Sustainable Development Goal (SDG) 5: CSU on Gender Equality

5.1 Research on Gender Equality

5.1.1 Proportion of Female Authors

5.1.2 Gender Equality: CiteScore

5.1.3    Gender Equality: Publications

During the reference period, Caraga State University produced three peer-reviewed publications that collectively reflect its institutional commitment to promoting gender equality, inclusion, and the elimination of discrimination in all its forms. These works demonstrate how gender equality can be approached from multiple disciplinary lenses – social science, education, and applied mathematics – each contributing unique perspectives to the attainment of SDG 5 (Gender Equality). Together, these studies highlight the university’s dual focus on (1) understanding lived experiences of gendered marginalization and (2) developing quantitative and governance-based models that inform inclusive policy and practice.

Microaggressions on Students of Color (LGBTQ+): A Phenomenology

American Journal of Humanities and Social Sciences Research (AJHSSR), Vol. 8, Issue 9, 2024, pp. 123–140

Authors: Carl Manny A. Prochina and Desiree F. Gonzales, Caraga State University Graduate School

Publication Link: https://www.ajhssr.com/wp-content/uploads/2024/09/P24809123140.pdf?utm_source=chatgpt.com

This qualitative study represents a pioneering work on gender-based discrimination and inclusion in higher education within the Mindanao context. Through a phenomenological research design, the authors sought to understand the lived experiences of students identifying as members of the LGBTQ+ community – students of color who navigate subtle yet persistent forms of discrimination known as microaggressions. Semi-structured interviews with five LGBTQ+ college students revealed how everyday interactions within families, peer groups, classrooms, and community spaces expose them to recurring verbal, behavioral, and environmental slights that, though often unintentional, deeply impact their psychological well-being and academic engagement.

The study categorized microaggressions into types such as heterosexist or transphobic language, enforced heteronormativity, invalidations of gender identity, and assumptions of abnormality or pathology. Participants reported that these encounters fostered anxiety, self-doubt, avoidance behaviors, and lowered motivation to participate in academic or extracurricular activities. Despite these challenges, the research also documented significant resilience and adaptive coping: students turned to self-acceptance, peer support networks, artistic expression (notably dance), and spiritual reflection as mechanisms of empowerment.

Beyond description, the authors proposed concrete institutional responses: the implementation of gender-sensitivity and Safe Spaces trainings for both faculty and students; the establishment of counseling, psychosocial, and peer-support services; and the integration of Safe Spaces principles into student handbooks, class orientations, and personnel onboarding programs. These recommendations align closely with Republic Act 11313 (Safe Spaces Act) and the university’s own Safe Spaces Code (BOR Resolution No. 81-20, s. 2023).

By documenting the realities of gender-based microaggressions and offering actionable recommendations, this paper extends scholarly understanding of how gender identity intersects with learning, mental health, and institutional culture. It strengthens the empirical basis for gender-fair education policies and contributes directly to SDG 5 Targets 5.1 (end all forms of discrimination) and 5.A (adopt and strengthen enabling policies). The study has also inspired university-wide discussions on gender inclusivity and student protection mechanisms, reinforcing CSU’s vision of a campus where every learner is safe, valued, and free to express identity without fear of prejudice.

Achieving School-Based Management Level III: Practice, Experiences, and Challenges among Key Players

International Journal of Multidisciplinary: Applied Business and Education Research, Vol. 10, No. 2, June 2023, pp. 977–993
Authors: E. M. Alegre (Caraga State University) and A. C. Silabay (Department of Education – Agusan del Sur Division)

Publication Link: https://cosmosscholars.com/phms/index.php/ijmst/article/view/1360?utm_source=chatgpt.com

This mixed-method study examines the operationalization of School-Based Management (SBM) Level III accreditation standards in the Philippine basic education system. Conducted in the Division of Agusan del Sur, the research draws from survey data and qualitative interviews involving school heads, teachers, and education stakeholders to assess leadership practices, collaboration dynamics, and sustainability mechanisms that enable schools to maintain high SBM performance levels.

Findings show that schools with strong participatory governance achieve more effective program implementation and community trust. However, sustaining SBM Level III status requires not only administrative efficiency but also inclusive leadership and gender balance in decision-making bodies. The study underscores that women teachers and administrators play vital roles in shaping collaborative school culture, yet remain underrepresented in higher leadership tiers. To address this, the authors recommend institutionalizing gender-responsive leadership training, integrating Gender and Development (GAD) indicators into SBM assessment tools, and expanding mentorship programs for aspiring female school heads.

By situating gender equity within the context of educational governance, this publication extends the conversation on SDG 5 beyond access and protection to leadership, participation, and empowerment. It aligns with Target 5.5 (ensure women’s full participation and equal opportunities for leadership) by illustrating how inclusive management practices improve organizational resilience and accountability. Moreover, it bridges SDG 4 (Quality Education) and SDG 5, showing that gender-balanced leadership is an essential foundation for achieving equitable, high-performing schools.

An HIV/AIDS Epidemic Model with Media Coverage, Vertical Transmission, and Time Delays

AIMS Mathematics, Vol. 4, No. 5, 2019
Authors: T. R. Y. Teng, E. P. De Lara-Tuprio, and Jay Michael R. Macalalag (Caraga State University)

Publication Link: https://pubs.aip.org/aip/acp/article/2192/1/060021/756040/An-HIV-AIDS-epidemic-model-with-media-coverage?utm_source=chatgpt.com

Complementing CSU’s social and educational research outputs, this interdisciplinary publication demonstrates how applied mathematics and public-health modeling can inform policies that support gender equality and reproductive rights. The study formulates a nonlinear time-delay differential model for HIV/AIDS transmission that incorporates three key real-world factors:

1. Vertical transmission (mother-to-child infection during pregnancy or childbirth),
2. Mass media coverage as a behavioral modifier influencing awareness and preventive practices, and
3. Time delays representing incubation and behavioral response periods.
   
   

By analyzing system dynamics under varying conditions of awareness and health-seeking behavior, the model identifies threshold parameters that determine whether the infection will persist or diminish within a population. Results show that sustained media education and early detection significantly reduce transmission rates and mortality, whereas neglecting awareness campaigns leads to resurgence even in low-risk groups.

Although mathematical in nature, the study’s implications are deeply gender-relevant. It highlights the disproportionate vulnerability of women and sexual minorities to HIV infection due to biological, cultural, and socioeconomic factors, and underscores the importance of media-driven education, maternal health interventions, and equitable access to prevention services. The inclusion of vertical transmission explicitly situates reproductive health as a critical element of gender equality, echoing SDG 5 Target 5.6 (ensure universal access to sexual and reproductive health) and intersecting with SDG 3 (Good Health and Well-Being).

Through quantitative modeling, the research contributes to evidence-based policymaking by providing tools that policymakers can adapt for resource allocation, awareness planning, and health-risk assessment in developing regions. It also affirms CSU’s capability to engage in globally relevant, interdisciplinary scholarship that connects the mathematical sciences with the social imperatives of gender, health, and equity.

Taken together, these three publications present a comprehensive research landscape of how Caraga State University addresses gender equality across diverse dimensions:

• Socio-cultural inclusion and protection, through the phenomenological study on LGBTQ+ microaggressions;
• Leadership and empowerment, through the analysis of gender-balanced governance in school management; and
• Health and well-being, through mathematical modeling of epidemic dynamics that disproportionately affect women and marginalized groups.

