Extent Of Implementation of GAD Programs and Projects

in Cabay National High School, Cabay, Tiaong, Quezon

Basis for Action Planning.

Presented by:

MELODY D. LANDICHO
MAEd

http://www.free-powerpoint-templates-design.com
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The issues on gender sensitivity and gender mainstreaming in education remain a perennial

concern that is worth pondering upon. Various international and local concepts, laws, initiatives,

policies, and directives were formulated with the hope of rectifying the thrust on eradicating the

stereotypical gender discrimination between men and women in all sectors of society. Furthermore,

there had been constant conceptualization of theories and perspectives by gender advocates throughout

the decades of dispute (Carmona, 2006).

 In the Department of Education (DepEd), Gender Sensitivity Trainings (GST), Preparation of

Lesson Plan Exemplars and GAD Planning and Budgeting Sessions have been conducted to ensure

inclusion of GAD in the flow of Philippine educational system (DepEd Order No.19 s.2004 DepEd

Order No.49 s.2006 and DepEd Order No. 63 s. 2012). However, despite these initiatives and the

establishment of organizational structure cascaded from the national, region, division, and school level,

GAD programs and projects have not been fully implemented. The gender mainstreaming in education

has not progressed as expected as manifested in the contents of the learning materials recently issued by

the Central Office and in the utterances and perceptions of some teachers and students.
 Consequently, the researcher finds it necessary to conduct a study that will assess the

status of implementation and the problems encountered by the school administrator and

teachers in implementing Gender and Development (GAD) programs and projects in DepEd

particularly in Cabay National High School, Cabay, Tiaong Quezon.

Statement of the Problem
This study aims to determine the extent of implementation of GAD programs and projects in
Cabay National High School, Tiaong, Quezon basis for Action Planning. Specifically, the study aims
to answer the following questions:

1. What is the profile of the participants in terms of the following demographics:

a. Age;

b. Sex;

c. Highest Educational Attainment; and

d. Trainings/Seminars/ on GAD Attended

2. What is the extent of implementation of GAD programs and projects in terms of the following
components:
a. Dissemination of GAD programs d. Instructional Materials
b. Integration of GAD Core Messages e. Child Protection
c. Other Related Programs

3. What are the problems and challenges encountered by teachers and administrator in the

implementation of GAD programs and projects?

4. Is there a significant difference in the extent of the implementation of GAD? Programs and

projects in terms of the following:

a. Age b. Sex

5. What action plan can be proposed in enhancing the GAD programs and projects based on the

result of the study?

Scope, Delimitation and Limitation of the Study

This study will cover only the School Head and teachers of Cabay National High

School, Cabay, Tiaong Quezon.

Also, though the coverage of gender and development is very wide as it concerns

human total development, this study limits only to its program components applicable to the

Department of Education.
Significance of the Study
The findings of this study will have importance to the following:

Division Office. This study may be the basis for Division GAD Focal Point System (GFPS)

members to push another strategy to hasten gender mainstreaming in education and prepare a

well-defined GAD plan. They can also establish a Monitoring and Evaluation system for GAD.

Education Program Supervisors (EPS). This study may signal supervisors to include GAD

programs and projects in their supervisory plan.

Curriculum Implementation Division (CID). This study may be the basis for inclusion of

GAD during class observations and school monitoring visits.

 School Governance and Operations Division (SGOD). This study may be of help in

their submission of accomplishments and monitoring and evaluation report of DepEd implemented

programs and projects.

School Administrators. Through this study the school administrators may be

able to incorporate GAD programs and projects in their School Improvement Plan (SIP).

