Gender Research Writing Training

Module I
 Understanding the forms, cases and manifestation of gender issues.
 Perspective on how to address the various forms of gender inequality

Introduction:
Across the world women continue to face a wide range of inequalities and
discrimination because they are women. Such gender inequality and sex
discrimination takes diverse forms and results from the conduct of a variety of
actors, across public and private spheres. For example, in a wide range of
jurisdictions laws and policies continue to actively discriminate against women in
areas such as legal status, nationality, family and marriage, inheritance and property
rights. Violence against women is pervasive, while legal and justice sector responses
fail to effectively address, prevent and punish it. Discrimination against women and
girls in the workplace, and in relation to education and healthcare, remains
widespread. Meanwhile a series of barriers continue to impede women’s access to
legal protection and redress.
Indeed, in as much as the forms of discrimination against women and the factors
behind it vary, so too do the measures required to address it. Ensuring the principle
of gender equality, us enshrined in domestic law and enacting legislation which
prohibits discrimination in all aspects of women’s lives and provides women with
appropriate remedies are just some of the legal measures which international human
rights law requires of states to prevent, address and redress gender discrimination
and move closer to achieving gender equality. Yet they are vital.
Objective:
This module brings to the consciousness of participants the forms, cases and
manifestation of gender issues and the effects of these gender issues to the
individual, workplace, economy and society.
This also to inform the participants of the various measures/program, the
government has been doing, from the United Nations to our Government and to
our respective workplaces.
By the end of Module I, the participants will be able to have a deeper awareness
on gender issues and develop skills in identifying the forms, cases and
manifestation of gender inequality.

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 The story of the Fox and the Crane
The fox invited the crane to dinner. He serves the food
on a large flat dish. The crane with long, narrow beak
could not eat.
The crane invited the fox to dinner. She serves the food
in a deep vase, and so the fox with his short, wide face
could not eat.
Both friends have an equal opportunity for nourishment
but each one of them could not take advantage of this
opportunity.

Focus Question:
How do we relate the story to men and women at home, in our employment,
in our society?

“Gender Equality does not mean equal treatment.”

I.

Gender and Development

- development perspective and process that is participative and empowering,
equitable, sustainable from the violence, respectful of human rights, supportive of
self-determination and actualization of human protection.

Gender Equality
- is initially linked to sustainable development and is vital to the realization of human
rights for all. The overall objective of gender equality is a society in which women
and men enjoy the same opportunities, right and obligations in all sphere of life.

Gender Bias
- is a preference or prejudice toward one gender over the other. Bias can be
conscious or unconscious, and may manifest in many ways, both subtle and
obvious. In many countries, eliminating gender bias is the basis of many laws

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 II. THE WOMEN’S RIGHTS TODAY

* WOMEN TODAY *

Women’s Right Under CEDAW

Rights to:
 Good quality of education (arts. 10 to 14)
 Access loans and other forms of financial credits (arts. 13 & 14)
 Join leisure, sports and cultural activities (arts. 10, 13 & 14)
 Decide on the number of children and on the number of years between pregnancies
(article 16)
 Shared parenting responsibilities (arts. 5 to 16)
 Have equal access to jobs, benefits and social security (arts. 11 & 14)
 be paid equally based on the work they do (art. 11)
 be free from all forms of violence whether physical, sexual, emotional, mental or
economic (G. R 12 and 19)
 be free from all forms of slavery and prostitution (art. 6)
 vote, run for election and hold public office (art. 7)
 represent the country internationally (art. 8)
 acquire, change or retain nationality and citizenship (art. 9)
 equal access to jobs, benefits and social security (arts. 11 & 14)

YET, STATISTICS SHOWS

GENDER EQUALITY IS NOT YET A REALITY
(e.g. in the Philippines)

...Why do so many men and women seem to conform to society’s

definitions of what is masculine and what is feminine…?
The answer lies in the process called gender socialization or the
socialization of persons into a given gender. This is also called
gendering.
…Our definition of a masculine and feminine are reinforced in our
socialization. This socialization can be seen in the following areas of our
daily activities...

