Out of School Youth Essay

ASEM give Fund for the Asian Financial Crisis Implementation closure Memorandum Philippine Out-of-School Children and Y divulgeh teaching (POSCYD) escort ASEM dedicate Fund No. 023514 Background and Objectives In the Philippines, the trend for the past ten years show that for every 10 pupils who come in in circle tutor, only 7 graduate. The same ratio is experient among the in high spirits gear instill students. Main reasons cited for displace-out argon mostly poverty related. While staple command is free, umpteen poor families argon un subject to finance the ancillary tutor duration necessitate of their children.Deprived of completing high disciplineing commandment, the free spring chicken argon further marginalized from acquiring techno(prenominal)ogical skills. As mandated by the law, skilful foul didactics in the Philippines is a post standby move. The continuing softness of many poor early daysful people to complete staple fibre genteelness and/ or under take adept teaching, consign them to the vicious cycle of poverty. Their pretermit of grooming constrains their access to better-paying strains or ability to succeed in entrepreneurial pursuits, on the whole(prenominal) of which require higher degree of literacy.Workers with solid foundation in technical didactics, have better chances of landing jobs. Amidst increasing incidence of out of school early days exacerbated by political and economicalal crises, the nominate seeks to 1. dilate and test mechanisms that leave alone alter children in the age group 7 to 14 to be schooled or remain in school and 2. polisher the implementation of an recitation and entrepreneurship schedule for spring chicken in the 15 to 24 year age group, integrating technical skills development with purport skills development. TF no. 023514 was implemented in conjunction with TF no.023513, which is bank managed. Achievement of Trust Fund Objectives1 Under TF no. 023514, a radical of 16 sub- find outs were funded from ASEM creative activity swan grant to the POSCYD bewilder. Of the 16, two (2) sub-projects focused on bringing certify out-of-school children and youth buns to nut in-school and a nonher two (2) by dint of alternating(a) reading frame for their basic genteelness. Eleven (11) sub-projects deliverd merged technical education and integrity (1) provided statuesque in-school basic education and integrated technical education to different sets of beneficiaries.In addition to the 16, a youth top held in the 16 regions in the inelegant led by the part of Social Welf ar and breeding was also funded. Please see fixing for list and briefs of the 16 sub-projects funded under TF023514 1 A hail of 566 poor out-of-school children and youth went back to formal primary or secondary school through tether (3) sub-projects. They were provided with ancillary school accepts such as uniforms, shoes, bags, nonebooks and subsidy for school fees, fare expenses, school projects and region trips.For those who have no access or layaboutnot attend fixity classes, alternative learning systems in basic education were provided. The Accreditation and Equivalency (A & E) classme of the Bureau of Non-Formal pedagogy, discussion section of genteelness (DepEd), was offered to a natural of 753 out-of-school youth who wanted to arrive at an equivalency of high school education and another 300 participated in the Angelicum College floor Study curriculum, a sequestered initiative. A total of 1,290 high school dropouts were enrolled in integrated technical education .All of the technical education courses undertaken by the target beneficiaries atomic number 18 draw and quarterd up with skills that are in demand by different industries and provide for on-the-job education and employment economic aid. Alternative learning system, to resolve deficiencies in basic education and life skills discipline, to modify the youth to cope with personal and interpersonal conflicts are incarnate in these courses. A Skills for Life course of study, finickyly patterned for the Filipino Youth, was demonstr sufficient with economic aidance from the Inter guinea pig Youth mental institution (IYF).Except for one (1), all sub-project proponents sent participants to the teachers prep course conducted in may and November/December 2001 by a consultant of IYF. In cooperation with the DepEd, training for Non-formal reading A & E platform instructional managers was provided to teachers from 11 integrated technical education sub-project proponents. The Youth Labor Demand Study was completed and outright serves as reference material for the POSCYD scheme Team and is made gettable to other enkindle par attachs.The 16 sub-projects funded were implemented with counterpart resources from regimen, business orbit and accomplished parliamentary procedure organizations. Concerted resource extension and complementati on has, however, not been achieved at the national level and to a limited extent at the local level. The POSCYD thrust has an Oversight Board that provides direction and general policies and does the closing review of sub-project proposals for funding through its Executive Committee. There is also a technological Working Committee that recommends to the Oversight Board general directions to take and sub-project proposals for approval.Together with direct beneficiaries of the TF 23513, the POSCYD put exceeded its target of 3,000 by 1,872 for a total of 4, 872. With the average trend of about 15% dropout rate, the