CHAPTER 5

SCIENCE, TECHNOLOGY, AND

NATION BUILDING
CHAPTER OUTLINE
1. The Concept of Nation Building
2. S & T in Nation Building (Philippines
and Global Perspective)
3. The Philippine Government S & T
agenda
4. Personalities in S & T in the Philippines
5. Science Education and Selected
Indigenous Science and Technologies

Our progress as a nation can be no swifter than our progress in education. The human
mind is our fundamental resource.

John F. Kennedy
LEARNING OUTCOMES
At the end of this chapter, the students should be able to:
1. discussed the concept of nation building and its importance;
2. explained the relationship between development and nation-building;
3. discussed the role of S & T in the Philippines Nation Building;
4. evaluated the government policies pertaining to S & T in terms of their
contributions to nation-building; and
5. identified actual S & T policies of the government and appraise their impact on
the development of the Filipino nation.

“What shapes the best in us dies when the best education dies! The best in us shall
always be undermined when they that are responsible for shaping the best in us are
always undermined!

I stand for a different education: a different education where students will not just
learn books but life!

I stand for a different education: a different education where students will not just
learn moral principles, but they shall be living examples of moral principles.

I stand for a different education: a different education where students don’t just
understand what they learn, but practice what they learn with understanding!

I stand for a different education: a different education where students will not just
learn about people of different beliefs, culture and backgrounds, but how to live with
people who don’t share common perspective with them and know how to show their
emotions of bitterness and misunderstanding rightly!
 I stand for a different education: a different education where students will be perfect
ambassadors’ of God on earth and live their daily lives with all due diligence!

I stand for a different education: a different education where students will understand
why we all breathe the same air, sleep and wake up each day in the same manner to
continue the journey of life!

I stand for a different education: a different education where students will learn with
inspiration even in their desperations!

I stand for a different education: a different education where teachers are seen as
true epitome of education!

I stand for a different education: a different education in which the value of the
teacher is well understood and the teacher is well valued as a treasure!

I stand for a different education: a different education where students will not just
learn, but they will reproduce great and noble things with what they learn!

I stand for a different education: a different education where students will understand
the real meaning of integrity and responsibility and with true courage and humility be
that as such!

I stand for a different education: a different education where education means

creativity!

Education is the spine of every nation! The better the education, the better the nation!
The mediocre the education, the mediocre the nation! A good nation is good because
of how education has shaped the perspective and understanding of the populace! A
nation that does not know where it is heading towards must ask the machine that
produces the populace who drive the nation: education! Until we fix our education,
we shall always have a wrong education and we shall always see a wrong nation!”

― Ernest Agyemang Yeboah

INTRODUCTION

Ratnasiri (2006) in her editorial stated “It is a well-established fact that science
and technology impacts all aspects of our lives as well as the planet we live on. The
science and technology induced changes have for the most part benefited mankind
although there is many a case where science and technology-based innovations have
been used for the detriment of mankind, pursued for either wealth and power or both.
It is the responsibility of all concerned to ensure that science and technology is used
wisely to benefit mankind.
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 The reality today is that most benefits accrued from science and technologies
have not reached the majority of people, particularly the poor in the developing
countries.
Science and Technology has been one of the main driving forces of the
economic growth of nations. Most developed countries have generated new
technologies with potential to result in dynamic economic performance. This however
has not been the case with most of the developing countries and their developmental
plans have not given adequate emphasis and importance to science and technology
and in particular to research in the science and technology aspects. Countries like
India, South Korea and Taiwan in the region have achieved much through science and
technology and stand out as having demonstrated the absolute importance of science
and technology for economic growth. These countries are examples for the developing
counties. The impact of technology on society without doubt is going to be even more
marked in the future.
It is then of paramount importance to generate and develop new knowledge in
science and technology for application nationally through our own research capability.
It is also necessary to concentrate on the rapid transfer and exchange of proven
technologies from other nations to reap the benefits of the global trends to stimulate
our economic growth.
That science and technology plays a decisive role in the economic growth of
nations in a foregone conclusion. It is then pertinent to also consider and rethink about
the role of scientists and technologists in stimulating the economic wellbeing of the
country. It is well accepted that scientists and technologists must necessarily generate
new knowledge by engaging in meaningful and appropriate research and
developmental activities. A question needs to be posed to the researches as to
whether their role should be limited to only the narrow confines of creation of new
knowledge. If scientists and technologists are to contribute significantly to social and
economic changes resulting in the development of the country, their role should
expand beyond generation of new knowledge and assume the role of advising the
decision makers and finally making the decisions on the science and technology
prospects, choices and priorities for the country.
How can scientists and technologists contribute to achieving this multiple role
which is a dire necessity for the economic development of the country?
As creators of new knowledge, the researchers must focus their work on
nationally and globally important and competitive areas of research which are
multidisciplinary in nature. This means that the research must be goal and result
oriented. The results of course must be tangible and significant. The advice of
scientists and technologists whose findings are of national and global significance will
no doubt be much sought after by the authorities. In view of this it is important that the
scientists and technologists on their part make a total commitment to add and develop
significantly to the knowledge base in science and technology aspects which are of
economic importance to the nation.”
Thus, this chapter will recognize the importance of providing profound
understanding of science and technology in nation-building. Specifically, it aims to
discuss the impact of scientific knowledge, efforts and even other influences in the
context of Philippine nation-building.

