Subject: Contemporary Issues and Trends in Philippine Education

FINAL EXAMINATION
Give your perceptions on the following:
1.Philippine Millennium Development Goals
The Millennium Development Goals (MDGs) give voice to the global aspiration to eradicate extreme poverty.
The MDGs are eight concrete and interconnected goals, with a corresponding set of measurable targets and
indicators. This development framework represents a remarkable global partnership between poor countries that
pledge to govern better and invest in human development and rich countries that promise to support them.

In the Philippines, the MDGs have been tightly integrated into national development plans by the Government,
and utilized to monitor their implementation. The MDGs have also been broadly adopted by all relevant
development organizations, from local government units (LGUs) to civil society organizations (CSOs.) They
serve as a common foundation for development, resulting in better alignment of interventions and coordination,
allocation, and use of resources.

Yet, interventions for poverty, education, maternal health, HIV/AIDS, and the environment need to be
accelerated, while addressing the glaring disparities in rates of progress across regions. It is clear that if success
is to be achieved, efforts need to be redoubled; current initiatives in all areas must be scaled-up, greater
resources must be mobilized while more efficiently utilizing existing resources, and stronger advocacy and
capacity must be developed, especially at the local level.
2. Education for All: Its implementation
The Philippine Education For All (EFA) is a vision and a holistic program of reforms that aims at
improving the quality of basic education for every Filipino. It also aims to reduce poverty, hunger, diseases,
illiteracy, environmental degradation and discrimination against women. The government must take the
responsibilities for the challenges and issues like weak political will, insufficient financial resources and
inefficient use of available ones, inadequate attention to the learning needs, lack of attention to the quality of
learning, lack of basic skills and essential knowledge and insufficient capabilities to grasp complex public
issues.
3. The impact of diversity in education.
Diversity includes differences in ethnicity and race, gender, sexual orientation, religion, disability and
exceptionalities and socioeconomic status. Diversity contributes into institutional characteristics such as high
expectations, belief in students’ capacities, models of success, institutional mission, link between the value of
education and service to larger communities.
4. The role of education in addressing LGBTQ.
In educational institutions, it was found that LGBTQ people are subject to discrimination, bullying and
abuse under the “academic freedom” which allows educational institutions to create their own policies. LGBTQ
issues are not included in curricula. However, the Department of Education in 2012 issued an order to protect
children from violence, abuse and exploitation regardless of sexual orientation and gender identity. Positive
case studies included pride events on campuses and the election of LGBT individuals to student councils.

5. The right people in the right jobs.

Some people are in the wrong job because they chose it for the attributes. For example, a doctor might be a
surgeon for the prestige but have no interest in people. Some are stuck in a job they don't like because they lack
the skills needed to get a new job or they lack the initiative to job hunt. Others may be in the wrong job because
of pressure to stay in the family business or because a certain career is expected of them.
6. The relevance of peace education in our country: The Teacher’s Role
 The teacher has the greatest responsibility of building a nation. Teachers are mirror off upcoming
generations in the form of students and an effective element of establishing peaceful atmosphere. A teacher’s
prime responsibility is to help students become good human beings, motivated to fulfill their true potential not
only for their own benefit but also for the betterment of the society as a whole. A teacher and school mat devise
strategies to develop among students a sense of openness and comprehension about diverse cultures, histories,
and fundamental shared values.
7. The Philippine Family Code
The family, being the foundation of the nation, is a basic social institution which public policy
cherishes and protects. Consequently, family relations are governed by law and no custom, practice or
agreement destructive of the family shall be recognized or given effect. (Art. 149, Family Code)The actual
value of the family home shall not exceed, at the time of its constitution, the amount of the three hundred
thousand pesos in urban areas, and two hundred thousand pesos in rural areas, or such amounts as may hereafter
be fixed by law.In any event, if the value of the currency changes after the adoption of this Code, the value most
favorable for the constitution of a family home shall be the basis of evaluation.Urban areas are deemed to
include chartered cities and municipalities whose annual income at least equals that legally required for
chartered cities. All others are deemed to be rural areas. (Art. 157)

8. Drug abuse and prevention program in the Philippines.

 Adamant in protecting learners from the adverse effects of dangerous drugs and in supporting the Duterte
administration’s campaign against illegal drugs, the Department of Education (DepEd) is strengthening its
National Drug Education Program (NDEP).The NDEP is a comprehensive educational program, which provides
a holistic approach in preventing and eliminating the menace of drugs in the country. The NDEP also enables
all sectors to work collaboratively—with the school system as the core—thereby unifying all sectoral
endeavors.The NDEP has five components that the DepEd builds on to create awareness on the ill effects of
using illegal drugs. These components are: a) curriculum and instruction; b) co-curricular and ancillary services;
c) teacher and staff development; d) parent education and community outreach; and e) research, monitoring, and
evaluation.Moreover, the DepEd strengthens the program implementation by establishing Barkada Kontra
Droga Chapters in schools; intensifying anti-drug abuse information campaigns; supporting the activities
planned by the designated regional and schools division NDEP coordinators; and involving Parent-Teacher-
Community Associations and pupil/student organizations in drug abuse prevention activities.