Exploring The Themes and Topics of GCED in The Philippines

Exploring the Themes and Topics of Global Citizenship
Education in the Philippines: An Initial Elaboration

Carl O. Dellomos
GCED Cooperation Centre – Philippines
Philippine Normal University
Introduction
Global Citizenship Education (GCE) is a transformative approach to learning that equips students with the
knowledge, values, and skills necessary to engage as responsible and active global citizens in an
increasingly interconnected world. It goes beyond traditional subject matter to explore themes and topics
that transcend national boundaries and promote critical thinking, empathy, and a sense of shared
responsibility for the planet and its diverse inhabitants. In the Philippines, as in many parts of the world,
the integration of GCE into the curriculum is not just a pedagogical choice but a compelling necessity in
the 21st century.
As the world faces complex global challenges such as climate change, pandemics, human rights violations,
and social injustices, it is imperative that education evolves to prepare students to address these issues
effectively. Filipino educators play a pivotal role in fostering the next generation of global citizens who
can contribute to a more just, sustainable, and peaceful world. This requires a deep understanding of the
various themes and topics that GCE encompasses, as well as the ability to develop exemplars that bring
these concepts to life in the classroom.
This discussion delves into the importance of elaborating on different GCE themes and topics for Filipino
teachers. It highlights the critical role of educators in integrating GCE into their lessons and provides
insights into the development of exemplars that make this transformative education a reality in the
Philippine context. By doing so, teachers empower students to become informed, engaged, and
responsible global citizens who can address the pressing challenges of our time.
LOCAL, NATIONAL, GLOBAL SYSTEMS, STRUCTURES, AND PROCESSES
A. Underlying assumptions and power dynamics

is a crucial and multi-faceted topic within the broader theme of "Local, National, Global Systems,
Structures, and Processes" in the context of Global Citizenship Education (GCE) in the Philippines. This
theme encompasses the study of how various systems, structures, and processes at different levels of
society interact and influence one another, and it forms the backbone of GCE. To fully comprehend this
topic, we can break it down into several components and examine how it relates to the Philippines with
references where relevant.
1. Understanding Underlying Assumptions: Underlying assumptions are the fundamental beliefs,

values, and ideas that shape our understanding of the world and guide our actions. These
assumptions are often deeply ingrained in a society's culture and can impact how individuals and
institutions perceive and interact with local, national, and global systems. In the context of the
Philippines, one underlying assumption might be the importance of community and family ties
Exploring GCED Themes and Topics in the Philippines

(commonly known as "Bayanihan"). This cultural value influences how individuals in the
Philippines view their role in society and their interconnectedness with others.
2. Power Dynamics: Power dynamics refer to the distribution and exercise of power in society, which
can be both formal and informal. This includes political, economic, social, and cultural power
structures that affect access to resources and opportunities. In the Philippines, power dynamics
can be understood through the lens of political dynasties. Many political families have a long
history of holding power, which can impact decision-making processes at local, national, and even
global levels. This can affect policies and governance structures.
3. Global Interconnectedness: GCE emphasizes the interconnectedness of local, national, and global
systems. It teaches that actions at one level can have ripple effects at other levels, and individuals
and communities play a role in global issues. The Philippines' participation in the global labor
market is a significant example of this interconnectedness. Millions of Filipinos work abroad,
sending remittances back home, which affects the national economy and local communities. It
showcases how local decisions have global consequences.
4. Social Justice and Equity: Understanding power dynamics and underlying assumptions is essential
for promoting social justice and equity. GCE in the Philippines should encourage critical thinking
and questioning of social structures that perpetuate inequality. For instance, GCE can help
students explore the impacts of the social class system and colonial history on the Philippines. It
can encourage them to reflect on how these factors continue to shape the nation's social and
economic disparities.
5. Advocacy and Activism: GCE should empower students to engage in advocacy and activism to
address local and global challenges. Understanding underlying assumptions and power dynamics
can inform effective strategies for change. Activist movements in the Philippines, such as those
advocating for environmental protection or indigenous rights, exemplify how individuals and
communities challenge existing power structures to bring about change.
Hence, "Underlying assumptions and power dynamics" is a fundamental topic within the theme of "Local,
National, Global Systems, Structures, and Processes" in the context of Global Citizenship Education in the
Philippines. It involves questioning deeply held beliefs, understanding power structures, recognizing
global interconnectedness, advocating for social justice, and empowering students to be active global
citizens. These aspects are interrelated and play a critical role in shaping the nation's approach to global
citizenship education.
References:
1. Tadem, T. (2017). Rethinking 'Bayanihan': The Philippines' engagement with ASEAN and East Asia.
In M. M. Velasco (Ed.), A Primer on Global Citizenship (pp. 201-219).
2. Casiple, R. (2007). Political Dynasties in the Philippines. Asia Foundation. Retrieved from
https://asiafoundation.org/resources/pdfs/CasiplePoliticalDynasties.pdf
3. Stark, O. (2013). The new economics of the brain drain. World Economics, 14(2), 77-88.
4. Constantino, R. P. (1975). The Philippines: A Past Revisited. Renacimiento.
5. Guerrero, A. D. (2011). Activism and Marginalization: Political Dynamics of Indigenous People in
the Philippines. Philippine Political Science Journal, 32(55), 61-74.

B. Historical development of global systems and structures
is a vital component within the broader theme of "Local, National, Global Systems, Structures, and
Processes" in the context of Global Citizenship Education (GCE) in the Philippines. It explores the historical
evolution of international systems, institutions, and structures that have shaped the modern global
landscape and influenced the Philippines in various ways.
1. Understanding Global Systems: The historical development of global systems involves studying
the formation of international organizations, treaties, and alliances that govern relations between
nations. This includes the United Nations (UN), international trade agreements, and regional
organizations. For instance, the establishment of the United Nations in 1945 is a pivotal historical
moment that marked a shift in the global order. The Philippines played a significant role in the
formation of the UN, and this institution has influenced the country's foreign policy.
2. Colonial Legacy and Globalization: The historical legacy of colonialism has had a profound impact
on the Philippines' integration into global systems. Understanding the historical dynamics of
colonial rule and its consequences is essential in GCE. References to works by scholars like Renato
Constantino and Benedict Anderson can provide insights into how colonial history continues to
shape the country's place in the global order. (Constantino, 1975; Anderson, 1988).
3. Global Economic Systems: Examining the historical development of global economic systems,
such as capitalism and neoliberalism, is crucial. It helps students understand how economic
structures have influenced the Philippines and other nations. The impact of neoliberal policies on
the Philippines can be explored through sources like academic papers, policy reports, and books
on globalization and economic development.
4. International Conflicts and Peace Movements: The historical development of global systems
includes the study of international conflicts, peace movements, and human rights efforts that
have shaped the Philippines' foreign policy. The EDSA People Power Revolution of 1986 is a
historical event that reflects the influence of global peace movements on the Philippines.
5. Global Environmental Systems: GCE should also address the historical development of global
environmental systems, such as climate agreements and conservation efforts. Understanding the
historical context of environmental issues is crucial in a world facing climate change. The
Philippines' involvement in international climate negotiations and its vulnerability to climate
impacts can be explored.
6. Cultural Exchange and Globalization: Historical developments in cultural exchange, including the
spread of ideas, religions, and technologies, have shaped the Philippines. This can be examined
through the lens of global cultural flows and the impact of technology and media. References to
books and articles on cultural globalization and the impact of new media can provide valuable
insights.
Hence, the topic of the "Historical development of global systems and structures" in the context of GCE
in the Philippines is a multifaceted subject that helps students understand the historical forces and events
that have influenced the country's role in global affairs. It involves studying the evolution of international
systems, colonial legacies, economic systems, conflicts, peace movements, environmental issues, and
cultural exchange. This knowledge equips students with a deeper understanding of the
interconnectedness of the Philippines with the global community.

References:
1. Romulo, C. P. (1945). The Philippines and the United Nations. Foreign Affairs, 24(4), 702-712.
3. Anderson, B. (1988). Imagined Communities: Reflections on the Origin and Spread of Nationalism.
Verso.
4. Bello, W. (2005). Deglobalization: Ideas for a New World Economy. Zed Books.
5. Nemenzo, F. G. (1987). EDSA: Reflections. Solidaridad Publishing House.
6. Aldaba, F. T. (2020). Environmentalism in the Philippines: The Role of Civil Society and the State
in Environmental Management. Springer.
7. Kraidy, M. M. (2005). Hybridity, or the Cultural Logic of Globalization. Temple University Press.
C. Interconnectedness of global, national, and local systems
is a pivotal topic within the overarching theme of "Local, National, Global Systems, Structures, and
Processes" in the context of Global Citizenship Education (GCE) in the Philippines. This topic explores the
intricate web of relationships and dependencies that exist between global, national, and local levels of
societal structures.
1. Globalization and its Impact: The interconnectedness of global, national, and local systems is
closely tied to the concept of globalization. Students in the Philippines need to understand how
the flow of ideas, people, goods, and information across borders has shaped their nation. For
example, scholars like Arjun Appadurai have examined the global flow of cultural objects and the
impact on local and national identities (Appadurai, 1996).
2. Economic Interdependence: The global, national, and local economies are deeply interconnected.
This includes trade, investment, and the impact of global financial systems on local businesses
and communities. To illustrate this, one can reference studies on the Philippines' economic
interdependence with global markets and institutions, such as the World Trade Organization
(WTO) and the International Monetary Fund (IMF).
3. Global Environmental Issues: Environmental problems, such as climate change, are global in
scope but have national and local consequences. GCE should highlight the interconnectedness of
environmental systems. For instance, studies on the impact of global climate agreements, such as
the Paris Agreement, on the Philippines can emphasize the link between global climate policies
and local environmental sustainability.
4. Global Governance and Diplomacy: The Philippines' participation in international organizations

and diplomacy showcases its interconnectedness with the global community. Understanding
global governance structures, such as the United Nations, is essential. References to the
Philippines' role in the United Nations and its engagement in international diplomacy can be
instructive (Pozon, 2018).
5. Cultural Exchange and Identity: The interplay of global, national, and local cultures shapes
individuals' identities and communities. GCE can explore how global cultural flows influence local
and national identities. Works by Filipino scholars like Renato Constantino and Benedict
Anderson, who have written extensively on nationalism and identity, can provide valuable insights
(Constantino, 1975; Anderson, 1988).

