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PRAXIS: SCHOOL FARM SITIO FLORA CAPAS, TARLAC

A paper presented to Mr. Joey Sescon Mr. Michael Liberatore Holy Spirit Aeta Mission Office of Social Concern and Involvement (OSCI)

In Final Fulfillment of the Requirements for Economics 177 Theory and Practice of Social Development Ateneo de Manila University

Submitted by: MONICA CO JAYVEE CHUN GABRIEL GARCIA AYESA IDQUIVAL HELENA INDIGNE THERESE PERFECTO ANDREI PROSTADO PAOLO ROCO ARRIANE SERAFICO

SEPTEMBER 2008

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CONTENTS
ABSTRACT............................................................................................................................... 3 INTRODUCTION ..................................................................................................................... 4 SUSTAINABLE LIVELIHOOD FRAMEWORK .................................................................... 6 PROBLEM TREE .................................................................................................................... 10 STAKEHOLDER ANALYSIS ................................................................................................ 16 PROJECT PROPOSAL ........................................................................................................... 19 PROJECT CONTEXT ............................................................................................................. 22 NATURE OF THE PROJECT................................................................................................. 24 PROJECT REQUIREMENTS ................................................................................................. 26 PLANNING AND IMPLEMENTATION PROCESS ............................................................ 27 METHODOLOGY .................................................................................................................. 29 PROJECT MANAGEMENT ................................................................................................... 31 COST-BENEFIT ANALYSIS ................................................................................................. 32 RECOMMENDATIONS ......................................................................................................... 39

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ABSTRACT
This paper is a proposal to create a school farm in Sitio Flora, Capas Tarlac. It contains a short background on the history of the Aetas after the eruption of Mt. Pinatubo in 1991, from the relocation to Kalangitan up to their return to the highlands. The proposed school farm to be built around the recently established school in the community aims to provide additional food for the 30 students enrolled this year. The creation of the school farm will be facilitated by the community officials and parents, the school teacher, Madam Marilyn Masaganda and with the cooperation of the Holy Spirit Aeta Mission volunteers. The group would be enumerating the needed equipment for the creation of the said farm as well as present the flow of operations for the implementation of the project. The last part of this paper would show a financial projection for costs that would aid in the cost-benefit analysis, which would also be presented at the last section of the paper.

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Introduction
After several years since the 1991 eruption of Mt. Pinatubo, the Aeta communities in Capas, Tarlac are still undergoing a stage of recovery. The government has already devised a resettlement plan for majority of the families affected by the volcanic tragedy as a major step towards helping the people rebuild their lives. A place called Kalangitan was then founded for the Aetas wherein houses, alternative means of livelihood, education, communal lands and other forms of assistance were provided. However, despite government effort to relocate them in the lowlands and reduce possible damage from another eruption, some of the Aetas still chose to go back to their original homes, simply because they cannot let go of the life they had in the highlands. The Aetas have now settled in different areas, such as Sitio Flora, where they have established communities of their own but are still experiencing various difficulties. The choice they made to return to the highlands have now made them more vulnerable to social exclusion, where they are isolated and far away from institutions that can help and support them through easier access. For example, immediate medical services are not available in the community. Although a few basic medicines are sold in the local sari-sari store, professional medical care is accessible only in the town of Patling, which is about 4 hours away (by foot) from Flora. The Aetas have constantly raised their concerns about the lack of support from government institutions. The distance needed to travel as well the difficulties encountered because of the undeveloped route make it more difficult to reach their communities, much less address their needs on health, education, livelihood and concerns on ancestral land borders, transportation, etc.

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The rising concerns that the Aetas of Sitio Flora, Sitio Kawayan, etc, have in common has brought about the birth of Labay Ku (Lupon ng mga katutubong Ayta para sa Bagong Adhikain upang Yumabong ang Kabundukan at Umunlad ang bawat isa Inc.), an organization initiated by community heads of the Aetas. The main objective of the organization is to uplift the life of the Aetas. They want to address concerns on livelihood, development of potentials and skills of the people and for securing the title of their ancestral domain. They are gathering the support from the Holy Spirit Aeta Mission, NCIP, PapidNGO, DNR, Military and LRC (lawyer). Because of the demand for the support systems respective purposes, the community heads have been given the privilege to be able to talk to each and ask for a representative from each department involved to help them. So once again, the Aetas are back in their original homes as theyve decided to do soon after their resettlement. But this time, because of their mission to be able to evade the governments ignorance of them, theyve been able to find a strategic way in being able to address their concerns other than merely making the government guess what kind of help the Aetas really hope for and need. The issue of social exclusion is now being tackled even if theyre back in the highlands.

