Alternative Street Education Program in Davao City

Electronic copy available at: http://ssrn.com/abstract=2659773

Alternative Street Education Program in Davao City

Leonora C. Santillas

Bernadeth S. Grande

Jovanie S. Marohom

Saidamin P. Bagolong

The University of Mindanao

Education plays a vital role in the development of human process. As

such, this development transcends in the socio-economic and socio-

political progress of our nation. This study aimed to evaluate the

Alternative Street Education Program (ASEP) of the City Social Services

and Development Office (CSSDO), a linkage education partner of the

University of Mindanao in Davao City. The descriptive-evaluative method

was utilized using survey questionnaire and interview, employing

weighted mean and t-test to six staffs and street educators, and eighty five

street children enrolled in the program. Findings showed that out of six

street educators, only three of them worked as service providers of the

Alternative Street Education Program. The program was under the

supervision and management of the CSSDO but is implemented by the

Alima Development Center. The budget allocated by the local government

of Davao was P52,500.00 annually allotted for the street children’s snacks.

The design of the module for the street children was guided by four

lessons namely, health education, Value Formation, Group Building, and

Socio-Legal Interventions apart from teaching life skills and basic literacy.

Furthermore, the respondents agreed that the instructional materials used

by the street educators and the Modular Development Program of ASEP

was highly effective. The recruitment and selection process, training and

development and personality attributes of the street educators were

perceived to be highly effective. The budget allocated and the funding

sources were perceived as moderately adequate. However, the

effectiveness of ASEP in terms of social and intellectual growth of street

children and in the coordination with other external resources was

perceived as effective. A number of recommendations were underscored

including the hiring of additional street educators to efficiently meet the

vision, mission and goals of this program. Also, a campaign for education

of the street children shall be implemented with the support of the local

government of Davao.

Keywords: Sociology of Education, alternative education, street

education, descriptive-evaluative method, Davao City, Philippines

Electronic copy available at: http://ssrn.com/abstract=2659773

Introduction

Education is the bedrock of social and economic development. Throughout

history, philosophers like Aristotle and Plato recognized the importance of education.

Further, it is only through education that children on the streets can hope for a brighter

future (Khurana, 2014). Although education is one of the basic privileges and a human

right, some children especially in the streets are deprived of such.

According to United Nation, the number of street children rises up to 150 million

all over the world. A number of destitute children are forced to take out a living on the

streets, scavenging, begging, hawking in the slums and polluted cities of the developing

world (United Nations Educational, Scientific and Cultural Organizations, 2013). Poverty

and physical or sexual abuse are the main reasons for children to run away from home,

hoping for a better future in the streets. Without some form of education and economic

training, the future is blank for these street children. Also, in not attending school, their

chances of finding a way back into settled life are few (Kindernothilfe, 2013).

In the Philippines, according to the Annual Poverty Indicators Survey, one out of

eight Filipinos aged between six and 24 are not enrolled in a formal education. This

translates to about 16 percent of the estimated 39 million Filipinos in that age bracket or

6.24 million people (National Statistic Office, 2010). Although, basic education in the

Philippines is supposed to be provided for free by the government to the students as their

basic human right. However, uniforms, supplies and meals are not free at all times. This

is why; some of the parents let their children work and are pushed to do criminal acts to

support their family’s need. The children cannot enroll and hundreds of thousands of

street children, working children and abused children begging on the streets and living in

slums (Cullen, 2008).

In Davao City, the City Social Services and Development Office (CSSDO)

reports as of 2013 that there are a total of 733 street children within the city, 486 are

purely street based and 247 are working children. Their usual convergence areas are in

downtown, parks and public markets. For this reason, the City sets off the Alternative

Street Education Program (ASEP) for street children who are out-of-school youth. This

program was realized to implement non- formal schooling to help street children bridge

the existing gap in order to access education.

Thus, with this study, the government and other concerned institutions may be

able to optimize a collective response to the problems of street children.

Research Objectives

This study aimed to evaluate the efficacy and satisfaction on Alternative Street

Education Program of City Social Service and Development Office (CSSDO) in Davao

City. Specifically, on the level of efficacy of the resources in terms of physical, human

and financial resources as perceived by the Staff, the level of satisfaction in terms of

enhancement of social and intellectual growth of street children, and coordination with

the parents and other external resources as perceived by the street children themselves,

and the feedback and suggestions of the respondents in terms of benefits, problems and

hindering factors that obstruct the development as well as the suggestions to improve the

program.

Conceptual Framework

This study utilized the Input-Process-Output framework of evaluation. The inputs

denote the profile of Alternative Street Education Program (ASEP) which includes the

vision, mission, objectives, budget, human resources and organizational structure.

