UNIT V A WORLD OF IDEAS

Lesson Objectives

At the end of this lesson, you should be able to:

1. Define culture
2. Define media culture

1. Lesson 16 Global Media Cultures

Culture – a way of life manifested in tangible objects and intangible ideas we hold dear.

Material culture- a way of life manifests in tangible objects – example; clothes,

infrastructures, and the things we create.

Non-material culture- this shows in intangible ideas that we

Culture is articulated in;

1. Symbol or illustrations-it convey meanings

2. Language- a system of symbols that enable members of a society to communicate

with one another

1.1. CONTINUATION

Cultural Socialization- when we learn culture from our homes and our communities
through direct instruction from our parents or through observation and participation in
community affairs.

Cultural Exchange- when we interact with people from other groups, we experience a
different culture.
Acculturation- when we interpret the other culture using our own frame of mind and
negotiate which aspect of this culture align with ours.

Accommodation- when we tend to adopt the new culture only when we are in public.

Assimilation- when we begin to resemble the people in the other group.

Cultural flows- is a term often used to refer to these dynamics of culture in the age of
globalization

Cultural hybridization- a process which yields combinations of global and local cultures
when external inputs interact with internal inputs.

1.2. Global Flows are:

1. Ethnoscapes (movement of people)

2. Technoscapes (fluid and interlinked global technology)

3. Financescapes (movement of huge amount of money across nation-states

4. Mediascape (fast production and transfer of information)

5. Ideascapes (movement of political images
Cultural convergence – to recognize that globalization is, in some ways making cultures
across nation states a little more similar and homogenous, leading to a more Isomorphic or
uniform culture.

1.3. CONTINUATION

Cultural assimilation- dominant societies tend to influence others to be more like them.

Cultural imperialism- when cultures consciously impose themselves on other cultures

Deterritorialization- when a culture is not anymore tied to the restrictions of the

geographical space where it originates.

Media cultures- according to Lule (2014) means of conveying something “a channel of

communication”

Five distinct eras:

1. Oral communication
2. Script
3. Printing press
4. Electronic media
5. Digital media

Lule -opined that globalization could have been unimaginable if media is unavailable

Media- is instrumental and supportive of various domains of globalization- economic,

political, and cultural.

1.4. CONTINUATION

Nick Stevenson – in his book “Understanding Media Cultures”: Social Theory and Mass
Communication. He noted why he use the term “media and cultures”:

1. Much of the modern culture is transmitted by media of mass communication,

establishing an inextricable ling between the two
 2. Theories and perspectives on media can only be understood deeply by looking at the
larger cultural context theorized on and lived on by the theorist.
3. There are “histories of intellectual exchanges” that need to be attended to for a full
grasp of the link between culture and media.

MEDIA AND THE FILIPINOS - in 2016 study, it was found that while there was a
decline in consumption of Newspapers, 96 percent of Filipinos watch television,
devoting almost 4 hours in watching. The same survey observed increasing
consumption of digital media due to Internet accessibility. In a 2019 study, it revealed
that Filipinos are the World’s to user of social media, spending 10 hours or more
daily (world’s average online use 6 hours and 42 minutes). So as Internet use front of
a computer, spending more than 5 hours daily (world’s average Internet usage is 3
hours and 28 minutes).

1.5. ISSUES IN MEDIA CULTURES

1. Access- we may ask: who has access to media? Is it something everyone who needs it
or are there only a few groups of people who has access to it because of certain
socioeconomic advantage?
2. Production and Consumption – we may ask: what media contents are made
available for consumption? Who decides what to produces and not to produce?
3. Inclusion and Participation – we may ask: how are people represented in media?
Are these portrayals empowering or diminutive?
4. Cultural Integrity – we may ask: how does a media culture shape the inherent
culture in the local sphere? How is culture framed in media?                                     a-
culturised – (without any substance associated with any
culture), deculturalised (made to be appealing to global audiences by removing
culture-specific elements, or reculturalised (given another cultural touch).

Lesson 17 GLOBALIZATION OF TECHNOLOGY

Lesson objectives

At the end of this lesson, you should be able to;

1. Define technology
2. Discuss theories of technology diffusion
3. Describe the digital phenomena

1. GLOBALIZATION OF TECHNOLOGY
TECHNOLOGY- a technique, a process, or a material goods emerging from the use of
science in addressing human problems.

Fourth Industrial Revolution- Klaus Schwab use this term fourth industrial revolution to
refer to the era when people navigate between their online and offline selves.
Industrial Revolution (IR)- wherein humanity has found a way to maximize the available
resources that they can tap toward the advancement of their aspiration individually and
collectively.

