UNIT VI
ENTREPRENEURSHIP AND LIVELIHOOD
Overview
This unit gives you an idea of what is entrepreneurship and its contribution to the economy.
Also, you will know the different types of business and the factors why some businesses fail.
Learning Objectives
At the end of the lesson, I will be able to:
1.
2.
3.
Understand the contribution of small business to the development of the nation.
Identify potential small businesses which are feasible in the community level.
Share knowledge on how small businesses and livelihood programs may promote the
general well-being of the community.
Lesson Proper
What Is an Entrepreneur?
An entrepreneur is an individual who creates a new business, bearing most of the risks and
enjoying most of the rewards. The entrepreneur is commonly seen as an innovator, a source of new
ideas, goods, services, and business/or procedures.
Entrepreneurs play a key role in any economy, using the skills and initiative necessary to
anticipate needs and bring good new ideas to market. Entrepreneurs who prove to be successful in
taking on the risks of a start-up are rewarded with profits, fame, and continued growth opportunities.
Those who fail suffer losses and become less prevalent in the markets.
KEY TAKEAWAYS
•
•
•
•
A person who undertakes the risk of starting a new business venture is called and
entrepreneur.
An entrepreneur creates a firm, which aggregates capital and labor in order to produce goods
or services for profit.
Entrepreneurship is an important driver of economic growth and innovation.
Entrepreneurship is high-risk, but also can be high reward as it serves to generate economic
wealth, growth, and innovation.
Section One : Entrepreneurship
Entrepreneurship refers to the person’s ability to produce, introduce and make accessible
to the people alternative or new products and services in response to the existing needs of the
prospective market with the primary purpose of gaining profit in the process.
CONTRIBUTION OF THE ENTREPRENEURS TO THE ECONOMY
1. Opening the market for untapped raw materials. This is usually driven by their desire to come
up with original concept and design which they believe would be the last formula in winning
the competition. Others will search for alternative materials or sources for cost cutting
purposes.
2. Creating markets for existing or new products and services. They capitalize on their
resourcefulness, creativity, and persistence to create demands.
3. Mobilizing capital resources. They cause movement of products and services in the economy.
In doing so, even capital resources change hands benefiting not only capitalist but also the
stakeholders of the economy.
4. They pay taxes. More business will mean more taxpayers contribute to the efforts of the
government of providing basic services to the people.
5. Generating employment opportunities. Entrepreneurs hire workers to help them the day-today operation of business. As the business grows and more business-minded people are lured
in the industry, the greater will be the demand for workers.
6. Contributing greatly to the GDP and local labor. Based on the data presented by NSO, SMEs
contribute 32% to the GDP, make up 99.6% of all the registered business in the Philippines
and generate 70% of all employment.
Section Two : Small and Medium Enterprise (SME)
Republic Act 6977 or the Magna Carta for small enterprises defines small and medium
enterprises (SME) as any business or activity or enterprise engaged in industry, agribusiness, and/or
services, whether single proprietorship, cooperative, partnership or corporation whose total assets
inclusive of those arising from loans but exclusive of the land on which the particular business
identity’s office, plant and equipment are situated, must have value falling under the following
categories:
Micro
less than
- P 50,000
Cottage
P 50,001
- P 500,000
Small
P 500,001
- P 5,000,000
Medium
P 5,000,001
- P 20,000,000
Common reasons why a Small Business fails
1. Lack of knowledge and experience on the part of those who planned and manage the
business.
2. Lack of resources to support all the capital requirements
3. Location of the business is not suitable
4. Poor inventory management’
5. Premature implementation of expansion plan
6. Lack of competent workers to take care of the production process.
Types of Business
1. Manufacturing. This is for people who have interest and ability to produce goods for
distribution to the market.
2. Trading. This involves the marketing of ready-made products and services.
3. Services. This type of business is good for people who love to meet and work with people. It
includes tutorial services, event management, consultancy, transportation services and many
more of such nature.
4. Agri-business. This is suited to rural setting since it caters with production, processing, and
marketing agricultural products.
Factors to consider in choosing right business
1.
2.
3.
4.
5.
6.
Personal interest
Knowledge or talents
Training and work experience
Start-up capital
Government programs
Market trends
Promoting Small business and Livelihood
1.
2.
3.
4.
5.
6.
7.
Skill training
Trade fair
Business orientation seminars
Job fair
Micro-financing
Tax incentives
Promotion cooperatives
Section Three : Business Planning
It is widely believed that 1 out of 5 businesses today will be around after five years. The
failures of the most enterprises may be attributed to the lack of well-crafted business plan. The
business plan serves as the businessman’s road map to success.
Principles of Planning
1. Planning must be realistic. It must be based on available resources, and attainable goals.
2. Planning must be based on felt needs. The objectives of the entrepreneur should fit the needs
of its prospective market.
3. Planning must be flexible. Resources, needs and economic conditions change. Planning
should be adjusted to such change to keep the business running.
Contents of a Business Plan
1.
2.
3.
4.
5.
6.
7.
8.
Statement of mission, vision, and objectives
Business title and description
Product/service description
Industry analysis
Production and inventory management plan
Equipment and manpower requirements
Marketing plan and pricing policy
Financial plan
Source of Capital
Small entrepreneurs usually meet financial requirements for his/her investment by resorting
to his/her personal savings or his other assets, loans from relatives, close friends, bank and other
private and government financial institution.
Section Four : Government requirements for Small Business
Required by the Business Permit and Licensing Office (BPLO)
1.
2.
3.
4.
5.
6.