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 GENDER SOCIALIZATION

a) Child-rearing as a mechanism for socialization

i. Manipulation – handling boys and girls differently even as infants

(e.g,, pink for baby girl, blue for baby boy);

ii. Canalization – people direct children’s attention to gender-appropriate

objects (e.g., choice of toys: boys play with toy guns, cars, machines; girls
play with tea sets, dolls and houses); We are teaching children what their
prescribed roles in life will be, and familiarizing them with the
“appropriate” tools of the trade.

iii. Verbal Appellation – consists of telling children what they are (e.g., strong
boy, prim and proper girl) and what expectations others have of them
(e.g., “boys don’t cry”)

iv. Activity Exposure – familiarization with gender-appropriate tasks (e.g., girls

are encouraged to help their mothers with housework)

b) Institutions of Mass Gender Socialization

i. Formal education –
 Differences in disciplining boys and girls;
 Difference in terms of the subjects offered, such as electives or practical
arts (e.g., home economics, cooking and sewing for girls; carpentry or
automotive repairs for boys);
 Images in text books and visual aids (e.g., men are pictured with neckties,
as engineers, lawyers, or sports enthusiasts; while women are pictured as
housewives who cook, clean and raise children)

ii. Mass media-

 A study on the images of women in mass media found that the media
consistently portrays women as housewives or worse: emotionally
dependent martyrs, victims or scheming villainesses.
 Advertising uses images to convey or reinforce gender stereotypes. In
selling products, they are not only asking people to buy the product, but
also to buy into the imagery. For instance, females are shown as wives,

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 daughters or mothers whose joy is to feed their families, keep their
houses clean, and see sons and husbands off to work.
 Advertising often uses sexualized images to sell male-oriented products
(e.g., White Castle whisky commercial or Anzhal car paint). Women are
dehumanized, portrayed as commodities and sexual objects to be used
and discarded (e.g., Kinse Anyos print ad), while men are shown
“pursuing” women in a variety of professions or sports.

iii. Religion – Gathering process through:

 Doctrines
 Structure or hierarchy
 Symbolism
 And sometimes through unofficial religious interpretation

iv. Language
 The most subtle but most pervasive form of gender socialization. It is
difficult to separate the way we speak from our thought process, so the
use of sexist language, even if unwitting, will inevitably lead to changes
in how we perceive gender.
 THEREFORE, SEXIST LANGUAGE IS A POWEFUL TOLL TO MAINTAIN
GENDER IDEOLOGY.
 A detailed treatment of this pervasive form of gender is presented in
UNIT TWO on GENDER-FAIR LANGUAGE.

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…We see, the most subtle but most pervasive form of
gender socialization is language that even our highest court
-THE HALL OF JUSTICE TO MEN AND WOMEN – did not
escape. In fact, in many years even our Supreme Court
decisions were shaped and influenced by our
stereotyping….
…It is difficult to separate the way we speak from our
thought process, so the use of sexist language, even if
unwitting, will inevitably lead to changes in how we
perceive gender. Therefore, sexist language is powerful tool
to maintain gender ideology.

Excerpt from a number of Supreme Court decision that

evoke gender stereotyping:

“young barrio lass; naïve and inexperienced”

“chaste Filipina”
“good reputation”
“young virgin barrio-girl”
“Filipina of rural breeding”
“decent Filipina”

“young and immature”

“innocent and guileless”
“inexperienced in the ways of the world”
“naiveté and limited intelligence”

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 …Gender-fair language occur when language is sexist, devalues members
of one sex, fosters gender inequality and discriminates women by
rendering them invisible or by trivializing them, at the same that it
perpetuates notions of male supremacy…

Using gender-fair language, therefore, is important because… the way

we speak and write affects the way we think.

WHY USE GENDER-FAIR

LANGUAGE?

1. Language articulates consciousness. It is through words that we give utterance to

our basic needs and feelings.
For example:
If you say that women are “the weaker sex” the you, whether male or female,
would feel that indeed WOMEN are WEAK and would act accordingly.

