GE7: Gender and Society with Peace Education

ABECON 1-A/1-B
MS. JUVY A. BARCELONA
Professor

Second Semester S.Y. 2021-2022

Module 1
CMO 1, series of 2015 ( CHED MEMORANDUM ORDER No. 01Series of 2015 :
ESTABLISHING THE POLICIES AND GUIDELINES ONGENDER AND
DEVELOPMENT IN THE COMMISSION ON HIGHER EDUCATION AND
HIGHER EDUCATION INSTITUTIONS (HEIs))

Introduction
In this module, you shall be introduced to the various concepts, terms and vital components of the CHED Memorandum Order no. 1, series of 2015 as to its
Rationale and Mandates, Definition of Terms in Gender and Development stipulated in the CMO, and different Contents/Parts of the CMO which include GAD Focal
Point System, and the trilogical functions of higher education: (1) curriculum development, (2) gender-responsive research programs, and (3) gender-responsive
extension programs. Moreover, it will shed light among the students on the components of gender works and provide them accessibility on important gender issues
and concerns. Hence, educating and informing various sectors on the need to recognize and respect rights of women and men which were necessary aspects to
promote and institutionalize gender equality, gender gender sensitivity and gender responsiveness in the HEIs.

Intended Learning Outcomes

At the end of the module 1, lesson 1, the students were expected to:

1. Appraised the rationale and gender-related mandates incorporated in the CMO 1, s. 2015.
2. Relate the different mandates to the efforts of the Philippine Government to pursue gender equality and rights as one of the members of the UN

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Learning Content

Lesson 1 RATIONALE AND MANDATES

Have you heard about “gender works”? Do you know what governs your gender rights? Read the text below for you to find out.
The Philippines, being a State Party to the United Nations (UN) Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW), which it
signed on July 15, 1980 and ratified on August 5, 1981, is obligated to pursue and implement programs, projects and activities that will contribute to the
achievement of women’s empowerment and gender equality.
Known as the International Bill of Rights of Women, the CEDAW was adopted by the UN General Assembly in 1979 and entered into force as an international treaty
on September 3, 1981. Consisting of a preamble and 30 articles, it defines what constitutes discrimination against women and sets up an agenda for national action
to end such discrimination.
The CEDAW defines discrimination against women as “any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing
or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and
fundamental freedoms in the political, economic, social, cultural, civil, or any other field.” (CEDAW, Part I, Article I)
The CEDAW is complemented by the Beijing Platform for Action (BPFA), the resulting document of the Fourth UN World Conference on Women held in Beijing in
September 1995. The BPFA is an “agenda for women’s empowerment aimed at removing all the obstacles to women’s active participation in all sphere of public
and private life through a full and equal share in economic, social, cultural and political decision-making at home, in the workplace and in the wider national and
international communities. Equality is a matter of human rights and a condition for social justice.” (Beijing Declaration and Platform for Action, Mission Statement,
passim)
The country’s compliance with the CEDAW and BPFA, which it adopted in 1995, holds much significance in the drive towards gender awareness and sensitivity,
and more important, in the institutionalization of gender policies, standards and guidelines as a way of life for the Philippines.
This principle of equality between men and women is enshrined in the Philippine Constitution, to wit: The State recognizes the role of women in nation-building, and
shall ensure the fundamental equality before the law of women and men. (1987 Philippine Constitution, Article II, Section 14) The Women in Development and