1. GLOBALIZATION OF TECHNOLOGY

1.1. Four division of Industrial Revolution

1. People in 1st industrial revolution used coal as their primary source of energy and
crated the steam engine.
2. People in 2nd industrial revolution discovered oil and electricity and designed the
internal combustion engine.
3. People in 3rd industrial revolution used computers and robots are the main
achievements; where nuclear energy and natural gas were found as potential source
of energy.
4. We are in era of the 4th industrial revolution where the goal is to maximize the use of
green energies, amidst the proliferation of the internet.

1.2. The Fourth Industrial Revolution

The Fourth Industrial Revolution – refer to the era when people navigate between their
online and offline selves.

People can expect the following:

 Emergence of creator-entrepreneurs (technology allows us to create more and to

produce our ideas)
 Artificial intelligence (AL)
 Fusion (integration of disciplines)
 Robotics (more daring inventions that are geared toward making our lives more
efficient)
 Internet (remote and real-time interconnectedness)

1.3. Challenges that we may face

Challenges that we may face:

 Changes in the job market, in terms of competencies required from people and in
terms of preference for machines than people in tasks that are performable by
robots.
 Changes in the nature of threats and vulnerability (cyber security issues) as we
become more reliant to digital technologies.
 Changes in the way we do things
 Unanticipated impacts to basic services and sectors (education, health, and
environment)
2. TECHNOLOGICAL DIFFUSION AND GLOBALIZATION
Technology diffusion – flow of technologies across borders. Technologies are goods that
are bought and sold in the market.

Diffusion of Innovation theory (Rogers, 1962), according to him, some would try new
technologies even if these are still crudely developed, e.g., beta-users of newly developed
apps or users of 1st generation technologies (INNOVATORS). Others adopt earlier than the
average user but would need some systematic support to be able to using a new
technology (EARLY ADOPTERS). Use tried and tested methods and tools (LAGGARDS).

2.1. continuation

Digital Natives – refer to people who have been accustomed to digital technologies.

Digital Immigrants – people who are not born into the digital world but are coping and
adopting new technologies.

Internet of Things (IOT) – Makes human-computer interaction speedier and more reliable,
making it possible to manage very important services such as transportation, COGNITIcare,
and security.

Telemedicine – when a doctor from another country can provide professional advice or, in
some cases, can even conduct medical procedures to a service user in another place.

Teleconferencing – when we conduct interviews, meetings, and educational activities can be

done via Skype, Zoom, and other technologies.

Synchronous (Real-Time) communication amidst distance.

Asynchronous – when the one we need to talk to is not available it is possible to engage
communication.

Transportation Technology- become more prevalent, with more people being able to avail
their own vehicles.

2.2. continuation

Production Statistics of 2018 of cars and commercial vehicles such as:

Country Cars Commercial vehicles total

China 70,498,388 25,136,912 95,634,593
USA 23,529,423 4,279,773 27,809,196
Aviation technology – became more dependable in the recent years, allowing more and
more people to travel long distance at a cheaper rate than in the past.

Four major developments:

 1. Digital twins – a digital and virtual replica of the physical aircraft engine which
enables efficient monitoring of the aircraft.
2. Use of Artificial Intelligence (AI) – for predictive maintenance, that is predicting
possible issues that may arise in the aircraft.
3. Use of mobile computing in aviation
4. Use of Drones in aircraft maintenance procedures.

2.3. conituation

Green Architecture- is a philosophy that advocates for building with the environment in
mind by using sustainable sources of energy, designing efficiently to reduce energy use, and
updating existing buildings with new

technology. 

Green Energy – renewable sources. 

Commerce – new business models have also emerged. Entrepreneurs bring their own
business into the electronic world, thus, the birth of e-commerce.

2.4. continiation

Space Science -National Aeronautics and Space Administration (NASA), the US agency

responsible for space explorations.

Play Video

In succeeding years there will be attempts and efforts to:

a. knows the possibility of life in Mars

b. gets closer to the Sun

c. explores Jupiter’s moon

d. sends humans deeper into space

e. test and develop more advanced space navigation instruments

2.4. continiation

Space Science -National Aeronautics and Space Administration (NASA), the US agency

responsible for space explorations.

In succeeding years there will be attempts and efforts to:

a. knows the possibility of life in Mars

b. gets closer to the Sun

c. explores Jupiter’s moon

d. sends humans deeper into space

e. test and develop more advanced space navigation instruments

2.5. continuation

Diwata-1 in 2016 and Diwata-2 in 2018 - two micro-satellites with the aim of supporting
earth observation missions that will be useful in climate studies and disaster risk
management. PHL MICROSAT  is a foundation to Philippines’ vision to create its own space
agency.

  Diwata-1
Play Video

  Diwata 2

2.6. Artificial Intelligence, Robots, and Nanotechnology

ARTIFICIAL INTELLIGENCE. What used to be found only in the figment of our imaginations,
as reflected in movies, are now becoming more real and possible. As we are able to
manipulate particles at the atomic-molecular levels (NANOTECHNOLOGY), we are also able
to create very minute particles that may influence and alter substances found in living cells.

