Module GE2 - Revised 2022

Preface
This module, Gender and Society discusses gender as a social construction, its role
and impact on different facets of societal life. It offers wide variety of perspectives on
issues plaguing the society with respect to class, gender and intersectionality of race. It is
intended for students interested in a meaningful discussion about diversity, humanity and
society in general.
It has three major issues which I believe are crucial to our understanding of these
relations. These issues are the difference between Sex and Gender, Filipino women issues
and trends, and Laws on Women. In the context of Sex and Gender, it explore the
connections between the two. This exploration is to look into how gender manifested in
contemporary Philippine society. Presentations of issues and trends of Filipino women,
showcase data on the present situation of men and women in the country. In the field of
law, understanding sex and gender as an essential component of human behavior and
motivation helps us advocate for policies and programs that promote and protect human
rights and equity.
I hope the words and ideas contained in this module encourage both women and
men to think about their own situation and to seek ways, as individuals to transform their
lives as well as the lives of other women and men.
GENERAL EDUCATION FACULTY
2 | Gender and Society

A COURSE MODULE FOR GENDER AND SOCIETY
MODULE 1: SEX AND GENDER

Lesson 1: Sex and Gender Concepts 4
Lesson 2: Gender Subordination 9
Lesson 3: Gender and Socialization 14
Lesson 4: Theoretical Analysis of Gender 19
MODULE 2: FILIPINO WOMEN ISSUES AND

TRENDS
Lesson 5: Women and Population 26
Lesson 6: Women, Families and Households 30
Lesson 7: Women and Employment 36
Lesson 8: Women and Public Life 42
Lesson 9: Women and Education 47
Lesson 10: Women and Health 51
MODULE 3: LAWS AND WOMEN

Lesson 11: Gender Based Violence (GBV) 61
Lesson 12: Violence Against Women and Their Children 66
or RA 9262
Lesson 13: Sexual Harassment or RA 7877 and 83
Safe Space Act or RA 11313 86
Lesson 14: Anti-Rape Law or RA 8353 88
MODULE 4: SPECIAL TOPICS

Lesson 15: LGBTQ Psychology: SOGIE Equality Bill 91
Lesson 16: Women in Mindanao 96

MODULE1: Sex and Gender
LESSON1: Sex and Gender Concepts
OBJECTIVES
1. To understand sex, gender concepts and definitions.

2. To illustrate the distinct characteristics of sex and gender.
3. To reflect on gender and gender differences and their implications for societies.
TIME FRAME
1 week
OVERVIEW
Hi! To understand the problem of gender subordination, one must first understand two key
concepts: sex and gender. In common usage, the two terms are often interchanged. Properly, each
has a meaning distinct from that of the other. This distinction has important implications for the
way we look at existing inequality between women and men.
ACTIVITY
To start this lesson, I would like you to read and answer the following statements.
EXERCISE SEX vs. GENDER: Statements about men and women. Write S for Sex and G for Gender.
1. Women give birth to babies, men don’t.
2. Girls are gentle, boys are tough.
3. In one case, when a child brought up as a girl learned that he was actually a boy, his
school marks improved dramatically.
4. In Europe, most long-distance truck drivers are men.
5. In ancient Egypt men stayed at home and did weaving. Women handled family
business. Women inherited property and men did not.

ANALYSIS
Were you able to answer all correctly? If No, which statement/s you got wrong? Why do you think
so? Write you answer inside the box.
ABSTRACTION
SEX AND GENDER: WHAT THEY ARE, HOW THEY DIFFER
Sex: In the Realm of the Biological
1. What It is?
SEX is a biological term. We use it most often to refer to the act of mating between two
organisms – an act which is part of the process of biological reproduction. The “sex” may also be
expanded to include other behavior associated with the act of mating: animal courtship rituals,
human “foreplay”.
While sex in this sense begins with biology, human sex differs from that of other animals in
that biological factors no longer play a primary role in it. The human desire and capacity for sex are
not determined, as these are in other animals, by the instinct, or the body’s readiness, for
reproduction. For example, a woman’s fertility cycle does not dictate when she will want sex; pre-
pubescent children and post-menopausal adults may have a sex life. Human sex does not simply
respond to a physical urge. It is often used to express human emotions and relationships: love,
anger, domination, affirmation or the need for affirmation. Thus, human sex has acquired cultural
dimensions; human beings have sexuality that is influenced, but not dictated by biological
circumstances.
Sex also refers to the two categories of animals- male and female – needed for the act of
mating to result in biological reproduction. This categorization is made according to reproductive
function: the female produces the egg cell, or ovum; the male provides the sperm that fertilizes it. It
is in this second general sense of categorization that sex is often confused with gender.
2. Men and Women According to Biology
Males and Females differ from each other in several indisputable ways. They have different
chromosomal make up; different internal and external sex organs; and different quantities of various
hormones. Most male and female humans also have different secondary sex characteristics, such as
muscular development, voice pitch and patterns of body hair distribution.

Chromosomes are the first determinants of sex. These elongated bodies of a cell nucleus
contain the genes that parents pass on to their offspring. Each cell of a female ovary or male testis
contains twenty-three chromosomes; one of these is the sex chromosomes. There are two types of
chromosomes: X and Y. Female egg cells contain only the X chromosomes, while male sperm may
have either. An XX combination produces a female; an XY combination, a male. Sex chromosomes
present in sperm determine whether offspring are genetically male or female. Some of the
“intersexed” are genetically male or female – that is, their chromosomal make-up is either XX or XY
and the confusion in their body structure is due to faulty embryonic development. Others are truly
“neuter” (neither male nor female), having the chromosomal make –up XO.
Hormones are secretions of the endocrine glands, which include the pituitary, adrenal,
thyroid and primary sex glands and the pancreas. The main function of hormones is to stimulate the
development of primary sex characteristics, so that individuals become capable of reproduction. It is
also responsible for the development of secondary sex characteristics. All human beings produce
both male and female hormones. However, the actual quantity varies from one individual to
another; some females may actually produce more male hormones than some males, and vice-versa.
Similarly, secondary sex characteristics vary from person to person.
Moreover, racial differences in secondary sex characteristics are often more significant than
differences between men and women of the same race. In general women tend to have less body
hair than men, but many Caucasian women have more body hair than Filipino men. Men tend to be
taller and heavier-built than women, but the average Caucasian woman is probably taller than the
average Southeast Asian man.
Gender: In the Realm of the Social
1. What it is?
Gender refers to the differentiated social roles, behaviors, capacities, and intellectual,
emotional and social characteristics attributed by a given culture to women and men – in short, all
difference besides the strictly biological. There are two genders: masculine, ascribed to the male sex;
and feminine, ascribed to the female. The way the society is organized according to sex is referred to
as the “sex-gender system”.
Definitions of masculine and feminine often vary from one race and culture to another. For
example, in one Brazilian tribe, women are seen by most cultures as the sexually passive partners.
The sexually aggressive as the men; among the Zuni Indians, women not men are the sexual
aggressors. Similarly, Filipino’s view construction work as “heavy” labor fit only for men; in Thailand
and India, it is low-wage work viewed as suitable only for women.
Gender expectations also vary in degree among different social classes within the same
ethnic group. The religious teaching that woman’s place is in the home also finds more adherents
among the propertied classes than among the working classes who need both spouses’ income. In
many societies, physical strength is less essential to the definition of maleness among the propertied
and professional classes than among the classes which engage in manual labor.
Gender also changes through history. The women of many tribes in pre-Hispanic Philippines
enjoyed a good measure of property and political rights, social status and premarital sexual freedom.
This situation was changed when Christianity was introduced by the Spaniards, where they promote
the ideal of the chaste and docile woman subservient to the authority of father, husband and priest.

Such variations in gender definitions are due to specific economic, political and social
conditions of each class, culture or era.
2. Men and Women According to Society
The most basic and common element in contemporary gender systems is a difference in
gender roles: the assignment to women of the primary responsibility for caring for children and the
home, and to men of the task of providing the income on which their families live. In most
contemporary societies, this sexual division of labor exists in the form known technically as the
production – reproduction distinction.
Production here refers to social production, or the production of commodities: that is, goods
and services for exchange rather than for immediate consumption. Participants in social production
usually get a wage or fee in return for their labor or the product they produce. Production is viewed
as men’s sphere.
Reproduction includes not just biological reproduction, but also the other tasks associated
with it: childbearing, the maintenance of other members of the family, and the maintenance of the
dwelling – activities indispensable to survival, but assigned no economic value. This is viewed as
women’s sphere.
The production- reproduction distinction manifests itself not simply as a family- work
distinction, but also in the work men and women do outside the home. Those engaged in the
production of capital goods, or in the extraction and processing of mineral resources largely employ
men. Meanwhile, female labor is the rule for light industries such as garments, food processing,
handicrafts and the assembly of electronic components. The jobs women get in these industries
though income- earning, are analogous to the tasks they perform within the home such as preparing
for food, sewing or making ornaments.
The production-reproduction distinction also has implications for gender roles in political
life. Women in the Philippines are said to rule the household, their husbands and through their
husbands, the rest of Philippine society. This is the myth of Filipino matriarchy. Because men are
viewed as the main providers of family income, women defer to them in the most important
household and personal decisions, particularly those that affect the family’s economic life: where to
live, whether or not to make improvements on the house, whether or not they themselves should
have children, get a job or go into business. Decision-making in the community and the larger society
is also dominated by men, because it is they who are involved in the economic activities that society
values. Few women run for public office, at whatever level; fewer still, the women who actually get
elected into office.
Women who do win elections beyond the municipal level have very similar profiles. Most come from
traditional political families, having risen to power on the coattails of husbands, fathers or brothers
who were politicians before them; in effect they are extensions of male power.
Gender roles also interact with sexuality. Sexuality cannot be reduced to productive and
reproductive roles. The sexual servicing of men is an important task that women perform within the
reproductive sphere. This task is valued not simply, or even primarily, for its part in biological
reproduction, but for the pleasure it gives to men. The woman is expected to be desirable to men;
on the other, she must be sexually available to only one man, to whom she is both sexual and
reproductive property. If a woman has sexual relations with any other man, or if her desirability

invites sexual aggression from any other man, society condemns her as evil, the occasion for, if not
the agent of sin.
Sexual virility is a much a part of our culture’s definition of masculinity as sexual

attractiveness is of feminity. This, too has its links with reproduction in Asian tradition, for instance,
the more offspring a man has sired, and the more virile he is considered. Moreover, masculinity is
also measured by one’s ability to seduce many women. Thus, while society condemns promiscuity in
women, it implicitly encourages this in men.
APPLICATION
Cite some real-life exam
Cite some real-life examples that depict the concept of sex and gender. Do not
copy the examples in the activity of this lesson.
SEX GENDER
1.
2.
3.
4
5.
LESSON 2: Gender Subordination
OBJECTIVES
1. To analyze the problem of gender subordination.

2. To illustrate the impact of gender subordination to the different societies system.
3. To trace the history of gender subordination.
3. To post a concrete solution to gender subordination.
TIME FRAME
1 week

OVERVIEW
Welcome to the second lesson. Gender has implications for equality between women and men in
society. “Gender subordination” is a phrase which describes the secondary position of women vis-a-
vis men in society. We go deeper in our understanding of the concept of gender subordination.
ACTIVITY
Gender Light Bulb Moment
Share an experience that you were treated differently because of your gender. Write it in a
paragraph form, maximum of fifty (50) words.
ANALYSIS
How did you feel about your experience? What have you realized? Write it in a paragraph form,
maximum of fifty (50) words.
Congratulation!!! You are now ready to learn more about gender subordination.
ABSTRACTION
1. Gender Subordination and the Economic System

The production-reproduction divide is the sexual division of labor that prevails within the
capitalist system. In this division, males as heads of households are the “breadwinners” and women,
the “homemakers”, responsible for housework and daily reproduction of laborers, husbands and
children. It is often the case, however, that wages of breadwinners are insufficient so that women
have to do paid work as well. But women’s responsibility for the home defined her work outside it.
Women’s homemaker role, meant that women were assigned to low level, low skilled, low
productivity and low paid work.
2. Gender Subordination and the Political System
Gender subordination in political system means more than exclusion of women and their
concerns from political life. The state, used by particular groups in society to perpetuate themselves
in power, in turn uses gender to support its objectives or thwart those of other groups. The military,
the most male- dominated institution in our society, has been known to use the rape and sexual
torture of female dissenters as a warning to groups seeking social change.
3. Gender Subordination and Sexuality
Rape is an extreme illustration of the subordination of women’s sexuality. Women are not
just men’s sexual and reproductive property; they are also legitimate targets of sexual aggression.
While society officially condemns rape, its victims are perceived as being in some way to blame for
it: because their dress and manner “asked for it,” because they were engaged in gender
inappropriate activities such as travelling at night or agitating for political change; or simply because
they were young, or beautiful or women.
A more subtle and perhaps more commonplace manifestation of female subordination in

sexual relationships is the double standard of morality that condones male promiscuity while
demanding female chastity.
4. Gender Subordination and Personhood
The gender system encourages the development of different personality traits for women
and men. This stunts the personal growth of both sexes, but because the traits developed by men
are those on which society places greater value, women are subordinate in this area as well.
Gender Subordination through History
1. Roots
The roots of gender subordination are difficult to trace. We can only guess at the relations
between women and men in pre historic communities, and much of written history already pre-
supposes the subordinate position of women. Social scientists have gained some idea of how gender
subordination developed.
a. Friedrich Engels, in his tract The Evolution of the Family, Private Property and the State, rejected
the theory that women’s subordination existed from the beginning of human society. He postulated
that as long as the means of production remained communal, women’s tasks were also communal
and their importance pretty well recognized, so that women’s status in the community was

comparable to that of men. He traced the beginning of women’s subordination to the evolution of
private property. As the technology increased, it became possible to produce more than was needed
for survival, and individuals began to appropriate the surplus production. The system of inheritance
from parents to children developed as a means for ensuring the smooth passing on of property from
one individual to another; with this system came the need to ensure that the inheritors were one’s
natural children, and thus, according to Engels, the practice of monogamy as a means of controlling
women’s sexuality.
b. Margaret Mead also indicate that male dominance is not a universal phenomenon.
c. Feminists group espoused one alternative view and that centers around the role of another early
human activity- hunting- in the development of gender subordination. In most cultures this was
probably a male activity, since it is difficult to carry a spear in one hand and a suckling child in the
other. According to this theory, it was not the economic importance of hunting itself that led to the
subordination of women, but the fact that hunting weapons could be used against human beings as
well. These became instruments of coercion, enabling the wielders (men) to appropriate for their
own private benefit the labor of other human beings. Since women were producers of both food and
children, they became the primary targets of such coercion. War, directed mainly at the taking of
slaves, thus became another important economic activity for the men; and in these, women were of
little use, for the same reason that they were handicapped in hunting.
d. Maria Mies postulates that underlying these developments were differences in the relationship
that men and women developed with nature in their bid for survival. Because women were in
themselves productive, in a broad sense – that is, they were able to produce food (milk) from their
own bodies – their relationship with nature was one of unity and cooperation. Men, on the other
hand, could not produce food from nature except with the use of tools; thus, their relationship with
nature was one of subjugation.
e. Early religions, which often worshipped both male and female gods in the same degree, came to
be placed by religions in which male gods were supreme, and eventually by monotheistic religions
which worshipped one male God. It is significant the religions in the world portrayed men as the
masters of nature, and women as part of nature, therefore to be dominated by men.
2. Philippine Context
At the time the first Spaniards arrived, a number of economic systems operated in the
islands, ranging from nomadic agriculture in the North to incipient feudalism in the Islamic South.
Although women were in charge of the home, they were active in agriculture and other economic
activities, while many places’ men participated in the household work. The chroniclers and Catholic
missionaries who came with the Spanish soldier-colonizers were surprised and perhaps rather
shocked to observe the degree of status and freedom enjoyed by the women in the islands.
The missionaries transplanted Roman Catholicism, with its misogyny, into the native culture.
Ironically, the native women who had been active in the pre-colonial religions became avid recruits
and supporters of Catholicism, embracing with enthusiasm the new role that it circumscribed for
them: chaste, otherworldly, meek and devoted servants of men and the faith. Some religious orders
deliberately targeted women for their missionary efforts, realizing the powerful role these women
had in the community and in the socialization of their children.
European gender ideology found its most avid adherents in the native elite that emerged in
the nineteenth century. This elite drew its wealth from the ownership or control of land cultivated

by small tenants- a system similar to European feudalism – but had close links with European
capitalists, whom they supplied with agricultural raw materials for industrialization. Moreover, they
were pretty well exposed to European ways through education, literature and travels abroad. While
the sons of the elite led raucous and decadent lives as students in the universities of Europe, their
sisters and future wives were shut up in convent schools, learning the arts of home and the
restricted ways of Victorian womanhood. This womanly ideal was caricatured in Jose Rizal’s Maria
Clara, obedient and helpless, escaping from social and personal conflict into madness and death in a
convent. In reality, however, women of the rural elite were often not quite as useless and feckless as
prevalent gender ideology would have them be, actively participating in the management of land
and finances.
The revolution against Spain and the subsequent war against the United States put both
working class and elite women on the sidelines. Although a few of them did take up arms, women
were for the most part cast in auxiliary and feminine roles: delivering messages, cooking meals,
nursing the wounded, and dancing to distract the authorities. One historian claim that women were
denied full membership in the revolutionary organization, the Katipunan, because the men deemed
them incapable of keeping secrets. And in the discussions over the Constitution of 1898, elite men
patently denied women the right to vote.
3. American Colonization
American colonization, repressive as it may have been in fact, brought with it a more liberal
ideology – and the first great wave of women’s agitation for equality. Bourgeois women of Europe
and the United States at the turn of the century were waking up to the contradictions between
capitalism’s claim of equal opportunity for all and respect for individual rights and freedoms and the
reality of women’s continuing subordination in the home and the political sphere. Suffragists from
the United States, fighting for women’s right to vote, came to the Philippines to recruit elite women
into the struggle. Though hesitant at first, and never as aggressive as their Western counterparts,
the Filipino suffragists did win the vote, in 1937.
The increasing integration of the Philippines into the US capitalist system resulted in the
expansion of trade, export agriculture and the bureaucracy. This created more jobs, and women
entered into a formal work force not just as factory workers but as clerks, sales staff and teachers.
The public school system gave males and females, at least in principle, equal rights and opportunities
in formal education. The mass media brought in the image of the free white woman who smoked,
drank and held her own with men.
The working woman was still expected to be loving and dutiful wife at home, putting her
domestic responsibilities above all. The individualistic rebellion of white women in films was seen as
a corrupting influence, and Filipino films not otherwise famous for their nationalistic sentiments
portrayed the “good”, domesticated, long- suffering traditional Filipino woman as continually
winning her man from the “bad” Westernized vamp.
The mass media also cast women in other roles in the capitalist scheme that were not so
liberating: as consumers and as the means for selling male-oriented products. The desirable woman
became a metaphor for the desirable commodity. From there it was a short step to women
becoming commodities themselves: or, in the vocabulary of the second wave of the women’s
liberation movement, “sex objects”.
4. Formal Independence

