University of Mindanao8000 Matina Campus, Davao City Philippines
A Lived Experience among Out of School Youth 1
RUNNING HEAD: A LIVED EXPERIENCE
A Lived Experience on the Quality of Life among Out of
School Youth in Barangay Arroyo Compound, Matina
Crossing, Davao City
Precy Babe C. Celedonio, Shekinah L. Elorza, Ruthie B.
Guerra
The University of Mindanao, Davao City, Philippines
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A Lived Experience among Out of School Youth 2
APPROVAL SHEET
A LIVED EXPERIENCE ON THE QUALITY OF LIFE AMONG OUT OF
SCHOOL YOUTH IN BARANGAY ARROYO COMPOUND,
MATINA CROSSING, DAVAO CITY
By:
Celedonio, Precy Babe B., Elorza, Shekinah L., Guerra, Ruthie B.
Thesis accepted and approved
as conforming to the required standard
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A Lived Experience among Out of School Youth 3
DOREZA A. MAMBURAM, RN, MAN
Research Adviser
REVIEW COMMITTEE
RONALD ALLAN RAMO, RN, MAN REXIE G. BAGNOL, RM, RN,
MAN
First Examiner
Second Examiner
OFELIA C. LARIEGO, RN, MAN
Dean, College of Nursing Education
May 2013
ABSTRACT
We all know that discontinuing education
is one of the most widespread social issue or
concern which is common especially in our
country because of increasing population but
less school accessibility within the poor
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A Lived Experience among Out of School Youth 4
families. This research aimed to discover and
describe the lived experience on the quality
of life among out of school youth in Barangay
Arroyo Compound, Matina Crossing, Davao City.
The research study utilized is qualitative
design which uses the phenomenological type
approach which is the Colaizzi’s method that
aims to analyze and interpret the gathered
data. The researchers interviewed ten (10)
participants with the research questionnaire
or interview guide.
The study revealed that having no enough
money caused them to stop their studies with
variety reasons of family’s standing and
experiences encountered. Then, out of school
youth found out alternative ways of earning
money. In terms of plans in life, pursuing to
continue education is the main desire to be
fulfilled by most out of school youth in
preparation of their future. Indeed, out of
school youth also looking out a better job for
their own good and their family.
It is recommended that there should be
another study that will be conducted for the
assessment and evaluation among former out of
school youth who already go back to their
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A Lived Experience among Out of School Youth 5
study in order to determine more the
comparisons and their lived experiences.
ACKNOWLEDGEMENT
The researchers would like to express their thanks
to the following persons who contributed to the study:
the selected out of school youth in Barangay Arroyo
Compound, Matina Crossing, Davao City who took time to be
interviewed with honesty and sincerity as the researchers
have taken their efforts to make the study possible.
To their respected Barangay Captain of the said
research location, Barangay Captain Joel A. Santes and
the Barangay Purok Leader Angie who permitted us to
conduct the study and helped, accommodated, allowed the
researchers in reaching out the research participants.
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A Lived Experience among Out of School Youth 6
The researchers would also like to extend their
sincerest gratitude to their research adviser Prof.
Doreza A. Mamburam, RN, MAN; to their panel members Prof.
Rexie G. Bagnol, RM, RN, MAN and Prof. Allan Ramo, RN,
MAN; to their validators: Prof. Evangeline Guinto, DSD,
Prof. Arlene D. Layupan, RN, MAN, Prof. Dennis C.
Padernilla, RN, MAN; to their new research coordinator
Prof. Rexie G. Bagnol, RM, RN, MAN for giving us some
ideas and inputs in reviewing and facilitating in the
finalization of this research; and to the Dean of College
of Nursing Education, Dean Ofelia C. Lariego, RN, MAN for
the permission to conduct this research study as she has
made her support available in number of ways.
To the researcher’s friends and classmates,
especially Mr. Jefferson S. Francisco, Ms. Mae Amor O.
Laguesma, Ms. Mariel Risonar who encouraged and helped
them in the process of making this research study.
To the researchers’ parents: Mr. and Mrs. Celedonio;
Mr. and Mrs. Elorza; Mr. and Mrs. Guerra and their loved
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A Lived Experience among Out of School Youth 7
ones who financed and for giving love and support as they
deserved.
And above all, the researchers are offering this
research to God- the Savior as the ultimate source of
wisdom and everything with bottom line of dedication of
this research study. Without Him, this research is of no
use and in vain for He indeed showered the researchers
with priceless blessings of knowledge or wisdom and both
material and immaterial provision.
P. B. B. C.
S. L. E.
R. B. G.
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A Lived Experience among Out of School Youth 8
TABLE OF CONTENTS
Title Page 1
Approval Sheet 2
Abstract 3
Achnoledgement 4
Table of Contents 6
CHAPTER
I. The Problem and Review of Related Literature
Background of the Study 8
Review of Related Literature 11
Theoretical Framework 13
Conceptual Framework 17
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A Lived Experience among Out of School Youth 9
Significance of the Study 20
Definition of Terms 23
Significance of the Study 23
Scope and Limitations 24
II. Methodology
Research Design 25
Research Participants 25
Instrumentation 26
Research Environment 26
Data Gathering Procedures 28
Data Analysis Tool 29
III. Results and Discussion 34
IV. Summary, Conclusion, and Recommendation
Summary 56
Conclusion 57
Recommendation 58
REFERENCES 63
APPENDICES 65
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A Lived Experience among Out of School Youth 10
CHAPTER I
THE PROBLEM AND LITERATURE REVIEW
Background of the Study
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Everyone knows that education is the key to success.
No one can deny the fact that education is the most
crucial thing for bringing change or transformation in
the lives of an individual. It is said to be the basic
foundation of learning and major contributing factor of
developing and growing which leads the individual to full
maturity or self-actualization. As defined by others, it
has been universally recognized as the most powerful tool
for gearing up the socio-economic state and development
of the nation. Yes, it’s true! For instance, it has the
big impact to society that greatly affects one’s own
living by molding someone who he/she wants to be. As life
still goes on, theprocess of learning is still unlimited
that’s why pursuing education would be a big help to
become fully educated or literate with all the knowledge,
skills, and learning for one’s own development for the
preparation of the desirable future. But why there were
young ones who decided to discontinue education when it’s
said to be the basic thing that one needs for own good
and for the nation’s progress? This would harbour them to
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A Lived Experience among Out of School Youth 12
difficultyin finding job without any proper
qualifications from education basis.
This research study is targeted to the young ones
who were no longer at school or just had stopped studying
as they said to be the ‘out of school youth’ who could be
considered as those vulnerable ones who have vital needs.
Since, out of school youth has been already rampant in
our country today which affects the degradation of the
progress of the society, we the researchers decided to
conduct the study for us to know and discover what are
the predisposing reasons or circumstances and the lived
experiences on the quality of life among out of school
youth. This is for us to see how education is distinctly
important as investment in education serves as vital for
human’s empowerment, own resource development, and the
enhancement of the quality of manpower.
There are approximately 71 million out-of-school
adolescents of lower secondary school age excluded from
any level of education. The majority are found in South
and West Asia (40%) and sub-Saharan Africa (30%). These
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A Lived Experience among Out of School Youth 13
two regions account for a combined total of 70% of all
out-of-school adolescents in this age group. Significant
numbers also exist in East Asia and the Pacific (15%)
and, to a lesser extent, the Arab States (6%). This is in
sharp contrast to Latin America and the Caribbean,
Central and Eastern Europe, Central Asia, as well as
North America and Western Europe, where the number of
out-of-school adolescents for each region contributes 3%
or less to the global total (UNESCO Institute for
Statistics database, 2009).
There were 5.3 million out-of-school youth in the
Philippines. For this survey, out-of school youth
includes children aged 6 to 14 who are not attending
school and persons aged 15 to 24 who are not attending
school, have not finished any college course and are not
currently employed. In the National Capital Region, out-
of-school youth comprised 12.7 percent of the population
aged 6 to 24. In general, the proportion of individuals
who are out-of-school was higher among those aged 15 to
24 years than among those aged 6 to 14 years. Except CAR,
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A Lived Experience among Out of School Youth 14
the proportion of out-of-school youth aged 15 to 24
ranged from 14.7 percent to 22.8 percent. For individuals
aged 6 to 14, it ranged from 3.6 percent to 11.8 percent,
excluding ARMM with a high percentage of 24.3 percent. In
terms of sex, the proportion of out-of-school youth is
higher among females than among males in all regions
(Functional Literacy, Education and Mass Media Survey,
2008).
There were 16% or 6.24 million of the total, 39
million Filipino with 6 to 24 years old are out-of-school
youths (OSY). The government defines an OSY as someone
who is not attending formal school and/or not gainfully
employed in the case of youths aged 18 to 24 who have not
finished college or even a technical-vocational course.
The government report further states that the primary
reason given by OSYs for not attending school is the high
cost of education, followed by lack of personal interest.
One out of eight Filipinos aged between six and 24 is an
out-of-school youth (OSY). This translates to about 16
percent of the estimated 39 million Filipinos in that age
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A Lived Experience among Out of School Youth 15
bracket, or 6.24 million people, the NSO said in a report
released last week. It said that among the main reasons
cited by both males and females for not attending school
were “lack of personal interest,” “high cost of
education,” and “looking for work.” According to the
office, the term OSY refers to family members six to 17
years old who are not attending a formal school as well
as family members 18 to 24 years old who are currently
out of school, not gainfully employed and had not
finished college or a post-secondary course (Annual
Poverty Indicators Survey, 2010).
According to Philippine Daily Inquirer (2012), one
out of eight Filipinos aged between six and 24 is an out-
of-school youth (OSY), according to the 2010 Annual
Poverty Indicators Survey (APIS) of the National
Statistics Office (NSO). This translates to about 16
percent of the estimated 39 million Filipinos in that age
bracket, or 6.24 million people, the NSO said in a report
released last week. It said that among the main reasons
cited by both males and females for not attending school
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A Lived Experience among Out of School Youth 16
were “lack of personal interest,” “high cost of
education,” and “looking for work.” The term OSY refers
to family members six to 17 years old who are not
attending a formal school as well as family members 18 to
24 years old who are currently out of school, not
gainfully employed and had not finished college or a
post-secondary course.
It is by education why everyone aims to pursue it as
it serves as the basis or the proof of one’s own
capability especially in engaging or applying something
just like in employment matters. Thus, education serves
as the most wonderful and immaterial possession or wealth
that can’t be taken away from others, the best tool to
prepare a brighter future.
Literature Review
The purpose of this section is to provide a summary
of readings and a review of related literature and
studies that will help to support and justify the said
problem. It will also assist us in the development of
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data to qualify the phenomenological study and to
establish the significance of the topic. A series of
research studies were presented here to understand more
about the various factors and lived experiences on the
quality of life among out of school youth.
Out of school youth refers to family members 6 to 17
years old who are not attending formal school and family
members 18 to 24 years old who are currently out of
school, not gainfully employed and have not finished
college or post-secondary course. Among the regions,
Autonomous Region in Muslim Mindanao has the highest
percentage of OSYs of about 24 percent of the population
aged 6 to 24 years, followed by Davao (19%) and Caraga
and Central Luzon, with 18 percent each. Cordillera
Administrative Region has the lowest percentage of OSYs
(10%). The proportion of OSYs among females is higher
than among males (17% and 14%, respectively) (Annual
Poverty Indicators Survey, 2010).
Rejection
Sacrifice
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Insufficient Money
No own House
Conflict
The combination of a youth bulge and failures in education represent a serious threat to the future development of many African countries. Education systems are simply not providing the youth with the skills they need to escape poverty – worse still, many are left out of the system altogether. And the situation in countries affected by conflict is even worse (Wongani Grace Nkhoma, 2012).
