SHS

www.shsph.blogspot.com

Understanding Culture, Society & Politics

Module 10: Government Programs and
Initiatives in Addressing Social
Inequalities
www.shsph.blogspot.com
Understanding Culture, Society & Politics
SHS-Module 10: Government Programs and Initiatives in Addressing Social
Inequalities
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Polly Anne F. Rovero, T I

Editor: SDO La Union, Learning Resource Quality Assurance Team

Reviewer: Mario V. Mariano Jr.

Mario B. Paneda, Ed.D., EPS in Charge of Araling Panlipunan

Belen C. Aquino, Ph.D., EPS in Charge of English

Illustrator: Ernesto F. Ramos Jr., P II

Layout Artist: Ernesto Ortiza Jr., T III

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D Assistant

Schools Division Superintendent
German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D, EPS in Charge of LRMS

Mario B. Paneda, Ed.D, EPS in Charge of Araling Panlipunan

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II
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SHS

Understanding Culture, Society & Politics

Module 10:
Government Programs and Initiatives in
Addressing Social Inequalities
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Target

Social inequality is the state of unequal distribution of valued goods and

opportunities. All societies today have social inequality. In the Philippines for
example, according to the ASEAN Trade Union Council, the Philippines has the
highest rate of economic and social inequality in Southeast Asia. This problem is
not limited to personal wealth. Land distribution, educational and vocational
opportunities and basic welfare programs are also affected by the growing disparity
between the Philippines' richest and poorest citizens.

Economic and social inequality are complex problems, but they can be
addressed by governments and aid organizations working together to ensure
that opportunities are more readily available for the nation's poorest people. So
what are these programs or initiatives undertaken by the government to address
these inequalities? Do you know some of them?

In your previous lesson, you learned and examined concept, characteristics

and forms of stratification systems using sociological perspective. You identified
situations that diversified the society. You learned also the different views on social
stratification.

In this learning material, we are going to examine and explain government

programs and initiatives in addressing social inequalities in local, national
and global.

Specifically, after going through this module, you are expected to:

a) identify the social inequalities prevalent in our society;

b) identify and describe the programs and initiatives of the government

in addressing inequalities.

Before proceeding further, check how

much you know about the topic. Analyze
and answer the questions below.
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Jumpstart

ACTIVITY1: Fit Me In. From the list of government programs given below, identify
what inequality you would think it addresses.

Conditional Cash Transfer (CCT) program

Universal Access to Quality Tertiary Education Act
Philippine Plan for Gender Responsive Development
Magna Carta for Women
DepEd’s Child Protection Policy of 2012
Anti-Bullying Law 2013
Indigenous People’s Rights Act of 1997
Magna Carta of Disabled Persons of 1995
SK Reform Act of 2015

GOVERNMENT PROGRAMS or
SOCIAL INEQUALITIES
INITIATIVES

1. social, political, and symbolic

capital inequalities

2. Gender Inequality

3. Ethnic Minority

4. Other Minorities like PWD’s, Solo

Parents and Others
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Discover

Social inequality is the state of unequal distribution of valued goods and

opportunities. All societies today have social inequality. Examining social
stratification requires a macro sociological perspective in order to view social
systems that make inequalities visible, although individuals may support or fight
inequalities, social stratification is created and supported by society as a whole
through values and norms and consistently durable systems of stratification.

The Meaning of Social Inequality

Social inequality is the difference in the distribution of social desirables
such as wealth, power, and prestige.

 It also refers to the unequal opportunities of individuals based on

their social class or status.
 This explanation is mostly inspired by Karl Marx’s analysis the rise of
industrialization.

Social inequality results from a society organized by hierarchies of

class, race, and gender that unequally distributes access to resources and
rights. It can manifest in a variety of ways, like income and wealth
inequality, unequal access to education and cultural resources, and
differential treatment by the police and judicial system, among others. Social
inequality goes hand in hand with social stratification.

Social inequality is characterized by the existence of unequal

opportunities and rewards for different social positions or statuses within a
group or society. It contains structured and recurrent patterns of unequal
distributions of goods, wealth, opportunities, rewards, and punishments.

