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Page | 1 Final Report 2015 Summer School 2015 FINAL REPORT
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Final Report 2015
Summer School 2015
FINAL REPORT
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Final Report 2015
Contents
Introduction/Background 3
Timeline 5
Implementation Details 6
Evaluation 16
Audit Results 20
Key Results
Project components crucial to success
Expense Report
Additional Project Details
22
23
24
25
Culminating Activities
Photo Documentation
29
31
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Final Report 2015
I.NAME OF PROJECT: LET’S P.L.A.Y. PROGRAM 2015
(Promote Learning Activities for the Youth)
The Let’s PLAY program is a continuation of the pilot run for summer schools in 2014. For the second year implementation, we created a project name for the summer school which is “Let’s P.L.A.Y. program”. P.L.A.Y. acronym stands for Promote Learning Activities for the Youth. Using this name, the program can easily be identified and recalled.
II. BACKGROUND
Rationale: This project was proposed as a result of the STP A3 Initiatives. It aimed to improve the condition of children in selected communities where it was observed that children participate in tobacco post-harvest activities.
Objectives: To provide interesting alternative activities for children during summer season.
To increase awareness of parents (farmers and farm workers), teachers, and community leaders on child labor prevention on selected agricultural areas.
To improve quality of children’s health and education by using sports equipment, musical instruments and reading materials.
To evaluate project results in comparison with communities without PLAY project.
Proponents: Universal Leaf Philippines Inc. and Philip Morris International Proposed Budget: Philippine Pesos 3,528,974.07 (USD 79, 302.79) Project Site: Cagayan and Isabela Province, Philippines Beneficiaries: Children of tobacco farmers and workers from public schools Project Areas: Pilot Communities
Rang-Ayan Elem. School in Mallig, Isabela
Imbiao Elem. School in Roxas, Isabela
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Pacac Grande Elem. School in Amulung, Cagayan
Banquero Integrated School in R. Mercedes, Isabela
San Francisco Elem. School in Tumauini, Isabela
New Communities
Cattaran Elem. School in Solana, Cagayan
Unag-Annabuculan ES in Amulung, Cagayan
Bagumbayan Elem. School in Tuao, Cagayan
Vintar Elem. School in Quirino, Isabela
Binarzang Elem. School in Quirino, Isabela
San Francisco Elem. School in Roxas, Isabela
Bagong Sikat Elem. School in San Mateo, Isabela
Sto. Domingo-San Isidro ES in Luna, Isabela
Aggub Elem. School in Cabagan, Isabela
Biwag Elem. School in Cabagan, Isabela
III. PROJECT DETAILS The program is a 25-day summer school on sports, music or reading. The project was designed to help eliminate child labor in 15 selected areas in Isabela and Cagayan provinces with 100 children in each area as beneficiaries. Project proponent identified fifteen (15) communities as program beneficiaries based on audit team results, six (6) of which are already part of last year’s Summer School Program. These 15 participating communities were seen with child labor incidences during various audit periods in the tobacco production season. Consultation meeting was set up with selected schools together with community leaders. Project objectives were clearly discussed and community was consulted about the types of summer activities that children will enjoy. After finalizing the type of activity that best suits the school and community, proponents met with trainers. They are people in charge to implement the summer program. They were chosen based on their field of expertise as matched with the type of activity per community. Each school had 1 head project trainer and 2 assistant trainers. To further monitor the conduct of the project, 1 coordinator was hired per school. While the trainers were assigned to teach their expertise (music, reading or sports), project coordinators were expected to check attendance, prepare reports, and monitor daily activities of students and teachers.
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The initial survey and planning for the program started last September 2014 which was followed by the presentation of the proposal and budget approval. The various materials and equipment for sports, music, and reading were purchased and prepared in the first quarter of this year, after which, materials were turned over to recipient schools. Project Timeline:
Activities 2014 2015
Sept Oct Nov Dec Jan Feb March April May June Initial Survey and Planning
Project Proposal and Budget Approval
Preparation and Purchasing of Materials and Equipment
Conduct of Training and Orientation for Project Trainers and Coordinators
Project Implementation
Project Evaluation
Project Documentation
Final Report
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Final Report 2015
IV. PROJECT IMPLEMENTATION
Before the actual implementation, all trainings were conducted in February and March 2015. There were 2 meetings with teacher trainers and 1 meeting for school coordinators. Cagayan Schools – February 24, 2015 Isabela Schools – February 26, 2015 School Coordinators- March 19, 2015
The program proper was implemented for 25 week days from April 2014 (after school graduation and clearance) to mid-May 2014 (a week before Brigada Eskwela, a national program where schools prepare for the coming year).
Summer program schedule (25 days):
Week 1 – April 6 - 10 (4 days) – April 9, Day of Valor (Philippine Holiday) Week 2 – April 13 - 17 (5 days) Week 3 – April 20 - 24 (5 days) Week 4 – April 27 - 30 (4 days) – May 1, Labor Day (Philippine Holiday) Week 5 – May 4 - 8 (5 days) Week 6 – May 11 - 12 (2 days)
Summer training program for music, sports and reading was held every day, Monday to Friday, 8 AM to 4 PM.