The process of determining the inputs were identified based on the resources of

ASEP. This includes the physical resources, human resources and the financial resources.

The physical resources were further categorized in terms of instructional materials

and curriculum development program. While the human resources dealt with the

recruitment and selection processes, training and development and the personality

attribute. Indicators for financial resources include funding sources and budget allocation.

These resources were measured based on the level of efficacy. It was evaluated by

management staffs and employees of CSSDO who are assigned on education.

The output signifies the whole process of the study and why the study is being

conducted. This is attained based on the resources of ASEP in measuring the efficacy of

the program. These include the social and intellectual growth of the street children as

well as the linkages and coordination of this program to other institutions that cater Street

Education Program in the Philippines. This was evaluated by the street children under the

ASEP. Furthermore, the feedback showed the responses of the respondents on the

program. Thus, these respondents were asked about their comments and suggestions to

further improve the quality of Alternative Street Education Program services as an

educational institution. These variables were framed as the conceptual framework (see

Figure 1).

Figure 1. Conceptual Paradigm of the Study.

Methodology

This study utilized descriptive-evaluative method of research. The respondents of

the study were the 6 staffs and street educators of the CSSDO-ASEP and the 85 street

children enrolled in the program. The study was conducted within the main office of

CSSDO and some of the convergence areas of the street children specifically at Osmeńa

Park and Bankerohan Public Market during the academic school year 2013-2014. The

researchers utilized a survey questionnaire adopted from Bagolong (2011) and were

modified to fit the research conducted.

The analysis and interpretation of data were facilitated using weighted mean to

determine the efficiency and satisfaction on Alternative Street Education Program of

CSSDO and t-Test to determine the significant difference on the level of efficacy of all

the resources of ASEP when analyzed by length of service, educational attainment and

trainings; and level of satisfaction on CSSDO Alternative Street Education Program

when analyzed by age, sex and educational status.

ASEP Profile

Vision

Mission

Budget

Human Resources

Organizational

Structure

Efficacy on Physical Resources

Instructional Materials

Curriculum Development

Program

Efficacy on Human Resources

Recruitment and Selection

Training and Development

Personality Attributes

Efficacy on Financial Resources

Funding Resources

Budget Allocation

Satisfaction on

ASEP

Enhancement of

Social and

Intellectual Growth

of Street Children.

Coordination with

other external

resources.

FEEDBACK

Table 1. Frequency of the Respondents

Classification of Respondents Frequency

N n

Children Concern Division

Street Educators

Technical Staff

OIC

Division Head

3

1

1

1

3

1

1

1

Street Children in Alima Devs 101 85

Total 107 91

Table 2. Distribution of Respondents (ASEP Staff)

Moderator Classification # of Respondents %

Length of Service Below 10 years

Above 10 years

2

4

33%

67%

Total 6 100%

Educational Attainment Baccalaureate Level

Master’s Level

4

2

67%

33%

Total 6 100%

Regular Trainings

Local

National

4

2

67%

33%

Total 6 100%

Table 3. Distribution of Respondents (Street Children)

Moderator Classification # of Respondents %

Age Below 6 years old

Above 6 years old

4

81

6%

94%

Total 85 100%

Gender Male

Female

36

49

42%

58%

Total 85 100%

Educational Status

In-School Youth

Out-of-School Youth

54

31

63%

37%

Total 85 100%

Results and Discussion

Based on the responses taken from the data gathering instrument including the

profile of Alternative Street Education Program, the interpretation and descriptive-

evaluative analyses are discussed as a result of the statistical applications made use for

the study.

Level of Efficacy on the Physical Resources of the Alternative Street Education

Program as Perceived by the Staff

Data showed in Table 4 that the instructional materials have a mean of 4.69 or

perceived as very high. This means that the reading materials are readily available for the

street children where content of the materials are relevant, informative and can facilitate

learning. This confirms that the use of instructional materials provide the educator with

interesting and compelling platforms for conveying information as they motivate learners

to learn more. Students can learn easier and faster when they are given the chance to

learn through more senses than one (Okobia, 2011).

Data also showed that the modular development program with a mean of 4.42 or

perceived as high is designed to appropriately use for the street children where contents

were consulted to appropriate bodies and experts for proper preparation and facilitation.

The best teaching approaches can lead to better education. Hence, it will help the teacher

to be successful in initiating the favored changes with students. In order to make

education for street children easy and smooth, the street educators may utilize planned

procedures in dealing with them (Alelaimat & Ghoneem, 2012). An over-all mean of

4.55 or perceived as very high physical resources. These physical resources like the ones

used by the street educators served as the driving force in the learning process because of

their roles in helping solve key educational problems (Ali, et. al. 2010).

