CLOSING REPORT

PEOPLE’S RIGHT TO ENRICHMENT THROUGH

ALTERNATIVE RURAL EDUCATION
PREPARE
S-ESP-0407-0036-22
Project Number

PROJECT DEVELOPMENT INSTITUTE

building self-reliant communities through people’s initiatives…
44 General Segundo Street, Heroes Hill, Brgy. Sta. Cruz, Quezon City, 1104, Philippines
Telephone Number (63) (2) 374 3986 Telefax (63) (2) 413 3935
Web Site: www.projectdevelopmentinstitute.org
E-mail Address: riateves@info.com.ph

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 Project Development Institute
Date of Report: March 2009
Period Covered by Report: June 2004 to March 2009

PEOPLE’S RIGHT TO ENRICHMENT THROUGH

ALTERNATIVE RURAL EDUCATION (PREPARE) PROGRAM
Project No. S-ESP-0407-0036-22

Background

The Project Development Institute’s (PDI) vision is to build and strengthen communities
of peasants and indigenous peoples who are committed to sustainable rural
development. With the belief that the vast human capital in the rural areas can be
harnessed to be a major force in economic growth, PDI conceptualized the People’s
Right to Enrichment through Alternative Rural Education (PREPARE) to address the
education needs of poor farming families and indigenous communities. In so doing, PDI
strengthens the gains in land reform and ancestral domain struggles since increasing the
people’s mental capacities also increase their ability to surmount the challenges in
developing and keeping their lands.

Objectives

PREPARE aims to improve the capacities of peasants and indigenous peoples and help
them to attain functional literacy and numeracy. It also offers formal educational
opportunities to deserving poor students. Corollary to improving capacities, PREPARE
wants to equip the rural poor with competencies and values that prepare them for
leadership roles such as integrity, commitment, nationalism, the ability to plan for the
long and short term, negotiation skills, etc. These knowledge and skills can be utilized in
land claims, entrepreneurial activities, sustainable agriculture ventures and advocacy
struggles.

The program has three components namely:

1. Complementary Alternative Support Education (CASE). CASE enhances the leadership

skills of key leaders and youth. It consists of weekend seminars, summer workshops and
the Barefoot Managers Course (BMC), which focuses on first and second line leaders of
people’s organizations.

2. Formal Education Support for Development (FESDEV) provides collegiate and

technical education support for poor and deserving youth.

3. Non Formal Education Support (NFES) teaches basic literacy and numeracy to out-of-
school indigenous peoples and peasants. The acquired knowledge and skills of the
learners through NFES are tested periodically and granted equivalencies by the
Department of Education.

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

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Target Group

For PREPARE, PDI works in partnership with Peoples Organizations (POs) of small
farmers, women, youth and Indigenous Peoples (IPs). PREPARE serves four indigenous
tribes: Aetas from Zambales and Bataan, Dumagats from Aurora, resettled Igorots from
Nueva Ecija and Tagbanuas from Palawan. Equal learning opportunities are given to both
men and women.

From 2004-2008, PDI organized 107 Peoples Organizations (POs) in Central Luzon and
Palawan with a total membership of 9,689. Membership constitutes 4,339 men, 5,164
women and 186 youth. Females comprise 53 percent of the total membership, a
testimony to the increased political presence and assertion of their role in decision
making, community affairs and local governance.
See Tables 1 and 2.

Table 1
PDI’s People’s Organization Building
2004-2008

Number of Number of Number of Number of

Province Women POs Peasant POs IP POs Peoples
Per province Per province Per province Organization
Pampanga 5 1 - 6
Tarlac 5 1 - 6
Aurora 3 - 6 9
Bataan 5 - 7 12
Bulacan 3 6 - 9
Nueva Ecija 14 8 1 23
Zambales 11 13 5 29
Palawan 7 5 1 13
Total 53 34 20 107

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 Table 2
Gender Distribution in Peasant Organizations
2004-2008

Men Women Youth Total

4,339 5,164 186 9,689

PDI formed these People’s Organizations into three federations, NMGL (Nagkakaisang
Magsasaka ng Gitnang Luzon) for farmers, BUKAL (Bukluran ng mga Katutubo sa Luzon)
for Indigenous Peoples (IPs) and PASAMAKA-L (Pagkakaisa ng Samahan ng Kababaihan
– Luzon) for women.

