THE CONTEMPORARY WORLD

LESSON 1: INTRODUCTION TO THE STUDY OF GLOBALIZATION

GLOBALIZATION  a multidimensional set of social

 a term used to describe how processes that create, multiply,
trade and technology have stretch, and intensify
made the world into a more worldwide social
connected and interdependent interdependence and exchanges
place while at the same time fostering
in people a growing awareness
 They describe the current world of deepening connections
events, that is, the continuous between the local and the
evolution and unstable global distant.
order. (Samuel Huntington,
Francis Fukuyama, and Forces and Drivers of Globalization
Thomas Friedman)
 Environment
 A phenomenon gave rise to the  Politics
interconnectedness of human  Economics
society that replaced the  Technology
sovereign state system with a  Culture
multilateral system of global  Individual and Institution
governance. (Justine
Rosenberg) Qualities and Characteristics of
Globalization
 A complex web of social
processes that intensify and Creation and Multiplication
expand worldwide economic,  The current of modernization
cultural, political, and involves creation and
technological exchanges and multiplication of social
connections. (Dr. Cairo) networks and cultural activities
thus, breaking the traditional
 The process by which business
norms and practices in the
or other organizations develop
political, economic, and
international influence or start
cultural realms of most
operating in international scale
communities
 The worldwide movement Expansion and Trading
toward economic, financial,  Reflected on how the financial
trade and communications. markets and trading around the
globe. the formation of
 It is LIBERALIZATION, a economic organization like the
process removing state – World Trade Organization,
imposed restrictions on ASEAN Economic
movements between countries Community, World Economic
in order to create an “open”, Forum, and European Union
“borderless” world economy. brought light to the expansion
of local economies through
 opening their economies to the
other parts of the world
Intensification and Acceleration
 Describes how the process of
world and individual
connection works. the digital
age as part of its structure.
Consumer markets and
consumerism continue to rule
in this postmodern era where
the farthest have the access to
reach the central portion of
global events
Consciousness and Awareness
 The human consciousness is
critical on how they impact the
growing outcomes and markers
of globalization.
LESSON 2: Bretton Woods Institution
 The Bretton Woods agreement
is the landmark system for
monetary and exchange rate
management.
 The Bretton Woods System of
monetary management
established the rules for
commercial and financial
relations among the United
States, Canada, Western
Europe, Australia and Japan in
the mid-20th century
 World leaders sought to create
a global economic system that
would ensure a longer lasting
global peace.
 They believed that one of the
ways to achieve this goal was
to set up network of global
financial institutions that would
promote economic
interdependence and prosperity.
 Inaugurated 1944 during the
united nation monetary and
financial conference to prevent
the catastrophe of the early
decades of the century from
reoccurring and affecting
international ties.
What was the Bretton Wood System?
 In 1944 representatives form 44
countries met at Bretton
Woods. New Hampshire, to
design the new international
monetary system that would
facilities the postwar economic
growth.
 A fix exchange rate system was
established
 All currencies were fixed to
gold, but only the U.S. dollar
was directly convertible to
gold.
 Devaluation could not be used
as a competitive purpose.
 A country could not devalue its
currency by more than 10%
without permission to IMF
approval.
DESIGN OF THE SYSTEM
 Members were obliged to
declared a par value for their
national money.
 If the exchange rate were not
float freely, there will be
adequate supply of monetary
reverse.
 It was necessary to avoid
recurrence of the kind of
economic warfare that has
characterized of decade of
1930’s.
  The negotiators agreed that
