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Stakeholders' Voice on the Pilot Implementation of Child's Rights Education

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 TCagayan
HE RAPIDS
de OroCBasic Education Research Journal, 4 (3), 17- 42
ROSSERS
Cagayan de Oro City Basic Education Research Journal
(CDOBERJ)
P-ISSN: 2545-9589
E-ISSN: 2945-3399
Research Article
Volume 4 Issue 3 2022 URL: https://bit.ly/RAPIDS_CROSSERS_CDOBERJ Page: 17- 42

Stakeholders’ Voice on the Pilot Implementation of

Child’s Rights Education via Colega Manual of
Teaching in the Philippines
Cagayan de Oro City: Joel D. Potane, Mark John T. Gabule, Jean T. Loquillano, Lorebina C. Carrasco,
Eduardo T. Cartel, Jonathan S. Dela Peña, Cherry Mae L. Limbaco

Escalante City: Mark Anthony J. Tan, Anjeanette A. Calumpita, Ivy Joy A. Torres, Alicia A. Olid, Alma C.
Sinining, Mae Joy M. Tan, Floyd G. Cabus, Jem Rymon S. Chien, Arlene G.
Bermejo, Clarissa G. Zamora,

Quezon City: Marietta S. Caballero, Ederlina D. Baleña, Natividad P. Bayubay, Jenilyn Rose B. Corpuz

GO-HRE Representatives

Richard J. Scott, Shonnie B. Scott, Haidi F. Fajardo, Dara N. Yu, Maria Christina
Concepcion, Rommel Concepcion, Danilo V. Soleta, Evelyn Q. Soleta, Ericson P.
Avendaño, Windey P. Avendaño

Central Office Facilitators

Zeny B. Lastimoza, Caroline A. Labrague

Department of Education Pilot Divisions

Division of Cagayan de Oro City
Division of Quezon City
Division of Escalante City

ARTICLE INFO EXECUTIVE SUMMARY OF THE PROJECT STUDY

Keywords: Colega, pilot project,
child’s rights education,
Philippines
Received : 4/1/2022
Revised : 5/9/2022
Accepted: 6/6/2022
The Department of Education (DepEd) ensures that learners in the
learning communities are exposed to a child-friendly, gender-
sensitive, safe, and motivating environment; however, there are still
prevailing issues on child abuse, discrimination against children,
exploitation, corporal punishment and bullying in schools.
Recognizing these concerns, the Geneva Office – Human Rights
Education (GO-HRE) in collaboration with the Latter-day Saint
Charities partnered with DepEd in Teaching Children’s Rights
through Colega teaching manual which consists of entertaining and
thought-provoking classroom activities (i.e. songs, games, stories)
with special focus in enhancing the cognitive, affective and
psychomotor abilities of the learners. Specifically, the project aimed
to: (1) identify the lessons learned, strengths, challenges,
interventions and initiatives in the Colega implementation; (2)
describe the behavior of the learners during the implementation;
and (3) determine the comments and suggestions from the school
heads and teacher- implementers for the further refinement of the
manual.
The project was pilot tested in the three (3) divisions that included
Quezon City in Luzon, Escalante City in Visayas, and Cagayan de
Oro City in Mindanao. The forging of Memorandum of Agreement
17
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42

(MOA) with schools division superintendents, training of trainers for

teachers and student-facilitators, orienting supervisors, specialists,
and school heads, creating of Facebook closed group, making of
teaching guides, mapping the curriculum, developing and validating
learning assessment tools were some activities initiated in each
division. Observations, In-Depth Interviews (IDI) and Focus Groups
(FGs) were employed in the data collection.
Findings revealed that learners knew about their rights through
Colega lessons. Learners agreed that knowing their rights makes
them more aware of what to do, able to defend themselves from
discrimination and danger of being abused. Learners became
respectful, participative, appreciative, open-minded, and well-
mannered after the series of Colega lessons. The school heads
and teachers affirmed the need to include the Colega teaching in
various subject areas through a well-defined implementation plan
which may include curriculum mapping, capability-building, and
awareness-raising campaigns and activities. The teachers
expressed huge support for this project implementation in
cooperation with the parents and other stakeholders. Moreover,
school heads conducted regular monitoring of teachers, provided
the needed materials and instructional supervision in the
implementation of the Colega teaching manual as a precursor of
strengths in this project.
It is recommended to include Colega in the school Learning Action
Cell (LAC) plan, conduct more capability building for the
implementers, provide additional hard copies of the manual and
instructional materials which shall be charged to local funds and
implement Colega lessons in the Revitalized Homeroom Guidance
Program (Elementary) and Independent Cooperative Learning
(Secondary). Furthermore, technical assistance could be provided
by the concerned supervisors to the school heads. Colega Lessons
could be utilized in other existing programs of the department.

To cite this article

Potane, J. D., Gabule, M. T., Loquillano, J. T., Carrasco, L. C.,
Cartel, E. T., Dela Pena, J. S., Limbaco-Reyes, C. L.,
Tan, M. J., Calumpita, A. A., Torres, I. A., Olid, A. A.,
Sinining, A. C., Tan, M. M., Cabus, F. G., Chien, J. S.,
Bermejo, A. G., Zamora, C. G., Caballero, M. S.,
Balena, E. D., … Labrague, C. A. (2022). Stakeholders’
Voice on the Pilot Implementation of Child’s Rights
Education via Colega Manual of Teaching in the
Philippines. The rapids crossers: Cagayan de Oro City
Basic Education Research Journal (CDOBERJ) , 4(3), 17-
28. https://bit.ly/RAPIDS_CROSSERS_CDOBERJ

