Republic of the PhilippinesPOLYTECHNIC UNIVERSITY OF THE PHILIPPINESCollege of Political Science and Public Administration

Department of Public AdministrationMabini Campus, Sta. Mesa, Manila

The Pantawid Pamilyang Pilipino Program and its Impacts to the Indigent Beneficiaries of Barangay Barangka Ibaba, Mandaluyong City:

Towards Policy Enhancement

Preliminary part of the thesis (Chapter 1-3) presented to Prof. Florenda S. Frivaldo

In Partial FulfillmentOf the Requirement for the Subject

PUAD 3083 – Research Methodology in Public Administration

Presented byCastillo, Renato S. Jr.

Macadangdang, Ryan E.Mora, Leangie L.

Perez, Cathyrine P.BPAG 3-1

March 22, 2013

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

“Life is so hard.” That’s what can be usually heard from the Filipinos.

Every grain of rice must have a compensation of sweat from the whole day of

hard toil. Every penny that will be given to the children before they go to their

school costs a sacrifice of not eating that so delicious meal. The mindset of the

people from other countries is that you can have a comfortable way of life

through business, stocks and investments. But here in the Philippines, it’s a lot

different. Here, the mindset is, you can have a comfortable way of life when you

finished your studies. It’s because you can already earn a living when you

already have a decent job. That’s why there are so many parents that really

work hard and wanting the children of their family to finish their studies. In other

countries, you will be satisfied with their health services. But here in our own

country, you are lucky if you can afford to go to private hospitals. But if not, you

have your barangay health centers and public hospitals that will be a great

struggle first before you will be accommodated. Most public hospitals and

barangay health centers lack medical facilities. You would have doubt if your

children will be in good condition in those public health institutions.

These are just some of the problems of the middle class Filipino families

or what being called the Class B. But what more will be the situation of those

who are below the poverty line like those in Class C and below or those whom

can be classified as really poor families, those people that do not have their

stable job to sustain all the needs of their family? Most of them cannot even

send their children in school. And obviously, they are the ones who cannot afford

to go to hospitals to monitor the health of their children or when their children are

suffering from illness. And it cannot be denied the fact that the number of these

people are not decreasing that much, but in other places especially in the rural

areas, their number is increasing.

For over many years, ordinary citizens are already very tired of listening

to the promises of different government officials and politicians to improve the

lives of the Filipinos. So many people have promised, so many words have been

said but the problem of poverty in the Philippines still seems like forever. Every

year, in the general appropriation act of the Congress, there are budget allotted

for health, education, and other programs and agencies of the government. But

why is it that many people say that they can’t feel it or there’s no improvement at

all?

With this kind of situation, the people usually put the blame to the

government. For them, government officials are just corrupting the budget what

is supposed to be for them. They’re just good in making promises without

making actions to help them to have a comfortable way of living or to alleviate

them from the drastic poverty that they are suffering for so many years. They

also tell that they are just all the same and the Philippines has no hope when it

comes to our government officials.

But other people say that the poverty they are suffering should not put the

blame in the government. For they say that it is their part to work hard and make

ways for their families to have a comfortable way of living. Other people say that

kind of situation happened to them because of their fault as well. They say that

some of people who belong to the class of below poverty line are lazy, and don’t

have goals in their lives to be in better. That they are just contented for eating

meals without thinking of the future of their children. Other people of this class

are also known to have vices and despite of the fact that they are already

complaining with how hard their life is, they are still the ones who have a lot of

children. That’s why it turned out that the small amount of money that they earn

every day or every week in their type of jobs that are not stable, are really

becoming not enough to sustain all the needs of their family.

That’s why the public administrators of this country are still thinking of

ways of how to address this kind of problem. Here, the emergence of the

Pantawid Pamilyang Pilipino Program had started. The approach of this policy is

like there’s no sense of finding people whom to blame with our poor situation.

But it is already a call for the people who can be involved, cooperate and do

their part for this thing to be solved. And the researchers are going to find out if

this policy really helped for this matter.

Background of the Study

Barangay Barangka Ibaba is one of the barangays in the Second District

of a highly urbanized city of Manadaluyong in National Capital Region which is

part of Luzon islands. Its land area is 15.46 hectares with a population density of

607.39. As of 2011, The National Statistics Office Census Population is 10,

897.3 (10% increased). It has 2,122 number of household with a total number of

registered voters of 8,210 as of 2006. Its total number of out of School Youth as

of year 2006 is 2,188 and a total number of unemployed of 2,487. As of May 17,

2006, its listed number of Senior Citizen is 904, no surveyed Senior Citizen is

332 and the percentage for it is 47.16%.

Barangay Barangka Ibaba is one of the barangays which are in the

outlaying area of Highly Urbanized City of Mandaluyong. But even though it is

one of the highly urbanized barangays of Mandaluyong City, not all the residents

have the Class A social status. There are also residents in the Class B social

status, and they are usually those who rent apartments. Then there are also in

the Class C social status. These people are usually those who have no jobs,

some of them are sellers of “ukay-ukay”1 and most of them are known to be

1 A “buy and sell” kind of business in which the goods that are being sold are already used by other people or known as second hand.

squatters. They said that as the population increases, the number of out of

school youths also increases. The present barangay officials have their

scholarship programs and livelihood training programs such as food processing,

salt making, and basket making in trying to address gradually the problems of

these residents in the Class C. There are also many residents who are involved

in the barangay’s cooperatives. The residents in this Class are also taught to

make bags from used tarpaulins and sell it to earn a living. They are also taught

to process used oils into diesel and sell it to jeepney drivers. The barangay has

also other projects such as Alternative Learning System (ALS). It is a ladderized,

modular non-formal education program for those citizens who never had a

chance to go to school, students who cannot afford to continue their schooling

such as Children in Conflict with the Law (CICL)2, dropouts in elementary and

secondary schools, out-of-school youths, non-readers, working Filipinos and

even senior citizens.

There is Pantawid Pamilyang Pilipino Program in this barangay and the

said policy is granted obviously to the residents in the Class C. The barangay

officials said that even before the program came to their barangay, they already

have existing programs for the people that are covered in the program. But they

are not saying that the program has no effect and did not able to help some

residents of their barangay. They stated that the program greatly helped those

families that are below the poverty line.

