MARIKINA POLYTECHNIC COLLEGE

GRADUATE SCHOOL

A. EDUCATIONAL AND SOCIO-ECONOMIC DEVELOPMENT

1. WHAT IS SOCIO-ECONOMIC DEVELOPMENT?

 “development” is used in many disciplines and serves in practice to define a recognized field of
research. It is dynamic concept. It has different meanings for different people. In fact, there is no
agreement on the meaning of development among planners and thinkers either. Some people
say it means increase in income, other lay emphasis on employment, income, quality of life,
happiness and so on. Still other gives stress on meeting the basic needs of the life of the
people. The only thing on which everyone agrees, is that development is necessary, and
everyone wants it, although in his own image and perhaps in his own way.
 According to Jan Drewnowski, “development is a process of qualitative change and quantitative
growth of the social and economic reality which we can call either society or economy.”
 Drewnowski identifies socio-economic development with change in the quality of life and
quantitative growth of various values. Quality life can be improved by improving the conditions of
health, nutrition, education, transport, and communication and so on.
 “Socio-economic development”: Activities involving both social and economic factors which
result in the growth of the economy and societal progress and is measurable in both economic
and social terms, e.g., growth in the number of jobs created and increase in life expectancy.

These are the following major components of socio-economic development:

a. Per capita Income

b. Level of Agriculture Development
c. Level of Industrial Development
d. Level of Urbanization
e. Occupational Structure
f. Level of Educational Development
g. Health Status Transport and Communication
h. Population Characteristics
LEVELS OF EDUCATIONAL DEVELOPMENT
 Education is a crucial factor of social, economic and cultural development. It provides economic
opportunities and helps to overcome social barriers. It also enhances earning potential and
productivity of people through acquisition of skill and information for various opportunities and jobs.
 Horace Mann states that the education is beyond all other devices of human origin, a great
equalizer of the conditions of men, the balance wheel of social machinery.
 It is education that contributes significantly in improving conditions of people from state of
deprivation to prosperity.
 The social significance of education lies in its impact on elevating the population squeezes as well
as in changing the structure of stimuli to labour. The significance of literacy lies in the fact that it
forms the basis of multilevel educational pyramid. A literate person can distinguish between right
and wrong and take right decision.

NEDA SOCIO-ECONOMIC DEVELOPMENT PLAN

 Through this plan, we will empower the poor and marginalized, push for improved transparency and
accountability in governance, and fuel our economy. Specifically, we intend to make growth more
 inclusive by lowering poverty incidence in the rural areas, creating more jobs, making individuals
and communities more resilient, driving innovation, and building greater trust in government and in
society.
 The PDP 2017-2022 is our guide in policy formulation and implementation of development
programs for the next six years. It is a result of a nationwide collaboration between the government,
the private sector, and civil society. The input from each of these sectors was discussed extensively
and considered in determining the appropriate strategies, policies, and interventions to address the
needs of our country and the Filipino people.

AMBISYON NATIN 2040: An Overview

The Philippines by 2040: matatag, maginhawa, at panatag na buhay. The country is a
prosperous middle class society where no one is poor. People live long & healthy lives and are
smart and innovative. The Philippines is a high trust society where families thrive in vibrant, culturally
diverse and resilient communities.
 Filipinos are strongly rooted: matatag. Filipino families live together; there is work-balance so that
there is time to spend with family even for members who work. On weekends, families and friends
enjoy time together in parks & recreational centers. There is volunteer opportunities, and spend
time to serve the community.

 Filipinos are comfortable: maginhawa. No one is poor, no one is ever hungry. Filipino families live
in comfortable homes with the desired amenities & secure tenure. Transportation is convenient and
affordable, and they can take a vacation. Children receive quality education so that they realize
their full potential & become productive citizens. Decent jobs that bring sustainable income,
including opportunities for entrepreneurship.

 Filipinos are secure: panatag. Filipinos feel secure over their entire lifetime. They expect to live
long and enjoy a comfortable life upon retirement. There are enough resources for day-to-day
needs, unexpected expenses and savings. They feel safe in all places in the country. They trust
their government because it is free of corruption and provides service to all its citizens equally.

