developmental economics school farm proposal

1 | P r a x i s : S c h o o l F a r m , S i t i o F l o r a

PRAXIS: SCHOOL FARM

SITIO FLORA

CAPAS, TARLAC

A paper presented to

Mr. Joey Sescon

Mr. Michael Liberatore

Holy Spirit Aeta Mission

Office of Social Concern and Involvement (OSCI)

In Final Fulfillment

of the Requirements for

Economics 177 Theory and Practice of Social Development

Ateneo de Manila University

Submitted by:

MONICA CO

JAYVEE CHUN

GABRIEL GARCIA

AYESA IDQUIVAL

HELENA INDIGNE

THERESE PERFECTO

ANDREI PROSTADO

PAOLO ROCO

ARRIANE SERAFICO

SEPTEMBER 2008


CONTENTS

ABSTRACT ............................................................................................................................... 3

INTRODUCTION ..................................................................................................................... 4

SUSTAINABLE LIVELIHOOD FRAMEWORK .................................................................... 6

PROBLEM TREE .................................................................................................................... 10

STAKEHOLDER ANALYSIS ................................................................................................ 16

PROJECT PROPOSAL ........................................................................................................... 19

PROJECT CONTEXT ............................................................................................................. 22

NATURE OF THE PROJECT................................................................................................. 24

PROJECT REQUIREMENTS ................................................................................................. 26

PLANNING AND IMPLEMENTATION PROCESS ............................................................ 27

METHODOLOGY .................................................................................................................. 29

PROJECT MANAGEMENT ................................................................................................... 31

COST-BENEFIT ANALYSIS ................................................................................................. 32

RECOMMENDATIONS ......................................................................................................... 39


ABSTRACT

This paper is a proposal to create a school farm in Sitio Flora, Capas Tarlac. It

contains a short background on the history of the Aetas after the eruption of Mt. Pinatubo in

1991, from the relocation to Kalangitan up to their return to the highlands. The proposed

school farm to be built around the recently established school in the community aims to

provide additional food for the 30 students enrolled this year. The creation of the school farm

will be facilitated by the community officials and parents, the school teacher, Madam

Marilyn Masaganda and with the cooperation of the Holy Spirit Aeta Mission volunteers. The

group would be enumerating the needed equipment for the creation of the said farm as well

as present the flow of operations for the implementation of the project. The last part of this

paper would show a financial projection for costs that would aid in the cost-benefit analysis,

which would also be presented at the last section of the paper.


Introduction

After several years since the 1991 eruption of Mt. Pinatubo, the Aeta communities in

Capas, Tarlac are still undergoing a stage of recovery. The government has already devised a

resettlement plan for majority of the families affected by the volcanic tragedy as a major step

towards helping the people rebuild their lives. A place called Kalangitan was then founded

for the Aetas wherein houses, alternative means of livelihood, education, communal lands

and other forms of assistance were provided. However, despite government effort to relocate

them in the lowlands and reduce possible damage from another eruption, some of the Aetas

still chose to go back to their original homes, simply because they cannot let go of the life

they had in the highlands.

The Aetas have now settled in different areas, such as Sitio Flora, where they have

established communities of their own but are still experiencing various difficulties. The

choice they made to return to the highlands have now made them more vulnerable to social

exclusion, where they are isolated and far away from institutions that can help and support

them through easier access. For example, immediate medical services are not available in the

community. Although a few basic medicines are sold in the local sari-sari store, professional

medical care is accessible only in the town of Patling, which is about 4 hours away (by foot)

from Flora.

The Aetas have constantly raised their concerns about the lack of support from

government institutions. The distance needed to travel as well the difficulties encountered

because of the undeveloped route make it more difficult to reach their communities, much

less address their needs on health, education, livelihood and concerns on ancestral land

borders, transportation, etc.


The rising concerns that the Aetas of Sitio Flora, Sitio Kawayan, etc, have in common

has brought about the birth of Labay Ku (Lupon ng mga katutubong Ayta para sa Bagong

Adhikain upang Yumabong ang Kabundukan at Umunlad ang bawat isa Inc.), an

organization initiated by community heads of the Aetas. The main objective of the

organization is to uplift the life of the Aetas. They want to address concerns on livelihood,

development of potentials and skills of the people and for securing the title of their ancestral

domain. They are gathering the support from the Holy Spirit Aeta Mission, NCIP, Papid-

NGO, DNR, Military and LRC (lawyer). Because of the demand for the support system’s

respective purposes, the community heads have been given the privilege to be able to talk to

each and ask for a representative from each department involved to help them.

So once again, the Aetas are back in their original homes as they’ve decided to do

soon after their resettlement. But this time, because of their mission to be able to evade the

government’s ignorance of them, they’ve been able to find a strategic way in being able to

address their concerns other than merely making the government guess what kind of help the

Aetas really hope for and need. The issue of social exclusion is now being tackled even if

they’re back in the highlands.


