OnOn

POVERTYPOVERTY

Poverty is the inability to Poverty is the inability to meet basic needs, like meet basic needs, like food, clothes, and shelter.food, clothes, and shelter.

TWO STRATEGIES IN POVERTY REDUCTIONTWO STRATEGIES IN POVERTY REDUCTION

Two strategies: offensive and defensive.Two strategies: offensive and defensive. ““Offensive strategiesOffensive strategies enhance the living enhance the living

conditions of the poor and seek to help them conditions of the poor and seek to help them cross the poverty threshold and stay there cross the poverty threshold and stay there permanently.” (Fighting Poverty Together, 12)permanently.” (Fighting Poverty Together, 12)

““Defensive strategiesDefensive strategies seek to protect the poor seek to protect the poor from risks and shocks, or at the very least, help from risks and shocks, or at the very least, help them to cope.” (Fighting Poverty Together, 12)them to cope.” (Fighting Poverty Together, 12)

THE VALUE OF PRIMARY EDUCATION TO THE VALUE OF PRIMARY EDUCATION TO THE POORTHE POOR

The Local Government Code has been asking The Local Government Code has been asking the Local Government Unit to contribute a the Local Government Unit to contribute a portion of its budget for education, most portion of its budget for education, most especially in elementary education.especially in elementary education.

Investing in elementary education may not Investing in elementary education may not affect poverty immediately, but it can be useful affect poverty immediately, but it can be useful in the long run.in the long run.

Elementary education equips students Elementary education equips students with the basic skills which are necessary with the basic skills which are necessary building blocks for further and more building blocks for further and more specialized training in the future which specialized training in the future which may help battle poverty.may help battle poverty.

The provision of school buildings and The provision of school buildings and classrooms are vital when investing for an classrooms are vital when investing for an elementary education.elementary education.

But for rural areas and urban slums, more But for rural areas and urban slums, more importance is given in providing competent importance is given in providing competent teachers and enough textbooks and teachers and enough textbooks and teaching materials to students.teaching materials to students.

In higher areas, the problem is how to get In higher areas, the problem is how to get the students to school or how to bring the the students to school or how to bring the schools to them.schools to them.

THE MOBILE TEACHING THE MOBILE TEACHING PROGRAM: PROGRAM:

IFUGAO PROVINCEIFUGAO PROVINCE

REPORT CONTENTSREPORT CONTENTS

The ProblemThe Problem Project DescriptionProject Description ImplementationImplementation MTP ResultsMTP Results

THE PROBLEMTHE PROBLEM

An elementary education is very An elementary education is very important but this cannot be important but this cannot be achieved if students are achieved if students are restricted restricted by their distance from existing by their distance from existing public schoolspublic schools. .

The The demand for schools demand for schools increaseincrease as the number of as the number of enrollees continue to grow each enrollees continue to grow each year.year.

This problem was experienced by This problem was experienced by the students and schools in the the students and schools in the province of Ifugao where building province of Ifugao where building more schools could not even solve more schools could not even solve the dilemma.the dilemma.

This resulted not only to the This resulted not only to the province suffering in terms of its province suffering in terms of its performance in education but in its performance in education but in its overall performance as a overall performance as a community as well.community as well.

THE PROBLEM

PROJECT PROJECT DESCRIPTIONDESCRIPTION

The province came up with a three part The province came up with a three part

Program Plans of Action entitled Program Plans of Action entitled

““Ifugao Child Survival and Ifugao Child Survival and

Women Development Program”Women Development Program” (1988-1993) (1988-1993)

in response to the dilemma.in response to the dilemma.

PPA 1PPA 1 - - Survival of women Survival of women and children.and children.

PPA 2PPA 2 - Children and women - Children and women development.development.

PPA 3PPA 3 - Technical support. - Technical support.

PROJECT DESCRIPTION

The provincial government of Ifugao The provincial government of Ifugao designed a program called designed a program called “Mobile “Mobile Teaching Program”Teaching Program” which was a which was a component of PPA 2 in response to component of PPA 2 in response to the distance problem and the the distance problem and the increasing number of enrollees.increasing number of enrollees.