Ambisyon Natin 2040 is the result of a long-term visioning process that began under the previous
administration in 2015. More than 300 citizens participated in focus group discussions and close to
10,000 responded to the national survey designed to the kind of life Filipinos want for themselves and their
children and what they hope the country would be like in 2040

 On October 11, 2016, President Rodrigo Duterte signed Executive Order No. 5, s. 2016 approving &
adopting the 25-year long-term vision entitled AmBisyon Natin 2040 as a guide for developing
planning.

Vision of Filipinos for Self

“In 2040, we will all enjoy a stable and comfortable lifestyle, secure in the knowledge that we have
enough for our daily needs and unexpected expenses, that we can plan and prepare for our own and our
children’s futures. Our families live together in a place of our own, yet we have a freedom to go where we
desire, protected and enabled by clean, efficient & fair government.”

 An overwhelming majority of the Filipinos aspire for a simple and comfortable life (79%), followed
by a smaller segment of the population who want to be affluent life (16.9%), while a very small
portion aspires for the life of the rich (3.9%)
The Idea of Desired Life Status
Realizing the AmBisyon
 All sectors of society, whether public or private, should direct their efforts towards creating
opportunities for Filipinos to enjoy matatag, maginhawa at panatag na buhay.
 Government in particular must use its tools in all dimensions of development: economic, human &
physical capital, institutional, social & cultural.

Important Economic Goals

Toward Building a Prosperous, Middle-Class Society where No One is Poor.

 Economic growth must be relevant, inclusive & sustainable.

 Over the next 25 years (until 2040), per capita income must
increase by at least three-fold.
 Economic growth must progressively improve the quality of life
of the majority of Filipinos.

Toward promoting long & healthy life

 A long & healthy life allows people to realize their full potential and to enjoy the attainment of their
AmBisyon for many years.
 Reduction of infant mortality rate through quality maternal health & child care
 Reproductive health & family planning programs
 Eradication of malnutrition
 Programs & facilities to encourage development of healthy lifestyles
 Efficiently-managed natural resources & environment
Toward becoming smart & innovative
 Well-educated, innovative Filipinos will continuously improve the quality of life in the Philippines.
 Government, therefore, must be productive in setting the agenda for education.
 Education system should equip citizens with knowledge & skills necessary to occupy high-
productivity jobs, while remaining adaptable to changing needs of the economy. The K-12 program
provides a foundation for a smarter society, and it should continue.
  Strong intellectual property rights framework to encourage Filipinos to generate innovative products
& ideas.
 A mature research & development program
Toward Building a High-trust Society
In terms of good governance, Filipinos believe in eliminating corruption as important to achieving a
better future.
 Public goods & services should be efficiently delivered by a professional bureaucracy, including at
the local level
 Promote competition & inclusiveness in the political system through major political & electoral
reform
 Pursue Peace agenda that accompanies a long-term development agenda for areas threatened by
armed conflict
 Create social & cultural awareness & develop in every Filipino a deep appreciation of the Filipino
nation.

PHILIPPINE DEVELOPMENT PLAN 2017-2022

The Philippine Development Plan 2017- 2022 aims to reduce inequalities in human development
outcomes. In particular, it aims to improve nutrition and health for all, ensure lifelong learning opportunities
for all, and increase the income-earning ability of Filipinos.

BASIC EDUCATION
1. Enrolment rates increased but targets were missed.
2. Raising the quality of education remained a challenge.
3. Efficiency improved at the elementary level, with mixed results at the secondary level.
4. Disparities within the sector and among regions persist.
This will entail: (a) strengthening capacity building among basic education teachers and other educational
agents (including school administrators and non-teaching personnel);
(b) ensuring that curriculum is responsive and relevant (gender-responsive, culture-
sensitive) to the needs of the community and will be able to develop 21st century skills;
(c) improving school facilities and providing additional classrooms and teachers for new
school entrants due to natural population increase and migration; and
(d) prioritizing the provision of quality learning resources such as textbooks, libraries, tools
and equipment, and ICT assisted learning.

