Association of Social Science Major Students

PHILIPPINE NORMAL UNIVERSITY

Negros Occidental Branch

Cadiz City

PROJECT PROPOSAL

Community Building through Rags and Rhymes

in

Purok Su-ol, Brgy. Zone 1

Cadiz City, Negros Occidental, Philippines

November 2008- April 2009

 Association of Social Science Major Students

PHILIPPINE NORMAL UNIVERSITY

Negros Occidental Branch

Cadiz City

PROJECT PROPOSAL

Literacy Drive and Rag-making Project

I. Preliminary Information

Project Title: Community Building through Rags and Rhyme

Proponent: Association of Social Science Major Students

Project Type: Alternative Learning, Livelihood Project

No. of Target Beneficiary: 50 children and out of school youth

40 nonworking women

Project Location: Purok Su-ol, Brgy. Zone 1, Cadiz City, Negros Occidental

Project Duration: November 2008- April 2009

II. The Proposal

A.1 Rationale

The Philippines is confronted with economic problems resulting to the majority of its

people living below poverty line. A number of factors were identified to have caused this

condition such as basic and functional illiteracy and the lack of empowerment among women.

This is most common among people in the countryside, particularly those living in far-flung

barrios and blighted artisan coastal communities.

Purok Su-ol, Brgy. Zone 1 in Cadiz City, Negros Occidental is one concrete example. It

is a remote area which is not readily accessible by the usual means of transportation.
Furthermore, the community is a depressed, disadvantaged, and underprivileged area where most

of the people lack the basic and functional illiteracy and the opportunity to alleviate themselves

from their present condition.

A.2 Baseline Data

The community of Purok Su-ol with its poor condition has been the constant recipient of

community outreach programs particularly by our organization, the Association of Social

Science Major Students. We conducted various activities such as literacy program, health and

sanitation drive, and Pamaskong Handog program during Christmas.

Purok Su-ol is composed of at least 50 households, most of whom depended only in the

hacienda to earn their daily keep. The inaccessibility and financial burden have limited their

opportunity for education. In our recent visit to the community, the residents, particularly the

women, expressed their desire to be economically productive and acquire the skills necessary to

develop themselves and become self-reliant.

This has posed a great challenge to our association who are continually in touch with

these people. We can see and feel their need and desire to alleviate themselves from their

condition. Moreover, we also fear that the children in the community would grow up without

even attaining basic education and thus become illiterate and poor also – a life reflective of their

own parents. The cycle of poverty continues with them.

Though we had already done several projects, we knew that these are not enough for

sustainable development to exist in the community. We propose a more concrete educational

program and livelihood project. We plan to have an intensive 6-month basic and functional

literacy drive among the school-age children and out of school youth coupled with the ragmaking

as income generating project for non-working women. We would like to put a makeshift

learning center or nipa hut for class sessions for a target of 50 students, and purchase 10 manual

sewing machines for the 40 women, a 1:4 ratio in rag-making. This rag-making would be the
initial project and as they attain progress, they can venture into other related projects like dress

making, curtain making and others. As teacher-education students, we can be the teacher

ourselves in the literacy drive. For the rag-making, we will look for a qualified trainer in starting

the livelihood project and assist them in looking for possible market.

The association is willing to push through with this project but what we can only afford is

our time and effort. We do not have financial capability unless we tap funding/donor agencies.

A.3. The Target Clientele

The target clientele of this project is the community of Purok Su-ol, Brgy. Zone 1, Cadiz

City, Negros Occidental, specifically, the school-age children and out-of-school youth who

cannot afford to go to school for the literacy drive, and the non-working women who wish to

augment the family income for the livelihood project.

Initially, we will select 50 children and out-of-school youth and 40 non-working women

as beneficiary participants from Purok Su-ol.

A.4 Background of the Association

The Association of Social Science Major Students is a campus-based organization of

Philippine Normal University, Negros Occidental Branch, Cadiz City. It was founded in 1992

under the advisorship of Prof. Lyodelia F. Estacion. Students enrolled in the BSE-Major in

Social Science curriculum are the members of the association. The association aims to promote

civic consciousness among its members by actively involving them in various activities and

programs. Its main goal is to take part in society’s development and nation-building.

The yearly programs/projects of the association include the seminars on women’s and

children’s rights, gift-giving during Christmas, tree-planting, coastal clean-up and mangrove

planting, bagging (where seedlings are planted) in cooperation with the GO’s in the city

particularly CENRO- Cadiz. The ASSMS is also involved in school activities, fund raising
program like the ice cream raffle and dating game every February 14.

Recently, the fourth year college members of the association conducted a literacy drive

while the third year had their backyard gardening in Purok Su-ol.

B. Goals, Objectives, Outputs

B.1. Goal

To improve the quality of life of the people in Purok Su-ol, Brgy. Zone 1, Cadiz City by

reducing illiteracy and empowering women.

