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Gender and Development in Philippines

The document discusses gender and development policies and plans in the Philippines from 1995 to the present. It outlines the Philippine Plan for Gender and Development from 1995-2025, which pursues full equality for men and women. It also discusses the Magna Carta of Women passed in 2009 that mandates gender equality measures. The document then provides context on gender roles and stereotypes that existed in society before the focus on gender and development.

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mike galang
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179 views

Gender and Development in Philippines

The document discusses gender and development policies and plans in the Philippines from 1995 to the present. It outlines the Philippine Plan for Gender and Development from 1995-2025, which pursues full equality for men and women. It also discusses the Magna Carta of Women passed in 2009 that mandates gender equality measures. The document then provides context on gender roles and stereotypes that existed in society before the focus on gender and development.

Uploaded by

mike galang
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Gender and Development in Philippines

       Philippine Plan for Gender and Development, 1995-2025, is a National Plan that
addresses, provides and pursues full equality and development for men and women.
Approved and adopted by former President Fidel V. Ramos as Executive No. 273, on
September 8, 1995, it is the successor of the Philippine Development Plan for Women,
1989-1992 adopted by Executive No.  348 of February 17, 1989.

 Three years after, DENR Administrative Order No. 98 – 15 dated May 27, 1998 came
up as the Revised Guidelines on the Implementation of Gender and Development
(GAD) Activities in the Department of Environment and Natural Resources (DENR) in
order to strengthen the DENR GAD Focal Point System and accomplishing the GAD
vision “Partnership of Empowered Men and Women for Sustainable Development”.

        Republic Act No. 9710, otherwise known as the Magna Carta of Women was
approved on August 14, 2009 which mandates non-discriminatory and pro-gender
equality and equity measures to enable women’s participation in the formulation,
implementation and evaluation of policies and plan for national, regional and local
development.

        A Memorandum Circular No. 2011 – 01 dated October 21, 2011 was released
addressing to all Government Departments including their attached agencies, offices,
bureaus, State Universalities and Colleges (SUCs), Government-Owned and Controlled
Corporations (GOCCs) and all other government instrumentalities as their guidelines
and procedures for the establishment, strengthening and institutionalization of the GAD
Focal Point System (GFPS).

Society Before the Gender And Development…

      Gender stereotypes are generalizations about the roles of each gender. Gender
roles are generally neither positive nor negative, they are simply inaccurate
generalizations of the male and female attributes. Since each person has individual
desires, thoughts, and feelings, regardless of their gender, these stereotypes are
incredibly simplistic and do not at all describe the attributes of every person of each
gender.

         Here are some examples to simplify on how society works before Gender and
Development was formed:

 
   

2. Gender-Fair Language in the Philippines

 In recent years, gender mainstreaming in education has been discussed


and studied. In the Philippines, however, research has tended to focus
on extreme ends of the implementation process such as the awareness of
educators about the gender perspective or the success in incorporating
gender in their pedagogical practices, rather than an in-depth analysis
on the overall experience of educators in the government’s attempt to
mainstream gender-and-development education in schools. Also, there
is a gap in the literature concerning Filipino English language teaching
(ELT) practitioners' views on integrating the gender perspective into
English language education. Through semi-structured interviews, the
present study explores how a group of 71 Filipino college teachers of
English perceive the benefits, ways, and challenges of incorporating the
gender dimension in ELT. The thematic analysis of interview responses
revealed the following benefits: enhancement of learners’ critical
thinking skills, promotion of an inclusive and supportive learning
environment, and increased awareness on the critical role of language
(i.e., English) in recognizing diversity. Further, it was found that the
teacher-participants incorporate gender knowledge in ELT in two ways:
instructional materials and teaching-learning activities, and teacher-
student interaction. In terms of challenges, three major themes
emerged: learner factor, teacher factor, and institutional constraints
(which were further categorized as curriculum, resource, and belief).
Veronico N. Tarrayo, Rafaella R. Potestades & Mark B. Ulla Sexuality &
Culture (2021)

Tarrayo, V.N., Potestades, R.R. & Ulla, M.B. Exploring the Gender Perspective in English
Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education
Institutions. Sexuality & Culture (2021).

https://doi.org/10.1007/s12119-021-09840-x

3. already given

4. Implementation of Gender-Equality in Teaching English

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