LESSON PLAN

COURSE : Fire Basic Recruit Course (FBRC)

MODULE : I – General Information Subjects

SUBJECT : Gender Awareness and Development

METHODOLOGY : Lecture-Discussion, Role-Playing, Situational Case-based

Learning

NUMBER OF HOURS : Eight (8) Hrs

LEARNING OBJECTIVES : At the end of the lesson, the trainees should be able to:

1. Define and explain with accuracy gender- related

concepts like “sex” and “gender”;
2. Analyze the root cause of inequality(gender bias )
with empirical basis;
3. Understand, explain and apply the law on sexual
harassment in work, education and Training (RA
7877)
4. understand, explain and apply the Magna Carta for
Women with accuracy;
5. Recognize and accept the responsibilities attached
to each gender role.
6. Appreciate the value of gender awareness and
development.

LEARNING AIDS: Multi-Media Projector/Screen, Laptop, Reading Materials

REFERENCES: Magna Carta for Women (RA 9710) Implementing Rules

and Guidelines, office of the President, Philippine
Commission on Women, April 2010.

RA No. 7877

Anti-Violence Against Women and Children (RA 9262)

Masilungan, Elena: “The Rationale Behind Gender

Mainstreaming”, 2001, National Commission on the Role of
Filipino Women, Manila, Philippines

PPSC/NFTI-SLP1-2016-01
I. INTRODUCTION:

Preparatory Activities
• Opening Prayer
• Introduction of the instructor
• Checking of attendance
• Presentation of the lesson
• Clarification of personal learning

Developmental Activities:
• Film showing – United Nation’s “Impossible Dream.”
• Activity – students will identify how men and women work at home and in the
workplace.

II. PRESENTATION (Lesson Proper)

• Introduce and discuss the following specific subject areas, give examples to clarify
every point when necessary.
• Definition of Gender-related concepts
• Difference between the biological sex and the social construction of gender
• Root cause of inequality (gender bias)
• Women’s role in media ads, prints and magazines: gender biased approach and
its disadvantages.
• Gender Mainstreaming overview
• Magna Carta for Women

• Emphasize the following Key Points:

• Women as partners in development and nation building.
• Equal opportunity and equal protection
• Gender Mainstreaming should be an advocacy and it should be implemented in
government programs and policies.

• Summarize the Lesson / Important Points Discussed

• Every individual is entitled of equal treatment regardless of sex, origin, age and
religion.
• After the lecture, individuals should be able to portray their role in the society by
citing related gender issues in the workplace.

III. APPLICATION (Role Playing)

 Students/Trainees will be grouped into four (4), each group will be assigned to
perform activities of men and women at home and in the workplace.
 After watching the film, the students / trainees should be able to discuss the
significant role of gender regardless of sex. (Film clip)
 Presentation of output
IV. TEST
 Formulate test items that are aligned with the learning objectives.
 Closing Prayer
 LESSON TIMETABLE

MODULE : I - General Information Subjects

SUBJECT : Gender Awareness and Development

METHODOLOGY : Lecture-Discussion, Role Playing and Film Showing

DURATION : Eight (8) Hours

DURATION CONTENT / TOPIC STRATEGY / REFERENCE / EVALUATION /

ACTIVITY TOOLS OUTPUT
10 mins Presentation of the learning Introduction Students’ mood
objectives - Opening is set for the
Prayer lecture/
-Introduction of discussion
the lesson and
topic
30 mins Differences between the - Film Multi-media, Students
work of men and women in Showing – Lap top correctly identify
home and in the workplace. UN Speaker and differentiate
“Impossible Manual the roles of men
Dream.” and women in
the home and in
-Group work the workplace.

