COURSE: Investigation Officers Basic Course (IOBC)

Module 1. Investigation as a PNP Core Function

Topic : Gender and Development

Lesson Plan Number : 1.3

Target Audience : PINSP- PSUPT

Venue : Multi-Purpose Hall

Training Day Number : 3

Time Allotted : 8 hours

Instructional Method : Lecture Discussion PE

Learning Aids : Multi - media projector, laptop, White board,

Marker and PA System

Participant’s Requirements : Laptop, Notebook and Ballpen

Issue Items : Handouts and soft-copy of presentation

Instructor Qualification : General Instructor

Specialized Instructor
Master Instructor

Training References : DPCR Manual;

RA 9710 (Magna Carta of Women);
GAD Plan and Budget.
PCW-NEDA-DBM Joint Memorandum
Circular No. 2012-01
RA 9262 (Anti-Violence Against Women and
Children);

Lesson Goal : This lesson will equip the participants with

the basic knowledge on gender concepts
and effects on gender issues on women and
society

Lesson Objectives
At the end of the lesson, the participants will be able to:

L.O. 1. Differentiate sex and gender

L.O. 2 Discuss the Gender Awareness and Sensitivity
L.O. 3. Identify the gender issues and concerns
L.O. 4. Discuss and develop a vision of a gender-fair society

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L.O. 5. Recognize the manifestation of Gender Bias
L.O. 6. Discuss the Sexual Orientation and Gender Identity
L.O. 7. Discuss the different laws for Women and Children
L.O. 8. Discuss Men Opposed to Violence against Women Everywhere (MOVE)
Orientation

Presentation Outline:

No. of
Subject/Activity Methodology
Hours
I. Introduction 5 min
II. Sex and Gender 2 hours Lecture/Discussion
a. Legal Bases Video Clips
b. Definition of Terms
c. Sex and Gender Roles
d. Gender Stereotypes
e. Gender Division of Labor
f. Roles of Men and Women
g. Gender and the Role of Social
Institutions
h. Process of Socialization
III. Manifestation of Gender Bias 2 hours Lecture/Discussion
a. Gender roles result in gender biases Video Clips
b. Gender Mainstreaming
c. The Philippine Gender Mainstreaming
(GM) Strategy
d. Levels of Gender Mainstreaming
e. GAD in the PNP
IV. Sexual Orientation and Gender Identity 30 mins
(SOGI)
a. Definition of Terms
b. The expression of desire/attraction is
your sexual orientation.
V. Laws for Women and Children 2hrs & Lecture/Discussion
a. 1935 Philippine Constitution 30 mins Video Clips
b. RA 6955 – MaiI Order Bride Act of
1989
c. RA 7192 – Women in Development
and Nation Building of 1991
d. RA 7610 – Special Protection of
Children against Child Abuse,
Exploitation and Discrimination Act
e. RA 7877 – Sexual Harassment Act
f. RA 8353 – Anti Rape Act
g. RA 8972 – Solo Parents Act of 2000
h. RA 9208 – Anti Trafficking In Persons
Act of 2003

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i. RA 9262 – Anti Violence Against
Women and their Children Act of 2009
j. RA 9710 – Magna Carta of Women
k. RA 9775 – Anti-Child Pornography
l. Act of 2009
m. RA 9995 – Anti Photo and Video
Voyeurism Act
VI. Men Opposed to Violence against Women 45 mins Lecture/Discussion
Everywhere (MOVE) Orientation Video Clips
VII. Summary 10 mins Lecture/Discussion
Total # of Hours 8 Hrs

*TP – Teaching Point

IOBC Page 3 of 36 Lesson 1.3

Lesson Plan 1.3

Lesson Topic- Gender and Development

I. INTRODUCTION (5 mins)

A. Prayer before the start of the class.

B. Introduce Instructor to the participants.

1. Name
2. Designation/ present unit assignment/ work experience
3. Educational Background

C. This lesson will equip the participants with the basic knowledge on gender
concepts and effects on gender issues on women and society

D. Background/Motivation
Gender has a direct influence on how we behave towards one another. It
influences the roles, responsibilities, relationships, status and privileges assigned
to women, men, girls and boys in given culture or location. Gender has an impact
on social development.

Law enforcers who are assigned to the Women and Children Protection
Desks must have a working knowledge of gender and its concepts to be able to
effectively respond to the needs of the people, especially women and children,
seeking assistance.

TP-1
II. SEX AND GENDER (2 hrs)

A. Legal Bases

 Commitment to non-discrimination was reiterated by the international

community in a the following covenants:

 International Covenant on Economic, Social and Cultural Rights

(ICESCR)

 International Covenant on Civil and Political Rights (ICCPR)

 Convention on the Elimination of All forms of Discrimination Against

Women (CEDAW)

 Beijing Platform for Action (BPFA) – calls for actions on 12 areas of

concern affecting women and girl-children

1. Article II Section 14 of the Philippine Constitution also provides for

the equal treatment of women and men

 RA 7192 “Women in Nation Building Act” (1992);

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 RA 9710 “Magna Carta of Women” 2009

 RA 8551, otherwise known as PNP Reform and Reorganization Act

(1998);

 Sec 27 of RA 8760 otherwise known as the General Appropriation Act

of 2000;

 Creation of Family Juvenile Gender and Development Division

(FJGADD) 2002

 PNP Memorandum Circular 2004-02 re-PNP Guidelines in the

Implementation of GAD Program vis-à-vis Utilization of the GAD Funds
representing 5% of the Agency Budget (2004)

2. International Covenant on Economic, Social and Cultural Rights

(ICESCR)

BY RATIFYING THE ICESCR, the Philippines commits itself:

– To undertake to guarantee that the rights in ICESCR will be

exercised without discrimination of any kind as to race, color, sex,
language xxx

