Challenges and Progress in Eliminating Gender Disparities and Achieving Gender Equality

Challenges and Progress in Eliminating Gender Disparities and Achieving Gender Equality

A paper presented by

Dr. Aquilina S. Rivas

Schools Division Superintendent

Department of Education

Quezon City, Philippines

Delivered on November 28, 2001 at the Regional Seminar in Asia held at Kyoto, Japan

INTRODUCTION

On behalf of the Filipino people, the Philippine President, Her Excellency, Gloria Macapagal Arroyo and the Secretary of Education Honorable Raul S. Roco, I greet you Mabuhay. Mabuhay is a Filipino salutation of thanks giving and respect, a greetinor of hope that this forum' will yield tangible results to eliminate gender disparities and achieve gender equality in our region.

The Philippines joins you in recognizing that human capital regardless of gender is a valuable resource. The Philippine Constitution upholds that the State "shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. " The Department of Education is tasked to ensure that this constitutional mandate isfulfilled.

The enabling act to ensure women participation in development i's Republic Act 7192 which was enacted into a law in 1991. It enjoins all government departments to formulate policies and implement activities that directly or indirectly affect the. participation of women in national development and their integration in relevant activities. This mandate serves as the basis for the Gender and Development Programs of the Department of Education.

THE PHILIPPINE SITUATION

ENR0LMENT. School year 1999-2000 registered a total enrolment of 17,848,489 in basic education. 51.16% of these enrolees were males and 48.84% were females. Under enrolment of the girls may be traced to the tendency of some parents to postpone the schooling of their daughters because the help in the household chores even at a very young age. Parents in the poor and disadvantaged areas also prefer to send their sons first to school and their daughters later, when better times come.

LITERACY RATE The Functional Literacy Education and Mass Media Survey (FLEMMS) in 1994 showed that basic literacy rate was 93-90%, with 94.6% for men and 93.2% for women. These figures show that there were more illiterate women than men. Most of them were members of the cultural minorities or came from depressed provinces with barangays without elementary schools. Of the 41,940 barangays, there are still 4,819 barangays without an elementary school. With schools very far from the residence of the students, they are forced to skip schooling.

Functional literacy rate was 83.80%, with 82.9% r men and 84.7% for women. While there were more Filipino men who could read and write a simple message, there were more Filipino women whose reading, writing, numeracy and communication skills enable them to earn a living,

COHORT SURVIVAL RATE

In 1994-1995, more boys entered Grade 1; 53.2 7% were boys and 46-73 % were girls.

When they graduated in 1999-2000, only 67-38% o the boys finish ed Grade VI as against the 71.23 % for the girls. The Filipino girls were more determined and serious to finish their studies. It is possible that because there are more women teachers in the country, they had more holding power over the girls than the boys.

If the elementary level had a cohort survival rate of 69-29%, the secondary level had 71.02% in 1999-2000. Like in the elementary, more girls (73-34Yo) graduated from high school Only 68.71 % of the boys who entered first year were able to finish high school

The Data from the Philippine Country Report on Women (1986-1995), showed that more women, 50.6% as against 49.4% o the men, went to college and earned academic degrees. The same report indicated that 60.3% in postgraduate studies were women.

A CHT LEPEL. The Department of Education conducts Annual National Tests to all graduating students at the elementary and secondary levels - the National Elementary Assessment Test (NEAT) at the Grade P7 level and the National Secondary Assessment Test (NSAT), at the fourth year level Both are annual standardized instruments that give the department the opportunity to assess whether graduating students had learned and

acquired the expected academic competencies. The tests allow year-to-year comparisons of learning accomplishments among regions and between genders.

It can be recalled that the Philippines registered a very high simple literacy rate (93.90%) in 1994. It was just .4. 1 % below the 98 % target for the year 2000. But once literacy was analysed in relation to the results of the achievement tests, we wonder whether the Philippine schools are good only at developing simple reading and writing skills among its students.

The achievement tests also revealed the existence of gender differences. The 1998 data showed that more females (81.6%) mastered their mathematics subject than their male counterparts (74.7%).

Consistent with NEAT results on gender differences, females scored higher in the Third International Mathematics and Science Study (TIMMS). In Mathematics, the females mean averaged 402 and the boys had 396, whereas in Science, the females achieved a mean of 3.9 7 against the 392 of the boys.

The Philippines generally has had no problems or deficiencies with respect to access and participation but the risk areas were and still remain on internal efficiency and learning outcomes.

Enrolment

To increase the enrolment of females specially in the elementary grades, the Department of Education strictly enforces the implementation of free education up to the secondary level. The project “An Elementary School for Every Barangay” was launched which resulted in reducing dramatically the number of barangays without elementary school. At the secondary level, the project “A High School for Every Municipality” was also launched. To date, there are only 3 municipalities without a high school.

The Multigrade Program in Philippine Education (MPPE) is addressing the problem of organizing small class size in the marginalized areas. The 1999 data indicated that there were 20,467 multigrade classes operating in the country. The program uses an integrated curriculum with accompanying supplementary materials, teacher training, monitoring and evaluating strategies.