1 hr & - Basic terms and Lecture- Multi-media, Students can

20 mins concepts Discussion Lap top accurately
- Gender and Sex Speaker explain basic
- Characteristics of Sex Manual concepts
and Gender related with
- Gender Differences gender and sex.
15 mins Break
1 hr & - Gender Role and the Lecture - Multi-media, Students can
45 mins Mechanism of Social Discussion Lap top correctly explain
Control Speaker gender roles,
- Women’s role in print, Manual mechanisms of
media and ads social control
- Gender Bias RA 9262 and women role
• Marginalization in print, media
• Subordination and ads.
• Multiple Burden Students
• Gender Stereotypes Disney recognize
• Violence Against cartoons print gender bias and
Women and & media ads they display
Children understanding
- Feminism or Feminist on Feminism
Theory
Lunch Break
2 Hrs - Magna Carta: An Lecture- RA 7877 Students
Introduction Discussion observe the
- Sexual Harassment at RA 9610 – Magna Carta for
Work, Education and Film viewing on Magna Carta Women and are
Training (WET) related. “Another Day” of Women guided by the
- Understanding Gender laws on sexual
as a means of harassment
Women’s
Empowerment
1Hr & - Application Students will be Students are
55 mins group into four able to portray
(4) each group the different
will be assigned roles of men
to perform an and women at
activity showing home and in the
the differences workplace.
in the roles of
Men and
Women at
home and in
workplace.
5 mins - Closing Prayer
 LESSON MANUSCRIPT
(GENDER AWARENESS AND DEVELOPMENT)

Gender - refers to the socially constructed roles, behavior, activities and attributes that a given
society considers appropriate for men and women (WHO).

Gender Role is culturally defined.

Generally, gender roles are not inborn; these are learned in the early stage of life/ childhood.
Recognition of gender roles begins from childhood and this is first defined by parents
who are the primary influencing in gender role development.
Boys and girls are molded into these roles, behaviors, attributes and characteristics that
maybe masculine or feminine.
As children move through childhood into adolescence, they are exposed to many factors
which influence their attitudes regarding gender roles.

Gender roles vary, these can be changed or improved because these are dictated by the
society and are transmitted through the process of socialization.

Mechanism of Social Control

1. Family – basic unit of the society. Socialization begins at the time when baby is
born, the parents serve to influence them during their formative years..
Socialization promotes gender stereotyping through the following processes:
a. Manipulation
b. Canalization
c. Verbal appellation
d. Activity exposure

2. Schools reinforce sexist concepts: The school transmits a lot of gender

stereotypes:

Female Male
Textbook Mothers, housewives Father, workers, adventurous
or Well-behaved girls
Courses Cooking, Carpentry, gardening
Sewing
Education Secretary, Engineer
Teacher, Lawyer,
Social worker Doctor

3. Mass Media - Women are perceived as commodities. It gives the picture of

avenue where women are portrayed degradingly.

- Men are shown as: courageous, determined, professionals

actively engaged in sports.
SEX – refers to the distinction between males and females based on biological basis.

- The natural biological attributes of males and females which arte universal.
Female – produces the egg cell or ovum and has the capacity to bear a child.
- Male provides the sperm cells that fertilize the ovum during union of fertilization.

Physical attributes pertaining to a person’s body contours, features, hormones, genes,

chromosomes, and reproductive organs (genitals)

Sex Characteristics Women Men

Uterus Penis
Primary Ovary (estrogen and Testes (androgen and
progesterone) testosterone)
Ovum Scrotum
Cervix Sperm
Vagina Vas deferens
Clitoris

Secondary Development of the breast The body becomes more

Pelvic widens & hips broaden muscular.
Voice deepens slightly Shoulder and chest become
Hair grown under the arms broader.
and in the pelvic region Adam’s apple grows
menstruation Vocal chord enlarge
Underarm, pubic hair and hair
on the face and shoulders
start to grow
Penis and testes enlarge
Testes begin to produce
sperm

Sex Role – is biologically determined, which can be performed by one of the sexes.

