ABSTRACT
This study focused on the assessment of gender-responsive activities in basic education for public elementary schools from Area 1 in the Division of Batangas Province, with the main goal of proposing a gender-responsive basic education activity. The analysis centered on the existing practices in gender-responsive basic education assessed by school administrators and GAD coordinators.
Likewise, this study also dealt on the differences in the assessments by the two groups of respondents. Moreover, this study also explored on some initiatives in implementing gender-responsive education as well as the issues and challenges in GAD responsiveness. All these contributed to the proposed plan of activities for GRBE in public elementary schools.
METHODOLOGY
The study utilized the descriptive research design to gather pertinent data from 110 school heads and 139 GAD coordinators. A researcher-made questionnaire served as the main data gathering instrument. Quantitative data were substantiated by select participants’ qualitative responses through their interview and focus group discussion.
RESULTS AND DISCUSSION
Results revealed that Elementary schools in Area 1 of the Division of Batangas manifest gender-responsive basic education practices that engender the principles of gender equality, gender equity, gender sensitivity and human rights. The findings revealed that assessments of the school heads and GAD coordinators differed significantly in terms of gender equity and human rights, but not in terms of gender equality and gender sensitivity.
It is also found that schools’ initiate undertakings to effectively implement the gender responsive basic education. Moreover, school heads and GAD coordinators both strongly agreed that gender-responsive basic education-based curriculum integration was the topmost issues and challenges in GAD responsiveness. The proposed plan of activities may be relevant resources for enhancement of GRBE implementation.
CONCLUSIONS
Based on the findings of the study, the following conclusions were drawn:
1. The schools manifest gender-responsive basic education practices that engender the principles of gender equality, gender equity, gender sensitivity and human rights.
2. The assessments of the school heads and GAD coordinators manifest significant variations in terms of gender equity and human rights, but not in terms of gender equality and gender sensitivity.
3. The school initiate varied programs of activities to realize the goals of GRBE and Gad, of which the emphasis is mainly on enhancing school personnel’s competencies in implementing the related policies through training and actual experiences.
4. Issues and challenges are always parts of the implementation of all policies and programs and programs.
5. A proposed program of GRBE activities that aimed to capacitate school heads and teachers’ implementation of school program.
RECOMMENDATIONS
In the light of the findings and conclusions from this study, the following recommendations were endorsed:
1. The schools must consistently implement program of activities designed to further promote and internalize among their constituents the principles of gender equality, gender equity, gender sensitivity and human rights.
2. In the implementation of school programs that address the concerns and objectives of GRBE, school heads and teachers should serve as models of what they emphasize, as the best way to inspire, demonstrate and follow.
3. Initiatives in promoting the precepts of GRBE and GAD should be further expanded through involving the stakeholders as partners in school programs where they can be fitted in.
4. Issues and challenges need to be studied and addressed appropriately.
5. The proposed GRBE strategy may be reviewed, refined and later be used to improve teachers’ performance.