The following are some of the social inequalities and the programs
that the government is undertaking to address these inequalities.

1. Inequality in the access to social, political, and symbolic capital

For us to understand well these inequalities, we have to define first

these concepts: Social Capital is the ability of a collective to act together to
pursue a common goal. It refers to the connection of individuals within the
society. An example of this is your social status. Rich people have
preferential treatment than that of poor people.

Political Capital refers to the trust, good will, and influence possessed
by a political actor, such as politician, to mobilize support toward a preferred
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policy outcome. Example is that, governor will be given a preferential
treatment over those with lower have no civic equality. Moreover, political
actors coming from political families had given preferential treatment to
enter politics than those who are not.

Symbolic Capital refers to the resources that one possesses which is a

function of honor, prestige or recognition, or any other traits that one values
within a culture. Like also in many other circumstances, rich people had
greater opportunities to enter into politics or in any other aspects because of
their level in the society.

Government Programs Addressing these Inequalities are:

 Conditional Cash Transfer program locally known as Pantawid

Pamilya Pilipino Program, or 4Ps, is a government program that
provides conditional cash grants to the poorest of the poor in the
Philippines. Households receive cash grants if children stay in
school and get regular health check-ups, have their growth
monitored, and receive vaccines. Pregnant women must get pre-
natal care, with their births attended to by professional health
workers. Parents or guardians are required to participate in
monthly community-based Family Development Sessions to learn
about positive child discipline, disaster preparedness, and
women’s rights.

 Agrarian reform in the Philippines seeks to solve the centuries-

old problem of landlessness in rural areas. Through the
Comprehensive Agrarian Reform Program (CARP) initiated in 1987,
the government addressed key national goals: the promotion of
equity and social justice, food security and poverty alleviation in
the countryside. After over 14 years of the CARP, however, the
program is yet to be completed and is currently burdened with
major issues - from opposition by landlords and lack of support
from legislators, to wide gaps in fund resources.

 SK Reform Act of 2015 has the provisions that prohibits political

dynasty. It prohibits any person to run in any Sanggunian
Kabataan Office either elected or appointed if it has a relative up to
second degree in the barangay level to governorship.

 The Universal Access to Quality Tertiary Education Act is a

law that institutionalizes free tuition and exemption from other
fees in state universities and colleges (SUCs), local universities and
colleges (LUCs) in the Philippines. The law also foresees subsidies
also for private higher education institutions. It is intended to give
underprivileged Filipino students a chance to earn a college
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degree. The law allows financially-able students to avail of the free
higher education provision but also contribute a specific amount
to the higher education institution (HEI). SUCs, LUCs, and TVET
providers are required to create a proper system so students can
make voluntary contributions for their education.

2. Minority groups are groups composed of less-dominant classifications in

society that experience disproportionately lower opportunities than their
dominant counterparts.

Below are some relevant issues involving minority groups:

1. Gender Inequality
o In some countries women are paid relatively lower than men
due to their sexuality and biological differences.
o The LGBT community has always been treated indifferently
and discriminatively because they do not fall within a
biologically defined gender group.

Programs:
 The Philippine Plan for Gender-Responsive Development
(PPGD) rests on a vision of development that is equitable ,
sustainable, free from violence, respectful of human rights,
supportive of self-determination and the actualization of
human potentials, and participatory and empowering . It
places people at the center and aims to make development
work for all groups. However, it recognizes that
discrimination exists on the basis of gender, class and
ethnicity. In the light of historical gender inequalities and
inequities, it puts greater emphasis on women as a
disadvantaged group. It is in here where gender and
development was anchored into.
 The Magna Carta of Women (MCW) is a comprehensive
women’s human rights law that seeks to eliminate
discrimination through the recognition, protection,
fulfillment, and promotion of the rights of Filipino women,
especially those belonging in the marginalized sectors of the
society. It conveys a framework of rights for women based
directly on international law. It salient features are:

 Increasing the number of women in third level

positions in government to achieve a fifty-fifty (50-50)
gender balance within the next five years while the
composition of women in all levels of development
planning and program implementation will be at least
40 percent;
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 Leave benefits of two (2) months with full pay based
on gross monthly compensation for women
employees who undergo surgery caused by
gynecological disorders, provided that they have
rendered continuous aggregate employment service of
at least six (6) months for the last twelve (12)
months;
 Non-discrimination in employment in the field of
military, police and other similar services that
include according the same promotional privileges
and opportunities as their men counterpart,
including pay increases, additional benefits, and
awards, based on competency and quality of
performance.
 Provision for equal access and elimination of
discrimination in education, scholarships, and
training. Thus, “expulsion, non-readmission,
prohibiting enrollment, and other related
discrimination of women students and faculty due to
pregnancy out of marriage shall be outlawed.
 Non-discriminatory and non-derogatory portrayal of
women in media and film to raise the consciousness
of the general public in recognizing the dignity of
women and the role and contribution of women in
family, community, and the society through the
strategic use of mass media;
 Equal status given to men and women on the titling
of the land and issuance of stewardship contracts
and patents.

2. Ethnic Minorities
o Because some minorities live traditionalistic lives far away
from the city and technology, and some may appear
differently than usual, they have been consistently labeled
and treated as people with minimal knowledge and
capabilities.
o Lack of resources easily available for many are not utilized
within their group, and thus receive negative attention from
the dominant public.

Programs:
 Republic Act 8371, known as the Indigenous Peoples
Rights Act (IPRA), was enacted in 1997. It has been
praised for its support for the cultural integrity of
indigenous peoples, the right to their lands and the right
to self-directed development of these lands. Under the
Indigenous Peoples’ Rights Act of 1997 (IPRA), self-
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delineation shall be the guiding principle in identifying
and delineating ancestral domains. As such, indigenous
cultural communities (ICC) and indigenous people (IP)
shall have a decisive role in all activities pertinent
thereto.

Read
more: https://business.inquirer.net/294122/understan
ding-the-indigenous-peoples-rights-to-their-ancestral-
domain#ixzz6cFd64VGL

3. Other Minorities
o This may include people with disabilities or people with
religions that are less prevalent in society.
o These minorities experience discrimination in work,
especially when the disabled have physical limitations,
while the religious have practices and beliefs that are
greatly disagreed upon by the majority.

Programs:
 Republic Act No. 9442, an Act Amending Republic Act
No. 7277, Otherwise known as the Magna Carta for
Disabled Persons, and For Other Purposes’ Granting
Additional Privileges and Incentives and Prohibitions on
Verbal, Non-verbal Ridicule and Vilification Against
Persons with Disability. Its objective is to provide
persons with disability, the opportunity to participate
fully into the mainstream of society by granting them at
least twenty percent (20%) discount in all basic services.
It is a declared policy of RA 7277 that persons with
disability are part of Philippine society, and thus the
State shall give full support to the improvement of their
total well-being and their integration into the
mainstream of society. They have the same rights as
other people to take their proper place in society. They
should be able to live freely and as independently as
possible. This must be the concern of everyone the
family, community and all government and non-
government organizations. Rights of persons with
disability must never be perceived as welfare services.
Prohibitions on verbal, non-verbal ridicule and
vilification against persons with disability shall always
be observed at all times.
 Department of Education has adopted the policy to
provide special protection to children who are gravely
threatened or endangered by circumstances which affect
their normal development and over which they have no
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control, and to assist the concerned agencies in their
rehabilitation. Furthermore, the Department aims to
ensure such special protection from all forms of abuse
and exploitation and care as is necessary for the child’s
well-being, taking into account the primary rights and
duties of parents, legal guardians, or other individuals
who are legally responsible and exercise custody over the
child. DepEd recognizes the participatory rights of the
child in the formulation and implementation of policies,
and in all proceedings affecting them, whether they be
victims or aggressors, either directly, or through a
representative.
 Enactment of Anti-Bullying Law which mandates
directed all elementary and secondary schools to adopt
policies to address the existence of bullying in their
respective institutions.

Analyzing Social Inequalities

The existence of minority groups in functionalist and conflict societies are

also embedded in each type of society’s principles.

