SCHOOL POLICY GUIDELINES ON THE IMPLEMENTATION OF GENDER AND

DEVELOPMENT (GAD) PROGRAMS, PROJECTS AND ACTIVITIES (PPAs)

I. RATIONALE
The School is committed to integrate the principles of gender
equality, gender equity, gender sensitivity, non-discrimination and
human rights, in the provision and governance of basic education. This
is in support to the mandate that the State shall protect and promote
the right of all citizens to quality education as provided in the 1987
Philippine Constitution. Considering the total DepEd Laguna employees
and learners, Sta. Maria Integrated High School remain steadfast to
provide them equal opportunity to quality and constructive learning
environment through gender-responsive programs, projects and
activities. The school is also dedicated to ensure that all gender issues
are addressed properly where no employee and learners left behind in
the organization. Hence, this policy guidelines is crafted to strengthen
the implementation of GAD PPAs towards the achievement of gender-
responsive basic education, support the establishment of the GAD focal
point system (GFPS), reinforce the preparation and submission of the
gender and development (GAD) plan and budget and institutionalize
mechanisms for implementation, monitoring and evaluation of the GAD
PPAs, and utilization of GAD budgets. Further, this policy guidelines
seeks to enable the school to undertake gender mainstreaming in
education to address both enduring and emerging gender and
sexuality related issues in basic education towards the achievement of
gender-responsive programs, projects and activities (PPAs) as well as
organizations.
II. OBJECTIVES
This policy provides the guidelines for the effective
implementation of the school gender and development programs,
projects and activities. Specifically, this policy guidelines aims to
provide the following:
a. school general guidelines in the establishment of gender-
responsive basic education
b. school general guidelines on the preparation of gender and
development (GAD) plans, utilization of GAD budgets and submission of
accomplishment reports;
 c. general guidelines in the establishment of gender and
development focal point system
and their functions; and
d. general framework for the implementation of the GAD
programs as well as monitoring and evaluation of such programs
III. SCOPE
This school policy guidelines on gender and development (GAD)
shall apply to all schools’ mandate which ensures the provision of equal
access to education and opportunity for professional growth and
development of the following:
a. Officials and employees of the School;
b. Teaching, teaching-related and non-teaching personnel of Sta.
Maria Integrated High School, junior and senior high school; and
c. Learners of junior and senior high school
IV. DEFINITION
For the purpose of clarity and better understanding of the terms
utilized in this policy guidelines, the following are hereby defined (based
on DepEd Order No. 32, s. 2017 and GMEF Handbook):
a. Gender – refers to the social attributes and opportunities
associated with being male and female and the relationships between
women and men and girls and boys, as well as the relations between
women and those between men. The attributes, opportunities, and
relationships are socially constructed and are learned through socialization
processes. (UN Women in DepEd Order No. 32, s. 2017)
b. Gender and Development (GAD) – refers to the development
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. (MCW in DepEd
NO. 32, s. 2017)
c. Gender awareness – refers to the ability to identify problems
arising from gender inequality and discrimination, even if these are not
immediately apparent. (UNGEI in DepEd NO. 32, s. 2017)
d. Gender-based discrimination – refers to any gender-based
distinction, exclusion, or restriction that has the effect or purpose of
impairing or nullifying the recognition, enjoyment, or exercise by men and
women regardless of their sexual orientation, gender identity, and civil
status, on the basis of equality of men and women, of human rights and
fundamental freedoms in the political, economic, social, cultural, civil or
any other filed. (MCW in DepEd NO. 32, s. 2017)
e. Gender-equality – refers to the principle asserting the equality of
men and women and their rights to enjoy equal conditions realizing their
full human potential to contribute to and benefit from the results of
development, and with the state recognizing that all human beings are
free and equal in dignity and rights (MCW in DepEd NO. 32, s. 2017)
f. Gender equity – moves beyond a focus treatment. It means
giving to those who have less on the basis of needs, and taking steps to
compensate for historical and social disadvantages that prevent women
and men from otherwise operating on a level playing field. (NCRFW in
DepEd NO. 32, s. 2017)
g. Gender expression – refers to the way in which a person acts to
communicate gender within a given culture; for example, in terms of
clothing, communication patterns and interests. A person’s gender
expression may or may not be consistent with socially prescribed gender
roles, and may or may not reflect his or her gender identity. (APA IN
DepEd NO. 32, s. 2017)
h. Gender-fair language – is understood as language that is gender
sensitive or nonsexist.
i. Gender identity – is understood to refer to each person’s deeply
felt internal and individual experience of gender, which may or may not
correspond with the sex assigned at birth, including the personal sense of
the body (which m ay involve, if freely chosen, modification of bodily
appearance or function by medical, surgical, other means) and other
expressions of gender, including dress, speech, and mannerisms.