STRATEGIES
To ensure lifelong learning opportunities, the PDP seeks to achieve quality, accessible, relevant, and
liberating basic education for all; and improve the quality of higher and technical education and research for
equity and global competitiveness.

Outcome 1: Quality, accessible, relevant and liberating basic education for all achieved.
 Strengthen programs for early childhood care and development (ECCD) in order to
adequately prepare for basic education.
 To ensure that child development centers are following standards and providing appropriate
services, the following need to be approved and implemented: (a) the revised accreditation
processes and tools for CDCs; and (b) the early childhood developmental delays and disability
detection, intervention, and referral system.

 Pursue the full implementation of K to 12.

The sub-strategies to ensure the success of K to 12 are: (a) timely delivery of adequate
education inputs such as school infrastructure, quality learning materials including assistive devices,
and ICT equipment; (b) hiring and professional development of teachers; c) effective and
transparent monitoring and evaluation system; d) public financial management reforms to ensure
availability and timely delivery of infrastructure and learning resources for formal and non-formal
education; and e) a financial management information system to track the status of budget releases
and facilitate timely interventions when problems arise.
 Strengthen inclusion programs.
Improving the mechanisms for mapping, profiling, and tracking of learners and school-aged
children will ensure that learners with special needs, indigenous peoples, and out-of-school children
and youth are provided with the appropriate educational interventions.

 Develop and improve interventions to keep children in school.

Providing school-based interventions such as feeding programs, counseling programs,
remedial classes, and conducive learning environments can help keep children in school to
complete basic education.
 Continue curricular reforms.
Emphasis will be given to culture and the arts, drug abuse prevention, reproductive health,
gender, environment, disaster risk reduction and management, and climate change.
 Enhance teacher competencies.
This can be done through a responsive pre-service education curriculum, mentoring, school
learning action cells, workshops, organized training, eLearning, and learning visits.

HIGHER AND TECHNICAL EDUCATION

I. TVET

THE OVERALL PERFORMANCE OF TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET)

IS LAUDABLE, BUT INCLUSIVE ACCESS, DESIRABILITY, AND QUALITY REMAIN A CHALLENGE
YEAR 2011 2015

NO. OF SKILLED WORKERS WHO 835,000 14,000,000

UNDERWENT COMPETENCY ASSESSMENT
 A. (TVET) IS LAUDABLE
 number of graduates surpassed the end-of-plan target
 certification rate increased by 6.9% (9 out of 10 workers assessed had been certified)
 majority of the graduates in 2012 are:
 15-24 yrs. old (61%) and 25-34 yrs. old
 middle socio-economic class
 males (50.6%) and females (49.4%)

B. MISCONCEPTIONS ABOUT TVET

 lack of inclusive access (college education is more attractive option)
 lack of qualified trainers and equipment and the non-responsiveness of the curriculum to
industry needs (need to upgrade quality)
 limited access of vulnerable groups to quality technical education (increase capacity of TESDA,
accredited training for PWD and higher level qualification of NC III and IV

II. HIGHER AND TECHNICAL EDUCATION

THE HIGHER EDUCATION SYSTEM IS BESET BY STUBBORN ISSUES WHICH, IN LIGHT OF 21ST
CENTURY CHALLENGES, REQUIRE URGENT, TACTICAL, AND TRANSFORMATIVE SOLUTIONS.

