GENDER RESPONSIVE

SCHOOL MANAGEMENT

RONNIE M. BALDOS
Facilitator
Topic Outline

Pre-Test

Introduction

Terminologies

Legal Basis

DepEd GRBE

Gender Responsive School

Management
Pre-Test
1. Sex is socially a.True
determined and
b.False
culturally defined.
2. Gender is what
we are born with a.True
and refers to
b.False
physical
attributes.
3. GAD is an
approach to or a
development
perspective that a.True
recognizes the b.False
different roles,
interests and needs
of women and men.
4. Gender
stereotyping is
assigning a.True
particular traits,
characteristics and b.False
roles distinctly to
men and women.
5. Gender equality is
achieved through
gender equity, in
which certain
interventions are
employed to a.True
compensate for the
historical and social b.False
disadvantages
suffered by women,
thereby levelling the
playing field for the
sexes.
6. Gender
sensitivity is the
presence of
programs,
projects and a.True
processes that b.False
systematically
address gender
concerns and
issues.
7. RA 9262 (ANTI-
VAWC) expanded
the range of
actionable a.True
violence to
b.False
physical, sexual,
psychological and
economic
violence.
8. The Magna Carta for
Women is a
comprehensive
women’s rights law that
seeks to eliminate
discrimination through
the recognition, a.True
protection, fulfilment b.False
and promotion of the
rights of women,
especially those
belonging in the
marginalized sectors of
the society.
9. DepEd Order 32, s.
2017 (Gender
Responsive Basic
Education Policy) shows
the commitment of
DepEd to integrate the
principles of gender a.True
equality, gender equity, b.False
gender sensitivity, non-
discrimination, and
human rights in the
provision and
governance of basic
education.
10. Provision of
GAD learning
resources is one a.True
of the mandates b.False
of the Bureau of
Learning Delivery.
11. Gender
responsive
pedagogy (GRP)
refers to teaching
a.True
and learning
b.False
processes that
emphasize on the
specific learning
needs of girls.
12. A gender
responsive school is
one in which the
academic, social and a.True
physical environment
and its surrounding
b.False
community consider
the specific needs of
girls.
13. A gender
responsive lesson plan
takes into
consideration the
specific needs of girls
and boys in all the a.True
teaching–learning
processes – content, b.False
learning materials,
methodologies and
activities, classroom
arrangement, and so
on.
14. Gender-fair
language is
language that
avoids bias toward
a particular sex or a.True
gender and b.False
therefore is likely
to convey
stereotypes.
15. Gender
responsive
classroom setups a.True
responds to the b.False
specific needs of
girls.
Topic Outline

Pre-Test

GAD Concepts

Legal Bases

DepEd GRBE

Gender Responsive School

Management
 a. True
Sex and Gender
mean the same b. False
thing.

c. I am not sure
 Sex is the state of being a male or female.
It refers to the biological and physiological reality of being
males or females.

Sex vs. Gender

Gender refers to the characteristics of women, men, girls
and boys that are socially constructed.
It includes norms, behaviors and roles associated with
being a woman, man, girl or boy as well as relationships
with each other.
As a social construct, gender varies from society to society
and can change over time.
 Sex is what we are born
with and refers to
physical attributes.
Sex vs. Gender
Gender is socially
determined and
culturally defined.
SOCIAL
CONSTRUCTION OF Education System
Education systems can positively contribute to the
GENDER
construction of gender, including by selecting
Gender is a social construct
curricula that is not gender stereotyped,
that is manifested at various
levels and reinforced by encouraging males and females to enter all fields,
various structures: and having men and women in leadership roles.
-household
-community School
Teachers can contribute to the social construction of gender
-EDUCATION SYSTEM by the way they treat girls and boys equally or unequally, by
-SCHOOL using texts, curricula and management styles that reinforce
or breakdown gender stereotypes. For example, they might
-Religion
expect girls to do better in reading and boys to perform
-Government better in math or science.
-Media
A central aspect of being
human

Experienced and expressed Sexuality

Influenced by the interaction

of all factors in a person’s life
Sexual Orientation,
Gender Identity and Expression,
and Sex Characteristics
 a. True
Ang SOGIE ay
para lamang sa
mga lesbians,
gays, bisexuals, b. False
at transgender
persons (LGBT).
c. I am not sure
Fact:

Ang SOGIE ay para SA

LAHAT – mga
kababaihan, kalalakihan,
mga taong may iba’t
ibang kasarian kasama
na dito ang mga
LGBTQIA+.
Female
A newborn with XX chromosomes and usually has female sex and
reproductive organs is assigned biologically female.