Own Choice
Loss of Interest
Overcrowded classrooms are common with class sizesaveraging almost 45 students. The education system is hampered by inadequate teacher training programs and adeclining per capita expenditure. Dropout rates in basiceducation are high, whole completion rates are low. Theseproblems are particularly acute in the conflict-affectedareas of Mindanao, where there are as many school-agechildren and youth who are out of school as those inschool (Jerry E. Esplanada,2011).
Good Parents
Family Members
With this drop-outs more and more young Filipino get out of
school and the distant parents do not have any idea that their
children are already in the wrong path (Sage, 2011).
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Family member’s work
Peer influence
Some common reasons why children and teens drop out are there bad
peers. Bad pressure from their bad peers that would influence
them are most likely: premarital sex [or even sex between
minors], under-age drinking liquor, drugs of any kind (marijuana,
cocaine, shabu etc.), self-mutilation, even hygiene practices
that are potentially unhealthy or harmful, like eating habits
that lead to disorders, vandalism, theft, bullying, and
pornography (Sage, 2011).
The environment of the learner has also an impact because
students are discourage to go to schools because of terrorism
like in some parts of Mindanao where class days are being stop
for the fight between the soldiers and rebels adding to that is
the kidnapping of teachers (Sage, 2011).
Tambay
Hobbies Activity
Child labor refers to the illegal employment of children below 18
years old in hazardous occupations. Under-age children are being
forced to manual Labor to help their families mainly due to
poverty. About 2.06 million children all around the Philippines
are compelled to do Labor, such as in crop plantations, mining
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caves, rock quarries and factories (Sage, 2011).
Lifestyle
Vice is a practice or a habit considered immoral, depraved,
and/or degrading in the associated society (Wikipidea). Vices are
like bad habits or addictions that is always considered as too
much for a person (Sage, 2011).
Happiness
Life’s Changes
Regret
Job searchings
In all, there are now 30 million real unemployedAmericans -- not just the 15 million "officially" beingcounted by the Bureau of Labor Statistics -- and they areall entitled to every reasonable public, private, 'public& private', and organized labor-based effort to find thememployment. But we know that a jobless recovery can seemeven more "jobless" to some out-of-work Americans thanothers, and right now it is our nation's AfricanAmericans, Latinos, blue collar males with high schooldiplomas and older workers who are facing much higherunemployment rates than other Americans (Leo Hindery,Jr., 2010).
One of the greatest opportunities for the out-of-schoolunemployed youth and even many older unemployed workers,
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A Lived Experience among Out of School Youth 21
however, will always be found in apprentice programs.That same 2010 report from the OECD lauded such programsfor allowing young workers to acquire much needed skillsand work experience. It pointed out, as an example, thatGermany, which has a long and proud history of high-quality apprentice programs, has an almost unbelievablelow ratio of youth unemployment to adult unemployment ofonly 1.5 to 1, compared to 2.8 to 1 across the entiretyof the OECD including the U.S. (Leo Hindery, Jr., 2010).
According to “The High Cost of High School Dropouts,
What the Nation Pays for Inadequate High Schools”, Issue
Brief, Alliance for Excellent Education, October 2007,
almost seven thousand students dropout from school every
day. Annually, it is estimated that up to 1.2 million
students will not graduate from high school with their
peers. Nearly one-third of all public high school
students, and nearly one half of all African Americans,
Hispanics and Native Americans, fail to graduate from
public high school with their class (Nelson Acquilano,
2008).
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The ongoing economic crisis has negatively affected
the livelihoods of millions of Americans. According the
U.S. Bureau of Labor Statistics (2012), the unemployment
rate is 8.3 percent as of January 2012. Despite the data
showing a decline of 0.2 percent from December 2011, the
unemployment rate is still high by all accounts, having
doubled since the beginning of the recession in December
2007. U.S. Census Bureau data shows that the U.S. poverty
rate rose to 15.1 percent (46.2 million) in 2010, an
increase from 14.3 percent (approximately 43.6 million)
in 2009 and the highest level since 1993. In 2008, 13.2
percent (39.8 million) Americans lived in relative
poverty. In 2000, the poverty rate for individuals was
12.2 percent and for families was 9.3 percent. In 2010,
the poverty threshold, or poverty line, was $22,314 for a
family of four. Over 15 percent of the population fell
below this threshold in 2010. The percentage of people in
deep poverty was 13.5 percent of all Blacks and 10.9
percent of all Hispanics, compared to 5.8 percent of
Asians and 4.3 percent of Whites. While non-Hispanic
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A Lived Experience among Out of School Youth 23
Whites still constitute the largest single group of
Americans living in poverty, ethnic minority groups are
overrepresented (27.4 percent African American; 28.4
percent American Indian and Alaskan Native; 26.6 percent
Hispanic, and 12.1 percent Asian and Pacific Islander
compared with 9.9 percent non-Hispanic White). These
disparities are associated with the historical
marginalization of ethnic minority groups and entrenched
barriers to good education and jobs (American
Psychological Association, 2013).
According to Philippine Daily Inquirer (2012), there
are 5.59 million child laborers toiling in the
Philippines and almost all of them are working in
hazardous conditions, according to a survey financed by
the International Labor Organization (ILO). The 2011
Survey on Children conducted by the National Statistics
Office (NSO) showed that out of the 29.019 million
Filipino children aged 5-17 years old, about 18.9 percent
or 5.59million, were already working. Of those 5.59
million children at work, 3.028 million were considered
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A Lived Experience among Out of School Youth 24
as child laborers and 2.993 million were reported to be
exposed to hazardous child labor. The government had
identified 609 of the country’s poorest municipalities
and was targeting 80 barangays (villages) that had the
highest incidence of child labor. She also pointed out
that the survey showed that 69.5 percent of child
laborers, or 2.106 million, were attending school.
Most of these times, there were many former students who
just suddenly stopped in their studies because of their
economic concerns within the family.
Theoretical Framework
This section provides the following theories that
will help to guide us in relation to the research which
would be applicable to the participant’s experience and
overall conducted research study.
Hildegard Peplau’s contributions to nursing in
general and to the specialty of psychiatric nursing in
particular have been enormous. She promoted professional
standards and regulations through credentialing. Ppeplau
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A Lived Experience among Out of School Youth 25
identified the following four phases of the nurse-patient
relationship which are orientation, identification,
exploitation, and resolution. She also proposed the six
nursing roles which are being the stranger, resource
person, teacher, leader, surrogate, and counselor. In
relation to our study, two out of these nursing roles can
were applied during the conduction of our study. In the
very first place, having an interview of the out of
school youth is our main goal to gather data for our
research study. One of the goals we had is to discover
and know what their concerns are since they stopped their
studying. At first, in doing the interview, we as the
researches considered to be strangers to them because
they don’t have any idea what we are going to do and why
we will interview them in such. So, in dealing with them,
it’s very important that rapport must be built in the
first phase. Later on, as we go on the interview with the
built rapport and gained trust, we let them express their
feelings and concerns about their situation and life’s
status as what they verbalized. By that, we serve to be
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A Lived Experience among Out of School Youth 26
their counsellors, listening well to them and assessing
them. Generally, the most important core to be applied
and remained by the nursing students or nurses in the
future is to remain judgmental and respect their
feelings, opinions, and testimonies.
The study was anchored to the Environmental theory
by Florence Nightingale. She states that nursing is an
act of using the environment of the client to aid in his
recovery that involves critical thinking to configure
environmental settings that are appropriate for the
gradual healing of the patient, and that extrinsic
factors associated with the client’s surroundings which
may affect life or biologic and physiologic processes and
his development. In relation to this study, out of school
youth’s environment is not appropriate and conducive
because students are discourage to go to school because
of any factors that being influenced with the
environmental aspects that also include the
neighbourhoods or peer influence.
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A Lived Experience among Out of School Youth 27
Dorothy Johnson’s Behavioral System model springs
from Nightingale’s belief that nursing’s goal is to help
individuals prevent and recover from disease or injury.
Johnson reported that the Behavioral System model was
based on a pre-existent body from a philosophical
perspective. She also contributes about facilitating
effective behavioural functioning in the patient before,
during, and after illness. She used concepts from other
disciplines such as social learning, motivation, sensory
stimulation, adaptation, behavioural modifications,
change process, tension and stress to expand her theory
for the practice of nursing.
In relation to our study, those important things
being above were applicable to the out of school youth as
our participants. As we are in the process of interview,
they are expressing their feelings and concerns towards
changes and accustomed living or adaptation. Somehow,
they regretted why they stopped their studying. By that,
motivation to them from the teachers especially from the
family or the other people around must be implemented.
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A Lived Experience among Out of School Youth 28
Some of the participants also conveyed about behavioural
modification or have a change in their self to change
their life and living as it affects their social
learning. These were really the things what they
supposedly desired to have and want to be.
Dorothea Orem’s theory on the other hand is more
concerned about Self-care Deficit theory of Nursing.
According to Orem, individuals, families, groups, and
communities need to be taught self care. It is defined as
goal oriented activities that are set towards generating
interest in the part of the client to maintain life and
health development. The theory is aimed towards making
the clients perform self care activities in order to live
independently. Self-care, according to Orem is defined as
an activity that promotes a person’s well-being. It is
performed by persons who are aware of the time frames on
behalf of maintaining life, continuing development and a
health functional living. In relation to our study,
Orem’s theory is very significant since it focuses on
activities that adult individuals perform on their own
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A Lived Experience among Out of School Youth 29
behalf to maintain life, health, and wellbeing. Poverty
is one of the reason why out of school youth are very
rampant, eventhough the education is free. Many youth
still cannot afford to go to school due to lack of
essential needs like bags, notebooks, paper, etc.
Unfortunately, they cannot even provide for their own
belongingness for their self especially when they become
sick, how much more to brought some stuff for their
education. There focus is just to search food in order to
live. So by that, there’s self-care deficit in acquiring
things or the basic needs that even what the out of
school youth experienced. Self-care is very important to
individuals not just the youth itself but for others, but
because of poverty, self care deficit results from
inadequate self care needs.
Another theory is Adaptation model by Sister
Callista Roy. According to Roy’s theory, the model
provides a way of thinking about people and their
environment that is useful in any setting. It helps one
prioritize care and challenges the nurse to move the
ENTERING INTO THE PHENOMENON
PHENOMELOGICAL PERCEPTION
HUSSERLAIN PHENOMENOLOGICAL
REDUCTION
COLAIZZI PHENOMENOLOGICAL
DESCRIPTION
OUT OF SCHOOL YOUTH
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A Lived Experience among Out of School Youth 30
patient from survival to transformation. Callista Roy’s
theory is related to our study, because as we all know
that each of us should encounter going to school, gain
some friends and adapt to new environment. Being an
individual, it is important that we could easily have the
ability to cope to the changes in our lives. However, we
can say that laziness is one factor that out of school
youth experiencing today because of lack of desire and
especially lack of motivation from their parents and
colleagues. In the first place, the nurse must promote
physiologic, psychological and social functioning or
adaptation to the participants.
Research Paradigm: Conceptual Framework
Peplau’s Theory of Interpersonal Relations
SENSE OF PERCEPTION BRACKETING Pure
Consciousness
SENSE PERCEIVED
CO-PERCEIVED
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A Lived Experience among Out of School Youth 31
Figure 1. Conceptual Model: A Lived Experience on the
Quality of Life among Out of School Youth with Colazzi’s
Method of Data Analysis.
The model showed above (Figure 1) displays the
course to picture out how we took an adequate step
deriving the phenomenon especially with our research
study which deals about the lived experiences on the
quality of life among out of school youth. In the very
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A Lived Experience among Out of School Youth 32
first place, we had to enter the actual phenomenon for us
to understand it clearly and completely. During the
process of entering into the phenomenon, we encountered
the appearance directly through engaging with the sense
in the process of perception. With that process, we used
the phenomenological perception which refers to our
senses such as the sense of sight, hearing, and touching.
