This document discusses issues related to human resource development in developing economies. It identifies two main problems: a shortage of technical and skilled workers, and a surplus of labor across all economic sectors. The objectives of human resource analysis are outlined as identifying critical skills shortages and surpluses in each economic sector, and setting targets for development based on growth expectations. Major human resource problems mentioned include rapid population growth, unemployment and underemployment, shortage of critical skills, insufficient institutions for mobilizing human effort, and lack of incentives for productive activities. Approaches to education proposed include making education available to the poor masses and applying new technical knowledge. Issues affecting education in South Asia, Philippines, and factors hindering reforms are also summarized. The

1. CHAPTER 9
PEOPLE DEVELOPMENT
POLICIES
GROUP 5
Aizell Bernal
April Edem
Jona Nicdao

2. Developing economies have two
basic problems:
1)
2)
shortage of technical and skilled
manpower
surplus labor in all sectors of the
economy

3. OBJECTIVES OF MANPOWER
ANALYSIS
To identify the main critical shortages of
skilled manpower in every major sector of
the economy, and to analyze the reasons
for such shortages.
2) To identify the surpluses, both skilled and
unskilled labor, and to analyze the reasons
for such surpluses.
3) To set forward targets for human resource
development based on realistic
expectations of growth.
1)

4. MAJOR HUMAN RESOURCE
PROBLEMS
Frederick Harbinson, a known resource
development expert, mentioned the major
human resourse problems in the developing
countries:
1) Rapid growth of population.
2) Increasing unemployment in the modern
sectors of the economy, and widespread
underemployment in the traditional
agriculture.

5. 3)
4)
5)
6)
Shortage of persons with critical skills
and knowledge which are necessary
for effective national development.
Insufficient and underdeveloped
organizations and institutions for
mobilizing human effort.
Lack of incentives for individuals to
engage in productive activities which
are vitally important for national
development.
People are suffering generally from
undernourishment.

6. APPROACHES TO
EDUCATION

The investment of resources
should be accompanied by the
application of new technical
knowledge.
 Education should be democratic
and should be made available to
the poor masses.

7. SOUTH ASIAN SCHOOL
SYSTEM

Religion and Education
The three great world religions
1) Hinduism
2) Buddhism
3) Islam

8. Thomas Balogh in his article “Education
Must Come Down To Earth,” proposed
the following:
1) It must transform primitive
agriculture.
2) It must be integrated into the
community life to avoid the
emergence of an artificial and powerhungry elite who imitate the lifestyles
of their former colonial masters.
3) It must provide technical and
administrative inputs of developing
the country.

9. Colonial Education
- American brand of education for
Filipinos was established, its
fundamental objective was to
Americanize the tastes and values of
the Filipinos.
- Dutch who colonized Indonesia, their
record on education was very poor.
- Ceylon which was a colony of
Portugal and then England, obtained a
comparatively higher level of
education during its colonial times.


10. Shortcomings of colonial
education
- ignorance of the population
- literacy rate was low
- training of teachers was neglected
- low social status of teachers and
their low salaries hampered the
recruitment of good teachers
- teaching has become dogmatic and
authoritarian.
- negative attitude towards manual
labor


11. Factors that Bar Educational
Reforms
1) High school students are being
prepared for college and university
and not for vocational or technical
jobs.
2) Teachers who can handle technical
or vocational subjects are scarce.
3) Laboratories and special teaching
aids in teaching science, and
technical or vocational subjects are
very expensive.
4) The weight of traditions which
despise manual work has been


12. College Education Criticized
- good ones went abroad or to the
industrial and business sectors where
economic rewards are much higher
- college and universities continue to
produce an oversupply of generalists
- specialists and technicians are in
demand but not business graduates
who do not even know how to prepare
and conduct feasibility studies or draft
a good business letter


13. EDUCATION IN THE
PHILIPPINES

U.S. Brand of Education
- they tend to transplant the U.S. style of
education to Filipino students because
they believe such kind of education is
better
- Dr. Salvador Lopez, former UP
president, said that the teaching of
English is wasteful and futile in a country
where only a minority go on to high
school and college and most school
children have no need for English for the

14. Poor Teaching Quality
- Educator’s Congress held in Baguio
City in 1993
- Former Education Secretary Armand
Fabella
- Pres. Fidel Ramos


Record shows that there has been a
great deterioration in our
communication skills in English.

15. 
Low Standard of
Education
Teachers:
- Salaries of
teachers are very
low.
- Those who remain
in the teaching
profession are
exploited.
- They are forced to
engage in sidelines.

16. Students:
- Undernourished
schoolchildren
cannot think well
- Their one-room
dwellings and dirty
surroundings are
not conducive to
studying their
lessons.
- Many college
students are not
really serious in
their studies.

17. Education is People Development
- Our country needs good citizens or
people with proper attitudes and
values, people who are capable of
transforming available scarce
resources into economic abundance
for the benefits of all members of
society.
 Health and Education
- undernourishment or malnutrition
experience mental and physical
shortcomings.
- not efficient in their works


18. 
Education, Values, and
Development
- right values are learned through
education
- better and faster development
can be attained through the right
values
- the key to development is
proper education