Kariton Klasrum

8/18/2019 Kariton Klasrum

1/64


2/64


3/64


4/64


5/64


6/64


7/64


8/64


9/64


10/64


11/64


12/64


13/64


14/64


15/64


16/64


17/64


18/64


19/64


20/64


21/64


22/64


23/64


24/64


25/64


26/64

T h e P

h i l i p p i n e s :

K a r i t o n K

l a s r u m

18

undertaken to finance their activities. Meanwhile, the DTC’s outreach activities in the depressedareas in Cavite City continued regularly. Their forays to the dump, in particular, opened their eyessignificantly to the realities of a growing sector of the youth who were not in school.

It was in 2007 that the Kariton Klasrum was launched. A fire that razed an old headquarters ofClub 8586 left them with a kariton that was used for transporting some materials to the newheadquarters. It was decided that a kariton would be a better alternative to using a pedicab 5, whichhad initially been used for transporting materials, because the latter frequently had flat tires, whichdelayed the outreach activities. The lowly kariton got a makeover and it slowly evolved into itspresent design complete with shelves and drawers (see Figure 1). Today, the DTC possesses fourpushcarts and these have made their way to various parts of the city, particularly to those thathave a high number of street children and out-of-school youth.

The kariton became famous on the world stage in2009 when the Kariton Klasrum initiative earnedEfren Peñaflorida the distinction of “CNN Hero of the

Year”. According to Mr Harnin “Bonn” Manalaysay,Club 8586 founder and mentor to Efren Peñaflorida,the CNN Hero saga started with a YouTube postabout the Kariton Klasrum that got the attentionof Oprah Winfrey’s Angel Network and eventuallyof CNN which invited Mr Manalaysay to nominateone of the founders of Kariton Klasrum for theaward (personal communication, 11 December 2013). Mr Manalaysay chose to nominate EfrenPeñaflorida as the representative of this collective effort. As the CNN Hero, Mr Peñaflorida receivedprize money of USD25,000, the bulk of which went towards building the present headquarters

of DTC and towards scholarships for underprivileged children. This award created a ripple effectin the community, leading to greater commitment to, and interest in,, the Kariton Klasrumprogramme, particularly among the children, who saw this award as concrete proof that hardwork and a committed heart can bring you recognition and fulfilment (H. Manalaysay, personalcommunication, 11 December 2013). Receiving this distinction was also a catalyst for donationsand other support (e.g. books, pushcarts, a photocopier, computer, drinking water, food, etc.) fromthe government, private sector and civil society, both locally and globally. It eventually led to theentry of the Philippine Department of Education in 2011 as a partner, when the DepEd decidedto adopt and replicate the Kariton Klasrum concept in the various areas of the country.

Figure 1: The anatomy of the Kariton Klasrum

Blackboard for teaching and forhanging various things, such as a

tarpaulin during rain.

Shelves for books, toys and otherlearning materials and supplies.

Drawers as food bins (to shade thefood from the sun).

For foldable tables, chairs, andbig water jugs.

160cm

85cm

103cm

58cm34cm

111cm

© Dynamic Teen Company

5 Similar to a motorized tricycle but is designed to be powered by a person in transporting people or goods

© SEAMEO INNOTECH


27/64

T h e P


K a r i t o n K

l a s r u m

19

4.2 Rationale of the programme The Kariton Klasrum came about as a result of both personal and social factors. Efren Peñaflorida’spersonal experience helped drive the development of the Kariton Klasrum programme. Theexperience of being bullied in school led Mr Peñaflorida and the other founders of the programmeto reflect on the issues that force children to drop out and leave the formal school system, and tothink about the lack of alternatives to the formal system. The DTC founders decided that there wasa clear need for alternatives, tailored to local contexts, which would provide out-of-school childrenand youth with positive educational activities.

Cavite CityCavite City is one of the six (cities of the province of Cavite, which belongs to Region IV-A 6

(the Calabarzon 7 region). It lies southwest of Manila. As of 2010, Cavite Province had a populationof 3,090,691 and is considered the most populous province in the country (National Statistics

Office, 2012). The population of Cavite comprises close to a quarter of Region IV-A’s population.It has the fastest population growth rate in the country, with the growth rate per decade morethan doubling the average registered at the national level during the same periods (see Figure 2).

Figure 2: Comparative population growth rate, by decade (1990–2010)

2.34 1.9 2.12

5.99

4.125.05

012

34567

1990-2000 2000-2010 1990-2010

Cavite

Philippines

Source: National Statistics Office, 2012

The high growth rate was primarily brought about by the industrialization of Cavite, which drovesignificant in-migration, with many companies and workers choosing to establish themselves inthe province (CPPDO, 2012).

This demographic trend is one of the main factors contributing to the increasing number of streetchildren, drop-outs and out-of-school youth in the city in recent decades. The increasing povertyincidence among the population also is likely to be another key factor (See Figure 3). Povertycontinues to force families to discontinue or de-prioritize their children’s education. Some childrenare pushed to make a living on the streets at an early age while other children leave their familiesor have no option but to live in the streets, becoming exposed to gangs, drugs and adverse risks.

6 Regions are administrative divisions of the country that serve to organize provinces for administrative efficiency.With the exception of the Autonomous Region of Muslim Mindanao (ARMM), the regions are not assigned a separatelocal government.

7 Calabarzon Region is Region IV-A and is composed of five provinces, namely, Cavite, Laguna, Batangas, Rizal andQuezon.


28/64

T h e P


K a r i t o n K

l a s r u m

20

Figure 3: Poverty incidence in the population in Cavite Province (2006–2009)

6.7

6.2

6.4

5.9

6

6.1

6.2

6.3

6.4

6.5

6.6

6.7

6.8

2003 2006 2009

Source: CCPDO, 2011

The dumpsite in Cavite, a landfill ownedand operated by the local government,has become a symbol of the city’s poverty.Located adjacent to the cemetery and ManilaBay, it was chosen as one of the first sites ofKariton Klasrum because it was a magnetfor out-of-school children and youth whoscavenge for their livelihoods in the dumpto find items to sell or trade. Many of thechildren who joined the programme in itsearly years were child scavengers from the

dump.

The basic education performance indicators in the city of Cavite also show a significant increase inthe drop-out rate for elementary-aged children between 2010 and 2012, indicating an increasingnumber of out-of-school children during this period. Furthermore, the participation rates showthat a high percentage of school-age children, particularly in the secondary level, are not attendingschool. The low cohort survival, which decreased among secondary-school children, and thecompletion rates, though improving, are also a cause for concern (see Table 1).

Table 1: Basic education performance indicators in Cavite City (school years 2010–11 and2011–12)

Education Indicators

Elementary 2010–11 2011–12

Participation Rate 86.79% 91.94%

Cohort Survival Rate 76.83% 86.89%

Completion Rate 75% 78%

Repetition Rate 1.46% 1.64%

Drop-out Rate 0.85% 1.41%

Secondary

Participation Rate 77% 77%

Cohort Survival Rate 92.9% 84.26%

Completion Rate 60% 80%

Repetition Rate 0.82% 1.15%

Drop-out Rate 14.64% 6.2%

Source: DepEd Division of Cavite, 2011

© SEAMEO INNOTECH


29/64

T h e P


K a r i t o n K

l a s r u m

21

A probable contributing factor to these poor education indicators is the fast population growthseen in recent decades. As noted by the former K4 site head (R. Fajardo, personal communication,December 11, 2013), Cavite City is a small but overpopulated city, where even areas that aresupposed to be unfit for habitation have become settlement areas for people. Aside from poorliving conditions, a factor affecting the school performance of children of migrants may also be

the difficulty experienced by some in coping with, and assimilating to, the new environment. These factors contribute to the high number of out-of-school children, whose many needs meritadditional attention.

4.3 Programme content, management andimplementation

4.3.1 Vision, mission and objectivesWhile the K4 project provides an alternative to formal schooling, it is not envisioned as a programmethat is meant to replace formal schooling. Instead, the K4 project provides alternative learningopportunities for street children and out-of-school youth with the aim of reducing illiteracy andinstilling a love for learning, with the long-term goal encouraging them to later return to formalschooling. Thus, the K4 seeks to act as a bridge to formal education for children who have droppedout, who have never been to school, or who have lost interest in attending formal school.

