フィリピンにおける高校経済学

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(1)Title. フィリピンにおける高校経済学. Author(s). 佐々木, 謙一; ディアス, ネルソン. Citation. 北海道教育大学紀要. 人文科学・社会科学編, 64(2): 109-120. Issue Date. 2014-02. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/7350. Rights. Hokkaido University of Education.

(2) 北海道教育大学紀要（人文科学・社会科学編）第64巻第2号 JournalofHokkaidoUniversityofEducation（HumanitiesandSocialSciences）Vol．64，No．2. 平成26年2 月 February，2014. HighSchooIEconomicsinthePhilippines SASAKIKenichiandDIAZNelsonT．＊ DepartmentofEconomics，AsahikawaCampus，HokkaidoUniversityofEducation. ＊LosBa丘OSNationalHighSchool，Laguna，Philippines. フィリピンにおける高校経済学. 佐々木謙一・ディアスネルソン＊. 北海道教育人学旭川枚経済学研究室＊フィリピン・ロスバニヨス高等学校. ABSTRACT. Thispaperexaminestheroleofhighschooleconomicsanditsadvantagesaspartofthe basiceducationcurriculuminthePhilippines．TheK−12BasicEducationProgramhasstarted. SinceSY2011−2012andprovidestwoadditionalyearsintheeducationsystembefore Studentsentertheuniversitiesand／orcolleges．Itisbelievedtoprovidesufficienttimeto Studentsformasteryofconceptsandski11s，developlifelonglearners，andpreparegraduates fortertiaryeducation，middle−1evelskillsdevelopment，employment，andentrepreneurship． Practically，eCOnOmicseducationmayhelpstudentsunderstandthevalueofpost−high. SChooleducation．OverseasFilipinoWorkersareunsungheroesinthePhilippinesandthe economyissupportedbytheirremittances．Itisvitalforstudents’futurelifetodevelopeco− nomicliteracy．Underthecurrentcircumstances，WeSuggeStthatsomekindofeducation. COntentandmethodsforsustainabledevelopmentandglobalcitizenshipshouldbeincluded tothepreK−12studycontentinhighschooIs．. 1．lntroduction. “The body of economic knowledgeis an. thelastcenturieshavebeenbuilt．Itrestswith menwhethertheywillmaketheproperuseof therich treasurewith which thisknowledge. essentialelementin the structure ofhuman civi−. providesthemorwhethertheywillleaveitun−. 1ization；itisthefoundationuponwhichmodern. used．Butiftheyfailtotakethebestadvantage. industrialismandallthemoral，intellectual，teCh−. Ofitanddisregarditsteachingsandwarnings，. nological，andtherapeuticallyachievementsof. theywillnotannuleconomics；theywillstamp. 109.

(3) SASAKIKenichi・DIAZNelson T．. OutSOCietyandthehumanrace．. Visionsetinthe1990WorldDeclaration，COm− Mises，L．Ⅴ．（1998）. mitteditselftoEducationforAll（EFA2015）. goals．Includedistheimprovementofevery Economicsbecomesmoreimportantthanbe−. aspectofeducationtoensureexcellencesothat. foreandisasignificantcomponentofsocialsci−. recognizedandmeasurablelearningoutcomes. enceinstructionforhighschooIstudentsinthe. areachievedbyall，eSpeCiallyinliteracy，num−. Philippines．Inourdailylife，rationaldecision. eracyandessentiallifeskills．WiththeEn−. makingplaysaveryvitalrole．Howweallocate. hancedBasicEducationActof2013（K−tO−12. and use ourlimited resources restin our hands. Act）enactedintolawinMay2013，thePhilip−. anditisourchoice．Thissubjectfocuseson. pine government established13years of. theories，principlesandpracticesthatcanhelp. pre−universityeducation，theso−Called“K−12. Studentsinupliftingtheirknowledgeandskills. educationalsystem’’，“K−12educationalprog−. thatcouldgearthemupinpreparationforglob−. ram’’or“K−6−4−2Model’’thatiscomposedof. alcompetition．Tts objectiveis to acquire. the universalkindergarten，6 years of. businesssense，WOrkethicsandoccupational. elementary，and4yearsofjuniorhighschooI. knowledgeformakinganintelligentchoiceas. Withanadditiona12yearsforseniorhighschool．. regardstostudents’careersunderthechanging. TABLEIshowstheK−12educationalsystem．. environmentofourglobalsociety．Thisway，. globalizationisoneofthefactorstoenhancethe motivationtostudyeconomics． Thenationalgovernmentpushesstructural. 【TABLEl】K−12EDUCATIONALSYSTEM EDUCAT10NINSTITUT10N. reformintheeducationalsystembasedonthe globalstandardtoaccommodatesocietalde− mand．The duration ofthe pre−university. education haschangedfromlOyearsto12. SeniorHighSchool Basic Education. JuniorHighSchool ElementarySchool. yearsin2011．Theutmostgoalofeveryeduca− tor，Whetherintheleveloftheapprovingau− thorityorinthelevelofteacher−Studenteduca−. Kindergarten. DURAT10N. （SCHOOLAGE） 2 years （16to17yearsold）. 