You plan to move to the Philippines? Wollen Sie auf den Philippinen leben?

There are REALLY TONS of websites telling us how, why, maybe why not and when you'll be able to move to the Philippines. I only love to tell and explain some things "between the lines". Enjoy reading, be informed, have fun and be entertained too!

Ja, es gibt tonnenweise Webseiten, die Ihnen sagen wie, warum, vielleicht warum nicht und wann Sie am besten auf die Philippinen auswandern könnten. Ich möchte Ihnen in Zukunft "zwischen den Zeilen" einige zusätzlichen Dinge berichten und erzählen. Viel Spass beim Lesen und Gute Unterhaltung!


Visitors of germanexpatinthephilippines/Besucher dieser Webseite.Ich liebe meine Flaggensammlung!

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Showing posts with label Eleanor Pinugu. Show all posts
Showing posts with label Eleanor Pinugu. Show all posts

Monday, May 5, 2025

The children that were left behind


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For most of his adult life, Arnold (not his real name), along with his wife and two kids, lived in a kariton and survived through begging. He tried finding work in several establishments but could not consistently hold a proper job because his inability to read often led to certain challenges. “Tulad po ng simpleng pagsakay sa jeep. Kailangan tanungin saan papunta dahil hindi ka makabasa (As simple as riding a jeepney, I need to ask where it is headed because I could not read the signs),” Arnold shared. Once, he was able to land a job at a gasoline station, only to realize that he had unknowingly signed a contract for a salary that was much lower than what was verbally promised to him. He felt cheated and ashamed and found himself constantly worried that he would be taken advantage of.

Arnold’s struggles began in childhood. In school, Arnold had trouble learning how to read. But even without meeting the basic learning competencies, his teachers kept promoting him to the next grade level. He lost interest in his classes because he could barely understand what was being discussed. Eventually, he completely stopped going to school.

When children struggle with reading, it can quickly lead to a downward spiral if their learning needs are left unaddressed. Multiple studies show that students with poor reading skills had higher levels of anxiety, depression, and feelings of social isolation compared to their peers. These emotional challenges make it even more difficult for them to keep up in school because it negatively affects their motivation to learn along with their ability to stay engaged in class. Consequently, they’re more likely to have behavior problems and drop out entirely.

Unfortunately, even those who stay in school do not necessarily fare much better. According to the 2024 Functional Literacy, Education, and Mass Media survey, an estimated 18.9 million Filipinos who completed junior high school are considered functionally illiterate. This means that they still do not have the necessary reading, writing, and comprehension skills to thrive in real-world situations. For example, they may be able to write their name or read simple sentences, but they struggle to understand paragraphs and complex written instructions.

As illustrated by Arnold’s sharing, a functionally illiterate person faces limited job prospects and is often confined to low-paying work. Even when employed, they are less likely to receive promotions or professional training. In an information-driven society, those who cannot read and write are systematically excluded from being able to fully participate in economic, civic, and social life.

Children of functionally illiterate parents often inherit the same struggles, leading to intergenerational disadvantage. Studies consistently show that a child’s literacy levels are deeply tied to their literacy environment at home. When parents cannot help with homework, are unable to read bedtime stories, and cannot model a love for learning, their children are less likely to thrive in school.

The Department of Education has introduced several initiatives in the past year to help improve reading skills among public school students. Last week, Education Secretary Sonny Angara reaffirmed the agency’s commitment to strengthening literacy reforms. I am hopeful that this will translate into meaningful investment, not just into programs, but also into the people expected to carry out the interventions. In previous columns, I have written about the quiet but powerful work of many public school teachers to help nonreaders catch up. Their requests are often the same: give them (1) more time in their schedules so they have enough bandwidth to carry out remedial programs, (2) more flexibility to tailor their lessons to the skill level of their students, and (3) more age-appropriate learning resources to guide them in developing the sessions. If we want to see real change, we must listen to these calls.

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In 2013, Arnold met a Catholic missionary couple who helped him slowly improve his family’s life. The couple gave him some financial assistance, which allowed him to have a more permanent home, and helped him secure a job as a dishwasher at the cafeteria social enterprise that I run.

But the most life-changing gift was that they were able to find a volunteer who would sit down with Arnold after work and his then 5-year-old son to teach them how to read. At 38 years old, Arnold finally learned how to decode basic words. His goal was not anymore to read books; he was just grateful he could understand the world around him a little more each day. What gives him hope is that his son might have a better future.

While Arnold was very fortunate, most adults in his position are unlikely to receive the same support. That’s why we cannot solely rely on individual acts of charity; we need to scale up interventions to enable those who were left behind the opportunity to catch up, while also addressing the systemic gaps that caused (and are continually perpetuating) these problems. Only then can we ensure that no child today slips through the same cracks.

