ANNUAL GENDER AND DEVELOPMENT (GAD) PLAN AND BUDGET

FY 2020
Organization: Department of Education – Regional Office I Organization Category: National Government
Organization Hierarchy: xxx
Total Budget / GAA of Organization: xxx Primary Sources: xxx
Total GAD Budget: xxx Other Sources: xxx
% of GAD Allocation: xxx

Gender Issue / Relevant

Performance
GAD Mandate Cause of Gender GAD Result Statement Organization GAD Source of Responsible
GAD Activity Indicators /
(based on DO 32 s. 2017) Issue / GAD Objective MFO/PAP or Budget Budget Unit / Office
Targets
PPA
1 2 3 4 5 6 7 8 9
ORGANIZATION-FOCUSED ACTIVITIES
1 Create a pool of Need to initiate, A gender audit MFO: Basic Gender Audit Strengthened 174,000.00 GAD HRDD
GRBE experts coordinate and establishes a baseline, Education Training- GAD mechanism FTAD
(who can assist monitor gender identifies critical gaps Services Workshop in the region
SDO in gender mainstreaming at and challenges, and with
mainstreaming) the regional level recommends ways of Orientation Enhanced
addressing them, on Magna capabilities of
Lack of suggesting possible Carta of GAD Resource
Limited capability opportunity for improvements and Women and Pool and up to
of GAD Resource training on new innovations. It also DO 32 s. 2017 date knowledge
Pool in the region issuances on GAD documents good (Gender- on new
in terms of that the GR pool practices towards the Responsive innovations in
providing must be aware of achievement of gender Basic terms of gender
assistance on GAD and new equality. Education mainstreaming
innovations that Policy) and MCW
other regions A gender audit localization
have developed enhances the collective
which may be capacity of the
replicated in organization to examine
Region I its activities from a
gender perspective and
identify strengths and
weaknesses in
promoting gender
equality issues.

A gender audit is a tool

to assess and check the
institutionalization
of gender equality into
organizations, including
in their policies,
programs, projects
and/or provision of
services, structures,
proceedings and
budgets.

This helps the agency in

mainstreaming its
programs, projects, and
activities for
implementation.
 Capacitate the
participants with
basic concepts on
sex, gender, social
construction, and
gender and
development;
 Increase
knowledge on the
Magna of Women
and DO 32 s. 2017
 and its application
in the basic
education policy
formulation;
 Identify critical
gender gaps
through gender
analysis tools such
as the Gender
Mainstreaming
Evaluation
Framework
(GMEF); and
 Create Gender
Mainstreaming
Plan in the
organization
through the GMEF
entry points

2 Ensure a gender- Gender concerns A whole child MFO: Basic Capacity Discussed the 152,000.00 PPRD
responsive and issues are not approach to education Education Building for concepts and QAD
physical and social thoroughly is one of the 21st Services School Heads principles of the FTAD
learning considered or century educational to Whole Child HRDD
environment that addressed in management Understand Approach
promotes respect development approaches. In utilizing the Whole
for all people and projects or in the this approach, Child Capacitated the
has zero- conceptualization educational leaders are Approach personnel/school
tolerance for all of trainings for guided by policies, heads and
forms of school heads and practices, and teachers with a
discrimination, personnel relationships that deeper
violence, and ensure each child, in understanding
abuse. each school, in each on the tenets of
community, is healthy, the Whole Child
safe, engaged, Approach
(Healthy, Safe,
 supported, and Engaged,
challenged. Supported, and
Challenged)
 Discuss the
concepts and
principles of the
Whole Child
Approach
 Capacitate the
participants with a
deeper
understanding on
the tenets of the
Whole Child
Approach (Healthy,
Safe, Engaged,
Supported, and
Challenged)
3 Lack/limited Weak  Discuss pertinent MFO: Basic Orientation Increased 152,000.00 GAD HRDD
technical Information, provisions of DO 32 Education on GAD provision of FTAD
assistance Education s. 2017 to Services policies and technical CLMD
provided Campaign on the SDOs/schools, principles to assistance to
SDOs/schools, provisions of DO policy makers, PAU Unit SDOs/schools,
policy makers, 32 s. 2017 planners, program Staff/ policy makers,
planners, implementers and Campus planners,
program technical staff Paper program
implementers and  Provide technical Advisers implementers
technical staff assistance to and technical
relative to DO 32 SDOs/schools, staff relative to
s. 2017 policy makers, DO 32 s. 2017
planners, program
implementers and
technical staff
relative to DO 32 s.
2017
4 Minimal Published reports  Mainstream GAD MFO: Basic Integration of Improved 75,000.00 GAD ORD
information and documents through Education gender information PAU
dissemination on have limited dissemination of Services perspectives dissemination on ICTU
mainstreaming discussions on information on the in articles and mainstreaming
GAD in the reports gender projects, programs press GAD in the
and publications perspectives and activities of releases of reports and
of DepEd RO1 DepEd in its official DepEd RO1 publications of
(The Messenger) publication DepEd RO1 (The
Messenger)