Nation Building Act or Republic Act No. 7192, enacted in 1992, reiterates this principle of gender equality and directs all government departments and agencies to
“review and revise all their regulations to remove gender bias therein.” (Section 2)
The Magna Carta of Women (MCW) or Republic Act No. 9710, enacted in September 2009, is the local translation of the provisions of the CEDAW, particularly in
defining gender discrimination, state obligations, substantive equality, and temporary special measures. It adheres to the spirit of the CEDAW and BPFA, and
comprises the major statutory guidelines that all Responsible Agencies are expected to pursue and implement, guided principally by the Philippine Commission on
Women (PCW). The MCW Implementing Rules and Regulations (IRR), which were approved in March 2010, identify the Commission on Higher Education (CHED)
as the agency mandated to: (1) develop and promote gender-sensitive curriculum; (2) develop gender-fair instructional materials; (3) ensure that educational
institutions implement a capacity building program on gender, peace and human rights education for their officials, faculty and non-teaching staff and personnel,
promote partnerships between and among players of the education sector; (4) promote partnerships between and among players of the education sector; (5)
encourage advertising industry and other similar institutions to provide free use of space and installation of displays for schools, colleges and universities for
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campaigns to end discrimination and violence against women; and (6) guarantee that educational institutions provide scholarship programs for marginalized women
and girls set the minimum standards for programs and institutions of higher learning. (MCW IRR, Rule IV, Section 16)
Pursuant to its mandate as a Responsible Agency to implement the MCW, CHED shall direct the institutionalization of the required policies, standards and
guidelines to build its internal capacities and those of its external clientele and stakeholders in mainstreaming Gender and Development (GAD) within CHED and in
the various functions of higher education, in accordance with the function of the State to “exercise reasonable supervision and regulation of all educational
institutions.” (1987 Philippine Constitution, Article XIV, Section 4)
Thus, on July 2, 2010, the Commission approved the CHED Special Order creating the CHED GAD Focal Committee and Secretariat, which initiated the GAD
program of the Commission, in coordination with the PCW, Civil Service Commission and other co-convenors from the public and private Higher Education
Institutions (HEIs). Thereafter, the Commission approved the constitution of the GAD Focal Point System (GFPS) of CHED, with the commitment to undertake all
necessary and appropriate mechanisms to advance the cause of GAD in accordance with the above-stated policies and directives. As a consequence, the
Commission directed the formulation of this set of Policy Guidelines to guide all HEIs in their concomitant responsibilities under applicable laws, rules and
regulations of the PCW, which was endorsed to the Commission en banc (CEB) by the Central GAD Focal Committee and the Management Committee upon
completion during their joint meeting with the CEB on January 26, 2015. Thereafter, the Commission en banc, issued Resolution 040, series of 2015, approving
these Guidelines effective upon completion of the procedure provided for under Part XV, Section 2 hereof.
Assessment
Answer the following questions: Write your answers in your yellow pad paper.
1. What mandate does aim to eliminate discrimination among women which complemented CEDAW and its content? (7 pts)
2. How does Magna Carta on Women became the local translation of the provisions of CEDAW? (5 pts.)
3. Identify the tasks of CHED as mandated by the MCW IRR. Give 2 examples on how such mandate may be implemented in HEIs. (8 pts)
4. Give at least two mandates in the Philippines which support the principle of equality between men and women. Describe its content. (5pts)

