Archive for November, 2010

Sariaya West welcomes district OIC

Posted: November 28, 2010 in News...

DepEd Division of Quezon assigns  officer-in-charge of Sariaya West District in the name of Carmela Ezcel A. Orogo, EPS in charge of Science (secondary).

This action from the DepEd Quezon division office went through a gamut of praises from among the teachers.

Sariaya West  had been longing for a leader that will effectively function for the good of the district.

“We hope that order will prevail in our district,” some of the teachers commented.



P10K bonus OK’d for government workers

Posted: November 28, 2010 in News...

(The Philippine Star) Updated November 28, 2010 12:00 AM MANILA, Philippines –

President Aquino has authorized the granting of a P10,000 Productivity Enhancement Incentive to state employees on top of their Christmas bonus and 13th month pay. Under Administrative Order No. 3 signed on Nov. 25, Aquino said the government’s austerity measures have greatly contributed to keeping the fiscal deficit within target. “The economy has stabilized; investors’ confidence, trust and faith in the Philippine government have been restored; plans for the effective implementation of government programs such as on education, health, poverty alleviation, and job generation are pursued under the platform of good governance,” Aquino said in the order. “These accomplishments were achieved through the unwavering support, commitment, and collaborative efforts of all government employees from all sectors and levels of Philippine bureaucracy,” he added. State employees in the executive branch, government-owned and controlled corporations (GOCCs), and government financial institutions (GIFs) hired on a permanent, temporary, casual or contractual status are entitled to the one-time productivity bonus if they have rendered at least four months of service as of Nov. 30. Government employees who have rendered less than four months of service as of Nov. 30 will receive the bonus on a pro-rated basis: 40 percent for service rendered for three months but less than four months, 30 percent for service rendered for two months but less than three months, 20 percent for work rendered for a month but less than two months, and 10 percent for work rendered for less than a month. The employees should also not have received any additional year-end benefit in the current fiscal year other than the P5,000 Christmas bonus. The productivity bonus for employees of the executive branch will be sourced from the 2010 budget savings of the national government agencies (P7,000 for each employee) and from savings in the allotments of the respective agencies of state workers (P3,000 for each employee). If the savings of the agencies are not enough to fund the balance of P3,000, it is advised that the bonus be given at a lower but uniform rate. For employees of GOCCs and GIFs, the productivity bonus will be sourced from the savings of the corporate budgets for 2010. If the corporate savings are not enough to fund the bonus, a partial but uniform rate can be disbursed. Employees of the Senate, House of Representatives, the judiciary, the Office of the Ombudsman, and constitutional offices are also entitled to the bonus which may be charged to savings in allotments of their offices. The granting of the bonus to employees of local government units (LGUs) will have to be determined by the local council. The productivity bonus will likewise be sourced from the LGUs’ savings in 2010. The payment of the bonus to state employees shall be made not earlier than Dec. 15.

I. Objectives ( Indicate PELC number)

Indicate Value(s) and Integration(s)

II. Subject matter and title reference(s),p./


III. Materials

IV. Procedure

A. Preparatory Activities

For Grade I:

1. Sounds – with the use of CD

2. Phonovisual Lesson- Lesson Phonovisual  Guide, p./pp.

For Grade II:

1. Sounds- with the use of CD

2. Fuller Lesson – Fuller Lesson Guide, p. /pp.

For Grade III- VI Use Horn Method

1. Spelling: ( 5 words for Grade III and 10 words for Grade IV- VI)

Day 1- Pre- Test ( Write the spelling words in the Lesson Plan on day 1 only)

Day 2- Teach

Day 3- Follow-up Test

Day 4- Supervised Study

Day 5- Mastery Test

*The teacher should have a spelling notebook.

