UNICEF Phillipines: Geyah's story

Geyah’s story MAKING AN IMPACT ON EDUCATION

Schools for Asia

Philippines

MAKING AN IMPACT ON EDUCATION

Del Pilar

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In the Philippines, elementary school enrollment rates have been stalled for the better part of two decades at just under 90 per cent—leaving some 1.3 million children out of school. Those who are in school suffer high rates of drop out and repetition. And completion rates continue to hover at 70-73 per cent. This stagnation indicates that, as is common at a particular point in a country’s development, the Philippines has reached a threshold beyond which further gains in education cannot be achieved simply by repeating or expanding the same tired approaches.

Achieving universal primary education will require getting those who are hardest to reach into school, and ensuring that once there, they have the opportunity to learn and develop to their fullest potential. This will require different strategies.

UNICEF’s Child Friendly Schools System (CFSS) has already improved access to and the quality of basic education for millions of children worldwide. The CFSS as an approach is now being mainstreamed in the Philippine school system. Taking the wellbeing of the whole child as their starting point, Child Friendly Schools address the issues that affect a child’s motivation for coming to school and for staying there. Childfriendly schools are characterized by the following qualities: they are safe and healthy. They are inclusive and gender-sensitive. They strive to have adequate resources and competent teachers who use child-centred teaching methods that make learning fun. Child friendly schools provide

safe water, suitable sanitation facilities and school-based nutrition services. They also strengthen families and communities by engaging parents, teachers and community members in the effective functioning of the school.

In the following pages you will meet Geyah Amore Perez. Geyah is in the fourth grade at Del Pilar Learning Centre in Magpet, North Cotabato on the island of Mindanao. Del Pilar is a child friendly elementary school, but like thousands of schools in rural parts of the country it also faces a specific challenge: the population is too low to warrant the government providing a full complement of six teachers—one for each grade. Nationwide this is the reason thousands of children attend schools that don’t go beyond grade three or four and schools where teachers struggle—often ineffectively—with the demands of teaching multiple grade levels at the same time without the proper training and nonavailability of multi-level materials. In such settings, the CFSS Framework is being enriched by adopting appropriate alternative education models. One such model is IMPACT (Instructional Management

by Parents, Community and Teachers)—which has allowed Del Pilar to turn this challenge into an opportunity. Now students at Del Pilar are getting the kind of quality education that will allow them to not only survive to the end of elementary school, but to thrive for the rest of their lives.

Schools for the Philippines Geyah’s story 3

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My name is and I am nine years old.

I live in Barangay (village) Del Pilar, Magpet, North Cotabato on the island of Mindanao in the Philippines. My father’s name is Efren. He is a labourer. My mother’s name is Teresita. She takes care of us and she has a small store. I have two older brothers. Kerwen is 16. He is in the last year of high school. Rowen is 14. He is in the third year of high school.

I am in the fourth grade at Del Pilar Learning Centre. When I grow up I want to be a teacher.

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06:08 My

mother usually cooks the rice I take to school, but this morning, since my father doesn’t have any work, he helps.

06:03 My

brothers leave early so they can get the free jeepney to school. If they walked to school it would take more than an hour.

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06:11 My

father and I eat breakfast together.

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06:19 I

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have a wash...

06:24 ...then

get my uniform off the line.

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[

My swimsuit

My best dress

My other dresses

Me in my uniform

06:26 I

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]

get dressed...

06:28 ...then

my mother fixes my hair.

I attended the same elementary school Geyah attends: Del Pilar. After level six I went on to complete high school. I really wanted to be a teacher, but my parents didn’t have the money for me to continue at school. And by the time I was offered a scholarship a few years later, I was married and had a nine-month-old child.

My husband only completed level six. His father was killed by the rebels so he and his older brother stopped school to support the family.

Because of our situation my husband and I are very focused on our children’s education. Most of the families here feel the same way. We know education means opportunities. These days you can’t get a good job without it.

—Teresita Perez, Geyah’s mother

06:35 We

collect some beans from our small garden and wash them. Twice a week the students bring in vegetables and the parents cook lunch for us.