Learning Content

Lesson 2 PART 1 GENERAL POLICY AND PART 2 DEFINITION OF TERMS BASED ON THE GUIDELINES

Try to do this : Look for 5 words extracted from the word “mainstreaming” which were also considered gender-related terms. The letters can be rearrange if
you want.

Read the following articles below:

PART I. GENERAL POLICY AND COVERAGE

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 Gender mainstreaming is one of the major strategies in educating and informing various sectors of society on the need to recognize and respect rights of
women and men. Educating more women translates to additional socio-economic gains that benefit entire societies, including increased economic productivity,
higher family incomes, more informed members of society, and respect for the rights of women. Research has shown that investments in education facilitate the
achievement of most other development goals including sustainable growth. (USAID, “Education Strategy: Improving Lives through Learning,” 2005) Gender
mainstreaming in higher education is therefore essential not only to individual but also national development, higher education being the central site for facilitating
the skills, knowledge and expertise important to economic and social development. HEIs are instrumental in the globalized knowledge economy, the initial and
continuing training of professionals, national wealth creation, and innovations in science and technology. HEIs are also a potent intermediary for the promotion of
the core value of family and the preservation of women’s role as transmitters of Philippine culture and heritage.
These Guidelines seek to introduce and institutionalize gender equality, and gender responsiveness and sensitivity in the various aspects of Philippine higher
education. The Guidelines shall apply to CHED, i.e., the Central and Regional Offices, and to all higher HEIs, private and public. In terms of scope, the Guidelines
include enabling mechanisms that CHED and HEIs shall establish, such as the GAD Focal Point System or GFPS, and the integration of the principles of gender
equality in the trilogical functions of higher education: (1) curriculum development, (2) gender-responsive research programs, and (3) gender-responsive extension
programs.
PART II. DEFINITION OF TERMS
As defined in these Guidelines, the following terms shall be understood to mean:
Beijing Platform for Action (BFPA) - refers to the resulting document of the Fourth World Conference on Women in Beijing, China in 1995 adopted in consensus
by the United Nations. It represents the international community’s commitment towards the promotion of women’s welfare and aims at accelerating the
implementation of the Nairobi Forward-Looking Strategies for the Advancement of Women. (PCW)
Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) - refers to an international bill of rights of women adopted in 1979 by
the United Nations General Assembly. Consisting of a preamble and 30 articles, it defines what constitutes discrimination against women sets up an agenda for
national action to end such discrimination. (www.un.org)
Discipline - refers to field of study
Enrollment Data - refers to the total number of students who register/enlist in a school year. (2006 Glossary of Commonly Used Terms in Education Statistics)
Gender - refers to the roles and responsibilities of men and women that are created in the family, society and culture. The concept of gender also includes the
expectations held about the characteristics, aptitudes and likely behaviors of both women and men (femininity and masculinity). Gender roles and expectations are
learned. They can change over time and they vary within and between cultures. Systems of social differentiation such as political status, class, ethnicity, physical
and mental disability, age and more, modify gender roles. The concept of gender is vital because, applied to social analysis; it reveals how women’s subordination
(or men’s domination) is socially constructed. As such, the subordination can be changed or ended. Gender is not biologically predetermined nor is it fixed forever.
(UNESCO)
Gender Analysis - refers to a framework to compare the relative advantages and disadvantages faced by women and men in various spheres of life, including the
family, workplace, school, community and political system. It also takes into account how class, age, race, ethnicity, culture, social and other factors interact with
gender to produce discriminatory results. (PCW MC 2011-01)
Gender and Development (GAD) - refers to the development perspective and process that are participatory and empowering, equitable, sustainable, free from
violence, respectful of human rights, supportive of self-determination and actualization of human potential. It seeks to achieve gender equality as a fundamental
value that should be reflected in development choices; seeks to transform society’s social, economic, and political structures and questions the validity of the
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gender roles ascribed to women and men; contends that women are active agents of development and not just passive recipients of development assistance; and
stresses the need of women to organize themselves and participate in political processes to strengthen their legal rights. (MCW)
GAD Focal Point System - refers to an interacting and interdependent group of people in all government instrumentalities tasked to catalyze and accelerate
gender mainstreaming. It is a mechanism established to ensure and advocate for, guide, coordinate, and monitor the development, implementation, review and
updating of their GAD plans and GAD-related programs, activities and projects. (PCW MC 2011-01)
GAD Plan and Budget - refers to a systematic approach to gender mainstreaming carried out by all government instrumentalities through the annual development
and implementation of programs, activities and projects, and addressing gender issues and concerns in their respective organizations, sectors and constituencies
by utilizing at least 5% of their total budget allocation. (PCW MC 2011-01)
GAD Resource Center (GRC) - refers to institutional mechanisms employed earlier by the PCW, then still called the National Commission on the Role of Filipino
Women, as depositories of gender-related information and materials in select state universities and colleges in the regions. (GAD Planning and Budgeting--Adding
Value to Governance: GAD Budget Policy Compliance Report 2001-2002, NCRFW, 2002)
Gender Equality - refers to the principle asserting the equality of men and women and their right to enjoy equal conditions realizing their full human potential to
contribute to and benefit from the results of development, and with the State recognizing that all human beings are free and equal in dignity and rights. (MCW and
PCW MC 2011-01)
Gender Mainstreaming - refers to the strategy to make women’s as well as men’s concerns and experiences an integral dimension of the design, implementation,
monitoring, and evaluation of policies and programs in all political, economic, and societal spheres so that women and men benefit equally and inequality is not
perpetuated. It is the process of assessing the implications for women and men of any planned action, including legislation, policies, or programs in all areas and at
all levels. (MCW and PCW MC 2011-01)
Gender-Responsive Curricular Program (GRCP) - refers to a curriculum that shall prevent all forms of gender-based discrimination in instruction, research,
extension, as well as in marketing methods and the use of promotional materials. It ensures the promotion of “women’s empowerment” to be undertaken through
the “provision, availability, and accessibility of opportunities, services, and observance of human rights which enable women to actively participate and contribute to
the political, economic, social, and cultural development of the nation.” (CHED)
Gender-Responsive Research Program (GRRP) - refers to a collaborative, purposive research activity or activities conducted by various members of HEIs to
contribute to the empowerment of identified communities that they may eventually, by themselves, achieve gender-responsive development and inclusive growth. It
envisions a community of people possessing the core value of gender equality. GRRP is part of the GAD and Research programs of HEIs that are intended to
initiate, catalyze and sustain the development of various individuals or communities using the institutions’ expertise and available resources. (CHED)
Graduates Data - refers to the total number of students who have completed the requirements of a particular program.

