Helping children since 1996

Unang Hakbang

Foundation helps street

and other children

realize their potential,

expand their life

options, and grow into

empowered and

empowering adults.

For the past 14 years, we

have helped children from

very poor urban

communities stay in school

and helped those out-of-

school get back on the

education track.

.

Despite today’s crush of people, until 1948, there were only

19MM Filipinos. When America consolidated its hold on the

Philippines in 1903, we were even less than half that number;

fewer still at the start of the Spanish colonial period

The Way We Were

Population

Gap In

Years

%

Growth

Spanish Period, 1591 667,612

American Period, 1903 7,635,426 312 1044%

First Bureau of Census & Statistics

Data, 1948 19,234,182 45 152%

NSO Data, 2007 88,574,614 59 361%

National Capital Region, 13% of total

population in 2007 11,553,427

NCSB

Today, we are a country of

over 88MM people, 11.5MM

of whom – 60% of the total

population in 1948 – live in

the National Capital Region.

Between 1948, three years

after World War II when we

numbered only 19MM, and

today is just a little over 60

years, a period less than the

average person’s lifetime. It

should not surprise if many of

our institutions seem fragile

and major portions of our

social infrastructure often

not coherent.

Having said that, we need to strive harder and take better care

of the next generation. Today, children aged 14 & below, make

up 37% of the population. These are 28.3MM children – more

than triple the number of all Filipinos at the start of the American

Colonial Period.

In the National Capital Region alone, there are 4.3MM children.

The Next Generation

Total Population, 2000 76,504,077 100%

14 & Below 28,313,897 37%

Under 1 1,917,431 3%

1-4 7,752,071 10%

5-9 9,694,781 13%

10-14 8,949,614 12%

National Capital Region (est.) 4,274,768

NCSB

The problem is very clear in

the area of education.

While the national

population grew more

than 2% annually in the last

10 years, school enrollment

increased by less than 1%

annually over the same

period.

Failing To Keep Up

Population Growth Enrollment Growth

1990 60,703,206 2.35%

1995 68,616,536 2.32%

2000 76,504,077 2.36% 12,759,900 0.4%

2001/2002 12,826,218 0.5%

2002/2003 12,979,628 1.2%

2003/2004 13,032,864 0.4%

2004/2005 13,096,719 0.5%

2005/2006 13,006,647 -0.7%

2006/2007 13,121,648 0.9%

2007 88,574,614 2.04% 13,396,988 2.1%

DepEd Fact Sheet

The public school system

has borne the brunt of

educating the nation’s

children. Over 90% of

children who enroll are in

the public schools.

An Overburdened Public School System

Total Enrollment Public School % Share

2007 13,396,988 12,304,207 92%

2006 13,121,648 12,083,661 92%

2005 13,006,647 11,990,686 92%

2004 13,096,719 12,101,061 92%

2003 13,032,864 12,075,013 93%

2002 12,979,628 12,050,450 93%

2001 12,826,218 11,916,686 93%

2000 12,759,900 11,832,611 93%

1999 12,707,788 11,786,622 93%

1998 12,502,524 11,562,181 92%

1997 12,225,038 11,295,982 92%

DepEd Fact Sheet

While the public school system has been criticized severely for

inadequate facilities, the poor quality of teaching and error-filled

textbooks, the results of academic achievement tests show some

hard-earned successes. Achievement test scores have risen from

51% in 1997 to 65% in 2007.

Small Improvements

Achievement

Rate Math Science English

1997 50.78% 51.75% 52.68% 49.13%

1998 50.08% 52.45% 49.93% 46.40%

1999 49.19% 45.69% 48.61% 46.32%

2000 51.73% 49.75% 49.75% 47.70%

2001 . . . . . . . . . . . .

2002 . . . . . . . . . . . .

2003 . . . 59.45% 52.59% 49.92%

2004 58.73% 59.40% 54.12% 59.15%

2005 54.66% 53.66% 46.77% 54.05%

2006 59.94% 60.29% 51.58% 60.78%

2007 64.81% 63.89% 57.90% 61.62%

DepEd Fact Sheet

The improvement in test scores has

been accompanied by an increase

in the cohort survival rate – the

percentage of children who enter

Grade 1 together and graduate at

the same time. This has risen from

65% to 75% over the last 10 years; but

it still means that a quarter of all

children are not completing their

elementary schooling. More

worrisome, a declining participation

rate indicates that a growing number

of school age children are not even

entering school.

Drop out rates are highest before

children reach Grade 4. The good

news is that children who make it to

Grade 4 are likely to complete their

elementary schooling.