2. Language reflects culture. Language verbalizes cultural meanings and values in our
society. This is where language may be used to stereotype women. It also reflects
how society through words, reflects cultures and perspectives.

For example:
Maria Clara and Salome, the female characters of Noli Me Tangere. It is argued
that Maria Clara, the poised and conservative female, is based on the Spanish
culture and perspective of a woman, while Salome, on the other hand,
symbolizes passionate Filipino woman.

3. Language affects socialization. In this short script, the characters are Cecil, Joey,
and their Mother.

Mother: Cecille, can you please wash the dishes?

Cecille: Inay, I am studying for exams tomorrow. Can’t Kuya Joey do it?
Joey: How many times has Inay told you that boys don’t do house work?
It’s a girl thing.
Mother: That is right. Go, Cecille, please do what I ask of you because it is
the responsibility of the female to take care of the house.

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1. Language that uses the generic Masculine – excludes women and renders them
invisible.
Case 1:
Subsuming all humanity in terms such as man, father, brother, master.
The use of the singular masculine pronouns = he, his, him.

Example of sexist language:

An Employee should wear his ID at all times.

Example of gender-fair language:

Employees should wear their ID at all times.

Case 2:
Terms ending in “man” but referring to functions that may be performed
by individuals of either sex.

Example:
In the Committee on Gender Responsiveness in the Judiciary, we practice
gender-fair language. Justice Austria-Martinez is the Chairperson, not
Chairwoman, while Justice Azcuna is referred to as the Co-Chairperson
and not the Co-Chairman.

Case 3:
Terms used as though they apply to adult males only, or are appropriated
to a particular sex.

Example:
Settlers moved west, taking their wives and children with them.

Alternative:
Use “families” for “wives and children”

2. Language that involves the use of suffixes (-ess, -ette, -trix, -enne) – makes
unnecessary reference to the person’s sex, suggest triviality, unimportance, or
inferiority of women occupying such a position. It trivializes women and
diminishes their structure.

Current Usage: Alternative:

Actress Actor/Thespian
Authoress Author
Usherette Usher
Heroine Heroes

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3. Use of sex-linked modifiers – sounds gratuitous and patronizing, and suggests
the norm for some occupations is for a particular sex.

Current Usage: Alternative:

Lady Justices Justices
Lady Doctor Doctor
Female Lawyer Lawyer
Male Nurse Nurse
Male Secretary Secretary
Working Mother Wage Earners

When it is necessary to point out the female aspect of a person occupying a

given role or occupation, use the term “FEMALE” or “WOMAN” rather than
“lady”.
4. The use of certain terminologies in designating occupations, positions and
roles can call attention to a person’s sex.

Current Usage: Alternative:

Delivery boys/ Deliverers
Delivery men
Motherhood/ Parenthood
Fatherhood

5. The use of some terminologies can disparage and marginalize women or

persons of another gender.

Current Usage: Alternative:

Chick girl Woman
Bachelorette, Unmarried women
Spinster
Old Maid

6. Language as seen in the use of some phrases fosters unequal gender relations
(e.g., lack of parallelism).

Current Usage: Alternative:

Man and Wife Husband and Wife
Men and Women
Men and girls
Boys and girls

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…In recognizing the importance of the use of gender-fair language,
guidelines were issued …One is Civil Service Memorandum Circular No.
12, s. 2005 entitled “Use of Non-Sexist Language in All Official Documents,
Communications and issuances”.

…The reason behind the rules is that since government employees

encounter issues everyday, the use of non-sexist language in preparing
letters, memoranda, and other issuances, will encourage us to make a
conscious effort to avoid implicit and explicit discriminatory language
against women or mem. And this will help promote gender sensitivity in
the bureaucracy…

…You see, using gender-fair language will not only benefit women but
men as well. It will help reshape our views about gender and about
women in particular. The advocacy for gender equality begins by using
gender-fair language…

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III. MANIFESTATION

 MANIFESTATION OF GENDER BIAS

 MARGINALIZATION: (economic)

The process which forces women out:

- into the periphery of economic and social life,
- on the periphery of decision making process
- as well as diminishing the value of the activities in which they engage and
through which they contribute to the national development process.