A. ISSUES IN HIGHER EDUCATION

 number of graduates (1,775,659 in 2014) has exceeded expectations due to scholarship and
financial assistance programs of CHED
 quality of graduates
 HEIs in the country is ten times the neighboring countries

B. ISSUES IN HIGHER EDUCATION

 Philippines’ lackluster performance in:
 producing innovators (74 out of 128 in the 2016 Global Innovation Index)
 researchers (81 researchers vs./million population vs. 205 in Indonesia and 115 in Vietnam)
 knowledge producers (28 out of 777 journals or 3.6%)
(THE PHILIPPINES HAS LAGGED BEHIND MANY OF ASEAN NEIGHBORS IN PRODUCING THE
KNOWLEDGE BUILDERS, RESEARCHERS, INNOVATORS, JOB CREATORS, SOLUTION SEEKERS
AND SOLUTION PROVIDERS NEEDED TO EFFECTIVELY FUNCTION IN A KNOWLEDGE ECONOMY.
ISSUES IN HIGHER EDUCATION.)
 lack of faculty with advanced degrees in higher education
 low number of heis with accredited programs
 low national passing percentage in licensure examinations
 poor quality of graduate programs
 inadequate attention to research and technological innovations
 lack of interest among young filipinos to pursue scientific, engineering and technical studies
 underdeveloped 21st century competencies among graduates
 adherence to a teacher-centered and input-based education paradigm
 uncritical application of the evolving quality standards of universities

HEIs NEED TO BE RESPOSIVE TO INTERNATIONAL CHALLENGES AND DEVELOPMENTS IN

HIGHER EDUCATION AS THEY CAN AFFECT THE COUNTRY’S REGIONAL AND GLOBAL
COMPETITIVENESS.

III. K-12 and Green Act Job

THE PASSAGE OF LAWS, SUCH AS THE K TO 12 AND THE GREEN JOBS ACT, AND COMMITMENT
TO INTERNATIONAL FRAMEWORKS, REQUIRE THE ALLOCATION OF RESOURCES FOR
EMERGING NEEDS.
ALLOCATION OF RESOURCES FOR EMERGING NEEDS
 Full implementation of K to 12 may see a surge in HEI faculty displacement
 Decline in HEI enrolment in the short term
 Green Job Act in 2016 marks the need to prepare the faculty, facilities and curriculum for the
knowledge and skills requirement of a green economy
 Commitment to internationalizing the HE entails re-examining current quality assurance systems
and student transfer policies
 Approval of ASEAN Qualifications Reference Framework (AQRF)
 Addressing issues related to Mutual Recognition Agreements
 Lack of budgetary support
 Inadequate collaboration between the public and private sectors

PLAN TARGETS TO ENSURE LIFELONG LEARNING OPPORTUNITIES FOR ALL (CORE

INDICATORS

Indicators Baseline End of plan

2015 target

Percentage of students awarded scholarships, grants, and 5 10

other financial assistance %

Percentage of tertiary graduates in science, engineering, 26 40

manufacturing and construction

Percentage of ETEEAP graduates 50 60

Increases government expenditure for higher education 0.17% of 0.5% of GDP

research, development and innovation GDP

Increased number of patents, licences, and royalties issued to 231 500

HEIs

Increased number of researchers and scientists 841 2,600

Number of curricula programs developed/revised based on 72 100

multi-disciplinal platforms that foster 21st century
competencies
Increased number of HEIs engaged in local and global 44 100
partnerships and collaborations

Increased number of graduate education graduates (MA/PhD) 6,500 10,000

engaged in original research of creative work

Increased number of innovation hubs established when HEIs 81 150

Certification rate of TVET graduates 91.3 (2016)

Human Development Index
What is HDI?
 The Human Development Index (HDI) is a statistical tool used to measure a country's overall
achievement in its social and economic dimensions.

 The social and economic dimensions of a country are based on the health of people, their level of
education attainment and their standard of living.

Background
 Pakistani economist Mahbub ul Haq created HDI in 1990 which was further used to measure the
country's development by the United Nations Development Program (UNDP).

 It is the calculation of the index combines four major indicators: life expectancy for health, expected
years of schooling, mean of years of schooling for education and Gross National Income per capita
for standard of living.

HDI Indicators
 life expectancy -the average period that a person may expect to live.
 expected years of schooling- number of years of schooling that a child of school entrance age
can expect to receive if prevailing patterns of age-specific enrolment rates persist throughout the
child's life.
 mean of years of schooling- number of years of education received by people ages 25 and
older,
 GDP per capita – GDP measures National Output / National Income. Per capita is the average
income per person in the economy. This is a rough guide to living standards because it measures
average incomes / the amount produced in an economy.

