CHED Memorandum Order No. 01, Series of 2015 PDF

# CHED Memorandum Order No. 01, Series of 2015 ## Establishing the Policies and Guidelines on Gender and Development in the Commission on Higher Education and Higher Education Institutions (HEIs) ### Rationale and Mandates - The Philippines is obligated to pursue and implement programs, projects,...

# CHED Memorandum Order No. 01, Series of 2015 ## Establishing the Policies and Guidelines on Gender and Development in the Commission on Higher Education and Higher Education Institutions (HEIs) ### Rationale and Mandates - The Philippines is obligated to pursue and implement programs, projects, and activities that contribute to the achievement of women’s empowerment and gender equality. - The Convention on the Elimination of all Forms of Discrimination against Women (CEDAW) was adopted by the UN General Assembly in 1979 and entered into force as an international treaty on September 3, 1981. - The CEDAW defines discrimination against women as "any distinction, exclusion, or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment, or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil, or any other field." - The CEDAW is complemented by the Beijing Platform for Action (BPFA), the resulting document of the Fourth UN World Conference on Women held in Beijing in September 1995. - The BPFA is an agenda for women’s empowerment aimed at removing all the obstacles to women’s active participation in all spheres of public and private through a full and equal share in economic, social, cultural, and political decision-making at home, in the workplace, and in the wider national and international communities. - The country's compliance with the CEDAW and BFPA, which it adopted in 1995, holds much significance in the drive towards gender awareness and sensitivity, and more important, in the institutionalization of gender policies, standards, and guidelines as a way of life for the Philippines. - This principle of equality between men and women is enshrined in the Philippine Constitution, to wit: "The State recognizes the role of women in nation-building, and shall ensure the fundamental equality before the law of women and men." - The Women in Development and Nation Building Act or Republic Act No. 7192, enacted in 1992, reiterates this principle of gender equality and directs all government departments and agencies to "review and revise all their regulations to remove gender bias therein." - The Magna Carta of Women (MCW) or Republic Act No. 9710, enacted in September 2009, is the local translation of the provisions of the CEDAW. - It adheres to the spirit of the CEDAW and BPFA, and comprises the major statutory guidelines that all Responsible Agencies are expected to pursue and implement. - The MCW Implementing Rules and Regulations (IRR), which were approved in March 2010, identify the Commission on Higher Education (CHED) as the agency mandated to: - develop and promote gender-sensitive curriculum; - develop gender-fair instructional materials; - ensure that educational institutions implement a capacity building program on gender, peace, and human rights education for their officials, faculty, and non-teaching staff and personnel, promote partnerships between and among players of the education sector; - encourage advertising industry and other similar institutions to provide free use of space and installation of displays for schools, colleges, and universities for campaigns to end discrimination and violence against women; and - guarantee that educational institutions provide scholarship programs for marginalized women and girls set the minimum standards for programs and institutions of higher learning. - Pursuant to its mandate as a Responsible Agency to implement the MCW, CHED shall direct the institutionalization of the required policies, standards, and guidelines to build its internal capacities and those of its external clientele and stakeholders in mainstreaming Gender and Development (GAD) within CHED and in the various functions of higher education, in accordance with the function of the State to "exercise reasonable supervision and regulation of all educational institutions." - On July 2, 2010, the Commission approved the CHED Special Order creating the CHED GAD Focal Committee and Secretariat, which initiated the GAD program of the Commission, in coordination with the PCW, Civil Service Commission, and other co-convenors from the public and private Higher Education Institutions (HEIs). - The Commission approved the constitution of the GAD Focal Point System (GFPS) of CHED, with the commitment to undertake all necessary and appropriate mechanisms to advance the cause of GAD in accordance with the above-stated policies and directives. - Commission Resolution 040, series of 2015, approved these Guidelines effective upon completion of the procedure provided for under Part XV, Section 2 hereof. ## Part I. General Policy and Coverage - Gender mainstreaming is one of the major strategies in educating and informing