The period of formal independence continued many of the trends begun under direct United
States rule, partly because of the ever- increasing integration of the Philippines into US capitalism
and its military support system. The sexual objectification of women worsened, not just in the
Philippines but in other underdeveloped countries. In many cases this phenomenon grew alongside
military and economic intervention by the former colonizer nations, now calling themselves the
“First World” or the “industrialized world”. The United States military installations and wars in Asia
turned Manila, Bangkok, pre-communist Saigon and other Southeast Asian capitals into world-
famous brothels servicing the US Armed Forces. The tourism programs of the 1972- part of the
industrialized countries’ foreign exchange-dependent development plans for the underdeveloped
countries- expanded the market for prostituted women to foreign tourists and businessmen.
APPLICATION
Eliminating Gender Subordination.
As a student, how will you help eliminate gender subordination in your immediate environment,
e.g. classroom setting, workplace, and family/community? Please state the specific environment you
have chosen.
LESSON 3: Gender and Socialization
OBJECTIVES
1. To analyse the process of gender socialization has an impact on the lifespan development pf a
person.
2. To justify how family acts as the most important agent of gender socialization for children and
adolescents.
3. To explain how peer- groups can have a major impact on the gender socialization of a person.
TIME FRAME
2 weeks

OVERVIEW
The previous lessons showed how changing social conditions influence gender. In this lesson, we will
deal with the socialization mechanisms that maintain gender in our society.
ACTIVITY
Encircle whether you believe it is a male’s occupation, female occupation, or both.
Job Description GENDER

1. Construction M F Both
Worker
2. Flight Attendant M F Both
3. Social Worker M F Both
4. Elementary Teacher M F Both
5. Dentist M F Both
6. Cook M F Both
7. PE Teacher M F Both
8. Store Clerk M F Both
9. Machinist M F Both
10. Nurse M F Both
ANALYSIS
1. How and where do we learn our perception of male and female roles?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________
2. Do these roles and descriptions limit or enhance us in life choices?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ABSTRACTION

From the birth until death, human feelings, thoughts and actions reflect the social definitions that
we attach to gender: Children quickly learn that their society defines females and males as different
kinds of human beings: by about age three, they incorporate gender into their identities by applying
society’s standards to themselves (Kohlberg, 1966, cited in Lengerman &Wallace, 1985)
Gender and Family
“Gendering” or the socialization of persons into a given gender, begins the moment a child is
born. Almost the first thing people want to know about a baby is: “Boy or Girl?” Hospitals and
middle –class parents emphasize the difference, dressing girl babies in pink and boy babies in blue,
and friends’ and relatives’ responses to the baby take their cue from this color code.
According to Ruth Hartley, there are four processes involved in a child’s learning of gender
identity.
a. Manipulation – It simply means that people handle girls and boys differently, even as
infants. For example, it showed that a sample of mothers tended to use more physical and visual
stimulation on male infants, and more verbal stimulation on female infants.
b. Canalization – It means that people direct children’s attention to gender-appropriate

objects. The most common example of this is the choice of toys. Little boys are given war toys, cars
and machines that they can take apart or put together; little girls are given dolls, kitchen sets and toy
houses. These toys teach children early on what their prescribed roles in life will be, and serve to
familiarize them with the tools of their trade.
c. Verbal Appellation – it consists in telling children what they are (e.g.,“brave boy” or
“pretty girl”) or what is expected of them ( “Boys don’t cry”, “Girls don’t hit their playmates,” “Boys
don’t hit girls ( but other boys are fair game).
d. Activity Exposure – It ensures that children are familiarized with gender- appropriate
tasks: for instance, in our culture, girls are expected and encouraged to help their mothers with
housework and the care of younger siblings, while their brothers are encouraged to play or work
out-side the home.
Gender and the Peer Group
As they approach school age, children move outside the family, making friends with others of the
same age. Peer groups further socialize their members according to normative conceptions of
gender.
Gender and Schooling
School curricula encourage children to embrace appropriate gender patterns. For example, schools
have long offered young women instruction in secretarial skills and home-centered know how
involving nutrition and sewing. Classes in woodworking and auto mechanics, conversely, attract
young men.
In college, the pattern continues, with men and women tending towards different majors. Men are
disproportionately represented in mathematics and the sciences. Women cluster in the humanities,
fine arts, education courses and social sciences. New areas of study are also likely to be gendered-

typed. Computer science, for example enrols mostly men, while courses in gender studies tend
to enroll women.
Gender and the Mass Media
Print media (newspaper, magazines, komiks), broadcast media (radio and television) and films carry
the same gender stereotypes as school textbooks, and more. Even when both sexes appear on
camera. Men generally play the brilliant detectives, fearless explorers, and skilled surgeons. Women,
by contrast, play the less capable characters, and are often important primarily for their sexual
attractiveness.
Advertising uses gender imagery to get people to buy products; in so doing, it also convinces people
to buy the prevalent gender ideology. Females are shown as home-bound wives, mothers or
daughters whose greatest joy is to feed their families, keep their houses clean, see sons, husbands
and fathers off to work, and welcome them back from the trials of the world. They also appear as
sexy come-ons t specific male-oriented products, such as alcoholic drinks and cigarettes. Males are
shown engaged in sports, professions, wars, camaraderie with other men, or the conquest of
women.
APPLICATION
Ang Pantasya ni Eba
Masaya at maayos ang buhay sa bayan ng Kagawasan. Ang babae ay kilos babae, at ang
lalaki, kilos lalaki; nasa tamang lugar ang lahat. Bagamat pantay-pantay ang pagtingin nila sa
kababaihan at kalalakihan, hindi sila naniniwala sa mga makabagong pananaw na pareho dapat ang
kilos, ugali at papel ng babae at lalaki sa lipunan.
Babae ang Pangulo ng Kagawasan. Babae rin ang mga opisyal na nasa mahalang posisyon ng
gabinete, tulad ng Kagawaran ng Patakarang Pangkabuhayan, Tanggulang Pambansa, Pananalapi,
Industriya at Kalakal. Babae ang mga sundalo, ang mga negosyante, ang mga kaparian ng simbahan.
Babae ang mga manggagawa, magsasaka, mangingisda, at propesyonal.
Nararapat lamang ito, dahil iyan ang papel ng itinakda ng Diyos-Ina para sa mga babae. Kaya
nga’t biniyayaan ng Diyos-Ina ang kababaihan ng Kagawasan ng mga katangiang angkop sa kanilang
mahalang pananagutan sa lipunan: ang matalas na isip at kakayahang magpasiya, ang lakas at
katatagan ng kalooban, ang lakas ng katawan.
Ang mga lalaki naman ang mga maybahay. Sila ang nag-aalaga ng mga anak: total, may likas
silang katangiang mapagmahal at mapag-aruga. Sila rin ang biniyayaan ng mga kamay na mas may
resistansya sa init, kung kayat mahuhusay silang magluto. Kasiyahan nila ang pagsilbihan ang
kanilang mga asawa at anak. Bagama’t hindi sila kumikita sa ganitong klaseng gawain,
sinusuportahan naman sila ng kanilang asawa bilang kapalit sa kanilang serbisyo. Kinikilala rin naman
ng lipunan ang kanilang mahalagang kontribusyon: sila ang tinaguriang “ilaw ng tahanan” at taon-
taon binibigyan sila ng bulaklak tuwing Araw ng mga Ama.
Ang ganitong pagkakahati ng trabaho sa lipunan, at ang pagkakaiba ng likas na pag-uugali ng

babae at lalaki, ay alinsuonod sa pagkakaiba ng kanilang katawan. Tanda ng lakas at katatagan ng
kakabihan ang kanilang kakayahang magdala ng bata sa kanyang sinapupunan, at tiisin ang sakit at

hirap ng pagluluwal nito. Ang kanilang papel bilang mga manggagawa sa lipunan ay nakabatay rin
dito, at sa kanilang kakayahang magpasuso sa mga bata; hindi ba’t ang panganganak, at ang
pagkakaroon ng gatas para sa anak, ay isang uri rin ng produksyon?
Pati ang anyo ng kanilang aring pang reproduksyon ay naayon sa kanilang papel bilang
manggagawa, mangangasiwa, at tagapagpasiya sa lipunan. Ang ari ng babae ay nakatago, kung
kaya’t hindi madaling masaling; malaya siyang nakagagalaw. Papaloob ang direksyon nito, ang
sagisag ng kanyang kakayahang pagmumuni-munihan ang mga bagay-bagay at magbigay ng
mahusay na kapasiyahan. Sa pagtatalik, ang ari niya ang sumasakop sa ari ng lalaki, sagisag din ng
kanyang pananagutang sakupin ang mundo. Gayon din ang posisyon sa pagtatalik na nakapagbibigay
sa kanya ng higit na kasiyahan: siya ang nangingibabaw sa lalaki tulad ng pangingibabaw niya sa
kalikasan.
Samatala, dahil walang kakayahan ang lalaking magdalantao at magpasuso, at dahil ang
babae na ang nagsusugal ng buhay sa panganganak, makatarungan lamang na sa kalalakihan na
ipaubaya ang pag-aalaga at pagpapalaki sa mga anak. Bukod pa rito, nalilimitahan ang kanilang mga
galaw ng kanilang ari: di tulad ng sa babae, nakalawit ito at madaling mabasag. Kung kaya’t
kailanganng pakaingatan sila, huwag masyadong palabasin ng bahay, dahil kung may mangyari sa
kanilang ari, paano na ang pagpapatuloy ng lahi? Kita rin naman ang kanilang ari ang kakulangan nila
ng kakayahan sa mahalagang pagpapasiya: dahil nakalabas ito, may kababawan silang mag-isip at
hindi gaanong magaling magtago ng mga sekreto. Kung kaya’t nababagay silang magpasiya tungkol
sa mga bagay na hindi na dapat pagkaabalahan pa ng mga babae, tulad ng kulay ng kurtina. Gayon
din, ang posisyon nila sa pagtatalik ang nagpapakita kung ano ang papel nila sa lipunan: sila ang
nakatihaya, naghihintay habang tinatrabaho ng asawa. Dahil sa akto ng pagtatalik napapaloob ang
kanilang ari sa ari ng babae, laging sinasabi sa kanila kapag sila’y ikinasal: “Magpapasakop kayo sa
inyong mga asawa…..”
Sa Kagawasan, isang masayang pangyayari ang pagkakaroon ng anak na babae: “Hayan,”

wika ng insa, “may magdadala na ng pangalan ko.” At nangangarap na sila sa pagiging Pangulo
balang araw ng kanilang anak. Masaya rin sana ang pagkakaroon ng anak na lalaki, dahil
magkakaroon rin ng isa pang katulong sa gawaing bahay ang mga ama; ngunit kung bakit napapaluha
ang mga ama kapag nakitang lalaki ang kanilang supling, at naibibigkas ang: “Heto na ang isa pang
pambayad sa kasalan!”
Regular Program.
Group work. Instruction: Make a collage about all of the empowered women. Each group will be
assigned in these categories:
Group 1 – Philippines
Group 2 – Asia except Philippines
Group 3 – United States of America
Group 4 – European countries

DJAL Program.
Individual. List down three (3) roles of women that you can point out presented from the essay.
Identify and mark check (✔) each role you listed below if it is acceptable (A) or non-acceptable (N-
A) in your culture and site a reason.
Roles of Women A N-A Reason

1.
2.
3.
DNLI Program.
Essay. What are your reactions and comments about the essay? Write it in not more than 100
words.
SETBI Program.
Essay. What are your reactions and comments about the essay? Write it in not more than 100
words.

LESSON 4: Theoretical Analysis of Gender
OBJECTIVES
1. To deducing the theoretical analysis of Gender.

2. To articulate the concept of feminism in an understandable lexicon.
3. To differentiate the basic feminist ideas.
TIME FRAME
2 weeks
OVERVIEW
Hello! Hope you are safe and well. At this point, we look into the major theoretical
paradigms addresses the significance of gender in social organization. Another major concept that
we are going to learn in this lesson is the concept of Feminism.
ACTIVITY
Instruction: Describe each photo in one (1) word.
1. ________________________ 2. _______________________________

ANALYSIS
Explain how you came up with your answers from the activity in one (1) sentence.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ABSTRACTION
STRUCTURAL-FUNCTIONAL ANALYSIS
The structural-functional paradigm views society as a complex system of many separate but
integrated parts. From this point of view, gender functions to organize social life.
Members of hunting and gathering societies had little power over the forces of biology.
Lacking effective birth control, women were frequently pregnant, and the responsibilities of child
kept them close to home. At the same time, men’s greater strength made them more suited for
warfare and hunting game. Over the centuries, this sexual division of labor became institutionalized.
Industrial technology, however, opens up a vastly greater range of cultural possibilities.

Since human muscle power is no longer the main energy source, so the physical strength of men
becomes less significant. And the ability to control reproduction gives women greater choice in
shaping their lives. Modern societies have come to see that traditional gender roles waste an
enormous amount of human talent; yet change comes slowly, because gender is deeply embedded
in social mores.
SOCIAL-CONFLICT ANALYSIS
The social-conflict point of view, look at gender not just a difference in behavior but
disparities in power. Historically, ideas about gender have benefited men and limited the lives of
women, in a striking parallel to the ways whites have benefited from oppressing racial and ethnic
minorities (Lengermann &Wallace,1985). Thus, the conflict theorists claim, conventional ideas about
gender promote not cohesion but division and tension, with men seeking to protect their privileges
while women challenge the status quo.
Friedrich Engels, develop a theory of gender stratification. He noted that in hunting and
gathering societies the activities of women and men, although different, had comparable
importance. A successful hunt brought men great prestige, but the vegetation gathered by women
provided most of a group’s food supply. As technological advances led to a productive surplus,
however, social equality and communal sharing gave way to private property and, ultimately, a class
hierarchy. Men gained pronounces power over women. With surplus wealth on their hands, upper-
class men wanted to be sure of paternity, so they would be able to pass on property to their heirs;
they could do this only by controlling women’s sexuality. The desire to control property, the, led to
monogamous marriage and the family. Women were taught to remain virgins until marriage, to stay
faithful to their husbands thereafter, and to build their lives around bearing and raising children.

According to Engles, capitalism intensifies this male domination. First, capitalism creates
more wealth, which confers greater power on men as owners of property and as primary wage
earners. Second, an expanding capitalist economy depends in tuning people-especially women – into
consumers and encouraging them to seek personal fulfilment through buying and using products.
Third, to support men in the factories, society assigns women the task of maintaining the home. The
double exploitation of capitalism lies in paying low wages for male labor and no wages at all for
female work.
FEMINISM
Feminism is the advocacy of social equality for men and women, in opposition to patriarchy
and sexism. The “first wave” of the feminist movement in the United States began in the 1840s as
women who opposed slavery, including Elizabeth Cady Stanton and Lucretia Mott, drew parallels
between the oppression of African Americans and the oppression of women. Their primary objective
was to secure the right to vote, which was finally achieved in 1920. But other disadvantages
persisted and a “second wave” of feminism arose in the 1960s and continues today.
BASIC FEMINIST IDEAS
Feminism views the personal experiences of women and men through the lens of gender.
1. The importance of change. Feminist thinking is decidedly political, linking ideas to action,
2. Expanding human choice. Feminist maintain that cultural conceptions of gender divide the full
range of human qualities into two opposing and limited spheres: the female world of emotions and
cooperation and the male world of rationality and competition. As an alternative, feminist propose a
“reintegration of humanity” by which each human can develop all human traits (French, 1985).
3. Eliminating gender stratification. Feminism opposes laws and cultural norms that limit the
education, income and job opportunities of women.
4. Ending sexual violence. Today’s women’s movement seeks to eliminate sexual violence. Feminist
argue that patriarchy distorts the relationships between women and men, encouraging violence
against women in the form of rape, domestic abuse, sexual harassment and pornography (Dworkin,
1987)
5. Promoting sexual autonomy. Finally, feminism advocates women’s control of their sexuality and
reproduction. Feminists support the free availability of birth control information. Also, most
feminists also support a woman’s right to choose whether to bear children or terminate a
pregnancy, rather allowing men- as husbands, physicians and legislators – to control women’s
sexuality.
TYPES OF FEMINISM
LIBERAL FEMINISM
Liberal Feminism is based on classic liberal thinking that individuals should be free to develop their
own talents and pursue their own interests. It accepts the basic organization of our society but seek
to expand the rights and opportunities of women. It also supports the Equal Rights Amendment as a
means of ending many limitations on women’s aspiration.