Which data sources are used for HDI computation?

 Life expectancy at birth is provided by the UN Population Division in the UN Department of
Economic and Social Affairs (UNDESA);
 mean years of schooling (MYS) is based on UNESCO Institute for Statistics (UIS) educational
attainment data and for countries for which UIS data are not available, Barro and Lee (2016)
estimates were used;
 expected years of schooling (EYS) is provided by UIS;
 and GNI per capita (in 2011 $PPP) by the World Bank and the International Monetary Fund.
Philippines’ HDI value and rank
 Philippines’ HDI value for 2015 is 0.682— which put the country in the medium human development
category—positioning it at 116 out of 188 countries and territories. Between 1990 and 2015,
Philippines’ HDI value increased from 0.586 to 0.682, an increase of 16.3 percent.

Importance of HDI
 HDI is one of the best tools to keep track of the level of development of a country, as it combines all
major social and economic indicators that are responsible for economic development.

Comparison of Manpower Distribution in Developed and Developing Countries in terms of a)

Agriculture b) Industry c) Social Services
Countries are divided into two major categories 1) Developed Countries and 2) Developing
Countries. The classification of countries is based on the following:
a. GDP (Gross Domestic Product)
- is the market value of all final goods and services produce within the country in the given
period of time.
b. Life Expectancy
- is the average age a person usually lives or infant mortality rate.
c. Literacy Rate
- the ability to read, write, listen, and speak a language at a level adequate for
communication.
d. Education
- the availability of education for everyone and higher education.
e. Health Care System
- the prevention, treatment, and management of illnesses.
Developed Countries
 Also known as advanced countries or the first World countries, as they are self-
sufficient nations.
 The countries which are independent and prosperous.
 High per capita income and GDP as compared to developing countries.
 Have good infrastructure and a better environment in terms of health and safety.
 Generate revenue from the industrial sector.
 Resources are effectively and efficiently utilize.
 The birth rate and the death rate are low.

Developing Countries
 These countries come under the category of third world countries.
 Do not have a level of industry that will support their populations and have a low
standard of living.
 Have low incomes yet high population.
 These are the top 10 developed countries and bottom 10 developing countries.
Developed Countries Developing Countries
1. Norway Malawi
2. Australia Burundi
3. Switzerland Central Africa
4. Germany Niger
5. Denmark Democratic Republic of Congo
6. Singapore Madagascar
7. Netherlands Liberia
8. Ireland Guinea
9. Iceland Somalia
10. Canada and United States Ethiopia

a) Agriculture
the art and science of growing plants and other crops and the raising of animals for food,
other human needs, or economic gain.
Importance of Agriculture
1. Source of livelihood
2. Contribution to national revenue
3. Significance to the international trade
4. Marketable surplus
5. Source of raw materials
6. Great employment opportunities
7. Economic development

The table below shows the percent of employment in agriculture.

Developed Countries
Country % of employment in
Agriculture
1. Norway 2.1
2. Australia 2.6
3. Switzerland 3.4
4. Germany 1.3
5. Denmark 2.5
6. Singapore 0.1
7.Netherlands 2.3
8.Ireland 5.6
9.Iceland 3.9
10. Canada 1.9
United Sates 1.7

Developing Countries
Country % of employment in
Agriculture
1. Malawi 84.7
2. Burundi 91.4
3. Central Africa 85.6
4. Niger 36.3
5. Democratic Republic of 81.4
Congo
6. Madagascar 74.3
7.Liberia 44.0
 8.Guinea 67.7
9.Somalia 86.2
10. Ethiopia 69.0

As countries develop, the share of the population working in agriculture is declining.

