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Alternative Street Education Program in Davao City

Conference Paper · August 2015

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 Alternative Street Education Program in Davao City

Leonora C. Santillas
Bernadeth S. Grande
Jovanie S. Marohom
Saidamin P. Bagolong
The University of Mindanao

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

such, this development transcends in the socio-economic and socio-
political progress of our nation. This study aimed to evaluate the
Alternative Street Education Program (ASEP) of the City Social Services
and Development Office (CSSDO), a linkage education partner of the
University of Mindanao in Davao City. The descriptive-evaluative method
was utilized using survey questionnaire and interview, employing
weighted mean and t-test to six staffs and street educators, and eighty five
street children enrolled in the program. Findings showed that out of six
street educators, only three of them worked as service providers of the
Alternative Street Education Program. The program was under the
supervision and management of the CSSDO but is implemented by the
Alima Development Center. The budget allocated by the local government
of Davao was P52,500.00 annually allotted for the street children’s snacks.
The design of the module for the street children was guided by four
lessons namely, health education, Value Formation, Group Building, and
Socio-Legal Interventions apart from teaching life skills and basic literacy.
Furthermore, the respondents agreed that the instructional materials used
by the street educators and the Modular Development Program of ASEP
was highly effective. The recruitment and selection process, training and
development and personality attributes of the street educators were
perceived to be highly effective. The budget allocated and the funding
sources were perceived as moderately adequate. However, the
effectiveness of ASEP in terms of social and intellectual growth of street
children and in the coordination with other external resources was
perceived as effective. A number of recommendations were underscored
including the hiring of additional street educators to efficiently meet the
vision, mission and goals of this program. Also, a campaign for education
of the street children shall be implemented with the support of the local
government of Davao.

Keywords: Sociology of Education, alternative education, street

education, descriptive-evaluative method, Davao City, Philippines

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

 Introduction

Education is the bedrock of social and economic development. Throughout

history, philosophers like Aristotle and Plato recognized the importance of education.
Further, it is only through education that children on the streets can hope for a brighter
future (Khurana, 2014). Although education is one of the basic privileges and a human
right, some children especially in the streets are deprived of such.

According to United Nation, the number of street children rises up to 150 million
all over the world. A number of destitute children are forced to take out a living on the
streets, scavenging, begging, hawking in the slums and polluted cities of the developing
world (United Nations Educational, Scientific and Cultural Organizations, 2013). Poverty
and physical or sexual abuse are the main reasons for children to run away from home,
hoping for a better future in the streets. Without some form of education and economic
training, the future is blank for these street children. Also, in not attending school, their
chances of finding a way back into settled life are few (Kindernothilfe, 2013).

In the Philippines, according to the Annual Poverty Indicators Survey, one out of
eight Filipinos aged between six and 24 are not enrolled in a formal education. This
translates to about 16 percent of the estimated 39 million Filipinos in that age bracket or
6.24 million people (National Statistic Office, 2010). Although, basic education in the
Philippines is supposed to be provided for free by the government to the students as their
basic human right. However, uniforms, supplies and meals are not free at all times. This
is why; some of the parents let their children work and are pushed to do criminal acts to
support their family’s need. The children cannot enroll and hundreds of thousands of
street children, working children and abused children begging on the streets and living in
slums (Cullen, 2008).

In Davao City, the City Social Services and Development Office (CSSDO)
reports as of 2013 that there are a total of 733 street children within the city, 486 are
purely street based and 247 are working children. Their usual convergence areas are in
downtown, parks and public markets. For this reason, the City sets off the Alternative
Street Education Program (ASEP) for street children who are out-of-school youth. This
program was realized to implement non- formal schooling to help street children bridge
the existing gap in order to access education.

Thus, with this study, the government and other concerned institutions may be
able to optimize a collective response to the problems of street children.

Research Objectives

This study aimed to evaluate the efficacy and satisfaction on Alternative Street
Education Program of City Social Service and Development Office (CSSDO) in Davao
City. Specifically, on the level of efficacy of the resources in terms of physical, human
and financial resources as perceived by the Staff, the level of satisfaction in terms of

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

enhancement of social and intellectual growth of street children, and coordination with
the parents and other external resources as perceived by the street children themselves,
and the feedback and suggestions of the respondents in terms of benefits, problems and
hindering factors that obstruct the development as well as the suggestions to improve the
program.

Conceptual Framework

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

denote the profile of Alternative Street Education Program (ASEP) which includes the
vision, mission, objectives, budget, human resources and organizational structure.

The process of determining the inputs were identified based on the resources of
ASEP. This includes the physical resources, human resources and the financial resources.

The physical resources were further categorized in terms of instructional materials

and curriculum development program. While the human resources dealt with the
recruitment and selection processes, training and development and the personality
attribute. Indicators for financial resources include funding sources and budget allocation.
These resources were measured based on the level of efficacy. It was evaluated by
management staffs and employees of CSSDO who are assigned on education.

