Child-Friendly Spaces (CFS) Evaluation Report...Child-Friendly Spaces (CFS )Evaluation Report March...

Child-Friendly Spaces (CFS )Evaluation Report March 2014---- Typhoon Haiyan Response in the Philippines 1

Child-Friendly Spaces (CFS)

Evaluation Report March 2014

Typhoon Haiyan Response in the Philippines

World Vision


*Photos courtesy of Communications Team

i. Table of Contents

ii. Acknowledgement ……………………………………………………………. 3

iii. Affirmation …………………………………………………………………… 4

iv. Glossary of Terms ………………………………………...………………….. 4

1. Executive Summary …………………………………………………………………… 5

2. Evaluation Introduction and Background …………………………….……………….. 7

3. Methodology ………………………………………………………………………….. 7

3.1 Participation and Sample Areas ……………………………………………… 7

3.2 Methods and Tools ………………………………………………………….. 8

3.3 Sampling Frame ……………………………………………………………..... 8

3.4 Data Processing, Interpretation and Analysis ……………………………….. 9

4. Limitations …………………………………………………………………………… 9

5. Findings and Analysis ………………………………………………………………….. 10

Changes seen…

What they hear people say…

What the children appreciated the most…

What the children liked the least…

Access to CFS especially by the most vulnerable…

Expressing their voice and feelings…

Other things that WV should be doing for children after the typhoon…

Setting up of the CFS and beyond…

Output level accomplishments…

Challenges…

6. Recommendations …………………………………………………………………….. 15

7. Annexes ……………………………………………………………………………..... 16


ii. Acknowledgment

Great appreciation is hereby extended to the following for their

support and cooperation:

The donors-

Department of Foreign Affairs and Trade or DFAT (Australia)

Department of Foreign Affairs, Trade and Development or DFATD (Canada)

Members of the different teams in the Haiyan Response-

Child Protection Team headed by Patrick Sooma and his team mates Rosalyn Lorin and

Sheryl Llagas who were on top of the implementation of the CFS project

and who broached the idea of conducting this evaluation;

DME Team particularly Pat Ryan Gaid for overseeing the conduct of the early FGDs, and

fellow team mates Pathy Rose Aborque, Loren Banario, Ma. Carla Sinining,

and Debra Capulan for lending a hand in the documentation and facilitation;

Accountability Team notably Catherine Green for the valuable inputs on the tools, and to

her team mates for their support during the data gathering on the field

The CFS facilitators, volunteers and animators

The community leaders, parents, teachers, boys and girls who

participated in the FGDs and KIIS

Huge thank-yous also go to those who directly or indirectly have been helpful

in some or the other way in completing this work but whose names have not been

mentioned here- you know who you are.

And most of all, to The God Almighty...


iii. Affirmation

Except as acknowledged by reference to other authors and publications, the data and

findings described herein consist of our own work, undertaken to measure accomplishments

in the implementation of the CFS project as part of the emergency phase of WV Typhoon

Haiyan Response in the Philippines and, in part, to inform decisions regarding interventions in

the recovery phase of the response.

The primary data collected throughout the evaluation process remain the property

of the communities as described in this document. Information and data were collected

with their consent.

Dexter V. Mancao

Design Monitoring and Evaluation (DME) Team, Haiyan Response

iv. Glossary of Terms

CFS Child-Friendly Space

DME Design Monitoring and Evaluation

DSWD Department of Social Welfare and Development

FGD Focus Group Discussion

KII Key Informant Interview

OSY Out-of-School Youth

RMR Response Monitoring Report

UN OCHA United Nations Office for the Coordination of Humanitarian

Affairs

World Vision World Vision


1. Executive Summary

The first CFS was established in a municipality in North Cebu about 2 weeks after typhoon

Haiyan struck central Philippines leaving behind massive destruction and thousands of people

dead.

An integral part of WV’s Typhoon Haiyan Emergency Response, CFSs were aimed at meeting

the needs of the survivor children in the affected areas for psychosocial support by providing

them a safe environment where activities like games, arts and crafts, team-building and

structured educational lessons are conducted to help them recover emotionally from the

traumatic event.

