People Development Policies

Introduction
The Process of Development

Money Machines

Materials People
Roads, bridges are constructed, houses
and buildings built, crops and animals
are raised, schools and hospitals are
erected, and other social and economic
infrastructure are formed.
However, there are countries that have gifted
with very rich natural resources. And yet until
now they have remained poor and
underdeveloped. The reasons are they have no
sufficient money and modern technology to
explore and develop their idle rich natural
resources.
Few countries that endowed with very
limited natural resources and they were
deficient in capital. But they were able to
transform their poor economies into
prosperity and abundance. (Japan,Taiwan,
and Israel.)
Why are these countries successful
despite their natural shortcomings?

The only answer is PEOPLE.

Human resources are still the most important factor
among all factors in economic development.

Money, machines, and materials are useless if these

are not properly used and allocated.
 In poor countries, Their attitudes, values, and institutions
are not favorable to their development. Their education and
training are not relevant to the needs of their economies.
The key to real economic development is the suitable
improvement of skills, knowledge, attitudes, values, and
institutions of the people. (Long process of education and
training)
Education must be pertains towards economic development
within the framework of local conditions and needs. It should
not be an imported Western brand of education.
 Investment in People
Economic growth of rich countries like the United States and
those of Western Europe has not been due only to physical and
financial capital but also due to human capital. (Good scientists,
business managers, public administrators, educators, workers,
employees and farmers.)

They have the right knowledge and skills and aside from these
positive qualities the more important factor is their attitude and
values which are conducive to economic development. There is
less corruption, favoritism, and other negative work attitudes.
Good Example is Japan
 Miseducations and wrong values

Nation is as good as its people

It has been observed that the people in the less developed countries
do not have the right kind of education and training. This means
their knowledge and skills are not applicable to the needs of their
economy. Therefore these are not functional.

In the Philippines, There is an oversupply of college graduates in

business. But only very few are really qualified. Their only option, if
they are lucky, is to accept a job which is not within their academic
background (Underemployed) or They become unemployed
professionals.
 Miseducations and wrong values

Aside from misplaced education. The wrong values

and attitudes of young people. They have natural
dislike for courses like poultry, piggy, fishery,
agronomy of forestry.

They prefer white-collar jobs or prestigious college

degrees. Young people always cast a social stigma on
such “low-class courses”.
 The right kind of education
The resources of the less developed countries are scarce.
Education constitutes the biggest expenditure in the national
budgets of said countries, except for the dictatorial ones.

If the huge expenditure is used for the wrong education,

then it is a great waste of scarce resources. Educated people
who cannot find suitable jobs are not efficiently productive.
They do not contribute to the national income, and they pose
a threat to political stability .
 The right kind of education

Investment in people means spending

enough money for the right education. It is
a kind of education which accelerates
economic development. It also stresses the
development of human, social, and cultural
values which are the essential elements
which make a nation great.
 Strategies for Developing
People
Developing economies have two basic problems :

Shortage of technical Surplus labor in all sectors of

and skilled manpower. the economy, especially in

agriculture.

And yet there are millions of unemployed because their skills or training have no
place in their own country.
Just to struggle for existence, many of them take any odd jobs.
 Objectives of manpower analysis
These are the symptoms of unemployment problems.

Said two basic problems have been the focus of the

strategy for human resource development.

Hence the objectives are to develop the right skills and

to provide productive employment for the surplus
labor.
 Objectives of manpower analysis

There is therefore a need among

government planners and top political
leaders to carefully evaluate their
particular human resource situation. Such
a process is called "manpower analysis."
Objectives of manpower analysis
Frederick Harbison, a known resource development
expert, stated the objectives of manpower analysis:
To identify the main critical shortages of skilled manpower in
01 every major sector of the economy, and to analyze the reasons for
such shortages;
y

To identify the surpluses, both skilled and unskilled labor,

02 and to analyze the reasons for such surpluses; and

To set forward targets for human resource

03 development based on realistic expectations of
growth.
Objectives of manpower analysis

The success or accuracy of manpower

analysis is based on the wise judgement of
the planners and on the availability of
sufficient and reliable statistics.
Objectives of manpower analysis

In most less developed countries, complete and accurate

statistics are not always available.