6. Human Rights and Social Justice: The interconnectedness of global, national, and local systems is
evident in the promotion of human rights and social justice. GCE can emphasize the role of
international human rights conventions and advocacy. References to the Philippines' adherence
to international human rights treaties and its domestic human rights situation can be used to
illustrate these concepts.
Hence, the concept of the "Interconnectedness of global, national, and local systems" in the context of
GCE in the Philippines is a fundamental subject that helps students appreciate the complex relationships
that define their place in the world. It encompasses globalization, economic interdependence,
environmental issues, global governance, cultural exchange, and human rights. Understanding these
interconnections is essential for preparing students to be informed and responsible global citizens.
References:
1. Appadurai, A. (1996). Modernity at Large: Cultural Dimensions of Globalization. University of
Minnesota Press.
2. Pozon, L. (2018). The Philippines and the United Nations: A Past Revisited. University of the
Philippines Press.
4. Anderson, B. (1988). Imagined Communities: Reflections on the Origin and Spread of Nationalism.
Verso.
D. Globalization: Processes and Challenges

is a significant and highly relevant aspect within the overarching theme of "Local, National, Global
Systems, Structures, and Processes" in the context of Global Citizenship Education (GCE) in the Philippines.
It involves a comprehensive exploration of the processes and challenges associated with globalization and
their impact on local, national, and global dynamics.
1. Understanding Globalization Processes:

Globalization involves the interconnectedness of societies, economies, and cultures on a global scale. It
encompasses processes such as the flow of goods, services, information, and people across borders.
Students should be familiar with various aspects of globalization, including economic globalization,
cultural globalization, and technological advances.
Note: To delve into the concept of globalization, you can refer to prominent globalization scholars like
Thomas Friedman (Friedman, 2005).
2. Economic Globalization and Trade:

Economic globalization is a significant component of globalization in the Philippines. It involves the
expansion of international trade, investment, and the influence of global financial institutions. Students
should understand the impact of trade agreements and global economic policies on the national and local
economy.
Note: For insights into the Philippines' engagement in global trade, you can refer to reports by
organizations like the World Trade Organization (WTO) and the United Nations Conference on Trade and
Development (UNCTAD).
3. Cultural Exchange and Identity:

Globalization influences culture and identity. It leads to the exchange of ideas, values, and traditions
between different nations. Students should explore how globalization has affected Filipino culture and its
impact on local and national identities.
Note: To examine cultural aspects of globalization, you can refer to the works of Arjun Appadurai, who
discusses the global flow of cultural objects (Appadurai, 1996).
4. Technological Advances and Communication:

Technological advancements, particularly in information and communication technology, have facilitated
global interconnectedness. Students should understand how technology shapes communication, access
to information, and global connectivity.
Note: To explore the role of technology in globalization, you can refer to literature on the impact of the
internet and social media on societies in the Philippines.
5. Challenges of Globalization:
Globalization brings about various challenges, including economic inequality, cultural homogenization,
environmental issues, and social disparities. Students should critically assess these challenges and their
implications at local, national, and global levels.
Note: To study the challenges of globalization, you can refer to academic articles and reports from
international organizations like the United Nations Development Programme (UNDP) and the World Bank.
6. Local Responses and Adaptations:

Globalization often prompts local responses and adaptations. Students should examine how local
communities, businesses, and governments in the Philippines have responded to the challenges and
opportunities of globalization.
Note: Case studies and academic papers on local responses to globalization in the Philippines can provide
insights into this aspect.
Hence, "Globalization: processes and challenges" is a critical topic within GCE in the Philippines. It equips
students with a deep understanding of the multifaceted nature of globalization, including its economic,
cultural, and technological dimensions. Furthermore, it enables students to critically assess the challenges
associated with globalization and explore local responses and adaptations in the context of a rapidly
changing global landscape.
References:
1. Friedman, T. L. (2005). The World Is Flat: A Brief History of the Twenty-first Century. Farrar, Straus
and Giroux.
2. Appadurai, A. (1996). Modernity at Large: Cultural Dimensions of Globalization. University of
Minnesota Press.
3. World Trade Organization (WTO). (Various reports). Retrieved from https://www.wto.org
4. United Nations Conference on Trade and Development (UNCTAD). (Various reports). Retrieved
from https://unctad.org
5. United Nations Development Programme (UNDP). (Various reports). Retrieved from
https://www.undp.org
6. The World Bank. (Various reports). Retrieved from https://www.worldbank.org

CULTURE AND INTERCULTURAL RELATIONS
A. Identity formation, protection, recognition, and advancement in multicultural societies

is a vital topic within the broader theme of "Culture and intercultural relations" in the context of Global
Citizenship Education (GCE) in the Philippines. This topic explores how individuals and communities in a
multicultural society like the Philippines navigate and shape their identities, protect their cultural heritage,
seek recognition, and advance their interests.
1. Identity Formation in Multicultural Societies:

Identity formation is a dynamic process influenced by various factors, including culture, ethnicity, religion,
and language. In a multicultural society like the Philippines, individuals often have diverse cultural
backgrounds. GCE should help students understand how these diverse elements shape individual and
collective identities.
Note: Scholarly works like Stuart Hall's "Cultural Identity and Diaspora" can offer insights into the
complexities of identity formation (Hall, 1990).
2. Protection of Cultural Heritage:

The protection of cultural heritage involves safeguarding and preserving traditions, languages, rituals, and
artifacts that are integral to a community's identity. In the Philippines, this includes the preservation of
indigenous cultures, languages, and historical sites.
Note: For a focus on the Philippines, you can refer to relevant cultural preservation policies and
documents issued by the National Commission for Culture and the Arts (NCCA).
3. Recognition of Diverse Identities:

Recognizing and respecting the diverse identities within a multicultural society is essential for fostering
social cohesion. GCE should emphasize the importance of acknowledging and appreciating the
contributions of various cultural, ethnic, and religious groups in the Philippines.
Note: You can reference government policies and initiatives that promote cultural recognition and
inclusivity in the Philippines, such as Republic Act 8371 (Indigenous Peoples' Rights Act of 1997).
4. Challenges and Conflicts in Identity Formation:

The process of identity formation in multicultural societies is not without challenges. Students should be
aware of potential conflicts and tensions arising from differences in culture, religion, or ethnicity.
Note: Academic research on intercultural conflicts and cultural studies can provide insights into these
challenges within the Philippine context.
5. Advancement of Cultural Interests:

In a multicultural society, individuals and communities often seek to advance their cultural interests,
including gaining equal opportunities, representation, and resources. GCE should empower students to
engage in advocacy and activism for cultural rights.

Note: For the Philippines, you can refer to organizations and movements working toward cultural
advancement and representation, such as indigenous rights organizations and cultural advocacy groups.
6. International Perspective and Multicultural Diplomacy:

Understanding multicultural diplomacy and international relations can be crucial in a global context.
Students should appreciate how the Philippines engages with other nations to promote its multicultural
identity and heritage.
Note: Relevant international treaties and agreements related to cultural preservation and diplomacy in
the Philippines can be used to illustrate this aspect.
Hence, "Identity formation, protection, recognition, and advancement in multicultural societies" is a

significant topic within GCE in the Philippines. It equips students with the knowledge and skills to navigate
the complexities of identity in a multicultural society, preserve cultural heritage, promote recognition and
inclusivity, and advocate for cultural advancement. It is a critical component of preparing students to be
responsible and culturally sensitive global citizens.
References:
1. Hall, S. (1990). Cultural Identity and Diaspora. In J. Rutherford (Ed.), Identity: Community, Culture,
Difference (pp. 222-237). Lawrence & Wishart.
2. National Commission for Culture and the Arts (NCCA). (Various documents and policies).
Retrieved from https://ncca.gov.ph
3. Republic of the Philippines. Republic Act No. 8371. (1997). Indigenous Peoples' Rights Act of 1997.
Retrieved from https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/
B. Cultural Expressions and Intercultural Exchanges and Communication

is a significant topic within the broader theme of "Culture and intercultural relations" in the context of
Global Citizenship Education (GCE) in the Philippines. This topic delves into the ways in which cultural
expressions, intercultural exchanges, and communication play a crucial role in shaping global citizenship,
fostering intercultural understanding, and promoting cultural diversity.
1. Cultural Expressions and Artistic Forms:

Cultural expressions encompass the rich tapestry of art, music, dance, literature, and other artistic forms
that define a nation's identity. In the Philippines, various indigenous cultures and traditions contribute to
a vibrant cultural landscape.
Note: Filipino scholars and artists, such as Nick Joaquin and National Artists for Literature, have made
significant contributions to preserving and promoting Filipino cultural expressions (Joaquin, 1977).
2. Intercultural Exchanges and Cross-Cultural Understanding:

Intercultural exchanges involve interactions between individuals or communities from different cultural
backgrounds. GCE should encourage students to engage in cross-cultural dialogues and activities that
promote mutual understanding and appreciation of diverse cultures.
Note: Academic research on intercultural communication and understanding can provide insights into
effective intercultural exchange programs.

