vii
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION Chapter 1 THE PROBLEM AND ITS BACKGROUND
Introdut!on
A livelihood is a means of making a living. It encompasses people’s capabilities, assets, income and activities required to secure the necessities of life. A livelihood is sustainable when it enables people to cope with and recover from shocks and stresses (such as natural disasters and economic or social upheavals) and enhance their well-being and that of future generations
without undermining the natural environment or resource base. ell being being is best conceptuali!ed conceptuali!ed within within a livelihood’s livelihood’s framework. framework. A livelihood livelihood is defined as "the activities, activities, the assets and the access that #ointl$ determine the living gained b$ an individual or household’ (%llis, &''). undamental to the livelihood approach is the asset or resource status of living living individuals individuals and household. household. Assets provide provide capabiliti capabilities es for achieving achieving satisfactor$ satisfactor$ levels levels of living. living. *$picall$ *$picall$ this means means that the household household is the unit of anal$sis, whereb$ the household and its corresponding resource profile is located within the conte+t of the wider "vulnerabilit$’ environment (e+ternal (e+ternal influences influences such as ha!ards and shocks will cause livelihood livelihood to be compro compromis mised ed and lead lead to adapta adaptatio tion n strate strategies gies), ), the conte+ conte+tt of social social
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION vulnerabilities (such as age, ethnic, status, gender that casuall$ impact how live livelilihoo hood d are cons constr truc ucte ted d and and adopt adopted) ed) and and with within in their their poli polic$ c$ and and instit instituti utiona onall conte+t conte+t..
ural ural liveliho livelihood od diversi diversific ficati ation on is defined defined as the
process b$ which household construct an increasingl$ diverse portfolio of activities and assets in order to service and improves their standard of living or well-being. uch uch of the the curr curren entt focu focus s on live liveliliho hood od pro# pro#ec ects ts is due due to the the emergence of concepts such as social vulnerabilit$ and resilience, and to increasing increasing awareness of these concepts within conservation conservation organi!ations. organi!ations. ive iveliliho hood od pro# pro#ec ects ts are are sugg sugges este ted d to have have the the pote potent ntia iall to redu reduce ce vulner vulnerabi abilit lit$ $ and increas increase e the social social resilie resilienc$ nc$ of communi communitie ties s (/eel$ (/eel$,, &''0). *he 1it$ of 1alamba 1alamba is a first first class class urbani!ed urbani!ed cit$ of aguna. aguna. It is one of the fastest-growing cities in the province, as evidenced with the large populace of migrants working in the cit$’s industrial estates. 2owever, emplo$ment in these industries has increased in the last three $ears, $ears, and most of the the workers workers are non-residents non-residents of the cit$. cit$. *his is main mainl$ l$ due due to the the lack lack of manp manpow ower er poss posses essi sing ng skil skills ls requi require red d b$ the the industries industries located located in the town. *here is a need therefore, therefore, for for the programs to upgrade3 enhance the capabilities and skills of residents in the 1it$ of
2
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION vulnerabilities (such as age, ethnic, status, gender that casuall$ impact how live livelilihoo hood d are cons constr truc ucte ted d and and adopt adopted) ed) and and with within in their their poli polic$ c$ and and instit instituti utiona onall conte+t conte+t..
ural ural liveliho livelihood od diversi diversific ficati ation on is defined defined as the
process b$ which household construct an increasingl$ diverse portfolio of activities and assets in order to service and improves their standard of living or well-being. uch uch of the the curr curren entt focu focus s on live liveliliho hood od pro# pro#ec ects ts is due due to the the emergence of concepts such as social vulnerabilit$ and resilience, and to increasing increasing awareness of these concepts within conservation conservation organi!ations. organi!ations. ive iveliliho hood od pro# pro#ec ects ts are are sugg sugges este ted d to have have the the pote potent ntia iall to redu reduce ce vulner vulnerabi abilit lit$ $ and increas increase e the social social resilie resilienc$ nc$ of communi communitie ties s (/eel$ (/eel$,, &''0). *he 1it$ of 1alamba 1alamba is a first first class class urbani!ed urbani!ed cit$ of aguna. aguna. It is one of the fastest-growing cities in the province, as evidenced with the large populace of migrants working in the cit$’s industrial estates. 2owever, emplo$ment in these industries has increased in the last three $ears, $ears, and most of the the workers workers are non-residents non-residents of the cit$. cit$. *his is main mainl$ l$ due due to the the lack lack of manp manpow ower er poss posses essi sing ng skil skills ls requi require red d b$ the the industries industries located located in the town. *here is a need therefore, therefore, for for the programs to upgrade3 enhance the capabilities and skills of residents in the 1it$ of
2
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
3
1alamba 1alamba focusing focusing on the requirements requirements to the industries. industries. *he potential potential for economic growth and povert$ reduction is promoting opportunit$ to the poor people to create and compensate their potentials in their field of interest, facilitating empowerment and implementation that are responsive to that needs of the people, removing barriers that result from distinction of social status. status. *his involves involves enhancing enhancing securit$ securit$ and encourag encouraging ing investment investment in in huma human n capi capita tal, l, dive divers rsit it$ $ hous househo ehold ld activ activit itie ies s such such as impl implem emen enti ting ng livelihood programs. *he effect of the worldwide recession is felt over in the 1it$ of 1ala 1alamb mba. a.
ult ultin inat atio iona nall
comp compan anie ies s
vent ventur urin ing g
in
semi semico cond nduc ucto torr
manufa manufactu cturin ring g and electr electroni onics cs indust industrie ries, s, most most of them them situat situated ed in the 1armelra$ 1armelra$ Industrial 4art (1I45) in 1anlubang, 1anlubang, ight Industr$ 6cience 4ark & (I64&) and 1armelra$ Industrial 4ark & (1I4&) in eal and aguna 4remier Industrial 4ark (4I4) in 7atino, laid-off thousands of emplo$ees in order to survive the recession. 1urrentl$, the cit$’s livelihood programs are meat processing, fish processing, fruit and vegetables processing, perfume making, lotion making, essenti essential al oil making making,, candle candle making making,, silk silk screen screen making making,, soap soap making making,, fashion accessories making, fresh flower arrangements, handicrafts making, health and wellness products making. *he$ also conduct conduct livelihood training
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
4
such as tailoring and dressmaking, brown paper making and charcoal briquetting. In order to avail of the cit$’s ivelihood oan 4rogram, the beneficiar$ is required to submit the filled up application form, most recent picture, postal or voter’s I8, business proposal or income statement, baranga$ clearance, residence certificate of emplo$ment, photocop$ of latest pa$ slip and compan$ I8 of two co-makers and house sketch.
inal approval
depends on the result of the credit and background investigation conducted b$ the officer of the 1it$ 1ooperative ivelihood 8evelopment 9ffice on the beneficiaries.
*he amount of loan is based on the t$pe of livelihood
program for the business approval and the income of the co-makers presented b$ the beneficiar$. *he researchers need to know the perception of beneficiaries in terms of support of the trainers, implementors, and cit$ government. *hrough this stud$, the three proponents could reflect on the results that the$ need to improve on and master, and enhance their strengths on it. *hese have perked up their interest: hence the$ want to further investigate the matter.
