STS WEEK 3

Science and technology and nation building

Historical Development of Science and Technology

-American colonial period during which the Bureau of Science was created.
- Philippine S&T was formed through Bureau by the American Government.
- The Bureau mainly focused on agriculture, health and food processing, because of the
colonial economic policy, the development of industrial technology was largely neglected.
- at the same period Public school system was created.
- The Bureau became the effective training ground for Filipino scientists through the
creation of the University of the Philippines (UP) System and the various S&T-related
agencies and laboratories.
- Right after the proclamation of Philippine independence in 1946, Major shifts in the
direction of Philippine S&T occurred.
-An institute of Science under the office of the president was created, its impact was
minimal and suffered from lack of support, planning and coordination.
- For lack of basic information, neglect of experimentation, and small budget for R&D
activities, the Bell Mission’s recommendation mentioned that the Institute had no
capability to support S&T development.
- The major shift on S&T institutional capacity building was done through the
establishment of infrastructure-support facilities like new research agencies and
manpower development 1950s and 1960s.
- The effect of this shift was once again insignificant due the unplanned activities of the
researchers within the agencies.
-The NSTA was reorganized into what is now called the Department of Science and
Technology (DOST) by virtue of Executive Order 128 in 1986 after the EDSA revolution.
- The DOST was restructured to ensure an effective delivery of certain functions.
-(TAPI)Technology Application and Promotion Institute- served as the
implementing arm of the DOST in pushing for the commercialization of
technologies and marketing the technology services of other operating
agencies of the Department.
-(SEI) Science Education Institute- undertake and formulate plans for the
development of S&T education and training in the country.
- (STII) Science and Technology Information Institute- served as the
information arm of the Department through the development and
maintenance of an S&T databank and information networks.

DOST Councils
PCARRD - Philippine Council for Agriculture, Forestry and Natural Resources Research
and Development
PCAMRD - Philippine Council for Aquatic and Marine Research and Development
PCIERD - Philippine Council for Industry and Energy Research and Development
PCHRD - Philippine Council for Health Research and Development
PCASTRD - Philippine Council for Advanced Science and Technology Research and
Development
NRCP - National Research Council of the Philippines

a. The Philippine Government S&T Agenda

Summary of Philippine Science and Technology Agenda

1. Modernization of production sectors

a. Generation and active diffusion of employment-oriented and high value-added
technologies
b. Emphasis on developmental R&D toward commercialization
c. Proper selection and acquisition of essential and appropriate technologies
d. Adaptation, absorption and mastery of imported technologies
e. Dissemination of appropriate technology
f. Technologies with increasing accessibility to S&T information and services
g. Reducing environmental degradation and mitigating adverse impacts of natural
hazards

2. Upgrading of R&D activities

a. Establishing R&D priorities
b. Development of local materials and indigenous technologies
c. Stimulation of private sector participation
d. Reducing environmental degradation and mitigating adverse impacts of natural
hazards

3. Development of S&T infrastructure

a. Development of high-quality S&T manpower in growth areas
b. Expansion of S&T education and training
c. Development of S&T institutions
d. Development of an S&T culture

Table 3. Summary of S&T policy programs in the Philippines (Cororaton,2002)

Policy and Program Brief Description

1 Modernization of the Production Sectors

A Comprehensive Technology Transfer the CTTC serves as a mechanism to link and

Commercialization Program (CTTC) technology generators and users. It aims to hasten
the process of industrialization through commercialization of technologies whose
utilization is envisioned.

