RESPONDING TO THE

NEEDS OF THE
COUNTRY AND
LOCAL
COMMUNITIES
• In the Philippines, the genesis of community schools during the American period
planted the seed for the development of a good school-community partnership and the
development of a functionally literate citizenry. Community schools were expected to
contribute to the economic and cultural development of the people and the
communities where they served. They are shrines of knowledge and wisdom when
there are only few basic education schools in the country. They are concrete
reflections of the state's commitment to ensure equity and access to quality education.
Many of these community schools have evolved into community colleges and they
became the pioneer units of the many state colleges and universities in the country
now.
• Trade and agricultural schools are also good models of how a school can influence
positive social changes. These schools aim to contribute to the economic development
of the people and the community. Over the years, these schools have produced
professionals and scientist who are helpful in the development of agriculture and food
production in the country. For example, we have the world-renowned University of
the Philippines Los Banos, which is famous in the held of research and in developing
a lot of scientists in the field of agriculture, forestry, and other professional fields in
the Philippines and in the Asia-Pacific region. Some outstanding agriculture schools
are Central Luzon State University, Central Mindanao University, Mariano Marcos
State University, Eastern Visayas State University, and many others agricultural
universities
• The University of the Philippines, Manila also made outstanding contribution
developing local doctors who are serving in local communities in the country. Its
satellite campuses in Leyte, Davao, and Aurora are excellent models on how schools
can help serve the people.

• Silliman University, a private protestant school established during the time of the
Americans in Dumaguete City is a good example of how a school can influence the
transformation of the society. Silliman did not only produce outstanding leaders and
professionals in various disciplines and fields in the country. It has immensely
influenced the economic and cultural development of Dumaguete City and the whole
island of Negros. Currently, Silliman has strong research in marine science that
focuses on the conservation of our country’s marine resources.
Other schools have done noble contribution to nation building. The
following are just a few examples:
• The UP Baguio research on the indigenous peoples culture in the Cordillera Region.
• Ateneo de Manila University is also known for its contributions in helping the poor
people in various parts of the country and it has collaborations with other agencies
and institutions, like Gawad Kalinga, in its mission to end poverty and serve the poor.
• Miriam College partnership in developing children’s literacy in poor communities.
• St. Scholastica’s College program for empowering women and promoting gender
equity.
• The UP College of Law, Law Center for providing free legal assistance to poor
people.
• The Central Visayas Institute of Technology for developing science literacy by
building a good science and mathematics program in a small town of Jagna in the
province of Bohol.
All schools under the K-12 Education Program are expected to function as agents of social
change and transformation. They are expected to contribute to nation building by developing
holistically developed and functionally literate learners characterized by:

 A healthy mind and body;

 Solid moral and spiritual groundings
 Essential knowledge and skills to continuously develop himself/herself to the fullest,
 Engagement in critical and creative problem solving
 Contribution to the development of a progressive and humane society, and
 Appreciation of the beauty of the world and cares for the environment for a sustainable future.
RESPONDING TO THE NEEDS OF A
C U LT U R A L LY D I V E R S E G L O B A L
COMMUNITY
• We are witness to the fact that various countries in the world are becoming more and
more interconnected due to the growing influence of politics, technology, economic
cooperation, educational collaborations, and tourism activities. Shim (2011) pointed
out that from a global perspective, people now live in the world wherein entanglement
is an Inherent condition of human existence; constant border crossing among cultural
and Language boundaries using technology becomes inevitable. As a result, people
live countries, which are becoming more ethnically, racially, culturally, and
linguistically diverse every year (Shim, 2011). Thus, the growing case of immigration
in various countries also has made the society multicultural.
• In the study of Ball (2000), the enormous complexities of today's world require a new
vision for schooling that responds to the needs of the global and multicultural society
in which we live. There is a need to prepare students who possess high level of
knowledge and skills that include high level of cultural literacy. To be culturally
literate according to Hirsch (1987) is to possess the basic information extending over
the major domains of human activity from arts, sports, and science, needed to thrive in
the modern world.

• Certain provisions in the school curriculum should allow students to immerse to

different cultures. The thrust of the school curriculum should be focused on the
development of learners who appreciate various cultures and ideas among different
countries (Pawilen et al., 2009).
• Schools have great roles in addressing issues and demands of cultural diversity. Our
Classrooms too are becoming more complex and diverse (Shim, 2011). Teachers
therefore play a significant role in helping the students to become cosmopolitan
members of the

• Society. It is therefore essential to study the preparation of teachers who will

accomplish this task. Merryfield (2000) also noted that despite the increasing demands
for teachers to teach for equity, diversity, and global interconnectedness, colleges of
education are not producing teachers who are internationally adept. Brodin (2010)
also observed that the need for educating all citizens and providing them with
information about other cultures and countries has become imperative.
• In the same note, Tilghman (2007) emphasized that instilling a global perspective among
students exposing them to the histories, languages, religious traditions, and cultures of
countries other than their own; and building academic Bridges between schools and colleges
and their respective faculties around the world is today a scholarly imperative, rather than a
luxury. It suffices to say that internationalization of education which is a global concern among
educators and governments, is the key in addressing various needs, challenges and problems
posed by cultural diversity.

• Diokno (2010) observed that internationalization has opened the door for many countries to
improve their educational systems, especially in higher education. Specifically,
internationalization in education ranges from various activities such as faculty and student
exchange programs, development of offshore campuses or satellite campuses, establishment of
joint research projects and university linkages, among others. Part of these programs and
projects mentioned is the development and promotion of cultural understanding and respect to
diversity