West Visayas State University 2020

Unit 1: Introduction to Home Economics

Home economics as defined in the dictionary is the art and science of
home management. In addition, it is a college curriculum usually including
studies in nutrition, the purchase, preparation and service of food, interior
design, clothing and textiles, child development, family relationships, and
household economics (dictionary.com). In this area, the students are
expected to learn and understand the factors the affects one’s well-being
including family and community as a whole. Home economics involves a wide
range of learning different processes of selecting, preparing, cooking and
serving food, interior designs, fashion etc. embracing a sense of creativeness
and innovativeness.

Learning Outcomes:
1. Discussed the history and importance of home economics
2. Enumerated areas /branches of home economics and cite practical
examples of area of home economics
3. Showed understanding on concerns of Filipino family on Home
Economics

Check this Out.

Instructions: Answer the following questions. Write the letter of the correct
answer.

1. When Home Economics started, it was viewed as related purely to domestic chores.
When was it viewed as a conservative one?
a. 1930s c. 1950s
b. 1940s d. 1960s
2. It was the time when home economics started to formalize and teach its principles.
When did it happen?
a. Early 1800s c. late– 1800s
b. Mid 1800s d. early 1900s

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3. The early literature on home economics was not present. It was then when this
person wrote one of the most influential printed materials – the “Treatise on
Domestic Economy for the Use of Young Ladies at Home”. Who was this person?
a. Catherine Beecher c. Maria Parloa
b. Fannie Farmer d. Ellen Richards
4. The Act that led the colleges to grant Home Economics to be identified as
profession, develop a curriculum and land a degree to a particular field. Which
among the following Act is specified?
a. Morrill Act c. Lake Placid Act
b. R.A. No.10533 d. R.A. No.11168
5. Which among the following is the content of Republic Act No. 11168?
a. An Act implementing rules and regulations of the “Enhanced Basic
Educaton Act of 2013”
b. An Act mandating the expanded government assistance for studetns and
teachers in private education
c. Act strengthening the ladderized interface between technical-vocational
education and training and higher education
d. An Act allowing Home Economics graduates to teach Home Economics
subjects in all public and private elementary and secondary educational
institutions.

Let’s get motivated

Caption This!

The federalist.com

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Acquire New Knowledge

Lesson 1: History of Home Economics
Home Economics is a term that is always connected with sewing,
cooking and performing domestic chores. This views in the 1950s led many people
to view this area as narrow, dull and conservative. In the 1960s and 1970s, the
women’s movement was often critical of home economics, in which they viewed it as
a discipline that work to restrict girls and women to traditional domestic and
maternal roles. Recently, researchers on women’s history, have been reevaluating
home economics, develop an understanding of it and viewed it as a profession.
Despite of being viewed it with conservative sense, it still opened opportunities for
women and have wide impact even in American Society. Home economists,
legislators, policy makers, and educators have significant degree of disagreements
because some of them focused on the home while others gave importance in a
broader aspect of social environment. Others viewed home economics as a vehicle
for creating vocational and economic opportunities for girls and women and for
educating boys and men about domestic skills. Some pursued to enforce traditional
models, of sex roles and family life, a path to careers as teachers and researchers.
Until the early twentieth century, the term “home economics” was not used
widely. The quests to formalize and teach principles of domesticity go back in the
mid-1800s. Printed materials are then available during the nineteenth century in the
emergence of available literature in home making. The most influential early
example is the Treatise on Domestic Economy for the Use of Young Ladies at Home
(1841) by Catherine Beecher – an educator and social reformer. Beecher stressed
the importance of domestic life and sought to apply a scientific principles to
childrearing, cooking, and housekeeping, advocated access to liberal education for
young woman.
In 1870s, women such as Maria Parloa and Fannie Farmer taught in Boston
Cooking School and offered instruction in preparing healthful, low-cost meals.
Initially, they only provide training for professional cooks, and later opened classes to
those people who were interested in the subject.
The Morrill Act in 1862 led to the establishment of land-grant colleges in each
state. It was one of the first important events in the development of home
economics. Until that time, American higher education had focused mainly on

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teaching the classics and on preparing young men for white – collar professions like
medicine, law, and the ministry. The Morrill Act mandated not only the traditional
curriculum, but also research and instruction in practical areas of endeavor such as
mechanics arts. However, the major emphasis was on agriculture given that the
United that time is an agrarian society. Different from most private colleges, the
land-grant schools were open to women, and over time, a belief emerged that
farmers’ wives were also in need f scientific training in order to carry out what was
then understood to be their role in rural life: management of the household.
Activities such as cooking, housecleaning, sewing, laundry, care of the sick, and
sanitation were all to be transformed and modernized through the application of
scientific theories and techniques. In the last decades of the nineteenth century, the
land-grant schools, along with a few private institutions, established courses of
instruction in what was generally called "domestic science."
Ellen Richards (1842-1911) was one of the major figures in the emergence of
home economics as a profession. As a young woman who had grown up in modest
circumstances in a small town in Massachusetts, she defied convention by leaving
home to attend the newly founded Vassar College, from which she received a
bachelor's and later a master's degree. She went on to be the first, and for many
years the only, woman to earn a degree at the Massachusetts Institute of
Technology. After graduating, she taught at M.I.T. as an instructor of sanitary
education. She was also active in public health and social reform efforts in the
Boston area. Throughout her career, she emphasized the influence of environment
on health and well-being.
Beginning in 1899, Richards, along with Melvil Dewey and other educators
and activists, organized a series of annual gatherings that became known as the
Lake Placid Conferences, because the first of these, and several of the later ones,
was held at Lake Placid, New York. Out of these conferences, a movement took
shape that slowly defined itself and began pursuing specific goals. At the first
conference, participants agreed on the term "home economics," which was held to
be sufficiently broad to cover a wide range of concerns, and they began energetic
and successful efforts to promote the teaching of home economics in secondary
schools and in colleges and universities. (Attentive readers will notice that the