Key Indicators

Participation Rate Cohort SurvivalTransition Rate

(G4 to G5)

1997 95.09% 64.96% 95.98%

1998 95.73% 64.09% 95.47%

1999 96.95% 63.46% 95.50%

2000 96.77% 63.45% 95.64%

2001 . . . . . . 96.24%

2002 . . . . . . . . .

2003 88.74% 71.84% 96.22%

2004 87.11% 71.32% 95.95%

2005 84.44% 70.02% 95.65%

2006 83.22% 73.43% 96.19%

2007 84.84% 75.26% 96.97%DepEd Fact Sheet

10 years ago, the school participation rate was a high 95%. The

accompanying cohort survival rate of 65% however meant that

more than a third of school children were dropping out. In 2007,

the situation went the reverse with the cohort survival rate rising

and the participation rate sadly declining.

Under the world Education For All initiative (EFA), the Philippines’

stated goal is a participation rate in the elementary school level

of 95% by 2010 and 98% by 2015 with the cohort survival rate at

79% and 85%, respectively in the same years.

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

Participation

Transition Rate (G4 to G5)

Cohort

Key Indicators

Why do children drop out of school?

According to the Functional Literacy,

Education and Mass Media Survey

(FLEMMS) conducted in 2003, the majority

of children, aged 5-17, were simply not

interested in school. This was specially true

among 5-9 year-olds or those in Grades 1-4,

the group which has had the highest drop-

out rates.

It is important to acknowledge this and

relate it to the earlier data. As the students’

ability to cope with school improved –

reflected in higher achievement test scores

– more have stayed in school raising the

cohort survival rate. Dropping out because

of the cost of schooling was a factor of

equal importance only as children reached

working age.

Reasons for Dropping Out

Summary 5-9 10-14 15-17

Not interested in school 33% 30% 34% 32%

Cannot afford 28% 18% 22% 32%

Need to work 19% 17% 15% 21%

Illness/Disability 4% 6% 7% 3%

Family-related 2% 4% 3% 2%

Other reasons 14% 24% 18% 11%

FLEMMS 2003

The importance of the child’s ability as a deciding factor in

whether or not he drops out of school is confirmed by a 2007

study completed by Bacolod and Ranjan using data from a Cebu

Longitudinal Health and Nutrition Survey (CLHNS).

All things being equal, a child perceived to be less able is more

likely to be dropping out of school.

Child Ability & Household Wealth

Poor households with high ability children are more likely to send them to school than poor households with low ability children. Low income households may even let their low-ability children simply remain idle.

Even within the same household, the less able child is significantly more likely to be working or idle while his more able sibling is significantly more likely to be in full-time schooling.

Bacolod & Ranjan (2007) “Why Children Work, Attend School, or Stay Idle: The Roles of Ability and Household Wealth”

Do a lot of children actually have such

low abilities that a quarter of them opt

to drop out of school?

Perhaps it’s time to start recognizing

the other kinds of smarts.

Influencing Child Ability

Multiple intelligences: bodily-kinesthetic,

interpersonal, verbal-linguistic, logical-

mathematical, naturalistic, intrapersonal, visual-

spatial, musical

Illustration from http://museumofplay.org

Influencing Child Ability

Children require a stimulating environment, one that engages their attention and provides a variety of experiences

They need room to experiment: “A person is what he is, not because of the teachers he has had, but as a result of that which he has done himself.” (Maria Montessori)

Unfortunately, in a community such as this, an over-

abundance of stimuli may leave a child unable to cope or

stay in control of himself, leading to behaviors that get him

labeled as unpredictable, disinterested, or of low ability.

What UHF Offers

Attentiveness to the needs of “invisible” children –

Children who are failing in school or who may

pass their tests but are at the bottom of the class

Street children who attract public attention only

because they misbehave

Older children who are not in school but who fall

outside the policy definition of “out-of-school

youth”

Our Philosophy

We believe each of us are responsible for our own future.

We help children best by enabling them

to realize their potential, expand their life options, and grow into empowered and

empowering adults.Finally, we strive to leave no child behind.

Our Mission

We create safe places that provide children with a rich environment of learning

and experiences to help them develop an inner sense of competency. By making this an

environment that also encourages trust and engenders hope, we reinforce their innate

resilience and ability to cope with the early challenges of disadvantage.

To reach street

and out-of-school

children and

youth and those

at-risk of dropping

out of school, we

locate our centers,

our children’s

sanctuaries, where

they live or “work”.

Bahay ni San Francisco was our first center. It opened directly onto

the street opposite EDSA Shangri-La Hotel and catered to the street

children of EDSA Crossing providing them a place to rest, bathe,

have a meal and study.

