The Project in a Capsule 

Project Barangay Apokon is a training-cum-production project for relocated informal settlers faced with the problem of building their own houses in the midst of severe financial constraints. Male constituents in the area underwent training in various aspects of building construction to prepare them in building their own houses. The women attended livelihood skills training classes and put up their own income-earning projects. As they underwent training, their basic and functional literacy skills were enhanced. 

The men built their own houses after being trained and certified by the Technical Education Skills and Development Authority (TESDA) and the Association of Construction Workers (ACW). They received assistance from the LGU, such as sand, gravel, and water; and GI sheets, rods, and cement from stakeholders. The actual experience of the men in building their houses qualified them for employment as construction workers. On the other hand, the women trained in livelihood skills are now engaged in income-generating projects which help them augment the family income. 

The project demonstrates how a local government can provide for the development of functional literacy according to the LCC definition: “A range of skills and competencies… which enables individuals to live and work as human persons, develop their potential, make critical and informed decisions, and function effectively in society within the context of their environment and that of the wider community in order to improve the quality of their life and that of society.” 

Where is the project located? 

Barangay Apokon, Manuel B. Suaybagenio Village Phase II, Tagum City

What problems/situations propelled the initiators to develop the project? 

 Lack of basic education, high incidence of illiteracy, and lack of skills/means of livelihood of relocated informal settlers 

 Difficulty of the informal settlers in building decent homes because of financial constraints

Who conceptualized the program? 

 The heads of the Engineering, Planning and Social Welfare, and Community Affairs Offices of Tagum City under the leadership of Mayor Rey T. Uy

What are the objectives of the project? 

 To maximize the benefits and impact of the relocation project by helping the beneficiaries improve the quality of their life through enhanced functional literacy.

What strategies were adopted to solve the problems addressed? 

 Convergence and resource sharing which means that much can be achieved if people come and pool their resources together

 Skills training: enhanced functional literacy 

 Parameters were set by officers/agencies involved so that resources available can be utilized

 Involvement of stakeholders in planning the project 

 Signing of a Memorandum of Agreement (MOA) to establish understanding of what each participant’s role should be 

 Coordinating different projects and making them work together as one project of the LGU 

How was support for the project derived? 

 The LGU acquired the relocation site and facilitated its development and subdivision into lots including titling. 

 The LGU provided sand, gravel, and water for free. 

 The Bureau of Fire Protection and City Fire Station hauled water to be used in the site from the city motor pool 

 The LGU provided the honorarium for TESDA-accredited supervisor amounting to P56,000.00. 

 Stakeholders donated GI sheets, rods, and cement out of the P10,000.00 core shelter assistance given through DSWD. 

 Fund sources: 

 DSWD-CIDSS P500,000 Core Shelter Project, National Housing Authority through a MOA – P1.4m for septic tank and power facilities 

 DSWD-CIDSS–Capital Saving, Mobilization Project – P450,000 (livelihood project for bag making, ice cream making, and vending and individual projects) 

 Free installation of main power lines by DANECO

How was the project implemented? 

 Rigid training cum production routine of menfolk coordinated by TESDA and ACW

 Rigid implementation of rules for reporting of trainees according to construction site routine 

 Training of menfolk in masonry and carpentry under ACW/TESDA accredited supervision: theory before the practicum as basis for TESDA certification 

 Building of homes by TESDA-trained and certified learners

How was the project monitored/evaluated? 

 Regular monitoring through meetings and on-site visitation by project proponents

 Regular monthly reports required by agencies involved

What problems were encountered? 

 Need for higher level literacy skills 

 Lack of sanitary toilets 

 Need for expanded livelihood assistance 

How were the problems solved? 

 Provision of work-related training for developing higher level literacy skills 

 Monitoring of progress in the development of literacy skills relevant to the construction of houses 

 Funds for septic tanks and individual power connections transferred by NHA to LGU 

 Temporary communal toilets constructed with neighborhood taking turns for maintenance 

 Capital of P200,000.00 earmarked by LGU as initial additional capital for expanded livelihood ventures for the community the following year

What are the results of project implementation? 

 Impact on the community 

 Development of higher level literacy skills 

 Feeling of importance of relocated informal settlers because of focused attention given to their community 

 Sense of belonging, closeness among community members, desire to learn more to have a better quality of life, development and application of problem solving skills initiated by the community members themselves

 Impact on implementers 

 More focused program implementation 

 Enhanced team spirit 

 Feeling of personal satisfaction over the success of the project

How can the project be replicated? 

 Actual site visitation (lakbay-aral) 

 Interview of project leaders/implementers 

 Study of materials on the project 

 Project can be easily replicated by: 

 establishing alliance with identified partners; 

 defining with partners the parameters of the project and indicating what each is willing to contribute; 

 forging a memorandum of agreement among partners to bind them to their commitment; and 

 identifying one who knows the project well to guide the chief executive and other policy makers in providing funds and other forms of support. 

What lessons did the implementers learn? 

 Convergence and resource sharing ensure more successful and sustainable project implementation. 

 Benefits of a project can be maximized and its impact felt more if it is well-planned and implemented according to plan.