there was a need for an
institutional forum for
international corporation on
monetary matters.
World Bank
 The World Bank is an
international financial
institution that provides loans
and grants to the governments
of low- and middle-income
countries for the purpose of
pursuing capital projects.
 The World Bank's experts
produce a range of reports and
toolkits for practitioners hoping
to improve their countries'
logistics performance and
border management
World Bank Purpose and Function
 Overcome poverty by spurring
growth, especially in Africa. ...
 Help reconstruct countries
emerging from war, the biggest
cause of extreme poverty. ...
 Provide a customized solution
to help middle-income
countries remain out of poverty.
...
 Spur governments to prevent
climate change.
What is IMF?
The International Monetary Fund (IMF)
is an organization of 190 countries,
working to foster global monetary
cooperation, secure financial stability,
facilitate international trade, promote
high employment and sustainable
economic growth, and reduce poverty
around the world.
The Country Founded the IMF
"Original members" (Article II,
Section 1), which signed the Articles of
Agreement by December 31, 1945. Costa
Rica, Poland, Brazil, Uruguay, and
Cuba signed the Articles by that date but
their membership became effective upon
deposit of their respective instruments of
acceptance.
International Monetary Fund purpose
The International Monetary Fund, or
IMF, promotes international financial
stability and monetary cooperation. It
also facilitates international trade,
promotes employment and sustainable
economic growth, and helps to reduce
global poverty
The goal of World Bank
The World Bank Group has two
ambitious goals: End extreme poverty
within a generation and boost shared
prosperity.
Is world bank important to our
country
The World Bank promotes long-term
economic development and poverty
reduction by providing technical and
financial support to help countries
reform certain sectors or implement
specific projects—such as building
schools and health centers, providing
water and electricity, fighting disease,
and protecting the environment
The General Agreement on Tariffs and
Trade is a legal agreement between
many countries, whose overall purpose
was to promote international trade by
reducing or eliminating trade barriers
such as tariffs or quotas.
signed on October 30, 1947, by 23 financial flows. Economic
countries, was a legal agreement globalization involves trade in
minimizing barriers to international trade goods and services, capital
by eliminating or reducing quotas, tariffs, flows and trade in assets (e.g.,
and subsidies while preserving significant currency, stocks), the transfer
regulations. of technology and ideas, and
international flows of labor or
migration.
Objective of GATT  Refers to the increasing
The GATT is an international trade interdependence of world
agreement whose objectives are: economies as a result of the
growing scale of cross-border
(a) to help raise standards of trade of commodities and
living; (b) to achieve full employment; services, flow of international
capital and wide and rapid
(c) to develop the world's spread of technologies.
resources;
How does globalization help the
(d) to expand production and economy?
exchange of goods;
IN GENERAL,
(e) to promote economic GLOBALIZATION DECREASES
development. THE COST OF
MANUFACTURING. THIS
The World Trade
MEANS THAT COMPANIES CAN
Organization is an intergovernmental
OFFER GOODS AT A LOWER
organization that regulates and facilitates
PRICE TO CONSUMERS. THE
international trade between nations.
AVERAGE COST OF GOODS IS A
Governments use the organization to
KEY ASPECT THAT
establish, revise, and enforce the rules
CONTRIBUTES TO INCREASES
that govern international trade
IN THE STANDARD OF LIVING.
The WTO has over 160 members CONSUMERS ALSO HAVE
representing 98 per cent of world trade. ACCESS TO A WIDER VARIETY
Over 20 countries are seeking to join the OF GOODS.
WTO.
ADVANTAGES OF GLOBALIZATION
To join the WTO, a government has to
1. TRANSFER OF
bring its economic and trade policies in
TECHNOLOGY
line with WTO rules and negotiate its
terms of entry with the WTO
membership.