(Yogyakarta Principles in DepEd No. 32, s. 2017)
j. Gender-Responsive Basic Education (GRBE) – is inclusive
education that ensures girls’ and boys and women’s and men’s equal
access to learning opportunities, address gender-based barriers and the
intersection of different forms of discrimination, takes affirmative steps
where necessary to reduce gender gaps and disparities in the
management of the learning process, provides children a learner-friendly
environment that addresses their diverse learning needs and results in the
progressive achievement of gender equality in educational outcomes.
k. Gender responsiveness – refers to taking action to correct gender
bias and discrimination so as to ensure equality. It entails consistent and
systematic attention to the differences between men and women with a
view to addressing structural constraints to gender equality.
l. Gender sensitivity – is the ability to perceive existing gender
differences, issues and inequalities and to incorporate these into
strategies and actions. (Intrahealth International in DepEd No. 32, s. 2017)
m. Sexual orientation – is understood to refer to each person’s
capacity for profound emotional, affectional, and sexual attraction to and
intimate and sexual relations with, individuals of a different gender to the
same gender or more than one gender. (Yogyakarta Principles)
n. Sponsor – refers to an individual or group who has the power to
sanction or legitimize change. They are responsible for creating an
environment that enables these changes to be made on time and within
 budget. They are also considered as the heads of the organization in the
gender mainstreaming. (GMEF Handbook)
o. The Change Agent – refers to an individual or group who is
responsible for actually making the change. The primary change agents
are usually the GFPS members because they facilitate the implementation
of gender mainstreaming in the organization. (GMEF Handbook)
p. The Target – refers to the individual or group who must actually
change or those that will benefit from development. These people are the
focus of the change effort and play a crucial role in the short- and long-
term success of an organization’s gender mainstreaming.
q. The Advocate – refers to the individual or group who wants to
achieve change but lacks the power to sanction it. The presence of GAD
advocate help lay a solid foundation built on the appreciation of GAD as a
rights-based approach to development.
V. POLICY GUIDELINES
A. Establishment of Gender-Responsive Basic Education
With reference to DepEd Order No. 32, s. 2017, Sta. Maria Integrated High
School commits to:
a. Make its strategic framework gender-responsive in making
strategic framework gender-responsive, the following principles shall
be adopted:
a.1. Gender dynamics impact on education.
a.2. Gender is not just about girls.
a.3. Gender-responsive education is protective.
a.4. Disaggregated data are non-negotiable.
a.5. Involve male and female learners in working toward gender equality.
a.6. gender is a cross-sectoral issue.
a.7. Anyone can champion gender equality in education
b. Mainstream gender in all policies and programs, projects and
activities (PPAs)
b.1. Curriculum, Instruction and Assessment (CIA)
b.1.1. Learners Development
Sta. Maria Integrated High School commits to …
b.1.1.1 advocate gender equality in all aspects of development and
ensure
PPAs are made congruent with the DepEd Order No. 32, s. 2017,
Regional Education Development Plans (REDPs), Division
Education Development Plan (DEDPs), School Improvement Plans
(SIPs), and Annual Implementation Plans (AIPs).
b.1.1.2 include in the school calendar the observance and celebrations
related to Gender and Development (GAD).
b.1.1.3. support policies on curriculum, instruction and assessment that
are
consistent with the principles of gender-responsive education.
b.1.2. Curriculum Standards
Sta. Maria Integrated High School commits to …
b.1.2.1 enhance and promote a K to 12 curriculum that integrates
concepts
relative to gender and development.
b.1.2.2 develop a set of GAD and human rights competencies
b.1.2.3 ensure minimum standards on gender sensitivity that will be
integrated in the subjects or learning areas.
