Module 1-Part 4 - Bill of Rights to Volunteerism PDF

PART 2. CITIZENSHIP TRAINING Training of the younger generation citizens in civic engagement and participation may help secure and sustain the society. Citizenship training education is to provide the knowledge and skills necessary to create an ongoing stream of new citizens participating an...

PART 2. CITIZENSHIP TRAINING Training of the younger generation citizens in civic engagement and participation may help secure and sustain the society. Citizenship training education is to provide the knowledge and skills necessary to create an ongoing stream of new citizens participating and engaging with the creation of a progressing and dynamic society. f. BILL OF RIGHTS The bill of rights is defined as the set of prescriptions setting forth the fundamental civil and political rights of the individual, and imposing limitations on the powers of government as a means of securing the enjoyment of those rights. It is a declaration and enumeration of a person's rights and privileges which the constitution is designated to protect against violations by the government or by an individual or groups of individuals. The Bill of right is not meant to be invoked against acts of private individuals. It is a protection against the state. Article 3 of the 1987 Philippine Constitution provides the following rights of the people. 1. Rights of a person are right to life, liberty or property and right to property with further guarantee of equal protection of laws. 2. Right against Unreasonable Searches and Seizures 3. Right of Privacy 4. Freedom of Expression 5. Guarantee of Religious Freedom 6. Liberty of Abode and Travel 7. Right to Information 8. Right to Form Associations 9. Right to just compensation when private property is being taken for public use 10. Non- impairment clause 11. Right to Free Access to courts 12. Rights of Person Under Custodial Investigation 13. Right to Bail 14. Constitutional Rights of the Accused 15. The Privilege of the Writ of Habeas Corpus 16. Right of Accused to Speedy Disposition of cases 17. Right against self-incrimination 18. Non-detention by reason of political beliefs and aspirations and Right against involuntary servitude 19. Right against oppressive penalty 20. Non- imprisonment by reason of non-payment of debt or poll tax 21. Right Against Double Jeopardy 22. Right against Bill of Attainder and Ex Post Facto Law Click on the link below to see the 1987 Philippine Constitution copy: http://hrlibrary.umn.edu/research/Philippines/PHILIPPINE%20CONSTITUTION.pdf g. FLAG AND HERALDIC CODE OF THE PHILIPPINES Republic Act No. 8491 AN ACT PRESCRIBING THE CODE OF THE NATIONAL FLAG, ANTHEM, MOTTO, COAT-OF-ARMS AND OTHER HERALDIC ITEMS AND DEVICES OF THE PHILIPPINES Section 1. Short title. — This Act shall be known as the “Flag and Heraldic Code of the Philippines.” Sec. 2. Declaration of policy. — Reverence and respect shall at all times be accorded to the flag, the anthem, and other national symbols which embody the national ideals and traditions and which express the principles of sovereignty and national solidarity. The heraldic items and devices shall seek to manifest the national virtues and to inculcate in the minds and hearts of our people a just pride in their native land, fitting respect and affection for the national flag and anthem, and the proper use of the national motto, coat-of-arms and other heraldic items and devices. The Philippine Flag A flag is the sacred and respected feature of the nation which it symbolizes. Each nation’s flag has a specific way in which it should be displayed and folded. Our national flag is the symbol of our country. It shows our unity as a people. It stands for our high ideals and noble heritage. Therefore, when you show respect to the flag, you also show respect to our country and people. One way to show respect is to handle the flag properly. The Philippine National Flag is said to be the primary symbol of the nation’s camaraderie, solidarity and unity. It is therefore the symbol of nationalism and patriotism in our country. And so, let us learn more about its history and origin. The national flag of the Philippines is a horizontal bicolor flag with equal bands of blue and red, and with a white equilateral triangle based at the hoist side; in the center of the triangle is a golden yellow sun with eight primary rays, each containing three individual rays; and at each corner of the triangle is a five-pointed golden yellow star. The flag is displayed with the blue field on top in times of peace, and with the red field in times of war. The Philippine flag is unique in the sense that it can indicate a state of war when the red field is displayed on top or on the observer’s left when the flag is displayed vertically, with the white equilateral at the top end. Flag Protocol The flag should be displayed in all government buildings, official residences, public plazas, and schools