CSWCD conducts RTD on Research Ethics

A roundtable discussion on research ethics was conducted by the College of Social Work and Community Development on July 11, 2012 at the Seminar Room, CSWCD Bldg. The RTD aimed to provide a venue for CSWCD faculty and staff who had experience in managing projects and researches funded by World Bank and other international financial institutions, to share their lessons and insights on the ethics of working with these institutions.

Several issues and challenges came up about the discussion. Among them are considerations for research and extension engagement at the individual and institutional level as well as the possibility of coming up with guidelines for R&E engagements of faculty and staff. A second RTD will be held focusing on community-engaged.

Prof. Jocelyn Caragay moderated the RTD while Prof. Ma. Linnea V. Tanchuling gave the synthesis. The Research and Extension for Development Office coordinated the event.Click here for more photos.

CSWCD’s Continuing Effort to Keep its Constituents Safe and Protected

As part of its ongoing endeavor to increase the awareness of the CSWCD constituents that preparedness is an important component of safety, the DRRM Cluster again coordinated a safety orientation and earthquake drill in the afternoon of July 18, 2012.

Preparatory activities had been carried out by the different DRR committees before the day itself to see to it that everything will go on as planned. The first portion was the conduct of a surprise emergency earthquake drill mobilizing those who were in the college at that time. Then, using the parameters ably explained by a seasoned rescuer, Mr. Aldo R. Mayor who is the Chief of the Public Safety Office of the Metro Manila Development Authority (MMDA), the body assessed its performance in the drill. After that, Prof. Victor F. Obedicen, the Chair of the DRR Committee, reviewed the CSWCD emergency preparedness system and encouraged the students to join future DRR activities.

Congratulations to the DRR Committee for the very organized and well attended event as well as for mobilizing majority of the College to help in the Committee work. Noteworthy of mention are Zoe Obedicen, Jane Demegillo, Monette Manaay, Fe Ticzon, Tata de la Cruz, Sally Quilicol, and Elmer Ferrer. (by: Leticia Tojos) Click here for more photos.

A Bit of My Life by Carol Peteros

Let me begin a bit of my life story with my mother, Nenita. She taught me values that influenced my own beliefs and  aspirations in life. I consider her a woman of strength. She was just 35 years old when she took on the sole responsibility of taking care of her two little daughters, me at age five and my sister Eve, age two, when my father died of an illness. She juggled her time as a home economics teacher and active church leader in a barrio 117 kilometers away from the city. In between her busy schedules, another woman, our “Tia Cianing”, took care of us. She became a trusted and loyal household help to Mama until her retirement.

Even without an immediate family living in the barrio, Mama was able to build deep friendships with our neighbors who became her support network in good and bad times. As young children, we thought then that these friends of hers were our aunties and uncles.
Owing to her school and church duties, Mama became the natural host of visitors – teachers, supervisors, priests, nuns and even military personnel assigned in our barrio during martial law. I saw her joy in doing service for our community until old age prevented her from continuing her passion.

Inspiring values from my mother

It was through her involvement in school and community work that I learned the values of service, of giving, sharing, respect, honesty, and humility. Most of all, as a prayerful person, she taught us to always appreciate whatever blessings we receive because these are gifts from God. I now remember that one of her guests gifted me with a toy – a miniature replica of a nun. I was fascinated with that image and dreamed of one day becoming a nun, too!
These values led me to affiliate with groups and organizations whose motto was service. I became an officer of the Girl Scouts of the Philippines when I was in Grade V until high school. Fate and luck brought me to the corridors of St. Theresa’s College, an exclusive school for girls. I was accepted as a BS Education scholar. There I became active in the Student Catholic Action of the Philippines (SCAP).

Those were the last years of the Marcos regime. The school was the seat of anti-dictatorship activities in the city because of its social orientation. There I witnessed stage plays of PETA and PATATAG that were critical of the Marcos administration. During a weekend immersion organized by SCAP in a slum area of Cebu City, my understanding of poverty was widened. I realized my idea of our family as economically poor was problematic. There were more people who lived in abject poverty – those who could not eat decent meals three times a day; who had no safe water to drink and no toilets (we had to send “flying saucers” after our morning ritual).

As the mantra of service to others kept playing in my mind, I soon found myself immersed in deeper discussions of social problems and radical solutions needed at that time. I became active in the campaign for campus democracy. We organized students in other schools to demand for campus freedom, restore student councils, and oppose tuition fee increases. Much of my time was devoted to these activities, and my mind was no longer present during class hours.

One day, immediately after my mid-term exams, Sr. Maria, a soft-spoken Belgian Dean of the College, called me to her office. She asked me to explain my clandestine activities based on the report of my uncle. That incident heightened the series of misunderstandings and conflicts between me and my sister, mother, uncles and aunties. They wanted me to focus on my studies. They were concerned about my safety.

This was the time too of so many arrests, disappearances, summary killings, massacres and hamletting.

But I was undaunted. It dawned on me then that finishing a college degree was not the urgent task at that time but rather organizing and educating more people to struggle for freedom and democracy. Despite the tearful pleadings of my mother, I gave up my scholarship and devoted my time and energy to the anti-dictatorship movement. I believed there was no bright future for me and my future children without freedom and democracy.
Eventually my work expanded to the workers, urban poor and later on to the farmers. With them, I felt their resolve to sacrifice not only to achieve the reforms they struggled for in their sectors but for the liberation of our country from the clutches of military rule, and their dream of a freer and just society. In those times when I lived with them, I experienced their sincere generosity in sharing the little they had in terms of resources. In so many ways, I felt they became my extended family.

The abduction and disappearance of Fr. Rudy Romano, CSsR, a courageous voice of the powerless on 11 July 1985, led me to the work of organizing the professionals for justice and peace. At that time, it was not easy to encourage them to be involved. There was fear in them. But when we joined with the marginalized sectors, we were encouraged by their determination. When we felt vulnerable, weary and uncertain, we gave comfort and cheer to one another.

Pursuing an unfinished college education: the long and zigzag road

The early dawn news coverage of February 24, 1986 on the hasty helicopter exit of the Marcos family from Malacañang ushered in a new chapter in the history of our country and also of my life. Like the morning mist of a new day, I felt a refreshing desire to return to school and finish my college degree. The faculty and students of St. Theresa’s College warmly welcomed me back in the second semester of 1986.

But a year later, the atrocities of vigilantes group Sagrada Corazon de Jesus intensified. The research institution I worked with decided to conduct a study of its rise within the framework of the “Low Intensity Conflict” strategy that political analysts said were employed by forces opposed to the democratic reforms instituted by then President Corazon Aquino. Our security was threatened. I had to quit school again.

In 1992, I heard of the Non-Traditional Studies Program offered by the Polytechnic University of the Philippines. I was already a young mother of two bubbly children, ages two and one year old, and based in Manila. I enrolled in the program. There were many activists in my batch who found school as an avenue for understanding the so called debacles of the left who were suddenly pushed to the sidelines on the eve of the country’s political victory from the dictatorship. I was then working in an NGO attending to the needs of recently released political prisoners. At this time, I realized how hard it was to combine studies, work and motherhood. I managed to finish ten years later under a reinvigorated and more systematized program and with a very supportive thesis adviser and college dean. It was tough though. I had a two year old daughter then who needed much of my attention. I was also practically running my household by myself.