CONTENT

THE CONCEPT OF NATION BUILDING

Understanding the concept of nation building requires a prior concept of the

term nation. Early conceptions of nation defined it as a group or race of people who

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shared history, traditions, and culture, sometimes religion, and usually language.
Generally, people of a specific nation share a common national identity. It may include
identity based on race or ethnicity, loyalty to a set of political ideas, and institutions,
and the linkage of citizenship to nationality.

Fagoyinbo (2013) explained that “the word nation is often used synonymously
with state, as in the United Nations. But a state is more properly the governmental
apparatus by which a nation rules itself” (p.411). in approaching the question of nation-
building, and its relationship to state-building, it is important to keep in mind that this
definition specifies the “legitimate use of force”. (Stephenson, 2005)
Many aspects shall be considered in achieving a strong nation. As Prof.
Gambari (2008) enumerated, these aspects include:

• building a political entity (territory, rules, norms, principles and common

citizenship);
• building institutions (symbolizes political entity – institutions such as a
bureaucracy, an economy, the judiciary, universities, a civil service, and civil
society organizations); and
• building a common sense of purpose, a sense of shared density, a collective
imagination of belonging. (para.1)

The impact of a welfare-centered developments aimed to address the basic needs

of the people to be free from poverty, inequality, unemployment, on the one hand,
or by desire to compete for resources and power either internally or in the
international system, is indeed necessary. Thus, it doesn’t only include
developments in terms of human rights but also most importantly, development of
education towards democratic state to promote welfare. (Barbanti, 2005)

Development in Relation to Nation Building

In the 19th century, development was philosophically understood as the

improvement of humankind. Likewise, it can be understood, an a more practical way,
by political elites as social engineering of emerging national societies. (McMichael,
2004)

Reisman (2008) distinguished development as “decision processes and

decision outcomes” which makes it effective in influencing in all ways the values and
culture of global communities. This makes changes and dynamism in the society as
important distinguishing feature of development. On the other hand, he further
explained that:

…development, implies specific scope values with respect to which

strategies for securing selective changes are invented and against which
change-flows in decision structures and in the production and distribution
of values are constantly evaluated. Thus, from a policy-oriented
perspective, not all change is development; changes incompatible with
human dignity can be characterized as retrogressions or as “dis
developmental” (para.1). (Reisman, 2008)

Key Drivers to Development

In the contemporary world, science and technology are key drivers to

development, since economic advances, improvements in key systems (health,
education and infrastructures) are being reinforced through technological and scientific
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insurgencies. Basically, developments in science and technology greatly affects the
conditions of the people specifically in their way to live, connect, communicate and
transact, with profound effects on economic development. It is imperative that every
state should invest in equipping their people towards an emerging national society.

Promoting scientific and technological advances is seen essential as an

instrument for building a strong nation. On the other hand, the rise of science and
technology in this aspect could be the fall of other related aspects for it could be a
potential contributor to the dehumanization and the degradation of the environment.
Thus, Cowan and Shenton as cited in McMichael, (2004) elucidate that
development meant balancing the apparent inevitability of technological change with
social intervention (p.2). Idealistically, it means “assisting human society” in its
development and perhaps realistically as managing citizen-subjects experiencing
“wrenching social transformations (p.2).