4years （12to15yearsold）. 6 years （6tollyearsold）. 1 year （5yearsold）. Source：TheKto12BasicEducationProgram. tion，isforhighschooleconomicstobeasre−. 1evantandasinterestingaspossible． Thispapersuggestsaneedforaddingsome. BeforeimplementingtheK−12educational SyStem，thePhilippineshadbeenoneofthe. toplCSintotheprek−12curriculumofecono−. lO−yearpre−universltyCyClecountriesinthe. mics and／or socialstudies to enhance the. WOrld．Now，eVeryFilipinochildhasaccessto. Students’knowledgeandskillsneededtosur−. earlychildhoodeducationundertheK−12edu−. Viveinanincreasinglyglobalizedandcompeti−. Cationalsystemanduniversalkindergartenhas. tive world．. been already been offeredin SY2011−2012． Gradelentrantsin SY2012−2013are thefirst. 2．K−12BasicEducationalSystem In2000，thePhilippines，inreafEirmationofthe. 110. batchwhichwillcompletebasiceducationinSY 2024−2025．Inthehighschoollevel，thecurricu−. 1umhasbeenfurnishedonlyingrade7．This.

(4) HighSchooIEconomicsinthePhilippines. year，2013，Grade8hasstartedandwillcon−. OmOuSCriticalthinking，andthecapacityto. tinueeveryyearhenceforth．. transform othersand one’sself．. ThiswasinitiatedbyPresidentBenigno. Theimplementationoftheabovevisionscan. AquinoIII’sadministrationwherestudentswill. empowertheBasicEducationCurriculumand. havetoundergoanewsystemofeducation．It. Strengthentheeducationsystem．TheK−12sys−. officiallystartedinSchooIYear（SY）2012−2013．. temwillequipstudentsandcitizenswithknow−. Thisprogramrequiresal1studentstoenrollinto. 1edgeandskillsthatareessentialtomakethem. twomoreyearsofbasiceducation．Twelve. COmpetitive．Thewiderandbroaderconceptsof. yearsofeducationalcontenthadbeencrammed. economicsareincompliancewithK−12visions．. intotenyearsandthen，mOStgraduateswere. Thereisacompellingneedforeconomiclitera−. tooyoungtoreachthelegalemployableand. CytOSurViveinourglobalsociety．TheK−12. OVerSeaSuniversityentranceageof18．So，the. educationalsystemisbelievedtoprovidesuffi−. preparationofthepreK−12programgraduates. Cienttimeforthemasteryofconceptsand. isinadequatefortheglobalstandard．13utthe. Skills，developlifelonglearners，andpreparegra−. K−12programwillresoIvetheseconcernsyear. duatesfortertiaryeducation，middle−1evelskills. byyear．Thisenhancedbasiceducationsystem. development，employment，andentrepreneur−. isexpectedtoreinforcethefoundationfor. Ship．Moreover，theprogramisexpectedtoim−. long−termSOCio−eCOnOmicdevelopmentandto. provethequalityofeducationinthePhilippines. facilitateeconomicgrowth．. inorderforgraduateswhowouldwanttowork. DepEd（2010）showsusthefollowingseven. abroadtobeeasilyemployed．Highschooleco−. visions，［a］to［g］，forgraduatesofenhancedK. nomics，then，becomesamoreimportantsubject. to12basiceducationprograms：. OfsocialstudiesinthePhilippines．Thefollow−. ［a］Acquiremasteryofbasiccompetencies．. ingsectiondescribeshighschooleconomicsin. ［b］Bemoreemotional1ymature．. detailbeforeK−12basiceducationalprograms. ［c］Besociallyaware，prO−aCtive，andinvoIved. started．. inpublicandcivicafEairs．. ［d］Beadequatelypreparedfortheworldof WOrkorentrepreneurshiporhighereducation．［e］Belegallyemployablewithpotentialforbet−. terearnings．. 3．Contents of Economics Textbook underthePreK−12EducationalSystem Theintroductionofeconomicsinthehigh. ［f］Beglobal1ycompetitive．. school curriculum has met three revisions since. ［g］EverygraduateoftheEnhancedKto12. itsinstitutioninthe1989SecondaryEducation. BasicEducationProgramisanempoweredindi−. DevelopmentProgram（SEDP）andthe1998. Vidualwhohaslearned，throughaprogramthat. PhilippineSecondarySchooIsLearningCom−. isrootedonsoundeducationalprinciplesand. petencies（PSSLC）．undertheBasicEducation. gearedtowardsexcellence，thefoundationsfor. CurriculumPhilippines，Economiclミducationhas. learningthroughoutlife，thecompetencetoen−. undergonerevisionsfromtheNewSecondary. gageinworkandbeproductive，theabilityto. educationCurriculumof1991−2002，Revised. COeXistinfruitfu1harmonywithlocalandglobal. Basic EducationCurriculum of2002andSecon−. COmmunities，thecapabilitytoengageinauton−. daryEducationCurriculumof2010．. 111.