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conference proceedings use unfamiliar spelling-a product of Dewey's spelling reform

efforts.)
In 1908, conference participants formed the American Home Economics
Association. This organization effectively lobbied federal and state governments to
provide funding for home economics research and teaching, including adult
education work through agricultural extension services, leading to the rapid
expansion of educational programs. Over the following decades, home economists
worked as homemakers and parents, and also played significant roles in diverse
areas of public life. Many pursued careers in business, including the food industry,
textiles and clothing, hotel and restaurant management, and interior design. Home
economists also often found jobs in public-sector and nonprofit organizations in such
fields as public health, institutional management, social work, housing, and, of
course, education. In addition, home economists contributed heavily to public debate
on a variety of policy issues, including social welfare, nutrition, child development,
housing, consumer protection and advocacy, and standardization of textiles and
other consumer products.
In 1917, the Smith-Hughes Act mandated an emphasis on and provided
funding for occupational preparation in home economics classes. Although this act
undermined and codified gender roles in the field of home economics, it also
established an important link between the federal government and the field of home
economics which “sought to elevate and enlarge women’s roles in the home and in
society” (Stage 79). The study of home economics aimed to “prepare student[s] for
effective discharge of duties within the home and give scientific preparation for
efficient administration of household affairs” (Calvin 1). Home economics also gained
popularity in response to the perceived breakdown in society in the early 1900’s as a
result of urbanization, industrialization, and immigration.
The Vocational Education Act of 1963 diminished the funding that the field
had been receiving from the Smith-Hughes Act. Funding was only to be provided for
home economics education that lead to gainful employment. Relatedly, in the 1960s
and 1970s, home economics came under fire with changing societal norms for
women at home and in the workplace. Many schools dropped these programs and in
some cases the educators of this profession were criticized for their lack of sympathy
towards modern feminism. However, home economics legitimately created

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opportunities for women and greatly impacted American society, creating vocational
and economic opportunities for women and educating boys and men about domestic
skills.
In the Philippines Republic Act No. 11168 was formulated allowing Home
Economics Graduates to Teach Home Economics subjects in all public and private
elementary and secondary educational institutions respectively, consistent with
section 8 of Republic Act No. 10533 or the Enhance Basic Education Curriculum.
Section 1 of this Act state that it is the policy of the State, as enshrined in the
“Enhanced Basic Education Act of 2013”, to allow graduates specialist on specific
fields that have limited licensed teacher applicants to teach in their specialized
subjects for the basic education levels. The state re cognizes the invaluable
contribution that Filipino professionals and specialists, particularly degree holders of
Home Economics, can make to the realization of a literate, skilled and productive
citizenry.
Section 2. Notwithstanding the requirements set by the Department of
Education (DepEd) and the Civil Service Commission (CSC), competent Home
Economics graduates, as well as allied academic areas, shall be allowed to teach
home economics subjects and home economics-related technical-vocational subjects
in all public and private elementary and secondary educational institutions,
respectively, and other duly recognized academic institutions. To this end, the DepEd
and the CSC, in consultation with the Technical Education and Skills Development
Authority (TESDA), shall jointly formulate the appropriate standards and guidelines,
to include academic requirements and competencies to assess the qualifications of
Home Economics for the technical-vocational subjects.
Graduates of Home Economics shall be required to obtain a National Certificate Level
1 (NCI) and National Certificate Level 2 (NC2) from the TESDA before they can teach
technical-vocational subjects in secondary educational institutions.
Section 3. Graduates of Home Economics shall be required to take the
Licensure Examination for Teacher (LET) within five (5) years from the date of hiring.
However, graduates who are willing to teach on part-time basis shall not be required
to take the LET.
Section 4. Home Economics as a profession shall be represented in the
Teacher Education Council (TEC).

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Section 5. Within ninety (90) days after the effectivity of this Act, the DepEd
Secretary, in consultation with the Commission on Higher Education (CHED)
Chairperson, the TESDA Director-General and the Professional Regulation
Commission (PRC) Chairperson, shall promulgate the necessary rules and regulations
for the implementation of this Act.
Section 6. All laws, presidential decrees, executive orders, proclamations
and/or administrative regulations which are inconsistent with the provisions of this
Act are hereby amended, modified, superseded or repealed accordingly.
Section 7. This Act shall take effect fifteen (15) days from the date of its
publication in at least two (2) newspapers of general circulation.