various sectors of society on the need to recognize and respect rights of women and men. - Educating more women translates to additional socio-economic gains. - Research has shown that investments in education facilitate the achievement of most other development goals including sustainable growth. - HEIs are instrumental in the globalized knowledge economy, the initial and continuing training of professionals, national wealth creation, and innovations in science and technology. - HEIs are also a potent intermediary for the promotion of the core value of family and the preservation of women's role as transmitters of Philippine culture and heritage. - These Guidelines seek to introduce and institutionalize gender equality, and gender responsiveness and sensitivity in the various aspects of Philippine higher education. - The Guidelines shall apply to CHED, i.e., the Central and Regional Offices, and to all higher HEIs, private and public. - In terms of scope, the Guidelines include enabling mechanisms that CHED and HEIs shall establish, such as the GAD Focal Point System or GFPS, and the integration of the principles of gender equality in the trilogical functions of higher education: - curriculum development; - gender-responsive research programs; and - gender-responsive extension programs ## Part II. Definition of Terms 1. Beijing Platform for Action (BFPA) - refers to the resulting document of the Fourth World Conference on Women in Beijing, China in 1995 adopted in consensus by the United Nations. It represents the international community's commitment towards the promotion of women's welfare and aims at accelerating the implementation of the Nairobi Forward-Looking Strategies for the Advancement of Women. 2. Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) - refers to an international bill of rights of women adopted in 1979 by the United Nations General Assembly. Consisting of a preamble and 30 articles, it defines what constitutes discrimination against women and sets up an agenda for national action to end such discrimination. 3. Discipline - refers to field of study 4. Enrollment Data - refers to the total number of students who register/enlist in a school year. 5. Gender - refers to the roles and responsibilities of men and women that are created in the family, society, and culture. 6. Gender Analysis - refers to a framework to compare the relative advantages and disadvantages faced by women and men in various spheres of life, including the family, workplace, school, community and political system. It also takes into account how class, age, race, ethnicity, culture, social and other factors interact with gender to produce discriminatory results. 7. Gender and Development (GAD) - refers to the development perspective and process that are participatory and empowering, equitable, sustainable, free from violence, respectful of human rights, supportive of self-determination and actualization of human potential. 8. GAD Focal Point System - refers to an interacting and interdependent group of people in all government instrumentalities tasked to catalyze and accelerate gender mainstreaming. 9. GAD Plan and Budget - refers to a systematic approach to gender mainstreaming carried out by all government instrumentalities through the annual development and implementation of programs, activities and projects, and addressing gender issues and concerns in their respective organizations, sectors and constituencies by utilizing at least 5% of their total budget allocation. 10. GAD Resource Center (GRC) - refers to institutional mechanisms employed earlier by the PCW, then still called the National Commission on the Role of Filipino Women, as depositories of gender-related information and materials in select state universities and colleges in the regions. 11. Gender Equality - refers to the principle asserting the equality of men and women and their right to enjoy equal conditions realizing their full human potential to contribute to and benefit from the results of development, and with the State recognizing that all human beings are free and equal in dignity and rights. 12. Gender Mainstreaming - refers to the strategy to make women's as well as men's concerns and experiences an integral dimension of the design, implementation, monitoring, and evaluation of policies and programs in all political, economic, and societal spheres so that women and men benefit equally and inequality is not perpetuated. 13. Gender-Responsive Curricular Program (GRCP) - refers to a curriculum that shall prevent all forms of gender-based discrimination in instruction, research, extension, as well as in marketing methods and the use of promotional materials. 14. Gender-Responsive Research Program (GRRP) - refers to a collaborative, purposive research activity or activities conducted by various members of HEls to contribute to the empowerment of identified communities that they may eventually, by themselves, achieve gender-responsive development and inclusive growth. 