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION Theoret!a" Fra#e$or%
*his stud$ is anchored on the stud$ of aslow;s 2ierarch$ of /eeds b$ Abraham aslow. 2e believed people move through stages of five needs that motivate behavior. 2e called these needs ph$siological, safet$, love and belongingness, esteem and self-actuali!ation. aslow believed each stage of need had to be met before progression to the ne+t stage of need could occur. or e+ample, before health and financial securit$ becomes a priorit$, ph$siological needs for food and water must be met first. At the second stage of aslow;s hierarch$ of needs is the need for safet$ and securit$. 6afet$ needs in aslow;s hierarch$ of needs refer to the need for securit$ and protection. hen we have our ph$siological needs for food and water met, our safet$ needs dominate our behavior. *hese needs have to do with our natural desire for a predictable, orderl$ world that is somehow within our control. 7ased on the above cited theoretical framework, the researchers have conceptuali!ed their research as shown in the figure given below<
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION I/4* ― 4erception of beneficiaries in terms of support of the following<
491%66
Identified problems of e+isting livelihood programs of the 1it$ of 1alamba, aguna
9*4*
Administration of ?uestionnaires
= *rainers = Implementers = 1it$ >overnment
―
6
Anal$sis and Interpretation of data gathered
― 4roposed an action plan that will improve the livelihood program.
%%87A1@
F!&ure 1.Parad!&# o' the Stud(
As shown in figure 5, the input bo+ contains the perception of beneficiaries in terms of support of the trainers, implementers, cit$ government and the identified problems of e+isting livelihood programs of the cit$ of 1alamba, aguna. *he process bo+ contains the administration of questionnaires, and anal$sis3 interpretation that the researchers utili!ed in the stud$. *he output bo+ contains the outcome of the stud$ which is the action plan that the researchers want to show.
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION State#ent o' the Pro)"e#
*he stud$ aimed to assess the e+isting livelihood programs implemented b$ 1alamba 1it$, aguna that would be a basis for making an action plan. 6pecificall$, this stud$ aimed to answer the following questions< 5. 2ow do the beneficiaries perceive the e+isting livelihood program in terms of support of the following< 5.5 *rainers: 5.& Implementers: 5. 1it$ >overnmentB &. Is there a significant relationship between the perception of beneficiaries on the e+isting livelihood programs in terms of support of trainers, implementers and the cit$ governmentB . hat are the challenges encountered b$ the beneficiaries in the implementation of the livelihood programsB C. 7ased on the results of the stud$, what action plan can be proposedB
H(pothe*!* o' the Stud(
*he following h$pothesis was tested for its significance.
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION *here is no significant relationship on the perception of beneficiaries on the e+isting livelihood programs in terms of support of trainers, implementers, and the cit$ government.
Sope and L!#!tat!on* o' the Stud(
*his stud$ was limited onl$ to the assessment of the e+isting livelihood programs in 1alamba 1it$ from &'5' until &'5&. *he time frame was chosen because the recent livelihood programs were the target of the stud$. *he stud$ focused on the perception of the beneficiaries of the e+isting livelihood programs in terms of support of the trainers, implementers and the cit$ government. In addition, it also determined if there is a significant relationship among the perceptions of the beneficiaries relative to the aforecited variables.
urthermore, it also identified the
problems encountered in the implementation of the livelihood.
S!&n!'!ane o' the Stud(
*he stud$ will be significant to various segments or sectors in the communit$ as follows<
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION Co##un!t(+ *his stud$ will broaden the understanding of the people
in the communit$ and provide insights on the livelihood programs that will encourage them to participate and improve their wa$ of living. The C!t( Cooperat!,e and L!,e"!hood o' Ca"a#)a+ *his research
shall provide first hand information regarding the status of the e+isting livelihood program as perceived b$ its being beneficiaries in terms of support of the trainers, implementers and cit$ government. The I#p"e#enter* o' the L!,e"!hood Pro&ra#+ *he findings of the
stud$ will unearth the problems encountered in the implementation of the livelihood programs as well as the solutions to address these problems. The Tra!ner*+ *his stud$’s will serve as a constructive endeavor, b$
which their strengths and weaknesses will be determined and while sustaining the strengths there ma$ be proper direction to remed$ weakness Future Re*earher*+ *his stud$ will encourage future researcher on
their desire to have a look at the cit$’s livelihood programs their operations and contributions to the communit$ resident’s skill enhancement for selfreliant pro#ects as source of income to up-lift their life as a whole.
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION De'!n!t!on o' Ter#*
or a better grasp of the stud$, the researchers hereb$ provide meanings, both conceptual and operational, to the following words that will bring about understanding of the current stud$< A**e**#ent+ In this stud$, it refers to the process of conducting an
evaluation on the relevance of 1it$ of 1alamba, aguna. Co##un!t(+ In this stud$, it refers to the set of people who utili!e a
resource e+traction regulation. E,a"uat!on+ It is a program activit$ designed to obtain ob#ective
information about program or pro#ect activities to assess their effectiveness, significance and efficienc$. I#p"e#entat!on+ It is defined as the conduct or the affectivit$ of the
livelihood programs and pro#ects. It simpl$ means putting something into effect or action. I#p"e#entor*+ *his refers to the personnel drawn from the
municipalit$ tapped to handle the program implementation: the$ function either as director, coordinator, demonstrator or consultant. L!,e"!hood+ A livelihood comprises people, their capabilities and their
means of living, including food, income, and assets. Assets ma$ be tangible
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION assets such as resources and stores, or intangible assets such as claims and access. L!,e"!hood Pro&ra#*+ *hese are activities undertaken b$ the cit$
designed to provide income for the participants of the programs as a tool to alleviate povert$ and to reduce crime in the communit$. C!t( Go,ern#ent Support+ It is the providing of instruments or the
cit$’s facilities or an$ other means of e+pression for the implementation of the program. Statu*+ It is a condition that is sub#ect to change which includes the
aspect of the livelihood’s program manpower capabilit$ strategies, management support and communit$ response. Tra!ner*+ *hese are persons who educate the beneficiaries of the
e+isting livelihood programs of the cit$ on specific topics of these livelihood programs.
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION Chapter RE.IE/ OF RELATED LITERATURE AND STUDIES
*his chapter presents the book, studies and articles published which the researchers have browsed and have deemed related to their research.
Fore!&n L!terature
According to avallion et al., (&''0), the works of the livelihoods and survival of rural people sectors’ strongl$ depend on agriculture and other rural sectors strongl$ reliant and natural resources. eather related shocks and stresses and risks associated with seasonall$ are intrinsic to rural livelihoods tied intimatel$ to agricultural production as a result, rural livelihoods tend to be characteri!ed b$ risks, shocks and stresses, including economic shocks such as changing market prices and climate related risks which ma$ lead to drought or repeated flooding. *he poorest people are often the most vulnerable people to these shocks and stresses, thought coping and risk management strategies are widespread. 4oor people in rural areas also tend to suffer povert$ over long period of time, with more limited income generating opportunities compared to people in urban areas access to services and infrastructures is usuall$ limited.