B.2. Objectives

General Objectives

1. To provide access to education to the deprived residents of Purok Su-ol especially

the children and out-of-school youth.

2. To harness the potential of women for empowerment and economic productivity

through livelihood assistance.

3. To develop literate adults and empower the women in order to emancipate them

from poverty and low socio-economic status.

Specific Objectives

1. To conduct literacy-training program to children and out-of-school youth.

2. To provide rag-making skills to women and assist them in marketing their

products

B.3. Outputs

At the termination of the project, the beneficiary-participants shall have:

1. become functionally literate;

2. augmented family income through women’s income generating project; and

3. developed a positive self-concept and attained a better quality of life.

C. Implementation of the plan

C.1. Literacy Mapping

• Identification of children and out-of-school youth who are illiterates and semiliterates

through surveys and interviews.

• Using the records of reports of recent projects and programs of the organization

for the said beneficiaries.

C.2. Advocacy and Social Mobilization

• Coordinate with community leaders such as the Purok President, Brgy. Kagawad

assigned in the area, the Chair of the Community in Education of the Brgy.

Council, the Brgy. Captain, the Chair of the Committee in Education of the

Sangguniang Panlungsod of the City, and other persons who may be possible

supporters of the project and who can be tapped for possible assistance in both

material and support services.

C.3 Organization of Classes and Livelihood Training

• Community organizing with the help of its leaders and officials through a

community meeting. The actual number of the school-age children and out-ofschool

youth and the women beneficiary will be determined through the

assistance of the purok leaders. The schedule and venue of the literacy program

and skill training will be determined based on the class schedule of the student

organizers for the second semester of this academic year.

C.4 Project Launching

• Formal presentation and endorsement of the program to inform members of the

community of the existence of the project.

C.5 Curriculum Content

• Lessons include the development of reading, writing and numeracy skills with
 values inculcation.

• The following will also be given emphasis:

a. Personal health and environmental sanitation;

b. one’s role in an expanding environment such as how one relates to, makes use

of, or conserves his environment;

c. values such as nationalism, respect for human rights, and cooperation;

d. one’s role in community and nation-building; and

e. basic rights and duties of citizenship.

C.6 Livelihood Training

• Basic skills in manipulating the sewing machine and techniques and creativity in

making rags.

• Hardwork and patience among the beneficiaries to ensure the sustainability of the

project and therefore, generate income.

C.7 Literacy/ Learning Materials

• Mag-aral at Magsanay

• Buhay Filipino

• Teacher-made literacy materials

C.8 Rag-making materials/equipment

• Sewing machine (manual)

• Used or excess cloth from tailoring shops

• Thread, needles, pin cushion, tailor’s chalk

• Scissors and cutting materials

C.9 Evaluation and Assessment

• Evaluation of learning outcomes shall be based on the BALS Evaluation and

Assessment Format “Pagpanalawsaw” which specifically measures the literacy

 level of the learner from 0 level to level III.

• Evaluation of the livelihood project shall be done by the Evaluation and

Monitoring Committee of the Association, the community committee, and the

Barangay Council.

D. Project Structure and Management

The conduct of the classes and the implementation of the project will be taken by

the following persons with their corresponding roles and responsibilities.

D.1 Project Manager

The ASSMS Committee on Projects– Chairman: Analie R. Sumaria, ASSMS

President

• Spearhead the literacy program and introduce the livelihood project in line with

the Association’s function of extending services to the community.

• Evolve and prepare an action plan for OSY, women, and adults that may lead to

the attainment of the project objectives in support of the government goals.

• Coordinate with the various agencies of the government or NGO’s for

sustainability plans in anticipation of necessary support services.

D.2 Project Supervisors

Prof. Ma. Wenna B. Fernandez

ASSMS Adviser

PNU Cadiz City

Capt. Rommel F. Balandra

Barangay Zone 1

Cadiz City

• Initiate, organize and conduct relevant training to facilitators and volunteers in the

service of community education.

 • Encourage students to take part in the community project as part of their

community immersion training to project beneficiaries during and at the

termination of the project

• Utilize the barangay resources and utilities and tap LGU support.

D.3 Project Consultants

Prof. Lyodelia F. Estacion

Head, Dept. of Arts and Social Sciences

PNU, Cadiz City

Dr. Alberto A. Rico

Executive Director

PNU, Cadiz City

• Provide advise and expertise in the implementation of the project.

D.4. Project Coordinators

Mr. Joel De Los Reyes

President, Purok Su-ol

Brgy. Zone 1, Cadiz City

Mr. Arturo Panolin Sr.

Former President, Purok Su-ol

Brgy. Zone 1, Cadiz City

Mrs. Leah Mae Moreno

Representative from women

Purok Su-ol, Brgy. Zone 1

Cadiz City

Elma Olvido

Kagawad Assigned to Purok Su-ol

 Brgy. Zone 1, Cadiz City

Mr. Ulmamor T. Salutin

NSTP-LTS Instructor

PNU, Cadiz City

Prof. Evangeline T. Descalsota

NSTP Coordinator

PNU, Cadiz City

• Provide necessary support services to the facilitators/instructional managers either

technical or academic expertise.