Sustainable Livelihood Framework

Financial Capital

Financial capital of the Aetas primarily comes from the sale of the crops from their

farmlands, particularly puso ng saging, gabi and sometimes palay or rice. These crops

generate seasonal income for them, only at certain points of the year during harvesting time.

Selling of puso ng saging is their usual way of generating income, as gabi or taro are

harvested around October when planted during February.

Vulnerability due to seasonality is experienced roughly around a 7-month period of

waiting for gabi to be harvested. They are also vulnerable against economic shocks and

unforeseen events such as illnesses, accidents or other natural occurrences. They often resort

to borrowing money or other goods such as food in order for them to get by due to lack of

income generation during months when they do not have any resources to sell. Depending on

how their harvest will be, the income they earn differs regularly.

A common but pressing difficulty

they experience in selling these crops they

have harvested is the lack of transportation,

which leads to more costs, in terms of time

and money as well. This is the largely due to

unpaved roads and weather concerns such as

heavy rains, which not only ruin their crops,

but also make the paths too slippery, too

muddy, and inaccessible.

Income will also depend on how much these crops will sell in the markets. Most often

than not, they do not get a fair value for these. Buyers are quick to point out that because


these crops have traveled through rough paths and in un-ideal conditions, they demand very

low prices for their harvests. Another issue is that since the people in the community

generally sell the same type of crops, their products are very much available, thus pricing

higher, even if it is the just price, is not ideal, and even harmful because it would be easy for

buyers to purchase the same types of crops of similar quality from another producer.

Borrowing is common for them as their neighbors who are most often than not, their

relatives, lend them needed money with no interest. Borrowing goods, often food products, is

also common among them such as borrowing crops, rice, and other such goods in exchange

for their own future harvests. This is common especially during the waiting period when

previous harvest’s produce have been fully consumed, and the next harvesting season is still

months away in order for them to get through time period. Problems arise when harvesting

time comes again because dues have to be paid, and the insufficient harvests supposed to be

for consumption will have to be decreased even more for debt repaying. This cycle is very

common and is a reality for many families.

As for their expenditures, their disposable income is mainly spent on basic necessities

such as food (rice), gasoline, and clothes. The problem of their income most often than not

falling short of their necessary

expenditures was an issue often voiced

out by different families in the

community.

Given the resources available to

them, majority of the people in the

community is involved in farming. The

men work from sunrise until sunset, only going back to their houses for lunch, after which

they once again resume working in the fields. The women work at home, fixing and taking


care of the house, and performing the necessary chores. Their activities under normal

circumstances most often have nothing to do with farming.

According to the random interviews that the group conducted, 28.5% which

comprises the largest segment, have not undergone any form of formal education. The chart

above also shows that from the sample taken, not even one of them was able to reach

secondary education with the 6th

grade as already the highest level attained.

Chart 1: Educational Level in Sitio Flora

Their major source of food comes from the very crops that they grow in the fields.

Money obtained from selling some of these crops are used to purchase food products such as

rice, fish, coffee, sugar and milk.

Looking into their health concerns, a common sickness in the community, especially

during the rainy season is colds, diarrhea and fever. As mentioned earlier, indigenous people

do not have sufficient access to medical services, thus often resorting to traditional/cultural

medical practices. Examples of which are herbal medicines, performing spiritual rituals, and

faith healing.

Natural Capital


The natural capital they are most abundant with are the lands, fields, and plants in

their community. This explains why the major industry is agriculture. The river is another

natural capital, and is often used as a water source for drinking, cooking, washing, bathing,

and doing laundry.

Social Capital

Social capital is also present as they

have a healthy sense of community, working

together whenever they can despite the

occasional instances of conflict. They

engage in the Bayanihan tradition when they

are building something for the community’s sake evidenced by their volunteer of such

method for building the proposed school farm.

Physical Capital

Physical capital present in the community are

carabaos which are used for farming, means of transportation,

and means of income when rented out, the recently built

school for preparatory schooling for the children in the

community, the community area/church sponsored by a

Korean non-government organization, their bamboo houses,

and the natural capital such as the land itself and the river

which serves as their water source for cooking, washing, doing laundry, bathing, and other

such activities .


Hampered by the lack financial capital, the Aetas survive simply by eating what they

harvest. Most of their needs are provided by nature, albeit at times when those provided are

insufficient to meet the demand. The key for them is to maximize the use of whatever is

provided to them by nature.

Should there be excess harvests which they do not consume or set aside for selling,

the earnings they are able to get can be invested into improving their livelihood, such as the

purchase of a carabao to help till their farm, transport their harvests to be sold in other towns,

or be rented out to be used by others. Most of them, having insufficient education, have little

or no choice but to be farmers and work in the lands that their fathers have once tilled. The

Aetas, however live simple lives devoid almost completely of material things and seek only

protection and security that will provide them with nourishment, shelter and a sense of peace.