Teachers in the MTP were called Teachers in the MTP were called mobile teachers.mobile teachers.

PROJECT DESCRIPTION

IMPLEMENTATIONIMPLEMENTATION

A seven-point plan of action was then A seven-point plan of action was then implemented for the Mobile Teaching Programimplemented for the Mobile Teaching Program

1. Creation of a Provincial 1. Creation of a Provincial Inter-Agency Committee Inter-Agency Committee

Coordinated with the provincial Coordinated with the provincial development program in planning, development program in planning, monitoring, and evaluation.monitoring, and evaluation.

IMPLEMENTATION

2. Identification of Target 2. Identification of Target BeneficiariesBeneficiaries

Beneficiaries were identified as Beneficiaries were identified as children of school age ranging from children of school age ranging from six to twelve.six to twelve.

IMPLEMENTATION

3. Improvising on the 3. Improvising on the ClassroomsClassrooms

Existing halls, chapels, and other Existing halls, chapels, and other similar structures were used as similar structures were used as classrooms.classrooms.

IMPLEMENTATION

4. Capability Building Activities4. Capability Building Activities Mobile teachers were trained on Mobile teachers were trained on

mobile and multi-grade teaching at mobile and multi-grade teaching at the start of the school year. They the start of the school year. They also had in-service training also had in-service training (meetings, seminars, and field (meetings, seminars, and field visits). visits).

IMPLEMENTATION

5. Formulating the Curriculum5. Formulating the Curriculum Culture-based MTP instructional Culture-based MTP instructional

curriculum were designed by the curriculum were designed by the program designers. These took program designers. These took into account people’s experiences into account people’s experiences and cultural practices.and cultural practices.

IMPLEMENTATION

6. Mobilizing Resources for the 6. Mobilizing Resources for the ProgramProgram

Continuous funding for the Continuous funding for the Program. UNICEF funded it in its Program. UNICEF funded it in its initial implementation, with the initial implementation, with the local governments assuming the local governments assuming the responsibility after UNICEF.responsibility after UNICEF.

IMPLEMENTATION

7. Establishment of Monitoring 7. Establishment of Monitoring and Evaluation Mechanismsand Evaluation Mechanisms

Yearly reviews were conducted by the Yearly reviews were conducted by the program.program.

Students’ monthly attendance records Students’ monthly attendance records were required to be submitted by the were required to be submitted by the program managers and staff and these program managers and staff and these records were received by the local records were received by the local chief executives and officers of the chief executives and officers of the lead agencies. lead agencies.

The local governments in their The local governments in their respective areas helped monitor and respective areas helped monitor and evaluate the program.evaluate the program.

IMPLEMENTATION

MTP RESULTSMTP RESULTS

The Ifugao’s The Ifugao’s literacy rate increasedliteracy rate increased from 55.45 percent to 64.10 percent from 55.45 percent to 64.10 percent from 1988-1995.from 1988-1995.

The The number of pupilsnumber of pupils in 10 in 10 municipalities increased.municipalities increased.

The The number of teachersnumber of teachers who who graduated from education courses graduated from education courses also increasedalso increased

REPLICATION REPLICATION IN OTHER AREASIN OTHER AREAS

Similar to the domino-effect, Similar to the domino-effect,

soon Ifugao’s brainchild became soon Ifugao’s brainchild became

a staple project for other places as well.a staple project for other places as well.

Because of the MTP’s success, the Because of the MTP’s success, the whole region eventually adopted it.whole region eventually adopted it.

The MTP became a regular program of The MTP became a regular program of DECS in Region 2.DECS in Region 2.

The program had been replicated in The program had been replicated in most provinces in the Cordillera most provinces in the Cordillera Administrative Region by the school Administrative Region by the school year 1998-1999.year 1998-1999.

REPLICATION IN OTHER AREAS

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