Implementation of the School-Based Gender and Development Program in Selected Secondary Schools in the Division of Rizal: Proposed Revitalized GAD Mainstreaming Program

Dennis Mark  Delacruz,

Implementation of the School-Based Gender and Development Program in Selected Secondary Schools in the Division of Rizal: Proposed Revitalized GAD Mainstreaming Program

Discipline: Education

Abstract:

The purpose of the study was to determine the level of implementation of the school-based gender and development program in selected schools, the profile of the respondents, and the significant differences in the assessed level of implementation of the gender and development program based in schools in Rodriguez, San Mateo, and Cardona. The majority of respondents are mostly female teachers (73.4%), have bachelor's degrees (74.9%), are between the ages of 31 and 40 (47.9%), have less than five years of experience (28.7%), and have been in the profession for at least five years (36.7 percent). Teachers made up most respondents (73.4%). The respondents observed a High Level of implementation of gender mainstreaming interventions in terms of policies, people, enabling mechanisms, and programs, projects, and activities with a Great Grand Mean of 4.10, 4.20, 4.05, and 4.21, respectively. The most perceived challenge in the implementation of GAD programs is the unavailability of items or permanent positions for GAD staff. While the most agreed proposed solution is reducing the workload of the designated GAD Focal Person. When grouped by their profile factors, the respondents from the participating schools had differing perspectives, impressions, and perceptions about the application of GAD Programs in the areas of gender mainstreaming interventions. When classified by categories, the responses concur in their opinions, impressions, and perceptions on the implementation of policies. For the fair development and empowerment of all male and female employees as well as young boys and girls, inclusive and "tailor-made" GAD programs, initiatives, and activities are recommended.

References:

Alghazo, Ph.D (2016). The Theory of Planned Behavior and Parental Involvement: A Theoretical Framework for Narrowing the Achievement Gaps. International Journal of Science and Research.
Ambayon (2020). Modular-Based Approach and Students’ Achievement in Literature. From International Journal of Education & Literacy Studies
Biggs (1999) Theory of distance learning
Eriberto and Llames ( 2021). Solo Parents’ Involvement in the Literacy Instruction of their Children in Modular Distance Learning: Challenges and Opportunities Journal of World Englishes and Educational Practices (JWEEP)
Mohamad, H., Parcon, M., (2022). Unfolding Stories of English Teachers with Multiple Ancillary Functions in Maguindanao-1 Division: A Phenomenological Study: A Multidisciplinary Journal, 2(6), 496-501. https://doi.org/10.5281/zenodo.6793527
Greenwood, G. E., & Hickman, C. W. (1991). Research and practice in parent involvement: Implications for teacher education. The Elementary School Journal, 91(3), 279–288.
Guiamalon et. al (2021) Teachers Issues and Concern on the use Of Modular Learning Modality. Cotabato State University
Holmberg. J.H (1989) Determinants in Distance Education during the COVID-19 Pandemic Academic Paper, 2021
Mary Catherine Arbour et al.,Experimental Impacts of a Preschool Intervention in Chile on Children’s Language Outcomes: Moderation by Student Absenteeism,” Journal of Research.
Niyibizi, Emmanuel,Sibomana, Perumal (2019) Learning to teach writing through a distance education programme: Experiences of Rwandan secondary school English teachers Reading & Writing - Journal of the Reading Association of South Africa
Roisin D. (2005) Harmonizing technology with interaction in blended problem-based learning Computers & Education
R a ms de n P. (1992) Le a rning to teac h in highe r education https://journals.oru.se/uod/article/download/669/658
Toohey, S. (1999). Designing Courses for Higher Education. Buckingham: The Society for Research into Higher Education & Open University Press.
Wedemeyer (1977) Theories of Independence and Autonomy
Xuesong, G. (2006). Strategies used by Chinese parents to support English language learning: Voices of ‘Elite’ university students. RELC Journal, 37(3), 285-298