 Under on non-valuation/recognition of Women’s work.

 Women have less access to and control over resources and benefits.
 Unequal pay for work of equal value
 Last to be hired, first to be fired
 Limited opportunities
 Exacting sexual favors

The vision; what should be:

 Equal Pay for Work of Equal Value

 Economic Independence
 Economic Opportunities

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 SUBORDINATION: (political)
One sex is inferior to the other; gender subordination is the institutionalized
domination by men of women

 Position – very women in politics and top positions

 Status – weaker sex
 Decision Making – women are not included in planning and
decision-making processes
 Process of Socialization

SUBORDINATION

WOMEN MEN
 weak  strong
 oppressed  dominate
 followers  leaders
 second class  first always
 owned  owner

The vision; what should be:

 Quality Participation in Decision-making

 Recognition of Capabilities

 MULTIPLE BURDEN
Involvement in the three spheres of work; productive and community work.
 Parenting
 Housework
 Community Work
 Work in the public sphere/informal sector

GENDER DIVISION OF LABOR

- the assignment of tasks and roles to men and women on account sex

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The vision; what should be:

 Shared Parenting
 Shared Housework
 Shared Breadwinning

GENDER STEREOTYPES
 fixed, unquestioned beliefs or images we carry in the back of our
minds
 about women and men
 transmitted from generation to generation

GENDER STEREOTYPING
- The process of attributing a set of characteristics, roles and traits,
favorable or unfavorable, to all members of a social group based on sex.

 Child rearing
 Religion
 Occupations
 Education
 Language
 Behavior
 Government programs
 Media
 Popular Culture

The vision; what should be:

 Liberation from stereotyped images

 Non-sexist child rearing
 Non0-sexist language

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 VIOLENCE AGAINST WOMEN
Acts of instilling fear and inflicting pain with the aim to injure, or abuse a person
usually women.

Verbal, psychological & physical forms of violence:

 jokes
 wolf-whistles
 peeking
 “chancing” or making sexual passes
 sexual harassment
 domestic violence
 rape
 prostitution
 commodification – the act of treating women as a commodity or
object & not as person

The vision; what should be:

 Freedom of violence
 Freedom from harassment
 Effects on personhood
 Personhood development – self-esteem
 Control over one’s body

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IV. EFFECTS OF GENDER BIAS TO INDIVIDUAL, WORKPLACE AND
PUBLIC SERVICE AND THE ECONOMU & SOCIETY

Effects of Gender Bias

In Personal Health
DEPRESSION, ANXIETY, PSYCHILOGICAL DISTRESS, SEXUAL VIOLENCE, DOMESTIC
VIOLENCE AND ESCALATING RATES OF SUBSTANCE USE affect women to a greater
extent than men across different countries and different settings.
There is a positive relationship between frequency and severity if such social
factors and severity of mental health problems in women. Severe life events
that cause a sense of loss, inferiority, humiliation or entrapment can predict
depression. Pressures created by their multiple roles, gender discrimination
and associated factors of poverty, hunger, malnutrition, overwork, domestic
violence and sexual abuse, combine to account for women’s poor mental
health.
Research shows that there are 2 main factors which are highly protective
against the development of mental problems especially depression.

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 Research shows that there are 2 main factors which are highly protective
against the development of mental problems especially depression. These
are:

 having sufficient autonomy to exercise some control in response to

severe events
 access to some material resources that allow the possibility of making
choices in the face of severe events
 psychological support from family, friends, or health providers is
powerfully protective

In the Workplace/Employment/Human Resource

Lost Productivity
Victims of gender discrimination lose motivation and morale necessary to
perform their jobs effectively leads to a loss in productivity.

Promotions
Stereotypical views regarding gender can cause supervisors to engage in the
illegal practice of passing a person over for promotion due to gender.

Family Responsibilities
If the woman makes it into the position, her supervisor can view her
employee file to see that she has young children signed up on insurance or
other benefits. He then may choose to give her less responsibility or assign
menial tasks to her that do not fit her job description. Although illegal, this
practice still exists in offices today.

