Enhanced Gender and Development Implementation Plan

Abstract

Gender and Development (GAD) refers to the development perspective and process that is participatory and empowering, equitable, sustainable, free from violence, respectful of human rights, supportive of self-determination, and actualization of human potentials. This study evaluated the level of implementation of the GAD Plan of Cluster 1 Schools of Naguilian District Elementary Schools and analyzed the strengths and weaknesses of the schools of Cluster 1 as a basis in the development of an Enhanced GAD Implementation Plan. The study used the descriptive research design with the survey questionnaire as the main data gathering tool administered to the students, teachers, and school heads of the Naguilian District Elementary Schools. Both descriptive and inferential statistics were used to analyze and interpret the data gathered. The findings revealed that the level of implementation of the Cluster 1 schools was satisfactory. The study also revealed that the school-respondents are significantly different in the level of implementation of the said program. Moreover, there were identified strengths and weaknesses as to the implementation of the GAD Plan. Thus, an enhanced GAD Implementation Plan was crafted. The result illustrates that both teachers and students gave importance to the advocacy of gender and development. With this, engaging such activities to address the concerns and issues of GAD is fully supported by the respondents. Though, different activities were initiated in the different schools, teachers, and students actively participate to ensure the promotion of awareness and information about GAD issues. There are several factors to the variation of the implementation of schools on GAD Plan, which leads to the conclusion that some critical goals of the program are met in the implementation, however, there is still a need to improve the implementation of the GAD Plan in the Cluster as evidenced by the number of indicators resulted as weaknesses.