Barangay Clearance for Business
Cedula
DTI Registration for Single Proprietorship
SEC Registration for Partnership and Corporation
Sketch of location
Photocopy of Contract of lease
Other requirements after BPLO:
1. Sanitary permit to operate
2. CENRO Certificate of Environmental Compliance Certificate
3. Fire Safety Inspection Certificate
Reference:
Gamit, Estrelita T, Junie S. Milo, Jaime B. Mina III, Juvenal S. Yabut, and Firma C. Viray. “National
Service Training Program II: CWTS and LTS”. Malabon City: Mutya Publishing House
Online Resource:
https://www.investopedia.com/terms/e/entrepreneur.asp
UNIT VII
INDIGENOUS PEOPLE AND THEIR ROLE IN NATION BUILDING
Overview
In this unit, we shall discuss indigenous people, who they are, what their rights are, and how
they contribute to nation building.
Learning Objectives:
At the end of the lesson, I will be able to:
1. appreciate the importance of indigenous people (IP) in nation-building.
2. identify the basic elements of indigenous people education; and
3. Understand the unique culture and developmental needs of indigenous people.
Lesson Proper
Definition and History
Indigenous communities, peoples, and nations are those which, having a historical continuity
with pre-invasion and pre-colonial societies that developed on their territories, consider themselves
distinct from other sectors of the societies now prevailing on those territories, or parts of them.
As used in the Constitution, the term “indigenous cultural communities refer to those nondominant groups in our country which possess and wish to preserve ethnic, religious, or linguistic
traditions or characteristics markedly different from the rest of the population.
There are approximately 370 million Indigenous people in the world, belonging to 5,000
different groups, in 90 countries worldwide. Indigenous people live in every region of the world, but
about 70% of them live in Asia.
In the Philippines, the National Commission on Indigenous Peoples (NCIP) has identified at
least 100 cultural groups with more than 11million members. About half of the members of these
tribal groups belong to the Muslim group that dominates the provinces of Cotabato, Lanao, Sulu,
Zamboanga, and Basilan
In pre-colonial times, the inhabitants of the Philippines were identified according to the
location of their settlements.
• Those who settled along riverbanks were called “Taga-Ilog”, “Kapampangan,”
Subanon,” Maranaws,’ etc.
• Those who settled along the seacoasts were called “TagaDagat”, “Tausug”
‘Pangasinenses”.
• And those who settled upland were called TagaBundok, Tinggian, ‘Bukidnon’,
Tagbanuas,” TBoli, etc. Our colonizers marginalized many indigenous people in the
country because they refused to be subjugated for, they preferred to live free.
The foreign rulers called them “Moros”, “pagans,” “Simarones,” “Remontados”,” Savages” to
differentiate them from those who accepted foreign rule. Today these indigenous people are called
Lumads which means “Native of the Land” and together with the rest of the country’s inhabitant, are
called Filipinos.
Definition of Indigenous People
The Indigenous peoples view themselves as having a historical existence and identity that is
separate and independent of the states now enveloping them. Lands located in a specific geographic
area form a central element in their history and identity and are central regarding their
contemporary political demands.
The United Nations Permanent Forum on Indigenous Issues has developed an understanding
of the term based on the following:
•
•
•
•
•
•
•
Self-identification as indigenous peoples at the individual level and accepted by the
community as their member.
Historical continuity with pre-colonial and/or pre-settler societies
Strong link to territories and surrounding natural resources
Distinct social, economic, or political systems
Distinct language, culture, and beliefs
Form non-dominant groups of society
Resolve to maintain and reproduce their ancestral environments and systems as distinctive
peoples and communities.
Importance of Indigenous People
The Philippines’ seven thousand one hundred seven islands are home to more than five
hundred Indigenous People communities. Indigenous Peoples in the world remain one of the poorest,
most excluded, and disadvantaged sectors of society. They continuously face different issues
including discrimination, poverty, and human rights abuse.
The Philippine government implemented the Indigenous People’s Rights Act (IPRA) of 1997
in response to the challenges that we face regarding IPs. This law affirms the Indigenous People’s
rights to their ancestral domains, self-governance and empowerment, social justice, and human
rights, and rights to cultural identity. Ten years later, in 2007, the UN General Assembly adopted the
United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), which provides a
framework for the survival, dignity, well-being, and rights of the world’s Indigenous Peoples, and
strengthens their rights to identity, education, health, employment, and language, amongst others.
More recently, the United Nations adopted Agenda 2030 and the Sustainable Development Goals,
which also include the rights and well-being of Indigenous Peoples.
The Constitution recognizes the importance of indigenous people in our national life. They
add to the diversity and richness of life in our country whose culture the state should protect and
preserve and enhance. We owe much of our knowledge of our past to them. Their success in
preserving their old traditions, roles, beliefs, etc. reveal the true identity and culture of the people
before the foreigners came to rule our country. They also fought foreign domination during the
centuries of our people's struggle for nationhood.
Indigenous Education
Indigenous education specifically focuses on teaching indigenous knowledge, models,
methods, and content within formal or non-formal educational systems. The growing recognition and
use of indigenous education methods can be a response to the erosion and loss of indigenous
knowledge through the processes of colonialism, globalization, and modernity. Indigenous
communities can "reclaim and revalue their languages and [traditions], and in so doing, improve the
educational success of indigenous students", thus ensuring their survival as a culture.
Increasingly, there has been a global shift toward recognizing and understanding indigenous
models of education as a viable and legitimate form of education. There are many different
educational systems throughout the world, some that are more predominant and widely accepted.
However, members of indigenous communities celebrate diversity in learning and see this global
support for teaching traditional forms of knowledge as a success. Indigenous ways of knowing,
learning, instructing, teaching, and training have been viewed by many postmodern scholars as
important for ensuring that students and teachers, whether indigenous or non-indigenous, can
benefit from education in a culturally sensitive manner that draws upon, utilizes, promotes, and
enhances awareness of indigenous traditions, beyond the standard Western curriculum of reading,
writing, and arithmetic.