– To ensure the equal right of men and women to the enjoyment of all
economic, social and cultural rights

Example –

 Right to work and just and favorable conditions of work

 No marriage without the free and full consent, with special protection
to mothers during reasonable period before and after childbirth, such
as paid leave

3. International Covenant on Civil and Political Rights (ICCPR)

BY RATIFYING THE ICCPR, the Philippines commits itself:

 To ensure to all individuals the rights recognized in ICCPR, without

distinction of any kind, such as race, color, sex, language, religion,
political or other opinion, national or social origin, property, birth or
other status

Example -

 No marriage without the free and full consent

 Equality of rights and responsibilities of spouses as to marriage,

during marriage and at its dissolution

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4. Convention on the Elimination of All forms of Discrimination
Against Women (CEDAW)

BY RATIFYING THE CEDAW, the Philippines commits itself:

 To incorporate the principle of equality of men and women in their legal

system, abolish all discriminatory laws and adopt appropriate ones
prohibiting discrimination against women.

 To establish tribunals and other public institutions to ensure the

effective protection of women against discrimination;

 To ensure elimination of all acts of discrimination against women by

persons, organizations or enterprises.

5. 1987 Constitution: ARTICLE II, State Policies & Declarations

Section 14.

The State recognizes the role of women in nation-building, and shall

ensure the fundamental equality before the law of women and men.

 Beijing Platform for Action (BPA) of The Fourth World Conference on

Women (FCWC) that requires actions on the 12 areas of concern affecting
women:

1) education and training

2) women and health
3) violence against women
4) women and armed conflict
5) women and the economy and globalization
6) women in power and decision making
7) women and poverty
8) institutional mechanisms for the advancement of women
9) human rights of women
10) women and media and information technology
11) women and the environment
12) the girl child
Activity: Gender Benders (Female or Male)

B. Basic Concept of SEX and GENDER

Sex
 Refers to the TWO categories of being Male and Female – needed for the
act of mating to result in biological reproduction.
 is biologically determined (external genitalia or sex organ; chromosomal
make-up; qualities of hormones)

IOBC Page 6 of 36 Lesson 1.3

Gender
 Refers to the differentiated social roles, behaviors, capacities, intellectual,
emotional and social characteristics attributed by a given culture to women
and men. It is what makes one masculine or feminine.
 is socially determined and a learned behavior

SEX GENDER
BORN WITH SOCIALLY CONSTRUCTED

CANNOT BE CHANGED CHANGEABLE

- only women can give birth - women can do traditionally
- only men can produce male jobs
sperm - men can take good care
of children

C. Sex and Gender Roles

1. Sex role function - role which male or female assumes because of
basic physiological or anatomical differences

2. Gender Role

a. roles assigned to men and women based on their gender

b. refers to activities which are considered appropriate and acceptable

for boys or girls; men or women.

c. part of gender norms; it is society’s evaluation of behavior as

masculine or feminine

3. Gender norms – way by which a society expects men and women to

behave and the different values associated with being a boy or a girl,
man or woman.

4. Gender-based behavior – socially constructed according to what they

believe to be differences in male/female behavior; transmit such belief
to future generations; with culture and society influencing mainstream
views in differentiating men and women

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a. Female gender roles are associated with appropriate concepts of
Feminity and traits such as:

1) Submissiveness
2) Modesty
3) Nurturance

b. Male gender roles are associated with appropriate concepts of

Masculinity and traits such as:

1) dominance
2) assertiveness
3) Independence

3 Aspects of Ge

nder Roles

1. Positions withi
2.
3.
4.
5.
6.
7.
8.
9.
10. n the social structure/hierarchy indicating:

 where women and men belong, or

IOBC Page 8 of 36 Lesson 1.3

 are expected to belong.

11. Behaviors prescribed for women and men

12. Proper relationships between roles.

Picture Association Game

• What comes to your mind when you see a picture .

• The participants will then classify if the picture is for a WOMAN (girl) or
MAN (boy).

• The answer should come at the snap of the fingers.

D. Gender Stereotypes

It is the tendency or attitude, to ascribe particular traits, characteristics and

roles distinctly to men and particular traits, characteristics, roles distinctly to
women.

The assumption behind stereotyping is that the ascribed attributes of men

apply to all men and that of women apply to all women in a given society.

The confusion between sex and gender gives rise to such stereotypes as:

Men Women:

Physically stronger, then, they are Physically weak, then, they need
better engineers, architects, welders protection from men. They are better
or carpenters. They are the protectors nurses, teachers, secretaries, and
of women.
retail salespersons. They need to be
protected by men

Bravery, aggressiveness, Timidity, passivity, while emotionally

independence, and the ability to dependent demonstrative, loving, self-
control emotions are traits of men. sacrificing and being peaceful are
traits of women.

Work is the center of their lives. Relationship both within and outside
Reason is the basis for decision- the family is the center of their lives.
making. Decisive. Intuition is basis of decision-making.
Whimsical and fickle minded

More fit to be leaders, head of More fit to take secondary roles

families, business enterprises, social
and political organizations, states,
armies and communities

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E. Gender Division of Labor

GENDER ROLES

MALE FEMALE

Productive Role Reproductive Role

Community Role

F. Roles of Women and Men

ROLE WOMEN MEN

Reproductive Role • Childbearing and child • Provider, joint
rearing responsibility
• Organizing of households

Productive Role • Rural Areas: often • Often “primary” income

disguised in subsistence earners
economy or domestic • Often organized around
work this role i.e., workers’
• Urban Areas: many in organization/trade
small scale enterprises unions
(“informal sector: mainly in
household (often
disguised) and
neighborhood level)
• As ‘secondary’ income
earners, make a critical
contribution to income of
poor households
• Female headed may be
sole income earner
Community-level Community managing: Community politics:
Role • Is an extension of • Organized at formal
reproductive role into political level i.e.,
community action traditional decision-
• Because services they making structures;
need in reproductive role • Leaders (often
not/badly provided paid)
Community politics:
 Tend to be leaders by
virtue of relationship with
other men
 Rank and file (voluntary)

Traditional gender roles divide men and women from each other.

