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Income-generating Programmes for Poverty Alleviation through Non-formal Education
232
Philippines
233PHILIPPINES
IGP Country Report
Income-generating Programmes for Poverty Alleviation through Non-formal Education
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IntroductionI
Non-formal education (NFE) is now recognized as having a significant role in
a country’s development. Complementing and supplementing formal education
or schooling, non-formal education can significantly contribute to development
as it strives to meet the learning needs of individuals in the community. NFE is
the primary vehicle for providing individuals with the competencies and values
they need to participate in the development of the nation.
In Coombs’s view, schooling or formal education failed to meet the educational
or learning needs of the world’s poor, particularly those in rural areas. With
proper design, planning and implementation as a substitute or complement to
formal education, NFE could alleviate the educational deprivation of the poor
and thus contribute to rural transformation. Thus, a number of developing
countries, encouraged and supported by international agencies, ventured into
expanding NFE programmes. According to Deleon, this expansion was an
attempt to provide education to those unable to take advantage of opportunities
for formal education. It was also an effort to make new skills and attitudes
available to the poor, to circumvent cultural obstacles that prevent some
individuals from using schools effectively, to use scarce educational resources
more efficiently and to modify formal education itself.
Increased education and training through NFE assumed that those who
benefited from it would become more productive and be able to improve their
occupational status. This would, in turn, result in narrowing the gaps in income
and status between those who went through formal schooling and those who
did not, the rich and the poor, the urban and the rural. Thus NFE has become
not only a tool for education but also a frontrunner in teaching income generating
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or livelihood skills. However, in most cases, the teaching of income-
generating skills is used mostly as an enticement or frill and is not the
focus of most NFE programmes. Skills related to managing small
enterprises, seeking financial assistance and entrepreneurship in general
are not taught. Most learners, after having been taught livelihood skills,
are left hanging as to what to do next. The expected impact of NFE in
bringing about improved socio-economic conditions among its clients
does not really materialize.
The Joint Research on Income Generating Programmes (IGP) for Poverty
Alleviation through Non-Formal Education is a research undertaking sponsored
by UNESCO in its effort to come up with a prototype programme for NFE
and IGPs based on best practices culled from the experiences of various
participating countries in the region. Identifying successful components of NFE
for IGPs will lead to the development of a prototype NFE-IGP that will help
NFE learners to become successful entrepreneurs (small scale or otherwise),
thus improving their quality of life and reducing the incidence of poverty in
rural communities.
This document is the final report of the Joint Research on Income Generating
Programmes (IGP) for Poverty Alleviation in the Philippines conducted by
SEAMEO INNOTECH.
Objectives of the study
The main objective of this study was to identify the potential and scope of
NFE and its innovative elements that effectively contribute to income generation
and poverty alleviation. Specifically, the objectives were to:
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• identify best practices as well as the problems encountered in NFE
programmes implementing income-generating projects
• conduct case studies of learners in NFE who were successfully operating
income-generating enterprises
• come up with a model for an NFE programme focused on income-generating
activities that can address poverty
• suggest measures for replication of an effective NFE model with particular
focus on income generation
Scope and Coverage
This study was conducted in the Philippines involving NFE programmes and
projects implemented under the Department of Education, local government
units and non-government organizations. Six NFE programmes were included
in the study: two in northern Luzon, two in southern Tagalog, one in Central
Visayas, and one in the Mindanao area. Specifically, these were the areas
where the study was conducted:
• Laoag, Ilocos Norte – Ilocos Norte
• Bauang, La Union – Ilocos Norte
• Lucena City – Southern Tagalog
• Cebu City – Central Visayas
• Ibaan, Batangas – Southern Tagalog
• Cotabato – Mindanao
Several NFE programmes were included in the study. Among these were the
programmes under the supervision of the Bureau of Non-Formal Education,
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Department of Education, local government units, and non-government
organizations such as ANTEP (Association of Nontraditional Education
in the Philippines) and WED (Women in Enterprise Development under
the Notre Dame Foundation for Charitable Activities, Inc.). Of the six
programmes included in the study, three were under the supervision of
the Bureau of Non-Formal Education of the Department of Education,
one under the local government and two managed by non-government
organizations (NGOs). A total of 28 NFE co-ordinators, 36 NFE learners,
5 local government staff and 7 NGO staff were included as participants
in the several focus group interviews conducted during the study. In
addition, for the purpose of case studies, researchers selected three
successful NFE learners who became entrepreneurs.
Methodology
This was a descriptive research study that used focus group interviews
and key informant interviews as its main data gathering procedures. For
the focus group interviews, interview guides were prepared to facilitate
the process and to ensure consistency of questions. The researchers also
reviewed the research literature on NFE programmes more particularly
oriented toward the implementation of income-generating projects. To
highlight some of the best practices of NFE programmes, researchers
also looked at three examples of successful NFE learners. Thus the
research was more qualitative than quantitative in nature as it sought to
determine what elements or components of NFE IGP programmes are
able to transform learners into entrepreneurs.