Thematically, these works reinforce one another: the first amplifies marginalized voices and advocates for inclusive campus environments; the second promotes structural inclusion through equitable leadership; and the third situates gender equality within health systems and reproductive rights. Collectively, they demonstrate CSU’s maturing research portfolio that links academic inquiry with policy relevance, embodying the university’s mission to serve as a LaunchPad of Global Talents and Innovators advancing equitable and sustainable development in Mindanao and beyond.

Through interdisciplinary scholarship that ranges from qualitative social research to applied modeling, Caraga State University positions itself as a regional leader in translating gender equality principles into data-driven, actionable knowledge. These publications not only fulfill academic metrics but also shape institutional policy, inform community outreach, and build the evidence base for inclusive education, health, and governance—thereby solidifying CSU’s contribution to the global pursuit of gender equality.

5.2       Proportion of first-generation female students

The University continues to expand equitable access to higher education for women, particularly those from first-generation and low-income backgrounds across the Caraga Region in Mindanao. In Academic Year 2024–2025, 736 female students began degree programs out of 1,247 total entrants, representing 59 percent of the incoming class. This strong gender balance demonstrates the institution’s success in maintaining inclusive admissions and ensuring that women—especially those from rural, indigenous, and underserved areas—have the opportunity to pursue tertiary education.

Located in the Caraga Region, which has a population of 2.86 million (Philippine Statistics Authority, 2024), the University serves a region characterized by high poverty incidence and limited access to higher education among first-generation learners. Approximately one-fifth of Caraga’s population falls within the 15–24 age bracket (University of the Philippines Population Institute, 2023), emphasizing the need for higher-education institutions to provide pathways for women who are the first in their families to enter university.

This indicator supports UN SDG target—to end all forms of discrimination against women and girls—by evidencing how the University actively enables access for disadvantaged female students. Continuous data collection and verification through the Admissions and Registrar’s Offices are being strengthened to ensure that future cohorts can be accurately tracked for first-generation status, retention, and progression.

Through gender-responsive outreach, scholarships, and student-support programs, the University affirms its role as an inclusive institution fostering educational equity and empowerment of women in the Caraga Region.

Sources:
 – Philippine Statistics Authority (2024), Highlights of Region XIII (Caraga) Population Census 2024.
 – University of the Philippines Population Institute (2023), Regional Youth Profile: Caraga.

List of Students: First Generation to Enrol in College (2024-2025).xlsx

5.2.1    Indicator: Proportion of women first-generation

The University is finalizing a first-generation identification process integrated into its admissions data system for implementation beginning AY 2025. Under this scheme, new students will self-report whether they are the first in their immediate family to attend tertiary education. This approach will allow precise measurement of the proportion of first-generation women students, ensuring compliance with THE methodology.

While disaggregated data are under collection, preliminary student-background information indicates that a significant share of incoming women originate from families without prior university graduates—consistent with regional socio-economic characteristics of Caraga, where tertiary-education participation remains below the national average.

This initiative demonstrates institutional commitment to evidence-based inclusion monitoring, enabling the University to target scholarships, mentoring, and retention programs for first-generation female students. The metric reflects both gender equity and social mobility goals, translating the University’s inclusive admissions policy into measurable outcomes that advance SDG 5 Target.

5.3       Student Access Measures

The university has established clear Student Access Measures to actively ensure women’s successful entry and participation in Higher Education, a metric that contributes 13 points (15.40% of the SDG score) to the university’s institutional ranking. This effort goes beyond simple enrollment targets, focusing on establishing a fully supportive and equitable academic ecosystem. The commitment is demonstrated through the regular Conduct of Gender Sensitivity Training for Students and Faculty, a core activity that promotes essential awareness and cultivates a culture of mutual respect and gender-fair behavior throughout the campus community, directly addressing potential cultural and social barriers that could hinder female access.

The second pillar of CSU’s access strategy centers on embedding gender sensitivity into the learning experience itself. This is achieved through the Conduct of Training in Integrating Gender Sensitivity in Developing Instructional Materials, an activity that ensures all educational resources—from curricula to textbooks—are free from bias and actively promote inclusivity. This action is vital, as it removes subtle, systemic disadvantages that can impact a woman’s confidence and progress, making the academic environment welcoming and relevant. These trainings, targeting both the delivery and content of education, are crucial internal mechanisms that assure quality and fairness, benefitting the university by improving student engagement and retention rates for all learners.

CSU solidifies its commitment through rigorous external validation and systematic reporting. The university’s institutional compliance is regularly confirmed via the Conduct of GMEF Validation (Gender Mainstreaming Evaluation Framework), which is assessed by external bodies like the Philippine Commission on Women (PCW). This external audit provides accountability and guarantees that the university’s access mechanisms meet national standards. This commitment is further supported by the Reporting of the Gender Parity Report, a mechanism that systematically tracks women’s progress to enable evidence-based policymaking. Collectively, these actions ensure that CSU not only opens its doors to women but also continuously monitors and improves the systems necessary to empower female students, thereby fulfilling its role in advancing societal gender equality as a whole.

5.3.1    Tracking Access Measures

The Caraga State University (CSU) PRIME-HRM Unified System Hub (PUSH) is the institution’s designated technical instrument for satisfying the “Tracking access measures” indicator, focusing on systematically measuring and tracking women’s application and entry rates. This critical function is executed primarily through the PUSH-RSP (Recruitment, Selection, and Placement) module, which automates the entire personnel process, thereby ensuring that recruitment, selection, promotion, and induction are transparent and merit-based.

The system’s strength in tracking access lies in its capacity for the systematic collection and continuous monitoring of sex-disaggregated records for every applicant. This detailed data allows the Human Resource Management Office (HRMO) to perform precise analysis of women’s specific application rates and their subsequent acceptance or entry rates at every stage of the hiring pipeline. This evidence-based monitoring ensures proactive compliance with the Equal Employment Opportunity Principle (EEOP), providing crucial data for strategic workforce planning and affirming CSU’s commitment to fair, inclusive, and data-driven human resource practices consistent with GMEF and SDG 5.

The attached image is a reference from the CSU PRIME-HRM Unified System Hub (PUSH)-RSP (Recruitment, Selection, and Placement) module, which serves as the institution’s technical instrument for Tracking Access Measures of personnel. The screen, labeled “Personnel Requests for Assessment,” demonstrates the system’s function in monitoring the recruitment pipeline. It shows various open positions, such as Project Technical Assistant I and Admin. Aide VI – Clerk III, along with key sex-disaggregated data points relevant to access tracking, including the Date of Request, Expected Term of Service, Status (e.g., “Pending for Assessment,” “Finalized On 2024-07-29”), and the Number of Applicants who have applied for each role, such as “33 job-seeker applied” and “49 job-seeker applied.” This live, systematic documentation of requests and application numbers provides the verifiable evidence required for the Human Resource Management Office (HRMO) to perform precise analysis of women’s specific application and entry rates at every stage, thus affirming CSU’s data-driven commitment to Equal Employment Opportunity Principle (EEOP) and SDG 5.

Evidence Highlights

1. PRIME-HRM Unified System Hub:
2. PRIME-HRM Panel
3. PRIME-HRM Request Assessment Interface
4. PRIME-HRM Unified System Hub

5.3.2    Policy for Women Applications and Entry

Year:   In place by 2024

The University upholds the principles of equal opportunity and non-discrimination in all aspects of recruitment, selection, and employment. Institutional policy explicitly ensures that employment decisions are based solely on merit, qualifications, and competency, and not influenced by personal characteristics or circumstances such as age, sex, gender identity or expression, sexual orientation, civil status, socioeconomic status, family responsibilities, race, ethnicity, religion, physical condition, union membership, or political belief.