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Sustainable Livelihood Framework

Financial Capital Financial capital of the Aetas primarily comes from the sale of the crops from their farmlands, particularly puso ng saging, gabi and sometimes palay or rice. These crops generate seasonal income for them, only at certain points of the year during harvesting time. Selling of puso ng saging is their usual way of generating income, as gabi or taro are harvested around October when planted during February. Vulnerability due to seasonality is experienced roughly around a 7-month period of waiting for gabi to be harvested. They are also vulnerable against economic shocks and unforeseen events such as illnesses, accidents or other natural occurrences. They often resort to borrowing money or other goods such as food in order for them to get by due to lack of income generation during months when they do not have any resources to sell. Depending on how their harvest will be, the income they earn differs regularly. A common but pressing difficulty they experience in selling these crops they have harvested is the lack of transportation, which leads to more costs, in terms of time and money as well. This is the largely due to unpaved roads and weather concerns such as heavy rains, which not only ruin their crops, but also make the paths too slippery, too muddy, and inaccessible. Income will also depend on how much these crops will sell in the markets. Most often than not, they do not get a fair value for these. Buyers are quick to point out that because 6|Praxis: School Farm, Sitio Flora

these crops have traveled through rough paths and in un-ideal conditions, they demand very low prices for their harvests. Another issue is that since the people in the community generally sell the same type of crops, their products are very much available, thus pricing higher, even if it is the just price, is not ideal, and even harmful because it would be easy for buyers to purchase the same types of crops of similar quality from another producer. Borrowing is common for them as their neighbors who are most often than not, their relatives, lend them needed money with no interest. Borrowing goods, often food products, is also common among them such as borrowing crops, rice, and other such goods in exchange for their own future harvests. This is common especially during the waiting period when previous harvests produce have been fully consumed, and the next harvesting season is still months away in order for them to get through time period. Problems arise when harvesting time comes again because dues have to be paid, and the insufficient harvests supposed to be for consumption will have to be decreased even more for debt repaying. This cycle is very common and is a reality for many families. As for their expenditures, their disposable income is mainly spent on basic necessities such as food (rice), gasoline, and clothes. The problem of their income most often than not falling short of their necessary

expenditures was an issue often voiced out by different families in the

community. Given the resources available to them, majority of the people in the community is involved in farming. The men work from sunrise until sunset, only going back to their houses for lunch, after which they once again resume working in the fields. The women work at home, fixing and taking

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care of the house, and performing the necessary chores. Their activities under normal circumstances most often have nothing to do with farming. According to the random interviews that the group conducted, 28.5% which comprises the largest segment, have not undergone any form of formal education. The chart above also shows that from the sample taken, not even one of them was able to reach secondary education with the 6th grade as already the highest level attained.

Chart 1: Educational Level in Sitio Flora

Their major source of food comes from the very crops that they grow in the fields. Money obtained from selling some of these crops are used to purchase food products such as rice, fish, coffee, sugar and milk. Looking into their health concerns, a common sickness in the community, especially during the rainy season is colds, diarrhea and fever. As mentioned earlier, indigenous people do not have sufficient access to medical services, thus often resorting to traditional/cultural medical practices. Examples of which are herbal medicines, performing spiritual rituals, and faith healing.

Natural Capital

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The natural capital they are most abundant with are the lands, fields, and plants in their community. This explains why the major industry is agriculture. The river is another natural capital, and is often used as a water source for drinking, cooking, washing, bathing, and doing laundry.

Social Capital Social capital is also present as they have a healthy sense of community, working together whenever they can despite the occasional instances of conflict. They

engage in the Bayanihan tradition when they are building something for the communitys sake evidenced by their volunteer of such method for building the proposed school farm.

Physical Capital Physical capital present in the community are carabaos which are used for farming, means of transportation, and means of income when rented out, the recently built school for preparatory schooling for the children in the community, the community area/church sponsored by a Korean non-government organization, their bamboo houses, and the natural capital such as the land itself and the river which serves as their water source for cooking, washing, doing laundry, bathing, and other such activities .

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Hampered by the lack financial capital, the Aetas survive simply by eating what they harvest. Most of their needs are provided by nature, albeit at times when those provided are insufficient to meet the demand. The key for them is to maximize the use of whatever is provided to them by nature. Should there be excess harvests which they do not consume or set aside for selling, the earnings they are able to get can be invested into improving their livelihood, such as the purchase of a carabao to help till their farm, transport their harvests to be sold in other towns, or be rented out to be used by others. Most of them, having insufficient education, have little or no choice but to be farmers and work in the lands that their fathers have once tilled. The Aetas, however live simple lives devoid almost completely of material things and seek only protection and security that will provide them with nourishment, shelter and a sense of peace. In extending the little help that we could, we would be building with them, the road to progress. A kind of progress seen not only in monetary terms but also in the over-all development of the Aetas as a people, ensuring the quality of their health and education.

