Chapter 9:

People Development
Policies
Investment in
People
o The economic growth of rich countries like that of the
United States and those of Western Europe has not been
due only to physical and financial capital but also due to
human capital.
o They have good scientist, business managers, public
administrators, educators, workers, employees and
formers.
o For instance, there is less corruption, favoritism,
tardiness, and other negative work
o In japan, employees and workers love their jobs.
2
Miseducation and Wrong Values
o Many times it has been said that a nation is as good as its
people.
o It has been observed that the peoples in the less developed
countries do not have the right kind of education and training.
o Therefore, these are not functional
o In the Philippines there is an oversupply of college graduates
in business administration.
o However, aside from misplaced education, the more serious
defect is the wrong attitude and values of young people.
o They have a natural dislike for courses like poultry, piggery,
fishery, or forestry.
3
The Right Kind of Education
o The resources of the less developed countries are scarce.
o Education constitutes the biggest expenditure in the national
budgets of said countries, except for the dictatorial ones.
o Educated people who cannot find jobs are not efficiently
productive.
o Investment in people should therefore mean spending enough
money for the right education.
o Moreover, the kind of education that vigorously help the
development of human, social, and cultural values are the
essential elements which make a nation great

4
Strategies for
Developing People

Developing countries have two basic problems:

1. Shortage of technical ang skilled manpower.
2. Surplus labor in all sectors of the economy, especially in
agriculture.

There are millions of unemployed people because their skills

and trainings have no place in their own country. Just to
struggle for existing, many of them take odd jobs.

5
Objectives of Manpower Analysis
1. To identify, the main critical o Countries vary in their human
shortages of skilled manpower resource needs and problem.
in every major sector of the o "Manpower Analysis" of
economy, and to analyse the Frederick Harhison a known
resources for each shortages resource development expert.
2. To identify the surpluses, both
skilled and unskilled labor and
to analyse the reasons for such
surpluses
3. To set forward targets for
human resource development
o based on realistic
In the most expectations
less developed countries, complete and accurate statistics
of
aregrowth
not always available.
o The purpose of manpower analysis is to provide the objective picture of
the major human resource problems of the economy
6
Objectives of Manpower Analysis
o In the most less developed Essential Components of
countries, complete and Developing Strategy
accurate statistics are not
always available. 1. Building appropriate
o The purpose of manpower incentives
analysis is to provide the 2. Effective training of
objective picture of the major employed labor force
human resource problems of
the economy 3. Rational development of
o Once the manpower problems formal education
have been identified and
analyzed ,an appropriate
strategy must be developed to
solve the problem.
7
Manpower Problems
in the Developing
Countries
o The lack of job opportunities in the rural areas have forced
the rural poor to move into the cities to look for jobs. This
influx of people has increased further the number of
unemployed n the cities.
o Such problems are more severe and widespread in
agricultural countries
o Latin America needed a sincere land reform programs

8
Major Human
Resource Problems

2
2 Increasing unemployment and widespread underemployment

3
3 Shortage of persons with critical skills and knowledge

Insufficient and underdeveloped organizations and institutions

4
4
for mobilizing human effort

5
5 Lack of incentives for individuals

6
6 People suffering generally from undernourishment

9
Approaches to
Education

 The investment of resource

should be accompanied by the
application of new technical
knowledge
 Education should be
democratic

10
1 South Asian School System
• Factors that Bar Educational Reforms
• College Education Criticized
o Unfavorable values and institutions Most of the

“
hamper the development of the less observations are
based on the 10
developed countries in South Asia. year field research
o Education plays a vital role in improving of Prof. Gunnar
Myrdal in South
the attitudes and values of people.
Asia.
o The problem of restructuring the South
Asian school system is a big task. It
involves elimination of miseducation,
and the large-scale waste of education
resources.

12
Religion and Education
o Religious institutions played a very dominant role in education. Not only
in Europe but also in South Asia.
o Three great world religions: Hinduism, Buddhism, and Islam.
o The religious missionaries were the most influential teachers.
o Based on Hindu tradition, education was principally the privileged of the
highest social class – the Brahmans.
o Among the later Buddhists, they took in boys in their monasteries for
religious instructions and training in reading , writing and other subjects.
o In the case of Islam, based on their bible, Koran, it is a religious duty to
educate the young.
o Spain and Portugal, two catholic imperialists powers, were the earliest
colonial intruders in South Asia. Their main missions were economic
exploitations and conversion of the pagans to Christianity.
13
Religion and Education
o Thomas Balogh in his article “Education Must Come Down to Earth,”
proposed the proper approach to education in developing countries:
o It must transform primitive agriculture.
o It must be integrated into the community life to avoid the emergence of
an artificial and power-hungry elite who imitate the lifestyles of their
former colonial masters.
o It must provide technical and administrative inputs of developing the
country. Rural Education should be given first priority because of the
importance of agriculture for the welfare of the masses.

