The full and
complete
development of a
country, the welfare
of the world and the
cause of peace
require the
maximum
participation of
women on equal
terms with men in
all fields.
The full and complete development of a country,
the welfare of the world and the cause of peace
require the maximum participation of women on
equal terms with men in all fields.
Facts…
 The
Convention on the Elimination of All Forms of
Discrimination against Women (CEDAW), often
described as the international bill of rights for
women, was ratified by 177 countries including
the Philippines.
 The
Philippines signed the Millennium
Declaration, which includes the promotion of
gender equality as its third goal.
Facts…
 The
target of eliminating gender disparity in
primary and secondary education,
preferably by 2005, and all levels of
education not later than 2015, is projected
to be reached or even surpassed by the
Philippines.
equality is integral to the
achievement of the Millennium Development
Goals (MDGs).
 Gender
Facts…
 Without
progress toward gender equality and
women’s empowerment, none of the MDGs and
their targets will be achieved.
 It
is also one of few countries with gender equality
provisions in its Constitution. Section 14 of Article II
states that “it recognizes the role of women in
nation-building, and shall ensure the
fundamental equality before the law of women
and men.”
Facts…
 Other
noteworthy laws and policies promoting
gender equality are the Women in Development
and Nation-Building Act (Republic Act [RA] 7192),
 The
Philippine Plan for Gender-Responsive
Development (PPGD),
 The
Anti-Sexual Harassment Act (RA 7877),
Facts…
 The
Anti-Trafficking in Persons Act (RA 9208),
 The
Anti-Violence against Women and Their
Children Act (RA 9262),
 Laws
on Rape (RA 8353 and RA 8505).
Facts…
It
has been proven that any effort
toward sustainable development
requires the participation of women
at all levels of policymaking and policy
implementation.
Facts…
 The
Philippines has been taking concrete steps
toward integrating GAD concerns in the
development process. The Harmonized Gender
and Development Guidelines is a vital contribution
to this process of gender mainstreaming---processes
and mechanisms for the Philippine Plan for GenderResponsive Development as part of our efforts to
implement RA 7192,
Facts…
 The
international development partners in
the Philippines, are happy to collaborate
with the National Economic and
Development Authority (NEDA) and the
Philippine Commission on Women (PCW) in
producing guidelines.
Facts…

Asian Development Bank (ADB)

Australian Agency for International Development (AusAID)

Canadian International Development Agency (CIDA),

European Commission (EC)

International Labor Organization (ILO)

Japan International Cooperation Agency (JICA)

United Nations Children’s Fund (UNICEF)

United Nations Development Program (UNDP), United Nations Population Fund (UNFPA)

United States Agency for International Development (USAID)

the World Bank (WB)

World Health Organization (WHO)