INTRODUCTION development (Article XV, Sec. 3). This was

The United Nations Convention on the
Rights of the Child (UNCRC) articulates the four
principles which focused on providing the best
interest of the child, non-discrimination, right to
life, survival and development, and right to
participate. Similarly, the 1987 Constitution states
the rights of children to assistance, including
proper care and nutrition, special protection from
all forms of neglect, abuse, cruelty, exploitation
and other conditions prejudicial to their
18
further supported by DepEd Order No. 40, s.
2012 otherwise known as the Child Protection
Policy which aims to protect the child from all
forms of violence that may be inflicted by adults,
persons in authority as well as their fellow
students, including bullying.
The Department of Education has always
been after the welfare of the learners. Part of its
mission is to ensure that students learn in a child-
friendly, gender-sensitive, safe, and motivating
environment and that teachers are there to
facilitate learning and constantly nurture every
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
learner. Therefore, all schools have been
implementing and reinforcing the Child Protection
Policy to protect the rights of children.
Recently, the Geneva Office for Human
Rights Education (GO-HRE) in collaboration with
the Latter-day Saint Charities expressed their
intention to partner with the Department of
Education in Teaching Children’s Rights through
the use of the Colega manual. The manual
contains the basic rights of children with
teachers’ guide which features ways on how to
deliver the lessons that include songs, games,
stories and reflections. After a meeting with
DepEd Central Office representatives, it was
suggested that a pilot implementation of the
Colega teaching manual would be in Luzon,
Visayas and Mindanao. Eventually, three schools
division offices were chosen – Quezon City in
Luzon, Escalante City in Visayas, and Cagayan
de Oro City for Mindanao. An orientation was
participated in by supervisors, specialists, school
heads and teachers in each division, followed by
different activities such as curriculum mapping,
training of trainers and LAC sessions.
On July 2019, the implementation of the
Colega had started. The program coordinators
saw the need for the development of assessment
tools that helped monitor, assess, and evaluate
the program implementation. Assessment of the
conduct of the program provided important
information to the program management team,
implementers, stakeholders, supervisors,
specialists and administrators. This would give a
clear picture of how well the program was
implemented which allowed programmers to link
the programs more confidently to observable
outcomes. Moreover, implementation findings
provided insights on how the program was
conducted and how it can be improved. Program
implementation assessment and evaluation
facilitated the identification of effective and best
practices.
To effectively measure the implementation
of the Teaching of Children’s Rights, the three
pilot school division offices have designed
assessment and evaluation tools, namely
Learner’s Assessment (Pre and Post Test) and
conduct of Focused Groups. These tools enabled
the program implementers to understand how the
program was being implemented, identified
strengths and weaknesses, the problems
encountered, and the interventions employed and
observable indicators. Assessing implementation
increases the quality of evaluation findings
because it provided insights into how the
program worked and why they succeeded or
failed, rather than just focusing on outcomes
(Chen & Chen, 2005; Greenberg et al., 2005).
OBJECTIVES OF THE STUDY
The Colega project aimed to promote human
rights education in a variety of settings through
entertaining and thought-provoking classroom
activities with focus on cognitive/affective/and
19
psychomotor of the learners; disseminate
Knowledge of “The Universal Declaration of
Human Rights and the Convention of the Rights
of the Child,” particularly among school-age
youth; improve young people’s awareness of
human rights and change attitudes towards
certain human rights issues through improved
public outreach and education; and enable
children to express themselves and have their
views heard and respected in their homes,
schools and communities from an early age to
enhance their sense of belonging and their
readiness to take on responsibility.
At the end of the trial of three pilot divisions, the
division project team would be able to assess the
project implementation for national adoption.
Specifically, it sought to:
1. identify the lessons learned, strengths and
challenges encountered, interventions and
initiatives in the implementation;
2. describe the observed behavior of the
learners during the implementation; and
3. determine the comments and suggestions
from the school heads and teacher-
implementers for the improvement of
teaching-learning delivery utilizing the
Colega manual.
METHODOLOGY
Project Implementation
A. Cagayan de Oro City
Colega was officially launched in Cagayan
de Oro City in April 2019 by the approval of the
Schools Division Superintendent Dr. Jonathan S.
Dela Peña, CESO V. The project was
coordinated by the personnel from the Schools
Governance and Operations Division and
Curriculum Implementation Division, namely:
Lorebina C. Carrasco, OIC-CID Chief; Rosalio R.
Vitorillo, SGOD Chief; Joel D. Potane, Division
ESP Coordinator; Jean T. Loquillano, Senior
Education Program Specialists for Social
Mobilization and Networking; and Mark John T.
Gabule, Division Research Coordinator.
The project implementation continued with
the support and approval of the new Schools
Division Superintendent Dr. Cherry Mae L.
Limbaco, CESO V.
Training-orientation
On April 29, 2019, the Phase 1 Training of
Trainers on the Utilization of Primary and Youth
Manuals on Teaching the Rights of Children was
held at the Church of Jesus Christ of Latter-day
Saints, Ramon Chaves St., Cagayan de Oro City.
It was participated by the coordinators in
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
Edukasyon sa Pagpapakatao (EsP) and Child
Protection in both elementary and secondary
schools. The said training was made possible in
partnership with Latter-day Saint charities, GO-
HRE (Geneva Office on Human Rights
Education), and DepEd External and
Partnerships Service. After the training, all
participants were given the Colega teaching
Manual.
The phase 2 Training of Trainers on
Teaching the Rights of Children was conducted
at Ramos Chaves Meetinghouse, Ramon Chaves
St., Cagayan de Oro City last June 27-28, 2019.
The participants of the aforesaid training were
teachers handling Edukasyon sa Pagpapakatao
as well as teachers handling multiple subjects
like Edukasyon sa Pagpapakatao, Araling
Panlipunan, and Filipino. The speakers of the
training were external experts from Latter-day
Saint Charities and representatives from Geneva
Office on Human Rights Education. The training
was also participated by the personnel from
DepEd External Partnerships and Service which
highlighted the following: (1) lecture on the
Colega lessons; (2) simulations of the 10 Colega
lessons; (3) mastery of the Colega songs; and (4)
curriculum mapping from Grades 1-12; and (5)
pledge of commitment in the implementation. At
the end of the training, all teacher-participants
were given Colega teaching manual for
implementation. Each school was allocated by a
certain number of Colega teaching manual.
Forged Memorandum of Agreement (MOA)
Signing of the Memorandum of Agreement
between DepEd Cagayan de Oro City and
Geneva Office on Human Rights Education with
Latter-day Saint Charities representatives was
held at the Ramon Chaves Meetinghouse,
Cagayan de Oro City during the Phase 2 training
of trainers in teaching the rights of children last
June 2019. It was witnessed by the teacher-
participants, division officials and facilitators.
Created Colega Facebook Closed Group
DepEd Cagayan de Oro created Facebook
closed group so that all Colega activities in
schools would be captured and documented. All
teacher-implementers were members in this
group so that each of them would be updated as
to the practices, initiatives and interventions
conducted in every school. Teacher-members
were advised to publish their outputs in the
Facebook closed group. Images, videos, and
discussions in Colega implementation were in
this online group. All information and issuances
were posted on the chat wall.
Conference of School Heads in the
Colega Implementation
To strengthen the implementation of Colega
in schools, the school heads were oriented about
Colega teaching manual—its rationale, overview,
contents of the lessons and curriculum map in
20
Edukasyon sa Pagpapakatao and Araling
Panlipunan. School heads were given the chance
to explore the Colega songs with simulations.
The contextualized instructional supervision tools
were also discussed to the school heads so that
they would be guided and facilitated when they
observed classes. The technical assistance
templates were also introduced to them.
LAC (Learning Action Cell and Distribution of
Colega Manuals)
After the intensive training on Colega, the
master trainer in each school conducted
specialized training for the ESP and AP teachers
during their LAC session in the school. The
simulations were evident in their LAC session.
Lectures on the lessons were clearly discussed
by the trainers. Other trainers were able to
become resource speakers in other schools
during their Inservice training and LAC sessions.
After the small group teacher training, the
distribution of Colega manual, as well as learning
guides, followed with pledge of commitment that
they would cascade whatever they have learned
in the lesson.
Teaching Guides and Curriculum Map Tools
All ESP/AP teachers are facilitated in the
integration of Colega teaching manual in their
lesson since the learning competencies where
human rights concepts were identified already
with reference/page numbers and schedules
(weeks and days) from the Colega lessons. All
teachers were given the learning guides/tools
from Grades 1 to 12. There were also other
options in the delivery of the lessons such as
symposium, mini-workshops and RHGP
(Revitalized Homeroom Guidance Program).
Development and Validation of Learning
Assessment Tool
The division facilitators carefully selected the
teacher-implementers in the development of a
learning assessment tool. The development of
the pretest and posttest was anchored to the
prepared table of specifications (TOS). All test
items were aligned to the 10 Colega Lessons.
The test was validated by the assessment expert
as well as selected education program
supervisors.
B. Quezon City
The teaching of children’s rights through
Colega was officially launched in Quezon City on
April 24, 2019. It was held at the Cultural Hall of
the Church of Jesus Christ LDS in Aurora Blvd.,
Cubao, Quezon City. All schools, both in the
elementary and secondary attended the launch
headed by their respective school heads and
teachers who served as the focal person for
Colega implementation.
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
Orientation and Training of Focal Persons
The training of focal persons for the primary
and youth manual on teaching the rights of
children was held on April 24, 2019, the same
day when the launch of the program was
conducted. The school heads and the school
focal persons were oriented and trained
regarding the use of the Colega manual. The
school heads were important persona in this
program because their support will guarantee the
success of the implementation. This is the
reason why they are present during the launching
and training of school focal persons. Meanwhile,
the school focal persons trained the teachers at
the school level through school LAC sessions.
The school focal persons were personally
selected by the school heads and were
composed of department heads (either Araling
Panlipunan or EsP) and master teachers.
Curriculum Mapping
The division office through the supervisors
assigned to coordinate the implementation of the
Colega conducted a curriculum mapping on May
27, 2019. The curriculum mapping workshop
aimed to create a unified timeline on the
execution of the lessons in the Colega. The
curriculum map served as a guide for teachers
when to teach the lesson (what quarter and
week), and under which competencies. Three
master teachers each from the elementary and
secondary level participated in the write shop.
They were able to map all the lessons (10
lessons) in the different learning competencies
from Grade 1 to Grade 10. The curriculum map
was uploaded in the division LR portal and the
teachers can have it downloaded anytime at their
convenience.
Training of Trainers
A training of trainers composed of master
teachers in AP and EsP was conducted on May
29-30, 2019. The elementary group stayed at the
JCLDS Aurora Chapel in Cubao, Quezon City
and was supervised by Mrs. Marietta Caballero.
The secondary group was trained in JCLDS
Malakas Chapel in Malakas st., Quezon City and
was supervised by Mrs. Ederlina D. Balena. Dr.
Maria Evalou A. Agustin, OIC-ASDS and Mr.
Juan C. Obierna, Chief, CID were there to
monitor the conduct of the training.
There were 96 elementary teachers and 57
teachers from junior and senior high schools who
participated actively in the said training which
lasted for two days. The parent-teachers
association (PTA) officers were also asked to
attend a separate half-day training regarding
teaching of children’s rights on May 30, 2019 at
Aurora Blvd., Cubao, Quezon City. With this
training, the QC team was ready for the opening
of classes and the teaching of children’s rights
using the Colega manual.
21
C. Escalante City
Colega started in Escalante City in April
2019 with the approval of the OIC-Schools
Division Superintendent Arlene G. Bermejo,
CESO VI. The project was coordinated through
the Social Mobilization Section in the Schools
Governance and Operations Division. A meeting
was arranged for the initial orientation at O’Hotel,
Bacolod City. Present during the meeting were
the following division personnel: Arlene G.
Bermejo, CESO VI, OIC Schools Division
Superintendent, Mark Anthony J. Tan, Ph.D.,
Chief Education Supervisor; Alne Melinda P.
Sayson, Senior Education Program Specialist for
Social Mobilization and Networking, Norielaine
Faith Z. Pabuaya, RN, Project Development
Officer I of the Youth Formation Section of the
Schools Governance and Operations Division
and Ericson Avedaño and Windey Avedaño from
GO-HRE.
With the support of the new OIC-Schools
Division Superintendent Clarissa G. Zamora,
CESO VI, the Colega project was continued.
Orientation / Training on Childs Rights
Education (Colega Manual)
The orientation and training for all school
heads, division supervisors/personnel and
selected teachers were conducted last April 26,
2019, at LDS Galo Meetinghouse, Bacolod City.
The participants were the following: (23) Division
Education Program Supervisors and Personnel,
(41) School Heads, and (41) Teachers & Child
Protection Specialists. The resource speakers for
the training were the following: Richard and
Shonnie Scott, Co-Directors of the Geneva Office
on Human Rights Education (GO-HRE), Ericson
and Windey Avendaño, Romelo and Christina
Concepcion, and GO-HRE Trainers. Haidi F.
Fajardo and Dara Yu of the Area Public Affairs of
The Church of Jesus Christ of Latter-day Saints