Liberal feminists also endorse a reproductive freedom, for all women. They respect the family as
a social institution, but seek changes including widely available maternity leave and child care for
women who wish to work. With their strong belief in the rights of individuals, liberal feminists
do not think that all women need to move collectively toward any one political goal. Both
women and men, through their individual achievement, are capable of improving their lives if
society simply ends legal and cultural barriers rooted in gender.
SOCIALIST FEMINISM
Socialist feminism evolved from the ideas of Karl Marx and Friedrich Engels, partly as a response ti
Marx’s inattention t gender. From this point of view, capitalism increases patriarchy by
concentrating wealth and power in the hands of a small number of men.
Socialist feminist rejects the reforms sought b liberal feminism as inadequate. The bourgeois family
fostered by capitalism must change, they argue to replace “domestic slavery” with some collective
means of carrying out housework and child care. This goal can only be realized through socialist
revolution that created a state- centered economy to meet the needs of all. Such a basic
transformation of society requires women and men to pursue their personal liberation together,
rather than individually, as liberal feminists maintain.
RADICAL FEMINISM
Radical feminism too, finds the reforms of liberal feminism inadequate. Moreover, radical feminist
claim that even a socialist revolution would not end patriarchy. Instead, this type of feminism holds
that gender equality can be realized only be eliminating the cultural notion of gender itself. The
foundation of gender, say radical feminists, is the biological fact that only women bear children.
Radical feminists, therefore, look toward new reproductive technology to separate women’s bodies
from the process of childbearing. With the demise of motherhood, radical feminist’s reason, the
entire family system could be left behind, liberating women, men and children from the tyranny of
family, gender and sex itself. Thus, radical feminism envisions a revolution much more far-reaching
than that sought by Marx. It seeks an egalitarian and gender-free society.

APPLICATION
Regular Program
Group work. Each group will be assigned to make a video on each of the five basic feminist ideas.
Group 1 – The Importance of Change
Group 2 – Expanding Human Choice
Group 3 – Eliminating Gender Stratification
Group 4 – Ending Sexual Violence
Group 5 – Promoting Sexual Autonomy
Guidelines:
1. The video should be 30 seconds long

2. The video should be uploaded in the Facebook
3. The title of your video should be the topic
4. Use the hash tags: #GEElect2_course and section in your caption, e.g. #GEElect2_BSIT2A
5. You will be given rubrics by your instructor
DJAL Program
Group work. Conduct an interview regarding the perception of your tribal leaders towards
Feminism. Make a graphic organizer of the important points you gathered from your interview.
Example:

DNLI and SETBI Program.
Do you want to be part of the feminist movement? Why or why not? If yes, what changes do you
want to see, and be part of, in your lifetime? Write it in not more than 100 words.
Congratulations!!! You are through from this module. But before proceeding to the next. Please find
time to answer the following multiple-choice questions. Good Luck!
ASSESSMENT
1. The terms “masculine” and “feminine” refer to a person’s _________

a. sex
b. gender
c. both sex and gender
d. none of the above
2. The term ________ refers to society’s concept of how men and women are expected to act and
how they should behave.
a. gender role
b. gender bias
c. sexual orientation
d. sexual attitudes
3. Research indicates that individuals are aware to their sexual orientation ______.
a. at infancy
b. in early adolescence
c. in early adulthood
d. in late adulthood
4. A person who is biologically female but identifies with the male gender and has undergone
surgery to alter her body is considered _________.
a. transgender
b. transsexual
c. a cross-dresser
d. homosexual
5. Which of the following is the primary categorization of sex?
a. Reproductive Organ
b. Hormones
c. Chromosomes
d. Role in reproduction
6. There is nothing women can do that a properly-trained male adults cannot do, except for:
a. child rearing
b. Sewing
c. Breastfeeding
d. Being a homemaker
7. In one perspective, these are the factors that became highly organized and later became the
cause of women’s subordination. What are they?
a. Economy
b. Religion
c. Both A and B

d. None of the above
8. It is the process of learning to behave in a way that is acceptable to society.
a. Social construction
b. Gendering
c. Society exposure
d. Socialization
9. When children are learning their gender identity spanking boys more often than girls is an
example of:
a. Manipulation
b. Canalization
c. Verbal Appellation
d. Activity Exposure
10. Which of the following is the best example of a gender stereotype?
a. Women are typically shorter than men
b. Men do not live as long as women
c. Women tend to be overly emotional, while men tend to be level headed
d. Men hold more high-earning, leadership jobs than women.
11. Which of the following statements reflect activity exposure?
a. “Wow Kuya is so brave”
b. “This doll is for ate”
c. “Boys don’t cry”
d. “Ate should wash the dishes, Kuya should carry the heavy grocery”
12. Only women are affected by gender stratification.
a. True
b. False
13. Which among the following is involved in mass socialization for gender identity?
a. Mass media
b. Formal education
c. Language and Religion
d. All of the above
14. Which among the following is the adverse effect of using women as metaphors to desirable
commodities?
a. Women are products
b. Women are desirable
c. Women are convincing endorsers
d. All of the above
15. Mass socialization can:
a. promotes the dominant gender ideology
b. promote inequality
c. all of above
d. none of the above

MODULE2: Filipino Women Issues and Trends
LESSON 5: Women and Population
OBJECTIVES
1. Infer the basic concepts of women in society.

2. Explain how urbanization prompted the migration of more women than men to the cities
urban centers.
TIME FRAME
1 week
OVERVIEW
This lesson puts together some of the available statistics and information on women and
population.
ACTIVITY
Encircle the emotion icons if you think the statement is true ☺, false ☹ or it depends :P.
Statement ☺ ☹ :P
1. The national sex ratio shows that the ☺ ☹ :P
Philippine population is made up of slightly
more men than women.
2. Urbanization processes have prompted ☺ ☹ :P
the migration of more women than men to
the cities and urban centers.
3. The entry of the young population into ☺ ☹ :P
the labor market decreased the country’s
dependency ratio.
4. Women lives longer than men. ☺ ☹ :P
5.Women assume primary responsibility ☺ ☹ :P
not only for the care of children but other
members of the population.

ANALYSIS
Which statement/s above you answer “it depends”. Why do you think so?
ABSTRACTION
Women and Population
Philippines Population Yearly Change Global Share Global Rank

as of July 29, 2022 + 1.35% 1.41% 13
112,596,171
https://www.worldometers.info/demographics/philippines-demographics/
The Philippines, with a total population of 112,596,171 as of 29th of July, 2022, is the 13th most
populous country in the world today. The Philippine population is projected to reach 142 million by
2045. This signifies about 49 million persons added to the country’s population from 2010 to 2045,
equivalent to an average annual growth rate of 1.21 percent.
The rapid rate of population growth has become a national concern considering the challenge that
this poses to the country’s ability to manage economic growth, and to raise income levels and
improve the delivery of social services to the population.
Under conditions of poverty and rapid population growth, women emerge as a particularly
vulnerable group given their multiple social roles and responsibilities. As a child bearers and
homemakers, women much of the burden imposed by poverty on families and households. As the
traditional care-givers, women also assume primary responsibility not only for the care of children
but for other members of the dependent population including the sick, the disabled, the elderly, the
out of school youth and those who are unable to seek productive employment. Finally, as economic
providers, women are tasked to ensure not only their own but their children’s and families’
economic security and well-being.

Sex and Age Composition
https://www.populationpyramid.net/philippines/2022/
Life Expectancy
BOTH SEXES FEMALES MALES

71.7 years 75.9 years 67.7 years
(life expectancy at birth, both (life expectancy at birth, (life expectancy at birth, males)
sexes combined) females)
Women exhibit older mean ages and longer life expectancies than men. The life expectancy stood at
75.9 years for women and 67.7 years for men. Owing to sex differentials in mortality patterns which
generally tend to favor women and women’s biological advantage to men, there are more women in
older age groups than men

APPLICATION
Regular, DJAL, DNLI Program:
Draw or post a population pyramid of your own barangay or purok. The population pyramid must
show the data on sex and age.
SETBI Program:
Kindly check your application in lesson 6.

LESSON 6: Women, Families and Households
OBJECTIVES
1. Identify the little changes in the allocation of gender tasks and responsibilities within the
home.
2. Analyze the factors that changes gender roles within families and households.
TIME FRAME
1 week
OVERVIEW
In this lesson you will learn about the gender tasks of men and women within the families
and households. What is your task in your family?
ACTIVITY
WHO DOES WHAT?? Kindly tick your answer.
Household Tasks Men Women Both

1. Washing the dishes
2. Ironing the clothes
3. Cooking
4. Mopping/Scrubbing the floor
5. Changing the curtains
ANALYSIS

What are your thoughts about these gender tasks?
ABSTRACTION
Ongoing modernization and development processes are reshaping Filipinos families and
households. In response to broader socio-economic and demographic changes, Filipino families are
becoming smaller in size and more nuclear in composition and organization. In turn, these changes
are engendering other changes in the relationships among family members, and in the roles and
responsibilities of adults and children, and of men and women within the family unit.
Women’s changing roles in particular have salient consequences for families and households
and for the women’s own individual well-being. For one, Filipino women are marrying at later ages
than previously, this delaying the onset of family formation. Increasing number of them are also
opting to have fewer children. Compared to earlier periods, there are now more Filipino women in
the labor force, majority of whom are mothers. As a result of these and other related changes, an
increasing number of Filipino families no longer conform to the notion of a family as necessarily
consisting of a married couple and their children and where the father works and the mother keeps
house.
A challenge facing contemporary families, therefore, is the redefinition and readjustment of

gender roles within the home and the redistribution of tasks and responsibilities more equitably
among family members.
Marriage Pattern
In 2020, the total number of marriages recorded was 240,775, a decrease of 44.3
percent from 431,972 marriages in 2019. Since 1970, the lowest registered marriages in the
Philippines was in year 2020. (See Figure 1)

www.psa.gov.ph
www.psa.gov.ph
Women married younger than men
The median age of women that got married in 2020 was two years lower than the median
age of their male counterparts. It was observed that the median age for men and women went up a
single year from last year.

www.psa.gov.ph
Most brides and grooms married between ages 25-29 years old
About one third of the brides and the grooms married between ages 25-29 years old, where
grooms with 157,407 or 36.2 percent of the total marriages and brides with 148,618 or 34.2 percent.
It was also observed that there are for teenage brides (10, 485) for every one teenage groom
(2,526) for marriages involving teenagers. (See Figure 4)
www.psa.gov.ph
Household
The household population of the Philippines reached 108.67 million persons in 2020. This is
8.66 million higher than 100.5 million household population reported in 2015, and 32.3 million more
than the 76.33 million household population posted in 2000.
The average household size was 4.1 persons in 2020. The country’s average household size
decreased from 4.4 persons in 2015 to 4.1 persons in 2020. In 2010, there were 4.6 persons, on
average, per household.

APPLICATION
All Programs.
Draw a family tree and identify the sex and age of your family members. Be creative!

LESSON 7: Women, Employment, and Public Life
OBJECTIVES
1. Understand fully the relationship of gender, gender equality and public life.
2. Discuss the implication of overseas employment to family and society.
3. Recognize the role of women in the community development
4. Critique why Filipino women’s participation in electoral politics remain limited.
5. Explain the importance of women in politics
TIME FRAME
1 week
OVERVIEW
In this lesson we will look into the participation of women in the labor force. There are
some statistical data presented for better understanding of the topic.
ACTIVITY
Activity I. Fill in the information in the table below: Please tick your response.
Work/Job Man (does this at Woman (does Man (does this Woman (does
home) this at home) outside) this outside)
Teacher
Househelp
(Maid)
Driver
Doctors
Waiter

Activity II. Answer the following poll. Just tick your answer. Response categories are “Strongly
agree,” “Somewhat agree,” “Neither agree nor disagree,” “Somewhat disagree,” “Strongly
Disagree,” and “Don’t know”
Statements SA SoA NAorD SoD SD DK

1. I would feel comfortable voting for a woman for
president.
2. The role of a president should be given to a man.
3. My neighbors would be comfortable voting for a
woman for president.
4. There is no place in politics for women.
5. I will vote for a woman for barangay captain.
ANALYSIS
1. Does being born as a boy or girl, decide the type of work an individual does when she/he grows
up? Why? Answer it in not more than fifty (50) words.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ABSTRACTION
Filipino women have been joining the labor force partly out of economic necessity and partly
in response to economic opportunities. But although they have grown both in actual numbers and in
participation rate, Filipino women in productive work still have to approximate the employment
levels and labor force participation rates of men. Women’s is still lower than men, employers still
prefer male workers and that women’s ability to enter the labor force is constrained by family and
housekeeping responsibilities.

The table above provide data for the Philippines from 1990 to 2019. The average value for
the Philippines during that period was 47.76 percent with a minimum of 45.42 percent in 2017 and a
maximum of 49.52 percent in 2014. The latest value from 2019 is 46.1 percent. For comparison, the
world average in 2019 based on 182 countries is 51.98 percent.
The female labor force participation rate is the percent of the female population ages 15 and
older who are economically active. That includes the employed people as well as the unemployed
people.
Employment and Unemployment Rates
www.psa.gov.ph
Other inequalities characterize the employment of women and men including the gender-
typing of occupations which in turn results in lower earnings for women. There are for instance,
more men than women occupying top-level administrative and executive positions. Various
industries such as production and manufacturing, and heavier infrastructure industries not only

employ more men than women but also tend to pay men higher wages. In some of these lower-level
occupations, as well as in agriculture and service work, women’s earnings are further depressed by
the fact that several of them are employed as unpaid family workers. On the other hand, women
appear to have the edge in professional and technical occupations and in clerical work and sales jobs
which do not only employ more female workers bit also pay them better wages than men.
One of the development in the employment field has been the long-term growth in the
number of Filipino women and men leaving the country for employment overseas, in response to
the persistent shortage of domestic jobs.
Employment Sectors
Figure 4. Percent Distribution of Employed Persons by Major Industry Group: January 2020 and
January 2019
Agriculture
Women farmers do not have an equal opportunity to acquire land or register it in their own
names. They have fewer inheritance rights than male farmers. Land ownership is important not only
to women’s ability to earn income, but also as a source of empowerment and autonomy within the
household.
Industry and Manufacturing
The number of women working in economic zones is estimated to represent 64% of total
employment and may be much higher in some industries, such as electronics and apparel (World
Bank 2011). Women’s share of employment in the export- processing zones is much greater than
women’s share of the labor force as a whole, and the conditions of employment are of concern.

Tourism
Within the tourism industry, relatively few women have the educational qualifications or
foreign language skills to compete for front-of-house positions in the hotel industry, as tour
guides, or in travel agencies, and women are more likely to be employed as housekeepers,
waitresses or similar low-level positions.
Business Processing Outsourcing
The Philippines’ Information Technology- Business Process Outsourcing Road Map 2011-
2016 is not a gender-responsive and does not address women’s constraints in accessing higher paid
work in non-voice services or the likely growth in information technology and engineering.
Government Services
Public sector employment is an important source of jobs with better pay and conditions for
women than many other industrial sectors, but women are constrained by being predominately
employed in traditional, gender-stereotyped care sector government occupations such as health and
education, and they are under-represented in the higher paying subsectors.
Entrepreneurship
There has been a rapid surge in the number and proportion of female entrepreneurs in
developing countries (Minniti and Naude 2010). Studies indicate that female-led MSMEs increase
employment opportunities for women and contribute to wider development goals (ADB and ILO,
2013). One survey conducted by the Vietnam Women Entrepreneurs Council 2007 said that there
are more women entrepreneur than men in which motivated by necessity; these are livelihood-
oriented entrepreneurs attempting to escape unemployment.
WOMEN AND PUBLIC LIFE
After campaigning spiritedly for almost three decades, Filipino women won the right of suffrage at a
plebiscite held on April 30, 1937, during which 147,725 more women than the required 300,000
turned out to vote for women’s political enfranchisement.
Since then, women have participated extensively in Philippine politics as voters in national
and local elections. Moreover, they have vied for elective positions at all levels of public office. In
1986 the national presidency was won by a woman for the first time, and in 1992 two women were
among the six contenders in the presidential race. Although women continue to be
underrepresented in elective positions, current trends point to their increasing visibility in electoral
politics whether at the local or national level.
Such low representation owes largely to the fact that fewer women than men run for public
office. This is mainly because women’s ability to enter politics depends a lot on the degree of
support they receive from their families, and from political parties and society as a whole. In the

Philippines as elsewhere, women who wish to pursue a political career do not receive as much
encouragement as men.
Women election into public office is expected over the longer term to spur changes in
political processes and value systems. Less concerned with having political power for its own sake
and more steadfast in upholding ideals, women can help curb corruption and abuse in government.
They can also help direct government resources toward such concerns as crime reduction, ecological
conservation, and the improvement of education and social welfare policies and programs.
https://www.comelec.gov.ph/php-tpls-
attachments/SpecialProjects/GenderandDevelopmentProgram/NewsCorner/Magazine/COMELEC-
GAD_GenderAndElections_Magazine.pdf

Since Independence and through various changes in the government, both the Philippine
Senate and the House of Representatives always had at least one woman member, and long term
trends show women’s share in lawmaking posts to be improving.
Between 1988 and 1992, slight increases were also noted in the number of Filipino women
occupying elective positions in provincial, city and municipal governments. Available data suggest
that Filipino women may be making more inroads in electoral politics at the grassroots or at the
lowest level of barangay government administration.

APPLICATION
Regular and DNLI Program.
Interview an online seller that you know and list down the challenges faced in their job. Attach a
photo of your interview. Please be guided with the format below.
DJAL Program.
Interview a woman working in public service in your community and list down the challenges faced
in their job. E.g. barangay captain, barangay councilor, purok leader, tribal leader, etc. You can
answer it in Bisaya. You’re encouraged to attach a photo of your interview. Please be guided with
the format below.
Format of the interview:
Name of the interviewee: ____________________________________

Age: ___________________ Religion: ________________________
Challenges:
1.___________________________________
2.___________________________________
3.___________________________________
4.___________________________________
5.___________________________________
____________________________________ _____________
Printed name and signature of the interviewee Date
Photo attachment:

SETBI Program.
Flashback! What is your previous work? In your own perspective, do you think women
can also do the job you had before? Why or why not? Answer it in not more than 100
words.
LESSON 8: Women and Education
OBJECTIVES
1. Explain the rights of women to education.