Higher Education Institution (HEI) - refers to an institution of higher learning that primarily offers degree programs classified as follows:
 Public HEIs - institutions offering higher education programs established and operated under supervision of the Philippine Government, sub-classified as:
 State University/College (SUC) - a chartered public higher education institution established by law, administered, and financially subsidized by the
government.

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  Local University and College (LUC) - a public higher education institution established by the local government through an appropriate
resolution/ordinance and financially supported by the local government concerned.
 Special Public HEI (SP) - a category of public organizations offering higher education programs related to public service in pursuance of the basic
mandates of their parent agencies which are operated and controlled in accordance with special laws that created them. An SP HEI provides special
academic, research and technical assistance programs, such as public/business management, internal security, military science and national defense.
Examples are the Development Academy of the Philippines (DAP), Philippine Military Academy (PMA), Philippine National Police Academy, Philippine
Public Safety College and National Defense College of the Philippines (NDCP).
 Other Government School (OGS) - any public secondary and post-secondary education institution which is usually a technical-vocational education
institution that offers higher education programs.
 Private HEIs - refers to institutions offering higher education programs duly incorporated, owned and operated by private entities. (2006 Glossary of
Commonly Used Terms in Education Statistics)
Magna Carta of Women (Republic Act No. 9710) - refers to the Philippines’ comprehensive women’s human rights law that seeks to eliminate discrimination
against women by recognizing, protecting, fulfilling and promoting the rights of women, especially those in marginalized sector. The law, which is a consolidation of
Senate Bill No. 2396 and House Bill No. 4273, was passed by the Senate and the House of Representatives on May 19, 2009 and May 20, 2009, respectively. It
was signed into law by President Gloria Macapagal-Arroyo on August 14, 2009. (PCW and Civil Service Commission)
Marginalized - refers to the basic, disadvantaged, or vulnerable persons or groups who are mostly living in poverty and have little or no access to land and other
resources, basic social and economic services such as health care, education, water and sanitation, employment and livelihood opportunities, housing, social
security, physical infrastructure, and the justice system. (MCW)
National Higher Education Research Agenda (NHERA) - refers to the policies, directions, priorities and thrusts of Philippine higher education research in the
medium to long term. It encourages networking among HEIs, with each network focusing on themes wherein the members are or can be good at. It promotes the
partnership/collaboration of HEIs with other research institutions, local and foreign, as well as with industry and private laboratories, for the conduct of research, and
application of research outputs. (CHED)
OPKRM - CHED’s Office of Policy, Research and Knowledge Management
OPSD - CHED’s Office of Programs and Standards Development
Performance-Based Bonus - refers to a top-up bonus given to personnel of bureaus or delivery units in accordance with their contribution to the accomplishment
of their departments’ overall targets and commitments, subject to the criteria set under Executive Order No. 80, series of 2012.
Program - refers to a degree, which leads to a specific academic credential such as a bachelor's degree, a master’s degree, or doctorate degree. (The Revised
CHED Data Element Manual, March 2005)
Research Grants Guidelines - as provided by NHERA, are categorized as follows:
 Grants-in-Aid (GIA) - grants for researches that fall within the national or zonal priorities/agenda identified by CHED. Priority is given to research proposals
submitted by HEIs. Proposals for GIA are processed by the Research Centers identified by the Commission, in cooperation with the Office of Planning,
Research and Knowledge Management (OPRKM).