2. Phonics: lesson on Minimal pairs

Day 1

Day 2

Day 3

Day 4

Day 5

For Grades I- VI

3. Checking of assignment/ review/ drill

B. Discovering the Magic of Reading/ Constructing Meaning ( DMR/CM)

Day 1

1. Prereading

1.1 Motivation

1.2 Unlocking of difficulties- through context, pictures, gestures, etc.

1.3 Giving of motive question

2. Active Reading/ While Reading

2.1 First Reading / Storytelling- by the teacher

2.2 Second Reading / Storytelling- interacting with the text

3. Postreading

3.1 Answering the motive question

Day 2- DMR/ CM

1. Rereading /retelling the story- by the teacher

2. Rereading/retelling and shared reading-by the pupils

3. Discussion of the story using the Five Dimensional Questions

Day 3- DMR/CM

1. Rereading /retelling the story- by the teacher

2. Rereading/retelling and shared reading-by the pupils

3. Engagement Activity( Indicate the activity)

C. Developing English Language Competencies (DELC)

1. Motivation

2. Lesson Proper: Utilize Inductive Method or Deductive Method

2.1 Presentation/ Lead- in

2.2 Elicitation/ Comparison and Abstraction

2.3 Oral Practice

– Controlled

– Semi- controlled

– Independent Practice- Communicative Language Teaching(CLT)

2.4 Generalization

2.5 Application

2.6 Evaluation

C. Deciphering and Decoding Strategies and Skills(DDSS)

* Use steps in Reading, Listening and Writing.Always include writing activity in every DELC and DDSS lessons


The daily lessons should include:







Living With a Laptop Computer

Posted: November 24, 2010 in Features...

The advancements in technology over the past century have been truly amazing, and when one compares modern-day conveniences with what was available to previous generations, it is hard to imagine how life was possible without them. Certainly, the invention of television, cellular telephones, and supersonic aircraft represents incredible human ingenuity, and the ability to travel in space leaves one in awe, but who could have imagined the almost infinite capacity of a computer?

The written word contained in hundreds of volumes, mathematical and scientific data of every university on earth, and information on every subject known to man, are now all contained in a desk-sized box. Calculations can be made in an instant, and statistical information of every kind can be obtained with a few clicks of the mouse. The implications of this amazing technology for students at all levels are far reaching. Trips to the library and even some live presentations are becoming obsolete, as students research and discover their own information from their own personal computer. But this has become even more evident with the invention of the lap-top computer.

Many students today, especially at the college and university levels, consider the lap-top computer to be absolutely indispensable. The portability of the lap-top has made this remarkable machine an invaluable tool for dealing with almost every aspect of academic life, both on and off campus. The need to carry bundles of text books from class to class, for example, is now a thing of the past, because the information contained in those texts is available at the touch of a few keyboard strokes. Even plans for after school are instantly available, and students can find the exact details they need about shows, clubs, or restaurants in any city, in any part of the world. A computer briefcase can now contain all the information a student will ever need.

Keeping track of books, documents, and information manuals has always been a challenge for most college and university students. By its very nature, university life revolves around a whirl of activity and confusion, but the lap-top computer allows students to enjoy a more organized existence by keeping everything in one place. Study can become an enjoyable experience when all the information one needs is readily available, and any kind of assignment becomes less onerous when it can be done at any time and in any convenient place.

One of the greatest advantages of the lap-top computer is its ability to instruct and correct academic assignments while they are in the process of being done. Many students need a considerable amount of time and experience to develop good writing skills, and by using the advanced features of a good word processor they are able to make excellent progress, even as they move around, following their busy schedule. Written assignments can be begun in one location and completed in another, and spell checks, grammar scans, and red-lined corrections can all be done automatically while one is on the move.

Students today have enormous advantages over the students of previous generations, and there is every reason to expect that educational standards in both literacy and numeracy skills will continue to improve. Modern technology has assisted the advancement of education in western societies, and it will likely continue to do so. The lap-top computer, however, remains in a league of its own. This remarkable machine has truly revolutionized the way that students of today get things done.


Mobile Phone Etiquette

Posted: November 24, 2010 in Features...

Nowadays, mobile phones are not just a luxury but a necessity as it helps us communicate with people wherever we are. It is especially handy in terms of emergencies.