The implementation of the CFS was completed within a 5-month period with the last

remaining CFSs in the island of Panay turned over to the community in the last week of

March 2014.

With the intention of measuring CFS’ relevance, effectiveness and sustainability, an evaluation

of the project was initiated. More particularly, it was intended to look into the impact, extent

of accomplishment, challenges encountered and lessons learned.

Using the tools developed for Focus Group Discussions (FGD) and Key Informant Interviews

(KII), the data gathering was conducted at the community level in North Cebu and the

islands of Panay and Leyte- the main areas of operations during the emergency phase of the

response- which saw the participation of 327 boys and girls (two age groups- 8 to 12 and

13 to 17) and 200 adults (34 males and 166 females) accounting for a total of 527

individuals in 16 barangays, in 11municipalities, 3 cities and 5 provinces.


Some of the findings on CFS revealed through the participative discussions with the children,

caregivers/parents, teachers, community leaders and animators are as follows:

It has been helpful in easing up the children’s feelings of loneliness and anxiety and that

children are not afraid of the rain anymore and they have been observed to be more lively.

Some changes in the attitudes and behaviour of children have been noted; although no

specific details were provided to support this assertion, this was seen in their being more

helpful in chores at home, and more respectful of the elderly and even of their fellow

children

Some children expressed that they were motivated to go to school and even felt that the

learning from CFS sessions helped them become better in school. The observation of the

adults supported this claim.

Some of the learning cited were about socializing with other children, sportsmanship,

camaraderie and values such as sharing

The children said that the CFS provided them inspiration and that it helped stir up their

hope for better days ahead. Some viewed the CFS in a more profound way highlighting its

contribution to the gradual recovery of their community; and that it signifies unity and

cooperation with even poor people having shown willingness to extend help

Parents were said to be particularly glad to see children playing as it provided them the

opportunity to enjoy childhood.

The children were grateful for the CFS facilitators and volunteers for their sincerity,

friendliness and treating them nicely letting them respond to questions without

bothering that their answers could be wrong. According to them, they were allowed

to express themselves by being provided with methods and materials through which

they can convey their thoughts and ideas better

The children said they enjoyed all the activities however some of them mentioned

that they did not like playing toys for small kids and taking part in games with

children much younger than themselves

Most of those who participated in the FGDs said that they were able to come to the CFS

when they wanted to. However, they mentioned that it was not the case for other children

like those whose house is far, earning a living for the family and those who had to take care

of their younger siblings, among others.

Sharing their thoughts about other important things that WV should be doing in

their community, high on the list of the children across the 3 regions was the

repair/construction of classrooms and school buildings including the provision of

tables, chairs and electric fans. Coming in close second was the giving out of school

uniforms and school supplies


2. Evaluation Introduction and Background

About 2 weeks after category 5 super typhoon Haiyan1 struck central Philippines, the first

Child Friendly Space (CFS) of World Vision (WV) was established in the municipality of

Tabugon, a remote area in northern Cebu. After which, more CFSs were set up in Region VI

(Western Visayas), and on the islands of Panay (Region VII, Central Visayas) and Leyte

(Region VIII, Eastern Visayas)- areas worst affected by the typhoon.

An integral part of WV’s Typhoon Haiyan Emergency Response, CFSs were aimed at meeting

the needs of the survivor children in the affected areas by providing them a safe environment for age-appropriate psychosocial activities like games, sports, drama, music, arts and crafts,

team-building and structured educational lessons which are hoped to help them come to

terms with their experiences from the disaster.

Under the supervision of trained facilitators and volunteers, CFSs allow children to play,

mingle, express themselves and engage in learning activities such as on disaster preparedness,

life skills, health and hygiene, among others.

With the intention of measuring CFS’ relevance, effectiveness and sustainability, an evaluation

of the project was initiated. More specifically it was aimed at looking into the following:

1. Impact brought about by the project by assessing the changes, if any, in the problem

condition it sought to tackle, and understand contribution

2. Extent of accomplishment by examining to what degree the laid out plans and targets

have been met in the light of the objectives

3. Challenges encountered in the course of the implementation and the lessons

learned/good practices

3. Methodology

3.1 Participation and Sample Areas

Between the first and second week of February, processes were undertaken to collect data that would help establish link between project efforts and outcomes. Participation of the key

stakeholders in the evaluation process was given importance in deciding the mode of data

collection. Thus, children, caregivers/parents, teachers/day care workers/animators and

community leaders were engaged as participants or interviewees. Some of them were

consulted during the planning stage of the evaluation.