2 e.g. young snatchers and drug addicts.

The Pantawid Pamilyang Pilipino Program is a human development

program of the national government that focuses in the health and primary

education of poor households, especially those children in the age of 0-14 years

old. This program is based upon the Conditional Transfer Scheme3 that is

implemented in other developing countries like India. This program will grant

cash to the selected eligible beneficiaries of a particular place provided that they

comply with the set of conditions required by the program. This program aims to

give social assistance and social development. With social assistance, it

provides cash assistance to the poor to alleviate their immediate need; and

when it comes to social development it breaks the intergenerational poverty

cycle through the investments in human capital.

The program helps to fulfill the country’s commitment to meet the

Millennium Development Goals4 which are Eradication from Extreme Poverty

and Hunger; Achieve Universal Primary Education; Promote Gender Equality;

Reduce Child Mortality; and Improve Maternal Health. The poorest households

in the municipalities are selected through the National Household Targeting

System for Poverty Reduction (NHTS-PR) implemented by the Department of

Social Welfare and Development (DSWD) using the Proxy Means Test5. This

3 The core concept of conditional cash transfers originated in Latin American countries mainly in response to the macroeconomic crisis of the 1990s when the demand from poorer households for social services was perceived to have declined drastically (UNDP-India 2009).4 In 2000, 189 nations made a promise to free people from extreme poverty and multiple deprivations. This pledge turned into the eight Millennium Development Goals. For more information see United Nations Millennium Declaration of September 18, 20005 Proxy Means Test have successfully been used to measure household welfare (Grosh and Baker 1995). The equations for the indicators are constructed using variables that are closely related to welfare. In this, different statistical techniques have been used to construct these indicators. For example, Grosh and Bker (1995) suggest calculating a welfare predictor using atleast squares regression analysis of income on the

test will determine the socio-economic category of the families by looking at

certain proxy variables such as ownership of assets, type of housing, education

of the head, livelihood of the family and access to water and sanitation facilities.

The eligible households are those who are classified as poor based on the

NHTS-PR at the time of assessment and those that have children of 0-14 years

old and/or have a pregnant woman at the time of assessment and those

households that agree to meet conditions specified in the program.

To avail the cash grants beneficiaries, the households also have set of

responsibilities and should comply with certain conditions like pregnant women

must avail pre- and post-natal care and be attended during childbirth by a

trained health professional; parents must attend the Family Development

Sessions (FDS); 0-5 year old children must receive regular preventive health

check-ups and vaccines; 3-5 year old children must attend day care or pre-

school classes at least 85% of the time; 6-14 year old children must enroll in

elementary or high school and must attend at least 85% of the time; 6-14 year

old children must receive deworming pills twice a year. The program operates in

79 provinces covering 1, 261 municipalities and 138 key cities in all 17 regions

nationwide and as of June 27, 2012, the program has 3, 014, 586 registered

households.

relevant characteristics. Others such as Castaño et. al. (1994) have used qualitative principal components analysis to derived a composite index that predicts a family’s living conditions.

The program has an 8-step cycle. 1) selection of target areas, 2) supply

side assessment, 3) selection of household beneficiaries, 4) registration and

validation of beneficiaries, 5) Family Registry preparation, 6) initial payment, 7)

verification of compliance and 8) second and succeeding release of cash grants.

The program grants Php 6, 000 a year or Php 500 per month per household for

health and nutrition expenses; and Php 3000 for one school year or 10 months

or Php 300/month per child for educational expenses. A maximum of three

children per household is allowed. A household with three qualified children

receives a subsidy of Php 1, 400/ month during the school year or Php 15, 000

annually as long as they comply with the conditionalities. The cash grants shall

be received by the most responsible person in the household, usually the

mother, through a Land Bank cash card. In cases where payment through cash

card is not feasible, the beneficiaries shall be provided their cash grants through

an alternative payment scheme such as over-the-counter transactions from the

nearest Landbank branch or offsite payment through Landbank. Cash grants are

also released through other rural banks, Globe Remit, Philpost, First

Consolidated Bank and other Cooperative Financial Institutions (CFI) especially

in far-flung areas.

The barangay officials of the selected barangay said that every child in

the barangay under this program receives Php 300 every month. The obvious

effect in the barangay can be seen in their elementary schools. There is high

percentage of the program in the primary education which is 70-85%. With this

program, it helps the parents when it comes to the “pambaon” or allowance,

uniforms, and projects of the students. The money is given to them batch by

batch through ATM cards. With all these information, the researchers want to

know more about the implementation of this program especially if these rules or

conditionalities are really followed consistently over a long period of time that will

let us know the present status and real assessment of this.

Theoretical Framework

The public administration and governance students as the researchers

seek to find some theories which can be of used in how this Pantawid Pamilyang

Pilipino Program works and how it will be a help in attaining some of Millennium

Development Goals.

1. The Basic Needs Model/ Approach6

The emergence of the basic needs model in the 1970’s was occasioned

by hard data evidencing growing economic inequality within Third World

countries and by the perception that policies of distribution with growth might not

redound to the welfare of the poor living in absolute poverty. In 1976, the

International Labour Organization (ILO)7 gave impetus to the perspective by

6 The Basic Needs Model/ Approah was introduced by the ILO in 1976 at its World Employment Conference.7 The ILO is the international organization responsible for drawing up and overseeing international labour standards which aims to promote rights at work, encourage decent employment opportunities, enhance social protection and strengthen dialogue on work-related issues (http://www.ilo.org)

enjoining all countries to give priority to the basic needs of their population,

defining basic needs to include minimal consumption requirements needed for a

physically healthy population, certain minimal standards of access to public

services and amenities, access by poor to employment opportunities to enable

them to achieve target minimum income, and the right to participate in decisions

that affect their lives (Hunt 1989:75-77). The object of development is equity and

the improvement of the quality of life.

It prioritizes primary requirements to ensure that the basic needs for

survival, security, and enabling needs of the individual, family and community

are attended to. It seeks to maximize the use of the resources to secure

common targets and provide a basis for convergence or area-based

management. The MBN is being operationalized through Local Government

Units (LGU’s).