This commitment is institutionalized through the issuance of the Operational Guidelines on Equal Employment Opportunity Principles (EEOP) under OP Memorandum Order No. 351, Series of 2024, and reaffirmed in subsequent communications such as Memorandum Order No. 73, Series of 2025, which directs the observance of gender-related advocacy activities. These policies ensure that women applicants and employees are accorded equal access to employment and advancement opportunities within the University.

The operationalization of the EEOP provides a structured mechanism to safeguard fair recruitment and promotion processes, strengthen gender mainstreaming, and reinforce the University’s compliance with national and international commitments to gender equality in public service employment.

Documented evidence, including official memoranda and dissemination to all university officials and employees, confirms the institutionalization and continuous implementation of this policy promoting equality, equity, and fairness in employment practices.

Evidence highlights:

A. Memorandum Order No. 73, s, 2025

Celebration of National Women’s Month: Health, Wellness, and Advocacy Activities:
 Memo No. 73, S. 2025

B. OP Memorandum Order No. 351, s. 2024

Operational Guidelines on Equal Employment Opportunity Principles (EEOP):
 OP Memo No. 351, S. 2024

5.3.3    Women’s Access Schemes

In 2024, Caraga State University (CSU) operationalized its Women’s Access Schemes within the framework of the CSU Safe Space Code, pursuant to BOR-Res.-No.-81-20-S.-2023, Section 5: Policy on Non-Discrimination Against Women and Members of the LGBTQIA+ Community. These schemes institutionalize equitable access to university programs, resources, and services for women and members of the LGBTQIA+ community, ensuring compliance with anti-discrimination policies and gender-responsive standards.

Programmatic implementation emphasizes procedural safeguards, monitoring mechanisms, and reporting protocols to prevent and address discriminatory practices in all spheres of campus life, including academic, administrative, and co-curricular activities. The codification of these access measures strengthens the policy architecture on gender equity and inclusion, creating a systematic approach to a safe, nondiscriminatory, and participatory environment.

The Women’s Access Schemes align with broader regulatory and institutional mandates on diversity and inclusion, providing a structured pathway for identifying barriers to participation, allocating targeted support, and evaluating program impact through measurable indicators. These mechanisms ensure that policy objectives translate into operational outcomes that are transparent, accountable, and sustainable.

Evidence Highlights:

A. CSU Safe Space Code :        
            CSU SAFE SPACE CODE.pdf

B. BOR RES. NO. 81-20, s.2023

Caraga State University Board of Regents Resolution Approving the Proposed Safe Spaces Development Program of Caraga State University

            BOR-Res.-No.-81-20-S.-2023-Safe-Spaces-Devt-Program.pdf

C. Special Order No. 534, s(1), 2025

Reconstitution of the Univeristy COmmittee on Decorum and Invetisgation (CODI) on Sexual Harassment:  S.O. No. 534, s (1). 2025 [Reconstitution of the University Committee on Decorum and Investigation (CODI) on Sexual Harassment Cases]

D. Special Order No. 768, s(1), 2025

Reconstitution of the CSU Cabadbaran Campus Committee on Decorum and Investigation (CODI) on Sexual Harassment Cases: 
S.O. No. 768, s. 2025 [Reconstitution of the CSU Cabadbaran Campus Committee on Decorum and Investigation (CODI) on Sexual Harassment Cases]

5.3.4 Women’s application in underrepresented subjects

Caraga State University (CSU) has long demonstrated its commitment to advancing women’s participation in science, technology, engineering, and innovation, fields that have historically been male-dominated. Through its Gender and Development (GAD) initiatives, SDG 5 Gender Equality programs, and the Gender Equality and Social Inclusion framework, the University continuously creates pathways that encourage women to pursue studies and careers in underrepresented disciplines.

CSU’s proactive approach integrates gender inclusivity across all academic levels and outreach programs. Under its Sustainability and Social Inclusion platform, CSU ensures that women are equally represented in Science, Technology, Engineering, and Mathematics (STEM) programs by promoting mentorship opportunities, research involvement, and scholarship support for women in these fields. The University’s communication materials and outreach activities emphasize that gender should never be a barrier to education or innovation—positioning CSU as a leading advocate for inclusive excellence in higher education within Mindanao.

Partnerships with local government units, industry collaborators, and academic networks further strengthen CSU’s advocacy for women in STEM and technical disciplines. Through university-hosted forums, student organizations, and mentorship circles, female students are encouraged to take leadership roles, engage in research, and participate in innovation-driven projects that contribute to regional development.

These ongoing efforts reflect CSU’s broader institutional culture of empowerment, diversity, and equity, where women are not merely participants but catalysts of transformation in areas traditionally underrepresented by their gender. Such practices embody the University’s firm alignment with UN SDG 5 (Gender Equality), specifically Target 5.1 (end all forms of discrimination) and Target 5.A (adopt and strengthen policies for equality and empowerment of women).

CSU’s strong female representation in engineering, technology, and environmental science programs underscores its success in cultivating inclusive academic environments that inspire women to lead in innovation and sustainability. These outcomes reaffirm the University’s reputation as a trailblazer for gender-inclusive education in the Caraga Region and the broader Philippine higher-education landscape.

Gender Equality & Social Inclusion page: https://sustainability.carsu.edu.ph/gender-equality-and-social-inclusion/ Sustainability

SDG 5: Gender Equality page: https://sustainability.carsu.edu.ph/sustainable-development-goal-sdg-5-gender-equality/ Sustainability

General SDG Commitment page: https://www.carsu.edu.ph/sustainable-development-goals/

5.4       Proportion of Senior Female Academics

The Proportion of Senior Female Academics metric measures the extent to which Caraga State University (CSU) promotes women into leadership and decision-making positions, ensuring that gender balance is reflected at all levels of university governance. This metric contributes 15.40% to the overall score under this Sustainable Development Goal (SDG).

Based on the Gender Mainstreaming Evaluation Framework (GMEF) Audit and verified data submitted by the Human Resource Management Office (HRMO), CSU demonstrates a consistent commitment to gender equity in leadership across its two main campuses.

Across both campuses, CSU achieves gender-balanced representation at the Top Management level (50% female), a notable indicator of inclusive leadership. Middle Management also demonstrates near parity, while Technical Staff levels maintain a strong female presence.

This balanced representation at the highest tiers of university administration underscores CSU’s success in ensuring that women hold critical roles and authority within institutional governance structures. Such outcomes directly align with the objectives of the Gender Mainstreaming Evaluation Framework (GMEF) and the United Nations Sustainable Development Goal (SDG) 5.5, which calls for the full and effective participation of women and equal opportunities for leadership at all levels of decision-making in political, economic, and public life.

Evidence Highlights:

A. CSU Disaggregated Employee:

CSU Disaggregated

B. Facebook Post:

𝐆𝐌𝐄𝐅 𝐁𝐚𝐬𝐞𝐥𝐢𝐧𝐢𝐧𝐠 & 𝐕𝐚𝐥𝐢𝐝𝐚𝐭𝐢𝐨𝐧 𝐒𝐞𝐬𝐬𝐢𝐨𝐧 𝐟𝐨𝐫 𝐒𝐔𝐂𝐬 𝐢𝐧 𝐑𝐞𝐠𝐢𝐨𝐧𝐬  

5.4.1 Indicator: Proportion of Senior Female Academics

The Proportion of Senior Female Academics indicator measures the Full-Time Equivalent (FTE) number of academic staff who hold senior status within the University, referring to those occupying leadership and management positions such as Deans, Directors, Associate Deans, Division Chiefs, and comparable administrative roles. The data for the year 2024 are based on the GMEF Audit Pre-Work under the indicator “Do women assume critical roles and authority in the organization?” as verified by the Human Resource Management Office (HRMO) of Caraga State University (CSU).