The data collection was done at the community level in North Cebu and the islands of Panay

and Leyte- the main areas of operations during the emergency phase of the response. All in

all, the FGDs and KIIs involved 327 boys and girls (two age groups- 8 to 12 and 13 to 17)

1 Known locally as Yolanda, the super typhoon swept through central Philippines on 8

November killing over 6,000 people and displacing four million, flattening homes and

damaging schools, health centers and other infrastructures. Some experts estimate the storm

was among the strongest ever to make landfall. OCHA Philippines Situation Report.


and 200 adults (34 males and 166 females) accounting for a total of 527 individuals in 16

barangays, in 11municipalities, 3 cities and 5 provinces. Among those who participated were

4 school principals and 4 barangay chairpersons. (See Annex A for the Distribution of

Participants)

3.2 Methods and Tools

Apart from documents review, the evaluation gathered information through FGDs and KIIs

for which respective tools were developed and translated in the local dialects.

To be more engaging, the FGDs with children were started with icebreakers in the form of

action songs and the discussion proper was done through a body map2 with each part namely

ears; mouth; main body; heart; arms and hands; legs and feet corresponding particular

questions such as on changes they see in themselves, their families and the community; what

they hear people say about CFS; and the activities they were involved the most/least, among

others.

Answers of the children were jotted down

on small sheets of paper either by

themselves or with the assistance of the

facilitators and/or documenters. (See Annex

B for the FGD Guide)

Separate sessions were held for boys and

girls for two age groups (8 to 12 years old

and 13 to 17 years old) having a total of 4

simultaneous FGDs in each of the sample

barangays. After which, the children from

the 4 groups (with about 5 participants each)

come together for the plenary wherein they

brainstorm on how the CFS provided an

opportunity to express themselves and in

what way it has been of help to them, just to

cite a few. The group discussion and the

plenary last for about 2 and a half hours on

the average.

3.3 Sampling Frame

Purposive sampling was used in the selection of the areas where FGDs were held. Barangays

were picked out from the 3 main areas of operations for the emergency phase of the

response with consideration on the variations in distance from the town proper (near and

far) and type of community (urban and rural). Since the most number of CFSs were set up in

the Leyte side, more FGDs were conducted in the area. KIIs were only done in the

barangays in Eastern Leyte.

Meanwhile, child participants in the FGDs were randomly selected from the CFS registration

sheets. The parents and caregivers on the other hand were identified by the CFS facilitators

2 There was a slight variation in the method for the FGDs with children in the Western Leyte area (Ormoc

City and the municipalities of Matag-ob, Albuera, Villaba and Merida). Instead of a body map, a sort of a house

map was utilized with each major part of the house (e.g. door, window, roof) corresponding some questions.


and volunteers on the basis of their familiarity with the CFS and/or their willingness to

participate in the FGDs.

3.4 Data Processing, Interpretation and

Analysis

A standard template was used in the recording of

discussion points during the FGDs and KIIs in the

different barangays. The data and information gathered

were consolidated according to the themes or

questions from the respective methods. Interpretation

and analysis were done on the data as they relate to

the objectives of the evaluation. (See Annex C for

Documentation and Consolidation Templates)

Available documents that have information on the

progress and output level accomplishments of the

CFSs were also reviewed. Relevant data collected

from which were used in this report to add dimension

to the findings.

4. Limitations

Some challenges encountered in the conduct of the evaluation process are as follows:

Non-uniformity of the methods used all throughout the areas covered by the evaluation (ie.

“body map” and “house map” for the FGDs with children, FGD guides for adults). To

address this, data and information were consolidated as they relate to a particular question

or theme outlined in the standard consolidation template

Regular classes were already starting during the data gathering. So as not to disrupt classes,

schedules for the FGDs and KIIs were planned based on the class hours. Arrangements were

also made like teacher participants introducing activities related to the lessons to keep the

children occupied while the former attended the FGD. WV staff were left with the children

to supervise the activities until the teachers are back from the FGD.

