Chi-Rho and Re:CAP staff members comprised the delegates who attended the 20th Jaime V. Ongpin Journalism Seminar and presentation of the Award of Distinction and the Marshall McLuhan Fellow. They were Isabella Marie Cruz, Louise Christine Escribano, Moira Francesca Fonseca, Maria Isabella Secillano, Arlyssa Bianca Pabotoy, Patricia Beatriz Reyes and Rona Niccola Villanueva. 

The delegates were accompanied by Department of Communication Chairperson Dr. Ma. Margarita A. Acosta.
The seminar is organized by the Center for Media Freedom and Responsibility (CMFR).  It was held last August 27 at the SGV Hall of the Asian Institute of Management Conference Center in Makati City.

Miriam Adult Education (MAE) was certified by the Department of Education as an Alternative Learning System (ALS) Service Provider. Aligned with its purpose as a social responsibility arm of Miriam College, MAE supports the Department of Education’s Education-For-All (EFA) Program through ALS which intends to reach out and provide education for the unreached sectors of the Philippine society which includes the out-of-school youth and adults.

The Department of Education, Bureau of Alternative Learning System, NCR conducted a Basic Training Course on Alternative Learning System for Instructional Managers of Miriam Adult Education last October 20-23, 2015 at the Caritas Conference Hall. 

Dr. Felicino C. Trongco, OIC Chief-Human Resource Development Division, National Educators Academy of the Philippines, and Education Program Supervisors namely, Dr. Roger Morallos and Dr. Romela M. Cruz facilitated the training. There were a total of 20 attendees composed of MAE administrators led by MAE officer-in-charge Glenda R. Villanueva and Assistant Principal Herbert C. Janubas, representatives from the MAE faculty and staff, volunteer professionals, and volunteer teachers from Miriam College Basic Education Unit and public and private schools.   

Beginning School Year 2016-2017, MAE will expand its offerings to include Alternative Learning System (ALS) along with other existing and new education programs. ALS program is an alternate or substitute form of education which includes both the non-formal and informal sources of learning. With this program, MAE will be able to give new chances for individuals, given their limitations and distinct needs, to have access and complete basic education in a shorter period of time and consequently move on to take further education to fulfill a better life and brighter future.

The STEAM (Science, Technology, Engineering, Art, and Mathematics) experience was on full blast last October 22-23 at the Child Study Center.  The first day was filled with fun as kindergarteners learned about gravity. Various experiments showed them that different balloon rockets can fly up, up and away, and, that it’s possible to turn a water-filled glass upside-down without spilling a single drop! 

The students also learned about space travel and designed their very own astronaut helmets that they gleefully wore and brought home.

On the second day, the kindergarteners were treated to an even more immersive experience about the universe provided by SkyMobile First Digital Mobile Planetarium Incorporated. The students learned about the different planets in our solar system through a 3-D exhibit, watched educational videos about astronauts living in space, and as a highlight, entered a planetarium which showed the different constellations and various heavenly bodies that light up the night sky, up close.

Upon leaving the planetarium, a student raised her hands and shouted, “this is so much fun!” followed by another student buzzing through the hallways shouting, “To infinity and beyond!” proving that the special STEAM activity was a great success. By Teacher Jian

Middle School Principal Luwi Tampinco, Assistant Principal for Student Affairs Coney Pallones and LMC Supervisor  Mia Teoxon (1st, 3rd and 4th from left) attended the Association for Middle Level Education (AMLE) annual conference at the Greater Columbus Convention Center in Columbus, Ohio, last October 15 to 17, 2015. The conference, with an estimated 4,500 attendees, focused on the theme “Everything Middle Grades.”

The three-day conference was packed with hundreds of learning sessions covering different areas of middle level education. The first day kicked off with a general session with educators Rick Wormeli, Marcia Tate, Summer Howarth, and David Hayward who presented “Create, Innovate, Celebrate: the Bright Road Ahead in the Middle Grades” which engaged, inspired, and motivated the attendees to become great in their own classrooms. 

Dr. Yong Zhao started the 2nd day of the conference with “Fixing the Past or Inventing the Future: Education Reforms that Matter” in which he invited everyone to explore and reflect on education reforms needed to provide a future-oriented education.

Entrepreneurship education experts, Maria Luisa B. Gatchalian of Miriam College (MC) and Edwin Suson of the University of Santo Tomas (UST) gave a talk on the basics of the entrepreneurial mindset and values to the officers and employees of the National Meat inspection Service (NMIS) of the Department of Agriculture last October 23, 2015. Both Gatchalian and Suson teach at their college’s respective Entrepreneurship Departments.

The sessions became an opportunity for the participants to compare and check their shopping and investment habits. The session also gave them a headstart on how to achieve financial wellness and freedom through wise spending, active business ventures, and intelligent savings.

The half-day introduction to entrepreneurship provided the NMIS officers and employees take home activities to help them with their personal and entrepreneurial goals. They were encouraged to think of entrepreneurial pursuits beyond employment.

