On

POVERTY
Poverty is the inability to
meet basic needs, like
food, clothes, and
shelter.
TWO STRATEGIES IN POVERTY REDUCTION

 Two strategies: offensive and defensive.

 “Offensive strategies enhance the living
conditions of the poor and seek to help them
cross the poverty threshold and stay there
permanently.” (Fighting Poverty Together, 12)
 “Defensive strategies seek to protect the poor
from risks and shocks, or at the very least, help
them to cope.” (Fighting Poverty Together, 12)
 THE VALUE OF PRIMARY EDUCATION TO
THE POOR

 The Local Government Code has been asking

the Local Government Unit to contribute a
portion of its budget for education, most
especially in elementary education.

 Investing in elementary education may not

affect poverty immediately, but it can be useful
in the long run.
 Elementary education equips students
with the basic skills which are necessary
building blocks for further and more
specialized training in the future which
may help battle poverty.
 The provision of school buildings and
classrooms are vital when investing for an
elementary education.
 But for rural areas and urban slums, more
importance is given in providing
competent teachers and enough
textbooks and teaching materials to
students.
 In higher areas, the problem is how to get
the students to school or how to bring the
schools to them.
THE MOBILE TEACHING
PROGRAM:
IFUGAO PROVINCE
REPORT CONTENTS
 The Problem
 Project Description
 Implementation
 MTP Results
THE PROBLEM
 An elementary education is very
important but this cannot be
achieved if students are restricted
by their distance from existing
public schools.
 The demand for schools
increase as the number of
enrollees continue to grow each
year.
 This problem was experienced by
the students and schools in the
province of Ifugao where building
more schools could not even solve
the dilemma.
 This resulted not only to the
province suffering in terms of its
performance in education but in its
overall performance as a
community as well.
THE PROBLEM
 PROJECT
DESCRIPTION
The province came up with a three part
Program Plans of Action entitled
“Ifugao Child Survival and
Women Development Program” (1988-1993)
in response to the dilemma.
 PPA 1 - Survival of women
and children.
 PPA 2 - Children and women
development.
 PPA 3 - Technical support.

PROJECT DESCRIPTION
 The provincial government of Ifugao
designed a program called “Mobile
Teaching Program” which was a
component of PPA 2 in response to
the distance problem and the
increasing number of enrollees.
 Teachers in the MTP were called
mobile teachers.

PROJECT DESCRIPTION
 IMPLEMENTATION
A seven-point plan of action was then
implemented for the Mobile Teaching Program
1. Creation of a Provincial
Inter-Agency Committee
 Coordinated with the provincial
development program in planning,
monitoring, and evaluation.

IMPLEMENTATION
 2. Identification of Target
Beneficiaries
 Beneficiaries were identified as
children of school age ranging from
six to twelve.

IMPLEMENTATION
3. Improvising on the
Classrooms
 Existing halls, chapels, and other
similar structures were used as
classrooms.

IMPLEMENTATION
4. Capability Building Activities
 Mobile teachers were trained on
mobile and multi-grade teaching at
the start of the school year. They
also had in-service training
(meetings, seminars, and field
visits).

IMPLEMENTATION
5. Formulating the Curriculum
 Culture-based MTP instructional
curriculum were designed by the
program designers. These took
into account people’s experiences
and cultural practices.

IMPLEMENTATION
6. Mobilizing Resources for the
Program
 Continuous funding for the
Program. UNICEF funded it in its
initial implementation, with the
local governments assuming the
responsibility after UNICEF.

IMPLEMENTATION
7. Establishment of Monitoring
and Evaluation Mechanisms
 Yearly reviews were conducted by the
program.
 Students’ monthly attendance records
were required to be submitted by the
program managers and staff and
these records were received by the
local chief executives and officers of
the lead agencies.
 The local governments in their
respective areas helped monitor and
evaluate the program.
IMPLEMENTATION
 MTP RESULTS

 The Ifugao’s literacy rate increased

from 55.45 percent to 64.10 percent
from 1988-1995.
 The number of pupils in 10
municipalities increased.
 The number of teachers who
graduated from education courses
also increased
 REPLICATION
IN OTHER AREAS
Similar to the domino-effect,
soon Ifugao’s brainchild became
a staple project for other places as well.
 Because of the MTP’s success, the
whole region eventually adopted it.
 The MTP became a regular program
of DECS in Region 2.
 The program had been replicated in
most provinces in the Cordillera
Administrative Region by the school
year 1998-1999.

REPLICATION IN OTHER AREAS

-END OF PRESENTATION-