14
Elementary Education
o School dropouts in developing countries have recorded very high
proportions, especially in the elementary level.
o In the Philippines, out of 100 pupils only 60 finished Grade 6.
o In Latin America, 60 out of 100 pupils who enter the primary school
drop out before finishing primary education.
o Many school curricula of the less developed countries have been
patterned after the Western model.
o Literature, history, arithmetic, and other cultural subjects have been
stressed.
o The young were required to read and write as a matter of policy.
o The Philippines, which was under the Spanish rule for more than 350
years, absorbed much colonial influence and exploitations.
o Some of the oldest religious schools still exist like Letran College, Sta.
Isabel College, and the University of Santo Tomas.
15
Colonial Education

o During the 50 years of American rule in the Philippines, an

American brand of education for Filipinos was established.
o In the case of the Dutch who colonized Indonesia, their record on
education was very poor.
o In the region, Ceylon, which was colony of Portugal and then
England, obtained a comparatively higher level of education (during
its colonial times.)
o In India, also a former colony of England, the Catholic and
Protestant missionaries introduced the Western education to them.
o The famous Mohandas Gandhi studied law in England but he used
his education for the good of his people and country.

16
Shortcomings of
Colonial Education
o Ignorance of the population – the most severe shortcoming of former
colonies (except the Philippines and Ceylon.)
o Literacy rate was low, particularly in India, Indonesia, and Pakistan.
o As a colonial inheritance, training of teachers, especially in the primary
level, was neglected.
o During the pre-colonial era, pupils were required to memorize textbooks.
Teaching has become dogmatic and authoritarian.)
o Another colonial inheritance is the negative attitude of the educated
throughout South Asia toward manual labor.
o Prof. Myrdal noted that they tend to regard their education as a badge for
not soiling their hands. He also mentioned that the South Asian people are
not only inadequately educated but also they are being mi s-educated on
huge scale.
17
High School The Indian Secondary Education
Committee evaluation:
Curricular Evaluated o Existing curriculum is narrowly
conceived.
o High school education o It is bookish and theoretical.
in most South Asian o It is overcrowded without providing rich
countries is below and significant contents.
standard. o It makes insufficient provision for
o The rapid expansion of practical and other kinds of activities for
secondary schooling in developing the whole personality.
said region has further o It does not cater to the various needs
deteriorated the and capacities of the students.
standard of education. o It is dominated too much by
examination.
o It does not include technical and
vocational subjects which are necessary
for training the students to take part in
the industrial and economic
18
development of their country.
Factors that Bar
Educational
Reforms

Teachers who can technical and vocational subjects are scarce.

2
2 They would rather work in the government or private industry where
salaries are higher.
Laboratories and special teaching aids in teaching science, and
3
3
technical or vocational subjects are very expensive.
The weight of traditions which depise manual work has been
heavy. The educated ones who own and manage the schools feel a
4
4
lower social status if their institutions are merely technical or
vocational school.

19
College Education
Criticized
o Standard of education is still very low.
o The quality of college/university teachers is considered poor. The
good ones went abroad or to industrial and business sectors.
o Colleges and universities continue to produce an oversupply of
generalists.
o Colleges and universities are reluctant to change the structure of
education because of the very high cost of technical education.
o Higher education is also a kind of investment. Thus, it is more
profitable for the owners to increase student population in the arts
and law where the marginal cost per student is much lower.
Besides, the more prestigious degrees are very attractive to the
young people and their parents.
20
 Education in the
2 Philippines
• Brand of Education
• Poor Teaching quality
• Low standard of education
- Spanish Colonial administrators planted Catholic Schools

“
our earliest formal education. They taught were established.
Only children of the
our ancestors to read and write in order
local elite were able
to understand better the religion. to study.
(Christianity)

Recto and his

- During the American rule (50 years), followers claimed
that the Americans
mass education was encouraged.
had taught us love
Teachers arrived to teached Filipinos – for America – its
democracy, government and science. people, traditions,
values and products.