(5) SASAKIKenichi・DIAZNelson T．. ThePhilippines’DepartmentofEducation. ［b］Constraintsintheimplementation. undertook curriculumreforminbasic education. ［c］Weakconceptualizationoflearningreform. Withthegoalofimprovingstudentlearningto. inthecontextofthePhilipplneSetting. meetthemorecomplexdemandsofPhilippine. Economicsinhighschoolistaughtforonehour. SOCietyamidstglobalization．The2002Basic. andfoursessionsaweek or45minutesfor5. EducationCurriculumhasthreekeyreform. sessionsaweek．Theformertimescheduleis. themes：（a）thearticulationofmorecomplex. for two−Shift2schooIs that change sets of. andhigher−1evellearninggoals，（b）thestream−. Studentsinadayatthesameschoolbuilding．. 1iningandintegrationoflearningareasinthe. ThelatteroneisforregularschooIswhere. curriculum，and（c）theuseofcreativeandin−. Studentsdon’tchangeinaday．Asshownin. novative teaching approaches to improve. TABLE2，theeconomicssubjectsweredivided. Studentlearning．Thesethemesarediscussedin thecaseofMakabayanLaneWlearningarea thatintegratesseveralsubjectsincludingAral−. 【TABLE2】NUMBEROFDAYSASSIGNEDPER CHAPTERFORTEACHINGECONOMICSIN PHILIPPINESECONDARYEDUCATION. ing Panlipunan（SocialStudies），MAPEH （Music，Arts，PhysicalEducationandHealth），. ValuesEducation，TechnologyandLivelihood. UNIT／CHAPTER TIFUNDAMENTALSOFECONOMICS. 1．PrinciplesofEconomics. Education（HomeEconomics）withthegoalof. 2．EconomicHistoryofthePhilipplneS. helpingeachFilipinostudentdevelopahealthy. 3．PhilippineResources. personalandnationalidentity．Thissection. 4．Scarcity. mentionsthetopicstaughtineconomicsclasses in detail． Inthesocialstudies，thepreK−12curriculum. assignedsubjectsforeachyearlevel．4thyear highschooIstudentsstudyEconomics．Thelst yearisPhilippinehistory，2ndyearisforhistory. NUMBER OFDAYS. 5．NeedsandWants 6．Consumption. 田. 7．A1location. 田. 8．Production. 9. ECONOMICANALYSIS 9．Microeconomics. 30. 10．Macroeconomics. 27. 11．InbrmalSectoroftheEconomy. 4. ECONOMICSECTORS. OfAsian nations and3rd yearisfor world. 12．Agriculture，Mining，FisheryandForestry. historyl．Themediumofinstructioninallsocial. 13．IndustryandTrading. StudiessubjectsisFilipino．Economicsistaught aspartoftheAralingPanlipunansubjectin4th yearhighschool．Theproblemsinrealizingthe. 14．PublicSector 15．InternationalTrading. 3. 27. UNITIV PHILIPPINESTOWARDS ECONOMICGROWTHANDDEVELOPMENT. Curriculumaimsarepointedoutinthefo1lowing：. 16．ChangesTowardsEconomicGrowthand Development. ［a］Difficultiesinfullyarticulatingtheidealcur−. 17．LocalandinternationalIssuesonEconomic Development. ricularelements. 17. Source：Cruz，NB，RilloJ．D．，Lim，A．LandViloriaE．M．（2000）. 1 Homeeconomicsforelementaryschoolisfocusedmoreonskillsdevelopmentlike：COOkingandbaking，handicrafts，electro− nics，farming，fishculture，andentrepreneurship．HighschooIsalsohavehomeeconomicswhichcoversthesamefieldsbut focusesmoreonapplication．Homeeconomics，SOCialstudies，MAPEH，andvalueseducationbelongtoMAKABAYANsubject in thiscurriculum． 2 ShiftingofclassesinthePhilippinesisbeingpracticedduetolackofclassroomsandaverylargenumberofstudents．Usual− 1y，ClassesinbiggerschooIsaredividedintotwoshifts．Oneisfrom6：00amtol：00pmandtheotherisl：00pmto8：00pm．. 112.