Apply it here!
Open any word cloud generator ( wordcloud.com; wordart.com;
worditout.com; wordle.net; tagcrowd.com etc. Design a wordcloud of your
choice. Write the word/s, phrases of what have you learned in this lesson.

Assess Yourself
From the word cloud made above, make an essay discussing
the history of home economics in the Philippines. You may also
include how were you taught and applied home economics until this
time.

References

Albert R. Mann Library. 2020. Home Economics Archive: Research, Tradition and History
(HEARTH). Ithaca, NY: Albert R. Mann Library, Cornell University.
http://hearth.library.cornell.edu (Version January 2005).
Gabriel, F. et. al. Home Economics Education: Addressing Concerns of Filipino Family. UP
Diliman
https://kids.britannica.com/kids/article/poetry/353645
http://keystoliteracy.com/wpcontent/uploads/2012/08/Common%20Core%20of%20
Literacy%20and%20Literature.pdf
https://www.pearsonhighered.com/assets/samplechapter/0/1/3/2/0132685833.pdf
https://www.hcs.stier.org/Downloads/creative%20ways%20to%20do%20book%20r
eports.pdf
https://www.williamruthvenps.vic.edu.au/uploaded_files/media/book_report_ideas.p
df
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Lesson 2: Areas /Branches of Home Economics

Check this Out
1. Direction: Write True if the statement is correct and False when it is
wrong. Write answers only.
__________1. Philosophy is a subject under home economics and it guides
someone in making decisions and choices in life.
__________2. Adequate housing in home in family living demands wider space and
bigger house for the whole family.
__________3. The main purpose of home economics is to help individuals and
families relate to change and holistically help them in their daily living.
__________4. Household equipment is not a part of home economics.
__________5. Financial planning is does not fall under the umbrella of home
economics

Let’s get motivated

What are the words

most Visible to you? Name 5
words that first catch up your
attention. Write a short
description of them.

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Acquire New Knowledge

Concepts of Home Economics

Home Economics is a discipline which explicitly concerned with the family and
all aspects if family living. From the time it was founded in 1902 during the Lake
Placid Conference and until the present, its basic mission is still to improve individual
and family life amid changing social, political, economic and physical conditions. It is
accomplished through “study of laws, conditions, principles, and ideals which are
concerned on the one hand with man’s immediate physical environment. His nature
as a social beign and the relationship between the two factors” (East,1980). Its
broad areas of concern revolve around the goal of helping families meet their basic
needs and realize satisfying personal, family and community goals based on an
understanding of the physical, psychological and socio-economic needs of the family
in the Philippine cultural setting (FAO,1955).
Home Economics was founded for the purpose of helping individuals and
families relate to change, its uniqueness lies in the holistic view of daily living of
individuals and families. Issues are approached both from its physical or material
and relational dimension of life and their interaction (Florencio, 1995). The UP
college of Home Economics in 1990 collectively defined home economics as “the
study of families and the management of resources availbale to them for the
satisfaction of basic needs in changing environment” (UP CHE,1996).
From the comprehensive view of home economics, several sub-disciplines and
variety of professional careers, this figure sprung out. These specialization and
careers may seem separate from home economics, they still fall under the umbrella
of home economics because of the same purpose – to serve families, individuals and
consumers in their day- to day life. The figure in the next page shows the branching
of Home Economics to many specialized fields and careers according to Sproles, E.
and Sproles, G. (1992).

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Home Economics Community

Extension Family Life Nutrition

Home Economics
Education Food Technology
Child Development

CARREERS
SERVING
FAMILIES Interior Interior
Housing Household AND
Equipment Design Merchandising
CONSUMERS

Clothing Consumer Affairs

Technology Food Service
Management

Fashion Design Lodging Family Financial

Management Planning

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The following specialized fields under home economics are identified by Sproles and
Sproles (1992).

1. Specialization in Arts and Sciences

Professionals in these areas have thorough understanding of individual and
family consumer needs and can translate these needs into well-designed functional
consumer products. These specializations are founded on artistic and scientific skills
dealing with the following individual and family need:
a. Food science and nutrition
b. Clothing, textile, fashion and related arts
c. Interior design, furniture and home furnishings
d. Housing and household equipment
2. Specializations in Business
There are areas of studies in business in every major field of study related to
families and consumers. Graduates of home economics and its sub-disciplines
possess skills in the production of many marketable products and the entrepreneurial
ability in making a livelihood out of these production skills. Their knowledge of the
needs of consumers and families, skills in producing and the products and services
that meet these needs coupled with entrepreneurial spirit and training gives them an
edge in professional development in business. There are four main areas of home
economics specializations and careers in business.
a. Entrepreneurship
b. Service business (hotels institutions)
c. Food services
d. Business support services
3. Specializations in Education and Extension Services
At present, careers in education are the ones popularly associated with home
economics. The wide range of knowledge in home economics has produced
specialized courses in home economics and vocational education.
a. Home economics education
b. Early childhood education
c. Adult education
d. Tertiary education in the specialized fields
e. Vocational and technical education

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4. Specializations in Human Services

Among society’s most important area of study are those in which one can
help people. The competencies that home economists have such as foundation of
courses I family and child studies, supportive general courses in the behavioral
sciences, specialized education in humanitarian subjects (human and household
resource management , adult education), and work experiences, practicum and
volunteer assignments in service oriented activities equip them for a successful
career in human services. These human services related to home economics include
the following:
a. Family life and child development
b. Family counselling and guidance
c. Community nutrition
5. Specialization in government and public policy
Professionals in family and consumer fields find a wider range of
opportunities on all levels of national and local government. For the home economist
who believe in serving families, communities and the society, “there certainly can be
no better way than to determine public policies that affect all” (Sproles and Sproles,
1992).

