PYLP/ACCESS 2010 Book

Transcription

Philippine Youth Leadership Program:
Building a New Generation of Citizens as Catalysts for Social Change
(PYLP Year 7)
Edited by Susan Russell, Lina Davide Ong, & Rey Ty
© 2011International Training Office
Northern Illinois University
DeKalb, Illinois, U.S.A.
Blank page rey ty
Philippine Youth Leadership Program:
Engaging a New Generation in the Southern Philippines
in Inter-Ethnic Dialogue and Conflict Resolution
(PYLP Year 7)
Susan Russell, Lina Davide Ong, & Rey Ty, Editors
© 2011 International Training Office
DeKalb, Illinois, U.S.A.
ACKNOWLEDGMENTS
We thank everyone associated with the Philippine Youth Leadership Program at the following institutions: the
participants of the program; International Training Office, Northern Illinois University, DeKalb, Illinois;; the
International Visitors Program-Philippines, Alumni Foundation, Inc.; the Public Affairs Office of the U.S. EmbassyManila; the Youth Exchange Division of the Office of Citizen Exchanges, Bureau of Educational & Cultural Affairs,
U.S. Department of State; the Villa Park Islamic Foundation and Rochelle High Schools, Illinois.
Credits: Photos and artwork by participants, staff, and volunteers of the International Training Office, Northern
Illinois University.
© 2011 International Training Office, Northern Illinois University, DeKalb, IL 60115.
This is an open access publication. Authors retain ownership of the copyright for their articles. But this book may be
reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording
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redistribution of a work, you must also make clear the terms under which the work was reproduced. Open access to,
and free use of, original work ensures the publication is freely and openly available. You may not use this work for
commercial purposes.
Printed in the United States of America.
Disclaimer: All ideas expressed here belong to the individual authors. American logic, thinking, and writing are linear, while Filipino logic is circular. The thought processes are definitely very different. Hence, instead of editing the
original texts of the participants to conform to standard American English, the original texts of contributors are respected and therefore maintained. The participants’ style of writing mirrors the way they engage in critical thinking.
All errors and omissions are those of the contributors.
Table of Contents
ACKNOWLEDGMENTS ............................................................................................................ 2
PEOPLE IN THE PROGRAM.................................................................................................... 6
Youth Leaders............................................................................................................................. 6
Adult Leaders.............................................................................................................................. 6
Northern Illinois University Program Planning and Administration.......................................... 6
Resource Persons ........................................................................................................................ 7
CHAPTER 1: PHILIPPINE CONTEXT & INTRODUCTION TO THE PROGRAM...... 12
Mindanao: the Never-Ending War or the Never-Ending Peace Process?................................. 12
The Program, Three Phases, Goals, and Teaching Modules .................................................... 16
Learning Missions..................................................................................................................... 16
Instructional and Learning Strategies ....................................................................................... 17
Themes, Resource Persons, and Activities ............................................................................... 18
CHAPTER 2: WORKSHOP OUTPUTS................................................................................. 19
Expectation Check .................................................................................................................... 19
Mindanao Conflict .................................................................................................................... 20
Intra-Faith Dialogue: Workshop Output of the Muslim Group ................................................ 21
Unique to the Muslims.......................................................................................................... 21
Core Values........................................................................................................................... 21
Differences............................................................................................................................ 21
Intra-Faith Dialogue: Workshop Output of the Christian Group.............................................. 21
Roman Catholics................................................................................................................... 21
Protestants ............................................................................................................................. 21
CHAPTER 3: CRITICAL REFLECTION ............................................................................. 22
The Improvement...................................................................................................................... 22
Mindanao my Homeland........................................................................................................... 22
The Catalyst for Social Change ................................................................................................ 23
Shout for Blue ........................................................................................................................... 24
Empathize, Engage, Embrace ................................................................................................... 25
People are Born to be Equal...................................................................................................... 26
A New Me................................................................................................................................. 29
The Start of Something New..................................................................................................... 30
A Gift of a Bamboo Chapel for Christians from the Muslim Community ............................... 31
From Prejudice to National Unity and Relief Project............................................................... 32
Every Ending is A New Beginning........................................................................................... 33
Seeing the Opposite of What I Have Long Perceived of Them................................................ 34
I’m Wondering Why ................................................................................................................. 35
United Mindanao ...................................................................................................................... 37
Before and after Attending NIU’s Youth Leadership Program ................................................ 38
Before, During, and After Attending the Youth Leadership Program...................................... 39
Carrying My Backpack Home .................................................................................................. 40
PYLP 7 Can Change the World ................................................................................................ 41
Journey of Tomorrow ............................................................................................................... 42
It's Not Too Late ....................................................................................................................... 43
Tearing the Old Pieces Away ................................................................................................... 44
Real Beauty in Diversity........................................................................................................... 45
Environment Affects................................................................................................................. 45
From Stereotyping to Living and Sharing with Others............................................................. 46
CHAPTER 4: PROJECT PROPOSALS .................................................................................. 47
Shake Hands.............................................................................................................................. 47
Youth Call................................................................................................................................. 50
Youth for a New Generation..................................................................................................... 56
Donation of School Supply....................................................................................................... 59
Art of Peace............................................................................................................................... 65
Franc Joshua B. Acbay ............................................................................................................. 65
Reading Festival for Non-Readers............................................................................................ 71
Seeds for Peace ......................................................................................................................... 75
Maranatha Carmela J. Allado ................................................................................................... 75
Reading Tub.............................................................................................................................. 80
Theater for Peace ...................................................................................................................... 85
Pay It Forward Campaign ......................................................................................................... 90
Quarterly Knowledge................................................................................................................ 95
A Gift of a Bamboo Chapel for Christians from the Muslim Community ............................. 101
Give Health ............................................................................................................................. 105
Chain of Unity......................................................................................................................... 110
Dance and Navigate for Cultural Enrichment (DANCE) ....................................................... 116
Uplifting the Lives of the Badjaos through Healthy Lifestyle................................................ 120
Clean Smiles ........................................................................................................................... 125
First Aid and First Responder: Paunang Lunas at Responde.................................................. 129
Kaletas: A Key Catalyst for Change....................................................................................... 134
Saving Mother Earth ............................................................................................................... 138
Oplan Linis.............................................................................................................................. 144
Down to Earth: Sharing Stories from Soil’s Hues and Shades............................................... 147
Kaalaman Ko, Kaalaman Mo, Pagyamanin Nating Pareho.................................................... 152
From Waste to Wealth ............................................................................................................ 157
Share Your Blessings.............................................................................................................. 160
CHAPTER 5: SPEECHES AND STATEMENTS................................................................ 164
Muslim Adult Leader’s Welcome Luncheon Speech ............................................................. 164
Christian Youth Leader’s Welcome Luncheon Speech .......................................................... 165
Christian Youth Leader’s Thank You Speech at the Farewell Dinner for Host Families ...... 165
Muslim Adult Leader’s Culmination Speech ......................................................................... 166
Muslim Youth Leader’s Graduation Speech........................................................................... 168
Indigenous Youth Leader’s Farewell Speech ......................................................................... 168
Muslim Youth Leader’s Graduation Speech........................................................................... 169
Pledge of Commitment ........................................................................................................... 170
CHAPTER 6: PHOTO ESSAYS OF IMPLEMENTED PROJECTS ................................. 171
Best Practices in Youth Leadership Community Projects ...................................................... 171
Youth Empowerment:............................................................................................................. 172
Bridging the gap of Muslim and Christian Students of MSU Pre-University Center ............ 172
Youth for Peace and Development Advocacy ........................................................................ 174
Act for a Change: School Supplies for Poor Students ............................................................ 175
Art of Peace............................................................................................................................. 176
Interfaith Dialogue about Mindanao Conflict......................................................................... 177
Seeds for Peace ....................................................................................................................... 179
Reading Tub: Read, Learn, and Live!..................................................................................... 180
A Step Forward, A Leadership Training Program and Peace Advocacy ............................... 181
Sittie Aynah Laguindab Cali................................................................................................... 181
Pay It Forward Campaign ....................................................................................................... 182
Pay It Forward Campaign ....................................................................................................... 183
Quarterly Knowledge.............................................................................................................. 185
A Gift of a Bamboo Chapel for Christians from a Muslim Community ................................ 187
Give a Smile............................................................................................................................ 189
Chain of Unity......................................................................................................................... 191
Dance And Navigate for Cultural Enrichment (DANCE) ...................................................... 193
Uplifting the Lives of Badjaos through Healthy Lifestyle: .................................................... 194
Clean Smiles ........................................................................................................................... 196
Information Dissemination of the Importance of Herbal Medicines ...................................... 197
ECO Leadership Training Program ........................................................................................ 200
YOUnity for Peace.................................................................................................................. 202
Down to Earth: Sharing Stories from Soil’s Hues and Shades—Soil Painting Workshop .... 203
DOWN TO EARTH: Sharing Stories from Soil’s Hues and Shades ..................................... 203
Building Bridges through Agriculture .................................................................................... 205
Dayo Youth Dialogue ............................................................................................................. 206
Waste to Wealth...................................................................................................................... 208
GLOSSARY OF COMMONLY USED TERMS & ACRONYMS ...................................... 210
ACCESS/PYLP ALUMNI ASSOCIATION, INC. ................................................................ 211
NEWS RELEASE ..................................................................................................................... 214
PHOTO GALLERY ................................................................................................................. 215
Activities in the U.S.A. in General ......................................................................................... 215
Activities in the U.S.A.: Focus on Washington, D.C. ............................................................ 217
Follow-On Meeting in Davao City, Philippines ..................................................................... 223
PARTICIPANTS’ ART WORK.............................................................................................. 224
APPENDICES ........................................................................................................................... 230
Universal Declaration of Human Rights................................................................................. 230
Declaration and Programme of Action on a Culture of Peace................................................ 234
PEOPLE IN THE PROGRAM
Youth Leaders
Name
From
Maleha Abdula
Maranatha Carmela Allado
FEMALE
Pikit, North Cotabato
Davao City
Zhar Lyn Basiya
Sittie Aynah Cali
Trinnah Marie Caracho
Yasminah Mira-ato
Krishaz Marie Co
Hanan Yahya
Lynrose Jane Genon
Fatimah Sohra Usodan
Earl Rasheeda Joe
Asnoorah Huziefa Disalo
Asrap Abubakar
Franc Joshua Acbay
Asmat Alim
Jay-Ar Del Rosario
Mohamad Ali Manambuay
Al-radji Sarep
Mohammad Yusoph Masorong
Romar Quintero
Ryan Victor Miranda
Jul-rashed Kasid
NAME
Mohammad Jihadi Abdelgafur
Jayson Guerrero
Omar-Muktar Yap
Janice Jalali
General Santos City
Marawi City
Cagayan de Oro City
Marawi City
Dipolog City
Marawi City
Kolambugan, Lanao del Norte
Marawi City
Zamboanga City
Marawi City
MALE
Sultan Kudarat
Religion & Ethnicity
Islam & Maguindanaon
Roman Catholic & ChavacanIlongga
Roman Catholic & Cebuano
Islam & Maranao
Islam & Maranao
Islam & Maranao
Islam & Roman Catholic
Islam & Tausug
Islam & Maranao
Dipolog City
Marawi City
Islam & Maranao
Zamboanga City
Datu Odin Sinsuat, Maguindanao
Islam & Tausug
Marantao, Lanao del Sur
Marawi City
Islam & Maranao
Islam & Maranao
Midsayap, North Cotabato
Dipolog City
Roman Catholic & Subanen
Pikit, North Cotabato
Adult Leaders
PLACE
Marawi City
Cotabato City
Tawi-Tawi
Jolo, Sulu
RELIGION & ETHNICITY
Islam & Maranao
Islam & Sama
Islam & Tausug
Northern Illinois University Program Planning and Administration
Associate Provost, International Programs
Deborah Pierce
PYLP Project Director
Susan Russell
PYLP Administrative Director
Lina Davide Ong
Business Manager
Pamela Rosenberg
Program Coordinator
Leslie Shive
Senior Training Assistant
Rey Ty
Full-Time Training Assistant
Nalika Diyadawa
Part-Time Training Assistants
Amando Boncales, Maïmouna Konaté
Volunteers
Division of International Programs, International Student
and Faculty Office, Study Abroad, Dawn Galbreath,
Christiane Ong, Raymond Maximo, Cynthia Paralejas
Resource Persons
Maryjane Bicksler
Maryjane Bicksler is the Northern Regional Administrator for the Illinois Coalition for Community Services (ICCS).
March, 2009 will mark Maryjane’s 18th year with ICCS. She is based in the Rockford office and works in 6 counties (Winnebago, Boone, Ogle, DeKalb, JoDaviess and Carroll counties) with grassroots community groups in identifying needs, assessing strengths, fundraising and organizing volunteers. She supervises three Community Development staff that cover 16 counties in Northern Illinois. She graduated from NIU with a major in Human Services.
Chris Birks
Chris Birks worked as a journalist for nearly 20 years before becoming a teacher. Currently he is an adjunct instructor in the Communication Department at NIU where he teaches speech, page design and web design. Chris has over
a decade of public speaking experience, mostly leading discussions on the role of the media in society.
Stan Campbell
Stanley Campbell was hired in 1985 and still is the director of Rockford Urban Ministries, an outreach of 25
churches (mainly United Methodist). Sometimes called “The only paid peace activist in Rockford Illinois,” he is
happy that he gets paid to do what he loves: peace work.
Mr. Campbell is a member of Veterans for Peace and the Vietnam Veterans Against the War (VVAW). He says,
“As a Vietnam veteran, I learned to hate war. I found healing by helping others in the city”
A long-time Rockford IL resident, he established a food pantry after graduating from Rock Valley Community College in 1976, and founded Rockford Peace & Justice Action Committee in 1983 (a local peace group). He has
worked closely with peace friends in Dekalb, and the surrounding area.
Since being hired by Rockford Urban Ministries Mr. Campbell has started many non-profit organizations, including
Promised Land Employment, Rockford Neighborhood Redevelopment, and Harm Reduction Outreach, a needle exchange and outreach to street sex providers. He speaks out against war, urban sprawl, and treating the poor poorly.
He speaks in favor of helping the poor, safer communities, and getting involved in issues.
Leif Carlson
Leif Carlson has worked at the Peace Learning Center in Indianapolis, Indiana. In that time, he has served as a facilitator for the Peace School program and the Peace and Character Education program. Before coming to the Peace
Learning Center, Leif studied at the Earlham School of Religion in Richmond, Indiana, where he completed his
Masters Degree in Religious Studies with an emphasis in Peace and Justice. Leif brings his passion for social justice
into his work, both at the Peace Learning Center and in his volunteer placements in the Middle East.
Seemi Choudry
Seemi Choudry is organizing around immigration issues with the Illinois Coalition for Immigrant and Refugee
Rights, an organization promoting the rights of immigrants and refugees as full and equal participants in the civic,
cultural, social, and political life of our diverse society.
Seemi recently graduated from Loyola University in Chicago. She was born and raised in Caracas, Venezuela, in a
small Muslim community. Since living in the Chicagoland area, she has become active with several community
groups. She is a board member of the Inner-City Muslim Action Network (IMAN) and works on youth and arts
programming. Most recently, Seemi helped organize Takin' it to the Streets: Urban International Festival, which
drew nearly 20,000 people. She says that her “faith facilitates the way in which [she is] able to serve others,” and
she views COR as an opportunity to bring together her faith and her passion to serve. Seemi has seen the power of
organizing through her work with IMAN.
Lina Davide-Ong
Dr. Lina Davide Ong, Director of the International Training Office, is an alumna of the University of the Philippines
in Diliman, and a former member of the faculty of UP College-Cebu. Dr. Ong has more than a decade of experience
in developing international training programs that are appropriate to learners from diverse cultural backgrounds. Dr.
Ong served as the administrative director of the ACCESS-Philippine Youth Leadership Programs (2004-2009), the
ARMM Philippines Majority-Minority Program (2005), the Cultural Citizens Program (2008), and the Fulbright
American Studies Summer Institute on Contemporary American Literature (2002 – 2004). Dr. Ong obtained her
Doctor of Education degree in 1995 from NIU in DeKalb, Illinois.
Sylvia Fuentes
Sylvia Fuentes is currently the Director of Research and Program Development in the Division of Student Affairs at
Northern Illinois University. She obtained her Doctorate in Education degree with a cognate in Women’s Studies
and a special interest in Latino/Chicana/o studies from Northern Illinois University. Dr. Fuentes also holds a Master’s degree in Adult Continuing Education and a BA in Sociology with an emphasis in Criminology. She has published chapters in several encyclopedias on the topic of Latinos in Illinois and is currently working on a book entitled Sisters under the Sun. Dr. Fuentes has presented nationally and internationally on the topics of leadership development, adversity in the workplace, and mentoring for success. “As someone who came back to college as a mature
student and as a single parent, I am most proud of the fact that I was able to inspire my children to obtain college
degrees.” Dr. Fuentes has done volunteer work in grassroot organizations for over 25 years. She is currently a member of the Board of Directors for Conexion Comunidad (Community Connection) and is Chair of the nomination
committee and is mentoring the AmeriCorp Vista program coordinator.
LaVerne Gyant
“Dr. G,” as she is known to countless students across the campus, is the Director of the Center for Black Studies and
a faculty member in the Department of Counseling, Adult and Higher Education. She has taught courses, served on
numerous committees (including the Provost's Task Force on Multicultural Curriculum Transformation), been faculty adviser for student organizations and counseled and mentored hundreds of students. She has developed coursework and programs on Africana women, designed support activities for students who are single mothers and organized events on women's spirituality. In 1998, she co-founded the women's campus racial harmony group, Breaking
Bread and Building Bridges. Her nominators all mention her selfless giving of her time and energy in the classroom,
as a mentor, counselor, adviser and valued colleague.
Gerald Hankerson
Gerald Hankerson is Outreach Coordinator for the Council on American-Islamic Relations (CAIR) - Chicago. Gerald recruits and coordinates CAIR-Chicago interns, externs, and volunteers. A native of the Oakland and Hyde Park
neighborhoods, he is a graduating President's Scholar of the University of Illinois at Chicago (UIC) and is currently
completing a Bachelor's degree in Communication with a minor in Theater. Gerald is a freelance journalist, author,
writer, actor, debater, instructor, and performer. He also serves as the New Program Development Coordinator for
the National Association for Urban Debate Leagues (NAUDL), in collaboration with Chicago Public Schools. Gerald also served as an UIC Ambassador through the African American Action Network (AAAN), a member of the
Black Student Union, and was inducted into the National Society of Collegiate Scholars. Gerald is committed to
bringing his experiences with mentoring youth, volunteerism, research and social critiques to bridging gaps between
interfaith and diverse communities.
Jorge Jeria
With the participation of students from Northern Illinois University graduate program in adult higher education, Dr.
Jorge Jeria developed from 1990 a series of Study Abroad programs in Brazil, Chile and China. Previously he was
Assistant Director of the Minority Affairs Office and adjunct assistant professor of education in the Department of
Professional Studies at Iowa State University, from 1984 to 1989. In addition he was named Hispanic Commissioner
for the State of Iowa by the Governor to work and advice in matters related to education with the Latino population
to the State Government. Professor Jeria's research interest and publications are on popular education, non-formal
education, Paulo Freire's educational concepts, social movements and policy making as it relates to adult higher
education. He works a great deal with North American, Chilean, Brazilian, Mexican and other adult educators in a
number of related projects. His international work reaches a number of activities from his participation with the
Council for Adult Education in Latin America (CEAAL), the International Council of Adult Education (ICAE) , the
Paulo Freire Center at the University of Pernambuco in Recife, UNESCO Institute for Lifelong Learning (formerly
UNESCO Institute of Education) in Hamburg, Germany, UNESCO/OREALC in Santiago, Chile and the Intituto
Nacional para la Educación de los Adultos, INEA, México.
Betty H. La France
Dr. Betty H. La France (Ph.D., Michigan State University) is an Associate Professor in the Department of Communication at NIU. Professor La France has published numerous articles in premier national and international journals.
Her areas of expertise are communication within close relationships, which focuses on the way individuals use
communication to influence each other in intimate relationships, and quantitative research methodology. Professor
La France teaches undergraduate and graduate courses in interpersonal communication theory, and in 2006 she
earned the department’s Excellence in Teaching Award. She incorporates personal experiences—students’ experiences and her own experiences—in the pedagogical process.
Cecile Meyer
Cele was born and raised in the southern U.S. where she had been actively involved in the civil rights movement. In
Illinois where she lives, Cele played a key role in the founding of the DeKalb Interfaith Network for Peace and Justice, which was organized in the spring of 1985 by representatives from several local churches. The purpose of the
organization was to educate the community about the civil war in El Salvador, the death squads in Guatemala and El
Salvador, and the Contras terrorizing the Nicaraguan countryside. The Interfaith Network was formed by members
of several local congregations in order to pool their efforts on issues of common concern.
The group utilizes a three-pronged approach in carrying out their goal: education, action, and income. Education activities include networking with national peace and justice organizations, sharing slides and videos in local classrooms and church groups, having programs for the public with knowledgeable speakers, announcing their own activities and summarizing information from other peace and human rights organizations in their newsletter, releasing
news releases to local press and radio and appearing on radio talk shows, presenting information and enlisting members and contributors at an annual booth at DeKalb Cornfest (1985-1990), staffing an annual “Peace Table” at DeKalb High School, and presenting a Peace & Justice Award to a graduating senior. The action goal consists of phone
calls, letters and visits to editors and political leaders in DC and Batavia, organizing vigils and marches, resenting
petitions to City Council on several issues, including action alerts in church bulletins and their newsletter, and having members of the Joint Committee meet monthly with public school administrators in an effort to diversify local
teaching staff. The Network continues to raise funds to support victims of the conflicts and the subsequent economic
disaster befalling the region, including pre-school children in Managua and indigenous communities on Nicaragua’s
Atlantic Coast. The Network’s focus has since broadened to include a variety of peace and justice issues on which it
has sought to educate its members and the community. In addition to publishing a Newsletter four times a year, the
Network has sponsored many programs for the public, at times bringing in speakers from around the U.S. and from
around the world. Cele was featured in a April 10, 2007 New York Times article titled “To the Barricades, Oldsters
of the Republic.”
Adam Newman
Adam Newman is originally from Indianapolis, Indiana. He works for Representative Martin Heinrich (DemocratNew Mexico, First District). He is currently based in Washington, D.C. He presented a lecture on “Action on the
Hill” and fielded questions from the participants about the legislation process at the federal level in the U.S.A. One
of Adam’s favorite quotes is from Robert F. Kennedy: “Few will have the greatness to bend history itself; but each
of us can work to change a small portion of events, and in the total of those acts will be written the history of this
generation.” Another favorite is by Edward F. Kennedy: “For all those whose cares have been our concern, the work
goes on, the cause endures, the hope still lives and the dream shall never die.”
Tim Paquette
Dr. Paquette has been a staff member at the CSDC since 2004 and he has worked exclusively with university students for many years. He provides individual and group counseling and is training director of CSDC's APA accredited predoctoral internship program. His areas of expertise include multicultural issues, relationship concerns, men's
issues, and anxiety concerns. Dr. Paquette’s professional interests include college student development, diversity
education/training, social justice, and supervision. His counseling orientation is integrative, with an emphasis on interpersonal-process, humanistic, and cognitive perspectives.
Deborah Pierce
Dr. Deborah Pierce is Associate Provost for International Programs and Adjunct Assistant Professor of French at
Northern Illinois University, where she is also a faculty associate of the Title VI funded Center for Southeast Asian
Studies. Previously she served as Assistant Professor of Linguistics and Director of International Affairs at Loyola
University Chicago. She earned the Ph.D. in Linguistics from the University of Michigan and has worked in international education for over twenty years. Her primary professional interests are curriculum internationalization,
conflict transformation, leadership training, and Southeast Asian studies. She chaired the 2010 Annual Conference
Committee of NAFSA: Association of International Educators and has also served on the national boards of the Association of International Education Administrators and Phi Beta Delta Honor Society.
Rita Reynolds
Rita is a mixed blood Dakota elder, who has followed Native ways, traditions and history for many years. Before
retirement, she was faculty advisor to the Native American group at NIU and their powwow organizer for twelve
years. She has been coordinating the powwow at Aurora University for four years and helps with their Native American Student group, Dream Catchers. She is a member of Midwest Soarring, the Native American Awareness Committee at the Burpee Museum in Rockford, Illinois and the Native American Center in Chicago and helps with their
powwows. She decided to return to school while she was still working, to get a degree so that she could help people
in education understand the needs of Native American people. She is presently finishing up her Master’s degree in
Counseling and has been working on a second masters in Higher Education.
Susan Russell
Dr. Susan Russell is a Professor of Anthropology and the former Director of the Center for Southeast Asian Studies
at NIU. She has over eight years of experience doing research and teaching in the Philippines, focusing on the ritual
and economic anthropology in the Luzon highlands; the maritime labor organization of small purse seine fishers in
Batangas; and the problems facing slum dwellers in Manila. Her publications include Changing Lives, Changing
Rites: Ritual and Social Dynamics in Philippine and Indonesian Uplands (with Clark Cunningham), 1989; Ritual,
Power and Economy: Upland-Lowland Contrasts in Mainland Southeast Asia, 1989; and Structuralism’s Transformations: Order and Revision in Indonesian and Malaysian Societies (with Clark Cunningham), 1999, along with
over 25 articles. She has been project director of the ACCESS Philippines project since 2003, and was project director of the “Autonomous Region of Muslim Mindanao: Majority-Minority Relations in the Philippines: Religion,
Education, Community and Political Process” and the “Cultural Citizens and North-South Dialogue (CCP-NSD).”
The Siaps
Lakhi Siap was awarded a full scholarship to the Philippine High School for the Arts in Mt. Makiling, where he majored in Theater. He directed and acted in numerous plays with the Cultural Center of the Philippines and has conducted theater workshops in Luzon and the Visayas. Currently, he gives youth workshops and teaches theater. He
has coordinated City events such as Passport to the Philippines at the Chicago Children’s Museum. He is production
manager for various entertainment groups such as Sama- Sama Project Pinoy for the Chicago World Music Festival.
He has lead workshops in national conferences. He works towards promoting cultural awareness in Filipino Americans and encourages them to be involved in the community.
Shana Dagny Marie Mangharam Siap is a performing artist. She began her artistic training very early on at Arts
Magnate, a school founded by her mother that integrated the academic and creative approach to learning. Her big
break came early on by winning GMA’s national Rainbow Princess. While in the Philippines, she starred in many
theatrical plays and anchored events like Sinulog Mardigras, ABS-CBN’s Children’s Hour, and Pasko Sa Sugbo.
She also directed Helen of Troy, a play with a cast of 368 children that was brought to the City’s big stage. She is
known as Cebu City’s official “Baby” Diva and was commissioned to sing for President Gloria Macapagal Arroyo.
Now in the US, Shana is a registered nurse. She is lead vocalist in her band, Soundscraper and sings for the Chicago
Center for Spiritual Living—a group inspired by Michael Beckwith, teacher in The Secret. She has led the past
workshops on Touching HeARTS.
Reynaldo R. Ty
Rey is currently a doctoral candidate in the Department of Counseling, Adult and Higher Education at NIU. He
works as Senior Training Assistant of the International Training Office. Rey has served as Chair and Vice-Chair of
several national human rights non-governmental organizations in the Philippines, during which he wrote the Draft
Philippine Declaration of Human and People’s Rights (1990). The United Nations invited him to be a “non-
governmental individual” (NGI) in several international conferences. Rey wrote the Joint Summary Asian NGO
Statement read before the United Nations Regional Meeting at ESCAP in Bangkok, Thailand (1993). As a lecturer
and facilitator of human rights and peace education in Geneva, Switzerland, he used English, French, and Spanish as
the medium of instruction, to teach international human rights, international humanitarian law, and peace to teachers
from all over the world. Rey has taught international human rights law to law-enforcement officials and NGO representatives in Kathmandu, Nepal. He co-edited the publication Recommendations which provided recommendations
to the new Nepali Parliament when Nepal became a democracy. He was also the chief resource person in the international human rights training course in Bangalore, India for several years. In addition, Rey was Director and Technical Consultant of Education and Public Information (Philippine Presidential Committee on Human Rights under
Corazon C. Aquino), Assistant Professor (University of the Philippines), and Teaching and Training Assistant at
NIU. His education includes a B.S. in Foreign Service (University of the Philippines), M.A. in Asian Studies (University of California-Berkeley), M.A. in Political Science (NIU), and certificate courses at the University of Paris,
Sorbonne and International Institute of Human Rights, Strasbourg, France.
Ellen White
Mrs. White is a teacher at Rochelle High School. She teaches World History. She is the faculty adviser of the International Club of Rochelle High School. Mrs. White mobilizes the school, faculty, and staff of Rochelle High School
to be more exposed to diversity and internationalism. She has been very active in organizing interactions among
high school students across religions, cultures, and countries.
Wei Zheng
Dr. Wei Zheng is an Assistant Professor in the Department of Counseling, Adult and Higher Education at
NIU. Dr. Wei Zheng is originally from China. She received her Ph.D. degree in human resource development from
the University of Minnesota. She worked in a variety of organizations. She served as strategic human resource consultant, working with Fortune 500 companies such as Thomson and Medtronic. Her experiences also include serving
as instructional designer for Inscape Publishing, intercultural training consultant for Window on the World, director
of US-China training collaboration at International Academy of Minnesota, curriculum developer for the Institute on
Community Integration at the University of Minnesota, member of the instructional team at Dale Carnegie Training,
and management consultant for several Chinese companies. Dr. Zheng's research interest lies in innovation, leadership, and international human resource development.
CHAPTER 1: PHILIPPINE CONTEXT & INTRODUCTION TO THE PROGRAM
Mindanao: the Never-Ending War or the Never-Ending Peace Process?
Susan Russell, Department of Anthropology, Northern Illinois University
Seven years have gone by since we first began to administer the U.S. State Department program known as
the Philippine Youth Leadership Program (originally called ACCESS Philippines). At the beginning of the program
in 2003, I was naïve enough to believe that a negotiated peace settlement between the Government of the Republic
of the Philippines and the Moro Islamic Liberation Front was only a matter of a few years away. While I had
experienced a number of extended trips to Mindanao and traveled relatively widely during my 25 years of working
in the country, political tensions and conflict flare-ups always prevented me from conducting any long-term research
in the predominantly Muslim areas of Mindanao. Since 2003, and through both the assistance of Dr. Nagasura
Madale and a variety of youth and adult participants from the region, I have learned that the peace process remains a
political phenomenon that extends far beyond the borders of the present-day Autonomous Region of Muslim
Mindanao (ARMM). Indeed, the peace process involves a national set of issues that can only be resolved with the
support of the Philippine people as a whole. It also involves the support of the Philippine legislature.
Mindanao has experienced three decades of peace processes, resulting in several failed peace agreements,
several all-out wars, 120,000-150,000 deaths, and millions of displaced civilians. On August 5, 2008, a document
that outlined agreements between the GRP (Government of the Republic of the Philippines) and MILF (Moro
Islamic Revolutionary Front) peace panels was to have been signed in Kuala Lumpur, Malaysia. Predictably, given
the failure of the government to build broad public and political support for the provisions in this document, several
politicians in Zamboanga City and North Cotabato petitioned for a Temporary Restraining Order from the Supreme
Court. The Memorandum of Agreement on Ancestral Domain was later declared unconstitutional by the Philippine
Supreme Court. As Samira Gutoc has pointed out, there is a strong need to consolidate public support for the peace
talks. 1 While the details and implications that follow from the failed signing of the preliminary memorandum of
agreement are too great to go into here, one of the striking aspects of Mindanao is that even in the midst of conflict,
there is a very strong set of civil society efforts on-going in support of the peace process.
De-colonization in Southeast Asia:
The imperialist world is old; many nations or armies throughout time have moved in and conquered other
peoples all over the globe. In Asia, as well as elsewhere, severe problems have arisen in the 20th century owing to
the fact that colonial borders between contemporary independent nation-states were established in ways that crosscut fairly open borders of ethnic interaction. In the emerging democracies of Southeast Asia, today’s armed
conflicts arising from various ethnic or religious minorities’ desires for self-determination and independence often
have fairly long and complex histories. This fact is true for Aceh and Maluku in Indonesia, the Malay-speaking
peoples of southern Thailand, as well as for Mindanao in the Philippines, where Muslims are a small minority of the
country’s overwhelmingly Christian population.
Before the arrival of the Spanish in the present-day Philippines, the Moro peoples had established a number
of political entities in Mindanao and Sulu as well as in Manila. Having earlier embraced Islam through regional
trading contacts and peaceful conversion, these forms of government were representative of many sultanates
throughout the Malay world in Southeast Asia. The Sultanates of Sulu and Maguindanao are the best known of
these political entities, and they successfully resisted Spanish control until the latter half of the 19th century. For this
reason, many Moro leaders protested the inclusion of their territories in the Treaty of Paris in 1898, when Spain
ceded the entire archipelago to the United States after their defeat in the Spanish-American War.
Numerous Moro leaders continued to politically resist the upcoming de-colonization plans of the U.S. on
the grounds that they did not want to be part of an independent Philippines. Appeals were made to the U.S.
1
Samira Gutoc is the Moro Times Editor for The Manila Times. Her article, “Failed MOA-AD: Not All Is Lost”,
was found on the Internet on October 31, 2008 at:
http://www.manilatimes.net/national/2008/oct/31/yehey/moro/20081031moro1.html.
government, requesting either a separate independence or to remain as a territory of the United States in 1921, 1924,
and 1935. 2 After the Philippines became an independent nation-state in 1946, and as more and more Filipinos from
the northern and central part of the country migrated to Mindanao, some Moro leaders continued to press for
independence. A brutal war broke out in the 1970s between the Moro National Liberation Front and the
Government of the Republic of the Philippines. While the Philippine government reached a peace settlement with
the Moro National Liberation Front in 1996, periodic peace talks and open warfare have continued with the Moro
Islamic Liberation Front.
Why Is There a War?
Carmen Abubakar notes that contemporary Muslim historians argue that the war today is a culmination of a
400 year-old resistance to foreign occupation. She also notes, however, that it is a different mode of ‘separatism’
now in that the conflict has had an international dimension since the 1970s. The Organization of Islamic Conference
has been involved since that time in various peace negotiations with the Moro National Liberation Front and more
recently Malaysia has been brokering peace talks with the Moro Islamic Liberation Front. 3 She summarizes the
long history of Moro resistance in the following way:
The main reason for Moro resistance to colonialism was the preservation of their freedom and way of life.
Having a defined territory, a political history and structure of their own, a cultural and religious identity,
the Moro states under the sultanates of Sulu and Maguindanao claimed their own sovereignty and
independence. Today, this has transformed to a struggle for self-determination led by the MNLF, then by
the MILF. 4
Abhoud Syed Lingga summarizes the conflicting viewpoints between the government and the Moro fronts
in a similar way:
The problem in Mindanao is sovereignty-based. The Bangsamoro liberation fronts assert
sovereign right over a territory that the Philippine Government is currently exercising sovereign
power over and which it considers part of the national territory. The foundation of the Philippine
claim is that the territory was part of what the United States granted to the Philippine state when
independence was proclaimed on July 4, 1946. On the other hand, the Bangsamoro contend that
the incorporation of their territory into the Philippines was without their plebiscitary consent, a
blatant violation of their human rights as guaranteed by various United Nations instruments
guaranteeing peoples’ right to determine their status. 5
Peace talks between the government of the Republic of the Philippines and Moro rebel groups have been
ongoing since the 1970s. There remain many challenges to a peaceful political and territorial resolution. Perhaps
one primary issue has been the combined volatility, fear and religious or ethnic prejudices among the residents of the
southern Philippines that have arisen during the violence of the last four decades. As Bacani observes, there are few
role models of tolerance among the older generation, and hence the peace education programs and civil society
efforts in Mindanao are focusing on inter-religious and inter-ethnic engagement with young people. 6 Another issue
concerns land disparities and overlapping ancestral land claims among the Tri-Peoples (the Moros, Lumad or
indigenous peoples, and the Christians). Bacani observes that while once the total population of Moro inhabitants
may have been around 98 percent of the population of Mindanao, today they are only around 20 percent. They now
own less than 17 per cent of the land area in this region, mostly in very poor areas, and it is estimated that 80 per
2
Lingga, Abhoud Syed M., 2008 “Negotiating Peace in Mindanao”. In Narongraksakhet, Ibrahim, Kaba, Abdulai
and Talek, Yosof, Peace Building from Various Experiences, pp.61-75. Pattani, Thailand: Saudara Press and the
College of Islamic Studies, Prince of Songkla University.
3
Abubakar, Carmen A., 2008 “Negotiated Peace: a Slow Train to Bangsamoro Development”. In Narongraksakhet,
Ibrahim et al, op cit., pp.77-107
4
Abubakar, op cit, p.77.
5
Lingga, op cit, p.61.
6
Bacani, Benedicto, 2005 “The Track Record of Peace Education in Mindanao”. Paper presented at the International Studies Association, Hilton Hawaiian Village, Honolulu, Hawaii, March 5. Found on the Internet September
10, 2009 at http://www.allacademic.com/meta/p_mla_apa_research_citation/0/7/1/8/3/p71835_index.html.
cent of the Moros are landless. 7 Comparative figures are not available for the Lumad, or the many indigenous
peoples of Mindanao, who also feel marginalized in the larger peace negotiations over ancestral domain. Finally,
while progress has been made in the peace talks, constitutional amendments to accommodate a political solution and
public support for such amendments still have a long way to go.
Many individuals have questioned the idea of negotiating a peace process with the Moro Islamic Liberation
Front given that some of the aspects of the 1996 peace agreement with the Moro National Liberation Front (MNLF)
still have not been implemented. Some Mindanao leaders have argued that future peace negotiations should include
both the MNLF and the MILF as a ‘united Moro front’, and that the two groups need to harmonize their positions
and avoid continuing disagreements. 8
There are positive developments in recent months, such as efforts to include representatives of all of the
major stakeholders in civil society in the struggle to end the war. Konsult Mindanaw! is a large project designed to
tap into the views of a multi-sectoral set of representatives in the Philippines regarding how to settle the conflict.
Similarly, the Philippine government and the Moro Islamic Liberation Front signed on September 15, 2009, an
agreement to establish an International Contact Group to assist in the peace process. The International Contact
Group will consist of interested countries accompanying the peace process, preferably drawn from the Organization
of the Islamic Conference, the European Union, and accredited international non-governmental organizations invited
by both parties to the conflict. The presence of donor countries or their non-governmental organization
representatives underscores the fact that worldwide, peacebuilding and reconstruction efforts in Mindanao are
international in scope.
As Mark Duffield has argued:
“The international political architecture of the Cold War was defined by the respect for territorial integrity
together with the principles of sovereign competence and noninterference. The architecture of the postCold War period has changed, however, especially in relation to ineffective states. While respect for
territorial integrity remains, with regard to non-interference, sovereignty over the noninsured populations
living within such states has become internationalized, negotiable and conditional. Interventions in
Kosovo, East Timor, Afghanistan and Iraq, for example, have not challenged the territorial integrity of the
states concerned; indeed, its principle has been upheld. What is in question is how populations within such
territories are governed and maintained. Re-territorialization within the existing borders of ineffective
states, based upon oversight and control of core budgetary and human security functions, is not only seen as
good in itself, it has been cast as essential for the security of mass consumer society.” 9
Kamarulzaman Askandar has argued that “because protracted conflicts (like in southern Thailand) are
basically intra-state type conflicts that involve human security factors (or threats to human security) and the
satisfactions of basic human needs, the actors for resolution of these conflicts cannot only be state actors but should
also involve non-state actors in various forms.” 10 Comparing the situation of Aceh in Indonesia with Mindanao in
the Philippines, he observes that the basic problem has always been the unwillingness of the main parties to the
conflict to resolve the issues, and the lack of political will to implement the details of peace agreements. 11 A second
problem that arises in peacebuilding or peace negotiations is when the parties involved do not really know what they
want, and so those who want to help get the wrong information or inadequate information (ibid).
All of the above observations are relevant to our understanding of why the war goes on and on, at least
sporadically, and why the peace process in Mindanao goes on and on. Armed conflict hurts soldiers, rebels,
civilians (especially children) and the larger country of the Philippines in very direct ways. Whether one takes a
7
Bacani, op cit, p.3.
Julmunir I. Jannaral, “Salapuddin urges creation of ‘United Moro Front’, The Manila Times. Found on the Internet
on August 28, 2009 at http://www.manilatimes.net/national/2009/aug/28/yehey/prov/20090828pro1.html.
9
Mark Duffield, 2005, “Human Security: Development, Containment and Re-territorialization”. Chatham House
ISC/NSP Briefing Paper 05/02, The Globalization of Security, October 2005.
10
Kamarulzaman Askandar, 2008, “Peace Building: Lessons and Challenges for Southern Thailand”. IN Peace
Building from Various Experiences, ed. Ibrahim Narongraksakhet, Abdulai Kaba, and Yosof Talek, pp. 1-19.
11
Ibid, p.11.
8
defeatist or an optimistic view really depends on one’s own viewpoint about the power of governments and rebel
groups, international organizations and local grass-roots organizations, and ordinary citizens to demand all parties to
a conflict to reach a political compromise, reconciliation, and an end to the violence.
The Philippine Youth Leadership Program:
The Philippine Youth Leadership Program is funded by the Youth Exchange Division of the Bureau of
Educational and Cultural Affairs, U.S. Department of State. The U.S. State Department has many such programs
that are run through its Office of Citizen Exchanges, and in 2002 I was contacted (in my capacity as the Director of
the Center for Southeast Asian Studies) to see if we wished to submit a proposal. Dr. Lina Davide-Ong, Director of
the International Training Office at Northern Illinois University, and Dr. Nagasura Madale, former Director of the
Southern Philippines Center for Peace and Development at Mindanao State University in Marawi City, agreed to
help put together a proposal for what was then called the ACCESS Philippines grant (ACCESS- Access to
Community and Civic Enrichment for Students). We were awarded this proposal, and have been working on it ever
since.
The ACCESS Philippines project was renamed the Philippine Youth Leadership project in 2006. Today, as
we enter our seventh year of funding for this program, we have trained 174 young people and adults from all over
the Autonomous Region of Muslim Mindanao and surrounding provinces. We have alumni from this program in
Manila, as well as some who are studying in the United States. Most of our alumni, however, are still in Mindanao,
working for the betterment of its future and that of the larger Philippine nation. A television documentary on the
project has been made by ABS-CBN news, in their show called ‘The Correspondents’, and the ACCESS/PYLP are
currently raising funds to produce a documentary on their Operation Shoebox signature project, which was
conducted by the entire group during the Follow-On activity in Zamboanga in late July 2009. Operation Shoebox
was developed by one of the alumni of our program and involves students soliciting school supplies from students in
high schools and colleges and then redistributing them to needy schools where students lack such supplies. The
alumni of the Philippine Youth Leadership Program have also decided to register their alumni organization with the
Securities and Exchange Commission, and they are partnering with other organizations (academic, NGO, local
government units, and other youth organizations) in their respective locales. With the video documentary on
Operation Shoebox, they hope to reach out to other concerned members of society to make a difference among
marginalized and other young people so that they are encouraged to continue their education. This type of youth-led
civic participation is absolutely crucial in order for the future of Mindanao to take a turn for the better.
Our efforts in this program complement those of so many other civil society groups in Mindanao and Sulu,
who are leading the way through their own actions on civic participation, youth engagement as leaders of a new
generation, and inter-religious dialogue. So many countries need this kind of social movement to help resolve longstanding issues of social and economic injustice, as well as the many problems contemporary ethnic minorities or
underprivileged groups face. We adults can only be inspired by the energy, enthusiasm and commitment of all of
the young people and young adults that we have worked with in our projects in the southern Philippines. We are
honored and deeply grateful to the U.S. State Department for funding these projects, and very thankful for the
dedication of our partner organization, the International Visitors Program-Philippines Alumni Foundation, Inc., for
their untiring efforts to assist us with our programs over the years.
The Program, Three Phases, Goals, and Teaching Modules
Philippine Youth Leadership Program (PYLP)
The project “Philippine Youth Leadership Program: Building a New Generation of Citizens as Catalysts for Social
Change” will bring to NIU 22 Muslim and non-Muslim youth and 4 adult leaders from the Autonomous Region of
Muslim Mindanao and surrounding provinces in the Philippines during the period April 17 to May 22, 2010.
Three Phases
The project includes three major phases: a five-week U.S.-based Exchange Program, implementation of community
service action plans, and follow-on activities for the alumni.
Goals of the Program
The goals of this exchange program are to build knowledge and skills in civic responsibility, leadership, community
activism, and to introduce the participants to the broad nature of civil society and diversity in the United States.
Teaching Modules
The intensive five week program at NIU focused on five key teaching modules: (1) civic responsibility, (2)
community engagement and volunteerism; (3) leadership development; 4) diversity and conflict management, and
(5) action plan development. This program not only provides new knowledge and experience to the participants but
also prepares them for a lifetime of leadership and community service. The knowledge and the attitudinal changes
this program intends to instill will empower them to become catalysts for social change in Mindanao.
Learning Missions
Consolidation of Workshop Responses
Rey Ty
We are here to learn:
1.
The essential skills in continuing the burning legay of our great heroes for the transformation of ourselves
and community
2. How to be open to the changing needs of time
3. To unite with each other in order to attain our common goals and aspirations
4. More about action planning and development
5. About cultural differences
6. How to become better leaders
7. How to enhance our personal skills, such as speaking and writing
8. How to become peace advocates
9. How to be catalysts for change
10. How to be proactive
Instructional and Learning Strategies
Rey Ty
Themes
This program revolved around several themes: (1) conflict resolution, (2) inter-ethnic understanding, (3)
inter-generational understanding, (4) intra-faith understanding, (5) community activism and volunteerism, (6) U.S.
institutions that promote diversity and pluralism, and (7) leadership development and transformation. Resource
persons acted as lecturers or workshop facilitators. Faculty members from NIU who served as resource persons
included, among others, Susan Russell, Betty La France, Wei Zheng, Laurel Jeris, LaVerne Gyant, and Chris Birks.
Non-NIU resource persons either conducted their training sessions at NIU, in their respective institutions in Illinois
or Washington, D.C.
Context, Text, and Framework
We learned that teaching about conflict resolution, conflict transformation, and peace cannot be merely
abstract and legalistic in content but must also include the actual historico-economic-socio-politico-cultural contexts
to be meaningful. Studying texts and memorizing theories are hollow and shallow. Instead of avoiding them or
dealing with them only in the abstract, human education must include actual learning about the real problems facing
people in general and of students of human rights in particular: income inequality, poverty, racism, discrimination
(against people of different colors, ethnicities, religion, sexual orientation, abilities, age, etc.), gender gap, refugees,
fundamentalism in all religions, and social injustice in other areas. Then and only then will the call for human rights
promotion and protection be more concrete, as it will be in response to existing societal challenges.
In addition, both substance (the actual content of human rights and peace) and teaching strategies
(participatory, etc.) must be equally stressed in order to be effective. However, learning about human rights and
peace should not just be "fun" for the sake of "fun." The danger is that learners would confuse fun from learning
about the actual meaning and content of human rights and peace. Human rights must be clearly linked to social
justice and peace, as they are indeed in the words in the Universal Declaration of Human Rights. Hence, debriefing
is quite essential for a successful human rights and peace program.
We developed our best practices from academic year 2003-2004 to the present, 2009-2010. The leadership
curriculum includes inter-ethnic dialogue, human rights, social justice, conflict resolution, methods, conflict
transformation, community activism and volunteerism, as efforts to bring about peace. However, we learned that a
human rights framework helps the participants organize their thoughts and concrete plans for change.
Teaching Strategies
Each resource person has a different teaching style. However, early on, we request all the resource persons
not merely to give lectures but to make their sessions interactive. Understandably, people trained in the lecture type
of teaching found it hard to teach in a different way. However, most of them graciously complied, especially as we
provided them with some concrete ideas on how to make their sessions dynamic.
Every week, we facilitate a study circle where all the participants share their thoughts and plans. There are
no professorial lectures for students, but dialogue among participants. Discussion and debate are the main tools
through which understanding emerges and critical consciousness is awakened. Topics are based on the actual needs
and issues with which the participants are confronted in their communities.
To ensure the success of their interactive sessions, we provide material and technical support needed.
Some resource persons used audio-visual equipment, while others needed training supplies, such as flipcharts,
marker pens, scissors, colored paper, and yellow sticky note pads. Below is a chart of the themes, resource persons,
as well as instructional and learning content and strategies.
Themes, Resource Persons, and Activities
Details
Outcomes
1. Conflict
Resolution,
Management, &
Transformation
2. Inter-Ethnic
Relations
3. Inter-Generational
Understanding
4. Interfaith Dialogue
and Intra-Faith
Understanding
5. Community
Activism &
Volunteerism
Resource Persons
Susan Russell
Rey Ty
Tim Paquette
Leif Carlson
Rey Ty
Betty La France
Maryjane Bicksler
Atique Ahmad
Nura
Fr. Godwin
Zahra Williams & Nancy
Ali
Rey Ty
Rey Ty
Cele Meyer, Sylvia Fuentes,
Jorge Jeria, & Stan
Campbell
Maria Beltran-Figueroa
Seeim Choudry
Liz Hoppenworth
Gerald Hankerson
Maryjane Bicksler
6. Contemporary
American
Institutions that
Support Ethnic
Diversity & Religious
Pluralism
7. Leadership
Development &
Transformation
FMSC Staff
Lisa Wicks
Ellen White, Vicki SnyderChura, Gloria Welcher,
Linda Wegner,
Superintendent Jamie
McGuire, Principal Travis
McGuire, Rey Ty
Islamic Foundation High
School in Villa Park
Maria Beltran-Figueroa
Wei Zheng
Chris Birks
Seemi Choudry
Laurel Jeris
Activities:
Lectures, Workshops, and Field Visits
The Conflict in Mindanao & the Quest for Justice, Identity
& Peace (Lecture)
Mindanao Situation Workshop
Diversity & Conflict Management
Lobbying for Peace in Washington, D.C.
Facilitating Inter-Ethnic Dialogue
Intergenerational Communication
Making Intergenerational Efforts
DeKalb Mosque
Baha’i Temple
Newman Catholic Church, DeKalb
Islamic Foundation School of Villa Park
Inter & Intra-Faith and Inter & Intra-Ethnic Dialogue
Orientation to Community Service
Adult-Youth Dialogue on Enagement for Social Change:
Lessons, Opportunities & Challenges
Developing youth-adult collaboration to address community issues
Transforming the Leadership Potential of Youth: Youth
Organizing and Community Service
Oak Crest Retirement Center
Practical Skills for Transforming Civil Society: Integrating
Faith, Diversity, & Social Action
Establishing Community Partnerships; Recruiting
Volunteers; Organizing a Town Action Meeting
Feed My Starving Children
Hope Haven (homeless shelter)
Rochelle High School
Group Sharing of Experiences
Youth Civic Engagement Across Cultures
Developing a Community Service Project
Public Speaking
Youth Leadership in Civic Engagement
Transforming the Leadership of Youth; Youth Organizing
and Community Service
CHAPTER 2: WORKSHOP OUTPUTS
Expectation Check
Rey Ty
Name
1. Abdula Maleha
2. Abubakar Asrap
3. Acbay Franc Joshua
4. Alim Asmat
5. Allado Maranatha Carmela
6. Basiya Zhar Lyn
7. Cali Sittie Aynah
Myself
More responsible and punctual
Time management, discipline
dynamic
Polite, a leader, learn, and lead
Energetic, multiply
Learning Process
Fun and exciting
To be enjoyable
To be interactive
To be quite simple
Fun, remarkable and to change me
Responsible, humble
Cooperate and be productive
8. Caracho Trinnah Marie
sensitive
9. Co Krishaz Marie
To be a better person, independent
10. Del Rosario Jay-Ar
11. Disalo Asnoora Huziefah
12. Genon Lynrose Jane
Punctual, responsible
Optimistic, smart
successful
Enjoyable, exciting, effective, to improve my
skills, give me more knowledge and help me
discover my talents
Something that I will look forward to and fun
to be involved with
To be difficult but fun and to change each and
everyone of us
Interesting
Worthy and remarkable
Participative and fair
Meaningful, effective and inspiring
Disciplined, participative
Independent, active
Participative and discipline
Enough for what I need to know and creative
Easily to be understood
Remarkable and applicable
Trustworthy and friendly
Fun and very informative
Responsible and reverend
Obedient, follow rules
Righteous and kind
Open-minded
Active and responsible
Attentive and on time
Faithful and honest
Useful
Insightful,fun and worthy of emulation
To be something I have never had before
Comprehensive and vivid
Good and fun
Informative and exciting
Interactive and communicative
Learn and have fun
To be encouraging, supportive and
patient, to learn and have fun
Brave and have patience
Transformative
Enriching and transform mindsets
13. Joe Earl Rasheeda
14. Kasid Jul-rashed
15. Manambuay Mohamad
Ali
16. Masorong Mohammad
Yusoph
17. Mira-ato Yasminah
18. Miranda Ryan Victor
19. Quintero Romar
20. Sarep Al-radji
21. Usodan Fatimah Sohra
22. Yahya Hanan
23. Abdelgafur Mohammad Jihadi
24. Guerrero Jayson
25. Jalali Janice
26. Yap Omar-Muktar
More progressive and attuned to the needs of
the time
Mindanao Conflict
Rey Ty
Name
Abdula Maleha
Abubakar Asrap
Acbay Franc Joshua
Causes
Corruption
politics
Fight over territories
Alim Asmat
Allado Maranatha Carmela
Basiya Zhar Lyn
Cali Sittie Aynah
Caracho Trinnah Marie
Greed
Misunderstanding
Power struggle
Greed
Selfish service of
politicians
Abuse of power
Co Krishaz Marie
Del Rosario Jay-Ar
Disalo Asnoora Huziefah
Genon Lynrose Jane
Joe Earl Rasheeda
Kasid Jul-rashed
Manambuay Mohamad Ali
Masorong Mohammad Yusoph
Mira-ato Yasminah
Miranda Ryan Victor
Quintero Romar
Sarep Al-radji
Usodan Fatimah Sohra
Yahya Hanan
Abdelgafur Mohammad
Jihadi
Guerrero Jayson
Jalali Janice
Yap Omar-Muktar
Problems in Mindanao
Poor
Poor economy
Chaotic
Economic decline
Discord among tribes
Crimes
Destruction
Crisis
Migration to another place
Poverty
Tribal insensitivity
Greed for money or
power
Unfair system of
governance
Bad governance
Corruption
Terrorism
Low economic progress
War
Misunderstanding
between different
tribes
Corruption
Disturbance
Mislead governance
Conflicts in customs
and beliefs
Ignorance
Political dynasty
Vote buying
Dirty politics
Abuse of
environment and
poverty
Poor quality of
education
Religious intolerance
Personal interest.
Fame, survival
Child labor
Conflict between Christian,
Muslim and IP
Poverty
Solution
Stop corruption
Peace negotiation
Youth empowerment
Regal reforms
Dialogues
Peace and development
Understanding differences
Civic awareness
Vote wisely and stop vote
buying
Choose a good leader
Quality education
Unity and inter-faith
dialogue
Active volunterism
Good governance, helping
the least, the lost, the last
and the laden
Stop the war
Peace talk
Economic crisis
Lack of medical support
Undivided people
Select the right officials
with no bias
Transparent, accountable
and good governance
Equality
Promulgation of laws that
prohibits political dynasty
Open-mindedness
Honesty
Self transformation
Incompetent individuals
Voters education
High incidence of death
Self-centered
Practice empathy
Decentralized decision
making
Tourism industry is declining
Undeveloped
Election hotspot
Intra-Faith Dialogue: Workshop Output of the Muslim Group
Unique to the Muslims
1.
Language
2.
Dressing
3.
Wedding rituals
4.
Songs and Dances
5.
Cultural Attire
Core Values
1.
5 Pillars of Islam
a. Believing that there is no God but Allah and the Prophet Mohammad is his Messenger.
b. Praying
c. Giving Zakat (Charity)
d. Fasting in the Month of Ramadhan
e. Hajj (Pilgrimage in Mecca)
2.
Hospitable
3.
Resourceful
4.
Business minded
5.
Faithful
6.
Hardworking
7.
Conservative
8.
Pro active
9.
Friendly
10.
Happy people
Differences
1.
Tradition
2.
Culture
3.
Language
4.
Dressing
5.
Food
6.
Business
7.
