Gender-Responsive Basic Education Policy Implementation And Gender Inclusiveness Readiness: A Basis For Gender Development

Abstract

This study examined the implementation of the Gender-Responsive Basic Education Policy (GRBEP) and the level of gender inclusiveness readiness among Junior and Senior High School teachers and students at the University of Cagayan Valley. Anchored on the principles of equality, inclusivity, and social justice, the research addressed gaps between policy implementation and actual classroom experiences, particularly in fostering gender-responsive and inclusive learning environments.

Using a descriptive-comparative correlational research design, the study involved 258 respondents composed of students and teachers. Data was collected through adopted survey questionnaires measuring GRBEP implementation and gender inclusiveness readiness. Statistical tools such as weighted mean, Analysis of Variance (ANOVA), and Pearson r correlation were used to analyze the data.

Findings revealed that both groups generally perceived GRBEP implementation and gender inclusiveness readiness as high. However, significant differences existed in areas such as learners’ development, learning delivery, learning environment, policies, and student support, indicating perception gaps between teachers and students. Results also showed significant relationships between policy implementation and inclusiveness readiness, emphasizing that student experiences are strongly influenced by support systems, safety, and classroom climate rather than policies alone.

Key issues identified included insufficient teacher training, limited gender-inclusive materials, inconsistent policy enforcement, lack of gender-neutral facilities, and unclear support systems for gender-diverse students. These concerns highlight the need for more consistent and experiential implementation of gender-responsive practices.

The study concludes that while gender-responsive policies are strongly implemented, disparities in perception and experience persist. Thus, a comprehensive Gender and Development (GAD) program is proposed to strengthen teacher capacity, curriculum inclusivity, policy enforcement, student support, and monitoring systems, ensuring that inclusive education is both effectively implemented and genuinely experienced by all learners.