ASEM Trust Fund for the Asian Financial Crisis

Implementation Completion Memorandum

Philippine Out-of-School Children and Youth Development (POSCYD)

Project
ASEM Trust Fund No. 023514

Background and Objectives:

In the Philippines, the trend for the past ten years show that for every 10 pupils who enroll in grade
school, only 7 graduate. The same ratio is experienced among the high school students. Main reasons
cited for dropping-out are mostly poverty related. While basic education is free, many poor families are
unable to finance the ancillary school needs of their children.

Deprived of completing high school education, the out-of-school youth are further marginalized from
acquiring technical skills. As mandated by the law, technical education in the Philippines is a post
secondary course.

The continuing inability of many poor young people to complete basic education and/or undertake
technical education, consign them to the vicious cycle of poverty. Their lack of education constrains their
access to better-paying jobs or ability to succeed in entrepreneurial pursuits, all of which require higher
degree of literacy. Workers with solid foundation in technical education, have better chances of landing
jobs.

Amidst increasing incidence of out of school youth exacerbated by political and economic crises, the
project seeks to:

1. develop and test mechanisms that will enable children in the age group 7 to 14 to be schooled or
remain in school; and

2. pilot the implementation of an employment and entrepreneurship program for youth in the 15 to 24
year age group, integrating technical skills development with life skills development.

TF no. 023514 was implemented in conjunction with TF no. 023513, which is bank managed.

Achievement of Trust Fund Objectives1

Under TF no. 023514, a total of 16 sub-projects were funded from ASEM World Bank grant to the
POSCYD Project. Of the 16, two (2) sub-projects focused on bringing back out-of-school children and
youth back to formal in-school and another two (2) through alternative learning system for their basic
education. Eleven (11) sub-projects provided integrated technical education and one (1) provided formal
in-school basic education and integrated technical education to different sets of beneficiaries. In addition
to the 16, a youth summit held in the 16 regions in the country led by the Department of Social Welfare
and Development was also funded.

1
Please see attachment for list and briefs of the 16 sub-projects funded under TF023514

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A total of 566 poor out-of-school children and youth went back to formal primary or secondary school
through three (3) sub-projects. They were provided with ancillary school needs such as uniforms, shoes,
bags, notebooks and subsidy for school fees, transportation expenses, school projects and field trips. For
those who have no access or cannot attend regular classes, alternative learning systems in basic education
were provided. The Accreditation and Equivalency (A & E) Program of the Bureau of Non-Formal
Education, Department of Education (DepEd), was offered to a total of 753 out-of-school youth who
wanted to achieve an equivalency of high school education and another 300 participated in the Angelicum
College Home Study Program, a private initiative.

A total of 1,290 high school dropouts were enrolled in integrated technical education . All of the
technical education courses undertaken by the target beneficiaries are tied up with skills that are in
demand by different industries and provide for on-the-job training and employment assistance.
Alternative learning system, to resolve deficiencies in basic education and life skills training, to enable
the youth to cope with personal and interpersonal conflicts are incorporated in these courses.

A “Skills for Life” Program, specially designed for the Filipino Youth, was developed with assistance
from the International Youth Foundation (IYF). Except for one (1), all sub-project proponents sent
participants to the teacher’s training course conducted in May and November/December 2001 by a
consultant of IYF. In cooperation with the DepEd, training for Non-formal Education A & E Program
instructional managers was provided to teachers from 11 integrated technical education sub-project
proponents.

The Youth Labor Demand Study was completed and now serves as reference material for the POSCYD
Project Team and is made available to other interested parties.

The 16 sub-projects funded were implemented with counterpart resources from government, business
sector and civil society organizations. Concerted resource generation and complementation has, however,
not been achieved at the national level and to a limited extent at the local level.

The POSCYD Project has an Oversight Board that provides direction and general policies and does the
final review of sub-project proposals for funding through its Executive Committee. There is also a
Technical Working Committee that recommends to the Oversight Board general directions to take and
sub-project proposals for approval.

Together with direct beneficiaries of the TF # 23513, the POSCYD Project exceeded its target of 3,000 by
1,872 for a total of 4, 872. With the average trend of about 15% dropout rate, the resulting net direct
beneficiaries is 4,119, exceeding the 3,000 target by about 37%. It must be noted, however, that one
integrated technical education proponent, the Laguna State Polytechnic College, a government school
(funded under TF #23513), offered the curriculum it developed under its POSCYD Project funded sub-
project, as a subject to high school graduates taking information/communication technology courses. The
said sub-project has total of 553 students who finished or are still undertaking the subject.

Execution Experience and Results

The formal start of the Project was delayed by about eight (8) months due to the need to design a working
arrangement, as articulated in the memorandum of agreement, acceptable to both the Department of
Social Welfare and Development (DSWD) and Children and Youth Foundation of the Philippines
(CYFP). Both institutions, DSWD (representing government) and CYFP (representing civil society) were
new to the working and funding arrangements that involved financial and technical support from a multi-
lateral organization like World Bank. Furthermore, there were no precedents to use as references.