Artificial Intelligence -

Play Video

NANOTECHNOLOGY-

Artificial Intelligence or sometimes called machine intelligence, is intelligence

demonstrated by machines, in contrast to the natural intelligence displayed by
humans and other animals. Some of the activities that it is designed to do is speech
recognition, learning, planning and problem solving.

Lesson 18 GLOBALIZATION OF LIFESTYLE

Lesson objectives

At the end of this lesson, you should be able to:

1. Describe common trends in the globalization of foods, arts, music, fashion, and other
elements of lifestyle
2. Discuss issues in the globalization of lifestyle.

1. Lesson 18 GLOBALIZATION OF LIFESTYLE

Lifestyle – a multidimensional, pluralistic, and crosscutting concept referring to the way we
live our everyday, as well as the factors influencing this process. (Mikael Jensen,2007)

Anthony Veal, 1993, another way to understand lifestyle is

1. Activities or behaviors (consumption, leisure, and household behaviors)

2. Attitudes and values (influence on behavior such as politics and religion)
3. Group processes (social interactions and influences)

2. LIFESTYLE IN THE AGE OF GLOBALIZATION

Food – inasmuch as it is a basic need, is also cultural.

            -much of our cultural heritage can be gleaned from the food we prepare.

Urbanization – where more people are occupying more urban areas away from their
traditional home setting, thus paving way for the rise of fast food.

Foreign investments – wherein import and export of processed food are being made
available to territories, altering traditional food consumption patterns.

Music- is a valuable manifestation of our “subjective aesthetic experience” (El-Ghadban,

2014).it continues to play a significant part in our daily lives either as a form of expression or
experiencing emotions, ideas, and realities that are important to us.

Sports -in the contemporary world, sports have been widely recognized as an important
aspect of life (Wharton, 2014). The presence of international competitions such as the
Olympics, which attracts increasing participation and audience from people across the globe.

Lesson 19 GLOBALIZATION OF EDUCATION

Lesson objectives

At the end of this lesson, you should be able to:

1. Define education
2. Discuss various global issues in education
3. Provide examples on how globalized education takes industrial revolution

1. GLOBALIZATION OF EDUCATION

Education – the process of teaching and learning; the discipline concerned with facilitating
transfer and exchange of knowledge, skills, and belief and value systems.

Trends in Education amidst Globalization

Transnational Education – studying abroad is not new, but with the advancement in
transportation technologies and the evolution of international polices on migration, it is
becoming more possible for learners in a territory to receive formal education in a different
country. According to UNESCO (2015), there were 4.1 million international students between
2005 to 2013, rising to as high as almost 4.9 million in 2016 (Migration Data Portal, 2019,
citing UNESCO 2018 data).

Some Scholarship Programs for International students:

 Monbukagakusho (MEXT Japan) http://www.mext.go.jp

 Newton Agham Program (British Council) https://www.britishcouncil
.ph/programmes/newton-fund/phd-programme
 Eramus Mundus Programme (European Union) https://eacea.ec.europa.eu/eramus-
plus
 Fulbright Sholarship https://fulbrigth .org.ph/scholarship-programs/

1.1. Three different types of International Students:

 Internationally mobile students – “individual who has physically crossed an

international border between two countries with the objective to participate in
educational activities in a destination country. Where the destination country is
different from his or her country or origin” (UNESCO,2015)
 Foreign students – non-citizens who are currently enrolled in higher education
degree courses (usually mobbing to another country with their families)
 Credit-mobile students – not necessary moving into another country but are taking
some units from a foreign university (Van Mol and Ekamper,2016).

Open and Distance Education- learning can now take place in the virtual world.
Some courses are now offered in part or in full through computer-and/ or web-
mediated classrooms.

1.2. Equivalency and Qualification Frameworks

Equivalency and Qualification Frameworks

  Concern about levelling off of educational training among people in the international labor
market has been addressed through the process of equivalence and recognition process.
Before K to 12 curriculum was implemented in the country, teachers from the Philippines
who wish to teach a K to 12 curriculum, say for example in the UAE, need to secure
attestation from the government that the academic training they received from their home
country is comparable to the require training to perform the role of a teacher in the host
country.

qualifications framework – a set of standards and competencies that serve as basis to say
whether educational qualifications among nation-states are comparable to one another.