In extending the little help that we could, we would be building with them, the road to

progress. A kind of progress seen not only in monetary terms but also in the over-all

development of the Aetas as a people, ensuring the quality of their health and education.

Problem Tree


Poor Quality of life

Malnutrition/ Health

Problems

Inadequate

supply of food

Insufficient

supply of

basic needs

Decreased

disposable income

Low income

Inefficiency in Farming

Low

literacy

rate

Lack of

Education

Child

Labor

Unaware of weather

forecasts

Unaware of new

farming techniques

Poor self-esteem Limited access

to media Inaccessibility of

Public services

Isolation

Geographical Distance Discrimination Difference perceived in

culture and tradition


The objective of the school farm is to provide the food for the students of Sitio Flora

who will, for the first time, be attending classes for formal education. The Holy Spirit Aeta

Mission were intent in their desire to uplift the community through education, but they did

not want to impose this to the community. They waited for the community to see for

themselves the importance of this project so that they would value and take care of the school

to be given. After some time, the people of the community itself approached and sought the

help of the Holy Spirit Aeta Mission volunteers, and agreed to let the sisters help them build

a school of their own.

Prior to this, most school aged children attended school in the town of Manabayucan,

which is about 4 hours away from Flora. Here, we could already see the inadequate services

that are offered in the community – the absence of basic school facilities or accessibility to it.

This lack of basic education, coupled with the problem of insufficient food supply would be

the main concerns to be addressed by the proposed school farm.

The school has already been successfully built, and classes have already commenced

(mid-July of this year); however, this does not mean that the community is already set in

terms of needed education. Having the structure does not necessarily assure that the

community of Sitio Flora will be able to successfully receive the intended education. Factors

such as responsiveness and some outside factors will determine whether the intended aim of

the school will be successful or not.

From the interviews gathered, the group found out that distance from the school was

not the only problem that contributed to the low literacy rate of the people in Sitio Flora.

Other problems include the fact that many of those who attended school were forced to stop

their schooling due to the children being needed by their families to work in the fields. Extra

hands working in the farms could possibly translate to a higher output and more efficient rate

of production from the land and are perceived as more pressing concerns for the family, over


attending class. For this reason, the students would stop schooling at the middle of the year,

during peak working seasons in the fields. Most of them would go back and continue

schooling after the planting and/or harvesting season, but some, having already missed a lot

would prefer to stop attending school. The children, even though they want to continue

studying, often do not feel comfortable with going back to class after missing many class

sessions and being very much left behind schoolwork, and would prefer to drop schooling

altogether.

What the school farm would be offering to address this problem is a stable source of

food for the school children. Serving more than just an incentive for going to school, the

school farm would be assisting the parents as they put their children through school.

Considering that there are a lot of additional costs that schooling would be imposing

on the parents, the school farm would in a way slash out future expenses for food that these

school children would need. This type of support that the families would be receiving is

perceived to be a major benefit and of big help to the community, as the interviews have

revealed. The mothers have shared that this would definitely be a positive push for them to

enroll their children into the school. They understood the fact that as growing children, their

kids needed as much vitamins and nutrients for them to develop well and normally.

Due to the varying patterns of harvest, seasonality of crops, natural calamities or other

external forces, families experience a dry spell when they are forced to just eat sweet potatoes

and bananas for breakfast, lunch and dinner. This is insufficient and very detrimental to

growing children, who at this point, need all the energy they can get to assist their mental and

physical development and growth. Therefore, the school, even in its humble beginnings as a

small project offering only preparatory education is already a big step towards improving the

literacy rate of the community. Duly supported by the school farm, the basic nutritional needs

of the children are addressed and the sustainability of the project is assured.


The problem tree presented in page 11, shows that the problems of education and

health are not isolated effects stemming from singular causalities but are rather elements of a

more complex web showing a network interrelationships where effects of a certain condition

or phenomena become causes to another phenomena.

At the very bottom of the problem tree, it can be seen that geographical distance and

inaccessibility of interaction between them and outside communities, discrimination and

difference perceived in culture and tradition are the main sources for the isolation of the

Aetas. Now this isolation could be either forced upon them by the location and the treatment

that they receive from other people or this could also be a personal choice of the Aetas of

distancing themselves from the people who perceive them as different and conversely those

people who they consider different from them.

This isolation is not only on a psychological level but is also manifested in the

physical level. As a result of this, they not only get poor self-esteem but also distance

themselves from the basic services offered by the government and the NGOs.

It was mentioned earlier that they lack medical services and would have to travel for

about 4 hours in order to avail of basic medical services. It was mentioned in one of the

casual conversions that group had with the natives that one of them, has never even seen a

doctor. The result of this lack of medical support is ultimately reflected in the poor health

conditions of the people, who when faced with a certain illness usually just waits it out until

they get better, without seeking costly medical help.