(6) HighSchooIEconomicsinthePhilippines. into4unitswith17chapterscoveringfour. StandingofBasicConceptsandPrinciplesof. quartersofgradingperiods3forthewholeyear. Economics’’．TABLE3showsthe educational. Ofteachingeconomics．. Objectivesofeachchapter．Inthisunit，Students. Inunitone，thereareeightchapters：Princi−. Canlearn the definition ofeconomics and howit. plesofEconomics，EconomicHistoryofthePhi−. isrelatedtoScienceandotherSocialSciences，. 1ippines，PhilippineResources，Scarcity，Needs. thedifferencebetweendemocracyasapolitical. andWants，Consumption，AllocationandPro−. SyStemandcapitalismfocusedonanationaleco−. duction．Inthenextunit，Studentscanlearn. nomyandhowtheeconomyrelatestoourlives. basic microeconomics and macroeconomics con−. throughdifferenteconomicprinciples．Furth−. CeptSandunderstandtheroleofinformalsec−. ermore，Classificationofnaturalresourcesfor. torsintheeconomy．Inunitthree，Studentscan. SuStainableuse，Signsofscarcityanditsdiffer−. identifythedifferenteconomicsectors：Agricul−. encewithshortage，allocationasamechanism. tureSector，IndustrialandTradingSector，and. fordistributionoflimitedresources，difference. PublicSector．Tn thefinalunit，Studentswill. between needs and wants andits effecton deci−. understand different theories ofeconomic. Sion−makingandproduction，andconsumption. growthanddevelopment．Intherevisedver−. asthebasisforeverychoicearealsoincluded．. Sion，tWOChaptersareaddedtothetextbook，16. Studentscanalso understand thefouressential. and17，Onthebackgroundofthecharacteristics. economic human activities：reSOurCe mainte−. OfthePhilippineeconomy．AsDepEdcreated. nance，theproductionofgoodsandservices，the. SeVenVisionsoftheK−12educationalsystemin. distributionofgoodsandservices，andthecon−. the former section，the new two chapters. Sumptionofgoodsandservices．. StrOnglypushthegraduatestoachievethe. Secondly，thenextunitintroducesbasiccon−. Visions．Onthethirdcolumn，thenumberof. CeptSthatunderliethestudyofeconomics．. days for each chapter was specified in a. Studentscanlearntwobasicscopesunderthe. two−Shiftnationalhighschool．Andinthelast. Studyofeconomicsforbeginners：microecono−. COlumn，Chaptersaregroupedaccordingtoeach. mics and macroeconomics（TABLE 4）．. gradingperiod．Teachersteachthetopicswhich. Teachersalsogivelecturesabouttherolesand. COVerthetestforeverygradingperiod．Before. effectsofinformalsectorsontheeconomy．Mic−. teachingatclasses，teaChershavetomakeles−. roeconomics dealswiththe socialbehaviorofin−. SOnplansandassignnumbersofdaysforthe. dividualeconomicagents：COnSumerS，WOrkers，. topicscoveredwitheachgradingperiodbased. businessfirms，andevenentireindustries，the. Onthenumberofdaysassignedforteaching. lawofsupplyanddemandandfactorsafEecting. economicsinthePhilippineSecondaryEduca−. Supplyonthesideoftheproducersanddemand. tion．. byconsumers，analyzingtheeffectofpriceand. First，1et’sdiscusscontentsandachievement OfUnitT．Themain objectiveis“ShowUnder−. non−priceonthesupplyofgoodsandservices，. COmputation ofpriceelasticityandmarket. 3 Thefourgradingperiodsarethefollowingindetail．FIRSTGRADINGisfromJune2ndweektoAugust2ndweek．. SECONDGRADINGisfromAugust3rdweektoOctober3rdweek．THIRDGRADINGisfromNovemberlSLweekto Januarylstweek．AndFOURTHGRADINGisfromJanuary2ndweektoMarch3rdweek．. 113.

(7) SASAKIKenichi・DIAZNelson T．. 【TABLE3】BASISOFLEARNINGSKILLSIN UNITI，FUNDAMENTALSOFECONOMICS. 【TABLE4】BASISOFLEARNINGSKILLSIN UNITⅡ，ECONOMICANALYSIS. Source：CruZ，N．B，Rl1loJ．D，Lim，ALandVilorlaE．M．（2000）. equilibrium，theroleofgovernmentforprice regulationinthemarketeconomyanddifferent marketstructuresandtheirefEectsonpriceand theeconomy． Ontheotherhand，maCrOeCOnOmicsdeals Withtheeconomyasawhole．Thefollowingare macroeconomicsconcepts：PriceMovement，Fis− Source：Cruz，NB．，RilloJD，Lim，A⊥．，andViloriaE．M．（2000）. 114. CalPolicyoftheGovernment，MonetaryInstitu−.

