CHAPTER 1: PHILOSOPHICAL THOUGHTS ON  Like Dewey, problem solving, should be the dominant

EDUCATION method for instruction.

1. John Locke (1632-1704): The Empiricist Educator Lag between Material Progress and Ethical Values
2. Herbert Spencer (1820-1903): Utilitarian Education  Count asserts that “there is a cultural lag between material
3. John Dewey (1859-1952): Learning Though Experience progress and socialinstitutions and ethical values.”
4. George Counts (1889-1974): Building a New Social Order Material progress of humankind is very evidentbut moral
5. Theodore Brameld (1904-1987): Social Reconstruction and ethical development seem to have lagged behind. A
6. Paulo Freire (1921-1997): Critical Pedagogy friend oncewrote: “The Egyptians had their horses. Modern
man has his jets but today it isstill the same moral
John Locke (1632-1704) – The Empiricist Educator problems that plague humankind.” Indeed, with science
 For John Locke education is not acquisition of knowledge andtechnology, we have become very powerful and
contained in the GreatBooks. It is learners interacting yet powerless. We have anumber of diseases and even
with concrete experience, comparing and reflecting postponed death for many, we have conqueredaging, the
on the same concrete experience. The learner is planets, the seas but we have not conquered ourselves
an active not apassive agent of his/her learning. E. Theodore Brameld (1904-1987) -Social Reconstructionism
 From the social dimension, education is seeing citizens  Like John Dewey and George counts, social
participate actively andintelligently in establishing their reconstructionist Brameld believe inactive problem-solving
government and in choosing who will governthem as the method of teaching and learning.
from among themselves because they are convinced that no  Social reconstructionists are convinced that education is
one person isdestined to be ruler forever. not a privilege of thefew but a right to be enjoyed by all.
B. Herbert Spencer (1820-1903) – Utilitarian Education  Education is a right that all citizens regardless of race
Specialized Education of Spencer vs. General Education and social status must enjoy.
 To survive in a complex society, Spencer favors F. Paulo Freire )1921-1997) – Critical Pedagogy
specialized education over thatof general education, we  All of these education philosophers, point to the need of
need social engineers who can combine harmoniouslythe interacting with othersand of creating a “community of
findings of specialized knowledge. This is inquiry” as Charles Sanders Peirce put it. Thecommunity
particularly true in the field ofmedicine. of inquiry is “a group of persons involved in inquiry,
 The expert who concentrate on a limited field is useful, but investigating moreor less the same question or problem,
if loses sight of theinterdependence of things he becomes a and developing through their exchanges abetter
man who knows more and more aboutless and less. We understanding both the question as well as the probable
must be warned of the deadly peril of over specialism. Of solutions.” (Lee,2010) A community of inquiry will
course, we do not prefer the other extreme, the superficial engage learners in active problem solving
person who knowsless and less about more and more. CHAPTER 2: HISTORICAL FOUNDATION OF
Spencer’s Survival of the Fittest EDUCATION
 He who is fittest survives. Individual competition leads to  Education or school is an institution created by society.
the social progress. Thecompetition in class is what Education is a function of society and as such arises from
advocates of whole-child approach and the Socio- the nature and character of society itself. Society seeks to
emotional Learning (SEL) atmosphere negate. The preserve itself and to do this it maintains its functions and
whole child approach apowerful tool for SELF-focused institutions, one of which is education, to assure its
schools has a tenets – “each student learns in survival, stability and convenience.
anenvironment that is physically and emotionally safe for  As John Dewey claimed, it is the school that "introduces
students and adults” and“each student has access to and trains each child of society into membership within
personalized learning and is supported by qualifiedand such a little community, saturating him with the spirit of
caring adults…”(Frey, N. 2019 service, and providing him with the instruments of
C. John Dewey (1859-1952) – Learning through Experience effective self-direction..." When schools succeed to do this,
The fund of Knowledge of the Human Race in the words of Dewey "we shall have the deepest and best
 Dewey does not disregard the accumulated wisdom guaranty of a larger society which is worthy, harmonious,
of the past. These pastideas, discoveries and and lovely.
inventions, our cultural heritage, will be used as  This is called the socialization process. Socialization is
thematerial for dealing with problems and so will be tested. the "process of learning the roles, statuses and values
Of they are of help, theybecome part of a reconstructed necessary for participation in social institutions ......"