Teachers. This study may give teachers an idea to look into their Curriculum Guide /

Lesson Log and objectives that can be integrated with GAD core messages such as shared parenting,

shared home management, equality among men and women, recognizing and valuing women’s role

and contributions in nation building and preventing violence against women and their children.
 Students. Through this study the students may become aware of their rights, roles and

responsibilities and they will learn how to respect the rights of other children. This may also serve as their

portal towards achieving full potential development when all forms of violence are eliminated in their

environment.
 CHAPTER II

RELATED LITERATURE AND STUDIES

Concepts, ideas, arguments, studies, books, electronic articles and laws on the essential issues of

gender and development are widespread and can be accessed with ease. This chapter will have three main

components; the first will tackle on the comprehensive meaning of GAD, the second part will focus on

the initiatives, laws, policies and directives pertaining to GAD in the Philippines setting, and the third

part will talk about related programs and projects initiated by DepEd as part of their gender

mainstreaming in education.
 Theoretical Literature

On Gender and Development (GAD)

According to the National Commission on the Role of Filipino Women (NCRFW) now called

Philippine Commission on Women (PCW) as cited by Carmona (2006), societies for centuries have

practiced gender stereotyping, defined as the society’s perceptions and value systems that instill an

image of women as weak, dependent, subordinate, indecisive, emotional and submissive. Men on the

other hand, are strong, independents, powerful, dominant, decisive, and logical (NCRFW, 2001).
As societies eventually become complex however, these roles are evolving towards a direction that

contradicts the conservative gender stereotypical notions. The factors of change greatly vary that includes

the change due to the necessity to survive. The Philippines being categorized as a third world country

needs and have started to follow the change. This however, has brought the rise of an iconoclast that

continually question the change and the irony it brought to the society (Carmona, 2006). As a result the

fight for equality of rights for women became the primary concern of women’s organizations and other

gender advocates with a strong conviction to the “fundamental human rights, in the dignity and worth of

the human person, and in the equal rights of men and women” (UN-CEDAW, 2000).
Thus this brought the rise of focusing on the gender disparity. Gender refers to the specific set of

characteristics that identifies the social behavior of men and women and the relationship between them

which are socially determined and culturally defined. It changes across time, age and culture. This kind

of thinking was brought to us by our ancestors handed down from generation to generation which

entails lots of biases. One example to these was the prohibition of women in the military world. Since

gender biases exist and these biases prevent people from attaining their full potentials, development is

impeded. To ensure that explicit, implicit, actual and potential gender biases are removed, the

government came up with a 30-year plan for gender and development mainstreaming in all government

agency. This is the Philippine Plan for Gender-Responsive and Development (PPGD).
It started its implementation in 1995 and to culminate in 2025. It is expected that by the time it ends all

agencies are gender sensitive. Along with this plan is the principle that development is for all. Everyone

in society, female or male has the right to equal opportunities to achieve a full and satisfying life.

Women and men should enjoy the same conditions for realizing their full human rights and potentials to

contribute to development as well as benefit from the result (Civil Service Commission, 2005).

Several studies have proven that gender bias is manifested everywhere. One is the

study of Alba, (2005), when she noted that the problem of our educational system is the subtle

presence of sex-role stereotyping in textbooks used by our school children. The study of

Carmona, (2006) found out that men in the barangay who are supposed to be lead

implementers of GAD programs and projects have less awareness on the matter because

they were not comfortable to attend on meetings and seminars which are women’s concern.
In the study of Luongo (2012), on Teachers’ Awareness of Gender Inequity in Student Computer Usage, it came

out that teachers realized that they did possess certain gender biases that they exhibited in their classrooms and

the computer laboratory. Also, in the study of Anastasaki, et. al (2005), presented that there were some of the

persistent gender issues that cause inequities in teachers’ professional development and keep women away from

heading up to the different levels of educational administration, although the majority of teaching personnel.

Another study that proved the existence of gender biased is study of Diprete (2012), which concluded

that boys today generally underperform relative to girls in schools throughout the industrialized world. Diprete

found out that growing gender gap in educational attainment has emerged. Building on theories about gender

identity and reports from prior ethnographic classroom observations, school environment channels conceptions of

masculinity in peer culture, fostering or inhibiting boys’ development of anti-school attitudes and behavior.
Girl’s peer group by contrast, varies less strongly with the social environment in the extent to which

school engagement is stigmatized as un-feminine. As a consequence, boys are more sensitive than girls to

school resources that create a learning-oriented environment.

The prevalence of gender biases in homes, schools, workplaces, churches, and in all spheres of

society lead to violence and most of the victims are the weaker sex and the less fortunate to defend

themselves such as children, Persons with Disability (PWDs), gays and lesbians who are often victims of

hate crimes like case of Jennifer Laude in 2012.