ECONOMIC GLOBALIZATION

 Broadly refers to the increasing

integration of national
economies around the world,
particularly through trade and
  REFERS TO THE WITH THEM AND
PROCESS OF ASSISTING THEM IN THE
CONVEYING RESULTS BEST WAY POSSIBLE.
STEMMING FROM
SCIENTIFIC AND 3. STANDARDIZATION OF
TECHNOLOGICAL LIVING
RESEARCH TO THE  Refers to wealth, comfort,
MARKET PLACE AND material goods, and necessities
TO WIDER SOCIETY. of certain classes in certain
areas or more objective
 VERTICAL characteristics whereas quality
TRANSFER of life is more subjective and
intangible, such as personal
 REFERS TO TRANSFER liberty or environmental
OF TECHNOLOGY quality.
FROM BASIC
RESEARCH TO 4. . Economic Growth
APPLIED RESEARCH  an increase in the amount of
TO DEVELOPMENT goods and services produced
AND THEN TO per head of the population over
PRODUCTION. a period of time.
 HORIZONTAL
5. Affordable Products
TRANSFER
 it means its price is low enough
 REFERS TO THE that you (or most people) have
MOVEMENT AND USE enough money to buy it.
OF TECHNOLOGY
USED IN ONE PLACE, 6. Development of
ORGANISATION, OR Infrastructure
CONTEXT TO  Is the construction of basic
ANOTHER PLACE, foundational services in order
ORGANISATION, OR to stimulate economic growth
CONTEXT. and quality of life
improvement.
2. BETTERSERVICES
7. FOREIGN EXCHANGE
 IT MEANS SHOWING THE RESERVES
CUSTOMER HOW  ARE ASSETS SUCH AS
IMPORTANT HE OR SHE IS FOREIGN CURRENCIES,
TO YOU AND THE GOLD RESERVES,
BUSINESS BY TREASURY BILLS, ETC
INTERACTING WITH HE OR RETAINED BY A CENTRAL
SHE IN A FRIENDLY- BANK OR OTHER
HELPFUL AND POSITIVE MONETARY AUTHORITY
WAY. THE IDEA IS TO THAT CHECKS THE
LEAVE A LASTING BALANCE PAYMENTS AND
IMPRESSION ON INFLUENCES THE
CUSTOMERS BY WORKING FOREIGN EXCHANGE
 RATE OF ITS CURRENCY
AND MAINTAINS
8. Contribution to World GDP
 GDP can be calculated as the
sum of its different component.
9. Growth Rate
 is the percentage change in the
value of all of the goods and
services produced in a nation
during a specific period of time
 Growth rates refer to the
percentage change of a specific
variable within a specific time
period. Growth rates can be
positive or negative, depending
on whether the size of the
variable is increasing or
decreasing over time.
LESSON 4: ACTORS OF
GLOBALIZATION
Actors of Globalization
 The globalization movement is
composed of a multiplicity of
actors who perform their
initiatives through networks of
relationships
6 Factors of Globalization
Multi-Business Companies
 That operate in more than one
country, usually a large
corporation, incorporated inone
country which produces or sells
goods or services in various
countries.
State/Nation
 The means of rule over a
defined or “sovereign”territoty.
 A large body of people,
associated with a particular
territory.
Non-governmental organization
 Profit, Voluntary Citizens
group, which is organized on a
local, national or international
level.
Inter-govermental organization
 An organization composed
primarily of sovereign states, or
of other intergovernmental
organization.
Government
 The political direction and
control exercise over the
actions of the citizens and state.
Activist Groups
 Groups who campaign to bring
about political or social change:
 IFAT
 PETA
 NOW
 SSCS
THREE INTERACTING FORCES
ACTORS OF GLOBALIZATION
Network
 A network is a collection of
computers, servers,
mainframes, network devices,
peripherals, or other devices
connected to allow data
sharing.
Elite
 In political and sociological
theory, the elite are a small
group of powerful people who
hold a disproportionate amount
of wealth, privilege, political
power, or skill in a society.
  A company engaged in the
business of dealing with
financial and monetary
transaction such as deposit,
Elitist privilege
loans, investment and currency
THE POLITICAL LEADERSHIP:
exchange
 corporate leaders had become
more prominent in the political
Role of Financial Institutions
process, with a decline in
 Regulation of Monetary Supply
central decision-making for
professional politicians.  Banking services
 Insurance Services
THE MILITARY CIRCLE:  Capital Formation
 making top military leaders and  Act as a government agent for
such issues as defense funding economic growth
and personnel recruitment very  Financing the small and
important. Most prominent Medium Scale Enterprise
corporate leaders and  Investment Advice
politicians were strong  Pension Fund Services
proponents of military  Trust fund Services
spending.  Investment Advice

THE CORPORATE ELITE: DEPOSITORY INSTITUTION

 it was corporate leaders  Globe loans
working with prominent
 Bank
military officers who
dominated the development of
NON-DEPOSITORY INSTITUTIONS
policies. These two groups
 Sun life
tended to be mutually
supportive.  Pension Funds
 Mutual Funds

