Gender-responsive Planning and Budgeting Workshop

1. Gender-responsive Planning and Budgeting Workshop

2. Ground Rules

3. RESPECT • Treat each other with RESPECT. • RESPECT others need to learn, so avoid side conversations. OPENNESS • Participate as much as possible but share the time. • Ask questions, but raise your hand to be acknowledged.

4. RESPONSIBILITY • Come on time. • Avoid unnecessary activities during the 3-day official training (e.g. internet/fb, “clique”) • Turn cellphones to silent mode during session • Listen with an open mind. • Everyone is a learner, everyone is a teacher.

5. OUTPUT OF THE 3-DAY TRAINING WORKSHOP (commitment to) Establish/strengthen DivisionGAD Focal Point DivisionGAD Plan and Budget 2014

6. Surfacing Gender Issues through Gender Analysis

7. What is a Gender Issue?

8. Gender Issues are deterrents to development. Thus, it is important to address them in development planning.

9. Gender Issuearises when people recognize that a particular instance of inequality is wrong, unacceptable and unjust. Example: Different age or course or ethnicity required for man and woman applying for the same job.

10. These are difficulties that women and men experience as a result of cultural biases - emanating from beliefs, attitudes, values, roles and characteristics attributed by society to women and men Example: Women are given administrative tasks because they can do desk work better than men.

11. These are reflected in and perpetuated by laws, policies, procedures, systems, programs, projects and activities of the government • Example: • The Adultery and Concubinage provisions of the RPC are discriminatory.

12. Classification of Gender Issues • Organization-focused issue points to the gap in the capacity of the organization to integrate a gender dimension in the activities of its programs and projects. • Example: • Lack of knowledge on gender mainstreaming of GAD focal point members.

13. Classification of Gender Issues • Client-focused issue articulates the extent of disparity of women and men/girls and boys over benefits from and contribution to a program and/or project of the agency. • Example: • Need to implement a curricula free from sex-role stereotyping and sexist concepts.

14. We identify gender issues through Gender Analysis

15. What is Gender Analysis? The systematic gathering and examination of information on gender differences (gaps) and social relations in order to assess, identify, understand, and redress inequities and inequalities based on gender.

16. The Focus - • Define women and men’s needs (gender differences) • Understand the nature of relationships between women and men and their social realities, life expectations and circumstances (structural/cultural) • Identify gender gaps and benefits

17. Why do Gender Analysis? • Helps identify WHAT needs to be done • Helps identify approaches to make policies, programs more efficient and effective (HOW)

18. How is Gender Analysis done? • Using guide questions, checklist or cases to tease out gender issues related to gender roles, needs, access to and control of resources, constraints and opportunities faced by women and men • Examine sex disaggregated data or the situation with gender lens • Evaluate basic assumptions of policies and programs.

19. Workshop 1: Gender Analysis Using Worksheet 1, identify the issues per area of concern (Column 1), by looking at the current situation (column 2) of the DEPED and write on column 3 the actions (programs, plans, activities) that can be done to fill in the gap/address the issue.

20. GENDER ISSUES IN DEPED

21. 1. Women as Education Agents • Lack of support system/services for women • Disproportionate representation in top-level positions in all areas affecting people • Need for a continuing consciousness-raising and orientation program among education agents (policy makers, school administrators, teaching and non-teaching personnel) • Limited opportunities for personal growth of female teachers

22. e. Need to incorporate and take into account the gender perspective in teacher’s training programs • f. Presence of sexual harassment and other forms of violence in the workplace in educational institution • g. Low-level of awareness/consciousness on GAD issues among education officials/decision-makers

23. 2. Women as Education/Training Beneficiaries • The issue of sexism and stereotypes that perpetuates sex role and limits women’s participation to education and training • Need for gender-sensitive counseling programs for students that encourage women’s entry into non-traditional courses • Sexual harassment perpetuated by male teachers/professors (demanding “a date for a grade” from students)

24. 3. Systemic concerns • Lack of institutional mechanism structure such as GAD Focal Point - to ensure that education and human resources development is gender-responsive • Need to implement a curricula free from sex-role stereotyping and sexist concepts • Need to continuously critique, monitor, review and evaluate the Philippine educational system in terms of content, methods/learning processes, vis-à-vis relevance and gender-responsiveness

25. Need to review and revisit the GAD evaluation instrument for textbooks to make it relevant and consistent to the agency’s efforts • Implementation of Basic Curriculum with VAW and Adolescent Reproductive Health Core Messages • Lack of organized and systematic information network at the national and sub-national levels to mainstream women’s concerns in education and human resources development • Weak coordination among GOs, NGOs, and the private sector involved in advocating women’s cause • Deteriorating quality of education at all levels especially in rural areas, distance from school and in difference to girls education are unfavorable to females. • Lower female literacy rate • Higher school dropout among boys

26. Gender-responsive Planning and Budgeting Workshop

27. GAD Focal Point SystemWHY? WHAT? HOW?

28. WHY A GAD FOCAL POINT? The government is vigorously pursuing the implementation of Women in Development and Nation Building Act, known as the RA 7192.

