Overcoming Disadvantage
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Transcript of Overcoming Disadvantage
Helping children since 1996
Unang Hakbang
Foundation helps street
and other children
realize their potential,
expand their life
options, and grow into
empowered and
empowering adults.
For the past 14 years, we
have helped children from
very poor urban
communities stay in school
and helped those out-of-
school get back on the
education track.
.
Despite today’s crush of people, until 1948, there were only
19MM Filipinos. When America consolidated its hold on the
Philippines in 1903, we were even less than half that number;
fewer still at the start of the Spanish colonial period
The Way We Were
Population
Gap In
Years
%
Growth
Spanish Period, 1591 667,612
American Period, 1903 7,635,426 312 1044%
First Bureau of Census & Statistics
Data, 1948 19,234,182 45 152%
NSO Data, 2007 88,574,614 59 361%
National Capital Region, 13% of total
population in 2007 11,553,427
NCSB
Today, we are a country of
over 88MM people, 11.5MM
of whom – 60% of the total
population in 1948 – live in
the National Capital Region.
Between 1948, three years
after World War II when we
numbered only 19MM, and
today is just a little over 60
years, a period less than the
average person’s lifetime. It
should not surprise if many of
our institutions seem fragile
and major portions of our
social infrastructure often
not coherent.
Having said that, we need to strive harder and take better care
of the next generation. Today, children aged 14 & below, make
up 37% of the population. These are 28.3MM children – more
than triple the number of all Filipinos at the start of the American
Colonial Period.
In the National Capital Region alone, there are 4.3MM children.
The Next Generation
Total Population, 2000 76,504,077 100%
14 & Below 28,313,897 37%
Under 1 1,917,431 3%
1-4 7,752,071 10%
5-9 9,694,781 13%
10-14 8,949,614 12%
National Capital Region (est.) 4,274,768
NCSB
The problem is very clear in
the area of education.
While the national
population grew more
than 2% annually in the last
10 years, school enrollment
increased by less than 1%
annually over the same
period.
Failing To Keep Up
Population Growth Enrollment Growth
1990 60,703,206 2.35%
1995 68,616,536 2.32%
2000 76,504,077 2.36% 12,759,900 0.4%
2001/2002 12,826,218 0.5%
2002/2003 12,979,628 1.2%
2003/2004 13,032,864 0.4%
2004/2005 13,096,719 0.5%
2005/2006 13,006,647 -0.7%
2006/2007 13,121,648 0.9%
2007 88,574,614 2.04% 13,396,988 2.1%
DepEd Fact Sheet
The public school system
has borne the brunt of
educating the nation’s
children. Over 90% of
children who enroll are in
the public schools.
An Overburdened Public School System
Total Enrollment Public School % Share
2007 13,396,988 12,304,207 92%
2006 13,121,648 12,083,661 92%
2005 13,006,647 11,990,686 92%
2004 13,096,719 12,101,061 92%
2003 13,032,864 12,075,013 93%
2002 12,979,628 12,050,450 93%
2001 12,826,218 11,916,686 93%
2000 12,759,900 11,832,611 93%
1999 12,707,788 11,786,622 93%
1998 12,502,524 11,562,181 92%
1997 12,225,038 11,295,982 92%
DepEd Fact Sheet
While the public school system has been criticized severely for
inadequate facilities, the poor quality of teaching and error-filled
textbooks, the results of academic achievement tests show some
hard-earned successes. Achievement test scores have risen from
51% in 1997 to 65% in 2007.
Small Improvements
Achievement
Rate Math Science English
1997 50.78% 51.75% 52.68% 49.13%
1998 50.08% 52.45% 49.93% 46.40%
1999 49.19% 45.69% 48.61% 46.32%
2000 51.73% 49.75% 49.75% 47.70%
2001 . . . . . . . . . . . .
2002 . . . . . . . . . . . .
2003 . . . 59.45% 52.59% 49.92%
2004 58.73% 59.40% 54.12% 59.15%
2005 54.66% 53.66% 46.77% 54.05%
2006 59.94% 60.29% 51.58% 60.78%
2007 64.81% 63.89% 57.90% 61.62%
DepEd Fact Sheet
The improvement in test scores has
been accompanied by an increase
in the cohort survival rate – the
percentage of children who enter
Grade 1 together and graduate at
the same time. This has risen from
65% to 75% over the last 10 years; but
it still means that a quarter of all
children are not completing their
elementary schooling. More
worrisome, a declining participation
rate indicates that a growing number
of school age children are not even
entering school.
Drop out rates are highest before
children reach Grade 4. The good
news is that children who make it to
Grade 4 are likely to complete their
elementary schooling.