SAVINGS & LOAN COMPANIES

 Provide many of the same
services as banks but focus
more on residential mortgages
 Originally created to provide
more economic opportunities to
the middle class
Social Institutions
 Some are private entities,
 Family
mutually owned by customers
 Education
while others while others are
 Religion publicly-traded companies.
 Economics
 Government COMMERCIAL BANKS
 Focuses more on working with
large businesses and unsecured
Financial Institution credit services
  Owned and operated by a board
of directors selected by
stockholders
 Many services are conducted
online exclusively
Government Institution
Community Institutions
LESSON 5: CAPITALIST WORLD
ECONOMY
CAPITALISM
 Capitalism is often referred to
as a free market economy in its
purest form, where the means
of production are owned by
private interests.
 An economic and a mode of
production in which trade,
industries and the means of
production are largely or
entirely privately owned and
operated for profit
 Money is invested to generate
more money
ECONOMICS BASED ON
THINGS:
 Private ownership
 Profit for exchange and profit
 Wage Labour
TWO CLASS SYSTEM
CAPITALIST CLASS
 owns the means for producing
and distributing goods
WORKING CLASS
 who sell their labor to the
capitalist class in exchange for
wages
TYPES OF ECONOMIC SYSTEMS
Capitalism
Fascism
 Fascism is a nationalistic type
of economic system where the
government forces business to
place the interest of the nation
above their company’s. I
Communism
 The communist economic
system is one step further than
socialism where the
government owns the entire
means of production (i.e., all
businesses are state-owned) and
the government provides all
citizens with a fixed standard of
living.
Socialism
 It provides a system where both
individuals and governments
own the means of production,
and they may compete.
FEATURS OF CAPITALISM
Private property
 Individuals own property and
resources
Large scale production
 capitalism arose as a result of
industrial revolution which
made largfe scale production
possible. More production
3 means wider use of capital and
lead more profit
Profit as key motive
  Money left over can be spent in
any way the manufacturer
wants.
Competition
 extreme competition between
capitalists. demand is
artificially increased and supply
is decreased.
Price mechanism
 the price of a accomodity is
determined not by the cost of
production but by the law of
demand and supply
Wage Institution
 pay as less wages as possible
and to take as much work as
possible out of him
Money and Credit
 The capitalist get money on
loan and develop their business
Laissez - Fair competition
 This means no taxes,
regulations, or tariffs. Instead,
the market should be
completely free to be led by the
natural laws of supply and
demand.
Responsible Capitalism
 A free market economy, but
with a degree of government
regulation to avoid the excesses
and inequalities of capitalism
Turbo Capitalism
 Refers to an unregulated form
of capitalism with financial
deregulation, privatization and
lower tax on high earner.
Crony Capitalism
 Refers to the situation where
business success is related to
strategic influences with civil
servants, politicians and those
in authority.
State Capitalism
 It occurs when state owned
industries play a key role
within the market economy.
PROS
People can accumulate and grow their
wealth.
 There is no restriction on how
much wealth an individual can
earn in capitalism. It is the
individual's responsibility to
secure his finances to meet his
needs, wants, and prepare in
case of emergencies. One
People have a reason to work hard.
 people have a reason to work
hard because it is the means to
earn money to sustain their
living through a standard job or
operating a business.
Rewards are based on your
performance.
 A capitalist society gives
rewards based on how you
perform. The more outstanding
the contribution and value you
give to a company or
organization, the higher the
amount of money you can gain.
Competition is encouraged.
 Businesses and people are
encouraged to compete with
themselves to see who can earn
more profit.
Better products and innovation.
 a characteristic of capitalism,
which can lead to the creation
of new and better products,
especially technological
advances.
Freedom
 Companies are free to do what
they want in terms of money
generation.
CONS
Consumerism
 Profit generation is a goal for
capitalist societies, and for that
 to happen, people are likely to serve only certain
encouraged to spend their consumers with more
money and buy things. specialized offerings.
Exploitation
 It's common for companies to  provide hundreds of billions of
treat workers as expendable dollars in funding for a wide
resources in countries that use variety of development and
capitalist systems humanitarian aid projects in
Wealth gap countries around the world.
 Due to the values inherent in a They play a major role in the
capitalist economy, it's social and economic
common to see a significant development of countries with
wealth gap among people. As a emerging economies.
result, the wealthy become
COMMERCIAL BANKS
even wealthier, and the poor
become even poorer.  Traditionally, retail
The creation of monopolies. banks offered products to
 When individuals and individual consumers,
organizations can create private while commercial banks
firms for business, it's possible worked directly with
to create a monopoly within a businesses. Today, most
capitalist economy. large banks offer deposit
LESSON 6: INTERNATIONAL accounts, loans, and
FINANCIAL INSTITUTION limited financial advice to
both consumers and
 International financial businesses.
institutions play a central role
in helping to fund activities in  Products offered at retail
developing countries that and commercial banks
support sustainable, climate include checking and
resilient, and low-carbon savings accounts,
development. By analyzing certificates of deposit
their investment portfolios and (CDs), personal and
identifying opportunities for mortgage loans, credit
change, we help enable these cards, and business
institutions to shift their banking accounts.
investments toward sustainable
and climate compatible
development.

