2003年-世界发展银行全球_Out-of-School_Children_and_Youth_in_the_Philippines___Issues_and_Opportunities_63页_3mb

Summary of "Out-of-School Children and Youth in the Philippines: Issues and Opportunities"

Core Content

This report provides an in-depth analysis of the issue of out-of-school children and youth (OSCY) in the Philippines, examining their characteristics, causes, and the policy and programmatic responses from both public and private sectors. It highlights the scale of the problem, the socio-economic and behavioral factors influencing OSCY, and offers recommendations for improving educational access, quality, and youth development.

Main Viewpoints

• Magnitude of the Problem:

  • In 1999, the estimated number of OSCY reached 8.9 million, reflecting a threefold increase since 1989.
  • Children (7–14 years) and youth (15–24 years) are the two main subgroups, with distinct characteristics and needs.
  • The majority of OSCY come from poor families, and poverty is the primary reason for dropping out of school.
  • Unemployment rates among youth (15–24 years) are higher than in other East Asian countries.

• Characteristics of OSCY:

  • Children (7–14 years): Predominantly male and from rural areas.
  • Youth (15–24 years): Predominantly female, and tend to migrate to urban areas for employment.
  • Many OSCY are vulnerable to social and economic pressures, including family expectations and peer influences.
  • Despite challenges, most OSCY value education and are interested in returning to school if supported.
  • They often suffer from low self-esteem, poor emotional control, and lack perseverance, but are also seen as talented, loving, and optimistic.

• Education and Poverty:

  • Education is a key factor in reducing poverty and improving socio-economic outcomes.
  • The gap in school participation between poor and non-poor families is more pronounced at the secondary level (21 percentage points) than at the elementary level (3 percentage points).
  • The poorest quintile has only 30% of children with high school diplomas, compared to 90% in the highest quintile.

• Public Programs:

  • The Philippines has a range of public programs aimed at youth development, including the Department of Education (DepED), Technical Education and Skills Development Authority (TESDA), Department of Labor and Employment (DOLE), and others.
  • These programs are often short-term, underfunded, and poorly coordinated.
  • Examples include the Non-Formal Education Accreditation and Equivalency (NFE A&E) program and the Dual Training System.

• Private Sector Programs:

  • Around 150 private sector agencies and foundations are involved in youth development programs.
  • These initiatives focus on education, training, employment, and life skills development.
  • They are more client-oriented but lack adequate funding and scale.
  • Some notable projects include the Angelicum College Home Study Program and the Don Bosco Agro-Mechanical Training and Agri-Entrepreneurship Project.

• Tri-Sector Partnerships:

  • The report advocates for a multi-sectoral approach involving government, private sector, and donors.
  • A pilot project under the World Bank's Business Partners for Development (BPD) initiative tested the feasibility of such partnerships.
  • While successful in demonstrating synergy and leverage, challenges remain in sustainability and scaling up.

Key Information

• OSCY Definition:

  • Children and youth aged 7–24 who are not in school, not enrolled in vocational or tertiary institutions, and not employed.
  • Divided into two groups: children (7–14) and youth (15–24).

• Population Trends:

  • The number of OSCY increased from 2.983 million in 1989 to 8.9 million in 1999.
  • The proportion of children in the OSCY group decreased from 12.5% in 1989 to 10% in 1999, while the proportion of youth increased.
  • In 1998, the total number of OSCY was estimated at 10 million, or about 34% of the population aged 6–24.

• Regional Distribution:

  • The largest numbers of OSCY are concentrated in the National Capital Region (NCR) and surrounding areas.
  • Eastern Visayas has the highest number of children (7–14) in the OSCY group.
  • Mindanao and the Autonomous Region of Muslim Mindanao (ARMM) have the highest elementary school dropout rates.

• Key Recommendations:

  • Keep children in school: Implement a combination of supply-side and demand-side interventions, including multi-grade education and scholarships for the poorest families.
  • Expand Alternative Learning Systems (ALS): Promote programs like the DepED NFE A&E and the Angelicum College Home Study Program.
  • Reform Technical and Vocational Education and Training (TVET): Ensure it is responsive to labor market needs and local contexts.
  • Improve coordination and evaluation: Strengthen collaboration between agencies and ensure better monitoring and evaluation of programs.
  • Enhance youth participation: Encourage meaningful involvement of youth in program design and implementation.

Conclusion

The report emphasizes the urgent need for a comprehensive and integrated approach to address the challenges faced by OSCY. It underscores the importance of both public and private sector efforts, as well as the necessity of tri-sector partnerships, to ensure sustainable and effective interventions. The recommendations aim to improve access, quality, and relevance of education and training for OSCY, while also addressing their socio-economic and psychosocial needs.