English for Purposive Communication

MODULE 7-Communication for Academic Purposes

ANSWER SHEET
Lesson 7.5 Enabling Assessment
Names: Sadiwa, Michael Henry
Tagudin, Amir James L.
Tapawan, Mich Eiram S.
Tuazon, Francesca Marie A.

Kinaadman: Investing in Education, Investing in the Future

I. INTRODUCTION
A. Background of the Issue
Lack of access to education in rural areas of the Philippines has continued to be a
prominent issue that heavily affects many poor children and teenagers. An estimated
80% of Filipinos who suffer from poverty live in rural areas, indicating difficulty in
providing access to quality education due to many factors. Some known obstacles that
hinder the provision of quality education are the shortage in local public schools and
classrooms, the incapability to afford school supplies, uniforms, and transportation
fees, and the longer travel distance between their homes and the local school (Pope,
2016). One of the reasons why this issue continues to be a nuisance for the youth after
many years is the lack of government funding for building and maintaining these
infrastructures and facilities. In the Philippines, corruption in the higher seats is yet to
be eradicated. As such, the funds meant for helping the community and improving
their education system are instead stolen by many government officials to satisfy their
selfish desires (Clifford, 2018).

Urban areas have better access to education due to the government’s priorities of
monetization and convenience. However, the current quality of education is not ideal
for all students and teachers, especially during the pandemic. The Philippine News
Agency (PNA) reported that the country has a rate of over 90% on the 2022 State of
Global Learning Poverty (PNA, 2022). This means that the Philippine education
system is failing and possibly faces both schooling and learning deprivation, which
prevents student growth and productivity. According to Love Basillote, the Philippine
Business for Education executive director, most teachers are overworked and are not
qualified to handle some of the subjects they teach to students. The reason is that the
DepEd’s way of compensating for the lack of manpower in a lot of facilities is by
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distributing responsibilities more than what an individual teacher could take healthily.
This is also backed up by a statement from De La Salle Araneta University’s faculty
society president, Myra Duldulao, who says, “With more and more students in our
classes and lots of preparation to do, we are drowning in work. That is not even all,
we are given other duties like being a class adviser, facilitator, and moderator that
require even more preparation and paperwork” (Manahan, 2023). This results in a
workforce full of underpaid, overworked, and unproductive employees, which
degrades the overall effectiveness of education in the country.

According to the findings of a study that conducted a decomposition analysis, the

difference in the average years of schooling (AYS) between rural and urban areas was
around 1.6 years. It is because students from urban areas tend to attain a higher
educational level than those from rural areas due to several factors that hinder their
academic growth. With that said, it results in urban areas obtaining a higher academic
success rate at both provincial and national levels (Zamora & Dorado, 2015). Lv
(2017) studied the correlation between family income and the student’s educational
level. His findings showed that it has a significant impact on one’s academic
performance. This means that one of the possible factors that contributes to the
inequality between urban and rural areas in terms of education is financial liability. As
emphasized by the results of a study by Gocotano et al. (2021), family income in 90%
of rural areas is less than 11,690 pesos; 8% earn from 11,690 to 23,381 pesos; and the
remaining 2% scale further. The percentages indicate that most of the students in rural
areas tend to fail more in classes due to financial problems that cause a lack of
resources and concentration difficulties. It also means that students from urban areas
are generally in a more advantageous position to succeed and graduate.

B. Statement of Purpose
This campaign is meant to assist Filipino students located in rural areas with
obstacles that prevent quality education. With the necessary resources, the group aims
to implement an academic aid program that would benefit the community, especially
the youth, by providing learning materials and organizing a skills development
seminar for the teachers. It is also intended to raise awareness among the public by
uploading informative posts regarding this issue on online platforms, as well as
encourage others to donate money or school supplies through fundraising. In hopes of
contributing to improving the lives of these people, the group strives to accomplish
the objectives by carrying out the campaign as planned.
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C. Method
To accomplish the Kinaadman: Investing in Education, Investing in the Future
project, the following methods and steps can be implemented:
I. Conduct Research and Assessment: To support our claims, begin by
conducting thorough research on the current state of education in rural areas
and public schools to further elaborate on the issues at hand. One way to do
this is by interviewing local students about their learning experiences in
their schools.

