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EXPLAIN Identify and give reasons. Ensure the example given is clear. Support your thoughts with evidence.

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THE PHILIPPINES GDP $4500 USD HDI 0.654 GINI Coefficient 0.43 (2009) Life expectancy 68 years Population living below poverty line 26.5% Colonial Influences: Spain 1565-1898 and USA 1898-1946 Population growth rate 1.9%

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On your blank map label: The 3 largest cities- Manila, Davao and Cebu. The 3 International Airports- Clark Angeles, Manila and Cebu. Draw the approximate route of the Pan- Philippine Highway.

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ETHNICITY 30% Tagalog, remainder island-based identity. 83% Catholic, 5% Muslim. Ancestoral domain, or land rights based on historic claims have led to Muslim protests against Christian settlers. The insurgency groups have argued that all lands, including natural resources, occupied by Filipino Muslims through cultural bonds, customary laws, and historic rights be declared as rightfully belonging to them. Ongoing conflict, particularly within province of Mindanao.

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Home Provinces of PresidentsReligious Prevalence

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RESIDENCE http://www.philippines.hvu.nl/housing1.htm This means where in the country, and the type of building structure.

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INCOME More than 60% of the entire countrys economic growth is concentrated in Metro Manila, Calabarzon, and Central Luzon. http://www.indexmundi.com/facts/phi lippines/income-distribution http://www.rappler.com/business/27276- poorest-provinces-philippines

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LINKING ETHNICITY AND POVERTY An exodus of illegal Muslim migrants to the neighboring state of Sabah, Malaysia. Recent crackdown by the Malaysian authorities as part of their anti-terrorist campaign resulted in en-masse deportation, and ensuing social and economic problems in their communities of origin; Increased incidence of povertyalready the highest in the countryfrom 56% in 1991 to 62.5% in 1997 and 71.3% in 2000. (Fourteen of the 20 poorest provinces in the Philippines are found in Mindanao).

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EMPLOYMENT

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http://mrphillipsibgeog.wikispaces.com/2.+Disparities+in+Wealth+and+Development

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LAND OWNERSHIP http://www.internationalneeds.org.au/News/ NewsArticle/tabid/99/ArticleID/19/The- Difficulties-of-Land-Ownership-in-the- Philippines.aspx http://www.internationalneeds.org.au/News/ NewsArticle/tabid/99/ArticleID/19/The- Difficulties-of-Land-Ownership-in-the- Philippines.aspx

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Employment in agriculture = 33% Farmland is obtained on a lease-hold from larger landowners. As in other developing countries, landlords tend to evade land reform (attempt to break up haciendas of Marcos regime). Land remains a measure of wealth and in the absence of a progressive agricultural land tax in the country the cost of holding land is minimal. Thus, there have been concerted efforts by the landlords to resist the reform through several forms of evasions. One mode has been to increase the retained land area of the landlord by registering excess holdings in the names of sons, daughters, close relatives or even dummy relatives (Otsuka 1991). Some landlords also sold excess land or mortgage land to defer the implementation of land reform. In particular, the 1972 land reform applied only to tenanted land planted to rice and corn, thus conversion to other crops or to non-agricultural use have been another form of evasion (Adriano 1988).

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EDUCATION Knowing the extent and nature of education inequality in the Philippines and how it has fared over time is of great interest because an unequal distribution of education opportunities represents large welfare losses for society. As the Philippine Human Development Report (2000) points out, insufficient or poor education deprives a person of the means of doing and becoming. While education increases productivity and creativity, unequal access to schooling opportunities may create greater inequities (Alonzo, 1995). If only certain groups of people have access to education, those who are unable to improve their productivity and skills will be unfit for better-paying jobs and will be more likely to be economically disadvantaged. Thus, areas where most people have low educational attainment are likely to be more economically distressed. A study of between-region, within-region, between-province and within-province education inequality is useful for exploring inequality issues in the Philippines given the countrys socioeconomic diversity across regions and provinces. It is also useful to explore education inequality within genders because although the country has already achieved gender equality in education, and gender statistics show that the Philippines is one of the countries where the little disparity in education generally favours females, the dispersion of education within males and females has been rarely, if not at all tackled.

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