1.3. AQRF (ASEAN QUALIFICATION REFERENCE FRAMEWORK)

AQRF (ASEAN QUALIFICATION REFERENCE FRAMEWORK)

  Support recognition of qualification
 Develop qualifications frameworks to encourage lifelong learning
 Develop approaches to validate non-formal education
 Promote learner and worker mobility
 Lead to better understanding of qualifications systems
 Promote higher quality qualifications systems

UNIT VI GLOBAL POPULATION AND MOBILITY

Lesson objectives

At the end of this lesson, you should be able to:

1. Understand the concept of global cities and its characteristics

2. Identify the various global cities and the indices upon which they are measured
3. Determine the other side of global cities and how these can be managed effectively

1. Lesson 20 Global Cities

Global Cities – central sites for advanced services and facilities of telecommunication which
are necessary for the execution and the management of global economic activities.

Play Video

Globalization as a Spatial Phenomenon -globalization happens in physical spaces-foreign

investment, economic opportunities, and human capita-move to cities.

General Characteristics of Global Cities

 International, first-name familiarity.

 Active influence and participation in international events and world affairs.
 A major international airport (that is London Heathrow Airport) that serves as an
established hub for several international airlines.
 Presence of an advanced transportation system that includes several freeways and/ or
a larger mass transit network offering multiple modes of transportation
 presence of international financial institutions, law firms, and stock exchanges.
 presence of advanced communications infrastructure on which modern transnational
corporations rely.
 Presence of world-renowned cultural institutions.
 Presence of several powerful and influential media outlets with an international reach.
 Presence of a major sports facilities, home teams in major league sports, and the
ability and historical experience to host international sporting events.

1.1. Continuation

Identification of Global Cities- according to Sassen (1996), she identified three global

cities-New York, London, and Tokyo.The GaWC ranked the cities based on provision of
“advanced produce services “such as Accountancy, Advertising, Finance, and law by
international corporations.

Three levels of world cities and several sub-ranks:

Alpha world cities (full-service world cities)

 12 points; London, New York, Paris, Tokyo

 10 points: Chicago, Frankfurt, Hong Kong, Los Angeles, Milan, Singapore

Beta world cities (major world cities)

 9 pts.: San Francisco, Sydney, Toronto, Zurich

 8 pts.:  Brussels, Madrid, Mexico City, Sao Paulo
 7 pts.: Moscow, Seoul

1.2. Continuation

Gamma world cities (minor world cities)

 6 pts.: Amsterdam, Boston, Caracas, Dallas, Dusseldorf, Geneva, Houston, Jakarta,

Johannesburg,Taipe
 5 pts.; Bangkok, Beijing, Rome
 4 pts.; Atlanta Barcelona, Manila, Miami, Kuala Lumpur

In 1994 the GaWC redefined and re-categorize the classifications

 Well-rounded global cities

o Very large contribution: London and New York
o Smaller contribution and with cultural bias; Los Angeles, Paris, and San
Francisco
o Incipient global cities; Amsterdam, Boston, Madrid, Moscow

1.3. Continuation

Global niche cities- specialized global contributions

 Economic: Hong Kong, Singapore, and Tokyo

 Political and social: Brussels, Geneva, and Washington

World cities

Subnet articulator cities

 Cultural: Berlin, Rome, Melbourne, Stockholm

 Political: Bangkok, Beijing, Vienna
 Social: Manila, Nairobi, Ottawa
Worldwide leading cities

 Primary economic global contributions: Frankfurt, Miami, Osaka, Singapore

 Primary non-economic global contributions: Barcelona, New Delhi, Manila, Mexico
City, Shanghai

Global City Index – consists of indicators and parameters used to determine and measure
the categories of global cities and to what extent they function as global cities

1.4. Continuation

Criteria of Global City Index:

1. Business activity – presence of headquarters, services firms, number of international

conferences, value of goods through ports, and airports
2. Human capital – size of foreign-born population, quality of universities, number of
international schools, international student population
3. Informational exchange – accessibility of major TV news, number of international
news bureaus.
4. Cultural experience – number of sporting events, museums, performing arts venues.
5. Political engagement – numbers of embassies, consulates, international
organizations, political conferences.        Global Power City Index- evaluates and
ranks the major cities of the world according to their magnetism or their
comprehensive power to attract people, capital, and enterprises from around the
world.

1.5. Continuation

Several Functions of The Global Power City Index 2011

1. Economy- MARET ATTRATVENESS

2. Research and development- research background
3. Cultural interaction - trans
4. Livability – workng environment
5. Environment- ecologypo
6. Accessibility- internatonanl transport choise
1. Top 10 Global Power Cities:
1. London
2. New York City
3. Tokyo
4. Paris
5. Singapore
6. Seoul
 7. Amsterdam
8. Berlin
9. Hong Kong
10.  Sydney

Lesson 21 Global Migration: Overseas Filipino Employment

Lesson objectives

At end of this lesson, you should be able to:

1. Understand the concept of overseas Filipino employment, its history, current statues,
and trends
2. Identify the common reasons why Filipino work abroad
3. Determine the common risk/costs involved in overseas Filipino employment
4. Know the relevant laws covering Overseas Filipino Workers

1. Global Migration: Overseas Filipino Employment

Overseas employment – employment of a worker outside the Philippines (Article 13h, Labor
Code of the Philippines)

Overseas Filipino Workers (OFWs) – a person who is to be engaged, is engaged, or has

been engaged in a remunerated activity in a state of which he or she is not a citizen or on
board a vessel navigating the foreign seas other than a government ship used for military or
non-commercial purposes or on an installation located offshore or on the high seas; to be
used interchangeably with migrant worker (RA 8042).