Area Coverage

PREPARE Programme covers Central Luzon also known as Region III. It serves seven
provinces of this vast central plain, namely Aurora, Bataan, Bulacan, Nueva Ecija,
Pampanga, Tarlac and Zambales.

PREPARE Coverage

AURO RA

N U E V A E C IJ A

TARLAC

PAM PANG A
ZAM B ALES
BULACAN

BATAAN

REGION III REGION IV

PREPARE also covers the town of Coron, home of the tribe of Tagbanuas. It is located in
Region IV at the northern tip of the province of Palawan. It is the gateway to the
Calamianes Group of Islands. The municipality covers part of Busuanga Island and all of
the nearby Coron Island.

Management

The Project Development Institute is headed by its Executive Director, Aurea G. Miclat-
Teves with the support of its Board of Trustees. The Office of the Executive Director
spearheads the Management Committee which is composed of Field Operations,
Monitoring and Information System, Finance and Administrative Departments. PDI’s
National Office (PDI-NO) when PREPARE was initially implemented at 35 Maningning
Street, Teacher’s Village, Quezon City. In August 2006, PDI relocated its National Office
to 44 General Segundo Street, Heroes Hill, Brgy. Sta. Cruz, Quezon City.

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Area Management Teams

PDI established Area Management Teams (AMTs) to facilitate program management.

The AMTs promote people’s participation in the operation and implementation of the
program.

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

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

Palawan Area Management Team (PAMT)- implements development programs for

Tagbanuas of Calamianes Islands. PAMT has expanded to assist non-IP beneficiaries. It
promotes and advances Sustainable Agriculture and Non-Formal Education in the island.

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

PDI ensures sustainability by training the members of Peoples Organizations to assume

leadership responsibilities. It acts as a support structure, providing technical help,
organizational training and education.

Program Accomplishment

Table 3
Summary of Activities

PREPARE Committee Approved Output

Components
CASE 24 Weekend Seminars per year 17 Weekend Workshops
(2 years) (Sept 2004-May 2007)
1 Summer Workshop per year 1 Summer Workshop
(2 Years) (October 2004)
1 Barefoot Managers Course per year 1 Barefoot Managers Course
( 2 years) (August 2004)
FESDEV 10 Scholarships per intake 20 Scholarship Grantees
2 Intakes (10 grantees X 2 Intakes)
(4 years)
1 Exposure Program per year 1 Exposure Program
for 10 Scholarship Holders (April-May 2005)
(2 years)
NFES 5 paratachers 23 paratachers
(2 years) (2004-2006)
5 parateachers trainings
Evaluation 1 Evaluation 1 Interim Evaluation
(2006)

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Program Implementation

PREPARE strengthens social capital accumulation by motivating self-help capacities and

developing skills to improve the communities’ socio-economic base and political
strength.

I. Complementary Alternative Support Education (CASE)

Under CASE, the Program conducted 17 weekend seminars, 1 summer workshop, 1

Barefoot Managers’ Course and 1 Exposure activity. 534 farmers, indigenous peoples
and scholars benefited from these activities (see Table 4,5,6 and 7) The modules
involved training/discussions on Land Tenure Improvement, Indigenous Peoples Rights
Act, Gender Sensitivity, Self-Valuing, Community Organizing & Rural Development and
Financial and Livelihood Management.

Land Tenure Improvement (LTI)

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

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

Indigenous Peoples Rights Ac (IPRA)

In this seminar, IP participants learn how IPRA seeks to recognize, promote and protect
their rights to their Ancestral Domain and Lands, Right to Self-Governance and
Empowerment, Social Justice and Human Rights and the Right to Cultural Integrity.

Gender Sensitivity

This seminar provides an appreciation of the differences between sexes. It illustrates

women roles and stereotypes, societal biases and issues on reproduction. The training
aims to develop correct awareness and behavior in relation to gender and tackles
personal and political issues.

