TESDA CIRCULAR ‘SUBJECT: | Page 1 of 4 pages | Number 24, series of 2012 ROLL-OUT OF GENDER SENSITIVE TRAINING CURRICULUM Date Issued: Effectivity: July 25, 2012 Immediatel | AND GENDER SENSITIVE TRAINER'S MANUAL. | a i | ‘Supersedes: In the interest of the service and in order for the Authority to achieve its goal of mainstreaming gender and development (GAD) in the technical education and skills development (TESD) and to produce gender-sensitive TESD graduates, the use of a standard gender-sensitive training curriculum and Trainer's Manual is hereby required for adoption by all TVET Institutions (TVIs). 1, BACKGROUND 1. The 1995-2025 Philippine Plan for Gender- Responsive Development (PPGD) carries the | long-term vision of women's empowerment and gender equality in the country. This is | further given clout under the Magna Carta of Women (MCW) or RA 9710 which clearly ‘mandates all government organizations to adopt gender mainstreaming as a strategy to promote women’s human rights and eliminate gender discrimination in their systems, structures, policies, programs and processes which includes planning, budgeting, monitoring and evaluation of gender-responsive programs/projects 2. Pursuant to the above mandate, TESDA has led in gender mainstreaming efforts in the ‘TESD sector in support of the Millennium Development Goal (MDG) No. 3 of promoting. gender equality and women empowerment. TESDA believes that gender sensitive education is a powerful tool that can lead to the creation of a learning environment that {s fair and sustainable for both women and men. It fully recognizes that gender sensitive ‘education is one important factor that will make the vision of “Education for All” a reality. 3. Aconcrete manifestation of TESDA’s commitment to pursue gender mainstreaming in ‘TESD is its contribution to the implementation of two (2) projects, namely: the Gender- Responsive Economic Actions for the Transformation (GREAT) of Women Project, | funded by the Canadian International Development Agency (CIDA) and the Philippine | Commission on Women (PCW) and the Youth, Employment and Migration (JP-YEM) Project funded by the United Nations Population Fund (UNFPA). Under these projects, | ‘TESDA developed an enhanced TESD curriculum with the gender component embedded into the basic competencies. A Trainer's Manual on the use of the curriculum was also prepared. Part of the sustainability plan of both projects is the institutionalization of the use of gender-sensitive curriculum and the Trainer's Manual in all training programs | conducted by TESDA and its network of training providers. OBJECTIVES 1. To institutionalize the use of gender-sensitive curriculum and gender-sensitive Trainer's Manual; i 2. To increase the gender consciousness and sensitivity of the TESD trainees; and 3. To promote gender-fair education in the TESD sector. || SUBJECT: ] Page 2 of 4 pages | | | Number 26, series of 2012 ROLL-OUT OF GENDER SENSITIVE TRAINING CURRICULUM | ‘AND GENDER. SENSITIVE TRAINER'S MANUAL | | Date Issued: Effectivity: | Supersedes: July 25,2012 Immediately IN DEFINITION OF TERMS Gender - refers to roles, attitudes and values assigned by culture and society to women and men. These roles, attitudes and values define the behaviours of women and men and the relationship between them. | Gender and Development (GAD) - refers to the development perspective and process that is participatory and empowering, equitable, sustainable, ftee from violence, respectful of human rights, and supportive of self determination and actualization of human potentials. GAD Focal Point System - is an interacting and interdependent group of people in all | government instrumentalities tasked to catalyze and accelerate gender mainstreaming. | Itis 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 (PAPs); Gender mainstreaming - refers to the strategy for making 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 social, political, civil, and economic spheres so that women and men benefit equally and inequality is not perpetuated. It is a 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. Gender equality - refers to the principle asserting the equality of men and women and their right to enjoy equal conditions realizing their full human potentials 