In areas where young girls take care of younger siblings, school-based minding centres were established to take care of their younger brothers and sisters while they attend their classes.

LITERACY

There is a distance learning, educational program for illiterate adults and out of school youth who are unable to enrol in schools due to physical and geographic constraints, and their peculiar socio-economic activities. The program adopts a self-pacing and open enrolment policy. Students make use of the distance learning materials to study independently. The learning modules are complemented with radio broadcast modules.

The Functional Education and Literacy Program (FELP) provides learning opportunities such as literacy, numeracy and related functional skills to illiterates, semi and neo literate youth, specially among the poorest of the poor. As of 1999, the pro ram was able to serve 39,695 out of school youth and adults in 2,120 barangays and 75 municipalities. This program is handled, by regular classroom teachers who are willing to serve as non-formal education teachers after class hours.

Another similar program is the Literacy and Continuing Education Program handled by private and non-government service providers. To date, there are 177 literacy service providers. They were able to serve 125, 000 out of school youth through basic literacy sessions.

The Non-formal Education Accreditation and audio-tapes to prepare them to go back to school A Memorandum of Agreement between the Technical Education Skills Development Authority (TESDA) and the Department of Education exists which allows NFE A & E secondary level certificate holders to pursue vocational training in the different TESDA administered schools. The program served, 24,022 beneficiaries of whom 19,924 examinees- took the national tests. A large number of them are already enrolled in their appropriate levels using their NFE A & E Certificates.

COHORT SURVIVAL RATE

To increase the cohort survival rate and decrease the dropout rate, a program called Dropout Intervention Program (DIP) is being implemented in 266 schools. The program has four components: provision of school supplies, breakfast feeding in Grade I, use of multi-level instructional materials and strengthened parent-teacher partnership.

Project EASE (Effective and Affordable Secondary Education) is a non-school based formal system of education. It provides an alternative learning system for high school students who cannot attend school regularly or must leave school temporarily due to circumstances beyond their control Learning is facilitated with the use of modules as instructional materials given to the students during the period when they are out of the classrooms.

ACHIEVEMENT LEVEL . The low performance level of the Filipino children in basic education could be traced to their inadequate preparation for school Republic Act 69 72 which provides for a day care centre in each village or barangay addressed this problem. A 1999 survey among public and private schools showed that a little over 70% of new Grade I entrants have had some form of exposure to early childhood care and development.

The results of the 1999 NEAT with only 49.19% and NSAT 54.34% mastery level showed that Filipino children absorbed and retained only half of what they should have mastered specially in Mathematics and Science. To upgrade the competencies of teachers, a Science and Mathematics Package Cooperation with Japan was pushed through. The training utilized practical work, laboratory and investigative activities. Japan donated several textbooks and equipment. The training also included the development of modules to upgrade the knowledge, skills and competencies of elementary and secondary teachers.

Confronted with perennial financial shortages, the "Adopt-a-School Program" was formally installed with the passage of Republic Act 8525 which guides external partners in education regarding their donations/contributions to augment the limited budget for education.

To improve the skills and competencies of teachers, principals and supervisors, school-based in-service training programs are held throughout the year and during the summer vacation.

Secretary Raul S. Roco just recently announced that starting next school ear, the basic education curriculum should stress five-core areas- English, Filipino, Mathematics and Science. A fifth %learning area includes Social Studies, Physical Education, Health and Music and Work Education. Values Education shall be integrated in all subject areas.

GENDER: AND DEVELOPMENT PR0GRAM OF DEPARTMENT OF EDUCA TION

• Because textbooks lay a vital role in the information of gender equality, measures were immediately undertaken upon the passage of Republic Act 7192 in 1991 such as:

• Conducted Gender Sensitivity Training for textbook writers, curriculum writers, editors, illustrators and publishers"

• Reviewed textbooks and other instructional materials.

• Developed guidelines in evaluating textbooks and other instructional materials for gender biases, prejudice and stereotyping.

• Developed Gender Fair Education Core Messages.

• Identified grade/year level and subjects where the core manages are to be integrated.

• Revised textbooks in the elementary and secondary levels considering gender biases, i.e. stereotyping, multiple burden of women, violence against women, marginalisation, subordination, representation of male in pictures (size, number and frequency)

• Integrated gender equality in different subject areas.

• Organized DepEd-GAD Focal Point composed of key officials.

• Conducted Gender Sensitivity Training and Gender Responsive Planning for DepEd-GAD Focal Point members and teachers.

• Allocated budget for Gender and Development Activities like the celebration of Women’s Month and showing of films with women’s issues.

• Organized a network of gender sensitivity trainers across the country called training teamnet.

• Developed trainer’s manuals.

• Developed lesson examples for the use of classroom teachers

In the Philippines, there is a body called the National Commission on the Role of Filipino Women (NCRFW). This is the policy-making advisory body to the President and the Cabinet on matters concerning women. It formulated the following key concepts and messages on gender-fair education which are integrated in the basic education curriculum.

