Module 1

GROWTH AND DEVELOPMENT OF AGRICULTURE

I. Overview 
This module is composed of major topics that will eventually inform the
students and make them understand the growth and development of agriculture.
The importance of agriculture as a course and as a profession will be tackled. The
duties and competencies of an agricultural graduate will be elucidated to more or
less guide and set the minds of the students on what would be their expectations
as they proceed with their degree program. This will also serve as an eye-opener
among the students on what role they will portray after finishing their course in
agriculture.

Further, the contributions of agriculture to the society as a whole and among

individual farmers will be discussed. Ideas on how to overcome constraints of
production will be discussed vis a vis the actual status of production in the country
and a special focus to the student's barangay/community.

II. Learning Objectives

At the end of this module, the student must be able to:
1. Know by heart the brief historical background of agriculture;
2. Differentiate agriculture from other sciences;
3. Understand fully the goal as well as the contents of the BSA program;
4. Learn the various duties and competencies an agriculturist should
5. Explain the current status of the Philippine agriculture and its contribution
to the society.

III. Learning Concept /Topics

1. Brief historical development of world agriculture and Philippine agriculture
2. Agriculture as an economic factor in capitalist and non-capitalist societies
3. Agriculture as an industry, a science and a profession

1.0 Brief historical development of world agriculture and Philippine

Agriculture

HISTORY OF WORLD AGRICULTURE

AGRICULTURE DEVELOPMENT
From the origin of human society, life has been greatly influenced by food.
The ancient tribal societies were based on hunting and gathering. Ninety-nine
percent (99%) of mankind's existence on earth has been as a HUNTER AND
GATHERER. Prehistoric agriculture developed mainly in the area of the Middle
East, Asia, Africa and in Europe. The most important crops were cereals, corn,
rice, barley, wheat, rye, sugarcane and sugar beets. Cereals are important
because they are the basis of human diet.
What is a Hunter/Gatherer?
Hunting/Gathering behaviors exist back 2 million years to the dawn of man’s
cultural evolution. No word for “work” exists in various languages of
hunter/gatherers. Primitive man satisfied his daily needs directly from nature by
hunting wilds animals, gathering wild plants and fishing. The hunters-gatherers
moved from one location to another in search of food to sustain them. The fishing
tribes were more likely settled in one place as a permanent home usually near
bodies of water.

HISTORY
The origin of agriculture pre-dates the invention of writing. Agriculture started
more than 10,000 years ago. Transition from hunting animals and gathering
crops to raising livestock and growing plants was very important for mankind.
The history of agriculture may be divided into four broad periods of unequal
length, differing widely in date according to region: Pre-historic; Historic through
the Roman period; Feudal; Scientific and Modern.

Pre-historic Period
The practice of agriculture started in the Neolithic Period. Sites occupied:
Asia, Africa and Europe. Neolithic farmers live caves and in small houses of mud
or wood some are in caves. The villages were surrounded by fields. Neolithic
agriculture was mixed.

The earliest tools of the farmer were made of wood and stone. The first tools
were;
 Adz used for gathering grain
 Digging stick used to plant seeds
 Rudimentary plow, a tree branch used to scratch soil.

Historic through the Roman Period

The Roman Period goes from 2,500BC to 500 AD
 Grapes and olives were cultivated in the first millennium BC
 In the second millennium BC horses and oxen were used for work.
 Metals tools were introduced because they were more efficient and
longer lasting.
 Storage methods for oil and grain were improved (granaries, jars, silos
etc.)
 Introduction of: irrigation system, wind and water mills, fertilizers and
crop rotation
.
Feudal Period
(Feudal Period 1)
The feudal period goes from 500 AD to 1,500 AD after the fall of the Roman
Empire (476 AD). Innovation in farming:
 New types of plows allowed for easer plantation
 The method of crop rotation began at this time as well. The land was
divided into three fields.
 Ten or more oxen were fastened to the tongue of the plough.
 (Feudal Period 2)
The manor was the center of feudal life and it was a self-contained
community. There was the large home of the lord and peasants produce their
crops, raised animals and paid taxes in services. In manorial system there were:
 A mill grinding grain
 An oven for baking bread
 Fishponds, orchards
 A wine or oil press
 Herb and vegetable gardens
Feudalism ended with the wars of 14 th and 15th century and plague outbreaks;
villages were destroyed and land was abandoned.

