Module 7-12 Luna ShielaMarie BSED Science 3A Final

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: cbsua.sipocot@cbsua.edu.ph
Trunkline: (054) 881-6681
COURSE MODULE EDUC 8:

TEACHER and the COMMUNITY,
SCHOOL & ORGANIZATIONAL
LEADERSHIP
SHIELA MARIE V. LUNA

BSED Science 3A
MIA N. EBORDA
Assistant Professor
WEEK 7

THE STRENGTH AND WEAKNESSES OF FILIPINO CHARACTER: A

SOCIO CULTURAL ISSUES AND GLOBAL ISSUE THAT CONCERN
SCHOOLS AND SOCIETY
I.INTRODUCTION
Hello everyone! Welcome to our week 7 topic in Educ 8: The Teacher and The Community,
School Culture & Organizational Leadership.
This module will introduce you to the topics The Strength and Weaknesses of Filipino Character:
A Socio Cultural Issues and Global Issue That Concern Schools and Society
Please watch video, read supplementary materials , search related sources and answer activities
included in this module.
Happy Learning!
At the end of the topic students will be able to;
1.Discuss the strength and weaknesses of the Filipino character

2.Cite ways by which schools and counteract the weaknesses of the Filipino character.
3.Discuss at least two global issues
4.Explain proposed solutions to the social problems.
II.PRE-COMPETENCY CHECKLIST (FORMATIVE

ASSESSMENT/DIAGNOSTIC)
Directions: Read each question carefully then choose the letter of the correct
answer.
1.What’s wrong with the Filipino sense of humor?
A.when he is joyful
B.when even serious things are not taken seriously
C.when he takes things lightly
D.when his jokes are corny
2.Which does NOT belong to the group ?
A.lack of discipline
B.colonial mentality
C.lack of initiative
D.reselient
3.Lack of patriotism or of an active awareness appreciation and love of the

Philippines and an actual preference for things foreign.____
A.colonial mentality
B.extreme personalism
C.extreme family centeredness
D.kanya-Kanya syndrome
4.Excessive concern for family means using once office and power to promote
family interests political dynasties and protection of erring family members.
A.lack of discipline
5.Waiting to be told what to do reliance to others, complacence, lack of a

sense of urgency.
A.passivity and lack of initiative

6. Which does NOT belong to the group?

A.noise pollution
B.water pollution
C.pesticide and fertilizer
D.violence
7. Which of violence occurs when someone uses threats and causes fear in an
individual to gain control?
A.verbal abuse
B.psychological violence
C cultural violence
D.emotional violence

8. Which of violence occurs when someone uses individual spiritual beliefs to
manipulate, dominate or control the person?
A.spiritual violence
B.psychological violence
C cultural violence
D.emotional violence
IV. EXPLORE
(TASKS/ACTIVITIES)
1. List the weaknesses of the Filipino character, explain each in a sentence.

CHARACTER EXPLANATION
1. Extreme family centeredness Excessive concern for family means using

one’s office and power to promote family
interests and thus factionalism patronage,
political dynasties and protection of erring
family members. - It results in lack of
concern for the common good, and acts as a
block to national consciousness.
2. Extreme personalism Takes things personally and is unable to
distinguish between the objective task and
emotional engagement. As a result, the
Filipino is wary of bureaucracy, rules and
regulations, and standard operating
procedures. He relies on personal
connections and favors family and friends
when hiring, providing services, and even
voting. Contributes to bribery and corruption
in Philippine society.
3. Lack of Discipline Lack of accuracy and compulsiveness, as
well as poor time management and
procrastination, were all symptoms of a
careless attitude toward time and space.
Impatience can lead to shortcuts, palusot,
and nigas cogon. Aversion to rigidly
following processes leads in a lack of
uniformity and equality control. Frequently
leads to inefficient work methods, rule
violations, and a casual work ethic that fails
to follow through.
4. Passitivity and Lack of Initiative Waiting to be told what to do, putting one's
trust in others, such as leaders and the
government, complacency, and a lack of
urgency. - Inefficiency, bad service, and
even infringement of one's rights are
tolerated to a high degree. - The Filipino is
easily repressed and exploited because he is
too patient and matiisin, too easily resigned
to his situation.
5. Colonial Mentality Lack of patriotism, or active awareness,
appreciation, and love for the Philippines, as
well as a genuine preference for foreign
things.
6. Kanya-kanya syndrome It is visible in the personal ambition that is
entirely oblivious to the greater good, as a
result of tsismis, intriga, and unconstructive
criticism. - Take, for example, the
government bureaucracy's absence of a sense
of service. As a result, cooperative and
community spirit are harmed, and others'
rights are violated.
7. Lack of self-analysis and self-reflection The tendency to be shallow and flighty.
There is a lack of analysis or contemplation
in the face of major personal and social
crises, instead opting for superficial
explanations and answers.
8. Emphasis on forma rather than substance An educational system that is more about
form than substance reinforces this lack of
analysis and reliance on form.
2.List the strength of the Filipino then in a phrase or clause explain when that strength becomes
a weakness.
STRENGTH IT BECOMES WEAKNESS WHEN
Pakikipagkapwa-tao  Basic sense of justice and fairness

 Concern for others.
 Ability to empathize with others
 open to others and feel one with others
 regard others with dignity and respect deal
with them as fellow human beings
Family orientation  source of personal identity, emotional and
material support and
 one’s main commitment and responsibility
 Sense of family results in a feeling of
belongingness and rootedness in a basic
sense of security.
Joy and Humor  Filipinos have a cheerful and fun
 Loving approach to life and its ups and
downs.
 Laughing at ourselves and the mess we are
in is an important coping mechanism.
 Playful, sometimes, disrespectful, we laugh
at those we love and at those we hate and we
make jokes about our good fortune and bad.
Flexibility, adaptability and creativity  We can adjust and to adapt to circumstances
and the surrounding environment, both
physical and social; adjusts to whatever
happens even in unplanned or anticipated
events.
 We possess a tolerance for ambiguity that
enables us to remain unfazed by uncertainly
or lack of information.
Hard work and industry  We have the capacity for hard work given
proper conditions;
 To raise one’s standard of living and to
possess the essentials of a decent life for
one’s family
 We are willing to take the risks with jobs
abroad and, while there, to work at two or
three jobs.
 The results are productivity,
entrepreneurship, and survival despite
poverty.
6.Faith and religiosity  Filipinos have deep faith in God.

 Our innate religiosity enables us to
comprehend and genuinely accept reality in
the context of God’s will and plan.
 Religious expressions is very tangible
7.Ability to survive  Filipinos make do with what is available in

the environment.
 It is manifested in the millions of Filipinos
who bravely live through the harshest
economic and social circumstances.
3.List down at least 5 global issues most applicable to the Philippines.

Global issue Philippine law meant to Specific provision of the law
address the problem
1. Pollution Republic Act No. 8749, Is a comprehensive air quality
otherwise known as the management policy and
Philippine Clean Air Act program which aims to achieve
and maintain healthy air for all
Filipinos.
2. Global warming due to The Climate Change Act of Established the Climate
emission of greenhouse 2009, or Republic Act 9729 Change Commission (CCC)
gases under the Office of the
President. The CCC is the
principal climate policymaking
authority tasked to coordinate,
monitor, and evaluate the
programs and action plans of
the government related to
climate change.
3. War Against Drugs Republic Act No. 6425, As amended, providing funds
otherwise known as the therefore, and for other
Dangerous Drugs Act of purposes. This Act, consisting
1972 of 101 sections, provides for
importation of Dangerous
Drugs and/or Controlled
Precursors and Essential
Chemicals.
4. Sexual Orientation and Republic Act No. 6725 Prohibited employers'
Gender Identity discrimination against female
employees, with respect to
terms and conditions of
employment, solely on account
of their sex.
5. Poverty Republic Act 11291 known It is the declared policy of the
as the “Magna Carta of the State to uplift the standard of
Poor. living and quality of life of the
poor and provide them with
sustained opportunities for
growth and development.
ACTIVITY 1 : LET’S READ THIS
Read an excerpt of the report of A Moral Recovery Program Building a People, Building a
Nation ,Ap 27,1988, to Pres. Corazon Aquino by Sen Letecia Shahani.
The weaknesses of the Filipino character as cited in the report are as follows;

voting. - Contributes to bribery and
corruption in Philippine society.
to follow through.
to his situation.
things.
ACTIVITY 2
2. Search on the top ten current global issues according Chloe Turnet (http://borgenproject
org/top-ten-current-global-issues)
8 GLOBAL ISSUE TOPICS FOR ESSAYS AND RESEARCH PAPERS
Today,
people are
starting to become active participants in the fight against global issues and as a result, progress is
being made. However, there are still individuals unaware of pressing issues around them. One
way of bringing these people up-to-date would be through the use of essays or research. Here are
10 global issue topics for essays and research papers.
10 Global Issue Topics for Essays and Research

1. Water Contamination and Shortage: 2.1 billion people in countries undergoing
urbanization have inaccessibility to clean drinking water as a result of pollution, poverty and
poor management of resources. Water resources are depleted by agriculture and industry
energy production. To put into perspective, agriculture accounts for 70 percent of the
reduction of water around the world, with 75 percent of a given countries’ water used for
this purpose and depleted by contamination. Fortunately, there has been a recent increase in
efforts to develop technology to combat contamination and reduce the rate of water
depletion.
2. The Relationship between Education and Child Labor: Despite a surge in funding for
some countries and increasing attention through social media, education continues to be a
luxury around the globe. Reasons include gender preferences and poverty, and child labor
— the use of children in industry. According to UNICEF, 150 million children participate
in laborious activities dangerous to their health. As one can imagine, this work hinders a
child’s ability to fully invest in education. Therefore it’s most challenging to bring
education to sub-Saharan Africa, where the rates of children enrolled in primary education
continue to stagger. In addition, fewer students successfully complete secondary education
here.
3. Violence: Violence is a global issue that exists in all shapes and sizes. Violence can be
done towards a particular group like women or LGBTQ+ members, or it is an act that can be
a result of a mentally disturbed mind. There is also violence in response to economic stress.
All these varying forms of violence lead to attention on the safety and prevention of such
acts. However, there isn’t much consideration on how an everyday person can help. In
discussions about violence, the biggest questions to answer are: How is this violence used?
How is it achieved/accessed? Do the media have a role? How much is the foundation for a
particular act of violence is personal? What is the overall goal?
4. Poverty: In 2015, the International Poverty Line was set to $1.90. This number means
that a person is living in extreme poverty if they live below this line. According to this set
line, more than 1.3 billion people are living in this extreme worldwide. This fact suggests
that 1.3 billion people have difficulty obtaining food and shelter, regardless of the
availability of homeless shelters and organizations. Current questions or topics to explore in
an essay or research would be the cause of variation in wages on the international level, and
the nature and initiatives that can be taken to solve this global issue at large.
5. Inequality: On a global scale, the focus on inequality tends to be in terms of the
distribution of wealth. According to a Global Wealth Report, 44 percent of global net worth
is held by only 0.7 percent of adults. This suggests that there is a significant division
between economic classes around the world. Recently, research has shown the effects that
this economic divide has on communities particularly in health, social
relationships, development and stability. For example, in a society where there’s a large gap
between the rich and the poor, life expectancy tends to be shorter and mental illness and
obesity rates are 2 to 4 times higher. In terms of social relationships, inequality on a larger
level introduces more violence and crime.
6. Terrorism: Terrorism like the bombing incidents of the last few years continues to claim
the lives of innocents. It is a threat to the peace, security and stability of the world, so
terrorism prevention methods have been implemented to illustrate what is wrong and should
be/could be done to uphold justice. However, the basis of the threats, mindsets and the
successes/failures of response efforts still need to be evaluated.
7. Child Marriages: Child marriages are defined as the union between one or two
individuals under the age of 18. One in five girls are married before the age of 18, and child
marriages prevent children from becoming educated, can lead to severe health consequences
and increased risk of violence. Legislation and programs were established in order to
educate and employ children in these situations as child marriages do not have enough
awareness on individual involvement or emphasis on the common causes for these
marriages.
8. Food: Poverty, economic inequality and water contamination mean inability to produce
sufficient amounts of food to sustain a population. This can, in turn, lead to poorer health
and decreased energy to carry out physical and mental functions, leading to more poverty.
By 2050, the world would need to find food for approximately nine billion people as cost of
production for food will rise in response to the increased amount of individuals. Thus, the
United Nations established programs to ensure food security and technology companies
make efforts to reduce food production costs.
The Role of Essays and Research

There has been increasing progress towards solving the global issues; however, for some,
this progress is too slow due to lack of understanding of preventative methods, diffusion of
responsibility and unanswered questions. These global issue topics for essays and research
papers can be used as a starting point to give more insight to others into the issues and how to get
involved.
– Stephanie Singh
Photo: Flickr
AIDS, GLOBAL POVERTY, HIV/AIDS, HUMAN RIGHTS, INFRASTRUCTURE

