Who is the Child and Adolescent Learner?
reassembles them into new materials as needed by the body for growth. While the
Principles of Child and Adolescent Learners
The child’s learning process cannot be described simply as it is determined by
various factors – his nature as learner, the goal of learning: pedagogy; and the intervention of
the environment on the learning process. Let us have a look, first of all, at the Child and
Adolescent Learner. There are important developmental principles relevant to the Child and
Adolescent Learning that should be consider.
1) The child or the adolescent learner should among other things be considered as a
living human organism.
As such, he undergoes the process of growth and development. To every child, the
potentialities of growth are inherent at the time of conception and are determined by the
genes – the carriers of the heredity – but without the favorable environment, normal growth
and development cannot occur. The first important happenings at the time of conception is
determination of the newly created individual’s hereditary endowment. This is the time when
contribution to physical and mental traits are endowed from the maternal and paternal
ancestors to the new person. The importance of hereditary endowment is greater at the stage
of conception than it would be if it were subject to later change. Hurlock (1982) gave two
ways by which determination of hereditary endowment affect later life.
First, heredity places limits beyond which individuals cannot go. If prenatal and
postnatal conditions are favorable, and if people are strongly motivated, they can develop
their inherited physical and mental traits to their maximum potential.
Second, heredity is a matter of chance. There is no known way to control the number
of chromosomes from the maternal and paternal side that will be passed on to the child.
After birth, the child’s normal growth and development are determined by two
factors – heredity and environment. Heredity inherently equips the child with for growth and
development. How that seed is to be nurtured is the role played by the environment.
There are many environmental factors that influence growth: an adequate supply of
proper nutrients being of greater importance. Nutrients are the chemical substances in foods
that must be used by the cell to reproduce itself to specialize and to carry out its prescribed
functions.
The living organism grows by metabolism. While inanimate objects grow from
outside, by accretion or by merely adding into its surface more of the material of which it is
composed like crystals and the mechanisms of icicles, stalactites and stalagmites; the
organisms grow’s from within by metabolism. That is, the body takes in all kind of
substances, breaks them down into their chemical components to provide energy and then
achievement of optimal growth is determined in a large part by the child’s genetic makeup,
the environment into which he is born markedly influences his future course.
2) The three elements – increase in size, differentiation of structure, and alteration of form
– constitute something more than simple growth. Together, they comprise development,
the series of orderly and irreversible stages that every child goes through from the
beginning of its life to the end. In everyday speech, the words “growth” and
“development” are used almost interchangeably. It must be clear when dealing with
learners that growth is only one aspect of the process of development.
These opportunities for growth and development are determined in every large part by his
parents. The environment into which they bring up sharply influences the future course of his
growth, and his heredity greatly determines the characteristics he will have. The home, school
and community environment, nutrition, values, beliefs and customs are the child is subjected
to all contribute to the total person he becomes.
3) No two living individuals, as the learners, we are studying about are exactly alike. Each
grows and develops in a unique fashion within the limits that his heredity and
environment permit. Every child has his own way of growing and developing. To the
educators and parents and those involved in the education and the formation of the
learner, the many processes involved in the growth and development are of great
importance. The multiplicity of these processes, the intricacy of some of them, and the
recurrence of many of them subject to varied learning situations are far more interesting
and should attract their attentions.
4) Science now knows that all children grow in much the same partner: rapidly at first, then
more slowly, but very quickly indeed when puberty arrives. Studies have shown that this
general pattern leaves room for considerable individual variation: in the child’s overall
speed of growth, in the ages at which he grows most rapidly; and the trajectory he
follows to reach his destined height. It has also been shown that the child who is ahead of
or behind his contemporaries, physically or mentally, will not necessarily remain in that
position.
5) Learners responds differently to academic stimuli. Using some measuring instruments,
Fels Scientist (Begley, 1999) for example, have found out among other things, that
simple problems in mental arithmetic can, under certain circumstances, cause massive
 increase in heart rate and blood pressure. The greatest increase is found in young adults
who as school children were specially interested in high marks. From there are other
findings, the researchers have concluded that every person has certain “constitutional”
traits that influence the way his body organs responds to stress. These traits maybe
inherited, acquired in early childhood or both, but they tend to persist throughout life.
Thus, a boy who “tenses up” over arithmetic problems in school may, as an adult react
the same way to an income-tax blank. The researcher has also found hints of other
differences. In some experiments, for example, the palms of girl’s hands perspired more
in response to stress than boys.