The desire to finish my college education pushed me to conquer the challenges before me. And I entrusted the rest to God. By November of 2002, I went up the stage in my toga with my two year old daughter. I felt a deep sense of joy. I succeeded! Finally I can make my mother happy. Her eldest daughter earned a college degree after 26 long years of waiting.

And realizing that post graduate studies is a gender issue

In the next three years after earning a college diploma, I busied myself learning a new kind of work from human rights to conflict resolution and peace. The pressures of the job and of my own domestic affairs were so much that my inner self was looking for a breathing space. I needed a new kind of learning that will help me understand what was happening in my life. I wanted to know if the life I had been living – that of doing something for social chang e– was really making a difference. I wanted to proceed to higher studies but I was not certain of what I wanted to pursue. A colleague from the anti-dictatorship movement who was completing her thesis under the Social Work Department here at the College of Social Work and Development invited me to take up Women and Development Studies. The idea of enrolling in UP, the premier university, in the country was enough to inspire me to try.

Why a course on women and development studies? What was in it for me? Where would it lead me to?

These were some of the questions I asked my friend to explain. Many years back, I remembered meeting some women leaders and I was struck that some of them separated from their husbands. I had reservations regarding what I might learn from the course! Ultimately, I decided to apply. I needed an environment that would help me understand myself better as a woman, mother, wife and daughter. I just wanted to know how the course would help me see my life from a broader perspective.

Maybe that was what I needed to recharge myself. There was so much happening then in my personal and professional life. In just two semesters of schooling, I realized I had to confront my own issues at home. And so far I believe that was a good decision. I began to appreciate life and all its challenges from a different perspective with a lighter and happier disposition.

In September of 2009, I took a month’s leave from work to prepare myself for the comprehensive exams the following month. However, nature had its own plans. Typhoon Ondoy struck and all my books and review materials went with the flood. About eighty percent of my family’s belongings were damaged. Three weeks of my leave were spent cleaning the house and restoring our sense of security in our surrounding environment. I was left with a week to scout for notes from classmates and study.

I took the exams even with little preparation. I prayed and wished that I would pass. I also prepared myself for an unfavorable result. Whatever might happen, it would be a learning opportunity. And if ever I failed, I still had an option to retake the exam by March. God was so kind and generous. I joined the graduation ceremonies in April of 2010. This time, my 81 year old mother was able to join me on stage. It was a double celebration for the family. My eldest daughter also graduated with a degree in Journalism in the nearby College of Mass Communications.

It’s now year 2012 and I am back to school again, this time as a doctoral student in social development. My eldest daughter is asking why I am still studying. She wanted to know if my MA degree had helped me earn a higher salary because she could not see a dramatic improvement in our financial situation. I even had to get a loan for my tuition. I tried looking for scholarships to fund my education. But most offers are for studies abroad. I could not leave my children behind.

I don’t know if my decision is right at this time. Right now I find joy and excitement in attending my classes and learning new theories and perspectives in social development. This is where for now I find an opportunity to synthesize my life experiences and appreciate them from a more empowering perspective. Through the class, I find a space to reflect on my experiences in human rights and peace work in the lives of marginalized peoples in communities I have been working with. I look forward to understanding these experiences more fully as I move on to the other subjects of the course. Maybe I will be able to fully understand what the task of social change means from the different theories and practical experiences of peoples from the North and South.
On a personal level, what I realized so far is that post graduate study is both a class and gender issue. But I continue to push the limitations surrounding my life and see where it will take me. Sometimes when I look at the piles of reading materials waiting for me to study, I begin to ask myself if this is indeed the right time for me to study. I don’t know the answer. What I believe right now is that maybe as I tread my path each day, I will soon realize a deeper sense of purpose and direction of where life may lead me to.


[1] “Flying saucers” meant waste wrapped in newspapers and thrown outside the house because there were no toilets, private or public.


Where the Road Leads: Story of Maureen Pagaduan by Gerald Paragas

(Excerpts from an interview conducted  by Gerald Paragas with Prof. Maureen C. Pagaduan  (MCD, circa 1981 , current Chair of the Department of Community Development)

The Road to CSWCD…

I came from  far away. Hotel and Restaurant Administration was my  College course . Then, I worked at  Ayala Corporation in Makati; I was a  Makati office worker then.  It was  martial law, and essentially  there was  dissatisfaction with a system that was oppressing the people.  My criticalness of Martial Law and the burning desire to work for structural change was already in me before entering CSWCD.  We were still in high school when  Catholic missionaries who were then running the school showed us  the perspectives about the poor and service to the poor. For example, there was Sister  Yoly,  our high school faculty, who was a good  nun —intelligent, progressive, and activist. She was really ahead of  her times. She was my inspiration.

Under worsening conditions under martial law , my group of friends in and out of the College pushed me towards involvement. This is why  I pursued an M.A., a 180-degree turn from business to CD.  My friends and batch mates then, including Prof. Ferrer, had a meeting of minds, and martial law provided the  medium for our idealism. I was a student during martial law, and in 1981, I became part of the  faculty.

Field Work as Eye Opener…

As  junior faculty, my  first assignment was  fieldwork, and there my thinking, perspective, and desire to do what must be done came together.  I do not know if the readings or discussions in the M.A. program helped to validate  what we needed  to do. Because then, the beginnings of CD were more ideological – the perspective was on systemic and structural change; the individual was not so visible.  The analysis was truly an eye-opener. It answered the questions, ‘why people are wealthy’, not only  ‘why people are poor’. It focused on the  question  ‘What is the relation of this kind of system in producing wealth  and in turn, poverty?’ This was the inspiration behind the desire to change and transform such a system.  Community organizing became the answer for everything, the miracle seed that will lead to transformation. It was not  simply academe  which nourished me while I was here as a student and as a faculty member.  We were also connected to  activism beyond academe.  We were doing a lot to raise consciousness in the college and we were also doing a lot to mobilize the ground (at the community level).  We were young then so we could manage. Now, I begin to wonder how it can still be done. (chuckles).

On Being a Radical….

I am organically a radical. I am not attracted to the status quo; not my call. …I would think I am radical even in my politics and personal life. ..The capacity to change is not only just about society and the system; I would think we all know that it is also all about you, us.

The other day I was thinking of the tradition of activism vis-à-vis increasing mainstreaming of CD into development work. I would like to cite our historical precedent … I do not want to use  the word ‘alternative’, I prefer the term  ‘radical’. I want to see our radical history underpinning this modern viewing of mainstreaming in  development work  —  how does that factor in in terms of our practice of our profession? What is the flow of radicalism in this  mainstream work , and how can our curriculum  change to incorporate that view?