Perception implies using those senses that were applied
to gain attention and full concentration for the output
of gathering data from the interview. As these
perceptions were used during the course of the process of
obtaining data, this serves as the insight or the sense
perception in this study. Both the perceived and the co-
perceived are the sense perceptions consisted in the
phenomenon. Using direct observation, what was heard,
seen, and felt are termed as the perceived data since to
perceive is to become aware of it. Perception obtained
fromthe insights we gained by mean of using our senses.
Opinions and formulated ideas of meeting those selected
out of school youth, and judgment appeared during the
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A Lived Experience among Out of School Youth 33
encounter prior to the interview as they played
basketball where that observed is called our co-
perceived. To be able to perceive or conceptualize an
example of what is sense perceived would be during the
encounter of our participant who just sat somewhere with
blond hair (bystander) or the so called ‘tambay’. It was
been observed through using direct observation with the
sense of sight and hearing. The co-perceived part would
be when we create an assumption that the person is no
longer studying or was been out of school and
hypothetically considered as one of the members of
‘budots’ as reflected of being a bystander.
We had classified our own sense of perception to be
able to gather data purely and completely regarding the
out of school youth. We also classified our own theory,
opinions or own ideas and concepts that would help to
apply in the phenomenon. These would help us to bracket
all our assumptions and perceptions regarding the out of
school youth.
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A Lived Experience among Out of School Youth 34
Then the phenomenological description comes after
phenomenological reduction took place and to be able to
achieve this, every data acquired needs to be analyzed
properly. We are going to employ or use the seven steps
of analytic process by Colazzi’s. This would bring big
benefit to us as the researchers as it helps to meet our
goal in achieving meaningful description related the
phenomenon involved- the lived experiences of the out of
school youth in the quality of life.
So much for that, we used this theory of Hildegard
Peplau as applicable during obtaining data or actual
interview. In her core of theory, she taught
psychodynamic nursing and stressed the importance of the
nurse’s ability his or her own behaviour to help others
identify perceived difficulties. She emphasized the six
nursing roles which are stranger, resource person,
teacher, leader, surrogate, counselor upon having an
interaction of the nurse-client relationship. One of it
was been also applied as it said to be the researcher-
participant relationship foronly research study purposes.
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A Lived Experience among Out of School Youth 35
Upon looking out our participants, we met the two of them
who showed shynessto be asked or interviewed upon. By
that action, it implies about being a strangers upon
meeting them. But throughout the duration of meeting
them, introduction until establishing rapport was gained.
The researchers had preconceptions on the meaning of the
problematic situation then able to understand the nature
of the problem. The participant participated well as they
responded consistently and shared concerns and their
common goals.
Hence, Peplau identified the four psychobiological
experiences that compel destructive or constructive
responses which are the needs, frustrations, conflicts,
and anxieties which the sense of needs felt by the
participant was directly observed by the researchers.
The arrow pointing to Peplau’s Theory of
Interpersonal Relations illustrates that the result of
this study will be used to inform and guide nursing
research, education, practice, and healthy policy using
this theory. The arrow going back to the out of school
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A Lived Experience among Out of School Youth 36
youth illustrates that nursing as a discipline and
profession will use the result of the study for the
benefits of the selected out of school youth
participants.
Research Question:
The purpose of this study is to examine out of
school youth current daily living and to explore their
lived experiences on their quality of life. The research
question that guided this research study is:
What are the lived experiences among out of school
youth on the quality of life today?
Significance of the Study
This study aimed to discover and describethe lived
experience on the quality of life among out of school
youth in Barangay Arroyo Compound, Matina Crossing, Davao
City. This is to describe the experiences of stop going
to school or not pursuing to continue the studies among
the young people in the said place.
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A Lived Experience among Out of School Youth 37
TheDepartment of Educationis the government institution
which is responsible for ensuring access to, promoting
equity in, and improving the quality of basic
education.This is to provide quality basic education that
is equitably accessible to all and lays the foundation
for life-long learning and service for the common
good.This study is more focused to those ones who
preferably stopped their studies or what we called as the
‘out of school youth’. Since the problem to them is about
education, not continuing their studies, it must be
concerned to this department that out of school youth
must be given a way or privilege to go back with their
studies.
The Department of Social Welfare and Developmentis a
government institution responsible for the protection of
social welfare rights and promotion of social
development. It is a government institution that handles
matters of social welfare especially those who need the
proper care and attention. Their main focus is to protect
the children from any societal problems that could harm
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A Lived Experience among Out of School Youth 38
them and free from violence especially those out of
school youth.Those out of school youth who had a single
parent or no longer parents at all will be referred to
this institution. They must be actively observed as peer
influence like engaging unpleasant activities
particularly having a riot and others would be the social
problems among the youth encountered today which could
lead them to negative track.In this government
institution, special care and attention must be carefully
provided that they will be taken care of well and be
properly guided.
The Department of Health is the institution which deals
about the care of health of each individual. Their task
is to help the young people/adolescents in avoiding
unhealthy habits and activities to maintain a normal life
and promote a healthy living. This institution plays a
big role on how to assess and evaluate those young people
who no longer at school in determining with their daily
activities as proper counseling would help them to
resolve their personal problems.
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A Lived Experience among Out of School Youth 39
So, this department will help to know and be aware
about the concerns of the out of school youth today with
their lived experiences on the quality of life in terms
of many aspects: physical, developmental, psychological,
social, emotional, mental, spiritual, and in
socioeconomic status. Usually, they engaged in many
unhealthy activities like smoking cigarettes and drinking
alcohol which still concern in the scope of nursing and
health care. Relevant information will be testified or
expressed by the research respondents/participants who
greatly affect them in many ways.
The UNICEF(NGO)is the private institution which seeks
to help those powerless and problematic community to
support and provide what the community needs as their
domain. Since, they can help the residents in the
community, the out of school youth can be also referred
to them about the problem occurred and seeking out any
better solutions for support to resolve the existing
problems in the certain community.
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A Lived Experience among Out of School Youth 40
The Local Government Unit (LGU) is the government
institution whichconcerns about the health, safety
and the advancement of the public good or welfare as
affecting the public generally.So this agency could
possibly coordinate to the Barangay Health Workers to
solve out the phenomenon in the community. When
exercising governmental powers and performing
governmental duties, it also seeks to obtain special
corporate benefits or earn pecuniary profit and intended
for private advantage and benefit.
Our research study has to involve the positive and
negative experiences of those young people/adolescents
who stopped studies with the referral of this national
government. It acts as an agent of the community in the
administration of local affairs when engage in any
corporate activities. Discontinuing of education is still
a big problem and issue in today’s generation which
attention and better solution must be provided, sorting
our necessary things that are much needed in order to
resolve it.
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A Lived Experience among Out of School Youth 41
TheBarangay Health Workers (BHWs), the health care
providers particularly the community organizerswould help
to assess the problem of the residents specifically to
young people who engage any of the health concerns just
like smoking cigarettes and drinking alcohol. They would
be similarly coordinated with the Department of Health as
they are in contact with the other health care team.
Through them, better solutions with immediate action that
are appropriate to them must be carried out as they
linked with other health care organizations. They may
help to motivate and convincethose out of school youth to
go back to school for studies with the rendering proper
nursing interventions/management indicated, health
teachings that are needed, and proper counseling which
help in solving the existing problem.
The researcherswill have anopportunity to critically
understand the situations or deepen their understanding
with the lived experience regarding the quality of life
among out of school youth. For instance, this study will
help them to augment, analyze, and interpret the data
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A Lived Experience among Out of School Youth 42
obtained on what they had experience that greatly affects
to their quality of life.
Definition of Terms
The terms used in the study are defined
operationally as follows:
Lived Experience. This is an individual’s actual experience in
a daily life basis.
Quality. The characteristic of something that is special in
person or thing with the degree or level of excellence
that apt to maintain a certain standard of quality in a
process particularly in life.
Life.It is the state of being alive with the ability to
grow and function well in multidimensional aspects or
complex life settings.
Out ofSchoolYouth. This is a term being referred to a person
that is not capable of entering school for many reasons
such as lack of interest or financial problems.
Statement of the Problem
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A Lived Experience among Out of School Youth 43
The main reason of this study is to discover and
describewhat are the lived experiences on the quality of
life among out of school youth living in Barangay Arroyo
Compound, Matina Crossing, Davao City. Some may tend to
engage any kind of negative outdoor activities that could
bring out one of the latest society’s concern and issue
today. That’s why, this study would help us to discover
and know their lived experiences since the moment they
were out of school. This is alsofor us to see how the
youth living today or what are their daily experiences.
Aside from that, it also helps us to interpret how being
not in school bringsimpact that affect the young people
today on their quality of life.
What are the lived experiences among out of school
youth on their quality of today?
Scope and Limitation
This research study from the UM nursing students
will confine in the selected community or area at the
lower part of Barangay Arroyo Compound, Matina Crossing,
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A Lived Experience among Out of School Youth 44
Davao City. The study was primarily focused and limited
to the out of school youthparticularly 10targeted
participants inBarangay Arroyo, MatinaCrossing, Davao
City. This study will commence from March to May 2013
at 1:00 p.m. to 5:00 p.m. that includes assessing the
experiences and discovering feelingsof the
participants with their daily activities in life.The
study willbe based on the data obtained from the
interviewwith the responses of the participants. The data
would be gathered from having an actual interview will be
analyzed and interpreted and kept in confidentiality.
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A Lived Experience among Out of School Youth 45
CHAPTER II
METHODS
This chapter presents research design of the study,
research respondents, instrumentation, research
environment, data gathering procedures, and data analysis
tool.
Research Design
The study used is a qualitative phenomenological
approach usingColaizzi’s Phenomenological method that
helps to describe, analyze, and interpret data gathered
from the interview about thelived experience on the
quality of life out of school youth in today’s generation
in the said barangay. With the use of the research
questionnaire, this intends to answer questions about the
experiences of the youth on the quality of life who were
no longer at school or had stopped studying.
The said technique, the Phenomenology
descriptiontechnique with Colaizzi’smethod was used to
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A Lived Experience among Out of School Youth 46
conduct the study wherein the status and responses of the
participants were carefully considered, described,
analyzed, interpreted, and justified.
Research Participants
In this study, the researchers used purposive
sampling that the youth or young people living in
Barangay Arroyo Compound, Matina Crossing, Davao City
were interviewedas the process was going on with building
a rapport first. Then, they were asked directly with the
providedquestions. The Purok leader and her son serve as
our key informants who helped us to permit in conducting
this research study and find those targeted
participants.Her son has guided us looking out the out of
school youth in their area.Then, the researchers kept the
participant’s information that obtained to
confidentiality.
Instrumentation
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A Lived Experience among Out of School Youth 47
The research instruments that the researchers used
for this study are the researchers’ proposed question
(questionnaire or interview guide) and the voice recorder
(cellular phones) for the interview and the informed
consent.
The questionnaire or interview guide is a
researcher-made instrument that was constructed with the
help of the adviser, professor and validators who were
expert in research and environmental studies.
The purpose of using the questionnaire or interview
guide with such degree of structure is to ensure
comparability and collection of the responses that would
be given to facilitate analysis. The items were
enumerated and the participants answeredthe provided
questionnaireor interview guide through verbalization
from the interview procedure with the corresponding
questions that are true to them.
The voice recorders (cellular phones) that are being
used helpedto facilitate the necessity of writing the
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A Lived Experience among Out of School Youth 48
verbalizations of the participants during the conduction
of the interview.
The informed consent was also given and provided to
the Barangay Captain, Purok Leader, and to the selected
participants for the conduction of this research study.