Intersex
A newborn having a combination of both male and female biological
characteristics either through chromosomes or genitals, is assigned as being
intersex.

Male
A newborn with XY chromosomes and usually has male sex and
reproductive organs is assigned as biologically male.

Sexual Characteristics
- Attraction/Sexual Attraction, emotional feelings and self-
concept
- Kinds:
- Homosexual
- Heterosexual
- Bisexual
- Asexual
- Pansexual

Sexual Orientation
- Person’s inner sense of maleness or
femaleness regardless of assigned sex at
birth.
- Personal sense of his/her body.

Gender Identity
Transgender – someone who does not identify with the gender they
were assigned at birth
Cisgender – someone who identifies with the gender they were
assigned at birth.
Non-Binary – someone who does not identity as exclusively male or
female.
Gender Fluid – someone whose gender identity changes over time
from one end of the spectrum to the other.
Genderqueer – someone whose gender identity falls on the spectrum
between male and female.

Gender Identity
- External manifestation of one’s gender
identity (behavior, clothing, haircut, body
characteristics – medical/surgical means)

Gender Expression
Androgynous – individuals who express their selves with
the combination of masculine and feminine characteristics.
Feminine – People who have qualities or appearance
traditionally associated with women.
Gender-Neutral – Individual whose gender expression is
different from conventional expectations of masculinity
and femininity.
Masculine – People who have qualities or appearance
traditionally associated with men.

Gender Expression
 A practice that has been introduced to
help combat sexism’s barriers to personal
and economic development. Respect for
the individual, regardless of sex, is
Gender strengthened by gender sensitivity.
Sensitivity/
Awareness The process of undoing mindsets cannot
be an overnight or a one-shot process,
this requires undoing gender biases
brought about by the socialization of
gender.
What then is the
importance of
knowing GAD?
 Gender and Development (GAD) –
refers to the development perspective
What is Gender and and process that is participatory and
Development? empowering, equitable, sustainable,
free from violence, respectful of human
rights, supportive of self-determination
and actualization of human potentials.
It seeks to achieve gender equality as a
fundamental value that should be
reflected in development choices and
contends that women are active agents
of development, not just passive
recipients of development.
 Gender Equality
Ultimate Goals And
Women Empowerment
 Gender Equality – refers to the
principles asserting the equality
of women and men and their
right to enjoy equal conditions
realizing their full human
Gender Equality potentials to contribute to and
benefit from the results of
development, and with the State
recognizing that all human
beings are free and equal in
dignity and rights
 Women Empowerment – is a goal
of and an essential process for
women’s advancement. It is the
process and condition by which
women mobilize to understand,
Women identify and over come gender
discrimination so as to achieve
Empowerment equality in welfare and equal access
to resources. In this context, women
become agents of development and
not just beneficiaries enabling them
to make decisions based on their
own views and perspectives
Why is there a need
for GAD?
Compliance

Dedication

Obligation
Topic Outline

Pre-Test

GAD Concepts

Legal Bases

DepEd GRBE

Gender Responsive School

Management
 General Appropriations Act
(GAA)

Compliance
The government should have a
GAD Program to which at least
5% of an agency’s total budget
should be allotted.
Dedication International Commitment
 CONVENTION ON THE ELIMINATION OF
ALL FORMS OF DISCRIMINATION
AGAINST WOMEN (CEDAW)
Otherwise known as
the International Bill
of Rights of Women
As a signatory to this international
law, which was signed by 179
countries, the Philippines is
committed for Gender and
Development.
Dedication National Commitment
1987 CONSTITUTION OF THE
PHILIPPINES
Article II
Sec. 14