In 2007, BSF

moved to a

quieter part of the

city at 39

Calbayog St., Bgy.

Highway Hills,

Mandaluyong

City.

Bahay ni Nino Hesus

located within the

Welfareville

Compound was

established in April

2000 to serve

children within their

own community. It

is sited on space

borrowed from the

Samahan ng

Magkakapit-Bahay

Inc. (SMBI).

Bahay ni Jose at the Botanical Garden in Bgy. Addition Hills is

located in space lent by the City of Mandaluyong.

Bahay ng Pastol on Fabella St., Bgy. Plainview serves as UHF’s

administrative headquarters. It also houses UrChef, the bakery

project which is both a fund-raising initiative and a training ground

for future kitchen helpers.

Our Programs

Aral Kalinga is a mentoring and tutorial

program for –

out-of-school children & youth, and

public elementary school children with average

grades of 78% & below.

We provide tutorial classes in reading, writing and

math and on the Alternative Learning System (ALS).

We take in 200-250 children annually in our program for

public school children. We monitor grades and give a

stipend of P50 ($1)/week to those whose average

grades rise to 80% and P100 ($2)/week to those with

average grades of 85%.

Tutorials on the Alternative Learning System follows the

format prescribed by the Department of Education to

prepare learners for the annual Accreditation and

Equivalency (A&E) Examination, enabling them to obtain a

grade school or high school equivalency certificate.

Aral Kalinga is about

opening a window to

other life options and

encouraging children to

become the best they

can be.

“Dito, tinuruan ako kung paano

magbasa, magsulat magkwenta

at magdisiplina sa sarili.

Pinakuha ako ng PEPT exam

nguni’t hindi ko ito naipasa. Sa

halip na kalimutan ko ang

Unang Hakbang Foundation

dahil hindi ako nakapasa, hindi

ko ito ginawa. Alam ko na

bawa’t bata na kanilang

inaalagaan ay mahal nila, kaya

naglaro sa aking isipan na dahil

mahal nila kami, hindi nila kami

pababayaan.”

Edwin, 21A client since 2001. Now a 4th year student at

a night high school.

PEPT is the Philippine Educational Placement Test

“Here, I learned to read, write,

count, and practice self-

discipline. They had me take

the PEPT exam which I failed.

But I didn’t go back on Unang

Hakbang Foundation because I

failed. I didn’t do this because I

knew they loved us. And I

thought since they love us, they

will not give up on us.”

Edwin, 21A client since 2001. Now a 4th year student at

a night high school.

PEPT is the Philippine Educational Placement Test

Our Programs

Buhay Kalinga is about helping children grow into empowered and empowering

individuals. We strive to develop in them –

a critical attitude or an interest in “knowing

why”

an awareness of their worth and an

appreciation for others

confidence in their abilities and an attitude of

caring

Pagpapahalaga – valuing oneself and others;

Pakikipagkapwa – reaching out and helping others;

and Pagsasarili – becoming independent – are the

focus of Buhay Kalinga.

Pagpapahalaga –

valuing oneself and

others

Although UHF is not a faith-

based organization, our

belief that we are children

of God animates all that we

do and the value we place

on the young people we

help.

We showcase our children’s abilities and promote their

integration into the community through Ugnayang Sining – an

annual exhibit showcasing the children’s artworks that has

been mounted since 2001.

Talon Takbo Likha is a summer arts and sports program that has

also been organized regularly since 2001.

It harnesses the spirit of volunteerism among college students

and their coaches who dedicate a big part of their vacation to

making children happy.

In May 2008, we helped organize a sports day

among street children, the local police, and

members of the barangay peace-keeping force.

It was the culminating activity of the Pagkatao

Workshops which aimed to promote

understanding among street children and the

adults in charge of policing the community.

Pakikipagkapwa – reaching out and helping others

We want our young people to become good stewards and

make the practice of charity – esp. helping people outside of

their own families – a natural and integral element of their lives.

UHF’s participation in networks of NGOs likewise provides a

venue for our young people to broaden their horizon, become

better integrated and more socially involved.

In Magtulungang at Mag-Aral, a peer tutorial program, we

have over a dozen children actively volunteering to help

other children. They start as Munting Titsers and as they

mature and improve their skills, they become a Batang Guro

and given a small allowance to recognize their efforts and

encourage the development of a proper work ethic.

Kwentuhang Bata is a community read aloud held two Saturdays

a month with volunteer children reading to other children.

We would have 15-20 very young volunteers reading to 10 other

children each, reaching out to 150-200 neighborhood children

during each event.