WHAT ARE THE BIGGEST GLOBAL ISSUES?
What are the biggest global issues that the world

is facing right now? All around the world,
countries are facing new issues every single day
on their own, but despite its borders, the world is
constantly facing issues as a whole. What are the
biggest global issues that the world is facing
together? There are many that affect everybody
and require attention from not just one country,
but every country.
One of the top global issues today is the continent

of Africa. Africa needs support both economically
and socially in order to develop and protect human rights, as well as build solid governments and
better the lives of the people living there. African countries also need support to promote
democratic institutions in order for there to be peace among the nations.
AIDS is another top global issue in the world today. Although new HIV infections
have decreased significantly, the global response to HIV/AIDS has to continue to be powerful in
order to wipe out the epidemic completely.
The rights of children are another top global issue throughout many different countries. Millions
of children do not have access to education, health or protection. Every country should be
expanding the opportunities for children and allowing them to exercise the rights that all humans
should be allowed.
Climate change is a significant issue that shifts weather patterns. This causes a threat to food
production, rising sea levels and many more negative impacts on nature. Climate change is a
global issue that directly affects not only humans throughout the world, but animals and the
ecosystem itself.
Food insecurity is one of the biggest global issues the world is facing right now. About 795
million people in the world were malnourished between 2014 and 2016. Hunger is known to be
the number one risk to human health worldwide, even greater than disease.
Another global issue is inadequate access to clean water and the lack of sanitation and hygiene
that goes along with it. This is typically due to bad economics and infrastructure, and often leads
to deaths, especially in children, caused by diseases that are spread by unsanitary water.
There are many more problems that the world is facing today, but these are the biggest global
issues that the world needs to address now. Some of the issues listed affect not only the human
race but animals and nature as well. From diseases to government, the world is facing global
issues together every day.
– Chloe Turner
Source: Global Issues - The Borgen Project
2. Read also the 17 Sustainable Development Goals ( SGD 2015-2030)
The 17 sustainable development goals (SDGs) to transform our world:
GOAL 1: No Poverty
Targets
 By 2030, eradicate extreme poverty for all people everywhere, currently measured as people
living on less than $1.25 a day.
 By 2030, reduce at least by half the proportion of men, women and children of all ages living
in poverty in all its dimensions according to national definitions.
 Implement nationally appropriate social protection systems and measures for all,
including floors, and by 2030 achieve substantial coverage of the poor and the vulnerable.
 By 2030, ensure that all men and women, in particular the poor and the vulnerable, have
equal rights to economic resources, as well as access to basic services, ownership and control
over land and other forms of 13 property, inheritance, natural resources, appropriate new
technology and financial services, including micro-finance.
 By 2030, build the resilience of the poor and those in vulnerable situations and reduce their
exposure and vulnerability to climate-related extreme events and other economic, social and
environmental shocks and disasters.
 Ensure significant mobilization of resources from a variety of sources, including through
enhanced development cooperation, in order to provide adequate and predictable means for
developing countries, in particular least developed countries, to implement programmes and
policies to end poverty in all its dimensions.
 Create sound policy frameworks at the national, regional and international levels, based on
pro-poor and gender-sensitive development strategies, to support accelerated investment in
poverty eradication actions
GOAL 2: Zero Hunger
Targets
 By 2030, end hunger and ensure access by all people, in particular the poor and people in
vulnerable situations, including infants, to safe, nutritious and sufficient food all year round.
 By 2030, end all forms of malnutrition, including achieving, by 2025, the internationally agreed
targets on stunting and wasting in children under 5 years of age, and address the nutritional
needs of adolescent girls, pregnant and lactating women and older persons
 By 2030, double the agricultural productivity and incomes of small-scale food producers, in
particular women, indigenous peoples, family farmers, pastoralists and fishers, including
through secure and equal access to land, other productive resources and inputs, knowledge,
financial services, markets and opportunities for value addition and non-farm employment
 By 2030, ensure sustainable food production systems and implement resilient agricultural
practices that increase productivity and production, that help maintain ecosystems, that
strengthen capacity for adaptation to climate change, extreme weather, drought, flooding and
other disasters and that progressively improve land and soil quality
 By 2020, maintain the genetic diversity of seeds, cultivated plants and farmed and domesticated
animals and their related wild species, including through soundly managed and diversified seed
and plant banks at the national, regional and international levels, and promote access to and fair
and equitable sharing of benefits arising from the utilization of genetic resources and associated
traditional knowledge, as internationally agreed
 Increase investment, including through enhanced international cooperation, in rural
infrastructure, agricultural research and extension services, technology development and plant
and livestock gene banks in order to enhance agricultural productive capacity in developing
countries, in particular least developed countries. Correct and prevent trade restrictions and
distortions in world agricultural markets, including through the parallel elimination of all forms
of agricultural export subsidies and all export measures with equivalent effect, in accordance
with the mandate of the Doha Development Round.
 Adopt measures to ensure the proper functioning of food commodity markets and their
derivatives and facilitate timely access to market information, including on food reserves, in
order to help limit extreme food price volatility.
GOAL 3: Good Health and Well-being
Targets
 By 2030, reduce the global maternal mortality ratio to less than 70 per 100,000 live births
 By 2030, end preventable deaths of new-borns and children under 5 years of age, with all
countries aiming to reduce neonatal mortality to at least as low as 12 per 1,000 live births and
under-5 mortality to at least as low as 25 per 1,000 live births
 By 2030, end the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and
combat hepatitis, water-borne diseases and other communicable diseases
 By 2030, reduce by one third premature mortality from non-communicable diseases through
prevention and treatment and promote mental health and well-being
 Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and
harmful use of alcohol
 By 2020, halve the number of global deaths and injuries from road traffic accidents 3.7
 By 2030, ensure universal access to sexual and reproductive health-care services, including for
family planning, information and education, and the integration of reproductive health into
national strategies and programmes
 Achieve universal health coverage, including financial risk protection, access to quality
essential health-care services and access to safe, effective, quality and affordable essential
medicines and vaccines for all
 By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and
air, water and soil pollution and contamination
 Strengthen the implementation of the World Health Organization Framework Convention on
Tobacco Control in all countries, as appropriate
 Support the research and development of vaccines and medicines for the communicable and
non-communicable diseases that primarily affect developing countries, provide access to
affordable essential medicines and vaccines, in accordance with the Doha Declaration on the
TRIPS Agreement and Public Health, which affirms the right of developing countries to use to
the full the provisions in the Agreement on Trade Related Aspects of Intellectual Property
Rights regarding flexibilities to protect public health, and, in particular, provide access to
medicines for all
 Substantially increase health financing and the recruitment, development, training and retention
of the health workforce in developing countries, especially in least developed countries and
small island developing States
 Strengthen the capacity of all countries, in particular developing countries, for early warning,
risk reduction and management of national and global health risks
GOAL 4: Quality Education
Targets
 By 2030, ensure that all girls and boys complete free, equitable and quality primary and
secondary education leading to relevant and Goal-4 effective learning outcomes
 By 2030, ensure that all girls and boys have access to quality early childhood development,
care and preprimary education so that they are ready for primary education
 By 2030, ensure equal access for all women and men to affordable and quality technical,
vocational and tertiary education, including university
 By 2030, substantially increase the number of youth and adults who have relevant skills,
including technical and vocational skills, for employment, decent jobs and entrepreneurship
 By 2030, eliminate gender disparities in education and ensure equal access to all levels of
education and vocational training for the vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations
 By 2030, ensure that all youth and a substantial proportion of adults, both men and women,
achieve literacy and numeracy
 By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a culture of
peace and non-violence, global citizenship and appreciation of cultural diversity and of
culture’s contribution to sustainable development
 Build and upgrade education facilities that are child, disability and gender sensitive and
provide safe, nonviolent, inclusive and effective learning environments for all
 By 2020, substantially expand globally the number of scholarships available to developing
countries, in particular least developed countries, small island developing States and African
countries, for enrolment in higher education, including vocational training and information and
communications technology, technical, engineering and scientific programmes, in developed
countries and other developing countries
 By 2030, substantially increase the supply of qualified teachers, including through international
cooperation for teacher training in developing countries, especially least developed countries
and small island developing states
GOAL 5: Gender Equality
Targets
 End all forms of discrimination against all women and girls everywhere
 Eliminate all forms of violence against all women and girls in the public and private spheres,
including trafficking and sexual and other types of exploitation
 Eliminate all harmful practices, such as child, early and forced marriage and female genital
mutilation
 Recognize and value unpaid care and domestic work through the provision of public services,
infrastructure and social protection policies and the promotion of shared responsibility within
the household and the family as nationally appropriate
 Ensure women’s full and effective participation and equal opportunities for leadership at all
levels of decision making in political, economic and public life
 Ensure universal access to sexual and reproductive health and reproductive rights as agreed in
accordance with the Programme of Action of the International Conference on Population and
Development and the Beijing Platform for Action and the outcome documents of their review
conferences
 Undertake reforms to give women equal rights to economic resources, as well as access to
ownership and control over land and other forms of property, financial services, inheritance and
natural resources, in accordance with national laws
 Enhance the use of enabling technology, in particular information and communications
technology, to promote the empowerment of women
 Adopt and strengthen sound policies and enforceable legislation for the promotion of gender
equality and the empowerment of all women and girls at all levels.
GOAL 6: Clean Water and Sanitation
Targets
 By 2030, achieve universal and equitable access to safe and affordable drinking water for all
 By 2030, achieve access to adequate and equitable sanitation and hygiene for all and end open
defecation, paying special attention to the needs of women and girls and those in vulnerable
situations
 By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing
release of hazardous chemicals and materials, halving the proportion of untreated wastewater
and substantially increasing recycling and safe reuse globally
 By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable
withdrawals and supply of freshwater to address water scarcity and substantially reduce the
number of people suffering from water scarcity
 By 2030, implement integrated water resources management at all levels, including through
transboundary cooperation as appropriate
 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands,
rivers, aquifers and lakes
 By 2030, expand international cooperation and capacity-building support to developing
countries in water- and sanitation-related activities and programmes, including water
harvesting, desalination, water efficiency, wastewater treatment, recycling and reuse
technologies
 Support and strengthen the participation of local communities in improving water and
sanitation management.
GOAL 7: Affordable and Clean Energy
Targets
 By 2030, ensure universal access to affordable, reliable and modern energy services
 By 2030, increase substantially the share of renewable energy in the global energy mix
 By 2030, double the global rate of improvement in energy efficiency
 By 2030, enhance international cooperation to facilitate access to clean energy research and
technology, including renewable energy, energy efficiency and advanced and cleaner fossil-fuel
technology, and promote investment in energy infrastructure and clean energy technology
 By 2030, expand infrastructure and upgrade technology for supplying modern and sustainable
energy services for all in developing countries, in particular least developed countries, small
island developing States, and land-locked developing countries, in accordance with their
respective programmes of support
GOAL 8: Decent Work and Economic Growth
Targets
 Sustain per capita economic growth in accordance with national circumstances and, in
particular, at least 7 per cent gross domestic product growth per annum in the least developed
countries
 Achieve higher levels of economic productivity through diversification, technological
upgrading and innovation, including through a focus on high-value added and labour-intensive
sectors
 Promote development-oriented policies that support productive activities, decent job creation,
entrepreneurship, creativity and innovation, and encourage the formalization and growth of
micro-, small- and medium-sized enterprises, including through access to financial services
 Improve progressively, through 2030, global resource efficiency in consumption and
production and endeavour to decouple economic growth from environmental degradation, in
accordance with the 10-year framework of programmes on sustainable consumption and
production, with developed countries taking the lead
 By 2030, achieve full and productive employment and decent work for all women and men,
including for young people and persons with disabilities, and equal pay for work of equal value
 By 2020, substantially reduce the proportion of youth not in employment, education or training
 Take immediate and effective measures to eradicate forced labour, end modern slavery and
human trafficking and secure the prohibition and elimination of the worst forms of child labour,
including recruitment and use of child soldiers, and by 2025 end child labour in all its forms
 Protect labour rights and promote safe and secure working environments for all workers,
including migrant workers, in particular women migrants, and those in precarious employment
 By 2030, devise and implement policies to promote sustainable tourism that creates jobs and
promotes local culture and products
 Strengthen the capacity of domestic financial institutions to encourage and expand access to
banking, insurance and financial services for all
 Increase Aid for Trade support for developing countries, in particular least developed countries,
including through the Enhanced Integrated Framework for Trade-Related Technical Assistance
to Least Developed Countries
 By 2020, develop and operationalize a global strategy for youth employment and implement
the Global Jobs Pact of the International Labour Organization
GOAL 9: Industry, Innovation and Infrastructure