Problem Tree
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Poor Quality of life

Lack of Education

Insufficient supply of basic needs

Inadequate supply of food

Low literacy rate Child Labor Low income Inefficiency in Farming Decreased disposable income

Malnutrition/ Health Problems

Unaware of new farming techniques

Unaware of weather forecasts

Inaccessibility of Public services

Poor self-esteem

Limited access to media

Isolation

Geographical Distance

Discrimination

Difference perceived in culture and tradition

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The objective of the school farm is to provide the food for the students of Sitio Flora who will, for the first time, be attending classes for formal education. The Holy Spirit Aeta Mission were intent in their desire to uplift the community through education, but they did not want to impose this to the community. They waited for the community to see for themselves the importance of this project so that they would value and take care of the school to be given. After some time, the people of the community itself approached and sought the help of the Holy Spirit Aeta Mission volunteers, and agreed to let the sisters help them build a school of their own. Prior to this, most school aged children attended school in the town of Manabayucan, which is about 4 hours away from Flora. Here, we could already see the inadequate services that are offered in the community the absence of basic school facilities or accessibility to it. This lack of basic education, coupled with the problem of insufficient food supply would be the main concerns to be addressed by the proposed school farm. The school has already been successfully built, and classes have already commenced (mid-July of this year); however, this does not mean that the community is already set in terms of needed education. Having the structure does not necessarily assure that the community of Sitio Flora will be able to successfully receive the intended education. Factors such as responsiveness and some outside factors will determine whether the intended aim of the school will be successful or not. From the interviews gathered, the group found out that distance from the school was not the only problem that contributed to the low literacy rate of the people in Sitio Flora. Other problems include the fact that many of those who attended school were forced to stop their schooling due to the children being needed by their families to work in the fields. Extra hands working in the farms could possibly translate to a higher output and more efficient rate of production from the land and are perceived as more pressing concerns for the family, over

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attending class. For this reason, the students would stop schooling at the middle of the year, during peak working seasons in the fields. Most of them would go back and continue schooling after the planting and/or harvesting season, but some, having already missed a lot would prefer to stop attending school. The children, even though they want to continue studying, often do not feel comfortable with going back to class after missing many class sessions and being very much left behind schoolwork, and would prefer to drop schooling altogether. What the school farm would be offering to address this problem is a stable source of food for the school children. Serving more than just an incentive for going to school, the school farm would be assisting the parents as they put their children through school. Considering that there are a lot of additional costs that schooling would be imposing on the parents, the school farm would in a way slash out future expenses for food that these school children would need. This type of support that the families would be receiving is perceived to be a major benefit and of big help to the community, as the interviews have revealed. The mothers have shared that this would definitely be a positive push for them to enroll their children into the school. They understood the fact that as growing children, their kids needed as much vitamins and nutrients for them to develop well and normally. Due to the varying patterns of harvest, seasonality of crops, natural calamities or other external forces, families experience a dry spell when they are forced to just eat sweet potatoes and bananas for breakfast, lunch and dinner. This is insufficient and very detrimental to growing children, who at this point, need all the energy they can get to assist their mental and physical development and growth. Therefore, the school, even in its humble beginnings as a small project offering only preparatory education is already a big step towards improving the literacy rate of the community. Duly supported by the school farm, the basic nutritional needs of the children are addressed and the sustainability of the project is assured.

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The problem tree presented in page 11, shows that the problems of education and health are not isolated effects stemming from singular causalities but are rather elements of a more complex web showing a network interrelationships where effects of a certain condition or phenomena become causes to another phenomena. At the very bottom of the problem tree, it can be seen that geographical distance and inaccessibility of interaction between them and outside communities, discrimination and difference perceived in culture and tradition are the main sources for the isolation of the Aetas. Now this isolation could be either forced upon them by the location and the treatment that they receive from other people or this could also be a personal choice of the Aetas of distancing themselves from the people who perceive them as different and conversely those people who they consider different from them. This isolation is not only on a psychological level but is also manifested in the physical level. As a result of this, they not only get poor self-esteem but also distance themselves from the basic services offered by the government and the NGOs. It was mentioned earlier that they lack medical services and would have to travel for about 4 hours in order to avail of basic medical services. It was mentioned in one of the casual conversions that group had with the natives that one of them, has never even seen a doctor. The result of this lack of medical support is ultimately reflected in the poor health conditions of the people, who when faced with a certain illness usually just waits it out until they get better, without seeking costly medical help. In addition to this, they are kept at a distance from the outside world and are thus left unknowledgeable of the current events, recent technological breakthroughs and other news which are of significance to them such as the weather reports. Being left behind technological and technique developments could be a big contributing factor to the inefficiency in their current farming methods.