were also present to provide technical and
logistical support.
The orientation was conducted through the
partnership with the Geneva Office for Human
Rights Education (GO-HRE), Latter-day Saint
Charities, DepED Division of Escalante City, and
DepED Central Office – External Partnerships
Service. All the participants were given copies of
the Colega Manual.
The DepEd group prepared the division pilot
Implementation plan. The implementation of the
child's rights education in the elementary was the
integration across learning areas, while in
secondary school the plan included the following
activities: conduct of school-based orientation
through LAC sessions, conduct of curriculum
mapping and integration workshop; MOA signing;
trainers training for SSG presidents and JHS
student facilitators, coordination meeting, focus
group and monitoring and evaluation.
The participants in this orientation were
tasked to conduct a school-based orientation in
the use of the Colega manual. Moreover, an
online Facebook group messenger was created
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
for the elementary and secondary groups for
ease of communication and coordination among
the teacher-implementers.
Curriculum Mapping and Integration
Workshop in Teaching the Rights of Children
The curriculum mapping and integration
workshop in teaching the rights of children were
held last June 13-14, 2019 at the LDS
Meetinghouse in Escalante City, Negros
Occidental. The participants were the following:
10 education program supervisors, 10 selected
elementary school heads, 10 master teachers, 10
school child protection specialists/ teachers. Ma.
Theresa Tabotabo, PhD facilitated workshop 1 on
the walkthrough and review of the elementary
curriculum guide and Colega manual. Moreover,
Ivy Joy A. Torres, Ph.D., CID Chief facilitated
workshop 2 on the discussion and subgroup
Reporting. Finally, Mark Anthony Tan, PhD,
SGOD Chief likewise facilitated Workshops 3, 4
and 5 on the crafting of implementation plan
proposal, presentation of various modes of
proposed implementation and implementation/
action planning.
The unique feature of DepEd Escalante City
curriculum mapping and integration workshop is
the exploration of all the subject areas being
taught at the elementary level where the
participants tried to find where the Colega
lessons can be integrated or inserted. The
subjects considered were Science, English, Math,
Filipino, EsP, TLE, Araling Panlipunan, and
MAPEH. The master teachers of the said
subjects were specifically called to participate in
the workshop.
Moreover, the implementation of the child's
rights education project for the secondary
schools was lodged under the Supreme Student
Government’s (SSG) Programs and Projects and
assisted by the teacher-advisers. The SSG led
this project in support of their entry for the
regional search for the best campus integrity
crusaders, a project of the Office of the
Ombudsman.
MOA Signing
The MOA signing between DepEd
Escalante City, the Geneva Office for Human
Rights Education (GO-HRE) and Latter-day Saint
Charities for the Pilot Implementation of Child’s
Rights Education using the Colega Manual in
DepEd Escalante City took place on June 13,
2019, at the LDS Escalante Meetinghouse.
Present were Elder and Sister Owens and Elder
and Sister Soleta representing Latter-day Saint
Charities; Romelo and Christina Concepcion
represented GO-HRE; Ms. Arlene Bermejo, OIC
Office of the Schools Division Superintendent; Dr.
Mark Anthony Tan, SGOD Chief; Dr. Ivy Joy A.
Torres, CID Chief, and Ms. Alne Melinda P.
Sayson, SEPS- SocMob of DepED Escalante
City Division, and Ms. Caroline Labrague, Project
Development Officer of DepEd Central Office –
External Partnerships Service.
22
Trainers Training for SSG Presidents and JHS
Student Facilitators
The child’s rights education trainers training
was conducted last June 21 - 22, 2019 at LDS
Escalante City. The participants were the
following: 16 SSG Presidents, 14 SSG Teacher-
Advisers, 11 School Heads, 10 Junior High
School Facilitators. There was a total of 51
participants for the trainers-training.
The student-facilitators were tasked to do
facilitation and the advisers observed how the
students facilitated the lessons to their peers.
After all the presentations, the teachers/advisers
took turns making comments, suggestions, and
recommendations to the students. While the
students were working on their tasks, the
advisers discussed the project implementation
plan and schedule for the school-based
implementation.
Training of Teacher-Advisers
On December 2, 5, 9 and 10, 2019, the
Division of Escalante City with the approval of
OIC-Schools Division Superintendent Clarissa G.
Zamora in coordination with Latter-day Saint
Charities conducted training of teacher-advisers
on the use of Colega Teaching manual.
Coordination Meeting with School Heads
The coordination meeting was conducted
last July 3, 2019 at Gabriela Hall, Division of
Escalante City. The meeting was attended by the
school heads/TICs/OICs. The school heads were
able to craft their school-based implementation
plans, schedule of implementation and
monitoring and evaluation schedule. The
implementation plan was reviewed by the SGOD
Chief and consequently approved by the OIC-
Schools Division Superintendent Arlene G.
Bermejo, CESO VI for the pilot implementation in
their respective schools.
Focus Groups at Escalante City
The focus groups were conducted last
August 8 - 10, 2019 at Escalante Central ES,
DepED - Division of Escalante City. The FGs
were attended by 8 elementary pupils, 8
secondary school students, 12 elementary
teachers and child protection specialist, 10
secondary school teachers / SSG advisers, SSG
presidents and JHS student-facilitators, 13 school
heads. The moderators for the focus groups are
as follows Mayette Caballero and Edelina Baleña
from SDO Quezon City, Jean Loquillano, Ph.D.,
Joel Potane, Ph.D. and Mark John Gabule from
Cagayan De Oro City, and Carol Labrague and
Zeny Lastimosa from DepED Central Office while
the assistant moderators/documenters are
Ederick C. Miano, Glen A. Gabriel, Rizalina P.
Maxilom, Mae Joy M. Tan, Ph.D., Jewel A.
Oliveros, Ph.D. and Anjeanette A. Calumpita
from Escalante City Division.
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
The FGs were also attended by the
personnel from the Department of Social Welfare
and Development (DSWD) assigned in Escalante
City for Pantawid Pamilya Pilipino Program
(4P’s). They were invited by Mark Anthony J. Tan,
Ph.D. during their visit to the School Governance
and Operations Division office to ask for
assistance on teaching parents of the out-of-
school youth about child labor. Recognizing a
window of opportunity, Dr. Tan invited the officers
to the FG sessions so they can meet with the
GO-HRE representatives and be oriented about
the GO-HRE Colega Project. The DSWD
personnel are looking forward to the training and
are very excited to start teaching their clients,
specifically the parents and the out-of-school
youth of Escalante City.
Romelo Concepcion introduced GO-HRE
and Colega to the guests. They were given time
to ask questions and were given Colega
secondary manuals which they intend to use after
they were trained by the DepEd Escalante
trainers.
Unified Conduct of Child’s Rights Protest
The division conducted unified pretest for
the child rights implementation through the
issuance of Division Memorandum No. 295, s.
2019. The Colega pretest was conducted in both
elementary and secondary schools. The
assessment tool was adopted from Cagayan De
Oro Division who prepared the Table of
Specifications and validated the assessment tool.
The results of the pretest were submitted
and gathered via online google sheet tool and set
aside for analyses after the post-test data is
available. The following data were gathered in
the report; average or mean, proficiency level
and mean percentile scores.
Monitoring the Teaching Child’s Rights
Education using the Colega Manual
The Project Monitoring was conducted last
August - September 2019 by the Monitoring and
Evaluation Unit of the Schools Governance and
Operations Division. School Heads were also
tasked to observe and monitor Colega Classes.
An online monitoring tool was also released
through Division Memorandum No. 371, s. 2019
reflections on the pilot implementation of childs
rights education.
The online monitoring tool gathered the
following data from the teacher-implementers
both in elementary and secondary schools and
school heads / TICs / OICs. The following are the
data gathered: name of schools division office,
school and participants; grade levels and subject
areas where the Colega lessons were taught,
Colega lessons/concepts, significant learning
from the program, lesson learned and how it
helped the participants, suggestions to improve
the program and technical assistance/
instructional supervision received.
In addition, the new OIC-Schools Division
Superintendent Clarissa G. Zamora requested an
offline survey questionnaire in which the
23
responses from elementary and secondary
school heads served as a basis for the interview.
Assessment Design
Assessment Design. This assessment
included the collection of qualitative data to
answer the objectives. It employed the most
common methods of qualitative data collection
such as interviews, focus groups, observational
methods, and document analysis. The
assessment team collected data over the course
of three (3 months) from the three pilot divisions
of the Department of Education. The combination
of these employed methods enhances the
credibility of the assessment. All throughout the
activity, the team keeps a diary with reflections
on the process.
Sampling and Participants. The population
employed in this assessment covered three (3)
pilot divisions of the Department of Education. In
Luzon, the Division of Quezon City was selected.
In Visayas, the Division of Escalante City, and in
Mindanao, the Division of Cagayan de Oro City.
The selection of these pilot divisions was based
on purposive sampling due to its uniqueness and
characteristics which are highlighted below:
Division of Escalante City. Escalante
City is a town in the province of Negros
Occidental. It is 95 kilometers northeast of
Bacolod City, the capital of the province. It
became a chartered city in 2001. The province
of Negros Occidental is a province made
prosperous by the sugar industry. However,
some were dispossessed of their land and
earned their living from farm labor,
or sacadas. Social tension was observed in
the province. Terror spread in Escalante after
a massacre. It was the worst case of
repression the town had ever seen. Escalante
never forgot this Bloody Thursday in its history.
Division of Cagayan de Oro City. The
City of Cagayan de Oro is located along the
north central coast of Mindanao island facing
Macajalar Bay and is bordered by the
municipalities of Opol to the west, Tagoloan to
the east, and the provinces of Bukidnon and
Lanao del Norte to the south of the city. The
city serves as the regional center and
business hub of Northern Mindanao (Region
X), and part of the growing Metropolitan
Cagayan de Oro area, which includes the city
of El Salvador, the towns of Opol, Alubijid,
Laguindingan, Gitagum at the western side,
and the towns of Tagoloan, Villanueva,
Jasaan, Claveria at the eastern side. The
division has been alarmed by the isolated
suicide cases. Experts have time and again
pointed out that suicides are preventable with
timely evidence-based interventions.
Division of Quezon City. Quezon City is
the largest in terms of population and land
area in Metro Manila, the National Capital
Region of the Philippines. It is bordered by
Manila to the southwest, by Caloocan and
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
Valenzuela City to the west and northwest. To
the south lie San Juan and Mandaluyong,
while Marikina and Pasig border the city to the
southeast. To the north across Marilao River
lies San Jose del Monte in the province of
Bulacan, while to the east lie Rodriguez and
San Mateo, both in the province of Rizal.
While the city has several educational
institutions, it is still bombarded with pressing
concerns particularly the high rate of child
labor which still observable in the city.
Participants. Our sample included a wide
range of students, teachers and school heads
with a different backgrounds in terms of years in
service in the DepEd, their position level,
educational background, and subjects taught that
reflected the diverse nature of our sampled
schools. For the students, we consider their
grade level and school involvement in clubs and
organizations. There were differences in the
sampling methods used to compose the focus
groups at each division. In identifying the FGD
participants, criteria of inclusion were considered
such as a representation of both male and female,
position, ethnicity and disability if any. Table 1
shows the distribution of our participants during
the focus groups.
Table 1. Distribution of the number of participants
School
Division
Heads
Elem. Sec. Elem. Sec.
Cagayan
de Oro 10 11 10 11 8 -
City
Escalante
City
8 8 12 10 13
Quezon
12 12 12 12 12
City
* Supreme Student Government - a student organization in schools
Data Collection Methods. The assessment
report involved data collected from the series of
focus groups conducted in three pilot divisions.
During workshops, the team carefully formulated
questions to be used for the focus groups. We
have set questions for the engagement,
exploratory and exit questions.
The focus group and IDI tools used in the
data validation for students focused on the
following information, such as: What is the
importance of knowing your rights as a child?,
What is the impact of the lesson to you?, Have
you had any experience of being treated
differently (in school, family, peers)?, and What
can you say about child labor?
As for the teachers, questions were centered
on the following information, such as: what major
problem(s) have you encountered in the
implementation?, How did you resolve the
problem?, Can you cite some Colega
interventions and initiatives that you have
developed and implemented?, What have you
observed on the behavior of learners before and
after the implementation?, What lessons in the
Colega manual that you like most?, and What
about the lesson you like the least?
The team was also interested in the
governance side in the management and
implementation of the project. Hence, school
heads as participants of the assessment were
included. The following questions were asked:
as school head/administrator, what major
problem(s) have you encountered in the
implementation?, How did you resolve the
problem(s)?, How did the teachers receive the
instruction regarding Child’s Rights Education
and the mandate to integrate the Colega into the
curriculum?, What are your suggestions in order
to improve program implementation?, and What
are the feedback from the teachers regarding the
lessons in the Colega manual?
Data Analysis
The division facilitators of Colega project
analyzed the results from In-Depth Interviews
(IDI), Focus Groups (FGs) and classroom
observations. Thematic analysis of Braun and
Clarke (2006) was utilized in which it follows the
6-stage steps, such as: (1) becoming familiar with
the qualitative data; (2) generating initial codes;
*SSG
(3) searching for themes; (4) reviewing themes;
Presidents (5) defining and naming themes; and (6)