6) Nearly all human behavior is learned rather than inherited. Man is much less a creature
of instinct than any other animal. Indeed, the capacity to learn, to substitute flexible
thinking for the rigidities of instinct, is a basic measure of intelligence in man or any
other species. But learning is a time-consuming business. Hence, mans stage by stage
development from childhood is a necessity to give him time to acquire the mass of
information and skills without which he could not survive as an adult.
These principles have universal application so long as every human being undergoes the
developmental stages as he grows up. Next discussion revolves around the stages of growth
and development which brings into focus the characteristics of development in every stage.
An understanding of these stages is essential in concept formation relative to other topics
found in this module.
EARLY CHILDHOOD
Childhood, as a developmental stage of a person, can be divided into early
childhood and late childhood. Early childhood refers to that stage between 2 years to 6
years. This is a critical period wherein the foundation of later development is laid. Growth
trends in physical aspect and body proportion is rapid. Motor skills development at this stage
is dependent on the child’s physical conditions. At this stage, the child undergoes changes in
his pattern of intellectual development. Emotions are easily stimulated, openly expressed and
felt most strongly. As for social development, at an early age, the child already develops his
self-concept and sex-role identification in the family with is relationship with other people.
CHARACTERISTICS OF EARLY CHILDHOOD
Since early childhood is a distinct period in life3 span, it possesses certain
characteristics by which it is tagged by some groups of people (Hurlock, 1982). Some parents
consider early childhood a problem age or troublesome age. most of the problem trouble
centers are more than the physical care of baby hood. At this stage, children develop
distinctive personalities and demand an independence which, in most cases, they are in
capable of handling successfully. Some children at this stage are found to be obstinate,
stubborn, negativistic, and antagonistic. They have frequent tantrums and often bother by the
irrational fears, and jealousies.
Some parent prefer to early childhood as the toy-age because most children spend
their waking time playing with toys, although toy play decreases, when they reach school age.
most of the children are already encourage to engage in games and modified forms of sports.
To educator, this stage is called pre-school age. they are called preschooler rather
than school children since they are not yet old enough physically and mentally to coup with
the work they will be expected to do their formal schooling. The pressure and expectations
young children are subjected to are very different from those they will experience when they
begin formal education and the first grade.
Psychologist various name such as Pregang age, the time when children are learning
the foundation of social behavior as the preparation for the more highly organized social life
they will be required to adjust to when they enter the first grade. This is also called the
exploratory stage, a label which implies that children want to know that their environment
is, how it works, how it feels, and how they can be a part of it. This includes people and
inanimate objects. One common way of exploring in early childhood, is by asking questions;
thus, preferring to this as the questioning stage. since most their lives, psychologist also
regard this as the creativity stage.
LATE CHILDHOOD
Late childhood stage comes at the age of 6 – 12 years which coincide with the
elementary schooling age from grade 1 up to grade 6. The child’s entrance to first grade,
which is the beginning of late childhood, requires major change in the pattern of his life even
if they are already have a year or more experience in the pre-school situation. At first, the
child may experience a state of disequilibrium: emotionally disturbed in difficult to work
with. As entrance to formal schooling is a milestone in a child’s life, he is responsible for the
changes that take place in attitudes, values and behavior.
CAHARACTERISTICS OF THIS STAGE
 One cannot be precise in making the time when this period comes to an end because
sexual maturity – the criterion used to divide childhood from adolescence – comes at the
varying age wherein boys and girls becomes sexually mature.
As in the previous stage, the characteristics of the late childhood are better described
according to the names it is given (Hurlock, 1982). This is a troublesome age, some parent
may say at this stage, when children are no longer willing to do what they are told to do. And
when they are more influenced by their peers than by their parents and other family members.
It is common for children, most specially the boys to be careless and irresponsible
about their clothes and other material positions, so parents also called this the Sloppy age, the
time when children become careless and slovenly about their appearance and when their
rooms are so cluttered that is almost impossible to get into them. Even when there are strict
role about grooming in care of positions, few older children adhere to these rules unless
parents demand that they do so and threaten them with punishment.
Name – calling quarrels, actual physical attacks between siblings are common pattern
of behavior among brothers and sisters of this age so that some parents call this the quarrel
some age – a time when emotional climate of the home is far from pleasant for all family
members.
Educators call late childhood the elementary school age. It is the time when the
child is expected to acquire the rudiments of knowledge that are considered essential for
successful adjustment to adult life. It is also the time when the child is expected to learn
certain essential skills bot curricular and co-curricular.