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. Gender-sensitive - recognize that within a society, actors are women and men, that they are constrained in different and often unequal ways, and that they may | consequently have differing and sometimes conflicting needs, interests and priorities. Women 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. | IV. COVERAGE | All TVIs with registered programs shall be required to adopt the gender-sensitive training curriculum for all qualifications (see Annex A). All TVis shall utilize the developed gender- | sensitive training manual which includes the standard session plans, Trainers/Faclitator’s| Guide and Trainees’ Hand-outs which form part of this Circular. |SUBJECT: | Page 3 of 4 pages | Number £4 series of 2012 ROLL-OUT OF GENDER SENSITIVE TRAINING CURRICULUM | AND GENDER-SENSITIVE TRAINER'S MANUAL | i | Date Issued: Effectivity: | Supersedes: July25, 2012 Immediately V. GENDER-SENSITIVE CURRICULUM AND TRAINING DELIVERY ‘The integration of the gender concepts and principles, gender issues and concerns in the ‘TESD curriculum was embedded in the Basic Competencies of NC Levels | and Il ‘The gender-sensitive curriculum to be adopted shall have additional learning activities embedded in each unit of competency on top of the existing activities under the basic | competencies except for the competency on “Practice housekeeping procedures” | ‘The duration of training for the basic competencies shall be extended for a minimum of | three (3) days to ensure that the basic knowledge. skills and attitude needed to reinforce the application of GAD in TESD must lead to the application of GAD principles in the workplace. ‘The method of training for the conduct of the gender-sensitive training modules shall | tilize the experiential learning approach otherwise known as the “4 As of Learning” (Activity, Analysis, Abstraction and Application) to be effective in the delivery and encourage more and better enthusiastic appreciation among the trainees. All of the learning activities shall be facilitated by a Facilitator using the developed Trainer’s Guide. The modules and the exercises contain in the manual apply experiential and interactive learning approaches which are based ‘on the concept that one learns best by doing and drawing out the experiences of the participants. ‘Team teaching is also encouraged to create a multiplier effect capacitating other TESD trainers and/or GAD Focal Point on the use of the developed gender-sensitive manual. The level of the trainee’s gender consciousness and sensitivity and/or change in their perceptions and beliefs towards gender shall be evaluated by using the developed assessment tools for institutional evaluation at the end of training. VI MONITORING AND EVALUATION 1 The Regional GAD Focal Points shall conduct a survey on the Utilization and Effectiveness of the Gender-sensitive Trainer's Manual using the developed survey tool shown in Annex B. The survey shall be conducted bi-annually, every end of June and November. 2. The Regional GAD Focal Points shall process and analyze the results of the survey for the preparation of the monitoring report. The regional consolidated report shall be ‘submitted to the TWC through the Regional Coordination Office (RCO) on the first week | of july and December of the current year. | 3. As the National GAD Focal Point Secretariat, the TWC shall consolidate all the regional | responses in the accomplished survey tool. This report will serve as technical inputs for the improvement of the Trainer’s manual to be submitted to the Executive Committee of ‘TESDA’s GAD Focal Point System.| ‘SUBJECT: Page 4 of 4 pages Number £6 , series of 2012 ROLL-OUT OF GENDER SENSITIVE TRAINING CURRICULUM AND GENDER SENSITIVE TRAINER'S MANUAL. ‘Date Issued: Effectivity: | Supersedes: | july 25, 2012 Immediately | VI. TRANSITORY PROVISIONS The gender-sensitive training modules shall be integrated in all qualifications with existing Training regulations (TRs). For new TRs to be promulgated, gender sensitivity shall be | incorporated. | ___ This Circutar shall take effect as indicated. Wide dissemination and strict implementation of this Circular by all concerned are hereby enjoined. ‘SEC. EMMANUEL Jf. J. VILLANUEVA Di (General HTTCURRICULUM DESIGN BASIC COMPETENCIES