Institutionalization of Gender and Development in Extension and Training Services Programs

This study evaluates the gender and development (GAD) institutionalization in the extension and training services (ETS) program of the Laguna State Polytechnic University (LSPU) System. Specifically, it analyzes the GAD policy, program, and structure evaluation in the four campuses, determines the level and stage of GAD institutionalization in ETS using the phenomenological approach and Gender Mainstreaming Evaluation Framework (GMEF); and identifies the good practices and challenges and its factors. The qualitative data were gathered through interview, document reviews, and focus group discussions (FGD). Results showed that the institutionalization of GAD in the university ETS program is very near to the ideal GAD implementation. The programs lead towards empowering women and addressing inequalities and discrimination. The good practices are mostly reflected in the GAD plan of the University. With clear policies and strong support from the University president and the Administrative Council, it was able to deliver several programs that promote the rights and welfare of women.


Introduction
Pursuant to its mandates as one of the agencies responsible in implementing the Magna Carta of Women, the Commission on Higher Education (CHED) issued CMO No. 1 Series of 2015 which directs the institutionalization of the required policies, standards and guidelines to build internal capacities in mainstreaming GAD. This is within CHED and the various functions of higher education in accordance with the function of the state to exercise reasonable supervision and regulation of all educational institutions.
The Philippine Commission on Women defined GAD as "development perspective and process that is participatory and empowering, equitable, sustainable, free from violence, respectful of human rights, supportive of self-determination and actualization of human potentials." GAD, which started in the 1980s as Women in Development, does not specifically concern women but applies gender analysis to promote collaborations between men and women. It focuses on two frameworks: Gender Roles and Social Relations Analysis. The LSPU GAD Resource Center was created to support the University's vision, mission and strategic goals, as embodies in its strategic plan. The GAD plan recognizes the various commitment of the University under various gender related laws and policies with purpose of providing a mechanism for catalyzing and accelerating gender mainstreaming in the University towards the promotion of gender equality and equity so that gender equality will be the fundamental value reflected in the programs, projects and activities of the University This study generally aims to evaluate the institutionalization of GAD in the ETS program of LSPU. Specifically, the study analyzes the GAD policy, program, and structure in the four campuses, determines the level and stage of GAD institutionalization in ETS using the phenomenological approach and GMEF and identifies its good practices.
This study provides a framework for the educational institutions in the Philippines in the proper evaluation of GAD activities and programs. It is also a benchmark on the good institutional practices as well as the areas for improvement in the CHED's drive to mainstream gender and gender equality.

Institutionalization of GAD
Berger and Luckmann as cited by Miller and Paradis (2020) discussed institutionalization using the philosophical tradition of phenomenology. Institutionalization is a core process in the creation of social groups, which leads to the creation of an institution defined by habitualized actions, or behaviors that have been developed empirically and adopted by an actor or set of actors in order to solve recurring problems. Similarly, the current study embraced this definition in order to understand the essence of GAD and how it actually is institutionalized. Moreover, the phenomenological perspective in the evaluation process explains a particular phenomenon (GAD) through the perception of the actors (Respondents) in a situation.
In terms of habitualization, Tolbert as cited by Boubaker et.al (2021) notes that the earlier phenomenological studies of institutions reveal habitualization and objectification as the sequential processes involved in the formation of institutions. Habitualization involves the process of creating new structural arrangements while objectification pertains to the development of shared social meanings attached to actions. This also includes sedimentation or the process through which actions acquire the quality of exteriority. By exteriority, it means the degree to which typifications are experienced as having a reality of their own. This research paper took into account the stage that the institutionalization of GAD has reached, noting that GAD institutionalization at the University level was 'imposed' and enacted by law and did not emerge as a need. The HEIs were pushed by law to do GAD. This helps in the further examination of GAD institutionalization in LSPU.
Ostrom as mentioned by Malik & Fariha (2021) elaborated on ethno-methodological study of institutionalization. It highlighted the regularities of practices or the people's views, interpretations, and actual practices that make up the institutionalization, not the rules or what the guidelines and codes say about institutionalization. Although rules can shape thoughts and behavior, these do not determine institutionalization. People define and make the institution in thoughts and actions. Thus, ethno-methodological perspective guided the conduct of this study wherein the conceptual framework on GAD Program institutionalization as discussed by Franco et.al (2003) was adapted and enhanced. Boubaker, Harguem and Nyrhinen (2021) identified the three stages of institutionalization as habitualization, objectification and sedimentation.
Habitualization. It is the stage which structural arrangements are formed based on the established policies and procedures.
Objectification. It refers to the development of shared social meanings attached to people's behaviors, which relates to the development of consensus among adopters considering the value of the structure, and the increasing adoption of it. This consensus emerges through two mechanisms: monitoring and theorization. The former is performed by the organization as it observes its competitors in evaluating risks concerning the adoption while the latter attributes general and cognitive legitimacy to the structure. The structures that undergo the former process are considered in the semi-institutionalization stage (Postel, 2019). Sedimentation. It is when the shared meanings and arrangements and hence, people's behaviors became firmly established. Carvalho (2020) argued that understanding the classic concepts helps understand how sexist and sexist ideals have become intertwined culture. These have increasingly ingrained that practices of which have been naturalized over the years. As a process of mainstreaming, Susilorini et al. (2020) urged that government agencies and other private institutions have to build women capacity. This enhances gender equality and mainstreaming. Relevant to this, Musili (2020) argues that gender mainstreaming pertains to assessment of the consequences of any planned action, policy or initiative for women and men, in all fields and at all stages, before any decision is taken and throughout the entire process.