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Type of Activity per school
School beneficiaries are selected from among the barangays where child labor was found in 2013 and 2014 crop. Type of activity assigned to them is a result of a discussion meeting with faculty staff and students. Schools have the option to choose from Music (Drum and Lyre band) and Sports. For 2 schools, they asked to include reading classes in between sports activities. The program provided reading materials but stil within the same budget for each school. The crucial consideration in choosing the activity is the available resources of the school. If the school do not have the space for sports activities, the school usually suggests the music program. It is very important that even with a set of programs available, teachers and students are consulted for the ype of summer activity.
School Activities
Music Sports Reading
Pilot Communities
Rang‐Ayan Elem. School
Imbiao Elem. School
Banquero Integrated School Softball, Volleyball, Sepak and
Sipa and Table Tennis
San Francisco Elem. School
(Tumauini, Isabela)
Volleyball, Sipa, Badminton,
Chess, Table Tennis
Pacac Grande‐Tana Elem. School
Cattaran Elem. School Volleyball, Sipa, Table Tennis
and Badminton
2015 New Communities
Unag‐Annabuculan Elem. School
Bagumbayan Elem. School
Vintar Elem. School
Aggub Elem. School Volleyball, Sipa, Badminton,
Chess and Table Tennis
Biwag Elem. School Volleyball, Sipa, Badminton,
Chess
Binarzang Elem. School
San Francisco Elem. School (Roxas,
Isabela)
Sto Domingo‐San Isidro Elem. School Volleyball, Sipa, Badminton,
Chess and Table Tennis
Bagong‐Sikat Elem. School
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Beneficiaries:
There were 100 target beneficiaries for each identified community, a total of 1,500 beneficiaries. Criteria for choosing the first 100 beneficiaries were the following:
(1) Age: 7 years old to 13 years old (we found this age to be the most vulnerable;
children above 13 years old is not covered by elementary school); (2) Son/daughter of tobacco farmer or worker; and
(3) Low-income family (based on national data of the Department of Social Welfare
and Development, **Pantawid Pamilyang Pilipino Program or 4Ps). *First priority was given to families who are beneficiaries of 4P’s and qualify with criteria set above.
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** 4 P’s or Pantawid Pamilyang Pilipino Program is a human development program of the
national government that invests in the health and education of poor households, particularly of children aged 0-14 years old. Patterned after the conditional cash transfer scheme implemented in other developing countries, the Pantawid Pamilya provides cash grants to beneficiaries provided that they comply with the set of conditions required by the program.
Activities/Schools # of School Beneficiaries
Target Individual Beneficiaries
Actual Beneficiaries
Enrolled In Excess of
100
Music (Drum and Lyre) 9 900 874 25
Rang‐ayan ES 1 100 100 14
Imbiao ES 1 100 100 4
Pacac Grande‐Tana ES 1 100 100 0
Unag‐Annabuculan ES 1 100 94 0
Bagumbayan ES 1 100 92 0
Vintar ES 1 100 93 0
Binarzang ES 1 100 99 0
San Francisco ES (Roxas) 1 100 100 7
Bagong Sikat ES 1 100 96 0
Sports 4 400 400 12
Banquero IS 1 100 100 5
San Francisco ES (Tumauini) 1 100 100 0
Sto Domingo ES 1 100 100 3
Aggub ES 1 100 100 4
Sports & Reading 2 200 200 2
Cattaran ES 1 100 100 2
Biwag ES 1 100 100 0
Total 15 1,500 1,474 39
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Tobacco Farmers34%
Tobacco Workers36%
Farmer of Other Crops30%
Occupation of Student Beneficiaries' Parents
Tobacco Farmers Tobacco Workers Farmer of Other Crops
Number of Beneficiaries
From the data we gathered from 1,474 students, they are children of the following farmers:
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Survey shows that children’s parents are tobacco farmers (508), tobacco workers (525), and farmers of other crops (441). It is also important to note that during the survey, some children of farmers planting other crops would say that their parents also plant tobacco sometimes. For this particular survey, they were still grouped under farmers of other crops. Farmers of other crops plant corn, rice and vegetables.
Attendance Report
Overall Average attendance for fifteen schools: 85% Average attendance for six pilot schools: 92% Average attendance for nine new schools: 81%
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Based on the results shown above, it can be seen that the six pilot schools have better attendance record compared to new schools. This data is a result of the knowledge and enthusiasm of beneficiaries based on previous years’ experience. This can also be considered as an indicator of the success of last year’s project.
On the other hand, the nine new schools registered a lower attendance with an overall average of 81%. Schools in Binarzang, Aggub, and Vintar, turned out to have lower attendance as compared to others. ULPI implementing team gave additional assistance for these schools to increase awareness of beneficiaries. Teachers and coordinators went to different houses to tell parents about the project.
