TUMACDER, DANICA HANNAH MAE L. HILARIO, MARIANNE L.

MANANTAN, CYLENE GRAIL TACANG, ROGELIO C.

VALDEZ, MAUREEN FE V. CONDE, CAROLYNE
CABACUNGAN, SUNDAY PADILLA, JHEALYN
LABOG, SANDRO MAE GALLO, RHEALYN
DE GUZMAN, DELILAH GINES, CATHERINE

CHAPTER 1
PHILOSOPHICAL THOUGHTS ON EDUCATION

Application – Let’s Apply

1. The modern explosion of knowledge has led to an age of specialization with this
concomitant quip. Should schools produce generalists or specialist? Defend your
answer.
In my viewpoint, it often depends on the needs of the school or company. For instance,
assume that the school requires a math teacher but there is no math teacher available to fill
the position. As a result, the school must have a generalist who can do the job. Because
generalist is the most common teaching method, they are expected to cover a wide range
of subject matter in the curriculum. Teachers will be responsible for teaching subjects in
all fields because of this. However, if a math teacher is available for the job, then, schools
must provide a specialist who is expected to teach only in their area of expertise. Both
generalists and specialists play an essential part in education. Everyone has a unique
perspective and teaching approach and success. Schools must produce specialists while
somehow not ignoring generalists. But, to back up my answer, consider what Herber
Spencer, a utilitarian educator, thought about specialized vs general education. To put it
more simply, he said in his study that to survive in a complex society, he prefers
specialized education over general education because he believes that a specialist who is
focused on a specific field is useful, but if he loses sight of the interdependence of things,
he becomes a man who knows more and more about less and less. It truly stresses the
importance of balance because we do not want fleeting success.

2. Spencer is convinced that he who is most fit survives and so encourages individual
competition. Read this article about Singaporean education today and find out
with whom you agree -Spencer‟s individual competition or Singaporean
educational system where competition is not encouraged.
Learning is not a competition: No more 1st, 2nd or last in class for primary and secondary
students SINGAPORE – Whether a child finishes first or last will no longer be indicated in
primary and secondary school reports books from next year- a move with Education Minister
Ong Ye Kung hopes will show students that “Learning is not a competition”. Report books
will not just stop showing student’s position in relation to class or cohort. The information to
be drop includes: Class and level mean
• Minimum and maximum marks
• Underlining/coloring of failing marks
• Pass/fail for end- of- year result
• Mean subject grades
• Overall total marks
• L1R5, L1R4, EMB3, EMB1 for secondary levels
The ministry of education said on Friday (sept. 28) that the change is to allow each students to
focus on his/her learning progress and discourage them from being overly concerned about
comparisons. From next year examinations for P1 and 2 pupils will also be removed, and
whatever forms of assessment they have will not count towards an overall grade. #
Amelia Teng
Education correspondent

Competition isn't necessarily a bad thing. When it comes to the educational system,
both have clear perspective. Singaporean education recognizes and values the individuality of
each learner. They are paying attention to their students' needs and development because it is
true that not everyone is born with a brain and wisdom, and what they are attempting to
portray is that competition leads to rivalry and greed. According to Aristotle, educating the
mind without educating the heart is a waste of time. Everyone achieves success in their own
way; it is not only the top who achieves success one day. Spencer's individual competition is
not pessimistic at all because he is attempting to show us that competition will contribute to
social growth. This approach often increases students' eagerness to learn more and succeed in
whatever area they choose, in other words, students' desire to pursue self-improvement. This
also encourages personalized learning, but competition must be kept healthy and balanced for
overall student success.

After studying both approaches to education, I agree with Spencer's Fittest Survive.
Simply because I always assumed that if others can do it, you can too. Rivalry and
jealousy make no sense and detract from what people have accomplished. The downside
of Singaporean education is that it always leaves students unmotivated and satisfied with
their accomplishments. However, if we examine Spenser's approach to individual
competition, it will be a challenge for learners to achieve success and growth.

3. The following is an excerpt of the keynote Address of Senator Shahani before the
National Academy of Science and Technology at its 15 th Annual Scientific
Meeting, 7 July 1993, Manila. Read it. Underline those parts that emphasize
development in moral and ethical values as most necessary to effect change.

Keynote Address of Senator Shahani before the National Academy of Science and
Technology at its 15th Annual Scientific Meeting, 7 July 1993, Manila.

In essence, the Moral Recovery Program is a movement which aims to mobilize Filipinos
for nation building through practical exercise of human values in our daily lives as
citizens, and to awaken us to the power of these values in achieving our individual and
national goals. Those values are free of charge; we do not have to borrow, nor to beg
regularly and constantly from the outside world to obtain them; we only have to look
inward, internalize these values for our own self transformation, then externalize them for
our individual lives and for building our nation. To use current terminology, the Moral
Recovery Program seeks to empower people – the poor, the middleclass and the rich –
trough the sustained application of human values and virtues to overcome our problems
and build our country in accordance with our collective vision. We can also see the
Program as an attempt to complete the complex picture of nationalism. If nation-building
has its political, economic and cultural dimensions, it also has its moral and ethical
imperative. This imperative is a most compelling dimension of nation-building. It goes
beyond mere legislation of anti-graft measures or Congressional investigations of
wrongdoing in the Government. We need to go back to the basics and ask the fundamental
questions: what is our vision of ourselves and of Filipino society? How do we achieve that
vision despite overwhelming odds? What key values are needed to attain our goals? I
submit that this vision and the strategies and political will needed to realize it should
constitute the main framework action are the key to our national survival, rebirth and
renewal. In this context, the Moral Recovery Program becomes a major ingredient of an
alternative strategy for national development.

Ethics and Politics

The close interrelationship between ethics and politics is obvious in our many problems –
our large foreign debt; the state of permanent disrepair of our roads and public toilets;
graft and corruption in Government; the perennial squabbling and intramurals between
Government bodies; and bureaucratic inefficiency. Chronic problems in such vital areas
as agriculture and industry, rural development and land reform could be overcome if
some of the values such as love of country, discipline, honesty, accountability and
teamwork were practiced on a daily basis in Government offices and political circles, as
well as by the people themselves.

Yes, because to be able to minimize ethics and politics issues in our country, the unity
of the people should come first as well as their involvement. If Government are the
ones who only does their job, then the nation won’t progress. But if the people are
involved and has the power to speak, then development will follow and thus, issues of
the country will be lessened.

Vision
The over-all vision I have for our country has the following essential elements: reverence
for all forms of life and the primacy of human values; a priority given to cultivation of the
spiritual and cultural life of the nation; the democratization of power, resources and
wealth; the right combination of a free market economy and Government intervention in
appropriate areas at appropriate stages to provide for the basic needs of its citizens; a
Government which works for the good of the people, the development of our agricultural
resources and an environmentally conscious industrialization plan; a well-implemented
agrarian reform program; respect for human rights, including the rights of women; and
an independent foreign policy within the framework of global cooperation. In other words,
we should have a vision which represents strong combination of human dignity,
sustainable development and appropriate economic growth; national interest; and global
orientation. A tall order indeed, but a vision must inspire over the long-term, shed light in
the midst of darkness and make possible the seemingly impossible.

I also agree with these values given by Shahani, since we are living in a country that is
full of flaws and inequality to law and acceptance to cultural differences, this country
should stand a Government wherein they should prioritize their platform to the needs
of the people, not to their pleasures. A well-prepared and well-implemented platform
will lead to sustainable and economic development, secured and a crime free country.