The 2008 National Demographic and Health Survey (NDHS) revealed that one in five women aged

15-49 has experienced physical violence since age 15, 14.4 percent of married women have

experienced physical abuse from their husbands, and more than one-third (37%) of separated or

widowed women have experienced violence, implying that domestic violence could be the reason

for separation or annulment. In terms of other abuses such as sexual violence , one in twenty –five

women aged 15-49 have experienced forced in their first sexual intercourse and one in ten women

aged 15-49 experienced sexual violence. It also came out in the same survey that emotional and

other non- personal violence comprise 23% of the married women (PCW,@www.pcw.gov.ph).
Gender and development therefore refers to” the development perspective and process that are

participatory and empowering, equitable, sustainable, free from violence, respectful to 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 the development

choices; seeks to transform society’s social, economic and political structures and questions the

validity of gender roles they ascribed to women and men; contends that women are active

agents of development and not just passive recipient of development assistance; and stresses

the need of women to organize themselves and participate in political processes to strengthen

their legal rights”(Magna Carta of Women, Article II, section 4).

On Initiatives, Laws and Policies Pertaining to GAD

During the Millennium Summit of the United Nations in 2000, countries formulated the

Millennium Development Goal MDG) which encompasses eight international development goals.

The third of these goals is to promote gender equality. (Philippine Statistics Authority, 2016).

The 1986 Philippine Constitution recognizes the function of women and thus stipulated a

provision on gender equality in Article II, Section 14 “The state recognizes the role of women in

nation building and shall ensure the fundamental equality before the law of women and men”

(Nolledo, 1986 as cited in Carmona,2006)

Furthermore, the Republic Act 7192, approved in February 1992, is an act intends to promote the

integration of women as full and equal partners of men in development and nation building and

other purposes (Chan-Robles, 2006). This act instructs government agencies to ensure that both

genders share equitability as agents and beneficiaries of development projects, and to allocate

specific funds from Official Development Assistance for women’s concerns. It gives women the

capacity to act and enter into contracts in the same way that men can, and allows women

participation in certain areas that by tradition had been completely or partially off-limits to them,

such s admission to military school (Ways to Gender-Responsive Organization, 1999).

The Philippine Commission on Women with the aid of the Department of Budget and Management

were able to insert a series of steps to institutionalize the mobilization of financial resources

intended for GAD projects. In the 1995 General Appropriations Act, the insertion of Section 27

directed agencies to place priority on gender-based projects , programs and set aside an amount

from 1995 appropriations for projects that address gender-issues or aptly called “1995-1996

Women’s Budget Statement” (Carmona, 2006).

The 1997 general Appropriations Act, Section 27 requires all departments, bureaus,

offices, and agencies to set aside a minimum of five percent out of their 1996 appropriations to be

used for projects designed to address gender issues in accordance with RA 7192.
The most recent law which summarizes all related laws and guidelines is the Republic Act 9710

otherwise known as Magna Carta of Women signed August 14, 2009 which encompasses all necessary

details in the implementation of GAD.

There are also some laws that are related to GAD such as Anti-Sexual Harassment or RA

7877 to protect women and men in their workplace, the RA 9262 protects women and their children

from domestic violence, the RA 7610 protects children in schools, in homes and in the community.
On GAD Mainstreaming in DepED

In cognizance with foreign and local laws, the department of Education conducted several Training
of Trainers (TOT) so as to cascade the concept of GAD down to their division offices then down to the
schools. The total package of the training is called Gender Sensitivity Training (GST). Part of each
evaluation was to count the number of employees who have undergone GST.

There were prototyped lesson plans released in 2007 integrating the Core Messages of GAD in chosen
competencies where entry is possible.

In 2012, the department ordered offices to establish the GAD Focal Point System (GFPS) to carry out
and look into the implementation in each division.(DepED Order No. 140)

Seminar-workshop on planning and budgeting was also conducted to GFPS members in the same year.