The application of the Minimum Basic Needs or MBN is aimed at

improving the quality of life of the family and the community. This is indicated by

reduced poverty, morbidity, mortality, assault against person and property, and

by improved literacy and community participation. Achievement of MBN is

guided by such values as empowerment, indigenization, equity and

sustainability.

Steps in the Minimum Basic Needs Model/ Approach

Step 1. Situation Analysis. An important phase in the MBN Approach,

since it provides the data requirements needed for local development

planning. In the conduct of this analysis, which may coincide with the

preparation of the socio-economic profile of each locality, three sets of

information should be generated:

1.1 Family/ Community Profile: Minimum basic needs, analysis of

problems.

1.2 Administrative Capability: Sectoral facilities, Local Chief

Excutives managerial skills, existence of NGOs/ Pos.

1.3 Socio-Cultural and Political Profile: Physical, geographical and

topographical characteristics, cultural beliefs, health practices,

leaderships.

Step 2. Planning. The joint identification of criteria to serve as a basis in

identifying, ranking and selecting areas/ beneficiaries.

Step 3. Implementation. To assure that the work plan is carried out and

target objectives are attained, the Local Chief Executive (LCE) should

see to it that all concerned sectors are mobilized, and ensure the

implementation of the work plan for MBN.

3.1 At the government level, provide the legal mandates (circulars

and memoranda order) to ensure the involvement of participating

sectors.

3.2 At the community level, seek the support of community leaders

through community assemblies, media exposure or informed

gatherings and instruct the agencies to conduct house-to-house or

information campaigns.

Step 4. Monitoring. This is conducted throughout the implementation

phase. Regular inter-agency monitoring enables implementers to identify

emerging problems not anticipated during the planning stage.

Step 5. Evaluation. This may be conducted before, during or after the

implementation of the program, which may be subcontracted to

academic institutions.

2. Indigenous Development Philosophy, Approach and Strategy

A democratic system of economic and development planning, involving

people’s participation and oriented towards independent policies should be

instituted. This will ensure that planning is maximally informed and that people

will be motivated to participate in the process of development.

Development must be people-centered; hence, the human development

principles and prescriptions of the United Nations Development Plan must be

upheld. The fulfillment of basic needs and the development of human

capabilities should, therefore, receive preferential attention. The reasoning is

that people cannot participate in the process of development if they are tied

down by the problems of survival, and unless they are fully capacitated.

3. Localized Social Reform Agenda

Poverty is generally a local problem best dealt with using local solutions.

Localizing the Social Reform Agenda means translating its policies and

programs into area-based, sector-sensitive interventions will respond to peculiar

poverty issues managed by local governments in partnership with civil society.

Localization also requires the implementation of convergence or the

synchronization of the delivery of programs and resources to poorest priority

areas and target marginalized groups.

Localized Social Reform Agenda focuses-target by area (prioritizing 5th

and 6th class municipalities and convergence areas such as agrarian reform

communities, and urban poor resettlement sites) and by sector (segregating

poverty incidence and the magnitude according to basic sector). Its policies and

programs synchronizes national and local policies identifying and resolving

operational gaps in policy-program interface, and strengthening national

program complementation of local anti-poverty initiatives. It allocates and utilizes

local, national and international resources available for anti-poverty programs for

priority areas and sectors, and creating transparency and accountability in

resource management. It also maximizes the utility of existing networks,

enhancing venues for collaboration and consensus, and establishing definite

accountabilities among key stakeholders for social reform at all levels.

4. Residual Functions of Social Welfare

The residual Concept is the traditional social welfare function that

attempts to meet the emergency needs of those in the population who are

incapable of meeting their own needs as a result of the failure of some

institutions, such as the market (economic) and the family, or natural or man-

made disasters. As an end themselves, emergency relief or dole-outs could

foster dependency among the beneficiaries and prove self-defeating. They aim

to ameliorate the breakdown in the condition of the poor and fill in the gaps,

without any effort at correcting the cause(s).

Other concepts related to this function are charity work, philanthropy,

relief, dole-out and other forms of help to the poor, disabled, the victims of

disasters, among others to alleviate their needs in some minimal way without

concern for sustained efforts or long term beneficial effects.

The residual concept as a social welfare function is only viable when

viewed as part of the continuum of other functions that include the rehabilitative,

the preventive, and the developmental.

5. Developmental Function of Social Welfare

The developmental function recognizes the need for a “variety of social

services for all those in society that require opportunities to develop their

capacity to perform productive roles and achieve and maintain a standard of

well-being. Since problems are rooted in the social structure as well as maybe

found in individuals, emphasis is on planned social change and the provision of

essential resources that support and enhance social functioning as well as on

such adjustment services as counseling and therapy. It is a front-line function in

society that recognizes its positive, collaborative role with other major societal

institutions working toward a better society.

6. Systems Approach (Johnson, Kast, and Rosenzweig (1967) )8

It provides a way of addressing the complex problem areas at three

levels. System analysis provides a framework within which problems are

identified, alternative solutions are evaluated, and difficult choices are made in

the allocation of resources. The task manager coordinates and integrates the

activities and work of others. To accomplish this task the manager should be

aware of the danger of isolating problems. He should recognize the relationships

and the need to synthesize. The systems approach is any one of three things

and/or all at once the following: 1) way of thinking; 2) method or technique of

analysis; and 3) managerial style.

Changing Concepts of Social Welfare (Romanyshyn9)

8 See Johnson, R. A., & Kast, F. E. (1967). “The Theory and Management of Systems” (2d ed.). New York: McGraw-Hill Book Co..9 Dr.Robert Romanyshyn, in his publications, lectures and workshops, has focused on the cultural-historical contexts and philosophical assumptions of psychological theory, praxis, research and education. His approach to these issues has been rooted in the dialogue between phenomenology and Jungian and Archetypal psychology with poetry, art and literature and he has applied this approach to specific issues of technology, education, psychotherapy and the creative process.

1) From the residual to the institutional (developmental) concept

Welfare was traditionally viewed as a dole-out, as relief, and as a

charitable way of helping the poor. “Character/ physiological defect” was

considered as the cause of the problem. On the other hand, the

institutional concept has a broader view of welfare as front-line support

to enable people to cope with changing situations and provide

opportunities for their full development through the provision of

institutional supports.