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION In addition, 7ebbington studied (&''') the concept of livelihoods basicall$ looks at peoples’ means of gaining a living as a process of accessing various livelihood assets or capitals such as financial, human, social, ph$sical, natural assets through various livelihood strategies for the purpose of achieving certain livelihood outcomes. *his conceptuali!ation of livelihoods is further e+pounded through the 6ustainable ivelihoods ramework. In order to improve the livelihoods, interventions should improve peoples’ access to livelihood assets. *he interventions should then improve their capabilities to select appropriate livelihoods strateg$ to achieve their livelihood outcomes. *o start with the interventions, proponents of this framework recommend reforming the e+isting rules that people created which determine how people access the necessar$ livelihood assets. *hese e+isting rules and s$stems of making rules are also commonl$ referred to as institutions. urthermore, @arl stated (&''&) in his work entitled D4articipator$ 4olic$ eform from a 6ustainable ivelihoods 4erspectiveE that the polic$ and local governance is that a more active involvement of the rural poor in polic$ making, either directl$ or through communit$-based and civil societ$ organi!ations, would enhance their access to assets and services and benefit their livelihood and food securit$ goals. here political commitment
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION and bureaucratic capacit$ e+ist for polic$ reform, it ma$ be possible to participate in national polic$ reform processes. In other instances, it ma$ be possible to create spaces for the voices of the poor to be heard in governance. In still other circumstances, it ma$ be necessar$ to force polic$ debates to happen< D*his ma$ happen b$ helping marginali!ed groups to articulate their concerns, b$ supporting processes of empowerment, improving awareness of rights, building advocac$ and communication skills, increasing knowledge of institutional and legal processes and demanding inclusion in polic$ debates, or indeed the creation of a polic$ processE 9n the other hand, Ireland (&''C) understand that the attitude to risk is important when considering livelihood initiatives livelihood pro#ects that are introduced ma$ fail because the$ tr$ to move too fast, in the sense that their ultimate goal ma$be to replace e+isting activities to the greatest possible e+tent. eplacing traditional sources of income with alternative untested strategies is risk$ from a personal or household perspective. Individuals in high povert$ areas ma$ be unwilling to switch to a source of income, as the$ ma$ be unable to tolerate the level of risks that this change represents. 2owever, 1amp anagement *oolkit (&''F) stated that displaced people, who have suffered direct losses of their productive, economic,
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION financial, and social assets, through natural disaster or conflict, have the right to protect, recover, improve and develop their livelihoods. In a camp setting, where communities are largel$ dependent on the assistance and services of others to fulfill their basic needs and rights, this is particularl$ important. ivelihoods contribute to food securit$, prevent dependenc$, reduce vulnerabilit$, enhance self-reliance and can develop or build a set of specific skills during displacement which ma$ have a positive impact on their well-being and future opportunities. A 1amp anagement Agenc$ can help to improve the population’s overall standard of living and support positive livelihoods strategies b$ identif$ing and coordinating with relevant agencies to provide skills training, agricultural support, where appropriate, and income generating pro#ects. *hese should be based on a participator$ anal$sis of the social, economic and environmental conte+t of the camp population and the local communit$.
Loa" L!terature
ivelihood is commonl$ defined from an economic perspective as an occupation, work or other means b$ which one earns income to provide the necessities of life. /aldo!a (&''') cites a definition of livelihood b$ the 7runtland 1ommissions; Advisor$ 4anel on ood, 6ecurit$, Agriculture,
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
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orestr$ and %nvironment as Gadequate stocks and flows of food cash to meet basic needs.G 2e further cited the definition of the 4hilippine /ational ivelihood 4rogram under the 6ocial eform Agenda, which considers livelihood as Gall those schemes which aim to create sustainable emplo$ment opportunities through the provision of various services that promote
the
establishment
of
income-generating
activities
for
povert$3marginal groups.G /aldo!a states further that in the 4hilippine conte+t, livelihood and povert$ are related concepts for livelihood is one of the safet$ nets not onl$ in alleviating povert$ but also in resolving the pressure problems of population, environment and development. or our purpose, we used livelihood in the broader, social terms as defined b$ 6andra allman< Divelihood is never #ust a matter of finding or making shelter, transacting mone$, and preparing food to put on the table or e+change in the market place. It is equall$ a matter of the ownership and circulation of information, the management of relationships, the affirmation of personal significance and group identit$, and the interrelation of each of those tasks to the other. All these productive tasks together constitute the work of livelihood.E
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
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urthermore, 7udi >untoro (&''&) aimed to determine the bioph$sical and socio-economic characteristics of the communit$, to determine the problems encountered b$ the communit$ with emphasis on livestock, agriculture and livelihood and to recommend appropriate plans of action in addressing these problems. ield observation and interviews with ke$ informants were conducted. *he data gathered served as basis in the preparation of a 1ommunit$ 8evelopment 4lan which was the ultimate goal of the activit$. In addition, this data provided guidelines in plan implementation as well as serving as a basis for determining the different changes or accomplishments to be made. %ight ke$ informants were involved in the interview. *he results showed that there are man$ problems faced b$ the communit$, including low income, lack of capital and credit sources, low prices of products and business management. 6everal plans of action that were made and proposed included strengthening of the e+isting farmers’ multipurpose cooperative, conversion of the farmers and women’s association into a cooperative, introduction and implementation of swine dispersal pro#ect, intensification of cattle, goat and duck raising, home industries, introduction of purel$ self-help pro#ects, training workshops for farmers, $outh and women, competitive farm gate prices for the communit$’s
products,
pa$ment
of
previous
loans,
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION encouragement3reactivation of other banks to participate in a credit program, and general assembl$ meeting3monitoring and evaluation of pro#ects3program. oreover, Ase$’s stud$ (&''') stated that the main values of a livelihoods approach that emerge from these four applications are that< it provides an e+plicit focus on what matters to poor people: s$nthesi!es perspective of different disciplines: broadens the scope of enquir$ from cash flows, direct impacts and positive impacts to other important issues: the 6ustainable ivelihood framework is a useful anal$tical tool: and livelihoods anal$sis generates practical recommendations to enhance the design and implementation of initiatives. *he main challenges that emerge are< limitations in the framework (comple+it$ and gaps): difficulties for partners in implementing the approach: high resource inputs needed: and the difficulties of quantif$ing contributions to livelihoods. In addition, D6ustainable ural ivelihoods< hat 1ontribution 1an e akeBE (&''&) posted that the livelihoods approaches’ work with people, supporting them to build upon their own strengths and reali!e their potential, while at the same time acknowledging the effects of policies and institutions, e+ternal shocks and trends. *he aim is to do awa$ with preconceptions about what e+actl$ rural people are seeking and how the$ are
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION most likel$ to achieve their goals, and to develop an accurate and d$namic picture of them in their environment. *his provides the basis for identif$ing the constraints to livelihood development and povert$ reduction. 6uch constraints can lie at local level or in the broader economic and polic$ environment. *he$ ma$ relate to the agricultural sector H long the focus of donor activit$ in rural areas H or the$ ma$ be more to do with social conditions, health, education or rural infrastructure. ikewise, Divelihood of *oda$E (&''F) also posted that the notable feature of livelihoods thinking is that it promotes an approach to development problems that transcends individual sectors. 7uilding crosssectoral, multi-disciplinar$ partnerships is a comple+ challenge. 6uccess will ultimatel$ depend upon the establishment of effective s$stems of information and communication which facilitate multi-level knowledge partnerships between different stakeholders in rural development strategies. 2owever in terms of the practical implementation it is important to be realistic. ivelihoods approaches do not necessaril$ aim to address all aspects of the livelihoods of the poor. *he intention rather is to emplo$ a holistic perspective in the anal$sis of livelihoods, in order to identif$ a manageable number of ke$ entr$ points where intervention could be strategicall$ important for effective povert$ reduction, either at the local level
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION or polic$ level. *his requires identif$ing e+isting opportunities and strengths and building on them. ural communities often have well developed local information and communication networks that have frequentl$ been overlooked in the past but there is now growing interest in finding wa$s to integrate these networks more effectivel$ within new s$stems.
Fore!&n Stud!e*
8I8 (&''') showed that it could be considered that a more appropriate wa$ to orchestrate pro#ects would be to first gain an understanding of the natural and social resources of an area, then to work with the communit$ to broaden livelihood options and reduce the dependence upon natural resources. oreover, onto$a and 8rews (&''F) suggest that the success of a particular activit$ lies in the motivation and capacit$ of the individual involved and in the conte+t which he activit$ is developed. *he t$pe of activit$ is less important although it is suggested that an activit$ ma$ be more likel$ to succeed if the communit$ itself has identified it. urthermore, 8rumm and oore (&''&) found out that there is a need for a clear vision, goals and ob#ectives in a livelihood pro#ect. *his holds true whether the main goals of the pro#ect are focused on
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION development, or on conservation aspects.
aking goals specific and
measurable allows for progress of working towards agreement on a vision and goals for an area with communities helps generate the local commitment and Dbu$-inE to a pro#ect which is important to success. In addition, 1lear$’s stud$ (&'') stated that livelihood aims to promote development that is sustainable not #ust ecologicall$, but also institutionall$, sociall$ and economicall$ and to produce genuinel$ positive livelihood outcomes. *his is to be achieved through a variet$ of approaches, sharing the following elements< (5) people-centered: (&) responsive and participator$: () multi-level: (C) conducted in partnership: () sustainable, with the four ke$ dimensions of sustainabilit$ being economic, institutional, social and environmental: and (F) d$namic.
