EXPLAIN Identify and give reasons. Ensure the example given is
clear. Support your thoughts with evidence.
Slide 3
THE PHILIPPINES GDP $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%
Slide 4
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.
Slide 5
ETHNICITY 30% Tagalog, remainder island-based identity. 83%
Catholic, 5% Muslim. Ancestoral domain, or land rights based on
historic claims have led to Muslim protests 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.
Slide 6
Home Provinces of PresidentsReligious Prevalence
Slide 7
RESIDENCE http://www.philippines.hvu.nl/housing1.htm This means
where in the country, and the type of building structure.
Slide 8
Slide 9
INCOME More than 60% of the entire countrys economic growth is
concentrated in Metro Manila, Calabarzon, and Central Luzon.
http://www.indexmundi.com/facts/phi lippines/income-distribution
http://www.rappler.com/business/27276-
poorest-provinces-philippines
Slide 10
Slide 11
LINKING ETHNICITY AND POVERTY An exodus of illegal Muslim
migrants to the neighboring state of Sabah, Malaysia. 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 povertyalready the highest in the
countryfrom 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).
LAND OWNERSHIP http://www.internationalneeds.org.au/News/
NewsArticle/tabid/99/ArticleID/19/The-
Difficulties-of-Land-Ownership-in-the- Philippines.aspx
http://www.internationalneeds.org.au/News/
NewsArticle/tabid/99/ArticleID/19/The-
Difficulties-of-Land-Ownership-in-the- Philippines.aspx
Slide 15
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).
Slide 16
EDUCATION Knowing the extent and nature of education inequality
in the Philippines and how it has fared over time is of great
interest because an unequal distribution of education opportunities
represents 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 and becoming.
While education increases productivity and creativity, unequal
access to schooling opportunities may create greater inequities
(Alonzo, 1995). If only certain groups of people have access to
education, those who are unable to improve their productivity and
skills will be unfit 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 economically
distressed. A study of between-region, within-region,
between-province and within-province education inequality is useful
for exploring inequality issues in the Philippines given the
countrys socioeconomic diversity across regions and provinces. It
is also useful to explore education inequality within genders
because although the country has already achieved gender equality
in education, and gender statistics show that the Philippines is
one of the countries where the little disparity in education
generally favours females, the dispersion of education within males
and females has been rarely, if not at all tackled.