Voluntary Service Overseas Philippines (VSOP)
CHED Memorandum Order
No. 01, S. 2015
“ESTABLISHING
THE POLICIES AND
GUIDELINES ON GENDER AND
DEVELOPMENT IN THE COMMISSION
ON HIGHER EDUCATION AND HIGHER
EDUCATION INSTITUTIONS (HEIs)”
CHED Memorandum Order
No. 01, S. 2015
for
the institutionalization of
gender equality and GAD in the
policies, operations and programs
of HEIs.
GAD initiatives and effort of
the CHED…
categorized
into three
Policy, Programs
and People.
areas:
Policies
The
Commission on Higher
Education has issued Special
Orders and Memoranda relative
to the following:
Policies
 Prescribing
Guidelines and Procedures
for the Implementation of the Magna
Carta of Women…
 Creating
and/or strengthening the GAD
Focal Points in CHED Central Office and
Regional Offices---HEIs…
Policies
Reviewing
GAD plans to ensure
compliance with the provisions
of the IRR pertaining to the role
and responsibilities of CHED and
HEIs…
Policies
 Spearheading
an Information and
Education Campaign to advocate for full
implementation of RA 9710 and its IRR,
to Student and Faculty Orientation
programs each semester, and directed
that this be made part of schools’ annual
compliance requirements…
Policies
The
Gender and Development Accord
of Philippine Higher Education
Institutions (HEIs), the harbinger of
the future CMO on mainstreaming
gender equality in higher education
as a policy…
Policies
 CHED
Memorandum Order No. 1, series
of 2015, which seeks to promote
gender-sensitive/responsive and rightsbased policies, curricula, instructional
materials, as well as research and
extension services in all higher
education institutions…
Policies
Institutionalizing
in the CHED
system of a Technical Panel on
Gender and Development--HEIs…
Programs
 In
order to achieve the goals set by the
Commission in terms of promoting
gender equality, women empowerment,
and elimination of gender disparity in
higher education, we have
institutionalized the following
programs:
Programs
 Programs
to increase and maintain
the enrolment of females in
traditionally male-dominated courses
and conversely, males in traditionally
female-dominated course offerings
through the grant of scholarships;
Programs
 Programs
for intervention to assist
female students with extreme
personal circumstances that hamper
their completing courses until
graduation;
Programs
Faculty
Development programs
to enhance professional skills of
teachers including those
specializing in gender-related
courses;
Programs
Institutionalization
of the
Committee on Decorum and
Investigation (CODI) to eliminate
all forms of gender-based sexual
harassment in the educational
workplace or training areas;
Programs
Review
by colleges of their
operational policies as well as
research and extension
programs making these more
gender-responsive.
Programs
 Extension
services address the gender
issues of poverty through training for
livelihood (organic farming, revival of
heritage products, food processing
etc.), health services, and psychosocial services for women and
indigenous peoples, as well as
advocacy programs for social
protection of women.
Programs
 Publication
of the Higher Education
Gender Handbook. A compendium of
data and information on GAD-related
concerns, to ensure that the HEIs under
its jurisdiction are guided accordingly in
fast tracking gender mainstreaming,
institutionalizing GAD-related policies,
and implementing related programs and
projects.
Programs
The
Higher Education
Summits on Gender Issues
has become a major
program.
People
In
order to develop people and
the GAD human resource, capacity
building for GAD focal persons of
CHED central and regional offices
and HEIs were conducted
nationwide.
People
 Gender
Consciousness including
Orientation on the Magna Carta for
Women and GAD Focal Point
System Guidelines, Gender
Sensitivity, Women, Peace, and
Security;
People
 GAD
Skills including training on Gender
Analysis, GAD Planning and Budgeting,
Use of the Harmonized Gender And
Development Guidelines, Capacity
Development in Fulfilling the Provisions
of the Magna Carta of Women, Assessing
Programs and Projects, Effective
Management, Elimination of Genderbased Violence on Campuses.
Challenges and Opportunities for
Promoting Gender Equality
in HEIs …

The challenges and opportunities that ASEAN
integration poses to the promotion or advancement of
gender equality in HEIs;

The gender/women’s studies programs that have been
adapted to the specific contexts of ASEAN member
countries and may serve as templates;

The approaches and strategies of member countries
in preparing Higher Education for full ASEAN
integration.
Emerging social issues and concerns that
affect women and families
food
security, vulnerability to climate
change, need for disaster
preparedness and prevention, and
search for equitable and sustainable
growth.
The
mainstreaming of GAD in higher
education is therefore essential to the
success of
ASEAN integration.
GAD
should be part of the higher education
system of all member countries.
Philippine Plan for Gender-Responsive Development
(PPGD)
Vision

Gender equality

Women’s empowerment

Sustainable development

Peace and social justice

Actualization of human potentials beyond basic needs

Democratic participation

Self-determination at all levels

Respect for human rights
Philippine Plan for Gender-Responsive Development
(PPGD)
Goals
1. Increased economic empowerment of women
2. Protection and fulfillment of women’s human rights
3. Gender-responsive governance
Philippine Plan for Gender-Responsive Development
(PPGD)
 Strategies