every day throughout the year. The days of the 28th of May (National Flag Day) and the 12th of June (Independence Day) are designated as flag days, during which all offices, agencies and instrumentalities of government, business establishments, institutions of learning and private homes are enjoined to display the flag. But in recent years, the flag days are now from May 28 to June 30 yearly. By law, the Philippine flag must be permanently hoisted and illuminated at night at the following locations:  1. Malacañang Palace 2. Congress of the Philippines building a. Senate of the Philippines building b. House of Representatives of the Philippines Building (Batasang Pambansa Complex) 3. Supreme Court building 4. Rizal Monument in Luneta, Manila 5. Aguinaldo Shrine in Kawit, Cavite 6. Barasoain Shrine in Malolos, Bulacan 7. Tomb of the Unknown Soldier, Libingan ng mga Bayani 8. Musoleo de los Beteranos dela Revolucion 9. All International Ports of Entry 10. All other places as may be designated by the Institute Prohibited Acts According to Republic Act 8491 itself, the flag cannot be used in the following rationales: 1. Defacing or ridiculing the flag by dipping the flag as salute, or adding additional marks on the flag; 2. As a drapery, festoon, tablecloth, a covering, or as a part of a costume or a uniform; 3. As a trademark of/for commercial or agricultural labels or designs; 4. As a part of merchandise or in any advertisement or infomercial; and 5. As a pennant in the hood, side, back and top of motor vehicles. Moreover, the flag may not be displayed “horizontally face-up, or under any painting, picture or platform”. It may not be displayed in “discotheques, cockpits, night and day clubs, casinos, gambling joints and places of vice or where frivolity prevails”. Pledge The pledge of Allegiance to the Phiippine flag, “Panunumpa sa Watawat” (distinct from the Patriotic Oath of Allegiance, “Panatang Makabayan”) should be recited while standing with the right hand with palm open raised shoulder high. Individuals whose faith or religious beliefs prohibit them from making such pledge are permitted to excuse themselves, but are required by law to show full respect when the pledge is being rendered by standing at attention. FILIPINO ENGLISH TRANSLATION Ako ay Pilipino I am Filipino Buong katapatang nanunumpa I pledge my allegiance Sa watawat ng Pilipinas To the flag of the Philippines At sa bansang kanyang sinasagisag And to the country it represents Na may dangal, katarungan at kalayaan With honor, justice and freedom Na pinakikilos ng sambayanang Put in motion by one nation Maka-Diyos For God Maka-tao For the people Makakalikasan at For Nature and Makabansa For the Country The law makes no statement regarding the language in which the pledge must be recited, but the pledge is written (and therefore recited) in the Filipino language. The National motto shall be “Maka-Diyos, Maka-tao, Makakalikasan at Makabansa”. h. GENDER AND DEVELOPMENT MAINSTREAMING What is development? Any discussion on gender and development inevitably starts with situating the context of development. Traditionally, development is defined in economic terms and focuses on such concerns as market growth, modernization, infrastructure improvement, trade and employment, among others. However, there is an alternative view of development that highlights a people-centred perspective. It promotes people participation and empowerment and strives to meet basic needs and interests. Development, in this sense, means development of the political, economic, social, cultural, and other dimensions of an individual’s life. Development is the sustained capacity to achieve a better life for all. This means that an individual is able to live longer and can enjoy good health and nutrition, education, satisfying job, a legal system that works, participation in political activities and governance, among others. Development, thus, provides opportunities to broaden and individual’s capacity to do and capacity to be. The capacity to do refers to how individuals are able to perform the things they want to do in pursuit of a better life. It is a power of ability to:  Do productive and satisfying work  Have control over one’s income and benefit from it  Enjoy nature and the natural environment  Procreate and rear children  Care for others  Travel in search of opportunities The capacity to be gives them the opportunity and resources to attain their aspirations for a better life such as:  Being knowledgeable and skillful  Being well-nourished  Being confident of one’s own abilities  Being comfortable with one’s achievements, independence and power Development is for all, and as such, it is everybody’s concern. Everyone in society, regardless of age, sex, religion, ethnicity, class, has the right to equal opportunities to achieve a better life. However, certain conditions in society generate inequality in opportunities. Despite government