Deny women access to the public world of:

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*Work *Power

*Achievement *Independence

Deny men access to:

*The Nurturant *Emotive

Other oriented world of domestic life.

However, the good news is Gender Roles do change.

Lets Review

Differentiating sex and Gender

SEX GENDER
Biological Fact Socially and culturally constructed
Natural attribute that a person is born Created, produced, reproduced and
with maintained by social institutions
Natural. Born. Fixed. Acquired/learned. Can be unlearned.
Sex characteristics are universal Gender characteristics are not
universal. It may differ from society to
society.
Sex characteristics are equally valued Gender characteristics are marked by
and equally important inequality
Uses terms like male and female Uses terms like masculine and
feminine
Fixed. Sex roles can be performed by Interchangeable. Gender roles can be
only the male or the female performed by both sexes
Constant regardless of time place Time and place-bound

G. Gender and the Role of Social Institutions

• Gender roles are deep-seated in the culture, as well as, in the belief and
value systems of the society.

• Pervasive social control further reinforce, maintain and sanction gender

roles.

• Social institutions reinforce social values that boys and girls, men and
women; are not only different from each other, but also, they are not equal.

• Boys and men have more value than women.

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“Gender roles in our society are acquired via the process of socialization
rather than biologically determined.”

Socialization

The process by which an individual learns to conform to the norms of the group
where one:

o is born with
o -internalizes these norms
o -acquire status
o -plan corresponding roles

H. Processes of Socialization
1. Manipulation- refers to ways where parents deter or encourage
behavior on the basis of appropriateness in regards to gender

2. Canalization- refers to the way in which parents channel the child's

interests in activities in conjunction with gender as deemed appropriate.

3. Verbal Appellations-use of language to label children in a way that

reinforces appropriate gender identification.

13. Activity Exposures- activities conformity to norms and practices that

reinforces appropriate gender identification.

I. Social Institutions

• perpetuates the assignment of characteristics associated with women and

men

• influences gender roles socialization

• Mechanism of social control that maintains gender roles

 consist of laws, customs, folkways, and fashion that strongly

influence, if not shape individual behaviors so that those would
conform to group demands
 internalized so that society’s moral demands and standards
become constitutive elements of the individual’s personality
J. Gender Socializing Factors
1. Family

has the most influence because the formative years of every

individual is almost always spent with and developed by the family.

2. Education/School

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the formal school system promotes and encourages the different
gender roles between men and women

Note: Sex segregation system…. Gender stereotype roles in

teaching materials and selection of courses

3. Religion

Reinforcing gender stereotypes through religious teachings,

doctrines and symbols

Note: *Good women/wife as martyrs, self-sacrificing and conservatives

Affecting reproductive choices

4. Work

… Gender discrimination in relation to occupation and pay

… Balance of family life and work
… Question of power relations as well access and control to resources

5. Mass Media

… reinforcing gender stereotypes and sex based discrimination

through media portrayal of men and women

Note: Commodification of women’s bodies…docile homemakers…

macho men

6. State

… Creates laws and policies that ensure the maintenance of the

system.

Note: Instrumental in passing laws that are discriminatory to women and

other sexual orientations.

The Revised Penal Code gives different grounds for adultery and
concubinage – an offense referred to in the Family Code as sexual
infidelity.

For the wife, sexual infidelity means one act of sexual intercourse with
other men.

For the husband, it is sexual intercourse under scandalous circumstances,

keeping another woman in the conjugal abode or cohabitation with her in
another dwelling.

IOBC Page 13 of 36 Lesson 1.3

III. MANIFESTATIONS OF GENDER BIAS (2Hrs)

A. GENDER ROLES RESULT IN GENDER BIASes

Marginalization

Violence Subordination

Personal

Manifestations Roots Forms

Marginalization Economic Lower Wages
Last Hired, first fired
MultipleLittle or no access
burden
Gender stereotyping to loans
Women are not
recognized for their
valuable work
Women have less
access to and
control over
resources and
benefits
Subordination Political Less women in
elective or
appointive positions
Women in lower
positions in
bureaucracy
Few women in
policy-making level
Gender Socio cultural Women portrayed
Stereotyping as
homemakers/virgins
or as
tempress/sinner
Multiple Burder Socio cultural Child rearing
Homework
Office Work
Farm Work
Violence Political, Wife beating cuts
Against Women socio-cultural across classes still
not considered a
crime and regarded
a private family
matter. Reported
cases of rape,
IOBC Page 14 of 36 incest and sexual
Lesson 1.3
harassment
increasing
Note: A system must be needed to address disparities between the genders
and ensure effectiveness of development programs

“Gender and Development”

Why GAD?

GAD is about being faithful to the principle that…

Development is for
all!
Fairness and equity demands that everyone in society, whether male of
female, has the right to the same opportunities to achieve a full and satisfying life.

 GAD is about recognizing that gender biases impede development

because:

- they prevent people from attaining their full potentials (which will enable them to
become effective contributors to development)

Gender issues are deterrents to development.

Thus, it is important to address them in development planning.

In the processes of developing, budgeting, implementing, monitoring and

evaluating programs, projects and services, particularly in government agencies.

a gender-responsive development is crucial in attaining GROWTH with EQUITY

GROWTH, because GAD empowers women to be effective as half of the national

producers of goods and services

EQUITY, because it aims to provide more to those who have less according to
needs

Gender issues affect all of us. But instead of solving them, we all contribute to
their perpetuation.