Individual and National Transformation

At this point, we come to the question: what is to be transformed or changed- the
structures of society or the individual? In my view, both should be transformed, each
dynamically affecting the other, but the starting point is always the individual, or a group
of individuals within institutions. The empowerment of the poor must come from the poor
themselves; the poor must help themselves; others can only help them to help themselves.
There is a welcome opportunity in this country to help empower the poor, and such
empowerment is vital to the creation of more just social and economic structures.

I also agree with this, owing to the fact that many of poor people in this country
only depends to what the Government can do and provide. Not thinking that there are
more solutions that they can do to address their problems specially, poverty instead of
hoping on what the Government can do for them to survive. Implementing platforms
and programs for the poor are the only way to help the poor people but these platforms
and programs that are intended for them won’t work if they don’t want to move.
Therefore, the development and progress of the poor people as well as the whole nation
is within themselves.

Human Values: Powerful Building Blocks

It is obvious from what I have said that human values are powerful building blocks in the
development of a nation. Yet the non-economic and non-budgetary dimensions of progress
and growth, i.e., the moral and cultural elements, have been conveniently overlooked or
disregarded by the learned technocrats and theoreticians of development perhaps to make
way for smooth, non-controversial discussions of the development process. The
technocratic and neutral language of development, which has evolved from the agenda of
international institutions, has eclipsed the moral choices which have to be made in the
development process. Terms like equity, social justice, distributive justice when repeated
over and over again without any explanation of the painful ethical choices which have to
be made by individuals and governments in order to achieve them cannot touch the hearts
and minds of the popular, the rich, the middle-class and the poor, on whom the burden of
transformation rests. Development is, after all, a grassroots-oriented process and a
challenge in mass mobilization, for the people and not for political expediency.

Based on the underlined sentence above, Shahani has a point that to be able to attain
development of the nation, people must first empower human values. In this nation,
issues such as inequality, unjust social justice, racism, and discrimination are chronic.
That even how many presidents have served the country, human values aren’t
prioritized and developed. Therefore, to be one of the developed countries, human
rights and revisions of the law must be the focus instead of political profitability.

1. “If you cannot bring the learners to the world, bring the world to the classroom.”
Will this go with John Dewey’s philosophy of education: Explain your answer.

Probably yes, because John Dewey’s Philosophy of Education inclined with learning
through experience in which he justifies that school is a special environment established
by members of the society, for the purpose of simplifying, purifying and integrating the
social experience of the group so that it can be understood, examined, and used by its
children and in fact he also stated that children are socially active human beings who want
to explore their environment and gain control over it. This claim indicates that any events
take place within the school are related on what is going on in society. Learning through
experience entails exposing children to real - world contexts, such as laboratory studies or
engaging in actual activities that embody or depict the real world. So it is true that in John
Dewey's philosophy, learners will think about the world's ideas even though they are still
in school.
We can’t take the learners to the world, instead we can bring them in a place wherein it
represents the real society. Schools are the miniatures of the society that we can bring the
learners into social participation.

2. Considering DepEd mission statement “to protect and promote the right of every
Filipino to quality, equitable, culture-based, and complete basic education” can
we say that Philippine educational system is in a sense equitable? What actions
and what recent legislations are proof that the Philippines gives equal access to
quality education to its citizens?

Philippine Educational system is currently in the process and doing their best for the
betterment of the quality of education. In which there are programs and projects of the
DepEd and our government to support the needs and rights of every Filipino Learner and
to have a healthy and peaceful learning environment. One proof here is the implementation
of K-12 Curriculum program wherein it aims to produce globally competent learners and
does offers different specialization or track to cater individual needs. This is because
learners have their own different intelligences and fields where they excel the most.
Another one is the recent program of Duterte’s Administration in which they implemented
the Free Tuition that ensures government full subsidy to students who intend to earn
tertiary or technical-vocational education. There are also other legislations that proves that
the Philippines give equal access to quality education to its citizens. This includes the
mandate of Sec. 1 Article XIV of the 1987 Constitution for the state to protect and promote
the right of all citizens to quality education at all levels, and to take appropriate steps to
make such education accessible to all. Under Section 6, Chapter 1 of Republic Act No.
9155, or the Governance of Basic Education Act of 2001, DepEd is vested with the
authority, accountability, and responsibility for ensuring access to, promoting equity in,
and improving the quality of basic education. This proves that Philippine educational
system is in a sense equitable.