House Structure
Intra-Faith Dialogue: Workshop Output of the Christian Group
Roman Catholics
1. Celebrates Christmas
2. Believes in Saints
3. Celebrates Feasts
4. Solemn Mass Celebration
5. Believes in penitence
6. Patronizes statues
7. Have frozen prayers
8. Practices sign of the cross
9. Priests must be single
Protestants
1. Lively Mass Celebration
2. No penitence
3. No frozen prayers
4. No vigil for the dead
5. No Ash Wednesday
6. Don’t Practice sign of the cross
CHAPTER 3: CRITICAL REFLECTION
The Improvement
Asrap Abubakar
First thing when am not here in state as a Muslim I see the Christian that they are not a good person
because in my community the Christian and Muslim are not having a good relationship actually in my community
divided it into a two community the first is the Muslim community and the second one is the Christian community
and this two community the Muslim community and the Christian community there’s a gap between this two
community and as a Muslim am see them that they are trouble maker and also the Christian also see the Muslim that
they are also making a trouble and that’s the reason why there’s a gap between this two community but when am go
here all the expectation in our mind we need to out to our mind but when I meet the Christian they are so very
friendly and they will understand you as a person actually if ever I have a small problem regarding to the journal or
the activity that handled so we must need to eeriest in our mind because it developed a problem between the
relationship of Muslim and Christian because it developed a barrier so we must need to eeriest it and because of that
am so very happy because I know that when am back to my country my vision to this two religion will have a
change to this situation.
And am believe that someday that my community improved the relationship between this two community
and am believe that even your are Muslim or not Muslim we are in the same Mission, Vision and the same goal.
Old and New Knowledge, Skill and Values
First of all my old knowledge is like as a leader you have a follower and as a leader you must become a
good model and good example to your follower and all of us have a old skill like, as a leader you are be flexible in
what situation that you handled to your community that you lead and as a leader you have a values that your
community you lead and as a leader you have a respect yourself and your leading as a leader and that’s my old
knowledge, skill and values and that is enough for me.
But when am joined to this program the PYLP or Philippine Youth Leadership Program Year 7 all of this
old knowledge is become better and all of my vision to my life is changed and I know that this program can improve
my knowledge, skills, and values to become better.
Mindanao my Homeland
Maleha G. Abdula
In everyone’s life there always an existence of a dream, a fantasy that he/she is longing for and a desire of
his human heart. Indeed, he/she proclaims this dreams and Lives in a just peaceful world with understanding and
respect with each other. Since I am only an ordinary student and a young Leader in my community I used to think
that there is no determination to build Peace. I think that the Christian people are bad and also they are eating pork
some people told me that the maranao people are traitor. I may say that I committed mistakes to that, but now I will
not believe in just a rumor because it may also cause a problem.
I want to find ways on how I can put together a Peaceful Place which I believe as my Homeland my mother
country Mindanao. The biases that I have through the years turns out to be a crazy experience after all. The
stereotyping, discrimination and misunderstanding are very common in Mindanao because this is a place of different
peoples, tradition, and beliefs in there lives. The conflict here in Mindanao based on my experience was so
distracted lots of people were affected; lives of the People were destroyed.
As a New Leader of Today
As a inspiring leaders of today. the new knowledge that I honed from the program will be in my heart and
soul for long lasting I can used my new skills and knowledge that I gain from NIU for promoting Peace and Interethnic dialogue One I had learned to respect other people despite of our religion and I also learn to have respect to
the elders when talking to them.
The Catalyst for Social Change
Franc Joshua B. Acbay
My Biases before the Program
As a Christian living in a society that has mostly the same religion and ethnicity with mine, I can say that I have
never interacted with people different from my origin. Prejudice. It is the word that I always have whenever I hear
different kinds of conflicts in the land of Mindanao. I am really afraid to talk and to befriend Muslims and Lumads
(indigenous people) because of several hearsays I have heard from my society. Whenever there are bombings,
kidnappings, and other hostilities, the blame is always cast on the Muslim. As a student journalist, our adviser
always repeats that your articles should not be biased and should cover the perspective of each side. But I was
hesitant. My subconscious mind will always remind that this concept is not applicable to all especially in reality that
involves life-and-death situations. Whenever I attend competitions and contests in regional level, a lot of my friends
and some relatives would say that it is too dangerous because the community is a Muslim-based. It is actually
imprinted in my mind that all Muslims are bad and they hate Christians. There are also times that I am not proud of
being a Mindanaoan because of its bad records. It is very easy for me to say that what the Muslims should do is to
understand us as we understand them. But I did not know that the process needs perfect planning, slow, enriching,
and benevolent. I also used to think that Muslims are all aggressive and violent to the people not their kind. But it
turned out that all of these are one of my biggest mistakes that I ever made as a youth leader.
Old Learning that Needs to be Discarded
After the completion of the training program at NIU, I am now in a state of realization. I realized that my old
learnings that are negative should be discarded not only for my sake but also to other people. I am a 15-year old boy
who makes principles a guide in living my life. Sometimes, I never realized some principles that are wrong. And I
have this attitude of being close-minded to ideas that contradicts one of my principles. I always defend my principles
without even hearing the perspective of the other party. I consider this as one of my greatest weaknesses. Because of
this, I am limiting myself to learn and I am weakening my imagination and creativity to generate new brilliant ideas.
I also have this attitude of believing into hearsays without confirming if it is correct or not. Most of my Christian
friends are afraid of Muslims because of some judgmental statements that I used to believe. Whenever someone has
done a big mistake, I always generalize s race the same as the one who committed the crime. I never thought of
those innocent living as a human being just like me. Now that I have been given the opportunity to change what I
have to change, I would discard all this negative attitudes and walk in the path of righteousness.
New Learning after the Program
My first learning was basically the knowledge I have learned about Mindanao, my homeland and my community.
Before I joined the program, I was a leader that does not care of what happens to my society. I just enjoyed my life
in dealing with unnecessary things. After learning about my place, I now have the ideas I need in order for me to be
a catalyst for social change. I have learned how to build relationship with people of different races, religion, and
ethnicity. I never expected that we were able to build trust, love and respect with each other for just a short span of
time. I can say that all we need is a two-way communication, understanding, and inter-faith dialogues. I also learned
about creating action-plan for my community project. This is actually what I am interested in because at our age, we
are now capable of implementing a project in the society. The program has also offered all the necessary ingredients
in order for our projects to prosper. It taught us about youth and adult collaboration, how the youth can build an
inter-generational communication, strengthening our social networks and linkages, and about having a very detailed
action-plan wherein the strength, weakness, opportunity and threats are specified. I also learned how to value the
Philippine culture and heritage. We should be proud of who we are to sustain the beauty of diversity as we
appreciate the American culture.
My Commitment
Now that I have completed the training program at NIU, I believe that I am now prepared to apply and integrate
all my learning to my community. I am very excited to implement my project and I am hoping that this will be a
success. My project is one of the applications of what I have learned in the session, using arts as a medium in
promoting peace and understanding. I come to this idea because I found it very interesting as its goals are very
appropriate to the needs of my targeted community, the Islamic Center of Barangay Lower Turno. The inhabitants
are mostly Muslims and they often times are discriminated as if they are not part of the society. A lot of the
Christians in Dipolog City do not understand them. I also believe that the youth in that place has a lot of potentials
that are soon to be discovered. The beneficiaries of the project are five Christians, five Lumads, and 10 Muslims.
The first phase of my project is about donation of art materials. This would actually help in order to encourage the
people to be inclined and be engaged into community services and instill in their minds and hearts the spirit of
volunteerism. The second phase is about art workshop. This is a special phase of my project because I would include
inter-faith dialogue in the activities. I will apply my learning on how to build relationships between people of
different kind. Then the last phase is the Exhibit Day and Propaganda-making. This is the time where we are
promoting peace by showing to to our community how Christians, Muslims, and Lumads had worked together to
attain a certain goal. I hereby commit myself and promise to implement this project with the best of my ability.
Shout for Blue
Asmat Alim
Mindanao is once free. Most of nearby countries in the Middle East recognize it as an independent country.
It is because of the dominance of the agricultural areas, cities of with different buildings, scenic spots from different
region and the land area.
In this present moment, Mindanao is suffering from different forms of discrimination, war and poverty.
Should we ask the government why it is happening in Mindanao? But, no we can’t do it. It is us who lives in our
homeland.
Discrimination is much dominant in Mindanao. Some of them are about religion and tribal difference.
Christians and Muslims are engaging on warfare because of it. Indigenous people are segregated from the civilized
ones. They don’t usually excel in life because some of the establishments don’t usually hire people like them. Other
educated men of the society don’t usually talk with them.
War usually occurs in Mindanao and many innocent people were killed is a concrete evidence of these
occurrence. It degrades the state of education and livelihood.
Poverty is a state of a country wherein the whole society suffers from hunger and economic declination.
Mindanao as the agricultural land is suffering from it.
My action plan entitled “Shout for Blue” is an inter-faith and inter-ethnic dialogue. It could be used to
abridge the conflict in Mindanao. Yet, I can’t assure that it would work. Also, it is not in the sense that the project
could change Mindanao but perhaps, it could change a part of Mindanao.
Empathize, Engage, Embrace
Maranatha Carmela J. Allado
A. When I was a kid, I was wrong
For 17 years as a Born-Again Protestant and Cebuana, I have lived with the wrong assumptions about
people not of my own ethnicity and religion. When I was 7, I was told that the people responsible behind the
bombings and killings are the Muslims. When I was 10, I was told that the Roman Catholics worship idols and
pray to pagans. When I was 14, I was told that the Badjaos are lazy. Every time I see people wearing their
veils or pass by the Catholic Church in San Pedro or hear Badjaos caroling during the last week of November,
the first thing that comes to mind are the prejudices I have about these people. I may forget my recent math
lessons or speeches in English class but my assumptions I cannot fail to remember. It’s like they own a
permanent room in my thoughts. It feels like I am killing a person in my head. Before the person can utter a
single word, there goes my judgment stabbing the person to the ground. However, whatever my mind thinks is
not the same with how my heart feels. I may have the most criminal wits but I have a curious kindness.
There’s a vacuum inside for 17 years and just today, it has been filled with everything I have to discern.
B. The old has gone, the new has come
Now that I have completed the training program at NIU, I can say I have a bigger heart than a bigger
brain. All the “akala ko” are corrected. I realized that I was learning two cultures at the same time in a faraway
place. My first purpose in joining this program is to know the culture of Americans of which I can follow to
improve my lifestyle and help my community or even my country. I never thought of trying to have a second
purpose but eventually it came up to me after reminiscing what had happened during my stay here in De Kalb. I
smiled at the idea that more than anything I was also learning my own culture through my colleagues. I never
thought that they would be the best teachers for educating me of the diverse cultures in Mindanao. I found out
that Muslims who are true to their faith promotes peace because the meaning of Islam is peace. Therefore, not
all Muslims are responsible for the bombings and killings. It may also be Non-Muslims. Roman Catholics do
not worship to idols and pray to pagans as what I have observed when I attended the Catholic Mass a few weeks
ago. As I listened to the Imam or the Priest, I can also hear my Pastor speaking. They gave the same message
although it was differently stated and delivered but it has the same melody.
We don’t have to speak the same or wear the same to be one. All we have to do is use our senses
along with our hearts. Instead of looking, we need to see the person for who he or she is not for what he or she
has done. Instead of hearing, we need to listen. Instead of touching, we need to feel. We need to empathize,
engage and embrace each other’s differences and use them to be united. In order for us to successfully attain
unity in diversity, we must communicate. Speak for yourself and for others. Let us break the bondage of
indifference and let us build the walls of concern for this is the only way we can make a peaceful home for
Mindanaons to live. Now that I’m 17, I was no longer told by anyone about someone because I seek for truth
and truth has found its place in my thoughts.
C. Seed of Life
Concretely, Seed For Peace is my first move to initiate social change. This volunteer project will help
the new settlers of Muslims in my community and also the environment too. The project will address their
malnutrition and hunger issues which greatly affects their daily living. It will also contribute to saving the
environment as it involves recycling of plastics as pots for the plants and provide a greener surrounding. By
this, I and the other volunteers or should I say, the up standers will start to build the walls of concern for our
Muslim brothers and sisters in order to create a better and peaceful community to live. To sum it up, seed gives
life – a life of abundance and friendship.
People are Born to be Equal
Zhar Lyn C. Basiya
Thoughts of Before
I was raised as a Christian, a Cebuana and an Ilongga. Both of my parents are Christians and there are no
bloodlines of any religion in my family. I had classmates who are Muslims, since grade school until high school.
Sometimes I think of them as someone who is unusual to be with. They are someone who must be afraid of because
they might do something bad on you. Every time there are war, chaos and bombing happening in my community the
Muslims are always pointed out as the suspect behind all crimes. I often hear my family, even my friends saying that
most of the rebels in Mindanao are Muslims. I may not know it but it tattooed in my mind that Muslims are rebels
and that they wanted to conquer and empower their religion. I sometimes hear people saying that Muslims are dirty
and they don’t know how to clean themselves properly. These bandy words never erased in my mind. Since then I
always make conclusions about their religion and beliefs. I always have those biases, assumptions and stereotypes
that Muslims are not good people. I often generalize them and think that “all Muslims are greedy of power and
land.”
Behind the Coin
There is always a story behind the coin. There are always two stories that I should listen and understand.
The first side of the coin was my story and the other side is the story behind all prejudice and biases. Now that I had
finished the courses in NIU, I can surely say that I had fully understand by heart and by mind what is right from
wrong. All the biases and stereotypes was removed and replaced by knowing that Christians and Muslim are brothers. Through this program I was able to learn the culture of America and my own culture. Through my friends and
co participants I was able to educate myself and find a mentor who could teach and guide me in doing the right decisions and believing the realistic truth. I learned that we may have a million differences in clothing, beliefs and culture yet we are one with our faith and loyalty in our religion and Creator. Muslims and Christians are one. We aimed
for same goal and that is peace.
We have to open our hearts for acceptance and forgiveness. Through this there is a big hope that Mindanao
both Muslims and Non-Muslims will be united with one goal. Interfaith dialogue is one way of understanding each
other differences. Positive Mental Attitude is one of the tools for the betterment of my Mindanao.
Reading Tub
The Province is facing various problems as of today especially in education. There is lack of facilities in
classrooms and teachers. Also the Province is facing low reading comprehension in elementary and even in public
high schools. There are no access for school needs such as classrooms and books in highland areas and thus this increase the illiteracy rate of the Province. Reading is important in education. It enhances the knowledge acquired and
adds to concentration to the conversational skills of the reader. Thus, Reading Tub is a reading program which promotes development in reading comprehension skills and vocabulary learning of young out of school children ages 9
to 12 years old. This project aims to sustain better education and reading tools in producing productive students in
the community. Also this project’s duty is to assist out of school children in reading and understanding Basic English and Filipino vocabulary.
“To read is to fly: it is to soar to a point of vantage which gives a view over wide terrains of history, human
variety, ideas, shared experience and the fruits of many inquiries.” By Alberto Manguel.
Street Dancing for Peace
Sittie Aynah Laguindab Cali
Childhood Prejudice
Being a curious kid, I ask a lot of things about everything. There are some things I learn that true while
some are not. I asked people about what are Christians, what are the other religions, how many gods there really is
and why there has never been a Maranao president. I thought those that are not in our race have the plan of killing
us. That was when I was a child. I seriously thought that life is like a elimination round where you kill the other
races or religions to keep yours and survive. But as I grow up, I learn that what I thought about the different race
was wrong. For some reason, I still have the biases regarding Mindanaons who do not belong to my ethnicity and
religion. I thought that the other Mindanaons who do not belong to my ethnicity and religions are hard to talk to, to
negotiate with and are always there to terminate our ethnicity. Up until I participated in the PYLP7, I have the idea
in my head the Lumads are those that kills Muslims because of hate. I was terrified with the idea of being killed
when Ryan who has a Lumad blood is with us. That’s a funny thought. I laughed and felt embarrassed at myself
when I came to realize that what I was thinking was wrong. I laughed at myself because I think I am being silly of
thinking that a young man like Ryan would kill someone who never did anything wrong. I felt embarrassed at
myself because there goes the prejudices and stereotyping again. I never let Ryan explain himself or even trying to
listen to his side or know him better but her comes my prejudices going up level and covering my weak hearts
understanding with stereotyping. That happens a lot of time and it doesn’t feel good. Guilt always comes after I have
already have the discriminations, but I know that even with all those wicked thoughts of mine I still have the heart
who knows how to listen and understand, thanks to PYLP for making me understand the differences and get rid of
my childhood prejudices.
A Replacement for Something Old
I participated in this program for so many reasons and some of those reasons are because I want to know
the American culture, see how they live and how they improved so much but I never thought that through this
program and my colleagues, I will learn so much about my very own culture. I thought I have the enough knowledge
about myself and my own culture but I was wrong. I think the reason why I lack knowledge of my own culture is
that because I mostly concentrate on my own ethnicity and I didn’t even care about the other ethnicities. I and my
colleagues grew up from a very different and so at first we are not yet used to staying with someone who grew up
from very different and far places. But it was amazing how we got together like we have been living together for a
very long time and for sure, everyone learned about our culture not just as from different ethnicities but as one
Filipinos.
Anyway, the new knowledge that I have learned from this program that I can use to promote interethnic/interfaith dialogue and social change is the things I learned that is completely different with my past
knowledge about my brothers and sisters from different religions and ethnicities. They are completely different
because seriously those are just my stereotypes! It was never true that Lumads were only there to terminate
Christians, or that Christians are far too immodest or have too much liberty. I never thought of their own feelings
about me thinking this wrong way because I only cared about my idea and I didn’t try to understand them. The
knowledge that they can actually be approachable, friendly and kind is just some of the much knowledge I have
learnt. The values I learn are understanding, approachability, volunteerism, confidence and of course not trying to
pin someone down the ground with my stereotyping and prejudices. This reason can always be the cause of
conflicts, so if there is understanding and no stereotyping, there can always be peace. Of course, with my 4 weeks
stay here in NIU, I have learn skills like how to publicly speak, do a right action plan, how to youth and adult
engagement skills, and knowing when to lead and to follow. And I believe that I can use this replacement for
something old and needs to be thrown away and use all of it to promote inter-ethnic/interfaith dialogue and social
change.
Sharing the Same Passion
In a place where there are different kinds of ethnicities, religions and class; it hard to find unity and
cooperation between individuals. Marawi City is just like those place having problems of unities between diverse
individuals especially to the students or mainly high school students. I believe that I can make a change if I move. I
think if I really want to do something for my city then I must be interested on it and since I am really interested in
things connected to music mainly dancing, I have preferred to use my own talents for the good of my place. God
didn’t give me this magnificent talent for nothing and besides I will be really honoured to share my talents to those
youths that are interested in the same passion as I do. Finally, I have planned a project called “Youth Street Dance
for Peace” and I think it is a very interesting project since we were like just sharing our same passion which is
dancing and furthermore, this project can improve their dancing skills.I have realized that I focus too much about
my own ethnicity but never did for the others and so I knew that I have to make sure to help others after helping
myself in realizing what true friendship is even with the other side of the world.
A New Me
Trinnah Marie M. Caracho
The Big Issue
Biases. That word has never inculcated in my mind in becoming a big issue. For that single thought, I never
realized that it was simply because of the stereotyping that we often do with each other from the various ethnicities
we come from. Being raised in a very diverse city, I often hear two sides of the story. I do admit that I am scared to
mingle with other religions because of the rumors that I hear from anyone that comes my way. I know that this is
quite unfair because I am branding them with such judgments in which I have never proven. I thought that they were
all serious in dealing the cycle of life. But then again, I was totally wrong. I thought that they were all the kind of
person that I heard about them. But still, I was all wrong. Yes. I admit my failure and my mistake as well. All I was
doing the whole time was making up things in my mind without digging up the reality behind the whispers that has
reached my ears.
The Greatest Transition
I have been so amazed with the transformation that I have right now. For the past years, I have been noted
as the one who dedicates “all I have” for religious activities and interfaith dialogues. I enjoy doing my job because I
am totally aware of the contribution that I can offer. But never, never was I being moved by the impact of peeling
off the truth behind the unclear status quo that we have and making me feel inspired to make a move with all the
conviction of my heart. With great honor and pride, I am happy that finally, something has changed the beat of my
heart to a better understanding of what’s the real score of my commune right now.
How blessed I am to have experienced various seminars and peace talks in preparing me for the great
opportunities that come my way and this is definitely the right time to use it all and connect the dots of the
unanswered puzzle. I have always been taught to respect every person that I meet each day regardless of the
differences that might keep us apart. Today, I have learned to continue respecting every individual because it is all
our right to be respected. Being a volunteer is what I love to d since then because of the fulfillment that I achieve
upon accomplishing a task. But at this moment, I am upgraded to do volunteerism in a higher level. Helping me
control a clashing conflict is indeed a great help in calming storms.
The Beginning
Making an output as a sum of everything that I have learned will serve as a great proof for the strong will
and the positive mental attitude that I had upon attending this program. My community project seems so simple
because of the commonality that it possesses as it may seem but I realized that we have been battling ourselves with
this problem and yet, sad to say, we have never given a cure for this simple problem that we thought. Ironically
speaking, it’s even getting worse every single day. What I’m referring about is the environmental status of the place
that we are living in. We are all aware that trees contribute a lot in changing the worsening scenario that we are
facing at this very moment. In fact, it ahs been reported that the Philippines, particularly Mindanao, is experiencing
drought or what we term as El Niño. This was the basic reason why I chose to take part in saving my community
from experiencing the same situation again.
I entitled my project as Pay It Forward Campaign because primarily, I was inspired with the movie I saw
which was entitled as it is. But the most important reason that I was thinking is the debt of gratitude that I have with
this program, the PYLP, for filling my head with things that touches my heart and eventually, leaves a mark in my
whole personality. Back to my project proposal, this is basically about Mangrove Tree Planting. I have chosen two
communities of different religious backgrounds. Christians and Muslims will work together as one with the help of
my school organizations. Both religion will work together as one in helping one another’s community reach progress
when it comes to nature. I want to point out the camaraderie that we will create regardless of the religion that we
have. We are like hitting two birds with a single stone. The best thing about this plan that I have is it is a two-day
activity, the first day is all about the team building and various activities that will also help the participants change
the stereotypes that they have in mind coupled with discussions regarding the current environmental activities.
The Start of Something New
Krishaz Marie G. Co
How I See Them Before
Yes, I admit that our family is diverse. I have aunts, uncles, and cousins, which are Muslims. I also have relatives
who are Cebuano, Chinese, Spanish and some are from Leyte, but never did I not have a stereotype on other people.
There were always assumptions about them. For years I have been blinded by the fact that Muslims are terrorist.
That the only friendly Muslim I know is the ones in my family and that of the Yusoph’s family. Usually I always
have negative thoughts about them. That the roots of all conflicts in Mindanao is due to the Muslims, that a place is
Chaotic because of their beliefs and that I will never be safe if I am around them. Because of these assumptions
there are even times wherein I feel ashamed of the place where I came from. That I am not proud of Mindanao, that
Filipinos are shallow, weak and not worth being proud of. I It hurts to know that as a kid I am already thinking of
these kinds of things, that I am judging them of how they look like, how they dress, how their belief goes.
A Whole Mew Perspective
I have to say that undergoing the PYLP Program is truly life changing. It gave me a new perspective on how I
should look at the world, how I should look at the Philippines, and how I should look at Mindanao. Throughout the
program I have learned the American Culture, but learning the American Culture is only a small part of it for I have
also learned how to interact the people of different ethnicity most especially during our home stay with our host
families. I have learned to appreciate other people. Then I thought to myself that if I could develop peace, build
relationships and trust, interact and appreciate the people of different places and ethnicities, how much more to my
own home? Time is very important in building a relationship; you could hardly feel any improvement, not knowing
that by the end you have already created lasting bonds or trust, love and friendship to others. Just like what are
happening to me and my co-PYLP participants.
My assumptions are wrong and the once asleep girl has now waked up. I have never felt at ease before than bonding
with my co-PYLP participants. My assumptions at first were wrong and going through the program slowly erased
these assumptions. Muslims are actually good people, now I know more than three friendly families. They are not
always the ones starting the conflict, there are just those some, which are unavoidable and still hasn’t truly
understood what Islam (peace) means. Each person is different from the other for we are all unique. Yes, we are of
different cultures, faiths, beliefs and ethnicities but we are all Mindanaons and we aspire for one goal and that is for
a better Mindanao.
My Community Contribution When I Go Back Home
Quarterly Knowledge would have to be the first Community project I will be implementing which will tackle with
people of different ethnicity, generation and faith. It will serve as my start in helping promote social change. The
Lumad is a term being used to denote a group of indigenous peoples of the southern Philippines. Subanen one of the
18 Lumad ethno linguistic are the first settlers of Zamboanga Peninsula area. ". Education among these people was
limited to instruction by the Timuay or the tribal head. The life of the Lumad people isn’t that privileged nowadays.
Throughout the years most of the schools that excelled the most are of those from near the City, while those in the
highlands were not given much attention. The program will not only encourage and empower the intellectual
strengths of the students to take an active role in learning, enhance academic success of the tutees for them to reach
their hopes and dreams but they will also be exploring the world beyond what they imagined it would be. It will
work on new ways to make studying fun. The simple act of sharing time and knowledge with young Subanen people
who need extra help has massive impact for the future of these youths.
A Gift of a Bamboo Chapel for Christians from the Muslim Community
Jay-Ar. I. del Rosario
Differences
Before I leave in Zamboanga City, I have these stereotypes of those people that don’t belong in the Islam religion
and Tausug ethnicity. Those people that don’t belong in the Islam religion, I believe that Christians are very rude
and they are all liberated. Those Christians are bad people that they are fun of killing people and they don’t respect
each individual. Those Christians are unfaithful to their god and they don’t attend mass like those people I always
see in the Carmen drive that is next to our community and for those who does not belong in the Tausug ethnicity I
believe that they are same with the Christian people like the Magindanaos they killed 60 innocent people and that
incident is still not solved by the Department of justice. I also believe that the Sama’s are untidy and dirty people
that don’t take a bath every day. That are the stereotypes I believe when I was in the Zamboanga City.
Great Achievement
Now that I finished my study/courses at NIU, those stereotypes I believe was deleted away because not all of
Christians are bad people, unfaithful, rude and liberated because most of the Christian people are religious, good
person and some females are shy and they are not liberated. I also learned from my magindanaon friend that not all
of magindanoas are killers or bad person that massacre that happen in magindanao is the fault of the politicians
because they want to rule the city and most of the politicians are greedy. I also learned here at NIU how to become a
respectful leader, how to manage time, how to give value to the food we eat and lastly how to mingle to other people
with different religion, tradition, ethnicity and nationality, this program change my leadership skills in to a highest
level. I can use this new knowledge that I learned at NIU in a way to communicate with them in a nice and
respectful way because it can help me to have more friends, I can also use this new knowledge by applying it into
action such as community services and in seminars I will attend that talks about inter-faith dialogue. I will continue
my service in peace advocate zamboanga in promoting peace in Mindanao so that Mindanao can attain peace.
Action Speaks Louder than Words
As what I’ve said at the second part of my explanation I can concretely use my perspectives in my community
services in Mindanao by doing community services, volunteer works and such things that can help people in their
everyday living. My community project is work for social change in Mindanao because it creates bayanihan among
all people who lives at the community where will I implement this project and it can also be the way for them to be
awake on the happenings around them. This project can also unite them for them to understand the differences that
they have and what similarities they have. This project is linked with my new perspectives at the second paragraph
because without that new knowledge that I learned from the Christian community I cannot awake me from real
world that people have equal rights and so I must help those Christian peoples who live in our community and also
without those new knowledge I cannot came up a project like this (a gift of a bamboo church for Christians from the
Muslim community). It is good to know earlier what a Christian people is because I can now negotiate with the
Christian and I have a little background of what a Christian people is.
From Prejudice to National Unity and Relief Project
Asnoora Huziefah B. Disalo
The Prejudices I Used to Have
The Christians are the villains of the Muslims, a thought I used to believe when I was a kid. I have been in
a Muslim Community since I had my first breath. I’ve never been exposed to a diverse community when I was
young that’s why I consider that thought true for almost half of the years I existed. There comes a time when I think
of hating them for thinking that they’re the one who keeps the Muslim’s lives hard but when I started with my
secondary schooling, I started to adjust myself because I am in a university where it is predominantly Christian.
However, some prejudices of mine about them had stayed. Before, I was afraid to approach them thinking that they
also hate Muslims. Especially when we go to other city, it seems like we’re different. They tag us as being terrorists
and being the bad people. And sometimes, when I try to read the newspaper, MUSLIMS is emphasized, our religion
is emphasized, it’s as if we’re the criminals but when it is other it is not. It is like murdering our religion. They kept
on telling that Muslims are like this and like that that’s why there are times I really feel bad when I encounter some
of them. There are also times when they tag us as being uneducated and ignorant. So I had that thought that they are
really the villains of our lives, they are judgmental, terrible and many more but when I joined this program I realized
that I am with different ethnicities and religion and I learned that they’re not really like that. It’s just that all of us are
humans and all of us are committed to make mistakes. I learned to lessen my pride and let friendship and unity rise.
And most of all, I learned that those whom I thought as the villains were one of the important persons of my life.
I am a Filipino
One of the old knowledge I should discard is the things I used to think about Christians. Like, I thought all
of them have the same practices which are not and the foods they eat. I thought all of them are allowed to eat pork
but some of them were actually cannot. I also consider that I should discriminate stereotyping and generalizing. Stereotyping and generalizing are two big things that cause conflict in Mindanao.
Before, I had no idea of what I am. I don’t even recognize that I am a Filipino but now that I have completed the courses in NIU, I learned to know my identity and I’m proud of it. I learned more knowledge about my
own culture and religion. By learning my own culture, I know that it is a great help in promoting inter-faith dialogue. We were sent here to learn American culture but actually, I learned more about my own culture and my own
religion.
Operation Kalinisan
My action plan is operation kalinisan. It is a relief project.
Every Ending is A New Beginning
Jayson Z. Guerrero
BIAS - a particular tendency or inclination, esp. one that prevents unprejudiced consideration of a question;
prejudice.
Everyday in our lives we are challenged by every by the circumstances. Bias is one of them. It can’t force
not to do it because it is a nature of a man to be judgmental. Honestly speaking before going here in the United
States I have so many biases regarding the Muslim considering the fact that I came from a dominated Muslim
people. There is, frankly, a streak of anti-Islamic bias in their culture that assumes all Muslims are violent and their
religion endorses aggression - and that if Muslim spokespersons claim otherwise, they must be dissembling. This, of
course, is exactly why stereotypes are so harmful. They indiscriminately ascribe characteristics to an entire group.
The time is not yet over because I learned a lot in the Philippine Youth Leadership Program. Those biases
and discrimination were ended. With the activities I had with the program that widen my perspective in
understanding the religion of the others. Praying at the mosque, visiting an Islamic school and sharing of ideas about
the practices of Islam are some of the activities that made a big impact in changing my personal biases.
Philippine Youth Leadership Program made me realize many things. It taught me necessary knowledge,
skills and values that I needed when I go back implementing my community project. Some knowledge I gained were
self- awareness for transforming society; developing community project through vision, mission, swot analysis, and
SMART (specific, measurable, attainable, realistic and time-bounded) goals; the principle of inspiration leadership
and the roles of youth and adult in building better society. Some new skills I gained were The use of survey form as
tool for developing community needs; Learning and understanding American culture through interacting with them
(Rochelle High School and 4-H) and living with them (Host Family); and most of all making an action plan for
community project. The best value I have learned is the value of volunteerism.
My community project is called DANCE. Dance And Navigate for Cultural Enrichment. The project is all
about teaching elementary pupils about culture and arts trough folk and ethnic dances in elementary level especially
in grades 5 and 6 and inculcates the importance of Filipino culture. The pilot testing will be done in one public elementary school and one private elementary school in the city. Notre Dame University Dance Troupe where I was a
former president will tapped to help me in implementing my project.
Now that we will go back home, the program is going to end but the real challenge is going about to begin!
Seeing the Opposite of What I Have Long Perceived of Them
Earl Rasheeda Joe
I Regretted How Long I Have Been Wrong
I admit that it is indeed hard to let go of the things that I have considered influential on my life, no matter how good
or bad the influences may be. But, I usually don’t have that much stereotypes and prejudices against the other
religion. But I couldn’t deny the fact that perhaps on certain points throughout my 17 years of stay in Mindanao; I
have made, witness, or even caused conflicts to arrive just because I see the other person practicing the other
religion wrong, or something unworthy, just because they are different. I see that my simple yet true stereotypes
imposed on them are first, that I see them people who don’t respect me, second, people who are war freaks, people
who do not know how to live harmoniously with us, and lastly people who will never accept and appreciate us.
However, my theories failed. How a young mind would view the world may not be the same of how the world treats
of him. Yes. I am no longer young. I am a grown-up and yet I have still carried these prejudices long before how
PYLP had made me realize that these are wrong and never beneficial, especially to the people whom I value so
much. And I say that these people who are close to my heart are the people of that other religion I have placed biases
on.
Till I Became a Part of PYLP
What I didn’t know though, is that I have been living in pretense, till I became part of the Philippine youth
leadership program, have I been able to immerse myself with fellow Mindanaons who eats the way that I do, who
likes things similar with that I like too. Who can give the sweetest friendship one can ever ask for? Who laughs and
finds happiness on what I do too. It is funny, how I have grown since then. How I have come to see, that these youth
are totally the exact opposite of what was my lifelong outlook upon them. I say, that for those years I have wronged
myself, and I regretted it. Now, I finally felt that we are all alike, yeah, it is also understood that we have
differences, we came from different backgrounds and different ethnicities, but it is in those differences that I have
found similarities, and as I spent with them, my one month stay here at NIU, I have learned their cause. Much likely
similar of my advocacy. Of what I believe in at that. I even had the chance to witness some of my co-Christian
participants who prayed with us during the Friday mass. And it was touching. I felt how much they accepted us and
appreciated what we believe in, how much they respect us. It was just too much. I couldn’t believe that I’m finally
seeing the opposite of what I perceived of them: something beautiful and healthy and something about
understanding and acceptance. I was then carried away. It is just a manifestation that I have been wrong, and slowly
I’m trying to erase all my misconceptions and failures, those bad prejudices I have ever since.
All it Takes is a Courageous Heart
PYLP opened this floodgate. And it is in this opportunity must I work for empowerment and peace advocacy,
through my community projects. Especially now that I have corrected all my misconceptions and is trying my best
to overcome all those biases, I will be more committed to successfully implement my desired project, so that not just
I, nor you or them, but of us all will be the ones to benefit. It is not hard anyways, all it takes is a courageous heart
whose faith is with God, and whose love is for peace in Mindanao. I see, I will qualify with those requirements. Yes
I can. I will and I must. I can be the change no matter how simple I may be, so long as I am with the network of
PYLP and my other co- Mindanaons.
I’m Wondering Why
Jul Rashed Kasid
Crying without Tears
I’m wondering why they are crying, is there’s something wrong or they might be crying for attention? Why are you
crying? Is there something wrong? “Take the pain away from me!” Why? Oh, don’t do that! Why you are ruining
your own? Why? What is your problem? Why you are acting like that? “No, STOP IT please I’m begging you, you
don’t realize that, that is the root of conflict. What you are talking about?
“When I was a child, there are a lot of things running in my mind, I am wondering why. I am wondering the
bombardment that I heard is like fireworks but it’s not. Why are people screaming and running? I don’t know what
they are shouting? My mind can’t stop thinking of the various situations, I wanted it to cleanse my mind, and I don’t
know when to start because I don’t know the problem and I am just a child who wants to know the start of it and
think what can I do.” I’m crying without tears, I want them to take away the pain from me, I can’t take it. Please
stop it. Do you know that I’m wondering, wondering of that situation? Situation that I don’t know, all I know is that
it really affects me, not only me but them, can you see that?
“I am a simple person; I don’t know what’s happening?” What will be happen if that simple person comes in his
mind that there is gap among individual? There will be no generation to next generation, there mind, heart and soul
will transform to divergence that will continue the roots of conflict.
“Imagination is better than knowledge.” Can you imagine now why they are crying without tears? They are
knowledgeable. Simple problem turns has no ending. You are using the wrong way of real meaning of knowledge,
you don’t think in your actions. Now, are you wondering why they are crying, Answer yourself!
I Wondered in My Small Ways
Yes, I wondered! I want to resolve it in my small ways; I deem that all tribulations have an elucidation. Through my
learning’s and education, I wondered the situation that my community facing. I think of it, I will start the new cohort
in my small ways.
My small ways: I need to be part of a program which aim is to build a new generation and I reach it a catalyst for
social change. Being component of the PYLP program I despise the bad traits that I had before, I cleanse up my
mind to better understand the position of one individual, I drag down myself, discriminate past and I aim high for
the future. I improved and found myself because of the intellectual people who shared learning’s and knowledge on
how to resolve the problem and conflict in Mindanao (Land of promise) by starting in one’s own community, the
beginning of new tomorrow.Through sessions, workshop and activities about interfaith dialogue and catalyst, I
wondered if my life has changed. Interfaith dialogue has the potential for deeper and meaningful engagement
because of the possibility that it may enhance spiritual encounter for peace work and social change and the basic
purpose of dialogue is the creation of an atmosphere of peace and understanding where it can build an atomosphere
for the sustainability to initiate a new beginning. Everything changes, I am thinking positively, putting things into
perceptive; build a better understanding about different ethnicities, religions and backgrounds. I wondered that if
you are pursuing your goal, put into action, small ways start to change. I developed my knowledge, attitude and
skills (KAS) that will guide me to the right path.
Wondering about My Actions
I am wondering the affected place where they need a First aid and First responder is one day training and service.
Finally I found it the place where pretentious by armed conflict, the Barangay Buliok, my point of view when the
war arise many innocent are affected and died because of bleedings, infections and sudden illness, the training will
help them to cured themselves and others because there is no instruments who will help them to cure oneself this
will guide and discuss prolonging the life of individual. The underlying principle is to teach them the basic life
support including the tender loving care. I wondered my action, I assume my perspective and it will continuous to
the receiver. My learning’s will be my great instrument to encourage, develop and mold their mind, heart, and soul.
I’m wondering who are the master minds of the conflict and war? Answer Yourself!!!
My Mindanao let me do it in my small ways, completing the side of your part. Considering and influencing my
generation to service and justice. I can’t promise you the Peace as long as they will refresh their mind and stop
thinking of the past. Maybe I cannot change the humankind in one day or even a year but I care and love with high
hopes, I BELIEVE I can change in my SMALL WAYS.
United Mindanao
Mohamad Ali T. Manambuay
My Compatriots in Mindanao
Mindanao has various kinds of people. All of this people are having difference in dialects, beliefs and
cultures. Sometimes their differences are the cause of conflicts in Mindanao. Before I came here I see the other
people who have different beliefs and dialects as not good persons. Even the Maranaos I looked them bad because
there are a lot people telling me that I will not make friends with them because they are traitor. They are always
telling me that they are only good in the first but later, if you have trust with them and the Maranaos may feel that
and their true attitudes will come out. But now I proved that it is not really true. I may say that I committed mistakes
to that, but now I will not believe in just a rumor because it may also cause a problem.
I also see some people as bad, like the Catholic or the non-Muslims. I see them bad because they are really
different on our beliefs or religion. They are also the enemies of our Muslim brothers, the MILF. They also eat pork
in which this is prohibited to us. I’m also thinking that they are liberated unlike us that we are really sensitive
especially the women. But now, all of this is erased. Now, I learned that they are not liberated and they are really
kind person. Even though they are eating pork, we can have friends to them and I will not think that they are our
enemies but instead I will think that they are also our brothers.
Promoting Inter-Ethnic Dialogue and Social Change
The knowledge that I knew before I came here in NIU is that the Maranaos are traitor. They are not good
Muslims. They only doing friends when they need help to a people but if they don’t have need, they will not make
friends to you. This is the worst knowledge that I had learned before going at NIU. I really want to erase this
knowledge because this is really not true and I may have trouble with the Maranaos. That is why I am very thankful
that I was chosen as one of the participants of the PYLP7 because if was not chosen I think until now I will think
that Maranaos are traitor persons.
The value that I want to erase is that I’m not a participative individual in all the tasks that are given to us.
This attitude is not really good because it may affect the performance of the group. And also if there is one person
who is not working and helping in the activities, the group may not make a nice performance. It is better to have few
members in a group instead of having lot members but the other member is not working.
I have lot of new knowledge, skills and values that I had learned in this program that I may use in
promoting inter ethnic and inter-faith dialogue when I come back in our place. One of these is that I had learned to
respect other people despite of our religion and I also learn to have respect to the elders when talking to them. In the
skill that I had learned that may be useful when I come back to Mindanao is that having I can make a good project in
our school. I will also help promote peace and prosperity in our own school.
Respecting the Differences of Each Other
PYLP is really nice program in which it really promotes and helps the student to become more responsible
and good leader someday. I’m one of the students that really the program helped. I had learned to understand and
realize that having racial discrimination to all the people is one of the causes of having conflicts in the world. That is
why my action plan is to have donation but that is not the real fact because the best thing that I will is that we will
teach some pupil in our community to have peace and prosperity in their heart.
If our teachings will be good to the beneficiaries, they will be having peace in their school because in the
school in where we are doing my project is that there is a gap between the students of different beliefs ad ethnicities.
After the project will be implemented the teachers will be happy because they may see that their students are having
friends even though they have differences in life.
Before and after Attending NIU’s Youth Leadership Program
Mohammad Yusoph Masorong
My Biases before Coming to NIU
Before coming to NIU, I really had some biases about Mindanaons that does not belong to my religion,
ethnicity and religion. For those people that do not belong to my religion, I thought that Christians hate Muslims and
tag us as Terrorists. It is always a question in my mind why Christians tag us Muslims as terrorists. The only answer
that I could think of is stereotyping and It is, I guess, because of the Maguindanao Massacre, the bombings there and
here to which the Suspects are Abu Sayyaf and such. How can they tag us as terrorists why they still don’t know us?
That made me have biases against Christians and I am thinking that Christians are uneducated and racist people. But
when we were still in Manila and here at NIU, my Roommates, some of them are Christians and my roommate here
at NIU is a Christian. As time pass by, the biases that I had against Christians were erased because none of my biases regarding Christians were here with my Christian Co-Participants. That bias was erased and discarded and will
be changed when I go back to the Philippines.
The biases I have regarding to those people that does not belong to my community are the things like they
are hard to negotiate with and to talk with and they don’t get along well with other people that are not in their
religion. Throughout my life, I have never met a person that does not belong to my religion or ethnicity who is nice
to me. All of the people who have the same ethnicities always stick together, for example, co-Maguindanaons. The
Maguindanaons just get along with each other and don’t talk with people with different ethnicities like mine. I
wonder why they do that, we have the same Ethnicity but what makes them be different in terms of religion. We
have mostly the same things in our Ethnicity and other people that don’t know our culture can hardly distinguish a
non maguindanaon from a maguindanaon. That’s why I have biases to them but as I met my co-participants that
have the same ethnicity as me but in different religions, the biases were again, erased. I wish all of the biases that I
before have before I arrived here at NIU will be changed when I get back to the Philippines.
My New Knowledge, Values, and Skills That I Use to Promote Inter-Ethnic and Interfaith Dialogue and Social Change
The old knowledge about other ethnicities of people that I have before I had been here at NIU is those that I
have mentioned above. It is on those biases that I have in regards to other people that aren’t on my Ethnicity. I used
to think that Christians are Stereotypes and other people that have the same Ethnicity as me but have different Religion with me; I used to think that they don’t like people in my religion and they are also stereotypes that also stereotype us people in our religion. As for the values, independence and humor are some of the values that I had discarded because they are discriminating. Of course, I and my Christian Co-Participants grew up in a completely different environments so we grew up and we are used up to different sense of humor. When I always want to find the
humor that only people in my Ethnicity and Religion has, I am already discriminating Christian people and hurt
them and cause a conflict. That is the same thing with independence. As for the skills, I only have one in my mind.
The skill of stereotyping others into fancy ideas or fancy things.
I didn’t think of the saying “don’t judge a book by its cover” to be a very meaningful saying. Stereotyping is a cause
that makes these conflicts that are happening to Mindanao.
The new knowledge that I will use to promote inter-ethnic/interfaith dialogue and social change are knowing that not all people stereotype others and that they all want to work, they just need to be empowered or something
like that. Even if we have different beliefs, religions and ethnicities, we still aim for the same goal, the goal to attain
worldwide PEACE. That would really make me think of the good things that I could do with people in other religion
rather than stereotyping and such. As for the values, I prefer charm, approachability, volunteerism and confidence to
be the first 4 values that I can use in promoting interfaith dialogue. Charm and approachability so that people can
approach me and tell me if they want to do something like this and volunteerism so that if someone needs help on
their projects or something like that, even if he/she is on a different ethnicity and religion with me, I would be happy
to help. Confidence is what I will use when I am with other people and talking to them about things. I would be con-
fident enough to share what I know. As for the skills, I will bring back to my home place the skills that I learned
such as youth and adult engagement skills, what will you do in order for the other people to follow you or how will
you be a role model or what will you do in order for the people to have trust and rely on you.
How Would I Concretely Use My New Perspectives in My Volunteer Community Work in Mindanao?
Back then, I thought the people in the target beneficiary of my community project don’t really care to their
environment and they are fine with it. They don’t talk to their neighbors like “hey why don’t we team up and clean
this place?” because they somehow think of something about their neighbors and that makes them think that their
neighbor would just say no and something like that or they may think that their neighbor is stereotyping them if they
say no to working with them. We all people in the whole world have the same goal, peace. If they internalize and
realize that, they can be empowered to work with each other and if they see the community project being done with
youth and adults working together inter-generationally and inter-ethnically, they might be empowered and help or
participate in the project for a more improved implementation of the project. That would develop inter-faith interaction, inter-generational and social change.
Before, During, and After Attending the Youth Leadership Program
Yasminah Mira-ato
Before
Even before, I only have some biases to Mindanaons. I thought that those people who don’t belong with the
ethnicity I have but have the same religion is that, they are hard to talk to because of having a different culture and
lifestyle. Just like what happened in Manila for our orientation. I thought that I would never come along with the
Maguindanaons because they had isolate their selves from us. They all sat at one table and have a conversation using
their own language that my co- ethnicity doesn’t understand. But as the day goes by, time by time I had the way to
interact with them in a way that one of them sat beside me and asked me a question using Tagalog language. As the
other day passed by, we often talk together about ourselves and we even often always sat together with the other
PYLP participants, which are Christians.
For the Mindanaons which are Christians, I have this in my mind that some of them think we are terrorist
and we are bad for the society that we should be gone. I actually have a family, which are Roman Catholics on my
Mom’s side. Already know the differences of Roman Catholic and born again, that not all Christians are liberated.
The reason maybe why the Mindanaon Christians have something against us Muslims is that they think that we are
the ones who started the conflicts in Mindanao and also the wars.
But after meeting and living with my co-PYLP participants for the last 4 weeks starting seeing each other
in Manila, all of the negatives and biases I have for the Maguindanaons and Christians are being all washed out. I
have my buddy who is a Christian, but she didn’t discriminate me and made feel isolated in our room. I have
Krishaz Co who is with me to my host family, but she never eliminate me because of my religion and ethnicity.
Instead, they had already treated me as one of their friends.
During
The ones I have written above are my old knowledge. For the old skills is that, sometimes I can’t avoid stereotyping or judging people on how they look and how they act. For the new knowledge, I actually learned a lot after the courses I had undertaken. Like engaging myself into inter-dialogue faith. Interaction with those people who’s
not having the religion I did. Learning the American Culture through living with my host family. And mostly knowing myself better. I had learned that I should lower down myself for other people to reach me out. For the skills, well
know after all the workshops I had done and living with my host family, I finally learned how to paint even though
its not that really professional. Also that, I now know how to communicate with other people without stereotyping.
After
“Keeping our community clean for a better place to live in” is a project that I had ever wanted to do since I
was in my second year. This project actually involves inter-generations since mostly my volunteers are youth and
mostly my beneficiaries are already in their 30’s and above. This also involves inter-ethnic because there are about
20-30% Maguindanaos and Tibolis living in that community. Also an inter-faith because there are 10-20% Christians living in our community.
Carrying My Backpack Home
Ryan Victor P. Miranda
I shall carry my new backpack when I go back home.
Different Backpacks, Different Perceptions
For students, backpacks are one of the most valuable things that are used almost everyday of their student
lives. Backpacks come in different colors, shapes, and sizes. So are perceptions. There are as many perceptions as
there are people in the world. I have my own personal views and perceptions of the things and people that surround
me in my growing years. I have been taught to respect the differences of the people by my parents and my teachers
in school. Our differences made us feel that we are all unique that we know we can be proud of. Although I have
already an understanding of diversity, environmental circumstances may influence my young mind to perceive
differently people of diverse religious backgrounds, traditions, customs and beliefs. I have a Muslim classmate for
10 years since elementary and he is one of my true friends until now. But my other classmates mocked him lightly
because he is the only Muslim classmate and the rest are Christians. He grew up in a community wherein his peers
are generally Christians. It cannot be erased that there were presence of biases and stereotyping in many aspects
between him, me and my classmates. Quite frankly, the bombing and killing incidents in Mindanao made me feel
quite afraid whenever I hear the words MILF, “sagupaan”, bullets, guns and massacres. The peace and order in the
area is a problem that everyone is facing. My backpack knows all the stories that I encounter everyday.
New Stuffs in My Backpack
Although additional stuffs in my backpack would mean additional load and burden in my back, there is no
greater happiness and contentment than to learn a lot from a foreign exchange study. For the past 27 days, everyday
is a new learning. It seems like my old knowledge which are commonly not right and product of misconceptions are
replaced with new accurate ideas and knowledge. For instance, I took for granted some of the members of the
society before but when I learned the value of intergenerational communication, every perceptions in my mind about
the other people drastically changed. Before, I was quite uncertain to speak up with teenagers of different religions
because I might say something that is not appropriate and acceptable in their religions. But now, I have developed a
strong connection with them that opened a healthy communication among us. Technical writing and action plan
development are two of the most valuable lessons that I have learned all throughout the program. With the help of
the professional people in their chosen fields, I have inculcated the concepts of inspirational leadership, theater arts
as a medium in promoting peace, and using a lot of initiatives to plan the community projects.
From Old to New Backpack
Taking into account all the things that I have learned here at Northern Illinois University, I can safely say
that I am now more ready to go back to my place with my new sets of understandings and insights. I know my life
will not be the same when I go back to Mindanao. Perhaps, this is because of the new things that I will be bringing
home. Down to Earth: Sharing stories from soil’s hues and shades is a small workshop on painting using the
different kinds of soil as a medium in creating a picture. Soil plays a vital role in the existence of almost all
individuals. We benefited a lot from the soil’s valuable help in agriculture and industrial uses. But another use of the
soil is to create a cultural story from its own hues and shades. In the workshop, less fortunate children will be taught
the fundamentals of soil painting and at the same time creating a story on how they see Mindanao as their place out
of the paintings made by the young children.
Mindanao has already its shares of ups and downs. It has already its own shares of victories and losses.
Mindanao is a place of diverse cultural linkages. It continues to strive hard in order to achieve its dream of being a
place attuned to the needs of the people while preserving the idyllic lifestyle and rich culture of the people in all
walks of life. With my new knowledge that I will share to my family, friends, and community people, hopefully
Mindanao will have its new chapter, new chapter to be cherished and remembered by every individual.
Someone’s waiting home for me with my new backpack, and that’s Mindanao.
PYLP 7 Can Change the World
Mohammad Jihadi M. AbdelGafur
Biases
We have different ways of expressing our biases to those people who are not belong to our religion or tribe.
In Islamic perspective, we do not usually mingle with those people who are not Muslims. Because we believe that if
you go with them and make friend with them. They will influenced you in their way of life and convert you to their
belief. I am very strict before to those people who are opposite with my religion and I never talk with them.
There are many biases in my mind before because every time I see Maguindano I always think that they are
“Made or Slaves”. The Tausog are hot tempered and never like the Maranaos. I always look down other tribes before because I did not have enough knowledge about them. I judge them without asking them and also generalized
them all without seeing all.
The PYLP 7 makes me understand more about the other culture and religion. It makes me realize that regardless of the tribes and religion we have. We should respects each other and be united in solving the present problem in Mindanao.
Old Knowledge and New Knowledge
Old Learning. I should not generalize the people who do bad thing to me. I have to be open minded to
other people in communicating regardless of tribe and religion. Because before I am not going with the other people
particularly the Christian. It is in my mind that the Christians are against in our religion and they will destroy my
faith. They will find way to influence me to forget my belief and go with them in Christianity. I don’t even trust
them every time I am with them before because it is in the history that Muslim and Christians never get along
together. I thought also that our tribe is the best among the tribe in the Philippines and my religion is the real religion
in the world.
New Learning. My new realization is all the things that I thought before are all wrong regarding with the
Christians and other tribes. With the PYLP 7, I learned how to mingle with the Christians and eradicate the bad
perception that I have before. I found them very nice to be with and they are not preaching me to believe
Christianity. Knowing a certain thing will help to understand and respect it more. I am so thankful that I attended the
PYLP, it mold me to become a better person and a future leader of our community.
Good communication between muslim, Christians and lumads is the best tool in promoting peace and development in the community. Interfaith dialogue helps to educate both party and understand each other. It will bridge the
gap among the people in the community and create harmonious relationship. Appreciating our deference will makes
us more strong in solving our problems regardless of race, tribe and religion.
Action Plan
The highlight of PYLP is learning the process and implementation of the action plan. I am doing deferent
activity in our community but I did not know how to make an action plan. With the PYLP, I learn the process of
making the action plan. It will help me a lot in addressing the present problem in our community. My community
action will help to eradicate the discrimination between Muslims and Christians students. They will be the agents of
peace when they will go back to their original place. “Youth Call” is a Leadership, communication kills, conflicts
management, interfaith dialogue and career counseling. It will develop the hidden leadership skills of the student as
a future leader of their community. It will enhance their communication skills in term of speaking and writing skills.
They will be though basic verbal and non-verbal activity. It will help them to identify the basic cause of the conflict
and some process of solving it. Also, giving basic understanding of what is Islam and Christianity. Then lastly, I will
help the students in choosing their profession in the future.
Journey of Tomorrow
Omar-Muktar T. Yap
Before being part of this program, I already have the knowledge about leadership and the things that
somehow makes leadership skills be an effective one. It is not unusual to me to attend such training like this. I’ve
been into much training since my college days until today. Only then, I am not confident and don’t have the strength
to put my learning’s into practice for I am always thinking that no one will support me and that people is always self
centered. Besides, I am not used to mingle with people of different cultures because most often than not the trainings
that I have attended is always confined for the Muslim people that I don’t have the chance to learn other cultures
than ours. Thus, I am always firm with what I say and what I believe for that is how I grew up. These are the things
that I am bringing with me before the said training.
Indeed, our coming here to USA, for our Training at Northern Illinois University and Washington DC, I
was telling myself, that I came here not only as Ambassadors of the place I am representing but also as Ambassadors
of peace. That’s why I strived hard to make a difference by doing my best in all the tasks, by helping and
cooperating with my co-participants so everybody will excel and by showing respect to all the people I meet along
the way. I am very much honored and privileged to be part of this program because For me, Leadership Training
particularly involving community projects and making project proposal has never so interesting having our brilliant
speakers in hand. Good enough, that we were having such training like this, I fell in love with… I fell in love with
Youth civic engagement across culture, developing youth-adult collaboration, action planning, developing
community service project the list could go on. Our training proper was so far the most enriching, fulfilling and
rewarding experience that I will treasure for the rest of my life. It changed my perspectives in so many ways of
which I am learning to get out from my own perspective and try to get along with others who are not of my religion.
I have learned that leadership is coordination, we cannot force a certain person to change immediately but then, we
need to put ourselves as model worthy of emulation and always put your words into action to make it more realistic.
PYLP indeed succeeded in addressing the need for sustainable development in Mindanao.
I became part of this program because there is a quality of being a leader that I possess only then I still need
an avenue for me to fully develop my leadership skills. I am here at the United States of America particularly at
Northern Illinois University to undergo training. A leadership training that leads me to pursue my goal in life which
is to be a catalyst of social change. I may not be perfect but I know I can make a difference in my own capacity and
with the help of my family, friends, colleagues and many others. What I want to do is that I will use Education as a
vehicle to transform my community into a better one. By profession and by nature, I am an educator. I can maneuver
some changes in our locality through education. The learning’s/insights that I have learned and I will be learning
will serve as my focal point of plot in effecting better change in our community and this will be shared to my direct
constituents which are my school children since they are the hope of the futures.
It is believed that a country whose primary goal is to deliver quality education is a fast growing nation.
Japan, USA, Singapore, and other economically stable nations showed this to the world. They have attained their
economic security by capitalizing on their education which produces a skilfull and competitive workforce. Where
education is prioritize, there educated citizens. Where there are educated citizens, there are effective nation builders.
Where there are effective nation builders, there is PEACE and PROGRESS that we are longing for…
It's Not Too Late
Lynrose Jane Genon
Dirty Thoughts
Believing my religion which is Christianity as the best of all religions pushed me to formulate biases
against others specially Muslims just to defend my belief. I have a lot of biases against them in my mind. I believe
that Muslims are traitors they will be your friend at front but enemy at your back. They can't be trusted. They were
great pretenders for they claimed theirselves as peace loving people but their the one whose initiating conflict.