“The State recognizes the role of

women in nation building and shall
promote the FUNDAMENTAL
EQUALITY before the law of women
and men.”
 Magna Carta for Women

Establishes the Philippine government’s

pledge of commitment to the CEDAW.
RA 9710
It is the local translation of the
provisions of the CEDAW, particularly in
defining gender discrimination, state
obligations, substantive equality, and
temporary special measures.
 Anti-Violence Against Women and Their
Children Act of 2004
It is a law the seeks to address the
prevalence of violence against women and
their children (VAWC) by their intimate
partners like their husband or ex-husband, RA 9262
live-in partner or former live-in partner,
boyfriend/girlfriend or ex-boyfriend/ex-
girlfriend, dating partner or former dating
partner.
Philippine Development Plan 2017-2022
The Philippine Development Plan 2017-2022
is the first medium-term plan to be anchored
on the 0-10 point Socioeconomic Agenda
and is geared towards the AmBisyon
Natin 2040 which articulates the Filipino
people’s collective vision of a MATATAG,
MAGINHAWA, AT PANATAG NA BUHAY PARA
SA LAHAT. It also takes into account the
country’s international commitments such as
the 2030 Sustainable Development Goals.
 Gender and Development
Obligation (GAD) is an Obligation of
the State.
 DepEd Order No. 32, s. 2017 Gender-
Responsive Basic Education Policy
DO No. 40, s. 2012 Child Protection
Policy
DO No. 55, s. 2013 Implementing
DepEd Rules and Regulations of RA 10627
Policies otherwise known as the Anti-Bullying
Act of 2013
DO No. 31, s. 2018 Policy Guidelines
on the Implementation of
Comprehensive Sexuality Education
Topic Outline

Pre-Test

GAD Concepts

Legal Bases

DepEd GRBE

Gender Responsive School

Management
 Gender-Responsive Basic Education Policy
Shows DepEd’s commitment to incorporate
principles of gender equality, gender equity,
gender sensitivity, non-discrimination, and
human rights in its delivery of basic education
services.

DepEd Order No. 32, s. 2017

DepEd’s Commitment
1. Make its strategic framework gender-responsive
2. Mainstream gender in all Policies and Programs,
Projects, and Activities.
3. Ensure gender parity in staffing and create an enabling
work environment.
4. Strengthen gender and development institutional
mechanisms.

DepEd Order No. 32, s. 2017

 DepEd’s Commitment
1. Make its strategic framework gender-responsive.
Adoption of Gender Equality In and Through Education (INEE 2010)
a. Gender dynamics impact on education.
b. Gender is not just about girls.
c. Gender-responsive education is protective.
d. Disaggregated data are nonnegotiable.
e. Involve male and female learners in working towards gender equality.
f. Gender is cross-sectoral issue.
g. Anyone can champion gender equality in education.

DepEd Order No. 32, s. 2017

DepEd’s Commitment
2. Mainstream gender in all Policies and Programs,
Projects, and Activities
Curriculum, Instruction and Assessment
-Learners Development
-Curriculum Standards
-Learning Delivery
-Learning Environment
-Learning Resources
-Assessment

DepEd Order No. 32, s. 2017

DepEd’s Commitment
2. Mainstream gender in all Policies and Programs,
Projects, and Activities
Planning and Field Operations
-Learners Support
-School Health
-Youth Formation
-School Sports

DepEd Order No. 32, s. 2017

DepEd’s Commitment
2. Mainstream gender in all Policies and Programs,
Projects, and Activities
Public Affairs, Finance, and Administration
-Public Affairs
-Information and Communications Technology
-Educational Facilities

DepEd Order No. 32, s. 2017

DepEd’s Commitment
3. Ensure gender parity in staffing and create an enabling
work environment.
-Human Resource Development
-Learning and Development
-Employee Welfare

DepEd Order No. 32, s. 2017

DepEd’s Commitment
4. Strengthen gender and development institutional
mechanisms.
Establishment of the GAD Focal Point System
GAD Planning and Budgeting
Grievance (Complaint or Grievance Committee)
Committee on Decorum and Investigation (CODI)
Child Protection Committee

