1

Chapter 1

INTRODUCTION

Gender inequality in society is a genuine issue of concern to the international

community. Global awareness is believed to be the key in improving the situation of both

men and women, it is also considered to be the most significant means for achieving

gender equality and women's empowerment. The cooperation between international

organizations and national governments on the issue of gender equality is increasing, and

the focus is to advance and improve women's conditions as well as their societies (Belal,

2009). United Nations (UN) conferences and resolutions that address human rights and

women's rights as well, in various domains throughout the world, include the UN

Declaration of Human Rights in 1948, the UN Declaration of the Rights of Child in 1959,

the UNESCO Convention against Discrimination in Education in 1960, the UN

Convention on the Elimination of All Forms of Discrimination against Women in 1979,

the UN International Women's Year in 1975, the UN Decade for Women 1975-1985, the

Nairobi Forward Looking Strategies to the Year 2000 in 1985, and the Beijing

Conference in 1995 (Hamza, 2002). These conventions, declarations and resolutions

intend to uphold the principle of human rights, equality, and women's rights to be

completely educated and participate fully in the economic, political, and social life of

their societies. Gender equality, according to UNESCO (1996), should be based on

providing the same opportunity to women and men, boys and girls, to participate

completely in the development of their societies and to achieve self-fulfillment. It also

indicated that gender equality is a key to development.

 2

Women’s and men’s rights, responsibilities and opportunities will not depend on

whether they are born male or female (Gumba, 2013). Gender equality implies that the

interests, needs and priorities of both women and men are taken into consideration,

recognizing the diversity of different groups of women and men. It is, first and foremost,

a human right. Empowering women is also an indispensable tool for advancing

development and reducing poverty (United Nations Population Fund, 2013). Gender

equality is seen both as a human rights issue and as a precondition for, and indicator of,

sustainable people-centered development (United Nations Entity for Gender Equality and

the Empowerment of Women, 2012).

In the Philippines, the pursuit of gender equality and women’s empowerment has

achieved major inroads in the past decades. The gender responsive laws, policies, and

programs in place and the institutional and enabling mechanisms in national government

agencies and local government units are a result of the continuing advocacy of

government and its partners among lawmakers, people’s organizations, civil society

groups, and the academe (Women’s EDGE Plan 2013–2016, 2014).

Awareness that development has a gender dimension began emerging in the

international community in the late 1970s following International Women’s Year (1975).

Gender and Development (GAD) as an alternative development approach, however, was

introduced in the Philippines only in the early 1990s. The barrier of gender inequality is

what women’s right advocates in government and non-government organizations as well

as national and local government leaders are aspiring to eliminate in order to attain a just

society. This basically, is what gender and development work is all about. This is also
 3

why the GAD approach was institutionalized, and is being practiced and implemented in

government (NCRFW, 2006).

Gender and Development (GAD), according to UNESCO (2000), is an approach

that seeks to integrate gender awareness and competence into mainstream development,

while recognizing that development activities may affect women and men differently

(due to sexual differences as well as historic circumstances), and therefore emphasizing

the need to apply appropriate gender planning in order to ensure that the resulting

conditions and results are equitable to women and men. Creating legal actions through

enactment of laws is a means of reaching such worthwhile endeavor.

Section 28 of Republic Act No. 10352 or the General Appropriations Act states

that “all agencies of the government shall formulate a Gender and Development (GAD)

Plan designed to address gender issues within their concerned sectors or mandate and

implement applicable provisions under R.A. No. 9710 or the Magna Carta of Women,

Convention on the Elimination of All Forms of Discrimination Against Women, the

Beijing Platform for Action, the Millennium Development Goals (2000-2015), the

Philippine Plan for Gender-Responsive Development (1995-2025), and the Philippine

Development Plan (2011-2016)”.

The GAD Plan shall be integrated in the regular activities of the agencies, which

shall be at least five percent (5%) of their budgets. For this purpose, activities currently

being undertaken by agencies which relate to GAD or those that contribute to poverty

alleviation, economic empowerment especially of marginalized women, protection,

promotion, and fulfillment of women’s human rights, and practice of gender-responsive

governance are considered sufficient compliance with the said requirement.

 4

RATIONALE OF THE STUDY

The Senior High School students of San Nicolas High School (Anao-aon), are

found unaware of Gender and Development. While they are moderately unaware of

gender issues and government agencies integrating Gender and Development plan to

programs, projects and activities, however, they are unaware of gender roles and national

mandates and other related laws. Furthermore, school community members are conscious

of significant factors affecting Gender and Development awareness.

