An act instilling and strengthening the sense of Patriotism and Nationalism among the
youth through the institutionalization, development, and administration of fundamental
and specialized programs in the basic Education Curriculum in all public and private
educational institutions
Section 13, Article II of the 1987 Constitution recognizes the vital role of the youth
in nation-building and the role of the State in inculcating patriotism and nationalism in the
youth, and encouraging their involvement in public and civic affairs. In line with this,
President Rodrigo Roa Duterte called on Congress to pass a law which shall invigorate
nationalism and patriotism among young Filipinos and further promote their role in
nation-building.
The proposed bill introduces a Fundamental Program and a Specialized Program,
as defined in Section 3 and Section 4 respectively, which endeavor to instill, teach, and
strengthen moral values, discipline, patriotism, nationalism, and a strong sense of
“bayanihan” among all students.
1. Recognize different laws that promote nationalism and patriotism in the
Philippines.
2. Discuss Gender and Development related laws.
GENDER AND DEVELOPMENT2
1. What is Gender and Development?
a) Refers to the development perspective and process that is participatory and
empowering, equitable, sustainable, free from violence, respectful of
human rights, supportive of self-determination and actualization of human
potentials.3 It seeks to achieve gender equality as a fundamental value that
1 legacy.senate.gov.ph/lisdata/3130928207!.pdf
2 CFLM 1 – Nationalism and Patriotism (Second Semester A.Y. 2019-2020) Compiled by: M.R.E.YSULAT
3 Philippine Commission on Women, DENR Biodiversity Management Bureau
should be reflected in development choices and contends that women are
active agents of development, not just passive recipients of development;4
b) Gender and development is an interdisciplinary field of research and
applied study that implements a feminist approach to understanding and
addressing the disparate impact that economic development and
globalization have on people based upon their location, gender, class
background, and other socio-political identities.5
c) A strictly economic approach to development views a country's
development in quantitative terms such as job creation, inflation control,
and high employment-all of which aim to improve the ‘economic
wellbeing’ of a country and the subsequent quality of life for its people.6
2. How Gender and Development started?7
The history in this field dates back to the 1950’s, when the studies of economic
development first brought women into its discourse 8,9 focusing on women only
as subjects of welfare policies-notably those centered on food aid and family
planning.10The focus of women in development increased throughout the
decade, and by 1962, the United Nations General Assembly called for the
Commission on the Status of Women to collaborate with the Secretary General
and the number of UN sectors to develop a long standing program dedicated
to women’s advancement in developing countries.11A decade later feminist
economist, Ester Boserup’s pioneering book Women’s Role in Economic
Development (1970) was published, radically shifting perspective of
development and contributing to the birth of what eventually became the
gender and development field.12
Since Boserup's consider that development affects men and women differently,
the study of gender's relation to development has gathered major interest
amongst scholars and international policymakers. The field has undergone
4 Magna Carta of Women (Republic Act No. 9710)
5 Gender and Development, http://en.wikipedia.org./wiki/Gender_and_development
6 “The International Economic Development Council’s Economic Development Reference
Guide”(http://www.iedconline.org/clientuploads/Dowloads/IEDC_ED_Reference_Guide.pdf)(PDF). International Economic Development
Council.Retrieved 28 November 2018.
7 Gender and Development,gov.ph(http://www.gov.ph)
8Moser, Caroline (1993), Gender Planning and Development. Theory Practice and Training, New York, Routledge, p. 3. ISBN 978-0-203-41194-0
9Lourdes, Beneria (201i4-11-11). Gender, development, and globalization; economics as if all people mattered, Berik, Gunseli,, Floro, Maria (Second
ed.). New York, ISBN 978O415537483.OCLC 903247621 (http://www.worldcat.org/oclc/903247621”).
10 Robinson, Warren C.;Ross John A. (2007). ‘The Global Family Planning Revolution”
(http://siteresources.worldbank.org/INTPRH/Resources/GlobalFamilyPlanningRevolution.pdf) (PDF). World Bank. Retrieved 10 November 2018.
