workers’ satellite satellite vol 12... · buhat sa pormal at di-pormal na pag-aaral kagaya ng mga...

WORKERS’satellite

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LEARNINGOPPORTUNITIES

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THE OFFICIAL PUBLICATION OF PHILIPPINE SOCIAL INSTITUTE,THE EDUCATION AND TRAINING ARM OF THE FEDERATION OFFREE WORKERS. VOL. 12 NO. 1 OCT 2002

So why should a mere housewife and mother of sixwho has mastered home economics, child rearing andcrisis management of a household but who has notfinished elementary not be given a primary schoolcertificate at least or a high school diploma besides,plus credits in home management and childpsychology?

Why should a farmer who can barely read and write,but who earns adequate income from farming to feeda family of six and who sends the children to schoolnot be awarded a high school diploma or even post-secondary certificates in farming or other related skills,even if he or she dropped out of high school?

And why should the child of a farmer or workerwho finished a post-secondary technical or vocationalcourse in a public tech-voc school not be credited ofsubjects the trainee has taken when he or she decidesto pursue higher education?

Schools often require such trainee to once again gothrough al the subjects, for lack of equivalency betweenand among schools.

Why should a 40 year old worker who has learned askill or two by his own sweat or in the course of his20-years employment not be given equivalent skillscertificates or even credited with college education?

Jun Hoyohoy is an informal sector auto-mechanic whodid not finish elementary, can read and write only alittle but who in the last 20 years has raised a familyof six out of practicing his occupation that he learnedfrom his father.

He can dismantle and rebuild “good as new” 1994models or earlier of any vehicle running in thePhilippine streets, repair the machine of an oldhelicopter and make it fly, or fabricate and build byhimself until in running order an owner or passengerjeep plying the Philippine streets.

Why shouldn’t Jun Hoyohoy, a self-educated auto-mechanic, be given an equivalent college diploma whenthere are several college graduates who can not landa job for lack of employable skills and can only readand write a little better than him?

One purpose of education and training is to land a job or establishone’s livelihood, or in the minimum to get by life as a productive

worker and a responsible citizen.

Equivalency and Recognition of Prior Learning

Or why shouldn’t Jun at least be given a high school diploma andcertificates of competency in all the competencies he has mastered suchthat he can present these to any college of his choice and be givenequivalent credits?

Equivalency is a system that will allow schools to recognize each other’scredited subjects such that the student need not go through the samesubjects again when he or she transfers to any school, either to pursue anequivalent course or enroll for the purpose of finishing a certificatedskill or diploma course.

Recognition of Prior Learning allows the learner to earn equivalent creditsfor experiences or any prior learning, without having to go throughclassroom lessons once again on competencies or trade or occupationthat he or she has mastered, provided only that the mastery can bedemonstrated and can equal a generally accepted training standard for acompetency, trade or occupation.

In this manner, both equivalency and recognition of prior learning facilitatethe education, training, testing and certification of persons who possessformal or informal or non-formal education and training in specificcompetencies, trade or occupation or profession and who, in the firstplace, are already practitioners of such.

Why so? Equivalency and recognition of prior learning will giveopportunities to the housewife, the farmer and Jun Hoyohoy to becertificated or to be given equivalent diploma for their mastery of theircraft or occupation. They can then use these to pursue higher education,advance their careers or trades, earn higher incomes as well as promotetheir social status. Never mind that they can use the same to seek workand greener pastures abroad. ANTONIO C. ASPERÌ

workers’ satellite2

Noong nakaraang Agosto 27-29, 2002 ang ating Pederasyon, ang Federation of Free Workers (FFW) sa pamamagitan ng pakikipag-ugnayan ng PhilippineSocial Institute (PSI) sa Technical Education Skills Development Authority (TESDA), ay naglunsad ng tatlong-araw na Equivalency and Lifelong LearningOpportunities Workshop sa TESDA Women’s Center, Taguig, Metro Manila na kung saan dinaluhan ng mga pinuno ng iba’t-ibang unyong kasapi sa FFW.

Sa nasabing pagtitipon, ang pangunahing mga naging tagapagsalita ay nagmula sa TESDA, DOLE, DepEd at CHED. Mayroon din isang kinatawan mula saisang NGO na naglahad ng kanilang karanasan sa implementasyon ng Accreditation and Equivalency Program (AEP).

ISANG KARANASANMarahil ay hindi na lingid sa kaalaman ng karamihan na marami sa ating mga kapatid sa Pederasyon ang nawalan ng hanap-buhaydahil sa pagsasara ng mga paggawaan o di kaya naman ay pagbabawas ng mga empleyado dahil sa pagbabago sa teknolohiya.

At para naman sa mga kasama na mga namamasukan pa, isang karaniwan na problema ay ang promosyon na kadalasan ay nakatalisa tinapos sa kolehiyo sa kabila ng pagkakaroon ng sapat na kakayahan na pantayan o lampasan pa ang mga ginagawa ng mganagsisipagtapos.

Sa akin pagsasaliksik, aking nakasalamuha ang isang mekaniko dito sa Maynila. Si Mang Eking ay 37 anyos at siya ay naninilbihanbilang isang mekaniko sa isang talyer sa lumipas na 17 taon.

Panganay sa apat na magkakapatid at maagang naulila sa ama, si Mang Eking ay napilitang maghanap buhay sa murang edad kungkaya’t matapos makuha ang diploma sa mataas na paaralan, siya ay napilitang huminto at lubusan ng di nakapagpatuloy sa kanyangpag-aaral. Siya ay namasukan bilang isang boy ng may-ari ng talyer na kanyang pinapasukan.

Ayon sa kanya, natuto siyang magmekaniko sa tulong na rin ng may-ari ng talyer na pinagtatrabahuan. Kapalit ng kanyang pagtatrabahoat maliit na sahod ay ang pagampon sa kanya. Sa una, pinanunuod lang niya ang kanyang amo sa pagkukumpuni ng mga sasakyanhanggang natutunan niya ang mga pamamaraan. Sa edad na 23 anyos, siya ay naging isa sa mga magagaling na tauhan sa talyer atmagpasahanggang ngayon, siya ang laging pinupuntahan ng kanilang mga kliyente kung ang mga sasakyan ng mga ito ay hindimaayos ng ibang mga mekaniko.

Ayon kay Mang Eking, nung siya’y 25 anyos pa lamang, sinubukan na niyang mag-apply sa isang kilalang kumpanya ng kotse sa mayAlabang na nagbibigay ng mas mataas na sahod kumpara sa kasalukuyang pinagtatrabahuan. Subalit, dahil na rin sa kakulangan sapormal na pag-aaral sa pagmemekaniko, siya ay di natanggap sa kabila ng kanyang karanasan.

Masasabing sayang na pagkakataon para sa tulad ni Mang Eking ang pangyayaring ito. “Kung nakapag-aral lang ako…”, angpahayag ng panghihinayang niya. Bakas sa mukha ng mekaniko ang pagkadismaya. Ngunit hindi niya masisi ang sarili sapagkat walanaman siyang kakayahang pinansyal upang tustusan ang pormal na edukasyon.

Marahil kayo man na mambabasa ay may nakasalamuhang isang Mang Eking o di kaya naman ay isa sa mga katulad niya. Kungkaya’t di malayo sa katotohanan ang kanyang karanasan.

TUGON NG PAMAHALAANIsang kasabihan na ang edukasyon ay ang tanging tagpagpatas (great equalizer). Ito ay nakikita bilang instrumento ng pagkakapantay-pantay ng mga tao. Binubuksan nito ang maraming pinto ng oportunidad. Subalit sa kaso ni Mang Eking, ito ay naging instrumentong diskriminasyon. At marahil marami pang naging biktima ng ganitong sistema sa pagkilala sa kakayahan ng isang manggagawa.