While more than 67% of the population in poor countries work in agriculture, less than 5% of
the population does in rich countries. It is predominantly the huge productivity increase that
makes this reduction in labor possible.
Three quarters of the labor force in a poor country like Madagascar are employed in
agriculture. In rich countries like Germany it is only 1 in 100 who is employed in agriculture.
b) Industry
- is systematic activity cooperation between employer and employee for the production and
distribution of goods and services for satisfaction of human wants.
Importance of Industry
1. It eases current challenges for manufacturer
2. It leads to an innovation economy
3. It puts the consumer in the center of all activities
4. It puts human into the center of production
5. Enable sustainable prosperity

The table below shows the percent of employment in industry.

Developed Countries
Country % of employment in
Agriculture
1. Norway 19.5
2. Australia 19.1
3. Switzerland 20.7
4. Germany 27.3
5. Denmark 18.8
6. Singapore 16.3
7.Netherlands 16.5
8.Ireland 19.6
9.Iceland 16.6
10. Canada 19.6
United Sates 18.5

Developing Countries
Country % of employment in
Agriculture
1. Malawi 8.4
2. Burundi 2.5
3. Central Africa 8.0
4. Niger 7.6
5. Democratic Republic of
Congo 11.1
6. Madagascar 9.2
7.Liberia 11.9
8.Guinea 5.9
9.Somalia 7.6
10. Ethiopia 9.4
 As countries develop, the share of the population working in Industry is increasing.
While less than 12% of the population in third world countries work in industry, more than 20%
of the population does in First world countries. It shows that in terms of Industry the developed
countries need more manpower than the needs of developing countries.
c) Social Services
- it refers to activities to improve the quality of life of the disadvantaged section of the
society. It aims at elevating the living condition of the poor, elderly, children, women, and depressed
section of the society.

Importance of Industry
 Assistance to the poor
 Medical assistance
 Free Education
 Provides employment
 Activities that promote equality.

The table below shows the percent of employment in social services.

Developed Countries
Country % of employment in
Agriculture
1. Norway 78.5
2. Australia 78.3
3. Switzerland 75.8
4. Germany 71.5
5. Denmark 78.6
6. Singapore 83.6
7.Netherlands 81.3
8.Ireland 75.5
9.Iceland 79.8
10. Canada 78.5
United Sates 79.4

Developing Countries
Country % of employment in
Agriculture
1. Malawi 6.9
2. Burundi 6.1
3. Central Africa 6.4
4. Niger 16.8
5. Democratic Republic of
Congo 6.9
6. Madagascar 16.4
7.Liberia 45.1
8.Guinea 25.9
9.Somalia 6.2
10. Ethiopia 22.4

As countries develop, the share of the population working in Social Services

is increasing. While less than 50% of the population in third world countries work in industry,
more than 70% of the population does in First world countries. Therefore the employment
rates are quite low in developing countries as compared to the developed countries.
References:

 Chapter II Major Components of Socio-Economic Development. (1966). Retrieved from

http://shodhganga.inflibnet.ac.in/bitstream/10603/52629/10/10_chapter%202.pdf
 2040 Highlights of the National Survey on the aspirations of the Filipino people.
https://manila2018.dof.gov.ph/wp-content/uploads/2018/01/7
Ambisyon_Natin_2040_Philippine-Long Term-Vision.pdf Retrieved on July 6,2017
 Ambisyon Natin 2040 A Long-Term Vision for the Philippines.
https://2040.neda.gov.ph/wp-c0ntent/uploads/2016/04/A-Long-Term-Vision-for-the-
Philippines.pdf Retrieved on July 6,2017

 The Philippine Development Plan 2017-2022. https://neda.gov.ph. Retrieved on July

6,2017
 National Economic Development Authority. (2017). Philippine Development Plan 2017-
2022. Retrieved from http://www.neda.gov.ph/2017/07/26/philippine-development-plan-2017-
2022/
 Difference between developed countries and developing countries. (2018, July 2).
Retrieved from https://keydifference.com/
 Employment in agriculture. (2018, July 2). Retrieved from https://ourworldindata.org/

 (2018, July 2). Retrieved form

https://data.worldbank.org/indicator/SL.IND.EMPL.ZS?name_desc=false
 (2018, July 2). Retrived from https://wdi.worldbank.org/table/3