11 “United Nations Assistance for the Advancement of Women in Developing Countries (1962)”
(http://www.worldlii.org/int/other/UNGA/1962/36.pdf. World Legal Information Institute. 1962. Retrieved 10 November 2018.
12 Lourdes, Beneria (201i4-11-11). Gender, development, and globalization; economics as if all people mattered, Berik, Gunseli,, Floro, Maria (Second
ed.). New York, ISBN 978O415537483.OCLC 903247621 (http://www.worldcat.org/oclc/903247621”).
major theoretical shifts, beginning with Women in Development (WID),
shifting to Women and Development (WAD), and finally becoming the
contemporary Gender and Development (GAD). Each of these frameworks
emerged as an evolution of its predecessor, aiming to encompass a broader
range of topics and social science perspectives. 13 In addition to these
frameworks, international financial institution such as the World Bank and the
International Monetary Fund (IMF) have implemented policies, programs, and
research regarding gender and development, contributing a neoliberal and
smart economics approach to the study. Examples of these policies and
programs include Structural Adjustment Programs (SAPs), microfinance,
outsourcing, and privatizing public enterprises. 14all of which direct focus
towards economic growth and suggest that advancement towards gender
equality will follow.
Gender and Development was developed in the 1980’s as an alternative to the
Women in Development (WID) approach.15
Unlike WID, the GAD approach is not concerned specifically with women,
but with the way in which a society assigns roles, responsibilities, and
expectations to both men and women.
GAD applies gender analysis to uncover the ways in which men and women
work together, presenting results in neutral terms of economics and
competence.
GAD focuses primarily on two major frameworks. Gender Roles and Social
Relations Analysis, Gender role focus on social construction of identities
within the household, it also reveals the expectations from ‘maleness and
femaleness’ in their relative access to resources. Social relations analysis
exposes the social dimensions of hierarchical power relations imbedded in
social institutions; also it’s determining influence on ‘the relative position of
men and women in society. In an attempt to create gender equality, (denoting
women having same opportunities as men, including ability to participate in
the public sphere) GAD policies aim to redefine traditional gender role
expectations.
3. Importance of Gender and Development
It is important to assist the self-help efforts of developing countries towards
realizing international commitments to achieve empowerment of women and
13 ibid
14 ibid
15 Gender and Development, govph:/(http:www.gov.ph)
gender equality such as the “Beijing Declaration and Platform of Action and
Convention on the Elimination of all Forms of Discrimination of Women.”
4. Purpose of Gender and Development
To ensure that both men and women can participate in and benefit from
development in a way that is equitable. In view of widespread disparities, it is
a process comprising both short-term and long-term objectives – “practical and
strategic needs.” (Molyneux from Moser, 1993)
5. Gender and Development in Philippines
Philippine Plan for Gender and Development, 1995-2025, is a National Plan
that addresses, provides and pursues full equality and development for men
and women. Approved and adopted by former President Fidel V. Ramos as
Executive No. 273, on September 8, 1995, it is the successor of the Philippine
Development Plan for Women, 1989-1992 adopted by Executive No. 348 of
February 17, 1989.
Three years after, DENR Administrative Order No. 9815 dated May 27,
1998, came up as the Revised Guidelines on the Implementation of Gender
and Development (GAD) Activities in the Department of Environment and
Natural Resources (DENR) in order to strengthen the DENR GAD Focal Point
System and accomplishing the GAD vision “Partnership of Empowered Men
and Women for Sustainable Development”.
Republic Act No. 9710, otherwise known as the Magna Carta of Women was
approved on August 14, 2009 which mandates non-discriminatory and pro-
gender equality and equity measures to enable women’s participation in the
formulation, implementation and evaluation of policies and plan for national,
regional and local development.
A Memorandum Circular No. 2011 01 dated October 21, 2011 was released
addressing to all Government Departments including their attached agencies,
offices, bureaus, State Universalities and Colleges (SUCs), Government-
Owned and Controlled Corporations (GOCCs) and all other government
instrumentalities as their guidelines and procedures for the establishment,
strengthening and institutionalization of the GAD Focal Point System (GFPS).