They're self-centered, they don't care to the persons they've hurt the most important is that they get what they want.
They are fun of blackmailing the government so that they will be given a special attention. Even if the government
granted their requests they still perform rebellious acts, they want to overpower the government. Their not
approachable and friendly as what i had observed. It sounds unfair for them to be accused with these things out of
their knowledge. It may be frustrating to reflect but that's how ba the image of Muslims forr me for the past years.
Everything change, this change started when I met and mingle Muslim youths and some adults in
community affairs. I was totally ashamed of myself for thinking of those bad things against them without even
knowing who really they are. Now I had proven to myself that they are the actual opposite of what i'm thinking.
Good that i realized those things.
Throw the Old and Treasure the New
There are plenty of values that I should discard for they are very bad and destructing. One of these is being
fun of making stereotypes. I realized that it builds gap between people. Being close-minded is also one. I am also a
one sided person at first, selfish sometimes and often times inconsiderate. I usually stand on what i believe no matter
what happen, that's how my pride reigns in me. I'm dependent enough on what's on the table. I'm not that sensitive
enough also to the need of my community for I believe that it’s not my responsibility. All of these are not worthy to
be treasured but instead of keeping it in myself I shoul dkeep it on the trash bin which I can look back and would
remind me that I learned something from being bad.
Reaching this far in the PYLP adds many things that worth to be treasured in my life. These are the
priceless learnings I gained in the program. I learned how to communicate effectively as a way of bridging the gap
between two parties. I also knew about ways on handling conflict and the different types of conflict approach. The
strategy of mending intergenerational gap is also a very interesting learning for me. Handling cultural shocks and
different cultural adjustments are part of my gains. I also learned how to build peace with the help of art. It brings
people together; it entertained them and inspires them as well. To inspire others is the work of a leader. Making
action plans stragetically is part of my PYLP earnings.
Backbone of My Mission
Engaging to the community is a best initial step in accomplishing my mission. This is the reason that I
made a commnity project action plan that will serve as the backbone or foundation of my mission. “Chain of Unity”
is the title of project. This is a necklace-making project among Muslims and Christians Youths. This project is
geared towards building friendship between the two religions and breaking the gap that separates them. This is a
creative way of gathering them together. Effective and convincing communication will be my tool of gathering
them together. This is also a project that is collaborated to adults and intergenerational communication will take
good care of these. Exhibit will be my parameter of evaluating the program and I’m confident enough to do that for I
knew several things about arts. Through making necklaces interaction will happen across the group that will mix
them together and know each other for a better understanding. This understanding will gradually converted into
trust. This trust will bond them together to be united. If there’s unity peace is not impossible to achieve. This is also
income generating.
Thinking backward to the time that quickly passed, I was lucky enough that I realized that I can do better
who I am. I am happy because it’s not too late to reflect, change and build a better version of yourself.
Tearing the Old Pieces Away
Romar C. Quintero
The Personal Biases I Used to Believe In
For such a very long time now, I have believed in things that I thought were true about other ethnicities in
Mindanao especially the Muslims. I used to believe that Muslims are lazy because in our locality, I have heard
stories about the Moro Islamic Liberation Front who attacks during harvest time and greedily takes all the farm
products from the Christian farmers. I also once thought that they are all criminals, traitors, and the cause of every
conflict anywhere in Mindanao.
I am a Roman Catholic by religion and I assume one thing about all protestant sects—they pretend to be the
people who obey God’s will. I thought before that my religion is better than any other religions. I even discriminate
them quietly because inside my mind, I am thinking that Protestants manifest their faith in a much exaggerated
manner and that they keep on saying that their religion is the only way to heaven. And one thing that really
aggravated my negative view about Protestants is when they question the Roman Catholic beliefs and practices.
They say that Catholics worship icons and statues, kneel on these things, and believe that these things can deliver
them from their agonies. And so for many years, I remained firm with my assumptions about Protestants and even
argue with my Protestant classmates before that their religion is a waste.
The things that I have mentioned are just some of the thousand biases I have within me regarding religions
and ethnicities. In some points, these biases might be true. In some points, they may not be. But even though I have
lived in these biases for a very long time now, I cannot blame myself. My reason is simple—these were the things
that many people told me. And only now that I have realized that I have wasted a big part of my memory
remembering all of these biases.
The Changes in My Perception
For staying here at NIU for a couple of weeks and undertaking the courses, my views on many things
changed. I once thought that Muslims are traitors, criminals, and troublemakers. But as I mingled with our Muslim
colleagues, I have felt the guilt inside me because they have proven that my assumptions before were wrong. I admit
that I really hate Muslims before because of the negative things I usually hear about them but now that I have
experienced to be with these people, my whole perception of their ethnicity has changed. And I have seen them even
better than some people of my own ethnicity. With this, I have learned that sometimes, it’s really awkward to judge
someone merely by the things you have heard about him/her because as you meet along the way, and as you hear
his/her side, only then will you know that you have committed a very big sin—prejudgment—which is unfair on the
part of the person being prejudged. Thus, this particular event that happened to me teaches me a lesson and a thing
to value—empathy. Before uttering even a single word about a person, let us first put ourselves on their posts and
reflect on the things that we will be saying.
In the case of the religion matters, I hardened my heart and accepted no positive comments about the
Protestants. But as we went to a Protestant church in Sycamore, I contemplated on the things that I believe in about
them and started to analyze the past experiences I have with Protestants. Before, when I hear that someone is a
Protestant, I can’t stop myself from getting rid of that person and as if I would like to never see that person again
until such time that I met a Protestant teacher. We chat so often and sometimes our conversation reaches religions.
Because of my respect to her, I listen to every word she says about their religion and I found out that all I have to do
is listen so attentively because in listening, we open our hearts and minds. And from that moment on, I valued
listening. Then I came to realize, I have been a fool talking all of these years that I have forgotten to pause and
listen. Also, as I met a Mela, a Protestant, I have learned many things about their religion although she doesn’t speak
anything about it. I have learned to respect her religion as she respects mine and I have learned to see her beliefs and
values through her actions—one skill that I have can bring home.
Teaching, Learning, and Doing
The action plan that I am going to pursue when I return is a charity work for Muslims which aims to
provide them with the knowledge and initial inputs about vermicomposting. It is a project that I somehow designed
to let them feel that, although we are of different religions and ethnicity, we care for them. Through this project, I
see that we can reach out to them and listen to their plea. Now, I can say that I will succeed in this project because
although I have these negative perceptions towards Muslims at first, but then, I have conquered it and it has subsided
at last. Also, I can say that when I return home, I can even work more effectively with Protestants at school in
implementing this project because I have now realized to set aside religion and think that no matter what we believe
in, we still worship One God.
Real Beauty in Diversity
Janice Almagro Jalali
I cannot say that I have biases against people with different religion, or people from different ethnicities, because
take for example Christianity, I always respect Christians in the way they practice their faith and I always tell my
students that whatever our faith is, we have to respect one another because no religion in this world teaches us to be
bad but instead all religion teaches us one common thing, and that is peace. There will always be individual
differences amongst people, and we cannot change that. What is important is we should learn to appreciate each
other’s differences and try to practice tolerance. There is beauty in diversity, and only people who are free from
biases can see that real beauty.
In every new opportunity comes new learning. In this program I must say that I learned the true essence of knowing
your identity. To be able to share a part of you, of who you are to people who are different from you. I learned the
importance of building relationship and working together with people who are world apart from you.
My community project is a health project for the Badjao in Jolo, Sulu. This project aims to help Badjao to know the
importance of having a good hygiene and maintaining it because this is a very important factor in the social circle
now. You do not have to be glamorous but at least you have a clean and healthy body to boost you self esteem. This
is also one way of trying to eliminate the prejudices of some people against the Badjao tribe. This is project that I
really wanted to do ever since because I always have a vision that someday Badjao tribe will be given importance by
the government. They deserve more than what other people are treating them. And I hope through this project I can
help the Badjao in empowering their tribe.
Environment Affects
Al-Radji D. Sarep
Who Am I?
As part of my daily living and nature of life, I do have biases against people with different belief and
religion than I do. I could remember when I was in 2nd grade in Elementary; there was a cute Christian girl in
our school who happened to be my seatmate. I am pretty sure she was an admirable girl, she was friendly and
caring thus, we became some sort of friends. I still do have a memory of a situation where in she was offering
foods to me, I know she was good but I didn’t take the food she offers to me because I still do believe that
Christians don’t worth to be trusted.
What Do I Do?
Before when I wasn’t part of Philippine Youth Leadership Program I really don’t mingle with Christians. I
find difficulties in making friends with them because I am a very direct to the point type of person. I can’t live
with them around me. Now, I discarded that concept because here in Philippine Youth Leadership Program I
lived with Christian roommates and I lived with Christian host family. I haven’t try to live in a Christian
community before, thus, I kept these misconceptions among Christians.
For Them
The truth of the matter is that the beneficiaries of my action plans are mostly Christians because the way I
did before, I am pretty sure that there are more kids who have the same misconception like me before because
of the environment where I grew up in.
From Stereotyping to Living and Sharing with Others
Fatimah Sohra Usodan
Never Thought It Would Be Like This
Before I’ve been part of this program, some stereotypes about people from different religion and ethnicity
were running into my mind. At first, I though Christians are not that friendly. I thought they only mingle with people
of their same religion. I thought they don’t mingle with Muslims because of some stereotypes running also into their
minds. But, this program changed it a lot. My Christian colleagues changed it all. They are not what I think of. They
are friendly and not hard to mingle with. They are the caring friends I’ve had. Christians are not what I think of.
I also thought that Maguindanaons are war-freak and cold-blooded people. But it had been washed of since
we were in Manila. They are as friendly as the Christians. They are as caring as them also. They are may be coldblooded sometimes yet friendly and caring.
Discard Everything and Live with Them
Those are the things I shouldn’t have had. I’ve been with my colleagues, who were Christians and
Maguindanaons, for about 4 weeks now. I’ve lived and experienced many things with them. I’ve walked with them.
I’ve helped many people with them. I’ve learned with them. I’ve enjoyed every moments with them. I’ve laughed
with them not laugh at them. I’ve cried with them. I’ve shared many things them. And thus, they have discarded
everything bad I’ve had. They have proven me what’s right and what’s wrong. They showed me what I should think
of them. They have fed me the right things I should learn. They have taught me everything that’s good.
From that day on, when we were in Manila, everything has been washed of. Everything got discarded. All
the stereotypes I’ve had were washed of from my brain. They have let me boost up my confidence and mingle with
others. They’ve showed me the belongingness I’ve been looking for. They changed everything. They have changed
me.
Sharing and Using What I Have Had
Everything I have had and learned are what I can apply to my project. I’ve boosted up my confidence
which can help me in socializing with the participants and with some elders. I can use it as an instrument of making
relationship with people of different ethnicities and religion. It’s one way to have a project more effective. It will
easily help me to lead the students who will be participating in my project. I’ve learned how to be in an interfaith
dialogue. This will help me to understand people around me. Judge them for what they are inside not for what they
are outside.
CHAPTER 4: PROJECT PROPOSALS
Shake Hands
Al-Radji D. Sarep
Contextual Background
The community where I plan to implement my project is in Madaya, Binidiyan, lanao del sur, it is a
Municipality and the community needs to know the truth about Christianity because plenty of the youth don’t
understand what Christianity is.
Contextual Problems in the Community
70 percent of the youths in the place hate Christians and do generalized Christians as awful human beings.
Community Needs Assessment
Community needs Assessment wider knowledge or wakeup call to realize that Christians are not all like this way,
They need references and workshops to be able to understand and avoid hasty generalizations against Christianity
and other religions and ethnicities.
Rationale
I want to implement the project because I had noticed that before I was not in the program I don’t really have a
wide knowledge about Christianity, thus, I often generalize them as not approachable by Muslims like me. So, I
came up with the concept to correct the perceptions of youth Maranaos about Christianity and to eliminate hasty
generalizations against any religion and ethnicity. I wanted to correct them through publishing gazette that
contains articles about Christian community, their goals and their beliefs. Through the project I could create a
venue for the Muslims, Christians and Lumads in Mindanao who are looking forward for unity, peace and
prosperity; also, it can enhance our writing abilities.
Project Description
(Isip Para sa Kapayapaan) Understand for Peace is a Project
(1) development and advocacy; and
participatory coalition work and empowerment
Estimated Overall Project Cost
Seven Thousand Pesos (Php 7,000.00)
Your Community vis-à-vis the Community Where the Project Will Be (Community partners; how many are
poor? working with the poorest of the poor; number of people and families in the community who will benefit
from your project; positively affect women and minorities, aside from men and the majority?)
Location of your own Marawi City, Lanao del Location of the Madaya, Binidayan, Lanao del
sur
community:
project community: sur
Your Religion and Ethnicity vis-à-vis the Religion & Ethnicity of the People in the Project’s Community
(Promotion of intergenerational, inter-ethnic, and interfaith relations).
My religion is Islam and I am a Maranao, I want to help Christians (as a whole)
Participating Organization/s
Mindanaw Tripartite Youth Core (MTYC) One of the Major Premises of the Organization is to help in building
strong relationship between Muslims, Christians and Lumads in Mindanao.
Madaya Youth Movement an organization in one of the Barangays of Binidayan, Lanao del sur
Participating Adults and Their Positions or Titles
Noraniah D. Casan – Public Elementary School Teacher in the Community
Hadji Nasser – Barangay Captain
Sorayah H. Sarep – Public High School Teacher in the community
Mohaymen D. Sarep – Barangay Councilor
Internal Strengths
A. Doable
B. Social Awareness
C. Does not need much money
Internal Weaknesses
Funding
External Opportunities
A.Writing abilities
B.Wide knowledge about Christianity
C. Deep understanding
External Threats
Improper time management
Vision
A community with stronger faith and does understand individual diversity so as religious and ethnical diversities.
Mission
• To publish articles that would avoid generalizations against Christians.
• To create a strong bond for the Muslims, Christians and Lumad Youths
Goals
• To correct misconception in generalizing Christians.
• To make inter- religious relationship b
Objectives
• To avoid hasty generalizations and stereotyping against Christians.
Expected Output s
Framework
y Convention on the Rights of the Child
y Adopted and opened for signature, ratification and accession by General Assembly resolution
44/25 of 20 November 1989
y Article 13
y 1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in
print, in the form of art, or through any other media of the child's choice.
y Outcomes
y
y
Maranao Muslim Youths will understand the sentiments of Christian people.
Maranao Muslim Youths will avoid hasty generalizations against Christians.
Overall Timetable by Months in 2010
#
Phases
June
1
Preparatory
5,10,15,20,25
2
Implementation
3
Post-Conduct
Action Plan for Phase 1: The Conduct Stage
Time
Activities
9:00 AM
July
August
September
5,6
15,20
Persons in Charge
12: Noon
12:30 Noon
1:00 PM
1:15 PM
Departure from Marawi City to
Madaya, Binidayan
Arrival
Venue Preparation and Materials
Welcome Speech
Opening Remarks
Al-radji D. Sarep
Al-radji D. Sarep
Tripod Youth Publication Members
Hadji Nasser
Gamoranao Ampaso
1:30 PM
Start of Workshop
Sorayah H. Sarep
5:00 PM
5:10 PM
5:15 PM
Distribution of gazette
Thank you Speeches
Closing Remarks
Tripod Youth Publication Members
Al-radji D. Sarep
Hadji Nasser
Detailed Proposed Budget (Estimated Costs in Philippine Pesos)
Items
Number of Units
Unit Cost
Subtotal
Pens
30
7 Pesos each
210.00
Transportation Fee
10 Passengers
110 Pesos per head
1,100.00
Papers
5 Packs
250 Pesos per pack
1,250.00
Printing Cost
100 copies
25 Pesos each copy of
2,500.00
the Gazette
Pesos 5,000.00
Grand Total:
Output Indicators
If the Maranao Muslim Youths will understand Christianity and they stop generalizing a certain group
that only manifests that success of the project.
Sustainability Plan
The project is continuous because the organization will appoint a new head annually, whom will manage the
group for another destination.
Date Submitted
Example: May 14, 2010
Youth Call
Mohammad Jihadi M. AbselGafur
- The Islamic City of Marawi today was formerly a municipality named Dansalan which was organized on
May 24, 1907 under the Moro Province Administration. Dansalan means a "place of destination", a rendezvous.
The old Dansalan became a charter city on August 19, 1940, pursuant to Commonwealth Act No. 592,
but was inaugurated only on September 30, 1950, due to the Pacific War. Its granting of a charter was authored by the late Commonwealth President Manuel L. Quezon and late assemblyman and later, Senator
Atty. Tomas Cabili. On June 16, 1956, the then Senator Domocao Alonto changed the name Dansalan to
Marawi through a Congressional Amendment of the Charter by the enactment of Republic Act No. 1552.
The changing was in honor of the Marawi Sultanate Confederation.
On April 15, 1980, the city was renamed Islamic City of Marawi through the city Council Resolution No.
19-A during the incumbency of the Atty. Sultan Omar Dianalan as the city mayor considering that 92 percent of the people are Muslims and it is the "Center of Islamic Religion" in Southern Philippines.(
http://www.marawi.net/)
In addition, Mindanao State University was Created under RA 1387 as amended through authorship of
Senator Domocao A. Alonto, the Mindanao State University was established in Marawi City on September 1, 1961. Dr. Antonio Isidro, former Vice President for Academic Affairs of the University of the Philippines, was its founder and first president.
Formal classes opened in June 1962 with 282 students, 19 faculty members and staff, and three core colleges: Community Development, Liberal Arts and Education. After more than three decades of operation,
the University has grown into a multi-campus University System with seventeen colleges and degreegranting units in the Marawi campus alone.
- The University has also opened itself to the outside world through her cooperative linkages with major
universities of Malaysia, Indonesia and Australia. When it comes to the educational dimension of the
Brunei-Indonesia-Malaysia-Philippines East Asia Growth Area (BIMP-EAGA), MSU is among the leaders of the Philippine universities. There are six other autonomous campuses with different thrusts distributed in strategic locations throughout Mindanao: MSU IIT, MSU General Santos, MSU Sulu, MSU Maguindanao, MSU Naawan and MSU Tawi-Tawi. Under the propulsion of a unique and noble mission,
each campus is making strides towards excellence. ( http://www.ilink.ph/view.php?id=120)
1. There is a gap between Muslim and Christian students.
2. Discrimination and stereotyping among students.
3. Some students have low performance in academics.
4. Lack of preparation in going to college.
5. They do not have enough understanding about the various culture and tribe of the people in Marawi City.
Rationale
- Mindanao Sate University is composed of various students and has different type culture and religion. They
come from deferent places all over Philippines. Many of the students are Christian who are not residing in
Autonomous Region in Muslim Mindanao (ARMM). They enrolled to MSU because it is the only University that has very cheap tuition fee but the academic is high standard. There are many freshmen students
who are Christian afraid to the Muslims. They thought that Muslims are trouble maker, traitor and a person
that you can not trust. Also the Muslim students think that Christians are very liberated, not friendly and all
Christian eating pork.
- MSU was created to bridge the gap of various religions and culture of all students regardless of race and belief. Also, to give understanding of the various cultures of each students. MSU is the best place where Muslims, Christians and other religion can express their selves.
- In addition, The Inspired Young Optimists Guild (IYOG) a maranao term means “YES” is a socio-civic organization which aims to train students in leadership, teambuilding, communication skills, conflict management and interfaith dialogue. It was founded by Mr Alden Alonto former PYLP batch 2. It is a volunteer
student organization for Muslim, Christian and Lumad.
- Thus, to address the existing problem in the campus, the project entitled, Youth Call with the theme
“Bridging the gap of Muslims and Christian Students of MSU Pre-University Center” will implement by
IYOG, RANAO COUNCIL and MSU main Junior Eagles Club.
Project Description
- The project is Youth Empowerment where in calling the Youth to participate in solving the present problem
in Mindanao. It will help the students of MSU to understanding Muslims and Christians. Also, eradicate the
bad image or perception of both party and develop harmonious relationship among them regardless of race
and religion.
- The project will enhance the hidden talents of the students in terms of leadership, teambuilding, communication, conflict management and career counseling. “Youth Call” program will help the students to develop
their potential skills as a future leader in their own community. Also, prepare them in going to college because they will be trained in communication skills and time management.
- The IYOG will implement the project together with Ranao Council (RC), MSU main Jr. Eagles Club and
the PUC office.. The tentative date is on the 2nd week of July 2010 in Mindanao State University main campus. The participants are College Preparatory Course (CPC) students, they are the students who did not pass
the entrance exam in MSU and they should undergo preparatory class in Math, English and Values for one
semester. The students are composed of deferent tribes, cultures, ethnicity, and religion.
10, 000.00 Philippine Money
Your Community vis-à-vis the Community Where the Project Will Be
- The project will be implemented in Mindanao State University main campus. Majority in our community
are Muslims, they have private house inside the University. There are Christian family leaving in the university and other tribe like Maguindanao, Tausog, Malaysian. Indonesian. The number of the students in
our university is around 13 thousands students. It is 60% are Christians who are from various places in the
Philippines and 40% are Muslim students.
Marawi City, Lanao del Sur, Location of the project
Mindanao State
Location of your own
Philippines
University
community:
community:
Main Campus,
Marawi city
- I am a Muslim and my ethnicity is Maranao. The ethnicity of the students who are enrolled in our university
is diverse.
- Inspired Young Optimist Guild (IYOG) is a volunteer student organization and socio-civic organization. It
is composed of 20 members and all of them are college students in MSU. Ranao Council (RC) is a sociocivic organization and the members are students, faculty and Staff of the university. MSU main Junior Eagles Club is a socio-civic organization that aims strong brotherhood through community service and the
members are students of the campus.
- Dr. Minang Dirampatun-Sharief, Director of the Pre-university Center
Internal Strengths
- IYOG members are all trained in facilitating
- We have skills and talents in implementing the projects
- Knowledgeable to the community project
- We have linkages in other organizations
Internal Weaknesses
- Lack of funding
- Lack of support by the university administration
- Students are not empowered to join the program
- No materials to use
- No understanding among Muslim and Christian students.
- To prepare incoming freshmen to be ready in college life.
- To bridge the gap among Muslim and Christian students.
- To form an organization for Muslim and Christian students.
- To develop students leadership, team building, communication skills and career counseling.
External Threats
- The Christian and Muslim students will not participate.
- University Administration will not support the program.
- No one will sponsor the program
- Limited materials and resources.
Vision
- Our vision is to create good relationship and understanding between Muslims, Christians and other students
in Mindanao State University. Also, to form an organization which is called “Youth Call” to unite the Muslim and Christian students of Mindanao State University, Pre-University Center.
Mission
- Our mission is to bridge the gap of Muslim and Christian students through interfaith dialogue, leadership,
teambuilding, communication skills and career counseling.
Goals
- The goal of the program is to eradicate discrimination and stereotyping among Muslim and Christian students of
Mindanao State University.
Objectives
- To bridge the gap and develop good understanding among Muslim and Christian students
- To eradicate the bad perception of both Muslim and Christian to each other.
- To enhance the ability of the PUC students in terms of leadership, teambuilding, Communication Skills,
Conflict management and Career Counseling.
- At the end of the program the students will form an organization named “Youth Call” and continue the program for the incoming freshmen students of the University.
Expected Output s
- The Muslim and Christian students will respect and understand each other.
- They will be the ambassador of their place when they come back and explain who are the Muslim and
Christians.
- They will be prepared physically, emotionally and mentally in going to college because of their training that
they will learn to the program.
- They will form an organization which is “Youth Call” to promote good understanding among Muslim and
Christian students and Youth Empowerment for social change.
Framework (Go online, look for and quote specific article and paragraph of the national Constitution, United
Nations Charter, or Universal Declaration of Human Rights)
- The Sangguniang Kabataan was born on October 10, 1991 when the President Corazon C. Aquino signed
into the law Republic Act 7160 also known as the Local Government Code of 1991 which have been authored by Senator Aquilino “Nene” Pimentel The Sangguniang Kabataan commits itself to the survival,
protection, development and participation of the youth toward empowerment, and patriotism, achieved
through strong partnership between and among the government, private and youth sectors, serving with the
degree of professionalism and competence in an atmosphere of unity, solidarity, teamwork and camaraderie. Its mission is to lead in prioritization and direction of all development programs for the youth, to harness their potential and to encourage their active participation in nation building. It also endeavor to promote and protect the yout’s physical, moral, spiritual, intellectual and social well-being and inculcate in
them values of civic effeciency, productivity and social responsibility toward freedom from fear, hunger
and justice. The SK shall accomplish its mission inspired by idealism, dynamism and integrity and drive for
the excellence of the Filipino youth under the guidance of the Almighty God (
http://www.naga.gov.ph/sk/history.html)
- Section 13. The State recognizes the vital role of the youth in nation-building and shall promote and protect
their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate in the youth patriotism
and nationalism, and encourage their involvement in public and civic affairs
(http://www.slideshare.net/narca/article-i).
Outcomes (Behavioral Results)
#
Phases
1
Preparatory
June
X
July
August
Septe
mber
2
Implementation
3
Post-Conduct
Action Plan for Phase 1: The Preparatory or Pre-Conduct Stage
Goals for the Preparatory Stage:
#
1
2
3
4
5
6
7
Action Plan
Planning of the
program
together with
the sponsor’s
Preparation of
materials
Tasking of
work and
committee on
FOOD,
Finance,
Program,
decoration,
Documentation
and etc.
Information
Drive
Finalization of
program
Reservation of
the venue and
Resource
Persons
Confirmation
of participants
and speakers
Lead Person
Organizational
Partners
X
Material &
Financial
Resources Needed
X
Begin
Date
Chairman of
IYOG and
Jehad
IYOG, Ranao
Council and MSU
main Junior
Eagles Club
Zhar
IYOG
Jehad, Zhar,
Jalal
IYOG, Ranao
Council and MSU
main Junior
Eagles Club
Hamza
Eagles
Mahid
IYOG
3rd week
of June
Secretariat
RC
July 5,
2010
Laptop, papers,
bullpen and etc.
2nd week
of June
2010
500 for
transportation and
communication
Last
week of
June
X
End
Date
Evalu
ation
of
Succe
ss
End
Date
Evalu
ation
of
Succe
ss
Action Plan for Phase 2: Implementation or Conduct Stage
Goals for the Actual Implementation Stage:
#
1
2
3
4
5
Action Plan
Secretariat
Emcee and
Facilitator
Introduction of
Speakers
Food
committee
Distribution of
Plaque and
Certificate
Lead Person
Organizational
Partners
Pepo
Ranao Council
Ryan and Taj
RC and IYOG
Tan
Eagles
Jehan
RC
Jehad, Mahid
and Jal
Eagles, IYOG and
RC
Material &
Financial
Resources Needed
Begin
Date
July 1011, 2010
July 1011, 2010
July 1011, 2010
July 1011, 2010
July 1011, 2010
6
Demolition
Hamdi
Eagles
Action Plan for Phase 3: Post-Implementation or Post-Conduct Stage
Goals for the Post-Event Stage:
Material &
Evaluat
Organizational
Financial
Begin
End
#
Action Plan
Lead Person
ion of
Resources
Partners
Date
Date
Success
Needed
Evaluation of
Eagles, RC and
July 13,
1
the community Jehad
IYOG
2010
Project
Assessment to
Eagles, RC and
July 13,
2
Jehad
the program
IYOG
2010
Assessment to
Eagles, RC and
July 13,
3
Jehad
the speakers
IYOG
2010
Output of the
Eagles, RC and
July 13,
4
Jehad
project
IYOG
2010
Is the objective
Eagles, RC and
July 13,
5
Jehad
achieved?
IYOG
2010
Is the Youth
Eagles, RC and
July 13,
6
call was
Jehad
IYOG
2010
created?
Strategies of Implementation (For example: lectures, art work, tree planting, group discussion, workshop on how
to write proposals, writing letters to public officials, etc.?)
- The program will be implemented by group activities and workshop. The students will have a leadership activities like follow the leader and other side of the coin. Communication skills, teambuilding, interfaith dialogue and Career counseling.
Date/s, Detailed Information about Actual Project for Implementation
Example: July 10-11, 2010
Date
Example: 2 days, from 8 AM to 5 PM
Time
Example: MSU main campus, Pre University,
Place
Marawi City
Time
Activities
Persons in Charge
7:00-8:00
Registration
Jalal
8:00-8:30
Naming Games
IYOG members
8:30-8:40
Invocation
Nash
8:40-9:00
Opening Remarks
IYOG Chairman
9:00-9:30
Welcome Address
RC chairman
Intermission
Selected members of
Eagles
9:45-10:00
Recognition of the participants
Ranao Council member
10:00-10:30
10:30-11:00
11:00-11:30
History of Islam?
History of Christianity?
Open Forum
11:30-1:00
1:00-2:00
2:00-3:00
3:00-4:00
Lunch Break and prayer time
Personality Development
Communication skills
Leadership activity
2nd Day
Maze Master
Shoot it
Spider web
Dots
8:00-8:30
8:30-9:00
9:00-9:45
9:45-10:15
Dr. Hamid Barra
Father Chito
MSU Main Eagles
member
IYOG
IYOG
IYOG
IYOG
IYOG
IYOG
IYOG
10:15-10:45
Root Cause of Conflict
IYOG
10:45-11:45
Career Counseling
IYOG and RC
11:45-1:00 PM
Lunch Break and prayer
1:00-2:00
Planning
Eagles
2:00-4:00
Making of Youth Call as organization
RC, IYOG and Eagles
4:00-4:30
Closing Program
Eagles President
Items
Number of Units
Unit Cost
Subtotal
Bond papers
2 rims
100 x 2
200
Bullpen
6 boxes
6 x 50
300
Cartolina
20 pcs
20 x 8
160
Scotch Tape
5 pcs
5 x 25
125
Manila Paper
20 pcs
20 x 5
100
battles
10 pcs
10 x 2
20
Colored paper
1 rim
150
300
Scissors
5 pcs
5 x 15
75
Masking tape
10 pcs
10 x 10
100
Double sided tape
5 pcs
5 x 30
150
White envelop
60 pcs
60 x 7
420
Pentil pin
20 pcs
20 x 45
900
Plaque
5 pcs
5 x 450
2250
Name tag
60 pcs
5 x 60
300
Thumbtacks
10 pcs
5 x 10
50
Yarn
10 pcs
10 x 10
100
Nails
10 pcs
5 X 10
50
Straw
10 pcs
10 x 7
70
Food
60 pcs
60 x 50
3000
Program
500
500
500
Transportation
500
500
500
Information drive
500
500
500
Miscellaneous
1000
1000
1000
11170.00 Pesos
Grand Total:
Output Indicators (How do we know you have produced, used, or given away concrete products? Explain.)
- At the end of the program, Youth Call will be organized and the members are the Muslim and Christian students.
They will work together for peace and understand each other. They will be prepared to go in college because they
are trained in terms of leadership, teambuilding, and communication skills. Also, they can choose what particular
course they will take because they already know what they want in life.
Sustainability Plan (How can the community be successful after you leave? How can the efforts continue when
you are gone?)
- The sustainability of the program is the creation of Youth Call as organization of Muslim and Christian
participants. They will be the one who will manage the organization and recruit students to be part of the group.
Date Submitted
May 13, 2010
Youth for a New Generation
Maleha G. Abdula
Contextual Background (Explain in a few words the economic, social, political, and cultural situation in the
Community where the project will be implemented)
All I can say in my community that economic stability is not doing well because of the crime and them
conflict between Muslim and Christian people.
The contextual problems in my community is they don’t know that there are people well suffered about the
conflict..
They have to know the way of life to be live in a peaceful place and the student where have they school supplies
in able to help in their studies.
Rationale (Why do this specific project?)
The Municipality of Pikit Suffered from many wars between the Christian and Muslim people. All of us are
scared so we the people of pikit want peace. For the past many years come the youth in pikit don’t given a chance
to show up there indivual capacity because they are all in their own places to cover up in the wars.
Project Description. This project is the one day activity for the youth in Pikit in morning we will have a
discussion about the history of pikit and how to build a peace in our own community. In able to their understand
the situation in our community and for the afternoon we will give them a school supplies.
Two thousand six hundred eighty
The said community where I will implement the project is more than 1000 persons. And the majority of that place
is poor.
Fort Pikit Pikit North
Barangay silik pikit north
Location of the
Cotabato
community:
project community: cotabato
Muslims and Christian
Participating Organization/s (Name and short description of organization; age group; who are the volunteers &
their ethnicities/gender/age/religion; how many are the volunteers?)
LGU-PIKIT,ACCES-PYLP ALUMNI,SBO-MADRASAH, and THE SANGUNIANG KABATAAN
FEDERATION
Mr.Reynante Catulong-Acess-Pylp alumni and peace advocate
Internal Strengths
We have enough volunteers and organization to help me specially in financial support
Internal Weaknesses
Maybe we not yet give some attention of some government officials and lack of time.
My mother will help me and the teachers of the school where I implemented
External Threats
It maybe affect my studies, and the volunteers maybe get busy
Vision
Productive community through peace and the youth will actively participate in some activities.
Mission
To have a better understanding between the Christian and Muslim people.
Goals
Provide school supplies and specially knowing the youth the history of pikit.
Objectives
To develop my leadership skills.
To give enjoyment to the Youth,
To promote understanding between Muslim and Christian people.
Expected Output s (Concrete, touchable products)
Creation of group of volunteers that will work toward [peace and community development
Partnership between the LGU and surrounding peoples.
Basically we could not have peace, or an atmosphere in which peace could grow, unless we recognized the rights
of individual human beings... their importance, their dignity... and agreed that was the basic thing that had to
be accepted throughout the world(Rosselvet)
Concern in what happening in the community to make a change.
#
Phases
June
July
August
September
1
Preparatory
X
X
2
Implementation
X
3
Post-Conduct
X
Material &
Financial
Lead
Organizational
Begin
End
Evaluation of
# Action Plan
Person
Partners
Resources
Date
Date
Success
Needed
Organize a
Maleha G.
1 group of
SBO madrasah Transportation
June 15 June 20
abdula
volunteers
Meet
the
elder in the
said
place
2
Mrs.Noraida
Transportation
June 22 June 22
where
I
implemented
the project
Me and LGU Endorsement
3 solicitation
June 26 July 15
Pikit
letters
Selection of
Maleha
G.
4 the
youth
Abdula
and transportation
July 20
participant
SBO-madrasah
5
6
Material &
Lead
Organizational
Financial
Begin
End
Evaluation of
# Action Plan
Resources
Person
Partners
Date
Date
Success
Needed
Getting to
know each
Maleha G.
1
Volunteers
July 24
July 24
other in the
Abdula
program
Team
Band
Maleha G.
2 building
Volunteers
papers,Catolinas July 24
Abdula
activity
and colors
3
Alumni-acess
4
snack
pylp
Sanguniang
kabataan
federation
July 24
Distribution Maleha G.
All members
July 24
July 24
of supplies
Abdula
Material &
Lead
Organizational
Financial
Begin
End
Evaluation of
# Action Plan
Resources
Person
Partners
Date
Date
Success
Needed
Gather the
Maleha G.
Acess-pylp
Money for the
July
1
members
Abdula
alumni
transportation
28
Set a
meeting for
Maleha G.
2
the
Abdula
evaluation
All the
Evaluation
Maleha G.
members and
Snacks and
August August
3
day
Abdula
Maleha G.
transportation
1
1
Abdula
Strategies of Implementation (For example: lectures, art work, tree planting, group discussion, workshop on
how to write proposals, writing letters to public officials, etc.?)
I will cooperate with the LGU-Pikit and have a workshop for the kids.
Example: July 24, 2010
Date
Example: 1 whole day, from 8 AM to 5 PM
Time
Example: Baragay Silik Pikit North Cotabato.
Place
Time
Activities
Persons in Charge
8:30 AM Departure
Volunteers board 2 Rented bus
Sarah and Tonisa
9:00 AM Arrival in Barangay
Coffee and cookies with
Mrs.Abdula and Other volunteers
Silik
community members
10:00 AM
Opening Remarks
Maleha G. Abdula
10:15-11:15 AM
Getting to know each other
Maleha G. Abdula
11:15-12:45 AM
Lunch
LGU-PIKIT
Entertainment
Sanguniang kabataan Federation
12:45-2:00
Teambuilding activity
Maleha and the company
2:00 –2:30 PM
Snack
The volunteers
2:30-3:30 pm
Fun games
Acces-pylp alumni
4-4:30 PM
Evaluation for the youth
Maleha G. Abdula
4:30 – 5 PM
Closing Remarks and Thank
Barangay captain
You!
Detailed Proposed Budget
Items
Source/s of Number of Units
Unit Cost
Subtotal
Funding or
Donor/s
Pencils
solicitations
30
5.00pesos/ each
150.00
notebooks
60
12.0 Pesos /
720
colors
30
12.00pesos/each
360
Ball pens
30
5.00pesos/ each
150
transportation
2 bus
150 each
300
snack
50
20 each
1000
2,680
Grand Total:
5
I will show a video and photo during my implementation date.
you are gone?)
They will be a one team to for
Date Submitted
Donation of School Supply
Asrap R. Abubakar
I am implemented a project community in my community is a school donation this kind of project is giving of
school supply to the Children because in my community the most problem I my community is they cannot go to
school because they don’t have a material like notebook, pencil, bullpen and the most that they cannot go to the
school is the treat to their mind because on August 2009 theirs have a war between MILF (Moro Islamic
Revelation Front) and GRP (Government Republic of the Philippine) I this happing the most affected is the
Children because they have treat to their mind that’s in simple that the Children in my community is I can helped
them in simple way.
There’s a gap between the religions.
And there’s a war between MILF and GRP.
And most worst is the Maguindanao Massacre with killing 60 plus people including journalist and the incent
people.
The school material.
The peace between the two panel.
This school that I want to helped is the poorest Mad rasha in my community the Mad rasha is the school that the
most teaching the Children is all about Islamic way, manner, and attitude because this school is poor they have no
material like I have said that there’s no enough school supply to them.
Project Description In a few words, explain what project you will be doing: (1) relief, development or
advocacy? (2) charity, participatory coalition work, doing social justice work together, or empowerment? (3)
come-and-go, social entrepreneurial, or environmental?
For me this project is a relief in my own experience because I have a organization this is a organization is they
helped to relief a food to the evacuation center and am also including to this group that’s why I have a experience
for this.
For me is a 5,000 pesos.
80 plus people.
Talayan
Location of your own Calsada Sultan Kudarat Location
of
the Kalumamis
Maguindanao
Maguindanao
community:
project community:
Islam , Maguindanaon, Maranao, Ilanon
CommArt Club this club is also volunteer group and also they helped to give a relief food to evacuate.
10 volunteers from this group.
Bots my uncle the principal of this school, and my best friend Abdulhaq Gayak the President of this group.
Internal Strengths
We have a experience for this kind of project.
We have a group that can helped to the project that implemented.
Internal Weaknesses
The financial of this project that where I got the money.
For me the external opportunities of this project it encourage the Children to studying and am believe that this
project that I want to implemented in my community theirs a people that support this project.
External Threats
For me the threat is the booming incidence.
The other people didn’t cooperate to the implemented project.
Vision
in this project that I want to implemented in my community am believe that this small project can encourage the
youth in my community that their realized that studying is so very important and am believe that the you this the
hope of tomorrow.
Mission
To encourage the youth to help their community.
Goals
And am believe that this project they can give to them a values and knowledge that they realized that am doing
this for the youth that waiting a hope that someday the Mindanao became a peaceful that the people can live
without threat and have a peace to their mind and am believe that the youth is hope and hope of future.
Objectives
To help the children to go to school and to become they don’t ignorant.
Am expected that there’s a organization that can helped the project that I want to implemented and they can give
a 20 books.
Sunday, December 7th, 2008
December 10 is the 60th anniversary of the Universal Declaration of Human Rights. Each day leading up to that
date, we’ll post one of the thirty articles of the declaration.
Article 29
1. Everyone has duties to the community in which alone the free and full development of his personality is
possible. Sunday, December 7th, 2008
Thursday, December 18th, 2008
Sarah Ford, CRS senior technical advisor, Partnership & Capacity Strengthening, wrote the following reflection
on the 60th anniversary of the Universal Declaration of Human Rights:
Article 25.2
Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of
wedlock, shall enjoy the same social protection.
And am believe that after this project that implemented in the community the Children that studying at this
particular school they can go to school.
#
Phases
June
July
1
Preparatory
X
2 2010
2
Implementation
3
Post-Conduct
Material &
Organizational
Financial
#
Action Plan
Lead Person
Resources
Partners
Needed
Contact to the
coordinators of
the school that
1
Volunteer
Com Art Club
I want to
implemented
my project.
2
Contact the
Baranggay
Captain in that
community.
3
Talk the partner
organization
that what the
thing that they
can help to
project
implemented.
4
Meeting with
all the official
of this Club.
Volunteer
5
Make a
suggestion to
the project
implemented.
6
Make a plan to
how to get the
budget.
Volunteer
Volunteer
Com Art Club
Com Art Club
August
X
X
Begin
Date
June
20
2010
June
21
2010
June
22
2010
End
Date
Evaluation of
Success
June 20
2010
The
coordinators of
school know
what she/he
going to do.
June 21
2010
The baranggay
captain knows
he/she are lucky
for this project
because it
implemented to
their
community.
June 22
2010
And the
origination
makes a plan
what they need
to do.
Com Art Club
June
23
2010
June 23
2010
Volunteer
Com Art Club
June
24
2010
June 24
2010
Volunteer
Com Art Club
June
25
2010
June 25
2010
September
And the club
member makes
a suggestion
regarding to this
project.
And the club
member make
an action to this
project that
what they need
to do.
And as the
member of the
club I will make
a plan how to
get the budget
for this project.
#
Action Plan
Lead Person
Organizational
Partners
Material &
Financial
Resources
Needed
Talk the
principal of
1 school that
Volunteer
Com Art Club
what they can
help.
Meeting with
them and the
2 organization
Volunteer
Com Art Club
Visual Aid
partner of this
project.
And then I
Note book to
make a
suggestion to
write all the
3
Volunteer
Com Art Club
important
how to help the
matter.
school to the
project.
And then make
a letter that this
Paper and
project is what
4
Volunteer
Com Art Club
they can help
bullpen
the school head
to this project.
And then after
this meet the
school head
5 that what they
volunteer
Com Art Club
can offer a
helped of this
project.
And then am
must need to
Paper and
6 know how
Volunteer
Com Art Club
bullpen
much money
that I need.
Material &
Organizational
Financial
#
Action Plan
Lead Person
Resources
Partners
Needed
1
And after the
head school
approved it I
make a
announcement
to my school
regarding to
this project.
Volunteer
Com Art Club
Bullpen and
ban paper
Begin
Date
End
Date
Evaluation of
Success
June 26
2010
June
26
2010
And I ask the
principal that
what he/she
need to help this
project.
June 26
2010
Afternoon
June
26
2010
And I make a
plan to how to
get a budget for
it.
June 27
2010
June
27
2010
And am going
to do to how to
how to helped
my project.
June 28
2010
June
28
2010
And I
encourage the
head of school
to how can help
to my project.
June 28
2010
June
28
2010
And am make
plan to how to
school helped
me.
June 29
2010
June
29
2010
And am going
to do I total all
the material that
needed.
End
Date
Evaluation of
Success
Begin
Date
June 30
2010
June
30
2010
And my club
goes to room to
room to make
collection of its
student and
announce them
that what is all
about the
purposed of this
money.
2
3
4
And I make a
plan how much
the student can
give a money
for this project.
And for
example if the
student give a
money
The estimation
of money they
can give is 5
pesos each I
divided it for
the material
that needed to
the project.
And am going
to room to
room to my
school and
have an
announcement
to the student
that I have a
project that I
most to
implement and
I collect them a
5 pesos each.
5
And I buy a
material for
what needed
for this project.
6
And I am
contact to the
school
principal that
the entire
student in are
prepared.
Volunteer
Volunteer
Volunteer
Volunteer
Volunteer
June 30
2010
afternoon
June
30
2010
And student
gives money for
this project.
Calculators,
bullpen and
paper.
June 31
2010
June
31
2010
And am going
to do is I to
divided it.
Bond paper
June 31
2010
afternoon
June
31
2010
And the student
cooperated to
this project and
they appreciate
it.
Com Art Club
Com Art Club
Com Art Club
Com Art Club
Money
July 1
2010
Com Art Club
Money,
townies’,
notebook.
Paper,
pencil.
July 2
2010
And the
material is
become easy to
July
how to manage
1
the money
2010
because all the
money is
prepared.
And all the
material is
prepared and
the entire
July
volunteer is
2
already and the
2010
student that
receives this
school supply is
also ready.
group discussion, workshop on
Strategies of Implementation (For example: lectures, art work, tree planting,
Group discussion to the club that am partners and to the school head that what she/he need to help.
: July 2, 2010
Date
: 1 whole day, from 8 AM to 1PM
Time
: Talayan Kalumamis Maguindanao
Place
Time
8:00 am arrival in Talayan
Kalumamis Maguindanao
Activities
Volunteers 10 person and 1
rented townies.
Persons in Charge
Macdum Enca,Abdulhag Gayak, lysa
Abdullah, Asrap Abubakar,
Alhussaine Ali, and the other 4 person
that member of club
10 members of the club
Abdulhaq Gayak
10 member of the club
Asrap Abubakar
9:00 am arranging of materials
Logistical arrangements
9 AM
Opening Prayer
9:15-12:00 AM
Distribution of school supplies
12:10 small orientation all about this
Orientation
project and what is the purpose of this
project
Items
Number of Units
Unit Cost
Subtotal
Pencil
80
5 pesos each
40 pesos
Townies Rental
1
500 Pesos / day
500 pesos
Notebook
80
15 pesos
1,200 pesos
Bullpen
80
10 pesos
880 pesos
Paper or grade first to sixth
2,480 pesos
paper
5000 pesos
Grand Total:
My output indicator is that the children study better.
you are gone?)
I will continue my project and make a survey every week and because my uncle is the baranggay captain in that
particular community. They will contact me. I will ask my co-students to donate the notebooks they don’t use,
including notebooks which have unused pages. These notebooks will be given to the school children on a regular
basis. I will give a small orientation that will tackle about how to use a notebook properly.
Date Submitted
Example: May 12 2010
Art of Peace
Dipolog City is the capital of Zamboanga del Norte. It is known mainly as the “The Gateway to the Western
Mindanao.” It is a throbbing metropolis-in-the-making and at the same time, shows the laid-back lifestyle of a
rural community with diverse cultures coexisting: the once nomadic Subanos who settled in the mountains and
whose language is said to be on the brink of extinction, a sprinkling of Muslim traders and a majority of
Christians. The city government has idealized this with a bronze sculpture of three men lifting their hands in
thanksgiving. The men represent the distinct ethnic groups that make up the city, Christians, Muslims, and the
Lumads. Its geographical location is surrounded by rolling hills to the southeast and Sulu Sea to the north. The
city is devoted to agriculture with coconut, corn and rice as major crops. The city is rich in marine and mineral
sources. Its fish production has accelerated through the development of fishponds. The City of Dipolog is in a
province that has been the poorest in the whole Philippine in 2003 that has been declared by the National
Statistics Coordination Board with a poverty incidence rate of 64.6%.
http://www.onephilippines.ph/index.php?option=com_content&view=article&id=137:dipolog-the-other-delightsof-sardine-country&catid=13:feature-2
http://en.wikipedia.org/wiki/Dipolog_City
http://en.wikipedia.org/wiki/Zamboanga_del_Norte
http://en.wikipedia.org/wiki/Negros
• Lack of Inter-religious and inter-ethnic dialogue
• Poor Interaction between Christians, Muslims, and Lumads
• Lack of programs that boost up the potentials of the youth in the community in the field of arts
• Less number of civic-spirited people
• Lack of people engaged in community services
There is a need to bridge the gap between the diverse inhabitants of Dipolog City. There should be a program that
aims to develop inter-religious and inter-ethnic relationship in a community first in order to have unity and
oneness of the people. If everyone is united, we can manage and handle bigger problems like poverty, poor health
condition, environmental degradation, etc. Because of poverty, there is a lack of facilities needed by the youth to
show their potentials in a certain field. Donation of supplies would greatly help this problem. After working on a
certain target, there is a need to spread the learning experience to the community, to the region, to the country and
to the world to deliver the message to the whole humanity.
Rationale
I believe that “Art of Peace” would suffice the most common needs in the community. This can attract a lot of
attention because it uses art as a medium in promoting world peace. This would also provide an avenue for the
youth, 8-18 years old, to express their ideas and opinions through arts and at the same time molding them into
better persons. The project not only intends to empower the youth but it also aims to encourage the people to help
and gain the spirit of volunteerism through donations of art materials and also for solicitations. Environmentally
speaking, this project also promotes the power of reusing and recycling of things. There are a lot of things that
most people consider as trash but it can be used for the betterment of the world. This project is also a good start
for building relationship between different ethnicities and religion for they will be working together in the artmaking.
Project Description
• Encouraging the people to have social involvement and to have the spirit of volunteerism through donations of art materials especially those recyclable and reusable things that they are considering as garbage
• Promoting unity and interaction between Muslims, Christians, and Indigenous People (Lumads)
• Making a propaganda for world peace by uploading all the outputs online and having an Exhibit Day after all the outputs are done ready to be shown to the public
• Boosting the potentials of the youth in the field of arts
• Shaping the youth who are the future of the world, into better people by instilling to their minds the good
and morally upright concepts about how they should live in this world
Between P8,000 or more
10 Muslim, 10 Christians and Lumads, 20 families (about 3 members per family) = 80 persons total
Barangay Sta. Isabel,
Dipolog City
Barangay LowerTurno,
Location of
Dipolog City
the project
community:
Muslims, Christians ( Catholic, Baptist, Born Again, Mormons), Subanen (Lumad), Cebuano, Boholano, Bisaya,
and Negrenses
• ZNNHS Supreme Student Government – this is the highest governing organization in the school and one
of its aims is to conduct one project for the benefit of the community. It is composed of students with age
bracket between 13-16 years old; freshmen to senior students. Most probably, there will be eight volunteers from this organization.
• Youth for Christ Dipolog Cluster – this organization has been engaged in a lot of community services.
This has been connected to the “Gawad Kalinga” because almost all mem,bers of this organization are
also members of Gawad Kalinga. It is composed of people with age bracket between 13-20 years old.
Most probably, there will be more than five volunteers in this organization.
• Red Cross Youth ZNNHS Cluster – this organization has been an active sector in the community. It conducts several seminars and workshops about volunteerism, leadership and peace-building. It is composed
of students with age bracket between 13-16 years old; freshmen and senior students. Most probably,
there will be more than five volunteers in this organization.
• Joshua A. Bicoy – the former president of ZNNHS Supreme Student Government and currently the Head
of Red Cross Youth Dipolog Cluster
• Vicente R. Gallemit – the head of the Red Cross Youth ZNNHS Cluster
Internal Strengths
• The organizer has strong public relations and has joined many organizations
• The organizer has joined many community services so he has the experience
• The medium for promoting peace which is arts, can easily attract attention
Internal Weaknesses
• It is the organizer’s first time to conduct a project that has long time frame
• It might be difficult to convince people to volunteer, donate, or solicit
• The target community is new to the organizer
• The project might open a lot of doors and this might be the start of social change.
• If the result of the project will be impressive, a lot of people will volunteer to continue the project
• This might encourage people to work for achieving global peace
External Threats
• The interest of the beneficiaries might go down because of long time frame.
• The donated art materials and supplies might not be enough to suffice the whole period of the project
• There might be a conflict in the schedule that could give them reason not to be present in the program
Vision
Art of Peace envisions a humane and just society with diverse inhabitants (Christians, Muslims, and Lumads)
working together in achieving global peace and with individuals who have the spirit of volunteerism.
Mission
Art of Peace aims to develop or strengthen the potentials of the youth in the field of arts which will be used as a
medium in promoting global peace and at the same time, building relationships between Muslims, Christians, and
Lumads.
community:
Goals
•
The project aims to achieve unity of people with different ethnicity and religion through active communication and deep interaction in the hands-on art workshop.
• It also aims to attain understanding of diverse culture in the community thus, breaking different kinds of
prejudices and stereotypes.
Objectives
• To gather the youth that are composed of twenty Muslim, and twenty Christian and Lumad
• To instill the spirit of volunteerism to the hearts and minds of the people by encouraging them to donate
materials for the project, solicit considerable amount for the finance of the project, or volunteer to be one
of the facilitators in the whole period of project implementation
• To bridge the gap between inter-religious and inter-ethnic groups through communication and interaction
in the workshop
• To advocate global peace through spreading the output of the project in the internet or by publishing
booklets about the project
• To eradicate racial discrimination by allowing the beneficiaries to understand fully the culture of each
other
Expected Output/s
• Several art works specifically posters and paintings that convey the message of global peace and eradicating racial discrimination
• Booklets about the project
Framework
• Universal Declaration of Human Rights Article 18 – “Everyone has the right to freedom of thought,
conscience and religion; this right includes freedom to change his religion or belief, and freedom, either
alone or in community with others and in public or private, to manifest his religion or belief in teaching,
practice, worship and observance.”
After the project has been implemented, it is expected that :
•
A lot of people will have the spirit of volunteerism and will be engaged in different kinds of community
services.
