Authors

Philippine Copyright 2017

by Rex Book Store, Inc.

RBS Social Studies Series

Turning Points Contemporary Issues
Revised Edition 2017
ISBN 978-971-23-8813-2
Classification: Worktext (83-SS-00146-0A)
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 Contents
Preface....................................................................................................................................... v

Unit I – Environmental and Economic Issues

Lesson 1 The Study of Contemporary Issues............................................................. 2
Lesson 2 Natural Disasters: Risk Reduction and Management................................ 17
Lesson 3 Climate Change and Environmental Problems.......................................... 60
Lesson 4 Unemployment......................................................................................... 79
Lesson 5 Globalization and Sustainable Development.......................................... 106

Unit II – Political and Peace Issues

Lesson 6 Migration and Territorial and Border Conflict......................................... 135
Lesson 7 Political Dynasties and Graft and Corruption.......................................... 154
Lesson 8 Terrorism................................................................................................. 178
Lesson 9 Discrimination and Multiculturalism ...................................................... 203

Unit III – Human Rights and Gender Issues

Lesson 10 Issues on Human Rights.......................................................................... 226
Lesson 11 Gender and Sexuality ............................................................................. 259
Lesson 12 Reproductive Health Law ....................................................................... 277
Lesson 13 Prostitution and Abuse........................................................................... 296

Unit IV – Educational, Civic, and Citizenship Issues

Lesson 14 Issues on Education..................................................................................316
Lesson 15 Civic Engagement.....................................................................................340
Lesson 16 Political Involvement ...............................................................................361

Glossary.................................................................................................................................389
Bibliography...........................................................................................................................395
Index......................................................................................................................................405

iii
iv
 Preface

We are happy and proud that this book titled Turning Points 10 is now in your hands. It
was carefully designed and written especially for you so you can learn efficiently and effectively
and attain all the competencies outlined by the Department of Education for Social Studies
Grade 10.
This book has features that sets it apart from others:
Ø Integrative holistic approach that develops four learning outcomes: knowledge,
understanding, skills, and attitudes/values
Ø Interactive metacognitive activities that guide you in monitoring your own learning and
progress
Ø Key questions that focus your efforts to the essential understanding which you can
transfer and apply to real-life situations
Ø Differentiated activities that suit your learning style and develop your multiple
intelligences and 21st century skills
To enable you to manage your own learning, each lesson in this book is presented in
eight sections:

Your attention is focused on what you are expected to learn in

the lesson as well as your prior knowledge about the topic. The
key question establishes your mindset and draws you to the most
essential understanding you need to develop.

This section provides you with comprehensive, up-to-date

interesting discussions of significant information, concepts,
generalizations, theories, and principles on a particular topic.
These are presented with photographs, illustrations, maps, and
different kinds of graphic organizers.

At this juncture, you are asked to perform challenging activities.

These will enable you to remember important facts and information.
This section includes: Explain, which gives you the opportunity to
make meaning of the knowledge you have acquired; and Elaborate,
which challenges you to communicate what you have learned in
an original way. These develop your reasoning and critical thinking
skills.

v
 This provides you with thematic summary of the data that have
been discussed. This helps you to confirm the concepts and
generalizations you have formulated.

This section gives you information on where to access a wide

range of related information and activities that are available in the
Internet.

Additional high-interest activities are here. They enable you to

recall significant information/facts and compel you to rethink and
gain deeper understanding of the events, problems, and issues
that confront you personally, your family, community, our country,
and global community.

At this point, you will be able to rate your own skills and performance
in the activities.

You are given the opportunity to put into action what you have
learned and come up with a product as proof of your learning
according to your own interest, readiness, and learning style.
Included here is a set of criteria that you may use as guide in
assessing your own performance.

We are confident that this book will facilitate your study of Social Studies and make it a
truly meaningful and joyful experience

The Authors

vi
 Unit I
Environmental and Economic Issues

At present, there are problems and issues in our country and global community that
profoundly affect our way of life. Many of our day-to-day decisions and activities hinge on
these. We need to confront and resolve them so that we can have peace and prosperity.
In this unit, you will gain deep understanding and awareness of contemporary issues
in our local community, country, and world. You will study natural disasters, risk reduction,
and management. You will investigate environmental and economic issues such as climate
change, unemployment, globalization, and sustainable development. More importantly you
will develop projects that will contribute to the solution of these environmental and economic
issues.

Grade Level 10 Standards

Demonstrate a deep understanding of contemporary issues and appraise their
economic, environmental, political, educational, and civic responsibilities; their human
rights; and citizenship challenges that confront nations at present using investigative
skills, analysis of data and references, research, critical thinking, effective communication,
fairness, and good judgment.
Content Standards Performance Standards
The student demonstrates under- The student builds and develops
standing of the causes and implications of livelihood projects based on resources
local and global economic issues toward available in the community to help solve the
achieving national development. economic problems faced by citizens.

1
 Lesson 1

The Study of Contemporary Issues

In this lesson, you are expected

to:
• explain the concept of Our country is presently beset with many
contemporary issue; problems. Some of these problems can be considered
• analyze the importance of as contemporary issues. Can you identify some
having awareness regarding of them? In the boxes below, draw some symbols
contemporary issues in society depicting the issues.
and the world;
• identify primary and secondary 1. 2.
sources, as well as statements
of fact, opinion, bias, inference,
generalization, and conclusion
when investigating contemporary
issues; and
• effectively analyze and evaluate
evidence, arguments, claims,
and beliefs.
3. 4.

Values:
Compassion
Cooperation
Love of country

Which of the issues above are overly disturbing to you? Why?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2
 ? How can we promote awareness and involvement in finding solutions to
contemporary issues in our country and the global community?
In this rapid advancement in
communication and technology, we become
aware of and are continuously bombarded
with issues that are national or global in
scope.
The Concept of a Contemporary Issue
This concept comes from two important
words—contemporary and issue. In order to
better understand the concept, let us study
the meaning and origin of the words.
The word “contemporary” is used in
various contexts. One such example is the
usage of “contemporary world,” which refers
to the period from the 20th century up to
the present. It is said that the events within
this period are still remembered by the
people today. Another example is the use
of “contemporary history,” which refers to
the time between the 20th century and the
present. Therefore, the events that happened
in the past decades affecting the present
generation are part of contemporary times.
Also, what is happening at present can truly
be considered as contemporary.
The word “issue” refers to subjects,
themes, or problems that affect the society
because they are being talked about, are
causes and bases for people’s disagreements
and debates, and are widely affecting people’s
lives in society. Not all issues are negative and
become problems; there are also issues that
have positive and broad effects in the lives of
people in the society.
A contemporary issue refers to an event,
idea, opinion, topic, or problem that is relevant
and in public discourse in our community,
our nation, or the world at present. These
issues may be related to themes like society,
human rights, religions, the economy,
politics, environment, education, or civic
and community responsibilities. In order
for an event or problem to be considered a
contemporary issue, it must be:
Ø important and valuable to society;
Ø having a clear effect or influence
on society or the population in
general;
Ø happening at the present time;
and
Ø about subject matters being talked
about by various groups in society.
3
 Analysis of a Contemporary Issue

Significance and Scope

Connections Impact

Perspective Reflection

Evidence Action/Praxis

Contemporary Issue

Study these aspects that can help us in understanding and addressing an issue
correctly. Here are some questions for exploring a contemporary issue:
Ø Significance and Scope
• Why does this issue matter? To whom Some sources of data about
does it matter? contemporary issues:
• newspapers
• Who/What is affected by the issue?
• magazines
o Who benefits from it? • radio
o Who is harmed by it? • television
• When/Where/How did this issue begin? • Internet
• informal discussion (at home or
Ø Evidence
in the community)
• Have I used a variety of sources, including • formal discussion (at school or
primary sources? in the community)
• How reliable are my sources?
• How do the media treat this issue?
Ø Perspective
• How do perspectives differ on this issue? (e.g., environmental, economic,
political, social)
• Which perspectives are most defensible and why?
• Whose voices are not heard?
• What role do the media play in creating/perpetuating this issue?
Ø Connections
• How has this issue changed over time?
• What might be future concerns about this issue?

4
 • How is this issue connected to other environmental, social, economic, or
political concerns?
• Is this issue part of a larger trend or problem?
• How does this issue affect the environment? Economy? Society? Quality of life?
• Why does this issue continue to be a problem and for whom?
Ø Reflection
• How do you feel about the issue now that you know more about it?
• How might this issue have been prevented? What could have been done
differently?
• What questions do you still have?
Ø Impact (Environmental, Social, Political, Economic)
• What is happening at the local, national, and global level with regards to the
issue?
• What actions are being taken by citizens, governments, businesses, and other
groups?
• What might be some of the short- and long-term consequences of these
actions?
Ø Action/Praxis
• Who needs to do what?
• What can and should we do?
• What are the challenges/barriers/risks to action?
• What do I have to offer?
• How can I take action?
• How can I get others involved?

Source: http://www.edu.gov.mb.ca/k12/cur/socstud/global_issues/inquiry_approach.pdf

Here are some contemporary issues in our country and in some parts of the world:

• Abortion • Chemical Wastes • Cyber Bullying • Ethnic Cleansing

• Addiction • Chemical Weapons • Disaster Relief • Euthanasia/Mercy
• Age Discrimination • Child Abuse • Discrimination Killing/Assisted
• AIDS • Child Labor • Domestic Violence Suicide
• Animal Rights • Climate Change and • Drinking and • Freedom of
Global Warming Driving Religion and Belief
• Birth Control
• Computer Hacking • Drug Abuse/Drug • Gambling
• Bullying
• Corporal Addiction • Gay Rights
• Capital Punishment/
Death Penalty Punishment • Environmental • Genetic
Pollution Engineering

5
• Genetically Modified • Independence of • Pornography • Single Parenting
Food Judiciary • Poverty • Teen Pregnancy
• Globalization • Migration • Prostitution • Terrorism 
• Global Health • Minimum Wage • Racism • Texting While
Pandemics and Equal Pay • Rape Driving
• Graft and Corruption • Minorities • Recycling and • Torture
• Gun Control • Multiculturalism Conservation • Unemployment
• Hazing • Organ and Body • Reproductive • Union Busting
• Homelessness Donation Health • Vigilantism
• Human Rights and • Overpopulation • Right to Work • Violence in Video
Equality for women • Police Brutality/ • Same-sex Marriage Games
• Human Rights Excessive Force By • Sex Trade • Voter
Violation Law Enforcement Disenfranchisement
• Sexual Harassment
• Human Trafficking • Political Dynasties • Weapons of Mass
• Sexual Orientation
• Hunger • Population and and Gender Identity Destruction
Migration Trends • World Hunger
• Slavery

Importance of Studying Contemporary 7. Deeper understanding and ap-

Issues
It is important to study contemporary
issues. It cultivates our personal abilities and
skills in learning and thinking. Here are some
examples:
1. Use of clear and meaningful
knowledge about important
events that influences people, the
community, the country, and the
world
2. Analysis and evaluation of the
cause-and-effect relationship of
events
3. Use of technological services
and different sources to gather
information
preciation of collaborative actions
and response to global problems
8. Respect for different beliefs,
perspectives, or points of view,
even if they are contrary to one’s
own beliefs and perspectives
9. Recognize the differences of each
person’s culture, beliefs, and res-
pect for their dignity and human
rights
10. Being mindful of personal prefer-
ences and being considerate of
others’ preference
The study of contemporary issues helps
us to be better citizens. It develops our:

4. Use of different statistical ap- 1. knowledge of our rights and

proaches in analyzing quantitative
data about social events
5. Investigation, analysis of data and
different sources, and research
6. Critical thinking, sound judgment,
effective communication, creati-
vity, and widening of global pers-
pective
responsibilities as a citizen to be
able to participate in significant
activities for the improvement
of livelihood in the community,
country, and the world.
2. understanding and respect for
laws and regulations that promote
unity, progress, and peace in our
country and the whole world.

6
3. understanding the various aspects prosperous and peaceful commu-
of problems and issues of the nity, nation, and world.
society: geography, economy, 6. pro-activeness in performing our
culture, government, and civic duties at home, in school, and in
using the skills developed in the community.
the study of different fields of
knowledge.
4. appreciation of the collective
actions as a nation and response to
the national and global problems.
5. patriotism, humaneness, environ-
ment-friendliness to the world
and its inhabitants that will moti-
vate productiveness and help ad-
dress current issues and forge a

A. Check (ü) the statement that describes a contemporary issue.

____ 1. It is important and valuable.
____ 2. It has a clear effect or influence on society or the population in
general.
____ 3. It can easily be resolved and it does not have long-term effects.
____ 4. It has happened in the past or with a tremendous effect or influence
on what is happening at present.
____ 5. It benefits everyone concerned.
B. Identify the kinds of statements below. Choose your answer from the box and
write it on the blank.
______ 1. Typhoon Sendong devastated our fellow a. bias
citizens in Leyte. b. inference
______ 2. Many would not have died during Typhoon c. opinion
Sendong if they went immediately to the safe d. conclusion
evacuation center. e. truth
______ 3. Remarkable damages in properties were
caused by typhoons and floods.
______ 4. The Duterte government has faithfully implemented effective
programs to prevent environmental issues.

C. Why do we need to be aware of contemporary issues? Write at least two reasons

on the blanks.
1. ____________________________________________________________
2. ____________________________________________________________

7
 Explain

D. Explain your answer.

1. When is a problem considered as a contemporary issue?
____________________________________________________________
____________________________________________________________
2. Why are contemporary issues in the country often the cause of discussions
and debate?
____________________________________________________________
____________________________________________________________

Skills Needed in the Study of Contemporary
Issues
In studying contemporary issues, we need
skills in:
1. Identifying Primary and Secondary
Sources
We learn about things, events,
problems, and issues around us through
different means: through references
such as letters, newspapers, television,
radio, photos, videos, email, social
media, text messages, stories of other
people, and commentaries. We are able
to gather information about different
happenings through them. Sources of
information are important because they
help us to understand better the events
and issues in our country. They help us
in making decisions and in supporting
viable projects in school, society, and
the nation.
In order to better analyze and
interpret gathered data, writers of news
stories and other communicators of
information should consult primary as
well secondary sources.
A primary source or the origin of
information is an original account of
happenings that was written or made by
the person who had experienced them.
Examples of primary sources are letters,
journals, legal documents, sketches,
and photos.
Secondary sources are information
or interpretations based on the primary
origin or other secondary sources and
prepared or written by persons who
are not involved in the narrated events.
Often, researchers use primary sources
in order to understand past events, but
they themselves make the secondary
source. Some secondary sources are
accounts, hearsay reports, texts, and
anything that was written or recorded
based on the primary source about the
event.
When analyzing data, we should answer
the following questions:
1. What is the subject matter of the
source of data?
2. When did the event happen?
3. When was the account of the
event written or recorded?
4. Was the author of the account
present when the event
happened? Is the account primary
or secondary?
5. What is the basis of the secondary
source?

8
 Here are some examples of primary and secondary sources:
Primary Sources
diaries autobiographies
political cartoons speeches
documents government reports
photos quotes from interviews
witness reports personal accounts
drawings letters stories of non-witnesses
The examples of primary and
secondary sources can come in various
forms such as written, visual, verbal,
seen, pictured, or digital. Ascertaining
sources of information is crucial,
whether these are primary or secondary;
they have their own limitations in telling
us the true and factual events of what
happened.
Sources of data have their own
limitations. In general, a primary source
is better than a secondary source. For
example: it is possible that the witness
to the event cannot recall all details of
the event. If that happens, the narration
of details of information regarding an
event becomes either lacking or added
on. The narrations of witnesses to an
event can also differ. On the other hand,
the information given by a secondary
source can vary according to the one
who wrote or related the events. A
person relates or writes about an event
according to his/her own opinion,
understanding, viewpoint, and idea. The
forms of reference also have limitations
because they can be destroyed, deleted,
lost, or affected by calamities.
In today’s modern world, there
are many sources where we can get
information on contemporary issues.
Included here are television, text
messages, and published materials
like billboards, announcements, flyers,
newspapers, and magazines. Every type
Secondary Sources
books commentaries
biographies encyclopedias
articles newsreports
editorials hearsay reports
survey results
summaries of interviews
of source can give its own perspective
and outlook regarding contemporary
issues. One important exercise in critical
thinking is the analysis and comparison
of how the different sources tackle an
issue. Aside from this, it is also important
to analyze carefully the sources that
we read, watch, or hear. The following
questions can be of help:
• What pieces of information are
being revealed?
• Which of the information are
factual and which are mere
opinions?
• Is this source of information
reliable?
The newspaper is an important
source of contemporary issues for
over 200 years. Although many
Filipinos read the newspaper
every day, it has not yet been
fully utilized as a study material in
schools.
2. Distinguishing Fact from Opinion
A fact is an actual event,
experience, or observation that really
occurred and is supported by evidence
or data. There are evidences to prove
that the events actually happened. For
example: Damages wrought by Typhoon
Yolanda in Tacloban are estimated to be
in the millions.
9
 An opinion refers to an idea,
supposition, impression, or conjecture.
It expresses the mind and ideas of a
person regarding the expressed truth.
An opinion does not have to proven.
For example: The care of the Typhoon
Yolanda victims should be left to the
management of the local government.
It is clear that a statement of fact
has more weight that a mere opinion.
Facts do not change. Opinions, on the
other hand, can change.
Other examples:
Fact – As of August 1, 2015, the
population of the Philippines
is around 101 million.
Opinion – The best way to control
the population increase in
the Philippines is through
Reproductive Health.
3. Identifying Bias
In analyzing information related
to the social sciences, there is a need to
know that it does not favor anyone. The
presentation of information should be
balanced. There is a need to present the
good as well as the bad side of an issue.
For example: The Marcos administration
built a lot of hospitals, health centers,
roads, and housing for the poor, but
many people also suffered when it
implemented Martial Law. During the
Martial Law, many projects were pushed
through but some human rights of the
Filipino people were violated.
Other examples of bias:
a. There are many instances of
violation of human rights, abuse,
and killings in our country. The
government is not doing anything
to prevent them.
b. Many Filipinos go to the United
States; this is because life there
is more prosperous than in other
countries.
10
4. Forming Inferences, Generalizations,
and Conclusions
An inference is a thought-out
theory or an educated guess about
something. The process of making
an inference is similar to making a
hypothesis. In order to infer, it is
necessary to use one’s knowledge and
experiences about the topic in order to
discover its hidden message or idea.
Example:
A lot of people were badly
affected by Typhoon Yolanda because
they ignored the warnings given.
A generalization involves a mental
process where one connects information
to make a summary statement.
Examples:
During the rainy season, from
the month of July to October, more
devastating typhoons come into the
country (based on the data from
PAGASA for the past 10 years).
There are more unemployed
Filipino females than males in 2015
(based on the data from DOLE).
A conclusion is a statement
that describes relationship among
information or data after careful study,
observation, and analysis of important
evidence or body of knowledge. In the
study of events, writers and researchers
give a generalization. They base their
generalization on information that has
been analyzed and studied.
Examples:
People migrate to different places
for different economic, environmental,
and political reasons (based on UN
data).
Racial discrimination has caused
wars and terrorism among groups of
people and nations (based on UN data).
 2

A. Identify each concept being referred to.

1. Events or problems that have great impact on our

community, our nation, or the world
2. Original accounts of events made by the person who
had experienced them
3. Statements that are supported by actual data that can
be proven to be true
4. Information or interpretations based on the primary
and/or secondary source reported by persons who are
not involved in the actual events
5. Summative statements formulated after careful study
of relationship among facts

B. Explain

1. What should be the bases of the data in analyzing contemporary issues?

_______________________________________________________________
_______________________________________________________________
2. Why should we examine the types of statements in our references or sources?
_______________________________________________________________
_______________________________________________________________
3. Why is it important to have balanced disclosure of data about contemporary
issues?
_______________________________________________________________
_______________________________________________________________
C. Find an ongoing issue in your community. Conduct an investigation on this issue.
Write a brief summary of what you have observed, heard, or read about.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

11
D. Use the graphic organizer below to show your investigation about the issue.

Issue:

What thoughts and insights were

Sources of Data you able to generate about this?
____________________________
____________________________
Primary Secondary
____________________________
____________________________.

Develop a list of statements about the issue above. Write your own
statements of fact, bias, inference, and generalization.
Fact Bias Inference Generalization

E. Create a slogan that shows the importance of the study of contemporary issues.

F. Explain your answer.

What do you believe to be the most important benefit that can be derived
from studying contemporary issues?
1. for yourself
_________________________________________________________
_________________________________________________________
2. for the country
_________________________________________________________
_________________________________________________________

12
 Through the study and discussion of contemporary issues, we are able to analyze how
some persistent problems affect our community, country, and the world. We may not be
directly affected by some contemporary issues but we are able to find solutions to other
issues that confront us.
In general, being aware of contemporary issues can help not only in expanding our
knowledge and sharpening our minds as students, but also in becoming responsible citizens
of our country and the global community. As we get involved with contemporary issues, we
develop concern and love for others as we become intelligent and productive citizens. Because
of this, we are able to contribute to the solution of our problems and help in the attainment of
peace and justice in our own community, country, and global society.

For more information about this topic, log on to www.rexinteractive.com to

access the Student’s Space in the website.

A. Read each problem. Put a check () if it is considered as a contemporary issue, and a
cross (X) if not.

___ 1. Spanish conquest of the ___ 11. Corruption in the government

Philippines
___ 2. Climate change
___ 3. Graft in the government
___ 4. Family planning
___ 5. Education of children
___ 6. Deforestation
___ 7. Discovery of the Tabon Man
___ 8. The Philippines as an archipelago
___ 9. Increase in number of Overseas
Filipino Workers
___ 10. Poverty
___ 12. Prostitution
___ 13. Market fraud
___ 14. Outbreak of diseases
___ 15. Kidnapping of foreigners
___ 16. Removal of corrupt staff
___ 17. Paying huge taxes
___ 18. Use of government funds
___ 19. Overpopulation
___ 20. Destruction of natural
resources

13
B. Complete the graphic organizer. You may use another sheet of paper for your answer.

Study of Contemporary Issues

Sources Kind of Statement Benefits

C. Explain the message of the graphic organizer below.

Information about Being a

Contemporary Issue Responsible Citizen

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

D. How will the youth be aware of contemporary issues? List down three suggestions and
explain why you wrote them.

E. Give your own insight or perspective.

1. What do you consider as the most important contemporary issue in the Philippines
at present? Why?
__________________________________________________________________
__________________________________________________________________

14
 2. What do you consider as the most important contemporary issue in the world at
present? Why?
__________________________________________________________________
__________________________________________________________________
3. How can a student like you become aware of contemporary issues?
_________________________________________________________________
_________________________________________________________________
4. How does awareness in contemporary issues help in the development of the
country?
__________________________________________________________________
__________________________________________________________________
5. Can ordinary citizens like you help in solving contemporary issues? Give an example
of what you can do to help resolve contemporary issues.
__________________________________________________________________
_________________________________________________________________

A. Check (ü) the column that will best describe the skills that you have developed in
performing the activities in this lesson.
Use these criteria:
3 – I understand the lesson fully well and can impart my learnings to others.
2 – I understand but cannot do the activities by myself.
1 – I understand some portions of the lesson, but I still have some questions in my
mind.
0 – I did not understand the lesson. I believe I still need more information or exercises
to perform to understand the lesson fully well.

How well did you accomplish the tasks below? 3 2 1 0

1. Explain the concept of contemporary issue
2. Analyze the importance of having awareness
regarding contemporary issues in society
and the world
3. Identify primary and secondary sources, as
well as statements of fact, opinions, biases,
inferences, generalizations, and conclusions
when investigating contemporary issues
4. Effectively analyze and evaluate evidence,
arguments, claims, and beliefs

15
B. Enumerate your answers to each question about this lesson.
1. What important concepts have you learned from this lesson?
__________________________________________________________________
__________________________________________________________________
2. What else would you like to know and learn?
__________________________________________________________________

?
__________________________________________________________________

How can we promote awareness of and

involvement in finding solutions to contemporary
issues in our country and the global community?

A. Choose one from the three activities below and answer the question.
Activity 1 Activity 2 Activity 3
Create a poster that Write a jingle on how we Write an essay on how we
encourages the youth to can promote awareness can promote awareness
promote awareness and and involvement in finding and involvement in finding
involvement in finding solutions to contemporary solutions to contemporary
solutions to contemporary issues in our country and the issues in our country and the
issues in our country and the global community. global community.
global community.

B. Use the criteria below to assess your performance in the activity.

Criteria
Message The message is very significant and correct.
Clarity The message is presented very clearly.
Style The style and materials used are appropriate to the topic/message.
Presentation The work is presented artistically.
Relevance  The data and ideas are very relevant and meaningful.

16
 Lesson 2

Natural Disasters: Risk Reduction and Management

In this lesson, you are expected to do

the following:
• explain the types of natural disasters Different parts of the world, including
experienced in one’s community and our country, experience natural disasters
country; every year. Natural disasters cause massive
• relate the activities and decisions of damage to our lives, properties, and
people to the occurrence of natural environment.
disasters; List some natural disasters that you
• determine preparations needed during have personally experienced or witnessed.
natural disasters; Can you name ways on how we can avoid
their harmful effects?
• identify government agencies
responsible for the safety of the Where and When
Types of Natural
citizens during natural disasters;
Disasters
• appraise the need for discipline and
cooperation between citizens and the
government during natural disasters;
• solve different kinds of non-familiar
problems in both conventional and
innovative ways; and
• utilize multiple media and
technologies, and know how to judge
their effectiveness and assess their
impact.
What did you experience?

Values:
Promote safety
Preparedness for natural disasters How can we avoid their harmful effects?
Discipline and cooperation between
citizens and the government during
natural disasters

17
 ?
Natural disasters are adverse events that
result from natural processes of Earth such as
How can we reduce damages
typhoons, floods, earthquakes, landslides,
caused by natural disasters?
volcano eruptions, storm surges, tsunamis,
and other geologic processes. They can
cause massive damage to the environment,
properties, health, and lives of people in the
community. Every year, numerous natural
disasters occur in the Philippines.

Earthquake Damage Flood Volcanic Eruption

Types of Natural Disasters in Our Country
Ø Our country experiences extreme
weather conditions such as the El Niño
phenomenon. It is a phenomenon
caused by warm ocean surface water
temperature that develops in the
central and east-central equatorial
Pacific. The countries affected by El
Niño experience severe drought that
causes economic problems, especially
in agricultural countries. The opposite
of El Niño is called La Niña. During
La Niña, the ocean surface water
temperature cools and causes intense
rainfall and floods. Countries in the
Pacific experience El Niño and La Niña.

Effect of El Niño Effect of La Niña

18
Ø A typhoon typically
forms over large bodies
of relatively warm
water. Our country is
surrounded by large
bodies of water, so it
is prone to experience
typhoons. Typhoons
and monsoon rains are
abundant throughout
the country. About 19
to 30 typhoons occur
yearly, except when the
El Niño phenomenon
occurs. Most of the
typhoons occur during
the months of May
to October because
the Philippines lies in
the path of typhoons
coming from the
Marianas region and the
Caroline Islands in the
Pacific. These typhoons
mostly follow a westerly
direction. As they come
closer to the Philippines,
most of them change
course and veer to a
northwesterly direction,
hitting Luzon and
Visayas. The places that Source: http://vm.observatory.ph/images/CW_
suffer most because hires/hist_typhoon.jpg
of typhoons are the
provinces of Quezon, Cagayan, and the Batanes Islands on the northernmost part of
Luzon. Since large bodies of water surround our country, there is a high risk of having
tsunamis, storm surges, or tidal waves on its coast.
Ø Our country is prone to experience storm surges because it is surrounded by large bodies
of water. Here are some information about storm surges from DOST-PAGASA and the
Presidential Communications Development and Strategic Planning Office (PCDSPO).

What is a storm surge?

A storm surge is the abnormal increase of water level in seashores when a
storm nears coastal lines.

19
 What causes a storm surge?
It is caused by strong
winds brought by the low
pressure at the eye of the
storm. These winds push
seawater, which leads to its
accumulation and abnormal
increase in water level
heading to the shores. Storm Surge

Who are susceptible to storm surges?

Being a littoral country, the Philippines is one of the countries most
susceptible to the danger posted by a storm surge because of its very long
coastlines. Areas near the shore are most prone to being hit by a storm surge.
People a couple of kilometers away may also be hit depending on the elevation
of their area (lowlands are easier to get affected than highlands). A storm surge
will have no effect if the shore is steep.
Source: http://www/gov.ph/crisis-response/storm-surges/

Ø Flooding is frequent in low-lying areas quarrying. Another cause of landslides

in our country. This may be caused by is the cutting of trees in forests, which
a strong typhoon, sudden and intense destroy the roots that hold the soil.
rain, or heavy and prolonged rainfall. Ø Of the approximately 200 volcanoes in
Overflowing and clogging of canals, the Philippines, twenty-four of them
rivers, and various waterways can also are active. Volcanic eruptions can cause
cause it. Another thing that makes severe loss of lives and properties.
it worse is the denudation of forests Here are some active volcanoes in our
because there are no more roots that
country.
absorb rainwater or block its flow.
Strong typhoons can also
bring flashfloods. These are
experienced in some cities of our
country. One example is Typhoon
Ondoy in 2009 that brought
flashfloods and caused severe
damages to the environment and
people.
Ø Landslides occur in different
parts of our country. They may
occur when there is heavy and
continuous rainfall in high places,
volcanic eruptions, or earthquakes.
Volcanic Eruption
They are also brought about by
Source: dost.gov.ph photo

20
 Active Volcanoes in the Philippines
Luzon
Mayon, Albay Kanlaon, Negros Oriental
Taal, Batangas
Pinatubo, Zambales
Banahaw, Quezon
Bulusan, Sorsogon
Iriga, Camarines Sur
Ø Earthquakes cause tremors in our country
every year. Their intensity range from 1 to
10 on the Richter Scale, 10 being the highest
and would have the most widespread
devastation on a very large area, but it has
never been recorded. A strong earthquake
can cause severe damage, just like what
happened in Northern and Central Luzon
in 1990 and in Bohol last 2013. Some old
churches and buildings collapsed and the
land parted at some places.
Geohazard Mapping
The Department of Environment and
Natural Resources (DENR) has generated
geohazard maps to indicate which areas are
prone to natural danger or natural disasters.
It provides information about the high-risk
areas so that the residents can be prepared
should their residential areas be within the
designated ones. The geohazard map was
done to help people manage and lessen the
negative impact of natural disasters.
Geohazards are naturally occurring
geological phenomena that
pose danger to people’s lives,
properties, infrastructure, and
communities. These include
landslides, flooding, and land
subsidence.
Source: http://www.denr.gov.ph/priority-
programs/geo-hazard-mapping-and-
assessment-program.html
Visayas Mindanao
Matutum, Cotabato
Biliran, Biliran Ragang, Cotabato
Calayo, Bukidnon
Hibok-hibok, Camiguin
An earthquake is a sudden, rapid
shaking of the earth caused by the
breaking and shifting of rock beneath
the earth’s surface. Earthquakes
strike suddenly, without warning,
and they can occur at any time of the
year, day, or night.
Source: http://www.redcross.org/images/
MEDIA_CustomProductCatalog/m4240216_
Earthquake.pdf
Destroyed church after the October 15, 2013,
earthquake; Loon, Bohol, Philippines, Wiki Photo
The DENR distributes books and
materials on how to use the geohazard map.
They also conduct seminars and workshops
for local government officials and public
school teachers to teach them on the
proper use of the geohazard map for public
dissemination.
It aims to preserve and protect human
and animal lives, properties, infrastructure,
and communities by being prepared every
time there is a natural disaster.
21
 According to the DENR, the
following provinces are at high risk
of having earthquakes:
1. Surigao Del Sur
2. La Union
3. Benguet
4. Pangasinan
5. Pampanga
6. Tarlac
7. Ifugao
8. Davao Oriental
9. Nueva Vizcaya
10. Nueva Ecija

Source: http://vm.observatory.ph/images/
Geophys_hires/risk_earthquakes.jpg

Areas Highly at Risk to Typhoons

The areas highly at risk to the
occurrence of tropical depressions, tropical
storms, typhoons, and super typhoons are:
Northern Luzon, Southeastern Luzon, and
Eastern Visayas.

Here are the 20 provinces at risk to typhoons:

1. Cagayan 11. Northern Samar

2. Albay 12. Catanduanes
3. Ifugao 13. Apayao
4. Sorsogon 14. Pampanga
5. Kalinga 15. La Union
6. Ilocos Sur 16. Nueva Ecija
7. Ilocos Norte 17. Pangasinan
8. Camarines Norte 18. Masbate
9. Mountain Province 19. Tarlac
10. Camarines Sur 20. Western Samar Source: http://www.denr.gov.ph/
priority-programs/geo-hazard-mapping-and-
assessment-program.html
22
Areas Highly Susceptible to Flooding
The National Disaster Risk Reduction and Management Council (NDRRMC) had
geohazardmaps prepared. Software applications are used to observe and identify the
movement of water when it rains. The geohazard map helps in identifying the areas of heavy
flooding in various parts of the country. These can help the local governments in planning
their activities to be able to respond in times of natural disaster.

Source: http://www.denr.gov.ph/priority-programs/geo-hazard-mapping-and-assessment-program.html

Check the map on the website below to identify areas highly susceptible to flooding:
http://www.mapcentral.ph/mgb/index.cfm? maptype=Flood&areatype=province

According to the research of National Disaster Risk Reduction and Management Council,
these are the 10 provinces highly susceptible to flooding:
1. Pampanga 6. Bulacan
2. Nueva Ecija 7. Metro Manila
3. Pangasinan 8. North Cotabato
4. Tarlac 9. Oriental Mindoro
5. Maguindanao 10. Ilocos Norte

23
 Source: http://vm.observatory.ph/images/ Geophys_
hires/risk_eq_induced_landslides.jpg

Provinces that are at risk to earthquake-induced lanslides:

1. Ifugao 6. Bukidnon
2. Lanao Del Sur 7. Aurora
3. Sarangani 8. Davao del Sur
4. Benguet 9. Davao Oriental
5. Mountain Province 10. Rizal

Source: http://www.denr.gov.ph/priority-programs/geo-hazard-mapping-and-assessment-program.html

24
 Source: http://vm.observatory.ph/images/Geophys_hires/ risk_volcanic_eruptions.jpg

Provinces that are at risk to volcanic eruptions: Camiguin and Sulu are the
provinces that are at high
1. Camiguin 6. Sorsogon
risk to volcanic eruption.
2. Sulu 7. South Cotabato Camiguin has the highest risk
3. Biliran 8. Laguna because it is a small island,
4. Albay 9. Camarines Sur while Sulu has the most
number of active volcanoes
5. Bataan 10. Batanes
in its area.

Source: http://www.denr.gov.ph/priority-programs/geo-hazard- Source: http://vm.observatory.ph/

mapping-and-assessment-program.html geophys_maps.html

25

Provinces that are at risk to tsunamis:
1. Sulu 6. Romblon
2. Tawi-Tawi 7. Siquijor
3. Basilan 8. Surigao del Norte
4. Batanes 9. Camiguin
5. Guimaras 10. Masbate
Source: http://www.denr.gov.ph/priority-programs/
geo-hazard-mapping-and-assessment-program.html
26
Tsunamis are a series of enormous
seismic sea waves caused by
underwater earthquake, landslide, or
volcanic eruption. The provinces of
Sulu and Tawi-Tawi have the highest
probability of experiencing tsunami
because they are near the Sulu Trench
and Cotabato Trench. Basilan also
has a high probability of experiencing
tsunami because it is located near
a body of water. The province of
Romblon has been previously affected
by a tsunami.
Source: http://vm.observatory.ph/
geophys_maps.html
 You may go to the websites below to check on the geohazard map of your area. Find out
if it is prone to flooding and other natural disasters.
• http://www.mapcentral.ph/mgb/index.cfm?maptype=Flood&areatype=province
• http://vm.observatory.ph/geophys_maps.html

A. Match the description described in Column A with the type of natural disaster
in Column B. Write the letter of your answer in the box.
A B
1. Shaking of a part of the earth’s surface that often a. earthquake
causes damage to buildings and houses
b. El Niño
2. Sudden flooding that is caused by a heavy storm
or prolonged rains c. tsunami

3. Erosion of the land d. landslide

4. Presence of drought e. flashflood
5. Presence of long and high waves in the ocean f. volcanic eruption

B. Write T on the blank if the statement is correct and F if incorrect.

1. Geohazard maps show the areas where one can evacuate when there is a
____ natural disaster.
2. Geohazard maps were prepared by the National Disaster Risk Reduction
____ and Management Council (NDRRMC).
____ 3. The NDRRMC observes the movement of rainfalls.
____ 4. The geohazard map helps identify areas that are at risk of natural disaster.
5. The local government uses the geohazard map in determining when there
____ will be rainfall and typhoon.
6. Camiguin is the top province at risk to volcanic eruption because of its small
____ area.
____ 7. There are no active volcanoes in the province of Sulu.
____ 8. Some places in our country are at risk of landslides due to earthquakes.
9. Sulu and Tawi-Tawi are the top two provinces that are at risk of tsunami
____ because of denuded forests.
____ 10. Basilan and Romblon have experienced tsunamis.

27
C. Use the Frayer Model below to show your concept of natural disaster. You may
use another sheet of paper for your answer.

Definition/Characteristics Non-characteristics

Natural Disaster
Examples Non-examples

D. Examine the map found on http://www.mapcentral.ph and http://vm.observatory.

ph or you may research on other websites on the Internet where you can get
information.
Investigate the areas in your region, province, or city that have high
probabilities of experiencing the said natural disasters. Record your findings in
the chart below.
Flooding Volcano Eruption

Landslide Tsunami

E. Explain your answer.

1. How can the residents in your community avoid natural disasters?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Are there places in our country that are safe from natural disasters? What
are these places? Why do you say so?
_____________________________________________________________
_____________________________________________________________

28
Activities That Cause and/or Worsen
Natural Disaster
Examine the following:
1. Disposal of waste in waterways – The
disposal of waste along waterways
causes clogging that eventually leads to
flooding.
2. Deforestation – The cutting of trees in
forests causes soil erosion and flooding
in low-lying areas when there is heavy
rain because there are no more roots
that absorb rainwater and hold the soil.
Soil erosion and flooding in low-lying
areas cause severe damage and affect
many people. They destroy houses
and sources of food and livelihood.
Consequently, a lot of people and
animals die.
3. Living around volcanoes – Residents
at the foot of volcanoes are exposed to
danger. When volcanoes erupt, inhaling
toxic gas can be harmful to them and
their pets and animals, while they also
cannot evacuate to a safe place.
4. Living and dumping garbage in the
estero, riverside, or seashore – Houses
block waterways and cause severe
pollution brought about by people
who indiscriminately and improperly
dispose waste matters. Severe pollution
in the environment causes sickness and
eventual death of humans, animals, and
plants.
Garbage at Manila Bay
Source: EMD
5. Depletion of the ozone layer – The ozone
layer gets damaged because of the use
of chemicals like aircon or aerosol spray.
The destruction of the ozone layer
causes global warming which in turn
causes climate change. Climate change
causes death of animals and plants that
cannot cope with the intense heat or
coldness in their habitat. With global
warming, drought and typhoons often
happen in different areas. Glaciers and
ice caps in the Arctic and the Antarctica
also melt, which causes intense rainfall
and flooding in low-lying areas.
The ozone layer is a part of the
stratosphere that receives ultraviolet rays
(UV), which enters our atmosphere from
the sun. As the ozone (O3) is reduced,
there is an inrush of UV rays.
6. Mining and quarrying – These result
in soil erosion or landslides that cause
severe damage to many people. Human
lives are lost. Animals also lose their
habitat and food, and eventually their
lives.
Former mining and
quarrying sites
Source: http://
ngp.denr.gov.ph/
index.php/tree-
seedlings/areas-for-
development1
7. People’s refusal to evacuate dangerous
areas – When people refuse to evacuate
to a safer place during a natural disaster,
they are at risk of getting hurt or killed.
29
Effects of Natural Disasters to our Country Effects of Some Major Natural Disasters
Here are some data from the research of 1. Devastating Typhoons
UNISDR Prevention Web about the number of
Ø Super Typhoon Yolanda
people who lost their lives and the economic
damage in our country from 1980–2010 due (Typhoon Haiyan) – Storm Surge
to natural disasters. Super Typhoon Yolanda (Typhoon
Haiyan), with public storm warning signal
Number of Natural Disasters 363
number 4 hit the Visayas. One of the strongest
Number of People Killed 32,956 typhoons ever recorded in the whole world,it
Average Killed Per Year 1,063 brought severe devastation to the provinces
Cumulative Number of People of Eastern Samar and Leyte on November 8,
116,212,416
Affected 2013. Residents of Palo, Tacloban and nearby
Average affected Per Year 3,748,788 areas experienced storm surge. In Tacloban,
Economic Damage (US$ X the terminal building of Tacloban Airport was
7,417,145 destroyed by a 5.2-m (17 ft) storm surge.
1,000)
Residents from these areas experienced
Economic Damage Per Year
239,263 intense storm surges that caused severe
(US$ X 1,000)
damage to the environment and properties,
Source: UNISDR
and death of thousands of people. Here are

some pictures and facts about it:
The chart below shows the extent
of economic damage caused by natural
Super Typhoon Yolanda
disasters in the country. Among all the
types of natural disasters in the world, the Near Micronesia on November
Formed
3, 2013
typhoon has the highest recorded damage
Struck the
amounting to almost 6 million (US Dollar X November 8, 2013
Philippines
1,000) compared to earthquakes, floods, and
230 km/h (145 mph)
volcanic eruptions. (10 minutes sustained)
Highest winds
(Speed) 315 km/h (195 mph)
(1 minute sustained)
Lowest pressure 895 hPa (mbar) (estimated)
Width 360 miles
Height of storm- 5–7 meters or 15–19 Feet
surge according to PAGASA
Fatalities 6,340 confirmed
Missing 1,061
Injured 28,689
Houses damaged 494,611
Homeless 3 million people

Total cost of Php89.6 billion or

damages $2.05 billion (2013 USD)
Source: UNISDR
Other affected Micronesia, Southern China,
countries and Vietnam
Source: National Disaster Risk Reduction and
Management Council, April 17, 2014

30
 Areas affected by
Super Typhoon
Yolanda (Haiyan)
on November
7, 2013. About
60 provinces,
including the
National Capital
Region were
warned about the
storm.

Source: Yolanda
PSWS Map www.
pagasa.dost.
gov.ph/learning-
tools/public-
storm-warning-
signal

Ø Typhoon Ondoy – Flood

Tropical storm Ondoy (Typhoon Ketsana) is one of the most devastating tropical cyclones
that hit our country. Region I to VI and NCR experienced continuous rains and flooding. In just
six hours, Ondoy released rainfall equivalent to a month’s volume of rain. Its severe rainfall
caused many deaths and extensive destruction of properties in Metro Manila and nearby
provinces on September 26, 2009. The cities of Manila, Marikina, Quezon City, Muntinlupa,
Makati, Pasay, Pasig, Valenzuela, Malabon, and San Juan experienced terrible flooding.

The devastating Typhoon Ondoy

31
 Typhoon Ondoy Ø Typhoon Uring (Tropical Storm
Northwest of Palau on September Thelma) – Ormoc Flashflood
Formed
23, 2009 This typhoon claimed the lives of at least
Struck the
September 26–30, 2009 5,100 people in Ormoc, Leyte. It also brought
Philippines heavy rains and landslides that caused a big
130 km/h (80 mph) blow on the economy of Ormoc City. It is
(10-minutes sustained) also known as one of the strongest tropical
Highest winds
165 km/h (105 mph) cyclones recorded in Philippine history.
(1-minute sustained)
Formed Near the Caroline Islands on
Lowest pressure 960 hPa (mbar)
November 1, 1991
People affected 4.9 million+ Struck the
November 2–7, 1991
Fatalities 747 Philippines
Missing 37 Highest winds 75 km/h (45 mph)
(Speed) (10-minute sustained)
Total cost of
Php11 billion 85 km/h (50 mph)
damages
(1-minute sustained)
Other affected Cambodia, Laos, Vietnam, China,
countries and Thailand Lowest pressure 992 mbar (hPa); 29.29 inHg
Width 360 miles
Source: National Disaster Risk Reduction and
Height of water with
Management Council 10 feet according to PAGASA
mud and debris
Fatalities 5,101 deaths
Missing 3,000 estimated
Houses damaged 14,000
Total cost of damages $27.67 million (1991 USD)
Other affected
Vietnam
countries
Source: National Disaster Risk Reduction and
Management Council

Tropical Storm
Uring (Tropical
Storm Thelma)
approaching the
Philippines on
November 4,
1991

Source: NOAA/
Areas affected by Typhoon Ondoy (Ketsana) Satellite and
Information
Service, http://
www.class.noaa.
Source: PSWS Map – www.pagasa.dost.gov.ph/ gov/
learning-tools/public-storm-warning-signal

32
2. Volcanic Eruptions
Ø Mount Pinatubo Eruption
Mount Pinatubo is in the intersection
of the provinces of Tarlac, Zambales, and
Pampanga. This volcano erupted on June 15,
1991 after more than 600 years of dormancy.
It produced the largest and strongest eruption
in the 20th century. Its explosion reached a
distance of 25–30 kilometers. It even reached
the stratosphere. The width of its explosion
reached 10 kilometers. It spewed volcanic
ash and pyroclastic flow or lahar that harmed
animals, plants, and damaged properties.
Thousands of houses were buried by lahar.
The effect of the volcanic eruption was felt
around the world. Global temperatures
dropped by 0.5°C (0.9°F).
Eruption of Mount Pinatubo (Wiki photo)
Elevation 1,486 meters (4,875 ft)
Type Stratovolcano
3. Disastrous Earthquakes
Ø July 16, 1990 Earthquake in Luzon
The Northern Luzon earthquake that
occurred on July 16, 1990 is one of the most
damaging earthquakes to hit the Philippines.
The earthquake measured 7.8 on the Richter
Scale and claimed the lives of 2,412 people
and injured 864. Buildings and houses with
an estimated worth of Php10 billion were
damaged in the cities of Baguio, Cabanatuan,
Dagupan, San Carlos, and the other towns of
Nueva Ecija, Tarlac, and Pangasinan.
Hyatt Terraces Plaza in Baguio City after the magnitude 7.8
earthquake hit Northern and Central Luzon in July 16, 1990
(PHIVOLCS Photo)
4. Deadly Storm Surges
Here is a report from DOST-PAGASA and
the Presidential Communications Develop-
ment and Strategic Planning Office (PCDSPO).
A storm surge brings widespread
floods which can extend to kilometers
from the seashore, depending on the
shape and height of the wave. Along with
strong waves and forceful winds, a storm
surge can destroy and wash away anything
in its path.
Numerous incidences of destroyed
property and loss of lives at different
seashores of the country have already
been recorded.
• November 1984 – Typhoon Undang
brought a far-reaching devastation
on the homes and properties of the
people living in Basey, Samar.
• September 2011 storm surge –
once again ravaged the coast of
Manila Bay where an enormous
wreckage was brought by the force
of floods, strong winds, and a flush
of waves.
Source: http://www.gov.ph/crisis-
response/storm-surges/
33
 2

A. List down and describe the types of natural disasters that our country experiences.

B. Make a fishbone graphic organizer to show causes and effects of natural disasters.

Explain
C. Provide recommendations or suggestions on how to prevent the causes of man-
made disasters.

D. Explain your answer.

Would you know of any activities of people that aggravate the effects of
natural disasters in your:
a. community?
________________________________________________________
________________________________________________________
b. country?
________________________________________________________
________________________________________________________

34
Preparing for Natural Disasters
We cannot prevent the occurrence
of natural disasters, but we can institute
ways to lessen their impact on our lives and
properties.
To be able to prepare the people for the
rain, the Philippine Atmospheric, Geophysical,
and Astronomical Services Administration
(PAGASA) issued guidelines
that can help in alleviating
its harmful effects, especially
when there is a strong
typhoon with heavy rains. PAGASA logo
Here are the storm signal warnings:
Storm
Winds (km/h)
Signal No.
1 30–60
2 61–120
3 121–170
4 171–220
5 more than 220
PSWS #1
Winds of 30–60 kilometers per hour (kph)
are expected within the next 36 hours with
intermittent rains. Be prepared. Trading may
continue just like an ordinary day. Public and
private pre-school and kindergarten classes
in the affected areas shall be automatically
cancelled or suspended.
PSWS #2
Winds of 61–120 kilometers per hour
(kph) are expected within the next 24 hours.
Some tree branches may be tilted with few
others broken and other structures of light
materials may be partially damaged. Classes
in pre-school, kindergarten, elementary, and
high school (including Senior High School) in
all public and private schools are suspended.
Secure your home and property.
Storm Warnings
Ø The Philippine Atmospheric, Geophy-
sical, and Astronomical Services Admi-
nistration–Department of Science and
Technology (PAGASA–DOST) issues
Public Storm Warning Signals (PSWS) to
inform the public of the strength of an
upcoming tropical cyclone or typhoon.
The intensity of the storm depends on its
maximum sustained winds, not on the
amount of rainfall it brings. The “eye”
or center of strong tropical cyclones has
very little wind and rain but its eyewall,
or the area surrounding contains the
storm’s strongest winds, has.
Impacts of the Wind
No damage to very light damage
Light to moderate damage
Moderate to heavy damage
Heavy to very heavy damage
Very heavy to widespread damage
PSWS #3
Winds of 121–170 kilometers per hour (kph)
are expected within the next 12–18 hours. People
should stay indoors or move to safer areas. Classes in
all levels are suspended.
PSWS #4
Very strong winds of more than 171–220 kph
are expected within the next 12 hours. They are very
dangerous. There is a need to evacuate to a safe
place if there is an imminent threat of landslide or
overflowing rivers in the area and bring about heavy
to very heavy damage.
PSWS #5/Super Typhoon
Very strong winds of more than 220 or more
kph are expected within the next 12 hours. It is
extremely dangerous. There is a need to evacuate
to a safe place as the winds are expected to bring
more than 3-meter storm surges and very heavy to
widespread damage in coastal areas.
35
 Here are the rainfall advisories, classification, and measurement from PAGASA.

Source: http://www.gov.ph/how-to-make-sense-of-pagasas-color-coded-warning-signals/

Flood Alerts
Under the heavy rainfall warning
system, a yellow rainfall advisory is raised
when the expected rainfall amount is
between  7.5 mm and 15 mm within one
hour and is likely to continue.
Communities given this advisory
are advised to be aware of the weather
condition and warned that flooding may be
possible in low-lying areas.
The orange rainfall advisory is raised
in areas where rainfall is between 15 mm
and 30 mm within one hour. Flooding is a
definite threat in communities under the
orange alert.
A red rainfall advisory is issued when
downpours constitute an emergency. This
is raised when observed rainfall is more
than 30 mm within one hour or if heavy
rainfall has continued for the past three
hours and is more than 65 mm.
When PAGASA raises a red warning,
communities should be prepared to
respond. It means serious flooding is seen
and that residents should be ready to
evacuate to safety.
Source: http://www.gov.ph/how-to-make-sense-of-
pagasas-color-coded-warning-signals/

Here is the website, Twitter username, Facebook page, and

the contact numbers of the NDRRMC for more information.
• Website: ndrrmc.gov.ph
NDRRMC logo
• Twitter: @NDRRMC_Open
• Facebook: http://www.facebook.com/pages/Ndrrmc-Opcen/103742183037609
• NDRRMC hotlines: (02) 911-1406, (02) 912-2665, (02) 912-5668, (02) 911-5061 to 64

36
Typhoon Preparedness Guide
Ø What to do BEFORE a typhoon:
1. Find out the safety advisory. Listen to
the radio or watch the television to find
out the latest news or advisories on the
progress of the typhoon.
2. Prepare a flashlight, candle, battery-
powered radio and extra batteries, and
matches or a lighter.
3. Prepare an emergency kit. (For
more information, log on to http://
www.redcross.org/images/MEDIA_
CustomProductCatalog/m4340160_
Hurricane.pdf)
4. Use plastic to protect important
documents and things.
5. Develop an emergency plan. Determine
evacuation routes from the house,
office, or school to find a higher ground.
Practice where you would go and how
you would get there.
6. Inspect your house and make sure
that everything is in good condition,
especially the roof. Install straps to
securely fasten the roof to the beams.
Make sure also that the windows are
durable enough against strong winds.
7. Trim the trees and shrubs around your
home so that they are more wind
resistant. Trim the leaves of plants such
as banana and papaya and provide
support to prevent them from falling
completely or from breaking their
branches.
8. If you are living in a low-lying and
flood-prone area, evacuate to a higher
ground.
9. Bring in anything that can be picked up
by the wind (bicycles, lawn furniture).
10. Close windows, doors, and hurricane
shutters. If you do not have hurricane
shutters, close and board up all windows
and doors with plywood.
11. Turn the refrigerator and freezer to the
coldest setting and keep them closed as
much as possible so that food will last
longer if the power goes out.
12. Turn off propane tanks and unplug
appliances.
13. Fill your car’s gas tank.
14. Learn about your community’s typhoon
response plan. Plan routes to local
shelters. Register family members with
special medical needs as required and
make plans for your pets to be cared for.
15. Evacuate if advised by authorities. Be
careful to avoid flooded roads and
washed out bridges.
Rescue during a natural disaster
Ø What to do DURING a typhoon:
1. Listen to the radio or watch the
television for the latest news about the
typhoon.
2. Make sure an emergency kit is ready.
Have it wrapped in plastic to avoid
getting wet. Be ready to evacuate to a
safer place.
3. Store some water for future needs.
4. Close or secure all doors and windows.
Put away items that can easily be blown
away by the winds.
5. Beware of the typhoon. There will be
times when there are no winds and the
surroundings are calm. This can mean
the eye of the storm is just passing by.
After some time, the winds and stronger
rains will be back.
37
6. Avoid going out of the house. Should
there be a need to evacuate to a safe
place, bring the emergency kit and
make sure that the gas tank and main
power switch of the house are off.
Ø What to do AFTER a typhoon:
1. Listen to the radio or watch TV for the
latest news on whether the typhoon has
already left the country. Don’t go out of
the house until the announcement of
the typhoon’s exit from the country has
become official.
2. Beware of live electric wires in the
streets. Do not enter damaged
buildings. cautious when cleaning up to avoid
3. Stay alert for extended rainfall and
subsequent flooding even after the
typhoon or tropical storm has ended.
4. If you evacuated, return home only
when officials say it is safe.
5. Drive only if necessary and avoid
flooded roads and washed-out bridges.
Storm Surge Preparedness Guide
38
6. Keep away from loose or dangling
power lines; report them immediately
to the power company.
7. Stay out of any building that has water
around it.
8. Inspect your home for damage.
9. Use flashlights in the dark. Do NOT use
candles.
10. Avoid drinking or preparing food with
tap water until you are sure it is not
contaminated.
11. Check refrigerated food for spoilage. If
in doubt, throw it out.
12. Wear protective clothing and be
injury.
13. Watch animals closely and keep them
under your direct control.
14. Use the telephone only for emergency
calls.
Source: http://www.redcross.org/
images/MEDIA CustomProductCatalog/
m4340160_Hurricane.pdf
Source: http://
www.gov.ph/crisis-
response/storm-
surges/
Ø Keep in mind as individuals:
1. Listen and follow the officials; follow
weather updates from PAGASA and
other assisting government agencies via
the radio, television, or Internet.
2. Be ready for the possibility of evacuating
to a more elevated area or evacuation
center even before the storm surge
happens. Always be calm and composed.
Prepare and bring the following with
you: clothes, food and water, first-aid
kit, flashlight, and battery-operated
radio.
3. Evacuate to a more elevated place. Keep
at least a 500-m distance from a flat
coast if the storm will pass directly your
area, which will cause a storm surge in
your community.
4. Before evacuating, search the house
and fix its weak parts. Tightly close the
windows and turn off the electrical main
switch. Place your important belongings
to a high place.  7. Store supplies and other household
Ø Keep in mind as communities:
1. Devise an evacuation plan; study all the
aspects of disaster preparedness.
2. Conduct disaster drills for the members
of your community that will instill
familiarity to actual situations during
times of calamity.
3. Have a precise and systematic procedure
on collecting belongings, evacuation,
guidelines of rescue operations, and
other relief and rehabilitation actions.
Source: http://www.gov.ph/crisis-response/storm-surges/
Floods and Flashflood Preparedness
Guide 3. If you find it necessary to evacuate, move
Ø What to do BEFORE the flood:
1. See http://www.mapcentral.ph/mgb/
index.cfm?maptype=Flood&areatype=
province to learn if your place is prone
to floods. Study your surroundings.
2. Get the news or the announced
warnings for your place. Listen to the
radio or watch the television to know
the latest from PAGASA about flooded
areas.
3. Know the flood warning system in your
community and be sure that your family
knows it.
4. Be ready with your emergency kit.
Keep a stock of food which requires
little cooking and refrigeration; electric
power may be interrupted. Keep a
transistorized radio and flashlight with
spare batteries, emergency cooking
equipment, candies, matches, and first-
aid kit handy in case of emergency.
5. Designate an evacuation area for the
family and livestock.
6. Get to know the safest way to the
evacuation center or the high and safe
ground. Plan where to transfer your
pets and other animals before the flood.
effects above expected flood water
level.
8. Securely anchor weak dwellings and
items.
9. Inform other relatives where you intend
to evacuate to assure them of your
safety. Put off the main switch of your
house and gas tank before leaving your
house.
Ø When WARNED of flood:
1. Watch for rapidly rising flood waters.
2. Listen to your radio for emergency
instructions.
to a safe area before access is cut off by
flood waters. Follow the advice of your
Barangay Disaster Coordinating Council
(BDCC) to avoid getting in danger when
it is time to evacuate before the water
rises in your area.
39
4. Store drinking water in containers.
Water service may be interrupted.
5. Move household belongings to upper
levels.
6. Get livestock to higher ground.
7. Turn off electricity at the main switch in
the building before evacuating, and also
lock your house.
Ø What to do DURING the flood:
3. Do not eat food and drink water until
they have been checked for flood water
contamination.
4. Report broken utility lines (electricity,
water, gas, and telephone) to appropri-
ate agencies authorities.
5. Do not turn on the main switch or use
appliances and other equipment until
they have been checked by a competent
electrician.

1. Avoid areas subject to sudden flooding.
2. Beware of places submerged in water.
Avoid them if you are not sure of their
depth. Do not attempt to cross rivers of
flowing streams where water is above
the knee.
3. Beware of water-covered roads and
bridges. Do not cross a flooded area,
river, or stream when the current is
strong. Also avoid water coming from
the mountains. You are likely to get
swept by the waters.
4. Forbid children to play in flooded areas
and sewage/drainage systems.
5. Make sure that your drinking water is
safe. If unsure, boil the water before
drinking.
6. Avoid unnecessary exposure to the
elements.
7. Do not go swimming or boating in
swollen rivers.
8. Eat only well-cooked food. Protect
leftovers against contamination.
9. Drink clean or preferably boiled water
ONLY.
6. Consult health authorities for immuni-
zation requirements.
7. Do not go in disaster areas. Your
presence might hamper rescue and
other emergency operations.
Source: http://www.pagasa.dost.gov.
ph/index.php/learning-tools/705-
learning-tools#flood-safety-rules
Preparedness Guide for Landslide
There are no warnings for landslides or
soil erosion. Landslides are also referred to as
mudslides or mudflows. When an earthquake
strikes and when there are aftershocks, the
shaking of the earth serves as a warning for
possible landslides. When there are torrential
rains, water-soaked soil can also cause
landslides.

Ø What to do AFTER the flood:

1. Re-enter the dwellings with caution
using flashlights, not lanterns or
torchers. Flammables may be inside.
2. Be alert for fire hazards like broken
wires.
Landslide
40
 A landslide happens swiftly, and there
would not be enough time to evacuate. To
avoid severe damage due to landslide; here
are some things that can be done:
Ø What to do BEFORE a landslide:
1. Pinpoint and avoid dangerous places.
Landslides generally happen in areas
where they have occurred in the past.
Learn about your area’s landslide risk.
See http://vm.observatory.ph/images/
Geophys_hires/risk_eq_induced_land-
slides.jpg. Avoid building a house or any
structure in places where there is high
risk of landslide, such as a mountainside
or its lower areas.
2. Plan what to do in times of natural
disasters like landslides. Identify places
where it is safe in case of an evacuation.
Talk to everyone in your household
about what to do if a landslide occurs.
Create and practice an evacuation plan
for your family.
3. Learn about local emergency response
and evacuation plans.
4. Assemble and maintain an emergency
preparedness kit.
5. Become familiar with the landforms
where you live and find out the risks for
landslides in that area.
6. Watch the patterns of stormwater
drainage on slopes near your home,
especially where runoff water
converges. Debris flows and other
landslides on roadways are common
during rainstorms.
7. Plant trees in your area. The roots of
trees help in preventing soil erosion.
Avoid cutting or burning trees. Report
illegal logging to the authorities.
Ø What to do DURING a landslide or if it
is likely to occur:
1. If you suspect imminent danger,
evacuate immediately. Inform affected
neighbors if you can, and contact your
public works, fire, or police department.
2. Listen for unusual sounds that might
indicate moving debris, such as trees
cracking or boulders knocking together.
3. If you are near a stream or channel,
be alert for any sudden increase or
decrease in water flow and notice
whether the water changes from clear
to muddy. Such changes may mean
there is debris flow activity upstream,
so be prepared to move quickly.
4. Be especially alert when driving—watch
for collapsed pavement, mud, fallen
rocks, and other indications of possible
debris flow.
5. If you are ordered or decide to evacuate,
take your animals or pets with you.
Consider a precautionary evacuation of
large or numerous animals as soon as
you are aware of impending danger.
During Severe Storms:
1. Stay alert and awake. Many deaths
from landslides occur while people are
sleeping.
2. Listen to local news stations on a
battery-powered radio for warnings of
heavy rainfall.
3. Consider leaving if it is safe to do so.
Ø What to do AFTER a landslide:
1. Stay away from the slide area until local
officials say it is safe to enter.
2. Listen to local stations on a portable,
battery-powered radio for the latest
emergency information.
41
3. Watch for flooding—floods sometimes
follow landslides and debris flows.
4. Check for injured and trapped persons
and animals near the slide, without
entering the slide area.
5. Help people who require special
assistance.
6. Look for and report broken utility lines
to appropriate authorities.
7. Check your home’s foundation and
surrounding land for damage.
8. Replant damaged ground as soon
as possible because erosion caused
by loss of ground cover can lead to
flashflooding.
Source: http://www.redcross.org/images/
MEDIA_CustomProductCatalog/m4340164_
Landslide.pdf
Preparedness Guide for an Earthquake
Earthquakes do not have warnings. They
suddenly happen. Here are some guidelines
on how to minimize their effects:
Ø What to do BEFORE an earthquake:
Plan
1. Become aware of fire evacuation and
earthquake plans for all of the buildings
you occupy regularly.
2. Pick safe places in each room of your
home, workplace and/or school. A safe
place could be under a piece of furniture
or against an interior wall away from
windows, bookcases, or tall furniture
that could fall on you.
3. Practice how you can drop, cover, and
hold on in each safe place. If you do not
have sturdy furniture to hold on to, sit
on the floor next to an interior wall and
cover your head and neck with your
arms.
4. Keep a flashlight and sturdy shoes by
each person’s bed.
42
5. Make sure your home is securely
anchored to its foundation.
6. Bolt and brace water heaters and gas
appliances to wall studs. Bolt bookcases,
china cabinets, and other tall furniture
to wall studs. Hang heavy items, such as
pictures and mirrors, away from beds,
couches, and anywhere people sleep or
sit. Brace overhead light fixtures. Install
strong latches or bolts on cabinets.
Large or heavy items should be closest
to the floor.
7. Learn how to shut off the gas valves in
your home and keep a wrench handy
for that purpose.
8. Learn about your area’s seismic building
standards and land use codes before
you begin new construction.
9. Keep and maintain an emergency sup-
plies kit in an easy-to-access location.
Source: http://www.redcross.org/images/
MEDIA_CustomProductCatalog/m4240216_
Earthquake.pdf
Ø What to do DURING an earthquake:
Stay calm and alert. Do not panic.
If you are inside when the shaking starts…
1. Drop, cover, and hold on. Move as little
as possible.
2. If you are in bed, go beside the bed.
Protect your head with a pillow.
3. Stay away from windows to avoid being
injured by shattered glass.
4. Stay indoors until the shaking stops and
you are sure it is safe to exit. If you must
leave the building after the shaking
stops, use the stairs rather than an
elevator in case there are aftershocks,
power outages, or other damage.
5. Be aware that fire alarms and sprinkler
systems frequently go off in buildings
during an earthquake, even if there is
no fire.
If you are outside when the shaking starts…
1. Find a clear spot and drop to the ground.
Stay there until the shaking stops (away
from buildings, power lines, trees, and
streetlights).
2. If you are in a vehicle, pull over to a
clear location and stop. Avoid bridges,
overpasses, and power lines if possible.
Stay inside with your seatbelt fastened
until the shaking stops. Then, drive
carefully, avoiding bridges and ramps
that may have been damaged.
3. If a power line falls on your vehicle, do
not get out. Wait for assistance.
4. If you are in a mountainous area or near
unstable slopes or cliffs, be alert for
falling rocks and other debris. Landslides
are often triggered by earthquakes.
5. The sea should also be avoided, and
you should evacuate to a higher ground
because of the risk of tsunami.
6. If you are in a moving vehicle, stop and
go out of the vehicle. Do not attempt to
pass on a bridge, underpass, tunnel, or
flyover.
Source: http://www.redcross.org/images/
MEDIA_CustomProductCatalog/m4240216_
Earthquake.pdf
https://marikinanews.files.wordpress.
com/2012/02/lindol-2.png
Ø What to do AFTER an earthquake: Be
prepared for aftershocks
After an earthquake, the disaster may
continue. Expect and prepare for potential
aftershocks, landslides, or even a tsunami.
Tsunamis are often generated by earthquakes.
1. Each time you feel an aftershock,
drop, cover, and hold on. Aftershocks
frequently occur minutes, days,
weeks, and even months following an
earthquake.
2. Stay out of damaged buildings.
3. Check yourself for injuries and get first
aid, if necessary, before helping injured
or trapped persons. Help people who
require special assistance, such as
infants, children, and the elderly or
disabled.
4. Look quickly for damage in and around
your home and get everyone out if your
home is unsafe.
5. Listen to a portable, battery-
operated or hand-cranked radio for
updated emergency information and
instructions.
6. Check the telephones in your home or
workplace and make brief calls to report
life-threatening emergencies.
7. Look for and extinguish fires. Fire is
the most common hazard after an
earthquake.
8. Clean up spilled medications, bleach,
gasoline, or other flammable liquids
immediately.
9. Open closet and cabinet doors carefully
as contents may have shifted.
10. Watch out for fallen power lines
or broken gas lines and stay out of
damaged areas.
Earthquake Damage
43
11. Keep animals under your direct control.
12. If you were away from home, return
only when authorities say it is safe to do
so. Use extreme caution and examine
walls, floors, doors, staircases, and
windows to check for damage.
13. If there is a need to leave the house,
leave a message where you are going.
Bring an emergency kit.
Source: http://www.redcross.org/images/
MEDIA_CustomProductCatalog/m4240216_
Earthquake.pdf
https://marikinanews.files.wordpress.
com/2012/02/lindol-2.png
Preparedness Guide for Volcanic Eruption
5. Keep handy a pair of goggles and a
dust mask for each member of your
household in case of ashfall.
6. Prepare an emergency lamp to be
used if there is power outage and a
fire extinguisher to put out a small fire
immediately.
7. Keep and maintain an emergency
supplies kit in an easy-to-access
location.
8. Develop an evacuation plan for volcanic
eruptions and make sure all members
of your household know and practice it.
Assign exit points and safe evacuation
areas where everyone goes to in times
of a natural disaster.

Ø What to do BEFORE a volcanic eruption:

The Philippine Institute of Volcanology
and Seismology (PHIVOLCS) prohibits people
living in areas four to six kilometers away
from the top of an active volcano. If there
is a plan to build a house at the foot of a
volcano, lowland areas where boiling lava or
lahar might flow should be avoided. It is also
suggested to plant trees and avoid cutting
them off because these can block flowing
lava or lahar.
1. Listen to the radio or watch the
television to know the latest updates
about volcanic or seismic activities and
prepare for possible volcanic eruption
and landslides.
2. Follow the advisory of the local
government regarding the need for Erupting volcano
evacuation caused by the impending
volcanic eruption.
3. Take note of the contact numbers of Ø What to do DURING avolcanic eruption:
individuals or agencies that can help in 1. Move quickly. Do not panic.
times of a natural disaster.
2. Follow properly the steps of the
4. Participate in emergency drills for earthquake drill (Example: sound the
earthquake and volcanic eruption alarm, respond immediately, evacuate in
to learn the things to be done when an orderly way, and make a headcount).
disaster happens.

44
 a. If there is an earthquake, go be-
side a bed or under a sturdy desk
and hold on to it until the shaking
stops. If you are outdoors, stay
away from trees, power lines, and
concrete structures. If you are in a
car, stop in a safe place and then
get out.
b. Stay away from landmass that may
collapse or erode because of an
earthquake or volcanic eruption.
c. Do not use the elevator.
d. Ask help from the authorities if
needed.
3. Listen to a local station report on a
portable, battery-operated radio or
television for updated emergency
information and instructions.
4. Although it may seem safe to stay at
home and wait out an eruption, if you
are in a hazard zone, doing so could
be very dangerous. The best way to
stay safe is to take the advice of local
authorities and PHIVOLCS, especially
if they are asking you to evacuate
immediately.
5. If indoors, close all window, doors, and
dampers to keep volcanic ash from
entering.
6. Bring animals and livestock into closed
shelters to protect them from breathing
volcanic ash.
7. If outdoors, take shelter indoors. Your
safest place is indoors, away from
various hazards.
8. Stay out of designated restricted zones.
Effects of a volcanic eruption can be
experienced many miles from a volcano.
9. Stay in areas where you will not be
further exposed to volcanic eruption
hazards.
10. Avoid low-lying areas, areas downwind
of the volcano, and river valleys
downstream of the volcano. Debris and
ash will be carried by wind and gravity.
11. Cover your nose with a damp cloth
if there is ashfall. Wear a dust mask
designed to protect against lung
irritation from small particles. Protect
your eyes by wearing goggles.
12. If there is intense ashfall, remove the
thick ashes on the roof of the house so
that it will not break or crash.
13. If someone is injured, immediately give
first aid and look for a doctor or nurse
who can help. Do not move a person
who just suffered an injury, especially if
it is in the neck, head, or back.
Ø What to do AFTER a volcanic eruption:
1. If you are in a safe place already or in an
evacuation center, wait for the advisory
if you can go back home.
2. Make sure that the structure of your
home is sound and safe.
3. Check your water supply and make sure
that it is odorless and clear. Boil it for
10–15 minutes before drinking.
4. Stay indoors and away from volcanic
ashfall areas if possible. The fine, glassy
particles of volcanic ash can cause/
increase the health risks.
• Whether you are indoors or out-
doors:
1. Wear a dust mask designed to
protect against lung irritation
from small particles.
2. Protect your eyes by wearing
goggles. Wear eyeglasses,
not contact lenses.
3. Keep as much of your skin
covered as possible.
45
 • When it is safe to go outside:
1. Clear roofs of ashfall. Ash
is very heavy and can
cause buildings to collapse,
especially if made wet by
rain. Exercise great caution
when working on a roof.
2. Avoid driving in heavy ashfall.
Driving will stir up volcanic
ash that can clog engines
and stall vehicles. Abrasion
can damage moving parts,
including bearings, brakes,
and transmissions.
Source: http://www.redcross.org/images/MEDIA_
CustomProductCatalog/m4340166_volcanoes.pdf
Preparedness Guide for a Tsunami
Ø What to do BEFORE a tsunami:
1. Know the height of your street/location
above sea level and the distance of your
street from the coast or other high-risk
waters. Evacuation orders may be based
on these numbers.
2. Plan evacuation routes from your home,
school, workplace, and other places
you could be where tsunamis present a
risk. If possible, pick areas 100 feet (30
Damage
done by a
tsunami
46
meters) above sea level or go as far as 2
miles (3 kilometers) inland, away from
the coastline. If you cannot get this
high or far, go as high or far as you can.
You should be able to reach your safe
location on foot within 15 minutes.
3. Practice your evacuation routes.
Familiarity may save your life. Be able
to follow your escape route at night and
during inclement weather. Practicing
your plan makes the appropriate
response more of a reaction, requiring
less thinking during an actual
emergency.
4. If you are a tourist, familiarize yourself
with local tsunami evacuation protocols.
You may be able to safely evacuate to
the third floor and higher in reinforced
concrete hotel structures. Keep and
maintain an emergency supplies kit in
an easy-to-access location.
• If you are in a coastal area and
feel an earthquake that lasts 20
seconds or longer:
1. Drop, cover, and hold on. You
should first protect yourself
from the earthquake.
2. When the shaking stops,
gather members of your
household and move quickly
 to higher ground away from
the coast. A tsunami may be
coming within minutes.
3. Avoid downed power lines
and stay away from buildings
and bridges from which
heavy objects might fall
during an aftershock.
• What to do during a tsunami
watch:
1. Listen to a local station on a
portable, battery-operated
radio or television for updated
emergency information and
instructions.
2. Locate household members
and review evacuation plans.
Be ready to move quickly if a
tsunami warning is issued.
Ø What to do DURING a tsunami warning:
1. If you hear an official tsunami warning
or detect signs of a tsunami, evacuate at
once.
2. Take your emergency preparedness kit.
Having supplies will make you more
comfortable during the evacuation.
3. Take your pets with you. If it is not safe
for you, it’s not safe for them.
4. Get to higher grounds as far inland as
possible. Watching a tsunami could put
you in grave danger. If you can see the
wave, you are too close to escape it.
Ø What to do AFTER a tsunami:
1. Continue listening to a local radio or
television station for the latest updates.
2. Return home only after local officials
tell you it is safe. A tsunami is a series
of waves that may continue for hours.
Do not assume that after one wave the
danger is over. The next wave may be
larger than the first one.
3. Check yourself for injuries and get first
aid as needed before helping injured or
trapped persons.
4. If someone needs to be rescued, call
professionals with the right equipment
to help. Many people have been killed
or injured trying to rescue others.
5. Help people who require special
assistance—infants, elderly people,
those without transportation, people
with disabilities, and large families
who may need additional help in an
emergency situation.
7. Avoid disaster areas. Your presence
might interfere with emergency
response operations and put you at
further risk from the residual effects of
floods.
8. Use the telephone only for emergency
calls.
9. Stay out of any building that has water
around it. Tsunami water can cause
floors to crack or walls to collapse.
10. Be cautious when re-entering buildings
or homes. Tsunami-driven floodwater
may have damaged buildings where you
least expect it. Carefully watch every
step you take.
11. To avoid injury, wear protective clothing
and be cautious when cleaning up.
12. Watch animals closely and keep them
under your direct control.
Source: http://www.redcross.org/
images/MEDIA_CustomProductCatalog/
m4340167_Tsunami.pdf
47
 3

A. Identify each as described.

1. This is an advisory issued by PAGASA to inform

the public of the strength of an upcoming tropical
cyclone or typhoon for people to prepare.
2. It is raised in areas that may experience rainfall
between 15 mm and 30 mm within one hour.
3. It is raised when downpours constitute an emergency
and observed rainfall is between 30 mm and 65 mm.
4. It is raised when the expected rainfall amount is
between 7.5 mm and 15 mm and is likely to continue.
5. The agency that aims to help in alleviating its harmful
effects, especially when there is a strong typhoon
with heavy rains.
B. In general, what should you do to prepare and avoid a natural disaster? Record
it in the chart below.
Before a Natural Disaster During a Natural Disaster After a Natural Disaster

Explain
C. Natural disasters cause serious problems in many parts of the world, including
our country. What solutions can you suggest to solve this problem? Complete
the problem–solution organizer.

Problem Solution

48
 D. Explain your answer.
1. Why do people get injured and lose their lives every time there is a natural
disaster?
___________________________________________________________
2. How can the citizens and government help each other to effectively deal
with/manage the negative effects of natural disasters?
___________________________________________________________
3. How can one recover after being a victim of a natural disaster?
___________________________________________________________

Risk Prevention Caused by Natural Disasters

Planning and implementation of activities is
managed by the National Disaster and Risk Reduction
and Management Council (NDRMMC). This agency was
established as the lead agency in preparing for and
responding to natural disasters in the country.

The Goals of Disaster Risk Mitigation:

1. Implement building codes and infrastructure design to withstand the onslaught of
any natural disaster;
2. Plan orderly and sustainable use and management of land, including the reduction
or prevention of construction on the seismic fault lines, coastal regions prone to
typhoons and storm surges, and near rivers that easily get flooded; and
3. Disseminate information about natural disasters.

Structural Measures for Disaster Risk
Reduction
The implementation of structural
measures is the traditional approach to
avert damages caused by natural disasters.
It focuses on quality construction and the
use of efficient proper engineering practices.
This includes: designing of transportation
and electrical power systems that can
withstand earthquakes and typhoons,
burying transmission lines underground for
protection from hurricanes, and building of
dikes and dams to minimize floods. Other
measures implemented to solve the flood
problems include: construction of floodways
and spillways, improvement of drainage
systems, and dredging of rivers.
Non-structural Measures for Disaster Risk
Reduction
Non-structural measures do not focus
on the design and physical construction of
structures. Instead, the activities done to
reduce disaster risk are: efficient planning and
management of land use, implementation of
zoning ordinances and building codes, public

49
education and training, and coastal and
mountain reforestation.
People Planting Trees
Non-structural measures and activi-
ties can be performed not only by the gov-
ernment, but also by private corporations
and non-government organizations (NGOs).
These can help developing countries like the
Philippines because they usually require min-
imum funding.
Although there are government agen-
cies that prepare for and respond to natural
disasters, their activities are often focused
only in saving people and extending assis-
tance during natural disasters. Diligence in
attending to the creation and implementa-
tion of rules and regulations regarding the
proper use of land, construction of well-
designed infrastructures according to the
building code, and ardent dissemination of
information to the public about the impor-
tance of being well-prepared for natural dis-
astersis sadly lacking.
Some government agencies play
significant roles in preparing and responding
to natural disasters. These government
agencies work together to ensure the safety
of citizens. Here are some of them:
DSWD – Department of Social Welfare
and Development
DILG – Department of Interior and
Local Government
50
DepEd – Department of Education
DOH – Department of Health
DENR – Department of Environment
and Natural Resources
DPWH – Department of Public Works
and Highways
PNP – Philippine National Police
DOTC – Department of
Transportation and
Communications
MMDA – Metro Manila Development
Authority
Ø Department of Social Welfare and
Development (DSWD) or Kagawaran
ng Kagalingang Panlipunan at
Pagpapaunlad (KKPP) – It is responsible
for government programs that serve
the poor and the needy. It helps the
disadvantaged population, homeless
families, disabled, and marginalized
persons through social work. When
there is a natural disaster, it provides
service and assistance to
the affected communities.
It spearheads government
relief operations.
Ø Department of Interior and Local
Government (DILG) or Kagawaran ng
Interyor at Pamahalaang Lokal (KIPL)
– It manages local government units
such as barangays, municipalities, cities,
and provinces. It oversees the local
government by providing the budget
and promoting peace and
order in the municipalities,
cities, and provinces by
implementating laws and
ordinances in these areas.
Ø Metropolitan Manila Development
Authority (MMDA) or Pangasiwaan
sa Pagpapaunlad ng Kalakhang
Maynila (PPKM) – Created to provide
direct service to Metro Manila or NCR
residents. It gives real-time road travel
conditions in Metro Manila and aids in
flood control. According to R. A. 7924,
among its duties are:
• formulation and implementation
of policies, standards, programs,
and projects for an integrated flood
control, drainage, and sewerage
system.
• formulation and implementation of
programs, policies, and procedures
to achieve public safety,
especially preparedness,
for preventive or rescue
operations during times of
natural disasters.
Ø Department of Education (DepEd)
or Kagawaran ng Edukasyon – It is in
charge of providing education in our
country. It manages the education of
elementary, high school, and tertiary
levels of all public and private schools
in the country. When there is an
approaching natural disaster, public
schools are often used as
temporary shelter of affected
residents. It also provides
updates on announcements
on class suspensions.

Source: http://www.mmda.
gov.ph/index.php/12-legal-
matters/118-irr-of-ra-7924
A school turned into evacuation center

In Schools
The Department of Education enjoined all
private and public schools in the Philippines to hold
emergency drills as part of disaster preparedness.
Also, the disaster preparedness is directly taught in
schools as part of their curriculum. Some schools
require their teachers, students, and staff to bring an
emergency kit.
Earthquake drill in school

Ø Department of Health (DOH) or Kagawaran ng Kalusugan (KNKL) – It holds the overall

responsibility over the health of Filipino citizens as it provides programs for disease
control and prevention of communicable diseases such as cholera, measles, and other
infectious diseases. It also gives free medicine and takes care of the
sick and disseminates information to keep citizens healthy, especially
during natural disasters.

51
Ø Department of Public Works and
Highways (DPWH) or Kagawaran ng
Pagawaing Bayan at Lansangan (KPBL)
– It undertakes major infrastructure
projects such as national roads,
bridges, dikes, and other
government infrastructures
damaged during floods
or earthquakes and other
natural disasters.
Ø Department of National Defense
(DND) or Kagawaran ng Tanggulang
Pambansa (KTP) – It maintains peace
and order in our country. It protects
the safety of the citizens against crimes
such as kidnapping, robbery, theft, and
more. Its soldiers help in
evacuation and rescue of
people and safeguarding
their properties during
natural disasters.
Ø Department of Environment and
Natural Resources (DENR) or
Kagawaran ng Kapaligiran at Likas na
Kayamanan (KKLK) – It protects the
environment and natural resources of
the country. It prohibits illegal activities
that can destroy our environment
such as cutting of trees, kaingin or cut-
and-burn farming, dynamite fishing,
indiscriminate mining and quarrying,
dumping of garbage, and other activities
that cause pollution. It implements
programs for the sustainable
development of our forests and
marine life, and preservation of natural
resources. During a natural
disaster, this department
helps in the restoration
and rehabilitation of the
environment.
52
Ø Philippine Atmospheric, Geophysical,
and Astronomical Services Adminis-
tration (PAGASA) or Pangasiwaan ng
Palingkurang Atmosperiko, Heopisikal,
at Astronomikal ng Pilipinas – The
services of this department include
weather forecasting and giving of
tropical cyclone warnings. It reports
about the strength of the wind, amount
of rainfall, and path of typhoons. It also
gives warning about possible volcanic
eruptions and tsunamis. It provides
information on the scope of lava and
lahar reach during a volcanic eruption
in order to warn and allow
people living around the
volcano to evacuate. All of
these are done to protect
the lives and properties of
the people.
Ø Philippine Coast Guard – The Philip-
pine Coast Guard is an agency under
the Department of Transportation and
Communications that enforces mari-
time safety, security, and
search- and-rescue opera-
tions. It provides  sea travel
advisories and  updates on
seaport operations.
Ø Civil Aviation Authority of the
Philippines – The Civil Aviation
Authority of the Philippines (CAAP) is
an agency under the Department of
Transportation and Communications
tasked to implement policies on civil
aviation. It provides reports
on air travel operations and
concerns.
 For crisis response during natural disasters, information, and resources from the
government, visit: http://www.gov.ph/crisis-response/government-information-during-natural-
disasters/.