2. Illustrate the schooling of girls.
3. Understand issues related to gender in school.
TIME FRAME
1 week
OVERVIEW
In educational field, the country boasts of a highly literate and a relatively well-educated
population with no significant disparities in the educational attainment of women and men. In this
lesson, we will learn gender disparities in education and how it affects women and girls in our
society
ACTIVITY
Rank the following causes of lack of education, 1 is the most possible cause and 5 is the least.
_______ poverty _______ poor health _______ bullying
_______ lack of motivation _______ far from school

ANALYSIS
1. Explain how you came up with your answers in the activity.
ABSTRACTION
Education System in the Philippines
http://uis.unesco.org/en/country/ph
The liberal education policies pursued by government during the American colonial period
have left their mark on Philippine society. These policies which encouraged “Education for all” were

not discriminatory towards women nor to other groups or sectors of society. Education has come to
be perceived by Filipinos as the most important vehicle for upward social mobility, providing one
with a ticket to a better life and long-term economic and social security.
Literacy
Nationally and in both rural and urban areas, literacy rates in the last two decades have
been on the uptrend for both sexes but more so for women. By 2015, literacy rates among Filipinos
stood at a high and roughly 99.27 (15-24 years), 98.24 (15 and older) and 94.12 (65 and older) for
women and 98.9, 98.12 and 94.6 respectively for men.
Based on the Functional Literacy Education and Mass Media Survey (FLEMMS) definition of
functional literacy which emphasized not only one’s ability to read and write a simple message but

also perform basic computational tasks for day-to-day living, there are fewer Filipino men and
women who are functionally literate.
APPLICATION
All Programs. Choose one of the following educational programs below and evaluate if it addresses
the gender needs. Answer it in not more than 100 words.
A. Free Medical Program

B. Tulong-Dunong Program
C. Kakaiba-yanihan – an inclusive Psychological Support Service program for learners with
disabilities
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LESSON10: Women and Health
OBJECTIVES
1. Discuss how and why gender lens is necessary in understanding other social issues such
health.
2. Show appreciation of the intersectionality between gender and health.
TIME FRAME
1 week
OVERVIEW
In principle, humans regardless of genders have basic human rights emerging from their
intrinsic human dignity. One of the primary needs of individuals is the access to health services. This
lesson will look into the intersectionality between gender and health.
ACTIVITY
Write down at least three (3) specific health services that you received in your community.
1. _______________________________________
2. _______________________________________
3. _______________________________________

ANALYSIS
Are the needs of women, men and LGBTQ+ being addressed through these health services?
Explain your answer in not more than 60 words.
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ABSTRACTION
Two indicators best show the Philippines’ improved health status –the longer life
expectancies currently enjoyed by Filipinos, and much-reduced mortality rates among the entire
population but particularly among infants and new-born babies.
Much of the gains in life expectancy may be attributed to the decline in deaths from
communicable diseases, thanks to the institution of public health measures and modern medical
technology. Such diseases have been the cause of the majority of deaths in infants and children,
whose mortality rates contribute most to total deaths. The drop in IMR has been a remarkable 77
percent from the post-war years, from 105. 3 infant deaths per 1,000 live births in the 1950s to 24.3
in 1990.
In view of women’s known biological advantages for survival, women live longer and
exhibit lower mortality rates during childhood and adulthood than men. Although the leasing
causes of mortality are broadly similar among men and women, the risk of accidents is higher for
men while cancers are more likely to afflict women. The most common cancers afflicting women are
those of the breast, lungs, and uterus, while the most common cancers among men are those found
in the lungs, stomach and pharynx.
The expansion of health care services has brought about dramatic declines in the country’s
maternal mortality rates. However, causes related to pregnancy and childbirth continue to be a

major cause of death for women of childbearing age, translating into a high 5 to 6 maternal deaths
daily. The incidence of anemia also remains high among mothers and children, and adolescent and
adult women are more prone to malnutrition than men.
Compared to earlier years, more couples today are practicing some form of family planning
and are having fewer children. Modern contraceptive use, however, continues to be mostly the
woman’s initiative, with direct male participation being limited to the use of natural family planning
methods and withdrawal.
Men outnumber the women among the disabled population and those found infected with
the Human Immunodeficiency Virus (HIV) or suffering from AIDS. The incidence of these ailments in
women, however, has risen rapidly. In particular, women face relatively high disability and
impairment risks at older ages, and suffer from blindness, deafness and mental illness more than
men.
https://psa.gov.ph.
The number of deaths from 2008 to 2016 showed an increasing trend but slightly declined in
2017. The increase during the ten-year period is about a quarter, or 25.5 percent, from 461,581 in
2008 to 579,237 in 2017.

The top three regions in terms of number of deaths by usual residence were found in Luzon:
CALABARZON with 84,971 or 14.7 percent, followed by NCR with 75,187 or 13.0 percent then
Central Luzon with 67,980 or 11.7 percent. The combined share of these three regions was 39.4
percent of the total deaths. On the other hand, the three regions which had the least number of
deaths were ARMM (3,036 or 0.5%), CAR (8,176 or 1.4%) and Caraga (14,928 or 2.6%). These
numbers accounted for only 4.5 percent of the total deaths in the country.
The month of August recorded the highest number of deaths with 51,154 or 8.8 percent,
while February had the least number with 44,765 or 7.7 percent share of the total deaths. Daily

Index is the increase/decrease from the overall daily average of event occurrences. In 2017, the
months of March to July fall below the national daily index of 100.0.
In 2017, the number of deaths in males (332,517) was higher than deaths in females
(246,720). This translates to a sex ratio of 135, which means that there are 135 male deaths for
every 100 female deaths.
Figure 4 shows the age and sex pattern of death in 2017. It reflects an inverted pyramid,
with fewer deaths at the younger ages, except for children under one, and progressively increasing
as people age. As in most parts of the world, males are more likely to die before females at all ages.
In the Philippines, it is clearly shown that males died at a higher rate than females before reaching
the age of 80 years, with the greatest difference observed at ages 60 to 64 years (15,362 deaths).
Higher proportions of female deaths were observed in the older age groups, which is indicative of
higher survival rate of females than males.

The ten leading causes of death in 2017. It can be seen that among the total deaths,
ischaemic heart diseases were the leading causes of death with 84,120 or 14.5 percent. Second were
neoplasms which are commonly known as “cancer” with 64,125 or 11.1 percent, followed by
cerebrovascular diseases with 59,774 or 10.3 percent.
Among males, ischaemic heart diseases were also the leading causes of death with 50,503 or
15.2 percent followed by cerebrovascular diseases (33,610 or 10.1%) and neoplasms (30,800 or
9.3%). It was also observed that assault was included in the 10 leading causes of death with 10,866
or 3.3 percent of the total deaths in males. On the other hand, similar to males, the top cause of
death among females was also ischaemic heart disease (33,617 or 13.6%), followed by neoplasm
with 33,325 or 13.5 percent and pneumonia with 28,835 or 11.7 percent of the total deaths in
females.
Mental Health
One of the most prevalent issues facing adolescents nowadays is mental health. The
changing environment also brings forth stressors that are not existing before. People are challenged
to pay
In the context of gender and sexuality, some issues faced by humans related to their
sexuality and to the roles they assume in the society are mental/ psychological in nature. Some of
these issues are as follows:
● Coping with sexual and reproductive health issues (teen pregnancy, STD/HIV, confusion
and doubt);
● Psychological impacts of SOGIE –related concerns and gender roles and expectations;
● Psychological concerns emerging from intimate/romantic relationships; and
● Psychological trauma from GBV.

APPLICATION
Regular, DJAL, and DNLI Programs. Go to the nearest barangay health center in your vicinity. Ask the
Barangay Health Worker what are the particular health services in the following components, which
responds to the needs of women, men and LGBTQ+.
Cluster Specific Services

Public health
Water, Sanitation and Hygiene
Nutrition
Mental Health and Psychosocial Service
SETBI Program. In your opinion, what specific health services do you need in your immediate
environment? Explain in not more than 100 words.
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Congratulations!!! You are through with module 2, Filipino Women Issues and Trends. I hope you
have learned something from these topics. Before proceeding to the next module. Kindly answer the
assessment below.

ASSESSMENT
1. Which of the following statements about gender equality is true?
a. It affects both men and women

b. Access to education is gender equality issue in the Philippines
c. Most countries do not have problem with gender equality
d. Women have as much sexual freedom as men.
2. The _______ gap can be seen in the fact that there are very few female CEOs.
a. promotion
b. pay
c. income
d. job
3. Which of the following is an example of gender equality issue facing men?
a. stigma in traditionally female careers

b. a lack of sexual freedom
c. the pay gap
d. promotion gap
4. Men currently outnumber women in _____ programs.
a.. doctoral
b. psychology
c. allied health field
d. education
5. Women are over represented in __________ work because if often provides greater flexibility to
meet family responsibilities.
a. semiskilled
b. public sector
c. private sector
d. contingent
6. What is the gendered division of labor?
a. it is based on gender-structured conceptions of appropriate work

b. It has led to an increase in women’s compensation worldwide
c. it negates the “double burden”
d. none of the answers given are correct
7. The gendering of world politics is seen in which areas?
a. Prostitution and human trafficking

b. Civil wars and refugee flows

c. Trade and development
d. All of the options given are correct
8. What is the impact of globalization?
a. it has created new areas of women’s advancement

b. It has led to new challenges and dangers for women
c. It has not changed the fundamental inequality of gender relationships in the world enough
d. All of the options given are correct
9. Why do women face workplace challenges that men do not typically face?
a. Women are forced to manage both careers and caring for children
b. Women usually do not have the same degree of education as their male co-workers
c. Women are more competitive with each other in the workplace than are male workers
d. Women tend to be forced to be more flexible in terms of jobs choice and location.
10. Which strategies help women become more socially and economically empowered?
a. Women working together to challenge discrimination

b. Improved access to education
c. More income sources of women
d. all of the above
11. Gender equality is an issue that is relevant to __________
a. Developing countries, it is only there that gender gap exist.

b. Girls and women, it is a women issue
c. LGBTQ+ communities
d. All societies, women and men alike
12. Why are girls more likely than boys to miss out on secondary education in the developing world?
a. Because of high school fees, only boys go to school

b. Many adolescent girls are expected to help out at home
c. Child marriages restricts mobility and freedom
d. All of the above
13. Obstacle faced by women entering the world of Information and Communication Technologies
(ICTs) include:
a. Women’s limited access to financial resources for buying ICTs equipment

b. unequal access to education and training
c. Isolation of women in their house or in remote places
d. All of the above
14. In which of these categories of work do you think less time spent by men?
a. income generating work

b. talking, gossiping

c. household and related work
d. sleep self-care
15. How do academic programs present a hidden curriculum regarding gender?
a. by showing sharp differences in grading pattern for male and female students
b. by providing more funding for male education than female education
c. by overemphasizing mathematics and science courses to female students
d. by focusing mostly on the achievements of male characters and historical figures

MODULE3: Laws On Women
LESSON11: Gender Based Violence (GBV)
OBJECTIVES
1. understand the definition of gender-based violence, other related terms and its forms
and consequences
2. determine the relationship between gender-based violence and human rights
TIME FRAME
1 week
OVERVIEW
Gender-based violence is one of the most widespread and human rights abuses, but least
recognized in the world. It refers to any harm perpetrated against person’s will on the basis of
gender, the socially ascribed differences between males and females. This lesson will look deeply on
GBV.
ACTIVITY
Read the scenario and answer the following questions:
Scenario
Fatima comes from a very traditional family. She is 16 and does very well in school. She has
always dreamed of becoming a doctor, and her teachers have told her about scholarship
opportunities if she keeps up her studies. She has decided to tell her father that she wishes to
apply for scholarships to study in the capital. The same day she comes home from school to speak
to her father, he tells her he has arranged for her to marry a very wealthy man from the next
village, and she will have to discontinue her studies. Fatima has never met the man, and she does
not wish to get married, but she respects her father and was raised to not disagree with her
parents. Although she is very sad, she agrees to marry the man and is forced to drop out of
school.
• Does Fatima give her consent to the marriage?

• Was any force used in this incident?
• Who has the power in this situation?
• What kind of power does the father have?
• What kind of power does the daughter have
• How does power relate to choose in this example?
• What advice would you give Fatima?
• What advice would you give her father?
• Does this happen in your community?
ANALYSIS
If you are in the shoe of Fatima, what will you do? Why?
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ABSTRACTION
Violence against women and girls is one of the most prevalent human rights violations in the
world. It knows no social, economic or national boundaries. Worldwide, an estimated one in three
women will experience physical or sexual abuse in her lifetime.

Gender-based violence undermines the health, dignity, security and autonomy of its victims,
yet it remains shrouded in a culture of silence. Victims of violence can suffer sexual and reproductive
health consequences, including forced and unwanted pregnancies, unsafe abortions, traumatic
fistula, sexually transmitted infections including HIV and even death.
Yet, in the Philippines, 1 in 20 women and girls age 15-49 have experienced sexual violence
in their lifetime, according to the 2017 National Demographic and Health Survey. Gender-based
violence has clearly been placed in the realm of women’s human rights over the past decade. Prior
to 1993, most governments regarded violence against women largely as a private matter between
individuals. (Loi et al 1999).
GBV can be physical, sexual, emotional, financial or structural, and can be perpetrated by
intimate partners, acquaintances, strangers and institutions. In particular, gender-based violence is
increasingly used to define acts of violence rooted in some form of ‘patriarchal ideology’ with the
purpose of maintaining social power for (heterosexual) men. (Council of Europe, 2007)
Violence against women - in the home, in the workplace and in public spaces - perpetuates
inequalities between women and men. It is an issue of significant global attention and is a key issue
affecting women’s empowerment as identified under the UN Sustainable Development Goals. (UN,
2015).
Consequences of Gender-Based Violence
These consequences include serious, immediate and long-term impacts on the sexual,
physical, and psychological health of survivors.
Health consequences include unwanted pregnancies, complications from unsafe abortions,

sexually transmitted infections including HIV, injuries, mental health, and psychosocial effects
(depression, anxiety, post-traumatic stress, suicide and death). Violence also affects children’s
survival, development and school participation.
Social consequences extend to families and communities. Families can also be stigmatized
as a consequence of gender-based violence. For example, when children are born following a rape,
or if family members choose to stand by a survivor, fellow members of their community may avoid
them.
Economic consequences include the cost of public health and social welfare systems and the
reduced ability of many survivors to participate in social and economic life. (World Health
Organization).
Human Rights
Simplified Version of the Universal Declaration of Human Rights
Summary of Preamble
The General Assembly recognizes that the inherent dignity and the equal and inalienable
rights of all members of the human family is the foundation of freedom, justice and peace in the
world. Human rights should be protected by the rule of law, and friendly relations between nations
must be fostered. The peoples of the UN have affirmed their faith in human rights, the dignity and
worth of the human person and the equal rights of men and women. They are determined to

promote social progress, better standards of life and larger freedom and have promised to promote
human rights and a common understanding of these rights.
Summary of the Universal Declaration of Human Rights
Article 1: Everyone is free and we should all be treated in the same way.
Article 2: Everyone is equal despite differences, such as skin color, sex, religion or language.
Article 3: Everyone has the right to life and to live in freedom and safety.
Article 4: No one shall be held in slavery and slavery is prohibited.
Article 5: No one has the right to hurt or torture another person.
Article 6: Everyone has the right to be treated equally by the law.
Article 7: The law is the same for everyone; it should be applied in the same way to all.
Article 8: Everyone has the right to ask for legal help when his or her rights are not respected.
Article 9: No one has the right to imprison someone unjustly or expel someone from his or her own
country.
Article 10: Everyone has the right to a fair and public trial.
Article 11: Everyone is considered innocent until guilt is proved.
Article 12: Everyone has the right to ask for help if someone tries to harm them, but no one can
enter their home, open their letters or bother them or their family without a good reason.
Article 13: Everyone has the right to travel as desired.
Article 14: Everyone has the right to go to another country and ask for protection if being
persecuted or in danger of being persecuted.
Article 15: Everyone has the right to belong to a country. No one has the right to prevent a person
from belonging to another country if he or she wishes to.
Article 16: Everyone has the right to marry and have a family.
Article 17: Everyone has the right to own property and possessions.
Article 18: Everyone has the right to practice and observe all aspects of his or her own religion and
change his or her religion if he or she wants to.
Article 19: Everyone has the right to say what he or she thinks and to give and receive information.
Article 20: Everyone has the right to take part in meetings and to join associations in a peaceful way.
Article 21: Everyone has the right to help choose and take part in the government of his or her
country. Article 22: Everyone has the right to social security and to opportunities to develop skills
Article 23: Everyone has the right to work for a fair wage in a safe environment and to join a trade
union.
Article 24: Everyone has the right to rest and leisure.
Article 25: Everyone has the right to an adequate standard of living and to medical help when ill.