Scientific Period
(Scientific Period 1)
The scientific period goes from 16th to the 20th century in this period:
 Population and agriculture were increasing in Europe
 Exploration and colonization started (colonial agriculture)
 Slaves from Africa worked on cotton plantations in America
 Scientific revolution ( new cultivation and types of cattle and sheep)
(Scientific Period 2)
 Drainage (more land cultivated)
 Farm machinery (John Deere)
 Steam power used to replace animal power
 Pests (Sprays, poisons)
 Improvement in transportation (roads, canals, rail lines etc.)

Modern Agriculture
Modern Agriculture depends on engineering, technology, biological and
physical sciences. Mechanization has caused the decline of labor force but has
reduced the cost and increased variety of food available. Another factor of modern
agriculture is chemistry, which deals the selective breeding techniques, fertilizer,
herbicides, pesticides and fungicides.

STAGES OF DEVELOPMENT OF THE PHILIPPINE AGRICULTURE

PRE-COLONIAL PERIOD
Indo-Malayan migrants brought with them wet-rice for agriculture and carabao
was also use as source of animal power for cultivation. This type of agriculture
predominated near bodies of water like Rivers and Lakes. Slash-and-burn, kaingin
culture or non-plow farming predominated in other areas. This indicates a shifting
agriculture rather than sedentary type of rice culture and the tribe were mainly
nomadic.
Main crops consisted of rice, gabi, yams, bananas, corn, millet, coconuts,
citrus, ginger, clove, cinnamon and nutmeg.
No agricultural specialization existed. The pattern of agriculture was chiefly
subsistence. Farms were small, chiefly backyard in coastal and riverbank
settlements.
 Most barangays were self-sufficient. Land was abundant and population was
estimated to be about 500,000 by the mid-16 th century. Private Land ownership do
not exist
During this period absence of food surpluses were attributed to:
1. Absence of full-blown ruling class who could exploit producers for
surplus.
2. Limited foreign trade.
3. Food Scarcity in some settlements.

COLONIAL PERIOD
This period introduced a non-producing class for which Filipinos produced
surplus leading to an increase in agricultural productions include: mulberry, cacao,
wheat, cucumber, cantaloupe, watermelon, coffee, new varieties of cereals, peas
and other vegetables.
The development of haciendas allowed for the introduction of technology and
processing, e.g. steam or hydraulic-powered sugar mills.
March 06, 1909 the college of agriculture was founded in Los Baños as a unit
of the University of the Philippines.

POST-WAR PERIOD
This characterized by the following:
1. Introduction of technological improvements.
2. Campaign for use of modern farm inputs and farm mechanization in
50’s.
3. Building up of market for tractors and power tillers in the 60’s.
4. Establishment of the International Rice Research Institute.
5. Introduction of the high yielding rice varieties.
Further development and expansion of international agricultural trading
especially for coconuts and its by- products, tobaccos, sugar, pineapple, etc.

State of Philippine Agriculture

The Philippines is rich in agricultural potential; however agricultural
commodities reveal a poor state of agriculture competitiveness.
The modernization of the country’s agriculture sector has been mandated with
the signing into law Republic Act 8435 or the Agriculture and Fisheries
Modernization Act (AFMA). But the AFMA was sign into law in 1997 and the
country remains biggest rice importer in the world.

Strengths, Weaknesses, Opportunities of and Threats in Philippine Agriculture

Strengths
 Availability of expertise in agricultural research and development
 Basic institutions in research are in place
 Endowed with natural resources
 Availability of agricultural technologies to boost production
 Weaknesses
 Physical
 Climate – typhoons, drought
 Soil – loss of top soil due to erosion particularly in sloppy areas
 Biological
 Pest; insect pest, weeds, pathogens
 Nutrient deficiencies and toxicities
 Suitable varieties
 Socio-economic
 Low farm input
 Small land holdings
 Decreasing interest in agriculture
 Inadequate support and extension services for optimum
production
 Inadequate incentives and support for more efficient production
e.g. irrigation facilities as well as postharvest infrastructures
 Inadequate farm to market roads
 Marketing problems