A. Identify government agencies responsible for the safety of the citizens during
natural disasters. Write the letter of the government agency on the blank. Choose
your answer from the box.

a. MMDA e. Disaster Risk Mitigation i. DepEd

b. DOTC f. NDRMMC j. DOH
c. DND g. DSWD k. DENR
d. DILG h. DPWH

������������ 1. Was created to provide direct service to Metro Manila or

NCR residents
������������ 2. Aims to prevent the harmful effects of natural disasters
������������ 3. In charge of the development of the basic education in our
country
������������ 4. Was established to prepare and respond to natural
disasters experienced in the country
������������ 5. Undertakes major infrastructure projects such as national
roads, bridges, and dikes or levees damaged during floods
or earthquakes
������������ 6. Protects the safety of the citizens against crimes such as
kidnapping, robbery, theft, and more
������������ 7. Holds the overall technical authority in promoting the
health of Filipino citizens and provides programs for
disease control and prevention of infectious diseases
������������ 8. Manages the local government units by providing
the budget and promoting peace and order in the
municipalities
������������ 9. Responsible for government programs that serve the
society, especially the poor
������������ 10. Gives free medicine and care for the sick and dissemina-
tion of information to keep the citizens healthy

53
B. How do some government agencies respond to the needs of Filipinos in times
of disaster? Write on the chart the effective ways that each government agency
contributes during disasters.
Government Before a Disaster During a Disaster After a Disaster
Agency

C. What are the effects of good governance in times of a natural disaster? Complete
the graphic organizer below.
The Government in the Midst of a Natural disaster
Role Effect

D. What are the similarities and differences between the structural and non-structural
measures to reduce risk disaster? Use a Venn diagram to present your answer.

Explain
E. Explain your answer.
1. Why do we have to identify disaster preparedness measures?
______________________________________________________________
______________________________________________________________

54
 2. Do different government agencies cooperate for the reduction of risks during
times of natural disasters? How?
______________________________________________________________
______________________________________________________________
3–4. How can the citizens and the government show discipline and cooperation
during times of natural disasters?
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. Is there any connection between the activities and decisions of the people
in the occurrence of natural disasters? Prove your answer by citing at least
two evidences.
______________________________________________________________
______________________________________________________________

Every year, natural disasters such as
typhoons, floods, landslides, earthquakes,
and volcanic eruptions are experienced in the
Philippines.
Disaster preparedness is the respon-
sibility not only of the government but also
of each citizen. Some government agencies
are tasked to institute policies, programs,
and activities for risk reduction during
natural disasters to keep citizens and the
environment safe. As responsible citizens,
we need to know what we should do before
a natural disaster, while it is happening and
after it had happened.
Our government and people provide
structural and non-structural measures to
achieve this goal.

For more information about this topic, log on to www.rexinteractive.com to

access the Student’s Space in the website.

55
A. Complete the graphic organizer.

Natural Attributes Effects Prevention/

Disaster Solution

B. Examine each statement. Write T if correct and F if incorrect.

������� 1. Staying on the roof or high places is the best thing to do during a disaster.
������� 2. Reinforcing building structures is one way of preparing for a natural
disaster.
������� 3. It is good to store a lot of food at home as a way to prepare for a natural
disaster.
������� 4. It helps to have an emergency drill in preparation for a natural disaster.
������� 5. Heavy objects should be placed in high places at home.
������� 6. You should avoid panicking or being anxious during natural disasters.
������� 7. During natural disasters, the elderly should be the last to evacuate.
������� 8. A response assessment should be made immediately after a disaster
assistance activity.
������� 9. First aid to an injured person should only be administered by a nurse or
doctor.
������� 10. Disaster preparedness is the primary function of the government.

C. What will you do in each situation?

1. While riding a jeep, you felt the tremors of an earthquake.
__________________________________________________________________
2. You are on the third floor of a mall when you hear the fire alarm.
__________________________________________________________________
3. You learned that there will be a typhoon in the next two days.
__________________________________________________________________

56
 4. Some people are throwing their trash in the creek in your area.
__________________________________________________________________
5. There are big cracks on the walls of your home.
__________________________________________________________________

D. How can you show discipline and cooperation during a natural disaster? Complete the
graphic organizer below.

Natural Disaster
Risk Reduction

E. Observe the people in the barangay and create an oral/written documentary of activities
that worsen and/or solve the natural disaster problems.
F. Describe the role of the government in preparing and responding to natural disasters.

On a scale of 1 to 10, rate the activities of the government in responding to natural

disasters. Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

57
G. Discuss your answers fully.

1. Can we stop natural disasters from happening?

__________________________________________________________________
__________________________________________________________________
2. Which of these natural disasters may be prevented? Why?
__________________________________________________________________
__________________________________________________________________
3. What are the good effects of having discipline and cooperation during a natural
disaster?
__________________________________________________________________
__________________________________________________________________
4. Why should the government and citizens cooperate, especially in times of a natural
disaster?
__________________________________________________________________
__________________________________________________________________

A. Put a check () in the column that shows your performance in these activities.
The following are the criteria:
Criteria:
3 – I understand the lesson fully well and can impart my learnings to others.
2 – I understand but I cannot do it alone.
1 – I understand some portions of the lesson, but I still have other questions
in my mind.
0 – I did not understand the lesson. I believe I still need more information
or exercises to perform to understand the lesson fully well.

How well did you accomplish the tasks below? 3 2 1 0

1. Explain the different types of natural disasters
experienced in the community and country.
2. Connect the activities and decisions of people with
experiencing natural disasters
3. Determine preparation needed in averting natural
disasters
4. Identify government agencies responsible for the safety
of the citizens during natural disasters

58
 5. Appraise the need for discipline and cooperation
between citizens and the government during natural
disasters.
6. Solve different kinds of non-familiar problems in both
conventional and innovative ways
7. Utilize multiple media and technologies, and know how
to judge their effectiveness and assess their impact

B. Enumerate the things you have learned and you still want to learn.
1. What important concept have you learned from this lesson?
__________________________________________________________________
__________________________________________________________________
2. What else would you like to know and learn?
__________________________________________________________________

?
__________________________________________________________________

How can we reduce damages

caused by natural disasters?

A. Choose one from the three activities below and answer the question.
Activity 1 Activity 2 Activity 3
Make an infomercial or Create a brochure on Conduct an interview with your barangay
slide presentation on how to reduce damages official and ask what activities can be done to
how to reduce damages caused by natural reduce damages caused by natural disasters.
caused by natural disasters. Write a report based on the information you
disasters. have gathered from the interview.

B. Use the criteria to assess your performance in the activity.

Criteria
Message The message is very significant and correct.
Clarity The message is presented very clearly.
Style The style and materials used are appropriate to the topic/message.
Presentation The work is presented artistically.
Relevance  The data and ideas are very relevant and meaningful.

59
 Lesson 3

Climate Change and Environmental Problems

In this lesson, you are expected to:

• explain the political, economic, and
social effects of climate change;
Climate has a great impact on our
• discuss the various programs, environment and on the way we live. During
measures, and policies of the the past decade, the world’s climate has
government and international been continuously changing, such that it has
organizations about climate change; caused major changes in many aspects of our
• evaluate the impact of climate change lives.
on the environment, society, and
people’s livelihood in the country and
in the world;
• discuss different ways of solving the
problem of climate change;
• identify the environmental problems in
the community;
• discuss the measures of the
government in dealing with
environmental problems in the
community;
• make a case study about the causes
and effects of environmental problems
in the community; and
• take individual and collective action Do you know the effects of climate
toward addressing environmental change on the following? Write them in the
challenges (e.g., participating in boxes below.
global actions, designing solutions Effects of Climate Change
that inspire action on environmental
issues). People:

Values: Environment:
Protecting the environment
Cooperation
Discipline Economy:

60
 ? How can we help mitigate climate change?

Climate change is one of the issues

with a huge impact on various parts of the
world. Climate change causes change in the
length and cycles of the rainy season, and the
intensity and frequency of rain falls. It brings
about calamities such as heat waves, drought,
violent storms, and devastating floods that
cause sickness or death and destruction of
the environment. It has disastrous effects in
our ecosystem. Climate change has effects to
our lives and environment.

Causes of Climate Change emitted many and different greenhouse

According to climatologists, the causes
of climate change can be classified into two:
the effects of the sun and effects of human
activities. The earth receives heat from the
sun. Sunlight carries energy that warms up
the earth. The sun is the source of all energy,
heat, and light; living things need it to survive.
A big part of it is directly reflected back to the
atmosphere and to space.
Climatologists believe that human
activities contribute to the rise in temperature
of the world which cause climate change.
This is because of many human activities
that increase carbon dioxide and other
greenhouse gases. Greenhouse gases keep
the earth warm like carbon dioxide, methane,
nitrous oxide, hydrofluorocarbons, and
others. Greenhouse gases are water vapor
emitted by machines and factories that go
into our environment and the atmosphere.
This produces greenhouse effect on the
earth. The intensification of global warming
is estimated to have started around the end
of 18th century at the onset of the Industrial
Revolution. The use of coal and steam
engines, modern machines, and factories
gases.
As human population grows, the
amount of activities to respond to their
needs increases. These activities cause the
worsening of pollution and the increase in the
concentration of natural and synthetic gases
in the atmosphere. In response to people’s
needs and the development of science and
technology, the burning of fossil fuel such as
coal, oil, and natural gas increases. This is the
reason for the increasing concentration of
greenhouses gases in our environment and
atmosphere.
Based on a study made by scientists
from 1906 to 2005, the overall temperature
of the world continuously increased. It is
estimated that this will continue in the next
decades especially if people do not find ways
to slow it down.
The Greenhouse Gases
Based on researches, the gases that
accumulate in the atmosphere prevent some
of the heat from radiating back out into space
and serve as a thick enclosure that causes the
61
earth’s temperature to rise. The greenhouse
gases that make the earth warmer caused by
climate change are:
• Water vapor – This is the most
abundant gas in our atmosphere
that causes cloud formation,
precipitation that brings rain, and
controls the intensified heat in the
atmosphere. The increase of water
vapor in the atmosphere leads to
warmer temperature on the earth.
• Carbon Monoxide (CO) and
Carbon Dioxide (CO2) – These
come from natural process like the
breathing of humans and animals,
and volcanic eruptions. These are
also formed during the burning
of fossil fuels like oil, coal, and
natural gas to operate vehicles,
factories, and power plants.
Many human activities in-
crease the concentration of car-
bon dioxide in our environment
and atmosphere such as the cut-
ting of trees, deforestation, and
the use of fossil fuels. The amount
of carbon dioxide in our atmos-
phere has increased more than
three times since the Industrial
Revolution (18th century).
• Chlorofluorocarbon (CFC) – This is
a chemical that damages the ozone
layer of Earth. Chlorofluorocarbons
are used as refrigerants,
aerosol propellants, and many
more. Refrigerants are used in
airconditioners, the automotive
industry, the chemical/
pharmaceutical industry, and
the food industry because they
are nontoxic and nonflammable,
and they easily evaporate and
condense. Since it was found to
be harmful to our ozone layer,
its production and use has been
strictly prohibited. Many countries
62
have agreed to stop its production
since 1992.
• Methane – This is formed from
the natural processes in the
environment such as organic
materials like garbage, manure,
and rice straw. It is said that
the greenhouse effect of this
gas is more severe than carbon
dioxide even though it has less
concentration in our atmosphere.
Human activities also contribute
to its increase in the atmosphere.
• Nitrous oxide – This is formed from
the use of commercial and organic
fertilizers, biomass burning, fossil
fuel combustion, and nitric acid
production.
Effect of Climate Change on Humans
Global climate change has harmful
effects on humans. It threatens people’s
health. Most affected are the poor, disabled,
children, older people, and those who live in
areas with a large population and those near
the sea.
Some of the harmful effects of extreme
heat on our health are: sunburn, blisters,
skin cancer, and heat stroke that can be
fatal to humans. Typhoons or heavy rains
and flashfloods that occur cause the death
of people. Crops also get damaged, which
causes food shortage and consequently leads
to human malnutrition or weaker immune
system. There is also an increase in number
of incidence of diseases such as:
• allergy caused by pollution;
• malaria and dengue because of the
increase in mosquito population;
• leptospirosis from floodwater
contaminated with rat urine;
• respiratory system diseases
caused by pollution and changing
weather; and
 • abdominal pain, diarrhea,
and cholera due to drinking of
contaminated water and food.
Effects on Agriculture and Environment
Global warming causes changes in the
weather system that bring drought, floods,
coral reef destruction, sickness, and death of
plants and animals.
Crops or plants have their own needs to
develop and grow. Climate change has a big
impact on the temperature and water supply.
Extremely hot weather has harmful effects
on crops. It causes drought and lack of water
supply that is needed for planting or farming.
During heavy rains and typhoons, flashflood
and soil erosion occur that damage crops.
Erosion
When there is an increase in
temperature, there is an increase of insects
and pests that damage crops. The life cycles
of plants and animals are also altered because
of climate change. Some plants begin to grow
and bloom early when cold or rainy seasons
become longer than hot or dry seasons,
these changes have different impacts on
animals. They alter the animals’
hibernation pattern and make them
wake up earlier from their slumber.
The animals’ migration pattern also
changes. They need to find suitable
places to live. This often happens
to animals in North America. Polar
bears that live in cold areas like the
Arctic will not have a place anymore
to live if there is a continuous rise in the
environment’s temperature and ice melts.
Warmer waters can cause coral bleaching
and even its death. The loss of coral reefs will
reduce habitats for many sea creatures.
According to expert environmentalists,
if global warming continues, many plants and
animals around the world will become extinct
in just a hundred years. If this happens, it will
also adversely affect the other remaining
plants and animals. The food chain will
collapse completely and will cause the death
of plants and animals.
Effects on the Economy
Climate change has an impact on the
daily activities of the people and on the
economy of the country and the world.
When there is drought, agriculture
slows down in production due to
water shortage. There are more forest
fires due to excessive heat. When the
climate in cold and icy places where
people go for relaxation, skiing, and
ice-skating becomes hotter, business
and other livelihood opportunities for
entrepreneurs in those places would
decline.
During warmer weather, there
is more demand for electricity production
because of the increase in consumption
and more frequent use of electric fans and
air conditioners. To meet this demand,
more fossil fuels are burned, which increase
greenhouse gasses in the atmosphere.
As the demand for energy rises, so does
the payment for their use increases. Along
Hydropower
63
with this is the rise in the cost of services and
goods. On the other hand, people’s incomes
do not increase such that they find it hard to
buy what they need. In such a situation, fewer
consumers buy goods. This affects business
as well as the economy in the country and in
the world.
A. Complete the word puzzle below.
1
4
5
Down
1 – The period in our history when
people started to use more modern
machines and factories
2 – The average temperature of the
earth’s atmosphere gradually
increases
3 – Gases that make the earth warmer
4 – Scientists who study weather and
climate
64
El Niño is more frequent because of
climate change. The seawater level in low-
lying areas also increases due to climate
change. Homes, buildings, and businesses on
the coastline are at risk for storm surges and
tsunamis.
3
Across
5 – A chemical that damages the ozone layer
of the world and is used as refrigerants,
aerosol propellants, and many more
6 – The northern part of Earth where ice,
icebergs, and glaciers melt due to global
warming
7 – Gas in our atmosphere which forms cloud
formations and blocks the intense heat of
the sun
8 – Level of hotness and coldness that we feel
in our climate and environment
B. Create a graphic organizer that shows the cause and effect of climate change on
humans and animals.

C. Climate change causes energy problems. Develop a timeline to illustrate this.

D. Draw a situation or place in your community that shows the effects of climate
change. Describe your drawing by identifying the changes.

Explain
E. Assess the effects of climate change in our country. Put a check () in the column
that best describes its impact on the following and explain why.
Effects of climate Not
Severe Less Severe Your Explanation
change on— Harmful

1. your family

2. your barangay

3. our country

4. the world

65
 F. Explain your answer.
1. Why is it said that human activities increase the greenhouse effect on Earth?
_____________________________________________________________
_____________________________________________________________
2. What is the most severe environmental problem in your community?
_____________________________________________________________
_____________________________________________________________
3. How can you contribute to the prevention of climate change?
_____________________________________________________________
_____________________________________________________________

Government Policies and Programs on Our government launched a project to

Climate Change
There is a widespread campaign around
the world to mitigate climate change and
its adverse effects. There are data available
that show the effect of climate change to our
health, food, and jobs.
According to the record of National
Statistics Coordination Board, many Filipinos
remain poor because of calamities that
damage their livelihood and homes. According
to the National Disaster Risk Reduction and
Management Council (NDRRMC), 3 million
people lost their homes due to Typhoon
Yolanda. The NDRRMC has also recorded
a total of almost 90 billion pesos’ worth of
damage that includes properties, products,
and infrastructure because of Typhoon
Yolanda.
Effects of Typhoon Yolanda in Tacloban
66
address the problem of climate change. Our
Congress of the Philippines passed Republic
Act 9729 or Local Climate Change Action Plan
(LCCAP) in 2009. This led to the establishment
of the Climate Change Commission, which
focuses on carrying out programs to avert
climate change. Some of these programs
include: the National Framework Strategy
on Climate Change (2010–2012) (NFSCC) and
the National Climate Change Action Plan. In
2012, RA 9729 was amended by RA 10174
to further strengthen and reinforce the
programs and action plans against climate
change.
The Climate Change Act of 2009 (CCA)
was signed by then President Benigno Aquino
III in 2011. It aims to prevent and alleviate
the harmful effects of climate change, and to
ensure safety of their area and its residents.
In line with the National Climate Change
Action Plan (NCCAP), Local Climate Change
Action Plan included these:
I. Food Security
II. Water Sufficiency
III. Ecological and Environmental
Stability
IV. Human Security
V. Climate-smart Industries and
Services
VI. Sustainable Energy
VII. Knowledge and Capacity
Development
 The action plan of NCCAP is clearly of each citizen is essential so government
outlined from the year 2011 to 2028 (18 years officials will implement the programs that will
or three terms of three elected presidents of solve the harmful effects of climate change.
our country in the future). The cooperation

Legal Mandate of Climate Change Commission (CCC)

The Philippine Congress passed the Republic Act 9729 or
Climate Change Act of 2009 as a response to climate change issues.
It was amended by RA 10174. Here are some of its provisions:

 Republic of the Philippines

Congress of the Philippines
Metro Manila

Republic Act No. 10174

An Act Establishing the People’s Survival Fund to Provide Long-Term Finance
Streams to Enable the Government to Effectively Address the Problem of Climate
Change, Amending for the Purpose Republic Act No. 9729, Otherwise Known as
the “Climate Change Act of 2009”, and for Other Purposes

SEC. 9. Powers and Functions of the Commission. – The Commission shall have the
following powers and functions:
(a) Coordinate and synchronize climate change programs in consultation with
national government agencies and other stakeholders;
(b) Formulate a Strategic Framework on Climate Change to serve as the basis for
a program for climate change planning, research and development, extension,
and monitoring of activities on climate change;
(c) Exercise policy coordination to ensure the attainment of goals sat in the
strategic framework and program on climate change;
(d) Recommend legislation, policies, strategies, programs on and appropriations
for climate change adaptation and mitigation and other related activities;
(e) Recommend key development investments in climate-sensitive sectors such
as water resources, agriculture, forestry, coastal and marine resources,
health, and infrastructure to ensure the achievement of national sustainable
development goals;
(f) Create an enabling environment for the design of relevant and appropriate
risk-sharing and risk-transfer instruments;
(g) Create an enabling environment that shall promote broader multi-stakeholder
participation and integrate climate change mitigation and adaptation;
(h) Formulate strategies for mitigating GHG emissions, anthropogenic sources
and enhance removal by sinks;

67
 (i) Coordinate and establish a close partnership with the National Disaster
Risk Reduction and Management Council in order to increase efficiency and
effectiveness in reducing the people’s vulnerability to climate-related disasters;
(j) In coordination with the Department of foreign Affairs, represent the Philippines
in the climate change negotiations, constitute and lead the Philippine panel of
negotiators to the UNFCCC and the formulation of official Philippine positions
on climate change negotiation issues, and decision areas in the international
negotiation arena;
(k) Formulate and update guidelines for determining vulnerability to climate
change impacts and adaptation assessments and facilitate the provision of
technical assistance for their implementation and monitoring;
(l) Coordinate with local government units (LGUs) and private entities to address
vulnerability to climate change impacts of regions, provinces, cities and
municipalities;
(m) Facilitate capacity building for local adaptation planning, implementation
and monitoring of climate change initiatives in vulnerable and marginalized
communities and areas;
(n) Promote and provide technical and financial support to local research
and develop merit programs and projects in vulnerable and marginalized
communities and areas;
(o) Oversee the dissemination of information on climate change, local
vulnerabilities and risks, relevant laws and protocols and adaptation and
mitigation measures;
(p) Establish a coordination mechanism with the concerned government
agencies and other stakeholders to ensure transparency and coherence in the
administration of climate funds taking into consideration the official Philippine
position in international negotiations;
XXX

Source: http://www.gov.ph/2012/08/16/republic-act-no-10174/

International Policies Regarding Climate the climate change issue. The results of this
Change action are the United Nations Framework
Currently, the United Nations Convention on Climate Change (UNFCCC) and
spearheads some programs related to climate the Kyoto Protocol.
change. One of its objectives is to reduce the
greenhouse gas emissions in the world. This
is because in any part of the world, there is
a rapid increase of this harmful gas in the air.
Thus, the United Nations endeavors to ensure
the collaboration and agreement of different
countries to work together in addressing

68
 Under the leadership of the United
Nations, international meetings and
agreements on the issue of climate change
were held. The World Meteorological
Organization (WMO) and United Nations
Environment Programme (UNEP) established
the Intergovernmental Panel on Climate
Change (IPCC) in 1988. This is a group of
experts who assess information produced
worldwide relevant to the understanding of
climate change. After the first assessment
report released by IPCC, UN General
Assembly established the Intergovernmental
Negotiating Committee for a Framework
Convention on Climate Change, and the UN
Framework Convention on Climate Change
(UNFCCC) was created in May 1992. The
goal of reducing the emission of greenhouse
gases by the year 2000 was formed in the
said convention. Among the agreements
developed are the Asia Pacific Partnership
and the agreements under G8 that started
their summit in Gleneagles, United Kingdom
in 2005.
During the UN Climate Change
Conference in Paris, which occurred from 30
November to 11 December 2015, ministers
from 196 countries met and moved for the
adoption of the Paris Agreement. Here are
some of its provisions:

Recognizing that climate change represents an urgent and potentially irreversible

threat to human societies and the planet and thus requires the widest possible
cooperation by all countries, and their participation in an effective and appropriate
international response, with a view to accelerating the reduction of global greenhouse
gas emissions,
Also recognizing that deep reductions in global emissions will be required in
order to achieve the ultimate objective of the Convention and emphasizing the need
for urgency in addressing climate change,
Acknowledging that climate change is a common concern of humankind,
Parties should, when taking action to address climate change, respect, promote, and
consider their respective obligations on human rights, the right to health, the rights
of indigenous peoples, local communities, migrants, children, persons with disabilities
and people in vulnerable situations and the right to development, as well as gender
equality, empowerment of women and intergenerational equity, …
Emphasizing with serious concern the urgent need to address the significant gap
between the aggregate effect of Parties’ mitigation pledges in terms of global annual
emissions of greenhouse gases by 2020 and aggregate emission pathways consistent
with holding the increase in the global average temperature to well below 2°C above
pre-industrial levels and pursuing efforts to limit the temperature increase to 1.5°C
above pre-industrial levels, …

Source: https://unfccc.int/resource/docs/2015/cop21/eng/l09r01.pdf

Learn more about the latest agreement Climate Change, which was signed in Paris
between different nations regarding Climate on 12 December 2015 at: https://unfccc.int/
Change. See the Paris Agreement under the resource/docs/2015/cop21/eng/l09r01.pdf
United Nations Framework Convention on

69
 Although many agreements have
already been formed at the international
level, the fulfillment of the programs and
policies still depends on the regional or
national level. There is a need for concrete
action from the leaders of each country.
Environmental Problems in the Community
1. Air Pollution
We have severe air pollution
in our environment such as carbon
dioxide, methane, nitrous oxide, hydro-
fluorocarbons, sulfur dioxide, and
others. This is due to the use of fossil
fuels. This is also a major problem in
major cities such as Metro Manila. The
carbon dioxide emitted by vehicles adds
up to this. Chemical plants and factories
producing PVC, metal, and plastic also
contribute to air pollution. The use of
pesticides and herbicides in agriculture
is also a factor.
2. Water Pollution
Garbage, dirty water, and toxic
chemicals from houses, factories,
plants, hospitals, and mining sites go to
the waterways such as creeks, canals,
rivers, and build up in lakes, seas, and
oceans. Fishes and other organisms are
poisoned and eventually die. Humans
will have the same fate if this continues
to happen. There is now a decline in
natural water resources. We will also
lose sources of clean water in the long
run.
3. Land Pollution
Land pollution happens due to the
toxic chemicals from trash and mine
tailings. The common landfills also
cause toxic chemicals in the ground.
Land pollution is usually seen in the
following:
a. Garbage Problem
Garbage or waste disposal is
a big problem in our community
70
and in different parts of the
world. There are two kinds of
waste: biodegradable and non-
biodegradable. These may come
from households or industrial
wastes. Trashes from factories
and hospitals are considered
as industrial wastes. Every time
garbage is being burned, the air
gets dirty and polluted. When
trash is being dumped on vacant
land, some toxic chemicals go
directly to the land and flow to the
water that is used for drinking or
for irrigation of a plantation.
b. Mining
Toxic metals like lead, cad-
mium, and mercury are present
all around us because of mining.
These metals cause neurological
diseases in children and adults.
Aside from this, mining is also the
cause of air pollutants such as
sulfur dioxide and nitrogen oxide.
4. Risk of Losing Different Types of
Animals and Plants
Many different types of animals
and plants are already in danger of
extinction because of climate change.
Many have lost their usual habitat
and could not adapt to the change in
climate.
5. Deforestation
Mining and deforestation
Deforestation is primarily caused
by indiscriminate logging and kaingin
(slash-and-burn). The government has
long prohibited these illegal activities,
but a lot of people still do them.
Deforestation causes soil erosion.
6. Population Growth
There is a high demand for natural
resources because of population
growth. The overuse and exploitation of
natural resources cause the destruction
in the ecosystem of our environment.
e. Walk or use a bicycle when going
to nearby destinations. Use fuel-
efficient vehicles, electric vehicles,
or solar-powered vehicles.

Ways to Help in Solving the Problem of

Climate Change
There are different ways that can help
prevent climate change. Here are some:
1. Plant Trees and Plants
A solar-powered car
Trees help reduce carbon dioxide
in our environment. Plant trees to have
a natural shade that can make the place 3. Use of Alternative Energy
cooler. a. Solar energy is created from
2. Reduce Use of Energy sunlight or heat from the sun. This
type of energy does not produce
We continuously use energy in our greenhouse gases. Here are some
houses, schools, and offices. A large part ways to use solar energy:
of the energy we use every day comes
from fossil fuels, which contributes to – Photovoltaic cells – convert
greenhouse gas emissions. There are sunrays into electricity as
modern technologies nowadays that used in solar calculators or
consume less energy. Here are some watches
suggestions on how to save energy: – Solar thermal power –
a. Turn off the lights, air conditioner, collection of sun’s heat in the
fan, computer, television, radio, solar panels or solar thermal
or any appliances and electronic power plant; the heat from
gadgets that are not being used. the sun becomes steam that
is used to produce electricity
b. Use energy-efficient lights such
as compact fluorescent light (CFL) – Solar heating – heat from the
and light-emitting diodes (LED) sun is used for drying clothes,
because they need less energy salt production, drying of
than incandescent lights. salted fish, and others
c. Conserve water – a lot of energy
is needed to purify water and to
bring it to our homes and other
places. Water conservation leads
to energy conservation.
d. Use insulation – A good insulation
for houses or buildings lessens
the need for heating and air
conditioning. Geothermal plant

71
b. Geothermal Energy
Geothermal energy is the
heat from hot springs and from
beneath the earth’s surface. This
is then turned into electricity by a
geothermal power plant.
c. Hydropower
Energy from water is
renewable because it is naturally
replenished. This can be converted
into electricity by:
– Hydroelectric dam – energy
from rivers
– Wave power – energy from
ocean surface waves using a
special type of buoy
– Tidal power – energy from
tides using a turbine while
the waves come and go along
the seashores
d. Wind Energy
Large turbines can produce
enough alternative energy for
the people in the provinces. It
can also provide electricity for
telecommunication. Some of
these can be seen in Ilocos Norte
and Rizal province.
4. Avoid Burning Garbage
Burning garbage, especially
plastics and polystyrene, increases
the concentration of toxic gases in the
environment and atmosphere.
5. Keeping the Environment Clean
Clean the environment to prevent
pollution. The pollution contributes to the
greenhouse gases in the environment.
6. Recycle Waste Materials
Recycling disposable objects
and waste materials helps in energy
conservation. It also helps in preserving
our natural resources as well as in
reducing garbage.
7. Avoidg Using Plastic Materials and
Poisonous Chemicals
Avoid the use of plastic, non-
recyclable, and nonbiodegradable
materials since they do not dissolve
and only clog waterways. They also get
eaten by animals and cause deaths.
Avoid the use of poisonous chemicals
because they get into waterways,
causing disease and death to humans,
animals, and plants.

A. Identify the causes of environmental problems. Write the letter of your answer
in the blank.
��� 1. Increase in the number of vehicles that a. Land pollution
emit carbon dioxide
b. Water pollution
��� 2. Throwing toxic chemicals on waterways
c. Garbage problem
��� 3. Expansion of mining sites and the increase
d. Air pollution
of heavy metals such as lead and mercury
e. Deforestation
��� 4. Continuous logging and kaingin in forests
f. Population growth
��� 5. Increase in the number of families and the
need for natural resources

72
B. Make a chart that shows the human activities that solve or worsen environmental
problems. Write it below.

C. What is the main goal of the Climate Change Commission of the government and its
activities and agencies to address the issue of climate change? Use an appropriate
graphic organizer to show this.

D. Explain your answer.

1–2. What are the problems brought about by climate change in our:
a. environment?
_________________________________________________________
_________________________________________________________
b. economy?
_________________________________________________________
_________________________________________________________
3–5. How can the following help in solving climate change?
a. citizens
_________________________________________________________
_________________________________________________________
b. local government (barangay)
_________________________________________________________
_________________________________________________________
c. national government
_________________________________________________________
_________________________________________________________
d. international organizations
_________________________________________________________
_________________________________________________________

73
 Climate change refers to the drastic variation in the state of the climate or weather in the
whole world.

Climate Change

Causes Effects Solutions

1. Natural change of the climate 1. Increased disease 1. Reducing
brought about by the effects 2. Death of plants and greenhouse gases
of the sun on Earth and heat animals 2. Saving energy
from underground
3. Severe typhoons 3. Cleaning the
2. Deforestation environment
4. Severe floods
3. Excessive use of energy 4. Planting
5. Excessive heat
4. Severe pollution 5. Controlling mining
5. Using of products and doing
activities that increase green-
house gases

Environmental problems in our community:

• destruction of natural resources
• land, water, and air pollution
• loss of various plants and animals

For more information about this topic, log on to www.rexinteractive.com to

access the Student’s Space in the website.

A. Check () the statement if correct. If incorrect, change the underlined word to make the
statement correct.
����� 1. The increase of greenhouse gases is the only cause of climate change.
����� 2. As the temperature of the atmosphere rises, the number of human diseases
decreases.

74
 ����� 3. Even animals are affected by global climate change.
����� 4. Modern technologies in agriculture were made available due to the
problem of climate change.
����� 5. The use of fuel aggravates the problem of global warming.
����� 6. Government officials actively address the issue of climate change.
����� 7. The Philippine government has launched a program to address the issue of
climate change in Asia.
����� 8. It is predicted that plants and animals will lose their habitat in the next
hundred years.
����� 9. People contribute to the causes of climate change.
����� 10. The United Nations leads the launching of programs and policies to address
the climate change issue.
B. Create graphic organizers on direct and indirect causes of climate change. You may use
another sheet of paper for your answer.

C. Make a case study about the causes and effects of one environmental problem in your
community. Record all the information below and then share it with the whole class.

Name and Location

Problem:_____________________________________________________________
Description of the problem: _____________________________________________
____________________________________________________________________
____________________________________________________________________
Sources of information about the problem:
____________________________________________________________________
____________________________________________________________________

75
 Causes of the problem:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Effects of the problem: _________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Solutions that are already being done in the community:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Actions by the government or the community leaders about this:
____________________________________________________________________
Suggested solutions:
____________________________________________________________________
____________________________________________________________________

D. Enumerate.
1. Programs in the Philippines on climate change:
__________________________________________________________________
__________________________________________________________________
2. Ways of solving climate change:
__________________________________________________________________
__________________________________________________________________
E. Explain your answer to these questions.
1. Why is it important to discuss and analyze the issue of climate change?
__________________________________________________________________
__________________________________________________________________
2. What are the three most evident causes of climate change?
__________________________________________________________________
__________________________________________________________________

76
 3. How do human activities contribute to the problem of global warming?
__________________________________________________________________
__________________________________________________________________
4. How can we help prevent the harmful effects of climate change?
__________________________________________________________________
__________________________________________________________________
5. Are the preparations/programs/activities of the government enough to solve the
problem of climate change? Why/Why not?
__________________________________________________________________
__________________________________________________________________
6. What is the easiest and most effective way to solve the problem of climate change?
__________________________________________________________________
__________________________________________________________________

A. Put a check mark () in the column and rate yourself on how well you did the activities
in this lesson.

How well did you accomplish Very Needs

Excellent Fair
the tasks below? Satisfactory Improvement
1. Explain the political, economical, and
social aspects of climate change.
2. Discuss the various programs,
measures, and policies of the
government and international
organizations about climate change.
3. Evaluate the impact of climate
change on the environment, society,
and people’s livelihood in the country
and in the world.
4. Discuss different ways of solving the
problem of climate change.
5. Identify the environmental problems
experienced in the community.
6. Discuss the measures of the
government in dealing with
environmental problems in the
community.

77
 7. Make a case study about the causes
and effects of the environmental
problems in the community.
8. Take individual and collective actions
toward addressing environmental
challenges (e.g., participating in
global actions, designing solutions
that inspire action on environmental
issues).

B. Enumerate the things you learned and you still want to learn.
1. What important concept have you learned in this lesson?
__________________________________________________________________
__________________________________________________________________
2. What else would you like to learn?
__________________________________________________________________
__________________________________________________________________

A.
? How can we help mitigate climate change?

Choose one from the three activities below and answer the question.
Activity 1 Activity 2 Activity 3
Create a pamphlet containing an Compose a song Develop a visual
action plan with two or three ways about climate presentation that shows the
to help mitigate climate change. The change and what effects of climate change
activities should be done on your you can do to help and how we can help
own school or community. mitigate it. mitigate it.

B. Use the criteria to assess your performance in the activity.

Criteria
Preparation The presentation shows clear evidence of study and preparation.
Content All content throughout the presentation is accurate.
Theme The presentation has a clear and interesting theme and focus.
Significance  The theme/message is culturally and historically significant.
Originality The presentation is original and possesses creativity.

78
 Lesson 4

Unemployment

In this lesson, you are expected to:

• explain the concept of
unemployment;
• explain the causes and One of the persistent problems of our
effects of unemployment and country is unemployment. Can you think of
underemployment; possible causes and effects of this problem? List
them in the table below.
• consider its implications on the
lives of citizens;
• give suggestions to solve the
problem of unemployment;
• analyze and weigh the
alternatives in points of view and
understanding; and
• evaluate information critically and
competently.

Values:
Empathy for the unemployed
Cooperation with others

Unemployment
Causes Effects

? How can we help solve the problem of unemployment

in the country?

79

To fully understand the concept of
unemployment, we must first study the
composition of our country’s population
and its labor force. It is believed that one of
the strengths of our economy is our human
resources. Human resource is necessary
for the creation, production, and provision
of products and services to the country or
to other countries in need of employees. A
country’s human resources are the country’s
source of labor force.
Philippine Labor Force
The Labor Force Survey (LFS) of our
government defines labor force as the
population that includes people 15 years
old and over who are either employed or
unemployed. It is a part of the population
aged 15 and older with a full-time job
(working for eight hours or more a day and
receiving company benefits), part-time job
(working for four hours or less and does
not receive the benefits given to a full-time
employee), or still looking for a job. Currently,
around 65% of our population is said to be
part of the labor force.
According to the Philippine Statistics
Authority (PSA), the estimated total
population or number of people in the
Philippines in the year 2015 was 101,562,300.
People in Azcarraga Street, Manila
80
Estimated Population by Age Group
in the Philippines: 2015
Age Count
All Ages 101,562,300
0–14 32,282,200
15–64 54,269,400
65–above 4,873,800
Source: http://web0.psa.gov.ph/statistics/census/
projected-population
What inferences can be made from the
data above?
Look at the number of persons between
the ages of 15–64 or potential labor force
or providers. Is this not almost 50% or half
of our population? How many are those
between the ages of 0–14 and those between
65 and above which may be classified as
dependents? Which has the higher number?
Is this good for the economy?
The part of the population aged 15
and above has the capacity to participate in
economic activities. In the PSA Labor Force
Survey, labor participation rate is 63.4%
(41.367 million) of the 64.2% (63.773 million)
of the population aged 15–64 (potential
labor force). According to economists, if the
labor participation rate is high, there is a big
potential for economic growth because of the
high number of workers in the population.
According to the record of Philippine
Statistics Authority, the number of people
aged 15 and above reached more than 65.248
million, and those who are working are about
39.779 million. If this is compared to the total
population of the country in 2015, which is
101.56 million, it can be seen that there are
more than 61.78 million dependent people.
These people depend on those who are
working to meet their needs for food, clothing,
shelter, medicine, and other resources. There
are more dependents (61.78 million) than
those who have jobs (39.779 million). Take
into account also those who are earning less
because their working hours are less and
who still wish to have additional sources
of income (underemployed – 7.02 million).
There are also those who are employed in
jobs where they are overqualified. This can
also be considered as one of the reasons
why many are still finding it hard to have a
decent living and the improvement of living
conditions in the country is slow
According to the study of PSA, the labor
force increased by 50% or around 38 million
since 1990. Examine also the unemployment
and underemployment rate during the recent
years in the graph below.

Labor Market, Key Indicators, 1991–2015

Source: PSA
http://www.investphilippines.info/arangkada/growth/inadequate-skills-insufficient-jobs-high/

The International Labor Organization

The ILO estimates the fast growth of the labor force in the Philippines, Malaysia,
Cambodia, and Laos at the rate of 1.5% per year. From 2010 to 2014, the Philippines had
an average annual labor force growth of 2.46% and is estimated to be 2.31% from 2015 to
2020. As the labor force increases with no job opportunities, the unemployment problem will
worsen.

Employment
According to the Philippine Statistics Authority:

Employed persons fall into any of these broad categories: (1) wage and salary
workers, (2) self-employed workers without any paid employee, (3) employers in own
family operated farm or business, and (4) unpaid family workers. Wage and salary
workers were classified further as those who work for private households, private

81
 establishments, government or government-controlled corporations, and those who
work with pay in own family operated farm or business. 
Employed persons are classified as either full-time workers or part-time workers.
Full-time workers refer to those who work for 40 hours or more in a week, while part-
time workers work for less than 40 hours. Of the total employed persons in July 2015,
67.0 percent were full-time workers, while 32.2 percent were part-time workers. In
this round of LFS, workers worked 42.4 hours per week, on the average.

Source: https://psa.gov.ph/content/employment-rate-estimated-935-percent-july-2015#sthash.vLyiOyeC.dpuf

The table below shows some data about employment in our country. Analyze it.
Philippines
Employment Status – Rate
In Millions
Oct 2015 (in %)
Population 15–64 years 64.2 % 65.248
old
Labor force participation 63.4 % 41.367
rate
Employment rate 94.3 % 39.779
Source: PSA, Labor Force Survey (Excludes Leyte)
Factory Workers

In 2015, as shown in the graph below, the informal sector represents 38% of the labor
force where most are working low-paying jobs or are sometimes not even paid correctly.

Employment by Class of Worker, 2015

Source: PSA
http://www.investphilippines.info/arangkada/growth/inadequate-skills-insufficient-jobs-high/

82
 In December 10, 2015, the Philippine Statistics Authority reports that:

Workers were grouped into three broad sectors, namely: agriculture, industry
and services sector. Workers in the services sector comprised the largest proportion
of the population who are employed. These workers made up 54.5 percent of the
total employed in October 2015. Among them, those engaged in wholesale and retail
trade or in the repair of motor vehicles and motorcycles accounted for the largest
percentage (35.0%) of workers in services sector.
October 2015p July 2015p October 2014
Labor and Employment (Excludes Leyte) (Excludes Leyte) (Excludes Leyte)

Total 15 years old and over (in ‘000)* 65,248 65,116 64,257
Labor force participation rate 63.4% 63.0% 64.3%
Employment rate 94.3% 93.5% 94.0%
Total employed persons (In thousands) 39,779 39,174 38,839
Employed persons by major industry group (In percent)
Agriculture 29.6 28.0 30.8
Industry 15.9 16.5 15.6
Services 54.5 55.5 53.7
Employed persons by class of worker (In percent)
Wage and salary workers 59.3 62.4 58.1
Self-employed 27.9 26.2 28.2
Own-account 3.2 3.4 3.0
Unpaid family workers 9.6 8.1 10.7

Source: https://psa.gov.ph/statistics/quickstat

(The province of Leyte was not covered because of the large number of households
that were displaced by Typhoon Yolanda.)
Workers in the agriculture sector comprised the second largest group, making
up 29.6 percent of the total employed in October 2015, while workers in the industry
sector made up the smallest group, registering 15.9 percent of the total employed.
The October 2015 LFS results also showed that in the industry sector, workers in the
manufacturing subsector made up the largest group, accounting for 50.7 percent of
workers in this sector, and those in construction, the second largest group, making up
43.7 percent (Tables 1 and 2).
Among the occupation groups, the laborers and unskilled workers remained the
largest group, making up 31.5 percent of the total employed in October 2015 (Table 1).
Officials of the Government and special interest organizations, corporate executives,
managers, and managing proprietors (15.7% of the total employed) comprised the
second largest occupation group, followed by service workers and shop/market sales
workers (12.9%), and farmers, forestry workers and fishermen (13.5%).

Source: https://psa.gov.ph/content/employment-rate-
estimated-944-percent-october-2015#sthash.c5mB9tCB.dpuf

83
 1

A. Define each.
1. Population __________________________________________________
2. Labor Force __________________________________________________
3. Employed __________________________________________________
4. Dependents __________________________________________________
5. Providers __________________________________________________

Explain
B. What could happen when:
1. the labor force is very low compared to the population?
_____________________________________________________________
_____________________________________________________________
2. the number of providers is four times less than the number of dependents?
_____________________________________________________________
_____________________________________________________________
3. the labor force are fully employed and well paid?
_____________________________________________________________
_____________________________________________________________

Underemployment the demand for nurses abroad declined, a lot

According to the Labor Force Survey
(LFS), the underemployed are workers
who want to have more working hours in
their current job, other opportunities for
additional income, or new jobs with longer
working hours.
There are also workers whose jobs do
no match their skills or areas of expertise due
to the lack of opportunities in their particular
fields. For example, in 2000–2005, many
students chose to study nursing and many
nursing schools were built due to the high
demand for nurses in other countries. When
of nursing schools closed. Nursing graduates
worked as call center agents or medical
transcriptionists.
According to the report of the Philippine
Statistics Authority (PSA) in 2015, there are
5.7% or 2.372 million people who can work
but are unable to work, while 17.6% or
7.021 million people of those working are
underemployed.
The table on the next page shows some
data about employment in our country.
Analyze it.

84
 Philippines
Employment Status – Rate In
Oct 2015 (in %) Millions
Population 15–64 years old 64.2 % 65.248
Labor force participation 63.4 % 41.367
rate
Underemployment rate 17.6 % 7.021

Source: PSA, Labor Force Survey (Excludes Leyte)

Factory Workers

It can be said that when there is a
high number of underemployed people and
people are earning less than what they could,
they would not be able to address their own
needs. This also causes suffering among the
people.
In 2015, the minimum wage was ₱444.00
per day for workers in the field of agriculture,
services, and manufacturing establishments.
For non-agriculture workers in NCR, it was
₱444.00–481.00. See the minimum wage for
workers in different regions as of December
2015 below.

Summary of Current Regional Daily Minimum Wage Rates

Non-agriculture, Agriculture (In Pesos)
(As of December 2015)

Non- Agriculture
Region
agriculture Plantation Non-plantation
NCR  ₱ 444.00 - 481.00 ₱ 444.00 ₱ 444.00
CAR  265.00 - 285.00 255.00 - 270.00 255.00 - 270.00
I  227.00 - 253.00 233.00 227.00
II  247.00 - 255.00 235.00 - 243.00 235.00 - 243.00
III  306.00 - 357.00 291.00 - 327.00 279.00 - 311.00
IV-A  261.00 - 362.50 261.00 - 337.50 255.00 - 317.50
IV-B  210.00 - 280.00 220.00 - 230.00 220.00 - 230.00
V  248.00 - 265.00 248.00 248.00
VI  256.50 - 298.50 266.50 256.50
VII  295.00 - 353.00 275.00 - 335.00 275.00 - 335.00
VIII  260.00 241.00 235.00
IX  280.00 255.00 235.00
X  303.00 - 318.00 291.00 - 306.00 291.00 - 306.00
XI  317.00 307.00 307.00
XII  275.00 257.00 257.00
XIII  268.00 268.00 258.00
ARMM  250.00 250.00 250.00

Source: http://www.nwpc.dole.gov.ph/pages/statistics/stat_current_regional.html

85
 From 2001 and 2015, the
underemployment rate did not improve from
17.0%. It rose to 21.0% in 2005 and reached
22.6% in 2006 with the slowing down of GDP
growth rates. However, the rate dropped
despite a declining economy. It dropped
to 20.1% in 2007, to 18.8% in 2010, and in
2015, it was pegged at 17.6%. Study the table
below.
Agricultural Workers in CAR

Levels and Rates of Underemployment, 2001–2015

Indicator Ave. 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2014 2015
Total
Underemployed 6,186 5,006 5,109 5,221 5,575 6,785 7,371 6,757 6,579 6,692 6,762 7,037 7,021
(000)
Underemployed 19.0 17.2 17.0 17.0 17.6 21.0 22.6 20.1 19.3 19.1 18.8 19.5 17.6%
Rate (%)
Source: National Statistics Office, Labor Force Survey

jobs available here offer only a low salary,

workers still stay in these kinds of work no
matter how small their salary is because they
do not want to lose their job or source of
income. Under this condition, people often
look for additional work or source of income.
They are not considered as unemployed but
underemployed.

Poverty and Underemployment

Construction workers
In a study by the Department of Labor
and Employment (DOLE), underemployment
is widespread in the regions of our country,
especially in agricultural areas. Even if the
Some studies suggested that poverty in
the Philippines is related to the problem of
underemployment rather than to the absence
of jobs or unemployment. According to the
poverty statistics in our country in the year
2009, the five poorest regions in the country
are those with the highest incidence of
underemployment, except for ARMM. Aside
from this, the rates of underemployment in
these areas are higher than the reported rate
of unemployment, which is well below the
national unemployment rate.

86
 Poverty and Underemployment in Selected Regions, 2009 (in %)
Region Poverty Incidence of Population Underemployment Rate
Philippines 26.5 19.1
Poorest Regions
Caraga 47.8 27.0
ARMM 45.9 12.8
Region V 45.1 36.2
Region IX 43.1 23.6
Region VIII 41.4 26.4
Least Poor Regions
Metro Manila 4.0 12.5
Region IV-A 13.9 16.5
Region III 15.3 7.8
Source: National Statistical Coordination Board
National Statistics Office, Labor Force Survey

In the survey report of the government

last October 2015, the unemployment rate in
the country is at 5.7% or equivalent to 2.372
million Filipinos.
The Philippines
Unemployment Status – Oct Rate In
Poor people 2015 (in %) Millions
Population: 15–64 years old 64.2 % 65.248
The three regions that rank low
Labor force participation rate 63.4 % 41.367
in poverty had the lowest incidence of
underemployment: Metro Manila Region, Employment rate 93.0 % 38,669
Region III-Central Luzon, and Region IV-A: Unemployment rate 5.7 % 2.372
CALABARZON. Source: PSA, Labor Force Survey(Excludes Leyte)

Unemployment
Unemployment occurs when a
person who is searching for work is
unable to find employment. A person
is considered unemployed if he or
she is of legal age and in good health,
but lacks the opportunity to find a
job suitable to his/her ability and to
the needs of business owners. The
rate of unemployment is high and
is currently a major problem in the
Philippines. This has a huge impact
on the economic situation in the Unemployed people
country.
87
 The unemployment rate is measured by Unemployment in Selected Regions,
dividing the number of unemployed people 2009 (in %)
with the number of employed people in the
Region Underemployment Rate
labor force.
Philippines 7.5
In 2010, more than one-half (1.460
Poorest Regions
million or 51.1%) of those without jobs were
Caraga 5.8
young people (aged 15–24). This resulted ARMM 2.3
in a 17.6% unemployment rate that is more Region V 5.8
than twice the national unemployment rate. Region IX 3.6
The twofold number of the unemployed Region VIII 5.4
is also true among educated or college Least-poor Regions
graduates with 11%. In 2009, it is estimated Metro Manila 12.8
that the number of the jobless portion of the Region IV-A 10.4
population has reached 1,163,000 or 41% Region III 9.2
of the total number of unemployed in 2009,
many of whom are just waiting for higher-
paying or better jobs.
Youth and College-educated Unemployed, 2005–2010
Indicator 2005 2006 2007 2008 2009 2010
Total Unemployed (000) 2,748 2,829 2,653 2,716 2,831 2,859
Unemployed Rate (%) 7.8 8.0 7.3 7.4 7.5 7.4
15–24 years old 17.2 17.8 16.8 17.4 17.6 17.6
College Educated 11.2 11.2 10.1 10.6 10.7 NA
Average of April, July, and October rounds: Beginning April 2005, unemployment definition was
revised to include the availability criterion in conformance with the international standard.
Source: National Statistics Office, Labor Force Survey. http://www.dole.gov.
ph/fndr/bong/files/PLEP April version.pdf

According to the research of the NSO, from 1994 to 2014, there is an average of 9.01%
unemployment rate in the Philippines. It was at its highest on March 2000 at 13.9%, and at its
lowest on September 2007 at 6.3%.
Analyze the graph and record of unemployment rate in our country.

Actual Previous– Highest– Lowest–

Dates Unit Frequency
March 2014 Jan. 2014 March 2000 Sept. 2007
7.00 7.50 13.90 6.30 1994–2014 Percent Quarterly
Source: http://www.tradingeconomics.com/philippines/unemployment-rate, NSO
88
The Unemployment Rate in the Philippines Here are the data presented by the ILO in
According to Different Organizations its report Global Employment Trends in 2014.
Unemployment is being measured by Unemployment Rate
using what we call the unemployment rate. 2014
This is calculated by dividing the number Philippines 7.0%
of unemployed people with the number of Indonesia 6.0%
people in the labor force. Brunei 3.7%
 According to the International Labor Myanmar 3.5%
Organization (ILO) Malaysia 3.2%
Singapore 3.1%
Vietnam 1.9%
Laos 1.4%
Thailand 0.8%
Cambodia 0.3%

Source: International Labor Organization

According to the study of the
International Labor Organization (ILO), the
Philippines has the highest unemployment
rate in Asia. It says that the country’s
unemployment rate is 7.0%. Furthermore, ILO
also found out that 11% of Filipino workers are
among the poorest people who live on less
than ₱55 per day. Although the Philippines
gained 6.8% in economic growth in 2012
and 2013, the ILO says that the number of
jobs did not grow that much; that is why the
unemployment rate did not go down from 7%
during the two years mentioned. has haunted government bureaucrats
 According to Economic and Industrial
Relation Expert
In December 2009, Fernando T. Aldaba
and Reuel Hermoso of Ateneo de Manila
University reported in Sustainable
Employment Creation: A Strategic
Concern for the Philippine Economy
that: “for the past twenty years,
unemployment and underemployment
and policy makers. Some 1.3 to 1.5
million Filipinos join the labor force
every year. Despite the exodus of
Filipinos to work abroad, official
unemployment rates remain high by
East Asian standards. Indonesia is the
only other country with unemployment
rates in the higher single digits as the
Philippines.”

Source: http://www.competitive.org.ph/files/
People looking for work downloads/Sustainable_Employment_Creation_-_A_
Strategic_Concern_for_the_Philippine_Economy.pdf

89
Unemployment Rate in Southeast Asia
Region
According to the International Labor
Organization (ILO), the unemployment rate
in the Philippines is high compared to other
countries in Southeast Asia. The level of
unemployment is decreasing in most of the
countries in Southeast Asia. Since 2000 to
2008, the unemployment average here is 6%
and is expected to go down to 4.5% in the
following years.
There are more unemployed women in
the country than men. The unemployment
rate of women is approximately 4.4% and 4.1%
for men. In May 2013, the unemployment
rate of women in Indonesia is 6.3%, while the
rate is 5.5% for men. The rate is higher here in
the Philippines, which is 7.2% for women and
7.3% for men.

Unemployment Rates in East Asia, 2005–2015

Country 2003 2005 2007 2010 2011 2012 2013 2014 2015
China 4.3 4.2 4.0 4.1 4.1 4.1 4.6 4.1 4.05
Hong Kong 7.9 5.6 4.0 4.3 3.6 3.7 3.8 4.0 3.30
Indonesia 9.5 11.2 9.1 7.1 6.8 6.6 6.3 6.0 6.18
Malaysia 3.6 3.5 3.1 3.3 3.2 3.1 3.0 3.2 3.20
Philippines 11.3 11.5 7.3 7.2 7.2 7.2 7.0 7.0 5.70
Singapore 4.0 3.1 2.1 2.2 2.3 2.3 2.2 3.1 1.90
South Korea 3.6 3.7 3.2 3.7 3.4 3.2 2.7 3.9 3.40
Taiwan 5.0 4.1 3.9 5.2 4.3 4.2 4.2 4.0 3.88
Thailand 2.2 1.8 1.4 1.0 1.2 1.2 1.2 0.8 0.65

Source: Asian Development Bank Outlook, 2008

http://en.asaninst.org/contents/issue-watch-guide-to-key-policy-concerns-in-south-korea-for-2014/
https://www.quandl.com/collections/china/china-unemployment
www.ilo.or/global
http://www.tradingeconomics.com/country-list/unemployment-rate

Our government collaborated with Causes of Unemployment

other countries in Southeast Asia to solve the
problem of unemployment in the country. As
a member of the Association of Southeast
Asian Nations (ASEAN) Economic Community
2015, Filipinos are given opportunities in
various sectors such as training of workers,
trade, and other aspects of the economy.
The ILO suggests adjusting the job
placement mechanisms, labor market
information systems, and cross-country skills
recognition framework in the region to help
workers and the economies in ASEAN.
Here are some the reasons why
unemployment is a problem in our country:
1. Lack of opportunities for work –
According to research conducted
and published by the Department
of Labor and Employment (DOLE)
in their “The Philippine Labor and
Employment Plan 2011–2016”
in April 2015, one-fourth of the
working population are from ages
15 to 24. In 2010, the total number
of unemployed was 2.9 million,

90
 and more than half of them are
aged 15–24. Most of them are still
looking for work, and others are
being asked for their credentials.
Based on the statistics of the NSO,
being an undergraduate or not
having studied at all is not the only
reason of unemployment but also
the lack of opportunities for them.
These young people lose their self-
confidence because they cannot
find a job, or have waited for a long
time to be accepted or to receive
a call from the employer. Other
reasons for the unemployment
are the people’s lack of academic
preparation due to the poor
quality of our educational system
coming from the poor capability
and inferior teaching methods
of teachers, as well as the
inappropriate curriculum, and
thus some of them are not able
to finish their studies anymore in
order to look for jobs, resulting in
the increasing number of youths
who could not have an education.
2. Population increase – There are
those who say that one of the
reasons for unemployment in our
country during the last decade is
the rapid increase of population.
This is not a reasonable point of
view because it passes on the
responsibility for unemployment
on the people. According to this
view, having a big family or having
many children lessens the people’s
productivity. Family planning is
one solution to unemployment
according to the government. The
smaller the population, the lesser
jobs are needed.
3. Lack of a comprehensive and long-
term plan for job creation – On the
other hand, there are also those
who say that the basic reason for
unemployment in the country is
the absence in the government of
a comprehensive and long-range
plan to create jobs for the citizens.
It just relies on foreign investors to
create jobs for its citizens. Because
many cannot find employment,
they just content themselves with
any job given to them even at a
low pay, lacking in benefits, and
under poor working conditions.
4. Mismatch between courses com-
pleted or educational qualification
and available jobs – In a study
done by the National Statistics
Office, it was found out that there
seems to be no correlation bet-
ween completing a course and
having a job. It even seems to
be a hindrance to finding a job
because their qualifications or
what they have studied do not
match the requirements of the
job they are applying for. Some
who have graduated from college
just accept jobs that are below
their educational attainment or
qualifications.
The table on the next page shows
the statistics of those who are educated
but are unemployed. You will notice that
the percentage of those without jobs who
are undergraduates and graduates from
elementary education is getting lower and
lower. The percentage of the undergraduates
from high school (from 2007–2011) and the
jobless is also decreasing. The percentage
of those who have studied in college and
the jobless is also decreasing, while the
percentage of those who have studied
graduate and higher studies is increasing.
91
 Distribution of Unemployed Persons by Highest Grade Completed, 2007–2013
Share to Total Unemployed (%)
Highest Grade Completed
2007 2008 2009 2010 2011 2012 2013
Total  100.0 100.0 100.0   100.0 100.0 100.0 100.0
No Grade Completed      0.7 0.5     0.4       0.5      0.4 0.5 0.6
Elementary    15.0 14.0   13.3     13.1    12.6 14.2 11.9
Undergraduate      6.9 6.4     5.9       6.1      5.7 6.4 5.4
     Graduate      8.1 7.6     7.4       7.0      6.9 7.8 6.5
High School    45.7 45.5   45.2     45.2    45.1 44.6 43.8
     Undergraduate    13.3 12.4   12.1     12.7    11.5 11.3 11.0
     Graduate    32.4 33.1   33.1     32.5    33.6 33.3 32.8
College    37.9 39.9   41.1     41.2    42.0 33.1 35.3
     Undergraduate    20.0 21.1   21.9     21.7    21.8 13.9 13.6
     Graduate and Higher    17.9 18.9   19.2     19.5    20.2 19.2 21.7

Source: Average of the Four Rounds of the Labor Force Survey (LFS), National Statistics Office (NSO),
http://www.nscb.gov.ph/beyondthenumbers/2013/01112013_jrga_educlabor.asp#tab2
https://psa.gov.ph/sites/default/files/attachments/hsd/specialrelease/TABLE%2010A%20Percent%20
Distribution%20of%20Unemployed%20Persons%20by%20Highest%20Grade%20Completed%20July%20
2012%20and%20July%202013.pdf

If you analyze the table Composition of Unemployed by

above, the number of jobless Educational Attainment, 2015
but educated people is high.
From the year 2007 to 2011,
there is a total of 1.1 million
or 40.25% jobless people who
have reached or graduated from
college. The absence of jobs
among the educated means a
lack of opportunity for them.
Look at the graph that
follows. Take note of the different
educational attainments that
were unemployed, and the
percentage for those who were
college graduates (21.8%) and
college undergraduates (13.1%). Source: PSA
Students who have finished http://www.investphilippines.info/arangkada/growth/
college were advised to study inadequate-skills-insufficient-jobs-high/
skills needed by the employer.

92
 The lack of needed competency for 5. Non-payment of proper wages
the job – In a study why business to workers, few benefits, and
establishments find it hard to fill job poor working conditions – Some
vacancies in their companies, the lack of local and foreign capitalists give
needed competency is foremost. There low wages, few benefits, and
exists a big mismatch between training poor working conditions to their
and actual jobs. This is the primary workers. They have more than
problem in the tertiary level, and this is enough capital to invest in large
also the reason for the increase in the enterprises, yet workers who work
number of graduates or educated who hard all day are only given small
are either jobless or underemployed. wages and minimal benefits. Some
Based on a survey made by the work in hazardous situations but
Bureau of Labor and Employment do not have proper equipment to
Statistics from January 2007 to January protect them.
2008, in spite of the 2 million Filipinos 6. Laziness – Laziness is also a reason
who are jobless, employers find it for the unemployment of many
hard to fill their vacancies due to the Filipinos. Many are bystanders,
lack of applicants with the proper wasting their time all day doing
competencies and qualification for the nothing. They only hope and wait
jobs. for help given by relatives. They do
 Inability to respond to the employment not think of ways to be productive.
condition – People’s qualification or 7. Onslaught of calamities in the
education do not match the position or country – The government reports
job. that the onslaught of calamities in
the country is one of the reasons
Reasons Why Vacancies in Establishments
Were Hard to Fill
for unemployment. This severely
affects workers, especially the
Percentage Share (%)
Reason ones in the agricultural sector.
2007/2008 2009/2010
Applicants lack needed 36.3 43.4
competency/skill
Applicants lack years 18.6 15.4
of experience
Applicants lack profes- 2.9 4.0
sional license/TESDA
skills certification
Applicants prefer 5.1 2.9
overseas employment
No applicant 7.9 7.3
Applicants expect high 21.5 19.5
salary
Location or work 4.0 4.5
schedule problem Job Fair
Others 3.4 2.4 Source: Bureau of Labor and Employment
No reason 0.4 0.8 Statistics, 2006, 2009/2010 BLES Integrated
Survey (BITS), http://www.nscb.gov.ph/
Total 100.0 100.0 beyondthenumbers/2013/01112013_jrga_educlabor.
asp#tab2

93
 8. Complicated process of First Semester Per Capita Thresholds and
establishing a business – Incidences: 2013 and 2014
Investors complain that it is Estimate
difficult to put up a business
Statistics Increase/
in the Philippines. It needs the 1st Sem 1st Sem
Decrease
approval of certain government 2013a/ 2014b/
(%)
officials from the Department Per Capita Food
6,712 7,350 9.5
of Trade and Industry (DTI), city Threshold (PhP)
or provincial government, and Subsistence Incidence (%) 
barangay. Certain documents Families 7.5 7.6  
are needed, and processing Population 10.5 10.5  
these documents is difficult. Per Capita Poverty
9,630 10,534 9.4
9. Corruption in the government – Threshold (PhP)
It is alleged that many politicians Poverty Incidence (%)
are involved in various illegal Families 18.8 20.0  
activities. They charge for their Population 24.6 25.8  
services and ask various favors Source: Philippine Statistics Authority
from entrepreneurs.

Poverty: Effect of Unemployment on the In the regional level, the regions

Lives of People
Here is a partial report from the
Philippine Statistics Authority – National
Statistical Coordination Board about poverty
in our country.
In terms of poverty incidence, one
out of five Filipino families was estimated
to be poor in 2014 (18.8 percent). The
estimate for 2012 is slightly lower than
the 2009 and 2006 poverty incidence
figures, which were estimated at 20.5
and 21.0 percent respectively.
Although the proportion of poor
families has been practically similar
between 2006 and 2012, on account
of the country’s growing population,
the estimated number of poor families
has risen from 3.8 million in 2006 to 4.2
million in 2012.
that have the lowest number of families
experiencing poverty in 2006, 2009, and
2012 are still the NCR, CALABARZON, and
Central Luzon. On the other hand, the ARMM
remains to be the poorest region with the
highest number of poor families within 40.0
to 49.0 percent in 2006, 2009, and 2012. In
2006 and 2009, Zamboanga and Caraga are
included in the three regions with the highest
poverty incidence, while Eastern Visayas and
SOCCSKSARGEN has 37.0 percent.
The table on the next page shows the
incidence of poverty in the different regions
of our country. It can be seen that poverty has
not changed much in our country from 2009
to 2012. In the region of Caraga, the poverty
rate decreased from 46.0 percent in 2009 to
31.9 percent in 2012.

Source: National Statistical Coordination

Board

94
 Per Capita Poverty Threshold and Poverty Incidence Among Families:
 2006, 2009, and 2012
Poverty Incidence
Per Capita Poverty Threshold
Among Families
Region (in Php)
(in Percent)
2006 2009 2012 2006 2009 2012
Philippines 13,357 16,871 18,935 21.0 20.5 19.7
NCR 15,699 19,227 20,344 2.9 2.4 2.6
CAR 14,107 17,243 19,483 21.1 19.2 17.5
Region I 14,107 17,595 18,373 19.9 16.8 14.0
Region II 13,944 17,330 19,125 21.7 20.2 17.0
Region III 14,422 18,188 20,071 10.3 10.7 10.1
Region IV-A 13,241 17,033 19,137 7.8 8.8 8.3
Region IV-B 12,645 15,613 17,292 32.4 27.2 23.6
Region V 13,240 16,888 18,257 35.4 35.3 32.3
Region VI 12,684 15,971 18,029 22.7 23.6 22.8
Region VII 13,963 16,662 18,767 30.7 26.0 25.7
Region VIII 12,520 16,278 18,076 33.7 34.5 37.4
Region IX 12,743 16,260 18,054 40.0 39.5 33.7
Region X 12,917 16,878 19,335 32.1 33.3 32.8
Region XI 13,389 17,120 19,967 25.4 25.5 25.0
Region XII 13,319 16,405 18,737 31.2 30.8 37.1
Caraga 14,324 18,309 19,629 41.7 46.0 31.9
ARMM 12,647 16,683 20,517 40.5 39.9 48.7
Source: National Statistical Coordination Board

Implication of Unemployment and Poverty • The youth cannot go to school

According to research, unemployment
causes severe poverty among the people.
Here are some its implications:
• People do not have income to
sustain their daily living and their
needs.
• Some commit crimes such as theft
or robbery. They are tempted to a
life of crime to be able to provide
for their needs.
• Malnutrition is prevalent because
people do not have enough money
to buy nutritious food, which
makes them get sick easily.
because their parents cannot
provide for their needs.
• Children are forced to work to
help their parents meet their daily
needs.
• There is an increase in the number
of women who go into prostitution.
• There is an increase in the number
of informal settlers or those with
no permanent residence, street
children, and beggars.
• More people depend on the
government.
• The people have lower standards
of living.
95
• Poverty affects the mental health of people. The implication are the following:
– Low self-confidence and self-esteem
– Experience of depression and despair
– Increase in the number of suicide incidents
– Having stigma or negative judgment of others
• Due to unemployment, parents leave their family to go to other countries to work.
Here are some implications of this:
– Strains family relationships.
– Children go astray because their parents are not around to guide them properly.
– Brain drain happens because the skilled workers go to other countries. Only a
few are left to steer the economic growth of our country. See table below:

Source: https://sg.finance.
yahoo.com/news/absurd-
number-jobs-around-
world-191901125.html

• The increase in foreign investors • Local business giants give low

and local business giants cause
the downfall of many small local
businesses.
• Foreigners and local business giants
offer temporary or contractual
employment only so as not to give
benefits to their employees.
2
wages that causes continuous lack
of money for the employees to
address their needs.
• Low production output and
poverty weakens the economy of
the country.
• A weak economy hinders the
development of the country.

A. Make a graphic organizer to show the concept of unemployment.

U n e m p l o y m e n t

96
 B. According to studies, what are the causes of unemployment in our country?
Show your answer through a graphic organizer.

C. Explain your answer.

1. Why is it important to learn the concept of unemployment?
___________________________________________________________
___________________________________________________________
2. How does unemployment affect our country?
___________________________________________________________
___________________________________________________________

Elaborate
1. Based on your experience or what you have observed, what is the cause of
unemployment in the Philippines? Why do you say so? Cite some evidences.
___________________________________________________________
___________________________________________________________
2. Create a visual presentation or a written report on the implications of
unemployment in the lives of people in your barangay.

Solving the Problem of Unemployment few years, the unemployment rate still has
Unemployment is rooted in the not gone down. The GDP is the total amount
economic status of a country. The government of all goods and services of a country.
has already passed measures to solve the
problem, but the increase in population
and unemployment just continues their
onslaught. In the economic sector, while
the Gross Domestic Product (GDP) of the
Philippines keeps going up during these past The UN and IMF

97
 According to the United Nations (UN)
and the International Monetary Fund (IMF),
the Philippine economy continues to grow
faster than other countries in Southeast Asia.
But the Philippines has the highest rate of
unemployment in the whole region. A report
in the UN World Economic Situation and
Prospects 2014 said that the crucial challenge
for the Philippines now is to translate its
economic growth into the creation of more
jobs.
According to the Philippine Statistics
Authority, there are 63.1 million Filipinos
from ages 15 and above. They are supposed
to comprise the nation’s labor force. The
number of those who work in the business
process outsourcing sector (e.g., call centers)
that comprise the highest level among the
service sector, is lower than 1 million Filipinos
only.
According to the nation’s economists,
the number of available jobs in the Philippines
continues to increase, but it still cannot catch
up with the rise in the growth of the labor
force, and that is why the unemployment rate
also continues to rise. Their recommendation
is to increase the opportunities for jobs that
can give security of tenure and benefits such
as health insurance and social security.
In response to the problem of
unemployment, the administration of then
President Benigno Aquino III pushed the
promotion of the manufacturing, tourism,
and agri-business industries, as well as the
development of infrastructures, because
these could give high levels of employment.
The government also issued what they call
The Philippine Labor and Employment Plan
2011–2016 that is focused on the creation
of jobs for the masses in order to solve the
problem of poverty. Here are some of them:

 Address the labor-mismatch problem by promoting better coordination between

employers, academia, and government through strengthening both public (e.g.,
Public Employment Service Offices – PESO) and private sector labor market
information and exchange institutions, especially at the local levels.
 Invest in the formal and regular skills training and upgrading of our services
workers with TESDA and utilize returning OFWs to conduct training so that they
may transfer skills learned abroad.
 Assist OFWs in achieving financial stability through training, investment and
savings programs.
 Complete a global trading master plan that aims to establish worldwide trading
posts that rely on the labor, knowledge, and entrepreneurial spirit of Overseas
Filipino Workers (OFWs).
 Create an efficient “one-stop shop” for processing applications for overseas work
and seeking redress for grievances.
 Facilitate the re-integration of returning OFWs by favorable terms of investment,
tax incentives, access to government financial institutions and other benefits that
are offered to foreign investors.
 Work with relevant government agencies in enhancing social protection programs
such as social security, workmen’s compensation, health insurance, and housing
for laid-off workers while strengthening the Emergency Community Employment
Program (ECEP) to create jobs immediately so people cans still have income to
spend for their basic needs

98
 Improve employment levels by:
– Generating an average one (1) million local employment per year. Given the
targeted economic growth of 7–8% per year, an average of one (1) million
additional employment annually is expected to be generated, largely in
industry and services sectors. Since net job loss is expected in the agriculture
sector, strategies such as agrarian reform, infrastructure development and
agribusiness packages will be supported. On the other hand, unemployment is
expected to range from 6.8% to 7.2% given 2.75% labor force growth.
– Formulating a national industrial policy through social dialogue that will
pave the way for an industrial plan. The plan will lay down the mapping of
opportunities, planning, coordinating, and promoting the growth of forward
and backward linkages in priority areas including manufacturing and high-
potential growth sectors, as well as prepare other industries toward attracting
investments and promoting job generation.
– Focusing policies and programs on key job-generating areas toward increasing
productivity and employment. To increase exports and encourage foreign and
domestic investments and thus spur employment generation, the government
will pursue intensive promotion, industry development, and a more focused
incentives package in key areas, such as tourism, business process outsourcing,
mining, housing, agribusiness, logistics, shipbuilding, infrastructure, and other
high-potential industries including production of homestyle products (furniture
and furnishings, holiday décor, houseware, woodcraft), wearables, garments,
motor vehicle parts and components, and construction and related materials.
– Formulating through social dialogue sectoral, trade, and investment policies
that promote employment-rich growth, through strategies, as follows:
o Pursue mainstreaming of employment generation in trade and investment
policies;
o Pursue interests for employment creation in bilateral, multilateral
and regional negotiations to maximize opportunities offered by trade
agreements. One approach is to assist MSMEs in becoming globally
integrated, i.e., mainstreamed in the global production networks; and
o Review performance of export processing zones to determine decent and
productive employment generating capacity
– Promoting better business environment with the overall goal of raising the
competitiveness of the country and improving productivity and efficiency,
through the following strategies:
o Improve financial sector policies to encourage resource flows and
allocations toward long-term productive investment by enterprises,
to meet the need for investment, innovation, trade and consumption,
and to allow for the channeling of higher savings toward higher capital
formation;

99
 o Provide financing, productivity enhancement and marketing, including
e-marketing, support to MSMEs;
o Pursue industry cluster development to foster linkages among MSMEs
through human resources development and productivity enhancement;
o Support amendments to the Barangay Micro Business Enterprises
(BMBEs) Act so that it will support the growth and development of
microenterprises, and will enable them to fully comply with labor
standards;
o Adopt measures, especially in enhancing the enforcement of tariff and
custom laws and rules, to minimize the smuggling of goods into the
country, to prevent unfair competition to domestic companies and to
mitigate adverse impact on employment;
o Explore incentives to employers that preserve or create jobs and
comply with labor standards

Source: http://www.dole.gov.ph

Here are some government depart- intermediary between laborers and

ments and their responsibilities to reduce
unemployment and initiate the country’s
development:
• Department of Trade and
Industry (DTI) – This is the
government sector that
is tasked to develop the
country’s commerce and industry.
It stimulates the growth of the
internal and external trades in
order that our people may have
jobs. This agency also helps
local entrepreneurs to find new
markets for local products in other
countries and attracts foreign
entrepreneurs to do business here
in our country.
• Department of Labor and
Employ-ment (DOLE) – This
department manages the
policies and problems of
labor and employment. It protects
the welfare of employees in order
that they may not be exploited
by their employers. It acts as an
employers, looks after the health
and protection of workers, and
many others.
• Philippine Overseas
Employment Administration
(POEA) – Here is the mission
of the Philippine Overseas
Employment Administration:
POEA connects to the world and in
partnership with all stakeholders, facilitates
the generation and preservation of decent
jobs for Filipino migrant workers, promotes
their protection and advocates their smooth
reintegration into Philippine society.
Source: http://www.poea.gov.ph/
• Technical Education and
Skills Development Authority
(TESDA) – This is the agency
of the government that assists
people to improve their skills
by enrolling in vocational schools.
It aims to give high quality jobs to
our citizens.

100
 According to economists, the increasing
job opportunities that can give security of
tenure, benefits such as health insurance
and social security, and the development of
infrastructures in the country are some of the
solutions to the problem of unemployment
or the issue of lack of jobs in the country.
According to the government, on the
other hand, the promotion of the manu-
facturing, tourism, agribusiness industries, and
the development of infrastructures are some
of the solutions to the issue of unemployment
or the lack of jobs in the country.

A. Create a graphic organizer that shows our government’s agencies and programs
that solve the problems of unemployment.

B. List down the proposed solutions for the problem of unemployment in our
country. Complete the graphic organizer.

Solutions

According to Economists According to the Government

Explain
C. Explain your answers.
1. Does being a member of the ASEAN help our country solve the problem of
unemployment? How?
____________________________________________________________
____________________________________________________________

101
 2. Who do you think should resolve the problem of unemployment in our
country? Why?
____________________________________________________________
____________________________________________________________

Elaborate
1. In your opinion, what alternatives can the citizens propose to the
government for those people looking for jobs?
___________________________________________________________
___________________________________________________________
2. Are there other ways to alleviate unemployment in our country? How?
___________________________________________________________
___________________________________________________________

Unemployment is the condition of a person actively looking for a job but is unable to
find one.

Causes: Possible Solutions:

1. Mismatch between
one’s skills or course
completed and
requirements of the job
2. Laziness
3. Complicated process of
establishing a business
4. Slow development of
the country
5. Lack of needed
competency for the job
Unemployment
1. Modernization of
agriculture
2. Offering of courses in
Effects: TESDA
1. Poverty 3. Increasing
2. High crime rate opportunities for jobs
3. Weak economy that can give security
of the country of tenure
4. Mental health of 4. Developing skills of
the people gets workers
affected 5. Encouraging people
5. Brain drain to start their own
business

For more information about this topic, log on to www.rexinteractive.com to

access the Student’s Space in the website.

102
A. Write True if the statement is correct and False if incorrect.
������ 1. The labor force consists of individuals between the ages of 15 to 65.
������ 2. There is higher rate of unemployment in the Philippines than Indonesia.
������ 3. The population growth increases the incidence of unemployment in the
Philippines.
������ 4. The unemployment rate in the country has gone down because of the rise
of the GDP in the Philippines.
������ 5. The unemployment rate in the Philippines is much lower than other
countries in Southeast Asia.
������ 6. The number of Filipino workers who do not receive benefits and security
of tenure in their jobs has decreased in recent years.
������ 7. More young people are unemployed than older people.
������ 8. Increasing the number of foreign entrepreneurs cannot help solve the
problem of unemployment in the Philippines.
������ 9. Unemployment is the main cause or poverty in the country.
������ 10. The unemployment rate of the country is the highest in Asia.

B. What causes the unemployment problem in the Philippines? What conditions make it
worse? Create a graphic organizer and then explain your answer.

______________________________________________________________________
______________________________________________________________________

C. What is the worst implication or effect of unemployment? Why? Discuss each one of
them.
1. On the youth
__________________________________________________________________
__________________________________________________________________
2. On the family
__________________________________________________________________
__________________________________________________________________
3. On the country
__________________________________________________________________
__________________________________________________________________

103
D. What solution can you suggest for every problem related to the unemployment in our
country? Complete the problem–solution idea map.
Unemployment
Related Problems Suggested Solutions

E. Discuss.
1. Why is unemployment a serious problem in the Philippines?
__________________________________________________________________
__________________________________________________________________
2. Why are there a lot of college graduates who cannot find jobs?
__________________________________________________________________
__________________________________________________________________
3. What does our government do to provide employment to the people?
__________________________________________________________________
__________________________________________________________________
4. T_ he Philippines is a member of various international organizations. How does this
help the country in solving the problem of unemployment?
__________________________________________________________________
__________________________________________________________________

F. Make an essay on your own on the issue of unemployment.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

104
A. Check () the column that describes your skill in doing the activities in this lesson.
How well did you accomplish Very Needs
Excellent Fair
the tasks below? Satisfactory Improvement
1. Explain the concept of unemployment.
2. Explain the causes and effects of
unemployment and underemployment.
3. Consider the implications of
unemployment on the lives of citizens.
4. Give suggestions to solve the problem
of unemployment.
5. Evaluate information critically and
competently.

B. Enumerate the things you have learned, still want to learn, and plan to do.
1. What I have learned: 2. What I still want to learn: 3. What I plan to do:
__________________ ____________________ ____________________
__________________ ____________________ ____________________

?
__________________ ____________________ ____________________

How can we help solve the problem of

unemployment in the country?

A. Choose one from the three activities below and answer the question.
Activity 1 Activity 2 Activity 3
Create a government slogan Write a short essay that Create a slide presentation
and leaflet that show how shows how we can help or an audio-visual
we can help solve the solve the problem of presentation that shows
problem of unemployment unemployment in the how we can help solve the
in the country. country. Present it to the problem of unemployment
class. in the country.
B. Use the criteria to assess your performance in the activity.
Criteria
Creativity The work is innovative, original, and interesting. 
Message The message is very clear and meaningful. 
Organization The content is consistently well-organized.
Presentation The work provides all important details, development, and support.
Correctness of Data All the data are true, correct, and up-to-date.
Overall Impact The work is very persuasive and has great impact. 

105
 Lesson 5

Globalization and Sustainable Development

In this lesson, you are expected to:

• explain the concept of
globalization; Globalization and sustainable development
• discuss the historical, political, are issues that have major impacts on our lives
economic, social, and cultural today. What do you know about globalization and
origin of globalization; sustainable development? Write it on the .
• analyze the primary institutions
that have a role in globalization
(government, school,
mass media, multinational
corporations, NGOs, and
international organizations);
• explain the concept of
sustainable development;
• discuss the historical
development of the concept of
sustainable development;
• explain the activities and
decisions of men that affect
environmental change;
• analyze the present challenges
in attaining sustainable
development (consumerism,
energy sustainability, poverty,
and health inequalities);
• compare the different strategies
and policies on sustainable What else would you like to know about this?
development that are being
implemented in and out of the ________________________________________
country; ________________________________________
• write a case study on how to ________________________________________
attain sustainable development
in one’s community; and
• take individual and collective Values:
action toward addressing Concern for others
environmental challenges (e.g.,
Cooperation
participating in global actions,
designing solutions that inspire Protecting the environment
action on environmental issues).