(G1)
Enhancement of sustainable access of women to capital, market,
information, technology, and technical assistance
Enhancement of employment and livelihood skills of women,
particularly in high-value-adding industries and agricultural
activities
Establishment of an enabling environment that will ensure the
effective implementation of policies for the protection of woman
workers
Increase in women’s awareness of their economic rights and
opportunities
Strengthening of women’s representation in economic decisionmaking bodies
Philippine Plan for Gender-Responsive Development
(PPGD)
Strategies
(G2)
Enhancement of women’s access to/utilization of
basic social services
 Promotion of a gender-responsive delivery of
justice to violence against women (VAW) survivors
 Formulation and implementation of legislative
measures that will eliminate gender bias
 Promotion and advancement of women and girlchildren’s human rights

Philippine Plan for Gender-Responsive Development
(PPGD)
Strategies
(G3)
GAD mainstreaming in the bureaucracy
 Enhancement of women’s leadership roles and
participation in decision making
 Strengthening of women’s role in promoting genderresponsive governance
 Strengthening of government partnership with media in
covering various women’s issues

Gender equality and women’s
empowerment outputs and outcomes…
 Improved
physical welfare of women and girls; lower
incidence of malnutrition, morbidity, and mortality
among girls and boys; lower maternal morbidity and
mortality; improved functional literacy of various
groups of women, particularly among the older age
groups in rural areas and among indigenous peoples
groups; and improved school participation of girls
and boys at various levels;
Gender equality and women’s empowerment outputs and outcomes…
 Equal
access of women and men to development
opportunities (including employment generated
by the project), resources, and benefits, which
implies the removal of constraints, barriers, and
various forms of gender-based discrimination
with respect to women’s access;
Gender equality and women’s empowerment outputs and outcomes…
 Greater
understanding of women’s human rights
among women and men; commitment of the
State to recognizing, protecting, and fulfilling
human rights, particularly of women and girls; or
changes in attitudes and beliefs concerning
gender relations, as indicated by a reduction in
the incidence of violence against women and a
more equal gender division of labor;
Gender equality and women’s empowerment outputs and outcomes…
 Equal
participation of women in bodies or
organizations created by development programs
or projects; and higher representation of women
in various decision-making bodies and
leadership positions; and
 Equal
control of women and men over resources
and processes and outcomes of development.
GAD Monitoring Indicators

AGRICULTURAL AND RURAL DEVELOPMENT

INFRASTRUCTURE

PRIVATE SECTOR DEVELOPMENT

SOCIAL SECTOR: EDUCATION

SOCIAL SECTOR: HEALTH

SOCIAL SECTOR: HOUSING AND SETTLEMENT

SOCIAL SECTOR: PROJECTS FOR AREAS UNDER ARMED CONFLICT, OR
WOMEN AND PEACE PROJECTS
The Institutionalization Process
A. The GAD Focal Point System (GFPS)
1. Composition

School President as Head

The President’s Advisory Council---Management Committee (Members of the
Management / Executive Committees)

GAD Focal Committee---Chaired by Dean or Department Chair with designated
staff members

Secretariat composed of identified support staff for various colleges/
departments
The Institutionalization Process
A. The GAD Focal Point System (GFPS)
2. Duration of Designation to the GFPS

