The Integration of the Gender and Development (GAD) principle in education is a pivotal step towards achieving gender equality that aimed to advancing gender equality and fostering social justice. This study investigated the extent of Gender and Development in the Gender-Responsive Basic Education Schools under Ministry of Basic, Higher and Technical Education, Bangsamoro Autonomous Region in Muslim Mindanao, (MBHTE, BARMM). It specifically determined the following extent of the integration of GAD principles in terms of gender equality, gender equity, gender sensitivity, non- discrimination, and human rights. Thus, the extent of the gender-responsive basic education in terms of: access to quality education, culture based-education and learners friendly school environment the significant relationship between the extent of the integration of GAD principles and gender-responsive basic education; and which GAD principles strongly predict the gender-responsive basic education. Through a quantitative method of research and descriptive-correlational design, the study was conducted among 246 sample respondents from secondary school teachers in the Schools Divisions of Cotabato City, Maguindanao Del Norte, and Maguindanao Del Sur. Simple random sampling technique using proportional allocation of the number of schools in each division was utilized. In the data-gathering, a self-made questionnaire was used. Furthermore, mean, pearson r correlation, and step-wise regression. As statistical tools. The study revealed that the integration of Gender and Development principles was highly evident in the secondary schools. It also revealed that the gender-responsive basic education in terms of access to quality education, culture-based education, and learner-friendly school environment is highly evident among schools of MBHTE. The study concludes that that teachers are integrating the said principles of gender and development to gradually eliminate gender-related violence, gender disparity, gender stereotypes and discrimination experienced by the learners in the school. Moreover, integrating the concepts of gender and development in the curriculum will lead to a more conducive and learner-friendly school environment where all learners have equal access to quality education with respect to their cultural background and gender preferences.
Talib-Bauda et al. (Thu,) studied this question.