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Findings
Some best practices in conducting NFE IGPs:
A. JRED (Job Readiness and Entrepreneur Development). The
Association of Nontraditional Education in the Philippines (ANTEP) is
responsible for a number of NFE programmes implemented in the country.
One of them was the JRED (Job Readiness and Entrepreneur
Development) programme. This was implemented by the Center for
Industrial Technology and Enterprise in Cebu City. This programme
targeted functionally literate individuals, particularly out-of-school youth
and adults. It aimed to a) help its clientele acquire livelihood/technical
skills or improve on their existing ones in order to make them ready for
work; b) provide them with basic business management training in the
core skills of production or services, marketing and bookkeeping; and c)
provide them with ongoing advice and counsel until their small enterprises
became stable.
Four major strategic components characterized the programme:
• Social preparation – to equip JRED trainees with the desired values
and work ethic
• Training – to provide the right knowledge and skills for JRED participants
• Extension services – to provide appropriate advice and assistance in job
placement, labour demand-supply analysis, project feasibility study and
business plan preparation, business start-up, organization, product design,
marketing and finance
• Credit/financing – to provide financial support or credit for business
start-up (both fixed capital and working capital) or expansion
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In addition to these four strategic components, the JRED programme
also had the following characteristics:
• There was a clear and definite institutional policy statement
supporting the promotion and development of JRED, which was
also reflected in the vision, mission, goals and objectives of the Center
for Industrial Technology and Enterprise.
• The programme had a clear and definite statement of development goals
and objectives related to:
– employment creation
– income augmentation
– entrepreneurship development
– enterprise creation
– self-reliance
– enhancement of the quality of life
• The programme had a specific target clientele selected by means of an
effective targeting mechanism.
• The development approach used was relevant, consistent and appropriate
to the conditions of the target beneficiaries and the institutions involved.
This approach could be holistic, fragmented, minimalist or integrated.
During an evaluation study conducted to assess the effectiveness of the JRED
programme, investigators discovered that there were some weaknesses in the
implementation of the programme. One of the weaknesses was in the selection
of programme implementers. The design simply required the implementers to
be adequate in any or a combination of the four strategic components. Thus
an implementer could be strong in social preparation, training and
extension services but less strong in credit/financing. This could spell
problems for the graduates of the programme who had to raise seed money
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to start up a business project. Similarly one implementer could be strong
in training and credit/financing but weak in social preparation and
extension services. This could also create problems due to lack of follow-
up support and technical assistance rendered to programme participants
(e.g., absence or lack of support for preparing feasibility studies and
business plans). This shortcoming could be compounded by the
participants’ lack of readiness as regards the right work values needed in
the workplace or enterprise.
A comparison of the JRED Programme with more successful NFE
programmes of other institutions or agencies, whether government or
not, revealed that there were more similarities than differences among
the programmes. As in TESDA’s income-generating programmes, post-
training support was a major component, apart from its being competency-
based. Similar programmes sponsored by PBSP (Philippine Business for
Social Progress), an NGO, would almost always have extension services
for beneficiaries after they have completed training. In some cases, other
programmes were more effective than JRED, especially because of the
provision of a built-in micro-enterprise credit/financing facility for those
who finished the programme, a subsidy for the purchase of tools, and
other functional technical support services (e.g., product design, supplies,
plant layout, product quality control, marketing and follow-up technical
assistance).
B. Women in Enterprise Development (WED) of the Notre Dame
Foundation for Charitable Activities, Inc. WED was established in 1984
as the community extension arm of the College of Commerce of Notre
Dame University. Today it has expanded its operations and is now under
the auspices of the Notre Dame Foundation for Charitable Activities,
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Inc., of the archdiocese of Cotabato. It is a Catholic-based institution,
serving both Muslims and Christians in Region 12 and the Autonomous
Region in Muslim Mindanao (ARMM). It is currently serving non-
governmental organizations (NGOs) and their communities in the Special
Zone of Peace and Development (SZOPAD) areas under the Southern
Philippines Council for Peace and Development.
WED is engaged in literacy and enterprise development work. In the
Philippines it is considered to be a “model” literacy programme, which
is why WED has received numerous awards and commendations, both
within the country and worldwide.