Everyone who believes in the vision of attaining a full and satisfying life for all has
an obligation to help pursue GAD

We are mandated by international treaties/commitments, laws and policies

IOBC Page 15 of 36 Lesson 1.3

We are custodians of peoples’ trust and resources. We have the power,
knowledge, skills and resources to make development work for everybody

Gender Mainstreaming

• Means raising people's GAD awareness and building GAD-related

capabilities; putting in place policies, structures, systems, and mechanisms
that would facilitate and institutionalize the pursuit of gender equality and
women’s empowerment.

What is GAD Mainstreaming?

• Inclusion of a gender
perspective in the design and implementation of plans and programs to

• Allocating adequate logistics for the conduct of gender-responsive

activities in the regular programs of the organization.

 The annual GAD Plan and Budget is the tool used to ensure that these
are carried out by agencies and LGUs

The Philippine Gender Mainstreaming (GM) Strategy

• People

• Policies

• Enabling mechanisms

• Programs and Projects

Four entry points to GAD mainstreaming

Policy

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• Official statements and pronouncements of support for gender
mainstreaming

– Department Orders

– Executive orders

– Guidelines

• Policy Enhancement/ Improvement

• GAD Framework/GAD Strategic Plans

People (sponsor, change agent, target, advocate)

 Top management express support for Gender Mainstreaming

 Recognition of GFPS and staff members as GAD experts

 Clients (internal and external) able to participate in the planning,

implementation and M&E of PAPs

Enabling Mechanisms

• GFPS System

• Capability building on GAD

• Database with SDD/GS

• GAD M&E

• Knowledge Management (KM) System on GAD

• GAD Plan and Budget

• Networking efforts (developing networks and evolving partnerships)

• Other GAD mechanisms

Programs, Activities and Projects

• Review and issuance of revised policies towards GM

• PAPs establishing enabling mechanisms for GM

• Application of GA tools

• IEC Campaigns

• Creation and regular updating of GAD corner and website

Levels of Gender Mainstreaming

IOBC Page 17 of 36 Lesson 1.3

PNP’s Mandates on the Implementation of the Magna Carta of Women(MCW)

Section 12: Protection from Violence

• Set policies, rules and regulations for the incremental increase on

recruitment and training of policewomen

• Monitor and evaluate establishment and functionality of the VAW

desk with the DILG, C/MSWDO, City/MHOs and representative/s from
LGU-accredited women CSOs

Section 16. Equal Access and Elimination of Discrimination in

Education, Scholarships, and Training

• With DepED, CHED and TESDA provide appropriate assistance to female

faculty and students who are victims or rape, SH and other forms of VAW

Section 18. Women in the Military, Police and Other Similar Services

• Increase quota to 20% for female admission in all officer-candidate and

non-officer schools and institutions in the military, police and similar
services

Section 32. Peace and Development

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• The AFP in coordination with LGUs, PNP, DOH, and DSWD to institute
measures to protect civilians in conflict affected communities with
consideration of the specific needs of women and girls.

Section 34. Services and Intervention for WEDC

• PNP, BJMP, BuCor, NBI, BI, LGUs and other concerned agencies to
ensure detention areas and prisons have segregated facilities and health
and sanitation services for women and men

Section 37. GM as a Strategy for Implementing the Magna Carta of

Women

C. Creation and/or Strengthening of the GAD Focal Points

• Representative from the Women’s Desk of the PNP to serve as a member

of the GFP Executive Committee of LGUs

GAD IN THE PNP

Essence of GAD:

Gender Equality
National
and Women
GAD Development
Empowerment

Elimination of Gender
Discrimination/Inequality  Economic
 Full Development of
women
 Social
 Participation of women  Political
Where do we go from here?

A. PERSONAL

• Start from your own body - understand how your own attitude and values
perpetuates gender based discrimination and stereotypes (sexism and
violence)

• Educate yourself about the issue

• Confront and act on the issue- be a personal advocate!

• B. Organizational

• desegregate data by sex;

IOBC Page 19 of 36 Lesson 1.3

• attain balance in various positions (esp. top and decision-making
positions); and

• stop gender discrimination in recruitment, hiring, training, promotion

• adopt a GAD plan of action (review content of training programs;

develop tools, conduct GRP, participate in inter-agency activities on
GAD, etc.)

Is it just women who can be gender-sensitive?

 No.

 Anyone can be gender-sensitive

Being Gender Sensitive is understanding that this:

means taking women and men seriously

• SEEING – women and men, what they actually do, rather than relying on
assumptions

• HEARING – women and men, their needs, priorities and perspectives

• COUNTING – valuation of women’s work

• RESPECTING – women and men’s views and human rights

• CARING – about women and men and what happen to them through
development programs

How then can you say that one is gender sensitive?

 You respect every person/individual, regardless of age, ability (physical or

mental), belief/religion, educational attainment, race, ethinic group, status
in society, marital status, region of origin, color, sexual orientation and
gender identity

IV. SEXUAL ORIENTATION AND GENDER IDENTITIES (SOGI) (30 mins)

Sex is a physiological condition, determined by biological make up. (Male,

Female or Intersex)

Gender- are social constructs, sets of roles and expectations of society of how
individuals should act (upon birth, the society assigns this to us based on our
genitalia)

• SOGI - Sexual Orientations and Gender Identities

• At the UN, use of SOGI can be traced to Yogyakarta Principles (Nov 2006)

IOBC Page 20 of 36 Lesson 1.3

• In response to various forms of SOGI based violations.

• The first UN document to expressly link HR to SOGI

• Not enforceable but interpretive, towards development of standards.

