In this interview, we have the pleasure of speaking with Marco Gaietti, a seasoned expert in Business Management with decades of experience in management consulting. Marco Gaietti has a wealth of knowledge in strategic management, operations, and customer relations. Today, however, we are delving into a particularly interesting intersection of education, nationalism, and policy as we discuss the inclusion of the West Philippine Sea in the Philippines’ school curricula.
What prompted the National Youth Commission (NYC) to recommend the inclusion of the West Philippine Sea in the school curriculum?
The National Youth Commission saw a gap in the education system regarding awareness and understanding of the West Philippine Sea issue. The aim is to raise awareness among the youth, fostering a stronger sense of national identity and ownership over this significant national concern. By embedding it into the curriculum, the NYC hopes students will not just learn about it as a geographical topic but as a vital national issue that impacts the country politically and economically.
Can you explain the role of the NYC within the Department of Education’s (DepEd) national advisory council?
The NYC serves a crucial role as part of the national advisory council within the Department of Education. This position enables the commission to contribute meaningfully to discussions related to various issues and policies impacting school curricula. The NYC brings to the table the perspectives and interests of the youth, ensuring their voices are heard when educational policies and curriculum changes are being debated.
How does the NYC contribute to discussions on school curriculum issues and policies?
The NYC participates actively in advisory meetings, providing recommendations and insights based on their interactions with youth across the nation. Their role involves advocating for the inclusion of relevant and contemporary issues that resonate with the students’ experiences and national interests. By doing so, they ensure that the curriculum remains dynamic and reflective of the country’s evolving landscape.
What specific outcomes does the NYC hope to achieve by incorporating the West Philippine Sea into the curriculum?
The NYC hopes this inclusion will lead to a heightened sense of nationalism among the youth. Understanding the geopolitical importance, economic potential, and the historical context of the West Philippine Sea can encourage students to take a more active interest in national issues. The ultimate goal is to prepare a generation that is well-informed, patriotic, and ready to contribute to national discourse.
What have been the NYC’s observations regarding awareness of the West Philippine Sea issue among students during university visits?
From what the NYC has observed during university visits, the level of awareness about the West Philippine Sea among students varies significantly. Many students from regions like Palawan and Luzon are somewhat knowledgeable, but in other parts of the country, awareness can be quite limited. This disparity highlights the need for a more uniform educational strategy that makes this issue an integral part of learning across all regions.
How does the NYC propose to incorporate the West Philippine Sea issue into existing subjects?
The NYC suggests an interdisciplinary approach, where the topic can be integrated into a variety of subjects such as social studies, history, geography, and even economics. By doing so, the commission believes the issue can be framed in a broader context, deepening the students’ understanding from multiple perspectives and highlighting its relevance across different areas of study.
What are some examples of subjects that could naturally incorporate discussions on the West Philippine Sea?
Subjects such as history and social studies are natural fits for discussions on the West Philippine Sea. History classes can cover its historical claims, conflicts, and resolutions, while social studies can address its geopolitical significance. Geography classes could explore the physical characteristics and strategic importance of the area, and economics classes could discuss its resources and impact on national economic policies.
How does the NYC believe this curriculum change will foster nationalism among the youth?
By embedding the West Philippine Sea issue into their educational journey, students will develop a deeper connection to this national concern. This understanding can foster a sense of pride and protectiveness over their country’s territories. The knowledge that these areas are a part of their heritage can instill a profound sense of national pride and responsibility.
What challenges does the NYC perceive in expressing modern forms of love for the country among young people?
One of the major challenges is that modern youth may not naturally gravitate towards traditional forms of patriotism. There is a need to innovate how national pride is expressed and fostered. Current forms of engagement, such as digital media, need to be utilized more effectively to reach the younger generation in ways that resonate with their values and lifestyles.
Can you elaborate on the discussions between the National Security Council (NSC) and DepEd regarding this curriculum inclusion?
The discussions have largely focused on how best to integrate the West Philippine Sea issue into the curriculum so that it’s informative yet engaging. The NSC emphasizes the strategic importance of educating young people about national security issues, while DepEd looks for ways to incorporate this within their existing frameworks without overloading the students or diluting other essential topics.
What specific aspects of the West Philippine Sea does the NYC believe should be emphasized in the curriculum?
The NYC believes it’s vital to emphasize several key aspects: the region’s historical context, its economic resources, the ongoing territorial disputes, and the diplomatic efforts surrounding these issues. The inclusion should also cover international laws and treaties related to maritime boundaries to provide a comprehensive understanding.
How does the Philippine Coast Guard’s comic book, “The Stories of Teacher Jun,” aim to counter China’s claims over the West Philippine Sea?
The comic book “The Stories of Teacher Jun” presents the West Philippine Sea issue in an engaging and easily digestible format for young readers. By addressing the topic through storytelling, it aims to inform students about the national standpoint in a way that counters foreign claims, particularly focusing on the legitimacy of the Philippines’ territorial rights as per international law.
What has been the response from students and educators to the comic book initiative?
The initial response has been quite positive, with both students and educators appreciating the creative approach. The comic book serves as an innovative educational tool that not only informs but also entertains, making it easier for young minds to grasp complex geopolitical issues.
How does the NYC plan to measure the effectiveness of the curriculum inclusion once implemented?
The effectiveness of this curriculum inclusion will be measured through various metrics, including student feedback, evaluation of their understanding and engagement with the topic, and potential changes in their attitudes towards national issues. Surveys, focus group discussions, and academic assessments will be some of the tools employed to gauge the initiative’s impact.
What is your forecast for this initiative?
Integrating the West Philippine Sea issue into the school curriculum has the potential to significantly bolster national consciousness and pride among the youth. If executed effectively, it can lead to a more informed and engaged citizenry, better equipped to participate in national discourse and advocate for the country’s interests on the global stage.