efforts and good intentions, not everybody enjoys equal access to opportunities and resources for a better life. Society divides people according to the privileged and the discriminated, the powerful and the powerless, shaping women’s and men’s position in society as well. This division or segregation by society resulted to differences in opportunities between women and men, and is inextricably linked to concepts of sex and gender. Any discussion in gender and development starts with the difference between sex and gender. Sex and Gender Sex is a natural distinguishing variable based on biological characteristics of being a woman or man. It refers to physical attributes pertaining to a person’s body contours, features, genitals, hormones, genes, chromosomes and reproductive organs. Sex differences between man and women and men are natural. Gender, on the other hand, refers to the socially differentiated roles, characteristics and expectations attributed by culture to women and men. It is created, produced, reproduced and maintained by social institutions. It is a set of characteristics that identifies the social behavior of women and men and the relationships between them. Gender roles and attributes are not natural nor biologically given. Gender roles, expectations and perceptions box women and men to situations that constrain their capacity to do and capacity to be, hindering, in turn, their potentials to attain a full and satisfying life. Because of gender, certain traits, characteristics and roles are ascribed distinctly and strictly to women and men. As a result of this gender stereotyping, gender bias and or the marginalization of women occurs. What is gender and development mainstreaming? Gender and development is a development perspective that recognizes the legitimacy of gender equality as a fundamental value that should be reflected in development choices. It questions society’s social, economic, and political structures and the validity of the gender roles they ascribe to women and men. It contends that women are active agents of development and not just passive recipients of development assistance. It also stresses the need for women to organize themselves and participate in political processes to strengthen their legal rights. Gender and development is a perspective about removing explicit, implicit, actual and potential gender biases within organizations and programs, projects and activities of those who are concerned with development. Gender mainstreaming is an approach to development that looks more comprehensively at the relationships between women and men in their access to and control over resources, decision making, benefits and rewards in society. It is an approach that situates gender equality issues at the center of broad policy decisions, institutional structures and resource allocations, and includes women in making decisions about development goals and processes. It aims to secure recognition of gender issues by government agencies on a sustained basis. It seeks to achieve equality between women and men in aspects of life through equity. It is an assessment of the implications for women and men of such planned government actions as policies, legislations and programs and projects. Lastly, it is a strategy to integrate women and men’s concerns and experiences in the design, implementation, monitoring and evaluation of policies, programs and projects in all political, economic and social agenda. Gender mainstreaming is a strategy to ensure that the concerns for gender equality is considered in the mainstream. The end goal of gender mainstreaming is to enable both women and men to equally contribute to and benefit from the fruits of development. The gender mainstreaming strategy is not an end in itself. It is a strategy to transform society and its institutions so they could work for gender equality. The international mandates include the following  The United Nations Convention on the Elimination of All Forms of Discrimination Against Women (UN-CEDAW) which promotes equality in all fields, affirmative action for women and protection of women from violence;  Beijing Platform for Action (PFA) of the Fourth World Conference on Women (FWCW) which calls for actions on12 areas of concern affecting women; and  Commitments made in such global meetings as the UN Conference on Women, Internation Conference on Population and Development, the World Summit for Social Development and Habit Conference.  