In using this technology, there are certain manners that we need to keep in mind. Read the following tips and learn about some mobile phone etiquettes:

  • Put your phone on silent mode while in class. Ringing phones can get very distracting for the teacher and other students, so put the phone on vibrate mode or just turn it off until after class.
  • Avoid using your phone during class. Don’t text, play games, check emails, and do other mobile activities while you are in a class.
  • Don’t annoy people with your ring tone. Stay away from ring tones that are offensive or annoying to other people.
  • Keep your voice down. Talk in a moderate volume or else, people will get angry. This is especially important when you are in a place where people can’t get away from you, like in a theater, bus or an elevator. Yelling into a cell phone is not necessary since they have sensitive microphones that can pick up a soft voice while blocking out ambient noise.
  • Do not use cell phones in the library or other designated quiet place. People are trying to study so be polite.
  • Avoid talking about personal topics when others can hear you. If it is an important call, step outside or go to a secluded area to take or return the call. If you really have to answer, keep your voice low and the conversation brief. Let the caller know you’ll call him/her back when you’re available. It is a bad cell phone practice to argue or fight with someone in public.
  • Avoid taking calls or texting when you are talking to someone. If the call has to be taken, ask permission from the person you are talking to.
  • Don’t light up your phone’s screen in a dark theater. Phones should be turned off in movie theaters, observatories, or any public place that creates an atmosphere to transport the audience’s imagination. People pay to be entertained, and a ringing phone breaks the illusion.
  • Think before you text. Cell phones are also recorders, and text messages might end up on a Facebook page.
  • Be sensitive. Turn off the phone before a presentation. Leave it off at funerals, weddings, museum, or place of worship.


Buckleitner, Warren. “Cellphone Etiquette for Kids.” Retrieved October 1, 2010 from
“Cellphone Etiquette.” Retrieved October 1, 2010 from
Rockler-Gladen, Naomi. “Student Cell Phone Etiquette: Polite Wireless Use on College Campuses.” Retrieved October 1, 2010 from
“What is Cell Phone Etiquette?” Retrieved October 1, 2010 from

(Published 02 November 2010, Smart Communications Inc.)

Using mobile phones to teach

Posted: November 24, 2010 in Features...

Mobile phones are considered a defining technology of the youth today. Its earlier years saw educators labeling it as a classroom disturbance, thus banning students from bringing it in class. The main issue back then was very loud ring tones and students’ too much text messaging during class.

However, times are different now. Mobile phone companies are now promoting the use of the gadget in classrooms to improve the skills of students. Smart phones, the more advanced breed of mobile phones, are smaller, cheaper, and more coveted by students compared to laptops and computers.

Some studies regarding the use of mobile phones as an educational tool suggest positive results. For one, data gathered from the study conducted by Digital Millenial showed that the ninth and 10th grade students from four North Carolina schools in low-income neighborhoods who were given cellular phones to aid them in their study of Algebra showed improvement in their understanding of the said subject. The study found that the students with phones performed 25 percent better on the end-of-the-year algebra exam.

Liz Kolb, a high school teacher, was able to devise ways on how to use mobile phones as learning tools and as “anytime, anywhere, data-collection tools.”

In her book Toys to Tools: Connecting Student Cell Phones to Education, she suggested several ways on how to turn the phone into a learning device:

  • Be a Documentarian – Cell phones are a great documentation tool for field trips or vacations to add more zest to that “What I Did During the Break” report.
  • Be a Writer – Try asking students to send Shakespeare as a text message during a unit review. They can rewrite what happened in a particular act, translating the text to new English in 160 characters or less. It can also encourage students to think about what act they are summarizing or what the important character traits are. There are also other sites like which allows people to collaboratively (or individually) write their own novel through text messaging.
  • Be an Expert – Websites like enable teens to position themselves as experts on topics and share their knowledge with others. They can even sign up and create a campaign (after researching facts and figures) to which family members and friends can subscribe to.
  • Be a Mobile Journalist – Students can start snapping pictures of unusual but relevant subjects like bridges in need of repair, interesting signs, unusual weather or events, and send this to a major or local news organization. It persuades students to think critically about what is happening around them, which is an important academic skill.
  • Be an Oral Historian – Cell phones have built-in recorders. Using sites like, students can store audio recordings in a password-protected space online. This is a great way to record oral history from grandparents, senior citizens in the community or local historians. If a performing group or respected author is in town, they can record an interview too.
  • Be a Communicator – Recent research shows that parents feel cell phones help them communicate better with their children. Sites like enable students to create text message alerts so it would be easy to let everyone know their whereabouts, for instance, all at once. Messages are communicated immediately to a group, be it immediate family, friends, or classmates.
  • Be Organized – Students who have trouble with organizing themselves can sign up for sites like It allows them to create speak-to-text messages and e-mails, make calendar appointments, and listen to their calendars through their cell phones.


Christ, Lindsey. “Teachers’ Class Promotes Cell Phones As Next Great Learning Tools.” Retrieved October 13, 2010 from–class-promotes-cell-phones-as-next-great-learning-tools
Richtel, Matt and Stone, Brad. “Industry Makes Pitch That Smartphones Belong in Classroom.” Retrieved October 13, 2010 from
Sorrentino, Johanna. “Cell Phones: 21st Century Learning Tools?” Retrieved October 13, 2010 from

(Published 08 November 2010, Smart Communications Inc.)

Primer on MDG

Posted: November 19, 2010 in Features...

A Primer on





Former United Nations (UN) Secretary-General Kofi Annan convened world leaders in September 2000 for the Millennium Summit in New York. At this historic international gathering at the beginning of the new millennium, 189 member-states of the UN reached a consensus that rich and poor countries alike should work together to achieve peace and security, respect human rights, promote good governance and strive for development, with attention to the needs of the poor, the vulnerable and the children of the world, to whom the future belongs.[1] This was encapsulated in the Millennium Declaration of 2000.


Through the Millennium Declaration, the UN member-states, which included the Philippines, committed themselves to achieve a set of time-bound development goals and targets called the Millennium Development Goals or MDGs. The MDGs are clear, quantifiable goals and targets for global human development, which are anchored on eradicating extreme poverty by 2015.


(1) Why was there a need to set the eight goals?

At the turn of the new millennium, an estimated 1 billion people in the world were poor, i.e., living on less than US $1 a day, the international standard for measuring extreme poverty. Many were dying of hunger. Children did not survive infancy or were not able to go to school. Women died during childbirth. Women continued to be discriminated against. Diseases like HIV/AIDS, malaria and tuberculosis plagued the world. The environment continued to be degraded and exploited beyond its carrying capacity. These conditions have been the root of many of the problems  of the world –conflict, strife, unpeace, violence, instability and inequality.

In 2000, the UN took the lead in this worldwide campaign to end poverty, inequality and its consequences. By setting these eight goals that were quantifiable, measurable and time-bound, the message to end all forms of human deprivation became loud and clear: It can no longer be ‘business as usual’ and that we as a global community, after pledging to the achievement of the goals in September 2000, should be held accountable for achieving them. The MDGs were to become the rallying point for all countries to come together for this common end.

Supported by the UN, its resources and expertise, developed and developing countries mobilize financial support and political will, re-engage governments, re-orient development priorities and policies, build capacity and reach out to partners in civil society and the private sector.


(2) What are the eight goals?


The eight MDGs have been formulated in such a way that they are indeed measurable, quantifiable and realistic. Each of the eight goals has a set of targets. These targets are quantified through indicators that will be set as the benchmark for measuring each country’s progress.



Eradicate extreme poverty and hunger.

  • Halve the proportion of people living in extreme poverty between 1990 and 2015.
  • Achieve full and productive employment and decent work for all, including women and young people.
  • Halve the proportion of population below minimum level of dietary energy consumption and halve the proportion of underweight children.
  • Halve the proportion of people with no access to safe drinking water or those who cannot afford it by 2015.