Despite such shortcomings, the purpose of manpower

analysis is to provide an objective picture of the major
human resource problems of the economy.
An appropriate strategy must be developed to
solve such problems. Such strategy should contain
the following essential components:

01 Building appropriate incentives

y
Effective training of employed labor
02 force.

Rational development of formal

03 education.
 Manpower Problems in the Developing Countries

The lack of job opportunities in the rural areas have forced the rural
poor to move into the cities to look for jobs.

Such a problem is more severe and widespread in agricultural

countries where most of the people are seasonal farm workers.

This kind of problem is most rampant in Latin America.

What is needed in Latin America is a sincere land reform program.
Major human resource problems
Harbison mentioned the major human resource
problems in the developing countries, such as:
Rapid growth of population;
Increasing unemployment in the modern sectors of the
economy, and the widespread underemployment in the
traditional
Shortage of agriculture;
persons with critical skills and knowledge
which are necessary for effective national development;
Insufficiency and underdeveloped organizations and
institutions for mobilizing human effort;
Lack of incentives for individuals to engage in productive
activities which are vitally important for national development;
and
People are suffering generally from undernourishment.
Approaches to Education
• The investment of resources should be accompanied
by the application of new technical knowledge.

• If only a few privileged groups can acquire the highest

standard of education and training, this has very little
effect on the social and economic conditions of the
whole nation.

• Education should be democratic.

Approaches to Education
•Education has been a passport to fame and wealth.

•Thus, technical and vocational education has been

despised by many young people together with their
parents.

• As a result, millions of school dropouts in the

elementary level have learned nothing which is practical
and relevant to their personal needs and their
communities.
South Asian School System
• Unfavorable values and institutions hamper the
development of the less developed countries in South
Asia.

• Education plays a vital role in improving the attitudes

and values of the people.

• The problem of restructuring the South Asian school

system is a big task.
South Asian School System
• Colonial Education is not the right kind of education
for the region.

• For instance, schools in the region use Western

books which have a little relevance to the economic
needs of the students and to national development. -
Prof. GUNNAR MYRDAL in South Asia.
 Religion and Education
• Religious institutions played a very dominant role in
education. In Europe and South Asia, Church was
became the principal source of education during the
later part of medieval age

• The latter is the birthplace of the three great world

religions: Hinduism, Buddhism and Islam.
 Religion and Education
• Based on Hindu Tradition, Education was principally
the privileged of the highest social class-The
Brahmans. However, merchants and noblemen also
demanded for education.

• Based on the latter Buddhist, they took in boys in

their monasteries for religious instruction, and
training in reading, writing and other subjects.
Religion and Education
• In the case of Islam, it is a religious duty to
educate the young based on their bible- the
Koran.

•Spain and Portugal, two Catholic imperialists

powers. Their main missions were exonomic
exploitations and conversion of pagans to
Christianity.
 Education must come down to earth by Thomas
Balogh
The proper approach to education in developing countries
should be:

01 It must transform primitive agriculture.

y
It must be integrated into the community life to avoid the
02 emergence of an artificial and power-hungry elite who imitate
the lifestyles of their former colonial masters.
It must provide technical and administrative inputs for
03 developing the country. Rural Education should be given
first priority because of the importance of agriculture for
the welfare of the masses.
 Elementary Education
• School dropouts in developing countries have recorded
very high proportions, especially in the elementary level.

• In the Philippines, out of 100 pupils only 60 finished

Grade 6. And those who enter high school, only 70
percent finish secondary education. The mortality rate
was even much higher.