On Teaching…

It so happened that I teach organizing classes in CD. It validates many things. It is also very nurturing for me to belong to an institution of higher learning (the College) whose advocacy is change. During my first activist-academic phase, I conducted trainings and participated in research in all areas — capacity-building, research on issues, participatory research, action research, CO for small groups. The second phase, I got engaged in the formation of NGOs and women’s organizations, still doing advocacy work and organizing. This third phase, one might say, I came back to the College to focus on CD within an academic context and CD as a profession because circumstantially and not by choice (a joke), I am now the Department Chair.

We have ethics and we apply it in activism. Teaching CD courses is imbued with principles that are simultaneously moral, ethical, legal and scientific.  The most challenging to teach and to inspire is the moral dimension. When can you say that you are just a professional hired hand, because the financial and professional gains overwhelm decisions and choices?  When can you say that you are helping the poor to make money, or that you are making money out of poverty?  It is hard because we belong to a profession that mainly relies on self-regulation, not professional or community regulation, specially in our individual practice.  Thus, it is important that the professionals you produce through your courses understand this dilemma.  This is the challenge. You do not only need to teach ethics, you need to practice it in developing the profession.

On Activism as Nourishment…

Activism is an individual choice on the part of the student. You can only contribute to the student’s decision by encouraging it, discouraging it, or laying down a deeper perspective –but ultimately, whether young or old, the decision is individual. So I cannot say I made the decisions for my students. But I think that there is a strong sense of duty among students — that you have a duty to make right things that are wrong. But nowadays, there is a stronger thirst for more, like  ‘I nourish myself first before I can nourish others.’ There is no realization that it’s almost the same thing, the same process, ‘You nourish yourself by nourishing others. You make yourself happy because you nourish others as you nourish yourself.”  This is difficult for students but I think in our fieldwork program, this is where they eventually see the reality of what is nourishing us. I also believe that you should also nourish yourself.  The question is how to balance needs in terms of yourself, your career, your family, vis-à-vis the extent that you are part of a community — to look at how you can share life with others, without necessarily religious underpinning, except for a sense of full humanity, achieving your human purpose.

On Being Critical …

Maybe , I never allow myself to be controlled.  I always speak out and whatever I say, I feel, ought to be respected in the sense that we have a right to speak. I think I have a critical eye, good or bad.  They say this can be difficult and may pain others, but they say it is good that I am now more positive; my critical eye has become more positive. Thus, my criticalness of conditions and concerns outside the College is connected to and nourished by my outside involvement, not really by my college involvement. This involvement is also what I lend to the character of the College. Because the College is already an institution, if you leave it to itself, it will lose its radical character.  I would say that as an institution, the College did not shape my being rather, I would like to think, I lent my critical character to the College.  And what did the College give or contribute in return?  It nourished this criticalness. It did not reject it; it provided the space to develop that side of you and to appreciate you as a part of the College community. You feel you belong. We have principles of democracy, and we have structures at all levels that we try to make accessible to all members of the College community, from the humblest employee to the  full professor, irrespective of status. This is what I consider a significant improvement — the College tries to live up to the perspective that we are all equal, despite the many challenges to this view.

On Retirement….

Unlike Corona, we in the College will all end up with unexplained poverty. The concerns for resources and status are often inconsequential.  It is always about advocacy. We will of course continue maintaining our stand, and placing ourselves within progressive advocacies, even outside our professional field.  For example, if something happens, I will go out and rally again.  I can hold a rally even by myself if there is a need to rally (hehe).  The last rally I joined was in protest against the lies of the former President and the electoral fraud she committed. I also joined the rally in support for Nicole, the young woman raped by American soldiers in Subic. A rally for me is an expression of advocacy, so that we can explain to the country, the world what we are fighting for.

I also want to define the role of CD for the people who are in their later phase of life – not anymore young but I wouldn’t say old. What becomes of them?  This question is not only for professors of CD but also for CD professionals in their later years. It should be though not only in terms of their welfare or their health,  but also their consciousness, their ability to still inspire and work for our causes and dreams. This includes my batchmates in CD? What are they doing?  Where are they?  This is a good topic for study.

Why  CSWCD….

The college has a unique role to play and it is playing it out — like being an example to the University. Being critical is balanced by doing. And doing or the desire to do sometimes puts you into compromises and negotiated situations.  You cannot be an activist now and say that your practice will commence ten years from now.  You have to do something in the here and now. The College is an example because it does not only criticize, it also acts.  And we are humble players – we have no prominent personalities or spokespersons.  In many ways, we are never far from the voices of the small people.

You may say that the CSWCD is biased for the poor because in every controversy or every critical stage that we reach, the question that always crops up in our meetings is: Who is this for? For whom is this type of action, direction or development?”  This is where you can clearly see our bias.  Whenever we are asked for help, during rallies or typhoons, we extend this help as a way of living out our principles. We do not even seek media coverage for this.  Our students know this because this is the way we practice our profession.

Sticking to CD should be no problem to students, with CD being easy. But the problem is, CD is a serious and unfinished affair. Working for change is a serious undertaking.  If students are inspired to be part of change and are working for a better system, a better life, then they should come to this College. This could be the primary attraction or driving force and not be about the popular reason that CD is easy. And they should not rely on just the teachers. They should be self-driven for change. What can inspire them is to see how a community such as ours supports the drive. It is also a self-search.  So they cannot say that all the faculty will or should help; students need to find themselves. In U.P., students need to learn to teach themselves how to swim, how to navigate the gentle as well as the strong waters of CD work, how to flow from a stream into the large ocean….to find meaning and direction towards a full life…


REDO conducts Training on CO

The Research and Extension for Development Office (REDO) conducted a training entitled, “Community Organizing amidst Evolving Concerns in Social Development” on June 26-29, 2012 at the CSWCD Seminar Room. Eighteen (18) participants from government and non-government organizations attended the four-day training.

The training was conceptualized to provide an in-depth analysis of the emerging trends in social development such as involvement of people’s organizations’ leaders in local and national governance, gender mainstreaming and the integration of disaster risk reduction and management in community organizing.

Professors Judy M. Taguiwalo, Jocelyn T. Caragay, Aleli B. Bawagan, Thelma B. Magcuro and Victor G. Obedicen served as resource speakers for the training. Celeste F. Vallejos coordinated the training with the assistance of Mary Antonnette de Leon, Mabel D. Orleans and Dana B. Magcuro. Click here for more photos.

From Engineer to Women’s Advocate by Salvacion Baaco-Pascual

Going back to school at midlife was one of the best decisions I have ever made in my life. It was 1994; my eldest child graduated from college and at the same time, my youngest entered college. I then had the luxury of time to pursue my own interests and graduate school was one of my options.

Could I stand the rigors of graduate school? I finished my undergraduate course twenty five years before. My husband and I who are both engineers, had a home-based engineering business dealing with uninterruptible power supply for computers so I was mainly a stay-at-home mother.

My family encouraged me to give it a try. Browsing through my daughter’s graduation program, I found a course entirely new to me – Women and Development Studies. I started making inquiries and after a few calls, I found out that this was offered at the College of Social Work and Community Development (CSWCD). I had always nurtured the dream of putting up a women’s cooperative in my home province, Palawan so I thought that I must be on the right track with this course.

