Implementation of Gender Responsive Basic Education Policy in Taal Senior High School

Abstract

INTRODUCTION

The Department of Education (Department of Education) issued the Gender Responsive Basic Education Policy or GRBP (DO. 32, s 2017) in line with its Gender and Development (GAD) mandate. Through this policy, the Department of Education (Department of Education) commits to integrate the principles of gender equality, gender equity, gender sensitivity, non-discrimination and human rights in the provision and governance of basic education. The Gender Responsive Basic Education Policy seeks to enable the Department of Education to undertake gender-mainstreaming in education to address both enduring and emerging gender and sexuality related issues in basic education. The policy also aims to promote gender equality in the workplace. As such, the study aimed to ascertain the extent of the implementation of Gender Responsive Basic Education Policy (GRBP) in the workplace at Taal Senior High School.

METHODS

The descriptive research was used to gather facts related to the implementation of Gender Responsive Basic Education Policy in the workplace. Thirty-three (33) faculty members and three (3) non-teaching staff participated in the study. A researcher-made questionnaire was crafted to get respondents' perceptions and impressions. Frequency with mean and ranking scheme wasused to analyze the data.

RESULTS

The first objective of the study was to determine what are the Gender Responsive Basic Education Policies being implemented by school with regards to gender equality in the workplace. Full implementation of the policies is not achieved as shown in the result of the responses. Another concern of the study was to determine the extent of implementation of Gender Responsive Basic Education Policy in the workplace. The findings revealed its implementation is moderately extent and generally suggests that the respondents have the impression that the programs and benefits intended for its employees' welfare must be provided and sustained. The mechanisms that have been in place may not have been widely disseminated to the school community, thus contributing to the low-level extent of its implementation.

DISCUSSIONS

Faculty members and staff of Taal Senior High School, Taal Batangas are aware of the policies with regards to gender equality in the workplace. While they responded with moderate extent on its implementation, it showed that it was attributed to the insufficiency of various capacity development or training programs of the institution.