• In Latin America, 60 out of 100 pupils drop out before

finishing their primary education.
 Elementary Education
• Many school curricula of the less developed countries
have been patterned after the Western model. Such a
model prepares the students for high school education,
and the high school students for college or university
education.

• The Philippines which was under the Spanish rule for

more than 350 years absorbed much colonial influence and
exploitation.

• Some of the oldest religious schools still exist like Letran

College, Sta. Isabel College, and the University of Sto.
 Colonial Education
• During the 50 years of American rule in the
Philippines, an american brand for Filipinos was
established.

Objective - to americanize the tastes and values of

Filipinos.

• Dutch colonized Indonesia:

- record on education was very poor.
 Colonial Education
•Dutch colonized India
- it received very little education from the English
Colonial Officials
- It was only the later years of English colonial rule
when the English Civilization was taughy to upper
class level of Society
- Mohandas Gandhi used his education for the good
of his people and his country.
High School Curricula Evaluated

Most South Asian Countries education are

below standard.

The rapid expansion of secondary schooling

in said region has further deteriorated the
standard of education.
The Indian Secondary Education Committee evaluated
the secondary schooling in the region:
Existing Curriculum is narrowly conceived
It is more on books and theoretical

Overcrowded without providing rich and significant

content
Insufficient provision for practical and other kinds of
activities
Dominated too much by examinations

Does not focuses to the various needs and capacities of

students
Technical and Vocational subjects are merely included
Factors that Bar Education Reforms

Since the post-war period, there have been efforts in

teaching practical life, impart useful skills and give
more emphasis to practical, technical, and vocational
training.

On the other hand, there are still many school that

stick to the elite-type of upper class education that
retaining the general, academic, and/or literacy
character of high school education that have been
influenced by several factors:
 Factors that Bar Education Reforms

1 2 3 4

High School students Teachers for technical The expensiveness of The beliefs that who
laboratories and owns and manage the
are being prepared for or vocational subjects
special teaching aids in schools that provide
college and university are limited
teaching science, and technical and vocational
and not for vocational
technical or vocational subjects has a lower
or technical jobs social status
subject
College Education Criticized
The quality of college or university teachers is
considered poor.

College and universities continue to produce an

oversupply of generalists.

Higher education is also a kind of investment for

the owners of colleges and universities.
EDUCATION IN THE
PHILIPPINES
American Period
Mass education was encouraged.

Talked about democracy, government, and science.

Education became a very important issue for the United States’

colonial governments and they used it as a tool to fulfill their
visions.

During the American period levels of education were divided

into three. Firstly, the elementary level composed of four
primary years and three intermediate years. Next, the
secondary or high school level consisted of four years, and
finally, the college or tertiary level.
U.S. Brand of Education
Our education system is a western brand of education,
because they believe such kind of education is better.

The curricula and textbooks are taken from the United

States.
There’s no need to prepare the pupils for high school and
college education like that in the United States.

A more practical and relevant alternative is to provide the

students the necessary skills, so that they become more
productive.
Teaching of English is wasteful and futile in a
country where only a minority do on to high school
and college. Most school children have no need for
English for the rest of their lives after leaving
school.

DR. SALVADOR LOPEZ

Former UP president
Poor Teaching Quality
Those who took teacher training programs came from the
lower brackets of high school classes who scored only 40-60
percent in the NCEE examinations.

About 75% of the teachers flunked earlier the Professional

Board Examination for teachers.

Former Education Secretary Armand Fabella said that lack of

adequately-trained teachers has forced those without
qualifications to teach subjects outside their areas of
competence.
Poor Teaching Quality
President Fidel V. Ramos stressed that, to achieve our
target for a newly-industrialized country status, there’s
a need for 10,000 new engineers, 5,000 new graduates
of science and technology, and 5,000 new
agriculturists. He also emphasized the need for
graduates who are proficient in English.