Rights
Constitutionally, Section 22 recognizes the existence and the rights of the indigenous cultural
communities. They are entitled to the full enjoyment, both as a group and as individuals, of all the
human rights recognized in the Constitution. The state was also directed by the provision to promote
the rights of indigenous communities within the framework of national unity and development. Thus,
the state must consider the customs, traditions, beliefs and self-interests of the indigenous cultural
minorities when formulating and implementing new and old state policies and program with full
respect to their dignity, uniqueness, and human rights. This provision is necessary to promote
national unity and developments especially in a multi-ethnic society like ours.
The aforementioned legal mandates of the supreme law of the land, our Constitution enables
the government to create laws protecting and promoting the customs, traditions, beliefs, and
interests, while retaining their rights to participate fully, if they so choose, in the political-economic,
social, and cultural life of the state.
Culture and Knowledge
Indigenous peoples are the holders of unique languages, knowledge systems, and beliefs and
possess invaluable knowledge of practices for the sustainable management of natural resources.
They have a special relation to and use of their traditional land. Their ancestral land has fundamental
importance for their collective physical and cultural survival as peoples. Indigenous peoples hold
their diverse concepts of development, based on their traditional values, visions, needs, and
priorities.
Political participation
Indigenous peoples often have much in common with other neglected segments of societies,
i.e., lack of political representation and participation, economic marginalization and poverty, lack of
access to social services, and discrimination. Despite their cultural differences, the diverse
indigenous peoples share common problems also related to the protection of their rights. They strive
for recognition of their identities, their ways of life and their right to traditional lands, territories, and
natural resources.
Indigenous Groups in the Philippines
Northern Philippines
These groups ranged from various Igorot tribes, a group that includes the Bontoc, Ibaloi,
Ifugao, Isneg, Kalinga, Kankanaey, and Tinguian, who built the Rice Terraces. They also covered a
wide spectrum in terms of their integration and acculturation with lowland Christian and Muslim
Filipinos. Native groups such as the Bukidnon in Mindanao had intermarried with lowlanders for
almost a century. Other groups such as the Kalinga in Luzon have remained isolated from lowland
influence.
Several upland groups were living in the Cordillera Central of Luzon in 1990. At one time it
was employed by lowland Filipinos in a pejorative sense, but in recent years it came to be used with
pride by native groups in the mountain region as a positive expression of their ethnic identity.
The Ifugao of Ifugao province, the Bontoc, Kalinga, Tinguian, the Kankanaey, and Ibaloi were
all farmers who constructed the rice terraces for many centuries.
Other mountain peoples of Luzon are the:
• Isnag of the province of Apayao,
• the Gaddang of the border between Kalinga and Isabela provinces, and
• the Ilongot of Nueva Vizcaya province and Caraballo Mountains all developed hunting
and gathering, farming cultivation and headhunting.
Other groups such as the Negritos formerly dominated the highlands throughout the islands for
thousands of years, but have been reduced to a small population, living in widely scattered locations,
primarily along with the eastern ranges of the mountains.
Southern Philippines
In the southern Philippines, upland, and lowland tribal groups were concentrated on
Mindanao and the western Visayas, although there are several upland groups such as the Mangyan
living in Mindoro.
Among the most important groups found on Mindanao are collectively called the Lumad, and
includes:
• The Manobo which is a bigger ethnographic group such as the Ata-Manobo and the
Matigsalug found in Davao City, Davao del Norte and Bukidnon Province;
• The Langilan-Manobo in Davao del Norte; the Agusan-Manobo in Agusan del Sur and
southern parts of Agusan del Norte;
• The Pulanguiyon-Manobo of Bukidnon Province;
• The Ubo-Manobo in southwestern parts of Davao City, and northern parts of North Cotabato
Province that is also to include the Arumanen-Manobo of Carmen (N. Cotabato);
• The Dulangan-Manobo in the Province of Sultan Kudarat;
• The Talaandig, Higaonon and Bukidnon of Bukidnon province, Bagobo, Mandaya, Mansaka,
Tagakaulo in Davao region who inhabited the mountains bordering the Davao Gulf;
• the Kalagan lives particularly in lowland areas and seashores of Davao del Norte,
Compostella Valley, Davao Oriental and some seashores in Davao Del Sur, the Subanon of
upland areas in Zamboanga;
• The Mamanua in the Agusan-Surigao border region; the B'laan, Teduray and Tboli in the
region of the Cotabato province, and the Samal. Samal is synonymous with Luwa'an.
• Yakan is the indigenous tribe in the hinterlands of Basilan Province.
• In the lowland lives the SamaBanguingui tribe while in coastal areas there leaves the
nomadic Luwa'an. Sulu lowland areas are also home to the SamaBanguingui.
• The Sama or the Sinama and the Jama Mapun are the indigenous tribes in the province of
Tawi-Tawi.
References:
Cobo, Jose, 1986 the Problem of Discrimination against Indigenous Populations. IWGIA
Ekeke, Hamilton and Dorgu, Theresa 2015 Curriculum and Indigenous Education for
Technological Advancement.ISSN 2055-0219
Online Resources:
https://theculturetrip.com/asia/philippines/articles/a-guide-to-the-indigenous-tribes-of-thephilippines/#:~:text=There%20Lumad%20tribes%20comprise%20about,musical%20instruments
%20they've%20created.
https://www.iwgia.org/en/philippines.html
http://docshare.tips/implications-of-constitutional-challenges-to-the
ips_578e8006b6d87fc02c8b4c47.html
https://edoc.pub/81011330-textbook-on-the-philippine-constitution-1pdf-4-pdf-free.html
UNIT VIII
SPORTS AND RECREATION
Overview
The National Service Training Program in its pursuit to develop the civic consciousness
among the minds of the youth is also committed in promoting the total well-being of the latter. This
unit shall discuss activities that will help develop the youth the spirit of camaraderie and
sportsmanship while promoting their well-being through sports and recreational activities.
Learning Objectives
At the end of the lesson, I will be able to:
1. gain knowledge on the importance of sports and recreation.
2. learn appropriate sports and recreation; and
3. share and enjoy sports and recreation.