Opportunities
 Drivers of agro-environment for a diverse cropping system
 Wide range of soils and climate to grow different crops
 Whole year round growing period
 Sunlight: 11-13 hrs
 Temperature: 24-32 °C
 Rainfall: 2400-4000mm/yr
Threats
 Population growth
 Globalization
 Weak governance
 Deteriorating natural resources endowments

2.0 Agriculture as an economic factor in capitalist and non-capitalist

societies

The distinction between capitalist from non-capitalist countries nowadays

has become blurred with the most powerful communist countries like China and
Russia embracing capitalism or some degree of it. It may therefore irrelevant now
to discuss the economic contribution of agriculture in capitalist and non- capitalist
countries.
However, some general distinct comparisons may be made between the two
as regards agricultural production (Table 1).
Table 1. General comparison between capitalist and non-capitalist countries

DIMENSIONS CAPITALIST COUNTRIES NON-CAPITALIST

COUNTRIES
Ownership of Private persons or State-owned
Farms corporations
Purpose of Profit, market-oriented, Basically for domestic
Production export of surplus consumption
Management Self-initiated, democratic State-controlled,
bureaucratic
Mode of Production Intensive; greater output per Extensive-lesser output
unit area; highly per unit area; labour-
mechanized intensive
Cost of Production Generally low per unit of Generally high per unit of
product product

3.0 Agriculture as an industry, a science and a profession

WHAT IS AGRICULTURE?
Agriculture was derived from the Latin word ‘ager’ means (field) and
‘cultura’ means (cultivation)

Definition of Agriculture
Agriculture – it is a science, art, business/industry of managing the
growth of plants and animals for food, feed, fuel and fiber.
Agriculture includes cultivation of the soil, growing and harvesting crops,
breeding and raising of livestock, dairying, forestry and fishery.

WHY AGRICULTURE AS A SCIENCE, ART AND BUSINESS?

As a Science – Modern crop production is not based on guess-work or trial and
error method. Its science is derived from adoption or application of the basic
sciences of chemistry, mathematics, physics, and from various applied science
like physiology, meteorology, anatomy, plant breeding, etc.

As an Art – it is an art because it requires skill to produce crops even with little or
no scientific training. The art of the crop science reaches its greatest expression
in horticulture, especially in ornamental horticulture where plants are raised for
their esthetic qualities, e.g., in floral arts as well as in landscaping.

As a Business – plants are not grown simply to satisfy the needs of man but
realize some profit in the producing it. Thus, maximization of output relative to
production input is one the guiding principles of production.

Scientific knowledge utilized to produce plants at a time when there is a

demand and when the best prices could be obtained when sold, e.g., production
of off-season tomatoes and flowers and raising disease-resistant field crops to
reduce the cost protectant chemicals.
 Man’s needs for raw materials required to meet his basic needs for food,
clothing and shelter and the increasing requirements of the processing and food
industry has served as incentives to further improve crop production practices.
Early recognition of the importance of agricultural research was made by
the British Empire by the establishment of agricultural station
Similarly, in the U.S. experiment stations were also established in the land-
grant state colleges. It may therefore be presumed that the formal start of
scientific agricultural dates back to the time when these agricultural experiment
research stations were established.
Agricultural research in the Philippines has been established through
schools and experiment stations, both private and public.

3.1 The Need for Agriculturists to Propel the Industry

 Agriculture is the science and art of raising crops and animals with the use of
resources like land (soil), water, materials such as inputs and the available
technology.
 An agricultural farm is an agricultural production unit implementing factors of
production with the intention of earning a profit for the farmer.

3.2 Agriculture as a Science includes research and development on:

 Production techniques (e.g., irrigation management, fertilizer rates,

appropriate type and amount of farm inputs, etc.)
 Improving agricultural productivity in terms of quantity and quality (e.g.,
selection of drought resistance crops and animals, development of new
pesticides, yield-enhancing technologies, simulation models of crop growth,
in-vitro cell culture techniques, biotechnology, etc.)
 Transformation of primary products into end-user products (e.g., production,
preservation and packaging of dairy and other crops).
 Prevention and correction of adverse environmental effects (e.g., soil
degradation, waste management, bioremediation).
 Production ecology relating to crop production modelling.
 Traditional agricultural systems or subsistence agriculture

