Introducing
Your new presentation assistant.
Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.
Trending searches
DepEd Gender Responsive Basic Education Policy
31
GENDER RESPONSIVE BASIC EDUCATION POLICY
DepEd Order No. 32, s. 2017
Rationale and Background:
Rationale and
Background
- 1987 Philippine Constitution, Article XIV, Section 1
- Republic Act (RA) No. 9710 or the Magna Carta of Women (MCW)
- RA 10533 or the Enhanced Basic Education Act of 2013
- Philippines’ International Human Rights Commitments to the Universal Declaration of Human Rights (UDHR)
- Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW)
- Convention on the Rights of the Child (CRC)
Philippine Commission on Women (PCW) on 2016 found out that:
PCW 2016
a) Boys are underperforming in key education indicators compared to girls.
b) Indigenous Peoples (IPs) fall behind in enrolment data and experience discrimination
c) Higher education degrees manifest marked gender-segregation.
d) Gender biases and stereotypes remain and are still embedded in the curricula, instructional methods, materials, and learning media.
e) Women and girls continue to be vulnerable to sexual harassment and violence inside schools.
2016 National Baseline Study on Violence Against Children by the United Nations Children’s Fund (UNICEF) show that:
UNICEF 2016
a) There is a high prevalence of violence against children among both boys and girls and increasingly, more boys are becoming victims of sexual abuse than girls.
b) Sexual harassment is the most frequent form of sexual violence, with girls being particularly vulnerable. Lesbian, gay, bisexual, and transgender (LGBT) youth are also at risk of sexual violence committed by their peers.
c) LGBT children are at a higher risk for physical and psychological bullying.
d) Children’s previous experiences of violence drive violent behavior in schools.
e) Despite the high prevalence of violence, disclosures are reported to be low. However, teachers are the most common persons children disclosed to and sought help from. As such, teachers and school personnel need to have appreciation and understanding of children’s rights.
This policy shall apply to all:
SCOPE
a) Officials and employees of the DepEd;
b) Officials and employees of private elementary, junior, and senior high schools; and
c) Learners of public and private elementary, junior, and senior high schools, and of learning centers for Special Education and Alternative Learning System (ALS) and laboratory schools of State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs).
Gender-Responsive
Basic Education
GENDER-RESPONSIVE BASIC EDUCATION
These principles are abridged below:
Gender-responsive Strategic Framework
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 toward gender equality.”
f. “Gender is a cross-sectoral issue.”
g. “Anyone can champion gender equality in education.”
B. Mainstream gender In all Policies and Programs, Projects, and Activities (PPAs)
Learners Development
- Advocate gender equality in all aspects of development and ensure that PPAs are made congruent with this policy and are included in the Regional Education Development Plans (REDPs), Division Education Development Plans (DEDPs), School Improvement Plans (SIPs), and Annual Implementation Plans (AIPs).
- Include in the school calendar the observance and celebrations related to GAD such as but not limited to Women’s Month (March), Lesbian, Gay, Bisexual, and Transgender (LGBT) Pride Month (June), Breastfeeding Month (August), Peace Education Month (September), Children’s Month (November), 18-Day Campaign to End VAW (November 25 to December 12), and Human Rights Month (December).
- Support policies on curriculum, instruction, and assessment that are consistent with the principles of gender-responsive education.
Mainstreaming Gender in all PPA's
Curriculum Standards
Curriculum Standards
- Enhance and promote a K to 12 curriculum that integrates gender equality, human rights, sexuality, and reproductive health education, peace education, environmental studies, and child protection.
- Develop a set of GAD and human rights competencies including, but not limited to, core messages and key concepts such as responsible parenthood, equal opportunities, equal representation in public affairs (NGO, Bureaucracy, Electoral Politics, and Business), etc., to be integrated across learning areas and across grade levels.
- Ensure minimum standards on gender sensitivity that will be integrated in the subjects or learning areas, trainings, curricular, co-curricular, and extra-curricular programs for learners and trainees.
Learning Environment
- Ensure a gender-responsive physical and social learning environment that promotes respect for all people and has zero-tolerance for all forms of discrimination, violence, and abuse.
- Ensure that DepEd personnel are properly oriented and trained on gender equality, sexuality, and reproductive health education, human rights, peace education, and child protection.