WED envisions the empowerment of women by providing them with
knowledge and skills. Functional literacy, adult education and
entrepreneurial training will enable them to develop and gain control of
their lives. The programme hopes to help women become active
participants in the mainstream of economic activities. It aims to develop
entrepreneurship, increase the productivity, incomes and managerial
capabilities of the learners, and to promote and improve health and
nutrition habits through adult education. Specifically, WED aims to:
• promote indigenous entrepreneurship among the diverse ethnic
groups of Region 12 and the Autonomous Region in Muslim
Mindanao
• provide technical assistance to GOs and NGOs in regard to literacy and
enterprise development
• advocate a collaborative partnership between the government and
the private sector for the eradication of illiteracy
WED seeks to serve Muslims, Christians, indigenous peoples, Lumads
and other cultural minorities residing in the SZOPAD areas under the
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Southern Philippines Council for Peace and Development in Muslim
Mindanao, specifically:
• unemployed women and the elderly
• girls and unwed mothers
• out-of-school youth
• other disadvantaged people
WED offers comprehensive NFE programmes related to functional literacy,
adult education, and entrepreneurship and skills training (EST). These NFE
programmes are accompanied by a comprehensive support system that
provides trainees with assistance in credit, marketing and forming co-operatives
in addition to the raw materials and basic tools provided during training.
The EST programme of WED consists of two levels:
1. Basic Skills and Entrepreneurship Training (BEST). This NFE programme
is for those without any background in garment making or food processing
and small business management. BEST takes three to five months to complete.
Trainees participate in special learning exercises that develop their self-
awareness and self-confidence. Also, special topics such as social responsibility,
value formation, spiritual development, personal health and hygiene,
marketing, licensing/taxes and bookkeeping are a part of the BEST non-
formal learning programme.
2.. Advanced Skills and Entrepreneurship (ASET). This programme
consists of a number of short-term courses that provide BEST graduates
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(and non-BEST graduates who are already entrepreneurs) with advanced
and specialized skills. These courses develop skills and competencies
among NFE participants in the manufacture of garments, handicrafts,
stuffed toys, headbands, corsages, processed foods and floral
arrangements, among other products, as well as in entrepreneurial
management.
To ensure the active participation of learners in the skills and
entrepreneurship training programmes, WED taps donors who can provide
the trainees with the raw materials as well as the basic tools they need
during training. As a result, completion of the training programme is
almost always assured. Dropouts are an exception, not the rule.
Post-training assistance is built into the skills and entrepreneurship
programme. This takes the form of the following:
1.. Credit assistance – WED grants financial assistance to learners after
they complete skills and entrepreneurial training. The disbursement of
financial assistance is based on certain criteria. One is the applicant’s
entrepreneurial potential. Also considered is the clarity and soundness of
the business plan. The learners also receive technical assistance in
preparing their business plans or project proposals. If the loan beneficiaries
prove to be reliable borrowers, they may receive an additional loan under
more favourable terms than the first.
2.. Marketing assistance – The WED Crafts Center serves as a display
place for products of WED beneficiaries and trained entrepreneurs. These
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···
items are displayed and sold on a consignment basis. The centre showcases
their products and links the entrepreneurs to interested buyers. Technical
assistance is also provided in the design and packaging of products. WED
also refers potential buyers within and outside Cotabato City to the
producers. Market promotion activity is likewise provided to those who
have completed training.
3.. Assistance in forming co-operatives – Should the need arise, WED
helps its trained entrepreneurs to organize themselves into multi-purpose co-
operatives. It has assisted in the formation of two such co-operatives, the
Market Vendors Multi-Purpose Co-operative and the WED Cotabato Krislam
Multi-Purpose Co-operative. These co-operatives provide credit assistance
to their members and market their products. They also engage in bulk or
volume buying to reduce the cost of purchasing the raw materials used by their
members.
4. Technical assistance and consulting – WED provides continuous technical
assistance and advice to those completing the skills and entrepreneurial training
programme and even to entrepreneurs who are not involved in the programme.
The following are among the strategies and approaches used by WED
that have made the organization successful:
1. Site identification. Baseline data of Cotabato City and its environs
have always been a valuable source of information for selecting and
organizing project sites. WED endeavors to go to those areas that have
the highest incidence of poverty, usually in slums, and cater to families
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who can barely maintain their physical existence and who have little or
no means of access to other resources. The WED project also gives a
premium to research and baseline surveys before embarking on a new
project activity. Once an area has been identified, visits, consultations
and dialogues take place in the community. WED closely works with
barangay elected officials, identified community leaders like datus, imams
or ustazes (Muslim priests) and other leaders. Local government officials
such as the mayors and deputy mayors are duly informed of WED’s plans.
Most often, representatives or even the deputy mayors attend the consultations.
The barangay or purok leaders assist in the recruitment and selection of adult
learners. The assistance of leaders makes it a lot easier to gain the support,
co-operation and trust of the community. Community commitment and
participation have always been emphasized during dialogues and consultations.
The communities served often have that feeling of ownership over adult learning
centres and their activities.
Skills and entrepreneurship recruitment and selection follow a different track.