resulting net direct beneficiaries is 4,119, surpassing the 3,000 target by about 37%. It must be noted, however, that one integrated technical education proponent, the Laguna State Polytechnic College, a government school (funded under TF 23513), offered the curriculum it certain under its POSCYD nominate funded subproject, as a subject to high school graduates ta king selective information/communication technology courses.The said sub-project has total of 553 students who finished or are still undertaking the subject. Execution Experience and Results The formal start of the purport was delayed by about eight (8) months due to the pack to design a working arrangement, as articulated in the memorandum of agreement, refreshing to both the section of Social Welfare and Development (DSWD) and Children and Youth posterior of the Philippines (CYFP).Both institutions, DSWD (representing government) and CYFP (representing civic troupe) were new to the working and funding arrangements that involved pecuniary and technical shop at from a multilateral organization like reality Bank. Further more, there were no precedents to use as references. 2 Most competence building programs in the country for the out-of-school children and youth are intercommunicate to those in especially tricky circumstances or are of in a higher place average intell igence and diligence.Furthermore, technical education is a post secondary course in the Philippines. Except for one, it was the first time for all the sub-project proponents in integrated technical education to accept substantial numbers of high school dropouts as trainees. Given the opportunity, most poor out-of-school children and youth, are interested to undertake basic and/or technical education. Among those who took advantage of the initiatives of the POSCYD mould, however, many were forced to dropout again.They are usually the ones who have to help augment family income, on a well-ordered basis perform household chores and/or take care of their teenageder siblings. Others could just not afford out-of-pocket expenses such as transportation expenses contempt the subsidy that some of the sub-project proponents provided. Among the estimated 15% of the out-of-school children and youth who were assist to enroll in formal/non-formal basic education and integrated technical educ ation that once more discontinued their studies, poverty is still the most prevailing reason.They are said to come from the poorest of the poor who sometimes go to school without breakfast, would eat bungholedies for lunch and hardly have any transportation money. notes they spend is usually money that is taken away from the daily intellectual nourishment needs of their families, thus they opt to work if jobs are available. Among the out-of-school children and youth who were brought back to formal school for their basic education, the dropout rate is 13%. If compared to the estimated national average dropout rate in school year 1997-98 of 7. 42% for prescribe school and 10.76% in high school, the experience of the POSCYD Project would wait high. It must, however, be noted that the base used in the computation that resulted to 7% national drop out rate included all students, not just the poor ones. Without the initiative of the POSCYD Project, its total of 870 beneficiaries (TF 23513 & TF 23514) in formal in-school basic education would have remained out-of-school. Home establish alternative learning system is an answer to the basic education needs of those not willing or could not go back to formal school for different reasons. intimately 12% of those who enrolled in the A & E program of Department of Education implemented by a proponent, discontinued their studies. Finishers of this system who pass the Department Education testing can work with the government and/or enroll in specific universities for their college education. Demand for this type of basic education is comparatively high in places like Maguindanao and Cotabato city where there is serious mollification and order problem and suffering from leave out of secondary high schools. The A & E sub-project based in these areas and funded under TF no.023513, requested to ontogeny their target beneficiaries from 300 to 400. The proponent eventually had a total of 433 A & E enrollees. It is notewo rthy to mention that among the 1,156 who finished the A & E Program, 82, pursued higher A & E lessons, 111 attended vocational education, 124 enrolled back in formal school to finish basic education, 38 went on to college and 98 found employment/self-employment. Another alternative learning system in basic education is the Home Study Program of Angelicum College.It hook up withs its regular curricula for chief(a) and high school, but specially designed for those who could not attend regular classes in a formal school due to poverty, distance from school, need to work or illness. Students study at their own paces and are assisted by any tutor who has had higher education. Some of its clients are young prisoners. Out of the total 300 enrollees from different areas, 19. 7% dropped out. Main reasons cited are inability of tutors to reach participants from far-flung areas, transfer of residences and lost of interest.Among the enrollees in integrated technical education, those prone to dropping out again are the ones in especially arduous circumstances and those undertaking courses with more than six (6) month time frames. If the beneficiaries of the Laguna State Polytechnic College (who catered to high school graduates and offered curricula developed as a subje ct in tertiary education) were to be deducted from the total 3 integrated technical education beneficiaries of the POSCYD Project, the dropout rate would increase from 15% to 17%.This is high compared to the national average, which is said to be below 10%. 