIOS IGNACIO-RIKKEN When I was the Executive Director of the National Commission on the Role of Filipino ‘Women (1986 - 1994), which you now know as the Philippine Commission on Women, | was a member of the Board of the National Manpower and Youth Council (NMYC). At that time, President Corazon Aquino was thinking of reclaiming Clark Field and one of the problems presented to NCRFW was how to help the women who will lose livelihood if the plan pushed through. It was also the time when the demand for male construction workers in the Middle East practically left the Philippines with lack of workers to supply its own need. Thus, we began the idea of training women with skills needed for construction work like plumbing, electrical, masonry, welding and other similar skills. We had three problems, which | called then as our gender issues in connection with the idea: First, construction work is considered men’s work, will women enroll? Second, trainers are mostly men and will need retraining so they will not, in any way, do anything that will discourage women; and, the third the problem, who will employ them? Nevertheless, with funding support from the International Labor Organization (ILO), the Department of Labor and Employment (DOLE), NMYC and NCRFW implemented a program training called Women in Non-Traditional Trade (WINT). I remember we even had a TV commercial showing a woman doing a welding job. ‘The first sign that WINT was succeeding was when President Ramos called me up and said, “Oh happy ka na, Remmy? | just attended the NMYC Olympics: Champion sa welding, babae; champion sa electrical, babae; champion sa plumbing, babae; champion sa masonry, babae; at, champion sa cosmetology, lalake.” My only answer was: “Sir, malaki din po ang kita sa cosmetology.” In one of my seminars on Women in Politics, one woman councilor proudly told me that in her Body Building Shop for Jeeps in Cavite, all her welders are women. Only this year, on April 27, I was invited to give an Inspirational Message to TESDA's Graduation Ceremony for 317 women, Of the 44 women who took training in Welding, 27 had already been accepted by the Atlantic, Gulf and Pacific Company of Manila, Inc. to work right after graduation. The company representative, Training Department Manager Mr. Leo O. Fortugaleza, was there to confirm their employment.Now, seeing women excel in male-dominated trades like automotive, refrigeration, airconditioning, electricity, welding, plumbing, masonry and carpentry, I am extremely happy and proud that | was part of the history that made this possible. Empowering women to claim their rights and actively take part in advancing our nation’s development, and making them aware of gender issues, are two of our most important goals. PCW lauds TESDA through its Women's Center in institutionalizing Gender and Development (GAD) in the Technical Vocational Education and Training (TVET). TESDA sustained this women’s advancement strategy, which has been well received by the industries, with unfailing zealousness and without failure. With the PCW and TESDA partnership under the Gender Responsive Economic Actions for the Transformation (GREAT) of Women Project, we have agreed to make the TVET curriculum even more transformative through the development of gender sensitivity ing modules that will be embedded in the curriculum. This is a significant gender mainstreaming milestone for TESDA. We commend and acknowledge the Technical Working Group composed of technical experts from TESDA Women’s Center (TWC), Regional Coordination Office (RCO), TVET Systems Development Office (TSDO), Qualifications and Standards Office (QS0) and Competency Assessment and Certification Office (CACO) who all worked hard to put this training manual together. We hope these materials will be helpful to both TVET trainers and trainees. May the “tech-vocpreneurship” capabilities of women across societies expand their opportunities to be economically productive and may they contribute to our country's political, social and cultural development. We all look forward to seeing more technically and economically empowered women in the many years to come! Ani &, blir uoACKNOWLEDGMENTS. ‘The Technical Education and Skills Development Authority (TESDA) Women’s Center is exceedingly grateful for the assistance of so many, yet some deserve special thanks for making this GST Trainer's Manual happen. In particular, we wish to thank the following for their invaluable contribution in the development of this manual: Office for TESDA Technology Institutions (OTT!) ‘TVET Systems Development Office (TSDO) Qualifications and Standards Office (QS) Regional Coordination Office (RCO) Planning Office (PO) Corporate Affairs Office (CAO) Competency Assessment and Certification Office (CACO) Office of the Chief of Services for Administration (OCSA) National TVET Trainers Academy (NTTA) ‘TESDA Training Center Taguig-Campus Enterprise (TTCTCE) DOLE-Occupational Safety and Health Center Philippine Commission on Women (PCW) United Nations Population Fund (UNFPA) CAR ‘TESDA-Regional Office ‘TESDA-Provincial Office Kalinga ‘TESDA-Provincial Office