B Support programs to the CTTC

B-1 Production of technology packages Provision of info and economic feasibility studies
B-2 Investors fora Venues for technology generators
B-3 National and regional technology fairs Organized to showcase new technologies for
transfer
B-4 Technology financing programs Funding assistance to technology
B-5 Information services Info packages on mature technologies
B-6 DOST training centers Conduct technology training
B-7 Regional and provincial S&T centers Ensure the transfer of technologies
B-8 DOST Academy Technology Business Link between DOST and the academe for
Entrepreneurship Development Program technology commercialization

C Technology business incubators Assists new technology firms through technical,

financial, and marketing assistance

D Science and technology parks Facilitates the transfer of university-industry

interaction in advanced technology

E Global search for technology Search and acquisition of commerciable

technologies abroad

F Program of assistance to investors Assistance to patenting, financing and marketing

2 Upgrading of R&D Activities

A R&D priority plan (export winners, basic Indication of preferred areas of R&D domestic
needs, and coconut industry)

B Grant-in-aids program Support of R&D activities

C Contract Research Program Sponsored research with other agencies

D R&D Incentive Programs Incentives for the conduct of R&D activities

3 Development of R&D Infrastructure

A Manpower Development Program in Graduate and undergrad scholarship program

Science and Engineering in priority areas

B Grade school and secondary school level Development of the grade school network
serving
as feeder schools for HS and technical schools

C Vocational and Technical Education Development of vocational and technical schools

in the industrializing areas
D Scientific Career System (SCS) Career path for scientists that will develop their
technical expertise
E Utilization of Filipino exports Employment of Filipino expatriates

F Recognition of S&T efforts Conferment of the rank and title of National Scientists

G Balik Scientists Program Taking advantage of trained Filipino scientists and

engineers thru information exchange

H Development of S&T culture Promotion of science consciousness and

innovativeness

I Organizing and strengthening of S&T Strengthening of S&T sectoral network

and establishment of new S&T institutions
and mechanisms

Department of Science and Technology: An overview

Formed: January 30, 1987

Headquarters: DOST Building, General Santos Avenue, Central Bicutan, Taguig City,
Philippines
Department executive: Fortunato "Boy" Tanseco de la Peña
Science and Technology Service Institutes:
-Philippine Atmospheric, Geophysical and Astronomical Services Administration
(PAGASA)
-Information and Communications Technology Office (ICTO)
-Philippine Institute of Volcanology and Seismology (PHIVOLCS)
-Science Education Institute (SEI)
-Technology Application and Promotion Institute (TAPI)
-Science and Technology Information Institute (STII)
-Philippine Science High School System (PSHS)
- June 1958- established as National Science and Development Board (NSDB)
- March 1981- reconstituted as the National Science and Technology Authority (NSTA)
on 17.
- January 1987- the functions and responsibilities of DOST expanded correspondingly to
include the following:
• Pursue the declared state policy of supporting local scientific and technological
effort
• Develop local capability to achieve technological self-reliance
• Encourage greater private sector participation in research and development.
-The Department of Science and Technology (DOST) is the premiere science and
technology body in the country charged with the twin mandate of providing central
direction, leadership and coordination of all scientific and technological activities, and of
formulating policies, programs and projects to support national development.
Activity 7
1. What caused the failure of the firsts scientific endeavors in the Philippines?
Explain your answer.
2. What else should be done in order to make the scientific undertakings in the
Philippines successful?

b. Major development programs and personalities in S&T in the Philippines

Note: See attachments
a. The National Scientists Decade.pdf
b. Philippines's Landscape on Funding and Collaboration pdf

Activity 8
1. Make a list of discoveries and inventions made by Filipino inventors and
scientist that made an impact here and abroad.
2. List down some of the new Filipino discoveries and inventions that you think
must be promoted and supported by the government? Explain your answer.

c. Science Education in the Philippines

- The concentration of the activities of Science and Technology in our country are
medicine and agriculture.
- The Philippines also give a chunk of its resources to ICT solutions to provide
administrative and education services to local areas. This also enhance transparency in
government actions that maybe rife with corruption.
- projects and researches dealing with natural disasters also get big amount of funding,
service agencies actively give predictions and forecasts and provide the necessary
information bases on them.
- National Industry Cluster Capacity Enhancement Project (NICCEP) promoted by the
Department of Trade and Industry of the Philippines and the JICA, a project driven by the
Philippine Development Plan 2011-2016 plans to support small-to-medium companies
and expansion of industrial clusters in the context of a mid-term strategy for building
competitiveness.
The goals for the project are:
(1) Job creation,
(2) Development of small-to-medium companies,
(3) Enhancement of added value, and
(4) Improvement of business environment (approach to poverty, in particular).