Research Environment
The study was conducted among the out of school
youth or young peoplewho livedat Barangay Arroyo
Compound, Matina Crossing, Davao City. The interview was
conducted lower part of the said research location
particularly in the basketball court.Along with the area,
there are two sari-sari stores beside the Purok Leader’s
Residence. The researchers seek the targeted participants
near the Purok leader’s house which is located nearly in
the basketball court. Upon conducting the research study,
the interview was conducted or implemented in the
basketball court as our targeted participants (out of
school youth) used it to be their hang-out place.
Purok Leader’s Residence
Sari-Sari Store
RRR
P
Sari-Sari Store
Chair Table
R- ResearcherP- Participant
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A Lived Experience among Out of School Youth 49
Figure 2. Research Location: Barangay Arroyo
Compound, Matina Crossing, Davao City
LEGEND:
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A Lived Experience among Out of School Youth 50
Figure 3. Seating Arrangement: Interview
Implementation
This diagram presents how the nursing researchers
conducted the interview with their targeted participants.
So, in the leftside of the basketball court, the
researchers prepared a table and chairs and arranged it
with this set-up for the interview.The participant seated
opposite to the two researchers and side of the one
researcher where the researchers seated. Upon the
interview, the participant is facing toward the
researchers with the table in the middle of them. Some
participants used to move in one area of the seating
arrangement for their convenience.
Data Gathering Procedures
The following are the steps that the researchers had
been chase in conducting the study.
1. Seeking permission to conduct the study
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A Lived Experience among Out of School Youth 51
1.1 The researchers secured a letter of permission
with the approval of the panel to gain consent to
conduct a study.
1.2 The researchers asked for a letter of
permission and formulated a letter addressed to
Dean of College of Nursing, Ofelia C. Lariego, RN,
MAN requesting for approval to conduct this study.
1.3 Obtained endorsement for the letter of
permission from the Barangay Captain Joel A.
Santes to conduct this study in the selected area.
1.4 Asked permission or consent of participants.
The researchers asked consent to the participants
to conduct the research by letting them to sign
the inform consent.
2. Formulating the questions for the research questionnaire or interview
guide
2.1 The researchers formulated questions indicated
to the target research participants in order to
provide a supportive questionnaire or interview
guide.
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A Lived Experience among Out of School Youth 52
3. Validation of the formulated questions
3.1The researchers seek the assigned validators
for the validation of the formulated questions
which may provide as an instrument or tool in
order to conduct the research study.
4. Conduct the Interview
4.1 The researchers went to the chosen area to
conduct the study which is at the lower part of
Barangay Arroyo Compound, Matina Crossing, Davao
City, bringing the research questionnaire or
interview guide and the voice recorders (cellular
phones).
4.2 The researchers actually or personally
approached the targeted research participants, the
10 out of school youthwho are living atthe said
area provided with the inform consent and letting
them to sign it.
Data Analysis Tool
Acquiring Verbatim (Transcripts)
Formulating Meaningsings
Organizing the Formulated Meanings into Clusters of Themes
Extracting Significant Statements
PURE CONSCIOUSNESS
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A Lived Experience among Out of School Youth 53
To be able to analyze the data and information
gathered from the research participants during the
interview, we used thePhenomenology description technique
which helps us to widen or expand our understanding about
the study. This method would help and assist us in
analyzing and organizing the data gathered, extracting it
from their verbatim then getting the significant
statements until the formulation of meanings to come out
with the relevant and appropriate themes, and to discuss
with asset of narrative data or exhaustive description.
The study was carefully conducted from having such
phenomenon with multiple responses or verbatim and
perceptions of the participants that be related to their
actual experiences in their life.
Colaizzi’s Research Diagram
Organizing the Formulated Meanings into Clusters of Themes
Returning to Exhaustive Description for Validation
SENSE PERCEIVED
SENSE PERCEIVED
Exhaustive Description of the PhenomenonCO-PERCEIVED
Organizing the Clustered Themes and Integrating the Results
(Emergence of Themes)
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A Lived Experience among Out of School Youth 54
Figure 4.Illustration of descriptive Phenomenological
method process of data analysis created by Colazzi
(1978).
Colaizzi’s Seven-Step Method of Data Analysis
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A Lived Experience among Out of School Youth 55
1. Acquiring Verbatim (Transcript)
This is the first step which the researchers made
sense of the research study or acquiring feeling for the
protocols by acquiring verbatim or gathering the
transcripts. This is about getting the information or
responses from the interview which adheres gaining a
sense of the whole content of the collected data
gathered. The researchers read and reviewed those
transcripts several times to extract significant
statements.
2. Extracting significant statements
With this second step of data analysis,the
significant statements and phrases taken from the
original transcripts with common information during the
interview were being extracted and clustered together to
formulate meanings with analysis and interpretation.Upon
acquiring the verbalizations and transcriptions of the
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A Lived Experience among Out of School Youth 56
participants, we identified 160 significant statements
from their verbatim.
3. Formulating meanings
This is the third step in which the extracted
significant statements from the original transcriptions
were formulated with meanings. Upon formulating it with
meanings, the data or information gathered from the
interviewas well as the significant statements are being
read again and were given inputs by analyzing until
formulateits own meanings. It is how we try to spell out
the meaning of each significant statement provided.
4. Organizing the clusters of themes
When we’re done formulating of meanings from the
basis of significant statements, we again formulated it
or summed up it into themes that are indicated and
correspond to the participant’soriginal verbatim. In
such, this step aims to organize or categorizethosesummed
up themes that werecollected or formulated to be
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A Lived Experience among Out of School Youth 57
integrated with another final theme to be called as the
subject of concerns from the gathered data that is being
emerged as a whole.
5. Integration of results/Emergence of Themes
After formulating the overall theme, this step aims
to integrate and combine or compile the results of the
gathered data from formulated meanings until clustering
of themes that are still extractedto come up a subject of
concern into one. The goal of this step is to determine
the viewpoints of the clustered themes that are going to
be integrated in order to sum up a desired final theme
that is generalize and coincide to the phenomenon basing
from the original participant’s verbatim.
6. Exhaustive description
The results of the interview together with the
finalized results of the gathered data of this
investigated topic are needed to be converted and written
into exhaustive description. In this step, the
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A Lived Experience among Out of School Youth 58
researchers are trying all possibilities with thorough
manner and understanding in order to identify its
fundamental structure. This is the last step of
extraction or emerging of the results to come out the
overall result or viewpoint of the study as a whole. The
researchers still re-read all of it to remain the
participant’s transcriptions untouched as original.
7. Validation
This is the final step and the very last step in
Colaizzi’s method of data analysis in which it seeks for
validation or verification of the research findings. In
this step, the researchers returned to the participants
at Barangay Arroyo Compound to validate the gathered data
with exhaustive description, asking them to verify the
accuracy of the descriptive results (exhaustive
description) that would besuit to their verbalizations
and testimonies and in line to their actual experiences.
If there would be new data obtained and revealedfrom
the participants during the validation, incorporationof
it into an exhaustive behaviour is very necessary as it
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A Lived Experience among Out of School Youth 59
is said to be ‘exhausting’. In other words, we will
incorporate them into an exhaustive description.
CHAPTER III
RESULT AND DISCUSSION
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A Lived Experience among Out of School Youth 60
This chapter highlights the presentation and data
analysis using the process of Colaizzi’s (1978) seven
step method that provides assistance in extracting,
organizing, and analyzing a set of narrative data to come
up with a result. It also covers the discussion on the
result of the study which would be presented and
interpreted with the following themes and headings.
Even though there were lot of existing research
studies about out of school youth, this research study
that was extended to conduct help to examine out of
school youth and explore their essence or their lived
experiences on their quality of life.
In order to gain meaning of the respondent’s
experiences regarding their lived experiences, the
researchers listened actively and thoroughly to each of
the verbalizations then were reviewed by the
audiorecordings of the respondents taken on several
occasions and read every transcript for several times.
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A Lived Experience among Out of School Youth 61
There are four emergent themes from the analyses and
they were: (1) family uncertainty, (2) living
diversionary, (3) ‘nagla-um” (hoping).
Theme I: Family Uncertainty
This is the first theme we summed up into from the
participants’ original transcriptions that were given
with a particular meaning.
Most out of school youth participants implied having
uncertainty of the familyas they had their own reasons
and responses when they asked about the reasons why they
stop studying.
Cebuano:
“Wala nay moatiman sa akoa.” [A1]
“Atimado kaayo mi sauna, gagmay pa mi katong wala pa nagbulag
akong mama ug papa.Bulag naman akong mama ug papa.”[A2]
English:
No one would take good care of me.[A1]
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A Lived Experience among Out of School Youth 62
We’re well taken care of before when we’re young,
when my mother and father didn’t split yet. My
parents are already separated. [A2]
Both participants revealed that their had parents
before had took good care of thembefore when they were
still present and when they didn’t split yet asthey asked
to describe the status of his family.
Cebuano:
“But-an man pud sila ug ginasuportahan mi.” [C2]
“Gina-atiman man pud mi ug tarong sa among mama.”[C4]
English:
They are kind and they supported us. [C2]
Our mother still took good care of us. [C4]
In contrast with the first statements of the
participants above, two of the participants expressed the
goodness of their parents as they were still took good
care no matterthe povertythey encountered.
Cebuano:
“Na-short sa budget mao ng wala ko nakatiwas ug eskwela. Walay
ikagasto tungod pud sa kalisod.” [A3]
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A Lived Experience among Out of School Youth 63
“Tungod pud sa kalisod. Nakatesting gani ko ug pamakal o pangolekta
ug bakal sauna gikan ug NCCC aron makakita ug kwarta.” [A6]
“Problema sa pinansyal tungod sa kalisod.” [A8]
“Usahay nagkulang pud mi, kulang ang inkam dala sa kalisod.” [A9]
“Tungod pud sa pinansyal mao ng ming-undang ko ug eskwela, sa
kalisod sa panahon karon.” [A10]
“Kuan lang gud, ming-undang lang gud ko kay wala nay ikagasto sa
amoa.” [B3]
“Huna-huna ko nga moundang ug eskwela tungod pud sa kalisod.”
[B6]
English:
It is because of the shortage of budget that is why
I wasn’t able to continue my studies. There is no
enough money for the expenses due to difficulty or
poverty. [A3]
It is also because of the hardships. I even
experienced collecting metals before from NCCC Mall
to find money. [A6]
Financial problems due to poverty. [A8]
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A Lived Experience among Out of School Youth 64
Sometimes we also lack of income due to poverty.
[A9]
It is also due to financial that’s why I stopped
studying, the difficulties of today’s age. [A10]
I just stopped because there’s no more enough money
for our expenses. [B3]
I thought of study cessation due to poverty. [B6]
However, the following participants shared also
about the impact and being affected by poverty as they
preferred to discontinue their studies.
Cebuano:
“Ako lang nagkumbinsi sa akong kaugalingon para moundang ug
eskwela.” [B1]
“Walay nag-ingon. Akong kaugalingon lang desisyon na mag-
undang.”[B2]
“Ako ra.” [B8]
“Ako lang.”[B9]
“Kaugalingong desisyon lang.” [B10]
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A Lived Experience among Out of School Youth 65
English:
It was myself convinces to stop study. [B1]
No one told me. It’s only my own decision to stop.
[B2]
Only me. [B8]
Just me. [B9]
It’s only my own decision. [B10]
On the one hand, other participants conveyed
sacrifice with their voluntary decision when they asked
about who convinces them to stop their studies. Most of
them replied that it was their own choice or own
decision.
Cebuano:
“Gipauna nako akong kuya ug eskwela.” [A2]
“Pulihanay lang daw sa ate ug eskwela.” [A7]
“Kuan lang gud, ming-undang lang gud ko kay wala nay ikagasto sa
amoa.Walay motabang kay mama.Nagdesisyon pud ko ug undang
para makatabang sa akong mama, sa akong pamilya.”[B3]
English:
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A Lived Experience among Out of School Youth 66
I let my older brother to study first. [A2]
Letting my older sister to finish studies first.
