Impact of Pantawid Pamilyang Pilipino Program on Education

Among Its Beneficiaries of

Julian P. Gomilla Elementary School

S.Y. 2016 – 2017

by

ELLYSSA ERIKAA. MABAYAG

 CHAPTER I

The Problem

This chapter include five parts: (1) Background of the study, (2) Statement of the problem, (3)
Definition of Terms, (4) Significance of the Study and (5) Scope and Delimitation of the Study.

Background of the Study

Poverty is an economic issue that has long been persistent problem in different nations, especially
among developing countries. The issue of poverty alleviation became the focus of many political and
socioeconomic reforms that have been undertaken in the quest to mitigate poverty.

However, many of these reforms did not yield sustainable results. This is mainly because poverty is a
complex phenomenon where the linking of economic, social, political and demographic factors is crucial
(Annan, 2013). In the circumstance of the Philippines, poverty remains rampant. Although the country attained
economic growth, poverty was not reduced and income inequality remains high (Asian Development Bank,
2009). According to the National Statistical Coordination Board (2013), poverty statistics reported a poverty
incidence of 27. 9% during and 28.6%, respectively. On the other hand, there is a very small change of the
income gap during the first semester of 2006 and 2012 at 30.1% and 25.3%, correspondingly.

The Philippine government implemented the Pantawid Pamilyang Pilipino Program (4Ps) and patterned
it after Latin American Conditional Cash Transfer (CCT) programs, with the goals of poverty reduction and
social development. With the indirect effects, the Program’s social impact remains unknown. Since the
beneficiaries review, cash transfers from the government, they might obliged to reciprocate their actions
through civic engagement activities.

Statement of the Problem

Most research and studies of the impact of the 4Ps in the Philippines are concentrated on its expected
and direct impacts such as education and health of children.

Objectives of the Study

With the aforementioned background and the statement of the problem, this research aims to determine
the impact of the 4Ps on education among its Grade beneficiaries of Julian P. Gomilla Elementary School.
Specifically, this study would like to address the following objectives:

1. To determine the impact of 4Ps on education, specifically on Grade beneficiaries of Bali Elementary
School.
2. Is there any significant difference on the impact of 4Ps on education among its beneficiaries?
3. Is there a significant effect on the number of pupils brought back to school benefited by the 4Ps?
Definition of Terms

For the better and cleaner understanding of the findings presented in this study, the following words
are defined:

1. Poverty – based on the study

2. Beneficiaries – in this study, beneficiaries refers to the pupils of Bali Elementary School who are

recipient

3. Non – bebeficiaires – in this study, refers to the Grade pupils of Bali Elementary School who are
4Ps recepient

Significance of the Study

Different studies regarding the 4Ps are mostly focused on its implementation and expected effect on
economic indicators, such as education and health, which are important factors of well being.

The study will cover the impact of Pantawid Pamilyang Program on Education, specifically among the
beneficiaries of Julian P. Gomilla Elementary School. Whatever the result of the study may be essential with
following:

1. Department of Social Welfare and Development (DSWD)

The study could give potential source of information for the improvement of the program
2. Barangay Officials. The study could serve as basic to find out if this program is really beneficial to
its poor beneficiaries.
3. School. The study could give contributions to determine the academic performance of 4Ps recipients
of Julian P.Gomilla Elementary School.
4. Faculty. The study could give the teachers better awareness of the effects of Pantawid Pamilyang
Pilipino Program to the pupils benefited by the program.

Scope and Delimitation of the Study

This study was focused on the effects of implementation of Pantawid Pamilyang Pilipino Program on
Education. The respondents of the study were the pupils of Julian P. Gomilla Elementary School benefited by
the said program.
 CHAPTER II

Review of Related Literature

The researcher discovered the following studies and literature as relevant to the proposed project. The
theories and definitions have been taken as bases in accomplishing this study. In this chapter, the researcher
will present and give an overview about Pantawid Pamilyang Pilipino Program and other related studies.

Introduction

CONDITIONAL CASH TRANSFER IN THE PHILIPPINES

Pantawid Pamilyang Pilipino Program (4Ps)