-         The number of overseas Filipino worker who worked abroad during the period April to
September 2018 was estimated at 2.3 million. One out of four (24.3 percent) OFWs worked in
Saudi Arabia, which remained to be the top destination of OFWs. OFWs who worked in
United Arab Emirates comprised 15.7 percent. Hong Kong 6.3 percent, Kuwait 5.7 percent,
Taiwan 5.5, Qatar 5.2,

-         Among occupations groups, elementary occupations 37.2 was the biggest group of
OFWs. Othe large occupation groups were the service and sales workers 18.8 and plant and
machine operators and assemblers 13.8, more than haft of the female OFWs were in
elementary occupations 58.7. among the male OFWs, the largest groups were plant and
machine operators and assembler workers 27.8 (www.psa.gov.ph)

1.1. Common reason why Filipinos work abroad:

Common reason why Filipinos work abroad:

1. Poverty

2.Unemployment and low wages

3.Enhancement of professional skills

4.Curiosity

Common risks/costs of Overseas Filipino Employment:

1.Abuse and Violence

2.Weakened Family ties

Relevant Laws Covering Overseas Filipino Workers:

1. Migrant workers and overseas Filipinos Act of 1995 (Republic Act No. 8042)
2. Omnibus Implementing Rules of the Migrant Workers and Overseas Filipinos Act of
1995 (Republic Act No. 8042)
3. Overseas Workers’ Investment (OWI) Fund Act (Republic Act No. 7111)
4. Welfare Fund for Overseas Workers (Organization Certain Provisions of Presidential
Decree 1694, Creatin the “Welfare Fund for Overseas Workers”) Presidential Decree
No. 1809
5. Law creating the POEA Executive Order No. 2002
6. DOLE Department Order No. 10, Series of 2001.     

Lesson 22 Global Health

Lesson objectives

When you finish this chapter, you should be able to:

1. Define global health

2. Explain the relationship of globalization as it impacts health of the individual, the
family, and the community
3. Enumerate the social determinants of health in the Philippines
4. Identify the sustainable development goals related to health care.

1. Lesson 22 Global Health

Health – as a state of complete physical, mental and social well-being and not merely the
absence of disease of infirmity.

Global Health – an area for study, research, and practice that places a priority on improving
health and achieving health equity for all people worldwide.

Play Video

Key concepts of Global Health (Koplan)

Collaborative (collective) highlights the critical role of collaboration in addressing all health

issues.
Transnational (cross-national) - pertains to the issues transcending national boundaries
despite the effects of global health issues being experienced within countries.

Research – refers to the importance of developing the evidence

- based on he nformation as basis policies which are multidisciplinary

1.1. Continuation

 Action – focuses on the importance of utilizing evidence-based information as basis

to improve the quality of health and health equity in all countries.
 Promoting (improving) – pertains to the importance of using a full range of public
health and health promotion strategies in improving health.
 Health for all – traces back to the Alma Ata Declaration and places global health at
the frontline of multi-stakeholder approaches to health improvement. Globalization
and Health – it has been regarded as a social, cultural, and economic phenomenon.
It primarily involves the evolution of common understanding of ideas, languages,
foods, and popular culture.

1.2. continuation

Philippine Health Profile – the rapid economic growth and strong country capacity have
contributed to Filipinos living longer and healthier.

Some positive developments in the healthcare of Filipinos:

1. Health insurance now covers 92 percent of the population

2. Maternal and child health services have improved.
3. Access to and provision of preventive, diagnostic, and treatment services for
communicable or infectious diseases have improved.
4. Several initiatives to reduce illness and death due to non-communicable diseases
(NCDs).                        Social Determinants of Health – refer to the conditions in
which people are born, grow, live, work, and age.