SCIENCE AND TECHNOLOGY IN NATION BUILDING: GLOBAL PERSPECTIVE

Science and technology has an overwhelming impact to rapid development.

Implementation of science and technology in every nation in every aspect of life is the
greatest evidence of modernization. Convenience, simplicity, and easiness in
everyday living has been offered by the introduction of modern gadgets. The absence
of modern equipment, in all sectors and or any other field, the advancement and
benefits that is being experienced today would have not been possible. (Pujari, 2016)
In a global perspective, moving on with the flow of modernity determines the
nation’s capability to sustain its people’s lives. Such is the influence of science and
technology for the development of a nation. The question now is how shall a nation be
assessed on its capability?
Countries are being categorized today based on economy and the application
of science and technology. It can be analyzed from various reports that countries which
have strong base in science and technology are the ones that developed faster.

Economic Situation
The development field has always been highly influenced by economic thought,
as exemplified by the fact that development has been primarily measured by increases
in Gross National Product (GNP) and or the Gross Domestic Product (GDP).
The global economic situation has become a basis for determining the
classification of countries. The united Nations Department of Economic and Social
Affairs (UN/DESA), the United Nations Conference on Trade and Development
(UNCTAD) and the five United Nations regional commissions, including Economic and
Social Commission for Asia and the pacific (ESCAP) launched the World Economic
Situation and Prospects (WESP) reports. This provides annual reports on world
economic trends in different dimensions. It also serves as basis for classifying
countries around the world as to developed economies, economies in transition and
developing economies. Many nations continuously strive to attain “developed”
category which motivates them to strengthen their own economic dimensions. The
WESP report 2018 stated that an “improved global economic situation” offers the best
chance for countries to address “long-term issues” which hinders development. The
said issues include low carbon economic growth, reducing inequalities, economic
diversification and eliminating deep-rooted barriers. (United Nations, 2018)
Take a look at the classification in Figure 1 below of the countries made by the
United nations.

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 The major developed economies include Canada, Japan, France, Germany,
Italy, United Kingdom, and United States. Moreover, developing countries can be
found at the regions of Africa, Asia, Latin America, and the Caribbean. Conversely,
least developed countries can also be found in those regions.

Figure 1. Countries Grouped by United nations

Science and Technology for the Advancement of Developing Countries

In many developing countries, science and technology plays and important role
in social and economic progress. The importance of science and technology in
addressing the national and international issues necessitates the promotion of various
science and technology program throughout the developing countries.

Accordingly, developing countries realize the importance of benchmarking and

learning best practices from the developed nations to eventually produce a localized
science and technology programs. (National Academy of Sciences, 2006)

Ateneo de Manila University (2008) quoted former Senator Eduardo J. Angara

who stressed that “investments on research and development (R&D) and education”,
related to the “emerging trends” in various field of applied sciences, evidently considers
“Science and Technology Innovation (STI) as a driving force behind the success of the
Asian neighboring countries” (para.2). he further enumerated the factors which
contribute to the economic successes of these Asian countries:
• government investment in public goods and services such as roads, clean
water, health and education;
• support for small and medium-scale enterprises;
• support for higher education institutions, science and engineering sectors,
and industry and trade associations;
• inter-institutional linkages between universities, industries, government
agencies and non-government organizations; and
• good governance (para.3).

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 Generally, it is recognized that nations and communities who aim for a good
standing in the world economy must either possess or seek to acquire a home-
grown, self-generating capability in science and technology. Citizens,
government and every individual effort in advancing the status of science and
technology in a nation are important towards promoting a nation to a amore
advanced level of competency, competitiveness and capability.