Sa ganitong uri ng pagkakataon ay nakita ng pamahalaan ang pangangailangan sa isang programa na palawakin ang kakayahan ngmga tulad ni Mang Eking na magkaroon ng oprtunidad sa pamamagitan ng isang sistema ng pagkilala sa kahalagahan ng mgakaalamang natututunan sa labas ng pormal na sistema ng edukasyon. Bilang tugon, ang Accreditation and Equivalency Program (AEP)ay binuo at ipinasasakatuparan ng TESDA upang ang edukasyon ay hindi maikahon sa pormal na konsepto lamang, bagkos upangkilalanin at yakapin ang lahat ng proseso na maaaring pagkunan ng kaalaman at pag-aaral bukod sa pormal na pag-aaral sa loob ngsilid aralan.

Ang AEP ay resulta ng mga pag-aaral sa kakayahan ng mga pormal na institusyon ng edukasyon na matugunan ang pangangailanganng mga Pilipinong mag-aaral. Batay sa mga pag-aaral na ito, 66 na porsyento (66%) lamang ng mga mag-aaral sa unang baitang angnakakapagtapos ng elementarya. At 39 porsyento (39%) lamang ang nakaaabot ng ika-apat na taon sa mataas na paaralan. Base samga statistikang ito, may kalakihang bilang ng mga mag-aaral ang nagiging drop-out na nangangailangan ng tulong kung kaya’t noong1977, alinsunod sa pagpapahalaga sa potensyal ng edukasyong di-pormal, naideklara ang pagsasakatuparan ng sistema ng pagkilala(accreditation) sa mga gawain sa labas ng paaralan sa pamamagitan ng pagsasanay ng mga drop-out at pagbibigay halaga sa mgakakayahan at abilidad na natutunan at nalinang sa labas ng pormal na pag-aaral (Presidential Decree, 1977).

Equivalency at ang Manggagawang Pilipino


Ang programang ito ay lalo pang napagtibay noong 1981 sa pagkakapasang Presidential Executive Order 733 na may pamagat na Linking Formaland Non-Formal Education and Training thru an Expanded Accreditation andEquivalency Programme.

Bilang lubusang pagpapatatag sa sistemang nabanggit, ang Commissionon Hiigher Education (CHED) ay naglunsad noong taong 1998 ngExpanded Tertiary Education Equivalency and Accreditation Program(ETEEAP). Ito ay isang skema ng pagaaseso sa edukasyon na kumikilalasa kaalaman at kakayahan ng mga indibidwal mula sa mga di-pormalna karanasan o pag-aaral.

EQUIVALENCY AT ANG MALAYANG MANGGAGAWASa FFW, ang ganitong sistema ay binigyang tugon sa pamamagitan ngSkills Training, Equivalency, Testing & Certification (STET&C) Program nanasasaad sa Policy and Program of Action 2001-2006.

Bukod sa mga traditional at pundamental na serbisyo, binibigyan daan din ng Pederasyon ang ganitong uri ng programa upangmagkaroon ng talaan ng mga kasapi, kanilang mga kamag-anak at kaibigan na nagtatrabaho o maaaring magtrabaho upang sila ay i-organisa at magkaroon ng kakayahang maka-access sa mga programa na napapailalim sa equivalency para sa pundamental, sekondarya,at lalong mataas pang lebel ng edukasyon at kasanayan. Napapaloob na rin dito ang competency-based na pagsasanay at sertipikasyon.

Ang lahat ng mga aspeto na ito ay isasakatuparan sa konteksto ng pagkilala sa kasalukuyang kaalaman (prior-learning) at panghabang-buhay na pag-aaral (lifelong learning) na may pagkiling sa sistemang duwal na pagsasanay at pakikipag-ugnayan sa mga pribado atpublikong institusyon ng edukasyon at pagsasanay.

Sa ilalim ng STET&C, ang mga kasapi ng FFW ay maaaring sumailalim sa preliminaryong pagaaseso ng mga kaalaman at karanasanbuhat sa pormal at di-pormal na pag-aaral kagaya ng mga seminar at training o di kaya ay karanasan mula sa aktwal na pagtatrabaho.

Sa kagaya ni Mang Eking, maaari na siyang sumailalim sa pagaaseso ng kanyang mga kaalaman at kakayahan sa pamamagitan ngpagsusulit (nasusulat) o bigkasang pagsusulit (oral exam), aktwal na demonstrasyon ng kanyang kakayahan sa pagkumpuni ng makinang sasakyan at pakikipanayam sa kanyang mga kasamahan. Ang lahat ng mga ito ay maisasagawa sa pamamagitan pakikipagugnayansa TESDA.

Matapos masukat ang kaalaman at kakayahan ni Mang Eking, isang grupo ng mga eksperto mula na rin sa TESDA ang magsasagawang panghuling pagaaseso upang malaman ang lebel ng kanyang kakayahan sa pagkukumpuni. At kung ang kanyang mga kakayahanbatay sa prosesong ito ay aabot sa nakatakdang kwalipikasyon ng isang mekaniko, siya ay maaaring magawaran ng diploma na mayantas na kahalintulad ng isang nagtapos ng pagmemekaniko sa isang tekno-bokasyonal na paaralan.

Sa ganitong paraan, ang kakayahan at kaalaman ni Mang Eking ay nasesertipika ng pamahalaan at maaring maging isang katibayangligal ng kanyang kakayahan na gampanan ang mga gawain ng isang mekaniko. Kung kaya’t kung nanaisin ni Mang Eking namaghanap ng trabaho sa ibang kumpanya sa loob o labas man ng bansa, ang sertipikang ito ay maaari niyang ipasa at ito aykikilalanin ng mga taga-pagempleyo.

PAGKILALA SA TUNAY NA EDUKASYONBago man o hindi sa inyong pandinig ang sistema ng equivalency, isa lamang ang nais ipahatid nito – ang wastong pagsasakonteksto ngedukasyon. Kung susuriing mabuti, ang edukasyon ay hindi dapat makulong lamang sa silid-aralan. Ito ay maaring makuha sa ibangpamamaraan kagaya ng aktwal na paggawa o application na kung saan ang isang indibidwal ay umaani ng karanasan. At kung iisipin,ang karanasan ay isang mahusay na guro sapagkat ibinibigay nito ang pagsusulit o pagsubok sa una at ang leksyon sa huli.

Ang equivalency ay magsisilbing alternatibong susi sa muling pagbubukas ng mga pintuan ng oportunidad para sa mga kasamahan sapaggawa na limitado ang kakayahan upang sumailalim sa pormal na edukasyon.

Sa sistema ng equivalency, malaki ang hinaharap ng edukasyon bilang tanging tagapagpatas at upang magsilbing bihikulo sa ganap napagunlad ng isang tunay na malayang manggagawa. RICHARD G. VALENZUELAÌ


You could be a fresh graduate eager to land your firstjob. Or you could be one of the many highly skilled workersnowadays who was unfortunate to have been retrenched fromyour former job due to corporate restructuring but is anxiousto find another one. Or you may be somebody in your late20’s or early 30’s eager to venture into new career challengesfor personal growth and expansion.

So are you on the lookout for a job lately? Have youbeen flipping through the pages of the local paper, cutting ormarking out ads from the classified ads section? Or are youone of those who wake up early just so you could catch aglimpse of the early morning show’s job search portion? Orprobably you’re one of the many who opt to visit companiesalong the busy streets of a popular district, climbing one high-rise building after another, with copies of your resume tuckedunder your armpits hoping to find a job vacancy?