2) Charity to Citizen Right

There has been a marked shift from the charity concept, where the

poor are subject to the benevolence of richly-endowed individuals and

groups, to one in which they are citizens with rights and duties and in

which economic security, education, and access to benefits and

obligations accompany their full participation in society.

3) Special to Universal

Instead of social welfare as merely consisting of special services

for the poor, the emerging concept gives emphasis to universal programs

to meet the universal needs of people, when faced with common social

contingencies that are part of changing economic and social conditions.

While programs stigmatize the poor and isolate them from others,

universal programs are free of stigma and generally aim to integrate the

poor with the rest of the population, considering services as a matter of

right.

4) Minimum to Optimum

The emphasis in the changing view of social welfare is not to

restrict the programs to minimum resources for the poor, but to provide

the optimum conditions that can nurture and “develop human

potentialities and to achieve some desirable level of well-being for all.”

This applies mostly important to programs for infancy and childhood in

order to make available to all children conditions that provide

opportunities to develop them to their fullest potential for their own

good and that of society.

5) Individual to Social Reform

Rather than focusing on the “character defects” or “physiological

problems” of individuals, as well as of the poor as a whole, the changing

concept sees social problems as rooted in “structural imbalances and

defects in institutional arrangements, where the rich get richer and the

poor get poorer.”

6) Voluntary to Public

While social welfare originated from voluntary efforts, government

assumption of responsibility for social welfare as provided for in laws and

policies was intended to deal with problems of national scope and

magnitude that are beyond the capability of voluntary efforts. Recent

development in the Philippine social welfare have provided for a greater

reach-out of programs and services through the transfer of welfare

provisions and services to the local governments, in partnership with

non-government and people’s organizations, to promote general welfare.

7) From welfare for the poor to a welfare society

This concept is not within the immediate application to the

Philippine situation, although the developmental function aims at

mainstreaming people where everybody has the opportunity to participate

and contribute to the common good. The empowerment of the people

aimed at meeting the physical, social, and physiological needs of the total

population in a society that is growing in complexity as it works towards

NIC-hood10 should bring about the “dream” of a welfare society where

`everybody shares the fruits of production. If local governments, in

partnership with Non-government Organizations (NGOs) and People’s

Organizations (POs), became fully functional towards people

empowerment, a better Philippine society may yet evolve, approximating

the concept of a welfare society.

Conceptual Framework

Figure 1. The Conceptual Model showing the implementation of Barangay Barangka, Ibaba in alleviating poverty and commitment to the Millenium Development Goals through adopting Pantawid Pamilyang Pilipino Program and its feedback to the Barangay Barangka Ibaba populace.

10 Ponciano S. Intal, Jr. in his paper, “Visions for Philippines 2000: The Challenge of Economic Restructuring toward Sustained Economic Growth” in the Journal of Philippine DevelopmentNumber 39, Volume XXII, No. 1, First Semester 1995, defined NIC-hood as a "newly industrialized country" which is generally characterized by the predominance of a dynamic industrial sector in the economy, a verylow share of agriculture to gross domestic product, and probably a per capita income of about US$7,500 per year or more at current prices.

Conceptual Framework Analysis

In the country’s commitment to the United Nations Millennium

Development Goals, the national government chooses some problems that can

be its concentration then formulate a solution through Pantawid Pamilyang

Pilipino Program, a program replicating the conditional cash transfer program of

other developing countries. The duties with these problems are not just being left

solely to the national government. The local government also coordinated in the

said program as one of the tools in addressing some problems in their localities.

The result of what this program has accomplished with its implementation and

the present status of the said program will be seen through the feedback from

the beneficiaries together with the Barangay officials in Barangka Ibaba,

Mandaluyong City and related statistics from some national government

institution such as Department of Social Welfare and Developent (DSWD) and

National Statistics Office (NSO). This information will be gotten through field and

library research, survey and interview.

Statement of the Problem

The aim of this study is to determine the impacts of the implementation of

the Pantawid Pamilyang Pilipino Program in Barangay Barangka Ibaba,

Mandaluyong City. Specifically, it aimed to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Gender

1.2 Age

1.3 Civil status

1.4 Educational Attainment

1.5 Occupation

1.6 Income

1.7 Number of Children

2. What is the level of attainment of the goals of the Pantawid Pamilyang

Pilipino Program?

3. What is the Degree of need of for degree of need for program devlopment

in terms of:

3.1 Program Implementation

3.2 Financial support

3.3 Quality and range of services

3.4 Program management

4. What are the impacts of the Pantawid Pamilyang Pilipino Program to the

indigent household beneficiaries of Barangay Barangka Ibaba,

Mandaluyong City in terms of:

4.1 Health and nutrition of the household beneficiaries

4.2 Education of the student beneficiaries

4.3 Economic status of the household beneficiaries

Scope and Limitations

The Pantawid Pamilyang Pilipino Program is a tool implemented by the

national government to help in attaining the Millennium Development Goals

especially the health and primary education of the members of the poor

households. Being based upon the Conditional Transfer of other developing

countries, the Pantawid Pamilyang Pilipino Program grants cash to the

beneficiaries provided that they will comply with the conditions required by this

program. As a program conducted by the national government through the

Department of Social Welfare and Development, the local government units

coordinated with this agency as way to address some problems being faced by

their communities. The approach is like starting to fix first what is wrong with the

smaller unit. And when these smaller units unite, they will be able to compose a

larger unit helping the country as a whole.

For this matter, this study focuses in the implementation of the said

program, Pantawid Pamilyang Pilipino Program, in the Barangay Barangka

Ibaba, Mandaluyong City. This study looks into the following aspects:

1. Education

1.1. Daycare or pre-school classes of the children with age 3-5 years

old.

1.2. Primary Education of the children with age 0-14 years old.

2. Health

2.1. Pre- and post-natal care of pregnant women.

2.2. Preventive health check-ups and vaccines of 0-5 year old children.

2.3. Deworming pills for children with age 6-14 years old.

And the researchers limit the respondents to 189 beneficiaries of the said

program in Barangay Barangka Ibaba, Mandaluyong City.

