THE INCIDENT OF OUT OF SCHOOL YOUTH IN BACULONG VICTORIA

Genevieve Rombaoa

Dennie Mae Castro

College of Public Administration and Governance, Tarlac State University

Executive Summary

Addressing the out-of-school-youth in Baculong, Victoria Tarlac. They face a

significant challenge with a growing population of out-of-school-youth, characterized
by lack of access to formal education and limited opportunities for skill development.
This issue is attributed to various factors, including economic constraints, inadequate
educational infrastructure and insufficient community awareness. The community
lacks adequate educational facilities, making it challenging for youth to access quality
education. There are also families in Baculong struggling with financial difficulties,
preventing them from supporting their children’s education beyond basic levels.
There is also lack of awareness about the importance of education, resulting in a low
prioritization of schooling among parents and the community. Addressing the out-of-
school youth crisis in Baculong, Victoria Tarlac requires a multi-faceted approach that
combines educational, economic, and community based strategies. By implementing
the proposed initiatives, stakeholders can work collaboratively to create a supportive
environment that empowers out-of-school youth, paving the way for a more educated
and skilled community.

I. Background of the Problem

People, especially the youth who are not attending a formal school are called
out-of-school youth (OSY). Some of the most common factor of this incident are
poverty,early marriage, laziness, and so on. Achieving a proper education is important
to everyone in a sense that it might change lives. However, not everybody are given
the privilege to attain formal education.Out-of-school has been a serious issue since
time immemorial, it forms a cycle that binds not just individuals, but also
communities in a web of hardships and oppression. There is no doubt that schools
have a strong influence in youth, especially when those schools foster a safe and
engaging curriculum and teachers who posses the ability and expertise in teaching.
But even the near-perfect schools could not put an end to the incidents of out-of-
school youth all over the world. It is said that 16% of children and youth around the
world, from primary to secondary, do not go to school.This means that 1 out of 10
youth worldwide are part of the out-of-school youth. 59 million of the 258 teenagers
who are not in school right now are in primary school, 62 million are in lower
secondary school and 138 million are in upper secondary school, according to the
UNESCO Institute for Statistics. Based on the reports managed by the IUS and GEM
Report, the region that has the most OSY remains sub-Saharan Africa wherein 98
million children and youth do not go to school. It primarily affects sub-Saharan
Africa, where more than half of children receive less four years of education. It was
followed by Central and Southern Asia with the number of 85 million. India, Nigeria,
Ethiopia, Pakistan, and China are the top 5 countries with most children that are out of
school.

Currently, girls–who make up more than 54% of the world’s out-of-school

population– face the obstacles to obtaining an education. Due mostly to cultural and
traditional prejudice favoring men, this problem is specially widespread in Arab
nations, Central and South Asia, and West Asia. boys are guaranteed the right to an
education, but girls are frequency forced to perform household chores. With over 1.2
million girls at risk of not receiving an education, Sub-Saharan Africa is a dire
condition. More than eighty percent of Yemeni females are not allowed to go to
school. The inability of some countries, like Afghanistan and Somalia, to close the
education gap between boys and girls is even more concerning.

As of today, 2.6 million Filipinos were not attending school starting from age
6 to 19 in the Philippines. This forms a crisis in the young people’s literacy skills and
reading comprehension. Vulnerable children, such as those unprivileged, those who
are living in remote areas, those with disabilities, and even those from indigenous
communities fare far worse. PSA’s Annual Poverty Indicators Survey found out that
18.6% of children aged to five (5) to twenty four (24) years were not enrolled for the
year 2022 to 2023. Almost a fifth of the Filipinos are not attending schools as the
Philippine Statistics Authority (PSA) reported. Even though the National Government
makes an effort to emphasize the importance of education in people’s lives, out-of-
school youth remains an issue in the Philippines. Each year, reports have it that the
numbers of dropouts are increasing, particularly in rural regions. Those dropouts are
believed to have lacked marketable skills and are deemed to be unproductive and
ineffective members of the society. Among the regions in the country,
CALABARZON has the highest percentage of children that are not attending school
due to employment at 28.3%. Bangsamoro Autonomous Region in Muslim Mindanao
(BARMM) on the other hand, had the highest numbers of youth not attending school
due to financial concerns (23.2%) and family matters (16.2%). According to PSA,
there were significant differences of gender in the reasons for the non-attendance.
Based on the record, more males are not attending the school because of employment
and lack of personal interest. However, more females are not attending schools
because of early marriage (17%). Among the regions, it is stated that the one with
highest school attendance was MIMAROPA (85.51%), followed by eastern Visayas
(84.8%), and (84.4%) in Bicol Region. Central Luzon, on the other hand, has the
lowest percentage of school attendance with 97.%, followed by BARMM with 78.1%,
and Zamboanga Peninsula at 76.7%.