These roles are not exchangeable because they are biologically determined –
sex is inborn and are imposed by nature through biological differences between
men and women.
Pregnancy is a sex role because only women have the ability to bear children.
 SEX VS. GENDER

SEX GENDER

Biologically determined Socially and culturally determined

Refers to physical characteristics Refers to learned behavior

Constant across time Changes accross time

Constant across culture Changes across places and culture

To put it in a simple logic:

Male’ and ‘female’ are sex categories, while ‘masculine’ and feminine’ are gender categories.

MANIFESTATION OF GENDER BIAS

1. MARGINALIZATION
- Non-valuation of women’s work

2. SUBORDINATION
- This situation can be traced back to the patriarchal culture, which according to
historical records, dates back to the ‘neolitic” or agriculture period.

3. MULTIPLE BURDEN
– Involvement in the three spheres of work, reproductive, productive and
community work.

4. GENDER STEREOTYPES

- Women are stereotyped from birth because of social perception and value
systems ingrain an image of women as weak, dependent, subordinate,
emotional and submissive.

5. VIOLENCE AGAINST WOMEN AND CHILDREN: Violence against Women may be of

the following:

a. Physical, Sexual and Psychological Violence occurring in the:

Family – battered wife/ husband/ children, sexual abuse of female

children in the household,
Incest (kadugo), marital rape, violence related to exploitation.

Community – rape, sexual abuse, sexual harassment and intimidation

a work and in educational institution and elsewhere,
Trafficking of women and forced prostitution
 b. Physical, Sexual and Psychological Violence perpetrated or condoned by the
state such as: custodial rape and torture done to women prisoners.

c. Violation of women’s rights in situation of armed conflict such as: murder,

sexual slavery and forced pregnancy.

d. Acts of violence such as: forced abortion, forced used of contraceptives,

prenatal sex selection, in which fetus is aborted if tests reveal it to be female.
Forms of VAWC

 Physical Violence – refers to any act that includes bodily or physical harm;

 Sexual Violence - Acts causing or attempting to cause the victim to engage in any
sexual activity by force, physical or other harm or coercion

 Psychological Violence - Acts /omissions causing mental or emotional suffering such as

intimidation, harassment, stalking, damage to property, humiliation,
repeated verbal abuse and mental infidelity

 Economic Abuse - Acts of making a woman financially dependent which includes,

withdrawal of financial support, preventing the woman to engage in
any legitimate profession/work, deprivation on the right to enjoy
conjugal property, destroying household property, controlling the
victims money/property.

WOMEN’S ROLES AS PORTRAYED IN MEDIA, PRINTS AND ADS.

a. Content analysis of the ads, media and prints

b. impact to viewers and readers
c. Documentary footages of theses adds

MAGNA CARTA: An Introduction

• Declaration of policies
• Principles of human rights
• Rights of women
• Empowerment as a definition
• Institutionalized mechanism

RA 7877: SEXUAL HARASSMENT

• Work, Education or Training (WET)-related.

• WET- related sexual harassment is committed by an employer, employee, manager,

supervisor, agent of the employer, teacher, instructor, professor, coach, trainor or any
other person who having authority, influence and display moral ascendancy over another
in a work or training or education environment demands, request or otherwise requires
any sexual favor from the other, regardless of whether the demand for submission is
accepted by the object of said act.
• Sexual Harassment IS committed when:
 The sexual favor is made as condition in the hiring or in the employment, re-employment
or continued employment of said individual, granting of the victims compensation,
promotion or privileges, and refusal would discriminate, deprive or diminish employment
opportunities or

Any person who directs or induces another to commit any act of sexual harassment as
herein defined, or who cooperates in the commission thereof by another without which it
would not been committed, shall also be held liable under this Act.

FEMINISM

• It is worldwide movement that seeks to raise women's political, economic, and social
status and fights for gender equality in all aspects of life in all societies.

• Feminist campaign have change societies, by achieving women's suffrage, gender

neutrality, equal pay for women, right to enter into contracts and own property.

• Feminist have worked to protect women and girls from domestic violence and sexual
harassment. They advocated for workplace rights, including maternity and against all
forms of discrimination against women.