b.1.3. Learning Delivery
Sta. Maria Integrated High School commits to …
b.1.3.1. ensure that all public schools and learning centers maintain
gender-responsive instructional delivery and services.
b.1.3.2 design gender-responsive models of instruction for basic education
appropriate for all types of learners.
b.1.3.3 formulate enabling policies and guidelines for the implementation
of
gender-responsive innovative teaching and learning approaches
and assessment models for basic education aligned with curriculum
standards.
b.1.3.4 provide technical assistance to the schools and district offices in
the adoption or modification of gender-responsive learning models
and strategies.
b.1.4. Learning Environment
Sta. Maria Integrated High School commits to …
b.1.4.1. ensure a gender-responsive physical and social learning
environment.
b.1.4.2. ensure that its personnel are properly oriented and trained on the
concepts, policies and programs related to gender and development
b.1.4.3. ensure that learning and development programs are aligned with
the GRBE
b.1.4.4. promote the institutionalization of gender-responsive teaching
learning plans, guides, processes, activities and mechanisms and
measures.
b.1.4.5. provide adequate and responsive capacity-building activities for
teachers in dealing with children in conflict with the law (CICL) and
children at risk (CAR)
b.1.4.6. 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.
b.1.5. Learning Resources
Sta. Maria Integrated High School commits to …
b.1.5.1. develop and provide gender-responsive learning resources (LRs)
b.1.5.2. 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.
b.1.5.3. provide orientation for prospective publishing and development
teams to emphasize the inclusion of GAD key concepts and core message
in learning resource development.
b.1.5.4. provide GAD learning resources.
b.1.5.5. Update guidelines in the development of LRs.
b.1.5.6. ensure that learning resources procured from external sources
comply with GAD key concepts and core messages.
b.1.5.7. update and align the quality assurance of the learning resources,
evaluation instruments and instructional materials to include
gender concepts, values and gender-fair language.
b.1.5.8. gather and upload quality-assured GAD learners’ and teachers’
resources to the DepEd learning resources portal.
b.1.5.9. ensure that schools and district offices implement contextualized,
localized and indigenized learning resources integrating GAD core
messages and key concepts.
b.1.6. Assessment
Sta. Maria Integrated High School commits to …
b.1.6.1 ensure that formative and summative assessments at the school
level and any competitions at any level are gender-responsive and
culture-sensitive for all learners, teachers and other concerned
personnel.
b.1.6.2 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.
b.1.6.3 conduct a GAD orientation for test-item writers to ensure
educational assessments are GRBE-compliant in terms of content
and procedures.
b.2. Planning and Field Operations
b.2.1. Learners Support
Sta. Maria Integrated High School commits to …
b.2.1.1. promote awareness of GRBE issues and concerns in the
governance and operations of schools, learning centers and
workplaces.
b.2.1.2. develop framework policies and standards for learners support
programs and services that integrate GAD core messages and
key concepts.
b.2.1.3. implement programs, projects and services of school health, youth
development, and sports development aligned with GRBE.
b.2.1.4. conduct capacity building on health development, school sports
development, and youth formation aligned with guidelines of the
GRBE policy.
b.2.1.5. strengthen cooperation and partnership with agencies,
organizations, and individuals for purposes of education and other
GAD support services.
b.2.1.6. conduct monitoring and evaluation and research in aid of learner
support policy development and service delivery.
b.2.2. School Health
Sta. Maria Integrated High School commits to …
b.2.1.1. 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.
b.2.1.2. ensure that all schools, learning centers and workplaces promote
mental health and psychological support services aligned with
GRBE.
b.2.1.3. conduct regular focus group discussions or youth forums, and
activities on health and nutrition issues as extra-curricular or cocurricular
activities.
b.2.1.4. develop information, education and communication (IEC)
materials on issues for learners in need of special attention.
b.2.3. Youth Formation
Sta. Maria Integrated High School commits to …
b.2.3.1. formulate, recommend, and implement policies for youth
development aligned with GRBE in coordination with the National
Youth Commission (NYC)
b.2.3.2. conduct capacity building on youth development aligned with
GRBE.
b.2.3.3. activate and mobilize youth organizations in all public schools.
b.2.3.4. implement career guidance and counseling programs and
activities that give learners career choices and options aligned with GRBE.