(8) HighSchooIEconomicsinthePhilippines. tionsandMonetaryPolicy，understandingthe roleofhouseholds，industries，firmsandgov−. 【TABLE5】BASISOFLEARNINGSKILLSIN UNITInECONOMICSSECTORS. ernmentintheeconomyincludinginvestments， SaVings，employment，inflationanddeflation， analysisonGrossNationalProduct（GNP）and GrossDomesticProduct（GDP），understanding. thepricemovementintheeconomyanditscon−. nectionwiththeConsumerPriceIndex（CPI） andinflation，understandingthegovernment’s. roleinthea1locationoffundsthroughfiscalpoli− Cyandgovernmentexpensesanditsresources， theroleofmonetaryinstitutionsintheeconomy especiallytheCentralBankofthePhilippines anditsmonetarypolicies．Studentsneedto understandthewholeeconomy．Macroecono−. micsexaminestheeconomyasawholeand. answersquestionssuchas‘Whatcausesthe economytogrowovertime？’，‘Whatcauses Short−runfluctuationsintheeconomy？’‘What influences the values various economicindica− tors and how do thoseindicators affectecono−. micperformance？Indealingwiththewhole economy，WemuStalsounderstandthatthere areactivitiesandtransactionsthatdonotgoto thenormalflowoftheeconomiccycleandthat istheinformalsector．Thisunitgivesemphasis to differentformsoftheinformalsectorand. howtheyafEecttheeconomyasawhole． Thirdly，Studentscanidentifythedifferent. Source：CruZ，N．B，Rl1loJ．D，Lim．ALandVilorlaE．M．（2000）. economicsectorsinsuccessiveunits：Agricul− tureSector，IndustrialandTradingSector，and PublicSector（TABLE5）．Thestudentscan. benefitsamongthecountriesintheworld． Studentswillalsolearnhowtheexchange. learntheroleofgovernmentintheeconomy. rateaffectsinternationaltrade andunderstand. andtheneedforitsinterventionintheimple−. Whyachangeininterestratesleadstochange. mentationofeconomicpolicies．. inrealGDP and realGNP．Students need to. The studentwillalso understand the basisin. understand howlowerinterestratesinfluence. engagingininternationaltradeandtheroleof. decisions，SuChasthedecisiononhowmuchto. difEerentorganizationssuchastheWorldTrade. SaVeinthefirmorhouseholdlevel．Oncethey. Organization（WTO）andAsiaPacificEconomic. understandhowanindividual，OnaVerage，Will. Cooperation（APEC）forfairandequaltrading. Changetheirbehaviortheywillthenunder−. 115.

(9) SASAKIKenichi・DIAZNelson T．. 【TABLE6】BASISOFLEARNINGSKILLSIN UNITIV，PHIInPINESTOWARDSECONOMIC GROWTHANDDEVELOPMENT. time，WeStillhave3rdyearand4thyearunder preK−12，Witheconomicsbeingtaughtin4th. year．We guessthateconomicsin the high SChoollevelwillprobablybeassignedtoGrade lOwhichisthesametothe4thyearinthe pre−K−12curriculum．. Asfortheexplainedchapters，thepreK−12. Curriculumofhighschooleconomicsiscovered withsevenK−12visions．Visions［1］，−［2］and ［7］arereflectedinal1chapters．Vision［3］isin chapters3to17．Vision［4］isinchapters8，12， 13and15．Vision［5］isinchapters8，9，10，12， Source：CruZ，N且RilloJ．D，I．irn．A．L．．andVilorlaE．M．（2000）. 13and15．Vision［6］isinchapter16．Butthe. COntentislimitedtobasictheoriesandprinci− Standthelargescalerelationshipintheeco− nOmy．. Inthefinalunit，itcanbeseeninTABLE6. ples． Therefore，thereisstillroomtoimprovethe highschooleconomicscurriculum．Thepurpose. thatitincludestheoriesandpracticesofecono−. isthatanewsubjectcoverstheshortageof. micgrowthanddevelopment．Studentswill. COntentSinhighschooleconomics．Wewould. realizetheimportanceofgovernmentplanning. liketogivesuggestionsforthetopicsandcon−. inattainingeconomicgrowthanddevelopment．. tentsofsustainabledevelopment．. Additionallytheywillanalyzethemeasuresde−. HighschooIstudentscanlearnfiscalpolicyin. VeloplngCOuntriesmakeinenhancingtheir. ChapterlO，maCrOeCOnOmics，andChapter14，. foreignrelationsandinternationaltrade．The. thegovernmentandtheeconomy．Butthey. roleofOverseasFilipinoWorkers（OFW）is. don’thaveanyopportunitytostudythepublic. alsoincludedinthisunit．Itisonecomparative. policiesforsustainabledevelopment．Forexam−. advantageinworldtradingaswellasitscom−. ple，enVironmentprotection，healthcare，eCOnO−. petitivenesstowardsglobalization，butit’sli−. micinequality，education，andlabor，etC．