22
U.S. Brand of
Education
o Our educational system is a Western brand of education.
o They believe it is better however, they overlook the social
and economic conditions in their country.
ex. Most children enrolled in Grade 1 do not finish
college
o Dr. Salvador Lopez (former UP President) said that the
teaching of English is wasteful and futile in a country
where only minority go to high school and college & most
school children have no need for English for the rest of
their lives after leaving school.
23
Poor Teaching
Quality
o Based on the findings of the Educators’ Congress (Baguio
City 1993) teacher education programs attracted the
bottom third of HS graduates who can barely
communicate in English and Filipino

o Teacher training programs came from lower brackets of

HS classes who scored only 40-60% in the NCEE

24
Poor Teaching
Quality
o Armand Fabella (Former Education Secretary) said that
lack of adequately-trained teachers has forced those
without qualifications to teach subjects outside their
areas of competence

o President Fidel Ramos stressed the need for 10,000 new

engineers, 5,000 new graduates of science and
technology, 5,000 new agriculturist and graduates who
are proficient in English to achieve our target for a newly-
industrialized status.
25
Low Standard
of Education
o 46% of students who finished Grade 6 in public
elementary schools cannot read or write in any language
known in the country
o At least 33% of the more than 30,000 public elementary
schools are operating under sustained conditions
o In 1980, 1/3 of all elementary schools had no classroom
and facilities for Grade 5 and 6
o Fr. Bienvenido Nebres of the Loyola House of Studies
complained about professors who cannot handle fractions.

26
Low Standard
of Education
o The PNC Research Center revealed that those who take up
bachelor’s degree in elementary education have the
lowest IQ and mental ability followed by BSE students
o Factors of poor state of our education:
1) government resources allocated to education are not
enough
2) salaries of teachers are very low (drive away good ones,
those remain are exploited)
3) poverty of students (undernourished)
4) 1 room dwellings and dirty surroundings
5) Many college students are not serious in their studies. 27
World Bank
Interference Opposed

A paper presented by the 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
multinational corporations.
 Cheap, skilled manpower for the cast network of business
operations
 Neocolonialism – an exploitation of our economy and its
manpower resources

28
World Bank
Interference Opposed

 Big industrialist countries are using the World Bank as a tool

for their business interests in the Philippines
 Fitting educational system with the needs of economy would
mean more employment and income, and development of
the whole economy.
 Exploitation – happens if the benefits of such educational
reorientation only make foreign businessmen richer at the
expense of our economy and people

29
Education is People
Development

• Education is for the total development of its people.

>To produce skilled, creative, and socially-
oriented workers.
- Have proper attitudes and values
- Capable of transforming available scarce
resources into economic abundance

30
Health and Education
 The performance of students in schools depends much on
their health.
o Undernourishment and malnutrition
 Mental and physical shortcomings
 Ability to read, write, compute, think, and reason is
impaired
 Likely join the more than 40 percent dropout before
finishing grade 6
 Main reason is poverty – an economic situation which
is closely linked with low income due to low
agricultural productivity and underemployment
31
Health and Education
 Adults with poor health are not efficient in their works
o Productivity is reduced
o Not capable of working hard and long
 The poor patronize quack doctors.
o During the colonial administration, only the European
colonials and the local elite received Western medical care
(according to Professor Myrdal).
o People relied on traditional medicine = native herbs and
spiritual cure.
o Medicines are not free and they are very expensive.
o There are only a few doctors in the rural areas.
32
Human Values in the
Dark

 Problems such as crimes, immorality, racial discriminations,

labor exploitations, and etc. are reflections of our decaying
human values.
 Thorstein Veblen mentioned the survival of barbaric values in
modern industrial society through the predatory activities of
money-makers.
 J. Martin Klotsche addressed, “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.
33
Rich People Destroy
Themselves
 The richest countries in the world have the highest rates of suicides.
o Denmark – has the highest self destruction in the Western world
o REASONS FOR SUCH SUICIDES:
 Too much money
 Too much alcohol
 Too many possessions
 Too many drugs
 Not enough love and concern by parents
 Many make the mistakes of equating happiness and success with money and
material possessions.
o The young are given money by their rich parents instead of love so they
become deprived and frustrated.
o Adults who failed to attain material success become hopeless and
desperate.
34
Education, Values,
and 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.
 The key to development is proper education.
 Education..
o Values like patriotism, honesty, cooperation, thrift, industry, and
other positive virtues can be infused.
o Includes good examples of parents, religious and government
officials
 People with proper values can perform many difficult tasks –
including miracles 35
 The story
of Jordan
• A desert miracle
• More than 80 percent of Jordan is barren desert.
• Lacks petroleum
• Only about 15 percent of the land is under
cultivation
• Despite these shortcomings, Jordan is a rich and
progressive country.
• The key to its success has been the wise use of its
available human and financial resources.
• King Hussein 36
 Remarkable
People of
Iceland
• Only one out of every one hundred square
kilometers is really suitable for cultivation.
• Devoid of all mineral resources necessary
• Has a one-crop economy, small population, harsh
climate, and geographical isolation
• But in reality, it is a prosperous modern country.
 Icelanders are among the best educated and
longest-living people on earth.
• Greatest source of income is fishing industry.
• Its real wealth is its people.
 Determination, courage, and resourcefulness
37
Group 4
Members:
Luczon, Maira
Mayuga, Mychie
Mondero, Kareen
Nazario, Winny
Niala, Anne
BSA 1B

38