experience. If they are not totally accurate, theywill still be (Brinkerhoff, D., 1989)
part of the reconstructed experience. This means that the  Socialization is a lifelong process. It occurs primarily
ideal learnerfor Dewey in not just one who can learn by during early childhood but as we progress from infancy to
doing, e.g., conduct an experimentbut one who can connect old age we shed old roles and adopt new ones. Role
accumulated wisdom of the past to the present. learning that prepares us for future roles is termed
Schools are for the People and by the People anticipatory socialization. (Brinkerhoff, D.,1989)
 Schools are democratic institutions where everyone Because of anticipatory socialization most of us are more
regardless of age, ethnicity,social status is welcome or less prepared for our future roles like spouse, parent,
and is encouraged to participat in the democratic professional teacher.
process of decision-making, learners and stakeholders  The family is the most important agent of socialization.
practice and experiencedemocracy in schools. Psychology tells us that the self-concept formed during
D. George Counts (1889-1974) – Building a New Social childhood has lasting consequences. Besides, "the parents'
Order religion, social class and ethnicity influence the child's
Schools and Teachers as agents of Change social roles and self -concept which in turn influence the
 For George Counts, schools and teachers should be agents expectations that others have for the child, and they
of change. Schoolsare considered instruments for social determine the groups with which the child will interact
improvement rather than as agencies forpreserving the outside the family". (Brinkerhoff, D., 1989
status quo.  The school is also an important agent of socialization. It is
 Whatever change we work for should always be changed an institution charged by society to impart specific
for the better not justchange for the sake of change. knowledge and skills necessary for functioning in a
 Teachers are called to make decisions on society. They are also charged with the task of transmitting
controversial issues. Not to makedecision is to actually society's cultural values. The next part of this Chapter is
making a decision.
 devoted to how schools (formal or informal) did their task elementary curriculum. The second level was a four-year
as agents of socialization in different periods of history. junior college and later a four year program.
Brinkerhoof (1989) explains further: In primitive societies,
preliterate persons faced the problem of survival in an The Commonwealth Period (1935-1942)
environment that pitted thorn against natural forces and wild  -Free education in public schools was provided all over the
animals. To survive, human beings needed food, shelter, warmth country, in accordance with the 1935 Constitution.
and clothing. To transform a hostile environment into one that is  -Vocational education and some household activities like
life-sustaining, humankind developed life skills that eventually sewing, cooking, and farming were also given importance.
became cultural patterns.These life skills included 1.) tool or  -Education also emphasized nationalism so the students
instrument making, 2.) adherence to the moral behavior code of were taught about the life of the Filipino heroes.
group life and 3) language. Socialization is the process by  -Vocational education and some household activities were
which individuals internalize the norms and values of society also given importance. Good manners and discipline were
and so social and cultural continuity are attained. This is also also taught to the students.
informal education in action.  -The institute of private education was established in order
Key periods in educationa! history from 7000 • to AD 1600. to observe private schools.
THE HISTORY OF THE PHILIPPINE EDUCATIONAL  -Formal adult education was also given.
SYSTEM  Executive Order No. 134 (of 1936) was signed by Pres.
 Education is a function of society and as such what are Manuel L. Quezon designating Tagalog as our National
taught in schools arise from the nature and character of Language.
society itself. What society considers important is what  -Executive Order No. 217 otherwise known as the Quezon
schools teach. Be ready to answer this question at the Code of Ethics was taught in schools.
end: What was/were the focus/foci of education or  -Executive Order No. 263 in (1940) required the teaching
schools during the: 1) pre-colonial period, 2) Spanish of th e Filipino, national language in the senior year of all
period, 3) American regime, 4) Japanese occupation high schools and in all years in the normal schools.
and 5) post-colonial period.  The Education Act of 1940 (C.A. 586) was approved by
Education during the Pre-colonial period the Philippine Assembly on August 7, 1940, which
 Education was informal and unstructured, decentralized. provided for the following:
Fathers taught their sons how to look for food and other  Reduction of the 7 year elementary course to 6 years
means of livelihood. Mothers taught their girls to do the  -Fixing the school entrance age at 7
household chores. This education basically prepared their  - National support for elementary education
children to become good husband and wives. Children  The Teacher and the Community, School Culture and
were provided more vocational training but lesser Organizational Leadership
academics. Teachers were tribal tutors (Babaylan or  Compulsory attendance of primary children enrolled in
Katalona_ri), Grade I
Education During the Spanish Era  Adoption of double-single sessions in the primary grade
 Education was formal and organized. It was authoritarian with one teacher one class assignment of intermediate
in nature. Tribal tutors of the pre-Spanish period were teachers.