Considering our poor teaching quality, we can only

expect mediocre engineers, agriculturists, and
technicians.
Low Standard of Education
At present 46% of students who finished Grade 6
in public elementary schools cannot read or write
in any language known in the country. At least
33% of the more than 30,000 public elementary
schools in the Philippines are operating under
substantial conditions.

Fr. Bienvenido Nebres of the Loyola House of

Studies complained about professors who cannot
handle fractions.
Causes of Poor Educational System
The government resources which have been allocated to education are
not enough to produce the desirable standard of education.
Salaries of teachers are very low.

Those who remain in the teaching profession are exploited.

Poverty

Many college students are not really serious in their

studies.
“It is whom you know that counts.”
All those causes of poor educational system are the
products of our economic, social, and political
institutions and values. To improve our educational
system, there is a need first to reform the
aforementioned institutions and values.
World Bank Interference Opposed
The current reorientation of Philippine education is funded by the
World Bank to fit the manpower requirement of the economy.

PNC Research Center opposed the transformation of education to

fit the needs and requirements of corporate employers.

Nationalist educators have accused the World Bank of manipulating

our educational system for the benefits of the mutinational
corporation.

The latter need cheap, skilled manpower for their vast network of
business operations in the country.
World Bank Interference Opposed
This may be another form of neocolonialism.

Some big industrialize countries are using the World Bank as a

tool for their business interest in the Philippines.

Real economic development is one whose fruits go to the citizens

of the country- especially to the poor.

On the other hand, if the benefits of such educational reorientation

only make the foreign businessmen richer at the expense of our
economy and people, then this is exploitation, pure, and simple.
Education is People Development
The concept of education is total development of people.

It is not only to produce skilled workers but also to make them creative and
socially-oriented.

Nations have become prosperous because of its people.

People who possess sincere interest in the welfare of their country and
fellowmen are the best tools of development. These are the kinds of people
that our educational system should create, not only workers and technicians
for the projects and factories of the foreigners.

No country can claim real economic successif its wealth and income do not
belong to its citizen.
Health and Education
The performance of students in schools depends much on their health.

Childrens who are suffering from undernourishment or malnutrition

experience
mental and physical shortcomings.

40% of the children dropout before finishing Grade 6 because of their poor
health that cause by poverty.

Adults with poor health are not efficient in their works and their productivity
is reduced.

Poverty sinks even deeper in the less developed countries.

The poor patronize quack doctors
Based on the research of Professor Myrdal, for hundred years the
progress of medical care and health facilities in South Asia have been
slow.
During the colonial administration, only the European colonials and the
local elite received Western medical care.

People relied on their traditional medicine combined with native herbs

and spiritual cure.

Many of the people in the rural areas are going to the quack doctors for
treatment because of
poverty and there where no doctors.
The poor patronize quack doctors
New medical discoveries have greatly improved public health in
areas like cholera, malaria, and small pox. But in the fields of
nutrition, sanitation and hygiene, reforms are needed.

Myrdal suggested that there should be an increase in the

supply of properly trained medical personnel, equipment,
clinics, and
hospitals.

There are about 40,000 children all over the world who die
everyday because of lack of proper nutrition and care.
Human Values in the Dark
There have been spectacular leap in science and technology.
Discoveries and inventions have been fantastic. All these
phenomenal changes have taken place in modern industrial
society. And yet human values have not changed favorably. In
fact, they are deteriorating in many modern societies.

For instance, crimes, immorality, racial discriminations,

labor exploitations and the like are increasing in great
proportions. All these problems are reflections of our
human values - decaying human values.
Human Values in the Dark
Thorstein Veblen mentioned the survival of barbaric values in
modern industrial society through the predatory activities of
money-makers.

~ He said that beneath the modern trappings of Western

capitalism lies its characteristics which are similar to those of
barbarian societies.

