Gender and Development Program Implementation among Public Secondary Schools in Region III, Philippines
DOI:
https://doi.org/10.54536/ajet.v5i1.6050Keywords:
Education, GAD Program, Gender and Development, Gender Mainstreaming, Public SchoolsAbstract
This study evaluated the implementation of Gender and Development (GAD) programs among public secondary schools in Region III, Philippines. Anchored on Republic Act 9710 or the Magna Carta of Women and DepEd Order No. 32, s. 2017, the research examined the extent of compliance of schools with gender-responsive education policies. Using a descriptive evaluative design, data were collected from 80 GAD coordinators through a researcher-made survey validated by experts in the field. The study described school profiles in terms of School-Based Management (SBM) levels, number of GAD coordinators, and GAD-related awards. Results indicated that most schools are at SBM Level III, though few have received GAD-related recognition. Findings revealed that schools generally comply with GAD requirements in curriculum, instruction, assessment, public affairs, and work environment, but partial compliance persists in areas such as provision of learning resources, monitoring and evaluation mechanisms, computerization, and establishment of pools of experts and legal counsels. Common programs implemented include gender sensitivity orientations, seminars on sexuality, teenage pregnancy, reproductive health, and anti-violence laws. A GAD Mainstreaming Framework was proposed, highlighting three core standards: expanded opportunities for advocates, inclusive research for development, and accelerated human capital in education. The study concludes that while substantial progress has been made in institutionalizing GAD policies, gaps in expertise, resource development, and recognition mechanisms remain. Implications for educational management emphasize the need for sustained monitoring, stronger policy enforcement, and resource support to achieve a gender-responsive education system.
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