SCIENCE AND TECHNOLOGY IN THE PHILIPPINE NATION BUILDING

Philippines is one of the developing countries that is continuously addressing

the persistent problems of inequality and poverty. How the Philippines responds to
these challenges will determine whether the country will experience rapid, inclusive,
and sustained growth and development.
The Philippine government, as early as the 1980’s, prioritize the initiatives on
promoting the role of science and technology in the national development. The
declarations in the 1987 Constitution, Article XIV acknowledges the significant role of
science and technology.
Section 10. Science and technology are essential for national development and
progress. The State shall give priority to research and development, invention,
innovation, and their utilization; and to science and technology education,
training, and services. It shall support indigenous, appropriate, and self-reliant
scientific and technological capabilities, and their application to the country's
productive systems and national life.
Section 11. The Congress may provide for incentives, including tax deductions,
to encourage private participation in programs of basic and applied scientific
research. Scholarships, grants-in-aid, or other forms of incentives shall be
provided to deserving science students, researchers, scientists, inventors,
technologists, and specially gifted citizens.
Section 12. The State shall regulate the transfer and promote the adaptation of
technology from all sources for the national benefit. It shall encourage the widest
participation of private groups, local governments, and community-based
organizations in the generation and utilization of science and technology.
Section 13. The State shall protect and secure the exclusive rights of scientists,
inventors, artists, and other gifted citizens to their intellectual property and
creations, particularly when beneficial to the people, for such period as may be
provided by law.
This mandate necessitates the assurance of implementing the efforts in utilizing
science and technology as a tool for advancing the capability and capacity of the nation
for the welfare and condition of its people. Hence, the Philippine government agencies
play significant role in sustaining and promoting science and technology for the
progress of the country.

The Department of Science and Technology

The Department of Science and Technology (DOST) is the primary science and
technology body in the country responsible for providing central direction, leadership
and coordination of all scientific and technological activities, and of formulating
policies, programs and projects to support national development.
The development of DOST can be traced to the national Science Development
Board, created on June 13, 1958, later reorganized on March 17, 1982 into the

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National Science and Technology Authority. NSTA was eventually elevated to cabinet
level based on Executive Order No. 128 signed by President Corazon Aquino on
January 30, 1987. This marked the mainstreaming of science and technology in the
governments’ policy making and service delivery processes.
DOST is composed of councils and agencies with specific scope and
responsibilities as well. The said councils and agencies are:
• sectoral planning councils
• research and development institutes
• S&T service institutes
• collegial bodies
• regional offices
• provincial S&T centers

Congressional Commission on Science, Technology, and Engineering

Jointly created by the Senate and the House of representatives, this

commission serves as an advisory and the policy making body that aims to strengthen
the linkage with all sectors related to science and technology in pursuit of its objectives.
(Sea-eu.net, 2017)

Department of Trade and Industry

It is responsible for implementing industry-focused policies and with DOST co-

funds programs (with DOST as the coordinating agent).

Commission on Higher Education

This agency is responsible for the formulation of policies, plans, and programs
for the development of higher education system in the country. It has been mandated
to promote quality education and ensures the implementation of educational policies
relevant to continuous advancement of learning.
The National Economic and Development Authority

The National Economic and Development Authority is a government agency

responsible to formulate development plans and ensure that the plan implementation
achieves the goals of national development. It is regarded as the country’s premier
socioeconomic planning body, an authority in macroeconomic forecasting and policy
analysis and research. It provides high-level advice to policymakers in Congress and
the Executive Branch.

Science and Technology Competitiveness of the Philippines

To determine the capability and competitiveness of a country, the World

Economic Forum’s Global Competitiveness Report Indicators includes 12 pillars to be
considered which can be seen in Figure 2 below.
Figure 3. shows the status report prepared by the S&T Resource Assessment
and Evaluation Division (STRAED) Planning and Evaluation Service of DOST
regarding the Science and Technology Competitive Rankings of the Philippines from
2012-2018.

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Figure 2. 12 Pillars of Competitiveness

Adapted from The Global Competitiveness Report, 2014-2015 Methodology, Figure 1, p. 20

http://reports.weforum.org/global-competitiveness-report-2014-2015/methodology/?doing_wp_cron=1600353033.6471540927886962890625

Figure 3. Trend in Philippine Rankings in Global Competitiveness Factors, 2012-2018

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THE PHILIPPINE GOVERNMENT SCIENCE AND TECHNOLOGY AGENDA

The National Development Agenda

Philippine Development Plan (PDP) serves as the blueprint of programs and

administration’s plans for progress. NEDA launched in 2016, the PDP 2017-2022
which is part of four medium-term plans anchored on the AmBisyon Natin 2040. It aims
to realize the collective vision of Filipinos over the next 25 years thus, articulating that.
By 2040, the Philippines is a prosperous middle-class society where no one is poor.
People live long, and healthy lives, and are smart, and innovative. The country is a
high-trust society where families thrive in vibrant, culturally diverse, and resilient
communities (NEDA), 2016). To visualize such plan, Figure 4 presents the Overall
Strategic Framework of the PDP 2017-2022.