To achieve these goals, clusters in selected industrial sectors are planned,

introduced, supported and evaluated on a nationwide scale with an aim of strengthening
industrial competitiveness. The NICCEP management office provides the following
support:
(1) Dispatch of experts on industrial cluster development,
 (2) Provision of training and workshops, and
(3) Provision of opportunities for overseas training on an as-necessary basis.
Selected industrial sectors are:
(1) Luzon area: milkfish, daily necessities, coffee, sightseeing, ICT, health and
welfare, handicrafts,
(2) Visayas area: gifts, ornaments and household goods, sightseeing, ICT, health
and welfare, and
(3) Mindanao area: banana, mango, coconut, seaweed, timber, mining,
sightseeing, ICT, rubber, domestic poultry, tuna, oil palm.

Utilization of ICT
- A telecommunications company in the Philippines reported that almost 100% Internet
coverage has been achieved in the country but it seems like it’s the opposite of what is
the actual situation.
- To lessen the corruption in the government, the administrative process are now
electronic to make it transparent and accessible to the public.
- The focus of ICT is positioned on using high English proficiency for BPOs. Quality ICT
systems are important to run this kind of business.

Research for Dealing with Natural Disaster

-The Philippines constantly face natural disasters such as volcanic activities and yearly
damage caused by typhoons.
-Service agencies like PHILVOCS and PAGASA are very important in dealing with natural
disasters. These agencies may give a heads up to prepare the country of the incoming
disasters.

An essay retrieved from Sun Star Pampanga about the situation of Science
education in the Philippines

HOW IS THE SCIENCE EDUCATION IN THE PHILIPPINES?

Sun.Star Pampanga
29 Nov 2018
Gone were the days that we just had General Science in Science 7, Biology in
Science 8, Chemistry in Science 8 and Physics in Science 10. As we adopt the K to 12
Curriculum, changes were made. As mandated in the Republic Act No. 10533, also
known as Enhanced Basic Education Act of 2013, that private and public schools to
implement spiral progression approach to solve the congestion of Philippine basic
education curriculum. Hence, in new secondary science K to 12 curriculum, the students
are exposed to spiral progression approach, wherein the four areas, namely Earth
Science, Biology, Chemistry and Physics, are being taught every grading period
(Sanchez, 2014). Science teachers should be equipped with the four subject areas.
Along this line, the science education in the country is faced with many constrains such
as the shortage of qualified science teachers, lack of quality textbooks, inadequate
instructional materials and equipment, large classes, and lack of support from
administrators. In addition, it was found that the lack of instructional materials and
equipment in school has been used to account for the poor performance of students (SEI
– DOST & UP NISMED, 2011). At present, DepEd finds solutions regarding these
matters. Numerous laboratory tools and equipment are being distributed in selected
public Senior High Schools throughout the country from 2017 until present. This package
had laboratory tables and stools to go with. Thus, public senior high schools with junior
high schools in their campus, may both use the said laboratory tools and equipment.
Furthermore, DepEd had distributed television sets and computer packages as well to aid
the teachers in their instructional materials.
The computers contained the Learning Resources Management and Development
System (LRMDS) of the Department of Education (DepEd), which provides teaching and
learning resources aligned to the K to 12 curriculum
But then until this time, most Learner’s Materials/ textbooks in Science
are not yet available for the students especially in the Science core subjects of
the Senior HS. I guess that’s why teachers are exposed to various trainings and seminars
to be able to teach well despite the lacking textbook.