producing the report. With this process, all vital
elements mixed with experiences of Colega
implementers, learners and parents would be
12 captured.
-
The results of the FGs were also
counterchecked based on the In-Depth Interview
(IDI). Creswell (2012) disclosed that interviews
are the most effective in getting qualitative data.
It would help explain, understand better and
explore the subjects' opinions, behavior, and
experiences. Interview questions used are open-
ended so that in-depth information would be
collected from the teacher/learner/school head-
participants.
Triangulation
The principle of triangulation was employed
in this project specifically its sources and
participants. The purpose of triangulation is to
increase the credibility and validity of the results
considering the multiple sources of data and
participants. According to O'Donoghue and
Punch (2003), triangulation is a method of cross-
checking data from multiple sources to search for
regularities in the qualitative data.
Focus Groups (FGs), In-Depth Interviews
(IDIs), and classroom observations data were the
three major sources of information considered in
this project. Further, the participants for the FGs
and IDIs were teachers, school heads and
learners. This is to determine the coherence,
24
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
patterns, and trustworthiness of the qualitative
responses when it was converged.
Project Ethics
In this pilot project, DepEd External
Partnerships Service and Latter-day Saint
Charities personnel have agreed to have an
inclusion and exclusion criteria in choosing the
pilot divisions in the Philippines specifically in
Luzon, Visayas and Mindanao. After the series of
meetings with the external partners, the pilot
divisions were identified, namely: Division of
Quezon City (Luzon), Division of Cagayan de Oro
City (Mindanao), and Division of Escalante City
(Visayas).
For ethical considerations, DepEd issuances
relative to the project orientation, implementation
and monitoring were released in the three (3)
divisions. The superintendents and division
process owners worked together for the smooth
implementation of the projects. After 6 months,
the project assessment was conducted by the
other division facilitators. This is to avoid biases
and data contamination. The project evaluators
employed informed consent and assent forms to
the selected participants in the focus group
discussions. Confidentiality, rights to withdraw
and anonymity were considered by the project
evaluators in the data collection phases.
SCOPE AND LIMITATIONS
The implementation of the Colega project in
the Department of Education distinctly varies for
the three pilot divisions. Each division is
empowered to choose the appropriate scheme in
the project implementation, thus giving
importance on the context and preferences
unique in every division. This project focuses on
how the children acquired knowledge on
children’s rights and their impact on children’s
total transformation of values and ethics as well.
Division of Cagayan de Oro City. In the
context of Cagayan de Oro City division, the
project was implemented to all 74 elementary
and 42 secondary schools. Although the lessons
in the modules can be taught across learning
areas, the Schools Division Superintendent Dr.
Jonathan S. Dela Pena opted to implement it in
Edukasyon sa Pagpapakatao (ESP) subject and
was rigidly monitored by the ESP Supervisor.
Moreover, all elementary and secondary
school heads conducted observation utilizing the
Classroom Observation Tool (COT) to assess
and monitor the implementation of the project.
Moreover, the competencies in ESP subject
which were identified during the curriculum
25
mapping were carefully considered during the
observation and its impact on the total learner’s
performance and behavior.
To identify the outcome or impact of the
project, the division conducted the pre and post-
learning assessment to all elementary and
secondary learners. Recognizing the need to
capture the learning insights and experiences of
the learners, teachers and school heads during
the implementation of the project, a Focus Group
Discussion (FGD) was conducted to the ten
schools which were randomly selected. The
result of the assessment was carefully coded and
analyzed using visualization and thematic coding.
Escalante City Division. The project was
implemented to 27 public elementary schools and
16 public secondary schools including Senior
High School. The elementary group
integrates/inserted the Colega Lessons in all
learning areas, guided by the Learning
Competencies Integration Matrix which was
developed by the Division Education Program
Supervisors per learning area, School Heads and
Master Teachers / Child Protection Specialists /
Teachers. The secondary group implemented the
project through the SSG as the led program
implementer and backed up by the teacher-
advisers.
School Heads developed the school
monitoring tool and observation schedule during
the coordination meeting and workshops. The
school utilized the Classroom Observation Tool
(COT) and STAR Notes in classroom monitoring
of the project. Reflections of the teachers as
indicated in their Daily Lesson Logs are also
gathered through.
Quezon City Division. The program was
implemented in all the 95 elementary schools and
53 high schools including the stand-alone senior
high schools. The Araling Panlipunan and
Edukasyon sa Pagpapakatao teachers were
assigned to implement the teaching of children’s
rights by using the Colega manual given to them.
The lesson will be taught during their AP and EsP
time. Nonetheless, some learning areas also
helped in the implementation of the lessons
whenever it is applicable like in English, Filipino
and TLE.
The AP and EsP Education Program
Supervisors conducted a curriculum mapping
workshop before the training of trainers. The
curriculum map will serve as a guide for teachers
on where to integrate the Colega lessons.
However, time still poses a problem because
secondary AP and EsP teachers have limited to
meet their classes (twice a week for EsP and
thrice a week for AP).
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
Monitoring tools were designed to track the
progress of the program implementation. The in-
charge of the monitoring of the implementation
are the supervisors of the two learning areas –
Araling Panlipunan and Edukasyon sa
Pagpapakatao.
RESULTS AND DISCUSSIONS
A. Division of Escalante City
A.1 Elementary and Secondary Teachers
A.1.1 Lessons Learned in the Implementation of
Colega Teaching Manual
Table 1.1.1 Lessons Learned of Elementary and Secondary
Teachers in the Implementation of Colega in their Classes
1 Needs to translate the text in the manual for the
lower grade levels
2 Proper Scheduling for the Colega Lessons
3 Some Colega activities are too long
4 Colega lessons can be integrated in the curriculum
Need to translate the texts in the teaching
manual for the lower grade levels (i.e. Grades
1 to 3). It has been observed by the teacher-
implementers that the learners have difficulty in
understanding the texts in the Colega Teaching
manual since they were using the mother tongue
language in their classes. Most of the time,
elementary-teacher implementers translated the
texts in the Colega Teaching manual for better
understanding among their pupils. Two of the
participants said that:
“For grades 1 to 3, kailangan pa talaga siya e-
translate.” (2)
“Sa aming grades 1-3, we translated it into
mother-tongue para hindi mahirapan ang mga
bata” (8)
The response of the teacher-implementers
implies that there is a dire need to translate the
texts in the Colega teaching manual into their
local language most especially in the lower
grades such as Grades 1, 2 and 3. This is to
achieve better learning and understanding of the
child's rights concepts and principles among
elementary learners.
Proper Scheduling for the Colega
Lessons. The teachers learned that there should
be proper scheduling for the Colega integration in
the subject. This is important to facilitate all
teacher-implementers in the school. With proper
scheduling, it increased productivity and
efficiency in teaching the child’s rights. A
scheduling system will help the teachers to stay
on track to get important projects done, check to-
do list each day, and remind everyone of
upcoming deadlines.
26
Some Colega activities are too long. The
teacher-implementers divulged that some
activities in the Colega teaching manual are too
long and they could not finish it in the allotted
time for a certain subject. There are activities that
need long time to be facilitated. One of the
teachers said that: “Kailangan talaga ng
mahabang oras para matapos yung mga long
activities in the Colega Manual. There are
activities kasi in the lesson which are are too
long.” (5)
Colega lessons can be integrated in the
curriculum. Teacher-implementers confirmed
that the lessons in the Colega teaching manual
can be integrated in the curriculum considering
that these lessons are aligned in some
competencies in a particular learning area. a.1.1. Lessons Learn
Teacher-implementers disclosed that: “we do
integration in subject areas,” (5); we have
already implemented activities aligned with the
integration of Colega in the subject areas.” (8)
Other teachers also claimed that they have
sacrificed the other time in their subject just to
insert the Colega lessons especially if the lesson
is not aligned with the learning competency in the
subject.
Table 1.1.2 Strengths of Colega Teaching Manual
1 Colega lessons are suited to the learner's age
2 Strengthens learners’ awareness of their rights
3 Addresses issues on discrimination and bullying
Colega lessons are suited to the learner's
age. The content of the Colega lessons is suited
to the learner's age as claimed by the teacher-
implementers. It implies that the lessons were
carefully crafted to make it tailored to fit the age
of the elementary and secondary learners.
However, the teacher-implementers noticed that
some of the examples were too foreign for
elementary learners. They have suggested that
the stories could be contextualized or it could be
enriched by citing local situations. One of the
teacher-implementers corroborated that: “It
would be good if the learners are also introduced
to other animals present in their locality not only
those animals that they are not familiar like
Kangaroo.”
Strengthens learners’ awareness of their
Rights. Teacher-participants claimed that
learners had increased awareness of child's
rights after they have tackled the Colega lessons.
Teacher stressed that: “students become more
aware of their rights and the lessons itself
strengthened the child's awareness of their
rights.”
Addresses issues on discrimination and
bullying. One of the stories in the Colega lesson
taught the learners to be sensitive to the needs of
others. Learners were able to realize that every
individual is unique and respecting others'
individual differences is very important.
Table 1.1.3 Weaknesses/Problems in the Implementation of
Colega
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
1 Lacking copies of teaching materials
2 Multimedia support
3 Needs translation
Lacking copies of teaching materials. The
teachers affirmed that lacking hard/soft copies of
the teaching materials were some of the
problems that they have encountered in the
actual implementation of the projects. Teacher-
implementer said that: “Songs cannot be
downloaded and there was no soft copy given to
us after the orientation.” (3)
Multimedia support. In the actual
implementation, teachers need audio-visual
support especially in playing the videos. Some
teachers used slide deck in facilitating the
lessons. Teachers took photo from the Colega
manual and placed it in the slide deck so that it
would be viewed through the projectors/
television which is found in the classrooms.
However, there are classrooms that do not have
audio-visual equipment which added the
challenge encountered by the teacher-
implementers.
Needs translations. The texts in Colega
from lessons 1 to 10 are written in English. Thus,
teachers in the lower grades had translated it in
the local language for better understanding
among Grades 1 to 3 pupils. One of the teachers
shared that: “I had to translate the texts from
English to MTB (mother tongue-based). I had
there in my classroom. I typed all the
passage/articles which are reflected in the
Colega and translate it into MTB.”
In line with this, teachers have sacrificed
other subjects due to Colega integration. They
have spent so much time on the translation.
Other teacher said: “Instead of 30 minutes, it
took me one hour to finish the important points in
the lesson.”
Table 1.1.4 Interventions/Initiatives in the Implementation of
Colega
1 Provides translation
2 Conducts advocacy through tarps and posters
3 Creates projects to advocate child's rights to children
and parents
Provides translations, conducts
advocacy through tarps and posters and
creates projects to advocate child's rights to
children and parents. The teacher-
implementers in the lower grades provided
translations for their learners so that it would be
easy for them to understand all the activities in
the Colega teaching manual. Additionally,
schools had conducted advocacy programs in
promoting the child's rights education such as
posting information and updates through tarps
and posters. In some schools, Supreme Pupils
Government (SPG) has created projects to
advocate child's rights education to parents and
other stakeholders.
A.Lessons Learned in the Implementation of the Project
a.1 need for capability building among SSG officers,
27
classroom presidents and teacher-advisers
a.2 translation of the texts in the Colega teaching manual
especially for lower grades
B.Strengths in the Implementation of the Project
b.1 collaboration among SSG officers, teacher-advisers
and group of students delivering the lessons
b.2 learners are eager to learn child’s rights
b.3 teachers have positive response in the implementation
of Colega
C.Problems/Weaknesses Encountered in the Actual
Implementation
c.1 translation of the text in the Colega into local dialect
(i.e Grades 1-3)
c.2 few teachers were trained from each school
c.3 lacking Colega manuals and materials particularly in
elementary
c.4 revision of the classroom program to integrate the
Colega
c.5 teachers are overload in subjects and in ancillary
functions
D.Interventions/Initiatives in the Implementation of the
Project
d.1 modeling and demonstration teaching of student-
facilitators prior to the actual delivery with teacher-advisers
as mentors
d.2 collaboration with parents in the implementation
E.Suggestions for Improvement in the Implementation
e.1 pilot demonstration and modeling of the lesson
e.2 mass training with series of workshops for mastery of
the content
F.Feedback of Teachers in the Integration
f.1 need more time to implement
f.2 provisions on the additional copies of Colega manual
and materials
f.3 need to enrich the activities in the lesson by adopting
local examples
f.4 preparation of the LMs needed by the teacher.
a.2 School Heads of Elementary and Secondary
a.3 Elementary Learners
The subsequent major themes were
unveiled from the focus groups (FGs) conducted
to the nine (9) pupil-participants of Escalante City
Division, Negros Occidental.
1.
1.
eans of knowing human/child’s right
a has been taught by the teacher
b through reading Colega manual
c through radio
Table 1 shows the summary of responses
