EXPLAIN

Identify and give reasons.

Ensure the example given is clear.

Support your thoughts with evidence.

THE PHILIPPINESGDP $4500 USD

HDI 0.654

GINI Coefficient 0.43 (2009)

Life expectancy 68 years

Population living below poverty line 26.5%

Colonial Influences: Spain 1565-1898 and USA 1898-1946

Population growth rate 1.9%

On your blank map label:

• The 3 largest cities- Manila, Davao and Cebu.• The 3 International Airports- Clark Angeles,

Manila and Cebu.

• Draw the approximate route of the Pan-Philippine Highway.

ETHNICITY30% Tagalog, remainder island-based identity.83% Catholic, 5% Muslim.

The issue of “ancestoral domain,” or land rights based on historic claims have led to Muslim grievances against Christian settlers. The insurgency groups have argued that all lands, including natural resources, occupied by Filipino Muslims through cultural bonds, customary laws, and historic rights be declared as rightfully belonging to them. Ongoing conflict, particularly within province of Mindanao.

Home Provinces of Presidents Religious Prevalence

RESIDENCEhttp://www.philippines.hvu.nl/housing1.htm

This means where in the country, and the type of

building structure.

INCOME

More than 60% of the entire country’s economic growth is concentrated in Metro Manila, Calabarzon, and Central Luzon.

http://www.indexmundi.com/facts/philippines/income-distribution

http://www.rappler.com/business/27276-poorest-provinces-philippines

LINKING ETHNICITY AND POVERTY

• The exodus of illegal Muslim migrants to the neighboring state of Sabah, Malaysia. The recent crackdown by the Malaysian authorities as part of their anti-terrorist campaign resulted in en-masse deportation, and ensuing social and economic problems in their communities of origin;

• Increased incidence of poverty—already the highest in the country—from 56% in 1991 to 62.5% in 1997 and 71.3% in 2000. (Fourteen of the 20 poorest provinces in the Philippines are found in Mindanao).

EMPLOYMENT

http://mrphillipsibgeog.wikispaces.com/2.+Disparities+in+Wealth+and+Development

LAND OWNERSHIP

• http://www.internationalneeds.org.au/News/NewsArticle/tabid/99/ArticleID/19/The-Difficulties-of-Land-Ownership-in-the-Philippines.aspx

Employment in agriculture = 33%Farmland is obtained on a lease-hold from larger landowners. As in other developing countries, landlords tend to evade land reform (attempt to break up haciendas of Marcos regime).

Land remains a measure of wealth and in the absence of a progressive agricultural land tax in the country the cost of holding land is minimal. Thus, there have been concerted efforts by the landlords to resist the reform through several forms of evasions. One mode has been to increase the retained land area of the landlord by registering excess holdings in the names of sons, daughters, close relatives or even dummy relatives (Otsuka 1991).

Some landlords also sold excess land or mortgage land to defer the implementation of land reform. In particular, the 1972 land reform applied only to tenanted land planted to rice and corn, thus conversion to other crops or to non-agricultural use have been another form of evasion (Adriano 1988).

EDUCATIONKnowing the extent and nature of education inequality in the Philippines and how it has faredover time is of great interest because an unequal distribution of education opportunitiesrepresents large welfare losses for society. As the Philippine Human Development Report(2000) points out, “insufficient or poor education deprives a person of the means of doing andbecoming.” While education increases productivity and creativity, unequal access to schoolingopportunities may create greater inequities (Alonzo, 1995). If only certain groups of peoplehave access to education, those who are unable to improve their productivity and skills will beunfit for better-paying jobs and will be more likely to be economically disadvantaged. Thus,areas where most people have low educational attainment are likely to be more economicallydistressed. A study of between-region, within-region, between-province and within-provinceeducation inequality is useful for exploring inequality issues in the Philippines given thecountry’s socioeconomic diversity across regions and provinces. It is also useful to exploreeducation inequality within genders because although the country has already achieved genderequality in education, and gender statistics show that the Philippines is one of the countrieswhere the little disparity in education generally favours females, the dispersion of educationwithin males and females has been rarely, if not at all tackled.