Sexual Orientation

Refers to each person’s capacity for profound emotional, affectional and

sexual attraction to, and intimate and sexual relations with, individuals of a
different gender or the same gender or more than one gender

The expression of desire/attraction is your sexual orientation.

Heterosexual—towards members of the opposite sex.

Bisexual—towards members of both sexes.

Homosexual—towards members of the same sex.

Gender identity is defined by the individual

Refers to each person’s deeply felt internal and individual experience of

gender, which may or may not correspond with the sex assigned at birth, including
the personal sense of the body (which may involve, if freely chosen, modification
of bodily appearance or function by medical, surgical or other means) and other
expressions of gender, including dress, speech and mannerisms.

Beyond the masculine man and feminine woman

Transgenders are those who were born of one sex but identifies with the gender
of the opposite sex. Some go through a process of transitioning.

LGBT

What’s the fuss?

In the end, these are just labels for conditions—physiological, psychological and
sociological.

In an ideal world, sex, sexual orientation and gender identity

are incidental.

But in a heavily prejudiced society, these conditions result in negative judgments

and biases against those that are perceived to be different by the mainstream.

The many ugly implications

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 stereotyping
 invisibility
 marginalization
 stigma
 inequality
 persecution

The “moral” of the story

We live in a world of diversity.

SOGI should not be used for unequal treatment and discrimination.

SOGI should be discussed

Everyone should re-assess notions on and attitudes toward sex, gender and
SOGI.

SOGI, So What?

• There are people outside of the masculine men and feminine women
constructs and binary;

• Equality requires that we consider all human beings in our programs and
strategies;

• Our programs and strategies should focus on vulnerable groups.

Equality and empowerment are the objectives..

V. LAWS FOR WOMEN AND CHILDREN (2 hrs & 30 mis)

A. 1935 Philippine Constitution

ARTICLE V – SUFFRAGE

Section 1. The National Assembly shall extend the right of suffrage to

WOMEN, if in a plebiscite which shall be held for that purpose within two years
after the adoption of this Constitution, not less than three hundred thousand
women possessing the necessary qualifications shall vote affirmatively on the
question.

B. 1987 Philippine Constitution

ARTICLE II - Declaration of Principles and State Policies

Section 14. The State recognizes the role of women in nation-building, and
shall ensure the fundamental equality before the law of women and men.

IOBC Page 22 of 36 Lesson 1.3

ARTICLE XIII - WOMEN

Section 14. The State shall protect working women by providing safe and
healthful working conditions, taking into account their maternal functions, and
such facilities and opportunities that will enhance their welfare and enable them to
realize their full potential in the service of the nation.

The law grant privileges for women:

1) Leave
2) Shorter hours of work
3) RA 6955 – MaiI Order Bride Act of 1989 as Amended by 10906

An act to declare unlawful the practice of matching Filipino women

for marriage to foreign nationals on a mail order basis and other similar
practices, including the advertisement, publication, printing or
distribution of brochures, fliers and other propaganda materials.

4) RA 7192 – Women in Development and Nation Building of 1991

An act promoting the integration of women as full and equal partners

in development and nation building and for other purposes

5) Section 7. Admission to Military Schools – Any provision of the law to

the contrary notwithstanding, consistent for appointment, admission,
training, graduation and commissioning.

6) RA 7610 – Special Protection of Children against Child Abuse,

Exploitation and Discrimination Act

An act providing for stronger deterrence and special protection against

child abuse, exploitation and discrimination, providing penalties for its
violation and, for other purposes.

Child- refers to person below eighteen (18) years of age or those

over but are unable to fully take care of themselves or protect themselves
from abuse, neglect, cruelty, exploitation or discrimination because of a
physical or mental disability or condition;

Child abuse-refers to the maltreatment, whether habitual or not, of

the child which includes any of the following:

a. Psychological and physical abuse, neglect, cruelty, sexual abuse

and emotional maltreatment;
b. Any act by deeds or words which degrades or demeans the intrinsic
worth and dignity of a child as a human being;
c. Unreasonable deprivation of his basic needs for survival, such as
food and shelter; or

IOBC Page 23 of 36 Lesson 1.3

d. Failure to immediately give medical treatment to an injured child
resulting in serious impairment of his growth and development or in
his permanent incapacity or death.

Comprehensive program against child abuse, exploitation and discrimination

• refers to the coordinated program of services and facilities to protect

children against:

a. Child Prostitution and other sexual abuse;

b. Child trafficking;
c. Obscene publications and indecent shows;
d. Other acts of abuses; and
e. Circumstances which threaten or endanger the survival and normal
development of children.

7) RA 7877 – Sexual Harassment Act

An act declaring sexual harassment unlawful in the employment,

education or training environment, and for other purposes

Anti-Sexual Harassment Act

WHERE

1. Workplace - Office

2. Educational Institution - School

3. Training Institution – Training Center

WHO

1. has authority

2. Influence

3. moral ascendancy over another in a work

Boss, manager, employer, agent, teacher, instructor, professor, coach and trainor

HOW

1. Demands

2. Requests

3. Requires any sexual favor from the other,

8) RA 8353 – Anti Rape Act

IOBC Page 24 of 36 Lesson 1.3

AN ACT EXPANDING THE DEFINITION OF THE CRIME OF RAPE,
RECLASSIFYING THE SAME AS A CRIME AGAINST PERSONS,
AMENDING FOR THE PURPOSE ACT NO. 3815, AS AMENDED,
OTHERWISE KNOWN AS THE REVISED PENAL CODE, AND FOR
OTHER PURPOSES

HOW COMMITTED

By a man who shall have carnal knowledge of a woman under any of the
following circumstances:

a) Through force, threat, or intimidation;

b) When the offended party is deprived of reason or otherwise

unconscious;

c) By means of fraudulent machination or grave abuse of authority; and

d) When the offended party is under twelve (12) years of age or is

demented, even though none of the circumstances mentioned above be
present.

