GENDER AND DEVELOPMENT

GLOBALIZATION AND
EDUCATION
I. INTRODUCTION
Gender and Development (GAD) is a relatively new development paradigm.
It is not surprising therefore that few in the government have enough knowledge
much more consciousness of it.
On the other hand, globalization is most often used to describe the growing
integration of economics worldwide through increases in trade, investment flows,
and technology transfer.
Thus, Education for Globalization nurtures higher cognitive and
interpersonal skills required for problem finding, problem solving, articulating
arguments, and deploying verifiable facts or artifacts.
II. BODY
GENDER AND DEVELOPMENT
Basic Concepts of Gender and Development

SEX
Categorized as male or female
Fixed at birth
Does not change across time and
space
Equally valued

GENDER
Masculinity and Feminity
Learned through socialization
Varies over time and space
Unequally valued

Gender Sensitivity
is the act of being sensitive to the ways people think about gender
awareness and acceptance of the roles and duties of each, as expected from
them and from the people that they work with
tries to ensure that people rely less on assumptions about traditional and
outdated views on the roles of men and women
Gender Dynamics
this refers to how people of various gender combinations interact with each
other
The way in which men and women are treated or behave differently in society,
either with their own gender or with each other.
The changes in gender dynamics and roles in the society for an individual or
group can be change by their economic standing, age and other factors.
GENDER ROLES
A gender role is a set of societal norms dictating what types of behaviors are
generally considered acceptable, appropriate, or desirable for a person based on their
actual or perceived sex or sexuality.
Gender roles shape individual behavior not only by dictating how people of each gender
should behave, but also by giving rise to penalties for people who don't conform to the
norms.
Traditional Gender Roles
-Men were considered responsible for taking care of the family financially.
-They also had the responsibility for guiding the family.
-Men did not do household duties or childcare.

-They felt the need to be strong and refrained from showing too much emotion or
sharing too many personal feelings.
-Women were expected to be in charge of running the household.
-They also took care of the children, giving them the care and attention that was
required.
-Women were seen as more emotional than men, more likely and more encouraged to
open up about their feelings.
How Roles Are Learned
Gender roles are passed on through generations. From the age of three, children are
able to start becoming aware of the differences between girls and boys based on the
actions of the parents and the nature of their environment.
As the children grow a few years, they start learning what behavior is appropriate and
expected.
The behavior is reinforced when the parents praise or reward their children for their
actions. They can also be punished and challenged to change, if it's considered
inappropriate.
Children are also encouraged to serve different roles in their interactions with the
outside world. Boys are often encouraged to exert themselves in physical activity, and
girls are typically given more attention to how they look and present themselves.
Model A Total role segregation

Model B Total integration of roles

Education

Gender-specific education; high

professional qualification is
important only for the man

Co-educative schools, same content

of classes for girls and boys, same
qualification for men and women.

Profession

The workplace is not the primary

area of women; career and
professional advancement is
deemed unimportant for women

For women, career is just as

important as for men; equal
professional opportunities for men
and women are necessary.

Housework

Housekeeping and child care are

the primary functions of the
woman; participation of the man
in these functions is only partially
wanted.

All housework is done by both

parties to the marriage in equal
shares.

Decision
making

In case of conflict, man has the

last say, for example in choosing
the place to live, choice of school
for children, buying decisions

Neither partner dominates; solutions

do not always follow the principle of
finding a concerted decision; status
quo is maintained if disagreement
occurs.

Child care
and
education

Woman takes care of the largest

part of these functions; she
educates children and cares for
them in every way

Man and woman share these

functions equally.

Gender Issues
Economic Marginalization - Process which forces women out into the
periphery of economic and social life
Political Subordination one sex is inferior to the other

Gender Stereotyping the process of attributing a set of characteristics,

roles and traits, favorable or unfavorable to all member of a social group
based on sex. These are also the images we carry in the back of our minds
about women and men.
Multiple Burden Even if women hold jobs outside the home, essentially
putting in the same working hours as the men and participated in community
activities, housework and child and family care are still primarily considered
as a womans concern.
Violence Against Women (VAWC) women become victims of all forms of
violence, like battering, rape and sexual harassment, simply because they are
women and occupy a subordinate status in the society.