When I was at Del Pilar it was a really different school. It was a threeroom bamboo building with a galvanised roof and mud floors. When it rained the classrooms flooded. I started first grade the year the school opened in 1981. The teaching was nothing like it is today. It was a very traditional classroom. The teacher wrote the lesson on the board and we copied it down. It was boring—especially because the teacher focused so much on the slow learners. Everyone had to repeat the lesson until they got it. I remember starting first grade by learning to write our letters and numbers and by the end of the year we were still doing the same thing—over and over.

—Teresita Perez, Geyah’s mother 12 UNICEF Philippines

06:41 I

leave for school.

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06:50 Most of the time I catch the jeepney with my brothers rather than walk to school...

07:02 But 14 UNICEF Philippines

today I walk with my friends.

07:10 Before

school we take turns sweeping the classrooms and the school grounds.

Schools for the Philippines Geyah’s story 15

07:15 Every 16 UNICEF Philippines

morning we have a flag ceremony.

WELCOME TO DEL PILAR LEARNING CENTRE There have been a lot of changes since this school opened here in 1981.

At that time it was a multi-grade school—grades one and two in one class, grades three and four in another, and grades five and six in a third. With less than 100 students in the entire school there weren’t enough for the govern-ment to provide a teacher for each level. We also lacked enough books, chairs and classrooms and didn’t have even a single latrine or any water.

In 1997 we told UNICEF about the situation at our school and they agreed to come and help. By 1998 we had a photocopier, a 100 book library, school furniture, playground equipment and three new classrooms—each with its own sink and toilet. UNICEF had also trained us in how to effectively teach children in a multi-grade setting. By 2001 our teachers were winning regional and national awards for excellence in multi-grade teaching and by 2005 students from teacher training colleges were coming to observe us at work.

In 2008 UNICEF trained us in the system we use today: IMPACT. We now have 129 students, and instead of two levels per classroom, there are six.

And yet our teachers and our students are happier than ever. We have many visitors. They all want to know our magic ingredient: what it is that makes our students such happy, successful, self-confident and selfdirected learners.

—Juliet Aquino, Teacher in charge, Del Pilar Learning Centre Schools for the Philippines Geyah’s story 17

07:20 We

sing the Philippines national anthem, recite the pledge to our country and sing the Cotabato Hymn. Then, the head teacher, Mrs Aquino, tells us what is going to happen today.

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07:30 The

older students take attendance as we enter the classroom.

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“Under the IMPACT system all of the students in each classroom -- from grade one through six -- are a ‘family,’” explains Mr. Flores. “Del Pilar has two families, Diamond and Pearl.

Students in a ‘family’ are grouped by neighbourhood, and include brothers and sisters, relatives, friends and neighbours. ‘Family’ members help one another learn, both in and out of school.

Living near one another means they can easily help one another with their studies.”

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MEET MY TEACHER, MR. EDGAR How does UNICEF help?

When I first started working here I found it quite challenging to manage two grade levels in a multi-grade classroom. I never thought I would be managing six grade levels in one classroom—and finding it easier.

If I was trying to manage such a large class—there are about ten students at each grade level—by teaching everyone on my own, it would be very difficult. But IMPACT is a very different way of teaching. Under this system my role is to facilitate learning by training the students to do the teaching.

Here’s how it works: I train learners in levels four, five and six act as ‘programmed teachers’ (PT) who teach levels one, two and three—level six teaches level one; level five teaches level three and level four teaches level two.

The students in grades four through six also take turns being ‘peer group leaders’ (PGLs), leading the instruction of particular lessons for their grade level peers. The PTs and PGLs teach a set lesson for 30 minutes then use the second 30 minutes of the lesson for enrichment activities and/or for helping the slower learners in the group.

As the Instructional Supervisor my role is to ensure that everything stays on track. If I see a PT or PGL is having trouble or a slow learner who still doesn’t understand the lesson, I step in to help—even if just to give more ideas to make the lesson clear. My goal is to make sure that by the end of that session all of the students in each level have mastered their particular lesson.