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Most competency building programs in the country for the out-of-school children and youth are addressed
to those in especially difficult circumstances or are of above average intelligence and diligence.
Furthermore, technical education is a post secondary course in the Philippines. Except for one, it was the
first time for all the sub-project proponents in integrated technical education to accept substantial numbers
of high school dropouts as trainees.

Given the opportunity, most poor out-of-school children and youth, are interested to undertake basic
and/or technical education. Among those who took advantage of the initiatives of the POSCYD Project,
however, many were forced to dropout again. They are usually the ones who have to help augment family
income, regularly perform household chores and/or take care of their younger siblings. Others could
simply not afford out-of-pocket expenses such as transportation expenses despite the subsidy that some of
the sub-project proponents provided. Among the estimated 15% of the out-of-school children and youth
who were assisted to enroll in formal/non-formal basic education and integrated technical education that
once more discontinued their studies, poverty is still the most prevalent reason. They are said to come
from the poorest of the poor who sometimes go to school without breakfast, would eat candies for lunch
and hardly have any transportation money. Money they spend is usually money that is taken away from
the daily food needs of their families, thus they opt to work if jobs are available.

Among the out-of-school children and youth who were brought back to formal school for their basic
education, the dropout rate is 13%. If compared to the estimated national average dropout rate in school
year 1997-98 of 7.42% for grade school and 10.76% in high school, the experience of the POSCYD
Project would seem high. It must, however, be noted that the base used in the computation that resulted
to 7% national drop out rate included all students, not just the poor ones. Without the initiative of the
POSCYD Project, its total of 870 beneficiaries (TF 23513 & TF 23514) in formal in-school basic
education would have remained out-of-school.

Home based alternative learning system is an answer to the basic education needs of those not willing or
could not go back to formal school for different reasons. About 12% of those who enrolled in the A & E
program of Department of Education implemented by a proponent, discontinued their studies. Finishers
of this system who pass the Department Education testing can work with the government and/or enroll in
specific universities for their college education. Demand for this type of basic education is relatively high
in places like Maguindanao and Cotabato City where there is serious peace and order problem and
suffering from lack of secondary high schools. The A & E sub-project based in these areas and funded
under TF no. 023513, requested to increase their target beneficiaries from 300 to 400. The proponent
eventually had a total of 433 A & E enrollees. It is noteworthy to mention that among the 1,156 who
finished the A & E Program, 82, pursued higher A & E lessons, 111 attended vocational education, 124
enrolled back in formal school to finish basic education, 38 went on to college and 98 found
employment/self-employment.

Another alternative learning system in basic education is the Home Study Program of Angelicum College.
It follows its regular curricula for elementary and high school, but specially designed for those who could
not attend regular classes in a formal school due to poverty, distance from school, need to work or illness.
Students study at their own paces and are assisted by any tutor who has had higher education. Some of
its clients are young prisoners. Out of the total 300 enrollees from different areas, 19.7% dropped out.
Main reasons cited are inability of tutors to reach participants from far-flung areas, transfer of residences
and lost of interest.

Among the enrollees in integrated technical education, those prone to dropping out again are the ones in
especially difficult circumstances and those undertaking courses with more than six (6) month time
frames. If the beneficiaries of the Laguna State Polytechnic College (who catered to high school graduates
and offered curricula developed as a subje ct in tertiary education) were to be deducted from the total

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integrated technical education beneficiaries of the POSCYD Project, the dropout rate would increase from
15% to 17%. This is high compared to the national average, which is said to be below 10%.2 Inspite of
the attempt of several sub-project proponents to provide additional subsidy such as transportation money
and meals, dropout rates continue to be high. Since they are considered of age (16 to 24 years old), often,
there is pressure from their own selves and/or their parents to earn to help augment family income.
Among the poor Filipino families, it is not unusual for the elder children to sacrifice opportunities for
higher education to help send their siblings to school or provide for their basic needs.

To minimize a repeat of their dropping out of school or alternative learning systems, sub-project
proponents intensified their support services by the providing the beneficiaries with support activities
such as tutoring/remedial classes, mentoring, counseling and student and parent participation.

The sub-project proponents of the Project are all well experienced in the implementation of basic
education and/or technical education programs. Most of them, as mentioned earlier in this report, had no
previous program for the out-of-school youth or high school undergraduates. The sub-project proponents
had to beef up and intensify certain support services which they normally do not offer to their target
beneficiaries. It was further observed that many of them tend to lack skills in planning, monitoring and
evaluation. Thus, they were provided with technical assistance and training in these functions of project
management to improve the effectiveness of their education programs. To further improve their
effectiveness, selected proponents were provided with training in the implementation of the NFE A & E
Program of the DepEd, Skills for Life Program for Filipino Youth and the first phase of Building Local
Tri-Sector Partnerships.