A Conditional Cash Transfer Program is a program implemented by the government where money
(cash grants) is given to eligible beneficiaries given that these beneficiaries comply with certain conditions
such as nutrition, education, family development sessions, and other such services offered by the government.
It is a means of helping the beneficiaries through provision of social and medical assistance and increasing the
investment in human capital for society by providing education to those who cannot afford it.
Since 2007, the Pantawid Pamilyang Pilipino Program (4Ps) of the Philippines is the conditional
cash transfer program implemented by the Department of Social Welfare and Development (DSWD), along
with cooperative partner institutions such as the Department of Education, Department of Health, Department
of the Interior and Local Government, and various other government institutions. The 4Ps was patterned after
the conditional cash transfer programs in Latin American and African countries which have been proven
successful as a poverty reduction and social development measure (DSWD, 2011).
The 4Ps is targeted at chronic poor households with children aged 0-14 years old who are located in
poor areas. The cash grants range from PhP500 to PhP1,400 per household per month, depending on the
number of eligible children. At the core of a CCT program is a social contract where a state provides financial
resources to a family in exchange for that family’s fulfillment of certain tasks such as ensuring that its
children’s attendance in school, regular visits to community health centers, participation in government-
sponsored feeding programs and attendance in more specific trainings, to name a few (Somera, 2010). And
according to Fernadez & Olfindo (2011), today, the program is seen more broadly as “a vehicle for enhancing
coordination within the government in assisting the poor and for increasing the effectiveness of social
protection programs.”
Though statistics have shown that the increase in the poverty incidence among population in 2003 to
2009, from 24.9-26.5%, is not so substantial, it is still an increase, and 26.5% implies that more than a quarter
of the whole Philippine population is below the poverty threshold. The 4Ps has been created to address that
problem of poverty and inequality in the country.

Pantawid Pamilyang Pilipino Program (4Ps): Assistance to Pupil’s Education

 Pantawid Pamilyang Pilipino Program (4Ps) is a version of cash transfer program here in the Philippines
under the Department of Social Welfare and Development, its aim is to eradicate extreme poverty in the
Philippines by investing in health and education particularly to children from 0-18 years old. The research
focused on the education of pupils with the 4Ps assistance.

To verify the use, help and satisfactory level of this program to the pupils from poor families in
the said school, the researchers used the quantitative and qualitative method. With the use of a rating scale,
questionnaires and interview guide, it was revealed that pupils very satisfactorily benefit from the assistance
given by the 4Ps in terms of Health and excellent in terms of Nutrition and Education. Thus, 4Ps has significant
impact on pupils’ education based on its beneficiary conditionalities, is able and motivated to attend classes
because of adequate school supplies, satisfied meals, parasitic free stomach and supportive and active parents.

Financing Education through the Pantawid Pamilyang Pilipino Program (4Ps)

In the Philippines, just like other countries, the right to education has been hindered by poverty. Poverty
has been one of the major problems and societal concerns in the country. As defined by Crossman (2014),
poverty is a condition in which people lack the basic things in order to survive such as food, shelter, water,
clothes and education. In a report by the Philippine Statistics Authority (PSA) in 2014, it is said that
Philippines’ poverty rate eased to 24.9% in the first half of 2013 from 27.9% of the same period in 2012.
Despite this good news, Filipinos continue to suffer from the effects of poverty in the country.
Sad to note, most of the problems and difficulties of Filipinos are rooted in poverty. Many families are
left deprived of their basic needs and are therefore forced their children to stop going to school and help them
instead in their livelihood. With this as main ground, the Philippine government initiated a program called the
Pantawid Pamilyang Pilipino Program or 4Ps, both to address poverty and in response to the country’s
commitment to the Millennium Development Goals (MDGs). The program aims to provide cash assistance to
the poor to alleviate their immediate needs (short term poverty alleviation) and to break the intergenerational
transmission and cycle of poverty by investing heavily in human capital development (Department of Social
Welfare and Development [DSWD], 2014). Beneficiaries of this program are expected to use the assistance
especially for educational and health purposes.
Fernandez and Olfindo (2011) described the Pantawid Pamilyang Pilipino Program (4Ps) as a
conditional cash transfer (CCT) program that transfers cash to beneficiary families if they follow the its
conditionalities. Just like other CCT programs, the Pantawid Pamilyang Pilipino Program aims in reducing and
alleviating existing poverty by supplementing the income of the poor to address their current consumption
poverty, especially in the education and health of their family members while making them follow certain
conditionalities that can boost their human development investment and ensure its compliance so that they can
have more opportunities in breaking the intergenerational cycle of poverty in the long run.
The Pantawid Pamilyang Pilipino Program helps in accomplishing the Philippines’ commitment in
addressing five of the Millennium Development Goals (MDGs). These MDGs include: (1) eradicating extreme
poverty; (2) achieving universal primary education; (3) promoting gender equality and empowering women;
(4) reducing child mortality; and (5) improving maternal health. According to government estimates, in 2009,
about 26.5 percent of Filipinos were living below the poverty line, significantly lower than the 33.1 percent
recorded in 1991, the baseline data.
 The Pantawid Pamilyang Pilipino Program targets the poorest households in the poorest areas of the
country. Households must meet stages of criteria at the time of registration to become eligible for the cash
grants. First, must be residents of poor areas targeted by the program. Second, must be truly being poor. Third,
there must be a pregnant woman or at least have one child aged 0-14 years in the household. Four, must be
dedicated in complying with the programs conditionalities (Fernandez & Olfindo, 2011). Velarde and
Fernandez (2011) also added that impact of Pantawid Pamilyang Pilipino Program in improving the educational
and health outcomes can aid and support beneficiaries in attaining a better and quality living in the future. Like
the lessons learned from other CCT programs, 4Ps is also intended to fill gaps in the educational and health
outcomes amongst children, aside from providing them with immediate poverty relief. The Pantawid
Pamilyang Pilipino Program, like other Conditional Cash Transfers, employed for varied but interrelated
purposes today, has proven to have impact in education, either directly, by means of the educational and health
grants of the program, or indirectly, by uplifting the total human condition of its recipients.
Considering these aforementioned points, this study was undertaken to assess the strengths,
weaknesses, opportunities and threats (SWOT) of the Pantawid Pamilyang Pilipino Program (4Ps) from the
viewpoint of its beneficiaries and to recognize the changes it brings forth to education.
Can Pantawid Pamilyang Pilipino Make Children Stay in School?