In this regard, sustainability of the Gender and Development program should be

ensured through wider information dissemination using print and non-print forms;

establishment of network and linkages among constituents working on gender concerns

to share information and strategies; and creation of opportunities for collaboration

through peer-peer exchanges and exposure visits. The authorities should give full support

to Gender and Development -initiated activities and should create a monitoring body to

ensure compliance of government agencies with Gender and Development provisions and

to assist in promoting knowledge and appreciation of the Gender and Development

programs and activities.

OBJECTIVE OF THE STUDY

This study aims to know the level of familiarity of the Senior High School

Students of San Nicolas High School about Gender and Development (GAD) concepts,

policies, and tools.

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IMPORTANCE OF THE STUDY

The findings of this study would be beneficial to the following:

SNHS Administration. The result of this study provided insights to the SNHS

Administration about the LEVEL OF AWARENESS OF GENDER AND

DEVELOPMENT as perceived by the Senior High School students of San Nicolas High

School (Anao-aon), SY 2019-2020.

SDSS Administration. As more faculty staff understand the value of this discipline they

will value the degree and how it can be used to enhance economic growth and

development in various sectors.

Students. The result of this study enabled them to learn on using knowledge of gender

roles to also improve diagnosis and treatment. Gender and development graduates can

help to address the sexual and reproductive health needs of adolescent males and females

and reduce risks.

Parents. Some parents are cautious because they are unaware of the many opportunities

and may discourage young men and women from studying for this degree. But the UWI

offers masters and PhD programs in gender and development. Many of our graduates are

already employed in organizations and sectors using their gender knowledge and skills.

Future Researchers. The output of this study served as a source of information in

pursuing more studies about the GENDER AND DEVELOPMENT: LEVEL OF

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AWARENESS OF THE SENIOR HIGH SCHOOL STUDENTS IN SAN NICOLAS

HIGH SCHOOL (ANAO-AON).

Community. The findings of this study highlight the importance of integrating gender in

all development policies and programs and in all sectors. This will enhance productivity,

support economic growth and ensure that areas of discrimination can be eliminated.

Entrepreneurs. It can help lending institutions to understand the gender-related

behaviors to better guide access to credit for small and large businesses. Gender can be

mainstreamed in debt management to better manage the impact of difficult structural

adjustment programs on male-dominated and female-dominated households.

LGU Anao-aon – The findings of this study improve mutual understanding and learning

to the Local Government Unit Officers of Anao – aon about gender and development, as

well as to mobilize communities and society as a whole to bring about the necessary

changes in attitudes, behaviors and beliefs about gender equality.

Other Government Offices - This research paper helps boost the gender equality skills

of public administration employees. Training provides participants with the knowledge,

skills and values to contribute to the effective implementation of gender mainstreaming

strategies in their field, organization, institution or country.

DEFINITION OF TERMS

Gender and Development – refers to the development perspective and process that is

participatory and empowering, equitable, sustainable, free from violence, respectful of

 7

human rights, supportive of self-determination and actualization of human potentials. It

seeks to achieve gender equality as a fundamental value that should be reflected in

development choices and contends that women are active agents of development, not just

passive recipients of development.

Gender Awareness - Gender awareness raising aims at increasing general sensitivity,

understanding and knowledge about gender (in) equality.

Gender bias - is a preference or prejudice toward one gender over the other. Bias can be

conscious or unconscious, and may manifest in many ways, both subtle and obvious. In

many countries, eliminating gender bias is the basis of many laws, including those that

govern workplaces, family courts, and even the voting booth. Despite these efforts, many

legal and political scholars argue that total gender parity remains a far off goal, one which

many regions are not remotely close to reaching.

Stereotyping - is when you judge a group of people who are different from you based

on your own and/or others opinions and/or encounters.

Sexist - characterized by or showing prejudice, stereotyping, or discrimination, typically

against women, on the basis of sex.

Gender Role - also known as a sex role, is a social role encompassing a range of

behaviors and attitudes that are generally considered acceptable, appropriate, or desirable

for people based on their biological or perceived sex.

LGBTQI2SA+ - reflects persons who identify as Lesbian, Gay, Bisexual, Transgender,

Transsexual, Queer, Questioning, Asexual, Agender, Genderqueer, Bigender, Intersex,

Pansexual, Two-Spirit, etc. The plus sign + is used to recognize that there are more
 8

sexual orientations and gender expressions than any acronym or initialism can cover, and

language is constantly changing. Other acronyms or umbrella terms are in common

usage, such as QUILTBAG, GLBT, etc.

