Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 7 (2025)

Evaluation on the Level of Implementation of Gender-Responsive Basic Education Policy

Khristine Carol Aguilar | Josefina Parentela

Discipline: Education

 

Abstract:

This study evaluates the implementation of the Gender-Responsive Basic Education (GRBE) policy in schools in one district of Quezon Province, focusing on the level of awareness among school personnel, the effectiveness of its application, and the challenges faced during implementation. The primary objective was to assess the extent to which the policy has been integrated into the educational system, with a particular emphasis on key areas such as Learner’s Development, Learning Delivery, Learning Environment, Learning Resources, Assessment of Learning, Learning Resources, School Health, Youth Formation, Physical Facilities, Human Resource Development and Employees’ Welfare. The research employed a descriptive evaluative design, utilizing surveys to gather data from school personnel regarding their perceptions and experiences with the policy. The results indicated that the GRBE Policy is generally "Implemented," with notable successes in areas such as Learner’s Development, Physical Facilities, and Employees’ Welfare, which were rated as "Highly Implemented." However, challenges such as inadequate resources, limited training opportunities, and time constraints were identified as barriers to the full realization of policy. The study concluded that while the GRBE policy had a positive impact on promoting gender equality in education, further efforts are needed to enhance its implementation. An Action Plan was crafted to address the identified challenges and enhance the implementation in the areas with relatively low levels of implementation, such as Learning Delivery, Learning Environment, Learning Resources, Assessment of Learning, Learning Resources, School Health, Youth Formation, and Human Resource Development. The study recommended that the school administrators should focus on resource allocation. Teachers are recommended to integrate gender-sensitive approaches in their teaching strategies, while nonteaching personnel should actively engage in gender-sensitive practices and be more involved in addressing genderrelated issues. Finally, Researchers should conduct follow-up studies to assess the long-term impact of the GRBE Policy.



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