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Financial and Livelihood Training

This seminar aims to help people improve their economic opportunities by offering
alternative ways to augment income. Corollary to this, the seminar develops their
management and accounting skills.

This seminar was specially developed for rural women, men and organizations who work
in agriculture or who have small businesses.

Table 4
CASE
Weekend Seminars Conducted
For the period September 2004 to March 2005

No. of Participants
No Training Seminar Date
Location Titles Female Male
1 Zambales Land Tenure Improvement September 25, 2004 10 15
2 Zambales Gender Sensitivity October 2, 2004 22 3
3 Zambales Gender Sensitivity October 16, 2004 24 1
4 Zambales Financial Management October 23, 2004 25 -
5 Zambales Financial Management November 3, 2004 17 8
6 Zambales Indigenous Peoples Rights Act November 20, 2004 1 24
7 Nueva Ecija Livelihood Training December 4, 2004 6 20
8 Nueva Ecija Gender Sensitivity January 16, 2005 26 -
9 Nueva Ecija Land Tenure Improvement January 30, 2005 25 1
10 Palawan Indigenous Peoples Rights Act February 20, 2005 16 14
11 Zambales Assessment and Impact of March 16, 2005 7 3
Weekend Seminars to ESP
Scholars
12 Nueva Ecija Violence against Women and March 10, 2007 22 7
Children Seminar
13 Zambales Voters Education Seminar April 14, 2007 7 20
14 Zambales Leadership and Visioning March 24, 2007 9 16
Seminar
15 Nueva Ecija Leadership and Visioning March 25, 2007 9 19
Seminar
16 Nueva Ecija Video Advocacy Seminar April 23, 2007 5 24
17 Nueva Ecija Basic Leadership Training May 26, 2007 8 23
Sub-total 239 198
Grand Total 437

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

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 Table 5
CASE
Summer Workshop Conducted
For the period October 2004

No. of Participants
No Training Location Seminar Date
Titles Female Male
1 Zambales Self-Valuing October 24-26, 2004 20 11
(Summer Workshop)
Sub-total 20 11
Grand Total 31

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

Table 6
CASE
Exposure Program Conducted
For the period April 15-May 15, 2005

No. of Participants
No Training Seminar Date
Location Titles Female Male
1 Zambales Community Organizing April 15 –May 15, 2005 20 11
and Rural Development
(Exposure Program)
Sub-total 20 11
Grand Total 31

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

Table 7
CASE
Barefoot Managers Course Conducted
For the period August 2004

No. of Participants
No Training Seminar Date
Location Titles Female Male
1 Baguio City Barefoot Managers Course August 9-13, 2004 10 25
Sub-total 10 25
Grand Total 35

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The farmers and indigenous peoples who underwent training under CASE have put them
to god use. From June 2004 to December 2006, PDI and its partner-farmers and
indigenous peoples (IPs) have facilitated the transfer of 35,614 hectares of agricultural
and ancestral lands, the participants were trained to defend cases in administrative and
quasi-judicial bodies, gather evidence in the proper way, prepare case documentation
and engage on dialogues with concerned government agencies.

II. Formal Education Support for Development (FESDEV)

PDI has provided college scholarships to qualified students in the poor areas of Central
Luzon and Palawan. PDI targeted poor students as it knows the stiff challenge of tertiary
education. The high costs of college often force poor families to prioritize only one child’s
education. Hence, other siblings may never get a chance to attend school. For many of
the rural poor students, education is a lost opportunity.

In 2004, FESDEV selected 10 scholarship grantees which consisted of 6 students from

the indigenous people sector (4 Aetas, 2 Tagbanuas) and 4 from the peasant sector (1
Zambaleño, and 3 Tagalogs). See Table 8

Table 8
FESDEV FIRST INTAKE
Distribution of Scholarship Grantees by Gender and Ethnic Origin
For School Year 2004-2005

Name of Scholars Gender Province Ethnicity

1. Caren Domulot Female Zambales Aeta

2. Nova Jugatan Female Zambales Aeta
3. Carol Doyanan Female Zambales Aeta
4. Tem Bulanhigan Male Zambales Aeta
5. Edralin Calix Female Palawan Tagbanua
6. Liezel Pulilan Female Palawan Tagbanua
7. Micah Devillena Female Zambales Zambaleño
8. Kathleen Nabong Female Nueva Ecija Tagalog
9. Bobby Patoc Male Nueva Ecija Tagalog
10. Renan Mediana Male Nueva Ecija Tagalog

The following school year, the next batch of ten scholars consisted of 7 indigenous
students (3 Aetas, 2 Tagbanuas, 2 Igorots) and 3 peasants (1 Zambaleño, 1 Tagalog
and 1 Pampangueño). See Table 9.