3. Media and Technology in Cultural Communication:
In today's digital age, media and technology play a crucial role in cultural communication. GCE should
emphasize the impact of new media, social networks, and global platforms in facilitating intercultural
exchanges and communication.
Note: Studies on the role of media and technology in promoting intercultural dialogue and understanding,
particularly within the context of the Philippines.
4. Multilingualism and Linguistic Diversity:

The Philippines is known for its linguistic diversity, with over 170 languages spoken. GCE should highlight
the importance of preserving and celebrating linguistic diversity as a form of cultural expression.
Note: Language preservation initiatives, government policies, and research on linguistic diversity in the
Philippines can provide relevant insights.
5. Globalization and Cultural Fusion:

Globalization has led to the fusion of cultures, creating a unique blend of traditions and practices. Students
should understand how globalization impacts cultural expressions and exchanges, leading to both
challenges and opportunities.
Note: Works by scholars who have examined the effects of globalization on cultural fusion, with a focus
on the Philippines, can provide valuable insights.
6. Cultural Diplomacy and Soft Power:

Cultural expressions and intercultural exchanges are often harnessed for diplomatic purposes. GCE should
introduce students to the concept of cultural diplomacy and how it can be used to promote a nation's soft
power on the global stage.
Note: Studies on cultural diplomacy strategies employed by the Philippines and their impact on
international relations.
Hence, "Cultural Expressions and Intercultural Exchanges and Communication" is a fundamental topic
within GCE in the Philippines. It equips students with the knowledge and skills to engage with diverse
cultures, appreciate cultural expressions, and effectively communicate and exchange ideas with people
from different backgrounds. By fostering intercultural understanding and promoting cultural diversity, this
topic plays a crucial role in shaping responsible and culturally sensitive global citizens.
References:
1. Joaquin, N. (1977). Culture and History: Occasional Notes on the Process of Philippine Becoming.
Manila: National Book Store.

C. Diversity, Coexistence, Indigenization, and Glocal Communities
is a significant and multifaceted topic within the theme of "Culture and intercultural relations" in the
context of Global Citizenship Education (GCE) in the Philippines. This topic explores the complex dynamics
of diversity, coexistence, indigenization, and the emergence of glocal (global and local) communities.
1. Diversity in the Philippines:

The Philippines is known for its rich cultural and ethnic diversity. The topic should emphasize the existence
of various indigenous groups, languages, religions, and regional cultures. GCE should educate students
about the country's diverse cultural landscape.
Note: Academic studies and ethnographic research on cultural diversity and indigenous communities in
the Philippines can provide insights into this aspect.
2. Coexistence and Multiculturalism:

Coexistence refers to the peaceful cohabitation of diverse cultural and ethnic groups within the
Philippines. GCE should promote multiculturalism as a value that encourages the respectful interaction
and harmonious coexistence of different cultures.
Note: Research on multiculturalism and intercultural relations in the Philippines can offer perspectives on
how coexistence is achieved (Cariño, 2007).
3. Indigenization of Culture:
Indigenization is the process by which foreign influences are integrated with indigenous cultures, creating
unique and hybrid cultural expressions. Students should understand how the Philippines has embraced
and adapted foreign elements while retaining its indigenous roots.
Note: Works by scholars like Zeus Salazar, who has explored the indigenization of Filipino culture, can
provide insights into this topic (Salazar, 2014).
4. Glocal Communities:
Glocal communities are local communities with a global perspective. In the Philippines, these
communities often form as a result of transnational migration, diaspora connections, and the influence of
global media and technology. GCE should highlight the emergence of such glocal communities.
Note: Research on the experiences and identities of overseas Filipino communities, as well as their
engagement with global issues and trends.
5. Cultural Preservation and Revitalization:

GCE should underscore the importance of preserving and revitalizing indigenous cultures and traditions
in the face of globalization. This includes efforts to protect indigenous languages, practices, and rituals.
Note: Policies and initiatives related to cultural preservation, as well as academic research on the subject,
can provide relevant insights.

6. Community Empowerment and Social Justice:
The topic should address the role of diverse communities in advocating for their rights, empowerment,
and social justice. This includes addressing historical and contemporary issues related to land, resources,
and cultural preservation.
Note: Studies and reports on social justice movements, community empowerment, and indigenous rights
in the Philippines can provide valuable context.
Hence, "Diversity, Coexistence, Indigenization, and Glocal Communities" is a crucial topic within GCE in
the Philippines. It equips students with the knowledge and awareness of the country's cultural diversity,
the value of coexistence, the process of indigenization, the emergence of glocal communities, and the
importance of cultural preservation and social justice. Understanding these concepts is essential for
preparing students to be responsible global citizens who appreciate and celebrate cultural diversity.
References:
1. Cariño, B. L. (2007). Indigenous Peoples, Multiculturalism and the Philippine State. In A. J. Coloma
(Ed.), Filipino Cultural Communities in Ontario (pp. 123-135). University of Toronto Press.
2. Salazar, Z. A. (2014). Ang Kasaysayan at Ang Pag-unlad ng Wikang Pambansa (The History and
Development of the National Language). National Commission for Culture and the Arts.
D. Discrimination based on Gender, Ethnicity, Disabilities, and Religious Beliefs

is an essential and relevant topic within the theme of "Culture and intercultural relations" in the context
of Global Citizenship Education (GCE) in the Philippines. This topic delves into the complexities of
discrimination faced by individuals based on various aspects of their identity, such as gender, ethnicity,
disabilities, and religious beliefs.
1. Gender-Based Discrimination:
Gender-based discrimination encompasses the unequal treatment of individuals based on their gender
identity or expression. In the Philippines, GCE should raise awareness of gender disparities and promote
gender equality, wellbeing, and women's rights.
Note: Relevant laws and policies, such as the Magna Carta of Women (Republic Act No. 9710) and
academic research on gender inequality in the Philippines (Hollnsteiner, 2008).
2. Ethnicity-Based Discrimination:
Discrimination based on ethnicity occurs when individuals or groups are unfairly treated due to their
ethnic or cultural background. The Philippines is a diverse nation with various ethnic groups, and GCE
should address the challenges related to ethnic discrimination.
Note: Reports and studies on ethnic discrimination, indigenous rights, and intercultural relations in the
Philippines.
3. Discrimination Against Persons with Disabilities:

Discrimination against persons with disabilities involves unequal access to opportunities, services, and
resources based on one's physical or mental abilities. GCE should emphasize the importance of inclusivity,
accessibility, wellbeing, and disability rights.
Note: Disability-related laws and policies in the Philippines, such as the Magna Carta for Disabled Persons
(Republic Act No. 7277), and research on disability rights and inclusivity (WHO, 2011).

4. Religious-Based Discrimination:
Discrimination based on religious beliefs occurs when individuals face prejudice, bias, or mistreatment
due to their faith. In the predominantly Christian Philippines, GCE should promote religious tolerance and
respect for diverse beliefs.
Note: Academic research on religious diversity and interfaith relations in the Philippines, as well as
intercultural and interfaith dialogues (Gedeshi, 2009).
5. Intersectionality and Multiple Forms of Discrimination:

GCE should recognize that individuals may face discrimination based on multiple aspects of their identity
simultaneously. This is known as intersectionality. Understanding how different forms of discrimination
intersect is crucial for addressing complex issues.
Note: Scholarly works on intersectionality and its implications for social justice and equality.
6. Legal Protections and Advocacy:

Students should learn about the legal protections in place to combat discrimination and how advocacy
organizations work to promote equality and social justice in the Philippines.
Note: Legal texts, government agencies, and advocacy organizations related to gender, ethnicity,
disability, and religious rights in the Philippines (e.g., Commission on Human Rights, Philippine
Commission on Women).
Hence, "Discrimination based on Gender, Ethnicity, Disabilities, and Religious Beliefs" is an integral topic
within GCE in the Philippines. It equips students with the knowledge and awareness of various forms of
discrimination, the legal protections in place, and the importance of advocating for equality, diversity, and
social justice. Understanding and addressing discrimination is fundamental to preparing students to be
responsible global citizens who champion human rights and inclusivity.
References:
1. Hollnsteiner, M. R. (2008). Gender Equality in the Philippines: Challenges and Gaps. UNDP
Philippines.
2. World Health Organization (WHO). (2011). World Report on Disability. WHO.
3. Republic of the Philippines. Republic Act No. 9710. (2009). Magna Carta of Women. Retrieved
from https://www.officialgazette.gov.ph/2009/08/14/republic-act-no-9710/
4. Republic of the Philippines. Republic Act No. 7277. (1992). Magna Carta for Disabled Persons.
5. Gedeshi, I. (2009). Intercultural and Interfaith Dialogue in the Philippines. Asia-Europe
Foundation.

ENVIRONMENTAL PROTECTION AND SUSTAINABILITY
A. Environment and Natural Resources

is a fundamental and highly relevant topic within the theme of "Environmental Protection and
Sustainability" in the context of Global Citizenship Education (GCE) in the Philippines. This topic
encompasses the understanding, conservation, and sustainable management of the country's diverse
ecosystems, natural resources, and the interconnectedness of environmental issues.
1. Environmental Awareness and Conservation:

GCE in the Philippines should emphasize the importance of environmental awareness and the need for
conservation efforts. This includes understanding local ecosystems, endangered species, and the value of
biodiversity.
Note: Environmental organizations, government agencies, and academic research on conservation efforts
in the Philippines (DENR, 2021).
2. Sustainable Resource Management:

Sustainable resource management involves responsible and equitable utilization of natural resources,
including forests, minerals, fisheries, and agriculture. GCE should stress the concept of sustainability and
the impact of resource management on local and global ecosystems.
Note: Research on sustainable resource management practices, policies, and their outcomes in the
Philippines (Bautista et al., 2017).
3. Climate Change and Resilience:

Climate change poses significant challenges for the Philippines, including rising sea levels, extreme
weather events, and changing weather patterns. GCE should address the impact of climate change on
communities, mitigation strategies, and building resilience.
Note: Reports by the Intergovernmental Panel on Climate Change (IPCC), government initiatives, and
research on climate change adaptation and mitigation in the Philippines (CCC, 2021).
4. Biodiversity and Conservation:

The Philippines is one of the world's biodiversity hotspots, making the preservation of its unique flora and
fauna crucial. GCE should promote the protection of endangered species and ecosystems.
Note: Documentation by conservation organizations, including the Haribon Foundation, and scientific
research on Philippine biodiversity (Haribon Foundation, 2020).
5. Community Engagement and Indigenous Knowledge:

Involving local communities and respecting indigenous knowledge is integral to sustainable environmental
protection. GCE should encourage students to learn from indigenous communities and engage in
community-based conservation efforts.
Note: Documentation on indigenous knowledge systems and community-led environmental initiatives in

the Philippines (IPMG, 2017).