Destruction
Those discriminated against may feel such strong resentment and loss of
self-worth that they resort to destruction as a way to get back at the
discriminatory employer or co-worker.

Gender inequality in employment has a sizable negative impact on economic growth.

Gender bias in tools and procedures can inhibit the establishment of inclusive and
effective talent management programs. When organizations fail to integrate checks
and balances that guard against the introduction of gender bias into talent
management systems, they make the process vulnerable to gender stereotyping and
hinder opportunities for women’s advancement.

In Education
Discrimination in the field of education results in individual tragedies and finally
tells on the rate of progress a society or a nation makes. The status of women in
a society has a direct effect on its health.

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 Gender inequality in education does impede economic growth. It does so directly
through distorting incentives and indirectly through its impact on investment and
population growth. The effects are sizable.

Gender inequality in education has larger and significant effects on fertility and child
morality. Since reduced fertility and child morality (and, conversely, expanded
longevity) are among the most important constituent elements of well-(Sen, 1999).
These findings may be at least as relevant for the well-being of people in developing
countries as the findings regarding economic growth (which is just one means to
generate greater well-being).

In the Economy/Society

The cost of discrimination toward women in education and employment not only
harm the women, but impose a cost for the entire society.

Gender discrimination acts as a brake on economic development. If women cannot

access to managerial positions, the equilibrium wage rate declines, and the cut-off
level of talent of managers declines as well, so that the average talent of
entrepreneurs and economic growth both decline.

Women’s Equality Initiatives: A Snapshot

(International)

Pivotal International:
1975 UN First World Women’s Conference, Mexico “equality, development, peace”
UN declared 1976 to 1985 as the UN Decade for Women.

1976-1985 UN International Women’s Decade

Vast body of information and statistics were presented and desegregated by sex
to map the social demographic and economic situation of women.

1979 The Convention on the Elimination of All Forms Discrimination against Women
(CEDAW) was adopted by UN

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1980 Second World Women’s Conference in Copenhagen

Progress on the World Plan of Action, adopted in Mexico City, was reviewed in
mid-decade

Women’s NGO Forum, Nairobi, Kenya (End-of-Decade UN Conference on

Women)

Forward-Looking Strategies for the Advancement of Women

elimination of illiteracy by the year 2000, the elimination of all forms of
discrimination, a life expectancy of at least 65 years and the opportunity for
employment

1987 Fifth International Women and Health Meeting, Costa Rica Sixth International
Women and Health Meeting, Manila, Philippines

Over 400 women from 60 countries participated. Strong

representation from Asian countries

World Women’s Congress for a Healthy Planet, Florida (WEDO): “Women’s

Action Agenda 21”: women’s issues and rights into local, national and
international environment and development making

1992 UN Conference on Environment and Development, Rio, Brazil

UN Human Rights Conference

 women’s rights are humans rights
 Placed women’s issues – violence, sexual abuses, and
reproductive abuses – within the framework if the UN human
rights declaration

1993 Seventh International Women and Health Meeting, Kampala, Uganda

Social Summit, Copenhagen Denmark

 Women were an integral part of this IB conference to focus on

issues of social justice. The Copenhagen Hearing on Economic
Justice and Women’s Human Rights featured personal
testimonies of women across the globe.

UN Fourth World Women’s Conference, Peoples Republic of China

 Reiterated the importance of gender justice and equality in the
home and the workplace in matters of production (waged work)
and reproduction (unwaged household task and
responsibilities)

Beijing Platform for Action (PFA) of the Fourth World Conference on Women (FWCF)
which calls for actions on twelve areas of concern Affecting Women

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 Women’s Equality Initiatives: A Snapshot
(Local)