By any person who, under any of the circumstances mentioned in

paragraph 1 hereof, shall commit an act of sexual assault by inserting his
penis into another person's mouth or anal orifice, or any instrument or
object, into the genital or anal orifice of another person.

RPC- Crime against chastity

- only women are victims

9) RA 8353- Crime against persons

- both men and women may be victims

RA 8972 – Solo Parents Act of 2000

An Act providing for benefits and privileges to solo parents and their
children, appropriating funds therefore and for other purposes.  

SOLO PARENT

• A woman who gives birth as a result of rape and other crimes against
chastity;

• Unmarried mother/father who has preferred to keep and rear he/his

child/children;

• Any other person who solely provides parental care and support to a child
or children;

IOBC Page 25 of 36 Lesson 1.3

• Any family member who assumes the responsibility of head of family as a
result of the death, abandonment, disappearance or prolonged absence of
the parents or solo parent.

• Parent left solo or alone with the responsibility of parenthood due:

• death of spouse;

• Spouse is detained

• physical and/or mental incapacity of spouse as certified by a public

medical practitioner;

• legal separation;

• abandonment of spouse for at least one (1) year

• declaration or annulment of marriage as decreed by a court or by a

church as long as he/she is entrusted with the custody of the
children;

Benefits

• Parental leave for seven (7) days in a year

• Scholarship for solo parents (technical skills)

• Low cost housing projects

• Health care program (DOH)

10) RA 9208 – Anti Trafficking In Persons Act of 2003 as Amended by RA

10364

An Act to institute policies to eliminate trafficking in persons

especially women and children, establishing the necessary institutional
mechanisms for protection and support of trafficked persons, providing
penalties for its violations and for other.

HUMAN SMUGGLING TRAFFICKING IN PERSONS

- Involves movement/ facilitation of - recruitment, transportation and
entry of persons across national harboring of a person for the
borders, usually for a fee purposes of forced service by
(international) means of deception, coercion or
- No exploitation debt bondage (local/international
- Person smuggled is usually - exploitation
cooperating - consent is generally procured
through fraud and other
machinations

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Acts Means Purpose T
- Recruitment - Threat or use - Exploitation R
- Transport of force - Prostitution A
- Transfer - Coercion - Slavery F
- Harbouring - Abduction - Forced Labor F
- Receiving of - Fraud - Removal of I
persons - Deception Organs C
K
I
N
G

 Section 6. Qualified Trafficking in Persons. - The following are considered

as qualified trafficking……among others;

. (f) When the offender is a member of the military or law enforcement

agencies;

 Section 10. Penalties and Sanctions.

(c) Any person found guilty of qualified trafficking under Section 6 shall suffer
the penalty of life imprisonment and a fine of not less than Two million pesos
(P2,000,000.00) but not more than Five million pesos (P5,000,000.00);

11) RA 9262 – Anti Violence Against Women and their Children Act of 2009

An Act Defining Violence Against Women and Their Children, providing for
protective measures for victims, prescribing penalties therefore, and for
other purposes.

WHO ARE THE VICTIMS

 Wife

 former wife

 has or had a sexual or dating relationship

 with whom he has a common child,

 child whether legitimate or illegitimate

RA 9262

VIOLENCE:

• Physical

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• Sexual

• Psychological

• Economic or Financial

PROTECTION ORDERS - aims to prevent further acts of violence against a

woman or her child.

• Barangay Protection Order (15 days) –issued by the PB or BK

• Temporary Protection Order (30 days)- issued by court

• Permanent Protection Order (PPO) - Issued by the court and shall remain
permanent upon valid grounds

WHO MAY APPLY FOR PROTECTION ORDERS

(a) the offended party;

(b) parents or guardians of the offended party;

(c) ascendants, descendants or collateral relatives within the fourth civil

degree of consanguinity or affinity;

(d) officers or social workers of the DSWD or social workers of local

government units (LGUs)

(e) police officers, preferably those in charge of women and children's

desks;

(f) Punong Barangay or Barangay Kagawad;

(g) lawyer, counselor, therapist or healthcare provider of the petitioner;

(h) At least two (2) concerned responsible citizens of the city or municipality
where the violence against women and their children occurred and who
has personal knowledge of the offense committed

Battered Woman Syndrome (BWS) as a Defense. –

Victim-survivors who are found by the courts to be suffering from battered

woman syndrome do not incur any criminal and civil liability.

Problem No. 1

Last Jan P1 Juan Dela Cruz EB Chatmate. JDC 143 Chatmate. After
9M chatmate equals JR. JDC split Chatmate. On Dec Chatmate files
VAWC.

QUESTION: Is PO1 JDC liable for RA 9262? and Why?

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Problem No. 2

Last February, Mario (OFW) heard that his wife had a BF. The following
month, he sent all his remittances to his parents. Because Mario’s wife did
not receive any money, she filed a case of RA 9262.

QUESTION: Is Mario liable for RA 9262? and Why?

12) RA 9710 – Magna Carta of Women

The Magna Carta of Women is a comprehensive women's human

rights law that seeks to eliminate discrimination against women by
recognizing, protecting, fulfilling and promoting the rights of Filipino women,
especially those in the marginalized sectors.