The courage to go back to school
Armed with the needed admission requirements, I went to the CSWCD to enroll. To say that I was shocked to see the syllabus and readings required was putting it mildly – History and Perspectives of Gender and Development, Feminist Theories and Movements, Women and Work instead of modular courses on cooperatives and livelihood programs that I was expecting. There was no other way but to bite the bullet. My initial 9-unit load was reduced to 6 units and I was put on probation, a school policy if your undergraduate course is not in social science. Unfortunately, my undergraduate degree is BS Chemical Engineering, and I was immersed in the language and ways of engineering.

I had to work overtime, reading four to five books a week on women, feminism, gender, development studies and other related topics. It was not only my long absence from the academe that was working against me but the totally new academic world I had entered. As an engineer, my training was to be objective and precise. Formulae and processes are rigid and must be accurate. Now there I was, listening to “there are no right or wrong answers”, “your life experiences count, ” and other statements from my mentors. They talked of conceptual frameworks while all I could think of were structural frameworks and flowcharts of chemical processes.

I was confused but I learned to love the new participatory learning process and started looking at life from a feminist perspective. We talked about women’s lives centuries before and how these have remained the same centuries after. We realized that the unequal gender power relations resulting in the subordinate position of women had existed since the pre-historic times.

I saw my life mirrored by these studies. As an engineering student, I had to struggle and work harder than my male classmates to get recognized. My first job was as a chemist-assayer at the Palawan Quicksilver Mines, and I got it only because one of the owners was my father’s friend. I was the first female engineer in its sixteen years of operation. To prove my point and get the respect of my colleagues, I had to be firm and assertive. Maybe I did a good job because after a year, I was asked to recruit another female engineer to work with me in the assay laboratory. I stayed there for three years until I got married.

As a young mother, I had a very difficult time getting a job. There was simply no job opening for a licensed female engineer and a mother of three young children. Things have not changed much for women today. Discrimination still exists in the workplace and at home. My studies provided me a greater understanding of women’s struggles to have equal opportunities in life’s playing field.

Women and Development Studies (WDS): a transformative education
I found the WDS a discipline that recognizes the experiences of women and seeks to empower women not by adjusting to existing conditions that hinder their development to their full potential but through social transformation. I learned to love not only the lectures but also the nurturing and supportive environment in the College even for mature students like me. My mentors who are feminists and recognized academicians are also actively involved in communities working with the realities of grassroots women’s lives. They became the inspiration to leave my comfort zone and forge my commitment to serve women.

After three semesters, I finished my Diploma in Women and Development Studies and was tasked to speak during our graduation program which I politely declined because of fear of speaking in public. I thought it was a tradition given to the oldest graduate. The Office of Student Affairs did not listen to my pleadings because this was an honor bestowed to someone who got the highest average among the graduate school graduates. Here was another reason to love this nurturing and supportive College – it provided equal opportunity and recognition regardless of age.

My practicum class was one of the major highlights in my life. Prof. Maureen Pagaduan assigned me to work at the Women’s Crisis Center, a non-government organization that provides services to women and girls who are victim-survivors of violence against women. I had never heard of WCC before so Prof. Pagaduan had to take me there personally and introduced me to the Executive–Director, the late Raquel Edralin-Tiglao. I was assigned to help in their Research Program and interview 90 survivors of gender-based violence. I then wished they had asked me instead to do ore analysis and do a quantitative assay of a whole mountain rather than analyze qualitatively 90 women’s stories.

The stories of the women-survivors were not only heart-rending but eye-openers to the extent and inhumanity of violence against women. Who would think that one’s home that was supposed to be a refuge could be an endless battleground for women and their children? Men who are supposed to be the protectors of their wives and children are their batterers and abusers who wield power over them through force sanctioned by our social and religious practices through the years. I realized how we further victimized these women by doing nothing or asking why they do not leave their abusive situation, without thinking where they could go without compromising their safety and security. We blame them for not leaving but hold them responsible for breaking their marital vows and letting the children suffer for having a broken family. When a father sexually abuses his own daughters, aside from hitting his wife, does that family deserve to be preserved?

As a feminist researcher and crisis worker
At the end of the semester and my practicum, I was asked to stay and work with WCC which I hesitantly accepted at first. Since WCC is an NGO, I was expected to learn the other duties and pitch in where help was needed. Aside from being the research associate, I was also assigned to do other jobs as well like doing the initial intake of information for first time clients, accompaniment of clients for legal and medical consultations, rendering duty at the shelter, working with the survivors’ support group and doing feminist counseling.

The research findings from our feminist studies became important tools in our advocacy for policies that are sensitive to women’s needs especially RA 9262 or the Anti-Violence against Women and Their Children Act. I have learned that valuing women’s experiences and being sensitive to their differing needs are important guidelines in working towards their empowerment. The immeasurable consequences of violence against women and the need to end it sustained the passion in my work.

My family has been very supportive of my advocacy. There were times when my husband acted as our driver in transporting high risk clients to the shelter. My children enjoyed supporting and participating in shelter activities for children. They helped troubleshoot computer problems in the office and the shelter. My eldest daughter who is a medical doctor has done studies on domestic violence and has devised a scale in detecting women battering in emergency rooms. Some of her works on wife battering have been published in the Filipino Family Physician, the official journal of the Philippine Academy of Family Physicians.

My thirst for feminist discourse led me to continue my studies while working full time at WCC. I was able to join a group of statisticians from the National Statistical Coordination Board for a month-long study on how to do a national survey on domestic violence at the Australian National University and the Australian Statistical Board. There were also seminars and other training activities that furthered contributed to my feminist knowledge. I finished my MAWD and for the second time did the graduate school response.

As part of our advocacy, the network for the National Family Violence Prevention Program (NFVPP) was spearheaded by WCC. We conducted nationwide training activities for our partner organizations, and mostly for grassroots women in the communities. My experience as an all-around crisis worker further enhanced my capability as a feminist researcher. I had the rare chance to combine the “hard data” perspective from my engineering training and the “heart data” standpoint as a crisis worker and a mother. And I now firmly believed that there is no such thing as “statistically insignificant” when it comes to women’s lives.

Lifetime commitment
I have now retired from the Women’s Crisis Center but my advocacy to end violence against women does not end with my retirement. When one has set her mind and heart on making this world a better place to live in for the female generation, one embraces this advocacy for life. Working in solidarity with women on women’s issues and concerns especially for those silenced by poverty and violence will always be a lifetime commitment for me.

SIKHAY: DSD Student Papers Series

Doctor in Social Development (DSD) Program
College of Social Work and Community Development
University of the Philippines

The UP-CSWCD Doctor in Social Development (DSD) Program emphasizes praxis-oriented learning and theorizing from the ground as bases for the enrichment of teaching, scholarship, research and practice in social development. As such, it draws from the growing literature on social development. Yet, it also seeks to contextualize these concepts and methods in the current settings and emerging trends in development practice.

