Gender Mainstreaming Plan for Gender-Responsive Public Schools

International Journal For Multidisciplinary Research, 2024

This paper discusses the implementation level and analysis of gender mainstreaming in Camarines Sur Polytechnic Colleges (CSPC) using the Enhanced-Gender Mainstreaming Evaluation Framework (E-GMEF). This aims to generate related studies on the use of gender analysis tools, to measure the level of implementation of CSPC in gender mainstreaming, and to contribute to the data necessary for gender sensitization in Higher Educational Institutions. This paper utilized qualitative research and standardized data-gathering tools. Documentary and thematic analysis, and FGDs were used and the standardized pointing system of the Enhanced-Gender Mainstreaming Evaluation Framework (E-GMEF) was utilized in determining the level of Gender Mainstreaming in government institutions. The research revealed that CSPC’s overall level in gender mainstreaming is Level 3, under the GAD application. E-GMEF measured and analyzed CSPC’s systems and processes along with the 4 entry points of gender mainstreaming. Specifically, Level 2 for Programs, Projects, and Activities; Level 2 for Enabling Mechanisms; Level 3 for Policies, and Level 3 for People. CSPC is recommended to strengthen its integration through its gender-responsive policies, plans, and programs in instruction, research, extension, and production. Training and seminars should be conducted to increase employees’ level of awareness.

Davao Research Journal, 2022

The integration of gender-responsive teaching strategies in public schools remains to be a challenge among educators. This social issue entails more in-depth investigation, especially in primary public education, to promote gender-responsive instruction and increase inclusiveness in education. This study aimed to assess the level of gender mainstreaming efforts of public elementary and secondary schools in the City of Mati, employing the Gender Mainstreaming Evaluation Framework (GMEF). A quantitative design through purposive sampling methods where the respondents are the GAD focal persons was used in this study. The study found out that the Department of Education (DepEd) Schools Division in the City of Mati's level of gender mainstreaming is still in the Foundation Formation stage (Stage 1). There's a long way to integrate gender into its systems, programs, and services. The study recommends that the agency may craft policies to attain the maximum level of mainstreaming efforts and be modeled and replicated by other agencies in the future.

Ngilu, J. K; Momanyi, M & Ateka, F. (2019). Effectiveness of Government Gender Policies in Mainstreaming Gender in the Administration of Public Secondary Schools in Makueni County, Kenya. Journal of African Interdisciplinary Studies. 3(9), 19 – 42., 2019

Gender underrepresentation in administration of secondary schools despite the existence of gender policies in mainstreaming necessitated the study. Two research questions guided the study: What are the challenges impeding effective implementation of government gender policies for mainstreaming gender in the administration of public secondary schools in Makueni County? What strategies could be put in place to overcome these challenges? The gender equity theory and the identity theory guided the study. The target population comprised of 3 Teachers Service Commission Sub County Directors, 20 principals, 20 Board of Management chairpersons and 233 teachers sampled from 20 schools in 3 sub counties. Stratified random sampling and purposive sampling techniques selected study participants. Collection of data was done by use of questionnaires and interview guide. The latter were validated in terms of content and face validity. Cronbach Alpha determined the reliability of quantitative data whereas Trustworthiness of qualitative items was determined by use of credibility, dependability and transferability. Quantitative data was grouped, coded and entered into computer software to generate percentages and frequencies that summarized data. Qualitative data was analyzed by use of content analysis. Key findings revealed that the school's nature, age and religious influence, delocalization, minimal leadership positions, lack of equal opportunities, location of school, fear of failure among women, male chauvinism and also unfavorable TSC policies influenced gender inequity in schools. Government policies like the national gender policy, affirmative action, equal educational opportunities and equal promotion opportunities were effective in maintaining gender balance in the administration. Challenges that negated their effective implementation were corruption, weak coordination , harmonization and networking among actors at all levels, ineffective governance, centralization, gap in policy making and practice, slow implementation of gender related policies and laws, inadequate resources, lack of monitoring and evaluation framework, social-cultural issues, misinterpretation of the concept of gender and lack of structural linkages. The study recommended increased budgetary and resource allocation, increased fight against corruption, increased coordination among stakeholders during the implementation process, laying down adequate policy framework for implementation of the mentioned policies, provision of adequate resources, public education campaigns in raising awareness of the policies, the election of more women representatives, enhancing the clarity of the policies, increased stakeholder involvement, improved policy framework as a ways enhancing gender mainstreaming.

This research aim is to encourage gender equality achievement of education in Jakarta. The specific purposes of this research are to develop elementary school management model on the basis of gender mainstreaming to be implemented in Jakarta. The method of this research was research and development with the steps as follows: (1) pre-development consisting of needs analysis, literature study, field study and trial-test; (2) model development consisting of model draft development and evaluation instrument development; and (3) post-development consisting of beginning step field test and evaluation, beginning field step revision, next step of field study and evaluation, and perfecting of tested product. This research was done based on the survey of elementary school management implementation based on gender mainstreaming in Jakarta. This model was developed based on needs analysis done in elementary schools in Jakarta with the indicators of gender mainstreaming in teaching learning activities, learning equipments, human resources development, students activities, recruitment system, school administration, school management, educational financing, infrastructure, school culture, and decision making system. The elementary school management on the basis of gender mainstreaming is appropriate for effective school concept. After field test and validation, the revision of this model can be used as a model in elementary school management to improve gender mainstreaming. The result of this research can be used as encouragement of gender equality achievement especially in elementary schools in Jakarta. Elementary school management system can be a driver to reach gender equality.

International Journal of Multidisciplinary: Applied Business and Education Research, 2021

The study aimed to determine the challenges in gender mainstreaming in the Department of Education. The study made use of descriptive research design with the aid of questionnaires the main instrument in gathering the data. Descriptive and inferential statistics were used for data analysis. The study revealed that a typical respondent was in their middle adulthood aged thirty-one to forty, majority were female, most have rendered zero to four years in service, more than half of the public secondary teachers are Teacher I, and most of the public secondary teachers attended three to five numbers of relevant training on gender mainstreaming. The public secondary teachers identified that the security, health and other student services was moderately serious problem while facilities, administration, instruction and curriculum was not a problem. There was a statistically significant difference on the problems encountered by the public secondary teachers on the gender mainstreaming impleme...