Article 26: Everyone has the right to go to school.
Article 27: Everyone has the right to share in his or her community’s cultural life.
Article 28: Everyone must respect the ‘social order’ that is necessary for all of these rights to be
available.
Article 29: Everyone must respect the rights of others, the community and public
property.
Article 30: No one has the right to take away any of the rights in this declaration.
APPLICATION
1. Search the Internet for news regarding GBV. Analyze the news and identify the institutions, the
survivor and perpetrator, and the rights violated.
2. Write your answers below:
News Institution Survivor-Perpetrator Right/s Violated

LESSON12: Violence Against Women and
Their Children Act/RA No. 9262
OBJECTIVES
1. discuss the important provisions of VAWC Act or RA 9262

2. understand the details of its commission
3. determined actual cases involving the said law.
TIME FRAME
1 week
OVERVIEW
This lesson discusses the important provisions of the Violence against Women and
their Children (VAWC) or RA 9262.
ACTIVITY
1. Search in the net for a copy of RA 9262. Examine its provisions and answer the following:
Kind of Violence Instances

Physical
Psychological
Sexual
Economic

ANALYSIS
Where you able to answer the questions above with ease? Why? Which kind of violence did you find
easiest to answer? Which ones are difficult? Why?
Kind of Violence Easy or difficult to answer Why?
ABSTRACTION
Republic Act 9262: Anti-Violence Against Women and Their Children Act of 2004
SECTION 1. Short Title. – This Act shall be known as the “Anti-Violence Against Women and Their
Children Act of 2004.”
SECTION 2. Declaration of Policy. – It is hereby declared that the State values the dignity of women
and children and guarantees full respect for human rights. The State also recognizes the need to
protect the family and its members particularly women and children, from violence and threats to
their personal safety and security.
Towards this end, the State shall exert efforts to address violence committed against women and
children in keeping with the fundamental freedoms guaranteed under the Constitution and the
Provisions of the Universal Declaration of Human Rights, the convention on the Elimination of all
forms of discrimination Against Women, Convention on the Rights of the Child and other
international human rights instruments of which the Philippines is a party.
SECTION 3. Definition of Terms. – As used in this Act:

(a) “Violence against women and their children” refers to any act or a series of acts committed by
any person against a woman who is his wife, former wife, or against a woman with whom the person
has or had a sexual or dating relationship, or with whom he has a common child, or against her child
whether legitimate or illegitimate, within or without the family abode, which result in or is likely to
result in physical, sexual, psychological harm or suffering, or economic abuse including threats of
such acts, battery, assault, coercion, harassment or arbitrary deprivation of liberty. It includes, but is
not limited to, the following acts:
A. “Physical Violence” refers to acts that include bodily or physical harm;
B. “Sexual violence” refers to an act which is sexual in nature, committed against a woman or her
child. It includes, but is not limited to:
a) Rape, sexual harassment, acts of lasciviousness, treating a woman or her child as a sex object,
making demeaning and sexually suggestive remarks, physically attacking the sexual parts of the
victim’s body, forcing her/him to watch obscene publications and indecent shows or forcing the
woman or her child to do indecent acts and/or make films thereof, forcing the wife and
mistress/lover to live in the conjugal home or sleep together in the same room with the abuser;
b) Acts causing or attempting to cause the victim to engage in any sexual activity by force, threat of
force, physical or other harm or threat of physical or other harm or coercion;
c) Prostituting the woman or child.
C. “Psychological violence” refers to acts or omissions causing or likely to cause mental or emotional
suffering of the victim such as but not limited to intimidation, harassment, stalking, damage to
property, public ridicule or humiliation, repeated verbal abuse and marital infidelity. It includes
causing or allowing the victim to witness the physical, sexual or psychological abuse of a member of
the family to which the victim belongs, or to witness pornography in any form or to witness abusive
injury to pets or to unlawful or unwanted deprivation of the right to custody and/or visitation of
common children.
D. “Economic abuse” refers to acts that make or attempt to make a woman financially dependent
which includes, but is not limited to the following:
1. Withdrawal of financial support or preventing the victim from engaging in any legitimate
profession, occupation, business or activity, except in cases wherein the other spouse/partner
objects on valid, serious and moral grounds as defined in Article 73 of the Family Code;
2. Deprivation or threat of deprivation of financial resources and the right to the use and enjoyment
of the conjugal, community or property owned in common;
3. Destroying household property;
4. Controlling the victims’ own money or properties or solely controlling the conjugal money or
properties.
(b) “Battery” refers to an act of inflicting physical harm upon the woman or her child resulting to the
physical and psychological or emotional distress.

(c) “Battered Woman Syndrome” refers to a scientifically defined pattern of psychological and
behavioral symptoms found in women living in battering relationships as a result of cumulative
abuse.
(d) “Stalking” refers to an intentional act committed by a person who, knowingly and without lawful
justification follows the woman or her child or places the woman or her child under surveillance
directly or indirectly or a combination thereof.
(e) “Dating relationship” refers to a situation wherein the parties live as husband and wife without
the benefit of marriage or are romantically involved over time and on a continuing basis during the
course of the relationship. A casual acquaintance or ordinary socialization between two individuals
in a business or social context is not a dating relationship.
(f) “Sexual relations” refers to a single sexual act which may or may not result in the bearing of a
common child.
(g) “Safe place or shelter” refers to any home or institution maintained or managed by the
Department of Social Welfare and Development (DSWD) or by any other agency or voluntary
organization accredited by the DSWD for the purposes of this Act or any other suitable place the
resident of which is willing temporarily to receive the victim.
(h) “Children” refers to those below eighteen (18) years of age or older but are incapable of taking
care of themselves as defined under Republic Act No. 7610. As used in this Act, it includes the
biological children of the victim and other children under her care.
SECTION 4. Construction. - This Act shall be liberally construed to promote the protection and safety
of victims of violence against women and their children.
SECTION 5. Acts of Violence Against Women and Their Children. - The crime of violence against
women and their children is committed through any of the following acts:
(a) Causing physical harm to the woman or her child;

(b) Threatening to cause the woman or her child physical harm;
(c) Attempting to cause the woman or her child physical harm;
(d) Placing the woman or her child in fear of imminent physical harm;
(e) Attempting to compel or compelling the woman or her child to engage in conduct which the
woman or her child has the right to desist from or desist from conduct which the woman or her child
has the right to engage in, or attempting to restrict or restricting the woman’s or her child’s freedom
of movement or conduct by force or threat of force, physical or other harm or threat of physical or
other harm, or intimidation directed against the woman or child. This shall include, but not limited
to, the following acts committed with the purpose or effect of controlling or restricting the woman’s
or her child’s movement or conduct:
(1) Threatening to deprive or actually depriving the woman or her child of custody to her/his family;
(2) Depriving or threatening to deprive the woman or her children of financial support legally due
her or her family, or deliberately providing the woman’s children insufficient financial support;
(3) Depriving or threatening to deprive the woman or her child of a legal right; and

(4) Preventing the woman in engaging in any legitimate profession, occupation, business or activity
or controlling the victim’s own mon4ey or properties, or solely controlling the conjugal or common
money, or properties.
(f) Inflicting or threatening to inflict physical harm on oneself for the purpose of controlling her
actions or decisions;
(g) Causing or attempting to cause the woman or her child to engage in any sexual activity which
does not constitute rape, by force or threat of force, physical harm, or through intimidation directed
against the woman or her child or her/his immediate family;
(h) Engaging in purposeful, knowing, or reckless conduct, personally or through another, that alarms
or causes substantial emotional or psychological distress to the woman or her child. This shall
include, but not be limited to, the following acts:
(1) Stalking or following the woman or her child in public or private places;
(2) Peering in the window or lingering outside the residence of the woman or her child;
(3) Entering or remaining in the dwelling or on the property of the woman or her child against
her/his will;
(4) Destroying the property and personal belongings or inflicting harm to animals or pets of the
woman or her child; and
(5) Engaging in any form of harassment or violence.
(i) Causing mental or emotional anguish, public ridicule or humiliation to the woman or her child,
including, but not limited to, repeated verbal and emotional abuse, and denial of financial support or
custody of minor children of access to the woman’s child/children.
SECTION 6. Penalties. – The crime of violence against women and their children, under Sec. 5 hereof
shall be punished according to the following rules:
(a) Acts falling under Sec. 5(a) constituting attempted, frustrated or consummated parricide or
murder or homicide shall be punished in accordance with the provisions of the Revised Penal Code;
If these acts resulted in mutilation, it shall be punishable in accordance with the Revised Penal Code;
those constituting serious physical injuries shall have the penalty of prison mayor; those constituting
less serious physical injuries shall be punished by prision correccional; and those constituting slight
physical injuries shall be punished by arresto mayor;
Acts falling under Sec. 5 (b) shall be punished by imprisonment of two degrees lower than the
prescribed penalty for the consummated crime as specified in the preceding paragraph but shall in
no case be lower than arresto mayor;
(b) Acts falling under Sec. 5(c) and 5(d) shall be punished by arresto mayor;

(c) Acts falling under Sec. 5(e) shall be punished by prision correccional;
(d) Acts falling under Sec. 5(f) shall be punished by arresto mayor;
(e) Acts falling under Sec. 5(g) shall be punished by prision mayor;
(f) Acts falling under Sec. 5(h) and Sec. 5(i) shall be punished by prision mayor.
If the acts are committed while the woman or child is pregnant or committed in the presence of her
child, the penalty to be applied shall be the maximum period of penalty prescribed in the Sec.
In addition to imprisonment, the perpetrator shall (a) pay a fine in the amount of not less than One
hundred thousand pesos (P100,000.00) but not more than three hundred thousand pesos
(300,000.00); (b) undergo mandatory psychological counseling or psychiatric treatment and shall
report compliance to the court.
SECTION 7. Venue. – The Regional Trial Court designated as a Family Court shall have original and
exclusive jurisdiction over cases of violence against women and their children under this law. In the
absence of such court in the place where the offense was committed, the case shall be filed in the
Regional Trial Court where the crime or any of its elements was committed at the option of the
compliant.
SECTION 8. Protection Orders. – A protection order is an order issued under this act for the purpose
of preventing further acts of violence against a woman or her child specified in Sec. 5 of this Act and
granting other necessary relief. The relief granted under a protection order serve the purpose of
safeguarding the victim from further harm, minimizing any disruption in the victim’s daily life, and
facilitating the opportunity and ability of the victim to independently regain control over her life. The
provisions of the protection order shall be enforced by law enforcement agencies. The protection
orders that may be issued under this Act are the barangay protection order (BPO), temporary
protection order (TPO) and permanent protection order (PPO). The protection orders that may be
issued under this Act shall include any, some or all of the following reliefs:
(a) Prohibition of the respondent from threatening to commit or committing, personally or through
another, any of the acts mentioned in Sec. 5 of this Act;
(b) Prohibition of the respondent from harassing, annoying, telephoning, contacting or otherwise
communicating with the petitioner, directly or indirectly;
(c) Removal and exclusion of the respondent from the residence of the petitioner, regardless of
ownership of the residence, either temporarily for the purpose of protecting the petitioner, or
permanently where no property rights are violated, and if respondent must remove personal effects
from the residence, the court shall direct a law enforcement agent to accompany the respondent
has gathered his things and escort respondent from the residence;
(d) Directing the respondent to stay away from petitioner and designated family or household
member at a distance specified by the court, and to stay away from the residence, school, place of
employment, or any specified place frequented by the petitioner and any designated family or
household member;
(e) Directing lawful possession and use by petitioner of an automobile and other essential personal
effect, regardless of ownership, and directing the appropriate law enforcement officer to accompany
the petitioner to the residence of the parties to ensure that the petitioner is safely restored to the
possession of the automobile and other essential personal effects, or to supervise the petitioner’s or
respondent’s removal of personal belongings;

(f) Granting a temporary or permanent custody of a child/children to the petitioner;
(g) Directing the respondent to provide support to the woman and/or her child if entitled to legal
support. Notwithstanding other laws to the contrary, the court shall order an appropriate
percentage of the income or salary of the respondent to be withheld regularly by the respondent’s
employer for the same to be automatically remitted directly to the woman. Failure to remit and/or
withhold or any delay in the remittance of support to the woman and/or her child without justifiable
cause shall render the respondent or his employer liable for indirect contempt of court;
(h) Prohibition of the respondent from any use or possession of any firearm or deadly weapon and
order him to surrender the same to the court for appropriate disposition by the court, including
revocation of license and disqualification to apply for any license to use or possess a firearm. If the
offender is a law enforcement agent, the court shall order the offender to surrender his firearm and
shall direct the appropriate authority to investigate on the offender and take appropriate action on
matter;
(i) Restitution for actual damages caused by the violence inflicted, including, but not limited to,
property damage, medical expenses, childcare expenses and loss of income;
(j) Directing the DSWD or any appropriate agency to provide petitioner may need; and
(k) Provision of such other forms of relief as the court deems necessary to protect and provide for
the safety of the petitioner and any designated family or household member, provided petitioner
and any designated family or household member consents to such relief.
Any of the reliefs provided under this Sec. shall be granted even in the absence of a decree of legal
separation or annulment or declaration of absolute ‘ity of marriage.
The issuance of a BPO or the pendency of an application for BPO shall not preclude a petitioner from
applying for, or the court from granting a TPO or PPO.
SECTION 9. Who may file Petition for Protection Orders? – A petition for protection order may be
filed by any of the following:
(a) The offended party;

(b) Parents or guardians of the offended party;
(c) Ascendants, descendants or collateral relatives within the fourth civil degree of consanguinity or
affinity;
(d) Officers or social workers of the DSWD or social workers of local government units (LGUs);
(e) Police officers, preferably those in charge of women and children’s desks;
(f) Punong Barangay or Barangay Kagawad;
(g) Lawyer, counselor, therapist or healthcare provider of the petitioner;
(h) At least two (2) concerned responsible citizens of the city or municipality where the violence
against women and their children occurred and who has personal knowledge of the offense
committed.
SECTION 10. Where to Apply for a Protection Order. – Applications for BPOs shall follow the rules
on venue under Sec. 409 of the Local Government Code of 1991 and its implementing rules and
regulations. An application for a TPO or PPO may be filed in the regional trial court, metropolitan
trial court, municipal trial court, municipal circuit trial court with territorial jurisdiction over the place

of residence of the petitioner: Provided, however, that if a family court exists in the place of
residence of the petitioner, the application shall be filed with that court.
SECTION 11. How to Apply for a Protection Order. – The application for a protection order must be
in writing, signed and verified under oath by the applicant. It may be filed as an independent action
or as incidental relief in any civil or criminal case the subject matter or issues thereof partakes of a
violence as described in this Act. A standard protection order application form, written in English
with translation to the major local languages, shall be made available to facilitate applications for
protections order, and shall contain, among other, the following information:
(a) names and addresses of petitioner and respondent;

(b) description of relationships between petitioner and respondent;
(c) a statement of the circumstances of the abuse;
(d) description of the reliefs requested by petitioner as specified in Sec. 8 herein;
(e) request for counsel and reasons for such;
(f) request for waiver of application fees until hearing; and
(g) an attestation that there is no pending application for a protection order in another court.
If the applicants is not the victim, the application must be accompanied by an affidavit of the
applicant attesting to (a) the circumstances of the abuse suffered by the victim and (b) the
circumstances of consent given by the victim for the filling of the application. When disclosure of the
address of the victim will pose danger to her life, it shall be so stated in the application. In such a
case, the applicant shall attest that the victim is residing in the municipality or city over which court
has territorial jurisdiction, and shall provide a mailing address for purpose of service processing.
An application for protection order filed with a court shall be considered an application for both a
TPO and PPO.
Barangay officials and court personnel shall assist applicants in the preparation of the application.
Law enforcement agents shall also extend assistance in the application for protection orders in cases
brought to their attention.
SECTION 12. Enforceability of Protection Orders. – All TPOs and PPOs issued under this Act shall be
enforceable anywhere in the Philippines and a violation thereof shall be punishable with a fine
ranging from Five Thousand Pesos (P5,000.00) to Fifty Thousand Pesos (P50,000.00) and/or
imprisonment of six (6) months.
SECTION 13. Legal Representation of Petitioners for Protection Order. – If the woman or her child
requests in the applications for a protection order for the appointment of counsel because of lack of
economic means to hire a counsel de parte, the court shall immediately direct the Public Attorney’s
Office (PAO) to represent the petitioner in the hearing on the application. If the PAO determines that
the applicant can afford to hire the services of a counsel de parte, it shall facilitate the legal
representation of the petitioner by a counsel de parte. The lack of access to family or conjugal
resources by the applicant, such as when the same are controlled by the perpetrator, shall qualify
the petitioner to legal representation by the PAO.
However, a private counsel offering free legal service is not barred from representing the petitioner.
SECTION 14. Barangay Protection Orders (BPOs); Who May Issue and How. – Barangay Protection
Orders (BPOs) refer to the protection order issued by the Punong Barangay ordering the perpetrator

to desist from committing acts under Sec. 5 (a) and (b) of this Act. A Punong Barangay who receives
applications for a BPO shall issue the protection order to the applicant on the date of filing after ex
parte determination of the basis of the application. If the Punong Barangay is unavailable to act on
the application for a BPO, the application shall be acted upon by any available Barangay Kagawad. If
the BPO is issued by a Barangay Kagawad the order must be accompanied by an attestation by the
Barangay Kagawad that the Punong Barangay was unavailable at the time for the issuance of the
BPO. BPOs shall be effective for fifteen (15) days. Immediately after the issuance of an ex parte BPO,
the Punong Barangay or Barangay Kagawad shall personally serve a copy of the same on the
respondent, or direct any barangay official to effect is personal service.
The parties may be accompanied by a non-lawyer advocate in any proceeding before the Punong
Barangay.
SECTION 15. Temporary Protection Orders. – Temporary Protection Orders (TPOs) refers to the
protection order issued by the court on the date of filing of the application after ex parte
determination that such order should be issued. A court may grant in a TPO any, some or all of the
reliefs mentioned in this Act and shall be effective for thirty (30) days. The court shall schedule a
hearing on the issuance of a PPO prior to or on the date of the expiration of the TPO. The court shall
order the immediate personal service of the TPO on the respondent by the court sheriff who may
obtain the assistance of law enforcement agents for the service. The TPO shall include notice of the
date of the hearing on the merits of the issuance of a PPO.
SECTION 16. Permanent Protection Orders. – Permanent Protection Order (PPO) refers to
protection order issued by the court after notice and hearing.
Respondents’ non-appearance despite proper notice, or his lack of a lawyer, or the non-availability
of his lawyer shall not be a ground for rescheduling or postponing the hearing on the merits of the
issuance of a PPO. If the respondents appear without counsel on the date of the hearing on the PPO,
the court shall appoint a lawyer for the respondent and immediately proceed with the hearing. In
case the respondent fails to appear despite proper notice, the court shall allow ex parte
presentation of the evidence by the applicant and render judgment on the basis of the evidence
presented. The court shall allow the introduction of any history of abusive conduct of a respondent
even if the same was not directed against the applicant or the person for whom the applicant is
made.
The court shall, to the extent possible, conduct the hearing on the merits of the issuance of a PPO in
one (1) day. Where the court is unable to conduct the hearing within one (1) day and the TPO issued
is due to expire, the court shall continuously extend or renew the TPO for a period of thirty (30) days
at each particular time until final judgment is issued. The extended or renewed TPO may be modified
by the court as may be necessary or applicable to address the needs of the applicant.
The court may grant any, some or all of the reliefs specified in Sec. 8 hereof in a PPO. A PPO shall be
effective until revoked by a court upon application of the person in whose favor the order was
issued. The court shall ensure immediate personal service of the PPO on respondent.
The court shall not deny the issuance of protection order on the basis of the lapse of time between
the act of violence and the filing of the application.