Key Indicators
Participation Rate Cohort SurvivalTransition Rate
(G4 to G5)
1997 95.09% 64.96% 95.98%
1998 95.73% 64.09% 95.47%
1999 96.95% 63.46% 95.50%
2000 96.77% 63.45% 95.64%
2001 . . . . . . 96.24%
2002 . . . . . . . . .
2003 88.74% 71.84% 96.22%
2004 87.11% 71.32% 95.95%
2005 84.44% 70.02% 95.65%
2006 83.22% 73.43% 96.19%
2007 84.84% 75.26% 96.97%DepEd Fact Sheet
10 years ago, the school participation rate was a high 95%. The
accompanying cohort survival rate of 65% however meant that
more than a third of school children were dropping out. In 2007,
the situation went the reverse with the cohort survival rate rising
and the participation rate sadly declining.
Under the world Education For All initiative (EFA), the Philippines’
stated goal is a participation rate in the elementary school level
of 95% by 2010 and 98% by 2015 with the cohort survival rate at
79% and 85%, respectively in the same years.
0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
Participation
Transition Rate (G4 to G5)
Cohort
Key Indicators
Why do children drop out of school?
According to the Functional Literacy,
Education and Mass Media Survey
(FLEMMS) conducted in 2003, the majority
of children, aged 5-17, were simply not
interested in school. This was specially true
among 5-9 year-olds or those in Grades 1-4,
the group which has had the highest drop-
out rates.
It is important to acknowledge this and
relate it to the earlier data. As the students’
ability to cope with school improved –
reflected in higher achievement test scores
– more have stayed in school raising the
cohort survival rate. Dropping out because
of the cost of schooling was a factor of
equal importance only as children reached
working age.
Reasons for Dropping Out
Summary 5-9 10-14 15-17
Not interested in school 33% 30% 34% 32%
Cannot afford 28% 18% 22% 32%
Need to work 19% 17% 15% 21%
Illness/Disability 4% 6% 7% 3%
Family-related 2% 4% 3% 2%
Other reasons 14% 24% 18% 11%
FLEMMS 2003
The importance of the child’s ability as a deciding factor in
whether or not he drops out of school is confirmed by a 2007
study completed by Bacolod and Ranjan using data from a Cebu
Longitudinal Health and Nutrition Survey (CLHNS).
All things being equal, a child perceived to be less able is more
likely to be dropping out of school.
Child Ability & Household Wealth
Poor households with high ability children are more likely to send them to school than poor households with low ability children. Low income households may even let their low-ability children simply remain idle.
Even within the same household, the less able child is significantly more likely to be working or idle while his more able sibling is significantly more likely to be in full-time schooling.
Bacolod & Ranjan (2007) “Why Children Work, Attend School, or Stay Idle: The Roles of Ability and Household Wealth”
Do a lot of children actually have such
low abilities that a quarter of them opt
to drop out of school?
Perhaps it’s time to start recognizing
the other kinds of smarts.
Influencing Child Ability
Multiple intelligences: bodily-kinesthetic,
interpersonal, verbal-linguistic, logical-
mathematical, naturalistic, intrapersonal, visual-
spatial, musical
Illustration from http://museumofplay.org
Influencing Child Ability
Children require a stimulating environment, one that engages their attention and provides a variety of experiences
They need room to experiment: “A person is what he is, not because of the teachers he has had, but as a result of that which he has done himself.” (Maria Montessori)
Unfortunately, in a community such as this, an over-
abundance of stimuli may leave a child unable to cope or
stay in control of himself, leading to behaviors that get him
labeled as unpredictable, disinterested, or of low ability.
What UHF Offers
Attentiveness to the needs of “invisible” children –
Children who are failing in school or who may
pass their tests but are at the bottom of the class
Street children who attract public attention only
because they misbehave
Older children who are not in school but who fall
outside the policy definition of “out-of-school
youth”
Our Philosophy
We believe each of us are responsible for our own future.
We help children best by enabling them
to realize their potential, expand their life options, and grow into empowered and
empowering adults.Finally, we strive to leave no child behind.
Our Mission
We create safe places that provide children with a rich environment of learning
and experiences to help them develop an inner sense of competency. By making this an
environment that also encourages trust and engenders hope, we reinforce their innate
resilience and ability to cope with the early challenges of disadvantage.
To reach street
and out-of-school
children and
youth and those
at-risk of dropping
out of school, we
locate our centers,
our children’s
sanctuaries, where
they live or “work”.
