ESP Terminal Report (March 2009)

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CLOSING REPORT

PEOPLE’S RIGHT TO ENRICHMENT THROUGH ALTERNATIVE RURAL EDUCATION

PREPARE

S-ESP-0407-0036-22 Project Number

PROJECT DEVELOPMENT INSTITUTE

building self-reliant communities through people’s initiatives… 44 General Segundo Street, Heroes Hill, Brgy. Sta. Cruz, Quezon City, 1104, Philippines

Telephone Number (63) (2) 374 3986 Telefax (63) (2) 413 3935 Web Site: www.projectdevelopmentinstitute.org

E-mail Address: [email protected]

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Project Development Institute Date of Report: March 2009

Period Covered by Report: June 2004 to March 2009

PEOPLE’S RIGHT TO ENRICHMENT THROUGH ALTERNATIVE RURAL EDUCATION (PREPARE) PROGRAM

Project No. S-ESP-0407-0036-22 Background The Project Development Institute’s (PDI) vision is to build and strengthen communities of peasants and indigenous peoples who are committed to sustainable rural development. With the belief that the vast human capital in the rural areas can be harnessed to be a major force in economic growth, PDI conceptualized the People’s Right to Enrichment through Alternative Rural Education (PREPARE) to address the education needs of poor farming families and indigenous communities. In so doing, PDI strengthens the gains in land reform and ancestral domain struggles since increasing the people’s mental capacities also increase their ability to surmount the challenges in developing and keeping their lands. Objectives PREPARE aims to improve the capacities of peasants and indigenous peoples and help them to attain functional literacy and numeracy. It also offers formal educational opportunities to deserving poor students. Corollary to improving capacities, PREPARE wants to equip the rural poor with competencies and values that prepare them for leadership roles such as integrity, commitment, nationalism, the ability to plan for the long and short term, negotiation skills, etc. These knowledge and skills can be utilized in land claims, entrepreneurial activities, sustainable agriculture ventures and advocacy struggles. The program has three components namely: 1. Complementary Alternative Support Education (CASE). CASE enhances the leadership skills of key leaders and youth. It consists of weekend seminars, summer workshops and the Barefoot Managers Course (BMC), which focuses on first and second line leaders of people’s organizations. 2. Formal Education Support for Development (FESDEV) provides collegiate and technical education support for poor and deserving youth. 3. Non Formal Education Support (NFES) teaches basic literacy and numeracy to out-of-school indigenous peoples and peasants. The acquired knowledge and skills of the learners through NFES are tested periodically and granted equivalencies by the Department of Education.

PREPARE Program was launched by PDI in 2004 with the support of the Ecumenical Scholarships Programme (ESP) of Stuttgart, Germany. ESP provided funding support for the components CASE, FESDEV and NFES.

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Target Group For PREPARE, PDI works in partnership with Peoples Organizations (POs) of small farmers, women, youth and Indigenous Peoples (IPs). PREPARE serves four indigenous tribes: Aetas from Zambales and Bataan, Dumagats from Aurora, resettled Igorots from Nueva Ecija and Tagbanuas from Palawan. Equal learning opportunities are given to both men and women. From 2004-2008, PDI organized 107 Peoples Organizations (POs) in Central Luzon and Palawan with a total membership of 9,689. Membership constitutes 4,339 men, 5,164 women and 186 youth. Females comprise 53 percent of the total membership, a testimony to the increased political presence and assertion of their role in decision making, community affairs and local governance. See Tables 1 and 2.

Table 1 PDI’s People’s Organization Building

2004-2008

Province

Number of Women POs Per province

Number of Peasant POs Per province

Number of IP POs

Per province

Number of Peoples

Organization Pampanga 5 1 - 6 Tarlac 5 1 - 6 Aurora 3 - 6 9 Bataan 5 - 7 12 Bulacan 3 6 - 9

Nueva Ecija 14 8 1 23 Zambales 11 13 5 29 Palawan 7 5 1 13 Total 53 34 20 107

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R E G I O N I I IR E G I O N I I IR E G I O N I I IR E G I O N I I I

B A T A A N

Z AM B A L E S

P AM P A N G A

B U L A C A N

N U E V A E C IJ A

T A R L A C

A U R O R A

Table 2 Gender Distribution in Peasant Organizations

2004-2008

Men Women Youth Total 4,339

5,164

186

9,689

PDI formed these People’s Organizations into three federations, NMGL (Nagkakaisang Magsasaka ng Gitnang Luzon) for farmers, BUKAL (Bukluran ng mga Katutubo sa Luzon) for Indigenous Peoples (IPs) and PASAMAKA-L (Pagkakaisa ng Samahan ng Kababaihan – Luzon) for women. Area Coverage PREPARE Programme covers Central Luzon also known as Region III. It serves seven provinces of this vast central plain, namely Aurora, Bataan, Bulacan, Nueva Ecija, Pampanga, Tarlac and Zambales.