3.3 Agriculture as an Industry

 Agriculture is an industry as it covers a lot of enterprises that create products

and provide employment
 Agriculture also affects other agri-dependent industries such as food
processing, feed and food manufacturing, fertilizer production, pesticide
manufacturing, and,
 Agriculture is the base of economy most developed and developing of
countries.
3.4 Agriculture as a Profession

Most Filipinos think of agriculture as merely planting of crops or raising

animals. With the appropriate educational qualification, a lot of professional
careers in agriculture are available such as researchers, scientists, teachers,
food technologists, feed and food nutritionists, sales managers, bank appraisers,
agricultural statisticians, farm managers, farmer-scientists, agri-consultants, etc.
The creation of Republic Act 8435 popularly known as the Agriculture and
Fisheries Modernization Act (AFMA Law) of 1997mandates the agriculture
graduates to take the Licensure Examination for Agriculturist (LEA) to
professionalize agriculture and be at par with other professions.

3.5 The Bachelor of Science in Agriculture Program

 The Bachelor of Science in Agriculture is a degree program designed to

prepare professionals with general competencies in carrying out the science,
art, ethics, management and entrepreneurial business in the production,
processing and marketing of plants, animals and other organisms utilized for
food, fibres, recreation, biomedicine, industrial and other purposes within the
context of integrated and sustainable agriculture resource systems.

 With the above premise, an agriculturist refers to a person who has the
competence to scientifically diagnose and pursue opportunities- design and
implement appropriate strategies, manage resources. Also he/she should be
able to provide scientific, technical and policy advice in implementing
programs that would promote agricultural development.

Duties and Competencies of an Agriculture Graduate

A. Perform the tasks in the technical and scientific fields with confidence and
creativity

1. Apply concepts, principles and methodologies

2. Enhance working knowledge through technical and scientific exposure
3. Conduct innovative research to generate good agricultural practices and
desirable products

B. Diagnose and analyze strengths and limitations, opportunities, threats in

the practice of agriculture profession

1. Keep abreast with developments in agriculture

2. Analyze, interpret and utilize technical and socio-economic data to evaluate
opportunities and constraints
3. Recommend appropriate actions and strategies
C. Conceptualize and formulate systems-oriented strategic plans and
programs for agricultural development

1. Examine the inter and intra dependence of systems within the context of
agricultural development
2. Map out strategic plans using technical, scientific, market and other sources
of information
3. Prepare workable agricultural plans, programs and feasibility studies.
4. Formulate alternative measures to solve potential problems in implementing
agricultural plans and programs

D. Manage resources effectively and efficiently

1. Conduct resource inventory by employing recent qualitative and quantitative

tools.
2. Assess and analyze the enterprise using techniques that will establish
strengths, limitations, opportunities and threats.
3. Develop strategies and alternatives within the context of sustainability.
4. Formulate and implement resource management plan for improved and
sustained productivity.
5. Assess the overall efficiency and sustainability of agricultural plans and
programs.
6. Recommend and disseminate best management practices developed from
the enterprise

E. Monitor and Evaluate Plans and Programs in Agriculture

1. Conduct performance audit to assess the progress and accomplishments of

the enterprise and recommend measures to ensure sustained use of the
resources available in the enterprise.
2. Design benefit monitoring and evaluation system for plans and programs.
3. Formulate verifiable performance indicators of agricultural plans and
programs.
4. Take corrective actions promptly.

F. Advocate agricultural laws, rules, regulations and related policies

1. Know and analyse existing agricultural laws, rules, regulations and related
policies.
2. Identify policy impacts and gaps.
3. Formulate recommendations for policy reforms.
4. Design and implement strategies for advocacy.
G. Practice and promote public safety in the use of agricultural technology

1. Apply good management practices in the workplace for safety.

2. Promote consciousness in the application in the application of agricultural
technology among workers for public safety.

H. Implement agricultural development compatible with resource conservation.

1. Explain the interrelationship of agriculture and environment.

2. Identify best management practices and promote their applications in specific
sectors of the agriculture industry.
3. Promote resource conservation and sustainable use of resources

I. Develop communication skills and strategies

1. Convey ideas and information clearly and effectively.

2. Apply the principles and use different forms and types of communication.
3. Develop the ability to access, retrieve, process and disseminate information
4. Prepare, review, analyse and evaluate technical and scientific reports,
proposals, researches and concept papers and respond promptly.
5. Update oneself of the recent trends on information and Communication
technologies (ICTS).