106
Globalization
Globalization is the free and compre-
hensive interaction of countries in the world
in the areas of politics, economics, society,
technology, and culture. Although the world
is huge and vast, globalization paves the
way for faster connection among peoples
in different parts of the world. International
relations between countries keep on
expanding because of globalization. People,
ideas, knowledge, and products can easily
reach different parts of the world due to
globalization.
There are circumstances and factors that
facilitate the development of globalization.
Here are some of them:
• the existence of a world market
• growth of international financial
institution
• development of modern interna-
tional transportation and commu-
nication
• expansion of trade through trans-
national corporations
• increase of foreign direct invest-
ments in different countries
• promotion of innovative ideas and
modern technology
History of Globalization
Globalization resulted from the activities
of peoples and governments around the world.
The Silk Road, the trade route between China
and different countries, during the 207 BCE–
220 CE helped in the spread of globalization in
history. It had a big contribution in expanding
the exchange of ideas and people’s knowledge
that included goods such as silk, porcelain,
spices, and other resourcesfrom the East.
? How can we effectively
cope with globalization and
help promote sustainable
development?
It is surmised that the invasions by
Alexander the Great were among the reasons
behind the hastening of globalization. In
334  BC, he brought the culture of Ancient
Greek to Southwest Asia, North Africa, and
Southern Europe. The Hellenistic culture,
which is the combination of the western and
eastern cultures, was formed because of this.
Alexander the Great
The conquest and subsequent establish-
ment of European colonies in different parts
of the world is also one of the reasons for
globalization. One of the goals of the Euro-
peans was to bring and spread Christianity in
these places which they colonized. The Chris-
tian missionaries from Europe also spread
Christianity in Latin America in 1492 as well
as in the Philippines in 1521.
During the 15th and 16th centuries,
western countries such as Spain, Portugal,
England, and Holland were into brisk trade
before they took over the countries in Asia and
Africa. They gathered and obtained natural
resources and products from these countries.
They developed markets and places to bring
their products by means of conquering
107
these places and sending missionaries or
colonial leaders to them. When the Spaniards
colonized the Philippines, the tobacco
harvested here was brought by the Spaniards
to Mexico and sold there. This happened
from 1565 to 1815, now known in Philippine
history as the Galleon Trade.
Galleon Trade
During 19th century, the Industrial
Revolution came about. Various and modern
inventions, industries, and equipment were
developed. At that time, industrial factories
were built. The building materials used
came from different parts of the world. The
products that came from factories were
then transported and sold in different parts
of the world. Because of this, an increase
in production came about to meet the
rising demands of the growing number of
people. The large production caused massive
movements of products in different countries.
With the development of technology,
globalization spread rapidly during the
20th century. Air transportation flourished,
including the use of telephone and postal
mail. In the 21st century, free trade expanded,
which ushered in Information Age. With the
use of satellites and mile-long fiber optic
cables, the World Wide Web connected
continents and made it easier for people in
different parts of the world to communicate
instantly.
108
Aspects of Globalization
Globalization is evident in the various
aspects of our way of life and culture. Here
are some examples:
 Communication
Information technology has
paved the way to cultural globalization.
Nowadays, information spreads faster
and more easily through the Internet and
cyberspace technology. We get informed
of events in different countries instantly
in real time when they occur because
of communication tools such as the
television, radio, and networking sites.
News and information such as accidents
or calamities that happen elsewhere are
instantly broadcasted all over the world.
The spread of globalization
became faster because of computers
and mobile phones. At present, people
can easily communicate with anyone
in the world through their computers
and mobile phones. Approximately
60% of the world population uses
mobile phones. A person who works in
America, Europe, or anywhere in the
world can easily call and communicate
with people in other parts of the world.
News networks such as CNN, BBC,
AI Jazeera, and many others deliver
world news as they happen in real time.
They are also instrumental in bringing
about globalization because they are
able to convey and broadcast the news
to different parts of the world.
 Travel
Traveling around the world with
ease helps globalization. Every year,
millions of people travel to different
countries to study, go on a vacation, or
work. The number of Overseas Filipino
Workers (OFWs) escalates as they seek
better job opportunities and earn higher
wages. Opportunities to do online-
based jobs have also arisen because of
globalization, and this has increased
the number of call center agents as well
as home-based online jobs that teach
languages.
Tourists from highly developed
countries are among those who travel
around the world. They would like to
experience high quality services, and
this gives some countries reasons to
provide quality products and services
to them. For example, the facilities of
multinational hotels and the services
they provide wherever they are in
many different parts of the world are of
excellent quality.
A lot of people are now aware of
the culture of other races because of
tourism. Travellers get a taste of new
dishes and exotic food. They also get
to see and buy unique products that
they are not available in their own
country. They also absorb new ideas
that can change their outlook and their
way of life. In these ways, globalization
influences trade and culture.
As the movement of people and
animals become widespread around
the world, diseases like AIDS, SARS, HIV,
H1N1 flu, Ebola, Zika virus, and MERS-
CoV easily spread. Also, the number of
people with HIV in the world, especially
in Southeast Asia, continues to increase.
Currently, there is an estimate of more
than 34 million people with HIV all over
the world.
Because businesses have
prospered rapidly due to globalization,
there is an increase in organized
transnational crimes. These crimes are
perpetrated by syndicates. Some of the
crimes they commit are: drug trafficking,
money laundering, terrorism, arms
smuggling, piracy, prostitution, and
human trafficking.
 Popular Culture
Due to globalization, activities and
beliefs in other countries or parts of
the world influence the activities and
beliefs of people in other countries.
Popular culture is now globalized. For
example, Americans now listen to
African music and read comics created
in Japan. Meanwhile, shows, soap
operas, or dramas from Korea and Spain
have become also popular here in the
Philippines. The film industry in India
called Bollywood is popular not only in
India but also in different countries like
the United States and England.
Certain clothing styles also have
become the trend all over the world
because of globalization. National or
regional costumes are now rarely used
due to globalization. For example, the
youth in some countries often wear
jeans, t-shirt, rubber shoes, sandals,
and others, while those working wear
a suit. This also includes the business
of selling clothes in different areas of
the world. Consequently, there is an
increase in income side-by-side with the
propagation of pop culture.
 Economy
It brought about closer in inter-
national relations. The economy of some
countries was strengthened due to lower
prices of gas, cost of transportation, rise
of multinational companies and inter-
national organizations such as World
Trade Organization and World Bank,
all of which promote globalization. The
development of telecommunication
and information technology such as
computers, Internet, and mobile phones
accelerated the pace of trade worldwide.
109
 Trade liberalization was instituted.
The removal of trade tariffs enabled
countries to export and import products
at a faster pace. There are now more
available sources of raw materials at
a lower cost. It is easier to get workers
from different countries and give them
lower wages. Because of this, products
are sold at a lower price.
There are many more products
with comparable prices and are of good
quality because of free trade worldwide.
Tight competition among sellers to
attract buyers motivate producers to
improve the quality of their products.
Big companies establish offices
in different parts of the world. An
example of this is the Hong Kong
Shanghai Banking Corporation (HSBC),
one of the largest banks in the world.
It was established in 1865 to finance
the growing trade between China and
Britain. At present, the main office
of HSBC is in London, England. The
American company Microsoft, for
example, depends on international
trade to have bigger profit.
People from different countries
have more opportunities to work
because of globalization. There are
approximately 11 million Overseas
Filipino Workers (OFWs) in various parts
of the world. The globalization of the
economy helped many corporations
transfer their offices and provide jobs
to least-developed countries. This is
called outsourcing. Many Filipinos
work in outsourced jobs like call
centers. In developing countries like the
Philippines, labor is cheaper. Because
of this, companies are able to provide
lower wages to their employees. Due
to advancement in technology, the
selling of goods is now easier due to
the establishment of e-commerce that
110
started the online shopping stores. The
intensified use of the World Wide Web
accelerated the economic activities of
the country and the whole world.
The impact of globalization is not
always beneficial to the economy. The
downfall of the economy in one country
can easily affect other countries.
For instance, the financial crisis that
happened in the United States in 2006.
In 2016, Brexit (The United Kingdom
of Great Britain and Northern Ireland’s
withdrawal or exit from the European
Union) quickly spread across the globe,
and the International Monetary Fund
or (IMF) predicted reduced economic
growth around the world by 0.1%.
Competition also brought some harmful
effects in some countries. Due to the
rapid exchange in the products of nations,
changes and product development
rapidly grew as well. As product quality
improved, the investment capital
needed to sustain it also increased.
But the continued improvement in the
quality of products and the rising capital
meant the decrease in the capital of
businessmen who could not keep up
with competition. This resulted in the
disappearance of these businesses in
the trade scene. Due to this situation,
entrepreneurs that cannot keep up with
the competition loses their capacity to
do business and eventually closes down.
The high level of competition tempt
companies in conflict with another to
steal trade secrets from one another.
 Politics
The United Nations was inaugu-
rated on October 24, 1945. It started
with only 51 country members. Today, it
consists of 193 nations. Here are some
provisions of its charter:
Article 1
The Purposes of the United Nations are:
1. To maintain international peace and security, and to that end: to take effective
collective measures for the prevention and removal of threats to the peace, and
for the suppression of acts of aggression or other breaches of the peace, and to
bring about by peaceful means, and in conformity with the principles of justice
and international law, adjustment or settlement of international disputes or
situations which might lead to a breach of the peace;
2. To develop friendly relations among nations based on respect for the principle
of equal rights and self-determination of peoples, and to take other appropriate
measures to strengthen universal peace;
3. To achieve international cooperation in solving international problems of an
economic, social, cultural, or humanitarian character, and in promoting and
encouraging respect for human rights and for fundamental freedoms for all
without distinction as to race, sex, language, or religion; and
4. To be a centre for harmonizing the actions of nations in the attainment of these
common ends.
Article 2
The Organization and its Members, in pursuit of the Purposes stated in Article 1,
shall act in accordance with the following Principles.
1. The Organization is based on the principle of the sovereign equality of all its
Members.
2. All Members, in order to ensure to all of them the rights and benefits resulting
from membership, shall fulfill in good faith the obligations assumed by them in
accordance with the present Charter.
3. All Members shall settle their international disputes by peaceful means in such a
manner that international peace and security, and justice, are not endangered.
4. All Members shall refrain in their international relations from the threat or use
of force against the territorial integrity or political independence of any state, or
in any other manner inconsistent with the Purposes of the United Nations.
5. All Members shall give the United Nations every assistance in any action it takes
in accordance with the present Charter, and shall refrain from giving assistance
to any state against which the United Nations is taking preventive or enforcement
action.
6. The Organization shall ensure that states which are not Members of the United
Nations act in accordance with these Principles so far as may be necessary for
the maintenance of international peace and security.

Source: http://www.un.org/en/sections/un-charter/chapter-i/index.html

111
 At present, the UN is challenged by
some countries as they encounter territorial
problems. Other important global issues are
climate change and its effects, terrorism,
drug smuggling, human trafficking, spread of
infectious diseases, and immigration.
Agencies/Organizations that Regulate
Globalization
 The World Trade Organization (WTO)
is an international organization with
the task of developing trade policies
between countries. It aims to develop
policies that would encourage and
organize free trade among its member
nations. The WTO was established in
Geneva, Switzerland on January 1995
as a result of the Uruguay Round of the
General Agreement on Tariffs and Trade
(GATT). In the year 2008, it has 153
countries as its members. Some of its
activities are:
1. Implementing trade agreements
that are acceptable by all member
countries
2. Providing a forum for trade
negotiations
3. Handling trade disputes among
member countries
4. Helping producers of goods and
service providers, exporters,
and importers of products in the
conduct of their business
5. Providing technical assistance and
training for developing countries
6. Monitoring national trade policies
to help in invigorating the free flow
of trade in the world
 The World Bank was founded after
World War II. It aims to assist developing
countries and improve the standards of
living of people. Its branches are the
International Bank for Reconstruction
112
and Development (IBRD) and the
International Development Association
(IDA). These organizations aim to reduce
poverty in different parts of the world.
They offer loans to developing countries
for the realization of their social projects
in such areas as health, education, and
other basic needs of the poor.
 The International Monetary Fund (IMF)
provides loans to help countries preserve
the value of their money and pay their
foreign debt. Countries often acquire
large foreign debt when their imported
products and services are more than
their exports. Often, the usual condition
of the IMF before it grants loan to any
country is the expansion of free trade
through: privatization, deregulation,
and trade liberalization, geared toward
lowering of taxes and the improvement
of the government’s public service.
Assessment of Globalization
People have different views about
globalization and this remains to be a contro-
versial issue. Here are some views about its
positive and negative effects:
 Positive Effects of Globalization
• Development of trade among
countries of the world
• Growth of international financial
transaction
• Increase in foreign investments
that give jobs and increase
production to meet the needs of
people
• Existence of a world market
• Faster and wider spread of
technology and knowledge due
to advances in transportation and
communication across the world
• Stabilization of democracy in post-
communist countries
• Unity among countries through the
development of international and
regional organizations such as the
United Nations, the Association of
South East Asian Nations, the Asia-
Pacific Economic Cooperation, and
the World Health Organization
• Development in the method of
manufacturing through modern
technology
• Advancement in medicine to
prevent and manage different
types of diseases and epidemics
• Growth of multinational corpora-
tions and global institutions that
protect the market and interna-
tional finance
• Faster response and help from
various countries to victims of
calamities
• Easier and faster distribution of
modern medicine in different
areas
• More job opportunities abroad
• Increase in number of students
who study abroad
• Improvement in the price and
quality of service and products
as local companies strive to be
competitive against foreign or
multinational companies
Put picture logo and caption –
UN, APEC, ASEAN, WHO
 Negative Effects of Globalization
• Lack of support for local industries
due to removal of policies that
protect them—under free trade,
the government cannot give
support to local industries such
as discount on taxes and tariffs on
foreign products. Since products
from other countries do not have
tax or are duty-free, these are
being sold at a lower price than the
local products. For example: the
vegetable production industry in
our country is affected by cheaper
vegetables that are imported from
Taiwan because these are not
taxed.
• Increase in the level of poverty
in our country because of high
levels of underemployment and
competition in the job market
• Increase in the number of unem-
ployed because of the downfall of
microenterprises
• Lower wages of workers
• Strict enforcement of labor laws
• Closure or bankruptcy of local
companies and industries that
cannot keep up with global com-
petition
• Lack of skilled workers or brain
drain in the country because they
are attracted to higher wages
offered by countries that import
workers such as Europe, Canada,
and Western Asia
• Formation of small armed groups
with the blessing and support of
several powerful armed groups
abroad
• Spread of biological weapons
caused by rapid spread of infor-
mation around the world and the
increase in the number of sellers
of materials used in producing
them
113
• Destruction of the environment
due to inappropriate use of natural
resources and pollution caused by
manufacturing and industrialization
• Loss of our native or indigenous
culture because of the acceptance
of modern or pop culture by the
indigenous peoples
• Increase in the dependency rate of
underdeveloped countries and de-
veloping countries on developed
countries because they serve as
the market for duty-free products
and source of cheap labor
• Spread of infectious diseases in
various parts of the world, such
as: In 2003, the deadly respiratory
illness called Severe Acute
Respiratory Syndrome (SARS) from
Hong Kong and China; Middle East
Respiratory Syndrome (MERS),
which originated in Saudi Arabia
in 2012; Ebola in the countries in
West Africa in 2014; and the Zika
virus in 2015 in Brazil, Colombia,
and Africa (Cape Verde)
• Emergence of problems related
to international relations due to
the ongoing search for natural
resources and territorial disputes
Makati Business Center and Global City
114
What Are Needed to Cope with Globalization
• Clear and firm government policies in
order to have a well-functioning local as
well as foreign industry and business
• A stable economy to attract investors:
local and foreign entrepreneurs
• Free trade that provides equal or
high priority to local products of the
country so they can keep up with the
competition from foreign markets
• A well-functioning and stable system
of exchange for foreign and local
currencies
• Training for entrepreneurs and work so
they can acquire sufficient knowledge
and appropriate skills to establish
industries that can cope with product
competition abroad
• Well-thought-out policies about labor
relations to ensure that employers
give fair and equal treatment to their
employees
• Firm policies regarding ownership of
land where industries will be located
so as to protect the people and the
country’s territory
• Adequate infrastructure and means of
transportation and communication to
facilitate the faster flow of products
and services from remote areas to the
market
• High quality of products and services
that can compete in the world market
Our Government’s Policies on Globalization
For the citizens to be able to keep up
with globalization, our government has
developed policies and programs to ensure
the:
• cooperation between the public
and private sectors. Examples:
the schemes of build-operate-
transfer and lease of government-
owned properties to foreign and
local corporations. It is assumed
that such cooperation can raise
government funds and create job
opportunities for people.
• implementation of the priva-
tization of government-owned
corporations in order to provide
adequate funds for their operation
to be managed by experts from
the private sector.
• promotion of several liberalization
policies and economic deregulation
to attract foreign investors in the
country. The presence of foreign
investors in the country can help
alleviate the shortage of jobs or
unemployment in the country.
• allocation of large part of the
budget for social and economic
services to support the rapid,
extensive, and continuous
development of our country.
• implementation of projects for
agricultural, tourism, and industrial
development.
• improvement of relationship
and interactions with different
countries.

A. Match the effects in column A and the causes in column B to form a statement
about globalization. Write the letter of your answer.
A B
������ 1. Due to trade liberalization, a. the events in different countries are
������ 2. Due to prevalence of pop easily disseminated.
culture, b. national or regional costume has
������ 3. Because of modern become rare.
telecommunication and c. the pace of trade has accelerated.
information technology, d. it became easy to export and
������ 4. Due to modern technology import products.
and transportation, e. territorial disputes became intense.
������ 5. Due to tight competition f. products have higher and better
among entrepreneurs, quality.

B. Make a concept map to show the different aspects of globalization.

115
C. Complete the timeline below to show how globalization started and flourished.

Events

2017
Year

D. Evaluate the overall impact of globalization in our country. Write your answers in
the boxes below.
Effects of Globalizaton to the Philippines

Beneficial
Harmful

E. Explain your answer.

1. Why is transportation a big factor on the advancement of globalization?
____________________________________________________________
____________________________________________________________
2. How does the communication of people with each other help on the
advancement of globalization?
____________________________________________________________
____________________________________________________________
3. How does globalization impair the economy of developing countries like
the Philippines? Explain.
____________________________________________________________
____________________________________________________________
4. What is the role of the United Nations on the advancement of globalization?
____________________________________________________________
____________________________________________________________
5. In your opinion, is it difficult to have an international court that will resolve
territorial disputes and criminality among countries? Why?
____________________________________________________________
____________________________________________________________

116
Sustainable Development
Aside from globalization, the problem
of sustainable development is another
important issue in the world today. The
concept of sustainable development is
defined in the publication titled “Our Common
Future,”also known as the Brundtland Report
by the United Nations:
Sustainable development is develop-
ment that meets the needs of the
present without compromising the
ability of future generations to meet
their own needs.
To achieve sustainable development,
among the challenges that have to be
addressed are:
The satisfaction of human needs
and aspirations in the major
objective of development. The
essential needs of vast numbers of
people in developing countries for
food, clothing, shelter, jobs—are not
being met, and beyond their basic
needs these people have legitimate
aspirations for an improved quality
of life. A world in which poverty and
inequity are endemic will always be
prone to ecological and other crises.
Sustainable development requires
meeting the basic needs of all and
extending to all the opportunity to
satisfy their aspirations for a better
life.
Living standards that go beyond
the basic minimum are sustainable
only if consumption standards
everywhere have regard for long-
term sustainability. Yet many of us
live beyond the world’s ecological
means, for instance, in our patterns
of energy use. Perceived needs are
socially and culturally determined,
and sustainable development
requires the promotion of values that
encourage consumption standards
that are within the bounds of the
ecological possible and to which all
can reasonably aspire.
Meeting essential needs depends in
part on achieving full growth po-
tential, and sustainable development
clearly requires economic growth
in places where such needs are not
being met. Elsewhere, it can be con-
sistent with economic growth, pro-
vided the content of growth reflects
the broad principles of sustainability
and non-exploitation of others. But
growth by itself is not enough. High
levels of productive activity and wide-
spread poverty can coexist and can
endanger the environment. Hence,
sustainable development requires
that societies meet human needs
both by increasing productive poten-
tial and by ensuring equitable oppor-
tunities for all.
Source: http://www.un-documents.net/ocf-02.htm#I
In the discussion of the Brundtland
Report, sustainable development contains
three aspects. These are:
• Economic: An economically sus-
tainable system must be able to
produce goods and services on
a continuing basis to maintain
manageable levels of govern-
ment and external debt, and to
avoid extreme sectoral imbalanc-
es which damage agricultural or
industrial production.
• Environmental: An environmen-
tally sustainable system must
maintain a stable resource base,
117

avoiding over-exploitation of
renewable resource systems or
environmental sink functions,
and depleting non-renewable
resources only to the extent that
investment is made in adequate
substitutes. This includes mainte-
nance of biodiversity, atmospher-
ic stability, and other ecosystem
functions not ordinarily classed
as economic resources.
• Social: A socially sustainable
system must achieve distribu-
tional equity, adequate provision
of social services including health
and education, gender equity,
and political accountability and
participation.
Source: http://www.ase.tufts.edu/gdae/publications/
working_papers/Sustainable%20Development.PDF
To achieve sustainable development,
we need to see the world as a system where
everything is connected to one another. The
development being described is an issue or
a problem that has an overall impact to our
own society, country, and world. Addressing
our needs is related to the condition of our
environment, society, and economy. It is
important to keep in mind the effects of
our activities on the next generation. We
have already seen the harmful effects of
our disregard for the possible effects of our
activities, causing severe global problems
such as global warming which are brought
about by climate change and natural
Climate Change
118
disasters, resulting from pollution and
excessive use of energy from fossil fuels. If we
do not change our ways of living, the worst
effects will come about. This is the reason
why it is very important to cooperate in the
implementation of sustainable development.
The Beginning of the Concept of Sustainable
Development
In 1969, the United States established
the National Environmental Policy Act (NEPA).
It is committed to foster and promote the
general welfare of citizens, and to create as
well as maintain conditions under which man
can live safely. It also aims to fulfill the other
needsof the present and future generations.
In 1970, then American President Nixon
passed a plan to reorganize and establish the
U.S. Environmental Protection Agency (EPA)
as an independent agency of the executive
branch of their government. EPA began its
operation on December 2, 1970 to improve
and protect the environment in national and
international levels. EPA protects human
health and natural resources upon which all
human activities depend.
The Stockholm Meeting
In 1972 Stockholm Meeting, a United
Nations conference was held in Stockholm,
Sweden. In that meeting, the developing
countries expressed their concerns over
the effects of economic development on
the environment by the development of
the world. Meanwhile, the developing and
underdeveloped countries expressed their
need to develop their industries.
 In the Stockholm Meeting, the
interrelatedness between environment and
development was discussed. The concept
of sustainable development was formed
as a result of their persistence to address
the growth and development of countries
in the southern part of the world and the
preservation of the natural resources of
the developed countries in the north. The
meeting helped in the greater awareness of
people about global environmental issues,
which paved the way for people to accept
and understand the concept of sustainable
development as a means to address human
needs without sacrificing the capacity of the
world to give life.
As a result of the Stockholm Meeting,
the UN Environmental Program (UNEP)
was formed to pursue the concept of
environmentally-sound development. The
UNEP, based in Nairobi, Kenya, is the agency
that examines the emerging environmental
and developmental issues in the world and
provides suggestions on how to solve these
issues. Among the programs that have
been launched by the UNEP are the World
Environmental Academic Programme in 1975
and the World Conservation Technique in
1980.
World Commission on Environment and
Development
The United Nations formed the
World Commission on Environment and
Development in 1987 to examine important
environmental and developmental problems
and to suggest solutions that can be
implemented. The commission presented the
new concept of sustainable development. It
also aims to establish
the interdependence
and cooperation of
nations to address
environmental and
developmental issues.
In December 1983, UN
Secretary General appointed Gro Harlem
Brundtland, prime minister of Norway as the
chair of WCED.
When the commission was formed,
some members wanted to limit its focus on
environmental problems only. But they soon
realized that the condition of the environment
and its ability to support development are
connected and inseparable. The WCED
outlined the concept of viable development
as “development that fulfills the requirements
of the present without putting at risk the
capability of generations to come to meet
their own needs.”
The WCED published “Our Common
Future” in 1987. The commission intended
to address the competing environmental and
developmental goals. Here is their conclusion:
Sustainable development aims to
promote harmony among human
beings and between humanity and
nature. In the specific context of
the development and environment
crises of the 1980s, which current
national and international political
and economic institutions have not
and perhaps cannot overcome, the
pursuit of sustainable development
requires:
• a political system that secures
effective citizen participation in
decision making,
• an economic system that is
able to generate surpluses and
technical knowledge on a self-
reliant and sustained basis,
• a social system that provides for
solutions for the tensions arising
from disharmonious develop-
ment,
• a production system that
respects the obligation to
preserve the ecological base for
development,
119
 • a technological system that can
search continuously for new
solutions,
• an international system that
fosters sustainable patterns of
trade and finance, and
• an administrative system that is
flexible and has the capacity for
self-correction.
Source: http://www.un-documents.net/ocf-02.htm
Earth Summit
The UN Meeting on Environment and
Development was organized based on the
reports of the WCED. After two consecutive
years of meetings, the Earth Summit in Rio
de Janeiro, Brazil was held in June 1992.
Twenty years after the Stockholm Meeting,
the Earth Summit is the second instance
where the leaders of various countries met
to discuss environmental and developmental
issues. More countries participated in the
Earth Summit than in the Stockholm meeting
and more issues were discussed. More than
a hundred Heads of State attended the
Earth Summit and 170 countries sent their
representatives.
During the Earth Summit, the heads of
state and representatives of governments
had the opportunity to sign the world
convention about global warming and
biodiversity, the Declaration of Environment
and Development. They also outlined and
Earth Summit
120
strengthened the Agenda for the 21st
Century known as Agenda 21. It aimed to
inform people about the environmental
and developmental status, and help them
decide about its concomitant issues. It
espoused that economic policies must be
rooted on responsibility for the environment.
The Secretary General of UNCED, Maurice
Robust, summarized Agenda 21 as a program
of action for the future welfare of the family
and is the first step toward making sure that
the world would be a just, safe, and a fertile
home for the whole of mankind.
Agenda 21 encouraged all nations in the
world to launch a detailed planning process
and course of action in order to achieve what
it calls supportability or help from the local
government of every nation. Aside from a
worldwide agenda, Agenda 21 also tackled
the detailed responsibilities of every local
town and city:
“Local authorities construct, operate
and maintain commercial, social and
environmental substructure, oversee
planning processes, build local
environmental policies and rules,
and …as the level of state nearest
the folks, they play a very important
part in teaching, mobilizing and
replying to the general public to plug
supportable development.”
—from Chapter 28 of Agenda 21
(known as Local Agenda 21)
Challenges of Attaining Sustainable
Development
 Overcoming Poverty
The Agenda 21 of the Philippines
emphasizes the ongoing fight against poverty
with the end in view of defeating it. This
topic was also foremost in commitment 2
of the Copenhagen Declaration on Social
Development. Agenda 21 stressed that
poverty is a complicated and a multi-
dimensional problem that stems from our
world situation. According to the Agenda, we
cannot find a single solution to poverty that
is applicable to all countries in the world.
The problem of poverty can be solved only
by launching nationwide programs that are
supported by a worldwide policy or action.
After the Earth Summit of 1992, the
number of people in the world increased
even more, particularly in undeveloped
countries. The depth and width of the issue
of poverty is a threat to society: its economic
development, environmental situation, and
the political stability ofmany countries.
In 1997, the UN General Assembly
formed a program for the more vigorous
implementation of Agenda 21. They decided
to make poverty as the focus of the programs
on sustainable development. Solving the
problems of poverty became the most
important goal of the world community and
the United Nations.
Urban Poor Filipinos
During the World Summit on Sustainable
Development (WSSD) held in Johannesburg,
South Africa in 2002, implementation of
Agenda 21 and commitments were strongly
reaffirmed.
 Health and Inequalities
To attain sustainable development
in society, the economy, the environment,
and vulnerable groups have to be protected
according to Agenda 21. Here are some
provisions:
Protecting Vulnerable Groups
Basis for action:
• In addition to meeting basic
health needs, specific emphasis
has to be given to protecting and
educating vulnerable groups,
particularly infants, youth,
women, indigenous people and
the very poor as a prerequisite
for sustainable development.
Special attention should also be
paid to the health needs of the
elderly and disabled population.
• Infants and children. Approxi-
mately one third of the world’s
population are children under 15
years old. At least 15 million of
these children die annually from
such preventable causes as birth
trauma, birth asphyxia, acute
respiratory infections, malnu-
trition, communicable diseases
and diarrhoea. The health of
children is affected more severely
than other population groups
by malnutrition and adverse
environmental factors, and many
children risk exploitation as
cheap labour or in prostitution.
121
• Youth. As has been the historical
experience of all countries, youth
are particularly vulnerable to
the problems associated with
economic development, which
often weakens traditional forms
of social support essential for
the healthy development, of
young people. Urbanization and
changes in social mores have
increased substance abuse,
unwanted pregnancy and sexually
transmitted diseases, including
AIDS. Currently more than half
of all people alive are under
the age of 25, and four of every
five live in developing countries.
Therefore, it is important to
ensure that historical experience
is not replicated.
• Women. In developing countries,
the health status of women
remains relatively low, and during
the 1980s poverty, malnutrition
and general ill-health in women
were even rising. Most women in
developing countries still do not
have adequate basic educational
opportunities and they lack the
means of promoting their health,
responsibly controlling their
reproductive life and improving
their socio-economic status.
Particular attention should be
given to the provision of pre-natal
care to ensure healthy babies.
• Indigenous people and their
communities. Indigenous people
had their communities make
up a significant percentage of
global population. The outcomes
of their experience have tended
to be very similar in that the
basis of their relationship with
traditional lands has been funda-
122
mentally changed. They tend
to feature is proportionately in
unemployment, lack of housing,
poverty and poor health. In many
countries the number of indige-
nous people is growing faster
than the general population.
Therefore, it is important to target
health initiatives for indigenous
people.
Source: https://sustainabledevelopment.un.org/
content/documents/Agenda21.pdf
These are the most important
foundations for the development agenda
that are centered on man and focused
on the world. These policies are needed
by all nations, whether developed or not.
Sustainable development must be based
on the protection of human rights and the
elimination of all kinds of discrimination,
especially among women and the youth.
The problems in sexual and reproductive
health can be avoided and should be avoided
because they have harmful effects on the
health of every family and on the economy.
This has a crucial role in stamping out the
problem of poverty.
 Consumerism
People consume vast resources and
products nowadays. These have put a strain
on the resources of Earth. The consumption
of basic needs and luxury items are important
issues of consumerism, which include:
• how the products and resources we
consume are actually produced;
• the impact of that process of
production on the environment;
and
• the wasteful use of resources,
labor, and capital.
Consumerism is having devastating
effects, which has to be addressed by
sustainable development. The processing,
production, and consumption of products
require the use of natural resources like
water, fossil fuels, wood, and many other
things. Factories emit toxic chemicals and
byproducts. The use of products such as
automobiles and machineries produces
pollutants and waste.
Source: http://www.globalissues.org/article/238/
effects-of-consumerism
 Energy sustainability
Energy is essential for sustainable
development. In 2015, it was estimated that
about 2.8 billion people do not have access
to modern energy services and 1.1 billion
people do not have electricity. Around 4.3
million people die because of indoor pollution
every year for using unsustainable fuels. The
challenge lies in finding sustainable energy
services and natural resources in order to
ensure sustainable development.
Source: http://www.undp.org/content/undp/en/
home/ourwork/climate-and-disaster-resilience/
sustainable-energy/
The UN report suggests: “improve
access to reliable, affordable, econo-
mically viable, socially acceptable and
environmentally sound energy services;
(2) recognize that energy services have
positive impacts on poverty eradication and
the improvement of standards of living; (3)
develop and disseminate alternative energy
technologies with the aim of giving a greater
share of the energy mix to renewable energy
and, with a sense of urgency, substantially
increase the global share of renewable
energy sources; (4) diversify energy supply by
developing advanced, cleaner, more efficient
and cost-effective energy technologies; (5)
combine a range of energy technologies,
including advanced and cleaner fossil fuel
technologies to meet the growing need
for energy services; (6) accelerate the
development, dissemination and deployment
of affordable and cleaner energy efficiency
and energy conservation technologies; (7)
take action, where appropriate, to phase out
subsidies in this area that inhibit sustainable
development.”
Source: https://sustainabledevelopment.un.org/
topics/energy
Activities and Decisions of Men that Affect
Environmental Change
Here are some human activities and
decisions that result in environmental change
and affect sustainable development:
• Destruction of natural habitats
through mining and deforestation
for building purposes, decorative
materials, and other unnecessary
things that results to mass
extinction of animals
• Urbanization and increase of
suburban areas that result to
environmental degradation
• Extensive use of fossil fuel for gen-
erating electricity, transportation,
heating, and manufacturing that
emits pollution and causes global
warming
• Poor community planning that
makes it hard for people to com-
mute and become overdependent
on automobiles
• Mine tailing and factory runoffs
pollute waterways and destroy
animal habitats
• Industrial farming uses chemicals
like fungicides, herbicides, and
pesticides which also kill other
animals
• Use of plastics and disposable
goods that are wasteful and
harmful to the environment
123
What Needs to Be Done?
In his “Basic Principles of Sustainable
Development” (2000), Jonathan Harris said
that a true sustainable development needs
“a major shift from existing techniques and
organization of production.” These are:
 Agriculture: The need to feed an
expanding population at higher per-
capita levels of consumption is straining
global soil and water systems. The
response to this must be twofold. On
the production side, current high-input
techniques which are leading to serious
soil degradation and water pollution
and overdraft must be replaced by
organic soil rebuilding, integrated pest
management, and efficient irrigation.
This in turn implies much greater
reliance on local knowledge and
participatory input into the development
of agricultural techniques.
On the consumption side, both
limits on population growth and greater
equity and efficiency in food distribution
are of central importance given probable
resource limitations on production.
 Energy: Both supply limits and
environmental impacts, in particular
the accumulation of greenhouse
gases, mean that it will be necessary
to accomplish a transition away from
fossil fuels well before 2050. A non-fossil
energy system would be significantly
more decentralized, adapted to local
conditions and taking advantage of
opportunities for wind, biomass, and off-
grid solar power systems. This is unlikely
to occur without a major mobilization of
capital resources for renewable energy
development in countries now rapidly
expanding their energy systems.
 Industry: As the scale of global industrial
production increases several-fold
over current levels, which themselves
represent a quadrupling over 1950
124
levels, it is apparent that “end-of-pipe”
pollution control not be adequate. The
new concept of “industrial ecology”
implies the restructuring of whole
industrial sectors based on a goal
of reducing emissions and reusing
materials at all stages of the production
cycle. Corporate reform and “greening”
as well as a broad cooperative effort
between corporations and government
will be needed to achieve goal.
 Renewable Resource Systems: World
fisheries, forests and water systems are
severely over-stressed. With even greater
demands on all systems expected in the
next century, all levels of institutional
management must be urgently
reformed. Multilateral agreements and
global funding are needed to conserve
transboundary resources; national
resource management systems must
be shifted from goals of exploitation to
conservation and sustainable harvesting;
and local communities must be strongly
involved in resource conservation.
Source: http://www.ase.tufts.edu/gdae/
publications/working_papers/Sustainable%20
Development.PDF
Philippine Council for Sustainable
Development
According to the report of the NEDA:
The Philippines has been swift in
responding to the call of the Earth Summit
to bring action at the local level in support
of sustainable development. President
Fidel V. Ramos, by virtue of Executive Order
No. 15 dated 01 September 1992, created
the Philippine Council for Sustainable
Development (PCSD). The council provided
the mechanism for attaining the principles
of sustainable development and to assure
its integration in the Philippine national and
local policies, plans, and programs involving
all sectors of the society.
 On July 5, 1995, Memorandum Order No.
399 was issued to direct the operationalization
and monitoring of the Philippine Agenda 21.
On September 26, 1996, Executive Order No.
370 was issued to strengthen the Council’s
functions and structure through expanding
Council membership to include several
government agencies. Likewise, EO 370
mandated the Department of Interior and
Local Government (DILG) to coordinate and
monitor sustainable development at the local
government or LGU level.
On December 10, 2001, Executive
Order 62 was issued to further strengthen
the PCSD mandate and its core composition
by streamlining government representation
and expanding non-government membership
base.
On December 21, 2015, PCSD discussed
the formulation of the Sustainable Develop-
ment Goals (SDG) Indicators and highlights of
the 21st Conference of the Parties to the UN
Framework Convention on Climate Change
(UNFCCC) (COP21) and ways to respond to
socio-economic and political developments
at the national and global levels, including
the recent adoption of the Sustainable Devel-
opment Goals.
Source: http://pcsd.neda.gov.ph/
http://pcsd.neda.gov.ph/pcsd-holds-4th-quarter-2015-
meeting/
Powers and Functions of PCSD
The Philippine Council for Sustainable
Development (PCSD) shall focus on issues that
deal with the interplay of social, economic,
and environmental concerns, rather than
solely sectoral matters that are already
performed by the existing departments and
agencies of the government.
UN Conference for Sustainable Development
According to EO 62 (s. 2001), the PCSD is
2012 (Rio+20)
mandated to do the following, among others:
1. To review and ensure the imple-
of PCSD under the Aquino administration,
mentation of the commitments
led the Philippine delegation to the
made by the Philippines in the light
United Nations Conference on Sustainable
of the United Nations Conference
on Environment and Development
(UNCED);
2. To act as the coordinating mech-
anism with the United Nations
Commission on Sustainable Devel-
opment (UNCSD) and the govern-
ing Bodies or Secretaries of other
multilateral conventions, through
the Department of Foreign Affairs
(DFA);
3. To establish guidelines and mecha-
nisms that will ensure that the sus-
tainable development principles
are embodied in the Rio Declara-
tion or Agenda 21, are integrated
in the formulation of national,
regional, and local development
policies, plans, and programs;
4. To formulate policies and
recommend new actions to
appropriate bodies of sustainable
development issues focusing on
the environment dimensions and
social interventions;
5. To review and monitor plans, poli-
cies, programs and legislation on
sustainable development to pro-
mote efficiency and timeliness of
their execution and ensure consist-
ency and coordination among the
Legislative and Executive branches
of government, local government
units, civil society, business, labor
and other concerned entities/sec-
tors, and existing multi-stakehold-
er governance mechanisms;
Source: http://pcsd.neda.gov.ph/
Secretary Arsenio M. Balisacan, the chair
125
Development 2012 or Rio+20 held at Rio
de Janeiro, Brazil. In the conference, the
Philippines was among the countries who
signed for the establishment of Global Green
Growth Institute (GGGI). The institute focuses
on building a green economy, the preservation
of the environment and poverty reduction.
The countries that participated in Rio+20
had the chance to strengthen international
cooperation to address the challenges related
tosustainable development.
The movement toward green economy
requires finding and developing low-carbon
and environment-friendly technologies,
sharing of knowledge about these
technologies, implementing trade agreements
for the benefit of all, improving employment
and livelihood, and promoting peace and
security. Green economy also acknowledges
and recognizes natural and cultural diversity.
As a developing country, our country
needs help from other developed countries,
particularly in addressing the problem
of poverty. We also need to modify its
agricultural, environmental, infrastructure,
technology, and industrial policies and goals
to achieve green economy.
The Paris Agreement
In 12 December 2015, Parties to the
United Nations Framework Convention on
Climate Change around the world convened
and signed the Paris Agreement that
deals with climate change and sustainable
development among others. Here are some
provisions of the agreement:
Emphasizing the intrinsic relationship
that climate change actions, responses
and impacts have with equitable
access to sustainable development and
eradication of poverty,
Recognizing the fundamental priority of
safeguarding food security and ending
126
hunger, and the particular vulnerabilities
of food production systems to the
adverse impacts of climate change, …
Acknowledging that climate change
is a common concern of humankind,
Parties should, when taking action
to address climate change, respect,
promote and consider their respective
obligations on human rights, the right
to health, the rights of indigenous
peoples, local communities, migrants,
children, persons with disabilities and
people in vulnerable situations and the
right to development, as well as gender
equality, empowerment of women and
intergenerational equity, ...
Noting the importance of ensuring the
integrity of all ecosystems, including
oceans, and the protection of bio-
diversity, recognized by some cultures
as Mother Earth, and noting the
importance for some of the concept of
“climate justice,” when taking action to
address climate change,
Affirming the importance of education,
training, public awareness, public parti-
cipation, public access to information
and cooperation at all levels on the
matters addressed in this Agreement, …
Article 2
1. This Agreement, in enhancing the
implementation of the Convention,
including its objective, aims to
strengthen the global response to
the threat of climate change, in the
context of sustainable development
and efforts to eradicate poverty,
including by:
(a) Holding the increase in the
global average temperature
to well below 2°C above pre-
industrial levels and to pursue
efforts to limit the temperature
 increase to 1.5°C above pre-
industrial levels, recognizing
that this would significantly
reduce the risks and impacts of
climate change; …
2. Developed country Parties
should continue taking the lead
by undertaking economy-wide
absolute emission reduction targets.
Developing country Parties should
continue enhancing their mitigation
efforts, and are encouraged to move
over time towards economy-wide
emission reduction or limitation
targets in the light of different
national circumstances…
Article 6
1. Parties recognize that some
Parties choose to pursue voluntary
cooperation in the implementation
of their nationally determined
contributions to allow for higher
ambition in their mitigation and
adaptation actions and to promote
sustainable development and
environmental integrity...
2. A mechanism to contribute to
the mitigation of greenhouse gas
emissions and support sustainable
development is hereby established
under the authority and guidance
Source: https://sustainabledevelopment.un.org/frameworks/parisagreement
A. Check () the objectives and activities supported by the UN for sustainable
development.
�������� 1. Improve transportation
�������� 2. Enhance popular culture
�������� 3. Reduce poverty among nations
of the Conference of the Parties …
and shall aim:
(a) To promote the mitigation of
greenhouse gas emissions
while fostering sustainable
development;
(b) To incentivize and facilitate
participation in the mitigation
of greenhouse gas emissions
by public and private entities
authorized by a Party;
(c) To contribute to the reduction
of emission levels in the host
Party, which will benefit from
mitigation activities resulting
in emission reductions that can
also be used by another Party to
fulfil its nationally determined
contribution; and
(d) To deliver an overall mitigation
in global emissions.
Article 8
1. Parties recognize the importance of
averting, minimizing and addressing
loss and damage associated with
the adverse effects of climate
change, including extreme weather
events and slow-onset events, and
the role of sustainable development
in reducing the risk of loss and
damage.
127
 �������� 4. Use high carbon technologies
�������� 5. Preserve the natural resources for future generations
�������� 6. Sustain a green economy
�������� 7. Extend the Internet and websites locally
�������� 8. Implement trade agreements to increase employment
�������� 9. Promote tourism among nations
�������� 10. Extend the territories of developed countries

B. Fill the graphic organizer below about the concept of sustainable development.

Definition Importance

Sustainable Development
Activities that Promote Activities that Hinder

C. How did the concept of sustainable development start? How is it now? Complete
the timeline.
Events

2017

D. Draw pictures or cartoons that show the connection of sustainable development
in the reduction of poverty in our country.

Explain
E. Explain your answer.
How does our government pursue sustainable development?
________________________________________________________________
________________________________________________________________

128
 Elaborate
1. Observe the activities of the people and leaders in your village/barangay. Are
they promoting sustainable development? Provide three evidences.
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Can you help attain sustainable development? How?
________________________________________________________________
________________________________________________________________

Two of the most important economic issues at present are globalization and sustainable
development. These issues need to be addressed both at national and international levels.
Globalization is the interconnection of the different parts of the world. Cultural, economic,
and political activities expand because of globalization. The signs of globalization are evident
in various fields including communication, popular culture, traveling, and economy.
Sustainable development is meeting the needs of the present without compromising the
ability of future generations to meet their own needs. The Agenda 21 that was formed during
the Earth Summit in Brazil in 1992 is the main document being followed by different countries
to address the issue of sustainable development and develop national or local programs
about this. In the Philippines, the Philippine Council for Sustainable Development manages
the programs and policies regarding sustainable development.

For more information about this topic, log on to www.rexinteractive.com to

access the Student’s Space in the website.

A. How is globalization evident in the following? Give one example for each. Explain your
answer.
1. communication
__________________________________________________________________
__________________________________________________________________

129
 2. travel
__________________________________________________________________
__________________________________________________________________
3. popular culture
__________________________________________________________________
__________________________________________________________________
4. economy
__________________________________________________________________
__________________________________________________________________
5. politics
__________________________________________________________________
__________________________________________________________________

B. What led to the concept of sustainable development? If sustainable development will be

attained, what will be its effects? Complete the graphic organizer.

Objectives

Activities Effects

Sustainable
Development

C. Explain.
1. How does globalization affect your daily life?
__________________________________________________________________
__________________________________________________________________
2. Are development and progress connected to globalization? How?
__________________________________________________________________
__________________________________________________________________
3. Does globalization enhance sustainable development? How?
__________________________________________________________________
__________________________________________________________________

130
D. Is it beneficial or harmful? Complete the statement according to your own opinion.

Globalization for me is___________________________________________

because__________________________________________________________
_________________________________________________________________
_________________________________________________________________ .

E. Make a case study on how to attain sustainable development in one’s community.

______________________
Name and Location
Problem: _________________________________________________________
Description of the problem: __________________________________________
_________________________________________________________________
_________________________________________________________________
Sources of information about the problem:
_________________________________________________________________
_________________________________________________________________
Causes of the problem:
_________________________________________________________________
_________________________________________________________________
Effects of the problem:
_________________________________________________________________
_________________________________________________________________
Solutions that are already being done in the community:
_________________________________________________________________
_________________________________________________________________
Actions by the government or the community leaders about this:
_________________________________________________________________
_________________________________________________________________
Suggested solutions:
___________________________________________________________
___________________________________________________________

131
A. Put a check mark () in the column that shows your skill in answering the activities in
this lesson.

How well did you accomplish the tasks below? Developing Proficient Exemplary

1. Explain the concept of globalization

2. Discuss the historical, political, economic,
social, and cultural origin of globalization
3. Analyze the primary institutions with a role
in globalization (government, school, mass
media, multinational corporations, NGOs,
and international organizations)
4. Explain the concept of sustainable
development
5. Discuss the historical development of the
concept of sustainable development
6. Analyze the present challenges in attaining
sustainable development (consumerism,
energy sustainability, poverty, and health
inequalities)
7. Compare the different strategies and
policies on sustainable development which
are being implemented in and out of the
country
8. Write a case study on how to attain
sustainable development in one’s
community
9. Take individual and collective action toward
addressing environmental challenges
(e.g., participating in global actions,
designing solutions that inspire action on
environmental issues)

B. Enumerate the things you learned and you still want to learn.
1. What important learning did you achieve?
__________________________________________________________________
__________________________________________________________________
2. What do you still want to learn?
__________________________________________________________________
__________________________________________________________________

132
 ? How can we effectively cope with globalization
and help promote sustainable development?

A. Choose one from the three activities below and answer the question.

Activity 1 Activity 2 Activity 3

Observe the surroundings in your
community and interview your local
officials. Make a video documentary
on how we can effectively cope
with globalization and help promote
sustainable development.
Write a short play or poem
on how we can effectively
cope with globalization and
help promote sustainable
development.
Create a poster with a slogan that
elicits attention on how we can
effectively cope with globalization
and help promote sustainable
development in your place or
barangay.

B. Use the criteria below to assess your performance in the activity.

Criteria
Message The message is very significant and correct.
Clarity The message is presented very clearly.
Style The style and materials used are appropriate to the topic/message.
Presentation The work is presented artistically.
Relevance  The data and ideas are very relevant and meaningful.

133
 Unit II
Political and Peace Issues

In this unit, you are expected to identify the causes of migration in and out of the country
and its social, political, and economic effects. You will be able to determine the causes and
effects of territorial and border conflicts to society, politics, economy, and peace. You will
also analyze the causes and effects of political dynasties in maintaining a good and stable
government. Moreover, you will assess the effects of graft and corruption on the confidence
and participation of citizens in different government programs. Most importantly, you will
be able to analyze the effects of graft and corruption, and suggest ways to prevent these in
society.

Grade Level 10 Standards

Demonstrate a deep understanding of contemporary issues and appraise their
economic, environmental, political, educational, and civic responsibilities; their human
rights; and citizenship challenges that confront nations at present using investigative
skills, analysis of data and references, research, critical thinking, effective communication,
fairness, and good judgment.
Content Standards Performance Standards
The student demonstrates understanding The student suggests ways on how
of the causes and effects of political issues in to show civic efficacy and participate
maintaining a good and stable government actively in political activities in the
and harmonious relations among different community and the nation.
countries.

134
 Lesson 6

Migration and Territorial and Border Conflict

In this lesson, you are expected

to:
• identify the cause of migration in If you were given the chance to live in
and out of the country; another country, would you choose to leave
• explain the effects of migration the Philippines? Why?
on social, political, and economic
aspects;
• discuss the reasons of territorial
and border conflicts;
• assess the effect of territorial
and border conflicts on
social, political, and economic
conditoins and overall harmony
of citizens; and
• respect cultural differences and
work effectively with people from
a range of social and cultural
backgrounds.
Why do some Filipinos wish to settle in
other countries?
Values:
____________________________________
Respect for others ____________________________________
Collaboration
Patriotism/Love for country ____________________________________
Honesty ____________________________________

Will our country be affected when Filipinos decide to leave? How?

___________________________________________________________________________
___________________________________________________________________________

135
 ? How can we avoid the negative effects of migration and territorial
conflict in our society?

Migration refers to people moving to

another place to settle down. There are two
kinds of migration: internal and international.
Internal migration is the migration within
the same country. This can be from a
town, province, or region to another place.
International migration is when people move
to another country to live and settle down for
a long period of time. People who transfer and
migrate to another place are called migrants
and can be classified into two: migrant
(temporary) and immigrant (permanent). Source: http://census.gov.ph/content/domestic-and-
international-migrants-philippines-results-2010-census

International Migration
In 2015, the United Nations reported that 244 million people lived outside their country
of birth.

Source: https://www.google.com/search?q=un+report+on+migration+2015&source=lnms&tbm=isch&sa=X&ved=0ahUKEwil2J
T37pHLAhXlMKYKHRQfC9AQ_AUICSgD&biw=1360&bih=612#imgrc=-HYMCkBOrMkZ-M%3A

136
 Here are some excerpts from the report Northern America hosts the third largest
of the United Nations about the migration of number of international migrants (54 million),
people: followed by Africa (21 million), Latin America
and the Caribbean (9 million) and Oceania (8
million).
***
Between 2000 and 2015, Asia added more
international migrants than any other
major area. Asia gained some 26 million
international migrants during this period or
1.7 million additional migrants per annum…
***
Levels and Trends in International Migration In recent years, Asia has witnessed a rapid
In 2015, the number of international migrants increase in the number of male migrants.
worldwide reached 244 million, an increase of The stock of male migrants in Asia grew by
71 million, or 41 percent, compared to 2000. 62 percent, from 27 million in 2000 to 44
million in 2015. The stock of female migrants
Nearly two-thirds of all international migrants increased by more than 40 percent from 22
live in Europe (76 million) or Asia (75 million). million in 2000 to 32 million in 2015…
***
Today, one out of Most international migrants The share of older migrants
every six international are of working age. In 2015, worldwide remains small.
migrants is under the age 177 million international In 2015, the world hosted
of 20. In 2015, the number migrants, equal to 72 percent an estimated 30 million
of international migrants of the global migrant stock, international migrants aged
below age 20 reached 37 were between the ages of 20 65 and over or 12 percent
million or 15 percent of and 64. Europe and Northern of the global migrant
the global migrant stock. America host the highest stock. Europe and Oceania
Among major areas, Africa share of persons of working recorded the highest share
hosts the highest proportion age among all international of older persons among all
of young persons among migrants (75 percent, each), international migrants in
all international migrants followed by Asia (73 percent) 2015 (16 percent and 18
(34 percent), followed by and Oceania (71 percent). percent, respectively), while
Latin America and the in Africa (5 percent) and Asia
Caribbean (24 percent) and (9 percent) the share of older
Asia (18 percent). In Europe migrants was small.
(9 percent), and Northern ***
America and Oceania (11
Source: http://www.un.org/en/
percent, each) the share of development/desa/population/
those under age 20 among migration/publications/wallchart/docs/
all migrants is smaller. MigrationWallChart2015.pdf

137
Internal Migration
Among the developing countries of
the world, the Philippines is considered as
one with the highest “city growth rate” with
60 percent of its population living in cities.
Currently, our country has more than 200
cities and is expected to grow to 600 cities by
2020 because of migration.
Some migrants are refugees. They leave
their homeland to avoid conflict, violence,
and starvation caused by calamities. An
example is when more than 255,000 people
from Syria were forced to leave their own
country from December 2012 to January
2013 to ensure their safety againts terrorist
attacks.

The fastest growths are in cities outside

of Metro Manila. Areas such as Dasmariñas, Filipino Migration
Cavite, and Santa Rosa, Laguna, recently Based on 2013 records, about 10 million
experienced rapid growth of 10 percent. In Filipinos work in more than 190 countries all
Metro Manila alone, there are more than over the world. Among them are 3.5 million
12 million residents or about 36 percent of Filipino immigrants who live in countries
the total urban population. An additional such as the United States, Canada, Australia,
10 percent of the city population lives in Japan, United Kingdom, and Germany. There
the next four biggest metropolitan regions: are also 3.8 million Overseas Filipino Workers
Davao City, Metro Cebu, Metro Angeles, and (OFWs) or temporary migrants working in
Zamboanga City. Davao City and Cebu City countries like Saudi Arabia, United Arab
have more than one million residents each, Emirates, Kuwait, Hong Kong, Japan, Italy,
while Angeles City and Zamboanga City have and Spain. Sadly, there are 800,000 migrants
half a million population each. This growth without legal documents who stay and work
motivates those living in the rural areas to in different countries.
move, live, and work in these cities.
According to the World Bank (WB) report Filipino Migrants
of 2011, the Philippines’ urban populationhas 2012 estimate: 10,460,327–13,500,000
reached 61,925,169.87 in 2010. This rapid
Countries with more than 100,000 Filipino
urbanization and growth due to migration
migrants
poses a major challenge to the government.
It makes it harder for the local government United States 3,494,281
to provide employment, food, infrastructure, Saudi Arabia 1,267,658
and other services needed by the people. UAE 931,562
Source:http://www.worldbank.org/content/dam/Worldbank/ Canada 852,401
Publications/Urban%20Development/EAP_Urban_
Expansion_Overview_web.pdf Malaysia 686,547
Australia 391,705
Causes of Migration Japan 243,136
A big percent of migrants is called United Kingdom 218,777
economic migrants. They look for better Kuwait 213,638
opportunities to improve their life. This has Qatar 200,016
now become the trend, as it is easier to
Hong Kong 195,128
look for job opportunities in other countries
because of globalization. There are some Singapore 184,498
wealthy countries that experience population Italy 172,148
decline and tend to look for workers from Source: National Statistics Office
other countries.
138
 The common reason for migration is to
look for a better-paying job. Migrants hope
that a higher salary would sustain the needs
of their family. Another major attraction
for migration is the benefits offered by
other countries. Australia, Canada, and
New Zealand give OFWs the opportunity
to migrate with their immediate family.
They can eventually live there permanently
and enjoy better education and healthcare
services provided by the government to their
residents and citizens.
Migrant Workers rali
Still, there is a high rate of unemployment
in the Philippines. The population keeps
on increasing and continues to aggravate
competition for jobs. This situation
contributes to the problem of poverty in our
country, which motivates many to migrate or
immigrate.
Effects of Migration
1. Changes in Population
Having a very high and very low
population directly affects migration.
In countries with continuous growth in
population, citizens pay higher taxes for
infrastructure, education, health, and social
services. Hence, many choose to leave their
country. On the other hand, wealthy countries
with a declining and ageing population need
migrants and welcome them.
It becomes problematic when the
country’s economy cannot support its growing
population. In some cases, migrants were
asked to return to their homeland because
of economic crisis. This happened in Nigeria
in 1983, where 2 million migrants, most of
whom came from Ghana, were forced to
leave. In 2008, more than 350,000 migrants
were repatriated by the United States and
300,000 migrants were repatriated by South
Africa.
2. Safety and Human Rights
According to the International
Organization for Migration, more than a
million migrants do not have legal documents.
These migrants put themselves in a dangerous
position that heightens their risk of being
abused by illegal recruiters and smugglers.
They face the possibility of poor living
conditions and lack of support. It is harder for
them to ask help from the government once
they experience abuse because of their illegal
status.
One notable change in migration during
the past 50 years is the increase of female
migrants. Almost half of the international
migrants are female. What is alarming
about this situation is that women are more
likely to be abused compared to men. Most
women accept low-paying jobs like being
domestic workers. Worse, they become
targets of human trafficking, especially for
sexual exploitation. These victims of human
trafficking are at risk of sexual violence and
sexually transmitted diseases (STDs). They
suffer more because of lack of medical and
legal assistance.
People applying for Visa to migrate to another country
139
 There are now more than 4,000 Filipino
organizations in different countries all over
the world. These organizations aim to help
migrants and OFWs. They try to help our
country by supporting the construction
of schools and churches, and providing
assistance to the less fortunate. Some give
scholarships and help in the operation of
feeding centers for malnourished children.
3. Family and Community
When a person decides to leave his/
her country, it also means leaving their loved
ones. When he/she decides to work abroad, it
makes an impact on his/her family, especially
the children. They are left in the care of
other relatives, such as the grandfather,
grandmother, uncle, or aunt. This is where
the importance of strong relationships with
the extended family comes in. They help in
the proper upbringing of the child while the
parent/s are away.
In Filipino culture, the father is the
provider. He works all day while the mother
takes care of the whole family. But this
changes once a person decides to migrate. If
the father decides to leave the country, the
mother is expected to raise their children all
by herself. She learns to make all the major
decisions needed for the family. If the mother
decides to be an OFW, it is the father who
needs to take care of the whole family. He
learns to take care of the household, which
used to be the role of the mother.
4. Economic Growth
OFWs make a big contribution to the
development of our economy. These workers
send money to their families for sustenance
and may serve as a capital for business.
They also bring their families out of poverty
because of their hard work. Most of them
are able to send their children to school and
complete their education.
According to the World Bank data
in 2012, money sent by migrant workers
140
to developing countries, including the
Philippines, reached $406 billion. This is
6.5 percent higher than the previous year,
2011. The Philippines’ officially recorded
remittances for 2012 was $24 billion.
Remittances to developing countries are
projected to grow by 7.9 percent in 2013,
10.1 percent in 2014 and 10.7 percent in
2015 to reach $534 billion in 2015. There
is still the possibility that the value would
double because some remittances are not
included in the data. Until now, there is a
continuous increase in the remittances of
migrant workers. It is also interesting to note
that based on some data, female workers
send a higher percentage of their salary than
male workers.
Source: http://www.worldbank.org/en/news/press-
release/2012/11/20/developing-countries-to-receive-over-
400-billion-remittances-2012-world-bank-report
5. Brain Drain
One of the effects of migration is brain
drain. Many of those who studied, graduated
in the Philippines, and became experts
choose to work abroad. They do so because of
the better opportunity and higher salary that
await them. Thus, they do not get to work
and serve in their own country. Developing
countries suffer as they need experts and
skilled workers for economic growth.
6. Integration and Multiculturalism
With the influx of migrants abroad, the
destination or receiving country faces the
challenge of integration and multiculturalism.
Some European countries where most
Filipino migrants go to, have policies on this.
Italy for instance, has a safety law (legge
sulla sicurezza), which was implemented last
August 2009. It aims to have proper integration
of foreigners and harmonious relationship
among Italians and foreigners. The Italians
allow the migrants to join and participate in
their economic, social, and cultural activities.
This clearly shows that migrants are warmly
accepted in their communities.
 The Oxford University made a study
about multiculturalism. It revealed that people
from different cultures can live together
peacefully and treat each other equally.
Migrants are reminded on the importantance
of participation in institutions of society,
including the labor market and education,
while exercising their right to free speech,
use of their own language, respect for their
choice of religion, and form communities. It
emphasized the importance of the unity and
cooperation among migrants and natives of
developing countries. It is a big step toward
achieving a prosperous and peaceful society.

A. Identify the following:

1. People who move to another place to settle

down ______________
2. Two kinds of migration ______________
3. Two classifications of migrants ______________
4. Rapidly increasing group of migrants ______________
5. Type of migrants who leave their country to
avoid conflict, violence, and starvation ______________
6. Number of Filipinos who work in more than
190 countries ______________
7. The common motivation of Filipino migrants ______________
8. OFWs’ contribution to the development of
Philippine economy (amount) ______________
9. Situation created by experts for leaving their
own country for better opportunities abroad ______________
10. Peaceful and harmonious relationship of
people from different cultures ______________
B. Fill in and connect the Bubble Flowchart to show the cause and effect of migration
of people in the world. You may add more circles if needed.

C. Formulate a generalization based on the Bubble Flow Chart you just made.
________________________________________________________________
________________________________________________________________

141
Explain
1. Why is there an increasing number of Filipino migrants out of our country?
________________________________________________________________
________________________________________________________________
2. What changes do communities experience due to internal migration?
________________________________________________________________
________________________________________________________________
3. How does external migration affect the following aspects?
• Social – _______________________________________________
• Political – _______________________________________________
• Economical – _______________________________________________
4. How would you describe a place or country that is usually left behind because of
migration?
________________________________________________________________
________________________________________________________________
5. How would you describe a place or country that has a lot of migrants?
________________________________________________________________
________________________________________________________________
D. Enumerate the negative effects of migration on the left side of the chart and the
positive effects on the right side. Examine which side of the chart will be heavier.

– +
_____________________________ _____________________________
_____________________________ _____________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________

Complete the sentence using what you have written on the weighing scale.
Conclusion: Migration is ___________________________________________
_____________________________________________________ because __
______________________________________________________________,
which is why it is important to ______________________________________.

142
 Territorial Conflicts

Aside from migration issues, territorial

dispute is also the focus of attention of
different countries, including the Philippines.
Territorial disputes or issues these days refer
to border conflicts which occur when two or
more countries disagree over the possession
of land or bodies of water. Territorial dispute is
normally related to the abundance of natural
resources in a certain area. In the Philippines,
this is what is happening to the Spratly Islands
(or known as the Kalayaan Group of Islands).
Territorial dispute can also be related to
culture, religion, and nationalism. Looking
closely at the history of disputing countries,
territorial dispute is brought about by unclear
agreements on the boundaries set.

The 1987 Constitution of the Republic of the Philippines

Article I - National Territory
The national territory comprises the Philippine archipelago, with all the islands
and waters embraced therein, and all other territories over which the Philippines has
sovereignty or jurisdiction, consisting of its terrestrial, fluvial and aerial domains,
including its territorial sea, the seabed, the subsoil, the insular shelves, and other
submarine areas. The waters around, between, and connecting the islands of the
archipelago, regardless of their breadth and dimensions, form part of the internal
waters of the Philippines.
Source: http://www.gov.ph

Scholars say that the reason for
territorial disputes can be classified into
two—materialistic and symbolic. Among the
materialistic reason would be population,
natural resources, and strategic value of the
territory; while culture and history of the
state are related to symbolic reasoning.
Territorial boundaries often cause
conflict and even war, especially if the
country uses its armed forces to get the
disputed territory. This is in conflict with
the International Law, which states that it is
prohibited to claim a territory with the use of
force or any violent means.

All Members shall refrain in their international relations from the threat or use of force
against the territorial integrity or political independence of any state, or in any other
manner inconsistent with the Purposes of the United Nations.
Source: UN Charter

143
Importance of Territorial and International Boundaries
There are two important reasons of territories and boundaries to the global community.
First, it is related to the right of each state and country. Second, this is important in maintaining
peace in the whole world. According to the Charter of the United Nations, Chapter VI: Pacific
Settlement of Disputes:

Article 33
1. The parties to any dispute, the continuance of which is likely to endanger the
maintenance of international peace and security, shall, first of all, seek a solution
by negotiation, enquiry, mediation, conciliation, arbitration, judicial settlement,
resort to regional agencies or arrangements, or other peaceful means of their
own choice.
2. The Security Council shall, when it deems necessary, call upon the parties to settle
their dispute by such means.
Source: http://www.un.org/en/sections/un-charter/chapter-vi/index.html

Disputing over territories and - Kashmir conflict between India

boundaries of a country actually threatens and Pakistan
its sovereignty and its right as a state. There - Falklands War between Great
were instances wherein some territorial Britain and Argentina
conflicts were brought to the International
Court of Justice. This happened to Costa - Iraq’s invasion of Kuwait during
Rica and Nicaragua in the year 2005. the Gulf War
Territorial conflicts cannot be separated from - Border between Sudan and South
International Law because territory is the Sudan dispute
basis of the border of each state. Also, the
- Armenia and Azerbaijan conflict
solution to these conflicts depends highly on
international law and court. - Tension between Thailand and
Cambodia
Territory and Border Conflicts All over
the World
The European Union and United
States work together to find a peaceful
and diplomatic solutionto the claims of
Russia on Crimea. They have already
given sanctions on the policy of Moscow
in Crimea.
In 2012, China and Japan had issues
about the Senkaku Islands. Moreover,
these two countries had already some
territorial disputes in the past. In 1930,
Japan invaded Manchuria. Other examples
of territory conflicts are:

144
Territorial Issues in the Philippines
 West Philippine Sea Issue
Some countries in Southeast Asia,
including the Philippines, are up against
China’s claim to a large portion of the South
China Sea and West Philippine Sea. China’s
claim overlaps the Exclusive Economic Zones
of the Philippines, Vietnam, Brunei, Indonesia,
Malaysia, and Taiwan. China insists that they
have the right over the area based on history.
China is a big and powerful country, and it
has strong armed forces. That being said,
the smaller countries, like Philippines and
Vietnam, hope and rely on the help of the
United States and other countries in trying to
finding peaceful solutions to this problem.
The conflict in the West Philippine
Sea has been ongoing for decades, but had
worsened during the recent years. Since
2009, China has increased its navy patrol
troops in the area. There are reports also
that they threaten Filipino and Vietnamese
fishermen.
In 2012, the conflict between
Philippines and China about Scarborough
Shoal intensified. China had large-scale land
reclamation and construction of artificial
islands over Philippine territory. This territory
is very close to the coast of Palawan,
which is rich in hydrocarbon. Since then,
China has further strengthened its armed
forces because of its continuous growth in
economic development. It has also focused
on strengthening its navy troops, which plays
a big role in claiming this territory.
In response to China’s strength and
power, some countries in the Southeast Asia
aimed to enforce the Code of Conduct (CoC)
on the contested areas. They aim to stop
the control of China in some areas. Vietnam,
Singapore, and the Philippines also asked
help from United States. They asked for more
armed forces in the Southeast Asia to be able
to monitor China.
However, other member countries of
the Association of Southeast Asian Nations
(ASEAN) do not agree. They do not contest
China because of the big business China
brings to Asia. It is the largest trading partner
of the ASEAN. China has proven that it has a
superior economy among the other countries
in Southeast Asia.
The tension caused by China’s claim on
the South China Sea, West Philippine Sea,
and other territories in the area revealed the
lack of unity among countries. The ASEAN
failed to establish and implement an effective
and clear policy that can solve the problem.
The negotiations about the CoC did not push
through and this prompted the Philippines
and Vietnam to ask for more help from
Japan and United States. The then President
Benigno Aquino III had a meeting with some
government officials of the United States
and discussed a bilateral strategic military
agreement. The agreement aims to establish a
semi-permanent American military presence
in the Philippines and the use of their military
equipment in the country.
The Philippines declared and changed
the name of South China Sea to West
Philippine Sea to face the issue. Furthermore,
to protest China’s claims to the territory, the
Philippines had filed a case in the International
Tribunal for the Law of Seas (ITLOS).
Here are some quotes from the press
release and ruling of the Tribunal issued on
July 12, 2016 in The Hague, Netherlands.
145
 The South China Sea Arbitration
(The Republic of the Philippines V. The People’s Republic of China)

The Hague, 12 July 2016

The Tribunal Renders Its Award

A unanimous Award has been issued today by the Tribunal constituted under
Annex VII to the United Nations Convention on the Law of the Sea (the “Convention”)
in the arbitration instituted by the Republic of the Philippines against the People’s
Republic of China …
Lawfulness of Chinese Actions: The Tribunal next considered the lawfulness of
Chinese actions in the South China Sea. Having found that certain areas are within the
exclusive economic zone of the Philippines, the Tribunal found that China had violated
the Philippines’ sovereign rights in its exclusive economic zone by (a) interfering with
Philippine fishing and petroleum exploration, (b) constructing artificial islands and (c)
failing to prevent Chinese fishermen from fishing in the zone. The Tribunal also held that
fishermen from the Philippines (like those from China) had traditional fishing rights at
Scarborough Shoal and that China had interfered with these rights in restricting access.
The Tribunal further held that Chinese law enforcement vessels had unlawfully created
a serious risk of collision when they physically obstructed Philippine vessels.
Source: https://pca-cpa.org/wp-content/uploads/sites/
175/2016/07/PH-CN-20160712-Press-Release-No-11-English.pdf

The Philippine government hopes that
other Asian countries will support its claim
and take action against China.
In response to the ruling of the Tribunal,
China vehemently rejects its ruling. There has
not yet been any formal bilateral dialogue
between President Xi Jinping of China and
President Duterte. China also banned the
entry of any foreign vessel in its territory.
It has also been reported that China plans
to have an Air Defense Identification Zone
(ADIZ) in the South China Sea. If China can do
all of these, she will definitely have a stronger
control over these territories.
 Sabah Issues
The Sultan of Sulu was recognized as the
owner of Sabah when it was leased to British
North Borneo Co. in 1878. North Borneo Co.
transferred and ceded all its rights, powers,
and interests to the British Crown on July
15, 1946. After 16 years, England returned
the territory of Sabah to Malaya in 1962,
including Sarawak and Singapore to complete
the state of Malaysia. It was at this time
that then President Diosdado Macapagal
paid attention to this issue and opposed to
it because of the benefits that can be gained
from it. Instead of forming a federation,
he suggested establishing a partnership
composed of Malaysia, the Philippines, and
Indonesia or MAPHILINDO. These three
countries agreed to find a peaceful solution
to their problem about Sabah. A plebiscite
was held and the citizens were asked to vote.
The citizens of Sabah chose to join Malaysia.
This made all the efforts of Philippines futile
and diplomatic ties between the Philippines
and Malaysia were severed in 1963.

146
 In February 9, 2013,
Jamal ul-Kiram III, Sultan
of Sulu, sent his royal
army to Malaysia to
assert their rights in
Sabah, North Borneo.
According to the heirs
of the Sultan, although
Malaysia continues to Sultan Jamal
pay US$1,000 as rent ul-Kiram III
to the land of the Sultan of Sulu, it is not
enough because Malaysia continues to earn
around US$10–12 billion. It has been a tough
challenge to claim back the land of Sabah. The
royal army of the Sultan is being accused of
infringement and the Malaysian government
is after them.
Sultan Esmail Dalus Kiram II, the current
Sultan of Sulu, said that he would continue
to fight for the ownership of Sabah. They
have already informed the United Nations
and International Court of Justice about their
claims, hoping that there will be peaceful talks
on the issue of management and ownership.
 Other Territorial Problems
a. The Philippines consists of more
than 7,500 islands, and a very
long coastline; and because of
this, it is very hard for the armed
forces to guard our territory. This
makes it easy for foreigners to
take advantage of Filipino fishers
and merchants because of lack of
modern equipment.
b. Imported goods are smuggled in
the Philippines. These smuggled
goods are sold at lower prices
and compete with local products,
causing a decline in the economy.
The government also loses the tax
it could have earned.
c. Some countries have modern
and innovative maritime vessels,
which makes it easier for them to
enter Philippine territory and steal
natural resources.
d. Most of the military equipment in
the Philippines are outdated. This
puts our country at great risk in
case other countries try to invade
and conquer it.
Effects of Territorial Conflicts
Doug Gibler discussed the effects of
territorial and border conflicts in his article
titled The Long Run Dynamics of Territorial
Disputes (International Relations, October
10, 2012). He said that territorial and border
conflicts make the state more unified and
stronger. Defending the state would require a
stronger army to protect its sovereignty. But
when there is too much presence of soldiers
and the military gets to be more powerful, it
poses a threat of repression by the state. The
cycle of conflict and constant threat in the
area happens when the situation worsens
and can lead to a dramatic change in the state
institutions. Some politicians tend to take
advantage of the tension and use it as means
to have more power. They would reason out
that they will use their power to control the
tension, but as time passes, they would be no
longer willing to let go of it. This can explain
the reason behind having an authoritarian
government in areas with territorial conflict.
China would be a good example of this; it
has been in conflict with Russia and Japan
for hundreds of years because of territory
dispute. With each state trying to gain more
military power and strength, it heightens the
possibility of having a war.
In the book titled Cambridge Studies
in International Relations: The Democratic
Peace and Territorial Conflict in the Twentieth
Century by Paul K. Huth and Todd L. Allee,
their study shows that from 1919 to 1995,
there has been a total of 348 territorial
conflicts related to 374 military wars and
40 interstate wars. The increasing number
of civil wars around the world has been the
cause of decline of some states. These fights
are often caused by ethnic conflicts or the
147
citizens desire to have a change in politics.
Due to the collapse of the old state, new
territorial conflicts arise between new states.
This situation is evident in Eritrea, Ethiopia,
Croatia, and Yugoslavia.
Globalization has changed the basis
of the nation’s wealth. A country’s success
is now based on the extent of its economic
influence and no longer on territories owned.
Globalization has made it possible to have a
world without borders. Nonetheless, there
are times when territorial conflicts affect
economic relations of countries. An example
of this is the cessation of the British Petroleum
contract in getting oil from Alov-Sharg-Araz,
which is part of Caspian Sea due to the conflict
between Azerbaijan at Iran. More countries
now rely on their strong economic relations
with other countries because of globalization.
This makes them think of better ways to solve
territorial conflicts diplomatically. In most
cases, the benefit gained from harmonious
economic relations is better than any benefit
that may be obtained from owning a territory.

A. Write True if the statement is correct or False if it is not.

________ 1. Territorial disputes cause conflicts due to boundaries of a
country’s territory.
________ 2. Territorial disputes are related to the abundance of natural
resources of the area.
________ 3. The strategic value of a territory causes territorial conflicts.
________ 4. Territorial boundaries do not cause conflicts or war.
________ 5. Symbolic reasons are related to history and culture of the state.
________ 6. The reason of territorial disputes is generally unknown.
________ 7. The MAPHILINDO agreed to find a peaceful solution to their
problem about Sabah.
________ 8. Diplomatic siege was China’s response to the case filed by
Philippines in the International Tribunal for the Law of Seas
(ITLOS).
________ 9. Each state has a territorial right that is recognized worldwide.
________ 10. A federation of countries was formed to address the Philippines’
territorial conflicts with China.
B. What are the effects of territory and border conflicts? Fill in the table below.
Territory and Border Conflicts
Political Effects Impact on Economy

148
 Explain
A. 1. What are causes of territory and border conflicts?
_____________________________________________________________
_____________________________________________________________
2. How do territorial and border conflicts affect the global community?
_____________________________________________________________
_____________________________________________________________
3. How do territorial and border conflicts affect the condition of our country in
these aspects?
Political Economic Peace

Elaborate
B. Create a poster that shows the important details, including the cause and effects,
about the West Philippine Sea conflict.

C. Suggest ways on how to solve the territorial conflicts in our country.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

The issue of migration has become a calamity or a difficult political situation.

widespread over time, not only in the Globalization has made it easier for people
Philippines but also in other parts of the to migrate. Migration has a huge impact on
world. The common causes of migration are politics, economy, and society.
the hope of finding a better life and to avoid

149
 The issue of territorial disputes has long
been in history and continues to the present
in many parts of the world. The root cause of
territory and border conflict can be associated
with historical claims, establishment of a new
state, defense of race and culture, and profit
from natural resources in the disputed area.
At present, a country’s success is based on
its good economic standing rather than the
size of its territory. More and more countries
hope to resolve territorial conflicts through
diplomacy.

For more information about this topic, log in at www.rexinteractive.com to access

the Student’s Space in the website.

A. Write A if you agree with the statement and DA if you disagree.

____ 1. The number of migrant workers has decreased these days.
____ 2. The main cause of migration is to escape war.
____ 3. The roles of family members change because of migration.
____ 4. The remittances made by OFWs help in the economy of our country.
____ 5. Most migrants come from poor families.
____ 6. At present, countries solve territorial disputes through armed forces.
____ 7. The threat of war due to territorial conflict has decreased because of
globalization.
____ 8. There are lesser territorial disputes among the newly established states.
____ 9. More countries are after the welfare of their citizens than the expansion of
their territories.
____ 10. The global community is involved in addressing territorial and border conflicts.
B. Make an outline about the important information regarding migration.

150
C. Discuss.
1. Why is there an increasing number of migrants nowadays?
__________________________________________________________________
2. How does globalization affect migration issues?
__________________________________________________________________
3. Does migration influence multiculturalism? How?
__________________________________________________________________
4. Is our country’s economy affected by territorial problems? Why?
__________________________________________________________________
5. How does the global community respond to territory and border conflicts?
__________________________________________________________________
D. Assess the effects of each issue to our country. Is there any advantage that it can bring?
Justify.
Migration:
______________________________________________________________________
______________________________________________________________________
Protection of Territory:
______________________________________________________________________
______________________________________________________________________
E. Explain your answer.
1. Do you think the migration of people abroad should continue? Why/Why not?
_________________________________________________________________
2. Is there still a chance to solve territorial and border conflicts? How?
_________________________________________________________________
F. Make a research on the programs of the current government that correspond to the
following issues. Evaluate the effectiveness of the programs. Write these on a sheet of
bond paper.
• Migration
• Territorial conflict
G. Create a flyer that can help Filipinos understand various aspects of our territorial dispute.
Write this on a ½ sheet of bond paper.

151
A. Put a check mark (✔) in the column that illustrates your skill in answering the
activities in this topic.
How well did you accomplish Very Needs
Excellent Fair
the tasks below? Satisfactory Improvement
1. Identify the cause of
migration in and out of the
country
2. Explain the effect of
migration on social,
political, and economical
aspects
3. Discuss the reasons of
territorial and border
conflicts
4. Assess the effect of
territorial and border
conflicts on social, political,
and economical aspects;
and on the harmony of the
citizens
5. Respect cultural differences
and work effectively with
people from a range
of social and cultural
backgrounds

B. Enumerate the things you have learned and how you will apply them.

1. What lessons did you learn? 2. How can you apply these lessons?

152
 ? How can we avoid the negative effects of migration and territorial
conflict in our society?

A. Choose one from the three activities below and answer the question.
Activity 1 Activity 2 Activity 3
Create a song or rap on Create a comic strip on Create an audio-visual
how to address the issue how to address the issue presentation on how
on migration or territorial on migration and territorial to address the issue on
conflict. conflict. migration and territorial
conflict.

B. Use the criteria to assess your performance in the activity.

Criteria
Preparation The presentation shows clear evidence of study and preparation.
Content All content throughout the presentation is accurate.
Theme The presentation has a clear and interesting theme and focus.
Significance The theme/message is culturally and historically significant.
Originality The presentation is original and possesses creativity.

153
 Lesson 7

Political Dynasties and Graft and Corruption

In this lesson, you are expected

to:
• explain the concept of political
Analyze the political cartoon, then answer the
dynasties;
questions below.
• analyze the cause and
effect of political dynaties in
maintaining an honest and stable
government;
• explain the concept, types, and
forms of graft and corruption;
• evaluate the effect of graft
and corruption on the trust
and participation of citizens in
government programs;
• assess the effects of graft and
corruption in the economy and
society; What is the message conveyed by the political
• suggest ways to prevent graft cartoon?
and corruption in the society; and __________________________________________
• analyze how parts of a whole __________________________________________
interact with each other to
produce overall outcomes in Does this system exist in your place? Prove or give
complex systems. examples.
__________________________________________
__________________________________________
Values: Is there a connection between political dynasties
and graft and corruption in our country? Explain.
Honesty
Service to the nation __________________________________________
__________________________________________

154
 ? How can we prevent political dynasty and graft and corruption in our
country?

For centuries, certain families continue Some prominent families in Philippine

to hold political positions in government.
Oftentimes, candidates with the same family
name were seen running for positions during
elections. It has been said that it is easier to
win the elections this way. Certain local and
national government positions were held by
a political dynasty. In this system, political
power and the right to lead are confined to
particular families only. A political position is
transferred to the spouse, children, in-laws,
nephews, nieces, and even grandchildren.
society are able to keep and hold on to
political power within their clan. Some
people believe that this is blatant arrogance,
selfishness, and greediness on the part of the
well-known family. According to laws, people
related to each other cannot work in the
same department of the governments, but
they are allowed to run in local and national
government positions at the same time.

In the case of Navarro v. Ermita (GR No. 180050; April 12, 2011), Supreme Court Justice
Antonio Carpio gave the definition of political dynasty as:

“…phenomenon that concentrates political power and public resources within the
control of a few families whose members alternately hold elective offices, deftly
skirting term limits.”
Source: http://www1.up.edu.ph/it-runs-in-the-family-the-making-
of-political-dynasties-in-the-philippines/

Due to political dynasties, leaders of
cities and provinces in the Philippines come
only from prominent families. For example,
the province of Batanes is easily related to
the Abad family, which has served in congress
since 1965. Ilocos Norte, on the other hand,
is connected to the Marcos family, which
has been in the politics since 1925; and the
province of Tarlac is associated with the
Cojuangco-Aquino clan.

155
 While the 1987 Constitution of the Philippines prohibits political dynasties, looking
back at Philippine history, we will notice that the succession of power and positions in the
government have been evident ever since. Here are some examples:
First Family Members Elected in
Different Positions in Politics
Sergio Osmeña, Sr.
• 4th President, 1944–1946
• Vice President, 1935–1944
• Senator, 1922–1935
• Congressman, 1907–1922
• Governor of Cebu, 1904–1907
Sergio Osmeña, Sr. Sergio de la Rama
Osmeña III
Manuel Acuña Roxas
• 5th President, 1945–1948
• Senator, 1945–1946
• Congressman, 1921–1938
• Governor of Capiz, 1919–1921
Manuel Acuña Manuel “Mar”
Róxas, , Sr. Araneta Roxas II,
156
Relatives Who Followed in the Footsteps of the First
Member
Ø Sergio “Serging” Veloso Osmeña, Jr.
• Son of Sergio Osmeña, Sr.
• Senator, 1965–1971
• Governor of Cebu, 1951–1963
Ø Sergio de la Rama Osmeña III
• Grandson of Sergio Osmeña, Sr.
• Son of Sergio Osmeña, Jr.
• Senator, 1995–2007, 2010–present
Ø Tomas "Tommy" de la Rama Osmeña
• Grandson of Sergio Osmeña, Sr.
• Son of Sergio Osmeña, Jr.
• Younger brother of Sergio Osmeña III
• Congressman, 2010–2013
• Mayor of Cebu City, 1988–1995, 2001–2010
Ø John Henry “Sonny” Renner Osmeña
• Senator, 1971–1972, 1987–1995, 1998–2004
• Congressman, 1969 –1971, 1995 – 1998
• Mayor of Cebu City, 1965–1969
• Councilor, 1963–1965
• Mayor of Toledo City, Cebu, 2013– present
Ø Gerardo “Gerry” Manuel de Leon Roxas, Sr.
• Son of Manuel Roxas
• Senator, 1963–1972
Ø Manuel "Mar" Araneta Roxas II
• Grandson of Manuel Róxas
• Senator, 2004–2010
• Congressman, 1993–2000
Ø Gerardo Manuel "Dinggoy" Araneta Roxas, Jr.
• Grandson of Manuel Roxas
• Brother of Manuel “Mar” Roxas II
• Congressman, 1987–1993
Ferdinand Marcos, Sr. Ø Imelda Romualdez Marcos
· 10th President, 1965–1986 • Former First Lady
· Senator, 1959–1965 • Congresswoman of Ilocos Norte, 2010–present
• Congresswoman of Leyte, 1995–1998
· Congressman, 1949–1959
• Legislator of Region IV-A, 1978–1984
• Governor of Metro Manila, 1975–1986
• Minister of Human Settlements, 1978–1986
• Governor of Ilocos Norte, 2016–present
Ø Imee R. Marcos
• Daughter of Ferdinand Marcos, Sr. and Imelda
Romualdez Marcos
• Governor of Ilocos Norte, 2010–2016
Ferdinand Marcos, Sr. Imelda Romualdez • Former Senator
Marcos • Congresswoman of Ilocos Norte, 1998–2007
• Assembly Woman of Ilocos Norte, 1984–1986
Ø Ferdinand "Bongbong" R. Marcos, Jr.
• Son of Ferdinand Marcos, Sr. and Imelda
Romualdez Marcos
• Senator, 2010–present
• Congressman, 2007–2010
• Governor of Ilocos Norte, 1998–2007
• Congressman, 1992–1995
Ferdinand “Bongbong” Imee R. Marcos
R. Marcos, Jr. • Governor, 1983–1986
• Vice Governor of Ilocos Norte, 1980–1983
Ø Michael Marcos Keon
• Nephew of Ferdinand Marcos and cousin of
Bongbong and Imee Marcos
• Governor of Ilocos Norte, 1971–1983
Ø Benjamin Trinidad “Kokoy”Romualdez
• Younger brother of Imelda Romualdez Marcos
• Governor of Leyte, 1967–1986
Diosdado Macapagal Ø Gloria Macapagal-Arroyo
• 9th President, 1961–1965 • Daughter of Diosdado Macapagal
• Vice President, 1957–1961 • Congresswoman of Pampanga, 2010–present
• Congressman of Pampanga, 1949 • 14th President, 2001–2010
• Vice President, 1998–2001
• Senator, 1992–1998
Ø Juan Miguel “Mikey” Macapagal Arroyo
• Son of Gloria Macapagal-Arroyo
• Congressman of Ang Galing Pinoy Party-
List,2010–2013
Diosdado Macapagal Gloria Macapagal- • Congressman of Pampanga, 2004–2010
Arroyo

157
Joseph Ejercito Estrada Ø Luisa Pimentel-Ejército (Loi Estrada)
· President, 1998–2001 • Wife of Joseph Ejercito Estrada
· Vice President, 1992–1998 • Former First Lady,1998–2001
· Senator, 1987–1992 • Senator, 2001–2007
· Mayor of San Juan for 16 years Ø José Pimentel Ejército, Jr. (Jinggoy Ejército Estrada)
since 1969 • Son of Joseph Ejercito Estrada
• Senator, 2004–2016
• Mayor of San Juan,1992–2001
Ø Joseph Victor “JV” Gomez Ejercito
• Son of Joseph Ejercito Estrada
• Senator, 2013 to present
• Congressman of San Juan, 2010–2012
Joseph Ejercito Luisa Pimentel- • Mayor of San Juan, 2001–2010
Estrada Ejército
Ø Emilio Ramon Ejercito
• Nephew of Joseph Ejercito Estrada
• Governor of Laguna, 2010–2014
• Mayor of Pagsanjan, Laguna,2001–2010

José Pimentel Joseph Victor “JV”

Ejército, Jr. Gomez Ejercito
Benigno Simeon “Ninoy” Aquino, Jr.
· Senator, 1967–1972
· Governor of Tarlac, 1961–1967
· Vice Governor of Tarlac, 1959– Ø Benigno Simeon Cojuangco “Noynoy” Aquino III
1961
· Mayor of Tarlac, 1955–1959
Ø Corazon Cojuangco Aquino
• Wife of Ninoy Aquino
• President, 1986–1992
• Son of Ninoy Aquino and Corazon C. Aquino
• President, 2010–2016
• Senator, 2007–2010
• Congressman, 1998–2007

Benigno Simeon Corazon C. Aquino

“Ninoy” Aquino, Jr.