The output signifies the whole process of the study and why the study is being
conducted. This is attained based on the resources of ASEP in measuring the efficacy of
the program. These include the social and intellectual growth of the street children as
well as the linkages and coordination of this program to other institutions that cater Street
Education Program in the Philippines. This was evaluated by the street children under the
ASEP. Furthermore, the feedback showed the responses of the respondents on the
program. Thus, these respondents were asked about their comments and suggestions to
further improve the quality of Alternative Street Education Program services as an
educational institution. These variables were framed as the conceptual framework (see
Figure 1).
 Efficacy on Physical Resources
 Instructional Materials Satisfaction on
ASEP Profile ASEP
 Curriculum Development
 Vision Program
Enhancement of
 Mission Efficacy on Human Resources
Social and
 Budget  Recruitment and Selection
Intellectual Growth
 Human Resources of Street Children.
 Training and Development
 Organizational  Personality Attributes
Structure Coordination with
Efficacy on Financial Resources other external
 Funding Resources resources.
 Budget Allocation

FEEDBACK

Figure 1. Conceptual Paradigm of the Study.

Methodology

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

the study were the 6 staffs and street educators of the CSSDO-ASEP and the 85 street
children enrolled in the program. The study was conducted within the main office of
CSSDO and some of the convergence areas of the street children specifically at Osmeńa
Park and Bankerohan Public Market during the academic school year 2013-2014. The
researchers utilized a survey questionnaire adopted from Bagolong (2011) and were
modified to fit the research conducted.

The analysis and interpretation of data were facilitated using weighted mean to
determine the efficiency and satisfaction on Alternative Street Education Program of
CSSDO and t-Test to determine the significant difference on the level of efficacy of all
the resources of ASEP when analyzed by length of service, educational attainment and
trainings; and level of satisfaction on CSSDO Alternative Street Education Program
when analyzed by age, sex and educational status.
Table 1. Frequency of the Respondents
Frequency
Classification of Respondents
N n
Children Concern Division
 Street Educators 3 3
 Technical Staff 1 1
 OIC 1 1
 Division Head 1 1
Street Children in Alima Devs 101 85
Total 107 91

Table 2. Distribution of Respondents (ASEP Staff)

Moderator
Length of Service
Educational Attainment
Regular Trainings
Classification # of Respondents %
Below 10 years 2 33%
Above 10 years 4 67%
Total 6 100%
Baccalaureate Level 4 67%
Master’s Level 2 33%
Total 6 100%
Local 4 67%
National 2 33%
Total 6 100%

Table 3. Distribution of Respondents (Street Children)

Moderator Classification # of Respondents %

Below 6 years old 4 6%

Age
Above 6 years old 81 94%
Total 85 100%
Male 36 42%
Gender
Female 49 58%
Total 85 100%
Educational Status In-School Youth 54 63%
Out-of-School Youth 31 37%
Total 85 100%

Results and Discussion

Based on the responses taken from the data gathering instrument including the
profile of Alternative Street Education Program, the interpretation and descriptive-
evaluative analyses are discussed as a result of the statistical applications made use for
the study.
Level of Efficacy on the Physical Resources of the Alternative Street Education
Program as Perceived by the Staff

Data showed in Table 4 that the instructional materials have a mean of 4.69 or
perceived as very high. This means that the reading materials are readily available for the
street children where content of the materials are relevant, informative and can facilitate
learning. This confirms that the use of instructional materials provide the educator with
interesting and compelling platforms for conveying information as they motivate learners
to learn more. Students can learn easier and faster when they are given the chance to
learn through more senses than one (Okobia, 2011).

Data also showed that the modular development program with a mean of 4.42 or
perceived as high is designed to appropriately use for the street children where contents
were consulted to appropriate bodies and experts for proper preparation and facilitation.
The best teaching approaches can lead to better education. Hence, it will help the teacher
to be successful in initiating the favored changes with students. In order to make
education for street children easy and smooth, the street educators may utilize planned
procedures in dealing with them (Alelaimat & Ghoneem, 2012). An over-all mean of
4.55 or perceived as very high physical resources. These physical resources like the ones
used by the street educators served as the driving force in the learning process because of
their roles in helping solve key educational problems (Ali, et. al. 2010).

In terms of human resources of ASEP, data showed that the recruitment and
selection for the street educators has a mean of 5.00 or perceived as very high. This
means that the street educators have undergone a rigid selection process before
deployment and are regularly monitored by the CSSDO management. This goes to show
that teaching profession has a very strong human dimension that involves not only
knowledge and skills, but also attitudes, values, empathy, fairness, professional
conscience”. These are required qualities that the teaching profession calls for, who will
need a long period of training and development (Stanescu, et al. 2011).

