Transcript Attachment 13 Conference PowerPoint

Social Development and the UN Millennium
Development Goals: Best Practices and Lessons
Learned from a Philippine University
Mr. Marco M. Polo
Associate Professor, Communication Arts Department
Director, University Development Office
De La Salle University-Dasmarinas
07/24/2010
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Discussion Outline
Social Development, The UN MDGs
& the Case (Subject DevCom)
Modes of inclusion of MDGs in
Higher Education
Pedagogy (Learning Approaches)
Teaching Strategies and Learning
Approaches and Opportunities
Outputs and Outcomes
Suggestions and
Recommendations
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SOCIAL DEVELOPMENT
 A process which results in the transformation of
social structures in a manner which improves the
capacity of the society to fulfill its aspirations.
Society develops by consciousness and social
consciousness develops by organization. The
process that is subconscious in the society emerges
as conscious knowledge in pioneering individuals.
 Development is a process, not a program. Its power
issues more from its subtle aspects than from
material objects.
 Development implies a qualitative change in the
way the society carries out its activities, such as
through more progressive attitudes and behavior by
the population, the adoption of more effective social
organizations or more advanced technology.
World Bank/ADB
What are the Millennium Development Goals?
 The MDGs are the most broadly supported, comprehensive
and specific development goals the world has ever agreed
upon. These eight time-bound goals provide concrete,
numerical benchmarks for tackling extreme poverty in its many
dimensions.
 Adopted by world leaders in 2000 and set to be achieved by
2015, the MDGs are both global and local, tailored by each
country to suit specific development needs. They provide a
framework for the entire international community to work
together towards a common end – making sure that human
development reaches everyone, everywhere. If these goals
are achieved, world poverty will be cut by half, tens of millions
of lives will be saved, and billions more people will have the
opportunity to benefit from the global economy.
 The eight MDGs break down into 21 quantifiable targets that
are measured by 60 indicators.
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UN Millennium Development Goals
 Goal 1. Eradicate Extreme Poverty and Hunger
 Goal 2. Achieve Universal Primary Education
 Goal 3. Promote Gender Equality And Empower
Women
 Goal 4. Reduce Child Mortality
 Goal 5. Improve Maternal Health
 Goal 6. Combat HIV/AIDS, Malaria and Other
Diseases
 Goal 7. Ensure Environmental Sustainability
 Goal 8. Develop A Global Partnership For
Development
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The Subject: Introduction to Development Communication
 PROFILE: 3 unit credit, 3-hour class/week, offered to
AB Communication students
 DEVCOM: Art and science of human communication
applied to the speedy transformation of people and
communities in order for them to realize their full
potential (Quebral, 1975 modified).
 DEVCOM: Organized efforts to use communication
processes and the media to bring social and
economic improvements (Paterson, 2000).
 DEVCOM: The discipline and practice of
communication in the context of developing countries.
Communication for planned change.
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DEVCOM…
 Involves creating mechanisms to broaden public
access to information on reforms; strengthening
clients' ability to listen to their constituencies and
negotiate with stakeholders; empowering
grassroots organizations to achieve a more
participatory process; and undertaking
communications activities that are grounded in
public opinion research.
 Is using communication as a tool for development
with a preferential option for the poor,
marginalized, exploited and disenfranchised.
 The practice of systematically applying the
processes, strategies, and principles of
communication to bring about positive social
change (Quebral, 1973).
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DEVCOM defined
A branch of communication theory or
practice that is concerned with
applying insights from communication
theory to address problems of
development and modernization. The
aim of development communication is
to find strategies for mobilizing people
and consequently resources, for
developmental goals.
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Pedagogy (Learning Approaches)
Conscientization
Rights-based Approach (Development
is a Human Right)
Transformative Learning
Development is holistic
Development is the enlargement of
choices and opportunities
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Modes of Inclusion of the UN MDGs in the School Curricula
A. Instruction (through the Curriculum)

Integrated in a Program

BS Development Communication, BS Community Development, BS
Development Studies, BS Social Work, AB Sociology

Integrated in a Major Subject

Introduction to Development Communication, Introduction to Social
Development

Integrated in a General Education Course

Social Science, History
B. Research

As a research agenda of the institution
C. Community Service

As a social development thrust of the institution particularly on neglected areas
or areas that lack support
D. Co-curricular