Basic measures taken by the Commission on Higher Education are summarized

in a strategy document entitled the Strategic Plan for 2011-2016. This document sets out
the following basic policies:

(1) Enhancing the quality of higher education (including promotion of education

based on international standards and securing of international competitiveness of
former students),
(2) Providing opportunities to access higher education to everyone who wishes to
receive higher education,
(3) Protecting academic freedom firmly, and
(4) Making a commitment to improving morals to eradicate corruption.

Intensive support is provided by, for example, designating organizations as a

center of excellence (COE) and a center of development (COD).

In 2018, The RTU became the Center for Astronomy Research and Development
(CARD) funded by the DOST. The CARD was established and being led by Professor
Ryan Manual D. Guido, under his leadership the center have already published and
presented many Astronomical and Light pollution researches here and abroad.

Balik Scientist have also visited the RTU.

-Dr Rodrigo Jamisola a Balik Scientist from Africa shared his expertise in Robotics.
-Dr. Amador Muriel a physicist from New York have done many astrophysics
research collaborations with the students and faculty members of Astronomy
department.
The Science Curriculum

-The Science curriculum in the Philippines envisions to develop a scientifically,

technologically, and environmentally literate and productive members of society.
- the products of this curriculum must be equipped with effective communication and
interpersonal and lifelong learning skills as well as scientific values and attitudes.

The Guiding Principles of Science Curriculum

Science is for everyone. This principle recognizes the proactive relationship between
science and society. This means putting science into the service of individuals and society.
Science education should aim for scientific literacy that is operational in understanding
oneself, common human welfare, social, and civic affairs. Science should permeate all
levels of society. Whether or not students pursue a university education, they should
leave school with a level of understanding and scientific literacy that will prepare them
to be informed and participative citizens who are able to make judgments and decisions
regarding science applications that may have social, health, or environmental impacts.

Science is both content and process. Science content and science process are intertwined.
The value of science processes is to advance content or the body of knowledge. Without
content, students will have difficulty utilizing the science process skills. Science processes
cannot exist in a vacuum. They are learned in context.

School science should emphasize depth rather breadth, coherence rather than
fragmentation, and use of evidence in constructing explanation.

School science should be relevant and useful. To be relevant and useful, the teaching of
science should be organized around situations, problems or projects that engage the
students both as an individual and a member of a team.

School science should nurture interest in learning. Students are generally interested in
problems that puzzle them. They have a natural urge to find solutions. Organizing the
curriculum around problems or phenomena that puzzle students helps motivate them to
learn. Rather than relying solely on textbooks, teachers are encouraged to use hands-on
learning activities to develop students’ interest and let them become active learners.

School science should demonstrate a commitment to the development of a culture of

science. A culture of science is characterized by excellence, integrity, hard work, and
discipline.

School science should promote the strong link between science and technology,
including indigenous technology.
School science should recognize that science and technology reflect, influence, and
shape our culture. The science curriculum should recognize the place of science and
technology in everyday human affairs. It should integrate science and technology in the
civic, personal, social, economic, and the values and ethical aspects of life.

Science Education Components

Component 1:
-Inquiry Skills- refers to the skills of scientists used to discover and explain physical
phenomena.
- These skills include asking questions about the world, designing and conducting
investigations, employing different strategies to obtain information, and communicating
results.
- Activities such as scientific investigations, experiments, project work, field work, group
discussion, and debates allow students to be actively engaged in the following processes.

Component 2:
-Scientific Attitudes, includes Critical Thinking, Curiosity, Creativity, Intellectual
Honesty, Accuracy, Objectivity, Independent Thinking, Active Listening, Assuming
Responsibility, Taking Initiative, Perseverance.
- These are the qualities that a scientists or men in science must posses in order to perform
scientific undertakings effectively and efficiently.

Activity 9

1. Explain at least three scientific attitudes in the Science education components.

2. How will the current K12 curriculum in science help improve the science community in
the Philippines.
3. Aside from medicine, agriculture and disasters, what else should be the focus of projects
and researches in the Philippines. Explain your answer.

Reference:
Andrada, Cabrera, Laqui, Paglomutan, 2018 Science Technology and Society 1st edition