1.3. Factors that affect health of individuals and the communities:

Factors that affect health of individuals and the communities:

1. Social and economic environment

2. Physical environment
3. Individual characteristics and behaviors of a human being Structural determinants –
refer to those factors which lead to
stratification.                                                                   Intermediary determinants –
are factors that directly define and influence health choices of individuals.                   
Non-communicable Diseases (NCDs) – refer to chronic disease which tend to be of
long duration and the result of a combination of genetic, physiological, environment,
and behavioral factors.  
1.4. Objectives of Sustainable Development Goal:

Objectives of Sustainable Development Goal:

1. To reduce the global maternal mortality ratio to less than 70 per 100,000 live births
2. To end preventable deaths of newborns and children under five years or age (that is
reducing neonatal deaths with minimum of 12 per 1000 live births and under-five
mortality or deaths at a minimum of 25 per 1000 live births
3. To cease spread communicable diseases such as AIDS, tuberculosis, malaria, and
neglected tropical diseases and combat hepatitis, water-borne diseases
4. To decrease by a third the premature mortality or deaths through prevention of non-
communicable diseases.
5. To further the promotion of mental health and well-being and reinforcing the
prevention and management of substance abuse (e.g., narcotic drug abuse and
harmful use of alcohol
6. To decrease by 50 percent the number of global deaths and injuries from road traffic
accidents
7. To ensure universal access to sexual and reproductive healthcare services, particularly
family planning, information, and education
8. To attain Universal Health Coverage (UHC), specifically, financial risk protection,
access to quality essential healthcare services including safe, effective, quality, and
affordable essential medicines and vaccines for all individuals, and safety for
individuals exposed to hazardous chemicals and air, water, and soil pollution and
contamination.

1.5. continuation

Universal Health Care Act (UHC) or “Kalusugan Pangkalahatan” was enacted into a
law, Republic Act 11223 on February 20, 2019.

This law institutes Universal Health Care for all Filipinos and prescribes reforms in the
Philippines Health Care System and the funds relating to the implementation health care in
the country.

UNIT VII TOWARD A SUSTAINABLE WORLD

Lesson 23 SUSTAINABLE DEVELOPMENT

Lesson objectives

After this lesson, you should be able to:

1. Recall the different definitions of sustainable development

2. Examine the various challenges to sustainable development
3. Articulate links between development and globalization

1. Definitions, Principles, and Approaches to Sustainable Development

Sustainable Development – “development that can meet the needs of the present
generation without compromising the ability of future generations to meet their own needs”

WHAT IS SUTAINABLE
DEVELOPMENT?
The 2030 Agenda for Sustainable
Development is an ambitious,
universal and holistic agenda. The
United Nations Development
Program promotes an integrated
approach that tackles the connected
issues of
multidimensional poverty, inequality
and exclusion, and sustainability,
while enhancing knowledge, skills
and
production technologies to enlarge
peoples’ choices, reduce risk and
sustain development gains.
Its goal is to strengthen capacities
and provide and enabling
environment for access to
opportunities,
focusing on the most vulnerable and
excluded population groups- in ways
that are sustainable from economic,
social and environmental
standpoints.
To achieve these goals, UN has to
work with countries to build their
capacity to integrate environmental
considerations into development
plans and strategies, to manage
and sustainably use natural
resources;
ensure that natural wealth is used to
promote economic recovery and
livelihoods, and effectively target
policies
to reduce poverty and provide social
protection for those in need
WHAT IS SUTAINABLE DEVELOPMENT?The 2030 Agenda for Sustainable Development is an
ambitious, universal and holistic agenda. TheUnited Nations Development Program
promotes an integrated approach that tackles the connected issues ofmultidimensional
poverty, inequality and exclusion, and sustainability, while enhancing knowledge, skills
andproduction technologies to enlarge peoples’ choices, reduce risk and sustain
development gains.Its goal is to strengthen capacities and provide and enabling
environment for access to opportunities,focusing on the most vulnerable and excluded
population groups- in ways that are sustainable from economic,social and environmental
standpoints.To achieve these goals, UN has to work with countries to build their capacity to
integrate environmentalconsiderations into development plans and strategies, to
manage and sustainably use natural resources;ensure that natural wealth is used to
promote economic recovery and livelihoods, and effectively target policiesto reduce poverty
and provide social protection for those in need

Play Video

Different concepts of Sustainable Development

World Bank (1992) sustainable development means considering the costs and benefits of
developmental and environment policies.

IUCN, WWF, ENEP (1987) expressed that sustainable development is about the

conservation of ecological processes, the safeguarding of genetic diversity.

Edward Barbier (1987) said that sustainable economic development is about improving the
poor people’s standard of living, in terms of enhanced food source, increased real income,
education, health services, water supply, and sanitation.

2. Five- Principle Approach to Sustainable Development

Five- Principle Approach to Sustainable Development (securing the future: Delivering UK

sustainable development strategy: executive summary 2005:16).

Living Within Environmental Limits

 -Respecting the limits of the planet’s environment, resources and biodiversity.

Ensuring a Strong Healthy and Just Society

-Meeting the diverse needs of all people in existing future communities.

Achieving a, Sustainable Economy

-Building a strong, stable and sustainable economy which provides prosperity and
opportunities for all, and in which environmental.