PREPARE Coverage

PREPARE also covers the town of Coron, home of the tribe of Tagbanuas. It is located in Region IV at the northern tip of the province of Palawan. It is the gateway to the Calamianes Group of Islands. The municipality covers part of Busuanga Island and all of the nearby Coron Island. Management The Project Development Institute is headed by its Executive Director, Aurea G. Miclat-Teves with the support of its Board of Trustees. The Office of the Executive Director spearheads the Management Committee which is composed of Field Operations, Monitoring and Information System, Finance and Administrative Departments. PDI’s National Office (PDI-NO) when PREPARE was initially implemented at 35 Maningning Street, Teacher’s Village, Quezon City. In August 2006, PDI relocated its National Office to 44 General Segundo Street, Heroes Hill, Brgy. Sta. Cruz, Quezon City.

REGION IV

http://en.wikipedia.org/wiki/Busuanga_Island

http://en.wikipedia.org/wiki/Coron_Island

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Area Management Teams

PDI established Area Management Teams (AMTs) to facilitate program management. The AMTs promote people’s participation in the operation and implementation of the program.

Zambales Area Management Team (ZAMT)- manages local operations in Zambales and administers the Alternative Development Center in Bulawen, Palauig. It also coordinates field operations in the adjacent province of Bataan.

Nueva Ecija Area Management Team (NE-AMT)- is based in Villa Mena, Laur. It coordinates the development programs of Aurora, Pampanga and Tarlac.

Palawan Area Management Team (PAMT)- implements development programs for Tagbanuas of Calamianes Islands. PAMT has expanded to assist non-IP beneficiaries. It promotes and advances Sustainable Agriculture and Non-Formal Education in the island.

Community Organizers are stationed in the provinces of Bataan, Bulacan, Pampanga and Tarlac. Community Organizers live among the peasants and work from PDI-NMGL Coordinating Centers.

PDI ensures sustainability by training the members of Peoples Organizations to assume leadership responsibilities. It acts as a support structure, providing technical help, organizational training and education.

Program Accomplishment

Table 3 Summary of Activities

PREPARE

Components Committee Approved Output

CASE 24 Weekend Seminars per year (2 years)

17 Weekend Workshops (Sept 2004-May 2007)

1 Summer Workshop per year (2 Years)

1 Summer Workshop (October 2004)

1 Barefoot Managers Course per year ( 2 years)

1 Barefoot Managers Course (August 2004)

FESDEV 10 Scholarships per intake 2 Intakes (4 years)

20 Scholarship Grantees (10 grantees X 2 Intakes)

1 Exposure Program per year for 10 Scholarship Holders

(2 years)

1 Exposure Program (April-May 2005)

NFES 5 paratachers (2 years)

23 paratachers (2004-2006)

5 parateachers trainings Evaluation 1 Evaluation 1 Interim Evaluation

(2006)

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Program Implementation PREPARE strengthens social capital accumulation by motivating self-help capacities and developing skills to improve the communities’ socio-economic base and political strength.

I. Complementary Alternative Support Education (CASE) Under CASE, the Program conducted 17 weekend seminars, 1 summer workshop, 1 Barefoot Managers’ Course and 1 Exposure activity. 534 farmers, indigenous peoples and scholars benefited from these activities (see Table 4,5,6 and 7) The modules involved training/discussions on Land Tenure Improvement, Indigenous Peoples Rights Act, Gender Sensitivity, Self-Valuing, Community Organizing & Rural Development and Financial and Livelihood Management. Land Tenure Improvement (LTI)

A major problem in the struggle for Land Tenure Improvement (LTI) is the inability of farmers to understand technical issues involving their land claims. Most of them regard law as something menacing that could take away their lands or that could bring them to jail. PDI took the challenge of educating them on understanding the law and using it as a tool in advancing and defending their right to land.

LTI seminars are given in basic and advanced levels and include training on legal and metalegal skills that are necessary to address specific land tenure issues. The seminar involves a planning process where farmers identify the action points for the actual LTI issues they are pursuing.