Guess what. In this day and age, there’s no need foryou to get your fingers ink-stained, develop eye bags fromwaking up too early, or to even get the heel of your shoescratched from too much walking ‘til it’s just about gone justso you could look for a job.

All that was in the past. Thanks to advances intechnology, job search has been made easy via the computer.Indeed, with just a click of a button (or rather several buttons)one may be presented with the most up-to-date list of vacanciestogether with the necessary information one needs whensearching for a job i.e. accurate and up-to-date informationregarding the labor market.

Opportunities for the Filipino Workforce in Equivalency

An excellent example of this is the currently beingdeveloped PHIL-JOBNET system of the Department ofLabor and Employment (DOLE) Bureau of LocalEmployment, an automated job and applicant matching systemwhich aims to fast track job seekers’ search for employment aswell as employers’ search for human resource. PHIL-JOBNETis under the mother unit of all forms of registry that facilitatejob searches run by the government, which is the ComputerizedNational Manpower Registry of Skills. The PHIL-JOBNET’sweb site is phil-jobnet.dole.gov.ph and its hotlines are tel.nos.527 2453 or 527 2456. Hotline services are available for follow-ups or job matching.

To be implemented in coordination with other entitiesi.e. private companies, public as well as non-governmentalinstitutions and organizations, these systems readily make venuesfor employment both locally as well as overseas available tothose who are on the lookout for a job. One only needs to logon to the Internet to avail of the wide array of options madeavailable to both the job seekers as well as the employers.

For the job seeker, one is provided with the venue tolet the world know what you know and what you can do byhaving your application posted on the net for free. The jobseeker may also conduct job opportunities search, run job-matching processes as well as obtain a list of vacancies togetherwith their corresponding vital information. On the other hand,employers are given the opportunity to post vacancies for free,search for applicants at the same time run job-matchingprocesses. They may also obtain a list of applicants with theircorresponding contact information. Thus, such systems benefitnot only the job seekers but also the employers.

And mind you, the Phil-Jobnet and CNMRS systemsdo not only provide opportunities for wage employment.Anchored on the principle of equivalency, these systems alsofacilitate opportunities for non-wage employment i.e. training,livelihood & self-employment as well as re-integration programsfor returning OFWs. Thus, with this system, access toemployment opportunities and alternatives for the Filipinoworkforce is made even better.

However, as with any other, such systems do not gowithout its flaws. For one, there’s really no way an employercould determine at this level a job seeker’s sincerity when itcomes to the information posted in the net. Moreover, thesesystems are confronted with compounded issues and concernswith regards to access to financial as well as technologicalresources. But despite all these, there’s no denying the benefitsboth systems would bring to jobseekers’ as well as to the Filipinopeople in general. MA. CRISTINA M. DIOKNOÌ


EQUIVALENCY: A Tool for Social Justice

(Keynote Speech of Hon. Dante V. Liban, Director General, TESDA, during the Equivalency and Lifelong Learning Opportunities Workshop, August 27, 2002, TESDAWomen’s Center, Taguig, Metro Manila)

Greetings

I felt honored and privileged to be with you this morning and welcome you first to TESDA and to this Equivalency andLifelong Learning Opportunities Workshop. This is a very significant event for all of us. I am especially inspired by yourpresence and it is most appropriate to begin this workshop with the resounding note that we are all partners in creating everyavailable opportunity for the development of the Filipino workers.

Inequality in Educational Opportunities

Education has always been regarded as the “Great Equalizer” which would enhance the employability of the poor anddisadvantaged and increase their chances for a better life. It held out the promise of equal opportunities to people to developtheir capabilities to the highest level and climb out of the swamp called “poverty.” Education would provide equal chances foreveryone regardless of social background, place of residence or sex.

Ironically, many believe that instead of being the “Great Equalizer” it has become the “Great Sieve” sorting people andassigning to their slot in society. Instead of promoting the general welfare of all, education lifted up those who were alreadywell-off while at the same time pushing down the vast majority that is trying to free itself from illiteracy and to a larger extent,poverty. Looking around, not only here in our country but virtually in all nations today, irrespective of ideology or level ofdevelopment, children coming from the higher social scale have greater access to education and avail themselves of moreeducational opportunities. Children from upper income groups are better nourished, better cared for, and are more exposed tosituations conducive to developing cognitive and other skills useful in school and work that children from low income groups.

Children who do not reach the minimum standard have to repeat the grade and those who find themselves repeatedlyfailing lose their self-confidence. This attitude of expecting failure can carry over into life. If for financial or other reasons thepoor are denied of access and equal educational opportunities, then such an educational system can actually perpetuate and evenincrease inequality between the rich and the poor. Equality of educational opportunity – a social goal professed by all nations –can thus have little meaning in societies where children come from very unequal backgrounds.

If education fails to produce the sociological miracles expected of it, serious disparities and inequalities within theeconomy, the society and within the educational system itself will remain. These, my friends are realities that I have broughtbefore you this morning and unless we at the government, who are primarily responsible, address these, we will never realize ourgoal of winning the battle against poverty and bring prosperity within reach of every Filipino.

Equivalency: A Tool for Equality in Education and Training Opportunities

Government spending on education services has been increasing annually; this should be balanced within a mechanismby which inequalities in access to education and training can be improved. Thus, the development of an equivalency system thatwill try to promote access to tertiary education and training for the disadvantaged and second chance learners, thereby increasingtheir human capital.

In the Philippines, equivalency refers to the process of assessing the outcomes of previous learning and allocating credit,In some countries, this maybe called credit transfer. Equivalency is important because it is fair to learners, who should not berequired to repeat learning unnecessarily. It is also cost-effective and efficient noting the cost to learners, employers and thenation, of full time study.

Higher education in the Philippines has for some years had in place an equivalency program, the Expanded TertiaryEducation equivalency and Accreditation Program (ETEEAP) enabling learners to seek credit and advanced standing in degreelevel study. This program encompasses the transfer of credits from formally certificated study and credits from the recognitionof prior learning TVET is now putting in place a similar program.

TESDA’s Initiatives on Equivalency in TVET

The comprehensive national TVET equivalency system under development will provide entry opportunities for out-of-school-youths and second chance adults seeking to return to study but who do not have the standard high school graduation diploma.


It will provide a mechanism for learners and workers to change career direction or to follow a pathway through several levelsof TVET qualifications from initial certificate to advanced diploma, and will enable learners to move in either direction betweenTVET and higher education. It will include learning in the workplace as well as in the classroom.The use of common competencystandards through TVET will simplify the interface among formal, non-formal and informal or in-house company training.Equivalency will advance national development by increasing opportunities for citizens to upskill and by reducing barriers tolearning.

Three development strands are the mechanism for establishing the national TVET equivalency system:

· Firstly, we are facilitating regional partnerships among TVET and higher education providers. To support thiswork, a national partnership with our counterpart agency, the Commission on Higher Education is being strengthened.

· Secondly, formal pathways among certificates, diplomas and degrees in identical or related disciplines are beingdeveloped.

· Thirdly, work is underway to harmonize our systems within TVET and between TVET and higher education.

In three regions formal memoranda are already in place between TVET and higher education institutions some pathwaysamong qualifications have already been negotiated. These are enabling learners to move to advanced study or to complementprofessional level education with related learning at technician or technologist level. We are now just initiating formal linkages ina further three regions and it is planned that all regions will have a formal memorandum in place by the end of 2003.