(in major themes) from the pupil- participants
regarding the means or ways they come to know
about child’s rights.
A. Has been taught by the Colega teacher.
Most of the participants articulated that they
heard/learned the term human/child’s rights from
their teacher who taught the Colega manual.
Hence, the students learned various lessons from
it relative to child’s rights education. Most of the
participants stated that: “…gigamit sa pagtudlo
sa akong teacher…siya ang nagtudlo sa amo
about human rights” (1,4,5,6,8).
B. Through reading Colega manual. Two of the
participants revealed that they heard/learned
child’s rights by just reading the Colega manual
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
which were being provided to them. Hence, they
learned the concept by merely reading the
handbook for the printed texts were
comprehensible. One of them articulated that: “I
heard human rights kay nagbasa ko sa Colega
manual (5,7).
C. Through radio. One participant also
mentioned that he heard human rights over the
radio. “Yes I heard it from the radio (7). This
emphasized that media can also be used as a
tool for child’s rights advocacy.
2. Pupil’s favorite topic on Colega Child’s Right Education
a Born free
b I can go to school
c Family
A. Born Free. One of the dominating
themes that repeatedly emerged in a focus
groups regarding the lessons they like best in the
Colega manual was on “Born Free”. Three of the
participants articulated that: … “I like born free
kay naa me freedom nga ma express jud namo
sa ubang tawo” (1,2,7). They said that everyone
has the right to be born free regardless of the
situation that one has encountered. This implies
that the manual provides awareness and full
understanding about the concept of freedom
which pertains to their right to express and to be
heard; however, they also emphasized that they
were also willing to accept the advises from their
parents.
B. I can go to school. Most of the pupil-
participants divulged that they like the lessons on
I can go to School. They said that parents should
let their children go to school instead of letting
them work at a very early age. “… Dapat
paeskwelahon ang mga bata dili kay paubrahon
ra sila bahala ug walay iniskwelahan.” (3,4, 8).
C. Family. Three of the participants also
revealed that they like the topic on Family. They
said that they considered family as very important
and special one.” …my family makes me feel
special.; family is a beautiful thing, (1,2,5). This
can be noted that children considered their family
as a very special one.
3. Rights as a child
a Right to go to school
b Right to choose
c Right to express oneself
d Right to have family and receive advises from them
As revealed in the Focus Group, the
emergent themes include the right to go to
school. It can be noted that the pupil-participants
have already a full understanding as to the
importance of education and the purpose of
going to school. “…If we go to school naa tay
makuha nga knowledge…ug maka work pud
ta..then makatabang sa uban.” (2,3,4).
Other participants likewise claimed that they
have the right to choose and the right to
express oneself. “ …ma choose sa akong
gusto… maka express me kung unsa ang among
28
gusto nga esulti.” (1, 6). These statements
stressed out that the participants wanted to
consider their preferences and giving them a time
to express their perceptions, feelings and
experiences within their family, school, group and
to others.
Furthermore, they also revealed that to
have a family who can give advice to them is
one of their rights. This implies that children want
a family who will love and take care of them.
Although they acknowledge their right to choose
what they want but as children they alsowith
In line needthis, teachers hav
guidance from their parents as they journey
through their life. They stated that: “...the right to
a family because without them no one to support
us…ug dapat kinahanglan pud nato ang advise
sa atong parents,” (1,8).
4. Pupil’s insights on the importance of knowing their rights
a self-awareness of child’s rights as guide on how to
deal with others
b to defend oneself and others
The above table shows the summary of
responses (in major themes) from the pupil-
participants regarding their insights on the
importance of knowing their rights. One of the
recurring themes unveiled was Self-awareness
of child’s rights as guide on how to deal with
others. Most of the participants uttered that:
“...mahibaw-an namo ang amomg karapatan
para makabalo me sa among gahimoon..”
(1,3,4,5,6,). There is a clear manifestation that
they want to know their rights so that they will
know how to treat and interact with others in a
way that they neither offend nor violate other’s
rights. Furthermore, other participants mentioned
that knowing one’s right is important in order to
defend oneself and others. Thus, one needs to
defend oneself against people who are great
users and who are taking advantage of others
through equipping one’s knowledge of human
rights.
5. Impact of Colega Lessons
a learned to express oneself to others
b learned the essence of love that made one a better
person
c learned how to defend others who are bullied
d It made them a better person
The aforementioned table shows the
summary of responses (in major themes) on the
impact of the lessons to the pupil- participants
regarding their insights on the importance of
knowing their rights. Some of the participants
mentioned that thru Colega lessons they build up
confidence in expressing themselves to others.
They likewise learned the essence of love
especially in the family. They said that they
become more aware their role as a child and the
responsibility of their parents that bind them to
become better family. Some also mentioned that
it has an impact for they already know how to
defend others who are bullied. Moreover, the
Colega lessons taught them how to become a
better person since they know the different rights
of an individual.
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
6. Pupil’s reaction if they see their classmates mistreated
differently whether in school, in family or peers
a feel bad for one deserves to be treated equally
All pupil-participants articulated that they feel
bad if they see someone mistreated. Therefore,
the inputs being provided in the lesson enable
them to fully comprehend how one should
behave and act in accordance to the rights being
discussed.
7. Pupil’s experiences of being treated differently whether in
school, in family or in peer
a none for fair treatment to everyone is evidenced
b treated indifferently when one got low score
c being ignored and being excluded in the circle of
friends
Table shows the summary of responses (in
major themes) from the pupil- participants
regarding whether or not they had experienced of
being treated differently. Some of the
participants mentioned that they did not
experience since they were treated fairly.
However, some also did express that they were
treated indifferently when they got low score
in the test. They said that they were being
bullied by their classmates if they got low scores
in the test or in the exams. Furthermore, they
also experienced of being ignored and being
excluded in the circle of friends that made
them feel as if they don’t exist in this world.
8. Pupil’s perception about child labor
a children who worked and were not able to go to
school.
b children who were bullied
Table shows the summary of responses (in
major themes) from the pupil- participants
regarding the pupil’s perception about child labor.
Most of the participants articulated that child
labor refers to the children who worked to earn
money and were not sent by their parents to
school. They further explained that this would
mean doing no work at all for as a child one
should be trained and learned how to do
household chores in order to establish the value
of responsibility, independence and self-esteem
among pupils.
9. Pupil’s additional insights about child’s rights
a children’s rights promote awareness
b help a child to form his/her personality
c child’s rights promote safety and freedom
The table above unveils the major themes
on the pupil’s additional insights about child’s
rights. Some of the participants stated that
teaching the rights of the children promote
massive awareness. Anchored on the different
laws which encompass a child’s rights, all are
being guided on how to interact and treat people
in a manner that such individual rights are not
violated. Moreover, as articulated by the
participants, this likewise promotes safety and
29
freedom considering that all are aware and being
equipped with the knowledge of the human rights
a.4. Supreme Student Government
Facilitators
a.4.1. Lessons Learned in the
Implementation of Colega Teaching Manual
Table 1.1.1 Lessons Learned of SSG Presidents and
Facilitators in the Implementation of Colega in their Classes
1 students know their rights to express
2 respect the rights of others
3 rights of equality regardless of social status
4 rights to marriage, religion, and education
Students know their rights to express. In
the Colega teaching Implementation, students
were able to value their rights as an individual
member of the society. According to them, as
student leaders and implementers of the child’s
rights education, it is important for us to
communicate with others of their rights. Being a
role model in school, they can influence their
members and students to raise awareness of
these rights in the campus.
Respect the rights of others. They
narrated their experiences and interactions with
the learners during the implementation. Student
leaders were somehow surprise how they able to
use the concepts and principles are used in their
everyday interactions in school. To some point,
they have the tendencies to become more
mindful of their roles and expectations.
Rights of equality regardless of social
status. It is a common impression among
students that people who are economically
capable can demand more respect and less
when you are financially challenged. Through this
Colega teaching, many of the student leaders
were able to reflect on these rights particularly on
social and economic status.
Rights to marriage, religion and
education. The facilitators were convinced that
learners find it interesting the lesson on marriage,
religion and education. They were able to
critically examine the different views and opinions
of these topics. According to them, these are the
topics that received most participation, in short,
they were engaged. When considering how to
ensure the protection of the rights of all children
and ensuring that no child is left behind, therefore,
one of the primary and paramount concerns must
be the protection and strengthening of the family
unit for the sake and the flourishing of its
members.
Table 1.1.2 Strengths of Colega Teaching Manual
1 Colega teaching allows student leaders to create
positive environment
2 increased awareness among them as student
leaders
3 lessened the discrimination in school
Colega teaching allows student leaders
to create positive environment. Classroom
environment is one of the most important factors
affecting student learning. Simply put, students
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
learn better when they view the learning
environment as positive and supportive (Dorman,
Aldridge, & Fraser, 2006). In this implementation,
student leaders are expected to ensure every
learner to feel they are part of the whole process.
Such, they are challenged to provide relevant
content and opportunities to build social skills.
Increased awareness among them as
student leaders. Many of the facilitators have
confessed that through this Colega teaching, it
has somehow enabled them how to increase self-
awareness, identify their motivations and learning
styles. In the words of one facilitator:
“I make sure to create an action plan in
teaching the lesson”. (3)
Lessened discrimination in school.
School leaders perceived that while the lessons
being implemented are still few, they get
feedback from their participants that
discrimination among their classmates had
lessened. Discrimination can be either direct or
indirect. Direct discrimination is where a student
with a disability is treated less favorably than a
student without a disability in circumstances that
are the same or not materially different. Indirect
discrimination is where a discriminator requires a
student to comply with a conditional requirement
and, because of their disability, the student
cannot comply and so the effect of the condition
or requirement is to disadvantage the student
even though it appears at first blush to be neutral.
Table 1.1.3 Weaknesses in the Implementation of Colega
1 low self-confidence when teaching the lesson
2 difficulty to get the attention of the learners
3 learners are divided to do the task due to school
work
Low self-confidence when teaching the
lesson. The responses of the participants clearly
articulated how confidence plays an important
role in the delivery of their lesson. It is apparent
that many of them do not know exactly what they
are going to do and how they are going to do it.
Knowing one's subject well is not enough. Being
a good speaker or leader doesn't guarantee that
your lesson will be effective. As observed, some
facilitators get intimidated by their classmates
needs, demands and questions. These can be a
manifestation of low self-confidence.
Difficulty to get the attention of the
learners. Participants narrated that they are
confronted with some degree of frustrations every
time they facilitated the activities. Some learners
do not participate in groupings and individual
tasks required of them. Obviously, these student
facilitators need coaching on how to handle
group dynamics and interactions with fellow
learners.
Learners are divided to do the task due to
school work. Divided attention is required when
multiple tasks require selective attention,
sustained attention or a combination of both.
Facilitators have lamented that when they get
inside the room, majority of the students were
30
caught preoccupied of doing other school work
details.
Table 1.1.3 Problems encountered in the Implementation of
Colega
1 student leaders lack preparation in their lessons
2 difficulty in handling the participants (students)
3 need the presence of teachers
Student leaders lack preparation in their
lessons. Preparation and planning are critical
components of effective teaching. Lack thereof
will lead to failure. Some participants described
the situation every time they come to teach a
lesson; students find it boring in class. They said
that facilitators should conduct brainstorming and
practice demonstration beforehand. If anything,
every student leader should be over-prepared.
Good teachers are almost in a continuous state
of preparation and planning. They are always
thinking about the next lesson. The impact of
preparation and planning is tremendous on
student learning.
Difficulty in handling the students.
Teaching a lesson can become quite a challenge
when you have to deal with the constant
disruption of some difficult students. This is true
for student facilitators during the early days of
meeting with the students in the implementation
of Colega teaching. They noticed that their skills
on how to manage student’s behavior was poor
and that made it challenging for them. There
were classes or sections who failed to manage