Based on attendance records, majority of the absences of children during the program were because of family gatherings, special occasions, illness, or bad weather. In Binarzang elementary school, the low average attendance is mainly attributed to the teaching style of the music teacher. Although the music teacher is technically qualified, children were discouraged with the teacher’s style of discipline. To resolve this in the future, a different music teacher will be assigned to Binarzang Elementary School.
It can also be observed that in some schools, beneficiaries exceed in number for some days. This means that some schools accommodate more than 100 kids without additional project cost.
Detailed Attendance Sheet
2014 Pilot Communities Week Number Rang-ayan ES Imbiao ES Banquero IS San Francisco
ES (Tumauini) Pacac
Grande-Tana ES
Cattaran ES
Week 1 97 83 100 67 92 88 Day 1 108 71 91 62 82 60 Day 2 100 79 104 62 92 90 Day 3 104 91 102 62 96 87 Day 4 90 91 101 62 96 95 Day 5 83 86 101 90 94 107
Week 2 95 97 99 87 85 99 Day 6 82 93 98 88 84 99 Day 7 80 97 100 89 87 101 Day 8 97 99 97 87 89 107
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Day 9 112 98 100 90 89 103 Day 10 104 98 100 83 79 86 Week 3 103 93 98 78 83 87 Day 11 111 98 91 83 85 71 Day 12 111 92 100 80 81 90 Day 13 113 93 99 79 86 92 Day 14 94 92 100 59 81 92 Day 15 87 88 103 90 82 92 Week 4 89 98 101 92 81 90 Day 16 89 90 99 90 84 94 Day 17 88 90 98 89 82 69 Day 18 90 103 102 86 80 96 Day 19 90 101 104 99 80 97 Day 20 90 103 103 99 80 95 Week 5 99 97 102 97 80 98 Day 21 99 101 103 99 80 96 Day 22 99 102 100 99 80 90 Day 23 100 103 104 99 80 97 Day 24 100 88 100 100 80 99 Day 25 99 93 103 88 82 99 Overall 97 94 100 84 84 92
2015 New Communities Week
Number Unag-
Annabuculan ES
Bagumbayan ES
Vintar ES Aggub ES
Biwag ES
Binarzang ES
San Francisc
o ES (Roxas)
Sto Domingo-San
Isidro ES
Bagong Sikat
ES
Week 1 97 87 69 49 70 72 76 83 64 Day 1 103 89 62 47 75 52 56 601 46 Day 2 92 84 73 61 70 70 75 93 60
Day 3 94 84 75 45 62 76 82 90 76 Day 4 99 88 71 48 65 84 86 88 69 Day 5 99 91 64 44 75 78 83 86 69
Week 2 97 86 77 63 85 64 101 78 49 Day 6 89 88 75 31 77 62 101 76 69 Day 7 99 86 77 67 84 58 101 84 34 Day 8 99 89 80 59 86 67 101 76 46
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Day 9 100 85 73 71 90 70 101 78 47 Day 10 100 82 82 86 89 63 101 76 49 Week 3 93 86 77 92 81 70 99 73 87 Day 11 101 83 79 91 83 74 101 72 62 Day 12 93 84 82 98 94 71 100 89 88 Day 13 87 86 71 91 73 72 100 66 94 Day 14 90 86 79 98 77 68 100 72 95 Day 15 95 93 75 81 80 64 96 67 96 Week 4 90 92 69 80 79 66 100 79 95 Day 16 93 92 71 81 87 70 100 89 96 Day 17 94 92 78 78 72 70 100 84 95 Day 18 93 92 73 78 80 64 100 78 94 Day 19 85 92 64 84 77 63 100 80 94 Day 20 89 91 58 79 80 62 100 67 94 Week 5 93 92 79 79 91 61 97 89 94 Day 21 91 91 71 80 88 62 100 84 95 Day 22 92 92 76 79 87 58 100 91 94 Day 23 94 92 87 80 89 58 100 86 94 Day 24 94 92 90 80 90 64 93 92 94
Day 25 94 92 72 76 101 63 93 95 94 Overall Average
94 89 74 72 81 66 95 81 78
Morning and afternoon snacks:
Morning and afternoon snacks were also served for each participant for the duration of the 25 day training. Children were served with biscuits, chicken macaroni soup, rice porridge and other nutritious meals to strengthen their bodies during training. Food is an important factor in the implementation of the project because children are excited and motivated because of the meals prepared for them.
The following table also shows a body weight study conducted in one school beneficiary. Children’s weight were recorded before and after the 25 days of training. Table below shows the number of kilograms gained by 104 children. This shows the improvement on the beneficiaries’ weight as they undergo the 25-day training with morning and afternoon snacks.
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Students playing specific instruments
Approximate Increase in Kgs. (Number of Beneficiaries)
Total 0.01 grams to 1.00 Kgs. 1.01 to 2.00 Kgs. 2.01 to 3.00 Kgs.