6. Environmental Laws and Policies:
GCE should introduce students to relevant environmental laws and policies in the Philippines, such as the
Clean Air Act and the Ecological Solid Waste Management Act. Understanding the legal framework for
environmental protection is crucial.
Note: The official website of the Department of Environment and Natural Resources (DENR) and legal
texts (DENR, 2003; DENR, 2001).
Hence, "Environment and Natural Resources" is a core topic within GCE in the Philippines. It equips
students with the knowledge and values necessary to protect and sustainably manage the country's
natural resources, address environmental challenges, and contribute to global efforts to combat climate
change. Understanding the interconnectedness of environmental issues and the importance of
conservation is central to preparing students to be responsible global citizens who prioritize
environmental sustainability.
References:
1. Department of Environment and Natural Resources (DENR). (2021). Official Website. Retrieved
from https://www.denr.gov.ph/
2. Bautista, C. A., et al. (2017). Sustainable Resource Management in the Philippines. Forests, 8(9),
324.
3. Climate Change Commission (CCC). (2021). Official Website. Retrieved from
https://climate.gov.ph/
4. Haribon Foundation. (2020). Official Website. Retrieved from https://www.haribon.org.ph/
5. Indigenous Peoples Major Group for Sustainable Development (IPMG). (2017). Indigenous
Peoples’ Rights, Environmental Protection, and Climate Justice. Retrieved from
https://www.iwgia.org/en/philippines/2852-ipmg.html
6. Department of Environment and Natural Resources (DENR). (2003). Republic Act No. 9003.
Ecological Solid Waste Management Act of 2000. Retrieved from
https://www.emb.gov.ph/laws/republic-act-no-9003-ecological-solid-waste-management-act-
of-2000/
7. Department of Environment and Natural Resources (DENR). (2001). Republic Act No. 8749. Clean
Air Act. Retrieved from https://www.emb.gov.ph/laws/republic-act-no-8749-clean-air-act/
B. Environmental Justice, Risks, and Policies

is a crucial topic within the theme of "Environmental Protection and Sustainability" in the context of Global
Citizenship Education (GCE) in the Philippines. This topic delves into the concepts of environmental justice,
environmental risks, and the policies that guide the sustainable use of resources and the protection of the
environment.
1. Environmental Justice:
Environmental justice is the principle that all individuals, regardless of their background, should have
equal access to a clean and healthy environment. In the Philippines, where environmental issues can
disproportionately affect marginalized communities, GCE should emphasize the importance of
environmental justice and equitable access to resources.

Note: Academic research on environmental justice and its relevance in the Philippine context, particularly
studies focusing on vulnerable and marginalized communities (Balgos et al., 2020).
2. Environmental Risks and Challenges:

GCE should educate students about the various environmental risks and challenges that the Philippines
faces. These include natural disasters (typhoons, earthquakes), deforestation, pollution, and the impact
of climate change.
Note: Reports by the National Disaster Risk Reduction and Management Council (NDRRMC) and academic
research on environmental risks and disaster management in the Philippines.
3. Policies and Regulations:

GCE should introduce students to the environmental policies and regulations that govern resource use,
conservation, and protection in the Philippines. This includes laws related to water quality, air pollution,
and waste management.
Note: Legal texts such as the Clean Water Act (Republic Act No. 9275), the Clean Air Act (Republic Act No.
8749), and the Ecological Solid Waste Management Act (Republic Act No. 9003).
4. Conservation and Sustainability:

GCE should stress the importance of environmental conservation and sustainability in the Philippines. This
includes the preservation of natural habitats, reforestation efforts, and the sustainable management of
fisheries.
Note: Initiatives by the Department of Environment and Natural Resources (DENR), academic research on
conservation practices, and case studies on sustainable resource management in the Philippines.
5. Community Involvement and Advocacy:

Encouraging students to engage in environmental advocacy and community-based initiatives is essential.
GCE should emphasize the role of individuals and communities in addressing environmental issues.
Note: Examples of community-led environmental projects and the work of non-governmental

organizations (NGOs) focused on environmental protection in the Philippines.
6. Climate Change Mitigation and Adaptation:

Given the Philippines' vulnerability to climate change, GCE should highlight the importance of climate
change mitigation and adaptation strategies. This includes greenhouse gas reduction efforts and disaster
preparedness.
Note: Reports by the Climate Change Commission (CCC) and academic research on climate change
adaptation and mitigation in the Philippines.
Hence, "Environmental Justice, Risks, and Policies" is a central topic within GCE in the Philippines. It equips
students with the knowledge and values necessary to understand and address environmental risks,
advocate for environmental justice, and engage with policies and practices aimed at protecting the
environment and promoting sustainability. It plays a critical role in preparing students to be responsible
global citizens who prioritize environmental protection and justice.

References:
1. Balgos, C., et al. (2020). Assessing environmental justice in the Philippines: A case study of a
community's struggle for clean water. Sustainable Environment Research, 30(1), 16.
2. National Disaster Risk Reduction and Management Council (NDRRMC). (Various reports).
Retrieved from https://ndrrmc.gov.ph/
3. Department of Environment and Natural Resources (DENR). (Various documents and policies).
Retrieved from https://www.denr.gov.ph/
4. Republic of the Philippines. Republic Act No. 9275. (2004). Clean Water Act. Retrieved from
https://www.emb.gov.ph/laws/republic-act-no-9275-clean-water-act/
5. Republic of the Philippines. Republic Act No. 8749. (1999). Clean Air Act. Retrieved from
https://www.emb.gov.ph/laws/republic-act-no-8749-clean-air-act/
6. Republic of the Philippines. Republic Act No. 9003. (2000). Ecological Solid Waste Management
Act. Retrieved from https://www.emb.gov.ph/laws/republic-act-no-9003-ecological-solid-waste-
management-act/
C. Environmental Practices and Behaviors

is a critical and practical topic within the theme of "Environmental Protection and Sustainability" in the
context of Global Citizenship Education (GCE) in the Philippines. This topic focuses on understanding and
promoting responsible environmental practices and behaviors among individuals, communities, and
organizations.
1. Environmental Awareness and Education:

Environmental practices and behaviors start with awareness and education. GCE should emphasize the
importance of understanding environmental issues, their causes, and their impact on local and global
scales.
Note: Academic research on environmental education and awareness campaigns in the Philippines
(Magsino, 2015).
2. Waste Reduction and Recycling:

Responsible waste management is a key component of environmental practices. GCE should educate
students about the principles of waste reduction, recycling, and proper disposal.
Note: Government initiatives, such as the Ecological Solid Waste Management Act (Republic Act No.
9003), and local programs on waste management in the Philippines.
3. Energy Conservation:
Energy conservation involves reducing energy consumption and adopting energy-efficient technologies.
GCE should promote the importance of reducing energy usage and transitioning to renewable energy
sources.
Note: Government initiatives, such as the Energy Efficiency and Conservation Act (Republic Act No.
11285), and research on energy conservation practices in the Philippines.
4. Sustainable Agriculture and Food Practices:

Sustainable agriculture and food practices promote responsible farming, reduction of food waste, and the
consumption of locally sourced, sustainable foods.

Note: Sustainable agriculture initiatives and agricultural practices in the Philippines, as well as academic
research on sustainable farming (ADB, 2020).
5. Eco-Friendly Transportation:
GCE should encourage eco-friendly transportation choices, such as walking, biking, carpooling, and using
public transportation to reduce carbon emissions and air pollution.
Note: Government initiatives promoting sustainable transportation options and research on eco-friendly
transportation in the Philippines.
6. Natural Resource Conservation:

Understanding the importance of conserving natural resources, such as forests, water, and wildlife, is
essential. GCE should highlight the value of responsible resource use and conservation.
Note: Initiatives by organizations like the Haribon Foundation for the Conservation of Natural Resources
and academic research on natural resource conservation in the Philippines.
7. Biodiversity Protection:
Biodiversity protection involves conserving ecosystems and habitats to maintain the balance of flora and
fauna. GCE should educate students about the importance of preserving biodiversity.
Note: Documentation on biodiversity conservation efforts in the Philippines, including government

policies and academic studies.
8. Community Engagement and Advocacy:

GCE should encourage students to actively engage in environmental advocacy, take part in community-
based environmental projects, and support organizations that work towards environmental protection.
Note: Case studies on community-led environmental initiatives and the work of environmental advocacy
organizations in the Philippines.
Hence, "Environmental Practices and Behaviors" is a foundational topic within GCE in the Philippines. It
equips students with the knowledge, values, and skills needed to adopt responsible environmental
practices and behaviors in their daily lives. Understanding and implementing these practices is central to
preparing students to be responsible global citizens who contribute to environmental protection and
sustainability.
References:
1. Magsino, R. (2015). Exploring the Environmental Awareness and Practices of University Students
in the Philippines. Journal of Environmental and Public Health, 2015, 547986.
2. Republic of the Philippines. Republic Act No. 9003. (2000). Ecological Solid Waste Management
Act. Retrieved from https://www.emb.gov.ph/laws/republic-act-no-9003-ecological-solid-waste-
management-act/
3. Republic of the Philippines. Republic Act No. 11285. (2019). Energy Efficiency and Conservation
Act. Retrieved from https://www.officialgazette.gov.ph/2019/04/12/republic-act-no-11285/
4. Asian Development Bank (ADB). (2020). Sustainable Agriculture in the Philippines. Retrieved from
https://www.adb.org/publications/sustainable-agriculture-philippines