DepEd Order No. 32, s. 2017

Topic Outline

Pre-Test

GAD Concepts

Legal Bases

DepEd GRBE

Gender Responsive School

Management
 A gender responsive school is one in which the
academic, social and physical environment and
its surrounding community consider the
What does it specific needs of both girls and boys. This
take to make a implies that the teachers, parents, community
gender- leaders and members, and the boys and girls
responsive are all aware of and practice gender equality.
school? It also assumes that school management
systems, policies and practices recognize and
address the gender- or sex-based needs of
both girls and boys.
 In addition, in a gender responsive school the
academic delivery, including teaching
methodologies, teaching and learning
materials, classroom interaction, and
What does it management of academic processes, is gender
take to make a responsive.
gender- The students, both girls and boys, are
responsive empowered to practice gender equality and to
school? protect the democratic and human rights of
both genders. The concept extends right to
the physical environment in the school –
including buildings, furniture and equipment
that are also gender friendly.
 A gender-responsive school also implies that
management systems, policies and practices
recognize and address the gender-based needs of
both girls and boys. This includes ensuring
What does it adequate infrastructure for girls and students
take to make a with disabilities, such as separate toilets for girls
gender- and boys or wheelchair ramps, engaging in
responsive gender-balanced hiring practices, providing
school? opportunities for ongoing teacher training,
developing and enforcing teacher codes of
conduct, establishing student safety and
protection measures, and using gender
responsive budgeting.
What does it take
to make a gender-
responsive school?
1 Equality between male and female teachers
2 Gender-responsive policies
In order for a
3 Curriculum and training
school to be gender
4 Cost and infrastructure barriers
responsive, a
5 Connecting with the community
holistic approach
can include the
following elements.
 ! Undertaking gender sensitization
of parents, community leaders and
members, teachers, girls and boys in
order to raise their awareness and
The Holistic
Intervention
understanding of the need to support
Package girls’ education.
! Training teachers in the skills for
making teaching and learning processes
responsive to the speci c needs of girls
and boys.
fi
 ! Empowering girls with skills for self-
con dence, assertiveness, speaking out,
decision making and negotiation in order
for them to overcome gender-based
The Holistic constraints to their education.
Intervention ! Empowering boys with skills to de-
Package link from gender oppressive attitudes and
practices such as machoism, bullying and
sexual affronts and to develop the self-
con dence needed to accept gender
equality positively.
fi
fi
 ! Training the school community in
the skills necessary to improve their
reproductive health and protect
themselves against sexually transmitted
The Holistic diseases, particularly HIV/AIDS.
Intervention ! Training the school community to
Package manage sexual maturation issues of
both girls and boys with particular
emphasis on menstruation
management.
 ! Training teachers and
learners in guidance and
counselling skills.
The Holistic ! Establishing guidance and
Intervention counselling desks in order to
Package
provide services for the social and
psychological development of
girls and boys.
 ! Providing scholarships and support
to needy girls and boys to ensure that
they do not drop out of school.
! Providing gender responsive
The Holistic infrastructure including:
Intervention " Boarding facilities in case of long distances
Package from school.
" Separate and adequate toilets for girls and
boys.
" Adequate and clean water and sanitation,
specially to enhance menstruation management
and the overall health of the school community.
 ! Carrying out activities to
promote the participation of girls in
science, mathematics and technology
The Holistic
(SMT) subjects.
Intervention ! Establishing a gender
Package responsive school management
system that ensures gender equality
in the governance and operation of
the school.
 ! Undertaking gender training of the school
management team, including parent–teacher
association, heads of departments, in order to
raise their awareness on the need to support girls’
education.
The Holistic ! Involving the community and other
Intervention stakeholders in monitoring and taking action to
Package ensure improved enrolment, attendance and
performance of girls.
! Establishing a database to track student
performance and welfare as well as the levels of
gender responsiveness of all aspects of the school
 This holistic intervention
package specifically
addresses the gender
The Holistic
Intervention
responsiveness of the
Package school. However it can only
be effectively applied if the
basic standards of an
ordinary school are in place.
 A school’s budget reflects the allocation of
resources and its work plan. “Gender-
responsive budgeting consists of procedures
and tools aimed at ensuring that resources are
allocated and used in ways that contribute
Gender towards mitigating gender inequalities and thus
Responsive increasing prospects and opportunities for
Budgeting gender equality and empowerment” (UNESCO,
2015).
It is essential to be aware that gender
responsive budgeting is not about creating
separate budgets for girls or women
(Uworwabayeho et al., 2017).
 The process of gender budget analysis has the
following benefits:
• Reviews the budgeting process with a gender
lens, revealing how and by whom budget
decisions are made.
Gender
• Enables school management to see the
Responsive
opportunities presented for girls and boys,
Budgeting
women and men, and whether or not these
opportunities are equitable.
• Allows school management to identify and
address gaps in the budget so that those who
are disadvantaged become empowered.
Gender Responsive Pedagogy (GRP)