Targets
 Sustain per capita economic growth in accordance with national circumstances and, in particular,
at least 7 per cent gross domestic product growth per annum in the least developed countries
 Achieve higher levels of economic productivity through diversification, technological upgrading
and innovation, including through a focus on high-value added and labour-intensive sectors
 Promote development-oriented policies that support productive activities, decent job creation,
entrepreneurship, creativity and innovation, and encourage the formalization and growth of
micro-, small- and medium-sized enterprises, including through access to financial services
 Improve progressively, through 2030, global resource efficiency in consumption and production
and endeavour to decouple economic growth from environmental degradation, in accordance
with the 10-year framework of programmes on sustainable consumption and production, with
developed countries taking the lead
 By 2030, achieve full and productive employment and decent work for all women and men,
including for young people and persons with disabilities, and equal pay for work of equal value
 By 2020, substantially reduce the proportion of youth not in employment, education or training
 Take immediate and effective measures to eradicate forced labour, end modern slavery and
human trafficking and secure the prohibition and elimination of the worst forms of child labour,
including recruitment and use of child soldiers, and by 2025 end child labour in all its forms
 Protect labour rights and promote safe and secure working environments for all workers,
including migrant workers, in particular women migrants, and those in precarious employment
 By 2030, devise and implement policies to promote sustainable tourism that creates jobs and
promotes local culture and products
 Strengthen the capacity of domestic financial institutions to encourage and expand access to
banking, insurance and financial services for all
 Increase Aid for Trade support for developing countries, in particular least developed countries,
including through the Enhanced Integrated Framework for Trade-Related Technical Assistance
to Least Developed Countries
 By 2020, develop and operationalize a global strategy for youth employment and implement the
Global Jobs Pact of the International Labour Organization
GOAL 10: Reduced Inequality
Targets
 By 2030, progressively achieve and sustain income growth of the bottom 40 per cent of the
population at a rate higher than the national average
 By 2030, empower and promote the social, economic and political inclusion of all, irrespective
of age, sex, disability, race, ethnicity, origin, religion or economic or other status
 Ensure equal opportunity and reduce inequalities of outcome, including by eliminating
discriminatory laws, policies and practices and promoting appropriate legislation, policies and
action in this regard
 Adopt policies, especially fiscal, wage and social protection policies, and progressively achieve
greater equality
 Improve the regulation and monitoring of global financial markets and institutions and
strengthen the implementation of such regulations
 Ensure enhanced representation and voice for developing countries in decision-making in global
international economic and financial institutions in order to deliver more effective, credible,
accountable and legitimate institutions
 Facilitate orderly, safe, regular and responsible migration and mobility of people, including
through the implementation of planned and well-managed migration policies
 Implement the principle of special and differential treatment for developing countries, in
particular least developed countries, in accordance with World Trade Organization agreements
 Encourage official development assistance and financial flows, including foreign direct
investment, to States where the need is greatest, in particular least developed countries, African
countries, small island developing States and landlocked developing countries, in accordance
with their national plans and programmes
 By 2030, reduce to less than 3 per cent the transaction costs of migrant remittances and eliminate
remittance corridors with costs higher than 5 per cent
GOAL 11: Sustainable Cities and Communities
Targets
 By 2030, ensure access for all to adequate, safe and affordable housing and basic services and
upgrade slums
 By 2030, provide access to safe, affordable, accessible and sustainable transport systems for all,
improving road safety, notably by expanding public transport, with special attention to the
needs of those in vulnerable situations, women, children, persons with disabilities and older
persons
 By 2030, enhance inclusive and sustainable urbanization and capacity for participatory,
integrated and sustainable human settlement planning and management in all countries
 Strengthen efforts to protect and safeguard the world’s cultural and natural heritage
 By 2030, significantly reduce the number of deaths and the number of people affected and
substantially decrease the direct economic losses relative to global gross domestic product
caused by disasters, including water-related disasters, with a focus on protecting the poor and
people in vulnerable situations
 By 2030, reduce the adverse per capita environmental impact of cities, including by paying
special attention to air quality and municipal and other waste management
 By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in
particular for women and children, older persons and persons with disabilities
 Support positive economic, social and environmental links between urban, peri-urban and rural
areas by strengthening national and regional development planning
 By 2020, substantially increase the number of cities and human settlements adopting and
implementing integrated policies and plans towards inclusion, resource efficiency, mitigation
and adaptation to climate change, resilience to disasters, and develop and implement, in line
with the Sendai Framework for Disaster Risk Reduction 2015-2030, holistic disaster risk
management at all levels
 Support least developed countries, including through financial and technical assistance, in
building sustainable and resilient buildings utilizing local materials
GOAL 12: Responsible Consumption and Production
Targets
 Implement the 10-year framework of programmes on sustainable consumption and
production, all countries taking action, with developed countries taking the lead, taking into
account the development and capabilities of developing countries
 By 2030, achieve the sustainable management and efficient use of natural resources
 By 2030, halve per capita global food waste at the retail and consumer levels and reduce food
losses along production and supply chains, including post-harvest losses
 By 2020, achieve the environmentally sound management of chemicals and all wastes
throughout their life cycle, in accordance with agreed international frameworks, and
significantly reduce their release to air, water and soil in order to minimize their adverse
impacts on human health and the environment
 By 2030, substantially reduce waste generation through prevention, reduction, recycling and
reuse
 Encourage companies, especially large and transnational companies, to adopt sustainable
practices and to integrate sustainability information into their reporting cycle
 Promote public procurement practices that are sustainable, in accordance with national
policies and priorities
 By 2030, ensure that people everywhere have the relevant information and awareness for
sustainable development and lifestyles in harmony with nature
 Support developing countries to strengthen their scientific and technological capacity to move
towards more sustainable patterns of consumption and production
 Develop and implement tools to monitor sustainable development impacts for sustainable
tourism that creates jobs and promotes local culture and products
 Rationalize inefficient fossil-fuel subsidies that encourage wasteful consumption by removing
market distortions, in accordance with national circumstances, including by restructuring
taxation and phasing out those harmful subsidies, where they exist, to reflect their
environmental impacts, taking fully into account the specific needs and conditions of
developing countries and minimizing the possible adverse impacts on their development in a
manner that protects the poor and the affected communities
GOAL 13: Climate Action
Targets
 Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters
in all countries
 Integrate climate change measures into national policies, strategies and planning
 Improve education, awareness-raising and human and institutional capacity on climate
change mitigation, adaptation, impact reduction and early warning
 Implement the commitment undertaken by developed-country parties to the United Nations
Framework Convention on Climate Change to a goal of mobilizing jointly $100 billion
annually by 2020 from all sources to address the needs of developing countries in the
context of meaningful mitigation actions and transparency on implementation and fully
operationalize the Green Climate Fund through its capitalization as soon as possible
 Promote mechanisms for raising capacity for effective climate change-related planning and
management in least developed countries and small island developing States, including
focusing on women, youth and local and marginalized communities
GOAL 14: Life Below Water

Targets
 By 2025, prevent and significantly reduce marine pollution of all kinds, in particular from
land-based activities, including marine debris and nutrient pollution
 By 2020, sustainably manage and protect marine and coastal ecosystems to avoid significant
adverse impacts, including by strengthening their resilience, and take action for their
restoration in order to achieve healthy and productive oceans
 Minimize and address the impacts of ocean acidification, including through enhanced
scientific cooperation at all levels
 By 2020, effectively regulate harvesting and end overfishing, illegal, unreported and
unregulated fishing and destructive fishing practices and implement science-based
management plans, in order to restore fish stocks in the shortest time feasible, at least to levels
that can produce maximum sustainable yield as determined by their biological characteristics
 By 2020, conserve at least 10 per cent of coastal and marine areas, consistent with national
and international law and based on the best available scientific information
 By 2020, prohibit certain forms of fisheries subsidies which contribute to overcapacity and
overfishing, eliminate subsidies that contribute to illegal, unreported and unregulated fishing
and refrain from introducing new such subsidies, recognizing that appropriate and effective
special and differential treatment for developing and least developed countries should be an
integral part of the World Trade Organization fisheries subsidies negotiation
 By 2030, increase the economic benefits to Small Island developing States and least
developed countries from the sustainable use of marine resources, including through
sustainable management of fisheries, aquaculture and tourism
 Increase scientific knowledge, develop research capacity and transfer marine technology,
taking into account the Intergovernmental Oceanographic Commission Criteria and
Guidelines on the Transfer of Marine Technology, in order to improve ocean health and to
enhance the contribution of marine biodiversity to the development of developing countries,
in particular small island developing States and least developed countries
 Provide access for small-scale artisanal fishers to marine resources and markets
 Enhance the conservation and sustainable use of oceans and their resources by implementing
international law as reflected in UNCLOS, which provides the legal framework for the
conservation and sustainable use of oceans and their resources, as recalled in paragraph 158 of
The Future We Want

GOAL 15: Life on Land
Targets
 By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland
freshwater ecosystems and their services, in particular forests, wetlands, mountains and
drylands, in line with obligations under international agreements
 By 2020, promote the implementation of sustainable management of all types of forests, halt
deforestation, restore degraded forests and substantially increase afforestation and
reforestation globally
 By 2030, combat desertification, restore degraded land and soil, including land affected by
desertification, drought and floods, and strive to achieve a land degradation-neutral world
 By 2030, ensure the conservation of mountain ecosystems, including their biodiversity, in
order to enhance their capacity to provide benefits that are essential for sustainable
development
 Take urgent and significant action to reduce the degradation of natural habitats, halt the loss
of biodiversity and, by 2020, protect and prevent the extinction of threatened species
 Promote fair and equitable sharing of the benefits arising from the utilization of genetic
resources and promote appropriate access to such resources, as internationally agreed
 Take urgent action to end poaching and trafficking of protected species of flora and fauna and
address both demand and supply of illegal wildlife products
 By 2020, introduce measures to prevent the introduction and significantly reduce the impact
of invasive alien species on land and water ecosystems and control or eradicate the priority
species
 By 2020, integrate ecosystem and biodiversity values into national and local planning,
development processes, poverty reduction strategies and accounts
 Mobilize and significantly increase financial resources from all sources to conserve and
sustainably use biodiversity and ecosystems
 Mobilize significant resources from all sources and at all levels to finance sustainable forest
management and provide adequate incentives to developing countries to advance such
management, including for conservation and reforestation
 Enhance global support for efforts to combat poaching and trafficking of protected species,
including by increasing the capacity of local communities to pursue sustainable livelihood
opportunities
GOAL 16: Peace and Justice Strong Institutions
Targets
 Significantly reduce all forms of violence and related death rates everywhere.
 End abuse, exploitation, trafficking and all forms of violence against and torture of children.
 Promote the rule of law at the national and international levels and ensure equal access to
justice for all.
 By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and
return of stolen assets and combat all forms of organised crime.
 Substantially reduce corruption and bribery in all their forms.
 Develop effective, accountable and transparent institutions at all levels.
 Ensure responsive, inclusive, participatory and representative decision-making at all levels.
 Broaden and strengthen the participation of developing countries in the institutions of global
governance.
 By 2030, provide legal identity for all, including birth registration.
 Ensure public access to information and protect fundamental freedoms, in accordance with
national legislation and international agreements.
 Strengthen relevant national institutions, including through international cooperation, for
building capacity at all levels, in particular in developing countries, to prevent violence and
combat terrorism and crime.
 Promote and enforce non-discriminatory laws and policies for sustainable development.
GOAL 17: Partnerships to achieve the Goal
Targets
 Strengthen domestic resource mobilization, including through international support to
developing countries, to improve domestic capacity for tax and other revenue collection
 Developed countries to implement fully their official development assistance commitments,
including the commitment by many developed countries to achieve the target of 0.7 per cent
of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least
developed countries ODA providers are encouraged to consider setting a target to provide at
least 0.20 per cent of ODA/GNI to least developed countries
 Mobilize additional financial resources for developing countries from multiple sources
 Assist developing countries in attaining long-term debt sustainability through coordinated
policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate,
and address the external debt of highly indebted poor countries to reduce debt distress
 Adopt and implement investment promotion regimes for least developed countries
Technology
 Enhance North-South, South-South and triangular regional and international cooperation on
and access to science, technology and innovation and enhance knowledge sharing on mutually
agreed terms, including through improved coordination among existing mechanisms, in
particular at the United Nations level, and through a global technology facilitation mechanism
 Promote the development, transfer, dissemination and diffusion of environmentally sound
technologies to developing countries on favourable terms, including on concessional and
preferential terms, as mutually agreed
 Fully operationalize the technology bank and science, technology and innovation capacity-
building mechanism for least developed countries by 2017 and enhance the use of enabling
technology, in particular information and communications technology
Capacity building
 Enhance international support for implementing effective and targeted capacity-building in
developing countries to support national plans to implement all the sustainable development
goals, including through North-South, South-South and triangular cooperation
Trade
 Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading
system under the World Trade Organization, including through the conclusion of negotiations
under its Doha Development Agenda
 Significantly increase the exports of developing countries, in particular with a view to
doubling the least developed countries’ share of global exports by 2020
 Realize timely implementation of duty-free and quota-free market access on a lasting basis for
all least developed countries, consistent with World Trade Organization decisions, including
by ensuring that preferential rules of origin applicable to imports from least developed
countries are transparent and simple, and contribute to facilitating market access
Systemic issues
Policy and institutional coherence
 Enhance global macroeconomic stability, including through policy coordination and policy
coherence
 Enhance policy coherence for sustainable development
 Respect each country’s policy space and leadership to establish and implement policies for
poverty eradication and sustainable development
Multi-stakeholder partnerships
 Enhance the global partnership for sustainable development, complemented by multi-
stakeholder partnerships that mobilize and share knowledge, expertise, technology and
financial resources, to support the achievement of the sustainable development goals in all
countries, in particular developing countries
 Encourage and promote effective public, public-private and civil society partnerships,
building on the experience and resourcing strategies of partnerships
Data, monitoring and accountability
 By 2020, enhance capacity-building support to developing countries, including for least
developed countries and small island developing States, to increase significantly the
availability of high-quality, timely and reliable data disaggregated by income, gender, age,
race, ethnicity, migratory status, disability, geographic location and other characteristics
relevant in national contexts
 By 2030, build on existing initiatives to develop measurements of progress on sustainable
development that complement gross domestic product, and support statistical capacity-
building in developing countries.
Source: #Envision2030: 17 goals to transform the world for persons with disabilities | United
Nations Enable
ANALYSIS
1. Do you agree with the findings? Why or Why not?