•
A lot of people will have social awareness and will have the knowledge in what to do to face social issues and problems
• Many people will understand the diverse culture and they will respect each other’s difference
• Many youth will discover their full potential in expressing their ideas in the field of arts
#
Phases
July
August September
October
1
Preparatory
X
2
Implementation
X
3
Post-Conduct
X
X
•
#
1
2
To collect art donations and solicitations , look for volunteers and participants, to arrange the venue, and
ask permits from the BIR
Material &
End
Lead
Organization
Financial
Begin
Evaluation of
Action Plan
Dat
Resources
Person
al Partners
Date
Success
e
Needed
Jul
Joshua
SSG, YFC,
Transportatio Jul 03, 17,
Asking of Permits
Approved permit
201
Acbay
RCY
n
2010
0
SSG, YFC,
Jul
Joshua
Solicitations
Jun 19,
Sufficient
Solicitation of funds
RCY
31,
Acbay
Letters
2010
Financial Support
201
0
3
Dissemination of
information about
donation
Joshua
Acbay
4
Receiving of art
materials to be
donated
Joshua
Acbay
5
Looking for
Volunteers
Joshua
Acbay
6
Looking
participants
of
Joshua
Acbay
7
Buying of needed
things
Joshua
Acbay
8
Search for topics for
the art workshop
Joshua
Acbay
SSG, YFC,
RCY
SSG, YFC,
RCY
SSG, YFC,
RCY
SSG, YFC,
RCY
SSG, YFC,
RCY
SSG, YFC,
RCY
Public
Information
Officers,
Paper
operations
Storage room
Transportatio
n
Transportatio
n
Transportatio
n
Computer
research
Jun 19,
2010
July 18,
2010
June
18,
2010
July 19,
2010
July 19,
2010
June
19,
2010
Jul
31,
201
0
July
31,
201
0
July
07,
201
0
July
31,
201
0
July
31,
201
0
July
31,
201
0
Many people are
aware of the
donation
Sufficient art
materials and
supplies
Enough number
of volunteers
Exact number of
Participants
Sufficient
Materials
Appropriate and
sufficient topics
•
#
1
2
3
4
5
to start the project implementation on August 07, 2010, to introduce to the participants what the project
is all about and to know each other, use the donated materials and solicitations, conduct the art workshop, make artworks related to the topic
Material &
End
Financial
Lead
Organization
Begin
Evaluation of
Action Plan
Dat
Person
al Partners
Resources
Date
Success
e
Needed
Facilitate
Joshua
SSG, YFC and
Aug 07, Aug
Acbay
RCY Officer- Pencils,
2010
28,
Smooth flow of
scers
ballpens
201 the program
0
Distribution of art ma- Joshua
SSG, YFC and
Aug 07, Aug
All the
Sufficient art
terials
Acbay
RCY Officers
2010
28,
prepared art
materials and
201
materials
supplies
0
Joshua
SSG, YFC and
Aug 07, Aug The participants
Introduction/OrienAcbay
RCY Officers
2010
28,
are very much
papers
tation
201
aware of the
0
project
Food (Snack and
Joshua
SSG, YFC and
Aug 07, Aug
Lunch)
Acbay
RCY Officers
2010
28,
Everyone has
snacks
201 enough food
0
Team-building acJoshua
SSG, YFC and
Aug 07, Aug Everyone
Papers and
tivities/ ice breakers
Acbay
RCY Officers
2010
28,
participate and
pens
201 gained new
Secretariat Committee
6
Security
7
Transportation
8
Time keeper
9
Joshua
Acbay
SSG, YFC and
RCY Officers
Vicente
Gallemit
SSG, YFC and
RCY Officers
Joshua
Acbay
SSG, YFC and
RCY Officers
Joshua
Acbay
SSG, YFC and
RCY Officers
Papers and
pens
logbook
Four-wheel
vehicle
watch
Aug 07,
2010
Aug 07,
2010
Aug 07,
2010
Aug 07,
2010
0
Aug
28,
201
0
Aug
28,
201
0
Aug
28,
201
0
Aug
28,
201
0
friends
Systematic and
organized paper
works
Everyone is safe
Everybody is
transported safely
Activities are
followed in
accordance with
the schedule
•
#
1
2
3
4
5
6
to make propaganda about attaining global peace and eradicating
artworks, make documentation and booklets
Material &
Financial
Lead
Organization
Action Plan
Person
al Partners
Resources
Needed
Documentation
Joshua
SSG, YFC and
Papers, pens,
Acbay
RCY Officers
photos, and
YFC and RCY
computer
Officers
Uploading the artJoshua
SSG, YFC and
Computer,
works online
acbay
RCY Officers
camera
racial discrimination with the use of
Making of booklets
about the project
Joshua
Acbay
SSG, YFC and
RCY Officers
Propaganda-making
with the use of finish
artworks
Joshua
Acbay
SSG, YFC and
RCY Officers
Distribution of booklets
Joshua
Acbay
SSG, YFC and
RCY Officers
Making videos that
advocates peace using
the results of the project
Uploading the videos
online (youtube)
Joshua
Acbay
SSG, YFC and
RCY Officers
Joshua
Acbay
SSG, YFC and
RCY Officers
Paper works,
research
Papers, pens,
markers, art
materials,
camera
Papers and
pens
Video camera
Begin
Date
End
Date
Sep 04,
2010
Sep 25,
2010
Sep 04,
2010
Sep 11,
2010
Sep 04,
2010
Sep 25,
2010
Sep 04,
2010
Sep 25,
2010
Oct 02,
2010
Oct 30,
2010
Sep 04,
2010
Sep 24,
2010
Sep 25,
2010
Sep 26,
2010
Evaluation of
Success
Complete
information
Successfully
uploaded to
the net
Enough
production of
booklets
Successful
dissemination
of information
Enough
booklet are
distributed
Successful
creation of
catchy video
The video was
successfully
published in
the net
• Encouraging the people to have social involvement and to have the spirit of volunteerism through donations of art materials especially those recyclable and reusable things that they are considering as garbage
Computer,
video camera
•
•
Promoting unity and interaction between Muslims, Christians, and Indigenous People (Lumads)
Making a propaganda for world peace by uploading all the outputs online and having an Exhibit Day after all the outputs are done ready to be shown to the public
• Boosting the potentials of the youth in the field of arts
• Shaping the youth who are the future of the world, into better people by instilling to their minds the good
and morally upright concepts about how they should live in this world
August 07, 2010
Date
1 whole day, from 8: AM to 5 PM
Time
Barangay Lower Turno, Dipolog City
Place
Time
Activities
Persons in Charge
Board from assembly area to Barangay Lower Joshua Acbay
7: 00 AM
Turno, Dipolog City
Arrive at Barangay Lower Turno, Dipolog
Joshua Acbay
8:30 AM
City
Welcome speech by Village Elder
Joshua Acbay
9:00 AM
Welcome Speech by Organizer
Joshua Acbay
9:30 AM
Getting-to know activities
Joshua Acbay
12 Noon
Community Lunch
Joshua Acbay
Art Workshop
Joshua Acbay
1:30 PM
Return Home
Joshua Acbay
4:30 PM
Items
Source/
Number of Units
Unit Cost
Subtotal
s of
Fundin
g or
Donor/s
Snacks
Money to be given to the
participants
Miscellaneous and other
things needed
solicitat
ion
solicitat
ion
solicitat
ion
35
P35
P1,225
20
P250
P5,000
-
-
P3,000
P9,225
Grand Total:
Output Indicators
Videos and cameras for documentation as a proof that my project has been implemented
Sustainability Plan
The last phase of the project involves making of booklets about the whole project . These booklets shall be
distributed to the non-government organizations to give them ideas on community projects that involve people of
different religion and ethnicity. I believe that after the propaganda-making, there will be someone, somebody, or
some people that will adopt the project for the sake of attaining global peace.
Date Submitted
May 13, 2010
Reading Festival for Non-Readers
Omar-Muktar T. Yap
Contextual Background: In the Philippines particularly in Bongao Tawi-Tawi, The relationship between
education and development is clear. Education is regarded as the key in the fight against poverty, which explains
why heads of families toil and sacrifice to send their children to good schools in the hope of a better future. Low
education quality and access are key indicators of a high level of poverty and this because most of the pupils
cannot read and comprehend what they have read.
Contextual Problems in the Community: According to John Dewey an advocate of Pragmatism, there are
many problems can be addressed to proper education. It can help us attain our economic security by prioritizing in our education which produces a skilfull and competitive workforce. However, education seems
to be neglected this time. As evidence to back-up, Some 30,396 public schools participated in the March 2009
examinations. Of this number, 366 schools obtained a mean percentage score (MPS) of 34 and below. And of
these schools, more than half (195) are located in the ARMM where Bongao, Tawi-Tawi is situated. The education department classifies student scores according to these levels: low mastery (a score of 15 to 34%); average
mastery (35 to 65 %); moving towards mastery (66 to 85 %); closely approximating mastery (86 to 95 %); and
mastered (96 to 100 %). The very reason of this alarming problem is that pupils cannot read well especially English and if they can read, they could not understand what they have read.
Community Needs Assessment: There is really a pressing needs for this project to improve quality education in
Bongao I-District Barangay Tubig-Tanah. This is a way to make school children a productive citizen of the country and making them more part of a community where they lived.
Project Description: The said project is entitled Reading Festival for Non-readers in Bongao I District
Baranagay Tubig-tanah Bongao, Tawi-Tawi. The program will cater the basic needs of the chosen less fortunate
school children in finishing their education by providing free tutorial classes as the classes starts, enriching their
experience as a child by teaching them how to read and comprehend what they have read and developing their
behaviors and attitude towards self and others as individuals by obtaining self confidence in presenting their
outputs. They will be taught reading using literary genres like (short stories, poems, declamation, oratorical pieces
and others.) afterwards, memorize them and present it to the public during the “READING FESTIVAL” which
will serve as their culmination activities. In return, these school children will be initiating activities relevant to
social mobilization and community service to develop in them the values of a good citizen of the country at their
youngest age.
The mechanism of mobilizing the resources to be used in the program will be a challenge for the organizers. I will
be utilizing Third and Fourth Year Education Students who are taking their Field Study Courses under my class to
be the tutor of those selected pupils who shall be part of the program. We will also ask donations from LGU’s,
Community, DEPED Family and PTCA. Communication through letters between the sponsors and other
participants/volunteers will be established to promote sympathetic and emphatic feelings and understanding
despite of the differences they have.
Estimated Overall Project Cost: Maximum of 12,000.00 pesos Minimum of 10,000.00 pesos
Your Community vis-à-vis the Community Where the Project Will Be: The community where I lived is in
Baranagay Tubig-Boh Bongao, Tawi-Tawi and this project will be implemented at Barabgay Tubig-Tanah
Bongao, Tawi-Tawi. We will be communicating with the Principals of the different schools under Bongao IDistrict for the easy selection of the pupils or clientele. The Barangay Chairman of the area will also be
communicated for reference and future project plans of the the said pupils. There will also be an in-charged
person in each area that will be responsible in monitoring the pupils’ activities. Sponsors who will be providing
the resources will be the asset of the project, thus, we’ll be taken good care of the by organizers. The parents are
also involved in the project implementation, they are requested to participate in any activities that the project will
be initiating making it as a family-oriented event.
community:
Barangay
Tubig-boh Bongao, Tawitawi.
Location
of
the
project community:
Barabgay
TubigTanah
Bongao,
Tawi-Tawi
Your Religion and Ethnicity vis-à-vis the Religion & Ethnicity of the People in the Project’s Community:
My religion as one of the proponents of this activity is Islam and my ethnicity is Sama at that and the said project
as I mentioned earlier will be implemented at Bobgao I-District Tubig-Tanah Bongao, Tawi-Tawi. People from
this are of diverse in nature thus, I will be dealing with different religions and ethnicities like Tausug, Bisaya,
Badjaos or the Sea Gypsies, and Sama. With these, I can say that I am in line with the intercultural programs.
Participating Organization/s:
Third and Fourth Year Students of Mahardika Institute of Technology Inc. they are the students who will take
Field Study courses as a requirement to finish their bachelor’s degree. DepEd, Tawi-Tawi. They are the sole
agency that is responsible for the proper education of the school children of school age as stipulated in the
Philippine Constitution Article IX section 1. The community people, the school is situated within the community,
therefore community will give feedback to what is happening in school and finally, the parents who is responsible
for sending and giving their children to school.
Participating Adults and Their Positions or Titles: School Principals, Parents, Community People, MIT
Students and the Dean of College of education, and myself foremost.
Internal Strengths: Strong support of the Teachers, DepEd family, MIT Students and the Dean of the
college of education of the said private institution.
Internal Weaknesses: Time, Money and resources.
External Opportunities: Support of the Parents and Community People.
External Threats: Full support of LGU to this program..
Goals:
By 2015, there will be 500 Pupils of Bongao I-District Tubig-Tanah Elementary School who will be “changeagents” themselves of their own place.
Objectives :
* Inspire more individuals to make a difference through helping children finish their studies.
* Sustain the basic needs in school, health and the like of the less fortunate children.
* Keep less fortunate but deserving students focused in achieving their dreams.
* Overcome poverty as hindrance in realizing their goals in life.
* Learn the values of selflessness, sensitivity and compassion.
* Accept and mimic the ways of Children of the Earth.
* Realize that there is always hope and that other people cares for them.
Expected Outputs: Pupils can read and comprehend what they have read. More importantly, be part of
growing and changing world without hesitation.
Framework: Article XIV of the 1987 Philippine Constitution states that: Section 1. The State shall protect and
promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make
such education accessible to all.
Section2.The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the
needs of the people and society;
(2) Establish and maintain, a system of free public education in the elementary and high school levels.
Without limiting the natural rights of parents to rear their children, elementary education is compulsory for
all children of school age.
Outcomes: Read and Comprehend what they have read. Develop their self confidence to become a better
and competent individual..
Phases
June
July
August
September
Preparatory
X
X
Implementation
X
Post-Conduct
X
Goals for the Preparatory Stage: Develop a comprehensive and sustainable plan for the said program.
Material &
Lead
Organizational
Financial
Evaluation
Action Plan
Begin Date End Date
Person
Partners
Resources
of Success
Needed
School Principal,
DEPED
Planning
Snacks,
June 23,
June 23,
Education
Omar
phase
Supervisors, and
Papers
2010
2010
MIT education
department Dean.
Meeting and
orientation
Omar and
with Third
MIT and DEPED
Snacks,
June
June 24,
Maria Helen
family
papers.
24,2010
2010
and Fourh
Juaini
year MIT
students.
Occular
inspection
by the area
inchrged at
the
June 25,
June 25,
elementary
Omar,MIT
MIT and DEPED
2010
2010
school.
students
family
(Morning)
(Morning)
Letter to
people
involved
will be
published.
DEPED
Supervisors, MIT
Meeting
Omar and
Dean of
Snacks,
June
June
with
the School
Education
papers…
26,2010
26,2010
parents.
Pricipal
Department and
Teachers.
Goals for the Actual Implementation Stage: Implement the Program effectively.
Material &
Lead
Organizational
Financial
Evaluation
Action Plan
Begin Date End Date
Person
Partners
Resources
of Success
Needed
Office
Performanc
Omar,
Tutorial
MIT student
supplies like
August
e of pupils
JULY 2010
School
papers and
in the pre
Classes
teachers, PTCA
2010
Principal
printer’s ink
and post
#
1
2
3
#
1
2
3
4
#
1
will be needed
test given
for secretariat
by the
works such as
student
the letters to
teachers
be given, the
served as
posters for the
their
discussion and
mentors.
the like,
charisma and
passion to get
the sponsor’s
commitment
in providing
school
supplies to the
scholars.
Goals for the Post-Event Stage: Improved the reading competencies and gained self confidence.
Material &
Financial
Lead
Organizational
Evaluation
# Action Plan
Begin Date End Date
Person
Partners
Resources
of Success
Needed
Omar,
Launching
PTCA, LGU,
Snacks, Prizes
School
Performanc
of the
NGO’s or
in a form of
September
September
1
Principal
e of the
READING
Community
gift ( school
7, 2010
7, 2010
MIT student
pupils.
FESTIVAL
people.
supplies)
teachers,
Strategies of Implementation lectures, art work, group discussion, workshop and activities through cooperative
learning strategy for the easy facilitation of the tutorial classes which will be done during Saturdays and Sundays.
Baragay Tubig-Tanah Sitio Kasanyangan Bongao, Tawi-Tawi Tubig-Tanah
Place
Elementary School.
Time
Activities
Persons in Charge
Example: 7:30-8:00 Arrival of
Preparation for the
TTES Teachers, Omar and MIT Student
Guests, Visitors, Parents,
READING FESTIVAL
Teachers.
Participants
Presentation
8:30 AM Opening Program
Opening Prayer, Singing of
MC (Rajis S. Abdulwahid)
the Philippine National
Anthem and Acknowledging
and welcoming the Guests,
Visitors,parents and
participants.
9 AM
Opening Remarks
Ms Nurijim H. Alvarez (School Principal)
9:15-11:15 AM
Presention Proper (Choral
Pupils who underwent Tutorial Classes.
speech, Poems,
Declamation,
Oration/elocution, Role
Playing and Telling Short
stories.)
11:15-11:30
Inspirational Message
Schools Division Superintendent
11:30-12 Noon
Awarding of best
performing pupils
Omar Yap, School Principal and The
District Supervisor
12 Noon – 12:30
Snacks
12:30 – 1:00 PM
1:30 PM-3:00
End of the program Pupils
Snack and Evaluation of the
program
3:00 –3:30 PM
MIT Student Teachers( Sponsored by the
LGU)
TTES Teachers
Omar Yap, School Principal, MIT student
Teachers, MIT Dean of the College of
Education department, Parents,
Community People, and representatives
from LGU.
Sir Omar
Closing Remarks /Closing
Prayer and Thank You!
Items
Number of Units
Unit Cost
Bond Paper
1 Rim
115.00
Notebook
30 pcs
10/each
Pencils
30 pcs
5/each
Ballpen
30 pcs
7/Each
Cartolina
5 pcs.
8.50/eeach
Pilot Pen
2pcs
60/each
Computer Ink
1
150/each
Parchment Papers
5 packs
20/each
Snacks
Grand Total:
Output Indicators: Actual Activities….
Subtotal
115,00
3,000,00
150,00
210,00
42.50,00
120,00
150,00
100,00
5000,00
9,187,50
Sustainability Plan: Empowering the pupils that they have the rights to education. Teachers and Parents works
hand in hand for the good of their school children.
Date Submitted
Seeds for Peace
Barangay Matina 74-A is the most outstanding barangay in terms of economic, social, political and
environmental aspects. Currently, there have been new settlers in the barangay. They came from the Muslims of
Bankerohan and Mandayas from Davao Oriental and their community is called the Indigent Neighborhood
Association, Inc., Quinones Area, Matina Crossing, Davao City.
Contextual Problem in the Community
17 out of 20 families who will be the beneficiaries of the project are malnourished. They don’t have any technical
know-how how to utilize the available resources in their environment such as plastic cups and there is no
communication between the Muslim and the Non-Muslim Residents.
The community needs healthy food served on their tables and hands-on activity on how to plant without spending
too much money. Communication will also improve and make them healthy socially.
Rationale
The Indigent Neighborhood Association, Inc., are the new settlers in Quinones Area, Matina Crossing.
They came from adjacent barangays and most of them are Muslims from Bankerohan and Mandayas from Davao
Oriental. There has been no formal introduction for the new settlers. Through Seed for Peace, it can initiate
communication among the Muslim and Non-Muslim residents. Also, Barangay Matina is affected by hunger and
malnutrition. In order to address the needs of the inhabitants, the implementation of the said project will play a
vital role to mitigate or even eliminate hunger and alleviate poverty, with the end view of promoting food security
and income stability among families. It will supply as food baskets or main source of commodities to sustain
supplementary feeding and will provide an alternative livelihood initiative to increase family income amidst the
current global economic crisis.
Eventually, the project will serve as an instrument in ensuring every individual’s right to food and
strengthen the household community food production.
Project Description
Seed for Peace is a project of:
(1) development and advocacy;
(2) participatory coalition work and empowerment; and
(3) social entrepreneurial and environmental.
More or less 2,000 pesos
A. New settlers in the community (poor)
B. 20 families will benefit from the project
C. Women and minorities will be empowered since they will be taught how to suffice their nourishment
needs
Matina Location of the Indigent
Neighborhood
Location of your own Barangay
Crossing 74-A, Davao project
Association, Inc., Quinones Area,
community:
City
Matina Crossing, Davao City.
community:
(1) Benefactor: Born-Again Protestant, Cebuana (2) Beneficiaries: Muslim, Mandaya
(1) Name: Barangay Matina Crossing 74-A – It is the most outsanding barangay in the city;
(2) Age Group: Youth and Adults;
(3) Ethnicity/Gender/Age/Religion: Cebuano/a, Male and Female, 17-40, Roman Catholic and Protestants
(Christians)
(4) Volunteers: 10-15 approximately
(1) Hon. Joel A. Santes – Barangay Captain
(2) Leonardo Villafuerte – Assistant Barangay Captain
Internal Strengths
A. Community empowerment
B. Self empowerment
C. Wise utilization of resources
D. Does not need new materials
E. Utilization of recycled plastics as pots
F. Community sufficiency
Internal Weaknesses
A. No technical know-how about the activity
B. Unavailability of human power during the implementation dates
A. Healthy Community
B. Malnourishment will decrease
C. Families can profit from plants (Income generating)
External Threats
A. Inadequate free supply of seeds
B. Lack of cooperation of the community
C. Unavailability of human power during the implementation dates
Vision
A community of God-fearing and law-abiding leaders and constituents with a great sense of duty, fairness and
accountability working hand-in-hand to bring out the best in local governance and striving to develop a tradition
of excellence in the delivery of basic services coupled with the people’s responsibility and virtue of volunteerism
to make the barangay more livable, peaceful and progressive.
Mission
(1) Gives opportunity for the family to work together and bonding;
(2) Encourages cooperation among the neighbors
(3) Promotes clean and green, love of nature and gain better appreciation and understanding of the importance of
health and nourishment.
Goals
A. To address the nourishment needs of the community;
B. To build friendship and communication among Muslim and Non-Muslim Residents; and
C. To teach them how to be self sufficient and be creative in planting
Objectives
Generally, the project aims to sustain life through hunger mitigation and poverty alleviation efforts
relative to an individual in crisis situation.
Specifically, it seeks the following:
1.
2.
3.
4.
5.
6.
To provide quality and organically grown vegetables for the table;
To make use of wastes as organic fertilizers and convert idle lots into sensible utilization;
To recycle rubbers and plastics as pots for the said backyard gardening and may help the occurring problem of the environment;
To generate extra income for the family through selling of own backyard vegetables;
To teach individuals to be self-sufficient; and
To initiate communication among Muslim and Non-Muslim Residents.
Expected Output
Beneficiaries will know how to suffice their needs through planting vegetables in recycled plastics.
Framework
Universal Declaration of Human Rights Article 3 states that “everyone has the right to life, liberty and
security of person.”
Outcomes
They will become more independent in supplying their needs and they can build friendship and camaraderie with
their neighbors.
#
Phases
June
July
August
September
1
Preparatory
5, 12, 19 and 26
2
Implementation
3, 10, 17,
24 and 31
3
Post-Conduct
7, 14, 21 and
4
28
Material
&
Lead
Organizational
Begin
End
Evaluation of
#
Action Plan
Financial
Person
Partners
Date
Date
Success
Resources
Needed
Courtesy call to Maranatha
Brgy.
Project will be
Brgy. Matina
1 the Barangay
Carmela J.
Matina
June 5
June 5 approved by the Brgy.
74-A
Captain
Allado
74-A
Captain
2 Courtesy call to Maranatha
Brgy. Matina
Brgy.
June 12 June
Project will be
the Muslim
Leader of
Indigent
Neighborhood
Association,
Inc.
Carmela J.
Allado and
Brgy.
Captain
Joel Santes
74-A
Matina
74-A
Maranatha
Carmela J.
Allado and Brgy. Matina
3
DAR
Brgy.
74-A
Captain
Joel Santes
Maranatha
Courtesy call
Brgy. Matina
4
none
Carmela J.
for volunteers
74-A
Allado
Material
&
Lead
Organizational
#
Action Plan
Financial
Person
Partners
Resources
Needed
DAR and
Hands-on
Leonardo
Brgy.
1 workshop in
Barangay
Villafuerte
Matina
planting
74-A
Ask for seeds
at the
Department of
Agriculture
2
First Project
Implementation
Elcy Kieth
Debildos
Barangay
Cheska
Ann
Gubantes
Barangay
DAR and
Brgy.
Matina
74-A
12
June 19
June
19
DAR will give the
seeds for the said
project
June 26
June
26
Volunteers will
commit to the project
Begin
Date
July 3
July 10
Brgy.
Matina
July 17
74-A
Brgy.
Third Project
Nella
4
Barangay
July 24
Matina
Implementation Gallardo
74-A
Almira
Brgy.
Fourth Project
5
Barangay
July 28
Jane
Matina
Implementation
Villegas
74-A
Material
&
Lead
Organizational
Begin
#
Action Plan
Financial
Person
Partners
Date
Resources
Needed
Brgy.
Brgy.
Go to Quinones
August
1
Barangay
Captain
Matina
area
7
Joel Santes
74-A
Brgy.
Go to Quinones Jillian
August
2
Barangay
Matina
area
Jimeno
14
74-A
Go to Quinones Maranatha
Brgy.
August
3
Barangay
area
Carmela
Matina
21
3
Second Project
Implementation
affirmed by the
Muslim Leader
End
Date
Evaluation of
Success
July 3
Volunteers know how
to plant
July
10
Start of
communication
between Muslim and
Non-Muslim
Residents
July
17
Distribution of Plants
in recycled pots
July
24
Distribution of Plants
in recycled pots
July
28
Distibution of plants in
recycled pots
End
Date
Evaluation of
Success
August
7
Community knows
how to plant
August
14
Community knows
how to plant
August
21
Community knows
how to plant
Allado
74-A
Asst. Brgy.
Brgy.
Go to Quinones Captain
August
August Community knows
4
Barangay
Matina
Leonardo
area
28
28
how to plant
74-A
Villafuerte
Brgy.
Brgy.
Go to Quinones
Seeds are starting to
5
Barangay
Sept 4
Sept 4
Captain
Matina
area
sprout and grow
Joel Santes
74-A
Strategies of Implementation
A. Group discussion with Volunteers
B. Hands-on vegetable planting in recycled pots workshop
C. Writing a formal letter to the leader of Indigent Neighborhood Association, Inc.,
D. Brief Gathering with the beneficiaries and volunteers on the day of implementation for orientation
July 3, 10, 17, 24 and 31
Date
Halfday from 7:30 Am to 12 Noon
Time
Indigent Neighborhood Association, Inc., Quinones Area, Matina Crossing,
Place
Davao City
Time
Activities
Persons in Charge
Example: 7:30 AM Departure from Volunteers board 2 Public
Kuya D4th and Kuya Marc
Government Center of Brgy.
Jeepneys of the Barangay
Matina
7:45 AM Arrival in Indigent
Preparation of Materials and Ronnie, Almira and Aea
Neighborhood Association, Inc.,
Place
8:00 AM
Opening Remarks
Brgy. Captain Joel Santes
8:30 AM
Response
Muslim Leader
9:00 AM - 11: 00 AM
Planting of Seeds in
Carmela, Elcy, Jane, Nella, Jill and Cheska
Recycled Pots (Plastic cups,
Cut Bottled Soft drinks,
etc.)
11:00 AM – 12:00 Noon
Distribution of Pots to
Different Homes and
Farewell
Carmela, Jill, Elcy, Nella, Cheska, Jane and
Assistant Brgy. Captain Leonardo
Villafuerte
12 Noon Departure from Indigent
Volunteers board 2 Public
Kuya D4th and Kuya Marc
Neighborhood Association, Inc.,
Jeepneys of the Barangay
Items
Number of Units
Unit Cost
Subtotal
Miscellaneous
2,000
2,000
2,000
Grand Total:
Output Indicators
When the community is able to plant on their own after the implementation dates of the project, then it only
follows that the project is successful and it has fulfilled all the objectives stated in the project.
Sustainability Plan
According to the 4th and 5th goals of my project, it will generate extra income for the family through selling of
own backyard vegetables and it will teach them how to be self-sufficient. Thus, after the implementation process,
it will develop their technical skills in gardening, empower every individual’s right to food and strengthen the
household community food production.
Date Submitted
Reading Tub
Zhar Lyn Basiya
Contextual
Sarangani is a province of the Philippines located in the SOCCSKSARGEN region in Mindanao. Its capital
is Alabel and borders South Cotabato to the north and Davao del Sur to the east. To the south lies the Celebes Sea,
while it sandwiches at the center the highly urbanized city of General Santos. Sarangani Province is composed of
seven municipalities with almost 410,622 people. It is wealthy in white dazzling beaches in Glan and Tubing in
Maitum. It is rich in agricultural sources, tourism spots and fishing grounds. Sarangani is also composed of Christians, Muslims and Lumads which is diverse in culture, ideas and beliefs. It has six Indigenous tribes and these are
the B'laan, T'boli, Tagacaolo, Kalagan, Manobo and Ubo.
The Province is facing various problems as of today especially in education. There is lack of facilities in
classrooms and teachers. Also the Province is facing low reading comprehension in elementary and even in public
high schools. There are no access for school needs such as classrooms and books in highland areas and thus this
increase the illiteracy rate of the Province.
It is a need to lessen the illiteracy rate in Sarangani Province and to help and develop the reading comprehension
skills of the students for a productive success in education.
Rationale
This project helps the students to read better and to learn more through reading books.
Project Description
This Reading Project will solicit books and reading materials also papers and pencil from the Sarangani
Government, Quest Office and Police Station Office for the supplies and materials that will be use in the
implementation of the project.
Php. 2000.00 estimated amount will be needed for the supplies.
This project will be working with Muslims and Lumads in the municipalities of Sarangani Province. There will be
30 students from different ethnicity.
Location of your own Alabel, Sarangani Province
Location of Alabel, Sarangani Province
community:
the project
community:
The organizer is a Christian and its ethnicity is Ilonggo and Cebuano.
Supreme Student Government (SSG), Alscie Students from 3rd and 4th year students, Quest Office, English Club
and Sakafil Club of Alabel National Science High School.
Annalie Eday (Quest Officer), Volunteer Teachers of ANSHS, Family and Friends
Internal Strengths
There is enough number of volunteers that will participate in this program and all volunteers have proper
knowledge in reading comprehension and teaching which is a big help for the success of the program.
Internal Weaknesses
There might be problems on the time implementation due to school activities and programs and there might be a
lack of support from the government.
Youth may be able to engage themselves on community volunteerism and community works.
External Threats
There might be conflicts between studies and community project implementation since classes starts on June. It
might be a possibility that there will be few volunteers to gather.
Vision
Reading Tub vision is to encourage youth in community volunteerism and to engage them in community awareness
and needs of the society.
Mission
Reading Tub mission is to help sustain better education and reading tools in producing productive students in the
community. Also this project’s duty is to assist out of school children in reading and understanding basic English
and Filipino vocabulary.
Goals
This project aims to be a catalyst for social change in Sarangani Province, also it aims to help and teach students
and out of school youth to read and learn basic English and Filipino vocabulary.
Objectives
This project therefore hopes to achieve the following objectives;
1. To teach and help students in reading and understanding basic English and Filipino vocabulary;
2. To provide books for them to read and develop values that will encourage them in staying and going to
school;
3. To engage youth in community volunteerism and community works;
4. To promote peace and understanding of diversities through reading and comprehension.
Expected Output
The following are the expected outputs of the project;
¾ Reading comprehension program for young students
¾ Books solicitation as a main needs for the reading program
¾ Spirit of volunteerism will increase in Sarangani Province
¾ Understanding of diversities and cultures using reading and comprehension as a medium in promoting
peace and interfaith cognition.
Framework
Education shall be directed to the full development of the human personality and to the strengthening of respect for
human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all
nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of
peace.
Outcomes
People will be united in promoting better education, peace and understanding diversities, cultures and religions.
#
Phases
June
July
August
September
1
Preparatory
7
2
Implementation
17
3
Post-Conduct
28
Material
&
Lead
Organizational
Begin
Evaluation of
#
Action Plan
Financial
End Date
Person
Partners
Date
Success
Resources
Needed
The project is
approved by the
Consultation of
school and the
the project
Principal
Quest Office
implementation Carmencita
Alabel National
also the books
to the school
A. Kuaya,
Science High
Paper and
June 7,
June 8,
solicitation letter
1 and Quest
Ms. Annale
School and
pencil
2010
2010
is done with
Office also
Eday and
Quest Office
signature and
creating book
Zhar Lyn
was approved by
solicitation
Basiya
the Sarangani
letter.
Province
Government.
2
3
4
Gathering of
volunteers and
Follow-up
confirmation of
the selected
organizations.
Solicitation of
books and other
materials like
papers, pencils
and food.
Weekly meeting
and planning of
schedule for
project
implementation
Zhar Lyn
Basiya and
Erickson
Cauyao
Zhar Lyn
Basiya,
SSG,
English and
Sakafil
Clubs and
with the
Volunteers
Zhar Lyn
Basiya and
SSG
Officers,
English and
Sakafil
Club
Officers
SSG
Paper and
pen, for
gathering
of names,
contact
numbers
and email
address
Alabel National
Science High
School Students
and Club
Organizations
Books,
paper,
pencil and
food
SSG, English
and Sakafil Club
Minutes of
meeting,
paper, pen
and
attendance
June 9,
2010
June 17,
2010
July 2,
2010
July 5,
2010
July16,
2010
Material
&
Lead
Organizational
Begin
#
Action Plan
Financial
Person
Partners
Date
Resources
Needed
Camera,
speakers,
Implementation
banner,
and
July 17,
1
Volunteers
books,
Documentation
2010
program,
of the Project
paper and
pencil.
Material
&
Lead
Organizational
Begin
#
Action Plan
Financial
Person
Partners
Date
Resources
Needed
1
Project
Evaluation and
Giving simple
and easy test for
the children
Volunteers
Art papers,
pencils and
evaluation
sheet
June 15,
2010
August
28, 2010
End Date
August
21, 2010
We were able to
gather 40 to 80
volunteers from
school and out of
our school.
Solicitation
transaction flow
well and the
books collection
went well and
we were able to
collect books,
papers, pencil
and foods for the
project.
We were able to
plan well the
schedule and
discuss properly
the system of the
project. Creating
project rules and
Attendance is
highly
recognized.
Evaluation of
Success
The project went
well and
successful.
End Date
Evaluation of
Success
September
3, 2010
The evaluation
and Postimplementation
was successful
and there had
been
development on
the reading
comprehension
on the students.
Strategies of implementation are as follows:
• There will be a program flow within the selected place to be conducted
• Some sort of entertainment
• Weekly meeting and discussions “Kamustahan” for the project
• Conducting talks and lectures for the project implementation
July 17, 2010
Date
1 whole day from 9am to 5pm
Time
Alabel, Sarangani Province
Place
Time
Activities
Persons in Charge
7:30 AM Departure
Volunteers boards
Zhar Lyn Basiya and Jon Carlow Barroso and
borrowed 2
Erickson Cauyao
government vehicles
from the
Transportation Office
8:30 AM Arrival in Alabel, Sarangani
Preparation and
Jesson Roy Gadiano, Ella Jules Lastimosa and
province
Gathering of the
Junior Mangatong
people and Barangay
Officials
9 AM
Opening Prayer of
Alemran Lambac and Anne Claudette Pacson
Christian and Muslim
Prayers
9: 05AM
Opening Remarks
Ms. Annalie Edday
9:25- 10:30AM
Calamansi Juice and
Alex Santos, Mary Grace Odi, Mifflin-Rae
Sweet Sticky Rice
Calvero
Snacks
Entertainment
Bobot Party Leader: Claire Palitoc and Hazelle
Kaye Abaro Group
10:45-12 Noon
Community Discussion
on the Project
Implementation,
Purpose and Goals and
& Q&A about the
program
12 Noon – 1 PM
Rice, Dried Fish,
Ron Jason De Castro, Clarajen Caraig, Niña
Tomatoes & Salt
Alba, Andy Art Decretales, Glenna Tabugo
1 – 4 PM
Reading Class and
30 Volunteers
BasicVocabulary
Lessons
4-4:30 PM
Snack and community
Jeremy Maslog, Kresha Alog and Kristian Jay
fellowship
Alcantara
4:30 – 5 PM
Closing Remarks and
Marco Cavan
Thank You!
Items
Number of Units
Unit Cost
Subtotal
Pencils
80
6 Pesos each
480.00
Papers
80
10 Pesos each
800.00
Banner
2
70 Pesos each
140.00
Decorations
8
30 Pesos each
Grand Total:
240.00
Php. 1660.00
Output Indicators
There will be a proper documentation from project planning to Project Implementation and everything will be
saved on a CD or Flash Drive for evidences and Minutes of Meeting will be gathered. All information will be
submitted to the program.
Sustainability Plan
There will be an evaluation and weekly tests to know if there are improvements or none on the students. The
organizer highly suggests to the school that this project will continue annually on different places of Sarangani.
Through the help of the Quest and Alabel National Science High School Volunteers it can create big change and
with this small program it may able to sustain quality education that the community needs.
Date Submitted
May 12, 2010
Theater for Peace
Marawi City has many different inter-ethnic and inter-class high schools. One which is the most famous in
Dansalan College which is a private school with high class students, ISED, a public and high standard school, ILS,
also a public school, UTC, a public school and National High school, public school.
Because of the differences in the students from the different schools grew hatred with each other. Sometimes
causing rido or war between families. There is a gap between Muslim and Christian students, Discrimination and
stereotyping among students and they do not have enough understanding about the various culture and tribe of the
people in Marawi City.
The community needs assessment in reuniting the youth from different schools in Marawi through their passions
which is dancing and also to promote peace.
Rationale
Because dancing is my passion and so that I can share more of my talents and to help solve the conflicts between
inter-ethnic and inter-class schools through dancing.
Project Description
I will form a dance club in starting from different schools in Marawi City. It will enhance the talents of the
students in dancing and will also improve the camaraderie between the diverse students.
30,000 -40,000 pesos
The Project will be held in Marawi City. There will be many families that can be benefited in this project
especially those who have siblings in high schools in Marawi City.
Marawi City
Marawi City
Location of
community:
the project
community:
I am a Muslim with the ethnicity of a Maranao. The religions of the People in the Project’s Community will be
Christians while the enthnicity will be Christians, Bisaya.
-Inspired Young Optimist Guild (IYOG) is a volunteer student organization and socio-civic organization. It is
composed of 20 members and all of them are college students in MSU.
-Ranao Council (RC) is a socio-civic organization and the members are students, faculty and Staff of the
university.
-MSU main Junior Eagles Club is a socio-civic organization that aims strong brotherhood through community
service and the members are students of the campus.
-CrashCrew, 5th-Street Groovers, All Star and are the 7th Empire, Aggie and ATANAWELL groovers are dance
groups in MSU that can help form the dance club.
Jehadi AbdelGafur, Family and friends.
Internal Strengths
The internal strength of this project is that it is one of the most common passions of this generation’s youths. This
reason can help make the objectives of the project stronger.
Internal Weaknesses
The internal weakness of this project is that the conflict of time, or if some of their parents are being strict and
won’t allow them to participate in a dance club.
This can help to the understanding of the youth students whether they have inter-class , inter-religion or interethnicity differences. The dancing activities will help build camaraderie between and help them understanding
each other’s differences and destroy their stereotypes.
External Threats
Other people might say bad things or stereotype about the club that it won’t be effective, poisoning the minds of
the youth who were supposed to participate in the club.
Vision
Through the success of this project, I can see the friendship and cooperation between the students from the
different schools despite their differences.
Mission
The mission of this project is to unite the students from different inter-class and inter-ethnic schools and to provide
understanding of their differences through dancing.
Goals
The goal of this project is to promote camaraderie and understanding between students with different religions,
ethnicity and class.
Objectives
The objective of this project is to promote understanding between differences of the youth like their class, ethnicity
and religions.
Expected Output s
- There will be unity and peace between the students.
- A club named “Diverse Movers” will be formed along the dance practices that will be the bridge to the
success of the project.
Framework
Everyone has the right to freedom of peaceful assembly and association.
(THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS Article 20.1)
Outcomes
The students will continue having their friendship and have more understanding of each other’s deifferences.
#
Phases
June
July
August
September
1
X
X
2
X
3
X
Material &
Lead
Organizational
Financial
Begin
End
Evaluation of
# Action Plan
Person
Partners
Resources
Date
Date
Success
Needed
Appointmen
t with the
Sittie Aynah
MSU
The President will
President,
L.
agree to the project
for him to be Cali,Jehadi
June
June1, and will let us
1 informed
AbdelGafur,
Letter
1,2010 2010
implement the
about the
Major
project in the
project and
Abdulatip
campus.
Sarip Cali
have an
agreement
with him
Appointmen
Sittie Aynah
t with the
L.
The heads of the
schoolheads
Cali,Jehadi
June
schools will agree
from
June3,
2
AbdelGafur,
7,
with the project and
different
2010
2010
Major
will let their students
schools in
Abdulatip
participate.
Marawi
Sarip Cali
City.
Sittie Aynah
L.
Cali,Jehadi
AbdelGafur,
and
Solicitation
Committee
Sittie Aynah
L. Cali and
Jehadi
AbdelGafur,
3
Solicitation
of
Money
4
Canvass for
Dance
Trainors
5
Scheduling
of the Dance
Practices
and/or
activities
Sittie Aynah
L. Cali and
Jehadi
AbdelGafur,
Posting of
Paper Flyers
Sittie Aynah
L. Cali and
Jehadi
AbdelGafur,
and
Volunteers
6
Solicitation
Letter
Paper
Plyers,
Glues,
Printings
Sittie Aynah
L. Cali and
Jehadi
7
AbdelGafur,
and
Volunteers
Material &
Organizati
Lead
Financial
# Action Plan
onal
Person
Resources
Partners
Needed
Sittie Aynah
Laguindab
Gathering of
Cali, Jehadi
1 Participants
Abdelgafur
in the room.
and
Volunteers.
Sittie Aynah
Introduction
Laguindab
of the
2
Cali and
purposes of
Jehadi
the project.
Abdelgafur.
Preparation
of the
Practicing
Venue
3
Getting to
know each
other.
Sittie Aynah
Laguindab
Cali
4
Break Time,
distribution
Sittie Aynah
Laguindab
Foods
June
8,2010
July
4,201
0
July 6,
2010
July8,
2010
July
9,2010
July 9,
2010
July
12,
2010
July
20,
2010
July
25,
2010
July
30,
2010
Begin
Date
End
Date
The total money
solicited is enough
for the expenses of
the project.
A Dance Trainors
has been hired to
teach dancing with
the budget fee.
The final schedule is
surely free time for
the students to be
able to participate in
the project without
disturbing their
schedule.
When all necessary
parts of the City
have the important
details that the
youths have to know
for them to be
informed about the
project.
The venue for the
practices is clean and
prepared.
Evaluation of
Success
July 31,
2010
August
29,2010
The entire students
who are interested to
join the club are
gathered in the
practicing hall or
room.
July
31,2010
July
31,2010
The entire participants
understand the
purpose and objectives
of the project.
July
31,2010
July
31,2010
July 31,
2010
August
28,2010
Everyone knows each
other or at least have
the confidence to talk
to each other.
All the foods are
distributed and the
of foods.
Cali, Jehadi
participants have all
Abdelgafur
eaten and ready for the
and
dance practice.
Volunteers.
Dancing
Trainors,
Music
Sittie Aynah
Devices
Starting of
Laguindab
July 31,
August
The participants learn
5
(speakers,
Practice
Cali, Jehadi
2010
28,2010
steps per day.
music
Abdelgafur
player)
and
Volunteers.
Material &
OrganizaLead
Financial
Begin
End
# Action Plan
Evaluation of Success
tional
Person
Resources
Date
Date
Partners
Needed
Dancing
Trainors,
Sittie Aynah
Speakers,
Teaching of Laguindab
July 31, August
1
music
dance steps. Cali, Jehadi
2010
28,2010
players.
Abdelgafur
and
Volunteers.
Participants
and Sittie
Speakers,
August
August
2 Presentation Aynah
music
29,2010 29,2010
Laguindab
players.
Cali
Lectures, Art work and Group discussion.
Months of August
Date
One month, every Saturday and Sunday.
Time
Dimaporo Gymnasium,MSU campus.
Place
Time
Activities
Persons in Charge
8:30 AM Arrival in Dimaporo
Opening Remarks
Gymnasium
9:00-9:45 AM
Introduction of the purposes
Ate Lay, Sittie Aynah
and objectives of the project.
9:45-10:10 AM
Break Time
Individual
10:10-11:20 AM
Getting to know each other
Sittie Aynah, Ate Daim
12 Noon – 1:30 PM
Lunch
Volunteers
1 – 4:30 PM
Dance Practice
Dance Trainors
4:30 – 5 PM
Closing Remarks and Thank Sittie Aynah Laguindab Cali
You!
Items
Source/s of
Number of Units
Unit Cost
Subtotal
Funding or
Donor/s
Music Player
Sittie Aynah
1
Free
Free
L. Cali
Speakers
Sittie Aynah
2
Free
Free
Talent Fees for
the dance
trainors
Scissors
Printer
Colored ink
Colored Papers
Glue/tapes
Spoons
Forks
Paper plates
Foods
L. Cali
Solicited
money
Solicited
money
Sittie Aynah
L. Cali
Solicited
money
Solicited
money
Solicited
money
Solicited
money
Solicited
money
Solicited
money
Solicited
money
1
2,500 pesos
2,500 pesos
5
10 pesos per
50 pesos
1
Free
5
150/ink refill
750 pesos
50 cents per piece
150 pesos
15
10 pesos per
150 pesos
280
20 pesos/pack
5,600 pesos
280
20 pesos/pack
5,600 pesos
280
25 pesos /pack
7,000 pesos
280 packs
50 pesos/pack
14,000 pesos
300 pieces
free
35,800 pesos
Grand Total:
I will have documents of the activities or practices through videos and pictures.
Sustainability Plan
Through the practices of the group, their talents in dancing will improve and through that, friendship and
cooperation between the students will also be formed. The dance club will eventually grow bigger as it forms
camaraderie between the students from different schools.
Date Submitted
May 12, 2010
Pay It Forward Campaign
Cagayan de Oro is the business hub of Northern Mindanao region and considered as one of the most progressive
cities in the Philippines. The city’s economy is largely based on the industry, commerce, trade, services and
tourism. These are the major financial sources of the city and it has been sufficient for the city’s economic growth
development. Along with this is the abandonment of the environment. The city has been building a lot of
infrastructures and the nature has been left behind. Bulua and Barra, in particular, and other neighboring
barangay’s has been greatly affected by the recent Bagyong Ondoy. Plantations of various plants and trees have
been severely affected.
Bulua and Barra were just recently affected by the Bagyong Ondoy and the Mangrove Trees along the seashores
were greatly damaged.
With the help of my Brgy. Capt. Al P. Legaspi, we decided to prioritize and recover the environmental problems
that we have in our community to lessen the damages that it has brought to our locality.
Rationale
I do believe that there is a need to take some action to save our environment and I would like to start making a
good example in my own community. Since I am enrolled under the College of Agriculture, I am truly into any
activities regarding nature.
Project Description
Pay It Forward Campaign is an environmental project which aims to plant mangrove trees in a Christian and
another Muslim Community where youths and adults of various religions will work hand in hand to showcase
unity amongst all of us.
P8,500.00
Approximately 10 families each religion will benefit from this project.
Bulua
Bulua and Barra
Location of the
community:
project community:
I am a Christian and I will work with both equal numbers of Christians and Muslims.
Department of Environment and Natural Resources (DENR), Inter-Religious and Cultural Dialogue (IRCD),
Ateneo Catechetical Instruction League (ACIL), SIRAJ (Muslim Organization of the University)
Brgy. Capt. Al P. Legaspi, Family and Friends
Internal Strengths
I am holding various positions in different organizations that I am part of.
Internal Weaknesses
Participants might not take their tasks seriously and leave everything unfinished which will end up in me doing
everything.
Other organizations will be interested and collaborate with my project.
External Threats
Organizations that I have agreed to work with might back out at the last minute when everything is prepared.
Also, the participating adults might not actively take part and give me no support at all.
Vision
Pay It Forward Campaign envisions a greener world and recovered habitats of the animals with the help of the
Muslims, Christians, or even Indigenous People working hand in hand to save Mother Earth and prove to the
world that nothing can create gaps if we have this one vision for our one country.
Mission
Pay It Forward Campaign aims to change two things in our country and that is to preserve the environment in the
areas of the Muslims and Christians respectively while bridging the barriers that separates us from one another.
Objectives
1. To create an environmental-friendly locality.
2. To preserve the natural habitats of any kinds of animals.
3. To showcase to everybody the need to save Mother Earth.
4. To educate the people of the importance of planting trees.
5. To exercise unity and deeper understanding of our cultural differences.
6. Finally, to establish a new bond of friendship without barriers in between us.
Expected Output/s
Mangrove seedlings are starting to grow and there will be more Mangrove Trees to see in the future.
Framework
“Article 29 of Universal Declaration of Human Rights:
1. Everyone has duties to the community in which alone the free and full development of his personality is
possible.
2. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined
by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of
meeting the just requirements of morality, public order and the general welfare in a democratic society.
3. These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United
Nations.”
Source: http://en.wikipedia.org/wiki/Universal_Declaration_of_Human_Rights
Outcomes
People will become more educated and aware of the neglected environmental problems and will eventually create
a bond of friendship regardless of our religions and cultural differences.
#
Phases
June
July
August
September
1
Preparatory
7
2
Implementation
3
3
Post-Conduct
10, 17, 24, 31
Material &
Lead
Organizational
Financial
Begin End
Evaluation of
#
Action Plan
Person
Partners
Resources
Date Date
Success
Needed
Talk
personally to
Project will be
Trinnah
Local
Letter of Support June
June
the Barangay
1
approved by the
Captain
Caracho
Government
from PYLP
7
7
Barangay Captain
regarding the
project
Follow-up the
confirmation
All of the identified
of the
IRCD, ACIL,
Letter of Support June
June organizations will
2 identified
Lara Aguilar
SIRAJ
from PYLP
8
8
confirm their active
organizations
participation
that I will be
working with
A meeting
Transportation,
The DENR officials
with the
Letter of Support
will give Mangrove
DENR
Michellaine
from the PYLP,
June
June
3
DENR
Seedlings without
officials about Ong
Mangrove
9
11
requiring any
providing the
Seedlings (asked
payment
Mangrove
from the DENR)
4
5
Trees for the
project
Look for
speakers that
will volunteer
themselves
for a short
talk with
regards to the
current
situations of
our
environment
nowadays
Planning for
the things
needed (e.g.:
preparation of
the food) for
the
participants
Nash Alonto
John Ong
Xavier
UniversityAteneo de
Cagayan
Transportation,
Letter of Support
from PYLP or
Recommendation
Letter for my
project
June
14
June
18
We will be able to
tap valuable speakers
to give some inputs
to the participants
before doing the
tree-planting
none
Transportation,
Food for Snacks,
Token for the
speakers,
Certificates or
small tokens for
the Participants,
Papers and Pens
June
21
June
23
We will be able to
budget and buy it all
at a very affordable
price
June
24
June
25
Everybody who were
given a task have
done their part
successfully
Begin
Date
End
Date
Evaluation of
Success
July 3
July
3
Everybody is
entertained and
thrilled of the
upcoming activities
July
3
Participants will
participate actively
and discovered new
things about the
environment
Follow-up of
the
Trinnah
6 accomplished
none
none
Caracho
tasks of each
person
Material &
Lead
Organizational
Financial
#
Action Plan
Resources
Person
Partners
Needed
1
Short
Opening
Program
2
Talk about the
current
environmental
issues around
the country
and Unity in
Diversity
3
Closing
Program /
Thanksgiving
May Ann
Mier
School and
Community
Certificates or
tokens for the
Participants
4
Actual
Mangrove
Tree Planting
for the
Christian
Community
Trinnah
Caracho
School and
Community
Transportation,
Mangrove
Seedlings, Bolo,
Gloves (optional)
Charisse
Anislag
Patrille Love
Otic
School and
Community
Papers for the
program
School and
Community
Leaflets
explaining the
project and
current
environmental
issues as well,
July 3
July
3
The participants will
be able to plant the
trees properly,
following the
expert’s instructions
July 4
July
4
The Participants will
have a positive
response to project
July 3
Material &
Lead
Organizational
Financial
Begin End
Evaluation of
#
Action Plan
Resources
Person
Partners
Date Date
Success
Needed
Weekly
July
July Many Mangrove
DENR, Local
Follow-up of
10
10
seedlings have
Trinnah
Government,
1 our planted
Transportation
17
17
survived and are
IRCD, ACIL,
Caracho
Mangrove
24
24
growing normally
and SIRAJ
Trees
31
31
and stable
My personal technique in implementing this project is to secure myself a Letter of Support from the Philippine
Youth Leadership Program to encourage people to participate actively. Another is to follow-up everything every
now and then to keep track on the condition of my project. I also included talks or lectures in my plan to create a
bigger impact to my participants. And Finally, the actual tree planting for the outputs of the learnings that we all
gained after the lecture.
July 3, 2010
Date
2-whole day, from 8 AM to 5 PM
Time
Bulua and Barra
Place
Time
Activities
Persons in Charge
PART 1
Registration
Charisse Anislag
7:30 AM
8:00 AM
Muslim, Christian, and Lumad
Hope Angela Sanico
Prayer
8: 05 AM
Opening Remarks
Brgy. Capt. Al P. Legaspi and Any
Representative from the University
8:10 AM
Recognition of the Participants
John Ong
8:40-9:40 AM
A Talk about Unity in Diversity
Patrille Love Otic
9:40-11:40 AM
Snacks, Team Building Activities May Ann Mier
12:00 Noon – 1:00 PM
1:00-3:00 PM
3:00-4:00 PM
4:00 -4:30 PM
PART 2
7:30 AM
8:00-8:30 AM
8:30-11:30 AM
11:30-12:30 Noon
1:00 PM
1:30-4:00 PM
4:00-4:30 PM
Lunch Break
A Talk about the Current
Environmental Issues
A Talk on Working as One
Awarding of Certificates to the
Participants, Closing Remarks,
Closing Prayer for Muslim,
Christian, and Lumad
Departure, Volunteers rented 3
jeepneys with the Mangrove
Trees and necessary materials
needed
Arrival in Bulua, Coffee or Hot
Chocolate drinks and cookies for
snacks
Actual Mangrove Tree Planting
Lunch Break
Arrival at Barra
Actual Implementation in the
Muslim Area
Travel back to the Meeting Place,
Announcements, Thanksgiving
Jiel Aguanta
Patrille Love Otic
Trinnah Caracho
Lara Aguilar
Sheena Mediante
Trinnah Caracho
Representative from the DENR
Jiel Aguanta
Nash Alonto
Representative from SIRAJ
Michellaine Ong
Items
Pencils
Bond Paper
Jeepney Rental
Snacks
Certificates / Tokens
Money in Preparation for
the Desired Activity of
the Muslim Community
Number of Units
20
50 sheets
3
60
60
Not Applicable
Unit Cost
5 Peso each
1 Peso each
1,000 Pesos / day
30 Peso each
20 Peso each
Not Applicable
Subtotal
100.00
50.00
3,000.00
1,800.00
1,200.00
2,000.00
8,150.00
Grand Total:
Output Indicators
I will use the high-technology we have right now for my Community Project’s Documentation like Cameras and
Video Cams for the picture ops and videos.
Sustainability Plan
The Barangay Captain and I decided to have weekly follow-ups on the Mangrove Trees that we have planted to
make sure that our project will be successful. Moreover, I will also suggest that we will do this tree planting
activity annually in different localities.
Date Submitted
May 12, 2010
Quarterly Knowledge
Krishaz Marie G. Co
The Lumad is a term being used to denote a group of indigenous peoples of the southern Philippines. It is a
Cebuano term meaning "native" or "indigenous". The Subanuns are the first settlers of the Zamboanga peninsula.
Because they live near the river ("suba"), they are called river dwellers or Suba-nuns. There used to be a lot of
them in our locality but as time pass by they migrated to the highlands (Cogon) and today there are only a
minimal amount of them in Dipolog. Cogon is far away from the heart of Dipolog, they hardly have any
establishments and they have a smaller economy compared to the other barangays in Dipolog. Their roads are not
that amusing but the government is starting to work on it and their education is not given much attention.
Transportation and education
There is a need for help in Cogon especially on the field of education for education in Cogon is not given much
attention. It is a rural area and most of the people who live there are people of the Subanen tribe. People of the
Subanen tribe are mostly given unequal treatment.
Education in Cogon is not given much attention. Throughout the years most of the schools that excelled the most
are of those from near the City, while those in the highlands were not given much attention. The subjects Math
and Science are the subjects that most students find difficulty with, the following subjects are also the main
subjects of students when they reach high school. History to give them a background about the Philippines and
English for better understanding of the subjects they will tackle and communication.
After-school educational enrichment program for youths of ages 8-12.
Volunteers and requested tutors are the heart of the program. They work with triads or more of students. In addition to offering academic support, volunteers are role models to the students.
At the tutoring program students build skills in English, Math, History, and Science, and strengthen their sense of
self-esteem and self-respect and learn how to interact with different types of people.
Before the quarter ends an evaluation will also be given to measure what the students have learned.
School supplies (pens. Pencil, papers, notebooks and books) will also be given by the end of each quarter.
P5000 or more
Cogon is in the southern part of Dipolog. It’s around 15-30 minutes away from Downtown. It is a highland and
has a population of 1692 according to the latest population survey by the National Statistics Coordination Board
(NSBC) on August 1, 2007. It is a rural area and has a P 250,828.00 (est) income
Dipolog
City, Location of the project Cogon, Dipolog City,
Location of your own Barra,
Zamboanga del Norte
Zamboanga del Norte
community:
community:
IRoman Catholic
Beneficiaries- Lumads (un-Islamized and un-Christianized) and Roman Catholics
High School Students, Roman Catholic and Protestants:
Zamboanga del Norte National High School Math Club
Zamboanga del Norte National High School Science Club
Zamboanga del Norte National High School English Club
Zamboanga del Norte National High School Supreme Student Government
Zamboanga del Norte National High School School Paper Club
Rotaract Club of Dipolog- college students, Roman Catholic and Protestants
Susan Alcazar- Math Club Adviser
Felomino Tamonan- SSG Adviser
Prescila Anotado- School Paper Adviser
Sheryll Cuevas- School Paper Adviser
Al Cantery- English Club Adviser Chairman
Zhairine Mayormita- Science Club
Lilibeth G. Ratificar- ZNNHS School Principal
Joshua A. Bicoy- Red Cross Chairman and former Rotaract President
Mr. and Mrs. Peter Y. Co- parents
Jojo Sanchez- My Dad’s SecretaryAdviser
Internal Strengths
Connection to the city government, friends, student of the Dost Curriculum, part of all of the tapped
organizations.
Internal Weaknesses
Ensuring that we can tutor every other Saturday (clashes of schedule might occur)
To gather donations like school supplies and money from people, free transportation and security from the city
government, volunteers who will tutor the youths of Cogon
External Threats
Absences of students from their Saturday tutoring classes
Vision
To encourage and empower the intellectual strengths of the students to take an active role in learning. Enhance
academic success of the tutees for them to reach their hopes and dreams.
Mission
Quarterly Knowledge support, guide and inspire the students to prepare them to become lifelong learners,
responsible citizens and to boost their self-confidence to foster a positive and caring learning atmosphere that
supports classroom instruction and overall student success, and to improve the students in achieving their
educational goals and academic success.
Goals
Is to improve the students in the following fields for them to not have difficulty when they are in school, this will
also serve as a foundation for high school. The program also aims to foster understanding between the Lumads
and the Christians.
Objectives
Quarterly Knowledge aims to:
• Foster understanding between the diverse culture
• Build relationships between the Tutors and the tutees
• To assist students in reaching their academic goals
• Help them prepare for the following fields
• To boost their self confidence and self-esteem
This also aims help students improve their knowledge on the following fields, thus giving a better time and less
difficulty for the teachers to teach them. Through this activity, they will also interact intergenerationally,
interethnically, interfaithly and it will improve their communication and boost their self-confidence to interact
with different types of people.
