Anabelle B. Calonce (Author)
Abstract
Gender and Development (GAD) programs in the Philippines are vital for promoting gender equality, protecting rights, and fostering inclusive, empowering environments across all sectors, including education.This study employed a descriptive qualitative research designto examine the implementation of Gender and Development (GAD) programs in schools within the Division of Roxas City. It aimed to assess the level of GAD implementation, explore prevailing beliefs and practices regarding gender equality, and identify encountered challenges. Quantitative data were collected from 294 school administrators and teachers through structured surveys, while qualitative insights were gathered via 20 key informants’ interviews. Proportionate stratified random sampling ensured broad representation across school types and districts. The research instrument was expert-validated and yielded a Cronbach’s alpha of 0.984, confirming good reliability. Quantitative results, analyzed through mean and percentage, showed a “Very High” level of GAD implementation. Among the four assessed dimensions—policies, people, programs, and mechanisms—policies ranked highest, reflecting strong institutional compliance with national mandates. Programs and people also scored “Very High,” while mechanisms received slightly lower ratings, indicating the need for improved sustainability and resource support. Thematic analysis of qualitative data revealed that schools integrated gender sensitivity into both curricular and co-curricular activities. However, cultural norms and gender stereotypes still influenced attitudes, and many educators reported limited training in addressing these issues. Key challenges included inadequate funding, insufficient teacher training, and community resistance, particularly in rural settings. The study concluded that while schools had institutionalized GAD practices, efforts were often compliance-driven rather than advocacy-based. It recommended policy reforms, increased funding, and targeted capacity-building to foster a genuinely inclusive and gender-responsive educational environment.
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Keywords: Gender and Development (GAD), Gender Equality, Beliefs, Practices, Educational Policy Implementation