Sex - either of the two main categories (male and female) into which humans and most

other living things are divided on the basis of their reproductive functions.

Gender - Is the range of characteristics pertaining to, and differentiating between,

masculinity and femininity. Depending on the context, these characteristics may include

biological sex (i.e., the state of being male, female, or an intersex variation), sex based

social structures (i.e., gender roles), or gender identity. Development-the process of

developing or being developed.

Gender Discrimination - Gender discrimination is unequal or disadvantageous treatment

of an individual or group of individuals based on gender. Sexual harassment is a form of

illegal gender discrimination.

Gender analysis - Gender analysis is a type of socio-economic analysis that uncovers

how gender relations affect a development problem. The aim may just be to show

that gender relations will probably affect the solution, or to show how they will affect the

solution and what could be done.

Gender mainstreaming - is the public policy concept of assessing the different

implications for people of different genders of any planned policy action,

including legislation and programs, in all areas and levels. Mainstreaming essentially

offers a pluralistic approach that values the diversity among people of different genders.
 9

GAD Planning - Gender planning refers to the process of planning and designing the

implementation phase of policies, programs, or projects from a gender perspective, and it

takes place in the second stage of the policy cycle.

GAD Budgeting - Gender budgeting means preparing budgets or analyzing them from

a gender perspective. Also referred to as gender-sensitive budgeting, this practice does

not entail dividing budgets for women.

GAD Funds Audit - A gender audit is a tool to assess and check the institutionalization

of gender equality into organizations, including in their policies, programs, projects

and/or provision of services, structures, proceedings and budgets

GAD PAPs (PROGRAMS/ACTIVITIES/PROJECTS) - The PAPs questionnaire

assesses the organization’s progress in mainstreaming GAD in all of its programs,

activities and projects, whether through policy and/or plan formulation and issuances,

capacitating the GFPS members, generating top-level management support on GAD and

the establishment of enabling GAD mechanisms.

GPB (GAD Planning and Budgeting) - is conducted annually as part of all

programming and budgeting exercises of agencies. The Programs, Activities and Projects

(PAPs) in the GPB shall be included in the agency budget proposal and shall be reflected

in the Annual Work and Financial Plan (WFP) of concerned offices or units within the

agency or department.

Gender Inequality - Gender inequality acknowledges that men and women are not equal

and that gender affects an individual's living experience. These differences arise from
 10

distinctions in biology, psychology, and cultural norms. Some of these distinctions are

empirically grounded while others appear to be socially constructed.

GAD Focal Point System - is an interacting and interdependent group of people in all

government instrumentalities tasked to catalyze and accelerate gender mainstreaming.

Technical Working Groups (TWG) member - brought together for fixed, short periods

of time to work on very specific tasks. Individuals participating in these groups are

expected to have the time, interest, and commitment to participate in the production of

deliverables assigned to the group.

Commission on Audit (COA) - (Filipino: Komisyon ng Pagsusuri), is an independent

constitutional commission established by the Constitution of the Philippines. It has the

primary function to examine, audit and settle all accounts and expenditures of the funds

and properties of the Philippine government.

The Philippine Commission on Women (PCW) - (formerly the National Commission

on the Role of the Filipino Women), is a government agency run by the government of

the Philippines with the intention of promoting and protecting the rights of the Women in

the Philippines.

SOGIE BILL – The Sexual Orientation and Gender Identity Expression Equality Bill,

also known as the Anti – Discrimination Bill (ADB), is a proposed legislation of the

Congress of the Philippines. It is intended to prevent various economic and public

accommodation-related acts of discrimination against people based on their sexual

orientation, gender identity or expression.

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LIMITATION OF THE STUDY

This study focused on the Gender and Development Level of Awareness of the

Senior High School Students. This study was conducted among the Senior High School

Students of San Nicolas High School (Anao-aon) Second Semester, SY 2019-2020.

THEORITICAL AND CONCEPTUAL FRAMEWORK

The study was primarily anchored on the concept of Social Cognitive Theory of

Gender Development and Differentiation of Kay Bussey and Albert Bandura (1999)

which states that human differentiation on the basis of gender is a fundamental

phenomenon that affects virtually every aspect of people’s daily lives. It specifies how

gender conceptions are constructed from the complex mix of experiences and how they

operate in concert with motivational and self-regulatory mechanisms to guide gender-

linked conduct throughout the life course. The theory integrates psychological and socio-

structural determinants within a unified conceptual structure. In this theoretical

perspective, gender conceptions and roles are the product of a broad network of social

influences operating interdependently in a variety of societal subsystems. Human

evolution provides bodily structures and biological potentialities that permit a range of

possibilities rather than dictate a fixed type of gender differentiation. People contribute to

their self-development and bring about social changes that define and structure gender

relationship through their actions within the interrelated systems of influence.