NC I ANNEX A. a (integrating Gender Sensitivity Component) T a ] Training Unit of Competency Module Tite | Learning Outcomes | Methodology or Duration jours Work with others | Observing gender | 1) Discuss the © Interactive | Written test | | sensitivity inthe | diferences lecture |» Interview | workplace | between sexand |e Group (© Oral | gender discussion | questioning | 2) Identify the roots |» Case study | of gender | 0 inequality in | | | socely | | 3) Discuss manifestations of | gender biases it Working wih others |7) Develop effective |» Group |» Demonstration | workplace | discussion | Observation relationship | «Interaction | » interviews! recognizing ‘questioning 6 | gender roles in a | | team environment 2) Contribute to work e see group activities sca Receive and respond [Rec iving and 4) Explain routine | Group ‘Demonstration to workplace responding to ‘spoken messages discussion Observation communication workplace inthe workplace | + interaction | interviews! ‘communication 2 Follow routine ‘questioning spoken messages 8 3) Perform | workplace duties following writen | notices using non- | ce is sexs language \ Demonstrate work | Demonstrating work | 1) Define the = Group [+ Written test values and gender values and.gender | purpose of work | discussion Interview = | sensitivity sensitivity | 2) Identity and deal | « interactive | with ethical lecture | | problems. + Individual | | 3) Apply work reflection 8 | valuesiethics and gender sensitivity 4) Maintain integrity and gender-based | | values inthe | al |__ workplace EANNEX A. Unit of Competency | Module Title | Leaming Outcomes ‘Methodology Assessment Method Training | Duration Ltrs. Practice basic housekeeping procedures Practicing basic housekeeping procedures 17) Sort and remove unnecessary items 2) Arrange items 3) Maintain work areas, tools and equipment 4) Follow standardized work process and procedures 5) Perform work spontaneously ‘© Group activity © Interactive lecture Demonstration Observation Interviews! questioning T‘SURVEY TOOL ON THE UTILIZATION AND EFFECTIVENESS OF THE GENDER-SENSITIVE TRAINER’S MANUAL ANNEX B Name of Trainer: Noted by: Date accomplished: D/M/Yr Name: | Designation: ie __| Designatior Name of Institution monitored: Total No. of Bate! Location/Address: Total No. Of Trainees___ Region: Male Directions: The TWC would like to determine the effectiveness of the Gender-sensitive Trainer’s Manual which was rolled out to all Tis pursuant to TESDA Circular No. _ series of 2012. Please rate accordingly in terms of increasing knowledge, social acceptance, utilization and practice. 1, Did you find the Gender-sensitive Curriculum useful in imparting the gender concepts and principles as well as raise the gender awareness of trainees/students? () Yes- Why? 2 () No- Why? 2. Did you strictly follow the activities indicated in the session plans in terms of duration per module and sequencing of activities per module? () Yes- Why? UP cea 3. Did the Gender-sensitive Trainer's Manual create favourable/positive attitude among your trainees/participants towards gender sensitivity? (Note: refer to the results of the institutional assessment conducted using the Competency Assessment Tools (CATS)) () Yes- why? (.) No- Why? 4. Did the Gender-sensitive Trainer's Manual serve as a useful tool in increasing gender consciousness of the trainees/participants? (Note: refer to the results of the institutional assessment conducted using the Competency Assessment Tools (CATS) Cys Wye ()No- Why? Page 1 of 25. What part of the manual did you appreciate/did not appreciate? (Please check the appropriate box of your choice) Parts of the Manual ‘Appreciate | Did not Pls. Indicate Reasons yw __Appreciate _ Session Plans Trainer's Guide PowerPoint Presentations Trainee’s Handouts Competency Assessment Tools 6. What were the difficulties/challenges encountered in using the Trainer's Manual? (Specify the part of the Trainer's Manual) 7. Are there any deviations that you made in the material? ? (Please check the appropriate box of your choice) [ Parts of the Manual Pls. Indicate Reasons ‘Session Plans Trainer's Guide PowerPoint Presentations \Trainee’s Handouts Competency Assessment Tools Others Other comments/recommendations Thank you for your cooperation. Page 2 of 2 Ye