Quarterly report on the improvement of the tutees. A pre test and post test will be given by the start and end of the
activity.
No human right, except the right to life itself, is more fundamental than this. A person’s freedom of learning is
part of his freedom of thought, even more basic than his freedom of speech. If we take from someone his right to
decide what he will be curious about, we destroy his freedom of thought. We say, in effect, you must think not
about what interests you and concerns you, but about what interests and concerns us.
– John Holt, Escape from Childhood
I have pattered my behavioral results and outcomes to the Youth Tutoring program:
The Power of Education
We believe that education is a powerful tool that empowers youth to achieve their dreams.
Teamwork, Respect, Integrity
Staff, volunteers and students work together in an environment of respect and integrity. We foster and promote
diversity within our organization respecting differences of religion, ethnicity and experience.
Hard Work, Focus and Productivity
Staff, volunteers and students achieve success through hard work, focus and a high level of productivity in all we
do.
Continuous Effort Towards Excellence
We believe that it is only with continuous attention to improvement that we will attain excellence as students,
tutors and as a program.
#
Phases
June
July
August
Septem
ber
1
Preparatory
X
X
2
Implementation
X
X
X
3
Post-Conduct
X
Goals for the Preparatory Stage: To gather volunteers as tutors, full support from the participating clubs, to
gather as much support.
Evalu
Material &
ation
Lead
Organizational
Financial
Begin
#
Action Plan
End Date
of
Person
Partners
Resources
Date
Succes
Needed
s
Communication
to the head of
Communication
June
I and My
June 4,
June 11,
1 the Lumad and
letters, load for
12,
Dad
2010
2010
to the principal
cell phones
2010
of the school
Solicitation
Jojo
Supreme Student
June 13,
July 2,
July 4,
2 Solicitation
letters, fuel for
Sanchez
Government
2010
2010
2010
transportation
Felomino
ZNNHS Math Club,
Tamonan
ZNNHS Supreme
and Susan
Gather
Student
Alcazar, Al
Load for cell
June 13,
July 2,
July 4,
3 Volunteers to
Government,ZNNHS
Canteryphones
2010
2010
2010
become tutors
English Club,
Chairman
ZNNHS Science
Zhairine
Club
Mayormita
Create list for
members of
Meeting place,
different
and list final
June
committees,
ZNNHS Supreme
June 18,
June 25,
list of
4
I
26,
paperworks
Student Government volunteers,
2010
2010
2010
needed (
printing
appication
forms)
Joshua A. ZNNHS
Supreme
Transportation,
Bicoy,
Student Government,
quarterly
Prescila
ZNNHS
School
5 Gather tutees
Knowledge
Anotado,
Paper Club, Rotaract
Application
Sheryll
Club of Dipolog
Forms
Cuevas
Joshua A.
ZNNHS Supreme
Make
Bicoy,
Student Government, Transportation,
6 arrangements
Rotaract
Rotaract Club of
load
Club of
for the venue
Dipolog
Dipolog
#
Action Plan
1
Orientation of
tutors
2
Orientation of
tutees
Lead
Person
Me and
Joshua A.
Bicoy
Me and
Joshua A.
Bicoy
1
Math exam
Lead
Person
Susan
Alcazar
July 9,
2010
July 11,
2010
July 13,
2010
July
13,
2010
Begin
Date
Rotaract Club of
Dipolog
Venue,
transportation
July 15,
2010
July 15,
2010
Rotaract Club of
Dipolog
Venue,
transportation
July 16,
2010
July 16,
2010
July 16,
2010
(Every
other
Saturday)
July 16,
2010
(Every
other
Saturday)
July 16,
2010
(Every
other
Saturday)
July 16,
2010
(Every
other
Saturday)
September
17, 2010
(Every
other
Saturday)
September
17, 2010
(Every
other
Saturday)
September
17, 2010
(Every
other
Saturday)
September
17, 2010
(Every
other
Saturday)
Organizational
Partners
Venue,
transportation,
3 Math tutoring
ZNNHS Math Club
school supplies
(chalk, eraser,
etc.)
Venue,
transportation,
Science
Zhairine
ZNNHS Science
4
school supplies
tutoring
Mayormita Club
(chalk, eraser,
etc.)
Venue,
transportation,
English
ZNNHS English
5
Al Cantery
school supplies
tutoring
Club,
(chalk, eraser,
etc.)
Venue,
transportation,
Felomino
ZNNHS Supreme
6 History tutoring
school supplies
Tamonan
Student Government
(chalk, eraser,
etc.)
Action Plan
July 8,
2010
Material &
Financial
Resources
Needed
Susan
Alcazar
#
June 27,
2010
Organizational
Partners
ZNNHS Math Club
Material &
Financial
Resources
Needed
Venue,
transportation,
school supplies
(chalk, eraser,
End Date
Begin
Date
End Date
September
24, 2010
September
24, 2010
Evalu
ation
of
Succes
s
July
15,
2010
July
16,
2010
Septe
mber
17,
2010
Septe
mber
17,
2010
Septe
mber
17,
2010
Septe
mber
17,
2010
Evalu
ation
of
Succes
s
Septe
mber
24,
2010
Zhairine
Mayormita
ZNNHS Science
Club
English exam
Al Cantery
ZNNHS English
Club,
4
History exam
Felomino
Tamonan
ZNNHS Supreme
Student Government
5
Donation of
School
Supplies
Joshua A.
Bicoy
ZNNHS Supreme
Student Government
and Rotaract Club of
Dipolog
2
3
Science exam
test papers,
etc.)
Venue,
transportation,
school supplies
(chalk, eraser,
test papers,
etc.)
Venue,
transportation,
school supplies
(chalk, eraser,
test papers,
etc.)
Venue,
transportation,
school supplies
(chalk, eraser,
test papers,
etc.)
Venue,
transportation,
school supplies
September
24, 2010
September
24, 2010
September
24, 2010
September
24, 2010
September
24, 2010
September
24, 2010
September
24, 2010
September
24, 2010
Septe
mber
24,
2010
Septe
mber
24,
2010
Septe
mber
24,
2010
Septe
mber
24,
2010
Documentation
(start of the
I, Prescila ZNNHS Supreme
Septe
June 13,
September
program,
Anotado,
Student Government,
mber
6 during the
Venue
2010
30, 2010
Sheryll
ZNNHS School
30,
program and by
Cuevas
Paper Club
2010
the end of the
program)
Based on study Guides and Strategies (http://www.studygs.net/tutoring.htm)
Seek out training to be a more effective tutor
Clearly establish expectations for your learner
Keep and follow a consistent set of rules
Have a clear idea of your own strengths and limitations
Know the learner
Build a relationship and trust
Make sure the learner knows it is safe to not succeed at first
Example: July 23, 2010 until September 24, 2010
Date
Example: Half day, from 1 PM to 5 PM
Time
Example: Badjao Village in Sta. Cruz Island
Place
Time
Activities
Persons in Charge
1:00 PM Assembly of Tutors
Checking of Attendance
I
1:15 PM Departure
Travel to Cogon, Discussing the
Susan Alcazar
ideas to be tackled for the afternoon
1:30 PM Arrival
Going to venues, Checking of
Susan Alcazar and Zhairine
attendance of tutees
Mayormita
1:45 PM Start of Tutoring
Dong homework, discussing the
Susan Alcazar (Math tutoring),
topics they have difficulty with or
Zhairine Mayormita (Science
needs improvement
tutoring), Al Cantery (English
Tutoring) and Felomino Tamonan
3:00 PM Break Time
3:15 Resume Tutoring
4:45Dismiss Tutoring
4: 45 PM Going back Home
Calamansi Juice and bread for the
Tutors, break for the tutees
Ice breaker, advance studying of
lessons
(History Tutoring)
Al Cantery
Susan Alcazar (Math tutoring),
Zhairine Mayormita (Science
tutoring), Al Cantery (English
Tutoring) and Felomino Tamonan
(History Tutoring)
Goodbyes
Travel back to Downtown Dipolog,
Felomino Tamonan
thank you to the tutors, Giving next
weeks schedule
Items
Number of Units
Unit Cost
Subtotal
Pens
25
5 Pesos each
150.00
Transportation
5
500 Pesos travel
2,000.00
Pencils
60
5 Pesos each
300.00
Papers
60
10 Pesos each
600.00
Erasers
60
5 Pesos each
300.00
Books
60
50 Pesos each
3,000.00
6,850.00
Grand Total:
The compilation will serve as the evidence. In the compilation there will be pictures, articles and compositions
you are gone?)
The sustainability relies on the hands of Cogon Elementary School. They will be monitoring the students who
attended the activity.
Date Submitted
A Gift of a Bamboo Chapel for Christians from the Muslim Community
Jay-Ar del Rosario
Contextual Background (Explain in a few words the economic, social, political, and cultural situation in
the Community where the project will be implemented)
This project will be implemented because of Christians in our community need this chapel and they want
to build a chapel but they lack support and this project can help them to perform their mass and ceremonies.
The problem in our community is Christians and Muslims is not very united so this project can build a
bayanihan which gives way to let them unite.
The community needs assessment is for them to have their own chapel and they will use it for their mass.
Rationale (Why do these specific projects?)
To help Christian people to have their own chapel in their community so that they will not travel so far to
attend their mass.
advocacy? (2) charity, participatory coalition work, doing social justice work together, or empowerment?
(3) come-and-go, social entrepreneurial, or environmental?
This project will be doing charity, social justice work together, and empowerment.
5,000 php.-10,000 php. Will be needed.
Your Community vis-à-vis the Community Where the Project Will Be (Community partners; how many
are poor? working with the poorest of the poor; number of people and families in the community who will
benefit from your project; positively affect women and minorities, aside from men and the majority?)
All Christians in our community will benefit this project including poor people, men and women, minorities
and etc.
Location of your own Pantano acacia, san Location of the Pantano acacia, san roque,
roque, zamboanga city, project community: zamboanga
city,
community:
Philippines.
Philippines.
Your Religion and Ethnicity vis-à-vis the Religion & Ethnicity of the People in the Project’s
Community (Promotion of intergenerational, inter-ethnic, and interfaith relations).
My religion is Islam and my ethnicity is tausug and the people involved in this project are all roman
catholic.
Participating Organization/s (Name and short description of organization; age group; who are the
volunteers & their ethnicities/gender/age/religion; how many are the volunteers?)
SSG(SUPREME STUDENT GOVERNMENT), PAYO(PANTNO ACAIA YOUTH ORGANIZATION)
PAZ(PEACE ADVOCATE ZAMBOANGA)
MRS. NELAIDA C. FRANCISCO, ALDRIN ABDURAHIM AND MY FAMILY AND FRIENDS
Internal Strengths
The internal strength of this project is it can be the way for a better understanding of different religions.
Internal Weaknesses
The internal weakness of this project is it lacks space for all the people that will attend the mass because it
might be small enough to accommodate all people in the community.
The external opportunity of this project is the people will help each other to build the chapel even their
Muslims or Christians they will cooperate and understand each other.
External Threats
The external threat of this project is the grass might grow big and surround the chapel and that will be a big
problem because it might destroy the chapel.
Vision
The vision of this project is to have a good relationship of Muslims and Christians and they can understand
each differences they have what similarities they have for them to have a better place to live in.
Mission
The mission of this project is the Christians can have their own church for them to have their masses or
processions in their own place and they will not travel from different barangays to attend mass or any
processions.
Goals
The goal of this project is to have all people equal human rights, to build bayanihan and to have
understanding each peoples likes and dislikes.
Objectives
The objective of this project is to have a clear and precise understanding of different culture, ethnicity,
religions and traditions. To have exchange knowledge of different religions about their traditions and
for them to unite to build a better generation.
The expected output of this project is a doable and simple chapel for the Christians and it is a very useful
chapel in our society.
Framework (Go online, look for and quote specific article and paragraph of the national Constitution,
United Nations Charter, or Universal Declaration of Human Rights)
All human beings are born free and equal in dignity and rights.
(declaration of human rights power point presentation of Kuya Rey Ty)
The outcome of this project is people will be united and they can trust each other.
#
Phases
June
July
August
September
1
Preparatory
10
2
Implementation
12
11
3
Post-Conduct
15
Material &
Action
Lead
Organizational
Financial
Begin
End
Evaluation of
#
Resources
Plan
Person
Partners
Date
Date
Success
Needed
Consulting
the project
The
and ask
permission was
permission
Mrs. Nelida
Transportation,
approved by
to the
Francisco,
perfect time to June
PANA and
June
1
the captain and
barangay
my mother
PAYO org.
meet the
10,2010 20,2010
the solicitation
captain to
and me.
captain.
letter was
make
signed already.
solicitation
letter.
The solicitation
process has a
SSG org.
School and
Solicitation
June
July
good outcomes
2 Solicitation PAYO org.
community.
paper.
21,2010 1,2010
and it collects
PAZ org.
enough money
for the project.
The sketching
Mr.
Sketch pads,
July
July
process was
3 Sketching
school
Epifanio
pencils and
elevated nice
2,2010
6,2010
Nodado
etc.
and beautiful.
Evaluating
PANA(pantano
The materials
Mr.
Papers, pad or
and buying
acacia
needed for the
July
July
4
Reynaldo
sheet of paper
those
neighborhood
7,2010
10,2010 implementation
Dela Cruz
and pen.
materials
association)
was bought
needed.
already as
stated in the
time and date.
Material &
Action
Lead
Organizational
Financial
#
Plan
Person
Partners
Resources
Needed
Begin
Date
End
Date
1
Start of the
Actual
building
process of
the chapel
Workers,
PANA,
PAYO, and
the SSG.
SCHOOL AND
COMMUNITY.
Bamboos,
nails, and
etc….
July 12,
2010
August
11,
2010
2
Decorating
the new
chapel
PANA,
PAYO, And
the SSG
org.
SCHOOL AND
COMMUNITY.
Flowers and
decorative
materials.
August
12,
2010
August
14,
2010
Material &
Action
Lead
Organizational
Financial
Begin
#
Plan
Person
Partners
Resources
Date
Needed
End
Date
Evaluation of
Success
The workers
did their job
neat and clean
and the
structure of the
chapel was so
nice.
Christians and
Muslims help
each other to
make the
chapel
wonderful.
Evaluation of
Success
The first mass
was so
Priest,
successful and
PANA,
SCHOOL AND
August August
1
people are very
PAYO,
COMMUNITY.
15,2010 15,2010
thankful to
SSG org.
have their own
chapel.
Strategies of Implementation (For example: lectures, art work, tree planting, group discussion, workshop
on how to write proposals, writing letters to public officials, etc.?)
My strategies in implementing this project is to convince Muslims and Christians to help building the chapel
and to convince people to give even little amounts for the project so that it will be implemented nice and
safely.
July 12, 2010
Date
1 and ½ months, every 7 am to 11 am – 1 pm to 4 pm
Time
Pantano acacia, san roque, zamboanga city,
Place
Philippines.
Time
Activities
Persons in Charge
7:30 am-11 am
Building the chapel
Workers
11 am – 12 noon
Lunch break
PAYO org.
1 pm – 2 pm
Continue building the chapel
Workers
2 pm – 2:20 pm
Snacks
PANA org.
2:25 pm – 4 pm
Continue building the chapel
Workers
( this will be follow everyday
This is the expected time in
until the project ends)
making / building the chapel.
Observation
for the first
mass in the
new build
chapel
A sheet with
an evaluation
of success,
more
improvement
or fail.
Items
Number of Units
Unit Cost
Subtotal
bamboos
25 couples of bamboos 150.00 per bundle
5,000. 00
Carpentry needs like:
10 each person
250.00 each person
2,500.00
hammers, nails, tri-rulers
and etc..
Foods
and
snacks 10 persons will be feed
50.00 a day
15,000.00
needed
and
other
expenses.
22, 500.00
Grand Total:
You will know that the chapel will be implemented by e-mailing you some photos and if your not
convince well by the picture this is my contact no. +639061997291.
Sustainability Plan (How can the community be successful after you leave? How can the efforts continue
when you are gone?)
The community will be successful after I leave maybe because they will take care of this chapel and I can
proved that they succeed because I can see the chapel every time I go out of the house because it is just a
walking distance from our house.
Date Submitted
May 10, 2010, Monday, 8:10 pm
Special participation of:
(PANA)Pantano acacia neighborhood association
(PAZ)peace advocate zamboanga
(SSG)supreme student governmen
(PAYO) pantano acacia youth organization
A special thanks to:
Baranggay captain
School head
SSG adviser
Peace advocate
Residence of pantano acacia
Sponsors/donators:
Jollibee cachuela (for the bamboos)
Students of southcom national high school ( for the money donations)
Teachers of SNHS (for giving support and donations)
Officials of baranggay san roque( security)
Family and friends (for giving me strength and care)
(PANA)Pantano acacia neighborhood association
(PAZ) peace advocate zamboanga
(SSG) supreme student government
(PAYO) pantano acacia youth organization
Workers and all the people who helped to build the chapel
Priest and the nuns
Give Health
Mindanao is still known as the war-raged area in Philippines. As observed, many people who live in places near
the battle fields preferred to abandon their homes for their own safety and for their lives. Many of them had chosen
to vacate places far from the battle fields. And one of the places in Marawi City can be considered as a evacuation
center. A house at the top of the mountain near the JMIF which was known earlier as houses of Nuns is now an
evacuation center. Some organizations like Kalimudan Foundation Incorporated had visited the place and they have
known how worse the situation is. Many evacuees from all-out wars stayted at that house for many years.
The community faces poor sanitation and hygiene among youths and adults.
It is an urgent need to teach them about proper sanitation and tooth-brushing.
Rationale
This project will help the evacuees know sanitation and proper tooth brushing.
Project Description
Give a health Project is relief action for evacuees from all-out wars. Give a health Project is a project which aims to
help the evacuees. It aims to teach the evacuees sanitation and proper tooth brushing
8,50.00 PHP
Probably 15 families are there in that community. Their religion is diverse because they came from different places.
Sen., Alauya Alonto Avenue,
A mountain near JMIF,
Location of
Marawi City
Moncado Colony, Marawi
community:
the project
City
community:
My religion is Islam and I am a meranao. The people involved in this project are mostly young and adults. Different
ethnicities like tausug, maguindanao and Christians are in the project’s community
1.) Student Government, it is a student organization in our school and I am currently part of the organization.
Religion: Islam & Christianity
Age Bracket: 12-17 yrs old.
2.) Red Cross Youth Club, it is an organization of our school which aims to educate and empower the children and
youth through constructive trainings and effective leadership, and provide opportunities for directing and harnessing their energy and idealism into worthwhile humanitarian activities.
Religion: Islam & Christianity
Age Bracket: 12-17 yrs old.
3.) Kalimudan Foundation Incorporated
The participating adult are (1) Dr. Pinolawan B. Disalo, she is my mother and she is a general doctor.(2) Gamor B.
Disalo, (3) Esther Litera,
Internal Strengths
The internal strength of this project may include (1) The project will have many members (2) Some members have
enough knowledge about the things needed.
Internal Weaknesses
The internal weaknesses that this project may have are (1) If the evacuees are not cooperative. (2) If the members
are not too active.
The external opportunities includes (1) Not enough budget for the materials (2) The resource speaker may not
attend
External Threats
The external threat of this project is that it may affect my academic status. The time I may spend with this project
may compete with my academics.
Vision
Give a Health project envisions to a vibrant life through sanitation.
Mission
Our Mission is to promote better understanding about importance of sanitation and oral-hygiene.
Goals
The Goals of this projects are:
1.) To lessen health problems.
2.) To promote healthy community.
3.) To empower the participants to value voluntarism.
4.) To promote solidarity relations among the different religions.
5.) And to tighten collaboration between youth and adults.
Objectives
This project aims to achieve the following objectives:
1.) To give the evacuees knowledge about sanitation and proper tooth brushing.
2.) To value voluntarism among the members and volunteer.
Expected Output
The project output includes: (1) the whole documentation and implementation of the project. (2) A new group of
volunteers who will be willing to volunteer in any projects.
Framework
The Universal Declaration of Human Rights. Article 25. (1) Everyone has the right to a standard of living
adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical
care and necessary social services, and the right to security in the event of unemployment, sickness, disability,
widowhood, old age or other lack of livelihood in circumstances beyond his control.
Outcomes
The success will be determined by visiting the place after 2 weeks.
#
Phases
June
July
August
September
1
Preparatory
X
X
2
Implementation
X
3
Post-Conduct
X
Material &
Organizational
Financial
Begin
End
Evaluation of
#
Action Plan
Lead Person
Partners
Resources
Date
Date
Success
Needed
To organize a
The
group of people
Asnoora
June
July,
representatives
Student
who will plan
1
Huziefah
B.
12,
3,
are active in the
for
the
Government
Disalo
2010
2010
following
implementation
meetings.
of the group.
Computer &
The
money
To plan for
Printer
for June
collected must
solicitation
or Judge Gamor
July 3,
2
making
the 20,
be enough for
any kind of B. Disalo
2010
solicitation
2010
the
estimated
support
letter.
cost.
To plan for the
Must have the
materials needed Asnoora
Student
June
June
complete list of
3 in implementing Huziefah
Pen and Paper 26.
B. Government,
27,
the
materials
the projects and Disalo
RCYC
2010
2010
needed.
budgeting
the
cost
July 3,
2010
July 4,
2010
The
materials
needed
in
conducting the
activity
are
completed,
Student
Government
July
17,
2010
July
30,
2010
Complete list of
Volunteers
Dr. Pinolawan
B. Disalo
LDSMS
–
Lanao del Sur
Medical
Society
July
18,
2010
July
19,
2010
Confirmations
of the resource
speakers.
7
To make posters
about
proper
tooth brushing
and sanitation
Samba,
Dr.
Pinolawan B.
Disalo,
and
Asnoora
Huziefah
B.
Disalo
Samba
Computers
Computers &
Printers
July
25,
2010
July
30,
2010
Must have the
posters of the
proper
tooth
brushing.
8
To
make
accommodations
and foods
Food
Committee
Student
Government
Foods
August
02,
2010
August
05,
2010
Confirmations
of
all
accommodations
and food.
9
To Arrange cab
transportation
I volunteer
Cash
August
01,
2010
August
01,
2010
Successful
transfer
July
26,
2010
July
26,
2010
Must
have
enough rice for
15 families.
To buy and
gather materials
needed
Asnoora
Huziefah
Disalo
5
To
invite
volunteers
Asnoora
Huziefah
B.
Disalo, Justice
Norhailyn
Parcon
Pangarungan
6
To
Invite
resource Persons
4
Cash
B.
To Plan for
house-to-house
Me,
Justice,
10
solicitation for Rufaida, Inya
rice
#
1
2
3
Action Plan
To ask
permission to
the authority to
post posters
about basic
sanitation and
proper tooth
brushing
To conduct the
actual training
about the basic
sanitation
To conduct the
actual training
about proper
tooth brushing
cab
Material &
Financial
Resources
Needed
Begin
Date
End
Date
Evaluation of
Success
Posters, Paste
or Glues &
Walls
August
7,
2010
August
7,
2010
The evacuees or
the people will
learn more about
the proper and
the basics.
Dr. Pinolawan
B. Disalo
Soap and
Water
August
7,
2010
August
7,
2010
After 1 week,
they are more
sanitized.
Dr. Pinolawan
B. Disalo
Tooth Brush
& Tooth Paste
August
7,
2010
August
7,
2010
Clean teeth
Lead Person
Rufaida
Sangba-an &
Justice
Norhailyn
Parcon
Pangarungan
Organizational
Partners
Student
Government
Digital
Camera,
To take photos
Documentation Video Cam,
4 and videos of
Johara P. Ali
Committee
Batteries,
the proceedings
Digital Cards,
& etc.
Material &
Organizational
Financial
#
Action Plan
Lead Person
Partners
Resources
Needed
1
Evaluate the
whole training
program
All the group
members and
volunteers
2
Go back to the
area to evaluate
All the group
members and
volunteers
Results of the
formative
evaluation
Presentation of
digital photos
and video
production.
August
7,
2010
August
7,
2010
Begin
Date
End
Date
Evaluation of
Success
August
13,
2010
August
14,
2010
Consesnsus on
the strengths,
weaknesses,
challenges &
oppurtunities for
the future
August
14,
2010
August
21,
2010
Clean teeth and
sanitized
To Document
Procedures for July
August
and Publish the
Documentation
Submit the final
3
good
18,
21,
whole
Committee
draft
documentation 2010
2010
proceedings
August 7 2010
Date
1 whole day, from 8 AM to 4:30 PM
Time
Moncado Colony, Marawi City
Place
Time
Activities
Persons in Charge
7:30 AM Departure
Volunteers board 3
Transportation Committee
Rented Multi-cabs with
materials
8:30 AM Arrival near the mountain
Relax and Prepare for
Hiking
8:35 AM
Hiking in the mountain
Adults
8:45 AM
Break
9:15 AM
Opening Remarks
9:15-10:15 AM
Gathering of the
10 group members
Evacuees and posting
of the posters
10:15-10:45 AM
Entertainment
10 Volunteers
10:45-12 Noon
Discussion about proper
health and staying
Resource Speaker
healthy in a crowded
place
12 Noon – 1 PM
Lunch
Food Committee
1 – 2 PM
Training about Basic
Dr. Pinolawan B. Disalo
Sanitation and Giving
of Soaps
2 – 4 PM
Training about proper
Dr. Pinolawan B. Disalo
tooth brushing
4:00 – 4:30 PM
Items
Source/s of
Funding or
Donor/s
Tooth Brush
I will solicit
from the
government
officials
Tooth Paste
I will solicit
from the
government
officials
Soaps
I will solicit
from the
government
officials
Cab Rentals
I will solicit
from the
government
officials
Packed Lunch
I will solicit
from the
government
officials
Closing Remarks and
Thank You!
Number of Units
Unit Cost
Subtotal
100
15 Peso each
1,500.00
100
6 pesos each
600.00
100
10 pesos each
1,000.00
100
7 Peso each person
150
30 each person
700.00
4500.00
8,300.00
Grand Total:
Output Indicators
The project output indicator is the complete documentation of the proceedings of the implementation of the project.
Sustainability Plan
The sustainability of this project rests on their selves. By learning basic sanitation and proper tooth brushing, and
through the help of other resource speaker, they will learn to value their selves. After implementing the project,
every 2 weeks, a group of volunteers from this group, including me will check the place.
Date Submitted
May 12, 2010
Chain of Unity
Lynrose Jane D. Genon
Kolambugan is a town of Lanao del Norte province which was occupied by Muslims and Christians settlers. The
town suffers political and economic crises due to the conflict arising between Muslims and Christians. People
gathered together according to their identity for some cultural discrimination exist in our place which our
government tried to mend.
Our town experienced war last 2008 which broke the harmonious relationship of Muslims and Christians.
The gap was built between the two ethnicities and still present until now which affects the social life of the
youngsters in our place.
One must initiate a way or a project that will bond the two ethnicities together and will gradually break the gap to
bring back the harmonious relationship between the two.
Rationale
This project brings the youngsters of the two ethnicities together making necklaces which will gradually build
friendship between them and it is also income generating.
Project Description
CHAIN OF UNITY is a necklace making project out of beads and recyclable materials between Muslims and
Christians in Kolambugan, Lanao del Norte.
6000 pesos
This project is for the 20 indigent Kolambugan youngsters both Muslim and Christians: male and female.
Kolambugan lanao Del Norte Location of the
Kolambugan Lanao Del
Norte
community:
project
community:
I am a Christian who will work with Muslims and Christians.
Organizations:
Muntay Young Leaders Association( MYLA) a youth association for peace in our community.(15-40)
Peace Club - a club in our school which performs peace works (12-17)
Parish Youth Apostolate- a parish youth association in our community. (15-40)
Volunteers:
Karen Lumingkit – Female- 16-Christian
Marian Mapandi –Female- 16- Muslim
Ainee Fuentes-Female-17-Christian
Pamela Idnay-Female-15-Christian
Brigette Corciega-Female-15-Christian
Japheth Baroquillo –Male-16-Protestant
Emerson Ranes-Male-16-Christian
Mrs. Luzviminda Rivera – High School Teacher
Miss Ellynel Fernandez –LGU Employee
Internal Strengths
I had attended a necklace making seminar out of recyclable materials. I have the full support of my school together
with my youth organizations and our municipality.
Internal Weaknesses
My academic grades will be affected and the span of time for the project implementation won’t be enough.
Our municipal Mayor will support my project as well as my school. I am an acolyte and I could also ask help in our
parish for assistance.
External Threats
How to make ways in attaining the fixed budget for the project.
Vision
Kolambugan Muslim and Christian youngsters will be united living harmoniously with a common goal that is to
build peace.
Mission
“Chain of Unity” provides materials and seminar workshops in necklace making which promotes unity and
understanding between Muslim and Christian Youth in Kolambugan. It also aims to assist them financially and
teach them necklace making skills that will be useful in the near future.
Goals
• Provide 2 days seminar workshop in necklace making among 20 Kolambugan youngsters as a way of developing their creativity and improve inter-ethnic relations on the first week of August.
• To follow up what they have learned through weekly application in necklace making.
• To collect the finished products and make a monthly exhibit with the coordination of the One Town One
Product cooperative to generate income for the group.
Objectives
• To teach youngsters necklace making skills and this can be useful to gain income.
• To provide place for the youth to spend their free time on weekends which will keep them busy and away
from bad works.
• To develop their creativity and resourcefulness and making them realize that recycling can help save
Mother Earth.
Expected Output
• Presentable necklaces out of papers.
• Wonderful necklaces out of beads.
• Beautiful necklaces out of Bottle caps.
Article 1:
All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience
and should act towards one another in a spirit of brotherhood.
The youngsters of Kolambugan will respect each other. There will be trust between them and all will be
united despite of the differences.
#
Phases
June
July
August
September
1
Preparatory
5,6,12,13,19,20.26,27
3,4,10,11
2
Implementation
17,18,24,2 1,7,8,14,15,21,22,28,
5
29
3
Post-Conduct
4,5,6,7
• Goals for the Preparatory Stage: Provide 2 days seminar workshop in necklace making among 20 Kolambugan youngsters as a way of developing their creativity and improve inter-ethnic relations on the first
week of August.
Organizatio
Material & Financial
Begin
End
Evaluation
# Action Plan
Lead Person
nal Partners
Resources Needed
Date
Date
of Success
To organize Ma’am
PYA.
Volunteer time, meeting
All
members of a Luzviminda
MYLA,
place, Come up with an
June representative
1
June 5
group
that Rivera , and Peace Club organized
program
6
s are present
will plan, set Lynrose Jane and
(Concept paper, program
and active in
and make the
two-day
seminar
workshop.
2
To
solicit
support
in
cash or in
kind
to
conduct the
two-day
seminar
workshop.
Genon
Miss Ellynel
Fernandez,
Lynrose Jane
Genon and
volunteers
volunteers
Kolambugan
Sangguniang
Kabataan
details,
budget
expectations.)
and
all meetings
and be able to
make
an
organized
program.
Budget proposals to be
submitted to government
agencies,
schools,
NGO’s, etc. to give
support and to be cosponsors.
Must have the
required the
budget
in
cash or in
kind to run
the program.
June 12
3
To
invite
participants
Volunteers
PYA,
MYLA, and
Peace Club
List
of
prospective
invitees from Muslim
and Christian Group
June 25
4
To
invite
additional
resource
persons
Ma’am
Luzviminda
Rivera
HCHS
STAFF AND
ADMIN.
List of topics , speaker’s
pool
July 31
June
27
July
20
Aug.
4
Confirmation
of
20
participants
equal
representation
from Muslim
and Christian.
Confirmation
of
all
resource
persons
to
cover
all
sessions.
Confirmation
of
all
accommodati
on and foods.
Lynrose
Time, dates and place of
HCHS
Jane Genon
accommodation
and
July
5
July 18
STAFF AND
and
halal snacks 2 times a
23
ADMIN
volunteers
day and lunch.
Ma’am
Consensus on
Luzviminda
the strengths,
To evaluate Rivera, Miss
Results of formatiove
weaknesses,
the
whole Ellynel
HCHS Staff
Aug
6
and
summative Aug.7
challenges
seminar
Fernandez,
and Admin.
8
evaluation : feedback
and
workshop
Lynrose Jane
opportunities
Genon and
for the future.
volunteers
Action Plan for Phase 2
• Goals for the Actual Implementation Stage: To follow up what they have learned through weekly application in necklace making.
To
make
accommodati
on and food
#
Action Plan
1
To organize a
committee
that will plan
and set a
program for
the weekly
necklacemaking
application.
Lead Person
Lynrose Jane
Genon and
volunteers
Organizatio
nal Partners
PYA,
MYLA,
Peace Club
and HCHS
Material &
Financial
Resources
Needed
Volunteer time,
meeting place,
come up with a
program(concep
t paper,
program details,
budget and
expectations)
Begin Date
July 24
End Date
July 25
Evaluation
of Success
All
representative
s are present
and able to
have a n
organized
weekly
program.
2
To solicit
support to buy
materials for
the necklace
making.
Ellynel
Fernandez,
Lynrose Jane
Genon and
volunteers.
PYA,
MYLA,
Peace Club
and HCHS
3
To inform the
participants of
the set
schedule
Lynrose Jane
Genon and
volunteers
PYA,
MYLA,
Peace Club
and HCHS
4
To make
accommodati
on and food
Lynrose
Jane Genon
and
volunteers
HCHS
STAFF AND
ADMIN
Budget
proposals to be
submitted to
government
agencies,
schools,
NGO’s, etc. to
give support
and to be cosponsors.
List of the
participants,
address, emails
and phone
numbers.
Time, dates and
place of
accommodation
and halal snacks
2 times a day
and lunch.
Aug. 7
Aug. 13
Aug. 14
Aug. 8
Must have the
required the
budget in
cash or in
kind to run
the program.
Aug. 14
Confirmation
of the 20
participants to
be present in
the event.
Sept. 3
Confirmation
of all
accommodati
on and foods.
Ma’am
Consensus on
Luzviminda
the strengths,
Results of
To evaluate
Rivera, Miss
formatiove and
weaknesses,
the whole
Ellynel
HCHS Staff
5
summative
Sept. 4
Sept. 5
challenges
application
Fernandez,
and Admin.
and
evaluation :
program
Lynrose Jane
feedback
opportunities
Genon and
for the future
volunteers
• Goals for the Post-Event Stage: To collect the finished products and make a monthly exhibit with the
coordination of the One Town One Product cooperative to generate income for the group.
Action Plan
Lead Person
Organizatio
nal Partners
To organize a
group that
will set a
program for
the exhibit.
Ma’am
Luzviminda
Rivera, Miss
Ellynel
Fernandez,
Lynrose Jane
Genon and
volunteers
2
3
#
1
Resources Needed
Begin
Date
End
Date
PYA,
MYLA,
Peace Club
and HCHS
Volunteer time, meeting
place, Come up with an
organized program
(Concept paper, program
details, budget and
expectations.)
Aug. 1
Aug.
7
To solicit
support to run
the exhibit
Ellynel
Fernandez,
Lynrose Jane
Genon and
volunteers
Kolambugan
Sangguniang
Kabataan
Budget proposals to be
submitted to government
agencies, schools,
NGO’s, etc. to give
support and to be cosponsors
Aug.28
Aug.
29
To make
fliers and
announcemen
t for the
exhibit
Jane Genon
and
volunteers
and
participants
PYA,
MYLA,
Peace Club
and HCHS
Aug. 29
Sept.
10
Fliers, email addresses
Evaluation
of Success
All
representative
s are present
and able to
have a n
organized
monthly
exhibit
program.
Must have the
required the
budget in
cash or in
kind to run
the program.
Must inform
the public
about the
exhibit.
Lynrose
Time, dates and place of
Confirmation
HCHS
Jane Genon
accommodation and
Sept. of all
4
Sept. 6
STAFF AND
and
halal snacks 2 times a
accommodati
10
ADMIN
volunteers
day and lunch.
on and foods.
Ma’am
Consensus on
Luzviminda
the strengths,
Rivera, Miss HCHS Staff
To evaluate
Results of formatiove
weaknesses,
Ellynel
and Admin
Sept.
5 the whole
and summative
Sept.11
challenges
and
Fernandez,
12
exhibit
evaluation : feedback
and
Lynrose Jane participants
opportunities
Genon and
for the future
volunteers
Actual Necklace Making (application of the seminar-workshop)
Example:
Date
Time
Example: HOLY CROSS HIGH SCHOOL CAMPUS
Place
Time
Activities
Persons in Charge
7-7:45 Arrival
Preparation of the things
Karen and Kathleen
needed and making of
nametags
8:00
Opening prayer and
Japheth and Karen
attendance checking
8:30-8:45
Opening Remarks
Lynrose Jane Genon
8:45-9:00
Ice breakers
Brigette Corciega
9:00-9:20
Distribution of materials
Pamela, Emerson and Japheth
and breaking into groups
and working snacks
9:20-11:30
Necklace Making Proper , Lynrose, Ainee, Brigette, Pamela, and
Photo ops and some
Marian
entertainment
11:30-12:30
Lunch Break
Kathleen , Karen, Emerson and Japheth
12:30-1:00
Ice breakers and photo ops Brigette and Ainee
1:00-3:00
Back to necklace making
Lynrose and Pamela
work
3:000-3:30
snacks
Kathleen, Karen, Emerson and Japheth
To make
accommodati
on and food
3:30-4:00
Submission of work and
Lynrose , Pamela, Ainee, Marian and
closing activities
Brigette.
Items
Source/s
Number of Units
Unit Cost
Subtotal
of
Funding
or
Donor/s
Fare
Communit
10
36 pesos(back and forth)
360pesos
y
solicitatio
n
Beads (main)
“
30 packs
20 pesos
600 pesos
Beads
“
20 packs
30 pesos
600 pesos
(decorative)
LOCK
Necklace strings
Snacks (morning)
Snacks
(afternoon)
scissors
Needle
Visual aids
Markers
“
“
“
“
5 packs
5 rolls
90 persons
90 persons
20 pesos
50 pesos
20 pesos
20 pesos
100 pesos
250 pesos
1800 pesos
1800pesos
“
25 pieces
25 pieces
10 pieces
10
10 pesos
1 peso
5 pesos
36.50pesos
250 pesos
25 pesos
50 pesos
365pesos
“
“
Grand Total: 6,000 pesos
Output Indicators
The Monthly exhibit will showcase what they had learned. The evaluation also shows what the fruits of the
program are.
Sustainability Plan
The project is a teaching of skills, what they learned will remain in them and they can use it for generating income.
The contact between the group will still remain as well as the friendship.
Date Submitted
Example: May 12,2010
Dance and Navigate for Cultural Enrichment (DANCE)
Jayson Z. Guerrero
Cotabato City is located at the southwestern part of the Philippines, roughly about 240 kilometers west of
Davao City, about 154 kilometers northwest of General Santos City, 180 nautical miles east of Zamboanga City
and 350 kilometers south of Cagayan de Oro City. It has a total land area of roughly 27,564 hectares.
The City of Cotabato economically is a trading center for farm products coming from the nearby
municipalities. These products are copra, rice, corn, cassava and beans. It also brags of aquatic products like
shrimps, crabs, various tropical fishes most especially the yellow fin tuna. These are transported to various
processing centers via land, air and sea. The Polloc Seaport, capable of servicing international vessels, is located
at Parang, Maguindanao, which is roughly about 60 kilometers from the city. The Awang Domestic Airport,
located about 10 kilometers from the city serve as the gateway to all other major cities of the country.
The city is also very accessible by land, with about 95% of the roads fully concreted. The population of the
city is comprised of about 58 percent Christians of various ethnic origins, while 42 percent are Muslims,
predominantly of the Maguindanaon tribe while the Christian group is predominantly of the Visayan tribe.
Cotabato City is one of the urbanized city in Region XII and Mindanao. In spite, of its rich natural resources and
good historical background, the city is facing problems. One of these is the “Gangsterism” in the school especially
started in elementary level grades 5 and 6. Another thing, a data showed that the number delinquent youth is
increasing as shown in the “Comparative Cases of Children in Conflict with the Law” (Annual Report of City
Government of Cotabato Year 2008). Furthermore, the city is adapting the pop culture that tends to forget our
culture.
There is a need to respond to the problems the city is facing right now. A project that will uplift and value the
culture of Cotabateños. DANCE workshop will be conducted.
The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and
educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to
elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution
and for all duly constituted authorities, and promote obedience to the laws of the state.
Article II. Section 1
Code of Ethic for Professional Teacher
Project Description
The project is all about teaching elementary pupils about culture and arts trough folk and ethnic dances in
elementary level especially in grades 5 and 6 and inculcates the importance of Filipino culture. The pilot testing
will be done in one public elementary school and one private elementary school in the city.
P 2, 010.00
I will be implementing the project in the public and elementary school in the city. The participants are both boy
and girl pupils in the city.
Location of your own Cotabato City
Location of the Cotabato City
community:
project
community:
I am a Roman Catholic and my ethnicity is Cebuano. The religion of the people in the project’s community are
Roman Catholic, Islam, and Protestant. Their ethnicity are Cebuano, Maguindanaon, Ilnggo, Maranao.
Notre Dame University Dance Troupe which consist of college student with different ethnicity and Cotabato City
Instiute- Supreme Student Government which consist of high school
Prof. Josie Guadalupe- Notre Dame University Dance Troupe Adviser
Internal Strengths
Volunteers have natural talent and enough knowledge in dancing that they can share it to the beneficiaries.
Internal Weaknesses
Some parent will not allow their children to attend a workshop on ethnic and folkdances.
Sponsorship and Donation
External Threats
Peace and order situation and bad weather condition.
Vision
The project envisions preserving the cultural and educational heritage of the Filipino; promoting national pride
and cultivating love of country.
Mission
The project aims to help in the preservation of our culture through teaching children our native ethnic and
folkdances.
Goals
At the end of the program, the children will be able perform ethnic and folkdances and realize the importance our
culture as Filipino people.
Objectives
1. To develop the talents and skills of the pupils
2. To help them improve self- confidence
3. To persevere the Filipino culture
4. To develop the spirit of nationalism
Expected Output s
The will present the dance in the celebration of Buwan ng Wika.
Framework
Section 14. The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national
culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression.
Section 15. Arts and letters shall enjoy the patronage of the State. The State shall conserve, promote, and
popularize the nation's historical and cultural heritage and resources, as well as artistic creations.
Section 16. All the country's artistic and historic wealth constitutes the cultural treasure of the nation and shall be
under the protection of the State which may regulate its disposition.
Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural communities to
preserve and develop their cultures, traditions, and institutions. It shall consider these rights in the formulation of
national plans and policies.
Section 18. (1) The State shall ensure equal access to cultural opportunities through the educational system,
public or private cultural entities, scholarships, grants and other incentives, and community cultural centers, and
other public venues.
(2) The State shall encourage and support researches and studies on the arts and culture.
Article XIV
The 1987 Constitution of the Republic of the Philippines
Outcomes
At the end of the workshops, the participants will be able to perform different types of ethnic and folkdances of
the Philippines that they can use in their own school especially in the celebration of Buwan ng Wika.
#
Phases
June
July
August
September
1
Preparatory
June 14-25, 2010
2
Implementation
August 7, 2010
3
Post-Conduct
August 31, 2010
Goals for the Preparatory Stage: To ask approval from the target partner organization; ask permission to the
school where the project is to be conducted; and plan for the project.
Material
&
Organizational
Begin
End
Evaluation of
# Action Plan Lead Person
Financial
Partners
Date
Date
Success
Resources
Needed
Write formal
Coupon
letter to the
June
bond
Jayson
1 adviser of
14,
Letter of Response
Guerrero
Printer and
NDU Dance
2010
computer
Troupe
Jayson
Planning
Guerrero and
NDU Dance
July 10,
2 Stage with
Logbook
Agreed participation
Prof. Josie A. Troupe
2010
the partner
Guadalupe
Write letter
to Vilo
Jayson Z.
Coupon
Elementary
Guerrero and
NDU Dance
bond
July 15,
3 School to
Letter of Response
Prof. Josie
Printer and 2010
Troupe
conduct a
Guadalupe
computer
dance
workshop
Meeting with Jayson
the
Guerrero and
NDU Dance
July 24,
4
Logbook
volunteers
2010
and tasking
Guadalupe
Jayson
Coupon
Write letter
Guerrero and
NDU Dance
bond
July 5,
5 of
Letter of response
Printer and 2010
sponsorship
Guadalupe
computer
6
Goals for the Actual Implementation Stage: To implement the project with the help of volunteers.
Material
&
Organizational
Begin
End
Evaluation of
Financial
Partners
Date
Date
Success
Resources
Needed
VolunteersNDU Dance
NDU Dance
Paper and
August
1 Registration
Troupe
Troupe
ballpen
7, 2010
members
VolunteersWorkshop
NDU Dance
NDU Dance
August
2
Proper
Troupe
Troupe
7, 2010
members
Goals for the Post-Event Stage: Monitor the performance of the students.
Material
&
Organizational
Begin
End
Evaluation of
Financial
Partners
Date
Date
Success
Resources
Needed
Attend the
Jayson
NDU Dance
August
1
Performance
celebration
Guerrero
Troupe
31,
of Buwan ng
Wika
2010
Lecture on Filipino Culture and Workshop on Philippine ethnic and folkdances.
Example: August 7, 2010
Date
Time
Example: Vilo Elementary School
Place
Time
Activities
Persons in Charge
7:30 AM Departure
Registration
NDU Dance Troupe Volunteers
8:00-8:30 am
Orientation
Jayson Guerrero
Overview of the Program
Morning Dance and Exercise
8:30- 9:00 am
Why is it important to
Jayson Guerrero
preserve our culture?
9:00-9:15 am
BREAK
9:15-11:45 am
Workshop: Folk Dance
11:45- 1:00 pm
1:00-3:00 pm
3:00-4:00 pm
4:00-4:30
LUNCH BREAK
Workshop: ethnic Dance
Recital
Participants
Closing Program and Thank
You
4:30 – 5 PM
Restoration
Items
Number of Units
Unit Cost
Subtotal
Coupon bond (ream)
1
P200.00
P200.00
Cartolina
10
P6.00
P60.00
Yarn
5
P10.00
P50.00
Merienda (AM)
150
P5.00
P750.00
Merienda (PM)
150
P5.00
P750.00
P2010.00
Grand Total:
Output Indicators
At the end of the workshop, the participants will be able to perform some ethnic and folkdances of the Philippines
and present to the crowd during the celebration of “Buwan ng Wika”.
Sustainability Plan
The pupils will be able to perform Filipino ethnic and folkdances and value the Filipino culture. Culture and arts
club (can be Dance Troupe) will be organized.
Date Submitted
May 13, 2010
Uplifting the Lives of the Badjaos through Healthy Lifestyle
Badjaos or the Sea Gypsies are Indigenous People of Sulu Archipelago. They live with their stilt houses in the
sea mainly because their source of living is fishing. This group is considered to be the minority in Sulu, aside from
Christians, and they are frequently discriminated and oppressed by, sad to say, some of the Tausug. Only few of the
Badjao go to school, and only quite a few number of them step to college and get a degree. Majority of the Badjaos
live only amongst their group. Their social lives are limited to their group only. They have ways of solving their
own conflict among themselves and basically these people are peace loving people. Some barangays in Jolo where
most of the Badjaos live are in Bus-Bus, Takut-Takut, Tulay and Chinese Pier.
Socially speaking the Badjaos are social people. They love to dance, to sing and dress colorful clothes when
there are special occasions but ONLY amongst them. They do not mingle with other ethnic group well, like with
the Tausug. One reason I think is that they feel people do not like them. And people sometimes do not want to get
closer to them and it’s a big problem. They are part of the community so they should participate in any activities in
the community together with other ethnic group. And not only that, because they have poor healthy lifestyle the
sickness rate is high among the Badjao. This problem should be put into a more detailed plan of action because it
will not only help them to socialize with other group of people but their health also is at risk that is why we have to
educate them about what is the importance of having a healthy lifestyle and maintaining it to uplift their lives.
Majority of Badjao have poor health condition. They have poor hygiene evident in their physical appearance.
Their source of living may be fishing but this is not a good excuse to not maintain a healthy life.
Rationale
This project will help the Badjaos live a more normal life just like the rest of the people in Sulu.
Project Description In a few words, explain what project you will be doing: (1) relief, development or advocacy?
(2) charity, participatory coalition work, doing social justice work together, or empowerment? (3) come-and-go,
social entrepreneurial, or environmental?
This project is a combination of social development, advocacy and empowerment among the Badjao. It aims to
develop the personality of the Badjao so that they will build self-confidence, and advocate for clean and healthy
living and for the empowerment of their tribe.
Estimated Overall Project Cost:
Minimun of P15,000 and maximum of P40,000
poor? working with the poorest of the poor; number of people and families in the community who will benefit from
your project; positively affect women and minorities, aside from men and the majority?)
There are many poor families in the town of Jolo alone, this include the Tausug and Badjao households. The major
beneficiaries of this project are the Badjao, specifically the youth in barangays Bus-Bus, Takut-Takut, Tulay and
Chinese Pier.
Location of the project
Tanjung, Indanan
Jolo
community:
community:
I am a Tausug, my religion is Islam. The beneficiaries of this project are non-Muslim Badjaos. (Some Badjaos are
practicing Islam but majority are not.)
Peace Animators Club and Peace Associates Circle. Peace Animators Club is composed of college students of the
Notre Dame of Jolo College with different religious and ethnic backgrounds who aims in promoting peace among
the people of Sulu. Their age group is 17 yrs. – 20 yrs. There are 75 of them. The Peace Associates Circle is
composed of teaching and non-teaching personnel of the same college. They serve as the adviser and manpower
for every activities that the Peace Center has. There are 35 of them.
Participating Adults and Their Positions or Titles:
1. Mr. Jangson Maulurana – He is a Sama from South Ubian. He works as the community organizer for the
Badjao. He works in the Community Extension Service of NDJC.
2. Mr. Karim Magsaysay – He is a Badjao. Earned his bachelor’s degree and now works at the CES as
community organizer too.
3. Ms. Malaida Sali – She is a Badjao. She earned her bachelor’s degree in education and now teaches at a
pre-school for Badjao kids. A program of CES.
4. Mrs. Carolina Willy – She is a Badjao also teaches at a pre-school for kids at Kabukan Island, not far from
Jolo. A project of CES too.
5. Mr. John Schuck – He is a municipal councilor in Jolo who can help in providing the source of fund since
he is the one in-charge of the health and sanitation program in Jolo.
6. Dra. Farahnaz Nain – She is the Municipal Health Officer.
7. Dra. Fahra Tan-Omar – She is the Provincial Director of Integrated Provincial Health Office
8. Fr. Charlie M. Inzon, OMI, Ph.D. – NDJC President
Internal Strengths:
A. Support of Badjao in the community through their community leaders who I have already worked with before.
B. Support of local officials in the community.
C. Manpower
Internal Weaknesses:
A. Resistance of some Badjao to the project itself.
B. Time
C. Lack of funding (maybe) for the sustainability of the project
External Opportunities:
A. Opportunity for the Badjaos to get into schools through scholarships
B. Opportunity for the Badjaos to be recognized as important members of the society
C. Opportunities for the Badjaos to have work aside from fishing
External Threats:
A. Presence of spoilers who will not support the program
Vision:
• We envision our community to be a place where mutual respect is present among people with different
ethnic and religious backgrounds
Mission:
• To empower the Badjao tribe to be socially active and develop a sense of belongingness in the community
where they belong
Goals:
• To promote and build healthy lifestyle among the Badjao
Objectives:
• To foster camaraderie among Badjao youth, Tausug youth and Christian youth through their collaborative
work in promoting this project
• To lessen the sickness incidence among the Badjao
• To get the Badjao youth be involved in community activity
• To bridge the gap between the Tausug and Badjao
Expected Outputs (Concrete, touchable products):
• Clean and healthy environment among the Badjao community
Article 22.
• Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each
State, of the economic, social and cultural rights indispensable for his dignity and the free development of
his personality.
Article 2.
• Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any
kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin,
property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
Outcomes (Behavioral Results):
• Majority of the Badjaos will be able to go to public schools and not be discriminated.
• Badjaos will be able to mingle well with other ethnic groups
• Badjao youth become more socially active and involved in their community
#
Phases
June
July
August
September
1
Preparatory
X
X
2
Implementation
X
3
Post-Conduct
X
A. Clear view of the project
Lead
Organizationa
Begin
End
Evaluation
#
Action Plan
Person
l Partners
Resources Needed
Date
Date
of Success
Meeting with
Peace
June
June
1 Associates and Janice
Peace Center
• Office Supplies
15
15
Peace
Animators
Meeting with
• Snacks
Badjao
June
June
2
Janice
Peace Center
• Office Supplies
community
17
17
leaders
Courtesy Visit
June
June
3 to local
Janice
Peace Center
• Transportation
19
19
officials
Courtesy visit
June
June
4
Janice
Peace Center
• Transportation
to RD of IPHO
21
21
Courtesy visit
June
June
5
Janice
Peace Center
• Transportation
to MHO
22
22
Meeting with
Peace
Animators,
Peace
• Snacks
June
June
6
Janice
Peace Center
Associates and
23
23
• Office Supplies
Badjao
community
leaders
A. Proper implementation of the project
#
Action Plan
1
Basic
Orientation
on Healthy
Lifestyle
2
Trainers
Training for
Peace
Animators
and Selected
Badjao youth
Lead
Person
Janice
Organizationa
l Partners
Peace Center,
School Clinic
and Guidance
Office, MHO
Resources Needed
•
•
•
Janice
Peace Center
and School
Clinic
•
•
Begin Date
End
Date
Office Supplies
Snacks
July 3
July 3
Office Supplies
Snacks
Hygiene materials
July 7
July 8
July 16
July 17
July 23
July 24
July 30
July 31
August 6
August
7
Evaluati
on of
Success
Fill out
evaluatio
n sheets
at the end
of the
program
Fill out
evaluatio
n sheets
at the end
of the
program
•
Office Supplies
Peace Center
• Snacks
and School
3
Janice
• Hygiene maClinic
terials
(give free toiletries)
• Office Supplies
Orientation
Peace Center
and Training
• Snacks
4
Janice
and School
among
Badjao youth
terials
• Office Supplies
Orientation
Peace Center
and Training
• Snacks
5
Janice
and School
among
Badjao youth
terials
• Office Supplies
Orientation
Peace Center
and Training
• Snacks
6
Janice
and School
among
Badjao youth
terials
Orientation
and Training
among
Badjao youth
#
1
2
A. Evaluation of the project to identify what still needs to be improved, what is useful and what is
not
Evaluati
Lead
Organizationa
Begin
End
Action Plan
on of
Person
l Partners
Resources Needed
Date
Date
Success
House Visits
to families
• Office Supplies
August
August
Personal
Janice
Peace Center
that were
9
14
Stories
•
Transportation
given
trainings
Monitoring
• Snacks
Janice
Peace Center
(Regular
• Office Supplies
meeting with
core group
Badjao)
Organization
of the
Healthy
August
3 Lifestyle
Janice
Peace Center
• Office Supplies
18
Team for
Badjao
Youth
Solidarity
• Food
4
Janice
Peace Center
Sept 8
Party
• Materials
A. Awareness / Orientation
B. Training
C. Actual Practice
Example: June 2010 – December 2010
Date
Example: (see detailed conduct stage)
Time
Example: NDJC and Badjao Community at Bus-Bus, TakutPlace
Takut, Chinese Pier and Tulay
Time
Activities
Persons in Charge
7:30 AM– 8:00 AM
Registration
Peace Animators
8:00 AM-8:15 AM
Program Overview (Prayer, remarks)
Janice, Peace Animators
8:15 AM -9:00 AM
Leveling Off / GTKY
Janice, Peace Associates
9:00 AM – 10:00 AM (working Orientation on Healthy Lifestyle
School Clinic, Guidance Office,
break)
Peace Animators, Peace
Associates
10:00 AM-11:00 AM
Roles of Badjao/Tausug Youth in the
Janice, Peace Associates
Community
11:00 AM-12:00 PM
How to promote Healthy Lifestyle?
School Clinic, Janice, Peace
Associates
12 Noon – 1 PM
Lunch
1:00 PM – 1:15PM
Ice Breaker
Peace Animators
1:15 PM – 3:00 PM
How to promote Healthy Lifestyle?
School Clinic, Janice, Peace
Associates
3:00 PM– 3:15 PM
3:15 PM – 4:00
Break
Closing and Distribution of Free Toiletries
Janice, Peace Associates and
Peace Animators
Items
Number of Units
Unit Cost
Bond Paper
2 reams
145.00
Pencils
50 pcs
4.00
Photocopying of primer
100 pcs
3.00
Bath Soap
100 pcs
20.00
Toothbrush
100 pcs
30.00
Toothpaste
100 pcs
20.00
Shampoo
100 pcs
30.00
Deodorant
100 pcs
40.00
Plastic Bag
100 pcs
15.00
Food / Snacks
100 pax
150.00
Grand Total:
Subtotal
290.00
200.00
300.00
2,000.00
3,000.00
2,000.00
3,000.00
4,000.00
1,500.00
15,000.00
31,290.00
Through correct liquidation report and inventory of materials. Proper documentation of the activities from the
planning stage up to the post implementation stage.
you are gone?)