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The community for example, does not use any form of pest control, irrigation system and fertilizers to support their main source of livelihood. This leads to a lower produce than its potential; and therefore to a lower income for the farmer and his family. Being unable to fully support the family in all their needed expenses, child labor becomes something common as the children help out in whatever way they can in the fields. This, along with the lowered self-esteem that they experience due to social exclusion contributes to the lowered literacy rate of the Aetas. As they think less of themselves they being content with whatever situation they are in now and thus prevent personal growth and development. Further, this literacy rate is kept low due to the lack of educational opportunities in the community which can be traced from their isolation that prevents them from availing of the basic public services.

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Stakeholder Analysis
Below is a table showing the different stakeholders in the project. The most critical players are the parents and the students who are both the active participants as well as the beneficiaries of the project. The parents will be benefiting from this endeavor through the reduced costs that they would have incurred (additional food, dormitory expenses and transportation costs) if they had sent their children to schools outside the sitio. The children on the other hand would be provided with primary education such as basic math and English as well as skills training in agriculture. In addition to this, the students would directly benefit from this as they would be rationed with crops harvested from the school farm. Both are expected to participate in the implementation of the project through the accomplishment of the different tasks assigned to them. Several other people are influential in the accomplishment of the said project and these are the Holy Spirit Aeta Mission, the Labay Ku and the officers of the community. The Holy Spirit Aeta Mission is an organization that provides relief operations and development projects for the Aetas directly affected by the eruption of Mt. Pinatubo. The HSAM has already established schools in the different sitios in Capas and has now began the project of providing preparatory education for the children in Flora. The HSAM has been really active in the planning process of the project and is also engaged in looking for sponsors who are willing to fund the project. The LABAY KU composed of the heads of the Aetas are also involved in this project from the planning stage to its implementation. Their objectives, which are to uplift the life of the Aetas and the development of their potentials are very much in congruence with the objectives of the HSAM and the interests of the community in Flora.

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STAKEHOLDER GROUPS

INTERESTS AT STAKE IN RELATION TO


THE PROJECT

EFFECT OF PROJECT
ON INTEREST

IMPORTANCE OF STAKEHOLDER FOR


THE SUCCESS OF

DEGREE OF INFLUENCE OF STAKEHOLDER OVER PROJECT

PROJECT Holy Spirit Aeta Mission Organizing and empowering -positive

indigenous people communities Building capacities of peoples organization in securing ancestral domain Developing partnership with -positive Very Important Significant Influence -positive

NGOs and POs and government agencies that advance indigenous peoples agenda (source: Area Profile, Sitio Flora 2008) Sitio Flora Officers Increase community Participation in the project -positive literacy in the -positive Very Important Very Influential

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Students of Sitio Flora Parents of the Students -

Support from the community Obtain basic education Get proper nutrition Participation in the project Better education for their children Additional food that would assist them in feeding their children

-positive -positive -positive -positive -positive -positive Critical Player Very Influential Critical Player Significant Influence

Labay - Ku

Participation in the project

-positive -positive -positive -positive Important Significant Influence

-raise the Aetas standard of living -ensure food security -respond to the needs of education (both young and old) -preserve and promote Aeta culture, health and human rights

-positive

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Project Proposal
SUMMARY OF INFORMATION Project Title Developing a School Farm for the children of Sitio Flora Project Site Sites Socio-economic Background Sitio Flora, Capas, Tarlac Main sources of livelihood Farming Planting Vegetables Pamumuso (gathering banana cores) Tending to livestock such as pigsand chickens Alternative sources of livelihood Some are able to work in the nearby town Patling and the Tarlac town proper as helpers, gardeners, or workers. Sites Socio-cultural Background Educational Background Majority of the population in Sitio Flora have had no formal education. A handful of people know how to read and write The sisters of the Holy Spirit Aeta Mission initiated a preparatorylevel school. Sites Socio-political Background Influential Personalities Facilities Tribal Chieftain: Tatay Ruben and Elder Council Aeta Leader/Organizer: Bayani Tribal Council (LABAY KU)

Sanitation

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They do not have toilets or bathrooms. They bathe in the nearby stream.