CONCEPT S AND CORE MESSAGES ON GENDER -FAIR EDUCATION

A. Share Parent

1. In two parent families, both father and mother share in child-rearing joys and responsibilities to develop the nurturing and emotive capabilities of each. Parents exercising shared parenting are better role models for their children.

1. In other families, parenting can be shared by all supportive adults in the household.

B. Share Home Management

1. Both parents are capable income earners and providers for the family. Both parents perform household chores and attend to family needs such as health care, recreation and values education.

1. Economically able household members have the responsibility to share in providing for family needs.

1. Family budgeting is a joint family affair/concern.

C Share Decision Making

1. Decision-making is shared at all levels within the family.

• Openness between husband and wife is encouraged in all major and minor matters affecting the family.

• Family council for consultation should be encouraged to allow parents, children and other household members to speak and listen to each other freely.

• Determining the number and spacing of children and or choice of fertility management to be used is a joint decision of husband and wife.

D. Equalize opportunities

1. Equal opportunity in education, non-traditional livelihood occupation, health services, credit4oan programs should be provided to both male and female.

e.g. Admission policies, scholarship policies training guidelines should be reviewed. Both male and female should have an access to resources, information, training, technology, credit.

1. Education for female children is as important as education for male children. Parents should have an open mind on the career of their children.

E. Equalize Representation in Public Affair (NGO, Bureaucracy, Electoral Politics, Business) and Enhance Participation

1. Provide opportunities for women to tract their careers in the bureaucracy, business and the NGOs.
2. Encourage women to enter electoral politics.

F. Make Women’s Role and Contribution visible valued and recognized

1. Make women affirm themselves as nurturer mothers and producers
2. Recognize the role of women as farmers, fisher folks, and traders, self-employed, employers.
3. Women have proven themselves to be creative, versatile, intelligent, and enterprising and hardworking. They can be self-propelled, self-directed and can handle multifarious jobs; accept challenge with “tact”, initiate savings and utilize resources efficiency; and excel in music, entertainment and the arts.
4. Women can be active in the field of science and can involve themselves in environmental protection, livelihood projects, continuing education and community work.

G. Eliminate All forms of Violence Against Women

1. Make women realize that domestic violence is a social concern and not just a personal matter/problem and that they are entitled to help/assistance.
2. All forms of violence against women are human rights violation.
3. Domestic violence stems from unequal power relations between men and women; parents and children.
4. Consider existence of gender bias in the courts.

MEDIA

One urgent move that the Philippines government and the Department of Education push is the support of media in projecting the image of women. In this endeavour, we need the support of the region.

I. IMAGES OF WOMEN IN MEDIA

1. Media influence to a large extent the image of both men and women in society. Some media images that need to be corrected are:

1.1Men and women are consistently portrayed in stereotype roles such as teachers, nurses, homemakers, etc.

1.2Strong men, weak women images are continuously portrayed in media.

1.3Women are portrayed as sex symbols and as art objects.

1.4Women are presented as self-sacrificing long suffering mothers, sex siren or vamp.

1.5The good women as portrayed in media is associated with sacrifice, purity, compliance and subordination whereas the bad women are portrayed as selfish immoral and aggressive.

II. PATTERNS OF REPRESENTATON IN ADVERTISING

1. Representation in advertisements can either build or distort both men and women.

1.1Media portray men as macho and women as subordinates

1.2Women are used by media to advertise products resulting to the distortion of the message being conveyed.

1.3Women are negatively portrayed in billboards, newspapers and magazines while men rarely are.

III. MALE AND FEMALE PRESPECTIVE IN MEDIA

1Men and women are under-presented, over-presented and misrepresented in media.

1.1Female voice is rarely used over the radio to promote products for women while male voice is frequently used. This trend tends to depict male authority

1.2Women tend to be categorically assigned to minor/beat roles.

1.3Female’s efficiency is greatly measured by portraying roles catered to household chores.

1.4Female rape victims are sensationalized in media

1.5Females are included in advertisements which do not give any significance to her role.

IV. MEDIA AS TOOLS FOR ADVANCEMENT OF WOMEN

1. Advancement of women can be promoted by eradicating negative roles portrayed by women in media
2. Awareness of media practitioners (men and women) on gender issues can enhance/promote positive image of women
3. Media can provide positive information to improve women’s conditions that will enhance the meaningful participation of women in development.
4. Media can effect changes in the development of women.

CONCLUSION

As can be gleamed from the foregoing discussion, the Philippines is a pace setter in gender equality and equity. Over the last ten years, equality between men and women has been ensured. Women have joined the military academies, expanded representation in the government and led in business and civil society. Crimes against women are severely punished. Equal opportunity in guaranteed regardless of gender, religion or political beliefs. The Philippines environment for gender equality is very encouraging and promising but so much depends on the women’s ability to extricate themselves from the deep-seated cultural roadblocks that hamper their own advancement.