This is also regarded as a critical period in the achievement drive – a time when
children form the habit of being achievers, underachieves, or overachievers. Once formed,
habits of working below, above, or up to one’s capacity tend to persist into adulthood.
To the psychologist, late childhood is the gang age – the time when children’s major
concern is acceptance by their peers and membership in gang. Because of this concern,
children are willing to conform to a group approved standards in terms of appearance, speech,
and behavior. This has led psychologists to label this period the age of conformity.
ADOLESCENCE
Anybody who is familiar with the story of Romeo and Juliet would know that these
two people were rebelling against family tradition and eventually engaged in a violent and
risky behavior. Although this is a melodrama, it is certain that during Shakespeares time (16 th
Century) these young people around the age of 13, were considered adults even though they
were probably in the puberty stage. In the centuries past, a sexually mature person was never
treated as a “growing child”. In this century, sexually mature folks spend some six years, ages
12 to 18, under the authority of their parents.
Since the mid-1800’s, Puberty, the advent of sexual maturation and the starting point
of adolescence has inched back one year for every 25 years elapsed/. It now occurs on
average six years earlier than it did in 1850 – age 11 to 12 for girls, age 12 to 13 for boys
(Tanner & Gordon, 1969)
The term Adolescence comes from the Latin word “adolescere” meaning “to grow”
or “to grow to maturity”. Today, the term adolescence has a broader meaning. It includes
mental, emotional and social maturity as well as physical maturity. Piaget says.
Psychologically, adolescence is the age when the individual becomes integrated into the
society of adults, the age is no longer feels that he is below the level of his elders but equal,
at least in rights… this integration into adult society has many affective aspects, more or less
linked with puberty… It also include very profound intellectual changes… this intellectual
transformation typical of adolescents thinking enable him not only to achieve hi integration
into the social relationships of adults, which is in fact, the most general characteristic of this
period of development.
Adolescent years mark a passage, from the childhood stage to maturity wherein what
has happened before leaves a mark on what happens now and in the future. Although some
“childish thing” have to be put away, yet new patterns of behavior and attitudes have to
replace those which have been abandoned. Psychologists believe that the psychic structure of
the adolescent has its roots in childhood and some characteristics of adolescence have already
been present during late childhood.
Adolescence is a period of change. In adolescence, the rate of change in attitudes and
behaviors parallels the rate of physical change. There are five almost universal comitants of
the change that occur during adolescence (Hurlock, 1982). The first, is heightened
emotionality. The intensity of which depends on the rate at which the physical and
psychological changes are taking place.
Second, the rapid changes that accompany sexual maturing make young adolescent
unsure of themselves, of their capacities, and of their interest. They have strong feelings of
instability which are often intensified by the ambiguous treatment they receive from their
parents and teachers.
 Third, changes in their bodies, their interest, and in the roles the social group expect
them to play create new problems. Adolescents feel the influence and pressure their peers
exert on them which often may come in conflict with existing family or ethnic customs and
traditions.
Fourth, as interest and behavior patterns change, so do values. What was important to
them as a children seems less important to them now that they are near adults. There are
things adolescents would have done away with, persons less interesting to them now than
they were before in childhood; and places they would no longer want to go.
Fifth, most adolescents are ambivalent about changes. While they want and demand
independence, they often dread the responsibilities that go with independence and question
their ability to cope with these responsibilities.
Adolescence is a problem age. More than in any stage, adolescence is a difficult one
for boys and girls to cope with two reason. First, if previously in their childhood, their
problems were met and solved by parents and teachers, as they grow more mature, they have
the expectancy that they could manage themselves somehow. Second, adolescent feelings that
they are independent, rebuffing whatever attempt any adult, parents or teachers may extend.
These problems adolescents meet and feel about are not alien to parents own
apprehensions. Lawrence Steinberg, a psychologist of Temple University says in his book:
Crossing Paths: how your child’s adolescence triggered your own crisis:
Majority of adolescents are not contentious, unpleasant, heartless creatures. They do
not hate their parents – although they do fight with them. In scrutinizing interviews with
adolescents and their families, I reaffirmed that adolescence is a relatively peaceful time in
the house. Kids report continued high levels of respect for their parents, whether single,
divorced, or together, and regardless of economic background.
