Implementation of Gender- Responsive Basic Education Policy in the Secondary Public Schools

Cherry Red D. Lomibao
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Cherry Red D. Lomibao: Polytechnic University of the Philippines, Open University System

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 5831-5871

Abstract: This study examined the implementation of the Gender-Responsive Basic Education (GRBE) Policy in secondary public schools in Caloocan City, Philippines, with the aim of assessing its effectiveness in promoting gender equality and identifying implementation challenges. A descriptive method was employed, and a questionnaire based on DepEd Memo 32 S. 2017 was administered to a sample of 351 teachers and administrators, selected using the Cochran method. Data analysis involved mean, percentage, Kruskal-Wallis, and Mann-Whitney tests. The study found a predominantly female respondent group, primarily within middle-age brackets. The GRBE Policy’s implementation across various educational aspects, including curriculum, instruction, assessment, planning, operations, public affairs, finance, and administration, was generally perceived positively. However, significant variations in perceptions of policy implementation were observed based on gender, age, length of service, and position. To enhance the GRBE Policy’s implementation, the study recommended prioritizing and enhancing Gender and Development (GAD) orientation and training programs for test-item writers. Establishing collaborative working groups for Youth Formation policies, conducting needs assessments for breastfeeding and child-minding facilities, providing comprehensive training in gender mainstreaming for educators, and conducting a follow-up study to evaluate the long-term impact of training programs on educators’ practices and student outcomes were also recommended. These initiatives aimed to promote gender equality and inclusivity in education by equipping stakeholders with the necessary knowledge and skills to effectively integrate GRBE principles. Through ongoing monitoring, evaluation, and collaboration, these efforts could contribute to creating a more equitable and inclusive educational environment for all learners.

Date: 2024
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