The Department of Education (DepED) estimates that there are about 3,800 incomplete elementary schools in the country, meaning they only offer grades one through three or one through four.

Most are in areas with small populations. The DepED has responded to problems of access and quality by addressing the backlog in classrooms and teachers and investing in teacher training to enhance their subject area competence. However, in particularly disadvantaged settings or with certain groups, such measures may not be the only answer. The CFSS-IMPACT model, which trains teachers to enrich multigrade teaching, promotes children’s participation and supports the development and reproduction of instruction modules, is a proven, cost-effective alternative for delivering quality education to these vulnerable populations. One teacher is able to handle as many as 120 learners and it costs just 150,000 pesos (US $3500) per school to put IMPACT into place—much less than building more classrooms and hiring more teachers in order to offer complete grade levels.

—Edgar Flores, Instructional Supervisor, Del Pilar Learning Centre Schools for the Philippines Geyah’s story 21

07:56 Our

programmed teacher is from grade six. She teaches Filipino to grade four for an hour.

At first when we started this new system there was apprehension on the part of the parents because the children were teaching the class. We met with them and talked about how IMPACT works and its benefits. It didn’t take long to convince them.

Under IMPACT their children are learning the skills they need to be leaders. Children who are shy become talkative and responsible and they learn to manage a group. And all of the students are interested in participating. They look forward to taking their turn as a programmed teacher or a peer group leader. The slow learners also stay involved: where they might be ashamed to ask the teacher a question, they will more easily ask it of someone who is nearer their own age. And boys also do better under IMPACT because it encourages them to be more active and involved.

Looking back, our previous approach to multi-grade education was largely about ways to manage children.

IMPACT is a means for transforming them. —Juliet Aquino, Teacher in Charge, Del Pilar Learning Centre 22 UNICEF Philippines

Then she goes back to the grade six part of the room to study with others in her own grade.

How does UNICEF help?

In the Philippines, from pre-primary through secondary school—boys are at a disadvantage when it comes to schooling. Almost sixty per cent of out of school children of primary age are boys—the majority of which are poor and live in rural areas. Most cite “lack of interest in schooling” and/or the need to work to augment family income as their main reasons for dropping out. Those who remain in school are far more likely to be absent, have disciplinary problems, and repeat grades than girls.

The conventional classroom experience with its focus on passive learning is a key factor in boys’ poor performance. Boys, who tend to prefer active approaches to learning, are likely to be less engaged and focused in classrooms where learning activities are largely centered on individual in-seat drills. The IMPACT model, with small group sizes and emphasis on participation and peer education has been shown to work well for both girls and boys. Test scores on the National Achievement Test for both boys and girls attending Del Pilar have risen from 60 per cent to 80 percent under the CFSS-IMPACT system. Among the notable transformations observed in the children is their drive to become independent learners. Those who are called upon to teach the younger children are able to hone their communication and leadership skills and they become more responsible for their learning.

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09:32 Break

time! Every day the parents make and sell snacks. The money they earn helps support the school.

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09:40 My

friends and I like to play on the see saw.

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10:46 Today

I am the grade four peer group leader for our reading comprehension lesson.

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10:54 When Mr. Flores sees that some of the boys are not paying attention he comes and works with us. He never gets mad at anyone he just finds a way to get them to join in.

When I am teaching I ask questions and have the others raise their hands. After they raise their hands I have them answer and then I write what they said on the board. In my group the girls behave better than the boys. When the boys are misbehaving I have them answer questions repeatedly until such time as they listen and behave. I learned this from Mr. Edgar. It works. —Geyah Schools for the Philippines Geyah’s story 27

TEACHING AND LEARNING MATERIALS: THE MODULES Before IMPACT the most difficult thing for me was writing my lesson plans. It used to take me six hours every day and then I would need more time to make instructional materials to support the lesson. Under this system my load is lighter. The lessons are locked in and the ‘instructional materials’ are included in the booklet. I still make some charts and graphs for grades one through three, but even so I have plenty of time to prepare my lessons and still handle my class very well.