Public. mited．. policiesaffectthewell−beingofmembersofa SOCiety．Sostudentshavetolearnthemand. 4．Economic Education a Key for Students Transformation underthe K−12 educationalprograms Actually，theK−12systemisnotyetfinished．. Wherethetaxrevenueisbeingused．Andthey needtodevelopasenseoftransparency，be−. CauSemanyCOuntrieshavecorruptionissues andthePhilippinesisoneofthem． Additionally，Studentsmustlearntheroleof. Onlygrade7curriculumisfinished．Thisyear，. OneCOuntryaSpartOfaglobalcommunity．Glo−. grade8hasstartedandwillcontinuehence−. balizationanditseffectsareverycriticalissues. forth．Socialstudiessubjectsintheseniorhigh. intheworld．ThePhilippinegovernmentdeals. SChoollevelarenotyetclearastowhatyear. Withglobalizationfocusedontheflowofpeople．. leveleconomicsshouldbetaught．Forthemean−. FilipinoscanspeakEnglishverywellandthey. 116.

(10) HighSchooIEconomicsinthePhilippines. arehighlyappreciatedbyforeigncompanies．. development．Astoeconomicsconcern，prOper. AboutmorethanllmillionFilipinoswork. useofresourcesisveryimportant．Students. abroadashelpers，engineers，nurSeS，etCリtO. mustlearnenvironmentalpoliciesthataimto. makealivingoftheirfamilyandtosupport. protectandconserveourenvironment．. theirfamilies．. It’snotonlythePhilippines．TheUnited. Economic inequalityty Thecontinuouslyincreasingpovertyrateis. NationsPopulationFund（UNFPA）alsomen−. Veryalarming．Theimbalancedistributionof. tioned，“Today，theamountofpeoplelivingout−. COuntry’swealthisamajorconcernwhich. Sidetheircountryofbirthislargerthanatany. broughttheincreaseofpovertyincidence．The. Othertimeinhistory．InternationalmlgrantS. Saying“Poorbecomespoorerandtherichbe−. nowconstitutetheworld’sfifthmostpopulous. COmeSricher’’issomehowbroughtintoreality．. COuntryiftheyalllivedinthesameplace’’．As. Studentsneed tolearn and understandthe role. thenumberofmigrationincreases，theexpan−. Ofeveryindividualtocountry’seconomy．How. Sionofremittancesisobviouslyrecognizedin. theycanimprovetheirlivesandhowtheycan. theworldeconomy．. COpeupWithproblemsrelatingtopoverty．. Althoughglobalizationenhancesthemotiva−. ・Socialwelfareprograms. tiontostudyeconomics，Studentslearnthis. Studentsmustbeinformedofthegovernment’s. topicinChapter15fromTABLE5and17from. initiativetoimprovequalityoflivesofitscitizen. TABLE6．As the countries of the modern. throughdifEerentsocialwelfareprograms．They. WOrldrealizethesignificanceofworldtradeand. musthaveaclearpictureastowhatsocial. theirneedtoparticipateinglobalaffairs，the. issuesisbeingaddressbyitsadministration．As. roleofinternationaleconomicsisgettingmore. tocurrentsituation，themaJOrCOnCernSare. andmoresignificantnowadays．Studentsmust. poverty，healthandnutritionandeducation．. learntheroleofonecountryinaglobalcom−. Studentsmustlearn andunderstand how the. munityandbeawareandupdatedoninterna−. governmentaddressesitsconcerntothose. tionalpolicies．. lSSueS．. Togainknowledgeofsustainabledevelop−. Finance Systemem. ment，Studentsneedtolearnthefollowings. Studentsshouldunderstandtheroleofgov−. topics：. ernmentinstabilizingtheeconomicgrowth. Environmental protectionon. throughfinancesystem．PublicFinanceplaysa. Uncheckedemphasisoneconomicgrowthwith−. VerylmpOrtantrOleintheeconomy．Financial. OutCaringfornaturalresourcesandecological. SyStemSareCruCialtotheallocationofresour−. balanceisnowagreatconcern．Philippines’is. CeSintheeconomy．Theychannelhousehold. frequentlyvisitedbydifferentcalamitiesthat. SaVingstothecorporatesectorandallocatein−. resultedintoamorecatastrophicimpactclaim−. VeStmentfundsamongfirms；theyallowinter. inglivesanddestroyinglivelihood．Thesecala−. temporalsmoothingofconsumptionbyhouse−. mitiesarenaturalbynaturebutmadeworst. holdsandexpendituresbyfirms；andtheyen−. dueto difEerenthuman activitiessuchas defore−. ablehouseholdsandfirms toshare risks．. Stationbroughtaboutbylandconversion，log−. gingandotherrelatedactivitiesforthesakeof. ・Trade Policies andlnstitution InternationaltradeinvoIvescontractsbetween. 117.