Water Source They do not have an irrigation system but they get their water from a Tubig Poso Lighthing/Electricity They use oil lamps as their main source of lighting Direct Beneficiaries In Cooperation with the Organization Mission Coordinator Mobile Contact Number Approximately 30 Aeta Students Holy Spirit Aeta Mission Sister Malou Santos 0917-8250431 The Project targets the communitys basic social services such as the students health and education while contributing significantly to its Social Capital (Capital Building).

Project Type

DEMOGRAPHICS Sitio Flora is made up of approximately 35 families each composed of 3-6 individuals. According to the economic profile provided by the groups facilitator, Bob Pamisa, here is an approximation of the communitys demographic data: Total Community Population Total number of Males Total number of Females Number of unmarried individuals 172 100 72 98

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Number of married individuals Total number of individuals who are Catholic Total number of individuals who are Born Again Total number of individuals who are Methodist

74 50

46

76

Source: Community and Economic Profile of Sitio Flora, Capas, Tarlac. October 2006.

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Project Context
HEALTH AND SANITATION Health is one major issue in the community due to the fact that it is situated in an area that is very distant from the nearest hospital in town. It takes four hours to get from Sitio Flora to the town proper. Also since the community does not have its own source of water and electricity, diseases are rampant. Diseases often experienced by the people in the communityaccording to the groups surveyare (1) the common cold, (2) Fever or flu, and (3) Diarrhea. These illnesses are mainly caused by having practices which are unsanitary such as drinking dirty water or eating with unwashed hands. Sanitation is also one main issue for the community contributing to the fact that all households do not have comfort rooms or shower rooms. One may defecate or urinate anywhere for as long as he/she cleans or covers it up. Bathing is done in the streams which are heavily infected with different types of bacteria owing to the rain, carabao dirt, and naturally growing bacteria living in the body of water.

ECONOMIC DESCRIPTION OF THE COMMUNITY The main sources of income, according to the groups survey, for the families in Sitio Flora are (1) Pamumuso or gathering of banana cores and (2) Farming. Below is a list of the crops that are commonly planted in the community: 1. Kamoteng kahoy 2. Kamoteng baging 3. Gabi 4. Mais 5. Palay 6. Malunggay 22 | P r a x i s : S c h o o l F a r m , S i t i o F l o r a

Each family barely makes enough to get by every month because of two reasons. One of which is that, as already mentioned, not all families own carabaos and karitons to transport their sales from their community to the town proper with. Second is that vegetables and other crops are seasonal and therefore, they have a hard time with money during the period wherein they wait for harvest season. So in order to provide themselves with their needs, borrowing becomes a common practice. Interviews reveal that borrowing money from one person to another usually does not involve paying back with an interest. Also, at times, goods instead of money are traded. For example, crops are traded in exchange for grains of rice. In addition, other members of the community own and raise animals such as carabaos, pigs and chickens. Even though the community recognizes the importance and the great economic benefits that owning an animal such as a carabao can provide, the lack of money prevents them from purchasing one. With this, some of those who do own a carabao is able to earn extra money as they rent out these animals that are used to transport crops harvested from the sitio to other towns or neighboring sitios. A fee of P100 is charged for the transportation of 1 sack of gabi and P30 for 1 sack of puso ng saging. Many, if not all of the adults in the community have not experienced a formal education due to the fact that they are situated very far from the town proper where schools are located. Due to this, the Aetas in the community find it hard to acquire a stable and high paying employment in the city. For this reason, the main source of living for the Aetas in Sitio Flora remain to be heavily agricultural. In addition, due to lack of education, funds and technical know-how, means of production remain at the traditional level.

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Nature of the Project


The newly built school in Sitio Flora will be accommodating around a 30 students. In order to support and encourage school attendance, a school farm would be built around it. This project would be made possible with the help of the leaders and the parents in the community who would be responsible for initial work in setting up the farm. This would include a) fencing the lot b) plowing the field c) selecting and planting the crops and d) assisting the students in the maintenance of the farm. In line with this endeavor, basic agriculture (i.e. crop cultivation and maintenance) would be part of the curriculum. Indicators Means of Verification GOAL: Increase literacy rate of the Aeta community in Sitio Flora, Capas, Tarlac - Reduce dropout rates to 0-5% within - Teachers reports and student - Other factors do not affect ability of students to go to school (i.e. calamities, weather, etc) - Available teacher, educational materials, and working curriculum PURPOSE: Decrease absenteeism due to hunger or scavenging - Increased attendance in school - Increased staying rate - Teachers attendance and enrolment records (quarterly and - School is already established - Source of food (farm) is closer to the school - Available and idle land are put to use - School farm is properly managed and maintained by 24 | P r a x i s : S c h o o l F a r m , S i t i o F l o r a Assumption

a year of the projects performance implementation evaluations - Graduation rate - Evaluation results