Indigenous Peoples Rights Ac (IPRA) In this seminar, IP participants learn how IPRA seeks to recognize, promote and protect their rights to their Ancestral Domain and Lands, Right to Self-Governance and Empowerment, Social Justice and Human Rights and the Right to Cultural Integrity. Gender Sensitivity This seminar provides an appreciation of the differences between sexes. It illustrates women roles and stereotypes, societal biases and issues on reproduction. The training aims to develop correct awareness and behavior in relation to gender and tackles personal and political issues.

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Financial and Livelihood Training This seminar aims to help people improve their economic opportunities by offering alternative ways to augment income. Corollary to this, the seminar develops their management and accounting skills. This seminar was specially developed for rural women, men and organizations who work in agriculture or who have small businesses.

Table 4 CASE

Weekend Seminars Conducted For the period September 2004 to March 2005

No

Training Location

Seminar

Titles

Date

No. of Participants

Female Male 1 Zambales Land Tenure Improvement September 25, 2004 10 15 2 Zambales Gender Sensitivity October 2, 2004 22 3 3 Zambales Gender Sensitivity October 16, 2004 24 1 4 Zambales Financial Management October 23, 2004 25 - 5 Zambales Financial Management November 3, 2004 17 8 6 Zambales Indigenous Peoples Rights Act November 20, 2004 1 24 7 Nueva Ecija Livelihood Training December 4, 2004 6 20 8 Nueva Ecija Gender Sensitivity January 16, 2005 26 - 9 Nueva Ecija Land Tenure Improvement January 30, 2005 25 1 10 Palawan Indigenous Peoples Rights Act February 20, 2005 16 14 11 Zambales Assessment and Impact of

Weekend Seminars to ESP Scholars

March 16, 2005 7 3

12 Nueva Ecija Violence against Women and Children Seminar

March 10, 2007 22 7

13 Zambales Voters Education Seminar April 14, 2007 7 20 14 Zambales Leadership and Visioning

Seminar March 24, 2007 9 16

15 Nueva Ecija Leadership and Visioning Seminar

March 25, 2007 9 19

16 Nueva Ecija Video Advocacy Seminar April 23, 2007 5 24 17 Nueva Ecija Basic Leadership Training May 26, 2007 8 23

Sub-total 239 198 Grand Total 437

The 20 ESP scholars together with 11 PDI college scholars underwent a summer workshop entitled “Self-Valuing”. Scholars were taught to appreciate their individuality through self-analysis and self assessment exercises. The young students learned that self value is not a matter of material possessions but a measure of breadth and depth of one’s consciousness. See Table 5.

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Table 5 CASE

Summer Workshop Conducted For the period October 2004

No

Training Location

Seminar Titles

Date

No. of Participants

Female Male 1 Zambales

Self-Valuing

(Summer Workshop) October 24-26, 2004 20 11


PDI carried out an exposure program for the 20 ESP scholarship grantees together with 11 PDI college scholars. Housed in the Alternative Development Center of PDI in Palauig, Zambales, the students were given an overview on the historical development of rural organizing in the Philippines. They visited the IP community of LAKAS to witness real life experiences and observe how community organizing complements development in rural areas. See Table 6.

Table 6 CASE

Exposure Program Conducted For the period April 15-May 15, 2005

No

Training Location

Seminar

Titles

Date

No. of Participants

Female Male 1 Zambales Community Organizing

and Rural Development (Exposure Program)

April 15 –May 15, 2005 20 11


A total of 35 key leaders of people’s organizations from Central Luzon participated in the BAREFOOT MANAGERS COURSE (BMC) held in Baguio City in 2005. BMC is a training course for mid-level farmer leaders. It covers development approaches and teaches skills for managing organizations. In BMC, farmers crafted a shared organizational vision for collective learning, institutions of appropriate organizational systems and development of leadership capabilities. See Table 7.