Apply it here

Take a picture of your activities at home related to home economics.

Write a description of it and include it in your portfolio/e-portfolio.

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Assess Yourself
List activities both in home and school that you perform related to the
following areas of home economics.
a. Food science and nutrition
b. Clothing, textile, fashion and related arts
c. Interior design, furniture and home furnishings
d. Housing and household equipment

Sum it Up
Summary of what you have learned.

References
Pendergast, D. (2015). Home economics Literacy: A vision for the field. Keynote
address presented at: Action for family and
consumer well being - Home economics literacy bringing skills to life.
University of Malta - IFHE Conference, March 19-21, Malta.
(http://www.heia.com.au/resources/documents/Webinar_home_economics_li
teracy_2.pdf

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Lesson 3: Importance of Home Economics

Check this Out
Answer these questions:

1. Name the activities at home that involves home economics?

2. How do these activities help you?
3. Write a situation that home economics helped you in a valuable
ways.

Let’s get motivated

Watch the video in this link:
https://www.youtube.com/watch?v=KE2V4v1PlD4&t=85s
Question: What are the reasons behind adding home economics in the
curriculum?

Acquire New Knowledge (lesson proper)

Importance of Home Economics
Role of Home Economics in National Development

The road to becoming a developed nation involves a process of change.

Development is essentially a forward movement from one state of being to another
of a higher level. This movement requires changes in many aspects of living for the
individual and its society. The process of change starts with resources, human and
non-human, and ends with human development.
This framework revolves around the human dimension for it is the central
force and ingredient in development. It is the people of the nation who initiates
changes, performs the changes and benefits from the changes. For example, non-
human (natural resources, money resources, etc.) could not produce the
development by themselves; they have to be utilized by humans. It is also the
people who do the work of changing the systems, the structure, the culture even the
people themselves for progress. Finally, development is aspired for the people.
This is the human development paradigm of national development. This is
how leaders view national development in its Philippine 2000 and social reform
agenda.

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How does home economics fit in this framework of development? Home

economics does not by itself produce the desirable changes necessary for national
development to occur. It is the Filipino people, as a nation, who work for the
development-oriented changes to come to fruition. Home economics can, however,

be a catalyst for change.

Webster Third New International Dictionary (1993) defines catalyst as “an

agent that provokes or precipitates an action or reaction.” In the context of
development, a catalyst is any person, thing, organization or institution that affects
the rate of change toward development. A catalyst provokes, speeds up or slows
down the change. Home economics enter into the change process by facilitating
progress. “(As) the change agent vibrant with life and energy, (it) lends impetus to
promote and accelerate change for progress” (Matsushima, 1989). As an agent of
change, a catalyst performs these functions (modified from Matsuhima, 1989).

1. Stimulus agent

A catalyst can provoke or initiate positive changes in individual or family life

thus speeding up the rate of exchange toward national development. They set new
directions for their families for the improvement of their lives. “Change is derived
from a rational decision to directly affect family living. Home economists (must) take
the initiative to solving family problems effectively in order to improve family living,
rather than simply adjusting to present planes of living” (Matsushima, 1989). Home
economists have initiated changes in individual and family conditions by:

a. providing knowledge and skills which can be used by families to improve

living conditions (income, health and nutrition);
b. improving household technology in order for women to have opportunities
to earn a living; and
c. campaigning for the recognition of the value and capabilities of women
Home economists assist children, youth and adults especially the women to
learn better skills for accomplishing daily tasks. Emphasis should be given to
appropriate training in the knowledge and skills geared towards international
competitiveness and sustainable development (Badir, 1989). It is essential for home
economists to become intimately involved in empowering women, i.e., in demanding
their rights as citizens to economic security through productive activities. Home

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economists must recognize that the condition of women must be improved,

particularly the lack of power of women over their own destinies. Home economists
must be intimately involved with the issues and concern of women. This includes
documenting the conditions of women, of advocating change and in ultimately
conducting the research and in practicing the profession to the end of helping
women and children to a better quality of life. To accomplish long lasting sustainable
development, it is necessary to consider women’s involvement in developing,
administering, and evaluating the programs being introduced to help them meet the
challenges of their lives (Badir, 1989).
Since the care and welfare of children are primarily a female responsibility
and since home economists work intimately with women, it must be assumed that
much is required in the way of knowledge about sanitation and nutrition and
information dissemination by home economists (Badir, 1989). This brings about an
improvement of health and medical standards.
2. Adaptive agent
There are instances when the possibility for movement is in the direction of
adjusting to a changing environment rather than initiating change. Changes like
technological advancement and raised standard of living can produce stresses on the
family. By studying the family carefully, home economists look for ways to help
families cope with the changes. For example, home economists are:

a. helping individuals and families deal with the growing consumerist world
through consumer education;
b. equipping families to cope with changing family structure and roles
brought about by the increasing of single parent households;
c. adapting household technology to the needs of families and the
effective utilization of these
d. new high-tech resources (time, money, etc.) saved with the use of
technology;
e. assisting family entrepreneurs adapt to the changes brought about by
the growing internationalization of the economy; and
f. helping rural families cope with industrialization through efficient
resource management.