The community can still be successful after I left the scene because there will be core group, the healthy lifestyle
team who will continue in the realization of the goal of this project.
Date Submitted
May 12, 2010
Clean Smiles
Earl Rasheeda Diaz Joe
Barangay Sta.Barbara is near the heart of the city, and the surrounding Barangay is Sta.catalina which is where
Lustre day care center is located. And it is home to diverse people living harmoniously together. The political
situation is good; however it is also home to marginalized families.
The Barangay is faced with poverty, causing poor oral hygiene amongst kids and sicknesses that hinder them to
go to school regularly.
The community needs are oral hygiene set and soap. And the awareness on the proper procedure about brushing
of teeth and hand washing.
Rationale
This project must be done in order to address the needs of the children on awareness on proper oral hygiene and
proper hand washing in the prevention of sickness and toothaches to improve schooldays attended and lessen days
of absents.
Project Description
The project title is CLEAN SMILES, it is a demonstration on proper hand washing and brushing of teeth, and
lecture on toothpaste making together with the donation of hand-outs, toothbrush, toothpaste and soap to day care
students of concerned places. It is charity, advocacy and empowerment on children.
3000 pesos
The number of children who will benefit from this project will be 50, and it will also positively affect children and
their families.
Sta. Barbara,
Lustre day care center, Lustre
Location of the
Zamboanga city.
street, Sta. Catalina,
community:
project
Zamboanga city
community:
Islam and Tausug. Beneficiaries: Christians, Lumads, Bisayans, Chavacanos, Tausugs and Samas.
Youth solidarity for peace, Wmsu league of debaters, jabu-jabu-the calling inc.
Jernalyn m. Gayon, Wld alumnus and moderator. Aldrin abdurahim.ysp youth coordinator, Jaafar kimpa, JabuJabu president
Internal Strengths
Networking, volunteers, and availability of venues.
Internal Weaknesses
Financial budget,
To gather interested children volunteers for the next demo.
External Threats
Security and resistance of parents to have their children become volunteers of the next demo.
Vision
To envision a community of healthy and smiling children able to go to school happily.
Mission
To raise the level of awareness of kids on proper hand washing and brushing of teeth
Goals
To lessen the sickness rate and no. of kid’s absences in the community.
Objectives
To conduct a demonstration on proper hand washing and brushing of teeth.
Expected Output
Clean smiles set and report after one month on the level of sickness and absences of the kids.
Framework
PRESIDENTIAL DECREE NO. 603
December 10, 1974
THE CHILD AND YOUTH WELFARE CODE
Article 1. Declaration of Policy. - The Child is one of the most important assets of the nation. Every effort
should be exerted to promote his welfare and enhance his opportunities for a useful and happy life.
Outcomes
To determine the success of the project, an after month report about the rate of sickness and no. of
absences the kids made will be gathered in the concerned venue of project.
#
Phases
June
July
August
September
1
Preparatory
X
X
2
Implementation
X
3
Post-Conduct
X
Goals for the Preparatory Stage: to prepare the necessary actions for the implementation of the project.
Material
&
Financia
Lead
Organization
End
Evaluation of
#
Action Plan
l
Begin Date
Person
al Partners
Date
Success
Resourc
es
Needed
WLD, YSP, 1000
1 solicitation
myself
June
July
July
jabu-jabu
pesos
Toothbru
sh,
toothpast
Jernalyn
e
and
2 For sponsorship
WLD,
June
July
July
Gayon
soap
solicitati
on letter
for
3
Partnership
building
Sk chairman
SK
Sta.Barbara
4
Permission
from schools
myself
WLD
Procter
and
gamble
Philippin
es.
Collabor
ate with
DSWD
sta.barba
ra
venue
Mid June
July
July
July
Mid July
July
Jernalyn
August 17, August
Gayon and WLD,YSP
program
August 17, 2010
2010
17, 2010
me
Goals for the Actual Implementation Stage: to perform the implementation of the project successfully.
Material &
Lead
Organization
Financial
Begin
End
Evaluation of
#
Action Plan
Resources
Person
al Partners
Date
Date
Success
Needed
toothpaste,
donation of the
August
August
1
volunteers
WLD
August 17, 2010
toothbrush
clean smiles set
17, 2010
17, 2010
and soap
RN Jernalyn
human
August
August
2 demonstration
WLD,YSP
August 17, 2010
Gayon
power
17, 2010
17, 2010
lecture on
RN Jernalyn
August
August
3 toothpaste
WLD,SK
hand-outs
August 17, 2010
Gayon
17, 2010
17, 2010
making
Goals for the Post-Event Stage: To send the output of the implemented project to pylp7 yahoo group after
a month thru a gathered data.
Material &
Financial
Lead
Organization
Begin
End
Evaluation of
#
Action Plan
Person
al Partners
Resources
Date
Date
Success
Needed
gathering of
Septemb
the day care
Septembe
September
1 report on
earl
---er
center itself
r 17,2010
17,2010
sickness level
17,2010
sending of
result of the
through
Septembe
2
earl
----do-doreport to PYLP
internet
r 17,2010
7 yahoo group
5
implementation
date
August 17, 2010
Date
half day, from 8 AM to 11 AM
Time
Lustre day care center
Place
Time
Activities
Persons in Charge
7:30 AM Departure
Volunteers board 1
Evanne, Nushaiba , Rolf
Rented Jeepney with
materials
8:00 AM Arrival in Lustre day care
set up of venue
volunteers
center
8 :15 AM
8:30 AM
9:00 AM
9:30 AM
10:00 AM
10:15 AM
Opening Remarks
Background on the
community project
lecture on toothpaste
making
snacks
Donation of the clean
smile set,
Intermission no.
Earl
RN Jernalyn Gayon
RN Jernalyn Gayon
volunteers
RN Jernalyn Gayon and volunteers
volunteers and children
Starts of demonstration
earl
with the children
involved.
10:30 -11 AM
Interested children
earl and day care center head
volunteer pledge, Closing
Remarks and Thank you!
Items
Source/s of
Number of
Unit Cost
Subtotal
Funding or
Units
Donor/s
solicitation,
50
6 Peso each
300
• toothpaste
sponsorships
solicitation,
50
20 peso each
1000
• toothbrush
sponsorships
solicitation,
50
10 peso each
500
• soap
sponsorships
solicitation,
50
5 peso each
250
• hand -outs
sponsorships
solicitation,
1
200/per day
200
• Jeepney
sponsorships
rental
solicitation,
75
5 peso each
375
• Refresh
sponsorships
juice drink
solicitation,
75
5 peso each
375
• cookies
sponsorships
3000
Grand Total:
Output Indicators
By documentation such as but not limited to photography and video presentation sent to the yahoo group
right after the implementation.
Sustainability Plan
The project’s goal on oral and health awareness will continue by providing the beneficiaries knowledge on
toothpaste making by means of hand-outs and brochure and lecture on the date of implementation as part of the
project program.
Date Submitted
May 12, 2010
First Aid and First Responder: Paunang Lunas at Responde
Jul Rashed Kasid
The Community of Barangay Buliok suffering from the war due to conflict in the settled place. Where in fact
many people are died because of it. They experience the factual poverty and health problem. Where in the place
that not accurate for social right.
The commonly problem in the Barangay Buliuok that are facing now is the poverty where health and their lives
are totally smash up.
The municipality of Pikit subdivided into 42 Barangays. One of the barangays the Barangay Buliok is affliction
by the war, where in the health are pretentious in the conflict. The frequent need is to focus the health for them to
face the new challenge in their lives. The Health Movers Organization is the assessing the community needs to
help the people in Barangay Buliok. This is small ways to educate them about health processing like first aid and
first responders.
Rationale
First aid and First responder project is a training program from individual for them to know the concept and
importance of curative perceptions about health.
Project Description
The project “First aid and First Responder” is a development where be able to comprise a basic life support.
3,500 Pesos
The community where I belong is in Barangay Batulawan, Pikit, Cotabato. The project will implement in the
Barangay Buliok of Pikit Cotabato. The population over 2,000 and above. All are poor and the place is referred
as a remote area.
Batulawan, Pikit, Cotabato.
Location of your own community:
Location of Barangay Buliok
Pikit North
the project
community: Cotabato.
I am an Islam and Maguindanawon. The ethnicities and religion of the people in the project’s community is
Indigenous people Manobo, and Moslem Maguindanawon. The point is the volunteer organization are from
oblates school and 98% of volunteers are Christian and it is especially participated by the school head of the
Notre Of Pikit Sr. Marites Guaro, my point of view is I/we can engage in different ethnicity that will lead for the
better understanding of each diversities.
The Health Movers Organization it is an organization in our school who are volunteers to participate in the
development of First aid and First responder. The Organization composed of Christian and Moslem, 98% are
Christian and 2% are Moslem aged 15-18. The numbers of organization are 60 and above.
Dr. Faisal kasid Romancap a doctor of medicine, Sarah Kasid a midwife, Sister Marites Guaro, OND the school
head of Notre Dame of Pikit and Dr. Nelson Villagonzalo the school doctor.
Internal Strengths
The internal strength of this project it can supplement the Knowledge in Health action and provide learning’s in
everyone.
Internal Weaknesses
The internal weaknesses is that the confident among individual prospective.
The external opportunities of this development the Christian, Moslem, and Indigenous people will have a chance
to talk, to listen, to engage, and to know each other.
External Threats
The external threats security among individual.
Vision
Spreading the facts in Health action development will help to interact and cleanse up among individual mind
regarding each other.
Mission
The First aid and first responder project persuade the Tender Loving Care method of learning’s and training
individual, teach the suitable knowledge and promote culture.
Goals
“ Teach the appropriate method of extension life for the betterment”
Objectives
• To train the Basic Life Support when the needs arises.
• To prop up leadership among individual.
• To interact with different ethnicities to know more each other.
• Importance of Education
Expected Output
• Gain knowledge about health action and understand the ethnicity of individual.
"Everyone has the right to a standard of living adequate for ... health and well-being of himself and his family,
including food, clothing, housing, medical care and the right to security in the event of ... sickness, disability....
Motherhood and childhood are entitled to special care and assistance...."
--Universal Declaration of Human Rights, Article 25
Outcomes
• The People in Barangay Buliok can gain knowledge about First aid and responder and they will know
what they can do if needs arises. They can share their knowledge and perform as well. They can cure
the simple illness that sometimes leads to death and the method of tender loving care. Important is the
three types of people working each other for common good.
#
Phases
June
July
August
September
1
Preparatory
X
X
2
Implementation
3
Post-Conduct
X
X
Material
&
Organizational
Begin End Evaluation
#
Action Plan
Lead Person
Financial
Partners
Date
Date of Success
Resources
Needed
Orientation for the project Jul
Rashed
Health Movers First aid June
June
1 and purpose to the Kasid
and
June 30
Organization
kit
12
20
organization
Sarah Kasid
First aid
Additional Training For Dr.
Nelson
Health Movers kit
and
the
Members
of Villagonzalo
2
and
Student Herbal
Organization about First (school
Council
plants
aid and First Responder
Doctor)
manual.
Final orientation and Sr. Marites E. Health Movers Papers and
3
Parent consent
Guaro, OND
Organization,
consent
#
Action Plan
Lead Person
Organizational
Partners
Material
&
Financial
Resources
Needed
1
Orientations of the
Purpose and Project to the
participants in the place
Dr. Nelson
Villagonzalo
and Jul rashed
Kasid
Health Movers
Organization
Tent, First
aid kit and
name tag.
2
Gathering Participants
(Beneficiaries)
All Staffs
Health Movers
Organization
and Staff
Health Movers
Organization
and Staff
Begin
Date
End
Date
Evaluation
of Success
July 01
July
01
July 15
None
Papers,
Markers,
pen
Dr. nelson
First aid
Start of training, the
Villagonzalo
Health Movers
kit and
4 groups will divide into 5
and Sarah
Herbal
Org. and staff
groups. (By station)
Kasid
plants
Foods and
5 Break time
All Staff
Drinks
First aid
kit and
Learning’s and
6
All Staff
All staff
Performing time.
Herbal
plants.
Material
&
Organizational
Begin End Evaluation
#
Action Plan
Lead Person
Financial
Partners
Date
Date of Success
Resources
Needed
Jul rashed
Kasid , Dr.
Nelson
Health Movers
July
1 Evaluation of the project
Villagonzalo,
None
July 31
August
Organization
31
Sr. Marites
Guaro, OND,
Sarah Kasid
Thanksgiving to the
school head and a
Health Movers
Tokens
2 certificate of appreciation Jul
Organization
and Letter
to Doctor Nelson and
Doc. Faisal.
“Kanduli” as a sign of
My Family
3 thanksgiving to
None
None
and me
God/Allah.
The implementation strategies are training, lectures and Performing.
July 01, 2010
Date
8:00 AM to 6 PM
Time
Barangay Buliok, Pikit Cotabato
Place
3
Name tag for the
Participants(Beneficiaries)
All Staffs
Time
Activities
Orientation
7:30AM Departure
8:00AM Arrival in Notre Dame Campus
8:40
8:40-9:00AM
9:00 AM-11:30 AM
11:30 AM-12:30 LUNCH
12-30 -3:00 PM
Continuation of
training
Evaluation and
Performing time. Q
and A portion.
Sharing of learning’s
and experiences and
Drama Presentation.
Snack and short
speech about Peace!
Closing Remarks and
Thanksgiving to the
Officials of place.
Thank You and
Mabuhay.
3-4:00 PM
4- 4:30 PM
4:30 – 5 PM
Items
First aid Kit
Herbal Plants
Foods and Drinks
Art Materials
Warm up
Opening Remarks
Gathering Participants
and making name tags
Instructions and
preparations. “Start of
the training”
Ice Breaker
Short Discussion
Source/s of
Funding or
Donor/s
Solicitation
from the
Parent
Teachers
Association
(PTA)
Donate by
the school
Solicitation
from the
different
organization
of School(
Health
Movers,
Honors
Society,
Central
Student
Council)
Solicitation
from art
club in the
Number of Units
Persons in Charge
Jul, My parents and Officers of
Organization
Jul and my mom Sarah
Sarah Kasid
All Staff
Dr. Nelson and all staff (Health
Movers Org.)
All staff in charge station.
All Staff
All Staff
All Staff
All Staff
Dr. Nelson and Jul
Unit Cost
Subtotal
1,500 pesos
0
500 pesos
200 pesos
Transportation
school
Rental fee
(Parents)
1,000 pesos
3,200 pesos
Grand Total:
Output Indicators
It is important to communicate; communication will be the solution for you/us to know all the steps that
project overcome. Keep on touch!
Sustainability Plan
The project will remain in their mind and heart because they have no instrument to stop war all they can do is to
protect their selves and apply the learning that they learned for them to survive in case of war. It will be a
successful project that may help to cleanse their mind that all of us are the same goal, achieving the Peace!
Date Submitted
May 12,2010
Kaletas: A Key Catalyst for Change
Mohamad Ali T. Manambuay
Youth participant
Islam
Maguindanaon
The Tenorio Elementary School is one of the schools in our community compose of Lomads, Muslims and
Christian students. This school has insufficient facilities.
There is a gap between the students. Misunderstanding occurs due to the gap between their cultures. Racial
discrimination is often observed in this school.
Learning materials for the students. Not only learning materials but also their sleepers. As we observe, the
students are not able to wear presentable footwear. Not only by giving them school supplies but also helping them
through literacy program.
Rationale
Tenorio Elementary School is one of the most populated schools in our community. The school has insufficient
facilities. In one room, the number of students is approximately 80 students and due to this factor, some students
are not able to read well. Some are discourage to go to school because they don’t have notebooks, bags and
clothing.
Project Description
This project is a donation program. We will be giving the selected students their learning materials such as
pens, notebooks and bags. We will be also giving them presentable footwear like sleepers to encourage them in
going to school. As well, we will be helping them through literacy program. We will share them what we’ve got
and learned from this program. We will tell some stories where they can gain moral lessons and they might
realize the spirit of leadership and volunteerism towards peace and social change in their selves and within their
community.
5, 000 pesos, Philippine money
The volunteers of this project are 25. Kf
Homes,
Capiton, Location of Tenorio,Awang, D.O.S.,
Some are members of the SSG D.O.S., Maguindanao
the project Maguindanao
(Supreme Student Government) and
community:
others will be PYLP alumni. There
will be 50 students who will benefit in
this project.
Location of your own community: KF Homes, D.O.S., Capiton, Maguindanao
My religion is Islam and belongs to the Maguindanaon tribe. The beneficiaries of this project will be of tripeople; the Muslim, Christian and the Tiruray.
Supreme Student Government-(SSG), the large organization in our school, PYLP alumni
Edita F. Riños-SSG Coordinator, Ronald Torres-PYLP alumni and Alibai Satol-PYLP alumni
Internal Strengths
We have a trained and knowledgeable member. We have sort of knowledge in this project.
This project will be doable and remarkable for the beneficiaries as well to the volunteers of this project.
Internal Weaknesses
The government will not support my project. We don’t have enough funds but we will be looking for some
donations for the success of this project.
External opportunities
The students can uplift their way of living and studies. They can be of friend with the students with different
religion and ethnicities. It is also a way of respecting and understanding religion of other as well their culture.
External Threats
The students may feel awkward in mingling to other children who differs to their tribe and religion.
Vision
• The vision of this project is to strengthen spirit of volunteerism in extending help to various communities
for development among the tri-people.
Mission
The mission of this project is to assist the selected children on basic reading, writing and mathematics as well. It
has also the mission to encourage the children to study well despite of the differences in their community and
don’t be discouraged to the factors that may affect their studies such as the financial and emotional problems.
Goals
The goals of this project are to advocate peace to both the children and the volunteers. To let the children know
that we can only attain peace and solidarity by accepting our own religion and also the other religions.
Objectives
The project aims to build friendship, and peace between the people through interacting to each other.
To give the Kids initial knowledge in writing, reading and simple mathematics.
To develop the leadership skills of the volunteers in community involvement and to improve understanding and acceptance of each other’s differences.
Expected Outputs
The expected output are as follows:
The people accepted and supported the project with strong and warmth response.
The fund collected for the project has been enough
The kids learned how to mingle with the others kids of different religions and ethnicity as them
Education services for the kids.
Framework
• Based on the article 2 Article 2.Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other
opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be
made on the basis of the political, jurisdictional or international status of the country or territory to which
a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of
sovereignty
And based on the article 2 statement 2 of the Declaration on the Right to Development All human rights
and fundamental freedoms are indivisible and interdependent, equal attention and urgent consideration should be
given to the implementation, promotion and protection of civil, political, economic, social and cultural rights.
Outcomes
The beneficiaries will build friendship to each other that is the start of acceptance of each other’s differences.
They will come to think that coexistence is possible.
They will have a greater awareness of the real situation in their community.
Acceptance and better understanding of each other’s differences towards a peaceful living.
Overall Timetable by
Months in 2010
#
1
Preparatory
X
X
2
Implementation
X
3
Post-Conduct
X
Action Plan
for Phase 1:
Material &
Organizat
End
Financial
The
Action
Lead
Begin
Evaluation of
ional
Dat
Plan
Person
Resources
Date
Success
Preparatory
Partners
e
or
PreNeeded
Conduct Stage
#
Selection of
June
June The students that
1
Volunteers SSG
the children
5,2010
11,
are selected are fit
201
0
Solicitation
of the needed
budget
2
Canvass for
the material
to be bought
Identify the
needed
budget
Buy all the
needed
materials
3
4
5
Finalize the
venue
6
Solicitatio
n
committee
SSG
Volunteers
Budget
committee
2
1
June
18,2
010
The benefactor
gives us the
amount that we
need.
June
19,201
0
June
26,201
0
June
25,2
010
The materials are
costly.
The budget is
fixed to the 5,000
pesos needed.
Volunteers
July
9,
201
0
The materials are
fit to
Volunteers
July 10,
2010
July
16
The venue must
be clean and safe.
Material
&
Financial
Resources
Needed
Begin
Date
End
Dat
e
Evaluation of
Success
Pencils,
ball pens,
Bags,
Notebooks
August
17,201
0
Aug
ust
17,2
010
All the students
have their things.
SSG
Food
August
18,201
0
Aug
ust
18,
201
0
The students learn
all the teachings.
Organization
al Partners
Material
&
Financial
Resources
Needed
Begin
Date
End
Date
Evaluation of
Success
August
18,
2010
Aug
ust
8,20
10
They students can
answer all the
questions.
Volunteers
Action Plan
for Phase 3:
Action
Lead
PostImplementati
Plan
Person
on or PostConduct Stage
#
Observatio
n for the
students if
they
learned.
June
12,201
0
July
3,2010
Action Plan
for Phase 2:
Lead
Organization
Implementa
Action Plan
tion
or
Person
al Partners
Conduct
Stage
#
The
supplying
of the
1
Volunteers SSG
learning
materials
of the kids
The
tutorial
class of the
children
for the project.
Volunteers
SSG
In order to attain the above objects the following are the strategies that will be use:
Organize a group of volunteers that will help you cater the implementation of the project.
We are going to have group discussions and after that, the volunteers will roam around and look for at
least two kids and teach them how to read and write. Let them play with GTKY (Getting to Know You) so that
they may share some stories about themselves.
We will play some energizers.
Date/s, Detailed Information The project will be 2-day activity. The first day will be the supplying of the
about
Actual
Project
for materials and getting to know the children as well the volunteers. The
second day will be the tutorial class by the volunteers.
Implementation
Example: Badjao Village in Sta. Cruz Island
Date
June o4,2010
Time
Activities
Persons in Charge
Supplying the materials to the
Volunteers
Place
children
Kurbada, DOS, Maguindanao
Time
7:30-7:45
Invocation
Selected Student
7:45-8:15
Opening Remarks
GTKY(Getting to Know You)
8:15-9:30
Marc Eric Redondo and Joemar
Makakua
9:30:10:00
10:00-11:30
Break
Giving of School supplies
12:00
1:00-3:00
Lunch Break
Activities/play some games or
energizers such as Chuga Dance
Facilitators and the volunteers
Number of units
Unit Cost
Subtotal
Detailed
Proposed
Budget
(Estimated Costs in Philippine
Pesos)
Items
1. Pencils
2. Jeepney Rental
3. Note books
4. Bags
50
1
100
50
Pahmie Abdullah and Cairoden
Bongcarawan
Food Committee
1 Peso each
500 Pesos
10 Peso each
100 Peso each
50.00
500.00
1,000.00
5,000.00
6,550.00 Php
Grand Total:
Output Indicators
The indicator is that, the kids learned how to mingle with other kids of different religion and ethnicity as
them.
Sustainability Plan
The beneficiaries will build friendship to each other that will be the start of acceptance of each others differences;
they will come to think that coexistence is possible and they will have a greater awareness to the real situation of
their community.
Date Submitted
May 12, 2010
Saving Mother Earth
Mohammad Yusoph R. Masorong
Mindanao State University is a Campus in Marawi City which contains people that are diverse in terms of
culture. As for the estimated population of it, 60% are Christians and 40 % are Muslims. It has a community
named Old Aggie which is a place where students usually walk by and where other students live (Dormitories,
etc.). It is a community which has few small stores that give the basic needs of the people there. It is not rich in
terms of economy. In my own perspective, I consider it a poor community because it doesn’t have many
improvements by the past years and it hasn’t been improved by the past years. It is not prioritized by the Leaders
of that area. The garbage is just thrown around and not given any solutions. The residents are trying to clean it but
their efforts are insufficient. The residents are prone to illnesses that can be acquired easily in a dirty environment.
As of what I see, people just don’t work with each other at that place that is why their efforts to clean their
environment are always insufficient. It has a diverse population of people. There are Christians and Muslims at
that area but Christians are like 60 % and Muslims are 40%.
The community to which the project is going to be implemented is suffering from a dirty environment and
floods. Every time it rains, it is already expected that there will be a flood there because of drainage systems are
clogged by garbage. There are also few trees at that area and the open spaces are sometimes being the place where
they throw their garbage and so when the rain goes, the garbage placed in that open space will add to the garbage
that are already in the drainage system and which will clog the drainage system for good. The residents in that
community also don’t interact with others. They don’t participate in most of the programs of the Campus.
The community to which the project is going to be implemented, primarily, needs to have clean up drives or
such programs that can help clean their environment. The community needs to have a cleaner environment and an
unpolluted environment. The residents at that community also need to interact with each other for their
environment because it is for their own good.
Rationale
This Project will be conducted to aid some of the problems of the Old Aggie Community. As for the
Assessment of the Needs of that community, I had said problems that can be given solutions by conducting this
project. A seminar about environmental awareness will make some residents; at least, realize that the environment
is very important in their daily living and realize what are the good things that can be acquired by having trees on
their environment. The “Oplan Linis” or the Clean up Drive can help the residents there solve their problems
about their environment. The Clean up Drive can empower them to work with each other for their community.
The “Tree Planting” will make the residents know what the proper way of planting trees is and what are the basic
tips or things that are considered in Tree Planting.
Project Description
This Project is an Environmental Awareness project. It will involve the participation of people with different
ethnic backgrounds and make the people work together while making solutions for the problems of their
environment. It is most likely a “Let’s work together for the sake of everyone in our community” project.
The estimated amount of budget stated below is the estimated expense for the preparatory, actual and post implementation stage of the project. The stated budget below will be achieved through solicitation and own funding.
Eight Thousand Pesos (8,000.00 PHP)
My own community has approximately 100-150 families while the community to where the project will be
has like 20-30 Families on it.
Panggao Saduc, Marawi Location of the
Old Aggie, Mindanao State
City
University Main Campus,
community:
project
Marawi City
community:
I am a Muslim and the Ethnicities of the people living in the Target beneficiary are Muslims and Christians.
The estimated ethnic population in the community is 60% Christians and 40% Muslims. There are many Senior
Citizens as residents of that area and the Youth are the ones that are living on the dormitories on that area.
Participating Organizations
Student Government (our school) – Student Government in our school. The age bracket will be approximately
12-17. Muslims and Christians / Male and Female.
Supreme Student Government (the whole Campus) – Student Government in the whole campus. Age bracket:
18 – 24. Muslims and Christians/Male and Female.
Kalimudan Incorporated – a NGO or Non-Government Organization that is composed of professionals that are
conducting programs for the environment. Muslims and Christians/Male and Female.
Forestry Student Government – Student Government in the College of Forestry. Age bracket: 18-24. Muslims
and Christians/Male and Female.
Dr. Sainola Masorong and Dra. Muslimah Masorong – My Parents.
Mohammad Jihadi AbdelGafur – Adult Leader
Internal Strengths
The internal Strengths would be the ability of this project to have Guest Speakers and the ability to achieve the
proposed budget.
Internal Weaknesses
The internal weaknesses will be the time budgeting and lack of authorization. Some Meranao’s are somewhat
following the so-called Meranao time which is them coming to the expected time 30 minutes or 1 hour later. Lack
of authorization because what if the other people that can authorize this program couldn’t come because they
were busy or something like that.
The external opportunities are the Opportunities to talk with some organization Leaders of the Campus about the
Project and even with the President of the Whole MSU – System.
External Threats
The threats would be the Security and weather. It is when someone will try to go against the program or
something like that. As for the weather, what if it will rain so hard that it will affect or even make the program be
cancelled.
Vision
The Vision of this project is a community that is a good place to live in and is clean, organized and Green (in
terms of environment, with many plants on the environment). A community with residents that are interacting to
each other even if they have different ethnic backgrounds.
Mission
The Mission of this project is to orient the people about environmental awareness, make interactions between
people with different ethnic backgrounds to have a peaceful and better community to live in and to reach the
number of participants that are expected to join the project.
Goals
The goals of this Project are to achieve the stated objectives and to fulfill the Mission and Vision of the Project.
Objectives
This Project aims to achieve the following objectives:
1.) To orient and raise the awareness of people participating on this activity on their environment.
2.) To repair the environment through means of activities that involves interaction of people.
3.) To have an interfaith interaction between people with different ethnicities.
Expected Outputs
The project outputs include:
1.) Documentation or terminal report – it contains pictures, hardcopies, handouts, activity sheets and other
workshop outputs.
2.) A better environment to live in – a cleaner, greener, flood free place to live in by the beneficiaries.
3.) The development of a more interacting community containing people with different religious
backgrounds – a better community than it was before.
4.) Certificates – Certificates that will be given for those Participants, Organizations and Guest Speakers that are
included in the Program.
Framework
(1) “Everyone has duties to the community in which alone the free and full development of his personality is
possible.”
(2) “In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others
and of meeting the just requirements of morality, public order and the general welfare in a democratic society.”
(3) “These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United
Nations.”
-The Universal Declaration of Human Rights Article 29
“Everyone, as a member of society, has the right to social security and is entitled to realization, through national
effort and international co-operation and in accordance with the organization and resources of each State, of the
economic, social and cultural rights indispensable for his dignity and the free development of his personality.”
“All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience
and should act towards one another in a spirit of brotherhood.”
Outcomes
The project outcomes may include the following: (1) completed documentation or terminal report; (2) having the
target beneficiary (Old Aggie Community) clean and the unused lots to be filled with tree plantings; (3) making
the residents around the Old Aggie Community be aware of the environment after the conducting the project; (4)
Inter-faith interaction between the residents and students that are around the target beneficiary (Muslims and
Christians)
#
Phases
June
July
August
September
1
Preparatory
X
X
2
Implementation
X
3
Post-Conduct
X
X
Goals for the Preparatory Stage: To plan about the implementation day and the post-Implementation/Postconduct Stage. The identification of the participants, the organizations, the budgeting of the money and making
the agreements with various leaders of the community.
Material
&
Lead
Organizational
Begin
Evaluation of
# Action Plan
End Date
Financial
Person
Partners
Date
Success
Resources
Needed
Talking with Yusoph,
Ending up with an
the
Kuya
Community
Jehad,
agreement with the
1
Leaders of the
Leaders
Dr.
Community
about the
Muslimah
activity.
Masorong
Asking
Yusoph,
permission
Kuya
The residents agree
2
to the
Jehad,
with the project
residents for Dr.
the activity.
3
Solicitation
of Funds
4
Planning of
the Programs
Muslimah
Masorong
Yusoph,
Dr.
Muslimah
Masorong
Achieving the total
estimated budget
Having an action
plan report about
the program
Having a list of
names of the
participants
Yusoph,
Kuya Jehad
Identification Yusoph,
of the
Kuya Jehad
Participants
Talking with
the Guest
Having an
Speaker and
agreement with the
Yusoph,
6 the
Guest speaker and
Kuya Jehad
organizations
the other
that could
organizations
help
Goals for the Actual Implementation Stage: To successfully conduct the Project and do the activities within the
planned time.
Material
&
Lead
Organizational
Begin
Evaluation of
# Action Plan
Financial
End Date
Person
Partners
Date
Success
Resources
Needed
If the Number of
Arrival of
Yusoph,
Participants
1 the
07-03-10
07-03-10
Atanawell
Expected to come
Participants
arrives.
Programs of the
Starting of
Yusoph,
2
07-03-10
07-03-10
Seminar being
the Seminar
Atanawell
successfully done
Yusoph,
Programs of the
Programs on Atanawell,
3
07-03-10
07-03-10
Seminar being
the Seminar
Resource
successfully done
Speaker
Yusoph,
Distribution
Atanawell,
Everyone gets
4 of Snacks &
07-03-10
07-03-10
Dr.
his/her snacks and
Muslimah
Lunch
lunch.
Masorong
Yusoph,
Tree
Atanawell,
If the seeds are all
5 Planting
07-03-10
07-03-10
Resource
planted.
Activity
Speaker
Yusoph,
Filling up of the
Oplan linis
6
07-03-10
07-03-10
Atanawell
Sacks of Garbage
Activity
5
7
Closing
Programs
Yusoph,
Atanawell
07-03-10
07-03-10
Successful
forethought of the
Speech
Goals for the Post-Event Stage: To observe and identify if the community to which the Project is conducted had
improvements after the project.
#
Action Plan
1
To Observe
the
Community
Lead
Person
Organizational
Partners
Material
&
Financial
Resources
Needed
Yusoph,
Atanawell,
Kuya Jehad
Begin
Date
End Date
August
and
September
2010
August
and
September
2010
August
and
September
2010
August
and
September
2010
Evaluation of
Success
Finishing of a
Report about the
place.
To talk with
Writing of a report
Yusoph,
the Leader of
about what the
2
Atanawell,
the
Leader of the
Kuya Jehad
Community
Community Says.
Talking with
August
August
Writing Reports
the residents Yusoph,
and
and
about what the
3 & Students
Atanawell,
September September residents and
of the
Kuya Jehad
2010
2010
students say.
Community
To accomplish the said objectives, this project will undergo through seminar workshops and a couple of
activities making use of environmental awareness or cleaning the environment as a way of making people with
different ethnicities interact and work with each other.
July 3, 2010
Date
1 whole day, from 8 AM to 5 PM
Time
MSU Main Campus, Marawi City
Place
Time
Activities
Persons in Charge
8:00 AM
Meeting at the Seminar
Yusoph, Atanawell
Place
8:30 AM
Start of the Seminar
Yusoph, Atanawell
9:00-9:15 AM
Opening Remarks
Yusoph
9:15-10:15 AM
Environmental Awareness
Resource Speaker, Yusoph
Discussion
10:15-10:40 AM
Snacks
Yusoph, Dr. Muslima Masorong
10:40-12 Noon
12 Noon – 1 PM
1:00 – 2:45 PM
2:45-3:00 PM
3:00- 4:45 PM
4:45 – 5 PM
Continuation of the
Discussion
Lunch (will provide lunch)
Resource Speaker
Yusoph, Dr. Muslima Masorong, Dr. Sainola
Masorong
Invited Speakers at College of Forestry
Yusoph
Tree Planting Activity
Snacks
Oplan Linis
Closing Remarks and
Thank You!
Items
Source/s
Number of Units
Unit Cost
of
Funding
or Donor/s
Rental of the
800 Pesos / Half Day
Hall to which the
workshop will be
conducted.
Subtotal
800.00
Snacks (overall)
Lunch
Seeds for tree
planting
Tools to be used
on Cleaning
80
40
40
25 Pesos / 1snack
100 Pesos / 1 Lunch
5 Pesos/ 1 Seed
2,000.00
4,000.00
200.00
20
50 Pesos /1 Tool
1,000.00
8,000.00
Grand Total:
Output Indicators
The output indicators of this project will be the (1) Documented report of what happened on the Project and (2)
Confirmations from the Adult Leaders or Participants.
Sustainability Plan
The plan will be carried out by talking to the Leaders of the Community and having an agreement with them
which will make the environmental changes be maintained.
Date Submitted
May 12 2010
Oplan Linis
Yasminah Mira-ato
My community is not that progressive. Political issues are very pre-dominant and the government won’t
provide my community any materials to maintain cleanliness.
Drainage of water because of El Nino, light bulbs in the roads, and proper waste disposal and proper segregation.
A people that would help them improve and maintenance of cleanliness.
Rationale: This project would help my community atleast improve and as the project will be implemented it will
decrease the diseases rate in my community
It is a an empowerment and social work justice together. Because this project will be having an intergenerational, inter-faith and inter-ethnic bond.
10,000-13,000
Your Community vis-à-vis the Community Where the Project Will
Barrio Green, Bangon, Sarimanok and Brgy. Saduc; about 40% of the total population are poor. Working with the
poorest of the poor; number of people and families in the community who will benefit from your project;
positively affect women and minorities, aside from men and the majority.
Location of your own Brgy.Datu Saber Marawi Location of the project Banggolo Marawi City
community:
City
community:
Your Religion and Ethnicity vis-à-vis the Religion & Ethnicity of the People in the Project’s Community:
I am a Muslim particularly a Maranao. And the people that’ll be benefited with this project are also Maranaos,
Christians, Maguindanaons, and Tibolis.
Peer Facilatator’s Club who unites youth of ages 13-17 with different ethnicities and religion. My volunteers are
mostly my family(cousins,Aunties and Uncles) they are less than 40. ATANAWELL.
Dr. Saber and Dr. Mindalano, they are doctors of our community and they also own the hospital. Pandi
Mindalano, a politician. Mohammad Jihadi Abdelgafur, a member of the Ranao Council and President of Eagles
Club and member of ARCSO.
Internal Strengths
My volunteers and I are already exposed to certain kind of this project.
Internal Weaknesses
The government might not give us their full support for this project.
We have many access to some organizations.
External Threats
It might affect my academics again.
Vision
The percentage of diseases will decrease. The environment would be clean and the usage of the 3R’s will be
practiced. And of course proper waste segregation.
Mission
To transform my community into an organize and clean place for the people to have a safer place to live in.
Goals
To decrease the disease rate in my community and for my people to learn and practice the proper way of waste
disposing.
Objectives
.A clean and safer place for the people to live in.
Expected Output s
Monthly report of the percentage diseases and the maintenance of cleanliness.
Framework
the right to a healthy or adequate environment is itself a human right (as seen in both Article 21 of the
African Charter on Human and Peoples' Rights, and Article 11 of the San Salvador Protocol to the
American Charter of Human Rights).
Outcomes
Citizens will be more responsible of their garbages and youth will know their worth.
#
Phases
June
July
August
September
1
Preparatory
X
7-10
2
Implementation
18
3
Post-Conduct
26
X
Goals for the Preparatory Stage: To have an organize program about improper waste disposal and its effect in
the community.
Material &
Organizational
Begin
End
Evaluation
#
Action Plan
Lead Person
Financial
Partners
Date
Date
of Success
Resources Needed
Computer and
Yasminah
printer for making
PFC, ,and
July
July
1 solicitation
the solicitation
MiraATANAWELL
7,2010 10,2010
ato(myself)
letter.
Mohammad
Jihadi
July 8, July 10
Abdelgafur
Goals for the Actual Implementation Stage: For the people to realize their responsibilities and to discard
stereotyping among adults and youth that will participate in this project.
Material &
Organizational
Begin
End
Evaluation
#
Action Plan
Lead Person
Financial
Partners
Date
Date
of Success
Resources Needed
Microphone,
Markers, Cartolina
Lectures and
July
1
City Mayor
July 18 July 28
Discussions
other electronic
18
devices
Distribution of
PFC and
2
Volunteers
Food
snacks
ATANAWELL
Lectures and
Dr. Amer
3
Discussions
Saber
The
RCYC,PFC
Distribution of community
4
Foods
and
officials and
Pack Lunches
ATANAWELL
volunteers
Goals for the Post-Event Stage: To promote a clean and safe environment for the people of my community.
Material &
Organizational
Begin
End
Evaluation
#
Action Plan
Lead Person
Financial
Partners
Date
Date
of Success
Resources Needed
Cleaning the
Myself, the
RC,PFC,
Broomsticks, big
1 community(the community
and Eagles
cellophanes,
people will be
chairaman and Club
Dustpans,trucks,rice
2
Searching for
the speakers
divided)
ATANAWELL
sacks.
Closing
Community
2
Remarks
chairman
group discussion, writing letters to public officials, seminar on proper waste disposal and segregation.
July 18, 2010
Date
Time
Banggolo, Marawi City Lanao del Sur
Place
Time
Activities
Persons in Charge
7:30 AM Departure
Volunteers board 3 Rented Jeepneys
with materials
8:30 AM Arrival at Banggolo
Coffee and cookies with community
members
9 AM
Opening Remarks
9:15-10:15 AM
Informal Community Discussion
10:15-10:45 AM
Zest-O and Biscuits
Entertainment
10:45-12 Noon
Community Discussion & Q&A on
the use of the 3R’s and proper waste
segregation and disposal.
12 Noon – 1 PM
Rice, Fried Chicken, Bihon & Water
1 – 4 PM
Community Clean up(divided people
into groups)
4:00 – 5 PM
Closing Remarks and Thank You!
Items
Number of Units
Unit Cost
Subtotal
Markers
2
15 pesos each
30.00
Jeepney Rental
3
1,000 Pesos / day
3,000.00
Cartolinas
5
10 pesos each
50.00
Broomsticks
30
15 pesos each
450.00
dustpans
15
25 pesos each
375.00
spoons
4 packs
50 pesos per pack
250.00
forks
4 packs
50 pesos per pack
250.00
Water
100 bottles
13 pesos per bottle
1,300.00
snacks
100 packs
25 pesos per pack
2,500.00
drums
4 drums
1,500.00
Pack lunches
100 packs
50 pesos per pack
5,000.00
9,455.00
Grand Total:
Output Indicators
I will show a video of the whole community service I will be doing.
Sustainability Plan
I will ask the City Mayor to provide a law or order regarding for the maintenance of the cleanliness of our
community.
Date Submitted
May 12, 2010
Down to Earth: Sharing Stories from Soil’s Hues and Shades
Ryan Victor P. Miranda
Mindanao has its shares of ups and downs. It has its own shares of victories and losses. Mindanao is a place of
diverse cultural linkages. It continues to strive hard in order to achieve its dream of being a place attuned to the
needs of the people while preserving the idyllic lifestyle and rich culture of the people in all walks of life. Zamboanga City is located at the Western part of Mindanao, Zamboanga Peninsula. It is now one of the most important and busiest port cities in the Philippines. The Chavacano (popularly known as Zamboangueno, which is
based on 70% Spanish words, and 30% Tagalog, Cebuano and other Philippine languages) made Zamboanga
as "Asia's Latin City." This is also because of the same traditions with Spain, particularly the patroness Our
Lady of the Pilar (wikitravel.org). Economic activity in the Zamboanga peninsula and the adjoining Sulu archipelago is being given a boost through the dramatic expansion of this city’s information and communications
technology (ICT) infrastructure; an expansion that includes the installation of a wireless wide area network
(zamboanga.com)
Every community has its own problems, issues and concerns that need to be addressed. The Human and Social
Development Sector under the Socio Economic Profile of Zamboanga City discussed the emerging problems of
the city. As the City moves towards its place in the BIMP-EAGA and in a globalized community, the need for
connectedness among our people’s concerns becomes more and more pronounced in certain areas. There is
urgency for specific action and policy pronouncement not only at the nationwide and global level but also at the
local level. Among the major issues and problems that the City must address in this Social Development
Master Plan is:
1.2.37 Conflicts among Christian and Muslim and Lumads
Surrounded by an internal armed conflict, the Muslim secessionist movements of the MILF, the City in
coordination with the National Leadership, has placed the pursuit of peace in its priority agenda. A national
unification process is ongoing, consistent with the recognition that political stability and national/regional unity
are major prerequisites for socio-economic developments. (www.zamboanga.net)
Image Problem
Zamboanga City has an image problem. It is largely perceived as an area with peace and order problems.
Damage control has to be done to ensure that anyone, whether domestic or foreign tourist, who visits the city
will have fond memories, evoking a desire to return next time, with more of his family members, friends and
associates. Tourism thrives on repeat business and this can only happen when the aspect of security is
adequately addressed.
There is really a need to study and consider the socio-cultural differences between Christians and Muslims in
the preparation of the Social Development Master plan. Some of the expressed observations on the sources of
the Muslim-Christian conflict include land disputes, the minoritization of the Moro Population within their
traditional homeland, the shifting of political power from traditional Muslim leaders to Christian settlers and
the economic displacement of Muslims, among others. (www.zamboanga.net)
Rationale
“Every child is an artist. The problem is how to remain an artist once he grows up” a great painter, Picasso once
said. The main objective of this workshop is to give young children from rural areas a chance to develop their
artistic skills using indigenous materials while preserving the diverse culture present in all areas of Mindanao.
It is essential to get a clear vision of the young children’s own perspective of Mindanao and how they may preserve the beauty of diverse cultural linkages.
Project Description
Down to Earth: Sharing stories from soil’s hues and shades is a small workshop on painting using the different
kinds of soil as a medium in creating a picture. Soil plays a vital role in the existence of almost all individuals.
We benefited a lot from the soil’s valuable help in agriculture and industrial uses. But another use of the soil is
to create a cultural story from its own hues and shades. In the workshop, less fortunate children will be taught
the fundamentals of soil painting and at the same time creating a story on how they see Mindanao as their place
out of the paintings made by the young children.
1,435.00 Php
The City of Dipolog is a 1st class city and the capital of the province of Zamboanga del Norte on the southern
Philippine island of Mindanao. Geographically, the city is surrounded by rolling hills to the southeast and the
Sulu Sea to the north. The total population of Dipolog City as per 2007 census is 108,080.
(www.dipologcity.com)
Zamboanga City is one of the primary hubs in the Philippines, being the regional center in Zamboanga
Peninsula Region and Western Mindanao in the areas of commerce, trade, health services, financial institutions
and education. It is currently ranked as 6th most populated city (774,407 population as of 2007), and rank 3rd
on the largest city in the Philippines ((522/km2) 1,353/sq mi) in terms of land area. (www.wikipedia.org)
Brgy. Estaka, Dipolog
Brgy. Mercedes, Zamboanga
Location of the
City, Zambo. del Norte
community:
project community: City, Region IX
Roman Catholic / Cebuano and Subanen
Islam, Roman Catholic / Chavacano, Tausug, and Visayan
School of Liberal Arts Academic Organization (students from 1st year to 4th year in college)
Ateneo Communicators (Mass Communication students from 1st to 4th year)
Ateneo Liturgical Society (Ateneo de Zamboanga UniversityChurch Choir)
El Consejo Atenista (Student Government of Ateneo de Zamboanga University)
Mary Rose Andrada (ACCESS Philippines Participant Batch 1, Faculty SLA)
Joann Lei Dorothy Labrador (ACCESS Philippines Batch 2005, Faculty SLA, Languages Dept.)
Edgardo Lorenzo Banos (Department Chair, Department of Mass Communication)
Internal Strengths
The organizer personally has an inclination towards the culture and arts and that he is involved in organizations
that can help him avail the necessary manpower resources.
Internal Weaknesses
The organizer may find the time allotted for the implementation of the project as a weakness because he has to
balance his time in academics and his project implementation.
The project may attract potential supports from the local government unit and the non-government
organizations which can help the DOWN TO EARTH Project rise to a larger scale.
External Threats
Since DOWN TO EARTH Project is an innovative plan, the participants of the project might get resistant and
unwilling to participate to the said project.
Vision
Provided with the indigenous resources, DOWN TO EARTH project envisions a community equipped with
artistic skills and develop their full potentials in preserving their culture through the culture and arts.
Mission
DOWN TO EARTH Project aims to teach young children to preserve the culture by developing basic artistic
skills through the use of indigenous resources present in the environment.
Goals and Objectives
DOWN TO EARTH Project’s goals and objectives are patterned at the Talaandig 1001 Millennium Soil
Painting Project’s goals and objectives.
• To develop soil painting as an artistic and creative medium for cultural awareness, education and preservation of indigenous cultural heritage of the people in Mindanao.
• To promote soil painting as medium for peace campaign and advocacy amidst conflicts in Mindanao
and the outside world.
• To develop soil painting as vehicle for cultural understanding and unity among the people in Mindanao and the whole country.
• To utilize soil painting as center for the development of a sustainable economic enterprise of the In-
digenous Peoples in Mindanao.
Expected Outputs
By the end of the DOWN TO EARTH Project workshop, the children will have their soil paintings on canvas
which will then be exhibited for documentation and press release at Ateneo de Zamboanga University for two
(2) days and will be returned to the children after the exhibit.
Framework
SOIL PAINTING
In 2007, the United States Department of Agriculture - Natural Resources Conservation Services (p.1) released
an information guide on how to use the soil in soil painting:
Soils are an important foundation for the landscapes that surround us. Soils also make an important contribution to the beautiful colors we see in nature every day. Though many of us forget to appreciate the
beauty that the various soils of Montana bring to our lives, artists often use soils as pigments in bricks,
pottery, and art work because of their natural beauty. Often, the colors of soil blend with those of vegetation, sky, and water. The color and texture of soil painting is a fascinating and creative opportunity for
students of all ages. Use these instructions to help your own students to collect and process soil for
making paint. This is an art project that will capture their imaginations as well as teaching some fundamental properties of soil.
The Talaandig 1001 Soil Painting Project is a one year production of more than a thousand soil paintings by the
Talaandig people of Bukidnon with the unlimited participation of children and other tribes in Mindanao. It will
be implemented in five themes: (1) Stories of Creation, (2) Traditional Peace Pacts, (3) Talaandig epic (“ulaging”) and similar epics of other tribes of Mindanao, (4) Folktales, and (5) Issues on land, culture and environment. After the production period, a one year soil painting exhibit will be organized at the Talaandig community. Thereafter, the participating artists from the other tribes of Mindanao will be assisted for the launching of
their soil paintings at their respective communities.
CULTURE AND THE ARTS
Tatak Pilipino Koleksyon (2001) strongly supports the culture and the arts in the Philippines. Moreover, it describes the Philippine as a cultured pearl:
Like a cultured pearl, Philippine culture has grown through a long and slow process of accretion. Indian, Chinese, Arabic, Spanish, American and other foreign influences have added their luster to the
original kernel. As a result, Philippine art, literature, beliefs, customs and traditions, morals, knowledge
and laws have been significantly enriched. The preservation, enrichment and dynamic evolution of a
Filipino national culture based on the principle of unity in diversity and nurtured in a climate of free artistic and intellectual expression is guaranteed in the Philippine Constitution.
The National Committee on Visual Arts (NCVA), under the Subcommission on the Arts (SCA), is one of the
19 national committees of the National Commission for Culture and the Arts (NCCA), the cultural arm of the
government. It is composed of individual volunteers who are active visual arts practitioners working together
towards the flourishing of Philippine visual arts.
Vision: A dynamic and empowered Philippine visual arts aware of its diverse culture and identity and actively
engaged in local, national and global art endeavors
Mission: Nurture a flourishing cultural environment that encourages the development of independent and responsive artists who aspire to artistic excellence and are engaged with a critical and supportive community.
Outcomes
The participants of the DOWN TO EARTH Project will develop into themselves the interest and love in soil
painting and because soil painting uses indigenous materials, they can do it whenever they want as a new hobby
or even as a new income generating project.
#
Phases
June
July
August
September
1
Preparatory
June 14-30
July 1-16
2
Implementation
July 24 Sat
3
Post-Conduct
August 1-31
Goals for the Preparatory Stage: to prepare and plan the project carefully to successfully implement the
project
Material &
Financial
Lead
Org.
Begin
End
Evaluation
#
Action Plan
Person
Partners
Resources
Date
Date
of Success
Needed
Revised
1 Review of the Action plan
myself
printing
06-14
06-19
action plan
Write letters to the persons
Letters
2
myself
printing
06-19
06-23
concerned
printed
BSMC
Letters are
3 Disseminate the letters
myself
Printing & fare 06-24
06-28
students
sent
BSMC
Confirmation
4 Follow up of the letters
myself
fare
07-02
07-05
students
from the pers.
List of
5 Canvassing of materials
myself
fare
07-06
07-08 materials and
amount
Goals for the Actual Implementation Stage: to teach the children all the things that they need to learn in soil
painting and story telling
Material &
Organizati
Lead
Financial
Begin
End
Evaluation
#
Action Plan
onal
Resources
Person
Date
Date
of Success
Partners
Needed
BSMC
fare, sound
1 Opening program / liaisons
ALS
07- 24 07-24
students
system
Introduction of the guest
2
myself
ATCOMM
07-24
07-24
speaker
Workshop proper/painting
BSMC
Soil painting
3
SLA-AO
07-24
07-24
session
students
materials
BSMC
4 lunch
ATCOMM food
07-24
07-24
students
BSMC
5 Story telling
ALS
07-24
07-24
students
6 Returning back to home
myself
ATCOMM fare, transpo. 07-24
07-24
Goals for the Post-Event Stage: to have as much press release and documentation as possible
Material &
Organizati
Lead
Financial
Begin
End
Evaluation
#
Action Plan
onal
Resources
Person
Date
Date
of Success
Partners
Needed
Attracts
BSMC
Place for
support from
1 Art exhibit
SACSI
07-26
07-27
the
students
exhibit
community
Pass the
Compilation of
Cds, cameras,
documentary
2
myself
ATCOMM
07-28
07-31
to PYLP
documentation
printing
organizers
DOWN TO EARTH Project is a workshop seminar and uses the basic teaching method which is demonstration
and hands-on practice to teach the children the fundamentals of soil painting and storytelling.
Date July 24, 2010
Time 1 whole day, from 8am to 4pm
Place Ateneo de Zamboanga University
Time
Activities
Persons in Charge
6:30 – 7:30 AM
preparation of the venue
BSMC second year students
7:30 – 8:00 AM
Arrival and registration of the
participants
8:00 – 8:30 AM
Opening program
ALS
8:30 – 10:00 AM
Workshop on soil painting
Ryan Victor
10:00 – 10:15 AM
Snack Break
ATCOMM
10:15-11:30
Continue on soil painting
Ryan Victor
11:30 – 1 PM
1:00 – 3:00 PM
3:00 – 3:30
3:30 – 4:00 PM
Items
Resealable gallon-size
plastic freezer bags
Paper plates
Plastic cups
Popsicle sticks
Paint brushes
Flour sack
Liquid starch
Ink pens
Pencil
Sponges and rags
Miscellaneous
Lunch Break
Storytelling and intercultural
communication
Closing Program
Deaparture of participants
Number of Units
5 pieces
1 pack
1 pack
1 pack
10 pieces
8 pieces
10 pieces
10 pieces
10 pieces
5 pieces
Ryan Victor
SLA-AO
BSMC
Unit Cost
10.00
25.00
30.00
10.00
10.00
5.00
3.00
10.00
5.00
1000.00
Grand Total:
Subtotal
50.00
25.00
30.00
10.00
100.00
40.00
30.00
100.00
50.00
1000.00
1,435.00 Php
Output Indicators
The painting outputs are concrete indicators that the project is successfully implemented. Furthermore, an
evaluation may be conducted through interviews with some of the participants to get their own views and ideas
on how much they have learned from the workshop.
Sustainability Plan
The children who are part of the DOWN TO EARTH Project may create an art club in their local school to
continue the new skills they have learned and the MAPEH teachers may include soil painting as part of their
lesson plan and curriculum.
Date Submitted
May 13, 2010
Kaalaman Ko, Kaalaman Mo, Pagyamanin Nating Pareho
(My Knowledge, Your Knowledge, Let’s Nurture Them Together)
Romar C. Quintero
The project will be implemented in a community predominated by Christians but a number of Moslem families
reside in it. This community has, in general, residents of an average standard of living but majority of the
Moslems in this place are financially incapable.
Midsayap is a municipality surrounded by many rice fields where different brands and types of commercial
fertilizers are being applied. One problem that the municipality faces is on how to reduce the use of synthetic
chemicals to lessen the negative effect of these chemicals and preserve the natural beauty and properties of a good
soil.
Rationale
I have chosen this project because it fits with my course of study and will benefit my partner community in such a
manner that they can get a free access to organic fertilizer or use the knowledge and available resources to
generate income. Just recently, the community people were planning to set up a vermicomposting project but no
one had taken the initiative first to finance the said project especially now that the election is still on the process
and no one will be very concerned with project implementation until the next months. So as an intuition, I came
up with an idea to set up a vermicomposting project at Purok Rosas, Midsayap, Cotabato where most Moslems in
Poblacion 8 live. I also preferred this site because it’s close to the barangay hall for proper monitoring of the
project and its outcomes.
Project Description
This is a combination of advocacy, charity, social entrepreneurial and environmental project.
Php. 3,800.00
My community and my partner community are closely similar in terms of the standards of living. But the
Moslems in my partner community have generally low educational attainment, work part time, and have 3-5
children. There are about 5 families within this purok while other Moslem families reside in other puroks and I
target them to benefit the project that I will implement. Approximated number of people who will benefit from
the project is 25.
Location of your Purok Daisy, Poblacion Location of the Purok Rosas, Poblacion 8, Midsayap,
Cotabato
8, Midsayap, Cotabato
own community:
project
community:
I am a Christian and a Cebuano and my partner community people are Moslem and therefore, embrace the Islam
religion
4-H Club (a club at Southern Christian College whose members are college students and alumni of the institution
comprised of Lumads, Christians, and Moslems)—more than 15 volunteers
Barangay Council of Poblacion 8, Midsayap, Cotabato
AgriBusiness Society—an organization of Agricultural Business Students
Mr. Ardniel A. Baladjay (Dean of the College of Agriculture, SCC)
Mrs. Victoria Bat-og (Professor in the College of Extension and Community Development, SCC)
Internal Strengths
Sufficient Knowledge on the Project; Full Support from Participating Adults; Cooperation of the Partner
Community; Sufficiency of Participating Organizations to implement the project
Internal Weaknesses
Hectic Schedule of Volunteers
Support from the Municipal Agriculture Office of Midsayap
External Threats
Peace and Order Situation
Vision
Purok Rosas, Midsayap, Cotabato will be recognized as a vermicompost producer and advocate of Organic
Farming. The Moslem residents will be the people who will first spread the practice to the whole community and
through this project, the whole community will be a peaceful place where the Indigenous people, the Moslems,
and the Christians can live with harmony and equality.