In addition to this, they are kept at a distance from the ―outside world‖ and are thus

left unknowledgeable of the current events, recent technological breakthroughs and other

news which are of significance to them such as the weather reports. Being left behind

technological and technique developments could be a big contributing factor to the

inefficiency in their current farming methods.


The community for example, does not use any form of pest control, irrigation system

and fertilizers to support their main source of livelihood. This leads to a lower produce than

its potential; and therefore to a lower income for the farmer and his family. Being unable to

fully support the family in all their needed expenses, child labor becomes something common

as the children help out in whatever way they can in the fields.

This, along with the lowered self-esteem that they experience due to social exclusion

contributes to the lowered literacy rate of the Aetas. As they think less of themselves they

being content with whatever situation they are in now and thus prevent personal growth and

development.

Further, this literacy rate is kept low due to the lack of educational opportunities in

the community which can be traced from their isolation that prevents them from availing of

the basic public services.


Stakeholder Analysis

Below is a table showing the different stakeholders in the project. The most critical

players are the parents and the students who are both the active participants as well as the

beneficiaries of the project. The parents will be benefiting from this endeavor through the

reduced costs that they would have incurred (additional food, dormitory expenses and

transportation costs) if they had sent their children to schools outside the sitio. The children

on the other hand would be provided with primary education such as basic math and English

as well as skills training in agriculture. In addition to this, the students would directly benefit

from this as they would be rationed with crops harvested from the school farm. Both are

expected to participate in the implementation of the project through the accomplishment of

the different tasks assigned to them.

Several other people are influential in the accomplishment of the said project and

these are the Holy Spirit Aeta Mission, the Labay Ku and the officers of the community. The

Holy Spirit Aeta Mission is an organization that provides relief operations and development

projects for the Aetas directly affected by the eruption of Mt. Pinatubo. The HSAM has

already established schools in the different sitios in Capas and has now began the project of

providing preparatory education for the children in Flora. The HSAM has been really active

in the planning process of the project and is also engaged in looking for sponsors who are

willing to fund the project.

The LABAY KU composed of the heads of the Aetas are also involved in this project

from the planning stage to its implementation. Their objectives, which are to uplift the life of

the Aetas and the development of their potentials are very much in congruence with the

objectives of the HSAM and the interests of the community in Flora.


STAKEHOLDER GROUPS INTERESTS AT STAKE IN RELATION TO

THE PROJECT

EFFECT OF PROJECT

ON INTEREST

IMPORTANCE OF

STAKEHOLDER FOR

THE SUCCESS OF

PROJECT

DEGREE OF

INFLUENCE OF

STAKEHOLDER OVER

PROJECT

Holy Spirit Aeta Mission - Organizing and empowering

indigenous people communities

- Building capacities of people’s

organization in securing ancestral

domain

- Developing partnership with

NGOs and POs and government

agencies that advance indigenous

people’s agenda

(source: Area Profile, Sitio Flora 2008)

-positive

-positive

-positive

Very Important

Significant Influence

Sitio Flora Officers - Increase literacy in the

community

- Participation in the project

-positive

-positive

Very Important

Very Influential


- Support from the community -positive

Students of Sitio Flora - Obtain basic education

- Get proper nutrition


-positive

-positive

-positive

Critical Player


Parents of the Students - Better education for their children

- Additional food that would assist

them in feeding their children


-positive

-positive

-positive

Critical Player Very Influential

Labay - Ku -raise the Aeta’s standard of living

-ensure food security

-respond to the needs of education (both

young and old)

-preserve and promote Aeta culture,

health and human rights

-positive

-positive

-positive

-positive

Important



Project Proposal

SUMMARY OF INFORMATION

Project Title Developing a School Farm for the children

of Sitio Flora

Project Site Sitio Flora, Capas, Tarlac

Site’s Socio-economic Background Main sources of livelihood

Farming

Planting Vegetables

Pamumuso (gathering banana

cores)

Tending to livestock such as

pigsand chickens

Alternative sources of livelihood

Some are able to work in the

nearby town Patling and the Tarlac

town proper as helpers, gardeners,

or workers.

Site’s Socio-cultural Background Educational Background

Majority of the population in Sitio

Flora have had no formal

education. A handful of people

know how to read and write

The sisters of the Holy Spirit Aeta

Mission initiated a preparatory-

level school.

Site’s Socio-political Background Influential Personalities

Tribal Chieftain: Tatay Ruben and

Elder Council

Aeta Leader/Organizer: Bayani

Tribal Council (LABAY KU)

Facilities Sanitation


They do not have toilets or

bathrooms. They bathe in the

nearby stream.