To maximize the employment of graduates of technical education graduates, priority in the selection of
sub-projects, was given to institutions with existing industry tie -ups or are willing to tie -up courses
offered with industries. These tie -ups include not only providing opportunities for apprenticeship and
employment of graduates, but in the revision of curricula to suit the specific labor needs of the industries
that are in demand. The worsening economic situation is negatively affecting these industry tie -ups.
Some companies that used to offer allowances to technical education students undergoing apprenticeship
can no longer afford to do so. Many of those who considered employment of technical education
graduates have served notice that they cannot absorb new workers. An assessment done by an outside
agency showed that despite the bad economic situation in the country, the trend in employment/self-
employment rate of technical education beneficiaries of the POSCYD Project is 70%, compared to the
national average of 44%

In terms of partnerships, sub-project proponents were able to tap resources from more than 200 different
institutions that belong to the government, civil society and/or business sector. Among the contributed
resources are technical assistance, training, tools/equipment, materials, use of facilities, community
participation and to a limited extent, allowances of students. Of the overall estimated value of counterpart
resources infused into the POSCYD Project from the three (3) sectors, about 9% each came from
government and business sector, 18% from civil society and 27% from the sub-project proponents. About
39% of the resources of the POSCYD Project came from the ASEM Fund financial grant. Based on this
experience, it is obvious that there is a greater need to find more strategies on how to tap resources from
government and business sector.

The planned building of local tri-sector partnerships did not materialize as projected. The initial attempt
to organize regional consortia was rejected by institutions from the three (3) sectors consulted in the five
(5) target regions. They advised that with limited resources, the POSCYD Project must focus on

2
Estimated national dropout rate of less than 10% is based on experience of technical schools that offer courses to
high school graduates and which do not necessarily focus on poor out-of-school youth.

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localized tri-sector partnerships. Thus, the Project is now focusing on assisting proponents in the
development of local tri-sector partnerships that will revolve around the out-of-school youth and the
specific education services offered. Only two (2) of the five (5) planned local tri-sector partnerships were
organized.

The Philippine Peso steadily devaluated from P38 to P50 per US$1 resulting to shortfall in the usage of
the US$780,000 ASEM Grant from World Bank. In Philippine Peso term, however, the Project was able
to spend more than the original budget with concurrence from World Bank.

Emerging Lessons

The experience in the initial pilot phase of the POSCYD Project points to the following emerging lessons
in building the competencies of the out-of-school children and youth:

1. Government, civil society and business organizations come from different cultures, but with patience
and openness, these three (3) sectors can closely work together to maximize Project benefits.
2. The ordinary poor out-of-school children and youth who are basic education dropouts is a relatively
neglected sub-sector.
3. Poor out-of-school children and youth have special learning needs brought about by their deficient
cognitive experiences and lack of psycho-social skills that must be understood by all those who will
be involved in their education. In addition to meeting their ancillary education expenses, they need
to be provided with support services such as mentoring/tutoring, counseling and life skills training.
4. Youth and parent participation have also been determined as important factors in minimizing
discontinuance in the education of former out-of-school children and youth.
5. The dropout rate becomes even higher for students in especially difficult circumstances such as
extreme poverty, victims of abuse and those coming from dysfunctional families. These types of
students would need a lot of financial and intensified support services for them to sustain their
education.
6. There is a big demand for alternative learning systems in basic education, specially in areas where
there is prevalence of abject poverty (slum areas), critical peace and order situation and/or lack of
access to elementary and high schools. Government should encourage, cultivate and recognize the
private sector’s initiative to develop innovative learning systems to meet varying demands of the
youth.
7. Direct tie -ups with industries for curriculum development/revision, apprenticeship of students and
employment of graduates are important to ensuring high employment rates of beneficiaries.
8. One-on-one partnerships with different organizations from government, civil society and business
sector can be successful. However, partnership with government is affected by patronage politics
and with business sector, by the economic situation in the country.
9. Building organized local tri-sector partnership can be realized, but difficult to start and even more
difficult to maintain. There is a need to identify and work with “champions” from the target sectors
and a point person within the organization who can devote time to crucial activities.
10. Institutions providing competency build ing opportunities to the youth can be good in
implementation, but usually need strengthening in terms of project planning, monitoring and
evaluation and adaptation of support mechanisms necessary for out-of-school children and youth
beneficiaries.

Activity Sustainability

At the local level, sub-project proponents are being assisted in the building of tri-sector partnerships that
will take the lead in generating and complementing resources for out-of-school children and youth
concerns in general, and the education services offered to them in particular. It is envisioned that to large

5
 extent, organized tri-sector partnerships shall enable the sub-project proponents to maximize generation
of resources and not become entirely dependent on funding agencies. It is, however, a reality that
generation of local resources can be limited, especially in small cities and towns and poorer provinces.
Thus, sub-project proponents must be referred to other funding agencies

At the national level, there is a need to promote actively out-of-school children and youth concerns and
strategies that will enable them to go back to school or undertake technical education. In this way, more
institutions from the different sectors of society will hopefully put more focus in allevia ting the situation.

