The Extent of Gender and Development Implementation in Balayan East Central School: Basis for the Development of Academic Related Activities

Abstract

INTRODUCTION

The Department of Education ( Department of Education) issues the enclosed Gender-Responsive Basic Education Policy in line with its Gender and Development (GAD) mandate as stipulated in 1987 Philippine Constitution, Republic Act (RA) No. 9710 or the Magna Carta of Women (MCW), RA 10533 or the Enhanced Basic Education Act of 2013, convention on the elimination of all Forms of Discrimination Against Women (CEDAW) and the convention on the rights of the child (CRC) among others. Through this policy, the Department of Education commits to integrating the principles of Gender equality, gender equity, gender equity, gender sensitivity, on discrimination and human rights in the provision and governance of Basic Education.

METHODS

This research utilized both descriptive and correlational. It describes what is and it also depicts with emphasis on what actually existed such as current conditions, practices, situations or any phenomena. The descriptive part of the research pertains to describing the organizational commitments and time management skills. The authors further explain that in correlational research "the relationships among two or more variables are studied without any attempt to influence them"¦ there is no manipulation of variables in correlational research.

RESULTS

The majority of the student and administrator respondents are female; in terms of ordinal position, majority of the respondents are second born in the family; in terms of family structure, majority of the student respondents are with their father and mother, faculty and administrators respondents, the majority are single. in terms of the status of gender and development implementation, the majority of the indicators are " high extent" which implies that the status of implementation of gender and development according to administrators, faculty and student respondents are adequately evident. There is no significant difference between administrators, faculty and student respondents in the status of gender and development implementation. Their perceptions are the same.

DISCUSSIONS

The findings reveal the need for the active dissemination of the different programs and projects for the continuous implementation of the Gender and Development to improve the curriculum and syllabus content of the general education subjects, to enhance the knowledge of the faculty members on the guidelines of implementation and to let the pupils fully aware of the gender and development program, guidelines and its implementation.