The national mandates for gender mainstreaming are:  Section 14, Article II of the 1987 Philippine Constitution which states that “the State recognizes the role of women in nation building and shall ensure fundamental equality before the law of women and men”;  Republic Act 7192 or the Women in Development and Nation Building Act which promotes the integration of women as full and equal partners of men in development and nation building;  Section 28 of the General Appropriations Act (GAA) from 1995 to 2000 directing government entities to formulate GAD plan, the cost of which shall not be less than five percent of their yearly budget, otherwise known as the GAD Budget;  Executive Order 273 directing all government agencies and local levels to “institutionalize GAD efforts in government by incorporating GAD concerns in their planning, programming and budgeting process”; and  Local Budget Memorandum 28 which directs local government units to mobilize resources to mainstream and implement gender and development programs using 5% development plan. i. THE VOLUNTEER ACT OF 2007 Volunteer Act of 2007 states that it is the policy of the State to promote the participation of the various sectors of the Filipino society, and as necessary, international and foreign volunteer organizations in public and civic affairs, and adopt and strengthen the practice of volunteerism as a strategy in order to attain national development and international understanding. The inculcation of volunteerism as a way of life shall rekindle in every Filipino the time-honored tradition of bayanihan to foster social justice, solidarity and sustainable development. Volunteers refers to individuals or group who for reasons arising from their socio- developmental, business and corporate orientation, commitment or conviction; contribute time, service and resources whether on full- time or part-time basis. They do so for a just and essential social development cause, mission or endeavor in the belief that their activity is mutually meaningful and beneficial to public interest as well as to themselves. Under the law, volunteerism refers to an act involving a wide range of activities, including traditional forms of mutual aid and developmental interventions that provides an enabling and empowering environment both on the part of the beneficiary receiving and the volunteer rendering the act, undertaken for reasons arising from socio-developmental, business or corporate orientation, commitment or conviction for the attainment of the public good and where monetary and other incentives or reward are not the primary motivating factors. Volunteerism in the academe includes, but is not limited to, provision of technical assistance and sharing of technology within the academic circle, target communities and other clienteles and the upgrading of the quality of education and curriculum methodologies while providing career enhancement and exposure to the volunteers Volunteerism in the corporate sector as an expression of corporate social responsibility and citizenship, refers to activities recognized by the company, where employees give their time, skills and resources in the service of the company's internal and/or external communities. These volunteering activities include, but are not limited to, employee giving of material resources to specific causes; employee-led fund-raising; one-time outreach activities; environmental campaign; medical and health related advocacies; knowledge and change management; scholarship programs; and sharing of expertise, particularly of business and developmental skills through mentoring, tutoring, training, business, consulting/advising and rendering of pro bono services on a case-to-case basis; and volunteerism by not-for-profit organizations includes, but is not limited to, provision of complementary service delivery and human resource development in underserved communities as well as advocacy and articulation of the cause of the disadvantaged and vulnerable groups. The DepEd and the CHED shall integrate volunteerism as part of the curriculum in basic and higher education to raise the consciousness of the youth and develop the culture of volunteerism among the citizenry. (RA 9418, 2001) According to Glendinning (2017), youth volunteerism comes down to the quality of engagement. Whether it is tending a community garden, coaching at a local sports’ club, providing tuition to those unable to afford it, fundraising for a charity, or serving food to people who are homeless, if volunteers understand their part in the community and the impact of their service, then their introduction to volunteering at a young age will probably continue to impact on them throughout life. School “service” programmes, mandatory or not, give youth a good headstart in terms of understanding their wider community, issues within it, and how each person can make some kind of difference. Although not all students go on to volunteer throughout their lives, those introduced to service from their youth are all the more likely to appreciate their potential to make a positive impact on their community and develop a sense of social responsibility—qualities that are greatly valued both at the workplace and in society. Click on the link below to see the RA 9418 copy: https://bit.ly/2YOFuqC Click on the link below to see the CHED Memo Order No. 27, 2015 copy: https://bit.ly/3hL4Gqq