Loa" Stud!e*
A stud$ of production and reproduction activities revealed the following occupations as sources of income. odel or to$ boat-making is the communit$;s ma#or source of income. 8espite its being a coastal area, most of the village residents are not active in capture fishing or aquaculture. *he main or secondar$ source of income for both men and women are derived from the production of model boats which is tied up with market e+change.
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION *hough functional boats are also locall$ produced, the main activit$ of the people since the 6panish period had been the making of model boats. atel$, the products are wooden handicrafts in the form of miniature decorative boats, patterned after $achts, galleons, frigates, clippers and sailboats. *hese are sold to local and foreign tourists, local distributors or an$ lover of decorative items. *he model boat production process is a famil$ affair with the male and female children and other household members participating in various stages of production. 1aliling citing a stud$ of 8avid and 4atricio in 5JJF shows that, out of the to$ boats as a livelihood activit$, a famil$ could gain an average monthl$ income of 4hp C,F5 (6K 55C). 7ut a recent stud$ b$ the researchers of the declared income of 50 model boat makers shows that the average monthl$ income is onl$ 4hp &,50&.L0. 9ne gave an e+tremel$ high income of 4hp5F, ''' for 5 da$s but this is not regular. 8iscussions with a group revealed that the presence of the 6 /av$ before the closure of the 6 bases helped in raising their sales. /owada$s, the$ have to rel$ on tourists going to the island or to 7oraca$ Island. (Asong, &'')
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION S(nthe*!* o' the Re,!e$ed L!terature and Stud!e*
*he related literature and studies gathered b$ the researchers provide beneficial
information
that clearl$ discussed questioning
techniques. 6ome authors and researchers shared their knowledge and research findings.
Be))!n&ton0 Kar"0 Ca#p Mana&e#ent Too"%!t0
Na"doa concludes that the concept of livelihoods basicall$ looks at
peoples’ means of gaining a living to improve and develop their livelihood. urthermore, Ra,a""!on discussed the works of the livelihoods and survival of rural people sectors strongl$ depend on agriculture and other rural sectors strongl$ reliant and natural resources. Ire"and understands that livelihood pro#ects ma$ be at risk if the implementation was not carefull$ understood. urthermore, Carne(0 A*e(0 and Guntoro recommend appropriate plans of action in addressing livelihood problems to develop an accurate and d$namic picture of livelihood beneficiaries in their environment. oreover, Monto(a and Dre$*0 and Dru## and Moore suggest an alternative livelihood pro#ects that will motivate individual to be involved in an activit$ while, C"ear( point out five elements to promote development that is sustainable for livelihood.
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION In addition, A*on&0 Ca"!"!n&0 Da,!d and Patr!!o have gathered evidences that the success of livelihood programs la$s in the appropriate livelihood programs for each area. *hese research findings call for more improvement for the trainers, implementors, and cit$ government in supporting the livelihood programs implemented in 1alamba 1it$.
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION Chapter 2 RESEARCH METHODOLOG3
*his chapter gives details about the method of research emplo$ed b$ the researchers which includes the research design, respondents of the stud$, research instrument, validation of the instrument, data-gathering procedure and the statistical treatment used for the collected data.
Re*earh De*!&n
*he researchers emplo$ed the descriptive method design. According to %cora (&''), the descriptive method of research is adequate for gathering information about the current condition. evilla (&''&) as cited b$ 6havers pointed out that the main aim in emplo$ing this method is to describe the nature of the situation as it e+ists at the time of the stud$ and e+plore the possible sources of the phenomena. In this stud$, the researcher’s ob#ective was to gather the perception of the beneficiaries on the e+isting livelihood programs on selected baranga$s in 1alamba 1it$ relative to the trainers’ support, implementors’ support and the perception of the local government support. ikewise, it verified if there are significant relationship on the perception of the
25
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION beneficiaries on the e+isting livelihood programs in terms of support of trainers, implementors, and the local government. urthermore, it identified the problems encountered b$ the beneficiaries in the implementation of the livelihood programs.
Re*pondent* o' the Stud(
*he respondents of the stud$ were the beneficiaries of the e+isting livelihood programs from these baranga$s: 7anlic, ingga, a$apa, and 6ucol. *he total number of the beneficiaries in the livelihood programs from the aforementioned baranga$s is F'. 2owever, onl$ 0'M or C& of them were selected b$ the researchers through simple random sampling technique as their respondents. *he$ were asked to assess the trainers, implementors, and cit$ government who were implementing the livelihood programs in terms of support. *able A below shows the distribution of the respondents from each school.
26
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27
Ta)"e A D!*tr!)ut!on o' Re*pondent* Aord!n& to Baran&a(*
/ame of 7aranga$s 7anlic ingga a$apa 6ucol *otal
/o. of espondents 0 55 5' 5C C&
4ercent 5F.0 &F.& &.L 5. 5''.'
In*tru#ent o' the Stud(
*his stud$ utili!ed questionnaires, formulated with the guidance of their adviser, as the primar$ source in gathering information and data needed in the stud$. It was focused on the perception of the beneficiaries of the
e+isting livelihood program’s
trainer’s, implementor’s
and
cit$
government support and the problems encountered b$ the beneficiaries in the implementation of the livelihood programs.
.a"!dat!on o' the In*tru#ent
or validation purposes, the research adviser and research facilitator checked the surve$ questionnaire used in the stud$. After going through
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION corrections, it was presented to two 6ocial 6tudies professors, one *% teacher of the aguna 1ollege of 7usiness and Arts (17A), and one cit$ livelihood official of 6ta. osa 1it$ 1ooperative and ivelihood 9ffice for validation purposes. *his process led to the formulation of a better instrument for gathering data after their comments, suggestions and recommendations were incorporated in the final questionnaire.
Data4Gather!n& Proedure
*his stud$ was conducted with the permission of the 7aranga$ 1hairmen of the different baranga$s. *he researchers distributed the questionnaire and e+plained thoroughl$ the procedure to the respondents. *hen, the researchers retrieved the accomplished questionnaire. All responses were tabulated, anal$!ed and interpreted carefull$. *hen, the researchers made conclusions based on the findings and recommendations to improve the livelihood programs that implemented in 1alamba 1it$.
Stat!*t!a" Treat#ent* o' Data
*he following are the statistical treatments applied in the stud$<
28
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION 5. *he mean and the four-point ikert 6cale were used to describe the trainers, implementors, cit$ government and challenges encountered b$ the beneficiaries of the e+isting livelihood programs in selected baranga$ in 1alamba 1it$. *he formula for the mean is given as
n
∑x =
x
i
i= 1
n
n
here X Nsimple mean,
∑x i =1
i
N sum of all values of variable +, and n
N number of respondents. &. *o establish the significant relationship on the perception of the livelihood beneficiaries in terms of the support of the trainers, implementors, and cit$ government, the 6pearman ank 1orrelation test was used
here
n N number of observations d N difference between the ranks
29
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
Od& N sum of the square of difference between the ranks 1orrelation Interpretation >uide< P 5.''
perfect positive3negative correlation
P '.0F - P '.JJ
ver$ high positive3negative correlation
P '.5 - P '.0
high positive3negative correlation
P '.&F - P '.'
moderatel$ small positive3negative correlation
P '.'5 - P '.&
ver$ small positive3negative correlation
'.''
no correlation
*he significance of the 6pearman ank 1orrelation test was established b$ the t-ratio formula and using the table of critical values of t for two-tailed or one-tailed test at '.' or '.'5 level of significance with df N n H
t computed
r n - & =
5 - r &
*he h$pothesis is tested at '.' significant levels.