J. Develop and cultivate collaborative and productive work attitude towards

the agriculture profession.

1. Demonstrate the values of self-respect and integrity.

2. Innovate for improvement of the agriculture profession.
3. Develop self-reliance and practice teamwork and networking with high
performance and quality.

K. Provide leadership and vision in identifying, creating and pursuing

opportunities in agricultural development.

1. Identify, collect and integrate important data and information on specific

agricultural situations.
2. Evaluate data/information using appropriate statistical and decision making
tools.
3. Identify rational alternatives to solve specific problem, close critical gaps or
pursue opportunities.
4. Synthesize relevant information to understand the emerging global agricultural
scenario.
5. Pursue program of action with enthusiasm and determination.
6. Practice leadership qualities and display social concerns

L. Practice ethical interpersonal relations with employers, subordinates, peers,

clients and the general public.
1. Observe professional ethics and standards.
2. Respect the rights of others and recognize their accomplishments.
 3. Demonstrate emotional intelligence/maturity
4. Motivate others to participate actively in PRC Accredited Professional
5. Organization (APO) and other agriculture-related association activities and
comply with their policies and obligations.

3.6 The Major Fields of Agriculture

The new BSA program (CHED Memorandum Order 14 s, 2008 is a

competency-based curriculum. Skills needed for the establishment of an
enterprise must be learned and at the same time, to be able to pass the
assessment in terms of the National Certificate as mandated by the Technical
Education and Skills Development (TESDA).
An embedded "Certificate in Agricultural Science" will be awarded after the
second year upon completion of all the required subjects and competencies for
the said certificate. Aside from this, there are six (6) potential National Certificates
(NC Level) that may be acquired as follows:

 NC I Agricultural Crops Production

 NC II Horticulture
 NC II Animal Production
 NC II Slaughtering Operations
 NC III Horticulture
 NC III Agricultural Crops Production

Competencies not acquired during the regular semester from the various
subjects enrolled will be done during summer called the "bridging program".
Hence, it is expected that students who obtained a certificate may opt to work for
a while to earn for his studies and later returned to finish the degree.

The major fields offered are the following: Agricultural Economics, Animal
Science, Crop Protection, Crop Science and Soil Science.

A university or college offering the degree program may follow the general
tract or the highly specialized tract or with specialization. The possible major
areas are: Agricultural Economics, Animal Science, Crop Protection, Crop
Science and Soil Science.
3.7 PERFORMANCE OF PHILIPPINE AGRICULTURE THIRD QUARTER 2020

HIGHLIGHTS
In the third quarter of 2020, agricultural production inched up by 0.7 percent.
Increases in production were noted for crops and fisheries during the period.
However, livestock and poultry posted reductions in outputs (Table 2a and Figure 1).
At current prices, the value of agricultural production at PhP 404.6 billion was 4.1
percent higher than the previous year’s level (Table 4a and Table 5a). From January
2020 to September 2020, agricultural production declined by -0.2 percent (Table 2a).
Crop production grew by 4.8 percent.
It contributed 52.7 percent to the total agricultural output. The production
levels of palay and corn were up by 15.2 percent and 3.5 percent, respectively.