 Yes, the global issues presented is the major problem that human facing in this
world. There many global issues we need to address since it affect our ways of
living and our survival. Global issues are issues that affect the entire world as a
community in terms of economics, the environment, social issues, and politics.
These challenges wreak havoc on humanity's natural framework, halting
economic and social progress.
2. Are the current global issues in both lists similar?
 Yes, the global issues stated are mostly the same however, there are few which is
not been included in the first list of world problem. In the first text, contamination
and depletion of water, connection between education and child labor, violence,
poverty, inequality, terrorism child marriages and food are issues that world need
to address. By being active participants on breaking those problems, we can attain
the prosperity and human tranquillity. But the other article contextualized other
situations that contribute to slow progress of our society specifically the
government. Our leaders are the one who responsible in clearing and knowing
those issues and corruption hinders the progress for human sustainability. Also,
the health issues such as AIDS, HIV including the COVID 19 also one of the
major problem on how human can take care their self on preventing on having
this kind of communicable or viral diseases which vastly affect the entire world.
Lastly, climate change also affects human especially to our agriculture. Climate
change is a major concern that is causing weather patterns to shift. This endangers
food supply, raises sea levels, and has a slew of other severe consequences for the
environment. Climate change is a global issue that has a direct impact on not just
humans but also animals and the ecosystem.
2.1.Are the current global issues ranked similarly?
 No, they are arranged randomly but all of those issues are not ranked according to
their effects rather it is well explained one by one in order to explicit those
problems on how this occurs and its effects to human. The articles greatly
portrays how global issues different to each other however it has the same impact
to our life, ecosystem and throughout the planet creatures.
2.2.Do these top ten global issues correspond to the 17 SGDs 2015-2030?
 Yes, as I read the sustainable development goals these are the important ways to
mitigate and solve the global issues. The agenda for the 17 SGDs 2015-2030 is a
plan of action for people, planet, and prosperity. It also aims to promote universal
peace within a greater context of liberty. We recognize that ending poverty in all
of its forms and dimensions, including severe poverty, is the most pressing global
challenge and a prerequisite for continuous production.
ABSTRACTION
Click the links below

Please watch video, read supplementary materials , search related sources on The Filipino
Character strengths and weaknesses.
(http://borgenproject org/top-ten-current-global-issues)
Read also the 17 Sustainable Development Goals ( SGD 2015-2030)
Note: Already provided above.
APPLICATION
1.Teacher observes that when students submit report the more ornate and artistic the folder is, the
less substantial the report .Which weaknesses in the Filipino character are pointed to? If you
were the teacher how do you counteract such?
 Emphasis on forma rather than substance it is an educational system that is more about
form than substance reinforces this lack of analysis and reliance on form. I will tell my
student that his work is indeed creative and beautiful but this is more attractive if the
content of your work is well presented. It is good to show your artistic way however,
show your learning in the context of your work. In this way, the student will realize
the important of balance with the design and content of works and motives learner to
be hardworking and give his full potential.
2.Based on the top ten global issues and the 17 SGDs choose one global issue/SGD and give
suggestions on what schools must do to address the issue.
 The relationship between education and child labor is one of the global issues which
children do not access to proper education because of social status. Education continues
to be luxury around the world and children participate to laborious job which can be
dangerous to their health and compromise entering education and hinders the
development of their ability. However, the SGDs number 4 address this world problem
the quality education which target is to provide education for all, providing complete
free, equitable and quality primary and secondary education leading to relevant and
Goal-4 effective learning outcomes. The equal access for men and women men to
affordable and quality technical, vocational and tertiary education, including university
is important to develop individual skill in order to become more efficient. Eliminate
gender disparities in education and ensure equal access to all levels of education and
vocational training for the vulnerable, including persons with disabilities, indigenous
peoples and children in vulnerable situations. Moreover, it is also intended to eliminate
gender disparities in education and ensure equal access to all levels of education and
vocational training for the vulnerable, including persons with disabilities, indigenous
peoples and children in vulnerable situations. The school address this issue according to
the SGDs goal no. 4 the quality education, by building a good facilities, cater all
individuals to have equal access in education. The innovation and implementation of
new curriculum also according to this global issue.
2.1.What moves has the Philippine government taken to ensure equitable access to education for
all its citizen?
 The Philippine government gives largest budget to education sectors since Pres.
Duterte emphasize that proper and equip learning environment is the road for
triumphs in the future. Government provides the strategy that had five main
thrusts: school-based management, teacher education, national learning
techniques, quality assurance and accountability, and improvements to DepEd
administration, including the use of cutting-edge technology to ensure more
efficient use of resources, whether personnel or finances. Currently, the focus is
on increasing access and ensuring that more Filipinos are able to participate. As a
means of eliminating poverty and increasing national competitiveness, all children
should obtain a good basic education. Addressing these issues would necessitate a
continuous commitment to increasing education investment, as well as an
efficient method to guarantee that the funds are spent wisely. The education
strategy of the Duterte administration is to ensure that all Filipinos have access to
a high-quality education that is relevant to the country's requirements. Through
the development of critical thinking skills and a love for culture and the arts,
Filipinos should also find education to be really liberating.
2.2.Go over with the K-12 curriculum guide find out where these global issues and SGDs are
integrated?
 Reading the K-12 curriculum guide, I realized that there is a global issue, and the
SDGs are integrated; the curriculum is intended for students' ability to be
competent and have skills and knowledge in any problem or global issue that may
arise around the world, because through this curriculum, students and all learners,
including those in the Philippines, will be given 21st-century skills to be able to
stand despite many challenges that may arise in our society. As a result, both of
these are incorporated into the new learning curriculum, which covers grades K to
12. Therefore, the curriculum always addresses the global issues through
education we can help to solve the problem. Also, SDGs always integrated to the
educational goal, school is the important means to eradicate the issues and
inculcate to learners that as a citizen we have the power to break the issues and
achieve the sustainable development goals.
V.DISCUSSION BOARD
Guide Questions:
1.What are the strength and weaknesses of the Filipino character?

 The strengths of the Filipino character are the following;
STRENGTH IT BECOMES WEAKNESS WHEN
Pakikipagkapwa-tao  Basic sense of justice and fairness

 Concern for others.
 Ability to empathize with others
 open to others and feel one with others
 regard others with dignity and respect deal
with them as fellow human beings
Family orientation  source of personal identity, emotional and
material support and one’s main
commitment and responsibility
 Sense of family results in a feeling of
belongingness and rootedness in a basic sense
of security.
Joy and Humor  Filipinos have a cheerful and fun
 Loving approach to life and its ups and
downs.
 Laughing at ourselves and the mess we are in
is an important coping mechanism.
 Playful, sometimes, disrespectful, we laugh at
those we love and at those we hate and we
make jokes about our good fortune and bad.
Flexibility, adaptability and creativity  We can adjust and to adapt to circumstances
and the surrounding environment, both
physical and social; adjusts to whatever
happens even in unplanned or anticipated
events.
 We possess a tolerance for ambiguity that
enables us to remain unfazed by uncertainly
or lack of information.
Hard work and industry  We have the capacity for hard work given
proper conditions;
 To raise one’s standard of living and to
possess the essentials of a decent life for
one’s family
 We are willing to take the risks with jobs
abroad and, while there, to work at two or
three jobs.
 The results are productivity, entrepreneurship,
and survival despite poverty.
6.Faith and religiosity  Filipinos have deep faith in God.

 Our innate religiosity enables us to
comprehend and genuinely accept reality in
the context of God’s will and plan.
 Religious expressions is very tangible
7.Ability to survive  Filipinos make do with what is available in

the environment.
 It is manifested in the millions of Filipinos
who bravely live through the harshest
economic and social circumstances.
 The weaknesses of Filipino characters

voting. Contributes to bribery and corruption
in Philippine society.
to follow through.
to his situation.
things.
Source: Strength and Weaknesses of Filipino People - Philippines (google.com)

2.What are the top global issues today and how can they be addressed? Explain each?
 Nowadays, the problems that world is facing which cause great impact to our life. The
current health issue is the COVID-19 a viral disease that isolate and change our daily life.
The deaths and controlling the spread virus government major task to minimize the cases.
It also affects the economic growth this result to depletion on our economy which cause
unemployment that turns to poverty. The education really affected since the traditional way
of face to face classes is not possible. Therefore, different learning modalities is
implemented to continue the learning however the quality of education is not precise since
the learners is learning on their own and relying on the information in different search
engine. It also difficult for teacher since they need to engage to new technologies such as
learning application in order to get the students activities, virtual lessons and important
announcement. Moreover, the government attempts to control increased prices of
commodities and import more items to avoid shortages in the supply of food to eat and its
pricing. Finally, the vaccination for the COVID – 19, the efficacy of the vaccine, and the
government's solution, despite a lack of finances to purchase a large quantity of vaccine.
Let us assist the government in its efforts to resolve this worldwide challenge that we are
currently experiencing.
VI. POST-COMPETENCY CHECKLIST
1.Which of the weaknesses of the Filipino character applies to you? Have schools helped you to
counteract such weaknesses?
 I think the weakness of Filipino character that I apply to myself is colonial mentality. I
always love foreign products, movies and their other traditions specifically Japanese, Korean
and American. But as I learning in school it is important to love our own country and
patronized local products and have a sense of companionship to co-Filipino. We need to
appreciate and be proud of our own culture in order to have a democratic and progressive
country.
2..Do I contribute to any of the global issues? Am I part of the problem? Can I be part of the
solution?
 Yes, I contribute to the global issues, I am part of the problem and I am part of the
weapon in breaking the issues and making the best solution. As a global citizen everyone
is responsible to the problem we experience and this will be our motivation in striving
more to build sustainable development. Every person is has portion to the global issues
since we are living and we are all affected that’s why we can be a part of the solution by
being a good citizen and following the rules of the government. As a rational being we
are capable to think critically and we are skilful and this can help in making the SDGs
possible. Integrating learning with action and pursuing to gain the prosperity for human
consumption is the key for the success of everyone. It will start from ourselves and we
have the initiative and power to step by step clear those global issues even in our simple
way of helping. Treating others well and giving opportunity to express their self can lift
their willingness and potential because we are not living alone and by working together
we can achieve the best for everyone.
WEEK 8-9
THE WHY AND HOW OF SCHOOL AND COMMUNITY PARTNERSHIP AND SOCIAL
SCIENCE THEORIES AND THEIR IMPLICATIONS TO EDUCATION
I.INTRODUCTION
Hello everyone! Welcome to our week 8-9 topics in Educ 8 : The Teacher and The
Community, School Culture & Organizational Leadership.
This module will introduce you to The Why and How of School and Community Partnership ,
and Social Science Theories and Their Implications To Education
Please watch video, read supplementary materials , search related sources and answer activities
Happy Learning!
1. What school and community partnership means?
2. Explain the legal and sociological bases of school and community partnership
3. Cite examples of school community partnership
4. Explain three social science theories and their implications to education
II.PRE-COMPETENCYCHECKLIST (FORMATIVE
Directions: Read each question carefully then choose the

letter of the correct answer.
1.Which is TRUE of a school and community partnership?
A.community helps the school

B.school is a recipient of assistance from community
C.both school and community benefit
D.both school and community lose
2.Which program is a proof of school and community partnership where every

month of May education stakeholders contribute their time, talent and treasure
to ensure that school facilities are set in time for the school opening.
A.Parents and Teacher Association assembly

B.School Governing Council Annual assembly
C.Brigada Eskwela
D.Palarong Pambansa
3.It takes a village to educate a child” which does this statement imply?
A.PTA is more than enough partnership
B.Institutionalized school –community partnership
C.school can substitute for absentee of parents
D.children need more models
4. Which is NOT TRUE about the school and community partnership?

A. school used as an evacuation center
B.school facilities used for community assembly
C.school used as a polling place,and venue for medical mission
D.school prohibited the community to use facilities
5.Which is NOT included in the purposes of schooling according to

functionalists
A.intellectual purpose
B.political purpose
C.economic purpose
D.health purpose
6.Proponent of structural functional views society as “a system of interconnected

parts each with a unique function .
A.Spencer
B.Dewey
C.Marx
D.Weber
7. According to this theory there are always two opposing sides of a conflict
situation.
A.structural-functional theory
B.Conflict theory
C.symbolic interaction theory
D. social Darwinism
IV. EXPLORE
(TASKS/ACTIVITIES)
ACTIVITY 1 : LET’S DO THIS
1.Based on your school experiences list down ways by which a community helps a school and
ways by which a school helps a community come up with an exhaustive list.
Ways By Which A Community Helps A Ways By Which A School Helps A
School Community
1. Transitions between school years, 1. Schools assist in gaining access to and

particularly the crucial middle to high recruiting groups of kids who are most in
school transition, which is a strong predictor need of assistance.
of high school graduation, are supported by 2. Schools boost program quality and
the community. employee involvement, especially when
2. Community members reinforce school and community organization
principles taught in school without personnel work together.
duplicating the school day, and they 3. Schools promote improved programming
frequently introduce new pedagogies to alignment to create a shared vision for
classroom teachers working in after-school learning, one in which curriculum is
programs. aligned with state and local standards.
3. Bring the parents of the family together 4. Schools make the best use of resources
to show their support for the school. such as facilities, personnel, data, and
4. The learning from school is valued by curriculum.
the community. 5. What is excellent for students is suggested
5. The community server serves as a by the school to the community.
guardian of the school's facilities. 6. The school's amenities were updated.
6. Through exhibitions and concerts, 7. Leadership and staffing at the institution
Community helps to improve school culture have been enhanced.
and community image by highlighting kids 8. Student learning programs are of greater
whose abilities may not be visible in the quality in schools.
classroom.
7. Mentors, afterschool staff, and other
resources are available to the community to
enhance in-school learning and improve
teaching and learning in the classroom.
8. Community services and activities
supplement the academic curriculum,
notably enrichment and art activities that
may not be available during the school day.
ACTIVITY 2 : SING this SONG: DEM BONES
https://www.youtube.com/watch?v=for the melody
ANALYSIS:
1. Based on your list is there real partnership between school and community? Or do find one
party like the school more favored because it gets more help than the other? Defend your
answer
 In my own perspective both school and community needs the help of each other and
as I observed they are really working together. Both are benefitted and it’s not
necessary to think where given more favoured since if there is problem or need of
collaboration we can see the willingness and support of everyone. It is an important
way to attain development and progress in our society. The integration of school
and community do not think of recognition for itself rather they think both parties
as one community that can create change and help in attaining progressive society.
2. According to the song what are connected?