Legal Bases of Gender and Development

Universal Declaration of Human Rights (UDHR) - adapted by the UN

General Assembly on Dec. 10, 1948. Recognized the rights of women and the
duties of the states to protect & promote human rights, including right to
freedom from violence
Art. XIV of the 1987 Constitution - The State recognizes the role of
women in nation-building and shall ensure the fundamental equality before
the law of men and women
RA 7192 Women in Development and Nation Building Act - Act
promoting for the integration of women as full and equal partners of men in
development and other purposes.
PD 633 National Commission on the Role of Filipino Women
(NNCRFW) now Philippine Commission on Women (PCW) - lead agency
on Gender Mainstreaming and formulate policies, programs for the
integration & mobilization of women & men for the National Development
with a mission to make gender equality a reality.
Sec.28 of the General Appropriations Act (GAA) - directing government
entities to formulate a GAD plan. The cost of which shall not be less than 5%
of their yearly budget, otherwise known as the GAD budget
E.O. No. 273 - directing all government agencies and local levels to
institutionalize (GAD) efforts in government by incorporating GAD concerns
in their planning, programming and Budgeting processes,
LBM 28 - directs local government units to mobilize resources to mainstream
and implement gender development programs using the 5% development
fund.
RA 7322 - increases the maternity benefits of women in the private sector;
RA 7877 Anti-Sexual Harassment Act of 1995 - An act declaring sexual
harassment unlawful in the employment, education or training environment,
and for other purposes
RA 6792 - mandates the establishment of Day Care Centers in every
barangay
RA 8972 - an act providing for benefits and privileges to solo parents and
their children, appropriating funds therefore and for other purposes otherwise
known as Solo Parent Act of 2000
RA 8187 - An act granting paternity leave of seven (7) days with full pay to
all married employees in the private and public sectors for the first four
deliveries of the legitimate spouse with whom he is cohabiting and for other
purposes
RA 6725 - An act strengthening the prohibition on discrimination against
women with respect to terms and conditions of employment, amending for
the purpose article one hundred thirty-five of the labor code, as amended
RA 6955 - An act to declare unlawful the practice of matching Filipino women
for marriage to foreign nationals on a mail-order basis and other similar
practices, including the advertisement, publication, printing or distribution of
brochures, fliers and other propaganda materials in furtherance thereof and
providing penalty therefore
RA 9262 - Anti-Violence Against Women and their Children Act of 2004

RA 9710 Magna Carta for Women - translates into law the spirit and
letter of the United Nations Convention on the Elimination of All Forms of
Discrimination against Women (CEDAW) and recognizes the rights and
freedoms of all women, particularly the marginalized.

GAD FRAMEWORK
The GAD approach seeks not only to integrate women in development, but
look for the potential in the development initiative to transform unequal
social and gender relations to empower women.
GOAL: is the equal partnership of women and men in determining and
directing their collective future that will ensure their sustainability and
empowerment.
WHAT IS GENDER AND DEVELOPMENT

Promotes partnership between women and men NOT competition

Makes visible womens and mens role as well as their contribution to
development
Promotes equality in terms of opportunities, access and control of resources.

RELEVANCE OF GAD

GAD recognizes that gender biases impede development because:

they prevent people from attaining their full potentials (which will
enable them to become effective contributors to development)
they worsen social inequity and inequality which are the very end
goals of the MTDP
they distort understanding realities and limit the impacts of
development inputs
GAD is about removing explicit, implicit, actual and potential gender biases
in the organizations and in programs/projects/activities of those who are
concerned with development
GAD follows the principle that Development is for ALL. Fairness and equity
demands that everyone in society, whether male or female, has the right to
the same opportunities to achieve a full and satisfying life.

Education and Gender

Education is chosen as the main target to attain the third Millennium
Development
Goal (MDG3): To promote gender equality and empower women. The target is:
The elimination of gender disparity in primary and secondary education by 2005
and at all levels of education by 2015.1
The rationale for a gender equality perspective in education implies a rights
perspective as well as a development perspective. Education is a basic human right
according to Art. 26 in the Universal Declaration of Human Rights: Everyone has
the right to education. Education shall be free, at least in the elementary and
fundamental stages. Elementary education shall be compulsory. Technical and
professional education shall be made generally available and higher education shall
be equally accessible to all on the basis of merit. United Nations (2000)
Education is essential for the ability to exercise rights and consequently for
womens empowerment. Education enables girls and boys, women and men to
participate in social, economic and political life and is a base for development of a
democratic society. The social and economic benefits of education are well-known
since long; also, the advantages of education that girls and women can draw upon.
Increasingly, interventions in development cooperation focus on the coupled
approach of access to and quality of education, both related to gender equality.
Gender inequalities also affect the structure and management of the
education system, the practices and attitudes of teachers, learning materials and