Benigno Simeon Cojuangco

“Noynoy/Pnoy” Aquino III

158
Jejomar “Jojo” Binay Ø Jejomar Erwin “Junjun” Binay, Jr.
· Vice President, 2010–2016 • Son of Jejomar Binay
· Mayor of Makati, 2001–2010 • Mayor of Makati, 2010–2016
· Mayor of Makati, 1986–1998 • Councilor of Makati, 2001–2010
Ø Elenita Sombillo-Binay
• Wife of Jejomar Binay
• Mayor of Makati, 1998–2001
Ø Nancy Binay
Jejomar Dr. Elenita • Daughter of Jejomar Binay
“Jojo” Binay Sombillo-Binay • Senator, 2013–present
Ø Mar-Len Abigail Binay-Campos
• Daughter of Jejomar Binay
• Congresswoman of Makati, 2007­–2016
Nancy Binay
Jejomar Erwin • Mayor of Makati, 2016–present
“Junjun” Binay, Jr.

Mar-Len
Abigail Binay-
Campos
Jose Ma. Rubin Zubiri, Jr. Ø Juan Miguel F. Zubiri
· Governor of Bukidnon, 2007– • Son of Jose Ma. Rubin Zubiri, Jr.
2010 • Senator, 2007–2011
· Congressman for three • Congressman, 1998–2007
consecutive terms, 1987–1998
Ø José Maria Fernandez Zubiri III
· Assemblyman in Batasang
Pambansa, 1984–1986 • Son of Jose Ma. Rubin Zubiri, Jr.
• Congressman, 2007–present

Jose Ma. Rubin Juan Miguel F.

Zubiri, Jr. Zubiri

José Maria Fernandez

Zubiri III

159
 Renato “Compañero” Luna Cayetano
· Senator, 1998–2003
Ø Pilar Juliana “Pia” Cayetano
Renato “Compañero” Pilar Juliana
Luna Cayetano “Pia” Cayetano
Ø Ma. Laarni Lopez “Lani” Cayetano
Ma. Laarni Lopez Alan Peter Cayetano
“Lani” Cayetano
Political Dynasty in Our History
The issue of political dynasty or what
is termed as the transfer or continuation
of public office and political power within
persons related to each other began early
in our history as a nation. The presence
of political dynasties is not because of our
election system; rather, it is an effect of
600 years of our history that goes way back
prior to the time of foreign colonization and
continued until the arrival of the Spanish and
American colonizers.
Spanish and American Influences
During the Spanish regime, the mestizos
and well-off families or the Illustrados were
favored to occupy the positions of Mayor
or Governor (Gobernadorcillo o Alcalde). At
that time, it was customary for these families
to use their influence in the community to
160
Ø Alan Peter Cayetano
• Son of Renato Cayetano
• Senator, 2007–present
• Congressman of Taguig, 1998–2004
• Vice Mayor of Taguig, 1995–1998
• Councilor of Muntinlupa, 1992–1995
• Daughter of Renato Cayetano
• Sister of Alan Peter Cayetano
• Senator, 2004–present
• Wife of Peter Cayetano
• Mayor of Taguig, 2010–present
Sources: http://malacanang.gov.ph/presidents/;
http://www.senate.gov.ph/senators/former_senators/;
http://www.congress.gov.ph/
appoint their relatives or family members to
positions of power.
During the first few years of the
American colonization, the Illustrados were
allowed to participate in a democratic process
that was introduced through the Philippine
Bill of 1902. The following surnames of these
individuals became well-known: Cojuangco,
Lopez, Marcos, Osmeña, Roxas, and Aquino
among Filipinos. Until now, these surnames
are prominent in politics and have gained
advantage during elections.
Dr. Dante Simbulan, a political scientist,
made a study which showed that from
1946 to 1963, there has been a total of
169 prominent families elected in various
important positions in the government. From
those prominent families, 584 became public
officials, of whom 7 are presidents, 2 are
vice presidents, 42 are senators, and 147 are
congressmen/women.
 The data on the table below shows the demographics of the prominent families based
on the study made by Dr. Simbulan:

9th Congress of the Philippines

Relatives of Incumbent Congressmen/ Number % of All % of All Congressmen/
women Congressmen/women women
Parent 60 30
Child 18 9
Spouse 16 8
Brother and Sister 43 22
Other relatives 56 28
In-law 30 15
Grandfather and Grandmother 35 18

11th Congress of the Philippines

Relatives of Incumbent Congressmen/ Number % of All % of All Congressmen/
women Congressmen/women women
Parent 66 30
Child 17 8
Spouse 25 11
Brother and Sister 38 17
Other relatives 64 29
In-law 32 15
Grandfather and Grandmother 40 `8

12th Congress of the Philippines

Relatives of Incumbent Congressmen/ Number % of All % of All Congressmen/
women Congressmen/women women
Parent 71 31
Child 25 11
Spouse 22 10
Brother and Sister 47 21
Other relatives 60 26
In laws 31 14
Grandfather and Grandmother 41 18
Sources: http://www.senate.gov.ph/senators/former_senators/
http://www.congress.gov.ph/

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 During the 14th Congress of the
Philippines (2007 to 2010), it has been
recorded that 75% of the legislators are
members of what is so-called traditional
politicians (trapo).
In 2004, four journalists of Philippine
Center for Investigative Journalism (PCIJ):
Sheila Coronel, Yvonne Chua, Luz Rimban,
and Booma Cruz made another study. They
found out that for the past 100 years, the
prominent political families in the Congress
of the Philippines have remained strong and
influential. If before, landowners dominated
Congress, currently it is dominated by wealthy
entrepreneurs instead. After all, the current
Congress is now said to be composed of
millionaires who make laws for the poverty-
stricken people of our country.

Prohibition of Political Dynasty According to the 1987 Constitution

Article II, Section 26 ofthe 1987 Constitution of the Philippines states that:
“The State shall guarantee equal access to opportunities for public service, and
prohibit political dynasties as may be defined by law.”

Our Constitution clearly states that political dynasties are prohibited in our country
since its ratification, yet no law has been passed that would implement this constitutional
provision.
During the 15th Congress, Senator Miriam Defensor-Santiago filed Senate Bill No.
2649 or the Anti-Political Dynasty Act. The bill states that—

“political dynasty – shall exist when a person who is the

spouse of an incumbent elective official or relative within
the second civil degree of consanguinity or affinity of an
incumbent elective official holds or runs for an elective office
simultaneously with the incumbent elective official within
the same province or occupies the same office immediately
after the term of office of the incumbent official. It shall
also be deemed to exist where two (2) or more persons who
are spouses or are related within the second civil degree
of consanguinity or affinity run simultaneously for elective
public office within the same province, even if neither is so
related to an incumbent elective official.” Senator Miriam
Defensor-Santiago

Some terms and concepts in the Anti-Dynasty Act are defined. For example:
• “spouse” – shall refer to the legal and common-law wife or husband of the incumbent
elective official.
• “second civil degree of consanguinity or affinity” – shall refer to the relatives of the person
(politician) who may be the latter’s brother or sister, whether of full or half-blood, direct
ascendant or direct descendant, whether legitimate, illegitimate or adopted, including
their spouses.
Source: http://www.senate.gov.ph/lisdata/106169091!.pdf

162
Limitation on the Terms of Office of Elected Experts have different opinions about
Officials this provision in our Constitution. Some
Aside from the prohibition of political believe that term limits can give way to
dynasties, the Constitution also limits the a wider competition in the politics of our
terms of office for elected officials. This is country. Others say that limiting terms of
to ensure that no government official will office is tantamount to limiting the choices of
remain on the same position for a long time. voters in electing government officials.
In a research conducted by Pablo
Elected
Querubin in 2013, he found out that although
Position in the Terms of Office
Government
the Constitution gets to limit the terms of
office of elected officials, the political power
President 6-year term with no re- remains in the same families because they
election just switch positions and/or bring in another
Senator 6-year tenure per term member of the family into politics. Instead of
with a maximum of 2 giving others a chance to serve in government,
consecutive terms, for a political power remains in the same families.
total of 12 years Most of these families are affluent. The last
Congressman, 3-year tenure per term name of these families continues to be more
Governor, Mayor, with a maximum of 3 popular and well-known as they continue
and all other local consecutive terms, for on switching positions, giving them a better
officials atotal of 9 years chance in winning subsequent elections.

List of influential and powerful families in politics:

1) Binay - Makati
2) Marcos - Ilocos Norte
3) Singson - Ilocos Sur
4) Cojuangco - Tarlac
5) Romualdez - Leyte
6) Recto and Laurel - Batangas
10) Ramos - Pangasinan
11) Atienza - Manila
12) Asistio - Caloocan
13) Belmonte - Quezon City
14) Jalosjos - Zamboanga del
Norte

7) Ponce Enrile - Cagayan 15) Ortega - La Union

8) Mangundadatu 16) Gordon - Zambales

and Ampatuan - Maguindanao 17) Aquino - Tarlac, Caraga,
9) Maliksi, Remulla, Sorsogon
and Revilla - Cavite 18) Ejercito/Estrada - San Juan City,
Manila, Laguna,
and Quezon
Sources: http://www.senate.gov.ph/senators/former_senators/
http://www.congress.gov.ph/

163
 The long reign of the Marcos family in Ilocos Norte is an example of the effect of limiting
the terms of office that leads to political dynasty. The table below will show all the positions
held by the whole family:
Year Elected Position in the Government
(Ilocos Norte)
2010 Senator
2010 Congresswoman
1998, 2001, Governor
and 2004
1998, 2001, Congresswoman
and 2004
2007 Congressman
2007 Governor
In his research (2010), Querubin also
pointed out that in almost 50 congressional
districts, there is one family in each district
that remains in political power even though
there are limits to their terms.
The 11th Congress launched the Party-
List system to give minority groups a chance
to be heard in Congress. Nevertheless,
influential families continue to hold higher
positions in the government.
Another strategy that they do is to
wait for the end of term of their powerful
opponent and then go up against their new
relative in the next election. The family’s
political power then further strengthens their
hold on power because they get to control
different positions in the government at the
same time as they continuously train and
develop other family members who can run
for different positions.
Effects of Political Dynasties
It seems nice to think that members
of political dynasties are at an advantage
having learned from their relatives who are
well-versed in the ways of politics. They have
164
Name of Elected Official
Ferdinand “Bongbong” Marcos, Jr. (son
of Imelda Marcos and former President
Ferdinand Marcos)
Imelda Marcos (wife of former President
Ferdinand Marcos)
Ferdinand “Bongbong” Marcos, Jr.
Imee Marcos (sister of Bongbong Marcos, Jr.)
Ferdinand “Bongbong” Marcos, Jr.
Michael Marcos Keon (cousin of Bongbong
and Imee Marcos)
knowledge on how to run their office and
can easily relate withtheir constituents. It
is assumed that they have learned all these
skills in order to govern well.
Political dynasties have been successful
over the years because of voters who are
loyal to them, believing that these politicians
can help them improve their life. It would
be better if these politicians will serve the
people genuinely. What is sad about it is that
many of them make a business out of their
positions in the government. They hold on to
their position by passing it on to their spouse,
children, siblings, or grandchildren to pursue
their own interests. They continue to have
funds for their wants and needs because
of the huge amount of money they get
from their political positions. Thus, political
dynasties amass wealth from public funds by
perpetuating their positions and continuing
to dominate the country.
Political dynasties hinder the
development of our country because:
• they tend to focuson the growth of
their constituents only, not of the whole
country.
• they prevent reforms in the economic
institutions as they benefit from the
status quo.
• they use public funds and other resources
of the country for their personal interest.
• people have limited choices of candidates
for government office during elections
because only a few dominate the roster
of candidates.
Political dynasties may have positive
effects. Some cities and provinces experience
good governance due to the good intentions
of the clan leading it. They just continue the
successful projects in the area. Entrepreneurs
and investors are motivated to invest in
business. They get interested because of
the favorable condition of the town, city, or
province. There are more job opportunities,
commodities are cheaper, and the residents
prosper. The effect of political dynasty can be
beneficial or harmful; it will just depend on the
kind of leadership the dynasties provide.
Movements Against Political Dynasties
According to the report of Domini
M. Torrevillas, a group led by former Vice
President and Senator Teofisto Guingona
and Dante Jimenez of Volunteers Against
Crime and Corruption submitted a petition
to the Supreme Court on October 25, 2012.
The petition urged Congress to enact laws
in prohibiting political dynasties and to
provide a clear definition consistent with the
Constitution. The petition also stated that
for the past 25 years, the Congress seems to
have failed to pass legislation against political
dynasties. Consequently, the average citizen
has lost equal chance for public service.
Until now, there is still no decision from
the Supreme Court asking Congress to pass
a law that would clarify the true meaning
of a political dynasty as prohibited by the
Constitution.

A. Answer the following.

1. What is your concept of political dynasty?
____________________________________________________________
2. What does our Constitution say about political dynasties?
____________________________________________________________
B. Is there any prominent family of politicians who belong to a political dynasty in
your city or province? Create a family tree; write down their names and positions
in the government. Use a sheet of bond paper for your answer.
C. Complete the table. Enumerate the causes and effects of political dynasty in our
country.
Political Dynasty
Cause Effect

165
 D. Explain your answer.
1. How did political dynasties start in our country?
____________________________________________________________
2. How do families in the Philippines continue to have political power given
the limit in terms of elected office?
____________________________________________________________
3. Why is the Anti-Political Dynasty Bill still not passed in the Congress?
____________________________________________________________
4. In your own opinion, can political dynasties still be dismantled in the
Philippines? How?
____________________________________________________________

Graft and Corruption

One of the negative effects of existing political dynasties in our country is graft and
corruption. Here is a report by APEC on corruption:

Corruption is the misuse or the abuse of public office for private gain…
It can come in various forms and a wide array of illicit behavior, such as bribery,
extortion, fraud, nepotism, graft, speed money, pilferage, theft, embezzlement,
falsification of records, kickbacks, influence peddling, and campaign contributions
(Klitgaard). While corruption is commonly attributed to the public sector, it also
exists in other aspects of governance, such as political parties, private business
sector, and NGO (USAID, Anticorruption Strategy, 2005).
The United Nations Development Programme (UNDP) classifies corruption
into two types: spontaneous and institutionalized (or systemic). Spontaneous
corruption is usually found in societies observing strong ethics and morals in
public service. Institutionalized corruption, on the other hand, is found in societies
where corrupt behaviors are perennially extensive or pervasive. In these societies,
corruption has become a way of life, a goal, and an outlook towards public office.
Source: http://www.apec.org.au/docs/06ascc_hcmc/06_9_1_balboa.pdf

Graft is the unscrupulous acquisition
of public funds through questionable and
improper transactions. Government officials
use their authority for personal gain such as
receiving compensation for a public service
or the use of a contract or legislation for
personal gain.
Graft and corruption are the common
accusations against government officials and
employees who use public funds for their
personal gains. These are done through the
use of their position, extensive influence,
and power. When a public official is proven
to be involved in accepting bribery, nepotism,
or extortion, he or she can be sued and
prosecuted.

166
Anti-Graft and Corrupt Practices Act
Laws have been passed to eradicate graft and corruption in government.
Ø 1987 Constitution Article II, Section 27 states that:

The State shall maintain honesty and integrity in the public service and take
positive and effective measures against graft and corruption.

Ø Republic Act No. 3019 Anti-Graft and Corrupt Practices Act:

Republic Act No. 3019 Anti-Graft and Corrupt Practices Act

Section 3. Corrupt practices of public officers. In addition to acts or omissions of public

officers already penalized by existing law, the following shall constitute corrupt practices
of any public officer and are hereby declared to be unlawful:
(a) Persuading, inducing or influencing another public officer to perform an act
constituting a violation of rules and regulations duly promulgated by competent
authority or an offense in connection with the official duties of the latter, or
allowing himself to be persuaded, induced, or influenced to commit such violation
or offense.
(b) Directly or indirectly requesting or receiving any gift, present, share, percentage,
or benefit, for himself or for any other person, in connection with any contract
or transaction between the Government and any other part, wherein the public
officer in his official capacity has to intervene under the law.
(c) Directly or indirectly requesting or receiving any gift, present or other pecuniary or
material benefit, for himself or for another, from any person for whom the public
officer, in any manner or capacity, has secured or obtained, or will secure or obtain,
any Government permit or license, in consideration for the help given or to be
given, without prejudice to Section thirteen of this Act.
(d) Accepting or having any member of his family accept employment in a private
enterprise which has pending official business with him during the pendency
thereof or within one year after its termination.
(e) Causing any undue injury to any party, including the Government, or giving any
private party any unwarranted benefits, advantage or preference in the discharge
of his official administrative or judicial functions through manifest partiality,
evident bad faith or gross inexcusable negligence. This provision shall apply to
officers and employees of offices or government corporations charged with the
grant of licenses or permits or other concessions.
(f) Neglecting or refusing, after due demand or request, without sufficient justification,
to act within a reasonable time on any matter pending before him for the purpose
of obtaining, directly or indirectly, from any person interested in the matter some
pecuniary or material benefit or advantage, or for the purpose of favoring his own
interest or giving undue advantage in favor of or discriminating against any other
interested party.

167
(g) Entering, on behalf of the Government, into any contract or transaction manifestly
and grossly disadvantageous to the same, whether or not the public officer profited
or will profit thereby.
(h) Director or indirectly having financing or pecuniary interest in any business, contract
or transaction in connection with which he intervenes or takes part in his official
capacity, or in which he is prohibited by the Constitution or by any law from having
any interest.
(i) Directly or indirectly becoming interested, for personal gain, or having a material
interest in any transaction or act requiring the approval of a board, panel or group
of which he is a member, and which exercises discretion in such approval, even
if he votes against the same or does not participate in the action of the board,
committee, panel or group.
Interest for personal gain shall be presumed against those public officers responsible
for the approval of manifestly unlawful, inequitable, or irregular transaction or acts
by the board, panel or group to which they belong.
(j) Knowingly approving or granting any license, permit, privilege or benefit in favor of
any person not qualified for or not legally entitled to such license, permit, privilege
or advantage, or of a mere representative or dummy of one who is not so qualified
or entitled.
(k) Divulging valuable information of a confidential character, acquired by his office or
by him on account of his official position to unauthorized persons, or releasing such
information in advance of its authorized release date.

Section 4. Prohibition on private individuals. (a) It shall be unlawful for any person having
family or close personal relation with any public official to capitalize or exploit or take
advantage of such family or close personal relation by directly or indirectly requesting
or receiving any present, gift or material or pecuniary advantage from any other person
having some business, transaction, application, request or contract with the government,
in which such public official has to intervene. Family relation shall include the spouse or
relatives by consanguinity or affinity in the third civil degree. The word “close personal
relation” shall include close personal friendship, social and fraternal connections, and
professional employment all giving rise to intimacy which assures free access to such
public officer.

Section 5. Prohibition on certain relatives. It shall be unlawful for the spouse or for any
relative, by consanguinity or affinity, within the third civil degree, of the President of
the Philippines, the Vice-President of the Philippines, the President of the Senate, or
the Speaker of the House of Representatives, to intervene, directly or indirectly, in any
business, transaction, contract or application with the Government: Provided, that this
section shall not apply to any person who, prior to the assumption of office of any of the
above officials to whom he is related, has been already dealing with the Government
along the same line of business, nor to any transaction, contract or application already
existing or pending at the time of such assumption of public office, nor to any application

168
 filed by him the approval of which is not discretionary on the part of the official or
officials concerned but depends upon compliance with requisites provided by law, or rules
or regulations issued pursuant to law, nor to any act lawfully performed in an official
capacity or in the exercise of a profession.

Section 6. Prohibition on Members of Congress. It shall be unlawful hereafter for any

Member of the Congress during the term for which he has been elected, to acquire or
receive any personal pecuniary interest in any specific business enterprise which will be
directly and particularly favored or benefited by any law or resolution authored by him
previously approved or adopted by the Congress during the same term.
The provision of this section shall apply to any other public officer who recommended the
initiation in Congress of the enactment or adoption of any law or resolution, and acquires
or receives any such interest during his incumbency.
It shall likewise be unlawful for such member of Congress or other public officer,
who, having such interest prior to the approval of such law or resolution authored or
recommended by him, continues for thirty days after such approval to retain such interest.

Section 8. Dismissal due to unexplained wealth. If in accordance with the provisions of

Republic Act Numbered One thousand three hundred seventy-nine, a public official has
been found to have acquired during his incumbency, whether in his name or in the name
of other persons, an amount of property and/or money manifestly out of proportion to his
salary and to his other lawful income, that fact shall be a ground for dismissal or removal.
Properties in the name of the spouse and unmarried children of such public official may
be taken into consideration, when their acquisition through legitimate means cannot be
satisfactorily shown. Bank deposits shall be taken into consideration in the enforcement
of this section, notwithstanding any provision of law to the contrary.

Source: https://www.doj.gov.ph/files/3019.pdf

Graft and Corruption in the Philippines sector corruption in countries. A scale of

In 2005, the Philippines received a
Corruption Perception Index (CPI) score of 2.5
and was perceived as the 5th most corrupt
country in the APEC Region. According to
the World Bank in 2008, corruption in the
Philippines with a score of 2.3 was considered
as one of the worst in Asia. The table that
follows shows the rank of Philippines in
the CPI. The index was released by a global
organization, Transparency International. The
CPI score shows the perceived levels of public
0–10 is used, where 0 means that a country is
perceived to be highly corrupt and 10 means
that a country is perceived to be very clean.
Corruption Perceptions Index (CPI) of the
Philippinesfrom 2005 to 2011
Year Score Comparison of Rank
2005 2.5 The Philippines ranks 117th
out of 159 countries together
with Afghanistan, Bolivia,
Ecuador, Guatemala, Guyana,
Libya, Nepal, and Uganda.

169
 2008 2.3 The Philippines ranks 141st
out of 180 countries together
with Cameroon, Iran, and
Yemen.
2011 2.6 The Philippines ranks 129th
out of 183 countries together
with Armenia, the Dominican
Republic, the Honduras, and
Syria.
The transparency International Corruption
Perceptions Index measures the perceived
levels of public-sector corruption from 0
(highly corrupt) to 10 (highly clean).
Sources: http://www.transparency.org/
research/cpi/cpi_2005#results
http://www.transparency.org/research/cpi/
cpi_2008
The tables above and below show
that the level of corruption remains a
serious problem in our country over the
years. According to US Department of
State Investment Climate Statement 2013,
corruption in the Philippines is rampant
at all levels of the government, especially
among those with high positions in the civil
service. There is also little confidence in the
judicial system of the Philippines because of
perceived incompetentcourt employees and
the very slow progress of cases.
Corruption Perceptions Index of the
Philippines from 2012 to 2015
Year Score Comparison of Rank
2012 34 The Philippines ranks 105th
out of 176 countries together
with Algeria, Armenia, Bolivia,
Gambia, Kosovo, Mali, and
Mexico.
2013 36 The Philippines ranks 94th
out of 177 countries together
with Algeria, Armenia, Benin,
Colombia, Djibouti, India, and
Suriname.
170
2014 38 The Philippines ranks 85th out
of 175 countries together with
Sri Lanka, Trinidad and Tobago,
Zambia, Peru, India, Jamaica,
and Thailand
2015 35 The Philippines ranks 95th out
of 168 countries together with
Armenia, Mali, and Mexico
The perceived level of public sector corruption
is on a scale of 0 (highly corrupt) to 100 (very
clean).
A country’s rank indicates its position
relative to the other countries in the index.
Source: http://www.transparency.org/
cpi2015
According to Transparency
International-Philippines, improvement in
public service and cutting red tape helped
in decreasing the level of corruption in the
country. The programs against corruption of
the Aquino administration and the trial of
corrupt officials, including former President
Gloria Macapagal-Arroyo, have helped
restore people’s trust in government.
Despite the decreasing rate of corruption
in our country, the problem remains to be
severe. Some believe that the problem is
already engraved in Filipino culture. Graft
and corruption practices are common in
government agencies at all levels: national
or local, and even in companies controlled by
the government. Many government officials
from the lowest to the highest rank do get
involved in graft and corruption.
Graft and Corruption in Our History
Upon analysis, the “tradition” of
corruption in our government can be seen to
have started in the time of colonialism. During
the Spanish era, government officials abused
their power. The funds that came from the
King of Spain were taken advantage of by
Spanish officials for their own interests.
 After the colonial government and over
time, different types of corruption became
prevalent: from nepotism or favoring of
relatives, asking bribes for government
transactions, election fraud, illegal smuggling
of products, all the way to different means of
abuses against the general public and illegal
use of public funds.
Effects of Graft and Corruption
Filipinos are aware that the serious
problem of poverty in the country is to a
great extent the result of rampant graft and
corruption in government. If we think about
it, from the billions stolen by corrupt officials,
how many classrooms in public schools,
hospitals, and housing for the needy would
have been constructed? Have the funds
been used properly, how many roads and
bridges in the rural areas would have been
repaired and how many scholarships would
have been given to the youth to finish their
studies? If the money had been used to feed
the poor children, would they still suffer from
malnutrition today?
Due to corruption in the government,
we still have another serious problem
called red tape or the slow and inefficient
processing of government transactions. This
system provides more opportunities for graft
and corruption because many government
employees accept bribes to facilitate the
service that the people need. Due to this
system, the ones who get good service from
the governement are those who can give
more than what is required. What about
those who cannot afford to spend more? If
this trend can be changed to the extent that
government employees will not favor anyone,
then there will be equal service provided to
all citizens.
Even the military and police are not
spared from corruption. It has been reported
that some military officials squander the
funds allotted for modernization of military
equipment. Thus, the pathetic condition of
our soldiers today looks wretched compared
to the modern training and equipment other
countries have for their military forces. Some
police officers get involved in extortion
activities and, sadly, become the protector of
illegal activities and syndicates in the process.
Oliver Teves and Nick Perry reported that
after the disaster brought about by Typhoon
Yolanda in Tacloban in November 2013,
donations and funds for the victims were
taken by corrupt officials of the government.
Food donations had gone rotten or spoiled
because of hoarding and the lack of system in
dispatching.
Funds for the construction of roads in
the provinces have been stolen, making it
difficult for rescuers to reach the victims of
calamity. Hospitals denied adequate funding
could not extend medical and health services
needed by patients. The anomalies in the
implementation of the building code and
giving of permits have also added to the
problems of buildings and houses that are
weak against strong typhoons or earthquakes.
Resolving Graft and Corruption
The New York Times (2007) said that
according to foreign businesspersons or
expatriates, graft and corruption in Philippines
is the worst in Asia. According to them, this is
the main reason why our country is still poor
until now.
The Aquino administration has spent a
lot for the eradication of graft and corruption
in the country. It has released a large amount
of money to capture the leaders of graft and
corruption in our country. Corrupt officials
and judges have also been subjected to
impeachment. The Ombudsman filed graft
and corruption cases against a number of
government officials.
In response to the Aquino
Administration’s desire to curb graft and
corruption in the country, Executive Order No.
43 was passed last May 13, 2011. It stated that
171
its goal is to have a peaceful and prosperous
country by having respectable government
leaders as models and the maintainance of
a just, honest and dependable government.
This is in line with R.A. 6713, which is entitled
“Code of Conduct and Ethical Standards for
Public Officials and Employees.”
To curb graft and corruption activities
of some government officials, the Aquino
Administration also established the Foreign
Aid Transparency Hub. This is an online
information portal of our government that
shows all the aids given to the Philippines by
other countries for the calamity victims of
Typhoon Yolanda.
Here are some suggestions given by
some sectors on how to resolve the problem
of graft and corruption in the country:
• Provide higher salary and better benefits
for the government employees to avoid
bribery.
• Increase the number of staff in the
government sector. Government
employees are slow in processing
transactions because they are
overworked. Because of this, bribery is
rampant to speed up the process.
• Pass a bill that will get rid of convicted
corrupt officials. Suspension from work
is not enough.
• Provide a receipt for each transaction
with the government.
• Install CCTV cameras in all government
offices.
• Strictly implement office hours in
government agencies.
• Speed up the trial of cases in the courts
of justice.
• Motivate media to be responsible and
create a law that will ensure this. People
from the media should be honest
in disclosing what they know about
corruption in the government and they
too, should not accept bribes.
• Organize the system of appointing
government officials and make it
transparent. Be sure that there is no
favor given to possible candidates.

A. Identify.
___________ 1. Unlawful acquisition of public money or position through
questionable and improper transactions
___________ 2. Intentional rejection of duties and obligations of a government
official or any dishonest action action that destroys people’s
trust
___________ 3. Common accusation to government officials and employees
who use the public funds for their personal gain
___________ 4. The index released by a global organization, Transparency
International, to rate corruption
___________ 5. Refers to the perceived levels of public sector corruption
in countries using the scale of 0–10, where 0 means that a
country is perceived as highly corrupt and 10 means that a
country is perceived as very clean

172
B. Use the Venn diagram to compare the similarities and differences of graft and
corruption.

Graft Corruption

C. Generate a concept map about the impact of graft and corruption, its types,
means, and various forms. Use a ½ sheet of bond paper for your answer.
D. Based on your own observations or experiences, how bad is graft and corruption
in our country? Rate our country on a scale of 1 to 5 (5 being the worst). Justify
your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
Explain
1. How does graft and corruption affect the economic and social aspects of our
country?
________________________________________________________________
________________________________________________________________
2. Does graft and corruption affect the confidence and participation of citizens in
government programs? How?
________________________________________________________________
________________________________________________________________
3. What do you think is the impression of other countries on Filipinos because of
graft and corruption issue?
________________________________________________________________
________________________________________________________________

Elaborate
Write your suggestions on how graft and corruption can be prevented in
ourgovernment.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

173
 Political dynasties and graft and corruption issues go hand in hand. Both have long
histories and have far-reaching ill effects to our society and our country. These two issues are
the ultimate causes of continuous poverty in the Philippines.

Effect of Political Effect of Graft and

Dynasty Corruption

Corruption in the Government

Concentration of Wealth in a Few (Widening Gap between the Rich and the Poor)

Continuous Poverty

For more information about this topic, log on to www.rexinteractive.com to access the
Student’s Space in the website.

A. Read each statement. Put a check (ü) if it is correct and (✘) if it is wrong.
___ 1. Political dynasties were dismantled by American colonizers.
___ 2. The presence of political dynasty in a certain area can be beneficial to the
people.
___ 3. There is a law against political dynasties in our country.
___ 4. The existence of political dynasties is contrary to the provisions of our
Constitution.
___ 5. Limiting the terms of office of government leaders can prevent the increase of
political dynasties in our country.
___ 6. The Philippines is considered one of the most corrupt countries in Asia.
___ 7. The investigations done by the Senate have resolved the issue of graft and
corruption in our country.
___ 8. In general, government officials involved in corruption are punished.

174
 ___ 9. The media can help a lot in resolving the problem of graft and corruption in our
country.
___ 10. Political dynasties curb graft and corruption practices in government.
B. Explain the graphic organizer by answering the questions below.

Political Dynasty Graft and Corruption

What is the connection between political dynasty and graft and corruption?
_______________________________________________________________________
_______________________________________________________________________

C. State your own opinion in answering the questions.

1. What is the root cause of having political dynasties in our country?
__________________________________________________________________
2. Is the existence of political dynasties in our country beneficial or harmful? Weigh
your opinions.

Beneficial Harmful

3. How can political dynasties be advantageous in some areas? Give concrete

examples.
__________________________________________________________________
4. How does our government enforce the provisions of the Constitution on prohibiting
political dynasties?
__________________________________________________________________
5. How does the problem of graft and corruption become worse in our country?
__________________________________________________________________
6. Why do Filipinos continue to support political dynasties?
__________________________________________________________________
7. What is the connection of graft and corruption to the poverty of most Filipinos?
__________________________________________________________________
8. What programs of the current administration address graft and corruption in
government? Are they effective? Prove it by giving examples.
__________________________________________________________________

175
D. What is your most important learning in this lesson? Complete the sentences.
1. The most important thing I have learned about political dynasties is
_______________________________________________________________
2. Graft and corruption will not end unless
_______________________________________________________________
E. Read articles or reports in the newspaper or on the Internet about political dynasties. Do
you agree/disagree with them? Explain.
______________________________________________________________________
______________________________________________________________________

A. Put a check mark (ü) in the column that describes your skill in performing the
activities in this lesson.
How well did you accomplish the Excellent Very Fair Needs
tasks below? Satisfactory Improvement
1. Explain the concept of
political dynasties.
2. Analyze the causes and
effects of political dynaties
in maintaining an honest and
stable government
3. Explain the concept, types,
and forms of graft and
corruption
4. Evaluate the effect of graft
and corruption on the trust
and participation of citizens in
government programs.
5. Assess the effects of graft and
corruption in economy and
society.
6. Suggest ways to prevent graft
and corruption in society.
7. Analyze how parts of a whole
interact with each other to
produce overall outcomes in
complex systems.

176
 B. Enumerate.

1. What is the most important 2. What else would you like to

message that you have know and learn?
learned in this lesson? ______________________
______________________ ______________________
______________________

? How can we prevent political dynasties and graft and corruption in our
country?

A. Choose one from the three activities below and answer the question.
Activity 1 Activity 2 Activity 3
Write a speech that talks Create a short play that Write a song about
about different ways to talks about different ways different ways to solve
solve the problems of to solve the problems of the problems of political
political dynasties and political dynasties and dynasties and graft and
graft and corruption in our graft and corruptionin our corruption in our country.
country. country. You may use an original
tune or the tune of a
popular song.
B. Use the criteria to assess your performance in the activity.
Criteria
Clarity of expression Clearly and effectively communicates a main idea, theme,
or viewpoint.
Presentation of point Data are supported by rich, persuasive details.
of view
Evidence of study and The text and symbols show evidence of considerable study
preparation and preparation.
Effective use of text The text delivers the message with impact.
and/or captions
Historical facts The work shows accurate historical data.

177
 Lesson 8

Terrorism

In this lesson, you are expected

to:
• assess the forms, causes, and
effects of terrorism;
• appraise the concerted efforts Terrorism is a dreadful event that
of different countries against happens anytime, anywhere, and with
terrorism; anyone.
• propose effective ways of
controlling terrorism in one’s own
country; and
• effectively analyze and evaluate
evidence, arguments, claims,
and beliefs.

Values:
Peace
Respect for others
Good governance

What is the goal of terrorism?

___________________________________________________________________________
___________________________________________________________________________
What is its effect on people?
___________________________________________________________________________

?
___________________________________________________________________________

How can we suppress terrorism?

178

Terrorism is a global problem. We can
say that no country and no one in the whole
world is truly spared from the violence that
terrorists may bring. In recent decades,
terrorism is one of the most controversial
global issues. Since the 1970s, curbing and
suppressing terrorism have been part of
national and global policies.
According to Bruce Hoffman (1998),
author of Inside Terrorism, terrorism is:
• ineluctably political in aims and motives;
• violent – or, equally important, threatens
violence;
• designed to have far-reaching
psychological repercussions beyond the
immediate victim or target;
• conducted by an organization with
an identifiable chain of command or
conspiratorial cell structure (whose
members wear no uniform or identifying
insignia); and
• perpetrated by a subnational group or
non-state entity.
Terrorism is the deliberate creation and
exploitation of fear through violence or
the threat of violence in the pursuit of
political change.
Source: https://www.nytimes.com/
books/first/h/hoffman-terrorism.html
Terrorism is more often about a
group’s belief that they are being denied
of their rights and that they are victims
of discrimination or unfair treatment. For
example, the Moro National Liberation Front
(MNLF) group in Mindanao claims that the
Philippine government is pro-Christian and
does not respond to the needs of Muslims.
Different Forms of Terrorism
According to some studies, there are
three forms of terrorism. Find out their
similarities and differences.
1. According to Byman (2002), ethnic
terrorism is different from terrorism
organized in the name of ideology,
religion, or economic development.
He believes that religion has a great
influence on terrorism, but ethnic
terrorism is different. Ethnic terrorists
are known to be more nationalistic and
can easily form their national identity
than religious terrorists. Some of the
ethnic terrorists are the Liberation
Tigers of Tamil Eelam (LITE), the
Kurdish Workers Party (PKK), the Irish
Republican Army (IRA), and the Basque
Fatherland and Liberty (ETA).
2. According to Manalo (2004), ideological
terrorism is based on the needs and
goals of a group, which it satisfies by
means of violence. Their ideology might
be related to religion and politics. The
goal of these groups is to unite their
members and connect with other
communities who will support them.
3. Dr. Magnus Ranstorp (2000) said
that religious fanaticism is one of the
strongest motivations of terrorism,
such as the case of Jewish, Muslim,
and religious fanatics or extremists. He
further said that religious terrorism is
a form of political violence driven by
spiritual crisis or reaction to changes in
society and politics.
The Structure of Terrorist Groups
• Leadership
The head of common organizations
is often at the top of the structure.
In contrast to the leadership of other
179
 groups, the leader of terrorists is in the
middle. Aside from giving commands
to their members, the leader is also
directly involved in the activities of
their group. According to a study made
by Cragin and Daly (2004), the leader’s
charisma or personal appeal is the key
to the unity of his group members.
• Members
One of the most important
activities of the terrorist group is to
recruit new members who are needed
to strengthen their organization and
to replace members who are arrested,
killed, or have fled. Some studies reveal
that terrorists in the Philippines, Japan,
and other democratic countries in Asia
use the freedom given to citizens by
their government to establish non-
governmental organizations (NGO).
They serve as front organization for
their illegal activities, such as money
laundering, purchase of weapons, and
recruitment and training of members.
• Command Centers of Terrorist Groups
Terrorist groups make use
of command centers and control
networks. This is where they plan
and organize their attacks. They give
maximum protection to their camp or
bases and members. They do not allow
easy access to anybody. An example of a
camp that was well protected and taken
care of was Camp Abdurajak of the Abu
Sayyaf. It took a long time for Philippine
soldiers to attack and conquer it.
• Funds
Many believe that terrorism will
continue as long as funds are made
available for these terrorist groups.
Terrorist groups are getting stronger
through their global connection that
serve as their source of new members,
weapons, and other equipment. For
example, the Abu Sayyaf has a strong
connection with the Al Qaeda of
Afghanistan, who helped them build a
training camp in Mindanao based on
the model of the camps in Afghanistan.
Aside from this, the Abu Sayyaf
earned a lot from kidnapping such as
Libya’s payment of 20 million dollars
for the release of the hostages in the
year 2000. the Abu Sayyaf used their
funds to purchase modern equipment
for warfare, transportation, and
communication.

Terrorism in the Different Parts of the World

Here are some news about terrorism in various parts of the world:

December 31, 2010: In the Asokoro area of Abuja, Abuja Federal Capital Territory,
Nigeria, eleven civilians were killed and 26 others were injured when unknown
militants detonated an improvised explosive device that had been placed near a fish
fry shop in Mammy Market which was next to the Sani Abacha military barracks.
No damage was specified and no group has claimed responsibility, but authorities
suspect Boko Haram was responsible for the attack.
Source: http://www.start.umd.edu/gtd/search/IncidentSummary.aspx?gtdid=201012310004

180
 December 30, 2009: a suicide bomber killed seven CIA operatives and one
Jordanian intelligence officer when he blew himself up at a meeting at the CIA’s Forward
Operating Base Chapman in the southeastern province of Khost, Afghanistan. The
attacker was identified as Humam Khalil Abu Mulal Al Balawi and had been arrested by
Jordanian intelligence more than a year before on suspicion of extremist sympathies.
He was then recruited by the Jordanian intelligence service and taken to Afghanistan
to infiltrate Al Qaeda by posing as a foreign jihadi. Balawi was invited to the remote
base after offering urgent information to help locate Ayman Al Zawahiri. The Taliban
claimed responsibility for the attack on the CIA base. Pakistani Taliban chief Hakimullah
Mehsud said in an e-mail that his arm of the Islamic movement carried out the attack,
using a Jordanian national. Mehsud’s message predicted, “This will be admitted by the
CIA and the Jordanian government.”
Source: http://www.start.umd.edu/gtd/search/IncidentSummary.aspx?gtdid=200912300014

On September 11, 2001, 19 militants associated with the Islamic extremist group
al-Qaeda hijacked four airliners and carried out suicide attacks against targets in the
United States. Two of the planes were flown into the towers of the World Trade Center
in New York City, a third plane hit the Pentagon just outside Washington, D.C., and the
fourth plane crashed in a field in Pennsylvania. Often referred to as 9/11, the attacks
resulted in extensive death and destruction, triggering major U.S. initiatives to combat
terrorism and defining the presidency of George W. Bush. Over 3,000 people were
killed during the attacks in New York City and Washington, D.C., including more than
400 police officers and firefighters.
Source: http://www.history.com/topics/9-11-attacks

IS spokesman calls on Muslims in the West to carry out more attacks against
‘Crusaders’
Published January 26, 2015
Associated Press
BEIRUT – The spokesman for the Islamic State group called on Muslims living
in Western countries to carry out more attacks, saying any loyalist who has the
opportunity to “shed a drop of blood” should do so.
Abu Mohammed al-Adnani, in a 9-minute audio recording released Monday, praised
recent attacks in Australia, Belgium and France—where gunmen killed 12 people in
an assault on the Paris office of Charlie Hebdo magazine. He also praised the gunman
who shot and killed a soldier in October at Canada’s national war memorial and then
stormed the parliament building before being killed by security forces, saying, “You all
saw what one Muslim did in Canada and its infidel parliament.”
Source: http://www.foxnews.com/world/2015/01/26/is-spokesman-calls-on-muslims-
in-west-to-carry-out-more-attacks-against/

181
Terrorism in the Philippines
For the past four decades, our country
experienced different forms of terrorism. One
of these is the hijacking of a Philippine Airlines
BAC-111 jetliner from Mindanao by three
members of the Moro National Liberation
Front. They then demanded to be flown to
Libya. In the succeeding years, various forms
of attacks by the Moro National Liberation
Front (MNLF) and the New People’s Army
(NPA) occurred. The Philippines experienced
the worst violence brought about by terrorism
in the whole South East Asia from 1990 to
1995. And in a span of 6 years, from 1990 to
1996, there were a total of 1,030 attacks with
a total of 1,900 people killed due to violence
caused by terrorism.
In the history of the Philippines, most
incidents of violence are perpetrated by the
MNLF. The violence only stopped when the
MNLF signed a peace agreement with the
Philippine government in 1996. However,
a faction of MNLF called the Moro Islamic
Liberation Front (MILF) and the Abu Sayyaf
group took over and continued acts of
terrorism in the country.
New People’s Army (NPA)
The NPA
The NPA is the military wing ofthe
Communist Party of the Philippines (CPP)was
established in 1969. It aims to overthrow the
Philippine government through violence. The
NPA strongly opposes any US military presence
in the Philippines. In 2002, they threatened
182
all American soldiers in the Philippines
and warned them that whoever wrongly
enters an NPA territory will be considered
“legitimate targets.” Aside from them, the
NPA also targets Filipino police and soldiers,
politicians, judges, government informants,
and former rebels. Jose Maria Sison is the
founder of NPA. He lives in the Netherlands
and reportedly directs operations from there.
The government tried to negotiate
peace settlements with the NPA but its
efforts were discontinued due to series of
attacks by the rebel group. In June 2001,
NPA admitted of the killing of a Filipino
congressman. September 2001, the NPA
claimed responsibility for assassinating a
Filipino congressman. And in 2002, they
admitted killing a mayor and a police chief,
attacking a police station, and blowing up a
mobile telecommunication transmission.
The NPA obtains most of its funding from
supporters in the Philippines and Europe.
They forcibly collect so-called revolutionary
tax from local entrepreneurs. All together,
the CPP/NPA has an estimated number of
over 10,000 members.
In August of 2002, the United States
declared the CPP/NPA as a foreign terrorist
organization, while Sison was listed as a
Specially Designated Global Terrorist (SDGT).
Due to this, authorities in the Netherlands
froze his bank accounts and cut off his
benefits from their government.
In March 2008, Armed Forces of
the Philippines chief General Hermogenes
Esperon Jr., claimed that the NPA had around
4,900 members, which has significantly gone
down from 25,000 in the 1980s. Conflict areas
in 1980 also were in 69 of 81 provinces in the
country. In 2008, the number went down to
only 10 out of 81 provinces in the country.
Four thousand nine have been killed in the
conflict since 1969.
It was reported in the news last October
3, 2011 that the NPA attacked three major
mining firms in Surigao del Norte, Mindanao.
They burned ten trucks, eight backhoes, two
barges, and a guesthouse. The refusal of the
mining firms to give in to the demand for
revolutionary tax prompted the attacks.
Last May 27, 2013, members of the
NPA ambushed a police truck that was
transporting an elite police commando unit.
They killed seven police officers and wounded
another eight.
Benito Tiamzon, Chairman of the
Communist Party of the Philippines, was
captured in Cebu on March 22, 2014. Arrested
with him was his wife, Wilma Tiamzon, the
secretary general of CPP/NPA.
Moro National Liberation Front (MNLF)
From 1971 until 1996, the MNLF
struggled against the Philippine government
to have an independent Islamic state in
Mindanao. Under the leadership of Nur
Misuari, MNLF sought to regain all provinces
and cities in Mindanao that are predominantly
of Muslim population. According to the MNLF,
the armed struggle was brought about by:
• Neglect by the government of the
economy of Mindanao and the
abuse of its natural resources in
favor of the development of the
northern and central Philippines
• Gradual loss of ancestral lands
of Muslims due to the influx of
Christians in Mindanao (who
were invited by the government
to balance the population in the
region)
• Repeated attempts to conquer the
local Muslim community by the
Christian political system
The MNLF was also able to get
tremendous support from several provinces
of Mindanao because of the worsening social
and economic situation in the region. Poverty
has become the reason for armed struggle of
those who hail from Mindanao, especially in
areas where many Muslims live.
In 1996, former President Fidel V.
Ramos and Nur Misuari signed a peace
agreement known as Davao Consensus. The
peace agreement created the Autonomous
Region of Muslim Mindanao (ARMM). The
ARMM supervises its own local government,
education, religion, and enforcement of
justice, with limited powers to benefit from
its natural resources. The Davao Consensus
also contained provisions for the social and
economic development of 14 provinces and
9 cities with Muslim population to be called
Special Zone for Peace and Development
(SZOPAD). From 1996 to August 2001, the
Southern Philippine Council for Peace and
Development (SPCPD) was in charge of
SZOPAD projects. Misuari was appointed as
the head of both ARMM and SZOPAD.
Unfortunately, the ARMM and SZOPAD
were unsuccessful in implementing policies
and programs for social and economic
development of Mindanao that could have
prevented the recurrence of conflict in the
region. The failure of the program is due to
the following:
• Most major projects focused on
high-profile initiatives that could
not answer the basic needs of the
poorest communities.
• Misuari was not able to effectively
handle and distribute the funds
provided to ARMM and SPCPD,
which included the peace
dividend promised for the Muslim
community in the region. Due
to its failure, the MNLF Central
Committee decided to remove
Misuari as SPCPD Chairman in
August 2001.
• The government was not able
to establish the necessary
mechanisms to ensure the
accountability on the projects and
funds given to SPCPD.
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 • The development aid that was
promised by other countries or
international organizations did not
allegedly reach the local Muslim
community.
Comprehensive Agreement on the
Bangsamoro
From 1977 to 2012, there have been
several peace talks between the government
and leaders of the Moro Islamic Liberation
Front (MILF). In order to stop rebellion in the
region, the Framework Agreement on the
Bangsamoro, an agreement between the two
partieswas signed on October 15, 2012. The
agreement stated that Congress shall enact
a law that will widen the areas covered by
ARMM and by the Bangsamoro Autonomous
Government. There would also be a plebiscite
among the people in the concerned areas
in order to approve the law. Through
this agreement, it was expected that the
Bangsamoro Government would be able to
improve the economy of the place especially
the remote and poverty-stricken localities
with the help of the national government.
After 17 years of negotiation, on
March 27, 2014, our government and the
Moro Islamic Liberation Front (MILF) signed
the Comprehensive Agreement on the
Bangsamoro.
President Benigno S. Aquino III;
Malaysian Prime Minister Dato Sri Mohd Najib
Bin Tun Abdul Razak; Moro Islamic Liberation
Front (MILF) Chairman Al Haj Murad Ebrahim;
Organization of Islamic Cooperation (OIC)
Secretary-General Ekmeleddin Ihsanoglu;
Presidential Peace Adviser Teresita Quintos-
Deles, Witness as Government of the
Republic of the Philippines (GPH); Peace
Panel Chairman Marvic Leonen; and MILF
Peace Panel Chairman Mohagher Iqbal affix
their signature to the GPH-MILF Framework
Agreement on the Bangsamoro in a ceremony
at the Rizal Hall of Malacañang on October
15, 2012.
Source: Malacañang Photo Bureau

Here is a statement read by Mohagher Iqbal, chairman of the MILF peace panel and
the Bangsamoro Transition Commission (BTC), during a forum on peace process in Istanbul,
Turkey on June 26–27, 2014.
Current State of Peace Negotiation between the Government of the Philippines (GPH)
and the Moro Islamic Liberation Front (MILF)
The two parties have already signed the most significant agreement in their 17 years of
protracted negotiation, which is the Comprehensive Agreement on the Bangsamoro (CAB)
last March 27, 2014. This agreement provides for the negotiated political settlement of the
armed conflict and Bangsamoro Question in Mindanao that claimed the lives of about 150,000
since 1972. There are no more substantive issues left in the pipeline of the negotiation for
the parties to discuss except when new problems, mainly on the implementation aspects,
crop up from time to time that require a meeting of the peace panels in Kuala Lumpur.
Source: http://www.iag.org.ph/index.php/blog/571-current-state-of-gph-milf-peace-negotiation

184
 On September 9, 2013, the MNLF attacked Zamboanga City. According to GMA news:
“100 armed followers of former Moro National Liberation Front (MNLF) chairman Nur
Misuari have attacked Zamboanga City Monday and taken at least 20 people hostage …
later in the day, Climaco said six people were killed while 24 others were wounded in the
violence…”
Source: http://www.gmanetwork.com/news/story/325608/news/regions/mnlf-attacks-
zambo-city-using-20-hostages-as-human-shields-six-killed

Here is the statement of the Organization of the Islamic Cooperation (OIC) about what
happened in Zamboanga City:

From the Organization of the Islamic Cooperation 21 November 2013

In the Midst of the MNLF

Continuing Freedom Struggle and Peace Process
Renewed Freedom
Struggle: OIC Asks MNLF
and PGH to Continue
Peace Process
Source: http://mnlfnet.com/
Articles/OIC%20Asks%20
MNLF%20and%20PGH%20
to%20Continue%20Peace%20
Process.htm
After the 19-day war in Zamboanga City last
September, 2013 between the Armed Forces
of the Philippines (soldiers) and the freedom
fighters of the Moro National Liberation
Front (MNLF) led by Ustaj Khabir Malik, the
Organization of Islamic Conference (OIC) has
issued notice to continue the peace process to
find a comprehensive solution to the Filipino-
Moro war in Mindanao.

This was stated last October 2014 in the official website of the Moro National Liberation
Front:

WE, Bangsamoros, were sovereign even before the discovery of the Philippines, the
Spaniards, Americans, and Filipinos were colonizers and have no right to govern us.
Source: http://mnlfnet.com/History.htm

According to the news by Broadgate Mainland that is in the website of the MNLF:

BMNews Headline (August 2, 2014)

Chairman Misuari Calls for Unity of All Bangsamoro Freedom Fighters

BMNews, Jolo, Sulu: Chairman Prof. Nur Misuari of the Central Committee of the
Moro National Liberation Front (MNLF) has called for the unity of all Bangsamoro
freedom fighters in pursuit of the complete independence and national self-
determination of the Muslim and Animist Lumad natives as well as conscious
Christians of Mindanao from Philippine colonialism.

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 Chairman Prof. Nur Misuari
BMNews, Jolo, Sulu: Chairman Prof. Nur Misuari of the Central
Committee of the Moro National Liberation Front (MNLF) has
called for the unity of all Bangsamoro freedom fighters in pursuit
of the complete independence and national self-determination
of the Muslim and Animist Lumad natives as well as conscious
Christians of Mindanao from Philippine colonialism.
In a big gathering of MNLF political, military and religious leaders as well as
gaosbaogbog (solid and steadfast) mass supporters in the MNLF Jabal Nurcamp in
Mindanao on the occasion of the Eid’l Fitr celebration, he called on the freedom fighters
of the Moro Islamic Liberation Front (MILF) to join hands with the unified MNLF and
the Bangsamoro Islamic Freedom Movement (BIFM) under Ustaj Umbra Amiril Katu to
regain the total freedom and independence of the Moro Nation (Bangsamoro) from the
Filipino colonialist land-grabbers of Luzon.

Source: http://mnlfnet.com/BMNews_New/BMNews_02Aug2014_MISUARI%20CALLS%20FOR%20UNITY%20OF%20
ALL%20BANGSAMORO%20FREEDOM%20FIGHTERS.htm

On January 25, 2015, 44 PNP-SAF soldiers were killed in an encounter with the MILF in
Maguindanao.

Statement of Chair Miriam Coronel-Ferrer: On the armed encounter in Maguindanao

[Released on January 26, 2015]
We are deeply saddened by the loss of lives in the tragic encounter in Mamasapano,
Maguindanao yesterday, January 25, involving the Special Action Force of the Philippine
National Police and various armed groups.
Source: http://www.gov.ph/2015/01/26/statement-gph-peace-panel-chair-ferrer-
on-the-armed-encounter-in-maguindanao/

Staying the Course, Challenges to Peace

(A Statement on the Mamasapano Tragedy)
• by Initiatives for International Dialogue, Jan 27 2015,
Press Release
It is with profound shock and sorrow that we view the events as yet unfolding
in the surrounds of Mamasapano in Maguindanao. Our hearts bleed at the carnage
wrought and the needless loss of Filipino lives brought on by a series of decisions, events,
judgment calls and developments that may never be fully and publicly unraveled. We
extend our deepest condolences to those who’ve lost loved ones, and bear with those
now undeservedly suffering in its aftermath. We can even understand the grief, rancor
and rage now simmering as a visceral response by many to these events. We are aware
and empathize with these feelings and emotions to a degree. Yet despite this and to all
we still say, stay the course of peace, for it remains our best recourse.

Source: http://www.mindanaopeaceweavers.org/staying-the-course-
challenges-to-peace-a-statement-on-the-mamasapano-tragedy/

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Abu Sayyaf Group
The Abu Sayyaf Group (ASG) was
founded in 1989 under the leadership of
Abdujarak Janjalani, son of a fisherman on
Basilan Island in Mindanao. He fought with
a mujahideen group
under Adbul Rasul Abu
Sayyaf in Afghanistan.
Afghanistan was at war
against Soviet Union at
that time.
When the Soviets withdrew from
Afghanistan in 1989, Janjalani returned to
Basilan and established Al Harakut al-Islamiya
or the movement known as Abu Sayyaf. With
Janjalani were the younger MNLF members
who opposed MNLF’s negotiations with
the Philippine government. Janjalani has
a charismatic personality, and because of
that, he was able to attract to his movement
young Muslims returning from Islamic
studies in Saudi Arabia, Libya, Pakistan, and
Egypt.
Under Janjalani’s leadership, the ASG
committed itself to the establishment of an
exclusive and independent Islamic Theocratic
State of Mindanao (MIS). They have strict
religious beliefs and called for the systematic
targeting of all Christians in Mindanao. The
ASG also said that their objective is the global
dominance of Islam through armed struggle.
Janjalani succeeded and developed strong
links to radicals in Afghanistan, including
Osama bin Laden and Khalifa. In 1997, the
United States included the ASG in its list of
foreign terrorist organizations.
In 1998, Janjalani was killed during a
shootout with the ASG, military, and police
in Lamitan, Basilan. His death devasted the
group members of ASG as he had played
a key role in maintaining the group’s unity
and inplanning its strategies. His death
prompted the division of the ASG into five
subgroups, each with a separate leader and
agenda. Khadafi Janjalani, brother of the
slain Abdurajak, is heading the movement
in Basilan, while Galib Andang (alias
Commander Robot) headed the operations
in Jolo.
Janjalani’s death also affected
negatively the support given to the ASG
by its connections outside the Philippines.
This is due to the group’s lack of direction.
Majority of its supporters disagreed with
its criminal activities like kidnapping and
beheading victims.
Some of its members said that they
felt more like criminals because they were
engaged in bombings, kidnappings, and
extortion. In 2000, they collected about
twenty million dollars for ransom. According
to Gracia Burnham, one of the American
kidnapped and held hostage for a long time,
despite all their talk about religion, their
motivation was simple: “the bottomline
was money.” Aside from money, the series
of kidnappings of foreigners done by the
ASG in 2000 were also aimed at securing
the release of other Muslims imprisoned in
the United States, including Ramzi Yousef
and Sheik Omar Abdul Rahman, who were
convicted for the 2001 World Trade Center
bombing.
The Abu Sayyaf became known
worldwide not only because of kidnapping
but also because of using the Philippine
government as a hostage. One example is
when Sipadan was held for five months in
2000 where the group dictated conditions
to the Philippine government. According to
reports, when the ransom was paid, the Abu
Sayyaf was able to help the local economy
of Sipadan more than any other government
program had done.
At first, it was easy for the Abu Sayyaf
to encourage new members by offering
fifty thousand pesos as a monthly salary
and with modern firearms. In Basilan and
in the other deprived towns of Mindanao,
this is a very good incentive. In an interview
187
with the Inquirer in 2004, Khadafi Janjalani
mentioned that there are many volunteers
willing to undergo training in manufacturing
explosives that has been ongoing since 2002.
The Abu Sayyaf apparently succeeded in
their activities because they took advantage
of corruption in government and the lack of
economic development in several parts of
Mindanao. They also used the remote and
mountainous areas in Mindanao as camps.
Moreover, they took advantage of the local
and international media in order to instill
fear among the public. They allowed several
journalists to enter their camp and interview
them in exchange for a huge amount of
money.
Here is an excerpt of the report by the
National Counter Terrorism Center (NCTC)
about the Abu Sayyaf Group:

Abu Sayyaf Group (ASG)

The Abu Sayyaf Group (ASG) is the most violent of the Islamic separatist groups
operating in the southern Philippines and claims to promote an independent Islamic
state in western Mindanao and the Sulu Archipelago. Split from the Moro National
Liberation Front in the early 1990s, the group currently engages in kidnappings for
ransom, bombings, assassinations, and extortion, and has ties to Jemaah Islamiya
(JI). The ASG operates mainly in Basilan, Sulu, and Tawi-Tawi Provinces in the Sulu
Archipelago and has a presence in Mindanao. Members also occasionally travel to
Manila.
The ASG has used terror both for financial profit and to promote its jihadist agenda.
In April 2000, an ASG faction kidnapped 21 persons—including 10 Westerners—from
a Malaysian resort, and, in May 2001, the ASG kidnapped three US citizens and 17
Filipinos from a resort in Palawan, Philippines, later murdering several of the hostages,
including one US citizen. On 27 February 2004, members of ASG leader Khadafi
Janjalani’s faction bombed a ferry in Manila Bay, killing 116, and on 14 February 2005
they perpetrated simultaneous bombings in the cities of Manila, General Santos, and
Davao, killing at least eight and injuring about 150. In 2006, Janjalani’s faction relocated
to Sulu, where it joined forces with local ASG supporters who are providing shelter to
fugitive JI members from Indonesia.
In July 2007, members of the ASG and the Moro Islamic Liberation Front engaged a
force of Philippine marines on Basilan Island, killing 14. In November 2007, a motorcycle
bomb exploded outside the Philippine Congress, killing a Congressman and three staff
members. While there was no definitive claim of responsibility, three suspected ASG
members were arrested during a subsequent raid on a safehouse. In January 2009,
the ASG kidnapped three International Red Cross workers in Sulu province, holding
one of the hostages for six months. Philippine marines in February 2010 killed Albader
Parad, one of the ASG’s most violent sub-commanders, on Jolo Island. In 2011, the ASG
kidnapped several individuals and held them for ransom.

Source: http://www.nctc.gov/site/groups/asg.html

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Here are some more activities of the ASG:
2012
• February 1 – The ASG kidnapped
birdwatchers, Swiss Lorenzo Vinciguerra,
and Dutch Ewold Horn, while doing
studies inTawi-Tawi.
• On December 6, 2014, Joint Task Force
Sulu attacked the camp of the ASG
around 5:20 in the morning. Vinciguerra
tried to escape but he was shot and
wounded. He managed to slash the
bandit on the neck and then escaped.
Horn was sick at that time and was
therefore left with the bandits.
2013
• May 27 – At least seven militants and
seven marines were killed in an attempt
by the government to rescue six
hostages of the group.
• November 15 – Armed members of the
Abu Sayyaf Group attacked a Malaysian
resort in Pom Pom, Semporna. They
killed a Taiwanese tourist. They fled
across the border of Sulu Sea with
another Taiwanese captive. Philippine
Security Forces in the province of Sulu
rescued the said captive.
• December 31 – A bomb exploded
near a private residence in Zone 6 of
Tumahubong Village, Municipality of
Sumisip, province of Basilan in the
Philippines. About seven people were
killed and five were wounded in the
explosion. Nobody has identified who
did the bombing. However, the attack
was associated to the Abu Sayyaf (ASG).
A. Write True if the statement is correct and False if incorrect.
_______ 1. Terrorism is an international problem that involves violent killings.
_______ 2. The goal of the terrorists is to have political change.
2014
• April 2 – The Abu Sayyaf Group attacked
another Malaysian resort in Semporna.
They again fled across the border
toward the Sulu Sea with their Chinese
and Filipino captives. On May 31, the
two captives were rescued with the help
of Malaysian and Philippine Security
Forces.
• April 25 – The ASG abducted a retired
German doctor and his girlfriend from
their yacht near the island of Palawan.
They were released on October 17. They
said that the group received 5.6 million
dollars as ransom from the German
government.
• May 6 – Five Abu Sayyaf Group members
raided a Malaysian fishery and farm in
Baik Island, near the shores of Silam.
They kidnapped the Chinese manager
of the fishery. The hostage was brought
to Jolo Island in Sulu. He was released
in July with the help of Malaysian
negotiators.
• June 16 – Two Abu Sayyaf Group
members raided a Malaysian fishery
and farm. They kidnapped a Chinese
manager and a Filipino in Kampung
Air Sapang, Kunak, Sabah. The Filipino
hostage managed to escape while the
Chinese manager was brought farther
toward Jolo.
• July 28 – Abu Sayyaf members
ambushed a civilian vehicle loaded with
celebrators of Eid in Sulu, and killed 21
people.
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 _______ 3. Terrorism is often about a group’s belief that they are being denied
of their rights.
_______ 4. The events in the Philippines has shown the different forms of
terrorism.
_______ 5. Terrorists believe they can achieve their goals through violence.
_______ 6. The Abu Sayyaf Group helps the indigent in Mindanao.
_______ 7. At first, the goal of the National People’s Army (NPA) was to help
the Philippine government in ongoing peace talks with rebels.
_______ 8. The terrorists have a command center where they plan and
organize their attacks.
_______ 9. Our government conducts peace talks with terrorist group in
the areas covered by ARMM and the Bangsamoro Autonomous
Government.
_______ 10. At present, The Abu Sayyaf Group has stopped operations because
of their leader’s demise.

B. Fill out the table below.

1. The Characteristics of Terrorism
Structure Cause Effect

2. Compare the activities of the ASG with terrorism in other parts of the world.
Use the Venn diagram below.

Activities of the Terrorism in Different

Abu Sayyaf Group Parts of the World

C. Illustrate an event that you have read, watched, or heard about the activities of
terrorists. Attach a picture of a well-known terrorist. Narrate what the terrorist
had done and then present your thoughts about it.

190
 D. Formulate three generalizations about terrorism and terrorists based on what
you have learned in this lesson.

Explain
E. Explain your answer.
1. How do the activities of MNLF affect the following:
a. general public __________________________________________
b. economy __________________________________________
c. government __________________________________________
2. How do terrorists get funds and support?
___________________________________________________________
3. Despite armed conflicts that terrorists bring, why does the government
conduct peace talks with these groups like the MILF?
___________________________________________________________
4. Why is our government unable to suppress the activities of terrorist groups
such as the ASG?
___________________________________________________________

Steps Taken by the Government Against • In Israel, the Paris Protocol of

Terrorism
1. Establishing of social and economic
programs
Countries that have experienced
terrorism responded to the problem
in their own way. The report of Kim
Cragin and Peter Chalk (2003) entitled
Terrorism and Development: Using
Social and Economic Development
to Inhibit a Resurgence of Terrorism,
discussed the movements done by
Israel, Philippines, and United Kingdom
against terrorism. These countries used
their social and economic development
as a counter-terrorism tool:
Economic Relations that gave
Palestinians the West Bank and
Gaza Strip (WBGS) different trade
and economic incentives was
implemented at the same time as
the Oslo Accords that established
the Palestinian Authority (PA).
• In the Philippines, the 1996
Davao Consensus that created
a limited Autonomous Region
of Muslim Mindanao (ARMM)
has a counterpart with a wider
Special Zone for Peace and
Development (SZOPAD) that is
given in implementing social and
economic programs.

191
 • In the United Kingdom, the
1998 Good Friday Accords for
the establishment of home
rule in Northern Ireland has an
attached promise from the British
government for the development
of its social and economic
programs, including the communal
peace money from the European
Union.
2. Weakening of citizens’ support for
terrorist groups
a. Kim Cragin and Peter Chalk suggest
how support for terrorist groups
could be weakened. According to
them, launching socio-economic
programs to suppress terrorisms is
effective because:
• It decreases the support
of the local citizens for
terrorist activities. Because
the programs contribute
to the people’s livelihood
development in the provinces
previously identified as
center of terrorism, the
locals see the value of having
peace, thus decreasing their
support for terrorists.
• It reduces incentives for
new members to join a
terrorist group. Most of
the time, terrorists attract
new members by offering
financial incentives and
support for their relatives.
As the government
implements more policies
for development, there
are less reasons to join a
terrorist group. An example
of this is the planting of
asparagus and banana in
Mindanao. This became an
alternate livelihood program
for the community that
used to support terrorist
192
groups. In the case of banana
production, it was able to
give work to almost 100%
of the locals. This paved the
way to a peaceful community
to a place that was once
known as the “killing fields of
Mindanao.”
b. Allocating sufficient funds to
meet the needs of the citizens
in the target area. If the fund is
insufficient, people tend to be
disappointed and will most likely
choose to support violence and
terrorism.
c. Meeting with the local leaders
to find out the needs of the
community. Programs will be
unsuccessful if it will not provide
the needs of the people.
d. Establishing a transparent system
that is free of any corruption.
Programs will be unsuccessful if
the fund allocated will just go to
the pockets of corrupt officials and
their partners.
e. Ensuring partnership with other
livelihood programs that has
comprehensive development of
political, military, and community
relations. It has to exceed the simple
provision of financial assistance to
make a significant change on the
social system and government.
It has been reported that because of
the government’s campaign against the Abu
Sayyaf Group, there was a decrease in the
number of its members from more than a
thousand in 1990 to only in the hundreds in
2000. The government’s effort to improve
the condition of the people in Basilan
such as providing medical services, road
construction, and the improvement of the
airport helped a lot. Even the United States
helped Basilan through implementing
projects such as road constructions and
deep wells.
3. Instituting changes in the government
While the Philippine government
has succeeded in suppressing the
leadership of some terrorist groups, a
comprehensive reform is still needed
to address the political, economic,
and social grievances of Muslims in
Mindanao. Rebellion and terrorism
will still continue without significant
changes in the condition of the Muslims
there. They need to experience true
justice, equality, and prosperity.
Some suggest that the government
should implement comprehensive
political, social, and economic programs
to respond to the needs of the Muslims
rather than implementing full military
operation to suppress the Abu Sayyaf
Groupand other terrorist groups.
The solution to terrorism is not
easy to carry out. There is a need for
the government of the country to curb
threats of terrorism. It need to tighten
national security, strengthen the police
and armed forces, and prepare the
citizens to respond to the imminent
dangers from terrorism.
4. Partnership with other countries
The Philippines has always been
in partnership with the United States
in the areas of politics, economy, and
military. When the Philippines became
independent from American occupation
in 1946, the US military bases remained
in Clark and Subic until 1992. In 1952, the
two countries formed the US-Philippines
Mutual Defense Treaty (MDT); and in
1998, they signed the Visiting Forces
Agreement (VFA). American soldiers
visit the Philippines regularly to train
with Filipino soldiers. In 2003, President
George Bush declared the Philippines as
a major non-NATO ally.
Here are some information about
the partnership of the Philippines and
the United States:
 Military assistance: In 2001,
American forces were allowed to
fly in to Philippine territory and
use the airfields of the Philippines
as transit points in support of
Operation Enduring Freedom in
Afghanistan. The United States
gave training and support against
terrorism in exchange for the
support given by the Philippines.
After the bombing of the World
Trade Center in 2001, the Philippines
immediately worked with the United
States in the campaign against the
members of Abu Sayyaf. It supported
the American war against Iraq and
even sent some Filipino soldiers to
assist in restoring order in Iraq after
the expulsion of the dictator Saddam
Hussein.
The US Army Special Forces sent
160 soldiers to Zamboanga and Basilan.
In 2002, a total of 660 American soldiers
were again sent to Basilan to help in the
training of Filipino soldiers.
The International Military
Education and Training (IMET) reached
2.4 million dollars in 2003. This is the
largest in Asia and second largest in the
world and in Excess Defense Articles
from the U.S. military.
 Assistance in trade: The United
States is the largest foreign
investor in the Philippines. The
Philippines, on the other hand,
is the 19th largest export market
of the United States and its 20th
largest supplier.
 Help in the amendment of the
law: In March 2003, the Terrorist
Interdiction Program (TIP) law
was passed in the Philippines that
193
 would provide equipment and implemented, 700 Filipino police
training to strengthen security in officers were trained, and 650
the country. American advisers were sent
 Police assistance: In 2002, 15 Abu to train Filipino soldiers on
Sayyaf terrorists were charged, counterterrorism techniques.
an extradition agreement was

In January 12, 2016, United States and the Philippines issued the Joint Statement of the
United States-Philippines Ministerial Dialogue at Washington, D.C. Here are some parts of the
statement:

Common Strategic Objectives:

…the Ministers reaffirmed their commitment to continue strengthening the Alliance, in terms
of ensuring both countries’ mutual defense and security as well as jointly contributing to
regional peace, stability, and economic prosperity.
The Ministers reaffirmed the Alliance’s Common Strategic Objectives of 2012 and articulated
the following additional Common Strategic Objectives to strengthen bilateral engagement:
• Expand opportunities for more robust cooperative security assistance programs,
particularly on maritime security and maritime domain awareness.
• Pursue and coordinate programs with other interested partners for capacity
building of the Philippines in defense, security, counter-terrorism, and maritime
law enforcement.
• Collaborate on initiatives to enhance economic relations encompassing trade,
investment, tourism, and development programs.
Source: http://www.philippineembassy-usa.org/news/4817/300/2016-Joint-Statement-
of-the-United-States-Philippines-Ministerial-Dialogue/d,phildet/

5. Putting priorities of the government in government services such as social

order services will be sorely affected. In
a. Use of power/force 2000, the Philippines, Malaysia,
and EU/NATO allocated 1.8% of
Some believe that fighting their Gross Domestic Product
terrorism requires strong security (GDP) for the defense budget. The
forces with modern equipment. modernization of the army seems
But some also say that it is to be an indication of “guns against
useless if leaders lack training and butter” policy of the Philippines
experience. The enactment of laws against terrorism.
against terrorism and coordination
with the local government and The government must also
even with other countries also pay close attention to the state
plays an important role. of the economy. The incidents of
terrorism such as kidnapping and
b. Allocation of budget bombing in public places affect
If the government allocates a tourism and investors’ confidence
huge part of its budget for military in our country. This only adds up
and defense of the country, other to the existing problems of the

194
 country such as anomalies in the
collection or payment of taxes
and corruption in government
agencies. As a result of the
various economic problems, the
Philippines continues to borrow
a large sum of money from other
countries.
c. Implementation of “No
Concessions” Policy
The “no concessions” policy
or the non-payment of ransom
or making other concessions
to terrorists is the best policy
because it deters additional
terrorism. But the government
cannot fully implement it because
the politicians need the support
of Muslim voters. It was also
problematic and was criticized by
human rights movements.
d. Enforcement of the law
Congress
Congress has to create
and pass a law to ensure that
terrorists get punished. It also
has to clarify which agency or
government official is mainly
responsible for the leadership,
management, and coordination
of the activities related to the
suppression of terrorism. Aside
from this, Congress also needs to
analyze how to tighten security at
airports and seaports to find out
if additional laws are needed or if
there are administrative policies
that need to be changed.
In 2011, the Philippines
approved a law on Anti-Money
Laundering. One of the things it
can do is to catch and imprison
those who are keeping the
terrorists’ funds. However, the
law was not enough in tracking
down the whereabouts of the Abu
Sayyaf and MILF funds.
It is the duty of the
government to enforce laws and
regulations related to human
rights. It can be said that we cannot
totally get rid of terrorism unless
all terrorists, bandits, as well as
corrupt officials and government
employees are punished. Unless
the government is firm enough
in giving protection to people’s
human rights and in implementing
the law, the threat of terrorism
will not be removed.
The Department of
National Defense (DND) should
strengthen the competence and
capability of the Armed Forces
of the Philippines (AFP) to fight
terrorism. The AFP has a lot of
other responsibilities to fulfill
aside from surveillance of threat
of NPA, MILF, and Abu Sayyaf as
well as global terrorist groups with
operations in the Philippines such
as Al Qaeda, Jemaah Islamiyah,
and other criminals involved in
drug trafficking, kidnapping, and
money laundering. The AFP will
not be able to fulfill all of these if
the government will not organize
the coordination among various
agencies.
195
6. Unity of government agencies
There is a need to identify the
specific role and functions of the local
government in addressing the issue
of terrorism. Although terrorism is a
national problem, the provincial, city,
and municipal government should be
ready in responding to the threat of
terrorist attacks. They need to cooperate
with the national government in
gathering information about terrorist
groups.
7. Unity among the League of Nations
The Association of Southeast Asian
Nations (ASEAN) plays an important
role in the suppression of terrorism in
the region. The Philippines benefits
from the multilateral and bilateral
agreements between ASEAN countries
in order to counteract the acts of
terrorist groups. The annual conference
of the leaders of principal countries,
together with leaders of the army and
police, help in these endeavors. The
conference serves as an opportunities
to discuss coordinated measures to be
taken against terrorists.

United Nations Action to Counter Terrorism

On May 2, 2006, the Secretary-General of the United Nations
Kofi Annan presented his report on strategies to combat terrorism in
the world. It is entitled: Uniting against Terrorism: Recommendations
for a Global Counter-Terrorism Strategy. Here are some excerpts on
Resolution and the Plan of Action:

II. Measures to Prevent and Combat Terrorism

We resolve to undertake the following measures to prevent and combat terrorism,
in particular by denying terrorists access to the means to carry out their attacks, to their
targets and to the desired impact of their attacks:
1. To refrain from organizing, instigating, facilitating, participating in, financing,
encouraging or tolerating terrorist activities and to take appropriate practical measures
to ensure that our respective territories are not used for terrorist installations or
training camps, or for the preparation or organization of terrorist acts intended to be
committed against other States or their citizens.
2. To cooperate fully in the fight against terrorism, in accordance with our obligations
under international law, in order to find, deny safe haven and bring to justice, on the
basis of the principle of extradite or prosecute, any person who supports, facilitates,
participates or attempts to participate in the financing, planning, preparation or
perpetration of terrorist acts or provides safe havens.
3. To ensure the apprehension and prosecution or extradition of perpetrators of terrorist
acts, in accordance with the relevant provisions of national and international law, in
particular human rights law, refugee law and international humanitarian law. We will
endeavour to conclude and implement to that effect mutual judicial assistance and
extradition agreements, and to strengthen cooperation between law enforcement
agencies.

196
 4. To intensify cooperation, as appropriate, in exchanging timely and accurate information
concerning the prevention and combating of terrorism.
5. To strengthen coordination and cooperation among States in combating crimes that
might be connected with terrorism, including drug trafficking in all its aspects, illicit
arms trade, in particular of small arms and light weapons, including man-portable air
defence systems, money laundering and smuggling of nuclear, chemical, biological,
radiological and other potentially deadly materials.
***
Source: http://www.un.org/en/terrorism/strategy-counter-terrorism.shtml#plan

8. The creation of a counter-terrorism intelligence center

The success against terrorism relies on the information about terrorist groups. Up
to now, different government agencies gather their own information about the activities
of terrorist groups. There is a need for one central agency that will consolidate all data
needed by government agencies fighting terrorism.

ASEAN Convention on Counter-Terrorism Completes Ratification Process

Tuesday, 22 January 2013. Posted in 2013, ASEAN Secretariat News
The ASEAN Convention on Counter-Terrorism (ACCT) has now been ratified by
all ten ASEAN Member States. Signed by the ASEAN Leaders in 2007, the ACCT is a
significant achievement of ASEAN’s counter-terrorism efforts as it serves as framework
for regional cooperation to counter, prevent and suppress terrorism and deepen
counter-terrorism cooperation. The ACCT enhances the region’s strategic role in the
global strategy on counter-terrorism.

Source: http://www.asean.org/news/asean-secretariat-news/item/asean-
convention-on-counter-terrorism-completes-ratification-process

In 2007, the Philippine Institute for Political Violence and Terrorism has
been officially registered in the Securities and Exchange Commission (SEC) as an
independent, non-stock, non-profit, non-governmental research organization. It aims
to have a center dedicated to the study of political violence and terrorism and their
implications for peace and security. In 2010, it was renamed as the Philippine Institute
for Peace, Violence and Terrorism Research (PIPVTR). To broaden the research agenda
of the institute, two centers have been created: the Center for Intelligence and National
Security Studies (CINSS) at the Center for Transnational Crimes Research and Non-
Traditional Security Studies (CTCNTS). PIPVTR does not receive government funding.
They welcome private contributions from individuals and corporations to support their
research work.

Source: http://www.pipvtr.com/pipvtr/index.php?section=1

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 2

A. Check () the appropriate column (+ for Strengthen, – for Weaken, and o for
Neutral) that describes the effect of each government strategy to terrorism.
+ o –
1. Improving the means of livelihood
2. Paying ransom
3. Tightening security
4. Partnership with other countries
5. Passing laws
6. Sending relief goods to victims
7. Cooperation with the local government
8. Conducting dialogs
9. Fighting corruption
10. Coordinating with international organizations

Explain
B. Answer the following questions:
1. How did the United States support the Philippines in supressing terrorism
in Mindanao?
___________________________________________________________
2. Should we listen to the grievances of terrorists? Do you agree with what
they are fighting for? Why?
___________________________________________________________
3. Based on your evaluation, what is the most effective way to suppress
terrorism in Mindanao?
___________________________________________________________
4. In your opinion, can terrorism be completely suppressed? Why/Why not?
___________________________________________________________
5. Can an ordinary student like you help in curbing the activities of terrorists?
How?
__________________________________________________________
Elaborate
C. What could be the most effective way to combat ideological terrorism in
Mindanao? Justify your answer.
_______________________________________________________________
_______________________________________________________________

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 Terrorism is the deliberate creation and propagation of fear through violence or threat of
violence to effect political change. The issue of terrorism is not only national but also global.
In the Philippines, the three main groups of rebels and terrorists being monitored by the
Philippine government are the New People’s Army (NPA), the Moro Islamic Liberation Front
(MILF), and the Abu Sayyaf Group (ASG). These groups are responsible for numerous incidents
of abduction, detention, and murder of both Filipinos and foreigners. They also confessed to
numerous incidents of bomb explosions in public places that killed many civilians.
The Philippine government coordinated with the United States and several countries
that are members of the Association of Southeast Asian Nations (ASEAN) to help them fight
the terrorists. The Armed Forces of the Philippines is the primary agency tasked to combat
terrorist groups in the country. Problems of terrorism have not yet been fully solved. Some
research recommend the need to have changes in economic policies of the country to alleviate
the suffering of the people, which is the root of most terrorist groups’ cry in Mindanao. It is
believed there will be peace only if true social justice exists.

For more information about this topic, log on to www.rexinteractive.com to

access the Student’s Space in the website.

A. Write True if the statement is correct and False if incorrect.

______ 1. Terrorism is directly related to violence.
______ 2. Terrorism has either political or religious goals.
______ 3. It is only in the Philippines where there is a severe problem of terrorism.
______ 4. The Abu Sayyaf has succeeded in achieving its aims.
______ 5. The local government of Mindanao joins the activities of the MILF.
______ 6. The United States gives support to combat terrorism in the Philippines.
______ 7. There is a law against terrorism in the Philippines.
______ 8. Poverty is one of the main grievances of terrorists in the Philippines.
______ 9. The Philippines is successful in implementing the “No Concessions” policy
against terrorists.
______ 10. Economic development is the key in solving terrorism.

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B. What roles do the following have to combat the issue of terrorism?
1. Local Government
__________________________________________________________________
Congress/Legislators
2. Army, Soldiers, and Police Officers
__________________________________________________________________
3. Citizens
__________________________________________________________________
4. Other Countries
__________________________________________________________________
C. Explain.
1. Why is terrorism considered a global issue and not just a national issue?
__________________________________________________________________
2. What is the connection of terrorism with the following:
a. Religion _______________________________________________________
b. Politics _______________________________________________________
c. Poverty _______________________________________________________
3. How do terrorists get support from various groups?
__________________________________________________________________
D. Create a graphic organizer to show the forms, causes, and probable solutions to the issue
of terrorism.

E. Based on your appraisal, what is the most effective way to solve terrorism? Describe,
illustrate, and explain your suggestion.

200
 A. Check () the column that describes your skill in doing the activities in this lesson.
How well did you accomplish the Excellent Very Fair Needs
tasks below? Satisfactory Improvement
1. Assessing forms, causes, and
effects of terrorism
2. Appraise the concerted efforts
of different countries against
terrorism
3. Propose effective ways of
controlling terrorism in the
country
4. Effectively analyze and
evaluate evidence, arguments,
claims, and beliefs

B. Enumerate the things you learned and you still want to learn.
1. What important concept or event have you learned from this lesson?
______________________________________________________________
2. What else would you like to know and learn?
______________________________________________________________

?
A.
How can we suppress terrorism?

Choose one from the three activities below and answer the question.
Activity 1 Activity 2 Activity 3
Create an audio-visual Create a plan that Write an essay that
presentation that shows describes five concrete presents different
different measures to steps to suppress measures to suppress
combat terrorism in the terrorism in the terrorism in the
Philippines. Philippines. Philippines.