The vision of K4 is embodied in the following statement: “School-going and learning-loving Filipinochildren who were formerly on the streets” (DTC, 2012).

Specifically, it envisions a Kariton Klasrum learner who:

• Keeps herself or himself healthy and clean.

• Possesses an interest to learn and to learn continuously.

• Works harmoniously with other people.

• Loves her or his country and nationality.

• Takes part in the care and development of society.

The mission is: “After the six-month programme, learners should be able to relate Kariton Klasrumlearning and experiences to what they will experience in an actual school setting, to becomeadaptive and responsive pupils and students” (DTC, 2012).

The vision and mission are clearly focused on developing the life skills and civic skills necessary tobecoming lifelong learners. A strong grounding on “Learning to Live Together” competencies suchas nationalism and citizenship skills is also quite evident in these pronouncements.

4.3.2 Recruitment of learnersRecruitment of learners occurs a few months before the November start of the Kariton Klasrum. The mapping of the locations is undertaken by DTC staff and volunteers. With the help of barangay(village) captains or leaders, they identify the communities that have a high number of out-of-school youth. A survey is then conducted to ask which children aged between 5 and 15 are notattending school. Such children are invited to enlist in the K4 project. Parental approval is soughtwhen the children are still living with their families.


30/64

T h e P


K a r i t o n K

l a s r u m

22

4.3.3 Schedule The K4 programme is for six months,beginning in November and ending in April. The November start avoids the rainy season,

which is at its heaviest during the period Julyto September. The rainy season brings with itthe possibility of illnesses and of floods thatmake navigation of the pushcarts difficult.Each class, held weekly over the six-monthprogramme, is two hours in length.

4.3.4 Class groupings The Cavite Kariton Klasrum programmeoriginally grouped the participating

children by age, with four groups: 5–7 yearsold, 8–10 years old, 11–12 years old and13–15 years old. All classes are conductedsimultaneously at the site, handled byone volunteer educator and one assistanteducator per class.

As of November 2013, however, thegrouping is no longer based on age but onliteracy level. Similar to the system adoptedby the Bureau of Alternative Learning Systems, the children are categorized based on their level ofliteracy regardless of age. The four levels are as follows: Basic literacy, Lower elementary, Advancedelementary and Secondary. The age limit for learners to be admitted remains 15 years old. Thegroup assignment is determined based on the children’s scores in the Functional Literacy Test 8, ascreening assessment borrowed from BALS. Under the new system, the DTC started utilizing theALS teaching-learning materials developed by the DepEd.

4.3.5 Curriculum The Kariton Klasrum curriculum is primarily life-skills-based. The content includes topics that thechildren can easily relate to and appreciate given their conditions and experiences in life. However, thecompetencies to be learned are also intended to help address the lack of literacy among these children.

The curriculum and competency guide to be used for every group. has four main units: 1) Self-careand development (personal); 2) Relating and being one with others (inter-personal); 3) Knowingand living in one’s community; and 4) Love of country (nationalism), with each unit requiring sixmeetings (classes).

8 The Functional Literacy Test consists of five key parts, namely: 1) the Personal Information Sheet (PIS) which measuresthe learner’s ability to write basic information about oneself, 2) the Reading test which measures understanding ofwritten selections, 3) the Numeracy test which assesses learner’s ability in basic mathematical operations, 4) theWriting test which gauges learner’s ability to compose a few sentences and a paragraph, and 5) the Speaking and

Listening test which assesses the skills to listen and evaluate critically oral messages and respond appropriately toideas through verbal means.

© SEAMEO INNOTECH

© SEAMEO INNOTECH


31/64

T h e P


K a r i t o n K

l a s r u m

23

The current curriculum is under ongoing review and therefore might change further. Given thatthe K4 is only a six-month programme with weekly classes, the curriculum might eventuallyresemble an abridged version of the ALS curriculum.

4.3.6 Class structureA typical two-hour class begins with the children being gathered for the flag ceremony. Thisis followed by a group singing activity that aims to increase the children’s interest in the restof the class activities. The volunteer teachers then divide the children into the different groups(e.g. advanced elementary, secondary) and each group has a class comprised of three segments,namely:

1. Let’s Play! (Games and Recreation – 20–25 minutes) – This segment introducesgames and play activities to help increasethe motivation of students for learning. This section also serves as review of

previous lessons.2. Let’s Explore! (Laboratory and Exploration

– 20–25 minutes) – By using a variety ofteaching strategies (e.g. storytelling andfilm), the competencies outlined in thecurriculum are taught to the learners.

3. Let’s Think! (Reflection and Application –15–20 minutes) – This segment allows for integration and application of the concepts learned.

The themes discussed each week are based on the syllabus prepared for each learners’ group. Anexample is the hand-washing lesson. Under “Let’s Play”, a play activity involving pictures might beimplemented. Under “Let’s Explore”, washing of hands is demonstrated. Under “Let’s Think”, theremay be a discussion about the consequences of not washing hands properly.

After all three segments have been completed by each group, all of the groups combine for aclass prayer. Food is then served to the learners, the quantity of which depends on the number ofsegments attended (see the Canteen section below).

4.3.7 Other servicesClinic. A separate kariton, stocked with basic first aid and medical supplies, is deployed withthe classroom kariton to serve as the klinik(clinic). The staff use these supplies to treat children’swounds and injuries, as well as for monitoring the progress of children’s health. In the eventthat a child is in need of immediate medicalattention, she or he may be pulled out ofclass and taken to a medical facility. Thestaff also use the clinic kariton as a venue fordemonstrating hygiene-related activities. Aquarterly medical mission is also conductedto monitor the health status of the children.

Canteen. The kantin (canteen) part of the

4K programme, involves the preparation andprovision of food and hot meals as incentivesfor children to attend classes. The meals are

© SEAMEO INNOTECH

© SEAMEO INNOTECH


32/64

T h e P


K a r i t o n K

l a s r u m

24

prepared using mostly donated ingredients, and are cooked in different ways to ensure the childrendo not tire of the taste. The amount of food that is given to the learners depends on how many learningsegments they have attended. A food chip is awarded to the learner after every learning segment iscompleted. One chip is equivalent to either a certain food or a drink. Two chips could earn one a foodand drink combo. Three chips mean that they could avail of a full meal including some or all of the

following bread, soup, biscuits, oatmeal, juice and other items. This system encourages learners toattend all of the learning segments of each class. This system also aims to teach responsibility and toteach the children that actions have consequences.

4.3.8 Assessment The Kariton Klasrum programme makes use of some assessment tools, such as checklists andobservations. No formal learning assessment tools are currently used, however. The initial thinkingsupposed that the lack of quizzes and exams would allow the children to enjoy learning moreand this love of learning would consequently encourage them to go back to formal schooling. This strategy is now under review, however. There is now growing recognition that the learnersshould not be taught to shun assessment. Since formal schooling has assessment activities, thekariton learner should perhaps be prepared for such a learning system. Thus, there are plansto strengthen classroom-based and performance-based assessment in the succeeding kariton periods as a strategy to both better monitor learning progress and to provide a bridge to thelearning environment the completers will experience if and when they return to the formal schoolsystem.

4.4 Learner profile

Initially, the programme targeted the street children of Cavite City. According to the DTC’sEducation Head, Mr Randie Salonga, however, the beneficiaries have since expanded from streetchildren to include all kinds of out-of-school children (personal communication, October 25, 2013).One reason for this is the observation that it is necessary to meet the needs of the large numberof formal-school drop-outs, who drop-out as early as the third month of the school year.

In the beginning years of the K4 project, the beneficiaries included children who were attendingschool. These children were seen as needing additional support due to their continuing difficultiesin formal school. The DTC Board later decided to focus the K4 services on the school-aged childrenwho are not in school (i.e. those who have dropped out and those who have never been toschool) because these children have needs that are perceived to be more urgent. Those who arealready in school but need additional support to cope with school are now referred to a new DTCprogramme, the Learner’s Educational Aid Program (LEAP).

The number of learners who have passed through the kariton classrooms since the programmebegan has not been recorded. The DTC noted that in the past they were unequipped to keep aformal record of the learners. In the most recent kariton period, however, they were able to compilefigures covering two sites in Cavite (see Table 2).