At the Butuan City Campus, gender distribution across various levels of leadership demonstrates near parity. Top Management posts are evenly distributed between men and women, each having four (4) representatives, resulting in 50% female representation. Middle Management positions show a similar balance with nineteen (19) men and eighteen (18) women or 49% female representation, while the Technical Staff level indicates a stronger female presence with 358 men and 433 women or 55% female representation.

In the Cabadbaran City Campus, the data reflect a comparable pattern of gender inclusivity. Women hold half of the Top Management positions with five (5) men and five (5) women, indicating 50% female representation. In Middle Management, women outnumber men with fifty-six (56) women compared to thirty-three (33) men, resulting in 63% female representation. The Technical Staff level shows a slightly higher number of men (116) compared to women (93), or 44% female representation.

When data from both campuses are combined, Caraga State University records a total of 1,144 academic and technical personnel, composed of 535 men and 609 women, achieving an overall female representation of 53.2%. This includes a balanced 50% female representation in Top Management, 59% in Middle Management, and 53% in Technical Staff positions.

These figures indicate that CSU has achieved gender balance in senior academic and technical leadership positions, with women holding substantial authority and influence in institutional governance and decision-making processes. The consistent representation of women across all employment categories reflects CSU’s firm adherence to equal employment opportunity principles and its active compliance with the Gender Mainstreaming Evaluation Framework (GMEF) and the United Nations Sustainable Development Goal (SDG) 5.5, which advocates for women’s full and effective participation and equal opportunities for leadership in higher education institutions.

Evidence Highlights:

A. CSU Disaggregated Employee:

CSU Disaggregated

B. Facebook Post:

GMEF Baselining & Validation Session for SUCs in Regions

5.5.      Proportion of Women Receiving Degrees

At Caraga State University, the proportion of women receiving degrees has shown a notable presence across various programs, reflecting the institution’s commitment to gender equality in higher education. Women consistently constitute a significant percentage of graduates in disciplines such as education, nursing, social sciences, and business-related courses. This trend highlights not only the active participation of women in pursuing higher education but also the university’s supportive environment that encourages female students to achieve academic excellence and professional competence. The increasing enrollment and graduation rates of women underscore the success of CarSU’s initiatives in providing equitable opportunities for all students regardless of gender.

Furthermore, the proportion of women graduating from programs traditionally dominated by men, such as engineering, information technology, and agricultural sciences, has also been gradually increasing. This shift demonstrates CarSU’s efforts to break gender stereotypes and promote inclusive access to all fields of study. By fostering an environment that values diversity and gender inclusivity, the university enables women to pursue careers in areas where they have been historically underrepresented. These outcomes reflect CarSU’s broader commitment to the Sustainable Development Goal of gender equality, ensuring that female students not only complete their degrees but are also empowered to contribute meaningfully to their communities and professions.

This is defined as the number of women who are awarded a degree, divided by the total number of students who are awarded a degree. The data are provided as headcounts. The dat   a is subject-weighted against three broad areas: STEM; medicine; and arts, humanities and social sciences.

The metric is set to ensure that women that are admitted to university graduate at an appropriate rate. The metric relates to the UN Targets 5.1. This indicator is normalised and is worth 11.50% of the score in this

SDG (equivalent to 2.99% of the overall score).

The image above is the essential Material of Verification for Indicator 5.5.1 (Proportion of Women Receiving Degrees) by detailing the graduate headcount disaggregated by subject area. The document provides a quantitative foundation for calculating the proportion of female degrees awarded, showing that for the 2nd Semester of AY 2023–2024, the CSU Main Campus recorded a Grand Total of 766 graduates. This total is categorized into two broad areas: 526 graduates from Science, Technology, Engineering, and Mathematics (STEM) programs, encompassing the Colleges of Computing and Information Sciences, Engineering and Geo-Sciences, and Mathematics and Natural Sciences; and 240 graduates from Arts, Humanities, and Social Sciences programs, represented by the College of Humanities and Social Sciences. This systematic tracking confirms the university’s institutional capacity to report graduate headcounts by the three subject-

weighted areas (STEM and Arts/Humanities/Social Sciences) as required by the metric, which directly demonstrates compliance with SDG 5.5.1 reporting standards.

Evidence Highlights:

A. # of Graduates

Stem, and Human and Social SciencesTEM AND HUMAN AND SOCIAL SCIENCES

5.5.1      Indicator: Proportion of female degrees awarded and number of graduates by subject area (STEM, Medicine, Arts & Humanities/ Social Sciences)

Caraga State University demonstrates its unwavering commitment to Sustainable Development Goal 5 (SDG 5): Achieve gender equality and empower all women and girls, by ensuring equitable access, participation, and achievement of students across all disciplines. The University integrates gender equality principles into its academic and institutional policies, reflecting a culture that values diversity, inclusivity, and merit-based advancement.

In 2024, Caraga State University produced a total of 1,330 graduates across all academic levels, underscoring its sustained contribution to inclusive higher education. Of this total, 1,011 graduates were from Science, Technology, Engineering, and Mathematics (STEM) programs, while 319 graduates were from Arts, Humanities, and Social Sciences, including Education. No graduates were recorded in Medicine, as the University does not currently offer a medical program.

Gender-disaggregated data highlight a strong presence of women in both STEM and non-STEM disciplines. In 2024, female graduates in STEM fields reached 618, representing 61.1% of all STEM completers, while female graduates in Arts, Humanities, and Social Sciences totaled 225, or 70.5% of graduates in these fields. These figures signify the University’s success in advancing women’s participation in areas traditionally dominated by men, particularly in STEM.

Through gender-responsive education policies, capacity-building programs, and the integration of gender sensitivity in curriculum and instructional materials, Caraga State University continues to champion an academic environment that upholds equality, inclusivity, and empowerment. This report draws on data from the University’s Gender Parity Report and the Presentation for the Training on Integrating Gender Sensitivity in Developing Instructional Materials, which collectively demonstrate CSU’s progress and leadership in mainstreaming gender equality in higher education and contributing to the achievement of SDG 5.

Evidence Highlights:

A. Gender Parity Report:

Gender Parity Report Compilation

B. Presentation for the Training in Integrating Gender Sensitivity in Developing Instructional Materials:

 GAD-IM-Opening-Remarks.pdf

5.6.      Women’s Progress Measures

Caraga State University (CSU) demonstrates its profound commitment to SDG 5: Gender Equality through the institutionalization of systematic mechanisms designed to measure and track women’s professional advancement and recognition within the university community. This is primarily achieved through the combined framework of the Program on Awards and Incentives for Service Excellence (PRAISE) and the high-profile HERstory: Honoring CSU’s Exemplary Women search. These integrated initiatives serve as verifiable instruments for Tracking Access Measures (Indicator 5.3.1), providing crucial, measurable data on women’s participation and influence across all sectors of the university. This measurable commitment to gender inclusivity and empowerment accounts for a significant 28 points (15.30%) of the university’s total SDG score.