Method of the FGDs tends to limit the children in expressing their ideas to writing which

also got a bit boring for them after some time. Discussion was done simultaneously during

the body map or house map activity in order for them to better articulate their thoughts

making the process more dynamic.

Unpredictable weather condition. Heavy rainshowers hampered some of the activities.


“It helped spark hope and inspiration to

continue to strive to get on with our life…”

-FGD with a group of girls, 13-17

years old from Eastern Leyte

5. Findings and Analysis

Changes seen… Recurring answer among children across the three regions was the CFS being of help in

easing up their feelings of loneliness and anxiety. They shared that it facilitated the process

of moving on from the sad experience brought about by the typhoon. Some of them said

that they are not afraid of the rain anymore.

According to the adults, children have become more lively. They

said that they used to show some signs of uneasiness when it

rains especially when the wind blows strongly. Some teachers

remarked that before when it rains, hardly any students would come to school.

Participants from Panay Island said that it contributed in the

changes in the attitudes and behaviour of the children although

no specific details were provided to support the observation only

saying that children have become more helpful in chores at

home. Those from Leyte shared the same observation stating that children are more

respectful of the elderly and even of their fellow children as demonstrated in the way they

communicate using positive or pleasant words.

Some children expressed that they were motivated to go to school and even felt that the

learning from the CFS sessions helped them do better in school as they can already think

more clearly. The observation of adults (ie. parents, teachers) shared during the FGDs

supports this claim. Some of the teachers stated that attendance was improved and that

children had shown more interest in lessons. The improved attendance was also attributed

to the regular home visits done by the CFS staff.

Other studies on CFS found that children who have attended CFS are able to integrate into

the mainstream educational system more easily because of their prior access to structured

learning activities.

As to their learning, both age groups (8-12 and 13-17), talked about how the CFS has taught

them how to mingle with other children, about sportsmanship and camaraderie with

emphasis on the value of sharing as put into effect in the different activities conducted during

sessions that allowed interaction with other children (e.g. playing games, sharing of toys, etc.)

which they (mostly from the older age group) thought provided an opportunity for meeting

new friends and facilitated “stronger connection” with the old ones. They also said that they

better understood other children making them more tolerant. Others said it helped them

overcome shyness and become better at expressing themselves. Other learnings mentioned

were faith in God, personal hygiene, health, rights and responsibilities as children, among

others.

The children said that the CFS provided them inspiration and that it helped stir up their hope

for better days ahead. One child said that the motivation and the hope made them feel more

confident, while another stated that it opened his eyes allowing better understanding of what


“The CFS tent is even much nicer than our

own house...

It is a testament of what people can achieve if

they help one another- unity, renewed hope to

rise again after the calamity. ”

-FGD with a separate set of boys

and girls, 13-17 years old from

North Cebu

happened to their community. Some teachers remarked that the activities in CFS got

children into thinking about their dreams for the future.

Although the children did not state categorically the impact of CFS to their families, majority

of them said that their parents are happy to see them having fun at CFS.

At the community level, the children said that the preparation (e.g. cleaning, clearing of

debris, etc.) and actual setting up of the CFS tent brought their neighbours closer as they

worked together in getting the task done. Parents also helped in preparing food for children

for feeding sessions. For other children such simple activity along with the regular sessions

and the tent signify something more profound which is its contribution to the gradual

recovery of their community. One of the groups of boys (13-17 years old)in Western Leyte

mentioned during the FGD that even poor people have shown willingness to extend help.

What they hear people say… The children stated that many people in their community expressed appreciation about the

presence of the CFS as it helps the children in coping with stress. They said their parents

were particularly glad to see them playing as it provided them with the opportunity to enjoy

childhood. Results of the FGD with adults supported this with parents saying that they like

to see their children happy and coping with the stress caused by the typhoon. Children

were said to be talking a lot at home about their activities at the CFS.

In addition, the children mentioned that their parents have noticed that they have learned a

lot of things like those about hygiene and sanitation; and even

expressed concern about until when WV will be staying in their

barangay.