FESDEV selected 20 deserving students and granted them full scholarship covering
tuition fee, book and clothing allowances and monthly stipends. Broken down by gender,
the scholarship grantees consisted of 6 males and 14 females.

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 Table 9
SECOND INTAKE FESDEV
Distribution of Scholarship Grantees by Gender and Ethnic Origin
For School Year 2005-2006

Name of Scholars Gender Province Ethnicity

11. Marites Beltran Female Zambales Aeta

12. Leo Mark Fallorina Male Zambales Zambaleño
13. Jinky Cristobal Female Zambales Aeta
14. Domingo Restum Male Bataan Aeta
15. Rizza Mae Mariano Female Nueva Ecija Tagalog
16. Marissa Balluda Female Nueva Ecija Igorot
17. Wilma Ponciano Female Nueva Ecija Igorot
18. Guillermo Lizardo Male Palawan Tagbanua
19. Rosalyn Gomez Female Palawan Tagbanua
20. Hershey Lozano Female Pampanga Pampangueño

The current education sector does not supply the right kind of skills that are demanded
by the labor market. In recent years, new college graduates have not been able to
match their abilities available local job opportunities. To minimize this scenario, PDI
encourages students to enroll in courses which have local employment prospects.

Of the twenty scholarship grantees, 7 students took up education courses, 4 students

enrolled in management courses, 4 students studied agriculture, 2 students enrolled in
computer and information technology, another 2 students took up entrepreneurship
courses and 1 student studied a forest ranger course.
See Table 10.

Table 10
FESDEV
Distribution of Scholars by College Courses

Name Gender Course School

1. Caren Domulot Female BS Education (Home Technology) Ramon Magsaysay Tech. University
2. Nova Jugatan Female BS Education (Home Technology) Ramon Magsaysay Tech. University
3. Carol Doyanan Female BS Education (Home Technology) Ramon Magsaysay Tech. University
4. Tem Bulanhigan Male Forest Ranger Course Ramon Magsaysay Tech. University
5. Edralin Calix Female BS Education Palawan State University
6. Liezel Pulilan Female BS Education Palawan State University
7. Micah Devillena Female BS Education Ramon Magsaysay Tech. University
8. Kathleen Nabong Female BS Management Nueva Ecija Univ. of Science & Tech.
9. Bobby Patoc Male BS Management Nueva Ecija Univ. of Science & Tech.
10. Renan Mediana Male BS Agriculture Nueva Ecija Univ. of Science & tech.
11. Marites Beltran Female Diploma in Agriculture Technology 1 Ramon Magsaysay Tech. University
12. Leo Mark Fallorina Male BSBA Hotel & Restaurant Management Ramon Magsaysay Tech. University
13. Jinky Cristobal Female BS Computer Engineering Ramon Magsaysay Tech. University
14. Domingo Restum Male Diploma in Agriculture Technology 1 Bataan State University
15. Rizza Mae Mariano Female BS Management Nueva Ecija Univ. of Science & Tech.
16. Marissa Balluda Female BS Education Nueva Ecija Univ. of Science & Tech.
17. Wilma Pociano Female BS Agriculture Nueva Ecija Univ. of Science & Tech.
18. Guillermo Lizardo Male BS Entrepreneurship Palawan State University
19. Rosalyn Gomez Female Bs Entrepreneurship Palawan State University
20. Hershey Lozano Female BS Information Technology Clark Int’l. College of Science & Tech.