replaced by Spanish missionaries. Pupils attended formal The Japanese Occupation
schooling in the parochial school. Instruction was Aims of education during Japanese occupation:
Religion-oriented. Christian doctrines, sacred songs and  Make the people understand the position of the Philippines
music and prayers were taught because they were required as a member of the East Asia Co-Prosperity Sphere
for confession and communion. There was a separate  - Eradication of the idea of reliance upon Western States
school for boys and girls. We; it t by Filipinos or the particularly the US and Great Britain
ilustrados were accommodated in the schools.  - Fostering a new Filipino culture based on the
The Educational Decree of 1863 consciousness of the people as Orientals
 This law gave Filipinos a complete system of education  - Elevating the moral of the people giving up over-
from elementary to the collegiate level. The law provided emphasis on materialism
for the establishment of the elementary schools in all  - Diffusion of elementary education and promotion of
municipalities in the country. Although religion was the vocation education
core of the curriculum, the curriculum included subjects  - Striving for the diffusion of the Japanese language in the
reading, writing, arithmetic, history Christian doctrine, Philippines and the termination of the use of English in
Spanish language, vocal music, agriculture for the boys schools
and needlework for the girls. Attendance in school was  - Developing in people the love of labor
compulsory between the ages of seven and twelve. Post-colonial Philippines
Education during the American Regime 1898-1946  - Education aimed at the full of realization of the
 The Americans promoted democratic ideals and th waye democratic ideals and way of life.
democratic of life. The schools maintained by the  - The Civil Service Eligibility of teachers was made
Spaniards for more than three centuries were closed but permanent pursuant to R.A. 1079 in June 15, 1954.
were reope 1898ned on August 29, by the Secretary of the  - A daily flag ceremony was made compulsory in all
Interior. A system of free and compulsory elementary schools including the singing of the National Anthem
education was established by the Malolos Constitution pursuant to R.A. 1265 approved on June 11, 1955.
 American (Political Constitution of 1899). In May 1898,  -Curricular offerings in all schools, the life, the works and
the first A school was established in Corregidor, an  writings of Jose Rizal especially the Noli Me Tangere a nd
Manilad shortly after the capture of in 1899, seven schools El Filibusterismo shall be included in all levels.
were open ed in the city.  -Elementary education was nationalized and ma were
 Training was done through the schools both public and triculation fees abolished.
secular manned by Chaplains and Military Officers of the  - Magna Carta for Teachers was passed into law by
US Army. virtue of R.A. 4670
 Thomasites arrived in the Philippines on August 23, 1901.  The fundamental aims of education in the 1973
-The University of the Philippines was founded in 1908. Constitution are: -foster love of country -teach the
UP was the first state school of university status. duties of citizenship - develop moral character, self-
 The Department of Public Instruction set up a three level discipline and scientific, technological and vocational
school system. The first level considered a four-year efficiency.
primary and three-year intermediate or seven-year Other Developments
 -integration of values in all learning areas  American regime- educated the Filipinos to become good
 -emphasis on mastery learning citizens of a democratic country while the Japanese regime
 -YDT and CAT introduced as new courses Media of taught them love of labor.
Instruction-Bilingual Education Policy: Mandates the use  Post-colonial period educational system was devoted to
of English and Filipino separately as media of instruction the following goals:- 1) foster love of country; 2) teach
in schools the duties of citizenship; 3) develop moral character
 -Education Act of 1982 -created the Ministry of self-discipline; and 4) scientific, technological and
Education, Culture and Sports. vocational efficiency. THE PRESENT- DepEd vision
 -NCEE -National College Entrance Examination and mission statement and core values and the fourth
introduced mission of the Commission on Higher Education add light
 -Executive Order No.117 -President Corazon C. to the present goals of Philippine education.