33/64

T h e P


K a r i t o n K

l a s r u m

25

Table 2: Number of kariton learners, by age group and sex (2013–14)AGE GROUP Male Female TOTAL

5–7 13 12 25

8–10 4 1 5

11–12 3 0 3

13–15 6 4 10

TOTAL 26 17 43

Source: Dynamic Teen Company, 2014

According to the figures provided by the DTC, most of the learners belong to the 5 to7 year-old age group, followed by those aged between 13 and 15. There are more males than females.According to the DTC Education Head, the total number of learners in 2013–14 was lower thanin previous years.

This drop in participants is believed to be due to the following factors:

• Lack of support from parents – Although many out-of-school youth were identified during the

mapping process, only a handful ended up enlisting in the K4 programme because parents tendnot to be supportive of such activities for their children. This was attributed to various reasons suchas parents’ own lack of education and the consequent lack of belief in non-formal educationalactivities as a means to uplift their condition, or the parents’ need to engage the children inhousehold work or paid work that would augment family income.

• Return to Formal School – Fewer children at secondary-level are dropping out of formal school,as a result of changes made in recent years in the formal education system that have reduceddrop-out rates.

4.5 Profile of volunteers The K4 programme relies mainly on the work by a dedicated group of volunteers. The volunteersreceive no compensation or allowances. According to the DTC (2012), each kariton site may havethe following staff:

• Outreach Coordinator – She or he supervises and manages all the functions and events related tothe outreach programme.

• Files and Records Head – She or he keeps records and other files and forms regarding the outreach;e.g. student enrolment records, attendee lists.

• Site Head – She or he is responsible for overseeing the entire site operation, and for regularlymeeting with the site volunteers and disseminating information to them.

• Assistant Site Head – She or he assists the site head in carrying out the assigned tasks, and takesover in the absence of the site head.

• Site Education Head – She or he is in charge of carrying out and evaluating the educationalobjectives of the programme, and of monitoring the educators and the progress of the learners.

• Site Volunteers – These site volunteers take on various roles, such as educators, assistant educators,first aiders, supplies managers, food distributors, marshals, programme coordinators and songleaders, timekeepers, helpers and kariton pushers. These sub-categories are not mutually exclusive.Usually volunteers take on multiple roles and they all undergo the trainings for each role.

The positions vary, however, depending on the needs at each site and the number of learnersenlisted.


34/64

T h e P


K a r i t o n K

l a s r u m

26

The organizational structure is approximated in Figure 4.

Figure 4: Approximate organizational structure (20–40 volunteers)

OutreachCoordinator

Site EducationHead

Educators

Helpers

Site Head

Files andRecords Team

FoodPersonnel

Supplies Manager/Time Keeper

Medical andHygiene Team


In the past, the DTC did not keep anysystematic records of the numbers andprofiles of the volunteers that had takenpart in the K4 programme over the years.Following a recommendation from a team

of SEAMEO INNOTECH observers, however,the DTC began in November 2013 to keeptrack of the volunteers. Based on theserecords, the DTC has 91 volunteers, includingthose for the LEAP and DOSE programmes(also known as Kariton Open High Schooleducators). It is to be noted, however, that some volunteers do not consistently show up.

Table 3 shows the number of volunteers for each assigned position in the various DTC programmes.

Table 3: Number of DTC volunteers by position/work (as of January 2014)Volunteer Position/ Work Number

BOT (Officers) 5

Unit Heads 9

Mentors (Mentoring Class) 2

DOSE Teachers 5

K4 Educators 18

LEAP Educators 16

Cooks 3

Supplies Staff 3

Volunteer/ Helper, etc. 30

TOTAL 91


© SEAMEO INNOTECH


35/64

T h e P


K a r i t o n K

l a s r u m

27

The records show that there are more female volunteers (57 per cent) compared to male (43per cent). A significant proportion of the volunteers are aged between 15 and 18 (45 per cent).Many are high school and college students (52 per cent), while a third of the volunteers are collegegraduates who are working (38 per cent).

Every year, volunteers are sought out andinvited to join the K4 programme. TheDTC makes the rounds of high schools,universities and colleges, particularlywhenever the number of volunteers hasdwindled in the previous year. Interestedstudents sign up. Before a school year starts,the volunteers are gathered and orientedabout the programme. Every Sunday the DTCprovides trainings and mentoring sessionsabout various topics, including the situationof street children, facilitation skills, leadershipskills, the development of big books or visual aids, personality development. These sessions allowthe volunteers to become more confident about their capacity to teach the children.

As of 2013, there was a plan under consideration to have the volunteers sign a six-month contractso as to ensure a steady roster of volunteers working on K4 every Kariton Klasrum period. In returnfor this commitment, the volunteers would receive privileges such as the opportunity to joinspecial outings and Christmas events (e.g. Pangarap na Pasko).

4.6 Profile of partners The partners of DTC in the implementation of the Kariton Klasrum programme come fromthe government and the private sector, both local and international. One of the programme’sbiggest partners is the Department of Education, which encourages the replication of the kariton programme, and which allows the use of their materials and resources, including modules andtests. The DepEd Division of Cavite City, in particular, has been supportive of DTC’s requests forresources. The DSWD recently became a partner, in particular regarding the programme’s link withthe Modified Conditional Cash Transfer (MCCT) programme.

Private sector partners include academic institutions, which have provided services and

scholarships, and companies that have given donations in the form of school supplies, food andcash. International organizations, such as SEAMEO INNOTECH, have provided technical assistancefor some aspects of the programme. An international bank gave a grant for the purchase of someequipment. Many private individuals have also contributed supplies, food and expertise (e.g. medical)to the programme.

Examples of the private sector contributions are listed in Table 3.

© SEAMEO INNOTECH


36/64

T h e P


K a r i t o n K

l a s r u m

28

Table 3: Examples of partners and contributions to the Kariton Klasrum programmePartner Donation/Contribution

SM Supermalls – SM City Bacoor Kariton Revolution venue and PHP20,000 worth of gift certificates

Golden ABC-Penshoppe Kariton Revolution shirt

McDonald’s Kariton Revolution food

LBC Foundation Document transfer and relief

Sunlife Foundation LEAP assistance project

Abesamis Eye check-up

Sony Philippines Cash from charity event

ARC-RC Cola Kariton Revolution and DTC Pop X Change, 4 scholars

Monde Nissin Monde Nissin biscuits

Philippine Long Distance Telephone Co. PHP200,000

UBS 100 + black binding folders

UP College of Dentistry Batch 2013 Dental mission

AMA University Scholarships


4.7 Impact of the Kariton Klasrum programmeSince the Kariton Klasrum programme began, hundreds of children and youth have experiencedthe alternative system of learning that it offers, and dozens of volunteers have participated in theprogramme. Interviews and focus group discussions with a sample of learners and volunteers haveidentified the impact of this experience, as outlined below.

4.7.1 On learnersIncrease in knowledge and skillsLearners reported that they have acquired literacy and numeracy skills. Some learners reportedhaving better reading and drawing skills as a result of the kariton programme, while others reportedthat their writing skills have progressed.

Increased politeness and respect for othersDTC staff and volunteer educators wereas one in saying that learners have grown

to become more respectful of others,which is particularly manifested in theirmore frequent use of “po” (a Filipino termexpressing respect) and “opo” (polite “yes”)and “excuse me”.

Increased interest in learningLearners expressed greater interest in goingback to school as a result of participating inthe programme. Some volunteer teachers

observed that many learners who made known their disinclination for formal schooling tendedto change their minds about school towards the end of the Kariton Klasrum period. And, although

© SEAMEO INNOTECH


37/64

T h e P


K a r i t o n K

l a s r u m

29

formal records are not kept, the volunteersreported that quite a number of thesechildren have actually gone back to school.Furthermore, those who did re-enter formalschool after participating in the programme

showed more persistence in battling thechallenges related to attending school (e.g.getting up in the morning, boredom) thanpreviously.

Less disruptive behaviour Some learners have been observed todisplay less unruly and anti-social behaviour as a result of participating in the Kariton Klasrum.For instance, according to the volunteer teachers, those who had bullying tendencies at the startwere later perceived to have reformed their ways.