b.2.4. School Sports
Sta. Maria Integrated High School commits to …
b.2.4.1. formulate, recommend, and implement policies on sports
development aligned with RA 9710, Sec. 14, Women in Sports.
b.2.4.2. conduct capacity building for sports development aligned with RA
9710, Sec.14, Women in Sports.
b.2.4.3. ensure gender-responsive implementation of sports programs and
activities.
b.2.5. Planning
Sta. Maria Integrated High School commits to …
b.2.5.1. gather and analyze sex-disaggregated data and gender
information for informed decision making.
b.2.5.2. monitor the implementation of the basic education research
agenda specifically its GAD component.
b.2.5.3. ensure that policies and studies being reviewed by the service are
aligned with this policy.
b.3. Public Affairs, Finance and Administration
b.3.1. Public Affairs
Sta. Maria Integrated High School commits to …
b.3.1.1. establish a media network and mechanism for effective public
relations especially on information dissemination and advocacy campaigns
on GAD
b.3.1.2. lead in ensuring public awareness of DepEd’s gender
mainstreaming initiatives particularly the implementation of this policy.
b.3.1.3. provide direct support to school and district heads in
communications related to this policy.
 b.3.1.4. provide guidance to regional and schools division communications
teams in information dissemination related to DepEd’s gender
mainstreaming efforts and implementation of GRBE.
b.3.1.3. manage communications in relation to GRBE.
b.3.2. Information and Communications Technology (ICT)
Sta. Maria Integrated High School commits to …
b.3.2.1. formulate computerization program policies and activities aligned
with GRBE.
b.3.2.2. conduct continuous capacity-building activities to upgrade
personnel on ICT knowledge and skills particularly on development of sex-
disaggregated database and other GAD information.
b.3.3. Educational Facilities
Sta. Maria Integrated High School commits to …
b.3.3.1. formulate, recommend and implement programs for development
and establishment of educational facilities consistent with the principles of
GRBE.
b.3.3.2. conduct capacity building to ensure that all facilities are safe,
functional, adequate, sanitary, gender and culture sensitive, and
accessible to Persons with Disabilities (PWDs).
b.3.3.3. GRBE-compliant schools, learning centers and workplaces.
c. Ensure gender parity in staffing and create an enabling work
environment
c.1.1. Human Resource Development
Sta. Maria Integrated High School commits to …
c.1.1.1. formulate, recommend and implement policies and frameworks
consistent with the principles of gender-responsive recruitment,
selection and placement, learning and development, performance
management and rewards and recognition.
c.1.1.2. conduct capacity building for all employees on GRBE and in
handling gender issues and concerns.
c.1.1.3. create a pool of GRBE experts.
c.1.1.4. ensure that the implementation of the Results-based Performance
Management System (RPMS) is gender-responsive.
c.1.2. Learning and Development
Sta. Maria Integrated High School commits to …
c.1.2.1. integrate gender in all learning and development programs and
interventions.
c.1.2.2. ensure that training methodologies and standards are gender
sensitive.
c.1.2.3. ensure equal opportunities in scholarships and trainings.
c.1.3. Employee Welfare
Sta. Maria Integrated High School commits to …
c.1.3.1. ensure that programs 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.
c.1.3.2. ensure that institutional rewards and recognition systems are
gender-responsive.
c.1.3.3. 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.
c.1.3.4. Ensure enforcement of public 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.
d. Strengthen gender and development institutional mechanism
d.1. The DepEd-Division of Quezon institutionalized the GFPS in the
division
and schools.
d.2. The GFPS shall follow the duties and functions as they may apply
prescribed by DepEd Order No. 27, s. 2013 entitled “Guidelines and
Procedures on the Establishment of DepEd gender and Development Focal
Point System at the Regional, Division and School Levels “
B. Establishment of Complaint or Grievance Committee (GC)
With reference to DepEd Order No. 32, s. 2017, the following shall be
observed:
b.1. The Complaint/Grievance Committee (GC) shall be established in the
division and in the school level which shall cater not only to those
complaints/grievances stipulated in DepEd Order No. 3, s. 2004 entitled
Establishing a Complaint/Grievance Committee with the Department of
Education, but also gender-related complaints or grievances to assure
holistic assurance of freedom from coercion, discrimination, reprisal, bias
and gender-based violence or abuse.
b.2. Inclusion of legal counsel will help guide the complainants on legal
actions to be taken.
b.3. All GC members shall be capacitated on GRBE.
b.4. The duties and functions of the GC are stipulated under DepEd Order
35, s. 2004
entitled “Revision of the Grievance Machineries of the Department of
Education”.