Bahay ni San Francisco was our first center. It opened directly onto
the street opposite EDSA Shangri-La Hotel and catered to the street
children of EDSA Crossing providing them a place to rest, bathe,
have a meal and study.
In 2007, BSF
moved to a
quieter part of the
city at 39
Calbayog St., Bgy.
Highway Hills,
Mandaluyong
City.
Bahay ni Nino Hesus
located within the
Welfareville
Compound was
established in April
2000 to serve
children within their
own community. It
is sited on space
borrowed from the
Samahan ng
Magkakapit-Bahay
Inc. (SMBI).
Bahay ni Jose at the Botanical Garden in Bgy. Addition Hills is
located in space lent by the City of Mandaluyong.
Bahay ng Pastol on Fabella St., Bgy. Plainview serves as UHF’s
administrative headquarters. It also houses UrChef, the bakery
project which is both a fund-raising initiative and a training ground
for future kitchen helpers.
Our Programs
Aral Kalinga is a mentoring and tutorial
program for –
out-of-school children & youth, and
public elementary school children with average
grades of 78% & below.
We provide tutorial classes in reading, writing and
math and on the Alternative Learning System (ALS).
We take in 200-250 children annually in our program for
public school children. We monitor grades and give a
stipend of P50 ($1)/week to those whose average
grades rise to 80% and P100 ($2)/week to those with
average grades of 85%.
Tutorials on the Alternative Learning System follows the
format prescribed by the Department of Education to
prepare learners for the annual Accreditation and
Equivalency (A&E) Examination, enabling them to obtain a
grade school or high school equivalency certificate.
Aral Kalinga is about
opening a window to
other life options and
encouraging children to
become the best they
can be.
“Dito, tinuruan ako kung paano
magbasa, magsulat magkwenta
at magdisiplina sa sarili.
Pinakuha ako ng PEPT exam
nguni’t hindi ko ito naipasa. Sa
halip na kalimutan ko ang
Unang Hakbang Foundation
dahil hindi ako nakapasa, hindi
ko ito ginawa. Alam ko na
bawa’t bata na kanilang
inaalagaan ay mahal nila, kaya
naglaro sa aking isipan na dahil
mahal nila kami, hindi nila kami
pababayaan.”
Edwin, 21A client since 2001. Now a 4th year student at
a night high school.
PEPT is the Philippine Educational Placement Test
“Here, I learned to read, write,
count, and practice self-
discipline. They had me take
the PEPT exam which I failed.
But I didn’t go back on Unang
Hakbang Foundation because I
failed. I didn’t do this because I
knew they loved us. And I
thought since they love us, they
will not give up on us.”
Edwin, 21A client since 2001. Now a 4th year student at
a night high school.
PEPT is the Philippine Educational Placement Test
Our Programs
Buhay Kalinga is about helping children grow into empowered and empowering
individuals. We strive to develop in them –
a critical attitude or an interest in “knowing
why”
an awareness of their worth and an
appreciation for others
confidence in their abilities and an attitude of
caring
Pagpapahalaga – valuing oneself and others;
Pakikipagkapwa – reaching out and helping others;
and Pagsasarili – becoming independent – are the
focus of Buhay Kalinga.
Pagpapahalaga –
valuing oneself and
others
Although UHF is not a faith-
based organization, our
belief that we are children
of God animates all that we
do and the value we place
on the young people we
help.
We showcase our children’s abilities and promote their
integration into the community through Ugnayang Sining – an
annual exhibit showcasing the children’s artworks that has
been mounted since 2001.
Talon Takbo Likha is a summer arts and sports program that has
also been organized regularly since 2001.
It harnesses the spirit of volunteerism among college students
and their coaches who dedicate a big part of their vacation to
making children happy.
In May 2008, we helped organize a sports day
among street children, the local police, and
members of the barangay peace-keeping force.
It was the culminating activity of the Pagkatao
Workshops which aimed to promote
understanding among street children and the
adults in charge of policing the community.
Pakikipagkapwa – reaching out and helping others
We want our young people to become good stewards and
make the practice of charity – esp. helping people outside of
their own families – a natural and integral element of their lives.
UHF’s participation in networks of NGOs likewise provides a
venue for our young people to broaden their horizon, become
better integrated and more socially involved.
In Magtulungang at Mag-Aral, a peer tutorial program, we
have over a dozen children actively volunteering to help
other children. They start as Munting Titsers and as they
mature and improve their skills, they become a Batang Guro
and given a small allowance to recognize their efforts and
encourage the development of a proper work ethic.
Kwentuhang Bata is a community read aloud held two Saturdays
a month with volunteer children reading to other children.
