Gender Equity in Technical -Vocational -Livelihood (TVL) Track of Senior High School Basic Education: Basis for Gender Development Program

Abstract

INTRODUCTION

This present study determined if there are gender equity or biases in the school's curriculum, textbooks, teacher classroom practices, physical facilities, programs and projects in the three Stand Alone Senior High Schools (SHS) of the Division.

METHODS

The respondents of the study were all TVL Teachers, Master Teachers and School Heads in three standalone SHS of the Division.

RESULTS

Top three most pressing causes of gender inequity are: (1) no strong foundation of gender and development awareness when it comes to classroom management and instruction; (2) absence of Gender and Development expert; and (3) beliefs that make gender inequity seem natural. Capacity building on Gender Development on Curriculum, Learning Materials, Physical Facilities and Programs and Projects is the most effective strategy to close the gender inequity gap.

DISCUSSIONS

The results demonstrate the need: 1) to design a comprehensive Gender Development Program that will be contextualized and institutionalized in the Division; 2) to include gender equity in the design and review of curriculum, design of learning materials, physical facilities and programs; 3) to examine the role that schools and teachers can play in addressing the above-mentioned inequities in the SHS TVL track; 4) to mandate the Human Resource Office to design and lead the Gender Development Program and include the program as one of the key result areas in the Individual Performance Commitment Result Form (IPCRF) of HR head and staff.