The Philippines Kariton Klasrum

64 Pages·2015·1.01 MB·English

THE PHILIPPINES
Kariton Klasrum
UNESCO Bangkok Office
Asia and Pacific Regional Bureau for Education
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road, Prakanong, Klongtoey
Bangkok 10110, Thailand
Email:
THE PHILIPPINES
Kariton Klasrum
CASE STUDY
Published in 2015 by the United Nations Educational, Scientific and Cultural Organization
7, place de Fontenoy, 75352 Paris 07 SP, France
and
UNESCO Bangkok Office
© UNESCO 2015
ISBN: 978-92-9223-516-1 (Print version)
ISBN: 978-92-9223-505-5 (Electronic version)
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The ideas and opinions expressed in this publication are those of the authors; they are not necessarily
those of UNESCO and do not commit the Organization.
Coordinator: Malisa Santigul
Editor: Ellie Meleisea
Graphic designer: Filippo Monti
TH/APL/018/14/150
iv
TABLE OF CONTENTS
Acronyms v ii
Preface v i ii
Acknowledgements ix
Executive Summary 1
1 Introduction 3
1.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.2 Study scope and method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2 Overall EFA situation in Philippines 5
Goal 1: Universal coverage of out-of-school youth and adults in providing learning needs . . 5
Goal 2: Universal school participation and elimination of school leavers and repeaters in the
first three grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Goal 3: Universal completion of the full basic education cycle with satisfactory annual
achievement levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Goal 4: Total community commitment to attaining basic educational competence for all. . 10
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3 Out-of-school and street children in the Philippines 1 2
3.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3.2 Why there are street children in the Philippines . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3.3 Key issues and risks faced by street children in the Philippines. . . . . . . . . . . . . . . . . 14
3.4 Initiatives related to street children in
the Philippines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4 The Klasrum programme 17
4.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
4.2 Rationale of the programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4.3 Programme content, management and implementation . . . . . . . . . . . . . . . . . . . . 21
4.4 Learner profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
4.5 Profile of volunteers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
4.6 Profile of partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
4.7 Impact of the Kariton Klasrum programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
4.8 Factors promoting and hindering the programme . . . . . . . . . . . . . . . . . . . . . . . . 30
5 Replication of the Kariton Klasrum programme 3 5
5.1 The Department of Education and the K4 programme . . . . . . . . . . . . . . . . . . . . . 35
5.2 The Department of Social Welfare and Development and the K4 programme . . . . . . . 36
5.3 Local adaptations of the Kariton Klasrum programme . . . . . . . . . . . . . . . . . . . . . . 37
5.4 Kariton Klasrum internationally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
v
6 The case of a former Kariton learner 4 6
Caster’s Kariton Klasrum experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
At formal school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
7 Conclusions and recommendations 4 9
Kariton learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
References 5 4
List of Figures
Figure 1: The anatomy of the Kariton Klasrum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Figure 2: Comparative population growth rate, by decade (1990–2010) . . . . . . . . . . . . . . . . . . . . 19
Figure 3: Poverty incidence in the population in Cavite Province (2006–2009) . . . . . . . . . . . . . . . . 20
Figure 4: Approximate organizational structure (20–40 volunteers) . . . . . . . . . . . . . . . . . . . . . . . 26
List of Tables
Table 1: Basic education performance indicators in Cavite City (school years 2010–11 and 2011–12) . . 20
Table 2: Number of kariton learners, by age group and sex (2013–14). . . . . . . . . . . . . . . . . . . . . . 25
Table 3: Number of DTC volunteers by position/work (as of January 2014) . . . . . . . . . . . . . . . . . . . 26
Table 3: Examples of partners and contributions to the Kariton Klasrum programme . . . . . . . . . . . . 28
vi
Acronyms
4Ps Pantawid Pamilyang Pilipino Program
A&E Accreditation and Equivalency
ADM Alternative Delivery Mode
ALS Alternative Learning System
BALS Bureau of Alternative Learning Systems
CCT Conditional Cash Transfer
DepEd Department of Education
DOSE Drop-out and Out-of-School Edification Program
DSWD Department of Social Welfare and Development
DTC Dynamic Teen Company
ECCD Early Childhood Care and Development
EFA Education for All
K4 Kariton Klasrum, Klinik, Kantin
K4K Kariton for Kids
LCC Literacy Coordinating Council
LEAP Learner’s Educational Aid Program
MPS Mean percentage scores
MCCT Modified Conditional Cash Transfer
NAT National Achievement Test
PHP Philippine Peso
SEF Special Education Fund
vii
Preface
There has been significant progress towards the six EFA goals, however, all available indicators
are pointing to a bitter reality that EFA will be an “unfinished business”. The 2013/4 EFA Global
Monitoring Report has concluded that with less than two years until the 2015 deadline, the
world is not on track. Amidst the many challenges, many countries have demonstrated how
achievements can be made with the commitment from government, expanded partnerships,
innovative thinking and efficient use of resources. There are lessons to be learned.