 In a functionalist society, minorities also play social roles that contribute to

social balance and equilibrium. However, these roles are bound by
limitations and social norms.
 In conflict societies, minority groups are seen as lower-class individuals that
will not be able to keep up with the consistent competition occurring within
the environment.
 In both societies, discrimination against minorities is possible. Inequality
among minority groups is greatly driven by global inequalities significantly
coming from the influence of richer, more influential countries.

Transforming our World: the 2030 Agenda for Sustainable Development

This Agenda is a plan of action for people, planet and prosperity. It also
seeks to strengthen universal peace in larger freedom. We recognize that
eradicating poverty in all its forms and dimensions, including extreme poverty, is
the greatest global challenge and an indispensable requirement for sustainable
development. All countries and all stakeholders, acting in collaborative partnership,
will implement this plan. We are resolved to free the human race from the tyranny
of poverty and want and to heal and secure our planet. We are determined to take
the bold and transformative steps which are urgently needed to shift the world onto
a sustainable and resilient path. As we embark on this collective journey, we pledge
that no one will be left behind. The 17 Sustainable Development Goals and 169
targets which we are announcing today demonstrate the scale and ambition of this
new universal Agenda. They seek to build on the Millennium Development Goals
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and complete what these did not achieve. They seek to realize the human rights of
all and to achieve gender equality and the empowerment of all women and girls.
They are integrated and indivisible and balance the three dimensions of sustainable
development: the economic, social and environmental.

The Goals and targets will stimulate action over the next fifteen years in
areas of critical importance for humanity and the planet:

a) People. We are determined to end poverty and hunger, in all their forms and
dimensions, and to ensure that all human beings can fulfil their potential in
dignity and equality and in a healthy environment.

b) Planet. We are determined to protect the planet from degradation, including

through sustainable consumption and production, sustainably managing its
natural resources and taking urgent action on climate change, so that it can
support the needs of the present and future generations.

c) Prosperity. We are determined to ensure that all human beings can enjoy
prosperous and fulfilling lives and that economic, social and technological
progress occurs in harmony with nature.

d) Peace. We are determined to foster peaceful, just and inclusive societies

which are free from fear and violence. There can be no sustainable
development without peace and no peace without sustainable development.

e) Partnership. We are determined to mobilize the means required to

implement this Agenda through a revitalized Global Partnership for
Sustainable Development, based on a spirit of strengthened global solidarity,
focused in particular on the needs of the poorest and most vulnerable and
with the participation of all countries, all stakeholders and all people.

The interlinkages and integrated nature of the Sustainable Development Goals are
of crucial importance in ensuring that the purpose of the new Agenda is realized. If
we realize our ambitions across the full extent of the Agenda, the lives of all will be
profoundly improved and our world will be transformed for the better.

Sustainable Development Goals

 Goal 1. End poverty in all its forms everywhere

 Goal 2. End hunger, achieve food security and improved nutrition and
promote sustainable agriculture
 Goal 3. Ensure healthy lives and promote well-being for all at all ages
 Goal 4. Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all
 Goal 5. Achieve gender equality and empower all women and girls
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 Goal 6. Ensure availability and sustainable management of water and
sanitation for all.
 Goal 7. Ensure access to affordable, reliable, sustainable and modern
energy for all.
 Goal 8. Promote sustained, inclusive and sustainable economic growth,
full and productive employment and decent work for all.
 Goal 9. Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation.
 Goal 10. Reduce inequality within and among countries.
 Goal 11. Make cities and human settlements inclusive, safe, resilient and
sustainable.
 Goal 12. Ensure sustainable consumption and production patterns.
 Goal 13. Take urgent action to combat climate change and its impacts*
 Goal 14. Conserve and sustainably use the oceans, seas and marine
resources for sustainable development.
 Goal 15. Protect, restore and promote sustainable use of terrestrial
ecosystems, sustainably manage forests, combat desertification, and halt
and reverse land degradation and halt biodiversity loss.
 Goal 16. Promote peaceful and inclusive societies for sustainable
development, provide access to justice for all and build effective,
accountable and inclusive institutions at all levels.
 Goal 17. Strengthen the means of implementation and revitalize the global
partnership for sustainable development.