This long-term aim may be too ideal for many since this will not automatically
transform our country into becoming one of the so called “developed country”. In
reality, global transformation will require long time frame and more tedious process
and would, therefore, play a minimal effect in the national development. This is
because transformation is a gradual process undertaken through holistic strategies for
national development. (Borbon, V.; Dela Cruz, Ma.E., Flores, R.; Gerona-Medina, Z.
and Lee, A., 2000). Furthermore, these strategies shall be translated down to the local
efforts which have been realized to have greater effect on the country’s socioeconomic
progress. Hence, how relevant are the following pillars to the main aim of the
government’s plan?

Figure 4. PDP 2017-2022 Overall Strategic Framework

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Pillars of Development

1. Malasakit. Regain people’s trust in public institutions and cultivate trust

among fellow Filipinos.
2. Pagbabago. Inequality-reducing transformation through increasing
opportunities for growth of output and income.
3. Patuloy na Pag-unlad. Increasing potential growth through sustaining and
accelerating economic growth. (para.3.)

The Philippine Science and Technology Agenda

How should the S&T agenda be directed towards attaining national

development goals and objectives? Borbon, et al. (2000) declared that major efforts in
science and technology shall be pursued and firmly done to attain the transformation
aimed by the country. Sagasti (as cited in Borbon, et al., 2000) enumerated specific
peculiarities which shall be considered in generation and development of local science
and technology capabilities designed for particular national conditions includes:
a. a well-defined national science and technology plan and its relation to global
socio-economic development strategies;
b. science and technology interaction with the nation’s sociopolitical,
economic, educational, and cultural aspects;
c. development of institutional science and technology infrastructure;
d. local generation of science and technology capacity; and
e. resource availability for science and technology.

In this connection, the DOSY ensures that policies, efforts and plans include in
the science and technology agenda is closely linked to the national development plan.
The DOST prepared the Harmonized National R&D Agenda (HNRDA) 2017-2022 to
ensure that results of science and technology endeavors are geared towards and
utilized in areas of maximum economic and social benefit for the people. Figure 5
presents the priority areas included in the S&T agenda 2017-2022.

Figure 5. Harmonized National R&D Agenda (HNRDA) Framework

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 The HNRDA is divided into five sectors. The agenda is founded on the
three pillars of development which is aligned with the AmBisyon Natin 2040 and each
sector has six issue-based National Integrated Basic Research Agenda (NIBRA)
programs respectively.

Issue-Based NIBRA Programs

1. Water Security-TUBIG Program (Tubig ay Buhayin at Ingatan)

2. Food and Nutrition Security-SAPAT Program (Saganang Pagkain Para sa
Lahat)
3. Health Sufficiency-LIKAS Program (Likas Yaman sa Kalusugan)
4. Clean Energy-ALERT Program (Alternative Energy Research Trends)
5. Sustainable Community-SAKLAW Program (Saklolo sa Lawa)
6. Inclusive Nation-building-ATIN program (And Tinig Natin)

MAJOR DEVELOPMENT PROGRAMS AND PERSONALITIES IN SCIENCE AND

TECHNOLOGY IN THE PHILIPPINES

The Philippine Development Plan (PDP) 2017-2040 includes S&T related

enabling mechanisms toward achieving strong pillars for development. Considering
several fundamental weaknesses in terms of S&T competitiveness, the PDP 2017-
2040 emphasizes strategies that shall be pursued to help raise the S&T related pillars
of the country.
The DOST launched in its “8-point action agenda”, initially in 2006, to better
promote the support science, technology, and innovation. The strategy is relevant in
the Philippine’s policy system, and were hope to be sustained with commitment and
better integration into national policies. As generalized in the SEA-EU-NET (n.d.), this
includes:
1. Science-based know-how and tools that enable the agriculture sector to
raise productivity to world-class standards.
2. Innovative, cost-effective and appropriate technologies that enable MSMEs
to develop and produce competitive products that meet world-class
standards.
3. State-of-the-art facilities and capabilities that enable local industries to move
up the value chain and attain global competitiveness.
4. Idea of the Philippines as a global leader in Information Technology-
Business Process Management Services generating direct employment of
1.3 million (520,000 of which in the countryside).
5. ICT-based transformation of governance broadening access to government
services (i.e. health and education) for those in the countryside (to bring the
Philippines in the top 50 global ranking of e-government by 2016).
6. Improved quality healthcare and quality of life thru science, technology, and
innovation.
7. Highly skilled and globally competitive S&T human resources in support of
the national S&T programs.
8. Science-based weather information and climate change scenarios with
associated impact assessments that enable concerned agencies to develop
appropriate mitigation strategies for a disaster and climate change resilient
Philippines.