5. Haribon Foundation. (2020). Official Website. Retrieved from https://www.haribon.org.ph/
D. Climate Change, Biodiversity, and Sustainable Development

is a pivotal and highly relevant topic within the theme of "Environmental Protection and Sustainability" in
the context of Global Citizenship Education (GCE) in the Philippines. This topic encompasses the
understanding of climate change, its impacts on biodiversity, and the importance of pursuing sustainable
development practices.
1. Climate Change and Its Impacts:

GCE should begin by introducing students to the concept of climate change, including the causes,
consequences, and global significance. Students should understand how climate change affects the
Philippines, leading to rising temperatures, sea-level rise, extreme weather events, and changing rainfall
patterns.
Note: Reports and assessments by the Intergovernmental Panel on Climate Change (IPCC) and local
studies on climate change impacts in the Philippines (CCC, 2021; Lasco et al., 2014).
2. Biodiversity and Ecosystems:

Biodiversity refers to the variety of life on Earth, encompassing species, genetic diversity, and ecosystems.
GCE should emphasize the significance of biodiversity in the Philippines, a megadiverse country, and how
climate change threatens this diversity.
Note: Research on Philippine biodiversity and its preservation, as well as studies on the impact of climate
change on ecosystems (Rubite, 2003).
3. Mitigation and Adaptation:

GCE should explore strategies for mitigating and adapting to climate change. Students should learn about
reducing greenhouse gas emissions (mitigation) and preparing for climate impacts (adaptation).
Note: Government policies and initiatives for climate change mitigation and adaptation, as well as
academic research on these topics in the Philippine context (CCC, 2021; Pulhin, 2012).
4. Sustainable Development Goals (SDGs):

The United Nations' Sustainable Development Goals provide a framework for achieving global
sustainability. GCE should introduce students to the SDGs and how they relate to environmental
protection, climate action, and biodiversity conservation.
Note: United Nations documents and resources on the SDGs, as well as national reports on SDG progress
in the Philippines (United Nations Philippines, 2020).
5. Renewable Energy and Green Technology:

Encouraging the adoption of renewable energy sources and green technology is crucial in addressing
climate change. GCE should highlight the role of these innovations in reducing carbon emissions.
Note: Government programs and initiatives promoting renewable energy and green technology in the
Philippines, as well as academic research on these subjects (DOE, 2019).

6. Conservation and Restoration:
GCE should stress the importance of conserving and restoring natural habitats and ecosystems. Students
should learn about conservation efforts, reforestation, and marine protection.
Note: Initiatives by conservation organizations, government agencies like the Department of Environment
and Natural Resources (DENR), and academic studies on conservation and restoration projects (DENR,
2020; DENR, 2019).
Hence, "Climate Change, Biodiversity, and Sustainable Development" is a foundational and

comprehensive topic within GCE in the Philippines. It equips students with the knowledge and values
necessary to understand and address climate change, preserve biodiversity, and promote sustainable
development practices. Fostering awareness of these issues is central to preparing students to be
responsible global citizens who contribute to environmental protection and sustainability.
References:
1. Climate Change Commission (CCC). (2021). Official Website. Retrieved from
https://climate.gov.ph/
2. Lasco, R. D., et al. (2014). Changes in Climate and Hydrology in the Asia-Pacific Region. In R. Lasco,
J. Pulhin, & R. Cruz (Eds.), Responding to Climate Change in the Asia-Pacific Region (pp. 1-15).
Springer.
3. Rubite, R. R. (2003). Climate Change Impacts on Forests in the Philippines. Forests, Trees and
People Programme Working Paper, 2.
4. Department of Energy (DOE). (2019). Renewable Energy Program. Retrieved from
https://www.doe.gov.ph/renewable-energy-program
5. United Nations Philippines. (2020). Sustainable Development Goals. Retrieved from
https://www.un.org.ph/sustainable-development-goals/
6. Department of Environment and Natural Resources (DENR). (2020). National Biodiversity
Strategies and Action Plan (NBSAP) 2020-2028. Retrieved from https://biodiversity.doe.gov.ph/

SOCIO-ECONOMIC DEVELOPMENT AND INTERDEPENDENCE
A. Economic Interaction and Interdependence
is a significant topic within the theme of "Socio-economic Development and Interdependence" in the
context of Global Citizenship Education (GCE) in the Philippines. This topic focuses on the understanding
of economic systems, global economic interdependence, and the role of the Philippines in the global
economy.
1. Understanding Economic Systems:
GCE should begin by introducing students to various economic systems, including capitalism, socialism,
and mixed economies. Students should understand the principles and features of these systems and their
impact on socio-economic development.
Note: Economic textbooks and resources that explain economic systems, as well as research on the
Philippine economic system (Balboa, 2014).
2. Global Economic Interdependence:
Globalization has led to increased economic interdependence among nations. GCE should emphasize how
the Philippines is connected to the global economy through trade, investments, and international
agreements.
Note: Reports from international organizations like the World Trade Organization (WTO) and the United
Nations Conference on Trade and Development (UNCTAD), as well as research on the Philippines' global
economic ties (UNCTAD, 2020).
3. Trade and International Relations:
Trade plays a significant role in economic interaction and interdependence. GCE should explore the
importance of international trade agreements, the role of the Philippines in global trade, and the benefits
and challenges of international trade relationships.
Note: Documentation on trade agreements, trade data, and the Philippines' trade policies, as well as
research on trade and international relations (DTI, 2021).
4. Foreign Direct Investment (FDI):
Understanding FDI and its impact on the Philippine economy is essential. GCE should introduce students
to the concept of FDI, its sources, and its contributions to economic development.
Note: Reports by the Bangko Sentral ng Pilipinas (BSP) on FDI, government policies on FDI promotion, and
research on the effects of FDI in the Philippines (BSP, 2021).
5. Economic Policies and Development Goals:
Economic policies, such as industrialization and inclusive growth strategies, influence the socio-economic
development of the Philippines. GCE should highlight the importance of these policies in achieving
national and global development goals.

Note: Government publications on development policies and goals, such as the Philippine Development
Plan, and academic research on Philippine economic policies (NEDA, 2021).
6. Sustainable Economic Development:
Sustainable economic development focuses on balancing economic growth with environmental and social
concerns. GCE should educate students on the importance of sustainability in economic planning and
decision-making.
Note: Reports and documents related to sustainable development initiatives in the Philippines, as well as
academic research on sustainable economic development (UNDP, 2021).
Hence, "Economic Interaction and Interdependence" is a foundational and comprehensive topic within
GCE in the Philippines. It equips students with the knowledge and values necessary to understand and
navigate the complexities of the global economic landscape, assess the Philippines' role in the global
economy, and contribute to informed economic decision-making. Understanding economic systems,
trade, FDI, and sustainable development is central to preparing students to be responsible global citizens
who engage in economic interactions with an awareness of their impact on society and the environment.
References:
1. Balboa, J. C. (2014). Economics for the Filipino Students. Rex Book Store.
2. United Nations Conference on Trade and Development (UNCTAD). (2020). Trade and
Development Report 2020. Retrieved from https://unctad.org/system/files/official-
document/tdr2020_en.pdf
3. Department of Trade and Industry (DTI). (2021). Philippine Trade Policy. Retrieved from
https://www.dti.gov.ph/exports/trade-policy
4. Bangko Sentral ng Pilipinas (BSP). (2021). Foreign Direct Investment (FDI). Retrieved from
https://www.bsp.gov.ph/publications/regular/fdi.asp
5. National Economic and Development Authority (NEDA). (2021). Philippine Development Plan
2017-2022. Retrieved from https://pdp.neda.gov.ph/
6. United Nations Development Programme (UNDP). (2021). Sustainable Development Goals.

Retrieved from https://www.ph.undp.org/content/philippines/en/home/sustainable-
development-goals.html
B. Inclusivity and Equitable Development

is a critical and multifaceted topic within the theme of "Socio-economic Development and
Interdependence" in the context of Global Citizenship Education (GCE) in the Philippines. This topic
addresses the principles of inclusivity, social equity, and the pursuit of development that benefits all
members of society.
1. Inclusivity and Social Equity:

Inclusivity involves ensuring that all individuals, regardless of their background, have equal access to
resources, opportunities, and benefits of development. GCE should introduce the principles of inclusivity
and social equity, emphasizing their importance in reducing poverty and addressing social disparities.
Note: Reports and publications from organizations like the United Nations Development Programme
(UNDP) on inclusivity and social equity, as well as academic research on inclusivity in the Philippines
(UNDP, 2020).
2. Poverty Alleviation and Income Inequality:
Poverty reduction and addressing income inequality are fundamental aspects of equitable development.
GCE should explore strategies for poverty alleviation, income redistribution, and social safety nets.
Note: Government policies and initiatives focused on poverty reduction, academic research on income
inequality, and reports from organizations like the Asian Development Bank (ADB) (ADB, 2020).
3. Access to Education and Healthcare:
Education and healthcare are key components of inclusivity and equitable development. GCE should
emphasize the importance of accessible and quality education and healthcare services for all.
Note: Reports and studies on access to education and healthcare in the Philippines, as well as government
policies on these services (DepEd, DOH).
4. Gender Equality and Women's Empowerment:
Gender equality is integral to inclusivity. GCE should educate students on the principles of gender equality
and women's empowerment and their role in sustainable development.
Note: Government policies on gender equality and women's empowerment, academic research on gender
issues in the Philippines, and international reports (Philippine Commission on Women, UN Women).
5. Indigenous Peoples' Rights and Cultural Inclusivity:
Recognizing and respecting the rights of indigenous peoples is essential for inclusivity. GCE should
introduce students to the cultural diversity in the Philippines and the importance of cultural inclusivity.
Note: Legal texts such as the Indigenous Peoples' Rights Act (Republic Act No. 8371), academic research
on indigenous peoples' rights, and documentation from indigenous organizations (NCIP, 1997).
6. Community Engagement and Social Entrepreneurship:
GCE should encourage students to engage in community-based development initiatives and social
entrepreneurship. Students should learn about innovative ways to address local challenges and create
social impact.
Note: Case studies on successful social entrepreneurship projects, community-led development

