G2: Issues in Education

Question 1

OVERVIEW OF THE PROBLEM:
Often dictate specific roles and actions for men and women.

Answer 1

Cultural and religious standards

Question 2

OVERVIEW OF THE PROBLEM:
Are harmful because they restrict kids’ potential in schools by focusing on their gender instead of their unique skills and interests.

Answer 2

Preconceptions

ngl this is real bottom-of-the-barrel flashcard content like the overview of the problem is just common sense

Question 3

OVERVIEW OF THE PROBLEM:
Often perpetuate these stereotypes by portraying males in roles of authority and women in roles of domesticity, thereby influencing young people’s conceptions about their own future prospects.

Answer 3

Education resources, like textbooks

Question 4

OVERVIEW OF THE PROBLEM:
Frequently falls short in addressing concerns related to harassment and safety, which impact both genders but disproportionately harm girls.

Answer 4

The educational setting

Question 5

LOCAL/NATIONAL DATA:
Comparative data consistently show _____ outperforming _____ on various education indicators, prompting the Philippine Commission on Women (2014) to call on the education sector to address ______s’ underperformance in key education indicators as a priority gender issue.

Answer 5

• girls outperforming boys
• boys’ underperformance

Question 6

LOCAL/NATIONAL DATA:
According to Luz (2007), _____ graduated from high school at a higher
rate than _____ (__% versus __%).

Answer 6

• girls / boys
• 53% versus 47%

Question 7

LOCAL/NATIONAL DATA:
In 2005, more ______ than _______ were planning to attend college (__% versus __%).

Answer 7

• girls / boys (again)
• 58% versus 52%

Question 8

LOCAL/NATIONAL DATA:
From 2002 to 2005, boys dropped out at a rate that was roughly _________ times higher than that of girls starting in Grade 5.

Answer 8

2 to 2.5 times higher

Question 9

LOCAL/NATIONAL DATA:
The Philippines was characterized as “_______________________________________” (ibid., 12) in light of these. Caoli-Rodriguez (2007) investigated measures of educational success, such as gross enrollment, net enrollment, completion, and cohort survival rates between 1999 and 2005.

Answer 9

“becoming a nation of male underachievers”

Question 10

LOCAL/NATIONAL DATA:
The reasons for Filipino boys’ underachievement according to Torres (2011).

Answer 10

• parents’ and teachers’ low academic expectations for boys
• the economic viability of boys
• passive classroom experience
• gender bias
• stereotyping
• lack of learning materials

Question 11

GLOBAL/REGIONAL DATA:
In 2000, on average across OECD countries, ______________ in the labor force were more likely than ______ not to hold an upper secondary degree, with a gap of close to _____ percentage points.

Answer 11

• adult women (25-65 year-olds) / men
• 4.1 percentage points

Question 12

GLOBAL/REGIONAL DATA:
Twenty years later, in 2020, this gap had narrowed substantially in
every country, so much so that, in almost half of the countries considered, _____ are now more likely than ______ not to hold an upper secondary degree.

Answer 12

men / women

Question 13

GLOBAL/REGIONAL DATA:
The country with the largest gap in favor of men in 2020.

Answer 13

Korea

Question 14

GLOBAL/REGIONAL DATA: (TRUE OR FALSE)
In most countries, those who quit school early are predominantly men.

Answer 14

TRUE

Question 15

GLOBAL/REGIONAL DATA:
Data from PIAAC shows that on average across OECD countries, ___% of early school leavers among all 18-24 year-olds are men.

Answer 15

58%

Question 16

GLOBAL/REGIONAL DATA:
The reverse is true in only a few countries: namely, Finland, Kazakhstan, Korea, Peru, and Türkiye. In Finland, close to ___% of the total population of early school leavers are women.

Answer 16

70%

Question 17

GLOBAL/REGIONAL DATA:
By the age of 10 or 11, 40% of boys belong to one of three groups:

Answer 17

• The “disaffected”
• The “disappointed”
• The “disappeared” (dropped out or thrown out)

Question 18

GLOBAL/REGIONAL DATA:
PISA has consistently found that girls outperform boys in ________ and, to a lesser extent, that boys outperform girls in __________, on average across all participating countries and economies, though not in all countries (OECD, 2019[19])

Answer 18

• reading
• mathematics

Question 19

IMPLICATIONS:
A prevalent issue in classrooms worldwide, and its effects extend to aspects such as students’ self-esteem, academic achievements, and career pathways.

Answer 19

Gender bias

Question 20

PROGRAMS AND INITIATIVES:
Employs the Gender-Responsive Basic Education (GRBE) framework to address gender-based barriers and discrimination in the learning setting. Moreover, it acknowledges gender gaps and disparities in the learning process and aims to provide children with a learner-friendly environment that addresses their diverse learning needs.

Answer 20

DepEd Order No. 032-17: Gender-Responsive Education Policy

Question 21

PROGRAMS AND INITIATIVES:
A network of civil society organizations that advocate for education
reform policies and develop collaborations. One of their advocacies includes Gender Equality in Education that promotes a gender-fair education system which tackles underlying biases and aims for full participation and benefit for all genders.

Answer 21

Education for All (EFA): The Civil Society Network for Education Reforms, often known as E-Net Philippines