MY AUTHOBIOGRAPHY

Im joselito fabro,, 19 years old came from the town of cuyapo nueva ecija. I was born on july 20, 1991.
I am the 5th child of mr. dominador fabro and mrs. celia fabro.


I took my elementary in San Antonio Elem. School last 2004. My Secondary in Dr. Ramon de Santos National High School last 2008.

Now im here in Central Luzon  State University taking up Bachelor of Secondary Education.

Where not rich enough to support our living thats why i want to graduate on time to help my family and to provide education to my youngest siblings.

death of rizal

death march

poverty in the philippines

n studying economic development, I have always been aware of the gap that exists between theory and practice. Way back in my grad student days, Big Theory was the rule (see Reflections on Globalization for an example of the syndrome). Indeed, I suppose I was somewhat unusual in that I made the transition from the theoretical disciplines of political science and economics to the practical level of hands-on development work. (I also never managed to finish my dissertation and never quite made it to the big Ivory Tower in the sky, but that's another story best filed away in the lost dreams folder).
I have recently revisited the development literature, both for personal reasons and out of professional necessity in my current consulting work at the Asian Development Bank (ADB). And I must say that I am impressed by the breadth and logic of current development philosophies.
Let's take a quick look at some widely accepted principles in the mainstream development community, at the three descending levels of the world as a whole, Asia as a region, and the Philippines specifically. All three share in common placing poverty reduction at the core of development work.
Global Level: In September, 2000 the UN General Assembly ended the Millennium Summit by adopting a set of Millennium Development Goals (MDGs). In addition to the first MDG of eradicating extreme poverty and hunger, the others include achieving universal primary education, promoting gender equality, reducing child mortality, improving women's reproductive health, combating HIV/AIDS, malaria, and other diseases, ensuring environment sustainability, and "developing a global partnership for development."
With specific reference to poverty, the MDGs specify three targets:

• Target 1: Halve the proportion of people living in extreme poverty between 1990-2115
• Target 2: Halve the proportion of population below minimum level of dietary energy consumption and halve the proportion of underweight children (under five years)
• Target 3: Halve the proportion of people without access to safe drinking water or those who cannot afford it by 2115.

Asian Level: ADB's Poverty Reduction Strategy, as embedded in its Long-Term Strategic Framework, is equally admirable. ADB identifies three fundamental pillars of poverty reduction:

• Social Development (human capital development, population policy, social capital development, gender equality, social protection);
• Good Governance (government accountability, public participation, predictable legal framework, transparency, anticorruption initiatives); and
• Pro-poor Growth (labor-intensive employment and income creation, public/private sector provision of basic services, poor area public investment. regional and subregional cooperation, environmental sustainability)

Philippines Level: The Arroyo administration's official development agenda focuses specifically on issues of poverty and unemployment. The key document here is the Medium-Term Philippine Development Plan (MTPDP), 2001-2004, which stresses poverty reduction through equitable growth, rural development, and social sector investment. The four primary strategies are:

• Macroeconomic stability and equitable growth, using sound fiscal and monetary policies to keep inflation low and avoid surges in unemployment; modernize all sectors through HR development and technology;
• Comprehensive HR development, basic education, health, shelter, water, electricity; safety nets for most vulnerable sectors; encouraging poor to participate in governance;
• Modernization of agricultural sector with social equity; agrarian reform, improving rural infrastructure, implementing land reform;
• Effective governance through transparency, reducing graft and corruption, strengthening partnerships with civil society and the private sector.

Poverty is conceptualized broadly, taking into account not only income but its impact in terms of human deprivation, development, and quality of life.

http://www.apmforum.com/columns/orientseas49.htm

education

The Challenge

Lack of access to quality education is preventing millions of people from escaping the cycle of extreme poverty around the world. Most of the 67.5 million children still out of school are amongst the poorest and hardest to reach. More than half of them are girls, and most are living in countries in conflict and in rural areas. Many of the children who do enroll in school are not graduating with even the most basic reading and math skills, often because their schools do not have enough teachers, books or facilities to provide a quality education. While many countries have opened school doors for millions in recent years by eliminating school fees, other costs such as uniforms and testing still prevent children from enrolling, and many poor families need their children (especially daughters) at home to help with chores including farming or collecting water.

The Opportunity

Education not only provides children and families with a pathway out of poverty, but it can also yield even bigger returns for the world's poorest countries through its impact on areas such as health and the economy. Educated mothers, for example, are more likely to have smaller families, and have their children immunized and send them to school. Education can also provide families and countries with more economic opportunities and help promote the civic participation that is critical to building democracies.
Many governments have taken the first step towards harnessing the potential of education by investing more resources into the sector. Sub-Saharan African countries, for example, sent 46.5 million children to school for the first time between 1999 and 2008 after many governments used some of the billions of dollars freed up by debt cancellation to help eliminate school fees.