Table 7 CASE

Barefoot Managers Course Conducted For the period August 2004

No

Training Location

Seminar

Titles

Date

No. of Participants

Female Male 1 Baguio City Barefoot Managers Course August 9-13, 2004 10 25


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The farmers and indigenous peoples who underwent training under CASE have put them to god use. From June 2004 to December 2006, PDI and its partner-farmers and indigenous peoples (IPs) have facilitated the transfer of 35,614 hectares of agricultural and ancestral lands, the participants were trained to defend cases in administrative and quasi-judicial bodies, gather evidence in the proper way, prepare case documentation and engage on dialogues with concerned government agencies. II. Formal Education Support for Development (FESDEV) PDI has provided college scholarships to qualified students in the poor areas of Central Luzon and Palawan. PDI targeted poor students as it knows the stiff challenge of tertiary education. The high costs of college often force poor families to prioritize only one child’s education. Hence, other siblings may never get a chance to attend school. For many of the rural poor students, education is a lost opportunity. In 2004, FESDEV selected 10 scholarship grantees which consisted of 6 students from the indigenous people sector (4 Aetas, 2 Tagbanuas) and 4 from the peasant sector (1 Zambaleño, and 3 Tagalogs). See Table 8

Table 8 FESDEV FIRST INTAKE

Distribution of Scholarship Grantees by Gender and Ethnic Origin For School Year 2004-2005

Name of Scholars Gender Province Ethnicity

1. Caren Domulot 2. Nova Jugatan 3. Carol Doyanan 4. Tem Bulanhigan 5. Edralin Calix 6. Liezel Pulilan 7. Micah Devillena 8. Kathleen Nabong 9. Bobby Patoc 10. Renan Mediana

Female Female Female Male

Female Female Female Female Male Male

Zambales Zambales Zambales Zambales Palawan Palawan Zambales Nueva Ecija Nueva Ecija Nueva Ecija

Aeta Aeta Aeta Aeta

Tagbanua Tagbanua Zambaleño Tagalog Tagalog Tagalog

The following school year, the next batch of ten scholars consisted of 7 indigenous students (3 Aetas, 2 Tagbanuas, 2 Igorots) and 3 peasants (1 Zambaleño, 1 Tagalog and 1 Pampangueño). See Table 9. FESDEV selected 20 deserving students and granted them full scholarship covering tuition fee, book and clothing allowances and monthly stipends. Broken down by gender, the scholarship grantees consisted of 6 males and 14 females.

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Table 9 SECOND INTAKE FESDEV

Distribution of Scholarship Grantees by Gender and Ethnic Origin For School Year 2005-2006

Name of Scholars Gender Province Ethnicity

11. Marites Beltran 12. Leo Mark Fallorina 13. Jinky Cristobal 14. Domingo Restum 15. Rizza Mae Mariano 16. Marissa Balluda 17. Wilma Ponciano 18. Guillermo Lizardo 19. Rosalyn Gomez 20. Hershey Lozano

Female Male

Female Male

Female Female Female Male

Female Female

Zambales Zambales Zambales Bataan

Nueva Ecija Nueva Ecija Nueva Ecija Palawan Palawan Pampanga

Aeta

Zambaleño Aeta Aeta

Tagalog Igorot Igorot

Tagbanua Tagbanua

Pampangueño

The current education sector does not supply the right kind of skills that are demanded by the labor market. In recent years, new college graduates have not been able to match their abilities available local job opportunities. To minimize this scenario, PDI encourages students to enroll in courses which have local employment prospects. Of the twenty scholarship grantees, 7 students took up education courses, 4 students enrolled in management courses, 4 students studied agriculture, 2 students enrolled in computer and information technology, another 2 students took up entrepreneurship courses and 1 student studied a forest ranger course. See Table 10.

Table 10 FESDEV

Distribution of Scholars by College Courses

Name Gender Course School 1. Caren Domulot 2. Nova Jugatan 3. Carol Doyanan 4. Tem Bulanhigan 5. Edralin Calix 6. Liezel Pulilan 7. Micah Devillena 8. Kathleen Nabong 9. Bobby Patoc 10. Renan Mediana 11. Marites Beltran 12. Leo Mark Fallorina 13. Jinky Cristobal 14. Domingo Restum 15. Rizza Mae Mariano 16. Marissa Balluda 17. Wilma Pociano 18. Guillermo Lizardo 19. Rosalyn Gomez 20. Hershey Lozano

Female Female Female Male Female Female Female Female Male Male Female Male Female Male Female Female Female Male Female Female

BS Education (Home Technology) BS Education (Home Technology) BS Education (Home Technology) Forest Ranger Course BS Education BS Education BS Education BS Management BS Management BS Agriculture Diploma in Agriculture Technology 1 BSBA Hotel & Restaurant Management BS Computer Engineering Diploma in Agriculture Technology 1 BS Management BS Education BS Agriculture BS Entrepreneurship Bs Entrepreneurship BS Information Technology

Ramon Magsaysay Tech. University Ramon Magsaysay Tech. University Ramon Magsaysay Tech. University Ramon Magsaysay Tech. University Palawan State University Palawan State University Ramon Magsaysay Tech. University Nueva Ecija Univ. of Science & Tech. Nueva Ecija Univ. of Science & Tech. Nueva Ecija Univ. of Science & tech. Ramon Magsaysay Tech. University Ramon Magsaysay Tech. University Ramon Magsaysay Tech. University Bataan State University Nueva Ecija Univ. of Science & Tech. Nueva Ecija Univ. of Science & Tech. Nueva Ecija Univ. of Science & Tech. Palawan State University Palawan State University Clark Int’l. College of Science & Tech.