Announcements appear through the media (print and broadcast) and are spread
by barangay officials, church leaders and the graduates themselves. But
because the list of applicants is long, announcements are often not necessary.
The WED graduates are usually the best “promoters” of the project. WED
has served a sizeable number of trainees from outside Cotabato City.
Some of the provincial graduates work as housemaids or live with
relatives, holding down jobs while undergoing WED training.
2. Scheduling. Schedules are tailored to the particular needs of the
participants. WED BEST classes are conducted for 2˚ hours Mondays to
Fridays, and are center-based. Trainees choose either to attend the 2:00-
5:00 p.m. class or the 5:00-7:30 p.m. slot. Saturday classes are scheduled
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at some centres, from 8:00-11:00 a.m. and 2:00-5:00 p.m. (one class
day). Class attendance is required. Ten absences result in one being
dropped from the class rolls. The dropout rate has always been very low.
Faculty from the local university are invited as resource speakers for the
entrepreneurship lessons, which are all in the vernacular or in “TAGLISH.” All
training materials from tape measures to cloth are covered by the grant and
therefore free of charge. Any skills training must consider the need for adequate
training materials, if one really desires quality graduates.
WED adult education programmes are held at adult learning centres in identified
barangays. All WED teacher-trainers are Muslims and college graduates with
education degrees. They are usually residents of the area/s they are serving.
Each class has a total of 8 to 16 contact hours per week for one year. Class
days are as decided by the adult learners.
3. Training methods. Training methods range from teacher-centered
techniques of imparting knowledge and straightforward lectures to trainee-
centered techniques of self-discovery such as structured learning
experiential exercises. As the training is geared towards producing self-
confident, reliant and independent individuals, the methodology employed
always gives emphasis to trainee-centered techniques. These include role-
play, skits, group work, brainstorming sessions and experiential exercises.
Trainees are always encouraged to become involved in determining what
information is required, what learning activities are needed and what
class activities to undertake.
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Training materials are carefully selected to match the education level of
the trainees. Experience has shown that in both adult education and skills
training, the more trainees can identify with the training materials, the
more effective the training will be. The materials selected always reflect
the local language, culture, environment, and business scene.
Lectures commonly introduce a new subject or a new lesson. Resource
speakers are invited to speak on selected topics. For instance, during the
gender awareness lessons, a woman leader was invited to a question-and-
answer session included as part of the unit of instruction. In most cases, the
resource person’s function is more motivational than instructional. Several times
during the course, successful WED graduates or small entrepreneurs come to
discuss their experiences with trainees and explain “how they made it.”
4. Selection of skills and entrepreneurship trainees. Identification and careful
selection of WED beneficiaries for skills and entrepreneurship training have
always been a priority. A specially devised application form screens out those
with only a casual interest in the programme. Basic information on family
background, previous training, participation in community affairs,
leadership roles, educational attainment, employment (if any) and other
factors is carefully analyzed.
Panel interviews likewise are part of the selection process. Greater weight
is given to those who have experience in or are familiar with a commercial
or business activity, or have some entrepreneurial experience. The
application form also requires applicants to describe themselves,
indicating hopes, aspirations and plans after training, should they be
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accepted. We should note that no selection scheme accurately predicts
whether or not an individual can become an entrepreneur. However, WED
experience shows that “success stories” are more frequent among those
who fare well in the interviews and during training.
5. Instructional materials. An important factor to consider in any literacy
programme is the availability of relevant instructional materials. Adults, like
schoolchildren, require resources for learning. But these resources must be
appropriate for them. WED fully recognizes the importance of instructional
materials as a learning resource and endeavors to develop its own, such as
“Tungo sa Kinabukasan” Levels I and II. Each training manual for this
resource consists of two parts. The first is a teachers’/facilitators’ guide and
the second is a learners’ workbook/primer. The two books complement each
other and are used together. The manuals are prepared with the assistance of
DECS-BNFE Region IX staff, WED trainers and adult learners. WED teachers
are encouraged to make use of visual aids from local materials.
6. Monitoring and evaluation. Monitoring, follow-up and evaluation of
the WED activities occur regularly to ensure effective project
implementation. These activities serve dual functions. First, if an error
or a problem should occur, appropriate corrections can be instituted
immediately. Second, the internal evaluation at any given point helps
project management in decision making and facilitates immediate action.
Areas regularly monitored and evaluated include program administration,
training activities and academic aspects, resource use, financial
management and accountability. USAID, as a donor agency, maintains a
very prescriptive and stringent evaluation system, particularly in regard
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to financial management. This system, while rigid and meticulous, is
welcomed by the project staff as a “disciplining factor” and as a means
of ensuring efficiency in project implementation.
Thus the donor agency regularly conducts on-site visits and project audits.