 The song tells that toe bone is connected to the foot bone, the foot bone is
connected to the ankle bone, and the ankle bone is connected to the shin bone.
3. What do you expect if these bones are connected? Does malfunctioning of one bone
affects other bone?
 If the bones are connected they are working together enable to function well If one
of the is malfunctioning it really affects other bone since its role is not working
therefore, there is tendency or susceptible for breakage or fractures.
ABSTRACTION

Please watch video, read supplementary materials , search related sources on
The Why and How Of School and Community Partnership and Social Science Theories and
Their Implications To Education
School-Community Learning Partnerships: Essential to Expanded Learning Success
For the past decade the 21st Century Community Learning Centers initiative has asked
schools to work in partnership with community- and faith-based organizations to support
children’s learning during the hours after school and during the summertime. Consequently,
there has been tremendous growth across the nation in intentional efforts to forge meaningful
partnerships between schools and afterschool and summer programs.
Increasingly, the field is recognizing that these partnerships are essential to efforts to
expand when, where, how, and what students learn (Little, 2011). This article begins with an
overview of the benefits of school-community partnerships to students, schools, and community
organizations. It then examines the role of partnerships in the 21st Century Community Learning
Centers initiative, reviewing national data on the numbers and kinds of partners that 21st Century
Community Learning Centers nationwide are engaging with to support student success. The
article concludes with a discussion of four features of effective learning partnerships.
The Benefits of School-Community Partnerships
When schools and community organizations work together to support learning, everyone
benefits. Partnerships can serve to strengthen, support, and even transform individual partners,
resulting in improved program quality, more efficient use of resources, and better alignment of
goals and curricula (Harvard Family Research Project, 2010).
First and foremost, learning partnerships can support student outcomes (see, for example,
Little, Wimer, & Weiss, 2008). For example, the Massachusetts Afterschool Research Study
found that afterschool programs with stronger relationships with school teachers and principals
were more successful at improving students’ homework completion, homework effort, positive
behavior, and initiative. This may be because positive relationships with schools can foster high
quality, engaging, and challenging activities, along with promoting staff engagement (Miller,
2005).
In addition to supporting student learning directly, partnerships can have additional
benefits to students and their families. They can:
 provide continuity of services across the day and year, easing school transitions and
promoting improved attendance in after school programs;
 facilitate access to a range of learning opportunities and developmental supports,
providing opportunities for students and teachers alike to experiment with new
approaches to teaching and learning;
 Facilitate information sharing about specific students to best support individual
learning; and
 Provide family members with alternative entry points into the school day to support
their student’s learning.
Learning partnerships can also greatly benefit schools. They can:
 complement the academic curriculum with a wider range of services and activities,
particularly enrichment and arts activities that may not available during the school
day;
 support transitions across the school years, particularly the critical middle to high
school transition, which research indicates is a key predictor of high school graduation
(Neild, Balfanz, & Herzog, 2007);
 reinforce concepts taught in school without replicating the school day, often exposing
classroom teachers working in the after school program to new pedagogies;
 improve school culture and community image through exhibitions and performances
that help ―shine the light‖ on students whose talents may not be apparent in the
classroom; and
 gain access to mentors, afterschool staff, and other resources to support in‐school
learning and improve the teaching and learning in the classroom itself.
Finally, learning partnerships with schools can strengthen and support community
partners. They can
 help gain access to and recruit groups of students most in need of support services;
 improve program quality and staff engagement, particularly when there is crossover
between school and community organization staff;
 foster better alignment of programming to support a shared vision for learning, one
which aligns curriculum to support state and local standards; and
 maximize resource use such as facilities, staff, data, and curriculum.
Features of Effective School-Community Partnerships

There is emerging consensus on an inter-related set of features that help promote and
sustain healthy school-community partnerships (Harvard Family Research Project, 2010):
 A shared vision for learning and developmental outcomes for students. This vision
acknowledges the critical, complementary roles of schools, community partners, and
families. A shared vision also helps partners avoid working against each other and
instead pursue a common vision of student success. When school leaders embrace a
vision for student success that considers students’ physical, emotional, and social well-
being in addition to academic outcomes, the partnership is more likely to be successful
than when competing agendas operate during the expanded learning day.
 A diverse set of partners with effective communications mechanisms and relationships
among multiple staff at multiple levels. Strong and sustainable partnerships need
relationships that are built at multiple levels (for example, at the district, school, and
classroom levels) and among multiple school staff, including district and nonteaching
staff. Working with partners at different levels helps the afterschool and summer
programs become integral to the daily life and culture of the school at all levels, from
the principal to the custodian. In addition, relationships at various levels can help
mitigate the effects of staff turnover at other levels; for example, strong relationships
with teachers can help sustain the partnership in the event of a change in principals.
 Intentionally blended staffing with role clarity to promote understanding of how the
work is relevant to all. For afterschool and summer programs, this means hiring staff
who have legitimacy in the school building and who are skilled at building
relationships with school staff. Some programs do this by hiring licensed teachers,
people who ―speak the same language‖ as school-day teachers, can substitute and
consult in classrooms, and can participate in professional development activities.
Hiring licensed teachers who also teach at a host school facilitates information sharing
and forges connections with other teachers who might not otherwise make time for
―outside‖ programs or services. Blended staffing may also mean a liaison who serves
an important bridging function between the school and the afterschool or summer
program.
 Clear data-sharing processes and agreements. One feature of a strong collaboration is
the ability of partners to access information and data from each other, including, if
possible, student-level academic data (e.g., test scores and grades). Afterschool and
summer programs can use these data both to track and strengthen student performance
and to demonstrate the impact of their services. In addition to getting data from
schools, some programs provide their own data to schools to promote reciprocal data
sharing.
As efforts to expand learning opportunities and time continue to grow under a variety of
approaches and models—whether afterschool, summer learning, expanded or extended learning
day or year, or out-of-school time—it is important that all these efforts build on the strong base
of effective partnerships already present among schools and afterschool and summer programs,
capitalizing in particular on the rich history of partnerships advanced by 21st Century
Community Learning Centers.
Social Science Theories and Their Implications to Education
\.
Sociologists today employ
three primary theoretical
perspectives: the functionalist
perspective, the conflict
perspective, and the symbolic
interactionist perspective. These
perspectives offer sociologists
theoretical paradigms for
explaining how society
influences people, and how
people influence society. Each
perspective uniquely
conceptualizes society, social
forces, and human behavior.
Sociologists today employ
three primary theoretical
perspectives: the functionalist
perspective, the conflict
perspective, and the symbolic
interactionist perspective. These
perspectives offer sociologists
theoretical paradigms for
explaining how society
influences people, and how
people influence society. Each
perspective uniquely
conceptualizes society, social
forces, and human behavior.
Functionalism, also called structural-functional theory, sees society as a structure with
interrelated parts designed to meet the biological and social needs of the individuals in that
society. Functionalism grew out of the writings of English philosopher and biologist, Herbert
Spencer, who saw similarities between society and the human body. He argued that just as the
various organs of the body work together to keep the body functioning, the various parts of
society work together to keep society functioning (Spencer, 1898). The parts of society that
Spencer referred to were the social institutions, or patterns of beliefs and behaviors focused on
meeting social needs, such as government, education, family, healthcare, religion, and the
economy.
Émile Durkheim applied Spencer’s theory to explain how societies change and survive over
time. Durkheim believed that society is a complex system of interrelated and interdependent
parts that work together to maintain stability (Durkheim, 1893), and that society is held together
by shared values, languages, and symbols. He believed that to study society, a sociologist must
look beyond individuals to social facts such as laws, morals, values, religious beliefs, customs,
fashion, and rituals, which all serve to govern social life (Durkheim, 1895). Alfred Radcliff-
Brown (1881–1955) defined the function of any recurrent activity as the part it played in social
life as a whole, and therefore the contribution it makes to social stability and continuity
(Radcliff-Brown 1952). In a healthy society, all parts work together to maintain stability, a state
called dynamic equilibrium by later sociologists such as Parsons (1961).
Durkheim believed that individuals may make up society, but in order to study society,
sociologists have to look beyond individuals to social facts. . Each of these social facts serves
one or more functions within a society. For example, one function of a society’s laws may be to
protect society from violence, while another is to punish criminal behavior, while another is to
preserve public health.
Another noted structural functionalist, Robert Merton (1910–2003), pointed out that social
processes often have many functions. Manifest functions are the consequences of a social
process that are sought or anticipated, while latent functions are the unsought consequences of a
social process. A manifest function of a college education, for example, includes gaining
knowledge, preparing for a career, and finding a good job that utilizes that education. Latent
functions of your college years include meeting new people, participating in extracurricular
activities, or even finding a spouse or partner. Another latent function of education is creating a
hierarchy of employment based on the level of education attained. Latent functions can be
beneficial, neutral, or harmful. Social processes that have undesirable consequences for the
operation of society are called dysfunctions. In education, examples of dysfunction include
getting bad grades, truancy, dropping out, not graduating, and not finding suitable employment.
Criticism
One criticism of the structural-functional theory is that it can’t adequately explain social change
even though the functions are processes. Also problematic is the somewhat circular nature of this
theory: repetitive behavior patterns are assumed to have a function, yet we profess to know that
they have a function only because they are repeated. Furthermore, dysfunctions may continue,
even though they don’t serve a function, which seemingly contradicts the basic premise of the
theory. Many sociologists now believe that functionalism is no longer useful as a macro-level
theory, but that it does serve a useful purpose in some mid-level analyses.
A Global Culture?
Sociologists around the world look closely for signs of what would be an unprecedented event:
the emergence of a global culture. In the past, empires such as those that existed in China,
Europe, Africa, and Central and South America linked people from many different countries, but
those people rarely became part of a common culture. They lived too far from each other, spoke
different languages, practiced different religions, and traded few goods. Today, increases in
communication, travel, and trade have made the world a much smaller place. More and more
people are able to communicate with each other instantly—wherever they are located—by
telephone, video, and text. They share movies, television shows, music, games, and information
over the Internet. Students can study with teachers and pupils from the other side of the globe.
Governments find it harder to hide conditions inside their countries from the rest of the world.
Sociologists research many different aspects of this potential global culture. Some explore the
dynamics involved in the social interactions of global online communities, such as when
members feel a closer kinship to other group members than to people residing in their own
countries. Other sociologists study the impact this growing international culture has on smaller,
less-powerful local cultures. Yet other researchers explore how international markets and the
outsourcing of labor impact social inequalities. Sociology can play a key role in people’s abilities
to understand the nature of this emerging global culture and how to respond to it.
Conflict Theory
Conflict theory looks at society as a competition for limited resources. This perspective is a

macro-level approach most identified with the writings of German philosopher and economist
Karl Marx, who saw society as being made up of individuals in different social classes who must
compete for social, material, and political resources such as food and housing, employment,
education, and leisure time. Social institutions like government, education, and religion reflect
this competition in their inherent inequalities and help maintain the unequal social structure.
Some individuals and organizations are able to obtain and keep more resources than others, and
these “winners” use their power and influence to maintain social institutions. The perpetuation of
power results in the perpetuation of oppression.
Several theorists suggested variations on this basic theme like Polish-Austrian sociologist
Ludwig Gumplowicz (1838–1909) who expanded on Marx’s ideas by arguing that war and
conquest are the bases of civilizations. He believed that cultural and ethnic conflicts led to states
being identified and defined by a dominant group that had power over other groups (Irving,
2007).
German sociologist Max Weber (1864–1920) agreed with Marx but also believed that, in
addition to economic inequalities, inequalities of political power and social structure cause
conflict. Weber noted that different groups were affected differently based on education, race,
and gender, and that people’s reactions to inequality were moderated by class differences and
rates of social mobility, as well as by perceptions about the legitimacy of those in power. A
reader of Marx, Georg Simmel believed that conflict can help integrate and stabilize a society.
He said that the intensity of the conflict varies depending on the emotional involvement of the
parties, the degree of solidarity within the opposing groups, and the clarity and limited nature of
the goals. Simmel also showed that groups work to create internal solidarity, centralize power,
and reduce dissent. The stronger the bond, the weaker the discord. Resolving conflicts can
reduce tension and hostility and can pave the way for future agreements.
In the 1930s and 1940s, German philosophers, known as the Frankfurt School, developed critical
theory as an elaboration on Marxist principles. Critical theory is an expansion of conflict theory
and is broader than just sociology, incorporating other social sciences and philosophy. A critical
theory is a holistic theory and attempts to address structural issues causing inequality. It must
explain what’s wrong in current social reality, identify the people who can make changes, and
provide practical goals for social transformation (Horkeimer, 1982).
More recently, inequality based on gender or race has been explained in a similar manner and
has identified institutionalized power structures that help to maintain inequality between groups.
Janet Saltzman Chafetz (1941–2006) presented a model of feminist theory that attempts to
explain the forces that maintain gender inequality as well as a theory of how such a system can
be changed (Turner, 2003). Similarly, critical race theory grew out of a critical analysis of race
and racism from a legal point of view. Critical race theory looks at structural inequality based on
white privilege and associated wealth, power, and prestige.
Criticism
Just as structural functionalism was criticized for focusing too much on the stability of societies,
conflict theory has been criticized because it tends to focus on conflict to the exclusion of
recognizing stability. Many social structures are extremely stable or have gradually progressed
over time rather than changing abruptly as conflict theory would suggest.
Symbolic Interactionist Theory
Symbolic interactionism is a micro-level theory that focuses on the relationships among

individuals within a society. Communication—the exchange of meaning through language and
symbols—is believed to be the way in which people make sense of their social worlds. Theorists
Herman and Reynolds (1994) note that this perspective sees people as being active in shaping the
social world rather than simply being acted upon.
George Herbert Mead is considered a founder of symbolic interactionism though he never