• Encourage members of the community to participate and cooperate with the

literacy program and livelihood project.

D.5. Project Monitoring/Evaluation Team

ASSMS Monitoring and Evaluation Committee Chair: Amelia L. Ricare

A representative from the community

A representative from Brgy. Council

A representative from the donors.

• Conduct regular monitoring and evaluation of classes

• Provide proper guidance to project implementers in the exercise of their functions.

D.6. Facilitators

Literacy Drive: Instructional Managers

The ASSMS Committee on Instruction- Chairman: Mark G. Palomaria- The Vice

President

• Teach basic and instructional literacy and citizenship lessons to clientele, prepare

lesson grids.

• Implement literacy program to carry out the objectives of the program and
 inculcate value formation.

• Prepare and submit reports on the conduct of literacy class and monitor progress

for possible enhancement activities.

Rag-making: Project Facilitators

The ASSMS Committee on Project- Chairman: Mary Cris D. Caraos

• Look for qualified trainer for rag-making.

• Prepare a seminar in starting a small-scale income generating project for the

beneficiaries.

• Canvass and purchase materials needed.

• Look for possible market for the rags made by the participants.

• Write a report about the progress of the project.

D.7. Beneficiaries-participants

Literacy Drive: School-age children and out-of-school youth.

• Attend the schedule of class sessions in literacy regularly.

• Participate and cooperate in every activity.

Rag-making: nonworking women

• Participate actively in the livelihood training and implementation of the project.

E. Monitoring and Evaluation

The Project Monitoring Team shall be responsible for the regular and periodic

monitoring of classes in target areas and the implementation of livelihood rag-making

project among women beneficiaries. Members of the team shall see to it that they have

first hand information about the progress of the project.

As a complimentary function in monitoring, the team shall also conduct

evaluation in order to find out ways on how to further improve the viability and
 effectiveness of the project.

F. Sustainability Plan

To compliment the project goals and objectives, and sustain the learner’s literacy

training and the women’s livelihood project, the following activities shall be undertaken

after the termination of the project.

1. Plan of building a Community Learning Center (CLC) or Day Care Center

for the beneficiary

2. Initiate a donate-a-book program or other learning/reading materials for

T he use of CLC or the learners.

3. Make arrangement with the purok and barangay council/leaders to help

sustain the established CLC and the development of the rag-making

project of women.

4. Coordinate with the Department of Education of the University through

its Professors to choose Purok Su-ol to be the recipient community of their

literacy and livelihood program in order to enrich and sustain the literacy

drive and the income-earning project already introduced.

G. Cost and Resources Requirements

Budget Item Approximate Cost Percentage

A. Rag-Making Project

10 Manual Sewing Machine 5,000 each=P50,000 50%

Sewing Materials 7,000 7%

Used or excess cloth from

tailoring shops 5,000 5%

Trainors Fee 3,000 3%

Travel Expenses 3,000 3%

B. Literacy Program

Literacy Facilitator Fee no charge

Instructional Materials 2,000 2%

Snacks 12,000 12%

Travel Expenses no charge

Makeshift Center (Nipa Hut) 10,000 10%

Appendix

Legend: NE- non expendable item

E- expendable item

Budget Item Approximate Cost Percentage

A. Rag Making

10 sewing machine (manual) NE 50,000 50%

(4 persons /machine) (5,000/machine)

Sewing Materials NE 7,000 7%

(Thread, needles, pin cushion,

tailor’s chalk, scissors and

cutting materials)

Excess cloth from tailoring

shops E 5,000 5%

Trainor‘s Fee E 3,000 3%

(3 hired trainors) (1,000/trainor)

Travel Expenses E 3,000 3%

Shipment of machines,

transportation for canvass 3,000 3%

_______________ ___________
Total Php 71,000.00 71 %

B. Literacy Program

Literacy Facilitator Fee no charge

(ASSMS members)

Instructional Materials NE 2,000 2%

a. notebooks no charge

(from brgy. resources)

b. pencils, papers and

workbooks 900 .09%

c. blackboard 600 .06%

d. chalk (colored & white) 200 .02%

e. flash cards & game boards 300 .03%

Snacks for students 12,000 1.2%

Arroz caldo E (100/day)

Travel Expenses no charge

(gov’t vehicle from the brgy.)

Makeshift center 10,000 10%

(Nipa Hut)

a. bamboo 4,000 4%

b. nipa 1,000 1%

c. nails 2,000 2%

d. labor 2,000 2%

e. transportation of materials 1,000 1%

_________________

Php 10,000.00
_________________ ____________

Total Php 24,000.00 24%

A. Rag Making= 71,000

B. Literacy Project=24,000

_____________

95,000

Other related

expenses 5,000 5%

_____________

Total Php 100,000.00

Association of Social Science Major Students