Mission
With the help of my partner organizations and God’s guidance, we will initiate the project of vermicomposting in
Purok Rosas, Poblacion 8, Midsayap, Cotabato and mutually build bridges between Christians and Moslems.
Goals
The goal of this project is to teach our Moslem brothers and sisters how to do vermicomposting and give them the
initial inputs to practice what they will learn.
Objectives
a. To review Proper Waste Management prior to the Vermicomposting Activity
b. To conduct a lecture on Vermicomposting
c. To produce an actual set up of a functional Vermicomposting bin
d. To produce the product vermicompost
Expected Output
Vermicompost
Framework
All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and
should act towards one another in a spirit of brotherhood.
The Universal Declaration of Human Rights, Article 1
“Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind,
such as race, colour, sex, language, religion, political or other opinion, national or social origin, property,
birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or
international status of the country or territory to which a person belongs, whether it be independent, trust,
non-self-governing or under any other limitation of sovereignty.”
“Everyone has the right to recognition everywhere as a person before the law.”
“Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in
scientific advancement and its benefits.”
Outcomes
Our Moslem brothers and sisters will be able to produce the product which is the vermicompost or the worm
castings after a period of time.
#
Phases
June
July
August
September
1
Preparatory
5, 6, 12
3 and 4
1
2
Implementation
7
3
Post-Conduct
11
a. To organize the whole flow of the implementation of the project
b. To inform the elders of our Moslem partners about the project
c. To look for speakers for the lecture
d. To inform the partner organizations about the activities
e. To look for donors
Material &
Organization
Financial
Begin
# Action Plan
Lead Person
al Partners
Resources
Date
Needed
Sending of
formal letter to
Letter
the Punong
signed by
Romar
AgriBusiness
June
1 Barangay
the Advisers
Quintero
Society
5,2010
informing
mentioned
about the
above
project
Personal talk
Poblacion 8
with the elders Romar
June 12,
2
Snacks
Barangay
of the Moslem Quintero
2010
Council
community
Letter
Sending of
signed by
letters to
Romar
June 5,
3
4-H Club
the advisers
speakers for
Quintero
2010
mentioned
the lecture
above
Purchase of
materials for
the set up
Mabel Joy
Baladjay and
Company
AriBusiness
Society
Bamboo,
2x2 wood,
trapal, vermi
August
1, 2010
End
Date
Evaluation of
Success
June 6,
2010
Positive Response
from the Punong
Barangay
June 12,
2010
Positive Response
from the Moslem
elders
June 6,
2010
Positive Response
from the persons
concerned
August
1, 2010
Purchase of all
materials needed
4
a. To share agricultural knowledge to our Moslem brothers and sisters particularly vermicomposting
b. To give our Moslem brothers and sisters a special opportunity to benefit a project that is really intended
for them
Material
&
Action
Lead
Organizatio
Begin
End
#
Financial
Plan
Person
nal Partners
Date
Date
Resources
Needed
Sound
Mr.
Poblacion 8,
Short
system,
August 7, August
Program began and
1
Fernando
Barangay
snacks,
program
2010
7, 2010
ended as planned
Buagas
Coucil
program
Snacks,
food for
Ardiel A.
Southern
Everything about
lunch,
August 7, August
2 Lecture
Baladjay,
Christian
vermicomposting is
token for
2010
7, 2010
MS
College
tackled
the
lecturer
Setting up
Bamboo,
of
Samuel
Agribusiness 2-2 wood, August 7, August
The set up is done within
3
Vermicomp Ferenal
trapal,
Society
2010
7, 2010
the day.
osting Bins
vermin,
biodegrad
able
materials
The post-conduct stage will be done to evaluate whether the set up is now fully functional.
Material
Organizati
&
Action
Lead
#
Financial Begin Date End Date
onal
Plan
Person
Partners
Resource
s Needed
Visit at the
Romar C.
September
September All the vermicomposting
1 vermicomp
4-H Club
None
Quintero
11, 2010
11, 2010
bins are in good condition
osting bins
Visit at our
Romar C.
September
September Positive impression by the
2 partner
4-H Club
None
Quintero
11, 2010
11, 2010
partner community
community
The strategy of implementation that I will be using is lecture, group discussion, and tapping persons in high
political positions who can help me in this project. Through these, I will be able to share ideas, collect ideas, and
obtain help. Thus, making the whole process smooth.
August 7, 2010
Date
Time
Purok Rosas, Poblacion 8, Midsayap, Cotabato
Place
Time
Activities
Persons in Charge
7:30 to 8 AM
Get-together
Officers of the 4-H Club and Barangay Officials
8 AM
Tri-people prayer
To be arranged
8:15 AM to 8:25
Welcome Address
Barangay Caprain Eduardo Doletin
8:25 to 8:30
Entertainment
Selection Students
8:30 to 10:00
Lecture and Orientation
Mr. Ardniel A. Baladjay, MS
10:00 to 11:45
Open Forum
Mr. Ardniel A. Baladjay, MS
11:45 to 12:30
Lunch
4-H Officers
12:30 PM to 1:00 PM
Preparation for the Setting
4-H Officers
up of Vermicomposting
bins
1:00 to 3:30 PM
Setting up of
4-H Officials
Vermicomposting bins at
the actual site
3:30 to 4:00
Closing Remarks, Closing
Barangay Officials
Prayer, Home-Sweet-Home
Items
Source/s of
Number of
Unit Cost
Subtotal
Funding or
Units
Donor/s
Wood (2x2x8)
Solicitation and
5
100
500
donation
Bamboo
Solicitation and
8
100
800
donation
trapal
Solicitation
1
500
500
snacks
Solicitation and
Good for 50
10
500
donation
persons
Food for the Solicitation and
Good for 50
30
1500
lunch
donation
persons
Php. 3,800.00
Grand Total:
The indicator that would prove that I have made and given something to my partner community will be a
certification from the Barangay Captain of the community stating it so.
you are gone?)
Even though I will no longer be there to monitor the project, I am sure that so long as my partner community will
follow what we will teach them, the project will still be successful and sustainable. Anyway, this project is not so
hard to maintain because the worms do not necessarily need too much attention so long as they are fed.
Date Submitted
May 13, 2010
From Waste to Wealth
Fatimah sohra L. Usodan
Mindanao state University is home for tourist visits. It is well-known as the replicate of Baguio City because of its
temperature and environment. Many people would spend lot of their time just to see the beauty and cleanliness of
this place. It is the best place to spend your time. There are libraries, parks, golf course, museum, cinema house,
commercial center, and a lot more where you can spend your time.
Environmental cleaning is the action of this project. Garbage is just lying on the roads because it is improperly
disposed. It also causes clogged canals and flood in the community. It can also cause health problems to the
citizens. These can decrease the status of MSU being a tourist spot.
This project also involves proper waste disposal and waste segregation. This is to reduce the health problems in
the community. And also to prevent having flood and clogged canals in the community. It will boost up tourist
visiting if this project will be done.
It will also develop unity between the two schools involved in this project.
Rationale
To inherit cleanliness in the community. And to develop unity between the two schools.
Project Description
This is an environmental and socially-related project.
12,000php
Some organizations I’m involved to will help me in implementing this project; the participants involved are
considered as on the high and low level. This project will be more on inter-class type.
Location of your own Marawi City
Location of the Marawi City
community:
project
community:
I’m a Muslim and meranao. The two schools involved have Christians and Muslim in it. It will be an inter-class
community project. Our school is mainly the staff and the two schools, MSU-UTC and DC, will be the
participants of this project.
Participating Organizations
MSU-ISED-SHS SG, PFTC, YLG
Mohammad Jihadi Abdelgafur will participate and is my adult adviser.
Internal Strengths
We have many volunteers, organizations, and adult volunteers that will participate in this project.
Internal Weaknesses
We may not have enough time to do what we have to do. We, the volunteers, may be having hard time to get the
participants’ attention during discussions and group works.
We may have had enough money to use in the project. We have links and access with some popular
organizations.
External Threats
This project might affect my academic status. My studies may be affected.
Vision
Clean and beautified community, united group, progressive and productive community
Mission
To develop cleanliness in the community. To enhance their skills in arts. And lastly, to promote peace and unity
between the participants.
Goals
Have a clean environment and promote peace and unity between the two schools.
Objectives
• To have a productive and clean community.
• To develop peace and unity between the two schools involved, MSU-UTC and DC.
Expected Output
Recycled products made by the participants that can be sell.
Framework
• To freely dispose of their wealth and national resources (Article 21)
• "A generally satisfactory environment" (Article 24)
-African Charter on Human and Peoples' Rights
Outcomes
Citizens will maintain the cleanliness and will be more responsible and productive. The participants will socially
communicate again and have peace and unity between them.
#
Phases
June
July
August
September
1
Preparatory
X
2
Implementation
X
3
Post-Conduct
X
X
Goals for the Preparatory Stage: to have an organized project.
Material &
Lead
Organizational
Financial
Begin
End
Evaluation of
#
Action Plan
Resources
Person
Partners
Date
Date
Success
Needed
Appointment
with the MSU
President, for
Fatimah
The President will
him to be
sohra L.
agree to the project
Usodan,
and will let us
informed
June 1, June 1,
1
Letter
about the
Engr. and
implement the
2010
2010
project and
Mrs. Olodin
project in the
B. Usodan
campus.
have an
agreement
with him
Fatimah
sohra L.
Appointment
The heads of the
Usodan,
with the
schools will agree
Engr. and
June 3, June 5,
2 schoolheads
YLG
with the project and
Mrs. Olodin
2010
2010
of MSU-UTC
will let their
B. Usodan ,
and DC
students participate.
and
volunteers
Fatimah
sohra L.
June
There is enough
Usodan,
Solicitation of
Solicitation
July 4,
3
Olodin B.
YLG
12,
money collected for
Money
Letters
2010
Usodan and
2010
the project.
Solicitation
Committee
Canvass for
foods and
Volunteers
July
July 9,
4 Materials
and Food
5,2010
2010
needed at the
Committee
project
5
Buying of
materials
Volunteers
July
10,2010
YLG
July 13,
2010
Volunteers
and
July 15, July 16,
6
YLG
Decoration
2010
2010
Committee
Goals for the Actual Implementation Stage: To implement this project effectively.
Material &
Lead
Organizational
Financial
Begin
End
#
Action Plan
Resources
Person
Partners
Date
Date
Needed
Gathering of
Program
July 17, July 17,
1 participants at
PFTC
committee
2010
2010
the hall
Distribution of Food
Foods
July 17 July
2
foods
Committee
,2010
17,2010
Preparation
for the
gathering hall
3
Environmental
Cleaning
MSU-ISEDSHS SG
Garbage
bags
July 17,
2010
July 17,
2010
The needed
materials are
bought.
The hall is cleanly
prepared.
Evaluation of
Success
All the participants
on the list are
gathered in the hall.
All the foods are
distributed.
There are no waste
materials lying on
the roads and the
area is clearly
cleaned.
Recycling of
The materials
collected
Volunteers
Art
July
July
4
collected are
waste
and staff
materials
17,2010 17,2010
recycled.
materials
Goals for the Post-Event Stage: To make plans on time.
Material &
Financial
Lead
Organizational
Begin
End
Evaluation of
#
Action Plan
Person
Partners
Resources
Date
Date
Success
Needed
Selling of
July 24, August All the materials are
1 Recycled
Volunteers
2010
15,2010 sold.
Products
Lectures, group works, and recycling waste materials.
July 17, 2010
Date
Time
Macarambon Hall, MSU Main Campus, Marawi City
Place
Time
Activities
Persons in Charge
7:30 AM Departure
Drive at
Sabiha, Jane, & Mahmud
8:30 AM Arrival in Macarambon
Coffee and cookies with
Program Committee
Hall
community members
9 AM
Opening Remarks
Fatimah sohra L. Usodan
9:15-10:15 AM
Discussion about proper
Sanny-din L. Usodan,
waste disposal, waste
segregation, effects of
improper waste disposal.
10:15-10:45 AM
Calamansi Juice and Sweet
Food Committee
Sticky Rice Snacks
Entertainment
Atanawell
10:45-12 Noon
Environmental Cleaning
Committees and volunteers
12 Noon – 1 PM
1 – 4 PM
4-4:30 PM
4:30 – 5 PM
Items
Scissors
Pencils
Colors
Markers
Colored Papers
Glue
Spoons
Forks
Foods
Snacks
Rice, Dried Fish, Tomatoes
& Salt
Waste Recyling
Snack and community
fellowship
You!
Number of Units
25
25
25
30
2 rims
15
8 packs
8 packs
80 packs
80 packs
Food committee
program committee and volunteers
Food committee
President Macapado A. Muslim
Unit Cost
20 Pesos each
5 pesos each
20 pesos each
20 pesos each
400 pesos each
20 pesos each
20 pesos/pack
20 pesos/pack
50 pesos/pack
50 pesos/pack
Grand Total:
Subtotal
500.00
125.00
500.00
600.00
800.00
300.00
160.00
160.00
4000.00
4000.00
11145.00
Output Indicators
I will document pictures and videos while the participants are doing the environmental cleaning and recycling of
waste materials.
you are gone?)
Through the lectures they have learned, it will help them to maintain the cleanliness. They will know the
importance of proper waste disposal and waste segregation.
Date Submitted
May 13, 2010
Share Your Blessings
Hanan Latip Yahya
Poor residence, dump site, and some people are Muslims and others are Christians
They are full of garbage because it is near a dumpsite
Education, food, advisory and health insurance
Rationale Because
I want to help the needy and the homeless residence at Marawi City dump site, creating a project for the less
privileged children living in the dump-site where health is at risk and money is hardly earned will be my humble
contribution to my community. I believe that by coordinating with individuals and youth groups in my
community, I can be able to touch the lives of these children and brighten up their lives by sharing blessings to
them.
Project Description
Come-and-go, social entrepreneurial and environmental
More than 5,000
Some organizations in my community will help me; majority of them are poor; not more than 10 families will
benefit on this project; positively affect women and minorities.
Location of your own Town in Marawi City
community:
Location of the Lilod Bliss Marawi City
project
community:
My religion is Islam and Ethnicity is Maranao and the people in the project were Poor Islam and Christian
believers and Poor Maranaos and Bisaya
Ranao Council Inc. (Youth group), Latip Youth Organization, Communication, City Local Officials and Media
Studies Department; not less than 7 years; MSU-ILS Students Ranao Council Inc. Student Assistants, ComStud
Students and my family/ Maranao and Bisaya/Male and Female/15-34/Islam and Chrisrians; not more than 30
Sorhaila Latip Yusoph Secretary in Ranao Council
Internal Strengths
We have enough volunteers, there are many organization will support and well provided
Internal Weaknesses
We may not get some support from the government officials and lack of time
My teacher may help me, I may have more fund and it may last longer if my volunteers will like it
External Threats
It may affect my studies, volunteers will be busy and no fund
Vision
Productive community, healthy residence, well connection of the privileged maranao to less privileged people and
happy people
Mission
To have a connection between less privileged family to privileged family, to give clothes, give some workshop
about recycling for productive trash, this project is for the residence in a Marawi City dump site at Lilod bliss and
this is constructed to help and to have more diverse communication.
Goals
Provide some clothes, idea and enjoyment, give them knowledge in recycling and construct better community
Objectives
Ability to share the blessings of the privileged Meranaos to the poor children of the Lilod Bliss Dump-Site; Bring
a happiness to the children through healthy feeding session and sharing of clothes and Open doors for more
support and relief for the children in the dump-site.
Expected Output s
Recycled products made by the residence in the dumpsite
Framework
“All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience
and should act towards one another in a spirit of brotherhood.”
Outcomes
Concern citizens will be more productive and responsible
#
Phases
June
July
August
September
1
Preparatory
X
2
Implementation
X
3
Post-Conduct
X
X
Material &
Financial
Organizational
Begin
End
Evaluation of
#
Action Plan
Lead Person
Partners
Resources
Date
Date
Success
Needed
Collecting
Sorhaila L.
Ranao Council
1
Cellophanes June 5 June 20 August
clothes
Yusoph and I Inc.
2 Money for food
Latip Youth
Spoon and
Organization
Forks
Communication
Searching for
and Media
Markers and
3
Studies
speakers
Cartolina
Department
MSU-ILS
4
students
City Local
5
Officials
Material &
Lead
Organizational
Financial
Begin
End
Evaluation of
# Action Plan
Resources
Person
Partners
Date
Date
Success
Needed
Ranao Council
1 Distribution Volunteers
Money
July 10 July 10 August
Inc.
Latip Youth
2
Clothes
Organization
Communication
and Media
3
Food
Studies
Department
MSU-ILS
Spoon and
4
students
Forks
City Local
5
Officials
Material &
Financial
Action
Organizational
Begin
Evaluation of
#
Lead Person
End Date
Plan
Partners
Resources
Date
Success
Needed
Go back
Sorhaila
Ranao Council
1 to Lilod
Money
August 15 August 15 August 29
Yusoph and I Inc.
Bliss
Latip Youth
2
Food
Organization
Communication
and Media
3
Utensils
Studies
Department
MSU-ILS
4
students
City Local
5
Officials
Artwork, Lectures and Workshop on how to recycle a trash into productive one
Example: July 10, 2010
Date
Time
Example: Lilod Bliss Marawi City
Place
Time
Activities
Persons in Charge
9:30 AM Departure
Volunteers rented 2 bus
Ala and Ferdie
10:10 AM Arrival in Lilod Bliss
Juice and cookies with
Jamilah and Ameenah
Dump site
10:40 AM
11:15-12:15 AM-Noon
12:15-1:30 PM
community members
Opening Remarks
Hanan Yahya
Lunch
MSU-ILS Students
Workshop
Comstud Vulonteers
Entertainment
MSU-ILS
1:30-2:10 PM
Community Discussion & Q&A
on how to recycle and why there Hanan L. Yahya and Research Speaker
is a project
2:10PM– 3:30 PM
Recycling time
Hanan L. Yahya and Volunteers
3 – 30 PM
Distribution of Clothes
Me and Volunteers
4-4:30 PM
Snack and community
RC-SA Volunteers
fellowship
4:30 – 5 PM
Local Official
You!
Detailed Proposed Budget 8,975.00
Items
Number of Units
Unit Cost
Subtotal
Ball pen
25
7 Peso each
125.00
Bus
2
1,000 Pesos / day
2,000.00
Large Cellophane
10
5.00 each
50.00
Spoon
4 packs
50.00/pack
200.00
Fork
4 packs
50.00/pack
200.00
Styrofoam
4packs
50.00/pack
200.00
Food
50 pack
50.00/pack
2,500.00
Glues
10 pieces
50.00 each
500.00
Color paper
2 rim
400.00 each
800.00
Scissors
10 pieces
20.00
200.00
Snacks
50 pack
30/pack
1,500.00
Cartolina and Markers
10 and 5 each
10.00 and 40.00 each
700.00
8,975.00
Grand Total:
Output Indicators
I will show recycled product and Videos and pictures to prove it
Sustainability Plan
They will be successful through my workshops, I will let my volunteer organization to continue supporting
people like them and through their ability in recycling
Date Submitted
CHAPTER 5: SPEECHES AND STATEMENTS
Muslim Adult Leader’s Welcome Luncheon Speech
Mr. Raymond Alden, Dr. Deborah Pierce, Dr. Sue Russel, Dr. Lina Ong, the ITO staff, NIU faculty and staff,
guests, friends, Assalamu alaikum warahmatullahi ta’ala wabarakatuhu, peace be with and good afternoon.
Last December 2009 I think was the best month for all of us in the PYLP 7 because we received the good news that
we passed the interview and we’ll be going to be here in Illinois. From then on we started to exchange text
messages, well yeah we Filipinos love texting, I think if only me cellphone could talk it would thank me a lot
because it has been resting inside my drawer since I got here in Illinois. Going back aside from exchanging text
messages there’s the Facebook, thank God, and for all we knew we were already building friendship among us.
We come from different religious beliefs, different cultures, different ethnicities but don’t prevent us from becoming
friends, because in all of our differences we all have the same passion in serving our community, and that is a good
foundation to start with.
And it’s just amazing to know people who as young as fifteen years old who has already served his/her community,
who engages his/herself in community service. I can’t remember myself engaging in community work when I was
fifteen, shame on me. So I think that the youth of today is more empowered and I salute these guys here, the youth
participants for being active and community oriented.
And I also think that a program like the Philippine Youth Leadership Program is great because it recognizes the
roles of the youth in shaping the future of our country. It opens a lot of doors for us to get into, engage ourselves
more in our community and be compassionate to people who are different from us, because we often say that I want
to serve my people, but what about the other people? And this program promotes inter-ethnic engagement which is a
good way of reaching out to people and be able to appreciate our diversities. And this is a big challenge for us, a
challenge that we have to take if we want to have change.
Just to share with you, the other day I went to Walmart together with the adult participants and we rode a bus in
going there, and I was whispering to Jayson there, what do we say when we want to stop the bus? Because I’m sure
this would be different here unlike back home you would just simply say “para”, and so we were like looking around
and we saw this yellow string and we got it. Well that wasn’t mentioned to us during our orientation in Manila.
But what I want to say here is that, there are things that you do not learn just inside the four corners of your
classrooms. It was the most basic thing but how come we didn’t know? Simply because we do not have that in our
place and that thing is not taught in our classrooms. But when you are there in a situation that is new to you, just
look around you, keep an open mind and learn. Do not pretend to know everything when in fact you don’t, that
would only prevent you from learning. And do not be afraid to learn new things.
To sum it all up, we are so glad that we are finally here in Illinois. Everyday is a new learning experience for us. We
love the cold weather because back home it was very hot. This is something that we will always treasure for the rest
of our lives. We are looking forward for our homestay in our foster families, almost always looking forward for
anything. So in behalf of the PYLP 7 participants we want to thank you people for your warm welcome and for
making us feel at home. And together we can make a change and make this world a beautiful place to live.
Inshaallah. Good day.
Christian Youth Leader’s Welcome Luncheon Speech
It is my privilege to welcome all of you in behalf of the participants of the Philippine Youth Leadership
Program Year 7 through the courtesy of the US Department of State in coordination with Northern Illinois
University and International Visitors Program – Philippines with the theme of Building a New Generation as
Catalysts for Social Change.
It is both a joy and a challenge for us to participate in a once in a lifetime opportunity of our student life. A
joy because we are able to reflect the honor and art of the Philippine Culture and a challenge because we are
entrusted the ability to build a new generation who will initiate the change and be the change.
This training program will mark the day of our lives. It is an experience beyond compare to learn and
understand the differences of Philippines and America in terms of social, educational, cultural and other related
aspects affecting or may affect social change. But, the most part is to become united despite of color, geography,
economic status because it is through our differences that we can appreciate individual beauty.
Thank you and Mabuhay!
Christian Youth Leader’s Thank You Speech at the Farewell Dinner for Host Families
To all the ITO staff, foster families, and friends, good evening! I honestly don’t know where to start my
speech because my emotions are interfering the way. Maybe, just maybe, the best phrase to start with is to thank the
people behind this success that we are enjoying at this very moment.
To the ITO staff, I would like to thank you for all the efforts of preparing us the best activities that Chicago
can offer. For all the sleepless nights you had with us. Being with us throughout our trips and taking care of youth
who acts like kids when seeing something different and unique along the way. In short, we’re all like little ducklings
following mother duck all the time.
To our host families who treated us like their own for two weeks. Thank you for making us feel that we
belong. For stretching your arms wide open in times when we need a place to call home when we’re far from our
country. Thank you for sharing your wonderful lives with us. Thank you for bringing us anywhere and giving us the
time to enjoy every single moment that we shared. Thank you for giving us love and showing us care when we
needed it most. Thank you simply because you were all there.
This program has enriched us in so many ways, probably a million! It did not only fill our minds with
useful learnings for our one goal of attaining peace by being a catalyst of social change.
Now here comes my favorite line: I do strongly believe that we are all ready to face the challenge of being
the front liners of a better country.
Once again, good evening to all!
Muslim Adult Leader’s Culmination Speech
Omar-Muktar Yap
Good Afternoon and Peace be upon us all!!!
Time flies so fast indeed. It seems like it was only yesterday when we went to Davao and Cagayan de Oro
for an interview. How could we ever forget how we trembled in anticipation how to survive being in a torture
chamber? That was also the first time we got to face the panel and people behind PYLP. My first impression? The
panelists were very intimidating. They were so brilliant and Most of us were grilled during the interview because
they were very straight forward. You will be taken aback with their questions. Alhamdulillah, we made it to the
shortlist in Davao & cagayan amidst all that head breaking case analysis and the grilling session during the oral
interview.
The first time that all the participants gathered was in Manila. We were trying to get along with each other
and even took pictures. But we can’t forget the tension for our US VISA application. We were all nervous that we
might not get a Visa and therefore cannot come to USA, Thanks God, we all made it.
When we came here in USA, for our Training here at Northern Illinois University, we were telling
ourselves that we came here not only as Ambassadors of the place we are representing but also as Ambassadors of
peace. That’s why we strived hard to make a difference by doing our best in all the tasks, by helping one another so
everybody will excel and by showing respect to all the people we meet along the way. Alhamdulillah, we succeeded.
To be at the most prestigious Northern Illinois University, Indeed we are very much honored and
privileged. For me, Leadership Training particularly involving community projects and making project proposal has
never so interesting having our brilliant speakers in hand. Good enough, that we were having such training like this,
we fell in love with… oh not with somebody else… but with Youth civic engagement across culture, developing
youth-adult collaboration, action planning, developing community service project the list could go on..Hehehe, it
was awe-inspiring indeed.
Our training proper at NIU was so far the most enriching, fulfilling and rewarding experience that I will
treasure for the rest of my life. It changed my perspectives in so many ways, having been lectured by the heads of
the different offices and organizations and by Dr Susan Russell. Dr Sue herself was very awe inspiring.
How could we ever forget those sleepless nights we had in preparation for our Journals? Those headbreaking yet thought provoking session for our Pre and Post test Essays? And oh, our Community project paper! In
the midst of our sleep, we tend to wake up and dreamt about it... Ahh, those tours and school/different organization
visits made our days worth remembering. We gained tons of insights, loads of fun and excitement during the said
visits. I know that will never happen again.
It’s said that we stand on the shoulders of giants. This is so true, and I appreciate all of the giants in my life,
whose love, trust, and guidance have helped me get where I stand today.
The first of these is Dr. Susan Russell, PYLP program director whose remarkable work ethic, genuine
personality, and love for us has motivated us to strive for new height. Dr Lina Ong, director of ITO for the support
and guidance whenever we needed her.
Second, to the ITO family Ate Leslie, Ate Nalika, Ate Maimouna, Ate Pam, Kuya Rey, Kuya Amando and
Kuya Nitz for the valuable and priceless knowledge we learned during our academic training. It is their instruction
that has guided us intellectually throughout the internship program.
To the Northern Illinois University for the heart-warming, enriching and very fulfilling exposure of the
world of Leadership training and community action planning, to our mentor who never runs out of words of
wisdom.
To the U.S. Department of State, Bureau of Educational and Cultural Affairs, which opened doors to the
twenty-six young leaders in Mindanao and, without which, we will not be here today. Indeed, the PYLP program
succeeded in addressing the need for a sustainable peace and development in Mindanao. To Dr Lina Ong, who have
always been a strength icon, an idol and a great mentor to us all? And to Sir Rey Ty, our big brother, our very good
friend, our laughing buddy, and a great teacher. We will never forget you. We will forever treasure the times we had
with you and the insights we learned from you. And please don’t forget our pictures too.
Very often, the greatest giants in our lives are those in our families. Every student who eagerly awaits his or
her diploma is a testament to the guidance of the people closest to them. As I recognize my family, I’m certain each
graduate appreciates the kindness of his or her own. You are the families that I am referring to. I maybe too unfair
but special mention to my Foster parents Barney and Carol Shroeder, thank you very much for treating me like your
real child. I owe this to you. I will never ever forget the experiences of staying with for you never let me feel that I
am not with my real family that I am not in our home. You have a big place in my heart until the end of my
journey… and I am certain that all of you felt the same way too…. To all of you thank you very much.
I move onto my friends - the people I enjoy spending time with, the people who keep me sane in an
increasing insane world, and the people who remind me of my being candid when necessary, which seems to be
often. Although I can’t possibly mention all of you right now, I’m confident you know who you are. To the 3J’s
namely: Janice, Jayson, Jihadi, and the rest of you, I love you and am so fortunate to have you in my life.
The primary group of people I address today are the graduates I’m proud to be walking with, my batch, the
7th cycle of PYLP. To you all, I offer these pieces of advice.
…
We will all soon be moving onto something bigger than this. Whether you’re entering a new workforce, or
going off to school again, I urge you to leave this phase of your life on good terms. We all have our Dr Sue, Dr
Lina, Kuya Rey, Ate Leslie, Ate Nalika, Ate Maimouna, Dr. Gloria, Mam Evelyn, our Host families, speakers, or
best friends – the people who we got along well with. We should seek these people out and let them know just how
much we’ve always appreciated them.
…
A moment ago, I spoke of the giants in my life. We’ve all had our own giants, the people who help us to
achieve our dreams. 7th Cycle my second piece of advice is to be a giant in someone else’s life.
Almost everyone in my batch could tell that I’m an avid follower of politics though I was quite cynical at
first. On the topic of giants, I’d be remiss if I didn’t quote my favorite Senator and now President of the United
States, whose eloquent thoughts resonate with my advice. He says,
I ask you to take this harder path - not because you have an obligation to those who are less fortunate,
although you do have that obligation. Not because you have a debt to all of those who helped you get to where you
are, although you do have that debt.
I ask you to take it because you have an obligation to yourself. Because our individual salvation depends
on our collective salvation. And because it’s only when you hitch your wagon to something larger than yourself that
you will realize your true potential.
…
Together, as a batch, we endured many crises and always found a way to emerge stronger than before. We
have taken strenuous exams, played hard in difficult matches, and performed in breathtaking cultural presentations,
and Action Planing. We’ve built relationships, taken trips, and harvested wisdom wherever it’s found. If that’s what
we could do in the course of these almost two months of training, imagine what we’ll be able to do when we choose
our own paths. When we let our passions guide us, there’s nothing we can’t do. Fellow participants, find what you
love doing in life and stick with it. That is my third and final piece of advice for you today, because it is by working
with this talent, calling, or skill that you’ll find true happiness and change Mindanao, and eventually, effect good
change in the Philippines.
This kind of activity that we are having gives us a mix feeling: one of joy and the other of sorrow. We are
happy because after almost two solid months of bonding and strenuous training, we have made it successfully. At
the same time, we are sad because we’ll be living behind the school (NIU), speakers, host families, ITO staff, and
friends with whom we have shared the best part of our lives here in the United States of America. But though part-
ing is such a sweet sorry, it has to be for nothing in this world will remain still or static. In addition, I am grateful to
you, my fellow participants, for the unforgettable and wonderful experiences that you have shared with me. The camaraderie that we have built here will surely last a lifetime and I hope we will continue to be there for each other
and to support each other in our future ventures. I love you all and I will never forget you.
Above all, I am exceptionally thankful to the Almighty Allah for all the blessings and guidance He has
been showering me all through my life in this world. And I pray that this program continues to reach out more
potential leaders in Mindanao. Thank you Ya Allah.
Finally, I would end this speech by leaving a vow to all that I will do everything to be the best I can be in
the future so you can be proud of me. I shall come back here to serve you completely and help you continue your
mission of molding and shaping the young generations and providing them with the essential knowledge and skills
that will prepare them to survive in whatever position they may have in the future.
Thank you again and I will miss all of you…
Muslim Youth Leader’s Graduation Speech
Yasminah Mira-ato
Good evening everyone. ITO staff, honored guests, host families ladies and gentlemen and the graduating batch of
the Philippine Youth Leadership Program 2010.
As we look back in this evening on a journey, a journey that started out with a hesitant, tentative step, we see just
how far we have progressed. And it is a big thankfulness and gratitude to the International Training Office. To tita
Lina Ong, Tita Susan Russell, Sir Rey Ty, tita Maimona, tita Nalika, tita Pam, to Philip, kuya Anito alert, kuya Albert ate Emily and kuya amando, without you it would be very impossible for us to attain what we have now.
Mostly of course to Tita Leslie Shive, who lead us in our way to a place of warmth and comfort called home that for
a while, we had some people to call family.
To our host families, who had accepted us in their homes, who treated us as their own children. We had enjoyed the
moments we had with you. You never made us feel distinct to you. Instead, you had shown us that we are part of
your families. Thank you for the support, guidance and encouragements you had given us, for sharing your precious
time educating us and giving us what we need. As we go back to our country, we will never ever forget that there’s
people out there who had welcomed us and took care us. For that, we would like to thank you deeply for everything
you’ve done for us.
For the PYLP batch 7, I would like to congratulate all of us for the success we now achieve.
Thank you everyone for being with us this evening. I hope that this event would be an unforgettable one. Thank you.
Indigenous Youth Leader’s Farewell Speech
Ryan Miranda
“Leadership certainly isn’t gained by election or appointment. Having position, title, rank, or degrees
doesn’t qualify anyone to lead other people and the ability doesn’t come automatically from age or experience.” an
author once said.
A memorable evening to everyone.
Even ordinary people can be an instrument of social transformation. I am now more dedicated to build a
more progressive country for all the Filipinos. I must do my share to push genuine public service to the front. Today,
people, especially the youth, who exhibit such patriotic stance are sometimes viewed as different; carved from
another stone; shaped from another mold.
My profound gratitude goes to the people behind this program, the International Training Office, together
with the Northern Illinois University and the US Department of State who molded and honed our raw skills in
leadership and action plan development by giving us the chance to join in this Philippine Youth Leadership
Program. Without your genuine concern to us, we could not have built our self-esteem and knowledge in community
service.
Let me thank our host families who have toiled and sacrificed so much for us to welcome us in their house
which we can call home during our home stay with you. How can we ever thank our parents for providing us with
the comforts of homes, helped us prepare our lunches, and who in a thousand and one ways made us feel special
even for only a short span of time.
This day shall serve as the continuous reminder that success has to be accompanied with guts, tolerance,
determination, diligence, and faith in one’s capacity to reach for that goal no matter how hard it may seem.
Therefore, this is our agreement to see to it that these goals shall be reached. All things in the world started
to be impossible at first. But with man’s constant faith in his ability despite all the odds which tried to bring down
his determination, he was able to reach his goals. With God’s help and the support of persons concerned, there’s no
reason why these goals cannot be achieved.
On behalf of the Indigenous people and young leaders of Mindanao, let me therefore thank you once again
and accept our deep appreciation. We merely hope to be with you another time in the future. Let us always
remember this day. With God’s help, many years from now, we shall look back and say “We owe so much to
Philippine Youth Leadership Program”.
Muslim Youth Leader’s Graduation Speech
Earl Rasheeda Diaz Joe
To Ms.Carolyn Lantz, program officer of the US Department, International Training Office Staff, Philippine Youth
Leadership Program colleagues and adult leaders, guests, friends, ladies and gentlemen, a pleasant afternoon.
It has been a wonderful 5 week stay for the Philippine Youth Leadership Program year 7 at the United States of
America and the experience is worthwhile. Indeed, parting is such a sweet sorrow, and therefore the program has
reached to the point of farewell. The graduation of this batch has concluded. However, in behalf of PYLP 7,I would
like to share to you how my stay had been meaningful and full of significance such that the people behind this event
had successfully made me blossomed into full flower. On first, I am grateful and forever indebted to the US
department for sponsoring this youth leadership program, because this has totally made a great impact on each of the
Mindanao youth’s life who are here with us today. The program has then open floodgates of opportunities for us
work with the best people , been given thousands of chances to be a part of a collaborative group whose sole cause is
similar amongst us. And to live the interesting way of the American culture. This has been a then a special memory
the archives of my mind could hold dear. True to the essence of the theme, building a new generation of citizens as
catalysts for social change, this program had not just simply taught me what good leadership is , but it had
immersed me in the realms of applying what I’ve learned though the intricate and effective workshops we had. It
made me part of a real day-to-day experience and on how I learned much from those events or so. Even from the
simple get together of co-Filipinos who practice a different religion, who come from a different ethnicity and who
speak a different language still been one of the important factors in making us appreciate and understand our
differences, thus being able to find our similarities and work in an interethnic and inter-faith setting. Had it not been
for this, we won’t be able to better strengthen our chance in changing our outlook about. Such that the prejudices
and biases are constantly erase simply because we had live with our co-youth who are the exact opposite of each
ONE OF US and yet we are similar. Similar in dreams, in the way we look at life, in our hopes and aspirations for a
better world. Second is my sincere thanks For the workshops on various civic engagement and awareness, the great
speakers who have imparted the best of what they can, from their experience, for the exposure to what Mindanao
really is situated at the time being and for the memorable time we had shared, the unforgettable fun filled site visits
and activities, on conflict management and youth and adult collaboration as well as the intergenerational
communication and use of theatre as a tool for peace. Last but not least the homestay at American families which
had proved us a comforting shelter of love in a sweet home away from home.
Yet, the most exciting and interesting part of all would be our one week stay here at the Capitol city Washington.
Truly, it had kept us in wonder and we are still bewildered by the beautiful activities that we had been through here.
For this has not only been a privileged to have visited the different memorials such as the Lincoln and Iwo Jima
memorial. This has also awakened the slumber dimensions in us which are almost comforted in its dormant sleep
and now are enthusiastic enough to move mountains and turn words into actions. Indeed, the Washington Part will
be one of the best highlights of the program for we were truly immersed in a setting where we can hope for more, be
active in responsible citizenship , and be proud of the US and Philippine relations. We commit that when we go back
to our own communities, we will be able to apply the new knowledge and skills we have honed here and used it for
good purposes. This graduation is never the end of it. We may be leaving this place and yet it is only the place which
will be different. Actually, the principles and lessons we have acquired will continue to live so long as we also are.
To be inspirations and be just leaders are some of the many things we wanted to uphold and promise to the sponsors
of this program. They may say that peace in Mindanao is elusive and is far fetched dream, I say it is not. For it is
never too late. There is still too much to contribute. No matter how small the contribution may be. And the
foundation of it all is an interconnected network of youths from all over Mindanao, by the representation of our
batch. And we will continue to weave a mosaic of peace: a mosaic so beautiful and enriched with the celebration of
love and unity, living harmoniously under the divine guidance of our almighty God. This is just the beginning of a
greater sunshine arising from the dedication and commitment of the Mindanaon youth who are currently listening to
what my speech is. And before i end this speech , let me share to you this inspirational age-old wisdom , so it reads,
TELL ME and I will forget, show me and I may remember , INVOLVE me, and I will understand. This is nearly
what the program has been inclined to in molding us be better than our good, to showcase more than our best, and be
able to cross across borders despite our diversity. Indeed, we are immersed in the reality of our situation and so, it is
in this reality shall we be able to put to practice what our aspirations would be. Thank you for this wonderful
experience.DAGHANG SALAMAT, MAGSUKUL AND MARAMING SALAMAT. Surely, as what my foster
mom would always say, that we will have good memories to bring back to the Philippines from this great program.
And one thing’s for sure, we will. Thank God for letting us be part of this. We won’t forget you and we always
remember most of the things we did to serve as inspirations. MABUHAY AND GOD BLESS AMERICA AND
THE PHILIPPINES.
Pledge of Commitment
I, (Your Name), participant of the Philippine Youth Leadership Program 7 do hereby commit myself to be
always true to my words and that I shall embody the ideals and aspirations of a good leader. That I shall free myself
from all biases and prejudices against people who are different from me, in religion, in race and ethnicity, and that I
shall appreciate our differences to realized that we are all equal. As a leader, I shall use my skills and knowledge in
helping build a community where justice, peace and love reign. That I shall be willing to freely extend a hand to
those who are in need, without expecting to be given recognition for my deed. Lastly, I commit myself from here on
that I will be an agent for social transformation in actions and in words. So help me God.
CHAPTER 6: PHOTO ESSAYS OF IMPLEMENTED PROJECTS
Best Practices in Youth Leadership Community Projects
Youth Empowerment:
Bridging the gap of Muslim and Christian Students of MSU Pre-University Center
Mohammad Jihadi M. AbdelGafur
Age Group
Batch
Gender
Religion
Ethnicity
City, Province, Region, Island
Project Title
Dates of Project Implementation
Adult Leader
PYLP 2010
Male
Islam
Maranao
Marawi City, Lanao Del Sur, ARMM, Mindanao
Youth Empowerment
July 25-25, 2010
The Philippine Youth Leadership Program (PYLP 7th Cycle), Inspired Young Optimist Guild (IYOG) and
MSU Main Junior Eagles Club will conduct youth camp for the College Preparatory Course. The project is entitled
Youth Empowerment with the theme “Bridging the gap of Muslim and Christian Students of MSU Pre-University
Center” on July 24-25, 2010 at Pre-University Center, MSU main, Marawi City.
Objectives of the project:
1. To bridge the gap and develop good understanding between Muslims and Christians students
2. To eradicate the bad perception of both Muslim and Christian to each other.
3. To empower the PUC students in terms of leadership, teambuilding, Communication Skills, Conflict
management and Career Counseling.
4. At the end of the program the students will form an organization that will continue the program for the
incoming freshmen of the University.
The main facilitator of the Youth Empowerment is the PYLP 7 members together with the socio civic
organizations like Inspired Young optimists Guilds, MSU main Junior Eagles Club and the Supreme Students
Government which is the highest student government organization the campus.
There are 219 College Preparatory Course participants who are composed of Muslims, Christians and
lumads from the Pre-University Center students. This students are those who did not pass the College Bound
Program during summer and College Entrance Test. They have to take one semester as a remedial class in
preparation for them to go in college. They are taking Math, English and values education subjects which can be
credit in college if they got 2.00 in Math and English.
At the end of the Youth Empowerment, they appreciate and respect the religion of Muslims and Christians.
When they go back to their places, they will be agent and advocate of peace where they can tell how nice to be with
the other people and other religion. They are empowered to be the catalysts of positive change because they are
already equipped in terms of leadership and community participation. The program helps them to develop their skills
in public speaking, proper communicating, volunteering and advocating peace. Lastly, they are ready to face the life
in college because they are guided by their principles and have a strong vision for their future.
Planning of the Youth Empowerment with the IYOG,
Eagles and SSG at Ranao Council office July 1, 2010.
Arrival and Registration of the
Participants
Overview of the
Program
Introduction of Facilitators and opening program
Naming Game is one best way of memorizing the name
of other participants
Burning the Prejudices is burning the bad perception
and appreciating the good side
Spider Web is a team building activity
Dots is a cultural activity where there is deferent color
of dots to their forehead and they are going to group
according to color
Crossing the river is a team building activity
Youth for Peace and Development Advocacy
Maleha G. Abdula
Youth Leader
Age Group
PYLP 2010
Batch
Female
Gender
Islam
Religion
Maguindanaon
Ethnicity
Pikit, North Cotabato Region 12
Youth for Peace and Development Advocacy
Project Title
October 16, 2010
My community Project entitled Youth for Peace and Development Advocacy this was Implemented last October 16
2010 at Pikit National High School Home economics Building at exactly 7:30 in the morning and end at 12:00 noon.
The participants are the student of Pikit National High School with the different year levels, ethnicities and Sections.
The resource Speaker is Mr. Butch A. Gilman he is a one of the prominent peace advocate in our area and one of the
representative of the Philippines to attend the Firm Berk International Peace Camp at Switzerland. One of the
organizations that help me to implement the project is the supreme student Government in our school. The main goal
of this project is to practice the student with their own peace. The speaker said during the his speech is we have to
transform our values and find our own Peace .In connection with that one of my rationale why I made this project
because some students are not attracted if we are talking about Peace and as well in our school there is no workshops
or seminar allied to peace and so I successfully made that one.There is also a art activity of that they have to make a
Logo for the YPDA.
Act for a Change: School Supplies for Poor Students
Asrap R. Abubakar
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader\Participant
PYLP 2010
Male
Islam
Maguindanaon
Cotabato City,Maguindanao,region 12,Mindanao
Act for a change
August 13-25, 2010
The local government helped me how to implement my Community project. My partners included my school and
Islamic Youth Movement Among Muslim {IYMAM}, which is based in my school. The objectives of the project
were the following: to help the children to how to encourage them in the good way; to help them to how their skill
in writing, dancing, and reading is will expand.
And what is the best thing of this project is many individual will also help to this project and the local government
and this project the other organization will also help and actually this kind of project is donation of school supply
and when am implemented it the other children happy of it the And end of this project I know that this project will
expand in the good way.
Art of Peace
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
Male
Christian
Cebuano
Dipolog City, Zamboanga del Norte, Region IX Zamboanga Peninsula,
Mindanao
Art of Peace
September 11, September 18, September 25
My community project is entitled “Art of Peace.” It is a community service that involves three phases:
donation of art and school supplies, art workshop, and propaganda making. The project aims to build strong
relationship between Muslims, Christians, and Indigenous people in a targeted community. It provides an avenue for
the youth to express their ideas and opinions on how we can promote peace in Mindanao.
The first part of my community project was the preparatory stage, which involves the collection of funds,
organization of plans, deciding on the place and the date of implementation, and the search for volunteers. The first
organization that I asked for help is the Youth for Christ. I found many volunteers there and they helped me plan on
what to do. One of the main things that we prioritized was to have a stable finance to support the project. We
decided to solicit to the students of Zamboanga del Norte National High School and to some businesspersons in the
city. Then we planned for the place of the community project. We went to the Office of the Mayor of Dipolog City
to ask for a location where there are many Muslims because majority of the people in Dipolog are Christians. Then
we settled for Biasong Elementary School and contacted the principal of the school.
After we have collected sacks of donations, we prepared for the second phase, which is the art exhibit.
Overall, there were forty-seven participants, which include twenty Muslims, fifteen Christians, and twelve
Subanens. The workshops lasted three Saturdays. On the first day, we gave newly bought school supplies like
crayons, notebooks, pencils, etc, from our funds. We had our introduction of the community service and the
volunteers. We also had many activities that built relationships among everyone. The succeeding Saturdays involved
drawing, making arts through recycled materials. On the last Saturday, we gave clothes, shoes, bags, etc. that came
from donations.
After the art workshop, we felt so fulfilled and we even talked to the parents of the participants. The parents
were so thankful especially that their child was one of the community partners. I can say that “Art of Peace” made a
strong impact to the community partners because all of them developed their confidence and they do not hesitate to
interact despite their difference in faith. They are proud to showcase their talents and they thanked us for making
them part of the community service.
Interfaith Dialogue about Mindanao Conflict
Asmat B. Alim
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
Male
Islam
Maranao
Marawi City, Lanao del Sur
Interfaith Dialogue about Mindanao Conflict and Workshops
26th of October 2010
I, ASMAT B. ALIM, had implemented this project entitled “Interfaith Dialogue About Mindanao Conflict
and Workshops”. It was held on the 26thday of October 2010 at Science Lecture Hall, Mindanao State Universitymain, Marawi City.
In this project, some members of the Inspired Young Optimist’s Guild (I.Y.O.G.) were invited to facilitate
the said project. Also, some students from Marawi Foundation Academy and Philippine Integrated School were
invited to join the project as participants.
Unlike other interfaith dialogues, this project was not done in a form of seminar. It was done with use of
different activities. The activities that I have used on my project were “Dots”, “Tribal War”, “Other Side of the
Coin”, “Follow the Leader”, “Puzzle”, “Animal Bonding”, “Land Mine” and “Spider web”.
At the end of the day, the facilitators gave the synthesis of each of the activities done on the whole day.
The objectives of the project:
1. To build camaraderie between all of the people involved in the project.
2. To improve the leadership skills of the participants.
3. To have unity and cooperation among the participants.
4. To have trust on each other.
The participants while
doing the activity “Spider Web”
The participants while doing the activity “Land Mine”
The participants while doing the
activity “Jigsaw Puzzle””
The participants while doing
the activity “Animal Bonding”
The discussions about the synthesis
of each of the activities.
Seeds for Peace
Youth Leader
Age Group
PYLP 2010
Batch
Female
Gender
Born Again Protestant
Religion
Cebuana
Ethnicity
Davao City, Region XI
Vegetable Planting Project
Project Title
October 23, 2010
The project entitled Seed for Peace generally aims to sustain life through hunger mitigation and poverty
alleviation efforts relative to an individual in crisis situation. The previous place where the project was supposed to
be implemented was in Indigent Neighborhood Association, Inc., Quinones Area, Matina Crossing, Davao City.
However, during the second week of implementation, change of plans occurred. A new community became a partner
for the said project which was Purok 27 Padaman, Maa Riverside, Davao City. It was still a Muslim community
with approximately 30 households. The vegetable planting activity happened last October 23, 2010 with the help of
DiaPearl volunteers (high school classmates), SICO volunteers, Department of Agriculture and the community
itself. It was a day of camaraderie, volunteerism and transparency to both different religions focused towards one
same goal.
At the end of the day, the group was able to meet the objective which was to plant the eight classes of seeds
namely talong, okra, kangkong, upo, kamatis, raddish, pipino and petchay. The outcome was to gain independence
by not relying on other sources which will cause the household to be dependent and inefficient. I believe the project
was of big help to the community because somehow it can help them in providing food for their table and suffice
their needs but more than anything else, the project served as the bridge between Muslims and Christians to have
better understanding between their differences and commonalities and meet somewhere in between. Both religions
were able to leave a legacy with each other by imparting their time, effort and a background of their life into the
vegetable planting activity.
Volunteers going to Purok 27 Padaman, Maa Riverside
Using the community’s “poso”
Some volunteers holding a few seeds on their palms
Working hand in hand to plant the seeds
One of the volunteers digging a hole
Fencing the holes planted with seeds
Reading Tub: Read, Learn, and Live!
Zhar Lyn Basiya
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
Female
Roman Catholic
Ilonngo
General Santos City,
Reading Tub- Read, Learn, Live!
October 29, 2010
Objectives
This project therefore hopes to achieve the following objectives;
1. To teach and help students in reading and understanding basic English and Filipino vocabulary;
2. To provide books for them to read and develop values that will encourage them in staying and going to
school;
3. To engage youth in community volunteerism and community works; and
4. To promote peace and understanding of diversities through reading and comprehension.
Place of Implementation: Barangay Sto. Niño, Alabel, Sarangani Province
Date of Implementation: October 29, 2010
Organizational Plan
The Reading Tub- Read, Learn, and Live with partnership of Science High School Reading
Program, SAKAFIL Club and Supreme Students Government was able to implement an outreach program composed of 20 in and out of school children Muslims and Non-Muslims ages 4-12 years old. The fundings and educational materials were donated and solicited from the students of Alabel National Science High School and from the
ANSHS Reading Program. It was really hard to implement such program especially when there are conflicts of
schedule in school. We had a hard time in finding a vacant schedule for the implementation. Eventhough it was a
hectic schedule we were able to implement the program. It was fun and fulfilling to help those little kids who are
not guided well by their parents in their education. Some of them are 9 years old but are still in grade 1 others are 4
and not yet in school. Illiteracy is increasing in Sarangani Province due to lack of school and teachers. There are
many Muslims and Non-Muslims suffering from illiteracy and ignorance of the things surrounding them. Through
this outreach program it is an open door for the children to pursue their learning and loving education. The project
implementation will continue on November until the last month of 2010 and 2011 school year. Reading Tub aims to
go all over the 7 municipalities of Sarangani and pursue the dream of Read, Learn and Live!
Preparation and Sorting of Educational Materials, Books, and Pencils
Reading Session,Vocabulary Learning and Reflection
A Step Forward, A Leadership Training Program and Peace Advocacy
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
Female
Islam
Maranao
A Step Forward
October 16,2010
I, Sittie Aynah Laguindab Cali, an alumna of the 7th Philippine Youth Leadership Program which includes
a one-month study at Northern Illinois University, U.S.A. will be conducting a “Youth Empowerment and Hiphop dancing for Peace Program” in cooperation with the MSU-IYOG on October 16, 2010 (Saturday) in the
Mindanao State University Main Campus, Marawi City. The objective of the program is to promote friendship,
understanding of each other’s differences and unity between students from different schools in Marawi through
dancing and youth activities.
The main facilitator of the Program is the PYLP 7 members together with the socio civic organization
Inspired Young optimists Guilds.
There are 87 highschool participants who are composed of high school students from different schools here
in Marawi City. This students are from the schools Institute of Science Education, Science High School (ISEDSHS), a public and high standard school, Integrated Laboratory School (ILS) , also a public school, and Philippine
Integrated School, a private school, University Training Center (UTC), a public school and MAFA, a new private
school. They are all Fourth year high school students.
I named this project “ A Step Forward” because it serves as a step to the renewal of the friendship between
the students from the different schools here in Marawi City. At the end of the Program, they appreciate and respect
each other’s differences. They even know each other well, sometimes the ones from my school would just tell me
about this kid he/she met from the other school that I can’t really remember so well. When they go back to their
schools, they will be agent and advocate of peace where they can tell how nice to be with the other people despite
their differences. The program helps them to develop their skills in public speaking, proper communicating,
volunteering and advocating peace. Lastly, they are ready to face the life in college where they will surely meet and
they will have no problem about being alone or feeling out-of-place because they are already friends.
The Making of Name Tags, program papers and
certificates.
Arrival & Registration
of the Participants
Introduction of Facilitator and opening Program
Overview of the
Program
Shoot it is a game that
builds camaraderie and
trust between the
participants.
Tower of Hanoi.
This game helps create
cooperation, unity and
trust between the
participants.
Crossing The River is
a game is game that
mainly teaches the
participants about
trust and unity.
Centipede is a game
that promotes unity
and cooperation.
The Dancing Moments.
Trinnah Marie Malinao Caracho
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
Female
Roman Catholic
Cebuano
Cagayan de Oro City, Misamis Oriental, Region X, Mindanao
September 18, 2010
Pay It Forward Campaign (PIFC) bearing the theme, “Broadening the Horizons and Beyond: Continuing the Chains of Change,” was greatly inspired by the 2000 movie titled Pay It Forward – a novel by Catherine
Ryan Hyde, directed by Mimi Leder and written by Leslie Dixon. The magical part of the story started when a 12
year-old Trevor McKinney was given an assignment by their social studies teacher, Eugene Simonet to think up and
put into action a plan to change the world for the better. His plan was an altruistic pyramid scheme, called Pay It
Forward, which entailed the recipient of the charitable act to pay it forward to another needy person instead of paying it back.
I take this Philippine Youth Leadership Program as something that I will be paying forward for the rest of
my life. Thanking the organizers and the lecturers will never stop in implementing my community project. With this,
I wanted to assure that my project will not stop to my participants’ benefit because they made an oath to pay it forward.
PIFC envisions a greener world and recovered habitats of the animals with the help of the Muslims,
Christians, and Indigenous People working hand in hand to save Mother Earth and bear out to the world that nothing
can create gaps if we have this one vision for our one country. PIFC aims to change two things and that is to
preserve the environment in the areas greatly affected by recent storms and typhoons and at the same time, bridging
the barriers that separate us from one another. Also, PIFC is an inter-religious and cultural activity that aims to build
relationship between youth from various religious sectors in the community – Lumads, Muslims, and Christians –
through Lectures, Sharing, and Mangrove Tree Planting.
PIFC was conducted on September 18, 2010 at the Decent Hall of Iglesia Filipina Independiente Church,
Bulua, Cagayan de Oro City. Originally, it should be implemented on July 3-4 but due to some conflicting schedules
with school activities and the difficulty in the reservation of the venue, it was moved to September 18. My
community project was attended by 30 participants (9 Muslims with 3 Turkish Nationals, 19 Catholics, 1
Fundamental Baptist, and 1 Lumad). I collaborated with various organizations inside and outside the school
premises and these are Xavier University-United Religious Organization (XU-URO), Inter-Religious and Cultural
Dialogue (IRCD), Ateneo Catechetical Instruction League (ACIL), SIRAJ (Xavier University’s Muslim
Organization), Kaliwat ki Apu Agyu (Xavier University’s Lumad Organization), Service for Peace – Mindanao
(Mindanao Peacemakers Corps) and Barangay Bulua.
Instead of having a two-day project implementation (Inter-Religious Lecture and Leadership Seminar on
the first day and Mangrove Tree Planting on the second day), it was fused to one day due to money matters and
venue reservation as well. Instead of planting in two communities namely Barra and Bulua, we only planted
Mangrove seedlings in Bulua because of time constraint since the project was changed to a one-day event. The
activity started at seven thirty in the morning and ended at seven thirty in the evening. In the morning, we had an
overview of Lumad, Christianity, and Islam. Then, we had a talk about leadership followed by the Mangrove Tree
Planting and Bone Fire in the afternoon. Unfortunately, it rained so hard in the afternoon that’s why the bone fire
activity was cancelled, but still we continued our sharing and discussion assessments at the Decent Hall. The project
did not require a registration fee from the participants. Snacks in the morning and afternoon were provided as well
as the lunch and dinner of all the attending participants. We provided booklets and gave each of the participants and
guest speakers a token of appreciation (ceramic jars) and certificates as well. The funding was taken from the
following sponsors: Barangay Captain Al P. Legaspi, Mr. Antonio Maaliao, and my own personal contribution.