Aquino renamed Ministry of Education, Culture and They are given below:
Sports (DECS) in 1987  To produce thoughtful graduates imbued with 1) values
 -Creation of the Board for Professional Teachers composed reflective of a humanist orientation (e.g. fundamental
of 5 under PRC respect for others as human beings with intrinsic rights,
 -Replacement of PBET (Professional Board Examination cultural rootedness, avocation to serve;) 2) analytical
for Teachers) by LET (Licensure Examination for and problem solving skills; 3) the ability to think things
Teachers through the ethical and social implication of a given
 -Transfer of authority of administering the LET from CSC source of action; and 4) the competency to learn
and DECS to the Board of Professional Teachers under continuously throughout life --that will enable them to
PRC live meaningfully in a complex, rapidly changing and
 -Trifocalization of Education System globalized world while engaging (in) their community
 -The trifocal education system refocused DECS' mandate and the nation's development issues and concern. -
to basic education which covers elementary, secondary and Commission on Higher Education
nonforrnal education, including culture and sports. TESDA The Department of Education has the following vision,
now administers the post-secondary, middle-level mission Ind core values:
manpower training and development R.A. 7796 - The DepEd Vision
Technical Education and Skills Development Act of  We dream of Filipinos who passionately love their country
1994 and whose values and competencies enable them to realize
 -CHED is responsible for higher education. R.A. 7722 - their full potential and contribute meaningfully to building
Higher Education Act of 1994 the nation...
 -In August 2001, Republic Act 9155, otherwise called the The DepEd Mission
Governance of Basic Education Act, was passed  To protect and promote the right of every Filipino to
transforming the name Department of Education, Culture Quality, '-quitable, culture-based, and complete basic
and Sports (DECS) to the Department of Education education where:
(DepEd) and redefining the role of field offices (regional  Students learn in a child-friendly, gender-sensitive, safe,
offices, division offices, district offices and schools). RA and mouvating environment.
9155 provide the overall framework for (i) school head  Teachers facilitate learning and constantly nurture every
empowerment by strengthening theirleadership roles and learner.
(ii) school-based management within the context of  Administrators and staff, as stewards of the institution,
transparency and local accountability. The goal of basic ensure an enabling and supportive environment for
education is to provide the school age population and effective learning to happen.
young adults with skills, knowledge, and values to become  Family, community, and other stakeholders are actively
caring, self-reliant, productive and patriotic citizens. engaged and share responsibility for developing learners.
 The Teacher and the Community, School Culture and  The Teacher and the Community, School Culture and
Organizational Leadership Organizational Leadership
 -Governance of Basic Education Act (R.A. 9155); was Our Core Values
passed renaming the DECS to DepEd and redefining the  Maka-Diyos Maka-tao
role of field offices which include the regional offices,  Makakalikasa n
division offices, district offices and schools  Makabansa
 -Values Education is offered as a separate subject in The Importance of Studying History of Education
NSEC and integrated in all subject areas in both curricula -  Why do we have to bother with the educational goals of
Implementation of New Secondary Education Curriculum the past which is past and so we can no longer undo?
(NSEC) Dewey explains why a study of the history of education is
 -R.A. 10157, Jan 20, 2012 -Kindergarten Act, an act valuable:
institutionalizing the kindergarten education into the  1. Educational issues and problems are often rooted in
basic education system the past; the study of educational history can help us to
 -K to 12 Program (R.A 10533), May 15, 2013 -The K to understand and solve today's problems,
12 Program covers Kindergarten and 12 years of basic  2. Realistic effort to reform education begin with
education (six years of primary education, four years of present conditions which are a product of our past: by
Junior High School, and two years of Senior High using our past, we can shape the future.
School [SHSJ) to provide sufficient time for mastery of  3. The study of education's past provides a perspective
concepts and skills, develop lifelong learners, and prepare that explains and illuminates our present activities as
graduates for tertiary education, middle-level skills teachers.
development, employment, and entrepreneurship. CHAPTER 3: SOCIAL SCIENCE THEORIES AND
The Varied Goals of Education in Different Historical THEIR IMPLICATIONS TO EDUCATION
Periods of Philippine history Three Social Theories
 What was considered important in each historical period of 1. Structural-Functional Theory
the country was also the focus or direction of the education  Herbert Spencer- proponent of structural -functional
of the Filipino. views society - a system of interconnected parts each
 pre-colonial - were given vocational training but lesser with a unique function”.
academics for them to be good fathers and mothers.  Functionalist theory- focus on how education serves the
 Spanish period- schools focused on religious formation to need of societythrough the development of skills
help them live the Christian faith. encouraging social cohesion.