(11) SASAKIKenichi・DIAZNelson T．. partiesoperatingindifferentjurisdictions，dif−. ferentinstitutionalenvironments，anddifferent. COOperationamongcountriesoftheworld． ●Migration. CurrenCiesandoftenspeakingdifferentlan−. Remittances without a doubt are the most. guages．Studentsmustlearntheroleofdomes−. Obviousbenefitofinternationalmigration．For. ticinstitutionsandWorldTradeOrganization. thepastlOyears，remittancesofFilipinomlg−. asitaffectstradeflows．Students mustalso. rantshavecontributedUS＄87billiontothePhi−. understandtradingpoliciessuchas，national. 1ippineeconomy．In2007，remittancespushedto. tradingpolicy（agovernment’spolicycontroll−. anall−timehighofUS＄14．4billion，aCCOunting. ingforeigntrade），foreignpolicy（apolicygov−. foraboutlO％ofthecountry’sGrossDomestic. erninginternationalrelations）andopendoor. Product．Indeed，thechallengesbroughtabout. policy（thepolicyofgrantingequaltradeoppor−. byinternationalmigrationtothePhilippinesare. tunitiestoallcountries）．. multifaceted．Howeverlongourhistoryof. ・ExchangeRateandCapitalMobility. mlgrationis，manyOfusstillasplretOafuture. Exchangeratesplayavitalrolein acountry’s. Whereourpeopledon’tneedtotravelabroadto. leveloftrade，Whichiscriticaltomostevery. fu1filltheirdreamsandensureabrighterfuture. freemarketeconomyintheworld．Forthis. forthenextgeneration．Weremainhopefu1that. reason，eXChangeratesareamongthemost. thisevolutionwilleventuallycometopassas. analyzedandgovernmentallymanipulatedeco−. Ourmigrantsembracenewwaysofthinking，. nomicmeasures．Studentsmustalsounderstand. 1earningnewsolutionstooldproblems，and. theeffectsofcapitalmobilityontheeconomic. eventuallyreturningtothePhilippines，richerin. growth．Countrieswithamoreopencapital. everysenseoftheword，andreadytotakeon. accounthaveoutperformedcountriesthathave. thechallengesofnation−building．. restrictedcapitalmobility．Thereisalsoevi−. These contentsofferacurriculumthatwill. dence；however，SuggeStingthatanopencapital. giveourclientele−Students4knowledgeand. accountpositivelyaffectsgrowthonlyaftera. Skillsrelevanttothenationalgoalsandobjec−. COuntryhasachievedacertaindegreeofthe. tivesofattainingtheirfullpotentialashuman. economicdevelopment．. beings，enhancingtherangeandqualityofindi−. ・lnternationalFinancialStability. Vidualandgroupparticipationinthebasicfunc−. Theroleofcentralbank andfinancialinstitu−. tionsofsociety，andacquiringetheessential. tionsshouldalsobeengivenemphasis．How. educationalfoundationfordevelopmentinto. financialpoliciesaffectsthecountry’seconomy. productiveandversatilecitizenstoachieveand. astopreventfinancialcrisesandstressesama−. maintainanacceleratingrateofeconomicde−. jorshifttowardabetterunderstandingoffinan−. velopmentandsocialprogress．（SeeSec．1Art．. Cialstabilityandhowitcanbeachieved．AIso. XIV，1987PhilippinesConstitution）．. studentsmustbeinformed withthe roleofin− ternationalfinancialinstitutions such as World. Bank，InternationalMonetaryFund（IMF）and FinancialStabilityBoard（FSB）inpromoting. 5．Conclusion Filipinosareknowntobecompetitiveinthe. 4 It’sabodyofclients，Sinceschoolisaninstitutionwhereeducationcaterstothestudents．. 118.