the content of the curriculum. Interventions in the education sector cannot solve the
problems of gender inequality in society, yet education can have a major impact on
the lives of girls and women, boys and men. Education can be crucial to changing
attitudes into accepting gender equality as a fundamental social value.
GLOBALIZATION AND EDUCATION
Globalization is most often used to describe the growing integration of economics
worldwide through increases in trade, investment flows, and technology transfer.
One could think that globalization is only a matter of industry and business, and
that education as a moral process is not part of this development. However, if we
understand education as a part of the information business, education systems can
be seen as the core of the globalization process.
An education for globalization should therefore nurture the higher-order cognitive
and interpersonal skills required for problem finding, problem-solving, articulating
arguments, and deploying verifiable facts or artifacts. These skills should be
required of children and youth who will as adults, fully engage the larger world and
master its greatest challenges, transforming it for the betterment of humanity
regardless of national origin or cultural upbringing.
Global education, as distinct from globalization, does what higher education has
traditionally aimed to do: extend students awareness of the world in which they live
by opening them to the diverse heritage of human thoughts and action, and
creativity. Global education places particular emphasis on the changes in
communication and relationships among people throughout the world highlighting
such issues as human conflict, economic systems, human rights and social justice,
human commonality and diversity, literatures and cultures, and the impact of the
technological revolution.
Educational change in vision, purposes, approaches, and curricular content is
another fundamental impact of globalization. Today, several countries, especially
the beneficiaries of the globalization process are beginning to re-orient their
education system, to meet not only national requirements and standards, but also
those of the global labor market.
For individuals and nations to succeed in the process of globalization, it is
imperative to learn English which is the dominant language of communication in
most countries. Because of this, countries have realized the importance of the
English language in globalization context and recognized the premium enjoyed by
the English language in cross-national transactions.
ASPECTS OF GLOBALIZATION (San Juan, et al 2007)
1. INDUSTRIAL GLOBALIZATION, TRANS-NATIONALIZATION
Refers to the rise and expansion of multinational and transnational
enterprises.
2. FINANCIAL GLOBALIZATION
Refers to the emergence of world-wide financial markets and better access to
external financing for
corporate, national and sub-national borrowers.
3. POLITICAL GLOBALIZATION
Refers to the spread of political sphere of interests to the regions and
countries outside the
neighbourhood of political actors and potential formation
of global citizen movement.
4. INFORMATIONAL GLOBALIZATION
Refers to the increase in information flows between geographically remote
locations.
5. CULTURAL GLOBALIZATION
Refers to the growth of cross-cultural contacts.
6. GLOBALISM
Refers to the universal, internationalist impulse that the world is connected.
CHARACTERISTICS OF GLOBALIZATION LINKED TO EDUCATION:
EDUCATIONAL TERMS

 ECONOMIC TERMS Is the increasing economic interdependence of national

economies across the world through a rapid increase in cross-border movement of
goods, service, technology, and capital.
POLITICAL TERMS Under globalization, politics can take place above the state
through political integration schemes such as the European Union and through
intergovernmental organizations such as the International Monetary Fund, the World
Bank and the World Trade Organization. Political activity can also transcend national
borders through global movements and NGOs. Civil society organizations act
globally by forming alliances with organizations in other countries, using global
communications systems, and lobbying international organizations and other actors
directly, instead of working through their national governments.
CULTURAL TERMS Refers to the transmission of ideas, meanings and values
across national borders. This process is marked by the spread of commodities and
ideologies, which become standardized around the world. Mass consumption serves
as a facilitator between different people and cultures around the globe as a result of
the exponential growth of the human population.
FORCES OF GLOBALIZATION
Taxing youth
Families
Education system
GLOBALIZATION AND ITS IMPACT ON EDUCATION
NEEDED REFORMS IN EDUCATION
1. Content Education
a. Curriculum Up-gradation
The modern advances in information technology have revolutionized among
others, the content of knowledge and the process of education transaction.
Education will need rethinking and restructuring if schooling is to best prepare
the children and the youth of the world to engage globalizations new challenges,
opportunities and costs.
b. Productivity Orientation
The basic objective of globalization is to enhance productivity and to make
the educational system an instrument in preparing students who can compete in
the world markets as productive members of society.
Education for Globalization
nurtures higher cognitive and interpersonal skills required for problem finding,
problem solving, articulating arguments, and deploying verifiable facts or artifacts.
2. The Fall Out of Globalization
a. Internationalization of Education
Implicit in the system of globalization is the inevitably of the
internationalization of the educational system, particularly at the higher education
stage. Became a worldwide phenomenon because of the entry of World Trade
Organization (WTO) and the inclusion of educational services under the General
Agreement on Trade and Services (GATS).
b. Finance-Related Issues
In order to be a part of global configuration, the requirement of funds for
social services including education will increase manifold.
c. Privatization of Secondary and Higher Education
As a corollary to the suggestions about reducing public investment in
secondary and higher education, a plea has been made to hand over these sectors