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Eight (8) ESP scholarship grantees have already graduated. Five (5) finished 4 years of college education while three (3) completed 2 year diploma courses. Three (3) students will be graduating this semester (March 2009) from 4-year courses. Unfortunately, not all college grantees finished their college education. Nine (9) students were dropped from the program for failing a subject, family problems or an early marriage. See Table 11 and 12.

Table 11 First Batch of Grantees

Name School Year 2004-2005

School Year 2005-2006



Remarks First Year Second Year Third Year Fourth Year 1st

Sem 2nd

Sem 1st

Sem 2nd

Sem 1st

Sem 2nd

Sem 1st

Sem 2nd

Sem Caren Domulot √ √ √ √ √ √ √ √ Graduated Nova Jugatan √ √ √ √ √ √ √ √ Graduated Carol Doyanan √ √ √ √ √ √ √ √ Graduated Micah Devillena √ √ √ √ √ √ √ √ Graduated Kathleen Nabong √ √ √ √ √ √ √ √ Graduated Renan Mediana √ √ √ √ √ √ x x Dropped Tem Bulanhigan √ √ √ √ x x x x Dropped Edralin Calix √ √ √ √ x x x x Dropped Liezel Pulilan √ √ √ √ x x x x Dropped Bobby Patoc √ √ √ √ x x x x Dropped

Table 12

Second Batch of Grantees

Name





Remarks First Year Second Year Third Year Fourth Year 1st

Sem 2nd

Sem 1st

Sem 2nd

Sem 1st

Sem 2nd

Sem 1st

Sem 2nd

Sem Hershey Lozano √ √ √ √ Graduated 2 year Diploma Course Marites Beltran √ √ √ √ Graduated 2 year Diploma Course Domingo Restum √ √ √ √ Graduated 2 year Diploma Course Leo Mark Fallorina √ √ √ √ √ √ √ √ Graduating

2009 Rizza Mae Mariano √ √ √ √ √ √ √ √ Graduating

2009 Guillermo Lizardo √ √ √ √ √ √ √ √ Graduating

2009 Jinky Cristobal √ √ √ √ √ √ x x Dropped Rosalyn Gomez √ √ √ √ x x x x Dropped Marissa Balluda √ √ x x x x x x Dropped Wilma Pociano √ √ x x x x x x Dropped

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Table 13 FESDEV

Terminated Scholars 2006-2007

Name Year

Terminated Ethnic Origin

Reason for Termination

1. Tem Bulanhigan 2006 IP- Aeta Failed 1 subject 2. Edralin Calix 2006 IP- Tagbanua Got married 3. Liezel Pulilan 2006 IP- Tagbanua Failed 1 subject 4. Bobby Patoc 2006 Tagalog Failed 1 subject 5. Marissa Baludda 2006 IP-Igorot Failed 1 subject 6. Wilma Ponciano 2006 IP-Igorot Failed 1 subject 7. Jinky Cristobal 2007 IP-Aeta Failed 1 subject 8. Ronalyn Gomez 2007 IP-Tagbanua Failed 1 subject 9. Renan Mediana 2007 Tagalog Failed 1 subject PDI Area Coordinators monitor the progress of the students through random school and house visits and interviews with teacher and school authorities. The scholars are also required to attend monthly meetings with PDI personnel and other scholars. These meetings are a venue through which PDI provides guidance to the scholars. Its also serves as a forum for bonding, regular consultations and discussions on values, ethics and current issues affecting the community. PDI believes that leadership among the youth can be developed. Involvement in activities as community service and volunteering helps a young person build confidence and learn valuable skills. Development training for the youth should include promoting a nationalistic orientation and community viewpoint, emphasizing the importance of continuous learning, developing spiritual and emotional maturity, discussing ethics and values, promoting an appreciation of diversity and developing practical skills to address specific social problems. Our scholars face challenges in college in terms of academic and financial requirements. They are only given partial assistance and the parents are required to provide the difference. As a result, most of our scholars have to make do with meager living allowances and find it difficult to pay for costs of school projects, research, photocopies, etc. In academics they have to compete with lowlanders who received better educational preparation ands whose cultural exposure is aligned with their college education. In spite of these challenges, grantees have finished their courses. PDI is particularly proud to have been bale to deliver on its promise of an opportunity to get a college education for these 20 students when ESP stopped remitting its contributions.With the help of local private citizens and foundations, PDI was able to continue supporting their college education.