3. Is free tertiary education really pro-poor in the sense that it is the poor who are
indeed benefited? Justify your answer.
When they say it is free tertiary education law, it doesn’t mean that it is only for poor
citizens who can’t afford to pay for their tuition. I personally disagree with this claim that
free tertiary education is pro-poor in the sense that it is the poor who are indeed benefited
because in fact, it is demonstrably pro-rich. If we analyze and study who were the
beneficial of this law is that it indicates there that all Filipino students who are either
currently enrolled or shall enroll in any SUCs in the Philippines as long as they qualify the
admissions and retention requirements of the school are eligible to free education.
Furthermore, whether you came from a poor family, middle or rich family is that everyone
can be benefited from the said free tuition.
7. Freire opposed the banking method of education and favored critical pedagogy.
Why? The banking method is characterized as a vertical relationship while critical
pedagogy is characterized by a horizontal type of relationship. Be guided by the Figure
below.
Freire opposed the banking method of education and favored critical pedagogy
because he believes that learners aren’t empty to be filled. He believed that the classroom was
a place where social change could take place. Freire, like Dewey, believed that each student
should play an active role in their own learning, instead of being the passive recipients of
knowledge. He favored the critical pedagogy because students can also share their ideas not
only the teacher are giving them ideas and knowledges. Dewey and Freire both agreed that
the ideal teacher would be open-minded and confident—confident in their competence while
also open-minded to sharing and learning from his or her students. Critical is a practice for
any subject matter wherein it was oriented for self and social change; it is to help students
develop a consciousness of freedom. It takes place inside the classroom wherein the teacher
and the students have their dialogues and able to collaborate, explore and investigate every
topic, academic content as well as social issues and the happenings around us.
CHAPTER 2
Historical Foundation of Education
Analysis – Let’s Analyze
Answer the following questions:
⦁ What is the function of schools according to John Dewey’s statement?
Schools, according to Dewey, are not just places where we learn facts and numbers, but also
places where we learn how to live. In other words, the point is not just to learn a certain set of
skills (though that helps as well) but rather to realize one's full potential, and use what you've
learned for the greater good. The school is to be a representative of the society outside it.
According to Dewey: The schools to be a reflection of the larger society outside its walls.
The school is also an important agent of socialization. It is an institution charged by society
to impart specific knowledge and skills necessary for functioning in a society.
⦁ Who creates schools?
School was created for us to learn, to experience new things and to meet new people. The
school is not a place where some dry knowledge is imparted. For Dewey, the school is a
place where the child learns by his own personal experiences. Considering the school as a
psychological necessity he wanted the ideal school to be like the ideal home. The students
and the teacher for me creates the school because without students to teach there no school
and if there’s no teacher to teach there would be no schools also. So everything that is
connected to school creates the school.
⦁ What is the relationship between schools and society?
Education or school is an institution created by society. Education is a function of society and
as such arises from the nature and character of society itself. Society seeks to preserve itself
and to do this it maintains its functions and institutions, one of which is education, to assure
its survival, stability and convenience. Society and the schools are inextricably linked. The
schools reflect society, and society reflects the schools. That linkage contains the dynamics
for improving the lot of arts education. Arts education is not only part and parcel of those
schools in which it is offered but also of the society that gave it birth.
Application – Let’s Apply
⦁ Read the article below. What does job-skills mismatch imply about the relevance
of schools to present society? Are school’s effective agents of socialization in preparing
Filipino graduates for their job rules?
DOLE urged to address job-skills mismatch
Published June 19, 2018,
By Vanne Ellaine Terrazola
Senator Joel Villanueva on Tuesday prodded the Department of Labor and Employment
(DOLE) and other concerned agencies to report on the status of its programs aimed at
addressing job-skills mismatch. Sen. Joel Villanueva (Senate of the Philippines Facebook
page/ MANILA BULLETIN). Villanueva, chairperson of the Senate committee on labor,
employment, and human resources development, made the appeal as he called anew on the
government to make sure that the workers who will be employed under the “Build, Build,
Build” infrastructure program are skills-ready. “It has been our consistent call on the
concerned government agencies – Commission on Higher Education (CHED), Department of
Labor and Employment (DOLE), Department of Education (DepEd), and Technical
Education and Skills Development Authority (TESDA) – to up-skill our workers and address
the problem of job-skills mismatch which becomes imperative with the implementation of the
administration’s Build-Build-Build program,” Villanueva said in a statement.
The Article talks about Senator Joel Villanueva's prodding to DOLE to report on the status of
it's programs at addressing job-skills mismatched. Senator Villanueva also called the
attention of other concerned government agencies- CHED, DepEd and TESDA- to up skill
our workers and address the problem of Job-Skill Mismatched.
The question is, how does job-skill mismatched imply about the relevance of school to
present society? Job-skill mismatch is a discrepancy between skills that are sought by
employers and the skills that are possessed by individual. As the agencies that are responsible
to teaching skills and educate the people here in the Philippines. DepEd, CHED and TESDA
were the ones that the government calls for this concern. This 3 agencies should provide the
skills demanded in the labor market or that the economy that does create jobs that
corresponds to the skills of the individuals. Mismatch does not only affect the individuals but
both the companies and countries and regions. For companies, skills mismatch affects the
ability to implement new products and services while for the countries and region, mismatch
can increase unemployment and affect competitiveness and attractiveness to investors losing
the opportunity to productive transformation.
This shows that education does not impact our selves but also the world. Education is the
powerful builder of skills and the quality of life in that specific country. Education dictates
the economy of the country and the people therein.
2. Education is a function of society. Considering the positive and negative elements of
21st Century society:
 State the educational goals that 21st Century schools should pursue;
As we all know that the education is very essential to all the human in this world. Education
can create opportunities and pursue their dreams. The educational goals that 21st century
should pursue are the things that have a big impact to the students such as the mastery of the
information, embedded knowledge and understanding and the advanced use of technology in
society. The 21st century should goal to cultivate and provide complex learning environments
for student's which incorporates authentic learning, assessing and personal development.
Another are the critical thinking and problem solving, collaboration, written and oral
expression, creativity and adaptability and resilience.
 Describe the ideal 21st Century graduate; and
The ideal 21st century is computer literate, had a mastery of information, creativity and
innovation. They need to be skilled wherein Competencies like communication and
collaboration are highly needed to progress. These are skills that employers are seeking in job
candidates. In fact, a majority of employers find these skills to be just as important as
technical skills.
 Describe the education delivery mode.
The education delivery mode was new wherein the teachers are not just only the one who is
delivering the ideas. Since the 21st century education responds to the economical,
technological, and societal shifts that are happening at an ever-increasing pace. The 21st
century education is a pace wherein it sets the students or the children to succeed in this
world. Since the 21st century skills focus more on making sense of that information, sharing
and using it in smart ways.
Will the survival skills taught in primitive societies suffice for the citizens of a 21st
Century world?
For us t’s a no. The survival skills that are taught in primitive society wont suffice or fit for
the citizens of the 21st century because as we try to look around we can see millions of
technologies that people nowadays are depending for. Many people live in the cities and
drive their luxury cars to their work and go home in their mansion house that was made by
the other people. Everything around them was powered by the electricity which was made by
someone else too. So if we try to realize it has nothing to do with ‘survival skills taught in
primitive societies. Almost all of us are depending on the technology and we can see that in
our daily lives.
Let’s Check for Understanding
⦁ In not more than two sentences, state the relationship of society and schools.
The school and society link together wherein we can always see their interconnectedness.
Society reflects the school and school reflects the society and that connection help the people
to improve the quality of education as well as interacting with the society that will also
improves its cultures and its processes.
⦁ What is meant by socialization as a function of schools?
Socialization is the process people undergo to learn the attitudes, values and behaviors that
are appropriate for members of a particular culture. These agents play an important role in
shaping the behavior; emotions, and behaviors of a person. Socialization in schools occurs
when some people intentionally teach while others take on the role of the student. Education
is the term for this type of socialization. Education, like family, is a universal cultural
concept. Education transmits culture to children in the same way that family does. School
exposes students to their culture's current beliefs, traditions, and values. Children are exposed
to books and videos in the classroom, and they are exposed to society's norms and
expectations through interactions with teachers and classmates. Immigrant children are also
socialized through the educational system. These children are expected to study and
communicate in English/Filipino as a result of the promotion of a common language. This
socializes the students into the dominant culture's norms, values, and beliefs in the country.
School also has an impact on how students develop as individuals. The school system teaches
students how to live in order by exposing them to societal standards and ideals. Punctuality,
discipline, scheduling, and good work habits are instilled in them. Gender roles are imposed
on children in school, just as they are at home.
⦁ Can school change the socializing effect of family, the primary agent of
socialization? Can an excellent school undo the socializing effect of an extremely
deprived home?
Yes, because schools are agents of socialization that not only teach us subject knowledge and
life skills but also social skills through our interactions with teachers, staff, and other
students. The improved environment has the potential to be good, but the concept of "undo"
implies a very comprehensive positive transformation, which I don't believe can be
accomplished simply by attending an excellent school.
It would be highly situational, in that the student would need to recognize, feel at ease with,
and gravitate toward the positive aspects of the excellent school and its greater resources, and
the excellent school's staff, faculty, and students would need to be accepting and welcoming
of the disadvantaged student, providing resources and assistance as needed. That's a lot of
stars that need to line up perfectly, but it's probably possible.
⦁ In the Philippines, was education a privilege enjoyed by all Filipinos since the
precolonial period? Why or why not?
No, since the pre-colonial period in the Philippines, most of the knowledge are thought at
home and in the local community, those knowledge include how to read and write, cultural
practices, customs and tradition, folk stories, history, epics and songs, usage of musical
instruments etc.
Some specialized or specific skills will be thought via apprenticeship like the usage of
weapons, archery, hunting, martial arts, weaving, farming, fishing, smithing, house, boat,
shipbuilding and construction in general, maritime navigation and even being an indigenous
priestess and healer among many others.
⦁ Was the National College Entrance Examination (NCEE) in support of equal
access to quality education? Why was it abolished when it did exactly what Filipinos
then wanted?
The NCEE opposed equal access to high-quality education. Raul Roco, the Education
Secretary, previously stated that he wants high school pupils to have a better career and that
they must be able to attend college. NCEE for me is also a great tool to determine which type
of education is best for you, whether it be college or technical education. It should be bring
back since it is a tool that assists us in determining which courses are appropriate for our
abilities and expertise, as well as which courses we will study, as well as with renditions.
Let’s Reflect
1. Should college education be for all? Or should it be given only to those who are
intellectually capable of college education? Those who are not should be directed to
technical education. Isn’t giving access to college education for one who is not
intellectually capable a waste of time and resources? Was that not the very purpose of
the National College Entrance Examination then – to redirect to techvoc. courses those
who were not capable of a college course? Write your reflections.
Education is for all the human. Education is one of the most precious we could ever have in
our life. Education is not just for the rich but it’s for all. I believe that college education is for
all because it’s one way to success. It is not just for the people who ate capable of college
education because as long as you have a family to support you, as long as you can support
your study go for it. Poverty is not a hindrance for all of us to pursue our dreams, to pursue
college. Maybe now we are struggling amidst of many problems that may come in our way
but when you passed it all happiness will be in you at the end. It should not be only to those
students who are intellectually capable of college education because it doesn't mean that if
you fail to pass that examination meaning you are considered and labeled as not intellectually
capable. What if that time when took the exam you have a sickness where you cannot
concentrate? Or what if you cannot focus because of some family problem? Supposing Let’s
Reflect that if the students are not intellectually capable, it should not be an excuse to reject
them from schooling. "Those who are not should be directed to technical education", in this
phrase I can tell that I am not in favor because what if the students don’t really want that and
are eager to pursue higher education no matter what? Are they just going to leave them like
that and tell that "you are not intellectually capable in studying college education you should
proceed studying in techvoc" in which it's kind of not good. Some students who are not
intellectually capable is not a waste of time and resources if they are given an access to
college education as long as they are willing and eager to study hard then that "intellectually
capable" thing should not be the bases if the students are eligible to take college education
anyways, what is the essence of being a teacher? Isn't it to facilitate and help the students
learn and grow not just in academic but help the students grow as a person? If the student
cannot really make it and fail in every subject, then that's the time that he/she starts
considering other options but it is not appropriate to jump into conclusion that advising them
to proceed in techvoc education. Besides, we never know unless we try. Maybe that was the
very purpose of the National College Entrance Examination the - to redirect to technical
vocational courses those who were not capable of a college course because for sure not all
students who will take the exam will passed
2. Should we bring back the NCEE? Why or why not?
For us it’s a no, because if you failed to pass the NCEE or the National College Entrance
Examination you are not able to pursue your career and your dream job. Many students will
lose their hope and confidence. I believe that everyone of us deserve to study anywhere we
want because education is the key to success and to progress and we shouldn’t stop the youth
pursuing their dreams of life.
3. Of the developments in Philippine education in the post-colonial period, which to you
is most important?
Every development is very important to us and it helps to develop our education nowadays.
Postcolonial education addresses cultural imperialism by recognizing and unsettling its
legacy in the school curriculum and the Western assumptions about knowledge and the world
that underpin it, fostering a pedagogy of critique and transformation in the metropole and the
periphery. The most important to us is the Education aimed at the full of realization of the
democratic ideals and way of life. Why because life is important for me and we need a
realization for us to understand the real meaning of life as well as the democratic ideals of our
nation. Many people or we can say almost of the people says that education is the key to
success which is true. The development of the Philippine education in the post-colonial
period bought us a new big change that led to the success of education and to all of us.
Without the development we are not able to attain of what we are today, for what we have
today.
Taking it to the Net
⦁ In the Philippines, education from elementary to secondary education is free.
What law made tertiary education free? Research on the tertiary education of other
countries. Is it also free or “only in the Philippines?” Share your findings in class.