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1. Profiles of Respondents 2. Gender and Development

1.1 Name (Optional) 2.1 Familiarity of GAD

1.2 Age Concepts, Policies, and

1.3 Sex Tools Intervention Program

Grade 2.2 GAD POLICIES AND

Academic track MANDATES

2.3 GAD TOOLS

Figure 1. Schematic Diagram of the Study

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Chapter 2

REVIEW OF LITERATURE

The Philippines, as reported by Mercurio (2015), has been consistent in making to

the top 10 global ranking in the Global Gender Gap Index of World Economic Forum

(WEF) since 2006. The index is comprised of 14 indicators measuring educational

attainment, health and survival, economic participation and opportunity, and political

empowerment. It measures the difference between men and women’s access to resources

and opportunities rather than the total level of attainment. The Philippines’ stellar

position among countries with viable track records in gender equality is partly due to the

fact that the country has an extensive and impressive institutional framework to promote

gender equality (MacPhail, 2015). More so, the highest law of the land sees to it that

women are protected.

The 1987 Constitution states two prominent provisions relative to the protection

of women. The first in the Declaration of Principles, Article II Section 14, asserts that

"The State recognizes the role of women in nation-building and shall ensure the

fundamental equality before the law of women and men." Additionally, Article XIII,

Section 14 provides that "The state shall protect working women by providing safe and

healthful working conditions taking into account their maternal functions, and such

facilities and opportunities that will enhance their welfare and enable them to realize their

full potential in the service of the nation”

Ironically, Anonuevo (2000) observed that the gender situation in the Philippines

is characterized by sharp contradictions. It graphically showcases samples of women’s

 14

advancement in politics, academic and professional excellence, and even legislation. But

this is contrasted by images of prostituted women, battered wives, economically

disadvantaged women and exploited migrant workers. As such, there is still a need to

propagate gender equality and women’s empowerment to the widest audience as possible.

Gender development is a fundamental issue because some of the most important

aspects of people’s lives, such as the talents they cultivate, the conceptions they hold of

themselves and others, the socio-structural opportunities and constraints they encounter,

and the social life and occupational paths they pursue are heavily prescribed by societal

gender-typing. It is the primary basis on which people get differentiated with pervasive

effects on their daily lives. Gender differentiation takes on added importance because

many of the attributes and roles selectively promoted in males and females tend to be

differentially valued with those ascribed to males generally being regarded as more

desirable, effectual and of higher status (Berscheid, 1993)

The Moser Gender Planning Framework (MGPF), developed by Caroline Moser

(1993) is also applied to this study. It is a tool for planning and assessing assumptions

related to gender in development interventions at all levels, including policy, program,

project, or community work. The Moser Framework introduces the notion of women’s

triple roles, i.e., productive, reproductive, and community involvement and maps them

over a 24-hour period. Productive roles are those tasks that are monetarily reimbursed.

Reproductive roles are those associated with child rearing/raising and caretaking of the

home (i.e., cooking/cleaning). Community involvement highlights those tasks related to

collective support and community gain.

 15

Given women’s inequality in comparison to men and their triple roles in families,

communities, etc., the MGPF also assesses practical and strategic needs. Practical needs

are immediate needs necessary to ensure safety, health, and basic needs, such as water,

sanitation, healthcare, etc. These do not fundamentally transform gender discriminatory

power structures. Strategic needs, on the other hand, forward women’s equality and

empowerment by challenging those power structures, such as having equitable laws,

living free from domestic violence, etc.

After assessing needs, women’s and men’s access to and control over resources

are examined. Finally, planning is done to assess the extent to which women’s triple roles

can be balanced. The tool also provides a lens for assessing how different development

paradigms address women’s strategic and practical needs (i.e., welfare approaches, GAD,

empowerment).

As their maiden journey on the issue of gender equality, the researchers

conducted the study with an intent of determining the awareness of the senior high school

community of San Nicolas High School on GAD program of the government that dwells

on component topics which include GAD national mandates and other related laws;

government agencies mandating the integration of GAD plan to programs, projects and

activities (PPAs); gender issues; and gender roles. They had an impression that no local

study of this kind has been done in the past and the results could be the starting point for

the school to come up with the most appropriate and well-structured GAD plan, not only

to comply with the stated government laws and regulations, but for the reason that gender

concerns should be well-disseminated to all sectors of the society, especially to the basic

curriculum and Higher Education Institution of the Philippines.

