The Why and How of School and Community Partnership

What can the community do for school?

1. Brigada Eskwela – this program engages all education stakeholders to contribute
their time, effort, and resources in ensuring that public school facilities are set in
time for forthcoming school opening.
2. Curriculum Development – This can mean the use of community resources for
learning.
3. Work Experiences Programs – Business establishments and offices in he
community can serve as training. A concrete example is the immersion students
of senior high school.
Partner offices for immersion provide Senior high school students with opportunities:
1. Become familiar with the work place
2. For employment simulation
3. To apply their competencies in areas of specialization
4. Remediation and enrichment classes – Parents and retired teachers may be
involved in the school reading remediation and learning enrichment programs.
5. Youth Development Program – The young may involve themselves in youth
development programs and develop their skills and talents, learn how to deal positively
with peers and adults and serve as resources in their community.
6. Community Service – Example of community service are students participating in
tutorial programs, clean up drive for a river, teachers managing programs, projects,
activities, school band playing in fiesta parade.

What can schools do for community in return?

• Classroom used by community organizations for meetings
• School use as polling place and venue for medical mission which it may so-sponsor
with the rural health unit.
• School used by the rural Health Unit for mother’s class on child care.
• School used as an evacuation center.
• School facilities used for community assemblies
• Schools conducts livelihood skills-training program for parents and out-of-school
youths by using school resources
• Livelihood skills-training for parents and out-of-school youth by teachers themselves.

Learning from the Experiences of Schools and Community Partners

1. Dumingaga Central School, Dumingag, Zamboanga del Sur –
“kiddieCop” classes- lectures on good manners and right conduct, drug addiction,
child abuse, and child welfare.
1. Angels Magic Spot and Project REACH , etc. Pembo Elementary School,
Makati –
o Pembo Angel Magic Spot (PAMS)- brought together students, teachers,
school head, parents, barangay officials, and other members of the community
clean up little rooks for garbage and converted them into green areas with
vegetables shard by all.
o Revitalized Enthusiasm for Assistance to Children of Humanity (REACH)- where
each teacher adopted one student and acted as his or her mentor for the entire
school year.
 o BOWLS (Brain Operates Well on Loaded Stomach)- every recess, children who
were selected by the school as BOWLS beneficiaries due to malnutrition were
provided a free bowl of lugaw.
o Pera sa Panapon – was a weekly trash market where students, their parents and
other members of the community were invited to bring their recycle garbage.
Sociological Basis 0f School- Community Partnership
• The functionalist theory states that institutions must perform their respective
functions for the stability of society.
• The school cannot do it all. “It takes a village to educate a child”, so goes the
African Proverb. It has to work in partnership with other institutions in the
community such as Church, Government Organizations and Non- government
Organizations.
• The rearing and education of the child is the primary obligation of parents. The
school, the Church and other Social institutions come in to assist parents and
families to fulfill their irreplaceable obligation.
• While the use of technology and unregulated use by the tech-savvy kids expose
these kids to all sorts of information not necessarily favorable for their
developments.
Legal Bases for Parents and Community Involvement
R.A 9155, GOVERNACE OF BASIC EDUCATION ACT, SECTION E (10) explicitly
state that one of the responsibilities of school heads is “establishing school and
community networks and encouraging the active participation of teacher’s organization,
non-academic personnel of public school, and parents-teachers-community
association.”
SECTION 3(F) of same Act encourages “local initiatives for the improvement of school
and learning centers and to provide the means by which… improvements maybe
achieved and sustained.”
BATAS PAMBANSA BLG. 232, otherwise known as the Education Act of 1982, Section
7 states; every educational institution shall provide for the establishment of appropriate
bodies through which the members of the educational community may discuss relevant
issues and communicate information and suggestion for assistance and support of the
school and for the promotion of their common interest.
R.A 8525, ADOPT – A – SCHOOL PROGRAM ACT, also provides for school-
community partnership. It allows “private entities to assist a public school, whether
elementary, secondary, or tertiary… in,
but not limited to the following areas: staff and faculty development for training and
further education, construction of the facilities, upgrading of existing facilities, provision
of books, publications and other instructional materials and modernization of
instructional technologies.”