Dr. Beth Callanta, director of the Gender and Development (GAD) Program of NMIS, organized the seminar on Basic Entrepreneurship to coincide with the 43rd NMIS Founding Anniversary which was held at the Quezon City head office.

NMIS GAD Office executive director Dr. Minda Manatan is looking forward to a possible collaboration with MC and  with several agencies to teach their employees, especially those nearing retirement, about entrepreneurship.

In the 1970s when we were starting the women’s movement in the Philippines and in the ’80s when we created the Institute of Women’s Studies at St. Scholastica’s College (SSC), I cherished a dream that, one day, there would be gender mainstreaming in all schools in the country. I never thought that the dream would be realized in my lifetime.

Gender mainstreaming is a global strategy for promoting gender equality. Mainstreaming a gender perspective is the process of assessing the implications for women and men of any legislation, policy or program, according to the International Labor Organization. It is supposed to apply in any area and at all levels.

The schools that pioneered in gender mainstreaming saw the fruit of their labors in the Commission on Higher Education’s (CHEd) Memorandum Order (CMO) No. 01, 2015 to mainstream gender in all higher education institutions, private and public, nationwide.

Credit has to be given to CHEd Chair Patricia Licuanan, a feminist and one of the convenors of Beijing 95. Past male chairs did not think of it even though there was a law requiring that five percent of the budget of all government institutions, including educational institutions, had to be reserved for the empowerment of women (known as the GAD budget).

Credit also goes to lawyer Carmelita Yadao-Sison, head of CHEd’s Gender and Development (GAD) Focal Point System, who directed the whole process of formulating the CMO and organized educational summits and other meetings on the issue.

Main provisions

The CMO requires all higher education institutions (HEIs) to establish a GAD Focal Point System 90 days after its effectivity.

For private HEIs, the focal points will be responsible for the development and coordination of the institutional GAD   programs. It has to maintain records of GAD programs, activities and projects.

As for public HEIs, they will establish a GAD database and submit a report on the status of GAD implementation.

The CMO identifies four main areas of the university that should be gender responsive: Administration, curriculum, research and extension programs.
The HEI administration should review policies, standards and guidelines 90 days from the date of the CMO’s effectivity.

The HEI’s GAD Focal Committee shall recommend appropriate measures to align institutional policies with GAD mandates and take immediate action to ensure full compliance.

As for curriculum, there should be gender-responsive curricular programs that prevent all forms of gender-based discrimination in the curriculum, research, extension, production and methods. Marketing and promotional materials should promote gender equality and women’s empowerment.

All employees of HEIs shall undergo regular and continuing training. Adequate and accessible library and related learning materials across various disciplines and educational levels, as well as nonsexist textbooks, have to be produced. All documents and learning materials should use inclusive language.

Research programs should ensure researches complement the National Higher Education Research Agenda. Priority areas have to be defined and gender-specific researches have to be included. A GAD database should be institutionalized and an ethics board established. Incentives and other support structures should be provided.

Extension programs should be characterized by gender responsiveness across all disciplines, should contribute to the continued growth and development of the entire higher education sector and cover the principles of social protection and appropriate technology.

Priorities should include technology transfer, livelihood programs with financial literacy, technical assistance, advocacy and local and international linkages.
CHEd should recognize zonal/regional GAD Resource Centers that act as mentors to other educational institutions in their area that are just beginning gender mainstreaming. Accrediting associations, both public and private, will be required to include gender responsiveness in their evaluation criteria.

The CMO addresses the perennial problem of sexual harassment on campus. The entire process is detailed—from the lodging of the complaint to adjudication, as well as responsibilities of parties involved. The CMO establishes the accountability of HEIs in case of non-action or failure to resolve complaints.

Context of CMO 01

According to the Gender Gap Index (GGI), the Philippines is the only country in Asia-Pacific in the top 10 of the GGI, which measures women’s economic participation and opportunity, girls’ and women’s educational attainment, women’s political participation and empowerment and women’s health and survival.

In education, the Philippines registers a higher female (96.1 percent) than male (95.1 percent) basic literacy rate, according to a 2008 report of the Technical Education and Skills Development Authority (Tesda)).

The same report says functional literacy rate is higher for female (88.7 percent) than male (84.2 percent).

Women also show higher ability to communicate and comprehend (69 percent vs 63 percent).

While enrollment is equal for boys and girls in Science, Mathematics and Technology, more girls graduate, according to a 2012 CHEd report.

More boys enroll in Engineering but the number of graduates is the same for both sexes, the same CHEd report says.

The number of women graduates of Physics and Meteorology (weather forecasting) are also the same.

In public elementary and high schools, enrollment and completion rates for girls are higher than boys’ (school year 2010-2011).

In spite of these figures, Filipino women remain disempowered and impoverished.

They do not control family property and they have no decision-making rights on the use of income.

As of 2013, women accounted for only 37.5 percent of wage and salary workers in the country and only 49.8 percent of women, compared to 78.1 percent of men, were in paid work. Four of seven unpaid family workers were women (in family-operated ventures).

