Keywords
Gender Issues
Revitalization Program
How to Cite
Abstract
The advancement of gender equality and inclusivity has gained attraction in education, with an emphasis on Gender and Development (GAD) Mainstreaming to ensure equity among all genders. This study assessed the prevalence of gender-related issues and evaluated the effectiveness of gender-responsive programs in selected schools as a basis for a proposed revitalization of school gender mainstreaming. A mixed-methods research design was used to analyze the quantitative and qualitative research data. Findings indicate that Entry Point 1: People, showed well-established and effective gender-inclusive efforts with “Strong Evident” categorization. Conversely, Gender Mainstreaming Entry Point 2: Policies and Entry Point 3: Programs, Activities, and Projects (PAPs) presented an "Evident" level, underscoring the need to strengthen gender-responsive policies and PAPs to create more effective foundations for inclusivity. Moreover, specific gender issues were categorized as "Low"; nevertheless, continued efforts in prevention and awareness could further enhance the safety of students. Furthermore, Spearman’s Rho revealed a moderate positive correlation between overall gender mainstreaming and various gender-related issues. Qualitative data showed that LGBTQIA+ students often experience discrimination and exclusion, highlighting the need for stronger institutional support. The study recommends a revitalization of gender mainstreaming efforts, ensuring schools provide equitable,
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