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RESEARCH DESIGN AND METHODOLOGY

The descriptive method of research was considered by the researchers as the most

appropriate method for this study. According to Adanza, Bermundo and Rasonabe

(2009), it is designed to gather information about the present conditions, status or trend,

and dealing with what are prevailing. The main objective is to describe the nature of a

situation as it exists at the time of the study, and to explore the causes of a particular

phenomenon. The descriptive research design fits well into this study because it intends

to determine school community awareness on Gender and Development (GAD) in the

Senior High School as a potential basis for its comprehensive dissemination. Eighty-five

senior high school students participated in the survey. An adapted questionnaire was used

in GAD perceptions and impressions.

RESEARCH LOCALE

This study will be conducted in San Nicolas High School (Anao-aon) Surigao del Norte.

DATA GATHERING PROCEDURE

After the discussions a research questionnaire was adapted from the office of

Commission on Audit on Gender and Development Survey. The researcher seeks

approval from the School Principal to float questionnaires to students of senior high

school through a written communication. After the data was filled up by the respondents

the researchers collect and gather the data and ask an assistance from the research adviser

in tallying and interpreting the data by the use of the Statistical Package for Social

Sciences (SPSS) program.

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To find out the perception of the respondents the following parameter were used.

SCALE PARAMETER VERBAL DESCRIPTION

4 3.25 – 4.00 Confident to talk about it

3 2.50 – 3.24 Familiar with it

2 1.75 – 2.49 Know little about it

1 1.00 - 1.74 No idea

SCALE PARAMETER VERBAL DESCRIPTION

3-O 2.32 – 3.00 Neither Agree nor Disagree

2- D 1.67 – 2.33 Disagree

1- A 1.00 - 1.66 Agree

INSTRUMENTATION

The instrument used by the researcher is an adapted questionnaire in gathering the

needed data for the student’s awareness. There are four parts of the adapted

questionnaire, first is the GAD Concepts, Policies and Tools, second is the GAD Policies

and mandates third is GAD tools and the last part is GAD Situations.
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CHAPTER 3

RESULTS AND INTERPRETATION

This chapter shows the results and interpretation of the study conducted.

Table 1. Profile of the respondents as to SEX.

Frequency Percent Valid Percent Cumulative Percent

Male 42 49.4 49.4 49.4

Female 43 50.6 50.6 100.0

Total 85 100.0 100.0

Table 1 refers to the profile of the respondents as to sex where it shows that 49.4% of the

total 85 respondents are male and 50.6% are female

Table 2. Profile of the respondents as to GRADE LEVEL.

Frequency Percent Valid Percent Cumulative Percent

Grade 11 46 54.1 54.1 54.1

Grade 12 39 45.9 45.9 100.0

Total 85 100.0 100.0

Table 2 presents the profile of the respondents as the grade level and it shows that 54.1%

are from Grade 11 students and 45.9% are from Grade 12 student.
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Figure 2. Profile of the respondents as to AGE.

Figure 2 presents the profile of the respondents as to their age where it shows that most of

the respondents are 17 years of age with a frequency of 57.6% followed by respondents

of 18 years old with a frequency of 21.2% and respondents of 16 years of age with a

frequency of 18.8%, respondents age 19 and 20 years old has the lowest count with both

frequency of 1.2%.
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Figure 3. Respondents Profile as to their Academic Track.

Figure 3 shows the respondents academic track, the highest number of respondents are

from the General Academic Track with a frequency of 88.2% and Accounting and

Business Management Track with a percentage of 11.8%.

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Table 3. Awareness on Gender and Development

Mean Verbal Description
GAD Concepts, Policies and Tools 1.8639 Know Little about it
GAD Policies and Mandates 1.8571 Know Little about it
GAD tools 1.7143 No Idea
GAD Situations 2.068233 Disagree

Table 3 shows that the respondents got an average mean of 1.8639 in GAD Concepts,

Policies and Tools and 1.8571 average mean in the GAD Policies and Mandates with an

interpretation of “know little about it”. This means that the knowledge of the respondents

in terms of GAD Concepts, Policies and Tools and GAD Policies and mandates are little

and insufficient. It also shows an average mean of 1.7143 on the Gender and

Development Tools which means that the respondents have no idea about it. In terms of

Gender and Development Situations the respondents got an average mean of 2.068233

with a general interpretation of Disagree.