to private bodies.
ASEAN INTEGRATION
As set out in the ASEAN Declaration, the aims and purposes of ASEAN are:
1. To accelerate the economic growth, social progress, and cultural development
in the region through joint endeavors on the spirit of equality and partnership
in order to strengthen the foundation for a prosperous and peaceful
community of Southeast Asian Nations.
2. To promote regional peace and stability through abiding respect for justice
and the rule of law in the relationship among countries of the region and
adherence to the principles of the United Nations Charter.
3. To promote active collaboration and mutual assistance on matters of common
interest in the economic, social, cultural, technical, scientific and
administrative fields.
4. To provide assistance to each other in the form of training and research
facilities in the educational, professional, technical and administrative
spheres.
5. To collaborate more effectively for the greater utilization of their agriculture
and industries, the expansion of their trade, including the study of the
problems of international commodity trade, the improvement of their
transportation and communications facilities and the raising of the living
standards of their people.
6. To promote Southeast Asian studies.
7. To maintain close and beneficial cooperation with existing international and
regional organizations with similar aims and purposes, and explore all
avenues for even closer cooperation among themselves.
K-12 PROGRAM
The K-12 program covers Kindergarten and 12 years of basic education to provide
sufficient time for mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills development,
employment and entrepreneurship.
1. Strengthening the Early Childhood Education
Every Filipino child now has access to early childhood education through
Universal Kindergarten. At 5 years old, children start schooling and are given
the means to slowly adjust to formal education.
2. Making the Curriculum Relevant to Learners
Students acquire in-depth knowledge, skills, values, and attitudes through
continuity and consistency across all levels and subjects.
3. Building Proficiency through Language (Mother Tongue-Based Multilingual
Education)
Students are able to learn best through their first language, their Mother
Tongue and 12 Mother Tongue languages have been introduced for S.Y. 20122013. Other local languages will be added in succeeding school years.
4. Ensuring Integrated and Seamless Learning (Spiral Progression)
Subjects are taught from the simplest concepts to more complicated
concepts through Grade levels in spiral progression.
5. Gearing Up for the Future (Senior High School)

Two years of specialized upper secondary education; students may choose a

specialization based on aptitude, interests, and school capacity.

Reasons for the K-12 Education System

1. Sufficient Instructional Time
With K-12 education, students will have sufficient instructional time for subjectrelated tasks, making them more prepared in every subject area. With the old
system, Filipino students were consistently behind on achievement scores.
In 2008, for instance, international test results revealed that Filipinos were behind
compared to other countries when we finished dead last in math.
2. More Skilled and Competent Labor Force
Another reason to support K-12 education is because the graduates of this program
will be more prepared to enter the labor force. High school graduates of the 10-year
curriculum were not yet employable since they were not competent or well
equipped enough for the workplace.
In addition, high school graduates of the 10-year curriculum are not yet 18. With the
new curriculum, senior high school students can specialize in a field that they are
good at and interested in. As a result, upon graduation they will have the specific
job-related skills they need even without a college degree. When they graduate
from high school, these young people will be 18 and employable, adding to the
nations manpower.
3. Recognition as Professionals Abroad
Finally, with K-12 education, Filipino graduates will be automatically recognized as
professionals abroad because we are following the international education standard
as practiced by all nations.
There will be no need to study again and spend more money in order to qualify for
international standards. With a K-12 education, Filipino professionals who aspire to
work abroad will not have a hard time getting jobs in their chosen field.
Furthermore, they will be able to help their families in the Philippines more with
remittances, property purchase, and small businesses.
K-12 Education Will Help Filipinos Gain a Competitive Edge
Though Filipinos are known to be competitive in the international community, our
current education system hinders us in becoming more competitive among other
countries. The K-12 education plan offers a solution to that problem.
However, it is undeniable that there will be problems that arise as we implement the
program, which could include a lack of budget, classrooms, school supplies, and
teachers. That said, the long-term effects of K-12 education will be very beneficial to
us Filipinos.
Therefore, we must support the K-12 educational plan to help improve our
educational system and our economy. Remember that change in our society starts
with education.
OUTCOME BASED EDUCATION
OBE is a process of curriculum design, teaching, learning and assessment that:
focuses on what students can actually do (i.e., learning outcomes) after they are
taught.