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Through home economics, families are able to adapt to changing

environmental circumstances brought about by new technologies in information and
communication, household equipment, health and medicine, and others.
Technological advancement has led to the redefinition of the nature, quality and
meaning of work in and outside of the household. It has also led to the growing
urbanization of communities. Home economists assist families in coping with
technological know-how, critically evaluating technological development from the
perspective of its impact on family life and helping families to adequately adjust to,
take advantage of and continue to work toward technological development (Boyd,
1989).
Home economists must be involved in identifying the technologies which will
be most appropriate to women’s needs and circumstances; how they can be
effectively introduced on the massive scale; determining whether the labor-serving
devices actually result in significant reduction in time and effort; and instructing
users to properly utilize the time saved with the use of the device. Home economists
have a role to play in the development of income generation activities which can be
worked into the available time created by the new technologies, but which do not
require long periods of time away from the domestic arena (Badir, 1989).
3. Stability agent
Not all changes are for the better. Sometimes even the seemingly good ones
turn out to be not beneficial after all. Home economists need to study carefully the
changes happening in the society and analyze the repercussions of these changes.
Home economists strive for a steady supply of goods and services to meet the basic
needs of the people. In order to achieve this, there are instances when it is better to
emphasize the cultural heritage of skills, techniques and values rather than simply
follow change. This may slow down the rate of change for national development but
this results in a more stable and sustainable development. Home economists
a. stress the prevention of moral values and professional ethics;
b. emphasize the human and cultural aspects of technology management; and
c. promote the utilization of appropriate and efficient local technology (skills and
techniques) in daily living.
As home economists assist in empowering the people to participate in their own
development, they must also strengthen their ethical responsibility. Ethical

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responsibility involves “thought about the consequences, both short- and long-term,
of the act of and alternative actions that could have been taken” (Spritze, 1989).
Home economics lessons in school must always include ethical application in the day-
to-day activities of the child (Spritze, 1989). Emphasis should be given on developing
student abilities to make defensible decisions and to participate in social decision-
making. We can build on this capability by providing learning situations that promote
critical thinking about the daily activities which are usually taken for granted and
considered mundane and ordinary (Boyd, 1989). To be effective in imparting these,
home economists must live these ethical responsibilities in their daily lives.
Home economics education has always stressed the preservation of family
values in its subject matters in all levels. It realizes and emphasizes that values
formation and education start at the home with the family members serving as
primary socializing agents. It aims to promote this through parent education, family
counselling and other support services. Home economics, with its understanding of
the properties and quality of food as well as its understanding of the preservation,
storage and preparation of food is needed if food security is to become a reality.
New crop varieties, new technologies of storage and preservation require some
understanding of the cultural meaning of food, the likes and dislikes of individuals,
the consequences of change in established methods of preparing food. Home
economists’ knowledge and understanding of the wants and needs of their families
will ultimately make or break the success of a new product (Badir, 1989).
In nutrition, effective programs need to be prepared with an understanding of
the food culture of a particular area. Intervention programs should be based on the
existing nutritional practices like the family meal patterns and food supply available
within the country (Gloria, 1995).
These transitional orientations or roles of home economics as a catalyst arise
because of the basic need of the home economist to be alert to change yet coupled
with the desire for stability (Matsushima, 1989). Home economics performs another
important role as a link among the other catalysts and the individuals and families.
Home economics is not the sole catalytic agent for national development. The
primary change agent is the government which sets the national direction and
strategies for development, promulgates public policies geared towards progress,
and designs the overall structure of the development agenda. Home economics

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serves as a bridge that links government and other institutions to families and vice
versa. The role that home economists play is two-fold: that which translate macro-
level policies to micro-level implementation and that which assesses micro-level
needs to be used as baseline data for policy-making (Tupay, 1980).
This is a challenge open to home economists to take responsibility in working
with the government and organizations in policy planning. There is a need to forge
partnership with planners and policymakers on local values, local needs, and local
processes of participatory planning (Umali, 1980). Home economists are the ideal
persons to draft programs of action to solve problems on neighbourhood and
community, housing, management of family resources, homemaking and family and
child development (Hopkinson, 1980).
Home economists also serve as coordinator of the implementing team of
community development programs. Policy decisions on the national level can only
have far-reaching effects when these reach the home and community level (Marcos,
1980). Having a broad view of family and community needs, they can assist in
identifying areas of cooperation with other fields and sectors in implementing the
development plans (Oni, 1980). There is no more appropriate person who can assist
the policy maker in drafting and implementing plans to improve the life of families in
rural and urban areas other than the home economist who studies the basic needs
and problems of families.