GAD Implementation in Academic Institutions
Several studies assessed the implementation of GAD in HEIs in the country. While The issue of GAD implementation on the HEIs do not only pertain to its implementation. There are studies proving on the awareness of the stakeholders on the GAD programs and projects. In the Polytechnic University of the Philippines Sto Tomas Branch, Sumadsad and Tuazon (2016) determined that the school community (faculty members, staff and students) were aware on GAD. However, these people were only moderately aware of gender issues and government agencies integrating GAD plan to programs, projects and activities. The study of Albaladejo (2016) showed similar findings that educational managers were "very aware" of the Republic Act 7192, known as Women in Nation building implementation while faculty members were only "moderately aware." While they were aware of the benefits of GAD, researches agree that there are problems in the implementation due to lack of support and unsustainable implementation.
According to Hernandez and Cudiamat (2017), the challenge remains as to the integration of gender-sensitive teaching strategy in most of the HEIs in the Philippines.
Accordingly, in the applied study on Gender and Development (GAD) in teaching Filipino Literature among Grade 8 learners using quasi-experimental design showed an increase in academic performance whenever students were exposed to the gender-sensitive teaching approach. In a similar study by Tarrayo, Potestades and Ulla (2021) using thematic analysis, it was revealed that GAD-related teaching methodologies enhance learners' critical thinking skills, promote inclusive and supportive learning environment, and increase awareness on the critical role of language in recognizing diversity. These were incorporated in the subject through instructional materials and teaching-learning activities, and teacher-student interaction.

Methodology
This qualitative study was conducted among the four (4) LSPU campuses namely Sta.
Cruz (main) campus, Siniloan (host) campus, Los Banos campus and San Pablo City campus.
The respondents of the study were the four (4) budget officers, the GAD Director, the three (3) GAD chairpersons, the ETS director, the three (3) ETS chairpersons, and the sixty-six units' heads of the two units among the four campuses. There were also twenty-five purposively selected beneficiaries of the various gender-responsive extension projects among the four campuses.
The study used phenomenological method. The Formal and informal interviews such as one-on-one interview and focus group discussions were conducted. Documents analysis was also applied wherein documents from the offices were used as basis for data collection. In terms of ethical considerations, anonymity and confidentiality were highly regarded. For the participants who did not want their statements recorded, assurance was given that the information would be concealed, subjected to strictest confidentiality and were used only for the purpose of this study. In terms of the documents retrieved, only the public data were disclosed.
The study conducted a people, policy, PPAs, and enabling mechanisms evaluation to analyze the institutionalization of GAD among ETS programs and projects. The ten core elements of gender responsive program enumerated in the Harmonized Gender and Development Guidelines (HGDG) were part of the designed evaluation tool in ensuring that the programs to be institutionalized will be useful and beneficial to all stakeholders. This evaluation tool required the involvement not only of the coordinators and administrators but also GAD Programs participants or the community stakeholders who directly experience the effects of the programs. is also meant to assist the Gender and Development Focal Point System (GFPS) members in measuring gains and successes as well as pinpoint areas for improvement in the way they mainstream the gender and development (GAD) perspective in the university.

GAD policy, program, and structure
Policy. The GAD manual was examined as part of the policy/process evaluation. This  Table 5.
The University utilized a total of P13,200,000.00 in total budget for its programs and activities in 2019. This comprises on 46.154% of the total GAD budget. Table 6 shows the summary of the budget allocation on the various programs and activities held in 2019.  600,000.00 2.098 Low level of coping up of both parents and left behind children and heightened anxieties over the potential care deficit in the home as well as a complex redefinition of economic and gender roles for left-behind-father or children.

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1,500,000.00 5.245 Lack of knowledge and training on Disaster Risk Reduction Management among women in the Community Level 1,000,000.00 3.497 Lack of involvement of women in environmental project and in income opportunity.
1,500,000.00 5.245 Low level of recognition of women's role in nation-building among students/faculty/stakeholders of LSPU/Lack of avenues and opportunities to raise awareness and appreciation on women's role in nationbuilding among faculty, students and community stakeholders 2,500,000.00 8.741 Low involvement of women in community programs and activity of LSPU. Structure. The last type of evaluation is the structure evaluation, which showed the actual practices of each LSPU Campus in relation to budgeting, implementing, monitoring, and evaluating programs. Each of the LSPU Campuses went through a process/policy evaluation, outcome/program evaluation, and structure evaluation.

