Income-generating Programmes for Poverty …unesco.org.pk/education/life/nfer_library/Reports/4-59-6.pdfIncome-generating Programmes for Poverty Alleviation through Non-formal Education

Income-generating Programmes for Poverty Alleviation through Non-formal Education

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Philippines

233PHILIPPINES

IGP Country Report


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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.

Income-generating Programmes for Poverty …unesco.org.pk/education/life/nfer_library/Reports/4-59-6.pdfIncome-generating Programmes for Poverty Alleviation through Non-formal Education

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