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  Commissioned Research - grants awarded to institutions/individuals with proven track record in research based on the topics/issues/problems identified by
the Commission as important/vital to the pursuit of its mandates. Proposals for commissioned research are processed by the OPRKM-Research
Management Division (RMD).
 Visiting Research Fellowships - grants awarded to outstanding research professors in HEIs across various disciplines in recognition of their significant
contributions and outputs in the academic and research community. Proposals for Visiting Research Fellowship are processed by the OPRKM-RMD.
 Research Professional Chairs - recognition given to outstanding research professors in HEIs through grants of Research Professional Chairs. The title of
Research Professors remains with the Professor for as long as he/she remains actively engaged in CHED-funded research. The results of his/her research
will be published in a journal accredited by CHED’s Journal Accreditation Service. Search and selection shall be done at the OPRKM-RMD.
 Thesis/Dissertation Grants - grants awarded to deserving faculty to support and enable them to do their theses/dissertations and earn their master/Ph.D.
degrees from Centers of Development/Centers of Excellence.
Research Program or Agenda - refers to the key deliverables of an HEI in addressing its tri-focal functions. It sets out research development priorities for the
medium to long term, including measures for enhancing networking and clustering of the capacity and resources in the HEI. (CHED)
Rights-Based Approach - refers to the recognition of every human being both as a person and as a rights-holder. It strives to secure the freedom, well-being and
dignity of all people, everywhere, within the framework of essential human rights standards, principles, duties and obligations. (PCW MC 2011-01)
Sex-Disaggregated Data - refers to data that is collected and presented separately on men and women. (UNESCO)
Social Protection - refers to policies and programs that seek to reduce poverty and vulnerability to risks and enhance the social status and rights of all women,
especially the marginalized by promoting and protecting livelihood and employment, protecting against hazards and sudden loss of income, and improving people’s
capacity to manage risk. Its components are labor market programs, social insurance, social welfare, and social safety nets. (MCW)
StuFAPs - CHED’s Student Financial Assistance Programs
Substantive Equality - refers to the full and equal enjoyment of rights and freedoms contemplated under the Magna Carta of Women. It encompasses de jure and
de facto equality and also equality in outcomes. (MCW)
Women’s Empowerment - refers to the provision, availability, and accessibility of opportunities, services, and observance of human rights which enable women to
actively participate and contribute to the political, economic, social, and cultural development of the nation as well as those which shall provide them equal access
to ownership, management, and control of production, and of material and informational resources and benefits in the family, community, and society. (MCW) It is
the process and condition by which women mobilize to understand, identify and overcome gender discrimination so as to achieve equality in welfare and equal
access to resources. In this context, women become agents of development and not just beneficiaries, enabling them to make decisions based on their own views
and perspectives. (PCW MC 2011-01)
Violence Against Women - refers to any act of gender-based violence that results in, or is likely to result in, physical, sexual, or psychological harm or suffering to
women, including threats of such acts, coercion, or arbitrary deprivation of liberty, whether occurring in public or in private life. It shall be understood to encompass,
but not be limited to, the following:

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  Physical, sexual, psychological, and economic violence occurring in the family, including battering, sexual abuse of female children in the household, dowry-
related violence, marital rape, and other traditional practices harmful to women, non-spousal violence, and violence related to exploitation;
 Physical, sexual, and psychological violence occurring within the general community, including rape, sexual abuse, sexual harassment, and intimidation at
work, in educational institutions and elsewhere, trafficking in women, and prostitution; and
 Physical, sexual, and psychological violence perpetrated or condoned by the State, wherever it occurs. It also includes acts of violence against women as
defined in Republic Acts No. 9208 and 9262. (MCW)

Assessment
Answer the following questions: Write your answers in your yellow pad paper.
1. How important is gender mainstreaming in promoting gender awareness? Narrate a certain situation which depict the relationship of gender
mainstreaming and gender awareness. (10 pts.)
2. Make a matrix of terms and their definition as well as their example. The first one is made for you.(15 pts)

Term Definition Example

Sex-Disaggregated Data data that is collected and presented separately on Male names is separated from female
men and women
Gender
Public HEIs
Gender Mainstreaming
Violence Against Women
Women’s Empowerment

- End of the Module 1, Lesson 1,and 2 -

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