Lyre 4 2 28 34
Drum 0 11 19 30
Baton 1 8 8 17
Tambourine 0 6 17 23
Total 5 27 72 104
The study was conducted with one school only but the results give us a measurable output from the feeding component of the project. Out of 104 children from this school, there was an average increase of 2.64 kgs. There was no recorded weight loss for all participants.
Important to note as well that during a focused group discussion with beneficiaries, one of the top three reasons they want to earn money at work is to be able to buy snacks other than what is available at home. If the project continues to provide snacks, children will be highly motivated to join the program.
V. EVALUATION AND AUDIT REPORT
Evaluation Report - Trainers’ Training conducted before project implementation
The training and orientation for the project trainers and coordinators prior to the summer school program consists of the following key points for proper and orderly implementation of the program:
Project Introduction Agriculture Labor Practices Program Project Details and Guidelines Finalization of schedule per school Procedures on Monitoring and Evaluation Memorandum of Agreement and Contract Signing
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An evaluation was conducted last March 2014 to gather data after a trainers’ training was conducted. This was participated by the project trainers and assistant trainers for each school.
Trainer’s Training Evaluation
Please indicate your level of agreement with the statements below (Please check)
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
The objectives of the training are clearly defined 26
The topics covered are relevant, organized and easy to follow 25 1
Agriculture Labor Practices are clear and well explained 26
Participation and interaction are encouraged 23 3
The training experience will be useful in the conduct of the project 24 2
The trainers are knowledgeable about the training topics 25 1 Materials are appropriate, venue and facilities are adequate and comfortable 25 1
Comments and Feedback:
The program is a great program activity for children during summer to avoid child labor.
Continue your program. The PLAY Program is a great and wonderful assistance given to school children to
avoid child labor and make every school child busy for childhood activities. Trainers were knowledgeable and approachable which were needed with this
kind of activity. The trainers are knowledgeable and the project is very useful for the children to
develop their skills and intelligence in their field of specialization. Materials used are useful because it gives flashback about what child labor is.
We look forward for more training like this. Continue to share and help the farmers and their children who are in need.
Post‐ Activity Evaluation Analysis
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Teachers’ Evaluation: The P.L.A.Y. Program as assessed by 45 teachers and trainers from the fifteen (15) schools received a level of agreement as follows:
As shown in the graph above, 94% of the respondents strongly agreed that the program achieved the desired output which are stated in its objectives. This includes the prevention of child labor during the duration of the program and the provision of relevant activities for the children and community during summer vacation.
Meanwhile, the graph also shows that most respondents agreed that (1) financial resources are adequate and (2) the equipment and materials are appropriate for the activities.
On the other hand, with regards to the experience of the respondents, this statement garnered the highest rank which has a total of 98% strongly agreed feedbacks. This implies that (1) students acquired skills that can be useful in the future; (2) participants were happy and satisfied with the activities; and (3) participants observed a good relationship with each other.
As stated also in the graph, the involvement of students in the program shows an excellent result of 89% strongly agreed feedbacks. This includes (1) the active participation/ interaction of students during the project. It also indicates that (2) the
Output 1. The objectives of the summer school program were achieved 2. The program is consistent with its objectives 3. Child Labor was prevented during the duration of the program 4. The program (music, sports, or reading) is relevant for the children and community Resources 5. Financial Resources are available and adequate for the needs 6. Equipment/ Materials are appropriate for the activities Experience 7. Students acquired skills that can be useful in the near future 8. Participants in the program were satisfied and happy 9. Participants observed a good relationship with each other Involvement 10. Students showcased active participation/ interaction during the project 11. Participants show improvement in skills music, sports, or reading) 12. Parents gave support in the implementation of the project 13. Adequate support was presented by the community
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participants showed improvement in skills (music, sports or reading). There is also adequate support from the parents and the community.
In addition to this, qualitative feedbacks were also gathered by asking the respondents on their comments and what they can do to help improve the project. These are their responses:
We can encourage pupils to participate in the program especially the new enrollees
I can fully participate in the project because the company also provides a very satisfactory support for the project. If given another chance to do the project again, I will put the same effort to motivate more pupils to join the program and also to avoid child labor.
We hope that there will be another training next year. Teachers like us aim to do
activities which are useful outside or within the community.
I would like to have another program next year so that the students can improve their skill in playing instruments.
As a trainer, we felt honored to impart our skills and talents to the students. If given a chance to be part of this project again next year we will be willing to share more skills so that the children will learn more from this program.
The program is beneficial to the school and the children. We are looking forward
to another summer activity program for next year.
I can help with the project by assisting the pupils and by giving them full support for their benefit.
I am willing to become a trainer again next year if the project will continue. Hope
it will! Because of the project we are able to produce CAVRAA (Cagayan Valley region
Athletic Association) players. Hoping for the continuity of this project because it really helps in a lot of ways especially in the development of the students’ skills in sports.
If given a chance to do the project again next year, the community especially the
parents should be informed on the importance of having a program like this.