The large number of out-of –school children and youth underscores the need for government, civil
society and business sector to jointly remedy the situation.

Overall Assessment

Over-all, we believe that the project was successful in meeting its objectives. The results show that it has
exceeded its physical targets. Long-term benefits are expected to be felt by the recipients and important
lessons have been generated which will assist the various stakeholders in designing future interventions
for OSY.

Data Sheet

Trust Fund No: TF23514 Project ID No.: P065823

Project Title: PILOT PROJECT FOR THE DEVELOPMENT OF OUT OF SCHOOL YOUTH
Recipient Country: Philippines Project Executed by: Recipient Sector: Education
Task Team Leader: Teresa J. Ho Managing Unit: EASHD
Grant Approval Date: Grant Amount: (in US$) Grant Agreement Date: Closing Date:
April 29, 1999 US$780,000 June 7, 2000 October 31, 2001

FY Amount FY Amount FY Amount

US$ US$ US$
Disbursements (actuals in US$) 2000 78,000.00 2001 521,285.95 2002 26,665.70
(as of reporting date)

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 1. Lists of consultant contracts awarded: Amount: (in US$) Nationality:
1.1 Erda Tech Foundation, Inc. 46,796.91 Filipino
1.2 Mary Help of Christians Filipino
- 1st sub-project 25,833.86
- 2nd sub-project 22,108.50
1.3 Phil. NGO Council on Population Health & Welfare 35,484.06 Filipino
1.4 Angelicum College, Inc. 17,158.54 Filipino
1.5 Ayala Foundation, Inc. 42,094.84 Filipino
1.6 Pearl S. Buck International, Inc. 15,917.21 American
1.7 Valenzuela City Gov’t. 6,994.66 Filipino
1.8 Paranaque Dev’t. Foundation, Inc. 31,830.23 Filipino
1.9 Center for Social Research-VISCA 17,313.81 Filipino
1.10 National Training School for Boys 14,359.84 Filipino
1.11 Salesian Society of St. John Bosco-Borongan 16,686.42 Filipino
1.12 Department of Social Welfare & Development
(Youth Summit) 39,153.70 Filipino
1.13 Taguig Jewelry Producers, Inc 20,277.63 Filipino
1.14 Meralco Foundation, Inc. 36,713.63 Filipino
1.15 Holy Trinity College 27,462.82 Filipino
1.16 Don Bosco Technical Institute-Makati( 2nd sub-
project) 52,491.02 Filipino
1.17 Phil. Business for Social Progress-Evaluation of
Sub-projects 16,634.10 Filipino
1.18 Center for Labor Education, Advocacy, and
Research Development Foundation, Inc. 8,867.61 Filipino

2. Visibility (mention of funding sources in

Contracts, publications, seminars, etc.) 19,913.01 Filipino
-Partners Orientation & Planning workshops
-Accreditation & Equivalency
-Building Local Tri-Sectoral Partnership
-Sub-Project Assessment
-Post Project Evaluation

3. Incremental Operating Costs-CYFP 111,963.36 Filipino

_________
TOTAL $ 626,055.76
1. Compliance with visibility provision (as notified to you upon internal approval of the proposed grant)

Proponents of sub-projects were oriented that funding for the POSCYD Project came from ASEM-World Bank.
In documents that specify grants received, ASEM-World Bank is always acknowledged as the source of funding.
In the POSCYD Project Orientation meetings held in the five (5) target regions and for different interest groups,
ASEM was always mentioned as the source of the World Bank Grant for the Project. The same holds true for
workshops conducted. In the mid-term Project assessment review attended by the President Gloria Macapagal-
Arroyo and leaders from government, civil society and business sector, the affair was labeled as the POSCYD
Project ASEM Grant Mid-Term Review. The ASEM Grant to the POSCYD Project is always acknowledged in all
reports prepared.