Recently, last 2014, the Child Protection Policy with Anti-bullying was formulated in each school and
submitted to DepEd higher office.
Conceptual Framework

Gender and Development came to its existence in early 90s as an aftermath of several

researches on issues of women’s concern and when women gradually become aware of their gender

status and position in different spheres of our society. According to Longwe, there are three essential

elements in gender awareness such as recognizing that women have different and special needs,

recognizing that women are disadvantaged group relative to men and recognizing that women’s

development means working towards increased equality and empowerment for women relative to

men. These issues of inequality between sexes are called gender issues.
Gender issues are deterrents to development (Carmona, 2006). Thus, it is important to address them

in development planning. This arises when people recognize that a particular instance of inequality

is wrong, unacceptable and unjust. These are difficulties that women and men experience as a result

of cultural biases- emanating from beliefs, attitudes, values, roles and characteristics attributed by

society to women and men.

Gender and Development (GAD) focuses on the principle that development is for all.

Everyone in society male or female has the right to equal opportunities to achieve a full and

satisfying life (Forte, 2002 cited in Carmona, 2006) Women and men should enjoy the same

conditions for realizing their full human rights and potentials to contribute to development as well

as from the results.

Since DepEd is a social service organization tasked with the constitutional mandate to educate the
Filipino children and youth (Secretary Roco), it is best to let the societal change starts from the
foundation of every individual, the basic education phase. Through this perspective, Deped began its
GAD advocacy program in 2004 by conducting trainings to Division Office personnel. The department
also came out with a set of Core Messages on Gender and Development (GAD) and produced
Teaching Exemplars (DepEd Order No. 14 s. 2006) to be integrated in the daily lesson where entry is
possible.

In one of the seminars attended by the researcher, the staff of DepEd Human Resource
Development Service (SDD-HRDS) said that the department Instructional Materials Council
Secretariat (DepEd- IMCS) will conduct a review on contents of textbooks and other instructional
materials to eradicate gender stereotyping especially on pictures used in some textbooks. It has been
said that a problem in our educational system is the subtle presence of sex-role stereotyping in
textbooks used by our school children (Alba, 2005).
Gender and development is a perspective that encompasses a wide range of development to address the

welfare of marginalized citizens not only to women but also to the children who are powerless to protect

themselves, to the PWD (Persons with Disability), to the Third Sex who oftentimes are victims of hate

crimes, bullying and other abuses.

Recently, all schools in Quezon are obliged to craft a school-based Child Protection and Anti-

Bullying Policy in consonance with R.A 7610 otherwise known as the Anti-Child Abuse Law and R.A 10627.

Other related programs such as SBM WinS (Wash in School), Child –Friendly School System (CFSS),

Disaster Risk Reduction Management (DRRM), and R.A 8972 or the Solo parent Act are among of the many

gender and development mainstreaming initiatives in the Department of Education.

Notwithstanding these efforts, no one can exactly tell how far we have gone. Were the initiatives of the

department on Gender and Development (GAD) implemented with ease at School levels? No one can tell of

the aftermaths after a decade of efforts to hasten gender mainstreaming in education.

The awareness on GAD can be manifested in the utterances and in day to day activities of teachers

and pupils. Teachers of all levels of experience tend to interact more with male students than with female

students (Akpakwu, 2015). Consequently, it is necessary that a gender-equity program be assessed to look

into the perceptions of masculinity and feminity of children in the classroom as well as in playground

(Skelton cited in Amott, 2004 cited in Akpakwu, 2015). The assessment result would then serve as

benchmarking point for the necessary action plan. The discussion on GAD is worldwide as it concerns the

improvement of the quality of life throughout the planet to make it livable for the entire humanity.
Hypothesis

There is no significant difference in the extent of the implementation of GAD programs

and projects in terms of age and sex.

Definition of Terms

In order to have an easy understanding of this study, some terms are conceptually and

operationally defined.

Awareness. As used in this study, this pertains to teacher’s knowledge and understanding on the

concepts of gender and development (Hidalgo, F.A, 2010).

Bullying. Conceptually defined as an act committed or series of acts directed towards another

student, or a series of single acts directed towards several students in a school setting or a place of

learning, which results in physical and mental abuse, harassment, intimidation, or humiliation.(DepEd

Order NO.40, series 2012).