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We will encourage the parents more to allow their children to participate in the program because it is for their welfare and they can use it in the future.
The project is useful in eliminating child labor. More activities should be given to
develop the pupils. It was a very fruitful project! I have learned many things although my patience was
really tested.
Students’ Evaluation
Students were also asked to answer questions to evaluate the program. As reflected in the graph below, most respondents give a positive feedback to the questions.
Type of evaluation used is one-on-one interview. Questions were answerable by yes or no.
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Child Labor Audit Results
Similar to reports provided in the pilot year, here are our audit results for the 2015 implementation.
100%
99%
100%
100%
99%
100%
100%
60%
0%
1%
0%
0%
1%
0%
0%
40%
0% 20% 40% 60% 80% 100% 120%
H
G
F
E
D
C
B
A
HINDI
OO
Crop 2015 Summary
before activity (October 20, 2014 – April 4, 2015)
during activity (April 6, 2015 – May 15, 2015)
grand total
(A) Ang tatay at nanay mo ba ay nagtatanim ng tabako? (Is your mother or father a tobacco farmer?) (B) May natutunan ka ba sa programang ito? (Did you learn from the program?) (C) Nagustuhan mo ba ang mga aktibidad sa naturang programa? (Did you like the activities in the program? (D) Gusto mo bang maulit ang iyong karanasan sa programa? (Do you want to experience the same program next time?) (E) Magagamit mo ba ang iyong natutunan sa hinaharap? (In the future, will you be able to use what you have learned this summer?) (F) Naibigay ba ang iyong mga pangangailangan sa panahon ng programa? (Were all your needs given during the program?) (G) Nagkaroon ka ba ng maayos na pakikisama sa iyong mga kapwa mag aaral at tagapag turo? (Have you built good relationships with your school mates and teachers?) (H) Nasiyahan din ba ang iyong mga magulang sa iyong pagsali sa programa? (Are your parents happy that you joined the program?)
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In the summary table above, it can be noted that 8 incidents were recorded before project implementation. This is a result of 1,751 field audits conducted by ULPI’s Compliance Department. During the activity dates, in the same areas, there were no reported incidences.
The audit team also conducted a survey in areas where there are no summer schools. The table below shows that out of 447 audits, there is a total of 8 incidences reported.
Location(s) audit incidence rate audit incidence rate audit incidence rate
Rang‐Ayan Elem. School in Mallig, Isabela
289 0 0.00% 22 0 0.00% 311 0 0.00%
Imbiao Elem. School in Roxas, Isabela
74 4 5.41% 94 0 0.00% 168 4 2.38%
Pacac Grande Elem. School in Amulung, Cagayan
14 0 0.00% 9 0 0.00% 23 0 0.00%
Banquero Integrated School in R. Mercedes, Isabela
293 0 0.00% 29 0 0.00% 322 0 0.00%
San Francisco Elem. School in Tumauini, Isabela
191 0 0.00% 4 0 0.00% 195 0 0.00%
Cattaran Elem. School in Solana, Cagayan
188 0 0.00% 4 0 0.00% 192 0 0.00%
Unag‐Annabuculan ES in Amulung, Cagayan
53 0 0.00% 16 0 0.00% 69 0 0.00%
Bagumbayan Elem. School in Tuao, Cagayan
30 0 0.00% 25 0 0.00% 55 0 0.00%
Vintar Elem. School in Quirino, Isabela
96 0 0.00% 5 0 0.00% 101 0 0.00%
Binarzang Elem. School in Quirino, Isabela
110 4 3.64% 16 0 0.00% 126 4 3.17%
San Francisco Elem. School in Roxas, Isabela
163 0 0.00% 4 0 0.00% 167 0 0.00%
Bagong Sikat Elem. School in San Mateo, Isabela
40 0 0.00% 4 0 0.00% 44 0 0.00%
Sto Domingo‐San Isidro ES in Luna, Isabela
127 0 0.00% 20 0 0.00% 147 0 0.00%
Aggub Elem. School in Cabagan, Isabela
7 0 0.00% 4 0 0.00% 11 0 0.00%
Biwag Elem. School in Cabagan, Isabela
76 0 0.00% 10 0 0.00% 86 0 0.00%
Total 1,751 8 0.46% 266 0 0.00% 2017 8 0.40%
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2015 AREAS WITHOUT SUMMER PROJECT
LOCATION
TOTAL AUDITS (INCLUSIVE OF GPS, CURING AND NTRM
AUDITS)
TOTAL INCIDENCES
INCIDENCE RATE
447 8 3.60%
LIBAG NORTE,TUGUEGARAO, CAGAYAN 61 2 3.28%
LIBAG SUR,TUGUEGARAO, CAGAYAN 10 2 20.00%
SAN JOSE SUR, MALLIG, ISABELA 76 2 2.63%
SOTERO NUESA, ROXAS, ISABELA 69 2 2.90%
VILLA BULUSAN, QUIRINO, ISABELA 65 0 0.00%
MARCOS, ROXAS, ISABELA 45 0 0.00%
APIAT, AURORA, ISABELA 47 0 0.00%
TANGLAGAN, GATTARAN, CAGAYAN 74 0 0.00%
5 INCIDENTS (13 YEARS OLD AND ABOVE) 8 INCIDENTS (12 YEARS OLD AND BELOW)
After assessment of the project, it was concluded that there were no incidences of child labor in the identified areas of the summer school activities. The program can therefore be concluded as an effective tool to prevent and lessen child labor incidence. Tobacco activities during the summer school program includes harvesting, curing, sticking and baling.