For a period of at least three (3) years
3. Duties and Functions
4. Review of Policies, Standards and Guidelines
5. Funding Requirements of the GFPS (allocate reasonable portion
of the annual budget)
The Institutionalization Process
B. Curriculum Development
1. Statement of Policy
 Revision of gender stereo types and images in instructional materials and
curricula
 GAD sensitive language shall be used at all times
 Capacity building on GAD, Peace and human rights, education for teachers
and those who are involved in the education sector
2. Obligations---respect the rights off women, refrain from discriminating
against women and violating their rights, protect women against
discrimination and from violation of their rights by private corporations,
entities or individuals, and promote the rights of women in all spheres.
The Institutionalization Process
B. Curriculum Development
3. Gender Mainstreaming strategies --- reflected in the institutional
development plan, the training in gender analysis on sexism and other forms
of gender biases in curriculum design, learning materials, pedagogical
practices and disciplinary policies; training on gender related topics into
various courses/ disciplines; and training in the development of genderresponsive performance monitoring guidelines and tools.
4. Library and Learning materials---provision of adequate and accessible
library learning materials across disciplines
5. Related Activities---participation to GAD related conferences, fora,
conventions and meetings.
The Institutionalization Process
B. Curriculum Development
5. Creation of a Technical Panel on Gender and Women Studies
(TPGWS) to review course offerings, research proposals, and
extension projects; review gender sensitive curriculum materials and
instructional plans; and assistance in mainstreaming of gendersensitive principles into curricular proposals
6. Discipline Specific Manuals and Guidelines
7. Budgetary and Planning Requirements
The Institutionalization Process
C. Gender Responsive Research Program (GRRP)
1. Statement of Policy- support policies, researches, technology, and
training programs and other support services such as financing,
production and marketing to encouraged active participation of
women
2. Complementation with the NHERA—develop research capacity
and enhance research productivity, identify research priority areas
and programs, conduct of gender responsive researches
The Institutionalization Process
C. Gender Responsive Research Program
3. Gender-Responsive Research Programs (GRRP) ---
integrate in the Institutional Plan the priority research
areas, established GAD data-based with sex-disaggregated
data and statistics, GAD policy and program assessment
and evaluation, establishment of an Ethics Board,
incentives and other support structures
The Institutionalization Process
C. Gender Responsive Research Program
4. Priority Areas ---gender studies/ research in all disciplines,
specific topics for gender and social issues, gender in power and
decision making, economic empowerment- (livelihood skills, process
of running a business such as accounting, bookkeeping, production,
product branding, marketing), indigenous women and girls and other
marginalized sectors in education, career tracking of women, women
in history, and other gender issues
5. Budgetary and Planning Requirements – allot an appropriate
outlay to support gender studies and researches
The Institutionalization Process
D. Gender Responsive Extension Program (GREP)
1. Statement of Policy- communicate, persuade and help specific
sectors to improve production, the institution/ organization and
quality of life.
2. Principles--- social protection- policies and programs to reduce
poverty and vulnerability to risks, enhance social status, protect and
promote livelihood and employment, protect against hazards and
sudden loss of income, improve capacity to manage risks, social
insurance, social welfare and social safety nets; and appropriate
technology- skills and materials readily available.
The Institutionalization Process
D. Gender Responsive Extension Program (GREP)
3. Priority Areas ---technology transfer, livelihood programs
with financial literacy, technical assistance, advocacy, and
linkages.
5. Budgetary and Planning Requirements – allot an
appropriate outlay to support gender responsive extension
projects and programs
The Institutionalization Process
E. GAD Student Financial Assistance Program
1. Qualified women belonging to marginalized group--living in poverty with little or no access to land and other
resources, basic and social services such as health care,
education, water and sanitation, employment and livelihood
opportunities, housing, physical infrastructure, and justice
system.
The Institutionalization Process
E. GAD Student Financial Assistance Program
2. Qualified women living in “especially difficult
circumstances”- victims and survivors of sexual and physical
abuse, illegal recruitment, prostitution, trafficking, armed
conflict, women in detention, victims and survivors of rape,
incest and other related circumstances…
3. Qualified women affected by disasters, calamities and
other crisis situations.
The Institutionalization Process
F. GAD Planning and Budgeting
1. The GAD mandates and other issues that the school intends to
address
2. Corresponding programs and activities to address the issues
3. Necessary budget to implement these activities and programs
Note: Gender issues and corresponding projects, programs and
activities maybe either client-focused or organization-focused
The Institutionalization Process
G. Sex-disaggregated Data and GAD Database
1. Guidelines and MIS to include collection of sexdisaggregated data.
2. Analysis of sex-disaggregated data
Thank YOU and
Mabuhay ang
GAD!!!
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Dr. David Cababaro Bueno - INSTITUTIONALIZATION OF GAD AT CCI