 Child. Conceptually, this efers to any person below eighteen (18) years of age or those over but are

unable to fully take care of themselves or protect themselves from abuse, neglect, cruelty, exploitation or

discrimination because of physical or mental disability or condition;(R.A 7610). In DepEd, the term also

includes pupils or students who may be eighteen (18) years of age but are in school (DepEd Order No. 40,

series 2012).

Child Protection. Operationally, refers to programs, services, procedures and structures that are

intended to prevent and respond to abuse, neglect, exploitation, discrimination and violence.

DepEd Order. As used in this study, this refers to an Order from the Office of the Secretary of the

Department of Education which is to be followed by lower offices of the department strictly. Violation

thereof can be dealt with administrative sanctions.

 GAD Core Messages. Operationally, this relates to the concepts geared towards societal

development such as shared parenting, shared home management, equality among men and women,

recognizing and valuing women’s role and contributions in national building and preventing violence

against women and their children.(Handouts from the seminar attended by the researcher)

GAD Focal Person. Operationally, this denotes to a person task to facilitate and monitor the

implementation of gender mainstreaming, (NCRFW, 2001)

GAD Focal Point System (GFPS). As used in this study, this pertains to a mechanism created in

DepED to ensure implementation, monitoring, and review and updating of GAD Plan. (DepED Memo

140, s. 2012)
 Gender. Conceptually, this refers to the specific set of characteristics that identifies the social

behavior of men and women and the relationship between them which are socially determined and

culturally defined. It changes across time, age and culture.

Gender Equality. Conceptually, this refers to the principle asserting the equality of men and

women and their right to enjoy equal conditions realizing their full human potentials to contribute to

and benefit from the results of development (R.A 9710).

Gender Equity. Conceptually defined as the policies, instruments, programs, services, and actions

that address the disadvantaged position of women in society by providing preferential treatment and

affirmative action. (R.A 9710).

 Gender and Development (GAD). Conceptually defined as a developmental perspective and

process that are participatory and 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. (R.A

9710, Chapter II)

Gender Mainstreaming. Conceptually refers to the strategy for making women’s as well as

men’s concerns and experiences an integral dimension of the design implementation, monitoring and

evaluation of policies and programs in all political, economic, and societal spheres so that women and

men benefit equally and inequality is not perpetuated. (R.A 9710).

Gender Sensitivity. Operationally, this refers to the ability to recognize issues concerning men and women

relationship, hidden and manifested bias in education, employment, government service, food and nutrition,

family affairs, and human rights violation (Alba, 2005).

Implementation. The term is operationally defined as the extent of the application, function and

operation of the GAD programs and projects in the schools.

Integration. In this study, integration refers to incorporating concepts on gender and development in the

teaching-learning process (Deped Order 11, series 2007)

Instructional Materials. Educational resources are used to improve students’ knowledge, abilities, and

skills, to monitor their assimilation of information, and to contribute to their overall development and

upbringing (DepEd Order 11, series 2013)

 Lesson Plan. Operationally this refers to the plan to be executed on a daily basis written by the

teacher himself/herself.

Parent. Conceptually refers to the biological parents, step-parents, adoptive parents and the

common-law spouse or partner of the parent (DepEd Order No. 40, series 2012).

PPGD. Philippine Plan for Gender-Responsive and Development. This is a 30-year plan which

started its implementation to all government institutions and instrumentalities in 1995 and will be finished

in 2025 (Hand-outs of the researcher).

Project. It is conceptually defined as a task or a planned program of work that requires a large

amount of time, effort, a planning to complete. In this study, this pertains to the initiative of DepEd to be

implemented to attain desired outcome (DepEd Order 49, series 2004)

 Program. Conceptually, in computing, a program is a specific set of ordered operations for

a computer to perform (Rouse, 2007). In this study, this refers to a plan of action for achieving something

that can extend to a system of services, opportunities or projects usually designed to meet social needs.

SBM-WinS. School-Based Management-Wash in Schools. In this study, this refers to a program of

DepEd which aims to protect children from air-borne diseases.

School Head. Conceptually defined as the chief executive officer or administrator of a public or

private school or learning area (DepEd Order NO. 40, series 2012). In this study, a school may either be a

principal, head teacher, and or officer- in-charge.