Republic Act 10931 or the “Universal Access to Quality Tertiary Education Act,” is a law
that expanded and enhanced the coverage of Free Tuition 2017. The Universal Access to
Quality Tertiary Education Act is a law in the Philippines that institutionalizes free tuition
and exemption from other fees in state universities and colleges (SUCs), local universities
and colleges (LUCs) in the Philippines. The law also foresees subsidies also for private
higher education institutions. It is intended to give underprivileged Filipino students a chance
to earn a college degree. It is also known as the Republic Act 10931 and has the full title An
Act Promoting Universal Access to Quality Tertiary Education by Providing for Free Tuition
and Other School Fees in State Universities and Colleges, Local Universities and Colleges
and State-Run Technical Vocational Institutions, Establishing the Tertiary Education Subsidy
and Student Loan Program, Strengthening the Unified Student Financial Assistance System
for Tertiary Education and Appropriating Funds Therefore.
The law was filed first by senator Ralph Recto, principally sponsored by Senator Bam
Aquino and was signed by Rodrigo Duterte, President of the Philippines, on August 3, 2017.
The bill is supported by almost all members of Congress. In September 2017, the chairman of
the House Committee on Appropriations announced that P40 billion had been gathered and
that this amount would finance all expenses foreseen by the law for 2018.
The tertiary education of the other countries which is free are the following:
⦁ Norway
Students willing to brave exceptionally harsh winters and one of the highest costs of living in
the world might consider earning their degrees in Norway. Tuition is free at public
universities, giving students the opportunity to earn degrees at top-ranked institutions such as
the University of Oslo, Norwegian University of Science and Technology, and the University
of Bergen. To take advantage of free college tuition in Norway, aspiring undergraduate
students from the U.S. must have a high school graduation diploma, and at least one year of
college under their belts (or scores of at least 3 on three Advanced Placement exams).
⦁ Finland
College in Finland is free for students hailing from the European Union. However, starting in
2017, international undergraduate students wishing to earn degrees in English will pay a
minimum of 1,500 EUR per year (approximately $1,776 per year), though many universities
charge far more depending on the degree level and program of study. However, doctoral
students--no matter what country they're from--as well as those pursuing their studies in
Finnish or Swedish, still pay no tuition. The government also plans to offer scholarships and
financial aid to international students with exceptional academic backgrounds.
⦁ Sweden
Only students pursuing research-based doctoral degrees get free tuition in Sweden; some
programs of study even offer stipends to international students. Nevertheless, students should
be aware that Sweden’s high cost of living may put them over budget, even when they pay
nothing to earn their degrees.
⦁ Germany
In 2014, Germany officially removed all tuition fees for undergraduate students at public
universities. With the exception of some administrative fees, this applies to U.S. citizens, too.
Germany needs skilled workers, and this reality creates a win-win situation for American
students. Students enrolled in one of the country’s public universities can attend for free.
What's more, German universities offer a wide range of programs entirely in English, and an
American student can earn a university degree in Germany without speaking a word of
German. Top-ranked institutions, such as the University of Munich and the University of
Bonn, mean that U.S. students don’t have to trade prestige for cost.
⦁ France
In the past, students needed to speak French in order to attend university in France. This is no
longer the case, however, as many programs of study at both public and private universities
are offered in English. Students who attend public universities usually pay a few hundred
dollars per year, depending on the degree level and program of study. Over the years, France
has modified its free tuition model, and some EU students pay tuition based on family
income. Such changes may eventually impact how much international students pay to attend
French universities. The French government is attempting to implement significant price
hikes for students who are not from France or the EU.In Oct. 2019, France's Constitutional
Council struck down the legislation that would have hiked the annual tuition fee to €2,770
($3,065) for a bachelor's degree and €3,770 ($4,170) for a master's degree. It's unclear
whether the government will continue its battle to raise international student tuition fees, but
both students and French universities have pledged to fight against such measures in the
courts.
⦁ Denmark
Denmark is the same as its European peer countries with free college: students from
anywhere in the EU/EEA and Switzerland are able to take advantage of this benefit.
However, international students pay anywhere from 6,000 to 16,000 euros a year, which
makes tuition a hefty price compared to other countries. Though a smaller country, Denmark
has a high standard of living and many appreciate the English options available alongside the
many different kinds of subjects to study. Some of the best universities include the University
of Copenhagen, Aarhus University, and the Technical University of Denmark.
⦁ Beyond Europe
Europe remains a well-known, highly sought-after destination for students seeking refuge
from expensive U.S. colleges and universities, but public universities in countries such as
Mexico and Brazil also have virtually free tuition. Students pay registration fees, which
amount to very little when considering the exchange rates. Some universities offer top-quality
programs of study in English. Earning a degree south of the border also makes it possible for
students to learn highly sought-after languages of commerce, such as Spanish and
Portuguese. Americans can also attend public universities in China and pay tuition costs
between $2,500 and $10,000 per academic year, which can be affordable when compared to
U.S. tuition rates. The best tuition deals in China, however, are reserved for students able to
pursue their studies in Chinese.
The data above shows that not only here in the Philippines had a free education in tertiary
levels because in the Nordic nations Denmark, Finland, Iceland, Norway and Sweden all
offer opportunities to study free or at low cost: In Norway, university study is available free
of charge to all students, regardless of study level or nationality.
⦁ Life skills were taught to primitive society. Are these, life skills for primitive
society the same life skills for the 21st Century? Find out
For me it’s a yes both are same but not in general. The basic needs of wilderness living, are
shelter, fire, water, and food, and self-expression, in that order. These needs are guided by 2
basic principles. Those of Connection and awareness. These last 2 items are the keystone;
they are the parts that hold the whole thing together. On the other hand, the 21st century
wherein students need these specific skills to fully participate in today's global community:
Communication, Collaboration, Critical Thinking and Creativity. Students need to be able to
share their thoughts, questions, ideas and solutions.
CHAPTER 3
SOCIAL SCIENCE THEORIES AND
THEIR IMPLICATIONS TO EDUCATION
Application – Let’s Apply