In terms of human resources of ASEP, data showed that the recruitment and

selection for the street educators has a mean of 5.00 or perceived as very high. This

means that the street educators have undergone a rigid selection process before

deployment and are regularly monitored by the CSSDO management. This goes to show

that teaching profession has a very strong human dimension that involves not only

knowledge and skills, but also attitudes, values, empathy, fairness, professional

conscience”. These are required qualities that the teaching profession calls for, who will

need a long period of training and development (Stanescu, et al. 2011).

Table 4. Level of Efficacy of the Resources of CSSDO Alternative Street Education

Program as perceived by the Staff

INDICATORS

MEAN

N=6

VERBAL

DESCRIPTION

Physical Resources 4.55 VERY HIGH

Instructional Materials 4.69 Very High

Modular Development Program 4.42 High

Human Resources 4.83 VERY HIGH

Recruitment and Selection 5.00 Very High

Training and Development 4.63 Very High

Personality Attributes 4.88 Very High

Financial Resources 3.49 MODERATE

Funding Sources 3.42 Moderate

Budget Allocation 3.56 High

OVER-ALL 4.29 HIGH

It is also observed that the personality attributes of the street educators with a

mean of 4.88 or perceived as very high were necessary to become effective educator.

Teachers must be and acquire the attitude of being positive, communicative, dependable,

personable, organized, committed, and motivational including the personality of being

compassionate, flexible, individually perceptive, value-based, knowledgeable, creative,

patient and with the sense of humor (Wayne and Youngs, 2003) as cited by Stanescu,

(2011). Further, training and development of the street educators with a mean of 4.63 or

perceived as very high were of importance since they deal with the street children. This is

the reason why the CSSDO regularly conducts trainings in partnership with different

government and non-government agencies to update the street educators about the current

trends on education.

In terms of financial resources of ASEP, data revealed that the funding sources

with a mean of 3.42 or perceived as moderately adequate need more support from

external agencies apart from the donations they received from other organizations.

Although, the budget allocation with a mean of 3.56 or perceived as high showed that

somehow the budget allocated is sufficient budget for the operation of ASEP. Based on

the records, sources of funds of ASEP generally came from the City Government of

Davao. However, it only covers the annual budget for the food of 50 street children. Most

of the material resources like books and school supplies and part of the feeding expenses

came from donations from the non-government agencies and organizations.

An over-all mean of 4.29 or perceived by the respondents as high. This means that

all the resources of ASEP were utilized effectively in the program.

Level of Satisfaction on Alternative Street Education Program of CSSDO as

Perceived by the Street Children

As shown in Table 5, respondents agreed that item 3 which states that the street

children have given the chance to enhance their skills and talents with a mean of 4.43, or

perceived as high. Similarly, in item 5 which states that the street children have acquired

healthy attitude and sense of self-worth with a mean of 4.43 or perceived as high. This

goes to show that the success of alternative street education program lies in the skills and

sensitivity of the street educators as facilitators. Hence, the alternative education aims to

provide knowledge, skills and values in order for the street children to survive.

Data also showed that the street children are highly enhanced in terms of social

and intellectual growth. This means that the street children enhanced their skills and

talents while appreciating the value of studying literacy and Filipino values. The

satisfaction on ASEP in terms of coordination with other external resources as shown in

the table states that the street educators coordinate with the parents of the street children

with a mean of 4.25 or perceived as high. Likewise the ASEP also coordinates with the

Department of Education with a mean of 3.60 was also perceived as high.

Table 5. Level of Satisfaction on CSSDO Alternative Street Education Program as

perceived by the Street Children INDICATORS

MEAN

N=85

VERBAL

DESCRIPTION

Enhancement of Social and Intellectual Growth 4.53 VERY HIGH

1. Appreciated the value of studying basic literacy and

Filipino Values. 4.82

Very High

2. Learned the lessons easily as taught by their

Educator. 4.36 High

3. Has been given the chance to enhance their skills and

talents. 4.49 High

4. The ASEP organizes program for the children to

enhance their ability in reading and writing. 4.57 Very High

5. Acquired healthy attitude and sense of self-worth. 4.45 High

Coordination with other external Resources 4.06 HIGH

1. The street educators coordinate with the parents of

the children. 4.15 High

2. The Alternative Street Education Program

coordinates with Department of Education. 3.95 High

OVER-ALL 4.29 HIGH

These mean that the respondents are satisfied with the program of the ASEP and

are sentient about the objective of the program to return them to the mainstream of

education especially so that the street educators have a better relationship with their

parents, and the community which are contributory to their developmental growth.