Sec. 9 – Protection from Violence

a.) within the next 5 years, there shall be an incremental increase in the
recruitment and training of women in the police force, forensics and
medico-legal, legal services to be 50 % of the personnel thereof shall
be women

Sec. 15- Women in Military

Women in military shall be account the same promotion privileges

and opportunities as men

RIGHTS OF WOMEN

• Protection from all forms of violence (RA 9262)

• Protection and security in times of disaster, calamities and other crisis

situations; (First to be rescued)

• Participation and representation (Politics)

• Equal treatment before the law

• Equal access and elimination of discrimination against women in

education, scholarships and training (UN Mission, Schooling Abroad)

• Equal participation in sports (badminton/ table tennis)

• Non-discrimination in employment in the field of military, police and other

similar services (female generals)

• Non-discriminatory and non-derogatory portrayal of women in media and

film (Commercial and poster)

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• Comprehensive health services and health information and education
(vaccines)

• Special leave benefits (maternity)

• Equal rights in all matters relating to marriage and family relations (Right to
own properties)

13) RA 9775 – Anti-Child Pornography Act of 2009

An act defining and penalizing the crime of child pornography, prescribing

penalties therefor and for other purposes

Child – a person regardless of age who is presented, depicted or portrayed

as a child

- computer-generated, digitally or manually crafted images or graphics of a

person who is presented or who is made to appear to be a child

Child Pornography – refers to any representation, whether visual, audio

or written combination by electronic, mechanical, digital, optical, magnetic
or any other means, of a child engaged or involved in real or stimulated
explicit sexual activities

Unlawful or Prohibited Acts

– to hire, employ, use, persuade, induce or coerce a child to perform in the

creation or production of any form of child pornography

- to produce, direct, manufacture or create any form of child pornography

- to publish, transmit, sell, distribute, broadcast, advertise, promote, export

or import any form of child pornography

- to possess any form of child pornography with the intent to sell, distribute,
publish or broadcast

14) RA 9995 – Anti Photo and Video Voyeurism Act

An act defining and penalizing the crime of photo and video voyeurism,
prescribing penalties therefore and for other purposes. The State values
the dignity and privacy of every human person and guarantees full respect
for human rights. Toward this end, the State shall penalize acts that would
destroy the honor, dignity and integrity of a person.

Prohibited acts

• take photo or video coverage of a person or group of persons performing

sexual act or any similar activity or

IOBC Page 30 of 36 Lesson 1.3

• an image of the private area of a person/s such as the naked or the
undergarment clad genitals, pubic area, buttocks, or female breasts without
the consent of person/s involved and under circumstances in which the
person/s has/have reasonable expectation of privacy

• copy or reproduce, or cause to be copied or reproduced

• sell or distribute

• publish or broadcast

LETS REVIEW

1. 1987 Phil Const. – Protection for working women

2. RA 6955 / 10906 – MOB
3. RA 7192 – WIN
4. RA 7610 – CA
5. RA 7877 – SH
6. RA 8353 – R
7. RA 8972 – SP
8. RA 9208 / 10364 – TIP
9. RA 9262 – VAWC
10. RA 9710 – MCW
11. RA 9775 – CP
12. RA 9995 – PVV

VI. Men Opposed to Violence against Women Everywhere (MOVE)(45 mins)

“Women do two-thirds of the world’s work. They produce 60 to

80 percent of Africa’s and Asia’s food, 40 percent of Latin America’s. Yet
they earn only one-tenth of the world’s income and own less than one
percent of the world’s property. They are among the poorest of the world’s
poor.”—May You Be the Mother of a Hundred Sons, by Elisabeth Bumiller.

Despite the significant role played by women in the society, oftentimes,

they are taken for granted and worst, even subjected to all type of
prejudice, abuses and violence

From the womb to the grave, women fall victim to violence, according to
the United Nations’ Human Development Report. Studies from around the
world reveal the following:

Before birth. In some countries tests are made to determine whether a

fetus is male or female. Females are often aborted.

IOBC Page 31 of 36 Lesson 1.3

In childhood. In Barbados, Canada, the Netherlands, New Zealand,
Norway, and the United States, 1 woman in 3 reports having been sexually
abused during childhood or adolescence. In Asia and elsewhere, about one
million children—mostly girls—are forced into prostitution each year.
Millions of girls worldwide suffer genital mutilation.

In adulthood. In Chile, Mexico, Papua New Guinea, and the Republic of

Korea, 2 out of every 3 married women are victims of domestic violence. In
Canada, New Zealand, the United Kingdom, and the United States,
1 woman in 6 has been raped.

In later life. More than half the women murdered in Bangladesh, Brazil,
Kenya, Papua New Guinea, and Thailand were slain by past or present
partners. In Africa, South America, several Pacific islands, and the United
States, marital violence is a leading cause of female suicide and death.

“MEN ARE THE PERPETRATORS OF VAW”

INDIRECT:

 Remaining silent

 Condoning VAW because it is a private matter.

 Indifference - lack of concern and interest

Why men batters women?

 Possessiveness and jealousy, as well as sexual inadequacy and low self-

esteem, are usual characteristics of men who batter women,

 Battering is one way the inadequate man tries to prove his masculinity.

 Male abuser uses violence as a tool to maintain control and demonstrate

his power over his marriage mate.

 Women depend on each other...

 Men are too shy to display deep concern and interest on the issue …
Women depend on each other...

ORIGIN:
White Ribbon Campaign

The White Ribbon Campaign (WRC) is the largest effort in the

world of men working to end violence against women (VAW). In over fifty-
five countries, campaigns are led by both men and women, even though
the focus is on educating men and boys. In some countries it is a general
public education effort focused on ending violence against women.

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The First White Ribbon Campaign was launched by a group of men
in Canada after the brutal mass shooting of 14 female students at the
University of Montreal. These men decided they had a responsibility to
urge men to speak out about violence against women. Wearing a white
ribbon would be a symbol of men's opposition to violence against women.
With only six weeks of preparation, 100,000 men across Canada wore a
white ribbon, while many others were drawn into discussion and debate.

What does it mean to wear a white ribbon?