Philippine Initiatives:
1975 Philippine Development Plan for Women (PDPW)
1987 Philippine Constitution:
Article II, Section 14. The State recognizes the role of women in nation-building,
and shall ensure the fundamental equality before the law of women and men.
Article XIII, Section 11. The State shall adopt an integrated and comprehensive
approach to health development which shall endeavor to make essential
goods, health and other social services available to all the people at affordable
cost. There shall be priority for the needs of the underprivileged, sick, elderly,
disabled, women, and children. The State shall endeavor to provide free
medical care to paupers.
1988
Proclamation No. 224 (March 1, 1988) “Declaring the First Week of March Every
Year as Women’s Week and March 8, 1988 and Every Year Thereafter as
Women’s Right and International Peace Day
-it affirmed our solidarity with the United Nations and recognized Filipino
women’s contribution in the struggle for national independence, civil liberties,
equality and human rights.
Proclamation No. 227 (March 17, 1988) “Providing for the observance of the
month of March as Women’s Role in History Month
-reinforced the earlier proclamation by emphasizing the role of Filipino women
in the social cultural, economic and political development throughout our
history.
1989

R.A. 6725 (May 12): “An act Strengthening the prohibition on Discrimination
Against Women with Respect to Terms and Conditions of Employment,
Amending for the Purpose Article One Hundred Thirty-Five of the Labor Code”
Flexible Working Hours - With the issuance of CSC Memo Circular No. 14 in
1989, a full flexi-time schedule was adopted. This working arrangement allows
employees to start and end work at a time convenient to them provided that
the same shall not be prejudicial to the prompt and efficient delivery of service.

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1990
R.A. No. 6949 (April 10): “An Act to Declare March Eight of Every Year as a
Working Special Holiday to be known as National Women’s Day”
Equality Advocates – In 1990, the Commission implemented the EQUALITY
ADVOCATES program or EQUADS. The EQUADS program promotes equality of
treatment and opportunities in the workplace by eliminating discrimination
due to gender, ethnic or social origin, religious belief, physical disability or
political affiliation. Trained Equality Advocates were appointed in 1991 in the 14
administrative regions of the country. These EQUADS look into cases of
discrimination, answer queries, offer advice and provide counselling to
aggrieved employees.

1991
Modified Maternity Leave – As stipulated in CSC Memorandum Circular No. 17
s. 1991, the Maternity Leave Law was modified to allow a woman the option to
return to her work before expiration of her two-month leave. The adjustment
allows her to receive the benefits granted under the Maternity Leave Law and
the salary for actual services rendered effective the day she reports for work.
1992
R.A. 7192 (February 12): “An Act Promoting the Integration of Women as Full
and Partners of Men in Development and Nation-Building (Women in
Development and Nation-Building Act)
MC 30, 1992 Checklist of Reasonable Working Conditions – With the support
of public sector unions, the Commission embarked on Project Talaan. The
output of the activity was a list of reasonable working conditions that enhance
employee productivity.
MC 38, 1992 Health Awareness Program

1993
R.A. 7655 (August 19): “An Act Increasing the Minimum Wage of House Helpers
Amending for this Purpose Art, 143 of P.D. No. 422, as amended
1994
Issuance of Policy in Sexual Harassment in the Workplace – In 1994, the CSC
promulgated CSC Memo Circular No. 19. The circular defines sexual harassment
and characterized it as an administrative offense of either Grave Misconduct
Prejudicial to Flexible Work to the Best Interest

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1995
R.A. No. 7877 (February 14): “An Act Declaring Sexual Harassment Unlawful in
the Employment, Education or Training Environment.”
E.O No. 273 (September 8): “Approving and adopting the Philippine Plan for
Gender Responsive Development, 1995-2025