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CHAPTER 4

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

SUMMARY

There have been many discussions and theories over time about the concept of

development with no consensus about its meaning and a unique way to achieve it.

Development takes different meanings that vary according to agencies involved, areas of

focus, environments, etc. In developing countries one of the main barriers to women

development is early marriage, which prevents further education, physical growth and

power of decision; thus leads to more disparities between men and women. The

interpretation of religious beliefs is another factor that legitimates inequalities;

organizations have to understand its meaning and find ways to implement development

programs in faith-based environments. Development agencies have been using different

theories and methods to eradicate gender disparities, but whatever area of focus

organizations have, in order to create good programs and implement them successfully,

they must find specific indicators to assess the needs and evaluate programs by involving

all the actors. Gender research offers updated empirical knowledge about gendered

practices, norms, and discourses in politically significant ways. The field offers

systematic analysis of the meaning of sex and gender in past and present societies, and

produces notions, methodologies, and theories with which to grasp how gender categories

are entangled in other categories and practices – which is still given no or low priority in

many academic disciplines.

 23

Gender awareness raising aims to promote and encourage a general understanding

of gender-related challenges, for instance, violence against women and the gender pay

gap. It also aims to show how values and norms influence our reality, reinforce

stereotypes and support the structures that produce inequalities. Gender awareness raising

plays an important role in informing women and men about gender equality, the benefits

of a more gender-equal society and the consequences of gender inequality. For example,

raising awareness about the proven economic benefits of advancing gender equality, such

as the strong, positive impact on gross domestic product (GDP) and higher levels of

employment, and about the profound negative impact of gender inequalities, for instance,

the fact that women are at a higher risk of poverty because of lower employment

prospects.

Before conducting this study, the researchers requested permission from the

School Principal in order to smoothly gather the much needed data and information in

solving the problems posted in this study. The researchers assured that the data and

research of the study will be treated confidentially and will be used for research purposes

for the improvement of teaching and learning process. Validity and reliability were done

to check the content and internal consistency by the test items. Statistical Package for the

Social Sciences (SPSS) was employed for the reliability after the pilot testing of the

instruments.
 24

Conclusions

The researcher therefore concluded that the the Senior High School students of

San Nicolas High School are found unaware of gender roles and issues. Hence,

government agencies integrating programs, projects and activities with regards to GAD

plan, will furthermore orient schools, and members of the community that are

unconscious of significant factors affecting Gender and Development. In this regard,

schools will serve as a channel in sustaining GAD awareness program to ensure wider

information dissemination through seminars and orientations.

RECOMMENDATIONS

Based on the previous conclusion the researcher highly recommends the following:

1. To orient the students about Gender and Development.

2. To draft and create flyers/brochures about Gender and Development.

3. Construct a bulletin board specifically for Gender and Development.

 25

Appendix “A”

San Nicolas High School

San Francisco (Anao-aon), Surigao del Norte

December 16, 2019

MERCEDITA J. PINOON
Principal
San Nicolas High School

Dear Ma’am:

Greetings!

The purpose of this letter is to ask permission from your office to allow us to conduct a survey to the senior
high school students and faculty/staff here of our school. This is in view of our research, entitled,
“GENDER AND DEVELOPMENT: LEVEL OF AWARENESS OF THE SENIOR HIGH SCHOOL
STUDENTS AND STAFF IN SAN NICOLAS HIGH SCHOOL (ANAO-AON)”.

The survey will last only about 2 – 3 minutes and will be arranged at a time convenient to the students and
teachers’ schedule. All information provided will be kept in utmost confidentiality and would be used only
for academic purposes.

We are looking forward for your positive response on this matter.

Thank you very much!

Respectfully yours,

AYESSA M. SAMARCA, (ET.AL)

Student

Noted by:

ELMER G. BELOY, M.M. LIEZL C. PAGAY

Research Instructor G-12 Adviser

Approved by:

MERCEDITA J. PINOON
School Principal
 26

Appendix “B”

SAN NICOLAS HIGH SCHOOL

SAN FRANCISCO, (ANAO-AON), SURIGAO DEL NORTE

Training Needs Assessment Form

Dear Participant,

We would like to ask you to answer this “survey” to help us in designing the Gender
and Development Training. This survey is aimed at finding out where the participants are
in terms of gender concepts and issues. There are no right or wrong `answers. What is
more important is that everyone is able to share her/his own perception, feeling and
confusion, if any. Feel free to write your answers on a separate sheet if necessary.

Thank you for your cooperation.