WOMEN EMPOWERMENT

• The concept of gender sensitivity has been developed as a way to reduce barriers to
personal and economic development created by sexism. Gender sensitivity helps to
generate respect for the individual regardless of sex.
• Gender sensitivity is not about putting women against men. On the contrary, education
that is gender sensitive benefits members of both sexes. It helps them determine
which assumptions in matter of gender are valid and which are stereotyped
generalizations.
• Gender awareness requires not only intellectual effort but also sensitivity and open-
mindedness. It opens up the widest possible range of life options for both women and
men.

WHY GENDER is considered AS Women's Empowerment?

• Although 'gender and development' includes both women and men, however, in most
cases focus is given only to women. It is because of imbalance and unequal status of
women in most of the societies where women do not have the same opportunities and
personal freedom as men. Therefore, there is need to focus women compared to
men. It is like two glasses, where one is half full and another is empty, thus, the empty
glass should get water first and when both glasses become equal then fill both. If
someone tries to fill both glasses without noticing the level of water it is very
impractical.
Why GAD is important?

• In the mid 1980s, there has been a growing consensus that sustainable development
requires an understanding of both women and men's roles and responsibilities within
the community and their -relation to each other. This has come to be known as the
Gender and Development (GAD) approach.

• The main objective of GAD is mainstreaming women's needs and perspective into all
activities.

• Mainstreaming --acknowledges that all development operations have a gender impact

and do not automatically benefit men and women equally.

Equal Opportunity & Equal Protection

 1991- GAD was introduced into the mainstream of government programs and as one
of the priority programs.

 EO 273 approved and adopted the Phil. Plan for Gender-Responsive Devt. (PPGD
1995-2025) a national blueprint that guides different government agencies in
responding to GAD issues and concerns.

 The early 90’s and years following, was marked by the issuance / adoption of
pioneering policies and programs:

a. Established the Commission Day Care Center

b. A full flexi time schedule was enforced
c. Leave privileges were expanded in 1996
d. Paternity Leave was granted to male employees
e. Solo Parents Welfare Act of 2002
f. Under Art. 11 (2) of Revised Penal Code, the Battered
Wife Syndrome (BWS) is a justifying circumstance.
g. RA 7192: Women in Development and Nation Building Act (February 1992)

RA 7192: Women in Devt. & Nation Building Act

RA 7192 accords women equal opportunities for appointment, admission, training, graduation
and commissioning in all military and similar schools of the Armed Forces of the Philippines and
the Philippine National Police.

 Family Code (FC) which was signed in 1988, answered the clamor of women to remove
the discriminatory provisions of the Civil Code:

 Provides more equal rights to women by equalizing the marriage age requirements at 18
years.
  Gives husband and wife joint authority to choose the family residence, manage the
conjugal property, grants to the spouse joint custody of children.

 Grants the wife the right to exercise her profession and career.

 Grants the right to accept gifts without the need of her husband’s consent.

 Gives the wife the right to remarry even before the expiration of 300 days after her
husband’s death.

 Gives the wife the right to retain parental authority over her children after remarriage.

So Why Need Gender Equality in Development Cooperation?

 Everyone has Human Rights

 Poverty is a gender issue.
 A gender perspective improves the quality and sustainability of projects
 Commitment involves obligations

THE EMPOWERED WOMAN

Believes in equality, strives to serve other women and serves to be a positive role model;
Appreciates the value of domestic work, and does not overwork;
Values herself, is open minded and appreciative of others;
Is conscious and proud of her contribution to her home, her family and her country;
Controls her life and questions negative attitudes, customs and superstitions which
adversely affect her;

Finds time for group activities and recognizes her potential for leadership and organization;
Seeks to improve her knowledge and skills;
Enjoys life and looks forward to each new day;
Finds time for leisure and hobbies;
Knows her rights as a citizen and recognizes the law which are unjust to women in society;

Maintains good health, respects the dignity of women and appreciates her daughters as
much as her sons.