Logic easily dictates that it is the poorest children who have the lowest school attendance rate. A recent
study takes this by-now general fact further as it reveals that the school attendance rate in the Philippines drops
among the older children. While the six-year old and 10- to 12-year old children in 2011 had attendance rates
of 92 per cent and 98 per cent, respectively, the 14-year-olds showed a less impressive 91 per cent. The picture
gets bleaker among the 17- and 18- year old children, who respectively managed a 70 per cent and 57 per cent
attendance rate only.
This is just one of the many findings on children under the age of 18 years in the Philippine Statistics
Authority (PSA) and UNICEF report; Child Poverty in the Philippines. The study includes a section on various
school indicators and determines how far the country has gone in improving the number of school goers.
Moreover, the study scrutinizes regional discrepancies on these indicators. It also takes a peek at the country’s
biggest social assistance programme, the Pantawid Pamilyang Pilipino Program, which has education as one
of its two components.
In 2012, about 14.5 million children were enrolled in the elementary level. According to the
Department of Education (DepEd), data show a continuous increase of 1.09 per cent annually for the last 10
years.2 Supplementing this are the Annual Poverty Indicator Survey (APIS) data that show elementary
participation rate at 97 per cent in 2011, which was above the 2002 estimate of 94 per cent.3
At the secondary level, the DepEd’s administrative records indicate that a total of 7.1 million children
were enrolled in 2012. Data show an annual enrolment increment of 1.5 per cent for the period 2002-2012.
Also, from around 59 per cent in 2002, the upward movement in the participation rate in high school had been
sluggish, going up to 65 per cent only a decade later.
Dropout rates

The dropout rate in the elementary level has remained unimproved for the last decade: From 6.7 per
cent in 2002, the rate increased minimally to 6.8 per cent by 2012. The secondary level has a slightly higher
dropout rate during the 10-year period: From 8.5 percent in 2002, it rose to 9.2 per cent in 2012.
Among the regions, ARMM has the worst elementary-level dropout rate. On the average, one in four
children in ARMM tends to drop out of school. This is way above its 14-per cent rate in 2002 (see Figure 4).
The national dropout rate barely changed in the 10-year period, but the by-region analysis shows mixed
results. For instance, many regions in Luzon considerably improved while areas in Mindanao had higher
dropout rates compared to where they stood in 2002.

Education and the 4Ps Scheme

Education is one of the two main components (health being the other component) of the country’s
largest social assistance programme, the Pantawid Pamilyang Pilipino Program (4Ps), which was patterned
after the conditional cash transfer scheme that was popularized in the Latin Americas. Started as a pilot project
in 2008, the programme offers cash to poor family-beneficiaries that have children aged 0 to 14 years and can
prove that they are investing in the health and education of the children.
The education component’s cash transfers can be availed by up to three children per qualified family.
To cover educational expenses, the programme provides 300 pesos per child per month for 10 months (or one
school year) as long as families comply with certain conditions, including enrolling their children in school
and making sure that the latter maintain a class attendance of at least 85 per cent per month. As of June 2014,
a total of 4,090,667 household-beneficiaries have already been reached by the programme, according to the
Department of Social Welfare and Development (DSWD) website. An earlier discussion paper by Reyes et al
(2013)5 notes how other studies have shown that the 4Ps did bring about an increase in the school participation
rate of the target school-going population---i.e., the children aged 6 to 14 years. However, among the age
groups, the programme’s positive impact on enrolment rates was not felt among children 12-14 years old. To
improve the outcome on this older group, the DSWD is looking into redesigning the programme.
Meanwhile, there is no significant increase in the school participation rate of older children aged 15 to
18 years---the group outside the project’s circle of target beneficiaries. Local officials and programme
proponents ought to find a relevant takeaway in the fact that it is the older children who have the highest
tendency to be out of school. They also tend to have a higher labour participation. That is, as this age group is
not covered by the social assistance programme, the problem may be best addressed by policies and projects
that supplement families’ resources (e.g., livelihood opportunities), particularly so that these older children can
continue their schooling.

