ISM Papaya Partnership
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![Page 1: ISM Papaya Partnership](https://reader033.fdocuments.in/reader033/viewer/2022061122/547012aaaf795995678b45f6/html5/thumbnails/1.jpg)
THE PAPAYA THE PAPAYA PARTNERSHIPPARTNERSHIP
CASE STUDY
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The PhilippinesThe Philippines
10 So Here We are.m4a
• 7107 islands
• 87 million people
• 50% under 18 years old
• We work in Manila - a city of 15 million people
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Rice is eaten 3 times a day…Rice is eaten 3 times a day…
… … if you have the money to eat 3 times a if you have the money to eat 3 times a dayday
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2000 year old rice terraces, 2000 year old rice terraces,
northern Philippines.northern Philippines.
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Main Reason for PovertyMain Reason for Poverty
The Philippines suffers more natural disasters
than any other country.
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Typhoons average 36 a yearTyphoons average 36 a year
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More than 200 VolcanoesMore than 200 Volcanoes
Road washed away, this town no longer exists
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EarthquakesEarthquakes
This one killed almost 2,000 and made 150,000 homeless
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POVERTYPOVERTY
Babies milk made from rice water
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Payatas Rubbish DumpPayatas Rubbish Dump
Over 30,000 people “make a living” here. This picture shows less than half the site.
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Children working on the dump.
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5 million child laborers5 million child laborers
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If the dump were closed,
30,000 people would
become unemployed. The people
have no Social Security.
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Condemned hotdogsCondemned hotdogs
Recycling by collecting:
PlasticPaperMetalGlass
and foodfood..
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HOMEHOME
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Papaya AcademyPapaya Academy
Established 2003Funded by Kalinga Foundation,
The Netherlands
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The school house
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The school bus (jeepney)
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Flag ceremony
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Singing…
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and learning…
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……instead instead of working of working
on the on the dump.dump.
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What's next?The Papaya PartnershipsThe Papaya Partnerships
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Grade 5 Grade 5 Livelihood Livelihood
ProjectProject
Helping parents at Papaya
establish new businesses.
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Making crafts to sell.
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Sharing knowledge.
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The final products.
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Grade 4 Grade 4 Heroes Heroes ProjectProject
Sharing learning and taking pride
in Filipino achievement.
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Speaking, listening... and wondering.
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Improving our surroundings.
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Grade 3 Grade 3 Literacy Literacy ProjectProject
Building English language skills and proficiency.
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Stating intentions.
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Developing practice.
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Improving resources.
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Building bridges.
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Changing lives.
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With Special Thanks to:
Students, Parents and Faculty of
Papaya Academy and ISM
Craig Burrows, CBE
Aafke Rienmeijer
Music:
“So Here We Are”
By Bloc Party
© 2005
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• Creation of ES Service Learning Committee
• Faculty and parents looking at what was being done across ES
• Gathering ideas, exploring possibilities
• Grade 3 Papaya Project
The First Year
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YEAR 2YEAR 2
• Appointment of SL Coordinators and team
• Selection and screening of organizations (Papaya selected)
• Development of scope and sequence
• Pilot project developed
The Second Year
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YEAR 3YEAR 3
• Pilot project launched in Grades 3 to 5
• Grade 5 Livelihood Project
• Grade 4 Heroes
• Grade 3 Literacy Project
• Funding from school budget
The Third Year
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YEAR 4YEAR 4
• Consolidation of Papaya Partnership
• Program becomes self-funded
• Development of Service Learning in K - 2
The Fourth Year
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• What is a local issue that your students could get involved in?
• How do you see your students getting involved – long term?
• What needs to be done to begin this process?
“You made my day special when you taught me that we can make each other’s lives better.” Letter, Antonio, Grade 5 ISM.
Lights, Camera, Action!
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A hands-on brainstorming activity which tunes in to
the concept of sustainability
Participant Learning
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Partnering with Partnering with Gawad Kalinga Gawad Kalinga
• GK is taking action against poverty in the Philippines.
• GK transforms communities by providing education, livelihood training, healthcare & housing.
• GK does not provide charity; they empower communities to help themselves.
• GK enables ISM to offer a long-term, sustainable, focused and well-integrated SL program based on relationships with the local community.
Phase 1: Building Homes
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Partnering with Partnering with Gawad KalingaGawad Kalinga
• The coming months will be inspiring as the former squatter area is transformed into a vibrant, thriving and sustainable community.
• There will be schooling for children, livelihood training for young adults, and healthcare for all.
• There can be classrooms for dance, art, music and English where ISM students interact with local children on an ongoing and long-term basis.
• Our sports teams could run coaching clinics and eventually develop basketball and badminton leagues for the GK children.
Phase 2: building classrooms
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Partnering with Partnering with Gawad KalingaGawad Kalinga
• We are not there yet, and to succeed we need a shift of mindset:
Service Learning ≠ Volunteerism
• “Acting for Positive Change” & “Learning to care” are essential learning outcomes that must be cultivated. It is wishful thinking to believe that these life skills will develop without a push.
• We need to ensure that all students get involved if we truly want to:
1. provide a meaningful and sustainable service to the greater community and,
1. develop genuine empathy in ‘most’ of our students that they choose to act upon.
Phase 3: student involvement
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Choosing to HelpIs an important choice to make
“I learned the value of a peso…one boy loved the salt we had. I asked him why, and he told me that his family can't afford to buy it. I couldn't believe it, salt is just a few pesos for a big bag of it. Wow!” Grade 12 student.