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1. Curriculum is known as the heart of D
teaching and learning. U
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BED
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2. Youth is the future of this nation. D
That is, if we do not equip and educate youth…. U
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Miller C. Perdido
10 IMPERATIVE NEEDS OF YOUTH

#Sacred Heart College of Lucena City, Inc..

Educational M a n a g e m e n t (Curriculum Development)
 O
B
At the end of this discussion, the J
participants are able to: E
C
1. Identify the ten imperative needs of T
youth, I
V
2. Use imperative needs as basis to respond
E
to educational needs of the youth, and
S
3. Share insights /ideas regarding the
needs of the youth.
YOUR INITIAL TASK A
C
T
I
Directions: Analyze the V
following pictures then figure I
out the hidden word/s T
conveyed. Y
 A
C
T
I
V

ABLE I
T
Y

SALABLE
 A
C
T
I

KILLS
V
I
T
Y

SKILL
 A
C
T

NESS
I
V
I
T
Y

FITNESS
 A
C
T

STAND I
V

UNDER
I
T
Y

UNDERSTAND
 A
C
T
I
V
PUR I
T
Y

PURCHASE
 A
C
T

__ _ _ _ Y
I
V
I

6 1 13 9 12 T
Y

FAMILY
 A
C
T
I
V
I
T
Y

LEISURE TIME
ANALYSIS
 A
N
1. Give/share at least one impression to A
L
the given terms? What do you think are
Y
these about? S
I
2. What do you think is the implication of S
these to us, as curriculum
implementers?
ABSTRACTION
 A
B
S
T
1. The youth need the development of R
salable skills A
C
All youth need to develop saleable skills T
and those understandings and attitudes I
O
that make the worker an intelligent and N
productive participant in economic life.
 A
UNICEF’s Skills Typology B
S
Related Sustainable T
Skills Description Developmental Goals R
(SDGs) A
C
SDG Indicator 4.1.1 T
…achieving at least a I
Foundation Numeracy minimum proficiency O
skills and Literacy level in (i) reading and N
(ii) mathematics, by
sex
 A
UNICEF’s Skills Typology B
S
Related Sustainable T
Skills Description Developmental R
Goals (SDGs) A
C
Life skills, 21st SDG Indicator 4.7.4 T
Century Skills, outcomes measures I
Transferable soft skills or relating to learners’ O
skills socio- levels of understanding N
emotional of global citizenship
skills and sustainability
 A
UNICEF’s Skills Typology
B
S
Related T
Skills Description
(SDG) R
Youth can use and A
understand technology, use C
information positively, SDG T
Digital O
communicate, collaborate, Indicator
Skills create and share content,
4.4.1 N
build knowledge and solve
problems.
 A
UNICEF’s Skills Typology B
S
T
Skills Description Related (SDG) R
SDG Target 8.5- A
Job-
specific Technical and
8.6 C
Full employment T
skills Vocational skills
and decent work O
with equal pay
N
 A
UNICEF’s Skills Typology B
S
T
Skills Description Related (SDG) R
A
SDG Target 8.3
Entrepre Time management, Support job C
neurial goal setting, and creation and T
Skills financial literacy growing O
enterprises N
 A
B
S
T
21st Century Life Skills R
• Flexibility A
• Initiative C
• Social skills T
• Productivity, and O
• Leadership N
 A
B
S
T
4C’s Skills (K-12 Curriculum) R
A
• Critical Thinking, C
• Creativity, T
• Collaboration, and O
• Communication N
 A
B
S
IMPLICATION TO CURRICULUM T
R
DEVELOPMENT
A
• Teacher should incorporate C
approaches and activities T
which develop skills among O
youth. N
 A
B
S
2. The youth need to develop and maintain T
R
good health and physical fitness.
A
• Ensure healthy lives and promote well- C
T
being for all at all ages.
O
• Sustainable Developmental Goal 3: Good N
health and well being
 A
IMPLICATION TO CURRICULUM B
DEVELOPMENT S
T
• Teacher should develop programs that will R
help youth to avoid factors affecting their A
Good health and Physical fitness. The C
need to satisfy hunger and poverty lead
T
young people to stop studying.
• Integrate the lesson into concept leading
O
students to understand valuing oneself N
and one’s health.
 A
B
S
3. The youth need to understand rights T
R
and duties of citizens in a democracy
A
C
T
• Why it is a need to know your rights
O
and duties? N
 A
B
S
T
• According to United Nations Human
R
Rights, rights have great significance for A
people as this protects interests of C
T
minorities and to maintain and
O
preserve equality. N
 A
B
S
T
• To be diligent and competent in the R
performance of their obligations as A
C
members of the community and citizens
T
of the state and nation. O
N
 A
IMPLICATION TO CURRICULUM B
DEVELOPMENT S
T
R
• Develop sense of awareness among youth A
to make them mindful to their rights and C
be responsive to their duties as part of
T
this community thru social integration.
O
N
 A
B
S
4. The youth need to understand the T
R
significance of family
A
• How do you define a “Family”?
C
T
• If you will be given a chance to O
reconstruct/redefine the concept of a N
family, what would it be?
 A
B
S
T
First and foremost, the concept of
R
“family” leads to what you are in the A
community. Because a family is an C
T
immediate factor that really affect the
O
growth and development of the youth. N
 A
B
S
As a matter of fact, according to International
T
Federation for Family development (2017), Children
R
growing up in healthy, married, two-parent families are
A