[A7]
I just stopped because there’s no more enough money
for our expenses. There’s no one will help my
mother.I also decided to stop so that I could help
my mother, my family. [B3]
Well in fact, other participants conveyed sacrifice
as they given up their studies because of their family’s
status and for the sake of their other
siblings.Additional transcription were expressed by the
participants above.
Cebuano:
“Driver sa jeep lang akong papa nga nagsuporta sa amo, 300 pesos
kada adlaw ang kita.” [C1]
“Walay trabaho akong mama, sa balay lng. Taxi driver akong
papa.Iyang makita kada adlaw kay 300 pesos.”[C2]
“Farmer lang akong mama nga modagan ug 17,000 pesos kada tulo
ka bulan ang kita.” [C4]
Beautician akong mama ug Security Guard akong papa. [C5]
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A Lived Experience among Out of School Youth 67
“Naa lang sa balay si mama tapos driver lang pud si papa nga 300
pesos ang kita kada adlaw.” [C9]
“Pundo lang sa balay akong mama ug karpentero akong papa nga
3000 pesos kada bulan ang kita pag pakyaw.” [C10]
English:
My father who supported us is only a jeepney driver
which the income will run of 300-400 pesos everyday.
[C1]
My mother doesn’t have a work, just at home. My
father is a taxi driver; his income is 300 pesos
every day. [C2]
My mother is just a farmer that the income will run
to 17,000 pesos in three months. [C4]
My mother is a Beautician and my father is a
Security Guard. [C5]
My mother is only at home then my father is a driver
which his income will run to 300 pesos every day.
[C9]
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A Lived Experience among Out of School Youth 68
My mother is just at home and my father is a
carpenter with the income of 3000 per month if it
will be taken all. [C10]
Moreover, most of the participantsalso opened
uptheir parents’ occupation when they were asked to as
the other factor of sacrificing their studies
whichintegrates to inadequate of money or gaining less
income.
Cebuano:
“Nagahilot ug nagabaligya lang ug bingka si mama para makakita ug
kwarta.”[C7]
“Naa lang mi tindahan, negosyo gamay, mga 500-1000 pesos ang
estimate sa kita sa isa ka bulan.Side walk vendor pud akong papa.”
[C8]
English:
She just used to massage and sell ‘bingka’ to earn money. [C7]
We just had a store, a small business which the income will run
estimate to 500-1000 pesos in one month. My father is also a side walk
vendor. [C8]
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In addition, participantsC7 and C8 also shared their
parents’ business as their source of their income that is
not enough as expressed by them.
Cebuano:
“Trabaho lang sa fruit stand-durian, 150 pesos akong makita kada
adlaw. Nagbantay lang.”[F4]
“Akoa lang trabaho, helper ug panday nga 1,200 pesos ang
semana.”[G3]
“Bantay lang sa durian fruit stand, tindahan.” [G4]
“Mangita ko ug trabaho, usahay construction, tag 1,200 pesos ang
semana.” [G9]
English:
I just work in the durian fruit stand, 150 pesos is my only income every
day, keep the store. [F4]
Just my work, being a helper and carpenter that I make 1,200 pesos a
week. [G3]
I just keep watching the durian fruit stand, the store. [G4]
I used to look for a job with the construction sometimes with 1,200
pesos per week. [G9]
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Aside from that, those particular participants above
sharedthat they have a temporary work as one of their
activities they daily did which serves as their
alternative way of earning money.
Cebuano:
“Dili nako malimtan kay akong trabaho.” [H3]
English:
I cannot forget was my work. [H3]
The experiences of the participants in their entire
life that were unforgettable also revealed that would
contribute to their family’s instability leading to
discontinuing their education.
Cebuano:
“Akong papa, wala naman.Naa ra sa balay akong mama, walay
trabaho.” [C3]
“Patay na pud akong papa.” [C4]
English:
My father is no longer with us. My mother was just
at home, no work at all. [C3]
My father is already dead. [C4]
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A Lived Experience among Out of School Youth 71
The participants above also shared and opened-up
about theirfamily background or family structurethat
would affect their studies as they were asked to.
Perhaps, all participants were also asked about
thecomposition of their family or the number of their
family members which could reflect that they were many
members to be sustained and supplied in the whole family.
These participants are the following:
Cebuano:
“Upat mi ka igsoon, isa ka lalaki, ako, si papa, akong stepmother ug
igsoon nako sa akong papa.Pito mi tanan.” [D1]
“Pito mi ka magsoon, upat ka laki ug tulo ka baye.Siyam mi tanan sa
pamilya.” [D2]
“Lima mi ka igsoon, duha lalaki ug tulo babae. Duha naang naminyo,
tulo ang wala pa. Apil akong mama, unom mi tanan sa pamilya.”[D3]
“Upat mi ka igsoon, lalaki tanan. Kami na lang mga igsoon ug akong
mama ang nabilin.” [D4]
“Lima mi ka igsoon, tulo ka laki ug duha ka baye.Pito mi tanan apil
akong mama ug papa.” [D5]
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“Unom mi kaigsoon, duha ka laki ug upat ka baye, dayon si mama ug
papa ug duha ka pagumang-kon.” [D6]
“Pito ka mag igsoon, duha ka lalaki, lima ka babaye.Ang ikaduha ug
ikatulo kay namatay.Unom mi tanan sa pamilya uban akong mama.”
[D7]
“Walo mi ka mag igsoon, upat ka laki ug upat ka baye.Napulo mi
tanan uban akong mama ug papa.” [D8]
“Lima mi ka igsoon, lalaki tanan.Pito mi tanan apil si mama ug
papa.” [D9]
“Upat mi nga anak, isa ka baye ug tulo ka laki.Unom mi tanan sa
pamilya.” [D10]
English:
We are four siblings, I am the only boy, my father,
my stepmother and my sibling in my father. We’re all
seven in the family. [D1]
We are seven siblings, four boys and three girls.
We’re all nine. [D2]
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A Lived Experience among Out of School Youth 73
We’re five siblings, two boys and three girls . Two
of us got married, then three didn’t yet. Including
my mother, we’re all six in the family. [D3]
We’re four children, all boys. We, the siblings and
my mother only remained. [D4]
We’re all five siblings, three boys and two girls.
We’re all seven members in the family including my
mother and father. [D5]
We are all six siblings, two boys and four girls,
then my mother and father and two nephews. All in
all, we’re ten members in the family. [D6]
We’re seven siblings, two boys and five girls. The
second and third siblings were deceased.We’re all
six in the family together with my mother. [D7]
We’re all eight siblings, four boys and four girls.
All in all, we’re ten with my mother and father.
[D8]
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A Lived Experience among Out of School Youth 74
We’re all five siblings, all boys. We’re all seven,
including my mother and father. [D9]
We are four children, one girl and three boys. We’re
all six in the family. [D10]
Another thing is their rank or position in their
family as a child that affect their obligations to carry
on when most of the participantshad sacrificed. As
expressed by these following participants:
Cebuano:
“Ikaduha ko sa managsoon.” [E1, E5, and E10]
“Ikaupat ko nga anak.”[E2, E3, and E8]
“Kinamagulangan ko nga anak.” [E4]
“Ikalima ko nga anak.” [E6 and E7]
“Ikatulo ko nga anak.”[E9]
English:
I ranked as second in my siblings. [E1, E5, and E10]
I am the fourth child. [E2, E3, and E8]
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A Lived Experience among Out of School Youth 75
I am the eldest child. [E4]
I’m the fifth child. [E6 and E7]
I’m the third child [E9].
Then, mostof the participants were concerned about
conflict or quarrel they encountered within the family
and peers/friends and teacher as social environment could
also contributed to them as the other factor of
discontinuing education. This was expressed by the
following participants considering that conflict or
quarrelusually arises as the family’s unavoidable
disagreement or misunderstanding even toward the teacher.
This would reflect to be the background or the status of
their family. As expressed by these participants:
Cebuano:
“Away-away, kuya pagmaglagot, sige’g pangulata, way respeto sa
akong mama. Napul-an ko, dili kabalo magsabot akong mga igsoon.” [
A7]
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“Tungod sa maestra nga gidaut ko, maulaw nako mosulod, moapil sa
mga klase. Gikumot nako ang dunggan sa maestra tapos gilaparo ko
niya.” [A10]
“Bulag naman akong mama ug papa.” [C1]
“Okay lang man mi, hapsay man. Usahay naay away-away.” [C2]
“Nagbulag man gud akong mama ug papa, mga five years na kay
tungod ‘chickboy’ akong papa, nangita ug lain.” [C3]
Usahay, mag-away pud mi mga igsoon tungod dugay makalung-ag
kay gikan dula ug basketball, laag ug dugay makauli.” [C5]
“Sauna, nag-away akong mama ug papa tungod sa baraha kay
paundangon akong papa pero masuko.Tapos pagmapilde siya, si
mama ang dumtan.” [C6]
“Dili mi close, dili mi magkasinabtanay.” [C7]
“Suod man mi nga pamilya, walay samok pero usahay ang mga
manghod sige ug away.” [C9]
“Usahay tungod sa ako nganong naay away kay tambay gawas sa
balay nga duguan tapos magkagubot pangita ug tambal gumikan
natigbasan sauna tungod sa riot.” [C10]
“Mao ra gihapon kay bokbokon rako ini-uli sa balay sa akong kuya.
Pasalamat gani ko sa akong bana kay dili mangulata.” [H7]
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“Katong naa ko sa Boulevard, gitabangan ko ug bunal ug dos por dos
nga kahoy.” [H10]
English:
Quarrels; my older brother always spanks us when he
got mad with no respect to my mother. I was
exhausted; my siblings don’t know how to understand.
[A7]
Because of our teacher who humiliated me. I twisted
my teacher’s ears then she slapped me. [A10]
My parents are already separated. [C1]
“Okay lang man mi, hapsay man. Usahay naay away-
away.” [Sometimes, there would be a quarrel. [C2]
My mother and father were separated, five years ago
because of my father’s being a ‘chickboy’, looking
for someone else. [C3]
Sometimes, we used to fight with my siblings due to
the delay of cooking because of going home late from
playing basketball. [C5]
Before, my mother and my father have fight/quarrel
because of the flashcards that my mother will ask my
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father to stop it but he got angry. Then when he
losses, my mother will be blame. [C6]
We’re not close, we don’t understand each other
well. [C7]
We have close family ties, there are no troubles but
sometimes my younger siblings used to have fight.
[C9]
Sometimes, it is because of me why we have
conflict/quarrel, because of being a bystander,
bloody outside then chaos happened when looking for
a treatment regimen because of stabbing before due
to the riot. [C10]
Still, I used to be punched when I went to my eldest
brother’s home. I’m so thankful that my husband
doesn’t hurt and batter me. [H7]
When I was at the Boulevard, I was spanked with two
by two of wood by many. [H10]
With the complain of the participant A10, conflict
with towards the teacher also affect him to be out of
school as he tend to be shy in going back to school from
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A Lived Experience among Out of School Youth 79
destroying his reputation and results to child’s
regression of learning.
Furthermore, another factor that the participant is
concerned about is having no own house or no proper
housing of their family which serves as the basic
physical support or physiologic need that they must be
provided at first. As expressed by the following
participants below:
Cebuano:
“Sige lang mi balhin-balhin ug puyo sauna, moabot sa Maa ug Bolton.