 Functionalism- sees active social change as undesirable 5. Colonial mentality -Lack of patriotism, or of an active
because the various parts of society will compensate awareness, appreciation and love of the Ph ilippines and an
naturally for any problems that may arise. actual preference for things foreign.
Purposes of schooling according to functionalist 6. Kanya-kanya syndrome, talangka. mentality -Done by
1. Intellectual Purposes- acquisition of cognitive skills, inquiry tsismis, intriga, unconstructive criticism... it is evident in the
skills personal ambition that is completely insensitive to the common
2. Political Purposes- educate future citizens; promote good, e.g., the lack of a sense of service among people in the
patriotism; promote assimilation of immigrants; ensure order, government bureaucracy. This results in the dampening of
public civility, and conformity to laws cooperative and community spirit, and in the trampling upon
3. Economic Purposes- prepare students for later work roles; other's rights.
select andtrain the labor force needed by society 7. Lack of self-analysis and self-reflection -The tendecy to be
4. Social purposes- promote a sense of social and moral superficial and some what flighty. In the dace of serious
responsibility; serve as a site for the solution or resolution of personal and social problems, there is lack of analysis or
social problems reflection, and instead satisfication with superficial explanations
2. Conflict Theory and solutions.
2 opposing sides in a conflict situation 8. Emphasis on porma rather than substance -This lack of
a) People take sides between maintaining the status quo analysis and emphasis on form is reinforced by an educational
b) and introducing change then arrive at an agreement system that is more from than substance.
Conflict Theorist- find potential conflict between any groups These weaknesses are rooted in many factors: home, social and
where inequality exists;a) racial b) gender c) religious d) economic environment; culture and language; history; riligion;
political e) economic educational system; mass media; leadership and role models.
How proponents of conflict Theory Regard Education Change is possible, however, and the following goals are posed
 According to the conflict theory, education is not truly a to develop in the Filipino: (1) a sense of patriotism and
social benefit or opportunity as seen by the functionalists malarial pride; (2) a sense of the common good; (3) a sense
 .Education is a powerful means of maintaining power of intreyrity and accountability, (4) the values and habits of
structures and creating a docile work force for capitalism. discipline omit hard work; (5) the value and habits of self-
 Conflict Theorists- call this the “Hidden” curriculum reflection and analysis; the internalization of spiritual values
socializes young people into obedience and conformity for and the emphasis on essence rather than on form. (Shahani,
them to be develop as docile workers. Leticia. (1988). A Moral Recovery Program: Building a
3. The symbolic interactionist theory perspective People, Building a Nation.
3 TENETS OF SYMBOLIC INTERACTIONIST THEORY The Filipino Character: Strengths and Weaknesses
1. An individual’s action depends on meaning  In 1998 Sena tot Leticia Shahani submitted to the Senate
 We act bas on the meaning we give to symbols. this Report titled "A Moral Recovery Program: Building a
 Symbols can be actions, objects, or words People, Building a Nation". This report cites the strengths
2. Different people may give different meanings to the same and weaknesses of the Filipino character. the strengths of
thing the Filipino character are: 1) pakikipagkapwa-tao, '2)
3. Meanings change as individuals interact with one another. family orientation, 3) joy and humor, 4) fexibility,
 Implications to Teaching adaptability and creativity, 5) hard work and industry,
 Weakness of Symbolic Interaction Theory “BIG 6) faith and religiosity and 7) ability to survive.
PICTURE’’  The Filipino character also has weaknesses: 1) extreme
CHAPTER 4- THE STRENGTHS AND WEAKNESSES family centeredness, 2) extreme personalism, 3) lack of
OFTHE FILIPINO CHARACTER: A SOCIO-CULTURAL discipline, 4) passivity and lack of initiative, 5) colonial
ISSUE mentality, 6) kanya-kanya syndrome, talangka
The weaknesses of Ihe Filipino character as cited in the mentality, 7) lack of self-analysis and self-reflection,
Report are as follows: and 8) emphasis on porma rather than substance.