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

Table 11
First Batch of Grantees

School Year School Year School Year School Year

Name 2004-2005 2005-2006 2006-2007 2007-2008
First Year Second Year Third Year Fourth Year Remarks
1st 2nd 1st 2nd 1st 2nd 1st 2nd
Sem Sem Sem Sem Sem Sem Sem Sem
Caren Domulot √ √ √ √ √ √ √ √ Graduated
Nova Jugatan √ √ √ √ √ √ √ √ Graduated
Carol Doyanan √ √ √ √ √ √ √ √ Graduated
Micah Devillena √ √ √ √ √ √ √ √ Graduated
Kathleen Nabong √ √ √ √ √ √ √ √ Graduated
Renan Mediana √ √ √ √ √ √ x x Dropped
Tem Bulanhigan √ √ √ √ x x x x Dropped
Edralin Calix √ √ √ √ x x x x Dropped
Liezel Pulilan √ √ √ √ x x x x Dropped
Bobby Patoc √ √ √ √ x x x x Dropped

Table 12
Second Batch of Grantees

School Year School Year School Year School Year

Name 2005-2006 2006-2007 2007-2008 2008-2009
First Year Second Year Third Year Fourth Year Remarks
1st 2nd 1st 2nd 1st 2nd 1st 2nd
Sem Sem Sem Sem Sem Sem Sem Sem
Hershey Lozano √ √ √ √ Graduated 2 year Diploma Course
Marites Beltran √ √ √ √ Graduated 2 year Diploma Course
Domingo Restum √ √ √ √ Graduated 2 year Diploma Course
Leo Mark Fallorina √ √ √ √ √ √ √ √ Graduating
2009
Rizza Mae Mariano √ √ √ √ √ √ √ √ Graduating
2009
Guillermo Lizardo √ √ √ √ √ √ √ √ Graduating
2009
Jinky Cristobal √ √ √ √ √ √ x x Dropped
Rosalyn Gomez √ √ √ √ x x x x Dropped
Marissa Balluda √ √ x x x x x x Dropped
Wilma Pociano √ √ x x x x x x Dropped

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 Table 13
FESDEV
Terminated Scholars
2006-2007

Name Year Ethnic Reason for Termination

Terminated Origin
1. Tem Bulanhigan 2006 IP- Aeta Failed 1 subject
2. Edralin Calix 2006 IP- Tagbanua Got married
3. Liezel Pulilan 2006 IP- Tagbanua Failed 1 subject
4. Bobby Patoc 2006 Tagalog Failed 1 subject
5. Marissa Baludda 2006 IP-Igorot Failed 1 subject
6. Wilma Ponciano 2006 IP-Igorot Failed 1 subject
7. Jinky Cristobal 2007 IP-Aeta Failed 1 subject
8. Ronalyn Gomez 2007 IP-Tagbanua Failed 1 subject
9. Renan Mediana 2007 Tagalog Failed 1 subject

PDI Area Coordinators monitor the progress of the students through random school and
house visits and interviews with teacher and school authorities. The scholars are also
required to attend monthly meetings with PDI personnel and other scholars. These
meetings are a venue through which PDI provides guidance to the scholars. Its also
serves as a forum for bonding, regular consultations and discussions on values, ethics
and current issues affecting the community.

PDI believes that leadership among the youth can be developed. Involvement in
activities as community service and volunteering helps a young person build confidence
and learn valuable skills.

Development training for the youth should include promoting a nationalistic orientation
and community viewpoint, emphasizing the importance of continuous learning,
developing spiritual and emotional maturity, discussing ethics and values, promoting an
appreciation of diversity and developing practical skills to address specific social
problems.

Our scholars face challenges in college in terms of academic and financial requirements.
They are only given partial assistance and the parents are required to provide the
difference. As a result, most of our scholars have to make do with meager living
allowances and find it difficult to pay for costs of school projects, research, photocopies,
etc.

In academics they have to compete with lowlanders who received better educational
preparation ands whose cultural exposure is aligned with their college education. In spite
of these challenges, grantees have finished their courses. PDI is particularly proud to
have been bale to deliver on its promise of an opportunity to get a college education for
these 20 students when ESP stopped remitting its contributions.With the help of local
private citizens and foundations, PDI was able to continue supporting their college
education.