Significance of the Study

The study, which focused in assessing the implementation of Pantawid

Pamilyang Pilipino Program in Barangay Barangka Ibaba, Mandluyong City,

specifically sought to benefit the following:

To the Household Beneficiaries – The study will let the household

beneficiaries if the Pantawid Pamilyang Pilipino Program is really a way to

suit their children’s primary education or health needs. They will be able

to realize if they still have to depend on this program or they should

already persevere on their own to as parents to meet these needs of their

children.

To the Barangay Officials. The study will aid the officials of Barangay

Barangka Ibaba in the formulation and implementation of programs and

policies that will improve the current status of the household by improving

the existing programs and implementation.

To the Department of Social Welfare and Development. The assessment

of the implementation of the Pantawid Pamilyang Pilipino Program in the

said Barangay will help the department to further improve the

implementation of the program by providing solutions or fixing its flaws

and loop holes.

To Future Researchers. The assessment of the Pantawid Pamilyang

Pilipino Program will benefit and help the future researchers as their

reference or guide in doing deeper study about the said program and

other financial assistance program of the government.

Definition of Terms

Alternative Learning System – is a free education program implemented by the

Department of Education (DepEd) under the Bureau of Alternative Learning

System which benefits those who cannot afford formal schooling and follows

whatever is their available schedule in which students have to attend 10 months

of school or 800 hours in the classroom with their performance being assessed.

The program provides a viable alternative to the existing formal education

instruction, encompassing both the non-formal and informal sources of

knowledge and skills.

Assessment – systematic collection, review, and process of gathering and

discussing information from multiple and diverse sources in order to develop a

deep understanding of what the students know, understand and can do with

their knowledge as a result of their educational experiences. The process

culminates when assessment results are used to improve subsequent learning.

Children in Conflict with Law (CICL) – refers to anyone under 18 who comes in

contact with the justice system as a result of being suspected or accused of

committing an offense. Most children in conflict with law have committed pretty

crimes or such minor offences such as vagrancy, truancy, begging or alcohol

use.

Conditional Cash Transfer - a program in which the government gives money

from public funds to poor for fulfilling specific behavioral conditions.

Family Development Session – provides engaging and useful information to

students and parents in seminar format. Parents and guardians will learn about

the 40 Developmental Assets Teens Need to Succeed, and have an opportunity

to practice talking with their child in ways that encourage a response. Students

will receive Texas Assessment of Knowledge and Skills (TAKS) in tutoring for

part of the session, and return to their parent/guardian for the final part of the

session.

Household Socio-Economic Status - is based on family income, parental

education level, parental occupation, and social status in the community (such

as contacts within the community, group associations, and the community's

perception of the family).

Class A- most often defined by high income and/or high education

level. Those people who have a luxurious life.

Class B- those who have their jobs and can provide their needs to

their families but not that much like the Class A.

Class C- those who have no permanent job or those people who

cannot afford to sustain all the needs of their families, commonly

classified as poor people. Most of them have no decent homes,

cannot send their children to school and cannot afford to bring

their children to health centers.

Household Beneficiary- a person that has been able to comply with all the

requirements to be granted with cash in Pantawid Pamilyang Pilipino Program.

Human Development Program- focuses on issues of growth, development, and

behavioral change across the lifespan. It unifies and coordinates the excellent

research and teaching resources currently available on campus in this area and

profiles the factors that influence the ways in which humans develop and

change.

NHTS-PR (National Household Targeting System for Poverty Reduction) - is an

information management system that identifies who and where the poor are in

the country. The system makes available to national government agencies and

other social protection stakeholders a database of poor households as reference

in identifying potential beneficiaries of social protection programs. The

Department of Social Welfare and Development (DSWD) spearheads the

implementation of this project.

Pantawid Pamilyang Pilipino Program – is a conditional cash transfer program

that provides incentives for poor families to invest in their future by ensuring that

mothers and children avail of healthcare and that children go to school.

Poor – is a state in which a person has little or no wealth and a few or no

possessions. The money that he is earning is not enough for sustaining his

needs especially the basic needs.

Poverty Line- is a level of personal or family income defining the state of poverty

or below which one is classified as poor according to governmental standards.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

Arthur E. Fink in his book, The Role of Social Work, captured the essence

of social administration in claiming that it is social work in an administrative

setting and not the administration in a social work setting which distinguishes the

direction of the social welfare agency from other kinds of enterprise. He further

contends that the social work administrator is committed to the values and

objectives of social work. He is responsible for nurturing the use of social work

knowledge and skills for the achievement of acceptable services. Theoretical

and technical knowledge applicable to administrative tasks respecting such

matters as organizational processes, fiscal operations and control, operational

analysis and personnel administration are, of course, essential prerequisites to

successful social work administration. The most effective social work

administrator, however, is one who uses social work’s own rich understanding

and experience in human relationships in carrying out the administrative duties

necessary to ensure acceptable services professionally acceptable purposes.

People with needs and problems are the concern of social welfare.

Policies, programs and services to meet needs and solve problems are made

available as a matter of right or entitlement, to enable people to grow, develop

and realize their potential to become participating and contributing members of

society.

John M. Romanyshyn in his book, Social Welfare, defined the term “social

welfare” as the expression of the collective responsibility for dealing with

problems in society and a citizen’s right to at least the minimum provisions

essential for well-being and effective functioning in a society. There are also

various definitions of social welfare through the years that have been given in

both local and foreign books. These are focused on societal provisions to meet

human needs and deal with social problems of a changing society. The goal of

social welfare is the general well-being of people through the provision of laws,

institutions, programs, and services to support people who need them.

While the concept and scope of social welfare may vary in various

countries, the definitions most often quoted included the following:

Social welfare is defined by Walter Friedlander in his book, Introduction to

Social Welfare, as organized system of social services and institutions, designed

to aid individuals and groups to attain satisfying standards of life and health, and

personal and social relationships which permit them to develop their full

capacities, and to promote their well-being in harmony with the needs of their

families and community.

Another encompassing definition for understanding the concept is given

by Elizabeth Wickenden in her book, Social Welfare in a Changing World: the

Place of Social Welfare in the Process of Development, which considers social

welfare as including laws, programs, benefits and services which assure or

strengthen provisions for meeting social needs recognized as basic to the well-

being of the population and the better functioning of the social order. This

provisions may be directed toward (1) strengthening existing arrangements; (2)

mitigating the hardships or handicaps of particular individuals or groups; (3)

pioneering new services; (4) stimulating a better adaptation of the social

structure, including the creation of new programs as needed; or a combination of

all these approaches to social needs.