responsibilities particularly on the expected
outputs from them. Needless to say, these
student leaders must be taught with discipline
techniques.
Table 1.1.4 Interventions/Initiatives in the Implementation of
Colega
1 developed slide deck
2 student leaders created unique school rules being
implemented
Developed slide deck. The participants
were saying that at some point the availability of
materials causes inconvenience in their delivery
of the lesson. They are saying that the manual
provided to them is not enough considering that
they are still learning and familiarizing the content.
Hence, the group initiated to create PowerPoint
slides so that it is accessible to the wider
audience or participants in the class.
Table 1.1.4 Suggestions to improve the implementation of
Colega
1 student leaders need more capacity training in their
lesson implementation
2 ample preparation in terms of time, space and
materials
Student leaders need more capacity
training in their lesson implementation.
Despite harnessing the involvement of diverse
students’ leaders such as the supreme student
government or supreme pupil government, class
representatives, and clubs, students continue to
complain of unsatisfactory student affairs service
delivery and unfulfilled welfare needs. In the
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
context of Colega teaching, the participants are
saying they need guidance in terms of mastery of
content and classroom management.
Ample preparation in terms of time,
space and materials. Student leaders
acknowledge the fact that one crucial point in
teaching Colega is their time or schedule.
According to them, it has always been a
challenge when to plan their lessons as a group.
Comprehensive plans increase the likelihood that
lessons run smoothly, so that students receive
quality instruction. In addition, space and
materials are factors vital to teaching success as
having well-designed lessons. Students attain
desired learning outcomes through excellent
lessons.
B. Division of Quezon City
c. 1 Junior High School Learners
Knowledge of child’s rights or human rights of the participants
Most of the participants heard about human/
child’s rights in school with their teachers
especially in their Edukasyon sa Pagpapakatao
(EsP) subject in the fourth quarter learning
competencies which focuses on Child’s rights.
Some of them heard at home with their parents
and other people that surround them like friends,
classmates and peers. Social media is another
source of their learnings and information. One of
the Junior High School learner said:
“When I read the manual of Colega, I’ve
learned and known the different rights that I have
to consider” (1)
Colega manual had a great contribution to
the additional knowledge of the learners about
the different rights that they should learn and be
aware of.
Most favorite topics of child’s rights among the participants
1 rights to go to school
2 rights to life and security
3 discrimination
4 rights to pleasure
5 rights to choose/wants
6 rights of freedom and expression
2.1 Right to go school - children have the
right such as the right to be educated for a better
future.
2.2 Right to life and security - according to
them abortion is immoral. They are against
extrajudicial killings. They want to learn and be
informed of the law regarding the life of human.
2.3 Discrimination - being discriminated
and bullied made her learned how to overcome
the situation especially in experiencing unfair
judgment.
2.4 Right to pleasure - he feels being
abused because instead of enjoying to do his
hobby which is art, he spends his spare time
doing household chores. They must enjoy life.
2.5 Right to choose/wants - they have the
right to decide for their own and stand for
31
themselves for what they believe for their
satisfaction.
2.6 Right of freedom and expression -
they can voice out an opinion and express their
points of view without any fear. One way of
boosting self-esteem and building confidence.
Knowledge of participants on rights of a child
1 the right to choose a religion/freedom
2 the right to be educated
3 love of parents
4 freedom of speech
Importance of knowing rights among the participants
1 protected by laws
2 be informed and don’t let others put them down
3 defend yourself from accusation
4 prevent harassment
5 awareness
The participants particularly the Junior High
School learners are aware of knowing their rights
so that they will be protected by these laws. For
them, to be aware of their rights prevents
harassment, bullying and avoids hurting each
other. And with that, they know how to defend
others and protecting their own self to face life
challenges, responsibilities to become better
citizens of the community.
Impact of the Colega lessons among the participants
1 protection against harassment
2 awareness
3 value life
4 responsible citizen of the country
“Learning Colega‘s Children’s Right, made
an impact to me, I have now a protection against
harassment, moral issues with limitation of
course,” says one of the Junior High School
learner” (1)
The lessons they’ve learned in the Colega’s
manual had really a great impact to them. They
learned how to value life more and feels the
importance upon living in this wonderful world.
They learned to appreciate the beauty of life that
is worth living and free against all evils. They
become more responsible and made aware of
their responsibilities making them responsible
citizens not only in their community but in the
country as a whole.
Personal reactions among participants when they see their
classmates mistreated differently
1 defended the mistreated one
2 learned not to judge based on physical appearance
3 bullying
Sharing their own personal experiences for
example in seeing their classmates mistreated
differently made them with these reactions.
“Learned to settle things through a smooth
conversation. Defending a mistreated friend who
experienced bullying is really worth fighting for”.
(6,8,11)
Bullying of one’s physical appearance
greatly affects one’s feelings and emotions of an
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
individual. It really hurts and feels insecurities
especially when it happened in a big crowd
surrounded by classmates and other students in
school.
Mostly, witnessing a true friend /classmate
who was mistreated differently really challenged
them to defend and fight for his own right.
Personal experiences among the participants of being
treated differently
1 don’t let children left behind
2 working at an early age
3 being ask in the court
7.1 In school, the student should be treated
fairly in all aspects. As teachers in school, fair
and just treatment for them particularly in giving
grades and opportunity to participate in every
activity.
7.2 In family, the children want to be treated
fairly in all aspects. Equal sharing of tasks and
opportunities for every member. They also want
to feel secure when families never leave them
especially in times they needed their parents
most.
7.3 In peers, they need in school and in the
community to defend somebody especially in
times of trouble. They need support in order for
them to be strong and face all the challenges
ahead.
Perceptions of the participants about child labor
1 forcing them to work in the field, construction
2 doing laundry jobs on class days to earn money for the
family
“Colega given us the chance to know all the
rights, children will know or will have, this our role
in our society to become the influence of those
children” (10)
It was clearly cited by the learner that
through the Colega teaching manual, he was
able to know more about his rights and role in
society in order to become an instrument or an
influence on others.
Furthermore, in their own perspective as
students, Child labor for them was really a big
issue if there somebody forcing them to do
tasked beyond their capacities. For example,
some of the students were forced to do things by
their parents even during class days. Classes
inside the classroom were already missed by
them. They were forced to work on the farm
working as farmers in which supposedly they will
be in school. Some were given task in which they
find it hard to do heavy loads in the construction.
Some were forced by parents to do laundry jobs
just to earn money for the week’s families’
consumption. School-age children must be in
school during class days for learning, not on the
field for work.
But in some other way, doing household
chores by a Junior High School learners at home
helping their parents is not considered as Child
Labor. As a member of the family, one must do
32
his/ her share on the responsibilities at home.
(1,4,6,8)
a.1. Elementary Learners
Sources of knowing their human/child’s right
1 they know their children’s right through their teachers
2 through their parents
3 through the news/television/law
The elementary learner –participants
revealed that the sources of knowing about their
rights were through the teaching of their teachers
in school, their parents at home, hearing from
the news or seen from the television
program/media. One of the participants said that :
“Opo, sa batas, sa Ipaglaban Mo TV
program.” (7)
This implies that even if they are just
watching television like Ipaglaban Mo Program ,
they can learn human/children’s rights and some
laws.
Favorite topics of Child’s rights from the Colega Manual
1 Born free
There was only one elementary learner
participant who said that her favorite topic from
the Colega manual was “BORN FREE because it
is just easy” (7). From the 12 respondents, only
respondent # 7 could be able to identify his
favorite topic from the manual.
Rights of a child
1 Learnings from the right of a child
The elementary learner-participants stressed
that they have the following rights: right to live
and be protected from any harm, right to have
their birth legally registered, right to a nationality,
right to freedom of opinion and information, right
to good quality healthcare, right to education,
right to a religion or belief, right to play and be
free, right to be loved and right to marriage and to
have family.
The importance of knowing your rights
1 knowing the rights for the good of a child
The two (2) elementary learner-participants
claimed that if you know your rights you know
how to defend yourselves. “Pag –alam ang
karapatan, maipaglaban mo, masasabi mo sa
magulang mo sa gusto mong mag-aral” (9).
The response of this child implies that if they
knew their rights they can say and do what they
want like going to school for those who were
deprived of studying.
Impact of the lesson
1 it’s good to know the child’s right
2 knowing child’s right could help others
3 happy to have children’s right
The response of the elementary learners'
participants on the impact of the lesson from the
Colega implies that there learnings and
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
awareness on their rights could help defend their
selves and others. They were very happy having
their rights.
Reactions when classmates were mistreated differently
1 say directly that his/her action which is not good should
be stopped
Respondent 9 and 10 said that they “saw
somebody being bullied and they straightly told
the one who bullies to stop the thing he/she is
doing.”
The feelings of being treated differently in school, family,
and peers
1 mixed feelings
Mixed feelings or emotions like being bullied,
abused, angry, sad, hurt, depressed, worry, then
one of the participants said “take revenge”, (1)
after she was bullied and sometimes “because it
is just her younger sister who beat her”, she will
just shun from it just not to make the situation
worsens.
Understanding of child labor
1 forced to work instead of studying
2 household chores
Instead of going to school, children at a very
young age went to the construction site, rice field,
and served as a housemaid to earn money.
Respondent 3, 6,11 and 12 stressed out that
child labor are “pagliliklop ng damit”, (3)
“gawaing bahay tulad ng paghuhugas ng
pinggan”,(6) “pagpupunas ng lamesa”, (11)
“pagwawalis ng bedroom” (12).
The four (4) participants just revealed their
own understanding of child labor.
Anything else they like to say about children’s right
1 awareness of children’s right
2 protection of oneself and others
Awareness of children’s right (i.e. to protect
oneself from the abuses). Two (2) from the
respondent said that:
“para maiwasan ang pang-aabuso sa mga
bata”. (7)
“Dahil yong iba di nila alam”. (9)
To know and be aware of the children’s right
was necessary for these children so they know
how to protect theme selves, as well as to protect
their friends too.
C.2 School Heads
A.Lessons learned in the Implementation
a.1 Need for a curriculum map. The school
head- participants in SDO-Quezon City stressed
33
that there is a need of a curriculum map to cover
the entire year.
“Curriculum mapping is a reflective process
that helps teachers understand what has been
taught in a class, how it has been taught and how
learning outcomes were assessed. The
curriculum mapping process results in a
document called the curriculum map. It is a
graphical illustration that consists of a table or
matrix”. (Schweitzer, 2019)
a.2 Need for familiarization with the
manual. The school heads participants
suggested that teachers should be familiar with
the content and lessons in the Colega manual.
The Colega: A Manual for Human Rights
Education is a product of the Geneva Office for
Human Rights Education (GO-HRE) with
international Offices in Geneva, Switzerland. The
manual is a compilation of best practices from
experiences and creative imagination. The
lessons were gleaned from human rights
handbooks, manuals, and programs created by
organizations and individuals around the globe.
a.3 Inclusion in LAC sessions. In the
implementation of the Schools Division of
Quezon City, the Colega: A manual for human
rights education was taken up during LACs of
subjects Araling Panlipunan (AP) and
Edukasyon sa Pagpapakatao.(EsP).
The school heads suggested that LAC is
one of the best times where the teaching of
human rights would be included. The Learning
Action Cell (LAC) is a K to 12 Basic Education
Program (BEP) School-based Continuing
Professional Development Strategy for the
Improvement of Teaching and Learning (DepEd
Order No. 5, s. 2016).
a.4 Inclusion in Subject Areas. The
teaching of Human Rights Education was
included in AP, EsP and RHGP time of learners.
It was also suggested that it will be taught in all
subjects at the grade level.
a.5 Extent of Awareness of Rights of
Children. The teaching of Human rights
Education through the use of the Colega manual
has raised the awareness of the School Heads
on the Rights of Children. A participant said:
“Ganito pala katindi ang Rights ng mga
Bata”
B.Strengths in the actual implementation. The
strengths of the actual implementation of the
project are the following: activities, provision of
materials, parents’ involvement, students were
informed of their rights, teachers were educated
and classroom observations were actually done
during implementation.
C. Weaknesses in the actual implementation.
The following were seen as the weaknesses in
the actual implementation in SDO-Quezon City:
Time constraint, lengthy content, need of training,
consistency of participants sent to training,
identifying the participants to attend the training,
difficulty in lesson integration and need for
learning and teaching resources.
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42