Nangawala gud ang mga gamit kay sige ug balhin.” [A6]
English:
We used to transfer in any places for shelter
before, reaching Maa and Bolton. There were things
of us gone because of always transferring to any
places. [A6]
In fact, other participants conveyed their heart
longings about obtaining a proper house for their family
as they don’t have proper housing for the shelter of the
whole family. As expressed by the participants below:
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Cebuano:
“Makasarili ug balay.”[I4]
“Makapalit mi ug lote.” [I7]
“Makabalay akong mama, makabalhin ko didto.” [J7]
English:
I can able to own a house. [I4]
We can able to buy a lot. [I7]
My mother could own a house, I can able to transfer
there. [J7]
And lastly, loss of interest was also complained by
other participants asitaffects them to preferably stop
their studies:
Cebuano:
“Ako lang nag-undang ug eskwela.”[B4]
“Undang lang ko tungod sa kaugalingong kagustuhan.” [B5]
“Walay nagkumbinsi sa akoa.”[B7]
“Nawad-an gani ko ug gana kay daghan gihuna-huna, daghan
mandaot na mga tao.” [F7]
“Dili na ko gusto moeskwela.” [I4]
English:
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It is only myself who decided to stop studying. [B4]
I just stopped because of my own wants. [B5]
No one convinces me. [B7]
I even have loss of interest because I think a lot.
Many people accuse or destroy me. [F7]
I don’t want to study anymore. [I4]
Theme II: Living Diversionary
The selected participants below conveyed or trying
to imply that it was because of influence from their
contemporaries (barkada), their friends or neighbourhoods
why they tend to stop their studies as they were asked
to. They expressed that they usually influenced with them
by engaging in many activities and taking any vices.As
expressed by the participants below:
Cebuano:
“Tungod sa barkada, naimpluwensyahan sa ila, nagapanigarilyo pud.”
[A5]
“Nadala sa barkada, natintal sa mga ‘chicks’.” [A9]
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“Dili nako malimtan kay kadtong ming-undang ko ug eskwela sa
Grade 2 tungod sa bisyo, inom, ug sigarilyo uban sa barkada.” [H8]
English:
Because of my peers/contemporaries, being influenced
with them, smoking also. [A5]
Being swayed with my peers/contemporaries.Being
tempted with the ‘chicks’. [A9]
I cannot forget was when I stopped studying in Grade
2 because of vices, drinking alcohol, and smoking
with my friends. [H8]
On the other hand, the statements below were the
responses provided by the participants who also
verbalized about engaging anotheractivityin their
everyday’s livingwith almost similar lifestyle involved
as the way or the manner of their living. As stated by
the participants below:
Cebuano:
“Nagapangwarta man ko hakot ug graba.” [F2]
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“Sa balay lang, usahay walay trabaho. Magdula ko ug basketball,
internet, inom pud panagsa. Trabaho sad, tapos tulog ug pahuway.”
[F3]
“Magdula ko ug basketball, matulog ug naga-apil ug sayaw.” [F5]
“Tabang- tabang sa pamilya, ngita ug kwarta. Usahay nagadula pud
ko ug basketball ug internet, nagasigarilyo ug unom ka sticks sa isa ka
adlaw, naga-inom pud usahay.” [F6]
“Bantay sa among tindahan, suroy2x usahay. Uli ug balay, matulog.”
[F8]
“Usahay, diria ko sa Matina Crossing, mangtras sa hapon, tag 100
pesos ang kita usahay.” [F9]
“Usahay nagadula ug basketball ug internet.” [F10]
“Hakot ug balas, construction 200 pesos kada adlaw.” [G1]
“Nagahakot ug balas, tag 600 pesos ang adlaw.” [G5]
“Pangwarta lang, mag-hakot ug balas ug mangatras, mamarking sa
mga dyip, tagdyes ang hatag.” [G6]
“Maghakot ug balas ug graba. Kung makahuman na ug 40 ka taro,
naay 400 pesos. Nagapangita pud ko kinsay paputol ug kahoy.” [G10]
“Nagauban ko sa biyahe sa akong papa, nagkonduktor.” [H1]
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“Dili malimtan na experience kay adtong minghakot ug graba, bun-og
sa lawas adtong Grade 1 pako hangtod first year tungod sa paghakot
ug graba.” [H2]
English:
I can able to earn money by collecting and lifting
up gravels. [F2]
Just at home, sometimes, there would be no work.
Just playing basketball, internet, drink alcohol
occassionaly. Go to work also, then get sleep and
rest. [F3]
I play basketball, go to sleep and involving
dancing. [F5]
Just helping my family finding money. Sometimes I
played basketball and internet games, smoking with 6
sticks in one day, drinking alcohol sometimes. [F6]
Guide/keep watching over our store, roaming around
sometimes. Go home then sleep. [F8]
Sometimes, I went here in Matina Crossing to valet
parking service (mangatras) in the afternoon with
sometimes 100 pesos income earned. [F9]
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Sometimes playing basketball and internet. [F10]
Lifting up sacks of sands, construction, earning P
200/day. [G1]
Just carrying or lifting up sacks of sands, earning
600 pesos per day. [G5]
I used to carry or lift up sacks of sands and used
to park the jeepneys (valet parking service) to find
money which they will give me P10 for it. [G6]
Carrying or lifting up of sands and gravels. If we
could finish 40 containers, we would have 400 pesos.
I am also looking for someone who needs woods to be
cut. [G10]
I accompanied my father in traveling, being a
dispatcher collector. [H1]
My unforgettable experience was when I used to lift
up or carry gravels, with bruises in my body when I
was in Grade 1 until first year because of lifting
up gravels. [H2]
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In contrary, most of the participants undisputedly
confessed that they usually do nothing or preferred to be
‘tambay’ or engaging with other peer activities as
expressed by the participants below:
Cebuano:
“Wala, mouli ra ug mokaon.” [F1]
“Manglaba, magligo sa akong bata.” [F7]
“Tambay, suroy2x pud.” [F9]
“Magkaon, mag-istambay.” [F10]
“Tambay ra. Walay ginabuhat sa sarili. Usahay, naga-inom ko.” [G2]
“Balay lang. Atiman sa akong bata.” [G7]
“Wala lang. Wala koy trabaho.Wala koy pangita ug kwarta.” [G8]
“Nagariot ug ‘budots’. Napreso ug duha ka adlaw tungod sa riot kay
nadakpan pud. Nadala sa barkada nga sige ug panigarilyo hangtod
karon ug nagainom panagsa.” [H5]
“Nagainom, nagasigarilyo, tambay usahay.” [H6]
“Nadala o naimpluwensyahan sa barkada. Sige mi ug shot ug inom,
sigarilyo. Atong riot pud, napriso ko sulod tulo ka adlaw. Nagalaag mi
magabii.” [H9]
English:
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Nothing, I will just go home and eat. [F1]
Just washing clothes, take my baby a bath. [F7]
Doing nothing, wandering/roaming around. [F9]
Eating, staying somewhere, bystander. [F10]
Doing nothing. I did nothing for myself. Sometimes,
I used to drink alcohol. [G2]
Just at home. Take good care of my child. [G7]
Nothing. I don’t have work. I don’t have any ways to
earn money. [G8]
I used to be involved in riots and ‘budots’. I even
placed in jail for two days because I was captured.
Being swayed with my friends/peers who always smoke
cigarettes until now and drink alcohol often times.
[H5]
Drinking alcohol, smoking cigarettes, do nothing,
staying somewhere sometimes. [H6]
Being swayed or influenced by my peers. We always
have shot in drinking alcohol, smoking cigarettes. I
even put to jail within three days because of riot.
We used to roam around every night. [H9]
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Theme III: ‘Nag-laum’ (Hoping)
With their responses, the following participants
expressed happiness as they described the status of their
family and considered to be one of their unforgettable
experiences. As expressed by these participants below:
Cebuano:
“Okay ra man,happy ra pud mi maskin unsa man kalisod, bisag
pobre.” [C3]
“Malipayon man pud mi maskin wala na among papa.” [C4]
“Katong nageskwela pa ko ug Grade 6, lipay kaayo.” [H7]
English:
We’re also happy despite of the hardships, though
we’re poor. [C3]
We’re still happy though our father is no longer
with us. [C4]
When I was still studying in Grade 6, I’m so happy.
[H7]
In opposition, selected participants revealed their
wants or desires about attaining happiness as what they
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A Lived Experience among Out of School Youth 89
want to have and be in life when they were asked if what
would be the miracle they want to come and happen in
their life. As stated by the selected participants:
Cebuano:
“Maayo ang lawas ug maasenso.”[I7]
“Gusto nako nga malipayon ang pamilya, walay sakit.”[I9]
“Gusto nako malipayon ug hapsay akong pamilya nga wala nay
samok sa panimalay.”[I10]
English:
Have a good health and prosper in life. [I7]
I want that my family would be happy, no diseases.
[I9]
I want that my family will be happy and at peace
that there’s no more troubles/quarrels at home.
[I10]
Moreover, participants also testified about their
life’s changes or the changes of their family when they
were asked to describe their family status. As expressed
by these participants:
Cebuano:
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A Lived Experience among Out of School Youth 90
“Malipayon mi sauna pero karon, nagkalisod-lisod tungod sa
problema sama anang away-away.Kamug-ot na ang nabilin, wala na
ang kalipay.” [C10]
“Sauna nga nageskwela pa, okay, relax lang kay naa pay baon adlaw-
adlaw. Maglingkod ug magsulat ra, karon hago sa trabaho.” [H3]
“Sauna adtong nageskwela kay dili hago. Nagatuon lang mi, daghan
ug barkada. Karon, wala na kaayoy barkada, trabaho na lang pero
nalingaw ra pud.” [H4]
English:
We were joyful before but now, we encountered many
hardships due to the problems like having quarrels
or fight. It’s the loneliness that left, no longer
the happiness. [C10]
When I still studying before, it’s okay, it’s
relaxing then you still have money/allowance
everyday. You will just sit and write, now, it was
been tired from work. [H3]
When I was studying before since I wasn’t feeling
exhausted. We just study and have a lot of
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A Lived Experience among Out of School Youth 91
friends/peers. Now, I don’t have lot of friends,
just only the work but I also enjoying it. [H4]
According to participantH4, he was enjoying with his
work though there are already changes as expressed by
him.
Other participants added the comparisons of their
life’s changes as testified by selected participants
below:
Cebuano:
“Lahi ra jud ang sauna.Sauna kay dili madala. Malipayon pa sauna ug
mabantayan pa ko sa akong mama nga gipaeskwela.” [H9]
“Sauna kay mata ko ug sayo kay nageskwela pa man, limpyo nga tao.
Malipayon pud kay naa koy mga barkada.Malingaw kay naa koy ka
chika. Nagatuon ko sa pageskwela, mga leksyon. Karon wala na,
mahadlok na sila sa ako karon. Hilabtanon daw, dili na limpyo.” [H10]
English:
It’s really different before. Before, I was not
easily swayed. It’s joyful before and I was been
watched over by my mother when I still studying.
[H9]
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I woke up early before because I was still studying,
being a neat person. I was also happy because I have
a lot of friends. It’s enjoyable because I have chat
mates. I studied with my lessons when I’m still
studying. But now, I don’t do that anymore. They
will be afraid of me now because I looked to be
someone who steals things. [H10]
Aside from that, the following participants conveyed
about changes or hoping to have a change in their life by
fulfilling what their wants, desires, and plans to be
achieved or accomplished in life. As expressed by their
verbalizations, it shows about hoping something for their
own good and benefits:
Cebuano:
“Magbag-o aron dili na magkalisod sa balay, dayon magtiwas pud ug
pageskwela.”[I6]
“Hinay-hinay lang ug bag-o kay dili man pud madali-dali o kaliton
ang pagbag-o.”[I10]
“Gusto pud ko magbag-o.” [J5]
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“Magbag-o.” [J6]
“Mosimba.” [J8]
English:
Have a change so that we won’t experience more
difficulties at home, and then continue my studies
also. [I6]
Taking a change slowly because it’s not easy or
quick to have a change. [I10] I also want to change.