The National Association of Social Workers (U.S.) defines social welfare

as an institution that denotes the full range of organized activities of voluntary

and governmental agencies that seek to prevent, alleviate, or contribute to the

solution of recognized social problems, or to improve the well-being of

individuals, groups or communities (Zastrow11, 1989).

Local Literature

11 Charles Zastrow, MSW, Ph.D., is a Licensed Clinical Social Worker in the state of Wisconsin. He has worked as a practitioner for various agencies, chaired social work accreditation site visit teams for the Council on Social Work Education (CSWE), and served on the Commission on Accreditation of CSWE. He also is a member of the BPD board. A leader in social work education and a best-selling author, he has written four other textbooks: THE PRACTICE OF SOCIAL WORK, SOCIAL WORK WITH GROUPS, SOCIAL PROBLEMS: ISSUES AND SOLUTIONS, and UNDERSTANDING HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT

Global concern for the social concern of development has made human

development the core of the United Nation International Development Strategy

for the 1990’s. Human development has been defined as enlarging people’s

choices (PIDS 2007)12. The choices include income, health, education, a good

physical environment, and freedom of action and expression. It emphasizes the

need to develop human capabilities, so that people can participate freely in

social, political, and economic decision making, and work more productively and

creatively for development. The basic principle is to put people at the center of

development and to focus on their needs and potentials. Economic growth is

deemed to be essential, but only as a means, not the end, of human

development. For the Philippines, these are the following components of human

development: (1) Self-reliance, or the ability to identify, develop and make full

use of capacities; (2) welfare, or the adequate provision of basic services; and

(3) social justice, or the equitable distribution of opportunities, income, and

wealth.

A more recent conception of human development has extended its

parameter to the issue of sustainability, occasioned by the observed strains on

the environment due to indiscriminate and untrammeled economic activity of

man, and by the notion that future generations must be taken into consideration.

Economic, fiscal, trade, energy, agricultural and industrial policies should,

12 From Economic Issue of the Day, Vol. VII No. 3, Issue June 2007 of the Phillippine Institute for Development Studies Surian sa Pag-aaral Pangkaunlaran ng Pilipinas

therefore, be designed to bring about development that is economically, socially

and ecologically sustainable, thereby fulfilling present needs without limiting the

potential for meeting the needs of future generations. The minimum

requirements for achieving sustainable development are: (1) elimination of

poverty; (2) reduction of population growth; (3) more equitable distribution of

resources; (4) healthier, more educated and better-trained people; (5)

decentralized, more participatory government; (6) more equitable, liberal trading

systems within and among countries, including increased production for local

consumption; and (7) better understanding of ecosystems diversity, locally

adapted solutions to environmental problems, and better monitoring of

environmental impact of development activities.

The 1990 Human Development Report came up with the human

development index (HDI), which combines indicators of national income, life

expectancy and educational attainment, to give a composite measure of human

progress. The HDI is conceded to still need improvement, but the 1992 Report

carries suggestions to make the HDI gender-sensitive, income-distribution

adjusted and environment sensitive.

Accordint to Social Administration and Development: Unit I Related

Theories and Concepts- 1995, with the expand scope and coverage of social

welfare and social development institutions to meet the needs of the poor,

marginalized and disadvantaged sectors of society, the importance of social

administration has been highlighted. The demand for the social services has

resulted in the expansion of existing agency programs, along with the

emergence of new services.

In the social welfare system, the devolution of services from the

Department of Social Welfare and Development to the local governments has

multiplied the service units so many times over, with each city and municipality

requiring a complete program for social service delivery. Each program is a

microcosm or replica of the Department program as it aims at servicing families,

the youth, children, the disabled, women, the community and the people affected

by disasters. Each service unit is supervised by a head social worker who

should have the required administrative capability. Meanwhile, there is a

demand for more people for administrative positions in retained institutions and

special programs with new areas of service to meet emerging needs.

Likewise, the non-government sector, which has grown in its role partner

of government at the local, regional and national levels, are equally in need of

trained people for administrative positions.

Social work practice has also extended to the social sectors, including

schools, health agencies, housing, agriculture, labor and industry. This

expansion has further increased the demand for trained people in administration

to run the programs where social work practice has been found essential to

enhance organizational goals. Greater demands for trained manpower for

leadership positions are expected as the country gets more industrialized by the

year 200 and more.

Social welfare and social development directly affect the lives of more

than fifty (50) percent of the population, 55 to 70% of which are made up of the

poor in our country (PIDS 2007). The constant threat posed by natural disasters

could worsen the state of affairs and the need will increase for services provided

by the government and the non-government organizations. Millions, if not billions

of tax money and donations go into these programs to meet these needs or

promote social development.

Competence in administration can make the difference in providing

effective and efficient, and honest-to-goodness service. Both in terms of the

significance of social services to people and the costs for which accountability is

required, the administration of the programs requires training in the art and skill

of administration. Administrators are needed (Skidmore, 1990) who both care

and are competent in terms of knowledge, abilities, and skills in administration.

Educators and practitioners recognize that caring is not enough. Administrative

skills must accompany caring, in order to provide effective services.

Foreign Studies

The Pantawid Pamilyang Pilipino Program is a replication of the

conditional cash transfer programs which are operated in different countries all

over the world. Some of these are Bolsa Familia of Brazil, Familias en Accion of

Colombia, Solidario of Chile, Family Allowance Program of Honduras,

Programme of Advancement Through Health and Education (PATH) of Jamaica,

Program Keluarga Harapan of Indonesia, Progresa of Mexico, Mi Familia

Progresa of Guatemala, Şartlı Nakit Transferi of Turkey, and Program Minhet El-

Osra of Egypt. These programs have two main objectives: to provide poor

households with a minimum edge of income or reduce poverty in the very short-

run and to improve the growth of human capital for the next generation or reduce

poverty in the long-run. There is a large group of evidence supporting the

accomplishment of conditional cash transfer programs in most of the developing

countries, particularly in the field of education (de Janvry and Sadoulet, 2004;

Schultz, 2004). Moreover, several assessments show that these programs are

both technically feasible and are politically acceptable. In this, successive

governments are willing to continue and even expand the program coverage

(Das, Do, Özler, 2005).

