Session 1: Global Migration

Duration of Session 1 hour and 30 minutes

The learner is able to analyze and address migration-related issues,

demonstrating resilience and accuracy in navigating the intricate
Key Understandings considerations of global migration. This includes a thorough
to be developed understanding of the concept of global migration, its importance in
achieving the Sustainable Development Goals, the various
categories of migrants with illustrative examples, and the primary
drivers influencing global migration patterns.
The learner is able to address the complexities related to migration
decisions, showcasing resilience and accuracy, particularly in
understanding the concept of overseas Filipino employment. This
includes delving into its history, current status, and emerging trends,
as well as exploring common reasons why Filipinos work abroad,
the associated risks/costs, and the pertinent laws safeguarding
overseas Filipino workers

Learning Objectives At the end of this lesson, students will be able to:
Knowledge (K) Understand global migration, and the concept of overseas Filipino
employment, its history, current status and trends

Skills & (S) Analyze the various drivers of global migration and distinguish
between different categories of migrants.

Attitude (A) Develop empathy for advocating for fair and sustainable migration
practices on a global scale.

Resources Cartolina, marker and printouts

Introductory Activity "SIMON SAYS"
(3 mins.) In this game, "Simon says" is followed by an action and the students
(Simon Says) should do it. If we don't say "Simon says" and give an action, don't
do it. If someone will do the action without hearing the word “Simon
Says” then they will be eliminated.

Main Activity “RACE TO JERUSALEM”

(7 mins.) This game is like a “Trip to Jerusalem” game with a twist. Instead of
(Race to Jerusalem) competing for a spot in a circle of chairs, we will only have 1 chair.
The class will go to their respective group and then will form a line.
The chair will be placed in the middle. There will be a jumbled
word/s place in the arm of the chair. The facilitator will give a
statement that will serve as a clue about the word/s. The facilitator
would then signal “go”. The students in the line will then race to the
chair. The student who will reach and sit on the chair first will be
given the chance to form the word/s. The team with the most
number of formed words will receive points.

The following will be the jumbled word/s:

1. Migration
2. Migrants
3. Asylum Seeker
4. Forced Migrants
5. Economic
6. Environmental
7. Human-made
8. Sustainable Development Goals
9. Poverty
10. Curiosity
11. Abuse
12. Curiosity
 Analysis GLOBAL MIGRATION
(40 mins.)
Migration is the crossing of the boundary of a political and
administrative unit for a certain minimum period of time. It includes
the movement of refugees, displaced persons, uprooted people as
well as the economic migrants.
Global migration refers to the movement of people across
international borders, typically from one country to another.

MIGRATION AND THE SUSTAINABLE DEVELOPMENT GOALS

Migration is a key feature of the 21st century, crucial for global
economic and social development. The Sustainable Development
Goals (SDGs) are a set of 17 interconnected global goals
established by the United Nations in 2015. The 2030 Agenda is the
first international framework to recognize migration as a dimension
of development, including targets and acknowledging its role in
sustainable development.
The SDGs and its relation to migration are as follow

MIGRANTS
Migrant refers to any person who is moving or has moved across an
international border or within a state away from his/her habitual
place of residence regardless of (1) the person’s legal status; (2)
whether the movement is voluntary or involuntary; (3) what the
causes for the movement are; or (4) what the length of the stay is
(UN IOM, 2017).
Two Categories of Migrants:
1. Labor (or economic) migrants (family reunification)
Labor migrants are individuals who move from one place to
another, often across borders, in search of employment
opportunities. These individuals typically relocate to areas
where there is demand for labor, either due to a shortage in
the local workforce or specific economic opportunities. Labor
migration can take various forms, such as temporary or
permanent relocation, and it may involve skilled or unskilled
workers.
2. Forced migrants (asylum seekers and refugees) Individuals
compelled to migrate due to circumstances beyond their
control, such as war or persecution.
● Asylum seeker: Seeks safety in another country and
awaits a decision on refugee status. If denied, they
may be expelled unless allowed to stay on
humanitarian grounds.
● Refugees: Fears persecution based on race, religion,
nationality, social group, or political opinions, and is
outside their country of nationality, unwilling to avail
themselves of that country's protection (Geneva
Convention, 1951, Art. 1A).

DRIVERS OF MIGRATION
Migration is influenced by various drivers categorized into
economic, environmental, and human-made factors.