Wearing a white ribbon is a personal pledge to never commit,

condone or remain silent about violence against women and girls. Wearing
a white ribbon is a way of saying, “Our future has no violence against
women.”

What is MOVE?

MOVE (Men Opposed to Violence Against Women Everywhere) is an

organization of men whose members have dedicated themselves to be
actively involved in eliminating all forms of discrimination against women
particularly violence against women (VAW).

WHY IS MOVE ORGANIZED?

 MOVE admits and fully understands that violence against women is a

violation of human rights.

 VAW perpetrators are mostly men.

 Anti-VAW Groups have focused on women as victims or potential victims.

VAW EQUATION:

Women

(As victims/ potential victims)

M E N

Elimination Of VAW

HISTORY: MOVE

• National Commission on the Role of Filipino Women (NCRFW) now

Philippine Commission on Women (PCW) focused their campaign on
Awareness-raising on VAW in 2002-2003

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• After the passage of two landmark legislations: RA 9208 and RA 9262, the
succeeding years focused on the popularization of the newly passed laws,
strengthening their implementation and building a network of male
advocates of VAW.

• MOVE was convened by men from various organizations, including the

government, private sector, academe and non-government
organizations through the initiative of the National Commission
on the Role of Filipino Women (NCRFW) on November 27, 2006
during the commemoration of the 18-Day Campaign to End VAW.

2006: 18-Day Campaign to End VAW

Two (2) Historic Events:

 Proclamation 1172

Declaring November 25 to December 12 of every year as the 18-

day Campaign to end violence against women

 Launching of MOVE and it’s theme song:

“Kumilos Mga Kalalakihan”

 MOVE Poster was also launched

MOVE Chapters

MOVE Quezon Chapter MOVE Aklan Chapter

MOVE PNP MOVE Sultan Kudarat Chapter
MOVE Lanao Del Sur MOVE DSWD
MOVE BJMP MOVE NTRC Chapter
MOVE BSL MOVE Southern Leyte Chapter
MOVE Northern Samar Chapter MOVE Western Samar Chapter
MOVE UP College of Law Chapter MOVE Mountain Province Chapter
MOVE Olongapo City Chapter MOVE DILG Chapter
MOVE NHA Chapter MOVE DDB Chapter
PNP MOVE

IOBC Page 34 of 36 Lesson 1.3

Directorate for Police Community Relations (Attn: FJGADD)
Tel. (02) 723-0401 to 20 local 3433 /E-mail : [email protected]
MOVE PHILIPPINES, INC
c/o Philippine Commission on Women
1145 J. P. Laurel St., San Miguel, Manila
Tel. (02) 735-1654 local 122 / E-mail : [email protected]
PNP and MOVE Phils Inc. Partnership
Finding a common interest, the PNP thru FJGADD and MOVE Phils
Incorporated agreed to work together to eliminate GBV cases through
intensive advocacy programs within the organization and clients, hence,
the PNP MOVE Chapter. .
HISTORY: PNP MOVE
• The MOVE Philippines, Inc. accredited/recognized the PNP as its chapter
(January 29, 2009).
• MOVE-related activities were incorporated in the PNP GAD Plan for 2009
and the succeeding years.
• The PNP participated in the Annual General Assembly and Election of the
Board of Trustees of MOVE (March 31, 2009 and December 2, 2011).
• The PNP conducted the 1st PNP MOVE SUMMIT on January 14-15, 2010
at Boso-Boso Highland Resort and Convention Center, Antipolo City. More
than 400 PCOs and PNCOs attended the summit and applied for MOVE
membership.
• PNP MOVE Regional Chapters were created.
PNP MOVE Officers (2017-2018)
PNP MOVE President, Nat’l Chapter - PSUPT ERIC DAMPAL (PRO11)
Executive Vice President - PSUPT FERDINAND ALEJO (NCRPO)
Vice Pres. for Northern Luzon - PSUPT RICARDO SANTIAGO JR (PRO3)
Vice Pres. for Southern Luzon - PSUPT CONRADO BUNYI (NCRPO)
Vice Pres. for Eastern Visayas - SPO4 Egmedio Felisan (PRO7)
Vice Pres. for Western Visayas - PSINSP EDWIN LUCES (PRO6)
Vice Pres. for Eastern Mindanao – PSUPT RUDY CUYOP (PRO13)
Vice Pres. for Western Mindanao – PSUPT BERNRAD TAYONG (PRO12)
Secretary -PSUPT FRANDE ECHALUCE (PRO5)
Asst Secretary - SPO2 Michael D Pontoy (PRO6)
Treasurer: PSUPT JOSE HERRERIA JR. (LSS)
Auditor: PSUPT JEROME DELA CRUZ (PRO13)
PRO for Luzon – SPO4 Fernando Galang (PDEG)
PRO for Visayas – PCINSP JESUS RICO ESOY (PRO8)
PRO for Mindanao – PCINSP FERNANDO GREGORIO (PRO9)
PNP MOVE Plan

IOBC Page 35 of 36 Lesson 1.3

 MOVE Forum
 Public Consultation re VAW
 Lectures/Orientation/Seminars
 Barangay Pulong-pulong
 MOVE School Caravan/Visitation
 Ugnayan with NGOs/
 Stakeholders
 TV and Radio Interview
 Lectures and Advocacy Programs to new PCOs and PNCOs (Recruits)

VII. SUMMARY (10 MINS)

At the end of the lesson the participants should be able to learned and
differentiate what is sex and gender, Gender Awareness and Sensitivity, gender
issues and concerns and develop a vision of a gender-fair society, the
manifestation of Gender Bias, the Sexual Orientation and Gender Identity, the
different laws for Women and Children and Men Opposed to Violence against
Women Everywhere (MOVE) Orientation

IOBC Page 36 of 36 Lesson 1.3