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DEPARTMENT OF EDUCATION

REGION III

TRAINING ON
GENDER EQUALITY
MOVEMENT IN
SCHOOLS OF CENTRAL
LUZON (GEMS-CL)
August 22 – 24, 2017

Otel Pampanga, City of San Fernando


Module 1
Session 2

National Legislations
(Including Republic Acts and
DepEd Orders)
OBJECTIVES:
• Provide clearer understanding on the
existing D.O. # 32, s. 2017, D.O. # 27, s. 2013
and D.O. # 63, s. 2012;
• Demonstrate deeper appreciation on the
roles and functions of GFPS in the school
level;
• Identify the activities which can be/
cannot be charged to the GAD budget
plan; and
• Write/ Design GAD activities to be
conducted in school.
OVERVIEW:
• In the Philippines, some efforts are
delivered to meet gender responsive
society that is promoted through Magna
Carta of Women (MCW).
• However, despite the existing laws, the
struggle for freedom, gender equality and
gender equity remain unattainable. This
influenced the legislators both international
and national levels to think more on how
women receive equal opportunities and
be treated equally with men.
OVERVIEW:
• The sufferings, exploitations, suppressions
and discriminations from the most powerful
gender occur from the remotest past up to
the present. Thus, our country legislated
RA 9710, RA 7610 (to mention a few) and
other international laws on gender
sensitivity and responsiveness leading to
the formulation of D.O. # 32, s. 2017, D.O.#
27, s.2013 and D.O.# 63, s. 2012 to educate
people in the Department on different
gender issues that confront the schools
today and to intensify the effectiveness
and give justice on the utilization of GAD
Budget.
KALEIDOSCOPE by: Francis Magalona
TEXT HERE
So many faces, so many races Chorus: Others walk while others run
Different voices, different choices Every color and every hue You can't talk peace and have a
Some are mad, while others laugh Is represented by me and you gun
Some live alone with no better half Take a slide in the slope Some are hurt and start to cry
Others grieve while others curse Take a look in the kaleidoscope Don't ask me how don't ask me
And others mourn behind a big Spinnin' round, make it twirl why
black hearse In this kaleidoscope world Some are friends and some are
Some are pure and some half-bred foes
Some are sober and some are Some are great and some are few Some have some while some have
wasted Others lie while some tell the truth most
Some are rich because of fate and Some say poems and some do Chorus:
Some are poor with no food on sing Every color and every hue
their plate Others sing through their guitar Is represented by me and you
Some stand out while others blend strings Take a slide in the slope
Some are fat and stout while some Some know it all while some act Take a look in the kaleidoscope
are thin dumb Spinnin' round, make it twirl
Some are friends and some are Let the bass line strum to the bang In this kaleidoscope world
foes of the drum
Some have some while some have Some can swim while some will Kaleidoscope world
most sink In this kaleidoscope world
And some will find their minds and
think
Instructions:
TEXT HERE
Activity:

1.Group yourselves into five (5).


2. Choose a leader and a rapporteur for
facilitation and reporting.
3. Receive copies of D.O.#32, s. 2017, D.O. #27, s.
2013, and D.O. # 63, s. 2012.
4. Read and share the contents of the order.
TEXT
5. Get 2 sets of HERE
meta cards. The 1st set
determines the roles and functions of GFPS,
the 2nd set identifies the proper utilization of
GAD budget.
6. Paste the meta cards on manila paper.
7. Post the outputs for facilitation and
reporting.
Answer the following:
TEXT HERE
1. How can the composition of GAD Focal
Point System (GFPS) be made up in the
school level?
2. How may the GFPS members be
distinguished in terms of their roles and
functions?
3. What do we need to consider in
formulating guidelines on various programs
and activities addressing gender issues?
4. What must be taken into considerations in
the utilization of GAD budget?
•GAD FOCAL POINT SYSTEM (School Level)
GFPS Head TEXT HERE School Head/Principal
 School GAD
Coordinator (to be
designated by the
Members
School Head)
 Asst.
Principal/Department
Head for SHS
 Grade Level
Coordinator/s
(Elementary)
 Guidance
Teacher/Coordinator
 School Bookkeeper
(Secondary)
 Administrative Assistant
Functions of GAD Focal Point Persons
• TEXT
Lead in gender HERE
mainstreaming
• Use harmonized GAD guidelines for P&P
• Recommend formulation/ revision of policies for women’s
status of policies and child protection
• Lead in review and updating sex-disaggregated data for GAD
database
• Implement advocacy activities
• Identify gender issues arising from gender analysis
• Prepare GAD plans, budgets and accomplishment reports
• Ensure the effective and efficient implementation of the
GAD plan and utilization of GAD budget
• Give incentives to outstanding institutional GAD programs
• Build and strengthen partnership with all GAD focal point
persons in the department.
What can be charged to GAD budget?
• ApprovedTEXTPPAs HERE
• Capacity development on GAD
• Activities to support GAD efforts
• Monitor GAD PAPs
• Programs addressing women’s practical and strategic
needs
• Consultation workshops
• Honoraria of external GAD experts
• Development, printing, dissemination of information and
education campaign materials
• Women’s month activities
WhatTEXT
cannotHERE
be charged to GAD budget?
• PPAs excluded in GAD plan
• Honoraria of GAD FPS members and employees
assigned and tasked to do GAD work
• Physical, mental, and health fitness including purchase
of equipment recreation and social activities, religious
and cultural projects, study tour, team building,
Christmas and year end celebrations and meetings,
construction expense, supplies and materials for
general use except if these can be justified as clearly
addressing specific gender issues.
Do the following:
TEXT HERE

1. Establish / Create GAD Focal Point


System at the school level (SGFPS).

2. Write/ Formulate GAD activities to


be conducted within the school year.
References:
TEXT HERE

• RA 9710
• RA 7610
• D.O. # 32, s. 2017
• DO #27, s. 2013
• DO #63 s. 2012