The problem lies when parents do not have positive feelings during the time their
kids go through adolescence. Scientist have studied the behavior and emotions of parents, as
well as, their adolescent children, and found that when children reach puberty, parents
experience tremendous changes in themselves. What’s more, they shift their attitudes toward
their children. It isn’t just the kids who are distressed, but parents too.
Adolescence is a time to search for identity. Throughout the gang age of late
childhood, conformity to group standards is far more important to older children than
individuality. In dress, speech, and behavior, older children want to be as nearly like their
gang-mates as possible. Any deviation from the gang standard is likely to be a threat to group
belonging. Gradually, they begin to crave identity and are no longer satisfied to be like their
peers in every respect, as they were earlier.
One of the ways adolescents try to establish themselves as a individuals is by the use
of status symbols in the form of clothes, hairdos, music and any other material possessions.
They hope, in this way, to attract attention to themselves and to be recognized as individuals,
while, at the same time, maintaining their identity with the peer group.
Adolescence is a time of unrealism. It is in this period that most young adults views
the world and themselves in rose-tinted glasses. They see themselves and others as they
would like them to be rather than as they are. This is especially true of adolescent aspirations.
These unrealistic aspirations, not only for themselves but also for their families and friends,
are in part, responsible for the heightened emotionality characteristics of early adolescence:
the more unrealistic their aspirations are, the more angry, hurt and disappointed they will be
when they feel that others have let them down or that they have not lived up to the goals they
set for themselves.
With increase personal and social experiences, and with increased ability to think
rationally, older adolescents see themselves, their families and friends, and life in general in a
more realistic way.
Children are indispensable in perpetuating the race. Developmental stages shows
man’s limitations in his time and environment. The quality of life the human person
experiences in the early years determine the future life he will live later. It follows, therefore,
that the desired quality life status for the next generation be designed and shape according to
the values and preferences of its progenitors.
DIFFERENCES AMONG LEARNERS
Temperamental differences between the sexes of learners are hardly news. Studies by
Fels Research Institute for the Study of Human Development located on the Antioch College
Campus in Yellow Springs, Ohio, USA have helped to define these differences and have
revealed that some appear as soon as three months after birth. Boys have a shorter attention
span than girls. At one year of age, when shown a series of pictures, the boys lose interest
more quickly than the girls. Boys are also more independent and aggressive. Confronted with
a toy in a box, a boy will try to unlatch it while a girl is more likely to turn to mothers help,
through it will take no longer to open the box once she tries.
Fels scientists doubt that these differences are innate. Parents, they believe, raise
children according to a social pattern that demands independent boys and dependent girls.
But these pressures are so subtle as to be almost unnoticeable. For example, researchers have Second, human rights refer to a wide continuum of value claims ranging from the
found that mothers fondle girl’s babies more often than they do boys, and they are twice as most justiciable to the most aspirational despite varying environmental circumstances and
apt to nurse a girl as a boy. In turn, the girl child tends to cling to mother, thus, beginning her differing world views. The rights a child enjoys are not limited to those that applies to his
development into a feminine person. present physical, social, psychological and economic status and needs; but his rights should
not impede those dreams and ambitions he legitimately wish legally and morally for the
Several experiments conducted by Fels pointed out not only temperamental
future.
differences but also mental abilities of learners. Psychologists formerly believed that
children’s mental abilities matured in a gradual and orderly manner. This assumption is the Third, if a right is determined to be a human right, it is general or universal in
basis of the standard I.Q. test, which compare a child’s mental age with his chronological age. character: children’s rights are applicable to all children everywhere regardless of color and
But I.Q. test, it turns out, give far more consistent results. Fels statistic showed that in the creed; and even extends to the unborn and every other person on earth without
period from 2 ½ to 12 years a child’s performance on the test might soar from a level discriminations.
corresponding to I.Q. 100 (normal) to 140 or more, or drop from 135 to 105. Boys scored
Fourth, human rights are not absolute. The rights of any particular persons are
large increase twice as often as girls. Fels thinks the test overlooked variables in boys such as
limited or restricted for as long as they do not impinge on others rights and the general
intensified desire and confidence, and, in girls, the growing awareness of society’s demand
welfare. Thus, a child who acts violently may consequently, be curtailed of his freedom of
that boys be smarter.
association with his peers.