1. The purposes of schooling according to the functionalist theory are:

1) Intellectual purposes – acquisition of cognitive skills, inquiry skills
2) Political purposes – educate future citizens; promote patriotism; promote assimilation
of immigrants; ensure order, public civility and conformity to laws.
3) Economic purposes – prepare students for later work roles; select and train the labor
force needed by society.
4) Social purposes – promote a sense of social and moral responsibility; serve as a site
for the solution or resolution of social problems; supplement the efforts of other
institutions of socialization such as the family and the church.

Cite how schools at present are working on the realization of these 4 purposes as cited
by the functionalists.

The first basic purpose of school is intellectual purposes, it helps in the acquisition of
cognitive skills and inquiry skills of students. Meaning students can know how to think on
their own. Having this ability is essential in schools it promotes those to become rational
thinkers. It is the development of reason, through intellectual pursuit, opening a can of worms
in your students’ minds, Letting the questions and ideas squirm, change and challenge.  It is
one of the major purposes of education which is the cognitive and intellectual purpose. The
cognitive and intellectual purposes is important because it focuses on improving the higher-
order thinking skills and knowledge of the students so that they can be literate and
knowledgeable thinkers. Educational Departments such as DepEd and CHED offer various
scholarships for every student. By providing sufficient scholarship assistance, we can enable
greater success in college, giving them the intellectual opportunities and providing deserving
students who want to graduate with their chosen degree and give back to society.

Second, the political purpose plays an important role in educating future citizens in
promoting patriotism, assimilation of immigrants, ensure order, public civility, and
conformity to laws. School systems came upon this with the help of the teachers and it
thought schools could help people learn how to govern themselves wisely and justly in other
words this is helping the student to become more independent and have the opportunity to
engage and interact with others. The educational system is viewed as a politicizing agent of
society. The norms and values thus transmitted are compared with those deemed necessary
for a stable democratic political system. Education develops civic skills, and this is valuable
for the individual to allow for meaningful participation in civil society and political life and
for society, to benefit from an informed and engaged citizenship. Schools encourage students
to join the student council and the government. This will allow the students to develop
leadership and political skills by organizing and carrying out school activities and service
projects. The help share students’ ideas, interest and concern with the school wide
community.

Third, the economic purpose believes that schools are beneficial to students to get ahead
in life economically. It helps prepares the students for later work roles, select and train the
labor force needed by society. Meaning they have to stay in school to gain the knowledge and
skill for their future career. Education in every sense is one of the fundamental factors of
development. No country can achieve sustainable economic development without substantial
investments in human capital. Education enriches people`s understanding of themselves and
the world. It improves the quality of their lives and leads to broad social benefits to
individuals and society. Education raises people`s productivity and creativity and creativity
and promotes entrepreneurship and technological advances. Also, it plays a very crucial role
in securing economic and social progress and improving income distribution. Education
develops productive skills and this is valuable for the individual, to advance in the market and
for society, to improve and maintain prosperity and complete in a globalized economy. K+12
Curriculum helps the Senior High School students to be economically independent through
the subject of the work immersion program, that will provide students “real workplace”
experience, giving students a set of technical- vocational and livelihood skills that can help
them to make more informed career choices and improve their employment prospects.

Lastly. The social purpose, wherein schools promote a sense of social and moral
responsibility, serve as a site for the solution or resolution of social problems, supplement the
efforts of other institution of socialization such as the family and the church. School existed
to help mold or guide students into what their society needed and expected of them. School
teaches students how to appropriately socialize with other preparing them for the future when
they get into society. Education can be a vehicle for equity and greater social inclusion, or
when absent, poorly delivered, or unfairly distributed, a vehicle for injustice and greater
social exclusion. Schools allow students to join different school’s clubs, organizations,
ministries, that will help develop their personal and social development. Joining student
clubs, organizations and ministries will allow them to meet a diverse population of people
that allow them to expand your thinking and interest.

2. Adherents to the conflict theory claim that schools teach loyalty so that those in
power remain in power and those below will forever be at the bottom. Do you
agree? Why or why not?
Agree, because Conflict theorist do not believe that public schools reduce social
inequality. Rather, they believe that the educational system reinforces and perpetuates social
inequalities that arise from differences in class gender, race, and ethnicity. Also, to conflict
theorists, schools play the role of training working-class students to accept and retain their
position as lower members of the society. They argue that this role is fulfilled through the
disparity of resources available to students in richer and poorer neighborhoods as well as
through testing.

3. Individuals act based on meaning. This meaning is based on individuals’

experiences.
Meanings change. Give two implications of these symbolic interactionist thoughts to
education.

One implication that can be drawn on symbolic interactionist ideas for education is that
interaction does not only include dealing with qualified workers; interaction often involves
reading, learning, and experiencing. Other people's points of view and meanings are
expressed in their writings, speeches, and teachings.

Another is to use all constructive expressions, whether in the form of gestures, voices, acts,
or behaviours, to communicate our confidence and belief in our students' abilities, as well as
an affirmation of their being. Indeed, believing in someone's abilities has a beneficial impact
on us. We would be able to become more prepared in learning, more compassionate, and
genuinely skilled.