On its own, WED undertakes the following activities:
a. project monitoring – a system of checking on daily activities
b. formative evaluation – a review of progress at critical points
c. summative evaluation – a system of measuring overall effectiveness
d. impact evaluation – an assessment of how the programme has affected
the personal and social growth of the beneficiaries
WED has developed its own monitoring and evaluation forms. All members of
the project staff fully accept the urgent need for an effective monitoring, follow-
up and evaluation system to ensure project success.
7. Staff development. The primary purpose of the WED Staff Development
Program is to support employees who will contribute more effectively to
the goals of the organization and to enable them to gain a greater sense
of satisfaction from their work. The process of development, therefore,
is one that assists employees in attaining a level of performance and a
quality of personal and social behaviour that meet both their needs and
those of the organization. Thus it is essential that all employees have
equal opportunities to be considered for participation in activities that
will further their development.
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C. NFE Programmes under the Local Government Unit in Bauang, La
Union. The local government of Bauang, La Union, has its own programme
for non-formal education. The incumbent mayor, inspired by the example of
his father during his term as municipal mayor of the town, continues to
support non-formal education projects. Retired non-formal education co-
ordinators were hired as consultants for the municipality’s NFE
programmes. Support from the local government took the form of funding
for conducting training courses, seed capital for learners, infrastructure
such as a centre for displaying products, and assistance in marketing the
products.
Most of these courses were conducted in co-ordination with the NFE
programmes of the Schools Division of the Department of Education. These
courses cover topics such as food preservation, ice cream manufacture, crochet
work, computers, weaving baskets and preparing pickles.
The NFE co-ordinators identified effective strategies contributing to
learner success. These included:
• linking or networking with other agencies, both government and
non-government
• seeking financial assistance from local government units and funding
agencies, if possible
• willingness to give time to and be patient with learners
• constant follow-up and monitoring
• building rapport with community members and learners
• promoting social mobilization activities such as needs assessment surveys,
assembly meetings and establishing good personal relations with local
officials
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D. NFE Programmes under the Department of Education as implemented
in Ilocos Norte, Lucena City and Batangas NFE programmes included in
these areas were implemented under the Department of Education. Every
school district in a schools division has an NFE district co-ordinator who
has the task of implementing the NFE projects of the department.
Depending on the size of the school district and the number of teachers,
a school district NFE co-ordinator usually has additional teaching or
administrative duties.
Training programmes conducted under the Department of Education’s
NFE programme include baking, cooking, welding, cosmetology, sewing,
electronics, food technology, raising hogs, making bags and others. Aside
from teaching learners the required knowledge and skills required, these
courses also inculcate proper attitudes and values such as the importance
of doing the job well, adaptability to different environments and the
practice of sound Filipino values.
When asked why they considered the training courses conducted by NFE
co-ordinators to be successful, respondents replied that because of these training
courses, learners were able to earn a living and thus send their children to
school. Of the many practices, strategies and techniques used in these
programmes, the following were proven to be effective:
• setting up linkages with and tapping the assistance of different agencies
such as the school board, the Department of Social Welfare and
Development (DSWD) and NGOs
• establishing rapport with local government officials such as the
barangay captain, mayor and councilors, especially when
determining if there are available funds for NFE courses
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• determining the needs of the barangay people through needs
assessment procedures
• being patient and devoted to the job
• establishing rapport with learners
In the implementation of NFE courses, co-ordinators usually encounter
problems. Some of these are:
• negative attitudes of people toward NFE courses
• lack of funds to support training courses
• marketing the products of NFE graduates
• monitoring the progress of learners
NFE co-ordinators have made some suggestions to overcome the above-
mentioned problems:
• A system for monitoring and evaluating NFE learners should be put in
place.
• NFE co-ordinators should be made to work full time in order to
become more effective. As it is, they still have teaching loads in the
formal school system.
• There should be regular allocations for NFE courses as well as start-up
capital for NFE graduates in the form of soft loans or seed capital.
Case Studies of Successful NFE Learners
A woman entrepreneur.
Teresita M. Gepte was born on November 14, 1961 in the municipality
of Nabunturan, Davao del Norte. She is married and has three children.
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Teresita graduated from the Notre Dame University with a degree in
civil engineering. Unfortunately for her, she did not pass the board
examination for this profession. After marriage her life situation did not
improve because her husband’s employment was so irregular. In her desire
to better their family life and send their children through college, she
tried her luck by becoming an overseas Filipino worker, a labourer, leaving
her husband and children behind. The Gepte family was able to put aside
some savings from the salary Teresita received from working abroad.
They used it as seed capital to start a business making slippers. This
turned out to be an unprofitable venture, and before Teresita knew it, the
seed capital was gone.
It was not the end of the world for Teresita and her family. She heard
from a friend about the NFE project of the Notre Dame Foundation for
Charitable Activities, Inc.— Women in Enterprise Development (WED).
