CHAPTER 1

THE PROBLEM AND THE SCOPE

INTRODUCTION
Rationale of the Study
Poverty has been one of the most common problems the world is now
experiencing. There are about a billion people live in precarious conditions in
slum areas around the world. A lot have been trapped in this poor kind of
situation wherein they lack the money to sustain their daily basic needs such as
food, shelters, and clothing. Having them rely solely on their own efforts to
alleviate their poor situation is too difficult for them to handle. Those poor
communities cannot do everything by themselves, assistance from the
government or any organization is vital.
On the other hand, the government has already started initiating projects
and programs that will help those marginalize people ease the difficult situation
theyre in. Improving the living condition of those people by giving them livelihood
has been the most effective solution for this situation.
Looking locally, a certain community in Barangay Basak at Lapu-lapu
City which is the Sudtonggan Relocation Site has been the community chosen
by the University of San Jose-Recoletos to be adopted in order to have a
particular fiveyear livelihood project in collaboration with the Urban Poor
Affairs Office (UPAO) of Lapu-lapu City Government which has already been
started.
Project Pakigdait aims to improve all aspects of life of the adopted
community. This community outreach project is a continuing manifestation of

USJ-Rs aim to give out free services to the marginalized areas. The program
include: community building, livelihood program, enhancement program, spiritual
program,

literary

program,

health

promotion,

structural

development,

psychosocial development, and disaster management program.

Therefore, the group will conduct a study to assess whether the activities or
programs implemented is applicable to communitys day to day living. Thus this
study is conducted to determine the effect of this livelihood project to the people
benefited by it and if it has improve the aspects of life of the adopted community.

SIGNIFICANCE OF THE STUDY

This study is conducted to assess the needs of the residents of Sitio Dubai
Sudtonggan Relocation Site for a five years program of the University of San
Jose-Recoletos for the marginalized members of its adopted community which is
intended to lessen their distressed condition of poverty and for the future
sustainability of the program. This program intends to provide the residents
various services such as community capacity building, livelihood, structural
facilities, spiritual, literacy and psycho-social development projects. This will give
USJR a macroscopic view in order to offer efficient and sustainable Community
Outreach Program.
This chapter unfolds various importance of this study to the following
parties and end users:
UJSR-INFECOP

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The findings in the study will guide USJR-INFECOP in establishing

programs and/or Plans of Actions that may be implemented to help Sitio Dubai
Sudtonggan Relocation Site residents in the community considering the
organizations limited resources.
Sitio Dubai Sudtonggan Relocation Site Residents
This study is mainly offered for the residents in order to provide them with
initial

support

and

assistance

through

partnerships

with

government

organizations and other project sponsors to sustain daily living and to address
common and recurring problems that they are experiencing in the community.
This will help them to be aware of the dangers and problems prevalent in their
community.
Non-Government Organizations and Other Project Partners
This study aids the non-government organizations and other project
benefactors to adequately assess which implemented activities need further
improvements to have an efficient outcome. It serves as the basis for the
decision applied in choosing programs to offer and beneficiaries to assist.
Researchers
The development of this study has produced them with skills they can
utilize in their day-to-day living. This study gives them assistance to improve their
research skills and personal skills which arises from their way of thinking,
analysis and how resourceful they are, understand less fortunate individuals'
interests, and enhanced their perception in practical learning. Furthermore, in the

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progress of this study, they were capable to generate in them the sense of
teamwork, patience, time management and hard work. In addition, they were
able to develop general skills in critical thinking and coordination.
Readers
This study would give them awareness about the situation in Sudtonggan
residents. In addition, it gives them learning about the circumstances existing in
the area.
Local Government Unit of Sudtonggan
Throughout this study, baranggay officials of Sudtonggan will be able to
realize the immediate concerns of their people so that they will be able to
formulate possible programs and assistance for them to improve the situation of
the affected residents. Furthermore, this study gives support in establishing
policies to protect public welfare.
Future Researchers
This study will assist other researchers to conduct similar paper work and
make use of necessary information and recommendation as their reference in
their own or in conducting other research about the beneficiaries.