Abra ‘TESDA-Provincial Office Ifugao Baguio City School of Arts and Trades (BCSAT) Region I ‘TESDA-Regional Office Pangasinan School of Arts and Trades Pangasinan School of Fisheries Region IV-A ‘TESDA-Regional Office ‘TESDA-Provincial Office Cainta TESDA-Provincial Training Center Cavite Jacobo Z. Gonzales Memorial School of Arts and Trades Quezon National Agricultural School (QNAS) Region V vw‘TESDA-Regional Office ‘TESDA-Provincial Office Camarines Sur ‘TESDA-Provincial Office Albay TESDA Provincial Office-Masbate Masbate School of Fisheries Masbate -Mobo Water District Aroroy Municipal College Osmena College Liceo de Masbate Silliman University Ovilla Technical Colleges Cabugcayan National School of Arts & Trades Region VI ‘TESDA-Regional Office TESDA Provincial Office-lloilo Provincial Training Center- Antique General Leandro Fullon National School, Antique Saint Anthony's College, Antique Advance Central College, Antique Region VIII TESDA-Regional Office ‘TESDA Provincial Training Center Eastern Samar Balangiga National Agricultural School Balangiga, Eastern Samar Balicuatro College of Arts and Trades Allen, Northern Samar Cabugcayan National School of Arts and Trades, Biliran Region Ix ‘TESDA-Regional Office Kabasalan Institute of Technology Zamboanga Sibugay Dipology School of Fisheries Zamboanga del Norte Provincial Training Center- Pagadian City Wangan National Argicultural School Wangan, Calinan, Davao City Region XI TESDA-Regional Office TESDA-Pro Office Davao del Sur Wangan National Agricultural School Carmelo C. Delos Clientos N.T.S Padada, Davao del Sur Regional Training Center Korea-Phils. Vocational Training Center, Davao Region XII vi‘TESDA-Regional Office TESDA-Provincial Office North Cotabato ‘TESDA-Provincial Office Sarangani General Santos National School of Arts and Trades Suralla National Agricultural School CARAGA TESDA-Regional Office Caraga Informatics Computer Institute of Agusan Del Sur, Inc. Agusan del Sur School of Arts & Trades ‘Agusan del Sur College Computer Research Network, Inc Southway College of Technology Saint Francis Xavier College AMA Compter Learning Center Father Saturnino Urios College of Trento West Agusan College ‘Systems Technology Institute Mt. Carmel College of San Francisco Inc. CARAGA Computer College ARMM. ‘TESDA-Regional Office ARMM Provincial Office-Maguindanao Bai Maigen Mama College , Inc Annil Manpower Training Center Bangsamoro Women Training Center Mamasapano Technical Vocational Education & Training Center Southern Philippines College of Science & Health Education Datu Ibrahim Pendatun Paglas III Foundation Sultan Kudarat Islamic Academy Itihadun Nisa Foundation Goldtown Technological Institute, Inc lana Bay Integrated Computer Co. We are equally grateful to the United Nations Development Fund (UNFPA) and the Canadian International Development Agency (CIDA) for helping realize this Manual development project through technical and funding support. Most importantly, we thank the Lord Almighty for giving us the strength and the ability to execute what He has willed for us to do. To Him we give back all the praises and glory.INTRODUCTION BACKGROUND ‘The Technical Education and Skills Development Authority (TESDA) has gone a long way in improving the quality of its technical education and skills development (TESD) delivery, strongly adhering to an innovative learning environment that supports sustainable development. In the 1970s, TESDA initiated the Community-based Training for Enterprise Development (CBTED) programs to build the capacity of communities especially the marginalized sectors for livelihood enterprise. Said programs proved to be popular in generating the highest women participation as they are conducted in informal setting in local communities. CBTED is TESDA’s earliest initiative to build a sustainable development in TESD. In 2006, TESDA adopted the competency-based training (CBT) approach, which is an innovative method of training delivery utilizing individualized instruction. It allows greater flexibility and independence as trainees can employ multiple entry and exit to The creation of the TESDA Women's Center (TWC) in 1998 is perhaps TESDA's most remarkable accomplishment in creating a gender-responsive environment in TESD. The WC, a prominent gender sensitivity training center in Asia, is the lead training institution that is responsible in sustaining the integration of gender and development (GAD) components into the existing technology-based training programs. It has initiated activities to rectify the conventional, male-oriented vocational training, which has been a bottleneck to the promotion of female training at TESDA. In spite of these achievements, empowerment courses such as gender sensitivity trainings (GST) are not yet fully integrated in the TESD curriculum. A number of TESD institutions consider ita separate specialized course or is treated as a standalone subject similar to an elective subject. There is also a lack of purposive program to raise the level of GAD knowledge and application among the network of GAD focal persons. ‘These constraints to full integration of gender into