Monday, April 28, 2025

Faith that endures


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When I began my master’s degree in clinical psychology two years ago, I did not expect that one of the most profound outcomes would be developing a deeper appreciation of my faith and its role in my life. Over the past decade, spirituality and religiosity have gained growing recognition for their contribution to a person’s enhanced well-being. Spirituality—often characterized by a sense of deeper purpose and connection to something greater than oneself—has been consistently linked to higher subjective well-being, both among religious individuals and nonbelievers. Practices like meditation and mindfulness cultivate self-transcendent emotions like awe, gratitude, and hope, which strengthen a person’s emotional regulation.

For those who adhere to a particular faith tradition, the benefits can be even more pronounced. Studies have found that regular religious attendance and prayer correlate with lower rates of depression and substance abuse. This is largely due to strong social support systems found in religious communities. Surprisingly, however, these supposed benefits may not be as deeply felt or valued in the Philippines. A 2020 Social Weather Stations (SWS) survey found that the number of Filipinos who believe religion is important dropped from 83 percent to 73 percent. In another SWS survey, where 79 percent of respondents were Filipino Catholics, only 38 percent said that they attend religious services at least once a week.

A possible reason for this decline is that while many of us inherited a certain faith tradition, not everyone has access to the necessary formation to meaningfully contextualize or internalize its teachings. This insight came about last Saturday when we tackled the concept of faith during my class on development of psychological thought. My classmates complained about how religion was taught to them largely through rote memorization of prayers and doctrine, despite all of us attending well-known private Catholic schools.

American theologian James Fowler emphasized that a person’s faith development grows in parallel to their emotional and mental maturity. In the early stages, children learn about the faith through stories and the rituals practiced. As they enter their teens, they transition into what Fowler calls the synthetic-conventional stage. At this point, they are able to think more deeply about the meaning of their faith and start connecting it to broader questions of values and morals, though their understanding remains largely shaped by authority figures like their parents, teachers, and other religious leaders. Fowler says that true spiritual maturity emerges in later stages—where individuals are able to critically reflect, confront doubts, and ultimately reconstruct belief in a way that is deeply personal and embodied.

Perhaps the way the Catholic faith is largely taught here remains confined to the early stages that Fowler described, rather than showing how it connects to a person’s lived experiences and encouraging them to explore the mysteries and meaning of the sacraments and scripture. Even rarer are religion teachers who encourage students to articulate their questions and doubts without shame. If encouraging “blind acceptance” did not work for former generations, it would certainly not work now for young people who have access to diverse sources of information and worldviews. If the emphasis is continually placed on compliance versus genuine understanding, it is difficult to foster personal conviction. This could leave individuals with a flimsy relationship with their religion that could easily be shaken by moral dilemmas and personal hardship.

Part of Pope Francis’ legacy is how he consistently modeled for us the kind of faith that welcomed questions not as a threat, but as part of the path toward profound trust and understanding. Throughout his leadership, he challenged Catholics to move beyond rigid legalism and into spaces of authentic encounter, dialogue, and discernment. His example is something more Catholic schools here urgently need to take to heart.

One of the major challenges confronting Catholic schools, including the one I run, is finding teachers who can guide students toward a mature and living faith. This difficulty is, in many ways, the product of generations of underdeveloped religious formation. Our school is fortunate that despite limited resources, we have a passionate chaplain deeply committed to forming not only our students but also our teachers and staff. While there remains significant room for growth, it is profoundly encouraging to hear our students speak of God as someone they can turn to, which is so different from the “distant/judgmental God” many of us grew up with.

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If the Catholic faith is only taught as rules to follow, we risk setting up young believers for disillusionment and apathy. But if we teach faith as a living relationship that continues to deepen—through prayer and service, healthy doubting, and reflection—then hopefully we will effectively guide them toward a faith that matures, a faith that endures, a faith that is relevant and lived.

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eleanor@shetalksasia.com

Monday, April 21, 2025

Shaming isn’t discipline


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Last week, a public high school principal in Antique faced widespread online criticism after a viral video showed her angrily scolding students on their graduation day. She was upset that many students had arrived wearing togas. Before the ceremony began, the principal took the microphone and asked the students to remove their graduation robes, insisting that all they should be wearing are just their uniforms and sablay. However, her remarks quickly escalated into a furious lecture, even threatening to call the police because the students had “violated the law” for wearing a toga.

For context, the Department of Education (DepEd) has clarified that while school uniform, casual, or formal wear remains the recommended attire for both graduation and moving-up ceremonies, a toga or sablay may still be worn as an additional garb. Several students and parents later shared their version of events, saying the school’s Parent-Teacher Association had convened a meeting where most parents voted to wear a toga and even volunteered to sponsor students who could not afford one. Despite the consensus, the principal reportedly insisted on a different attire, which may have led to confusion and miscommunication.

The school head justified her actions by claiming that she just wanted to teach the students a lesson in respect and obedience to authority. But the manner in which she delivered her message seemed deeply inconsistent with the very values she claimed to uphold.

First, public shaming is not discipline. It is a form of control that uses fear and humiliation. While it may result in temporary compliance from students, it does not build their character or teach them any values. A leader earns respect by showing fairness, consistency, and empathy. When the principal shamed the students before their peers and parents, she wasn’t teaching them about respect; she was inadvertently teaching them that authority figures are exempt from practicing the respect they demand.