Apply it Here!

Look around your house. Why you need to learn

home economics? State your reasons.

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Assess Yourself
1. Discuss the functions of home economics as a “catalyst” for
change.

Sum it Up
Summarize what have you learned in the lesson.

References

Gabriel, F. et. al. Home Economics Education: Addressing Concerns of Filipino Family.

UP Diliman.

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Lesson 4: Home Economics Education – The Concerns of

Filipino Family

Let’s get motivated

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Home Economics Education – The Concerns of Filipino

Family
Home Economics Education

Home Economics education is considered the flagship sub-discipline in CHE

because it covers all the fundamental skills necessary for a well – manage
household. It is a field of study that integrates concepts, principles and theories for
teaching the different concerns of home economics namely –consumer education,
family and micro-entrepreneurship, livelihood education, household resource
management, foods and nutrition, housing and interiors, clothing, crafts, family life,
and child development. Home economics education extends this knowledge of
concepts, principles and theories to the practice of life skills that enables individuals
and families to deal effectively with the demands of everyday life such as finding a
job, keeping a budget, problem-solving, time management, social and citizenship
skills, family planning and developing a positive self-image, among others
(Dictionary.com; UNICEF, 2003)
The Home Economics Education Department is committed to this mission: to
develop home economists who are exemplars of knowledge, skills and humanitarian
values committed to enabling individuals and families to become effective members
of local and global communities through quality instruction, research and extension.
In the realization of this mission, the department has identified four integrative areas
for curricular development, research and extension namely: (1) home economics
education and training (2) consumer studies and education, (3) household resource
management, and (4) entrepreneurship and livelihood development.

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Below is the Disciplinal Framework of the Home Economics Education

Department (HEED Faculty, 2006).

Assumptions on Family and Family Empowerment

At the heart of this framework is the Department’s vision of empowered

Filipino families. Empowered families do not simply live to satisfy their needs and
wants; they take charge of their own well- being and development. Empowerment
means having the capacity to generate creative choices in managing their lives and
helping solve problems (Hogan, 2000). Empowered families have the access to a
decent source of livelihood and the capacity to sustain their needs. In fulfilling their
needs, empowered families consider the welfare of the future generation – thus
sustainable production and consumption are practiced.
In order for the Home Economics Education Department to draft programs
consistent with the discipline’s mission, it outlines these basic assumptions about
families to be able to analyze and make rational response to issues affecting their
security and welfare.
1. All families have resources.
All families, no matter how rich or poor, possess material and non- material
resources they can utilize to improve their lives. There are resources available at all
levels of the environment surrounding the individual and family system that when
used responsibly can contribute significantly to their well-being.

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2. There is “synergy” in living as a family unit.

Synergy is the power of two or more things that work together to produce
better results than each unit can do separately. Synergy usually arises when two
persons with different complementary skills cooperate. This results to a mutually
advantageous conjunction where the hole is greater than the sum of the parts.
The family, as a basic social unit, is composed of two or more people whose
natural function is to work together to achieve their needs and goals. It is a
unique social group composed of members with a range of demographic
characteristics, personalities, and other abilities. While individual members of the
family may have their respective potentials, it is when they work together as a
social unit that a stronger power and capacity is created. This synergy in families
makes this social unit resilient to social forces that threaten it, and a viable
organization to effect social change. Families, therefore, need to recognize this
synergy and harness it in order to be empowered to take control and manage
their lives effectively. In fact, most efforts to improve human welfare recognize
that success of development programs depend on the cooperation and
participation of the family.
3. Families contribute to sustained community development. Empowerment
can be expressed as a continuum from a personal context to collective action
(Henry, 1996). In the current global emphasis on sustainable development,
participation of even the smallest social unit to collective planning and decision-
making is expected. The United Nations Food and Agriculture Organization (UN
FAO) recognizes the significant role of home economics in equipping individuals
and families with increased competence in decision-making and resource
management at the household level (Ekaas, 2000). This competence could then
be used in the broader framework of community development and policy-making.
Home Economics Education has a large role to play in addressing the United
Nations’ sustainable development goals especially Goal 12 - Responsible
Consumption and Production. Home Economics is the only subject that provides
specific emphasis on teaching individuals about the wise use of personal and
household resources, and responsible consumption. It looks at the family not
only as consumers but also as producers capable of producing goods and
services for their own needs.

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Analysis of Issues and Concerns Confronting the Filipino Family