the TESD curriculum and to having purposive programs is attributed to the traditional mindset of curriculum developers and low appreciation of the decision makers to mainstream GAD in TESD. In addition, the mechanisms, such as gender focal points, are still insufficient, and are beset with problems of cultural and bureaucratic inertia and lack of technical and financial resources. GAD programs have not been seriously considered for funding and have been in the least priority. vilTo achieve TESDA's goal of mainstreaming GAD in TESD and to produce gender- sensitive TESD graduates, TESDA has issued Circular No. 26, series of 2012 (see Annex AA), requiring all TVET Institutions (TVIs) to adopt the use of a standard gender-sensitive training curriculum and Trainer’s Manual. The issuance of said Circular is expected to ensure the sustainability of the utilization of the gender sensitive materials. DEVELOPING THE MANUAL ‘TESDA's Project under the GREAT Women Project ‘One promising pathway which TESDA has undertaken to address constraints is the implementation of the GREAT Women Project, which is funded by the Canadian International Development Assistance (CIDA) through the Philippine Commission on ‘Women (PCW). The GREAT Women, short for “Gender-Responsive Economic Actions for the ‘Transformation of Women,” is a governance and capacity development project that aims to create and support a gender-responsive enabling environment for women’s economic empowerment. In support of this goal, TESDA has created a sub-project under the GREAT Women Project called, “Economic Empowerment of Women through Enhanced Technology: Based Community Training Program.” The sub-project aims to: (1) provide technology- based community training programs with the inclusion of gender sensitivity and entrepreneurship in the curriculum; and (2) provide technical assistance to project beneficiaries in the setting up of the technology business incubation. TESDA’s commitment under the project is the integration of gender sensitivity training and entrepreneurship in the curriculum of technology-based community training programs. The first phase of the project focused on the development of an enhanced TESD curriculum with the gender component embedded into the basic competencies and the development of instructional materials which are gender sensitive to be used by all TESD trainers, ‘The instructional materials developed on gender sensitivity contained learning activities that would develop the participants’ skills in analyzing gender issues in TESD and in the workplace, developing gender and work values, as well as raising their gender consciousness regarding gender and the rights-based approach to sexual and reproductive health. The standard training modules developed shall be institutionalized as an intrinsic part of training curriculum which all TESDA Training Institutions (TTIs), including private tech-voc schools/institutions, must adopt. Developing a gender sensitive education and training is expected to encourage changes in behavior that will create a new generation of individuals who are willing to face the challenge of achieving sustainable socioeconomic development. yy| | | TESDA and UNFPA Collaborate on the GST Manual through the YEM Project Building on the gains of the GREAT Women project, the United Nations Population Fund (UNFPA) under the Youth Employment and Migration (YEM) project engaged TESDA to include the component of life skills and reproductive health in the development of the gender-sensitive trainer’s manual. The YEM Project is funded by the United Nations Population Fund (UNFPA) with support from the Millennium Development Goals Achievement Fund (MDG-F). The MDG- Fund established in 2006 by the Government of Spain and UNDP aims to enhance efforts to achieve the MDGs and to support UN reform efforts at the country level. The MDG- Fund supports initiatives in the thematic areas including: youth employment and migration, democratic governance, gender equality and women's empowerment, basic social services, economic and private sector development and climate change, culture and development, and conflict prevention and peace building. The YEM Project aims to improve policy coherence and implementation on youth, employment and migration through full stakeholder participation and increase access to decent work for poor, young women and men. The UNFPA in partnership with TESDA takes the lead in the implementation of mainstreaming gender-sensitivity and life skills in TVET; which is one of the specific components of the MDG-F Joint Program on YEM. ‘The YEM Project builds on the accomplishment of the TESDA’s sub-project under the PCW-CIDA Gender-Responsive Economic Actions for the Transformation of Women (GREAT) Women Project. Integrating Gender in the TVET Curriculum and Developing the GST Materials The process of re-orienting the TESD curriculum to make it gender sensitive is so challenging in the context of competency-based training (CBT) since the relevant generic knowledge, skills and attitude needed to underpin the integration of GAD in TESD must lead to the application of GAD principles