Her strong desire to improve the socio-economic condition of her family
shaped her decision to enroll in WED’s Garments and Handicrafts class,
a basic skills and entrepreneurship training (BEST) programme.
This occurred in 1991, almost 11 years ago. The programme ran for 5
months and was designed for women without any background in garment
making and small business management.
The BEST programme introduced her and the other trainees to special
learning exercises to build self-awareness and self-confidence. Also, apart
from garments and handicraft skills development, the BEST programme
addresses areas such as social responsibility, value formation, spiritual
development, personal health and hygiene, marketing, licensing, taxes
and bookkeeping.
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After completing the BEST programme, Teresita prepared her business
plan, a simple feasibility study, for her initial business venture, slipper-
making. The market for slippers was not very bullish. Teresita’s first
business project folded because it was not profitable. But she did not
stop. Her doggedness, persistence and strong determination to provide a
better future for her family made her even more committed to search for
a business venture where she would make good. She developed another
business plan, this time for making bags, all kinds of bags—travel bags,
school bags, book bags, backpacks, ladies bags, you name it. She received
a small loan from WED, only P1,500 but enough to help start up Teresita’s
second business.
This time she was successful. Teresita was able to repay her loan out of
the profits she received from the brisk sales of bags. Due to her prompt
repayment and slowly developing business acumen, she was able to
receive a P20,000 loan from WED to expand her bag-making and sales
business. One success begot another. Before the family knew it, they had
to hire extra hands because Teresita, her husband and the children could
no longer meet the demand for bags from customers—parents of
schoolchildren, government and private agencies running seminars,
workshops and conferences, domestic travelers, women, and other
customers. She now had to employ her relatives to assist her in the
business. She trained them in making bags using the skills she learned
from the BEST programme. She bought more electric sewing machines
and eventually had more than ten of them. She set up her own store,
named “Baggy Bag, Maker of Quality Bags.” At the back of the store is
her small bag factory, where she now employs more than ten workers at
any given time.
With a sense of pride in her achievements, she says that most of the
government offices in the Autonomous Region in Muslim Mindanao and
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in Region XII, as far as Kidapawan City, order their seminar bags and
kits from her. Her estimate of total assets, in terms of tools and equipment,
facilities and raw materials, runs to over P2 million. Teresita has gone a
long way from where she started in 1991 with a loan of P1,500 from
WED. Now her dream of a better life, not only for her but also for the
family and even her relatives, is a dream come true. She says that hard
work, a strong determination to succeed, a never-say-die attitude, and a
lot of help from the Lord have all combined to make her what she is
now—a successful entrepreneur.
Teresita Gepte symbolizes a woman with ambition, one who strives to
continue despite initial failures. Because of hard work, determination to
succeed in business in spite of all odds, and her strict adherence to
producing quality products, she received a national award from the
Technical Education and Skills Development Authority (TESDA) in
recognition of her accomplishments as a woman entrepreneur.
On and on and on
The municipality of Bauang, La Union, stretches along the shoreline of
the South China Sea 50 kilometers west of Baguio City. Bauang today is
the recipient of numerous awards as one of the most progressive and
economically developed municipalities in the North Luzon Region. Aling
Jean Julito lives in this very promising town, although she and her family
used to live elsewhere. She, her husband and their three children moved
to La Union Province where her parents-in-law live because her husband
was unable to earn a living. However, he continued to work as a labourer
in Manila, returning home to La Union once a month to join Aling Jean
and their children.
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Understanding the hardship that her husband was experiencing, Aling
Jean desperately thought of some way to help out. Some time during the
1960s, armed with an initial capital sum of only P27, Aling Jean ventured
into business. She bought bread from the bakery for 90 centavos and
went from house to house to sell the bread for P1.25. Her meager earnings
from this activity made Aling Jean extremely happy. At least she was
able to help her husband a little.
One day, a friend told her that since she was already interested in business,
both of them could join an NFE programme to learn some business skills.
Soon after, Aling Jean studied food preparation under the NFE programme in
Bauang. While she was studying, she continued her buy and sell bread business.
In the NFE programme, Aling Jean learned how to prepare pitchy-pitchy
(made from sweet potato), peanut butter, longganisa and other local products.
After finishing the NFE programme, Aling Jean sold the pitchy-pitchy made
by her neighbour. After a while, her neighbour’s business grew and, to meet
the demand, she was asked to help in the preparation of the confection. Not
long after, Aling Jean decided to go on her own. She made use of the P2,000
loan offered by the local government to those who completed the NFE
programme. At first, Aling Jean made 300 pieces of pitchy-pitchy to sell
from house to house. Eventually, the demand for this product grew until
she was delivering it to other nearby provinces like Baguio.
Success did not make Aling Jean complacent. Instead, she thought of
expanding it. She decided to make cheese puto, kutchinta and other
“kakanin.” Her new snacks proved to be a hit. Aling Jean is now a certified
success story.