Based on the department’s views and analysis of the family, some challenges
confronting the Filipino family are presented. Social problems such as poverty or
marginalization, and the inability to deal positively with social changes like the rise of
new family structures and and new technologies may have led to these
socioeconomic issues or concerns:
1. Misappreciation of daily living and home life.
“A large part of people’s lives take place within the family. People are born
into and grow up in it; they are fed, clothed, and cared for there; they learn to live,
to love, to strive to work and to achieve in the midst of the family environment”
(Cebotarev, 1979, p.124). Families are central to satisfying basic needs of food,
clothing, shelter and relationships. Basic needs are satisfied as family members go
through daily activities taking place in the home, such as preparing food, budgeting
income, housekeeping and interacting with family members.
However, social changes pushed family members to be employed, which
eventually created many alternative lifestyles outside the home. This has gradually
led to a decline in time spent at home and the devaluation of home and family life.
Less importance is given to home economics because of the loss of appreciation for
excellence in homemaking (making the “house” a “home”) and the emphasis on the
prestige of paid work.
The home economics profession believes that the everyday life of humans
can be improved and/or enhanced through the practical application of science to the
problems and opportunities which are encountered at the household or family level.
The logical approach is to start with a plan for developing personal resources that
are crucial to the successful management of family/home life. Those life situations
that seem to be causing the greatest amount of difficulty will give the greatest
satisfaction when overcome through the effective management of resources within
and outside the family system. It would be ideal for each family member to start
developing their potentials at a young age. This should be emphasized in home
economics education especially at the elementary and secondary levels to make
young people fully appreciate the setting of values and goals necessary for a
successful family life.

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2. Ineffective utilization of family resources

Although all families have resources, wellbeing rests on the effective utilization of
these resources. As an economic unit, a family uses resources at its disposal to meet
the demands of family members. Sustained poverty results from the lack of
recognition and ineffective utilization of family resources. In order to help families
rise above poverty, they should be lifted from feelings of helplessness by raising their
level of consciousness concerning resources they may have but are not aware of.
There are numerous programs that offer livelihood skills, micro-entrepreneurship and
micro-credit but many have also failed to tap such opportunities to their advantage.
Their perspectives on generating and managing resources have not been properly
addressed.
With increasing awareness and appreciation of newly discovered resources,
family members could be instructed to develop their management skills to help them
in navigating the daily course of life. These skills involve planning to evaluating
actions that would sufficiently determine whether resources are being used efficiently
to achieve wellbeing goals. Decision-making is required at each step, either by one
person or the group as a whole. Family members could enhance their decision-
making skills through positive family communication in the context of shared
meanings and values. Since the family is a system of interacting people who transact
not only with each other but also with its social, economic and political
environments, therefore, it could ably deal with forces or factors affecting its
capability to generate and manage resources (Henry, 1996).
3. Hampered synergy within the family
There are so-called megatrends and convergent factors that pose as either
challenges or opportunities to families. The search for higher income has caused
individuals to find work in other regions or countries, leaving their families in the
hope of finding a better life. But economic migration is a double-edged sword; it cuts
both ways. While overseas work has brought economic and material benefits, studies
also show the breakdown of family life leading to uncoupling of once-stable
marriages, parent-child conflicts, kinship squabbles and other relationship problems
attributed to spousal or parental absence. (i.e. Zosa & Urbeta, 2009; Hugo, 2002).
Globalization and technology is another dominant trend that lay open individuals and
families to dazzling arrays of possibilities, both good and bad. While modern

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communication technologies serve as a link to disconnected family members, these

media can also expose individuals to aggression, violence, meaningless sexual
activities and false realities (Rosario-Braid, Tuazon & Lopez, 2011).
Filipino families are thus confronted with social issues such as family disruptions
and increasing sexual and non-sexual risk behaviors especially among the youth
(Marquez, 2004; Rosario-Braid et al., 2011). However, the family remains their
primary source of happiness (Virola, 2010) and is strongly valued even when there is
evidence of shifting family structures and dynamics (Morillo, Capuno & Mendoza,
2013). Moreover, the critical role of the family (UN, 2010) in addressing social
problems is still widely recognized (Asis, 2004). Thus, there is a great need to learn
how to become ‘family literate’ (McGregor, 2009) and to harness family synergy that
would enable families to strike a balance between continuity and change.
4. Lack of commitment to social and environmental concern
Environmental and social decision-making by individuals is a complicated process
considering the wide range of values, resources and goals to choose from. There is
always the tendency to be swept away by unmitigated consumerism and economic
materialism without the saving anchor provided by strong moral and personal values.
Thus, families need to consider the environmental and social messages as well as the
values they are passing down to their children. For instance, as families grow in
urban centers, the need to dispose wastes properly has become a main concern.
Garbage disposal, trivial as it may seem, should therefore be a topic of concern in
family circles.
Aggressive efforts to curb careless disposal of wastes have not been successfully
implemented due to apathy and the tendency to adhere to old habits. The pervasive
throw-away-anywhere mentality, for example is not only wasteful but also
detrimental to one’s health. The practice spreads toxic pollutants and caused
flooding due to clogged drainage and waterways during the rainy months. Burning
solid wastes, another common garbage disposal habit exposes people to deadly
fumes and smoke. Unwittingly, it may also contribute to weather disturbances or
climate change as combustion on a large scale emits heat that destroy the planet’s
protective ozone layer. Limitless clean air and water, low cost energy and abundant
space will soon become things of the past, and future generations may find
themselves confronted with an environment that is no longer habitable or responsive

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to their most basic needs. If present-day households do not commit themselves to

the conscientious care of the environment, the welfare of future families and
communities will hang on a precarious ecological balance.
A related social and environmental concern is disaster risk reduction and
management (DRRM). Filipino households are highly exposed to natural hazards
such as floods, typhoons, earthquakes and volcanic eruptions which may cause
disruption of daily life and losses of family resources. Families with low levels of
economic resources and poor social support are more vulnerable to the negative
impacts of disasters. Thus, there is now a greater focus on DRRM at the family level.
Helping families reduce and manage disaster risk and develop resilience should be
approached from a household resource management framework and the dynamics of
family and kinship support systems (Gabriel, 2016) Although people rely to a certain
degree on government, environmental organizations and the academe for solutions,
ultimately, they must look into the family/household system for answers and
solutions. It is within this system that attitudes, habits and practices with social and
environmental impact are initially formed, and sustained.

