INTEGRATION OF PEACE EDUCATION, CHALLENGES

AND STUDENTS’ UNDERSTANDING

IN VITALI DISTRICT

A Title Proposal

Presented to the Faculty of the Graduates School

Zamboanga City State Polytechnic College
Zamboanga City

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Educational Administration

Prepared by

Jacqueline D. Biao
June 2019
 CHAPTER I

INTRODUCTION

Background of the Study

The world has witnessed dramatic changes in the 20th Century. Humanity

is facing a terrible challenge of its own existence. At the turn of the 21st Century,

the world was immediately gripped by the conflicts, violence and war on

Terrorism. In reflection, the 20th Century was a period marked by tremendous

technological and economic progress — but it was also the most violent century

in human history. As we know that the world has been transformed into a global

village. Globalization is having a major impact not only on the business world but

also on the whole humanity Global recession, Global warming, climate change,

poverty, conflict and violence are the main challenges that have dominated the

first decade of the 21st century. We are now living in a violent social order that

prevails in the social tension, conflicts, wars and division of humanity due to the

racism, fundamentalism, Casteism, sexism religion and ethnic challenges.

According to the 2017 Global Institute Index, peace around the word is

improving on average, the index assesses global peace under three broad themes:

the level of safety and security in society; the extent of domestic and international

conflict; and the degree of militarization.

Four decades ago, in February 1986, the historic and inspirational people-

power revolution in the Philippines ended an era of dictatorial and repressive rule.

For the Filipino people, it also ushered in an opportunity to rebuild a society based
on principles and process of democratic participation, human rights and social

justice. At the grassroots, many civil society movements, NGOs and individuals

expanded their work and advocacy in peace building, while a new Constitution was

proclaimed that enshrined fundamental freedoms and the foundations of a just and

humane society. It was in this renewed democratic post-EDSA space that the field

of peace education began to take root, initially within the Mindanao context where

armed conflicts arising from movements for Moro self-determination and the CPP-

NPA-NDF revolutionary struggle were still unresolved. Peace education programs

also began to develop in schools, colleges and universities through non-formal and

community programs in other islands and regions. Through the advocacy of Peace

Education Network (PEN), peace education centers and programs, non-

government organizations and with the support from the Office of the Presidential

Adviser on the Peace Process (OPAPP), one significant milestone was attained in

2006 with the signing of Executive Order 570: Institutionalizing Peace Education

in Basic Education and Teacher Education by then Philippine President Gloria

Macapagal Arroyo. (Center for Peace Education, Miriam College, Katipunan Ave.,

Quezon City, Philippines, and World Council for Curriculum and Instruction,

Philippines Chapter.)

In Zamboanga City a non-government organization was formed in 2006 by

Peace Advocates Zamboanga (PAZ). It is a non-profit organization that works for

a society of peace and harmony in Zamboanga. It is designed to sustain

awareness, understanding and practice of the culture of peace in Zamboanga and

Western Mindanao. It includes Muslims, Christians and indigenous people, as well

as inter-religious groups, community leaders, children and youth, government

institutions and individuals from academia. At present, it endeavours to expand

and Institutionalize its peace advocacy efforts through the media. After the

Zamboanga Siege in 2013, the PAZ with their international partner Manos Unidas

a Spanish Catholic Church Organization for the aid, promotion and development

of the Third World. It is at the same time a Catholic and secular Non-Governmental

Development Organization (NGDO), signed up for an agreement known to be

“Covenio 2”. One of the focused projects of this agreement was to come up with a

lesson exemplar of the Integration of Peace Education in the three subjects,

Filipino, Araling Panlipunan, and Edukasyon sa Pagpapakatao. This exemplar will

serve as guide to all teachers teaching the said three subjects. (Peace Advocates

Zamboanga Foundation, Inc.)(https://sustainabledevelopment

In 2018, the ESP supervisor created a group of ESP teachers from both the

secondary and in the elementary, the Peace education Division Core Group, this

said group will be spearheading the activities of the division of Zamboanga with

regards to Peace Education and other related activities.

Hence, this study is conceptualized to determine the extent of integration of

peace education in the selected learning areas, challenges and students’ level of

understanding towards peace education.

Statement of the Problem

This study attempts to determine the Integration of Peace Education;

Challenges and students’ understanding in Vitali District, school year 2019-2020.

Specifically, it seeks to answers to the following questions:

 1. What is the extend of integration of the Peace Education in students

learning areas in terms of:

1.1 Nurturing inner peace;

1.3 Living in harmony with the earth;

1.3. Human rights and responsibilities;

1.4 Cultural respect reconciliation and solidarity;

1.5 Dismantling the culture of war and

1.6 Living with compassion and justice?

2. What are the challenges faced by the EsP Teachers in the Integration of

Peace Education?

3. What is the level of students understanding towards Peace Education?

4. Is there a significant influence in the extent Integration of teachers in Peace

Education in student’s level of understanding?

5. Is there a significant difference in the extent of integration of Peace

education when data are analyzed into learning areas and school location?

Significance of the Study

This study will be beneficial to the following:
School Heads. This study can provide school heads the insights on the

integration of Peace Education challenges and student’s understanding in the

learning areas Filipino, ESP, and Araling Panlipunan.

Teachers. Teachers can find a solution in addressing the challenges in

integrating Peace Education and the student’s level of understanding in the

learning areas of Filipino, ESP, and Araling Panlipunan

 Students. Students can enhance the level of understanding in integrating

peace education in the lesson of the mentioned three learning areas.

Parents. Parents can advise their children to understand fully the peace

education learnings.

Researchers. The study can provide empirical data to researchers who

intend to work along this area. These data can enrich their understanding and

provide support to some of the findings of their studies.

Scope and Limitations of the Study

The study focuses on the Challenges and students’ level of understanding

in the integration of Peace Education among teachers teaching Filipino, ESP, and

Araling Panlipunan. The data collection will be conducted to the entire population

of teachers teaching the said learning areas of Vitali District, School year 2019-

2020.

The following teachers mentioned in the specific learning areas to be

included in this study are coded as follows: Tagasilay National High School as

school A, where there is fifteen (15) teachers teaching the said Learning areas.

Sibulao NHS coded as school B has eight (8). Limaong NHS coded as school C,

has eight (8). Tictapul NHS coded as school D, has fifteen (15). Vitali NHS coded

as school E, has forty teachers (40) and Mangusu Integrated School coded as

school F, has seven (7) teachers.