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 A number of DOST programs are being enhanced and continued as mandated
by enabling laws and executive orders up to this time. Implementation of these
programs are being made possible programs in partnership with other related
government agencies. In summarized scope this includes programs in R&D, S&T,
human resource and development, agriculture development, health and nutrition,
environment sustainability, and disaster preparedness and hazard mitigation.

The Philippine’s Science and Technology Human Resources

One of the most promising strategy in breaking the barriers that hinder
Philippines progress, in terms of Science, technology, and Innovation (STI), is
enhancing the competitiveness of the country’s science and technology human
resources. This strategy recognizes the role of every individual inventor whose works
became the womb of new and innovated scientific knowledge honed towards
sustaining the advancements necessary for building the nation.

The National Scientists

DOST had launched programs to encourage Filipino scientists, technologists,

experts and professionals to continuously share their expertise towards accelerating
the STI development system and economic development of the country. Hence, S&T
personalities who contributed significantly in the development of the country, as well
as their works, deserved to be recognized.

The highest honor given by the President to an individual who had contributed
significantly to the fields of science and technology in the country is the order of the
National Scientists. A National Scientist receives an annual gratuity and other
privileges similar to those enjoyed by National Artists (Presidential Decree 1003-A).
Currently, there are 41 National Scientists, four of them were the most recently
conferred (2014) S&T personalities who were featured by Sabillo (2014) of Philippine
Daily Inquirer.

Angel C. Alcala, Ph.D.

“He was recognized for his research on the ecology and diversity of Philippine
amphibians and reptiles, as well as marine biodiversity and conservation of marine-
protected areas. His work has led to a national policy on marine no-take zones or
protective areas, which has become a model of coastal resource management that
has been adopted by other countries”. (para. 8)

Ramon C. Barba, Ph.D.

“He was recognized for his achievements in the field of plant physiology,
especially the induction of flowering of mango and micro propagation or the rapid
multiplying of stock plant of important crop species”. (para. 14)

Edgardo D. Gomez, Ph.D.

“He is known for his research and conservation efforts in invertebrate biology
and ecology. He was pivotal in the world’s first national-scale assessment of damage
to coral reefs, resulting in international conservation initiatives such as the Global reefs
and Risk Analysis, Global Coral Reef Monitoring Network and the International Coral
Reef Action”. (para. 20)

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Gavino C. Trano Jr., Ph.D.

“He was cited for his outstanding contributions in the field of tropical marine
phycology, focusing on seaweed biodiversity.
He published extensive studies on the culture of seaweed species that
benefited the livelihood of coastal populations and was the first to report the occurrence
of “ice-ice” disease that affected many seaweed farms. (para. 25)

SCIENCE EDUCATION IN THE PHILIPPINES

Keeping up with the rapid advancement of science and technology all over the
world is crucial. Advancement nowadays cannot be limited to acquiring advance
facilities and technologies but more on the acquisition and enhancement of knowledge
and skills essential in meeting the demands of the highly competitive and scientific-
based society.
In the Philippines and around the world, science and technology-based and a
knowledge-based economy are the common concerns. Living in such an environment
requires expectations and skills to survive. (SEI-DOST & UP NISMED, 2011) The effort
of investing in science, technology, and innovation shall be supported and sustained
through breaking resource gaps, specifically in the education sector. As John F.
Kennedy, former US President, said, “Our progress as a nation can be no swifter than
our progress in education. The human mind is our fundamental resource.” That is, in
meeting the demands of the 21st century world, what should be the direction of science
education?
In all fairness with the Philippine government, efforts to improve quality
education have always been part of its plan of action. The Department of Education,
through the National Education for All Committee (NEC), engaged in benchmarking
strategy with the Southeast Asian Ministers of Education Organization Regional Center
for Education Innovation and Technology (SEAMEO INNOTECH). The said
undertaking stated on February 2011 is to secure affirmation of basic of basic
education reforms (curriculum structures and contents) towards meeting the demands
of 21st century.
Fensham (2006) (as cited in SEI-DOST & UP NISMED, 2011) explained that
traditionally, science content areas such as life science, physical science, and earth
and space science, are presented as “separate subjects” to achieve mastery on
concepts, principles, and processes (Figure 6). The new science education curriculum
shows a revolutionized inclusion of the three content areas to accentuate the
“understanding of the connections and interrelationship” of various science concepts.
Added to this are the themes which are valued in “real-life contexts” namely,
“maintaining good health and living safely; utilizing energy and coping with changes
and conserving and protecting the environment”. This implies that learning how to
apply the concepts shall be pursued further towards more meaningful learning.
Such arrangement of the curriculum has been founded in the true aim of
education. It can be traced back in 1996, when the International Commission on
Education for the 21st Century to UNESCO, headed by Jacques Delors, identified
learning throughout life as a key to meet the challenges of the 21st century. Delors
further presented the framework based on the “Four Pillars of Education – learning to
know, learning to live together, learning to do, and learning to be”. The report,
highlighted the need for individuals to “learn how to learn” for them to manage the rapid
changes and challenges of the present and the future. Thus, suggesting lifelong
learning that involves the development of knowledge, skills, attitudes, and valued
throughout one’s life – from early childhood through adulthood. (SEAMEO INNOTECH,
2012)