Victoria, Tarlac has an estimated number of 600 out-of-school youths,

according to the Pag-asa Youth Association of the Philippines (PYAP), Victoria
Chapter President. The students that are not attending schools in the Municipality of
Victoria range from 13 to 25 years old. Barangay Baculong, Victoria has different
cases of out-of-school youth. Some of the primary reasons were because of not being
financially shaped up, teenage pregnancy, and lack of motivation. Despite the Local
Government's effort to address the issue, the incidents of out-of-school youth in
Baculong, Victoria remains a serious matter.
 Through this research, we further analyze how the cases of out-of-youth in
Baculong, Victoria, Tarlac contribute to the unending cycle of poverty that the
country is experiencing. By conducting interviews and research, we gathered
information as to how grave the incident is in Baculong and what are the primary
reasons why youth decided not to attend school anymore.

II. Scope and Severity of the Problem

Authorities in education has been tackling the education challenges

through the Basic Education Development Plan 2030—the initial long term
program for basic education securing formal education from ages 5-18 years old,
and non-formal education for the youth—wherein DepEd presented the Basic
Education Report (BER) 2023 on January as well as the Education Agenda.On the
International Day of Education that was commenced on January 24, 2023, in
Manila. UNICEF disclosed “Letters to VP Sara,” to let the children’s voice be
heard at the efforts of tackling the education crisis in the country. UNICEF asked
a number of learners in the country to write down what they need in order for
them to enjoy their full rights in education. It showed that the learners have
diverse needs such as financial support, learning programs for students with
disabilities, school development projects in their communities, and facilities for
LGBTQ+ students. The Philippine government has launched programs in recent
years to address the widespread the problem of poverty and its adverse effects on
education. One well-known initiative is the Pantawid Pamilya Pilipino Program
(4Ps), which gives financially disadvantage families cash transfers to cover basic
needs, such as transportation, school supplies and uniforms. Numerous studies on
the 4Ps have shown how effective they are in improving disadvantage Filipino
families access for schooling. For instance, a 2019 study by Montilla et al. noted a
noteworthy rise in the number of children re-enrolling in school, highlighting the
programs beneficial effects on school participation. The study emphasized the
importance of the 4Ps in lowering dropouts rates, especially for girls.

Even with 4Ps effectiveness, experts argue that cash transfers might not be
enough on their own to address the problem of out-of-school youth children and
address the underlying causes of poverty. They emphasize the importance how
crucial it is to implement more all-encompassing anti-poverty measures, such as
expanding employment possibilities and enhancing social services. A 2019 Ibon
Foundation study found that the Philippines poverty must be reduced by a
multimodal strategy that includes funding for social services, health care and
education in addition to initiatives to promote income development and job
creation. Many programs have been put in place to combat the growing
difficulties in recent years, the COVID-19 epidemic brought to light a major
problem – the digital gap. The difference between people who have access to
digital technology and those who don’t is referred to as this divide. When it comes
to education, kids who do not have access to the internet or other technology are at
a disadvantage when compared to their more disadvantaged peers.

According to Department of Education poll conducted in July 2020, just

64% of pupils had access to a smartphone, while 55% have access to a laptop or a
desktop computer. The Department of Education (DepEd) has launched a number
 of distant learning initiatives in an effort to close the digital gap. One such
program is DepEd TV, which went live in October 2020 and offers students in
grades 1 to 10 video an video instruction. This show, which covers disciplines like
English, Mathematics, Science and Filipino, is shown on free-to-air televisions
channels. It provides students without access to the internet or digital devices with
an alternate learning method.