D. Major problems encountered in the

implementation and how it was resolved. The C. Division of Cagayan de Oro City
major problems encountered in the
implementation in SDO-Quezon City are C.1 School Heads
confusion of who to implement, need for a
curriculum map, need for training, and on how to c.1.a Lessons learned in the Implementation of Colega
implement the project itself. It was suggested that Teaching Manual
c.1a.1 use of implementation plan
it be included in other subject areas and RHGP. It c.1a.2 involvement of stakeholders
is also suggested that it may be made as a c.1a.3 inclusion of Colega in the LAC session
monthly culmination theme, as a theme in AP in c.1a.4 Colega lessons can be integrated in AP 10
October and as a theme during Values Month in contemporary issues
November. Furthermore, it was suggested that c.1a.5 infusion of Colega lessons in the existing program
there will be launching and advocacy and in the school
contests to promote project awareness. c.1a.6 reinforcement of teaching the child’s rights
c.1a.7 relevant factors for the successful implementation
c.1a.8 affirmation on the relevance/importance of
E. Interventions and Initiatives developed and teaching the Colega lessons
implemented. These are some of the
interventions and initiatives developed and
c.1a.1 Use of implementation plan. Most of the
implemented in SDO-Quezon City: Capacity
schools had the same method of implementing
Building (CB) through LAC and meetings,
the Colega lessons since teacher-implementers
provision of budget and materials and integration
were provided with a unified implementation plan.
in AP and EsP.
However, school-heads are encouraged to
innovate so that the implementation plan would
F. How teachers receive the instruction
be tailored fit to their own contexts. For the other
regarding Childs Right Education and the
schools, they have created functional Gantt
mandate to integrate the Colega into the
Charts that has a series of activities not just for
curriculum. There is willingness among teachers,
students but also for parents. It is good to note
coordinators and principals of SDO-Quezon City
that the other schools have made initiatives
to integrate Colega into the curriculum, but on the
already to enhance the existing unified
other hand, there were also those unwilling to
implementation plan, that is, involving parents in
implement, partially willing to implement. School
the full integration of Colega lessons. School
Heads suggest that it should be stipulated in the
heads believed that teaching Colega lessons
memorandum.
should not only limited to the children but also to
the parents especially in the far-flung areas.
G.Suggestions to improve project
implementation. To improve implementation in
c.1a.2 Involvement of stakeholders. Parents
SDO-Quezon City, school heads suggest that it
were also involved in the project implementation
may be taught as a separate subject, there
plan in the schools of SDO-Cagayan de Oro.
should be monitoring and evaluation (M and E),
School heads stressed that teaching the rights of
provision of learning Resources (LRs) and
children would be more meaningful and
training.
successful with the full support and involvement
of the parents. The learning of students in the
H. Feedback from teachers regarding the
class would be reinforced and strengthened with
lessons in the Colega manual. The teaching of
the follow-up help of the parents at home.
human rights education in SDO-Quezon City
Learning child rights now would be extended
develops the cognitive, psychomotor and
beyond the classroom setting. Hence, some
affective aspects of learners. It develops an
school heads included the role, responsibility and
awareness of learners on human rights. The
activities of parents in their Colega
activities and lessons were integrative,
implementation plan.
informative and helpful. At the same time, it
increased teachers’ knowledge of human rights
c.1a.3 Inclusion in the LAC Session. School
education. On the other hand, there were other
heads made the LAC (Learning Action Cell)
teachers who were negative towards its
sessions as a learning space of opportunities
implementation, because of the heavy content
where teachers can brainstorm, connect,
and no provision of the module.
collaborate, communicate and study the Colega
Teaching Manual. Aside from the mapped
I. Other suggestions to improve the whole
competencies, LAC session provided an avenue
project. Some suggestions of the school heads-
for the teachers to look further in the learning
participants in SD)-Quezon City were: Integrate
competencies where they can integrate the
in Different Subjects per Quarter, Inclusion in
Colega lessons. With the LAC session, other
Revitalized Homeroom Guidance Program
teachers discovered that some of the Colega
(RHGP), availability of prototype lesson plans
lessons can be integrated in other learning areas
(LP), Integration in All Subject areas with a
not only in Edukasyon sa Pagpapakatao and
Curriculum Map, involvement of all and training
Araling Panlipunan.
with regards to the use of the manual for
teachers and school heads.
34
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
c.1a.4 Colega Lessons can be Integrated in
AP 10 Contemporary Issues. School heads
claimed that teaching human rights education
can be appropriately integrated in Araling
Panlipunan 10 specifically in Contemporary
Issues. One school head said,
“ang nagcommit lang dayon nga swak sa ilang
competencies kay kato rang EsP and AP but not
all AP, AP 10 katong Kasaysayan sa Mundo with
its contemporary issues.” (8)
c.1a.5 Infusion of Colega Lessons in the Existing
Program. The school heads divulge that
teachers infused the Colega in their lessons.
However, Colega learning was expanded through
symposia for both students and parents.
Additionally, Colega lessons were utilized in the
reading program as a good learning resource for
developmental reading. The content of the
Colega supports the Project CNR, region-wide
reading initiative.
c.1a.6 Reinforcement of Teaching the Childs
Rights. Even before the coming of the Colega,
schools in SDO-Cagayan de Oro were already
active with childs’ rights talks or symposia on
human trafficking, bullying, and other provisions
of the child protection policy. The coming of the
Colega was seen as a reinforcement to
strengthen the teaching of human rights
education in most of the schools in the Division of
Cagayan de Oro City.
c.1a.7 Relevant Factors for successful
implementation. There were relevant factors
that SDO-Cagayan de Oro had learned which
contributed to the successful implementation of
the Colega teaching manual. These are the
following factors: (1) training-orientation for the
child protection implementers, ESP school
coordinators, teacher-implementers and school
heads as well as supervisors; (2) assigning focal
person to monitor the implementation; (3)
initiated funding; and (4) provision of learning
materials through various sources in which it
varies based on the initiatives of the school
heads and other stakeholders who are willing to
support the project study.
c.1a.8 Affirmation on the relevance/
importance of teaching the Colega lessons.
School heads realized that it is not easy to
embrace change since the initial reaction was
negative and some aired concerns about busy
schedules. But eventually, teacher-implementers
had appreciated the initiatives. When teachers
thoroughly read the Colega teaching manual,
they had appreciated it especially the content of
the lessons which they found very timely and
relevant. The further affirmation on the relevance
of the Colega was evidently seen during the LAC
session.
c.1.b. Strengths in the actual implementation
c.1b.1 school heads monitored the implementation of
Colega teaching manual
c.1b.2 committed teachers in the implementation
c.1b.3 responsible focal person/coordinator in Colega
35
c.1b.4 presence of Colega matrix as guide in the
implementation
c.1b.5 provisions of Colega materials
c.1b.1 School heads monitored the
implementation of Colega Teaching Manual.
The school heads reveal that they had religiously
monitored the unified implementation of Colega
through the conduct of instructional supervision
especially to the teachers teaching the child
rights education. The unified instructional
supervision tools were given to the school heads
during the orientation. Other copies of the filled-
out Instructional Supervision tools were
forwarded in the division office for reporting and
summarizing for possible technical assistance
provided by the division office personnel
concerned with the Colega pilot implementation.
c.1b.2 Committed teachers in the
implementation. As disclosed by the school
heads that commitment of teachers was very
important in the successful implementation of the
Colega lessons. The presence of committed
teachers resulted in the gradual but smooth
implementation of the Colega lessons per month
and per quarter in the Division of Cagayan de
Oro City.
c.1b.3 Responsible Focal Person/Coordinator
in Colega. School head-participants stressed
that the responsible focal person/coordinator is
one of the contributing factors for the
simultaneous implementation of Colega Lessons
per grade level. The coordinator actively
spearheads the LAC session considering that
they were trained in the 1st and 2nd phases.
c.1b.4 Presence of Colega Matrix as Guide in
the Implementation. All schools were provided
with a matrix that served as a guide for all
teacher-implementers. The school heads
affirmed that the matrix facilitated the teachers as
to what learning competencies where they could
integrate the Colega Lessons. The guide matrix
was one of the outputs during the workshop on
the curriculum mapping of learning competencies
per grade level.
c.1b.5 Provisions of Colega Materials. The
availability of Colega Teaching manual is a direct
learning opportunity for both teachers and
learners to learn child rights education. Teachers
will not anymore do research in both online and
offline resources as to child rights concepts and
principles. Teacher-implementers were provided
hard and soft copies.
c.1c Weaknesses in the actual
implementation
The following were seen as the weaknesses in
the actual implementation in SDO-Cagayan de
Oro: (1) Budget Inclusion in LAC plan because
LAC Plans for the whole year was already
submitted and approved before Colega was
introduced; (2) delayed implementation due to
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
overlapping activities; and (3) need for more
training and information dissemination.
c.1d Major problems encountered in the
implementation and how it was resolved
The major problems encountered in the
implementation in SDO-Cagayan de Oro are lack
of budget, training, materials, and scheduling.
However, it was resolved through the use of
other funds and insertion in LAC sessions to
capacitate teachers.
c.1.e Interventions and initiatives developed
and implemented
These are some of the interventions and
initiatives developed and implemented in SDO-
Cagayan de Oro: (1) included in the adjusted
MOOE budget; (2) conduct of briefing; (3)
assigning a focal person; (4) use of
Powerpoint presentations; (5) collaboration
by all those assigned; (6) development of a
monitoring tool; (7) insertion in the LAC
sessions; and (8) made available the songs
and Powerpoint presentations in soft copy.
c.1.f How teachers’ receive the instruction
regarding Child’s Right Education and the
mandate to integrate the Colega into the
curriculum
There was a willingness among teachers,
coordinators and principals of SDO-Cagayan de
Oro to integrate the Colega into the curriculum.
However, there were also few who are unwilling
to implement but that is resolved through LAC
sessions for better understanding among
implementers. Colega issuances were released
so that all concerned personnel in the field would
be guided as to how it would be implemented
properly.
c.1.g. Suggestions to improve project
implementation
To improve the implementation in SDO-CDO,
school heads suggest that there would be
constant monitoring and evaluation (M and E),
conduct of LAC sessions, provision of learning
Resources (LRs) in soft copy like powerpoint
presentations and more trainings to be
undertaken.
c.1.h. Feedback from teachers regarding the
lessons in the Colega manual
The teaching of human rights education in SDO-
CDO earned varied reactions. School Heads
participants appreciated the Colega Teaching
manual. They were reminded that teachers
should be the advocates of child’s rights and that
teachers should always smile. Teachers said that
the learners should be disciplined not just be
oriented on their rights. They further suggested
that private schools may be included also in the
implementation, to cover all learners. On the
other hand, there were other teachers who were
reactive towards its implementation.
C.2 Secondary teachers
36
c.2.1. Lessons learned in the implementation of the Colega
Teaching Manual
c.2.1.1 ignorance of the children of their rights
c.2.1.2 time spent on teaching
c.2.1.3 urgency of implementation
c.2a.1 Ignorance of the children on their
rights. The teacher-participants stressed that
`most of their high school learners did not know
about the basic and fundamental rights.
Secondary students had a lack of knowledge and
understanding when it comes to human rights
concepts and principles. One of the teacher-
participants in the focus groups (FGs) divulged
that:
“Ignorante sila (students) sa ilahang mga rights.”
(2)
The responses of the teachers suggested that
there is a need to integrate the Colega teaching
manual in the curriculum. As revealed by
Fernandez and Brillantes (2010) that human
rights education in the Philippines is “still in its
infancy.” Teaching human rights in the
Philippines has been stuck in the “appreciation
level” only.
c.2.1.2 Time spent on teaching. One of the
teacher-participants also realized that the time
spent in teaching is very important especially on
discussing such topics as rights because this can
make a big difference in their lives and their
future. As it is, time spent engaging the students
is very limited indeed, therefore this limited time
should be managed well to make it meaningful to
the children.
c.2.1.3 Urgency of Implementation. There is an
urgency in the implementation of the Colega
because we all thought that the children already
knew about their rights but actually, they don’t,
yet it is very important that they know their rights
to that they will not be a victim or an abuser as
well.
c.2.2 Strengths in the actual implementation
c.2.1.1 The songs and stories. The songs in the
manual are simple yet powerful and inspiring.
Even the stories (true to life) inside are enough to
make someone happy. The learners were able to
appreciate the lessons more because of the
songs and the stories. They can easily relate to it
and learners just love to sing and hear stories at
the same time.
c.2.1.2 Simple lessons – The lessons are very
simple and easy to follow that the teacher will not
find it hard to teach the lessons even when she
was not able to attend the orientation or training.
It’s a big help for everyone – teachers, students
and parents.
c.2.3 Weaknesses in the actual
implementation
c.2.3.1 Time constraints. There is a need for a
much longer time to be able to teach the lessons
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
thoroughly, as the teacher said “para maituro ng
bonggang-bongga”.
c.2.3.2 Class size. There are classes that are big
in size and the teacher finds it hard to manage
the discussion if there are too many students –
and everyone wants to share their experiences.
c.2.4 Major problems encountered and
resolutions
c.2.4.1 Limited space. Specifically, activities
such as “Raise to the Top” which needs a bigger
space to be able to conduct the activity. Some
activities also require jumping and running that it
will pose danger to students if space is limited or
if the room is on a higher floor.
c.2.4.2 Inclusion of methods on how to deal
with abuse cases – according to the teacher-
participants, the manual does not provide a
guideline for teacher-implementers on what they
should do in case something came up during
discussions such as the report of abuse and
violence. It is very possible, therefore, the topic
on how to deal with it should have been
discussed before the program implementation.
c.2.5 Colega interventions
Even before the pilot implementation of the
teaching of children’s rights using the Colega
manual, the schools have been conducting a
symposium on Child Protection and anti-bullying.
The teacher-participants decided to continue this
activity and make it a part of their annual activity
to further reinforce children’s rights. They will
also invite speakers from the Commission on
Human Rights to discuss other rights that the
learners should enjoy.
c.2.6 The observed behavior of learners,
before and after the implementation of
lessons
Some have a change of heart regarding their
view on children’s rights. There were students
who don’t believe in enjoying one’s rights
because of the presence of police brutality such
as the war on drugs of the present administration.
But after learning about their rights through this
program, the students realized that human rights
are their right and it is given to them for them to
cherish. They started to believe that change is
coming after all and that there are people who
will protect them.
c.2.7 Secondary School Teachers Cited
Suggestions
(1) The Colega manual is perfect but it is
suggested that the organization include an
appendix to provide contact information of
agencies to contact in case there are cases of
human rights violence and the like.
37
(2) The teachers suggested for the
contextualization and localization of some of the
stories, songs, and pictures included in the
manual so that they can relate better
c.2.8 Lessons identified by teachers as their
favorite
Most of the teacher-participants were able to
appreciate the Colega manual and the lessons
contained therein. At the time of the FG, only a
few lessons have been discussed (most is 5
lessons) Of these lessons, what they love the
most are the following:
c.2.8.1 Discrimination – because there were
times that you are not aware that you are being
discriminated or it is you who were discriminating
against other people. The lesson was able to give
tangible examples of what discrimination is.
c.2.8.2 Dealing with Human Rights – we should
not always ask for our rights but also give our
part by respecting other's rights and doing our
obligations and responsibilities as a member of
the nation or a community.
c.2.8.3 Born free – all of us have the right to live
and should not commit suicide
Family – we are all a part of a family whether big
or small
c.2.9 Knowledge of teachers about children’s
rights in relation to Colega manual
The manual is complete as it is, so the challenge
lies with the teachers. Teachers should be able to
deliver the lessons well to the students or
learners. Otherwise, the exercise will be futile.
The teachers also need to emphasize that every
right has its corresponding responsibilities. And if
it’s possible to include the parents in the training
or they should be given a seminar too about their
children’s rights.
C.3. Elementary Teachers
C.3.1 Lessons learned in the implementation
in the Colega Teaching
c.3.1.1 They know their rights. Some of the
teacher-participants were happy to note that
some of their students already knew their rights
as a child. They said that they were able to learn