Theoretical Background
Adult educators have accepted for at least the past half century that
the skills of literacy are not ends in themselves but need to serve some purpose
and practice that is important to their users. The attempts to tie them closely to
and even derive them from livelihoods began at least three decades ago with -

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UNESCOs pioneering attempt to integrate literacy and livelihoods in its

Experimental World Literacy Program, after the Teheran Conference in 1965.
That is when the term functional literacy came into currency. So successful was
the idea of such integration, that, even with the rise and rapid spread of Paolo
Freires conscientization a few years later, it would be difficult to locate a
contemporary or recent literacy course that did not claim to be functional, even if
it did not claim to prepare its participants for a livelihood. In Kenya (Mwangi
2001) as early as 1969, literacy instructors were expected to assist their classes
set up income-generating projects and to invite technical officers in to help
deepen knowledge, understanding, and skills. In Guinea, livelihoods and literacy
are now so closely entwined that it is no longer realistic to speak of two
approaches there (Diallo 2001).
For their part, vocational educators have long accepted that,
without a sufficient mastery of reading, writing, and calculation, learners cannot
take more than limited advantage of possibilities to enhance their knowledge,
skills, and capacities. For example, FAO (1980) had this to say: Thus, the
concept that the stepping up of farm production by new technology must have
training and literacy as part and parcel of the development process, and
conversely, that training and literacy as an isolated process are of little avail in a
developing society, is now well established.
A similar experience occurred in the Rukungiri district of Uganda.
Womens groups had been well established there, with savings and credit
schemes and engaged in traditional income-generating activities. In 1996, some

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of these groups asked to participate in the national Functional Adult Literacy

(FAL) program, even though their members had on average attended primary
school for five years. Focus group discussions discovered that the groups
wanted to strengthen their literacy skills to feel more confident and in control in
understanding loan agreements and managing their savings and credit accounts.
After the FAL course, these womens groups felt that, in addition to achieving
immediate aims, they had benefited from the functional literacy curriculum in
unexpected ways. Overall, nearly nine out of ten of the women interviewed
claimed to have started new income-generating work as a result of participating
in the FAL program and that they had in consequence improved their conditions
of living. Similarly, the present Kenya study speculates: Part of the success of
the REFLECT a circle in Kibwezi is attributable to the support Action Aid Kenya
accords the circles for income-generating projects. This includes irrigated
horticultural production, tree nurseries, goat rearing, poultry keeping and basket
weaving. These projects have tended to provide a critical binding action for the
groups and their participation in the literacy program is noted to be high. This has
also significantly improved the mens participation rate in the literacy
centres (Mwangi 2001).At the risk of belaboring the point, a final quote from the
Kenya study is pertinent: Fourteen out of 16 dropout respondents said that they
would be willing to go back to the literacy class, if such [income-generating] projects were started.
In the study entitled A Livelihood Portfolio Theory of Social
Protection by Chris de Neubourg it stated that all households face the risk of

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having insufficient resources which they use to satisfy their needs in the future.
These risks refer to vulnerability contexts which encompass technological trends,
population trends, natural disasters, inflation, and price fluctuations. To prevent
the drawbacks that these risks bring, households look for ways to either lessen
their consumption or generate additional income. However, studies show that
consumption cannot be easily lessened in proportion to the decrease in income.
Most households, as a consequence lean on the Welfare Pentagon which
represents the five core institutions used by households to satisfy their current
and future needs in a given society: family, markets, social networks,
membership institutions and public authorities.
Considering the poverty in the Philippines, finding the balance
among the five institutions does not guarantee a stable and risk-free future for
every household. Steps must be undertaken towards the attainment of a
sustainable livelihood. The Theory of Sustainable Livelihood by Chambers and
Brock which is geared towards poverty reduction talks about three basic
principles. The first principle states that there is no direct relationship between
economic growth and poverty. Ones disposition depends on his ability to take
advantage of the economic opportunities. These individuals should serve as the
key actors for they are the ones who have the first- hand knowledge of the things
which bear weight to them, the culture that they have been accustomed to and
how these aspects affect the way that they give importance to their livelihood.
The second principle states that poverty goes beyond the level of income.
Poverty also encompasses other factors like health and illiteracy. Finally, the third
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principle states that because the individuals know what they need, they should
be involved in designing of the different livelihood programs that they be engaged
in.
It may observe that the Theory of Sustainable Development boils
down to two major factors: participation and culture. Participation leads to an
increase in motivation which equates to an increased positive performance. If
individuals are included in the entire process of gathering information, analyzing
it, making choices on where to take action, and implementing the plans, they gain
valuable information on how to handle it themselves. Active participation also
gives the individuals a better sense of commitment. Culture also bears a deep
impact on how individuals view livelihood projects since what matter to these
individuals would depend on the traditions and customs that they have lived
upon.
On the other hand, Theory of Social Support was published by
Banes; it states that Social Support is associated with how networking helps
people cope with stressful events. Besides it can enhance psychological wellbeing. Social support distinguishes between four types of support (House,
1981). Emotional support is associated with sharing life experiences. It involves
the provision of empathy, love, trust and caring. Informational support involves
the provision of advice, suggestions, and information that a person can use to
address problems. Appraisal support involves the provision of information that is
useful for self-evaluation purposes: constructive feedback, affirmation and social

