Strategies in The Promotion of Gender and Development (Gad): A School Intervention Towards Gender Equality

Abstract

INTRODUCTION

The embodiment of country's education has done effort in adhering to the call of the government in societal concerns for gender equality awareness. It is vital and at stake for an educator to pursue the effectiveness of the strategies through designing a training program on GAD (Gender and Development) to address conflicts on gender equality in the core progress of every nation.

METHODS

Descriptive-inferential-correlational method and a teacher-made survey-questionnaire was endeavored to assess, identify, and analyze the strategies and practices among intermediate teachers in the promotion of GAD awareness and its integration in improving teaching-learning situations as a school intervention towards gender equality.

RESULTS

The enduring educational concerns of quality, gender equity, and efficiency must be adhered to and be redefined within the context of the emerging needs of teachers to effectively raise awareness on gender and development issues affecting the children's experiences and strategically counteract such stereotypes. Teachers who were exposed to gender equity professional development training sessions were more likely to exhibit gender equitable teaching behaviors. Both teachers and administrators have great roles to play in making the school a child-friendly, a zone of peace, conducive, and equitable place for learning where children have rights: the right to be healthy, to be loved, to be treated with respect, the right to be protected from violence and abuse (including physical or mental punishment), and the right to express his or her opinion, and to be supported in education irrespective of learning needs. Thus, perceptions and strategies on GAD were interrelated.

DISCUSSIONS

Teachers must pursue and continue their graduate studies, attend trainings and workshops to keep them upgrade and update their professional knowledge and skills. Monitoring teaching strategy and styles of teachers promoting gender and development awareness can aid gender biases and inequities in schools. Organize a training course on gender equality for teachers, because more than they think, teachers subconsciously interact with pupils based on gender stereotypes. Concerted efforts among the community, government and non-government stakeholders, as well as the teaching force and the parents are solicited to support the needs of the school. The training program from the study can be codified for use in the formulation of policies relative to the organization and operation of the schools.