RIGHTS OF CHILDREN AND YOUNG PERSONS
Fifth, human rights are commonly assumed to refer to what is fundamental as
Human Rights distinct from nonessential. Although his postulate is vague to some theorists, however, they
are definite that the right to life and the right to equal freedom of opportunities are inherent to
Today, there is a widespread acceptance of the principle of human rights on the
being human. The right to life and equal opportunities are inalienable to children, therefore,
domestic and international planes. Human rights are those rights which are essential for as
no impediments or mere “wants” are more justified.
to live as human beings. Without human rights, we cannot fully develop ourselves and use
our human qualities, our intelligence, our talent and our spirituality. The United Nations set a The Rights of the Child
common standard on human rights. By this declaration, government accepted their obligation
Children and youth are a counties greatest possession. The plan for procreation is
to ensure that all human beings, rich and poor, strong and weak, male and female, of all races
unequaled master piece only a Supreme Being can device. No other process ever designed by
and religions are to be treated equally. The declaration is not part of a binding international
man can outdo this Divine Plan. Procreation, among human beings, was destined for the good
law, but due to widespread acceptance by countries in the world, it has gained great moral
of man to perpetuate his race. Therefore, children, the product of procreators, should be held
weight.
priceless and their protection be granted the utmost priority.
Before we discuss the rights of children and the young person, a brief look into the
The young generation has rights recognized and guaranteed internationally by all.
nature of human rights is in order. There are five interrelated postulates which stand out:
These rights are for their protection, as well as a declaration of support for their welfare and
First, the value of respect and its constituent element of reciprocal tolerance and aspirations in life.
mutual forbearance are understood to be inherent among individuals and groups in the
Children basically enjoy the same rights as adults. However, because they are minors,
sharing of wealth, enlightenment and other cherishes values. This postulates does not
they need special protection. The Convention on the Rights of the Child, adopted in 1989, sets
discriminate children from availing of all opportunities in the acquisition of knowledge,
forth the individual rights any person under 18 years of age requires to develop his or her full
material possession and values in life. On the other hand, available support from government
potential, free from hunger and want, neglect and abuse.
and non-government sectors including the family are obligated to be discharge.
 Every child should enjoyed the following rights.
1. Right to life, the most fundamental of such rights.
2. Right to name and a nationality
3. Right to protection from all forms of violence including. Sexual exploitation
4. Right to education
5. Right to freedom of thought
THE SITUATION OF FILIPINO CHILDREN AND YOUNG PERSONS
Government Interventions
The Philippine government’s policy to give protection to children is set forth in
Section 13, article 1 of the Philippine Constitution which provides that:
”The state recognizes the vital role of the youth in the nation building and shall promote and
protect their physical, moral, spiritual, intellectual and social being. It shall inculcate in the
youth patriotism and nationalism and encourage their involvement in public and civic
affairs”
To give effect to states declared policy, legislative enactments were promulgated:
1. Republic act 9344, the act establishing a comprehensive Juvenile Justice and
Welfare System. This act signed on May 15, 2006, exempts children 18 years old and
below from criminal liability. They will not be subjected to an intervention program
– series of activities designed to address issues that cause the child to commit an
offense. Intervention may take the form of an individualized treatment program that
could include counseling, skills training, education and other activities that will
enhance the child’s well-being.
However, children above 15 or below 18 may have to face appropriate proceedings if the
prosecution panel proves they acted with discernment in committing an offense.
2. Republic act no. 7610 known as “The special protection of children against child
abuse”. This acts directs the formulation of a “comprehensive program for the
protection of children against child prostitution and other sexual abuse, child
trafficking, obscene publications and indecent shows and other acts of abuse and
circumstances which endanger child survival and normal development.
This special committee for the protection of children is headed by the Department of
Justice and the Department of Social Welfare (DSWD)
3. Republic act no. 7658 known as “An act prohibiting the employment of children
below 15 years of age. This act prohibits the hiring of children as workers in
whatever establishment and in whatever form.
4. The rights of the child which the Philippine government also ratified during the
United Nations Convention on the rights of the child. This is the Landmark
International Legal Instrument that codifies and enshrines the rights of children.
5. Filipino children: Child 21. This is a strategic programming network that promotes
and safeguards the rights of Filipino children. This serve as a roadmap for the
national government and local government, non-government organizations and the
private sectors in setting priorities for action and in allocating and utilizing resources
to promote the right of Filipino children. It puts greater emphasis on the needs of
especially vulnerable children and puts into sharper focus the rights of all children to
special protection.
6. Republic act no. 8049 known as an act regulating hazing and other forms of
initiation rites in fraternities, sororities, and other organizations and providing
penalties therefore.