- Increased enrolment annually) rate - Improved BMI (body mass index) - Measurement of childrens weight and height

community leaders and overseen by HSAM OUTPUT: School farm - Complete set-up and operation of school farm - Field visits/inspections - Project records - Evaluation results - Readily available/accessible land - Provided equipment and seeds - Community members able and willing to participate in the farm ACTIVITIES & INPUTS: - Fencing, tilling, planting, watering, maintaining, harvesting and division of harvest amongst students - Seeds, farming equipment, carabao - School farm enclosed (through posts and chicken wires) 300 sq meters of lot surrounding the school - Land regularly tilled - Different kinds of crops planted and harvested regularly - Field visits/inspections - Project records - Evaluation results

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Project Requirements
1. Farm Equipment a. Fencing i. 12 sheets of Chicken wire ii. 75 kg of Nails iii. 1 Hammer iv. Wooden Posts b. Plowing i. 1 Carabao ii. 2 Araro c. 2 Trowels d. 5 Rakes e. 20 Bolo/Itak f. 20 Shovels g. 20 Water sprinklers 2. Crops a. Gabi b. Kamoteng Kahoy c. Corn d. Malunggay 3. Labor a. Men o Fencing, plowing and planting b. Children o Assist in the planting, in-charge of maintaining the crops, replanting c. Compensation for labor i. 5 packs of Coffee ii. 50 servings Rice

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Planning and Implementation Process


I. Initial Planning This is to be facilitated by the community officers headed by the Barangay Chairman Andres Victoria, in coordination with the Holy Spirit Aeta Mission under the mission coordinator, Sr. Malou Santos and Sitio Floras school teacher Madam Marilyn Masaganda. The items to be discussed in the initial planning would include: a. Discuss objective/s of school farm b. Identification of the equipment Needed c. Procurement of Equipment d. Lot area e. Designation of tasks f. Assessment of soil quality g. Time Frame of Project

II. Preparation of Land a. Fencing o This is to be accomplished by 30 men from the community o Total area to be fenced: 300 sq. meters; perimeter: 68 sq. meters o Estimated number of working days: 2 days o Each worker would be given compensation for labor per day

b. Tilling the Soil and Planting o This is to be accomplished by 30 men from the community o Estimated number of working days: 1 days o Each worker would be given compensation for labor per day

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III. Maintenance of Crops o This is to be headed by Madam Masaganda, school teacher, to be assisted by barangay officials and parents o Basic agricultural studies would be part of the curriculum. Activities to be participated in by the students would include: Note: Classes would be held 5 times a week (Monday- Friday), with 15 students attending class in morning (7:30-12) and the other 15 to attend the afternoon sessions (1-5) Crop maintenance tasks would be dependent on the different needs of the specific crops. Tasks would be distributed among the students to ensure that both the morning and afternoon groups would contribute to the work. Watering the crops Weeding Digging of soil (to allow air to enter the roots)

IV. Harvesting o To be done by students with the help of their parents o Upon harvest, each student would be given an approximate amount of 1 kilos of produce

V. Post-Harvest Activities o A portion of seedlings per crop would be saved for replanting. This is to ensure the sustainability of the school farm. Storage: it has been agreed on during the barangay meeting that the seedlings and farm equipment will be kept in a storage 28 | P r a x i s : S c h o o l F a r m , S i t i o F l o r a

room beside the classroom. All the equipment would be for the exclusive use of the school farm. o Replanting To be accomplished by both parents and students

o Sell Surplus (if any) Excess produce can be sold at a lower price to the community, this would serve as additional income for the maintenance of the school farm Note: This can be done when a surplus has already been achieved and when a sustainable development of the school farm is deemed possible. This is to be pursued not at the expense of the students who might be getting less due to the crops which are to be set aside for selling.

Methodology
The group carried out the following activities to analyze the feasibility and the probable rate of success of the proposed school farm: 1. The group conducted one-on-one interviews with different adults of the community. Some of the specific questions mostly revolved around the following themes: a. sources of income b. resource allocation c. expenditure habits d. sources of food

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e. crucial concerns such as: i. health and medical issues

ii. their sense of lack and deprivation iii. lack of education iv. issues on being excluded v. hardships and dangers of their sources of livelihood vi. injustices they experience within and outside the community 2. The group also conducted a guided FGD with the major leaders of the community to consolidate and confirm the information gathered during one-on-one interviews. The proposed school farm was also discussed and agreed upon the necessary decisions that have to be made by the community such as: a. The projects perceived goal and objectives b. Setting the territory and boundaries to be used for the project c. Setting tasks needed to be done d. Delegating tasks to key people e. Crops to be planted f. The necessary tools and equipment for the school farm 3. The group gathered necessary soil samples and conducted a soil test to confirm whether the agreed crops to be planted will be ideal for the available nutrients and quality of the soil. 4. The group also referred to secondary data sources to substantiate the firsthand observations and the data collected from the people.

