Gender-Responsive Basic Education Practices in Eight Selected Elementary Schools in Calatagan Batangas

Abstract

INTRODUCTION

This study focused on the Gender-Responsive Basic Education (GRBE) practices and desired to find out the responsiveness of schools in terms of school facilities and structures, policy and plan formulation, benefits of GRBE and gender-responsive curriculum among schools in Calatagan District.

METHODS

The researcher used qualitative research approach to assess the extent of responsiveness of different schools as regards to GRBE practices. One hundred forty-nine (149) teachers from eight (8) selected elementary schools from the district were used as the respondents of the study. Data gathered through questionnaires were statistically analyzed using Paleontological Statistics software package for Education and Data analysis (PAST version 3.16) and one-way analysis of variance (ANOVA) to identify the significant differences among the practices of the schools.

RESULTS

Results of the study revealed that school facilities and structure, policy and plan formulation, benefits of GRBE and gender-responsive curriculum were well-recognized by the schools as important factors in promoting GRBE to learners. A gender and development model were formulated as a framework to continually strengthen GRBE practices among schools and consistently promote gender sensitivity among basic education stakeholders. The GAD Model showed four different areas which may contribute to the holistic implementation of Gender-Responsive Basic Education in elementary schools in Calatagan District. These practices provide a well-rounded implementation of GRBE policy of the Department of Education in the district of Calatagan. Through this model, schools could review or assess their existing programs in terms of GRBE indicators and formulate varied gender-related activities suitable for all learners.

DISCUSSIONS

The results display the demand to utilize the formulated GAD model toward the adherence to the GRBE policy. This will help in guiding schools to continually strengthen GAD programs to produce a well-rounded learner. Although results revealed that the over-all practices on gender-basic education in the District of Calatagan is practiced at high extent, it is still a need for schools to produce and enhance different gender-related programs.