7. Republic act no. 8353 known as the Anti-Rape law of 1997 also known as An act
expanding the definition of the crime of rape, reclassifying the same as a Crime
against Persons amending the purpose act no. 3815, as amended, otherwise known
as The Revise Penal Code, and for Other Purposes.
STATUS OF THE FILIPINO YOUTH
The state of Filipino children and young people was published in a daily nationwide
paper (PDI, Sept. 22, 2005). It says that about 5,000 children, majority of them innocent and
some as young as eight are languishing in jails throughout the Philippines mixed together
with hardened criminals and at grave risk of violence and sexual abuse, according to
children’s rights advocate. Fr. Shay Cullen, an Irish Catholic Priest who has worked as
missionary in the Philippines since 1969.
Fr. Cullen was a key witness at a congressional hearing to examine the plight of
street children around the world and their incarceration in overcrowded jails under deplorable
conditions. He was the Founder of People’s Recovery Empowerment Development
Assistance Foundation, Inc. which has been providing help to street children and
rehabilitating and educating them to be productive citizens.
He has met with Filipino-American community organized by the National Federation
of Filipino American Associations, the Philippine American Foundation for Charities and the
Philippine Chamber of Commerce on how they can help protect street children.
 A petition to some Filipino children in prison is being circulated on the internet
website www.PetitionOnline.com for presentation to the UN and international rights group in
an apparent effort to force the Philippine Government into taking action. The petition calls
the government to protect children, to release them from prison, train and rehabilitate them
and reunite them with parents or place them in foster homes.
PERTINENT FACTS ON FILIPINO CHILDREN AND YOUTH
The Children. Forty-five percent (45%) or about 33 million of the Philippine
population are children aged 17 and younger. Majority or 13.85% of this group are aged 0-4
years.
Heath. For every 1,000 infant born, almost 43 die instantly due to illness,
malnutrition, absence of medical services. More than 28% of children aged five and younger
suffer from severe malnutrition. Thirty percent (30%) of those aged five and younger have
been reported to be suffering from stunted growth. Forty-nine percent (49%) of all infants
and twenty-six percent (26%) of children aged one to six suffer from iron-deficiency anemia.
Poor Filipino families are deprived of access not only to education but heath cares as
well as (PDI, Sept. 22, 2005). “In health, for example, infant and mortality rates for babies
below 5 years old are 2.3 and 2.7 times higher for households in the poorest groups” reported
Joachim von Amsberg, Country Director of World Bank Development. “This striking
differences highlights the continuing differences in living standards and access to health care.
Poor families would usually forgo health care, or borrow money at usurious rates, sell the few
assets they have, or pull children out of school, to afford health services they need for
catastrophic illness,” he explained.
Lack of Education. Sixty percent (60%) of children in elementary grades stop
schooling upon reaching the second grade due to the high cost of education related expenses
such as snacks, books, various school fees, transportations and others. Their chances of
entering high school or college grow even slimmer due to very high cost of tuition and other
educational expenses. More than a third of the 42,000 barangays, all over the country, have
elementary schools that do not offer the full six grades. Similarly, there is a woeful lack of
teachers. Only 70 towns have high schools. There are even less college.
The national statistics office 2003 survey on education bolstered the claim of World
Bank Development Country Director’s report for 2006 that the poorest Filipino’s are
“effectively excluded from social and economic development of the country (PDI, Sept. 22,
2005). According to NSO survey, some 11.6 million Filipino’s – or 34% of the county’s
population with ages between 6 and 24 – quit school prematurely or never received any
formal education. One in five of these unschooled Filipinos stated that they cannot afford the
high cost of education.
The NSO survey also found that one in 10 Filipinos aged between 10 and 64 cannot
read and write at all. Females have higher literacy rate of 90.4 % compared to males at
86.8%.
Two in ten Filipinos are “Functionally illiterate” – they lack numerical skills and
cannot perform addition, subtraction, multiplication or division. Functional illiteracy is worst
among Filipino poor, where three in 10 cannot compute or lack numerical skills. “In
education, it is the education from poor families who do not go to school and who drop out
the earliest,” Amberg said.
Work. Filipino children enter the working force early. At the age of 5 or 6, a child is
usually made to work to help his or her family. Worst, there are children forced into
prostitution and subjected to sexual abuse. Five to 5.7 million of all children work, including
25,000 child domestic helpers. One and a half million are estimated to roam the streets of the
county’s urban areas as itinerant peddlers. Among them are 60,000 to 100,000 children who
are force into prostitution and become pawns of criminal syndicates.