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Project Management
1. To head the initial farm preparations such as the fencing and tilling of the land, the community may elect a representative who would be delegating the different tasks to the 30 men involved. 2. The planting of the crops would be facilitated by the parents with the help of the students 3. The activities involving the curriculum would be facilitated and supervised by the community teacher, Madam Marilyn, in coordination with the sisters of the Holy Spirit Aeta Mission
4. The distribution of the produce to the students would again be facilitated by Madam

Marilyn with the assistance of the mothers in the community.

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Feasibility
1. ADMINISTRATIVE FEASIBILITY To be implemented by the Holy Spirit Aeta Mission and community leaders Process of Implementation (for a more detailed view of the process, please refer back to page 27) I. Initial Planning II. Preparation of Land a. Fencing b. Tilling the Soil and Planting III. Maintenance of Crops IV. Harvesting Advantages 1) There is enough land in the area to be utilized for the school-farm. Hindrances 1) School is in its early stages of development therefore it might be difficult to account for many functions such as being a: (a) School (b) Food-storage facility

2) Population is not too big that it becomes difficult to manage and organize.

2) Outside administrative help may pose as a problem because of the areas distance and seclusion.

3) Information dissemination regarding farming techniques would be generally easier because members of the community have the background needed.

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2. POLITICAL FEASIBILITY BENEFICIARIES: Aetas of Sitio Flora, Capas, Tarlac o Through the groups facilitation of an FGD, evident was the need for the establishment of a school farm. There was a positive reaction from the Aetas regarding this proposition because it answers their problem regarding food supply and education for their children. ATENEO: The group in cooperation with OSCI, developed the proposal

3. COLLATERAL EFFECTS OF THE POVERTY STRATEGY a. SAFETY-NETS in response to: i. calamities ii. Food shortage iii. Financing b. PARTICIPATION IN THE COMMUNITY There will be increased participation of both parents and children in inter-household and community life through the establishment of the school farm.

4. TARGETING POTENTIAL OF THE POOR Aetas will be directly benefiting from the projectfood supply and education which are main problems/issues of the community No overflowing of benefits to the non-poorsecluded community

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5. TAILORING THE SOLUTION OF THE PROBLEM The project is not an end in itself rather it serves as means for the Aeta community to experience a better life. It is one step towards a better future for them.

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Cost-Benefit Analysis
COSTS OF SCHOOL FARM (Sitio Flora, Capas, Tarlac) Item Soil Analysis Initial Operating Expenses Item Quantity PHP/Unit Chicken wire (sheets) 12 850.00 Nails (kg) 75 1.00 Hammer 1 150.00 Seeds * * Coffee for workers (kg) 5 250.00 Rice for workers (kg) 50 50.00 Kalabaw 1 18,000.00 Araro 2 500.00 Shovel 20 100.00 Bolo/itak 20 120.00 Trowel (suyot) 2 45.00 Rake (kalaykay) 5 100.00 Water sprinkler 20 50.00 TOTAL EXPENSES

Price 450.00 Price (PHP) 10,200.00 75.00 150.00 2,174.00 1,250.00 2,500.00 18,000.00 1,000.00 2,000.00 2,400.00 90.00 500.00 1,000.00 41,789.00

Breakdown of Cost of Seeds


INITIAL COST OF SEEDS/CROPS Item Quantity (kg) Price/unit Price Gabi 50 8.00 400.00 Kamoteng kahoy 50 3.48 174.00 Corn 50 12.00 600.00 Malunggay 50 10.00 500.00 Monggo 50 10.00 500.00 TOTAL PRICE OF SEEDS 2,174.00

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Benefits of Community Farm (Projected for 5 Months)


BENEFITS: Production Expected Price Item Yield (PHP/kg) Gabi (kg) 1250 8.43 Kamoteng kahoy 2775 5.00 Corn 1170 12.00 Malunggay 2760 10.00 Monggo 2000 10.00 Total Income from Farming OTHERS Additional income from carabao renting Total Extra Income TOTAL PROJECTED INCOME Value of Production (PHP) 10537.50 13875.00 14040.00 27600.00 20000.00 86,052.50 1800.00 1800.00 87,852.50

Costs and Benefits


Total Expenses for School Farm 41,789.00 Total Projected Income from School Farm (5 mos.) 87,852.50

The first value (P 41, 789.00), is the cost of the set-up of the school farm, including the soil analysis, equipment, tools, labor requirements, and of course, the seeds. The second value (P 87,852.50) is the projected income for five months of operation of the school farm. Although the school farm stands for the main purpose of subsistence and food, it is necessary to quantify the value that the community will be getting from it. Thus, in computing for how much actual income they stand to gain if they operate this school farm and sell the crops, we can consequently see that this is also what they can benefit in terms of food production. It is necessary to get this in peso value, so that it will be comparable to the peso value of the costs.