REFLECTION PAPER

“Words are a source of misunderstanding”

A Reflection Paper

Everyone is different, and no two individuals have the same structure or views. As an
outcome, often people misunderstand or dispute the thoughts and perspectives of others. If
they are mistaken, the opposing side will justify and fight for what they believe. Words are a
source of confusion since, according to symbolic-interactionist theory, communication is
inefficient when the sender's meaning of the symbol opposes the receiver's meaning of the
symbol. This literally means that there is a language barrier between us that we cannot
overcome no matter what circumstances we create because God created diverse languages out
of greed. And I think the primary cause of this insensitive mentality of not acknowledging
each other is a lack of empathy and consideration to one another. We don't carefully consider
the other perspective and they don't acknowledge us as well.

To simplify what has been said up to this point, language in contemporary life does
not fill the need to be acknowledged by others. If we speak, we may end up wobbling and
talking loudly like Samsa in Metamorphosis rather than calming the scenario and moving it
forward. Alternatively, as the fox explained to the little prince, it is the root of all
misunderstandings. We should accept stuff unsaid so that they can be addressed immediately.
Emotions and the soul do not need explanation to express how they feel; however, discussing
it may cause vagueness.

CHAPTER 4
LET’S APPLY 1
1. Teacher observes that when students submit report, the more ornate and artistic the
folder is, the less substantial the report. Which weakness in the Filipino character is
pointed to? If you were the teacher how do you counteract such?

The statement wherein the Teacher observes that when students submit report, the more
ornate and artistic the folder is the less substantial the report, it is lack of analysis and
emphasis on forms in reinforced by an educational system that is more form in substance. It
is one of the weaknesses because there is a tendency to be satisfied with rhetoric and to
substitute this for reality. Empty rhetoric and endless words are very much part of a public
life. As long as the right things are said, as long as the proper documents and reports exist, as
long are deluded into believing that what ought to actually exist.

As a future educator if I encounter an incident wherein my students will submit a

portfolio or report that more in ornate and artistic, than the content. I will comment it in their
portfolio if there are only few students done this. However, if mostly of my students submit a
portfolio that is more in artistic and less content, I will tell them. The way of telling them first
by praising their work, I will share what I love in their portfolio and how artistic it is. Then I
will tell the students the content was little less and next time if I will require them to make a
portfolio, they can be artistic as long as the content is there and they should give more
attention in the content than the design.
2. Which of the weaknesses of the Filipino does this DepEd Order wish to help
eliminate? Explain.

LET’S ANALYZE 1
A MORAL RECOVERY PROGRAM: BUILDING A PEOPLE, BUILDING A
NATION
a reaction paper
I personally agree with the findings on weaknesses of the Filipino character as cited in
the report because as we all know, these are the main common characteristics we can see on
every Filipino Citizens especially in the Politics Industry. They’re going to use their power to
either push other people down or up just to satisfy their wants.

What’s good about Filipinos is that they’re so competitive but being competitive
sometimes lead to dragging down people so that a one person can achieve his/her success
easily and to the point that it’s not a healthy competition anymore, they will do anything to
win or succeed and doesn’t care with others success. We don’t want to agree with this, but we
can’t deny the fact that all things here in the Philippines are big deal. When other people do
mistakes, people will make a big issue about this. A good example of this was the community
pantry wherein they are just helping their countrymen to survive but politicians and other
officers are red-tagging them that as if they are members of the NPA community and worse is
that they’ll spread fake news just to ruin people’s reputation and image. Filipino citizen
doesn’t even know now what’s the real essence of pagkakaisa and pagmamalasakit. That’s
why we can never belong to the developed countries because we have a lack of discipline and
initiative to the development and growth of our country, instead we are prevailing crab and
colonial mentality.

Eventually, these findings on the weaknesses of the Filipino people are very true and
relevant even nowadays whether on education, business, politics or worse, it mainly happens
in our family itself. Sometimes people are so competitive and brave, but they do have lack of
self-analysis and self-reflection because all in all that’s what important the most because it
leads to contentment and satisfaction among others and especially onto yourself.

REACTION PAPER 1

WEAKNESSES OF FILIPINO CHARACTER

A Reaction Paper

The lack of discipline is the most prominent of the 8 Weaknesses of the Filipino
Character for me. We should all accept that every Filipino has this mentality, which is why
we are still classified as developing countries. Discipline is a careless attitude toward time
and space, reflected in a lack of consistency and compulsiveness, as well as poor time
management and unproductivity.
 I used to invest in Filipino time, which is not respecting the specified time because, in
my perspective, it is a good behavior because it does not hurry you at all. You own your time,
but when I attended college, university changed and helped me overcome this weakness of
mine because college expected us to be strong and that there should be no time for
procrastination. Procrastination can only contribute to incompetence and inefficiency. It
provides work that is not
reasonable in college, such as pasacomplimento. Also, having lack of discipline leads me to
be too emotional. I tend to have a lot of emotional breakdowns even on small things. We
agree that after a long and exhausting work week, we deserve to relax. Of sure, we deserve to
unwind, but we must do it with caution. We must ensure that the items we spend money on
for relaxation will benefit us or provide value in the future, rather than becoming a source of
real distress. I also believe that having extreme lack of disciple will lead us to being lazy to
change. We must let go of the usual things we do for us to improve and grow. But some
merely can't embrace the idea that they'll have to grow, so they stick to their old routines and
do things the way they always have. They grow too lethargic to change their circumstances.
They believe that they are immune to change.

Therefore, for me having lack of discipline need to adapt change because changing
my life means growth and enhancement. I always remember the saying, “We can’t change the
world, but we can change our own world” meaning it is up for us if we want to get stock in
our world or tend to adapt change and explore the new world waiting for us. This will lead us
to be hardworking, ready for change, be successful at the same time being humble about
things and will lead us to think critically, self-reflect, and apply it to ourselves.

TAKE IT TO THE NET 1

1. Research on the Senior High School Curriculum. Find out if there are subjects
where the following are intentionally taught:

In senior high school program, the following subjects were taught to the students to
promote sense of patriotism and national pride such as Understanding Culture, Society and
Politics, Contemporary Philippines Arts from the Region, Developing Filipino Identity in the
Arts and Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino. There are also 2
Subjects promoting a sense of common good these are the Philippine Politics and
Governance and the Community Engagement, Solidarity and Citizenship wherein it helps the
students to be helpful and contribute common good to their community. Subjects such as
Introduction of World Religions and Beliefs System and Disaster Readiness and Risk
Reduction covers a sense of integrity and accountability. Also, Organization and
Management and Discipline and Ideas in the Social Sciences promotes the values and habits
of discipline and hard work because with these subjects, students were able to be determined
and compassionate with their work, assignments or even in their own career and lives. Lastly,
these four subjects such as Introduction to the Philosophy of the Human, Personal
Development, Pagbasa at Pagsuri ng Iba’t ibang Teksto Tungo sa Pananaliksik, Reading and
Writing Skills and Trend, Networks, and Critical Thinking in the 21st Century mainly
promotes values and habits of self-reflection and analysis; the internalization of spiritual
values and emphasis on essence rather than form because through these, students were able to
internalize, realize and make self-reflection. Also, they will analyze deeply the context rather
than its appearance.
2. Research on DepEd orders on value education and value integration. Can these
DepEd orders disprove that the Philippine educational system is more form than
substance as claimed in Sen. Shahani’s report?