Pedagogy is the
• Gender responsive pedagogy teaching and learning
(GRP) refers to teaching and processes in a formal
learning set up
learning processes that
emphasize on the specific
learning needs of girls and
boys.
Gender Responsive Pedagogy (GRP)
The integration of gender-sensitive
teaching strategy remains to be a
challenge among educators. Pedagogy is the
teaching and learning
This social issue requires more in- processes in a formal
learning set up
depth exploration especially in the
classroom to promote its
significance and determine its
applicability and effectiveness.
 Gender Responsive Pedagogy (GRP)
Language Use

The language teachers use in the ASPECTS OF

classroom can reinforce negative GENDER
gender stereotypes or promote gender RESPONSIVE
inclusion and equality. Teachers should
strive to use both gender pronouns
PEDAGOGY
when citing examples and refer to all
students with respect, regardless of
their gender.
 Gender Responsive Pedagogy (GRP)
Lesson Planning

Gender responsive teachers account for ASPECTS OF

gender in planning the lessons, GENDER
considering differences in the learning
needs of students based on their RESPONSIVE
different social backgrounds and learning PEDAGOGY
styles. A gender responsive lesson plan
takes into consideration the teaching and
learning materials, methodologies,
activities, and classroom arrangement.
 Gender Responsive Pedagogy (GRP)
Teaching and Learning Materials

Develop or adapt your materials to be ASPECTS OF

gender inclusive and ensure they GENDER
promote messages of gender equality in RESPONSIVE
society. Use textbooks and materials
that promote gender equality. If they PEDAGOGY
don’t, you can engage the class in
critical analysis of the images or text
through a gender lens:
 Gender Responsive Pedagogy (GRP)
• Illustrations and photos: Are men and
women always in specific roles where men are
leaders and women are helpers? For example,
if you notice that images of doctors are always ASPECTS OF
men and nurses are always women, you can GENDER
take the opportunity to clarify this in
classroom conversation or find visual examples RESPONSIVE
that show women as doctors. While there are PEDAGOGY
certainly male doctors and female nurses, if
this is all that students see, a boy might not
realize that he can also be a nurse or a girl
might not realize that she can also be a doctor.
 Gender Responsive Pedagogy (GRP)
• Stories: Do stories read in the
classroom always feature boys as
ASPECTS OF
the heroes and girls as helpless or
needing to be rescued? You can GENDER
bring in discussion questions that RESPONSIVE
ask both boys and girls to reflect PEDAGOGY
on a time they helped someone
and a time they were helped.
 Gender Responsive Pedagogy (GRP)
Classroom Set-Up

