In Partial Fulfillment of the Requirements in

Education Planning for Sustainable Development

Whole School Approach to

Sustainability

Project SHAPE
Strengthening Health Awareness and Promoting Education Among
Financially Challenged Learners and Learners with Special
Educational Needs

Presented to

JESSIE GRACE SANNADAN PhD.

Professor

Presented by

NORTON R. CARIÑO
Phd Dev I

November 2021
I. Rationale
Covid 19 is undeniably hitting countries all over the world and its impact to health
and education greatly affects every child. It also affects the resources of the family causing
financial constraints among families below poverty line. Because of this, some parents
prioritized the day-to-day basic needs just to satisfy the hunger each day and failed to allot
budget for health and sanitation causing malnutrition among their children and also fail to
include budget for school supplies to be used for distance learning.

It is indeed imperative to balance health, education and nutrition to become

productive learners especially in this time of pandemic. Parents and children need support
from group of individuals to ease from this compelling situation and to control malnutrition
and drop-out among school children. Learners with special educational needs are also of
important and frontline priorities to ease them from burden and uncertainties caused by this
raging pandemic through involving programs that ease them from mental disturbances.

It is indeed a good move to launch a project to strengthen health awareness and

promote education among financially challenged learners and learners with special
educational needs. This project will help the school in maintaining zero drop-out rate, zero
undernourished children and to encourage learners to study very well in spite of the crisis and
scarcity they suffering brought by covid 19.

I, together with the Tatak Kristiyanong Kabataan- a Youth Christian Group of the
Assemblies of God, Daga, Conner, Apayao wishes to launch the Project S.H.A.P.E
(Strengthening Health Awareness and Promoting Education) Among Financially-
Challenged Learners and Learners with Special Educational Needs (LSENs) in Barangay
Daga, Conner, Apayao.

Based from the conducted early registration of this year, there were 237 learners
registered in Daga, Elementary School and 57 or 22.78% of them are pupils below poverty
line while 15 or 6.32% are pupils with single and separated parents and are living to their
grandparents and 6 or 2.5% among others are learners with special educational needs which
will be the target beneficiaries of the said project and to support the DepEd’s one of its
educational thrusts, “No Child should be left behind.”
 It is in need to capacitate these learners and give them prior support to continue to
their education and to support and promote sustainable development goals for quality
education.

2. Review of Related Literature

Promoting education amidst pandemic

The COVID-19 pandemic has created unprecedented challenges economically,

socially, and politically across the globe. More than just a health crisis, it has resulted in an
educational crisis. During lockdowns and quarantines, 87% of the world’s student population
was affected and 1.52 billion learners were out of school and related educational institutions
(UNESCO Learning Portal, 2020). The suddenness, uncertainty, and volatility of COVID-19
left the education system in a rush of addressing the changing learning landscape.

Most students below poverty line find so difficult to continue education in this time of
pandemic which rise to the number of drop outs among learners with special educational
needs, financially challenged learners and even learners with health challenges. It is indeed
that health plays a significant role in the continuous learning of every learner.

Good health and its impact to education

Good health is a prerequisite for socio-economic development. Epidemics cause

adverse effects; disruption of social and political stability and economic loss Reed (1997).
When new cases of a certain disease occur, in a given human population, and during a given
period, substantially exceed what is ‘expected’, based on recent experience, this becomes an
epidemic UNICEF (2008).

Epidemics affect the holistic development of children contributing to stunted growth,

poor health, malnutrition, and even death. In addition, Bartlett (2003) argues that diarrhea and
intestinal parasites, contribute to malnutrition and stunting that continue to affect over one
third of the world’s children and that compromise their capacity to realize their potential and
contribute fully to their societies.

However, Oxfam (2009) identifies the main diseases; pneumonia, diarrhoea, malaria,
measles and malnutrition which contribute to most deaths in children aged below five years.
Children at highest risk live in slum areas, where the incidence of illness is prevalent.
According to Reed, (1997) epidemics are commonly caused by disease known or suspected to
be infections or of parasitic origin.

Health education, hygiene promotion, and behavior change

Effective public health education enable people make informed decisions about health
related activities. Education and communication are important components of hygiene
promotion. According to UNICEF (2003) all people have a right to know about the
relationship between water, sanitation, hygiene and the health of themselves and their
families.

Furthermore, Education enhances sensitivity to our environment, and helps develop

positive attitude towards good health and behavior change on issues around us by inculcating
relevant values. Further studies by MOH (2004) indicate that beliefs, (taboos and ignorance)
about certain hygienic practices among the vulnerable groups hinder implementation of
environmental health interventions.

These emerging effects of health crisis among children bring changes in their
perspective and interest towards education if there are no support that would ease them from
difficulties in studying, financial stability, moral and social aspect of development which lead
them from dropping out in school.

According to the United Nations Children's Fund (UNICEF), school dropouts have some
main causes: malnourished children or children who need to go to work, poor environment, social
exclusion or schools with reduced capacity. To lessen the impact of health crisis brought about by
pandemic, it is substantial to have programs and projects lead by the school and the youth to avoid
such impacts amomg school children. A program that focuses on areas of disability prevention,
rehabilitation and equalization of opportunities.