(12) HighSchooIEconomicsinthePhilippines. internationalcommunity．Onthecontrary，the REFERENCES. Philippine’scurrenteducationalsystemhinders. Filipinosfrombecomingmorecompetitive amongothercountries．Whatwillsocietygaln from economiceducationin theK−12curricu− 1um？TheimplementationoftheK−12education. Abueg，LuisitoC（2007）‘‘AReviewofHighSchooIEco− nomicsinthePhilippines：1902−2005”，PhilippineJour− nalofDevelopment，VolumeXXXIVNumber62First Semester2007．Manila. Antonio，E．D．，Dallo，E．M．，Imperial，C．M，Samson，M．C．. planinthePhilippineBasicEducationCurricu−. andSoriano，C．D．（2012）“Kayamanan：Worktekssa. 1umisthekeytothePhilippine’sdevelopment．. AralingPanlipunanIV（Ekonomiks）BinagongEdisy−. Thoughthegovernmentwillfacemanyprob− 1emsinthelongrunintheimplementationof. On”，QuezonCity．RexPublishingCompanyIncorpo− rated． BureauofSecondaryEducation，DepartmentofEduca. theprogram，therereal1yisaneedtoimplement. tion，CultureandSports（1991），‘‘DesiredLearning. itbecausetheenhancementofthequalityof. Competencies：1989NewSecondaryEducationCurri−. educationisveryurgentandcritical． TheK−12educationplan offersagreatsolu− tiontothatproblem．Therefore，theremustbe thestrongwillinsupportingtheK−12educa−. tionalplanforthefirmsupportoftheeducation− alsystemandeconomy．Remember，ifwewant. Changeoursocietywemustempowerouredu− Cationalsystem．Andteacherswantstudentsto gainskillsandknowledgethatarebeingde− mandedintheglobalsocietywhileatthesame timetheyhaveagoodtimeintheirclassroom． Theintention ofadvanced economicseduca−. tionistopreparestudentswithaworking knowledgeofbasiceconomicmechanicsforper−. culum BureauofSecondaryEducation，DepartmentofEduca− tion（2004）‘‘SecondaryLearningCompetenciesofthe Basic Education Curriculum Cruz，N．B．，RilloJ．D．，Lim，A．L．，andViloriaE．M．（2000）. ‘‘Ekonomiks：ManwalngGuroparasaIkaapatna Taon”，SDPublication，Inc． Cruz，N．B．，RilloJ．D．，Lim，A．L．，andViloriaE．M．（2000） ‘‘Ekonomiks：BatayangAklatparasaIkaapatnaTaon”， SDPublication，Inc． DanteA．Ang（2008）“PhilippineInternationalMigra− tion：CausesandConsequences”，CommissiononFilipi− nos Overseas DepEd（2010）‘‘BrieferontheEnhancedKto12Basic EducationProgram”，TheOfficialGazetteonline，＜http：／／www．gov．ph／2010／11／02／briefer−On−the− enhanced−k12−basic−education−prOgram／＞ Mateo，GraceEstelaC．（2012）‘‘AralingPanlipunan. sonaledification thatcanbeessentialin thefu−. SeryeIVEkonomiksMagaKonseptoatAplilashyon. tureastheywillparticipateindifferentgov−. ManwalngGuro”，ⅤIBAL. ernmentactivitiessuchasexercISlngtheirright tovoteduringelections．Theoretically，anation Ofwell−educatedvoterscanenhancethepublic，. improveeconomicdiscourseandcanpotentia11y havefarreachingbenefitsthroughcareful，in−. Mises，L．Ⅴ．（1998）HtLn4ANACT（ON：A Treatiseon Economics，LUDWIGVONMISESINSTITUTEAu− burn，Alabama PresidentialCommunicationsDevelopment＆Strategic PlanningOffice（2012）‘‘TheKto12BasicEducation Program”＜http：／／www．gov．ph／k−12／〉 Razin，Assaf，andYuen，Chi−Wa（1994）‘‘Convergencein. formedevaluationofeconomicpolicyandleg−. GrowthRates：TheRoleofCapitalMobilityandInter−. islation．Practically，eCOnOmicseducationmay. nationalTaxation”，NBERWorkingPaperNo．4214. helpstudentsunderstandthevalueofobtaining apost−SeCOndaryeducationorbecomingentrep−. reneursinaworldwherewagesreceiveddo notnecessarilyequatetotherevenuegener− ated．. Sasaki，K．，andDiaz，N．T．（2013）“WhatShouldTeachers TeachintheSubjectEconomicsforHighSchool. undertheK−12EducationalPrograminthePhilip− pines？”，4thPacific−RimConferenceonEducation， BusanNationalUniversityofEducation，SouthKorea Zhu，Min（2012）‘‘GlobalChal1engestoFinancialStabil−. 119.

(13) SASAKIKenichi・DIAZNelson T．. ity：theGlobalOutlookandtheRoleofMacropruden− tialPolicies”，IMF. （佐々木謙一旭川校准教授）（ディアスネルソン. フィリピン・ロスバニヨス高等学校教諭）. 120.

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