 attempts to embrace learning outcomes with the knowledge, skills, attitudes and
values that
match the immediate social, economic and cultural environment of society.
LEARNING OUTCOMES:
In order for this approach to succeed, learning outcomes must be:
1) Clearly articulated in a way that is contextualized within the discipline;
2) Communicated broadly;
3) Used to inform and influence decisions about the curriculum;
4) Monitored regularly to ensure that they remain current and accurately reflect the
intent of the degree program.(Manogue and Brown, 2007; Harden, 2007a).
Assessing and evidencing learning outcomes are inherently complex tasks that
are best approached through a comprehensive process, involving multiple methods
and stakeholders (Green et al., 2009).
When implemented effectively, learning outcomes assessment can provide
evidence of student learning and progression, and prioritize recommendations for
continuous curriculum improvement (Cummings et al., 2008).
OBE aims to assess the competences of learners in their totality. It takes a holistic
approach in describing the competence of a learner in terms of knowledge,skills and
values, and assessing competence by using a variety of assessment approaches. In
fact, the smallest unit of assessment must cover the integrated knowledge, skills
and values that apply in practice in a specialized context (Department of
Education,1998:26). Assessment of knowledge, values and skills relates to assess
elements in the cognitive, affective and psychomotor learning domains. The
taxonomies of Bloom (cognitive domain), Krathwohl (affective do main) and Harrow
(psychomotor domain) remain invaluable frameworks for assessing acquired
knowledge,skills and values in terms of OBE (Van derHorst & McDonald, 1997:176178).
ADVANTAGES OF OUTCOMES BASED EDUCATION
Learners know exactly what is expected from them as unit standards make it
very clear what is required from them.
Well-defined assessment criteria makes it
learners how assessment will take place.

clear

to

both assessors and

Assessment is more objective and fair as a result of the predetermined

assessment criteria.
Promotes the acquisition of specific skills and competencies in a country in
which there are many skills shortages.
Fosters a better integration between education at school, workplace and
higher education level.
Helps learners to accept responsibility for learning, as they are now at the
centre of the learning process.
Recognition of prior learning prevents the duplication and repetition of
previous learning situations.
DISADVANTAGES OF OUTCOMES BASED EDUCATION

 Most learners are not ready to adapt to OBE because the gap between
a teacher- centred approach and a learner-centred approach does not happen
overnight.
Requires that all learning material be rewritten which requires a major
investment in time and resources.
The scope and greater variety and application of OBE assessment methods
are extremely time-consuming to implement.
All teachers/ administrators must be retrained to acquire the knowledge,
values and competencies to implement OBE.
The rapid changes in the modern work environment often require short-term
follow - up training, a situation in which training staff cannot wait for unit
standards to be generated or updated.
III. CONCLUSION
Everyone who believes in the vision of attaining a full satisfying life for all
has an obligation to help pursue GAD. We have the power, knowledge, skills and
resources as custodians of peoples trust and resources to make development
work for everybody. We are mandated by international treaties/commitments,
national laws and policies. Gender Equality is not a womans issue, it is a human
issue. It affects us all.
Most people believe that globalization is only a matter of industry and
business, and that education is no part of this development. However, if we
understand education as a part of the information business, education systems
can be seen as the core of the globalization process. Recent developments in the
education sector like widened education access for all, creation of new
educational network organizations (e.g., global virtual universities, virtual
schools, and multi-national educational consortiums) point to the implications of
the
global
information
society
in
the
education
system.
Today, the forces of globalization are affecting youth, families, and education
systems worldwide. All social systems are predicated on the need to impart
values, morals, skills, and competencies to the next generation. The lives and
experiences of the youth are linked to economic realities, social processes,
technological and media innovations, and cultural flows that traverse national
boundaries with ever greater momentum. These global transformations require
the youth to develop new skills that are far ahead of what most educational
systems can deliver. Education systems therefore, need both rethinking and
restructuring if schooling is to best prepare the youth to engage in
globalizations new challenges, opportunities & costs.