1. Gender and Development Related Laws and Issuances in the Philippines 16
1.1 Republic Act 9710 - The Magna Carta of Women;
1.2 Guidelines on the Availment of the Special Leave Benefits for
Women under R.A. 9710 (An Act Providing for the Magna Carta of
Women) – CSC Resolution No. 1000432
1.3 Republic Act 7877 -Anti-Sexual Harassment Act of 1995
1.4 Republic Act 9262 - Anti-Violence against Women and Their
Children Act of 2004
1.5 Republic Act 9262 - Anti-Violence against Women and Their
Children Act of 2000
1.6 Republic Act 7192 - Women in Development and Nation Building Act
1.7 Memorandum Circular No. 48, Series of 2013 - Directing All
Concerned Government Agencies to Adopt the Gender Equality
Guidelines in the Development of their Respective Media Policies
and Implementing Programs in Order to Promote Gender
Mainstreaming
1.8 Republic Act 10354 - The Responsible Parenthood and Reproductive
Health Act of 2012
1.9 Executive Order No. 2 - Approving and Adopting the Philippines
Plan for Gender-Responsive Development, 1996-2025;
1.0 1987 Constitution (Article II Sec. 14)
1.11National Mandate - The State recognizes the role of women in
nation building and shall promote the Fundamental equality before
the law of women and men
SEX AND GENDER HOW THEY DIFFER17:
Historically, the terms “sex” and “gender” have been used interchangeably, but
their uses are becoming increasingly distinct, and it is important to understand the
differences between the two.
In general terms, “sex” refers to the biological differences between males and
females, such as the genitalia and genetic differences.
16 https://cswcdgadcorner.wordpress.com/gender-and-development-related-laws-and-issuances/
17www.google.com/search?q=sex+and+gender+how+they+differ&source=hp&ei=hxynymphnwpopeppq6gkaw&iflsig=ainfccbyaaaaaaykcql_emlhrialks
ccwam9XgBo8yw_L5s&oq=sex+and+gender+how+they+differ
a. Biological Differences
“Gender”, A social and cultural construct, which distinguishes differences in the
attributes of men and women, girls and boys, and accordingly refers to the roles
and responsibilities of men and women. Gender-based roles nd other attributes,
therefore, change over time and vary with different cultural contexts. The concept
of gender includes the expectations held about the characteristics, aptitudes and
likely behaviors of both women and men (femininity and masculinity). This
concept is useful in analyzing how commonly shared practices legitimize
discrepancies between sexes. Sometimes, a person’s genetically assigned sex does
not line up with their gender identity. These individuals might refer to themselves
as transgender, non-binary, or gender-nonconforming.
“Gender” is more difficult to define, but it can refer to the role of a male or female
in society, known as a gender role, or an individual’s concept of themselves, or
gender identity.
The difference between male and female sexes are anatomical and physiological.
“Sex” tends to relate to biological differences.
For instance, male and female genitalia, both internal and external are
different. Similarly, the levels and types of hormones present in male and
female bodies are different.
b. Genetic factors
Genetic factors define the “sex” of an individual Women have 46 chromosomes
including 2 Xs and men have 46 including an X and a Y. The Y chromosomes is
dominant and caries the signal for the embryo to begin growing testes.
Both men and women have testosterone, estrogen, and progesterone. However,
women have higher levels of estrogen and progesterone, and men have higher
levels of testosterone.
The male/female split is often seen as binary, but this is not entirely true. For
instance, some men are born with two or three X chromosomes, just as some
women are born with a Y chromosome.
In some cases, a child is born with a mix between female and male genitalia. They
are sometimes termed intersex, and the parents may decide which gender to assign
to the child. Intersex individuals account for around 1 in 1,500 births.
Some people believe that sex should be considered a continuum rather than two
mutually exclusive categories.
c. Gender defined, its nature, etc.
Gender tends to denote the social and cultural role of each sex within a given
society. Rather than being purely assigned by generics, as sex differences
generally are, people often develop their gender roles in response to their
environment, including family interactions, the media, peers, and education.