more likely to lead happy, healthy and successful lives
C
than those who have not experienced the same level of
T
family security and stability. Those who build stable
O
families have a higher life expectancy, lower risks of
N
mental illness, alcoholism and domestic violence leading
to a successful family life.
 A
IMPLICATION TO CURRICULUM B
DEVELOPMENT S
• Development of values towards oneself,
T
family, and society and towards the entire R
nation must be promoted. A
• Consider the background of the students C
by involving the stakeholders or the T
people in the community in planning the O
school curriculum. N
• Contextualization of supplementary
learning materials.
 A
B
S
5. The youth need to know how to purchase and
T
use goods and services intelligently R
• Youth need to be mindful of spending money A
and resources they have. This is a proper and
C
T
practical way of living this life meaningfully.
O
Youth should have understanding both the N
values received by the consumer and the
economic consequences of their acts
 A
B
S
T
R
A
C
T
O
N
MASLOW'S (1962) HIERARCHY OF NEEDS THEORY
 A
B
S
• According to Mcleod (2007; 2022), Maslow's T
(1962) hierarchy of needs theory has made a R
major contribution to teaching and classroom A
management in schools. He adopts a holistic C
approach to education and learning. Maslow
T
O
looks at the complete physical, emotional,
N
social, and intellectual qualities of an
individual and how they impact on learning.
 A
IMPLICATION TO CURRICULUM B
DEVELOPMENT S
T
• Develop or improve students’ R
financial literacy (integration, by- A
example, facts and statistics) C
• Promote or strengthen concept of T
business and entrepreneurship O
• Advocate idea of needs over wants. N
 A
B
S
6. The youth need to understand the methods of
T
science R
• Science denotes as the knowledge of any kind. A
According to Oxford Dictionary, it is indeed C
the systematic study of the structure and T
O
behavior of the physical and natural world
N
through observation and experimentation.
 A
B
S
T
• The youth must understand the R
A
influence of science on human life.
C
T
• How does science influence human
O
life? N
 A
B
S
• According to UNESCO, SCIENCE contributes
T
R
to ensuring a longer and healthier life,
A
monitors our health, provides medicine to C
cure our diseases, alleviates aches and pains, T
helps us to provide water for our basic needs O
– including our food, provides energy and N
makes life more fun.
 A
IMPLICATION TO CURRICULUM B
DEVELOPMENT S
T
• Develop scientific skills (Research R
skills, Collaboration and teamwork, A
Project management, Problem- C
solving and the likes) T
• Enable youth to explore, discover, O
observe and experiment N
 7. The youth need opportunities to develop A
their capacities to appreciate beauty in B
literature, art, music, and nature. S
Literature
T
• (History) Literature allows a person to step back in
R
time and learn about life on Earth from the ones who
A
walked before us.
C
• (Education) Literature develops reading skills,
T
comprehension skills, writing skills, Critical Thinking
O
skills like making inference, drawing conclusion, and
N
decision making.
 7. The youth need opportunities to develop A
their capacities to appreciate beauty in B
literature, art, music, and nature. S
Arts
T
R
• Art has been used as a tool for cultural
A
exchange, education, and expression. It allows C
you to see life from a different perspective and T
it makes you feel alive. O
N
 7. The youth need opportunities to develop A
their capacities to appreciate beauty in B
literature, art, music, and nature. S
Music
T
R
• Music improves your health and wellbeing. It
A
can also improve mood and reduce anxiety C
and through bringing people together, can be T
an antidote to loneliness and social isolation. O
N
 7. The youth need opportunities to develop A
their capacities to appreciate beauty in B
literature, art, music, and nature. S
Nature
T
R
• Our forests, rivers, oceans and soils provide
A
us with the food we eat, the air we breathe, C
the water we irrigate our crops with. (It is T
about recognizing the benefits of it to protect O
nature) N
 A
IMPLICATION TO CURRICULUM B
DEVELOPMENT S
•
T
Provide learning experiences that let them
appreciate significance of Literature, Arts, Music R
and Nature A
• Provide activities that are diverse and in C
accordance to their learning preferences align to
Literature (Read/Write), Arts
T
(Emotion/Expression/Kinesthetic), Music O
(Movement, melody) and Nature N
(Discovery/Exploration
/Experiment/Observation)
 A
B
S
8. The youth need to be able to use their T
R
leisure time well
A
C
• To that, they have to learn to budget
T
time wisely and to balance activities O
that yield satisfaction to the individual N
with those that are socially useful.
 A
IMPLICATION TO CURRICULUM B
DEVELOPMENT S
T
R
• Incorporate time management
A
• Promote recreational activities that
C
will benefit the youth better T
O
N
 A
B
S
9. The youth need to develop respect for
T
other persons. R
• All youth need to develop respect for A
C
other persons to grow in their insight T
into ethical values and principles, and to O
be able to live and work cooperatively
N

