Background: Gender-based violence originates when societal gender-based expectations and the reality are not consistent. One such example is: there has been a recent rise in women's education in the Philippines, yet the prevalence of traditional female role expectations in the context of the heavily Catholic Filipino society remains unchanged. Objectives: In this paper, the relationship between women's education and their risk of gender-based violence (GBV) is examined and compared with the relationship between the education of their partners and the women's risk of experiencing GBV. Methodology: Our sample included women living in the Philippines surveyed by the Demographic Health Survey in 2017. We used multivariate logistic regression on the respondents' and the partner's education level, with respondent's risk of experiencing GBV. Results: We found that there was a slight but statistically significant decreased risk of GBV experience with increased years of education of both the female respondents and their male partners. For all female respondents, there was a 3.7% decrease in the risk of GBV per additional year of their own education. For those with partners, there was a 2.3% decrease in the risk of GBV per additional year of their partner's education. Conclusion We found that the education of male partners is as much of a factor as the women's own education in her likelihood of experiencing violence. From this, we established that partner selection based on their education levels may act as a protective factor for an individual's likelihood of experiencing GBV. Policy initiatives should address increasing male awareness of safe behavior and violence against women, especially while traditional gender roles are still predominant in the Filipino society.
Female ; Philippines ; Gender-Based ; Violence ; Marriage Violence ; Surveys and Questionnaires

PURPOSE: This study aims to introduce a one semester 'Global Citizenship' program, being offered as a part of the premedical course at Gachon Medical School. The program was designed to meet the community needs in terms of etiquette and manner education for the future physicians and also to review the outcome of short-term experience. METHODS: The program was offered to M1(premedical students year-1) students from the first semester after entrance to the school with following objectives: to understand the anthropological aspect of culture, to motivate students in relation to medical scientific foundation, and to develop the appropriate human relations, including international etiquette and manners, prior to the subinternship in M5(medical student year-3). RESULTS: The program consisted of 12 sessions of lectures and/or practice-based learning such as etiquette for dormitory life, Korean traditional culture, gender role in the 21st century, dining etiquette in various cultural programs, netiquette(for computer usage), Korean housing and its architectural beauty, etiquette for alcoholic beverage drinking, dressing, and the respect and understanding of other cultures, services and manners. They were all instructed with presentations combined with site-visits or hands-on experience followed by a reflection paper and group discussion. Although the program was costly and time-consuming compared to the traditional theory-based natural science and humanity subjects, students expressed their strong motivation and concerns on their future responsibilities. CONCLUSION: We conclude that "Global Citizenship" course is a useful program to provide a meaningful motivation to the newly enrolled students, Further, it encourages students to understand human relations as a global citizen equipped with the appropriate etiquette and manners.
Alcoholic Beverages ; Bandages ; Beauty ; Drinking ; Education ; Gender Identity ; Housing ; Humans ; Learning ; Lectures ; Motivation ; Natural Science Disciplines ; Problem-Based Learning ; Schools, Medical