Moreover, it is intended to enhance PWDs capacity to attain a more meaningful, productive

and satisfying way of life and ultimately become self reliant, productive and contributing members of
society.
3. Objectives

a.) Identify financially-challenged learners/orphans, learners with separated parents and

learners with Special Educational Needs (LSENs)

b.) Support and promote health awareness among financially-challenged learner’s and
learners with special educational needs in Barangay Daga towards a healthier and productive
Filipino Citizen.

c.) Promote and support education by distributing school supplies among selected
beneficiaries.

d.) Ensure that PWDs have equal and equitable access to all aspects of life including productivity,
education and training, health and sociorecreational activities

e.) Decrease the number of malnourished children

f.) Foster care service

g.) Foster collegiality and collaboration among stakeholders.

 4. Proposed Activities and Timeline

PROGRAM/ OBJECTIVES EXPECTED STRATEGIES PERSONS SOURCE TARGET REMAR

ACTIVITY OUTPUT INVOLVE OF FUND DATE KS
D
1. Formulation To formulate Formulated Convene with the Project Non- September
of action plan action plan of and certified Tatak Kristiyanong Leader/org required 2021
of the project the project action plan Kabataan - a group anizer
S.H.A.P.E S.H.A.P.E to be of young people of
submitted and the Assemblies of
certified by the God Church, Daga,
school head Conner, Apayao
and link the project
with them.
2.Identification To identify Beneficiaries Assign member per Project Non- September
of beneficiaries beneficiaries were purok to identify Leader/org required 2021
(preferably preferably identified target beneficiaries anizer,
learners with children with TKK
single parent or single members
separated parent/separated
parents) parents and
learners with
special
educational
needs (LSENs)
3. Procurement To procure School Assign Project  Use October to
of school school supplies supplies procurement Leader/org TKK fund December
supplies for the were committee anizer, for the 2021
beneficiaries procured Procureme project
ready for nt  Solicit if
distribution Committee possible
personal
fund
4. Distribution To distribute School Assign Project Personal January
of school school supplies supplies committee/group in Leader/org fund 2022
supplies to the to the selected were the distribution anizer,
selected beneficiaries distributed to process following distribution
beneficiaries the target minimum health in-charge
beneficiaries standard protocols
5. Health To conduct Health Download videos Project Personal November
Education health education education about health Leader, fund 2021
Campaign campaign campaign education campaign TKK
among was Give IEC members
beneficiaries conducted materials
and  Visit
beneficiaries beneficiaries to
 were their houses and
oriented and conduct face to face
practiced campaign prior to
proper proper health and
hygiene nutrition
6. Procurement To procure Hygiene Assign Project  Use January to
of hygiene hygiene kits/materials procurement Leader/org TKK fund March
materials materials/kits were committee anizer, for the 2022
for the procured Procureme project
beneficiaries ready for nt  Solicit if
distribution Committee possible
for the target personal
beneficiaries fund
7. Distribution To distribute Hygiene Assign Project Personal April 2022
of hygiene hygiene kits/materials committee/group in Leader/org fund
materials to the materials/kits to were the distribution anizer,
selected the beneficiaries conducted process following distribution
beneficiaries minimum health in-charge
standard protocols
8. OPLAN To conduct OPLAN Visit target Project Personal October
Kalinisan Para OPLAN Kalinisan beneficiaries and Leader/org fund 2021 and
sa Mabuting Kalinisan para para sa teach them actual anizer, May 2022
Kalusugan sa Mabuting Mabuting demonstration on
(handwashing, Kalusugan Kalusugan proper
tooth brushing (Hand washing, was handwashing, tooth
and nail cutting tooth brushing conducted brushing and nail
activities) and nail cutting and proper cutting and tell to
activity hygiene practice the proper
among hygiene regularly
beneficiaries
are being
practice
9. Follow up To conduct Follow up Conduct visitation Project Personal November
visit to the follow up visits visits were once in every 3 Leader/org fund 2021,
beneficiaries to the conducted months to monitor anizer, February
beneficiaries and progress on the TKK 2022, June
necessary health awareness of members 2022
actions to the beneficiaries
improve
were
addressed
10. Preparation To prepare Terminal prepare narrative Project Non- July to
of terminal terminal reports reports was report and gather Leader/org required August
Reports prepared and all pictures in every anizer and 2022
a copy was activities TKK
furnished to Compute all members
the school solicited funds and
head and to expenses
the barangay
5. References

Barrett H. and Brown A. (1996), Health, hygiene, and maternal education: Evidence from
Gambia, Social Sciences and Medicine, 43 (11): 1579-1590.

Bartlett, Sheridan (2003) “Water, sanitation and urban children: the need to go beyond
‘improved’ provision”, Environment and Urbanization 15(2), pp 57-70.

Causes of dropping out or dropping out of school. (2013). In Teachers Observe and
Opinion. Retrieved: February 21, 2018. In Teachers Observe and Opinion of
maestrasobservanyopinan.blogspot.pe.

Republic Act No. 9442

UNICEF. State of the world's children 2006. New York: UNICEF; 2006.