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An indigenous youth who goes to college faces difficult challenges such as cultural differences, poverty, poor academic preparation from studying in remote public schools, limited exposure to books, ideas and advanced technology, and often, a non-supportive environment. In spite of all these challenges, the courage and determination of our scholars to get a college education give us hope in the future of these young people. We see in them a growing maturity and an increased awareness of their communities and of their future roles as leaders. III. Non Formal Education Support (NFES) PDI supports the implementation of non formal education in the provinces, Zambales, Bataan, Aurora and Palawan. Non Formal Education Support for Development (NFES) is carried out in coordination with Local Government Units and the District Offices of the Department of Education. NFES is directed towards increasing the literacy capacities of the indigenous peoples. PDI supports their desire to have an alternative indigenous education catering to their needs, designed in their own terms and taught at their own pace. These are crucial for the integration of indigenous peoples into mainstream society without compromising their integrity, culture and social practices. Non-formal education teaches learning competencies that are comparable to formal school curricula. Level I for those who have no literacy skills, comparable to Grades 1 and 2 in a formal school. Level II is semi-literacy level to reinforce the basic reading, writing, and mathematics skills of students similar to Grades 3 and 4. Levels III to V are flexible competency classes designed for functional literates. Level III is equivalent to Grades 5 and 6 of formal school. Level IV is taught to adequately functional literates. This is equivalent to First and Second Years of secondary school. Level V is an autonomous learning level equivalent to Third and Fourth Years of the secondary school. In supporting NFE, PDI is emphatic that assistance must put a premium on addressing the real learning needs of the IP community. Given this thrust, PDI supports an NFE Program that is situation-based and action-oriented. Toward this end, PDI engages parateachers, NFE Coordinators and the District Supervisors of the Department of Education in continuing dialogues and planning exercises to refine and calibrate the existing NFE to respond to the articulated/expressed needs of NFE students. The effects of these exercises are evident in Level III curriculum where education on livelihood takes off from a recognition of local poverty situation, identification and analysis of factors contributing to their situation and focusing on actions to address poverty while pursuing local development. Subsequently, the resolution to the problem emphasizes community organizing and community building on top of the skills learned from NFE. To implement NFE, PDI employs their trained parateachers. PDI covers the honoraria of of the parateachers while the Department of Education takes care of start of curriculum and materials development.

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Prior the start of NFES, PDI (through its Executive Director) and the Department of Education (through the District Supervisor) execute a Memorandum of Agreement to provide for the terms and conditions as well as establish the respective roles and responsibilities of the parties to the Project. In general, PDI assumes full responsibility (as lead agency) over project coordination in collaboration with the Department of Education’s NFE Coordinator. The NFE Coordinator is responsible for field coordination, supervision and administration of equivalency examinations. Parateachers Local villagers are trained a parateachers or facilitators to teach in their own communities, organize community-based classes, design and facilitate close cooperation with the Bureau of Alternative Learning System of the Department of Education. Local parateachers are more effective in NFE because they know the people and the culture of the learners. Please See Annex for the details on parateachers.

Table 14 PDI-ESP PREPARE/NFES

List of Parateachers For the period 2004-2006

Province Municipality Barangay

Parateacher

I. Zambales Botolan

Bihawo Amelia Doyanan Arel Domulot Imee Jugatan Yalong Cosme

II. Bataan Morong

Kanawan Berlinda Restum Myrna Domulot

Analiza Alejo III. Palawan

Coron Lalaine Caabay Malbato Rommelyn Dela Cruz Malawig Mary Jane Carpiano Marcilla Myrna Buhwilon

Banuang Daan Chinita Aguilar Cabugao Belinda Manco

Balisungan Leah Joy Fetalver Bulalacao Roy Gabinete

Buenavista Emily Latube Bayang Gadjiel Pontillas

Decabobo Gelwin Avancenia IV. Aurora

Dingalan Umiray Gina Borjal

Sharon de Guzman Matawe Edith Abiando

Salvacion Buizon Jen Jen Aumentado

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From 2004 to 2006, five Non Formal Education Facilitators Training were conducted in order to prepare the parateachers on the conduct of the Non Formal Education classes.