published his work on it (LaRossa and Reitzes, 1993). Mead’s student, Herbert Blumer (1900-
1987), coined the term “symbolic interactionism” and outlined these basic premises: humans
interact with things based on meanings ascribed to those things; the ascribed meaning of things
comes from our interactions with others and society; the meanings of things are interpreted by a
person when dealing with things in specific circumstances (Blumer 1969). If you love books, for
example, a symbolic interactionist might propose that you learned that books are good or
important in the interactions you had with family, friends, school, or church. Maybe your family
had a special reading time each week, getting your library card was treated as a special event, or
bedtime stories were associated with warmth and comfort.
Social scientists who apply symbolic-interactionist thinking look for patterns of interaction
between individuals. Their studies often involve observation of one-on-one interactions. For
example, while a conflict theorist studying a political protest might focus on class difference, a
symbolic interactionist would be more interested in how individuals in the protesting group
interact, as well as the signs and symbols protesters use to communicate their message.
The focus on the importance of symbols in building a society led sociologists like Erving
Goffman (1922-1982) to develop a technique called dramaturgical analysis. Goffman used
theater as an analogy for social interaction and recognized that people’s interactions showed
patterns of cultural “scripts.” He argued that individuals were actors in a play. We switched
roles, sometimes minute to minute—for example, from student or daughter to dog walker.
Because it can be unclear what part a person may play in a given situation, he or she has to
improvise his or her role as the situation unfolds (Goffman, 1958).
Studies that use the symbolic interactionist perspective are more likely to use qualitative research
methods, such as in-depth interviews or participant observation, because they seek to understand
the symbolic worlds in which research subjects live.
Constructivism is an extension of symbolic interaction theory which proposes that reality is

what humans cognitively construct it to be. We develop social constructs based on interactions
with others, and those constructs that last over time are those that have meanings which are
widely agreed-upon or generally accepted by most within the society. This approach is often
used to examine what’s defined as deviant within a society. There is no absolute definition of
deviance, and different societies have constructed different meanings for deviance, as well as
associating different behaviors with deviance.
One situation that illustrates this is what you believe you’re to do if you find a wallet in the
street. In the United States, turning the wallet in to local authorities would be considered the
appropriate action, and to keep the wallet would be seen as deviant. In contrast, many Eastern
societies would consider it much more appropriate to keep the wallet and search for the owner
yourself. Turning it over to someone else, even the authorities, would be considered deviant
behavior.
Criticism
Research done from this perspective is often scrutinized because of the difficulty of remaining
objective. Others criticize the extremely narrow focus on symbolic interaction. Proponents, of
course, consider this one of its greatest strengths.
APPLICATION
1.Illustrate in a long size bond paper a diagram of the partnership between school and
community.
 The diagram is the image file that is attached with this activity.
2.School and community partnership enhance sense of ownership and sense of belonging. What
do these mean? How will this impact on schools and communities?
 Students interact with their communities on a daily basis outside of school. Making
community connections offers residents a sense of responsibility and ownership over
their children's education, which motivates them to become more involved in supporting
their local schools. It also encourages people from all walks of life to become instructors
by sharing their knowledge and experience with pupils. In the end, community
relationships benefit both the school and the community. Collaboration with a community
group boosts the effect of a program, strengthens funding bids, and engages the
community in the education of pupils.
V.DISCUSSION BOARD
Guide Questions:
1.What is meant by school and community partnership?

 Communities initiate contact to openly support their children's learning and development
though the family-school-community collaborations, which are a collective responsibility
and two - way process in which schools and other community organizations and agencies
participates families in constructive and culturally relevant ways. Moreover, Community
Schools Partnerships allow regions to support the needs of children and families by
providing an intentional, enhanced, and supported academic, social, and emotional health
teaching experience as well as in other local organization and community-based places.
2.What can the community do for school?

 Community members and organizations can lead services such as tutoring, after-school
events, and daily volunteers to serve the needs of families in the wider school
community. One approach to assist schools in preparing pupils for future success is
through community involvement.
3.What can schools do for communities in return?
 In exchange for what the school does for the community, they will make several
suggestions to improve the school facilities in the neighborhood, potentially resulting in
more developed learners. Second, it will boost school performance. Leadership and
staffing, as well as the most crucial return of the school to the community, will provide
kids with higher-quality learning programs. School also plan projects and programs that
people of the community will be benefitted.
4.What are the legal and sociological bases of school and community partnership?
 The Batas Pambansa Blg. 232 is the legal and sociological foundation for school-
community collaboration. Section 7 of Public Law, popularly known as the 1982
Education Act. In this section 7, the term "community participation" refers to the
establishment of appropriate bodies through which members of the educational
community can discuss relevant issues and communicate suggestions and comments for
the school's assistance and support, as well as the promotion of their common interest.
Representatives from each subgroup of the educational community are required to sit on
and participate in these bodies, whose rules and procedures must be approved by them
and made publicly available. As a result, we need to form partnerships between the
school and the community, as well as between the community and the school.
5.What are the examples of school-community partnership?

 help gain access to and recruit groups of students most in need of support services;
 improve program quality and staff engagement, particularly when there is crossover
between school and community organization staff;
 foster better alignment of programming to support a shared vision for learning, one which
aligns curriculum to support state and local standards; and
 maximize resource use such as facilities, staff, data, and curriculum
 The brigada skwela initiative, in which all parents in the community with school-aged
children prepare to clean the school at the start of the school year, is an example of
school-community collaboration.
 The PTA (Parent Teacher Association) organized a meeting to discuss challenges and
difficulties at the school and among the students. This is an example of the school and
community working together.
6.What are the 3 social science theories and their implication to education?
 The functionalist theory focuses on the ways that universal education serves the needs of
society. Functionalists first see education in its manifest role: conveying basic knowledge
and skills to the next generation. Durkheim (the founder of functionalist theory)
identified the latent role of education as one of socializing people into society's
mainstream. This “moral education,” as he called it, helped form a more‐cohesive social
structure by bringing together people from diverse backgrounds, which echoes the
historical concern of “Americanizing” immigrants.
 Conflict theory sees the purpose of education as maintaining social inequality and

preserving the power of those who dominate society. Conflict theorists examine the same
functions of education as functionalists. Functionalists see education as a beneficial
contribution to an ordered society; however, conflict theorists see the educational system
as perpetuating the status quo by dulling the lower classes into being obedient workers.
 The symbolic interactionist theory limit their analysis of education to what they directly
observe happening in the classroom. They focus on how teacher expectations influence
student performance, perceptions, and attitudes.

In what way am I involved in school and community partnership? what good have I done to
school and community? What else can I do?
My Role in School and Community Partnership

Each student's academic accomplishment is a continuous process that changes as he or
she grows older. A student's academic progress is influenced by a number of factors during the
educational process. Every student who has the benefit of a consistent and good support system
throughout their educational journey is more likely to achieve greater academic success, which
can lead to a brighter future. Students' academic achievement is dependent on the development
of school and community relationships. It will help satisfy the overall needs of children, families,
and the community by bringing together families, schools, and community groups in a joint
effort (Zhang 2011). The development of school-business partnerships will benefit both the
school and the company partners, as well as help to keep family involvement programs going.
All of the community's entities are actually responsible for the children's future. This isn't to
imply that pupils who don't have a strong support structure or good parental participation can't
succeed.
As a resident of our community I am involved in the school and community partnership

since I am a part of milestone of changing therefore it is very important to engage myself to
certain task that involve this two sectors. By volunteering and helping in the development of
school-business partnerships will benefit both the school and the company partners, as well as
help to keep family involvement programs going. All of the community's entities are actually
responsible for the children's future. This isn't to imply that pupils who don't have a strong
support structure or good parental participation can't succeed. Volunteering comes in a variety of
shapes and sizes. For Career Day, invite local leaders and members of the community to visit
classes and speak about their chosen career. Encourage community people to get involved by
volunteering for enrichment activities such as tutoring, fine arts organizations, and athletic teams
before and after school.
On the other hand, being a role model and actively participating to the programs of
school and community is my own way on enriching me to collaboration and being a good
citizen. It will be my routine to serve others and uplift others to pursue their passion, skills and
talents, continue learning, always have faith and love for family and neighbourhood and helping
each other to attain the prosperous life.
WEEK 10-11
ORGANIZATIONAL LEADERSHIP
THE SCHOOL HEAD IN THE SCHOOL BASED
MANAGEMENT(SBM)
I.INTRODUCTION
Hello everyone! Welcome to our week 10-11 topics in Educ 8 : The Teacher and The
Community, School Culture & Organizational Leadership.
This module will introduce you to Organizational Leadership & The School Head In The School
Based Management (SBM)
Please watch video, read supplementary materials ,search related sources and answer activities
Happy Learning!
1.Explain what organizational leadership is

2.Distinguished between leadership and management
3. Describe different organizational leadership styles
4.Explain what situational leadership, servant leadership are
5.Discuss how to sustain change in the organization
6.Explain the meaning of, advantages, disadvantages and demands of SBM
7.Explain the roles of school heads in SBM
II.PRE-COMPETENCYCHECKLIST (FORMATIVE
Directions: Read each question carefully then choose the letter of the correct
answer
1.Which is the essence of servant leadership?
A.Leading is serving
B.Leading is making your subordinate feel your power over them.
C.Leading is ensuring that yourself is the first
D. Leading is changing
2.Which is NOT TRUE about transformational leader?
A.Visionary
B.Engager
C.Collaborator
D.Authoritarian
3.Who is most interested in improving the present status of an organization?
A.The authoritarian leader

B.The laissez faire type of leader
C.The transformational leader
D.The servant leader
4.Leadership style which allow the members of the organization to fully

participate in the decision making .Decisions are arrived at by way of
consensus.
A.autocratic
B. consultative
C.democratic
D.laissez fair
5.Leadership leading the organization in a way that fits the situation .

A. situational leadership
B.transformational leadership
C.democratic leadership
D.servant leadership
6.A process of self-evaluation and peer review to ensure that quality standards
agreed upon by stakeholders are understood ,implemented, maintained and
enhance for continuous improvement of learners outcomes(Dep Ed DO 20,s
2013)
A.evaluation
B.accreditation
C.assessment
D.management
7. Is SBM implemented the right way, an effective way to strengthen school

and community partnership?
A.yes
B.defends on size of the school
C.no
D.defends on school location
IV. EXPLORE
(TASKS/ACTIVITIES)
ACTIVITY 1 : LETS READ & DRAW
1.Present or draw an object that symbolizes a leader of an organization .Explain your symbol of
leadership.
Leader of organization has the capacity to

influence and cause impact.To influence other people
to maintain the wellness and peacefulness of
community and to create change for better and
productive organization. Leaders has an intellectual
ability t self awareness, confidence and efficacy. A
great leader must have a high level of self-awareness.
You'll be better equipped to manage your stress, make
better judgments, and eventually lead others to do the
same if you understand your values, personality,
needs, habits, and emotions, and how these effect
your actions and the behaviors of others.
People with high leadership self-efficacy cope better when challenges arise and when they
encounter pushback. They stay calm and exercise self-control even when in very stressful situations.
In addition, they also are more willing to put in the effort needed to lead well and take care of their
group's needs. A self- confidence leader sees the future with optimism and is willing to take the risks
necessary to attain their personal and professional objectives. The intention of leader is to create an
inspiring vision and empower staff to help achieve that vision. It is the confidence to make decisions
-----------------
knowing they will be evaluated often and adjusted as needed.
2. Masigasig Elementary School had very low mean percentage score(MPS) in the last grade six exit examination. Pupil tardiness and absences are rampant. Truancy
is another problem as some pupils cut classes because they spend their time playing online games in the computer shop nearby. Absences are also very rampant.
Children claim they are told to absent by their parents to do rice planting and harvesting.
PROBLEM CAUSE OBJECTIVE ACTIVITY PERSONS RESOURCES TIMEFRAME EXPECTED

INVOLVED NEEDED OUTCOME
1Tardiness Late rising watching Reduce tardiness to Talk to parents PTA officers Powerpoint PTA meeting Zero tardiness
movies zero Teachers presentation on April
School head 15,2021
Distance of home to Limit viewing Video clips April 30, 2021
school
On line games PTA to meet Computer References
shop owners about not /ordinance
allowing students from
6:30 am.
2.Absenteeism Games computer shop Reduce unexcused Present problem and seek PTA officers Unexcuse absences
absences to zero solution to PTA Teachers reduce to zero
School head
Lack of interest to go to Consult computer shop
school owners
Work in the farm Introduce interesting
lesson to be motivated
 Feeling helpless, Ms. Mahabagin called on teachers, parents and leaders of the community for a meeting .In the meeting she presented the problems of the school and ask
for help to improve school performance. There were many suggestions given. So these were written down in a simple matrix like the one below
ANALYSIS
1.Based on the symbols and drawings you presented

a.Who is an organizational leader?
 They are taking up leadership roles within their communities. A leader is someone
who is always looking for a better, wiser, or faster way to get things done. An
organizational leader is someone who does more than tell people what they should do.
People are empowered by organizational leaders to make decisions that support the
community's goals and vision, resulting in better solutions. It is their role to motivate
and guide others. Leaders coach to create a community that is totally engaged, as well
as accountable and responsible. Leaders build buy-in at all levels and make sure that
everyone in their community understands the importance of their contributions. People
can learn leadership behaviors, rather than being born with them. People who are
excellent at what they do and take pride in their work.
b.What do organizational leaders do?
 Organizational leadership is a management technique in which leaders assist in the
establishment of strategic goals for the organization while inspiring members within
the group to complete tasks in support of those goals. The major task of organizational
leaders is to influence people to comprehend and accept the organization's future
condition by establishing a clear vision. Second, motivating employees is learning
enough about their needs and desires, delivering what they require, and rewarding
them for a job well done. This is vital since it motivates the employee. Third, boosting
morale entails bringing everyone together to work toward a common objective, which
necessitates integration and close relationships.
c.What qualities do they possess?
 Being an effective organizational leader necessitates the ability to assess one's
own leadership abilities and the willingness to make changes when necessary.
Members are people necessitate a high level of emotional intelligence because they
are, after all, people. The following are the qualities possess by organization leader;
1. SELF-AWARENESS
Great leaders are self-aware. They understand how their behaviors, words, actions, and
even aspects like body language impact others. They seek feedback on their
leadership. They try to see themselves through others’ eyes. This reflection can be
difficult for some people, but it is incredibly important for leaders. They know that
perception is part of their reality.
2. ABILITY TO CONNECT AND COLLABORATE
In the business world today there’s a level of inter-connectedness that we have never
seen before. No longer operating in isolated, hierarchical environments, leaders now
must thrive in an atmosphere that’s fluid and more democratized. Connecting and
collaborating intensively across the organization is necessary for success. As so many
teams today are cross-functional, connecting establishes valuable relationships for
themselves and others across the organization. Today we can connect and interlink
through virtual platforms and tools in increasingly authentic and intuitive ways that
were previously unimaginable.
As for collaboration, it often comes down to this simple statement: collaborative

leaders will place team needs and priorities above personal needs and priorities, and
they actively foster synergy within the team and across teams. Successful leaders
actively involve others in making decisions that affect them and, likewise, they give
credit to others where credit is due.
3. LEADING THROUGH CLEARLY COMMUNICATED, PASSIONATE, AND
OPTIMISTIC VISION
There is a lot packed into this one: Successful leaders craft a transformative vision and
share it with a sense of passion. They mobilize their teams to execute the vision and
sustain momentum through constant reinforcement of that vision. This approach
demands a consistent, authentic and transparent communication strategy. So while
some leaders may be poor communicators, effective communication to support vision
is critical in today’s context, and great leaders work to develop the skills to do so.
4. BEING OPEN TO DIVERSE THINKING AND IDEAS BUT ALSO BEING