Lesson Proper
While caught in the hectic schedules and routine chores, everyone must find time to refresh and
rejuvenate their minds and engage in so sports or recreation.
Sport is an active diversion requiring physical exertion and competition. It is also defined as
an organized, competitive, skillful physical activity requiring commitment and fair play. It is governed
by a set of rules or custom, while recreation activity during leisure or free time with intrinsic
motivation and rewards.
The word "sport" comes from the Old French “desport” meaning "leisure", with the oldest
definition in English from around 1300 being "anything humans find amusing or entertaining".
In the most people, they find sports as their recreation. It is what they do during their free
time, while other took sport seriously and take it to the higher level and building career out of it.
These people are known as professional athletes.
Recreation is an activity of leisure, leisure being discretionary time. The "need to do
something for recreation" is an essential element of human biology and psychology. Recreational
activities are often done for enjoyment, amusement, or pleasure and are considered to be "fun".
The term “recreation” appears to have been used in English first in the late 14th century,
first in the sense of "refreshment or curing of a sick person", and derived turn from Latin (re: "again",
“creare”: "to create, bring forth, beget").
What Is Sport and Recreation?
Sport and recreation entail activities that help to develop life skills, abilities, talents and
improve the general health of the body. Such activities may be used as sources of income, to have fun
and to stay physically fit. Sport and recreation activities include soccer, basketball, swimming,
aerobics, yoga, tennis, dancing, hockey, golf, cycling and mountain biking, running, listening to music
and many others.
Sport and recreation is a big industry that offers career opportunities to many people. Many
people need help in physical fitness, spiritual and psychological well-being and maintaining good
nutrition. This industry offers several career opportunities, such as a personal trainer, coach, activity
leader, nutritionist, player manager, commentator, massage therapist, fitness instructor and
ground's manager, among others. It also provides athletes, or players, an opportunity to earn money
through their talents and abilities.
Sport and recreation activities can also be used to have fun and during leisure time. Some
activities, such as swimming, cycling and running, are used to stay physically fit by shedding calories.
Moreover, sport and recreation activities also offer a chance for people to travel, interact with new
people and improve life skills. Recreational activities may also be used to help with curbing stress
and during rehab programs.
Sports and recreation not only exist to serve our boredom or a place to getaway. It is an
activity that enhance our social well-being and physical activity.
Types of Recreation
Breaking recreation down into various areas, classifications, or types might be done in
numerous ways. The listing below represents one of the ways that recreation could be categorized
for individuals, groups, or leaders planning programs.
The listing is shown in random order and does not indicate any order of importance.
1.
2.
3.
4.
5.
6.
7.
8.
Physical activities (sports, games, fitness, etc.)
Social activities (parties, banquets, picnics, etc.)
Camping and outdoor activities (day camps, resident camps, backpacking, float trips, etc.)
Arts and crafts activities (painting, scrapbooking, ceramics, woodworking, etc.)
Dramatic activities (plays, puppetry, skits, etc.)
Musical activities (singing, bands, etc.)
Cultural activities (art appreciation, music appreciation, panels, discussion groups, etc.)
Service activities (fun in doing things for others)
Recreation also, of course, includes activities for all age groups (children, senior adults, etc.),
as well as various special populations (physically handicapped, mentally retarded, etc.). However,
most people in these groups could still relate to many of the types of activities mentioned in the list
above.
Active recreation refers to a structured individual or team activity that requires the use of special
facilities, courses, fields, or equipment. It is also defined as activities engaged in for the purpose of
relaxation, health and wellbeing or enjoyment with the primary activity requiring physical exertion,
and the primary focus on human activity
Examples of Active Recreational Activities
•
•
•
•
•
•
•
•
Baseball
Football
Soccer
Golf
Hockey
Tennis
Skiing
Skateboarding
Passive recreation refers to recreational activities that do not require prepared facilities like sports
fields or pavilions. Passive recreational activities place minimal stress on a site’s resources; as a
result, they can provide ecosystem service benefits and are highly compatible with natural resource
protection.
Examples of Passive Recreational Activities
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hunting
Camping
Hiking
Wildlife viewing
Observing and photographing nature
Picnicking
Walking
Bird watching
Historic and archaeological exploration
Swimming
Cross-country skiing
Bicycling
Running/jogging
Climbing
Horseback riding
Fishing
How to know if it is the right activity for you?
1. A primary reason of engagement is for pleasure and fun.
2. Involvement in the activity may have a serious commitment and self-discipline.
3. When recreation activity is a part of an organized community or agency program, it should
be socially and morally acceptable.
Types of Participation
1. Active participation may include both sport and fitness.
2. Passive participation includes spectator and video participation.
Forms of Participation
1. Sports – indoor and outdoor ex. Basketball, Volleyball, Badminton, Chess and Taekwondo
2. Indoor Recreation
• Reading
• Writing
• Television in household
• Use of computers
• Use of technology for entertainment
• Playing cards
• Cultural activities
• Art
• Music
• Dance
3. Outdoor Recreation
a. This includes activities in the outdoors and with outdoor environment.
b. Outdoor setting may be in town, in a wilderness area, parks, camps and other outdoor
area.
Traveling and touring
•
•
•
•
Domestic travel
International travel
Short trips
Travel for business
Recreation related to real state
•
•
•
Traditional amusement parks
Theme parks
Sport stadium
Reference:
Firma C. Viray, Estrelita T. Gamit, Junie S. Milo, Jaime B. Mina, Juvenal S. Yabut. NSTP Book
Online Resources:
https://www.reference.com/world-view/sport-recreation-89a5e16b8afd67b6
https://en.wikipedia.org/wiki/Sport
http://leisurelines.blogspot.com/2005/07/types-of-recreation.html
https://en.wikipedia.org/wiki/Recreation
https://semspub.epa.gov/work/11/174083.pdf
https://test-dlgsc-sitefinitycms
ause.azurewebsites.net/department/publications/publication/definition-of-sport-and-activerecreation#:~:text=as%20a%20sport.,Active%20recreation,primary%20focus%20on%20human%20activity.