Regardless of the conviction or acquittal of the respondent, the Court must determine whether or
not the PPO shall become final. Even in a dismissal, a PPO shall be granted as long as there is no clear
showing that the act from which the order might arise did not exist.
SECTION 17. Notice of Sanction in Protection Orders. – The following statement must be printed in
bold-faced type or in capital letters on the protection order issued by the Punong Barangay or
court:“VIOLATION OF THIS ORDER IS PUNISHABLE BY LAW.”
SECTION 18. Mandatory Period for Acting on Applications for Protection Orders – Failure to act on
an application for a protection order within the reglementary period specified in the previous Sec.
without justifiable cause shall render the official or judge administratively liable.
SECTION 19. Legal Separation Cases. – In cases of legal separation, where violence as specified in
this Act is alleged, Article 58 of the Family Code shall not apply. The court shall proceed on the main
case and other incidents of the case as soon as possible. The hearing on any application for a
protection order filed by the petitioner must be conducted within the mandatory period specified in
this Act.
SECTION 20. Priority of Application for a Protection Order. – Ex parte and adversarial hearings to
determine the basis of applications for a protection order under this Act shall have priority over all
other proceedings. Barangay officials and the courts shall schedule and conduct hearings on
applications for a protection order under this Act above all other business and, if necessary, suspend
other proceedings in order to hear applications for a protection order.
SECTION 21. Violation of Protection Orders. – A complaint for a violation of a BPO issued under this
Act must be filed directly with any municipal trial court, metropolitan trial court, or municipal circuit
trial court that has territorial jurisdiction over the barangay that issued the BPO. Violation of a BPO
shall be punishable by imprisonment of thirty (30) days without prejudice to any other criminal or
civil action that the offended party may file for any of the acts committed.
A judgement of violation of a BPO may be appealed according to the Rules of Court. During trial and
upon judgment, the trial court may motu proprio issue a protection order as it deems necessary
without need of an application.
Violation of any provision of a TPO or PPO issued under this Act shall constitute contempt of court
punishable under Rule 71 of the Rules of Court, without prejudice to any other criminal or civil
action that the offended party may file for any of the acts committed.
SECTION 22. Applicability of Protection Orders to Criminal Cases. – The foregoing provisions on
protection orders shall be applicable in impliedly instituted with the criminal actions involving
violence against women and their children.
SECTION 23. Bond to Keep the Peace. – The Court may order any person against whom a protection
order is issued to give a bond to keep the peace, to present two sufficient sureties who shall
undertake that such person will not commit the violence sought to be prevented.
Should the respondent fail to give the bond as required, he shall be detained for a period which shall
in no case exceed six (6) months, if he shall have been prosecuted for acts punishable under Sec. 5(a)
to 5(f) and not exceeding thirty (30) days, if for acts punishable under Sec. 5(g) to 5(i).
The protection orders referred to in this Sec. are the TPOs and the PPOs issued only by the courts.

SECTION 24. Prescriptive Period. – Acts falling under Sec.s 5(a) to 5(f) shall prescribe in twenty (20)
years. Acts falling under Sec.s 5(g) to 5(i) shall prescribe in ten (10) years.
SECTION 25. Public Crime. – Violence against women and their children shall be considered a public
offense which may be prosecuted upon the filing of a complaint by any citizen having personal
knowledge of the circumstances involving the commission of the crime.
SECTION 26. Battered Woman Syndrome as a Defense. – Victim-survivors who are found by the
courts to be suffering from battered woman syndrome do not incur any criminal and civil liability
notwithstanding the absence of any of the elements for justifying circumstances of self-defense
under the Revised Penal Code.
In the determination of the state of mind of the woman who was suffering from battered woman
syndrome at the time of the commission of the crime, the courts shall be assisted by expert
psychiatrists/ psychologists.
SECTION 27. Prohibited Defense. – Being under the influence of alcohol, any illicit drug, or any other
mind-altering substance shall not be a defense under this Act.
SECTION 28. Custody of children. – The woman victim of violence shall be entitled to the custody
and support of her child/children. Children below seven (7) years old older but with mental or
physical disabilities shall automatically be given to the mother, with right to support, unless the
court finds compelling reasons to order otherwise.
A victim who is suffering from battered woman syndrome shall not be disqualified from having
custody of her children. In no case shall custody of minor children be given to the perpetrator of a
woman who is suffering from Battered woman syndrome.
SECTION 29. Duties of Prosecutors/Court Personnel. – Prosecutors and court personnel should
observe the following duties when dealing with victims under this Act:
a) communicate with the victim in a language understood by the woman or her child; and
b) inform the victim of her/his rights including legal remedies available and procedure, and privileges
for indigent litigants.
SECTION 30. Duties of Barangay Officials and Law Enforcers. – Barangay officials and law enforcers
shall have the following duties:
(a) respond immediately to a call for help or request for assistance or protection of the victim by
entering the necessary whether or not a protection order has been issued and ensure the safety of
the victim/s;
(b) confiscate any deadly weapon in the possession of the perpetrator or within plain view;
(c) transport or escort the victim/s to a safe place of their choice or to a clinic or hospital;
(d) assist the victim in removing personal belongs from the house;
(e) assist the barangay officials and other government officers and employees who respond to a call
for help;

(f) ensure the enforcement of the Protection Orders issued by the Punong Barangay or the courts;
(g) arrest the suspected perpetrator without a warrant when any of the acts of violence defined by
this Act is occurring, or when he/she has personal knowledge that any act of abuse has just been
committed, and there is imminent danger to the life or limb of the victim as defined in this Act; and
(h) immediately report the call for assessment or assistance of the DSWD, social Welfare
Department of LGUs or accredited non-government organizations (NGOs).
Any barangay official or law enforcer who fails to report the incident shall be liable for a fine not
exceeding Ten Thousand Pesos (P10,000.00) or whenever applicable criminal, civil or administrative
liability.
SECTION 31. Healthcare Provider Response to Abuse – Any healthcare provider, including, but not
limited to, an attending physician, nurse, clinician, barangay health worker, therapist or counselor
who suspects abuse or has been informed by the victim of violence shall:
(a) properly document any of the victim’s physical, emotional or psychological injuries;
(b) properly record any of victim’s suspicions, observations and circumstances of the examination or
visit;
(c) automatically provide the victim free of charge a medical certificate concerning the examination
or visit;
(d) safeguard the records and make them available to the victim upon request at actual cost; and
(e) provide the victim immediate and adequate notice of rights and remedies provided under this
Act, and services available to them.
SECTION 32. Duties of Other Government Agencies and LGUs – Other government agencies and
LGUs shall establish programs such as, but not limited to, education and information campaign and
seminars or symposia on the nature, causes, incidence and consequences of such violence
particularly towards educating the public on its social impacts.
It shall be the duty of the concerned government agencies and LGU’s to ensure the sustained
education and training of their officers and personnel on the prevention of violence against women
and their children under the Act.
SECTION 33. Prohibited Acts. – A Punong Barangay, Barangay Kagawad or the court hearing an
application for a protection order shall not order, direct, force or in any way unduly influence he
applicant for a protection order to compromise or abandon any of the reliefs sought in the
application for protection under this Act. Sec. 7 of the Family Courts Act of 1997 and Sec.s 410, 411,
412 and 413 of the Local Government Code of 1991 shall not apply in proceedings where relief is
sought under this Act.
Failure to comply with this Sec. shall render the official or judge administratively liable.

SECTION 34. Persons Intervening Exempt from Liability. – In every case of violence against women
and their children as herein defined, any person, private individual or police authority or barangay
official who, acting in accordance with law, responds or intervenes without using violence or
restraint greater than necessary to ensure the safety of the victim, shall not be liable for any
criminal, civil or administrative liability resulting therefrom.
SECTION 35. Rights of Victims. – In addition to their rights under existing laws, victims of violence
against women and their children shall have the following rights:
(a) to be treated with respect and dignity;
(b) to avail of legal assistance form the PAO of the Department of Justice (DOJ) or any public legal
assistance office;
(c) To be entitled to support services form the DSWD and LGUs’
(d) To be entitled to all legal remedies and support as provided for under the Family Code; and
(e) To be informed of their rights and the services available to them including their right to apply for
a protection order.
SECTION 36. Damages. – Any victim of violence under this Act shall be entitled to actual,
compensatory, moral and exemplary damages.
SECTION 37. Hold Departure Order. – The court shall expedite the process of issuance of a hold
departure order in cases prosecuted under this Act.
SECTION 38. Exemption from Payment of Docket Fee and Other Expenses. – If the victim is an
indigent or there is an immediate necessity due to imminent danger or threat of danger to act on an
application for a protection order, the court shall accept the application without payment of the
filing fee and other fees and of transcript of stenographic notes.
SECTION 39. Inter-Agency Council on Violence Against Women and Their Children (IAC-VAWC). –In
pursuance of the abovementioned policy, there is hereby established an Inter-Agency Council on
Violence Against Women and their children, hereinafter known as the Council, which shall be
composed of the following agencies:
(a) Department of Social Welfare and Development (DSWD);

(b) National Commission on the Role of Filipino Women (NCRFW);
(c) Civil Service Commission (CSC);
(d) Commission on Human rights (CHR)
(e) Council for the Welfare of Children (CWC);
(f) Department of Justice (DOJ);
(g) Department of the Interior and Local Government (DILG);
(h) Philippine National Police (PNP);
(i) Department of Health (DOH);
(j) Department of Education (DepEd);
(k) Department of Labor and Employment (DOLE); and
(l) National Bureau of Investigation (NBI).

These agencies are tasked to formulate programs and projects to eliminate VAW based on their
mandates as well as develop capability programs for their employees to become more sensitive to
the needs of their clients. The Council will also serve as the monitoring body as regards to VAW
initiatives.
The Council members may designate their duly authorized representative who shall have a rank not
lower than an assistant secretary or its equivalent. These representatives shall attend Council
meetings in their behalf, and shall receive emoluments as may be determined by the Council in
accordance with existing budget and accounting rules and regulations.
SECTION 40. Mandatory Programs and Services for Victims. – The DSWD, and LGU’s shall provide
the victims temporary shelters, provide counseling, psycho-social services and /or, recovery,
rehabilitation programs and livelihood assistance.
The DOH shall provide medical assistance to victims.
SECTION 41. Counseling and Treatment of Offenders. – The DSWD shall provide rehabilitative
counseling and treatment to perpetrators towards learning constructive ways of coping with anger
and emotional outbursts and reforming their ways. When necessary, the offender shall be ordered
by the Court to submit to psychiatric treatment or confinement.
SECTION 42. Training of Persons Involved in Responding to Violence Against Women and their
Children Cases. – All agencies involved in responding to violence against women and their children’s
cases shall be required to undergo education and training to acquaint them with:
a. the nature, extend and causes of violence against women and their children;
b. the legal rights of, and remedies available to, victims of violence against women and their
children;
c. the services and facilities available to victims or survivors;
d. the legal duties imposed on police officers to make arrest and to offer protection and assistance;
and
e. techniques for handling incidents of violence against women and their children that minimize the
likelihood of injury to the officer and promote the safety of the victim or survivor.
The PNP, in coordination with LGU’s shall establish an education and training program for police
officers and barangay officials to enable them to properly handle cases of violence against women
and their children.
SECTION 43. Entitled to Leave. – Victims under this Act shall be entitled to take a paid leave of
absence up to ten (10) days in addition to other paid leaves under the Labor Code and Civil Service
Rules and Regulations, extendible when the necessity arises as specified in the protection order.
Any employer who shall prejudice the right of the person under this Sec. shall be penalized in
accordance with the provisions of the Labor Code and Civil Service Rules and Regulations. Likewise,
an employer who shall prejudice any person for assisting a co-employee who is a victim under this
Act shall likewise be liable for discrimination.

SECTION 44. Confidentiality. – All records pertaining to cases of violence against women and their
children including those in the barangay shall be confidential and all public officers and employees
and public or private clinics to hospitals shall respect the right to privacy of the victim. Whoever
publishes or causes to be published, in any format, the name, address, telephone number, school,
business address, employer, or other identifying information of a victim or an immediate family
member, without the latter’s consent, shall be liable to the contempt power of the court.
Any person who violates this provision shall suffer the penalty of one (1) year imprisonment and a
fine of not more than Five Hundred Thousand pesos (P500,000.00).
SECTION 45. Funding – The amount necessary to implement the provisions of this Act shall be
included in the annual General Appropriations Act (GAA).
The Gender and Development (GAD) Budget of the mandated agencies and LGU’s shall be used to
implement services for victim of violence against women and their children.
SECTION 46. Implementing Rules and Regulations. – Within six (6) months from the approval of this
Act, the DOJ, the NCRFW, the DSWD, the DILG, the DOH, and the PNP, and three (3) representatives
from NGOs to be identified by the NCRFW, shall promulgate the Implementing Rules and Regulations
(IRR) of this Act.
SECTION 47. Suppletory Application – For purposes of this Act, the Revised Penal Code and other
applicable laws, shall have suppletory application.
SECTION 48. Separability Clause. – If any Sec. or provision of this Act is held unconstitutional or
invalid, the other Sec.s or provisions shall not be affected.
SECTION 50. Repealing Clause – All laws, Presidential decrees, executive orders and rules and
regulations, or parts thereof, inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.
SECTION 51. Effectivity – This Act shall take effect fifteen (15) days from the date of its complete
publication in at least two (2) newspapers of general circulation.
Approved: March 08, 2004

APPLICATION
ACTUAL CASE
The Supreme Court of the Philippines ruled on several cases involving violations of the Anti-
VAWC Act or RA 9262.
Dinamling vs. CA, GR 199522, June 22, 2015
Ricky Dinamling, a policeman, was in a five-year relationship with AAA. They had two
common children, aged four and two. One night, he went to AAA’s boarding house with a friend after
a drinking session. As AAA was putting the children to bed, he started to evict her for the reason that
she was using the place as a “whore house” wherein she “brought her partners”. She did not want to
leave, but he threw a baby’s feeding bottle outside. She went to BBB’s house and requested to fetch
her children. However, Dinamling already left the boarding house with the older child and only the
baby was left.
In the past, he would hit AAA’s head, pull her hair, and kick her. When AAA went to the
boarding house, she was merely told that it was a family problem that could be talked over.
Six (6) days after the incident, AAA was at CCC’s house when Dinamling arrived. He shouted
and counted down for AAA to come out. When she came out, Dinamling punched her at the left ear,
which subsequently bled. When AAA asked him why he kept on following her when she already had
left him, Dinamling shouted her family name and told her she was “good –for- nothing”. AAA left for
the barangay captain’s house, but Dinamling caught up with her and kicked her until she fell to the
ground. On the road, Dinamling pulled down AAA’s pants and panty and shouted at her while people
looked on. Dinamling, then, threw the pants and panty back at AAA and shouted her family name.
Dinamling, then intoxicated, left on a motorcycle. AAA stayed at her friend’s home until she felt some
back pain in the next morning. She found out she was bleeding and about to miscarry so she was
immediately brought to the hospital. There, she was told that sje was 19 weeks pregnant and had an
incomplete abortion. She was hospitalized for four days. Dinamling visited her but showed no
remorse over his acts. Dinamling was charged for violations RA No. 9262.
1. Assess the above case and identify the perpetrator, victim-survivor, acts committed, kind of
violence and sections of the law violated.
Perpetrator
Victim-Survivor
Acts committed

Kind of Violence
Sections of the law violated
2. Search the case in the Internet (Dinamling vs CA, GR 199522, June 22, 2015), and discuss the ruling
of the Supreme Court. Do you agree or not? Explain your answer.
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LESSON13: Sexual Harassment or RA 7877 &
Safe Space Act or RA 11313
OBJECTIVES
1. understand the laws of Philippines on Sexual Harassment in the academe and in the
workplace
2. discuss the Sexual Harassment Act or RA 7877
3. distinguish the difference of Sexual Harassment Act and the Safe Space Act
TIME FRAME
1 week
OVERVIEW
This lesson discusses the sexual harassment as a form of discrimination on the grounds of
sex. You will about the RA 7877 and the new Safe Space Act of 2018.
ACTIVITY
Analyze if the following statement is an example of sexual harassment. Please tick your answer.
Statements and situations Yes No

1. Being followed around by another student/being stalked
2. Graffiti with names written on walls or desks, in the CRs
3. Intimidating hallway behavior like embarrassing whistles
4. Cat calls, wow salad oh!