Presently, discussions are being done with our colleagues in higher education, these discussions are centered on harmonizingthe interfaces between TVET and higher education. It is now planned that this year three more documented pathways bedeveloped in areas of national priority such as electronics where a pathway form high school learning. It is now planned that thisyear three more documented pathways be developed in areas of national priority such as electronics where a pathway from highschool learning to advanced degree can be incorporated, further developments in sectors like HRM, IT, Health and Maritimeare underway.

A further three developments are also being planned to promote pathways purely within TVET. These will enablelearners to move from community-based programs to enterprise-based programs such as dual training or apprenticeships; andto progress if necessary to learning in our public or private TVET schools and training centers. Pathway discussions will alsomake it possible to identify any gaps or overlaps across TVET and higher education programs and to benchmark our qualificationsto an international standard.

Harmonization of our TVET system is rapidly being achieved. We now have four distinct levels of TVET qualificationsand are enhancing the current set of competency standards, which will be available for the first time throughout TVET. Acommon credit system is under active consideration. I hope to see from this work a unified set of competencies, pathways andTVET qualifications in all key middle skill areas. Nations commonly have some overlap between technician/technologist anddegree level learning. WE may be able to extend our four level frameworks of TVET qualifications to include higher education.We can at least contemplate increased common understanding and coordination of TVET and higher education curriculum andits underpinning quality assurance.

All these efforts will not only enhance equivalency in the Philippines but a major step towards the international understandingand the credibility of the Philippine national qualification arrangements. The developments I have described must necessarilytake place with an eye to international skills benchmarking because these will greatly assist our migrant workers to achieve skillsrecognition and appropriate wages. It will alert multinational companies to the capabilities of the Philippine workforce andwork to the benefit of disadvantaged groups currently denied access of pathways in tertiary education.

Closing Statements

In behalf of TESDA, I would like to thank and congratulate Mr. Ramon Jabar, FFW National President and Mr. AntonioAsper, TESDA Board Member for partnering with us in undertaking this activity. To the participants, I hope this four-dayworkshop will be fruitful and beneficial to all of you.

In closing, this workshop is an important initiative in our journey towards making education and training more accessible andrelevant to all. Let us continue to work together and contribute to the economic and social development of the Filipino workersand the country as a whole. Magandang umaga at maraming salamat.


EQUIVALENCY &LIFELONGLEARNINGOPPORTUNITIESWORKSHOP

Deputy Director General Alcestis Guiang of TESDAas she delivers the keynote speech of DirectorGeneral Dante Liban during the PSI_FFWEquivalency and Lifelong Learning OpportunitiesWorkshop.

I will tell you a story of apartially deaf boy whocame home from schoolwith a note from histeacher. The notesuggested to his parentsthat he be taken out ofschool because the boywas “too stupid to learn.”But his mother believedthat his son Tom is not“too stupid to learn.” Shesaid, “Akin siya mismong

Mr. Dominador Aquino of PHIL JOBNET, Bureauof Labor and Employment as he explains thefeatures of the PHIL JOBNET system to theparticipants.

tuturuan.” Many years after when Tom died he wasgiven a tribute by the people of North America byturning off the nation’s light for one full minute. Tom orThomas Edison had invented the light bulb, motionpicture, record player and other 1000 patents to hiscredit.

“Where we are now?Where we want to go?”Ms. Ma. Teresa MontejoBoard Member-at-Large,FFW

“How do we get there?”Mr. Antonio AsperAssistant to the FFWNational President andBATU President

Equivalency at Lifelong Learning Opportunities para sa Federation of Free Workers…IPAGPATULOY NATIN ITO!!

NGUMITI, TUMAWA, MAGSAYA, KUMANTA…GAGAAN ANG IYONG PROBLEMA!

“For as long as TESDA is inexistence, kami po ay naritopara sa inyo.” Dir. AgripinaZapra, TESDA Women’s Center

GET RID OF YOUR JOB BLUES

“Ewan ko nga ba pero I always dread the thought of Monday kasi working day na naman. Kaya ko naman ang demands ng trabaho ko. Ayosnaman ang sweldo ko. Ok naman ang mga officemates ko. Di ko nga maintindihan pero parang may kulang. Frankly speaking, kapag nasaopisina ako, pakiramdam ko I’m merely a puppet fulfilling obligations and responsibilities.” Mario, 31, account executive

Isa ka rin ba sa mga taong hirap tumayo sa kama sa umaga upang maghanda para sa trabaho? Yun bang pakiramdam mokulang, or worse, wala kang ‘drive’ to go to work. That every step taken ay para bang kay bigat. Na sa araw-araw napumapasok ka, pakiramdam mo ay para kang isang kandilang unti-unting nauupos. Utas na utas ka na rin ba sa trabaho mo?

Bakit nga kaya kay drama ng buhay trabaho mo? JOB BLUES. Wala na sigurong mas mahirap pa para sa isang manggagawaang kakulangan or worse kawalan ng motivation sa trabaho. It may come as a surprise pero marami sa mga kasabayan mongpumasok sa umaga na parte ng workforce ang nakakaranas din ng ganito. Kaya kung inaakala mong nag-iisa ka at hopeless caseka na, DON’T! I suggest that you read on. Who knows, knowing the answers may actually help you change not just yourprofessional life but your life in general.

WHY YOU MAY HAVE THE BLUES?

Gina, a 25 year old receptionist, has transferred from one job to another since she graduated. “What’s wrong with me? I can’t seem to find myselfin anything na pasukin ko. Why is this happening to me?”

Naitanong mo na ba sa iyong sarili ang ganito? Pamilyar din ba sa iyo ang ganitong mga sentimyento? Marahil kaya nangyayariIto ay dahil na rin sa maling pananaw natin sa ating buhay. Mahirap mang aminin pero karamihan kasi sa atin ay may pagtinginna ang buhay ay nahahati in stages when in fact, hindi dapat. Na ang mundo pala ng edukasyon ay dapat na may relasyon samundo ng paggawa at maging sa mundo ng pagreretiro. At dahil kadalasan nang treatment natin sa mga stages na ito ay walangpagkakaugnay-ugnay, kung anu-ano na lang ang pinapasok natin sa ating buhay. Oftentimes, we go through life jumping fromone job to another which are not at all related to our acquired knowledge and skills, but more importantly, to our needs, values,interests and attitudes. Thus, we fail to maximize each opportunity and treat them as a learning experience. There’s neither asense of continuity nor a hint of coherency in our undertakings in life. Tuloy instead of having a career, job lang ang pagtinginnatin sa kasalukuyang ginagawa natin. Bakit ‘igan, may kaibahan ba ang dalawa?

WHAT’S THE DIFFERENCE: CAREER vs. JOB

The boundaries may seem thin, but yes, there’s a difference between a job and a career. Sinasabi na ang job ay kung ano angating ginagawa sa pangaraw-araw may kabayaran man ito o wala. Ito ay isang purposeful na gawain na naaayon sa kung ano anginaasahan sa atin based on a job description or a set of expectations. Ika nga, trabaho lang.

Sa isang banda, ang career ay may kinalaman sa kung ano ang nais tahakin ng isang indibidwal sa kanyang buhay. Hango sa isangsalitang Pranses na ang ibig sabihin ay “high road” or “racehorse”, sinasabing ito ang kabuuan ng buhay ng isang indibidwal nanauukol sa trabaho. Maaaring isang bokasyon, isang propesyon o isang occupation na ginagawa at sinusulong ng isang indibidwalfor an extended period of time or even throughout the remainder of one’ life datapwat di nakapagtatakang ito ay magbago atsome point of an individual’s life.