1. Economic and Demographic Drivers:

 ● Lack of job opportunities, wage differentials, and
aspirations drive individuals, particularly young people,
to migrate for employment.
● Informal economies with low pay, hazardous working
conditions, and limited social protection contribute to
migration.

2. Environmental Drivers:
● Countries identified as 'climate vulnerable' experience
high rates of emigration.
● Climate change and natural disasters impact the
resilience and vulnerability of individuals, households,
and communities, influencing migration patterns.

3. Human-Made Crises:
● Lack of respect for international human rights and
humanitarian law contributes to displacement.
● Countries with a high perception of corruption tend to
be 'net-emigration' countries, influencing migration
patterns. Corruption is seen as a contributing factor
rather than a direct cause.

HISTORY OF OVERSEAS FILIPINO EMPLOYMENT

● Filipino labor migration dates back 400 years, with notable

increases in the 1970s during the Middle East construction
boom.
● Since 2005, over a million Filipino workers have been
deployed annually worldwide.
● Top destinations include Saudi Arabia (24.3%) and the United
Arab Emirates (15.7%).
● As of April to September 2018, an estimated 2.3 million
Overseas Filipino Workers (OFWs) were employed globally.
● Primary occupations: elementary roles (37.1%), service and
sales workers (18.8%), and plant/machine operators (13.8%).
 ● Female OFWs mostly in elementary occupations (58.7%),
while male OFWs are prevalent in plant and machine operator
roles (27.8%).

COMMON REASONS WHY FILIPINOS WORK ABROA9ip

Filipinos work abroad for various reasons, primarily driven by

socioeconomic factors:

Poverty

● Economic challenges and a lack of opportunities in the

Philippines lead many to seek employment abroad for better
prospects and improved living conditions.

Unemployment and Low Wages

● High unemployment rates and insufficient wages, even for

skilled professionals, push Filipinos to search for
better-paying opportunities abroad.
Enhancement of Professional Skills

● Seeking global experience enhances career prospects, as

Filipinos working abroad gain exposure to diverse cultures
and benefit from ample opportunities for professional
growth.

Curiosity

● Some Filipinos work abroad to fulfill personal ambitions,

experience life overseas, and explore new cultures, providing
a unique opportunity for personal and professional
development.
 COMMON RISKS/COSTS OF OVERSEAS FILIPINO EMPLOYMENT:

​ Abuse and Violence:

● Both male and female Overseas Filipino Workers
(OFWs) face the risk of violence, abuse, trafficking, and
false accusations.
● Discrimination by foreigners contributes to a loss of
motivation, morale, and productivity among OFWs.
● Lack of protection for OFWs increases the likelihood of
termination for not meeting work standards set by
employers.

​ Weakened Family Ties:

● Children left behind often lack proper guidance as both
parents work abroad, leaving them in the care of
grandparents or relatives.
● Long separation creates significant gaps between
parents and children, affecting toddlers and pre-teens
negatively.
● Marital relationships are at risk, with the distance from
overseas employment potentially leading to
extra-marital relations and family breakdown, further
impacting children.

RELEVANT LAWS COVERING THE OVERSEAS FILIPINO WORKERS

i. Migrant Workers and Overseas Filipinos Act of 1995 (Republic Act

No. 8042)

ii. Omnibus Implementing Rules of the Migrant Workers and

Overseas Filipinos Act of 1995 (Republic Act No. 8042)

iii. Overseas Workers' Investment (0WI) Fund Act (Republic Act No.
7111)
 iv. Welfare Fund for Overseas Workers (Amending Certain Provisions
of Presidential Decree 1694, Creating the "Welfare Fund for
Overseas Workers") Presidential Decree No. 1809

v. Welfare Fund for Overseas Workers (Organization and

Administration of the Welfare Fund for Overseas Workers)
Presidential Decree No 1694

vi. An Act Creating the Commission on Filipinos Overseas and for

Other Purposes. (Batas Pambansa Bilang 79)

vii. Law Creating the POEA Executive Order No. 797

vii. POEA Rules & Regulations Governing the Recruitment and

Employment of Land-Based Overseas VWorkers (February 4, 2002)

ix. POEA Rules & Regulations Governing the Recruitment and

Employment of Seafarers (May 23, 2003)