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Student-led activities
Institutional activities
Multi-stakeholder activities
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Teaching Strategies & Learning Opportunities
 Reading List
 Class and Group Discussion
 Field Work
 Video Presentations
 Role Playing
 Production
 Organizing Events
 Film Viewing
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Sample Activities & Projects
 Case Reports on Perspectives on an MDG Goal by
Government, Civil Society and Business
 Interpretation and production of music videos on
UNDP MDG songs
 Original composition of MDG inspired songs
 MDG Posters
 Public Forum on MDG inspired theme
 Exhibit on the MDGs
 MDG themed radio plugs and tv commercials
 Music Videos of MDG inspired songs
 Feature-documentary inspired by the MDGs
 Compilation of Music Videos and Documentaries
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Sample Activity: Docus & MTVs
 Objective: To apply the concept of the UN MDG by
producing a documentary feature and original song
and music video.
 Process: The student groups choose a particular
MDG in which to do a documentary and to write an
original song and produce a music video
 The script, composition and story boards are
discussed with the teacher before it is approved
and executed
 Students are given 6-8 weeks to work on the
projects
 All music videos and documentaries are compiled
in an album and launched in a formal event. The
videos are also uploaded on the internet and
distributed to partners and friends of the University.
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Sample Activity: MDG themed Forum
 Objective: To popularize and raise public awareness about
the UN MDG by organizing a public forum on a relevant
theme or issue.
 Process: The classes are tasked to organize the forum and
specific roles and responsibilities are identified.
 With the help of the teacher, resource persons are invited.
 Student produce publicity materials, are in charge of the
program including special numbers and moderating the forum.
 Forums Organized:
 May Magagawa Ka (You Can Do Something): A Forum on
Achieving the Millennium Development Goals Through
Volunteerism
 The Role of New Media in Empowering People for Development
 Dear Gov: Mga Adhikan ng mga Kabitenyo, Kilalanin and mga
Kandidato (Dear Gov: The Aspirations of Caviteños, Get to Know
the Candidates)
 Preparation Time 4-6 weeks
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Sample Activity: Case Studies/Reports
 Objective: To let the students know and understand the
concept of development through the perspective of
government, business and civil society by conducting an indepth case study using a particular MDG Goal as subject.
Process: The classes are divided into groups of five and are
assigned a particular MDG Goal. They are then tasked to
propose a particular government agency/unit, business
foundation and civil society org that they will conduct their
case study on.
 Once approved guide questions are prepared in discussed
with the group. Guidelines on how to produce the report are
also given
 Output: A full paper (at least 20 pages) and a powerpoint or
flash/video presentation (15 minutes) about their study
including their insights, discoveries and realizations
 Preparation Time 3-5 weeks
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Other Initiatives
 Book project on MDGs and fiscal policy
“May Pera Pa Ba?” by Social Watch and
Public Administration Classes
 Blogs on the MDGs
 Community-based research on awareness
on the MDGs
 Review and analysis of LGU development
plans vis-à-vis the MDGs
 Impact assessment of MDG inspired
initiatives at the community level
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Suggestions & Recommendations
 Integration of the MDGs in the
curriculum is possible given the desire,
creativity and industriousness of the
faculty and students.
 Various learning modes and strategies
can be utilized to harness the various
possibilities of raising awareness,
understanding and appreciation of the
MDGs.
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SAMPLE PROJECTS/ACTIVITIES
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SAMPLE ACTIVITIES/PROJECTS
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SAMPLES PROJECTS
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SAMPLE ACTIVITIES
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END THOUGHTS
 Anchoring DevCom as a subject on the MDGs allowed us to
provide educational experiences that stretch students out of
their comfort zones and increase their awareness of needs in
both global and local communities.
 Schools should be the laboratories for acts of conscience.
 We need young people’s energies to address the complex
problems that will face us in the coming decades.
 Civic education crosses the line between schools and
communities and reflects a more inclusive definition of
education.
 As educators, we hold the next generation of voters, politicians
and corporate leaders in our hands.
 “Yes reading and math are important. But what matters most
is what kind of human beings are reading the books and doing
the math (Haynes, 2009).”
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Social Development and the UN Millennium
Development Goals: Best Practices and Lessons
Learned from a Philippine University
Mr. Marco M. Polo
Associate Professor, Communication Arts Department
Director, University Development Office
De La Salle University-Dasmarinas
07/24/2010
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