15. Graduates Data - refers to the total number of students who have completed the requirements of a particular program. 16. Higher Education Institution (HEI) - refers to an institution of higher learning that primarily offers degree programs classified as follows: - Public HEIs: institutions offering higher education programs established and operated under supervision of the Philippine Government, sub-classified as: - State University/College (SUC) - a chartered public higher education institution established by law, administered, and financially subsidized by the government. - Local University and College (LUC) - a public higher education institution established by the local government through an appropriate resolution/ordinance and financially supported by the local government concerned. - Special Public HEI (SP) - a category of public organizations offering higher education programs related to public service in pursuance of the basic mandates of their parent agencies which are operated and controlled in accordance with special laws that created them. An SP HEI provides special academic, research, and technical assistance programs, such as public/business management, internal security, military science and national defense. Examples are the Development Academy of the Philippines (DAP), Philippine Military Academy (PMA), Philippine National Police Academy, Philippine Public Safety College, and National Defense College of the Philippines (NDCP). - Other Government School (OGS) - any public secondary and post-secondary education institution which is usually a technical-vocational education institution that offers higher education programs. - Private HEIs - refers to institutions offering higher education programs duly incorporated, owned and operated by private entities. (2006 Glossary of Commonly Used Terms in Education Statistics) 17. Magna Carta of Women (Republic Act No. 9710) - refers to the Philippines' comprehensive women's human rights law that seeks to eliminate discrimination against women. 18. Marginalized - refers to the basic, disadvantaged, or vulnerable persons or groups who are mostly living in poverty and have little or no access to land and other resources, basic social and economic services such as health care, education, water and sanitation, employment and livelihood opportunities, housing, social security, physical infrastructure, and the justice system. 19. National Higher Education Research Agenda (NHERA) - refers to the policies, directions, priorities, and thrusts of Philippine higher education research in the medium to long term. 20. OPKRM - CHED's Office of Policy, Research, and Knowledge Management 21. OPSD - CHED's Office of Programs and Standards Development 22. Performance-Based Bonus - refers to a top-up bonus given to personnel of bureaus or delivery units in accordance with their contribution to the accomplishment of their departments' overall targets and commitments, subject to the criteria set under Executive Order No. 80, series of 2012. 23. Program - refers to a degree, which leads to a specific academic credential such as a bachelor's degree, a master's degree, or doctorate degree. 24. Research Grants Guidelines - as provided by NHERA, are categorized as follows: - Grants-in-Aid (GIA) - grants for researches that fall within the national or zonal priorities/agenda identified by CHED. Priority is given to research proposals submitted by HEIs. Proposals for GIA are processed by the Research Centers identified by the Commission, in cooperation with the Office of Planning, Research, and Knowledge Management (OPRKM). - Commissioned Research grants awarded to institutions/individuals with proven track record in research based on the topics/issues/problems identified by the Commission as important/vital to the pursuit of its mandates. Proposals for commissioned research are processed by the OPRKM-Research Management Division (RMD). - Visiting Research Fellowships - grants awarded to outstanding research professors in HEIs across various disciplines in recognition of their significant contributions and outputs in the academic and research community. Proposals for Visiting Research Fellowship are processed by the OPRKM-RMD. - Research Professional Chairs - recognition given to outstanding research professors in HEIs through grants of Research Professional Chairs. The title of Research Professors remains with the Professor for as long as he/she remains actively engaged in CHED-funded research. The results of his/her research will be published in a journal accredited by CHED's Journal Accreditation Service. Search and selection shall be done at the OPRKM-RMD. - Thesis/Dissertation Grants - grants awarded to deserving faculty to support and enable them to do their theses/dissertations and earn their master/Ph.D. degrees from Centers of Development/Centers of Excellence. 25. Research Program or Agenda - refers to the key deliverables of an HEI in addressing its tri-focal functions. 26. Rights-Based Approach - refers to the recognition of every human being both as a person and as a rights-holder. 