5. Touching the other butt
6. Sexually insulting remarks about race, class
7. Sexual favor is made as a condition in hiring
8. Bragging about sexual prowess for others to hear
9. Bumping and grabbing
10. Homophobic name calling,, oi bakla!!!
ANALYSIS
What is your take on the above statements or situations of sexual harassment?
ABSTRACTION
Sexual Harassment
Republic Act No. 7877, or the Anti-Sexual Harassment Act of 1995 (RA 7877), is the
governing law for work, education or training-related sexual harassment. RA 7877 states that “work,
education or training-related sexual harassment is committed by an employer, employee, manager,
supervisor, agent of the employer, teacher, instructor, professor, coach, trainer, or any other person
who, having authority, influence or moral ascendancy over another in a work or training or
education environment, demands, requests or otherwise requires any sexual favor from the other,
regardless of whether the demand, request or requirement for submission is accepted by the object
of said act.
It must be emphasized that the demand of a sexual favor need not be explicit or stated.
Although it is true that RA 7877 calls for a ‘demand, request or requirement of a sexual favor, it is
not necessary that the demand, request, or requirement of a sexual favor be articulated in a
categorical oral or written statement. In one case, the Supreme Court considered the offender’s act
of mashing the breast of his student sufficient to constitute sexual harassment.
Specifically, in a work-related or employment environment, sexual harassment is committed

when:

(1) The sexual favor is made as a condition in the hiring or in the employment, re-employment or
continued employment of said individual, or in granting said individual favorable compensation,
terms of conditions, promotions, or privileges; or the refusal to grant the sexual favor results in
limiting, segregating or classifying the employee which in any way would discriminate, deprive or
diminish employment opportunities or otherwise adversely affect said employee;
(2) The above acts would impair the employee’s rights or privileges under existing labor laws; or
(3) The above acts would result in an intimidating, hostile, or offensive environment for the
employee.
On the other hand, in an education or training environment, sexual harassment is

committed:
(1) Against one who is under the care, custody or supervision of the offender;
(2) Against one whose education, training, apprenticeship or tutorship is entrusted to the offender;
(3) When the sexual favor is made a condition to the giving of a passing grade, or the granting of
honors and scholarships, or the payment of a stipend, allowance or other benefits, privileges, or
consideration; or
(4) When the sexual advances result in an intimidating, hostile or offensive environment for the
student, trainee or apprentice.
Cases of Sexual Harassment
Case 1:
In Narvasa vs. Sanchez, a senior bookkeeper filed a case for sexual harassment against the
municipal assessor. In the said case, the respondent handed notes to the victim “Gay, I like you.”, as
well as text messages saying “Ka date ko si Mary Gay… ang tamis ng halik mo.”, “Pauwi ka na ba
sexy?”, “I slept and dreamt nice things about you.”, “Have a date with me.”, among others. He would
also whisper to the victim “Oy flawless, pumanaw ka met ditan” while twice pinching her upper left
arm near the shoulder in a slow manner. Furthermore, during a field trip, the respondent tried to kiss
the victim. In such case, the Supreme Court held the respondent guilty of sexual harassment.
Case 2:
In Domingo vs. Rayala, a case involving a stenographer as the victim and the NLRC Chairman
as the perpetrator, the Supreme Court enunciated that sexual harassment is an imposition of
misplaced “superiority” which is enough to dampen an employee’s spirit and her capacity for
advancement. It affects her sense of judgment; it changes her life. Thus, in holding and squeezing the
victim’s shoulders, running his fingers across her neck and tickling her ear, having inappropriate
conversations with her, giving her money allegedly for school expenses with a promise of future
privileges, and making statements with unmistakable sexual overtones – all resound with deafening
clarity the unspoken request for a sexual favor.
However, in sexual harassment cases, the acts complained of must be in consonance with human
experience.

Case 3:
In Digitel vs. Soriano, the Director for Market and Communications sued her superiors, which
were the Senior Vice-President and Senior Executive Vice- President. The woman filed a complaint for
sexual harassment 11 months after she tendered her resignation. The woman claimed that during a
company party, while they were seated in the sofa, one of the perpetrators crept his hand under a
throw pillow and “poked” her vagina several times. She justified her failure to flee by claiming that
she was hemmed in by the arm of the sofa. Furthermore, she claimed that thereafter, when she was
dancing with one of the perpetrators, the latter groped her breasts and buttocks.
In this case, the Supreme Court did not give credence to the allegations of the woman and
dismissed the charges of sexual harassment. The Supreme Court ratiocinated that if indeed the
perpetrators performed the condemnable act, why didn’t the woman slap the perpetrators and left
the event. The Supreme Court further held that any woman in her right mind, whose vagina had
earlier been “poked” several times without her consent and against her will, would, after liberating
herself from the clutches of the person who offended her, raise hell.
RA 7877 mandates that the employer or the head of the work-related, educational or
training environment or institution must provide the procedures for the resolution, settlement or
prosecution of acts of sexual harassment. The employer must create a committee on decorum and
investigation of cases on sexual harassment. In the case of a work-related environment, the
committee shall be composed of at least one (1) representative each from the management, the
union, if any, the employees from the supervisory rank, and from the rank-and-file employees.
In the case of the educational or training institution, the committee shall be composed of at
least one (1) representative from the administration, the trainers, instructors, professors or coaches
and students or trainees, as the case may be.
Commission of sexual harassment is a criminal offense. A person found guilty of sexual

harassment shall be penalized by imprisonment of not less than one (1) month nor more than six (6)
months, or a fine of not less than ten thousand pesos (P10,000) nor more than twenty thousand
pesos (P20,000), or both. Any person who directs or induces another to commit any act of sexual
harassment, or who cooperates in the commission thereof by another without which it would not
have been committed, shall also be held liable under for sexual harassment.
Damages resulting from sexual harassment may be separately and independently instituted.
In fact, the employer or head of office, educational or training institution shall be solitarily liable for
damages arising from the acts of sexual harassment committed in the employment, education or
training environment if the employer or head of office, educational or training institution is informed
of such acts by the offended party and no immediate action is taken.
Safe Space Act or RA 11313
On 17 April 2019, President Rodrigo Duterte has signed into law Republic Act No. 11313 or
the “ACT DEFINING GENDER-BASED SEXUAL HARASSMENT IN STREETS, PUBLIC SPACES, ONLINE,
WORKPLACES, AND EDUCATIONAL OR TRAINING INSTITUTIONS, PROVIDING PROTECTIVE MEASURES
AND PRESCRIBING PENALTIES THEREFOR” also known as the safe spaces act. This law is meant to
widen the scope of what is considered sexual harassment and placing safeguards against it.

Before the enactment of the safe spaces act, the only law that tackled sexual harassment is
the Republic Act 7877 or the Anti-Sexual Harassment Act of 1995. However, this law is very limited in
scope as it only punishes sexual harassment committed in employment, education or training
environment, and for other purposes committed by very specific persons. Quoting Section 3 of RA
7877, sexual harassment in this law is defined as:
SECTION 3. Work, Education or Training -Related, Sexual Harassment Defined. – Work, education or training-
related sexual harassment is committed by an employer, employee, manager, supervisor, agent of the
employer, teacher, instructor, professor, coach, trainer, or any other person who, having authority, influence or
moral ascendancy over another in a work or training or education environment, demands, requests or
otherwise requires any sexual favor from the other, regardless of whether the demand, request or requirement
for submission is accepted by the object of said Act.
In contrast, sexual harassment as embodied in the safe spaces act is not confined to being
only committed by a senior, boss or a person having the authority or moral ascendancy in the
workplace or educational and training institution but also by any person public spaces and online.
Also, the safe spaces act does not limit the acts considered as sexual harassment a pre-condition to
remain employed or to get a passing grade. Rather, it punishes acts of sexual harassment against
anyone, men, women, and other persons who choose to identify as non-binary whether it involves a
condition or not.
The passage of the safe spaces act gives ample protection from everyday forms of sexual
harassment such as wolf-whistling and other misogynistic remarks in public places such as streets,
public transportation, restaurants and other places (Article 1 – Gender-Based Streets and Public
Spaces Sexual Harassment). Further, the safe spaces act also protects people of all genders from
online sexual harassment such as in social media or electronic mail (Article II – Gender-Based Online
Sexual Harassment). Moreover, the safe spaces act does not limit the persons who are liable for
sexual harassment in education and training institutions (Article V – Gender-Based Sexual
Harassment in Educational and Training Institutions). The persons liable in the aforementioned
article does not necessarily need to be superior or who has moral ascendancy over the victim
to commit sexual harassment.
In sum, the passage of the safe spaces act is a very significant step in tackling the evolving
social issue of sexual harassment. Gone are the days that wolf-whistling in the streets is considered
normal occurrence and that the only people who get punished for sexual harassment are the few
holdings authority and seniority in the workplace, educational or training institution. This law is like
an umbrella of protection for all people who are tired of being subject to sexual innuendos and
harassment in their day to day lives whether online or in real life.
APPLICATION
Given what you know about sexual harassment, what is the difference between flirting and sexual
harassment?
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LESSON14: Anti-Rape Law or RA 8353
OBJECTIVES
1. understand the laws of Philippines on Rape.

2. discuss the Anti-Rape Law or RA 8353
TIME FRAME
1 week
OVERVIEW
In this lesson, you will learn another law on women and that is about the Anti-Rape Law or
RA 8353. We look into the difference of this law compared to what was discussed in the previous
pages.
ACTIVITY
Read the following scenarios:
A few guys are chatting and one talks about how he was at a party the night before and about his
interaction with a girl. She wore sexy clothes and smiled at him a lot. When she went to the
bathroom away from the rest of the party, he slapped her ass. He said “she asked for it!”
A group of people are talking. “I got cat called on my way home from work today. A guy yelled out
his window to take my top off. Boys will be boys.” (Excusing inappropriate behavior)
In the workplace at lunch, someone was telling sexually explicit jokes. Two of the co-workers felt
uncomfortable but didn’t want to say anything because the person telling the jokes was their
supervisor.
Someone shared that a woman at a party was being inappropriate. “It wasn’t so bad. She only said a
few sexual comments. Yeah, they were inappropriate but at least she didn’t touch anyone, so it’s not
a big deal. Pick your battles I guess.” (Tolerance of sexual harassment) –
Someone said “I heard that rape really doesn’t happen that often. It’s mostly just women who are
mad and are just making things up.” (Inflating false rape report statistics)

-A bunch of roommates are getting ready to go out. One guy says to another “You better find
someone tonight and pick up a chick. Score time!” He turns to a female roommate and says “Maybe
you’ll get picked up tonight. You look great. Someone might choose you if you’re lucky.” (Defining
“manhood” as dominant and sexually aggressive, Defining “womanhood” as submissive and sexually
passive)
ANALYSIS
What scenarios you can pick above that you usually hear about RAPE? Why do you think so?
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ABSTRACTION
The Anti-Rape Law of 1997 redefines rape as:
1. A CRIME AGAINST PERSONS
Rape violates a person’s wellbeing and not just one’s virginity or purity. The law considers
that any persons, whether a prostituted person, non-virgin or one who has an active sexual life may
be victimized by rape.
2. A Public Offense
By declaring that rape is a crime against persons, the law no longer considers it as a private
crime. Anyone who has knowledge of the crime may file a case on the victim’s behalf. The
prosecution continues even if the victim drops the case of pardons the offenders.
What constitutes Rape?

Rape is committed: By a man who shall have sexual intercourse with a woman under the following
circumstances:
1. Through force, threat or intimidation;

2. When the victim is deprived of reason or is unconscious;
3. Through fraudulent machination or grave abuse of authority; and
4. When the victim is under 12 years of age or is demented, even if none of the above is present.
How is the crime punished?

The penalty varies depending on the act itself and the circumstances surrounding it.

1. Reclusion Perpetua – Imprisonment from 20-40 years is imposed on the offender if rape is
committed through sexual intercourse.
2. Prision Mayor – Imprisonment from 6-12 years is imposed on the offender if rape was committed
through oral or anal sex or through the use of any objects or instrument that was inserted into the
mouth or anal orifice of the woman or a man.
This may also be elevated to Reclusion Temporal – imprisonment from 12 -20 years or
Reclusion Perpetua depending on circumstances surrounding the crime.
APPLICATION
Action I Can Take
Complete these sentences and commit to action:
One action I can make to stop rape culture from permeating my department/classroom is
______________________________________.
One action I can take to support survivors of sexual abuse is ____________________________.
ASSESSMENT
1. Create a scrapbook synthesizing all the most important concepts you have learned from the
lessons. You can use pictures, newspaper clippings and downloaded articles as you do this
scrapbook.

MODULE 4: Special Topics
LESSON15: LGBT Psychology: SOGIE Equality Bill
OBJECTIVES
1. Understand the SOGIE Equality Bill
2. Apply the fundamental right of every person against any form of discrimination
TIME FRAME
1 week
OVERVIEW
In this lesson, you will learn a bill or legislative proposal that is commonly known as SOGIE
Equality bill or Anti-Discrimination Act. We look into this special topic to know what are the possible
legal rights that a person can benefit from this bill once it will be approved as a law.
ACTIVITY
Look in the internet and find a news article that you can identify as discrimination against a
person’s sexual orientation (i.e., discrimination against LGBTQ). Explain the article briefly
and take a screenshot of the headline and paste it below:
ANALYSIS
What
is your
reactio
n about the news article that you’ve read?

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ABSTRACTION
An Act Prohibiting Discrimination on the Basis of Sexual Orientation and Gender Identity or
Expression (SOGIE) and Providing Penalties Therefor
Be it enacted by the Senate and the House of Representatives of the Philippines in Congress
assembled:
Section 1. Short Title. – This Act shall be known and cited as the “Anti-Discrimination Act.”
SEC. 2. Declaration of Policy. – The Senate recognizes the fundamental right of every person,
regardless of sex, age, class, status, ethnicity, color, disability, religious and political beliefs, sexual
orientation or gender identity, to be free from any form of discrimination. It shall therefore intensify
its efforts to fulfill its duties under international and domestic laws to respect, protect and fulfill the
rights and dignity of every individual.
Towards this end, the State shall exert efforts to address all forms of discrimination and
violence on the basis of sexual orientation or gender identity and to promote human dignity as
enshrined in the United Nations Universal Declaration on Human Rights, the Convention on the
Elimination of All Forms of Discrimination Against Women, particularly the General
Recommendation No. 28 on Non-discrimination Based on Sexual Orientation and Gender identity,
Convention on the Rights of the Child, International Covenant on Civil and Political Rights,
International Covenant on Civil and Political Rights, International Covenant of Economic, Social and
Cultural Rights and all other relevant and universally accepted human rights instruments and other
international conventions to which the Philippines is a signatory.
SEC. 3. Definition of Terms. – As used in this Act, the following terms shall be defined as
follows:
a. Discrimination – refers to any distinction, exclusion, restriction, or preference based on the

grounds of sex, sexual orientation, gender identity or expression, hereinafter referred to as
“SOGIE”, and has the purpose or effect of nullifying or impairing the recognition, access to,
enjoyment, or exercise by all persons on an equal footing of all rights and freedoms. For
purposes of this provision, the actual sex, sexual orientation or gender identity of the person
subjected to discrimination shall not be relevant for the purpose of determining whether an
act of discrimination has been committed.
b. Gender Expression – refers to the outward manifestations of the cultural traits that enable a
person to identify as male or female according to patterns that, at a particular moment in
history, a given society defines as gender appropriate.
c. Gender Identity – refers to the personal sense of identity as characterized, among others, by
manner of clothing, inclinations, and behavior in relation to masculine or feminine
conventions. A person may have a male or female identity with the physiological
characteristics of the opposite sex.

d. Profiling – refers to subjecting a person or group of persons to investigatory activities, which
include unnecessary, unjustified, illegal, and degrading searches, or other investigatory
activities, in determining whether an individual is engaged in an activity presumed to be
unlawful, immoral or socially unacceptable.
e. Sexual Orientation – refers to the direction of emotional sexual attraction or conduct. This
can be towards people of the same sex (homosexual orientation) or towards people of both
sexes (bisexual orientation) or towards people of the opposite sex (heterosexual
orientation).
f. Stigma – refers to the dynamic devaluation and dehumanization of an individual in the eyes
of others as discreditable or unworthy and which result in discrimination when acted upon.
SEC. 4. Communities Vulnerable to Discrimination and Abuse on the Basis of SOGIE. – This
Act seeks to protect individuals and communities that experience human rights violations on
the basis of SOGIE, including, but not limited to, individuals and communities of diverse
sexual orientation or gender identity or expression who are children, young, poor,
differently abled, of different ethnic background or cultural background, and of various
religious belief.
SEC. 5. Discriminatory Practices. – It shall be unlawful for any person, natural or juridical, to:
a. Promote and encourage stigma on the basis of SOGIE in the media, in educational
textbooks, and other medium. Inciting violence and sexual abuse against any person or
group on the basis of SOGIE is likewise prohibited;
b. Include SOGIE, as well as the disclosure of sexual orientation, in the criteria for hiring,
promotion, transfer, designation, work assignment, re-assignment, dismissal of workers,
and other human resource movement and action, performance review and in the
determination of employee compensation, career development opportunities, training,
and other learning and development interventions, incentives, privileges, benefits or
allowances, and other terms and conditions of employment: Provided, That this
provision shall apply to employment in both the private sector and public service,
including military, police and other similar services; Provided, further, That this
prohibition shall likewise apply to the contracting and engaging of the services of
associations or organizations with lesbians, gays, bisexuals, transgenders, intersex, or
queers (LGBTIQs) members or of associations or organizations advocating LGBTIQs
rights;
c. Refuse admission or expel a person from any educational or training institution on the
basis of SOGIE: Provided, however, That the right of educational and training institutions
to determine the academic qualifications of their students or trainees shall be duly
upheld;
d. Impose disciplinary sanctions, penalties harsher than customary or similar punishments,
requirements, restrictions or prohibitions that infringe on the rights of the students on
the basis of SOGIE, including discriminating against a student trainee due to the SOGIE of
the student’s parents or legal guardian;
e. Refuse or revoke the accreditation, formal recognition, registration or plan to organize
of any organization, group, political party, institution or establishment, in educational
institutions, workplaces, communities, and other settings, solely on the basis of the
SOGIE of their members or of their target constituencies;
f. Deny a person access to public or private medical another health services open to the
general public, as well as access to public and private health insurance, including HMOs,
on the basis of SOGIE;

g. Deny an application for or revoke, on the basis of SOGIE, any government license,
authority, clearance, permit, certification, or other similar documents necessary to
exercise a profession, business, or any other legitimate calling;
h. Deny a person, access to or the use of establishments, facilities, utilities or services,
including housing, open to the general public on the basis of SOGIE: Provided, That the
act of giving inferior accommodations or services shall be considered a denial of access
or use of such facility or service; Provided, further, That this prohibition covers acts of
discrimination against juridical persons solely on the basis of the SOGIE of their
members or of their target constituencies;
i. Subject or force any person to undertake any medical or psychological examination to
determine or alter the person’s SOGIE without the expressed approval of the person
involved, except in cases where the person involved is a minor and below the age od
discernment in which case prior approval of the appropriate Family Court shall be
required. In the latter case, the child shall be represented in the proceedings by the
Solicitor General or the latter’s authorized representative;
j. Subject any person, natural or juridical, to profiling, detention, or verbal or physical
harassment on the basis of SOGIE. Profiling, detention, or verbal or physical harassment
on the basis of SOGIE by members of law enforcement agencies, including the military,
police, immigration, is likewise prohibited. Physical or verbal harassment based on
SOGIE of persons in custody or detention of the police, including subjecting them to
extortion, is also prohibited; and
k. Subject a person to any other analogous acts that shall have the effect or purpose of
impairing or nullifying the enjoyment, recognition, and exercise of a person’s human
rights and fundamental freedoms.
SEC. 6. Administrative Sanctions. – Willful refusal of a government official whose duty is to

investigate, prosecute, or otherwise act on a complaint for a violation of this Act to perform
such duty without a valid ground shall constitute gross negligence on the part of the official
and shall be subjected to pertinent administrative sanctions.
SEC. 7. Penalties. – Any person who commits any discriminatory practice described in
Section 5(a), 5(d), 5€, 5(g), and 5(h), upon conviction, be penalized by a fine of not less than
One Hundred Thousand Pesos (P100,000) but not more than Two Hundred Fifty Thousand
Pesos (P250,000) or imprisonment of not less than one (1) year but not more than six (6)
years, subject to the discretion of the court.
Any person who commits any discriminatory practice described in Section 5(b), 5(c), 5(f),
5(i), and 5(j) shall, upon conviction, be penalized by an fine of not less than Two Hundred
Thousand Pesos (P250,000) but not more than Five Hundred Thousand Pesos (P500,000) or
imprisonment of not less than six (6) years but not more than twelve (12) years, subject to
the discretion of the court.
Any person who commits any discriminatory practice described in Section 5(k) shall upon
conviction be penalized with the same penalty as the prohibited act which it is analogous.
In addition, the court may impose upon a person found to have committed any of the
prohibited acts the rendition of community service in terms of attendance in human rights
education’s familiarization with and exposure to the plight of the victims.
Nothing in this Act shall preclude the victim from instituting a separate and independent
action for damages and other affirmative reliefs.