with others.
 A
IMPLICATION TO CURRICULUM B
DEVELOPMENT S
T
R
• Develop respect towards diversity to
A
the following, but not limited to: C
1. Social Background T
2. Socio-economic Background O
3. Linguistic Background N
4. Cultural Background
 A
B
S
10. The youth need to grow in their ability
T
to think rationally. R
• Rational thoughts are based on A
C
evidence and proven hypotheses. T
For example, thinking “I will get burned if I O
touch that hot stove burner again while it's
N

on,”
 A
B
S
• The youth need to learn being sensible T
and able to make decisions based on R
A
intelligent thinking rather than on C
emotion. T
• This also enables the youth to express O
N
their thoughts clearly, and to read and
listen with understanding.
 A
IMPLICATION TO CURRICULUM B
DEVELOPMENT S
T
R
• Develop rational thinking by enabling
A
the youth to strive for accurate, clear, C
logical thoughts. For instance, you T
are becoming more rational when O
you recognize others fail to follow a N
logical process.
 10 Imperative Needs of Youth
S
need the development of need to understand the
salable skills methods of science U
need opportunities to develop their
M
need to develop and maintain
good health and physical fitness.
capacities to appreciate beauty in
literature, art, music, and nature.
M
A
need to understand rights and need to be able to use their
duties of citizens in a democracy leisure time well R
need to understand the need to develop respect for
Y
significance of family other persons.

