TRAINING & DEVELOPMENT
PROGRAM DESIGN
General Program Information:
Program title: BGFPS
Program Description: Enhancement Seminar on the Role of the Barangay GAD Focal
Point System (BGFPS) on Localization of the Magna Carta of
Women and Formulation of 2020 GAD Plan
Prerequisite Programs: GAD Concept and Framework Orientation
Duration: Face to face and embedded learning including Primers are to be
facilitated in 3 shifts over a span of 3 days, including breaks with
billale hours equating to 21 hours.
Management Level of School based with focus on faculty, parents and uvenile students
Program:
Delivery Mode: Self introduction with own ideas about GAD; Formal Lecture,
Highly interactive FGD’s, presentation, mediated debates and
discussions to check for understanding. This will be facilitated all
throughout the 3-day seminar.Assessment and evaluattion shal be
held at the last part of Day 3
Target Personnel: Baesa Elementary School Faculty Team
Budget Requirements: use the budget template provided to calculate the costs
Rationale:
This training/seminar primarily aims to cascade information from the Barangay Level
Seminar to the target audience, the stakeholders of Baesa Elementary School. This would
enlighten the Faculty, Parents and Juvenile learners to adopt and develop a perspective that
factors in the different roles, interest and needs of women and men in Development Planning
based on GAD framework, a recent and major advancement in developmental theory and
practice. The GAD approach not only looks into integrating women into development, but also
looks for the potential in development initiatives to transmute biased social and gender
perception in order to to empower women.
This enhancement seminar seeks to upscale the knowledge and skills of the participants
and increase the consciousness and awareness of the attendees on the most critical areas of
concern of GAD, which are not only local in scope, but also a national concern.
Hence, this course design.
Objectives:
At the end of the course, the participants should e able to:
1. Discuss appreciation and understanding on the significance of GAD as a tool for
development;
2. List the different roles, responsibilities, expectation, interest, needs, and
contribution of women and men in society;
3. Integrate gender concerns in the budgeting and developmental planning process;
4. Discuss and teachback about equal opportunities to women and men in social,
economic, political, and cultural aspect of development;
5. Enumerate the rights of women;
6. Define the equal protection and treatment from all forms of abuse/violence
End of Program Outputs:
A. Formal Face-to-Face Component:
Ability to implement the Significance of GAD as a developmental tool either in
the workplace or school
Awareness of gender equality in all facets of developmental planning and
interaction
Protection against the vulnerability of women to biased treatment and from all
foms of abuse / violence
B. Job-Embedded Learning (JEL) Component:
Ability to delegate appropriate roles for appropriate people with the equal
participation of women
Conscious effort to factor in the difference in attributes between men and women
in monetary and developmental planning concerns
Give a concise description of GAD to unaware individuals
Expected Final Outcomes/Success indicators: related to the overall goal of improving work
performance leading to improve learning outcomes
Increased energy level and enthusiasm of women at work or school
Increased ideas / input from women
Increased productivity and efficiency exhibited by women
Observable change of behavior of men towards providing guidance and
assistance to the women
Equal participation of men and women in group work
Increased number of female applicants
Increased appraisal scores of otherwise under-performing women in the
organization
Specific Content Suggested Activity Duration Expected
Objectives Output
Formal Face-to-Face (F3) Component
Knowledge: Introduction To GAD Heavy Lecture 2 hours General
concept of
GAD as a tool for GAD as a
Organizational Developme
Development ntal Tool
Skills: Revisiting the Lecture 6 hours Learner’s
Salient Provisions evaluation
of the Magna Carta Group activity / teachback and
of Women (MCW) - opinions
RA 9710 Discussions and debates on RA9710
Review of the Knowledge
DBM, DILG, PCW, of the
NEDA Joint different
Memorandum roles,
Circular 2013-01, responsibili
re: Guidelines on ties,
the Localization of expectation
the Magna Carta of , interest,
Women needs, and
- GAD Focal contributio
Point System n of
- GAD Planning women in
and Budgeting conjunctio
- GAD n with
Mainstreaming those of
men’s
Attitude: Gender Equality Powerpoint Presentation 2 hours equal
Orientation opportuniti
Open Forum / FGD es to
Gender Gap women and
Facilitator Processes at the men in
end social,
economic,
political,
and
cultural
aspect of
developme
nt
Job-Embedded Learning (JEL) Component
Knowledge: How to apply the GAD Group Facilitation 2 hours Wokin
