Access to and success in higher education is shaped by various factors, including, but are not limited to, gender, gendered identities, and gender-related subjectivities. While there has been rich literature in gender-higher education nexus, the utilization of gender analysis in specific gender-stereotyped degree programs such as Criminology, although widely offered in the entire country, remains understudied. Recognizing the impressive progress of enterprising and mainstreaming GAD norms in the Philippines compared to its peers in Asia, there remains a need to understand how gender sets in motion beyond rhetoric and how it entangles everyday practices. This study attempts to interrogate the Criminology program’s temporal development and social determinants from the lenses of gender through trend analysis and in-depth interview methods.We found that Criminology in DOrSU is significantly male-dominated since the program commenced operations in 2009. Although unsurprising, it is worth noting that females record a higher survival rate than males. The latent gender issues and coping strategies contributing to the program’s notable trendwere also uncovered, providing a more comprehensive understanding of females and other non-masculine genders’ narrowed access to the program. To tighten the existing gender gap in Criminology, we recommend a policy reform that encourages gender-inclusive opportunities.

Many countries across the globe, including the Philippines, have implemented Gender and Development (GAD) policies to reduce gender biases and promote equality. However, mainstreaming efforts have been challenging due to the scarce availability of learning resources in the local context. This study is an initiative to provide the GAD Focal Point System (GFPS) in the Department of Education – City of Mati with a primary reference in training their GAD Focal Persons on Gender Sensitivity, GAD Planning, and Budgeting (GPB). The coverage is based on their learning needs and gaps determined through participatory strategies involving the school administrators, teachers, students, and parents. Also, the results of the gender audit using the Gender Mainstreaming Evaluation Framework (GMEF) are used as a baseline in module development. The framework presents strategic directions that agencies need to follow to advance across stages. It was found that Mati’s primary and secondary schools are in the initial stages of gender mainstreaming. As such, GAD’s basic concepts and definitions are introduced, along with various forms of gender-based violence and the appropriate mechanisms to address them aptly. The essential steps in planning and budgeting are also detailed, providing an active experience among the participants. It is imperative to sustain GAD capacity-building initiatives to catalyze a more directed and engaged policy framework.

Understanding mathematical concepts involve developing an intuitive grasp of the underlying ideas and principles that govern mathematical operations and relationships. The primary purpose of this study is to investigate the difficulties and coping strategies in understanding mathematical concepts. This study used an explanatory sequential research design through the collection and analysis of quantitative data followed by a qualitative inquiry. To collect data, the researchers developed questionnaires for the quantitative and qualitative inquiries, which were validated by external experts. The sample of the study for the quantitative part included conveniently selected 297 students from a private Higher Education Institution (HEI) in Tagum City, Davao del Norte, Philippines, in the academic year 2017-2018. In addition, seven (7) individuals among the respondents participated in the Key Informant Interviews (KIIs). This was followed by one session of Focus Group Discussion (FGD) which was also participated by seven first-year students enrolled during the second semester of S.Y. 2017-2018. Five skills areas were examined: number fact, arithmetic, language, informational, and visual. Based on the results, students find difficulties in understanding mathematical concepts, specifically in visualizing mathematical concepts and manipulating geometrical shapes and spaces meaningfully. The students also demonstrated difficulties in analyzing the problem, understanding the concept, identifying the correct solution, establishing the equation, and simplifying the expression. In addition, the students cope with the difficulties through perseverance, expert consultation, reading and studying, constant practice, and confidence building. Mathematics teachers are recommended to design need-based teaching strategies to optimize student learning.

Access to and success in higher education is shaped by various factors, including, but are not limited to, gender, gendered identities, and gender-related subjectivities. While there has been rich literature in gender-higher education nexus, the utilization of gender analysis in specific gender-stereotyped degree programs such as Criminology, although widely offered in the entire country, remains understudied. Recognizing the impressive progress of enterprising and mainstreaming GAD norms in the Philippines compared to its peers in Asia, there remains a need to understand how gender sets in motion beyond rhetoric and how it entangles everyday practices. This study attempts to interrogate the Criminology program’s temporal development and social determinants from the lenses of gender through trend analysis and in-depth interview methods. We found that Criminology in DOrSU is significantly male-dominated since the program commenced operations in 2009. Although unsurprising, it is worth noting that females record a higher survival rate than males. The latent gender issues and coping strategies contributing to the program’s notable trend were also uncovered, providing a more comprehensive understanding of females and other non-masculine genders’ narrowed access to the program. To tighten the existing gender gap in Criminology, we recommend a policy reform that encourages gender-inclusive opportunities.

Many countries across the globe, including the Philippines, have implemented Gender and Development (GAD) policies to reduce gender biases and promote equality. However, mainstreaming efforts have been challenging due to the scarce availability of learning resources in the local context. This study is an initiative to provide the GAD Focal Point System (GFPS) in the Department of Education – City of Mati with a primary reference in training their GAD Focal Persons on Gender Sensitivity, GAD Planning, and Budgeting (GPB). The coverage is based on their learning needs and gaps determined through participatory strategies involving the school administrators, teachers, students, and parents. Also, the results of the gender audit using the Gender Mainstreaming Evaluation Framework (GMEF) are used as a baseline in module development. The framework presents strategic directions that agencies need to follow to advance across stages. It was found that Mati’s primary and secondary schools are in the initial stages of gender mainstreaming. As such, GAD’s basic concepts and definitions are introduced, along with various forms of gender-based violence and the appropriate mechanisms to address them aptly. The essential steps in planning and budgeting are also detailed, providing an active experience among the participants. It is imperative to sustain GAD capacity-building initiatives to catalyze a more directed and engaged policy framework.