A different arrangement such as breaking the class

into smaller groups or sitting in a circle may
ASPECTS OF
encourage all students to participate actively. GENDER
Where this isn’t possible, consider rotating seats
to ensure all learners are engaged. Additionally, RESPONSIVE
how are the students seated? Are girls and boys PEDAGOGY
sharing desks? Encourage opportunities for girls
and boys to share desk space in order to break
down barriers, understand and respect one
another, and work together toward a common
goal.
 Gender Responsive Classroom Setups
A gender responsive classroom set up responds to the
specific needs of both boys and girls. This approach
considers the following:
° Classroom set up that mixes girls and boys. How the classroom is
° Classroom set up that enhances participation of both girls arranged can
and boys. contribute positively
° Arrangement of the desks that encourages girls to speak or negatively to
out and overcome their shyness.
° Stools in laboratories that are appropriate in size and
teaching and learning
shape thus enabling effective participation of both girls and processes.
boys.
° Fixtures and visual aids on the walls that send gender
responsive messages.
° Appropriate shelf heights in the libraries.
° Appropriate size, shape and weight of desks and
chairs.
 Gender Responsive Pedagogy (GRP)
Classroom Management

Ensure that your classroom practices help to

develop mutually supportive interactions between
ASPECTS OF
students, teachers and parents. Use systems and GENDER
structures that cultivate safety and an inclusive
learning environment for all students such as the RESPONSIVE
collective development of group norms. Incorporate PEDAGOGY
activities that develop the emotional intelligence
and conflict resolution skills for students to interact
well together. Take intentional steps to encourage
participation by all students.
 Gender Responsive Pedagogy (GRP)
Gender-based violence
Understand the causes and impacts of
different forms of gender-based violence ASPECTS OF
for both girls and boys. Develop trauma-
informed teaching practices and a referral
GENDER
process that allows teachers to provide RESPONSIVE
adequate support for victims of gender- PEDAGOGY
based violence, sexual harassment, conflict,
emergencies and other trauma- inducing
experiences that might limit students’
access and participation in education.
 Gender Responsive Language/Gender-
Fair Language
Language is a tool of
communication that Language use in the classroom that is gender
reveals a lot about responsive treats boys and girls as equal
what we think and partners and provides a conducive learning
believe and therefore
environment for both. Teachers need to re-
must be used
carefully. examine the kind of language they use, to
ensure that it is gender responsive.
 Gender Responsive Language/Gender-
Fair Language

Gendered Non-Gendered
1. Fireman
Gendered vs. Non- 2. Policeman
Gendered Words 3. Businessman
4. Stewardess
5. Man-made
20 Ways to Reduce Gender Bias at School
1 Address your students equally

2 Avoid separating children based on gender

3 Learn about children as individuals

4 Evaluate the way you greet students

5 Understand Walmart’s power over your teacher-student relationship

6. Toys and colors are for everyone

7. Question your school’s dress code

20 Ways to
8. Audit your bookshelf Reduce
9. Remember that female leads are for
Gender Bias
everyone at School
10. Reassess the visuals in your room
 11 Expand children’s role models

12 Encourage mixed gender friendships

20 Ways to
Reduce Gender 13 Equalize air time
Bias at School
Evaluate children’s assigned and organic
14 roles

15 Teach consent your students

20 Ways to Reduce Gender Bias at School
16 17 18 19 20
Help boys lose Check your Work on your Plan ahead for. Reconsider
gracefully assumptions own anti-bias How you discipline
and would respond
stereotyping to a
outside of the transgender or
classroom gender non-
conforming
child.
 GENDER AND DEVELOPMENT
PROGRAMS, PROJECTS AND
ACTIVITIES
FREQUENTLY ASKED QUESTIONS

RONNIE M. BALDOS
Facilitator
The cost of implementing each activity
indicated in the GAD plan. The GAD
budget may be drawn from the agency’s
MOOE, CO, and PS based on the agency’s
approved GAA.

What is the GAD budget?

The GAD budget, which is the cost of implementing
the GAD plan, shall form part of, and is not in addition
to Posts and Offices’ approved budget. As provided in
the Magna Carta of Women, “the cost of
implementing GAD programs shall be the agency’s
GAD budget which shall be at least five percent (5%)
of the agency’s total budget appropriations.”

Is it an addition to the agencies’ approved budget?

In determining what can be or cannot be
charged to GAD budget, the primary
consideration is the gender issue being
addressed by the expense or activity. If the
gender issue is clear, the expense may be
charged to the GAD budget.

What can and cannot be charged to the GAD budget?