I. Personal Information.

Name: (optional)__________________________________
Sex: Male:_____ Female:____
(please check) Student:___ Teacher:___ Age: ___________
if Student Grade:____ Academic Track:____
if Teacher Length in Service:_________
Are you a member of the
GAD Focal Point System Yes:______ No, If No proceed to item II
(gfps)?
No. of years
Designation in the GFPS of
(e.g., Chair, GAD FP membership
member, TWG member, in GAD Focal
etc) Point.
 27

II. Familliarity of GAD Concepts, Policies and Tools.

1 2 3 4
A. How well do you know the GAD concepts, policies No Know Familiar Confident
and tools listed below? Please encircle the number that Idea little with it to talk
corresponds to your answer. GAD CONCEPTS about about it
it
1 Differences between Sex and Gender 1 2 3 4
2 Gender and Development (GAD) 1 2 3 4
3 Gender discrimination 1 2 3 4
4 Gender analysis 1 2 3 4
5 Gender mainstreaming 1 2 3 4
6 GAD Planning and Budgeting 1 2 3 4
7 GAD Funds Audit 1 2 3 4

B. GAD POLICIES AND MANDATES

Convention on the Elimination of All Forms of 1 2 3 4

1 Discrimination Against Women (UN CEDAW)
2 Beijing Platform for Action (BPfA) 1 2 3 4
3 Sustainable Developments Goals 1 2 3 4
Republic Act 7192 (Women in Development and 1 2 3 4
4 Nation Building Act of 1992)
Philippine Plan for Gender Responsive 1 2 3 4
5 Development, (1995-2025)
6 Republic Act 9710(Magnacarta for Women) 1 2 3 4
Joint Circular 2012-01: Guidelines for the
Preparation of Annual GAD Plans and Budgets and 1 2 3 4
Accomplishment Reports to Implement the Magna
7 Carta of Women
Joint Memorandum Circular 2013-01: Guidelines on 1 2 3 4
8 the Localization of Magna Carta of Women
Joint Memorandum Circular 2016-01: Amendments
to JMC No. 2013-01: Guidelines on the Localization 1 2 3 4
9 of the Magna Carta of Women
Joint Memorandum Circular 2016-01: Guidelines
for the Creation, Strengthening and
Institutionalization of a Regional Gender and 1 2 3 4
Development Committee under the Regional
10 Development Council.
COA Circular 2014-001: Revised Guidelines in the
Audit of gender and Development (GAD) Funds 1 2 3 4
11 and Activities in Government Agencies
 28

PCW Memorandum Circular 2011-01: Guidelines

on the Creation, Strengthening and 1 2 3 4
Institutionalization of the Gender and Development
12 (GAD) Focal Point System

C. GAD TOOLS

Harmonized Gender and Development (GAD) 1 2 3 4

1 GUIDELINES
Gender Mainstreaming Evaluation Framework
2 (GMEF)
1 2 3 4
3 GERL Assessment Tool 1 2 3 4
29
 30

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3, June 2016. Gender and Development (GAD) Awareness in a Higher

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 33

https://en.wikipedia.org/wiki/SOGIE_Equality_Bill

CURRICULUM VITAE

Name : Crester H. Adajar

Contact Number : 09486324252
Email Address : [email protected]
Address : Brgy. Banbanon, San Francisco (Anao-aon) Surigao del norte

Date of Birth : November 13, 1998

Place of Birth : Brgy. Magpayang, Mainit Surigao del Norte
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Secondary : San Nicolas High School
Brgy. Poblacion, San Francisco (Anao-aon) Surigao del Norte
Elementary : Magpayang Elementary School
Brgy. Magpayang, Mainit, Surigao del Norte
 34

CURRICULUM VITAE

Name : Krista Marie S. Alac

Contact Number : 09277192174
Email Address : [email protected]
Address : Purok-7, Brgy. Balite San Francisco (Anao-aon) Surigao del
Norte

Date of Birth : December 27, 2001

Place of Birth : Brgy. Balite San Francisco (Anao-aon) Surigao del Norte
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Secondary : San Nicolas High School
Brgy. Poblacion San Francisco (Anao-aon) Surigao del Norte
Elementary : Balite Elementary School
Brgy. Balite San Francisco (Anao-aon) Surigao del Norte
 35

CURRICULUM VITAE

Name : Rodny L. Balenia

Contact Number : 09461234439
Email Address : [email protected]
Address : Brgy. Banbanon San Francisco (Anao-aon) Surigao del Norte