Sa pamamagitan ng career, nabibigyan ng pagkakataon ang isang indibidwal na mapaunlad at mapayabong ang kanyang mgakakayahan, kaalaman, karunungan na hango sa kanyang mga karanasan sa buhay at maging ang kanyang mga potentials ng sagayon ay mailaan ang mga ito sa mga makabuluhang gawain. Ibig kayang ipahiwatig nito ay mas malawak at mas malalim angpakahulugan ng career sa job or position? Matapos mong mabasa ang foregoing notes, ano sa tingin mo?

Career Advisory Services


SO HOW DO YOU SHAKE OFF THE BLUES?

How is it suppose to be? Pangunahin na sigurong dapat mangyari ay mabago ang pananaw natin sa buhay. Kinakailangangmabigyang pagpapahalaga natin ang pagkakaugnay-ugnay ng mga iba’t ibang yugto nito upang ma-appreciate natin na angbuhay ay isang proseso kung saan ang mga acquired experiences sa nakaraan ay may bearing sa kasalukuyan. Since everything isin constant flux, kinakailangan ding ang kasalukuyan ay mapaunlad upang maisulong naman ang hinaharap. Each experiencemust then be treated as a process of learning.

“The process of lifelong learning begins in pre-school and continues through compulsory and post-compulsory periods of formal education and training.It is then carried out throughout the remainder of one’s life span. Lifelong learning is actualized through provision of learning experiences andactivities in the home, the workplace, universities and colleges, and in other educational, social and cultural agencies, institutions, and settings – bothformal and informal – within the community. It considers the world as a classroom.” Antonio C. Asper

What can be done? Ika nga nila, huli man at magaling ay naihahabol din. Definitely, may paraan pa upang malutas nina Gina,Mario at ng iba pang mga katulad nila ang kanilang problema. How? Well, one may actually start by finding one’s passion in lifethat which comes after knowing oneself and knowing oneself well. Kaakibat nito hindi lamang ang mga acquired skills andknowledge but more importantly, ang mga needs, values, interests, attitudes, and others na gusto pang isulong at paunlarin ngisang indibidwal. Syempre pa ang malalim na pagkakakilanlan sa ating mga sarili ay di napupulot sa bangketa o di kaya’ynahahanap sa ilalim ng tansan. In order to do this, kinakailangan ang mahaba-habang pagmumuni-muni o introspection. Andmind you, di din naman biro ang ganitong gawain. Knowing oneself may actually mean coming into terms with ones past andrealizing its relevance in the present in order to plan for the future.

Your next move. Sa puntong ito, maaari mo na sigurong simulan ang pagpaplano sa iyong career. Better known as careerplanning, it is a deliberate process of knowing who we are so that we can be sure of where we want to go or what we want tobe at some defined point in the future. Kapuna-punang prerequisite para sa isang indibidwal na magkaroon ng isang malalimna pagkakakilanlan sa sarili upang malaman nya kung saan siya patungo at kung ano ang mga kaparaanan patungo duon. Ika ngang isang batikang pilosopo, if we know the ‘whys’ in our lives, we can practically do with any ‘hows’.

Career Planning 101. Basic class? Hmm…mukhang madali. But don’t be deceived because career planning may actually involvepainstaking however guaranteed effective steps towards self-redemption.

1 I think therefore I am. Kilalanin ang sarili, maging familiar sa kinapapaloobang sitwasyon at maging sa mga bagay nanakakaapekto sa ating mga choices and decisions. Kaakibat nito ang mga pag-uugali, interest, pangangailangan, mgapagpapahalaga at kakayanan na bumubuo sa pagkatao ng isang indibidwal2 Mamangka sa ibang ilog. Solely for this purpose, katanggap-tanggap ang ganitong gawain as this will expose one to avariety of career options na naaayon sa iyong self-assessment or yung sa tingin mong makakatugon sa iyong mga concerns.3 Trim down your options. Pumili ng sa tingin mo ay pinakamainam base sa iyong self-assessment at mangalap na din ng mgavalid, accurate and timely information about each of your options.4 Zoom-in. Ano sa tingin mo ang pinakamainam sa kasalukuyan with all the givens in your life?5 Maging praktikal. Magplano, both long-term and short-term goals nang sa gayon ay makabuo ng mga kongkretonghakbangin upang maisakatuparan ang napiling layunin sa buhay.

WHAT NOW? CAREER ADVISORY SERVICES

However, most of us can’t go through this gruelling process alone. Huwag mabahala. All in the light of the organization’spolicy to consolidate and expand its social base, ang Federation of Free Workers kabalikat ang Technical Education SkillsDevelopment Authority ay bumubuo ng mga bagong programa on skills training, equivalency, testing and certification upangmapatatag ang internal structures and administration ng organisasyon. Isa na dito ay ang career advisory services. Dito napapaloobang career counseling, isang proseso kung saan ang isang indibidwal ay ginagabayan ng isang counselor or in most cases, ngmanager. Ito ay upang makilala ang kanyang sarili at ang kontekstong kanyang kinapapalooban ng sa gayon ay makagawa siya ngmga satisfying and rational choices na may kinalaman sa kanyang trabaho and to eventually act on these choices. Mahalaga angpapel ng isang counselor or manager bilang facilitator sa kadahilanang siya ang responsable upang maisulong ang proseso mulasa isang phase patungo sa susunod hanggang sa ang empleyado na mismo ang makabuo at magcommit ng sarili nya sa isangplan of action. Mahalagang matandaan na ang papel ng isang manager ay upang mag-facilitate at hindi diktahan ang empleyado.Na sa empleyado mismo magmumula ang pagbubuo at pagcommit sa isang plan of action. MA. CRISTINA M. DIOKNOÌ


After 27 years of being a housewife and mother of four, Aling LuzHufancia was experiencing a sense of weariness caused by the daily grindof waking up each day to carry out the same chores and duties of cleaning,cooking, and doing laundry.

“Ganito na lang ba ang buhay ko (Is this all there is to my life)?” she recalled,musing that her life had become routine, her world somewhat limitedto the four corners of their home in Barangay Palatiw in Pasig City.

Things changed, however, when a community-based “school on wheels”project initiated by women’s non-governmental groups and the Pasiglocal government for women like her, taught her that she can do morewith her life—outside the home. The project called Gabriela SilangSchool on Wheels provides non-formal education for community- andhome-based women about issues concerning women, such as women’srights, and aims at “consciousness-raising that will pave the way forwomen’s organizing.”

FIRST BATCH OF GRADUATESDuring its launching in Pasig last October 4, Hufancia and 14 otherwomen became the alternative school’s first batch of graduates, whowill in turn serve as volunteers to echo what they have learned from theprogram to their fellow women in 10 targeted communities of Pasig.Pasig is the pilot area for the project, which will be replicated next inManila and in the future in other cities and urban centers, according toits implementors.

“I am a proud volunteer of School on Wheels,” beamed the purpleshirts worn by the graduates who each received a diploma certified bythe groups behind the project—party-list organization Bayan Muna,Center for Women’s Resources (CWR), Gabriela-National CapitalRegion, and the Pasig City local government.

Representatives of the said groups attended the small affair. Amongthose present were city officials led by Vice-Mayor Lorna Bernardo and afew city councilors who congratulated the 15 graduates, most of whomwere in their late 40s to late 50s.

BLESSED WHEELSPart of the simple morning graduation rites held at Plaza Rizal was theribbon-cutting and blessing of a van that will be the “wheels” of theschool that hopes to reach women in the various communities of thecity.

