NST 016: National Service Training Program

Student Activity Sheet Lesson 10

Name of Student:____________________________________ Section:____________________________

Lesson Title: Gender and Development Materials:

Learning Targets: Modules and pen. Art materials

At the end of the lesson, the student should be able to:
References:
1. Describe how Gender and Development movement Biodiversity Management Bureau
started
https://bmb.gov.ph/index.php/gender-and-
2. Determine the significance of Gender and development
Development movement
Philippine Guarantee Corporation
3. Describe how society works before Gender and
Development was formed https://philguarantee.gov.ph/governance/
gender-and-development/

A. CONNECT

Hello and good day CASangga! How are you today? I hope you are all safe and healthy! In today’s lesson, you
will learn the concepts of Gender and Development. You will be able to understand how Gender and
Development came to be and its significant impact into our society today. For a start, reflect and provide your
honest response to the question provided.

As a male/female living in the Philippines, what do you think are the specific roles
fulfilled by men/women in our society?

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B. COACH (Do and Think)

Let us proceed. Don’t forget to take your time to read and understand all the important information you need to
know. Also, please highlight salient points/information to help you remember.

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 NST 016: National Service Training Program
Student Activity Sheet Lesson 10

Main Lesson

What is Gender and Development?

Gender and Development is defined by the Philippine Commission on Women as a participatory and
empowering development approach and process that is egalitarian, sustainable, devoid of violence, respectful
of human rights, and supportive of self-determination and actualization of human potential. 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 and
Development (GAD) envisions women and men have different development needs and interests, which is
institutionalized and perpetuated by cultural, social, economic and political norms, systems and structures.
Hence, as a development approach, GAD seeks to equalize the status and condition of and relations between
women and men by influencing the process and output of policy-making, planning, budgeting, implementation
and monitoring, and evaluation so that they would deliberately address the gender issues and concerns
affecting the full development of women.

How Gender and Development started?

Gender and Development was developed in the 1980’s as an alternative to the Women in Development (WID)
approach. Unlike WID, the GAD approach is not concerned specifically with women, but with the way in which
a society assigns roles, responsibilities, and expectations to both men and women. GAD applies gender
analysis to uncover the ways in which men and women work together, presenting results in neutral terms of
economics and competence.

GAD focuses primarily on two major frameworks, Gender Roles and Social Relations Analysis. Gender roles
focus on social construction of identities within the household, it also reveals the expectations from ‘maleness
and femaleness’ in their relative access to resources. Social relations analysis exposes the social dimensions
of hierarchical power relations embedded in social institutions; also, it’s determining influence on ‘the relative
position of men and women in society. To create gender equality, (denoting women having the same
opportunities as men, including ability to participate in the public sphere) GAD policies aim to redefine
traditional gender role expectations.

Gender and Development in Philippines

The 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

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 NST 016: National Service Training Program
Student Activity Sheet Lesson 10

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 Universities 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).

Society Before the Gender and Development

Gender stereotypes are generalizations about the roles of each gender. Gender roles are generally neither
positive nor negative, they are simply inaccurate generalizations of the male and female attributes. Since each
person has individual desires, thoughts, and feelings, regardless of their gender, these stereotypes are
incredibly simplistic and do not at all describe the attributes of every person of each gender.

Here are some examples to simplify on how society works before Gender and Development was formed:

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 Universities 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).

Society Before the Gender and Development

Gender stereotypes are generalizations about the roles of each gender. Gender roles are generally neither
positive nor negative, they are simply inaccurate generalizations of the male and female attributes. Since each
person has individual desires, thoughts, and feelings, regardless of their gender, these stereotypes are
incredibly simplistic and do not at all describe the attributes of every person of each gender.

Here are some examples to simplify on how society works before Gender and Development was formed:

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 NST 016: National Service Training Program
Student Activity Sheet Lesson 10

Skill building Activities:

Instructions: Create a poster-slogan that shows Gender Equality and exhibits the concept of Gender and
Development. You may use any art materials that you would prefer. Make your poster-slogan as creative as
possible. Please utilize the space provided for your infographic.

C. CHECK

Now it’s time to check what you have learned for today’s lesson.

Instruction: Write TRUE if the statement is correct and FALSE if otherwise.

___1. Gender inequality exists in every country of the world.

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 NST 016: National Service Training Program
Student Activity Sheet Lesson 10

___2. Before Gender and Development, women are viewed as submissive.

___3. The Philippine Development Plan for Women, 1989-1992, is a National Plan that addresses, provides
and pursues full equality and development for men and women.