The World Health Organization (WHO) defines gender as:
“Gender refers to the socially constructed characteristics of women and men,
such as norms, roles, and relationships of and between groups of women and
men. It varies from society to society and can be changed.”
Gender roles in some societies are more rigid than those in others.
The degree of decision-making and financial responsibility expected of each
gender and the time that women or men are expected to spend on homemaking and
rearing children varies between cultures. Within the wider culture, families too
have their norms.
Gender roles are not set in tone.
In many societies, men are increasingly taking on role traditionally seen as
belonging to women, and women are playing the parts previously assigned mostly
to men.
Gender roles and gender stereotypes are highly fluid and can shift substantially
over time.
COMMON MYTHS ABOUT GENDER
1. The Top 10 Myths about Women
Myth 1: Women's Empowerment Comes at the Expense of Men
Myth 2: Girls Can't Do Math or Science
Myth 3: Women Crack under Pressure
Myth 4: It's a Man's World
Myth 5: She Asked For It
Myth 6: Women Can't Be Trusted With Money
Myth 7: Women Can't Lead
Myth 8: A Woman's Health is Not a Man's Concern
Myth 9: Girls Belong in Marriage, Not School
Myth 10: A Woman's Place is in The Home
2. 7 myth-busting reasons why we should be investing in women 18
2.1 INVESTING IN WOMEN DOESN’T PAY OFF
The truth: Closing gender gaps will actually lead to an increase in global GDP
2.2 GENDER INEQUALITY IS NOT AN ISSUE IN DEVELOPED
COUNTRIES
The truth: Gender inequal remains high around the world.
2.3 WOMEN’S INCOME IS NOT USED ANY DIFFERENTLY THAN MEN’S
INCOME
The Truth:
2.4 WOMEN CHOOSE TO WORK LESS THAN MEN
The truth: Women shoulder a greater burden of unpaid work, and have fewer
paid work opportunities.
for
2.5 INEQUAITY ENDS AS WOMEN’S INCOME INCREASES
The truth: It’s giving women control over income that ends inequality.
2.6 WOMEN’S GROUP ARE NOT NECESSARY FOR ECONOMIC
DEVELOPMENT
The truth: Women’s groups – including cooperatives, collectives, farmer
groups, business associations and trade unions – are often the only path to
sustainable economic development for many women around the world.
2.7 FAMILY-FRIENDLY, GENDER-RESPONSIVE POLICIES ARE NOT
WORTH TH INVESTMENT
18
“World Economic Forum”, Katya Iversen, February 2017 https://womendeliver.org/press/7-myth-
busting-reasons-investing-women/
The truth: In the US, every $1 invested in family planning result in the $7 of
savings, in developing countries like Jordan, $1 can result in as much as $6 in
savings. The Copenhagen Concensus showed that evey dollar spent on modern
contraceptive methods will yield $120 in overall benefits.
Terms Related To Gender
1. MASCULINITIES / FEMININITIES - These are dynamic socio-cultural
categories used in everyday language that refer to certain behaviors and practices
recognized within a culture as being “feminine” or “masculine,” regardless of
which biological sex expresses them. These concepts are learned and do not
describe sexual orientation or biological essence. They change with culture,
religion, class, over time and with individuals and other factors. The values placed
on femininities and masculinities vary with culture also. Any person may engage
in forms of femininity and masculinity. As an example, a man can engage in what
are often stereotyped as “feminine” activities, such as caring for a sick parent or
staying home to raise children.
2. LGBTQ+ - Umbrella term for all persons who have a non-normative gender or
sexuality. LGBTQ stands for lesbian, gay, bisexual, transgender, and queer and/or
questioning. Sometimes a + at the end is added to be more inclusive.
3. Gender marker refers to how a person’s gender is recorded on official
documents. Some examples in this region include Male (M), Female (F),
indeterminate (X), and Other (O). As documents often use the words ‘sex’ and
‘gender’ interchangeably, this is sometimes referred to as changing ‘sex details
rather than as changing one’s ‘gender marker’. Other gender-specific details may
also be considered to be gender markers, for example a gendered name, title or
registration number.