DECS Order No. 6, s. 1988 states that the outline does not prescribe or impose values. It is
merely a list of virtues adaptable to varying situations which it is hoped the learner will
internalize and practice. Teachers may use the values framework to help identify and choose
which values to emphasize, reinforce or change, when it is perceived necessary and beneficial
to do so.

DO 41, s. 2003 Values Education in the Basic Education Curriculum states that it is to
ensure effective implementation of Values Education which is one of the emphases of the
restructured Basic Education Curriculum, values education teachers should be utilized fully
to help the other subject area teachers integrate values development in the subject area they
teach. Based on these DepEd orders on value education and value integration, it is strong
enough to disprove that the Philippine educational system is more form than substance as
claimed by Sen. Shahani’s report. Because according to their goals is that they may able to
effectively reinforce the role of every teacher as a values education teacher thus strengthening
the Department’s collective efforts in developing desirable values among the students, be
able to meaningfully integrate values development in the lessons of every teacher in each
discipline, to be able to assist teachers in the valuing processes while at the same time
developing the competencies in the subject area they teach and to ensure that values
education is purposefully planned as regular lessons in the subject and not taken as incidental
lessons in the process these also includes ensuring trained values education teachers or those
who majored in values education are duly recognized to perform functions relevant to their
expertise and competence and to properly evaluate the result of interventions conducted both
inside and outside the classroom which is contradicted to Sen.
Shahani’s report on emphasis form rather than substance.

3. The K to 10 Curriculum Guide for Edukasyon sa Pagpapakatao (EsP) and the Grade
11- 12 Curriculum Guide for Philosophy of the Human Person and Personal
Development show that there is an intensive and purposive effort of the Philippine
educational system to eliminate the weaknesses of the Filipino character that is more
substance than form. Which proofs can you give?

The K to 10 Curriculum Guide for Edukasyon sa Pagpapakatao (ESP) and the Grade 11-
12 Curriculum Guide for Philosophy of the Human Person and Personal Development show
thatthere is an intensive and purposive effort of the Philippine Educational system to
eliminate the weaknesses of the Filipino character that is more substance than form because it
focuses more on the Most Essential Learning Competency of the subject itself. Other learning
is eliminated because
it is not practical to study them. Curriculum guide is provided here.

REFERENCE:
https://commons.ph/k12-melc-cg-codes
guidelines/#:~:text=What%20is%20MELC%3F,and%20subsequently%2C%20for
%20lifelong%

LET’S CHECK FOR UNDERSTANDING 1

2. List the strengths of the Filipino then in a phrase or clause; explain when that
strength becomes a weakness.

Strength It becomes a weakness when

1. Family Orientation
2. Professionalism makes us
being warm and caring
3. We are joyful people with a
sense of humour
4. SOur Faith in God is our
source of strength
5. We are good at
Pakikipagkapwa-tao and so
we can easily empathize
6. We can be hardworking
7. Flexibility
It prevents us from reaching
out beyond the family to the
lager community and the
nation
It leads us to lack of objectivity and
being unfair to the people we don’t
know
We can’t take things with humour all
the time for serious problems that
needs serious analysis.
This makes us dependent on forces
outside us and do nothing that makes
us submissive to God’s will
We are envious and jealous with
others
We are being lazy and passive in
workplace
We excess compromise precision and
discipline

LET’S ANALYZE 2

1. According to the report, one weakness of the Filipino character is lack of analysis
and emphasis on form (porma). The report states that this lack of analysis and
emphasis on form are reinforced by an educational system that is more form
than substance.

a. What is meant by an educational system that is more form than substance? Do

you agree that the Philippine education system is more form than substance? If
yes, why? If not, why not?

Educational system that is more form than substance means that it is merely build on
rules and identified program, but it is not substantial. And I disagree with the Philippine
education system because nowadays they forced child to memorize a lot of unimportant
information and grade them on it while leaving now the knowledge of practical value. At
some point, officials in the teaching profession tend to formulate a system of rules and
programs which are not effective. Rather than focusing on the effectiveness of classroom
instructions and good study materials, they bombarded teachers with loads of paper works
making them drained and taking most of their classroom time to prepare for requirements
submission. This makes educational system a mere form but having no substance at all.

CHAPTER 5
LET’S ANALYZE 2
1. Are the current global issues in both lists similar?

Comparing the first and second lists cited by millennials and Turner, it is observed that both
lists are similar; the only difference is the term used. All in all, both lists clearly stated the most
controversial current world issues.

2. Are the current global issues ranked similarly?

Even when they are both close in terms of listing current global problems, it is evident that
they are not ranked similarly. Both agreed that climate change should be ranked first, but it is
worth noting that millennials claimed that large-scale conflict should be ranked second because,
according to their research, the percentage of wars worldwide was 38.9 percent, but Turner
disagrees, claiming that terrorism should be ranked last among other global issues because
pollution is the most controversial. This is also true for other global problems. It's just a matter of
facts rather than ranking what you believed. Millennials' list was admittedly more accurate than
Chloe Turner's list since the first group based their ranking on the World Economic Forum's
Global Shapers Survey in 2017.

3. Do these top ten global issues correspond to the 17 SDGs 2015-2030?

Regarding the top ten global issues reported by the millennial and turner, it is evident that
these global issues clearly correlate to the 17 SDGs 2015-2030 because its key goals are to have
zero hunger, no poverty, promotes good health and well-being, ensure the quality of education,
promotes clean water and sanitation, and people should have decent work that leads to economic
development. SDGs also seek to eliminate all forms of inequality and discrimination, as well as to
promote peace and justice among countries and to foster partnerships for long-term growth.
Furthermore, these 17 SDGs for 2015-2030 serves as a program that eliminates or reduce the high
percentage of the top 10
global issues.
LET’S ANALYZE 2: TABLE

List #1 Top 10 World List #2 Top 10 World

17 SDGs 2015-2030
Issues Issues
 Take urgent action to
combat climate change and
its impacts.

Protect, restore and promote

sustainable use of terrestrial
Climate change Climate change ecosystems, sustainability
manage forests, combat
desertification, and halt and
reverse land degradation and
half biodiversity loss.

Promote peaceful and

inclusive societies for
sustainable effective,
accountable and inclusive
institutions at all levels.
Large scale conflict Terrorism
Strengthen the means of
implementation and
revitalize the global
partnership for sustainable
development.
Achieve gender inequality
and empower all women and
girls.
Inequality Violence
Reduce inequality within
among countries.
End poverty in all its forms
everywhere
Malnourishment &
Poverty Hunger End hunger, achieve food
security and improved
nutrition, and promote
sustainable agriculture.
Protect, restore and promote
sustainable use of terrestrial
ecosystems, sustainability
Pollution manage forests, combat
Religious Conflicts
desertification, and halt and
reverse land degradation and
half biodiversity loss.
 Build resilient infrastructure,
Government promote inclusive and
Accountability and Government Corruption
sustainable industrialization
corruption
and foster innovation

Ensure availability and

sustainable management of
water and sanitation for all.

Conserve and sustainably

use the oceans, seas, and
Food and Water Security Substance Abuse marine resources for
sustainable development.

Ensure access to affordable,

reliable, sustainable, and
modern energy for all.

Ensure inclusive and

Lack of Education
Security and well being
Safety/Security/Well being
equitable quality education
Lack of Education
and promote life-long
learning opportunities for
all.
Ensure healthy lives and
promote well-being for all at
all ages.
Make cities and human
settlements inclusive, safe,
resilient, and sustainable.