initiatives, and government programs supporting social enterprises (DSWD, SEC, OCEANS Philippines).
Hence, "Inclusivity and Equitable Development" is a foundational and comprehensive topic within GCE in
the Philippines. It equips students with the knowledge and values necessary to understand and promote
inclusivity, social equity, and equitable development. Understanding and practicing inclusivity is central

to preparing students to be responsible global citizens who work towards a more just and equitable
society.
References:
1. United Nations Development Programme (UNDP). (2020). Inequality in the Time of COVID-19:
Crisis and Recovery. Retrieved from
https://www.ph.undp.org/content/philippines/en/home/library/crisis_response/inequality-in-
the-time-of-covid-19--crisis-and-recovery.html
2. Asian Development Bank (ADB). (2020). Key Indicators for Asia and the Pacific 2020. Retrieved
from https://www.adb.org/publications/key-indicators-asia-and-pacific-2020
3. Department of Education (DepEd). (Various documents). Retrieved from

https://www.deped.gov.ph/
4. Department of Health (DOH). (Various documents). Retrieved from https://doh.gov.ph/
5. Philippine Commission on Women. (Various documents). Retrieved from https://pcw.gov.ph/
6. National Commission on Indigenous Peoples (NCIP). (1997). Republic Act No. 8371: Indigenous
Peoples' Rights Act of 1997. Retrieved from
https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/
C. Human Capital Development and Equal Opportunities

is a crucial and multifaceted topic within the theme of "Socio-economic Development and
Interdependence" in the context of Global Citizenship Education (GCE) in the Philippines. This topic
focuses on the development of human potential, skills, and capabilities, and the importance of providing
equal opportunities for all individuals in society.
1. Human Capital Development:
Human capital development refers to the process of enhancing an individual's knowledge, skills, and
abilities through education, training, and other forms of personal development. GCE should introduce
students to the concept and importance of human capital as a driver of socio-economic development.
Note: Academic research on human capital development and its significance in economic growth, as well
as publications from international organizations like the World Bank (World Bank, 2018).
2. Quality Education:
Access to quality education is a fundamental component of human capital development. GCE should
emphasize the importance of inclusive and equitable education that provides relevant skills and
knowledge.
Note: Government policies on quality education, reports on educational access and quality, and academic
studies on education in the Philippines (DepEd, 2020; UNESCO, 2021).
3. Skills Development and Vocational Training:

Skills development and vocational training programs play a significant role in human capital development.
GCE should introduce students to vocational education options and the importance of acquiring practical
skills.
Note: Government programs for skills development and vocational training, as well as academic research
on vocational education (TESDA, 2021).
4. Equal Opportunities and Social Inclusion:
Equal opportunities are essential for ensuring that all individuals, regardless of their background, have
access to education, employment, and personal development. GCE should highlight the principles of social
inclusion and non-discrimination.
Note: Legal texts such as the Philippine Anti-Discrimination Act (Republic Act No. 11319), government
initiatives promoting social inclusion, and academic research on social equity (Republic of the Philippines,
2019).
5. Gender Equality and Women's Empowerment:
Gender equality is integral to human capital development. GCE should educate students on the principles
of gender equality and women's empowerment in the context of education and employment.
Note: Government policies on gender equality and women's empowerment, academic research on gender
issues, and reports from international organizations (Philippine Commission on Women, UN Women).
6. Access to Healthcare and Well-being:
Access to healthcare and well-being are vital for human capital development. GCE should emphasize the
importance of healthcare services that ensure physical and mental well-being.
Note: Reports and studies on access to healthcare and well-being in the Philippines, as well as government
policies in the healthcare sector (DOH, 2020).
7. Youth Empowerment and Entrepreneurship:
Empowering youth and fostering entrepreneurship are integral to human capital development. GCE
should encourage students to engage in entrepreneurial initiatives and innovation.
Note: Case studies on successful youth empowerment and entrepreneurship programs, government
initiatives, and academic research on youth development (NYC, DTI).
Hence, "Human Capital Development and Equal Opportunities" is a foundational and comprehensive topic
within GCE in the Philippines. It equips students with the knowledge and values necessary to understand
the significance of human capital development and the importance of providing equal opportunities for
all individuals in society. Fostering human capital development and equal opportunities is central to
preparing students to be responsible global citizens who contribute to socio-economic development and
social inclusion.
References:

1. World Bank. (2018). World Development Report 2018: Learning to Realize Education’s Promise.
Retrieved from https://openknowledge.worldbank.org/handle/10986/29310
2. Department of Education (DepEd). (2020). Education for All 2025. Retrieved from
https://www.deped.gov.ph/about-deped/vision-and-mission/education-for-all-2025/
3. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2021). Education for
All Global Monitoring Report 2021. Retrieved from https://en.unesco.org/gem-
report/report/2021/inclusion-all
4. Technical Education and Skills Development Authority (TESDA). (2021). Official Website. Retrieved
from https://www.tesda.gov.ph/
5. Republic of the Philippines. Republic Act No. 11319. (2019). Philippine Anti-Discrimination Act.
6. Department of Health (DOH). (2020). Universal Health Care Act. Retrieved from
https://www.doh.gov.ph/universal-health-care-act
7. National Youth Commission (NYC). (Various documents). Retrieved from

https://www.nyc.gov.ph/
8. Department of Trade and Industry (DTI). (Various documents). Retrieved from

https://www.dti.gov.ph/
D. Health Issues Affecting Interaction and Connectedness of Communities at Local, National, and
Global Levels
is a critical and relevant topic within the theme of "Socio-economic Development and Interdependence"
in the context of Global Citizenship Education (GCE) in the Philippines. This topic addresses the impact of
health issues on communities and how they affect interactions and interconnectedness on local, national,
and global scales.
1. Understanding Health Issues:
GCE should begin by introducing students to various health issues, such as infectious diseases, non-
communicable diseases, and public health challenges. Students should understand the implications of
these issues for individual well-being and community development.
Note: Reports and publications from the World Health Organization (WHO) on global health issues and
academic research on specific health challenges in the Philippines (WHO, 2021).
2. Local Health Challenges:
Local health challenges can include issues like access to healthcare, sanitation, and hygiene. GCE should
focus on understanding and addressing these challenges, as they directly impact local communities.
Note: Local government health reports, academic studies on community health, and reports from NGOs
working on local health issues (DOH, UNICEF).
3. National Health Policies and Initiatives:

Students should learn about the Philippines' national health policies and initiatives. This includes universal
healthcare, health insurance, and government programs to address public health concerns.
Note: Government health policies, official documents on universal healthcare, and academic research on
the effectiveness of national health programs (PhilHealth, DOH).
4. Global Health Threats:
Global health threats like pandemics, emerging infectious diseases, and climate change-related health
impacts have far-reaching consequences. GCE should explore how these global issues affect the
interconnectedness of communities.
Note: International reports and assessments on global health threats, such as reports by the United
Nations and international health organizations (UN, CDC).
5. Health Equity and Social Determinants:
GCE should emphasize the concept of health equity and the role of social determinants in health
outcomes. Students should understand how factors like socioeconomic status and access to education
impact health.
Note: Reports and publications on health equity and social determinants, as well as academic research on
the Philippine context (PAHO, 2019).
6. Community Resilience and Preparedness:
Preparing communities for health crises is crucial. GCE should introduce students to the concept of
community resilience and preparedness, which includes disaster response and healthcare capacity
building.
Note: Government programs on disaster preparedness and community resilience, case studies on
successful community initiatives, and academic research on disaster response (NDRRMC, Red Cross).
Hence, "Health Issues Affecting Interaction and Connectedness of Communities at Local, National, and
Global Levels" is a foundational and comprehensive topic within GCE in the Philippines. It equips students
with the knowledge and values necessary to understand the impact of health issues on communities, the
role of national and global health policies, and the importance of community resilience. Understanding
and addressing health issues are central to preparing students to be responsible global citizens who
contribute to socio-economic development and interconnectedness while prioritizing public health.
References:
1. World Health Organization (WHO). (2021). Official Website. Retrieved from

https://www.who.int/
2. Department of Health (DOH). (Various documents). Retrieved from https://doh.gov.ph/
3. United Nations Children's Fund (UNICEF). (Various documents). Retrieved from

https://www.unicef.org/philippines/

4. Philippine Health Insurance Corporation (PhilHealth). (Various documents). Retrieved from
https://www.philhealth.gov.ph/
5. United Nations (UN). (Various documents). Retrieved from https://www.un.org/
6. Centers for Disease Control and Prevention (CDC). (Various documents). Retrieved from
https://www.cdc.gov/
7. Pan American Health Organization (PAHO). (2019). Health in the Americas. Retrieved from
https://www.paho.org/en/publications-health-americas-2017-2019
8. National Disaster Risk Reduction and Management Council (NDRRMC). (Various documents).
Retrieved from https://ndrrmc.gov.ph/
9. Philippine Red Cross. (Official Website). Retrieved from https://redcross.org.ph/

INSTITUTIONS’ CONFLICTS, SOCIAL JUSTICE, AND HUMAN RIGHTS
A. Promotion and Advancement of Peace
is a fundamental and highly relevant topic within the theme of "Institutions’ Conflicts, Social Justice, and
Human Rights" of Global Citizenship Education (GCE) in the Philippines. This topic focuses on the principles
of peace-building, conflict resolution, and the advancement of peace at the local, national, and global
levels.
1. Understanding Peace and Conflict:
GCE should begin by introducing students to the concepts of peace and conflict. They should understand
the various forms of conflicts, such as armed conflicts, social conflicts, and structural violence, and their
impact on individuals and societies.
Note: Academic literature on peace and conflict studies, reports from organizations like the United
Nations on global conflicts (UN, 2021).
2. Local Conflict Resolution and Peace-building:
At the local level, GCE should emphasize the importance of community-based conflict resolution and
peace-building efforts. Students should learn about mediation, dialogue, and reconciliation processes.
Note: Case studies on successful local peace-building initiatives, academic research on community-based
conflict resolution, and documentation from local peace organizations (OPAPP, 2020).
3. National Peace Initiatives:
The Philippines has a history of internal armed conflicts. GCE should educate students on the national
peace initiatives and peace agreements, including the Bangsamoro Organic Law and the Comprehensive
Agreement on the Bangsamoro.
Note: Government peace agreements and policies, official documents on the Bangsamoro peace process,
and academic research on peace initiatives (OPAPP, 2014; Senate of the Philippines, 2018).
4. Global Peace Efforts:
Global peace efforts include international organizations and peacekeeping missions. GCE should introduce
students to the role of the Philippines in international peacekeeping missions and the importance of global
collaboration for peace.
Note: Reports from international organizations like the United Nations on peacekeeping missions,
government documents on Philippine peacekeeping involvement, and academic research on global peace
efforts (UN, 2021; DFA, 2021).
5. Conflict Transformation and Peace Education:
Conflict transformation involves changing the way conflicts are perceived and addressed. GCE should
highlight the importance of peace education in promoting conflict-sensitive attitudes and skills.

