ISUFST highlights gender-responsive early childhood education in seminar

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BAROTAC NUEVO, Iloilo — What began as a scheduled seminar at the Iloilo State University of Fisheries Science and Technology on Tuesday, March 24, unfolded into a grounded and reflective exchange on how education — especially at its earliest stages — can shape not only learners but the communities they grow up in.

At the center of the afternoon session at the Hasa-Hasa Theater was Dr. Leticia N. Aquino, a Professor IV at the Philippine Normal University-North Luzon and former executive director and provost, as well as dean for academics and the hub.

With her extensive work in early childhood, gender sensitivity, and language education, including curriculum development, as well as her experience as a published author and speaker, Aquino opened her discussion by emphasizing the importance of gender responsiveness in everyday teaching.

She explained that gender equality in classrooms is not about making learners the same but about making things fair — recognizing that children come from different realities and deserve equal space to grow.

Aquino encouraged teachers to be intentional in how they speak, design lessons, and interact with students, ensuring that boys, girls, and gender-diverse learners feel seen, heard, and respected.

Gender-responsive education is an approach that recognizes and addresses the different needs, experiences, and barriers faced by learners based on gender, aiming to create equitable learning environments where all students can thrive regardless of their gender identity or expression.

Aquino then highlighted how early childhood education serves as a critical stage where these values take root.

She noted that early childhood education is not simply about preparing children for formal schooling but about shaping their identity, sense of belonging, and understanding of fairness at a time when impressions are still forming.

At this early age, she said, biases can either quietly take hold or be gently corrected through inclusive and mindful teaching practices.

From the classroom, Aquino widened the lens to university extension work, describing it as a space where these principles can be brought into real communities.

She stressed that extension programs should not be treated as routine outreach activities but as opportunities to translate learning into meaningful action.

When aligned with Gender and Development principles, these initiatives can help parents, teachers, and local stakeholders build more inclusive and child-centered environments.

For Aquino, the most effective programs are those that listen closely to community needs rather than assume them.

A key point in her discussion was how impact is measured.

Aquino challenged participants to move beyond counting attendance or outputs and instead look at deeper, more human indicators.

She posed simple but important questions: Are children becoming more confident? Are parents more engaged? Are long-held stereotypes slowly changing?

She emphasized that real impact is often subtle but lasting, seen in shifts in behavior and relationships rather than just reports.

University President Dr. Nordy D. Siason Jr., in his message, expressed gratitude to Aquino for sharing her expertise with the ISUFST community.

Siason said the seminar aligns with the university’s long-term direction, particularly its plan to expand academic offerings.

He shared that ISUFST is considering the introduction of an early childhood education program in the coming years, to be followed by special education, with early childhood education likely to be prioritized as a foundational step.

The Iloilo State University of Fisheries Science and Technology is a state university with its main campus in Barotac Nuevo, Iloilo, offering programs in fisheries, science, technology, and education. Its planned expansion into early childhood and special education programs reflects a broader effort to diversify its academic portfolio and respond to emerging needs in the education sector.

The seminar also opened space for dialogue, as faculty members and pre-service teachers raised questions and shared their own programs and initiatives.

The exchange reflected both the ongoing efforts within the university and a collective desire to strengthen gender-responsive teaching and extension practices in more practical, grounded ways.

By the end of the session, what remained was not just a set of insights but a shared understanding that education, when rooted in empathy and fairness, extends far beyond the classroom.

At ISUFST, that direction is becoming clearer — starting with young learners, guided by inclusive principles, and sustained through meaningful community engagement.