27. Sex-Disaggregated Data - refers to data that is collected and presented separately on men and women. 28. Social Protection - refers to policies and programs that seek to reduce poverty and vulnerability to risks and enhance the social status and rights of all women, especially the marginalized by promoting and protecting livelihood and employment, protecting against hazards and sudden loss of income, and improving people's capacity to manage risk. 29. StuFAPs - CHED's Student Financial Assistance Programs 30. Substantive Equality - refers to the full and equal enjoyment of rights and freedoms contemplated under the Magna Carta of Women. 31. Women's Empowerment - refers to the provision, availability, and accessibility of opportunities, services, and observance of human rights which enable women to actively participate and contribute to the political, economic, social, and cultural development of the nation as well as those which shall provide them equal access to ownership, management, and control of production, and of material and informational resources and benefits in the family, community, and society. 32. Violence Against Women - refers to any act of gender-based violence that results in, or is likely to result in, physical, sexual, or psychological harm or suffering to women, including threats of such acts, coercion, or arbitrary deprivation of liberty, whether occurring in public or in private life. ## Part III. The GAD Focal Point System in CHED 1. Composition. The GFPS in CHED Central Office shall be-composed of the following members: - CHED Chairperson as the Head thereof; - Commissioners and Management Committee members, who shall act as the Executive Committee (Execom); - GAD Focal Committee, composed of members designated from the pool of Directors, which shall act as the Technical Working Group (TWG) and a Secretariat, composed of identified support staff from the various units of the CHED Central Office to assist the GAD Focal Committee in its tasks; and - CHED Regional Offices (CHEDROS) as the designated regional GAD focal units of the GFPS. 2. Duration of Designation to the GFPS. The CHED GAD Focal Committee Chair, co-Chair, and Secretariat, as well as Regional GAD Focal Persons, shall serve for a period of at least three (3) years. Should the need arise, the members of the CHED GAD Focal Committee shall be replaced only by CHED officials and staff that have completed training, and have been capacitated for the position to ensure continuity in the implementation of CHED's GAD Program. 3. Duties and Functions: CHED shall ensure that the GFPS, GAD Focal Committee and Secretariat, as well as the CHEDROS as designated regional GAD focal units, shall perform their required tasks as stipulated in the MCW and its IRR, and in the PCW issuance on the GFPS, such that these tasks and functions shall form part of their regular key results areas and shall be given due consideration in their performance evaluation. 4. Review of Policies, Standards, and Guidelines. Within ninety (90) days of the effectivity of these Guidelines, the CHED GAD Focal Committee, together with its technical pool of GAD experts, shall initiate the review of CHED policies, standards, and guidelines to determine the Commission's compliance with the CEDAW, BFPA, and MCW. Upon completion of such review, the GAD Focal Committee shall recommend appropriate measures to align and update CHED policies to the standards of the said GAD mandates. 5. GAD Capacity Building. The CHED GAD Focal Committee shall direct the conduct of the necessary capacity building program for all its members, including the GAD Focal Persons from the CHEDROs, and ensure coordination with the PCW for this purpose. It shall also study, evaluate, and approve proposed policies for capacity building of other CHED officials and staff, including members of its Technical Panels, to ensure the formulation of gender-responsive policies, standards and guidelines, and the use of gender-sensitive language in official issuances and announcements. 6. Funding Requirements of the GFPS. The operational expenses of the CHED GFPS shall be sourced from the commission's GAD Budget, i.e., at least 5% of the approved General Appropriations Act (GAA) for the fiscal year, in accordance with Section 36 of the MCW and joint circulars on GAD Planning and Budgeting issued by the Department of Budget and Management (DBM) and PCW. 7. GAD-related accomplishments of the CHED GAD Focal Committee members may be considered as additional points in considering the Performance-Based Bonus (PBB). ## Part IV. The GAD Focal Point System of HEIs 1. Composition. Pursuant to the MCW and its IRR, there shall be constituted a similar GFPS functioning in CHED in all public and private HEIs, including State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs). Within ninety (90) days of the effectivity of these Guidelines, the HEIs shall have established their respective GFPS. - GFPS of Public HEIs: The GFPS of Public