Republic of the Philippines

Department of Education
Region 5

SCHOOLS DIVISION OF SORSOGON PROVINCE

BULUSAN NATIONAL HIGH SCHOOL

IMPACT OF

POVERTY ON EDUCATION: DETERMINING A

COURSE OF ACTION
I. RATIONALE
Education is a fundamental human right, the key to other human rights; the heart of all
developments; the prerequisite for justice and equity, diversity and lasting peace. From the
perspective of the individual and the community, education has been linked to society with the
definition of Ebong (1996), defining education as a powerful tool for human and social
development. Education is a critical area that is required for the progress and development of
individuals, societies, and nations. People living in poverty often face various barriers to
accessing education and developing their literacy skills. Poverty has a negative impact on
education, but measures must be taken to reduce the barriers to education that poverty creates.
The term poverty primarily refers to a scarcity of resources. The number of people who
live below the poverty line and are measured in various ways, primarily in terms of
inadequacy of income, to meet their basic needs and those of their families. Poverty has the
effect of limiting educational resources in poor schools, which can sometimes impede
learning. It is difficult to facilitate good learning and quality teaching without adequate
facilities, teaching materials, textbooks, and classroom resources. It is believed that young
people who are poor are barred from enrolling or are denied on access to education, and they
are more likely to achieve poorer educational outcomes than young people from wealthy
families or with wealthy relatives. Furthermore, the situation of young people who are
denied of receiving enrollment or being retained in school and those who achieve low
educational outcomes are the same, and they are all likely to face and experience poverty.
According to the Department of Education and the National Statistical Coordination
Board in the Philippines, one out of every six Filipino children will not attend school.
Moreover, only 7 out of 10 children will finish elementary school. Only four of those seven
children will graduate from high school, and only one will go on to university. What is the
main reason for this? Poverty.
In terms of access to schools and access to quality education in the form of schools with
adequate infrastructure, qualified, proficient, and skilled teachers, and a pleasant learning
environment, society's educational opportunities for poor people are insufficient. International
organizations, private schools, and non-governmental organizations all play an important but
limited roles, and can be considered marginal at best, while the government's responsibility
remains paramount. To make education more accessible to the poverty-stricken individuals, it
is critical to provide financial assistance, infrastructure, civic amenities, creative activities,
instructional strategies, and proper teaching-learning methods within schools to motivate
students to learn.
II. PROPONENT/S

Name of the Proponent/s

Leo C. Asis
Joylene G. Alon
Katherine G. Hasta
Cristine F. Gallardo
Josech O. Gacias
Grace Moore F. Fortajada

III. DURATION OF THE PROJECT

• 8 – 12 months

IV. BENEFICIARIES OF THE PROJECT

• Households whose economic condition is equal to or below the provincial poverty threshold
• Households that have children 0-18 years old
• School Personnel
• Educational Institution
• The ultimate beneficiaries are learners, their families, and their communities: Especially
learners from poor households and other disadvantaged groups whose chances of receiving
quality education and its consequent benefits will be greatly enhanced.

V. GENERAL OBJECTIVES
The present proposal, therefore, has an attempt to fulfill the following objectives:
1. To gain knowledge about education and poverty.
2. To comprehend how poverty affects education.
3. To raise awareness about the effects of poverty on children in the Philippines.
4. To determine whether poverty has an impact on education.
5. To emphasize that education is one of the guaranteed ways out of poverty.
6. To determine the best course of action to address the impact of poverty on education in the
Philippines.
VI. EXPECTED OUTCOME

• With this proposal, we expected the marginalized youth, children, and learners to regain quality
learning and equitable access in education.
• With this proposal, the education of poor students will be more effective where teachers and
schools are equipped to support each student at the level he/she needs.
• It will be more convenient and favorable for poor families to send their children to school.
• By providing this information, this proposal will give us a more nuanced picture of poverty in
the Philippines and the consequences it is having on our country.

VII. STRATEGIES

The strategies need to get implemented for moderating the influence of poverty upon the
educational outcomes: (Coley, & Baker, 2013)

Raising Awareness of the Incidence of Poverty and Its Consequences - The prevalence of
poverty among children is concerning. It is a major hindrance to the country's progress and
development. Current poverty levels, combined with the growing wealth gap between the top
and bottom of the distribution, threaten to destabilize our democracy and limit future generations'
upward mobility.

Justifiably and adequately financing of the schools - The economic downturn has had an
impact on state school funding as well as targeted programs such as preschool that can assist
disadvantaged children. Better coordination of federal and state education programs aimed at the
poor is required.

Broadening access to high-quality pre-school education - High-quality early childhood

education programs aim to improve the educational outcomes of all children, with a special focus
on children from disadvantaged and underprivileged backgrounds. Preschool is seen as the basis
upon which a child's learning is built. In pre-schools, children's learning begins with play, and it
is critical to provide appropriate teaching and learning processes. The administration's projected
nationwide expansion of pre-school programs has to be backed up.

Reducing segregation and isolation - Schools differ in terms of location, size, number of
classrooms, infrastructure, civic amenities, facilities, number of teachers, educational
qualifications, number of students, teaching-learning methods, extra-curricular activities,
organization of cultural activities and functions, and financial availability. Regardless of these
factors, it is critical that every student have the opportunity to attend schools with other students
from diverse social and economic backgrounds.

Adopting effective school practices - School policies that have been supported by research and
practice should be effective and implemented in a timely manner. School practices should be
organized in such a way that they facilitate students' learning. Reduced class size, longer school
days and years, and tutoring are some examples. Learning can be difficult for students at times,
making them feel anxious; therefore, implementing effective school practices should be
worthwhile and beneficial to students.
Recognizing the importance of a high-quality teacher workforce - Recruiting and retaining
experienced, skilled, knowledgeable, and high-quality teachers in high poverty classrooms
should be a top priority, and special incentives may be required. Teachers play an important role
in their students' growth and development. Skilled and proficient teachers can solve the major
issue of education poverty. As a result, when recruiting teachers, a variety of factors such as
skills, experience, educational qualifications, nature, attitude, and so on must be considered.

Improving the measurement of poverty - The poverty rate is an important social and economic
indicator that is used to allocate resources for a wide range of national, provincial, and local
programs. Work should be done to broaden the official definition of income to include
government spending directed at low-income families and to account for regional differences in
cost of living. These individuals must concentrate on the areas where families are most
vulnerable to poverty and scarcity and devise strategies to address them.

While policy debates over how to effectively break the link between poverty and children's
educational outcomes continue, a fair amount is known from research on effective strategies and
programmatic interventions. Several strategies are presented above that could be used to improve
children from low-income families' short-term educational and long-term economic outcomes.
Each of these strategies has a cost, and for any of them to be implemented equitably and
adequately, equitable and adequate funding is required.

The strategies need to get

implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013).
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013)
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013)
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013)
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013)
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013)
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013)
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013)
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013)
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013).
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013).
The strategies need to get
implemented for moderating the
influence of poverty upon
the educational outcomes:
(Coley, & Baker, 2013).