Increased observance of rulesVolunteer teachers noted that learners had greater readiness to follow rules in class towards theend of the programme period. Whereas some learners started out as undisciplined and headstrong,they learned to behave better in class, seemingly more mindful of the rules.

4.7.2 On volunteers

Improved leadership, communication and social skillsVolunteering in the programme has

provided opportunities for the volunteersto enhance their skills in many areas suchas leadership, communication and socialrelations. The mentoring and trainingsessions have helped the volunteers learnmore about what it takes to be a goodleader. Having to teach children has alsohelped hone their public speaking skills,particularly for those who describedthemselves as inherently quiet and shy.

Following this experience, some volunteershave been asked to speak at seminars or other public events. The volunteers also reported thatthey have become more comfortable with relating to other people (“ pakikisama”) and have gainedfriends and acquaintances in the process of their volunteer work.

Opportunities to continue their studies The dedicated among the volunteers have been offered scholarships in college through the Kalingain Batang Mahirap (KBM) Foundation, a non-profit organization associated with DTC. Thesevolunteers who have shown the commitment to help others learn have been themselves giventhe support they needed to further their own learning.

© SEAMEO INNOTECH

© SEAMEO INNOTECH


38/64

T h e P


K a r i t o n K

l a s r u m

30

4.7.3 On overall EFA goalsOne of the weaknesses of the kariton programme is the dearth of monitoring data that wouldhelp to precisely evaluate the impact and the effectiveness of the programme in terms of the EFAgoals. But some general observations can be made in view of the four Philippine EFA 2015 Goals:

• Universal coverage of out-of-school youth and adults in the provision of basic learning needs.It is clear that by providing out-of-school children with literacy and numeracy skills, the KaritonKlasrum programme has increased access to education, thus assisting efforts towards achievinguniversal coverage of out-of-school youth.

• Universal school participation and total elimination of drop-outs and repeaters in grades 1 to 3.By equipping learners with skills and encouraging the learners who have completed the karitonprogramme to attend school or return to school, the programme is contributing to achievinguniversal school participation and to preventing future drop-outs and repeaters.

• Universal completion of the full basic education cycle with satisfactory annual achievement levels. The skills gained through the kariton programme assist students who return to school to achievebetter grades.

• Total community commitment to the attainment of basic education competencies for all. The community-based nature of the kariton programme builds commitment at the local level forthe attainment by all citizens of basic education skills.

4.8 Factors promoting and hindering the

programmeSince its inception in 2007, the Kariton Klasrum programme has grown from a mere idea to becomea reality that has helped numerous underprivileged children. The factors that have contributed tothe programme’s success are listed below, followed by factors that have hindered the programme’sprogress.

Factors promoting success

Warm relationship between teachers and students The kariton classroom is a non-formal settingthat is characterized by a more relaxed andwarm atmosphere relative to classes heldin under the formal education system. Theteachers deal with the children in a waythat makes the latter feel at ease in class. These learners tend to view their teachers asolder sisters ( ate ) or brothers ( kuya), peoplewho can be easily approached for helpand support. The teachers are responsiveto the children’s needs and care about thechildren’s progress, as evidenced by the

© SEAMEO INNOTECH


39/64

T h e P


K a r i t o n K

l a s r u m

31

tendency of teachers to conduct follow-ups with their students when possible. The relativelysmall age difference between kariton teachers and the learners may also contribute to the goodrelations between teachers and learners. The volunteer educators are mostly young studentsthemselves, and they are therefore people that the learners may more easily relate to.

Fun teaching methodsIn an effort to make learning more attractive to the children, kariton teachers employ teachingmethods that are enjoyable. Teachers organize games and give out small rewards that addenjoyment to the learning process. This not only enhances learning but helps to retain studentsthroughout the yearly session.

Feeding programmeOne of the highly anticipated parts of the Kariton Klasrum programme for the participatingchildren is the food that is provided to learners. As residents of low-income communities, thelearners understandably look forward to the food, including hot meals, provided at the end of

each class.

Core of committed leaders and volunteersAlthough many volunteers do come and go, Kariton Klasrum maintains a core of leaders, staff andvolunteers that are steadfast in their commitment to the ideals and operations of the programme. The passion that this core has expressed for the cause serves as the motivational force for themto get involved and stay involved. Such commitment has inspired many other volunteers tocontribute their time and skills to the initiative.

Support from partners

The partners of the programme haveexpressed their support in a variety of ways,including material, financial and moral – thissupport has proven critical in sustaining theprogramme. As noted during the interviewsconducted, even simple encouragementand words of support have motivatedthe group to continuously improve theprogramme.

Sense of community The DTC as an organization has beenrecognized for its strong sense of communityin which members treat each other almostlike brothers and sisters. This strong bondamong the members – leaders, staff, andvolunteers – is anchored on faith and hashelped them push on with their programmedespite the challenges.

© SEAMEO INNOTECH

© SEAMEO INNOTECH


40/64

T h e P


K a r i t o n K

l a s r u m

32

MentoringRelated to the previous factors, the sense of community and passion for the cause has spawnedmentoring sessions every Sunday during which the DTC veterans, led by Efren Peñaflorida andhis own mentor, Harnin Manalaysay, hold discussions about leadership, volunteerism and othertopics. These brownbag sessions allow the less experienced volunteers to learn from the leaders.

Support programs for learners The learners have benefited not only from the kariton classes but also from other DTC programmesthat assist them to go further in their education. For instance, the “Balik-Eskwela” programme thattakes place in May of every year, in which learners are not only recognized for their accomplishmentsduring the Kariton Klasrum period but also receive school supplies that they can use for the formalschool should they choose to enrol. For those who do re-enrol in formal school, they have theoption to take advantage of DTC’s LEAP, which provides tutorial lessons, health check-ups, freeschool supplies and other assistance to help the children stay in school and finish their education.All these extension services aim to increase the probability that learners continue their schooling

and succeed in the formal education system.

Hindering factorsA number of factors have been identified that tend to limit the operations of Kariton Klasrum.

Lack of assessment skillsAs volunteer educators are mostly high school or college students themselves, the developmentand conduct of learner assessment is a skill they have yet to gain. The plan to introduce assessmentactivities will be challenging to implement for the volunteer educators, who will be hard-pressedto come up with effective and appropriate assessment tools without the proper training.

Volunteer sustainability is low Typically, the Kariton Klasrum teaching-learning period starts out with a highnumber of volunteers offering their services,but the numbers dwindle significantly bythe end of the period. Also, volunteers tendto come and go during the course of thekariton classroom period since there is norequired number of hours or contract tobind them to the programme. Volunteerscite a variety of reasons for their inconsistentparticipation or for quitting the programme.One such reason is the conflict of theKariton Klasrum schedule with their schoolactivities. Another issue for some volunteersis the difficulty in keeping the flames ofpassion alive.

Lack of support from many parentsDespite the high number of out-of-schoolchildren in the areas targeted by the

© SEAMEO INNOTECH

© SEAMEO INNOTECH


41/64

T h e P


K a r i t o n K

l a s r u m

33

programme, not many children register in the programme. One cause of this is that many parentsare reluctant to enlist their children in an activity that might compete with their children’s timefor work. There is also the possibility that some parents do not see much value in non-formaleducational activities. The lack of appreciation of parents may be due to the parents’ own lack ofeducation. There is a need to strengthen advocacy work in this area.

Lack of flexibility from some school principals There have been a few instances that former kariton learners wishing to re-enter the formal systemwere denied enrolment due to the absence of a birth certificate. If principals could be moreflexible and facilitative of the process, then learners would not have to endure difficulties that maydiscourage them even more. This lack of flexibility may be linked to the lack of recognition of theprogramme at the division or regional level.

Lack of monitoring and evaluation systemUntil recently, one gap in the Kariton

Klasrum programme’s operations was thelack of a database that compiles informationand data regarding the learners, volunteersand outcomes; and the lack of a mechanismfor the gathering of such data related tothe project. As a consequence of this gapthere are no records or of the number oflearners and volunteers that have been partof initiative through the years which wouldhave been useful information for estimating

future numbers of participants and ensuring each age group and learning level receives adequatesupport. In addition, there is no system for tracking the “graduates” of the programme and wherethey went after they completed the kariton period. The DTC is only aware of those who have joinedtheir other programs, LEAP and DOSE. This information would have been useful for identifyingany gaps in the content of the programme and how the programme could be improved so as toensure the best possible outcomes for students. The DTC has belatedly realized this gap, and thusput a system in place at the start of the 2013–14 kariton period. The data collected from now onwill provide the DTC with have a more informed picture of the impact that the programme hason the learners.