4. Transgender (or Trans) is an umbrella terms used to describe people whose
gender identity does not match the sex they were assigned at birth. It encompasses
a wide range of people including transsexual people, transgender men, transgender
women, gender non-conforming people, and a large number of culturally specific
terms across Asia and the Pacific. In addition, there are many transgender women
in the region who simply identify as women and transgender men who identify as
men. Asia and the Pacific both have long traditions of non-binary gender identities
including hijra (India and Bangladesh), thirunangai (India), khwaja sira (Pakistan),
and meti (Nepal) among others. In those countries, transgender people are legally
recognized as third gender. Non-binary English language terms such as gender
non-conforming, non-binary or genderqueer are less common in the region,
outside of Australia and New Zealand, but, are slowly gaining wider use. This
document and project use “transgender” as an umbrella term.
5. Intersex - people are born with sex characteristics (including genitals, gonads and
chromosome patterns) that do not fit typical binary notions of male or female
bodies. Intersex is an umbrella term used to describe a wide range of natural bodily
variations. In some cases, intersex traits are visible at birth while in others, they
are not apparent until puberty. Some chromosomal intersex variations may not be
physically apparent at all. According to experts, between 0.05% and 1.7% of the
population is born with intersex traits – the upper estimate is similar to the number
of red-haired people.
6. Legal gender recognition is the official recognition of a transgender person’s
gender identity, including gender marker(s) and name(s), in public registries and
key documents. Amending a gender marker or name may involve an
administrative or legal process, and the changes made are legally recognized.
GENDER STEREOTYPE INVOLVES THE DIFFERENTIATION19
1. Meaning; Nature
Gender stereotyping is the practice of ascribing to an individual woman or man
specific attributes, characteristics, or roles by reason only of her or his membership
in the social group of women or men. A gender stereotype is, at its core, a belief
and that belief may cause its holder to make assumptions about members of the
subject group, women and/or men. In contrast, gender stereotyping is the practice
of applying that stereotypical belief to a person.
When are gender stereotypes and gender stereotyping human rights concerns? The
international human rights law framework is concerned with stereotypes and
stereotyping that affect recognized human rights and fundamental freedoms, rather
than all stereotypes and all forms of stereotyping.
The Committee on the Elimination of Discrimination against Women (CEDAW)
has explained that States Parties are required to modify or transform “harmful
19 CFLM 1 – Nationalism and Patriotism (Second Semester A.Y. 2019-2020) Compiled by: M.R.E.YSULAT
gender stereotypes” and “eliminate wrongful gender stereotyping”. A stereotype
is harmful when it limits women’s or men’s capacity to develop their personal
abilities, pursue their professional careers and make about their lives and life plans.
Both hostile/negative or seemingly benign stereotypes can be harmful.
It is for example based on the stereotype that women are more nurturing that child
rearing responsibilities often fall exclusively on them. Gender stereotyping is
wrongful when it results in a violation or violations of human rights and
fundamental freedoms. An example of this is the failure to criminalize marital rape
based on the stereotype of women as the sexual property of men. Another example
is the failure of the justice system to hold perpetrator of sexual violence
accountable based on stereotypical views about women’s appropriate sexual
behavior.
2. How do gender stereotypes/stereotyping harm women?
Discrimination against women includes those differences of treatment that exist
because of stereotypical expectations, attitudes and behavior towards women.
Just to give some examples:
The Special Rapporteur on the rights to food pointed out that stereotype about
women’s role within the family leads to a division of labor within households that
often result in time poverty for women and lower levels of education. When human
children are born, they know nothing of the society they are born into.
3. Socialization is the process through which individuals acquire culture to
assimilate into society. Socialization is continuous and it happens all through a
person's stages of life. A person familiarizes themselves with language, norms,
values, roles, customs, and attitudes. Through the socialization process, a person
forms their personality and sense of self. Successful socialization manifests as a
uniformity within a particular society. Governments, for example, tend to
standardize education to nurture law-abiders and control potential radicals. In any
society, there exist individuals who, because they did not internalize society's
values, do not conform to the set standards. There are several sources of
socialization called agents which are family, peers, schools, and mass media.