The penalties provided under this Section shall be without prejudice to the imposition of
administrative liability for government officials and employees.
APPLICATION
1. What is your take on the SOGIE Equality Bill?

2. Do you support same sex marriage? Explain your answer.
LESSON15: Women in Mindanao
OBJECTIVES
1. Understand the importance of women’s varying roles peace-building and conflict resolution
activities.
2. Analyze the different needs, experiences and capacities of men and women in Mindanao
TIME FRAME
1 week
OVERVIEW
In this lesson,
ACTIVITY
A Brief History of Mindanao’s Long-running Conflict

The conflict in Mindanao is one of the world’s longest running, with roots tracing back to the
colonial era and the dynamics of exploitation and resistance that marked that period. From the 16th
century until 1898, Moro sultanates fought against the Spanish colonial regime that dominated the
northern Philippines. This allowed the Moro to maintain much of their cultural and political
distinctiveness, but it also set the stage for deep-seated mutual mistrust. It was only with the U.S.
acquisition of the Philippines from Spain at the turn of the 20th century that Mindanao became
incorporated into national structures, and its lands were claimed for settlement. Between 1903 and
1970, Mindanao underwent a drastic demographic transition, with the percentage of non-Moro and
non-indigenous settlers rising from 37% of the island’s inhabitants to 76%.6 While Muslims
remained dominant in their traditional heartlands of the Sulu archipelago, Maguindanao, and Lanao,
their political influence in the rest of the island became attenuated, and by the late 1960s,
communal strife had intensified.
Initial Profile of Gender Dynamics in the Conflict Zone

While the crisis in Mindanao has generated a vast amount of analysis, women’s experiences are
generally neglected when exploring potential responses. In keeping with the widespread view that
the actions of armed combatants and formal “Track One” peace processes are, respectively, the
primary drivers of conflict and peace, expert accounts of the Mindanao conflict often assume it to be
an arena defined and occupied almost solely by men, or one in which gender has little relevance to
the key issues at stake. Analyses that stress needs for identity and recognition, or economic security
on the part of the Bangsamoro likewise tend to ignore gender, assuming a homogenous Islamic or
ethnic identity to provide the core of social meaning in conflict-affected regions of Mindanao. Even
when analyses acknowledge the connections between local disputes and regional and national
conflict, women are often viewed largely in passive terms, such as when they become the
pretext for clan conflict in cases of adultery or elopement or sexual harassment, with these
perceived insults to women provoking the pride and rage of men. Despite the fact that both the
MNLF and the NPA opposition groups have had women combatants among their ranks, and many
former MNLF women now hold prominent ranks in government and civil society, discussions of
conflict in the region rarely mention women’s active political participation or explore the importance
of gender in effective peace-building.12 There are some important exceptions: several scholars have
investigated women’s roles in conflict resolution in Mindanao, others have analyzed the effects of
conflict on women, and local NGOs have published documentation on women’s organizing for
peace. 13 However, a comprehensive examination of the effects of conflict on Mindanao women

and the contributions they can make to peace-building remains lacking. Mindanao’s women do not
see themselves as passive observers to the conflict, as the island’s vibrant civil society sector makes
clear. Local NGOs have focused their attention on mitigating clan-based conflict, providing support
to people displaced by conflict, and training citizens in small-scale dispute resolution, with high
levels of women’s participation. Yet women face numerous challenges in organizing effectively.
Women’s groups in the region have often fragmented along religious, ideological and class lines, and
some groups have faced pressure to subordinate discussions of their core gender issues to claims of
nationalist or religious identity. 14 Competition around scarce donor funds also exacerbate divisions.
In short, we must approach the issue of gender and conflict in Mindanao with the understanding
that neither women nor men can be viewed as a monolithic bloc, and that achieving an effective and
sustainable peace will only succeed if it is highly attuned to local gender and power dynamics. The
Philippine Government's 2010 National Action Plan on Women, Peace and Security presents a new
opportunity to embrace this understanding. Created in response to United Nations Security Council
Resolutions 1325 and 1820, which call for the mainstreaming of women and gendered perspectives
in conflict resolution and peace-building, the development of the Action Plan has already provided
an opportunity to draw diverse women and a variety of organizations together. 15 Women from
Mindanao-based organizations -- including the Bangsamoro Women Solidarity Forum, the
Federation of United Mindanaon Bangsamoro Women Multi-Purpose Cooperatives, Inc., the
Mindanao People’s Caucus, and the Consortium of Bangsamoro Civil Society -- joined with women’s
groups from elsewhere in the country for the consultations that led to the National Action Plan on
Women, Peace and Security. With its comprehensive set of goals, the National Action Plan places the
Philippines at the forefront of acknowledging the importance of gender and conflict issues, but
implementation details are, as yet, elusive.
Impact of the Conflict on Women, and on Gender Dynamics in Mindanao

Violent conflict disrupts society on many levels. While women are often disproportionately affected,
the impact conflict has on women and girls is often misunderstood, manipulated, or ignored.
Virtually every person interviewed in Mindanao acknowledged that decades of conflict have
wrought substantial changes in women’s lives, as well as in male-female relationships. There were
important differences between communities, as well as among individual women, that shaped their
experiences of conflict. At the same time, strong commonalities emerged across diverse
constituencies. It is crucial to understand the various, and sometimes divergent, impacts of conflict
on women and on gender relationships if women are to be effectively empowered and engaged in
local and national peace processes, and if both men and women are to fully benefit from efforts to
reduce and eliminate conflict.
A. Mobility
The research indicated that one of the primary impacts of conflict in Mindanao is on mobility. Men's
mobility was frequently severely constrained by conflict, leading to feelings of frustration and
marginalization, challenges to cultural definitions of masculinity, and long-term disadvantages,
including curtailed education and less opportunity for formal employment or involvement in
agricultural activities. For women, mobility is often increased, leading to enhanced opportunities for
leadership, formal employment, and decision-making, but also greatly expanding the demands
placed on women's time and safety
B. Displacement
In Mindanao, as in most displacement situations, the majority of internally displaced persons (IDPs)
are women and children. IDPs face new forms of conflict and insecurity when religious and identity
tensions emerge within communities where they find refuge. Those IDPs who settle in camps
represent an easily exploited labor force. They face a daily struggle to make ends meet, access clean
water, and obtain sufficient food. Humanitarian agencies have begun placing greater emphasis on
the involvement of women as agents of change, yet without broader social and economic changes,
these women will likely remain frustrated, exhausted, and disempowered

C. Economic Burdens
Conflict takes a tremendous toll on wealth and prosperity, placing enormous stress on individuals,
families, communities, and society as a whole. Conflict has sharpened class inequalities in Mindanao
and intensified gender divisions, yet paradoxically has opened up new spaces for women to occupy
as they take on new socioeconomic roles. Long-standing conflictrelated limitations on men’s
mobility have led in some places to a clear gap between the educational attainment of women and
men. In the long-term, this leaves men qualified only for low-skilled manual labor jobs, and places a
greater income generation burden on women. Although women in Mindanao spoke with pride
about how their work to find creative ways to stretch resources was recognized as crucial to
community well-being, these women overwhelmingly tended to view their economic contributions
during conflict less as examples of empowerment and more as an exhausting strain.
D. Young Women and Girls

Generational differences among women and girls play an important role in determining needs and
capacities, yet attention to the specific needs of young women and girls - and to youth in general - is
often lacking in program design. Developmentally, young people may have less resilience to the
physical and emotional stressors of conflict. Dismally low completion rates at the elementary level,
coupled with the negative physical and psychological health impacts of conflict, may lead to future
generations with greatly reduced prospects.
E. Psychosocial Effects
Little research has been done on the precise nature or extent of conflict-related psychological
disorders in Mindanao, how they may impact the social functioning of women and men, or how they
may be more effectively addressed. Yet virtually all respondents provided examples of the impacts
that high levels of psychological distress were having in their communities. While some positive local
examples exist of ways community members, especially women, are seeking to alleviate these
psychosocial impacts, the capacity to creatively address social stresses may be limited by the
structural constraints of conflict. This remains an area where more research and action is required.
Women’s Roles in Peace-building

It has become increasingly clear over the past decades that women across the globe may direct the
forces of war, serve as combatants, offer their political and social backing to armed conflict, or serve
in symbolic roles as “mothers of the nation” who sacrifice their children to armed struggle. 34 By
mitigating the negative impacts of conflict on communities through their creativity and resilience,
women can become essential to the continuation of war, lending it political legitimacy alongside
pragmatic support. 35 At the same time, women have a unique perspective on the human costs of
conflict and often have an intimate view of the disproportionate impact of armed conflict on
children. While it is often assumed that women tend to be silenced due to unequal gender relations,
and that the absence of women’s voices is intensified in situations of conflict, the shifting landscapes
prompted by conflict may actually provide new opportunities for women to speak and act. 36
Widowed heads of households, or young women forced to survive on their own, may find the social
space to experiment with peaceful means of resolving conflict in their communities. Having suffered
so much in war can push women to assert the necessity of nonviolence. The devastating effects of
conflict on women in Mindanao are undeniable. But in considering women’s current and potential
contributions to peace-building in Mindanao, there are also reasons for optimism. The Philippines
has a long and rich history of civil society activism, which has bred openness to critical and diverse
perspectives among residents of Mindanao. Especially among the ethnic groups of Muslim-majority
ARMM, there has been a long-standing acknowledgment of women’s power and potential. In part as
a result of conflict, women in ARMM are not secluded in a closed-off domestic sphere, nor are they
prevented from taking advantage of educational opportunities. Their words may compel social

respect, and they may rise to important leadership positions. But perhaps most importantly for the
prospect of peace, women across the social spectrum in Mindanao often draw upon longstanding
traditions of women’s participation in community conflict resolution and mediation. While such
empowerment of Muslim women is far from universal and is often strongly linked to class, education
and family prestige, it provides a strong counter to predominant stereotypes.
One of the most striking findings of field research was the gap between what elite Filipino actors
assumed women in Mindanao to be capable of as active mediators of conflict and what local women
themselves described as their roles and abilities. Manila-based NGO staff, academics and
government personnel acknowledged that Mindanao women could play important roles in working
for peace, but they clearly distinguished between what they considered to be women’s inability to
participate in Track One negotiations or serve a key role in the resolution of major rido conflict
versus their roles as mediators of small-scale disputes. As one metropolitan activist explained,
“Women can resolve conflicts when someone’s goat eats a neighbor’s vegetables, but it’s hard to
imagine women being taken seriously at the negotiating table with the MILF.” Many activists
expressed the idea that gender-balanced participation in formal peace talks was not only impossible
given the “conservative” stance of the MILF on gender issues, but that pushing for women’s
inclusion in Track One or even potential Track Two peace processes was, in some ways, premature.
Under this reasoning, what was first needed was a peace agreement that would put an end to the
armed conflict, while women’s roles were seen as a secondary issue that could be dealt with later,
along with other development issues like poverty, public health and rebuilding infrastructure. Both
women and men in conflict-affected Mindanao who were interviewed for this paper voiced the idea
that women could provide Track One processes with useful insights and contributions. Indeed, many
of those interviewed believed that women possessed effective communication styles and a degree
of empathy that could potentially make them effective negotiators. While Muslim respondents
tended to believe that men had ultimate leadership responsibility for the formal peace process, they
saw no reason for women to be excluded and every reason for their voices to be added to the cohort
of those devoting themselves to conflict resolution at the national and regional levels. Women in
conflict-affected Mindanao also recounted stories of what they had already accomplished as
mediators and peace-builders. Their stories, spanning cases of the resolution of small-scale,
community-level conflict, to negotiating with warring factions and the AFP, point to an under-
utilized potential to shape conflict mitigation programming that is rooted in longstanding traditions
of women’s participation. During large-scale clan conflict, women may negotiate directly with
representatives of conflicting parties, or, more often, they may follow a behind-the-scenes
approach, complementing the work of official, publicly recognized mediators. When talking with
men, women can in some cases raise inflammatory topics, including issues of family honor and
offenses against women, that other men often cannot. Women also stressed that in resolving
conflict, they used language that cooled, rather than inflamed the situation, and tried to spend more
time listening to people’s complaints than talking themselves. During clan conflict, women are also
the ones responsible for organizing the kanduri feast that publicly signals that a resolution to conflict
has been reached but that, if not prepared properly, can risk renewing tensions. Traditionally,
conflict mediation has been carried out by women who already hold positions of respect within
communities. In areas of ARMM where traditional sultanates still hold power, aristocratic women
may be called upon to help resolve local conflicts, their prestige giving weight to their work.
Mediators do not, however, need to have royal blood: more important is a reputation for honesty,
trustworthiness, and impartiality. Such women of power may draw upon their own financial and
social resources to encourage conflicting parties to come to a resolution. While most of the women
interviewed agreed that conflict resolution practice requires certain valued personality traits, they

emphasized that mediation skills can be learned and honed. Traditionally, women learned how to
mediate conflict from their mothers and grandmothers, and from listening to stories of conflicts that
had been resolved. Now, however, they recognized that conflict itself had become more complex in
Mindanao, with armed groups multiplying and local disputes intersecting with rivalries between
warring factions. For women active within NGOsponsored peace-building networks, the opportunity
to hear from other women about how they had addressed unique situations was an important one.
While skills training in peace work could not, they felt, replace the character and commitment
needed to resolve conflict, they highly valued the opportunity to learn new methods of mitigating
and mediating conflict, and to gain resources and support for their work
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Preface

GENERAL EDUCATION FACULTY

2 | Gender and Society

MODULE 1: SEX AND GENDER

Lesson 2: Gender Subordination 9

Lesson 3: Gender and Socialization 14

Lesson 4: Theoretical Analysis of Gender 19

MODULE 2: FILIPINO WOMEN ISSUES AND

Lesson 6: Women, Families and Households 30

Lesson 7: Women and Employment 36

Lesson 8: Women and Public Life 42

Lesson 9: Women and Education 47

Lesson 10: Women and Health 51

MODULE 3: LAWS AND WOMEN

Lesson 12: Violence Against Women and Their Children 66

Lesson 13: Sexual Harassment or RA 7877 and 83

Safe Space Act or RA 11313 86

Lesson 14: Anti-Rape Law or RA 8353 88

MODULE 4: SPECIAL TOPICS

Lesson 16: Women in Mindanao 96

3 | Gender and Society

LESSON1: Sex and Gender Concepts

1. To understand sex, gender concepts and definitions.

4 | Gender and Society

SEX AND GENDER: WHAT THEY ARE, HOW THEY DIFFER

Sex: In the Realm of the Biological

2. Men and Women According to Biology

5 | Gender and Society

Gender: In the Realm of the Social

6 | Gender and Society

2. Men and Women According to Society

7 | Gender and Society

Sexual virility is a much a part of our culture’s definition of masculinity as sexual

LESSON 2: Gender Subordination

1. To analyze the problem of gender subordination.

8 | Gender and Society

Gender Light Bulb Moment

9 | Gender and Society

2. Gender Subordination and the Political System

3. Gender Subordination and Sexuality

A more subtle and perhaps more commonplace manifestation of female subordination in

4. Gender Subordination and Personhood

Gender Subordination through History

10 | Gender and Society

11 | Gender and Society

12 | Gender and Society

LESSON 3: Gender and Socialization

13 | Gender and Society

Encircle whether you believe it is a male’s occupation, female occupation, or both.

Job Description GENDER

2. Do these roles and descriptions limit or enhance us in life choices?

14 | Gender and Society

Gender and Family

b. Canalization – It means that people direct children’s attention to gender-appropriate

Gender and the Peer Group

Gender and Schooling

15 | Gender and Society

Gender and the Mass Media

Ang ganitong pagkakahati ng trabaho sa lipunan, at ang pagkakaiba ng likas na pag-uugali ng

16 | Gender and Society

Sa Kagawasan, isang masayang pangyayari ang pagkakaroon ng anak na babae: “Hayan,”

Group 2 – Asia except Philippines

___ poverty _ poor health _____ bullying

_ lack of motivation _ far from school