Promoting Good governance - Actively promoting effective, participative systems of

governance in all levels of society
Using Sound Science Responsibly-Ensuring policy is developed and implemented on the
basis of strong scientific evidence, whilst taking into account scientific uncertainty

3. continuation

United Nations Department of Economic and Social Affairs – argues that global
sustainable development requires “significant price corrections, a strong commitment to
conserve natural abilities, a decrease in inequalities, an addition of environmental accounting,
a reinforcement of public spheres of life, a rerouting of the financial sector to the felt
economy, and sharing of income and employment. These will increase the well-being of
people, especially the poorest”.

Eight Goals of Millennium Development Goals (MDGs)

1. to eradicate extreme poverty and hunger

2. to achieve universal primary education
3. to promote gender equality and empower women
4. to reduce child mortality
5. to improve maternal health
6. to combat HIV/AIDS, malaria, and other diseases
7. to ensure environmental sustainability
8. to develop a global partnership for development.

4. continuation
17 Sustainable Development Goals:

1. No poverty
2. Zero hunger
3. Good health and well-being
4. Quality education
5. Gender equality
6. Clean water and sanitation
7. Affordable and clean energy
8. Decent work and economic growth
9. Industry, innovation, and infrastructure

10.Reduced inequality

11.Sustainable cities and communities

12.Responsible consumption and production

13.Climate action

14.Life below water

15.Life on land
16.Peace and justice strong institutions

17.Partnerships to achieve the Goal (United Nations)

5. Challenges to Sustainable Development

Challenges to Sustainable Development:

1. Poverty -

2. Income Inequality

3. Unsustainable patterns of production and consumption

4. Environmental destruction

Deforestation – is due to over-extraction of forest-based products by

commercial logging and massive export of forest-based products.

Economic globalization – means enhancement of trading among countries.

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Some of the critiques of neoliberal economic globalization include

its tendency to pursue unsustainable development:

        prioritizing of economic growth that leads to unconstrained

extraction of resources from environment.

        Enhancing economic growth also lead to creating markets all over

the world to sustain the economic growth

        Encouraging competition is supposed to push firms to create

better and cheaper products.

Lesson 24 GLOBAL FOOD SECURITY

Lesson objectives

At the end of this lesson, you should be able to:

 1. Explain the different aspects of food security
2. Identify the food insecurity issues faced by households, communities, and
countries
3. Describe the different social, political, economic, and environmental conditions
that affect food security
4. Propose actions for communities, civil society actors, and governments to achieve
food security

1. Lesson 24 GLOBAL FOOD SECURITY

Food security – the condition of which everyone is able to access sufficient, safe and
nutritious food anytime.

Food threshold is the minimum income required to meet the basic food
needs, satisfying the nutritional requirements set by the Food and Nutrition
Research Institute (FNRI) to ensure that one remains economically and
socially productive.  On the other hand, poverty threshold is the minimum
income required to meet the basic food and non-food needs such as
clothing, fuel, light and water, housing, rental of occupied dwelling units,
transportation and communication, health and education expenses, non-
durable furnishing, household operations and personal care and effects.
Poverty among Filipino families and individuals
 
Poverty incidence among Filipinos families in the first semester of 2018
was estimated at 16.1 percent. This is defined as the proportion of families
whose income is below the poverty line to the total number of families. This
was estimated at 22.2 percent1 in the same period in 2015.
 
The poverty incidence among Filipino individuals in the first semester of
2018 was estimated at 21.0 percent. This is referred to as the proportion of
the population living below the poverty line to the total population. During
the same period in 2015, poverty incidence among Filipinos was recorded
at 27.6 percent1.
 

 
The subsistence incidence among Filipino familieswas estimated at 6.2
percent1 in the first semester of 2018.This is alternatively called as the
proportion of Filipino families whose incomes fall below the food threshold.
In the same period in 2015, the proportion of families who are food poor
was recorded at 9.9 percent.
 

 
The subsistence incidence among Filipino individuals was estimated at 8.5
percent in the first semester of 2018, and 13.0 percent1 in the first semester
of 2015. It refers to the proportion of Filipinos whose incomes fall below the
food threshold.
 

 
In addition to the thresholds and incidences, the PSA also releases other
poverty-related statistics in the report such as the income gap, poverty
gap and severity of poverty. The income gap measures the average
income required by the poor in order to get out of poverty, expressed
relative to the poverty threshold.  The poverty gap refers to the income
shortfall (expressed in proportion to the poverty threshold) of families with
income below the poverty threshold, divided by the total number of
families.  The severity of poverty is the total of the squared income
shortfall (expressed in proportion to the poverty threshold) of families with
income below the poverty threshold, divided by the total number of
families.  This is a poverty measure that is sensitive to income distribution
among the poor.
In the first semester of 2018, on average, incomes of poor families were
short by 26.9 percent of the poverty threshold.

Food insecurity – is the phenomenon “when people do not have adequate physical,
social, or economic access to food” (FAO).