RATING SCALE
.& H C.'' 2ighl$ anifested (2) &.' H .&C anifested ()
30
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION 5.0 H &.CJ oderatel$ anifested () 5.'' H 5.0C /ot anifested (/)
31
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION Chapter 5 PRESENTATION0 ANAL3SIS AND INTERPRETATION OF DATA
*his chapter primaril$ discusses the research problems of the stud$. *he discussion is divided into four parts. *he first part tackles the manifestation of e+isting livelihood program in terms of the trainers, implementors, and cit$ government as perceived b$ the beneficiaries. *he second part involves the relationship between the perceived manifestation of e+isting livelihood program in terms of the support of trainers, implementors, cit$ government and the challenges encountered b$ the beneficiaries. *hen, the third section recounts the challenges encountered b$ the beneficiaries in the implementation of the livelihood programs. *he last part presents the proposed action plan.
1+ The Bene'!!ar!e*6 Perept!on on the E7!*t!n& L!,e"!hood Pro&ra#* I#p"e#ented !n Se"eted Baran&a( !n Ca"a#)a C!t(+
*he first ob#ective of the stud$ is to determine the perception of the beneficiaries of the e+isting livelihood programs in terms of< trainers, implementors, and cit$ government. esults of the conducted inquir$ on these matters are shown in the following table.
32
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33
Ta)"e 1+1 The Man!'e*tat!on o' E7!*t!n& L!,e"!hood Pro&ra# !n Ter#* o' the Tra!ner* a* Pere!,ed )( the Bene'!!ar!e*
5.5.5 5.5.& 5.5. 5.5.C 5.5.
egend<
Indicators *rainers ses complete training materials for the livelihood program. 8emonstrates moral support to participants. anifests competenc$ in the implementation of the program. %ncourages sharing of ideas and opinions among the participants. Assists in the implementation of the livelihood program. 1omposite ean .& H C.'' 2ighl$ anifested (2) 5.0 H &.CJ oderatel$ anifested (8
%A/ .5&
I/*%4%*A*I9/ anifested
.'0
anifested
.5
2ighl$ anifested
.&F
2ighl$ anifested
.&J
2ighl$ anifested
.&5
anifested
&.' H .&C anifested () 5.'' H 5.0C /ot anifested (/)
As shown in *able 5.5, trainers indicators numbers 5.5.5, Dses complete training materials for the livelihood programE, and 5.5.&, D8emonstrates moral support to participants’’, have mean of .5&, and .'J respectivel$ which are both interpreted as manifested b$ the beneficiaries. 9n the other hand, trainers indicators number 5.5., Danifests competenc$ in the implementation of the programE, 5.5.C, D%ncourages sharing of ideas and opinions among the participantsE, and 5.5., DAssists in the implementation of the livelihood programE, have mean of .5, .&F, and .&J
respectivel$
which
interpreted
as
highly
manifested b$
the
beneficiaries. *he manifestation of e+isting livelihood program in terms of
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION trainers has an overall mean of .&5 which is manifested b$ the beneficiaries. *he above-mentioned findings of the stud$ impl$ that the manifestation of e+isting livelihood program in terms of trainers is assessed as perceived b$ the beneficiaries. *he trainers support well the livelihood programs implemented b$ the government. *he$ have an overall mean of .&5 in their support to the livelihood beneficiaries. *his is related to the post in D6ustainable ural ivelihoods< hat 1ontribution 1an e akeBE that the livelihoods approaches’ work with people, supporting them to build upon their own strengths and reali!e their potential, while at the same time acknowledging the effects of policies and institutions, e+ternal shocks and trends.
34
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35
Ta)"e 1+The Man!'e*tat!on o' E7!*t!n& L!,e"!hood Pro&ra# !n Ter#* o' I#p"e#enter* a* Pere!,ed )( the Bene'!!ar!e*
5.&.5 5.&.& 5.&. 5.&.C 5.&.
egend<
Indicators Implementors 6upports the trainers and the beneficiaries in their training needs. 2elps the beneficiaries in the start-up of their livelihood pro#ects. 1onsider feedback as critical inputs to pro#ect involvement. ake sure that the livelihood programs are answer to financial needs of the beneficiaries. 2elps the beneficiaries in marketing their finished products. 1omposite ean .& H C.'' 2ighl$ anifested (2) 5.0 H &.CJ oderatel$ anifested (8
%A/ .&J
I/*%4%*A*I9/ 2ighl$ anifested
.&C
anifested
.5
2ighl$ anifested
.'&
anifested
.&F
2ighl$ anifested
.&&
anifested
&.' H .&C anifested () 5.'' H 5.0C /ot anifested (/)
As shown in *able 5.&, implementor indicator numbers 5.&.5, D6upports the trainers and the beneficiaries in their training needsE, 5.&., D1onsider feedback as critical inputs to pro#ect involvement’’, and 5.&. D2elps the beneficiaries in marketing their finished productsE, have of .&J, .5, and .&F respectivel$ which are all interpreted as highly manifested b$ the beneficiaries. 9n the other hand, implementor indicator numbers 5.&.&, D2elps the beneficiaries in the start-up of their livelihood pro#ectsE, and 5.&.C, Dake sure that the livelihood programs are answer to financial needs of the beneficiariesE, have mean of .&C, and .'& respectivel$ which means that the$ are both assessed as manifested b$ the beneficiaries. *he
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION manifestation of e+isting livelihood program in terms of trainers has an overall mean of .&& which means it is manifested b$ the beneficiaries. *he above-mentioned findings of the stud$ impl$ that the assessment of e+isting livelihood program in terms of implementors is manifested as perceived b$ the beneficiaries. *he implementors maintain the livelihood programs undertaken b$ the government. *he$ have an overall mean of .&& in their support for the livelihood beneficiaries. It is related to a stud$ done b$ 1amp anagement *oolkit (&''F) which stated that the agenc$ or the implementors can help to improve the population’s overall standard of living and support positive livelihoods strategies b$ identif$ing and coordinating with relevant agencies to provide skills training, agricultural support, where appropriate, and income generating pro#ects.
36
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37
Ta)"e 1+2 The Man!'e*tat!on o' E7!*t!n& L!,e"!hood Pro&ra# !n Ter#* O' C!t( Go,ern#ent a* Pere!,ed )( the Bene'!!ar!e* Indicators 1it$ >overnment 5..5 %nsures that each baranga$ has a functional livelihood program. 5..& 6upports an organi!ed pool of consultant and e+pertise with various speciali!ed livelihood programs skills. 5.. aintains training centers with complete training facilities. 5..C 4rovides transportation services for the livelihood program staff in order for them to monitor programs progress especiall$ on upland baranga$ of the municipalit$. 5.. otivates the beneficiaries through recognition and incentives. 1omposite ean egend<
.& H C.'' 2ighl$ anifested (2) 5.0 H &.CJ oderatel$ anifested (8
%A/ .5&
I/*%4%*A*I9/ anifested
&.J'
anifested
&.J
anifested
.'&
anifested
.5J
anifested
.'
anifested
&.' H .&C anifested () 5.'' H 5.0C /ot anifested (/)
As shown in *able 5., implementor indicator numbers 5..5, D%nsures that each baranga$ has a functional livelihood programE, 5..&, D1onsider 6upports an organi!ed pool of consultant and e+pertise with various speciali!ed livelihood programs skills’, 5.. Daintains training centers with complete training facilitiesE, 5..C, D4rovides transportation services for the livelihood program staff in order for them to monitor programs progress especiall$ on upland baranga$ of the municipalit$E, and 5.., Dotivates the beneficiaries through recognition and incentivesE, have means of .5&, &.J', &.J, .'& and .5J respectivel$ which mean that the$
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION are manifested b$ the beneficiaries. *he assessment of e+isting livelihood program in terms of trainers has an overall mean of .' which means it is manifested b$ the beneficiaries.