HEIs, i.e., State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs), shall be composed of the following members: - SUC/LUC President or the Governing Board Chairperson as Head thereof; - Designated members of the academic and administrative councils, which shall exercise the duties of the Execom; - GAD Focal Committee chaired by a GAD Focal Person with a designation of at least a Dean/Director, and composed of members from the staff; - Secretariat composed of identified support staff from the various colleges/offices of the SUC/LUC; and - Additional members, as may be identified in accordance with the mandates and needs of the SUC/LUC. - The GFPS of Private HEIs. The private HEIs shall likewise establish a GFPS or a similar GAD mechanism within ninety (90) days of the effectivity of these Guidelines. These shall be composed of the following members: - The HEI's President or Head of institution, as Head thereof; - The President's Advisory Council, Management Committee or its equivalent, composed of the members of the Management/Executive Committees; - GAD Focal Committee, chaired by a Dean or Department Head, with other designated officials or staff as members; - Secretariat composed of identified support staff from the various colleges/offices of the private HEI. 2. Duration of Designation to the GFPS. The HEIs may follow the duration of members' designation to the GFPS as that of CHED, i.e., for a period of at least three (3) years. Should the need arise, these members shall be replaced only by personnel that have been trained and capacitated to ensure continuity in the implementation of the institution's GAD Program. 3. Duties and Functions. The GFPS of SUCs and LUCs shall perform their required tasks as stipulated in the MCW and its IRR, and in the PCW issuance on the GFPS, such that these tasks and functions shall form part of their regular key results areas and shall be given due consideration in their performance evaluation. 4. Review of Policies, Standards, and Guidelines. Within ninety (90) days of the effectivity of these Guidelines, the HEIs shall initiate the review of their respective policies, standards and guidelines to determine compliance with the CEDAW, BFPA, and MCW. 5. Funding Requirements of the GFPS of HEIs. In the case of SUCs and LUCs, as with the CHED GFPS, the operational expenses shall be sourced from the HEI's GAD Budget, i.e., at least 5% of the approved General Appropriations Act (GAA) for the fiscal year, in accordance with Section 36 of the MCW and joint circulars on GAD Planning and Budgeting issued by the Department of Budget and Management, National Economic Development Authority and PCW. 6. GAD-related accomplishments of the SUCs/LUCs GAD Focal Committee members may be considered as additional points for consideration for the PBB. ## Part V. Curriculum Development 1. Statement of Policy. Pursuant to its mandate of supervision of higher education and specifically, to Section 13 of the MCW, CHED "shall ensure that gender stereotypes and images in educational materials and curricula are adequately and appropriately revised. Gender-sensitive language shall be used at all times. Capacity-building on gender and development (GAD), peace and human rights, education for teachers, and all those involved in the education sector shall be pursued toward this end. Partnerships between and among players of the education sector, including the private sector, churches, and faith groups shall be encouraged." 2. Scope, Application, and Limitations. These Guidelines for GRCPs shall cover and apply to all HEIs in accordance with their respective mandates, thrusts, and corresponding authority, as granted by the CHED and pursuant to the law and existing rules and regulations. 3. To ensure the gender responsiveness of curricular programs, the HEIs shall include gender mainstreaming strategies in their institutional development plans. 4. Library and Learning Materials. The development of gender-responsive curricular programs shall be complemented by the provision of adequate and accessible library and related learning materials across various disciplines and educational levels. 5. Related Activities. HEIs shall actively participate in GAD-related conferences, conventions, meetings, and fora organized by scientific and professional organizations, particularly those endorsed by CHED and PCW. ## Part VI. Gender-Responsive Research Program 1. Statement of Policy. Pursuant to its mandate of supervision of higher education and specifically, to Section 5 of the MCW, CHED shall support policies, researches, technology, and training programs and other support services such as financing, production, and marketing to encourage active participation of women in national development. 2. Complementation with the NHERA. These Guidelines for a Gender-Responsive Research Program (GRRP) in HEIs complement the NHERA, which establishes the general policies on higher education research, identifies the strategies and initiatives to develop the research capacity and enhance research productivity of HEIs, and identifies priority areas for research and research-related programs. 