With the continued outflow of overseas contract workers, there are more and more poor women-headed households.
Initial moves

In 2010, CHEd institutionalized the GAD Focal Point in its national and regional offices. From 2011 to 2014, CHEd organized three Education Summits on Gender Issues.

The first summit in 2011, Call to Partnership, focused on creating gender sensitivity in CHEd regional offices and HEIs.

The 2012 summit was on Violence against Women on Campus and Mainstreaming GAD in the Curriculum. In 2014, focus was on Public Consultation on the CMO.
Before the third summit, in 2013, regional capacity-building sessions were held in all regions.

Three intensive workshops were held in 2014 to draft the CMO. There were consultations and group editing of the draft in CHEd regional offices in October and in HEIs in November.

Three educational institutions that pioneered in gender streaming helped with the workshops: SSC Institute of Women’s Studies, Miriam College Women and Gender Institute and University of the Philippines (UP) Center for Women’s Studies.

Experts from the Philippine Association of Gender and Development Advocates Inc., UP Los Baños Gender Resource Center and gender focals of Technological Institute of the Philippines and Philippine State College of Aeronautics also helped.

After the CHEd en banc approved in January CMO 01, 2015, public orientation meetings were held for HEIs and other stakeholders in Luzon, the Visayas and Mindanao.

After the CMO was published in the Official Gazette on Aug. 8, it became effective two weeks later on Aug. 23.

A Technical Panel on Gender and Women Studies was created composed of the three pioneer schools (UP, Miriam and SSC), a representative of the Philippine Commission on Women, the president of the Women’s Studies Association of the Philippines and a representative of a Mindanao HEI (Marawi University).

The group reviewed proposed course offerings, research proposals, extension projects, gender-responsive curriculum and instructional plans. It also provided technical assistance.

The CMO is one of CHEd’s most significant actions and will be Licuanan’s long-remembered legacy. With the CMO, the Philippines is the only country in the world or the first to undertake and promulgate gender mainstreaming in the academe.

SOURCE: Philippine Daily Inquirer >

Dr. Grace Brillantes-Evangelista’s article, Visual arts and poetry usage for PTSD: Considerations for Treatment was published as a chapter in the book, Comprehensive Guide to Posttraumatic Stress Disorder under Springer International Publication. She was invited to write about the use of arts as intervention for Posttraumatic Stress Disorder. 

The other chapters were authored by various mental health professionals from across the globe. 

Brillantes-Evangelista is an associate professor of the Department of Psychology.

First Step students celebrated their achievements for the past semester through a talent show at the Angel Uriel Hall last October 22. A video, which highlights the students’ big and small achievements in school, was shown to the parents. Each First Step class confidently sang and danced to joyful songs for the first time on stage in front of their families and teachers. After the talent show, the students joined their parents for an art activity and salu-salo at the outdoor gym.

It was truly another successful event for the Child Study Center, another opportunity for the FS children to make their parents proud, and for the parents to witness how their children have grown throughout the semester.

Parents from different fields of medicine shared their time and expertise with Grade 6 students Last October. The talk entitled Mythbusters: Medical Edition was an enrichment talk given by parent doctors to answer and explain the different medical conditions that affect the body. This was in line with the students’ Science lessons on the different body systems.

The students were delighted to hear the doctors’ explanations as they busted myths in relation to acne and chocolates, ALS and the viral game Ice Bucket Challenge, and the fictional character Augustus Waters and osteosarcoma.

Photos show (clockwise, from top left) Dr. Oliva S. Basuel with the students of 6-Agong; Dr. Alice G. Madayag with students from 6-Dabakan; students from 6-Sulibao raising questions to parent-speaker, Dr. Bethoven J. Go; Dr. Margarita L. Luna with students of 6-Tambuli; and Dr. Catherine Y. Asedillo with the class of 6-Kudyapi.

Senior Entrepreneurship student Shara Nicole Abella, was one of three delegates chosen to represent the Philippines to the Asia Pacific Urban Youth Assembly 2015 (APUFY).  This ASEAN youth leadership program is organized, sponsored, and hosted by the Ministry of Public Works and Housing of the Republic of Indonesia in collaboration with United Nations Human Settlements Programme or UN Habitat, Asian Development Bank, and UN Major Group for Children & Youth.  It was held in Shangri-La Hotel, Jakarta Indonesia last October 17-18, 2015.

Among the program’s goal is to strengthen youth participation in governance in Asia-Pacific cities, facilitate capacity building, and demonstrate the youth’s ability and knowledge through volunteer-led design, management, and participation and to strengthen their voices in regional and global urban policy dialogues.

Out of 1,500 applicants from the different Southeast Asian countries, only 300 were given the chance to participate at the said event. Among the 300 selected only three youth participants were chosen to represent the Philippines and one from Miriam College and Enactus Philippines.

Abella is a member of Enactus MC and is part of the winning Enactus MC team at the National Competition for the years 2014 and 2015.   Her team developed, designed and manufactured “Impack”, a life-vest and survival bag in one. Her team is composed of five students and two faculty members.

Pages: Prev123NextReturn Top

News Archives
View All Tags