Achieve universal primary education

  • Ensure that children everywhere, boys and girls alike, will be able to complete a full course of primary schooling by 2015.



Promote gender equality and empower women.

  • Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015.



Reduce child mortality

  • Reduce  under-five mortality rate by two-thirds by 2015.


Improve maternal health.

  • Reduce maternal mortality rate by three-quarters by 2015.
  • Increase access to basic reproductive health services to 100% by 2015.


Combat HIV/AIDS, malaria and other diseases.

  • Halt and begin to reverse the spread of HIV/AIDS by 2015.
  • Achieve, by 2010, universal access to treatment for HIV/AIDS for all those who need it.
  • Halt and begin to reverse the incidence of malaria and other major diseases.



Ensure environmental sustainability.

  • Implement national strategies for sustainable development by 2005, to reverse loss of environmental resources by 2015.
  • Reduce biodiversity loss, achieving, by 2010, a significant reduction in the rate of loss.
  • Halve, by 2015, the proportion of people without sustainable access to safe drinking water and basic sanitation.
  • By 2020, to have achieved a significant improvement in the lives of at least 100 million slum dwellers.


Develop a global partnership for development.

  • Develop further an open, rule-based, predictable, non-discriminatory trading and financial system. Includes a commitment to good governance, development and poverty reduction – both nationally and internationally.
  • Address the special needs of the least developed countries. Includes tariff and quota-free access to the least developed countries’ exports; enhanced programme of debt relief for heavily indebted poor countries (HIPC) and cancellation of official bilateral debt; and more generous ODA for countries committed to poverty reduction.
  • Address the special needs of landlocked developed countries and small island developing States and the outcome of the twenty-second special session of the General Assembly.
  • Deal comprehensively with the debt problems of developing countries through national and international measures in order to make debt sustainable in the long term.
  • In cooperation with pharmaceutical companies, provide access to affordable essential drugs in developing countries.
  • In cooperation with the private sector, make available the benefits of new technologies, especially information and communications.


(3) With only six years left to 2015, how is the world faring in the achievement of the MDGs?


Based on the 2009 Global MDG Report[2]:


  • Progress is moving too slow to achieve the MDGs by 2015.
  • While data is not available to assess the full impact of the economic crisis, progress on Goal 1 has slowed down due to the crisis. The most damage has been done to the number of people living in extreme poverty. The World Bank estimated this number to be around 55-90 million higher than expected because of the crisis.
  • 72 million children are out of school; half of them have never been inside a classroom. Efforts must be made to get all children in school, to eliminate inequalities based on gender and ethnicity.
  • The number of deaths of children under the age of five declined steadily, despite population growth.
  • Strong partnerships and strong national policies have resulted in protecting the ozone layer.
  • The least progress of all has been made on maternal health. Fewer than half of pregnant women received the WHO-recommended four prenatal medical visits.
  • The world is on track to meet the safe water target – but almost a quarter of the population in rural areas still uses unimproved sources of water.


(4) What has the Philippines achieved thus far?


While the Philippines is progressing well in its bid to achieve most of the targets, faster pace of gains is urgently needed to reach some of the 2015 goals, especially because poverty has increased in the country. Specifically, current trending shows that targets for Goal 2 (Achieve universal primary education) and Goal 5 (Improve maternal health) are least likely to be achieved. And while the country is still within the target of less-than-1-percent-of-the-population for HIV/AIDS, the rising number of HIV cases has become a cause for alarm as well.


On Goal 1:


Poverty incidence in the Philippines rose from 30 percent in 2003 when  population was at 80 million, to 33 percent in 2006, when population had ballooned to 86 million. With limited resources, poverty incidence continues to increase as the population increases.