Key Project Results:
Continuation of 2nd year summer school for 6 tobacco growing communities with about 600 direct beneficiaries.
Improved attendance and participation of children from pilot schools.
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Introduction of the summer school program Let’s PLAY to 9 new schools from Isabela and Cagayan.
The name of “Let’s P.L.A.Y program” (Promote Learning Activities for the Youth) is launched and used to become a brand name for the project. The brand name makes the project distinct and easily recalled.
No child labor incident reported during project implementation – zero out of a total of 266 audits in 15 areas.
Children of tobacco farmers are happy and appreciative of the skills they learned and materials they received.
Children gain weight after 1month of eating healthy and delicious snacks.
Increased community awareness on the tobacco industry fight against child labor.
Schools signed commitment against child-labor.
Beneficiaries reported that the skills acquired and materials given will still be useful for the rest of the school year.
Project components crucial to project success
For the continuation of the project on its third year, we highly suggest the following:
1. Get support of non-government organization (NGO) in the implementation of the project. From the experience with the Department of Education (DepEd) this year, the project should be associated more with an NGO rather than tobacco companies. If the current DepEd region head continues to be very strict in the
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interpretation of DepEd and Civil Service Commission memorandum, having an NGO implementing arm is a must.
2. NGO group needs to properly allocate manpower for the project. It is suggested that there is enough manpower to support teams and provide adequate documentation. Implementing team should be in place starting September 2015. For 15 schools: Manpower Number Project Manager 1 Project Team Leader 1 Area Coordinator 3 School Coordinators 15
For Music Schools Head Trainer 1 Assistant Head Trainer 1 Assistant Teachers 2
For Sports(with or without reading) Schools
Head Trainer 1 Assistant Teachers 2
3. Pilot schools will continue on their 3rd year with funding support except for reduced funding for materials. NGO should assess if there is a need to replace some materials given on the first year.
4. First and second year schools should be given full funding. 5. Project timeline should be aligned with school official activities. 6. Audit team, separate from the implementing team, should continue to audit areas
with and without summer school program.
Expense Report
PARTICULARS TOTAL
Music, Sports, Reading Materials/School supplies (incentive) PHP 1,228,304.03
Music, Sports, Reading Materials/School supplies PHP 1,030,079.03
School Supplies PHP 198,225.00
Snacks (Morning and Afternoon) PHP 932,653.27
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Fees for Trainers and Assistant trainers/Training expense PHP 679,576.57
Salary and other expenses for School Coordinators PHP 217,389.15
Management and Logistics PHP 85,374.88
TOTAL (PHP) 3,143,297.90
TOTAL (USD) 70,635.91
Cost per School (USD) 4,709.06
Cost per Child (USD) 47.09
Proposed Budget: PHP 3,528,974.07 (USD 79, 302.79) Actual Total Cost: PHP 3,143,297.90 (USD 70,635.91) PMI share: Estimated amount: PHP 1,228,304.03 (USD 27,602.34)
Budget variance: Actual cost is lower than the proposed budget due to the following reasons:
1. Budget on materials was projected using 2014 prices with additional allowance for inflation. For the actual purchase, prices for materials are lower than budgeted because of bulk purchasing discounts.
2. Morning and afternoon snacks budget is adjusted weekly if attendance is not 100%.
3. Some costs were not charged: use of vehicles of Universal
(only fuel is accounted for), some office supplies (bond paper, use of printer, printer ink).
Note: Universal regular employees who acted as project manager, team leader, and staff did not receive salary for this project. The cost of managing the project is not included in this computation. This is an important project expense to be added on the proposal for 2016 summer schools to be organized by the NGO implementing arm.
OTHER PROJECT DETAILS:
PROJECT PROPONENTS & RESPONSIBILITIES
Philip Morris International
Partial Funding
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Monitoring
ULPI Corporate Affairs
Consultation, Planning and Preparation Purchasing Materials and Actual Implementation Documentation and Final Report Preparation
ULPI Growing Operations
EO Compliance- Provide audit results as basis in selecting communities and conduct survey and monitoring during and after the program.
EO Growing- Provide assistance to Corporate Affairs Team in the project implementation.
EO Agronomy- Provide assistance for the ALP training of the core group
Government Agencies
Selected School Teachers (Department of Education) – Provide technical assistance, supplementary documents, and other needed data in the implementation of the project and in the conduct of any Child Labor related studies or campaign.