DECISIVE
Great leaders acknowledge and accept that they don’t have all the answers. They are
learning as they lead the way forward. They have an ability to be open to diverse
thinking and yet recognize they must be decisive in a world of complexity, data
overload, and rapid pace.
Being open means asking a lot of questions and then listening with an open mind. It
means welcoming different perspectives, ideas, and opinions while creating an
environment free from fear of ridicule or punishment. The best leaders learn from
anyone – a new hire, customer, supplier– and they are open to what they are hearing.
Being open also means undertaking an objective analysis of the data before arriving at
conclusions. The availability of so much data today and the speed of processing that
data even in real time allows for more input into decision-making, but leaders must
have a good sense for when they had enough data to make a good business decision.
They know they must also be decisive to lead effectively. The best leaders can strike
that delicate balance.
5. CAPACITY TO BE AGILE, ADAPTABLE, AND FLEXIBLE
Great leaders today are aware of digital threats and opportunities, of course, but they
must go beyond simple awareness and demonstrate the ability to be flexible, agile, and
able to respond effectively to these changing environments. They can rapidly shift
direction when necessary, both to the expected and to the unexpected, all while
working with and guiding the teams and individuals they lead. They have the capacity
to improvise when necessary, and they’re open to change and new challenges.
6. THE ABILITY TO EMPOWER AND CONTINUOUSLY MOTIVATE

THOSE THEY LEAD THROUGH INDIVIDUALIZED CONSIDERATION.
Effective leaders can look at every individual they lead and figure out how best to
develop, coach, and motivate them as individuals, to obtain the greatest outcomes
from them.
7. THE ABILITY TO INNOVATE AND LEAD INNOVATION
Great leaders improve organizational performance through innovation. They

encourage the application of original and creative thinking to both existing and
emerging business models, processes, and products. Developing the capability to
envision, foster, and apply innovation is fundamental to leadership today. Driving
innovation means using good judgment to determine how, where, and when it will be
deployed to create maximum business value. It also means finding ways to get the
most creative thinking from the team. Creativity and innovation go hand-in-hand, and
great leaders provide a welcoming home for original, imaginative thinking.
2.What problem did Masigasig Elementary School have?
 Masigasig Elementary School's concern is that learners and students are frequently late
and missing, resulting in a low mean percentage score (MPS) on the most recent grade
six exit examination.
2 a .What did Ms. Mahabagin , the school head do to address the problem?
 Ms. Mahabagin convened a meeting with the school's teachers, parents, and
community leaders to address the matter. She discussed the school's difficulties, such
as students' excessive tardiness and absenteeism, and asked for assistance in improving
school performance, particularly among students, during the meeting.
2 b .Could it be better if she addressed the problem herself? What could have possibly
happened if she did it alone?
 It would not be better if she dealt with the situation herself since she is unable to do
on her own, and the chance that she would do so alone would result in a larger
problem and a greater resolve to solve the problem. Above all, if she did it alone, all
of her efforts and resources would be wasted since she did not strive to incorporate
all of the instructors, parents, community members, and children in the problem-
solving process.
2 c. What was the advantage in involving others in addressing the problems?
 The primary benefit of incorporating others in problem-solving is that you will use
less work and time in resolving the issue, as well as develop closer relationships
amongst the school principal, instructors, parents, community, and kids. Above all, it
will result in a productive conversation with all parties because if they agree with
everything the school principal said, and if they don't, they may provide an
alternative that will benefit all parties.
2 d .Is the directives coming from the Regional Director gives the fastest solution to the
problem?
 I believe that the Regional Director's directive does not always fix the problem
because there are many things to consider, such as the school, teachers, and students.
Some of the directions are not applicable due to differences in geography, location,
teaching, and learning style, but they can be used as a guide to fixing the problem.
Higher officials may provide materials and suggestions to help solve problems, and it
is critical to have them.
ABSTRACTION

Please watch video, read supplementary materials , search related sources on Organizational
leadership and The School Head in School Based Management(SBM)
Head of School - Role and Responsibilities
The Head of School is responsible for the effective general management of the School,
for ensuring the provision of academic leadership and strategic vision, and for the quality of the
student experience. The Head of School will be the budget holder, following devolved authority,
and will be financially accountable to the Faculty Dean (in the first instance) for the School.
Faculty Deans and College Officers will not act as Heads of School during their term of office.
The responsibilities of the Head of School include:
1. Strategic and Budgetary Planning
 Developing a strategic plan for the School, in consultation with the School
Executive, including the preparation of a staffing and resource plan.
 Engaging the staff of the School and the University's senior officers in devising
and agreeing the School's plan.
 Reviewing the performance of the School in terms of its objectives as stated in
its strategic plan and in its staffing and resource plan.
 Having responsibility for all financial matters, including financial planning and
sustainability, resource allocation, the identification of new sources of income, the
monitoring of expenditure to ensure that it is within appropriate levels, ensuring
the linking of resource allocation to strategic and operational planning;
compliance with College approved financial policies; ensuring all staff are aware
of the existence and extent of the College’s financial regulations.
 Managing and monitoring of implementation of the resource allocation process
within the School.
2. Staffing
 Dealing with staff recruitment matters that fall within the remit of the School.
 Membership of the Selection Committees for all appointments in the School.
(The Head of Discipline may replace the Head of School as appropriate.)
 Creating a supportive working environment for all staff in the School and
fostering their career development.
 Ensuring that staff review and development is completed in a timely manner
(including PMDS).
 Completing probation reviews with all newly appointed academic staff in line
with the College's Academic Probation Guidelines, in consultation with the
relevant Heads of Discipline where appropriate.
 Allocating duties to staff within the School and the management of staff in
accordance with College policies and procedures.
 Approving outside earnings activities of staff members in accordance with
College regulations.
 Handling grievance procedures for staff except where a grievance is against the
Head of School, in which case the Faculty Dean is responsible.
 Managing relevant disciplinary procedures for both staff and students.
3. Teaching, Learning and Research

 Having overall responsibility for the management of the School's programme of
teaching and research and the implementation of the College's academic policy.
 Ensuring the effective delivery of high quality teaching and the maintenance of
academic standards.
 Promoting a culture of learning that is directed to student needs, and of teaching
that is informed by the research interests of the School's staff.
 Dealing with professional matters where relevant to the activities of disciplines
and in particular, the educational requirements of professional accreditation
bodies.
 Fostering the development of academic policy and initiatives within the context
of the long-term strategies of the College and the School.
 Developing and maintaining a vibrant research culture of international standard,
including the promotion of research initiatives and networks.
 Fostering interdisciplinarity both within the School and between Schools.
 Promoting excellence and improvement in all matters of teaching, learning,
research and administration.
 Ensuring the regular review, evaluation and development of programmes
offered by the School.
 Advising the Senior Lecturer and the Dean of Graduate Studies on entry
requirements for specific courses, in consultation with the relevant course
committee and Directors as appropriate.
 Promoting collaboration within the School, with other Schools, and with other
institutions.
 Liaising appropriately with the Faculty Dean on cross-School and Faculty-wide
issues.
 Nominating External Examiners for undergraduate programmes to Council for
approval.
4. General
 Representing the School both internally and externally, including representation
on College committees.
 Managing and encouraging an information flow to staff and students within the
School regarding School and University developments.
 Ensuring the effective operation of the School in accordance with approved
governance procedures.
 The general management, subject to College policy, of the School's physical
facilities and equipment, including the allocation of rooms and other space.
 Having overall responsibility for ensuring that the School's arrangements
comply with legal requirements and related College policies such as health and
safety, data protection and data retention policy, freedom of information.
 Implementing decisions of Board and Council and the supply of information in
accordance with Board and/or Council directions.
 Prepare an annual report in agreement with the School’s Executive Committee
and for consideration by the School Committee.
 Delegating to an Acting-Head during any period of absence of more than three
working days (see below).
 Conducting elections to Headship of Discipline in the School, as required
.  Other duties as may be assigned by the Board
Absence of Head of School /Acting Headship

Where a Head of School will be absent from College for more than three
consecutive days (but less than 21 days), the Head must appoint, in consultation
with the School Executive and with the agreement of the individual concerned, an
Acting Head of School. The appointment of an Acting Head of School should be
notified to the Faculty Dean.
The Board may grant leave of absence for periods of twenty-one days or
more. As part of this process, the Faculty Dean should request permission of the
Faculty Executive Committee for leave of absence for a specified period, and
nominate a member of the School as Acting Head. Such requests would not
normally exceed a period of twelve months.
Heads of School and Professorial Chair holders in the School

The relationship between Heads of School and professorial chair holders
will vary from area to area in College. But generally it must be assumed that
Heads of School are charged with running the affairs of the School and that
chairholders will, in the same way as any other members of the School, perform
the teaching duties, supervise the graduate students, and undertake the
administrative tasks assigned to them. In addition, professorial chairholders may
be expected to assume a prominent role in the profession suitable to their seniority
and special distinction. This will involve them in the active promoting and
publishing of research, in contributing significantly to curricular and pedagogical
developments, and, where appropriate, in the mentoring of younger staff and
helping them with the development of their careers. They will normally be
provided with such facilities and support as is necessary to fulfil their special
responsibilities.
APPLICATION
1.Based in this lesson and by means of an acrostic, give qualities or specific behaviors of good
leaders.
Lights the path through working authentically and transparently;

Engaging with countless significant decision with integrity;
Ability to delegate and built trust more effectively;
Develop self-awareness by showing strengths and protecting humility;
Effective communicator that inspire and gives information with quality;
Respect and accept the individual perspective of humanity;
SERVANT first before a LEADER.
2.You are assigned as a school head in a low performing school, students are poorly motivated,
parents in the community are not very cooperative, and teachers have low morale. As a leader
what should you do? Outline your steps.
Conduct meeting for teacher and identify the problem and how it occurs.
Provide a seminar for teachers on the proper behavior and communication for social
interaction.
Create a plan activities with the collaboration of school and community.
STEP 1
Conduct an assembly catering the students, parents and the leaders of the community.
Dessiminate an information that the school is planning to have a culminating activity
which everyone is welcome and highly encourage to particate.
Aside from activities students, parents and teachers with the Brgy. officials and
STEP 2 principal will conduct a separate seminar that will enlighten them the importance of
collaboration and school-community partnership.
The integration of people of community and school will be well implemented by having
group of leaders or officers with the parents, Brgy. officials and teachers.
The officers will formulate a guidelines, rules and policy in order to sustain the peace,
continue the interaction and participate to every activity of school and community.
Any problems and activities regarding the school, the parents and people of community
STEP 3 will be involved in making solution for the situation.
V.DISCUSSION BOARD
Guide Questions:
1.What is organizational leadership?

 Organizational leadership is a management technique in which leaders assist in the
development of strategic goals for the business while also motivating employees within
the group to complete tasks that support those goals.
2.What is leadership and management?