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An indigenous youth who goes to college faces difficult challenges such as cultural
differences, poverty, poor academic preparation from studying in remote public schools,
limited exposure to books, ideas and advanced technology, and often, a non-supportive
environment. In spite of all these challenges, the courage and determination of our
scholars to get a college education give us hope in the future of these young people. We
see in them a growing maturity and an increased awareness of their communities and of
their future roles as leaders.

III. Non Formal Education Support (NFES)

PDI supports the implementation of non formal education in the provinces, Zambales,
Bataan, Aurora and Palawan. Non Formal Education Support for Development (NFES) is
carried out in coordination with Local Government Units and the District Offices of the
Department of Education.

NFES is directed towards increasing the literacy capacities of the indigenous peoples.
PDI supports their desire to have an alternative indigenous education catering to their
needs, designed in their own terms and taught at their own pace. These are crucial for
the integration of indigenous peoples into mainstream society without compromising
their integrity, culture and social practices.

Non-formal education teaches learning competencies that are comparable to formal

school curricula. Level I for those who have no literacy skills, comparable to Grades 1
and 2 in a formal school. Level II is semi-literacy level to reinforce the basic reading,
writing, and mathematics skills of students similar to Grades 3 and 4.

Levels III to V are flexible competency classes designed for functional literates. Level III
is equivalent to Grades 5 and 6 of formal school. Level IV is taught to adequately
functional literates. This is equivalent to First and Second Years of secondary school.
Level V is an autonomous learning level equivalent to Third and Fourth Years of the
secondary school.

In supporting NFE, PDI is emphatic that assistance must put a premium on addressing
the real learning needs of the IP community. Given this thrust, PDI supports an NFE
Program that is situation-based and action-oriented.

Toward this end, PDI engages parateachers, NFE Coordinators and the District
Supervisors of the Department of Education in continuing dialogues and planning
exercises to refine and calibrate the existing NFE to respond to the articulated/expressed
needs of NFE students. The effects of these exercises are evident in Level III curriculum
where education on livelihood takes off from a recognition of local poverty situation,
identification and analysis of factors contributing to their situation and focusing on
actions to address poverty while pursuing local development. Subsequently, the
resolution to the problem emphasizes community organizing and community building on
top of the skills learned from NFE.

To implement NFE, PDI employs their trained parateachers. PDI covers the honoraria of
of the parateachers while the Department of Education takes care of start of curriculum
and materials development.

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Prior the start of NFES, PDI (through its Executive Director) and the Department of
Education (through the District Supervisor) execute a Memorandum of Agreement to
provide for the terms and conditions as well as establish the respective roles and
responsibilities of the parties to the Project. In general, PDI assumes full responsibility
(as lead agency) over project coordination in collaboration with the Department of
Education’s NFE Coordinator. The NFE Coordinator is responsible for field coordination,
supervision and administration of equivalency examinations.

Parateachers

Local villagers are trained a parateachers or facilitators to teach in their own

communities, organize community-based classes, design and facilitate close cooperation
with the Bureau of Alternative Learning System of the Department of Education. Local
parateachers are more effective in NFE because they know the people and the culture of
the learners. Please See Annex for the details on parateachers.

Table 14
PDI-ESP PREPARE/NFES
List of Parateachers
For the period 2004-2006

Province Parateacher
Municipality
Barangay
I. Zambales
Botolan
Bihawo Amelia Doyanan
Arel Domulot
Imee Jugatan
Yalong Cosme
II. Bataan
Morong
Kanawan Berlinda Restum
Myrna Domulot
Analiza Alejo
III. Palawan
Coron Lalaine Caabay
Malbato Rommelyn Dela Cruz
Malawig Mary Jane Carpiano
Marcilla Myrna Buhwilon
Banuang Daan Chinita Aguilar
Cabugao Belinda Manco
Balisungan Leah Joy Fetalver
Bulalacao Roy Gabinete
Buenavista Emily Latube
Bayang Gadjiel Pontillas
Decabobo Gelwin Avancenia
IV. Aurora
Dingalan
Umiray Gina Borjal
Sharon de Guzman
Matawe Edith Abiando
Salvacion Buizon
Jen Jen Aumentado