x. Reorganizing the Philippine Overseas Employment Administration

and for Other Purposes Executive Order No. 247

xi. Medical Care Program for OFWs and Dependents DOLE

Department Order No. 4, Series of 2001

xii. Revised Guidelines on the Training, Testing, Certification and

Deployment of Overseas Performing Artists

xiii. DOLE Department Order No. 10, Series of 2001

Abstraction/ “MIGRATECHOICE”
Generalization
(10 mins.) This activity will be called ‘MigrateChoice'. In this activity, the class
will choose between four countries—Japan, the USA, Canada, and
Australia—or the option to stay in the Philippines. The students will
 then categorize and choose among these options. Then, they will
explain what led them to their migration destination choice.

After the activity the students will be asked with the following
questions:

1. What specific economic opportunities or factors influenced

your choice of the selected country for migration, and how do
you perceive the economic prospects there compared to
staying in the Philippines?
2. In considering a new country for migration, how do you think
cultural and social aspects played a role in your decision?
Are there specific cultural factors in the chosen destination
that appeal to you or align with your values?
3. Moving to a new country often comes with challenges in
terms of integration. What aspects of adapting to a new
culture, lifestyle, or community do you anticipate might be
challenging, and how do you plan to address or overcome
these challenges?

Application “TUMPAKNERS”
(5 mins.) The class will be divided into 2. Each group will choose 2
representatives. We will give a category (e.g., name an animal), and
the 2 representatives should give the same answer simultaneously,
without communicating, for them to be correct. The team with the
most points will be the winner and will receive additional points.
There will be five rounds:
1. Name a driver of migration
2. Common reasons why Filipinos work abroad
3. Name a type of migrants
4. Name a country you want to migrate to.
5. Name a country you don't want to migrate to.

Concluding Activity The class will answer the 10 items test on a ¼ sheet of paper.

(5 mins.) see
1. What defines a migrant according to the International
Organization for Migration (IOM)?
a. Only individuals moving for economic reasons
b. Any person moving across an international border or within a
state away from their habitual residence
c. Strictly individuals moving voluntarily
d. Only refugees fleeing conflict
2. What is the primary distinction between an asylum seeker and a
refugee?
a. Refugees are always voluntary migrants, while asylum seekers are
involuntary.
b. Asylum seekers have legal status, while refugees do not.
c. Asylum seekers seek safety but haven't received refugee status
yet.
d. Refugees migrate primarily for economic reasons, while asylum
seekers do not.

3. What environmental factors may contribute to migration

according to the text?
a. Economic stability
b. Natural disasters and climate change
c. Political opinions
d. Membership in a particular social group

4. How do human-made crises contribute to migration, as mentioned

in the text?
a. They have no impact on population movements.
b. They directly result from environmental factors.
c. Lack of respect for international human rights and humanitarian
law.
d. They primarily lead to economic migration.
5. Why do countries with a high perception of corruption tend to be
'net-emigration' countries?
a. Corruption directly causes migration.
b. Corruption enhances job opportunities locally.
c. Corruption discourages migration.
d. Corruption is seen as a contributing factor to migration.

6. What is one of the primary reasons Filipinos work abroad?

a. Pursuit of adventure
b. Enhancement of professional skills
c. Lack of curiosity
d. Desire for local opportunities

7. What socioeconomic factor often drives Filipinos to seek

employment abroad?
a. High wages in the Philippines
b. Abundant job opportunities locally
c. Poverty and lack of opportunities
d. Low unemployment rates in the country

8. What is a common consequence of discrimination faced by OFWs

in the workplace?
a. Increased motivation
b. Improved morale
c. Decreased productivity
d. Higher job satisfaction

9. According to the Geneva Convention, what is the key criterion for

an individual to be recognized as a refugee?
a. Seeking economic opportunities
b. Well-founded fear of persecution
c. Voluntarily moving across borders
d. Membership in a particular social group

10. According to the text, what advantage do Filipinos gain by

working abroad for professional development?
a. Limited career opportunities
b. Reduced exposure to global markets
c. Cultural diversity
d. Career edge among other professionals through international
experience

(Closing Prayers)
Names of the teaching demonstrators:
Arong, Myles Khate
Bastatas, Mica Ellah
Debulosan, Princess Sky
Limpag, Jesnie
Quinanola, Jayvie
Sareno, Noemi
Taneo, Rema