PHIL. EDUCATION FOR ALL (EFA) 2015 PLAN, a vision and a holistic program of
reforms that aimed to improve the quality of basic education for every Filipino by end
2015. Likewise, states “school shall continue to harness local resources and facilitate
involvement of every sector of the community in the school improvement process.”

EFA 2015 PLAN was extended in Education for All Beyond 2015-AGENDA 2030.
Agenda 2030 has 7 new educational targets from 2015-2030 that must involve
education stakeholders which in essence is school-community partnership.
 • R.A 9155, states that partnership between school and community also ensures.
That
1. Educational programs, projects and services take into account the interest of
all members of the community (section 3,d)
2. the school and learning center reflect the values of the community by allowing
teachers/ learning facilitators and other staff to have the flexibility to serve the needs of
all learners (section 3,e)
3. local initiative for the improvement of schools and learning centers are
encouraged and the means by which these improvement may be achieved and
sustained are provided (section 3,f).

CHAPTER II
HISTORICAL FOUNDATION OF EDUCATION
“When a school introduces and trains each child of society into membership within such
a little community, saturating him with the instruments of effective self-direction, we shall
have the deepest and best guaranty of a larger society which is worthy, lovely, and
harmonious”
- John Dewey
 Education or a school is an institution created by the society.
 Education is a function of society and as such arises from the nature and is a
function of society itself.
 Society seeks to preserve itself and to this it maintains its functions and
institutions, one of which is education, to assure its survival and convenience
 As John Dewey claimed, it is the school that “introduces and trains each child of
society into membership within such a little community, saturating him with the
spirit of service, and providing him with the instruments of effective self-
direction..” When schools succeed to do this, in the words of Dewey “we shall
have the deepest and best guaranty of a larger society which is worthy,
harmonious, and lovely.
 Socialization is the “process of learning the roles, statuses and values necessary
for participation in social institution.."
 Socialization is a lifelong process.
 Role learning that prepares us for future roles is termed anticipatory
socialization. Because of anticipatory socialization most of us are more or less
prepared for our future roles like spouse, parent, professional teacher.
 The school is also an important agent of socialization. It is an institution charged
by society. They are also charged with the task of transmitting society’s cultural
values. The next part of this as agents of socialization in different periods of
history.

Education in Primitive Society

 In primitive societies, preliterate persons faced the problems of survival in an
environment that pitted persons faced the problem of survival in an environment
that pitted them against natural forces and wild animals. To survive, human
beings needed food, shelter, warmth and clothing. To transform a hostile
environment into one that is life-sustaining, humankind developed the life skill
that eventually became cultural patterns.
These life skills included;
 Tool or instrument making,
 Adherence to the moral behavior code of group life and;
 language
  This is socialization, a function of education in society. Socialization is the
process by which individuals internalize the norms and values of society and so
social and cultural continuity are attained.
 This is also informal education in action.
 As abstract thinkers, human beings could create, use and manipulate symbols.
They could communicate with one another through gestures, sounds and words.
These symbols were expressed in signs, pictographs, letters. The creation and
introduction of oral and written language made a great leap on literacy which in
turn had tremendous society like netizens of the 21st century now enjoy.

Key Periods in Educational History

Below are the key periods in history from 7000 B.C. to AD 1600.
Table 1. Points of Emphasis on Education in History

Historical Educational Goals Curriculum Agents Influences on Western

Group or Educations
Period

Primitive To teach group Practical skills of Parents, tribal Emphasis on the role of
societies survival skills; to hunting, fishing, elders and informal education in
cultivate group food gathering priests transmission of skills and
7000 B.C- 5000
cohesiveness stories, myths, values
B.C
songs, poems,
dances

Greek 1600 To cultivate civic Athenian: Athens: private Athens: The concept of the
B.C- 300 B.C responsibility and reading, writing, teachers and well-rounded, liberally
identity with city-state arithmetic, schools; educated person
drama, music, Sophists;
Sparta: The concept of the
physical Philosophers
Military state.
Athenian: to develop education,
well-rounded person literature, poetry
Sparta: military
Spartan: drill,
teachers, drill
military songs
Spartan: to develop and tactics sergeants
soldiers and military