 Leadership is the process of establishing a new direction or vision for a group of people
who follow it, i.e., a leader is the forerunner of that new direction. Management leads or
regulates people and resources in an organization based on set principles or values.
3.What are the leadership style?
 The following are the leadership style:
a. Transactional Leadership - the best way to understand transactional
leadership is to think of a typical transaction: I give you this, and you do this
in return.
b. Transformational Leadership - with this leadership style, it’s all in the
name: Transformational leaders seek to change and transform the businesses
or groups in which they lead by inspiring their employees to innovate.
c. Servant Leadership - servant leaders operate with this standard motto: Serve
first and lead second. Rather than thinking about how they can inspire people
to follow their lead, they channel the majority of their energy into finding
ways that they can help others. They prioritize the needs of other people
above their own.
d. Democratic Leadership - you might also hear this leadership style referred to
as ―participative leadership.‖ Leaders in this category run groups and
projects like…well, a democracy. They aren’t handing down orders from on
high, and instead take a much more collaborative approach to getting things
done.
e. Autocratic Leadership - exists on the opposite side of the spectrum from
democratic leadership. You can think of this as a ―my way or the highway‖
approach.
f. Bureaucratic Leadership – goes by the book,‖ so to speak. With this
leadership style, there’s a prescribed set of boxes to check in order to be a true
leader.
g. Laissez-Faire Leadership - this is a French term that translates to ―leave it
be,‖ which pretty accurately summarizes this hands-off leadership approach.
It’s the exact opposite of micromanagement. Laissez-faire leaders provide the
necessary tools and resources. But then they step back and let their team
members make decisions, solve problems, and get their work accomplished—
without having to worry about the leader obsessively supervising their every
move.
h. Charismatic Leadership - charismatic leaders have magnetic personalities,
as well as a lot of conviction to achieve their objectives. Rather than
encouraging behaviours through strict instructions, these leaders use eloquent
communication and persuasion to unite a team around a cause. They’re able to
clearly lay out their vision and get others excited about that same goal.
4. What is meant by CQI?
 Continuous Quality Improvement (CQI) is a planned, well-defined process that focuses
on actions that respond to community needs and improve population health. It is a
constant and continuing endeavor at the state and local program levels to make
demonstrable gains in efficiency, effectiveness, performance, accountability, results, and
other quality indicators.
5. What is Kaizen?
 Kaizen is a Japanese corporate philosophy involving practices that continuously improve
operations and involve all personnel. It is a Japanese term that means "change for the
better" or "continuous improvement." Kaizen views productivity development as a
thorough and steady process.
6. What is SBM?
 School-Based Management is a plan for improving education by devolving major
decision-making authority from the Central Office to individual schools. SBM gives
principals, teachers, students, and parents more authority over the educational process by
putting them in charge of financial, staff, and curricular decisions. SBM may improve
children's learning environments by involving teachers, parents, and other community
stakeholders in these important decisions.
7. What are the advantages, disadvantages and demands of SBM?
School-Based Management
Advantages
 Allow competent individuals in the schools to make decisions that will improve
learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
 Lead to greater creativity in the design of programs;
 Redirect resources to support the goals developed in each school;
 Lead to realistic budgeting as parents and teachers become more aware of the
school's financial status, spending limitations, and the cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all levels
Disadvantages
 Participatory decision making sometimes creates frustration and is often slower than
more autocratic methods.
 This leaves principals and teachers less time to devote to other aspects of their job.
 Teacher and community members who participate in the councils may need training in
the budget matters, some teachers may not be interested in the budget process or want
to devote time to it.
Demands of SBM
 SBM must have the strong support of school staff.
 SBM is more successful if it is implemented gradually. It may take 5 years or more to
implement SBM.
 School and district staff must be given administrative training, but also must learn
how to adjust to new roles and channels of communication.
 Financial support must be provided to make training and time for regular staff
meetings available.
 Central office administrators must transfer authority to principals, and principals in
turn must share this authority with teachers and parents.
8. What are the roles, functions and competencies of school heads in SBM?
 Effective school leaders in the actively reforming SBM schools we analyzed spent
significant time empowering, training, informing, and rewarding their staff. As a result,
indications of emerging new duties for school heads began to emerge. In SBM, school
heads have the following duties, functions, and competencies:
 Designer/Champion of Involvement Structures - school heads assisted in the
development of these structures. Create decision-making committees that
included a variety of stakeholders and gave them opportunities to talk about
school-specific issues. By delegating specific areas of control to the teams, the
school leaders gave them genuine power. School leaders tried to communicate
trust, encourage risk-taking, disseminate knowledge, and facilitate engagement in
SBM as a motivator/coach to create a supportive environment.
 Facilitator/Change Manager - School leaders promoted staff development as a
continuous, school-wide endeavor. Heads of schools supplied information.
Money, equipment, and materials are tangible resources; intangible resources are
not. Staff members are given resources (time, opportunities) to aid in the school
development process.
 Liaison to the Outside World - New ideas and research for thinking about
teaching and learning were brought into the school by the school leaders. To
supplement school resources, school leaders requested donations of dollars and
materials and encouraged workers to write grants. Teachers were also aided by
school administrators, who filtered out superfluous distractions, allowing teachers
to concentrate on teaching and learning.
 School heads in SBM schools will need to balance a variety of roles. The school heads
role is evolving from direct instructional leadership to a broader role of orchestrating
decision making, often through teams of teachers, and interacting with a wider range of
individuals, including community members and other stakeholders
1. What kind of leader am I? What should you do to become an effective leader?
 As a leader I am offering leadership, inspiration, and guidance, as well as demonstrating
courage. Having an enthusiasm, self-assurance, dedication, and ambition I'm going to
develop my people's strengths and talents and form teams dedicated to attaining common
objectives. To become an effective leader, I will share my vision with my employees
because it is critical to have a clear understanding of where we want to go, how to get
there, and what success looks like. The second way to establish credibility and respect
from others is to lead by example. Third, being able to communicate effectively,
precisely, and sensitively is an important leadership talent since it motivates and
encourages their employees. The fourth requirement is the capacity to make quick,
challenging decisions with minimal information. When faced with a difficult choice, the
first step is to figure out what we want to accomplish. Fifth, one of the most important
practices of inspirational leaders is to recognize employee achievement on a regular
basis. This will increase employee incentive to keep giving their all. Finally, with
passion, excitement, inspiration, and encouragement, I will propel my team ahead. Invest
time with my team to learn about their strengths, needs, and priorities. This will assist me
learn the best technique to encourage my colleagues in addition to making them feel
useful. Remind them how their efforts are making a difference on a regular basis, and
provide significant goals and challenges to help them reach their full potential.
2. What are the 3 broad types of skills demanded of leader?
 Technical skills are specialized areas of knowledge and expertise, as well as the ability
to apply that information. Technical abilities include things like preparing financial
statements, programming a computer, designing an office building, and conducting
market research. Supervisory managers require these skills in particular since they
interact directly with people who produce the company's goods and/or services.
 Human relations skills are the interpersonal skills that managers use to achieve
objectives by utilizing human resources. This set of abilities includes the ability to
comprehend human behavior, communicate effectively with others, and inspire people to
achieve their goals. Giving employees positive feedback, being sensitive to their
individual needs, and being willing to empower subordinates are all examples of good
human relations skills. It is critical for businesses to identify and promote managers with
human relations skills. A manager with little or no people skills may end up leading in an
authoritarian manner, alienating his or her employees.
 Conceptual skills is the ability to see the organization as a whole, grasp how the many
elements are interconnected, and analyze how the organization interacts with its external
environment are all examples. Managers can use these talents to assess problems and
come up with alternate strategies. Managers at the top of the management pyramid,
where strategic planning takes place, require strong conceptual talents in particular.
3. What are the roles of school Head?

The Head of School is responsible for the effective general management of the School,
for ensuring the provision of academic leadership and strategic vision, and for the quality of the
student experience. The Head of School will be the budget holder, following devolved authority,
and will be financially accountable to the Faculty Dean (in the first instance) for the School.
Faculty Deans and College Officers will not act as Heads of School during their term of office.
The responsibilities of the Head of School include:
 Strategic and Budgetary Planning
1. Developing a strategic plan for the School, in consultation with the School Executive,
including the preparation of a staffing and resource plan.
2. Engaging the staff of the School and the University's senior officers in devising and
agreeing the School's plan.
3. Reviewing the performance of the School in terms of its objectives as stated in its
strategic plan and in its staffing and resource plan.
4. Having responsibility for all financial matters, including financial planning and
sustainability, resource allocation, the identification of new sources of income, the
monitoring of expenditure to ensure that it is within appropriate levels, ensuring the
linking of resource allocation to strategic and operational planning; compliance with
College approved financial policies; ensuring all staff are aware of the existence and
extent of the College’s financial regulations.
5. Managing and monitoring of implementation of the resource allocation process within the
School.
 Staffing
1. Dealing with staff recruitment matters that fall within the remit of the School.
2. Membership of the Selection Committees for all appointments in the School. (The Head
of Discipline may replace the Head of School as appropriate.)
3. Creating a supportive working environment for all staff in the School and fostering their
career development.
4. Ensuring that staff review and development is completed in a timely manner (including
PMDS).
5. Completing probation reviews with all newly appointed academic staff in line with the
College's Academic Probation Guidelines, in consultation with the relevant Heads of
Discipline where appropriate.
6. Allocating duties to staff within the School and the management of staff in accordance
with College policies and procedures.
7. Approving outside earnings activities of staff members in accordance with College
regulations.
8. Handling grievance procedures for staff except where a grievance is against the Head of
School, in which case the Faculty Dean is responsible.
9. Managing relevant disciplinary procedures for both staff and students.
 Teaching, Learning and Research
1. Having overall responsibility for the management of the School's programme of teaching
and research and the implementation of the College's academic policy.
2. Ensuring the effective delivery of high quality teaching and the maintenance of academic
standards.
3. Promoting a culture of learning that is directed to student needs, and of teaching that is
informed by the research interests of the School's staff.
4. Dealing with professional matters where relevant to the activities of disciplines and in
particular, the educational requirements of professional accreditation bodies.
5. Fostering the development of academic policy and initiatives within the context of the
long-term strategies of the College and the School.
6. Developing and maintaining a vibrant research culture of international standard,
including the promotion of research initiatives and networks.
7. Fostering interdisciplinarity both within the School and between Schools.
8. Promoting excellence and improvement in all matters of teaching, learning, research and
administration.
9. Ensuring the regular review, evaluation and development of programmes offered by the
School.
10. Advising the Senior Lecturer and the Dean of Graduate Studies on entry requirements for
specific courses, in consultation with the relevant course committee and Directors as
appropriate.
11. Promoting collaboration within the School, with other Schools, and with other
institutions.
12. Liaising appropriately with the Faculty Dean on cross-School and Faculty-wide issues.
13. Nominating External Examiners for undergraduate programmes to Council for approval.
 General
1. Representing the School both internally and externally, including representation on College
committees.
2. Managing and encouraging an information flow to staff and students within the School
regarding School and University developments.
3. Ensuring the effective operation of the School in accordance with approved governance
procedures.
4. The general management, subject to College policy, of the School's physical facilities and
equipment, including the allocation of rooms and other space.
5. Having overall responsibility for ensuring that the School's arrangements comply with legal
requirements and related College policies such as health and safety, data protection and data
retention policy, freedom of information.
6. Implementing decisions of Board and Council and the supply of information in accordance
with Board and/or Council directions.
7. Prepare an annual report in agreement with the School’s Executive Committee and for
consideration by the School Committee.
8. Delegating to an Acting-Head during any period of absence of more than three working days
9. Conducting elections to Headship of Discipline in the School, as required.
10. Other duties as may be assigned by the Board.

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

COURSE MODULE EDUC 8:

SHIELA MARIE V. LUNA

THE STRENGTH AND WEAKNESSES OF FILIPINO CHARACTER: A

1.Discuss the strength and weaknesses of the Filipino character

II.PRE-COMPETENCY CHECKLIST (FORMATIVE

1.What’s wrong with the Filipino sense of humor?

2.Which does NOT belong to the group ?

3.Lack of patriotism or of an active awareness appreciation and love of the

5.Waiting to be told what to do reliance to others, complacence, lack of a

A.passivity and lack of initiative

6. Which does NOT belong to the group?

1. List the weaknesses of the Filipino character, explain each in a sentence.

1. Extreme family centeredness Excessive concern for family means using

Pakikipagkapwa-tao  Basic sense of justice and fairness

6.Faith and religiosity  Filipinos have deep faith in God.

7.Ability to survive  Filipinos make do with what is available in

3.List down at least 5 global issues most applicable to the Philippines.

ACTIVITY 1 : LET’S READ THIS

1. Extreme family centeredness Excessive concern for family means using

10 Global Issue Topics for Essays and Research

The Role of Essays and Research

AIDS, GLOBAL POVERTY, HIV/AIDS, HUMAN RIGHTS, INFRASTRUCTURE

What are the biggest global issues that the world

One of the top global issues today is the continent

GOAL 2: Zero Hunger

GOAL 3: Good Health and Well-being

GOAL 4: Quality Education

GOAL 5: Gender Equality

GOAL 6: Clean Water and Sanitation

GOAL 7: Affordable and Clean Energy

GOAL 8: Decent Work and Economic Growth

GOAL 9: Industry, Innovation and Infrastructure

GOAL 11: Sustainable Cities and Communities

GOAL 12: Responsible Consumption and Production

GOAL 13: Climate Action

GOAL 14: Life Below Water

GOAL 15: Life on Land

GOAL 16: Peace and Justice Strong Institutions

GOAL 17: Partnerships to achieve the Goal

1. Do you agree with the findings? Why or Why not?

Click the links below

1.What are the strength and weaknesses of the Filipino character?

Pakikipagkapwa-tao  Basic sense of justice and fairness

6.Faith and religiosity  Filipinos have deep faith in God.

7.Ability to survive  Filipinos make do with what is available in

 The weaknesses of Filipino characters

1. Extreme family centeredness Excessive concern for family means using

Source: Strength and Weaknesses of Filipino People - Philippines (google.com)

VI. POST-COMPETENCY CHECKLIST

Directions: Read each question carefully then choose the

1.Which is TRUE of a school and community partnership?

A.community helps the school

2.Which program is a proof of school and community partnership where every

A.Parents and Teacher Association assembly

4. Which is NOT TRUE about the school and community partnership?

5.Which is NOT included in the purposes of schooling according to

6.Proponent of structural functional views society as “a system of interconnected

ACTIVITY 1 : LET’S DO THIS

1. Transitions between school years, 1. Schools assist in gaining access to and

ACTIVITY 2 : SING this SONG: DEM BONES