Poverty in the Philippines is a rural phenomenon:


  • 70% of the poor live in rural areas;
  • 62% work in agriculture
  • 56% is self-employed
  • 12.9% is poor

Poverty incidence shows stark inequality:

  • 7% in Metro Manila
  • 60% in Autonomous Region of Muslim Mindanao (ARMM)


  • 44.2% of Luzon is poor
  • 20.5% of Visayas is poor
  • 35.4% of Mindanao is poor



On Goal 2:


  • About 5.2 million children are not in school.
  • 61% of young children are not ready for school
  • 53% are not enrolled in Grade 1
  • Majority of children drop out after Grades 1 and 2
  • The national average of cohort survival is 63.6%
  • Boys are twice likelier to repeat or drop out of school
  • Sulu Province in Mindanao has the smallest percentage of children enrolled in public primary schools at 62% compared to the national average of 81.7%

On Goal 5:

  • In 2008[3], an estimated 3.4 million Filipino women became pregnant.
  • 54% of these pregnancies (about 1.9 million) was unplanned.
  • Half of unplanned pregnancies result in abortion.
  • 11 mothers die every day due to pregnancy-related causes.
  • Women lack access to reproductive health services.

On Goal 6:

  • HIV cases among the youth have been increasing at an unprecedented rate.
  • HIV cases among the 15-24 year-old group nearly tripled from 41 in 2007 to 110 in 2008.[4]
  • Aside from youth, other vulnerable populations include: persons in prostitution and their clients, males who have sex with males, people who inject drugs, and overseas Filipino workers.[5]

(5) What needs to be done to ensure the attainment of the MDGs by 2015?

A country has to adopt a “not business as usual” policy and this means strengthening good governance, demonstrating political will, mobilizing financial support and political will, re-orienting priorities and policies, building capacity and reaching out to civil society and the private sector and engaging national support.

The Philippines has the “fertile ground” to achieve the MDGs and it must continue to explore this potential to its fullest and plant the seeds that will yield the best returns like what some municipalities and cities have done on MDG localization, or civil societies that have successfully lobbied for increases in budget spending on MDG issues, such as health, education and the environment.

The country can still do much in the political front by conscientiously working for good governance, accountability and transparency by eliminating the obstacles to it. In addition, the country needs to be conscious about the potential of its human capital and continue to invest in good quality education, health, nutrition, infrastructure to support the delivery of basic social services, and employment that will engender sustainable pro-poor growth.

To summarize, the challenges are many:

  • There is a need to raise adequate resources to fund the achievement of the MDGs;
  • Reverse the trends in social budgeting;
  • Sustain high economic pro-poor growth to reduce income inequality;
  • High population growth rate is diluting the gains of economic growth;
  • Address conflict issues since conflict hinders development;
  • Data acquisition, monitoring and reporting system, especially at the local level;
  • The MDGs must be brought to the local level where their achievement will be won or lost.


The issues and recommendations with regard to the four lagging MDGs are:

(1)    To reduce poverty, growth has to be inclusive, high and sustained. Economic growth is fundamental to poverty reduction but growth has to be high – at least 6%; growth has to be consistent and not up and down; growth must be broad-based, it must create jobs and economic opportunities; it must be inclusive and equitably shared or must benefit every sector of society.

(2)    National and local response to poverty reduction must be closely linked. Poverty reduction will be won or lost at the local level. Local government units (LGUs) that have targeted poverty reduction in their local development plans have shown gains. National and local governments must work hand-in-hand with all sectors in poverty reduction. LGUs must take the lead in translating national poverty interventions in their communities.

(3)    Education and maternal health are the best ways to combat poverty. The chances of getting out of poverty increase with:

(a)    Higher level of education – 2/3 of poor households is headed by those at best with primary education.

(b)   Smaller family size – Among poor families, 13% are 3-member families, while 54% are 9-member families. The non-poor in the Philippines have an average family size of 4.5; the poor have 5.9; and the core poor have 6.4.

(4)    Children should be ready for school. Young children should be exposed to early learning experiences at home and at school. Both venues should actively encourage learning through play. Parents should provide these experiences at home, seek this service out in their communities, and local officials should ensure it is available.

(5)    Schools should be ready for children. Teachers and education officials should be given the training and support to create a stimulating, healthy and safe learning environment. It should be free from violence. There should be the absence of intimidation and fear. Plus, the community and the children themselves are actively engaged in school improvement initiatives.