Historical Educational Goals Curriculum Agents Influences on Western

Group or Period Educations
Roman 750 B.C- To develop sense of Reading, writing, Private schools Emphasis on ability to use
A.D. 450 civic responsibility for arithmetic, Laws and teachers, education for practical
republic and the of Twelve Tables, school of rhetoric administrative skills, relating
empire; to develop law, philosophy education to civic
administrative and responsibility
military skills

Arabic To cultivate religious Reading, writing, Mosques; court Arabic numerals and
commitment to Islamic mathematics, schools computation, re-entry of
A.D 700 – A.D
beliefs; to develop religious literature; classical materials on
1350
expertise in scientific studies science and medicine
mathematics, and
science

Medieval To develop religious Reading, writing, Parish, chantry, Establishing the structure,
commitment arithmetic, liberal and cathedral content, and organization of
A.D 500 A.D -
knowledge, and ritual; arts; philosophy, schools; the university as a major
1400
to re-establish social theology; crafts; universities; institution of higher
order; to prepare and military tactics apprenticeship; education; he
persons for appropriate and chivalry knighthood institutionalization of
preservation of knowledge

Historical Educational Goals Curriculum Agents Influences on Western

Group or Educations
Period

Renaissance To cultivate humanist Latin, Greek, Classical An emphasis on literary

a who was expert in classical humanist knowledge, excellence,
A.D 1350 –
the classics – Greek literature, poetry, educators and expressed in classical
A.D 1500
and Latin; to prepare art schools such as literature; a two-track
courtiers for service to lycee, system of schools
dynastic leaders gymnasium, Latin
grammar school
Reformation To cultivate a sense Reading, writing, Vernacular A commitment to universal
of commitment to a arithmetic, elementary education to provide
A.D 1500 –
particular religious catechism, schools for the literacy to the masses; the
A.D. 1600
denomination; to religious masses; classical origins of school system
cultivate literacy concepts and schools for the with supervision to ensure
ritual; Latin and upper classes doctrinal conformity
Greek; theology

 In primitive societies survival against natural forces was the need and so what
were taught were survival skills and values to cultivate group cohesiveness.
 For the Athenian in ancient Greece, what mattered most in education was the
rounded development of every individual while for the Spartan it was the
development of soldiers and military leaders.
 For the early Romans, schools needed to develop a sense of civic responsibility
and to develop administrative and military skills as citizens of the Roman Empire.
 For the ancient Arabic world where Islam rose the most important concern of
education was to cultivate religious commitment to Islamic beliefs.
 During the Medieval period, schools were concerned with the development of
religious commitment, knowledge and ritual to establish order.
 Renaissance period was a fervent period was a fervent period of European
artistic, political and economic “rebirth” following the Middle Ages. Education was
focused on the rediscovery of classical literature and art.
 The Reformation period has as its educational goals the cultivation of a sense of
commitment to a particular and general literacy

The History of the Philippines Educational System

Education is a function of society and as such what are taught in Schools arise from the
nature and character of society itself. What society considers important is what schools
teach.
Education during the Pre-colonial period

 Education was informal and unstructured.

 Father's taught sons how to look for food and other means of livelihood.
 Mother taught their girls to do the household chores.
 This Education basically preparer their children to become husband and wives.
 Teachers were tribal tutors ( Babaylan or Katalonan).

The Educational Decree of 1863

 This Law gave Filipinos a complete system of education from elementary to the
collegiate level.
 Religion was the core of the curriculum included subject reading, writing,
arithmetic, history Christian doctrine, Spanish language, vocal music, agriculture
for the boys and needle work for the girls.
 Attendance in school was compulsory between ages of seven and twelve.

Education during the Spanish Era

 Educational was formal and organized.
 Tribal tutors of the pre-Spanish period were replaced by Spanish Missionaries.
  Christian, doctrines, sacred songs and music and prayers were taught because
they were required for confession and communication.
 Wealthy Filipinos or ilustrador were accommodated in the Schools.