The white van has been converted into a mobile multi-media librarywith reading materials on women’s issues, as well as the regularpublications of the CWR, the research and education arm of Gabriela.It will also be equipped with a computer for audio-visual purposes.

During the launching, Hufancia, 53, who was asked to share herexperience with the project, spoke of the changes in her life after learningof her rights as a woman and how such added knowledge has changedhow she views herself as a woman.

“When I joined the program, my life changed. Whereas before I wasalways dressed in ‘daster,’ (loose housecoat) now I have learned to wearpants,” she said in Filipino, showing off her brown trousers whichelicited laughter and applause all around.

Women NGOs, Pasig GovernmentLaunch School on Wheels

“From now on, I don’t want to be called Aling Luz, I am now TitaLuz!” Hufancia declared, getting more applause.

INTELLIGENCE IS ‘SEXY’Addressing the volunteers, Bayan Muna Rep. Liza Maza said that awoman’s knowledge and intelligence, which give her self-confidence,and not her body shape, are the measures of her “sexiness.” The remarkproduced giggles among the women.

“A woman with self-confidence is sexier,” the congresswoman said, asshe urged the volunteers to use their knowledge to help other women,people and the community. “Step by step, with the knowledge weshare with other women, we empower them.”

Maza said that primarily, the program gives women from urban poorcommunities a venue to learn about their basic rights as women.

The program has three modules: basic women’s orientation, violenceagainst women, and women’s health and reproductive rights. So far,the first batch has only received training on the first module, consistingof a women’s situationer, roots of women’s oppression, women’srights and the women’s movement, said Malou Turalde, a facilitatorand member of Gabriela-NCR.

Implementors of the project said the first batch of graduates consistsof housewives like Hufancia, former factory workers, and membersof local Gabriela chapters.

They noted that at the outset, many of the volunteers were not awareof women’s rights such as their equality with men, and freedom fromdiscrimination. They were more used to the traditional man-womanroles in the household.

“Now they have learned that men should also do household work,”said Dek Amaya, a member of Gabriela-NCR.

Turalde stressed that while the program aims to raise the level ofawareness of the women about their rights, it is also important toraise their husbands’ level of awareness of their responsibilities.

INITIAL POSITIVE RESULTSHufancia told CyberDyaryo that some of the initial positive results ofthe program were her renewed self-confidence in facing people andlearning new things in spite of her age—things, she said, that she wasunaware of before.

And what was her husband’s reaction? “At first, he didn’t want meattending ‘school’, but now it’s okay with him. He’s even here.” Shesurmised that her husband changed his mind because, “Before I wasalways scowling (‘nakasimangot’) but now no more.”There have been “changes” in the household, she added.

Asked what she plans to do as a volunteer for the school-on-wheelsprogram, Hufancia said “Manghihikayat ako ng kapwa ko babae na huwagna lang palaging nasa isang tabi. Lumabas na tayo ng ating tahanan (I’mgoing to go around persuading women not to just stay off to theside. Let’s get out of our homes).” p (taken from the October 9, 2002 issueof Cyberdyaryo)

Non-Formal Education for Home-Based Women


EDUKASYON AT ANG IYONG KINABUKASAN“Mag-aral kayo ng mabuti kung gusto ninyong maging magandaang kinabukasan ninyo.” Ito ang paulit-ulit na sinasabi sa akinng aking nanay noong ako ay maliit pa. Sa aking kinalakihangpayak na pamumuhay, tunay na isang pribiliheyo ang makapag-aral at makatapos ng kolehiyo. Sa mas malaking larawan, atingmakikita na ang aking kuwento ay isa lamang sa napakaramingbersyon ng kawalang-kakayahang makapag-aral ng marami saating mga kabataan. Lubhang napakaunti sa napakalaking bilangng kabataan na nag-aasam na makapag-aral ang nakakataposng magandang kurso at nakakapag-aral sa eskwelahan upangmasiguro ang kanilang kinabukasan. Isang katotohanang marahilmarami ang mapapatango at magsasabing, “sang-ayon akodiyan.” Katulad ng ibig ipahiwatig ng mga salita ni Dir. Libanng TESDA sa kanyang talumpati, “Bakit sa halip na umangatang buhay ng mga mahihirap sa pamamagitan ng edukasyon,tila ito’y nagiging isa ring instrumento sa lalo pang paglayo ngagwat ng mga mayayaman sa mahihirap?”

Hindi maipagkakaila na marami sa ating mga kabataan angwalang kakayahang makapagpatuloy ng pag-aaral partikular sakolehiyo dulot ng mataas na matrikula kumpara sa kinikita ngisang ordinaryong manggagawa. Sa kinikita ng isang mangagawasa pang-araw-araw, kulang pa ang kanyang kakarampot na kitasa ilalaan sa gastusin sa bahay tulad ng pagkain, kuryente, tubig,renta at iba pang pangunahing tustusin. Ngayon, isipin mo, saanpa kukuha ang manggagawang ito ng ilalaan para sa edukasyonng kanyang mga anak o di kaya’y kapatid? Bagaman libre angelementarya sa mga pampublikong paaralan, hindi pa rinmakapag-aral ang ibang mga bata sapagkat walang pamasahe,pambaon, pagkain at iba pang sari-saring dahilan na umuugnaysa kasalatan sa buhay. Lalo’t higit paano na ang mgamangagawang biglaang nawawalan ng hanapbuhay dulot ngpagsasara ng mga kumpanya, bankruptcy, redundancy, mergers,at iba pang dulot ng pagbabago sa mundo ng paggawa?

Sa pagtalakay ng ilang mga realidad na bumabalot sa atinglipunan, marahil ika’y mapapaisip... Anong kinabukasan angnaghihintay sa iyo lalo’t higit sa iyong mga anak kung patuloyna ganito ang magiging ikot ng gulong ng buhay ng mgamanggagawang katulad mo?

Ikaw? Ano ang ginagawa mo o magagawa pa upang kahitpapaano’y malutas ang iyong mga problema at kahit papaano’y

umangat ang iyong katayuan gayundin masiguro angkinabukasan ng iyong pamilya?

Hindi sapat na kaya mong isa-isahin ang iyong mga suliranin.Hindi sapat na alam mo ang mga malalalim na dahilan kungbakit iyan ang sitwasyon mo sa buhay. Hindi sapat na naghihintayka ng himala upang magising ka isang araw na naglaho ng lahatang iyong mga dinadala. Hindi dahilan ang wala kang magawakaya dapat lang na tanggapin na lamang ang kapalarangdumating sa buhay mo. Walang sapat na rason paramapatunayan na wala ka ng magagawa upang mapabuti angiyong pamumuhay. Napakaraming oportunidad sa ating paligidna kung bibigyan lamang natin ng tunay na pagpapahalaga aylubos na makakatulong sa pagpapabuti ng ating pamumuhay.