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BRIEF PROFILES OF ASSISTED PROJECTS under the ASEM $780,000.00 GRANT
Formal Basic Education
Project Title and Brief
Basic Education Project for Out of School
Children and Youth or Children and Youth
at Risk of Dropping Out of School
(Subic, Zambales and San Jose del Monte
Bulacan – Region 3)
A replication of the on-going sponsorship
project in Ormoc City, aimed at bringing back
out-of-school children and youth to formal
school in elementary and high school.
The project shoulders the basic education of
300 OSCY and CYRDOS.
Integrated Project for Marginalized OSCY
(Parañaque City – NCR)
A formal education project aimed at bringing
back out-of-school children and youth to formal
school in elementary and high school.
The project sponsors the basic education of
300 Parañaque-based OSCY .
Accreditation and Equivalency (A & E) - ALS
Non-Formal Education – Accreditation and
Equivalency for the Out of School Youth
(Bacoor, Cavite – Region 4)
A facilitation and conduct of the Accreditation
and Equivalency (A&E) Program of the Bureau
of Non-Formal Education–Department of
Education, Culture and Sports, aimed at
preparing OSCY in Bacoor, Cavite in attaining
equivalency for their educational level.
The project facilitates the A&E education of
700 OSCY clients.
Proponent’s Profile
Pearl S. Buck International, Inc.
Pearl S. Buck International was founded in
1968 by the late Nobel and Pulitzer-prize
winning author Pearl S. Buck. It has set up
various offices around the country including
one in Ormoc City. Among PSBI’s educational
activities include: early childhood care and
development, enhancing families ability to
manage and sustain their children’s education,
school attendance support, and a study now
pay later assistance to vocational and college
students. It also offers livelihood skills training,
micro-credit assistance and savings
mobilization, and job placement services.
Parañaque Development Foundation, Inc.
Parañaque Development Foundation, Inc.
(PDFI) was organized and registered in the
Security and Exchange Commission (SEC) on
June 28, 1968. The organization is focused on
the organization of grassroots groups as well
as the integration and synchronization of the
various social service organizations.
PDFI aims to mobilize the different sectors in
creating a mutually loving, caring, and sharing
community that will provide the poor the
capabilities to be self-reliant.
Philippine NGO Council on Population,
Health and Welfare, Inc.
PNGOC is a registered private voluntary
organization founded in 1987 by 17 national
and local population NGOs. The organization
was envisioned to create self-reliant and
socially responsible Filipino families.
PNGOC embraces five program thrusts
namely: networking, advocacy, organizational
development, human resource development,
and provision of technical and financial
assistance to small NGOs in the countryside.
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Inputs of Partners
Rustan Corp. and Little Caesar’s Corp. have
pledged sponsorship assistance for
beneficiaries who intend to pursue vocational
courses. These companies have also
promised to provide financial support for the
life skills training of the learners.
Parent volunteers have committed to assist
PDFI in recruiting beneficiaries, assessing
project implementation, and monitoring of
project accomplishments. Save the Children –
US and Terre des Hommes have expressed
willingness to fund the training on peer
counseling and life skills, and
family/community support respectively. The
local barangay council has been tapped to
provide assistance to the health seminars.
The Japanese Embassy has committed to
provide sewing machines and other equipment
for the training of adult members of the
trainees’ families. The Rotary Club of
Parañaque shall be tapped to fund the training.
The DECS-BNFE provided the framework of
the Non-Formal Education – Accreditation and
Equivalency and facilitated the training of the
PNGOC instructional managers (IMs).
The local government of Bacoor, Cavite
provided the learning centers being utilized by
the learners as well as developed and
disseminated the advocacy information on the
project.
Home Study Program - ALS
The Home Study Program (Palawan, Leyte
and Occidental Mindoro)
A formal alternative learning system that shall
enable OSY to graduate from elementary and
high school with an Angelicum Diploma without
hav ing to attend school every day —they can
attend to schoolwork within their homes. Self-
learning modules based on a formal education
curriculum are provided the learners.
The project assists 300 OSCY in pursuing their
basic education through formal ALS.
Technical Education
PALIHAN III: Technical and Vocational
Skills Training for OSYs (Metro Manila,
NCR)
A technical skills training and placement for
urban poor out-of-school youth in Metro
Manila. “Palihan” means anvil or mould.
Hence, it embodies the ideal of molding the
OSY to become productive and responsible
citizens.
Technical courses offered include: Food
Processing, Food Service, Leather Craft,
Cons truction Work, and Glass Etching.
The project intends to assist the non-formal
technical education of 200 OSY.
Empowering Disadvantaged Women in
Pampanga (Mabalacat, Pampanga, Region
3)
A technical skills training in industrial
electronics for sexually abused and prostituted
young women in the province of Pampanga
and their placement in electronics firms at the
special economic zone.
The project purposes to benefit 80 female OSY
who are enrolled in formal technical education.
Jewelry Skills Training and Placement
Project for OSY in Taguig (Taguig, National
Capital Region)
Angelicum College
Angelicum College was founded on July 5,