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

Program as perceived by the Staff
VERBAL
INDICATORS MEAN
DESCRIPTION
N=6
Physical Resources 4.55 VERY HIGH
Instructional Materials 4.69 Very High
Modular Development Program 4.42 High

Human Resources 4.83 VERY HIGH

Recruitment and Selection 5.00 Very High
Training and Development 4.63 Very High
Personality Attributes 4.88 Very High
 Financial Resources 3.49 MODERATE
Funding Sources 3.42 Moderate
Budget Allocation 3.56 High
OVER-ALL 4.29 HIGH

It is also observed that the personality attributes of the street educators with a
mean of 4.88 or perceived as very high were necessary to become effective educator.
Teachers must be and acquire the attitude of being positive, communicative, dependable,
personable, organized, committed, and motivational including the personality of being
compassionate, flexible, individually perceptive, value-based, knowledgeable, creative,
patient and with the sense of humor (Wayne and Youngs, 2003) as cited by Stanescu,
(2011). Further, training and development of the street educators with a mean of 4.63 or
perceived as very high were of importance since they deal with the street children. This is
the reason why the CSSDO regularly conducts trainings in partnership with different
government and non-government agencies to update the street educators about the current
trends on education.

In terms of financial resources of ASEP, data revealed that the funding sources
with a mean of 3.42 or perceived as moderately adequate need more support from
external agencies apart from the donations they received from other organizations.
Although, the budget allocation with a mean of 3.56 or perceived as high showed that
somehow the budget allocated is sufficient budget for the operation of ASEP. Based on
the records, sources of funds of ASEP generally came from the City Government of
Davao. However, it only covers the annual budget for the food of 50 street children. Most
of the material resources like books and school supplies and part of the feeding expenses
came from donations from the non-government agencies and organizations.

An over-all mean of 4.29 or perceived by the respondents as high. This means that
all the resources of ASEP were utilized effectively in the program.

Level of Satisfaction on Alternative Street Education Program of CSSDO as

Perceived by the Street Children

As shown in Table 5, respondents agreed that item 3 which states that the street
children have given the chance to enhance their skills and talents with a mean of 4.43, or
perceived as high. Similarly, in item 5 which states that the street children have acquired
healthy attitude and sense of self-worth with a mean of 4.43 or perceived as high. This
goes to show that the success of alternative street education program lies in the skills and
sensitivity of the street educators as facilitators. Hence, the alternative education aims to
provide knowledge, skills and values in order for the street children to survive.

Data also showed that the street children are highly enhanced in terms of social
and intellectual growth. This means that the street children enhanced their skills and
talents while appreciating the value of studying literacy and Filipino values. The
satisfaction on ASEP in terms of coordination with other external resources as shown in
the table states that the street educators coordinate with the parents of the street children
with a mean of 4.25 or perceived as high. Likewise the ASEP also coordinates with the
Department of Education with a mean of 3.60 was also perceived as high.

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

perceived by the Street Children
INDICATORS MEAN VERBAL
N=85 DESCRIPTION
Enhancement of Social and Intellectual Growth 4.53 VERY HIGH
1. Appreciated the value of studying basic literacy and
4.82
Filipino Values. Very High
2. Learned the lessons easily as taught by their
4.36 High
Educator.
3. Has been given the chance to enhance their skills and
4.49 High
talents.
4. The ASEP organizes program for the children to
4.57 Very High
enhance their ability in reading and writing.
5. Acquired healthy attitude and sense of self-worth. 4.45 High
Coordination with other external Resources 4.06 HIGH
1. The street educators coordinate with the parents of
4.15 High
the children.
2. The Alternative Street Education Program
3.95 High
coordinates with Department of Education.
OVER-ALL 4.29 HIGH

These mean that the respondents are satisfied with the program of the ASEP and
are sentient about the objective of the program to return them to the mainstream of
education especially so that the street educators have a better relationship with their
parents, and the community which are contributory to their developmental growth.

Responses of the respondents on the satisfaction of Alternative Street Education

Program showed an over-all mean of 4.29 or perceived as high. This means that
satisfaction on the program is observed by the respondents in the majority of cases.

Feedback on Alternative Street Education Program

Presented in the succeeding diagram are the concepts and constructs derived from
the comments and suggestions of the respondents conducted during the interviews as
stipulated in the survey questionnaire. The diagram below delineated the benefits,
problems and issues including the suggestions to improve the program of ASEP.

As viewed, the benefits of the program which was obtained from the respondents
were largely focused on the opportunity of the street children to learn basic literacy and
acquire Filipino values. It became an advantage for those who are out-of-school youth to
continue their learning while on the street and making ways to encourage and link the
children to formal schooling. The children were also taught with life skills, group
building and values formation that oftentimes disregarded in the formal schooling. In
contrast, majority of the street children enrolled in ASEP underscored their motivation to
join the sessions because of the food and sometimes school supplies that they receive.

