EDUCATION AND NATIONAL
DEVELOPMENT
COURSE REQUIREMENT IN
PHILISOPHY OF EDUCATION
AND NATIONAL
DEVELOPMENT
Maria Jasmine Aguila
AGUILA MARIA JASMINE P.
MAED- II
COURSE REQUIREMENT IN PHILOSOPHY OF EDUCATION AND NATIONAL
DEVELOPMENT
SYNTHESIS OF LESSONS TAKEN
1. BRIEF INTRODUCTION
The issue of national development has always been a subject of great concern to both
developed and developing countries of the world. As a result of its importance to the socio-
economic and political welfare of its citizens, no nation has ever failed to place his complete
development on the front burner of his policies and programs. The policies and program are
expected to touch every facet of societal needs and aspirations in terms of human and
material resources development.
It is known that development in any society begins with its human elements, which in
turn develop the material resources. The development of the human resources cannot be
devoid of education in all its consequences. For this reason, every nation that has the
development of its human and material resources as his greatest priority usually develop a
blue-print of how they can go about to achieve her goals and objectives.
The blue-print summarizes the guidelines, aims, needs and aspirations of a given society,
which contains the philosophy from which the educational guidelines were derived.
In other words, the development of any nation, to a large extent is predicated on its
philosophy of education. This implies designing an adequate philosophy of education which
must take into consideration all the essential ingredients that would be almost flawless.
This could be possible in some countries that have their philosophy as an off-shoot of an
ideological revolution. This nature of his philosophy of education has a lot of implications
for national development.
2. DEFINITIONS:
A. Education (in Broader sense)
In broader sense, education is life and life is education. The experiences gained through
home, church, family, playground, club, society, school include the broader meaning of
education.
It is not bounded within the four walls of the classroom but rather is life-long process. It is
modification of behavior and experiences from different means of sources of education. It
helps one to cope and adjust in the evolving environment. It equips an individual with varied
knowledge, experiences and skills for holistic development.
It can be said that the narrower meaning is a means for total education system whereas
broader meaning of education can be realized through different agencies of education.
1. S. S. Mackenzie
In the wider sense, it is a process that goes on throughout life, and is promoted by almost
every experience in life.
2. M. K. Gandhi
By education, I mean the all-round drawing out of the best in child and man’s body, mind
and soul.
3. Dumvile
Education in its widest sense includes all the influences, which at upon an individual
during his passage from cradle to the grave.
4. John Dewey
Education, in its broadest sense, is the means of the social continuity.
Source: http://ppewithsudh/narrower-and-border-meaning-of-education.html
An individual learns through his experiences, which are acquired throughout his life.
Education is not merely collection of some information. It is acquisition of experiences
through life in the social and natural environment. It includes all the knowledge and
experiences, acquired throughout one’s life stages - infancy, childhood, boyhood,
adolescence, youth, manhood or old age through any agency of education- the press, the
travels, the club, the nature- formally and informally. Thus, education becomes the sum-total
of all experiences that the child receives either in the school or outside.
In this wider sense, whatever broadens our horizon, deepens our insight, refines our
reactions and stimulates thought and feeling, educates us.”
In other words, education is the process whereby a human being gradually adopts himself in
various ways to his physical, social, and spiritual environments. It is the development of all
those capacities in the individual, which will enable him to control his environment and
fulfill his possibilities.
Education, in the broader sense, is transmission of life by the living, to the living, through
living and for living”. Education is a means for the development of balanced all- round
harmonious development of personality. Personality includes not only body and mind but
also spirit.
Education in the wider sense is a life-long process. It begins with the birth of a child and
Life is a continuous process of growth and development and so education is also a
continuous process.
B. Philosophy
Philosophy is the study of general and fundamental problems, such as those
connected with reality, existence, knowledge, values, reason, mind, and language.
Philosophy is distinguished from other ways of addressing such problems by its critical,
generally systematic approach and its reliance on rational argument. The word "philosophy"
comes from the Ancient Greek (philosophia), which literally means "love of wisdom".
A philosophy of education is a branch of philosophy that identifies and clarifies the
beliefs, values and understandings of an individual or group with respect to education. It may
be thought of as an organized body of knowledge and opinion on education, as it is
conceptualized and as it is practiced.
3. Role of Philosophy in Education
A philosophy is critical in defining and directing the purposes, objectives and focus of a
school. It serves to inspire and direct educational planning, programs and processes in any
given setting.
A philosophy of education may influence what subjects or topics are taught, how they are
taught, and perhaps more importantly, the supporting beliefs and values that are taught, both
implicitly and explicitly, within and around the core curriculum.
A clear educational philosophy seeks to identify and clarify broader and implicit
principles and themes that are not necessarily exemplified in a school’s textbooks or syllabus,
but are consistent with the beliefs and values that define and focus the vision and mission.
4. Role of Philosophy of Education in National Development
If any education practice is based on sound philosophy it will promote good life or
conduct, which in turn breeds peace and concord necessary for building a nation. This then
implies that philosophy of education is an indispensable guide towards a crucial aspect of
national development.
In other words, the development of any nation, to a large extent is predicated by its
philosophy of education. This implies designing a suitable philosophy of education which
must take into consideration all the essential elements that would benefit his human resources
and later on will develop his material resources to their fullest potential.
5. Factors which Affect National Development in the Philippine Context
Various inter-related international trends projected over the medium term were considered
factors in the Philippine Development Plan (PDP) 2017-2022.