need to know how to purchase

need to grow in their ability to
and use goods and services
think rationally.
intelligently
 Direction: Analyze the statement carefully and find
A
which of the said imperative needs is applied P
in the situations below: P
1. Teacher Z showed the importance of having classroom
L
rules in the classroom situation (ex. Cleaners, leader for I
today, prayer leader) C
2. Good relationship among parents has been expanded by
Teacher A to discuss his topic regarding parenthood.
A
3. Teacher D always used pictures, music, and other literary T
pieces as motivation among students. I
4. Teacher C always challenges her students to think
critically and justify their answer using evidence and
O
proof based on experiences or facts. N
5. Values teachers give utmost importance about valuing
others.
 A
need the development of
salable skills
need to understand the
methods of science
N
need opportunities to develop their
S
need to develop and maintain
good health and physical fitness. 3 capacities to appreciate beauty in
literature, art, music, and nature.
W
1 need to understand rights and need to be able to use their
E
duties of citizens in a democracy leisure time well
R
2 need to understand the
significance of family 5
need to develop respect for
other persons.
S
need to know how to purchase
need to grow in their ability to
and use goods and services
intelligently
4 think rationally.
 R
REFERENCES
E
F
United Nations Human Rights. (2021). Democracy and human rights. E
Retrieved January 18, 2023 from
https://www.ohchr.org/en/democracy. R
International Federation for Family Development. (n.d.). The crucial E
role of family. Retrieved January 19, 2023 from
https://www.un.org/ecosoc/sites/www.un.org.ecosoc/files N
/files/en/integration/2017/IFFD.pdf. C
UNESCO (2021). Science and society. Retrieved January 21, 2023 from
https://en.unesco.org/themes/science-society#:~:text=It
E
%20contributes%20to%20ensuring%20a,music%2C S
%20entertainment%20and%20the%20latest
 R
REFERENCES
E
F
Grenade, K. (2015). Youth are the future: The imperative of youth E
employment for sustainable development in the Caribbean.
Retrieved January 29, 2023 from R
https://www.slideshare.net/caribank/youth-are-the-future- E
the-imperative-of-youth-employment-for-sustainable-
development-in-the-caribbean N
Imperative needs of youth. The Royal Bank of Canada. Retrieved from C
January 18, 2023 from https://www.rbc.com/en/wp-
content/uploads/sites/4/2022/07/may1951.pdf. E
UNICEF (n.d.). GOAL 3: Good health and well-being. Retrieved January S
18, 2023 from https://data.unicef.org/sdgs/goal-3-good-
health-wellbeing/#:~:text=SDG%203%20aims%20to
%20prevent,and%20regions%20are%20priority%20areas.
 R
REFERENCES
E
Walker, Leo R., "Evaluating the curriculum of Logan Secondary Schools F
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Mcleod, S. (2007; 2022). Maslow's hierarchy of needs. Retrieved from
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S
society-17411#:~:text=Literature%20allows%20a
%20person%20to,manuscripts%20and%20through
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 R
REFERENCES
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F
Gallery, E. (2022). Why is art important?. Retrieved January 24, 2023 E
from https://www.eden-gallery.com/news/why-is-art-
important#:~:text=Art%20helps%20you%20process R
%20your,exchange%2C%20education%2C%20and E
%20expression.
Smith, A. (2022). Five reasons why everyone should have music in N
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https://www.bbc.co.uk/teach/bring-the-noise/five-reasons-
why-music-is-important/zv3krj6#:~:text=Music
E
%20improves%20your%20health%20and S
%20wellbeing&text=A%20study%20from%20Harvard
%20has,to%20loneliness%20and%20social%20isolation.
 R
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Brian, P. (2022). 10 differences between rational and irrational
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https://ideapod.com/rational-vs-irrational-thought/#:~:text E
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%20evidence%20and%20proven%20hypotheses.,burner
N
%20that%20previously%20burned%20you. C
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THANK YOU!