Water Source

They do not have an irrigation

system but they get their water

from a Tubig Poso

Lighthing/Electricity

They use oil lamps as their main

source of lighting

Direct Beneficiaries Approximately 30 Aeta Students

In Cooperation with the Organization Holy Spirit Aeta Mission

Mission Coordinator Sister Malou Santos

Mobile Contact Number 0917-8250431

Project Type The Project targets the community’s basic

social services such as the students’ health

and education while contributing

significantly to its Social Capital (Capital

Building).

DEMOGRAPHICS

Sitio Flora is made up of approximately 35 families each composed of 3-6

individuals. According to the economic profile provided by the group’s facilitator, Bob

Pamisa, here is an approximation of the community’s demographic data:

Total Community Population 172

Total number of Males 100

Total number of Females 72

Number of unmarried individuals 98


Number of married individuals 74

Total number of individuals who are

Catholic

50

Total number of individuals who are Born

Again

46

Total number of individuals who are

Methodist

76

Source: Community and Economic Profile of Sitio Flora, Capas, Tarlac. October 2006.


Project Context

HEALTH AND SANITATION

Health is one major issue in the community due to the fact that it is situated in an area

that is very distant from the nearest hospital in town. It takes four hours to get from Sitio

Flora to the town proper. Also since the community does not have its own source of water

and electricity, diseases are rampant. Diseases often experienced by the people in the

community—according to the group’s survey—are (1) the common cold, (2) Fever or flu,

and (3) Diarrhea. These illnesses are mainly caused by having practices which are unsanitary

such as drinking dirty water or eating with unwashed hands.

Sanitation is also one main issue for the community contributing to the fact that all

households do not have comfort rooms or shower rooms. One may defecate or urinate

anywhere for as long as he/she cleans or covers it up. Bathing is done in the streams which

are heavily infected with different types of bacteria owing to the rain, carabao dirt, and

naturally growing bacteria living in the body of water.

ECONOMIC DESCRIPTION OF THE COMMUNITY

The main sources of income, according to the group’s survey, for the families in Sitio

Flora are (1) Pamumuso or gathering of banana cores and (2) Farming. Below is a list of the

crops that are commonly planted in the community:

1. Kamoteng kahoy

2. Kamoteng baging

3. Gabi

4. Mais

5. Palay

6. Malunggay


Each family barely makes enough to get by every month because of two reasons. One of

which is that, as already mentioned, not all families own carabaos and karitons to transport

their sales from their community to the town proper with. Second is that vegetables and other

crops are seasonal and therefore, they have a hard time with money during the period wherein

they wait for harvest season. So in order to provide themselves with their needs, borrowing

becomes a common practice. Interviews reveal that borrowing money from one person to

another usually does not involve paying back with an interest. Also, at times, goods instead

of money are traded. For example, crops are traded in exchange for grains of rice.

In addition, other members of the community own and raise animals such as carabaos,

pigs and chickens. Even though the community recognizes the importance and the great

economic benefits that owning an animal such as a carabao can provide, the lack of money

prevents them from purchasing one. With this, some of those who do own a carabao is able to

earn extra money as they rent out these animals that are used to transport crops harvested

from the sitio to other towns or neighboring sitios. A fee of P100 is charged for the

transportation of 1 sack of gabi and P30 for 1 sack of puso ng saging.

Many, if not all of the adults in the community have not experienced a formal

education due to the fact that they are situated very far from the town proper where schools

are located. Due to this, the Aetas in the community find it hard to acquire a stable and high

paying employment in the city.

For this reason, the main source of living for the Aetas in Sitio Flora remain to be

heavily agricultural. In addition, due to lack of education, funds and technical know-how,

means of production remain at the traditional level.


Nature of the Project

The newly built school in Sitio Flora will be accommodating around a 30 students. In

order to support and encourage school attendance, a school farm would be built around it.

This project would be made possible with the help of the leaders and the parents in the

community who would be responsible for initial work in setting up the farm. This would

include a) fencing the lot b) plowing the field c) selecting and planting the crops and d)

assisting the students in the maintenance of the farm. In line with this endeavor, basic

agriculture (i.e. crop cultivation and maintenance) would be part of the curriculum.