* Acknowledging that the United Nations Framework Convention on Climate

Change is the primary international, intergovernmental forum for negotiating the
global response to climate change.

Explore

ACTIVITY1: My Semantic Web. This activity will help you recall the previous
lesson easily. Write your answer on a separate sheet of paper.

1. Write inside the circles the different ways on how to eliminate social
inequality.
2. Write a short description below the semantic web how you can help improve
our society.
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Social
Inequality

ACTIVITY 2: IDENTIFY and DESCRIBE. Aside from the cited programs and
initiatives in the discussion above, what other government programs and initiatives
can you identify? Research and enumerate some then describe each.

Inequalities Programs/Initiatives Description

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Deepen

ACTIVITY1: Wrap it up! Read and analyze each question. As a student, if you are
going to make programs on each of the inequalities enumerated, what will it be?

Inequalities Title of your proposed Description of your

program program

Rubrics
Criteria 5 4 3 2 1
Ideas This paper is This paper The writer is Topic is not As yet, the
clear and is mostly beginning to well-defined paper has no
focused. It focused, define the and/or there clear sense of
holds the and has topic, even are too many purpose or
reader's some good though topics. central theme.
attention. details and development is To extract
Relevant quotes. still basic or meaning from
details and general. the text, the
quotes reader must
enrich the make
central inferences
theme. based on
sketchy or
missing
details.
Organizatio The Paper (and The Sentences The writing
n organization paragraphs) organizational within lacks a clear
enhances are mostly structure is paragraphs sense of
and organized, strong enough make sense, direction.
showcases in order, to move the but the order Ideas, details,
the central and makes reader of or events
idea or sense to the through the paragraphs seem strung
theme. The reader. text without does not. together in a
order, too much loose or
structure of confusion. random
information fashion; there
is compelling is no
and moves identifiable
the reader internal
through the structure.
text.
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Sentence The writing The writing The text hums The text The reader
Fluency has an easy mostly along with a seems has to practice
flow, rhythm, flows, and steady beat, choppy and quite a bit in
and cadence. usually but tends to is not easy to order to give
Sentences invites oral be more read orally. this paper a
are well reading. businesslike fair
built, with than musical, interpretive
strong and more reading.
varied mechanical
structure than fluid.
that invites
expressive
oral reading.
Convention The writer The write The writer The writer Errors in
s demonstrate understand shows seems to spelling,
s a good s good reasonable have made punctuation,
grasp of writing control over a little effort to capitalization,
standard conventions limited range use usage, and
writing and usually of standard conventions: grammar
conventions uses them writing spelling, and/or
(e.g., correctly. conventions. punctuation, paragraphing
spelling, Paper is Conventions capitalization repeatedly
punctuation, easily read are sometimes , usage, distract the
capitalization and errors handled well grammar reader and
, grammar, are rare; and enhance and/or make the text
usage, minor readability; at paragraphing difficult to
paragraphin touch-ups other times, have multiple read.
g) and uses would get errors are errors.
conventions this piece distracting
effectively to ready to and impair
enhance publish. readability.
readability.
Presentatio The form The format The writer's The writer's The reader
n and only has a message is message is receives a
presentation few understandabl only garbled
of the text mistakes e in this understanda message due
enhances the and is format. ble to problems
ability for the generally occasionally, relating to the
reader to easy to read and paper is presentation
understand and messily of the text,
and connect pleasing to written. and is not
with the the eye. typed.
message. It
is pleasing to
the eye.
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Gauge

Directions: Read the sentences carefully and write the letter of the correct answer
on a separate sheet of paper.