Date of Birth : January 27, 2001

Place of Birth : Brgy. Banbanon San Francisco (Anao-aon) Surigao del Norte
Civil Status : Single
Religion : Maranatha Full Gospel

EDUCATIONAL BACKGROUND
Secondary : San Nicolas High School
Brgy. Poblacion San Francisco (Anao-aon) Surigao del Norte
Elementary : Kapitan Tomas Monteverde Sr. Central Elementary School
Bangoy St. Claveria, Davao City
 36

CURRICULUM VITAE

Name : Cyril R. Cabanado

Contact Number : 09505834024
Email Address : [email protected]
Address : Brgy. Poblacion San Francisco (Anao-aon) Surigao del Norte

Date of Birth : June 16, 2002

Place of Birth : Purok Baybayon, San Francisco (Anao-aon) Surigao del Norte
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Secondary : San Nicolas High School
Brgy.Poblacion San Francisco (Anao-aon) Surigao del Norte
Elementary : Anao-aon Central Elementary School
Brgy. Poblacion, San Francisco (Anao-aon) Surigao del Norte
 37

CURRICULUM VITAE

Name : Steven Joe P. Escobido

Contact Number : 09382011410
Email Address : [email protected]
Address :Brgy. Banbanon San Francisco (Anao-aon) Surigao del Norte

Date of Birth : July 4, 2002

Place of Birth : Brgy. Banbanon San Francisco (Anao-aon) Surigao del Norte
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Secondary : San Nicolas High School
Brgy. Poblacion San Francisco (Anao-aon) Surigao del Norte
Elementary : Banbanon Elementary School
Brgy. Banbanon San Francisco (Anao-aon) Surigao del Norte
 38

CURRICULUM VITAE

Name : Jerome C. Gesta

Contact Number : 09514582989
Email Address : [email protected]

Address : Brgy. Poblacion San Francisco (Anao-aon) Surigao del Norte

Date of Birth : October 31,2001

Place of Birth : Brgy. Poblacion San Francisco (Anao-aon) Surigao del Norte
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Secondary : San Nicolas High School
Brgy.Poblacion San Francisco (Anao-aon) Surigao del Norte
Elementary : Anao-aon Central Elementary School
Brgy. Poblacion San Francisco (Anao-aon) Surigao del Norte
 39

CURRICULUM VITAE

Name : Mark Kevin L. Leopardas

Contact Number : 09465404960
Email Address : [email protected]
Address : Brgy. Linongganan San Francisco (Anao-aon)Surigao del Norte

Date of Birth : August 13, 2001

Place of Birth : Montalban HTS. Rodriguez Rizal
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Secondary : San Nicolas High School
Brgy. Poblacion San Francisco (Anao-aon) Surigao del Norte
Elementary : Linongganan Elementary School
Brgy. Linongganan San Francisco (Anao-aon) Surigao del Norte
 40

CURRICULUM VITAE

Name : Jaymar C. Paronia

Contact Number : 09507557601
Email Address : [email protected]
Address : Sitio Kabugwason, Brgy. Ipil Surigao City

Date of Birth : March 8, 2002

Place of Birth : Sitio Kabugwason, Brgy. Ipil Surigao City
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Secondary : San Nicolas High School
Brgy.Poblacion San Francisco (Anao-aon) Surigao del Norte
Elementary : Anao-aon Central Elementary Schoo
Brgy.Poblacion San Francisco (Anao-aon) Surigao del Norte
 41

CURRICULUM VITAE

Name : Ayessa M. Samarca

Contact Number : 09079390015
Email Address : [email protected]
Address : Brgy. Poblacion, San Francisco (Anao-aon) Surigao del Norte

Date of Birth : March 28, 2002

Place of Birth : Brgy. Poblacion, San Francisco (Anao-aon) Surigao del Norte
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Secondary : San Nicolas High School
Brgy. Poblacion San Francisco (Anao-aon) Surigao del Norte
Elementary : Anao-aon Central Elementary School
Brgy. Poblacion, San Francisco (Anao-aon) Surigao del Norte
 42

CURRICULUM VITAE

Name : Reshiell Jean T. Tomol

Contact Number : 09982418968
Email Address : [email protected]
Address : Brgy. Karihatag Malimono Surigao del Norte

Date of Birth : June 25, 2002

Place of Birth : Tondo Manila Moriones
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Secondary : San Nicolas High School
Bryg. Poblacion San Franciscon (Anao-aon) Surigao del Norte
Elementary : Karihatag Elementary School
Brgy. Karihatag Malimono Surigao Del Norte
43