framework in everyday Knowlede
life of the
principles
of GAD
Skills: Propose an application of Exercises 2 hours Reinforced
GAD as a development Teachback Key Topics
tool in the school
environment Team Discussion of Basic use
proposed application of GAD as
Plan drafting a
Developme
nt tool
Attitudes: Discussion of expected FGD 2 hours Awareness
behavioral changes of men of the
and women in the school Processing of data difference
in
attribbutes
between
men and
women and
coscious
effort to
equalize
responsibili
ties and
opportuniti
es between
genders
Activity Schedule: Outline how the program will be generally conducted day-to-day. Write
tentative activity titles
A. Formal Face-to-Face(F3)
ACTIVITY METHOD DURATION
GAD introduction / GAD as a tool for Organizational 2
Development Lecture
Gender Equality / Gender Gap Presentation / FGD / Processing 2
Salient Provisions of the Magna Carta of Women (MCW) - 2
RA 9710 Lecture
Review of the DBM, DILG, PCW, NEDA Joint Memorandum 2
Circular 2013-01 Lecture
B. Job-Embedded Learning(JEL)
ACTIVITY METHOD DURATION
Guidelines on the Localization of the Magna Carta of 2
Women Lecture
GAD Focal Point System Assign Teacback 2
GAD Planning and Budgeting Teachback
-GAD Mainstreaming
Processing
Propose an application of GAD as a Developmental tool Group work / Group presentation 2
Assessment Written Knowledge Check 2
Processing Debrief / Processing of lessons learned
Class Evaluation CEF
Materials: Identify what supplies, materials and equipment will be required to implement the
program e.g. LDC, manila paper, markers, etc.
Computers with Internet Access 4
Sheets of Paper 50
Projector 1
Tales 4
Chairs 20
White or Black Board 11
Chalk or whiteboard Marker 4
Flip Charts 1 roll
Monitoring and Evaluation: describe the M&E processes that are to be conducted as part of the
program implementation and identify the specific M&E tools that should be developed
The M&E process to be used in this training design is a metamorphosis of the Donald
Kirkpatrick’s model. The GE framework has been chosen for this purpose as the processes and
procedures of this fraew2ork is more suited to the topic. The GE framework consists of 4 stages
Preparatory Stage
Embeddded Feeddback Stage
Mega Stage
ROI Stage
Though the GE Framework is intended to be used for training large organizations whose
processes an procedures change very regularly, this method still targets the bottom line of
training, which is focused on change of behavior.
At the first stage, he preparatory stage, the Barangay level seminar was evaluated and worked
out what went well, what needs to e improved and only the substantial components are used to
be applied to the school level training.
On the 2nd stage, the embedded Feedback stage, this is when the Learners are observed and
gauged how much of the information are absorbed by the learners. This is the [point in the corse
where the learners were subjected to teaching back what they have learned and hey add value
by inputting their own research online. These data would be very useful to modify the course
accordingly as it progresses.
On the next stage, the Mega Stage, this is where most of the work in terms of the evaluation.It
is checked if the training has encouraged behavioral or cultural change.
The final sage, the ROI stage, is not factored in as the seminar design is not intended for profit.
Reviewed By:
PDRD-WG Head
Recommending Approval:
(T&D Chief/Chair) Date:
Certifying the Availability of Funds:
(Finance Officer) Date:
APPROVED:
Regional Director (for Regional Program Design)
Schools Division Superintendent (for Division/School Program Design)
Date:
BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS
A separate electronic file in excel format is available
Activity :_________________ Level: Region
Venue :_________________ Division
Date :_________________ Cluster
School
Please fill or shade the corresponding mode of professional development delivery
Mentoring Programs Coaching Programs
Professional Learning Teams Peer Observation Programs
Workshop Accredited Courses
Structured Professional Reading Personal Professional Reading
Practicum/School Visit Programs Online Learning Programs
External Consultant/Critical Friend Others: Please Specify_______
ITEM OF EXPENDITURE # Required Cost per Total # Amount
e.g. # of pax / Unit/Hour of days
units / sets / hr
A. Pre implementation
Designing / Materials Development
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea
Sub-total Pre implementation
B. Implementation
Live-in:
Accommodation & food
Live-Out:
Food
Training Materials
Equiment rental (specify)
Streamer / banner
Reproduction Cost
Travelling Expenses
Fares: Air
Land
Sea
Vehicle Rental
Terminal Fees
Toll Fees
Fuel
Subtotal Implementation
TOTAL A & B
Contingency 10%
GRAND TOTAL
Prepared by: Prepared by: Prepared by:
Designation:_______________ Designation:______________ Designation:
Date:_____________________ Date:____________________ Date:
Republic of the Philippines
Department of Education