___4. GAD focuses primarily on two major frameworks, Gender Roles and Social Relations Analysis.

___5. Males and females should be provided with equal rights to education, employment and healthcare.

Thinking about learning/ lesson take-away (10mins):

You are now done to your last activity. Let’s go read some of the common myths about HIV and AIDS and
answer the questions below.

Common Myths About HIV and AIDS

1. “I can get HIV by being around people who are HIV-positive.”

- HIV isn't spread through touch, tears, sweat, saliva, or pee.

2. Mosquitoes spread HIV.

- Because the virus is passed through blood, people have worried that they could get it from biting or
bloodsucking insects. Several studies show that doesn't happen, even in areas with lots of mosquitoes and
cases of HIV.

3. Oral sex is just as risky when it comes to HIV.

- The risk from oral sex is almost negligible compared with other types of sex. In theory, it seems possible if
your partner has HIV, but, that is not the case.

4. “I'm straight and don't use IV drugs. I won't get HIV.”

- Most men get HIV through sexual contact with other men. But you can get the virus from heterosexual
contact with an infected person, too: About 1 in 6 men and 3 in 4 women do. Women who have sex with
women have the lowest risk of transmission.

5. “I could tell if my partner was HIV-positive.”

- You can have HIV without any symptoms for years. The only way for you or your partner to know if you're
positive is to get tested. The long period of asymptomatic infection is why the CDC recommends that everyone
between 18 and 64 be tested at least once as part of routine blood work.

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 NST 016: National Service Training Program
Student Activity Sheet Lesson 10

6. “I don't need to worry about getting HIV. Drugs will keep me well.”

Antiretroviral drugs (ART) improve the lives of many people who have HIV and help them live longer. But many
of these drugs are expensive and have serious side effects. There's no cure for HIV. And drug-resistant strains
of HIV can make treatment harder. Prevention is cheaper and easier than managing a lifelong condition and
the problems it brings.

7. “Now that I have HIV, I can’t have kids.”

- You may be able to safely have children. Doctors can help you take steps to lower or remove the chance that
you’ll pass the virus to your partner during conception. If you're pregnant, your doctor will give you HIV drugs to
protect you and your baby. The baby may also be given medication after birth.

Provide your honest response to the questions below:

How much does your personal preference
for the topics and activities affect the quality
of your effort and output?
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What routines, behavior, and actions help
you work better? Describe how it helps.
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RUBRICS

ESSAYS
CONTENT Content is Content is somewhat Content is incomplete
comprehensive, accurate, comprehensive but and inappropriate. It
and credible. It appears disorganized. It demonstrates a lack of
demonstrates an in-depth demonstrates a general reflection and analysis of
reflection and analysis of analysis and minimal the lesson. (1)
the lesson. (3) reflection of the lesson.
(2)
MECHANICS There are no/few spelling There are some spelling There are significant
and/or punctuation errors. or punctuation errors. (1) spelling and punctuation
(2) errors. (0)

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 NST 016: National Service Training Program
Student Activity Sheet Lesson 10

CREATIVE OUTPUT

Output demonstrates the Output is factual but showed Output demonstrates no

learner’s own interpretation and little interpretation from the interpretation and expression
expression of the lesson, and learners, and details somewhat from the learners, and details
Content shows appropriate details and show the concepts of the have no connection with the
concepts of the lesson. lesson. concepts of the lesson.

(30-21) (20-11) (10-1)

Output contains various visual Output contains visual aids but There is very little evidence of
aids to display information in distracts or hinders the details creativity. There is no clear
multiple ways. Very of the lesson. Appropriate use structure. It seems that texts
Creativity appropriate use of creative texts of creative texts and graphics. and graphics were randomly
and graphics. placed.
(20-11)
(30-21) (10-1)

Output is well organized, easy Output is satisfactorily Output is poorly organized

to understand, and easy to read. organized but difficult to and very distracting to read
Clarity understand and read. and understand.
(20-14)
(13-7) (6-1)

There are no/few spelling There are some spelling or There are significant spelling
and/or punctuation errors. punctuation errors. and punctuation errors.
Mechanics
(20-14) (13-7) (6-1)

ANSWER KEY:

CHECK YOUR UNDERSTANDING

1. TRUE

2. TRUE

3. FALSE

4. TRUE

5. TRUE

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