Table 15 Non Formal Education for Support Development (NFEs)

Parateachers Training Workshops For the Period 2004- 2006

Province Title

Trainors No. of

Parateachers Date

Palawan NFE Facilitators Workshop /Department of Education District Office, Coron LAKAS NFE Facilitators PDI

11 December 11-12, 2004

NFE Facilitators Workshop /Department of Education District Office, Coron PDI

14 July 10, 2006

Zambales NFE Facilitators Workshop /Department of Education District Office, Botolan PDI

3 July 18-20, 2004

Bataan NFE Facilitators Workshop /Department of Education District Office, Morong LAKAS NFE Facilitators PDI

2 August 4-5, 2004

Aurora NFE Facilitators Workshop /Department of Education District Office, Dingalan, Baler

5 April 21-24, 2005

Parateachers also assist in the design and development of an appropriate curriculum. It is noteworthy that the Non Formal Education curriculum designed by the Aeta parateacehrs of Zambales has been selected by the Department of Education to serve as a model for the development of Alternative Learning Curricula because it integrates the prevailing speech patterns and cultural traditions of the Aetas into the learning process. In the last 5 years, 2,898 IP learners have acquired basic and functional literacy education.. See Table 16.

Table 16

PDI Non Formal Education Learners 2004-2009

Year Number of Learners 2004 368 2005 413 2006 537 2007 539 2008 372 2009 669 Total 2898

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NFES has been successful in improving the literacy of the indigenous peoples over the years, the program has been cited by various Regional Offices of the Department of Education for its successful implementation of a Basic Literacy Project complementing the formal education program. Impact of PREPARE

A) Complementary Alternative Support Education (CASE) Land Tenure Improvement Through training and paralegal formation, PREPARE was instrumental in capacitating partner POs in the formulation of strategic actions for resolving Land Tenure Improvement (LTI) issues may it be in agrarian reform and ancestral domain struggles. Farmers and indigenous people were trained to facilitate LTI in specific barangays and municipalities. Farmers were able to facilitate the distribution of 938.95 hectares from 2004 to 2007 (See Table 17). 625 farmer-beneficiaries became small owner cultivators upon their receipt of their Certificate of Land Ownership Awards (CLOAs) they received. This increase in secure tenancy conditions had a significant impact on the agrarian reform beneficiaries (ARBs). Studies conducted by various research organizations and institutions revealed that ARBs are in a better condition than non-ARBs. ARBs had higher incomes, higher output values per hectare and higher valued household assets. They were more satisfied with their economic conditions and perceived that their well being had improved compared to non-ARBs.

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Table 17 Land Tenure Improvement under the

Comprehensive Agrarian Reform Program (CARP/RA 6657)

By Province 2004-2007

Year Location No. of

FBs* Land Owner

Area Awarded

(in Hectares)

2004 Laur , Nueva Ecija 20 Lot 22 Tinio Property 21

Morong, Bataan 15 Frederick De Dios 29.05

Magalang, Pampanga 14 Feliciano Tino 28.8

Angeles, Pampanga 46 Raul Claveria 34.96

Masinloc, Zambales 25 D. Yap 23.5

11 V. Jalipa 11

Candelaria Zambales 14 F. Yap 42.07

Masinloc, Zambales 81 P. Estella 74.66

Tarlac 20 Carbonel 58

2005 Laur , Nueva Ecija 10 Esteban Abesamis 14.97

Tarlac 90 J. Cojuangco 88

Magalang, Pampanga 28 Tinio Prop. 42.51

3 Forfom Prop. 1.5

Morong, Bataan 1 F. De Dios 3

Kaybanban, Bulacan 21 Veterans Bank 12

2006 Borac, Palawan 67 Felipe Ricafort & Rodolfo Pebiaco 93.93

Laur, Nueva Ecija 17 Lot 23 17

2007 Bagac, Bataan 64 Felicio Banlig 165

Morong, Bataan 14 Abello Property 14

Angeles City 64 Lutgarda Torres Property 164

625 19 landholdings 938.95

From 2004-2007, the Aetas of Floridablanca (Pampanga Province) and Botolan (Zambales Province), became one of the first recipients of a Certificate of Ancestral Domain Title (CADT) in Central Luzon. The instrument covers 30,618 of their hectares ancestral land includes mountains, sacred grounds, forest and water systems. These recognition by the government of the Aetas’ ancestral lands completes their legal claim to their territory. It gives 2,624 Aetas practically the same rights as those enjoyed by private-property owners. See Table 18.