Solo Parent. Conceptually, a solo parent is defined in R.A 89 72 as any individual who falls under any of
the following categories:

(1) A woman who gives birth as a result of rape and other crimes against chastity even without a
final conviction of the offender: Provided, That the mother keeps and raises the child;

(2) Parent left solo or alone with the responsibility of parenthood due to death of spouse;

(3) Parent left solo or alone with the responsibility of parenthood while the spouse is detained or is
serving sentence for a criminal conviction for at least one (1) year;

(4) Parent left solo or alone with the responsibility of parenthood due to physical and/or mental
incapacity of spouse as certified by a public medical practitioner;

(5) Parent left solo or alone with the responsibility of parenthood due to legal separation or de facto
separation from spouse for at least one (1) year, as long as he/she is entrusted with the custody of the
children;
 (6) Parent left solo or alone with the responsibility of parenthood due to declaration of nullity or
annulment of marriage as decreed by a court or by a church as long as he/she is entrusted with the
custody of the children;

(7) Parent left solo or alone with the responsibility of parenthood due to abandonment of spouse
for at least one (1) year;

(8) Unmarried mother/father who has preferred to keep and rear her/his child/children instead of
having others care for them or give them up to a welfare institution;

(9) Any other person who solely provides parental care and support to a child or children;

(10) Any family member who assumes the responsibility of head of family as a result of the
death, abandonment, disappearance or prolonged absence of the parents or solo parent. (Republic Act
8972).
 Teacher. A person who by profession directly involve in teaching learning process with the

students.

Violence Against Women. It refers to any act of gender-based violence that results in, or is likely to

result in, physical, sexual, or psychological harm or suffering to women. including threats of such acts,

coercion, or arbitrary deprivation of liberty to women. (Republic Act 9262)

 CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the research design, research participants, research instrument, validity

and reliability of the instrument, data gathering procedures and statistical treatment of the data.

Research Design

This study will use of the Descriptive Research. Survey method in utilizing the questionnaire. In

this Survey Method Research, the participants will answer the questionnaire (Hale, 2011) that

describes the extent of implementation of GAD Programs and Projects and the problems encountered

during its implementation.

Respondents of the Study

Participants of this study will be the 28 teachers and the school head of Cabay National High

School, Tiaong Quezon School Year 2018-2019. The researcher purposively chooses these

respondents due to its accessibility to transportation and can be easily monitored as to implementation

of DepEd programs and projects. Table 1 presents the frequency and the percentage distribution of

respondents.
 Table1.Frequency and Percentage Distribution of Participants

Grade Level Number of Teachers %

/Respondents
_________________ ___________________ ________________
Grade 7 Teachers 6
Grade 8 Teachers 6
Grade 9 Teachers 6

Grade 10 Teachers 6
Senior High School 4

School Head 1
TOTAL 100
Cabay National High School is composed of 28 teachers and 1 School Head. All teachers and

administrators of these five big schools will be considered participants of the study.
Research Instrument

A researcher-made questionnaire based on the study of Carmona in (2006) will be conducted to

the 28 teachers and (1) school administrator in Cabay National High School, Tiaong Quezon. The

questionnaire is composed of three parts. Part I elicits data for the participants’ profile. Part II of the

questionnaire determines the extent of implementation of the GAD Program as perceived by the

participants. Part III provides data on the problems and challenges encountered by the participants

during the implementation of the program.

Questions Number 1 to 6 (Part I) in the research instrument will answer Research Objective 1

while Questions Number 1-6.4 (Part II) will answer Research Objective 2. Lastly, Question Number 7

will answer Objective Number 3.

 The instrument will be used had been previously validated by Carmona (2006). However,

because of some revisions made, the instrument will also be subjected to further validation process

by presenting it to three experts in education using Good and Skate with an average of 3.67. The

research instrument therefore is valid.