During our recent interview with the president of the LYDC (Local Youth
Development Council) and the newly elected president of the SK Federation in
Victoria, Tarlac, there is a concerning trend regarding the escalating number of
out-of-school youth in the area. According to their insights, the figures have risen
in recent years, reaching a staggering 600 out-of-school youths in Victoria.
Recognizing the urgency of the situation, both leaders affirmed their commitment
to addressing this issue through comprehensive programs and initiatives.

Most of the out-of-school youth (OSY) in Baculong, Victoria decided not to

pursue education not because they want to, but because they are forced to. Others
tried to balance their job and education, but in some cases, they failed to maintain
that balance and decided to give up the latter. This study shows that Baculong’s
OSY are not helpless victims of poverty; rather they demonstrate understanding of
their situation and the sacrifices that must be made. A significant majority indicates
that they would be open to going back to school, acknowledging the vital role that
education plays in eradicating poverty. Even with this determination, they are
clearly vulnerable as they struggle with peer pressure, which could encourage them
to give up on their goals or encourage them more aggressively.

A number of initiatives, such as two-month summer job scheme, TESDA

(Technical Education and Skills Development Authority) courses, and the
Alternative Learning System (ALS), have been put into place to actively involve
and empower the youth who are not enrolled in school. ALS’s main goal is to
educate the out-of-school-youth children, young individuals and adults who have
stopped attending official schooling so they can finish their elementary and
secondary education outside of the conventional educational system. It is about
eliminating illiteracy among the dispossessed.These endeavors aim to equip them
with practical skills and knowledge, paving the way for a more promising future.
Baccal and Ormilla (2021) stated that the implementation of ALS is generally good
as it allows the unprivileged to have a second chance in education. According to
their data, they revealed that the necessity of structural materials that are during
ALS sessions are excellent. This would create a conducive learning environment
and safe learning centers for the learners. The ALS program has successfully
established educational opportunities for people affected with financial conflict. In
2021, 900,000 students were enrolled in the Alternative Learning System (ALS),
which provided them with both basic education and skill development. The
Philippines improved literacy rates, especially in underserved areas, are largely
attributable to this campaign. Furthermore, global organizations such as the World
Bank and the Global Partnerships for Education (GPE) recognize the critical role
that education plays in remote areas. These groups have actively supported
educational initiatives in the Philippines, giving the government the ability to
increase the number of people affected by conflicts who have access to education
and skill development. A noteworthy example took place in 2019, when the GPE
 awarded the nation $20.0 million to aid in the execution of its education sector
plan, with the aim of enhancing everyone’s access to high-quality education,
particularly those impacted by wars.

Moreover, the LYDC and SK Federation President have been instrumental in

providing opportunities for the out-of-school youth to re-enter the educational
system. Scholarships and financial assistance programs have been established to
alleviate the financial burden, enabling these young individuals to resume their
studies and pursue their academic aspirations. The newly elected SK Federation
President expressed his commitment to further enhancing these efforts. He
envisions the implementation of a “Training at Trabaho” program, designed to
facilitate skill development and employment prospects for the out-of-school youth.
Additionally, he emphasized the importance of offering choices, allowing these
individuals to decide whether to continue their education through TESDA or ALS,
mirroring the successful strategies by the outgoing LYDC President during his
tenure.

In essence, the local leadership is actively engaged in addressing the

challenges faced by the out of school youth in Victoria, implementing a
multifaceted approach aimed at empowering them with the skills, education, and
opportunities necessary for a brighter future.