What the children appreciated the most… The children expressed that they were happy about having the

CFS tents and that they felt privileged having received school

supplies. They valued having experienced playing with different

toys. They also said that they were grateful for the CFS

facilitators and volunteers for their sincerity, friendliness and

treating them nicely letting them respond to questions without

bothering that their answers could be wrong. The children

particularly liked being served refreshments during sessions.

With the school buildings badly damaged, the CFS tents also

served as classrooms when the classes began. The children said

that the learning did not stop even when classes were suspended

after the typhoon. The child participants in the FGD in North Cebu articulated that the tent

provided safe space (clean, protection from the rain) for fun activities. The feeling of safety was

attributed to the fact that there are many people who look after them at the CFS.

As to the question on which activities they particularly liked and they were more involved in,

many said that they enjoyed all the activities. Asked to cite specific ones, recurring answers

given are reflected below. No precise distinction on favourites that stood out between

genders or age groups, though. For example, some would prefer outdoor activities but

others would opt for indoor.


“Because of CFS, my child is no longer able to help in feeding our

chickens at home. But I can see that he is

happy so I don’t mind at all”.

-A parent participant in the FGD

art work (coloring pictures, drawing,

ball games (basketball, volleyball, dodging, baseball, soccer)

singing and dancing (including the use of instruments like

tambourines)

story-telling (especially the ones about God)

mind-challenging games (scrabble, chess, puzzle)

drama or role play

As to favourite topics, they mentioned self-awareness (e.g.

changes in their body), safety/preparedness for disaster (e.g.

family plan, ABC of safety), and values (sharing, respect, helping

others).

What the children liked the least … Asked about what activities they were less involved in, the children provided varied

responses. While others said there was nothing in particular that they did not like, some

mentioned fetching water, playing toys for small kids and taking part in games with children

much younger than themselves.

Some said that they did not like it when their fellow children get too noisy, pushing and

shoving when going out of the room/tent (this was noted as common among boys from 8-12

age group), racing to get to the toys which sometimes causes others to get hurt.

Some boys from the FGDs in Panay and Leyte verbalized that they did not like playing hula-

hoop, a toy traditionally (ie. in Philippine context) attributed to girls/women.

Access to CFS especially by the most vulnerable… Identifying and following up vulnerable families is among the principles and quality standards

of implementation of a CFS project. In this light, feedback was gathered from the children as

to their knowledge of other children who could not come to the CFS.

The following are their responses:

children who are shy or hesitant such as those who just transferred from another

village or those who have stopped going to school or out-of-school youth

the ones who help in earning a living for the family (e.g. working in sugarcane

plantation, farm) or helping in the repair of their house or have to help in household

chores

house far from the CFS

had to take care of younger siblings

did not know much about CFS

because of health reasons

Asked whether they were able to come to the CFS when they wanted to, majority of them

answered in the affirmative with some saying that it is just close to home so they did not

have difficulty coming. They cited some instances when they themselves could not come


“I hope that my father can be provided with a job so I and my siblings can be sent to school…

If the CFS project

concludes, that would make me sad as I won’t

be able to come to school* again”

-“Vincent”, a high school dropout

who participated in one of the FGDs in Leyte

*where the CFS was put up

such as when they were not feeling well, had to do some important chores at home, had to

take care of younger siblings and when it is raining (which makes some tents damp).

Meanwhile, the adults mentioned that many OSYs were consistently participating in sessions

during Saturdays including one who is a single parent.

Expressing their voice and feelings… Being able to express oneself is important in child development which the CFS espouses.

The participative discussion with children revealed that they were allowed to express

themselves by being provided with methods and materials through which they can convey

their thoughts and ideas better. The children reflected that they are able to do this through

drawing, story-telling, freedom wall, singing and question and answer. Adult participants of

the FGD remarked that children were allowed to put across their thoughts and feelings

through creative means.

Furthermore, as to the ways that CFS is helping that the children considered as most

important to them, playing games emerged as a top priority and is common for the 3

regions. This is not surprising as such activities make way for the children not only to have

fun but also allow them to put their worries and concerns out of their mind.