in the workplace. After a rigorous process, such as careful analyses and a series of consultation sessions with experts, TESDA, through the TWC, eventually integrated the gender component into the basic competencies of the TESD curriculum for these are the most appropriate entry point, as these competencies are those required for all qualification levels in all industry sectors. ‘TESDA's project under the GREAT Women Project, however, was not only confined to the integration of GST into the TESD curriculum. It also included the development of standard gender sensitive learning materials. To facilitate a more efficient and effective training delivery for GST, the TESDA Technical Working Group decided to develop a complete package of training manual. This is in anticipation of the fact that many TESD trainers lack gender awareness and sensitivity apart from their limited knowledge and skills to conduct gender sensitivity training.‘The training modules for GST contain topics that would explain the fundamental GAD concepts and principles with more focus on the gender issues and biases in TESD and entrepreneurship and occupational health and safety (OHS)-related issues concerning women. It also includes topics that would raise the gender consciousness of the TESD trainees in order for them to learn to exercise their sexual reproductive health rights and relevant information regarding gender related laws such as CEDAW and the Magna Carta of Women (MCW). The development of these training modules would empower the target women beneficiaries thereby increasing their opportunities to be economically-productive. ‘The developed training modules are seen as a positive approach towards shifting attitudes and changing the current mindset which restricts women’s participation in education and training and in the labor force. CONTENTS OF THE MANUAL This Gender Sensitive Trainer's Manual contains two sets of separately-packaged gender-sensitive materials, one for the National Competency (NC) Level 1 (Basic Competencies) and the other for NC Level II (Basic Competencies). For NC I, this Manual contains four modules with ten activities addressing eight learning. outcomes and responding to three units of competencies namely, Work with Others, Receive and Respond to Workplace Communication, and Demonstrate Work Values and Gender Sensitivity. As for NC Il, this Manual carries thirteen activities under six modules addressing eleven learning outcomes and responding to four units of competencies, namely, Work in a Team Environment, Participate in Workplace Communications, Practice Career Professionalism, and Practice Occupational Health and Safety Procedures. Each set of Trainer's Manual contains the following materials: Gender Sensitive Curriculum Session Plans Trainer's Guide Power Point Presentations Trainee's Handouts Competency Assessment Tools (for institutional assessment) The Trainer's Guide indicates the unit of competency, NC level, module title, activity title, learning objectives, methodology, materials, timeframe and the guide to processing the learning activity. It must be noted that the learning activities developed for this Manual are only for those learning outcomes (LOs) of modules that were made gender sensitive. xiHOW TO USE THE MANUAL ‘This gender sensitive curriculum will be used as a reference guide for the sequencing or order of modules in this Manual. For a logical presentation and better understanding of the material, facilitators/trainers are advised to introduce first the basic gender concepts and principles. Hence, the first module to be conducted will be “Observing Gender Sensitivity in the Workplace,” to be followed by “Working with Others,” which are both under the Unit of Competency, “Work with Others.” The rest of the modules can be tackled interchangeably. However, it is strongly recommended that the next modules to be conducted will be the modules under the Unit of Competency, “Receive and Respond to Workplace Communication,” "Demonstrate Gender Sensitivity and Work Values,” and “Practice Occupational Health and Safety Procedures.” Trainers are strongly encouraged to consecutively discuss all activities under the module, Observing Gender Sensitivity in the Workplace, which means conducting each activity one after the other. It is not advisable to discuss a new activity, unless said module is through. It is alright to tackle the other modules a bit later (maybe after a week or two) provided there is a review of the previous module and/or the most recent session. It must be noted that this GS Manual does not replace the NC I and NC II curricula already developed and currently being used by trainers. TWC only integrated and/or added gender-sensitive LOs in the curriculum. Hence, trainers will generally use the original curriculum as their guide in undertaking the course, but when the time comes for them to discuss the genderized LOs, they are advised to refer to this GS Manual. ‘The first step for the trainers is to read the session plans developed for each module, addressing the different learning outcomes. The session plan details the learning contents, methods