III. Problem Statement

This research is aimed at analyzing the issue of poverty in Baculong,

Victoria Tarlac. Specifically, it will satisfy the following objectives, namely:

1. To determine the relationship between poverty and incidents of out-of-

school youth;

2. To identify and discuss the education rights of the children and youth;
and

3. To evaluate feasibility of the alternatives.

IV. Policy Alternatives

Poverty and unschooled youth are intricately intertwined. Not all persons who
never had an education are impoverished, but the majority of people who are less
fortunate do not have an access to basic education. Less privileged people stopped
attending to school for a reason that they need to work, leaving them with no literacy
and numeracy skills that are needed to advance in life. With their meager earnings,
youth are most likely to drop out of school, perpetuating a cycle of poverty that lasts
generations. If all pupils in low-income countries had basic reading abilities, an
estimated number of 171 million people could be lifted out of poverty. Furthermore,
according to UNESCO, if all adults completed their secondary education, the world
poverty rate might be cut into half.
 According to Alip (2022), around 19.99 million Filipinos live in poverty. It is
no surprise that many Filipinos remain illiterate despite the fact that the DepEd has
exceeded its aim of enrolling 28.6 million students by the year 2022. The PSA has a
record of 3.53 million OSY in 2017. Approximately, half of the OSY come from
homes with incomes are in the bottom 30% of county’s population. Financial
concerns and high cost of education was among the primary reasons why there are
out-of-school youth in the country. Financial problems establish barriers to education
that prevent children to be present at school. Those barriers consist of transportation,
uniforms, as well as miscellaneous fees to support their education.

Section 1, Article XIV of the 1987 Constitution states that affirmed that the
state shall safeguard and advance every citizen’s right to high-quality education at all
educational levels, and shall tale necessary actions to ensure that everyone has access
to such education. This suggests that every individual has the right to high-quality
education, regardless of their age, socioeconomic standing, or background. It covers
technical and vocational training in addition to elementary, secondary, and tertiary
education. This aids the State in taking decisive action to ensure that everyone has
access to formal education. It involves dealing with issues similar to poverty. Creating
educational institutions in marginalized communities, offering alternative learning
opportunities, offering scholarships and enhancing inclusivity in education for a range
of learners are a few such actions. One of the most effective ways to lift
underprivileged kids and young people out of poverty is via education, which also
provides access to fundamental human rights. The Universal Declaration of Human
Rights and other international legal documents, of which a great many are the result
of UNESCO and UN efforts firmly establish the right to a basic education. One of the
best ways for economically and socially disadvantaged children and teenagers to
transcend poverty and fully engage in society is via education, which is an
empowering right in and of itself. To maximize the transformational effect of
education and international development indicators such as the SDGs, education
should be available to all. One method for increasing access to basic and high-quality
education is to legally tie countries to a set standard. Unlike strategies and programs,
legal guarantees and preservation of the right to education have no time limit.It also
guarantees that the judicial systems such as courts and tribunals evaluate whether
human rights are met, issue consequences for infringement, and ensure that necessary
steps are taken. Education is recognized as fundamental human right in the Universal
Declaration of Human Rights and several international human rights treaties. The
1960 Convention against Discrimination in Education, approved by 107 nations, is
UNESCO's most important standard-setting instrument. It was the first international
agreement that fully protects the right to education and is enforceable under the law.
The 2023 Education Agenda and the international community’s adoption of
Sustainable Development Goal 4 (SDG 4) for education both draw on it. The goal of
SDG 4, which is right-based, is to guarantee that everyone may fully enjoy the right to
education as a pre-requisite to sustainable development.

In partnership with government programs, the United States Agency for

International Development (USAID) initiated a project that seeks to educate, employ,
and financially assist at least 180, 000 out-of-school youth nationwide. The
“Opportunity 2.0: Second-chance Opportunities for Out-of-school Youth” initiative, a
collaboration between USAID, DepED, and TESDA, is projected to save the youth’s
future at a cost of 1.9 billion pesos. thus , the President of LYDC of Victoria is
promoting the 9 Plus 1 Centers for Youth Participation, which include the following
areas: Governance, Active Citizenship, Education, Health, Economic Empowerment,
Social Inclusion and Equity, Security, and Global Mobility. Participation in education
is one of these elements that is essential to addressing the problem of youth who are
not in school. It offers solutions to narrow its scope in order to accommodate the 600
out-of-school individuals in the Municipality—including the dropouts from Baculong
—who wish to return to school. The President of the Victoria SK Federation also
intends to establish a quota for scholarship recipients. Additionally, the Department of
Education's Bureau of Alternative Education, which was founded on December 2,
2021, works to further guarantee the effective execution of the Alternative Learning
System (ALS) Program. The DepEd Order (DO) No. 47, series of 2021 specified that
the Departments' Alternative Learning System Programs will be managed by the
BAE. In order to support the expanded chances for out-of-school adolescents in
unique circumstances adult learners, indigenous people, learners with impairments,
and those robbed of their liberty, this will expand and widen the ALS Program. This
practically strengthened program and policy for OSY will assist them in developing
basic functional literacy, as well as life skills that will equip them for professional
vocations. This ensures educational continuity, allowing students to completely
follow a route equal to quality education.