1. Which of the following programs addresses inequality on ethnic minorities?

A. Magna Carta for Disabled Persons
B. IPRA Law
C. Anti-Bullying Act
D. 4P’s

2. Anti-Bullying mandates directed all elementary and secondary schools to adopt

policies to address the existence of bullying in their respective institutions.
Which of the following inequalities does it addresses?
A. Ethnic Minority
B. Gender Inequality
C. Global Inequality
D. Other Minority

3. We can understand social inequality from a macro-sociological perspective

because
A. lived experience is impacted by gender, race and class
B. we see inequality in everyday life
C. some people work harder than others
D. meritocracy is focused on structure rather than individual

4. Magna Carta for Disabled Persons, and For Other Purposes’ Granting Additional
Privileges and Incentives and Prohibitions on Verbal, Non-verbal Ridicule and
Vilification Against Persons with Disability. Its objective is to provide persons
with disability, the opportunity to participate fully into the mainstream of
society by granting them at least twenty percent (20%) discount in all basic
services. Which of the following inequalities does it addresses?
A. Ethnic Minority
B. Gender Inequality
C. Global Inequality
D. Other Minority

5. The Department of Education has adopted the policy to provide special

protection to children who are gravely threatened or endangered by
circumstances which affect their normal development and over which they have
no control, and to assist the concerned agencies in their rehabilitation. This
government initiative wants to address which of the following inequality?
A. Inequality in the access to social, political, and symbolic capital
B. Gender Inequality
C. Global Inequality
D. Other Minority
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6. Which of the following demonstrate a large pattern of inequality?
A. Social security and other state benefits are given to those who fall below
a certain income.
B. In the UK the top 10 percent get 31 % of all income in the UK while the
bottom 10 percent get just 1 %
C. In Singapore, the top 20 richest percent of the population are about 10
times richer than the poorest 20 %
D. Different countries have the same levels of inequality

7. The Philippine Plan for Gender-Responsive Development (PPGD) rests on a

vision of development that is equitable , sustainable, free from violence,
respectful of human rights, supportive of self-determination and the
actualization of human potentials, and participatory and empowering . This
program addresses the equality between whom?
A. Gender
B. Ethnicity
C. Political Ideology
D. Cultural Ideology

8. Agrarian reform in the Philippines seeks to solve the centuries-old problem of

landlessness in rural areas. Through the Comprehensive Agrarian Reform
Program (CARP) initiated in 1987, the government addressed key national goals.
These are:
A. address the inequality in labor and gender sensitivity
B. promotion of cultural based work and ethnic identity
C. address the needs of the less privilege like those of challenge persons
D. promotion of equity and social justice, food security and poverty
alleviation in the countryside

9. Which of the following programs addresses gender inequality?

A. Magna Carta for Disabled Persons
B. IPRA Law
C. Anti-Bullying Act
D. Magna Carta of Women

10. Under the Indigenous Peoples’ Rights Act of 1997 (IPRA), self-delineation shall
be the guiding principle in identifying and delineating ancestral domains. As
such, indigenous cultural communities (ICC) and indigenous people (IP) shall
have a decisive role in all activities pertinent thereto. Which of the following
inequalities does it addresses?
A. Gender Inequality
B. Global Stratification
C. Ethnic Inequality
D. Social Deviance
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Answer Key

Post Test
Answer Key
1. B
2. D
3. A
4. D
5. D
6. B/C
7. A
8. D
9. D
10.C
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References
Printed:
Arnett, Jeffrey J. 1995. „Broad and Narrow Socialization: The Family in the
Context of a Cultural Theory‟, Journal of Marriage and the Family, 57 (3):
617-28.

Asch, S.E Conformity in Psychology. (2016, Oct 16). Retrieved from

https://studymoose.com/conformity-in-psychology-essay

Bartol, C., & Bartol, A. (2011). Criminal behavior (custom ed.). Upper Saddle
River, NJ: Pearson Education/Prentice Hall.

Becker, Howard. 1963. Outsiders: Studies in the Sociology of Deviance. New

York: Free Press.

Cole, Nicki Lisa, Ph.D. "Understanding Socialization in Sociology."

ThoughtCo, Feb. 11, 2020, thoughtco.com/socialization-in-sociology-
4104466.
Websites:

https://www.scribd.com/presentation/421717405/Module-6-
Enculturation-and-Socialization
https://sustainabledevelopment.un.org/post2015/transformingourworl
d
https://link.quipper.com/en/organizations/547ffe5ed2b76d000200336
7/curriculum#curriculum