Qualitative Lens on Gender and Development Programs of DepEd-Dagohoy District, Bohol Division

Abstract

This qualitative study investigated the implementation of the Gender and Development (GAD) Program in the DepEd-Dagohoy District of the Bohol Division. The evaluation utilized the OECD/DAC criteria, encompassing program relevance, effectiveness, efficiency, sustainability, and coherence. Data collection involved desk and document analysis of district and school GAD plans and related materials, as well as 16 key informant interviews with both high-level and direct implementers. The results demonstrate that the district's GAD objectives and activities generally correspond to beneficiaries' needs and foster increased teacher self-responsibility and engagement in gender-responsive programming. Key enabling factors included strong leadership from school principals, teacher cooperation, allocation of the 5% GAD budget within the school MOOE, and active involvement of district authorities in providing guidance and implementation. Resources were primarily allocated to capability-building initiatives, including teacher and learner training and seminars, in accordance with DepEd guidelines. Nevertheless, several persistent challenges were identified, such as inconsistent GAD awareness and understanding among personnel, limited monitoring and evaluation mechanisms, inadequate funding for all planned activities, weak collaboration with stakeholders and local government units (LGUs), scheduling conflicts arising from overlapping school programs, and substantial ancillary workloads that restrict participation. These findings inform targeted activities to strengthen district-level GAD systems and improve implementation effectiveness.