~ He ridiculed the lavish expenditures of the upper social

class as a sign of success.
Human Values in the Dark
Likewise, J. Martin Klotsche, Chancellor Emeritus of the
University of Wisconsin, said in his 1976 commencement
address:
Thus, while we are the most educated in the world, yet
we appear incompetent to deal with many of the major
problems that are immediately at hand. Technologically
we have moved at the terrifying speed of a supersonic
plane but in our social behavior we are still moving at the
slow pace of the oxcart. Our technological competence is
superb but we have neglected other competencies of
great importance.
Rich People Destroy Themselves
The improvement of the human character has not kept
abreast with the fast advances in science and technology
for the past
2,000 years.

For instance, it is hard to believe that the richest countries

in the world have the highest rates of suicides like
Denmark, Sweden, and United States.

Those who commit self-destruction belong to the middle

and upper social classes.
 Reasons for suicides
The list includes the following:

To o m u c h To o m u c h To o m u c h
Money Alcohol Po s s e s s i o n s

Not enough
To o m a n y Not enough
concern by
Drugs love parents
Rich People Destroy Themselves
It is inherent for people to seek happiness and success.

However, many make the mistakes of equating happiness and success

with money and material possessions.

The young are given money and cars by their parents instead of love. So
they become deprived and frustrated.

Adults who failed to attain material success become hopeless and

desperate. Consequently, they commit suicide.

Such people nurture the wrong values. They only love themselves and
are obsessed with tangible wealth.
Education Values and
Development
 Education, Values and Development
Like agricultural and industrial development; Education, values and
development are interdependent.

The right values are learned through education.

Better and faster development can be attained through the right

values.

Through education, values like patriotism, honesty, cooperation,

thrift, Industry and other positive virtues can be infused into the
character of the people.

Thus, the key to development is proper education.

 Education, Values and Development
The whole society and not only the schools, becomes an instrument of
education for the people, especially the youth who are tge future of the
country.

People with proper values, can perform many difficult tasks, including
miracles.

The world has many success stories depicting the struggles of poor
people against insurmountable odds. And in the end, they won their
battles against poverty and injustice, they become prosperous including
their own countries.

Example are the Rochdale pioneers of England, the people of Israel,

Taiwan, Japan, Singapore, Jordan and Iceland.
The Story of Jordan
Jordan is a desert miracle. Its
success in economic development
is virtually unprecedented in modern
history.
More than 80 percent of Jordan is
barren desert. It lacks petroleum
that has invigorated the economies
of other Arab countries.

Only 15 percent of the land of Jordan is under cultivation.

The Story of Jordan
Despite of these shortcomings,
Jordan is a rich and progressive
country.

The key to Jordan’s amazing

economic success has been the
wise use of its available human
and financial resources.
Also, much of the credit for such succes must go to King
Hussein – a good and wise ruler.
The Remarkable People of Iceland

Iceland is a country whose people never

give up. Most of its land is volcanic desert
and glaciers. It closely resembles the
surface of the moon.

Only one out of every one hundred

square kilometers is really suitable for
cultivation. It is devoid of all mineral
resources necessary for a developed
and civilized society.
The Remarkable People of Iceland

Iceland has all the characteristics of a

poverty-stricken, underdeveloped Third
World Country, but in reality it is a
prosperous, modern country.
Its standard of living is one of the
highest in the world.

The single greatest source of income of Iceland is its fishing

industry.
The Remarkable People of Iceland
Icelanders are among the best educated and longest living people
on earth.
Iceland consider its people as their true
wealth.

Centuries of determination, courage, and

resourcefulness have transformed their
remarkable people. They survived and
become
And yet prosperous.
up to this time, there are many countries with rich natural
resources and excellent climates that are poor and
underdevelopedwith their people suffering from poverty.
THANK YOU
BSA-1
Reporter: Group 1 Albag, Jhianne Mae
Alemania, Jenny Gebbeca
Marcelo, Neil
Petilo, Frelin
Samonte, Mark Erickson
Santiago, Mark
Villamer, Eunice
Visto, Daniela