UNIT IX
EDUCATION
Overview
This unit gives you an idea about the significance of education as well as the different areas
of it that are contributory to one’s development. The unit furthermore allows you to gain awareness
on how education can change one’s life.
Learning Objectives
At the end of the unit, I will be able to:
1.
2.
3.
appreciate the significance of education.
gain additional knowledge in different areas of education and learning; and,
apply education in improving myself and community.
Lesson Proper
Education is a lifelong process of gaining physical, mental, and social knowledge and
understanding for an individual to adapt and improve for a positive growth. It is also a process of
acquisition of useful knowledge necessary to ensure that a person can perform his or her
responsibilities proficiently.
Education for Filipinos should be accessible for everyone, and citizens have a right for a
quality education as amended in the Philippine Constitution Article 19 Sec. 1. Philippines is a proud
nation when it comes to percentage in literacy among its citizens. In 1980’s, people who can read has
increased dramatically despite of the increasing population of the Filipinos, compared to other
countries that ached to their growing population that causes enlarged percentage of illiteracy.
HISTORY OF EDUCATION
The history of education, according to Dieter Lenzen, president of the Freie Universitat Berlin
(1994), began either millions of years ago or at the end of 1770. Education as a science cannot be
separated from the educational traditions that existed before. Adults trained the young of their
society in the knowledge and skills they would need to master and eventually pass on. The evolution
of culture, and human beings as a species depended on this practice of transmitting knowledge. In
pre-literate societies, this was achieved orally and through imitation. Storytelling continued from one
generation to the next. Oral language that could be preserved and passed soon increased
exponentially. When cultures began to extend their knowledge beyond the basic skills of
communicating, trading, gathering food, religious practices, etc., formal education and schooling
eventually followed. Schooling in this sense was already in place in Egypt between 3000 and 1500
BC.
Nowadays, some kind of education is compulsory to all people in most countries. Due to
population growth and the proliferation of compulsory education, UNESCO’s (United Nations
Education Scientific and Cultural Organization) major program and theme Education for All has
calculated that in the next 30 years, more people will receive formal education in all of human history
thus far.
Three Dimensions of Education
1.
Development of knowledge (COGNITIVE)
It is the process of growth and change in intellectual or mental abilities such as thinking, reasoning
and understanding.
2.
Training of mental abilities (AFFECTIVE)
It includes the feelings, emotions and attitudes of the student when learning.
3.
Development of character
This undergoes to build multi-dimensional characters with personality, backstory, goals,, and
strengths and weaknesses.
Philippine Level of Education
1. Elementary. The primary formal education which starts mostly at 6-7 years of age. Different
countries have different length when it comes to primary education and to some countries, it
is compulsory to attend this basic form of education.
2. Secondary. In many countries, secondary education is for adolescence stage; this formal type
of education is usually characterized by compulsory comprehensive primary education to
selective tertiary or post-secondary preparatory subjects.
3. Tertiary or post-secondary. Characterized as degree, diploma, or certificate level of
education, it is being provided by colleges and universities which serve as main institutions
for such higher form of education.
Philippine Education Structure
Formal Education is a progression of education of three levels: elementary (grade school),
secondary (high school), and tertiary (college degree or vocational school).
Non-Formal Education or ALS (Alternative Learning System) is a form of education that exists
without passing the standardization process; it is given to out-of-school youths and adults with no
formal education.
Learning
It refers to the process of acquiring knowledge or skills that can be of better use. Learning is
an integral part of education; they always come together in all aspects. Educating a student means
teaching, and when teaching takes place, learning should follow.
Different Learning Modalities
Education is divided into different learning modes which have been a significant research
agenda for many centuries, like authors; Dunn and Dunn for learning stimuli, Gardner for
multiple intelligences, and Renzulli for different teaching strategies. However, there research
has been simplified into three learning modalities:
1. Visual. Learning based on observation and seeing what is being learned.
2. Auditory. Learning based on listening to instruction/information.
3. Kinaesthetic. Learning based on hands-on work and engaging activities.
Researchers believed that students would have a sound learning is they are provided with
their preferred form of learning modalities. That is why they suggest that teachers should have
different teaching or instructional strategies and suffice understanding on the subject matter fort
them to convey the knowledge effectively.
Learning Motivations
Motivation is equally important with teaching strategies. Leonardo Da Vinci’s statement, “Just
as eating against one will be harmful to health, so study without a liking for its spoils the memory and
it retains nothing it takes in.”, suggests proper usage of motivation during classes. It proves to give
the subject more interest and pleasure that makes students lively and attentive during classes.
Types of Motivation
1. Intrinsic motivation is based on the essential desires and initiative of the student which
produce innate intention to act. Motivation is considered intrinsic if the primary reason of
the student to devote to such kind of learning is personal interest and enjoyment.
2. Extrinsic motivation is based on external reasons such as incentives and benefits for others
(e.g., maintaining high grades because of scholarship retention, school policy, parent desires).
We may say that this form of motivation can also be termed as enforced motivation.
Techniques for Motivating Students
1. Rewards. Learners are more responsive and produce more acceptable behaviour if rewards
outweigh the punishment.
2. Contracts. Anticipation of positive gains after completion for both quality and quantity of a
work creates optimistic thinking for students.
3. Games and Simulations. Direct involvement of the learners gives them interest to
participate.
4. Use of Audio-visual Materials. Can make curiosity that attracts the attention of students.
5. Good Learning Progress. Studies show informed mark improvement of students serves as
effective incentives.
6. Offering to Help. Available assistance makes students more confident in completing
activities and assignments. Teachers support and boost students’ confidence to start and
complete work accurately.
7. Providing Explanations. A good and concise explanation makes work easier; therefore,
students will complete activities and assignments more often.