Education during the American Regime(1898-1946)

 Americans promoted democratic ideals and the democratic way of life.
 The School maintained by the Spaniards for more that three centuries we're
closed but we're reopened on August 29,1898 by the Secretary of Interior.
 Elementary education was established by the Malolos Constitution.
 In May 1898, the first American School was established in Corregidor.
 Training was done through the Schools both public and secular manned by
Chaplains and Military officers of the US Army.
 August 23,1901, Thomasites arrived in Philippines.
 In 1908, University of the Philippines was founded.
 UP was the first state School of University status.
 The Department of Public Instruction set up a three level School System.
 In 1899, seven Schools were opened in the City.

The Commonwealth Period 1935-1942

 Free education in public schools was provided all over the country, in accordance
with the 1935 Constitution.
 Vocational Education and some household activities are also given importance.
 Education also emphasized nationalism.
 Good manners and discipline we're also taught to the students.
 Executive Order No.134 ( of 1936) was signed by Manuel L. Quezon
designated Tagalog as our National Language.
 Executive Order No.217 otherwise known as the Quezon Code of Ethics was
taught in Schools.
 Executive Order No. 263 in (1940) required the teaching of the Filipino, National
Language in the senior year of all high Schoola and in all years in the normal
Schools.
 The Education Act of 1940 (C.A. 586) was approved by the Philippine
Assembly on August 7, 1940, which provided for the following:
 Reduction of the 7 year elementary course to 6 years
 Fixing the school entrance age at 7
 Compulsory attendance of primary children enrolled in Grade .

Japanese Period
 School calendar became longer
 Class size increased to 60
 Deleted anti-Asian opinions
 Nihongo as means of introducing and cultivating love for Japanese culture
 June 1942, Military Order no.2
 Tagalog, Philippine History and Character were the focus
 Love for work and dignity for labor was emphasized

Aims of Education during the Japanese Occupation

 Promote friendly relations between Japan and Philippines to the farthest extent.
 Fostering a new Filipino culture based
 Elevating the moral of the people giving up over emphasis on materialism
 Diffusion of the Japanese language in the Philippines
 Promotion of Vocational education
 Developing in people the love of labor

Post-Colonial Philippines

 A daily flag ceremony was made compulsory in all schools including the singing
of the National Anthem pursuant to R.A 1265 approved on June 1955
  Curricular offerings in all schools, the life, the works and writings of Jose Rizal
especially the Noli Me Tangere and El Filibusterismo shall be included in all
levels
 Elementary Education was nationalized and matriculation fees were abolished.

Other Developments:
 integration of values in all learning areas
 Education Act of 1982- created the Ministry of Education, Culture and Sports.
 Executive order no. 117- President Corazon C. Aquino renamed Ministry of
Education, Culture and Sports (DECS) in 1987
 Replacement of PBET (Professional Board Examination for Teachers) by LET
(Licensure Examination for Teachers)
 Trifocalization of Education System
 Department of Education, Culture and Sports (DECS) -elementary,
secondary and nonformal education, including culture and sports
 Technical Education and Skills Development Authority (TESDA) - post-
secondary, middle level manpower training and development. R.A 7796
Technical Education and Skills Development Act of 1994
 Commission on Higher Eduction (CHED)- higher education. R.A 7722
Higher Education Act of 1994.
 In August 2001, R.A 9155, otherwise called the Governance of Basic Education,
was passed transforming the name Department of Education, Culture and Sports
(DECS) to the Department of Education.
 R.A 10157, Jan 20, 2012- Kindergarten Act,
 K to 12 Program (R.A 10533), May 15 2013. K to 12 provide sufficient time for
mastery of concepts and skills, develop lifelong learners and prepare graduates
for tertiary education, middle level skill development, employment and
entrepreneurship.

The Varied Goals of Education in Different Historical Periods of Philippine History

 During the pre-colonial period, students were given vocational training.

 During the Spanish period, school focused on religious formation to help them
live the Christian Faith.
 The American regime educated the Filipinos to become good citizens of a
democratic country

The Japanese regime taught them love of labor

The post-colonial period education system was devoted to the following goals:
• foster love of country
• teach the duties of citizenship
• develop moral character self-discipline
• scientific, technological and vocational efficiency

CHED Goals

To produce thoughtful graduates imbued with

 values reflective of a humanist orientation
 analytical and problem solving skill
 the ability to think things through the ethical and social implication of a given
source of action
 the competency to learn continuously through life- that will enable them to live
meaningfully in a complex, rapidly changing and globalized world while engaging
in their community and the nation's development issues and concern.
4 PILLARS OF LEARNING
LEARNING TO KNOW
 Acquiring the instruments of understanding.