Double -digit production growths were noted for sugarcane at 23.8 percent and
cacao at 12.0 percent. Output increases were also recorded for potato at 7.5
percent, eggplant at 3.4 percent, mongo at 3.0 percent, sweet potato at 2.7 percent,
and mango at 2.1 percent. Meanwhile, double -digit contractions in production were
registered for tobacco at -30.1 percent and calamansi at -16.9 percent. Outputs were
lower for pineapple by -8.6 percent, cabbage by -5.0 percent, rubber by -4.0 percent,
tomato by -1.4 percent, banana by -1.3 percent, and onion by -1.2 percent.
Production declines ranging from -0.2 percent to -1.1 percent were observed for
cassava, abaca, coffee, ampalaya, and coconut. Collectively, production of “other
crops” grew by 0.4 percent. At current prices, the value of crop production amounted
to PhP 211.1 billion or 10.8 percent higher as compared to the previous year’s
record. From January 2020 to September 2020, crops posted a 2.3 percent
improvement in production.
Livestock production, which accounted for 17.5 percent of the total
agricultural output, was down by -7.6 percent during the period.
Hog recorded a reduction in output at -7.7 percent. Likewise, production of
cattle and carabao dropped by -10.7 percent and by -6.3 percent, respectively.
Outputs were up for dairy by 16.0 percent and goat by 0.4 percent. At current prices,
the value of livestock production at PhP 71.4 billion represented a -1.6 percent
decline this quarter. For the first nine (9) months of 2020, livestock production
declined by -5.5 percent.
Poultry production decreased by -3.8 percent.
It shared 14.0 percent in the total agricultural production. Chicken production
contracted by -7.2 percent this period. On the other hand, duck had 2.3 percent
increment in output. Production improved by 6.0 percent for chicken eggs and by 3.1
percent for duck eggs. At current prices, the value of poultry production amounted to
PhP 58.7 billion, down by -4.4 percent from the previous year’s level. From January
2020 to September 2020, poultry recorded a -2.8 percent drop in output.
Fisheries production, which shared 15.8 percent in the total agricultural
output, grew by 1.9 percent.
Higher output increases were noted for bigeye tuna at 39.9 percent, Bali
sardinella at 31.5 percent, blue crab 25.5 at percent, cavalla at 18.9 percent,
yellowfin tuna at 16.1 percent, frigate tuna at 13.6 percent, and roundscad at 12.8
percent. Improved production levels were also registered for grouper at 2.5 percent,
skipjack at 0.3 percent, and squid at 0.03 percent. Meanwhile, fimbriated sardines
and tiger prawn posted double-digit reductions in outputs by -21.7 percent and -11.3
percent, respectively. Decreases in production were reported in the following:
mudcrab by -9.7 percent, milkfish by -6.1 percent, slipmouth by -4.3 percent, indian
mackerel by -3.7 percent, seaweed by -1.1 percent, and big-eyed scad by -1.0
percent. Threadfin bream and tilapia had less than -1.0 percent decline in outputs.
For “other fisheries”, production went up by 2.1 percent. At current prices, the value
of fisheries production which amounted to PhP 63.4 billion was lower by -0.9 percent
this quarter. In the first three quarters of 2020, fisheries production increased by 0.2
percent.
GDP declines by -4.2 percent in the first quarter of 2021 (at Constant 2018
Prices)
The Philippine Gross Domestic Product (GDP) posted a decline of -4.2 percent in the
first quarter of 2021. The main contributors to the decline were: Construction, -24.2
percent; Other Services, -38.0 percent; and Real Estate and Ownership of
Dwellings, -13.2 percent.
On the other hand, contributors to growth were led by: Financial and insurance
activities, 5.2 percent; Public administration and defense; compulsory social
activities, 7.5 percent; and Human health and social work activities, 11.7 percent.
Other industries which managed to grow during the period were: Information and
communication, 6.3 percent; Manufacturing, 0.5 percent; and Electricity, steam,
water, and waste management, 1.9 percent.
Among the major economic sectors, Agriculture, Forestry, and Fishing (AFF)
declined by -1.2 percent in the first quarter of 2021. Likewise, Services and Industry
contracted by -4.4 percent and -4.7 percent, respectively during the period. 
On the demand side, Household Final Consumption Expenditure (HFCE) declined
by -4.8 percent, along with the following items: Gross Capital Formation (GCF), -18.3
percent; Exports, -9.0 percent; and Imports, -8.3 percent.
On the other hand, the Government Final Consumption Expenditure (GFCE) grew
by 16.1 percent in the first quarter of 2021. 
 WHAT IS NYR 2013?
The National Year of the Rice is part of the Philippine government’s bid to
achieve rice-self-efficiency beginning 2013. It is an advocacy campaign which
aims to promote responsible rice consumption for better health and less rice
wastage and productive farming through the promotion of efficient rice
technologies and inspiring to do better.
It was in the year 2013 that the National Year of the Rice was proclaimed
by President Benigno S. Aquino III under Proclamation no. 494 on October 18,
2012 to enjoin everyone in this advocacy.