In addition, problems and concerns are also observed in the program. The lack of
manpower is one of the reasons that hinder the development of the program. The success
of the program for the street children greatly depends on the availability of skilled
manpower. There have been difficulties in hiring teachers and social workers since the
alternative education is far more different than the regular style and method of teaching.
It has become more than a profession but a passion and commitment for the children.

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

sessions or “classes” have to be in the streets or in any available open space, problems,
like bad weather, disturbance from other group/gangs, sniffing of solvent before and
during sessions, having no food, absenteeism, greatly affects the session and the street
children as well. Another issue is the fact that alternative education only supplements the
deficiency of educational opportunities for the street children. It doesn’t provide diploma
or graduation that may be used in seeking employment for those who attended the
program.

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

that the schools are not isolated from society, but share the responsibilities of the families
and the community. Assisting the street children to form links between themselves and
life to discover their individual skills to be developed further are the main task of the
school. The street children also come and go since they do not have control on their
availability and time.

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

appropriate psychosocial interventions depending on the needs identified by the street
educators should be strengthened. Accordingly, continuous trainings with the street
educators are emphasized (see Figure 2).
 Problems/Issues
Financial Support
Training for Street Educators
Lack of Manpower (Educators
and Social Workers)
Lack of family support (street
children)
Venue for session or classes
Revision of Instructional
Materials

Alternative
Street
Education
Program
(ASEP)
Suggestions to Improve
Benefits of the Program the Program
Providing education for Training for the street
the children on the streets educators from partner
Learning health education, agencies
value formation, group Provision of appropriate
building and life skills psychosocial interventions
aside from learning basic Referrals for health/medical
literacy services
Constant feeding program Sustaining relationship with
the street children
Hire additional street
educators/social workers

Figure 2. Diagram showing the feedback on ASEP.

 Conclusion

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

1. The level of efficacy of the physical resources in terms of instructional materials and
modular development program were revealed as very high. However, there is a need to
update the module since emerging trends of street children phenomenon are dynamic.
The level of efficacy of human resources in terms of recruitment and selection, training
and development and personality attributes was very high. Hence, constant trainings with
the street educators are recommended especially on handling the street children. Also,
monitoring of the street educators by the management is necessary. Similarly, the level of
efficacy of the financial resources in terms of funding sources and budget allocation was
moderately high. This was because the funding sources of the program are inadequate.
Funding Sources from the local government is only used for the food/snacks of the street
children during sessions. Materials and improvement of facilities comes from donations.
Though it accepts donations from other agencies and organizations, it still has minimal
linkages with funding sponsors from other countries.

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

City in terms of enhancement of social and intellectual growth of the street children and
coordination with other external resources was high. Hence, Alternative Street Education
Program contributed much in helping the children return to the mainstream of education
and become useful and productive citizens. Children also learned and acquired values
which enable them to obtain healthy attitude and a sense of self-worth.

3. Perceived problems and concerns of the program have emerged primarily with the lack
of manpower or street educators. Venues for the conduct of sessions/classes must also be
considered. To improve the program, additional training for the street educators is
recommended of which anticipating the psychosocial needs of the street children.

Recommendations

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

1. Linkages and collaboration of the social welfare agencies including the government
and non-government must be sought to meet the basic academic goals and objectives
such as providing social services and offering vocational trainings to the street children.
Also, coordination with other street educational programs shall be done. Similarly,
foreign funding shall be maximized to be of assistance in funding the program.

2. The CSSDO officials in Davao City shall continue to provide a special curriculum that
meets the diverse needs of street child who will have transition from informal to formal
education. Also, a campaign for education of the street children shall be implemented
with the support of the local government of Davao and cooperation of the parents.
Further, it is recommended to hire additional street educators or social workers who are
interested, motivated, dedicated, and competent so that the program will become more
efficient in providing services to the street children. There shall also be an important
segment in training the street educators that is focused on effective teaching and handling
street children. Thus, providing strategies to meet the needs of the unique population they
serve. CSSDO should also keep updating the educators’ skills by continually mounting
training programmes through workshops and seminars.

3. The Street Educators must update the module designed which is customized to the
needs of the street children. However, the module shall be less structured – more open to
change and less concerned with content. Also, Instructional Materials may be revised that
it be made informative, child-friendly and updated so that the children will more likely
become interested in joining the sessions. Personality development shall also be observed
to make the educators’ lifestyle more child-friendly.

4. The Street Children must persist in continuous involvement to the program to be able
to augment their educational deficiency.

5. Future Researchers should conduct further research on street education programs not
only in CSSDO but also to other non-government agencies or organizations in order to
ascertain extensive ways in getting the street children back to the mainstream of
education.

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