their rights from the activities in line with the
celebration of the United Nations month. But just
the same, there were others who were unaware
of their rights and are pleased to know that they
have the rights to enjoy as children.
On the part of the teachers, they were reminded
that children have rights too and that served as a
signal on how they should treat their students.
Because there were times that they tend to shout
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
at their students (or even their own children), say
not so nice things to them when angry, etc. So
now, they vowed to be more careful and attentive
to the needs of the students
c.3.1.2 To control themselves and to be kind,
be respectful, and open-minded. Knowing that
you have your rights and that others have rights
too, made the students (even the teachers)
mindful of their own actions. It made them
realized that there is a need to be kind (at all
times) and to control yourself to avoid violating
the rights of others. There was a realization of the
importance of respect and open-mindedness.
c.3.1.3 Learned new songs/creativity - The
teacher-participants were very happy to learn
new songs and a more creative way on how to
teach children’s rights such as singing,
storytelling and games.
c.3.2 Strengths in the actual implementation
c.3.2.1 Everything is there/very beautiful
materials - the teacher-participants find the
Colega manual as complete as it needs to be.
According to them, everything is already there
making the material useful and beautiful. It is
very easy to use and the teacher (even those
who did not attend the training) can use the
materials with ease.
c.3.2.1 Everyone is involved – one thing good
about the implementation of the program is the
involvement of all concerned – from the division
officials to the school heads, master teachers,
advisers, and parents. Everyone has been
cooperative and very much willing to embrace the
program.
c.3.2.3 Support system – the focal persons in
charge of the program implementation (division
and school level) were able to develop a strong
support system – Facebook group/group chat,
LAC sessions, and the like, which helped a lot in
facilitating information dissemination, giving
feedback, and suggestions.
c.3.3 Weaknesses in the actual
implementation
c.3.3.1 Limited materials – the only problem
with the program was the limited number of
Colega manual. Not all teacher implementers
were given a copy of the manual. Although there
were schools wherein all teachers have a copy of
the manual. Aside from the manual, there were
also problems with regard to the materials to be
used. To be able to teach the lesson effectively,
the teachers need to provide pictures,
Powerpoint presentations, other visual aids and
audio materials. There is also a need for the
printing of the pre-test and post-test papers for all
38
the students which the teachers will not be able
to shoulder by themselves.
c.3.3.2 Time constraints – aside from the
materials, another weakness according to the
teacher-participants is the time element. The
manual requires an hour per session to be able
to teach the lesson on children’s rights but EsP
(where the CRE is being integrated) is only good
for 30 minutes (same as AP which is 40 to 50
minutes).
c.3.3.3 Seminars for all teachers - a few of the
teacher-participants requested for a seminar or
an orientation regarding the teaching of
children’s rights using the Colega because they
were not able to attend the first batches of
training. They believed that being provided with a
proper seminar and training will help them to be
more capable of teaching the Colega.
c.3.4. Major problems encountered by teachers
and their resolutions
c.3.4.1 Roll-out scheduling – emergency class
- the teacher participants had a hard time
scheduling the roll-out of the Colega manual due
to overlapping of division and school activities.
Nonetheless, the implementers were able to find
a solution by holding a shortened period or
emergency classes to make way to meet the
teacher-advisers and to orient them on the use of
the Colega. Some were not really able to
conduct school level training on Colega, but
because of the easy features of the manual, the
teachers, even without training were able to use
the manual and able to teach the lesson on
children’s rights.
c.3.4.2 Support from School Head – another
problem is the lack of support from the school
head in implementing the program. Although the
school head knew of the program because of a
memo from the division, still some school head
has other focused programs that they are
attending too. This is a challenge for
implementers because they will be needing the
support of their principals. Some solved this
problem through constant communication and
reporting to the principals – which in the end yield
a positive result such as they were allowed to
print the materials and pictures for classroom use.
c.3.4.3 Lack of manual, available materials &
Teachers – As mentioned already in question
number 2, there were schools that only have a
limited copy of the manual. This tends to slow
down the conduct of the program because they
need to share or borrow from one another. There
is also a problem regarding downloading the
songs and pictures due to slow internet signal.
The teacher-participants resolved this problem by
creating a group chat where they can post their
materials and songs downloaded. This chat
group also serves as an avenue to share and
exchange ideas regarding the implementation of
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
the program. In some schools, there were no
available teachers to handle the program
(especially small schools with a small number of
teachers) because most of them have their own
add-ons already.
c.3.5 Colega Intervention
The following were the interventions made by the
teacher-participants in their respective schools:
c.3.5.1 write all the rights (children’s) on the
stairs so the students can see it whenever they
use the stairs.
c.3.5.2 put the rights of the children in a tarpaulin
to be posted in all the classrooms
c.3.5.3 benchmarking activity and visit schools
implementing the program
c.3.5.4 posting of tarpaulin at the gate or bulletin
board for all students and parents to see
c.3.5.5 mural painting about the different
children’s rights
c.3.5.6 scanned the manual and make a power
point of all 10 lessons (and share it to others)
c.3.5.7 tarp paper about the cre
c.3.5.8 scan the pix in the manual and make big
puzzles out of it for the students to use
c.3.6 Observed behavior of learners, before
and after the implementation
Although the Colega implementation is barely 5
months old, still, it has already made an impact to
the students and teachers. The following were
the observed behavior of learners after the
teaching of the Colega:
c.3.6.1 the students are more participative &
more inspired (maybe they developed confidence
knowing they have their rights as a child)
c.3.6.2 they now know their rights and the rights
of others that’s why they are starting to like or
appreciate their classmates regardless how they
look or act
c.3.6.3 there is an observable act of generosity,
kindness and obedience
c.3.6.4 many were unruly before during the start
of the class but became tamed and mannered
after discussing some colega lessons
c.3.6.5 the numbers of unruly and naughty were
reduced, even bullying
c.3.7. Some suggestions cited by elementary
teachers
Though there already positive effects of the
implementation of the Colega, still there are room
for improvements, and the following were the
suggestions of the teacher-participants to better
implement the program.
7.1 enough number of manual, as much as
possible 1:1 (one manual for each teacher)
7.2 to designate a focal person per grade level
7.3 to implement the program to the whole school
instead of piloting to selected sections
39
7.4 the teaching of childs right education should
start with Kinder and SPED
7.5 continuous monitoring of the program
7.6 localization and contextualization of the
material
c.3.8 Lessons identified by the teachers as
their favorite
Most of the teacher-participants were able to
appreciate the Colega manual and the lessons
contained therein. At the time of the FG, only a
few lessons have been discussed (most is 5
lessons) Of these lessons, what they love the
most are the following:
c.3.8.1 here we are together – because it is easy
to relate to it
c.3.8. 2 lessons about pet – so that children will
be able to appreciate that pets have rights too
c.3.8. 3 rights of the family – especially for those
students who belongs to a broken family so that
they will understand that broken or not it is still
considered as family and there’s nothing to be
ashamed of
c.3.8.4 discrimination – we are different but at the
same time unique, we are all equal and beautiful.
thorough this lesson, the students were able to
see that children with disabilities have rights too
and should be treated as their equal
c.3.8.5 child labor – there are students who are
subjected to child labor which is the reason why
they absent themselves from school. it is
important that they know that they are entitled to
education and should be in the classroom
studying and not working.
c.3.9 Some comments of the teachers about
children’s rights
All the teacher-participants were thankful to GO-
HRE and the division office for the opportunity
given to them to be a part of this undertaking.
The program served as an eye-opener for them
as a teacher and as a parent as well. They
vowed to be the right advocate and empowered
the children to fight for their rights. They are
happy that through this activity they were able to
bring change and hope to the lives of their
students.
C.4. Learners
Indicators
B.1 Means of Knowing Lessons of the teachers
Human/Child’s Rights using the Colega teaching
manual
B.2. Pupils Favorite Topics Born Free
in Colega
B.3 Rights as a Child To be cared and loved by
the family
The freedom to express
what they wanted to express
B.4. Pupils Insights of the To avoid discrimination
Importance of Knowing their
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
Rights
To be protected from danger
To be able to express and
help others
B.5. Impact of the Colega It helped to know their rights
Lessons and stand when something
is not correct
Ensures that everyone
deserves equal treatment
To be protected from danger
of being abused
B.6. Pupils reaction if they Share about child’s rights -
see their classmates help to share and teach him
mistreated differently about how to avoid
discrimination
Report to higher authority
Teach him to stand for
himself and others
I feel sad – some people
mistreated
B.7 Pupils additional * Share what we learned
insights about child’s rights from Colega
* We all have the rights. We
are born free. We are all
born free and equal. We all
have our thoughts
* We all need to know the
rights of the child so that
there would be no
discrimination.
SUMMARY OF COMMON FINDINGS IN THE THREE
PILOT DIVISIONS
Major Findings (School Heads)
A. Lessons Learned
1 Inclusion of Colega in the LAC sessions
2 Usefulness of the curriculum map and implementation
plan
3 Need to teach the child’s rights for better awareness
4 Need of translation in lower grades (i.e Grade 1)
5 Capability-building for those involved in Colega
implementation
B.Strengths in Implementation
1 Commitment, Collaboration and Responsibility of the
Process Owners
2 Provision of Child’s Rights Learning Materials
3 Monitoring and Instructional Supervision
4 Budget Inclusion in the LAC Plan
C. Challenges and Interventions in the Implementation
Challenges Interventions
Lack of Training to the Capability Building through
Implementers School-based Learning Action
Cell
Lacking hardcopies of Downloaded materials from go-
Colega Manual hre.org, developed slide deck in
Colega (digitization)
Parents and Focal Person
Collaboration
Lacking hardcopies of Borrowed manuals for those
Colega Manual lacking of hardcopies
Text-translations in the Provided Translations for lower
lower levels years were made
Fund raising for Colega texts
reproduction
Major Findings (Teachers)
A. Lessons Learned
1 *dire need to teach the child’s rights and their
40
responsibility
2 *time allotment and scheduling in Colega lesson
integration
3 *learned new songs
4 *need to translate the texts in Mother Tongue
5 *lessons can be integrated into the learning area
6 *Colega lessons are tailored fit to the learners age
7 *support system - parents, school, teachers, and other
stakeholders
B. Observed learners’ behaviors
1 Learners became more participative, appreciative,
curious, inspired, open-minded, well-mannered, and
become tamed.
2 Understanding other’s behavior
3 Bullying incidence decreased
Major Themes (Learners)
1 *Children claimed that they knew about their rights
through their Colega lessons facilitated by the teacher
2 *Learners favorite topic is Born Free
3 Children’s learning in the Colega lessons are the
following: (1) right to be taken cared and loved by the
family; (2) right to education; (3) right to freedom and
opinion; (4) right to religion or belief; and more
4 *self-awareness about their rights
5 *able to defend oneself and others
6 *avoid discrimination and danger of being abused
7 *Children learned to express themselves to others
8 *learned to defend/help themselves and others who
are bullied
9 *every child deserved equal treatment
Comments and Suggestions
1 Audio-visual presentation of Colega
2 Use of Filipino/MTB language in the lower grades
3 Conduct more training for teachers, parents, and
school heads
4 Localization of materials in enriching the universal
concepts and principles
5 *More training and workshops for the implementers
6 *strengthened the Monitoring and Evaluation
7 *inclusion in the Revitalized Homeroom Guidance
Program (RHGP)
8 *needs enough time in the integration of child rights
9 *increased awareness on child rights in both teachers
and learners
10 *enrich the discussions by contextualization
11 *provisions of additional copies
12 *content of the lessons was holistic
CONCLUSION
Arising from the findings of this implementation of
the three pilot division trial, the following
conclusions are generated:
School Heads
1. School Heads found the need to include the
Colega Teaching of Child’s Rights Education
particularly in various subject areas through a
well-defined implementation plan of the school
which may include curriculum mapping,
capability-building, and awareness-raising
campaigns and activities.
2. School Heads conducted regular monitoring of
teachers, provided the needed materials and
technical assistance and instructional supervision
in the implementation of the Colega teaching
manual as a precursor of strengths in this project.
 Cagayan de Oro Basic Education Research Journal, 4 (3), 17- 42
3. School Heads observed the following
weaknesses in the implementation: (a) the
budget was not included in the LAC plan, (b) time
constraints in the delivery of lessons, (c) lack of
training of the implementers, (d) lack of
hardcopies of Colega teaching manual and
instructional materials, and (e) difficulty in the
integration of the lessons due to ancillary
functions of both school heads and teachers.
School Learners
1. Children’s learning in the Colega lessons were
the following: (1) right to be taken cared and
loved by the family; (2) right to education; (3)
right to freedom and opinion; (4) right to religion
or belief; and more. Furthermore, learner’s
favorite topic is “Born Free”.
2. Children claimed that they knew about their
rights through their Colega lessons facilitated by
the teacher.
3. Majority of the learners agreed that knowing
their rights makes them more aware of what to do,
able to defend themselves from discrimination
and danger of being abused.
4. When asked about the influence of Colega
Lessons, children are in agreement of saying that
the lessons have made them able to express
themselves to others and believe that every child
deserved equal treatment
School Teachers
1. The majority of school teachers express the
need to teach a child’s rights and their
responsibility. Also, concerns of time allotment
and scheduling in Colega Lesson integration;
translation of texts in mother tongue are some of
the lessons learned in the implementation.
2. School teachers rated the Colega Manual of
teaching very appropriate and tailored to fit
learner’s age. The majority of the participants are
satisfied with the huge support of this project
implementation coming from parents, schools,
teachers and other stakeholders.
3. High priority is also given to the need of
teachers in terms of time constraints in the
delivery of lessons, low multimedia support and
engagement, text-translations especially in the
lower grade levels and fewer hard copies of the
manual.
4. Teachers in the pilot schools are in agreement
in saying that there are problems encountered
primarily on the borrowing of manuals for those
lacking hardcopies and the necessity to translate
the texts for lower grade levels.
Student-Leaders as Facilitators
1. Students know their rights to express. Being
the role model in school, they can influence their
41
members and students to raise awareness of
these rights on the campus.
2. Low self-confidence when teaching the lesson.
As observed, some facilitators get intimidated by
their classmate’s needs, demands and questions.
These can be a manifestation of low self-
confidence.
3. Difficulty to get the attention of the learners.
Participants narrated that they are confronted
with some degree of frustrations every time they
facilitated the activities.
4. Student leaders lack preparation in their
lessons. They said that facilitators should
conduct brainstorming and practice
demonstration beforehand. If anything, every
student-leaders should be over-prepared.
5. Difficulty in handling the students. This is true
for student-facilitators during the early days of
meeting with the students in the implementation
of Colega teaching. They noticed that their skills
on how to manage student’s behavior is poor and
that made it challenging for them.
RECOMMENDATIONS
In light of the conclusions, the following
recommendations were drawn:
1. include Colega in the school Learning Action
Cell (LAC) plan;
2. conduct more capability building for the
implementers;
3. provide additional hard copies of the manual
and instructional materials which shall be
charged to local funds;
4. implement Colega lessons in the Revitalized
Homeroom Guidance Program (Elementary) and
Independent Cooperative Learning (Secondary);
5. provide technical assistance by the concerned
supervisors to the school heads; and
6. utilize Colega lessons in other existing
programs of the department.
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Article XV, section 3 of the Constitution. (2016).
Global Database on Violence Against
Women. https://evaw-global-
database.unwomen.org/en/countries/asi
a/philippines/1987/article-xv-section-3-
of-the-constitution
Braun, V., & Clarke, V. (2006). Using thematic
analysis in psychology. Qualitative
Research in Psychology, 3(2), 77-
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Acknowledgement

Special thanks to all stakeholders who have

supported this project study of Geneva Office for
Human Rights Education (GO-HRE) in
collaboration with the Latter-day Saint Charities,
DepEd Central Office, and the pilot three schools
division offices – Quezon City for Luzon,
Escalante City for Visayas, and Cagayan de Oro
for Mindanao.

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