Second, we all make mistakes despite our best efforts. As educators, part of our responsibility is to turn our students’ mistakes into teaching moments. We need to guide children toward positive behavior through respectful correction and compassionate guidance. It is important to let them know that they were wrong and that their actions have consequences. Dwelling on the mistake in a way that erodes their self-esteem is unnecessary, ineffective, and potentially harmful to their well-being. When a child receives overly harsh comments from someone in authority or whose opinion they value, the negative feedback could become ingrained and permanent.

DepEd Antique has since stated that it formed an investigation team to look into the incident. Several teachers, however, posted anonymously in online forums, to share their doubt that any meaningful action would be taken since the principal allegedly had many “connections” in the regional office. They cited how the school community had raised serious concerns against the principal in the past. In 2023, parents and students staged public rallies and even appeared on a public service program to seek help from local officials. According to the parents, students, and teachers who were part of the petition, the principal was a “bully” who caused significant mental distress among the learners. The school allegedly lost around 500 students that year because many children ended up transferring or just stopped going to school altogether, supposedly due to the emotional toll from their experience.

This highlights a broader issue: When conduct-related concerns are raised against school authority figures, how often are they held meaningfully accountable? While DepED’s standard response is to have a formal investigation to ensure due process, there must also be clear and transparent mechanisms to allow the school community to monitor its results and assess whether appropriate measures were carried out.

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There is also a growing public perception that problematic school heads are too often just reassigned to another location. This band-aid solution just successfully manages public outrage without genuinely addressing the root problem. A more effective and constructive approach should involve restorative justice frameworks, community dialogue, and targeted retraining of the principal based on the underlying issue (e.g., positive discipline, emotional intelligence, or values-based leadership).

Lastly, when a principal commits a mistake in a way that significantly harms students, accountability should include meaningful efforts at schoolwide restitution. In these cases, addressing the community to publicly acknowledge and apologize for one’s mistakes can be a powerful act of modeling responsibility. This helps rebuild trust by reaffirming that schools are places of both learning and integrity for everyone, including those in charge.

If we hope to raise virtuous and compassionate young citizens with strong critical thinking skills and a deep commitment to civic participation, we must train our educators to model those same values. More importantly, we must ensure that they will uphold the right of every child to be treated with respect and dignity—even when students disobey a rule.

Monday, February 24, 2025

The value of female sponsorship

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They say that success is often a combination of luck and hard work. One of the luckiest things that ever happened to me was meeting Sherisa Nuesa (known to those close to her as Baby) in my late teens and having her as a role model and informal mentor. Since she was also a former college scholar, who rose through the corporate ranks (eventually bagging the ING FINEX CFO of the Year Award), her journey was a source of inspiration for me. Through our many conversations, I gained a lot of insight about what it’s like to be a female leader in a male-dominated field and how to stay grounded in one’s values while managing workplace dynamics.

When I graduated from university, Tita Baby volunteered to share my CV with some of her contacts and I got invited to an exploratory interview at two big companies. Though I ultimately chose not to pursue them, as I had already committed to a year of volunteer missionary work, her kind gesture left a lasting impact. Knowing that an accomplished leader like Tita Baby believed in and vouched for my potential, strengthened my self-confidence.

Another defining moment in my career was when I was chosen to be part of the World Economic Forum Global Shapers. Apart from international leadership training opportunities, the program connected me with broadcast journalist Karen Davila, whose mentorship was invaluable. Karen not only imparted professional and personal wisdom to me and the other Shapers, she advocated for us constantly, connecting us with other people who might be able to help us. At the time, Mano Amiga, the nonprofit school I lead, was just staying in a temporary Habitat for Humanity model home. We needed to transfer to a new location or else we would be forced to close down. Karen visited our school and featured us in one of her shows so she could help us raise funds and awareness for our cause.

Monday, January 13, 2025

Music matters

 

Music matters

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There is a touching viral video of a frail woman in a wheelchair who is gracefully moving her hands to Tchaikovsky’s “Swan Lake.” Marta Cinta González Saldaña, a former ballet dancer who was suffering from Alzheimer’s, had already forgotten the many decades of her life, but still remembered the choreography tied to the music. Her case is just one of the many instances where music was used to trigger memories and positive emotional reactions among patients with Alzheimer’s. Though Saldaña passed away in 2019—the same year the footage was taken—the clip continues to resonate deeply with people and helps raise awareness about how valuable music is for those affected by the disease.

Humanity has always intuitively understood the power of music. It enriches our celebrations, comforts us in times of loss, and keeps us company in both the most sacred and mundane moments of our lives. And in recent decades, there has been growing scientific research on the transformative impact of music on our physical, emotional, and psychological well-being.

Early musical exposure is linked to improved developmental outcomes in children. Research from the University of Southern California’s Brain and Creativity Institute found that music can accelerate brain development, specially literacy and language skills. Music, as a medium for self-expression, also enables children to better articulate emotions that may be difficult to convey, fostering emotional awareness and self-regulation skills.