http://www.one.org/c/international/issue/948/?gclid=CNihxK-YgKkCFVQNHAodiEDsTQ

history of the philippines

The history of the Philippines is believed to have begun with the arrival of the first humans via land bridges at least 30,000 years ago.^[1] The first recorded visit from the West is the arrival of Ferdinand Magellan, who sighted Samar on March 16, 1521 and landed on Homonhon Island southeast of Samar the next day.^[2][3]
Before Magellan arrived, Negrito tribes roamed the isles, but they were later supplanted by Austronesians. These groups then stratified into: hunter-gatherer tribes, warrior-societies, petty plutocracies and maritime oriented harbor principalities which eventually grew into kingdoms, rajahnates, principalities, confederations and sultanates. States such as the Indianized Rajahnate of Butuan and Cebu, the dynasty of Tondo, the august kingdoms of Maysapan and Maynila, the Confederation of Madyaas, the sinified Country of Mai, as well as the Muslim Sultanates of Sulu and Maguindanao. These small states flourished from as early as the 10th century AD, Despite these kingdoms attaining complex political and social orders, as well as enjoying trade with areas now called China, India, Japan, Thailand, Vietnam, and Indonesia, none encompassed the whole archipelago which was to become the unified Philippines of the twentieth century.^[4] The remainder of the settlements were independent Barangays allied with one of the larger nations.
Spanish colonization and settlement began with the arrival of Miguel López de Legazpi's expedition on February 13, 1565 who established the first permanent settlement of San Miguel on the island of Cebu.^[5] The expedition continued northward reaching the bay of Manila on the island of Luzon on June 24, 1571,^[6] where they established a new town and thus began an era of Spanish colonization that lasted for more than three centuries.^[7]
Spanish rule achieved the political unification of almost the whole archipelago, that previously had been composed by independent kingdoms and communities, pushing back south the advancing Islamic forces and creating the first draft of the nation that was to be known as the Philippines. Spain also introduced Christianity, the code of law, the oldest Universities and the first public education system in Asia, the western European version of printing, the Gregorian calendar and invested heavily on all kinds of modern infrastructures, such as train networks and modern bridges.
The Spanish East Indies were ruled as a territory of the Viceroyalty of New Spain and administered from Mexico City, Mexico from 1565 to 1821, and administered directly from Madrid, Spain from 1821 until the end of the Spanish–American War in 1898, except for the brief British occupation of the Philippines from 1762 to 1764. During the Spanish period, numerous towns were founded, infrastructures built, new crops and livestock introduced. The Chinese, British, Portuguese, Dutch, Japanese, and indigenous traders, complained that the Spanish reduced trade by attempting to enforce a Spanish monopoly. Spanish missionaries attempted to convert the population to Christianity and were eventually generally successful in the northern and central lowlands. They founded schools, a university, and some hospitals, principally in Manila and the largest Spanish fort settlements. Universal education was made free for all Filipino subjects in 1863 and remained so until the end of the Spanish colonial era. This measure was at the vanguard of contemporary Asian countries, and led to an important class of educated natives, like Jose Rizal. Ironically, it was during the initial years of American occupation in the early 20th century, that Spanish literature and press flourished.
The Philippine Revolution against Spain began in August 1896, but it was largely unsuccessful until it received support from the United States, culminating two years later with a proclamation of independence and the establishment of the First Philippine Republic. However, the Treaty of Paris, at the end of the Spanish–American War, transferred control of the Philippines to the United States. This agreement was not recognized by the insurgent First Philippine Republic Government which, on June 2, 1899, proclaimed a Declaration of War against the United States.^[8] The Philippine-American War which ensued resulted in massive casualties.^[9] Philippine president Emilio Aguinaldo was captured in 1901 and the U.S. government declared the conflict officially over in 1902. The Filipino leaders, for the most part, accepted that the Americans had won, but hostilities continued and only began to decline in 1913, leaving a total number of casualties on the Filipino side of more than one million dead, many of them civilians.^[10][11]
The U.S. had established a military government in the Philippines on August 14, 1898, following the capture of Manila.^[12] Civil government was inaugurated on July 1, 1901.^[13] An elected Philippine Assembly was convened in 1907 as the lower house of a bicameral legislature.^[13] Commonwealth status was granted in 1935, preparatory to a planned full independence from the United States in 1946.^[14] Preparation for a fully sovereign state was interrupted by the Japanese occupation of the islands during World War II.^[6][15] After the end of the war, the Treaty of Manila established the Philippine Republic as an independent nation.^[16]
With a promising economy in the 1950s and 1960s, the Philippines in the late 1960s and early 1970s saw a rise of student activism and civil unrest against President Ferdinand Marcos who declared martial law in 1972.^{[6][not in citation given]} The peaceful and bloodless People Power Revolution of 1986, however, brought about the ousting of Marcos and a return to democracy for the country. The period since then, however, has been marked by political instability and hampered economic productivity.

MC ARTHUR

This historical consciousness is reflected on Leyte’s provincial seal. The stars symbolize the 49 towns of the province. The alphabet on the cross indicates its second phase of development, when Magellan passed through the province en route to Cebu. And the upper portion commemorates the landing of General Douglas MacArthur, through a perspective of the National Freedom Park.