29. The Law directs all government agencies to take appropriate measures to eliminate all forms of gender biases in government policies, programs and projects, and provide opportunities and resources for the effective participation of women in development. In addition, it encourages the setting up of institutional mechanisms that will facilitate and sustain the implementation of its provision. And Gad Focal point is one such mechanism.

30. WHAT IS A GAD FOCAL POINT? A Gad focal point is a body mechanism tasked to catalyze, coordinate and provide direction to, monitor and serve as technical adviser for programs, projects on women/ gender and development concerns within the agency.

31. HOW GAD FOCAL POINT WORKS? ORGANIZATION: Organizing a focal point usually begins with a Basic Gender Sensitivity Trainings (GST) for a small group of selected staff and officials who will comprise the core group to spearhead the organization of the focal point.

32. 2. MANDATE,MEMBERSHIP AND BACKSTOPPING The focal point is formally constituted by a way of a directive coming from the highest official of the agency/unit. The mandate provides for the ff: Composition of FP Powers, functions and responsibilities of FP Budget for the FP activities

33. The MANDATE also authorizes the FP to call any instrumentality of the agency to implement the directives on GAD mainstreaming. The FP monitors the implementation of these directives, updates the agency head and advises her/him on GAD-related matters. The effectiveness of a FP is largely hinged on its ability to assert and operationalize its own mandate. Thus, if should endeavor to acquire a “COMMANDING PRESENCE” and live up its stature as an “AUTHORITY ON WOMEN” within the agency

34. It is important to note that FP activities are “OFFICIAL” and should be part of the agency/official/staff’s key result area (KRA).The agency should also endeavor to recognize such activities as part of the meritorious accomplishments in evaluating the performance of the concernd staff.

35. 2.2 MEMBERSHIP-It is headed by the highest official of the agency and members are drawn from units concerned with planning, personnel, training, data management, research, administrative.

36. 2.3 BACKSTOPPING-much of the FP work involves monitoring, coordination and technical advisory these tasks requires technical group/or secretariat .

37. 3.STRATEGIC PLAN -to FP needs a strategic Plan to help carry out its functions effectively. This plan should include, among others: • A review of the agency mandate, its objectives, KRAs, and implementing policies, programs and projects. • A capability building program for the key staff/units tasked to execute/ discharge the mandated responsibilities of its agency. A gender sensitivity training. a regular reporting meeting/ dialogue • Monitoring Scheme

38. BUDGET: a definite budget is required to fund its coordination, monitoring and technical assistance responsibilities, as well as for the trainings needed for the capability building and for the implementation of its strategic plan. Ex.ofitems to be budgeted are: GST for FP members and key officials, info campaign, monitoring meetings and study sessions.

39. Funds should come from the regular budget of the govt.in cases where some activities cannot be funded from local funds the agency may request for supplemental budget per MC 94-01,annex c.)

40. SETTING THE GAD MACHINERY IN MOTION • TO REITERATE, The FP is not the workhorse of the agency. ITS FUNCTION are to coordinate, provide technical asst., and guide the various units of the agency. The responsibility to comply with the RA 7192 and to implement the policies spelled out in the PDPW/PPGRD rest on the entire agency and not on the FP.

41. The FP in the early stages of GAD MAINSTREAMING will meet with the planning unit to review the mandated tasks of the agency as per RA7192 .incase, the planning staff lack the skills to undertake such review, a GENDER RESPONSIVE PLANNING WORKSHOP may be conducted.

42. Facilitate the conduct of trainer's training on GAD which will lead towards the creation of pool of competent trainers within the agency. These trainers are expected to review the agency’s own training program to integrate GAD concerns and to eliminate sexist content and methodologies in the various courses.

43. Ensure the GAD activities are replicated in the field. Thus, the FP should orient fields staff on the agency’s trust on GAD and draw up a coherent plan for GAD mainstreaming and institutionalization in the school level.

44. LEGAL MANDATE • Executive Order 348 issued in 1989 • RA 7192: Women in National Building Act (Section 9 of the IRR) • RA 9710: Magna Carta of Women (Rule IV, Section 37, C of the IRR)

45. Section 37-C of the Implementing Rules and Regulations (IRR) of the MCW provides that all concerned government agencies and instrumentalities mentioned above shall establish or strengthen their GFPS or a similar GAD mechanism to catalyze and accelerate gender mainstreaming within the agency.

46. PCW Issued Guidelines in the Creation of GAD Focal Point System MEMORANDUM CIRCULAR NO. 2011-01 Date: October 21, 2011

47. DepEd Issued Memorandum No. 140, s. 2012 dated August 2, 2012 Establishment of the Department of Education GAD Focal Point System

48. The head of agencies shall sign appropriate issuances to institutionalize the CREATION OF GAD FOCAL POINTS • The tasks and functions of the members of GAD Focal Point shall form part of their regular key result areas and shall be given due consideration in their performance evaluation

49. GAD capacity development programs that support continuing gender education, updating and enhancing skills customized according to the functions of the GFPS, to be integrated in the regular agency Human Resource Development Plan. • conduct periodic monitoring and evaluation of their GFPS

50. Structure and Composition of the GAD Focal Point System HEAD OF AGENCY GAD FOCAL POINT SYSTEM EXECUTIVE COMMITTEE GAD Focal Point System Technical Working Group/Secretariat Regional/Bureaus/Attached Agencies GAD Focal Point System