3. Scope, Application and Limitations. These Guidelines for GRRP shall cover and apply to all HEIs in accordance with their respective mandates, thrusts, and corresponding authority, as granted by the CHED and pursuant to the law and existing rules and regulations. 4. Gender-Responsive Research Programs (GRRP). As the blueprint for integrating GAD in the institutional research agenda, the GRRPs of HEIs shall consider the following: - Priority research areas as defined in the NHERA and respective CHED Memorandum Orders (CMOS) of the disciplinal program; - Institutionalization of GAD database with sex-disaggregated data and gender statistics in all research activities, as necessary; - GAD Policy and Program assessment and evaluation; - Establishment of an Ethics Board that will review gender sensitivity in research activities; - GAD guidelines on ethical standards in research in accordance with the CEDAW and MCW; and - Incentives and other support structures for the conduct of researches related to GAD. 5. Priority Areas. In addition to integrating a gender perspective in higher education research, all HEIs shall extend and strengthen their research programs to include the following: - GAD research program for GAD Planning and Budgeting; - Gender research and women's studies as areas of studies in all disciplines; - Specific topics for gender research, in light of social issues raised by the MCW: - Gender in power and decision making: Citizenship classes and community extension work - Mapping and strengthening economic empowerment: livelihood skills required in the entire process of running a business, not only production (e.g., accounting, bookkeeping, product branding) - Counting the unaccounted: Indigenous women and girls and other marginalized sectors in education - Matching mismatches: career tracking of women - Deepening the disciplines with gender (e.g., women in history) - Emerging gender issues such as but not limited to sexual orientation and gender identities 6. Policy Formation. All HEIs shall develop a policy to mainstream gender equality and the principles of women's empowerment into their research programs, in accordance with their respective thrusts and mandates, and vision, mission and philosophy statements. This gender-mainstreaming policy shall clearly and unequivocally identify the standards for the development, implementation, monitoring and evaluation of the particular HEI's efforts to incorporate a gender perspective into its research projects and activities. 7. GRRP Ethics Board. An Ethics Board shall be responsible for setting the minimum standards that will assist HEls conform to the principles of GAD and ensure that these are observed by everyone in the conduct of research. 8. Documentation, Monitoring, and Evaluation. In terms of research rigor, integrity and excellence, CHED's documentation, monitoring, and evaluation of the HEls' GRRPs and GAD-related researches shall be consistent with the guidelines set forth in the NHERA. 9. Budgetary and Planning Requirements. In the case of SUCs and LUCs, the activities designed to institutionalize GRRPs shall be included in the fiscal year's GAD Plan and Budget. ## Part VII. Gender-Responsive Extension Program 1. Statement of Policy. Extension refers to the third of the trilogical functions of higher education, i.e., to communicate, persuade, and help specific sectors or target clienteles (as distinguished from those enrolled in formal degree programs and course offerings) to enable them to improve production, the community and/or institution, and quality of life in general. 2. Scope, Application, and Limitations. These Guidelines for gender-responsive extension programs shall cover and apply to all HEls that operate courses based on their mandate and corresponding authority granted by the CHED pursuant to the law and existing rules and regulations. 3. Gender-Responsive Extension Program (GREP). GREP refers to a collaborative set of activities designed by the HEls to contribute to the empowerment of both the institution and identified communities to promote and achieve the core value of gender equality. 4. General Principles. HEIs shall observe the following principles of gender-responsive extension: - GREP reiterates the reliability of science in all its manifestations (e.g., technology), the power of education, the possibility of change, and the equality of people as the basic premises of cooperative extension programs. - GREP encourages interdisciplinary programs, participation, and networking as well as dove-tailing and complementation. - GREP promotes the culture of excellence, desire for life-long learning, natural impetus to do service for the common good which are anchored and guided by the core values of GAD. - GREP nurtures and supports Filipino communities through informative, persuasive, formative, emancipatory, and participatory decision-making activities that eliminate gender disparities. 