WHAT ARE WE TRYING TO DO?

NYR 2013 primarily aims to help achieve rice self-sufficiency through the
help of every Filipino – the producers, the policy makers, and the consumers.
Along with that, it also aims to promote better health among rice consumers and
improve the income of the farmers.
IV. Study Question

1. Is there a need for the Philippines to import rice? Why?

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2. Can we consider Philippines as rice self-sufficient? Support your answer.

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3. Differentiate Neolithic Period from Roman Period of Agriculture.

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4. What is the reason behind the proclamation of the National Year of the Rice
(NYR 2013) by President Benigno “Ninoy” Aquino?
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5. What was the feature of your curriculum? What are the National
Certificates under TESDA which you could apply for assessment?
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6. Give four duties of an agriculture graduate. What are the competencies

required for the said duties?
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7. Which subsector of agriculture contributed the biggest share in terms of
productivity and value? Which crops do you think contributed the biggest
in terms of production?
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8. What was the average farm gate price increase of the commodities in all
subsectors of agriculture? Why there was an increase?
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9. In general, subsequent increases of production occurred in the agriculture

sector as a whole, why is it that we experienced recently rice shortage in
the market? Why do you think it happens?
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V. Learning Activities

Activity 1
Geographical Distribution and Production of Rice in the Philippines
1. Top 1 Province producing rice in Region in terms of Volume (tons/ha).
2019-2020 Data
Regions Province Tons/Ha
NCR Nueva Ecija 220,703
CAR Kalinga 158,284
ILOCOS Pangasinan 1,135,379
CAGAYAN VALLEY Isabela 1,359,556
CENTRAL LUZON Nueva Ecija 1,937,019
CALABARZON
MIMAROPA Oriental Mindoro 430,967
BICOL Camarines Sur 317,290
WESTERN VISAYAS Iloilo 1,018,989.02
CENTRAL VISAYAS Siquijor 1,502.00
EASTERN VISAYAS Leyte 453,829
ZAMBOANGA
NORTHERN MINDANAO
DAVAO
CARAGA
ARMM
SOCCSKSARGEN

VI. Summary
 The module brought about discussions on the historical development of
agriculture at the global scale and that of the Philippines in particular. The new
BSA program, the duties and competencies that must be acquired and the
potential National Certificates that the students can get aside from the embedded
Certificate in Agricultural Science awarded after completion of the requirements
after second year were presented.
At the latter part, the performance of the agriculture sector has been
presented and discussed giving emphasis on the contribution of the sector to the
society. Indeed, it was timely to present as early as the first module the statistics
on agricultural performance so that the students will know the importance of their
degree and continue to enrol in the program.
VII. References

1. Title: Introduction to Agriculture

Citation of resources:
https://www.slideshare.net/KarlLouisseObispo/lecture-outline-in-introduction-to-
agriculture
Summary: this resource content is all about the outline of introduction to
agriculture with a course description of Overview of Agriculture with emphasis on
Philippine Agriculture
2. 2013 National Year of Rice
3. https://www.nationsencyclopedia.com/economies/Asia-and-the-Pacific/
Philippines-AGRICULTURE.html
http://industry.gov.ph/category/agribusiness/
4. CHED. 2008. CMO No. 14 s. 2008. Diliman, Quezon City.
5. Bureau of Agricultural Statistics. 2008. Annual Report.
6. Perez, F.O. 2006. Compendium in Environmental Planning and Land
Use CLSU, Science City of Munoz, Nueva Ecija.
7. Prevost, 1997. Fundamentals of Modern Agriculture. Science
Publishers, Inc. Enfield, New Hampshire, USA.
8. WIKIPEDIA, 2006. Agriculture. Available: http//en.wikipedia.org/wiki
9. Agnet.org/situaner/Philippines html (9/13/2007).
10. Countrysidestudies.us/Philippines/64.htm (9/13/2007).
11. Performance of Philippine Agriculture, Third Quarter 2020.pdf (psa.gov.ph)
12. Agriculture production shrinks 3.3% - BusinessWorld (bworldonline.com)
13. Philippine Statistics Authority | Republic of the Philippines (psa.gov.ph)