*he above-mentioned findings of the stud$ impl$ that the manifestation of e+isting livelihood program in terms of cit$ government is assessed as perceived b$ the beneficiaries. *he cit$ government supports well the livelihood programs implemented b$ the government. *he$ have an overall mean of .' in their support to the livelihood beneficiaries. *his was supported b$ @arl (&''&) in his stud$ which showed that the polic$ and local governance needs a more active involvement of the rural poor in polic$ making, either directl$ or through communit$-based and civil societ$ organi!ations, would enhance their access to assets and services and benefits their livelihood and food securit$ goals. -+ The re"at!on*h!p )et$een the *upport o' tra!ner*0 !#p"e#entor*0 !t( &o,ern#ent and the ha""en&e* enountered )( the )ene'!!ar!e* o' e7!*t!n& "!,e"!hood pro&ra#+
*he second ob#ective of the stud$ is to determine the relationship of the beneficiaries in terms of the support of trainers, implementors, cit$ government and the challenges encountered b$ the beneficiaries. esults of anal$ses done are presented below.
38
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
39
Ta)"e The Re"at!on*h!p )et$een the Pere!,ed Pere!,e d Manifestation of Existing Livelihood Program in Terms of the Support of Tra!ner*0 I#p"e#entor*0 C!t( Go,ern#ent and the Cha""en&e* Enountered )( the Bene'!!ar!e* 4aired Qariables the 4erceive anifestation of %+isting ivelihood 4rogram in *erms of the 6upport of *rainers, Implementors, 1it$ >overnment and the challenges encountered b$ the beneficiaries
r-value
1omputed t Qalue
1ritical value
'.5J'5F
5.&&5
&.'&5
Interpretation
/ot significant
Legend: Level of significance 0.05 (two tailed test)
As shown in *able &, the anal$sis generated a computed r value of '.5J'5F which is interpreted as Dver$ small positiveE correlation between the perceived manifestation of e+isting livelihood program in terms of support and the challenges encountered b$ the beneficiaries. urthermore, the said anal$sis generated a computed t value of 5.&&5which is less than its critical value of &.'&5 in this case, the decision to accept the null h$pothesis. It can be concluded that there is no significant relationship between the perceived manifestation of e+isting livelihood program in terms of support and the challenges encountered b$ the beneficiaries In this case, the decision is to accept the null h$pothesis. It can be concluded that there is no significant relationship between the perceived manife manifesta statio tion n of e+isti e+isting ng liveli livelihoo hood d program program in terms terms of the support support of
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
40
trainers, implementors, cit$ government and the challenges encountered b$ the beneficiaries. 2+ Cha""en&e* Cha""en&e* Enounter Enountered ed )( the the Bene'!!ar!e Bene'!!ar!e* * !n the the I#p"e#enta I#p"e#entat!on t!on o' the L!,e"!hood Pro&ra#*+
*he *he ne+t ne+t conc concer ern n of the the stud stud$ $ is to dete determ rmin ine e the the chal challe leng nges es encountered b$ the beneficiaries in the implemented livelihood programs. Ta)"e 2 The Cha""en&e* Enountered )( the Bene'!!ar!e* !n the I#p"e#entat!on o' the L!,e"!hood Pro&ra#* Indicators 1hallenges .5 Availabilit$ of trained personnel to implement livelihood program. .& 6ufficient livelihood programs information drive.
%A/ .L
I/*%4%*A*I9/ 2ighl$ anifested
.5&
anifested
. %+act budgetar$ allocation for livelihood programs activities.
&.J'
anifested
.C Availabilit$ of support in marketing the residents 3 participants livelihood programs finished products.
.5C
anifested
. 6ufficient logistics support such transportation services and materials to be needed for the implementers. 1omposite ean
.'
anifested
.5&
anifested
egend<
.& H C.'' 2ighl$ anif ested (2) 5.0 H &.CJ oderatel$ anifested (8
&.' H .&C anifested () 5.'' H 5.0C /ot anifested (/)
*able C shows the challenges encountered b$ livelihood beneficiaries in terms of trainers, implementors, and cit$ government support. Indicator .5, .5, DAvail DAvailabi abilit lit$ $ of traine trained d personn personnel el to implem implement ent liveli livelihood hood program programE, E,
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
41
indica indicator tor 5., has a mean mean of .L meaning meaning it is highly manifested b$ the bene benefi fici ciar arie ies, s,
whil while e
indi indica cato tors rs
.&, .&,
D6uf D6uffi fici cien entt
live liveliliho hood od
prog progra rams ms
information driveE, ., D%+act budgetar$ allocation for livelihood programs acti activi viti ties esE, E, .C, .C, DAva DAvaililab abililit it$ $ of supp suppor ortt in mark market etin ing g the the resi reside dent nts s 3 participants livelihood programs finished productsE, . D6ufficient logistics support such transportation services and materials to be needed for the implementersE, have means of .5&, &.J', .5C, and .' respectivel$ which mean that the challenges in the implementation of livelihood programs are the bene benefi fici ciar arie ies. s. *he *he chall challen enge ges s enco encount unter ered ed b$ the the mani manife fest sted ed b$ the benefi beneficiar ciaries ies in the implem implement entati ation on of the liveli livelihoo hood d program programs s have have an overall mean of .5& which means it is manifested b$ the beneficiaries. *his was supported b$ 1lear$’s stud$ (&'') which stated that ever$ livelihood program aims to promote development that is sustainable not #ust ecol ecolog ogic ical all$ l$,, but also also inst instit itut utio iona nallll$, $, soci social all$ l$ and and econ econom omic ical all$ l$ and and to produce genuinel$ positive livelihood outcomes.
5+ The The re*e re*ear arh h purp purpor ort* t* to reo reo## ##en end d an !#p" !#p"e# e#en enta tat! t!on on o' an enhane#ent p"an #atr!7 'or the tra!ner*0 !#p"e#entor*0 and !t( &o,ern#ent *upport a#pa!&n to the "!,e"!hood )ene'!!ar!e*+ Genera" O)9et!,e*
*his %nhancement 4lan is intended for the benefit of the livelihood bene benefi fici ciar arie ies s impl implem emen ente ted d in 1ala 1alamb mba a 1it$ 1it$..
It is desi design gned ed b$ the the
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
42
researchers in order to maintain highl$ functional and responsive trainers, implementors, and cit$ government.
Rat!ona"e
*his is based mainl$ on the perceived manifestation of e+isting livelihood program in terms of the support of trainers, implementors, and cit$ government.
*his is to ensure proper guidance for the trainers,
implementors, and cit$ government through a well-planned %nhancement 4lan for the livelihood beneficiaries.
Area o' Conern
*rainers, Implementors, and 1it$ >overnment
Pro)"e#
O)9et!,e
Strate&!e*
oral, financial, and livelihood consultant3 e+pert support
*o strengthen the capacit$ of the cooperative in terms of its operation and management
1onduct a 1ooperative anagement *raining
E7peted Output
aintained and improved the implementatio n of livelihood program that increases the beneficiaries program.
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION Chapter : SUMMAR30 CONCLUSIONS AND RECOMMENDATIONS
*his chapter initiall$ discusses the research problem, respondents of the stud$, and the statistical treatments applied to the data gathered. *hen it focuses on the summar$ of findings, conclusions and recommendations.