C. Establishment of Committee on Decorum and Investigation
(CODI)
With reference to DepEd Order No. 32, s. 2017 and RA No. 7877, the
following shall be observed:
c.1. Sta. Maria Integrated High School shall create or strengthen a CODI of
cases on sexual harassment. The Committee shall be composed of at least
one representative from the administration, teachers, non-teaching
personnel and students.
c.2. The duties and functions of the CODI shall follow the guidelines set
under CSC Memorandum Circular (MC) 19, s. 1994, DOLE Administrative
Order (AO) 68, s.1992 and other pertinent policies.
D. Establishment of Child Protection Committee (CPC)
With reference to DepEd Order No. 32, s. 2017, the following shall be
observed:
 d.1. The CPC shall initiate information dissemination programs and
organize activities that promote the protection of children from all forms of
abuse, violence, discrimination and bullying.
d.2. Develop and implement a school-based referral and monitoring
system.
d.3. Establish a system for identifying students who may be suffering from
significant harm based on any physical, emotional or behavioral signs.
d.4. Identify, refer and if appropriate, report to the appropriate offices
cases involving child abuse, violence, discrimination and bullying.
E. Preparation of Gender and Development (GAD) Plans,
Utilization of GAD Budgets and Submission of Accomplishment
Reports (AR)
e.1. Sta. Maria Integrated High School shall be guided with the DepEd
Order No. 63, s. 2012 in the preparation of gender and development plans,
utilization of GAD budgets and submission of accomplishment reports with
following guidelines:
e.1.1. The annual GAD plans and Budgets (GPBs) of the Schools Division
Office
(SDO) as well as schools shall be guided by the desired outcomes and
goals embodied in the Magna carta of Women and other relevant laws,
particularly the Committee on the Elimination of Discrimination Against
Women (CEDAW) and other international commitments.
e.1.2. The GPBs of the SDO and the schools shall be reflected in the
annual work
and financial plan and are formulated alongside other programs and
projects during the planning and budgeting schedules.
e.1.3. The GAD plans incorporating programs, projects and activities
(PPAs) must be issue-based resulting from gender analyses and research
ensuring that different concerns and issues of both women and men are
equally addressed in the GPBs.
e.1.4. All GAD PPAs shall be subjected to detailed evaluation using the
Harmonized GAD guidelines and PCWs evaluation criteria for PPAs.
e.1.5. The GAD Focal Point System members of the SDO and school shall
take
the lead in the preparation of the GPB; monitor the implementation and
results of the PPAs and submission of accomplishment reports.
e.1.6. The existing sex-disaggregated data shall be used as basis for
planning,
budgeting and policy formulation.
e.1.7. At least 5% of the total agency budget shall be allotted for GAD.
e.1.8. PPAs chargeable to GAD budget shall support gender needs and
address gender issues.
F. Institutionalization on the Submission of GAD Plan and Budget
(GPB) cum GAD Accomplishment Report (AR)
 f.1. Directed with the supporting mandates, the schools division office
through its GFPS members institutionalizes the following processes on the
submission of
GPB and GAD AR:
f.1.1. The schools through their school GAD coordinator shall prepare their
annual GAD PB along with the GAD AR and submit to the district offices for
approval.
f.1.2. The district offices through their district GAD coordinators shall make
the recommendation to the PSDS in-charge for the approval of the
school GAD PB and GAD AR.
f.1.3. The district GAD coordinators shall make the consolidation of the
GAD PB and GAD AR of the schools.
f.1.4. The district GAD coordinators shall submit the consolidated GAD PB
and GAD AR to the schools division office through the SGOD-HRTD
section.
f.1.5 The division GAD coordinator shall consolidate the district
consolidated GAD PB and GAD AR and submit to the Regional Office
once approved by the Schools Division Superintendent.