Coordination problems with DepEd and DSWDCommunicating with DepEd has sometimes been quite a challenge for the DTC staff. Although thetwo parties formalized their partnership through a Memorandum of Agreement there have beensome issues that remained unresolved. The difficulties were partly due to the fact that there is noparticular unit at the DepEd division level that is assigned to oversee the kariton programme. Whilesome DepEd staff have been assigned to the programme, these staff have busy schedules. A spateof calamities in the latter half of 2013 has also been a hindering factor as it has kept the DSWDbusy and thus delayed the implementation of activities related to the Kariton Klasrum programme.

Lack of support from the local government

Although DTC has hoped for ongoing participation by the local government in the Kariton Klasrumprogramme, to date this has, surprisingly, not been the case. There has been some occasionalsupport in the form of materials and the use of classrooms, but a more substantial and consistent

© SEAMEO INNOTECH


42/64

T h e P


K a r i t o n K

l a s r u m

34

contribution has not been forthcoming. It has been surmised that education projects may not bea top priority of the local government (R. Salonga, personal communication, 13 December2013).Having new administrators at the helm as a result of the local elections has also been cited as afactor for the inconsistent support. The quality of relationship between incumbent LGU officialsand DepEd division officials may also be a factor in the progress – or the lack thereof – of a

project or activity. If these two parties do not go along well, lesser assistance can be provided foreducation-related projects.


43/64

T h e P


K a r i t o n K

l a s r u m

35

Replication of the KaritonKlasrum programme

Since catching the world’s attention, the Kariton Klasrum programme has gained increasedsupport at both the local and international levels. The benefits it has brought to the lives of streetchildren, out-of-school youth and school children who have dropped out of formal schools,whose diminished access to education had, prior to their participation in the Kariton Klasrumprogramme, presented further obstacles to the already-challenging EFA deadline of 2015, hasattracted various groups to replicate the programme. This has led to the expansion of the kariton programme to cover places beyond the original site of Cavite City where it first began. In these

undertakings, the government, led by the DepEd, as well as non-governmental organizationsand private sector groups, including alumni associations, women’s groups and business leaders’groups, have pledged their commitment and resources to bring the programme to a greaternumber of underprivileged children.

5.1 The Department of Education and the K4programme The Department of Education has formally recognized the Kariton Klasrum as a very promisingADM that can help to increase access to basic education. Thus, in August 2011, the DepEd, ledby its Secretary, Bro. Armin Luistro, signed a Memorandum of Agreement with the DTC enablingthe former to adopt the Kariton Klasrum model and expand the programme to other cities anddistricts in the Philippines.

Under this agreement, the tasks of the DepEd include to: (1) acknowledge DTC as an organizationproviding ALS, ADM and tutorial programme using its own curriculum, approved by the DepEd, aswell as DepEd-implemented curricula; (2) train DTC volunteer teachers and learning facilitators; (3)provide initial sets of teaching-learning materials to the trained teachers and facilitators; (4) workwith the DTC on the ongoing review and enhancement of the existing DTC curriculum, modulesand instructional materials; (5) accept test registrants among learners of DTC in the accelerationschemes provided by DepEd (e.g., A&E test); and (6) implement a massive advocacy campaign.

The obligations of the DTC include to: (1) conduct programme intervention using the ALScurriculum and ADM modalities; 2) increase the capacity of the volunteers, teachers and facilitators;3) participate in monitoring and evaluation exercises; 4) submit progress and other types of reportsto the DepEd as required; and 5) share best practices in the various interventions implementedfor replication.

The expanded K4 programme was initially implemented in four cities in the Metro Manila area:Caloocan; Sta. Cruz, Manila; Pasig; and Quezon City. The DepEd team, composed of staff from theOffice of the Secretary and the three bureaus, namely, the Bureau of Elementary Education, theBureau of Secondary Education, and the Bureau on Alternative Learning Systems, held meetingswith the local city officials on which specific barangays the K4 Project would be launched in andwhen the kariton classes would be held.

5


44/64

T h e P


K a r i t o n K

l a s r u m

36

It was agreed that the classes would be held on Saturdays because many of the volunteer teacherswere regular school teachers who have classes on weekdays. They further agreed that the lessonswould last for two hours, as per the original classes. In keeping with the original programme, itwas agreed that food would be served through a kantin at the end of each class and that childrenwith illnesses or wounds would be treated through the klinik. The preparation of the pushcarts, to

be designed by the DepEd, would be taken on by the barangay local government units.

A basic curriculum, based on ALS and the Special Education curriculum was then developedthat primarily aims to teach the street children and other out-of-school youth important lifeskills, including basic grooming and self-care. But it was decided that the main purpose of theDepEd programme was to encourage the children to attend school. The first batch of the K4Project Saturday classes lasted for six months and “graduation” ceremonies were conducted inthe participating cities.

5.2 The Department of Social Welfare andDevelopment and the K4 programme The initial success of the DepEd’s expanded Kariton Klasrum programme in the four cities inspiredthe Department of Social Welfare and Development to partner with the DepEd in strengthening itsimplementation through the Modified Conditional Cash Transfer (MCCT) programme, an offshootof the Pantawid Pamilyang Pilipino Program (4Ps), which is considered as the government’s flagshippoverty-alleviation programme, but which caters primarily to poor families that have permanentresidences.

Launched in 2012, the MCCT, like the 4Ps programme, aimed to provide cash transfers, education

and health assistance, to families and children. Unlike the 4Ps programme, the MCCT focusesspecifically on families and children who are in difficult situations or those who are in need ofspecial protection. It seeks to then mainstream these families later into the regular 4Ps programme.

The target beneficiaries of the MCCT programme include those living in poverty but who are notcovered by the 4Ps, such as homeless and street families, families that have been displaced as a resultof to human-induced and natural disasters, nomadic indigenous peoples, migrant families, familiesof children with disabilities, families of child labourers, families in need of special protection andthose living in isolated and disadvantaged areas. Each homeless family is allowed to enrol up to threechildren (aged 0 to 14) into the programme, and they receive an allowance of 300 pesos every monthper student. Another 500 pesos is given monthly to the family as a health grant. The beneficiaries arealso given health insurance memberships with the Philippine Health Insurance Corporation. Besidesa monthly grant of up to PHP1,400, the families receive other forms of assistance, including housingassistance and job opportunities for the improvement of their living conditions. Similar to the 4Ps, thebeneficiaries only receive the cash grants if they comply with certain requirements, as listed below:

• Weekly attendance at Family Development Sessions for the first two months and monthlyattendance in the succeeding months, and family counselling sessions, to enhance knowledgeabout proper parenting roles, children’s rights, livelihood skills etc.

• Attendance at alternative delivery mode classes or formal schools. • Periodic visits to health centres for check-ups, growth monitoring and vaccinations for children 0–5years old; de-worming for 6–14 year-old children; and pre- and post-natal care for pregnant women.

• Residence in a permanent home after six months of social preparation.


45/64

T h e P


K a r i t o n K

l a s r u m

37

Initial impact evaluations conducted on the regular CCT programme have shown promising results,with the key objectives being reached at an early stage of programme implementation (Chaudhury,Friedman, Onishi, 2013; Chaudhury and Okamura, 2012). Results include an improvement in thelikelihood of children enrolling and attending school, better long-term nutritional status of youngchildren (6–36 months old); improved the health-seeking behaviour of poor women through

utilization of maternal and child health services; and better spending patterns of poor householdswith regard to health and education needs. The impact of the recently-initiated MCCT programmeon the more vulnerable and marginalized sectors of society have yet to be documented.

The expanded kariton project being implemented by the DSWD and DepEd is viewed as anopportunity to reach out-of-school children, street children and children in families who arebeneficiaries of the MCCT programme and to encourage them to enrol in ADM programmes thatwould help them to return to school. The project also targets child beneficiaries of DSWD-accreditedresidential facilities for street children. Its objectives are two-fold: educate street children and toprovide health services and shelter assistance to street families to help ensure their safety andwell-being.