Barangay Officials- Provide administrative assistance and supervision during project implementation.
DETAILS- SCHOOL ADMINISTRATORS
Name of School Name Designation Contact Number
2014 Pilot Communities
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Final Report 2015
Rang-Ayan Elementary School Felvie B. Paulo Head Teacher 09499449016
Imbiao Elementary School Melanie Agustin Principal 09261841783
Banquero Integrated School Regidor Topinio Principal 09175881724 San Francisco Elementary School
(Tumauini) Pilar Olis Principal 09262687011
Pacac Grande-Tana Elementary School
Evangeline Echavarri Head Teacher 09279714304
Cattaran Elementary School Juliet Acapuyan Principal 09175926400
2015 New Communities Unag-Annabuculan Elementary
School Malbert Balinoyos Officer In Charge 09152787028
Bagumbayan Elementary School Crisencia M. Fuggan Principal 09154139209
Vintar Elementary School Sahlee E. Miguel Principal 09256557849
Aggub Elementary School Romel Tarun Principal 09273920382
Biwag Elementary School Jocelyn Rodriguez Principal 09175077697
Binarzang Elementary School Imelda P. Ramos Officer In Charge 09356044233 San Francisco Elementary School
(Roxas) Dalie Raymundo Principal 09277641339
Sto. Domingo Elementary School Dexter Agonoy Principal 09355320672
Bagong Sikat Elementary School Claudia B. Agustin Officer In Charge 09057546623
DETAILS- BARANGAY CAPTAINS
Name of Community Name Designation
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Final Report 2015
2014 Pilot Communities
Rang-Ayan Mallig Isabela Narciso Mejia Barangay Captain
Imbiao Roxas Isabela Gomer Tandayu Barangay Captain
Banquero Reina Mercedes Isabela Primitivo Gumbi Barangay Captain San Francisco (Moldero) Tumauini
Isabela Richard Millare Barangay Captain
Pacac Grande-Tana Amulung Cagayan Meliton Matalang Jr. Barangay Captain
Cattaran Solana Cagayan Freddie Layugan Barangay Captain
2015 New Communities Unag-Annabuculan Amulung
Cagayan Richard Matalang Barangay Captain
Bagumbayan Tuao Cagayan Eliseo Catubay Barangay Captain
Vintar Quirino Isabela Emelito Espiritu Barangay Captain
Aggub Cabagan Isabela George Agabin Barangay Captain
Biwag (Tallag) Cabagan Isabela Cheryl Balao Barangay Captain
Binarzang Quirino Isabela Federico Tobias Barangay Captain San Francisco (San Placido) Roxas
Isabela Noel Navalta Barangay Captain
Sto. Domingo-San Isidro Luna Isabela Franco Cacal Barangay Captain
Bagong Sikat San Mateo Isabela Ronie Galamay Barangay Captain
DETAILS- PROJECT TRAINERS
Name of School Head Project Trainer Assistant Project Trainer (Music) Assistant Teachers
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Final Report 2015
2014 Pilot Communities
Rang-Ayan Elementary School Reynaldo F. Pilar
Jonathan G. Bingayan
Marife B. Zipagan Cecelia L. Gumaru
Imbiao Elementary School Gerald M. Ilarde Carmen S. Managuelod
Cely T. Dupaya Jovelyn A. Banan
Banquero Integrated School Domingo R. Tejada Jr. Nemilson A. Tejada
Ramie O. Macatuggal
San Francisco Elementary School (Tumauini)
Rose D. Palattao Lucky Leah C. Limbo
Germalyn S. Bagain
Pacac Grande-Tana Elementary School Alaric Joel P. Santos Jayson Jek-Jek V.
Baron
Diana Rose L. Guillermo
Cheryl Q. Fijer
Cattaran Elementary School Renee M. Bacud
Mildred C. Mangabang , Alicia B. Aresta
2015 New Communities Unag-Annabuculan Elementary
School Joseph C. Arosal Jade Aldreen L. Gonzales
Olivia G. Balinoyos Celia M. Bundoc
Bagumbayan Elementary School Roel T. Tomas Kim Rey P. Gabriel Cherry C. Balucay
Gloria O. Tuluan
Vintar Elementary School Manuel J. Masangkay
Ailene M. Reguindin
Noemi G. Salvador Viel M. Viray
Aggub Elementary School Ariel M. Pactoranan Lorex Gaffud
Roland Gumiran
Biwag Elementary School Felicito Q. Magauay
Myra A. Eda Redenta B.