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Assumptions 30 enrolled students Set up o 30 adults o 3 days of work Day 1-2: Chicken wire (bakod) Day 3: Tilling the soil and planting

Land Area: 250 square meters o 9 sqm/child o Daily work of children: Watering the crops, weeding (if needed)

Benefits (Non-quantitative) The school farm will serve the function of providing the students with food during harvest intervals, as well as during emergencies or situations wherein they must provide food for subsistence. This would be a big step towards lessening malnutrition, because whenever their normal community or family harvests come up short, they have an additional source of food. Therefore, this supply of food can directly lead to increased nutrition. Consequently, this can lead to a higher survival rate, and therefore a steady and balanced population growth in the community. Not only is this important in the overall health of the children and people in the community, but this can also subsequently lead to improved performance in school. And since food supply for the students will cease to be an issue, we can expect not just a high enrolment rate, but a higher retention rate as well. This can be brought about by the fact that instead of spending their time gathering or hunting for food that will augment their familys needs, they have more time to spend actually learning in school. Incorporating farming into the schools curriculum and providing them with an actual venue to practice it also serves as skills training for the children: served by both the farm

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activities, as well as better education. Thus, the students will be better equipped for the future jobs and activities that they will perform. Aside from benefiting the students themselves, this will also encourage active participation and a sense of joint responsibility within the community. Since they were the ones who asked for this, as well as subsequently gave their input for it they will be more encouraged to see the project through and maintain it.

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Recommendations SOIL ANALYSIS RESULTS

Ph level Sample A Sample B Sample C Sample D 6.0 6.0 6.0 6.0

Nitrogen Low Low Low Low

Potassium Medium Medium Medium Medium

Phosphorus High High High High

The result of the soil analysis is consistent for all four corners of the proposed school farm. It is also suitable for the communitys main crops: banana and gabi, because of its relatively neutral ph level and presence of essential nutrients essential for crop growth: nitrogen, potassium and phosphorus. Given the favorable chemical composition of the soil, the test reveals that it can support a wide variety of crops. The limitation to the kinds of crops to be planted is determined not by the soil contents but by the specific demands of particular crops. Rice for example requires more water than other crops. Given that Sitio Flora does not have an

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irrigation system to meet this kind of requirement, rice is not recommended as a crop to be planted. In addition, rice requires a relatively long growth period before harvest, meaning that the idle spent waiting for harvest could be otherwise spent in planting quick yield crops such as monggo and corn. The use of fertilizers for the growth of banana and gabi is recommended for better efficiency and optimal crop yield. The following table shows the recommended amount of fertilizers to be used per plant per year in grams given the low levels of nitrogen, medium levels of potassium and high levels of phosphorus.

Recommended amount of fertilizers to be used per plant per season (in grams):

Ammonium Sulfate Banana Gabi 75-160 21.4 - 32

Superphosphate 20-50 12.2 25

Muriate of Potash 0 0

The group also recommends annual project assessments to be conducted by the officials and the Holy Spirit Aeta Mission. This yearly evaluation would help the community assess if the said project has accomplished its primary goal of providing food for the students. Below are some indicators that the community can use during the projects evaluation:

a. Crop yield per year b. Number/ Weight of crops that the students receive c. Consistency of supply of crops given to the students d. Percentage of absenteeism due to sickness per month

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e. Number of students completing the course per year f. Number of students completing the course versus the initial number of enrollees at the beginning of the school year

Going beyond just providing food for the students, the project could also rent out the carabao at the same price as the other carabao rentals, which is pegged at P100 for transporting a kilo of gabi and P30 for transporting a kilo of puso ng saging. Finally, the group recommends that when yearly assessments reveal a progressing trend in terms of the benefits that the children receive (increasing number of received crops, less absenteeism, improving number of students completing the course), surplus crops may be sold to the community. The income generated from this may be used to purchase additional seedlings and needed equipment. It may also be used to shoulder the maintenance of the school and other future expenses.

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