Drawing/artwork, which is a prominent feature in WV’s CFSs,

was also cited along with storytelling, sharing of

ideas/experiences, discussions about good values, singing and

dancing, as well as distribution of school supplies and toys and

the chance to mingle with other children.

Other things that WV should be doing for children after the typhoon… Sharing their thoughts about other important things that WV

should be doing in their community, high on the list of the

children across the 3 regions was the repair/construction of

classrooms and school buildings including the provision of

tables, chairs and electric fans.

Coming in close second was the giving out of school uniforms

and school supplies (e.g. backpacks, books, raincoat, umbrella,

etc.). The need for livelihood assistance was also brought up by

the children and adults alike. The teachers on the other hand,

cited the distribution of learning aids.

Setting up of the CFSs and beyond… Adult participants of the FGDs indicated that they were all aware of the CFS and even

enumerated the different activities carried out during sessions. Some parents from Panay

recalled that they only learned about it through their children and although one of them was

invited to the lunching, she said she only had vague ideas about it then. Initially, they believed

that the tent was that of UNICEF’s because of the logo printed on it.


Serving as a venue for the community to connect on issues affecting children, engaging

leaders and residents in the early stage of setting up the CFSs and the eventual

implementation of the project is important. Participative discussions revealed that this was

observed.

Adult participants of the FGDs recalled that community members joined hands in clearing

the area where the CFS tent was to be put up, coordination was also done with the

barangay officials and relevant government agencies notably the Department of Social

Welfare and Development (DSWD) and the schools.

Meanwhile, the barangay officials shared during KIIs that children were also consulted about

the plans regarding the CFS. It was said that the spirit of cooperation was evident from the

setting up of the tents to the maintenance of the facility and the safekeeping of materials

therein with the level of collaboration and support generally assessed as “100%” in the 3

regions.

Cooperation was recognized as critical in sustaining the CFSs. The parents/caregivers

expressed that they will encourage their children to go to school, the teachers mentioned

about integrating CFS principles and approaches in their classes and, for their part, the

volunteers signified wiliness to carry on with the activities saying that they enjoy what they

do.

Output Level Accomplishments…

To put in perspective how the CFS project progressed towards achieving its objectives as

described earlier from the standpoint of the key stakeholders, the extent of the work

attained in terms of geographic reach and the numbers of children engaged are shown in the

table below.

The target number of children was around 16,000 but the number of those actually reached

was more than 22,000 exceeding 38% of what was intended to be achieved. Similarly, the aim

to establish 42 CFSs was also surpassed by 48% with the actual number of CFS that were

operational reaching 62.

CFS Reach In figures3

Region Province/

Municipality

Number

of CF

Spaces

No. of Children in CFS

Children Boys* Girls*

6 (Panay Island)

Iloilo, Aklan, Capiz

26

10,242

5,023

4,648

7 (North Cebu)

Daanbantayan

Tabugon

6

1,341

326

294

8 (Leyte)

Tacloban, Palo, Alang

Alang, Tanauan, Tabon-

tabon, Dagami, Mayorga,

Julita

30

10,230

5,135

5,094

7 Provinces, 47

3 As of March 30,2014. Based on the Response Monitoring Report (RMR) and Achievement Report of the

Child Protection Team


3 Regions Cities/

Municipalities 62 21,813 *incomplete sex disaggregated

data

Challenges … The following were some of the difficulties encountered during the implementation of the

CFS project.

(for some barangays in Eastern Leyte) Proper coordination among volunteers, animators and

facilitators as instructions and communication were conflicting or confusing at times. There

was a need for clarity on the plans and how to run daily activities. Notices on requests for

the submission of some reports or gathering of data were given within a tight timeframe.

Comparing performance or progress of CFSs in other areas caused undue pressure on the

part of the volunteers

When the classes reopened the attention of the children was divided. Working out

integration of CFS module in regular classes was eyed on especially since make-up classes on

Saturdays were also being implemented.

Some parents were not too keen in letting their children attend CFS sessions having doubts

on the capacity of the volunteers and their reputation in the community

The seemingly rigid conduct of regular inventory and accounting of CFS supplies made some

teachers hesitant to use them. This also caused some tension with the volunteers.