The quarterly
issues of WV
Bulletin
published with
features and
articles on GAD
including the
RPMES monitor
5 Ensure that all Increasing efficiency MFO: Basic Training on School Heads are 369,000.00 GAD ORD
schools, learning and effectivity at work Education Practicing trained with PAU
centers, and is significantly impacted Services Self Care: basic concepts ESSD
workplaces by the well-being of Mental and tenets of Self HRDD
promote mental every employee. This is Health for Care
health and of vital importance, School Heads
psychological especially for the School
support services Heads, as they
aligned with continuously juggle
GRBE. competing priorities
especially in raising
school’s and students’
achievements and
ensuring that students,
faculty, and parents are
given the best managed
and are taken care of.
  Provide School
Heads with basic
concepts and
tenets of Self Care
 Discuss activities
that School Heads
can adopt to give
them fresh
perspectives on
issues and share
those perspectives
with other teachers
and students under
their charge.
 Identify routines
that support self-
care for School
Heads in order to
maintain good
physical and
mental health.
6 Ensure that GAD issues and Mental fortitude is a MFO: Basic Mental Regional Office 152,000.00 GAD ORD
programs that policies are not necessary element of Education Fortitude Personnel are PAU
inculcate and strongly success. School leaders Services Boot Camp: given ESSD
sustain the considered in should be capacitated Resiliency opportunities to HRDD
department core policy with the ability to focus Training for promote their
values, respond to formulation, on and execute School physical, mental,
employees’ varied project solutions when in the Leaders psychological,
needs, and development and face of uncertainty or social, and
promote implementation adversity – especially in spiritual well-
employees’ their decision making being are
physical, mental, activities. Having the gender-sensitive
psychological, mental fortitude
social, and necessary to succeed
spiritual well- requires patience,
creativity, exploration
 being are gender- and execution. When
sensitive. School Leaders develop
the mental fortitude
necessary to stay strong
in the face of
challenging situations,
they can abate the fears
of being in it.
 Acquaint school
leaders with the
importance of
mental fortitude as
a salient feature in
mental health
 Provide school
leaders with
exercises,
techniques and
strategies to
strengthen their
mental capacities
to lead
 Develop a personal
program of school
leaders a to sustain
their mental
fortitude

7 The National The celebration of The following are the MFO: Basic Women’s DepEd Regional 108,000.00 GAD ORD
Women’s Month the Women's general objectives of Education Month Office Personnel HRDD
Celebration every Month provides a the activity: Services Celebration are given
March is part of venue to give due opportunity to
the worldwide recognition to the 1. inform and engage stand up and be
observance of the immense women as stakeholders one with the
International contribution and of government nation in
efforts of Juanas programs and services – advocating
Women’s Day in the society and to promote citizen- gender equality
(IWD). in the local work centric governance and and respecting
force. Also, it is to make “change” a everyone's role.
The following encourage the conscious effort to
issuances serve as Juanas and Juans know, understand, and Employees
legal bases for the to stand up and be provide what ALL attended the
annual activity: one with the citizens need; Fora on health
nation in issues affecting
• Proclamation advocating 2. create and facilitate men and women
No. 224 s. gender equality platforms to discuss and how to
1988 declaring and respecting good practices, gaps, collaboratively
the first week of everyone's role challenges, and work together to
March each year commitments in decrease the
as Women’s Week pursuing gender and impact of work
and March 8 as development (GAD) – related hazards
Women’s Rights to strengthen to their health.
and International implementation of the
Peace Day; Magna Carta of
Women; and
• Proclamation
No. 227 s. 3. inspire and empower
1988 providing women and girls to be
for the agents of change – to
observance of the contribute in promoting
Month of March gender equality and the
as Women’s Role empowerment of all
in History Month; women.
and

• Republic Act
(RA) 6949 s.
1990 declaring
March 8 of every
year as National
Women’s Day.
8 Closing the Gender issues Team building activities MFO: Basic Team Gender gap is 474,900.00 GAD ORD
gender gap is a surface in the are organized not only Education Cohesiveness lessened through HRDD
complex issue workplace due to to foster coordination, Services (Gender and the different
that requires a the many cooperation and Development team building
shift in individual differences in the harmonious working (GAD) Team activities and
as well as tasks and roles relationship among Building gender talks
collective thinking women and men men and women; but Program for given by the
for society as a perform. More also to serve as a venue Regional Resource
whole. With the often than not, to tackle GAD related Office Persons.
help of leadership men are given concerns such as health Personnel
team building more and safety and wellness More cohesive
initiatives, the empowerment tips for the employees. team can be
organization can than women attained when
identify and which eventually everyone learns
implement creates a gender to respect and
strategies to start gap. recognize the
a change. role and worth of
everyone
regardless of
gender or
position.