Indicators Means of

Verification

Assumption

GOAL: Increase

literacy rate of the

Aeta community in

Sitio Flora, Capas,

Tarlac

- Reduce dropout

rates to 0-5% within

a year of the project’s

implementation

- Teacher’s reports

and student

performance

evaluations

- Graduation rate

- Evaluation results

- Other factors do not

affect ability of

students to go to

school (i.e. calamities,

weather, etc)

- Available teacher,

educational materials,

and working

curriculum

PURPOSE:

Decrease

absenteeism due to

hunger or

scavenging

- Increased

attendance in school

- Increased staying

rate

- Increased enrolment

rate

- Improved BMI

(body mass index)

- Teacher’s

attendance and

enrolment records

(quarterly and

annually)

- Measurement of

children’s weight and

height

- School is already

established

- Source of food

(farm) is closer to the

school

- Available and idle

land are put to use

- School farm is

properly managed and

maintained by


community leaders

and overseen by

HSAM

OUTPUT: School

farm

- Complete set-up

and operation of

school farm

- Field

visits/inspections

- Project records


- Readily

available/accessible

land

- Provided equipment

and seeds

- Community

members able and

willing to participate

in the farm

ACTIVITIES &

INPUTS:

- Fencing, tilling,

planting, watering,

maintaining,

harvesting and

division of harvest

amongst students

- Seeds, farming

equipment, carabao

- School farm

enclosed (through

posts and chicken

wires) 300 sq meters

of lot surrounding the

school

- Land regularly

tilled

- Different kinds of

crops planted and

harvested regularly

- Field

visits/inspections

- Project records



Project Requirements

1. Farm Equipment

a. Fencing

i. 12 sheets of Chicken wire

ii. 75 kg of Nails

iii. 1 Hammer

iv. Wooden Posts

b. Plowing

i. 1 Carabao

ii. 2 Araro

c. 2 Trowels

d. 5 Rakes

e. 20 Bolo/Itak

f. 20 Shovels

g. 20 Water sprinklers

2. Crops

a. Gabi

b. Kamoteng Kahoy

c. Corn

d. Malunggay

3. Labor

a. Men

o Fencing, plowing and planting

b. Children

o Assist in the planting, in-charge of maintaining the crops, replanting

c. Compensation for labor

i. 5 packs of Coffee

ii. 50 servings Rice


Planning and Implementation Process

I. Initial Planning

This is to be facilitated by the community officers headed by the Barangay

Chairman Andres Victoria, in coordination with the Holy Spirit Aeta Mission

under the mission coordinator, Sr. Malou Santos and Sitio Flora’s school teacher

Madam Marilyn Masaganda. The items to be discussed in the initial planning

would include:

a. Discuss objective/s of school farm

b. Identification of the equipment Needed

c. Procurement of Equipment

d. Lot area

e. Designation of tasks

f. Assessment of soil quality

g. Time Frame of Project

II. Preparation of Land

a. Fencing

o This is to be accomplished by 30 men from the community

o Total area to be fenced: 300 sq. meters; perimeter: 68 sq. meters

o Estimated number of working days: 2 days

o Each worker would be given compensation for labor per day

b. Tilling the Soil and Planting

o This is to be accomplished by 30 men from the community

o Estimated number of working days: 1 days

o Each worker would be given compensation for labor per day


III. Maintenance of Crops

o This is to be headed by Madam Masaganda, school teacher, to be

assisted by barangay officials and parents

o Basic agricultural studies would be part of the curriculum. Activities to

be participated in by the students would include:

Watering the crops

Weeding

Digging of soil (to allow air to enter the roots)

Note:

- Classes would be held 5 times a week (Monday- Friday), with 15 students

attending class in morning (7:30-12) and the other 15 to attend the afternoon

sessions (1-5)

- Crop maintenance tasks would be dependent on the different needs of the

specific crops. Tasks would be distributed among the students to ensure that

both the morning and afternoon groups would contribute to the work.

IV. Harvesting

o To be done by students with the help of their parents

o Upon harvest, each student would be given an approximate amount of

1 ½ kilos of produce

V. Post-Harvest Activities

o A portion of seedlings per crop would be saved for replanting. This is

to ensure the sustainability of the school farm.

Storage: it has been agreed on during the barangay meeting that

the seedlings and farm equipment will be kept in a storage


room beside the classroom. All the equipment would be for the

exclusive use of the school farm.

o Replanting

To be accomplished by both parents and students

o Sell Surplus (if any)

Excess produce can be sold at a lower price to the community,

this would serve as additional income for the maintenance of

the school farm

Note:

This can be done when a surplus has already been achieved and when a

sustainable development of the school farm is deemed possible. This is to be pursued

not at the expense of the students who might be getting less due to the crops which are

to be set aside for selling.

Methodology

The group carried out the following activities to analyze the feasibility and the

probable rate of success of the proposed school farm:

1. The group conducted one-on-one interviews with different adults of the

community. Some of the specific questions mostly revolved around the following

themes:

a. sources of income

b. resource allocation

c. expenditure habits

d. sources of food


e. crucial concerns such as:

i. health and medical issues

ii. their sense of lack and deprivation

iii. lack of education

iv. issues on being excluded

v. hardships and dangers of their sources of livelihood

vi. injustices they experience within and outside the community

2. The group also conducted a guided FGD with the major leaders of the community

to consolidate and confirm the information gathered during one-on-one

interviews. The proposed school farm was also discussed and agreed upon the

necessary decisions that have to be made by the community such as:

a. The project’s perceived goal and objectives

b. Setting the territory and boundaries to be used for the project

c. Setting tasks needed to be done

d. Delegating tasks to key people

e. Crops to be planted

f. The necessary tools and equipment for the school farm

3. The group gathered necessary soil samples and conducted a soil test to confirm

whether the agreed crops to be planted will be ideal for the available nutrients and

quality of the soil.