EQUIVALENCY AT LIFELONG LEARNINGGanito ang paniniwala ng Philippine Social Institute – Federationof Free Workers (PSI-FFW) at ng Technical Education andSkills Development Authority (TESDA) sa isinagawangEQUIVALENCY AND LIFELONG LEARNINGOPPORTUNITIES WORKSHOP para sa mga miyembrong pederasyon. Ito ay ginanap noong Agosto 27-29, 2002 saTESDA Women Center, Taguig Metro Manila. Layunin ngworkshop na magbigay ng mga alternatibong oportunidad saating mga miyembrong manggagawa at mga kasama at kaibigansa batayang sektor sa pamamagitan ng pagbabahaginan ngkaalaman ng mga kinatawan ng mga ahensya ng pamahalaanukol sa mga programa ng iba’t-ibang ahensya ng ating gobyernona tumutugon sa pangangailangan ng mga manggagawapartlkular sa skills training, equivalency and lifelong learning,education and certification. Gayundin, ang workshop ayisinagawa bilang pagtugon sa mandato ng FFW Program andPolicy of Action na naglalayong higit na palakasin ang panloobna istraktura at pamamahala ng FFW batay sa polisiya napagsasamahin at palawigin ang hanay ng mga kaanib ngpederasyon at bigyang tugon ang suliranin sa lumalalangpagtatanggal sa trabaho o pagsasara ng kumpanya ng atingmga miyembrong manggagawa. Higit sa lahat, layon ngnasabing gawain na bigyang-halaga at palawakin pa angkakayahan at kaalaman ng ating mga miyembrong manggagawatungo sa kanilang self-empowerment.

Mga Alternatibong Oportunidad: Isang Hamon sa Atin

“Education (in the formal school setting) has always been regardedas the Great Equalizer which would enhance the employability of

the poor and disadvantaged and increase their chances for abetter life. Ironically, many believe that instead of being the Great

Equalizer, it has become the “Great Sieve’ sorting people andassigning their slot in society.”

-- Dante Liban, Director-General, TESDA


Sa workshop na ito, binigyang-diin ang pagkakaroon ngpagkilala o sertipikasyon sa mga kaalaman at kasanayang nakuhahindi lamang sa pormal na eskwelahan, gayundin pagkilala sakakayahan ng isang indibidwal batay sa kanyang karanasan saaktuwal na pagtatrabaho at iba pang kasanayang natutunan mulasa karanasan sa buhay. Ang programang ito ay nakapaloob sapatuloy na binubuong malawakang pambansang TechnicalVocational Education and Training Equivalency System ngTESDA. Sa ilalim ng programang ito, binibigyan ngpagkakataon ang mga kabataang hindi nakakapag-aral at mgasecond-chance adults na nagnanais na makapag-aral ng kursongunit walang standard high school graduation diploma. Itoay sa pamamagitan ng pagpapatupad ng mga mekanismo nanaglalayong higit pang patatatagin at palawakin ang pakikipag-ugnayan sa iba’t-ibang ahensya ng pamahalaan partikular angmga education providers kagaya ng Commission on HigherEducation (CHED), Department of Education (DepEd) atiba pa. Gayundin ang pagbubuo ng proseso ng sertipikasyon,diplomas at degrees sa loob ng TVET at pagtugma ng sistemasa loob ng TVET at sa pagitan ng TVET at mataas naedukasyon.

Ilan sa mga highlights ng activity ay ang workshop napinangunahan ni Ms. Ma. Teresa Montejo, Board Member-at-Large, FFW na may titulong “Where are we now? Where dowe want to go?

Sa workshop na ito, nakatukoy ang mga participants ng mgastratehiya na nagawa na at maaaring gawin pa lang nacomponents tungo sa pagkakaroon ng programa sa laranganng (TVET), equivalency at lifelong learning. Higit pang napalalimang output ng mga participants sa resulta ng workshop napinangunahan ni Mr. Antonio Asper, Assistant to the FFWNational President and BATU President. Ito ay may pamagatna “How do we get there?” Dito ay nakatukoy ang mgaparticipants ng mga partikular na gawain na naaangkop sa bawatcomponents na naunang natukoy. Sa pamamagitan nito aynagkaroon ng mas malinaw na direksyon ang programangninanais ng Federation of Free Workers na bigyang-buhay atdi kalauna’y maisakatuparan.

Kung susumahin, masasabing ang workshop ay nakatulong namalaki sa ating mga miyembro sa pagkakaroon ng kaalamansa mga oportunidad sa kanilang paligid na kung kanila lamangnanaisin ay maaring maging isang tipak na ginto na maaari nilangpagsimulan tungo sa pagkakaroon ng mas mabutingpamumuhay. Gayundin ang kaalamang kanilang natutuna’ymaaari nilang ibahagi sa kanilang mga kapwa manggagawaunyonista man o hindi mga kasamahan sa batayang sektor athigit sa lahat maaari nila itong ibahagi sa kanilang mga kapamilyaat kamag-anak upang sa ganon ay lumaganap ang positibongpagtingin sa mga suliraning kinakaharap sa buhay sapamamagitan ng pagtuklas sa iba’t-ibang oportunidad namaaring mapasakamay natin kung atin lamang tunay napagsisikapan.

Kung kaya nga’t kapag dumating ang panahong ako namanang sasambit ng mga katagang paulit-ulit na sinasabi sa akin ngaking nanay noong ako’y maliit pa, “Mag-aral kayo ng mabutikung gusto ninyong maging maganda ang kinabukasan ninyo”,kasunod nito’y ang mas malalim na pagpapaliwanag na angkarunungan ay hindi lamang ang mga bagay na natutunan sapaaralan, ngunit mas malawak at matalas na kaalaman angnahahalaw mula sa ating mga karanasan sa apat na sulok ngbuhay na kung tagurian ay ang ‘the real world’ o ang tunay napakikipagsapalaran sa buhay. MYLA M. SANDOVALÌ

Philippine Social Institutefor workers’ education and development

Federation of Free WorkersRamon J. Jabar Juan C. TanNational President President Emeritus

Atty. Allan Montaño Jose CayobitNational Vice President National Treasurer

Editorial Team for this IssueAntonio C. Asper Myla M. SandovalRaquel DC Arpojia Richard G. ValenzuelaMa. Cristina M. Diokno

Workers’ Satellite is published by the Philippine Social Institute,the education and training arm of the Federation of Free Workers.

Editorial Offices at 3/F FFW Building1943 Taft Avenue 1004 Malate, Manila,PHILIPPINES

Tel (63 2) 523 1979(63 2) 521 0464/35

Telefax (63 2) 525 0801E-mail [email protected]

Publication of the Workers’ Satellite is made possible through thesupport of WSM-EU.


Judith DalaganUniversity of Immaculate ConcepcionEmployees Union-FFW

The three-day workshop on EQUIVALENCY & LIFELONGLEARNING OPPORTUNITIES WORKSHOP held last August 27-29, 2002 had affected me in two ways.

On one side, I found it depressing to see the NEDA’s cold factsabout our declining economy. The idea that the program onequivalency in the higher education had long been there, yet hasnot gained a visible impact, made me ask myself if the problemis in the system itself or is it rather in the implementation.

I cannot also help but think that our government is not reallysincere about finding a lasting solution to the unemploymentproblem. This project does not generate work for our labor force;it trains the workforceto make them marketable to other countries. It sounded like,instead of creating jobs, it puts up a placementagency

On the brighter side, it made me feel good to witness vintageeducators like Deputy Director Alcestis Guiang who personifiesthe theory of Learning as a continuous process. To see her oozingwith dynamism as she shared her personal experiences inlifelong learning and to listen to her vision of Filipino workersdaring to go into multiskilling or upskilling were enough to warmhearts like mine. With her as an inspiration, I, who had slowlyturned cynical about out economic, political and justice system,somehow saw a light at the end of this tunnel we are in.

In fact, the first thing I did when I went back to Davao was to callmy two unemployed brothers. As a believer in the dogma, “Charitybegins at home” I shared to them the things I learned aboutTESDA courses, and I asked them if they are interested to enroll.Of course, as old as they are, they did not immediately swalloweverything I said about life-long learning opportunities.