G. Establishment of DepEd Gender and Development (GAD) Focal
Point System
With reference to DepEd Order No. 27, s. 2013 entitled “Guidelines and
Procedures on the Establishment of DepEd Gender and Development Focal
Point System at the Regional, Division and School Levels”, the SDO
including all public schools in the division shall establish the GAD FPS with
the following composition:
School Level
GFPS Head or Chairperson: School Head
Members: School GAD Coordinator
Assistant Principal/Department Head for SHS
Grade Level Coordinator/s (Elementary)
Guidance Teacher/Coordinator
School Bookkeeper (Secondary)
Administrative Assistant
H. Division Empowerment of the School GAD Focal Point System
h.1. Guided with the supporting mandates on the implementation of
gender and development programs and with this policy, the schools
division office through
its GFP members institutionalizes the following:
h.1.1. The schools shall prepare an annual GAD plan and budget which is
based on gender needs analysis which shall strictly be monitored by
the PSDSs in-charge and district GAD coordinators.
h.1.2. The schools shall submit an accomplishment report to the schools
division office through the district offices in-charge.
h.1.3. The school is subjected to monitoring and evaluation of the GAD
plan
and budget with primary focus on the PPAs proposed.
I. Monitoring and Evaluation of Gender and Development
Programs, Projects, and Activities (PPAs)
i.1. In order to ensure the relevance and quality of the GAD PPAs
implemented in the schools of the DepEd-Division of Quezon Province, the
following processes on the monitoring and evaluation shall be
institutionalized:
i.1.1. The district GAD coordinators shall formulate a GAD M&E plan for the
whole fiscal year to serve as reference in the conduct of M&E activity.
i.1.2. The division GAD coordinator shall collect and consolidate the M&E
plan of the districts for reference.
i.1.3. The division GFPS members shall formulate the division GAD M&E
plan for the whole fiscal year based on the consolidated district M&E
plans.
i.1.4. The Division GFPS members along with the PSDS in-charge and
district GAD coordinators shall conduct an annual monitoring and
evaluation of the GAD PPAs based on the M&E plan.
VI. RESPONSIBILITY
With reference to DO No. 27, s. 2013, the GAD Focal Point
Persons/Members shall follow the following duties and functions as they
apply.
a. lead in the gender mainstreaming in policies, plans and programs
projects and activities (PPAs) and in the assessment of gender-
responsiveness of systems,
structures, policies, procedures and programs based on priority thrusts,
needs and concerns of DepEd for its stakeholders, particularly students,
teachers and
employees;
b. analyze programs and projects using the Harmonized GAD Guidelines
for Programs and Projects to determine their gender sensitivity;
c. recommend formulation/revision of policies in advancing women’s
status and child protection;
d. lead in the review and updating of sex-disaggregated data for GAD
database to serve as basis in performance-based gender responsive
planning;
e. implement advocacy activities, including the development of
information, education
and communication materials to ensure consciousness-building and
generating support for GAD;
f. identify gender issues arising from gender analysis and audit to serve as
basis for determining PPAs in the GAD Plan;
g. prepare GAD plans and budgets and accomplishment reports and
ensure their timely submission;
h. ensure the effective and efficient implementation of the GAD Plan and
PPAs and the judicious utilization of the GAD budget;
i. recommend awards, recognition and other incentives (including
performance-based bonus (PBB) to outstanding institutional GAD
programs, activities and projects for GAD Focal Point members and other
personnel/teachers;
 j. build and strengthen partnership with all GAD Focal Point Persons in the
Department, the Philippine Commission on Women (PCW), National
Economic and Development
Authority (NEDA), Department of Budget and Management (DBM), GAD-
nongovernment organizations (NGOs) and other partners; and
k. coordinate GAD efforts of all offices/units.
In addition to the aforesaid responsibility of the GAD focal
persons/members, the following shall also be performed:
a. The schools district offices through their GAD focal persons shall be
responsible for ensuring the timely submission of the GAD plan and
budget (GPB) and accomplishment reports (ARs) of the schools under their
supervision.
b. The schools district offices through their district GAD focal persons shall
also be responsible for consolidating the GAD PB and ARs.
c. The schools district offices shall be the active partners of the division in
quality
assuring the implementation of the GAD programs in the schools.

VII. POLICY FRAMEWORK

Person/s Responsible Activities