4. The group also referred to secondary data sources to substantiate the firsthand

observations and the data collected from the people.


Project Management

1. To head the initial farm preparations such as the fencing and tilling of the land, the

community may elect a representative who would be delegating the different tasks to

the 30 men involved.

2. The planting of the crops would be facilitated by the parents with the help of the

students

3. The activities involving the curriculum would be facilitated and supervised by the

community teacher, Madam Marilyn, in coordination with the sisters of the Holy

Spirit Aeta Mission

4. The distribution of the produce to the students would again be facilitated by Madam

Marilyn with the assistance of the mothers in the community.


Feasibility 1. ADMINISTRATIVE FEASIBILITY

- To be implemented by the Holy Spirit Aeta Mission and community leaders

- Process of Implementation (for a more detailed view of the process, please

refer back to page 27)

I. Initial Planning

II. Preparation of Land

a. Fencing

b. Tilling the Soil and Planting

III. Maintenance of Crops

IV. Harvesting

Advantages Hindrances

1) There is enough land in the area to be

utilized for the school-farm.

1) School is in it’s early stages of

development therefore it might be difficult

to account for many functions such as

being a:

(a) School

(b) Food-storage facility

2) Population is not too big that it becomes

difficult to manage and organize.

2) Outside administrative help may pose as a

problem because of the area’s distance and

seclusion.

3) Information dissemination regarding

farming techniques would be generally

easier because members of the community

have the background needed.


2. POLITICAL FEASIBILITY

BENEFICIARIES: Aetas of Sitio Flora, Capas, Tarlac

o Through the group’s facilitation of an FGD, evident was the need for

the establishment of a school farm. There was a positive reaction from

the Aetas regarding this proposition because it answers their problem

regarding food supply and education for their children.

ATENEO: The group in cooperation with OSCI, developed the proposal

3. COLLATERAL EFFECTS OF THE POVERTY STRATEGY

a. SAFETY-NETS in response to:

i. calamities

ii. Food shortage

iii. Financing

b. PARTICIPATION IN THE COMMUNITY

There will be increased participation of both parents and children in

inter-household and community life through the establishment of the school

farm.

4. TARGETING POTENTIAL OF THE POOR

Aetas will be directly benefiting from the project—food supply and education

which are main problems/issues of the community

No overflowing of benefits to the non-poor—secluded community


5. TAILORING THE SOLUTION OF THE PROBLEM

The project is not an end in itself rather it serves as means for the Aeta

community to experience a better life.

It is one step towards a better future for them.


Cost-Benefit Analysis

COSTS OF SCHOOL FARM

(Sitio Flora, Capas, Tarlac)

Item Price

Soil Analysis 450.00

Initial Operating Expenses

Item Quantity PHP/Unit Price (PHP)

Chicken wire (sheets) 12 850.00 10,200.00

Nails (kg) 75 1.00 75.00

Hammer 1 150.00 150.00

Seeds * * 2,174.00

Coffee for workers (kg) 5 250.00 1,250.00

Rice for workers (kg) 50 50.00 2,500.00

Kalabaw 1 18,000.00 18,000.00

Araro 2 500.00 1,000.00

Shovel 20 100.00 2,000.00

Bolo/itak 20 120.00 2,400.00

Trowel (suyot) 2 45.00 90.00

Rake (kalaykay) 5 100.00 500.00

Water sprinkler 20 50.00 1,000.00

TOTAL EXPENSES 41,789.00

Breakdown of Cost of Seeds

INITIAL COST OF SEEDS/CROPS

Item Quantity (kg) Price/unit Price

Gabi 50 8.00 400.00

Kamoteng kahoy 50 3.48 174.00

Corn 50 12.00 600.00

Malunggay 50 10.00 500.00

Monggo 50 10.00 500.00

TOTAL PRICE OF SEEDS 2,174.00


Benefits of Community Farm (Projected for 5 Months)

BENEFITS: Production

Item Expected

Yield

Price

(PHP/kg)

Value of

Production (PHP)

Gabi (kg) 1250 8.43 10537.50

Kamoteng kahoy 2775 5.00 13875.00

Corn 1170 12.00 14040.00

Malunggay 2760 10.00 27600.00

Monggo 2000 10.00 20000.00

Total Income from Farming 86,052.50

OTHERS

Additional income from carabao renting 1800.00

Total Extra Income 1800.00

TOTAL PROJECTED INCOME 87,852.50

Costs and Benefits

Total Expenses for School Farm 41,789.00

Total Projected Income from School Farm (5 mos.) 87,852.50

The first value (P 41, 789.00), is the cost of the set-up of the school farm,

including the soil analysis, equipment, tools, labor requirements, and of course, the seeds.