AREAS OR CHANNEL OF SOCIALIZATION
Introduction
As stated earlier, “(W)hen human children are born, they know nothing of the society they
are born into. Socialization is the process through which individuals acquire culture to
assimilate into society. Socialization is continuous and it happens all through a person's
stages of life. A person familiarizes themselves with language, norms, values, roles,
customs, and attitudes. Through the socialization process, a person forms their personality
and sense of self. Successful socialization manifests as a uniformity within a particular
society. Governments, for example, tend to standardize education to nurture law-abiders
and control potential radicals. In any society, there exist individuals who, because they
did not internalize society's values, do not conform to the set standards. There are several
sources of socialization called agents which are family, peers, schools, and mass media.
1. Family
The family represents a child's first emotional tie, and it is by far the most
significant agent of the socialization process. Infants are entirely reliant on
other people to survive, and the parents assume the role of guiding them to be
able to care for themselves. Parents or guardians provide children with their
initial system of beliefs, norms, and values and the system are based on their
ethnic community, social status, and religion among other factors. The system
that parents inculcate on children normally has a profound effect throughout
their lives. Social class has been identified as a critical factor in the
socialization process. Melvin Kohn (1965, 1977) expounded on the reasons
why middle and working class parents socialized their children in different
ways. Working class parents possess less education and do more repetitive
work duties with little autonomy, and therefore obedience is a necessary virtue,
and they pass this to the other generation. Middle-class parents, on the other
hand, hold white-collar jobs where creativity and independent thought are
encouraged and they pass these values to their children.
2. Schools
Most children are enrolled in schools for the primary purpose of acquiring
education. The institutions socialize children in various ways. First, the
children are instructed on a formal curriculum, a system informally known as
reading, writing, and arithmetic. Teachers represent the school's authority
figures, and they continually reinforce school values and other established
practices to inculcate obedience. Sociologists have named this system of
enforcing societal values on children as the hidden curriculum. When children
are grouped to engage in a project, for example, they learn the significance of
teamwork and cooperation. The role of the hidden curriculum is to mold
children for the adult world. The children learn how to manage expectations,
regulations, bureaucracy, and sitting still for several hours. The way in which
schools socialize pupils differs from culture to culture.
3. Peers
Peer groups are made up of age mates and those children who share a similar
status. Peer groups enable children to form bonds on their terms and they learn
from each other without an authority figure present. Peer group socialization
commences in a child's formative years such as when kids playing in a
playground learn the aspect of taking turns. A child's initial peer circle may be
accidental such as, by way of joining a class, but they become intentional in
their choice of peers as they mature. As one approaches adolescence, peer
group centers around similar interests, activities, and status. A peer group
impacts on a person's choice for things like fashion trends, appearance,
relationships, music, drugs and drug use, sex, and technology. Peers rely on
each other for companionship, emotional support, and fun. However, peer
circles are negatively associated with peer pressure. This situation occurs when
a peer group encourages an individual to violate societal values. The influence
of peers declines as a person reaches their 20s and 30s particularly if they start
a family. This influence does not ultimately diminish as married couples,
particularly those with young kids, meet, and socialize.
4. Mass Media
The aspects of mass media include television programs, magazines, radio,
websites, music, and movies. These aspects have been shown to influence an
individual's preferences in popular culture. Sociologists agree that the extent
of the influence of mass media is hard to measure. Mass media relays
impersonal information in a one-way direction to a passive audience.
Commercials significantly impact our choices of retail products such as
clothing, food, and household items. The media is always criticized for
exposing children and young adults to negative scenarios. In today's world, the
average child soaks in thousands of violent acts shown on television before
attaining adulthood. Various studies have reported a strong correlation
between watching violent movies and shows, and committing violent acts
although watching such shows does not always result in violence. Scholars are
continuously engaged in a debate over the link between media violence and
violence perpetrated by the youths. The perceived correlation has triggered
calls by societal groups for the censoring and even the banning of particular
acts of violence. Mass media empowers its audience by giving them wider
information not only about their particular territory of residence but also the
entire world.