5. The following are the forms of GREP: - Technology Transfer - bringing into the identified community tested and mature innovations, knowledge, structures, systems, and methods that are gender responsive. - Livelihood Program with Financial Literacy - capability-building projects that shall enable the beneficiaries, both women and men, to earn through livelihood skills training including the transfer of financial knowledge, information, and applications. - Technical Assistance - the provision of professional expertise such as consultancy services, mentoring, counseling, advisorship, etc. by trainers/professionals and GAD experts. - Advocacy - the dissemination of information through media, seminars, meetings, conferences, symposia, workshops, lectures, and speakerships, and the distribution of IEC materials to promote gender and development concerns. - Linkages - the establishment of partnerships or networking with line agencies, government, and non-government organizations, and civil society organizations at the local and international levels for projects related to gender and development. 6. The GREP shall serve as a vehicle of the HEls to help promote gender equality, poverty reduction and sustainable development. 7. Policy Formation. All HEIs shall develop a policy to mainstream gender equality and the principles of women's empowerment into their extension function, in accordance with their respective thrusts and mandates, and vision, mission and philosophy statements. 8. Implementing Unit. The execution of an HEI's GAD-related extension services and policies shall be integrated into the core functions of its GAD Focal Person, under the direct supervision of the institution's President. 9. Documentation, Monitoring, and Evaluation. Monitoring and evaluation of the GREPS and GAD-related extension activities of HEIs shall be among the functions of the Technical Panel on Gender and Women Studies (TPGWS) mentioned in Part V on Curriculum Development. 10. Budgetary and Planning Requirements. In the case of SUCs and LUCs, the activities designed to introduce and institutionalize gender -- responsive extension function shall be included in the fiscal year's GAD Plan and Budget. Private HEIs shall allot an appropriate outlay from their development funds to support gender-responsive extension activities. ## Part VIII. International Linkages for Gender-Responsive Research and Extension Programs 1. Statement of Policy. Gender equality and women's empowerment are cornerstones of national development and stronger human resources. 2. Scope, Application and Limitations. International partnerships shall be entered into by authorized and recognized Philippine HEIs with accredited foreign HEIs and/or international entities with exemplary track records in implementing and mainstreaming gender. ## Part IX. Zonal GAD Resource Centers (GRCS) 1. Statement of Policy. The CHED shall recognize GAD Resource Centers (GRCs) among HEIs with expertise in gender and development and gender mainstreaming. 2. Qualifying Criteria. In the selection of a GAD Resource Center, the following criteria should be considered: - Capacity to design and deliver gender sensitivity training programs to other HEIs; - Ability to equip the HEIs with analytical skills to be able to mainstream gender and development into the institution's instruction, research, and extension functions, as well as into the institution's decision making processes; - Capability to conduct GAD research to influence policy making of the HEIs included in the GRC's ambit; and - A strong GAD research, extension, training, and advocacy unit, and an established and updated GAD database. 3. Enabling Mechanism. CHED is the only conferring authority of the status of GRC to an HEI applicant. 4. Duties. A GRC is expected to: - Sign a Partnership Agreement with CHED and abide by the terms of reference of GRCs in general; - Maintain and submit updated higher education and GAD data to the Knowledge Management Division of CHED's OPRKM through the CHED Regional Offices within a timeframe prescribed by CHED; - Ensure that all GAD-related data, information, research, and extension are included in its institutional information and educational campaigns and website. - Attend and actively participate in the deepening sessions, meetings, and other CHED-led activities as part of the continuing capacity-building of GRCs; - Ensure that the technical assistance provided to the requesting HEI is evaluated and assessed using the prescribed forms. The GRCs shall submit to CHED the related training analyses and designs, summaries of evaluation gathered, and learning materials and presentations within thirty (30) working days of provision of technical assistance; and - Submit to a performance evaluation by a CHED-designated body. 5. Functions. It shall be the duty and responsibility of a GRC to: - Draw up a Plan of Action for each fiscal year of its proposed programs, activities, and projects in consultation with partner institutions