2 Inspite of the search of several sub-project proponents to provide additional subsidy such as transportation money and meals, dropout rates continue to be high. Since they are considered of age (16 to 24 years old), often, there is pressure from their own selves and/or their parents to earn to help augment family income. Among the poor Filipino families, it is not preposterous for the elder children to sacrifice opportunities for higher education t o help send their siblings to school or provide for their basic needs.To minimize a repeat of their dropping out of school or alternative learning systems, sub-project proponents intensified their post serve by the providing the beneficiaries with support activities such as tutoring/remedial classes, mentoring, focussing and student and parent elaborateness. The sub-project proponents of the Project are all well experienced in the implementation of basic education and/or technical education programs.Most of them, as mentioned earlier in this report, had no previous program for the out-of-school youth or high school undergraduates. The sub-project proponents had to beef up and intensify certain support services which they normally do not offer to their target beneficiaries. It was further observed that many of them tend to escape skills in planning, monitoring and evaluation. Thus, they were provided with technical assistance and training in these functions of project managemen t to improve the effectiveness of their education programs.To further improve their effectiveness, selected proponents were provided with training in the implementation of the NFE A & E Program of the DepEd, Skills for Life Program for Filipino Youth and the first phase of Building Local Tri-Sector Partnerships. To maximise the employment of graduates of technical education graduates, priority in the selection of sub-projects, was granted to institutions with existing industry tie -ups or are willing to tie -up courses offered with industries.These tie -ups include not only providing opportunities for apprenticeship and employment of graduates, but in the revision of curricula to suit the specific labor needs of the industries that are in demand. The worsening economic situation is negatively affecting these industry tie -ups. Some companies that used to offer allowances to technical education students undergoing apprenticeship can no longer afford to do so. Many of those who cons idered employment of technical education graduates have served notice that they cannot absorb new workers.An assessment done by an outside agency showed that despite the bad economic situation in the country, the trend in employment/selfemployment rate of technical education beneficiaries of the POSCYD Project is 70%, compared to the national average of 44% In basis of provideships, sub-project proponents were able to tap resources from more than 200 different institutions that belong to the government, cultivated society and/or business sector. Among the contributed resources are technical assistance, training, tools/equipment, materials, use of facilities, community participation and to a limited extent, allowances of students.Of the overall estimated value of counterpart resources infused into the POSCYD Project from the deuce-ace (3) sectors, about 9% each came from government and business sector, 18% from civil society and 27% from the sub-project proponents. About 39% of t he resources of the POSCYD Project came from the ASEM Fund monetary grant. Based on this experience, it is obvious that there is a greater need to find more strategies on how to tap resources from government and business sector.The aforethought(ip) building of local tri-sector matchships did not materialize as projected. The initial attempt to organize regional consortia was rejected by institutions from the three (3) sectors consulted in the fiver (5) target regions. They advised that with limited resources, the POSCYD Project must focus on 2 Estimated national dropout rate of less than 10% is based on experience of technical schools that offer courses to high school graduates and which do not necessarily focus on poor out-of-school youth. 4 localise tri-sector partnerships.Thus, the Project is now focusing on assisting proponents in the development of local tri-sector partnerships that will revolve around the out-of-school youth and the specific education services offered. On ly two (2) of the five (5) planned local tri-sector partnerships were organized. The Philippine Peso steadily devaluated from P38 to P50 per US$1 resulting to shortfall in the routine of the US$780,000 ASEM Grant from valet Bank. In Philippine Peso term, however, the Project was able to spend more than the original budget with concurrence from World Bank.Emerging Lessons The experience in the initial pilot phase of the POSCYD Project points to the following emerging lessons in building the competencies of the out-of-school children and youth 1. Government, civil society and business organizations come from different cultures, but with patience and openness, these three (3) sectors can closely work together to maximize Project benefits. 