8. Groupings. A sense of belongingness creates a difference in performing a task; trusted
friends and classmates create a comfortable working environment.
9. Accepting Diversity. Recognizing individual differences such as gender, religion, race,
culture, etc., imposes necessary adjustments to each and every one, avoiding conflicts of
interest.
10. Praise and Encouragement. Positive remarks have always been a good reinforcement to
bring out the best in students.
11. Volunteering. Recognition of students that willingly participate in class gives inspiration to
others.
12. Grades and Test. A good mark in tests and quizzes serves as a reward for students that
participate actively in the class.
GENERAL AREAS OF EDUCATION
Physical Education
It is an integral part of the school curriculum throughout the world. It helps young people
develop skills for leisure and activities conducive for healthful living, contributing to their physical,
social, and mental health. (Bucher, 1979)
Physical Education, despite of its significance, is one of the most disregarded subjects in
school. Reasons such as low unit equivalence and low academic contribution have been common for
students in secondary and tertiary level of schooling. Some students are bored with their instructors
teaching P.E. with insufficient mastery of the subject or the so-called non-specialists. In addition,
others are disappointed in teachers with unhealthy physical condition or inappropriate physique for
the activity or subject matter (e.g., obese P.E. instructor discussing sports and its relation to health),
a believing and learning through example philosophy, and a teacher who teaches what he or she
cannot do.
Psychological or Mental Education
It is the study of how humans learn in educational settings, the effectiveness of educational
interventions, the psychology of teaching and the social psychology.
Educational psychology can, in part, be understood through its relationship other discipline.
It is informed primarily by psychology, bearing a relationship to that discipline analogous to the
relationship between medicine and biology. Educational psychology, in turn, informs a wide range of
specialties within educational studies, including instructional design, educational technology,
curriculum development, organizational learning, special education and classroom management.
Educational psychology both draws from and contributes to cognitive science and the learning
sciences. In universities, departments of educational psychology are usually housed within faculties
of education, possibly accounting for the lack of representation of educational psychology content in
introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
Social Education
It is the study of how social institutions and forces affect educational processes and outcomes,
and vice versa. By many, education is understood to be a means of overcoming handicaps, achieving
greater equality, and acquiring wealth and status for all (Sargent, 1994). Learners may be motivated
by aspirations for progress and betterment. Education is perceived as a place where children can
develop according to their unique needs and potentialities. The purpose of education can be to
develop every individual to their full potential.
Other Important Areas
Health Education
It is primarily focused on teaching people about health. Learning about health is empowering
nations to apprehend his right of health and longevity of life stated in the 1987 Constitution of the
Philippines, Article 11 Section 15, and the state shall protect and promote the right to the health of
the people and instill health consciousness among them.
Components of Health
1. Social Health. Refers to the ability to interact with other people and have a satisfying
relationship.
2. Mental Health. Refers to the ability of a person to learn.
3. Emotional Health. Refers to the ability to control emotions and be comfortable in expressing
them appropriately.
4. Spiritual Health. Refers to a faith in a godly force or in a higher form of being.
5. Physical Health. refers to the ability to perform normal daily tasks and chores without
suffering fatigue.
Educational Technology
The widespread usage of internet and mobile phone not only offers wide variety of accessible
communication, but also serves as a powerful tool in learning. Audio visual learning and PowerPoint
presentations have now been commonly used as methods of instruction in many Colleges and
Universities thus making learning easier and more convenient.
Online education has been a new way of learning and acquiring a degree in some developed
countries; it gives students an option known as distant learning. The introduction of virtual learning
environment gives an interactive form of education. This is a web-based presentation of visual or
pictorial images which can demonstrate and teach different concepts. The virtual learning can easily
be accessed through the internet connection. Emerging research into the effectiveness of virtual
manipulation as a teaching tool have yielded promising results, suggesting comparable, and in many
cases, superior overall concept-teaching effectiveness compared to standard teaching methods.
Technology is being used more not only in administrative duties in education but also in the
instruction of students. The use of technologies such as PowerPoint and interactive whiteboard is
capturing the attention of students in the classroom. Technology is being used in the assessment of
students. Technology is also being used in the assessment of students. One example is the Audience
Response System (ARS), which allows immediate feedback tests and classroom discussion.
The current census of household with internet access or connection in the Philippines is now
30% and other gain access through public internet rentals. Filipinos in the current survey of Pulse
Asia has the greatest number of users on the growing social website known as Facebook and
Instagram.
References:
Sonia Gasilla ,Ed.d.Edeliza Dela Cruz-Lazo,Palino M. Mapue,NSTP (Literacy Training Service 1)
Espinas,Arnold L.,Ferrer,Melchor P.,Dalanagin.Propecasio D.,Santos,Miguel R.,De Jesus Marilyn
T.,Cabasag,Julius F.(2011)Reference test in NSTP.Mutya Publishing
UNIT X
COMMUNITY SERVICE/IMMERSION
Overview
This unit shall orient you about Community Service and its importance in improving the
quality of life. Moreover, the unit shall discuss the different types of communities and their
characteristics. Lastly, ethical principles shall be thoroughly discussed as these matters are very
important in dealing with the community through humanitarian services.
Learning Objectives
At the end of the unit, I will be able to:
1. Define Community and its different types.
2. Delimit the Fundamentals of Community Service.
3. Realize and formulate solutions on problems and issues in the Community.
4. Familiarize on approaches and methods in Community Organizing and Mobilization.
5. Adopt Ethics and Attitudes in Community Work to the group.
Lesson Proper
What is Community?
A Community is a social unit (a group of living things) with commonality such as norms,
religions, values, customs, or identity.
Communities may share a sense of place situated in a given geographical area (e.g., a country,
village, town, or neighbourhood) or in virtual space through communication platforms. Durable
relations that extend beyond immediate genealogical ties also define a sense of community,
important to their identity, practice, and roles in social institutions such as family, home, work,
government, society, or humanity at large. Although communities are usually small relative to
personal social tiles, “community” may also refer to large group affiliations such as national
communities, international communities, and virtual communities.
