THE PAPAYA THE PAPAYA PARTNERSHIPPARTNERSHIP

CASE STUDY

The PhilippinesThe Philippines

10 So Here We are.m4a

• 7107 islands

• 87 million people

• 50% under 18 years old

• We work in Manila - a city of 15 million people

Rice is eaten 3 times a day…Rice is eaten 3 times a day…

… … if you have the money to eat 3 times a if you have the money to eat 3 times a dayday

2000 year old rice terraces, 2000 year old rice terraces,

northern Philippines.northern Philippines.

Main Reason for PovertyMain Reason for Poverty

The Philippines suffers more natural disasters

than any other country.

Typhoons average 36 a yearTyphoons average 36 a year

More than 200 VolcanoesMore than 200 Volcanoes

Road washed away, this town no longer exists

EarthquakesEarthquakes

This one killed almost 2,000 and made 150,000 homeless

POVERTYPOVERTY

Babies milk made from rice water

Payatas Rubbish DumpPayatas Rubbish Dump

Over 30,000 people “make a living” here. This picture shows less than half the site.

Children working on the dump.

5 million child laborers5 million child laborers

If the dump were closed,

30,000 people would

become unemployed. The people

have no Social Security.

Condemned hotdogsCondemned hotdogs

Recycling by collecting:

PlasticPaperMetalGlass

and foodfood..

HOMEHOME

Papaya AcademyPapaya Academy

Established 2003Funded by Kalinga Foundation,

The Netherlands

The school house

The school bus (jeepney)

Flag ceremony

Singing…

and learning…

……instead instead of working of working

on the on the dump.dump.

What's next?The Papaya PartnershipsThe Papaya Partnerships

Grade 5 Grade 5 Livelihood Livelihood

ProjectProject

Helping parents at Papaya

establish new businesses.

Making crafts to sell.

Sharing knowledge.

The final products.

Grade 4 Grade 4 Heroes Heroes ProjectProject

Sharing learning and taking pride

in Filipino achievement.

Speaking, listening... and wondering.

Improving our surroundings.

Grade 3 Grade 3 Literacy Literacy ProjectProject

Building English language skills and proficiency.

Stating intentions.

Developing practice.

Improving resources.

Building bridges.

Changing lives.

With Special Thanks to:

Students, Parents and Faculty of

Papaya Academy and ISM

Craig Burrows, CBE

Aafke Rienmeijer

Music:

“So Here We Are”

By Bloc Party

© 2005

• Creation of ES Service Learning Committee

• Faculty and parents looking at what was being done across ES

• Gathering ideas, exploring possibilities

• Grade 3 Papaya Project

The First Year

YEAR 2YEAR 2

• Appointment of SL Coordinators and team

• Selection and screening of organizations (Papaya selected)

• Development of scope and sequence

• Pilot project developed

The Second Year

YEAR 3YEAR 3

• Pilot project launched in Grades 3 to 5

• Grade 5 Livelihood Project

• Grade 4 Heroes

• Grade 3 Literacy Project

• Funding from school budget

The Third Year

YEAR 4YEAR 4

• Consolidation of Papaya Partnership

• Program becomes self-funded

• Development of Service Learning in K - 2

The Fourth Year

• What is a local issue that your students could get involved in?

• How do you see your students getting involved – long term?

• What needs to be done to begin this process?

“You made my day special when you taught me that we can make each other’s lives better.” Letter, Antonio, Grade 5 ISM.

Lights, Camera, Action!

A hands-on brainstorming activity which tunes in to

the concept of sustainability

Participant Learning

Partnering with Partnering with Gawad Kalinga Gawad Kalinga

• GK is taking action against poverty in the Philippines.

• GK transforms communities by providing education, livelihood training, healthcare & housing.

• GK does not provide charity; they empower communities to help themselves.

• GK enables ISM to offer a long-term, sustainable, focused and well-integrated SL program based on relationships with the local community.

Phase 1: Building Homes

Partnering with Partnering with Gawad KalingaGawad Kalinga

• The coming months will be inspiring as the former squatter area is transformed into a vibrant, thriving and sustainable community.

• There will be schooling for children, livelihood training for young adults, and healthcare for all.

• There can be classrooms for dance, art, music and English where ISM students interact with local children on an ongoing and long-term basis.

• Our sports teams could run coaching clinics and eventually develop basketball and badminton leagues for the GK children.

Phase 2: building classrooms

Partnering with Partnering with Gawad KalingaGawad Kalinga

• We are not there yet, and to succeed we need a shift of mindset:

Service Learning ≠ Volunteerism

• “Acting for Positive Change” & “Learning to care” are essential learning outcomes that must be cultivated. It is wishful thinking to believe that these life skills will develop without a push.

• We need to ensure that all students get involved if we truly want to:

1. provide a meaningful and sustainable service to the greater community and,

1. develop genuine empathy in ‘most’ of our students that they choose to act upon.

Phase 3: student involvement

Choosing to HelpIs an important choice to make

“I learned the value of a peso…one boy loved the salt we had. I asked him why, and he told me that his family can't afford to buy it. I couldn't believe it, salt is just a few pesos for a big bag of it. Wow!” Grade 12 student.