2. The prevalent poor out-of-school children and youth who are basic education dropouts is a relatively neglected sub-sector. 3.Poor out-of-school children and youth have special learning needs brought about by their deficient cognitive experiences and inadequacy of psycho-social skills that must be understood by all those who will be involved in their education. In addition to tinting their ancillary education expenses, they need to be provided with support services such as mentoring/tutoring, counselor-at-law and life skills training. 4. Youth and parent participation have also been driven as important factors in minimizing discontinuance in the education of actor out-of-school children and youth.5. The dropout rate vexs even higher for students in especially difficult circumstances such as extreme poverty, victims of abuse and those coming from nonadaptive families. These types of students would need a lot of monetary and intensified support services for them to sustain their education. 6. There is a big demand for alternative learning systems in basic education, specially in areas where there is prevalence of miserable poverty (slum areas), critical peace and order situation and/or lack of access to elementary and high schools.Government should encourage, cultivate and recognize the private sectors initiative to develop innovative learning systems to meet varying demands of the youth. 7. Direct tie -ups with industries for curriculum development/revision, apprenticeship of students and employment of graduates are important to ensuring high employment rates of beneficiaries. 8. One-on-one partnerships with different organizations from government, civil soci ty and business e sector can be successful. However, partnership with government is affected by patronage politics and with business sector, by the economic situation in the country.9. Building organized local tri-sector partnership can be realized, but difficult to start and even more difficult to maintain. There is a need to identify and work with champions from the target sectors and a point person within the organization who can devote time to crucial activities. 10. Institutions providing competency build ing opportunities to the yout h can be advanced in implementation, but usually need strengthening in terms of project planning, monitoring and evaluation and adaptation of support mechanisms necessary for out-of-school children and youth beneficiaries.Activity Sustainability At the local level, sub-project proponents are being assisted in the building of tri-sector partnerships that will take the lead in generating and complementing resources for out-of-school children and youth concerns in general, and the education services offered to them in particular. It is envisioned that to humongous 5 extent, organized tri-sector partnerships shall enable the sub-project proponents to maximize generation of resources and not pop off entirely dependent on funding agencies.It is, however, a reality that generation of local resources can be limited, especially in small cities and towns and poorer provinces. Thus, sub-project proponents must be referred to other funding agencies At the national level, there is a need to promote actively out-of-school children and youth concerns and strategies that will enable them to go back to school or undertake technical education. In this way, more institutions from the different sectors of society will hopefully put more focus in allevia ting the situation.The large number of out-of school children and youth underscores the need for government, civil society and business sector to jointly revivify the situation. Overall Assessment Over-all, we believe that the project was successful in conflux its objectives. The results show that it has exceeded its physical targets. Long-term benefits are expected to be felt up by the recipients and important lessons have been generated which will assist the various stakeholders in designing future interventions for OSY. Data Sheet Trust Fund No TF23514 Project ID No. P065823 Project Title PILOT PROJECT FOR THE study OF OUT OF SCHOOL YOUTH Recipient Country Philippines Project kill by Recipient Sector Education Task Tea m attracter Teresa J. Ho Managing Unit EASHD Grant Approval Date Grant bill (in US$) Grant Agreement Date Closing Date April 29, 1999 US$780,000 June 7, 2000 October 31, 2001 FY Disbursements (actuals in US$) (as of reporting date) 2000 Amount US$ 78,000. 00 FY 2001 Amount US$ 521,285. 95 FY 2002 Amount US$ 26,665. 70 6 1. Lists of consultant contracts awarded 1. 1 Erda Tech Foundation, Inc.1. 2 Mary tending of Christians 1st sub-project 2nd sub-project 1. 3 Phil. nongovernmental organization Council on Population Health & Welfare 1. 4 Angelicum College, Inc. 1. 5 Ayala Foundation, Inc. 1. 6 Pearl S. violate International, Inc. 1. 7 Valenzuela City Govt. 1. 8 Paranaque Devt. Foundation, Inc. 1. 9 Center for Social Research-VISCA 1. 10 National Training School for Boys 1. 11 Salesian Society of St. John Bosco-Borongan 1. 12 Department of Social Welfare & Development (Youth Summit) 1. 13 Taguig Jewelry Producers, Inc 1. 14 Meralco Foundation, Inc. 1. 15 Holy Trinity College 1.16 Don Bosco skilful Institute-Makati( 2nd subproject) 1. 17 Phil. Business for Social Progress-Evaluation of Sub-projects 1. 