[J5]
Have change. [J6]
Go to church/pray. [J8]
Renewing or changing about something like asking
forgiveness would be a big deal to this participant to
change. According to the participant below as he stated:
Cebuano:
“Kung pwede pa lang ang kontra sa grupo-grupo, saboton nga
mangayo ug pasaylo, himoon jud nako pero dili na kaayo ko makalaag-laag
karon.” [J10]
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A Lived Experience among Out of School Youth 94
English:
If only the opponent in the group can be talked and
agreed well to ask forgiveness, I would really do it. But
it couldn’t be happened because of the high rank then I
won’t able to roam around as of now. [J10]
He wants to confess his mistake and ask forgiveness
to his opponent but it’s not easy to be done since he
wasn’t able to go somewhere and go with it.
Henceforth, following participants also expressed
the feeling of regret or they regretted as expressed with
their verbalizations particularly their life’s
unforgettable experiences when they were asked what were
the changes and their resolutions to have or their plans
in life. As expressed by the participants below:
Cebuano:
“Nagmahay pud ko nga ning-undang ug eskwela, nadala sa barkada
nga sige ug panigarilyo hangtod karon ug nagainom panagsa.” [H5]
“Karon nagmahay, naa nay pagkaguol.”[H6]
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“Nalipay ko sauna sa pageskwela pero giundangan man, nagbasol
pud ko.” [H8]
“Nagariot, naga away gubot, kay mosukol pud mi. Pero nagmahay ko
nga ming-undang ug eskwela. Lahi ra jud ang sauna.” [H9]
“Gisayangan nako ang akong pageskwela, murag wala nako pulos,.
Nagmahay ko kay panagsa ra ang paningkamot sa estudyante sa
pageskwela. Hastang guola.” [H10]
English:
I regretted that I stopped studying, being swayed
with my friends/peers who always smoke cigarettes
until now and drink alcohol often times. [H5]
But now, I regret it and there’s more loneliness.
[H6]
I was happy with my studies before but I stopped, so
I regretted it. [H8]
We used to have a riot and fight back because we
compensate or take revenge. But I regretted that I
stopped studying. It’s really different before. [H9]
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I wasted my studies. It seems that I am already
worthless. I regretted it for the hard word of being
a student in studying is just rare. [H10]
It likely denotes their regret from being influenced
with their contemporaries (barkada) since before.
Besides, most of the participants also shared what
else or other things they wanted to have and be fulfilled
in life to attain their full happiness aside from those
statements supported above. As expressed through these
statements:
Cebuano:
“Wala lang, pero gusto lang ko magtrabaho. Dili man kaayo mi
nagkalisod.” [A4]
“Makahuman ug eskwela, makatabang sa mama ug papa.”[I1]
“Makahuman ug eskwela.”[I2]
“Mabuo ug balik ang pamilya.”[I3]
“Mag-usa ang tibuok pamilya.” [I4]
“Makakita ug trabaho ug makatiwas ug eskwela.” [I5]
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“Magbag-o aron dili na magkalisod sa balay, dayon magtiwas pud ug
pageskwela.” [I6]
“Kung naay magpaeskwela, moeskwela.Kung naay mohatag ug
trabaho, motrabaho pud.” [I8]
“Magbag-o ug magkatrabaho. Gusto ko mobalik ug eskwela.” [J6]
English:
Nothing, but I just wanted to work. We don’t really
experienced difficulty in our expenses. [A4]
To finish studies, able to help my mother and
father. [I1]
To finish my studies. [I2]
My family will be united again. [I3]
My family will be united. [I4]
Able to find a job and finish my studies. [I5]
Have a change so that we won’t experience more
difficulties at home, and then continue my studies
also. [I6]
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If there’s someone who will offer me to study, I’ll
study. If there’s someone who will give me a work,
I’ll work. [I8]
Have change and get work. I want to continue my
studies. [J6]
However, participant J4onlycomplained on his work
when he asked about his plans in life as expressed:
Cebuano:
“Wala pero trabaho lang para makakaon ug tarong.” [J4]
English:
Nothing, but I will just work in order to eat well.
[J4]
In addition, the following participants below
implied their plan to be fulfilled as soon as possible
about continuing their education and looking for another
ways of earning money like seeking for better job as
expressed by:
Cebuano:
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“Motiwas pud ko ug eskwela.” [I9]
“Mopadayon sa akong pageskwela.” [I10]
“Mangita ug trabaho, magpamarpil, ug makapalit ko sa akong gusto
paliton.” [J1]
“Magkatrabaho.” [J2]
“Tiwas ug eskwela kay lisod ng dili makahuman. Pait kayo mangita ug
trabaho nga tarong.” [J3]
“Motiwas ko ug eskwela.Moeskwela karong abre sa klase sa June sa
DRANS, first year highschool.” [J5]
“Motrabaho,moeskwela.” [J8]
“Mangita ko ug tarong nga trabaho.” [J9]
“Naa pud koy plano nga mobalik ug eskwela kung naa pud maghatag
sa akoa nga magpaeskwela. Giblock naman gud ko sa akong maestra
bahin sa akong pageskwela sa laing eskwelahan.” [J10]
English:
I will also continue my studies. [I9]
To be able to continue my studies. [I10]
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Find a work, able to have dentures, and buy the
things that I want. [J1]
To get a job. [J2]
Able to continue my studies because it is hard if
you don’t finish studies. It is bitter to find a
good job. [J3]
I’ll continue my studies. I’ll study this opening of
the classes on June at DRANS, first year high school
level. [J5]
Get work, take study. [J8]
I will find a better job. [J9]
I also have a plan to go back in my studies if there
would someone who will offer me to study. I was
already blocked by my teacher, about my studies in
any other schools. [J10]
Exhaustive Description
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The researchers found out about the study that
majority of participants had similarities of the reasons
in discontinuing education which is due to the poverty
particularly having inadequate money to sustain for their
living.
We all know that the Government are trying there best to
give the needs of the students like books, classrooms and a
teacher that would facilitate the learners, but this is not good
enough for the people need a Government that is not deaf enough
to hear the cries of children being squeeze into tiny classrooms
and having a booming population of more than 70 plus students
(Sage, 2011).
We need a Government who is not blind to see teachers leaving the
country looking for greener pastures and teachers who are
teaching in different levels at the same time but with less
books. This is the sacrifices and long suffering of Filipino
people. The Government have already demolished already our right
for a better education therefore the Government of the
Philippines needs a quick change of its wrong system of governing
its nation (Sage, 2011).
Rejection
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Parents don't give any moral support like, “bakit ka pa kasi nag-
aaral imbes tumulong ka dito sa bahay o sa bukirin” In English
term “why do you go to school instead of helping us here in the
house or in the field” and lastly even though how eager the child
would want to go to school, his/her parents will not give any
financial support and the child cannot do anything about it
(Sage, 2011).
Sacrifice
Insufficient Money
Even the education is free, many Filipinos cannot afford still to
go to school because of the lack of essential needs like bag,
notebooks, paper, writing materials etch.. We cannot really deny
the fact that the Philippines is a third world country where
poverty is rampant and the hardships of life is in one package
deal already. To very poor people they cannot even afford to eat
three times a day that's why it is more important for them is
food rather than investing for the education for their children
(Sage, 2011).
No own House
Conflict
According to the 2011 Education for All Global Monitoring Report (GMR), conflict has the most devastating effect on children. Those directly affected suffer displacement, physical injury, psychological trauma and stigmatisation,
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which are sources of profound and lasting disadvantage in education. Only a radical shift at the systemic level can address this (Wongani Grace Nkhoma, 2012).
What are the qualifications of unsupportable parents; one is theyare the anti-motivator they don't motivate their children to go to school instead they are manipulating there children not to go to school (Sage, 2011).
Some teachers in rural areas have an unruly attitude, who does not care if there students are coming to school or not weather they are teaching the right thing or not who always mocks punish children without any reason. This teachers are already consideredincapable or ineffective teachers that only cares of there salaryand not to his/her students (Sage, 2011).
Loss of Interest
One of the biggest reasons teens will drop out of high school
is because they simply lack interest in gaining an education.
Those are a few of the reason why teens drop out of school
(Aaron Young, 2009).
High cost of education is a result of poor government funding and the profit-oriented education system; deplorable facilities and an education curriculum geared towards the demands of the foreign-dominated market push many youths to become disinterested and doubtful of the possible benefits formal education may have for their future (Kabataan Party-list Rep. Raymond Palatino, 2011).
The government report further states that the primary reason given by OSYs for not attending school is the highcost of education, followed by lack of personal interest (Kabataan Party-list Rep. Raymond Palatino, 2011).
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Eight million youths are out of school, mostly
because they could not afford the increasing tuition and
other fees (Philippine Daily Inquirer, 2011).
It shows that financial restrictions or inadequate
money is a big deal to the family which controls
everything that leads the participants to sacrifice
themselves or anything according to their own decision
that made which is also due to encounteringof any
circumstances to their family.
According to Nelson Acquilano (2008), a student who
fails to graduate from high school experiences a
tremendous loss of income over a lifetime. Drop outs have
a more difficult time finding a job, and a greater
tendency for unemployment and chronic and cyclical
unemployment. Because of significantly lower earning
potential, they have a higher incidence of living in
poverty than graduates. They may live in poor
neighborhoods, neighborhoods with poor schools, with high
crime rates, and a lower quality of housing. They may
have less medical and dental care. Those who drop out may
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also tend to have children who have less aspiration for
education, or drop out themselves (Nelson Acquilano,
2008).
It is also because of the parents’ occupation that
are not enough and the number of the family members or
composition of the family or family background why most
of the participants had suffered and sacrificed. It shows
that insufficiency of source of income or lack of money
is more weighed with jobless parents or single employed
parent.
Lack of parental support for education was found to
be a major factor in children’s “lack of interest” in
going to school (Philippine Daily Inquirer, 2011).
With the compositions of their family, participants
expressed how they were many to be sustained in the
family.
As they grow older, they also tend to drop out of
school. With the younger age group, aged 5 to 9 years
old, 90 percent are in school. By the time they reach 15,
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only half of them are in school (Carmelita Ericta, NSO
administrator, 2012).
Tambay
The noun for lazy which mean the lack of desire to do
something. Laziness can be arouse because of all the factor which
was mentioned above where students are becoming lazy because of
the lack of motivation that keeps them going (Sage, 2011).
The PIDS said that addressing the “lack of interest”
was particularly important because it could be a catch-
all phrase for anything, from adjustments due to late
school entry to lack of financial or parental support
(Philippine Daily Inquirer, 2011).
Besides, conflicts or quarrels encountered by the
family members within the family pushed them to
voluntarily stop their studies.
Violence against teachers even with all of the
measures in place to try to prevent violence in schools
and keep our children safer, it’s been noted that many
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teachers fear for their own safety when they go to work.
Anyone who behaves violently towards another person will
continue to do so as long as they feel they can get away
with it and as long as you continue to let them have
control over the situation. Teachers can diffuse
stressful situations: redirect student to an alternative
task; use a calm, positive tone of voice avoid a
confrontation; give students two or three choices of
academic tasks to manage behavior and increase success;
use verbal praise intermittently in class; speak softly,
respect the student and solve the problem privately.
Violence against teachers can be greatly reduced if the
teacher stays alert to warning signs. But, if the
situation cannot be avoided, keeping everyone safe is top
priority (Anna Bobkova, 2011).
The education gap, whole generations of youth from
particular regions or ethnicities will lack the basic
skills that can allow them to adapt to a difficult (and
lingering) post-crisis environment, both socially and
economically, yet they will be unable to gain access to
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struggling formal education systems. When conflict ends,
these individuals' educational deficits make it difficult
for them to succeed (UNESCO EFA Global Monitoring Report,
2010).