Measurement for Food Security and Food Insecurity

-measures and indices can encompass analyzes of causes and /or efforts, either
qualitative or quantitative and may be done in several levels-from household levels to
national levels (Masset, 2010).

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GLOBAL FOOD SECURITY

2. Prevalence of Undernourishment (PoU) and the Prevalence of Moderate
and Severe Food Insecurity in the Population of the Food and Agriculture
Organization (F AO).

Prevalence of Undernourishment – measures hunger on several levels, in the regional and

global levels.

Prevalence of Moderate and Severe Food Insecurity in the Population – collects data
through interviews regarding people’s experiences of difficulty in accessing food.

Examples of Indices used for Food Insecurity

1. Global Hunger Index – is published by Concern International and Welthungerhilfe.

Indicators such as the share of the population related to:

 Undernourishment referring to insufficient caloric intake

 Child wasting referring children with low weight in relation to their height 
 Child stunting referring to children under the age of five that have a low weight in
relation to their age
 Child mortality or under-five mortality
rates.                                                                                                 2. Hunger
Reduction Commitment Index (HRCI) – initiated by the Institute of Development
Studies looks into three themes that measure governments’ political commitment in
attaining food security: government policies and programs; legal frameworks; and
public expenditures.
 Some indicators being measured in HRCI:
o Institutional coordination – whether there is a coordinating body to address
hunger and malnutrition and the successes of this coordinating body.
o Government intention and action – about priority actions of the
government on hunger and malnutrition
o Analytical rigor – about the generation of scientific evidence on hunger and
malnutrition as the basis for public policy
o Learning and adaptation – about the governments’ effort to innovate with
policy approaches to eradicate hunger and malnutrition

3. continuation
Some Factors Affecting Food Security

Food Supply – is connected with conditions in agricultural production. This involves issues
of rural farmers.

Food Prices – changes in national and global economic policies and process may lead to
increases in oil and food prices.

People’s Income – lack of people’s access to food because of poverty.

 Changes and Shock in Social and Natural Environments:

Globalization and Food Security – economic globalization involves foreign

trading of food. This encompasses the creation of a global food supply chain
or the process involving the production, manufacturing, consumption, and
disposal happening across different national borders.

Commitments to Achieve Food Security – recognizing the urgency and

severity of world food security problems, world leaders have made global
commitments to address food insecurity.

Three targets of MDGs first goal:

1.     To significantly decrease the number of people with daily income

below 1.25 dollar

2.     To attain full, constructive, and decent employment for all

3.     To significantly decrease the number of people suffering from

hunger.

Food Sovereignty – focuses on promoting the well-being of small-scale farmers

and producers, landless, farmers

Lesson 25 GLOBAL CITIZENSHIP

LESSON OBJECTIVES

At the end of this lesson, you should be able to:

1. Explain the definition of global citizenship and the categories of global citizenship
2. Discuss the types of rights and duties of global citizenship
3. Formulate a commitment statement regarding your rights and responsibilities related
to citizenship.

1. GLOBAL CITIZENSHIP

May define on the lenses on the membership, status, practice or performance. For instance,
describe in terms of membership and status.

Citizenship – how residents live in a particular area with previously agreed upon rights and
responsibilities.
For practice and performance, citizenship may be defines an institution that mediate the
rights between constituents of a governing system itself

Rights – any lawful, social, or moral principle of autonomy or entitlement.

-collection of what is allowed and what should be provided to a group of people based on a
particular legal system norms, or ethical standards

Three types of Rights

Civil Rights – are entitlements provided by a certain locality to its public constituents.

- Every citizen that is allowed to communicate openly, permitted to voice out their
opinions just as long as it has basis or evidence
- Include the right to have and to be treated with dignity

Political rights – are administrative entitlements provide by a specific government.

- To run for office, have the right to be elected as they meet the criteria

Social rights – are entitlements related to public services and to social protection.

Global citizenship – the belief that all people have rights and civic responsibilities based on
the reason that they reside in the world.

2. continuation

Learning to Live Together – an important principle in education is for people to “learn to

live together”.

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Issues in Global Citizenship:

1. Conflict between global citizenship and national citizenship

2. Conflict between global citizenship and individual difference

3. Development of the imagination for global citizenship

3. continuation

Duty – an obligation or expectation to perform an action based on the law, social norms, or
a moral standard.

Three types of Duties:

Conscription – pertains to the obligation to register as a reserve force in the army.

Taxation – relates to the duty to pay a compulsory contribution to a state or the government.

Participation – refers to the obligation to take part in the community.

Three categories of global citizenship:

Open global citizenship – believes that nations still exist and differ from another.

Moral global citizenship – focuses on the ethical aspect of global citizenship.

Sociopolitical global citizenship – emphasizes the social and governmental systems and
structures around the world.