1. Economic and Demographic Trends
Total population in the Philippines has increased to around 101 million as of 2015. By
2020, the population is expected to grow to around 110 million. This amounts to an
average annual population growth rate of 1.6 percent from 2015. CALABARZON
followed by NCR and Central Luzon have the largest populations and are predicted to
remain so by 2022 and even beyond. The Philippines has 33 highly-urbanized cities, with
NCR, Metro Cebu, Metro Davao, and Metro Cagayan de Oro having the largest
populations. Regions with higher gross regional domestic product also have higher
populations. CALABARZON, NCR, and Central Luzon account for 62.3 percent of
GDP, while ARMM (0.7%), Caraga (1.3%), and MIMAROPA (1.6%) are the lowest
contributors.
2. Political Trends
The political landscape will continue to be affected by the backlash resulting from the
global financial crisis (GFC). Already, the GFC has given rise to populist and
protectionist regimes, like the United Kingdom’s “Brexit” referendum results and the US
election results. The Middle East will probably continue to be a region of instability,
while the Philippine claim on the West Philippine Sea is likely to remain unresolved.
3. Environmental Trends
There is a wide consensus among professionals about gradually rising temperatures and
climate volatility. According to the Intergovernmental Panel on Climate Change, average
global temperature increased by 0.85o C between 1880 and 2002, resulting in significant
yield reductions on major crops such as wheat and maize. The world’s oceans also
continue to warm and polar ice caps continue to melt. Average sea levels are predicted at
24-30 cm by 2065.
4. Social and Demographic Trends
The number of senior citizens in the world is projected to grow to 1.4 billion by 2030.
The Philippines will remain relatively young for some time. Innovation is predicted to
originate in relatively young and middle-income economies with strong research and
development base, although there is a shift towards private funding from public spending.
Promising new technologies such as big data analytics, the internet of things,
nanomaterials, and even blockchain technology may potentially disrupt and change the
way things are done
6. Indicators of National Progress
The National Economic and Development Authority (NEDA) Secretariat will monitor
headline indicators, at the national and sub-national levels –
(a) real gross domestic product growth;
(b) real per capita income growth;
(c) poverty and subsistence rates in both rural and urban areas; and
(d) employment outcomes – using data from the Philippine Statistics Authority (PSA).
Singapore is a little farther up the ladder than Philippines. A myriad of factors had led to
the varied differences to nations that once appeared peers. Both countries have faced
serious economic upheavals in the last century that clearly defined the future of each
nation. These are not without economic ramifications on each nation.
Human Development index
Singapore has an unemployment rate (1.90%) as compared to that of Philippines(5.7%).
Singapore has a GDP per capita of $94,100 while in Philippines, the GDP per capita is
$8,400 which contributes to this phenomenon. As a result, a person living in Singapore
is much likely to make 13.3 more money in working their usual trades than one would
make while in the Philippines. When employees make more money, the resulting
indication is the fact that the country’s businesses will be performing better and with
positive projected income margins.
This is necessary in improving a country’s human development index. As a result, the
Human Development Index (HDI) is higher in Singapore than Philippines. The result is a
better predisposition to realization of aspirations and individual human development in
Singapore than in Philippines.
Crime Rates
Only 0.30 people in a sample population of 100,000 people are likely to die in Singapore
as compared to the significant number of more 9.30 people in similar populations in
Philippines. The high rate of crime in the Philippines can be attributed to the drug menace
that the country face — and has tried to eliminate, although in equally unlawful means, in
recent days.
The statistics point to the idea that criminal tendencies are particularly notable in the
densely populated residential areas occupied by the low class masses in Manila and other
towns. These areas are particularly plagued with incessant government and drug cartels
fights. Notably, the higher crime rates in Philippines not only hurt the image of the
country (and lowers chances of foreign investments) but also its people!
Singapore, on the other hand has been lauded as the best place where one can do business
with ease. Among the factors that are considered to reach this conclusion is safety.
Ofcourse safety has to do with the progress of a country in significant ways. For instance,
businesses, property and people have to be safe in order to normally function.
Tax Regime
Filipinos pay higher taxes than Singaporeans. Accordingly business.asia.com, a
comparison of taxes in a number of nations reveal that the Corporate Income Tax in
Philippines stands at 30% based on taxable profit. This figure can be termed unfair when
compared to Singapore’s 17%. Further, employer based contributions for its workers (as
based on their gross salaries) stands at a single figure of 16% in Singapore as compared
to Philippines 2.89- 6.50% for social security contributions, 1.16%- 1.19% for health
insurance, and a host of other taxes that comparably raises the figure to that of more than
the 16% charged by Singapore. In addition, the threshold Value Added Tax (VAT) is
12% in Philippines as compared to Singapore’s 7%.
The significant variations in tax have led to clarion calls for tax reforms in Philippines.
Objectively, higher taxes are a turn off to investments and greatly hamper the
developmental agenda of the Philippine people.
In conclusion, Philippines faces major obstacles. The country has a comparatively high
tax regime. This effectively hurts the masses, whose jobs attract almost mediocre wages
except those in senior positions. In addition, Philippines’ high crime rates are a pointer to
the higher index of poverty and unemployment. A combination of these and other factors
contribute to the reduced levels of human development— whose index is much lower
than that of Singapore.
On the other hand, Singapore needs to level some effort in bringing down the cost of
healthcare. Government subsidies, better medical cover agreements and proper utilization
of government health facilities may be the necessary efforts needed cushion the
consumers of the country’s healthcare against potential exorbitant medical costs. In
addition, Singapore consistently scores lower than most other regional countries in terms
the class-divide. When left unattended to, this is a major contributor to dissatisfaction
with government and general discontentment.