As noted above, the DepEd had a Memorandum of Agreement with the DTC, but for the second phaseof the implementation of the K4, it prepared a Memorandum of Understanding with the DSWD, LGUs,and civil society organizations. To date, however, this memorandum has not been signed by the DSWD.Under the agreement between the DepEd and the DSWD, the DepEd would finance the training ofteachers, give service credits to volunteer teachers, coordinate with DSWD officials and cover the rentfor the venue of the second phase of the launch. The DSWD would help the parents and learnersthrough the CCT. Participating civil society organizations (agreed to provide volunteer teachers, whilebarangay officials agreed to provide food, a venue and agreed to cover other related expenses.

To date, the DSWD is still in the process of finalizing the schedule and activities identified forimplementation. Coordination work needed for the kariton programme to be fully integrated inthe MCCT programme was postponed due to several disasters that the Philippines experiencedin 2013 that the DSWD had to prioritize.

5.3 Local adaptations of the Kariton Klasrumprogramme The Kariton Klasrum programme has been taken up by various organizations and replicated, withadaptations, in several cities in the Philippines. The K4 programme is being implemented in a cityin Negros Occidental Province and four cities in Metro Manila.

5.3.1 Kariton for kids in Bacolod CityIn Bacolod City, the capital of Negros Occidental Province in central Philippines, the Kariton Klasrumprogramme found its own advocates. In 2012, the St. Scholastica High School Class of 1967 formed itsown version of the programme called Kariton for Kids (K4K). Inspired by the efforts of Efren Peñafloridaand the DTC, active members of the St. Scholastica High School Class of 1967 group pushed for thelocal implementation of the programme to help children stay in school or return to school.

Key members of the group helped develop the curriculum and sample lesson plans, andcontributed materials, food and toys for the children. The support extended by many others provedcritical in getting the programme to move forward. A private tertiary school based in Bacolod

© DSWD


46/64

T h e P


K a r i t o n K

l a s r u m

38

City, La Consolacion College, as representedby its head of student affairs and of theLa Consolacion College National Service Training Program, invited a whole classof its education and training programme

students to serve as the initial volunteersof the programme. The local parish priesthelped find a home for K4K and added hiscatechists to the roster of volunteers. TheBacolod Football Club donated the kariton itself. Thiskariton, unlike the original karitons used in Cavite, does not contain books,materials or food. It is just a symbolic pushcart for the K4K.

To raise funds for the project, the Saint Scholastica High School Class of 1967 held a concert,the funds from which allowed them to bring several DTC members to Bacolod City to train thevolunteers on 23 November 2012. The next day, they began classes for 61 in- and out-of-schoolchildren aged 5 to 17. Six months later, on 18 May 2013, they celebrated the close of their first K4K,with Efren Peñaflorida and Randie Salonga in attendance.

On 1 June 2013, the Saint Scholastica High School Class of 1967 invited the DepEd ALS Supervisorand two DSWD street educators to speak in their town hall meeting. The purpose of the gatheringwas to open the dialogue on education and their project with the parents and the purok (district)heads, and to jumpstart registration for the second session, which opened on 22 June 2013. TheK4K programme aims to bring education to children who are less fortunate and to ensure studentsnot lose interest in school and drop out.

Profile of K4K learners The K4K model is different from the originalprogramme in that the K4K focuses onin-school children who have difficultiesin formal school. Around 90 per cent ofthese learners were also enrolled in formalschool. These children belong to the lowestsocio-economic level, and some childrenare from street families with no home.Many of the parents of these children haveno stable jobs. Therefore, these children arein need of learning support, to keep themin school.

At the start of the first K4K session only 14 children were enrolled in the kariton class. Followingthe involvement of the parish church, however, class attendance increased to 45 children.In the second K4K session, there were 64 learners enrolled, being taught by six K4K teachervolunteers and seven catechist volunteers.

Profile of the volunteer teachers

Most of the teachers are volunteers from La Consolacion College. The Dean of the Liberal Artsfaculty recruited around 50 per cent of these volunteer teachers. The volunteers are divided into

© SEAMEO INNOTECH

© SEAMEO INNOTECH


47/64

T h e P


K a r i t o n K

l a s r u m

39

four groups corresponding to the children’sage brackets. The age groups are as follows:4–6 years old, 7 years old, 8–10 years old and11 years old and above.

One volunteer teacher took on theresponsibility of teaching the K4K learners inorder to get teaching experience. She wasin her third year of Bachelor of Science inElementary Education.

Volunteer teachers are given a travellingallowance of PHP 20 to cover transport tothe venue. This allowance is given to the volunteers by La Consolacion College, which, in turn,sources it from the implementers of this K4K project.

When asked how these teachers manage the Kariton for Kids classes and how they are able toengage their learners to study, one of the volunteer teachers explained, “Physical presence of theteacher is important. I have to get the attention of my learners, who are already near their teenageyears. I want to exercise their minds, so I make use of different activities, like games, that will helpprevent boredom. I am not strict. I do not want them to be scared of me.”

Classroom activities and assessment Classes are held outside the parish churchevery Saturday for a period around six months.As with the original kariton programme inCavite, food is served to the learners andvolunteers after each class session.

A typical K4K class lasts around 1.5 hoursand the meal after class lasts for about 30minutes. Class activities included reviewof past lessons, motivation (storytelling),activity, abstraction, assessment, application(games, puzzle), evaluation (oral or written),and occasional assignments or homework.

The main objective of the K4K classes is to reinforce the subjects that students learn in school,including values and cleanliness, but the classes teach three main subjects: Catechism, language(English and Filipino) and mathematics.

The student and teachers of La Consolacion College were assisted by the catechist volunteers. Teachers prepared their own lessons while the site head prepared the modules.

To determine what the children learned in the class sessions, teachers use written tests. Theteachers also hold academic contests at the end of the kariton period to help them assess whatthe children learned. For these contests, the implementers give out prizes and food to the children.A summative test is also conducted.

© SEAMEO INNOTECH

© SEAMEO INNOTECH


48/64

T h e P


K a r i t o n K

l a s r u m

40

5.3.2 Novaliches CityIn Novaliches, Quezon City, barangay officialsled the efforts in implementing another KaritonKlasrum project. The programme had as many as

40 volunteers, including six teachers, parents andbarangay officials. After the training of the officials,the barangay held its own training of volunteers. The barangay also conducted a survey to identifythe ages and expected grade levels of out-of-schoolyouth and children who could potentially enlist inthe programme.

The classes for this Kariton Klasrum project began inPetronia Street but were later moved to Doña RosarioElementary School. The first few weeks of the Saturday

classes were not held within the school premisesbecause it was felt that the children might not wantto go to a school setting. Donated tents were installedinstead at Petronia Street to serve as classrooms forthe K4 learners. According to the Records Head ofthe project, the difficulties experienced by the para-teachers and learners at the makeshift venue promptedthe barangay officials to look for alternatives. Eventually,the principal of the elementary school volunteered her school as venue for the project, and this wasapproved by the DepEd officials.

The classes had 45 learners who joined and completed the programme. The children were groupedaccording to age brackets: 5–7 years old, 8–9 years old, 10–12 years old and 13–15 years old.

The classes were similar to the Cavite model, including serving of meals right after each class. Thebarangay officials and volunteers serve complete meals including rice, and water to the learners,including their siblings and parents.

The programme also involved weighing andde-worming activities, in close coordinationwith the local health centre. The organizersof the programme also providedo a summereducational field trip for the learners, to alocal eco-park. The costs of the meals andtransportation were shouldered by thebarangay captain and his wife.

On 2 June 2012, a recognition day was heldfor the 45 Kariton Klasrum learners whofinished the programme. Those who wantedto return to formal school were then requiredto take the Philippine Educational Placement Test to identify the grade level they belonged to.

Aside from the DepEd, DTC and the barangay , this particular K4 project was championed bythe Doña Rosario Elementary School, the Doña Rosario High School, and non-governmentalorganizations like the Caritas Foundation and the Madrigal Foundation.

© Brgy. Nova Proper

© SEAMEO INNOTECH


49/64

T h e P


K a r i t o n K

l a s r u m

41

The site experienced challenges such as insufficient number of books for the learners, thecurriculum not being issued to all volunteer teachers, and inconsistent attendance of the learners,many of whom were working to augment the family income.