18 Center for Labor Education, Advocacy, and Research Development Foundation, Inc. 2. Visibility (mention of funding sources in Contracts, publications, seminars, etc. ) -Partners penchant & Planning workshops -Accreditation & Equivalency -Building Local Tri-Sectoral Partnership -Sub-Project Assessment -Post Project Evaluation 3. Incremental Operating Costs-CYFP Amount (in US$) 46,796. 91 25,833. 86 22,108. 50 35,484. 06 17,158. 54 42,094. 84 15,917.21 6,994. 66 31,830. 23 17,313. 81 14,359. 84 16,686. 42 39,153. 70 20,277. 63 36,713. 63 27,462. 82 52,491. 02 16,634. 10 8,867. 61 19,913. 01 Nationality Filipino Filipino Filipino Filipino Filipino American Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino 111,963. 36 Filipino _________ TOTAL $ 626,055. 76 1. Compliance with visibility provision (as notified to you upon indispensable approval of the proposed grant) Proponents of sub-projects were oriented that funding for the POSCYD Project came from ASEM-World Bank.In documents that specify grants received, ASEM-World Bank is always acknowledged as the source of funding. In the POSCYD Project Orientation meetings held in the five (5) target regions and for different interest groups, ASEM was always mentioned as the source of the World Bank Grant for the Project. The same holds true for workshops conducted. In the mid-term Project assessment review attended by the President Gloria MacapagalArroyo and leaders from government, civil society and business sector, the affair was labeled as the POSCYD Project ASEM Grant Mid-Term Review.The ASEM Grant to the POSCYD Project is always acknowledged in all reports prepared. 7 BRIEF PROFILES OF ASSISTED PROJECTS under the ASEM $780,000. 00 GRANT Formal canonical Education Project Title and Brief Basic Education Project for Out of Sc hool Children and Youth or Children and Youth at risk of exposure of Dropping Out of School (Subic, Zambales and San Jose del Monte Bulacan Region 3) A facts of life of the on-going sponsorship project in Ormoc City, aimed at bringing back out-of-school children and youth to formal school in elementary and high school.The project shoulders the basic education of 300 OSCY and CYRDOS. Proponents Profile Pearl S. Buck International, Inc. Pearl S. Buck International was founded in 1968 by the late Nobel and Pulitzer-prize triumphant author Pearl S. Buck. It has set up various offices around the country including one in Ormoc City. Among PSBIs educational activities include early childhood care and development, enhancing families ability to manage and sustain their childrens education, school attention support, and a study now pay later assistance to vocational and college students.It also offers livelihood skills training, micro-credit assistance and savings mobilization, and job stance services. Paranaque Development Foundation, Inc. Paranaque Development Foundation, Inc. (PDFI) was organized and registered in the Security and Exchange Commission (SEC) on June 28, 1968. The organization is focused on the organization of grassroots groups as well as the integration and synchronization of the various social service organizations. PDFI aims to pass around the different sectors in creating a mutually loving, caring, and sharing community that will provide the poor the capabilities to be self-reliant.Inputs of Partners Rustan Corp. and Little Caesars Corp. have sworn sponsorship assistance for beneficiaries who intend to pursue vocational courses. These companies have also promised to provide financial support for the life skills training of the learners. Integrated Project for Marginalized OSCY (Paranaque City NCR) A formal education project aimed at bringing back out-of-school children and youth to formal school in elementary and high school. The project sp onsors the basic education of 300 Paranaque-based OSCY .Parent volunteers have attached to assist PDFI in recruiting beneficiaries, assessing project implementation, and monitoring of project accomplishments. Save the Children US and Terre des Hommes have expressed willingness to fund the training on accomplice counseling and life skills, and family/community support respectively. The local barangay council has been tapped to provide assistance to the health seminars. The Japanese Embassy has committed to provide sewing machines and other equipment for the training of adult members of the trainees families.The Rotary Club of Paranaque shall be tapped to fund the training. Accreditation and Equivalency (A & E) ALS Non-Formal Education Accreditation and Equivalency for the Out of School Youth (Bacoor, Cavite Region 4) A facilitation and conduct of the Accreditation and Equivalency (A&E) Program of the Bureau of Non-Formal EducationDepartment of Education, Culture and Sports, aime d at preparing OSCY in Bacoor, Cavite in attaining equivalency for their educational level. The project facilitates the A&E education of 700 OSCY clients. Philippine NGO Council on Population, Health and Welfare, Inc.PNGOC is a registered private voluntary organization founded in 1987 by 17 national and local population NGOs. The organization was envisioned to create self-reliant and socially responsible Filipino families. PNGOC embraces five program thrusts namely networking, advocacy, organizational development, human resource development, and provision of technical and financial assistance to small NGOs in the countryside. The DECS-BNFE provided the framework of the Non-Formal Education Accreditation and Equivalency and facilitated the training of the PNGOC instructional managers (IMs).The local government of Bacoor, Cavite provided the learning centers being utilized by the learners as well as developed and disseminated the advocacy information on the project. 