Wednesday, September 30, 2009

Assignment 8(HRM)



On the assumption that you heard/read the SONA of the President last month (July 2009), identify at least 3 areas related to Human Resource Management and explain how these areas can improve our quality of life. (2000words)

*1.EDUCATION

"A good education is the ticket to a better life. Education is the great equalizer
that will allow every young Filipino a chance to realize their dreams".
==any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.

-We built 95,000 classrooms, created 60,000 teaching jobs, and allocated P1.5
billion for teacher training, especially for 100,000f English teachers.
One of the most difficult Millennium Development Goal is Education for All by
2015, meaning, universal primary education. Almost no country will achieve
it. But we are still trying. We built schools in over a million villages where
there were none so that the children can save on transportation going to
school. We eliminated miscellaneous fees for primary school. School uniforms
are no longer required for public school.
In private high schools, we finance half of the students.

We have provided college and post-graduate education for over 600,000
Scholars. One of them, Mylene Amerol-Macumbal, finished Accounting at
MSU-IIT, went to law school, and placed second in the last bar exams - the
First Muslim woman bar topnotch. Congratulations!
In technical education and skills training, we have invested three times that of
Three previous administrations combined. Jennifer Silbor is here, one of 10
million trainees. She learned medical transcription. Now, as an independent
Contractor and lecturer for transcriptions in Davao, she earns P18,000 a
month. Good job, Jennifer.
The Presidential Task Force on Education headed by Jesuit educator Father
Bienvenido Nebres has come out with the Main Education Highway towards a
Knowledge-Based Economy. It envisions seamless education from basic
education to vocational school or college.
We must mainstream early childhood development in basic education. Our
children are our most cherished possession. In their early years we must
make sure they get a healthy start in life. They must receive the right food for
a healthy body, the right education for a bright and inquiring mind—and the
equality of opportunity for a meaningful job.
For college admission, the Task Force recommends mandatory Scholastic
Aptitude Tests. It also recommends that private and state higher education
institutions should be harmonized with each other, and that CHED should
oversee local universities and colleges. For professions seeking international
recognition—engineering, architecture, accountancy, pharmacy and physical
therapy—it recommends radical reform: 10 years of basic education and two
years of pre-university before three years of university.
Our educational system should make the Filipino fit not just for whatever jobs
happen to be on offer today, but also for whatever economic challenge life will
throw in their way.

*System of formal Education*

1.Primary education
-Primary (or elementary) education consists of the first 5-7 years of formal, structured education. In general, main education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 70% of primary-age children are enrolled in primary education, and this proportion is rising.[1] Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior schools.
2.Secondary education
-In most contemporary educational systems of the world, secondary education consists of the second years of formal education that occur during adolescence.[citation needed] It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school) for adults.[citation needed] Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States and Canada primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.

The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (i.e. emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.

In Europe the grammar school or academy existed from as early as the 1500s, public schools or fee paying schools, or charitable educational foundations have an even longer history.
3.Higher education
-Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.

Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education in that country generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.
4.Adult education
-Adult education has become common in many countries. It takes on many forms, ranging from formal class-based learning to self-directed learning and e-learning. A number of career specific courses such as veterinary, medical billing and coding, real estate license, bookkeeping and many more are now available to students through the Internet.
5.Alternative education

-also known as non-traditional education or educational alternative, is a broad term that may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include not only forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability), but also forms of education designed for a general audience and employing alternative educational philosophies and methods.

Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education[citation needed]. These alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.
6.Indigenous education
-Increasingly, the inclusion of indigenous models of education (methods and content) as an alternative within the scope of formal and non-formal education systems, has come to represent a significant factor contributing to the success of those members of indigenous communities who choose to access these systems, both as students/learners and as teachers/instructors.

As an educational method, the inclusion of indigenous ways of knowing, learning, instructing, teaching and training, has been viewed by many critical and postmodern scholars as important for ensuring that students/learners and teachers/instructors (whether indigenous or non-indigenous) are able to benefit from education in a culturally sensitive manner that draws upon, utilizes, promotes and enhances awareness of indigenous traditions.

For indigenous students or learners, and teachers or instructors, the inclusion of these methods often enhances educational effectiveness, success and learning outcomes by providing education that adheres to their own inherent perspectives, experiences and world view. For non-indigenous students and teachers, education using such methods often has the effect of raising awareness of the individual traditions and collective experience of surrounding indigenous communities and peoples, thereby promoting greater respect for and appreciation of the cultural realities of these communities and peoples.