Pagsasarili – becoming independent

We affirm our young people’s desire not to be a burden to

their families by channeling that need to be productive in

work skills classes and paid apprenticeships and by striving at

all times to link education directly to work.

At a forum with street children and youth that UHF organized in

2006, Talakayang Lansangan, all roads led to work – education

was important principally to qualify for better jobs and good

health, so that they can stay on the job.

Shelter was not an issue as they could lay their heads any where.

The house would come after they started earning a good income.

Under StepUP, a partnership with Visayan Forum, in turn a

partner of Microsoft Philippines Inc., we provide computer

literacy classes to children and youth. The program seeks

to expand the skills of these young people and eliminate

their vulnerability to human trafficking.

Bagging It! is a temporary job placement.

For three Christmas seasons, our older boys have worked

with SM Supermarket as baggers.

In May 2009, UHF was a beneficiary of Mandaluyong City’s

Special Program for the Employment of Students (SPES).

Through the program, 20 young people undertook a survey

of the number of school-age children in Welfareville, Bgy.

Addition Hills and Calbayog, Highway Hills.

To hone the children’s fine motor skills

and their eye for detail and form, we

have weekly art classes and regular

writing exercises. The creative

process gives the children practice in

close observation and critical

thinking.

100 children on average attend the

weekly art class. Reflection papers

and diary entries is required after

most activities.

In UrChef, we combine a

fund-raising project for UHF

and a work opportunity for

older children. P5 from

every cookie baked is

shared by those who help

make them.

It helps keep out-of-school

youth in UHF’s programs

and active in the

alternative learning classes.

Our Accomplishments

Since 1996, we have reached out to a mobile

population of upward of 13,000 children with 30%

of those, or roughly 4,000, becoming regular

participants in our programs.

Two former street children are now in high school

Others are working with us as volunteer peer tutors

and junior office assistants

Stipends for those who improve their grades has

gone from nil to P32,000 annually.

Learners taking the A&E examination has risen from

2 to 20.

A survey, conducted in May 2009 of all households in the

communities where UHF had a presence, showed a school

participation rate of 99% which was above the participation rate of

92.9% and 75.1% among elementary school and high school

children in the National Capital Region that was reported by the

Department of Education for School Year 2006/2007.

Our peer tutorial program has grown with many of our original

peer tutors staying to help teach other children despite having

moved on to high school. Their ranks now include out-of-

school children and youth tutoring other out-of-school children

and youth who are working on their grade school or high

school certification.

We have continued to expand our young people’s access

to opportunities for work. We have found roles for older

children within UHF itself. Under a partnership with the

Humanitarian Legal Assistance Foundation (HLAF), UHF youth

have become paralegal interns helping in the work of

decongesting the country’s jails.

Helping the most disadvantaged children, however,

continues to be a major challenge. We maintain a

watchful eye on all our past children and continue to

dialogue with them because we want no one being

left behind.

Our Future

Over the next 3 years –

Grow the Batang Guro program to transform our

existing centers into youth-run centers for children

Establish centers in other cities of Metro Manila

and partnerships with community organizations in

the provinces to expand our reach

Create linkages with the business sector and on-

line educational institutions to ensure work for our

young people and create a pathway for life-long

learning

Organization

UHF was formally incorporated in December 1999

after starting life as a weekly interaction with street

children in September 1996.

We are registered and licensed by the Department

of Social Welfare and Development (DSWD) as a

social welfare agency implementing community-

based services for children and youth.

We are also a registered as a volunteer organization

with the Philippine National Volunteer Service

Coordinating Agency (PNVSCA).

Memberships

Metrowest Network (MWN) for Children In Need of

Special Protection (CNSP)

National Council for Social Development (NCSD)

Area-Based Standards Network (ABSNET)-NCR Metro

East Cluster

E-Net Philippines

Become Involved

Donate time or treasure. We regularly need volunteer-tutors and administrative workers.

Give! It takes just P1,000 ($20)/month or P10,000 ($200)/year to support a child in our program.

Become a Member. Make UHF your principal charity and make an annual personal or professional financial commitment of at least P20,000 ($400). Ensure that there is continuous innovation within UHF.

Become Involved

Patronize UrChef. Call us at (632) 531-3474 to order.

Become Involved

Purchase our cards & calendars. Call us at (632) 531-

3474 to order.

Contact Us

Telephone (632) 531 3474

Administrative

Office(632) 535 1257

Email unanghakbangphilippines@gmail.com

Website http://sites.google.com/site/unanghak

bangfoundation/

Created June 2009. Revised December 2009.