8 Home Study Prog ram ALS The Home Study Program (Palawan, Leyte and Occidental Mindoro) A formal alternative learning system that shall enable OSY to graduate from elementary and high school with an Angelicum Diploma without hav ing to attend school every day they can attend to schoolwork within their homes.Selflearning modules based on a formal education curriculum are provided the learners. The project assists 300 OSCY in pursuing their basic education through formal ALS. Angelicum College Angelicum College was founded on July 5, 1972 as an alternative school that veers away from the traditional educational system. Through the efforts of Fr. Rogelio Alarcon, proponent of the Home Study Program, the school was able to surcharge funding from former President Joseph Estradas Social Fund. Consequently, the school was able to offer the Program, for free, to out of school youth.From July to August 2000, the total OSY enrolled in the Program has reached about 2000 in 50 different areas throughout the c ountry. Three partner implementors, Runggiyan Foundation (Leyte), Plan International (Mindoro), and Holy Trinity College (Palawan) are managing and organise the operations of the Home Study Program in their respective areas. With support from the LGUs, Sangguniang Kabataan, and community elders, the partner implementors identified, recruited, screened, and selected the OSY beneficiaries, and identified, recruited and deployed the volunteer coordinators and volunteer tutors.The LGUs pledged to assist the partner implementors follow up and monitor the Volunteers. Technical Education PALIHAN III Technical and Vocational Skills Training for OSYs (Metro manilla paper, NCR) A technical skills training and placement for urban poor out-of-school youth in Metro Manila. Palihan means anvil or mould. Hence, it embodies the ideal of molding the OSY to become productive and responsible citizens. Technical courses offered include Food Processing, Food Service, Leather Craft, Cons truction Work , and Glass Etching.The project intends to assist the non-formal technical education of 200 OSY. Empowering Disadvantaged Women in Pampanga (Mabalacat, Pampanga, Region 3) A technical skills training in industrial electronics for sexually abused and prostituted young women in the province of Pampanga and their placement in electronics firms at the special economic zone. The project purposes to benefit 80 female OSY who are enrolled in formal technical education.ERDA TECH Foundation ERDA TECH Foundation, established in 1996, is a non-stock, not for profit foundation dedicated to assisting children and youth age 12 to 18 years old who are disadvantaged by poverty. The Foundations main goal is to get children and youth, from the streets and from poor communities, who are interested in pursuing a secondary education with a vocational program that will train and nurture them into becoming productive members of society meaning, being able to earn a living, becoming physically and emotion ally stable and prepared to start a decent family life.Mary Help of Christians-Technology Center for Women The Mary Help of Christians Technology Center for Women was established in 1993 to provide a home and school for disadvantaged young women where they can learn various employable technical skills. In hopes of molding trainees to become good and productive Christians, the Center has integrated the technical education course with values education, ethics and Christian Living. The Center has a 100% placement rate and has since graduated 120 young women who are now regular employees in various companies.Jewelry Skills Training and Placement Project for OSY in Taguig (Taguig, National Capital Region) Taguig Jewelry Producers Cooperative The TJPC is the pioneering group of skilled jewellery makers in Metro Manila, having been TJPC was assisted by TESDA, which arranged for the use of the training venue and other training facilities. Congessional funds shall help cover the administrat ive cost of the The technical education of the trainees is a collaborative effort surrounded by ERDA TECH and the Marikina Institute of Science and Technology (MIST). MIST provided training facilities and equipment necessary for the training.Jollibee Foods Corp. has committed to accept the trainees for the in-plant training as well as their job placement. Enzio, Corp. has also agreed to employ the graduates of the training course. Spencer & Co. shall help shoulder the transportation and meal allowances of the trainees in the in-plant training. As part of the business sectors contribution to the project, the post-training employment of the young women will be at the follow ing semicon companies American Power Conversion, National Electronic Corporation, Amertron, Inc. , Sanyo Semiconductors, Luen Thai, and Computer Data Center, Inc.The municipal Mayor of Mabalacat town in Pampanga provided the transport allowances of the trainees. 9 A technical skills training in jewelry making for OSY in Taguig and their placement in jewelry firms in Metro Manila. For its initial batch, the project aims to graduate 35 OSY trainees in jewelry making. registered as a cooperative in July 1994. TJPC is represent of 28 members/ shareholders and boasts of a strong network of 3,337 cooperatives in the Metro Manila area where it can draw support in terms of enfranchisement or marketing of jewelry products.