In terms of educational content, the inclusion of indigenous knowledge, traditions, perspectives, worldviews and conceptions within curricula, instructional materials and textbooks and coursebooks have largely the same effects as the inclusion of indigenous methods in education. Indigenous students and teachers benefit from enhanced academic effectiveness, success and learning outcomes, while non-indigenous students/learners and teachers often have greater awareness, respect, and appreciation for indigenous communities and peoples in consequence of the content that is shared during the course of educational pursuits.

*2.OVERSEAS FILIPINO
-In good times and bad, overseas Filipinos keep our nation resilient. Their
remittances of $16 billion last year were a record.
-I know that this is not a sacrifice joyfully borne. This is work where it can be
found—in faraway places, among strangers with different cultures. It is lonely
work, it is hard work.
That is why we are working to create good paying jobs here at home, so that
overseas work will just be a career choice, not the only option for a hardworking
Filipino.
Meanwhile, we should make their sacrifices worthwhile. We should take
stronger measures to preserve and enhance the value of their hard earned
wages. That means stronger consumer protection for overseas Filipinos
investing in property and products back home. For them, I am activating an
Investors Protection Task Force.
I spare no effort to visit our people and their hosts across the globe – from
Japan to Brazil, from Europe and the Middle East to the American Midwest,
listening to their problems and needs, learning how our government can help
them – by working out better policies on migrant labor, or by saving lives and
restoring liberty.
When I visited Saudi Arabia, King Abdulla granted amnesty to 700 jailed
OFWs. A planeload of them came home with me.
Since I visited Spain, it has become our biggest European donor. And King
Juan Carlos has been interceding in other countries for our distressed OFWs.
Sheikh Khalifa, Prime Minister of Bahrain, is another advocate for our people.
When I visited Kuwait, Emir Al-Sabah commuted death sentences.
Our vigorous international engagement has helped bring in foreign
investment. Net foreign direct investments multiplied 15 times during our
administration. Together with our OFWs, they more than doubled our foreign
exchange reserves. They strengthened our peso and helped keep inflation
down. They upgraded our credit because while the reserves of our peers have
shrunk this past year, our reserves grew by $3 billion.
*3.MICROFINANCE
“Nakinabang ang pitong milyong entrepreneurs sa P165 billion na microfinance. Nakinabang ang 1,000 sa economic resiliency plan. Kasama natin ngayon ang isa sa kanila, si Gigi Gabiola. Dating household service worker sa Dubai, ngayon siya ay nagtatrabaho sa DOLE.”
-refers to the provision of financial services to low-income clients, including consumers and the self-employed.
P165 billion worth of microfinance has given benefits in almost 7 million entrepreneurs.
The Philippine Microfinance Industry:

• Made remarkable progress the past ten years
• Reached a large number of the poor
• Market has grown
• Large unmet demand for microfinance services among the poor
• At end 2002, 25% of 4.3 million poor households reached
• Mostly married women
• MF clients clustered around the poverty threshold, including the vulnerable non-poor
• Estimated leakage to non-poor clients was 20%
-Seven million entrepreneurs benefited from P165 billion in microfinance.
A hundred thousand benefited from the emergency employment of our
economic resiliency plan. We have one of them with us today, Gigi Gabiola.
Formerly a household service worker in Dubai, now she works at the
Department of Labor. Good luck, Gigi.
A million families have benefited from our housing and shelter program: from
Pag-Ibig, National Housing Corporation, community mortage programs,
certificates of lot awards, and loan condonation and restructuring.
Our average inflation is the lowest since 1966. Last June, it dropped to 1.5%.
How?
Proper policies lowered interest rates, which lowered costs to business and
consumers.
Because of our reforms, we were able to sell NFA rice at P18.25 per kilo even if
the market price went up from P17.50 to P30 due to the world shortage.
Meanwhile, for the first time, we were able to buy palay from the farmers at
P17, up from P11.
Because of our reforms, we were able to invest in food production—
anticipating an unexpected global food crisis. We were able to build thousands
of kilometers of farm-to-market roads and, together with the private sector,
irrigate two million hectares. Badjaos like Tarnati Dannawi were taught
modern mariculture. Her earnings in the past year have reached P180,000.
Congratulations, Tarnati. We will help more fisherfolk shift to fish farming
with P1 billion.
Reference:
http://rtvm.gov.ph/attachments/1506_SONA 2009 (Full English Version).pdf

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