Su##ar( o' F!nd!n&*
*he main ob#ective of the stud$ was to determine the observance and effectiveness of the e+isting livelihood programs in 1alamba 1it$. 6pecificall$, it sought to determine the perception of the livelihood beneficiaries in terms of the support of the trainers, implementors, and the cit$ government. *he stud$ also sought to know to find out if there is a significant relationship on the perception of beneficiaries on the e+isting livelihood programs in terms of support of trainers, implementers and the cit$ government. *he respondents of the stud$ were the C& beneficiaries from the different baranga$s in 1alamba namel$<
7anlic, ingga, a$apa, and
6ucol. *he$ answered the set of questionnaires prepared b$ the researchers with the help of some concerned individuals. *he data were
43
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION statisticall$ treated using the mean and the four-point ikert 6cale. *hese treatments were used to describe the support of the trainer, implementors, cit$ government and challenges encountered b$ the beneficiaries of the e+isting livelihood programs. *he 6pearman ank 1orrelation was used to establish the relationship between the perceived manifestation of e+isting livelihood program in terms of the support of trainers, implementors, cit$ government and the challenges encountered b$ the beneficiaries.
*he following are the findings of the stud$< 5. *he perception of the beneficiaries of the e+isting livelihood programs in terms of the trainers, implementors, and cit$ government are as follows< 5.5 *he beneficiaries perceived that the trainers are capable of providing support to the beneficiaries of the e+isting livelihood programs. *he beneficiaries manifested to the entire indicators on the *rainer’s support, as indicated in the composite mean of .&5. 5.&
*he beneficiaries perceived that the trainers are somehow better
than the trainers in providing support to the beneficiaries of the e+isting livelihood programs. 9verall, the$ manifested to the entire indicators on the Implementor’s support, as indicated in the composite mean of .&&.
44
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION 5. *he beneficiaries perceived that the cit$ government is not far behind from the support given b$ the trainers and implementors to the beneficiaries of the e+isting livelihood programs. 9n the average, the$ manifested to the entire indicators on the 1it$ >overnment support, as indicated in the composite mean of .'. &. *here is no significant relationship between the perceived manifestation of e+isting livelihood program in terms of the support of trainers, implementors, cit$ government and the challenges encountered b$ the beneficiaries as indicated b$ the computed r- value of '.5J'5F. . *he beneficiaries of the e+isting livelihood programs encountered some challenges in terms of the support of the trainers, implementors, and the cit$ government though it is not serious based on the indicated computed overall mean of .5&.
Con"u*!on*
7ased on the above-mentioned findings of the stud$, the following conclusions are drawn< 5. *hat the beneficiaries perceive sufficient support of the trainers, implementors, and the cit$ government in the implementation of the e+isting livelihood programs.
45
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46
&. *hat there is no significant relationship between the perception of the beneficiaries of the e+isting livelihood programs in terms of the support of the trainers, implementors, and the cit$ government and the challenges encountered b$ the beneficiaries. . *hat the beneficiaries of the e+isting livelihood programs encountered some challenges in terms of the support of the trainers, implementors, and the cit$ government though it is a minor challenge there must have counter measure on the side of the implementing office.
Reo##endat!on*
In the light of the findings and conclusions cited, the following recommendations are offered< 5.
%nhancement of the s$stem for effective marketing of the livelihood programs finished product to ensure that marketing of the livelihood pro#ects will not be a problem as more beneficiaries #oin the livelihood programs.
&.
Improvement in the livelihood programs information drive in order to encourage more participants to #oin the program.
Information
advertisement or notice must be available in all baranga$s through meetings to discuss the e+isting livelihood programs.
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION . %nhancement of the promotion or campaign of the e+isting livelihood programs and trainings that ma$ be adapt in a baranga$ b$ the beneficiaries. C. urther studies are recommended regarding the perception of the livelihood programs beneficiaries in other cities and municipalities to be a benchmark for future researchers.
47
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION BIBLIOGRAPH3
A+ Boo%*
7alisacan, A., Docal >rowth and 4overt$ eduction in 8$namics of egional 8evelopment< *he 4hilippines in %ast AsiaE, %dgar %lgar, nited @ingdom, &''F %llis, . Dural livelihood and 8iversit$ in 8eveloping 1ountriesE, 9+ford< 9+ford niversit$ 4ress, &'''
B+ ;ourna"
@a$aha$an, 8avao 4rovincial aga!ine, Divelihood of *oda$ E, 8avao, &'5' 7ot, @. (&'''). DAn Assessment of *hree ivelihood 4rogramsE, 89%, anila and International abor 9rgani!ation Asian %mplo$ment 4rogram (A*%4) /aldo!a, A. /., &'''. ivelihood 6ecurit$< 1onceptual eferents. 4aper presented during the 6%> orkshop, Amigo *errace 2otel, Iloilo 1it$, 9ctober &''&. >untoro, 7., 1ommunit$ 8evelopment 4lan< ural ivestock, Agriculture and ivelihoodE, evi#a !a geografi#o - Rournal for >eograph$ -&, &'5'. Ase$, 1., 9verseas 8evelopment Institute, D6ustainable ivelihoods Appl$ing ivelihood Approaches to /atural esource anagement Initiatives< %+periences in /amibia and @en$aE, ebruar$ &'''. @athleen ogelgaard, D7reaking /ew >round in the 4hilippines< 9pportunities to Iimprove 2uman and %nvironmental ell-beingE, /ovember &''C orld 7ank, D4hilippines %nvironment onitor &'''E, anila< orld 7ank >roup, &'''
48
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
C+ Unpu)"!*hed The*e*
7arrameda, Archangel (&'55). DAssessing the Implemented ivelihood 4rograms in the unicipalit$ evel in 1abu$ao, aguna: A basis for Adaptation for 2ong @ong QillageE, asteral *hesis, 7A, &'55 Asong, .2. (&''). DAlternative ivelihoods in a 1oastal QillageE, niversit$ of the 4hilippines in the Qisa$as, 4hilippines
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APPENDICES
50
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION Append!7 A Letter o' Re
9ctober 5L, &'5 Baran&a( Cha!r#an
7aranga$ 1alamba 1it$, aguna 8ear 6ir< >reetingsS *he undersigned are conducting a research entitled DAssessment of the ivelihood 4rograms Implemented in 6elected 7aranga$s in 1alamba 1it$, agunaE. *his is in compliance with the ma#or sub#ect esearch in 6ocial 6tudies. In connection with this, we would like to seek for $our approval for us to conduct a surve$ to the livelihood programs beneficiaries in $our baranga$ as our respondents on 9ctober &5, &'5. e are hoping for $our kind consideration regarding this matter. *hank $ou ver$ much and >od bless. Qer$ trul$ $ours, Chr!*t!ne R+ de"o* Re(e* Chr!*t( B+ Hor
esearchers /oted b$<
DR+ EULA ;A.IER
esearch Adviser DR+EDNA MANAIG
8ean of 6chool of *eacher %ducation
51
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