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But Aling Jean did not stop there. Not wanting to waste the other skills
learned from the NFE programme, she decided to prepare and sell peanut
butter and longganisa too. Just like her other products, Aling Jean’s peanut
butter and longganisa became very popular. With Aling Jean’s growing
business, her husband resigned from his job in Manila to help her. Today,
Aling Jean still prepares and sells her products, with the assistance of
only her children and husband. Because of her business, Aling Jean
managed to provide for the schooling of her three children. One has
completed a vocational course, one is now a CPA, and the youngest is in
the third year of college and taking up computer engineering.
According to Aling Jean, many factors have helped her to achieve success,
both attitudinal ones pertaining to herself and others that were beyond her
control.
These factors are:
• Industry - “Kung may gusto ka, kailangang handa kang
pagtrabahuhan ito.” (“If you want something, you have to be prepared
to work for it.”)
• Perseverance – “Kung nahihirapan ka, ituloy mo lang.” (“If you are
finding it hard, just continue.”)
• Desire – “Kapag gusto mo talaga ang isang bagay, may mangyayari.”
(“If you really want something, it will happen.”)
• Creativity - “Isipin mo kung ano pang ibang pwede mong gawin.
Wag kang makukuntento.” (“Think of what else you can do. Don’t be
contented.”)
• The NFE programme itself – “Kung di dahil sa kanila, di ko
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matututunan ang paggawa ng pitchy-pitchy.” (“If it were not for
them, I would not have learned how to make pitchy-pitchy.”)
• Help from the local government – “Kung ako e sasakyan, sila ang
nagbigay nggasolina.” (“If I had been a car, they would have given me
the gasoline.”)
• A market for her products – “Basta pagkain ata click talaga.” (“I think
food is a real hit!”)
Creating your own opportunities
The small town of Ibaan in Batangas province provides a quiet setting
for the Ibaan District NFE Center. Its goal is to empower learners by
means of responsive NFE programmes of high quality. Its mission is to
help Filipinos acquire desirable knowledge, skills, attitudes and values
that will enable them to think critically and creatively, and to act boldly
and humanely. The Center offers different courses such as candle making,
sewing, cooking and food preservation. It has trained many NFE learners
who were provided with a means of livelihood.
In this town lives an unassuming yet dedicated man named Cesar
Marasigan, whose ambition and hard work helped him earn his place as
one of the most successful entrepreneurs in the barangay. Although
schooled in the formal system, Marasigan saw the opportunities brought
about by the non-formal education system. He even created his own
opportunities and used them to his advantage.
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A graduate in the field of business management, his degree did not stop
him from attending seminars and courses offered by the Ibaan District
NFE Center. After graduation from one of the popular colleges in Metro
Manila, Marasigan found himself in a dilemma. He contemplated taking
a job as a medical representative in Cotabato or starting up his own
business. His father who was also an entrepreneur did not allow him to
go to Mindanao to work as an agent of a drug company because this
would take him far away from his family. His father thus greatly
influenced his decision to venture into business.
His first venture was a small business in the Ibaan market. Unfortunately,
this first try did not work out. He then thought long and hard about what
he could do to help his barangay, which was not that prosperous then.
He also enrolled in several NFE courses. Through this experience, he
was exposed to a lot of business opportunities that also helped his co-
learners in the barangay. He then ventured into manufacturing hollow
blocks. In the early 1980s, he ventured again into another business, this
time employing his co-learners at the NFE Center. This business
concentrated on the manufacture of fishnet bags. Because Ibaan was
known for its mosquito net and fishnet industries, he thought, “Why not
make these things into bags?” So, with an initial capital of P30,000, which
he borrowed at 1 per cent interest per month from NACIDA (the now-
defunct National Cottage Industries Development Authority), he began
to hire housewives who were graduates of sewing courses at the NFE
centre. At the initial stage of the business, Marasigan had two cutters
who divided the rolls of fishnet into smaller sizes to be ready for sewing.
After cutting, the smaller-sized fishnets were bundled and brought to the
houses of sewers for sewing. For each bundle a household sews, it receives
P100. Business is flourishing at present. He now employs ten sewers,
cutters and packers in addition to the housewives who sew the materials
on a per-bundle basis. His capital of P30,000 has now grown to P3 million.
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According to Marasigan, there are four characteristics that a person needs
in order to be a successful NFE learner. First, a person should be dedicated
to his/her work. “Pag di mo minahal ang trabaho mo, walang mangyayari
sa iyo.” (“If you do not love your job, nothing will become of you.”) The
second characteristic a person should possess is discipline. True enough,
Marasigan has self-discipline, which gave him control over his life. He kept on
going even though he met with obstacles along the way. Third, a person should
have ambition. However, Marasigan adds that a person has to be cautious.
