Gad Report 2023-2024 - Pisan
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JERALD HERNANDEZGad Report 2023-2024 - Pisan
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JERALD HERNANDEZDepartment of Education
Region XII
Schools Division Office of Cotabato
Kabacan North District
PISAN ELEMENTARY SCHOOL
Pisan, Kabacan, Cotabato
ACCOMPLISHMENT REPORT ON THE IMPLEMENTATION OF GENDER AND
DEVELOPMENT (GAD) PROGRAM
I. RATIONALE
The implementation of a Gender and Development (GAD) program is a
multifaceted and crucial endeavour aimed at addressing gender disparities, promoting
gender equality, and empowering individuals of all genders within various spheres of
society. Such programs typically encompass a wide range of initiatives spanning policy
formulation, capacity building, advocacy, and institutional reforms, all geared towards
fostering a more inclusive and equitable society.
In recent decades, the global discourse surrounding gender equality has gained
significant traction, highlighting the imperative to address systemic gender inequalities
and biases that persist across societies worldwide. In response to this call for action,
Pisan Elementary School had increasingly turned to Gender and Development
programs as a means to enact meaningful change and advance the rights and
opportunities of all individuals, irrespective of gender identity.
The implementation of a Gender and Development program involves a
comprehensive approach that seeks to mainstream gender perspectives into all aspects
of policy, planning, and programming. By recognizing the distinct experiences, needs,
and contributions of women, men, and gender-diverse individuals, these initiatives aim
to dismantle discriminatory practices, challenge gender stereotypes, and create an
enabling environment for gender equality to flourish.
Overall, the successful implementation of a Gender and Development program
requires sustained commitment, collaboration, and investment from all stakeholders, as
well as a recognition of the intersecting forms of discrimination and disadvantage that
shape individuals' experiences based on factors such as race, class, ethnicity, sexuality,
and disability. By addressing these complex and interconnected issues, Gender and
Development programs have the potential to catalyse transformative change and create
a more just and equitable world for future generations.
II. OBJECTIVES
The implementation of Gender and Development (GAD) programs at Pisan
Elementary School serves multiple objectives, all geared towards promoting gender
equality and creating an inclusive learning environment. Here are some key objectives:
1. To create inclusive learning environments where all students feel safe, valued,
and respected regardless of their gender identity or expression;
2. To dismantle gender-based stereotypes and biases by fostering an
understanding of gender as a spectrum rather than a binary concept and
promote equality between genders;
3. To provide opportunities for students to develop leadership and advocacy skills
by engaging in activities such as peer education, community outreach, and
activism around gender equality issues; and
4. To encourage learners to question and challenge gender norms, schools can
help create a more open-minded and accepting society.
III. ACTIVITIES CONDUCTED
School activities related to Gender and Development can be diverse and
engaging, aiming to promote awareness, understanding, and equality between genders.
The following are some activities that Pisan Elementary School implemented:
1. Conducted workshops where students and teachers learn about gender
stereotypes, biases, and roles. Include classroom-based discussions on how
these stereotypes impact individuals and society.
2. Celebrated the Women’s Month and conducted campaigns within the school and
local community to raise awareness about gender-related issues.
3. Participated in the District-Wide Convergence Meeting on Gender and
Development Program.
IV. CHALLENGES ENCOUNTERED
The following are the challenges encountered by the school in implementing
gender and development (GAD) initiatives:
1. Training and capacity-building programs are essential but may require time
and resources.
2. Implementing GAD initiatives often requires financial resources not only for
training, curriculum development, but also in infrastructure changes as the
school struggles to allocate funds for these purposes due to resource-
constraints.
3. Inclusivity is essential in GAD initiatives, but marginalized groups such as
LGBTQ+ individuals or girls from disadvantaged backgrounds may face
additional barriers to participation or representation.
V. RECOMMENDATION
To address these challenges, schools can adopt a multi-faceted approach that
includes comprehensive training for staff, collaboration with stakeholders, revising
curricula, creating supportive environments for marginalized groups, and integrating
gender perspectives across all aspects of school life. Additionally, partnering with
organizations specializing in gender and development can provide valuable expertise
and support.
Prepared by:
JERALD M. HERNANDEZ
School Head
Noted:
RICKY A. DALIDA
District Supervisor
VI. PICTORIALS
Inclusion of Gender and Development (GAD) in classroom instruction.
VII. ATTENDANCE