Its social impact is radiated to the youth from various religious sectors and nationalities that contributed to
creating a Mangrove sanctuary in Bulua and at the same time establish network of friends regardless of who we are
and where we come from. We were all educated about the importance of saving our threatened environment as we
all exercise the leadership within all of us.
I thank the people who supported me with their prayers and rendered their time and effort to help me with
this. I gained a lot of friends from various religious sectors and hearing them say, “Thank you! We learned a lot!”
takes all my stress away. The participants were very active and always on-the-go of all the prepared activities which
made the project easier to implement. I may have encountered a lot of setbacks just to implement this project but
everything was paid off. The contentment and fulfillment brought me to cloud nine. Kudos!
Pay It Forward Tarpaulin
Mr. Ceryll Celetaria talks about Leadership at the
Decent Hall of Iglesia Filipina Independiente Church,
Bulua, Cagayan de Oro City on September 18, 2010
Mr. Haleem Allan Baña shares about Islam at the Decent
Hall of Iglesia Filipina Independiente Church, Bulua,
Cagayan de Oro City on September 18, 2010
Mangrove Tree Planting at Bulua, Cagayan de Oro City
on September 18, 2010
Quarterly Knowledge
Krishaz Marie G. Co
Youth Leader
Age Group
PYLP 2010
Batch
Female
Gender
Roman Catholic
Religion
Cebuano
Ethnicity
Dipolog City, Zamboanga del Norte, Region IX, Mindanao
Quarterly Knowledge
Project Title
August 21- October 2, 2010
Throughout the years education in highlands and rural areas were not given much attention. To this, over
30 youth volunteers of different ethnicities and backgrounds gather together to start making Quarterly Knowledge
come to reality. For the past five weeks starting august 21-October 2, 2010 these youths participated in an afterschool educational enrichment program for the youth, ages 8-12. Youth volunteers and youth organizations who
offered their time, talent, skill and intelligence as tutors served as the heart of the program. They worked in pairs or
triads with the student-beneficiaries, specifically the indigenous children and children of poor general average of the
past year of Cogon Elementary School.
By the help of all the people behind the program, all of its goals and objectives such as fostering an
everlasting bond and friendship between the Lumads and the Christians, improving their knowledge on the subjects
taught, boosting the self confidence, self-respect and self-esteem were made possible. But by the end of the program
it’s not only the tutees who grew but most especially the tutors. They have learned to realize the importance of
volunteerism, reaching out to their community, becoming an active youth in the society and doing their part. They
learned to think not only of themselves but also of the students they taught, and to this they never want to miss a
single session. Because the impact brought by the program was very strong and Cogon Elementary School even
decided to continue the program even though it has already ended. Teachers were pleased of the results for their
students were participating more actively in the classrooms and now passing exams, in fact according to one student
she was very thankful and so was her teacher because they won a Science Quiz Bee for the questions were discussed
during the program.
Approved with the City Division office of Dipolog, quarterly knowledge now aligns with the Department
of Education. Teacher volunteers which has also been approved by the City Divison office also participated in the
activity. The City government of Dipolog City also showed concerns and supports by providing free transportation.
Organizations such as the Zamboanga del Norte Editors Guild, Girl Scout of the Philippines and Zmboanga del
Norte Supreme Student Government also participated. But most importantly, the program was made possible by the
good-hearted people who offered financial support and donated school supplies to the program.
It was a very successful program. The closing was filled with mixed emotions. Both parties created a very
strong bond that by Christmas, the program is planning to reunite.
Preparation for Solicitation letters
July 10, 2010
Subanen tutees interact with their tutors
August 21, 2010
Hekasi or history Tutee
August 21, 2010
Quarterly knowledge go on an environmental tour on
Cogon eco park, one of dipologs tourist spots
August 21, 2010
Tutees familiarize the Philippine map
September 4, 2010
Study outside the classroom, a unique way of teaching
September 4, 2016
Science tutoring using what is around us
September 4, 2010
Evaluation of what they learned, thru a chant
September 11, 2010
Hekasi or history Tutee
September 25, 2010
Quarterly knowledge awarding, donation and farewell
program, tutees receive school supplies
October 2, 2010
A Gift of a Bamboo Chapel for Christians from a Muslim Community
Jay-ar Into Del Rosario
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
male
Islam
Tausug
Zamboanga City, Zamboanga Peninsula, Mindanao
A Gift of a Bamboo Chapel for Christians from a Muslim Community
November 2010
The vision of this project is to have a good relationship of Muslims and Christians and they can understand
each difference they have what similarities they have for them to have a better place to live in. The mission of this
project is the Christians can have their own church for them to have their masses or processions in their own place
and they will not travel from different barangays to attend mass or any processions. The goal of this project is to
have all people equal human rights, to build bayanihan and to have understanding each person’s likes and dislikes.
The objective of this project is to have a clear and precise understanding of different culture, ethnicity, religions and
traditions as well as to have exchange knowledge of different religions about their traditions and for them to unite to
build a better generation.
The sustainability of this project is the community will be successful after I leave maybe because they will
take care of this chapel and I can proved that they succeed because I can see the chapel every time I go out of the
house because it is just a walking distance from our house. The following organizations that will help me
implement this project are the SSG (Supreme Student Government), PAYO (Pantano Acacia Youth Organization),
Villa Margarita Land Owners Associations and lastly the PAZ (Peace Advocate Zamboanga). The barangay of San
Roque will also give their support in this project implementation by simply donating such materials that could help
me accomplish the project.
Even though the project is not yet fully accomplish many people love and care this project thus they are
willing to help me accomplish this project. The project is now in the stage of implementation. The laborers are the
Villa Margarita Land Owners Association’s board members who did not broke their promise in helping me
implement the project.
PRE- CONDUCT STAGE
The SSG and I talked about the project
And when the project is going to be
Implemented.
I explained to them what are the different
stages that the project is going to follow.
CONDUCT STAGE
This is the partial material given by the
school through solicitation. It has a wood
on side of it but it wasn’t included in the
picture but it was donated by the PAYO.
This is the project site that has its small
woods on it that show the size of how the
chapel will look.
this is the solicitation process that was
held in the barangay where the project is
going to be implemented.
this is the project site, as you can see it
is small and not yet clean.
MINIATURE BAMBOO CAHPEL
This is the basis of how the bamboo chapel is
going to look like.
Give a Smile
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Date of Project Implementation
Youth Leader
PYLP 2010
Female
Islam
Maranao
Marawi City, Lanao del Sur, ARMM, Mindanao
Give A Smile Project
October 23, 2010
The Philippine Youth Leadership Program (PYLP 7th Cycle) together with the Philippine Dental
Association conducted an outreach program. The project is entitled Give A Smile on October 23, 2010 at Neon
Building, MSU Main Campus, Marawi City.
1. To improve basic oral hygiene and promote a healthy smile.
2. To empower the volunteers value voluntarism.
3. To have a strong communication and linkages among the youth volunteers.
4. And to tighten collaboration between youth and adults.
Give a Smile Project was lead by the PYLP7, 4 college students, and a representative of Philippine Dental
Association-Lanao Chapter. There are 45 volunteers who came from Different schools (MSU-Institute of Science
Education, Philippine Integrated School and Marawi Foundation Incorporated) and 31 participants who are evacuees
from Old Omairah Hospital at Bario Saber Marawi City and ranging 5-10 yrs. old.
Give a Smile Project is a one-day activity. The evacuees were transported from Old Omairah Hospital to
MSU-ISED-SHS. The morning session of the said project was games and the afternoon session was the teaching and
demonstration of proper tooth brushing.
Arrival of the participants at the venue on October 23,
2010.
Asnoora Huziefah, on the right assisting the kids in washing their hands on October 23, 2010.
Banana Eating Contest on October 23, 2010.
High School Students from Dansalan College Foundation
Incorporated helping in packing the Smile Kit on October
15, 2010.
Kids dancing on October 23, 2010.
Kids in action (brushing their teeth) on October 23, 2010.
Volunteers from different schools (right side) assisting
the kids (left side) in brushing their teeth on October
23, 2010.
Dr. Jalilah Tanog Pacma, DMD demonstrating Proper
tooth brushing on October 23, 2010.
Chain of Unity
Lynrose Jane D. Genon
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
Female
Roman Catholic
Christian
Kolambugan,Lanao del Norte
CHAIN OF UNITY
SEPTEMBER 5,2010 up to present
Chain of Unity and Friendship: A Great Success
In our eagerness to prosper, we have ravaged what was good. Using more than what was needed, taking
everything we could. We have changed the gentle order you intended for the earth. Now we humbly ask the wisdom
to be part of its re-birth.
Chain of Unity Responds to Mother Earth’s call for change. This is a community project focused on
Building Unity and Friendship as foundations of peace through Necklace and bracelet making workshop using
recycled materials. Enclosed to this project is a Two-day Seminar workshop on necklace and bracelet making that to
be facilitated by the chosen speakers together with the volunteers. Next to this is a weekly necklace making session
as an application of the said workshop and lastly is the Necklace Exhibit to showcase the result and gains of the
project.
The project wants to boost youngsters to be environmental friendly. This is concretely being observed on
the materials in doing the project. We decided to use old magazines in making most of our beads.
This project is inspired by the objective namely:
To teach youngsters necklace making skills and this can be useful to gain income.
To provide place for the youth to spend their free time on weekends which will keep them busy and away
from bad works.
To develop their creativity and resourcefulness and making them realize that recycling can help save
Mother Earth.
With a one-month preparation the project was already set on last week of July. I myself was very excited
then, for this is my first own community project.
Through the coordination of the Holy Cross Core Group and Artist Club the project reached its realization
last September 5 and 12, 2010. It was held at the Holy Cross Gymnasium. Forty-two participants engaged
themselves to his project with an even gender distribution but unfortunately not with their religions. There are 16
Muslims and the rest are Christians.
The project was made possible with the help and generous assistance of the people of the Community. We
released 100 solicitation letters with 95 of them are positively responded. During the workshop 52 necklaces with
different designs and 25 bracelets were made. The seminar workshop was indeed successful. I did not expect that
people will give interest on what we planned and implemented.
The project started gaining publicity during the solicitation period. This thing opened a big opportunity for
us to have an exhibit in public. We did it days after our first workshop. That is September 11, 2010 at the opening of
the Kolambugan Wharf. We were invited by our Municipal Vice-Mayor. Our second exhibit was during our
school’s Intramurals.
To mend broken and weakened relationships between Muslims and Christians is one of the aims of the
group. This was achieved and the Youth Trash Savers Organization (YTSO) serves as evidence to this. This is a club
of the Chain of Unity participants.
That community-project was recognized by our Kolambuganons, young and old. They can’t even believe
that those were made out of papers. It was a pleasure for us to reach success despite of the financial challenges and
of our hectic time in implementing it.
At present we are making the Christian Rosary as well as the Muslim Rosary (pasbi) as an expansion of
the project. This would help every one of us to know more of our cultures.
Chain of Unity became a Catalyst for better change.
CHAIN OF MEMORIES
Seminar-Workshop Preparation on Sept.5,2010
Opening Program of the Workshop on Sept.5 and
12,2010
Beads Making out of Magazines on Sept.5, 2010
Necklace and Bracelet Making proper on Sept.5,
2010
Volunteers on Duty on Sept. 5,2010
Workshop day 2 on Sept.12, 2010
GO CHAIN OF UNITY… GO YTSO!!!
HELP NURSING MOTHER EARTH BACK TO HEALTH!!!
Dance And Navigate for Cultural Enrichment (DANCE)
Jayson Z. Guerrero
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Adult Leader
PYLP 2010
Male
Roman Catholic
Cebuano
Cotabato City, Region XII, Mindanao
Dance And Navigate for Cultural Enrichment
September 18- October 4, 2010
Cotabato City is one of the urbanized cities in Region XII and Mindanao. In spite of its rich natural resources and
good historical background, the city is facing many problems. One of these is the “Gangsterism” in the school
especially started in elementary level grades 5 and 6. Another thing, a data showed that the number delinquent
youth is increasing as shown in the “Comparative Cases of Children in Conflict with the Law” (Annual Report of
City Government of Cotabato Year 2008). Furthermore, the city is adapting the pop culture that tends to forget our
culture. There is a need to respond to the problems the city is facing right now. A project that will uplift and value
the culture of Cotabateños. DANCE workshop was conducted. The project was all about teaching elementary pupils
about culture and arts trough folk and ethnic dances in elementary level especially in grades 5 and 6 and inculcated
to them importance of Filipino culture. The pilot testing was conducted at Kimpo Elementary School with the help
of the teachers.
Kimpo Elementary School- with a population more or
less 500 pupils.
The children are learning the steps with the assistance of
the teacher.
Pupils are memorizing well the steps for their final
presentation.
Children are dressed are ready for their final
performance.
Uplifting the Lives of Badjaos through Healthy Lifestyle:
Community Health Training for Badjao Mothers on Environmental Sanitation and Proper Hygiene
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Adult Leader
PYLP 7
Female
Islam
Tausug
Jolo, Sulu, ARMM
Uplifting the Lives of Badjao Through Healthy Lifestyle
November 19-20, 2010
I was always fascinated by the happy disposition of Badjao. By their enthusiasm, their way of living life
contently with what they have, they have a sense of belongingness that you can clearly see in the way they treat each
other, and yet some people still see them as “outcasts”, someone who do not belong. It is in this light that the idea of
doing this kind of project came to life.
The goal of this project is to promote and build healthy lifestyle among Badjao. This also aims in lessening
the sickness rates specially among Badjao children. I had an orientation first with a group of thirty (30) Badjao
mothers about my project and its benefits. We also talked about what common illnesses that their children usually
experienced. I have organized this group of Badjao mothers with the help of Ms. Malaida Sali, a pre-school teacher
and who is also a Badjao. We had the orientation on November 27, 2010 at Barangay Bus-Bus, Jolo, Sulu. After the
orientation, on November 29, 2010 I conducted an ocular visit to each houses of the Badjao mothers, it is to see their
current household situation before I conducting the program, so that when I will do the monitoring and evaluation I
know what I have really accomplished and not.
The Provincial Governor will be extending his financial support to the program. The resource speakers and
facilitators for the training are Ms. Sitti Lukaiya Usih, RM, a Badjao community health practitioner, Mr. Don
Ronald Arellano, RN, Notre Dame clinic-in-charge and some peace animators. The scheduled training will be on
November 19-20, 2010 at the Notre Dame of Jolo College Smith Hall.
The major challenge that I have encountered is time, since our institution made some re-organization my
former assistant was transferred to another department and so I was left alone to do everything. So most of the time I
am out of Jolo to attend meetings, but other than that people are very willing to help and supportive of my project.
Orientation with Badjao mothers at Badjao Pre-School Barangay Bus-Bus, Jolo, Sulu
Ocular visit at Badjao houses
Typical Badjao household
Outside of Badjao stilt house
Inside of a Badjao home
Clean Smiles
Ear Rasheeda D. Joe
Age Group
Youth participant
Batch
PYLP 2010
Gender
Female
Religion
Islam
Ethnicity
Tausug
Zamboanga city, zamboanga peninsula,region IX,Mindanao
Project Title
Clean Smiles
Octber 05, 2010
The clean smiles community project was implemented in Lustre day care center, sta. Catalina, Zamboanga
city, Philippines. The project is centered on the demonstration on proper handwashing and brushing of teeth together
with the donation of toothbruash, toothpatse and soap as well as brochure on toothpaste making. This project is
made possible with the help extended by the mayor of zamboanga city as well as financial assistance from the wmsu
league of debaters.The total number of participants is 35 composed of different ethnic tribes, to note, tausug,
maranao, chabacano, sama bangingi and bisaya.Also under various faith to include Islam and Christianity. The
outcome was succesful with smiles coming from the kids. With high hopes that the imparted knowledge on hygiene
will remain with them.
The tarp
Actual demo from kids
Demo of brushing teeth
Organizers:
Earl Rasheeda Joe-project head
Nurdini Laja-registered nurse
Evanne Nyra Abubakar- JCI La bella member
Funding agencies: mayor Celso Lobregat
Zamboanga city mayor
Wmsu League of Debaters
Beneficiaries: 35 day care kids at lustre day care center
Ms.Pilar Edris: day care head
Demo of handwashing
Distribution of Clean Smile Sets
Information Dissemination of the Importance of Herbal Medicines
Jul Rashed Cuta Kasid
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
Male
Islam
Maaguindanaon
Pikit Cotabato
Information Dissemination of the Importance of Herbal Medicines
October 10-11, 2010
The Community of Barangay Damalasak, Maguindanao is suffering from war due to conflict in the settled
place. In fact many people died because of it. They experienced the factual poverty and health problems, in their
place that not accurate for social right.
The frequent need is to focus their health and teach them the appropriate health action. The “Information
and Dissemination of the Importance of Herbal Medicines”, is a training program for individual, for them to know
the concept of curative perception about health actions using Medicinal plants.
The Heath Movers Organization assisted the Community needs by orienting the students in Damalasak
Elementary School. The Health Movers Organization is an organization in our school Notre Dame of Pikit who
volunteered in participating in the development and implementation of the Community project. The organization is
composed of forty (40) members both Christian and Moslem. It is also participated by an adult leaders namely, Mrs.
Sarah Kasid a midwife, Mr. Zulkarnain Mamasabulod Payag the Barangay secretary of Damalasak Maguindanao,
Mrs. Tonina Akad the Principal of Damalasak Elementary School, Ms. Lanie G. Ampatuan Teacher-1 and Abdul
Akad Teacher-1.
The Community project “Information and Dissemination of the Importance of Herbal Medicines”
persuade the Tender Living Care (TLC) method of learning and trainings to teach the suitable knowledge to promote
HEALTHY LIFESTYLE and actions in disaster and calamity.
The main objectives of the Community project are: To explain the importance of Herbal Plants its uses,
procedure and application. For example” Lagundi” its use in fever as a result of influenza and it is also using for
healing wounds, the procedure: Boil chopped died leaves in two cups of water until half of the water remains. Let it
cool and strain and the application: Divide the boiled water into two parts. Drink one part every 3 to 4 hours. Other
objectives are to describe the background in disaster and calamity, to explain the preparation in disaster (armed
conflict) and the steps, to prop up leadership among individual, to promote healthy lifestyle and to have “Herbal
Garden” of the Barangay.
Through the projects various trainings and activities, the Beneficiaries have learned and gained idea in
using the Medicinal Plants and they understood the importance of Herbal Medicines that even plants can help to
continue the life processing of a human and a basic life support. Since they are very far from Hospital they can use
the “Herbal Garden” the output of the project as their Alternative Medicines.
Other needs you……
Your Community needs you……
And you need others…..
What steps can you take to help build your Community?
Thank you and Mabuhay tayong lahat!
Discussion about the importance of Herbal plants
and disaster and calamity preparedness.
Working together in planting Herbal Medicines
Checking of Plots.
Ice Breaker and giving of rewards for those who answered
correctly in discussions.
Beautification and plantings of Herbal plants.
The composition of the “Herbal Garden” of
BarangayDamalasak Maguindanao.
Vegetable Gardening: Livelihood Project for Tiruray and Christian People
Age Group
Batch
Gender
Religion
Ethnicity
Project title
Youth Leader Alumna
PYLP 2010
Male
Islam
Maguindanaon
Labungan, Upi, Maguindanao
Vegetable Gardening: Livelihood Project for Tiruray and Christian People
October 30, 2010
This community service was successfully implemented last October 30, 2010 at Labungan, Upi,
Maguindanao with thirty beneficiaries mainly Tiruray ,Blaan of Indigenous People and Christian people. The project
involved a short interaction between the Christian and Tiruray beneficiaries and the Muslim volunteers. It also
includes the teaching of the said beneficiaries in vegetable gardening. This piece of work can’t just simply be done
without the PYLP.
Meeting with the volunteers and the community
partners
The potted vegetables to be planted
Cleaning the place to be gardened
ECO Leadership Training Program
Mohammad Yusoph R. Masorong
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
Male
Islam
Maranao
ECO Leadership Training Program
August 1, 2010
The Community Project that I implemented was named “ECO Leadership Training Program”. It was held
on August 1, 2010 in Academic Complex, MSU Main, Marawi City. It was implemented successfully with the aid
of the following: PYLP Cycle 7 participants in Marawi, Inspired Young Optimists Guild (IYOG), MSU Main Junior
Eagles Club, Supreme Student Government (SSG), The PUC Visionaires and some students of MSU. The
Program’s Objective was to make the beneficiaries be aware of their current environmental status to where they live,
promote camaraderie between the different sects of people in MSU (between Organizations and Students), to have
an Interaction between Muslims and Christians and to educate the beneficiaries to the basic things in taking care of
the environment. The program was a 1-day program which consisted of the Open Forum and the discussion with the
resource speaker on the Morning part and Activities on the Afternoon Part. On the Morning Part, The Status of the
Philippine Environment is discussed and then several things about taking care of our environment were taught to the
beneficiaries. On the Afternoon part, 3 activities were done. The first one is the “Garbage is Art” activity to which
the participants was divided by group then Muslims and Christians are made to work together to recycle the garbage
that they produced while eating their lunch. The Second activity was the “Finding . The last activity was the
“Kalilintad” activity. In this activity, the participants are blindfolded. We made them realize how it is to live without
the presence of the environment and without cooperating with others. We then made them have a short role play of
what kind of environments that they wanted and they disliked.
After the program, we observed that gaps between the Muslim and Christian participants were bridged
because they were working together even after the program. Observations were made on the Pre-University Center,
to which most of the participants came from. We made them realize that it is not that hard to work with Muslims as
well as with the Christians, that it is more efficient if people ,no matter of what ethnic background they have, work
together and achieve the goals that they wanted to have. All of the people with different religious backgrounds and
different ethnicities strive for only one goal, which is PEACE and by simply bridging the gaps between these
Muslims and Christians, I hope that they can show others that they can work together properly and successfully so
that others will also be influenced to try to work with people in the different religion.
After the program, feedbacks were acquired from the participants about the program. Some said what they
learned about the program, some on what they had in the program (new friends), some on what they thought of the
program and some on what the program made to change their daily lives in simple way
Working with the materials to be used in the program.
Interacting with Forester Joseph Manlisis, Forester of the College of Forestry and Environmental Science.
The activity “Garbage is Art”
Planning for the “Kalilintad” activity. Presenting the Community Project. Signing the Attendance Sheet.
YOUnity for Peace
Yasminah M. Mira-ato
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
Female
Islam
Maranao
YOUnity for Peace
October 26, 2010
My community project is entitled “YOUnity for Peace. A team building and Inter-class project. The
objectives of my project is first, to break the gap between high schools students because of having a different
schools. Second is erasing the biases and discrimination of students towards one another. The participants of this
project came from 3 different high schools. The Marawi Foundation Academy Inc. which is private, the Philippine
Integrated School also private and the Mindanao State University- Institute of Science Education which is public.
The project was held on October 26, 2010 at Mindanao State University- Science Lecture Hall. This project was
being in cooperated with the Inspired Young Optimist Guild or know as the IYOG.
So far, the project was good because the participants atleast learned that even though they have those biases
and discrimination among one’s school they now learned that they could be friends and have peace within them. The
personality test given to them made them realize their mistakes in life. In the end, the participants now are aware of
what are the effects of the so-called “stereotyping”. I’m glad because I and the IYOG shared them something that
they can never get from any other people.
Discussion with the IYOG
Overview of the Program
Discussion about High School Wars
Personality Test Development
Non- Verbal Communication Skills
Team Building Activity
Down to Earth: Sharing Stories from Soil’s Hues and Shades—Soil Painting Workshop
Ryan Victor Patangan Miranda
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
male
Roman Catholic
Cebuano, Subanen
Dipolog City, Zamboanga del Norte, Zamboanga Peninsula
DOWN TO EARTH: Sharing Stories from Soil’s Hues and Shades
(SOIL PAINTING WORKSHOP)
September 27, 2010
“Children are the world’s best investment” – UNICEF. This is not your typical story. This is the story any
well-meaning citizen can offer to the community children and to Mother Earth as well, which, as we all know, has
been very generous to us in all aspects. Doing simple things that can create a ripple of change in the community are
more than shedding some blood in the battlefield. Every community has its own problems, issues and concerns that
need to be addressed. The Human and Social Development Sector under the Socio Economic Profile of Zamboanga
City included the conflicts among Christians, Muslims and Indigenous people, armed conflicts and the image
problem of the city among the major issues and problems that the city must address. Armed conflicts have wounded
the lives of people including children in some parts of the region. The unpredictable peace and order situation in
some parts of the region somewhat created a climate of apprehensions on the part of the residents and even tourists.
“Every child is an artist. The problem is how to remain an artist once he grows up” a great painter, Picasso
once said. DOWN TO EARTH Project is a soil painting workshop intended for children using the different kinds
of soil as a medium in creating a picture on canvas. Soil plays a vital role in the existence of almost all individuals.
Soil’s valuable help are traced in agriculture and industrial uses. But another use of the soil is to create a cultural
story from its own hues and shades. The color and texture of soil painting is an interesting and creative opportunity
for students of all ages. Soil painting is not new and it has been used in other places across Mindanao but DOWN
TO EARTH Project is innovative in the community where the project will be implemented. Having soil painting as
a workshop and as a medium in sharing cultural stories is also new in the community.
DOWN TO EARTH Project was implemented last September 27, 2010 at Pasobolong Elementary School
under the Putik District, a public school at the west coast 30 minutes away from the city proper. The project was in
collaboration with the Peace Advocates Zamboanga headed by Sister Emma Delgado, Executive Secretary and
Aldrin Abdurahim, Youth Coordinator and the Social Awareness and Community Service Involvement (SACSI)
Volunteer, Joan Mae Barredo. 20 grade 5 and 6 pupils were chosen by the school principal to participate in the soil
painting workshop. The pupils were requested to bring different types and colors of soil to be used as a medium in
painting on canvas. The first phase of the one-day activity was the conceptualization of artworks with Kuya Aldrin
who happened to be a PYLP Batch 6 Adult leader and Kuya Robert, a Youth Solidarity for Peace (YSP) volunteer.
The children were taught on the preparation of the soil paint and the canvas by actual demonstration so that
they may continue the process by themselves after the workshop. After the soil painting workshop, a group sharing
and story-telling was done to impart to the other participants as well as the organizers the visions they have in
promoting the culture of peace through the drawings they have created.
Mother earth loves us so much that she provided an endless supply of soil that we can use in every
imaginable way. Thus, soil painting is aptly chosen for this unique expression of love which will catch fire and
unleash the artistry and creativity of young people in the community. Equipped with the fundamentals of soil
painting, every child will definitely remain as an artist once he grows up. The children will become the nation’s
reservoir in uplifting the culture and the arts thus making the children the “world’s best investment”.
203
The children are eager to start the soil painting as I was
discussing the basic process of the workshop.
The enthusiasm of the children to start soil painting
could be seen after the short introduction of Kuya
Aldrin.
Kuya Aldrin talks about the integration of the culture
peace in the drawings of the children.
Teachers and pupils pause for a while to discuss with me
the final outputs of soil painting as they look at my
sample piece.
Kuya Robert and I show the mixing process of the soil
paint to the children before proceeding to the workshop
proper.
I help in assisting the children transfer their drawings
from the paper to the canvas and some techniques in
painting.
After the workshop, I gave a short talk of gratitude and
appreciation to the children and to the school principal.
The silent pride could be seen in the eyes of the children
while observing their outputs displayed at the school’s
stage.
204
Building Bridges through Agriculture
Romar C. Quintero
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Participant
PYLP 2010
Male
Roman Catholicism
Cebuano
Midsayap, Cotabato, Region XII, Mindanao
Building Bridges Through Agriculture
September 18, 2010
This project entitled “Building Bridges through Agriculture” was conducted at Poblacion 8, Midsayap,
Cotabato on September 18, 2010. It aims to promote a good relationship with the Moslem dwellers of Poblacion 8,
Midsayap, Cotabato and promote organic farming by sharing Vermicomposting to our Moslem brothers and sisters
and to other tribes as well. The success of the implementation of this project was due to the help of the Barangay
Council of Poblacion 8 headed by Hon. Barangay Captain Eduardo V. Doletin who also took the initiative to look
for resources for the put up of vermicomposting bins and the forum on Vermicomposting, the Dean of the College of
Agriculture, the personnel from the Community Education, Research, and Extension Administration of Southern
Christian College, and most of all, to the Divine Providence of the Living God. The beneficiaries of this project are
the Moslem dwellers of the mentioned place as whatever amount generated from this project will be used to
initialize a new project for them and in turn, they will become our partners for future ventures. In my point of view
as one of the organizers of this endeavor, the project has influenced the Moslem dwellers in our barangay by giving
them the feeling that although the place is dominated by settlers from Visayas, they are still welcomed and
encouraged by the barangay leaders to participate and perform a role in the community. One challenge that I see is
how to make this project sustainable.
Construction of Vermicomposting Bins
August 17, 2010
Vermicomposting Forum
September 18, 2010
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Dayo Youth Dialogue
“Creating a Corld of Peace, Equality and Moral Character Intensification for the Out-of-School Youth”
Al-Radji D. Sarep
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
YOUTH LEADER
PYLP 2010
Male
Islam
Maranao
DAYO YOUTH DIALOGUE
OCTOBER 30, 2010
The Philippine Youth Leadership Program (PYLP 7th Cycle), Inspired Young Optimist Guild (IYOG)
MSU-Integrated Laboratory School (MSU-ILS) will conduct an interfaith dialogue and leadership training through
providing a basic assessment of their future respective field of interest . The project is entitled DAYO YOUTH
DIALOGUE bearing the theme “Creating an isolated world of peace, equality and moral character intensification
for the out of school youth” on October 30, 2010 at Science Lecture Hall, MSU main, Marawi City.
5. To provide a stepping stone for the out of school youth in sharing their sentiments of equality, peace
and social change.
6. To impulse the out of school youth’s learning of basic literacy skills.
7. To urge the out of school youth allocating their own way of attaining the culture of peace; and To
scheme their self- esteem in aiming to have a peaceful, equal and moral character intensified community through a positive motivation.
8. At the end of the program the students will form an organization that will continue the project’s premise in providing an isolated world of peace and equality for the out of school youth.
The lead facilitator of the DAYO YOUTH DIALOGUE is the PYLP7 and the other subordinating sociocivic organizations the Inspired Young optimists Guilds and MSU-ILS Zephyr Batch. There are 13 out of school
youth participants who are composed of Muslims, Christians and lumads from the different barangays of MSU Main
Campus. At the end of the Project, they are expected to gain a wider knowledge of the different religions. Going
back home to their respective places they will be agent of peace where they would share their experience with the
project in order to guide their co-leagues.
Planning of the DAYO YOUTH DIALOGUE with the
Inspired Young Optimists Guild (IYOG) and MSU-ILS
Zephyr Batch
Arrival and Registration of the Participants
206
Lunch Break(Yellow Rice for all)
Expectation Settings
Guitar Lessons Tutorial
(Basic Acoustic Chords)
The Dayo Youth Dialogue Project
Crossing the river is a team building activity
Spider Web is a team building activity
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Waste to Wealth
Environmental Awareness and Leadership Training Program
Fatimah Sohra Lucman Usodan
Age Group
Batch
Gender
Religion
Ethnicity
Project Title
Youth Leader
PYLP 2010
Female
Islam
Maranao
Waste to Wealth
July 2-4, 2010
The Philippine Youth Leadership Program in cooperation with MSU-ISED_SHS conducted a program
entitled Waste to Wealth. It is an environmental awareness and leadership training program with high school
students as the participants. The program was held on October 24, 2010 at Golf Course, MSU Main Campus,
Marawi City.
1.
2.
3.
4.
To promote good camaraderie among the youths.
To promote environmental awareness among the youth participants.
To enhance the leadership skills of the participants.
To produce youth leaders as catalysts for tomorrow’s better change.
Participants from different schools.
Naming Game with Ms. Usodan
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Landmine game with the participants. This game
enhances the communication skills of the participants.
Trust walk, a game in which the leader of the group leads
his teammates on to the right way.
Participants having fun on doing the sack race game
with a twist.
Giving of synthesis.
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GLOSSARY OF COMMONLY USED TERMS & ACRONYMS
Abu Sayyaf
ARRM
BMA
CSO
CPP
GO
GRP
IL
IP
ITO
Lumad
MinSuPala
MILF
MNLF
NDFP
NIU
NPA
NGO
RP
Tri-People
A gang resorting to kidnap-for-random, bombing, and killing of civilians
Autonomous Region of Muslim Mindanao
Bangsa Moro Army
Civil society organizations
Communist Party of the Philippines
Governmental organization
Government of the Republic of the Philippines
Illinois
Indigenous Peoples
International Training Office
Indigenous peoples in Mindanao
Mindanao, Sulu, and Palawan
Moro Islamic Liberation Front
Moro National Liberation Front
National Democratic Front of the Philippines
New People’s Army
Non-governmental organizations
Republic of the Philippines
Lumad (Indigenous Peoples of Mindanao), Muslim Filipinos of Different Ethnicities, and
Christian Filipinos of All Ethnicities
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ACCESS/PYLP ALUMNI ASSOCIATION, INC.
211
212
213
NEWS RELEASE
Embassy of the Philippines > Embassy of the Philippines DC >> News
News
18/05/2010: Ambassador Gaa Underscores Importance of Interfaith Dialogue; Leadership
Training During Courtesy Call by Mindanao Youth Leaders
18 MAY 2010, WASHINGTON, D.C. – Philippine Ambassador to the United States Willy C.
Gaa underscored the importance of interfaith dialogue and leadership training for the youth
during a courtesy call of Mindanao youth leaders recently. In his interaction, Ambassador Gaa
lauded the commitment of the Mindanao youth leaders to contribute to nation building by
forging greater understanding between different faiths and pursuing higher education to enhance
capabilities. The youth leaders had earlier expressed to Ambassador Gaa their common
realization that interfaith dialogue was an important part of their development as individuals and
leaders. Prior to the courtesy call on Ambassador Gaa, the Mindanao youth leaders actively
exchanged personal insights on their experiences with the program. The 26 youth leaders are
participants of the Philippine Youth Leadership Program, a four week program organized by the
Northern Illinois University’s (NIU) International Office. Shown with Ambassador Gaa and
Mindanao youth leaders is Dr. Lina Davide-Ong, Project Administrative Director of the NIU
International Training. END.
Source: http://www.philippineembassy-usa.org/news/167/300/Ambassador-Gaa-UnderscoresImportance-of-Interfaith-Dialogue-Leadership-Training-During-Courtesy-Call-by-MindanaoYouth-Leaders/d,phildet/
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PHOTO GALLERY
Activities in the U.S.A. in General
Community Building Workshop with Maryjane Bicksler Inaugural Session Welcome Luncheon Study Circle Rochelle High School “Agriculture Day” Youth Civic Engagement Workshop with Maria Beltran‐
Figueroa Action Planning with Dr. Wei Zheng Learning about Buddhism in a Rockford Temple 215
Youth Organizing & Leadership Presenting Project Proposals Farewell Performance Islamic Foundation High School Home Stay with Host Family NIU Staff with Philippine Ambassador Gaa, Washington, D.C. “Action on the Capitol Hill” in Washington, D.C. with Adam Newman & Leif Carlson White House, Washington, D.C. 216
Activities in the U.S.A.: Focus on Washington, D.C.
Above Photos: Night Tour of D.C.
Above Photos: Philippine Embassy
217
Above Photos: Mount Vernon
Above Photos: The White House
Above Photos: “Action on the Hill” with Leif Carlson and Adam Newman
218
Above Photos:Arlington National Cemetery
Above Photos: Iwo Jima Marine Corps War Memorial
Above Photo: National Archives
219
Above Photos: Illinois Representative Danny Davis
Library of Congress
The U.S. Supreme Court
Above Photos: Smithsonian Museums
220
Above Photos: Dinner Theater: Hairspray
Above Photos: Department of State
221
Final Thoughts on the Program
222
Follow-On Meeting in Davao City, Philippines
223
PARTICIPANTS’ ART WORK
Conflict in Mindanao
224
225
What Is to be Done?
226
227
Vision of a Just and Peaceful Mindanao
228
229
APPENDICES
Universal Declaration of Human Rights
PREAMBLE
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human
family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the
conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief
and freedom from fear and want has been proclaimed as the highest aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny
and oppression, that human rights should be protected by the rule of law,
Whereas it is essential to promote the development of friendly relations between nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in
the dignity and worth of the human person and in the equal rights of men and women and have determined to
promote social progress and better standards of life in larger freedom,
Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the
promotion of universal respect for and observance of human rights and fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization
of this pledge,
Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF
HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that every
individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and
education to promote respect for these rights and freedoms and by progressive measures, national and international,
to secure their universal and effective recognition and observance, both among the peoples of Member States
themselves and among the peoples of territories under their jurisdiction.
Article 1. * All human beings are born free and equal in dignity and rights.They are endowed with reason and
conscience and should act towards one another in a spirit of brotherhood.
Article 2. * Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of
any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property,
birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or
international status of the country or territory to which a person belongs, whether it be independent, trust, non-selfgoverning or under any other limitation of sovereignty.
Article 3. * Everyone has the right to life, liberty and security of person.
Article 4. * No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their
forms.
Article 5.
* No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.
Article 6. * Everyone has the right to recognition everywhere as a person before the law.
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Article 7. * All are equal before the law and are entitled without any discrimination to equal protection of the law.
All are entitled to equal protection against any discrimination in violation of this Declaration and against any
incitement to such discrimination.
Article 8. * Everyone has the right to an effective remedy by the competent national tribunals for acts violating the
fundamental rights granted him by the constitution or by law.
Article 9. * No one shall be subjected to arbitrary arrest, detention or exile.
Article 10. * Everyone is entitled in full equality to a fair and public hearing by an independent and impartial
tribunal, in the determination of his rights and obligations and of any criminal charge against him.
Article 11.
* (1) Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according
to law in a public trial at which he has had all the guarantees necessary for his defence.
* (2) No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a
penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be
imposed than the one that was applicable at the time the penal offence was committed.
Article 12. * No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence,
nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such
interference or attacks.
Article 13.
* (1) Everyone has the right to freedom of movement and residence within the borders of each state.
* (2) Everyone has the right to leave any country, including his own, and to return to his country.
Article 14.
* (1) Everyone has the right to seek and to enjoy in other countries asylum from persecution.
* (2) This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or
from acts contrary to the purposes and principles of the United Nations.
Article 15.
* (1) Everyone has the right to a nationality.
* (2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.
Article 16.
* (1) Men and women of full age, without any limitation due to race, nationality or religion, have the right to
marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.
* (2) Marriage shall be entered into only with the free and full consent of the intending spouses.
* (3) The family is the natural and fundamental group unit of society and is entitled to protection by society and
the State.
Article 17.
* (1) Everyone has the right to own property alone as well as in association with others.
* (2) No one shall be arbitrarily deprived of his property.
Article 18. * Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to
change his religion or belief, and freedom, either alone or in community with others and in public or private, to
manifest his religion or belief in teaching, practice, worship and observance.
Article 19. * Everyone has the right to freedom of opinion and expression; this right includes freedom to hold
opinions without interference and to seek, receive and impart information and ideas through any media and
regardless of frontiers.
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Article 20.
* (1) Everyone has the right to freedom of peaceful assembly and association.
* (2) No one may be compelled to belong to an association.
Article 21.
* (1) Everyone has the right to take part in the government of his country, directly or through freely chosen
representatives.
* (2) Everyone has the right of equal access to public service in his country.
* (3) The will of the people shall be the basis of the authority of government; this will shall be expressed in
periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by
equivalent free voting procedures.
Article 22.
* Everyone, as a member of society, has the right to social security and is entitled to realization,
through national effort and international co-operation and in accordance with the organization and resources of each
State, of the economic, social and cultural rights indispensable for his dignity and the free development of his
personality.
Article 23.
* (1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and
to protection against unemployment.
* (2) Everyone, without any discrimination, has the right to equal pay for equal work.
* (3) Everyone who works has the right to just and favourable remuneration ensuring for himself and his family
an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.
* (4) Everyone has the right to form and to join trade unions for the protection of his interests.
Article 24. * Everyone has the right to rest and leisure, including reasonable limitation of working hours and
periodic holidays with pay.
Article 25.
* (1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his
family, including food, clothing, housing and medical care and necessary social services, and the right to security in
the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances
beyond his control.
* (2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of
wedlock, shall enjoy the same social protection.
Article 26.
* (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental
stages. Elementary education shall be compulsory. Technical and professional education shall be made generally
available and higher education shall be equally accessible to all on the basis of merit.
* (2) Education shall be directed to the full development of the human personality and to the strengthening of
respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among
all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of
peace.
* (3) Parents have a prior right to choose the kind of education that shall be given to their children.
Article 27.
* (1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to
share in scientific advancement and its benefits.
* (2) Everyone has the right to the protection of the moral and material interests resulting from any scientific,
literary or artistic production of which he is the author.
Article 28. * Everyone is entitled to a social and international order in which the rights and freedoms set forth in
this Declaration can be fully realized.
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Article 29.
* (1) Everyone has duties to the community in which alone the free and full development of his personality is
possible.
* (2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are
determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of
others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.
* (3) These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United
Nations.
Article 30.
* Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in
any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.
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Declaration and Programme of Action on a Culture of Peace
United Nations
A
DECLARATION ON A CULTURE OF PEACE
The General Assembly,
Recalling the Charter of the United Nations, including the purposes and principles embodied therein,
Recalling also the Constitution of the United Nations Educational, Scientific and Cultural Organization, which
states that "since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed",
Recalling further the Universal Declaration of Human Rights1 and other relevant international instruments of
the United Nations system,
Recognizing that peace not only is the absence of conflict, but also requires a positive, dynamic participatory
process where dialogue is encouraged and conflicts are solved in a spirit of mutual understanding and cooperation,
Recognizing also that the end of the cold war has widened possibilities for strengthening a culture of peace,
Expressing deep concern about the persistence and proliferation of violence and conflict in various parts of the
world,
Recognizing the need to eliminate all forms of discrimination and intolerance, including those based on race,
colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth
or other status,
Recalling its resolution 52/15 of 20 November 1997, by which it proclaimed the year 2000 as the "International
Year for the Culture of Peace", and its resolution 53/25 of 10 November 1998, by which it proclaimed the period
2001-2010 as the "International Decade for a Culture of Peace and Non-Violence for the Children of the World",
Recognizing the important role that the United Nations Educational, Scientific and Cultural Organization continues to play in the promotion of a culture of peace,
Solemnly proclaims the present Declaration on a Culture of Peace to the end that Governments, international
organizations and civil society may be guided in their activity by its provisions to promote and strengthen a culture
of peace in the new millennium:
Article 1
A culture of peace is a set of values, attitudes, traditions and modes of behaviour and ways of life based on:
(a) Respect for life, ending of violence and promotion and practice of non-violence through education, dialogue and cooperation;
(b) Full respect for the principles of sovereignty, territorial integrity and political independence of States and
non-intervention in matters which are essentially within the domestic jurisdiction of any State, in accordance with
the Charter of the United Nations and international law;
(c) Full respect for and promotion of all human rights and fundamental freedoms;
(d) Commitment to peaceful settlement of conflicts;
(e) Efforts to meet the developmental and environmental needs of present and future generations;
(f) Respect for and promotion of the right to development;
(g) Respect for and promotion of equal rights and opportunities for women and men;
(h) Respect for and promotion of the right of everyone to freedom of expression, opinion and information;
(i) Adherence to the principles of freedom, justice, democracy, tolerance, solidarity, cooperation, pluralism,
cultural diversity, dialogue and understanding at all levels of society and among nations; and fostered by an enabling
national and international environment conducive to peace.
Article 2
Progress in the fuller development of a culture of peace comes about through values, attitudes, modes of behaviour and ways of life conducive to the promotion of peace among individuals, groups and nations.
Article 3
The fuller development of a culture of peace is integrally linked to:
(a) Promoting peaceful settlement of conflicts, mutual respect and understanding and international cooperation;
(b) Complying with international obligations under the Charter of the United Nations and international law;
(c) Promoting democracy, development and universal respect for and observance of all human rights and fundamental freedoms;
234
(d) Enabling people at all levels to develop skills of dialogue, negotiation, consensus-building and peaceful
resolution of differences;
(e) Strengthening democratic institutions and ensuring full participation in the development process;
(f) Eradicating poverty and illiteracy and reducing inequalities within and among nations;
(g) Promoting sustainable economic and social development;
(h) Eliminating all forms of discrimination against women through their empowerment and equal representation at all levels of decision-making;
(i) Ensuring respect for and promotion and protection of the rights of children;
(j) Ensuring free flow of information at all levels and enhancing access thereto;
(k) Increasing transparency and accountability in governance;
(l) Eliminating all forms of racism, racial discrimination, xenophobia and related intolerance;
(m) Advancing understanding, tolerance and solidarity among all civilizations, peoples and cultures, including
towards ethnic, religious and linguistic minorities;
(n) Realizing fully the right of all peoples, including those living under colonial or other forms of alien domination or foreign occupation, to self-determination enshrined in the Charter of the United Nations and embodied in
the International Covenants on Human Rights,2 as well as in the Declaration on the Granting of Independence to Colonial Countries and Peoples contained in General Assembly resolution 1514 (XV) of 14 December 1960.
Article 4
Education at all levels is one of the principal means to build a culture of peace. In this context, human rights
education is of particular importance.
Article 5
Governments have an essential role in promoting and strengthening a culture of peace.
Article 6
Civil society needs to be fully engaged in fuller development of a culture of peace.
Article 7
The educative and informative role of the media contributes to the promotion of a culture of peace.
Article 8
A key role in the promotion of a culture of peace belongs to parents, teachers, politicians, journalists, religious
bodies and groups, intellectuals, those engaged in scientific, philosophical and creative and artistic activities, health
and humanitarian workers, social workers, managers at various levels as well as to non-governmental organizations.
Article 9
The United Nations should continue to play a critical role in the promotion and strengthening of a culture of
peace worldwide.
B
PROGRAMME OF ACTION ON A CULTURE OF PEACE
The General Assembly,
Bearing in mind the Declaration on a Culture of Peace adopted on 13 September 1999,
Recalling its resolution 52/15 of 20 November 1997, by which it proclaimed the year 2000 as the "International
Year for the Culture of Peace", and its resolution 53/25 of 10 November 1998, by which it proclaimed the period
2001-2010 as the "International Decade for a Culture of Peace and Non-violence for the Children of the World";
Adopts the following Programme of Action on a Culture of Peace:
A. Aims, strategies and main actors
1. The Programme of Action should serve as the basis for the International Year for the Culture of Peace and
the International Decade for a Culture of Peace and Non-violence for the Children of the World.
2. Member States are encouraged to take actions for promoting a culture of peace at the national level as well
as at the regional and international levels.
235
3. Civil society should be involved at the local, regional and national levels to widen the scope of activities on
a culture of peace.
4. The United Nations system should strengthen its ongoing efforts to promote a culture of peace.
5. The United Nations Educational, Scientific and Cultural Organization should continue to play its important
role in and make major contributions to the promotion of a culture of peace.
6. Partnerships between and among the various actors as set out in the Declaration should be encouraged and
strengthened for a global movement for a culture of peace.
7. A culture of peace could be promoted through sharing of information among actors on their initiatives in
this regard.
8. Effective implementation of the Programme of Action requires mobilization of resources, including financial resources, by interested Governments, organizations and individuals.
B. Strengthening actions at the national, regional and international levels by all relevant actors
9. Actions to foster a culture of peace through education:
(a) Reinvigorate national efforts and international cooperation to promote the goals of education for all with a
view to achieving human, social and economic development and for promoting a culture of peace;
(b) Ensure that children, from an early age, benefit from education on the values, attitudes, modes of behaviour and ways of life to enable them to resolve any dispute peacefully and in a spirit of respect for human dignity
and of tolerance and non-discrimination;
(c) Involve children in activities designed to instill in them the values and goals of a culture of peace;
(d) Ensure equality of access to education for women, especially girls;
(e) Encourage revision of educational curricula, including textbooks, bearing in mind the 1995 Declaration
and Integrated Framework of Action on Education for Peace, Human Rights and Democracy3 for which technical
cooperation should be provided by the United Nations Educational, Scientific and Cultural Organization upon request;
(f) Encourage and strengthen efforts by actors as identified in the Declaration, in particular the United Nations
Educational, Scientific and Cultural Organization, aimed at developing values and skills conducive to a culture of
peace, including education and training in promoting dialogue and consensus-building;
(g) Strengthen the ongoing efforts of the relevant entities of the United Nations system aimed at training and
education, where appropriate, in the areas of conflict prevention and crisis management, peaceful settlement of disputes, as well as in post-conflict peace-building;
(h) Expand initiatives to promote a culture of peace undertaken by institutions of higher education in various
parts of the world, including the United Nations University, the University for Peace and the project for twinning
universities and the United Nations Educational, Scientific and Cultural Organization Chairs Programme.
10. Actions to promote sustainable economic and social development:
(a) Undertake comprehensive actions on the basis of appropriate strategies and agreed targets to eradicate poverty through national and international efforts, including through international cooperation;
(b) Strengthen the national capacity for implementation of policies and programmes designed to reduce economic and social inequalities within nations through, inter alia, international cooperation;
(c) Promote effective and equitable development-oriented and durable solutions to the external debt and debtservicing problems of developing countries through, inter alia, debt relief;
(d) Reinforce actions at all levels to implement national strategies for sustainable food security, including the
development of actions to mobilize and optimize the allocation and utilization of resources from all sources, including through international cooperation, such as resources coming from debt relief;
(e) Undertake further efforts to ensure that the development process is participatory and that development
projects involve the full participation of all;
(f) Include a gender perspective and empowerment of women and girls as an integral part of the development
process;
(g) Include in development strategies special measures focusing on needs of women and children as well as
groups with special needs;
(h) Strengthen, through development assistance in post-conflict situations, rehabilitation, reintegration and
reconciliation processes involving all engaged in conflicts;
(i) Incorporate capacity-building in development strategies and projects to ensure environmental sustainability, including preservation and regeneration of the natural resource base;
(j) Remove obstacles to the realization of the right of peoples to self-determination, in particular of peoples
living under colonial or other forms of alien domination or foreign occupation, which adversely affect their social
and economic development.
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11. Actions to promote respect for all human rights:
(a) Full implementation of the Vienna Declaration and Programme of Action;4
(b) Encouragement of development of national plans of action for the promotion and protection of all human
rights;
(c) Strengthening of national institutions and capacities in the field of human rights, including through national human rights institutions;
(d) Realization and implementation of the right to development, as established in the Declaration on the Right
to Development5 and the Vienna Declaration and Programme of Action;
(e) Achievement of the goals of the United Nations Decade for Human Rights Education (1995-2004);6
(f) Dissemination and promotion of the Universal Declaration of Human Rights at all levels;
(g) Further support to the activities of the United Nations High Commissioner for Human Rights in the fulfilment of her or his mandate as established in General Assembly resolution 48/141 of 20 December 1993, as well as
the responsibilities set by subsequent resolutions and decisions.
12. Actions to ensure equality between women and men:
(a) Integration of a gender perspective into the implementation of all relevant international instruments;
(b) Further implementation of international instruments that promote equality between women and men;
(c) Implementation of the Beijing Platform for Action adopted at the Fourth World Conference on Women,7
with adequate resources and political will, and through, inter alia, the elaboration, implementation and follow-up of
the national plans of action;
(d) Promotion of equality between women and men in economic, social and political decision-making;
(e) Further strengthening of efforts by the relevant entities of the United Nations system for the elimination of
all forms of discrimination and violence against women;
(f) Provision of support and assistance to women who have become victims of any forms of violence, including in the home, workplace and during armed conflicts.
13. Actions to foster democratic participation:
(a) Reinforcement of the full range of actions to promote democratic principles and practices;
(b) Special emphasis on democratic principles and practices at all levels of formal, informal and non-formal
education;
(c) Establishment and strengthening of national institutions and processes that promote and sustain democracy
through, inter alia, training and capacity-building of public officials;
(d) Strengthening of democratic participation through, inter alia, the provision of electoral assistance upon the
request of States concerned and based on relevant United Nations guidelines;
(e) Combating of terrorism, organized crime, corruption as well as production, trafficking and consumption of
illicit drugs and money laundering, as they undermine democracies and impede the fuller development of a culture
of peace.
14. Actions to advance understanding, tolerance and solidarity:
(a) Implement the Declaration of Principles on Tolerance and the Follow-up Plan of Action for the United
Nations Year for Tolerance8 (1995);
(b) Support activities in the context of the United Nations Year of Dialogue among Civilizations in the year
2001;
(c) Study further the local or indigenous practices and traditions of dispute settlement and promotion of tolerance with the objective of learning from them;
(d) Support actions that foster understanding, tolerance and solidarity throughout society, in particular with
vulnerable groups;
(e) Further support the attainment of the goals of the International Decade of the World's Indigenous People;
(f) Support actions that foster tolerance and solidarity with refugees and displaced persons, bearing in mind
the objective of facilitating their voluntary return and social integration;
(g) Support actions that foster tolerance and solidarity with migrants;
(h) Promote increased understanding, tolerance and cooperation among all peoples through, inter alia, appropriate use of new technologies and dissemination of information;
(i) Support actions that foster understanding, tolerance, solidarity and cooperation among peoples and within
and among nations.
15. Actions to support participatory communication and the free flow of information and knowledge:
(a) Support the important role of the media in the promotion of a culture of peace;
(b) Ensure freedom of the press and freedom of information and communication;
237
(c) Make effective use of the media for advocacy and dissemination of information on a culture of peace involving, as appropriate, the United Nations and relevant regional, national and local mechanisms;
(d) Promote mass communication that enables communities to express their needs and participate in decisionmaking;
(e) Take measures to address the issue of violence in the media, including new communication technologies,
inter alia, the Internet;
(f) Increase efforts to promote the sharing of information on new information technologies, including the Internet.
16. Actions to promote international peace and security:
(a) Promote general and complete disarmament under strict and effective international control, taking into
account the priorities established by the United Nations in the field of disarmament;
(b) Draw, where appropriate, on lessons conducive to a culture of peace learned from "military conversion"
efforts as evidenced in some countries of the world;
(c) Emphasize the inadmissibility of acquisition of territory by war and the need to work for a just and lasting
peace in all parts of the world;
(d) Encourage confidence-building measures and efforts for negotiating peaceful settlements;
(e) Take measures to eliminate illicit production and traffic of small arms and light weapons;
(f) Support initiatives, at the national, regional and international levels, to address concrete problems arising
from post-conflict situations, such as demobilization, reintegration of former combatants into society, as well as refugees and displaced persons, weapon collection programmes, exchange of information and confidence-building;
(g) Discourage the adoption of and refrain from any unilateral measure, not in accordance with international
law and the Charter of the United Nations, that impedes the full achievement of economic and social development
by the population of the affected countries, in particular women and children, that hinders their well-being, that creates obstacles to the full enjoyment of their human rights, including the right of everyone to a standard of living adequate for their health and well-being and their right to food, medical care and the necessary social services, while
reaffirming that food and medicine must not be used as a tool for political pressure;
(h) Refrain from military, political, economic or any other form of coercion, not in accordance with international law and the Charter, aimed against the political independence or territorial integrity of any State;
(i) Recommend proper consideration for the issue of the humanitarian impact of sanctions, in particular on
women and children, with a view to minimizing the humanitarian effects of sanctions;
(j) Promote greater involvement of women in prevention and resolution of conflicts and, in particular, in activities promoting a culture of peace in post-conflict situations;
(k) Promote initiatives in conflict situations such as days of tranquillity to carry out immunization and medicine distribution campaigns, corridors of peace to ensure delivery of humanitarian supplies and sanctuaries of peace
to respect the central role of health and medical institutions such as hospitals and clinics;
(l) Encourage training in techniques for the understanding, prevention and resolution of conflict for the concerned staff of the United Nations, relevant regional organizations and Member States, upon request, where appropriate.
107th plenary meeting
13 September 1999
1Resolution 217 A (III).
2Resolution 2200 A (XXI), annex.
3 United Nations Educational, Scientific and Cultural Organization, Records of the General Conference, Twentyeighth Session, Paris, 25 October-16 November 1995, vol. 1: Resolutions, resolution 5.4, annexes.
4 A/CONF.157/24 (Part I), chap. III.
5 Resolution 41/128, annex.
6 See A/49/261-E/1994/110/Add.1, annex.
7 Report of the Fourth World Conference on Women, Beijing, 4-15 September 1995 (United Nations publication,
Sales No. E.96.IV.13), chap. I, resolution 1, annex II.
8 A/51/201, appendix I.
238

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