II. Promote Awareness: For our advocacy to be recognized, we will utilize

social media platforms, particularly Facebook and Instagram, to promote
awareness about the challenges faced by students in rural areas and public
schools. Additionally, infographics will be used to present the importance
of quality education and the existing gaps. We will use hashtags, create an
online forum, and create interactive content to gain interest and support
from the community.

III. Fundraising: Organize a fundraising project, such as a thrift sale, to collect

gently used items from the community, including clothing, accessories,
toys, books, and other goods. Sell these items at affordable prices to raise
funds for the cause. Additionally, set up a donation drive using online
platforms like GCash to gather monetary contributions or in-kind donations
such as school supplies and learning materials.

IV. Advocacy: We will make use of the funds that were connected in the
previous phases to purchase school supplies and distribute them to students
in need. We will make sure that the population that we choose is from rural
areas or from public schools. Additionally, we will encourage others to
support other advocacy efforts that are related to our campaign.

II. QUALITY EDUCATION

A. Vision-Mission Statement
Vision:
Our vision is to eliminate barriers that prevent students from accessing
quality education, ensuring that every child, regardless of economic background,
has the opportunity to thrive academically and build a brighter future.
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Mission:
Our mission is to close the educational opportunity gap by providing
underprivileged students with access to quality education, enabling them to
overcome the challenges of poverty and reach their full potential.

B. Objectives
● Implement quality teaching on technology to bridge the technological gap,
such as providing online educational resources, virtual classrooms, and
interactive learning tools to students in rural areas.

● Provide students who are struggling with essential school supplies such as
notebooks, pens, pencils, erasers, rulers, backpacks, and additional
materials to guarantee they have the tools they need to learn effectively.
● Enhancing educational programs for teachers and professional development
opportunities to provide educators with effective instructional strategies and
skills to meet the specific requirements of students.
● Assess the students’ academic experience before and after the
implementation through questionnaires to determine the effectiveness of the
campaign.
● Inform netizens and spread awareness about the advocacy along with the
underlying issue through social media platforms.
C. Strategies
● Observe the situation in the rural areas and public schools that have been
chosen.
● Do regular reports to track the progress of the project and make necessary
adjustments and recommendations based on the reports.
● Set up a social media profile and post infographics or other publication
materials related to the advocacy.
● Seek opportunities for collaboration and form partnerships with groups with
related advocacy groups and NGOs, as this provides extra resources and
knowledge and helps to amplify the project’s impact. One example of this is
a collaboration with the Philippine Association for Teachers and Educators
(PAFTE), whose goals aim to develop the skills of Philippine educators
through seminars and workshops.
● An evaluation form will be distributed to beneficiaries to assess the group's
overall performance during the implementation of the project.
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D. Action Plan

Advocacy Resources Support Targets/Agent Strategies Action Steps

Objective s
Improve Personnel: Volunteers Target Specific strategies: Specific steps:
access to - Project Head beneficiaries: - Raise - Conduct a
high-quality - Logistics Head Partner - Students awareness research and
education for - Fundraising Organizations from rural about the assessment on
students in Head (Tentative): areas issues related the state of
rural areas. - Social Media - Philippine to the lack of education in
Head Association Agents (Persons access to nearby
for Teachers who will carry out high-quality schools.
Budget: and Educators the plan): education - Set up a social
- At least Php (PAFTE) - Michael through media profile.
3000.00 - Save The Sadiwa posting - Post
Children (Fundraising informative infographics
Materials: Philippines Head) visuals in and share
- School supplies - ChildHope - Amir social media ongoing
- Books - Room to Read Tagudin platforms. petitions/proje
- E-learning (Logistics - Donate school cts started by
materials Head) supplies to partner
- Mich nearby organizations.
Tapawan schools that - Raise funds
(Social will aid by organizing
Media Head) students in a donation
- Francesca learning. drive and
Tuazon - Partner with thrift sale.
(Project other related - Purchase
Head) organizations school
to amplify the supplies and
project’s donate them,
impact. along with the
additional
supplies
gathered from
the donation
drive, to the
chosen
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beneficiary.
- If there are
leftover funds,
partner with
PAFTE and
organize a
seminar that is
focused on
developing
skills for
teachers,
which will
enhance the
quality of
their teaching.
- Evaluate the
group’s
overall
performance
during the
implementatio
n of the
project.