SIKHAY: DSD Student Papers Series is viewed as part of the “work-in-progress” to surface critical perspectives and new discourses in social development based on the shared learning and reflections of the DSD students. The selected student papers are not meant to be prescriptive nor comprehensive. These papers are compiled as resource materials for other students and development professionals. Since its inception in August 2010, the Sikhay Series has produced several volumes:

Sikhay 1: SD 304 (Social Policy Development and Advocacy)
The students are encouraged to analyze, critique and offer alternatives to current social development policies. The papers showcase the students’ proposals for social policy agenda on specific areas of interest.

Sikhay 2: SD 303 (Social Development Strategies)
The papers focus on assessing specific social development strategies to identify emerging trends and insights that can contribute to improved development practice. Hopefully, these can enhance competencies in conceptualizing, formulating, and evaluating social policies and programs.

Sikhay 3: SD 398 (Social Development Research 1)
The papers discuss specific themes in social research and present critiques based on social development perspectives. Although social development as an academic discipline adheres to social research standards and procedures, its research agenda and methods must be guided, evolve from, and respond to the challenges posed by social development practice.

Sikhay 4: SD Selected Papers (SD 303, 304, 399)
Sikhay 4 includes selected DSD student papers that aim to contribute to current discourses on social development practice. There are five (5) articles in this issue, chosen from among the DSD papers submitted in the 2nd semester, AY 2010-2011. Barrameda’s paper focuses on alliance building as experienced by a women’s group. Two articles deal with policy recommendations pertaining to youth participation (Carolino) and microfinance (Almazan). The last two studies examined economic crisis from the viewpoint of women from the informal sector (Verceles) and defined human rights concerns from the perspective of the Kankana-eys, an indigenous group from Benguet (Dandan).

At present, the Sikhay Series are being used as reference materials for DSD and selected masters courses. The abstracts are uploaded in the CSWCD website. New volumes are forthcoming as new student papers are submitted. Further screening can be done to include the ‘better’ papers in the CSWCD Philippine Journal of Social Development. This can also encourage and give due recognition to the quality standards of the academic work done by the DSD students.


Sikhay 1: SD 304 (Social Policy Development and Advocacy)

Social policy adoption and welfare delivery system formulation must efficiently and substantively address core issues in development in order to create social impact. Policy analysis, formulation of welfare system delivery mechanisms and state policy advocacy are intertwined processes that should be undertaken by the different key players.

SD 304 (Social Policy Development and Advocacy) presents the overall framework, methods and processes for policy assessment, formulation and adoption. The students are encouraged to analyze, critique, and formulate alternatives to current social development policies, and advocate for their adoption by policy-making entities. This compilation of selected student papers showcases their proposals for social policy agenda on specific areas of interest.

The papers are clustered into four themes:

  1. Women’s Empowerment- The advocacy for women’s equality and empowerment are tackled within the specific conditions of low-income women and women fishers.
  2. Rights-Based Development- Policy concerns related to children of OFWs are discussed in the context of children’s rights. Human rights are also regarded as instruments of peace.
  3. Pro-poor Agenda- Specific policy proposals are presented for agricultural programs and access to legal services for the poor.
  4. Disaster Risk Reduction- Gender-responsive mechanisms and psycho-social support program are considered as significant elements of disaster risk reduction programs.

The students have also been also asked to translate these proposed policy agenda into advocacy plans that they themselves have advocated, as “change professionals,” for decision and adoption by decision-makers.

Advocacy Agenda: Gender Equality and Women’s Empowerment
Nathalie A. Verceles
Low-income women’s vulnerabilities are attributed to systemic gender asymmetries – in wealth, income, power, decision-making, access to and control over economic and social resources, in the division of labor, in roles, in opportunities and constraints. Using the Gender and Development (GAD) approach to women’s development, the paper posits that the impacts of asymmetries in the social relations of gender, class, and race on the life of a low-income Filipino woman are not only interrelated and indivisible; they are also mutually reinforcing. In response to the “multiple jeopardies” experienced by poor women, policy reforms should be pursued in the following areas of concern: international political-economic structures, national economic priorities, decent work, women’s entrepreneurship, environmental protection, women’s participation, gender equity, and use of GAD budget.

Women in Fisheries: An Advocacy Agenda for Advancing Women’s Empowerment in Coastal Communities
Ma. Linnea V. Tanchuling
Women are indeed relevant in fisheries. Their roles and responsibilities in fisheries (whether these are done near shore, off shore and inland, either as direct or indirect participants) and in the maintenance of their households, are very important in enabling life to continue in coastal communities. Despite current legal frameworks, the State’s “recognition” of women remains inadequately translated into targets, plans, programs and actions of the government.

The paper proposes social policy agenda reforms that include the following: poverty reduction, social protection, promoting human rights and conserving and wise/sustainable use of the coastal and marine resources. In the long-term, policy advocacy should also focus on strengthening women’s participation and gender-responsive governance.

Rights-based development: An Advocacy Agenda for and by the Children of OFWs
Mark Anthony D. Abenir
The paper focuses on two major issues related to left-behind Filipino children: the dependency on remittances by OFW families, especially its impact to their children, and the psychosocial and emotional shocks experienced by the children of OFWs, known as the Care Drain phenomenon. An emergent issue is the absence of systematic intervention from LGUs, civil society groups, and school systems that offers support programs for the children of OFWs. The author proposes policy advocacy concerns in the context of children’s rights on survival, protection, development and participation.

Human Rights as Instruments of Peace
Virginia B. Dandan
According to the writer, the right to take part in cultural life encompasses all human rights and that the exercise and realization of human rights together with the practice of their correlated duties and responsibilities, is the only path to peace. It is premised on the holistic understanding of human rights and human responsibilities in relation to people’s everyday life, and is not limited to a legalistic view. It must not lead to the alienation of people particularly from the grassroots to get involved in the advocacy of human rights as instruments of peace.

Policy Agenda for Philippine Agriculture
Pedro S. Dumaraos Jr.
Agriculture is considered the backbone of Philippine economy. Yet low productivity remains a big problem. The paper cites two major emerging issues that pose a real threat to Philippine Agriculture: climate change and trade liberalization. In this context, the proposed policy reforms include: capacity building for the agricultural sector especially rural women, comprehensive program from production to marketing, and the return of extension services to the Department of Agriculture. At the macro level, the government must advocate for the renegotiation of Philippine commitments to the WTO through the Agreement on Agriculture (AOA) with emphasis on re-imposition of quantitative restrictions on sensitive commodities like rice, corn, sugarcane, chicken, pork, garlic, and onions, and agribusinesses where majority of our small farmers are affected.