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

Table 15
Non Formal Education for Support Development (NFEs)
Parateachers Training Workshops
For the Period 2004- 2006

Province Title No. of Date

Trainors Parateachers
Palawan NFE Facilitators Workshop 11 December 11-12, 2004
/Department of Education
District Office, Coron
LAKAS NFE Facilitators
PDI
NFE Facilitators Workshop 14 July 10, 2006
/Department of Education
District Office, Coron
PDI
Zambales NFE Facilitators Workshop 3 July 18-20, 2004
/Department of Education
District Office, Botolan
PDI
Bataan NFE Facilitators Workshop 2 August 4-5, 2004
/Department of Education
District Office, Morong
LAKAS NFE Facilitators
PDI
Aurora NFE Facilitators Workshop 5 April 21-24, 2005
/Department of Education
District Office, Dingalan,
Baler

Parateachers also assist in the design and development of an appropriate curriculum. It

is noteworthy that the Non Formal Education curriculum designed by the Aeta
parateacehrs of Zambales has been selected by the Department of Education to serve as
a model for the development of Alternative Learning Curricula because it integrates the
prevailing speech patterns and cultural traditions of the Aetas into the learning process.

In the last 5 years, 2,898 IP learners have acquired basic and functional literacy
education.. See Table 16.

Table 16
PDI Non Formal Education Learners
2004-2009

Year Number of Learners

2004 368
2005 413
2006 537
2007 539
2008 372
2009 669
Total 2898

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

Impact of PREPARE

A) Complementary Alternative Support Education (CASE)

Land Tenure Improvement

Through training and paralegal formation, PREPARE was instrumental in capacitating

partner POs in the formulation of strategic actions for resolving Land Tenure
Improvement (LTI) issues may it be in agrarian reform and ancestral domain struggles.
Farmers and indigenous people were trained to facilitate LTI in specific barangays and
municipalities.

Farmers were able to facilitate the distribution of 938.95 hectares from 2004 to 2007
(See Table 17). 625 farmer-beneficiaries became small owner cultivators upon their
receipt of their Certificate of Land Ownership Awards (CLOAs) they received.

This increase in secure tenancy conditions had a significant impact on the agrarian
reform beneficiaries (ARBs). Studies conducted by various research organizations and
institutions revealed that ARBs are in a better condition than non-ARBs. ARBs had higher
incomes, higher output values per hectare and higher valued household assets. They
were more satisfied with their economic conditions and perceived that their well being
had improved compared to non-ARBs.

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 Table 17
Land Tenure Improvement under the
Comprehensive Agrarian Reform Program
(CARP/RA 6657)
By Province
2004-2007

No. Area
Year Location of Land Owner Awarded
FBs* (in Hectares)

2004 Laur , Nueva Ecija 20 Lot 22 Tinio Property 21

Morong, Bataan 15 Frederick De Dios 29.05
Magalang, Pampanga 14 Feliciano Tino 28.8
Angeles, Pampanga 46 Raul Claveria 34.96
Masinloc, Zambales 25 D. Yap 23.5
11 V. Jalipa 11
Candelaria Zambales 14 F. Yap 42.07
Masinloc, Zambales 81 P. Estella 74.66
Tarlac 20 Carbonel 58
2005 Laur , Nueva Ecija 10 Esteban Abesamis 14.97
Tarlac 90 J. Cojuangco 88
Magalang, Pampanga 28 Tinio Prop. 42.51
3 Forfom Prop. 1.5
Morong, Bataan 1 F. De Dios 3
Kaybanban, Bulacan 21 Veterans Bank 12
Felipe Ricafort & Rodolfo
2006 Borac, Palawan 67 Pebiaco 93.93
Laur, Nueva Ecija 17 Lot 23 17
2007 Bagac, Bataan 64 Felicio Banlig 165
Morong, Bataan 14 Abello Property 14
Angeles City 64 Lutgarda Torres Property 164
625 19 landholdings 938.95

From 2004-2007, the Aetas of Floridablanca (Pampanga Province) and Botolan

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

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 Table 18
Recognized Ancestral Domain Domain/Land
Under theIndigenous Peoples Rights Act (IPRA/RA 7381)
2004-2007