- Strengthen and sustain the capacity of administrators, guidance counselors, and teachers in handling cases of violence, abuse, discrimination, exploitation, and bullying, and equip them with the technical competence in providing appropriate interventions and immediate referral.
Learning Environment
Assessment
Assessment
- Ensure that formative and summative assessments at the school level and any competitions (e.g., contests, quiz bees) at any level are gender-responsive and culture-sensitive for all learners, teachers, and other concerned personnel.
- Include GAD core messages and key concepts in the test development process specifically in the table of specifications as integrated in the learning competencies using gender-fair language.
- Conduct a GAD orientation for test-item writers to ensure educational assessments are GRBE-compliant in terms of content and procedures.
- Enjoin all public and private accrediting institutions or organizations to include gender-equality elements in their accreditation criteria.
Learning Resources
Learning Resources
1. Develop and provide gender-responsive Learning Resources (LRs) based on the review and revision programs, curriculum, social content guidelines, and other references to ensure that LRs are free from gender biases and stereotypes, and use gender-fair and inclusive language, positive images, and messages.
2. Ensure that writers, editors, evaluators, layout artists, illustrators, and focal persons of LRs are well-trained on gender-responsiveness, sexuality, and reproductive health education, human rights, and peace education.
3. Provide orientation for prospective publishing and development teams to emphasize the inclusion of GAD key concepts and core messages in learning resource development.
4. Provide GAD learning resources.
5. Update the guidelines in the Development of Learning Resources by:
6. Ensure that learning resources procured from external sources comply with GAD key concepts and core messages.
7. Update and align the quality assurance of the learning resources, evaluation instruments, and instructional materials to include gender concepts, values, and gender-fair language.
8. Gather and upload quality-assured GAD leamers, and teachers’ resources to the DepEd Learning Resources Portal.
9. Ensure that field offices shall implement contextualized, localized, and indigenized learning resources integrating GAD core messages and key concepts.
School Health
School Health
1. Provide policy standards and guidelines for the integrated health and nutrition program and capacitate teaching and non-teaching personnel in the implementation of nutrition support programs, school health service delivery, and provision of a healthy school environment.
2. Ensure that all schools, learning centers, and workplaces promote mental health and psychosocial support services aligned with GRBE.
3. Conduct regular focus group discussions or youth forums, and activities on health and nutrition issues as extra-curricular or co-curricular activities.
4. Develop information, education, and communication (IEC) materials on issues for learners in need of special attention.
Educational Facilities
1. Formulate, recommend, and implement programs for development and establishment of educational facilities consistent with the principles of GRBE.
2. Conduct capacity building to ensure that all facilities are safe, functional, adequate, sanitary, gender and culture sensitive, and accessible to Persons with Disabilities (FWDs).
3. GRBE-compliant schools, learning centers, and workplaces
a) Provide women, girl-child, and adolescent-friendly facilities that meet standards for Menstrual Hygiene Management (DepEd Order No. 10, s. 2016 or the Comprehensive WASH in Schools [WinS] Policy)
b) Provide school facilities that meet the standards for persons with disabilities (PWDs) (RA No. 7277 or the Magna Carta of Disabled Persons)
c) Provide teenhubs or adolescent-friendly spaces (Sec. 11.03 of the IRR of RA No. 10354 or the Responsible Parenthood and Reproductive Health Law)
d) Provide breastfeeding stations and child-minding stations
e) Establish VAWC desk in schools
Employee Welfare
Gender Parity in Staffing and Enabling Environment
- Ensure that programs that inculcate and sustain the department core values, respond to employees’ varied needs, and promote employees’ physical, mental, psychological, social and spiritual well-being are gender-responsive.
- Ensure that institutional rewards and recognition systems are gender-responsive.
- Ensure implementation of the grant of special leaves as provided by law, which include but are not limited to maternity, paternity, solo parent, gynecological, and VAWC.
- Ensure enforcement of public and private schools’ implementation of and compliance to RA No. 9710, Sec. 13. C on the non-firing of employees on account of pregnancies outside of marriage.
Strengthen gender and development institutional mechanisms
- The GAD Focal Point System (GFPS)
Strengthening GAD mechanism
- GAD Planning and Budgeting - at least 5% of MOOE