The PRAISE program functions as the continuous, internal mechanism that systematically tracks and documents the professional achievements, performance, and leadership progression of female employees, compiling a verifiable record of success across all service sectors. Complementing this, the HERstory search formally identifies and honors these champions of progress, spotlighting exceptional dedication across the university’s core pillars. The recent awardees powerfully embody these criteria, with recognition going to Dean Engr. Anamarie Pondog-Sajonia for the Academic Category, Director Engr. Marilou Umpad for the Administrative Category, and Dianah Myra Salazar in the Student Category. These documented results, such as the PRAISE awardees list for 2024 and the formal mechanics outlined in Memorandum Order No. 61, s. 2025, provide definitive evidence of the tracking system’s function and output.

The integrity and institutional depth of this recognition process are affirmed by the rigorous external evaluation mandated for the HERstory selection. The process relies on a distinguished Panel of Judges composed of members from the Regional Development Council – Regional Gender and Development Committee (RDC-RGADC), including representatives from the Philippine Commission on Women (PCW), the Commission on Higher Education (CHED – Region XIII), and the Commission on Human Rights. This reliance on external governance bodies for the evaluation and confirmation of awardees demonstrates that the success celebrated flows from sustained, measurable institutional action supported by a wide range of bodies, validating the university’s holistic and measurable approach to gender equity.

The image on the left introduces the “HERstory” program, described as “A University-Wide Search for Exemplary Women.” The image on the right highlights the Evaluators for the 2025 HERstory search, featuring the judges: Emilia S. Mangayao, Freideisminda B. Ahunan, Sam Chasabci, and Eidson Alejo, underscoring the rigor and institutional support for the recognition process.

Evidence Highlights:

A. Activity Report:

1. Integrating Gender Sensitivity In Instructional Materials Development: Gender Sensitivity Training For CMNS Faculty And Staff
2. Gender Sensitivity Training for CSU Personnel
3. GST for PADI
4. Activity Report
5. Activity Report

B. Submission of Party Report:

1. Submission of Partial Comparative Report on Gender Parity in Educational Attainment and Graduate.pdf

C. GMEF Validation Invitation:

1. CSU (5).pdf
2. Caraga State University – GMEF Pre-Work

D. Facebook Posts:

1. Gender Sensitivity Training for PADI Officers & Members Training on RA 11313
               2.  HERstory: A University-Wide Search for Exemplary Woment
2. 𝗣𝗔𝗦𝗜𝗗𝗨𝗡𝗚𝗢𝗚 𝟮𝟬𝟮𝟰

E. Memorandum Order No. 61, s. 2025:

            “Mechanics for Herstory and Purple Friday Activities”

            Memo No. 61, s. 2025

5.6.1    Policy of Non-Discrimination against Women

Year:   In place by 2024

This comprehensive policy establishes the University’s zero-tolerance stance toward all forms of gender-based violence, sexual harassment, and discrimination, in accordance with Republic Act 11313 (Safe Spaces Act), RA 7877 (Anti-Sexual Harassment Act of 1995), CSC Memorandum Circular No. 11 s. 2021, and CHED CMO No. 3 s. 2022.

Republic Act 11313, known as the Safe Spaces Act or the Bawal Bastos Law, is a Philippine law that expands protection against gender-based sexual harassment. RA 11313 defines gender-based sexual harassment as any unwanted, intrusive, or lewd behavior that targets a person because of their gender, identity, or perceived weakness. These include:

• Catcalling, unwanted comments, and lewd gestures
• Sexual jokes and offensive remarks
• Stalking and following someone without consent
• Flashing, groping, or public sexual advances
• Sending unwanted sexual messages or media (photos, videos, emojis)
• Online shaming, threats, and harassment
• Creating fake accounts to intimidate or humiliate someone

The law recognizes that sexual harassment is not always loud or dramatic. Sometimes it hides in the quick whistle from a stranger, a lingering stare on the train, or an unsolicited message that turns a phone into a trap.

In 1995, the Philippines passed Republic Act 7877, known as the Anti-Sexual Harassment Act, at a time when many people struggled to speak out against abuses in workplaces, schools, and training environments. The law became a turning point. It recognized sexual harassment as more than poor behavior. It defined it as a violation of dignity and a misuse of power.

The Anti-Sexual Harassment Act of 1995 is a Philippine law created to protect people from sexual harassment in workplaces, schools, and training environments. Think of it as a shield that tells everyone: “Respect is not optional.” It defines sexual harassment as any unwelcome sexual advance, request for sexual favor, or act of a sexual nature made by someone who has power, influence, or authority over another person.

The law covers a range of unwelcome acts, including:

• Direct or indirect requests for sexual favors
• Threats or promises related to employment, promotion, grades, or privileges
• Acts that create a hostile, intimidating, or offensive environment
• Verbal or physical advances tied to the authority of the offender

Even when the harasser claims the act was a joke or harmless, the law focuses on how the behavior affects the victim.

In 2021, the Civil Service Commission issued Memorandum Circular No. 11, s. 2021 to help government offices fully apply the Safe Spaces Act (RA 11313). While the law protects people from gender-based sexual harassment in all spaces, the circular explains how public sector offices must carry out those rules inside government workplaces.

The circular acts like a handbook. It tells government agencies what systems they must set up, how they should respond to complaints, and what standards they need to follow to keep offices safe and respectful.

CSC MC 11 s. 2021 aims to:

• Guide all government agencies in enforcing the Safe Spaces Act
• Set clear procedures for handling gender-based sexual harassment cases
• Strengthen protection for employees, clients, and visitors
• Promote a safe and respectful workplace culture in the public sector

In 2022, the Commission on Higher Education released CMO No. 3, s. 2022 to help colleges and universities fully implement the Safe Spaces Act (Republic Act 11313). The goal is simple but important. Every campus should be a place where students and personnel feel protected from gender-based sexual harassment in classrooms, hallways, online platforms, and all school-related spaces.

CHED saw that safety in learning environments does not happen automatically. It requires clear policies, organized systems, and shared responsibility. The memorandum guides higher education institutions on how to build these safeguards.

CHED CMO 3 s. 2022 aims to:

• Establish standard guidelines for implementing the Safe Spaces Act in higher education
• Ensure protection for students, faculty members, non-teaching staff, and visitors
• Help schools create prevention programs and response mechanisms
• Promote a respectful and gender-sensitive campus culture

It provides a structured way for schools to transform legal requirements into daily practice.

Section 5 of the Code explicitly provides a Policy on Non-Discrimination Against Women and Members of the LGBTQIA+ Community, ensuring that women and gender-diverse individuals are given equal access to educational opportunities, programs, decision-making, and advancement in both academic and employment contexts. It guarantees protection from bias in recruitment, promotion, and professional development, affirming CSU’s commitment to a safe, inclusive, and equitable environment for all.

The Code institutionalizes mechanisms for prevention, reporting, and redress, including the Committee on Office Decorum and Investigation (CODI), which upholds due process and safeguards complainants from retaliation. It also mandates gender-sensitivity and anti-sexual-harassment training every three years for all students and personnel, and integrates the Safe Spaces principles into onboarding, pre-deployment orientations, Memoranda of Agreement, and University handbooks.

By formally adopting and publishing this Code in 2023, CSU has reviewed and updated its gender-protection framework within the 2020–2024 period, aligning institutional policies with national law and the targets of UN SDG 5 (Gender Equality)—particularly 5.1 (eliminate discrimination) and 5.5 (ensure women’s full participation and leadership).

Evidence highlights

A. GAD Grievance Tracker:

 GAD Grievance Tracker

5.6.2    Non-Discrimination Policies for Transgender

The university upholds equality, inclusivity, and respect for gender diversity through the Caraga State University Safe Spaces Code, enacted under BOR Resolution No. 81-20, s. 2023. This Code embodies CSU’s institutional policy of non-discrimination for transgender individuals and members of the LGBTQIA+ community, ensuring their full participation in academic, professional, and social life without fear of exclusion, stigma, or bias.