(6)    Keep both boys and girls in school. The whole community, including leaders, parents, students and teachers should work together to ensure all children in the area are enrolled. Efforts should also be made to help those who are at risk of dropping out.

(7)    No mother should die giving life. Every pregnancy must be considered a risk. Deliveries should be done by a skilled birth attendant in a health facility. Proper spacing of children also prevents maternal deaths by up to 40%[6], and infant deaths by up to 20%.

(8)    When pregnancy is wanted, abortion is prevented. Pregnant women who had not wanted a baby at all were likely to have an induced abortion. Findings suggest that we can prevent 89% of abortions in the Philippines if women desiring to delay or limit childbearing were to use modern but affordable, safe and highly effective methods of contraception.[7]

(9)    If a woman can plan the spacing of her children, she can plan her and her family’s life. When a woman bears children at the pace she chooses, she can be better prepared to take care of her and her family’s health, become more productive and live a fulfilling life.

(10)Sexual and reproductive rights are human rights. In 1968, the International Year for Human Rights, UN member-states recognized the right of individuals and couples to decide their family size.

(11)Investing in population and reproductive health is cost-effective. Couples who plan and limit their family size can spare more funds for their children’s education, food and health. A study showed that as much as 70% of the cost of programs for basic social services can be sourced out from savings incurred due to low population growth.[8] Investing in contraceptives would also save the government some PhP 800 million a year in medical costs for unintended pregnancies.[9]

(12)Population impacts all the MDGs. The larger the population a country has, the greater will be the pressure on basic social services and on natural resources. In the Philippines, more than one million babies are born every year. They will be needing resources in the future, such as healthcare, schooling, food, clothing and later on, employment. Even today, these needs are not being met.

(13)Protect the youth from HIV. Provide accurate information on AIDS. Access to comprehensive services for sexually transmitted infections (STIs) can help prevent the spread of HIV.

(14)Local chief executives need to ensure that comprehensive STI services are in place and accessible at the local level.

(15)Local leaders should know the HIV and STI epidemic in their constituencies. We need to generate timely, strategic information for appropriate action. By knowing our epidemic, we can strengthen targeted interventions for the most at-risk and vulnerable populations. Knowing our epidemic will enable us to plan low-cost and high-impact interventions at the local and national levels.

(6) If these goals are achieved, how will the world look in 2015?

It will be a world of more harmony, a world that respects cultural and religious diversity and a world that has dramatically decreased the number of extremely poor.


The MDGs strike at the heart of what needs to be changed in the present. They are about a better future and what is possible, a future that we have chosen to take because we all believe in change and transformation into a better world – a world where no one can say that he is deprived of three square full meals a day; where each one of us had many choices; where every child can be properly nurtures, educated with life skills for a good future; where women are treated equally and enjoy equal opportunities; where we can breathe clean air, drink clean and safe water, enjoy the leisures that a clean environment provides and maintain food supply from a productive environment – a world that adheres to peace and security, respects human rights, practices good governance and protects the poor and vulnerable.




Human development is at the heart of the MDGs. In the final analysis, what should really drive all of us to attain the MDGs is the human development goal. The MDGs are all about creating an environment in which people can develop their full potential and lead productive and creative lives in accord with their needs and interests. These cannot be achieved if poverty persists, if access to education, knowledge, health and proper nutrition is denied and if developed countries remain oblivious to the inequitable conditions in the rest of the world.

The MDGs are feasible, but action is needed. The MDGs can be achieved, and they must be achieved because they are our future. They are the future of each one of us in this world.








[1] Officially, these are the key points of the Millennium Declaration.

[2] Global MDG Report 2009 launched in Geneva, Switzerland on July 6, 2009

[3] Guttmacher/UPI 2009

[4] National AIDS Registry, National Epidemiology Center

[5] AIDS Medium Term Plan IV, 2005-2010

[6] Lancet, 2006

[7] NDHS, 2003

[8] Orbeta, 2008

[9] Guttmacher/UPI 2009