1972 as an alternative school that veers away
from the traditional educational system.
Through the efforts of Fr. Rogelio Alarcon,
proponent of the Home Study Program, the
school was able to solicit funding from former
President Joseph Estrada’s Social Fund.
Consequently, the school was able to offer the
Program, for free, to out of school youth.
From July to August 2000, the total OSY
enrolled in the Program has reached about
2000 in 50 different areas throughout the
country.
ERDA TECH Foundation
ERDA TECH Foundation, established in 1996,
is a non-stock, not for profit foundation
dedicated to assisting children and youth age
12 to 18 years old who are disadvantaged by
poverty.
The Foundation’s main goal is to get children
and youth, from the streets and from poor
communities, who are interested in pursuing a
secondary education with a vocational
program that will train and nurture them into
becoming productive members of society —
meaning, being able to earn a living, becoming
physically and emotionally stable and prepared
to start a decent family life.
Mary Help of Christians-Technology Center
for Women
The Mary Help of Christians – Technology
Center for Women was established in 1993 to
provide a home and school for disadvantaged
young women where they can learn various
employable technical skills. In hopes of
molding trainees to become good and
productive Christians, the Center has
integrated the technical education course with
values education, ethics and Christian Living.
The Center has a 100% placement rate and
has since graduated 120 young women who
are now regular employees in various
companies.
Taguig Jewelry Producers’ Cooperative
The TJPC is the pioneering group of skilled
jewelry makers in Metro Manila, having been
9
Three partner implementors, Runggiyan
Foundation (Leyte), Plan International
(Mindoro), and Holy Trinity College (Palawan)
are managing and coordinating the operations
of the Home Study Program in their respective
areas.
With support from the LGUs, Sangguniang
Kabataan, and community elders, the partner
implementors identified, recruited, screened,
and selected the OSY beneficiaries, and
identified, recruited and deployed the volunteer
coordinators and volunteer tutors. The LGUs
pledged to assist the partner implementors
follow up and monitor the Volunteers.
The technical education of the trainees is a
collaborative effort between ERDA TECH and
the Marikina Institute of Science and
Technology (MIST). MIST provided training
facilities and equipment needed for the
training. Jollibee Foods Corp. has committed
to accept the trainees for the in-plant training
as well as their job placement. Enzio, Corp.
has also agreed to employ the graduates of
the training course.
Spencer & Co. shall help shoulder the
transportation and meal allowances of the
trainees in the in-plant training.
As part of the business sector’s contribution to
the project, the post-training employment of
the young women will be at the follow ing semi-
con companies: American Power Conversion,
National Electronic Corporation, Amertron,
Inc., Sanyo Semiconductors, Luen Thai, and
Computer Data Center, Inc.
The Municipal Mayor of Mabalacat town in
Pampanga provided the transport allowances
of the trainees.
TJPC was assisted by TESDA, which arranged
for the use of the training venue and other
training facilities. Congessional funds shall
help cover the administrative cost of the
A technical skills training in jewelry making for
OSY in Taguig and their placement in jewelry
firms in Metro Manila.
For its initial batch, the project aims to
graduate 35 OSY trainees in jewelry making.
Out of School Youth’s Bridge Training
Project in Network Administration Skills
(NCR, Pampanga and Cebu City)
A curriculum development initiative and skills
training activity aimed at enabling OSY high
school dropouts to qualify and enroll in the
CISCO Networking Training Program.
The project prov ides CNAP-qualifying training
to 72 OSY.
Automotive Skills Development Project for
Out of School Youth
(Batangas City, Tanauan, Malvar, and Sto.
Tomas in Batangas – Region 4)
A technical skill training in automotive
mechanics integrated with an intensive value
formation program.
The program commits to place 85% of its
graduates in various auto firms in the industrial
zones in Batangas and Laguna.
The project shoulders the formal technical
education of 240 OSY.
Tulong Sa Kabataan Program
(Puerto Princesa City, Palawan – Region 4)
A technical skills training in the following
courses: hotel and restaurant servicing,
electronics technology and computer
technology and the placement of the graduates
in various firms and businesses in Palawan.
The project assists 150 OSY attain gainful
skills in various non-formal technical education
courses.
registered as a cooperative in July 1994.
TJPC is composed of 28 members/
shareholders and boasts of a strong network of
3,337 cooperatives in the Metro Manila area
where it can draw support in terms of
dealership or marketing of jewelry products.
The Cooperative offers consulting services to
jewelry manufacturers, designs, fabricates and
repairs all kinds of fine jewelry, conducts
seminars on jewelry appreciation, and provides
training on jewelry making.
Ayala Foundation, Inc. – Center for Social
Development
Ayala Foundation, Inc. was founded in 1961 by
Joseph McMicking and his wife Mercedes
Zobel to be a leading foundation committed to
national development harnessing greater
corporate social responsibility toward (1)
instilling pride in being a Filipino, (2) facilitating
access to knowledge and learning; and (3)
developing social technologies that provide
better quality of life.
The foundation, specifically its Center for
Social Development focuses on programs on
Environment , Education, Manpower
