Project Citizen is a practical, first-hand approach to learning about the Philippine system of government and how to monitor and

influence it. The project starts with a teacher training program that targets social studies teachers who will be moderating the student team. The training program includes modules about civic education, policy-making in the Philippine context, Project Citizen as pedagogy, and finally a hands-on session on the steps in Project Citizen. The teachers then are expected to go back to their respective schools and organize a class of participants. Under the guidance of the teacher, students will work together with other students in their class to conduct research in a particular community in order to discover problems that they think their governments are not handling at all or not handling well. Then they will select a problem from among those they have identified and work cooperatively to conduct research on the problem. Students go inside their chosen community and look into the different sides surrounding the issue chosen. They will have to interview the community officials, community members and other key people to get a grasp of the problem at hand. The students then identify alternative solutions to the problem. They approach various institutions that can help them come up with ideas for the solutions. These institutions include government agencies, research and advocacy groups, civil society groups, etc. they then compare the different solutions that they can come up with and weigh their advantages and disadvantages. They choose a solution that they feel best provides response to the issue. The proposed solution to the problem must require governmental action and it must not violate provisions of the Constitution. Finally, the students propose an action plan to influence the appropriate governmental agencies to consider or adopt their solution to the problem. This usually includes possible supporters and nonsupporters of the proposed solution and a detailed plan on how to influence the stakeholders to adopt the solution. Once these tasks are completed, students will record the results of their work on a portfolio and in a documentation binder. The portfolio is an organized collection of information that made up the groups plan. It is usually composed of four big panels that discuss (1) the problem; (2) alternative policies; (3) class policy; and (4) action plan. Then they will take part in a simulated public hearing in which they will present the results of their work to a panel of public and/or private sphere representatives of the community. In these hearings, students will be questioned on how well they did their research on the community and problem and the solution. The panel will also have the opportunity to give feedback to the students. The program will close in a showcase where all participating classes will get to display their portfolio in an exhibit. This showcase will be a venue where students from different schools will get to interact with various community leaders (e.g. Department of Education superintendents, local government leaders) and talk about their experiences under the program. Special awards will also be given to recognize exemplary research, portfolios, and presentations. Developed and coordinated by the US-based Center for Civic Education, Project Citizen was first adapted by the University of Asia and the Pacific (UA&P) in 2000 for their Citizenship Curriculum at the university level. In 2006, the official licensing agreement to implement Project Citizen for high school students in the Philippines was signed by the Philippine Center for Civic Education and Democracy. By taking part in Project Citizen, students will learn by doing the work of active citizens in their community. By completing their tasks, they should learn which branches, agencies, and levels of government have the authority and responsibility to deal with the problem they have chosen to tackle about the existence and roles of civil society (the sphere of voluntary activity in society) in the political process

how to monitor and influence the political process in their community, city, or the whole country

Key Findings Students believe they can make a difference in their communities Students do make a difference in their communities Students develop greater understanding of public policy Students develop greater understanding of challenges facing policy makers Students learn how their government works Students develop a commitment to active citizenship Students become involved in their communities Students learn about specific community problems Students learn to work in groups Students develop important research and communication skills

Through these activities, I somehow realized the importance of education, as it is the first step in curing the ills of the society. Through this knowledge, I wanted to be involved. And through being involved, even in the most indirect of ways, I knew that I am capable of making a change, no matter how small. Febe Lomboy (PC 2008, Rizal HS) Changing society does not happen overnight; it has to start in something. I have always espoused the idea that big change comes first in small packages...If you want a society to progress along positive lines, you have to train the people in that society to think positively and you have to train them also not just in terms of the knowledge they need to get but the society will not function if it does not have a set of positive norms and values. Mark Villaluna (PC 2007, Rizal HS) It is Project Citizen that Ive realized how important the peoples organization is...Nakakatuwa nga nung malaman ko na may Project Citizen kasi its something new kasi school diba its a different institution from the barangay, kahit NGO ibang institution din yun...Nung nagkaroon ng Project Citizen, nagkaroon ng way na nakita namin na pwede palang mag-work together yung mga ibat ibang institution. Magda Gana (PC 2009 and 2010, Gen. Pio del Pilar High School) I realized because of Project Citizen na marami talagang nakatagong problema sa Pilipinas kasi yung facade nung tapat ng school namin, normal lang...but at the back of it is a former cemetery and I never knew that the cemetery was not completely removed from before. The thing is, the houses there are on top of the nichos...That was an eye opener for me that its the same for the whole Philippines maganda tingnan pero sa likod, nakatago yung mga problems. On our part, I realized that as students, we can still do something for our immediate community. Carl Moog (PC 2007, Rizal Science High School) My initial reaction when we first came to Barangay Addition Hills in Mandaluyong was fear, with a little was disgust After a few rounds of interviews, my feelings of disgust toward the citizens suddenly changed to sympathy. I somehow felt ashamed of myself for having such thought about them when I hardly knew them.

 Laksman De La Cruz The idea of corruption as an irreparable cultural malaise that completely envelopes the conscience of any person involved in public governance has always enshrouded my thoughts, deeming the Philippines as a doomed country with self-seeking elected representatives, not until this experience that served as an eye-opener to me for a sheer light of hope for the Philippines dysfunctional government system and representatives. There are still few people in public governance that remained uncorrupted in serving the people without the sheerest intention of personal gains. -- Alexander Dy I have most importantly learned that a democracy cannot function on its own. It needs to be directed by each and every member of the society so that it may go towards the direction that we want. It requires not just good leaders- which the Philippines is said to be oftentimes devoid of but also good citizens. The people should be the main catalyst of change because, in the first place, it is the people who are directly affected by both the good and bad aspects of the government. The concept of good governance becomes a reality if and only if all the sectors of society actively participate in it. . -- Jasminda Magsino