Promote sustained,
inclusive, and sustainable
Lack of economic economic growth, full and
opportunity and productive employment and
Unemployment
employment decent work for all.

LET’S APPLY 2

1. Based on the top ten global issues and the 17 SDGs choose one global issue/SDG and
give suggestions on what schools must to do address the issue.

INEQUALITY AND DISCRIMINATION/VIOLENCE

 This global problem corresponds to one of the 17 SDGs, achieving gender equality and
empowering all women and girls, which is a good and important aim that will benefit not
only women and children, but everyone. To address this concern, I believe that schools
should adopt policies and advocacy in which teachers empower their students to promote
equality among others while also building their confidence. Aside from that, schools should
hold symposiums to educate students about racism, sexism, rape, and assault, especially rape
and violence, to reduce the number of rape and violence incidents. Another advocacy that
schools can advocate to their teachers and students is to eliminate favoritism and educate
cultural differences, as this advocacy will mitigate rivalry among students or teachers as well
as cultural barriers.
2. What moves has the Philippine government taken to ensure equitable access to
education for all its citizens?

There are laws that the Philippine Government implemented to ensure equitable access to
education for all its citizen and one of those is the R.A. NO. 9155 also known as Governance
of Basic Education Act of 2001 which is to protect and promote the right of all citizens to
quality basic education and to make such education accessible to all by providing all Filipino
children a free and compulsory education in the elementary level and free education in the
high school level. Such education shall also include alternative learning systems for out-of-
school youth and adult learners. It shall be the goal of basic education to provide them with
the skills, knowledge, and values they need to become caring, self- reliant, productive, and
patriotic citizens.
In Tertiary Level, the Duterte Administration recently implemented the Republic Act
10931 or the Universal Access to Quality Tertiary Education Act was signed into law by the
President it aims to promote universal access to quality education by providing free tuition
and other school fees in State Universities and Colleges and State Run Technical-Vocational
Institution. Therefore, all Filipino Citizens have a full access to quality education at all levels
supported by the law and the Philippine Government.
3. How come the Philippines has one of the highest number of educated people and
yet we remain to be “islands of affluence amidst a sea of poverty” meaning poverty
abounds? Can this be traced to poor quality of Philippine education? Why or why
not?

Many Filipino people are well-known for their dedication to education and hard work.
Even though we have a high percentage of literacy comparable to other nations, we continue
to be regarded as islands of affluence amidst a sea of deprivation because our country is still
considered a developing country. We have a poor quality of education while having high
expectations for recruiting professionals, which results not only in poverty but also in a high
rate of unemployment. We cannot deny that we lack sustainable economic growth because
companies choose quality over quantity. This illustrates that the low standard of Philippine
education can be traced back to the fact that, in comparison to other nations, the learning
framework in the Philippines is not as competitive. We have a shortage of teacher education
programs, which often produce generalists rather than specialists. Not only do we have low
educational quality, but Filipino people often lack discipline and awareness because they feel
that if you come from a poor family, marriage is the only choice rather than pursuing
education.
4. Some blame the Philippine’s corruption problem on the merging of Filipino
traditions with American institutions, One Filipino political scientist told
Smithsonian magazine, “Americans taught us the idea of honesty and integrity in
civil service but local culture conflicts with the democratic model. With no tradition
of civil service and the prevalence of strong family and community ties, bribery and
nepotism have seeped into the system.” Do you agree?

I totally disagree with this statement because Americans aren’t responsible for the
Philippine corruption problem. When in fact they only come here for colonization and not to
teach us corruption and bribery. Filipino’s greediness and selfishness should be the one to
blame because back then, it is found out that there’s corruption and bribery happening in the
nation even before we decided to merge with American institutions.

LET’S APPLY 3

4. Go over the K to 12 Curriculum Guide. Find out where these global issues and
SDGs are integrated. If you find one or more not integrated in the K to 12 Curriculum,
identify points of integration in the curriculum.

In what subject and topic can it be

Global Issue/SDG
integrated?

1. Araling Panlipunan - World History

In this subject the students would know the

1. Inequality/Terrorism
reason behind the inequality and racial
discrimination that rooted even before. In
Araling Panlipunan or Social Studies
students learn about the history of the world
and would know the impact of inequality in
gender and in racial discrimination in the
world.

2. Science - Deforestation and

2. Pollution/Climate Change/ Water Pollution
and Food Security
In this subject and topic the students will
learn the causes and effects of pollution as
well as the climate change that is very

LET’S CHECK FOR UNDERSTANDING 2
List down at least 5 global issues most applicable to the Philippines. Research on
Philippine laws meant to address the problem.
Problem/Issue
Poverty/Unemployment
Pollution
evident up until these days. Through this
subject and topic the students would learn
on how to reduce pollution and might be
able to have campaigns against the
continuous pollution and changes in
climate.
Philippine Law meant to Specific Provision/s of the
address the problem Law
RA 8425. Sec. 2.
Declaration of Policy. It is
the policy of the State to: (1)
Adopt an area-based,
sectoral and focused
intervention to poverty
alleviation wherein every
poor Filipino family shall
Republic Act 8425: Social be empowered to meet its
minimum basic needs of
Reform and Poverty
health, food and nutrition,
Alleviation Act
water and environmental
sanitation, income security,
shelter and decent housing,
peace and order, education
and functional literacy,
participation in governance,
and family care and
psychosocial integrity.
Presidential Decree No. Presidential Decree No.
1152 “The Philippine 1152. Sec. 2. Purpose.
Environment Code” The purposes of this Title
are: (a) to achieve and
maintain such levels of air
quality as to protect public
health; and (b) to prevent to
the greatest extent
practicable, injury and/or
damage to plant and animal
life and property, and
promote the social and
economic development of
 the country.

SECTION48. Separability
Clause. – If any Sec. or
provision of this Act is held
unconstitutional or invalid,
the other Sec.s or provisions
shall not be affected.
Republic Act 9262: Anti-
Violence Against Women SECTION 50. Repealing
and Their Children Act of Clause – All laws,
Violence
2004 Presidential decrees,
executive orders and rules
and regulations, or parts
thereof, inconsistent with
the provisions of this Act
are hereby repealed or
modified accordingly.

The title of the Act and its

provisions defining the acts
of terrorism that are
punished shall be aired
every day at primetime for
seven days, morning, noon
and night over three
national television and radio
networks; three radio and
REPUBLIC ACT No. 9372 television networks, one
Terrorism HUMAN SECURITY ACT each in Cebu, Tacloban and
OF 2007 lloilo; and in five radio and
television networks, one
each in Lanao del Sur,
Cagayan de Oro, Davao
City, Cotabato City and
Zamboanga City. The
publication in the
newspapers of local
circulation and the
announcements over local
 radio and television
networks shall be done in
the dominant language of
the community. After the
publication required above
shall have been done, the
Act shall take effect two
months after the elections
are held in May 2007.
Thereafter, the provisions
of this Act shall be
automatically suspended
one month before and two
months as after the holding
of any election.

RA 3019. Sec. 1. Statement

of Policy. It is the policy of
the Philippine Government,
in line with the principle
that a public office is a
public trust, to repress
certain acts of public
REPUBLIC ACT NO. officers and private persons
3019 ANTI-GRAFT AND alike which constitute graft
Government Corruption or corrupt practices, or
CORRUPT PRACTICES
ACT which may lead thereto…