Free Access to Justice for Indigent Inmates/Prisoners/Pauper Litigants and Intensified Barangay Legal Dissemination: A Policy Agenda
Persida V. Rueda-Acosta
The constitutional guarantee of free access to justice, along with the provisions on due process and equal protection of laws, are the bases of the Public Attorney’s Office’s (PAO) mandate of providing free legal assistance and representation to the poor and the needy. However, the policy issue concerning this provision rests on its inconsistent implementation due to different interpretations by implementing agencies. Thus, the main focus of the advocacy agenda is the proper enforcement of the existing policies that exempts the indigents from the payment of docket fees. The paper presents the results of the policy mapping and the policy advocacy plan. The key result area is the actual dissemination of the New Supreme Court Circular on the client’s exemption from the payment of docket fees and other incidental court expenses.
Developing a Gender-Responsive Implementing Rules and Regulations for the Philippine Disaster Risk Reduction and

Management Act of 2010: A Policy Advocacy Agenda
Teresita Villamor Barrameda
The gender differential effects and impacts of disasters are mainly due to the differing vulnerabilities and capacities of women and men. Based on the current policies on natural disasters and women, the presence of relevant laws, agreements, and mandates already create an enabling environment for gender issues to be a major concern in disaster risk reduction and management initiatives in the country. However, there is still much to be done in terms of truly developing a gender-responsive DRRM. The paper proposes that the PDRRM Act of 2010 be further enhanced to ensure its gender-responsiveness by refining its implementing rules and regulations (IRR). A gender-responsive policy should have the following elements: gender-disaggregated data, context-specific gender analysis, and outcomes that contribute towards gender equality and women’s empowerment.

Community-based Psychosocial Support: Policy Agenda for Disaster Risk Reduction
Zenaida P. Beltejar
Early psychosocial interventions that help mitigate the effect of trauma, alleviate psychological distress, and strengthen resiliency must be an integral part of humanitarian assistance. Psychosocial wellbeing is experienced not only in the personal individual but also at the social interactive domain and is influenced by external factors ranging from livelihood, shelter, and physical health among others. Community-based psychosocial support interventions concentrate on strengthening the social bonds of the affected population. Psychosocial support is preventive in the sense that it decreases the risk of developing mental illness; it is also curative because it helps individuals and communities to overcome the stressors brought about by disasters. At the national level, policy reforms must address the following concerns: community level DRRM mechanisms, and integration of mental health and psychosocial support programs in DRRM.

Sikhay 2: SD 303 (Social Development Strategies)

Social Development as an area of study provides an analytical understanding of development issues linked to social forces which influence the lives of multitudes of people – children, women, men– across diverse sectors and social settings. It is concerned with addressing social problems that influence economic progress, human security and well-being; innovates and analyzes strategies for the enhancement of a people-centered development.

While it can be argued that meanings and interpretation of social development may vary, it is evident that there are common basic elements –people’s well-being, human rights, empowerment, and social justice, among others. How to achieve these is not anchored on just one strategy. There is interplay of the social, economic, political, cultural, environmental, spiritual and other aspects of human lives and society. It poses a challenge therefore to look at the various strategies meant to achieve social development.

The papers in this compilation are selected student papers submitted as part of the course requirements for SD 303 (Social Development Strategies). The discussions focus on assessing specific social development strategies to surface emerging discourses that can contribute to improved development practice.

As social development professionals, we need to reflect on our strategies and methods as basis for new learning. Hopefully, we can further enhance our competencies in conceptualizing, formulating, and evaluating social policies and programs. We need to exert more effort to be in the forefront of initiating more relevant, effective and efficient development services that can substantially make a difference in the lives of the poor and marginalized sectors.

A Social Protection and Integration Strategy for the Children of OFWs: A Case Study of the UGAT Foundation, Inc. (Ugnayan at Tulong para sa mga Maralitang Pamilya) Experience
Mark Anthony D. Abenir
The paper presents the experience of the UGAT Foundation in addressing the Care Drain Phenomenon among left-behind children of OFWs. The four phases of the psychosocial support strategy are described. A critique of the case study based on the Frameworks of the Convention on the Rights of the Child (CRC) and Gender and Development (GAD) is included. The paper concludes that the ANAK program of UGAT is a commendable social protection and integration strategy that is able to address care drain by helping children of OFWs regain familiarity and intimacy with their parent(s) and helping them positively manage the physical and geographical separation from their parent(s). However, the program has yet to address concerns related to sustainability and gender responsiveness.

Bugsay, bugsay, kiling-kiling diutay sa barotong gamay… Community-based Coastal Resource Management as a Participatory Strategy
Ma. Linnea V. Tanchuling
The paper looks into the CBCRM as a participatory strategy for sustainable development in the rural areas especially coastal communities. After more than two decades of implementation, this paper aims to initially examine the trends of the extent and quality of participation in CBCRM programs and present insights on its effectiveness in promoting people’s empowerment which is a key concept in sustainable social development. The principles, objectives, components and strategies of CBCRM are discussed. Stakeholder participation is considered a core agenda in CBCRM. It can facilitate, improve and/or enhance the capabilities, opportunities, power and sufficient resources to individuals, households, communities, social groups and those belonging to marginalized and vulnerable groups in coastal communities. Participation in CBCRM opened up many spaces for negotiation and dialogues among small scale fishers, as the direct users of the fishery and marine resources and other stakeholders. However, many things still have to be done to make participation more acceptable and sustainable. Two other major concerns are cited: expanded view of women’s issues beyond CBCRM and scaling up the CBCRM framework

An Integrated Approach to Empower Women Workers in the Informal Sector: The PATAMABA Case Study
Nathalie A. Verceles
The paper focuses on women informal sector. The Pambansang Kalipunan ng mga Manggagawang Impormal sa Pilipinas (PATAMABA) was founded in May 1989 with the objective of creating, strengthening, consolidating and expanding the national network of homebased workers and providing support services for their personal, social and economic well-being. The strategies and the experiences of PATAMABA are described: how GAD and participatory development are promoted; and how strategic interests are attained via bottom-up mobilization around practical gender needs. The author also discussed the current challenges concerning sustainability and other gender-related obstacles. At the macro level, the dominant neoliberal development paradigm poses greater obstacles to the informal sector, especially women.

Participation as a Tool for Empowerment in Agricultural and Fishery Development: The Case of the Agricultural and Fishery Council of the National Agricultural and Fishery Council
Pedro S. Dumaraos Jr.
The case presented is a typical government-initiated “enabling mechanism” of participatory development. There are two main weaknesses, however, in the application of participatory development approach especially in government programs: tokenism and the dominant “top-down” approach. The structures, process and strategies of the Agricultural and Fishery Councils (the enabling mechanism of people’s participation of the Department of Agriculture) are described. One key issue in AFC implementation is that the level of participation of the primary stakeholders tends to be compulsory and purely consultative. Proposed program reforms include: capacity building program for AFC officers and members, advocacy for wider participation, greater women’s involvement, and adequate budget for AFC operations at all levels.

Human Rights and Culture: Indigenous Peoples and the Right to Take Part in Cultural Life
Virginia B. Dandan
Cultural rights are an integral part of human rights. However, it has been observed that cultural rights are often neglected in favor of the more succinct “economic and social rights”. Human rights for development must include strategies of inclusion, equality and empowerment, accompanied by safeguards against exclusion and discrimination and clear and accessible mechanisms for redress and accountability. As a critique of government plans and programs, the author cites the fragmented character of the MTPDP, with each part seemingly isolated from each other and the whole. Moreover, the social protection that the MTPDP carefully maps out, refers to “safety nets” (for those who fall through the cracks in the delivery of essential services for basic needs) rather than “safeguards” (ensuring nobody falls through the cracks in the delivery of essential services which are human rights entitlements).