Development, Neighbor of Choice, Family and
Workplace, and other Special Projects.
Meralco Foundation, Inc.
The Meralco Foundation, Inc. was founded on
November 6, 1973 with a mission to uplift the
social and economic status of the Filipino
through education and training, with emphasis
on values internalization, the development and
application of appropriate technologies, and
the formation of sustainable enterprise.
MFI conquers the challenges of manpower
development through its double-edged
operations. It’s Educational Technology
department spearheads education, training,
and research and development in the technical
field, and the Center for Values and
Professional Development (CVPD) serves as
a vanguard in promoting positive work values
and productive organizational climates.
Holy Trinity College of Palawan
Founded in 1940 and managed by the
Dominican Sisters of St. Catherine of Sienna,
the Holy Trinity College is the pioneer
institution of higher learning in Palawan.
The College seeks to facilitate the
empowerment of people, particularly the poor;
redirect their perspective on values and
strengthen positive attributes; and provide an
environment for all to become “maka-Diyos,
makatao, at makabayan”—aspirations of every
Filipino as he looks forward to a better society.
10
project. Transportation allowance will be a joint
contribution of the trainees’ parents and the
local barangay council.
TJPC shall arrange with the Sangguniang
Kabataan of Taguig for the provision of funds
for the acquisition of some necessary tools and
office fixtures.
Several jewelry companies i.e. La Elegancia,
Michio Enaba, have committed to sub-contract
or employ the services of the trainees.
AFI has partnered with three training
institutions namely: CITE, Meralco Foundation,
and MHCS-TCW in implementing the Program.
These institutions will also shoulder the cost of
the CISCO laboratory equipment, and have
committed, through their placement offices, to
assist in the placement of the graduates.
MFI is collaborating with two TESDA-
accredited training centers, TAMSSO and
BAGMET, in carrying out the project. These
two associations are implementing the MFI
training curriculum for the OSY trainees.
Swiss Contact, a Swiss NGO, provided
technical support through the capability
building of the training centers. It has also
provided funds for the upgrade of facilities and
training equipment.
The LGUs assisted in the recruitment and
screening of the OSY applicants. TESDA has
committed assistance in the training of
trainors, upgrade of equipment, and
administration of trade/skills tests to the
trainees.
The local barangay council helped in the
recruitment and screening of the OSY
applicants. TESDA shared its expertise in the
enrichment and accreditation of the course
curriculum. The Philippine Employment
Service Office has committed to link graduates
with business companies in the city.
HTC has arranged with the SC Roque Group
of Companies for cash contributions to certain
project inputs. Hotels like Asiaworld, Asturias,
Dos Palmas, and Fleuris have pledged to
employ graduates of the HRS course.
Strengthening the Rehabilitation Program
for Youth Offenders
(Tanay, Rizal – Region 4)
A technical skills training intended to help
enhance the rehabilitation aspect of programs
for youth offenders. Courses offered include
Automotive Repair, Welding, Electronics, and
Computer Education.
The project provides technical cum
rehabilitative training to 100 youth offenders.
Opportunities in Garments Trade for
Disadvantaged Young Women
Mabalacat, Pampanga – Region 3)
A technical skills training in garments trade for
sexually abused and prostituted young women
in Pampanga and their placement in garments
firms at the special economic zone.
The project facilitates the non-formal technical
education of 80 female OSY beneficiaries.
Establishment of an Agro-Mechanical
Training Course with Provision for Agro-
Entrepreneurship for Rural OSY
(Borongan, Eastern Samar – Region 8)
A mechanical skills training on repair,
maintenance and fabrication of small farm
machinery, with out-of-school boys from small
farming families as trainees. The project also
involves the establishment, management and
operation of agro service centers by the boys.
The project provides free agro-mechanical
skills training to 30 OSY.
Poverty Alleviation and Sustainable
Development through Technical Education
of Out of School Youth
Makati City – NCR)
An industrial skills training integrated with an
alternative learning scheme for male high
school dropouts and their placement in avrious
companies in Metro Manila. The program
includes the following courses: Automobile
Mechanics; General Electricity; Fitter-Machine
Course; Refrigeration and Airconditioning
Mechanics; and General Purpose Ship
Mechanics.
The project assists 125 OSY gain skills in
various formal technical education courses.
National Training School for Boys
NTSB seeks to enable youth offenders, who
cannot undergo rehabilitation in the
community, to benefit from intensive care,
treatment, and training in a residential setting
and prepare them for successful re-integration
and adjustment in their family and community
after discharge from the center.
Formerly known as the Reformatory for Boys,
it was established on December 23, 1935 by
virtue of Commonwealth Act No. 3203. NTSB
is under the administration and supervision of
DSWD-Regional Field Office IV.
Mary Help of Christians–Technology Center
for Women
MHCS-TCW was established in 1993 to
provide a home and school for disadvantaged
young women for them to learn various
technical skills. In hopes of molding trainees to
become good and productive Christians, the
Center has integrated the technical education
course with values education, ethics and