Guingab
Binarzang Elementary School Dandy S. Jose
Ernesto C. Pinera Jr.,
Beverly A. Castillo Clarilyn C. Ancheta
San Francisco Elementary School (Roxas) Eric John M. Rivera Raflane P. Ragasa
Maria Rizza Q. Cabanela
Mercedita B. Carganilla
Sto. Domingo Elementary School Restie G. Fernandez Jestoni A. Cacal
Mark Anthony C. Fernandez
Bagong Sikat Elementary School Mark Anthony S. Pimentel
Argie A. Pagon
Amyrizza D. Dela Cruz Noli S. Pabro
CULMINATING ACTIVITIES
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Final Report 2015
Culminating Activities:
Beneficiaries of the summer school program prepared their culminating event last May 2015. Beneficiaries performed with their drum and lyre or they had sports competition. Everyone received a certificate of participation and outstanding students also received medals. Those who completed at least 80% of the program duration also received a bag with school supplies.
Testimonials:
The following testimonials were delivered by selected students during their culminating activities.
“Ako po ay isang anak ng magsasaka at panganay sa anim na magkakapatid. Bilang panganay ay tumutulong po ako sa mga masisipag kong magulang sa mga gawain sa bukid pagkatapos ng klase at kapag walang pasok. Nang sinabi po sa amin na kami ay kasali sa Let’s PLAY program ngayong bakasyon ay masayang-masaya po kami ng aking kapatid hindi po dahil makakatakas kami sa mga gawain kundi gusto rin po naming matuto ng ibang kakayahan. Ang pagsali ko po sa DLC at paghawak ng base drum kahit medyo mabigat ay nakakatuwa. Hindi lang po ako natuto kundi naging masaya sa kakaibang karanasang ito.” Translation:
“I am a son of a farmer and the eldest of six children. As the eldest, I used to help my hard working parents in the farm work after my classes or during weekends. When we are informed that we are one of the beneficiaries of the Let’s PLAY Program this summer vacation, we were very happy not because we can escape from our chores but we are also excited to learn something new. Being a part of the Drum and Lyre group and playing the base drum, even if it’s a little heavy, gives me a lot of fun. I did not only learn but I felt really happy to have such a unique experience.”
Jay-R G. Pigao San Francisco Elementary School
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Final Report 2015
“As part of this community, we are very lucky for having this program to gain not only a wonderful experience but to develop our skills and to exercise our rights as youth citizens of our country. We thank all the people behind this program especially our sponsors who has good hearts and generous hands. May the Lord give them also the blessings and protection so that they can continue helping others especially children like me. At this moment, our hearts were filled with joy and happiness for we experience a meaningful and fruitful summer. We really thank the Lord for the Let’s PLAY Program. “
Princess Abanto Vintar Elementary School
“What we learned this summer is a memorable experience for life. Bilang isang bata ay minsan pa naming napatunayan at naramdaman ang gaming mga karapatan at kalayaan. Our rights to play and to be free really fulfilled this summer vacation. May kasama pang libreng meryenda sa umaga at hapon.
Kaya’t salamat po sa pagpayag ng aming mga magulang na sumali sa programang ito, sa mga guro naming matiyagang nag-aalaga sa amin at higit sa lahat sa aming sponsors dahil kundi dahil sa inyo wala rin po ang programang ito. We hope that next year magkaroon ulit ng ganitong activity dito sa aming paaralan. Thank you very much! ”
Translation:
“What we learned this summer is a memorable experience to our lives. As a child, we have once again proved and felt our rights and freedom. Our rights to play and to be free really fulfilled this summer vacation. It was made even better with a free morning and afternoon snack.
So, we thank our parents for allowing us to join this program, our teachers who patiently took care of us and most importantly, our Sponsors, because without them this program will not be possible. We hope that next year, there would still be the same activity for our school. Thank you very much! ”
Maricar S. Acantilado San Francisco Elementary School
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Final Report 2015
Photo Documentation
TRAINING
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Final Report 2015
SCHOOL PHOTOS:
Rang-ayan Elementary School:
Imbiao Elementary School:
Pacac- Grande Elementary School
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Final Report 2015
Banquero Integrated School:
San Francisco Elem. School (Tumauini, Isabela)
Cattaran Elem. School
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Final Report 2015
Unag-Annabuculan Elem. School
Bagumbayan Elem. School
Vintar Elem. School
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Final Report 2015
Binarzang Elem. School
San Francisco Elem. School (Roxas, Isabela)
Bagong Sikat Elem. School
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Final Report 2015
Sto. Domingo-San Isidro Elem. School
Aggub Elem. School
Biwag Elem. School
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Final Report 2015
PMI Visit
Last May 28, 2015, one school beneficiary was visited by the Philip Morris International team.
The team was headed by Nicolas Denis together with Pedro Braga and Serhat Eroglu.
The team was welcomed by the students, teachers, and parents of Imbiao Elementary School.
Student beneficiaries prepared a Drum and Lyre routine to showcase what they have learned from the
summer school. There were 100 students present, the faculty staff, and parents who are also tobacco
farmers of Universal.
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Final Report 2015
______________________________________________ Report Prepared by: ULPI Corporate Affairs Team
Contact details: Michee Dela Cruz – San Pascual Business Affairs and Compliance Senior Manager Unit 2405 Discovery Center, Ortigas Center, Pasig City Philippines Tel: +63 (02) 910 – 5050 Email: [email protected]