While the Philippines does not yet have a comprehensive national anti-discrimination law for SOGIE (Sexual Orientation and Gender Identity/Expression), there are several key policies and ordinances:

1. Magna Carta of Women (RA 9710)

• Prohibits gender-based discrimination, which can extend protection to transgender people in some contexts.

2. Civil Service Commission (CSC) Memorandum Circular No. 29, s. 2010

• Protects LGBT individuals in public service examinations.

3. Local Anti-Discrimination Ordinances

• Cities like Mandaluyong, Quezon City, and Davao have ordinances protecting individuals from discrimination based on SOGIE.

4. Education Sector Policies

• The Department of Education encourages gender-responsive and inclusive curricula to address stereotypes and bullying.

The absence of comprehensive non-discrimination policies for transgender individuals in the Philippines creates significant gaps and challenges that affect their daily lives. Without explicit legal protections, transgender people remain vulnerable to discrimination in critical areas such as employment, education, healthcare, housing, and access to public services. This lack of safeguards often leads to social stigma, harassment, and unequal treatment, limiting opportunities for personal and professional growth. Legal barriers, such as the difficulty of changing gender markers on official documents, exacerbate these challenges, making it harder for transgender individuals to assert their rights or gain recognition. Moreover, while some local ordinances exist, their inconsistent implementation and limited coverage leave many transgender persons unprotected, highlighting the urgent need for national policies that ensure equality, safety, and inclusion across all sectors of society.

Non-discrimination policies for transgender people: Protect basic human rights and dignity. promote equity and inclusion in education, employment, and society, reduce mental health risks, harassment, and marginalization, improve institutional reputation and compliance with international standards. The basic policies for non-discrimination for transgender people establish the fundamental principles and guidelines to ensure equality, respect, and protection for individuals regardless of their gender identity or expression. These policies typically affirm that transgender persons have the right to be free from harassment, unequal treatment, or exclusion in all areas of society, including employment, education, healthcare, and access to public services. They promote inclusive practices, such as recognizing preferred names and pronouns, providing gender-affirming facilities, and ensuring fair opportunities for participation and advancement. Additionally, these policies outline mechanisms for reporting discrimination, protecting complainants from retaliation, and fostering awareness and training programs to cultivate a culture of respect and understanding. By institutionalizing these basic principles, organizations and governments can create safer, equitable, and supportive environments for transgender individuals.

Section 5: Policy on Non-Discrimination Against Women and Members of the LGBTQIA+ Community explicitly guarantees equal treatment for transgender individuals in both educational and employment settings. It prohibits discrimination in hiring, promotion, participation in programs, and access to decision-making spaces. The University ensures that transgender students and employees have equitable access to academic advancement, facilities, and professional development opportunities.

Further reinforcing this commitment, Section 27.4 mandates the provision of gender-sensitive comfort rooms, including gender-neutral stalls to accommodate the diverse needs of the community. The Code also establishes orientation programs for new personnel and interns to promote awareness of gender sensitivity and the rights of transgender and LGBTQIA+ persons. The University’s Gender and Development (GAD) Office, through the Committee on Decorum and Investigation (CODI), ensures that all reported cases of gender-based discrimination or harassment—including those affecting transgender individuals—are addressed with confidentiality, fairness, and due process.

By institutionalizing and publicly adopting this policy in 2023, CSU ensures compliance with Republic Act 11313 (Safe Spaces Act) and alignment with the UN SDG 5 targets, particularly 5.1 (end discrimination in all forms) and 5.A (adopt sound policies for gender equality).

Evidence Highlights:
A.        CSU Safe Space Code :

• Section 5: Policy on Non-Discrimination Against Women and Members of the LGBTQIA+ Community
• Section 27.4: Gender-Sensitive Comfort Rooms (inclusion of gender-neutral stalls).
• Link: CSU SAFE SPACE CODE.pdf

B. BOR RES. NO. 81-20, s.2023

• Caraga State University Board of Regents Resolution Approving the Proposed Safe Spaces Development Program of Caraga State University

            BOR-Res.-No.-81-20-S.-2023-Safe-Spaces-Devt-Program.pdf

C. Special Order No. 534, s(1), 2025

• Reconstitution of the Univeristy COmmittee on Decorum and Invetisgation (CODI) on Sexual Harassment:   S.O No. 534, s(1), 2025.pdf

D. Special Order No. 768, s(1), 2025

• Reconstitution of the CSU Cabadbaran Campus Committee on Decorum and Investigation (CODI) on Sexual Harassment Cases:  S.O No. 768, s(1), 2025.pdf

E. Public dissemination: Published in CSU Handbooks and official website

F. Reviewed and approved during the 2020–2024 period

5.6.3    Maternity Policy

The University implements a comprehensive maternity policy anchored on the Civil Service Commission (CSC) Memorandum Circular No. 18, s. 2020, which operationalizes Republic Act No. 11210, the Expanded Maternity Leave Law. This policy institutionalizes gender-responsive support for women in the public service by ensuring sufficient rest, recovery, and child care time without compromising employment security or career progression.

Under this provision, female employees in the public sector are granted 105 days of fully paid maternity leave for live childbirth, irrespective of the mode of delivery, civil status, or the nature of employment. An additional 15 days with full pay is granted to solo parents, as defined under Republic Act No. 8972 (Solo Parents’ Welfare Act of 2000). In the event of miscarriage or emergency termination of pregnancy, the employee is entitled to 60 days of fully paid leave.

The policy also allows women to extend their maternity leave for up to 30 days without pay, upon written notice to the agency head at least 45 days before the end of the leave period. During maternity leave, employees continue to receive full pay, which includes their basic salary, allowances, and other monetary benefits. The period of leave is considered creditable service for purposes of retirement and other benefits.

Implementation of this policy is overseen by the Human Resource Management Office (HRMO), which maintains a database of maternity leave applications and approvals to ensure compliance with CSC guidelines and equitable access across all personnel categories. The HRMO also provides orientation to employees on the Expanded Maternity Leave Law and its application procedures, fostering awareness of women’s rights to reproductive health and family welfare.

Beyond statutory compliance, the University integrates this policy within its broader Safe Spaces and Gender Equality framework, ensuring that female employees—whether faculty, research, or administrative staff—are supported throughout pregnancy, childbirth, and early motherhood. This includes allowing flexible work arrangements post-leave where feasible, and ensuring non-discrimination in performance appraisal, promotion, and reappointment following maternity leave.

Table. Maternity Leave Data (2024-2025)

The quantitative evidence for the Maternity Policy’s implementation is presented in the table “Maternity Leave Data (2024-2025),” which documents the number of employees who availed of the benefit.

In 2024, a total of four employees utilized maternity leave: four were granted the 105-day duration, and zero availed of the 60-day, 14-day, or 7-day durations. Utilization increased in 2025 to a total of eight employees: seven availed of the 105-day leave, and one availed of the 60-day leave. Throughout the two-year period, there were zero recorded instances of employees availing the 7-day or 14-day leave options. This data serves as concrete evidence of the policy’s functional existence and is instrumental in supporting the core objective of promoting the well-being of new mothers through the facilitation of adequate post-partum recovery and initial caregiving.