We would have 15-20 very young volunteers reading to 10 other
children each, reaching out to 150-200 neighborhood children
during each event.
Pagsasarili – becoming independent
We affirm our young people’s desire not to be a burden to
their families by channeling that need to be productive in
work skills classes and paid apprenticeships and by striving at
all times to link education directly to work.
At a forum with street children and youth that UHF organized in
2006, Talakayang Lansangan, all roads led to work – education
was important principally to qualify for better jobs and good
health, so that they can stay on the job.
Shelter was not an issue as they could lay their heads any where.
The house would come after they started earning a good income.
Under StepUP, a partnership with Visayan Forum, in turn a
partner of Microsoft Philippines Inc., we provide computer
literacy classes to children and youth. The program seeks
to expand the skills of these young people and eliminate
their vulnerability to human trafficking.
Bagging It! is a temporary job placement.
For three Christmas seasons, our older boys have worked
with SM Supermarket as baggers.
In May 2009, UHF was a beneficiary of Mandaluyong City’s
Special Program for the Employment of Students (SPES).
Through the program, 20 young people undertook a survey
of the number of school-age children in Welfareville, Bgy.
Addition Hills and Calbayog, Highway Hills.
To hone the children’s fine motor skills
and their eye for detail and form, we
have weekly art classes and regular
writing exercises. The creative
process gives the children practice in
close observation and critical
thinking.
100 children on average attend the
weekly art class. Reflection papers
and diary entries is required after
most activities.
In UrChef, we combine a
fund-raising project for UHF
and a work opportunity for
older children. P5 from
every cookie baked is
shared by those who help
make them.
It helps keep out-of-school
youth in UHF’s programs
and active in the
alternative learning classes.
Our Accomplishments
Since 1996, we have reached out to a mobile
population of upward of 13,000 children with 30%
of those, or roughly 4,000, becoming regular
participants in our programs.
Two former street children are now in high school
Others are working with us as volunteer peer tutors
and junior office assistants
Stipends for those who improve their grades has
gone from nil to P32,000 annually.
Learners taking the A&E examination has risen from
2 to 20.
A survey, conducted in May 2009 of all households in the
communities where UHF had a presence, showed a school
participation rate of 99% which was above the participation rate of
92.9% and 75.1% among elementary school and high school
children in the National Capital Region that was reported by the
Department of Education for School Year 2006/2007.
Our peer tutorial program has grown with many of our original
peer tutors staying to help teach other children despite having
moved on to high school. Their ranks now include out-of-
school children and youth tutoring other out-of-school children
and youth who are working on their grade school or high
school certification.
We have continued to expand our young people’s access
to opportunities for work. We have found roles for older
children within UHF itself. Under a partnership with the
Humanitarian Legal Assistance Foundation (HLAF), UHF youth
have become paralegal interns helping in the work of
decongesting the country’s jails.
Helping the most disadvantaged children, however,
continues to be a major challenge. We maintain a
watchful eye on all our past children and continue to
dialogue with them because we want no one being
left behind.
Our Future
Over the next 3 years –
Grow the Batang Guro program to transform our
existing centers into youth-run centers for children
Establish centers in other cities of Metro Manila
and partnerships with community organizations in
the provinces to expand our reach
Create linkages with the business sector and on-
line educational institutions to ensure work for our
young people and create a pathway for life-long
learning
Organization
UHF was formally incorporated in December 1999
after starting life as a weekly interaction with street
children in September 1996.
We are registered and licensed by the Department
of Social Welfare and Development (DSWD) as a
social welfare agency implementing community-
based services for children and youth.
We are also a registered as a volunteer organization
with the Philippine National Volunteer Service
Coordinating Agency (PNVSCA).
Memberships
Metrowest Network (MWN) for Children In Need of
Special Protection (CNSP)
National Council for Social Development (NCSD)
Area-Based Standards Network (ABSNET)-NCR Metro
East Cluster
E-Net Philippines
Become Involved
Donate time or treasure. We regularly need volunteer-tutors and administrative workers.
Give! It takes just P1,000 ($20)/month or P10,000 ($200)/year to support a child in our program.
Become a Member. Make UHF your principal charity and make an annual personal or professional financial commitment of at least P20,000 ($400). Ensure that there is continuous innovation within UHF.
Become Involved
Patronize UrChef. Call us at (632) 531-3474 to order.
Become Involved
Purchase our cards & calendars. Call us at (632) 531-
3474 to order.
Contact Us
Telephone (632) 531 3474
Administrative
Office(632) 535 1257
Email [email protected]
Website http://sites.google.com/site/unanghak
bangfoundation/
Created June 2009. Revised December 2009.