for carrying out the activity, the suggested ways to present the activity and how to do it, the ways to get feedback from the learners and how best to deepen their learning experience, the resources needed for the activity and the suggested time allotment per session. The next step for the trainers is to familiarize themselves with the Trainer's Guide, which gives advice on what to do (activity) and what to say (narrative). While they are urged to get acquainted with the whole activity, they are discouraged from memorizing them, especially the suggested narratives. Prior to the conduct of the session, trainers must reproduce the trainees handouts and distribute them at the end of the session. These handouts are designed to deepen the learners’ understanding of the session. Power Point presentations (PPT), however, are for the trainers’ use only and are best undistributed. For the module, Observing Gender Sensitivity in the Workplace, a separate PPT, shown as ‘Annex B, has been prepared when conducting the module for Muslim learners. The same ‘Trainers’ Guide, however, shall be used.‘This GS Manual is best conducted using nonconventional training methodologies. Thus, the use of primarily interactive, participatory, experiential teaching and learning techniques is strongly recommended. TESD trainers/facilitators who will be using this Manual are therefore advised to follow the 4As of Learning—Activity (Experience), Analysis (Reflective Feedback), Abstraction (Synthesis) and Application. They must encourage the learners to take an active role in the group discussions. After finishing all the modules, the trainers are advised to conduct the institutional assessment to evaluate the trainees’ level of gender sensitivity or consciousness using the Competency Assessment Tools (CATs) provided, namely: evidence plan, interview questions and written tests. There are three sets of CATs, specifically developed for three modules only, namely: (1) Observing Gender Sensitivity in the Workplace; (2) Demonstrating Gender Sensitivity and Work Values; and (3) Practicing Occupational Health and Safety Procedures. These assessment tools are sufficient to evaluate the increase in the level of gender awareness of trainees and the change in their perspectives towards gender. GENERAL TIPS FOR THE TRAINERS/FACILITATORS ‘To make facilitating more efficient and effective, the trainers/facilitators are advised to consider the following tips: 1. Before using the PowerPoint Presentations (PPT), be sure to familiarize yourself with each PPT to know the timings for each slide including animations, among other things. 2. When using PPTs during the lecture/session, read the notes but never flash them on the screen. Remember: The Notes are for the facilitator’s eyes only. 3. For additional and/or deeper understanding of the topic, distribute the Trainee's Handout after the session. Never give out copies of your PPTs. 4. Before starting each session/material, always present and/or remind the learners of the "Ground Rules” for listening/sharing of ideas and opinions, as follows: + The exercises are not a contest of ideas and opinions. * Listen while another person speaks. Do not speak at the same time. ‘* Respect the opinions of others and understand where the person is coming from. Everybody is entitled to his/her opinion even if we do not agree with her/him. ‘+ Avoid being judgmental.a Additional Tips In executing the materials contained in this Manual, trainers/facilitators are further advised to seriously consider the following tips: 4s 8. It is not the role of the trainer facilitator to provide all the answers. Rather, the training provides opportunities for the participants to exercise their own personal and professional judgments in handling different parenting situations. ‘The instructions for the activities do not anticipate every question, problem, or solution that will arise. Trainers/Facilitators will have to be “fast on their feet,” ready to handle unexpected things that might happen. Good humor, patience, and enthusiasm are most valuable resources for trainers/facilitators. ‘At the beginning of each session, always share with the participants the purpose of the activities so that each of them is clear about the intent of this particular training segment. When you ask a question, wait until someone answers. Silence is alright but make sure to encourage interactions and participation. Help participants discover new information. Do not do all the talking. Go slow, do not rush. ‘Take a break when the group is tired or loses interest. Learning is difficult or non-existent for the sleepy or disinterested. Don't expect participants to sit still for long periods of time. Create the opportunity to move around, stretch, get the blood circulating. Relax and recharge participants every so often to increase the chance that they will learn more from the next activity. Observe the training schedule, including lunch, morning and afternoon breaks. It’s healthy for the body, mind and soul. Remember, the training instructions are only guidelines, not stiff requirements. Change, adopt, and create alternative