in its ambit; - Determine the capacity-building requirements of HEls in its ambit and assist in identifying training needs to be provided by the PCW, CHED or other recognized women's organizations; - Establish networks and linkages with other GRCs, national government agencies, and international organizations for purposes of enhancing the GAD programs, activities and projects of HEls in its ambit; - Identify available funding sources and other non-monetary resources to fully carry out its task of leading in gender mainstreaming within its area of operation; - Ensure that valuable GAD data, statistics and other vital information obtained from its operations shall be forwarded to the CHED Regional Office and thereafter, to the CHED Central Office; and - Develop an effective monitoring and evaluation tool to help measure and improve the gender mainstreaming efforts of the HEIs in its ambit, a tool consistent with the forms and templates available from CHED and PCW. 6. Resources and Benefits of GRCs. Upon the recommendation of the GAD Focal Committee and TPGWS, CHED shall assign funds to defray the cost of awards or incentives as may be deemed appropriate to its role as a Responsible Agency under the MCW that exercises jurisdiction and regulation over HEls. 7. Duration and Withdrawal of GRC Status. The distinction of GRC awarded to an HEI is for a period of five (5) years. ## Part X. Accreditation of GAD Programs, Awards and Benefits 1. Accreditation Procedures for GAD Programs in HEIs. CHED's GFPS shall collaborate with technical experts in GAD, in coordination with the agency's Office of Institutional Quality Assurance and Governance, to formulate a system of accreditation for HEIs and HEIs' GAD programs similar to the accreditation systems governing HEIs and HEI programs in public and private institutions within ninety (90) days of effectivity of these Guidelines. 2. Additional Indicators for GAD Program Accomplishment. CHED shall require the inclusion of indicators for GAD Program Accomplishment in the evaluation instruments used for the accreditation of private HEIs and LUCs and for the leveling of SUCs. 3. Support to GAD-Accredited HEIs. In the event an HEI's GAD-related programs, projects, and activities account significantly for the institution's recognition or accreditation, the HEI shall be eligible for funding support from the Commission. 4. Best HEI GAD Implementers. The CHED GAD Focal Committee shall include as a major feature of its Higher Education Summits the grant of Best GAD Implementer awards. It shall seek assistance from GAD experts in preparing the guidelines for such an award, which may include monetary or other benefits, as recognition of those HEIs that diligently pursue GAD mainstreaming in their academic and external programs, projects, and activities, and encourage and inspire the stakeholders in the higher education sector to render full compliance with the objectives and goals of the MCW. 5. GAD Institutional Leadership Award and Women Leader Awards. CHED shall seek the assistance of technical GAD experts in preparing guidelines for an awards program based on the empowerment of Women Leaders in Academe, whether as administrators, faculty members, research or extension program leaders, or in pursuit of the goals of the Anti-Sexual Harassment Law. Upon CHED's approval, the program shall be implemented through the GAD Focal Committee. 6. Awards and Recognition Evaluation Committee. CHED shall constitute a committee composed of officials from CHED including the Chair of the GAD Focal Committee, with the assistance of other relevant agencies, to evaluate and recommend the HEIs' GAD programs for awards and recognition. ## Part XI. GAD Student Financial Assistance Program Pursuant to pertinent provisions of the Higher Education Act of 1994 and the Women in Development and Nation Building Act (Republic Act No. 7192), CHED, through the Office of Student Development and Services (OSDS), shall allocate at least five percent (5%) of the annual budget for the Student Financial Assistance Programs (StuFAPS) to address the gender disparities in male-dominated programs and female-dominated programs, and ensure that women empowerment is achieved. ## Part XII. GAD Planning and Budgeting 1. GAD Budgets of HEIs. All SUCs and LUCs, through their GFPS, shall prepare an annual GAD Plan and Budget (GPB) which shall contain: - the GAD mandates and gender issues that the institution intends to address within the given fiscal year; - the corresponding programs, projects and activities to address these issues; and - the necessary budget to implement these. 2. Responsibility of CHEDROs. CHEDRO GAD Focal Persons shall review and evaluate the submissions made by the IIEIs and recommend to the CHED Regional Director for endorsement to the CHED Central Office. ## Part XIII. A GAD Database 1. Policy and Coverage. The Fourth World Conference of Women in Beijing in 1995 that resulted in the BPFA established the requirement that "statistics related to individuals are