Parker, Rubalcava and Teruel (2008) review many studies that analyze

the impact of CCT programs on schooling in developing countries. Maluccio and

Flores (2004) estimate that Nicaragua’s Red de Proteccion Social raised

enrolment by 17.7 percentage points, daily attendance by 11 percentage points,

and retention rates by 6.5 percentage points, for Nicaraguan children in grades 1

to 4. Honduras’ Programa de Asignacion Familiar had positive, but smaller,

impacts on daily attendance and enrolment, and a small negative effect on

dropping out, for children age 6 to 13 (Glewwe and Olinto, 2004). Attanasio,

Fitzsimons and Gomez (2005) found that Colombia’s Familias en Accion

increased enrolment for children age 12-17 but had no effect for 8-11 year olds.

Schady and Araujo (2008) estimated a positive impact of Ecuador’s Bono de

Desarrollo Humano on enrolment. Two programs in Asia focus on girls’

education. Khandker, Pitt and Fuwa (2003) found that a conditional cash transfer

program in Bangladesh raised 11-18 year old girls’ enrolment, while Filmer and

Schady (2008), estimated that the Japan Fund for Poverty Reduction initiative in

Cambodia raised secondary school girls’ enrolment and attendance.

Many studies examine Mexico’s Progresa/Oportunidades program.

Behrman, Sengupta and Todd (2000) found that it raised 12 to 14 year old girls’

enrolment but did not affect younger children; they attribute the latter to the

already high enrolment rates for younger children. They also found a significant

drop in the schooling gap for 11-15 year olds. Schultz (2004) found a positive

effect of Progresa on girls’ and boys’ enrolment, with a larger effect for girls.

Dubois, de Janvry and Sadoulet (2004) estimate that Progresa increased

children’s probability of staying in school, and primary level grade progression

and completion, but reduced secondary grade progression. Skoufias and Parker

(2001) found that Progresa significantly increased enrolment and reduced

employment among both boys and girls.

Cardoso and Souza (2003) and Ferro and Kassouf (2005) both estimate

that Bolsa has a large positive impact on enrollment. Yet both used cross-

sectional data and did little to control for selection into the program and omitted

variable bias. Also, both used data from before Bolsa’s sharp expansion, the

2000 Demographic Census and the 2001 PNAD (National Household Survey),

respectively. Lastly, de Janvry, Finan and Sadoulet (2007) find that Bolsa

reduced dropping out by 8 percentage points but did not affect repetition. Yet the

analysis is limited to 5 states in Northeast Brazil, and they had many fewer

schools than do the data used in this paper, reducing the precision of the

estimates. Their data also lack some key variables, such as race; we find that

estimates vary by race.

The World Bank (2009) finds that conditional cash transfer programs led

to large increases in school enrolment, particularly among those with low

enrolment rates to begin with. However, evidence on the impact of educational

transfer programs on final outcomes such as test scores, is not as encouraging

(Miguel and Kremer, 2004; Glewwe, Kremer, and Moulin, 2008).

Local Studies

Phillippine Institute for Development Studies defined conditional cash

transfers as cash transfers to eligible beneficiary households in exchange for

some conditionalities geared toward improving their children’s human capital.

The conditions are verifiable actions such as school attendance or use of basic

preventive health care and nutrition services. In these sense, cash transfers are

used to induce beneficiaries to send their children to school or bring them to

health centers on a regular basis.

According to Economic Issue of the Day, Vol. VII No. 3, Issue June 2007

of the Phillippine Institute for Development Studies, conditional cash transfer

belongs to the family of social assistance or safety net programs. Like the usual

cash transfer program, it provides assistance in the form of cash to poor or

vulnerable households or individuals. It is meant to increase to increase the real

households’ real income, thus helping extremely poor families meet minimum

levels of consumption. In a CCT program, beneficiaries have the discretion on

how to use the cash. However, there is a string attached to the receipt of the

cash. Beneficiaries are expected to comply with certain conditions as

prerequisite for receiving the transfer. The condition may vary from one country

to another, depending on the desired outcomes that ranged from increased food

consumption and dietary quality to reduced stunting to increased utilization of

preventive health services (e.g., immunization, micronutrients supplementation,

growth monitoring, etc.) to increased school enrollments of the poor, lower drop-

out rates, and reduced child labor.

For cash transfers aimed at health and nutrition outcomes, receipt of

transfer is contingent upon compliance of participating household members to

having a predetermined number of health center visits. In contrast, cash

transfers aimed at education outcomes require school enrollment and regular

school attendance. In both cases, the conditions are envisaged to improve the

well-being of the beneficiaries and to empower the young and enhance their

potential to earn income in the future.

CCT programs are one of the few successful programs to combine social

assistance with human development. Linking cash transfers to conditionalities

tied to investment in human capital makes a double-edged tool in fighting

poverty and inequality in the short and long term. Thus, any CCT program has

dual objectives: immediate poverty reduction through cash transfers, and longer

term poverty reduction through human capital formation. Nevertheless, it should

be noted that CCT programs are not a panacea against poverty and inequality.

They should, on the whole, form part of a comprehensive socioeconomic policy

strategy. Moreover, the success of these programs heavily depends on the

availability and quality of health and education services.

For the perspective of economic efficiency, cash transfers are deemed to

be superior because they do not distort prices directly unlike in-kind transfers

which effectively lower the price of the transfer good for the poor. CCT also

involves lower transactions cost because they do not necessitate transportation

and logistical arrangements for handling and storing of commodities that in-kind

transfers entail. Further, cash transfers give beneficiaries greater discretion and

choices in allocating the money, be it on food consumption, clothing, housing or

other needs. Left to their selves, beneficiaries know better what their own needs

are and so, cash transfers also address the issue of information asymmetries.

Social services are provided free of charge by the government but

consumption of the same is associated with out-of-pocket cost (e.g., school

supplies and materials, textbooks, uniforms, daily allowance, transport, and

medicines) as well as with opportunity cost (i.e., forgone earnings for

households for sending children to school rather than to work or for missing a

day’s work to be able to go to a health center).