Responses of the respondents on the satisfaction of Alternative Street Education

Program showed an over-all mean of 4.29 or perceived as high. This means that

satisfaction on the program is observed by the respondents in the majority of cases.

Feedback on Alternative Street Education Program

Presented in the succeeding diagram are the concepts and constructs derived from

the comments and suggestions of the respondents conducted during the interviews as

stipulated in the survey questionnaire. The diagram below delineated the benefits,

problems and issues including the suggestions to improve the program of ASEP.

As viewed, the benefits of the program which was obtained from the respondents

were largely focused on the opportunity of the street children to learn basic literacy and

acquire Filipino values. It became an advantage for those who are out-of-school youth to

continue their learning while on the street and making ways to encourage and link the

children to formal schooling. The children were also taught with life skills, group

building and values formation that oftentimes disregarded in the formal schooling. In

contrast, majority of the street children enrolled in ASEP underscored their motivation to

join the sessions because of the food and sometimes school supplies that they receive.

In addition, problems and concerns are also observed in the program. The lack of

manpower is one of the reasons that hinder the development of the program. The success

of the program for the street children greatly depends on the availability of skilled

manpower. There have been difficulties in hiring teachers and social workers since the

alternative education is far more different than the regular style and method of teaching.

It has become more than a profession but a passion and commitment for the children.

The designated place to conduct sessions is also considered as a problem. Since

sessions or “classes” have to be in the streets or in any available open space, problems,

like bad weather, disturbance from other group/gangs, sniffing of solvent before and

during sessions, having no food, absenteeism, greatly affects the session and the street

children as well. Another issue is the fact that alternative education only supplements the

deficiency of educational opportunities for the street children. It doesn’t provide diploma

or graduation that may be used in seeking employment for those who attended the

program.

However, in relation to the research findings of Özgüngör (2008), he pointed out

that the schools are not isolated from society, but share the responsibilities of the families

and the community. Assisting the street children to form links between themselves and

life to discover their individual skills to be developed further are the main task of the

school. The street children also come and go since they do not have control on their

availability and time.

As to the suggestions on how to improve the program, the provision of the

appropriate psychosocial interventions depending on the needs identified by the street

educators should be strengthened. Accordingly, continuous trainings with the street

educators are emphasized (see Figure 2).

Problems/Issues

Financial Support

Training for Street Educators

Lack of Manpower (Educators

and Social Workers)

Lack of family support (street

children)

Venue for session or classes

Revision of Instructional

Materials

Alternative

Street

Education

Program

(ASEP)

Suggestions to Improve

the Program Training for the street

educators from partner

agencies

Provision of appropriate

psychosocial interventions

Referrals for health/medical

services

Sustaining relationship with

the street children

Hire additional street

educators/social workers

Benefits of the Program

Providing education for

the children on the streets

Learning health education,

value formation, group

building and life skills

aside from learning basic

literacy

Constant feeding program

Figure 2. Diagram showing the feedback on ASEP.

Conclusion

Based on the stated findings, the following conclusions were deduced:

1. The level of efficacy of the physical resources in terms of instructional materials and

modular development program were revealed as very high. However, there is a need to

update the module since emerging trends of street children phenomenon are dynamic.

The level of efficacy of human resources in terms of recruitment and selection, training

and development and personality attributes was very high. Hence, constant trainings with

the street educators are recommended especially on handling the street children. Also,

monitoring of the street educators by the management is necessary. Similarly, the level of

efficacy of the financial resources in terms of funding sources and budget allocation was

moderately high. This was because the funding sources of the program are inadequate.

Funding Sources from the local government is only used for the food/snacks of the street

children during sessions. Materials and improvement of facilities comes from donations.

Though it accepts donations from other agencies and organizations, it still has minimal

linkages with funding sponsors from other countries.

2. The level of satisfaction on Alternative Street Education Program of CSSDO in Davao

City in terms of enhancement of social and intellectual growth of the street children and

coordination with other external resources was high. Hence, Alternative Street Education

Program contributed much in helping the children return to the mainstream of education

and become useful and productive citizens. Children also learned and acquired values

which enable them to obtain healthy attitude and a sense of self-worth.

3. Perceived problems and concerns of the program have emerged primarily with the lack

of manpower or street educators. Venues for the conduct of sessions/classes must also be

considered. To improve the program, additional training for the street educators is

recommended of which anticipating the psychosocial needs of the street children.

Recommendations

In view of the findings drawn in this study, the following are recommended:

1. Linkages and collaboration of the social welfare agencies including the government

and non-government must be sought to meet the basic academic goals and objectives

such as providing social services and offering vocational trainings to the street children.