201
B. Use the criteria below to assess your performance in the activity.
Criteria
Creativity The work is innovative, original, and interesting
Message The message is very clear and meaningful.
Organization The content is consistently well organized.
Presentation The work provides all important details, development, and
support.
Correctness of All the data are true, correct, and up-to-date.
Data
Overall Impact The work is very persuasive and has great impact.

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 Lesson 9

Discrimination and Multiculturalism

In this lesson, you are expected

to:
• explain the concept of There are different groups of people in
discrimination; our country and the world. Each group has
• assess the cause and effect of its own characteristics, attitudes, beliefs, and
discrimination in politics, society, lifestyle.
and livelihood in one’s own Observe the pictures of different
country and the whole world; peoples that belong to different races.
• explain the concept of
multiculturalism;
• analyze current issues about
multiculturalism (indigenous
groups, racism, and women in
different cultures);
• express appreciation and respect
for different languages, cultures,
and beliefs of people;
• compose a culturally sensitive
essay that examines Have you encountered people like
mullticulturalism in a chosen them? Who do you like most among them?
community or country; and Why?
• negotiate and balance diverse ____________________________________
views and beliefs to reach ____________________________________
workable solutions, particularly in
multicultural environments.
What are the traits or characteristics of
these people which are unfamilliar to you?
____________________________________
Values: ____________________________________
Peace
Respect for others
Good governance

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 ? How can we show respect for the culture and beliefs of other people?

Discrimination
Discrimination is the negative and
unjust treatment of peoples due to their
differences in traits such as race, age, gender,
disability, or creed. There are many possible
forms of discrimination, but all of them
have the element of non-acceptance and
oppression. Perhaps you have already seen
instances of discrimination, such as the non-
acceptance of girls to join in boys’ games. In
the workplace, there may be employers who
do not accept people who belong to a certain
religion or ethnic group. On the national
level, discrimination can be seen in the laws
and regulations of the government. In world
history, for instance, there are the laws on
African slavery in America, the white
domination in South Africa, and the
large-scale execution of European Jews
in Nazi Germany.
For example, even when Filipinos go to other
countries, many of them choose to socialize
with other Filipinos rather than with other
nationalities. On the one hand, this is easy to
understand since we have a lot in common
with our fellow Filipinos that others may
not accept. On the other hand, if we do not
recognize other races and groups, it would
be easy for us to judge them based only on
their actions, works, and culture since we do
not completely understand them. If we think
about it, ignorance or lack of knowledge or
understanding of other cultures, race, and
religion is often the cause of discrimination.

Beliefs that Led to Discrimination

History tells us that tribes, clans,
and other groups have formed based
on their places of residence, culture,
way of life, ancestry, creed, and other
characteristics. These groupings have
caused enmity and armed struggles
due to the certain distinctions. This
kind of mentality continues to this day.
People who belong to a tribe

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 Oftentimes, when we do not completely
understand the differences among cultures,
races, and religions, we tend to form our
own beliefs about them. This could lead us
to forming a stereotype or a kind of thinking
that all members of a group are the same.
This kind of thinking prevents us from trying
to know the uniqueness of each individual
person. The family, school, church, and media
play a big role in promoting discrimination. It
is from these institutions that we learn what
is right from wrong, good from bad. They
have a strong influence in our beliefs about
people, things, and the world.
Forms of Discrimination
Not all forms of discrimination can
be considered as oppressive or unjust. For
example, one cannot sue the owner or the
landlord of a condominium if he does not
allow pets in his property. As the owner, he
can dictate what is allowed or not allowed
in his property. On the other hand, if an
owner prevents a Muslim from living in his
condominium because of religion, this openly
would be a violation of human rights and may
be subject to litigation.

Discrimination can happen for the following reasons, groups, places, or situations:

• Religion/Creed or beliefs • Recipients of government benefits

• Citizenship • Family status
• Gender and sexual orientation • Use of land
• Disability • Race or group
• Age • Commerce
• Place of origin • Transportation
• Color • Physical attributes
• Job • Ability
• Education • Type of work
• Civil status (single, married, living- • Socio-economic status
in, same-sex married, and widows/
widowers)

Effects of Discrimination
Discrimination can affect different people in various ways. Its effects can be seen not
only in the person who has been directly affected by it, but also by his or her own family,
group, or social class. For example, when a disabled child experiences rejection or oppression
from children without disability, it hurts and enrages not only the disabled child and his or her
relatives, but also other disabled children like him or her and their relatives.

205
 The possible effects of discrimination to an individual can be classified according to the
following categories:
Physical Emotional
• Loss or gain in weight • Low self-esteem
• Lack of energy or appetite • Depression
• Difficulty in sleeping • Stress
• Stress-related diseases • Fear
• Headache • Anger
• Lack of personal hygiene • Humiliation
• Blaming of self
• Different behavior problems
Social Intellectual
• Disagreement because of beliefs or religion • Lack of motivation to study or work
• Keeping distance from relatives, friends, or • Lack of education or employment
society • Lack of skills and knowledge
• Communication problems with other people • Development of false beliefs
• Relying on others for support • Narrow mindedness
• Being alone • Lack of decision-making skills
• Non-recognition of rights
• Lack of social service benefits
• Use of drugs
• Excessive alcohol drinking
Cases of Discrimination
Here are some cases of genocide due to discrimination:
• Adolf Hitler’s holocaust
This is the mass murder of some 6 million European
Jews (as well as members of some other persecuted groups,
such as Gypsies and homosexuals) by the German Nazi
regime during the Second World War. To the anti-Semitic
Nazi leader Adolf Hitler, Jews were an inferior race, an alien
threat to German racial purity and community. The Holocaust

Holocaust Death Camps, 1941-1945

Beginning in late 1941, the Germans began mass transports from the ghettoes in
Poland to the concentration camps, starting with those people viewed as the least useful:
the sick, old and weak and the very young. The first mass gassings began at the camp of
Belzec, near Lublin, on March 17, 1942. Five more mass killing centers were built at camps
in occupied Poland, including Chelmno, Sobibor, Treblinka, Majdanek and the largest of
all, Auschwitz-Birkenau. From 1942 to 1945, Jews were deported to the camps from all
over Europe, including German-controlled territory as well as those countries allied with
Germany. The heaviest deportations took place during the summer and fall of 1942, when
more than 300,000 people were deported from the Warsaw ghetto alone.
Source: http://www.history.com/topics/world-war-ii/the-holocaust

206
 The Genocide Convention
What Is Genocide?
In 1948, the United Nations approved its Convention on
“Genocide” is a term
the Prevention and Punishment of the Crime of Genocide
used to describe violence
(CPPCG), which defined genocide as any of a number of
against members of a
acts “committed with intent to destroy, in whole or in part,
national, ethnical, racial,
a national, ethnical, racial or religious group.” This included
or religious group with
killing or causing serious bodily or mental harm to members
the intent to destroy the
of the group, inflicting conditions of life intended to bring
entire group.
about the group’s demise.

Genocide of Tutsi Minority

From April to mid-July 1994, members of the Hutu majority in Rwanda murdered
some 500,000 to 800,000 people, mostly of the Tutsi minority, with horrifying brutality and
speed.
Source: http://www.history.com/topics/what-is-genocide

• Genocide in Cambodia (1975 to 1979)

Here is part of a report regarding genocide in Cambodia where 1.7 million
inhabitants were killed.

An attempt by Khmer Rouge leader Pol Pot to form a Communist peasant farming
society resulted in the deaths of 25 percent of the country’s population from starvation,
overwork, and executions.
… economic and military destabilization in Cambodia resulted in surge of popular
support for Pol Pot …
He began by declaring, “This is Year Zero,” and that society was about to be
“purified.” Capitalism, Western culture, city life, religion, and all foreign influences were
to be extinguished in favor of an extreme form of peasant Communism.
***
All foreigners were thus expelled, embassies closed, and any foreign economic or
medical assistance was refused. The use of foreign languages was banned. Newspapers
and television stations were shut down, radios and bicycles confiscated, and mail and
telephone usage curtailed. Money was forbidden. All businesses were shuttered, religion
banned, education halted, health care eliminated, and parental authority revoked. Thus
Cambodia was sealed off from the outside world.
***
Millions of Cambodians accustomed to city life were now forced into slave labor in
Pol Pot’s “killing fields” where they soon began dying from overwork, malnutrition and
disease, on a diet of one tin of rice (180 grams) per person every two days.
***

207
 Throughout Cambodia, deadly purges were conducted to eliminate remnants of
the “old society”—the educated, the wealthy, Buddhist monks, police, doctors, lawyers,
teachers, and former government officials. Ex-soldiers were killed along with their wives
and children. Anyone suspected of disloyalty to Pol Pot, including eventually many Khmer
Rouge leaders, was shot or bludgeoned with an ax. “What is rotten must be removed,” a
Khmer Rouge slogan proclaimed.
***

Source: http://www.historyplace.com/worldhistory/genocide/pol-pot.htm

Discrimination in Workplace employment are different from men.

• It is more difficult for bisexual, lesbian,
gay, or transgender persons to get jobs
because of their sexual orientation.
They are also harassed in the workplace
or given less-desirable jobs. They are
also subjected to degrading comments
or insults.
• Discrimination against women.
Women’s terms and conditions of
Single women are preferred in some
workplaces.
• Unequal wages based on gender. For
example, having a male employee’s
salary to be higher than having a female
employee’s salary, even if they have the
same jobs, is considered discrimination.
This regulation is contained in the Equal
Pay Act of 1963.

Discrimination of Women
Women are particularly vulnerable to discrimination. Here are some provisions of
Republic Act No. 6725 prohibiting discrimination against women:

Republic Act No. 6725 - An Act Strengthening the Prohibition On Discrimination Against
Women with Respect to Terms And Conditions of Employment…
Art. 135. Discrimination Prohibited. — It shall be unlawful for any employer to
discriminate against any woman employee with respect to terms and conditions
of employment solely on account of her sex.
The following are acts of discrimination:
(a) Payment of a lesser compensation, including wage, salary or other form of
remuneration and fringe benefits, to a female employee as against a male
employee, for work of equal value; and
(b) Favoring a male employee over a female employee with respect to
promotion, training opportunities, study and scholarship grants solely on
account of their sexes.
Source: http://www.lawphil.net/statutes/repacts/ra1989/ra_6725_1989.html

208
• Women are particularly vulnerable to sexual harassment. Sexual harassment includes
sexual comments or indicent actions based on sex or gender. Here are some sexual
harassment or inappropriate gender-related comments and conduct as listed by the
Ontario Human Right Commission:

o gender-related comments about an individual’s physical characteristics or

mannerisms
o unwelcome physical contact
o suggestive or offensive remarks or innuendoes about members of a specific
gender
o propositions of physical intimacy
o gender-related verbal abuse, threats, or taunting
o leering or inappropriate staring
o bragging about sexual ability
o offensive jokes or comments of a sexual nature, including those sent by e-mail
o display of sexually offensive pictures, graffiti, or other materials
o questions or discussions about sexual activities
o paternalism based on gender, which undermines a person’s self-respect or
position of responsibility
o rough and vulgar humour or language related to gender.

Source: http://www.ohrc.on.ca/en/iii-principles-and-concepts/2-what-discrimination

Discrimination of Older People

• Based on Age Discrimination in Employment Act of 1967, unjust treatment like dismissal
or increase in pay that is not based on ability is considered discrimination. For example,
if a company dismisses an elderly but capable employee to replace him with a younger
one, this can be classified as discrimination.

Under the Labor Code (Art. 287), an employee may be retired upon reaching the
retirement age established in the collective bargaining agreement (CBA) or other
applicable employment contract. In the absence of such agreement, the employee may
retire upon reaching the age of 60 or more, but not more than 65, provided he has
served at least 5 years or more in the same establishment. The age 60 or more, but
below 65, is considered as the voluntary retirement age. Sixty-five is considered as the
compulsory retirement age.
A company may have a CBA or employment contract setting a retirement age different
(higher or lower) from that fixed by law. For example, the CBA may fix the retirement
age at 50.
Source: http://www.laborlaw.usc-law.org/2014/02/21/retirement-pay-law-in-the-philippines/

209
Discrimination of Disabled Persons
• Based on Republic Act 9442: An Act
Amending Republic Act No. 7277,
otherwise known as the Magna Carta
for Disabled Persons, and for Other
Purposes, unequal or unjust treatment
to people with disability is considered
discrimination. It is not allowed to
discriminate against persons with
disability if they are able to perform
the designated tasks. For example, if a
person is able to do the tasks of the job,
but he or she is not accepted because
he or she is on a wheelchair, this is
considered a form of discrimination.
Discrimination of Indigenous Peoples
• Discrimination of indigenous peoples
or migrant workers applies when
employers do not hire or promote
people due to race or ethnic origin.
Sometimes, a lesser-qualified employee
is hired or promoted than an employee
of another race. Racial slurs and
stereotypical language are also used to
harass them.

A. Write D on the blankif the statement describes a form of discrimination or x if

not.
1. Replacing regular employees with contractual ones.
2. Allowing one to go on sick leave.
3. Providing maternity leave benefits accordingly.
4. Giving more opportunities to an applicant who finished a higher
degree.
5. Giving a lower salary as prescribed by law.
6. Avoiding people who have a lower position in the company.
7. Screaming at adults and an elderly.
8. Teasing an Aeta classmate.
9. Criticizing a poor classmate by wealthy students.
10. Helping persons with disability.

B. What is you concept of discrimination? Complete the concept map below.

Characteristic Non-characteristic

Discrimination
Definition:

Example Non-example

210
 C. Write your own journal about two forms of discrimination that you have
witnessed or experienced personally. Describe their causes and effects.
1. 2.
Cause: Cause:

Effect: Effect:

Explain
D. Explain your answer.
1. Why are there different forms of discrimination in society?
___________________________________________________________
2. How are the victims of discrimination affected?
___________________________________________________________
3. How does discrimination affect the following institutions of society?
a. Politics: ________________________________________________
b. Society: ________________________________________________
c. Livelihood: _____________________________________________
d. Government: ____________________________________________

Multiculturalism Concomitant with multiculturalism is

Globalization has brought peoples of
different beliefs, cultures, and religions closer
to one another. This causes the spread of
multiculturalism. Multiculturalism refers to
the philosophy that teaches acceptance and
respect for diversity among people.
the granting of rights to individuals or groups
belonging to the minority. For example,
those who do not belong to the majority in
a particular country are given the right to
vote. Also, members of an indigenous group
are given additional rights such as the care of
their ancestral lands.

211
 Multiculturalism is a concept used when
discussing the rights of the minority groups
such as:
• Indigenous
Peoples
(IP)
• Muslims
and other
religious
groups Indigenous Peoples
The goal of multiculturalism is for
minority groups and other citizens to have
equal economic and political opportunities.
Although multiculturalists recognize the
fact that the different cultures of a country are
a product of interaction of diverse cultures
and traditions, they still believe that there is
a need to recognize and protect the cultures
and traditions of particular minority groups.
Some people disagree with
multiculturalism, including some countries
whose population comes from different
groups, both native and migrants. These
people believe that when a person accepts
the cultures of different groups, he or she
will eventually lose his or her own national
identity. They say that if various cultures and
religions are recognized in a country, we will
be at a loss in considering which among them
is the national characteristic. According to
them, the recognition of beliefs and traditions
of different groups create difficulties in the
implementation of laws. For example, some
cultures allow the rape of women as part of
their tradition of forced marriage, as well as
the killing of a wife proven to have committed
adultery, but these are both considered as
crimes under the state law.
Issues about Indigenous Groups
Our country is composed of different
groups of Filipinos. Each group has its own
language, customs, and traditions that are
different from other groups. We may be
different, but we have only one country; we
are all Filipinos.
According to the National Statistics
Office, there are 87 languages/dialects in our
country. But researchers have varied reports
on the actual count ofindigenous or ethnic
groups. Chapter II, Section 3 of the Indigenous
Peoples’ Rights Act (IPRA), Republic Act No.
8371 or The Indigenous Peoples Rights Act of
1997, describes the indigenous group as—

Chapter II Sec. 3 - Indigenous Cultural Communities/Indigenous Peoples - refer to a

group of people or homogenous societies identified by self-ascription and ascription
by other[s], who have continuously lived as organized community on communally
bounded and defined territory, and who have, under claims of ownership since
time immemorial, occupied, possessed customs, tradition and other distinctive
cultural traits, or who have, through resistance to political, social and cultural
inroads of colonization, non-indigenous religions and culture, became historically
differentiated from the majority of Filipinos. ICCs/IPs shall likewise include peoples
who are regarded as indigenous on account of their descent from the populations
which inhabited the country, at the time of conquest or colonization, or at the time
of inroads of non-indigenous religions and cultures, or the establishment of present
state boundaries, who retain some or all of their own social, economic, cultural
and political institutions, but who may have been displaced from their traditional
domains or who may have resettled outside their ancestral domains;

Source: http://www.gov.ph/1997/10/29/republic-act-no-8371/

212
The following are some of the unique
characteristics of indigenous groups:
• Preservation of their own dialect,
traditional socio-economic institution,
and established cultural and religious
practices;
• A self-identity or how they are known as
having come from a different society;
• An economy that is subsistence-
oriented; and
• A unique relationship with their country
of origin.
Indigenous groups are different
from other groups of our country. What
makes them different is their belief
in the concept that land was granted
and entrusted by God to be preserved,
developed, maintained, and inhabited.
As a result of this concept, indigenous
groups do not believe in private
ownership of land. This has become an
issue among indigenous groups.
There is an estimated 14–17 million
indigenous people in our country. They
are mainly concentrated in Northern
Luzon (33%), Mindanao (61%), with
some groups in the Visayas area.
They are located in seven territories
composed of Region 1 and CAR; Region
2; Regions 3, 4, and 5; and the islands of
Mindanao.
Rights of Minority Groups
The concept of multiculturalism is
related to the grant or provision of group-
differentiated rights. Some examples of these
rights are:
• Religious exemptions;
• Right to ancestral domain;
• Use of multilingual ballots during
elections;
• Provision of fund for ethnic
associations;
• Representation of minorities in
government agencies; and
• Provision of limited rights to self-
government or political autonomy.
Muslims
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 Republic Act No. 8371 provided for the creation of the National Commission on
Indigenous Peoples(NCIP). It aims to protect and promote the beliefs, customs, traditions,
and institution of indigenous groups. Some of its provisions are:

Section 7. Rights to Ancestral Domains. — The rights of ownership and

possession of ICCs/IPs to their ancestral domains shall be recognized and protected.
Such rights shall include:
a) Right of Ownership. — The right to claim
ownership over lands, bodies of water
traditionally and actually occupied by ICCs/IPs,
sacred places, traditional hunting and fishing
grounds, and all improvements made by them
at any time within the domains; NCIP

b) Right to Develop Lands and Natural Resources. — Subject to Section

56 hereof, right to develop, control, and use lands and territories
traditionally occupied, owned, or used; to manage and conserve natural
resources within the territories and uphold the responsibilities for
future generations; to benefit and share the profits from allocation and
utilization of the natural resources found therein; the right to negotiate
the terms and conditions for the exploration of natural resources in the
areas for the purpose of ensuring ecological, environmental protection
and the conservation measures, pursuant to national and customary
laws;
c) Right to Stay in the Territories. — The right to stay in the territory and
not to be removed therefrom. No ICCs/IPs will be relocated without
their free and prior informed consent, nor through any means other
than eminent domain…
Section 10. Unauthorized and Unlawful Intrusion. - Unauthorized and unlawful
intrusion upon, or use of any portion of the ancestral domain, or any violation
of the rights herein before enumerated, shall be punishable under this law.
Furthermore, the Government shall take measures to prevent non-ICCs/IPs from
taking advantage of the ICCs/IPs customs or lack of understanding of laws to
secure ownership, possession of land belonging to said ICCs/IPs.
Section 11. Recognition of Ancestral Domain Rights. - The rights of ICCs/IPs to
their ancestral domains by virtue of Native Title shall be recognized and respected.
Formal recognition, when solicited by ICCs/IPs concerned, shall be embodied in a
Certificate of Ancestral Domain Title (CADT), which shall recognize the title of the
concerned ICCs/IPs over the territories identified and delineated.

214
 Section 12. Option to Secure Certificate of Title Under Commonwealth Act 141,
as amended, or the Land Registration Act 496 - Individual members of cultural
communities, with respect to their individually owned ancestral lands who, by
themselves or through their predecessors-in-interest, have been in continuous
possession and occupation of the same in the concept of owner since time immemorial
or for a period of not less than thirty (30) years immediately preceding the approval
of this Act and uncontested by the members of the same ICCs/IPs shall have the
option to secure title to their ancestral lands under the provisions of Commonwealth
Act 141, as amended, or the Land Registration Act 496.
Chapter II Section 3; g - Free and Prior Informed Consent - as used in this Act shall mean
the consensus of all members of the ICCs/IPs to be determined in accordance with
their respective customary laws and practices, free from any external manipulation,
interference and coercion, and obtained after fully disclosing the intent and scope of
the activity, in a language an process understandable to the community;
Source: http://www.gov.ph/1997/10/29/republic-act-no-8371/

Despite the laws that have been issued
to protect indigenous groups,it is said that
they are among the poorest and oppressed
sector of the population who do not receive
equal protection from the government in the
fields of health, education, and human rights.
The indigenous groups become victims of
land-grabbing, loss of identity, and cultural
loss. In some situations, these often lead to
violence.
Here are some issues being confronted
by indigenous groups:
 The appropriation of their vast lands
into military bases for the conduct of
regular military exercises; including
unwarranted search of houses,
imposition of food blockades, curfew,
and other restrictions.
The largest military base on
indigenous territory is Camp Peralta,
a 33,310-hectare base that has been
constructed on Tumanduk ancestral
lands in Panay, Western Visayas.
Despite the presence of 14,000
indigenous residents, the military uses
the base to conduct war games and
weapons testing.
Source: http://lib.ohchr.org/HRBodies/UPR/
Documents/Session1/PH/IPRM_PHL_UPR_S1_2008_
IndigenousPeopleRightsMonitor_uprsubmission.pdf
 Violation of their rights to freedom and
peace. Indigenous peoples continue to
experience threats and abuse. Members
and leaders of indigenous communities
who continue to assert their collective
rights to their ancestral land rights were
killed. Here is an article about it:

Indigenous Peoples Rights Monitor

(IPR Monitor) has documented 120
extrajudicial killings of indigenous
peoples. These killings have occurred
in several regions of the country,
with the Lumads of Mindanao and
the Igorots of the Cordillera being
the most targeted groups. While
Camp Peralta the victims represent many different

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  The widespread implementation of
professions, NGO workers, local
government projects like mining,
government officials, church
construction of dams, energy and
workers, and members of indigenous
agri-business projects, and eco-
leadership structures have been
especially targeted because of their tourism in indigenous territories
political beliefs or their defense without considering the peace, safety,
of their collective rights against and the development of indigenous
government projects and policies. communities. These projects often lead
The 120 victims include 13 women, to deployment of the military within
four of whom were pregnant, and 16 the lands of the indigenous people and
minors. around the construction project. Here is
a report about these incidents:
Source: http://lib.ohchr.org/HRBodies/UPR/
Documents/Session1/PH/IPRM_PHL_UPR_S1_2008_
IndigenousPeopleRightsMonitor_uprsubmission.pdf

In spite of the widespread opposition of indigenous communities to corporate mining,

the Philippine government opened more than five million hectares of ancestral land for
mineral exploitation by local and multinational mining companies under the Mining Act
of 1995. Further, seven “priority” large dams are to be built in locations that will directly
affect indigenous communities.
In Talaingod, Davao del Norte, in Mindanao, soldiers deployed near a dam construction
site forced fifty families to evacuate and then occupied their homes in November 2005.
Likewise, the conversion of ancestral land to agri-business such as palm oil, abaca, coffee,
temperate vegetables and other crops is now directly threatening the food security of
indigenous peoples, and is weakening indigenous systems of resource management and
conservation. Compounding this problem is the conversion of several ancestral lands
into eco-tourism projects, managed by non-indigenous business interest groups or by
profiteers.
Fraudulent FPIC certificates have beenpresented by mining corporations which were
accepted by the National Commission of Indigenous Peoples (NCIP) such as in the case of
the TVI-Pacific in Zamboanga del Norte, among others.
Source: http://lib.ohchr.org/HRBodies/UPR/Documents/Session1/PH/IPRM_PHL_UPR_S1_2008_
IndigenousPeopleRightsMonitor_uprsubmission.pdf

Multiculturalism and Racism in a country would compete to be able to gain

The concept of racism is the belief that extensive power and more rights.
a person’s race is the main basis of his or
her characteristics and abilities. It is also the
belief that some aremuchbetter thanothers.
According to Ralph Maddocks (2009),
there is a risk for multiculturalism to become
a kind of racism. Multiculturalism encourages
ethnic and religious group to be recognized
in developing policies for their own state or
country. It could happen that different groups People from different cultures

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 In each country, a particular group or
culture usually lords it over the others. If
a minority group is given more rights and
opportunities, opportunities for the majority
will certainly be affected. Tension between
the majority and the minority groups arise.
Instead of accepting each other, differences
among them become more evident. It
appears that the only solution to this conflict
is to broaden one’s mind. There is a need to
pay attention to the rights of every individual,
not to the rights of a group. The equality of
each citizen should be paramount.
Multiculturalism and Feminism
In many cultures in the world, patriarchal
society or the dominance and leadership of
men is foremost. According to feminists, who
aspire for equality among men and women,
the recognition of patriarchal societies in the
guise of multiculturalism contribute to the
suppression and denial of women’s rights.
In these cases, there is a need to carefully
determine what to prioritize: the rights of
the group or the rights of its every individual
woman member.
Muslim women
Here are some studies about women in other countries.
1 in 3 women have experienced physical or sexual violence, mostly by an intimate partner;
about 120 million girls have been forced into intercourse or other sexual acts at some point
in their lives; and 133 million women and girls have undergone female genital mutilation.
See more at: http://asiapacific.unwomen.org/en/countries/india/violence-against-women#sthash.4Aw5hPd4.dpuf
According to Susan Moller Okin (1999),
feminism refers to the belief that women
should be equal to men in matters of freedom
in life. This view is problematic when it is
related to multiculturalism since there are
many instances where multiculturalism
recognizes the rights of the groups to continue
their kind of culture and way of life, but these
same groups give broader recognition to the
rights of men.
Women are commonly expected to take
care of the family and home because this is
where they spend their time and attention.
Men, on the other hand, take care of the
wider world of public life and society. This
inequality among genders is commonly seen,
for example, among cultures that ban women
from occupying government positions, having
an education, or being able to vote.
Religions like Judaism, Christianity, and
Islam teach man’s domination over women.
There are cultures that propagate traditions
and practices such as arranged marriages and
polygamy (the practice of one man having
several wives) that suppresses a woman’s
right to freely choose a husband. Should
the state recognize the beliefs and spirit
of multiculturalism, there is a danger that
women’s desire for equality with men will
be denied to them. According to Okin, true
recognition and respect for women can only
be attained if the state will listen to their
voice. In granting rights to particular groups
of people, the state should consult not only
the leaders of these cultural or religious
groups since most of them are men.
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Ten Worst Countries for Women
By: Olivia Ward, Foreign Affairs Reporter, Published on Sat Mar 08 2008

1. Afghanistan – after three decades of war and religion-based repression, an

overwhelming number of women are illiterate... domestic violence is so common that
87 percent of women admit to experiencing it. But more than one million widows are
on the streets, often forced into prostitution…
2. Democratic Republic of Congo – in the eastern DRC, a war that claimed more than 3
million lives has ignited again, with women on the front line. Rapes are so brutal and
systematic that UN investigators have called them unprecedented. Many victims die;
others are infected with HIV and left to look after children alone...
3. Iraq – the literacy rate, once the highest in the Arab world, is now among the lowest
as families fear risking kidnapping and rape by sending girls to school… more than 1
million women have been displaced from their homes, and millions more are unable
to earn enough to eat.
4. Nepal – daughters who aren’t married off may be sold to traffickers before they
reach their teens. Widows face extreme abuse and discrimination if they’re labelled
bokshi, meaning witches...
5. Sudan – in western Sudan,... abduction, rape or forced displacement have destroyed
more than 1 million women’s lives since 2003. The janjaweed militias have used
systematic rape as a demographic weapon, but access to justice is almost impossible
for the female victims of violence.
6. Guatemala – impoverished female underclass faces domestic violence, rape and the
second-highest rate of HIV/AIDS after sub-Saharan Africa. An epidemic of gruesome
unsolved murders has left hundreds of women dead, some of their bodies left with
hate messages.
7. Mali – few women escape the torture of genital mutilation, many are forced into
early marriages, and one in 10 dies in pregnancy or childbirth.
8. Pakistan – in its tribal border areas, women are gang-raped as punishment for men’s
crimes. But honour killing is more widespread, and a renewed wave of religious
extremism is targeting female politicians, human rights workers and lawyers.
9. Saudi Arabia – women are treated as lifelong dependents, under the guardianship of
a male relative. Deprived of the right to drive a car or mix with men publicly, they are
confined to strictly segregated lives on pain of severe punishment.
10. Somalia – in Mogadishu, a vicious civil war has put women, who were the traditional
mainstay of the family, under attack… women are exposed daily to rape, dangerously
poor health care for pregnancy, and attack by armed gangs.

Source: http://www.thestar.com/news/world/2008/03/08/ten_worst_countries_for_women.html

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 2

A. Identify the following.

1. The philosophy that teaches the proper way to accept and respect diversity
among people
2. The belief that a person’s race is the main basis of his or her characteristics
and abilities. It also believes that some are much better than others.
3. The belief that women should be equal to men in matters of freedom in life
4. A group of people who have their own unique culture and beliefs
5. The act of segregating a group for being different and belonging to a
minority
B. What is your concept of multiculturalism? You may write sentences or make
graphic organizer to present your answer.

C. Is there a connection among multiculturalism, racism, and feminism? Explain.

________________________________________________________________
________________________________________________________________
D. Complete the graphic organizer below.

1. Indigenous Peoples How they are violated How they are

protected
__________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
___________________ __________________ __________________
__________________

219
 2. Women in Different Expected Roles Forms of
Cultures Discrimination
__________________
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
___________________ __________________

Explain
E. Explain your answers.
1. What is your concept of multiculturalism?
____________________________________________________________
2. How does multiculturalism affect your national identity as a Filipino?
____________________________________________________________
3. Does multiculturalism help in having a peaceful and prosperous society?
How?
____________________________________________________________
4. Can multiculturalism have negative effects? How?
____________________________________________________________
5. Can you suggest concrete ways to protect indigenous groups so they can
have a peaceful, safe, and prosperous life?

Discrimination is the unjust treatment of various peoples based on their race, age,
gender, or creed. Its different forms can be seen in education, jobs, public service, and other
fields. Because of discrimination, there are people who suffer from physical and emotional
distress and lose the ability to join society as a result. Wars, genocide, terrorism, murders, and
many other forms of abuse have been committed worldwide due to discrimination.
The family, school, religion, government, and the media play a significant role in the
presence of discrimination because they influence our beliefs as to what is right and what is
wrong.

220
 Multiculturalism refers to the acceptance and respect for the differences among people.
It advocates the promotion of different cultures and beliefs of persons and the provision for
equal rights and opportunities to peoples whatever their race, gender, stature, and other
circumstances. It is important to learn how the acknowledgment of minority groups in the
spirit of multiculturalism affects national identity.

For other references regarding this subject, log-in at www.rexinteractive.com in order

to access the Student’s Space related to the website.

A. Write D on the blank if the statement refers to discrimination and M if it refers to

multiculturalism.
_____ 1. A group feels that they are better than other groups.
_____ 2. Christians receive more privileges than the Muslims.
_____ 3. Americans and Asians are given equal opportunity to work.
_____ 4. A person who commits murder gets acquitted because it is justified on the
basis of a cultural belief.
_____ 5. Women are delegated to the home to do chores and are barred from
seeking public office.
_____ 6. The state gives attention to both migrants and indigenous peoples.
_____ 7. It is similar to racism and feminism.
_____ 8. It fosters peace and justice among peoples in the society.
_____ 9. It supports the idea that all men are created equal.
_____ 10. This can prevent the formation of national identity of citizens.
B. Write words/phrases that describe or express each concept or belief. Fill in the table
with the possible effects of discrimination and multiculturalism.
Concepts/Beliefs Effects
Discrimination

Multiculturalism

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C. Discuss.
1. Is there multiculturalism in our country? Describe at least three examples or
incidents.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Does belief in multiculturalism affect one’s love and loyalty to his/her country?
How?
__________________________________________________________________
3. Is multiculturalism related to racism and discrimination? How?
__________________________________________________________________
4. Can all forms of discrimination be prohibited? Why?
__________________________________________________________________
5. Can discrimination be avoided? If not, why? If yes, how?
__________________________________________________________________
D. Compose a culturally sensitive essay. Examine mullticulturalism in your chosen
community or country.

A. Check () the column to rate your skill in doing the activities in this lesson.

How well did you accomplish Excellent Very Fair Needs

the tasks below? Satisfactory Improvement
1. Explain the concept of
discrimination
2. Assess the cause and effect
of discrimination in politics,
society, and livelihood in
one’s own country and the
whole world

222
 3. Explain the concept of
multiculturalism
4. Analyze current issues
about multiculturalism
(indigenous groups, racism,
and women in different
cultures)
5. Express appreciation
and respect for different
languages, cultures, and
beliefs of people
6. Compose a culturally
sensitive essay that
examines mullticulturalism
in a chosen community or
country
7. Negotiate and balance
diverse views and beliefs to
reach workable solutions,
particularly in multicultural
environments

B. Explain.
1. What is the most important thing you have learned in this lesson?
2. How can you apply this learning?

?
A.
How can we show respect for the culture and beliefs of other people?

Choose one from the three activities below and answer the question.
Activity 1 Activity 2 Activity 3
Create a jingle that tells Write an essay that tells Make a visual presentation
how we can show respect how we can show respect that shows respect for
for the culture and beliefs for the culture and beliefs the culture and beliefs of
of other people. of other people. other people.

223
B. Use the critera to assess your performance in the activity.
Criteria
Features The work includes important details and interesting facts.
Organization The work is well organized and has a good opening, informative
body, and satisfying conclusion.
Correctness All the data/information are true, correct, and up to date.
of Data or
Information
Impact The presentation is very pleasing and attractive.
Completion The presentation was completed on the deadline.

224
 Unit III
Human Rights and Gender Issues

Every human being has inalienable rights.

These human rights do not discriminate against
any religion, race, gender, age, or status in life.
Laws are made to uphold and protect these rights
wherever a person may be. These should not be
withheld by anyone.
In this unit, human rights and their legal bases
will be identified and discussed. The different forms
and examples of human rights violations and their
effects will be analyzed. Moreover, issues related
to gender, such as sexuality, reproductive health,
same-sex marriage, prostitution, and abuse of
women will be discussed as well.
It is hoped that by studying this unit, you will
be able to formulate concrete recommendations
and suggestions in order to uphold and protect
human rights for all and to avoid human rights
abuse, especially for women.

Grade Level 10 Standards

Demonstrate a deep understanding of contemporary issues and appraise their
economic, political, educational, and civic responsibilities; human rights; and citizenship
challenges that confront nations at present using investigative skills, analysis of data
and references, research, critical thinking, effective communication, fairness, and good
judgment.
Content Standards Performance Standards
Students gain deep understanding of Students are able to—
the importance of— • plan a symposium on the relationship
• human rights in promoting equality and between human rights and the fulfillment
respect among people as members of a of one’s responsibility as a citizen in
community, country, and world. maintaining a community and country
that upholds human rights.
• acceptance and respect for different
perspectives about issues on gender and • create a documentary that promotes
sexuality. respect for citizens’ rights to choose their
gender and sexuality.

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 Lesson 10

Issues on Human Rights

In this lesson, you are expected

to:
• analyze the effects of human Each one of us has rights as a person
rights violations; and as a citizen.
• analyze examples of human Do you know what rights you are
rights violations in a community, enjoying and which you are not enjoying? Fill
country, and the world; out the chart below.
• recommend ways to protect My Rights
human rights;
• suggest measures to prevent I Enjoy I Do Not Enjoy
human rights violations;
• plan a symposium on human rights
and the citizens’ responsibilities
in maintaining a community and
country that recognizes human
rights;
• work collaboratively with indivi-
duals representing diverse cul-
tures, religions, and lifestyles in a
spirit of mutual respect and open
dialogue in personal, work, and
community contexts; and
• exercise the rights and obligations
of citizenship at local, state,
national, and global levels.

Values:
Respect for human rights
Civic responsibility
Justice

226
 ? How can we perform our responsibilities as citizens in maintaining our
community and country that recognizes human rights?
Human Rights from Birth to Death
From birth, an individual enjoys inherent
and inalienable rights, which should remain
with him or her until death.
First and foremost among these rights
is the right to live free—free from any
oppression by anyone, whether another
person, a group of people, or an institution in
society. Alongside the right to live is the right
to fulfill all of one’s needs in order to remain
alive and to live with dignity and nurture one’s
own welfare as a person. Keep in mind that
selfishness is not at all related to this because
every person first needs to live peacefully so
that he or she can help others to fully achieve
their personhood.
Kinds of Rights
1. Innate or Natural Rights – Each person
has a right to live. This right is inherent
and for all. Examples of natural rights
are: the right to life, liberty, privacy, and
the pursuit of happiness to have one’s
own name and identity. Also included
here is the right to develop oneself in
physical, mental, and spiritual aspects.
Parents caring for their child
2. Rights Mandated by Law
Rights that fall under this category
can still be classified into two:
2.1 Constitutional Rights
These rights are mandated,
granted, and protected by the
Constitution of a country. These
may be amended, changed, or
removed through constitutional
amendments.
2.2 Statutory Rights
These rights are mandated
by laws approved and ratified
by Congress or lawmakers.
Examples of this include the right
to receive a salary not lower than
the minimum wage, the right to
inherit property, and the right to
free education.
Categories of Rights According to Law
These include individual or personal
rights and the collective rights of groups of
individuals, which are protected by the state
and societal institutions.
1. Civil Liberties/Rights – Many of these
rights are innate and not created by law
but are preserved by law. Among these
rights are the right to live peacefully,
to have freedom of speech, freedom
of assembly, freedom of abode or to
choose where to live, and the right
against discrimination. Also included
here are the rights to be free to travel,
choose a religion, and to enter into any
agreement.
227
2. Political Rights – These represent the
right to vote and participate in political
processes to decide on the country’s
leadership and governance and to
be able to hold public office. It gives
citizens the power to be part of nation
building and to express their needs and
sentiments. This includes the right to
petition the government for redress of
grievances. This gives citizens the right
to complain against their government
without fear of punishment or reprisals.
Protest against the government
3. Economic or Livelihood Rights – These
rights refer to freedom to choose
and pursue livelihood, business, and
a decent lifestyle according to one’s
desired or preferred career. These
include the right to own property, to
amass wealth, and use one’s wealth
and property in whatever way a person
wants, as long as it is according to law.
This includes the right to earn a living
and to receive just compensation for
one's work in accordance with the law.
4. Social or Cultural Rights – These rights
include the freedom to participate in
living out one’s beliefs, and continuing
and enhancing one’s own traditions and
customs. An individual is entitled to the
right to show others the characteristics
of the culture he or she grew up in as
part of a group, tribe, or race in order
to preserve a way of life, as long as
these do not interfere with the rights
of others. This includes the right to
establish or join any organization and
our right to marry.
5. Rights of the Accused – These protect
people accused of any transgression of
the law. Some of these are: the right
to be presumed innocent until proven
guilty, the right to remain silent, and
the right to be free from inhumane and
unlawful punishment.
Legal Basis of Rights
The Philippine Constitution is the
foundation and primary law of our country.
Article III of our Consitution is the Bill of
Rights, which every Filipino citizen must
enjoy. The Universal Declaration of Human
Rights (UDHR) of the United Nations (UN) is
adopted by our government as a member of
the organization.

The Rights of Each Citizen According to the Constitution

Article III - Bill of Rights

Section 1. No person shall be deprived of life, liberty, or property without due process of
law, nor shall any person be denied the equal protection of the laws.
Section 2. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any purpose
shall be inviolable, and no search warrant or warrant of arrest shall issue except
upon probable cause to be determined personally by the judge after examination
under oath or affirmation of the complainant and the witnesses he may produce,
and particularly describing the place to be searched and the persons or things to be
seized.

228
Section 3. (1) The privacy of communication and
correspondence shall be inviolable except upon lawful
order of the court, or when public safety or order
requires otherwise, as prescribed by law.
(2) Any evidence obtained in violation of this or the
preceding section shall be inadmissible for any
purpose in any proceeding.
Section 4. No law shall be passed abridging the freedom A citizen practicing freedom of speech
of speech, of expression, or of the press, or the right of the people peaceably to
assemble and petition the government for redress of grievances.
Section 5. No law shall be made respecting an establishment of religion, or prohibiting
the free exercise thereof. The free exercise and enjoyment of religious profession and
worship, without discrimination or preference, shall forever be allowed. No religious
test shall be required for the exercise of civil or political rights.
Section 6. The liberty of abode and of changing the same within the limits prescribed by
law shall not be impaired except upon lawful order of the court. Neither shall the
right to travel be impaired except in the interest of national security, public safety, or
public health, as may be provided by law.
Section 7. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents and papers pertaining to
official acts, transactions, or decisions, as well as to government research data
used as basis for policy development, shall be afforded the citizen, subject to such
limitations as may be provided by law.
Section 8. The right of the people, including those employed in the public and private
sectors, to form unions, associations, or societies for purposes not contrary to law
shall not be abridged.
Section 9. Private property shall not be taken for public use without just compensation.
Section 10. No law impairing the obligation of contracts shall be passed.
Section 11. Free access to the courts and quasi-judicial bodies and adequate legal
assistance shall not be denied to any person by reason of poverty.
Section 12. (1) Any person under investigation for the commission of an offense shall have
the right to be informed of his right to remain silent and to have competent and
independent counsel preferably of his own choice. If the person cannot afford the
services of counsel, he must be provided with one. These rights cannot be waived
except in writing and in the presence of counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which
vitiate the free will shall be used against him. Secret detention places, solitary,
incommunicado, or other similar forms of detention are prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof
shall be inadmissible in evidence against him.

229
 (4) The law shall provide for penal and
civil sanctions for violations of this
section as well as compensation
to the rehabilitation of victims of
torture or similar practices, and
their families.
Section 13. All persons, except those charged
with offenses punishable by reclusion
perpetua when evidence of guilt is
strong, shall, before conviction, be
bailable by sufficient sureties, or be
released on recognizance as may be Court Hearing
provided by law. The right to bail shall
not be impaired even when the privilege of the writ of habeas corpus is suspended.
Excessive bail shall not be required.
Section 14. (1) No person shall be held to answer for a criminal offense without due process
of law.
(2) In all criminal prosecutions, the accused shall be presumed innocent until the
contrary is proved, and shall enjoy the right to be heard by himself and counsel,
to be informed of the nature and cause of the accusation against him, to have
a speedy, impartial, and public trial, to meet the witnesses face to face, and
to have compulsory process to secure the attendance of witnesses and the
production of evidence in his behalf. However, after arraignment, trial may
proceed notwithstanding the absence of the accused: Provided, that he has
been duly notified and his failure to appear is unjustifiable.
Section 15. The privilege of the writ of habeas corpus shall not be suspended except in
cases of invasion or rebellion, when the public safety requires it.
Section 16. All persons shall have the right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.
Section 17. No person shall be compelled to be a witness against himself.
Section 18. (1) No person shall be detained solely by reason of his political beliefs and
aspirations.
(2) No involuntary servitude in any form shall exist except as a punishment for a
crime whereof the party shall have been duly convicted.
Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman
punishment inflicted. Neither shall death penalty be imposed, unless, for compelling
reasons involving heinous crimes, the Congress hereafter provides for it. Any death
penalty already imposed shall be reduced to reclusion perpetua.
(2) The employment of physical, psychological, or degrading punishment against
any prisoner or detainee or the use of substandard or inadequate penal facilities
under subhuman conditions shall be dealt with by law.

230
Section 20. No person shall be imprisoned for debt or non-payment of a poll tax.
Section 21. No person shall be twice put in jeopardy of punishment for the same offense.
If an act is punished by a law and an ordinance, conviction or acquittal under either
shall constitute a bar to another prosecution for the same act.
Section 22. No ex post facto law or bill of attainder shall be enacted.

Source: http://www.gov.ph/downloads/1987/02feb/19870211-Konstitusyon-CCA.pdf

A. According to the Bill of Rights Sections 1 to 6, which of the following should you
enjoy? Put a check mark (ü) on the blank.
_____ 1. Live without fear and in peace
_____ 2. Reside in any part of the country
_____ 3. Be given money to sustain one’s own needs
_____ 4. Say anything which may be untrue or damaging to others
_____ 5. Be given protection according to law

B. Classify the rights everyone should enjoy. Put a check mark (ü) in the appropriate
column.
Rights
Rights Political Economic Social Cultural of the
Accused
1. Right to defend oneself
2. Right to freedom of speech
3. Right to be given a name
4. Right to education
5. Right to refuse becoming a
witness against oneself
6. Right to family planning
7. Right to work
8. Right to be given a speedy,
impartial, and public trial
9. Right to practice certain
traditions or beliefs
10. Right not to be put in jeop-
ardy of punishment for the
same offense

231
 Explain

C. Create a graphic organizer. Show the different kinds of rights and the basis of these
rights.

1. Why are the accused given rights?

____________________________________________________________
2. Why does our government protect our rights?
____________________________________________________________
3. How are constitutional rights different from statutory rights?
____________________________________________________________

Universal Declaration of Human Rights (UDHR)

The Philippines is a member of the United Nations (UN). The
policies and laws upheld by the UN are also recognized in our country.
The Universal Declaration of Human Rights was formed and signed on
December 10, 1948. The Philippines signed this declaration, so our
country is obliged to uphold and promote the equality of all citizens and
ban forms of discrimination.

Article 1 All human beings are born free and equal in dignity and rights. They are
endowed with reason and conscience and should act towards one another in a
spirit of brotherhood.
Article 2 Everyone is entitled to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, colour, sex, language, religion,
political or other opinion, national or social origin, property, birth or other
status. Furthermore, no distinction shall be made on the basis of the political,
jurisdictional or international status of the country or territory to which a
person belongs, whether it be independent, trust, non-self-governing or under
any other limitation of sovereignty.
Article 3 Everyone has the right to life, liberty and security of person.
Article 4 No one shall be held in slavery or servitude; slavery and the slave trade shall be
prohibited in all their forms.
Article 5 No one shall be subjected to torture or to cruel, inhuman or degrading treatment
or punishment.

232
Article 6 Everyone has the right to recognition everywhere as a person before the law.
Article 7 All are equal before the law and are entitled without any discrimination to
equal protection of the law. All are entitled to equal protection against any
discrimination in violation of this Declaration and against any incitement to
such discrimination.
Article 8 Everyone has the right to an effective remedy by the competent national
tribunals for acts violating the fundamental rights granted him by the
constitution or by law.
Article 9 No one shall be subjected to arbitrary arrest, detention or exile.
Article 10 Everyone is entitled in full equality to a fair and public hearing by an independent
and impartial tribunal, in the determination of his rights and obligations and of
any criminal charge against him.
Article 11 Everyone charged with a penal offence has the right to be presumed innocent
until proved guilty according to law in a public trial at which he has had all the
guarantees necessary for his defence…
Article 12 No one shall be subjected to arbitrary interference with his privacy, family,
home or correspondence, nor to attacks upon his honour and reputation.
Everyone has the right to the protection of the law against such interference or
attacks.
Article 13 1. Everyone has the right to freedom of movement and residence within the
borders of each state.
2. Everyone has the right to leave any country, including his own, and to
return to his country.
Article 14 Everyone has the right to seek and to enjoy in other countries’ asylum from
persecution…
Article 15 1. Everyone has the right to a nationality.
2. No one shall be arbitrarily deprived of his nationality nor denied the right
to change his nationality.
Article 16 Men and women of full age, without any limitation due to race, nationality
or religion, have the right to marry and to found a family. They are entitled to
equal rights as to marriage, during marriage and at its dissolution…
Article 17 1. Everyone has the right to own property alone as well as in association
with others.
2. No one shall be arbitrarily deprived of his property.
Article 18 Everyone has the right to freedom of thought, conscience and religion; this
right includes freedom to change his religion or belief, and freedom, either
alone or in community with others and in public or private, to manifest his
religion or belief in teaching, practice, worship and observance.

233
Article 19 Everyone has the right to freedom of opinion and expression;
this right includes freedom to hold opinions without
interference and to seek, receive and impart information
and ideas through any media and regardless of frontiers.
Article 20 1. Everyone has the right to freedom of peaceful assembly
and association.
2. No one may be compelled to belong to an association.
Article 21 1. Everyone has the right to take part in the government A Philippine passport
of his country, directly or through freely chosen representatives.
2. Everyone has the right of equal access to public service in his country…
Article 22 Everyone, as a member of society, has the right to social security and is entitled
to realization, through national effort and international cooperation and in
accordance with the organization and resources of each State, of the economic,
social and cultural rights indispensable for his dignity and the free development
of his personality.
Article 23 1. Everyone has the right to work, to free choice of employment, to just and
favourable conditions of work and to protection against unemployment.
2. Everyone, without any discrimination, has the right to equal pay for equal
work…
Article 24 Everyone has the right to rest and leisure, including reasonable limitation of
working hours and periodic holidays with pay.
Article 25 1. Everyone has the right to a standard of living adequate for the health and
well-being of himself and of his family, including food, clothing, housing
and medical care and necessary social services, and the right to security
in the event of unemployment, sickness, disability, widowhood, old age or
other lack of livelihood in circumstances beyond his control.
2. Motherhood and childhood are entitled to special care and assistance. All
children, whether born in or out of wedlock, shall enjoy the same social
protection.
Article 26 1. Everyone has the right to education. Education shall be free, at least in
the elementary and fundamental stages. Elementary education shall be
compulsory. Technical and professional education shall be made generally
available and higher education shall be equally accessible to all on the
basis of merit.
2. Education shall be directed to the full development of the human
personality and to the strengthening of respect for human rights and
fundamental freedoms. It shall promote understanding, tolerance and
friendship among all nations, racial or religious groups, and shall further
the activities of the United Nations for the maintenance of peace.
3. Parents have a prior right to choose the kind of education that shall be
given to their children.

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Article 27 1. Everyone has the right freely
to participate in the cultural
life of the community, to
enjoy the arts and to share
in scientific advancement
and its benefits.
2. Everyone has the right to the
protection of the moral and
material interests resulting
from any scientific, literary
or artistic production of
A citizen voting
which he is the author.
Article 28 Everyone is entitled to a social and international order in which the rights and
freedoms set forth in this Declaration can be fully realized.
Article 29 1. Everyone has duties to the community in which alone the free and full
development of his personality is possible.
2. In the exercise of his rights and freedoms, everyone shall be subject only
to such limitations as are determined by law solely for the purpose of
securing due recognition and respect for the rights and freedoms of
others and of meeting the just requirements of morality, public order and
the general welfare in a democratic society.
3. These rights and freedoms may in no case be exercised contrary to the
purposes and principles of the United Nations.
Article 30 Nothing in this Declaration may be interpreted as implying for any State, group
or person any right to engage in any activity or to perform any act aimed
at the destruction of any of the rights and freedoms set forth herein.

Source: http://www.un.org/Overview/rights.html

The Rights of Children

In recognition of the role of the youth in nation-
building, the government promotes their rights.
Analyze what the 1987 Constitution says about this.
In order to fulfill what Article II, Section 13
mandates, the Child and Youth Welfare Code was
created in order to protect the rights of children.
Also stated here are the duties of children and the
responsibilities of their parents in caring for them.
The treaty on the Rights of the Child was an
international treaty signed by different countries in
order to give protection to children ages 18 and under
in the whole world.
Article II Section 13.   The State
recognizes the vital role of the
youth in nation-building and shall
promote and protect their physi-
cal, moral, spiritual, intellectual,
and social well-being. It shall incul-
cate in the youth patriotism and
nationalism, and encourage their
involvement in public and civic af-
fairs.
Source:
http://www.gov.ph/
downloads/1987/02feb/-
19870211-Konstitusyon-CCA.pdf

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 As a member of the United Nations, the Philippines upholds the rights of children
according to the United Nations Convention on the Rights of a Child.
Here are some provisions of A Summary of the UN Convention on the Rights of the
Child:
Article 1 – (definition of the child) Everyone under the age of 18 has all the rights in the
Convention.
Article 2 – (non-discrimination) The Convention applies to every child without
discrimination, whatever their ethnicity, gender, religion, language, abilities
or any other status, whatever they think or say, whatever their family
background.
Article 3 – (best interests of the child) The best interests of the child must be a top
priority in all decisions and actions that affect children.
Article 4 – (implementation of the Convention) Governments must do all they can to
make sure every child can enjoy their rights by creating systems and passing
laws that promote and protect children’s rights.
Article 5 – (parental guidance and a child’s evolving capacities) Governments must
respect the rights and responsibilities of parents and carers to provide
guidance and direction to their child as they grow up, so that they fully enjoy
their rights. This must be done in a way that recognises the child’s increasing
capacity to make their own choices.
Article 6 – (life, survival and development) Every child has the right to life. Governments
must do all they can to ensure that children survive and develop to their full
potential.
Article 7 – (birth registration, name, nationality, care) Every child has the right to be
registered at birth, to have a name and nationality, and, as far as possible, to
know and be cared for by their parents.
Article 8 – (protection and preservation of identity) Every child has the right to an
identity. Governments must respect and protect that right, and prevent
the child’s name, nationality or family relationships from being changed
unlawfully.
Article 9 – (separation from parents) Children must not be separated from their parents
against their will unless it is in their best interests (for example, if a parent is
hurting or neglecting a child). Children whose parents have separated have
the right to stay in contact with both parents, unless this could cause them
harm.
Article 10 – (family reunification) Governments must respond quickly and sympathetically
if a child or their parents apply to live together in the same country. If a child’s
parents live apart in different countries, the child has the right to visit and
keep in contact with both of them.
Article 11 – (abduction and non-return of children) Governments must do everything they
can to stop children being taken out of their own country illegally by their
parents or other relatives, or being prevented from returning home.

236
Article 12 – (respect for the views of the child) Every child has the right to express their
views, feelings and wishes in all matters affecting them, and to have their
views considered and taken seriously. This right applies at all times, for
example during immigration proceedings, housing decisions or the child’s
day-to-day home life.
Article 13 – (freedom of expression) Every child must be free to express their thoughts
and opinions and to access all kinds of information, as long as it is within the
law.
Article 14 – (freedom of thought, belief and religion) Every child has the right to think and
believe what they choose and also to practise their religion, as long as they
are not stopping other people from enjoying their rights. Governments must
respect the rights and responsibilities of parents to guide their child as they
grow up.
Article 15 – (freedom of association) Every child has the right to meet with other children
and to join groups and organisations, as long as this does not stop other
people from enjoying their rights.
Article 16 – (right to privacy) Every child has the right to privacy. The law should protect
the child’s private, family and home life, including protecting children from
unlawful attacks that harm their reputation.
Article 17 – (access to information from the media) Every child has the right to reliable
information from a variety of sources, and governments should encourage
the media to provide information that children can understand. Governments
must help protect children from materials that could harm them.
Article 18 – (parental responsibilities and state assistance) Both parents share
responsibility for bringing up their child and should always consider what
is best for the child. Governments must support parents by creating support
services for children and giving parents the help they need to raise their
children.
Article 19 – (protection from violence, abuse and neglect) Governments must do all they
can to ensure that children are protected from all forms of violence, abuse,
neglect and bad treatment by their parents or anyone else who looks after
them.
Article 20 – (children unable to live with their family) If a child cannot be looked after by
their immediate family, the government must give them special protection
and assistance. This includes making sure the child is provided with
alternative care that is continuous and respects the child’s culture, language
and religion.
Article 21 – (adoption) Governments must oversee the process of adoption to make
sure it is safe, lawful and that it prioritises children’s best interests. Children
should only be adopted outside of their country if they cannot be placed with
a family in their own country.

237
Article 22 – (refugee children) If a child is seeking refuge or has refugee status,
governments must provide them with appropriate protection and assistance
to help them enjoy all the rights in the Convention. Governments must help
refugee children who are separated from their parents to be reunited with
them.
Article 23 – (children with a disability) A child with a disability has the right to live a full
and decent life with dignity and, as far as possible, independence and to
play an active part in the community. Governments must do all they can to
support disabled children and their families.
Article 24 – (health and health services) Every child has the right to the best possible
health. Governments must provide good quality health care, clean water,
nutritious food, and a clean environment and education on health and well-
being so that children can stay healthy. Richer countries must help poorer
countries achieve this.
Article 25 – (review of treatment in care) If a child has been placed away from home
for the purpose of care or protection (for example, with a foster family or in
hospital), they have the right to a regular review of their treatment, the way
they are cared for and their wider circumstances.
Article 26 – (social security) Every child has the right to benefit from social security.
Governments must provide social security, including financial support and
other benefits, to families in need of assistance.
Article 27 – (adequate standard of living) Every child has the right to a standard of living
that is good enough to meet their physical and social needs and support their
development. Governments must help families who cannot afford to provide
this.
Article 28 – (right to education) Every child
has the right to an education.
Primary education must be free
and different forms of secondary
education must be available to
every child. Discipline in schools
must respect children’s dignity
and their rights. Richer countries
must help poorer countries
achieve this.
Children studying
Article 29 – (goals of education) Education must develop every child’s personality, talents
and abilities to the full. It must encourage the child’s respect for human
rights, as well as respectfor their parents, their own and other cultures, and
the environment.
Article 30 – (children from minority or indigenous groups) Every child has the right to
learn and use the language, customs and religion of their family, whether or
not these are shared by the majority of the people in the country where they
live.

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Article 31 – (leisure, play and culture) Every child has the right to relax, play and take part
in a wide range of cultural and artistic activities.
Article 32 – (child labour) Governments must protect children from economic exploitation
and work that is dangerous or might harm their health, development or
education. Governments must set a minimum age for children to work and
ensure that work conditions are safe and appropriate.
Article 33 – (drug abuse) Governments must protect children from the illegal use of drugs
and from being involved in the production or distribution of drugs.
Article 34 – (sexual exploitation) Governments must protect children from all forms of
sexual abuse and exploitation.
Article 35 – (abduction, sale and trafficking) Governments must protect children from
being abducted, sold or moved illegally to a different place in or outside their
country for the purpose of exploitation.
Article 36 – (other forms of exploitation) Governments must protect children from all
other forms of exploitation, for example the exploitation of children for
political activities, by the media or for medical research.
Article 37 – (inhumane treatment and detention) Children must not be tortured,
sentenced to the death penalty or suffer other cruel or degrading treatment
or punishment. Children should be arrested, detained or imprisoned only as
a last resort and for the shortest time possible. They must be treated with
respect and care, and be able to keep in contact with their family. Children
must not be put in prison with adults.
Article 38 – (war and armed conflicts) Governments must not allow children under the
age of 15 to take part in war or join the armed forces. Governments must
do everything they can to protect andcare for children affected by war and
armed conflicts.
Article 39 – (recovery from trauma and reintegration) Children who have experienced
neglect, abuse, exploitation, torture or who are victims of war must receive
special support to help them recover their health, dignity, self-respect and
social life.
Article 40 – (juvenile justice) A child accused or guilty of breaking the law must be treated
with dignity and respect. They have the right to legal assistance and a fair
trial that takes account of their age. Governments must set a minimum
age for children to be tried in a criminal court and manage a justice system
that enables children who have been in conflict with the law to reintegrate
intosociety.

Source: http://www.unicef.org.uk/Documents/Publication-pdfs/UNCRC_summary.pdf

239
The Rights of Women in Philippine Society
Females compose almost half
of our national population. The
chart below shows the composition
of our population in the year 2014.
Because of this, it is only proper
that our country recognizes the
role women play in society and
their significance in state-building.
This recognition is stated in our
Constitution.
The rights and duties of
women are the same as those of
any other citizen. Some of these
are:
1. right to vote;
2. right to remain a Filipino
citizen even when she marries
a foreigner, except when she
gives up her citizenship;
3. right to work;
4. right to education;
5. right to family planning; and
6. right to care for one’s children.
Below is an excerpt from Republic Act No. 9710 – The Magna Carta of Women, which
states the rights of women. Here are some provisions from its Chapter IV:

SEC. 8. Human Rights of Women. – All rights in the Constitution and those rights
recognized under international instruments duly signed and ratified by the
Philippines, in consonance with Philippine law, shall be rights of woman under this
Act to be enjoyed without discrimination.
SEC. 9. Protection from Violence. – The State shall ensure that all women shall be
protected from all forms of violence as provided for in existing laws. Agencies of
government shall give priority to the defense and protection of women against
gender-based offenses and help women attain justice and healing.
Source: http://www.gov.ph/2009/08/14/republic-act-no-9710/

Caring for Indigenous People

Different groups of people make up our
country. Although we belong to only one race,
it is noticeable that each group has its own
physical traits, way of speaking, behavior, and
tradition that are distinct from other groups.
240
Among these groups are the ethno-linguistic
groups. These groups live in different parts
of our country. The biggest group is the
Tagalogs, followed by the Visayans, and the
third are the Ilocanos.
Indigenous People – a group of people or
homogenous societies identified by self-
ascription and ascription by others, who have
continuously lived as organized community on
communally bounded and defined territory,
and who have, under claims of ownership
since time immemorial, occupied, possessed
customs, tradition, and other distinctive
cultural traits, or who have, through
resistance to political, social, and cultural
inroads of colonization, non-indigenous
religions and culture, became historically
differentiated from the majority of Filipinos.
Source:
http://www.gov.ph/1997/10/29/republic-act-no-8371/

Some Rights of Indigenous People According to the Declaration of the United Nations
In recognition of the various historical and cultural experiences as well as the differences
of indigenous people in every region and country, the United Nations made a formal declaration
about the rights of indigenous people. This was presented as a standard to be reached in
order to truly achieve cooperation with and utmost respect of them. Here are some of the
stipulations:

Article 1 – Indigenous peoples have the right to the full enjoyment, as a collective or
as individuals, of all human rights and fundamental freedoms as recognized in
the Charter of the United Nations, the Universal Declaration of Human Rights and
international human rights law.
Article 2 – Indigenous peoples and individuals
are free and equal to all other peoples
and individuals and have the right to be
free from any kind of discrimination, in
the exercise of their rights, in particular
that based on their indigenous origin
or identity.
Article 3 – Indigenous peoples have the
right to self-determination. By virtue
of that right they freely determine
their political status and freely pursue
their economic, social and cultural Ifugaos
development.
Article 4 – Indigenous peoples, in exercising their right to self-determination, have the
right to autonomy or self-government in matters relating to 4. Resolution 217 A
(III). 5 their internal and local affairs, as well as ways and means for financing their
autonomous functions.
Article 5 – Indigenous peoples have the right to maintain and strengthen their distinct
political, legal, economic, social and cultural institutions, while retaining their right
to participate fully, if they so choose, in the political, economic, social and cultural
life of the State.

241
Article 6 – Every indigenous individual has the right to a nationality.
Article 7 –
1. Indigenous individuals have the rights to life, physical and mental integrity,
liberty and security of person.
2. Indigenous peoples have the collective right to live in freedom, peace and
security as distinct peoples and shall not be subjected to any act of genocide or
any other act of violence, including forcibly removing children of the group to
another group.
Article 8 –
1. Indigenous peoples and individuals have the right not to be subjected to forced
assimilation or destruction of their culture.
2. States shall provide effective mechanisms for prevention of, and redress for: (a)
Any action which has the aim or effect of depriving them of their integrity as
distinct peoples, or of their cultural values or ethnic identities; (b) Any action
which has the aim or effect of dispossessing them of their lands, territories
or resources; (c) Any form of forced population transfer which has the aim or
effect of violating or undermining any of their rights; (d) Any form of forced
assimilation or integration; (e) Any form of propaganda designed to promote
or incite racial or ethnic discrimination directed against them.
Article 9 – Indigenous peoples and individuals have the right to belong to an indigenous
community or nation, in accordance with the traditions and customs of the
community or nation concerned. No discrimination of any kind may arise from the
exercise of such a right.
Article 10 – Indigenous peoples shall not be forcibly removed from their lands or territories.
No relocation shall take place without the free, prior and informed consent of the
indigenous peoples concerned and after agreement on just and fair compensation
and, where possible, with the option of return.
Article 11 –
1. Indigenous peoples have the right to practise and revitalize their cultural
traditions and customs. This includes the right to maintain, protect and
develop the past, present and future manifestations of their cultures, such as
archaeological and historical sites, artefacts, designs, ceremonies, technologies
and visual and performing arts and literature.
2. States shall provide redress through effective mechanisms, which may include
restitution, developed in conjunction with indigenous peoples, with respect to
their cultural, intellectual, religious and spiritual property taken without their
free, prior and informed consent or in violation of their laws, traditions and
customs.

242
Article 12 –
1. Indigenous peoples have the right to manifest, practise, develop and teach
their spiritual and religious traditions, customs and ceremonies; the right to
maintain, protect, and have access in privacy to their religious and cultural
sites; the right to the use and control of their ceremonial objects; and the right
to the repatriation of their human remains.
2. States shall seek to enable the access and/or repatriation of ceremonial objects
and human remains in their possession through fair, transparent and effective
mechanisms developed in conjunction with indigenous peoples concerned.
Article 13 – 1. Indigenous peoples have the right to revitalize, use, develop and transmit
to future generations their histories, languages, oral traditions, philosophies,
writing systems and literatures, and to designate and retain their own names
for communities, places and persons. 2. States shall take effective measures to
ensure that this right is protected and also to ensure that indigenous peoples can
understand and be understood in political, legal and administrative proceedings,
where necessary through the provision of interpretation or by other appropriate
means.
Article 14 – 1. Indigenous peoples have the right to establish and control their educational
systems and institutions providing education in their own languages, in a manner
appropriate to their cultural methods of teaching and learning. 2. Indigenous
individuals, particularly children, have the right to all levels and forms of education
of the State without discrimination. 3. States shall, in conjunction with indigenous
peoples, take effective measures, in order for indigenous individuals, particularly
children, including those living outside their communities, to have access, when
possible, to an education in their own culture and provided in their own language.
Article 20 – 1. Indigenous peoples have the right to maintain and develop their political,
economic and social systems or institutions, to be secure in the enjoyment of their
own means of subsistence and development, and to engage freely in all their
traditional and other economic activities. 2. Indigenous peoples deprived of their
means of subsistence and development are entitled to just and fair redress.
Article 25 – Indigenous peoples have the right to maintain and strengthen their distinctive
spiritual relationship with their traditionally owned or otherwise occupied and used
lands, territories, waters and coastal seas and other resources and to uphold their
responsibilities to future generations in this regard.
Article 29 –
1. Indigenous peoples have the right to the conservation and protection of the
environment and the productive capacity of their lands or territories and
resources. States shall establish and implement assistance programmes
for indigenous peoples for such conservation and protection, without
discrimination.

243
 2. States shall take effective
measures to ensure that no
storage or disposal of hazardous
materials shall take place in the
lands or territories of indigenous
peoples without their free, prior
and informed consent. 3. States
shall also take effective measures
to ensure, as needed, that
programmes for monitoring,
maintaining and restoring the
health of indigenous peoples,
as developed and implemented Brgy. Buenavista, Coron, Palawan – ancestral domain of
by the peoples affected by such the Tagbanua
materials, are duly implemented. Source: NCIP

Source: http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Distinguishing Rights from Privileges

We have different rights. Our rights are freedoms we enjoy which were given to us by
God and by different laws so that we may be able to live happily. A privilege is a special
consideration or advantage that is bestowed on a particular person or group. For example, we
all have the right to education, but receiving a scholarship is a privilege not given to all.

A. Identify the group which is given protection for each right. Choose your answer
from the box and write the letter on the blank.

a. Children or Youth
b. Women
c. Indigenous People

_____ 1. Protection against abuse

_____ 2. Protection against unjust arrest
_____ 3. Freedom to choose one’s religion
_____ 4. Strengthening family ties
_____ 5. Dignity of family life

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 _____ 6. Right to education
_____ 7. Right to care and assistance
_____ 8. Right to choose one’s career
_____ 9. Right to associations and unions
_____ 10. Protection of indigenous communities
B. Research situations in your community, country, and the world which depict
violations of human rights. Describe them below.
Violations of Rights

In Your Community In Our Country In the World

Children and Youth

Women

Indigenous People

Explain

1. Why do the following groups of people have special rights?

• Children ____________________________________________
• Women ____________________________________________
• Indigenous People ____________________________________________

How do the government proctect their rights?

__________________________________________________________________

2. Why do citizens need to understand their rights?

__________________________________________________________________

3. How can rights be effectively protected?

__________________________________________________________________

Elaborate
Plan a symoposium on human rights. Discuss every citizen’s responsibility in
maintaining a community and country that recognizes human rights.

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 Human Rights Violations
All people have the right to live freely and with dignity. Killing, or any form of violence
and abuse, is a violation of a person’s right to live freely, peacefully, and without any fear.
Every day, many human rights violations are reported. Here are forms of such violations:
Ø Physical Violations
Some parents, teachers, and other elders hurt children and bestow serious
punishment on them because they believe that such is the best form of discipline.
Hurting and inflicting wounds on a person’s body is a physical violation of human
rights. Kidnapping, hazing, mutilation or cutting off a person’s body part, and killing are
all physical violations.
Sexual abuse such as rape, fondling or touching of private body parts, marital rape,
and domestic violence are also examples of physical human rights violations.
Detention for more than 24 hours and torture or inflicting punishment on
suspected criminals in order to force them to admit to the crime they are accused of are
also physical human rights violations. Another example is police brutality, or seriously
violent behavior of police and military personnel toward those who are suspected to be
criminals and enemies of the law.

Torture is an inhuman way of getting Police brutality is not only abuse of

information from arrested suspected authority and power but also a hu-
criminals. man rights violation.

Extrajudicial killings and extra-legal opportunity to themselves in court; rather,

killing of suspected criminals or enemies of they are immediately judged and sentenced
the state are both violations of human rights. to death.
Victims of such crimes are not given an

Ø Psychological and Emotional Violations

Quarreling between spouses,
relatives, or friends that leads to cruel
or defamatory words and verbal abuse
is a form of psychological and emotional
human rights violations. It is the same
with mockery or ridicule that causes
trauma to a person. This causes low self-
esteem and lack of inner peace. Self-
confidence gets lost, so an individual is
unable to live peacefully.
In school, teasing and negative
jokes may lead to bullying that damages a More than physical abuse, domestic violence and marital
child’s emotional stability. This also often abuse cause deep emotional scars.
takes place in social networking sites and
is thus referred to as cyberbullying. In worst cases, students are led to commit suicide
due to extreme humiliation, depression, and very low self-worth.

246

Bullying has a negative effect on a child’s emotional growth.
Bullying is a human rights violation.
Threats that force a person to do
something against his or her will are
also a form of human rights violation.
Likewise, forcing someone to join a club
or organization constitutes a violation
of his or her rights.
Ø Structural or Systematic Violation
Violations like this occur due to the
prevalence of structures in government
as well as inregulations and laws
implemented by the government. For
example, certain government services
are not delivered to poor citizens in
rural areas because their areas are
far-flung and difficult to reach. Such
government services are only felt in
cities and centers of governance.
Another form of this violation is
the existence of social strata whereby
those who belong to the uppermost
stratum are able to enjoy special and
preferential treatment while ordinary
citizens are not given the same concern
and attention. Usually, they need to
bribe or extend favors to government
officials just so they can avail of the
service they need.
Who Violates Human Rights
There are individuals who hinder others
from enjoying their rights or who cause
human rights violations. There have been
reported cases involving various individuals.
1. Parents and elderly
Some parents hurt and abuse their
own children.
2. Relatives, friends, and other persons
around
It is sad but true that people
closest to us like our relatives and
friends, whom we trust, may also abuse
and do wrong to us.
3. Government leaders, officials, and
employees
Certain people in the government
abuse their authority and pursue only
their own personal interests, and as
such, violate human rights.
4. Criminals
Some people steal the property
of others. There are also others who
hurt and kill due to evil intentions and
purposes.
5. Terrorists and organizations against
countries
Certain organizations aim to
destroy our country. These include the
Abu Sayyaf and the New People’s Army.
They kill people and bomb places in
order to create chaos, fear, and tension
in the society. On the other side, they
claim that they do such actions in order
to fight for their right to be free from an
abusive government and to form their
own leadership.
Protecting Human Rights
In Article II of our Constitution,
the Declaration of Principles and State
Policies, the policies state the government’s
responsibility to protect the rights of its
citizens.
Study the provisions under Article II of
our Constitution and connect each provision
to human rights.
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 Article II – Declaration of Principles and State Policies
SECTION 11. The State values the dignity of every human person and guarantees full
respect for human rights.
SECTION 12. The State recognizes the sanctity of family life and shall protect and
strengthen the family as a basic autonomous social institution. It shall
equally protect the life of the mother and the life of the unborn from
conception. The natural and primary right and duty of parents in the rearing
of the youth for civic efficiency and the development of moral character
shall receive the support of the Government.
SECTION 13. The State recognizes the vital role of the youth in nation-building and shall
promote and protect their physical, moral, spiritual, intellectual, and social
well-being. It shall inculcate in the youth patriotism and nationalism, and
encourage their involvement in public and civic affairs.
SECTION 14. The State recognizes the role of women in nation-building, and shall ensure
the fundamental equality before the law of women and men.
SECTION 15. The State shall protect and promote the right to health of the people and
instill health consciousness among them.
SECTION 16. The State shall protect and advance the right of the people to a balanced
and healthful ecology in accord with the rhythm and harmony of nature.
SECTION 17. The State shall give priority to education, science and technology, arts,
culture, and sports to foster patriotism and nationalism, accelerate social
progress, and promote total human liberation and development.
SECTION 18. The State affirms labor as a primary social economic force. It shall protect
the rights of workers and promote their welfare.
SECTION 19. The State shall develop a self-reliant and independent national economy
effectively controlled by Filipinos.
SECTION 20. The State recognizes the indispensable role of the private sector, encourages
private enterprise, and provides incentives to needed investments.
SECTION 21. The State shall promote comprehensive rural development and agrarian
reform.
SECTION 22. The State recognizes and promotes the rights of indigenous cultural
communities within the framework of national unity and development.
SECTION 23. The State shall encourage non-governmental, community-based, or sectoral
organizations that promote the welfare of the nation.
SECTION 24. The State recognizes the vital role of communication and information in
nation-building.
SECTION 25. The State shall ensure the autonomy of local governments.
SECTION 26. The State shall guarantee equal access to opportunities for public service,
and prohibit political dynasties as may be defined by law.

248
 SECTION 27. The State shall maintain honesty and integrity in the public service and take
positive and effective measures against graft and corruption.
SECTION 28. Subject to reasonable conditions prescribed by law, the State adopts and
implements a policy of full public disclosure of all its transactions involving
public interest.
Source: http://www.gov.ph/constitutions/1987-constitution/#article-ii

Protecting Various Rights

The Constitution mandates the protection of our rights. The government is given the
authority to create agencies that would fulfill this responsibility.
Ø Protection of Children’s Rights

The following are the duties of the State to the youth in view of the protection of their
rights according to the 1987 Constitution:

Article II, Section 13. The State recognizes the vital role of the youth in nation-building
and shall promote and protect their physical, moral, spiritual, intellectual, and social
well-being. It shall inculcate in the youth patriotism and nationalism, and encourage
their involvement in public and civic affairs.

Here are some provisions stated in the Child and Youth Welfare Code, which mandates
the duty of the government to protect the rights of children.

Art. 71. Admission to Schools. – The state shall see to it that no child is refused
admission in public schools. All parents are required to enroll their children in schools
to complete, at least, an elementary education.
Art. 133. Healthy Growth of Children. – Pursuant to its obligation to assist the
parents in the proper upbringing of the child, the State shall, whenever possible, in
collaboration and cooperation with local government establish:
(1) Puericulture and similar centers;
(2) Juvenile courts;
(3) Child welfare agencies;
(4) Orphanages and other similar institutions; and
(5) Children’s recreation centers.

Ø Protection of Women’s Rights

According to the 1987 Constitution, the following are the State’s duties in protecting
women’s rights:

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 Article XIII, Section 14. The State shall protect working
women by providing safe and healthful working
conditions, taking into account their maternal functions,
and such facilities and opportunities that will enhance
their welfare and enable them to realize their full potential
in the service of the nation.
Article II, Section 12. The State recognizes the sanctity
of family life and shall protect and strengthen the family
as a basic autonomous social institution. It shall equally
protect the life of the mother and the life of the unborn
from conception. The natural and primary right and duty A woman and her child
of parents in the rearing of the youth for civic efficiency
and the development of moral character shall receive the support of the Government.
Article II, Section 14. The State recognizes the role of women in nation-building, and
shall ensure the fundamental equality before the law of women and men.

The Philippine Commission on Women is a government agency that promotes and

protects the rights of the women. It created Republic Act No. 9710 known as The Magna Carta
of Women in order to protect the rights of women.
Here are some provisions regarding the protection of women’s rights and the promotion
of their welfare:

Chapter 1 – General Provisions Sec. 2.Declaration of Policy. – Recognizing that the
economic, political, and sociocultural realities affect women’s current condition, the State
affirms the role of women in nation building and ensures the substantive equality of women
and men. It shall promote empowerment of women and pursue equal opportunities for
women and men and ensure equal access to resources and to development results and
outcome...
The State condemns discrimination against women in all its forms...
The State affirms women’s rights as human rights and shall intensify its efforts to
fulfill its duties under international and domestic law to recognize, respect, protect, fulfill,
and promote all human rights and fundamental freedoms of women…
Chapter 3 – Duties Related to the Human Rights of Women – The State, private sector,
society in general, and all individuals shall contribute to the recognition, respect, and
promotion of the rights of women…

Ø Protecting the Rights of Indigenous People

According to Article II, Section 22 of our

Constitution:
The State recognizes and promotes the rights
of indigenous cultural communities within the
framework of national unity and development.
Indigenous people

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 In accordance to the provision in the Constitution, Republic Act 8371 created the National
Commission on Indigenous Peoples (NCIP). This commission aims to protect and preserve the
beliefs, customs, traditions, and institutions of indigenous communities. Aside from this, the
commission also built a museum, library, and audiovisual center for them.
These laws were written to protect the rights of indigenous folk and to allow them to
be free from any form of discrimination as well as to stop other people from usurping their
ancestral lands and their resources, which hinder them from developing and progressing to
successfully fulfill their own needs and welfare.
Ø Protection of Workers’ Rights

Here are some Constitutional provisions regarding this:

Article II, Section 9. The State shall promote a just and dynamic social order that will
ensure the prosperity and independence of the nation and free the people from poverty
through policies that provide adequate social services, promote full employment, a rising
standard of living, and an improved quality of life for all.

Article XIII, Section 3. The State shall afford

full protection to labor, local and overseas,
organized and unorganized, and promote
full employment and equality of employment
opportunities for all.
It shall guarantee the rights of all workers
to self-organization, collective bargaining
and negotiations, and peaceful concerted
activities, including the right to strike in
accordance with law. They shall be entitled Office workers
to security of tenure, humane conditions of work, and a living wage. They shall also
participate in policy and decision-making processes affecting their rights and benefits as
may be provided by law.
The State shall promote the principle of shared responsibility between workers and
employers and the preferential use of voluntary modes in settling disputes, including
conciliation, and shall enforce their mutual compliance therewith to foster industrial
peace.cralaw
The State shall regulate the relations between workers and employers, recognizing the
right of labor to its just share in the fruits of production and the right of enterprises to
reasonable returns to investments, and to expansion and growth.

251
Ø Protecting Human Rights

The 1987 Constitution also provided for the creation of the Commission on Human
Rights to protect the rights of the Filipinos inside and outside the country. Here are some
of the provisions:

Article II, Section 11. The State values the dignity of every
human person and guarantees full
respect for human rights.
*Article XIII, Section 18. The Commission on Human
Rights shall have the following
powers and functions:
*(1) Investigate, on its own or on complaint by any party,
all forms of human rights violations involving civil
and political rights;
*(2) Adopt its operational guidelines and rules of
procedure, and cite for contempt for violations thereof in accordance with the
Rules of Court;
*(3) Provide appropriate legal measures for the protection of human rights of all
persons within the Philippines, as well as Filipinos residing abroad, and provide for
preventive measures and legal aid services to the underprivileged whose human
rights have been violated or need protection;
*(4) Exercise visitorial powers over jails, prisons, or detention facilities;
*(5) Establish a continuing program of research, education, and information to enhance
respect for the primacy of human rights;
*(6) Recommend to Congress effective measures to promote human rights and to
provide for compensation to victims of violations of human rights, or their families;
*(7) Monitor the Philippine Government’s compliance with international treaty
obligations on human rights;
*(8) Grant immunity from prosecution to any person whose testimony or whose
possession of documents or other evidence is necessary or convenient to determine
the truth in any investigation conducted by it or under its authority.

Protecting Our Rights

1. Exercise rights with responsibility and
due respect for the rights of others.
Every citizen is free to exercise
his or her rights, but we should bear
in mind that we also have duties and
responsibilities to fulfill. We should
respect the rights of others. We should
make sure that we do not cause any
harm to our neighbors.
2. Help implement laws for the protection
of rights.
We must always protect our rights.
We must also respect and consider the
rights of others. If you, another child, or
any other person is abused, you must
report this to people who can help like
Bantay Bata 163 or the Commission on
Human Rights.

252
Some Agencies that Protect Human Rights
• The United Nations is an international • The Christian Solidarity Worldwide or
organization that promotes respect for CSW work on engagement with the
human rights for people around the wide range of existing UN international
world. human rights mechanisms, some of
which have a very specific focus on
• The United States Agency for
freedom of religion or belief.
International Development is the lead
US Government agency that works to • Amnesty International Philippines
end extreme global poverty and enable (AIPh) is a human rights organization in
resilient, democratic societies to realize the Philippines that helps local human
their potential. rights movement and lobby work for
passage of laws on human rights.

A. Put a check (ü) on the blank if it can be considered a human rights violation.
_____ 1. Hurting a person physically _____ 6. Forcing one to pay taxes
_____ 2. Threatening to harm or kill _____ 7. Avoiding poor people
_____ 3. Teasing and bullying _____ 8. Destroying the property of
_____ 4. Convincing one to join a others
group _____ 9. Cursing or swearing
_____ 5. Opening and reading _____ 10. Requiring students to pass
somebody’s personal mail a test before enrolment in
school
B. For you, what are the two most important government policies regarding
protecting human rights?

________________________________________
________________________________________
Protecting Human
Rights

________________________________________
________________________________________

253
C. Create a collage of symbols and drawings to show different forms of human rights
violations. Do this on a ½ sheet of bond paper.
D. Make a research on the reports and cases of human rights violations during the
Martial Law Regime. Write your answers to the questions below on a sheet of bond
paper.
1. Were there atrocities reported during the Martial Law Regime?
2. What human rights violations were commited under the Martial Law?
3. How can we prevent such occurrences from happening again?
Explain

E. Explain your answers.

1. Why are there human rights violations?
_____________________________________________________________

2. Have you ever experienced human rights violations? How did you face them?
_____________________________________________________________

3. If you were to experience violations in the future, what would you do?
_____________________________________________________________

Elaborate

F. Can human rights violations prevented totally? If yes, how? If not, why?
__________________________________________________________________
__________________________________________________________________
G. Can you protect the rights of your…
• Family members? _______ How? ________________________________
• Neighbors in your barangay?_____ How? _____________________________
• Fellow Filipinos? _______ How? ________________________________
H. Create a chart of programs and means that your barangay can implement to protect
human rights. Do this on a ½ sheet of bond paper.