V. Policy Recommendations

The issues of out of school youth in Victoria, Tarlac specify policy recommendations
that address the specific problems faced by this community. Based on their awareness
of the underlying reasons, such as poverty, restricted educational opportunities and
low community awareness, these following policy recommendations are provided to
create a comprehensive and sustainable solution.

Programs for Education and Skills Development

Develop and expand vocational training programs in line with the needs of the
children of the youths in Baculong, Victoria Tarlac. This is also to encourage the
youths to pursue alternative educational methods, like technical and vocational
education and training (TECH VOC) programs, that offer scholarships or other
financial incentives.

Adaptable Education Choices

Implement flexible learning models, such as part-time classes, online courses
and distance learning programs, to meet the various needs of youths. Make use of
technology to offer instructional materials and assistance, particularly to individuals
who might experience transportation or mobility issues.

Facilities and Community Centers

Establish community centers with tools for learning, skill-building and leisure
pursuits to foster an environment that is favorable to learning. Make sure that these
facilities are clean, well-maintained, and are easily accessible to promote a feeling of
community ownership.Those facilities can be libraries or educational programs that
can provide valuable learning opportunities for the youth, especially in remote and
marginalized areas.

Money Assistance and Rewards

Provide financial assistance programs, such scholarships or stipends to lower
the cost of attendance for youths in training and education programs. And we should
encourage companies to hire and train kids who are not enrolled in school by offering
tax credits or other financial incentives.

Increasing the Economic Opportunities

Implement programs that promote neighborhood economic empowerment and
job creation. Collaborate with local businesses and industries to provide opportunities,
internships, and vocational training programs. This will help OSY develop their skills,
breaking the cycle of poverty and increasing their employability.

Community-Based Educational Activities

Create community learning centres in key places throughout Victoria to offer
easily accessible adaptable learning options. These centers can offer alternative
education programs, vocational training and remedial classes. We should involve
volunteers, local leaders, and educators to make sure these programs are successful
and can be use for the long term goals.

Financial Support for Higher Education

Expand the number of scholarship programs and provide financial assistance
for the disadvantaged families. This financial aid assistance can be used for the
uniforms, school supplies and transportation expense. To get more money for these
projects, we can work with charitable foundations and non-governmental
organizations (NGO) funds.

Campaigns for Awareness and Community Engagement

Start an extensive awareness-raising effort to emphasize the value of education
in the community. Educate parents through seminars, workshops, and informational
sessions, highlighting the long-term advantages of schooling. Create a community
driven movement that values and prioritize education as a vital component of both
individual and community development.

Programs for Mentoring and Role Models

Establish role models who have overcome similar challenges and can inspire
these youth towards educational and career success. Develop mentorship programs
that are connected with the out-of-school youth successful individual in the
community. Provide these youth with these role models who can mentor and
encourage them to succeed in their studies and careers. This strategy builds a feeling
of hope and resolve while offering a concrete support network.

Programs Designed with Vulnerable Groups

Create specialized programs aimed at disadvantaged populations, such as
people living at marginalized groups such as people living in rural areas, indigenous
communities and people with impairments. Make sure that educational programs are
 inclusive of all groups by being specifically designed to meet their needs and
overcome their obstacles.

By implementing these policy recommendations in Victoria Tarlac, this will

establish a supportive environment that empowers OSY and provide them with a
pathway to education, skill development and a better future by putting these policy
ideas into practice. The implementation of these proposals will depend on local
communities and other interested parties who are dedicated to the development and
well-being of Victoria Tarlac’s youth.

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