At the Global EFA Meeting (GEM) in Paris in November 2012, Ministers, heads of delegations, leading
officials of multilateral and bilateral organizations, and senior representatives of civil society and
private sector organizations, including those from Asia-Pacific, committed to the “Big Push”. The
GEM participants called upon governments and EFA partners to identify successful initiatives and
innovative practices and to adapt, replicate, or scale-up such initiatives to speed up EFA progress.
Subsequently, the 13th Regional Meeting of National EFA Coordinators: The Big Push, which was
organized in Bangkok, Thailand on 26-27 February 2013 as a follow up to the GEM, underscored
the need for increased knowledge on innovative and creative ways of addressing EFA challenges
so as to inform policy-making and programme development on EFA. To this end, the meeting
requested UNESCO Bangkok to document innovative approaches and effective practices from
countries that have succeeded in transforming EFA goals into concrete realities and to disseminate
this knowledge for the benefit of all countries.
The Asia-Pacific region is full of successful initiatives, with stories of good practices in almost every
country. Over the years, UNESCO has documented these practices to share them with a wider
audience. These five country case studies provide in-depth understanding of promising initiatives
that are critical in EFA acceleration in Asia-Pacific. While this research attempts to gather evidence
on successful initiatives that have helped countries to accelerate EFA progress, it should be noted
that these case studies are some examples selected from a vast pool of equally promising EFA
practices in this region.
viii
Acknowledgements
The Country Case Studies on Promising EFA Practices in Asia-Pacific have been published with the
support from the Japanese Funds-in-Trust (JFIT).
We would like to thank the following experts and their respective institutes for preparing the
five country case studies on promising EFA practices in Bangladesh, Cambodia, India, Indonesia
and the Philippines respectively: Dr. Manzoor Ahmed, Mahmuda Akhter, Dr. Anisuzzaman, and
Mahfuzar Rahman Jewel of the Institute of Child and Human Development (ICHD), Bangladesh;
Sitha Chhinh, Sarom Mok, Chhang Roth and Youhan Hor of the Royal Phnom Penh University
(RUPP), Cambodia; Anuradha De and Meera Samson of Collaborative Research and Dissemination
(CORD), India; Dr. Ella Yulaelawati, MA, Ph.D, Dr. Faisal Madani, M.Sc. Ed, Aryo Radiyo Sawung, M.Ed,
Cecep Somantri, S.S, and Dr. Suryadi Nomi of the Indonesian National Commission for UNESCO,
Ministry of Education and Culture (MoEC) of the Republic of Indonesia; and Elaissa Marina Mendoza
and the Research Studies Unit of the Southeast Asian Ministers of Education Organization Regional
Centre for Innovation and Technology (SEAMEO INNOTECH).