—Edgar Flores, Instructional Supervisor, Del Pilar Learning Centre

Teachers and heads of other schools are always coming and asking me if they can copy the modules. I say no. Our students are doing well not just because of the modules. IMPACT is a whole system. You have to be trained in how to use it if you want to get the results.

—Juliet Aquino, Teacher in Charge, Del Pilar Learning Centre

How does UNICEF help?

Despite the Philippines’ policy that the textbook to student ratio should be one to one, in practice there can be as many as five children sharing a single textbook. The CFSSIMPACT system uses modules based on the national curriculum that make this one to one ratio possible. The modules are inexpensive and comprehensive. They are specifically designed to enable the teachers and children to engage in various teaching-learning activities including child-to child teaching, peer learning among children in the upper grades, and the traditional teacher-led learning process. These approaches reduce the burden of work for teachers while at the same time enhancing the active participation of children in multi-grade classrooms.

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Schools for the Philippines Geyah’s story 29

IMPACT stands for Instructional Management by Parents, Community and Teachers. This means learning doesn’t only take place in the classroom, it takes place everywhere because the whole community is involved in our students’ learning process.

—Norma Tangara, Head of the PTA (above left) 30 UNICEF Philippines

COMMUNITY: A KEY TO OUR SUCCESS We have a saying: the school is the window into the barangay. That’s why beautifying the school has always been a top priority. Of course parents want to send their children to an attractive school, but more important, it sends an important message: we have unity. The community and the school work together.

It wasn’t always this way. At one point the school almost closed due to low enrollment and it had very few resources. Can you believe some parents even used to send chairs for their children to sit on in class?

When UNICEF came in 1997 with all the new facilities we understood that the parents needed to help. The students had been taking care of the grounds, and that was taking time away from their studies. We decided to hold a school picnic where everyone would help to build a fence around the school. That was the catalyst we needed. Soon the parents realised that the teachers were really pushed as well, so they started assisting in the classrooms and helping with cooking and discipline.

Eventually we formed six groups of parents. Every day one group volunteers at the school, assisting the teachers with the various school activities.

Now this service has become a fellowship. The partnership between the school and the community has improved the situation for education, for our children and for our community. It is clear to us that even in communities like ours where there is great poverty, resources are not as important as unity and working together.

How does UNICEF help?

Learning does not begin when children walk through the school doors nor does it end when they leave for the day.

UNICEF’s Child Friendly Schools System recognizes that children bring to school their family and community beliefs, practices, knowledge, expectations and behaviours. Similarly, when they return from school, they bring back to their homes and communities new forms of knowledge, practices, behaviours, attitudes and skills. Linking schools and communities is not only good pedagogic practice, it facilitates the enhanced functioning of the school. In a Child Friendly School parents and other stakeholders work together to make school policy, to manage the school and to develop and protect learners.

—Norma Tangara, Head of the PTA Schools for the Philippines Geyah’s story 31

11:01 My mother and the other parents work together to make our lunch.

My children went to this school and now my three grandchildren are here. Even though I’m old and tired I want to be here because I enjoy it. I’ll still be here even when my grandchildren are not. I’m on a lifetime contract.

—Felicidad Ordanizo (right page) who in 1981 donated the land on which the school is built 32 UNICEF Philippines

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11:45 We bring rice from home and the parents give us the cooked vegetables for our lunch.

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11:53 I wash my hands in the classroom and then eat my lunch.

How does UNICEF help?

In the Philippines more than a third of the public schools do not have adequate water and sanitation facilities. Lack of water for hygiene, unsafe water supplies and poor sanitation contribute to high prevalence rates of diarrhoeal disease and other health issues that cause children to miss school. Part of being a Child Friendly School is having adequate sanitation and hygiene facilities. Students are also trained to use them and to keep them clean. Del Pilar Learning Centre is a model in this as well: each of its three main classrooms is equipped with its own ‘comfort room’ (toilet) and sink..

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12:34 Every day after lunch we have half an hour for ‘drop everything and read.’ Sometimes I like to read books by myself, other times I help others from my ‘family’ with their reading.

How does UNICEF help?