 to provide a wide variety of

deposit, lending, and
investment products to
individuals, businesses, or both. INVESTMENT BANKS
While some financial  Investment banking is a special
institutions focus on providing segment of banking operation
services and accounts for the that helps individuals or
general public, others are more organizations raise capital and
provide financial consultancy
 services to them.
They act as intermediaries
between security issuers and
investors and help new firms to
go public. They either buy all
the available shares at a price
estimated by their experts and
resell them to public or sell
shares on behalf of the issuer
and take commission on each
share.
BROKERAGE FIRM
 A brokerage provides
intermediary services in various
areas, e.g., investing, obtaining
a loan, or purchasing real
estate. A broker is an
intermediary who connects a
seller and a buyer to facilitate a
transaction. Individuals or legal
entities can act as brokers. The
broker performs its actions
according to the client’s
instructions. The broker is then
compensated, receiving either
a flat fee or a certain
percentage of the transaction
amount
INSURANCE CAMPANY
 Insurance corporations are
financial intermediaries which
offer direct insurance or
reinsurance services, providing
financial protection from
possible hazards in the future.
Asset management
 An asset management company
(AMC) is an investment firm
that pools money together from
clients and uses that money to
make a variety of investments
for both institutions and retail
investors. Often, you’ll hear
asset management companies
referred to as money managers
or money management firms.
Hedge funds, private equity
funds and emerging fintech
companies that automate
investing can all be considered
asset management companies.
 Criteria for working with an
asset management company
varies by the type of company.
Investments such as index
funds, exchange traded funds
(ETFs) and mutual funds that
are built and administered by
asset management companies
are generally available for all
investors to invest in. That
being said, many of the
investments offered require a
minimum initial investment, so
you will need to meet those
requirements in order to
purchase shares of the
fund. (Diversified investment
portfolio)
LESSON 7: GLOBAL CITIZENSHIP
 Global citizenship is the
umbrella term for social,
political, environmental, and
economic actions of globally
minded individuals and
communities on a worldwide
scale. The term can refer to the
belief that individuals are
members of multiple, diverse,
local and non-local networks
rather than single actors
affecting isolated societies.
  The concept of global
citizenship is embedded in the
Sustainable Development
Goals though SDG 4: Insuring
Inclusive and Quality
Education for All and
Promote Life Long Learning,
which includes global
citizenship as one of its
targets. By 2030, the
international community has
agreed to ensure that all
learners acquire the knowledge
and skills needed to promote
sustainable development,
including global citizenship.
CIVIC RIGHTS
 Section 1. No person shall be
deprived of life, liberty, or
property without due process of
law, nor shall any person be
denied the equal protection of
the laws. (THE 1987
CONSTITUTION OF THE
REPUBLIC OF THE
PHILIPPINES – ARTICLE III)
CIVIC RESPONSIBILITY
 active participation in the
public life of a community in
an informed, committed, and
constructive manner, with a
focus on the common good.
 Other definitions of civic
responsibility often exhibit
some or all of the following
characteristics:
 Addressing society's problems
in an informed manner.
Showing respect as well as
dissent for laws.
 Showing respect as well as
dissent for laws.
 Recognizing the difference
between legally defined and
culturally defined citizenship.
 Engaging in an active process
that goes beyond passive
citizenship.
 Establishing a balance between
rights and responsibilities.
 Understanding the concept of
the common good and who
defines it.
 Being able to negotiate
differences.
 Involving the community in
decision-making processes.
 Embracing the concept of
participatory democracy.
 Questioning governmental