5.3.3 Caloocan City The Kariton Klasrum programme in Caloocan City implements the same strategy as the originalmodel in Cavite. It provides classes for street children and out-of-school youth, with the goalof eventually integrating them into formal school. As per the original model, the Caloocan Cityversion also has a meal programme and a clinic.

The Division of Caloocan City launched this programme on 4 February 2012 in Bagong BarrioElementary School. After the launching, a three-day seminar was conducted to train the volunteerteachers on the correct way of teaching street children. The seminar was facilitated by DepEdand DTC representatives. On 18 February 2012, a barangay mapping activity was conducted todetermine the number of children who could benefit most from the programme.

The first gathering of the Kariton Klasrum learners took place on 3 March 2013 at Bagong BarrioElementary School. During kariton classes, lessons were provided to street children by streeteducators and volunteers through the use of Montessori materials. The curriculum covers a rangeof subjects, including values formation, basic literacy, numeracy and life skills.

A major challenge that the site experienced was the difficulties of the volunteers in managing theirtime, which led to their inability to provide classes consistently. Thus only a few kariton sessionstook place. The DepEd, in their 2013 monitoring report, found that only two sessions had beenconducted since the programme was launched.

Despite the problems encountered, 29 Kariton Klasrum learners were reported to have laterenrolled in Bagong Barrio Elementary School as returning students. A total of 16 of them arestill enrolled in the K4 programme for tutorial and remedial classes. A further six Kariton Klasrumlearners transferred to ALS Secondary.

5.3.4 Pasig City The vision of the Kariton Klasrum programme in Pasig City is to have “children with the ability tolive in a caring community, who are able to go back to school, and who have enough ability tofulfil their dreams for the future.” Foremost among the programme’s mission is to bring back thechildren to formal school. To help in the preparations for the programme, volunteers visited theoriginal Kariton Klasrum site in Cavite in order to see the actual operations.

Starting in January 2012, the programme in Pasig City was able to serve 12 street children in twosites, namely, Ramos Village and Barangay Catleya. The children were divided into the followingage groups: 5–7 years old, 8–9 years old and 10–12 years old. Around 38 volunteers includingteachers, parents, students and the barangay council, including the captain, were involved in thisproject. The curriculum that was used covers values education, numeracy and literacy.

According to the 2013 DepEd monitoring report, the Pasig site has had only one kariton sessionsince its soft launch. The programme was beset by issues such as minimal barangay support,unavailability of supplies and materials for the children, a lack of funds, the volunteer teachers’conflicting schedules, lukewarm response from the parents, insufficient medical supplies, a lackof permanent volunteers and the absence of a permanent venue.


50/64

T h e P


K a r i t o n K

l a s r u m

42

5.3.5 Sta. Ana, ManilaIn partnership with the DepEd and Dynamic Teen Company, the Division of City Schools of Manilaadopted, in March 2012, the Kariton Klasrum learning modality as a strategy to broaden access tobasic education among the street children in Sta. Ana, Manila. It envisioned the programme as a

means to provide alternative education for the children, to help them gain basic literacy skills, andto bring them back into formal school to complete their basic education.

An orientation training was conducted for barangay volunteers before classes started. At theoutset, the street children were given school supplies, shoes and bags. The DepEd central officeassisted by donating one kariton to the barangay. The barangay also coordinated with the healthcentre and the Department of Health in the de-worming of the children and in the provisionof medicine for leptospirosis, respectively. A medical mission was also conducted, involvingimmunization for the children. In a similar way to other kariton programmes, snacks were servedto the children after each class. As a result of the programme, 14 out of the 25 enrolled learnerswere enrolled in formal school.

This programme in Sta. Ana encountered multiple challenges that hindered its implementation,such as donated textbooks not being suited to the children’s levels, unfulfilled promises, failure ofthe volunteer teachers to continue their efforts, a lack of financial support for the various activitiesand a lack of regular monitoring. The 2013 DepEd monitoring report stated that the Sta. AnaKariton Klasrum programme has been temporarily suspended due to the unavailability of theALS teachers.

5.4 Kariton Klasrum internationallyGroups outside the Philippines have been inspired by the Kariton Klasrum initiative and twoorganizations have adopted this alternative system in their countries.

5.4.1 IndonesiaOn 1 July 2013, in one of the underprivileged communities in Klendar, East Jakarta, the non-profitorganization Yayasan Wadah Titian Harapan ( Wadah), launched a programme called Gerobak Pintar(Smart Cart) which is modelled on the DTC’s Kariton Klasrum programme. Wadah, a Jakarta-basedfoundation that was founded to help mothers create a better future for their families and theircommunities, sought the help of DTC in implementing the programme. Since Indonesia and thePhilippines share similar problems regarding poverty and education, the Indonesian programmehopes to make the same positive impact that has been made in the lives of Filipino children.

© Wadah Foundation © Wadah Foundation


51/64

T h e P


K a r i t o n K

l a s r u m

43

The Gerobak Pintar programme was initiated by Wadah’s founder, Ibu Anie Hashim Djojohadikusumo,to help address the literacy needs of urban poor children who do not have the resources andopportunity to go to school. It is expected that the programme will help increase awareness in thelocal communities about the importance of education for their children’s future. In preparing forthe project rollout in Jakarta, the DTC conducted visits in Jakarta, while volunteers from Indonesia

also went to Manila to be trained by the DTC team.

Gerobak Pintar provides services in four areas, namely: education, health, food supplements, andlife skills training for parents. Since Wadah is a women’s organization that advocates for women’srights and welfare, the last component was added in order to educate mothers on livelihoods andchild-rearing.

The programme will be operated and facilitated by Wadah activists and volunteers for threemonths, after which it will be turned over to the communities. The communities will continue tobe supervised by Wadah, and support will also come from the donors, including the Rotary Clubof South Jakarta.

© Wadah Foundation © Wadah Foundation

5.4.2 KenyaLaunched on 28 September 2013 at Farasi Primary School in Nairobi, the Kenyan pushcartclassroom project is the second international replication of the Kariton Klasrum programme.

A network of business leaders who are members of the Young Presidents’ Organization, NairobiChapter, and Efren Peñaflorida of DTC, serving as the guest speaker, launched the project. Duringthe launch, Efren shared his story and spoke about how the pushcart classroom programmeoperates in the Philippines.

The Young Presidents’ Organization built a pushcart for the Kenyan programme. As in the originalkariton programme, the pushcart contains books and learning materials. Following the launch ofthe programme, the equipped pushcart was turned over to the head of Farasi Primary School. Todate, there are no details available about the progress of the Kenyan programme.


52/64

T h e P


K a r i t o n K

l a s r u m

44

Conclusion The local and international adaptations have established programmes that are true to the vision

of the original Kariton Klasrum initiatives. These programmes have a common goal of providingeducation to poor children and out-of-school children and youth with the aim of encouragingthem to stay in school or return to school.

The main elements of the K4, namely, the classroom, canteen and clinic, are present in some formor another, in all of the local replications of the programme. There are notable variations in the waythese elements are implemented, however. Also, the duration of the kariton teaching period variesacross the sites, because of the variation in financial and human resources available.

Bacolod City’s K4K has made key changes to the original model. For instance, the use for thepushcart was merely symbolic. Furthermore, the focus of the curriculum is on catechism and

academic subjects, rather than on life skills. The K4K classes are dominated by in-school childrenwho need learning assistance in order to stay in school. In this sense, the K4K is akin to a drop-outreduction programme.

Adaptations of the Kariton Klasrum initiative had also added the requirement of formative andsummative tests. And some adaptations have added additional services. For example, the Bacolodsite also provides livelihood training sessions for parents while their children are in class.

In general, however, the sites implement programmes that are similar in key ways. Thesesimilarities include:

• The role of the DTC in the training of the organizers and volunteers.

• The classification of children in all the replication sites is based on age (although DTC has alreadychanged their classification to be based on literacy level).


© Dynamic Teen Company© Dynamic Teen Company



53/64

T h e P


K a r i t o n K

l a s r u m

45

• Each site conducts community mapping prior to the start of the classes to identify the childrenwho may benefit most from the programme.