Also, coordination with other street educational programs shall be done. Similarly,

foreign funding shall be maximized to be of assistance in funding the program.

2. The CSSDO officials in Davao City shall continue to provide a special curriculum that

meets the diverse needs of street child who will have transition from informal to formal

education. Also, a campaign for education of the street children shall be implemented

with the support of the local government of Davao and cooperation of the parents.

Further, it is recommended to hire additional street educators or social workers who are

interested, motivated, dedicated, and competent so that the program will become more

efficient in providing services to the street children. There shall also be an important

segment in training the street educators that is focused on effective teaching and handling

street children. Thus, providing strategies to meet the needs of the unique population they

serve. CSSDO should also keep updating the educators’ skills by continually mounting

training programmes through workshops and seminars.

3. The Street Educators must update the module designed which is customized to the

needs of the street children. However, the module shall be less structured – more open to

change and less concerned with content. Also, Instructional Materials may be revised that

it be made informative, child-friendly and updated so that the children will more likely

become interested in joining the sessions. Personality development shall also be observed

to make the educators’ lifestyle more child-friendly.

4. The Street Children must persist in continuous involvement to the program to be able

to augment their educational deficiency.

5. Future Researchers should conduct further research on street education programs not

only in CSSDO but also to other non-government agencies or organizations in order to

ascertain extensive ways in getting the street children back to the mainstream of

education.

References

Alelaimat, A. R., &Ghoneem, K. A. A. (2012). The effect of educational modules

strategy on the direct and postponed study's achievement of seventh primary

grade students in science, in comparison with the conventional approach. Higher

Education Studies, 2(2), 40-60. Retrieved from

http://search.proquest.com/docview/1045433629?accountid=31259

Ali, R., Ghazi, S. R., Khan, M. S., Hussain, S., &Faitma, Z. T. (2010). Effectiveness of

modular teaching in biology at secondary level. Asian Social Science, 6(9), 49-54.

Retrieved from http://search.proquest.com/docview/821814309?accountid=31259

Bagolong, S. P. (2011, June). The Effectiveness of Madrasah Comprehensive

Development and Promotion Program in Davao City. In Society of

Interdisciplinary Business Research (SIBR) 2011 Conference on Interdisciplinary

Business Research.

City Social Service and Development Office (CSSDO) (2011).Retrieved on Feb. 09,

2014 from http://www.davaocity.gov.ph/cssdo/services.aspx

Cullen, S.(2008).Back to dark ages, still jailing children. Pinoypress.net, Retrieved on

December 27, 2013 from http://www.pinoypress.net/2008/09/19/back-to-dark-

ages-still-jailing-children.

Kindernthilfe (2013). Alternative street education program for street children/

Retrieved on December 28, 2013 from

http://en.kindernothilfe.org/Rubrik/Countries/Asia/Philippines/Alternative+Educa

tion+Program+for+street+Children.html

Khurana, S. (2014). Famous education quotes. Retrieved on Jan. 04, 2014

from http://quotations.about.com/od/famousquotes/a/famouseducation.htm

Nachmias, D. and Nachmias, C. (1999) “Research Methods in the SocialScience:

Descriptive Statistics” 2nd Edition Nosenas, K. (1996). Alternative street

education for street children: A street educator’s guide, p.1.

National Statistic Office, Annual Poverty Index Survey (2011). Retrieved from

www.census.gov.ph/content/one-out-every-eight-filipinos-6-24-years-

old-out-school-youth-results-2010-annual-poverty

Okobia, E. O. (2011). Availability and teachers' use of instructional materials and

resources in the implementation of social studies in junior secondary schools in

edo state, nigeria. Review of European Studies, 3(2), 90-97. Retrieved from


Özgüngör, S. (2008). Relationship between university students' cheating behaviours and

their perceptions of teacher and student characteristics.EgitimVeBilim, 33(149),

68. Retrieved from


Stanescu, M., Ciolca, C., &Stoicescu, M. (2011). Perception of Students in physical

education and sports field on the teaching career. Gymnasium, 12(1), 107-119.

Retrieved from


UNESCO (2013).Street children. Retrieved on January 04, 2014 from

www.unesco.org/new/en/social-and-human-sciences/themes/fight-against

discrimination/education-of-children-in-need/street-children/

Wayne A.J. and Youngs P., (2003). Teacher characteristics and student achievement

gains: A Review, Review of Educational Research, 73 (1), pp. 89-122,

Alternative Street Education Program in Davao City

Documents

Transcript of Alternative Street Education Program in Davao City