Sikhay 3: SD 398 (Social Development Research 1)

Social research is an important area of study for Social Development. The CSWCD Doctor in Social Development Program is both research-based and practice-oriented post-graduate course. As such, it draws from the growing literature of social research concepts and methods. Yet, it also seeks to contextualize these concepts and methods to current settings and emerging research practices.
This is the 3rd in the Series of DSD Student Papers. This compilation of student papers aims to summarize key concepts in social research and integrate these to social development perspectives. The papers are clustered into two sections:

Part 1 – Case Studies of Selected Research Practices
Social development research deals with different groups, settings and issues. Thus, research and methods must be culture-specific and appropriate to marginalized groups.

Part 2 – Book Reviews of Selected References on Social Research
There are voluminous references on social research. Current discourses on social research practice are highlighted in these selected materials.

What differentiates Social Development research from mainstream research framework? Social development research is both issue-focused and action-oriented. Research is not value-free. Social Development research is guided by the human rights framework, gender and development perspective and participatory research approaches. Although it utilizes social research standards and procedures, it continues to evolve from and respond to the challenges posed by social development practice.
This compilation can be used by the DSD students, as well as other development professionals and practitioners, as they undertake their own researches.

Part 1 – Case Studies of Selected Research Practices

  1. Social Opinion Survey
  2. Policy Research
  3. Impact Assessment
  4. Participatory Action Research
  5. Feminist Research
  6. Research with Children and Youth
  7. Research with Indigenous Peoples
  8. Research with Older Persons

Part 2 – Book Reviews of Social Research References

  1. Earl Babbie (2010), Practice of Social Research (12th edition)
  2. David Fetterman (2001), Foundations of Empowerment Evaluation
  3. Roger Gomm (2008), Social Research Methodology: A Critical Introduction
  4. Dick Hobbs and Richard Wright (2006), The Sage Handbook of Fieldwork
  5. Tim May (1998), Social Research: Issues, Methods and Process (2nd edition)
  6. Ernest Stringer (2007), Action Research (3rd Edition)
  7. Scott W. Vanderstoep & Deirdre D. Johnston (2009), Research Methods for Everyday Life: Blending Qualitative and Quantitative Approaches
  8. Nicholas S.R. Walliman (2006), Social Research Methods

Social Opinion Survey
Nathalie A. Verceles
The article delves into the crucial role of social and opinion surveys in relation to social development. It analyses key concepts related to the study of garnering and interpreting data gathered from public polls. It examines the significance of social surveys as a significant method for shaping public opinion. It also presents a case study on a recent survey conducted by SWS and points out challenges survey institutions and the public need to face to realize the potentials of polls and overcome possible dangers. The article further offers reflections on how polls and surveys can better measure public pulse and serve its purpose

Policy Research
Eleanor E. Nicolas
The article presents the different underlying factors that affect policies crafted to solve social problems. It offers a comprehensive understanding of the processes involved in policy making as a product of policy research. The author investigates and critiques different approaches undertaken by policy researchers whose efforts even reflect their educational training. The paper postulates that policies resulting from formal policy research procedures are mere approximations of series of solutions utilized to address recurring questions, issues, or problems. Moreover, the principles governing policy research and the major steps of policy research are discussed.

Impact Assessment
Juline R. Dulnuan
The questions frequently raised regarding development programs are about the results, effectiveness or consequences of its implementation. This article discusses the process of evaluating these projects, focusing on Impact Assessment or IA. It presents different definitions of IA as an approach that gauges the results of program intervention. Moreover, the article expounds on the various components of program evaluation. This article helps readers to be critical of proposed solutions or programs intended to improve or solve a given problem and judge the outcome of such projects or programs.

Participatory Action Research
Pedro S. Dumaraos Jr.
To maximize the social significance of research, it is paramount to explore the theory and principles behind Participatory Action Research (PAR) based on the original concepts of its proponents. The study explores the concept that research must be done not on people but with and for the people since the outcome ought to benefit them as a whole. As such, therefore, enabling them to be involved in the process is seen as an effective way to empower them. The article combines the various insights about PAR and the course of action that can be considered the best option for researchers to adopt. It also looks into the challenges of PAR.

Feminist Research
Ma. Linnea V. Tanchuling
Feminism as a movement and philosophy is intertwined with feminist research. The article discusses the principles and processes of feminist research. It also presents its significance in social development. The paper reviews the origin of feminist research and outlines the works of its proponents during the first and second waves of feminist research. The author also incorporates her views and personal experiences as a feminist researcher and stresses the goal of feminist research as action-oriented.

Research among Indigenous Peoples
Virginia B. Dandan
Doing research with the Indigenous Peoples (IPs) involves personal interaction: getting immersed with community life, familiarity with their knowledge system. This requires establishing solid rapport and relationships with the IPs. This assists the researcher to better understand the meanings of the data gathered. This article differentiates two important methods, ethnography and ethnomethodology, including detailed suggestions on how to do fieldwork which is considered the heart of this method. Furthermore, the article confronts the challenges and prospects of this type of research. The author ends with her personal reflections as a field researcher.

Research with Children and Youth
Persida Rueda-Acosta
The article argues that children have great contributions to make in the field of research. It provides an avenue for researchers to re-consider working with children and offers a variety of innovative approaches in doing research with children. As a prerequisite in doing research with children, there is need for a comprehensive understanding of who and what children are. This article presents different methods that are best suited for doing research with children. It also gives a glimpse of the difficulties that confront researchers using these methods.

Sikhay 4: SD Selected Papers (SD 303, 304, 399)
Social development concerns are both multi-faceted and problem-focused. Beyond the concepts and discussions are real-life situations that call for concrete responses to the plight of marginalized sectors. Development strategies and social policies must be complementary and integrated – not piecemeal. Policy reforms and program development require adequate research-based information – not merely based on political whims and power plays.

These are some of the challenges that development professionals confront in their respective work settings. These macro-level concerns demand greater responsibilities, including ethics-based practice and improved work-related skills. There is a need to understand the issues at hand, including the dynamics and relationships of the key players. Lessons from field practice must inform subsequent strategies and actions. Capacities among practitioners must be further developed in terms of research, advocacy, alliance building and working with marginalized groups such as indigenous groups, women, youth, rural and urban poor.

There is still much to learn. We should not stop learning from our varied experiences: to synthesize lessons and adapt these to context-specific situations.

Sikhay 4 is the latest in the series of selected DSD student papers that aim to contribute to current discourses on social development practice. There are five (5) articles in this issue, chosen from among the DSD papers submitted in the 2nd semester, AY 2010-2011 for SD 303 (Social Development Strategies) under Dr. Sammie P. Formilleza, SD 304 (Social Policy Development and Advocacy) handled by Dr. Oscar P. Ferrer, and SD 399 (Social Development Research II) under Dr. Ma. Theresa V. Tungpalan and Dr. Nilan G. Yu.

Barrameda’s paper focuses on alliance building as experienced by a women’s group. Two articles deal with policy recommendations pertaining to youth participation (Carolino) and microfinance (Almazan). The last two studies examined economic crisis from the viewpoint of women from the informal sector (Verceles) and defined human rights concerns from the perspective of the Kankana-eys, an indigenous group from Benguet (Dandan).