Christian Living.
The Center has a 100% placement rate and
has since graduated 120 young women who
are now regular employees in various
companies.
Don Bosco Training Center – Borongan
In 1993, the Salesians put up the Don Bosco
Youth Training Center in a two-hectare
property that houses facilities for training and
youth activities. Don Bosco Borongan offers a
one-year Mechanical Technology Course (with
Associate in Welding) to out-of-school youth,
15 to 24 years old, aimed at providing them
skills for gainful employment. Last year, Don
Bosco Borongan was awarded by TESDA as
the Best Training Center in Region 8. The
Center currently receives scholarships from
TESDA (PESFA funds) for eight of its trainees.
Don Bosco Technical Institute – Makati City
DBTI was established in 1972 by the Salesian
Order. It’s industrial skills training program
caters primarily to economically -disadvantaged
young men aged 17-22 years old.
Through its Placement Office, DBTI has
established linkages and cooperation with
Toyota Motors Philippines, Caltex Philippines,
San Miguel Corporation, ABB Semiconductors,
etc. where graduates undergo in-plant training
and are eventually placed for employment. The
Office also monitors the industry’s manpower
demands for appropriate matching with their
trainees’ qualifications.
11
TESDA helped screen and select the youth
trainees through the administering of an
aptitude test. In addition, it shall provide
accredited trainers and training modules,
identify necessary tools and equipment, and
provide certification for the graduates of the
program. The Jose Fabella Memorial School
helped modify, and is facilitating, the functional
and basic education classes. DSWD-SEAK
has committed to provide credit assistance to
many of the graduates.
CYFP has provided funds for the acquisition of
necessary training tools and equipment as well
as for the renovation of the training facilities.
The Mayor of Mabalacat and the local parish
shall jointly provide transportation allowances
for the trainees. The parents of the trainees
have agreed to assume other school expenses
i.e. laboratory and computer fees.
Luen Thai and Yee Mei Phils. have guaranteed
to accept trainees for in-plant training and
employment.
MISEREOR has committed to provide for the
board and lodging of the trainees. It shall also
bequest funds for the acquisition of necessary
farm equipment as well as for the follow-
through training of the trainees prior to job
placement.
Farms in Borongan have signified interest to
accept trainees for the in-farm/plant training.
The alternative learning curriculum being
implemented was designed and developed by
the DECS’ Bureau of Non-formal Education.
The BNFE-DECS has also freely provided
master copies of the learning modules.
The in-plant training of the trainees has been
committed by a number of big companies
including Toyota Motors, ABB Semi-
conductors, Caltex Philippines, San Miguel
Brewery, etc. They also firmed their pledges to
accept the trainees for eventual employment in
their companies.
Parents and sponsors are shouldering the
training allowance and incidental fees of the
trainees.
Kasanayang Teknikal – Alay sa Kabataan
Project
(Valenzuela City – NCR)
A technical skills training integrated with the
DECS Accreditation and Equivalency program
aimed at enabling OSY to attain high school
equivalency or provide them opportunities for
employment. Courses offered include Electric
Arc Welding and Industrial Electricity.
The project provides training in various non-
formal technical education courses to 120
NCR-based OSY.
Agro-Entrepreneurship and Functional
Education Program for High School
Undergraduates
(Western Leyte – Region 8)
A technical and entrepreneurship skills training
in floriculture, asexual plant propagation, duck
farming, and food processing integrated with
functional education and psychosocial skills.
The project also seeks to enable OSY to earn
HS equivalent certificates through the BNFE-
DECS A&E Program.
The project facilitates the following: basic
education of 30 OSCY, non-formal alternative
learning education of 95 OSCY, and non-
formal technical education of 55 OSY.
Valenzuela City Polytechnic College
VALPOLY was established in February 1996
by the city government of Valenzuela to
supplement the increasing demand for trained
technical manpower needed for the city’s
industrialization.
In its five years of operation, the school has
maintained its outstanding rating in the trade
tests conducted by TESDA.
Visayas State College of Agriculture
(VISCA)
VISCA was established as a provincial
agricultural secondary school in 1924 through
the pioneering efforts of two American
educators. Over the years, it slowly evolved
and progressed to become the Visayas
Agricultural College in 1960. It was only 14
years later when the school was converted into
the Visayas State College of Agriculture.
Backstopped by nearly 600 competent faculty
and staff, VISCA performs a trilogy of
functions- instruction, research and extension.
12
The College has partnered with TESDA for the
latter to provide technical and professional
growth development seminars/workshops to its
staff and faculty. The Philippine Employment
Service Office (PESO) has been tapped to link
graduates of the course with companies for
their job placement.
The Philippine NGO Council has committed to
conduct and manage the A&E classes.
The LGUs and the parents shall jointly assume
the cost of transportation, as well as necessary
tools, equipment and other training materials.
LGUs shall provide school supplies to the
trainees.
The BNFE-DECS provided master copies of
the learning modules required in implementing
the A&E Program. It has also pledged to
develop and produce the modules for the
functional education classes.