• Each site relies on volunteers, who do not receive any compensation for their services. But they getto enjoy incentives during the course of their service, such as trainings, transportation allowancesand snacks.

Among the more successful adaptations, two factors emerge as vital to their success. One isthe core of volunteers whose dedication to service has allowed the programme to continueand thrive. Second is the commitment and support of other stakeholders, including the DepEd,the DTC, local governments, academe, the church, parents and other government agencies andnon-governmental organizations. The assistance they provide in the form of capacity-building,funds, food, materials, venue and others have sustained the programmes beyond the launching.

In successful sites, the impact of the programme has been seen immediately, with teachers andparents reporting an improvement in the attitudes and performance of the children.

The sites that have been relatively unsuccessful have experienced several main challengesincluding a lack of committed volunteers to provide consistent services, a lack of funds and a lackof appropriate teaching-learning materials.


54/64

T h e P


K a r i t o n K

l a s r u m

46

The case of a former Karitonlearner

A boy saunters in from outside the principal’s office. Sporting an impish smile and twinkling eyes,he has the typical look of a boy his age. Caster is an 11-year-old, fun-loving and carefree boy fromCavite City. He is currently in Grade 6, a student at the Manuel Rojas Elementary School. He is theoldest of four siblings. His mother is a housewife while his father works as a soldier at the navalbase in Sangley Point, Cavite. He dreams of becoming a soldier one day, just like his father. Thatdream was jeopardized, however, when Caster, at ten years old, dropped out of school.

He was in Grade 4 when his difficulties in going to school began to mount. He could not get upearly for his classes at Manuel Rojas. He often missed his morning class and was able to attendonly the afternoon sessions. Many times, he would be late and would not end up going to class.His considerable number of absences was unacceptable to the school, and the boy eventuallydropped out. With nothing to do at home but watch television, play and roam outside, he soongot bored. He then heard about the Kariton Klasrum programme from his neighbours. He wantedto be part of it, and asked his parents to register him. His parents agreed. It was clear though thatthis was Caster’s decision. When asked why he decided to do so, he said that he wanted to learn.He also had a few friends who had registered. It seemed to be fun. And he had nothing to doanyway.

The DTC volunteers went to Caster’s house to verify with the parents Caster’s decision to register. The only thing they requested was the child’s birth certificate. Caster thus found himself attendingthe kariton programme. That was the start of his Kariton Klasrum experience, an experience thatended with his “graduation” from the programme, but whose impact is continuing to be feltbeyond.

Caster’s Kariton Klasrum experienceKalye Marino, where Caster and his familylive, was one of the chosen sites for theDTC’s kariton classes. These classes wereheld in front of the basketball court, astone’s throw from Caster’s house. EverySaturday, for six months, Caster went to thebasketball court, along with the other kids intheir neighbourhood, to attend the classes.A kariton class would start sometime in theafternoon, and would last around two hours.For Caster, the class was fun and allowed himto draw, write, read and sing. The best partsfor Caster were the writing and the play activities. These are what he enjoyed the most about theprogramme. He enjoyed the free food as well, and was able to bring some of this food home toshare with his younger siblings.

6

© SEAMEO INNOTECH


55/64

T h e P


K a r i t o n K

l a s r u m

47

Caster does not remember much about what was taught in class. He did recall learning about the“go, grow, glow” food. He also remembered learning to be polite and to say the words “po” and“opo”. He does not remember if he learned mathematics under the kariton programme.

When he finished the programme six months later, he received a certificate for being second in class.When Kariton Klasrum ended, Caster decided he would go back to Manuel Rojas school to continuehis studies. His interest in learning had been reignited while he was a Kariton Klasrum learner.

Before school at Manuel Rojas started, Caster received school supplies from DTC in a ceremony thatmarked the end of the Kariton Klasrum period. As Caster’s mother gratefully noted, these schoolsupplies were one of the most significant material benefits Caster received from the programme.She also observed that after participating in the programme her son did not go out on the streetsas much as before. He was also seen drawing and writing more and was eating better. It was nolonger difficult for him to wake up early in the morning to go to school, his mother observed. Healso had become more polite in his dealings with others. It was significant, she felt, that it wasCaster’s decision to go back to school.

At formal schoolBack at formal school, Caster is considered by his class adviser to be like any other regular schoolboyhis age. According to the adviser, Caster loves to play and engages in play every opportunity hegets. He is friendly and always has a ready smile on his face. He sometimes lacks focus and is oftencaught in class chatting to his seatmates Caster sometimes participates in class, especially when itinvolves stories that interest him. Although he talks to classmates during class, once his attentionis re-called, he immediately re-focuses on the teacher. He is easily influenced by friends though,especially when it involves playing. Just like any other child, he needs guidance. When he getscarried away doing something that is not appropriate at that moment, he needs to be calledout and reminded to refocus, to study and to listen. But he is not really much different from anyaverage boy, according to his teacher..

Caster once admitted to his teacher that he used to be frequently absent when he was youngerbut has changed since then. He proudly shared that he had not been absent in once in the firstfew months of the school year, a direct contrast to his past attendance. The teacher, however,noted that Caster began being absent from class later in the school year, which she attributed tothe break in momentum that the rainy season’s frequent suspension of classes brought. Accordingto Caster those absences were due to either family activities or to sickness.

Caster was perceived to sometimes lack focus. His teacher therefore seated him in the front rowin class, so that his attention can be more easily gained. It is because of this lack of focus thatCaster expresses having difficulties with his academic work. He noted, however, that when hetries his best to focus, he gets the work done. But he needs to be reminded and guided often, aresponsibility the teacher admits is not an easy one for someone handling 40 or so students in aclass.

The teacher noted that the good thing about the boy is that his attention can be re-called easily,and the boy immediately responds in a positive manner to the numerous reminders that he gets.Furthermore, he is not a rude child. He knows how to be respectful. From the teacher’s vantage

point, Caster is not much different from the others. While Caster may have some areas he definitelyneeds to work on, the foundation is solid enough for what he learns to take root.


56/64

T h e P


K a r i t o n K

l a s r u m

48

Caster noted that there are some key differences between his Kariton Klasrum experience andhis formal school one. In the kariton programme, he noted, there are no assignments or tests andthere is plenty of play. In Manuel Rojas school, the opposite is true. Quite unexpectedly, Casterdid express his liking for assignments, however, because it made him stay home at night insteadof going out to play.

Conclusion The kariton programme has helped Caster by bringing back the boy’s interest in learning. Thisis significant, as it indicates that a key factor missing in formal education, which the karitonprogramme recognizes as being important, is the joy of learning. Even though Caster did notrecall exactly what he had learned, he had been able to learn the required skills, as evidenced byhis certificate for being second in class. And he was able to learn the required skills through play, amode of learning that suits Caster’s learning style. The absence of this type of learning from formaleducation system makes learning difficult for children like Caster, and thus puts these children atrisk of dropping out of school.


57/64

T h e P


K a r i t o n K

l a s r u m

49

Conclusions andrecommendations

Kariton learnerA major part of what the Philippines committed to in Dakar in 2000 was reaching the marginalizedand the underserved. Achieving the Education for All goals means that the needs and circumstancesof the poorest, the most vulnerable and the most neglected of our children and youth have tobe urgently attended to and addressed. Many groups remain on the fringes of society and theirpresence signals society’s failure to address the structural disparities and the inequalities based ongender, wealth, ethnicity, disability, language and many other factors, that allow for these socialexclusions to happen.

Mindful of this reality, the Philippines continues to work on its targets in literacy and educationbased on its commitment to the World Declaration on Education for All. While there is soberrecognition that the country will likely fail to make the grade in several areas come 2015, thecountry continues to be steadfast in its efforts to inch closer towards the EFA goals. The KaritonKlasrum constitutes one such effort.

The Kariton Klasrum is an innovative initiative that recognizes the need for new approaches that aretailor-made for vulnerable groups such as street children and out-of-school youth. It puts premiumon the idea that in order for the country to fast track its progress towards EFA, it is no longer sufficientto use the conventional system in addressing the educational needs of the marginalized children indisadvantaged settings. It underscores the reality that government alone cannot do the job and thatgiven the enormity of the EFA challenge, the non-governmental sector and non-school systems playa critical role.

The followin

Documents

Kariton Klasrum