Learning to know implies learning how to learn by developing one’s concentration,

memory skills and ability to think.
To learn to know, students need to develop learn to learn skills.
LEARNING TO DO
 To be able to act creatively in one’s environment.

Learning to do represents the skillful, creative and discerning application of knowledge

because one must first learn how to learn effectively, how to think creatively, critically
and holistically, and how to deeply understand the information that is presented, and its
systematic implications for individuals and for society, in both the short and longer term.
LEARNING TO LIVE TOGETHER
 To participate in and cooperate with other people in all human activities.

Learning to live together is the most vital to building a genuine and lasting culture of
peace in both the Asia-Pacific region and throughout the world.
Learning to live together is the major issues in education today, since the
contemporary world is too often a world of violence.
The third pillar of education implies that the teacher should help the students to
develop an understanding of other people and appreciation of interdependence since
we live in a closely connected world.

LEARNING TO BE
 To better develop one’s personality and to act with ever greater autonomy,
judgement and personal responsibility.
“Learning To Be: The World of Education Today and Tomorrow,”
Published by UNESCO
Learning to be describes as “the complete fulfilment of man, in all the richness of his
personality, the complexity of his forms of expressions and his various commitments –
as individual, member of a family and of a community, citizen and producer, inventor of
techniques and creative dreamer” (Delors,1996,p.95)
APNIEVE’s definition of learning to be is founded on a humanistic philosophy of
education which aims at the overall development of the human person as an individual
and as a member of society.

The Faure Report, learning to be, summarizes the universal aims of education as
follows:
1. Towards a scientific humanism, based on scientific and technological training.
2. Creativity means preserving each individual’s originality and creative ingenuity, along
with realism.
3. Towards social commitment consists of preparing the individual for life in society.
4. Towards the complete man respects the many-sidedness of personality as essential
in education.

Learning to be believes in a holistic and integrated approach to educating the human