The research instrument will be conducted to teachers who are the participants in the study to

establish the reliability of the questionnaire. Cronbach Alpha will be used to compute the reliability

score. The reliability score is .842 therefore the research instrument is reliable.
Data Gathering Procedure

After establishing the validity and the reliability of the research instrument, the researcher

will reproduce the research questionnaire. The researcher will personally distributed the survey

form to the respondents after obtaining the approval of the school authorities. The consent of the

participants will also be sought before they will be given the questionnaire. The objective and the

benefits of the study will be explained to them as well as the importance of confidentiality of their

answers.
Statistical Treatment

The statistical treatment for research Objective No.1, which is to describe the profile of the

respondents, is frequency and percentage. The mean scores will be used to determine the extent

of implementation of the programs being the second problem. Ranking will be used for Objective

No.3. The significant difference will be determined using Kruskall –Wallis and Mann Whitney.
 Bibliography
Akpakwu, O.S & Bua, F (2015).”Gender equality in schools: Implication for the
Curriculum, Teaching, and Classroom Interaction”

Alba, M.V (2005), Gender sensitivity: University of Saint La Salle, Bacolod City

Anastasaki et al., the Gender Issue in Teachers’ Professional Development Suppl.

Proceedings of the International Conference (2005):44-46 Journal of
Science Education

Carmona,E.M (2006). An assessment on the implementation of gender and

development: University of Saint La Salle, Bacolod City.

Diprete, T A. (2012).School Context and the Gender Gap in Educational Achievement.

American Sociological Review 77.3:463-485
Chan-Robles (2006). http://www.chanrobles.com

DepEd Order No. 1 s. 2002 Retrieved from http://www.deped.gov.ph

DepEd Order No. 36 s. 2002 Retrieved from http://www.deped.gov.ph

DepEd Order No. 19 s. 2004 Retrieved from http://www.deped.gov.ph

DepEd Order No. 49 s. 2006 Retrieved from http://www.deped.gov.ph

DepEd Order No. 14 s. 2007 Retrieved from http://www.deped.gov.ph

DepEd Order No. 16 s. 2007 Retrieved from http://www.deped.gov.ph

DepEd Order No. 40, series 2012. Retrieved from http://www.deped.gov.ph

DepEd Order No. 63, series. 2012. Retrieved from http://www.deped.gov.ph

DepEd Order No. 27, series. 2013. Retrieved from http://www.deped.gov.ph

DepEd Order No. 88, series. 2016. Retrieved from http://www.deped.gov.ph

Eisle et.al (2010), Masculine gender-role stress: Predictor of anger, anxiety, and health
risks behavior

Hidalgo, F.A.(2010). Gender Mainstreaming in Education, Palo,Leyte

Ickes, W. (1993). Traditional gender role: Do they make, and then break, our
relationship?: University of Texas at Arlington

Lewis, J. (1992). London School of Economics, Uk,

Licuanan, R. (2001). Gender sensitivity issues, National Book Store: Manila

Longwe, SH. (1991). Gender awareness: The missing element in the third world
development project
Luongo, N. (2012),Increasing elementary school teachers’ awareness of gender
inequity in student computer usage: International Electronic Journal
of Elementary Education

Manalo, M. G. (2012), Gender and development Books on wheels enterprises: Tarlac

City

Migunde et al (20012), Gender differences, career aspirations and career development

Barriers of secondary school students, Gender and behavior, 10(2)

Nivatnuwong, M.(2012), Gender: Curriculum development for gender equity in school,

International Conference on Education and e-Learning:Singapore

Nolledo, J.N (1994). The 1991 local government code with basic features: National
Book Store: Manila

National Demographic Health Survey, Statistics (2008). Retrieved from

http://www.pcw.gov.ph
Peterson, J.(2015).Five Reasons to Teach Gender Equality. Retrieved from http://www.
Huffingtonpost.com/joel_l_peterson/post_10328_b_8307774.html

Philippine Statistics Authority, (2016). https://psa.gov.ph/

Skelton, A. (2004).A gender equitable approach to schooling. Journal of Education and

Practice

Republic Act 9262: Anti-violence against women and their children (2004). Retrieved
from the: http://www.pcw.gov.ph

Republic Act 9710, Magna carta of women (2009). Retrieved from the
http://www.pcw.gov.ph

Rice, C. (2016): 6 steps to gender equality: A blog post. Retrieved from http://curt-
rice.com
Thank You!!!