Family Empowerment and Home Economics Education

Home economics education empowers individuals, families and communities
to have control over their everyday lives. Empowerment involves the ability to make
decisions and act upon these decisions. This development of personal and family
competence enables the individual or the family to take control of their personal
circumstances and family situations. Home economics education in the UP College of
Home Economics through its curriculum, research and extension contributes to a
stronger, empowered individuals and families through the following four integrative
areas of study.
1. Home economics education and training - Geared towards equipping
students, H.E. practitioners and teachers in helping families through non-formal and
informal training for effective personal and family living. This involves teaching
knowledge and skills, and values development in home economics literacies identified
by the International Federation of Home Economics such as food and nutrition
literacy, financial literacy, technology literacy, environment literacy, employability
literacy and family wellbeing literacy (Hira, 2015).

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2. Consumer studies and education - Promotes sensible decision-making,

sustainable, nonwasteful consumption and use of alternative sources. This area
includes understanding consumer-related laws, rights and responsibilities, as well as
available government protection agencies that will give families confidence to
participate in the market economy. In addition, it also allows students to understand
their own decision-making process and the factors that influence their own behavior
or misbehavior. Consumer education taught under the home economics curriculum is
unique since it is able to integrate the discipline’s understanding of practical
consumption goods such as food, fabrics and clothes, shelter and family living spaces
with family characteristics and needs.
3. Household resource management - Focuses on improving day-to-day living
of families through judicious use of family resources such as finances, time, energy,
skills, abilities, etc. Resource management at the family/household level is the
trademark of the discipline’s contribution to society. This area of study includes
understanding and appreciating the various types and sources of household
resources; and the effective management and utilization of these to satisfy family
needs and goals. In addition, household resource management gives emphasis to
the complexity of values, attitudes, needs, and goals that influence decisionmaking
and behavior of the family as a collective unit.
4. Entrepreneurship and livelihood education - Enhances income-earning
capacities of families by expanding the generation and sustainability of resources
through micro/home based livelihood and entrepreneurial development. This area is
a natural and logical extension of the home economics competencies learned in
relation to food preparation, clothing construction, handicraft development, and
other home-related services. By integrating HEbased entrepreneurship and other HE
skills, family members and individuals are given the capacity to develop consumer
products and to transform these into viable enterprises. This area of study also
recognizes and explores the dynamics of the enterprise-family life balance as well as
responsible and ethical business practices that promote the rights and welfare of
consumers. Empowerment improves the ability of individuals and families to decide
on matters that affect their well-being -- from the production of household goods to
the efficient use of these resources; and from the personal to the broader levels of
decision-making. Home Economics education offers empowering tools that equip

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individuals to counter oppressive structures and emerging cultural beliefs and

practices that threaten to undermine the unity and strength of the family. Home
economics education teachers therefore should be equipped with the perspective and
capabilities to gear their teaching methods in ways that empower students -- not
only in possessing fundamental knowledge and skills in the different areas of home
economics -- but also in increasing their access to resources, improving self-esteem,
self-discipline, personal efficacy, ability to reflect and solve problems, make choices,
and work with others (Reynolds, 1996). In the HE classroom, topics can focus on
engaging students to be more aware, more sensitive and more conscientious on the
kind of change they want to achieve for themselves, their families, their communities
and the country itself. This change may start from the most familiar, the most
common practices at home, in schools, in the workplace and in the public arena. This
change, however, should also be culturally sensitive and must include perceptions,
practices and appreciation of local and indigenous resources and technologies
dealing with handicraft, food, clothing and shelter needs. The practices may range
from producing, choosing and consuming goods or services to ways of thinking,
behaving and deciding on everyday household routines or very personal matters
affecting relationships and one’s self-image. Empowerment leads to community
development when empowered individuals and families come together with the
purpose of helping other families live better lives. It serves as a vital force in
“enabling individuals to act effectively to transform their lives and their
environments” (Nutbeam et.al. in Reynolds, 1996, p. 19). As a change agent, home
economics education contributes to raising critical consciousness among families,
making them aware of factors that negatively affect their wellbeing (Gabriel,1998).
The home economics education discipline provides a framework for achieving
individual and family goals in an effective and ethical manner, sustainably using
resources to attain a quality of life worthy of human dignity.

Apply it Here!
Make a written discussion on the different areas of home Economics .
Include in your discussion the concerns of a typical Filipino family, with your
reflection on the video in the motivation part.

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Assess Yourself (Assessment)

Discuss the issues and concerns confronting the Filipino family.

References

Gabriel, F. et. al. Home Economics Education: Addressing Concerns of Filipino Family.
UP Diliman.

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