Lesson 6: Human Development Index (HDI) and Global Multidimensional

Poverty Index (GMPI)

Task :

1. What intervention programs and/or initiatives do your school implement in

addressing the ‘economic challenges’ faced by some of your students (i.e.,
those who are economically marginalized)?
● The school joined the International School Exchange Program approved by
the division. The program encourages students to join and participate in said
program as long as they are enrolled in the school.
● Some alumni in our school, especially those who are working abroad, offer
scholarships to poor but deserving Grade 12 students for their college
education.
● Feeding programs especially for members of the IPEd
● Trade Fairs participated in by students
● In our division, the SGOD encourages teachers to conduct outreach
programs through gift-giving (food packs, school supplies) and community
service. Teacher proponents source funds through voluntary contributions
from generous donors. They also choose the recipients who are in dire need
of financial assistance. After the successful conduct of the outreach program,
proponents receive a certificate of recognition from the division.
● The division initiated the Reading recovery Plan as part of the LRP.Which
identified the non readers and frustration levels who undergo the 8 week
reading class.
● In our school, teachers do outreach programs to our disadvantaged
community partner. We source funds by selling items and products. We also
work in partnership with private individuals. The generated amount will be
used to purchase school supplies and to finance a feeding program.
● Our school also maintains our Gulayan sa Paaralan, managed by our SHS
TVL learners. The crops produced are distributed to the disadvantaged
learners.
● Our school offers the Alternative Delivery Mode set-up to assist adult
learners, working students, and students-at-risk from dropping out wherein
they can just do the modular way of education even before pandemic.
● The school is also collaborating with multiple LGUs and private groups to
undertake a number of initiatives that benefit its pupils with literacy issues.
For students, classroom supplies, digital, and other educational tools are
provided.
● Our school has a program called "Project EASY," which stands for
"Educational Assistance for Smart Youngsters." The main goal of this
 program is to help deserving but poor grade 10 students get scholarships
from a partner stakeholder.
● Our school collaborated on a project between the Araling panlipunan
department and the Balitalia Group (Mga Balayeong nasa Italia). Twenty
Balayan National High School students were awarded BALITALIA
scholarships for school year 2019-2020. Each Scholar was granted P1500.00
to go toward the cost of books, supplies, and other academic necessities.
● In our school, we have this Adopt-a-School Program where private sectors
are given the opportunity to to become strong partners towards the common
goal of the school.
● Brigada Eskwela is also heightened in school to promote collaboration
between stakeholders to help work hand in hand for the betterment of the
school.
● Our school has implemented the Adopt-A-Learner Program which caters to
primary needs of students by conducting feeding programs. Under the adopt-
a-learner program, the school also identifies those who are poorest of the
poor and provides them basic necessities such as school supplies, clothes
and the like.
● The school has also collaborated with the local government unit, for instance
during the the distance modular learning in time of COVID 19 pandemic, the
LGU with the help of barangay officials, offered their help to be the dropping
and picking point of modules for those students who belong to that certain
barangay.

2. Given the ‘economic demographics’ of the students in your school, what do you
think should be the role of the school leaders/Teachers/ in addressing some of these
issues?

● The teachers should guide the students on how they can contribute in their
own little ways how to resolve their problems regarding their finances like: a.
encouraging them to save; b. encouraging students to have their mini
business( like what they do in their Entrepreneurship Class)
● The school should tap the LGUs and other stakeholders for support like free
school supplies, free school shoes, or even food packs (at least once every
semester)
● Distance learning modality (modular classes) should be strengthened in the
Senior High School to support working students who want to finish their
studies but need to earn a living because they are either married, or they are
breadwinners in the family or they support studies.
● Focus on empowering the parents by giving them lessons on different topics
like livelihood programs or parenting. Through this, they will be capacitated
and value their family life better.
 ● Teachers should know first the economic profile of their students. Those
identified to be economically marginalized may be recommended by teachers
to be working students. Through school programs like Gulayan sa Paaralan,
these students may be taught by teachers on how to generate income by
planting vegetables and selling the produce. Teachers can also tap sponsors
for their school needs.
● Teachers in management roles collaborate with principals and other
educators to strengthen instruction and spread best practices among their
colleagues, which can enhance student learning results.
● Strengthening partnership to stakeholders like alumni to acquire more
possible tangible help that can be utilized by our learners in need.
● Integrate financial literacy in lesson discussions to inspire students
specifically success stories of businessman and entrepreneurs.
● Teachers should actively seek out scholarship possibilities, or work with non-
governmental organizations (NGOs) that provide scholarships, for their
students.
● Teachers should strengthen the support to Alternative Learning System as
the learners stop from formal school.
● Home Visitation will still be effective to address learners’ needs. In this way,
teachers may be able to understand learners’ situations in a more useful way.
Thus, dropout from school or excessive absences may be controlled.
● Teachers should initiate, strengthen and support community linkages and
partnerships. Teachers may assist in establishing partnerships with
government agencies, private sectors, NGOs who share the same objectives
of extending and providing help and assistance to learners.
● Teachers and school leaders should make accurate reports of students
profile in order that government assistance can be given to those who really
deserve and need it.

Group Members:
1. Ma. Glaiza M. Macamay
2. Irish O. Curilan
3. Mary RovelynF. Cabrales
4. Vina Grace M. Pahuriray
5. Eladia A. Rodriguez
6. Mary Ann G. Buen
7. Elsa B. Regalado
8. Darell Ann T. Bantolina
9. Charmie D. Seña
10. Julios P. Ancheta
11. Marjorie C. Cabaylo
12. Rhea Ann D. Reario
13. Mona Jean A. Quitong
14. Patricia P. Baan