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Table 18 Recognized Ancestral Domain Domain/Land

Under theIndigenous Peoples Rights Act (IPRA/RA 7381) 2004-2007

Location/

Beneficiaries Size

(In Hectares) Number of

Beneficiaries

Floridablanca, Pampanga

Aeta Tribe

8,218

1,424

Botolan, Zambales

Aeta Tribe

22,400

1,200

30,618 2,624

The farmer and indigenous peoples played a significant role in facilitating the Comprehensive Agrarian Reform Program (CARP) and Indigenous Peoples Right Act (IPRA) processes. Government Offices from the Department of Agrarian Reform (DAR), National Commission on Indigenous Peoples (NCIP). Regional, Provincial and Municipal offices and service centers were made to recognize that land and asset reform cannot be implemented unless the affected sectors are actively involved. Gender and Development Rural development and gender equality go hand in hand as key elements of strategies to uplift rural women. In rural areas, women are unable to participate in local community affairs because of time constraints imposed by domestic responsibilities and income-generation activities. Through CASE, local women leaders are trained to transcend gender issues such as decision making, reproductive rights, domestic violence and local governance, to maximize their potential for improving the social and economic conditions of their families and their communities. People’s perceptions of women in rural communities are changing. There has been a notable positive effect on the women who now display more confidence and better self-esteem. This change can be seen from the increasing number of women participating in local governance. After the last local elections in October 2007, there were 34 elected or appointed women officials. Of these, 13 were elected as barangay councilors. (See Table 19).

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Table 19 PO Penetration of Local Government Bodies

As of April 2008

Province Local Position Women Men No. of Local Officials

Zambales Barangay Captain Barangay Councilor

Barangay Health Worker Barangay Day Care Worker

1 13 8 6

4 18 - -

5 31 8 6

Nueva Ecija Barangay Councilor 1 - 1 Pampanga Barangay Councilor

Barangay Secretary 2 -

- 1

2 1

Bulacan Barangay Councilor 1 3 4 Palawan Barangay Captain

Barangay Councilor Barangay Health Worker Barangay Treasurer

- - 2 -

2 3 - 1

2 3 2 1

Total 34 32 66

Economic Conditions More farmers and indigenous peoples, especially among women, are engaged in varied social and economic activities. These activities provide opportunities for families to improve their economic status and give them a sense of self-worth and independence. CASE enhanced the developmental capacities of the rural poor. Through CASE, PDI encouraged the initiatives of rural entrepreneurs by advancing their knowledge in the handling of finances and by introducing various livelihood opportunities. Their participation has contributed to increased family incomes and the development of their own self-esteem.

B) Formal Education Support for Development (FESDEV)

PDI has helped reduce the barriers to education faced by the poor in target areas. By easing the financial strain on poor households, FESDEV scholarships grants have made an immediate impact on students and the livelihood of their families. The FESDEV Program has given the rural youth an opportunity to pursue higher education, improve their personalities and give back to their communities.

C) Non Formal Education Support (NFES)

The ability to read and write has become a necessity in the modern world and literacy is a big step in improving the lives of the rural poor. The correlation between education and poverty is well established. The level of skills largely determine the economic opportunities that the poor can avail for themselves. Poverty Reduction NFES equipped learners in the higher levels with skills, which will enable them to enhance their family’s incomes. These include training in seaweeds propagation, vegetable gardening and organic rice production.

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Environment NFE learners were taught the efficient use of indigenous resources. Parateachers stressed the safe and appropriate use of chemicals in agriculture. By doing so, NFES was able to provide new learning and skills for farmers and discourage environmental exploitation and pollution. Gender and Development NFES increased the mobility of women learners as indicated by their consistency in attending NFE classes. The social interaction that occurs during the basic literacy classes is also a benefit for the women given the limitations and restrictions of domestic responsibilities. Community Participation NFE learners clearly demonstrate that literacy, awareness of rights and justice, and access to information help alleviate poverty. NFE learners equipped with enhanced values and confidence are able to access social services and facilities. They are able to voice their sentiments in community affairs to local leaders and government officers.

Documents

ESP Terminal Report (March 2009)