ABSTRACT
The study aimed to determine the experiences of the participants in the implementation of Gender and Development Program as basis for policy recommendation in the Schools District of Lemery during the school year 2022-2023. The participants of the study were 15 purposely selected teachers, in which 5 are males, 5 are females, and 5 are members of the LGBTQ+. A researcher-made interview schedule and voice and video recorders were used for data gathering and documentation. The results of the in-depth interview revealed that advocacy, lack of budget, lack of support and equality were the experiences of participants. On the other hands the participants encountered lack of awareness, unsustainability, lack of resources and lack of support as challenges in the implementation of GAD program. The study found out that the teachers utilized active and continuous learning gender- sensitive, teaching and socio-cultural factors as their facilitating factors.
Keywords: Experiences, Implementation, Gender and Development (GAD) Program, Policy Recommendation
INTRODUCTION
Background of the study
Gender and Development (GAD) Program is a development perspective and process that should be considered in the organizations to socially equate the imbalance treatment between men and women. Both sexes are present in most organizations, if not all. The contemporary structure of work organizations is occupied by men and women who are doing the same roles as the counterpart gender. Hence, GAD is described as an approach to addressing men’s and women's social differences by creating policies and practices that emphasize the need to challenge the existing gender roles and relations.
The Department of Education (DepEd) reiterated the “strict implementation of and GAD compliance” with DepEd Order No. 32, s. 2017 or the “Gender Responsive Basic Education Policy” in all elementary and high schools nationwide.
The Department of Education, as the biggest agency of the government, ensures that this is observed. The DepEd Order No. 32, s. 2017 disseminated the utmost practice of gender-responsive basic education policy to strengthen it within the organization. It justified that DepEd must abide by this and should be promptly customized to the Philippines' basic education indicators' gender distribution in order to value all concerned individuals under the department's purview. This is done to support the instructors' feelings about equality and their entitlement to receive the opportunities they deserve.
The goals of the recommendations are to promote and institutionalize gender equality as well as gender responsiveness and sensitivity in all facets of higher education in the Philippines. The guidelines mandate CHED and HEIs to establish GAD Focal Point System (GFPS) and mainstream gender in the trilogical functions of higher education. These include curriculum development, gender-responsive research programs, and gender-responsive extension programs.
Based on the order, Deped shall “undertake gender-mainstreaming to address basic education issues and concerns pertaining to gender and sexuality.” This is to ensure that all learners are “"protected from all forms of gender-related violence, abuse, exploitation, discrimination, and bullying, and to promote gender equality and non-discrimination in all governance levels."”
The term "gender responsive basic education" refers to efforts to address socioeconomic and gender inequities through policies and programs that go beyond merely identifying gender-based discrepancies.
The idea promotes self-determination, empowers participants, is equitable, sustainable, violence-free, respects human rights, and encourages the realization of human potential. The perspective is that humans, more so, women should be allowed to develop their full capabilities and to nurture their potentials. It breaks the traditional belief that women are weak and low-class people of the society. The rise of the concept breaks the perspective that was said to evolve from the cultural stereotypes brought about by the colonizers in the past.
The purpose of the study was to explore the experiences of teachers in the gender and development program implemented in the school programs, activities and developed a framework that underscores gender equity for equal opportunity. The study used phenomenological inquiry of qualitative research design.
With this timely issue in society and schools, the researcher determined the experiences of teachers in the implementation of the Gender and Development Program as the basis for policy recommendation.
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