254
 Each one of us has the right and freedom as Filipino citizens. These rights are based on
the Bill of Rights (which is part of our Constitution), the collection of laws, and other laws
passed by the Congress.

There are three kinds of rights: Constitutional and Statutory Rights have
1. Natural Rights; five kinds:

2. Constitutional Rights; and 1. Political Rights;

3. Statutory Rights. 2. Civil or Social Rights;

3. Cultural Rights;
4. Economic Rights; and
5. Rights of the Accused

For additional information regarding this topic, log on to www.rexinteractive.com in order

to access Student’s Space of related websites.

A. Draw a check (ü) on the blank if the statement is a right. Cross it out (X) if not.
1. Pay taxes based on one’s salary
2. Coordinate with authorities
3. Agree to any contract
4. Save oneself from illegal detention
5. Be treated for illnesses
6. Travel and reside in other countries
7. Exercise one’s own religion
8. Defend oneself from any form of violation
9. Follow Philippine laws
10. Study in school
11. Be given food and clothes
12. Express or write one’s own ideas
13. Become a Filipino citizen
14. Be saved from hurting by others
15. Keeping the surroundings clean

255
B. Write what kind of right is violated in each situation.
_____ 1. Mang Ben was fired from his job when he joined the union in his office.
_____ 2. Ana and Linda were refrained by their teacher from speaking about corruption
happening in their school.
_____ 3. Roy’s personal mail was already open when he received it by post.
_____ 4. Aling Mely is often hurt by her spouse.
_____ 5. A police officer is forcing Jose to admit to a crime he did not commit.
_____ 6. Alma’s teacher fondles her every time she comes near.
_____ 7. After May joined a protest against her school, she got suspended even if this
happened outside school hours.
_____ 8. Liza’s five-year-old sibling is asked by their mother to beg on the streets.
_____ 9. Teresa fell into a deep canal in a dark street because the light in the street
lamp post was busted.
_____ 10. Nenita was not included in the school program because she is an informal
settler.
C. Create a cartoon that shows the importance of human rights. Do this on a ½ sheet of
bond paper.
D. Cut out a product advertisement from a newspaper or magazine which pertains to
human rights. Analyze if the ad shows equal rights for men and women. Do this on a
sheet of bond paper.
• If “YES,” write below the advertisement your explanation on how it shows equal
regard for men and women.
• If “NO,” write how gender inequality was shown. Afterward, draw an improved
version of the ad showing equal regard for men and women.
Example:

(Original advertisement) (New advertisement)

Explanation:________________ Explanation: ________________
__________________________ __________________________
__________________________ __________________________

E. Create a two-minute speech about the situations shown by the pictures below. Write
this on a sheet of bond paper.
F. Create a collage of pictures of people
showing human rights violations.
Recommend measures to protect
human rights. Send it by email to your
friends or post it on Facebook.

256
A. Put a star (¶) on the column that shows your competency in accomplishing the tasks in
this lesson. The highest is 5, while 1 needs the most improvement.
Did you accomplish these tasks well? 1 2 3 4 5
Understanding the importance of human rights in promoting
equality of all and respecting each person as a member of the
community, country, and world
Analyzing the effects of human rights violations
Analyzing examples of human rights violations in one’s community,
country, and world
Recommending measures to protect human rights
Suggesting ways to solve human rights violations
Working collaboratively with individuals representing diverse
cultures, religions, and lifestyles in a spirit of mutual respect and
open dialogue in personal, work, and community contexts
Exercising the rights and obligations of citizenship at local, state,
national, and global levels

B. Write what you have learned and still want to learn below.

1. What was the most important 2. What else do you want to learn?
thing you learned in this lesson? __________________________
___________________________ __________________________
___________________________

? How can we perform our responsibilities as citizens in maintaining our

community and country that recognizes human rights?

Choose one activity below to answer the question.

Activity 1 Activity 2 Activity 3

Write a journal on how we
perform our responsibilities
as citizens in maintaining
our community and country
that recognizes human
rights.
Answer the question Make a cartoon to
through a song. You may answer the question.
use a tune of a song you
already know.

257
Make sure that you follow the criteria below when you do the activity.
Criteria
Message The message is very significant and correct.
Clarity The message is presented very clearly.
Style The style and materials used are appropriate to the topic/message.
Presentation The work is presented artistically.
Relevance  The data and ideas are very relevant and meaningful.

258
 Lesson 11

Gender and Sexuality

In this lesson, you are expected to:

• analyze the factors that cause
gender discrimination;
• assess the part played by gender Gender and sexuality are important
roles in different fields and social characteristics of every person. These have
institutions (work, education, an effect on his or her whole personality.
family, government, and religion); However, due to differences in beliefs and
• compare the status of women, opinions, serious issues about gender and
lesbians, gays, bisexuals, sexuality are abound.
and transgenders in different
countries and regions;
• analyze the effect of same-sex
marriage in countries where it is
permitted;
• express views on same-sex
marriage in the country;
• create a documentary that
promotes respect for the right of
each citizen to choose his or her
own gender and sexuality; and
• respond open-mindedly to
different ideas and values.

Values:
Respect for others
Freedom in choosing gender and
sexuality
Open-mindedness

Have you heard about issues that pertain to sexuality? Share what you know about this.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

259
 ? How can we promote respect for the rights of every citizen in choosing his or
her own gender and sexuality?

Gender and sexuality are two concepts
that are often interchanged. Although they
are related, the meaning of these terms is
distinct from one another.
Sex pertains to the natural or biological
characteristic of a person either as male
or female. Sex may be changed, although
very difficult, through a medical operation.
Our genes, which carry our biological traits,
are inherited and then passed on through
generations via reproduction. There are
people born with more than one sex,
depending on the combination of his or
her chromosomes, a biological unit. They
are called hermaphrodites or intersex. This,
however, is considered a rare case.
Sexuality is the sexual identity,
experiences, and attraction of a person. It is
part of the social life of humans. It may be
influenced by hormonal changes, while some
people claim that it may be due to genetic
predisposition.
Gender refers to the attitudes, feelings,
and behaviors influenced by a person’s culture
which is associated with sex. We acquire our
ideas about gender from the society where
we belong and live. These ideas are retained
and passed on through communication and
education. In our history, for example, there
are certain garments and jobs that were
considered solely masculine in the past but
now, at present, may already be assigned
to females. In the same way, there may be
differences among cultures regarding what
they think is feminine and what is masculine.
All these point to the fact that the idea of
gender is intricately tied to social beliefs and
may change due to progress and changes in
society.
Sexual orientation refers to physical
or emotional attraction that an individual
feels toward another individual. Meanwhile,
the term gender identity pertains to the
perceived or believed gender of a person,
whether or not it is congruent to his or her
biological sex.

Gender Roles
Our actions, behavior, and speech as individuals are all shaped by society. These
originate from the culture we are born intoand continue in the people we interact with.
We learn gender roles from childhood through parents and family, religion, and even
from television, magazines, and other types of media. The behaviors of individuals are
strengthened by the love and assurance they receive from others. Through this, they learn
what is right and what is wrong and which behaviors are appropriate for their gender.
Gender roles may be described as customs, rules, and standards mandated by various
interests, commitments, opportunities, limitations, and behaviors of different genders
(Johnson et al., 2007; Mahalik et al., 2003).
Source: APA Task Force on Gender Identity, Gender Variance, and Intersex Conditions

260
The “Third Sex”
Aside from males or females, there are
also individuals who are said to belong to the
third sex. They are called homosexuals. They
are described as individuals who experience
strong attraction to those who belong to the
same gender as they do. The homosexual
community uses a multi-colored flag as their
symbol. This is a symbol of their diversity or
the differences among the members of the
homosexual community.
In English-speaking countries, homo-
sexuals are commonly called gay. In the
Philippines, the term bakla or bading is
used not only for homosexuals but also for
bisexuals, transsexuals, effeminates, and
even those who display physical weakness.
The term bisexual refers to people who are
attracted to both males and females. On the
other hand, transsexuals are individuals who
consider themselves opposite of their gender.
Lesbians, meanwhile, are called tomboy or
T-bird by Filipinos and this term refers to
women who get attracted to fellow women.
The Right to Choose One’s Gender and
Sexuality
In the 1960s, there was an increase
in number of members of Lesbian, Gay,
Bisexual, Transgender (LGBT) groups in
Western countries, most especially in cities.
They expressed their own right to choose
their sexuality.
When the deadly disease AIDS spread in
LGBT groups and some individuals during the
early ’80s, many LGBTs initiated campaigns to
teach people about AIDS and how to prevent
it. At the same time, they called for support
and assistance from private citizens as well as
from the government for AIDS victims.
Some people oppose the recognition
of LGBT rights. One of their arguments is the
breakdown of traditional families. They firmly
believe that a father and a mother must
rear children; something which homosexual
couples can never do. As a whole, acceptance
of homosexuals in society is more prevalent
in Europe, Australia, and United States rather
than in Asia and Africa.
Because countries and societies have
differing views on homosexuality, there
are also differences in the rights given to
homosexuals. Some of the rights which
homosexuals in the world fight for are the:
– right to freely express one’s views
and feelings;
– right to marry civilly and be
given the same benefits as those
married heterosexuals and their
children; and
– right to live freely without
discrimination.
Gender Roles in Different Fields and Social
Institutions
People are expected to act and behave
in different ways due to their gender. There
are certain actions and behaviors that are
considered peculiar to one’s sexuality.
Unfortunately, not all societies believe in
gender equality. There are still many countries
that do not recognize the rights of women
and homosexuals. There are religions that
consider homosexual relations sinful. There
are states that actively discriminate against
homosexuals and women by implementing
laws that limit their rights.
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 The differences and inequality in the way we treat people with different genders may be
seen in the various aspects of our society, such as in politics, at work, education, and even at
home.

In Government
There are differences in the genders of those who hold the political power in
government, community, and institutions. In several parts of the world, men still hold
higher positions of authority and power in society. Women and homosexuals receive
limited services like health, education, jobs, salary, and even food, as compared to those
received by men.
Family
Traditionally, each member of the family has his or her own role depending on his or
her gender. The father is head of the family. This gender role is stated in the present Family
Code. Under the Family Code, the father is considered head of the family. It is the father’s
responsibility to work for the needs of the family. The father is usually referred to as the
“pillar of the home.” The mother, meanwhile, is recognized as support to the father. She
manages household chores: cares for the children, washes clothes, cooks, and guides the
children in their studies. Traditionally, mothers are referred to as “light of the home,” or a
“housewife.”

There are also differences in the Today, many families do not specify
responsibilties assigned to men and women gender roles or household duties and
in the home or family, such as decision making responsibilities based on gender. Males now
and looking for work in order to support the perform activities that were restricted only
family. There exists a notion that men and to females before as well. The reverse is also
women have different abilities in terms of true since females nowadays also perform
supporting the economic needs of the family. traditionally male activities/roles.
At present, gender roles in the family
have evolved and changed. The number
of mothers working outside the home has
increased in their desire to augment the
family income. Consequently, the number of
fathers managing the household and doing
household chores like cooking, washing, and
cleaning has also increased.
Gender roles of children likewise have
evolved. Before, sons were tasked to take
care of chores and duties pertaining to the
family’s livelihood or physical activities like
fixing things around the home, gardening,
and carrying heavy loads. Meanwhile,
daughters were assigned to do household
chores like cooking, washing clothes, sewing,
and cleaning. Chores such as these were
considered feminine.
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 At Work
Women generally receive lower salaries and get temporary jobs as compared to
men. They are relegated to low-ranking positions and, thus, given lower salaries. On the
other hand, men are given higher positions and higher salaries.
In many economies in the world, women and the youth are discriminated against.
Due to this, women often depend on the financial support provided by the men in their
families. Media likewise play a role in promoting discrimination against gender because
it often showcases women as sexual objects for men. Women and homosexuals tend to
experience abuse much more often than men.

Source: Office of the Special Adviser on Gender Issues

Department of Economic and Social Affairs, United Nations

In Education
Boys and girls are given very different educations. Girls are made aware that they are
different from boys. Gender biases and stereotypes are still in the curricula, instructional
methods, materials, and learning media. One such example is that boys are taught farming
and carpentry while girls are taught home economics. Some school administrators ignore acts
of sexual harassment.

The 2010 Census, in terms of educational attainment, females tend to be more

highly educated than males as there is a slightly higher percentage of females (10.6 %)
than males (7.8 %) who had completed college or higher education (FLEMMS, 2008). On
the other hand, there were slightly more females (15.7%) than males (11.7%) who were
out of school (FLEMMS, 2008).
Source: http://unesdoc.unesco.org/images/0023/002303/230331e.pdf

According to the 2013 Functional Literacy, Education and Mass Media Survey (FLEMMS),
the top three reasons for females not attending school were: (1) marriage (36.2%), (2)
insufficient family income (17.0%), and (3) housekeeping (13.7%). Meanwhile, the top
three reasons for males not attending school were (1) lack of personal interest (33.1%), (2)
insufficient family income (22.7%), and (3) illness/disability (12.2%).

In Religion
There are no women bishops and priests
in the Roman Catholic Church, the Church
of Jesus Christ Latter-day Saints, and the
Orthodox Church. There is also no ordination
of women as ministers in the Seventh-day
Adventists. In some Muslim countries, women
cannot lead mixed-gender congregations in
prayer. Curtains divide the men and women
during prayers congregation.
In the Philippines, the Roman Catholic
Church holds a significant influence on
the Filipinos’ views against homosexuality.
Under the leadership of the Catholic Bishops’
Conference of the Philippines (CBCP), the
Catholic Church is active in protesting
against giving marriage rights to LGBT
groups. Conservative Filipino Catholics, as
well as Filipino Muslims, still believe that
homosexuality is immoral. This belief is
shared by other Christian sects like the Jesus
is Lord Church of Bro. Eddie Villanueva.
Source: http://www.catholic.com/tracts/women-and-
the-priesthood
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Status of Women and LGBT in Different
Countries and Regions
Women in some countries are restricted
from studying subjects not in harmony
with their religious fundamentals. In other
countries, women cannot dress as they like,
drive, work at night, inherit property, or give
evidence in Court. For example, in India,
women are lower in status than men and
rape culture is also a problem.
Source: http://www.ohchr.org/EN/Issues/
Discrimination/Pages/discrimination_women.aspx
http://www.independent.co.uk/voices/india-is-
in-denial-about-its-rape-culture-but-then-so-are-
we-10093481.html
On the other side of the spectrum,
there are societies with liberal ideologies that
openly accept the culture of homosexuals.
They do not consider homosexual relations as
sinful or immoral. There are denominations
and states that allow same-sex marriage. They
do not believe that homosexual orientation
is a chosen behavior that can be changed
or let go of. Some liberal sects which accept
homosexuals include the Canadian Unitarian
Council, Unitarian Universalist Association,
Episcopal Church (United States), United
Church of Christ, United Church of Canada,
Metropolitan Community Church, some
Protestant sects, some liberal sects of Judaism
(Reform Judaism in North, Reconstructionist
Judaism, etc.), Islam (Al-Fatiha Foundation),
Wicca, and many others.
The Philippines is one of the countries
in the world that is considered a gay-friendly
nation. In a worldwide study participated
in by 39 countries, the Philippines ranked
10th among the 17 countries which accept
homosexuality. In Asia, the Philippines
appeared to be the country which “most
accepts” LGBT. This study titled The Global
Divide on Homosexuality was conducted by
Pew Research Center from the United States.
According to the results of the study, 73% of
Filipinos of legal age agree to the statement
that homosexuality must be accepted by
society.

Forms of Discrimination Against Gender

Some forms of discrimination experienced by members of LGBT are: (1) not finding
work; (2) insults and criticisms; (3) prohibiting them from entering establishments due to their
clothing or behavior; (4) violence like physical abuse or even killing; and (5) bullying. Because
of discrimination, many homosexuals experience depression, isolation, absences in school,
and, worse, suicide.
It is important to note that there are countries that have welcoming views regarding
homosexuality. LGBT people seldom experience discrimination in the European nations like
Netherlands, Sweden, and Denmark. The same is true in Canada, Argentina, and some states
in the USA. In these countries, same-sex marriage has been legalized alongside with the rights
of homosexuals to live free from discrimination. Some of the countries mentioned also accept
gay refugees who have left their own countries due to discrimination against homosexuals.
Forms of discrimination due to gender and sexuality were classified in the Human Rights
Violations on the Basis of Sexual Orientation, Gender Identity, and Homosexuality in the
Philippines, which was submitted for the “Consideration at the 106th Session of the Human
Rights Committee for the Fourth Periodic Review of the Philippines” last October 2012. Here
are the classifications:

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1. Indirect discrimination
Discrimination may happen indirectly when an individual or an organization
does not give a person who belongs to the LGBT community his or her rights like
those related to housing, career or services, decreases his or her benefits, or unjustly
treats him or her without a legitimate reason.
Example: A company who contracts services from an agency who deploys laborers
discovers that one of the agency’s laborers is a transgender/transsexual. This
company then puts in place a policy wherein they will no longer hire laborers if they
do not look like “normal” males or females.
2. Discrimination on Identity
LGBT peoples experience discrimination according to their status in life, race,
and socio-economic status of the family. Studies have shown that discrimination
at work occurs. An LGBT is looked down on at the workplace. For example, a gay
individual receives foul comments and threats from his or her colleagues. They call
him or her by many other names.
3. Relations with others
There are some people who also face discrimination because of their relation or
connection with LGBT people. For example, a woman who rents a room hears hurtful
comments coming from her landlord because her new roommate is a transgender.
Source: http://www.iglhrc.org/sites/default/files/philippines_report.pdf

A. How do women and LGBT experience discrimination based on their gender? Give
five examples for each.
Discrimination Against Gender
Women LGBT

Explain
How do you compare the status of women with the LGBT? Are there similarities
and differences?
____________________________________________________________________
____________________________________________________________________

265
 Elaborate
What is the part played by gender roles in different fields and social institutions?
Family _______________________________________________________
Education _______________________________________________________
Work _______________________________________________________
Government _______________________________________________________
Religion _______________________________________________________

Factors that Cause Gender Discrimination

In different societies of the world, there are behaviors and actions that are expected of
particular genders: male or female. The LGBT peoples exhibit behaviors and actions that are
considered peculiar or inappropriate for their sexuality. Here are some factors that influence
discrimination:

• Religion
Some religions in the world assert that homosexuality is against God’s teachings.
Because of this view, they condemn relationships and behaviors of homosexuals. They
are quick to judge homosexuals and preach that homosexuality is a sin. There are also
those who believe that an individual can surpass his or her homosexuality through faith
or religion. According to some conservative religions, homosexuality is a preference or a
chosen act and, as such, must be changed. This is the belief of Islam, Judaism, and some
sects of Christianity. The punishment for homosexuals in Muslim countries like Iran,
United Arab Emirates, and Saudi Arabia is imprisonment, or worse, capital punishment
leading to death. Meanwhile, the catechism of Christianity teaches the acceptance of
homosexuals with “respect, mercy, and sensitivity” but it also teaches that homosexuals
must remain celibate and should not get married.
The OHCR reports that:

The Philippines Catholic Church’s blatant campaign against LGBT persons

contributes to the rampant discrimination and violence experienced by LGBT persons in
the Philippines.
The Catholic Bishops Conference of the Philippines (CBCP) and Episcopal Commission
on Family and Life (ECFL) has been fervently demanding Congress for the removal of “sex,
gender, sexual orientation and gender identity” in the comprehensive anti-discrimination
ordinances filed in the Senate and in the House of Representatives claiming that its
inclusion will only “create problems regarding ethics, marriage, the family and religious
freedom.”

Source: http://www2.ohchr.org/english/bodies/hrc/docs/ngos/iglhrc_philippines_hrc106.pdf

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• Schools
Class, race, and gender influence some lessons taught in schools. There are schools
that are exclusive for boys or girls that teach according to their culture. Different values
and norms are included in their curriculum. Here are examples that cause discrimination
in education: women are suggested to be mothers and responsible for child rearing,
women are banned from taking certain subjects (Examples: Iran and Afganistan).
Education is a basic human right, but sex discrimination in education is prevalent
in some countries. Girls are banned from studying and some are sexually attached in
school. Indigenous students are harassed because of their accent or way they talk and
traditional clothes they wore.
There have been reports of discrimination or abuse of homosexuals, especially
in high school students, due to their gender orientation. Gay, lesbian, bisexual and/or
transgender students are often bullied, harassed, teased, or laughed at because of their
behaviors and actions. LGBT students are both verbally and physically abused. School
areas should be safe for all, especially the LGBT people. There should be gender-neutral
restrooms. Their right to privacy should be respected. Their sexual orientation should
never be revealed without their permission. Their fashion choices should be respected.
They should be encouraged to express themselves.
OHCR reports in their study that:

“Bullying in middle school showed that Filipino children have a higher rate of being “made
fun of” by other children (57 percent to 58 percent) than schoolchildren in Australia, Hong
Kong, Indonesia, Japan, Malaysia, New Zealand, Singapore and Taiwan, and a report by
the Sydney Morning Herald showed that 50% of nine-year-old Filipino children surveyed
said they were bullied regularly…
… the absence of support forces LGBT students to endure the abuse, transfer to another
school or, in some cases, stop attending school altogether.”

Source: http://www2.ohchr.org/english/bodies/hrc/docs/ngos/iglhrc_philippines_hrc106.pdf
http://www.campaignforeducation.org/docs/reports/GCE_INTERIM_Gender_Report.pdf

Media
Although the talents and skills of LGBT people are recognized in various fields, there are
still occasions when they are mistreated. They are not given due respect for their craft. Such
instances are portrayed in television or film.
These days, an increasing number of LGBT people are being recognized in the fields of
film, television, and fashion. Social media have greatly helped in recognizing the rights of
LGBT. Many famous personalities use Facebook, Twitter, and other social networking sites
to express their opinions and views. Many of them promote respect for LGBT people. Sadly,
there remain many individuals who continue to condemn them.

267
 In the Government
The OHCHR reports in their study that:
Police raids on LGBT venues occur regularly and without warrants. During these
raids, police unlawfully detain individuals then verbally abuse and extort money from
them.
Police also frequently charge those unlawfully detained with violating the public
scandal provision of the Revised Penal Code. An individual may be charged under the
“grave scandal” provision of the penal code if the person “offend[s] against decency or
good customs” by engaging in “highly scandalous conduct.” Because the provision does
not clearly define the conduct for which it requires, police are given broad discretion for
its implementation resulting in disproportionate and discriminatory application against
LGBT individuals.
During the Twelfth Congress (2001–2004), the Armed Forces of the Philippines
(AFP), in its formal position paper at the public hearing of the anti-discrimination bill in
Congress stated, “individuals who display and manifest overt acts of their homosexual
orientations and the propensity to indulge in homosexual acts shall be excluded in the
profession of arms.” The Philippines National Police (PNP) also warned police officers
that they would be relieved from duty, “if they sway their hips while marching, or if they
engage in lustful conduct.
… between March 2009 and May 2012 as the AFP, PNP, and Philippine Military Academy
(PMA) have been consistently stating in the media that they will not prevent lesbians,
gays and bisexual persons from entering their institutions provided these LGB people will
not engage in any indecent behavior or show latent or overt homosexuality while strictly
adhering to rules and regulations.”

Source: http://www2.ohchr.org/english/bodies/hrc/docs/ngos/iglhrc_philippines_hrc106.pdf

At Home
Girls are often discriminated at
home. They are expected to help with
household chores. In China and India, girls
are discriminated even before they are even
born. Preference for a son is prevalent in
Chinese and Indian society. The birth of a boy
is celebrated and considered a blessing while
the birth of a girl is considered a burden to
the family. Girls’ and women’s health care and
nutrition are also neglected, which results in
sickness and even death.
LGBT are often discriminated at home.
Some parents react badly when they learn
that their child identifies within the LGBT
spectrum. Some don’t want to accept the
reality or may restrict the activities of their
child so that he or she cannot associate with
“bad influence.” Some LGBT children are
often taunted and abused by their siblings,
too.

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LGBT Organizations
It was in the 1990s when LGBT groups
began forming in the Philippines in order
to fight for their rights. It proved difficut for
Filipino LGBT to organize themselves before
because of the dictatorial regime under
former President Ferdinand Marcos. One of
the most famous Filipinos who first admitted
he was gay was veteran director Lino Brocka.
The very first Bisexual and Transgender Pride
Parade in the Philippines and Asia was led
by ProGay Philippines on June 26, 1994 at
the Quezon Memorial Circle. After a few
years, the organization UP Babaylan of the
University of the Philippines was organized.
Hundreds of citizens joined the parade.
Since the 1990s, participation of LGBT
groups in politics and in Filipino society has
steadily grown. Annual LGBT pride festivals
are held and more groups that address issues
and needs of university students, women,
and the LGBT were organized. Moreover,
many bars, clubs, and saunas in Metro Manila
now hire LGBT as employees. Some of these
organizations are:
1. UP Babaylan, the biggest LGBT
student organization, was established
in 1992
2. ProGay Philippines was established
in 1993
3. The Lesbian and Gay Legislative
Advocacy Network (LAGABLAB) was
established in 1999
4. The Society of Transsexual Women
of the Philippines (STRAP) was
established in 2002 as a support
group for women with transsexual
and transgender experience
5. The Coalition for the Liberation of
the Reassigned Sex (COLORS) was
established in 2006
6. The Lesbian Activism Project (LeAP!),
Inc. was established in 2010
7. The LADLAD LGBT Party was
established in 2003
Government Recognition of LGBT Groups
At first, according to the National
Electoral Law, the LGBT was not recognized
as a sector in society like the elderly, the
poor, laborers, youth, and others. Recognized
sectors are allotted 20% of Congress seats
under the party-list system.
The Akbayan Citizen’s Action Party, a
minor party, is the first political party in the
country that included LGBT rights in their
platform in the 1990s. On the other hand,
some politicians objected to the legalization
of LGBT rights. Last 2006, Senators Rodolfo
Biazon and Miriam Santiago submitted a
petition before the Senate and Congress
to stop same-sex marriage from being
recognized in the Philippines.
ANG LADLAD is an organization formed
as a progressive political party whose primary
objective is to defend LGBT rights and
condemn discrimination and abuse against
LGBT.
In 2007, “ANG LADLAD” first attempted
to be recognized as a political party but it was
disqualified because it failed to prove that it
had nationwide membership. In November
11, 2009, the COMELEC denied the petition
of “ANG LADLAD” to become a political party,
citing immorality as the basis for the decision.
Things took a different turn when, in April 8,
2010, the Supreme Court of the Philippines
reversed the COMELEC decision and, thus,
“ANG LADLAD” was allowed to join the May
2010 elections. The recognition of “ANG
LADLAD Party-list” under the leadership of
Prof. Danton Remotomay was considered a
success of LGBT in government. The primary
agenda of this party is the fight against
discrimination and abuse based on a person’s
sexual orientation, a stand which totally
agrees with the declaration of the United
Nations.
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 Here are some of the rights of homosexuals in our country:
Considered legal or mandated by law: Being rallied for and not yet achieved:
1. Homosexual relations (except for Muslims in 1. Same-sex marriage(s) and recognition of
Marawi City) homosexual partners
2. Adoption of children by homosexual partners 2. Alteration of physical traits or physical
(Step adoption only) enhancement
3. Joining the military forces 3. Being allowed to donate blood
4. Legal protection against discrimination at 4. Right to change one’s legal gender in legal
work (not for the whole country) documents
5. Legal protection against discrimination in 5. Recognition that the parent of a child
other fields (including indirect discrimination, (biological or adopted) is/are a homosexual
hate speech, and others)

Cases of Crime with LGBT Victims
Some crimes like killing and abuse have
been recorded by the Philippine LGBT Hate
Crime Watch. These cases run against the law.
Crimes against LGBT people were observed to
occur most often when they have partners or
when their behavior is viewed as immoral.
According to the report of the Philippine
LGBT Hate Crime Watch, there are seven
reported crimes. 25 percent of these killings
were carried out through stab wounds while
15% were due to gunshots. The most common
victims at 60% are those whose ages range
from 25 to 44 years old.

In the Philippines, the Philippine LGBT

Hate Crime Watch is an organization formed
by LGBT members to monitor crimes against
homosexuals. The data below shows that the
number of crimes increases every year.
Lesbian Victims
Source: https://therainbowprojectph.wordpress.
com/2014/08/28/lgbt-hate-crimes-statistics-and-
figures/
Gay Victims
Several crimes against gay victims have
been reported to occur in Metro Manila. The
Source: https://therainbowprojectph.wordpress. pie graph shows that 31 of 62.25% of gays
com/2014/08/28/lgbt-hate-crimes-statistics-and- were killed through stab wounds. In the year
figures/ 2010, it has been reported that 26 gays were
killed while 17 gays were killed the following
The pie graph shows the percentage of
year. The ages of most of the victims range
crimes with lesbian victims. In 2011, 6 out
from 25 to 44 according to the report of the
of 16 lesbians were killed in some parts of
Philippine LGBT Hate Crime Watch, 2011.
Mindanao. The data shows that Mindanao is
the most dangerous place for lesbians.

270
Bisexual Victims
In 2011, it was reported that 2 out of
4 bisexual victims were killed via multiple
stab wounds. The same has been reported to
happen in Metro Manila, where most victims
were 25 to 44 years old (The Philippine LGBT
Hate Crime Watch, 2011).
Transgender Victims
Still, in 2011, 12 out of 26 transgender
victims were killed in Metro Manila; six out
of these 12 were victims of multiple stab
wounds. The victims were said to be from
25 to 44 years old. The same numbers of
transgenders were victims in 2010 and 2011
(The Philippine LGBT Hate Crime Watch,
2011).
Same-sex Marriage
One of the rights espoused by LGBT
groups is same-sex marriage. This is already
legal in other countries, Filipino LGBT aspire
to have it legalized in out country, for
LGBT groups and their supporters refer to
same-sex marriage as marriage equality or
equal marriage because they believe that
there should be equality in the way laws
treat homosexuals and heterosexuals. The
definition of marriage has already changed
in countries where same-sex marriage has
been legalized, such as Argentina, Belgium,
Brazil, Canada, Denmark, France, Iceland,
Netherlands, New Zealand, Norway, Portugal,
Spain, South Africa, Sweden, United Kingdom,
Uruguay, and some parts of Mexico, England,
and Wales.
In the United States, same-sex marriage
has been legalized in 17 states (since 2015),
including California, Connecticut, Delaware,
Hawaii, Illinois, Iowa, Massachusetts,
Maryland, Maine, Minnesota, New
Hampshire, New Jersey, New York, Rhode
Island, Vermont, and Washington. It is also
legal in the District of Columbia. In Utah, it
was considered legal only for 17 days because
the federal court decided not to allow it.
Before same-sex marriage can be
legalized in the Philippines, it needs to
undergo a complex process. It may be done
through the following:
1. Legislative changes in laws pertaining to
marriage;
2. Court decision based on the equality of
all citizens according to the Constitution;
or
3. Direct voting of citizens through ballot
initiative or referendum.
Same-sex marriage is not only a political
but also a social issue. This encompasses
human rights and civil rights. It is also a
religious issue in many countries, including
the Philippines. The debates surrounding
same-sex marriage continue in various parts
of the world. The LGBT are fighting for same-
sex marriage because they believe that tied
to this is their right to be awarded benefits
and services by the government, which are
given to married heterosexual couples and
their children. Aside from this, they will also
be given different kinds of legal protection
such as inheritance and the right to visit a
spouse in the hospital.
Same-sex marriage may take place
through a civil or religious ceremony. There
are many religions around the world that
permit same-sex marriage. Among these are:
Buddhism in Australia, the Church of Sweden,
Conservative and Humanistic Judaism, the
Episcopalian Church in the United States,
Druids, the Metropolitan Community Church,
the Quakers, the Unitarian Universalists,
the United Church of Canada, the United
Church of Christ, and Wiccans; this is likewise
supported by some progressive and modern
Christians, Moslems, Hindus, and Buddhists.
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Effects of Same-sex Marriage
Homosexual relations may be similar
to heterosexual relations in many ways.
Homosexuals also aspire to have a long-term
or lifelong partnership. They believe that
marriage can promote in their physical and
psychological well being.
It cannot be denied that many children
are now being raised by LGBT parents.
According to research, homosexual parents
are not very different from heterosexual
parents when it comes to their parenting
skills. Likewise, children of homosexual
parents do not exhibit any disadvantages or
defects compared to children of heterosexual
parents.
According to some critics of same-
sex marriage, the objective of marriage is
for the government to provide support for
childbearing, something that homosexuals
cannot accomplish. On the other hand, there
are people who believe that the children of
homosexuals should not be denied benefits
given to children of heterosexuals.
In the Philippines, the Catholic Church
and religion still wield a great influence on
the Filipinos’ views about same-sex marriage.
Many believe that homosexual relations are
immoral and sinful. Rev. Fr. Melvin Castro,
Executive Secretary of the CBCP Episcopal
Commission on Family and Life, announced
that the Church will never allow same-sex
marriage because it is believed that this will
complicate the lives of Filipinos, especially
when it comes to the question of morality.
Same-sex marriage continues to be
a sensitive issue in politics and society. The
government is very careful when it comes to
implementing laws regarding this because
many conservative Filipinos are against it. It is
important to consider whether or not this can
really be detrimental to our society, culture,
religion, should the law be passed.

A. Check (ü) the rights of homosexuals that are considered legal in our country and
cross out (x) those that are not.
____ 1. Recognition of a homosexual parent of an adopted child
____ 2. Homosexual activities
____ 3. Right to change one’s legal gender on documents
____ 4. Marriage of homosexual partners
____ 5. Allowing LGBT people to donate blood
____ 6. Enlisting in the military forces
____ 7. Surgery or changing one’s physical traits
____ 8. Legal protection against discrimination at work
____ 9. Recognition of homosexual partnerships
____ 10. Legal protection against hate speech

272
B. What arguments support same-sex marriage? What arguments are against it?
Complete the chart.
Same-sex Marriage
Pro Against

C. Analyze the factors that influence discrimination against members of the LGBT.
Create a graphic organizer based on your analysis.

Explain
Should discrimination against gender be avoided? Why? How? Cite at least three
evidences.
____________________________________________________________________
____________________________________________________________________

The term sex refers to a natural or biological trait. A person’s sex is determined
by genetic inheritance or physical makeup of a person’s anatomy.
Sexuality is the sexual identity, experiences, and attraction of a person. It is
part of the social life of humans.
Gender refers to a cultural aspect learned about sex. We acquire our ideas
about gender from the society we belong to and live in. These ideas and beliefs are
maintained and passed on through communication and studies.
The whole world faces several issues regarding sexuality and gender. In many
countries and cultures, the LGBT are not yet fully accepted nor respected. As such,
they continue to fight for their rights, including same-sex marriage. The Philippines
is one of the conservative countries that still oppose same-sex marriage as well as
the giving of additional rights to LGBT.
Women in many parts of the world likewise continue to experience
discrimination based on gender. Although women’s rights have already increased
over the years, many societies remain to be patriarchal, which is why males and
females still do not have the same job opportunities. The role of women is limited
to the home and, sadly, more women and homosexuals get abused as compared
to men.

273
 For more information about this topic, log on to www.rexinteractive.com in
order to access the Student’s Space of related websites.

A. According to the text read, write A if you agree with the statement and D if you disagree.
_____ 1. Equal rights are given by law to all citizens, whatever their gender.
_____ 2. Homosexual relations are more accepted in Asia than in Europe.
_____ 3. A person’s gender can be easily changed because of acceptance by society.
_____ 4. People’s views on homosexuality are influenced by the Church.
_____ 5. Filipino lawmakers are lobbying against the law on same-sex marriage.
_____ 6. Roles assigned to males and females change over the years.
_____ 7. At present, the roles played by different genders in the family and home are
no longer definite.
_____ 8. Homosexuality may be overcome through deep faith.
_____ 9. In Jewish countries, homosexuals may be sentenced to the death penalty.
_____ 10. Males enjoy more rights in many societies, even now at the present time.

B. Complete the chart about differing opinions about the issue of homosexuality.
Homosexuality
Arguments of Those Who Arguments of Those Who
Issue
Agree Disagree
1. Same-sex Marriage
2. Sex Change
3. Child Adoption
4. Use of in vitro fertilization
(IVF) of lesbians
5. Leadership in government

C. Discuss.
1. Why are there different views about homosexuality?
________________________________________________________________

2. How does religion influence people’s views about LGBT?

________________________________________________________________

274
 3. How do the LGBT people fight for their rights?
________________________________________________________________

4. How can you describe the present status of LGBT in the Philippines?
________________________________________________________________

5. How would our country be affected by allowing same-sex marriage?

________________________________________________________________

D. Explain your own views.

Are you in favor of same-sex marriage in our country? Why or why not? Explain your
views.
___________________________________________________________________
___________________________________________________________________

A. Check (ü) the column that describes your competency in performing the activities of the
lesson.
How capable are you in doing the Excellent Very Fair Needs
following activities? Satisfactory Improvement
1. Analyze the factors that cause gender
discrimination
2. Assess the part played by gender
roles in different fields and social
institutions (work, education, family,
government, and religion)
3. Compare the status of women,
lesbians, gays, bisexuals, and
transgenders in different countries
and regions
4. Analyze the effect of same-sex
marriage in countries where it is
permitted
5. Express views on same-sex marriage
in the country
6. Create a documentary that promotes
respect for the right of each citizen
to choose his or her own gender and
sexuality
7. Respond open-mindedly to different
ideas and values

275
B. Write what you have learned and still want to learn below.

1. What important concept or 2. What else do you want to learn?

realization did you learn from this Why?
lesson? ___________________________
___________________________ ___________________________
___________________________

3. Can you live out/apply what you

have learned? How?
___________________________
___________________________

? How can we promote respect for the rights of every citizen in choosing his
or her own gender and sexuality?

A. Choose an activity below which you like and answer the question above.
Activity 1 Activity 2 Activity 3
Create a play that advocates Create a visual presentation Create a documentary that
respect for the right of every promoting respect for the right promotes respect for the
citizen in choosing his or her of every citizen in choosing right of every citizen in
own gender and sexuality. Cite his or her own gender and choosing his or her own
documentary data in the play. sexuality. Show documentary gender and sexuality. Cite
data in your presentation. documentary data in your
speech.

B. Make sure that the activity is based on the criteria below for assessment.
Criteria
Creativity The work is innovative, original, and interesting
Message The message is very clear and meaningful.
Organization The content is consistently well organized.
Presentation The work provides all important details, development, and support.
Correctness of Data All the data are true, correct, and up-to-date.
Overall Impact The work is very persuasive and has great impact.

276
 Lesson 12

Reproductive Health Law

In this lesson, you are expected

to:
• explain the important provisions The Reproductive Health Law was
of the Reproductive Health Law; enacted in our country in 2012. Since then
• express one’s views and feelings and until now, it continues to be a major issue.
about the Reproductive Health What do you know about it?
Law; and
• participate effectively in civic life
by knowing how to stay informed
and understand governmental
processes.

Values:
Respect for others
Protection of life
Care for oneself
Health

Why is it an issue?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

? How can we promote care for the reproductive health of Filipinos?

277

One of the biggest issues women all over
the world face today is the need for proper
reproductive health care. This is because
aside from caring for and rearing children,
they face high risks involved in pregnancy
and childbirth. The issue of reproductive
health is often related to the issue of gender
inequality.
The Issue on the Reproductive Health Law
One of the most controversial issues in
the Philippines is the Reproductive Health
Law or the RH Law. It is also known as the
Responsible Parenthood and Reproductive
Health Act of 2012 (Republic Act No. 10354).
This law aims to promote the different forms
of contraception, sexual education, and
maternal care in the whole country.
Although everyone agrees about the
provisions of this law regarding maternal and
child health care, its provisions regarding the
giving of funds by the government and the
private sector for the distribution of birth
control or family planning devices such as
condoms, pills, and intrauterine devices
(IUDs) have caused widespread debate.
The government disseminated information
about the use of these devices in health
centers. to control the size of their families.
The passing of the RH Law has been very
controversial. There are differing opinions
about it not only among lawmakers but
also among teachers, churches or religious
institutions, politicians, and ordinary citizens.
Numerous demonstrations against this law
have been held in different parts of the
country.
Last March 2013, the Supreme Court of
the Philippines stopped the implementation
of the RH Law in response to the petition of
those who were against the law. Meanwhile,
last April 8, 2014, the Supreme Court
278
declared that the RH Law does not go against
the Constitution but eight of its provisions
were nullified by the court.
Source: www.gov.ph/2012/12/21/republic-act-
no-103594/
The History of Reproductive Health in the
Philippines
Here are some data from the Policy
Brief of the Senate of the Philippines entitled
Promoting Reproductive Health.
In 1967, President Ferdinand Marcos,
together with 12 other leaders of different
countries, signed the Declaration on
Population. This declaration stated that the
problem of overpopulation hinders long-term
economic progress.
• The Population Commission was
created in order to encourage citizens
Information and services on how to
decrease the fertility rate of citizens
were given by the commission.
• In 1967, the United States helped
in the programs of the Philippine
government to control population
growth. Since 1967, the US Agency for
International Development (USAID)
has funded 80% of the total supply of
family planning contraceptives in the
Philippines.
• Campaigns to control the population
through mass media, education, and
 programs of the United Nations and
USAID were also held.
In 1989, the Philippine Legislators’
Committee on Population and Development
(PLCPD) was created. This committee formed
public policies and legislation about managing
the populationas well as social and economic
growth.
In 2000, the Philippines signed the
Millenium Declaration (M.D.) and promised
to fulfill the promotion of health and gender
equality alongside with other Millenium
Development Goals by the year 2015.
In 2003, the USAID 33-year program
of distribution of free contraceptives in
developing countries ended. As a result,
the Philippines started looking for its own
funding for its program on contraception.
In 2004, the Department of Health
launched the Philippines’ Contraceptive
Self-reliance Strategy, whereby locally-made
contraceptives were distributed.
In 2010, the government, with the help
of USAID, promoted family planning.

Main Provisions of the RH Law

Republic Act No. 10354

December 21, 2012
S. No. 2865
H. No. 4244
Republic of the Philippines
Congress of the Philippines
Metro Manila
Fifteenth Congress
Third Regular Session
Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand
twelve.
[ REPUBLIC ACT NO. 10354 ]
AN ACT PROVIDING FOR A NATIONAL POLICY ON RESPONSIBLE PARENTHOOD AND
REPRODUCTIVE HEALTH
Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:
Section 1. Title. – This Act shall be known as “The Responsible Parenthood and Reproductive
Health Act of 2012.”
Section 2. Declaration of Policy. – The State recognizes and guarantees the human rights
of all persons including their right to equality and nondiscrimination of these rights,
the right to sustainable human development, the right to health which includes
reproductive health, the right to education and information, and the right to choose
and make decisions for themselves in accordance with their religious convictions,
ethics, cultural beliefs, and the demands of responsible parenthood.

279
 Pursuant to the declaration of State policies under Section 12, Article II of the
1987 Philippine Constitution, it is the duty of the State to protect and strengthen
the family as a basic autonomous social institution and equally protect the life
of the mother and the life of the unborn from conception. The State shall protect
and promote the right to health of women especially mothers in particular and of
the people in general and instill health consciousness among them. The family is
the natural and fundamental unit of society. The State shall likewise protect and
advance the right of families in particular and the people in general to a balanced
and healthful environment in accord with the rhythm and harmony of nature. The
State also recognizes and guarantees the promotion and equal protection of the
welfare and rights of children, the youth, and the unborn.
Moreover, the State recognizes and guarantees the promotion of gender
equality, gender equity, women empowerment and dignity as a health and human
rights concern and as a social responsibility. The advancement and protection
of women’s human rights shall be central to the efforts of the State to address
reproductive health care.
XXX
The State likewise guarantees universal access to medically-safe, non-abortifacient,
effective, legal, affordable, and quality reproductive health care services, methods,
devices, supplies which do not prevent the implantation of a fertilized ovum as
determined by the Food and Drug Administration (FDA) and relevant information
and education thereon according to the priority needs of women, children and
other underprivileged sectors, giving preferential access to those identified through
the National Household Targeting System for Poverty Reduction (NHTS-PR) and
other government measures of identifying marginalization, who shall be voluntary
beneficiaries of reproductive health care, services and supplies for free.

Section 3. Guiding Principles for Implementation. – This Act declares the following as
guiding principles:
(a) The right to make free and informed decisions, which is central to the exercise
of any right, shall not be subjected to any form of coercion and must be fully
guaranteed by the State, like the right itself;
(b) Respect for protection and fulfillment of reproductive health and rights which
seek to promote the rights and welfare of every person particularly couples,
adult individuals, women and adolescents;
(c) Since human resource is among the principal assets of the country, effective
and quality reproductive health care services must be given primacy to ensure
maternal and child health, the health of the unborn, safe delivery and birth
of healthy children, and sound replacement rate, in line with the State’s duty
to promote the right to health, responsible parenthood, social justice and full
human development;
(d) The provision of ethical and medically safe, legal, accessible, affordable, non-
abortifacient, effective and quality reproductive health care services and

280
 supplies is essential in the promotion of people’s right to health, especially
those of women, the poor, and the marginalized, and shall be incorporated as a
component of basic health care;
(e) The State shall promote and provide information and access, without bias, to
all methods of family planning, including effective natural and modern methods
which have been proven medically safe, legal, non-abortifacient, and effective in
accordance with scientific and evidence-based medical research standards such
as those registered and approved by the FDA for the poor and marginalized as
identified through the NHTS-PR and other government measures of identifying
marginalization…
(f) The State shall promote programs that: (1) enable individuals and couples to
have the number of children they desire with due consideration to the health,
particularly of women, and the resources available and affordable to them and
in accordance with existing laws, public morals and their religious convictions:
Provided, that no one shall be deprived, for economic reasons, of the rights
to have children; (2) achieve equitable allocation and utilization of resources;
(3) ensure effective partnership among national government, local government
units (LGUs) and the private sector in the design, implementation, coordination,
integration, monitoring and evaluation of people-centered programs to enhance
the quality of life and environmental protection; (4) conduct studies to analyze
demographic trends including demographic dividends from sound population
policies towards sustainable human development in keeping with the principles
of gender equality, protection of mothers and children, born and unborn and
the promotion and protection of women’s reproductive rights and health; and
(5) conduct scientific studies to determine the safety and efficacy of alternative
medicines and methods for reproductive health care development;
(g) The provision of reproductive health care, information and supplies giving priority
to poor beneficiaries as identified through the NHTS-PR and other government
measures of identifying marginalization must be the primary responsibility of
the national government consistent with its obligation to respect, protect and
promote the right to health and the right to life;
XXX
Section 14. Age- and Development-appropriate Reproductive Health Education. – The
State shall provide age- and development-appropriate reproductive health education
to adolescents which shall be taught by adequately trained teachers informal and
nonformal educational system and integrated in relevant subjects such as, but
not limited to, values formation; knowledge and skills in self-protection against
discrimination; sexual abuse and violence against women and children and other forms
of gender-based violence and teen pregnancy; physical, social and emotional changes
in adolescents; women’s rights and children’s rights; responsible teenage behavior;
gender and development; and responsible parenthood: Provided, that flexibility in
the formulation and adoption of appropriate course content, scope and methodology
in each educational level or group shall be allowed only after consultations with
parents-teachers-community associations, school officials and other interest groups.

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 The Department of Education (DepEd) shall formulate a curriculum which shall be
used by public schools and may be adopted by private schools.
XXX
Section 23. Prohibited Acts. – The following acts are prohibited:
XXX
(3) Refuse to extend quality health care services and information on account of the
person’s marital status, gender, age, religious convictions, personal circumstances,
or nature of work: Provided, that the conscientious objection of a health care service
provider based on his/her ethical or religious beliefs shall be respected; however,
the conscientious objector shall immediately refer the person seeking such care and
services to another health care service provider within the same facility or one which
is conveniently accessible: Provided, further, that the person is not in an emergency
condition or serious case as defined in Republic Act No. 8344, which penalizes the
refusal of hospitals and medical clinics to administer appropriate initial medical
treatment and support in emergency and serious cases;
XXX

Source: The provisions of the Responsible Parenthood and Reproductive Health Act of 2012 (Republic Act No.
10354) inhttp://www.gov.ph/2012/12/21/republic-act-no-10354/.

A. Create a history frame about the legal process and series of events that led to
the passing of the present Reproductive Health Law of the Philippines.

Explain

B. Explain your answer.

1. What are the three most important provisions of the RH Law?

___________________________________________________________

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 2. How does the Reproductive Health Law affect the following?
• Women ___________________________________________________
• Men _____________________________________________________
• Youth ____________________________________________________

3. Why are women more affected by the Reproductive Health Law?

______________________________________________________________

4. Why is the Reproductive Health Law controversial in the Philippines?

______________________________________________________________

Some Analyses of Issues Related to the
Reproductive Health Law
Having children greatly impacts the life
of a person, be it male or female. When a
person becomes a parent, he or she often has
to make sacrifices and becomes responsible
for his or her child. If people cannot control
the number of children, they will have
difficulties. They may not be able to properly
care for their children, and this may also
cause negative effects on a mother’s health
since she would need to allot a huge amount
of time to care for her children. Mothers lose
opportunities to succeed in their careers and
in other fields like education, politics, and
others. Having a small family as compared to
having a big one allows a mother to have more
opportunities to work and develop her own
skills and pursue her interests. If she has few
children, she needs not be tied to household
chores and she will also have more time to do
other worthwhile things for her family.
Preventing Pregnancy
According to studies, there are three
major issues related to controlling the size
of families, which women all over the world
face:
• The distribution and receiving of free
forms of birth control.
This is a worldwide issue as it is
said that as many as 150 million women
buy their own chosen form of birth
control.
• Cultural hindrances to birth control.
Religion plays a big role in this
aspect. There are people who believe
that the decision of when and how many
children women should have should be
made by themselves. Others believe
that such decisions must be made by
the church, males, and even the whole
clan.
• Safe abortion for cases of unwanted
pregnancy.
Maternal mortality, or death of
a mother in the process of abortion
or childbirth, is one of the leading
causes of death of women during the
child-bearing age. It is estimated that
500,000 women die every year due to
complications related to pregnancy
or childbirth while 68,000 women die
annually due to unsafe abortion.
Source: http://www.un.org/
millenniumgoals/2008highlevel/pdf/newsroom/
Goal%205%20FINAL.pdf

283
 Percentage of unplanned births worldwide as Causes of Unsafe Abortion
well as miscarriages and abortions (year 2008):
Deaths:
• 68,000 women worldwide die yearly
Complications:
• Acute Trauma
• Shock
• Weakening of the body and organs
• Infections
• Problem of conceiving in the future

Source:
The Global Epidemic of Unplanned Pregnancies – Impact and Possible Approaches to the Problem
www.figo.org

The Problem of Unwanted Pregnancy Worldwide

The study of Susheela Singh, et al. titled, Intended and Unintended Pregnancies
Worldwide in 2012 and Recent Trends, estimated that there are 213 million pregnancies
worldwide. About 40% of this or 85 million are unwanted pregnancies, 50% of this leads to
abortion, 13% end in miscarriage, and 38% result in unplanned birth. The biggest percentage
of pregnant women, about 190 million women, or 89% of all pregnancy cases worldwide,
come from the developing countries like the Philippines.

In the Whole World In the Philippines

• There was an estimated 213 million cases
of pregnancy in 2012, 119.7 million or
56% of these come from Asia.
• 85 million cases of unwanted pregnancy
were recorded; 50% of these involved
abortion in the year 2012.
• In 2008, 140 million women in developing
countries did not use any kind of
contraception.
• 75 million women use traditional and
ineffective means of contraception.
https://www.guttmacher.org/pubs/journals/j.1728-4465.2014.00393.x.pdf
• 14th largest population in the whole world
• Ranks 39th among the most densely
populated countries with a recorded
density of 335 per kilometer square
• It was estimated that there is 1.73%
increase in population according to data
gathered by the 2015 Census.
• One in ten women aged 15-19 are already
mothers or pregnant with their first child.
• In 2013, the total fertility rate of women
was at 3.20–2.0 among the rich and 5.9
among poor citizens.
• The fertility rate of women who were
able to finish college was 2.3 children per
woman while the fertility rate of women
who were able to complete elementary
was only 4.5.
• The projected population for the year
2020 is 111,784.6 according to PSA.
Sources: https://psa.gov.ph/
CIA World Factbook at UN Population Division

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The Issue of Abortion
Abortion refers to the voluntary removal of the unborn child from a mother’s womb.
This may be done through an operation, taking of medicine, massage, and other means. In the
Philippines, abortion is considered taboo because of its legal, religious, cultural, and societal
implications. Even if it is considered illegal in the Philippines, there are numerous reported
cases of women who undergo abortion due to unwanted pregnancy.
Here is the provision of the 1987 Philippine Constitution about mothers and their unborn
children:
Article II Section 12. The State recognizes the sanctity of family life and shall protect
and strengthen the family as a basic autonomous social institution. It shall equally
protect the life of the mother and the life of the unborn from conception. The
natural and primary right and duty of parents in the rearing of the youth for civic
efficiency and the development of moral character shall receive the support of the
Government.

When the Philippines was still under Spanish colonial rule, abortion was prohibited. This
is because the Catholic Church considers abortion as killing a person. Abortion was declared a
crime in the Penal Code of 1870. This law was also incorporated in the Revised Penal Code of
1930, under the American rule.
A woman who aborts her baby may be imprisoned up to six years. Anyone else who
participates in abortion, such as a doctor, midwife, or pharmacist may also be imprisoned up
to six years, suspended, and his/her license may be revoked.
There are cases when the Catholic Church supports abortion and this is when the life
of a mother is endangered because of a delicate pregnancy. However, the Constitution does
not have any specific provision regarding such cases. Under the Revised Penal Code, a mother
who decides to abort her child because her own life is in danger will not be sanctioned by law.
Even if abortion has long been illegal in the Philippines, thousands of Filipino women
continue to participate in it. According to 2008 data, there were up to 1,000 Filipino women
who died due to abortion, while 90,000 Filipino women suffered complications due to
abortion.

The Influence of the Catholic Church on the Issue of Abortion

The Catholic Church continues to hold a very big influence on society and politics since
majority of Filipinos are Catholics. This is despite the separation of church and state, as stated
in the Constitution. The Catholic Church is against abortion because it believes that human life
begins at conception inside the mother’s womb. In other words, the Catholic Church believes
that abortion is the same as killing a baby.
Because of this belief, there have been many cases of women needing medical services
related to abortion who were not attended to or were turned away by doctors or hospitals. In
these cases, the mother seems to be punished.
The influence of the Catholic Church leads many Filipinos to believe that a woman should
not get pregnant if she is not yet married or if she and her husband are not yet capable of
rearing a child. The only method of controlling family size which the Catholic Church supports
is natural family planning.
285
The Role of Government in Abortion
Abortion is becoming one of the problems the government needs to solve because the
lives of many women are endangered by it. The government launched a program for the
comprehensive sex education for the youth and large-scale distribution of contraceptives to
citizens through the program Prevention and Management of Abortion and Its Complications
(PMAC). Through this program, it is hoped that population growth will be controlled and
complications due to abortion will be avoided.
Recently, some Filipinos recommended that sex education be added into the Elementary
level since many Filipino youth are not able to reach the secondary level or high school. Sex
education aims to promote youth awareness regarding unwanted pregnancy. The Catholic
Church is against this recommendation because it believes that it is the parents’ responsibility
to teach their own children about sex.

Some Data about Abortion in the Philippines

• 400,000–500,000 cases of abortion every year (official numbers)
• Almost 800,000 cases of abortion (data fromWorld Health Organization or
WHO)
• 45% unwanted pregnancies (WHO)
• 70% unwanted pregnancies that result to abortion (WHO)
• 1 out of every 4 pregnancies result to abortion (Pro-life Philippines)
• Up to 100,000 women are involved in unsafe abortion and are hospitalized
every year (DOH)
• 17% of cases of unsafe abortion involve teenagers and child mothers
• 1.85% growth rate of population of our country (2010 Census - rate of increase)
• 35% of married couples use contraceptives
• 36% Filipina women get pregnant before they are married: WHO
• 4 out of every 5 cases of abortion is due to poverty (study of the University of
the Philippines)
• Women who participate in abortion may be imprisoned up to six years.
Source: www.nytimes.com

Government Programs
The past presidents of the Philippines launched different programs to solve the problem
of population growth:
• President Ferdinand Marcos – systematic distribution of contraceptives to the
whole country
• President Corazon Aquino – gave married couples the right to decide on how many
children they would like to have

286
• President Fidel V. Ramos – promoted population management instead of population
control
• President Joseph Estrada – promoted different means of lowering fertility rate
• President Gloria Macapagal-Arroyo – supported natural family planning alongside
open selling of contraceptives in the whole country
• President Benigno Aquino III – promoted responsible parenthood and passed
the Reproductive Health Law; advocated teaching parents about fulfilling their
responsibilities, and giving contraceptives to those who ask for it

A. Compare the views of the Catholic Church and the government about abortion
using a graphic organizer.

Explain

B. Explain your answer.

1. According to the Revised Penal Code and the Catholic Church, when can
abortion be permitted?
____________________________________________________________
2. Do you agree with the Catholic Church’s view regarding abortion? Why/
Why not?
If you belong to another sect or religion, how does your own religion view
abortion?
____________________________________________________________

3. Appraise our government’s programs about reproductive health. Are they

sufficient? Why?
____________________________________________________________

287
Views of Those Who Support the RH Bill (Pro-RH)
• Providing Sex Education for the Youth
One of the provisions of the Philippine RH Law is the giving
of reproductive health and sexuality education to the youth,
beginning at the fifth grade of elementary until the final year of
high school. This is one of the controversial provisions which the
Catholic Church opposes but many Filipino educators agree with.
On one hand, there are Filipinos who believe that teaching
students about sex and sexuality will help them form a “normal
and healthy view about sex.” On the other hand, the Catholic
Bishops’ Conference of the Philippines (CBCP) believe that
teaching the youth about sex is a right and responsibility of parents (Sangguniang Laiko
ng Pilipinas, 1999).
In 2006, the Department of Education or DepEd prepared a module about sex
education. The CBCP disagreed with this, and as a result of this debate, the module
was not fully approved. Though there are schools which included sex education in their
curriculum, many did not follow suit.
When the Reproductive Health and Development Act of 2008 was proposed, the
debate about sex education resurfaced. Among the provisions of this act was reproductive
health education for the youth (Lagman, 2008). As stated earlier, the Catholic Church is
against the RH Bill because church people consider it as “anti-life” and they also believe
that sex education promotes pre-marital sex (PMS).
Meanwhile, those who are in favor of giving sex education to the youth believe that
this can help solve the growing problem of teenage pregnancy. According to the Young
Adult Fertility and Sexuality Study (YAFS), cases of PMS and teenage pregnancies among
Filipinos steadily increased from 1994 to 2002.
According to the study of Sobritechea, et al. (2005), unplanned pregnancy causes
many young girls to drop out of school. Based on the study of the Demographic Research
and Development Foundation, Inc. (2004), young people lack knowledge regarding
reproductive health. Only 18% of females and 21% of males seek help regarding
problems related to reproductive health. Their knowledge regarding the deadly sexually
transmitted disease AIDS is also insufficient since 73.4% of the respondents believe that
they cannot get it through sexual activities while 27.8% wrongly believe that it can be
cured.

• Help for the Poor

Supporters of the RH Law say that it can help poor families because it empowers
citizens to make decisions about the number of children they would like to have and can
raise. The School of Economics of the University of the Philippines published two reports
related to this view: Population and Poverty: the Real Score (2004) and Population,
Poverty, Politics, and the Reproductive Health Bill (2008). These studies revealed that
the problem of poverty worsens due to rapid population growth and high fertility rate,
especially among the marginalized or poor.

288
 Study the chart below. It shows data about the relationship between poverty and number
of children or family size. It can be seen that poorer families have more children.

Poverty Incidence based on Number of Children

In his study Population and Poverty, Aniceto Orbeta, Jr. discovered that 57.3% of Filipino
families who have seven children live in dire poverty while only 23.8% of families with just two
children experience poverty.
Studies have revealed that bigger families more often experience poverty as compared to
smaller families. When family size is smaller and the spaces between children are far, parents
are able to provide for the needs of their children, including nutrition, health, and education.
Studies have shown that 44% of pregnancies among the poorest citizens were unplanned.
Aside from this, 41% of the poorest Filipinas do not use any form of contraceptive due to lack
of information about itor lack of money to pay for it. Likewise, 22% of poor married women
do not wish to get pregnant again and yet they still do not subscribe to any form of family
planning.
The World Health Organization (WHO) considers
Possibility of Deaths
contraception as a safe and essential medicine. It
ensures that different forms of contraception will help 1. Using contraceptive pills – 1 in
every 200,000
decrease the rate of abortion cases in the Philippines
just like in other countries. 2. Vasectomy – 1 in every 1 million
3. Using IUD – 1 in every 10 million
Still according to WHO, the dangers related to
4. Pregnancy – 1 in every 1000
using contraceptives are less compared to dangers
which may be caused by pregnancy. The possibility of
a woman dying due to use of birth control pills for a year is only 1 in every 200,000 cases. The
risk of death due to vasectomy is 1 in every 1 million, while the risk of death due to using IUD
is 1 in every 10 million. These statistics are far from that of the risk of maternal death due to
pregnancy, which stands at 1 in every 10,000 cases.

289
• Promoting Health
According to supporters of RH Law, the law can greatly help Filipino citizens by:
– improving the health and nutrition of mothers, infants, and children;
– promoting breastfeeding;
– improving the health of youth and adolescents;
– controlling and managing infection in the reproductive tract, HIV/AIDS,and other
sexually transmitted diseases;
– treating cancers of the breast and reproductive tract;
– encouraging participation of males in issues related to reproductive health;
– giving advice regarding sexual and reproductive health;
– providing information about natural and modern methods of family planning;
– educating the youth about reproductive health;
– providing help for post-abortion complications;
– preventing and treating infertility; and
– alleviating violence against women.
There are also Catholics who support the RH Law. Among them are 14 professors of
the Ateneo De Manila University, a prominent Catholic university. They released a statement
supporting the RH Bill, in which they expressed their argument regarding the miserable
condition of poor Filipinos. Below is an excerpt of what they said in Catholics Can Support the
RH Bill in Good Conscience:

We, individual faculty of the Ateneo de Manila University, call for the immediate
passage of House Bill 5043 on “Reproductive Health and Population Development”
(hereafter RH Bill) in Congress. After examining it in the light of Philippine social realities,
and informed by our Christian faith, we have reached the conclusion that our country
urgently needs a comprehensive and integrated policy on reproductive health and
population development, as provided by the RH Bill.
We also believe that the provisions of the bill adhere to core principles of Catholic
social teaching: the sanctity of human life, the dignity of the human person, the
preferential option for the poor and vulnerable, integral human development, human
rights, and the primacy of conscience.
As Catholics and Filipinos, we share the hope and mission of building a Church of
the Poor. We are thus deeply disturbed and saddened by calls made by some members
of the Catholic Church to reject a proposed legislation that promises to improve the
wellbeing of Filipino families, especially the lives of women, children, adolescents, and
the poor.

Source: http://www.abs-cbnnews.com/views-and-analysis/10/22/08/catholics-can-support-rh-bill-good-
conscience-0

As a response to the statement of these educators, the Ateneo administration said that
the university continues to support the teachings of the Catholic Church and, thus, disagrees
with the contents of the RH Law.

290
View of Those Who Oppose the RH Bill (Anti-RH)
Those who are against the RH Bill claim that the law only focuses on reproductive
health and controlling population growth while there are so many other more serious health
problems Filipinos face, such as contagious diseases, infections, and heart ailments. They
believe that the country’s limited funds must be spent on these.
Some believe that the continuous distribution of contraceptives encourages many to
have sexual intercourse without limits. The RH Bill also allows abortion. All these, according to
the Catholic Church, go against church teaching and promote immorality.
Source: http://www.scribd.com/doc/130656422/Advantages-and-Disadvantages-of-RH-BILL#scribd

• The Stand of the Catholic Church

Here is an excerpt from of the letters published by the CBCP about the RH Bill.

CHOOSING LIFE, REJECTING THE RH BILL (A Pastoral Letter of the Catholic Bishops’
Conference of the Philippines)
Our Filipino Brothers and Sisters:
XXX
What We Specifically Object to in the RH Bill
Advocates contend that the RH bill promotes reproductive health. The RH Bill certainly
does not. It does not protect the health of the sacred human life that is being formed or
born... Moreover, scientists have known for a long time that contraceptives may cause
cancer. Contraceptives are hazardous to a woman’s health.
Advocates also say that the RH bill will reduce abortion rates… prevalent contraceptive
use sometimes raises the abortion rate. In truth, contraceptives provide a false sense of
security that takes away the inhibition to sexual activity. Scientists have noted numerous
cases of contraceptive failure. Abortion is resorted to, an act that all religious traditions
would judge as sinful. “Safe sex” to diminish abortion rate is false propaganda.
Advocates moreover say that the RH bill will prevent the spread of HIV/AIDS. This goes
against the grain of many available scientific data. In some countries where condom
use is prevalent, HIV/ AIDS continues to spread. Condoms provide a false security that
strongly entices individuals towards increased sexual activity, increasing likewise the
incidence of HIV/AIDS. “Safe sex” to prevent HIV/AIDS is false propaganda.
Advocates also assert that the RH Bill empowers women with ownership of their own
bodies. This is in line with the post-modern spirit declaring that women have power over
their own bodies without the dictation of any religion. How misguided this so-called
“new truth” is! For, indeed, as created by God our bodies are given to us to keep and
nourish. We are stewards of our own bodies and we must follow God’s will on this matter
according to an informed and right conscience...
Advocates also say that the RH bill is necessary to stop overpopulation and to escape
from poverty. Our own government statistical office has concluded that there is
no overpopulation in the Philippines but only the over-concentration of population
in a number of urban centers... renowned economic scholars, including economic
Nobel laureates, who have found no direct correlation between population and
poverty… population is not the cause of our poverty. The causes of our poverty are:

291
 flawed philosophies of development, misguided economic policies, greed, corruption,
social inequities, lack of access to education, poor economic and social services, poor
infrastructures, etc… for our country to escape from poverty, we have to address the real
causes of poverty and not population.
Source: http://cbcponline.net/v2/?p=1151

• The use of contraceptives causes various diseases.

According to the Philippine Medical Association (PMA),
the fund worth millions which is allotted for the purchase and
distribution of contraceptive devices should be better spent on
the training of health workers on how to decrease maternal and
child mortality in the country. The PMA added that contraception
may cause health dangers to mothers like high blood pressure,
stroke, and some forms of cancer.
• Overpopulation is not the root of poverty.
Individuals who are against the RH Law say that it is wrong to believe that the big
population is the cause of poverty among Filipinos. According to a study by the Rand
Corporation in 2003, there is no strong evidence proving that population growth hinders
the economic growth of a country. In fact, having a big population may even help a
country’s economy to grow.
Roberto de Ocampo, former Finance Secretary, said that the citizens themselves
worsen the problem of poverty in the country. This is caused by corruption and ineffective
governance. Some proposed alternative solutions to the problem of poverty are: removal
of pork barrels and stricter collection of taxes.

A. How do people’s views about the RH Law differ? Fill in the chart below.
Views About the RH Law
Pro-RH Anti-RH

Which view do you agree with? Why? _______________________________

______________________________________________________________

B. Explain your answer.

Will the RH Law have or promote good effects?
______________________________________________________________
______________________________________________________________

292
 The Responsible Parenthood and Reproductive Health Act of 2012 (Republic Act No.
10354) is a Philippine law which ensures that forms of contraception, sex education, and
maternal care will be promoted in the whole country.
The passing of the Reproductive Health Law has been very controversial. There are
differing opinions about this not only among lawmakers but even among educators, religious
institutions, other politicians, and citizens. Numerous demonstrations against the law have
been conducted in different parts of the country, indicating that the culture and religion of
many Filipinos remain conservative.
Although everyone agrees about the provisions of the Reproductive Health Bill regarding
maternal and child care, there is a big debate about its provision to allot funds from the
government and private sector for the distribution of birth control or family planning devices,
such as condoms, pills, and intrauterine devices (IUDs).
In March 2013, the Supreme Court of the Philippines stopped the implementation of the
RH Law as a response to the challenges against it. In April 8, 2014, the Supreme Court declared
that the law is not unconstitutional but eight of its provisions were removed or changed by the
court of law.
The issue about the Reproductive Health Law is deeply connected to problems in
Philippine society, such as abortion, teenage pregnancy, pre-marital sex, maternal mortality,
and even poverty.

For more information about this topic, log on to www.rexinteractive.com in order

to access the Student’s Space of related websites.

A. Check (ü) the statement if it is correct. Cross it (X) if it is wrong.

_____ 1. The issue of reproductive health is related to the gender inequality issue.
_____ 2. Filipinos with smaller families enjoy economically better lives than those with
big families.
_____ 3. Abortion is openly done in the Philippines.
_____ 4. Most of those who participate in abortion are married women who do not
wish to have any more children.
_____ 5. The Catholic Church supports the traditional way of giving sex education.
_____ 6. The Church believes that parents should be the one to teach the youth about
sex.
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 _____ 7. Cases of unplanned pregnancies are less in the Philippines as compared to
other countries.
_____ 8. Filipinos agree on the provision of the RH Law regarding maternal and child
care.
_____ 9. Sex education is being given in our country.
_____ 10. Filipinos are one in the belief that overpopulation is the root of poverty.

B. Discuss.
1. Why is it important to know government processes and programs?
___________________________________________________________________
2. Do you participate in solving social issues? How effective are you in doing this?
___________________________________________________________________
3. Why does the Reproductive Health Law continue to be an important issue?
___________________________________________________________________

C. Express your personal views about the following. Justify your answers.
1. Family Planning
___________________________________________________________________
2. Contraception
___________________________________________________________________
3. Abortion
___________________________________________________________________
4. Sex Education
___________________________________________________________________
5. Pre-marital Sex
___________________________________________________________________

A. Check (ü) the appropriate column to rate your competencyin performing the activities in
this lesson. Rate 4 as the highest or most competent and 1 as the lowest or needs help.
How well did you perform these? 1 2 3 4
1. Explaining the important provisions of the
Reproductive Health Law
2. Expressing one’s own views regarding the
Reproductive Health Law
3. Participating effectively in civic life by knowing
how to stay informed and understanding
government processes

294
 B. Write what you have learned and what you still want to learn below.
1. What important realization did you learn from this lesson?
__________________________________________________________________
2. How can you apply what you have learned to improve—
• yourself? __________________________________________
• your community? __________________________________________
• your country? __________________________________________

? How can we promote care for the reproductive health of Filipinos?

A. Choose an activity below which you like and answer the question above.
Activity 1 Activity 2 Activity 3
Write a position paper Prepare for a debate (choose Draw a cartoon which shows
explaining views on how you a side) where views and how you can effectively
can effectively participate arguments of Pro- and Anti- participate in promoting care
in promoting care for the RH Law will be expressed. for the reproductive health of
reproductive health of Filipinos.
Filipinos.

B. Assess the activity you did according to the criteria below.

Criteria
Content Has logical progression of ideas and supporting information.
Message/Relevance Message is very clear and relevant.
Organization The ideas are well organized; cause-and-effect relationships are
logically presented.
Accuracy of Data The data are accurate and and verifiable.
Impact Messages are persuasive and have great impact.

295
 Lesson 13

Prostitution and Abuse

In this lesson, you are expected to:

• discuss the causes of prostitution
What do you think or know about
and abuse;
prostitution? Write it in the .
• analyze the effects of prostitution
and abuse to the life of a person
on the community and the
country;
• recommend ways to solve the
problem of prostitution and
abuse in one’s own community
and country; and
• interpret information and draw
conclusions based on the best
analysis.

Values:
Respect for others
Protection of human rights
Fairness

Have you heard any stories or news

about prostitution? What are your views
about this? Write them below.
___________________________________________________________________________
___________________________________________________________________________
In your opinion, what problems are related to prostitution?
___________________________________________________________________________
___________________________________________________________________________

? How can we help solve the problems of prostitution and abuse in our
community and country?

296

The term prostitution is often associated
with words like “pleasure,” “hostess,” “sex
worker,” “guest relations officer” (GRO),
“escort service,” and “human trafficking.”
What does prostitution truly mean?
According to the Merriam Webster
Dictionary, prostitution is “the simple use of a
person’s body in order to earn money.” It is an
accepted business in some states in America,
like in Nevada, and also in some countries
like Japan. It requires strict regulations
through legislation for all those involved in
the business. Prostitution has been hailed
as the oldest profession in the whole world
because its roots can be traced to the ancient
civilizations of Mesopotamia, Greece, Rome,
and even China and Japan.
Because of incidents related to
discrimination and human rights abuse of
men, women, and youth, prostitution is said
to be one of the significant issues that affect
our country’s economy and society.
In some parts of Metro Manila, signs
of prostitution can easily be seen. There is
a growing number of nightclubs and pub
houses beside massage or sauna services,
motels and hotels, gay bars, escort services,
and others. Prostitution is also widespread
on the Internet in the form of porn sites and
other sex sites, which promote cyber sex and
phone sex. Because of all these facilities and
opportunities, many poor Filipinos are enticed
to participate in prostitution. According to
Jill Bauer and Ronna Gradus, director of a
documentary about cyber prostitution in the
United States, one of the probable causes
why many young men and women resort
to prostitution is the need to have money.
The speedy upload of videos in websites in
the Internet is also one of the reasons why
prostitution fluorishes today.
Our laws prohibit prostitution.
According to the provisions of the Anti-
trafficking in Persons Act of 2003, anyone who
participates in prostitution may be punished
up to lifetime imprisonment. Senator Pia
Cayetano said in her Anti-prostitution Act of
2010 that there are around 800,000 Filipinos
being abused in the country in the year 2005
due to prostitution. Although numerous
reports have said that prostitution negatively
affects our country, it continues to fluorish
in various parts of the Philippines. What
drives people to engage in prostitution? An
American psychologist, Allan Schwartz, Ph.D.,
enumerated some reasons:
1. It is easy to earn big money in
prostitution. In his paper titled, Why Do
Women Become Prostitutes and Why
Do Men Go To Them?, Schwartz wrote
that prostitution becomes a venue
where women can sell their bodies to
men at a price they can pay and in the
span of a very short time. Women are
motivated to engage in such activities
because many men are willing to pay for
temporary pleasure. For women studying
in universities, prostitution becomes a
means to earn money to cover school
tuition and fees.
2. It is a business. Because prostitution
generates money quickly, entrepreneurs
who are engaged in it do their best
to enhance the business by scouting
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 for beautiful women and men who it is not entirely eradicated because people,
are capable of paying the right price. especially women and children, continue to
Schwartz added that this is the beginning resort to it due to poverty. Because of this
of a business owner’s abuse of both unfortunate reality, women prostitutes are
women and men involved in the business the primary causes of spread of diseases
of prostitution. among foreigners. This usually happens in
3. Some of those involved in the business Uganda, Kenya, and Tanzania.
are used to a culture of abuse. Since In Asia, there are also differing views
some of the women and men involved about prostitution. It is legal in India,
in prostitution grew up in the world of Singapore, and Indonesia. In Japan, the
prostitution, they think that they are government recognizes it and people highly
used to it and that they cannot anymore accept it. Items related to prostitution
find other means of livelihood. may be sold and bought freely while cyber
sex and porn sites can easily be accessed
4. It is a way out of poverty. Prostitutes
on the Internet. In China, prostitution is
earn money quickly and easily. They
prohibited yet it remains widespread. Though
erringly believe and hope that they can
prostitution is not accepted in Thailand,
easily uplift their lives and come out of
people tolerate it and lawmakers are currently
poverty.
creating laws to increase regulations. In
other countries in Asia like Cambodia and
The Worldwide Scenario of Prostitution South Korea, prostitution is prohibited, but
because of poverty, many women and youth
People’s attitude about prostitution are persuaded to engage in it in order to earn
differs in various parts of the world. In some money.
parts of the world, it is seen as a business
that needs stricter regulations because it In Europe, countries like the United
contributes to the economy. Some countries Kingdom, France, Austria, Denmark, Italy,
Finland, Portugal, and Ireland have already
do not allow it because it is connected to
legalized prostitution, but this does not
problems like human rights abuse, spread of
cover the establishment of businesses that
diseases, moral and cultural degradation, and
promote it. In some member countries of
collapse of families.
the European Union, a woman may offer
There are countries which impose the herself for temporary pleasure, but she may
death penalty on those proven to be involved not be sold by another individual for money.
in prostitution while other countries give In Switzerland, Belgium, Germany, and the
freedom to those who engage in prostitution Netherlands, both prostitution and brothel
because it contributes financially to a person’s ownership are legal. In other countries like
life. the United Kingdom, anyone who forces a
In the African countries of Ethiopia and woman or a child to sell herself is punished
Senegal, prostitution is legal. On the other according to law. In Germany, brothels are
hand, it is illegal in countries in South Africa open for men who are looking for temporary
like Angola, Uganda, Suriname, and Rwanda. pleasure. Study the pie graph and the table on
It is not allowed in these countries because the next page. You may also visit the website
listed below for additional information.
of its negative effects on society, such as the
spread of HIV, decline of morality, and poverty.
Even if laws were created to stop prostitution,

298
 Percentage of Countries with Legal, Illegal, and Limitedly
Legal Prostitution (of the 100 countries)
Source: http://prostitution.procon.org/view.
resourcephp?resourceID=000772

Prostitution in Amsterdam where sex workers can take

up violence prevention courses (Keystone)

Source: http://www.swissinfo.ch/eng/making-prostitu-
tion-safer/31064024

ü Legal in 49; – Limited Legality in 12; X Illegal in 39; Total: 100

1. X Afghanistan 26. üCzech Republic 51. ü
Israel 76. ü
Portugal
2. X Albania 27. ü
Denmark 52. ü
Italy 77. X Romania
3. X Angola 28. X Dominica 53. X Jamaica 78. X Rwanda
4. X Antigua and 29. ü
Dominican Republic 54. – Japan 79. X Saint Kitts and Nevis
Barbuda
Ecuador
30. ü 55. X Jordan 80. X Saint Lucia
5. ü
Argentina
31. X Egypt 56. X Kenya 81. X Saint Vincent and
6. ü
Armenia Grenadines
El Salvador
32. ü 57. X Korea, North
7. – Australia 82. X Saudi Arabia
Estonia
33. ü 58. X Korea, South
8. ü
Austria 83. ü
Senegal
Ethiopia
34. ü 59. ü
Kyrgyzstan
9. X Bahamas 84. ü
Singapore
Finland
35. ü 60. ü
Latvia
10. – Bangladesh 85. ü
Slovakia
France
36. ü 61. X Liberia
11. X Barbados 86. X Slovenia
Germany
37. ü 62. X Lithuania
12. ü
Belgium 87. X South Africa
Greece
38. ü 63. ü
Luxembourg
13. ü
Belize 88. – Spain
39. X Grenada 64. – Malaysia
14. ü
Bolivia 89. X Suriname
40. ü
Guatemala 65. X Malta
15. ü
Brazil 90. – Sweden
41. X Guyana 66. ü
Mexico
16. – Bulgaria 91. ü
Switzerland
42. X Haiti 67. ü
Netherlands
17. X Cambodia 92. X Thailand
43. ü
Honduras 68. ü
New Zealand
18. – Canada 93. X Trinidad and Tobago
Hungary
44. ü 69. ü
Nicaragua
19. ü
Chile 94. ü
Turkey
45. – Iceland 70. – Norway
20. X China (including 95. X Uganda
46. – India 71. ü
Panama
Taiwan)
96. X United Arab
Indonesia
47. ü 72. ü
Paraguay
21. ü
Colombia Emirates
48. X Iran 73. ü
Peru
22. ü
Costa Rica 97. ü
United Kingdom
49. X Iraq 74. X Philippines (including Scotland)
23. X Croatia
Ireland
50. ü 75. ü
Poland 98. – United States
24. X Cuba
99. ü
Uruguay
25. ü
Cyprus
Venezuela
100. ü

299
Prostitution in the Philippines
According to Prof. Rene Ofreneo of UP SOLAIR,
prostitution is a part of our history. This profession has
been around ever since thetime of Spanish colonization.
In the year 1898, during the presidency of Emilio
Aguinaldo, Filipina prostitutes were given constitutional
freedom. Aguinaldo implemented a law regarding weekly
examination of prostitutes to ensure that they did not
suffer from sexually transmitted diseases.
Prostitution continued to fluorish in the Philippines
when the Philippine-American war commenced in the
year 1899. This was brought on by American soldiers’
need to satisfy their sexual needs and by the need of
Filipinas to earn money. This industry continued until the Japanese occupation during World
War II. Brothels proliferated in the country because Americans, Japanese officials, and even
Filipinos made them into businesses.
Here is an excerpt from the published study of the Coalition Against Trafficking in
Women-Asia Pacific (CATW-AP):

PHILIPPINES: 300,000 women in prostitution and 75,000 prostituted children.

“Entertainment” is the main channel, but a range of establishments from dirt-floor beer
houses to karaoke clubs to beach resorts to expensive health clubs provide prostitution
for men of every class. Government policies favor the export of entertainers and domestic
helpers that put women at risk of sexual exploitation. Further, government approval
of “R and R” privileges for the US navy sustains a system and infrastructure of military
prostitution. Of the 200,000 or so streetchildren in the Philippines, about 60,000 sell their
bodies. (Asiaweek, February 7, 1997)
Source: https://catwap.wordpress.com/programs/research-documentation-publications/facts-and-statistics/

Here is an excerpt from the Factsheet: Child Trafficking in the Philippines published by
the UNICEF:

Factsheet: Child Trafficking in the Philippines

The island of Mindanao has become one of the trafficking hotspots because of armed
conflict. Children are trafficked to major cities and neighboring countries, particularly
Malaysia.
Trafficking victims are promised jobs such as domestic helpers or entertainers.
Unware of the dangers ahead, children often have their own aspirations of wanting to see
the big cities, helping their siblings and family, acquiring material gains, going to Japan as
“entertainers,” and improving their physical appearance.

300
 Children are commonly trafficked for exploitation in the sex trade—an estimated
60,000 to 100,000 children in the Philippines are involved in prostitution rings. There is
a high incidence of child prostition in tourist areas. An undetermined number of children
are forced into exploitative labor operations.
Among the main causes of child trafficking in the Philippines are poverty, low
economic development in communities of origin, gender inequalities, limited employment
opportunities, existence of and access to public infrastructure (roads, schools, health
centers, etc), large family sizes, inadequate awareness among families, and sex tourism.

Source:http://www.unicef.org/protection/files/ipulocaltrafficking.pdf

At present, different statistics are released by various sources but all of them are big
numbers, an indication that many Filipinos are involved in prostitution and, if not properly
regulated, will cause many problems to our country. In the Anti-prostitution Act or Senate Bill
No. 2341 proposed by Sen. Pia Cayetano, she cited that up to 800,000 (majority female) in the
Philippines are abused due to prostitution.
According to data gathered by the newspaper Manila Times, there has been a 10%
increase in the number of female prostitutes from the year 1997 to 2000. This number grew
even more and reached 20% from the year 2005 to the present. From an economic perspective,
if the income of all prostitutes in the country is tallied, it will reach 8 billion dollars or more, a
visible indication that it is a lucrative industry.

Causes of the Proliferation of Prostitution in the Philippines

The following are some of the causes of prostitution in the Philippines according to non-
government organizations (NGOs), which work for the prevention of prostitution:
The most apparent causes of prostitution are: Other related causes of prostitution are:
• poverty; • coming from a dysfunctional family;
• unemployment or lack of job opportunities; • being duped by recruiters;
• experience of physical or sexual abuse; • pornography;
• addiction to drugs and other vices; and • tourism that exploit women; and
• peer influence. • social and church indifference to the reality of
prostitution.
Poverty is the leading cause of prostitution. Because of poverty, many Filipinos aspire
to work abroad, but sadly, they become victims of illegal recruiters and are forced into sex
slavery. Sex slavery is also one of the root causes of abuse of women and youth.