6. Recommendations

The following recommendations were drawn from the data gathered in the course of the

evaluation:

Initiate planning session/s with key stakeholders to discuss and agree on the details of

transition to include general direction, setting in place of policies for the utilization

and upkeep of the facility; mechanism for regular updating and coordination;

collective strategies to sustain; and adjustments in the schedules of CFS activities,.

Roles and responsibilities should be clearly outlined. With the barangay officials taking

the lead, results of the discussion on the mentioned items should be properly

disseminated to the constituents to avoid misunderstanding

Take into consideration in the implementation of the programme for the recovery

phase the needs expressed by the children particularly in the schools in the covered

barangays. Given the limitations, referrals to other organizations or service providers

can be a viable option

Use of audio-visual materials (e.g. film showing) as an additional method in CFS. This

was raised in the discussions with both the children and adults. Limitations (e.g. lack

of electricity, availability of equipment, etc.) in making this possible were also

recognized


Apart from the regular weekday sessions, to also hold sessions on Saturdays so other

children in the barangays who are from other schools can also participate

Mobilize more volunteers and build their capacity to be well equipped in running the CFSs

Include traditional Filipino games (e.g. sepak takraw). More outdoor activities since

formal education is already generally confined to the ones done inside the classroom.

Hold a culminating activity for a formal turnover of the facility and the responsibility to the community either through the barangay or the school.

Efforts should be taken for the house visits or “outreach” not to be misconstrued in

any way as compelling caregivers or children to come to the CFS

Alternative location for the CFS tent should be identified to facilitate transfer in the event that repair and construction work in the school grounds starts

7. Appendices

Annex A ................ Distribution of Participants

Annex B ................ FGD Guide

Annex C ................ Documentation and Consolidation Templates)

CFS FGD DOCU TEMPLATE.docx

CFS FGD GUIDE_Final_FEB03.doc


AREAS

(Barangay/Municipali

ty or City/Province)

FGD with

8-12 years

old

FGD with

13-17 years

old

FGD with Adults

KII with

Commu

nity

Leaders

BOY

S

GIR

LS

BO

YS

GIR

LS

Caregive

rs/Parent

s

Teachers/

Day Care

Workers

(M/F)

Communit

y Leaders

(M/F)

Animators

(M/F)

PANAY (Region VI)

Mandong, Batan, Aklan

Badiangon, Roxas City, Capiz

Alabidhan, Bingawan, Iloilo

15

15

5

5

17 (Females)

31 (4Males,

27Females)

2 (1Male,

1Female)

NORTH CEBU (Region VII)

Libertad, Daanbantayan

Somosa, Tabugon

10

10

9

10

10

(1Male, 9Females)

17

(2Males, 15 Females)

3

(Females)

LEYTE (Region VIII)

Macabug, Ormoc City

Balagtas, Matag-ob

Dona Maria, Albuera

Payao & Balite, Villaba

Poblacion & Casilda, Merida

Bobonon, Alang-alang

Old Kawayan, Tacloban City

Wilson, Mayorga

Patoc Dagami

62

64

66

56

49

(7Males, 42Females)

35

(3Males, 32

Females)

12

(5Males, 7Females)

16

(4Males, 12Females)

8

(7Males, 1Female)

Total

87 (A1)

89 (B1)

80 (A2)

71 (B2)

76 (8M, 68F)

83 (9M, 74 F)

17 (6M, 11 F)

16 (4 M, 12F)

8 (7M, 1F)

327 Children

BOYS (A1 + A2)= 167 or 51% GIRLS (B1 + B2) = 160 or 49% Ages 8 to 12 (A1 +B1)

176 or 54%

Ages 13 to 17 (A2 + B2)

151 or 46%

200 Adults MALES= 34 or 17% FEMALES= 166 or 83% % According to role Caregivers/Parents= 38% Teachers/Day Care Workers= 41.5% (4 of whom are school principals Community Leaders= 12.5% (4 of whom are barangay chairpersons) Animators= 8%

Child-Friendly Spaces (CFS) Evaluation Report...Child-Friendly Spaces (CFS )Evaluation Report March...

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