III. CONCLUSION

In summary, the lack of access to education in rural areas of the Philippines has
continued to be a prominent issue that heavily affects many poor children and teenagers.
With the goal of ensuring that every child, regardless of their economic background, has
the opportunity to build a brighter future through education, Kinaadman: Investing in
Education, Investing in the Future aims to tackle this pressing issue by raising awareness
about the factors that hinder quality education through the use of infographics posted on
online platforms. The factors the group will be focusing on will be the lack of access to
educational materials and the lack of skills among teachers.
Through funds gained from thrift sales and donation drives, the group will be
purchasing school supplies that will aid students in learning. In addition, they will also be
gathering pre-owned books and other e-learning materials students or teachers may use,
which will be donated to their chosen beneficiary, which will be decided after conducting
research and assessments of schools in nearby areas.
The group also aims to partner with other organizations whose objectives are also
aligned to solving the current education crisis. Specifically, they intend to have a
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collaboration with one of the local organizations, the Philippine Association for Teachers
and Educators (PAFTE), in order to hold a seminar that will develop the skills of
teachers, which will thus enhance the quality of their teaching.
Lastly, in order to assess the effectiveness of the advocacy, an evaluation form will
be distributed to the beneficiaries to see if the donation of school supplies and learning
materials or the seminar held for the teachers had an impact on the improvement of their
quality of education.
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REFERENCES (Follow the 6th edition of APA)

Binisaya. (n.d.). Kinaadman - Cebuano to English. www.binisaya.com/cebuano/kinaadman

ChildHope Philippines. (n.d.). Help the Street Children Hope and Dream Again.
https://childhope.org.ph/

Clifford, M. (2018). Lack of Education in Rural Areas of the Philippines. Libyan Herald.
https://mmunpresscorp.wordpress.com/2018/03/16/lack-of-education-in-rural-areas-of-th
e-philippines/

Garcellano, L. (2023). The need for Filipino kids to go back to basic reading.
https://verafiles.org/articles/the-need-for-filipino-kids-to-go-back-to-basicreading#:~:text
=According%20to%20World%20Bank%20data,90.9%20percent%20by%20June%20202
2

Gocotano, T., Jerodiaz, M., Banggay, J., & Nasibog, H. (2021). Higher Education Students’
Challenges on Flexible Online Learning Implementation in the Rural Areas: A Philippine
Case.
https://www.researchgate.net/publication/353927015_Higher_Education_Students'_Chall
enges_on_Flexible_Online_Learning_Implementation_in_the_Rural_Areas_A_Philippin
e_Case

Lv, H. (2017). The effects of family income on children’s education: An empirical analysis of
CHNSdata.
https://www.researchgate.net/publication/321317848_The_effects_of_family_income_on
_children's_education_An_empirical_analysis_of_CHNS_data

Philippine Association for Teachers and Educators (PAFTE). (n.d.). Vision-Mission | PAFTE.
https://www.pafte.org/about

Philippine News Agency (2022). Nat’l program needed to avert learning poverty: solon.
https://www.pna.gov.ph/articles/1183313

Pope, L. (2016). The Problem of Rural Education in the Philippines.

http://studymoose.com/the-problem-of-rural-education-in-the-philippines-essay

Room to Read. (n.d.). Nonprofit Supporting Girls’ Education & Literacy Programs.
https://www.roomtoread.org/

Save the Children. (n.d.). Building a better world for and with children.
https://www.savethechildren.org.ph/# [Original source:
https://studycrumb.com/alphabetizer]
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Zamora, C., & Dorado, R. (2015). Rural-Urban Education Inequality in the Philippines Using
DecompositionAnalysis.
https://www.researchgate.net/publication/319766115_Rural-Urban_Education_Inequality
_in_the_Philippines_Using_Decomposition_Analysis [Original source:
https://studycrumb.com/alphabetizer]