HR leave benefits and onboarding are essential components of a comprehensive human resources strategy that support employee well-being and smooth integration into the organization. Leave benefits, such as vacation, sick leave, parental leave, and special absences, ensure that employees can manage personal and family needs without compromising job security, promoting work-life balance and overall satisfaction. Onboarding, on the other hand, provides new employees with structured orientation, training, mentorship, and access to company policies and culture, enabling them to quickly understand their roles and contribute effectively. Together, these HR practices not only foster a supportive and inclusive workplace but also enhance employee engagement, retention, and productivity by ensuring that staff feel valued, informed, and empowered from the very start of their employment. HR usually conducts this onboarding to new employees that have been hired through several processes.

Evidence Highlights

A. Maternity Leave Summary List

Monitoring of Master List on Different Leave Applied 1

5.6.5    Childcare Facilities for Staff and Faculty

Caraga State University (CSU) demonstrates a strong institutional commitment to Sustainable Development Goal 5 (SDG 5): Gender Equality by providing essential Childcare Facilities for Staff and Faculty (Indicator 5.6.5), ensuring continuous support for female employees, especially nursing mothers. This commitment is formalized and operationalized through the annual issuance of Memorandum Order No. 136, s. 2024, concerning the “Proper Usage of the Refrigerator in the Breastfeeding Area as Milk Bank.” This directive is crucial for maintaining a dedicated, sanitary lactation facility that is equipped with a designated refrigerator for expressed breastmilk storage, strictly adhering to the Philippine Expanded Breastfeeding Promotion Act of 2009 (Republic Act No. 10028). The annual reaffirmation of these guidelines ensures that the facility and its milk bank remain consistently accessible and properly managed for nursing faculty and staff at no cost, mitigating a significant barrier to women’s sustained participation in the workforce.

The university further strengthens its support for the health and welfare of its employees, which is intrinsically linked to childcare and family responsibilities, through the continuous provision of accessible medical services. Memorandum Order No. 319, s. 2025, which is an “Addendum to Memo No. 270, S. 2025, New Clinic Duty Schedule of University Doctors,” illustrates the institution’s proactive measures to enhance the availability and coverage of healthcare professionals. This scheduling adjustment ensures that continuous health services are accessible to all personnel, faculty, staff, and students. By expanding clinic hours and coverage, the university directly contributes to employee well-being, which subsequently impacts the ability of staff and faculty, particularly mothers, to manage their work and family demands effectively and without undue stress, solidifying the environment for their sustained professional contribution.

The integrated evidence from both memoranda—the specific instruction on the Milk Bank’s operation in 2024 and the enhanced medical service schedule in 2025—provides comprehensive documented proof of the university’s commitment to employee welfare. The consistent release of Memorandum Order No. 136, s. 2024, demonstrates continuous institutional compliance with the requirement for establishing and maintaining lactation and breastfeeding facilities, satisfying the core criteria of Indicator 5.6.5. Simultaneously, the updated clinic schedule in Memorandum Order No. 319, s. 2025, underscores the university’s holistic approach to supporting the health of its community, ensuring that the necessary infrastructure for both specific childcare needs and general wellness is firmly in place, thereby confirming the existence, accessibility, and operational management of supportive facilities for staff and faculty.

The provided Medical Record Form from the University Center for Health and Wellness, dated March 7, 2025, serves as supplementary Material of Verification (MOV) to underscore the university’s robust and accessible health support system for its employees, which indirectly but significantly contributes to employee welfare and, by extension, childcare support for staff and faculty (Indicator 5.6.5). This document details a patient encounter for a 55-year-old female staff member, outlining her chief complaints, vital signs, assessment, diagnosis, and treatment plan. While not directly detailing childcare facilities, the existence and thoroughness of such medical records demonstrate that CSU maintains a functional and readily available health service, reinforcing the overall supportive environment for its workforce, including those with childcare responsibilities who rely on comprehensive health provisions.

Evidence Highlights / Attachments:

A. Memorandum Order No. 136, S. 2024

“Proper Usage of the Refrigerator in the Breastfeeding Area as Milk Bank”
            Memo No. 136, S. 2024

B. Memorandum Order No. 319, s. 2025

  “Appendum to Memo No. 270, S. 2025,  New Clinic Duty Schedule of University Doctors”

            Memo No. 319, s. 2025

5.6.6    Women’s Mentoring Schemes

The implementation of the Women’s Mentoring Schemes (Indicator 5.6.6) is a critical component of the university’s commitment to SDG 5: Gender Equality, specifically addressing the need to support the professional, academic, and personal development of female students. The university actively institutionalizes various programs designed to provide guidance, skill enhancement, and peer support to female students, faculty, and staff. These initiatives, which include structured training sessions and wellness activities, aim to build leadership capacity, foster a sense of community, and ensure sustained participation in both academic and societal spheres. The schemes directly align with the goal of mitigating systemic barriers that may impede the progress of women within the institution and beyond.

A range of activities serves as evidence of these schemes’ existence and effectiveness, often coinciding with significant institutional events such as the National Women’s Month celebration. The Conduct of Gender Sensitivity Training and the Health and Wellness: Awareness Orientation on Hypertension and Diabetes are examples of structured capacity-building and educational components. Furthermore, physical activities like CSU Stride and Thrive: Walk and Jog for Health promote holistic well-being and networking opportunities among the female population. These efforts are cumulative, with the ultimate goal being the 2025 Women’s Summit, which is planned to capstone and consolidate the year’s mentoring and empowerment initiatives. The official documentation for these activities, including the Special Orders, provides the formal basis and proof of institutional support.

The evidence above is the 2025 National Women’s Month Celebration Kick-off Ceremony, held on March 3, 2025, at Caraga State University (CSU), is formally documented in an activity report prepared by the Gender and Development (GAD) Office. The narrative confirms the event’s execution, beginning with a 6:00 AM motorcade from Guingona Park to CSU, followed by a 7:00 AM Zumba session, and the main program commencing at 7:20 AM, which featured an opening message from University President Dr. Rolyn C. Daguil and a keynote address from Mr. Alexander A. Makinano, Chairperson of the Regional GAD Committee. The report validates the activity’s successful completion and includes photo documentation of the motorcade and Zumba session, substantiating the university’s commitment to promoting gender equality and women’s empowerment, in alignment with its objective to set the tone for the month-long celebration. This kick-off served to introduce a comprehensive schedule of activities throughout the month of March 2025, which included a Health & Wellness Orientation on Hypertension and Diabetes on March 14, Gender Sensitivity Training for CSU Personnel on both the Cabadbaran (March 19) and Butuan (March 20–21) campuses, a CSU Stride and Thrive: Walk and Jog for Health on March 21, the CSU Brain and Voice Fest (Quiz Bowl & Open Mic) on March 26, and concluding with the 2025 Women’s Summit on March 27, demonstrating a sustained institutional effort to advocate for gender equity and holistic well-being among its personnel and stakeholders

Evidence Highlights:

Documentary Attachments:

A. Memorandum Order No. 73, S. 2025

“Celebration of National Women’s Month: Health, Wellness, and Advocacy Activities”
  Memo  No. 73, S. 2025

B. OP Memorandum Order No. 351, S. 2024

“Operational Guidelines on Equal Employment Opportunity Principles (EEOP)”

OP MEMO  No. 351, S. 2024

C. Facebook Post:

 The Health and Wellness: Orientation on Hypertension and Diabetes

5.6.7    Track women’s graduation rate

The institution systematically addresses Gender Parity in Graduation (Indicator 5.6.7) as a core metric for evaluating the success of its academic and support systems in achieving SDG 5: Gender Equality. This indicator requires not only the measurement and tracking of women’s likelihood of graduating compared to men’s but also the implementation of targeted schemes to close any identified gaps. Caraga State University (CSU) maintains institutional mechanisms to meticulously compile and analyze gender-disaggregated data on student graduation rates across all colleges and programs, providing the necessary evidence of this systematic measurement and tracking. The total headcount of graduates for the SY 2023–2024 across all academic levels at CSU is 1,330.