301
 1

A. Fill out the pyramid about prostitution.

1. Leading cause of prostitution
2, Usual victims of prostitution
3. Places in the Philippines where prostitution takes place
4. Countries where prostitution is prohibited and not legalized
5. Definition of prostitution
_____________
_____________ _______________
_____________ _____________ _____________
_____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________ ______________
Explain

B. Explain your answers.

1. How would you describe the history of prostitution in the Philippines?
____________________________________________________________

2. How would you describe prostitution in the Philippines at present?

____________________________________________________________

3. What are the three most common causes of prostitution in the Philippines?
____________________________________________________________
____________________________________________________________
____________________________________________________________

Elaborate

C. Is there proof of prostitution in your own city or province? Cite evidences to

support your answer.
_________________________________________________________________
_________________________________________________________________

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Reported Abuse of Women Involved in
Prostitution
In Jean Enriquez’s Documenting Cases
of Violence Against Women, she wrote: “In
the study of the Coalition Against Trafficking
in Women–Asia Pacific (CATW-AP), they
researched on cases of human trafficking,
which were reported to government agencies
in the year 2003. These studies were
conducted in order to help in the pending
cases of trafficking in various parts of the
country.”
Some cases of human trafficking were
reported to NGOs rather than to government
agencies. The numbers reached 287 from
June 2006 until May 2007. Among all the
victims, 212 or 73.86% were unmarried while
76 o 35.85% have dependents. Women who
often become victims of human trafficking
belong to indigenous groups who are looking
for employment in different places, including
B’laan, T’Boli, Maranao, Mandaya, Badjao,
Samal, Manobo, and Lumad.
Cases of human trafficking continue,
especially in provinces. Women are lured into
prostitution from rural areas going to NCR,
Laoag, Cabanatuan, Dagupan, Olongapo,
Angeles, Batangas, Cavite, Cebu, General
Santos, Kidapawan, Davao, and Zamboanga.
Some of them are directly hired as prostitutes
while others are hired as domestic helpers.
Cases of human trafficking have also
been reported in other countries like Taiwan,
Saudi Arabia, the United Arab Emirates, and
Syria. In Mindanao, there were 10 reported
cases in Davao and the recruiters were
women who themselves became victims of
relatives. Out of 287 victims, 149 were able to
identify the suspects. Most of these suspects
are their pimps or recruiters. Others involved
in such activities include bar owners, and
sometimes, even prominent or influential
members of society.
Source: http://www.nscb.gov.ph/ncs/10thNCS/papers/
invited%20papers/ips-21/ips21-01.pdf

Examine the chart below of different kinds of abuse presented by the Philippine Human
Development Report in 1997.

Forms of Abuse in the Philippines in the Year 1997

Forms of Abuse

Number of Victims

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 There is a big percentage of reported cases of physical abuse followed by sexual
abuse.
Women who are abused are of different ages. According to the reported cases, most of
them are aged 18 to 24.
Ages of Victims of Abuse in the Philippines in the Year 1997
Age of Victims

Number of Victims

Based on the report of Philippine Human Development in 2007, most victims of abuse
are in the elementary, high school, and college levels.

Educational Attainment of Victims in the Philippines in the Year 1997

Educational Attainment

Number of Victims

Work of Victims in the Philippines in the Year 1997

Work of Victims

Number of Victims

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 Reasons Why Victims Did Not Report Cases of Abuse in the Year 1997
Reaons

Number of Victims

In order to help victims of abuse and prostitution, the government and other organizations
created some programs.

Facilities and Programs for Women against Violence

1. Haven – This is the Crisis Intervention Unit of the Department of Social Welfare and
Development, which temporarily cares for and houses female victims of abuse.
2. Women and Children Protection Units – It designated the Department of Health
(DOH) in 39 hospitals in the whole country, which serves for 24 hours in delivering
comprehensive health care.
3. University of the Philippines – The Philippine General Hospital (UP-PGH) Women’s
Desk, together with DOH, created a program and training for doctors in the Women
and Child Protection Unit (WCPU) in order to respond to the needs of women and
youth who have survived violence.
4. Philippine Judicial Academy (PHILJA) – It holds seminars about gender awareness for
prosecutors and judges, including the five pillars of the justice system.
5. Bantay Cinema Youth Network– It serves as a monitoring team in different localities.
6. National Commission on the Role of Filipino Women (NCRFW) – The national
commission promotes the development and policy-advisory for womenas well as
reminders about gender focused on preventing violence against women, particularly
in leading areas of abuse; coordinated the campaign, “16 days of activism on violence
against women.”
7. Community-based Approach to Violence Against Women (Combat-VAW) – It led
the Women’s Legal Bureau and Harnessing Self-reliant Initiatives and Knowledge
(HASIK)
8. The Women’s Crisis Center (WCC) – It is the first crisis center for victims who escaped
abuse, which are given an average monthly budget of Php 6,083.30 for food and
transportation, medical assistance, therapy, utilities, and other personal needs like
toiletries, towels, and slippers.
9. Sentro ng Alternatibong Lingap Panligal (SALIGAN) – It provides legal services to
human rights victims due to prostitution.
10. KALAKASAN (Women Against Violence) – It is another NGO that gives care and
advice.

305
 11. Women’s Legal Bureau – It provides services focused on helping women who had
escaped from violence or abuse and supports the implementation of programs and
researches about violence
12. Coalition Against Trafficking in Women – It focuses on the issue of prostitution and
human trafficking in the local and global setting and holds preventive education
seminars and trainings in communities together with NGOs and selected youth
groups.
13. Philippine Migrants Rights Network – The Kanlungan particularly helps female
victims of violence in the context of transferring to another place.

Effects of Prostitution and Abuse

1. On Victims
According to the research of Philippine Human Development in 2007, majority
of victims of abuse are separated from their spouses and admitted to institutions for
rehabilitation.

Effects of Abuse in the Philippines in the Year 1997

Effects on Victims

Number of Victims

Just like each and every one of us, prostitutes have their own rights that they ought
to enjoy, but because of their work, they become victims of violence.

Rights that are commonly abused are the following:
• Right to be treated as a person;
• Right to dignity and security;
• Right against all forms of discrimination;
• Right to be protected by law;
• Right to be protected from abuse and exploitation;
• Right to be heard and to receive help when they rights are violated;
• Right to humane and fair treatment;
• Right to sensitive and appropriate legal, health, and social services; and
• Right to organize themselves and defend their legitimate causes.

306
 In one study of prostitution (McTavish, 2012), 243 female prostitutes along Quezon
Avenue in Quezon City were interviewed and most of them were still very young. Forty-
five percent (45%) were 18 to 22 years old, 30% were 23 to 27 years old, while only 11%
were 28 to 32 years old. These statistics describe women who engage in prostitution.
According to this particular study, the lack of dignity in this kind of work has a serious
effecton the physical and psychological well being of a person.
In another study by Melissa Farley, it has been proven in history that prostitution
is detrimental to a woman’s health. This has been proven in places or countries where
prostitution is considered legal. Some of the harmful effects of prostitution are:
• Sexual violence and physical abuse;
• Health problems like extreme fatigue, viral and sexually transmitted diseases
(STDs), vaginal infections, back aches, insomnia, headaches, stomachaches,
and eating disorders;
• Psychological and mental disorders like post-traumatic stress disorder and
mood disorders like dissociation and depression; and
• Higher risk of being murdered.
2. On the Community
In the Philippines, where the Catholic Church holds a strong influence, prostitution
is vehemently condemned. There are many church documents pertaining to this issue.
The Second Vatican Council declared prostitution and the sale of women and children as
crimes against human life:

“Whatever is opposed to life itself, such as ... prostitution, the selling of women and
children... are infamies indeed. They poison human society, and they do more harm
to those who practice them than those who suffer from the injury. Moreover, they are
a supreme dishonour to the Creator.”

Source: Second Vatican Council, 1997

Prostitution degrades the dignity of the person who engages in it because,

according to Church documents, a person who participates in prostitution becomes a
mere instrument for sexual gratification. The Church considers a person who pays for
sexual acts as sinful because he/she violates the grace of chastity given to him/hr during
the sacrament of Baptism and, furthermore, he/she violates his/her own body, which is
considered as the Temple of the Holy Spirit.
Prostitution is a serious social problem. Usually, this issue affects women, but there
are also men and children who participate in it. The damage is greater when children are
forced into this kind of activity. The Church teaches respect for every person; men and
women were created to love and to be faithful to each other. The violation and use of
the human body in prostitution go against this teaching.
Prostitution likewise has negative effects on the family and community. Many
prostitutes get pregnant and bear children of their clients. Due to this, many children
grow up without fathers and in the care of a mother who sells her body for a living. No
parent serves as a good example to these children. People look down on prostitutes and
their children.

307
3. On the Country
The Senate declared prostitution as illegal because of its negative effects on people
and society. According to our lawmakers, prostitution is a visible violation of human
rights, especially that of women. However, despite its being illegal, prostitution remains
widespread in the country. In order to circumvent the law, transactions are being made
via the black market trade. Because it is done underground, law enforcers are unable to
protect the welfare and safety of prostitutes. Thus, they become more prone to abuse
and violence.
Widespread prostitution gives the Philippines a negative image to the international
community. According to US Ambassador Harry Thomas, 40% of foreign tourists come to
the Philippines merely for sexual plasure. Is this the image we want our country to have?
Also brought about by prostitution are the numerous cases of sexually-transmitted
diseases in the country. Incidences of human rights violations among women and
transgenders also increase due to prostitution. One controversial case was that of
Jennifer Laude, a transgender woman who was murdered by the American soldier Lance
Corporal Joseph Scott Pemberton. Because of issues related to prostitution, there is a
pressing need for comprehensive regulations and protection for people involved in it.

Recommended Solutions to the Issue of Prostitution

1. Punishing the Wrongdoers
Filipinos hold different views on how the problem of prostitution may be solved.
Some believe that cases must be filed against pimps or recruiters and those who pay for
prostitutes, or worse, they must be imprisoned. Whenever there are raids in prostitution
dens, prostitutes are arrested but not their clients. The establishments themselves are
simply finedor temporarily closed but later on are opened again. There are also reports
of human rights abuse of arrested prostitutes. They are not treated fairly. There were
reports that police officers force them to give sexual favors in exchange for their freedom.
2. Legalizing Prostitution
Because prostitution is widespread in the Philippines, some senators have suggested
legalizing it, to ensure the protection of the rights, health, and safety of prostitutes. In
1992, Congress of the Philippines passed a bill to legalize prostitution. The building of
red-light districts and the implementation of compulsory check-ups for prostitutes were
proposed (Ofreneo at Ofreneo, 1998). However, the passing of this bill did not push
through because feminist groups, including Gabriela, vehemently opposed it.

Promoting the Legalization of Prostitution

Those who are in favor of legalizing prostitution believe that it can bring about many
advantages for prostitutes. Among these are:
a. Prostitution will be considered as a service provider if it will be legalized. Therefore,
the income of brothel owners as well as that of the prostitute will be subjected to
taxand this will contribute to government funds. Among the possible taxes that
may be imposed are Capital Gains Tax, Income Tax, Percentage Tax, and Value
Added Tax (VAT). Contributing to government funds will mean that it can help the
economy and support social programs.

308
 b. Prostitutes will be considered as legal employees and their rights will be protected.
They will be given protection against brothel owners and pimps who do not follow
their contracts and even against abusive employers and clients.
c. Both the health of the prostitute and her client will be ensured through compulsory
medical check-ups. Through this, sexually-transmitted diseases or STDs as well as
other diseases commonly contracted in prostitution will be easily detected and
treated.
d. If prostitution will be considered as a legal profession, the government may give
prostitutes a license and official documents so they can work. Through this process,
control can be exercised as to who may work as a prostitute and who can pay for
their services. In order to prevent child prostitution, only those who are 18 years
old or older will be allowed to work. This will also ensure that no minors will work
in brothels and that only legal citizens who are already earning their own money
may be their clients.
e. Prostitutes will be given work-related benefits like other workers in the country.
Among these are Social Security System (SSS), Home Development Mutual Fund
(HDMF) or Pag-IBIG, Philippine Health Insurance Corporation (PhilHealth), and
even 13th month pay.
f. If brothels will be placed under the law, they will be compelled to give prostitutes
a fair and humane salary that is not lower than the minimum wage. The number of
work hours of prostitutes will also be controlled. The law mandates that they will
only work for 48 hours every weekand they will also be given overtime pay every
holiday and every time they wish to work beyond official work hours.

Opposing the Legalization of Prostitution

Those who are against the legalization of
prostitution in the Philippines believe that it violates
the rights and dignity of women.
They claim that passing this law will encourage
the society to accept this kind of career and more will
bemotivated to engage in and support this kind of work. Women will be viewed even less, as
mere sexual objects.
In their official position against the legalization of prostitution, the feminist group
GABRIELA (National Alliance of Women in the Philippines) said that the law would only increase
the income of those who sell women. The group believes that no kind of legislationcan ever
solve the problem of exploitation of women due to prostitution.
Even though the United Nations itself recommended the
decriminalization of prostitution in Asiain order to prevent the spread
of STDs, particularly HIV-AIDS, GABRIELA remains adamant and said that
the rights of prostitutes will not be ensured simply through legalization
because, in reality, there are many factory workers at present who are not
given the rights and benefits they deserve. These laborers are underpaid,
work in unsafe conditions, have no health benefits, and are not allowed
to form their own unions or associations.

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 The group GABRIELA believes that the most effective means to prevent the spread of
STDs is through education. This is the reason why they support the Reproductive Health
Law of the country. GABRIELA added that the belief that legalizing prostitution will help the
country’s economy is a form of crooked thinking.

A. Create a cause-and-effect chart about prostitution and abuse. Do this on a ½

sheet of bond paper.

Explain

B. What are the most serious effects of prostitution and abuse?

On Individuals On Your Community On Our Country

Elaborate

C. Discuss your own opinions/feelings about the legalization of prostitution.

________________________________________________________________
________________________________________________________________

D. Propose ways that can help solve the issue of prostitution and abuse in –
Your Community Our Country

Prostitution is dubbed as “the oldest profession in the whole world.” It refers to the selling
of a person’s body, usually females or children, for money and for others’ sexual gratification.
The term prostitution is also related to the words “pleasure,” “sex work,” “hostessing,” and
“guest relations officer” (GRO). Prostitution is said to be an exploitation of human rights and
dignity of an individual. Because of many reasons, including poverty, the marginalized sectors
like women, youth, and the poor are often abused.
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Prostitution is a big problem in the Philippines. This is brought about by:
1. poverty;
2. unemployment orlack of employment opportunities;
3. experience of physical and sexual abuse;
4. addiction to drugs and other vices; and
5. peer influence.
Prostitution causes many ill effects on a prostitute’s health, ranging from sexually-
transmitted diseases to psychological disorders like depression. Prostitutes and children are
also victims of discrimination in society, especially because the Catholic Church condemns this
activity.
Some lawmakers believe that legalizing prostitution will help protect and ensure the safety
and welfare of prostitutes because they will be given benefits like other workers. However,
feminist groups like GABRIELA are against this because they believe that if prostitution will be
legalized, more women will be motivated to enter this kind of work, and thus, the society’s
view of women will even be lowered.

For more information regarding this topic, log onto www.rexinteractive.com in
order to access the Student’s Space of related websites.

A. Check (ü) if the statement is correct. Write O if it is an opinion, and X if it is wrong.

_____ 1. In the whole of Asia, the problem of prostitution is worst in the Philippines.
_____ 2 Prostitution has been declared legal in other countries.
_____ 3. More prostitutes willingly entered this kind of work as compared to those
who were forced into it.
_____ 4. Those who engage in prostitution must be condemned.
_____ 5. It is saddening to know the plights of minorswho are forced into prostitution.
_____ 6. The UN recommended the legalization of prostitution in order to prevent the
spread of STD.
_____ 7. If prostitution will be legalized, prostitutes will surely be awarded their rights
and benefits.
_____ 8. It is reported that many male foreigners come to the Philippines to engage in
prostitution.
_____ 9. There is a higher demand for child prostitutes than for prostitutes of legal
age.
_____ 10. The Catholic Church considers people involved in prostitution as sinful.

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B. Create a graphic organizer that shows the main cause of prostitution. Summarize it in
one or two sentences. Do this on a ½ sheet of bond paper.
C. Discuss the effects of prostitution on people, society, and the country.
Effects of Prostitution
On People On the Society On the Country
• the prostitute
• the clients
• the pimp
• the family of the prostitute

D. What can you suggest to the following? Explain your answers.

1. A young person forced to engage in prostitution
__________________________________________________________________
2. The child of a prostitute
__________________________________________________________________
3. The owner of a brothel or prostitution den
__________________________________________________________________
4. Feminist activists
__________________________________________________________________
5. Lawmakers
__________________________________________________________________
E. Explain.
1. Why is prostitution widespread in the Philippines?
__________________________________________________________________
2. Why are young people forced into prostitution?
__________________________________________________________________
3. Why do some people say that it is very difficult to stop prostitution?
__________________________________________________________________
4. How does prostitution continue in the Philippines even if it is illegal?
__________________________________________________________________
5. How are pornography and prostitution related?
__________________________________________________________________

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F. Fill in the chart with arguments from opposing sides regarding the legalization of
prostitution. Afterward, give your own views and suggestions regarding the issue.
Legalization of Prostitution
Agree Disagree

Do you agree or disagree with the legalization of prostitution? Justify your answer.
___________________________________________________________________
___________________________________________________________________

A. Check the column that shows your competency in the activities in this lesson.
With Some With Great
How well did you do these? Proficiently Fairly
Difficulty Difficulty
1. Discussing the causes of prostitution
and abuse
2. Analyzing the effects of prostitution
and abuse on the life of a person,
community, and country
3. Recommending ways to solve the
problem of prostitution and abuse in
one’s own community and country
4. Interpreting information and
drawing conclusions based on the
best analysis

B. Write what you have learned and still want to learn below.

1. What important concept or 2. What else do you want to know?

realization did you learn from __________________________
this lesson?
__________________________
__________________________
__________________________

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 ? How can we help solve the problems of prostitution and abuse in our
community and country?

A. Choose an activity below which you like and present your answer to the question above.
Activity 1 Activity 2 Activity 3
Compose a song or a rap Write a persuasive essay Create a video or slide
which proposes solutions to to implement solutions to presentation to compel people
the problems of abuse and the problems of abuse and to take concrete steps to solve
prostitution in our community prostitution in our community the problems of abuse and
and country. and country. prostitution in our community
and country.
B. Analyze what you did based on the criteria below.
Criteria
Content Has logical progression of ideas and supporting information.
Originality Reflects an exceptional degree of creativity of creation.
Message/Relevance Message is very clear and relevant.
Organization The ideas are well organized; cause-and-effect relationships are
logically presented.
Overall Impact The work is very persuasive and has great impact. 

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 Unit IV
Educational, Civic, and Citizenship Issues

Whatever problems and issues our country has, the key to their solution is our effective
participation in government and social processes. In this unit, you will analyze educational,
civic, and political issues so you can participate in the processes that can help toward their
resolution.

Grade Level 10 Standards

Demonstrate a deep understanding of contemporary issues and appraise their
economic, environmental, political, educational, and civic responsibilities; their human
rights; and citizenship challenges that confront nations at present using investigative
skills, analysis of data and references, research, critical thinking, effective communication,
fairness, and good judgment.
Content Standards Performance Standards
Students understand the value of: Students are able to:
• education toward improving people’s • make a case study that discusses
quality of life, maintaining social order, solutions to the current problems of
and promoting the progress of our the educational system in our contry.
country. • research on citizens’ participation in
• citizenship and participation in civic civic and political activities in their
actions toward having a developed, own community.
peaceful, and united community and
country.

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 Lesson 14

Issues on Education

In this lesson, you are expected

to: One important objective of our
• analyze the educational system government is to improve the quality of
of our country; education in our country. To achieve this
goaI, programs are being undertaken by the
• analyze the programs of the Department of Education.
government that promote
equality in education; Observe your school. Take note of
the programs for the betterment and
• examine the quality of education improvement of education of the Filipino
in our country; people. Write them in the chart below.
• discuss the educational problems
Educational Programs
of our country;
What I Observed What I Want to Know
• suggest ways on how to help
improve the quality of education
in your community and our
country; and
• use technology as a tool to
research, organize, evaluate,
and communicate information.

Values:
Diligence
Cooperation

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 ? How can we help improve the quality of education in our
community and country?

Education can develop a person’s

potential to become a productive citizen who
can contribute to the betterment of society.
Education helps us aquire knowledge and
funtional skills that enable us to earn and
have sources of livelihood.
Social order can be maintained if people are educated and aware of their duties and
rights. They understand the importance of enforcing and obeying the laws of the country. If
the law is not properly enforced, economic and social development are adversely affected.
High incidence of crimes hinders the development of the whole country. This creates fear and
violence that put their personal security in danger and destroys the social order.
Below is an infographic and a report of UNESCO about education:

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Education Transforms Lives
“Education lights every stage of the
journey to a better life, especially for the
poor and the most vulnerable. Education’s
unique power to act as a catalyst for wider
development goals can only be fully realized,
however, if it is equitable. That means making
special efforts to ensure that all children and
young people—regardless of their family
income, where they live, their gender, their
ethnicity, whether they are disabled—can
benefit equally from its transformative power.
Education empowers girls and young women,
in particular, by increasing their chances of
getting jobs, staying healthy and participating
fully in society—and it boosts their children’s
chances of leading healthy lives.
To unlock the wider benefits of
education, all children need the chance
to complete not only primary school but
also lower secondary school. And access to
schooling is not enough on its own: education
needs to be of good quality so that children
actually learn...”

Government Policies on Education

One of the main goals of our government is to meet the educational needs of its citizens.
These programs were thoroughly studied, researched, and developed to adapt, adjust, and
improve our education.
The policy of our government to provide services to meet the educational needs of the
citizens is stated in the 1987 Constitution of the Republic of the Philippines, Article XIV –
Education:

Section 1. The State shall protect and promote the right of all citizens to quality education
at all levels, and shall take appropriate steps to make such education accessible to all.
Section 2. The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated system of
education relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary and high
school levels.
Section 3. (1) All educational institutions shall include the study of the Constitution as part
of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national heroes in the historical development
of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual
values, develop moral character and personal discipline, encourage critical and creative
thinking, broaden scientific and technological knowledge, and promote vocational
efficiency.

The Department of Education

The Department of Education (DepEd) is the agency of the executive branch of the
government that regulates and manages the educational system of the public and private
schools in the Philippines. It formulates and implements policies. Colleges and universities are
managed by the DepEd through the Commission on Higher Education (CHED).

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 Here is the vision statement of the DepEd:

The DepEd Vision

We dream of Filipinos who passionately love their country

and whose values and competencies enable them to realize their
full potential and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department
of Education continuously improves itself to better serve its
stakeholders.

The DepEd mission is:

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:
– Students learn in a child-friendly, gender sensitive, safe, and motivating
environment
– Teachers facilitate learning and constantly nurture every learner
– Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen
– Family, community, and other stakeholders are actively engaged and share
responsibility for developing lifelong learners
Source: http://www.deped.gov.ph/about/mandate

The Bureaus of DepEd

The DepEd established the following Attached Agencies
agencies to attain its vision and mission: Instructional Materials Council
1. Bureau of Elementary Education National Book Development Board
2. Bureau of Secondary Education National Council for Children’s Television
National Museum of the Philippines
3. Bureau of Alternative Learning
Philippine High School for the Arts
Systems
National Science Teaching Instrumentation
4. National Educational Testing and Center
ResearchCenter
5. Health and Nutrition Center
6. Educational Development ProjectsImplementing Task Force
7. National Educators Academy of the Philippines
8. Technical-Vocational Education Task Force

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Regional Offices
Here is the organizational structure of the Department of Education.

A. The words below describe the Philippine educational system. Circle the item
that does not belong to the group.

1. Integrated 2. Complete 3. National

Adequate Accessible Elementary
Systematic Equitable Secondary
Complete Quality Non-formal

4. Duties of citizenship 5. Professional ethics

Personal discipline Vocational efficiency
Moral character Critical thinking
Critical values Technological knowledge

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B. Restate the vision and mission of the DepEd according to your understanding.
Write it down in the shortest possible way.
Vision Mission

Explain.
1. How are the following provisions of our Constitution implemented by our
educational system?
Section 1. The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such education
accessible to all.
_______________________________________________________________

Section 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated
system of education relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary
and high school levels.
_______________________________________________________________

2. Why is education important? Form

a conclusion.

3. Why is it important for everyone

to be educated?

4. What does the UN report say

about education?

5. How does our government

provide for each Filipinos’ right to
education?

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Elaborate
Analyze the educational system that the Philippine government aims to provide the
Filipinos. Describe it.

Issues on the Philippine Educational System

Ø Low quality of education in our country
Prior to 2015, it was said that in the old 10-year basic education system, high school
graduates are not yet ready to work, still young to have a business, and are not ready to
enter college. According to a comparative data about education in Southeast Asia, the
Philippines was the only one that uses a 10-year Basic Education System.
In a study done by the DepEd about the students’ achievement rate in high school for
the school years 2004–2005, 2005–2006, and 2011–2012, low achievement rate is evident in
elementary and high school in different subjects.

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 Source: http://www.philippinesbasiceducation.us/2013/07/the-national-achievement-test-in.html

Ø Lack of qualified or the effective number of teachers

The qualifications of teachers have a huge impact on the quality of teaching. If the
teachers are not educationally well prepared, the students will also get low quality of
education. There are some public school teachers who seem to be lacking in knowledge
and some private school teachers who have not yet passed the Professional Licensure
Examination for Teachers.
Here is the passing rate in Professional Licensure Examination across all disciplines
or professions. This indicates that among college graduates, more than 50% passed in
medicine and science professions. Only more than 22% passed as a teacher.
Ø Passing Rates in Professional Licensure Examination Across All
Disciplines and in Priority Disciplines
Discipline 2005 2010 2011
Across all disciplines 35.56 33.91 35.37
Priority Disciplines
Sciences 49.03 56.02 53.53
Maritime 45.53 51.41 50.47
Medicine and Health Related 47.64 52.73 54.29
Engineering and Technology 39.16 37.37 44.34
Agriculture, Agri. Eng‘g., Forestry, Vet. Med. 31.77 35.50 36.54
Teacher Education 26.99 21.21 22.25
Source: Commission on Higher Education (CHED)
http://www.nscb.gov.ph/beyondthenumbers/2013/01112013_jrga_educlabor.asp#tab2

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Ø Low wages of teachers
Teachers receive low wages due
to lack of funds. The minimum monthly
salary of a public school teacher with
rank Teacher 1 is Php18,549.00 (or
approximately US$412 in 2012). A lot
of teachers have migrated and worked
in other countries to have better salary.
Others reportedly are now employed as
domestic helpers abroad.
The chart below shows the
salaries of teachers in various countries.
Compare them with the salary received
by teachers in our country.
On the next page is a pie graph
of the Proposed 2015 National Budget
of our country. The proposed budget
of Department of Education (DepEd) is
Php364.9 billion (or approximately US
$8.2 million or ϵ6 million) for the year
2015. Compare this to the budget of
other countries (see the pictograph
below).

Source: http://www.unesco.org/education/wef/
countryreports/thailand/rapport_1.html

Ø Affordability
A lot of children do not go to school
because their parents cannot afford to
pay for their education. There are more Sources: http://www.mb.com.ph/deped-gets-largest-
students from the lower economic class, share-of-proposed-2015-budget/
especially in the elementary level. Most https://savongschool.wordpress.com/tag/students/
of the freshmen students in college are
also from working-class families.
Lack of Opportunity to Study
Ø Lack of schools
Ø Small budget of the Government for
Education The Philippine population keeps
on getting bigger; consequently, the
The Constitution of the Philippines number of students grows bigger as
has mandated our government to well. The government is having a hard
allocate the largest portion of its budget time filling up the lack of classrooms
for education development. However, due to lack of budget. According to the
the Philippines remains as one of DepEd, our public schools lack more
those who have the lowest budget in than 152,000 classrooms in the year
education among the ASEAN member 2012. They only have budget for 13,000
countries and other countries in the classrooms.
world.
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 Public schools are becoming
congested. Each classroom has a
capacity of 30 to 40 only, but there are
50 to 70 students who try their best to
fit in each room. Many classrooms have
poor ventilation in addition to the hot
climate. This problem happens every
year.
Here are the number of classrooms
and enrollment in schools from 2010 to
2013. Overcrowded public school

Number of Classrooms and Enrollment in Schools

Elementary 2010–2011 2011–2012 2012–2013
Schools 45,964 46,137 46,404
Public 38,351 38,503 38,659
Private 7,613 7,634 7,745
Kindergarten Enrollment 1,650,232 2,111,293 2,202,486
Public Public (with SUC) 1,224,173 1,683,229 1,773,505
Private 426,059 428,064 428,981
Elementary Enrollment 14,166,066 14,436,345 14,509,690
Public Public (DepEd) 13,019,145 13,241,213 13,259,489
Public (SUC) 13,836
Private 1,146,921 1,195,132 1,236,365

Secondary 2010-2011 2011-2012 2012-2013

Schools 12,950 12,670 12,878
Public 7,268 7,470 7,748
Private 5,682 5,200 5,130
Secondary Enrollment 6,954,946 7,049,877 7,110,944
Public Public (DepEd) 5,580,236 5,635,664 5,641,898
Public (with SUC) 60,699
Private 1,374,710 1,414,213 1,408,347
Source: *State University College– SUC

Department of Education at National Education Testing and Research Center (NETRC)

Number of Higher Education Institutions and Enrollment: AY 2011/12

Institution Type No. of HEIs Enrollment % Share
Private HEIs 1,643 1,751,922 57.74
State Universities and Colleges 547 1,125,173 37.09
Local Universities and Colleges 95 150,311 4.95
Other Government HEIs 14 6,561 0.22
Total 2,299 3,033,967 100.00
Source: http://www.ched.gov.ph/index.php/higher-education-in-numbers/enrollment/
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Ø Lack of books, basic educational facilities and school supplies
There is a shortage of school materials. The library cannot provide enough books
that students can use in researching for information and additional knowledge. According
to the DepEd, public schools still need 96 million textbooks. The schools cannot provide
one book for each student in each subject. Schools also lack fully functioning chairs.
According to the DepEd, they still need more than 13 million chairs. Many schools do not
have computers. Approximately 135,000 comfort rooms are needed. 62% of the schools
cannot address their comfort room requirements.

Ø Lack of teachers
Studies show that students learn better when their teacher guides them well.
However, when many students are crowded in one classroom, they cannot be taught
well. The record below shows the number of students per teacher in various countries in
Asia in 2014.
Public Elementary Public High School
Phlippines – 43.9 Phlippines – 56.1
Malaysia – 31.7 Malaysia – 34
Thailand – 22.9 Thailand – 41.5
Japan – 28.6 Japan – 33.9
India – 40 India – 39
Source: http://www.congress.gov.ph/download/basic_16/HB00443.pdf

In some public schools in our country, teachers have 50 to 70 students per class, while
those who teach in private schools, handle 30 to 40 students.

Ø Termination of studies or student drop outs in schools

More and more students continue to drop out from school for different reasons.
Some students terminate their studies because their parents cannot support their
expenses anymore. Another reason is the distance of the school from their homes. In
some remote areas, children do not study because there are no teachers and schools.
Examine the tables that show the percentage of those who enrolled, continued to study,
those who graduated, and dropouts. During the school year 2012–2013, the number of
students reached 14,509,690 in elementary and 7,110,944 in high school.
Elementary Schools
Performance Indicators: 2010–2011 2011–2012 2012–2013
Participation Rate or Net
Enrollment Rate2 95.92% 97.32% 95.24%
Completion Rate 72.11% 70.96% 73.67%
Dropout Rate or School
Leavers Rate 6.29% 6.38%

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Secondary Schools
Performance Indicators: 2010–2011 2011–2012 2012–2013
Participation Rate or Net
Enrollment Rate: 64.74% 64.83% 64.61%
Completion Rate 75.06% 74.23% 74.81%
Dropout Rate or School
Leavers Rate 7.79% 7.82%
2
From primary (Grade IV) to intermediate (Grade V)
Source: Department of Education

Given the number of students of 14,436,345 in elementary in 2011–2012 and the

dropout rate of 6.38%, it means that the total number of students who stopped studying is
915,297. With the completion rate of 70.96%, the number of graduates was 10,141,431.

A. Check the line to describe the Philippine educational system. Cite evidences to
prove your answer.
1. Students’ achievement Evidence
High ____ ____ ____ ____ ____ Low
2. Teachers’
High ____ ____ ____ ____ ____ Low
3. Textbooks
High ____ ____ ____ ____ ____ Low
4. Classrooms
High ____ ____ ____ ____ ____ Low
5. Facilities
High ____ ____ ____ ____ ____ Low
B. Create a graphic organizer to show the weaknesses of the Philippine educational
system.

C. Analyze the data.

1. Why is there a low participation rate in our educational system?
____________________________________________________________

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 Which subject has the lowest achievement rate of students in elementary?
____________________________________________________________
Which subject has the lowest achievement rate of students in high school?
____________________________________________________________
2. Why do you think is the achievement rate of students in high school low?
____________________________________________________________
Explain
1. What can be done to increase the achievement rate of students?
____________________________________________________________
2. What is the most significant issue in our educational system? Why?
____________________________________________________________
Elaborate
How can the quality of education in our country be improved?
__________________________________________________________________
__________________________________________________________________

Programs that can Resolve Issues in Education

To solve the problems of the educational system in our country, the DepEd has launched
various projects and programs to improve the quality of education. The officials, assistant
secretaries of the Department of Education (DepEd), and teachers together with some Non-
government Organizations (NGO) have worked together to implement these. Let us explore
some of the programs and projects in education that they came up with.
Ø Change in the Curriculum
In 2012, the K to 12 Basic Education Program was implemented in our country.
Kindergarten and 2 years of high school were added to the former 10-year Basic Education
(6 years in elementary and 4 years in high school). The additional 2 years are now called
senior high school. The 12-year educational system is K to 12 Basic Education or Enhanced
Basic Education. It now takes 13 years to complete basic pre-college education and enter
college instead of 10 years only.
Here are some statements of DepEd about the K to 12 Basic Education:
1. Difference of the previous curriculum with the current K to 12 curriculum.

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 2. Salient Features of K to 12 curriculum:

Here are some of the provisions about this from the Congress:

[Republic Act No. 10533]

An Act Enhancing the Philippine Basic Education System by Strengthening its
Curriculum and Increasing the Number of Years for Basic Education, Appropriating
Funds Therefor and for Other Purposes

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:
SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act
of 2013.”
SEC. 2. Declaration of Policy. —The State shall establish, maintain and support a
complete, adequate, and integrated system of education relevant to the needs of the
people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic
education shall be an empowered individual who has learned, through a program that is
rooted on sound educational principles and geared towards excellence, the foundations
for learning throughout life, the competence to engage in work and be productive, the
ability to coexist in fruitful harmony with local and global communities, the capability to
engage in autonomous, creative, and critical thinking, and the capacity and willingness
to transform others and one’s self.
For this purpose, the State shall create a functional basic education system that will
develop productive and responsible citizens equipped with the essential competencies,
skills and values for both life-long learning and employment. In order to achieve this, the
State shall:
(a) Give every student an opportunity to receive quality education that is globally
competitive based on a pedagogically sound curriculum that is at par with
international standards;
(b) Broaden the goals of high school education for college preparation,
vocational and technical career opportunities as well as creative arts, sports
and entrepreneurial employment in a rapidly changing and increasingly
globalized environment; and

329
 (c) Make education learner-oriented and responsive to the needs, cognitive and
cultural capacity, the circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and learning,
including mother tongue as a learning resource.
SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which
provides the foundation on which subsequent learning can be based. It encompasses
kindergarten, elementary and secondary education as well as alternative learning
systems for out-of-school learners and those with special needs.
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program
encompasses at least one (1) year of kindergarten education, six (6) years of elementary
education, and six (6) years of secondary education, in that sequence. Secondary
education includes four (4) years of junior high school and two (2) years of senior high
school education.
Kindergarten education shall mean one (1) year of preparatory education for
children at least five (5) years old as a prerequisite for Grade I.
xxx
Basic education shall be delivered in languages understood by the learners as the
language plays a strategic role in shaping the formative years of learners.
For kindergarten and the first three (3) years of elementary education, instruction,
teaching materials and assessment shall be in the regional or native language of the
learners. The Department of Education (DepEd) shall formulate a mother language
transition program from Grade 4 to Grade 6 so that Filipino and English shall be
gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language
or languages first learned by a child, which he/she identifies with, is identified as a
native language user of by others, which he/she knows best, or uses most. This includes
Filipino sign language used by individuals with pertinent disabilities. The regional
or native language refers to the traditional speech variety or variety of Filipino sign
language existing in a region, area or place.
Source: http://www.gov.ph/2013/05/15/republic-act-no-10533/

DepEd Programs
Here are some of the DepEd’s programs:
Ø Comprehensive Water, Sanitation, and Hygiene in Schools (WinS) Program
Aims to:
a. ensure correct knowledge and understanding among learners of effective hygiene
and sanitation projects;
b. improve equitable access to safe water, adequate toilets, and hand-washing
facilities;

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 c. improve hygiene and sanitation practices among the learners to enable them to
develop life-long positive hygiene and sanitation behaviors;
d. ensure that schools are kept clean and safe through school-based solid waste
management, proper drainage, the elimination of breeding grounds for mosquitoes
to prevent vector-borne diseases, and food sanitation; and
e. engage public and private partners for program implementation and sustainability.
Ø Implementation of School-based Feeding Program (SBFP)
• Under DepEd Order No. 33, s. 2015 entitled Implementation of School-based
Feeding Program (SBFP) for School Year (SY) 2015-2016, the SBFP will cover 532,752
severely wasted (SW) and 627,403 wasted (W) learners from Kindergarten to Grade
6.
• The Department of Education (DepEd) issues this Order to update the total number
of beneficiaries per region and schools division office (SDO), in consideration of the
updated Nutritional Status (NS) Baseline Report for SY 2015-2016
Ø Utilization of Language Mapping Data for Mother Tongue-based Multilingual Education
(MTB-MLE) Program Implementation
• In support of the implementation of Mother Tongue-based Multilingual Education
(MTB-MLE), the Department of Education (DepEd) issues the enclosed Policy on
the Utilization of Language Mapping Data to inform policy-making, planning, and
programming for MTB-MLE across all DepEd levels.
• With the invaluable assistance from and collaboration of all levels in DepEd, data
gathered from language mapping shall be the bases for the production of new
teaching and learning materials, capacity building of teaching and non-teaching
personnel, and the development of a culturally responsive MTB-MLE strategy for all
learners. This Policy aims to strengthen MTB-MLE implementation by establishing
the processes for generating, disseminating, and using language mapping data.

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Ø Utilization of Support Funds for the Special Education (SPED) Program
• Aims to enhance the operation of the Program and augment the regular
Maintenance and Other Operating Expenses (MOOE) of all recognized SPED Centers
for elementary and secondary schools with classes for learners with special needs.
Specifically, it aims to enhance access to and upgrade the quality of SPED programs
and services, as well as to raise the efficiency of their operations.
• The mechanisms and procedures constituting the downloading of support funds
shall guide school recipients on proper utilization, which shall be used for eligible
SPED related activities and expenses as stated in the enclosure.
Ø Madrasah/Muslim Education Program (MEP)
• In line with the implementation of the Madrasah/Muslim Education Program
(MEP), mandated through DepEd Order No. 51, s. 2004, the Department of
Education (DepEd) continuously supports the institutionalization of the MEP by
providing the support mechanism necessary for its continual adoption in public
schools with Muslim learners, for Muslim out-of-school youths, and for private
Madaris implementing the Refined Standard Madrasah Curriculum.
• The MEP aims to provide Muslim learners with appropriate and relevant educational
opportunities through the integration of the Arabic Language and Islamic Values
Education (ALIVE) Program in the basic education curriculum.
• To sustain the gains of the program, the Department shall continue to provide fund
support for the MEP.
Ø Special Program in Sports (SPS)
• To address the needs of talented students in the different sports disciplines, the
Department of Education (DepEd) shall implement the Special Program in Sports
(SPS) in regular high schools, which have the capacity to implement and sustain the
program in terms of trained teachers, facilities and equipment.
Ø Early Language, Literacy, and Numeracy Program: Professional Development Component
• The Program will develop in Filipino children literacy and numeracy skills and
attitudes that will contribute to lifelong learning. More specifically, it aims to
improve reading and numeracy skills of Kinder to Grade 3 pupils, following K to
12 Basic Education Curriculum, and to establish a sustainable and cost-effective
professional development system for teachers.
Source: http://www.deped.gov.ph/orders?f[0]=field_classification%3A193

Ø Other projects
o School-based Feeding Program (SBFP) for School Year (SY) 2016-2017 – addresses
undernutrition and short-term hunger among public school children
o Policy and Guidelines for the Comprehensive Water, Sanitation, and Hygiene in
Schools (WinS) Program – promotes correct hygiene and sanitation practices
among schoolchildren and a clean environment in and around schools to keep
learners safe and healthy

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 • Institutionalization of SPED Program in All Schools – the support funds aims to
enhance the operation of the Program and augment the regular Maintenance and
Other Operating Expenses (MOOE) of all recognized SPED Centers for elementary
and secondary schools with classes for learners with special needs. Specifically, it
aims to enhance access to and upgrade the quality of SPED programs and services,
as well as to raise the efficiency of their operations.
• Madrasah/Muslim Education Program (MEP) – continuously supports the
institutionalization of the MEP by providing the support mechanism necessary
for its continual adoption in public schools with Muslim learners, for Muslim out-
of-school youths, and for private Madaris implementing the Refined Standard
Madrasah Curriculum
• Special Program in Sports (SPS) – addresses the needs of talented students in
the different sports disciplines in regular high schools, which have the capacity
to implement and sustain the program in terms of trained teachers, facilities and
equipment.
• Adopt a school – invites citizens to take part in the development of our educational
system
Alternative Systems of Education

Open University Distance study

Education for All

Back to School
Extension Outreach Program
(Balik Paaralan)

How to solve other problems

• Construction of buildings and classrooms
• Add more teachers to address the increase of student population
• Free education for highly intelligent and disabled students
• Increase the salary of teachers – a bill has been filed in the Congress to make it
Php36,000.00

Other ways to help

Here are other ways on how we can help improve the educational system inour country:
Ø Adopt-a-School Program
There are children who aspire to be an engineer, scientist, math expert, artist, and
many others. They all study to reach their dreams. But some children do not have the
opportunity to reach them because of the difficulty of life in our country.
Their parents also dream of providing a comfortable and good life for their children.
They strive hard to give them a better and bright future. But with the slow development
of the country, they are having a hard time accomplishing this, especially in working to
meet their daily needs.
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 The government allots the largest part of the budget for public schools, but it
is still inadequate because of the increasing student population. There are also many
streetchildren who do not go to school. The government does not have enough resources
to provide them with free and quality education, which is actually the right of every
child.
In 1998, Republic Act 8525 was enacted to launch the Adopt-a-School Program.
This program needs the cooperation of the private sector to provide education for
Filipinos. It aims to have multiple partnerships with the private sector in order to
generate investments for the education of the Filipino children. This will help in having a
successful and developed country.
Ø Helping in the construction of infrastructure, providing equipment, furniture, and
other supplies
The construction of additional classrooms will be of great help to more students.
The students and teachers can also stay longer in each classroom. There is a need of
additional equipment such as tables, chairs, blackboards, computers, comfort room, and
proper water supply. Then it will be more conducive for their learning.
Ø Learning support
The private sector can provide students and public schools with some material
support and activities like field trips that can help their learning to be more dynamic and
exciting.
The students and teachers will also benefit from the educational audio-visual
materials such as e-libraries, educational movies, and others.
Ø Providing assistance for health and nutrition
Having health care and nutrition services in every public school to help students
have good health. This can be achieved by conducting programs such as feeding programs,
medical-dental missions, deworming interventions, and providing free vitamins and
eyeglasses for students and teachers.
Ø Reading program
Providing books and supplementary reading materials to students can develop
their love for reading. This is a key in improving their academic performance.
Ø Technological support
There is a need for equipment like computers, Internet, television, DVD, and other
things needed to make teaching in the classroom more effective and modernized.
Ø Direct assistance
Delivery and distribution of supplies such as
notebooks, pencils, papers, and other financial
and material assistance to public school students
to be able to help parents.
Ø Providing training
Providing assistance in training programs
for teachers that can help them acquire modern
and effective skills in teaching.

334
A. Answer these.
• What is the goal of basic
education?
• What is the language used in
teaching kindergarten and in
Grades 1 to 3? Why?
• Why was the elementary
and high school curriculum
changed?
• Do you think this change will
help in the development of
our country?
Explain
1. How do non-government organizations and private individuals help
improve our educational system?
___________________________________________________________.
2. What is the most difficult problem of our educational system?
___________________________________________________________.
3. Can this problem be solved?
___________________________________________________________.
B. Write other suggestions to help improve the quality of education in our country.

Elaborate
C. Create a poem, poster, or cartoon that can encourage our countrymen to share
ways on how to help improve the quality of education.

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 1. In your opinion, what should be done to solve the problem of shortage of—
Books? ________________________________________________________
Classrooms? ____________________________________________________
2. Will this help our country improve the quality of education? How?
______________________________________________________________

Our government continues to strive to improve the educational system for the
development of our country.

For more information about this topic, log on to www.rexinteractive.com to

access the Student’s Space in the website.

A. Check () the objectives of the educational system in the Philippines according to the
Constitution.
_____ 1. Cultivate nationalism
_____ 2. Work abroad
_____ 3. Acquire vocational skills
_____ 4. Prepare for employment in call centers
_____ 5. Develop ethical and spiritual values
_____ 6. Teach the rights and duties of citizens
_____ 7. Pay taxes willingly and honestly
_____ 8. To be like everybody else in the world
_____ 9. To be able to work in government
_____ 10. Develop moral character and personal discipline

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B. Check () the government projects for the improvement of the educational system.
Cross out () if not.
_____ 1. Connect schools via satellite technology.
_____ 2. Increase the number of years of schooling.
_____ 3. Provide tutorial services.
_____ 4. Provide licensure examinations.
_____ 5. Create new and better models of learning.
_____ 6. Attract investors.
_____ 7. Seek help from business centers.
_____ 8. Expand the education of parents.
_____ 9. Improve instructions to develop the level of understanding.
_____ 10. Provide cholarship to financially challenged but deserving and excellent
students.
C. Complete the graphic organizer by writing five or more words or phrases in each box.

Department of Education

Objectives Problems Programs

Quality Education

Issues Causes Suggested Solutions

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A. Mark the skills that you learned in this lesson.

 – Easy – Hard
 – Very easy – Very hard

___ Examining the educational system of the country

___ Evaluating the government programs that promote equality in education
___ Examining the quality of education in the country
___ Discussing the problems faced by the educational sector of the country
___ Suggesting ways on how to help improve the quality of education in the
community and in the country
___ Using technology as a tool to research, organize, evaluate, and communicate
information
B. Enumerate the things you learned and you still want to learn.

1. What important things have you
learned from this lesson?
__________________________
__________________________
__________________________
2. What else would you like to
know?
__________________________
__________________________
__________________________

? How can we help improve the quality of education in our community and
country?

338
A. Choose one from the three activities below and answer the question. Assess your
performance later using the criteria below the activities.

Activity 1 Activity 2 Activity 3

List the importance
of education for the
improvement of the
quality of life of people,
maintaining social order,
and development of the
country. Suggest helpful ways
to improve the quality of
education in the community
and in the country.
Create an advertising
campaign. Encourage others
to develop helpful ways
to improve the quality of
education in the community
and in the country.
Make a case study that
discusses the causes and
solutions about the problems
in the educational system of
our country.

B. Use the criteria below to assess your performance in the activity.

Criteria

Clearly and effectively communicates a main idea, theme, or

Clarity of expression
viewpoint

Presentation of data Data are supported by rich, persuasive details.

Evidence of study and The text and symbols show evidence of considerable study
preparation and preparation.

Overall impact and The combination of visuals and text make for an eye-catching
creativity design with powerful impact.

Historical facts The work shows accurate historical data.

339
 Lesson 15

Civic Engagement

In this lesson, you are expected

to:
• identify traits of active citizens Civic engagement or civic participation refers
who participate in civic activities to the collective action toward the solution of
and resolving issues; public issues.
• discuss various civic activities in Do you know how we can participate in these
your community and our country; kinds of activities? Write it inside the scroll below.
• analyze the effects of citizens’
participation in civic activities
in their livelihood, politics, and
society; and
• use interpersonal and problem-
solving skills to influence and
guide others toward a goal.

Values:
Civic participation
Discipline
Love of country

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 ? How can we ensure the progress of our community and country?
The betterment and progress of our
country depends on us. It is our responsibility
to participate in civic actions in order that we
may be able to respond to the needs of our
community and country. If we are involved in
civic actions, no matter how difficult may be
the means to solve the problems and issues,
all of them will become easy if we are all
involved and united. Misunderstandings and
conflicts can be avoided when people have
unity and desire to help one another.
We must fulfill our civic obligations
voluntarily and with all sincerity. We must do
this in order that we may live in peace, with
dignity and in prosperity. To fully participate
in civic actions, we must possess civic
consciousness or awareness.
The Traits That an Active Citizen Must Have
Active citizens who participate in civic
issues and actions possess these traits,
among others:
1. Nationalism or Love of Country
Love of country is the reason why
our heroes sacrificed for our country. It
was their desire to free us from foreign
invasion. Love of country is also what
pushes us to be united and to help one
another to have peace and progress. We
can attain what we long for if we love
our fellow Filipinos as we love ourselves
and our families. If we love our fellow
Filipinos, it would be much easier to
do the right thing. We can easily help
one another and consider our common
good. We can avoid being self-centered,
which is the root of our divisiveness.
Love for country is shown by some
Overseas Filipino Workers (OFWs), whom we
consider as heroes. They leave their families
and work abroad to earn money and help in
the development of our economy.
a. Loyalty to the Republic of the
Philippines
As Filipino citizens, we must
have loyalty to the Republic of the
Philippines. We must be ready to
sacrifice for and serve the country
against those who wish to bring it
down.
Part of showing loyalty to
the republic is respecting the flag
and the national anthem. The flag
is the symbol of our country that
deserves to be respected to show
our loyalty and love of our country.
We can honor and show our
respect for the flag by standing up
straight while placing a hand over
our chest. Let us also sing correctly
and with enthusiasm our national
anthem, the “Lupang Hinirang.”
People
respecting
the flag
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 Here is what the Constitution says regarding this:
Article XVI, Section 1. The flag of the Philippines shall be red, white, and blue, with
a sun and three stars, as consecrated and honored by the people and recognized
by law.
We should appreciate and
care for our historical places and
cultural objects that symbolize
our rich cultural heritage of our
country. This is another way of
showing loyalty to our country,
like what happened when a child
brought the Philippine flag of their
school to safety in the midst of the
onslaught of a typhoon. She did Source: http://www.congress.gov.ph/
not mind the impending danger to photojournal/zoom.php?photoid=597
herself just in order to bring the Philippine flag to safe grounds. This proves that
we cannot underestimate the Filipino’s natural inclination toward patriotism. Read
about this demonstration of patriotism:
Speaker Feliciano Belmonte, Jr. leads members of the House of Representatives
in saluting the bravery and selfless patriotism of 12-year-old Janela Lelis of Malinao,
Albay for “saving the Philippine Flag from the flood waters brought by Typhoon
Juaning on August 2, 2011.”
b. Readiness to defend the State
As citizens, we must be ready to defend the country like what our elders and
heroes have done. As part of our State, this is one of our important obligations. This
is what is stated in our Constitution:
Article II, Section 4. The prime duty of the Government is to serve and protect
the people. The Government may call upon the people to defend the State and, in
the fulfillment thereof, all citizens may be required, under conditions provided by
law, to render personal, military or civil service.
Here is the report by Henni Espinosa, Patrol ng Pilipino reporter of ABS-CBN
News, on July 17, 2011 about the issue of China’s claim of Spratlys Island, which
Filipinos believe to be a part of the Philippines. This demonstrates the bravery of
95 Philippine Navy marines in defending our country.

“Barkong Gregorio del Pilar, pinadala na sa Spratlys”

Nagpaalam na kaninang hapon ang Philippine Navy sa U.S. Coast Guard sa
Alameda, California sakay ng pinakabago at pinakamodernong barko ng Republika ng
Pilipinas na pinangalanang Gregorio del Pilar.
Sa isang send-off ceremony, tinapos ng 95 navy men ang kanilang limang buwang
pamamalagi sa Amerika at ngayo’y handa na silang iuwi sa Pilipinas ang kabibiling barko
sa ilalim ng US Excess Defense Act na nagkakahalaga ng P450 million.

342
 XXX
Sabi ng Malacañang, ang BRP Gregorio del Pilar ay magpapatrol malapit sa West
Philippine Sea malapit sa pinagtatalunang Spratly Islands.
“Handa kaming ipagtanggol ang Pilipinas,” sabi ng captain ng BRP Gregorio del Pilar
na si Captain Abet Cruz.
XXX
Mahigit isang buwan pa ang
ilalakbay ng BRP Gregorio del Pilar bago
ito makabalik sa Pilipinas at sa kanilang
pagbabalik, mas buo ang loob ng mga navy
men na ito na maglingkod at ipagtanggol
ang bayang minamahal.
Source:
• http://www.abs-cbnnews.com/video/
nation/07/20/11/excl-ph-warship-heads-
spratlys
• http://s3.zetaboards.com/Defense_
Philippines/topic/830956/75/ BRP Gregorio del Pilar

c. Obedience to the Constitution and other Philippine laws

Every citizen must obey the Constitution
and other laws in order to maintain peace and
order in the country. We should do this for the
progress of our country and promotion of our
national interest.
The absence of obedience or respect
for the law results in chaos. It takes away our
sense of peace and security and prevents
economic progress. Should everybody obey
the law and encourage others to do it, all of
us will live in peace and prosperity. Philippine Constitution

d. Cooperation with authorities

Our country is led and
managed by duly elected and
appointed officials of our
government in accordance with
our laws. It is our duty to cooperate
with them for our own welfare and
protection.
People obeying laws

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2. Respect for every person’s rights
Every person has rights that must
be respected and protected. As Filipino
citizens, we must promote the rights of
every Filipino. Through this action, we
are able to show love for others and
respect for the talents, welfare, and
dignity of each one.
We must use our rights with the
corresponding responsibilities and with
proper respect for the rights of others.
As citizens, we are free to use the
numerous rights that we enjoy, but
we also need to consider that we have
responsibilities and obligations that we
must fulfill. We must respect the rights
of others. We must ensure that we do
not destroy others in the process.
We need to live in peace and in
agreement with beneficial things that
can develop not only ourselves but also
the majority of people.
3. Productivity
We Filipinos are known for our
patience and industry. This was shown
by our elders in the construction of the
Banawe Rice Terraces.
An active citizen works effectively
and efficiently. He/She works diligently
in every job and in a rightful manner
to improve whatever he/she is doing
to the best of his/her ability and with
initiative. He/She completes his/her job
on time. He/She uses all his/her time
properly and makes himself/herself
productive in every way.
Every country aims to achieve
progress and improve the lives of its
citizens. We need to be productive in
order to help our country reach its goals
and become progressive.
Economists say that it is the
people who produce the products by
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means of strength or manpower. It is
also the people who create and pave
the way toward livelihood development
and make it the social goal of a nation.
The Philippines has a high number
in its population who can contribute
to the different jobs and be added
to the labor force. A big number of
its population is comprised of young
people who can be trained and be
skillful to become productive in the
future.
4. Resilient, with inner strength, and with
self-confidence
The trait of integrity and with
inner strength was shown by our
elders in their fight to free the country
from the occupation of the Spaniards,
Americans, and Japanese. The trait of
being strong within is also shown by
many Filipino citizens who go abroad to
work. This trait helps us to tackle even
the most difficult jobs.
This trait helps us in becoming
resolute, patient, and ever resourceful.
It is needed for the strength necessary
to confront and be victorious against
any failures or difficulties in life, like
the ones being experienced by soldiers
in dealing with terrorist threats. This is
also experienced by those who become
victims of violence and calamities.
5. Helpful towards others
An active citizen is always willing
to help his/her neighbors so as to live
with dignity, in peace and in prosperity.
It is second nature to Filipinos to
be helpful to others. We are naturally
helpful, especially to the ones who
have very little resources and those
who suffer. Their desire to help their
families and to give them a better
and prosperous life is a reason for the
increase of overseas Filipino workers.
 Our trait of being helpful is also seen during times of calamities, disasters, accidents,
and others. No matter how big or small the manner of helping, we are able to show our
being helpful in many different ways.
6. Universal in attitude
An active citizen is not only a citizen of his/her country but also of the world. He/
She puts into consideration what is better not only for his/her country but also for the
whole world.
Here are some civic organizations that serve people in the name of charity, religion,
brotherhood, and community.
1. ABS-CBN Foundation
2. Alpha Phi Omega
3. Ayala Foundation
4. CATW-Asia Pacific
5. Council for Health and Development
6. Gawad Kalinga
7. GMA Foundation
8. Habitat for Humanity Philippines
9. Hakbang Kalikasan Mountaineering Society
10. Ibon Foundation, Inc.
11. Institute for Developmental Education and Services, Inc.
12. Magna Kultura Foundation
13. Peace and Equity Foundation
14. Philippine National Red Cross
15. Program for Cultural Cooperation
16. PVI Foundation, Inc.
17 Pagkakaisa Volunteers, Inc.
18. Ramon Magsaysay Award Foundation
19. ReachOut Foundation International
20. Restored Heritage Foundation, Inc.
21. Rotary Club of Manila

345
 Create a chart or graphic organizer of traits that you possess as an active citizen.

Explain
1. What will happen if all Filipinos love their country?
_______________________________________________________________
2. How can obeying the laws and the authorities in the country help in promoting
national progress?
_______________________________________________________________

Civic Actions: Ways and Effects

Every citizen’s participation in civil society can help in making our country and citizenry
prosperous. Here are some activities that can be done:
1. Organizing or participating in organized actions and groups that endorse the well-being
and prosperity of the community and country
Participation in civil society is enshrined in the 1987 Philippine Constitution. The
Constitution has specific provisions on the promotion of non-governmental, community-
based, or sectoral organizations. Civil societies have had a long history in thePhilippines.
A study made by the Caucus of Development NGO Networks (CODE-NGO) with the
help of Participation (CIVICUS) and the Commission on Human Rights of the Philippines
(CHR) in a report by the Civil Society Index: A Philippine Assessment Report in August
2011 reveal that among the estimated 2,000 Filipino respondents who joins various civil
society organizations, almost half of the respondents or 45.7% consider themselves as
active members of at least one CSO, either an organization with a political engagement,
or one with a social engagement.
Based on the extent and depth of socially based engagement of Filipinos in civil
society organizations (CSO) in our country, more than four in ten or 43.4% of 2,000
Filipino respondents in the population survey consider themselves active members of at
least one organization engaged in social activities.This includes religious organizations,
sports or recreational organizations, art or educational organizations, and cooperatives.
Including inactive members, about 76.6% of the respondents are members of at least
one social organization.

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 Membership in Social Organizations
Inactive
Type of social organisation Active member Do not belong
member
Church or religious organisation 34.2% 20.4% 45.4%
Cooperatives 12.2% 6.9% 80.9%
Sports or recreational organisation 10.1% 8.4% 81.6%
Art, music, or education organisation 6.0% 5.3% 88.7%
All social organisations 43.4% 33.2% 23.4%
Two or more organisations 34.2%
Source: Civil Society Index, CODE-NGO, CIVICUS, CHR “CIVIL SOCIETY INDEX: A Philippine Assessment Report”,
August 2011

Filipinos are most active in church or religious organizations, with about one-third
(34.2%) of the sample being active members. This is followed by cooperatives, with 12.2%
of the sample as active members. Sports organizations come next, followed by organizations
undertaking youth work and those involved in health. Among active members, 34.2% are
active in more than one type of social organization. As stated in the civil society history above,
people’s involvement in Church groups predates participation in non-Church voluntary groups.

Volunteering in Social Organizations

Type of organisation with social membership %
Church or religious organisation 31.1
Sports or recreational organisation 13.8
Social welfare 10.1
Organisations concerned with health 8.9
Youth work 6.9
Art, music or education organisation 4.3
Volunteering in at least one type of organisation 47.4
Volunteering in more than two organisations 33.2
Source: WVS Philippine Population Survey (2001), CODE-NGO, CIVICUS, CHR “CIVIL SOCIETY INDEX: A Philippine
Assessment Report”, August2011

In addition to the population survey, 47.4% of Filipinos volunteer in at least one type
of organization. They engage in unpaid work for various organizations. These include social
welfare, church or religious, cultural (art, music or education), youth, sports, or recreational
and health organizations. Among those who volunteer, 33.2% do so in more than one type of
social organization.

347
 It was reported that three issues are most important for civil society in the Philippines.
These are fighting corruption, reducing poverty, and protecting the environment. The graph
below shows the assessment of the results of the survey on 2,000 (estimated) Filipino members
of CSOs. The result of the external perception survey shows the highest percentage for
environmental protection; while the result of the organizational shows the largest percentage
for anti-corruption.
Perception of Impact of CS on Major Social/Political Concerns

Source: CSI organizational survey, external perception survey, CODE-NGO, CIVICUS, CHR “CIVIL SOCIETY INDEX: A
Philippine Assessment Report”, August 2011

Sectors Served and Thematic Areas of CSOs

The CSOs who participated in the survey are diverse in terms of sectors served and
thematic areas, as shown in the following table. Majority of them serve the rural sector.
Sectors Freq. % Themes Freq. %
1. Farmers 81 89% 1. Agrarian reform 49 54%
2. Fisheries 52 57% 2. Environment 75 82%
3. Indigenous peoples 45 50% 3. Education 73 80%
4. Women 80 88% 4. Health 70 77%
5. Children, youth 65 71% 5. Agricultural development 70 77%
6. OFW 17 19% 6. Rural employment 34 37%
7. Senior citizens 11 12% 7. Livelihood/microfinance/ 77 85%
coops
8. Urban poor 13 14% 8. General family welfare 45 50%
9. Others 17 19% 9. Infrastructure 38 42%
10. Disaster relief & 42 46%
rehabilitation
11. Local governance 64 70%
12. Peace and order 42 46%
Source: Civil Society Index, CODE-NGO, CIVICUS, CHR “CIVIL SOCIETY INDEX: A Philippine Assessment Report,”
August 2011

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Some Possible Ways of Participating in Civil Society
Have you ever joined organized civic movements? These are usually led and implemented
by the private sector and non-government organizations. Some of them are implemented by
groups based in our communities like the Sangguniang Barangay, association of fishermen
and farmers, Parent-Teacher Associations, Sangguniang Kabataan, and parents’ associations.
Here are some examples of the projects and programs that you can join and support:
Programs Ways of Participation Programs Ways of Participation
Day-care Volunteer as an assistant in a Free Tutorial Share your expertise in various
Centers day-care center or help in other subjects with your friends or
activities. other younger children and
teach them to read, count, and
write.
Feeding Organize a meeting with your Livelihood Inquire and disseminate
Program friends, classmates, and others Projects information about institutions
to raise funds for feeding that conduct free livelihood
programs for the children in seminars and trainings in
your area. You will need help various communities. Invite
from your parents. your neighbors to attend and
join the events.
Health Announce and encourage Waste Participate and cooperate
Program your neighbors about medical Management in fundraising or collecting
programs and services in containers such as buckets and
the health center or nearby drums that can be used as trash
hospital. You may also provide cans around the community.
free assistance to the officials Launch programs for recycling
and whoever is handling the and reusing waste.
program.
Reforestation Grow plants on vacant lots or Clean and Join and support efforts to keep
Program land in your community with Green of your surroundings clean.
permission. Campaign Picking up trash that you see
around is a big contribution
Make a poster that shows the
to the cleanliness of our
importance of plants and trees
environment.
in our environment.
Peace and Encourage people to obey and Disaster Lead or participate in safety
Order follow laws and rules. Putting Management drills.
up porters and notices is one Check safety of structures in
way to do it. public places and report these
to authorities.
2. Informing authorities about what needs to be done
It is important for young people like you to be watchful, to observe, and get involved
in activities happening in your community. If you see that there are some wrongdoings at
home or in the school that need to be attended to by the government and organizations,
especially when there are abuses done, we need to go to the authorities and tell them
whatever is happening that needs to stop. Bring out concerns or protests to the leaders
of government. You can write them in order to bring up concerns that you need them to
know. You can also bring them to organizations or to the media that aim to help people.

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3. Improving the situation of our fellow filipinos
Many people need help. Many are suffering. This is one of the problems of our
country today. We need to act and help solve these problems. Let us volunteer and help
our neighbors to improve their situation.

The basis for the civil society in the Philippines can be seen in the Filipinos’ values
of damayan and pagtutulungan. Filipinos give voluntary help. Charity is a level playing
field between the one giving help or provider and the ones receiving help or recipient.
This shows “damayan” (equal help in times of crisis) and “pagtutulungan” (mutual self-
help).
Here are the other organizations that help in the improvement of our situation and
our national development:
• National Council of Social Development (NCSD)
This was established in 1949 as a social development system in the Philippines.
Later, it was recognized as the Council of Welfare Agencies in the Philippines, Inc.
(CWAPI) and the first NGO system that gave license and government accreditation
to community-based programs for children and families.
• National Secretariat of Social Action–Justice and Peace (NASSA)
It was established through the Catholic Bishops’ Conference of the Philippines
(CBCP) in the year 1966. It focuses on poverty, democratic form of government,
ecology, and the integrity of creation, peace, and progress.
• Philippine NGO Council on Population, Health and Welfare (PNGOC)
Established on June 24, 1987, it is composed of 97 NGO members which are
focused on problems related to increase in population such as reproductive health,
gender equity and equality, women and development, non-formal education,
sustainable development, and HIV/AIDS prevention and care.
• Asian NGO Coalition for Agrarian Reform and Rural Development (ANGOC)
Established in 1979, this is a regional association of 20 national and regional
NGO networks from 14 Asian countries. They are focused on food security, agrarian
reform, sustainable agriculture, participatory governance, and rural development.
4. Exchanging and diseminating important information
When information and knowledge are disseminated in society, it is easier for
branches of government and the citizens to get involved in the formulating policies
and in resolving issues and other problems. In this manner, the different branches of
government and sectors of society are able to share with one another the responsibilities
of government.
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 According to “Connecting Youth and Strengthening Communities: The Data Behind
Civic Engagement and Economic Opportunity,” published in September 2014:
Civic engagement is not just a feel-good element of community life or a benign
expression of citizenship. It may also be an effective way to build social capital and
valuable skills that can facilitate upward mobility.
Source: http://opportunitynation.org/app/uploads/2014/09/Opportunity-
Nation-Civic-Engagement-Report-2014.pdf

5. Protecting our heritage and public properties

Our country has a rich heritage. Most of these came from our elders, while others
are infrastructures and public places that were built by the government for its citizens.
We need these infrastructures for the development of our country. Their destruction
hinder our progress. We need roads, bridges, airports, seaports, government buildings
and hospitals, and waterways such as canals, irrigation system, and creeks. These are
clogged by garbage thrown indiscriminately along the roads, rivers, and canals. During
heavy rainfall, the volume of rainwater causes flooding in many places. It causes severe
damage on people and properties. A lot of infrastructures are now damaged due to the
negligence of and misuse by the people. We need to help one another in protecting
these assets to further improve our economy and our country.
6. Protecting our environment and the preservation of our natural resources
Most of our needs are met by the resources in our environment. We need to
preserve our natural resources in order that future generations may still enjoy them.
We need to conserve and develop. We need to avoid activities that cause pollution since
it destroys nature. Let us avoid the use of toxic materials because they are harmful to
plants, animals, and people. Let us not throw garbage along the waterways. Segregate
biodegradable from non-biodegradable thrash. Biodegradable trash such as spoiled
food and dried leaves should be buried in compost pits. These make the soil fertile.
Non-biodegradable materials like plastics can be sold for recycling. We need to reduce
our garbage by means of recycling old materials like plastic bottles or containers, old
clothes, and many others. We also need to plant vegetables and fruit-bearing trees. We
can benefit a lot from them. We can also benefit much from raising animals like chickens,
quails, hogs, and cows in order for us to respond to the needs and supply the demand for
food.
• Join campaigns–

o Clean and Green o Kontra Kalat sa Dagat

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 • Maintain a clean and healthy environment.
• Organize and clean the environment.
• Conserve natural resources.
• Bury biodegradable trash in the ground: paper, cloth, fruit peelings, and dried
leaves.
• Recycle non-biodegradable trash such as plastic, bottle, and steel.
• Plant trees.
7. Developing business and industry
The nation’s economy will grow if we can help in the development of commerce
and industry in the country. Some organizations and even the government are trying their
best to develop medium and small-scale industries because they are able to generate
jobs for many of our countrymen.
Our country has joined the World Trade Organization (WTO) so we can have more
opportunities to participate commercially in the world market. It is expected that our
WTO participation will encourage our local factories to improve their products.
According to Section 12, Article XII of our Constitution, the government will
promote the preferential use of Filipino labor, domestic materials and locally produced
goods. More than this, the government will also adopt measures that will help make
our local products competitive and be able to compete side by side with other products
in the world market.
In order to implement this constitutional provision, President Arroyo released
Administrative Order 227 (AO 227) on May 27, 2008 Directing All Heads Of Departments,
Bureaus, Offices and Agencies of the National Government, Including Local Government
Units (Lgus); Government-Owned and/or Controlled Corporations (Goccs), Government
Financial Institutions (Gfis), State Universities and Colleges and Military and Police Units
to Give Preference in the Procurement of Materials and Supplies, Produced, Made and
Manufactured in the Philippines.
Under AO227, the importation of foreign products is not prohibited if the materials
needed are not produced in the Philippines or are not enough for the needs of the
Filipino people.
Source: http://www.gov.ph/2008/05/27/administrative-order-no-227-s-2008/

8. Being wise consumers and patronizing Philippine products

We need to support our own products in order to help in the development and
advancement of our country. It is our responsibility to:
• be alert and examine the source of the products that we buy and ascertain
that we are able to help our industries.
• consider the effects of our consumption on other people, our locality, our
society, and our country.

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 • give importance to our environment and to the positive or negative effects
of using the equipment that we buy. We must understand that we have
individual as well as social responsibilities to care for our environment for the
sake of future generations.
• help one another to protect and push our own interests as consumers, as
Filipinos, and as a nation.
Supporting and buying our own products can contribute in a big way to our country. It is
a huge contribution to the advancement of our economy. Through it, we are able to help our
fellow Filipinos escape poverty.
We have numerous products that need our support here in our country. Some of them
are products made from abaca and coconuts from Bicol, Laguna, and Cavite; and sugar cane
and refined sugar from Iloilo, Tarlac, and Negros. Also, there are food products from Central
Luzon, bananas and other farm products from North Cotabato and Davao, and pineapples and
other products from South Cotabato and Bukidnon.
Here is a copy of a report by the movement “Buy Pinoy, Buy Local” in what it published
as “Maunlad na Ekonomiya, Matatag na Republika, Pilipino Tayo” in the year 2012:
The campaign encourages Filipino consumers, Philippine businesses and government
agencies and institutions to patronize locally produced and processed products and services.
It seeks to encourage domestic and foreign manufacturers operating in Philippines to
unceasingly upgrade the quality of their products and services.
The goals of the movement are:
1. To promote high-quality Philippine-made products and services;
2. To save and create local jobs;
3. To protect Filipino workers, consumers and Philippine-based businesses and
producers, domestic and foreign owned and managed alike;
4. To encourage the growth of local and foreign investments;
5. To combat smuggling; and
6. To create and promote a favorable business climate for local industries.
“Buy Pinoy, Buy Local” is open to all organizations that promote the purchase and use
of local products and services.
xxx
It aims to protect Filipino consumers from substandard and unsafe products, as well as
Philippine-based businesses against unfair competition caused by smuggling.
xxx
The whole country will benefit from the success of the “Buy Pinoy, Buy Local” campaign.
This will create a stable domestic market and create more jobs and uplift the local market.
A lively local market will ensure a steady demand that will expand production.
xxx
Source: http://www.fpi.ph/primertagalog.html

353
A. List down civic activities that you can -
Watch on television Observe in your community

1. Ask around to find out how many NGOs are working in your community.
What are they doing to improve your community?
____________________________________________________________
____________________________________________________________
2. What is the important role of civil society in the development of society?
Why?
____________________________________________________________
____________________________________________________________
B. Make a list of civic activities based on your experience. Record it below.
Civic Activities
I am doing/have done I plan to do… I cannot do…
already… Reasons Reasons
Reasons

Explain
1. How does participation in civic activities help in the development of the country?
________________________________________________________________
________________________________________________________________
2. What might happen if citizens would not participate in civic activities?
________________________________________________________________
________________________________________________________________
3. Is it important to develop the products of the country? Why?
________________________________________________________________
________________________________________________________________
4. Why is it important to patronize Philippine products?
________________________________________________________________
________________________________________________________________

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Effects of Citizen Participation in Civil Society (Civic Movements)
Ø On Livelihood
It would be easier to accomplish projects and other works if all citizens participate
in civic movements and are helping one another. Here are some of its effects:
Helping one another unites us. It paves the way for our being one. In this manner,
it becomes easier for us to achieve our goal for a better life and the country to prosper.
Ø In Society
Our country and community will function well and become more peaceful if citizens
will follow the law and join civil society or civic movements which promote the welfare
of the country.
In a well-functioning community, people are disciplined. Everyone follows the law
and ordinances. They also perform their responsibilities at all times. Theft and crimes are
reduced, and violence is prevented.
Participation in civic movements is essential for the progress of a community. Here,
citizens are able to assess and use their ability to respond to their needs and to search for
solutions to the problems of the community. Through our participation, we are able to
put together all our efforts in order to respond to certain problems and needs. Through
these movements, the citizens unite and are able to form a healthy relationship.
Ø In Politics
We can establish a sound and clean
government if we choose and elect honest and
capable officials of the government to lead our
country.
We Filipinos aspire for a democratic
government that will pursue our dreams and
aspirations. We do not want to bedeceived and
abused.
In 1986, millions of Filipinos gathered at Epifanio de los Santos Avenue (EDSA).
Through the people’s participation in peaceful revolution, they were able to depose
President Marcos from the presidency because of abuse of power. This was called People
Power Revolution.
In 2001, another People Power Revolution was held. People participated in throwing
out President Joseph Estrada from the presidency.
Have you seen volunteer watchers in your barangay during an election? Accoring to
news reports, this kind of activity helps to prevent cheating and to assure the assumption
into power of worthy candidates who were chosen by the people to lead them.
A community prospers when the leaders and their constituents are helping one
another to solve problems and respond to the needs of everyone. The leaders give the
people opportunities to join in community works and activities for the prompt solutions
to their problems.
The United Nations published a study in 2008 titled, “People Matter: Civic
Engagement in Public Governance,” a documentation of the World Public Sector
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 Report. According to this, in the past, the participation in civic engagement was usually
limited to projects aimed at developing communities that have been started by those
who supported this endeavor. In the analysis made by the the United Nations, political
economy remains unchanged in public governance especially in its broader or macro
level. The traditional image of public governance remains in the hands of the poor and
the needy.

Study the graphic organizer below. This shows the methods and effect of civic
activities.

Source: www.undp.org

Explain
1. Based on the report of the United Nations, what are the methods needed to
conduct civic activities?
__________________________________________________________________
2. What are their possible effects –
• on livelihood? _________________________________________________
• in society? ____________________________________________________
• in politics? ____________________________________________________

356
3. What are the hindrances in implementing civic activities?
_________________________________________________________________
4. How can these hindrances be avoided?
_________________________________________________________________

Civic Activities

• Organizing or participating in • Improving the situation of our

organized actions and groups fellow Filipinos
that endorse the well-being and • The protection of our public
prosperity of the community and heritage and facilities
country
• The development and support of
• Informing authorities what national products
needs to be done
• Support and purchase of
• Exchange of and giving important Philippine products
information

For more information about this topic, log on to www.rexinteractive.com to access the
Student’s Space in the website.

357
A. Complete the graphic organizer and show the good traits that a citizen must have to
participate in civic activities. You may add more boxes.

The Traits that a Citizen Must Have

B. Complete the chart below.

People’s Participation in Civic Actions
Activities Effects
Livelihood

Political

Social

C. Explain your answer.

1. What traits should active citizens have to be able to participate in civic movements?
__________________________________________________________________
2. How can we fully participate in the activities of the community?
__________________________________________________________________
3. How can we ensure that the government leaders are performing their duties
honestly?
__________________________________________________________________
4. How can fulfilling of our duties help in having peace and order in the community?
__________________________________________________________________
5. How can we attain the goal of having a better life in the country to prosper?
__________________________________________________________________

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D. Develop an action plan for your activities in joining civic activities. Include the following:
• Goal • Challenges or Possible Hindrance
• Methods • Timetable
• Expected Outcomes

A. Put a check mark () on the column that illustrates your skill in answering the activities
in this lesson.
How well did you Very Needs
Excellent Fair
accomplish the tasks below? Satisfactory Improvement
1. Identify the traits of
active citizens who
participate in civic
activities and resolving
issues
2. Discuss various civic
activities in your
community and our
country
3. Analyzethe effects of
citizens’ participation
in civic activities
in their livelihood,
politics, and society
4. Use interpersonal and
problem-solving skills
to influence and guide
others toward a goal
B. Complete the statements.

Three things I learned from this lesson: Two things I am worried about:
______________________________ ______________________________
______________________________ ______________________________

One thing I will definitely do:

______________________________
______________________________

359
A.
? How can we ensure the progress of our community and country?

Choose one from the three activities below and answer the question.
Activity 1 Activity 2 Activity 3
Make a practical plan. Write Create an example of a mass Produce a creative visual
down ways on how can we media material. Encourage campaign. Present how can
help attain the progress of our others and explain how can we help attain the progress of
country. we help attain the progress of our country.
our country.
B. Use the criteria below to assess your performance in the activity.

Criteria
Creativity The work is innovative, original, and interesting.
Message The message is very clear and meaningful.
Organization The content is consistently well-organized.
Presentation The work provides all important details, development, and support.
Correctness of Data All the data are true, correct, and up-to-date.
Overall Impact The work is very persuasive and has great impact.

360
 Lesson 16

Political Involvement

In this lesson, you are expected

to:
Look at the people in the pictures below. Who
• analyze the effects of citizens’ do you think among them are actually participating
involvement in political activities in the political activities of our country? Do you also
and issues; do these activities? Why/Why not? Explain your
• explain the importance of answer below.
cooperation between the citizens
and the government in solving
social problems;
• express your insights on
important political issues in your
own community and country; and
• develop, implement, and
communicate new ideas to
others effectively.

Values:
Cooperation ____________________________________________
Love Of Country ____________________________________________
Compassion

?
____________________________________________

How can you participate in political activities that will help solve
social problems?

We have a democratic government. In a democracy, supreme political power is held

by majority of the people. In a democratic government like ours, there are two kinds of
involvement in political activities: direct and indirect.
1. In direct involvement, the will of the people is expressed by means of the primary
assembly. They are able to express their will directly to the concerned government
agency.
361
2. In indirect involvement, the will of
the people is expressed through their
chosen representatives.
The 1987 Philippine Constitution
contains some provisions which protect
our rights to effectively participate in
political processes and activities in our
country. These are contained in Article
III, Bill of Rights:
1. Peritioning for Redress of Grievances
Article III Section 4 states that:
Section 4. No law shall be passed
abridging the freedom of speech, of
expression, or of the press, or the right
of the people peaceably to assemble
and petition the government for
redress of grievances.
Source: http://www.gov.ph/constitutions/1987-
constitution/
Our freedom of expression is
guaranteed by the highest law of our
land, the Constitution. This means that we
can communicate our grievances to the
government freely. It also guarantees that we
can assemble and join groups as long as we
do not disturb the public peace.
In the report World Public Sector Report
of United Nations titled, “People Matter:
Civic Engagement in Public Governance” for
freedom of expression in 2008, the potential
of NGOs and civil society organizations
was recognized in public governance in the
following functions:
• Ensuring that voice of the poor
and marginalized are heard by
governments andthat their views
are factored into policy decisions;
• Promoting public sector accoun­
tability and transparency;
• Building shared visions of national
development and poverty reduc-
tion strategies;
362
• Providing technical expertise
and innovative and cost-efficient
solutions toservice delivery; and
• Providing social services in post-
conflict/post-disaster settings.
According to the United Nations
Development Program (UNDP), the role of the
media in public governance is important. The
potential of the media in public governance
can be perceived as having three functions
(UNDP, 2002):
• civic forum – giving voice to all
segments of society, especially the
marginalized;
• mobilizing agent – strengthening
civic engagement and facilitating
public participation issues of
public importance; and
• watchdog – checking abuses and
enhancing accountability and
transparency in public governance.
The UNDP pointed out that the past
few decades have witnessed the proliferation
of independent, media-induced, in-country
debates on a range of issues concerning
public governance:
• open debate on economic policies;
• monitoring elections;
• exposing human rights abuse;
• exposing corruption;
• drawing attention to environ­
mental issues;
• monitoring service delivery; and
• highlighting conditions of human
deprivation.
It was pointed out that despite these
gains, many countries still fall far short
of achieving or guaranteeing full media
freedom. The access to news sources and
freedom of expression continue to impede
the objectives of government authoritarian
and colonial laws. In addition to state control,
various media are also subject to corporate
and political problems.
In a survey of 11,344 people in 14
countries about the issues of media freedom,
the following were revealed (BBC, 2007):
• 56% of adults across all countries
believe that freedom of the press
is very important to ensuring a free
society, whereas 40% believe that
social harmony and peace have
higher value, even if this means
controlling some undesirable
news;
• Several countries show concern
about private ownership of media:
In Brazil (80%), Mexico (76%), USA
(74%), and UK (71%), the citizen
in the street believes that the
concentration of media ownership
in fewer hands is undesirable
because owners’ political views
emerge in reporting; and
• In high-income Western countries
where media freedom is generally
valued highly, there is mounting
concern about honesty and
accuracy in media reporting.
Source: http://news.bbc.co.uk/2/shared/bsp/hi/
pdfs/10_12_07_worldservicepoll.pdf
Views on Importance of Press Freedom
Base: Representative sample of 11,344 adults in 14
countries
Source: World Divided on Press Freedom, BBC World
Service Poll. 10 Dec. 2007
2. Voting during Election
One of the most important rights
and obligations of an ordinary citizen is
to participate in electing government
leaders. This is stated in our Constitution,
Article V, Section 1.
Article V, Section 1. Suffrage may be
exercised by all citizens of the Philippines
not otherwise disqualified by law, who are
at least eighteen years of age, and who
shall have resided in the Philippines for at
least one year, and in the place wherein
they propose to vote, for at least six months
immediately preceding the election. No
literacy, property, or other substantive
requirement shall be imposed on the
exercise of suffrage.
Section 2. The Congress shall provide a
system for securing the secrecy and sanctity
of the ballot as well as a system for absentee
voting by qualified Filipinos abroad.
The Congress shall also design a procedure
for the disabled and the illiterates to vote
without the assistance of other persons.
Until then, they shall be allowed to vote
under existing laws and such rules as the
Commission on Elections may promulgate
to protect the secrecy of the ballot.
Source: http://www.gov.ph/constitutions/1987-
constitution/
It is the obligation of every citizen to
vote in order that he may put into power
the candidates whom he or she deems to be
most qualified to assume the responsibilities
of governance. In instances of a plebiscite,
he or she must also participate in a decision-
making process regarding the issues posed to
the people.
Below are the traits of the Filipino voter
according the a study of the International
Foundation for Electoral Systems at I.P.E.R
in their “Elections in the Philippines” and
“Restudying the Filipino Voter Today” on May
9, 2013.
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 The overall profile of the Filipino voters are —
• Voters are identified by Philippine laws;
• The electorate are mostly women; and
• Voters are composed of the youth and the poor.