The English-language word “community” derives from the old French “comunetḗ” (currently
“Communautḗ”), which comes from the Latin communitas “community”, “public spirit” (from Latin
communis, “common”).
Human communities may share intent, belief, resources, preferences, needs, and risks in
common, affecting the identity of the participants and their degree of cohesiveness.
Key Concepts
Gemeinschaft and Gesellschaft
In Gemeinschaft und Gesellschaft (1887), German sociologist Ferdinand Tonnies describes
two types of human association: Gemeinschaft (usually translated as “community”) and Gesellschaft
(“society” or “association”). Tonnies proposed the Gemeinschaft – Gesellschaft dichotomy as a way to
think about social ties. No group is exclusively one or the other. Gemeinschaft stress personal social
interactions, and the roles, values, and beliefs based on such interactions. Gesellschaft stress indirect
interactions, impersonal roles, formal values, and beliefs based on such interactions.
What are the elements of Community?
The important elements of the community are as follows:
1. Demographics
• Characteristics of population
• Tells about the movement of the population in the community that you will serve
2. History
• Allows you to identify certain patterns of change and people’s way of adapting these
changes that can be useful in plotting your activities
• Events of the past that contributed to the development of the community
3. Understanding the economy, culture, and the community structures
• An economy consist of economic systems of a country or other area; the labour,
capital, and land resources; and the manufacturing, production, trade, distribution
and consumption of goods and services of that area.
• Income level of the people
• Culture (Latin: cultura, lit. “cultivation”) ways of living of the people
• Structures physical, political, and social culture
Types of Community
1. Geographic Community is the most powerful force that causes the creation of the community
in which the people’s mobility or day-to-day are confined within a limited by physical
boundaries. They establish their culture by doing their activities within a common social
environment.
2. Tribal Community. The cohesiveness of the community is strengthened by common social
racial attributes and socio-cultural orientations that were passed on from generation to
generation.
3. Symbolic Community. The community is founded on deep rooted submission to belief system.
This community is oftentimes characterized by exclusivity which is driven by the people’s
desire to freely express and practice their belief apart from discriminating view of others.
4. Built-up Community. Usually located in urban areas and is not always characterized by
cohesiveness because the people’s socio-economic concerns prevail over the entire social
environment.
Other Types of Communities
1.
2.
3.
4.
5.
Interest – Communities of people who share the same interest or passion.
Action – Communities of people trying to bring about change.
Place – Communities of people brought together by geographic boundaries.
Practice – Communities of people in the same profession or undertake the same activities.
Circumstance – Communities of people brought together by external events/situations.
Community Service is when you work for free to help benefit the public or your community.
Usually, students who choose to do community service do so volunteers, meaning that they choose
to help out because they want to do so. Community service can have a lot of positive effects on
students such as helping them to develop skills, making, and allowing them to improve the quality of
life of others.
Community Service is a non- paying job performed by one person or a group of people for the
benefit of the community or its institutions. Community service is distinct from volunteering since it
is not always performed on a voluntary basis. Personal benefits may be realized, but it may be
performed for a variety of reasons including citizenship requirements, a substitution of criminal
justice sanctions, requirements of a school or class, and requisites for receipt of certain benefits.
Engaging in community service provides students with the opportunity to become active
members of their community and has a lasting, positive impact on society at large. Community
service or volunteerism enables students to acquire life skills and knowledge, as well as provide a
service to those who need it most.
Community organizing is a process where people who live in proximity to each other come
together into an organization that acts in their shared self-interest.
Unlike those who promote more-consensual community building, community organizers
generally assume that social change necessarily involves conflict and social struggle in order to
generate collective power for the powerless. Community organizing has as a core goal the generation
of durable power for an organization representing the community, allowing it to influence key
decision-makers on a range of issues over time. In the ideal, for example, this can get communityorganizing groups a place at the table before important decisions are made. Community organizers
work with and develop new local leaders, facilitating coalitions and assisting in the development of
campaigns.
Types of Community Engagement
1. Community engagement with a focus on community development or community building
2. Community participation in consultation and decision-making
3. Community engagement that helps organizations, businesses etc. to improve their service
delivery or to achieve their goals
4. Community engagement as part of social change movements or as part of the work of voluntary
community organizations
Approaches to Community Organization
Neighbourhood organizing is one form of community organizing. This is nothing but an effort
by the community to solve the day-to-day problems and help those in need. There are three type
approaches to neighbourhood organizing.
1. The Social Work Approach: In this approach, the society is viewed as a social organism and
therefore the efforts are oriented towards building a sense of community. The community
organizer whose role is of an "enabler or an advocate” helps the community identify a problem
in the neighbourhood and strives to achieve the needed social resources by gathering the existing
the social services and by lobbying with some in power to meet the needs of the neighbourhood.
This method is more consensual, and the neighbourhood is seen as a collective client.
2. The Political Activists Approach: Saul Alinsky, the Godfather of community organizing is the
founder of this approach. The basic philosophy of this approach is based on his thinking that "
more representative the organization the stronger the organization." In this approach the
community is seen as a political entity and not as a social organism. Here, the neighbourhood is
viewed as a potential power base capable of getting power. The role of the community organizer
is to help the community understand the problem in terms of power and necessary steps are
taken to mobilize the community. The problem of the neighbourhood is always identified as
absence of power and in the interest of gaining power for the neighbourhood the organizers are
faced with conflicts with groups, interests, and elites. Since most of the community organizers
come from outside the community, it has faced the problems of equality of power relations and
leadership in the community.