Note: Reports and resources on peace education, government initiatives on conflict transformation, and
academic research on the effectiveness of peace education programs (UNESCO, 2018; Ateneo de Manila
University, 2019).
6. Advocacy for Human Rights and Social Justice:
Promotion of peace is closely linked to human rights and social justice. GCE should encourage students to
advocate for human rights, social equity, and the protection of marginalized communities.
Note: Reports and documents from human rights organizations, government human rights policies, and
academic research on human rights advocacy in the Philippines (CHR, 2020).
Hence, "Promotion and Advancement of Peace" is a foundational and comprehensive topic within GCE in
the Philippines. It equips students with the knowledge and values necessary to understand the principles
of peace-building, conflict resolution, and human rights advocacy. Fostering peace is central to preparing
students to be responsible global citizens who contribute to social justice and the protection of human
rights.
References:
1. United Nations. (2021). Official Website. Retrieved from https://www.un.org/
2. Office of the Presidential Adviser on the Peace Process (OPAPP). (2020). Official Website.
Retrieved from https://peace.gov.ph/
3. Office of the Presidential Adviser on the Peace Process (OPAPP). (2014). Comprehensive
Agreement on the Bangsamoro. Retrieved from https://peace.gov.ph/milf/wp-
content/uploads/2014/03/Comprehensive-Agreement-on-the-Bangsamoro-FINAL-TEXT-
website-04082019.pdf
4. Senate of the Philippines. (2018). Republic Act No. 11054: Bangsamoro Organic Law. Retrieved
from https://www.officialgazette.gov.ph/2018/08/06/republic-act-no-11054/
5. Department of Foreign Affairs (DFA). (2021). Official Website. Retrieved from

https://www.dfa.gov.ph/
6. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2018). Global
Guidebook on Practical Conflict Resolution Activities for Educational Institutions. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000262174
7. Ateneo de Manila University. (2019). Promoting a Culture of Peace through Education. Retrieved
from https://www.ateneo.edu/system/files/ateneo/fourth_way_culture_of_peace.pdf
8. Commission on Human Rights (CHR). (2020). Official Website. Retrieved from https://chr.gov.ph/
B. Political Participation and Engagement
is a critical and multifaceted topic within the theme of "Institutions’ Conflicts, Social Justice, and Human
Rights" of Global Citizenship Education (GCE) in the Philippines. This topic focuses on educating students

about the principles of political participation, civic engagement, and the importance of active involvement
in political processes.
1. Understanding Political Participation:
GCE should begin by introducing students to the concept of political participation. This includes
understanding the different forms of political engagement, from voting in elections to participating in
community organizations.
Note: Academic literature on political participation, government publications on voting procedures, and
reports from organizations like the International Institute for Democracy and Electoral Assistance (IDEA)
(IDEA, 2018).
2. Civic Education and Voter Literacy:
GCE should emphasize the importance of civic education, which includes educating students about their
rights and responsibilities as citizens. Voter literacy is a significant aspect, with a focus on understanding
the electoral process.
Note: Government initiatives on civic education, academic research on voter literacy programs, and
resources from election commissions (COMELEC, 2020).
3. Local and National Elections:
Learning about local and national elections is crucial for students' political engagement. GCE should
explore the electoral system, the role of political parties, and the significance of participating in elections.
Note: Election guides and materials provided by election commissions, government documents on
election procedures, and academic research on election systems (COMELEC, 2021).
4. Civil Society and Advocacy:
GCE should encourage students to get involved in civil society organizations and advocacy initiatives.
Students should understand how advocacy can bring about positive change and hold government
institutions accountable.
Note: Case studies on successful advocacy campaigns, reports from civil society organizations, and
academic research on the impact of civil society on policy changes (IBON Foundation, 2020).
5. Youth Engagement and Leadership:
Youth play a significant role in shaping the political landscape. GCE should empower students to become
active participants in decision-making processes and encourage leadership development.
Note: Government youth programs, case studies on youth leadership initiatives, and academic research
on youth engagement (NYC, NYP).
6. Ethical and Inclusive Political Participation:
GCE should promote ethical political participation and inclusivity. This involves understanding the
principles of fairness, transparency, and inclusion in political processes.

Note: Ethical guidelines for political participation, government initiatives on inclusive participation, and
reports from organizations promoting ethical governance (UNDP, 2021).
7. Advocacy for Human Rights and Social Justice:
Political participation is closely linked to advocacy for human rights and social justice. GCE should
encourage students to advocate for human rights, social equity, and the protection of marginalized
communities.
Note: Reports and documents from human rights organizations, government human rights policies, and
academic research on human rights advocacy in the Philippines (CHR, 2020).
Hence, "Political Participation and Engagement" is a foundational and comprehensive topic within GCE in
the Philippines. It equips students with the knowledge and values necessary to understand the principles
of political participation, civic engagement, and the role of active citizenship in promoting social justice
and human rights. Fostering political participation is central to preparing students to be responsible global
citizens who actively contribute to the democratic processes of their country.
References:
1. International Institute for Democracy and Electoral Assistance (IDEA). (2018). Global State of
Democracy. Retrieved from https://www.idea.int/gsod
2. Commission on Elections (COMELEC). (2020). Voter Education Materials. Retrieved from

https://comelec.gov.ph/voter-education/voter-education-materials
3. Commission on Elections (COMELEC). (2021). About the COMELEC. Retrieved from

https://comelec.gov.ph/about-comelec/about-the-comelec
4. IBON Foundation. (2020). People's Participation in Policymaking. Retrieved from https://ibon.org/
5. National Youth Commission (NYC). (Various documents). Retrieved from

https://www.nyc.gov.ph/
6. National Youth Commission (NYP). (Official Website). Retrieved from http://nyp.gov.ph/
7. United Nations Development Programme (UNDP). (2021). Social Accountability in the Philippines.
Retrieved from
https://www.ph.undp.org/content/philippines/en/home/library/democratic_governance/social-
accountability-in-the-philippines.html
C. Human Rights and Humanitarian Law
is a vital and multifaceted topic within the theme of "Institutions’ Conflicts, Social Justice, and Human
Rights" of Global Citizenship Education (GCE) in the Philippines. This topic focuses on educating students
about the principles of human rights, international humanitarian law, and the significance of protecting
and promoting these rights in the context of conflicts, social justice, and human rights violations.

1. Understanding Human Rights:
GCE should begin by introducing students to the concept of human rights. This includes an exploration of
the Universal Declaration of Human Rights and various international treaties and conventions that protect
these rights.
Note: International human rights instruments, such as the Universal Declaration of Human Rights and the
International Covenant on Civil and Political Rights, along with reports and publications from organizations
like Amnesty International (UN, 1948; Amnesty International, 2021).
2. The Philippine Human Rights Framework:
Students should learn about the human rights framework in the Philippines, including the Philippine
Constitution and the Commission on Human Rights (CHR). Understanding the national context is
important for effective advocacy and protection.
Note: The Philippine Constitution, laws related to human rights, and official documents from the CHR
(1987 Philippine Constitution, CHR, 2020).
3. Human Rights Education and Advocacy:
GCE should emphasize the role of human rights education and advocacy in promoting social justice and
addressing human rights violations. Students should learn about the importance of being active advocates
for human rights.
Note: Resources and materials for human rights education, government initiatives on human rights
advocacy, and reports from human rights organizations (UNESCO, 2018; CHR, 2021).
4. International Humanitarian Law:
International humanitarian law (IHL) governs the conduct of armed conflicts and protects civilians and
combatants who are no longer taking part in hostilities. GCE should introduce students to the principles
and rules of IHL, as well as the Geneva Conventions.
Note: The Geneva Conventions and their Additional Protocols, academic literature on international
humanitarian law, and publications from organizations like the International Committee of the Red Cross
(ICRC, 1949; ICRC, 2021).
5. Humanitarian Assistance and Conflict Response:
GCE should cover humanitarian assistance and the critical role of humanitarian organizations in conflict
zones. Students should understand the challenges and ethical considerations involved in providing aid
during conflicts.
Note: Reports and publications from humanitarian organizations, government policies on humanitarian
response, and academic research on humanitarian assistance (UN OCHA, 2020).
6. Conflict-Related Human Rights Violations:

Students should learn about the various forms of human rights violations that occur in conflict situations,
such as displacement, sexual and gender-based violence, and child recruitment. Understanding these
violations is essential for advocacy and protection efforts.
Note: Reports and documentation from human rights organizations, government reports on conflict-
related violations, and academic research on conflict and human rights (UNHCR, HRW).
7. Peace and Reconciliation Efforts:
GCE should explore peace and reconciliation initiatives in the Philippines, such as peace agreements and
transitional justice mechanisms. Students should understand the importance of post-conflict
reconstruction and healing.
Note: Government peace agreements and initiatives, academic research on peace and reconciliation, and
official documents on transitional justice mechanisms (OPAPP, GPH-MILF Framework Agreement,
PAHRA).
Hence, "Human Rights and Humanitarian Law" is a foundational and comprehensive topic within GCE in
the Philippines. It equips students with the knowledge and values necessary to understand and promote
human rights, humanitarian principles, and the protection of these rights in times of conflict. Fostering a
commitment to human rights is central to preparing students to be responsible global citizens who
actively contribute to social justice, human rights advocacy, and conflict resolution.
References:
1. United Nations (UN). (1948). Universal Declaration of Human Rights. Retrieved from
https://www.un.org/en/universal-declaration-human-rights/
2. Amnesty International. (2021). Official Website. Retrieved from https://www.amnesty.org/
3. 1987 Philippine Constitution. (Official Gazette of the Republic of the Philippines). Retrieved from
https://www.officialgazette.gov.ph/constitutions/1987-constitution/
5. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2018). Global
Education Monitoring Report. Retrieved from https://en.unesco.org/gem-
report/report/2018/education-2030-inclusion-and-education
6. International Committee of the Red Cross (ICRC). (1949). Geneva Conventions. Retrieved from
https://www.icrc.org/en/document/geneva-conventions-1949
7. International Committee of the Red Cross (ICRC). (2021). Official Website. Retrieved from
https://www.icrc.org/
8. United Nations Office for the Coordination of Humanitarian Affairs (UN OCHA). (2020). Official
Website. Retrieved from https://www.unocha.org/
9. United Nations High Commissioner for Refugees (UNHCR). (Official Website). Retrieved from
https://www.unhcr.org/

10. Human Rights Watch (HRW
D. Prevention of Conflicts, Cultural Inequities, and Hate Crimes
is a significant and multifaceted topic within the theme of "Institutions’ Conflicts, Social Justice, and
Human Rights" of Global Citizenship Education (GCE) in the Philippines. This topic focuses on educating
students about the principles of conflict prevention, the promotion of cultural equity, and the prevention
and combatting of hate crimes.
1. Understanding Conflict Prevention:
GCE should begin by introducing students to the concept of conflict prevention. This involves learning
about early warning systems, diplomacy, and peacebuilding efforts to prevent conflicts before they
escalate.
Note: Reports and publications on conflict prevention from organizations like the United Nations,
academic literature on conflict prevention, and peacebuilding initiatives (UN, 2017; UNDP, 2021).
2. Cultural Equity and Cultural Rights:
Cultural equity focuses on ensuring that all individuals and communities have equal access to and
participation in cultural activities. GCE should emphasize the importance of cultural rights, including the
right to preserve and promote one's culture.
Note: International declarations on cultural rights, reports from cultural organizations, and academic
research on cultural equity (UNESCO, 2005).
3. Understanding Hate Crimes:
Students should learn about hate crimes, which are criminal acts that are motivated by bias, prejudice, or
hatred against a particular group based on factors like race, religion, or ethnicity.
Note: Legal definitions of hate crimes, reports on hate crime incidents, and academic research on the
impact of hate crimes (OSCE, 2014; Mendoza, 2018).
4. Promotion of Tolerance and Inclusivity:
GCE should emphasize the values of tolerance, inclusivity, and diversity. This includes understanding and
respecting different cultures and identities.
Note: Government initiatives promoting tolerance, resources for teaching tolerance, and academic
research on diversity and inclusivity (UNAOC, 2021).
5. Interfaith Dialogue and Religious Freedom:
Interfaith dialogue fosters understanding and cooperation among individuals of different religions. GCE
should introduce students to the principles of religious freedom and the role of interfaith dialogue in
preventing religious conflicts.

Note: Reports on interfaith dialogue initiatives, international declarations on religious freedom, and
academic research on interfaith cooperation (UN, 2019; U.S. Department of State, 2021).
6. Hate Crime Prevention and Reporting:
GCE should cover hate crime prevention strategies and the importance of reporting hate crimes to
authorities. Students should understand how to support victims and combat hate crimes.
Note: Government resources on hate crime prevention, reporting mechanisms, and international
organizations promoting hate crime awareness (OSCE, ODIHR).
7. Legal Framework and Accountability:
Students should learn about the legal framework for combating hate crimes, as well as the importance of
holding perpetrators accountable. This includes understanding relevant laws and regulations.
Note: National hate crime laws, international legal frameworks, and reports on legal accountability
(Philippine Commission on Human Rights, OHCHR).
Hence, "Prevention of Conflicts, Cultural Inequities, and Hate Crimes" is a foundational and
comprehensive topic within GCE in the Philippines. It equips students with the knowledge and values
necessary to understand the principles of conflict prevention, cultural equity, and the prevention of hate
crimes. Fostering a commitment to prevention and equity is central to preparing students to be
responsible global citizens who actively contribute to social justice and human rights protection.
References:
1. United Nations (UN). (2017). Sustaining Peace: Partnerships for Conflict Prevention and
Peacebuilding. Retrieved from https://www.un.org/pga/71/wp-
content/uploads/sites/40/2017/11/Sustaining-Peace-2017-Report.pdf
2. United Nations Development Programme (UNDP). (2021). Preventing Violent Extremism Through
Inclusive Development: A Guide for Development Practitioners. Retrieved from
https://www.undp.org/publications/preventing-violent-extremism-through-inclusive-
development-guide-development-practitioners
3. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2005). Universal
Declaration on Cultural Diversity. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000142936
4. Organization for Security and Co-operation in Europe (OSCE). (2014). Hate Crimes in the OSCE
Region: Incidents and Responses. Retrieved from https://www.osce.org/odihr/hate-crimes-in-
the-osce-region-incidents-and-responses
5. Mendoza, C. T. (2018). Hate Crime Victimisation in the Philippines. Retrieved from

https://www.ohchr.org/Documents/Countries/PH/HateCrime_VictimisationinthePhilippines.pdf
6. United Nations Alliance of Civilizations (UNAOC). (2021). Action Plan for the Third Plan of Action
to Prevent Violent Extremism. Retrieved from https://www.unaoc.org/third-united-nations-plan-
of-action-to-prevent-violent-extremism/

7. U.S. Department of State. (2021). 2020 Report on International Religious Freedom: Philippines.
Retrieved from https://www.state.gov/reports/2020-report-on-international-religious-
freedom/philippines/
8. Organization for Security and Co-operation in Europe (OSCE). Office for Democratic Institutions
and Human Rights (ODIHR). (Official Website). Retrieved from https://www.osce.org/odihr
9. Philippine Commission on Human Rights. (Official Website). Retrieved from

https://www.chr.gov.ph/
10. Office of the United Nations High Commissioner for Human Rights (OHCHR). (Official Website).
Retrieved from https://www.ohchr.org/

Exploring The Themes and Topics of GCED in The Philippines

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Exploring the Themes and Topics of Global Citizenship

Education in the Philippines: An Initial Elaboration

LOCAL, NATIONAL, GLOBAL SYSTEMS, STRUCTURES, AND PROCESSES

A. Underlying assumptions and power dynamics

1. Understanding Underlying Assumptions: Underlying assumptions are the fundamental beliefs,

Exploring GCED Themes and Topics in the Philippines

Exploring GCED Themes and Topics in the Philippines

Exploring GCED Themes and Topics in the Philippines

C. Interconnectedness of global, national, and local systems

4. Global Governance and Diplomacy: The Philippines' participation in international organizations

Exploring GCED Themes and Topics in the Philippines

D. Globalization: Processes and Challenges

1. Understanding Globalization Processes:

2. Economic Globalization and Trade:

3. Cultural Exchange and Identity:

Exploring GCED Themes and Topics in the Philippines

4. Technological Advances and Communication:

6. Local Responses and Adaptations:

Exploring GCED Themes and Topics in the Philippines

A. Identity formation, protection, recognition, and advancement in multicultural societies

1. Identity Formation in Multicultural Societies:

2. Protection of Cultural Heritage:

3. Recognition of Diverse Identities:

4. Challenges and Conflicts in Identity Formation:

5. Advancement of Cultural Interests:

Exploring GCED Themes and Topics in the Philippines

6. International Perspective and Multicultural Diplomacy:

Hence, "Identity formation, protection, recognition, and advancement in multicultural societies" is a

B. Cultural Expressions and Intercultural Exchanges and Communication

1. Cultural Expressions and Artistic Forms:

2. Intercultural Exchanges and Cross-Cultural Understanding:

Exploring GCED Themes and Topics in the Philippines

4. Multilingualism and Linguistic Diversity:

5. Globalization and Cultural Fusion:

6. Cultural Diplomacy and Soft Power:

Exploring GCED Themes and Topics in the Philippines

1. Diversity in the Philippines:

2. Coexistence and Multiculturalism:

5. Cultural Preservation and Revitalization:

Exploring GCED Themes and Topics in the Philippines

D. Discrimination based on Gender, Ethnicity, Disabilities, and Religious Beliefs

3. Discrimination Against Persons with Disabilities:

Exploring GCED Themes and Topics in the Philippines

5. Intersectionality and Multiple Forms of Discrimination:

6. Legal Protections and Advocacy:

Exploring GCED Themes and Topics in the Philippines

A. Environment and Natural Resources

1. Environmental Awareness and Conservation:

2. Sustainable Resource Management:

3. Climate Change and Resilience:

4. Biodiversity and Conservation:

5. Community Engagement and Indigenous Knowledge:

Note: Documentation on indigenous knowledge systems and community-led environmental initiatives in

Exploring GCED Themes and Topics in the Philippines

B. Environmental Justice, Risks, and Policies

Exploring GCED Themes and Topics in the Philippines

2. Environmental Risks and Challenges:

3. Policies and Regulations:

4. Conservation and Sustainability:

5. Community Involvement and Advocacy:

Note: Examples of community-led environmental projects and the work of non-governmental

6. Climate Change Mitigation and Adaptation:

Exploring GCED Themes and Topics in the Philippines