 30-year long term vision/plan for women’s empowerment and gender

equality
 Framework Plan for Women: short term (3 years) Priority and critical
concerns of Filipino women to be addressed by government agencies,
the academe, civil society organizations and the private sector
1996
Special Leave Privileges – CSC Memo Circular No. 6, s. 1996 granted employees
special leave privileges to enable them to attend milestone of their lives such
as graduation, enrollment, wedding/anniversary, birthday, hospitalization,
funeral /mourning and relocation.
Paternity Leave – to compliment women’s maternity leave, the Joint CSC-DOH
Memo Circular No. 1 s. 1996 was passed. The privilege is granted to a married
male employee allowing him to take a leave for seven days with pay to enable
him to lend support and care for his wife in her period of recovery, either after
delivery or miscarriage, and in taking care of the newly-born.
1997
R.A 8353 (September 30): “An Act Expanding the definition of the Crime of
Rape, Reclassifying the same a crime Against Persons Amending for the
Purpose Act No. 3815, as Amended, otherwise known as the Revise Penal Code,
and for the other Purposes”
MC 33, 1997 “Policy at work place”
1988
R.A. 8505 (February 13): “An Act Providing Assistance and Protection for Rape
Victims, establishing for the Purpose a Rape Crisis Center in Every Province and
City, Authorizing the Appropriation of Funds Therefore, and for other
purposes”

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1999
Equal Representation of Men and Women in Third Level Posts – CSC issued
Memo Circular No. 8 s. 1999, or the Policy of Equal Representation of Women
and Men in Third Level Positions in Government to promote gender equality at
all levels of position in the civil service.
Directory of Women on the Move – Implemented in conjunction with the
National Commission on the Role of Filipino Women (NCRFW), the Directory is
a compilation of organized and strategic information about qualified women
candidates for vacancies in the Cabinet and other executive positions.
2001
Administrative Disciplinary Rules on Sexual Harassment Cases – Considered a
landmark issuance of the CSC, the new rules provide for the consistent and
uniform rules of procedure in investigating, prosecuting and resolving sexual
harassment cases in government offices.
Women Executive Against Graft (WAG) – A network of women occupying
senior-level managerial positions in government, the group was formed during
a women’s forum organized by the CSC, the NCRFQ and the Career Service
Executive Board in celebration of Women’s month. WAG aims to build a critical
mass of government offices that are graft and corruption free.

2002
R.A. 8972 (November 7) Solo Parent Welfare Acts of 2000 “An Act Providing
for Benefits and Privileges to Solo Parents and their Children, Appropriating
Funds therefore and for other Purposes”

 Granted maternity leave benefits to women, married or unmarried

women maternity leave. Also 7 days parental leave for solo parents
Amended Maternity Leave – Pursuant to Solo Parents Welfare Act of 2002
which directs government to develop a comprehensive program of services for
solo parents and their children, a policy support was issued by CSC through
Memo Circular No. 22, s. 2002 granting maternity leave benefits to women,
whether married or unmarried.
2003
R.A. 9208 (May 26): “An Act to Institute Policies to Eliminate Trafficking in
Persons Especially Women and Children, Establishing the Necessary
Institutional Mechanism for the Protection and Support of Trafficked Person,
Providing Penalties for its Violation and for Other Purposes”

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 2004
R.A. 9262 (March 8): “An Act Defining Violence Against Women and their
Children, Providing for Protective measures for victims, Prescribing
Penalties therefore and for other Purposes”
Grant of Parental Leave to Solo Parents – As a policy support to the Solo
Parents Welfare Act of 2000, the CSC issued Memo Circular No. 8, s. 2004
which grants seven (7) days of parental leave to solo parents in
recognition of their parental responsibilities and obligations.
2009
CSC MC No. 7, s. 2009, Feb. 23, 2009 enjoining agencies to strengthen
their CODIs and requesting them to campaign against informational
materials that are offensive to women.
R.A. 9710 (August 14): “An Act providing for the Magna Carta of Women

2019
R.A 11210 otherwise known as the “105-day Expanded Maternity Leave
Law”

…Despite all these laws, rules, programs and projects of the government, gender
equality is not yet so much felt in our community especially from the grassroots.
People from the grassroots can still see many cases of inequality in the
government/bureaucracy. This image of the bureaucracy – the model of the society
– may fail to influence the implementation of the community-based gender policies.

…It is hoped that by this training you can help our bureaucratic culture…toward
changing the society’s culture. Only when we can change into a gender-fair culture
we can truly have justice and true freedom.

…It may appear challenging and difficult but to remind us ones again…

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“A journey of a thousand
miles begins with a single
step”
- Lao-Tzu-

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