person, as an individual and as a member of society and focuses on the full
development of the dimensions and capacities of the human person.
The Teacher’s Ethical and Professional Behavior
Code of Ethics for Professional Teachers Article III
The title of this Unit indicates that teachers are expected to be part of the community.
To be part of the community definitely means to participate in the life of that community.
How can teachers be a part of the community?
Teacher as Facilitator of Learning
 Article III, Section 1 states that the teacher is a facilitator of learning and the
development of the youth… therefore shall render the best service by providing
an environment conducive for such learning and growth.
 Facilitator comes from the word “facilitate” which means to make something easy
or easier. As the professional teacher, facilitate learning or make learning easier.
Learning is a difficult task and is made easier when you make dry lesson
interesting, exciting and enjoyable; as well as, when you simplify the complex
and concretize the abstract. This is what ethical for every professional teacher
ought to do.
 To facilitate learning, a conducive learning environment is necessary. A pleasant
environment is where the learners can be themselves because teachers are
caring. A conducive learning environment makes learners believe they can do
the works and they feel accepted.
 The teacher who believes that “Every child deserves a champion, an adult who
will never give up on them, who understands the power of connection and insists
they become the best they can possibly be” like Teacher Rita Pierson in TED
Talk is a facilitator of learning.
Teacher Leadership and Initiative for Community Participation
 Sections 2 refers to the “leadership and initiative of the professional teacher to
participate in community movements for moral, social, economic and civic
betterment of the community.”
 As professional teachers, you do not live in ivory tower, meaning you are not
supposed to be removed nor aloof from community life.
 Schools are at the heart of communities and you as a professional teacher are
expected to be-in-the-world and to be-in-the-world-with-others and for others
(Heidegger).
 To wit, “Every teacher is an intellectual leader in the community, especially in the
barangay, and shall welcome the opportunity to provide such leadership when
needed to extend counseling services, and to be actively involved in matters
affecting the welfare.
 Providing leadership and initiative also means working with the community. This
means getting the parents and other members of the community participate in
school activities.
 Teachers prove that they are the most responsible and most important members
of the society because their efforts affect the fate of the earth.
Professional Teacher with Honor and Dignity
 Section 3, states “Every teacher shall merit reasonable social recognition for
which purpose he shall behave with honor and dignity at all times and refrain
from such activities as gambling, smoking, drunkenness, and other excesses
much less illicit relations”.
  a professional teacher, you are an inveterate gambler, chain smoker and
alcoholic or if it is common knowledge that you are engaged in an illicit
relationship, how can you have moral authority?
 Society expects so much of teachers that when they fail to live up to the
challenge to behave or model good behavior, they are “condemed without trial.”
Society seems to expect much more from professional teachers than from any
other professionals.
 The quotation states “The influence of a good teacher can never erased, but the
influence of a dishonorable teacher is as lasting.”
Teacher’s Attitude Toward Local Customs and Traditions
 Section 4 expects every teacher to live for and with the community and shall,
therefore study and understand local customs and traditions in order to have a
sympathetic attitude, therefore, refrain from disparaging the community.
 Professional teacher is neither ethnocentric nor xenocentric. If he/she is not
ethnocentric and so does not look down on community’s cultures because of the
thought that his/her culture is superior to the culture of the community. If he/she
is xenocentric and so looks at his/her culture as inferior in to other community’s
culture.
The Professional Teacher and Information Update
 Section 5 states that the teacher “shall help the school inform the community
about the schools work, accomplishments, activities, projects, needs and
problems. Community here refers to internal as well as external stakeholders.
 Internal stakeholders includes students, the parents of the students and the
teachers. However, external stakeholders are the other parents in the community
without children enrolled in school, barangay officials and other government
officials, NGOs, government organizations, alumni/alumnae retirees.
The Parents-Teacher Association
 This is for internal stakeholders only. A PTA is an association of teachers and
parents with children who are enrolled in school. It is a forum for discussions on
school problems on how they can be solved.
The School Governing Council
 The SGC has different membership and functions. A School Governing Council
as a policy-making body has the school head as Chief Executive Officer,
Manager and Chief Operations Officer. The formation of SGC in every school is a
proof of school head sharing his/her leadership with members of the community.
 It determines general policies on student’s welfare, discipline, well-being. It is
concerned with the development and implementation, monitoring and evaluation
of the School Improvement Plan(SIP).
The Professional Teacher and Government Officials and Other Professionals
 Section 7 states “Every teacher shall maintain harmonious and pleasant personal
and official relations with other professionals, with government officials and with
the people individually or collectively.” It is always best to be in good terms with
everyone else in the community.
The Professional Teacher Does Not Use Position to Proselyte
 Section 8 says: “A teacher possesses freedom to attend church and worship as
appropriate, but shall not use his position and influence to proselyte others.”
 To be in a position means to have power or influence for a purpose.
Global Issues that Concern Schools and Society
Here are the top-10 world issues, according to millennials based on World Economic
Forum’s Global Shapers Survey in 2017:
1. Climate change / destruction of nature (48.8%)
2. Large scale conflict / wars (38.9%)
3. Inequality (income, discrimination) (30.8%)
4. Poverty (29.2%)
5. Religious conflicts (23.9%)
6. Government accountability and transparency / corruption (22.7%)
7. Food and water security (18.2%)
8. Lack of education (15.9%)
9. Safety / security / well being (14.1%)
10. Lack of economic opportunity and employment (12.1%)

Here are top-10 current global issues according to Chloe Turner:

1. Climate change
2. Pollution
3. Violence
4. Security and Well being
5. Lack of Education
6. Unemployment
7. Government Corruption
8. Malnourishment and Hunger
9. Substance Abuse
10. Terrorism

The 17 Sustainable Development Goals (SDG’s) for the period 2015-2030:

1. End poverty in all its forms everywhere

2. End hunger, achieve food security and improved nutrition, and promote
sustainable agriculture
3. Ensure healthy lives and promote well-being for all at all ages
4. Ensure inclusive and equitable quality education and promote life-long learning
opportunities for all
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and sanitation for all
7. Ensure access to affordable, reliable, sustainable, and modern energy for all
8. Promote sustained, inclusive and sustainable economic growth, full and
productive employment and decent work for all
9. Build resilient infrastructure, promote inclusive and sustainable industrialization
and foster innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resilient and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impacts (in line with the
United Nations Frameworks Convention on Climate Change)
14. Conserve and sustainably use the oceans, seas and marine resources for
sustainable development
15. Protect, restore and promote sustainable use of terrestrial ecosystems,
sustainably manage forests, combat desertification, and halt and reverse land
degradation and half biodiversity loss
16. Promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable and inclusive institutions
at all levels
17. Strengthen the means of implementation and revitalize the global partnership for
sustainable development
 The Top Ten Global Issues and How They Can be Addressed

Climate Change

The global temperature are rising, and are estimated to increase from 2.6
degrees Celsius to 4.8 degrees Celsius by 2100. This would cause more severe
weather, crises with food and resources and the spread of diseases. The reduction of
greenhouse emissions and the spreading of education on the importance of going green
can help make a big difference.

Pollution
Pollution includes ocean filter, pesticides and fertilizers, air, light and noise
pollution.
Violence

Various Forms of Violence

Physical Violence Sexual Violence Emotional Violence

Occurs when someone uses a Occurs when a person is Occurs when someone says or
part of their body or an object forced to unwillingly take part in does something make a person
to control a person’s actions sexual activity feel stupid or worthless

Psychological Violence Spiritual Violence Cultural Violence

Occurs when someone uses Occurs when someone uses Occurs when an individual is
threats and causes fear in an an individual’s spiritual beliefs harmed as a result of practices
individual to gain control to manipulate, dominate or that are part of her or his
control that person culture, religion or tradition

Violence can be found in the social, cultural and economic aspects of the world.

Security and Well Being

The U.N is a perfect example of what should be done to prevent the lack of
security and wellbeing a serious global issue. Through its efforts with regional
organizations and representatives that are skilled in security, the U.N is working toward
increasing the wellbeing of people throughout the world.

Lack of Education
More than 72 million children throughout the globe that are of the age to be in
primary education are not enrolled in school. This can be attributed to inequality and
marginalization as well as poverty. Based on the 2013 Functional Literacy, Education
and Mass Media Survey (FLEMSS), Philippines registered a 90.3% rate, which means
that nine out of ten Filipinos aged 10-64 were functionally literate.
Unemployment
Without the necessary education and skills for employment, many people,
particularly 15-24 years old, struggle to find jobs and create a proper living for
themselves and their families. This leads to a lack of necessary resources, such as
enough food, clothing, transportation and proper living conditions.
Government Corruption
Means of corruption include graft, bribery, embezzlement, backdoor deals,
nepotism, and patronage. Corruption is a major cause of poverty considering how it
affects the poor the most, eroding political and economic development, democracy and
more.
Malnourishment and Hunger
In all its forms, includes under nutrition (wasting, stunting, underweight),
inadequate vitamins or minerals, overweight, obesity, and resulting diet-related non-
communicable diseases.
Substance Abuse
Is the “harmful or hazardous use of psychoactive substances, including alcohol
and illicit drugs” (World Health Organization) The United Nations reports that, by the
beginning of the 21st century, an estimated 185 million people over the age of 15 were
consuming drugs globally. The common drugs used are marijuana, cocaine, alcohol,
amphetamine stimulants, opiates and volatile solvents.
Terrorism
Is an issue throughout the world that causes fear and insecurity, violence and
death? Across the globe, terrorists attack innocent people, often without warning. This
makes civilians feel defenceless in their everyday lives.
UN Secretary-General, Ban Ki-moon, said: “The seventeen Sustainable Development
Goals are our shared vision of humanity and a social contract between the world’s
leaders and the people. They are a to-do list for people and planet and a blueprint for
success.”

Global Issues, SDG’s 2015-2030 and Education

In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable
Development that includes 17 Sustainable Development Goals (SDG’s). Building on
the principle “leaving no one behind”, the new Agenda emphasizes a holistic approach
to achieving sustainable development. The realization of the 17 SDG’s means solving
the top global issues cited by two sources.
These global issues and SDG’s 2015-2030 must be intentionally taught in schools
because they are made part of the curriculum.