As a result, loss of interest in going back to
school may result as what also others had experienced
with the feeling of regret on discontinuing education.
The big regret resides within them.
Lack of personal interest was also the commonly
cited reason for OSYs 13 to 17 years of age, followed by
the high cost of education. OSYs aged 18 to 24 years,
looking for work was cited as the main reason among
males, and marriage among females (NSO administrator
Carmelita N. Ericta, 2011).
One who desires to study obviously gave up by that
reasons which also due to sacrifice as they think of
others andfor the sake of their older siblings and the
whole family. By that, one who desires to be supposedly
in schoolceased to study as expressed with the
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experiences of most participants because of the family’s
constraints or stability breakdown.
Participants also tend to engage in many activities
which could benefit them but somehow could harm them in
some way. Such activities in the community experienced by
the participants would help them in some ways.
About 2.8 million Filipinos were unemployed in 2011,
some 100,000 fewer than the number the year before,
according to the NSO. Among the unemployed, 63 percent
were males. Forty-five percent of the jobless had reached
high school; 42 percent had college education; and 12.6
percent had elementary education. The number of
underemployed last year was estimated at 7.2 million. The
underemployed are those who want to have additional hours
of work in their present job or to have an additional
job, or even to get a new job with longer working hours.
Of the underemployed, 59 percent were reported as visibly
underemployed or those working less than 40 hours during
the reference week. Those working 40 hours or more
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accounted for 39.4 percent of the underemployed. In terms
of labor force participation, some 40 million of the 61.9
million 15 years old and over were “economically active,”
a participation rate of 64.6 percent, the NSO said. In
2010, the labor force participation was at 64.1 percent.
The labor force participation rate shows how many
“working-age” Filipinos are willing and able to work and
are either employed or actively seeking jobs (Philippine
Daily Inquirer, 2012).
Under the law, child labor is defined as any work or
economic activity performed by a child that subjects him
or her to any form of exploitation, or is harmful to his
or her health and safety, or physical, mental, or psycho-
social development. (Philippine Daily Inquirer (2012).
With the data obtained, majority of them expressed
that they don’t have proper work as they tend to do
nothing or just stay at home that may also caused them to
be influenced in one of the societal problems. By these,
unhealthy lifestyle would contribute them.
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Gang activity, according to the study, is a not too
uncommon or unfamiliar occurrence in the lives of the
youth interviewed: 28 percent of high-school age youth
and 17 percent of middle school age youth reported
knowing other kids and classmates who belonged to gangs.
The causal factors for these statistics and the behaviors
they represent are multifaceted and complex, according to
the study: bad family situations and conflicts and
chaotic household dynamics, early manifestation of
negative or violent behaviors, and drug use or exposure
to people using drugs, are all risk factors that can and
do work in combination with each other (Clark R N Carr,
2013).
Peer influence
Friends and peer pressure from other high school drop outs,
family or other outside relationships can influence teens to
drop out of school. This also goes for the teens that choose
to drop out to join a gang or to be accepted in other teen
groups and street communities all over the country and world
(Aaron Young, 2009).
Bad vices
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Bad vices would be an issue that most high school drop-outs even
in elementary are addicted on this vices like drinking
liquors,smoking, drug addiction, bad peer pressure even addiction
in computer games can cause a drop outs in certain schools where
it will lead to out of school youths who are a becoming an
additional burden to our society (Sage, 2011).
Labor
Child Labor has many ill effects in children who are supposed to
be in the environment of a classroom rather than roaming the
streets and risking every chance, time and time again, to earn
enough money. Although most do get the privilege of education,
most end up being drop-outs and repeaters because they are not
able to focus on their studies. Because of child Labor, children
suffer from malnutrition, hampered growth and improper biological
development (Sage, 2011).
Such a community sees higher crime rates, especially
delinquency and drug related crime. They may experience
other high risk behaviors such as alcohol abuse, drug
use, and sexual activity. Specific communities may also
see a decrease in property values, which can ultimately
lead to homes which are poorly maintained, urban blight,
and a transient neighbourhood (Nelson Acquilano,2008).
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Majority of the participants expressed that they
experience more hardships in life that’s why most of them
desired to go back in their studies for their benefits
and self-support. The statements below were the
commondesires and plans they want to have and achieved or
accomplish in life. To them, finishing education is the
very first thing they need as it serves the basic need to
fulfill one’s dreams and followed by looking out and
obtaining a good and better job to be successful in life.
More Filipinos held jobs in 2011 than in 2010, but
many of them wanted a different job or more working hours
so they could earn more, the National Statistics Office
(NSO) said in a report.While the unemployment rate fell
slightly to 7 percent in 2011 from 7.3 percent in 2010,
the underemployment rate rose to 19.3 percent from 18.8
percent, the NSO said (Philippine Daily Inquirer, 2012).
Job Searchings
For disadvantaged youth lacking basic education, failureto find a first job or keep it for long can have negativelong-term consequences on their career prospects thatsome experts refer to as 'scarring'. Beyond the negativeeffects on future wages and employability, long spells of
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unemployment while young often create permanent scarsthrough the harmful effects on a number of otheroutcomes, including happiness, job satisfaction andhealth, many years later (Leo Hindery, Jr., 2010).
For disadvantaged youth lacking basic education,
failure to find a first job or keep it for long can have
negative long-term consequences on their career prospects
that some experts refer to as 'scarring'. Beyond the
negative effects on future wages and employability, long
spells of unemployment while young often create permanent
scars through the harmful effects on a number of other
outcomes, including happiness, job satisfaction and
health, many years later (Organization for Economic
Cooperation and Development, 2010).
Graduation from high school is a projection of the
measure of future success for a youth. It is an
accomplishment and prepares one for a “coming of age”
into adulthood with adult responsibilities. Dropping out
of school has negative repercussions for both the
student, his or her family, the business sector, and the
entire community (Nelson Acquilano, 2008).
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CHAPTER IV
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
The summary of findings, conclusion and
recommendations drawn by the researchers from the results
obtained are presented in this chapter.
Summary of Findings
1. Most of the participants have a problem with
money, having an insufficient income or financial
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crisis obtained by the family that’s why they
decided to stop their studies voluntarily.
2. Majority of the participants had loss of interest
in studying due to any circumstances that’s why
voluntary decision of discontinuing of education has
done.
4. The participant’s parents’ work or occupationsstill with income gained are
not enough for the supply of the whole family.
5. Participants had their work available in their
community yet it’s unstable that could help them to
earn money but majority of them still seek for a
better work to help sustain their family.
6. Most of the participants were swayed or
influenced with their peers/friend’s or other’s
actions and involved activities.
7. Majority of the participants encountered quarrels
or conflicts within the members of the family or
with the group of friends.
8. Most of the participants have big numbers of
family members to be supplied.
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10. Majority of the respondents felt about changes
of their lives and regret as most of them wanted to
take change within their selves to obtain a new
life.
Upon going the research area and with the help of
the purok leader in Barangay Arroyo Compound, Matina
Crossing, Davao City and being accompanied by the herson,
two participants we met for the first time were shy to be
interviewed as we asked for their consent for the
conduction of the interview. Meanwhile, we proceeded to
conduct the interview as they agreed to the permission
asked with the. Later on, most of the participants showed
interest on the conducted interview and participated well
as we, the researchers explained the purpose of it by
building rapport to them at first. As we said, this would
only to be for the research study purposes and for the
assessment of them with problems and basic life’s
concerns.
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Conclusion
1. As a whole, we can say that money in life that
controls everything. It is very important issue in
the family especially in providing the family’s
basic necessities. In the case of the out of school
youth participants, it shows that they still cannot
sustain their needs just like sending to school due
to money insufficiency as their biggest concern.
2. The participants had alternative ways of earning
money as their work available in their community
that could help them to their familythough it’s
unstable.This brought good benefits to them
especially to the whole family while they don’t
continue their studies yet. Majority of them have
similar activities involved even the way of earning
money that could help them to make use of the vacant
time.
3. The participants were getting to bad influence with
the circle of their friends as they used to engage
in negative activities that could harm their health
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just like smoking cigarettes and drinking alcohol.
Participants used to engage with any activities in
their spare time, being influenced by their
contemporaries to divert their attention for leisure
or recreation in some time.
4. The participants felt about unsatisfied in life
because of not continuing or finishing their
studies. They regretted it as most of the
participants conveyed desire in fulfilling their
studies first in order for them to get a better job
and for the preparation of their future. But still,
they are more financially restricted to pursue it.
5. It is said to be that continuing education in order
to find a better job is a big deal to be pursued by
most out of school youth to meet their needs, grant
their wants, and satisfy their selves facing a
successful life.
Recommendations
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1. There should be programs that are indicated to the
participants to fulfill their needs in the context
of education like school-linked and school-based
programs of social services.Seminars about
educational programs and trainings for the
enhancement of their skills and capabilities must be
provided. The state mandates that all Filipinos with
or without learning disabilities must have access to
education and the early registration aims to count
them in. Early registration is part of efforts to
realize DepEd’s “Education For All” program, part of
achieving the education component of the Millennium
Development Goals. DepEd will tap the assistance of
barangay and local government units, the business
sector, civil society and even parents to encourage
those of age to sign up for school. With the help of
our partners in education in this undertaking, we
can make the necessary preparations and address
potential resource needs in time for the opening of
classes in June (Armin Luistro, 2012).
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2. There should be information be carried out
concerning education and health teachings regarding
on their physical activities, daily lifestyle,
dietary habit, injury and violence, and other
psychosocial factors must be addressed in those
responsible institutions to prevent social violence
like gambling in the community. So, the barangay
health workers should help to provide the
community’s needs especially to the out of school
youth.
According to Philippine Daily Inquirer (2011), the
US Agency for International Development (USAid) said
it would expand its programs for out-of-school youth
in Mindanao and other areas most affected by
conflicts and poverty. It would also continue to
work with the Philippine government to “increase
access to quality basic education focusing on
English, science and mathematics for about 300,000
students (in public schools).”
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3. Scholarship grants and free education in public
should be given to those out of school youth as they
are willing to pursue it in order for them to finish
their studies for the preparation of their future
and be successful in life.A simple help laid by the
government like providing materials or school
supplies appropriate to those needy ones who cannot
really afford to buy or provide their basic school
needs could be a big help and big contribution to
those out of school youth.
Alternative Learning System (ALS) has been designed
to allow dropouts, no matter how old they are, to
complete high school. The program, was designed with
“so much flexibility that it allows students to hold
classes under the house or trees or other places
that suit them.” Department of Education (DepEd)
should have done was first improve the quality of
teaching before increasing the number of years that
students have to spend in school. DepEd expects 21
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million students to troop back to school in June
(Armin Luistro, 2012).
4. There should be a livelihood projectslike fruit
planting and other job vacanciesaccessible to them
that would be provided and diversional significant
activities be implemented in the community in order
to divert themselves from having negative accustomed
activities and for the benefits to those out of
school youth as they are willing to earn money.
These would largely contribute them to gain income
as their resources and the alternative way of
earning money.
Non-formal basic education typically targets older
learners age 12 and higher, who have limited or no
primary school experience. It emphasizes basic
literacy and numeracy skills while conveying content
that is relevant for older learners, including both
'core' content and life skills. It is offered at
flexible times and increments, and conveys condensed
material through methodology that builds on older
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learners' life experiences and knowledge. Such
programs usually offer a certificate that allows
grade equivalency and reentry into the formal
system, or some other stand-alone credential. Often,
these programs are combined with skills training in
technical fields, health, entrepreneurship etc.
(Cornelia Janke, 2013).
Philippine economy will benefit from out of school
youths if special technical, vocational and skills
centers would be established for the sector. There
are three million out of school youths that should
be trained to become useful citizens (Sonny Angara,
2013).
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REFERENCES
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