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comparison. Instrumental support involves the provision of tangible aid and

services that directly assist a person in need.
Some of the most appreciated models of social support (Vaux,
1988; Sarason, Sarason and Pierces, 1990a, 1994a; 1994b; Sarason, Pierce,
and Sarason, 1990; Veiel and Baumann, 1992; Burleson et al.1994) describe
social support resources or social support network. Vaux (1988) also
distinguishes three components, one of them being the social support network as
a source of social support. Vaux (1988: 28-29) defines the social support network
as a subset of a larger social network to which an ego turns or could turn for
assistance. Support networks, i.e., social support network resources, are
assumed to be stable in terms of size and composition, except in times of
developmental transitions or non-normative life changes. Support behaviors, on
the other hand are specific acts generally recognized as intentional efforts to help
a person. Not every supportive behavior is helpful. Helpfulness depends on the
proper timing and mode of support as well as on the relationship with the support
provider. Support appraisals are subjective evaluative assessments of support
resources and behaviors. They are primary indicators of how effectively support
functions are fulfilled.
Sarason et al. (1990; 1990a; 1994a; Sarason, Pierce, and Sarason,
1990) define the received social support as the support that people get from
others, or the enacted support 1990a: 15-16). The received support is supposed
to depend on the availability of support, the individual coping skills and the
degree of severity of stress others perceive to be experienced by a subject. The
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perceived support, however, refers to a persons belief that some social support
is available if needed. The authors distinguish between measures of availability
of support and adequacy of available support on one hand, and between global
and specific measures of the perceived support on the other. The third dimension
(Sarason et al., 1990a: 12-15) of social support is referred to as network
measures labeling individual social integration into society (i.e. network structure
and quality of measured relationships). Events that stimulate provision of social
support are divided along several dimensions such as minor-major, simplecomplex, and stressful non-stressful (Sarason et al., 1994a: 93-95). When
referring to the distinction between stressful and non-stressful situations two
main hypotheses regarding the role of social support can be made. The
hypothesis about the buffering effects of social support states that social support
is effective only during stressful events. The main effect hypothesis maintains
that the social support influences behavior and well-being in non-stressful
situations as well. Similarly, three-dimensional models of the social support
concepts have also been proposed by Veiel and Baumann (1992), and Burleson
et al. (1994).
All these models distinguish the same basic dimensions along
which social support is conceptualized: support resources or support networks,
supportive behavior, interactions or received support and support appraisals. For
researchers the social support is interesting mostly because of its relations with
various health related outcomes and possible interventions. Therefore, the most
frequent criterion for selecting a particular conceptualization of the social support

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was its predictive power in explaining outcome variables. The lack of predictive
power of the early concepts of social support, such as simple indices of network
size and density, redirected researchers attention to those measures of
perceived support that showed stronger associations with well-being. Measures
of perceived support were exhaustively analyzed with regard to their
measurement properties and associations with related constructs and healthrelated outcome variables (e.g.,Vaux, 1988, 1992, Sarason et al. 1987a, b).
However, research on perceived support mainly included specific subpopulations. Measures of support networks received more attention in the
framework of sociological approaches where network measures were also
applied to the general population, revealing some specific supportive interactions
and affective contents within particular relationships (Hlebec, 1999).
A variety of measures of perceived support (Vaux, 1988: 33-59)
was developed on the premises of theoretical models. However, these measures
focus

on

individual

perceptions

of

support

availability

and

adequacy.