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 Figure 6. The significant connections of inquiry skills, scientific attitudes, and
contact in supporting holistic development of a scientifically literate individual.

SELECTED INDEGENOUS SCIENCE AND TECHNOLOGY

Can you still imagine how your life be without electricity? How about riding using
carabaos or barely walking along the street instead of riding cars or jeepney? Or being
engaged in traditional ways of living?
Many people would appreciate the advancements in science and technology
for providing them with comforts and conveniences in everyday living. Lives have been
saved medical breakthroughs and people enjoy good productions of food, clothing and
the materials that they need in building shelters. Behind these advancements S&T
products and innovations are developed in countries known for their excellent
application of science.
The following are some of the latest Filipino inventions:
1. Aerogas Catalytic Combustor (ACC) – an anti-pollution, ecofriendly made by
Engr. Marinto C. Martinez. It is a fuel saver and power booster engine device
which can be practically used on all types of internal combustion engines like
engines of jeeps, cars trucks, ships and motorcycles and even gas fired power
plants. Aside from its economical cost, it also supports the implementation of
Philippine Clean Air Act of 1999.
2. SALT (Sustainable Alternative Lighting) – an environmental-friendly lamp
that runs with just two table spoons of salt and one glass of tap water created
by Aisa Mijeno. This invention made it possible for those who live in costal
areas and remote barrios to have light source.
3. SALAMANDER Amphibious Tricycle – a six-person seating capacity (four in
water), amphibious tricycle powered by either a 5kW electric engine or a 250cc
gasoline motor invented by Atoy Llave. The invention is desired to address the
problems of many commuters in a flood-prone country. The invention was
featured in Top Gear.com.ph in 2015.
All these and many other Filipino inventions are continuously flourishing. It
reflects the wisdom of Filipinos in dealing with scientific knowledge and their
environment. These are not only products of influence from other Western cultures but
said to be products of traditional science.

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 Indigenous technologies and practice reflect not just ways of working but also
the ways of knowing and thinking of people in the community. People are amazed by
how these indigenous systems, which have no equivalent in the modern science,
empowered other societies or even nation to live quite successfully for many
generations. Indeed, the role of indigenous science and technology in nation building
shall not be neglected and overshadowed by the other kind of modernity introduced in
the world today.