3. Neighborhood Maintenance/Community development Approach: This approach has
emerged out of both the previous approaches namely within the same neighbourhood
movements. It is seen in the form of civic associations. This association uses peer group pressure
to provide services in the community. They use this strategy to pressurize the officials to deliver
services to the community but sometimes this approach takes the form of political activists’
approach as they realize that their goals can be only achieved only through confrontations. In this
approach we see the characteristics of de-emphasis on dissent and confrontation and these
organizations view themselves as more proactive and development minded.
4. Neighborhood Development Approach: Neighbourhood Model is the oldest model of
community organization. This model has been practiced in India and in some of the
underdeveloped countries. It has been used in the developmental activities. In general, it is
believed that people living in a neighbourhood have the capacity to meet the problems they come
across in their day-to-day life through their own efforts and resources. The main aspect here is
that the community realizes its needs and takes appropriate steps to meet the needs of the
community, which will bring greater satisfaction to all its members both individually and
collectively. The role of the worker in this model is to induce a process that will sensitize the
community and make the community realize its needs. Based on the value of self-sustenance the
worker energizes the community and makes the community self-reliant, and not merely
depending on the help form outside. So rather than providing services in the community, the
communities are energized to meet its own needs. This model encourages the people to think for
themselves rather
5. System Change Approach: As the name suggests, the system change model aims at developing
strategies to either restructure or modify the system. Thus, it is termed as "System Change
approach to community work”. Although we find glimpses of this model gaining more
acceptances, this has not become very popular. We know of various mechanisms that cater to the
needs of the society. Such as education, health services housing, women empowerment, and
employment. All these services are rooted through various systems and all these systems do have
sub-systems. The fundamental aspect in this model is that the due to various reasons the systems
become dysfunctional. For example, the system of education as we have it today, reveals that the
cities have better educational faculties as compared to the rural areas. This system (education
policy) of education has generated disparities in the society. i.e., access to education, lack of basic
facilities, trained staff, etc. The system instead of becoming a tool of empowering mechanism
brings disparities between people of different socio-economic condition. So, the system has failed
to achieve its objectives. Thus, the worker on observing this dysfunction in the community finds
it important to develop strategies to restructure or modify the system.
6. Structural Change Approach: One of the most difficult and rarely practiced models of
community work is structural change model. The society consists of small communities, and it is
nothing but "a web of relationships". These relationships of the people are formally structured
by the respective countries' state policies, law and constitutions and informally by its customs,
traditions etc. that determines the social rights of the individuals. The social structure in some of
the societies is controlled by the state. Understanding the macro- structure of social relationship
and its impact on the micro realities, the worker tries to mobilize the public opinion to radically
change the macro-structure. Thus, the structural change model aims to bring a new social order,
an alternative form of society which will transform the existing conditions at the micro-level. This
can happen only if an alternative form of political ideology is adopted. This form of community
work may originate from a community itself, but it has wider coverage i.e., the entire society or
nation. Sometimes this takes the shape of social action, which is another method of social work
profession. Since the general situation in the developing countries is very peculiar, it is very
difficult for the community worker to actually practice this model.
Ethics and Attitudes in Community Work
Ethical community work/engagement involves working to high ethical standards and so how
we go about engagement is vitally important. The following are some of the principles:
1. Careful planning and preparation: Through adequate and inclusive planning, ensure that the
design, organization, and convening of the process serve both a clearly defined purpose and
the needs of the participants.
2. Inclusion and demographic diversity: Equitably incorporate diverse people, voices, ideas, and
information to lay the groundwork for quality outcomes and democratic legitimacy.
3. Collaboration and shared purpose: Support and encourage participants, government and
community institutions, and others to work together to advance the common good.
4. Openness and learning: Help all involved listen to each other, explore new ideas
unconstrained by predetermined outcomes, learn and apply information in ways that
generate new options, and rigorously evaluate public engagement activities for effectiveness.
5. Transparency and trust: Be clear and open about the process, and provide a public record of
the organizers, sponsors, outcomes, and range of views and ideas expressed.
6. Impact and action: Ensure each participatory effort has real potential to make a difference,
and that participants are aware of that potential.
7. Sustained engagement and participatory culture promote a culture of participation with
programs and institutions that support on going quality public engagement.
Additional Ethical Principles
1.
2.
3.
4.
5.
6.
7.
Courage
Inclusiveness
Commitment
Respect & honesty
Flexibility
Practicability
Mutual obligation
What is Community Immersion?
Community immersion allows individuals who are not familiar with the people and
communities where they will work immerse themselves in these settings. This gives them the
opportunity to reflect on their assumptions, attitudes, and the knowledge base of their profession
and to gain cultural competence. In the education field, it is an approach that has evolved with
changing composition and diversity of schools and the continuing preponderance of white and
female teachers.
How It Works
Communities become integral partners in educator preparation in different ways. Individuals
can participate in:
•
•
a residency program, where they live and work in a community and take courses for a
specified period of time; and
a field experience-based program, where methods courses are held in urban schools and
summer exposures include exploring and learning about the community and interning with
community agencies.
Why immersion is an important approach (strategy) in giving service to the communities?
•
•
•
An old proverb says that “Experience is the best teacher”
Through community immersion, the students will be exposed in further and other realities of
life which they may or may not belong
The role of the youth in the national/local development cannot be overemphasized. To
reinforce this, are the very words of our national hero, “The youth is the hope of the
Motherland”
Reference:
Sonia Gasilla ,Ed.d.Edeliza Dela Cruz-Lazo,Palino M. Mapue,NSTP (Literacy Training Service 1)
Espinas,Arnold L.,Ferrer,Melchor P.,Dalanagin.Propecasio D.,Santos,Miguel R.,De Jesus Marilyn
T.,Cabasag,Julius F.(2011)Reference test in NSTP.Mutya Publishing
Online Resources:
https://medium.com/familyengagementplaybook/gfrp-community-immersion84ff40545db0#:~:text=What%20It%20Is,and%20to%20gain%20cultural%20competence
https://www.academia.edu/29905321/NSTP_lecture_notes