However, when I shared to them the gist of Mr. Tony Asper’s inputregarding the effects plus the on-going threats of globalizationin our country, and the need for us to change paradigm, likelooking into our own strengths and skills in order to survive inthis global arena, I was able to drive my point.

Right now, I do not lose the opportunity to share this idea toeveryone I know, whether from my own neighborhood. I also grabevery chance for me to learn, because the signs of time tell menot to be over confident nor be too comfortable in my career.

DORY AXALANUniversity of Immaculate Concepcion EmployeesAssociation- FFW

The 3-day seminar-workshop on EQUIVALENCY & LIFELONGLEARNING OPPORTUNITIES, was indeed a blessing to ME. Ihave learned and realized many things and a lot more to unlearn.I was inspired with Deputy Director Alcestis Guiang, at her ageshe was very enthusiastic about life and full of hope. Looking atthose statistical figures on Literacy and economic profiles of ourcountry, the vacuum between unemployment and job vacancy, Ifelt uncomfortable. I have a lot of questions deep within me and ican’t find answers to them.

What was the most important learning and/or insight that you have gained from the Equivalency and LifelongLearning Opportunities Workshop? How did the workshop help you identify and consider possible

equivalency and lifelong learning opportunities?

My first reaction is to blame our government officials for what ishappening now. The worsening political and economic conditionsplus their actuation and behavior of selfishness have given meenough reason to be angry. ACCEPTANCE is the key word. Therealities of life in our country is something I do not have controlof. But as concerned citizen I can do something. With GOD, likean eagle we can fly high above the storms of life.

OLIVER MONDIGOTemic Automotive Phils. Inc.Employees Union – FFW

The important insight that I learned in the said seminar is thateven if you are not a degree holder, you can still be compared tothem in terms of skills and actual know-how by continuouslearning of new technology/techniques. Also, the workshophelped me identify what are the in-demand job opportunities inthe workplace and inform skilled workers that they have theopportunity to get their certificate even without a formal education.

DARIO dela CRUZCentennial Plastics Corporation Employees Union-FFW.

The activity really amazed me. I could not believe that the workershave this opportunity to be called professionals with the skillsthey gained from their actual performance of work in theirrespective companies without having to go back to formalschooling. The invited speakers clearly discussed their topicsand how it is possible to avail of equivalency and lifelong learningopportunities.

FE MAGBANUACentral Philippines UniversityRank and File Labor Union

The most important learning or insight that I have gained fromEquivalency and Lifelong Learning Opportunities are as follows:

1)This program can help to some extent solve our economicproblems such as :

(a) Unemployment / under employment(b) loss of jobs(c) poor economic condition as a result of closure andretrenchment

2) Through Public Employment Service (PESO) which canprovide employment information and assistance through theDOLE which is community based and through LocalGovernment Units as well as NGO’s to give assistance inlooking for job.

3) As NGO I can assist in information dissemination throughour own local union.

4) To disseminate to the community the improvement of bluecollar jobs especially at this point in time when people arebeset with unemployment problems as a result of globalization.

POINTS OF VIEW


particularly that of the Trade Federation III (TF III) affiliates. Thisactivity served as a forum on how to develop and effect action planstailor-fitted with the current labor situation of our brothers andsisters in the chemicals, drugs and petroleum sector.

If undelivered, please return to the editorial offices of the Workers’ Satellite

Advance courses, a workshop and a community visit filled up PSI’sstaff locator for the months of August and September.

Indeed it was two very demanding months for the PSI team, itstarted with the administration of an advance course on CollectiveBargaining Negotiations to twelve (12) TSPICEU-FFW officers andboard members aimed at developing their skills on effectivenegotiations and conflict resolution. They were provided withworking knowledge on the concepts, processes and approachesof interest-based as well as principle-based negotiations as maybe useful both in col lect ive bargaining and workers’representation. The two-day activity was conducted last August4-5, 2002 at the Networld Hotel, Makati City.

It was in this same venue where the FFW Governing Boardmembers received a certificate of attendance from the AteneoSchool of Government for attending a crash course on PublicAdministration and Finance last August 13-15, 2002 aimed atenhancing FFW’s effectiveness in participating in tripartite bodiesby influencing government agencies’ priorities that would favorthe interests of the workers.

Equally important to FFW, was the increasing need to promotethe concept of equivalency as a venue for accessing educationfor its constituents especially those involved with technical workas espoused by the Technical Education Skills DevelopmentAuthority (TESDA). To increase awareness and provide deeperunderstanding on equivalency and career options for technicalwork, an Equivalency and Lifelong Learning OpportunitiesWorkshop was conducted for FFW’s local union affiliates fromLuzon, Visayas and Mindanao last August 27-29, 2002 at theTESDA Women’s Center in Taguig, Metro Manila.

Apparently, as education’s role in the empowerment of the Filipinoworkers becomes lucid, the need for re-skilling FFW’s pool ofeducators with new techniques in educating those in their ranksbecomes imperative. An advance course on group facilitationentitled Creative Power Tools for Labor and Social Educators wasconducted last September 3-6, 2002 at the Skyrise Hotel, BaguioCity for twenty-one (21) Luzon educators.

Meanwhile, a week-long training was conducted for FFW’strainors in the Visayas and Mindanao (Vis-Min) regions thatcommenced last September 10, 2002 with a three-day trainingon the Technology of Participation (ToP) attended by twenty-three(23) trainors. This was coupled by an advance course on CreativePower Tools for Labor and Social Educators from September 13-15, 2002 at the Grand Regal Hotel, Davao City.

Aside from the rigorous trainings conducted in Davao, PSI alsoseized the opportunity and conducted a community visit at IslaVerde, Davao City where child labor incidence was assessed.And, an initial dialogue with possible stakeholders in addressingthe issue proved to be worthwhile as PSI has identified othercommunities for assessment this October.

Lastly, after a long trek on Asia’s largest city, PSI is once againback in the summer capital of the Philippines last September18-21, 2002 for an Organizational Development and Planning(ODP) session aimed at providing updates and understandingon how the present realities of the integrating world economyaffects the employment and working environment of workers

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PSI WORKBENCH

JUANITO FACUNDOEmployees AssociationBayer Philippines -FFW

The recognition of prior learning of an individual obtained fromformal, non-formal and informal education by government’slearning institutions, i.e., Department of Education, Commissionon Higher Education and TESDA of which certification isacknowledged Asia-wide; The competency-based certifiedindividual has several available opportunities: either to continuebasic education, secondary course, pursue tertiary educationleading to a bachelors degree or to further upskill and acquiremulti-skilling on technology-based courses in view of theprevailing labor market requirements. The workshop providedus new and relevant information on re-tooling workers not onlythe job-hunters but also those wanting to initially educatethemselves by way of the government facilities on labor marketrequirements locally and abroad. The Federation of Free Workers,as a labor center has a great opportunity to util ize theseequivalency and lifelong learning facilities of the government toour displaced and about to be displaced members.

RICHARD VILLANUEVAPhilippine Social InstituteFederation of Free Workers

Equivalency can be a potent tool for out-of-school youths or thosewho are financially-challenged to acquire formal schooling andyet have the essential skills acquired through experience to becertified by the government for employment and ultimatelyintegrate into the economy.

MARIO VISTALMandaluyong Ice Plant

The topics covered were relevant and properly sequenced. Theknowledge and skills that I have learned in the seminar will beused in my work in the union and in the company. I will alsorecommend to all my colleagues that they also undergo a seminarlike this. I have high appreciation to the PSI-FFW and TESDA stafffor managing the seminar in a professional manner.Ì

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