Level and stage of GAD institutionalization
The GAD-related extension program of LSPU System was well implemented. This means that the support of the administration was evident which significantly contributes to the changes in the academic community. In compliance to national and international laws, Meanwhile, the level of GAD implementation is holistic as it involves participation of the various levels of management and benefits the various stakeholders in the community.
Based on the GMEF tool, LSPU is in the third stage of GAD institutionalization as evidenced by the establishment of focal system as planners and implementers, translation and incorporation of GAD into actual programs and projects, identification of institutional mechanisms such as funding and staff and the issuance of policies and guidelines to hasten the mainstreaming process. The GAD planning and budgeting have become strategic in terms of applying gender analysis in regular programs that result in either increased attribution of the GAD budget and/or more gender responsive programs.
The comparison of the four LSPU campuses showed that institutionalized programs are close to the ideal GAD. These campuses are still on the level of objectification as discussed by Boubaker (2021). This implies that LSPU GAD Unit still develops the shared social meanings as attached to the community's behaviors of conceiving, operationalizing and actualizing GAD in the university.

Good practices
The GAD Plan of the University mostly shows the good practices on GAD institutionalization in ETS programs. The conduct of GAD policy, program, and structure evaluation revealed that the existence of GAD Manual guarantees that ideal programs were delivered to the people. The University officials, policy-makers, and program implementers used the GAD Manual and GAD Plan in the kinds of programs that the university institutionalize. Most of the programs approved for GAD budget were scrutinized as to its gender-responsive initiatives. Another good practices is the use of HGDG and GMEF in the evaluation of the project proposals. These ensure that approved projects realize the goals and objectives of GAD.
The University has a GAD Desk to address immediate needs and concerns. Since the GAD Director is a certified trainer and member of the elite group PCW National GAD Resource Pool, it had direct coordination with the PCW. These are big factors in achieving the institutionalization of an ideal GAD in the academic community.
The application of gender analysis in regular programs results to either increased attribution of the GAD budget or more gender responsive programs. Some of the interventions imposed by the University are: a) gender efforts to produce intended or desired impact on women empowerment, and gender equality have been integrated and consolidated; │ 15 and b) GAD integration in the MFOs, mandates and performance indicators of the organization to ensure that GAD will be mainstreamed into the organization's operations.

Conclusion
This study analyzed the GAD institutionalization in the ETS program of the Laguna State Polytechnic University's four Campuses, namely: San Pablo, Siniloan, Sta. Cruz and Los Banos Campus. Specifically, it analyzed the GAD policy, program, and structure; determined the level and stage of GAD institutionalization; and identified good practices in GAD institutionalization. The phenomenological and ethno-methodological approaches were used through document analysis, interviews, FGD and GMEF. The respondents of the study were the four (4) budget officers, the GAD Director, the three (3) GAD chairpersons, the ETS director, the three (3) ETS chairpersons, and the sixty-six units' heads of the two units among the four campuses. There were also twenty-five purposively selected beneficiaries of the various gender-responsive extension projects among the four campuses.
The results of the evaluation showed that the University has all the required policy, program and structure for GAD. The policies are embodied in its GAD manual, the programs with budget allocations are provided in its activity plan and the structure clearly shows the key positions and their command and control channels. The overall rating is an indication that the gender mainstreaming effort of LSPU GAD in ETS PPAs had shown significant improvement. Based on the GMEF tool, LSPU is in the third stage of GAD institutionalization as evidenced by the establishment of focal system as planners and implementers, translation and incorporation of GAD into actual programs and projects, identification of institutional mechanisms such as funding and staff and the issuance of policies and guidelines to hasten the mainstreaming process. The comparison of the four LSPU campuses showed that institutionalized programs are close to the ideal GAD. The University demonstrates the maximization of project benefits through effective policies and process that are in place. Meanwhile, the administrative support and funds allocation greatly influence the implementation and success of various programs and activities.
The LSPU system, though efficiently practicing gender mainstreaming in its GAD related extension projects, programs and activities, has to proactively harmonize development planning with partners. In order to maximize exchanges of learning and knowledge in terms of GAD institutionalization, the University agenda must uphold institutional change that will build sustainability of gender mainstreaming. It should encourage the active engagements of different departments during the gender action plan (GAP) implementation. Although the programs were implemented, the links between GAD and other project outputs maybe unclear for the stakeholders. The University has to ensure that it becomes part of the organizational culture rather than mere program implementation.
The issue of gender mainstreaming in HEIs is timely and relevant to the current trends and developments in the education sector. There are numerous studies on genderneutral sectors but still limited are conducted in educational setting particularly teaching and learning. With the conceptual background presented in this study, focused studies on the various GAD programs and projects are highly encouraged.