The second value (P 87,852.50) is the projected income for five months of operation of the

school farm. Although the school farm stands for the main purpose of subsistence and food, it

is necessary to quantify the value that the community will be getting from it. Thus, in

computing for how much actual income they stand to gain if they operate this school farm

and sell the crops, we can consequently see that this is also what they can benefit in terms of

food production. It is necessary to get this in peso value, so that it will be comparable to the

peso value of the costs.


Assumptions

- 30 enrolled students

- Set up

o 30 adults

o 3 days of work

Day 1-2: Chicken wire (bakod)

Day 3: Tilling the soil and planting

- Land Area: 250 square meters

o 9 sqm/child

o Daily work of children: Watering the crops, weeding (if needed)

Benefits (Non-quantitative)

The school farm will serve the function of providing the students with food during

harvest intervals, as well as during emergencies or situations wherein they must provide food

for subsistence. This would be a big step towards lessening malnutrition, because whenever

their normal community or family harvests come up short, they have an additional source of

food. Therefore, this supply of food can directly lead to increased nutrition. Consequently,

this can lead to a higher survival rate, and therefore a steady and balanced population growth

in the community.

Not only is this important in the overall health of the children and people in the

community, but this can also subsequently lead to improved performance in school. And

since food supply for the students will cease to be an issue, we can expect not just a high

enrolment rate, but a higher retention rate as well. This can be brought about by the fact that

instead of spending their time gathering or hunting for food that will augment their family’s

needs, they have more time to spend actually learning in school.

Incorporating farming into the school’s curriculum and providing them with an actual

venue to practice it also serves as skills training for the children: served by both the farm


activities, as well as better education. Thus, the students will be better equipped for the future

jobs and activities that they will perform.

Aside from benefiting the students themselves, this will also encourage active

participation and a sense of joint responsibility within the community. Since they were the

ones who asked for this, as well as subsequently gave their input for it—they will be more

encouraged to see the project through and maintain it.


Recommendations

SOIL ANALYSIS RESULTS

Ph level Nitrogen Potassium Phosphorus

Sample A 6.0 Low Medium High

Sample B 6.0 Low Medium High

Sample C 6.0 Low Medium High

Sample D 6.0 Low Medium High

The result of the soil analysis is consistent for all four corners of the proposed school

farm. It is also suitable for the community’s main crops: banana and gabi, because of its

relatively neutral ph level and presence of essential nutrients essential for crop growth:

nitrogen, potassium and phosphorus.

Given the favorable chemical composition of the soil, the test reveals that it can

support a wide variety of crops. The limitation to the kinds of crops to be planted is

determined not by the soil contents but by the specific demands of particular crops. Rice for

example requires more water than other crops. Given that Sitio Flora does not have an


irrigation system to meet this kind of requirement, rice is not recommended as a crop to be

planted. In addition, rice requires a relatively long growth period before harvest, meaning that

the idle spent waiting for harvest could be otherwise spent in planting quick yield crops such

as monggo and corn.

The use of fertilizers for the growth of banana and gabi is recommended for better

efficiency and optimal crop yield. The following table shows the recommended amount of

fertilizers to be used per plant per year in grams given the low levels of nitrogen, medium

levels of potassium and high levels of phosphorus.

Recommended amount of fertilizers to be used per plant per season (in grams):

Ammonium Sulfate Superphosphate Muriate of Potash

Banana 75-160 20-50 0

Gabi 21.4 - 32 12.2 – 25 0

The group also recommends annual project assessments to be conducted by the

officials and the Holy Spirit Aeta Mission. This yearly evaluation would help the community

assess if the said project has accomplished its primary goal of providing food for the students.

Below are some indicators that the community can use during the project’s evaluation:

a. Crop yield per year

b. Number/ Weight of crops that the students receive

c. Consistency of supply of crops given to the students

d. Percentage of absenteeism due to sickness per month


e. Number of students completing the course per year

f. Number of students completing the course versus the initial number of enrollees

at the beginning of the school year

Going beyond just providing food for the students, the project could also rent out the

carabao at the same price as the other carabao rentals, which is pegged at P100 for

transporting a kilo of gabi and P30 for transporting a kilo of puso ng saging.

Finally, the group recommends that when yearly assessments reveal a progressing

trend in terms of the benefits that the children receive (increasing number of received crops,

less absenteeism, improving number of students completing the course), surplus crops may

be sold to the community. The income generated from this may be used to purchase

additional seedlings and needed equipment. It may also be used to shoulder the maintenance

of the school and other future expenses.

developmental economics school farm proposal

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