1. Extreme family centeredness -Excessive concern for family CHAPTER 5 GLOBAL ISSUES THAT CONCERN
means using one's oilier and power to promote family interests SCHOOLS AND SOCIETY
and thus filet ionalisiii imtronage, political dynasties and the Her re are the top-10 world issues, according to millennial
protection of in family members. It results in lack of concerns based on World Economic forum's Global Shapers Survey
for the common i;lio(1, and acts as a block to national consciot in 2017)
isness. 1.Cimate change / destruction of nature (48.8%)
2. Extreme personalism "rakes things personally, cannot 2.Large scale confiict/ wars (38.9%)
separate objective bpi': from emotional involvement. Because of 3. Inequality (income, discrimination) (30.8%)
this the Filipino iinconil)i table with bureaucracy, with rules and 4.Poverty (29.2%)
regulations and wall standard procedures. He uses person-al 5. Religious conflicts (23.9%)
contacts, and gives preference to family and friends in hiring, 6.Government accountability and transparency/ cort up
services and even voting. extreine personalism leads to the graft (22.7%)
and corruption evident in Philippine society. 7.Food and water security (18.2%)
3. Lack of discipline -A casual attitude toward time and space, 8. Lack of education (15.9%)
manifested in lack of precision and compulsiveness, in poor 9.Safety/security/well being (14.1%)
time management and procrastination. Aversion to following 10. Lack of economic opportunity and employment (12.1%)
procedures strictly results in lack of standardization and equality Here are Top 10 Current Global Issues according to Chloe
control. Impatience results in short cuts, palusot, ningas cogon. Turner
Lack of discipline often results to inefficient work systems, the 1. Climate change
violation of rules and a casual work ethic lacking follow 2. Pollution
through. 3. Violence
4. Passivity and lack of initiative -Waiting to be told what to 4. Security and Well Being
do, reliance on others (leaders and government), complacence, 5. Lack of Education
lack of a sense of urgency. There is high tolerance of 6. Unemployment
inefficiency, and even violations of one's basic right. Too patient 7. Government Corruption
and maaisin, poor service, too easily resigned to his fate, the 8. Malnourishment & Hunger
Filipin oppressed and exploited.o is easily 9. Substance Abuse
10. Terrorism
The 17 Sustainable Development Goals for the period 2015-
2030
1.End poverty in all its forms everywhere
2.End hunger, achieve food security and improved nutrition.
and promote sustainable agriculture
3.Ensure healthy lives and promote well-being for all at all
ages
4.Ensure inclusive and equitable quality education and promote
life-long learning opportunities for all
5.Achieve gender equality and empower all women and girls
6.Ensure availability and sustainable management and of girls
water
7.Ensure access to affordable, reliable, sustainable, and modern
energy for all
8.Promote sustained, inclusive and sustainable economic
growth, full and productive employment and decent work for
all
9. Build resilient infrastructure, promote inclusive sustainablé
industrialization and foster innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resilient
and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change a
impacts in line with the United Nations Frameworks
Convention on Climate Change)
14. Conserve and sustainably use the oceans, seas and marine
resources for sustainable development
15. Protect, restore and promote sustainable use of terrestria
ecosystems, sustainably manage forests, combat
desertification, and halt and reverse land degradation and
half biodiversity loss
16. Promote peaceful and inclusive societies for sustainabie
development, provide access to justice for all and build
effective, accountable and inclusive institutions at all levels
17. Strengthen the means of implementation and revitalize the
global partnership for sustainable development.
 Physical violence occurs when someone uses a part of
their body oran object to control aperson's actions
 Sexual violence occurs when a person is forced to
unwillingly take part insexual activity
 Emotional Violence occurs when someone says or does
something make a person feel stupid or worthless
 Psychological violence occurs when someone uses
threats and causes fear in an individual to gain
control
 Spiritual (or religious)violence occurs when
someone uses an individual's spiritual beliefs to
manipulate, dominate orcontrol that person
 Cultural violence occurs when an individual is harmed as
a result o fpractices that are part of her or his culture,
religion or tradition.

TOP GLOBAL ISSUES TODAY ARE:

1) large scale conflict/wars/violence/terrorism,
2) inequality (income, discrimination)
3) poverty, unemployment;
4) religious conflicts;
5) graft and corruption;
6) food and water security/malnourishment, hunger,
7) lack of education;
8) safety, security and well-being; and
9) lack of economic opportunity and employment
10) pollution.

 The 17 Sustainable Development Goals are the blueprint to

acnieve a better and more sustainable future for all. They
address the global challenges we face, including those
related to poverty, inequality, climate, environmental
degradation, prosperity, and peace and justice.