activities based on the instructions, if necessary. Tips on opening/introducing the topic * Since this is your starting point to capture the audience attention, it is important th: © You contextualize the topic to the overall objective or goal of the program. o Use a trigger/tickle questions/etc. that will _ stimulate interest/enthusiasm of the participants for the session. © Link topic to previous discussions of preceding module , if applicable. + Use simple statements to present the objective(s) of the session. Tips on closing * Acknowledge the active participation of learners. Give thanks to participants. ‘Relate the session to the next topic, if appl ble. xiv‘+ End the session with a high note, eg. song, poem, power clap, etc. Presenting the Activity + Be clear in giving or presenting your activity by telling them: ‘© Point by point what to do How much time do they have to do the activity What materials to use in doing the activity In what form or format do you want it How will they present or share their output - like dyad, triad, plenary, etc. + Make sure that everyone is paying attention when you give your instruction. ‘Check if everyone understands your instructions by asking questions like, “Were you able to get all the instructions very clearly or could any one repeat what we are supposed to do?” * Be specific about your instructions to make sure that the participants will disclose their own feeling, opinions, ideas, and experiences. e000 How to encourage participants to participate © Make them feel good Praise them every time they participate, say something, etc. Assign them to do certain task Get the participants to stand up or go in front Constantly affirm your participants when they participate as well as at the end of the session. Some questions to ask: How do you feel? Did you enjoy the session? * Develop/conduct activities that will encourage better more enthusiastic participation. * “Make participants feel comfortable with the group/session, “I am one with you, Tayong mga parents, etc. 10. Follow up activities will be conducted by the trainers in order to: Assess whether the trainees are practicing what they have learned from the training. Provide follow-up intervention to trainees so that they will be able to strengthen their resolve to practice what they have committed to do. Get a commitment from the participants on how they intend to continue to practice their learning. © Before the end of the training, it would be ideal to form the participants into groups who will then serve as support for the group. &Qualities of a Good Trainer/Facilitator A good trainer /facilitator possesses and/or upholds the following characteristics: 1. Encourages people to be active. Learning is not poured into people; learning emerges from people. 2. Promotes and facilitates the individual's discovery of the personal meaning of ideas. 3. Emphasizes the uniquely personal and subjective nature of learning. 4. Consistently recognizes people's right to make mistakes. In order for people to learn, they need the opportunity to explore new situations and ideas without being penalized or punished for mistakes which are integral to the activity of learning, 5. Tolerates ambiguity. The open and fearless exploration of solutions call for time to explore many alternatives and time to proceed without feeling any pressures for immediate and forthcoming answers. 6. Provides a cooperative process emphasizing self-evaluation. A more viable and meaningful evaluation occurs when people are free to examine themselves and. the roles to really judge how much they have learned and grown, 7. Encourages openness of self rather than concealment of self. People can involve themselves fully and openly in the collaborative and interactive process of learning when they know that no matter what they say or express it will not result in psychological punishment or penalties. 8. Encourages people to trust in themselves as well as in external sources. Learning is facilitated when people begin to draw ideas from themselves and others rather than relying on the teacher. 9. Makes people feel they are respected. In a group in which high value is placed upon the relationships that exist within the group, people learn that someone cares for them. 10. Makes people feel they are accepted. Accepting a person means that we allow him/her to hold his/her values and to be himself/herself. When someone does not have to defend one’s self and his/her values then that person is free to take a look at himself/herself and his/her values and to change. 11. Permits confrontation. Man's behavior changes and his/her ideas are refined and modified on the basis of the feedback he/she gets from other people.Confrontation is a proving ground which enable: to emerge, and people to change. leas to synthesize, best ideas 12. Treats differences as good and desirable. If people are to look at themselves, at others, and at ideas openly and reasonably, they must have opportunity to express their opinion no matter how different they may be. Differences in ideas must be accepted if differences in people are to be accepted, too. vil