The selected articles are part of the students’ continuing refinement of their respective dissertation papers.

Networking and alliance-Building: Lessons from the experience of Sama-samang Inisyatiba ng Kababaihan sa Pagbabago ng Batas at Lipunan (SIBOL)
Teresita Villamor-Barrameda (SD 303)
The paper focuses on networks and alliances as strategy for social development that can contribute to advancing the women’s movement. Based on the experience of SIBOL, network and alliance building can create impact at 3 levels: the policy environment, changes in attitudes and consciousness of stakeholders, and changes in women’s lives. At the policy level, the passage of the Anti-Rape Law containing majority of SIBOL’s “non-negotiables” is one big landmark law that has contributed in the protection, promotion, and fulfilment of women’s rights. The paper also cites the importance of legislative advocacy in pushing for demands addressing class, gender, and other social justice issues.

Revisiting the Youth in Nation-Building Act of 1995: A Policy Advocacy Agenda
Juliet C. Carolino (SD 304)
The author discusses the role of the youth in nation-building as embodied in RA 8044 creating the National Youth Commission (NYC). The paper also identifies the varied levels of youth participation. It underscores the important role of NYC and other youth-serving government entities both at the national and local levels in promoting youth development and the role of the youth in nation-building. Such role must be further reviewed and intensified so that the strategies and course of actions become more youth-responsive. Possible legislative amendments include: definition of the role of the youth in nation-building (social, cultural, and political), mandates of the NYC, and budget appropriation for youth development.

Promoting Microinsurance for the Poor: An Advocacy Agenda
Rainier V. Almazan (SD 304)
Microinsurance is often regarded as a protective measure of low-income people against specific perils in exchange for regular premium payments proportionate to the likelihood and cost of the risk involved. It differs from commercial insurance only in the way it specifically targets low-income people, yet this ‘small’ difference causes many new challenges for the sector. The paper presents these challenges in the implementing microinsurance programs in the Philippines: policy issues on its legal and regulatory framework, operational and institutional issues, prudential issues (e.g. minimum capital requirements, entry restrictions, etc.), market and economic concerns, e.g., working with the poor and informal sectors. The paper concludes that a critical mass is an important aspect of insurance viability.

Weaving Women’s Work and Women’s Empowerment Amidst Crises: Focus on the Informal Sector
Nathalie A. Verceles (SD 399)
This research explores experiences of the members of PATAMABA-Balingasa, a women-dominated organization of workers in the informal sector. To accomplish this, the research participants were asked to do a personal retrospection of the past decade and share their experiences in both productive and reproductive work, identify turning points that led to downward/upward trends in income and the intensification/alleviation of domestic work, and consider whether these changes were related to their external environments. The findings led to the conclusion that no distinct relationship could be established between the 2008 global economic crisis and their circumstances following its onset up to the present. What began as an exploration of the possible effects of the crisis was pulled by the narratives towards an examination of their lives as women and workers in the informal sector, the actual circumstances that account for the peaks and troughs in their lives, their survival strategies, and the enabling role of individual and collective empowerment.

The Kankana-ey of Bgy. Poblacion, Kibungan, Benguet: Meanings, Application and Analysis of the Normative Content of the Right to Take Part in Cultural Life in the Context of Indigenous Peoples’ Perspective
Virginia B. Dandan (SD 399)
The research examines the extent to which the normative content of General Comment 21 is linked to the community’s self-determined human rights issues in Barangay Poblacion in Kibungan, Benguet. It explores the community’s perceptions on cultural life and human rights, and inquires into the availability of goods and services that are open for everyone to enjoy and benefit from. Field research for this study was built on the results of an earlier project. The data set was reviewed, revalidated, and updated so as to be useful to the objectives of this present, related, but new research. Data-gathering made use of ethnographic methods, laying the groundwork for a narrative approach to the consolidation of data and their analysis, and the presentation of initial research findings. The themes that emerged from the narratives include: community life as cultural life, the role of the community in defining cultural life, obstacles to the participation of the community in cultural life.

TGIF: Welcome Back WD majors

By Dr. Judy M. Taguiwalo

June is the start of the first semester of Academic Year 2012-2013. The Department of Women and Development Studies has 12 new majors this semester. To welcome them and to welcome back returning WD majors , the Department had a TGIF event last night, June 22.

Food was potluck. Natsy brought goddess salad which was the night’s favorite. We had homemade banana cake cooked by Nikki Luna. There was fried lumpia from Lu Tangi. Shiot Pascual brought pan de coco. There was a new type of maruya, Red Ribbon goodies, tasty pancit canton and two cartoons of monster pizza. Sharon brought cooler filled with ice and fruit juice and she was accompanied by her middle child, Paolo. Waya, daughter of Lea Domingo and Athena, daughter of Agnes Ap-apid were the youngest party-goers.

Games were organized by Karen and Mayette and Dazzle, who donated the prizes (including females condoms) was an energetic game mistress. The newest clap she introduced was the Mommy Paquiao clap: 1-2-3, oki, oki and 1-2-3, let’s gu, let’s gu! We had Pinay Henyo and it appears that Natsy (chain), Frances (multiple burden) and myself (Nanay) are no geniuses as we were not able to guess the word assigned to us. Oh, well. Joey de la Cruz was the lone male student present and he was such a big help.

Inday was the goddess of the night as the Goddess Shiva with oh, so many hands. Titanne’s first day of class was the favourite of one of the new students. Guy could not make it because of a family emergency. And Mo Pagaduan and Malou Alcid joined us at the tail end of the party for our group picture and wacky poses.

We have two unconsumed bottles of wine which were set aside for the next party agreed upon by those who attended last night’s TGIF—it will be around November 25, International Women’s Day to End Violence Against Women.

Click here for more photos.

Congratulations to the newly licensed Social Workers!

CSWCD is very pleased to announce that all of its eight Social Work graduates who took the 2012 Social Work Board Exam passed, giving another 100% passing rate to the College. Three of its successful examinees placed in the top ten. Dr. Ma. Elinore B. Vilar placed 2nd, Ms. Jezreel Hannah A. Domingo placed 8th, and Ms. Catherine D. Espedido placed 9th!

Here are the names of the other successful examinees:

  1. Arguellles, Josemaria Lorenzo Del Pilar
  2. Genato, Regine Elyzza Giron
  3. Idul, Caezarina Mae Maglana
  4. Pagatpat, Elise Faith Khu
  5. Pique, Karmelle Vergara

For the complete list of successful examinees, click this link.
Group photo was grabbed from Ms. Elise Faith Pagatpat.

Some Stories for the 45 stories for 45 years of CSWCD

MY WD Story by Eunice Barbara C. Novio

Ka Nitoy by Cayetano L. Santiago, Jr.

My Journey by Prescilla Dela Pena Tulipat

My Life Journey by Fleur de Lys Castelo-Cupino

Weeds (Damo) by Paolo Pagaduan

College of Social Work and Community Development