UNICEF’s 100 book library is a literacy program that provides underprivileged public schools and communities with a carefully selected mix of story books and reference materials, as well as educational toys, puzzles and games. The books help children fall in love with reading, learn new things and enhance literacy.

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Schools for the Philippines Geyah’s story 37

13:43 In livelihood education we learn about hygiene, make crafts, cook, sew, do embroidery and raise animals.

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14:17 Because this is nutrition month we’re learning about growing and eating good food. We are growing vegetables in the school garden that the parents can use in the school lunch.

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16:03 School finishes with an assembly at the end of the day.

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13:23 Tomorrow I am going to teach my group another lesson. Every day after school Mr. Edgar works with the students who will be PGLs and PTs the next day. We study the lesson and he helps us as we practice teaching it to the others.

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13:23 My Mother works in her shop which is just outside our front door. The money she earns helps pay for my brothers’ school fees, uniforms, transport, school supplies--and hair gel.

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06:28 I

help my mom clean the house

and wash the dishes.

My husband makes about 700 pesos (US $16.80) a week as a labourer.

I make about 200-300 (US $4.80-$7.20) a week in my shop. Elementary school is free and the materials and PTA fees are not high. But for my sons the high school fees alone are 1020 (US $25.50) pesos per child per year.

Then we have to pay for uniforms and school bags, snacks, and supplies.

The other day my younger son, Rowan, said to me that he knows we don’t have much money and if we need him to he will give up going on to college so his older brother can continue his education. It almost broke my heart. I was so touched by the gesture, but I told him ‘No. All of you are going to college. We will find a way.’

—Teresita Perez, Geyah’s mother

13:23 My brothers come home from school. My brother Rowan tells me I am lucky I still go to Del Pilar.

He says it was more interesting than high school. He misses being a programmed teacher.

I am always happy to help at the school. Del Pilar provides our children with quality education. In other schools there are children in grades five and six who can’t even read. Not in Del Pilar. All of the children who graduate from our school go on to do really well in high school—like my two sons, they are always the honors students. I hope that in the future other children in poor communities like this one have the opportunity to get this kind of education so they too have the chance for a better life.

—Teresita Perez, Geyah’s mother 44 UNICEF Philippines

13:23 We do our homework. If I need help I always ask Rowan. He is really good at math and he’s really good at explaining

things to me. He wants to be an accountant or a teacher.

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All children, regardless of their means or where they live, deserve the opportunity to attend a complete elementary school close to home that provides them quality education.

UNICEF is working with the government, local authorities and NGOs to provide the Philippines’ most vulnerable—poor children living in rural areas— with Child Friendly Schools that give them the opportunity for a better life.

ABOUT UNICEF UNICEF’s goal is to make a difference for all children, everywhere, all the time.

All children have rights that guarantee them what they need to survive, grow, participate and fulfill their potential. Yet every day these rights are denied. Millions of children die from preventable diseases. Millions more don’t go to school, or don’t have food, shelter and clean water. Children suffer from violence, abuse and discrimination. This is wrong.

UNICEF works globally to transform children’s lives by protecting and promoting their rights. Their fight for child survival and development takes place every day in remote villages and in bustling cities, in peaceful areas and in regions destroyed by war, in places reachable by train or car and in terrain passable only by camel or donkey.

Their achievements are won school by school, child by child, vaccine by vaccine, mosquito net by mosquito net. It is a struggle in which success is measured by what doesn't happen—by what is prevented.

UNICEF will continue this fight—to make the difference for all children, everywhere, all the time.

To fund all of its work UNICEF relies entirely on voluntary donations from individuals, governments, institutions and corporations. We receive no money from the UN budget.

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UNICEF Philippines

31st Floor Yuchengco Tower, RCBC Plaza 6819 Ayala Avenue 1200 Makati City PHILIPPINES Tel : + (632) 901-0166 Fax: + (632) 729-4524

Following the success of Schools for Africa, in January 2012 UNICEF launched the Schools for Asia initiative:

www.unicef.org/philippines

Photography, writing and design: Kelley Lynch

www.supportunicef.org/schoolsforasia