Mainstreaming gender perspectives in an agency PAPs to
attain the desired outcomes for GAD shall be a priority in GAD
planning and budgeting. Using the GAD budget for gender
mainstreaming is a way for agencies to influence the entire
agency program, plan and budget. Thus, the utilization and
outcome of the GAD budget shall be annually monitored and
evaluated in terms of its success in influencing the gender-
responsive implementation of the entire agency program, plan
and budget.

What should be given priority in GAD planning and budget (GPB)?

GAD Planning and Budgeting shall be conducted
annually as part of the all programming and
budgeting exercises of agencies.

When is GPB condcuted?

In determining what can be or cannot be
charged to GAD budget, the primary
consideration is the gender issue being
addressed by the expense or activity. If the
gender issue is clear, the expense may be
charged to the GAD budget.

What can and cannot be charged to the GAD budget?

1. Capacity development on GAD
2. I E C m a t e r i a l s ( d e v e l o p m e n t , p r i n t i n g a n d
dissemination) that support the GAD PPAs and
objectives of the agency
3. Payment of professional fees, honoraria and other
services for gender experts or gender specialists
engaged by agencies for GAD-related trainings and
activities

Examples of expenses that CAN be charged to the GAD budget:

4. Agency programs that address women’s practical and
strategic needs (e.g. daycare center, breastfeeding rooms,
crisis or counseling rooms for abused women, halfway
houses for trafficked women and children, gender-
responsive family planning program among others)
5. Agencies may cost the time spent of GFPS members and
of agency personnel doing GAD related work and charge
this to the GAD budget

Examples of expenses that CAN be charged to the GAD budget:

6. Salaries of agency personnel assigned to plan,
implement and monitor GAD PAPs on a full-time basis,
following government rules in hiring and creating positions
7. Activities related to the establishment and strengthening
of enabling mechanisms that support GAD efforts of
agencies
8. Consultations conducted by agencies to gather inputs for
and/or to disseminate the GAD plan and budget

Examples of expenses that CAN be charged to the GAD budget:

Attribution to the GAD budget of a portion or the whole of the budget
of an agency’s major programs or projects is a means toward gradually
increasing the gender responsiveness of government programs and
budgets.
An agency may attribute a portion or the whole budget of the year of
major programs/project during the GAD planning and budgeting phase
by subjecting the program documents to gender analysis using the
appropriate Harmonized Gender and Development Guidelines (HGDG)
design checklists.

What is GAD attribution?

1. Expenses incurred for the promotion of Filipino
culture, values, and identity with components on
women participation.
2. Expenses for meetings or conferences related to
GAD.
3. Training/Seminar/Lecture on Sexual Harassment
and Magna Carta of Women

Expenditures that may be attributed to GAD?

4. Expenses for infrastructure that has GAD implications
(lactation rooms, well-maintained comfort rooms,
provision of bidets)
5. Expenses for the provision of facilities to address
special needs of men and women
6. Expenses for film-showing and other related activities
meant to spread gender sensitivity awareness

Expenditures that may be attributed to GAD?

Gender responsive teachers and
schools understand and respond
to the specific needs of girls and
boys in the teaching and
learning processes.
-FAWE
What happens in the teaching
and learning processes in the
classroom is critical to the quality
of education, and true quality
cannot be achieved without
addressing the gender
dimension.
 Please Evaluate Me!!!

https://tinyurl.com/MasbateGADELSG
 1. DepEd Order No. 32, s. 2017 - Gender Responsive Basic Education Policy
2. RA 9710 - Magna Carta for Women
3. RA 9262 - Anti-Violence Against Women and Their Children Act of 2004
4. Philippine Development Plan 2017-2022

Book
FAWE (2018). Gender Responsive Pedagogy: A Toolkit for Teachers and
Schools. 2nd, updated ed. Nairobi: Forum for African Women
Educa onalists. FAWE House
Links
h ps://thinkorblue.com/teachers-reduce-gender-bias-at-school/
h ps://dfa.gov.ph/frequently-asked-ques ons-faqs

REFERENCES
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RONNIE MARTINEZ BALDOS
09338565414
ronnie.baldos@deped.gov.ph

FB: Ronie Knight Bee