Furthermore, measures developed after Weisss (1974) and Cobbs (1976)

theoretical models focus primarily on the affective aspects of the social support,
such as the perception of being loved and accepted by others, the sense of
belonging, enhancing of self-esteem, etc. Although several of these measures
were presented as general measures of social support, which are relatively
independent of measures of received support, a thorough reexamination of
reported analyses revealed their primarily affective focus (Procidano and Heller,
1983; Cohen and Tobes, 1988; Bolger and Eckenrode, 1991; Sarason et al.

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1983). They demonstrated that not every social interaction is stress buffering;
some of these may even increase or induce stress. Many social support
instruments that presumably measure the general social support and the enacted
social support actually measure a specific, usually emotional social support.
The social context factors (Vaux, 1988: 76-87) such as stressors,
family, social roles and settings, housing and community, social network tressors
and network vulnerability mediate the transactional processing of social support.
Stressors can diminish social support in several ways, i.e., by removing members
of a social network who create social obstacles to maintaining network
relationships and build psychological barriers to the relationships by stigma or
alter the context of network relationships. Certain stressors may temporarily
disable supportive relationships, such as a terminal illness or a tragic loss.
Sometimes individuals are contributors to the stress as well as its victims.
Stressors may also enhance and mobilize social support, and also promote
positive appraisal of support by initiating support resources that an individual was
unaware of. Family, on one hand, provides the background (Vaux, 1988: 76-87)
for the ways in which the social support network of an individual will be
developed and maintained. On the other hand, it is an important source of social
support. It can contribute to an individuals well-being as well as to his/her
distress by providing harmonious or conflicting ties. Social roles, such as
parenthood or working roles can influence an individuals opportunities to meet
new people, to interact, and to develop relationships to an extreme extent.
Housing type and characteristics of a residential community determine the nature

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of social interactions. Lack of control over an individuals living conditions and

possible social interactions may reduce his/her willingness to communicate.
Social ties are often a source of stress but also of support. There is empirical
evidence (ibid.) available that stressful aspects of social relationships have a
stronger association with distress than supportive aspects. Network resources
may also be vulnerable to the same type of stressors and thus unable to provide
the needed social support.
In line with this, the USJ-Rs Institute of Non-Formal Education and
Community Outreach Program (INFECOP) implements the livelihood and training
program which started in 2009, it offers the residents of its adopted community
various services to alleviate their condition as against poverty. The livelihood
trainings initiate income-generating activities and promote social awareness to
empower the residents to come up with strategies to alleviate their living
condition. Aside from the livelihood trainings, the program also includes
community capacity building, livelihood, structural facilities, spiritual, literacy and
psycho-social development projects.

STATEMENT OF THE PROBLEM

The study is aimed to assess the residents of Dubai Sudtonggan LapuLapu City on the University of San Jose Recolletos Livelihood and Training
Program. Specifically, the following questions were answered:

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1. What is the demographic profile of the residents of Dubai Sudtonggan,

Lapu-Lapu City who availed the University of San Jose-Recolletos
Livelihood and Training Program?
2. What types of Livelihood and Training Program participated?
3. What are their assessments on the type of livelihood and training program
participated?
4. Based on the findings, what recommendation maybe proposed regarding
the University of San Jose-Recolletos Livelihood and Training Program?

Limitation of the Study

Although the research is carefully prepared, there are still unavoidable
constraints. The data is acquired only from the Institute of Non-Formal Education
and Community Outreach Program or INFECOP, one of the programs of the
University of San Jose- Recoletos or USJ-R. Also, the proponents are not aware
of the place and the real situation of the beneficiaries. Hence, the data obtained
is limited.
DEFINITION OF TERMS
Ambulant
Ambulant is used to describe people who does not have permanent place to
dell or in constant shifting.
Displaced
Displaces is being deprived unwillingly or forcefully from the usual or
proper place.
Inculcate

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Inculcate is to cause something to be learned by repetitious or constant

doing.
INFECOP
INFECOP means Institute of Non-Formal Education and Community
Outreach Program
Livelihood
Livelihood are activities that will secure the basic necessities -food, water,
shelter and clothing- of life" which is carried out repeatedly.
Makeshift
Makeshift is a temporary easy and quick way to solve a problem or something
that will serve as the easiest substitute
Marginalize
Marginalize is to regulate to an unimportant or powerless position within the
society.
Meager
Meager means not having enough of something or deficiency which is
important or necessary

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