Integration of the Gender-Fair Education in the Grade 9 Curriculum

Abstract

The study aimed to establish the level of gender-fair education integration in the different SSpS Schools in the Philippines, as perceived and experienced by the Subject Area Coordinators, Grade 9 teachers, and Grade 9 students. Through descriptive-survey and purposive sampling, 392 respondents participated in the study, mostly female. A checklist consisting of three parts was used to draw out responses of four variables. In the level of integration, the study showed that the schools were excellently incorporating into the instructional plan, materials, classroom activities, and assessment tools. However, the focus group discussions and interviews disclosed that the respondents showed little knowledge, awareness, experience, and skills regarding its integration. The study revealed that the seven schools had minimal inclusion of gender-fair concepts, principles, values, and issues in the instructional plan, materials, classroom activities, and assessment tools. Furthermore, findings indicated no significant difference in the respondents’ perceptions regarding the level of integration. The respondents cited difficulties and challenges in its integration. Suggestions like inclusion of gender sensitivity orientations and seminars, and gender sensitivity training and workshops surmised. Responses to the four questions was the basis for the final problem in order to provide an improved curriculum guide for Grade 9 with gender-fair integration including a Five-Day Gender-Fair Training Program; production of gender-fair instructional materials; introduction of classroom activities in crafting assessment tools and sample lesson plans with gender-fair integration. The results showed that the administrators and stakeholders be guided in appropriate ways in handling the workforce of the institution towards the effective integration of gender-fair education in all areas of the school.