Keeping Them In School

For a long time, the Philippine has seen relatively flat cohort survival and completion rates. The
challenge for educational and social assistance programmes therefore goes beyond getting children to enrol.
Over and above this is the need to keep children in school until their final year in either the elementary or
secondary levels.
 Behind this is the hard reality of poverty: According to a nationally representative survey, the most
common reason for dropping out of school is the lack of resources. The higher a child goes in his or her
educational level, the more challenging it would be on the family’s resources. In particular, children aged 15
to 18 years were found to be difficult to keep in school. Indeed, in 2011, 5.5 million children had gone to work
so as to augment the family income. However, since they are unable to pursue their education, their ability to
snatch better work opportunities narrows.
Thus, to break the decade-long trend in both survival and completion rates in education, some
intervention has to be initiated. For one, programmes that provide more livelihood opportunities to families
may just be the answer to keep children beyond 14 years old in school. With or without 4Ps, the solution to the
problem hinges as well on the quality and extent of delivery services of other government agencies that are
accountable for job creation, livelihood, education, shelter and even agriculture.
 Chapter III

Design of the Study

This chapter consists of four (4) parts: (1) Research Design; (2) Participants of the Study; (3) Data
Collection Procedure; and (4) Data Analysis Procedure.
Part One, Research Design, describes the general arrangement or design of the study.
Part Two, Participants of the study, deals with the respondents of the study.
Part Three, Data Collection Procedure, deals with the methods or procedures used in gathering and
tabulating the data.
Part Four, Data Analysis Procedure, describes the statistical tool used in the data gathered.

Research Design
This study was conducted to evaluate the Impact of Pantawid Pamilyang Pilipino Program (4P’s) to its
beneficiaries in Julian P. Gomilla Elementary School, School Year 2016-2017. This also wants to notify the
school, parents, and other stakeholders the significance of the said program to the pupils’ academic
performance. The ___________ will be used as research design.

Participants of the Study

The respondents of the study were the total population of the Grade One to Six Pupils of Julian P.
Gomilla Elementary School who are benefited by the Pantawid Pamilyang Pilipino Program (4P’s).

Table 1.
Respondents of the study from Grade one to six of Bali Elementary School SY 2016-2017

Grade Level Number of 4P’s Beneficiaries Number of 4P’s Non Benificiaries

Male Female Male Female
Grade One
Section One
Section Two
Section Three
Grade Two
Section One
Section Two
Section Three
Grade Three
Section One
Section Two
Section Three
Grade Four
Section One
Section Two
 Section Three
Grade Five
Section One
Section Two
Section Three
Grade Six
Section One
Section Two
Section Three
Total

As revealed in table 1, there were ____ (#) respondents taken. There were __(#) male and __(#) female
from grade One, _(#) male and __(#) female frm Grade 2, __(#)male and __(#) female frm Grade three, __(#)
male and __(#) female frm Grade four, __(#) male and __(#) female frm Grade Five and __(#) male and __(#)
female frm Grade Six. They were the pupils of Bali Elemntary School who are benefited by the said program.

Data Collection Procedure

The Data Gathering Procedure will be done as follows:

The researcher will sought permission from the principal of Bali Elementary School to gather data from
Grade One to Grade Six teachers. The letter of request will be sent (indi ko kabalo ka grammar) to the Office
of the Principal of the said school. The same letters will be sent to teachers asking their permission to request
their grading records. The researcher will explain to the teachers that the instrument will only measure the
difference between the beneficiaries and non-beneficiaries of 4P’s. the researcher will assure the teachers that
the records which will be taken from them will be treated with a great confidentiality. When the records will
be collected, they will be classified and match according to Grade level.

Data Analysis Procedure

According to Thompson (2002), Data Analysis is the process of systematically applying statistical
and/or logical techniques to describe and illustrate, condense and recap, and evaluate data. The data that will
be gathered will be tallied and classified according to the respondents’ grade level.
In determining the mean academic performance of the Grade One to Six 4P’s beneficiaries and non
beneficiaries when grouped according to their grade level, Mean will be use. And to test if there is a significant
difference in the academic performance of Grade One to Six $P’s beneficiaries and non beneficiaries when
grouped according to Grade level, T Test will be going to employ.