The institutional analysis of the graduation data, as presented in the “CSU Parity Scores in Enrolment in Tertiary Education and Graduates (%), SY 2023-2024” report, demonstrates that CSU achieved an overall Gender Parity Score of 1.68 in graduates for SY 2023-2024, which is interpreted as Beyond Parity (female over-representation). This performance exceeds the national Philippine graduation parity score of 1.61 for the same period. The tracking reveals that female graduates comprise 62.71% of the total graduates compared to 37.29% for males at CSU. This significant female advantage is evident across numerous fields, with disciplines such as Agriculture, Forestry, Environmental Science (1.43), Education (2.51), Engineering (1.22), Natural Sciences, Mathematics (1.90), Social Sciences, Humanities (4.02) showing substantial female dominance in graduation rates.

Despite the overall strong female over-representation, the systematic tracking pinpoints specific areas requiring continuous attention. The Computing and Information Sciences program, for instance, exhibits a parity score of 0.72, indicating “Moderate parity” where male graduates still hold a notable lead (58.89% male vs. 41.11% female in SY 2023-2024). This specific finding directly informs the targeted schemes in place, which are focused on integrating gender-sensitive content in instructional materials, challenging stereotypes, and promoting equitable representation in narratives to proactively close persistent gender gaps in traditionally male-dominated fields. The public dissemination of the “CSU Parity Scores in Enrolment in Tertiary Education and Graduates (%), SY 2023-2024” ensures the transparency and accessibility of this evidence, confirming the existence of both systematic measurement and schemes designed to achieve full gender equality in all academic outcomes.

Evidence Highlights:

A. Gad Parity Report :

1. GAD-IM-Opening-Remarks.pdf Slide 28

5.6.8    Policies Protecting Those Reporting Discrimination.

The establishment of comprehensive anti-discrimination policies is fundamental to achieving Sustainable Development Goal (SDG) 5: Gender Equality, specifically by creating a non-retaliatory environment for all community members. The CSU Safe Spaces Code, officially adopted and implemented in 2023, stands as the university’s primary institutional mandate to protect individuals who report gender-based discrimination, harassment, or abuse from any form of educational, administrative, or employment disadvantage. This policy serves as an explicit and binding safeguard, ensuring that all personnel, students, and stakeholders can exercise their right to report violations without fear of reprisal, thereby fostering a culture of accountability and safety across the entire university system.

The protective mechanism is formalized through the policy’s statutory basis and its enforcement structure. The Code’s official adoption was affirmed by the Board of Regents (BOR) Resolution No. 81-20, s. 2023, conclusively demonstrating that the policy was created and reviewed within the required 2020–2024 assessment period. Crucially, the Code mandates strict adherence to due process and confidentiality for all complainants. This enforcement is delegated to the Committee on Office Decorum and Investigation (CODI), which is formally designated under Section 11 of the Code and further operationalized through a specific Special Order for CSU Main and CSUCC. The CODI is tasked with the impartial, confidential, and timely investigation of all reported cases, ensuring the complainant’s academic or professional standing remains unaffected throughout and after the proceedings.

The university provides robust and publicly accessible documentation as Material of Verification (MOV) to substantiate the policy’s existence and active implementation. The CSU Safe Spaces Code itself is the core evidence, and its public dissemination via official university channel, csu safe space code manual , and special order  confirms the policy’s accessibility to the public. This comprehensive and formalized framework for non-retaliation, which covers all institutional units through the relevant Special Order, fulfills all requirements of Indicator 5.6.8. It demonstrates the institution’s commitment to proactively supporting and protecting those who contribute to the enforcement of gender equity standards, thereby meriting the maximum attainable score for this criterion.

Evidence Highlights:
A. CSU Safe Space Code (Section 11) :          
             CSU SAFE SPACE CODE.pdf

B. BOR RES. NO. 81-20, s.2023

Caraga State University Board of Regents Resolution Approving the Proposed Safe Spaces Development Program of Caraga State University

            BOR-Res.-No.-81-20-S.-2023-Safe-Spaces-Devt-Program.pdf

C. Special Order No. 534, s(1), 2025

Reconstitution of the Univeristy COmmittee on Decorum and Invetisgation (CODI) on Sexual Harassment:  S.O No. 534, s(1), 2025.pdf

D. Special Order No. 768, s(1), 2025

Reconstitution of the CSU Cabadbaran Campus Committee on Decorum and Investigation (CODI) on Sexual Harassment Cases: 
S.O No. 768, s(1), 2025.pdf

5.6.9    Paternity Policy

The Paternity Policy (Indicator 5.6.9), formally in place by 2024, is an institutional mandate at Caraga State University (CSU) aligned with the Sustainable Development Goal (SDG) 5: Gender Equality, designed to bolster women’s workforce participation by empowering fathers to actively share in childcare duties and mitigate the disproportionate burden of care traditionally placed on women. This proactive stance is evidenced through the official records of approved Paternity Leaves for 2024, which confirm its functional implementation across the CSU Main and Cabadbaran Campuses, showing time-off for new fathers granted for both minimum and extended durations.

This commitment is further demonstrated by OP Memorandum Order No. 128, s. 2024, which convened the Protection Against Discrimination and Inequality (PADI) Semestral Meeting on June 6, 2024, at the New Administration Conference Hall. The meeting’s agenda included the Institutionalization of PADI, its Functions and Responsibilities, a Pledge of Commitment, and the Programs/Activities for 2024. This memorandum explicitly calls for fostering a transformative movement towards gender equality by promoting the active involvement of men from the CSU Community as change agents and partners , reinforcing the university’s systemic approach to shared parental responsibility and the creation of an inclusive environment where all individuals have equal opportunities to thrive.

Evidence and Documentary Highlights:
A. CSU  Main                 : CSU Main leave.pdf

B. CSU Cabadbaran :  CSUCC Leave.pdf

C. MEMO No. 128, s. 2024

Protection Against Discrimination and Inequality (PADI) Semestral Meeting

MEMO  No. 128, S. 2024

Table: Paternity Leaves from CSU Main Campus and CSU Cabadbaran Campus for 2024-2025

The quantitative evidence for the Paternity Policy’s implementation is presented in the table “Paternity Leaves from CSU Main Campus for 2024-2025,” which documents the number of employees who availed of the benefit. In 2024, a total of seven employees utilized paternity leave: six were granted the 7-day duration, and one was granted the 14-day duration. Utilization decreased in 2025 to only one employee, who availed of the 7-day leave. Throughout the two-year period, there were zero recorded instances of employees availing the 3-day, 6-day, or 105-day leave options. This data serves as concrete evidence of the policy’s functional existence and is instrumental in supporting the core objective of promoting gender equity through the facilitation of shared caregiving responsibilities.

The attached photograph visually documents a group of approximately a dozen male participants, likely the newly designated Officers of 2024 for the Protection Against Discrimination and Inequality (PADI), assembled at an indoor venue with large windows. This image directly relates to the PADI Semestral Meeting on June 6, 2024, which featured the Election of Officers as a key agenda item. The presence and recognition of this male cohort of PADI officers underscore the university’s effort to promote the active involvement of men from the CSU Community as change agents and partners in advancing gender equality and dismantling outdated gender norms and stereotypes, as specifically called for in the official memorandum.