Thank you to the following colleagues who provided their support in liaising with the respective
governments and institutes in the preparation of these country case studies on promising EFA
practices: Anwar Alsaid, Mee Young Choi and Nurhajati Sugianto, UNESCO Office in Jakarta;
Santosh Khatri, UNESCO Office in Phnom Penh; Kiichi Oyasu and Shereen Akhter, UNESCO Office
in Dhaka; Alisher Umarov and Girish Joshi, UNESCO Office in New Delhi; and Shailendra Sigdel,
UNESCO Institute for Statistics (UIS) New Delhi Cluster Office.
Our appreciation also goes to reviewers of the case studies: Min Bista, Gwang-Chol Chang,
David Clarke, Ginger Gruters, Hyunjeong Lee, Sun Lei, Tanvir Muntasim, Malisa Santigul, Nurhajati
Sugianto, Bertrand Tchatchoua, Nyi Nyi Thaung and Marlene Cruz Zegarra.
ix
exE uc tiev uS mmary
This case study on promising practices in Education for All (EFA) in the Philippines was
commissioned by UNESCO Bangkok with support from the Japanese Funds-in-Trust (JFIT) as
one of five country case studies from the Asia-Pacific region. The Asia-Pacific region is full of
successful and innovative initiatives that have helped governments accelerate EFA progress at
the country level. Governments in the region and beyond can learn from these experiences.
It is in this context UNESCO Bangkok has embarked on the documentation of such practices.
A major part of what the Philippines committed to in Dakar in 2000 was reaching the marginalized
and the underserved. Achieving the EFA goals means that the needs and circumstances of
the poorest, the most vulnerable, and the most neglected of the children and youth must be
attended to and addressed. In the Philippines, many out-of-school children are street children;
a major concern that the Philippine EFA 2015 Plan hopes to address. A number of initiatives
have been implemented to tackle this issue, including that of the Kariton Klasrum (Pushcart
classroom), an alternative system of education that is offered to street children and out-of-
school youth.
Formally recognized by the Philippines’ Department of Education as a highly promising
alternative delivery mode that can help increase access to basic education, the Kariton Klasrum
recognizes the need for new approaches that are tailor-made for vulnerable groups. The Kariton
Klasrum has also been included in the Department of Social Welfare and Development’s Modified
Conditional Cash Transfer programme. This initiative received international recognition when
Efren Peñaflorida, the leader of the group that founded the project, was named CNN Hero of
the Year for 2009.
The programme was developed and implemented by the Dynamic Teen Company (DTC), a
non-governmental organization based in Cavite City. As part of this initiative, the DTC uses the
kariton, a pushcart that is used mostly by the poor in urban areas to collect scrap and used
bottles, as their mode of bringing a mobile classroom to street children. The Kariton Klasrum
programme provides alternative education, healthcare and food to disadvantaged children
with the aim of encouraging the children to attend or return to school. The Kariton Klasrum is
the core element of the K4 Project, which stands for Kariton Klasrum, Klinik and Kantin (Pushcart
Classroom, Clinic and Canteen).
This case study involved a desk review, field observations, focus group discussions and key
informant interviews. The study examined the background and rationale of the Kariton Klasrum
programme, its content, the profile of learners and volunteers, factors contributing to its success,
the challenges faced, and the lessons learned through the implementation of the programme.
The study also looked at the impact on learners and volunteers and the programme’s replicability
against the overall EFA situation in the Philippines, the local EFA initiatives, and synergies of the
Kariton Klasrum programme with formal education and other EFA-related programmes.
1
The Philippines: Kariton Klasrum
The study findings reveal that the K4 brings the “classroom” to the communities and provides
the learning materials and environment for children to learn. The programme has also been
providing food and first aid services without putting any financial burden on the learners. Kariton
Klasrums have been responsive to the learners’ needs and realities. The study also uncovered issues
regarding the availability and sustainability of volunteers, the need for standardized curriculum
across all local sites, the need for classroom- and performance-based assessment tools, the lack
of effective monitoring and evaluation of the programme, and the critical role of partners and
stakeholders to the success and sustainability of the programme. The strengthening of these areas
is recommended by the study.