He/she should aim only for things that are reachable and achievable. “Dapat
ay dahan-dahan. Yung kaya mo lang marating. Minsan, sobra na pala sa
iniisip mo yung nararating mo.” (“You should take it slowly. Aim only for
what you can achieve. Sometimes, what you have achieved goes beyond
what you have aimed for.”)
Finally, a person should be persevering and patient. “Titiyagaan mo yan.
Ang pagtitiyaga yong pag-aaralan mo lahat ng aspeto.” (“You have to
be patient about your work. Patience means learning about all aspects of
the business.”) You also have to be patient in finding a market for your
products.
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Conclusion and RecommendationsII
From the examples in this report, we can see that any number of factors
enable graduates of NFE IGP training courses to become successful
entrepreneurs. Of course, we cannot deny that the characteristics of individual
learners such as persistence, strong determination and creativity contributed
much to their success. It is also important that, being entrepreneurs, they should
know how to properly manage their businesses as well as when to diversify,
expand and grab other business opportunities.
In addition, there are other factors for success inherent in the programmes
themselves. Most of them have been found in some if not all of the NFE IGPs
included in this study. However, the WED programme is where we see all of
the ingredients for a successful programme. These include preparation –
identification of the site, recruitment of learners and equipping them with
desirable values and ethics. A baseline survey is essential before embarking on
any new project. This survey will enable programme managers to identify the
areas where help is most needed and its impact to be most felt. Close co-
ordination, consultation and frequent meetings with barangay officials, identified
local leaders (including religious leaders) and other local government officials
should also occur to ensure that the necessary financial, technical and other
support is readily available. It is also important that beneficiaries of the
programme be made to feel that they participate not as “guinea pigs” but as
partners in a joint effort to help them improve the quality of their lives. They
should feel that they themselves want to improve their lot and that nobody else
can help them become better without their desiring it to be so.
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The kinds of skills being trained should be matched to the needs of the trainees,
which means careful attention to the identification and selection of individuals
for skills training. Basic information on family background, previous training,
participation in community affairs, leadership roles, educational attainment,
employment (if any) and other factors should be carefully analyzed. Greater
weight should be given to those with experience in or familiarity with commercial
or business activities, or to those already having entrepreneurial skills. The
screening of applicants should also include interviews where they describe
themselves and their hopes, aspirations and plans after the training.
Classes should be scheduled in order to ensure that learners are able to attend
every session. Class attendance should be compulsory, with learners
understanding that they would be wasting a lot of resources and opportunities
if they are absent from classes.
Training methods should include teacher-centered techniques, straight lectures,
and learner centered techniques of self-discovery and structured experiential
learning. Methods such as role-playing, skits, group work, brainstorming
sessions and experiential exercises are also useful. Trainees should always be
involved in determining what information is required, learning activities needed
and class activities to undertake.
Although adult learners require the same materials as schoolchildren do, these
resources should be appropriate for adults. The use of visual aids appropriate
for adults is also very important. The experiences of successful NFE programmes
suggest that the more adult trainees are able to identify with the training
materials, the more effective the training will be. These materials should reflect
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the local language, culture, environment, and business scene. Resource speakers
should also be invited to enrich the topic as well as providing learners with
hands-on experience of what they are learning, if possible.
Monitoring and evaluation should be undertaken regularly to ensure effective
project implementation. These activities regularly help programme managers
to initiate the appropriate actions immediately. Areas to be monitored include
programme administration, training activities, resource utilization, and financial
management and accountability. Having a system for monitoring and evaluation
ensures that funds are well managed and might well satisfy the stringent
evaluation requirements of some donor agencies.
Staff development should also take place regularly in order to update and
upgrade the skills of employees working for the programme. Staff development
helps them attain a level of performance and quality of personal and social
behaviour that would meet both their needs and those of the organization.
After training is over, the learners are still in need of assistance. First, they
need credit assistance — a big help in ensuring that graduates of NFE courses
get off on the right foot in becoming entrepreneurs. This financial assistance,
however, should be selective and be based on certain criteria. One requirement
is a sound, comprehensible business plan. If the budding entrepreneur proves
to be a reliable borrower, the organization can consider providing a second
loan larger in size.
Second, the graduates need marketing assistance – opportunities for selling,
promoting or marketing their products. Technical assistance in designing and
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packaging these products should also be included in the training package.
Learners can benefit from exposure to market promotion strategies as well.
Third, assistance in forming co-operatives is one way of ensuring that learners
can have access to credit facilities. Co-operatives are also able to provide
other benefits to their members that are hard to come by when an entrepreneur
is on one’s own. Finally, continuing technical assistance and consulting services
ensure that learners can always have a shoulder to lean on when it comes to
upgrading their skills as well as learning about what’s new in the business
world.