Characteristics of the Filipino Voters

The Filipino voters are made up of those between ages 28–
37 and 38–47, and the ones with the least number are ages 78
and up. Observe the data below:

Respondents by Age Bracket (2003)

Educational Attainment
• 39% – attended high school
• 28% – reached college
• 20% – attended grade school
• 5% – had vocation or training
• 5% – had graduate degrees or pursuing post-graduate education
• 1% – did not indicate their educational attainment
Religion
• Roman Catholic – majority
• Islam – 8%
• Protestant – 8%
Source: International Foundation for Electoral Systems at I.P.E.R “Restudying the Filipino Voter Today,” July
2003.

Language
• Tagalog – 69%
• Cebuano – 46%
• Other languages spoken: Ilocano, Bicolano, Ilonggo, Waray, and English.
Source:http://iper.org.ph/documentation/Chapter%2001-09.pdf

364
 Filipinos’ Determinants for Voting a Candidate
The table below shows the preferences of a Filipino voter in selecting his or her
candidate. Compare and take note of the differences between 1995–2003.
Determinants of Vote
1995 2003
First Factor: Popularity First Factor: The Benefit factor
• Pagiging artista • Madaling lapitan
• Pagiging sikat/popular • Malinis na pagkatao
• Pag-endorso ng mga artista • Matulungin sa mga nangangailangan
• Maraming poster • Nagtataguyod ng programang gobyerno
• Mahusay magtalumpati sa mga para sa kaunlaran
pagtitipon • Nagtataguyod ng alternatibong progra-
mang gobyerno para sa kaunlaran
• Nagbabahay-bahay sa panahon ng kam-
panya Second Factor: Political Machinery
Second Factor: Endorsement • Pagiging kabilang sa oposisyon
• Endorsement of family or relative • Partidong kinabibilangan ng kandidato
• Endorsement of church • Maraming posters at streamers
• Endorsement of organization • Mahusay magtalumpati
• Endorsement of ward leader • Nagbabahay-bahay sa panahon ng kam-
panya
Third Factor: Characteristics
Third Factor: Popularity
• Madaling lapitan
• Pagiging artista
• Malinis na pagkatao
• Pag-endorso ng artista
• Matulungin sa mga nangangailangan
• Pagiging sikat/popular
Fourth Factor: Program of the Party
Fourth Factor: Endorsement
• Matagal na nanunungkulan at subok na
Nagtataguyod ng programa sa gobyerno • Endorsement of family or relative
•
• Endorsement of church
• Nagtataguyod ng alternatibong pro-
grama para sa kaunlaran • Endorsement of organization
• Endorsement of ward leader
Source: http://www.ombudsman.gov.ph/UNDP4/wp-content/
uploads/2012/12/FinalPsychographics_HTML.pdf

The Ombudsman Election Code has set upsome restrictions during election. Survey was
made in 1995 and 2003 if voters are aware of the following:
• Provision 1, prohibition to display campaign posters in places not designated by
COMELEC as campaign areas;
• Provision 2, prohibition to vote more than once;
• Provision 3, prohibition to vote for another voter;

365
 • Provision 4, prohibition to receive payment in exchange for one’s vote;
• Provision 5, prohibition to use terrorism, violence, and other acts in order to get
votes;
• Provision 6, prohibition to bribe and to force an election officer; and
• Provision 7, prohibition for the military and police to enter and remain inside the
voting precinct and the voting centers, unless he or she is voting.
Shown below is the range of awareness among voters regarding the provision. The 1995
survey shows an 88.7 percent of voters are aware of the existence of the provisions, while
the 2003 survey shows an almost the same 88.9 percentage of awareness regarding the said
provisions.

Voter Awareness regarding the Provisions of the Omnibus Election Code (%)

1995 Study
2003 Study

Source: International Foundation for Electoral Systems at I.P.E.R “Restudying the Filipino Voter Today,” July 2003.

A. Match the items in column A with those in column B.

A B
_____ 1. Right to choose a a. Right to vote
government official b. Bill of rights
_____ 2. Right to communicate c. Political right
complaints to a
government official d. Freedom of speech
_____ 3. Right to form and join e. Freedom of assembly
associations
_____ 4. Right of every citizen
as enumerated in the
Constitution

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B. Complete the graphic organizer by citing activities.
Direct Indirect

Explain
Answer these:
1. How can we participate in the political processes of our country?
__________________________________________________________________
__________________________________________________________________
2. How does a citizen participate in the political processes of one’s country?
__________________________________________________________________
__________________________________________________________________
3. Filipinos enjoy freedom of expression. Give concrete examples.
__________________________________________________________________
__________________________________________________________________
4. How are the bases for choosing the Filipino electorate in 1995 and 2003 the same
and different?
__________________________________________________________________
__________________________________________________________________
5. Why is it important for citizens to participate in election?
__________________________________________________________________
__________________________________________________________________
6. What are the three most important prohibitions during election? Why?
__________________________________________________________________
__________________________________________________________________

Elaborate
How can you participate in the political activities in your barangay? How can these
affect your community?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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3. Joining and Supporting Political Organizations
a. Political Party
The formation of a political party is essential to the election process in the
country. The Omnibus Election Code, Article VIII, Section 60–62 describes what
a political party is. According to this, a political party refers to an organized
group of peoples who are one in ideology, political idea,
or government platforms. In order to obtain a juridical
recognition, be entitled to accreditation, and be given
rights and privileges, a political party should register with
the Commission on Election. Any political party that does
not obtain not lower than ten percent of the votes in
places where it is nominated and supported a candidate
or candidates in an election will be considered to have lost
their status as a political party in their area. Political parties are endowed with
traits that are different from other groups or movement. These are:
1. Aims to obtain control of power in government by means of winning in an
election
2. Based on ideologies, with formal structures, and members supporting them
3. Grouped according to goals, ideologies, and principles
4. Maintains a wide expanse of agenda regarding issues and shows respect for
the basic laws of government
5. Has a big number of members before elections and lesser after elections
The House of Representatives listed 290 political
parties in the country in the year 2013. Here are the
better known among the political parties:
• Liberal Party
• Nationalist (Nacionalista) Party
• People Power (Lakas) – Christian Muslim Democrats
• Laban ng Demokratikong Pilipino
• Puwersang Masang Pilipino
• National Unity Party
• United Nationalist Alliance
• Nationalist People’s Coalition
• People’s Reform Party

Kristina Weissenbach, M.A. wrote in her “Political parties and party types –
Conceptual approaches to the institutionalization of political parties in transitional
states: The case of the Philippines” in 2010:

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 Political parties can contribute much to civil societies through different levels:
1. Parties in the electorate
The political parties are currently struggling to mobilize people to
participate in the electoral process. Therefore, party functions within the
electorate are of particular importance.
• Simplifying choices for voters
One of the special functions of parties in a democracy is to make
politics more accessible for citizens. Voters are provided with valuable
information about specific candidates or policy issues.
• Educating citizens
Political parties provide people with important information about
civil society issues and provide the public with the possibility to discuss
matters and form opinions.
• Generating symbols of identification and loyalty
Providing a political anchor for citizens is important in order to
prevent demagogic leaders and extremist movements from claiming
power and their supporters for a democratic government. This gives
continuity in voter choices.
• Mobilizing people to participate
The main role of political parties is to encourage people to go to
the precinct and join the election process.
2. Parties as Organization
The second level of responsibilities of political parties are their role as a
political organization. These are:
1. To gather or recruit political leaders to run for government elections.
2. To train politicians so they can rise to top office.
3. To express their political interests.

Source: http://www.kas.de/wf/doc/kas_21710-1522-1-30.pdf?110126062034

b. Party List Representatives

Different sectors of our society are given the opportunity to have
representation in Congress so that their voices to be heard. They are known as
party list representatives.
Citizens can elect their representative in the House of Representatives from
different areas. Twenty percent (20%) of all representatives in Congress must be
elected from the party list. The party list is a list of registered parties or national
organizations, regional or sectoral. There are two hundred fifty (250) members in
Congress, and so fifty (50) were elected from the party list.

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Here is part of some provisions of the Party-list System Act:

Republic Act No. 7941

An Act Providing for the Election of Party-list Representatives through the Party-list
System, and Appropriating Funds Therefor
Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:
Section 1. Title. This Act shall be known as the “Party-list System Act.”
Section 2. Declaration of Policy. The State shall promote proportional representation in
the election of representatives to the House of Representatives through a party-
list system of registered national, regional and sectoral parties or organizations or
coalitions thereof, which will enable Filipino citizens belonging to the marginalized
and underrepresented sectors, organizations and parties, and who lack well-
defined political constituencies but who could contribute to the formulation and
enactment of appropriate legislation that will benefit the nation as a whole, to
become members of the House of Representatives. Towards this end, the State
shall develop and guarantee a full, free and open party system in order to attain
the broadest possible representation of party, sectoral or group interests in the
House of Representatives by enhancing their chances to compete for and win seats
in the legislature, and shall provide the simplest scheme possible.
XXX
Section 5. Registration. Any organized group of persons may register as a party,
organization, or coalition for purposes of the party-list system by filing with the
COMELEC not later than ninety (90) days before the election a petition verified by
its president or secretary stating its desire to participate in the party-list system as a
national, regional or sectoral party or organization or a coalition of such parties or
organizations, attaching thereto its constitution, by-laws, platform or program of
government, list of officers, coalition agreement and other relevant information as
the COMELEC may require: provided, that the sectors shall include labor, peasant,
fisherfolk, urban poor, indigenous cultural communities, elderly, handicapped,
women, youth, veterans, overseas workers, and professionals.
XXX
Section 6. Removal and/or Cancellation of Registration. The COMELEC may motu
proprio or upon verified complaint of any interested party, remove or cancel, after
due notice and hearing, the registration of any national, regional or sectoral party,
organization or coalition on any of the following grounds:
1. It is a religious sect or denomination, organization or association organized
for religious purposes;
2. It advocates violence or unlawful means to seek its goal;
3. It is a foreign party or organization;
4. It is receiving support from any foreign government, foreign political party,

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 foundation, organization, whether directly or through any of its officers or
members or indirectly through third parties for partisan election purposes;
5. It violates or fails to comply with laws, rules or regulations relating to elections;
6. It declares untruthful statements in its petition;
7. It has ceased to exist for at least one (1) year; or
8. It fails to participate in the last two (2) preceding elections or fails to obtain at
least two percentum (2%) of the votes cast under the party-list system in the
two (2) preceding elections for the constituency in which it has registered.
XXX
Section 9. Qualification of Party List Nominees.No person shall be nominated as party-
list representative unless he is a natural-born citizen of the Philippines, a registered
voter, a resident of the Philippines for a period of not less than one (1) year
immediately preceding the day of the election, able to read and write, bona fide
member of the party or organization which he seeks to represent for at least ninety
(90) days preceding the day of the election, and is at least twenty-five (25) years of
age on the day of the election. In case of a nominee of the youth sector, he must at
least be twenty-five (25) but not more than thirty (30) years of age on the day of
the election. Any youth sectoral representative who attains the age of thirty during
his term shall be allowed to continue until the expiration of his term.
XXX
Section 14. Term of Office. Party-list representatives shall be elected for a term of
three (3) years which shall begin, unless otherwise provided by law, at noon on
the thirtieth day of June next following their election. No party-list representatives
shall serve for more than three (3) consecutive terms. Voluntary renunciation of
the office for any length of time shall not be considered as an interruption in the
continuity of his service for the full term for which he was elected.
XXX

Source: http://www.comelec.gov.ph/?r=References/RelatedLaws/ElectionLaws/RA7941

There are 300 registered party lists in our country. Here are some of them:
1. Akbayan 6. Kabataan
2. Ako Bicol 7. 1 – Care
3. Abono 8. Cibac
4. Anakpawis 9. Gabriela
5. Bayan Muna 10. ACT Teachers
Adriano Fermin explained the sectoral representation or partylist in his “Prospects and
Scenarios for the Party-list System in the Philippines” that the Ateneo School of Government
and Friedrich Ebert Stiftung (FES), Philippine Office, published in April 2001:

371
 The Party List System in the Philippines started after the 1986 EDSA Revolution,
during the framing of the 1987 Constitution. Civil society organizations intensely
campaigned for the inclusion of the party list system that would give chances to sectors
to participate in the country’s political processes. The efforts of civil society groups paid
off with the inclusion of Section 5, Article VI of the 1987 Constitution.
Civil society groups worked hard for the inclusion of provisions because they
believed that the system would encourage the type of politics that are anchored on
principles and programs. According to them, this will also result to healthy multiparty
system and will open electoral window to small sectoral parties.

Features of the Party List System in the Philippines

Based on RA 7941 and the 1987 Constitution, the party list system in the Philippines has
the following basic features:

1. Twenty percent allocation. The party list representatives shall constitute 20% of
the total number of representatives including those under the party list.
2. Two percent threshold. For a party or organization to be entitled to one seat, it
must obtain at least 2% of the total votes for the party list system.
3. Three-seat limit. Section 11 of RA 7941 specifies that a qualified party would
beentitled to a maximum of three seats.
4. Proportional representation. The additional seats that the party are entitled
to is computed in proportion to its total number of votes. Under the party list
system, voters cast their votes for parties or organizations as candidates. Each of
these groups having an official list of members of nominees or representatives.
Party list representatives are entitled to the same rights, privileges, salaries, and
emoluments as the regular members of the House of Representatives.

The only difference is that they are not allowed to have pork barrel or the Countrywide
Development Fund (CDF).

A. Answer the question.

Which party are you familiar with, often hear on the news, or have enough
knowledge? Provide some important details about it.
a. Political Party – ______________________________________
b. Party List – ______________________________________

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 B. Make a list on the forms of involvement of citizens can have in political activities and
affairs.

Explain
1. Why are there sectoral groups that need representation in Congress? ___________
___________________________________________________________________
___________________________________________________________________
2. How does the cooperation of different parties help in resolving political problems?
a. Political Party – _____________________________________________
b. Party List – _____________________________________________

4. Non-government and Community-based

This is the provision in our
Organizations Constitution:
Our government encourages the formation Article II, Section 23. The
of non-government, sectoral, or community-based State shall encourage non-
organizations. This is because they contribute a governmental, community-based,
lot to the development of our country. They get or sectoral organizations that
to express the condition of matters related to the promote the welfare of the nation.
welfare of various sectors they represent.
a. Non-government Organization
A non-government organization (NGO)
is any non-profit group of local citizen
volunteers, national or worldwide in scope.
NGOs extend various free services and aid
to the people in order that their concerns
will reach the government. They bring the
problems of the citizens to the government.
They promote programs such as the
protection of human rights, the environment,
or health by disseminating information. They Members of NGO
give out explanations regarding the implementation of international agreements.
They have varied ways of relating with the offices and agencies of the United
Nations depending on their goals.
NGOs are associations that act as liaisons between the people and the State.
They speak or act for the poor and the needy. NGOs are considered as one of the
biggest and the most varied in their goals and interests. They play an important role
in the political, social, and economic development in the Philippines.
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 NGOs do not belong or represent any form of government but are in agreement
with the laws of our country. They reserve funds intended for livelihood, health,
cleanliness, environmental protection, and educational programs along with other
economic activities for the development of our country.
NGOs are private, non-commercial, voluntary, and registered or formally
organized. A lot of NGOs are registered with the Securities and Exchange
Commission as non-stock corporations. It is estimated that there are almost 40,000
NGOs already in the country.
The types of NGOs are shown in a graphic organizer below prepared by Karina
Constantino-David, a UP professor.

Non-Government Organization

Membership Organization Institutions and Agencies

People’s Funding Agency

Civic and
Organization NGOs or
Professional Traditional NGOs
including primary Philanthropic
Organization
cooperation Foundations

Development,
Mutant NGOs Justice, and
Advocacy NGOs

Government-
Business- Fly-by-night
run or
organized/ or Paper
Inspired
Oriented NGOs NGOs
NGOs)

Types of NGOs

• Funding Agency NGOs or Philanthropic Foundations or FUNDANGOs

(Organisasyong Di-pampamahalaan na Nagbibigay ng Pondo sa mga Ahensiya
o mga Institusyong Pilantropiko) are institutions and organizations that provide
financial help and support for livelihood projects.
• Traditional NGOs or TANGOs (Tradisyonal na Organisasyong Di-pampamahalaan)
are charitable, welfare, and relief organizations that perform valuable services for
the poor.

374
• Mutant NGOs or MUNGO (Mutanteng Organisasyong Di-pampamahalaan)
are often government-run organizations and serve as extensions of government
agencies or personal interests of government officials.
• Development, Justice, and Advocacy NGOs or DJANGOs (Mga Organisasyong
Di-pampamahalaan para sa Kaunlaran, Katarungan, at Adbokasiya) are
organizations that focus on projects and programs for development, and perform
direct and indirect support service functions with people’s organization (POs).
• Business-organized/Oriented NGOs or BONGOs (Organisasyong Di-
pampamahalaan na Pinang-ayunan ng Negosyo) are groups that help in
resolving business or labor issues.
• Fly-by-Night or Paper NGOs (COME N’GOs) are organizations that package
proposals to encourage funds from other groups and then promptly disappear
with the funds.

b. Social Organizations
Here are the provisions of the 1987 Constitution of the Philippines on people’s
organization:

Article XIII, Section 16. The right of

Article XIII, Section 15. The State
the people and their organizations
shall respect the role of independent
to effective and reasonable
people’s organizations to enable the
participation at all levels of social,
people to pursue and protect, within
political, and economic decision-
the democratic framework, their
making shall not be abridged.
legitimate and collective interests
The State shall, by law, facilitate
and aspirations through peaceful
the establishment of adequate
and lawful means.
consultation mechanisms.

Social organizations are associations formed by citizens. They have a clear

structure and the capability to further promote national interests.
Here are some examples:

Ibon Foundation Inc.

Boy Scouts of the Philippines Caritas Manila, Inc.

Source: List of Philippine Civic Organization

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 c. Civil Society
Civil societies are usually linked to the
promotion of ordinary interests. Together with
them are the family and the private sectors. They
are considered as a “third sector” of society,
Civil Society
apart from the government and business sectors.
Civil societies are:
1. organizations and institutions that promote citizens’ interests;
2. individuals and organizations that are not linked with the government; and
3. usually made up of non-profit organizations.

A study on civil societies was conducted by Caucus of Development NGO Networks

(CODE-NGO) with the help of the United Nations Development Programme (UNDP),
CIVICUS: World Alliance for Citizen Participation, and the Commission on Human Rights
of the Philippines (CHR). Their report titled, Civil Society Index: A Philippine Assessment
Report on August 2011 revealed that after the 1986 People Power Revolution, civil
societies in the Philippines started to thrive. Civil Society Organizations (CSOs) are now
actively working throughout the country to protect the rights and customs of the people
they represent.
To gauge the effectiveness and impact of civil societies, CIVICUS carried out an
organizational survey with 120 civil society organizations (CSOs) across the Philippines,
external perceptions survey with approximately 60 influential individuals in government,
business, religious, academy, media, and donor communities to assess their views
on CSOs, and a population survey in coordination with the Social Weather Station to
measure the extent of participation of Filipinos in civil society groupswith approximately
2,000 number of respondents.
The said research reported types of political organizations members belong to.
Study the chart below about this.
Membership in Political Organizations
Active Inactive
Type of political organization Do not belong
member member
People’s organizations 9.6% 5.0% 85.2%
Humanitarian or charitable associations 9.2% 5.0% 85.8%
Conservation, environmental, animal
8.2% 5.4% 86.4%
rights organisations
Labour unions 5.6% 6.6% 87.8%
Consumer organisations 5.5% 3.0% 91.5%
Non-governmental organisations 5.0% 3.6% 92.7%
Professional associations 3.7% 3.6% 92.7%
All types 25.6% 8.5% 74.9%
Source: Civil Society Index, CODE-NGO, CIVICUS,CHR“CIVIL SOCIETY INDEX: A Philippine Assessment
Report”, August 2011

376
 The table on the right shows that according to the CSI population survey,
respondents had engaged in these activities: signing a petition, joining a boycott, or
attending peaceful demonstrations. Around 15.1% indicated that they had done at least
one of these activities, while 3.3% had engaged in more than one type.

Participation in Political Activities

Type of political activity % of sample
Attended peaceful demonstration 9.6
Signed a petition 7.0
Joined boycott 2.5
Undertook at least one activity 15.1
Undertook more than one activity 3.3
Source: CSI Population Survey, CODE-NGO, CIVICUS, CHR “CIVIL SOCIETY INDEX: A Philippine Assessment
Report”, August 2011

d. Interest Groups
Interest groups are associations that aim to influence public policy in
order that laws advantageous to their members may be passed or so that
they may convince government employees for their own advantage.
The book written by Robert B. Stauffer titled Philippine Interest Groups: An
Index of Political Development in 2012 revealed the following:
• During the period of reconstruction of the Philippines after the war, a
major change in leadership occurred, with the replacement of a new
and aggressive group.
• “By the end of the second decade following the liberation of the
Philippines from Japanese occupation, different associations, including
the Philippine Medical Association (PMA), developed an example of an
interest group that was part of the medical society of the country. More
than two-thirds of the members of PMA reside outside the capital city.
The active members reached 40% of the practicing physicians in the
Philippines.
• PMA gave great attention to internal communications to improve various
activities of the organizations such as elections, handling disputes, and
even reaching the rank-and-file members of the organization.
e. Other Societies, Associations, or Unions
The creation of and affiliation with associations, alliances, or unions
is one of the rights that citizens can enjoy and attain their goals. Different
associations have been established: health, educational, professional, civic,
cultural, and others. Below is what our Constitution says about this subject
matter.

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 Article III, Section 8, 1987 of the Constitution of the Pilippines states that:
The right of the people, including those employed in the public and private
sectors, to form unions, associations, or societies for purposes not contrary
to law shall not be abridged.
Citizens have rights to form
associations or alliances. The government
can interfere with their affairs only when
their activities and goals are against the
law. Should an association or alliance be
proven to be posing a danger to national
stability, morality, public safety, or the
peace, the government can suppress their rights.

Match the types of organizations in column A with the example in column B.

write the letter of your answer on the blank before each number.
A B
_____ 1. Political party a. Bayan Muna
_____ 2. Party List b. Inner Wheel Club
_____ 3. Civil Society c. Bantay Bata
_____ 4. Association or Union d. Liberal Party
_____ 5. Non-government Organization e. Caritas Manila, Inc.
f. United Nations
Explain
1. How do non-government organizations help citizens?
________________________________________________________________
2. How do non-government organizations corrupt the government?
________________________________________________________________
3. What benefits do these organizations provide?
________________________________________________________________

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 Elaborate
A. Gather examples of non-government and community-based organizations that
are active in your community and our country. List them in a graphic organizer.

B. Make an editorial cartoon about the important political issues in our country. Do
this on a sheet of bond paper.
C. Create a slogan that states the importance of cooperation between the citizens
and the government in a solving social problem. Put this on a ½ sheet of bond
paper.

5. Payment of Taxes
Regular payment of taxes is the biggest help
that citizens can give to the government. It is
the source of government funds for the various
activities and services delivered to the people.
When public funds are low, the situation of the
country becomes problematic. Taxes, like gasoline
to a car, are needed to run the country.
There are different kinds of taxes: People paying taxes
• Citizens’ community tax or cedula – This is paid by a citizen when he or she reaches
the age of eighteen. This is needed when he or she signs job contracts, marriage
contracts, in buying a house, land, and other legal contracts.
• Income Tax – This is a part of what is paid to the citizen when he or she gets a job
or of his or her income when he or she goes into business.
• Rea Estate Tax – This tax is based on the value of real estate such as lots, farms, or
any land owned including the house, building, and other structures built on the
land.
• Donation and Inheritance Tax – These taxes are paid when one receives or inherits
real estate or other things that can bring income such as a business.
• Taxes on other things owned – This tax is paid by a person who owns a vehicle like
a car, truck, jeep, and motorcycle.
• Tax on business and other industries – We pay taxes for business and other sources
of income like a store, restaurant, beauty parlor, and others.
• Value-added Tax (VAT) – This tax is paid when we buy things like food, clothes,
equipment, and others.
379
 The government uses the funds it gets
from taxes for:
1. Paying government, local, or foreign
debts.
2. Social services for the benefit of citizens
like aid to the poor, housing, and many
others.
3. Economic services like giving pension,
DSWD, a government agency
postal service, caring for natural helping the poor and needy
resources, and many others.
4. Ordinary services like immigration and
diplomatic services, maintenance of
public cemeteries such as parks and
playgrounds, and others.
5. Educational services such as the provision
for free education in public schools, state
colleges, and universities; construction of Road repair
schools; teachers’ salaries; purchase of books for use in the classrooms; and
facilities.
6. Public works and services like the construction and maintenance of roads,
bridges, buildings, and other infrastructures.
7. Health Services such as the giving of free medicine, vaccination, maintenance
of public hospitals, clinics, and health centers, and many more expenses
related to the health of citizens.
8. Safety or protection of citizens like the police, firemen, soldiers, rescue
workers, and others.
9. Overall government works such as the maintenance of the various branches
of government, the giving of salaries to the heads of government agencies
and their staff, and many others.

From the Bureau of Internal Revenue:

Who are Required to File Income Tax Returns?

Individuals
• resident citizens receiving income from sources within or outside the Philippines
• employees deriving purely compensation income from 2 or more employers
• employees deriving purely compensation income regardless of the amount,
whether from a single or several employers during the calendar year, the
income tax of which has not been withheld correctly (i.e., tax due is not equal
to the tax withheld) resulting to collectible or refundable return

380
 • self-employed individuals receiving income from the conduct of trade or
business and/or practice of profession
• individuals deriving mixed income, i.e., compensation income and income from
the conduct of trade or business and/or practice of profession
• individuals deriving other non-business, non-professional related income in
addition to compensation income not otherwise subject to a final tax
• individuals receiving purely compensation income from a single employer,
although the income of which has been correctly withheld, but whose spouse
is not entitled to substituted filing
• marginal income earners
• non-resident citizens receiving income from sources within the Philippines
• aliens, whether resident or not, receiving income from sources within the
Philippines
Source: http://www.bir.gov.ph/index.php/tax-information/income-tax.html

Some Political and Government Issues

1. Tax Evasion and Corruption – Tax evasion is one
of the serious problems of our government. Tax
evaders reason out that they do not pay taxes
because payment only goes to corrupt government
officials and employees. Because of this, our
government has a hard time to make the country
prosper. It cannot come up with the necessary
funds to support the needs of citizens like a well-
equipped hospitals, paved roads, enough schools,
higher salaries for its employees, and many more. BIR
2. Election Fraud – Every election, different kinds of news and allegations about cheating
and violation of regulations and the law are reported. Here are some of them:
a. Vote buying – Some candidates give money to voters to vote for them. Other
candidates pay voters from other places (known as flying voters) and are brought
to certain precincts to vote for the candidate. It has been reported that COMELEC
commissioners and employees themselves were paid to fix the counted votes for
certain candidates and declare him or her as the winner. There are allegations that
cheating happened during the 2004 and 2007 elections.
b. Dagdag-bawas – It is alleged that during registration of voters, cheating happens.
Names are added in the list of voters while others are lost in certain precints.
c. Defective Machines – They allege that the Precinct Count Optical Scan or PCOS
machines are defective. The ballot image coming out of these machines was
different from those sent to the Board of Canvassers. This is done before or after
the voting. Although there are news reports about the cheating, the cheaters do
not get punished.

381
 d. Violence and Killings – Candidates got killed during elections like the Maguindanao
Massacre that happened on November 23, 2009.
It was reported that more or less than 64 people were victims of the massacre
while only 4 survived. According to reports, followers of the Mangundadatu family
were massacred for going against the Ampatuan family, the political kingpins in
the province. Among those killed were Vice Mayor Ismael Mangundadatu’s wife,
Genalyn Tiamzon-Mangundadatu and Eden Mangundadatu, and 34 news reporters.
Accused of the killings are the members of the Ampatuan family, including
the Maguindanao governor Andal Ampatuan, Sr. and his children: ARMM Governor
Zaldy Ampatuan and Andal Ampatuan, Jr., Mayor of Datu Unsay, some members of
the private militia, and the Citizens Armed Force Geographic Unit (CAFGU).
Due to the gravity of the incident, different organizations in and outside the
country condemned the act,including Ban Ki-moon, Secretary-General of the United
Nations; the European Union; Australia, Britain, Japan, Indonesia, and the United
States; Reporters Without Borders; Amnesty International; the Human Rights
Watch; the Commission on Human Rights (CHR); the Bishops-Ulama Conference
in Mindanao; and various alliances of news reporters and the politicians in the
Philippines.
After a few days of investigation, Andal Ampatuan, Jr. was captured. On
November 27, 2009, Ismael Mangundadatu filed his candidacy for governor of the
province. To this day, the case is still being tried.
3. Candidates violate the policies set by the COMELEC – They start campaigning even
before the start of the official campaign period. They spend lavishly and put up campaign
posters and paraphernalia everywhere. Every election, the environment gets dirty and
polluted. The designated places for propaganda materials are not followed.

Common Election Malpractices

According to the study of the International Foundation for Electoral Systems and
I.P.E.R in their “Elections in the Philippines” and“Restudying the Filipino Voter Today,”
on July 2003, there were eight common occurrences during elections indicated as
prohibitions in the Omnibus Election Code:
• Vote buying;
• Voting in another person’s name (flying voters);
• Threatening voters;
• Bribing COMELEC personnel;
• Ballot snatching;
• Cheating during the counting of votes;
• Use of coercion and terrorism during the voting process; and
• Election-related or politically motivated killing.

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 The table below shows the common election occurrences together with the
reactions and views of the voters about it.
Nothing Should
Views on Common Common Nothing Other
Can Be Not Be
Election Practices (2003) Practice
Done
Wrong
Tolerated
Views

Vote Buying 40.2 14.9 1.9 48.4 2.5

Flying Voter 18.2 6.0 0.5 73.8 0.9
Threating of voters 11.0 3.8 8.6 66.7 0.7
Bribing Local Comelec 7.0 3.8 8.6 66.7 0.7
Ballot-snatching 6.6 4.7 0.5 85.0 1.8
Cheating During Counting 16.2 4.4 0.04 76.2 1.7
Coercion/Terrorism 7.0 4.1 0.8 85.8 1.2
Election-related Killing 5.7 5.2 0.4 85.3 1.7
Source: International Foundation for Electoral Systems at I.P.E.R “Restudying the Filipino Voter Today,”
2003.

A. Create a graphic organizer that shows the sources of government fund and how
they are spent.

Explain
1. What kind of tax do/does your parents/family pay? Describe each.
________________________________________________________________
________________________________________________________________
2. How does the government spend for you? List at least five instances.
________________________________________________________________
________________________________________________________________
Elaborate
A. Answer the following.
1. Based on what you have seen or heard, what are the three major political
issues in our country at present?
___________________________________________________________
___________________________________________________________

383
 2. Can these problems still be solved through the cooperation of the citizens
and the government? How?
___________________________________________________________
___________________________________________________________
3. Make a list of infrastructure and activities of the people in your community.
How have our government’s funds supported these?
___________________________________________________________
___________________________________________________________
B. Make a cartoon or slogan to convince people to pay their taxes honestly and
promptly. Do this on a ½ sheet of bond paper.

Means of Involvement
in Political Activities

Joining and supporting political

Petitioning the government
parties and party lists

Supporting and joining social

Electing government officials
organizations

Support for social

organizations
Filipino citizens are involved in the democratic process in achieving good governance.

For more information about this topic, log on to www.rexinteractive.com to access

the Student’s Space in the website.
http://www.comelec.gov.ph/?r=References/RelatedLaws/ElectionLaws/RA7941
http://www.bir.gov.ph/index.php/tax-information/income-tax.html
http://www.comelec.gov.ph/?r=Archives/RegularElections/2013NLE/Statistics/
Municipality

384
A. Write PP if the statement is a legitimate involvement in the political process of
government according to the Constitution and N if not.
_____ 1. Forming civic organizations
_____ 2. Voting during elections
_____ 3. Giving donations to the poor
_____ 4. Joining political parties
_____ 5. Giving gifts to government employees
_____ 6. Establishing secret organizations
_____ 7. Electing party list representative
_____ 8. Paying taxes
_____ 9. Observing the activities of politicians
_____ 10. Buying votes for a particular candidate
B. Assess the effect of the following activities to the government. Circle: (–) if it has a
harmful effect in the government, (0) if it has no effect, and (+) if it has beneficial effects
on the citizens.
1. Voting in elections – 0 +
2. Conducting rallies – 0 +
3. Collecting signatures for a petition – 0 +
4. Supporting a political party – 0 +
5. Noticing the misconduct of government officials – 0 +
6. Giving donations to political organizations – 0 +
7. Freedom of speech and expression – 0 +
8. Voting a party list – 0 +
9. Membership in civic organizations – 0 +
10. Respecting human rights – 0 +
11. Giving of gifts to facilitate processes – 0 +
12. Joining the demonstrators – 0 +
13. Giving donations to government officials – 0 +
14. Paying taxes – 0 +
15. Covering up mistakes committed bygovernment officials – 0 +

385
C. Explain.
1. Which of the activities you listed above is most beneficial to your—
community?
__________________________________________________________________
country?
__________________________________________________________________
2. What are the three most effective ways to involve the citizens in political activities
of the country?
__________________________________________________________________
__________________________________________________________________
3. In your assessment, what issue has the most adverse effect to our government?
Why? How can this issue be resolved?
__________________________________________________________________
4. Given your situation at present, how can you participate to resolve a political issue
in your community or in the country?
__________________________________________________________________
5. What is the importance of cooperation between the citizens and the government
in solving social problems?
__________________________________________________________________
D. Make a long list of how you can be involved in political activities as a citizen at present
and in the future. Write how you, your community, and our country can benefit from
these activities.
The Means of Involvement
Present Future

E. Follow the directions.

1. Explain the impact of the involvement of the citizens in political activities and
issues.
__________________________________________________________________
__________________________________________________________________
2. Express your thoughts and insights on important political issues in your own
community and our country.
__________________________________________________________________
__________________________________________________________________
F. Make an advocacy campaign and post it on the Internet. Motivate the youth to get
involved in democratic processes that promote good governance.
386
A. Put a check mark () on the column that describes your performance in answering the
activities in this lesson.
Very Needs
Were you able to do the following? Excellent Fair
Satisfactory Improvement
1. Analyzing the effects of the citizens’
involvement in political activities
and issues
2. Explaining the importance of
cooperation between the citizens
and the government in solving
social problems
3. Expressing insights on important
political issues in your own
community and our country
4. Developing, implementing, and
communicating new ideas to others
effectively
B. Enumerate the things you have learned and you still want to learn.

1. What important concept have 2. What else would you like to

you learned from this lesson? know and learn?

C. Check () the column of your answer.

Statement Agree Disagree
1. Have freedom of expression
2. Choose and vote the candidate for the community and country
3. Ignore voting on election day
4. Get involved and support non-government organizations
5. Join associations, organizations, or unions
6. Pay the appropriate taxes

387
A.
? How can you participate in political activities that
will help solve our social problems?

Choose one from the three activities below and answer the question.
Activity 1 Activity 2 Activity 3
Write a speech. Encourage Create a comic strip with three Think of practical ways on
members of your community characters. Present ways on we can participate in political
to participate in political how to participate in political activities to achieve good
activities to achieve good activities to achieve good governance in the country.
governance in the country. governance in the country. Present it through a short play
(drama).
B. Use the criteria to assess your performance in the activity.

Criteria
Features The work includes important details and interesting facts.
The work is well organized, has a good opening, informative body,
Organization
and satisfying conclusion.
Correctness of Data
All the data/information are true, correct, and up to date.
or Information
Impact The presentation is very pleasing and has a great impact.
Completion The presentation was completed on the deadline.

388
 Glossary
A
accountable: answerable, responsible
adapt: to become suitable; to change so as to fit a situation
administration: a governmental agency or board; the term of office of an administrative body
agency: the office of an agent; the place of business of an agent; business of one in charge
with the concerns of another
arraignment: being called before a court to answer a charge of wrongdoing
assembly: a company of people gathered together for deliberation and legislation
ASEAN: Association of Southeast Asian Nations
atrocities: extremely wicked, brutal, or cruel acts or situation
audit: a formal examination of an organization’s or individual’s accounts or financial situation
authorities: people who considered experts
autonomous: having the right or power of self-government

B
barangay: a settlement consisting of 30 or more families
biodegradable: capable of rotting or decomposing through biological activity, especially by
microorganisms
budget: a plan for the coordination of resources and expenditures
business: a person’s occupation, work, or trade
bureau: a specialized administrative unit, a subdivision of an executive department of a
government

C
campaign: a series of operations or activities to achieve a set goal
census: a count of the population or property evaluation
citizens: inhabitants of a city or town; native or naturalized persons who owes allegiance to a
government and is entitled to protection from it
citizenship: the status of being a citizen; membership in a community
climate: the average course or condition of the weather at a place over a period of years
commerce: buying and selling of goods especially on a large scale and between different
places
commission: a government agency having administrative, legislative, and judicial powers

389
communication: an act or instance of transmitting; an exchange of information
competent: having the necessary ability or qualities
congress: the supreme legislative body of a nation or a republic
conserving: avoiding wasteful or destructive use of resources
Constitution: the basic principles and laws of a nation or social group that determines the
powers and duties of the government and guarantee certain rights of the of the people
in it; a written instrument embodying the rules of a political or social organization
contributions: something given freely
corruption: inducement to wrong by improper or unlawful means
court: a group of people for carrying out judicial business; a session of a judicial assembly; a
building or room where legal cases are heard
crisis: a difficult time; a situation that has become very serious
culture: the integrated pattern of human knowledge and beliefs; the customary beliefs and
social forms and material traits of a social group

D
democracy: government by the people; rule of the majority
devastated: ruined
department: a major administrative division of a government or business
discovery: the process of obtaining sight or knowledge of for the first time
dispose: throw; get rid of
divisions: parts or portions of a whole
duties: activities one should perform, obligations
diverse: unlike, different from one another

E
education: training by formal instruction
election: the privilege of making a choice, an act or process of electing
embody: incorporate, to cause to become a part of a body
emerge: surface, show, appear
ethnic: a member of a minority group who keeps customs, language, or social ideas of the
group
evidence: a thing helpful in forming a conclusion or judgment

390
F–L
foreign: situated outside of one’s own country
freedom: ease of movement or action, right to enjoy or use something at will
funds: a sum of money; resources set aside for a specific purpose
generation: all of the offspring or children that are at the same stage of descent from a
common ancestor
geographically: concerning the topography of a specific region, including its landforms and
water forms
geothermal: relating to the internal heat of the earth
goals: the purpose toward which activities are directed; an objective
government: the organization, machinery, or agency through which a political unit exercises
authority and performs functions
graft: the acquisition of gain in dishonest or questionable ways
hindrance: something that interferes with or delays action or progress; obstacles
historical: based on or concerned with event in history
impeachment: a process by which a public official may be charged with a crime before a
competent tribunal
industries: commercial production and sale of goods
influence: the act or power of causing an effect in indirect or intangible ways
invaders: those who invade; assailants; encroachers; intruders
invasion: incursion or raid of an army for conquest or plunder
Islam: the religious faith of the Muslims
law: a rule of conduct or action prescribed or formally recognized as binding or enforced by a
controlling authority
limitation: restraint, the act or state of being limited
literate: knows how to read and write
littoral: situated or near a shore especially of the sea
livelihood: means of support to get one’s needs to live; subsistence

M–P
marine life: living thing in bodies of water
martial law: the law applied in occupied territory by the military authority of the occupying
power, the law administered by military forces that is invoked by a government in an
emergency when the civilian law enforcement agencies are unable to maintain public
order and safety
military government: a type of government rules by the armed forces

391
migrant: a person who moves from one place to another
migration: transferring from one place to another
money laundering: to conceal or disguise the source of money.
monopoly: exclusive control, commodity controlled by one party
nationalism: love of nation to the interests or culture of one’s nation
native: originating, growing, or produced in a certain place or region; indigenous; one of the
original inhabitants or lifelong residents of a place
naturalization: to become established as if a native
natural resources: industrial materials and capacities supplied by nature
nonbiodegradable: waste typically originating from chemicals that do not degrades even if
buried under the soil
proclamation: an official public announcement
party: a political party or a sectoral party or a coalition of parties.
obstacles: those that oppose, stand in the way of, or hold up progress
organizations: groups of people who work together
ousted: ejected from a position or place; forced out
outlook: a point of view; an attitude; expectation from the future
political: relating to, or dealing with the structure or affairs of government, politics, or the
state
political party: an organized group of citizens advocating an ideology or platform, principles
and policies for the general conduct of government
popular: commonly liked or approved
population: the total number of people living in a country or region
ports: a place where ships may take shelter from storms; a harbor town or city where ships
load or unload cargo
poverty: the state of being poor; lack of money or possessions
preserve: to keep or save from injury, loss, or ruin
primary: first in time or development
progress: gradual improvement or advancement
prohibited: officially forbidden to do something
propaganda: the spreading of idea, information, or rumor for the purpose of helping or
injuring an institution, a cause, or a person
promote: to move up in position or rank; to help grow or develop
prosecution: to bring legal action against for punishment of a crime or violation of law
provide: to supply what is needed for support; to supply or furnish for use
providers: those who provide something or give what is needed

392
provisions: the act or process of providing, a measure taken beforehand to deal with a need
or contingency
promulgate: to put into action

R
ratification: the act of confirming
recognize: to show awareness of; approve of or appreciate
recycling: the collection and often reprocessing of discarded materials for reuse
region: a political division consisting several cities and provinces
regulations: authoritative rules
relations: affairs, dealings
religion: a set of beliefs, values, and practices based on the teachings of a spiritual leader
remote: located far away; distant in space; hidden away; secluded
republic: a government having a chief of state who is not a monarch and who in modern times
is usually a president, a political unit
resources: a new or reserve source of supply or support; a usable stock or supply
revolution: a sudden, extreme, or complete change; a basic change in government; the
overthrow of one government and the substitution of another by the governed
right: something that one may properly claim as due
rural: countryside

S–Z
snap: done, made, or carried through suddenly
state: a politically organized body of people occupying a definite territory especially one that
is sovereign
subversion: systematic attempt to overthrow or undermine a government or political system
system: a form of social, economic, or political organization or practice
taxes: a charge usually of money set by authority on persons or property for public purposes
tedious: tiresome because of length
temperature: the degree of hotness or coldness of a body or environment
territory: a geographical area belonging to or under the jurisdiction of a governmental
authority
theory: the analysis of a set of facts in their relation to one another
trade: the business of buying and selling or bartering commodities
tradition: the handing down of information, beliefs, or customs from one generation to
another; a belief or practice or custom passed on

393
trait: a quality that sets off one person or thing from another; an inherited characteristic
treaties: a contract in writing between two or more political authorities formally signed by
representatives duly authorized by the state
ultimately: eventually
urban: of, relating to, or characteristic of, or constituting a city use
utilize: use, to make use of
vast: very great in size, amount, intensity especiallyin extent or range, enormous
veto: an authoritative prohibition, a power vested in a chief executive to prevent permanently
or temporarily the enactment of measures passed by a legislative body, prohibit
violation: an act that disregards an agreement
visa: an endorsement made on a passport by the proper authorities denoting it has been
examined and that the bearer may proceed
void: useless
vulgar: lacking in cultivation, perception, or taste, coarse
wastes: material left over, rejected, or thrown away
weather: the state of the atmosphere in regard to heat or cold, wetness or dryness, calm or
storm, clearness or cloudiness
zone: an area set off as distinct from surrounding or adjoining parts, area set off for a particular
purpose

394
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Development.PDF
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Migration&Development-Ratha-GFMD_2010a.pdf
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estimatesorigin.shtm
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• http://www.un.org/en/sections/un-charter/chapter-vi/index.html
• http://census.gov.ph/content/domestic-and-international-migrants-philippines-
results-2010-census
• http://www.un.org/en/development/desa/population/migration/data/estimates2/
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• http://www.un.org/en/development/desa/population/migration/publications/
wallchart/docs/wallchart2013.pdf
• http://Www.Unicef.Org/Philippines/Youth-Migration-Philippines-Brain-Drain-Brain-
Waste.Pdf
• http://www.balita.net.ph/2012/01/30/mga-hamon-ng-lumalagong-lungsod/
• http://www.akoaypilipino.eu/italya/kasunduan-sa-integrasyon-mga-dayuhan-
6
inaasahang-pipirma
• https://www.compas.ox.ac.uk/research/urbanchange/multiculturalism/
• http://www.theguardian.com/commentisfree/2014/mar/16/passive-tolerance-
beacon-hope-diverse-communities
• http://census.gov.ph/content/domestic-and-international-migrants-philippines-
results-2010-census
• http://www.un.org/en/development/desa/population/migration/data/estimates2/
estimatesorigin.shtml
• http://www.un.org/en/development/desa/population/migration/publications/
wallchart/docs/wallchart2013.pdf
• http://Www.Unicef.Org/Philippines/Youth-Migration-Philippines-Brain-Drain-Brain-
Waste.Pdf
• http://www.cambridge.org/us/academic/subjects/politics-international-relations/
international-relations-and-international-organisations/territorial-peace-borders-
state-development-and-international-conflict
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399
 • https://books.google.com.ph/books?id=blrS9ETGaIEC&pg=PA37&lpg=PA37&dq=fr
om+1919+to+1995,+there+have+been+a+total+of+348+territorial+conflicts&sourc
e=bl&ots=9IuGSqOC7q&sig=9ATYm22SgJTvOBhmBrdyafuMZmc&hl=en&sa=X&red
ir_esc=y#v=onepage&q=from%201919%20to%201995%2C%20there%20have%20
been%20a%20total%20of%20348%20territorial%20conflicts&f=false
• https://www.nytimes.com/books/first/h/hoffman-terrorism.html
• http://www1.up.edu.ph/it-runs-in-the-family-the-making-of-political-dynasties-in-
the-philippines/
• http://www.lawphil.net/statutes/repacts/ra1960/ra_3019_1960.html
• https://www.transparency.org/cpi2014/results
• http://pcij.org/
• http://www.transparency.org/research/cpi/overview
7
• https://www.transparency.org/country/#PHL
• http://pcij.org/
• http://www.transparency.org/research/cpi/overview
• https://www.transparency.org/country/#PHL
• Jimeno, Jaileen. Makati’s mayor fortifies fort. From www. pcij.org
• http://www.studymode.com/course-notes/Pros-And-Cons-Of-a-Political-1951223.
html
• http://www.start.umd.edu/gtd/search/IncidentSummary.aspx?gtdid=201012310004
• http://www.start.umd.edu/gtd/search/IncidentSummary.aspx?gtdid=200912300014
• http://www.history.com/topics/9-11-attacks
• http://www.mirror.co.uk/news/world-news/isis-japanese-hostage-kenji-
goto-5056729
• http://www.gov.ph/2014/03/27/speech-of-president-aquino-during-the-signing-of-
the-comprehensive-agreement-on-the-bangsamoro/
• http://www.luwaran.com/index.php/document/item/1062-current-state-of-peace-
negotiation-between-the-government-of-the-philippines-gph-and-the-moro-islamic-
liberation-front-milf
• http://www.gmanetwork.com/news/story/325608/news/regions/mnlf-attacks-
zambo-city-using-20-hostages-as-human-shields-six-killed
• http://www.gov.ph/2015/01/26/statement-gph-peace-panel-chair-ferrer-on-the-
8 armed-encounter-in-maguindanao/
• http://www.mindanaopeaceweavers.org/staying-the-course-challenges-to-peace-a-
statement-on-the-mamasapano-tragedy/
• http://www.nctc.gov/site/groups/asg.html
• http://www.un.org/en/terrorism/
• http://www.asean.org/news/asean-secretariat-news/item/asean-convention-on-
counter-terrorism-completes-ratification-process
• http://www.nctc.gov/site/index.html
• http://www.start.umd.edu/gtd/
• http://www.un.org/en/terrorism/strategy-counter-terrorism.shtml
• http://www.history.com/topics/9-11-attacks
• http://www.mirror.co.uk/news/world-news/isis-japanese-hostage-kenji-
goto-5056729

400
 • http://www.gov.ph/2014/03/27/speech-of-president-aquino-during-the-signing-of-
the-comprehensive-agreement-on-the-bangsamoro/ http://www.gmanetwork.com/
news/story/325608/news/regions/mnlf-attacks-zambo-city-using-20-hostages-as-
human-shields-six-killed
• http://mnlfnet.com/
• http://www.mindanaopeaceweavers.org/staying-the-course-challenges-to-peace-a-
statement-on-the-mamasapano-tragedy/
• http://www.nctc.gov/site/groups/asg.html
• http://www.un.org/en/terrorism/
• http://jmvh.org/article/definitionof-terrorism-social-and-political-effects/
• http://archive.adl.org/terror/tu/tu_0404_philippines.html#.U9XeFpSSxe8
• http://www.justlanded.com/english/Philippines/Services/Health/The-Philippines-
terrorism-and-minimizing-your-risk
• http://www.gov.ph/1997/10/29/republic-act-no-8371/
• www.pcco.org.ph/pcco3/downloadables/IP_Book/IPbook_final.pdf
• http://www.gov.ph/1997/10/29/republic-act-no-8371/
• http://www.history.com/topics/world-war-ii/the-holocaust
• http://www.history.com/topics/what-is-genocide
• http://www.historyplace.com/worldhistory/genocide/pol-pot.htm
• http://www.ohrc.on.ca/tl/learning/mahalagang-mga-karapatan-mga-responsibilidad/
mga-dahilan-ng-diskriminasyon
• http://www.ohrc.on.ca/tl/learning/mahalagang-mga-karapatan-mga-responsibilidad/
mga-dahilan-ng-diskriminasyon
9 • http://www.history.com/topics/ethnic-cleansing
• http://www.history.com/topics/world-war-ii/the-holocaust
• http://www.historyplace.com/worldhistory/genocide/pol-pot.htm
• http://www.history.com/topics/what-is-genocide
• http://www.ph.undp.org/content/philippines/en/home/mdgoverview/overview/
mdg3.html
• http://www.un.org/pubs/cyberschoolbus/discrim/id_8_ud_print.asp
• http://civilrights.findlaw.com/civil-rights-overview/what-is-discrimination.html
• http://declassifiedrommelbanlaoi.blogspot.com/2011/01/multidimensional-causes-
of-terrorism-in.html
• http://plato.stanford.edu/entries/multiculturalism/
• http://www.un.org/esa/socdev/unpfii/documents/DRIPS_PIL.pdf
• http://www.gov.ph/downloads/1987/02feb/19870211-Konstitusyon-CCA.pdf
• http://www.ohchr.org/EN/UDHR/Pages/Language.aspx?LangID=tgl
• http://www.ohchr.org/EN/Issues/Pages/ListOfIssues.aspx
10 • http://www.slideshare.net/mayomilee/10-mga-karapatan-ng-bata
• http://www.ohrc.on.ca/tl/book/export/html/7010
• http://www.slideshare.net/davonluna/kabanata-18
• http://www.unicef.org/crc/
• http://www.newsweek.com/what-cia-torturers-did-their-captives-290601?piano_t=1

401
 • http://www.iglhrc.org/sites/default/files/philippines_report.pdfhttp://www.ohrc.
on.ca/tl/sekswal-na-pag-aangkop-mga-karapatang-pantao
• http://www.slideshare.net/jaredram55/ang-sekswalidad-ng-tao
• https://prezi.com/ugcyr1rj3cce/paggalang-sa-sekswalidad-ng-taorespect-for-human-
sexuality/
• http://library.fes.de/pdf-files/bueros/philippinen/50069.pdf
11 • http://www.eastasiaforum.org/2015/03/21/is-gender-inequality-really-so-low-in-
the-philippines/
• http://www.unfpa.org/gender-equality
• http://www.unicef.org/gender/
• http://www.edu.gov.mb.ca/k12/cur/socstud/global_issues/gender.pdf
• https://therainbowprojectph.wordpress.com/2014/08/28/lgbt-hate-crimes-statistics-
and-figures/
• http://www.gov.ph/2012/12/21/republic-act-no-10354/
• http://kalusugan.ph/%E2%80%9Cpampalaglag-ng-bata%E2%80%9D-aborsyon-sa-
pilipinas-at-bakit-ito%E2%80%99y-nakasasama/
• http://www.mulatpinoy.ph/2011/12/28/aborsyon/
• https://thefilipinoservant.wordpress.com/2011/05/21/rh-bill-ang-sagot-sa-
kahirapan/
• http://www.latimes.com/opinion/op-ed/la-oe-hedlin-prostitution-sweden-model-
20150826-story.html
• http://rhbillresourcepage.wordpress.com/the-rh-law-republic-act-no-10354/
• http://www. abs-cbnNEWS.com-Catholics can support the RH bill in good
conscience-0
12 • http://opinion.inquirer.net/inquireropinion/talkofthetown/view/20080816-155092/
Church-reply-to-reproductive-health-bill-facts-fallacies
• https://www.guttmacher.org/pubs/journals/3704611.html
• http://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%205%20
FINAL.pdf
• www.figo.org
• https://psa.gov.ph/
• https://www.guttmacher.org/pubs/journals/j.1728-4465.2014.00393.x.pdf
• www.nytimes.com
• http://www.scribd.com/doc/130656422/Advantages-and-Disadvantages-of-RH-
BILL#scribd
• http://cbcponline.net/v2/?p=1151
• http://www.gmanetwork.com/news/video/185870/reportersnotebook/pilipinas-
sentro-nga-ba-ng-cyber-child-prostitution
• http://definitelyfilipino.com/blog/2012/08/11/prostitution-101/
• http://www.slideshare.net/b_m_hughes/prostitution-presentation
• http://foreignpolicy.com/2014/01/19/think-again-prostitution/
13
• http://prostitutionresearch.com/category/quickfacts/
• http://www.apa.org/topics/sexual-abuse/
• http://www.gov.ph/downloads/2012/05may/Child-Protection-Policy.pdf
• http://www.gabrielaph.com/2012/10/22/legalizing-prostitution-is-violence-against-
women/

402
 • http://prostitution.procon.org/view.resource.php?resourceID=000772
• https://catwap.wordpress.com/programs/research-documentation-publications/
facts-and-statistics/
• http://www.unicef.org/protection/files/ipulocaltrafficking.pdf
• http://www.nscb.gov.ph/ncs/10thNCS/papers/invited%20papers/ips-21/ips21-01.
pdf
• http://www.unesco.se/wp-content/uploads/2015/02/Education-transforms-lives.pdf
• http://www.nscb.gov.ph/beyondthenumbers/2013/01112013_jrga_educlabor.
asp#tab2
• http://www.education-transforms.org/en/?portfolio=testing-hidden#.VLcao8lhlXF
• http://www.deped.gov.ph
• http://www.deped.gov.ph/infographics/k-12-infographics
• http://www.deped.gov.ph/index.php/about-deped/vision-and-mission
• https://twitter.com/deped_ph/status/517149543813492736
• http://www.gov.ph/2013/05/15/republic-act-no-10533/
• http://www.gmanetwork.com/news/story/330634/opinion/ang-bagong-sistema-ng-
edukasyon
• www.cavite.gov.ph
• http://www.abs-cbnnews.com/insights/06/21/10/ang-problema-sa-edukasyon-pat-
sto-tomas
• http://pinoyweekly.org/new/2012/06/krisis-sa-edukasyon-sa-ilalim-ni-pnoy-
14
kinondena-ng-kabataan/#sthash.hoOuuoGb.dpuf
• http://www.gmanetwork.com/news/story/358843/news/nation/bill-seeks-to-
increase-public-school-teachers-salary-from-p18k-to-p36k
• https://ph.news.yahoo.com/ph-only-country-asia-still-10-basic-
education-110113111.html
• http://www.unescobkk.org/education/resources/resources/education-system-
profiles/philippines/basic-education/
• http://www.unesco.org/education/wef/countryreports/thailand/rapport_1.html
• http://www.education-transforms.org/en/?portfolio=testing-hidden#.VLcao8lhlXF
• http://www.education-transforms.org/en/?page_id=168
• http://unesdoc.unesco.org/images/0022/002267/226757E.pdf
• http://www.start.umd.edu/gtd/search/IncidentSummary.aspx?gtdid=201012310004
• http://www.mb.com.ph/deped-gets-largest-share-of-proposed-2015-budget/
• https://savongschool.wordpress.com/tag/students/
• http://www.ched.gov.ph/index.php/higher-education-in-numbers/enrollment/
• http://www.gov.ph/
• http://www.gov.ph/aboutphil/constitution.asp
• http://www.bir.gov.ph/index.php/tax-code.html#tIIcIV
• http://www.bir.gov.ph/index.php/tax-information/income-tax.html
15 • http://www.neda.gov.ph/?p=1128
• http://www.ntc.gov.ph/laws/constitution3.html#article4
• http://www.ntc.gov.ph/laws/constitution3.html#article4
• http://civilsocietyindex.wordpress.com/2011/03/23/an-assessment-of-philippine-
civil-society

403
 • http://www.abs-cbnnews.com/video/nation/07/20/11/excl-ph-warship-heads-
spratlys
• http://s3.zetaboards.com/Defense_Philippines/topic/830956/75/
• http://www.fpi.ph/
• http://www.undp.org
• http://www.ombudsman.gov.ph/UNDP4/wp-content/uploads/2013/03/CSI-Report_
Booky.pdf
• http://www.fpi.ph/primertagalog.html
• http://www.seasite.niu.edu/tagalog/ang 1987 konstitusyon ng republi.htm
• http://www.bir.gov.ph/index.php/tax-information/income-tax.html
• http://www.bir.gov.ph/index.php/tax-code.html#tIIcIV
• http://www.gov.ph/
• http://www.ntc.gov.ph/laws/constitution3.html#article4
• http://www.gov.ph/aboutphil/constitution.asphttp://www.gov.ph/
• http://www.ntc.gov.ph/laws/constitution3.html#article4
• http://www.gov.ph/aboutphil/constitution.asp
• http://www.bir.gov.ph/index.php/tax-information/income-tax.html − International
Foundation for Electoral Systems at I.P.E.R “RestudyingThe Filipino Voter Today”,
Mayo 9 2013
• http://iper.org.ph/documentation/Chapter%2001-09.pdf
16 • http://www.ombudsman.gov.ph/UNDP4/wp-content/uploads/2012/12/
FinalPsychographics_HTML.pdf
• http://www.comelec.gov.ph/?r=Archives/RegularElections/2013NLE/Statistics/
Municipality
• http://www.comelec.gov.ph/?r=References/RelatedLaws/ElectionLaws/RA7941
• http://www.comelec.gov.ph/?r=References/RelatedLaws/ElectionLaws/RA7941
• http://www.bir.gov.ph/index.php/tax-information/income-tax.html
• http://www.comelec.gov.ph/?r=References/RelatedLaws/ElectionLaws/RA7941
• http://www.bir.gov.ph/index.php/tax-information/income-tax.html
• http://www.comelec.gov.ph/?r=Archives/RegularElections/2013NLE/Statistics/
Municipality
• http://www.comelec.gov.ph/?r=Archives/RegularElections/2013NLE/Statistics/
Municipality

404
 Index
A Armed Forces of the Philippines (AFP), 195,
Abad family, 155 268
abortion, 283–286 Asian NGO Coalition for Agrarian Reform and
Rural Development (ANGOC), 350
Abu Sayyaf, 180, 187–189, 192
Association of Southeast Asian Nations
achievement rate, 322–323
(ASEAN), 145, 196
Act Strengthening the Prohibition On
Autonomous Region of Muslim Mindanao
Discrimination Against Women with
(ARMM), 183–184, 191
Respect to Terms And Conditions of
Employment, 208–209
active citizens, 341–345 B
Adopt-a-School Program, 333–334 Bangsamoro, 184
Afghanistan, 218 Bantay Cinema Youth Network, 305
Age Discrimination in Employment Act of Barkong Gregorio del Pilar, 342–343
1967, 209 battered woman syndrome, 246
Agenda 21, 120–122 bias, 10
agriculture sector (employment), 83 Bill of Rights, 228–231
air pollution, 70 Binay family, 159
Akbayan Citizen’s Action Party, 269 birth control, 283, 289
Al Harakut al-Islamiya, 187 bisexual, 261
See also, Abu Sayyaf brain drain, 140
Al Qaeda, 180 Brexit, 110
Alexander the Great, 107 Brocka, Lino, 269
alternative energy, 71–72 bullying, 246
Amnesty International Philippines (AIPh), business-organized/oriented NGOs, 375
252
Ancestral Domains, 213–215 C
Angeles City, 138 Cambodia, 207–208
Annan, Kofi, 196 Camiguin, 25
Anti-Graft and Corrupt Practices Act, 167– Camp Peralta, 216
169
Carbon Dioxide (CO2), 62
Anti-Money Laundering Law, 195
Carbon Monoxide (CO), 62
Anti-Political Dynasty Act, 162
Catholic Bishops Conference of the
Anti-prostitution Act of 2010, 297, 301 Philippines (CBCP), 266
Anti-trafficking in Persons Act of 2003, 297 Caucus of Development NGO Networks
Aquino (Benigno) administration, 170, 171 (CODE-NGO), 346
Aquino family, 158 Cayetano family, 160

405
Cebu City, 138 Constitution, 228, 248–249, 251, 252, 318
cedula, 379 constitutional rights, 227, 343
child trafficking, 300–301 consumerism, 122–123
children’s right, 235–239, 249 contemporary issue
chlorofluorocarbon (CFC), 62 analysis of a, 4–5
Christian Solidarity Worldwide (CSW), 252 definition, 3
city growth rate, 138 examples, 5–6
civic organizations, 345 importance of studying, 6–7
Civil Aviation Authority of the Philippines, 52 skills needed in the study of, 8–9
civil liberties, 227 sources of data, 4, 8–9
civil societies contraception. SEE birth control
activities, 346–348 Copenhagen Declaration on Social
organizations, 349, 376–377 Development, 121
participating, 349–353, 355–356 corruption, 166
classrooms, 324–325 counter-terrorism, 196–197
climate change Crimea, 144
causes, 61–62 cultural rights, 228
effects of, 62–64 cyber prostitution, 297
policies and programs, 66–69 cyberbullying, 246
preventing, 71–72
Climate Change Act of 2009, 66, 67–67 D
Climate Change Commission, 66, 67 Dagdag–bawas, 381
Coalition Against Trafficking in Women, 306 damages, 30
Coalition Against Trafficking in Women–Asia Davao City, 138
Pacific (CATW-AP), 303 Declaration on Population, 278
Coalition for the Liberation of the Reassigned deforestation, 29, 70
Sex (COLORS), 269 Department of Education (DepEd), 51,
Code of Conduct (CoC), 145 318–320,
Cojuangco-Aquino clan, 155 Department of Environment and Natural
colonization, 107 Resources (DENR), 21, 52
communication, 108 Department of Health (DOH), 51
community tax, 379 Department of Interior and Local
Government (DILG), 50
Community-based Approach to Violence
Against Women (Combat-VAW), 305 Department of Labor and Employment
(DOLE), 100
Comprehensive Water, Sanitation, and
Hygiene in Schools (WinS) Program, Department of National Defense (DND), 52,
330–331 195
conclusion, 10 Department of Public Works and Highways
(DPWH), 52
Congo, 218

406
Department of Science and Technology issues in Philippine, 322–27
(DOST), 35 resolving issues in, 328–34
Department of Social Welfare and El Niño, 18
Development (DSWD), 50
election fraud, 381
Department of Trade and Industry (DTI), 100
election malpractices, 382–383
detention, 246
emergency kit, 37
development, justice, and advocacy NGOs,
emergency plan, 37
375
emotional violations, 246–247
disaster risk mitigation, 49
employed persons, 81–82
discrimination
employment, 82–83
cases, 206–207
energy sustainability, 123
causes, 204
environmental change, 123
definition, 204
environmental problems, 70–71
effects, 205–206
Episcopal Commission on Family and Life
forms, 205, 208–210
(ECFL), 266
in workplace, 208
Esmail Dalus Kiram II, 147
LGBT, 264–265
Estrada family, 158
of disabled persons, 210
ethnic terrorism, 179
of indigenous peoples, 210
evacuation, 29
of older people, 209
Executive Order No. 43, 171–172
of women, 208–209
extinction, 70
discrimination on identity, 265
extrajudicial killings, 246
diseases, 109
extra-legal killing, 246
donation and inheritance tax, 379

F
E
fact, 9
Early Language, Literacy, and Numeracy
family, 261
Program, 332
female migrants, 139
Earth Summit, 120
feminism, 217–218
earthquakes, 21, 22, 24
Ferrer, Miriam Coronel, 186
July 16, 1990, 33
Filipino migration, 138
preparedness guide, 42–44
Filipino voter, 363–366
economic migrants, 138
financial crisis, 110
economic rights, 228
flooding, 20, 31
economy, 109–10
preparedness guide, 39–40
education
fly-by-night NGOs, 375
benefits, 317–18
Foreign Aid Transparency Hub, 172
budget, 324
Framework Agreement on the Bangsamoro,
government policies, 318–20
184

407
freedom of expression, 362 Hitler, Adolf, 206
full-time job, 80 Holocaust, 206
funding agency NGOs, 374 home and discrimination, 268
homosexuals, 261
G rights, 270
GABRIELA (National Alliance of Women in Hong Kong Shanghai Banking Corporation
the Philippines), 309 (HSBC), 110
garbage problem, 70, 72 human rights, 228–231, 232–235
gender discrimination, 264–265, protecting, 247–249, 252–253
gender identity, 260 respects for, 344
gender roles, 260, 261–263 violations, 246–247
gender, 260 human trafficking, 303
generalization, 10 Hutu majority, 207
genocide, 207–208 hydroelectric dam, 72
geohazard mapping, 21–26 hydropower, 72
geothermal energy, 72
Gibler, Doug, 147 I
globalization ideological terrorism, 179
aspects of, 108–112 illegal migrants, 139
coping with, 114 Illustrados, 160
definition, 107 income tax, 379, 380–381
effects, 112–114 indigenous groups, 212–213
government policies, 115 discrimination, 210
history of, 107–108 issues, 215–16
Good Friday Accords, 192 rights, 213–15, 240–244, 250
graft, 166 Indigenous Peoples Rights Monitor (IPR
graft and corruption Monitor), 215–216
definition, 166 Indigenous Peoples’ Rights Act (IPRA),
212–215
effects of, 171
indirect discrimination, 265
law, 167–169
Industrial Revolution, 107
in the Philippines, 169–171
industry sector (employment), 83
resolving, 171–172
inference, 10
greenhouse gases, 61–62
informal sector, 82
Gross Domestic Product (GDP), 97
information technology, 108
Guatemala, 218
innate rights, 227
integration, 140
H
interest groups, 377
hate crimes, 270–271
Intergovernmental Panel on Climate Change
Haven, 305
(IPCC), 69
408
internal migration, 136, 138 Lesbian and Gay Legislative Advocacy
International Bank for Reconstruction and Network (LAGABLAB), 269
Development (IBRD), 112 Lesbian, Gay, Bisexual, Transgender (LGBT),
international boundaries, 144 261
International Development Association crimes, 270–271
(IDA), 112 discrimination, 264–265, 266–268
International Labor Organization (ILO), 81 organizations, 269
international migration, 136–137 same sex marriage, 271–272
International Monetary Fund (IMF), 112 livelihood rights, 228
International Tribunal for the Law of Seas Local Climate Change Action Plan (LCCAP),
(ITLOS), 145–146 66
Iqbal, Mohagher, 184 love of country, 341
Iraq, 218
Islamic Theocratic State of Mindanao (MIS), M
187 Macapagal family, 157
Italy, 140 Macapagal, Diosdado, 146
Madrasah/Muslim Education Program
J (MEP), 332
Jamal ul-Kiram III, 147 Mali, 218
Janjalani, Abdujarak, 187 Mamasapano Tragedy, 186
Janjalani, Khadafi, 187 Marcos family, 155, 157, 164
job creation policy, 91 maternal mortality, 283
media, 267, 362–363
K methane, 62
K to12 Basic Education Program, 328–330 Metropolitan Manila Development Authority
KALAKASAN (Women Against Violence), 305 (MMDA), 51
Kalayaan Group of Islands, 143 migrants, 138, 139
Khmer Rouge, 207–208 migration
Kyoto Protocol, 68 causes of, 138–139
definition, 136
L effects of, 139–141
La Niña, 18 Filipino, 138
Labor Force Survey (LFS), 80 types, 136–38
labor participation rate, 80 Millennium Declaration (M.D.), 279
LADLAD LGBT Party, 269 minimum wage, 85
land pollution, 70 mining, 29, 70, 216
landslides, 20 minority groups
preparedness guide, 40–42 types, 212
Lesbian Activism Project (LeAP!), 269 rights, 213

409
mismatch between courses and jobs natural rights, 227
available, 91–93 Nepal, 218
Misuari, Nur, 183, 185–186 New People’s Army (NPA), 182–183
Moro Islamic Liberation Front (MILF), newspaper, 9
184–185
nitrous oxide, 62
Moro National Liberation Front (MNLF), 179,
“no concessions” policy, 195
182, 183
non-government organization (NGO),
Mother Tongue-based Multi lingual
373–375
Education (MTB-MLE), 331
non-structural measures, 49–52
Mount Pinatubo, 33
multiculturalism, 141
O
and feminism, 217
Ofreneo, Rene, 300
and racism, 216–217
opinion, 10
definition, 211
orange rainfall advisory, 36
mutant NGOs, 375
Osmeña family, 156
outsourcing, 110
N
overpopulation, 292
National Climate Change Action Plan, 66
Overseas Filipino Workers (OFWs), 110, 138
National Commission on Indigenous Peoples
(NCIP), 251 contribution to the economy, 140
National Commission on the Role of Filipino ozone layer, 29
Women (NCRFW), 305
National Council of Social Development P
(NCSD), 350 Pakistan, 218
National Disaster Risk Reduction and Paris Agreement, 126–127
Management Council (NDRRMC), 23, Paris Protocol of Economic Relations, 191
49, 66
part-time job, 80
National Environmental Policy Act (NEPA),
118 party list representatives, 369–72
National Framework Strategy on Climate Philippine Atmospheric, Geophysical, and
Change (2010–2012) (NFSCC), 66 Astronomical Services Administration
(PAGASA), 35, 52
National Secretariat of Social Action–Justice
and Peace (NASSA), 350 Philippine Coast Guard, 52
national territory, 143 Philippine Commission on Women, 250
nationalism, 341 Philippine Council for Sustainable
Development (PCSD), 124–125
natural disasters
Philippine flag, 342
causes of, 29
Philippine Institute of Volcanology and
definition, 18 Seismology (PHIVOLCS), 44–46
effects of, 30–33 Philippine Judicial Academy (PHILJA), 305
preparing for, 35 Philippine Legislators’ Committee on
types, 18–26 Population and Development (PLCPD),

410
 279 privileges, 244
Philippine Migrants Rights Network, 306 ProGay Philippines, 269
Philippine NGO Council on Population, prostitution
Health and Welfare (PNGOC), 350 causes of, 301
Philippine Overseas Employment definition, 297
Administration (POEA), 100
effects of, 306–308
photovoltaic cells, 71
in the Philippines, 300–301
physical violations, 246
legalization, 308–310
plastic materials, 72
reasons, 297–298
poisonous chemicals, 72
solutions, 308–310
Pol Pot, 207
status worldwide, 298–299
police brutality, 246
women in, 303–5
political activities, 361–362
psychological violations, 246–247
political dynasty
Public Storm Warning Signals (PSWS), 35
definition, 155
effects of, 164–165, 166
Q
examples, 155–159, 161, 163
quarrying, 29
history, 160
Querubin, Pablo, 163
in Congress, 160–163, 164
movements against, 165
R
prohibition of, 162–163
racism, 216–217
political party, 368–369
rainfall advisories, 36
political rights, 228
rea estate tax, 379
popular culture, 109
recycling, 72
Population and Poverty: the Real Score, 288
red rainfall advisory, 36
Population Commission, 278
red tape, 171
population growth, 71
reduce (energy), 71
caused by migration, 139
refugees, 138
programs, 286–287
relations with others, 265
Population, Poverty, Politics, and the
religion and discrimination, 266
Reproductive Health Bill, 288
religious fanaticism, 179
poverty
religious terrorism, 179
and population growth, 288–289
remittances, 140
and prostitution, 301
reproductive health
and unemployment, 86–87, 94–96
history, 278–279
poverty incidence, 94–95
law, 278, 279–282
pregnancy, 283
Republic Act No. 3019, 167–169
pride festivals, 269
Republic Act No. 6725, 208
primary sources, 8–9
Republic Act No. 8371, 212–215
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Republic Act 8525, 333–34
Republic Act 9729, 66, 67
Republic Act 10174, 67–68
Republic Act No. 10354, 278–282
views on, 288–292
Responsible Parenthood and Reproductive
Health Act of 2012, 278, 279–282
views on, 288–292
RH Law, 278, 279–282
views on, 288–292
rights, 227
rights mandated by law, 227
rights of the accused, 228
Rio+20, 125–126
Robust, Maurice, 120
Roxas family, 156
S stereotypes, 205, 263
Sabah, 146–147
same-sex marriage, 264, 269, 271–272
Saudi Arabia, 218
Scarborough Shoal, 145
school facilities, 326
School-based Feeding Program (SBFP), 331
schools and discrimination, 267
Second Vatican Council, 307
secondary sources, 8–9
Senate Bill No. 2341, 297, 301
Senate Bill No. 2649, 162
Senkaku Islands, 144
Sentro ng Alternatibong Lingap Panligal
(SALIGAN), 305
sex, 260
sexual abuse, 246
sexual harassment, 209
sexual orientation, 260
sexuality, 260
sexuality education, 288
Silk Road, 107
412
Simbulan, Dante, 160
Sison, Jose Maria, 182
social organizations, 375
social rights, 228
Society of Transsexual Women of the
Philippines (STRAP), 269
solar energy, 71
solar heating, 71
solar thermal power, 71
Somalia, 218
South China Sea Arbitration, 146
Special Education (SPED) Program, 332
Special Program in Sports (SPS), 332
Special Zone for Peace and Development
(SZOPAD), 183, 191
Spratly Islands, 143
statutory rights, 227
Stockholm Meeting, 118
storm surges, 19–20, 30, 33
preparedness guide, 38–39
warning guide, 38
storm warnings, 35
structural measures, 49
structural violation, 247
student drop outs, 326–27
Sudan, 218
Sulu, 25
sustainable development
challenges of, 121–123
definition, 117–118
history, 118–120
things to do, 124
Syria, 138
systematic violation, 247
T
tax evasion, 381
tax on business and other industries, 379
taxes on other things owned, 379 Typhoon Ondoy, 20, 31–32
taxes, 379 Typhoon Uring, 32
teachers, 323–324, 326 Typhoon Yolanda, 30–31
Technical Education and Skills Development donations, 171
Authority (TESDA), 100 typhoon, 19
temporary migrants, 138 preparedness guide, 37–38
See also Overseas Filipino Workers
(OFWs)
U
term limits, 163
U.S. Environmental Protection Agency (EPA),
territorial boundaries, 144 118
territorial dispute, 143–144 UN Climate Change Conference (Paris), 69
effects of, 147–148 UN Conference for Sustainable Development
examples, 144–147 2012, 125–126
territorial problems, 147 underemployment, 84–86
terrorism poverty and, 86–87
definition, 179 unemployment, 87–89
forms of, 179 causes of, 90–94
in the Philippines, 182–189 effects of, 94–96
in the world, 180–181 solving the, 97–101
step taken against, 191–196 Southeast Asia, 90
terrorist groups United Nations Development Program
structure, 179–180 (UNDP), 362
weakening support for, 192 United Nations Environment Programme
(UNEP), 69, 119
third sex. SEE homosexuals.
United Nations Framework Convention on
Tiamzon, Benito, 183
Climate Change (UNFCCC), 68, 69
tidal power, 72
United Nations, 68, 110–112, 253
torture, 246
on terrorism, 196–197
tourism, 109
United States Agency for International
trade liberalization, 110 Development, 252
traditional NGOs, 374 United States, 193–194
traditional politicians (trapo), 160–162 Universal Declaration of Human Rights
Transparency International Corruption (UDHR), 232-35
Perceptions Index, 170 University of the Philippines, 305
travel, 108–9 unwanted pregnancy, 284
tsunami, 26 UP Babaylan, 269
preparedness guide, 46–47 UP School of Economics, 288
Tutsi Minority, 207 urban population, 138
Typhoon Haiyan, 30–31 US Agency for International Development
Typhoon Ketsana, 20, 31–32 (USAID), 278, 279

413
V XYZ
value-added tax (VAT), 379 yellow rainfall advisory, 36
violence against women, 303–306 Zamboanga City, 138
volcanic eruptions, 20–21, 33 Zamboanga City Siege, 185
preparedness guide Zubiri family, 159
volcanoes, 21, 29
volunteer, 347
vote buying, 381
voting, 363–366

W
waste disposal, 29, 70
water pollution, 70
water vapor, 62
waterways, 29
wave power, 72
West Philippine Sea, 145
wind energy, 72
women
abuses, 139, 303–305
countries worst for, 218
rights of, 217, 240, 249–250
status, 264
Women and Children Protection Units, 305
Women’s Crisis Center (WCC), 305
Women’s Legal Bureau, 306
workers’ rights, 251
World Bank, 112
World Commission on Environment and
Development, 119–120
World Health Organization (WHO), 289
World Meteorological Organization (WMO),
69
World Summit on Sustainable Development
(WSSD), 121
World Trade Organization (WTO), 112

414
 About the Authors
Eleanor D. Antonio obtained two degrees from the University of the
Philippines in Quezon City: Bachelor of Elementary Education and Master
in Education. She took graduate courses in Social Science at the Centro
Escolar University and completed the academic requirements for Doctor
of Education at the Philippine Normal University, Manila.
Ms. Antonio served as Assistant to the Dean, Education Department,
Philippine Normal University (PNU), Manila and as Professor, Strategies in
Teaching History, Geography, Civics and Culture; Social Studies; and Values
Education at the Education Department, PNU. Her more than three decades of teaching
experiences also include being supervising professor and Chair of the Student Teaching
Committee and the Evaluation Program, PNU Laboratory School. She was a demonstration
teacher in the Division of City Schools, Quezon City and lecturer-facilitator of various seminars
and workshops, sponsored by the Department of Education and the PNU.
She has co-authored of numerous textbooks and teacher’s manuals in History,
Geography, Civics and Culture, Social Studies, and Values Education for the secondary and
elementary levels; Measurement and Evaluation for college level; and teachers’ reviewers for
the teacher board examinations. She has been a delegate and participant in various national
and international workshops and seminars. Currently, she is a member of the Philippine
Historical Association; National Council for the Social Studies, USA; and the International
Reading Association, USA.
Presently, Ms. Antonio is the President of the Regis Angeli Learning Center, Quezon City
and Project Coordinator on the preparation of textbooks and teacher’s manuals in History,
Geography, Civics and Culture, Values Education, and Social Studies for the secondary and
elementary levels.

Evangeline M. Dallo obtained a degree in BSE Library Science from

the Centro Escolar University, Manila and a Certificate in Teaching from
the Philippine Normal University, Manila. She has co-authored numerous
textbooks and teacher’s manuals in History, Geography, Civics and Culture,
Social Studies, and Values Education for Secondary and Elementary Levels,
including the book in Social Studies titled Kayamanan 5, 6, and 10. She has
attended numerous national and international seminars and workshops in
the Philippines, Singapore, and the United States. She is a member of the
Philippine Historical Association; National Council for the Social Studies, USA; the International
Reading Association, USA; and Association for Supervision and Curriculum Development
(ASCD), USA.

415
 Presently, she serves as a consultant at the Regis Angeli Learning Center, Quezon City
and assistant coordinator of writing projects for worktexts and teacher’s manuals in History,
Geography, Civics and Culture, Values Education, and Social Studies for both the secondary
and elementary levels.

Consuelo M. Imperial is a graduate of BSE Major in Social Studies

at Pamantasan ng Lungsod ng Maynila, and completed the Academic
Requirement in Master of Arts in Education.
She has taught Economics subject at Torres High School for eleven
years, where she has also been the adviser of the Student Organizations,
which give her recognition as Outstanding Adviser of the second district in
1997, at the same time trainer of winning contestants in Economics.
With her excellent professional and leadership skills, she was elected as the President
of the Social Studies Department of Torres High School and Vice President of Manila
Public Secondary Social Studies Teachers Association (MAPSESSTA) and was awarded as an
Outstanding Social Studies Teacher in the second district of Manila and as Demonstration
Teacher of the Year of Torres High School in 1997. As a well rounded teacher, she was assigned
as lecturer/facilitator on seminars and workshops about Social Studies content and Teaching
Strategies in the Division of Manila.
At present, she is the Head Teacher of the Social Studies Department, the Curriculum
Chairman of the fourth year level and the Assistant Principal Night Academic at Villamor High
School in Manila. Moreover, she’s the Coordinator, Department Heads of Social Studies, fifth
district Manila.

Maria Carmelita B. Samson graduated from the University of Santo

Tomas with a Bachelor of Science in Education degree, major in History
and minor in English. She earned her academic requirements in Master of
Science in Social Studies from the Pamantasan ng Lungsod ng Maynila.
She spent her sixteen years of teaching at Torres High School, Division
of City Schools, Manila and was promoted as Department Head of Social
Studies in 1985. She spent her first nine years as Department Head of
Social Studies at Calderon Integrated School, Division of City Schools, Manila and was later
promoted as Head Teacher VI at Torres High School. She opted for an early retirement from
the Division of City Schools in 2002. Upon retirement, she became the OIC of Student Affairs
at the Navotas Polytechnic College where she was also a professor of Social Studies subjects,
and Teaching Strategies.

416
 She was also a demonstration teacher, a seminar facilitator, an adviser of the UNESCO
Club, and trainor of student contestants for different Social Studies contests. She was awarded
the Teacher of the Year in Social Studies for three consecutive school years (1980–1983), and
was also a finalist of the Lion’s Teacher of the Year in 1984.
She authored the following books in Social Studies:
Pana-panahon
Pagbabago
Kayamanan, 1st and 2nd Edition
Turning Points, 1st and 2nd Edition

Celia D. Soriano is a graduate of the University of the East, Manila with

a degree of Bachelor of Arts in History. She pursued her professional growth
by enrolling in her Master’s degree in Social Science at the Pamantasan ng
Lungsod ng Maynila then at Manuel L. Quezon University for her Master of
Arts in Sociology. She uplifts continuously her teaching skills by attending
seminars, workshops/conferences and made herself a member to different
Social Science organizations.
A veteran history teacher, she has been teaching world history for twenty years at
Calderon Integrated School. She became a Master Teacher I in the same school. In 1997, she
became the Head Teacher IV. She has been contributing actively in the field of Social Science
in various capacities; a resource speaker, facilitator, and a demonstration teacher in various
trainings/seminars and teachers’ workshops in Social Studies. At present she is the Head
Teacher of Araullo High School in the Division of Manila.
In recognition of her dedicated performance, she was awarded/recognized as Teacher of
the Year (District Level) by school, KAMAGUPAT and MAPSESSTA.

417