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Append!7 B Ad,!*er6* Appo!nt#ent For# ;anuar( 150 -=12 DR+ EULA ;A.IER SSC DIRECTOR0 BASIC EDUCATION DEPARTMENT LCBA DEAR DR+ ;A.IER>
*he undersigned group is presentl$ enrolled in anguage esearch which requires making a research output as partial fulfillment for the degree of 7achelor of 6econdar$ %ducation. In view of this, we would like $ou to serve as our adviser in our esearch this & semester 6.T &'5&-&'5 nd
4lease affi+ $our signature under 19/9% certif$ing $our acceptance of this appointment as our adviser. *hank $ou. Qer$ trul$ $ours, Chr!*t!ne R+ de"o* Re(e* Chr!*t( B+ Hor
1onforme< UUUUUUUUUUUUUUUUUUU 8ate UUUUUUUUUUUUUUU Appro,ed>
DR+ EDNA MANAIG DEAN0 SCHOOL OF EACHER EDUCATION
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION
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Append!7 C Lan&ua&e Ed!tor6* Appo!nt#ent For# Fe)ruar( 1:0 -=15 MRS+ MA+ CIELO BATAANON PROFESSOR LCBA DEAR MRS+ BATAANON>
*he undersigned group is presentl$ enrolled in anguage esearch which requires making a research output as partial fulfillment for the degree of 7achelor of 6econdar$ %ducation. In view of this, we would like $ou to serve as our language editor in our esearch this &nd semester 6.T &'5&-&'5 4lease affi+ $our signature under 19/9% certif$ing $our acceptance of this appointment as our adviser. *hank $ou. Qer$ trul$ $ours, Chr!*t!ne R+ de"o* Re(e* Chr!*t( B+ Hor
1onforme< UUUUUUUUUUUUUUUUUUU 8ate UUUUUUUUUUUUUUU Appro,ed>
DR+ EDNA MANAIG DEAN0 SCHOOL OF EACHER EDUCATION
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION Append!7 D SUR.E3 ?UESTIONNAIRE
aguna 1ollege of 7usiness and Arts 4. 7urgos 6t., 1alamba 1it$ 1ollege of *eacher %ducation 8ear espondents< *he undersigned are conducting a research entitled DAssessing the ivelihood 4rograms Implemented in 1alamba 1it$, aguna< A basis for making an Action 4lanE. *his is in compliance with the ma#or sub#ect esearch in 6ocial 6tudies. In this regard, kindl$ help the researchers b$ accomplishing the questionnaire H checklist as accuratel$ as $ou can. 4lease be assured that the data will be treated with utmost confidentialit$. *hank $ou and >od 7lessS espectfull$ $ours, Chr!*t!ne R+ de"o* Re(e* Chr!*t( B+ Hor
esearchers /oted b$<
DR+ EULA ;A.IER
esearch Adviser
DR+EDNA MANAIG
8ean of 6chool of *eacher %ducation
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION Append!7 E SUR.E3 ?UESTIONNAIRE
/ame (9ptional)< Age< >ender< 7aranga$< 8irection< 4lease be honest in the assessment of $our observation b$ checking the appropriate blank which indicates $our response using the scale below. C- 2ighl$ anifested - anifested &- oderatel$ anifested 5- /ot anifested I+ ASSESSMENT FOR TRAINERS0 IMPLEMENTERS0 AND CIT3 GO.ERNMENT
4lease check the number of $our choice. Ind!ator*
5. ses complete training materials for the livelihood program. (@umpleto ang mga gamit para sa itinuturong programang pagkabuha$an.) &. 8emonstrates moral support to participants. (/agbibiga$ ng malinaw na ide$a para maintindihan ng mga kasali sa programang pangkabuha$an ang lahat ng mga detal$e ng
5 2 1 HM M MM NM
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION programa.)
. anifests competenc$ in the implementation of the program. (a$ sapat na kaalaman sa pagpapatupad ng programa.) C. %ncourages sharing of ideas and opinions among the participants. (4inapalakas ang loob ng mga kaslai na ibahagi ang kanilang kaalaman.) . Assists in the implementation of the livelihood program. (*umutulong sa pagpapatupad ng programang pangkabuha$an.) F. 6upports the trainers and the beneficiaries in their training needs. (6inusuportahan ang mga tagapagturo at mga kaslai sa livelihood programs sa mga pangangailangan nila sa pagsasana$.) 0. 2elps the beneficiaries in the start-up of their livelihood pro#ects. (*inutulungan ang mga kasali sa livelihood programs sa pagpapasimula ng kanilang mga pro$ekto.) L. 1onsider feedback as critical inputs to pro#ect involvement. (@inukunsidera ang mga mahalagang opinion bilang importanteng bahagi sa pakikiisa sa pro$ekto.) J. ake sure that the livelihood programs are answer to financial needs of the beneficiaries. (6inisiguradona ang programang pangkabuha$an a$ makasasagot sa pangangailangang pinas$al
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION ng mga kaslai sa programa.)
5'.2elps the beneficiaries in marketing their finished products. (*inutulungan ang mga kasali sa pangkabuha$ang programa sa pagbebenta ng kanilang mga produkto.) 55.%nsures that each baranga$ has a functional livelihood program. (*initi$ak na ang bawat baranga$ a$ ma$ mga aktibong pangkabuha$ang programa sa kasluku$an.) 5&.6upports an organi!ed pool of consultant and e+pertise with various speciali!ed livelihood programs skills. (a$ sapat na mga DconsultantsE na ma$ mga aktibong pangkabuha$ang programa sa kasaluku$an.) 5.aintains training centers with complete training facilities. (a$ sapat na sana$ang gusali na ma$ sapat sa mga kagamitan sa pagsasana$ sa mga pangkabuha$ang programa.) 5C.4rovides transportation services for the livelihood program staff in order for them to monitor programs progress especiall$ on upland baranga$ of the municipalit$. (a$ sapat na sasak$an ang mga nagpapatupad ng mga programang pangkabuha$ang para sa pagsuba$ba$ nila sa mga gawain ng mga kasali pangkabuha$ng programa sa mga baranga$.) 5.otivates the beneficiaries through recognition and incentives. (/agbibiga$ ng pagkilala at mga insentibo upang ganahan ang mga kasali sa mga
57
LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION pangkabuha$ang programa.)
II+ CHALLENGES ENCOUNTERED IN IMPLEMENTATION OF LI.ELIHOOD PROGRAMS
4lease check the number of $our choice. 5 2 1 HM M MM NM
5F.Availabilit$ of trained personnel to implement livelihood program. (4agakakaroon ng mga sana$ na mga tauhan para magpatupad ng mga programang pangkabuha$an.) 50.6ufficient livelihood programs information drive. (a$ sapat na impormas$on tungkol sa mga pangkabuha$ang ng munsip$o.) 5L.%+act budgetar$ allocation for livelihood programs activities. (a$ sapat na DbudgetE para sa mga gawain ng mga pangkabuha$ang programa.) 5J.Availabilit$ of support in marketing the residents 3 participants livelihood programs finished products. (4agkakaroon ng suporta sa pagbebenta ng mga produkto ng mga kasali sa pangkabuha$ang programa.) &'.6ufficient logistics support such transportation services and materials to be needed for the implementers. (a$ sapat ang mga suporta sa mga pangangailangan sa pangkabuha$ang programa tulad ng sasak$an at mga mater$al para sa mga nagpapatupad ng mga programa.)
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION CURRICULUM .ITAE
CHRISTINE R+ DELOS RE3ES
I+ PERSONAL INFORMATION
6chool< 7irthda$< 7irth 4lace< 4arents< eligion<
A>/A 19%>% 9 76I/%66 A/8 A*6 RA/AT & 1A7TA9 1I*T, A>/A . A*9 6. 8%96 %T%6 6. RA/%* . 8%96 %T%6 1A*29I1
II+ EDUCATIONAL BACKGROUND
1ollege 6chool<
A>/A 19%>% 9 76I/%66 A/8 A*6 7achelor of 6econdar$ %ducation, a#or in 6ocial 6tudies &'55-present
2igh 6chool<
1A7TA9 /A*I9/A 2I>2 61299 1abu$ao 1it$, aguna arch &''C
%lementar$<
7A/I1 %%%/*AT 61299 7anlic, 1alamba 1it$, aguna arch &'''
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LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF TEACHER EDUCATION CURRICULUM .ITAE CHRIST3 B+ HOR?UIA
I+ PERSONAL INFORMATION
6chool< 7irthda$< 7irth 4lace< 1ivil 6tatus< 4arents<
A>/A 19%>% 9 76I/%66 A/8 A*6
eligion< %-mail Address< II+ EDUCATIONAL BACKGROUND
1ollege 6chool< 2igh 6chool<
%lementar$<
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