These costs normally serve as barriers in accessing education and health

services. Although cash transfers can overcome these barriers, they may not be

able to break the natural tendency of parents, nor reverse their decision, to

underinvest in the human capital of their children. Hence, imposing conditions

tied to human development upon the receipt of cash transfers can address this,

thereupon boosting the demand for education and health care.

In general, the appropriate benefit level should be consistent with the

depth of poverty (i.e., the distance between the income of households and the

poverty household) being addressed. However, in the case of CCT programs,

the size of transfer should be enough to offset whatever gains or incomes the

households can obtain from other activities if they will not comply with the

conditionalities attached to the receipt of the cash transfer. In practice, the

benefit level varies considerably across countries. For the education grant,

though, it is assumed that it generally covers both the direct costs (school fees

and supplies, and transportation costs) and opportunity cost (i.e., income lost for

children who drop out of the household’s labor force). For the health and

nutrition grant, meanwhile, it usually compensates for the beneficiary’s travel

time to and waiting time at the health center.

Relevance and synthesis of the literature and studies

As discussed previously, different countries all over the world and not

only the Philippines are facing problems concerning social welfare such as

poverty and hunger, gender inequality, child mortality and problems regarding

primary education and maternal health. These problems led to the birth of the

conditional cash transfer programs.

Conditional cash transfer programs are a special form of social

assistance schemes which provides cash to families subject to the condition that

they fulfill specific requirements. These conditions oblige individuals to satisfy

some action associated with human development goals. This may include that

parents must ensure their children to attend school regularly or that they utilize

basic preventative nutrition and health-care services, such as vaccination

programmes or maternal and post-natal check-ups. Conditional cash transfer

programs are usually targeted towards the poor through a means-test, proxy

means-test or geographical targeting.

Based on the reports and studies conducted, conditional cash transfer

programs have been successful in helping to alleviate previously enumerated

problems. These programs have been also a big help in achieving the

millennium development goals in different countries which are (a) eradicating

extreme poverty and hunger; (b) achieving universal primary education; (c)

promoting gender equality; (d) reducing child mortality; and (e) improving

maternal health.

Philippines replicate these conditional cash transfer programs of different

countries and dubbed as Pantawid Pamilyang Pilipino Program or 4Ps. It

operates in 79 provinces covering 1,261 municipalities and 138 key cities in all

17 regions nationwide. The program has 3,014,586 registered household

beneficiaries s as of 27 June 2012.

Like other countries, 4Ps is expected to have positive impacts to the

Philippines and to the program’s beneficiaries. And for now, there are no

sufficient studies yet about the impacts of the program to its beneficiaries.

CHAPTER III

METHODOLOGY

This chapter presents the discussions of methods and procedure used in

research. It includes the research design, locale and population, data gathering

procedure, research instrument and the statistical treatment of Data.

Research Design

The study used a descriptive survey method to examine the immediate,

intermediate and long-term effects of the program. Descriptive survey method of

research used a structured question to assess people’s beliefs, attitudes, and

self-reports of behaviour. This involves gathering data that describe events and

then organizes, tabulates, depicts, and describes the data. It uses description as

a tool to organize data into patterns that emerge during analysis. Often uses

visual aids such as graphs and charts to aid the reader.

A Single Group Design was used in the study. A Single Group is a design

that involves a single treatment with two or more levels. It is a research design

most often used in applied fields of psychology, education, and human

behaviour in which the subject serves as his/her own control, rather than using

another individual/group.

Locale and Population

The respondents of the study were the household beneficiaries of the

Pantawid Pamilyang Pilipino Program in Barangay Barangka Ibaba,

Mandaluyong City. The selection of the study site was based on the number of

beneficiaries of the program. The researchers obtained 180 household

beneficiaries from the latest count of program beneficiaries and used them as

the respondents of the study. The beneficiaries of the Pantawid Pamilyang

Pilipino Program were based on their ownership of assets, type of housing,

education, livelihood of the family and access to water and sanitation facilities.

Research Instrument

The researcher used a survey questionnaire as their instrument for the

gathering of data. Researchers carefully prepared sets of questions in structured

form to allow the fullest expression of relevant ideas and thoughts on particular

items.

The survey questionnaire was composed of two parts. The first part was

their demographic profile which included the respondents' age, gender, civil

status, number of children and educational attainment.

The second part of the survey questionnaire was allocated for the

measure of the beneficiaries’ satisfaction and ideals towards the Pantawid

Pamilyang Pilipino Program.

The data taken from the survey questionnaire were presented, analyzed,

and interpreted through the descriptive statistics such as the percentage, the

frequency counts, and the weighted means.

The informal interview method was also used in gathering information in

the current status of the program in the Barangay. Beneficiaries of the Pantawid

Pamilyang Pilipino Program were interviewed through the usual conversation

related to the problem of the study to validate their response supplied in the

questionnaire.

Data Gathering Procedure

The researchers used a survey questionnaire method and informal

interview method that was done when the researchers went to the Barangay

Barangka Ibaba, Mandaluyong City to seek information and conduct the study.

The questionnaires were floated to the respondents after permission from the

Punong Barangay. The researchers, together with the Sangguniang Kabataan

(SK) Chairman of the Barangay conducted the survey. For added information,

follow-up questions were asked.

The method mentioned were the instruments used by the researchers to

gather data for the study. Likewise, books, internet research, thesis, and other

reading materials were also referred for other information.

Statistical Treatment of Data

The presentation of percentages, the frequencies and the weighted

means were the Statistical Treament of Data used in this study. The responses

from the questionnaire were sorted, tallied, tabulated and statistically treated.

The frequency and the percentage distribution were used for the

demographic profile of the respondents. The formula shown below was used to

compute the percentages.

P=f/N x 100

Where: P = Percentage

f = frequency of response

N = Number of Respondents

The weighted mean was used to measure and determine the average

responses regarding the respondents' satisfaction for the beneficiaries of the

Pantawid Pamilyang Pilipino Program.

XW = f(w)/N

Where: f = frequency

W = weight of scale

N = total number of responses

Websites

http://aprendeenlinea.udea.edu.co/revistas/index.php/lecturasdeeconomia/

article/viewFile/4346/3880

http://robertromanyshyn.com

http://www3.pids.gov.ph/ris/pjd/pidsjpd95-1restructure.pdf