Location/ Size Number of

Beneficiaries (In Hectares) Beneficiaries

Floridablanca,
Pampanga 8,218 1,424

Aeta Tribe

Botolan,
Zambales 22,400 1,200

Aeta Tribe
30,618 2,624

The farmer and indigenous peoples played a significant role in facilitating the
Comprehensive Agrarian Reform Program (CARP) and Indigenous Peoples Right Act
(IPRA) processes. Government Offices from the Department of Agrarian Reform
(DAR), National Commission on Indigenous Peoples (NCIP). Regional, Provincial and
Municipal offices and service centers were made to recognize that land and asset
reform cannot be implemented unless the affected sectors are actively involved.

Gender and Development

Rural development and gender equality go hand in hand as key elements of

strategies to uplift rural women. In rural areas, women are unable to participate in
local community affairs because of time constraints imposed by domestic
responsibilities and income-generation activities.

Through CASE, local women leaders are trained to transcend gender issues such as
decision making, reproductive rights, domestic violence and local governance, to
maximize their potential for improving the social and economic conditions of their
families and their communities.

People’s perceptions of women in rural communities are changing. There has been a
notable positive effect on the women who now display more confidence and better
self-esteem. This change can be seen from the increasing number of women
participating in local governance. After the last local elections in October 2007, there
were 34 elected or appointed women officials. Of these, 13 were elected as barangay
councilors. (See Table 19).

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 Table 19
PO Penetration of Local Government Bodies
As of April 2008

Province Local Position Women Men No. of

Local Officials
Zambales Barangay Captain 1 4 5
Barangay Councilor 13 18 31
Barangay Health Worker 8 - 8
Barangay Day Care Worker 6 - 6
Nueva Ecija Barangay Councilor 1 - 1
Pampanga Barangay Councilor 2 - 2
Barangay Secretary - 1 1
Bulacan Barangay Councilor 1 3 4
Palawan Barangay Captain - 2 2
Barangay Councilor - 3 3
Barangay Health Worker 2 - 2
Barangay Treasurer - 1 1
Total 34 32 66

Economic Conditions

More farmers and indigenous peoples, especially among women, are engaged in
varied social and economic activities. These activities provide opportunities for
families to improve their economic status and give them a sense of self-worth and
independence.

CASE enhanced the developmental capacities of the rural poor. Through CASE, PDI
encouraged the initiatives of rural entrepreneurs by advancing their knowledge in the
handling of finances and by introducing various livelihood opportunities. Their
participation has contributed to increased family incomes and the development of
their own self-esteem.

B) Formal Education Support for Development (FESDEV)

PDI has helped reduce the barriers to education faced by the poor in target areas. By
easing the financial strain on poor households, FESDEV scholarships grants have
made an immediate impact on students and the livelihood of their families.

The FESDEV Program has given the rural youth an opportunity to pursue higher
education, improve their personalities and give back to their communities.

C) Non Formal Education Support (NFES)

The ability to read and write has become a necessity in the modern world and
literacy is a big step in improving the lives of the rural poor. The correlation between
education and poverty is well established. The level of skills largely determine the
economic opportunities that the poor can avail for themselves.

Poverty Reduction

NFES equipped learners in the higher levels with skills, which will enable them to
enhance their family’s incomes. These include training in seaweeds propagation,
vegetable gardening and organic rice production.

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Environment

NFE learners were taught the efficient use of indigenous resources. Parateachers
stressed the safe and appropriate use of chemicals in agriculture. By doing so, NFES
was able to provide new learning and skills for farmers and discourage
environmental exploitation and pollution.

Gender and Development

NFES increased the mobility of women learners as indicated by their consistency in

attending NFE classes. The social interaction that occurs during the basic literacy
classes is also a benefit for the women given the limitations and restrictions of
domestic responsibilities.

Community Participation

NFE learners clearly demonstrate that literacy, awareness of rights and justice, and
access to information help alleviate poverty. NFE learners equipped with enhanced
values and confidence are able to access social services and facilities. They are able
to voice their sentiments in community affairs to local leaders and government
officers.

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