policies and practices.
 Determining ways to alter
public policy.
 Exhibiting stewardship, i.e.,
being responsible for one's
community.
 Recognizing the value and
human dignity of each person.
 Reaching varying degrees of
political awareness and
advocacy, ranging from basic
knowledge (e.g., knowing the
local mayor's name) to
developing a voice and making
oneself heard. (Adapted from A
Practical Guide for Integrating
Civic Responsibility into the
Curriculum, Karla Gottlieb and
Gail Robinson, editors, 2002)
What is Sustainable Development
Goals?
The Sustainable Development Goals
(SDGs), also known as the Global Goals,
were adopted by the United Nations in
2015 as a universal call to action to end
poverty, protect the planet, and ensure
that by 2030 all people enjoy peace and
prosperity.
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 iclusive and equitable quality
education and promote lifelong learning
opportunities for all
5. Achieve gender quality 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 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
14. Conserve and sustainably use the
ocean, seas, and marine resources for
sustainable development
15. protect. Restore and promote
sustainable use of terrestrial ecosystem.
Sustainably manage forests, combat
desertification, and halt and reverse land
degradation and halt biodiversity loss.
16. Promote and peaceful and inclusive
societies for sustainable development,
provide access to justice for all and build
effective, accountable and inclusive
institutions at all level
17. Strengthen the means of
implementation and revitalize the global
partnership for sustainable development
Global Citizenship and Peace
Education
 Global citizenship education
(GCED) looks into these
elements to support learners of
all ages to become decent and
respectful human beings who
can adapt to the world rapidly
moving forward, even amidst
its most complex challenges
and threats. UNESCO is
advancing GCED across
subjects and in all spheres of
life to provide them with
knowledge, skills and attitudes
that cultivate tolerance, respect,
and a shared sense of belonging
to one global community, with
the ultimate goal of ensuring
human rights and peace.
 As our world grows
increasingly interdependent,
GCED is more vital than
ever for international solidarity
and inspiring learners of all
ages to positively contribute to
their local and global
communities
What’s the idea behind global
citizenship?
 The global citizenship concept
is based on the idea we are
connected not just with one
country but with a broader
global community. So, by
positively contributing to it, we
can also influence change on
regional, national and local
levels. A global citizen
understands how the world
works, values differences in
 people, and works with others  Monitors how the core values
to find solutions to challenges of global citizenship education
too big for any one nation. are reflected in and supported
by education policy and the
 Citizenship and global curriculum to deliver it
citizenship do not exclude effectively.
each other. Instead, these two
concepts are mutually  Promotes international
reinforcing. collaboration in education
through UNITWIN/UNESCO
What is Global Citizenship Chairs, and UNESCO
Education about? Associated Schools Network,
connecting over 12,000
 UNESCO promotes global educational institutions
citizenship education to help worldwide.
learners understand the world
around them and work together
to fix the big problems that
affect everyone, no matter
where they're from.

 Provides a big-picture
vision for an education that
learners of all ages need to
survive and thrive in the
21st century.

 Supports the development of

curricula and learning materials
on global citizenship themes
tailored for diverse cultural
contexts.

 Studies the positive impact of

learning across subjects
and builds linkages between
sectors and spheres.

 Collaborates with
partners across UNESCO
programmes and the broader
UN system to address
contemporary threats to human
rights and peace and infuse the
principles of understanding,
non-discrimination and respect
for human dignity in
education.