SUGGESTED READINGS / WEBSITE/ VIDEOS/ FILM CLIPS

i. Bautista, D.H., N.S. Burce, J.M. Dungo, C.S. Garcia, J.B. Imson, R.A.
Labog, F.J.B. Salazar and J.L. Santos (2018). Science Technology and
Society. MaxCor Pub. House, Inc. Quezon City, Philippines
ii. Nalini Ratnasiri. Editorial: The Role of Science and Technology in Nation
Building. J.Natn.Sci.Foundation. Sri Lanka 2006 34(3): 113.
iii. Philippine Development Plan 2017-2022 ABRIDGED VERSION
http://www.neda.gov.ph/wp-content/uploads/2017/12/Abridged-PDP-2017-
2022_Final.pdf
iv. ..\Phil.S&T agenda\Competitiveness_Rankings_of_the_Philippines_2011-
2017.pdf
v. ..\Phil.S&T Harmonized_National_RD_Agenda_2017-2022_final_v2.pdf
vi. ..\Phil.S&T agenda\Global_Innovation_Index_2013-2016.compressed.pdf
vii. The Global Competitiveness Report, 2014-2015 Methodology
http://reports.weforum.org/global-competitiveness-report-2014-
2015/methodology/?doing_wp_cron=1600353033.6471540927886962890
625
viii. Harmonized National Research and Development Agenda 2017-2022.
www.dost.gov.ph.
ix. 1987 Constitution of the Republic of the Philippines - Chan Robles Virtual
Law Library.
https://www.chanrobles.com/article14sciencetech.htm#.X2MjMWgzbIU
x. Countries grouped by United Nations. https://vividmaps.com/countries-
grouped-by-united-nations/
xi. DOST Harmonized National Research and Development Agenda 2017-
2022
https://www.dost.gov.ph/phocadownload/Downloads/Journals/HNRDA_boo
klet_FINAL3_2018-10-23.pdf
xii. Science Framework for Philippine Basic Education. Department of Science
and Technology, Science Education Institute, University of the Philippines
National Institute for Science and Mathematics Education Development
http://www.sei.dost.gov.ph/images/downloads/publ/sei_scibasic.pdf

Page 15 of 18
ACTIVITY No. 5

Category A and B. View the movie Pom Poko (download from YouTube) and make
an analogy of the current development agenda of the Philippine government.
The task should be done in pairs. You may choose your partner from your classmates
to do the task or your instructor may assign the pairing. Use only 350 words in your
analogy and send your output to your respective STS Google classrooms. Deadline
will be set by your instructor.

Rubric for rating your analogy

Category 7-10 pts. 5-6 pts. 3-4 pts. 1-2 pts.
Recollection Touches on Covers the Covers a Contains only
of facts every critical facts majority of some of the
important fact related to the facts related to obvious facts
related to the topic the topic
topic
Demonstrated Original Steps beyond Recalls Apparent
understanding wording, simple recall appropriate misconception
analogies, or and attempts concepts or (s) or
examples. to interpret examples to knowledge
Applies taught ideas to better address gap(s)
concepts to answer the question
answer the question
question.
Linking of Carefully Incorporates Answers the Answers the
topics evaluates multiple question using question using
multiple topics concepts to several a single
that apply to answer the concepts or concept or
the question, question and topics topic
and demonstrates
synthesizes judgment in
them into a applying
coherent concepts
answer
Persuasive Every idea or Every idea or Relates ideas Opinion and
writing conclusion is conclusion is and fact not clearly
logically logically conclusions to separated. Ba
supported by supported by facts or sis for
relevant relevant facts concepts opinions is
facts. Includes taught as fact unclear at
judgment of times.
data reliability.
TOTAL SCORE : ______ out of 40

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For Category C, write a critique on the government’s strategy in addressing the
following issues:
1. COVID-19 vaccination;
2. Improving the internet connection of the country; and
3. Territorial dispute in the West Philippine Sea with China.

Choose any one (1) of the above issues and use 350 words in your critique. Write in a
bond paper and submit during the scheduled date given by your GEC 17 instructor.

Rubric for rating your critique

Category 7-10 pts. 5-6 pts. 3-4 pts. 1-2 pts.
Recollection Touches on Covers the Covers a Contains only
of facts every critical facts majority of some of the
important fact related to the facts related to obvious facts
related to the topic the topic
topic
Demonstrated Original Steps beyond Recalls Apparent
understanding wording, simple recall appropriate misconception
analogies, or and attempts concepts or (s) or
examples. to interpret examples to knowledge
Applies taught ideas to better address gap(s)
concepts to answer the question
answer the question
question.
Linking of Carefully Incorporates Answers the Answers the
topics evaluates multiple question using question using
multiple topics concepts to several a single
that apply to answer the concepts or concept or
the question, question and topics topic
and demonstrates
synthesizes judgment in
them into a applying
coherent concepts
answer
Persuasive Every idea or Every idea or Relates ideas Opinion and
writing conclusion is conclusion is and fact not clearly
logically logically conclusions to separated. Ba
supported by supported by facts or sis for
relevant relevant facts concepts opinions is
facts. Includes taught as fact unclear at
judgment of times.
data reliability.
TOTAL SCORE : ______ out of 40

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