April 2007

Educating Children in a Conflict Zone

Muslim Mindanao reforms its education sector

The island of Mindanao in the Philippines has been home to a minority Muslim population for more than five centuries. Though a region rich in natural resources, much of its history has been marked by war, poverty, inter-clan fighting, and ethnic marginalization. Armed conflict has pulled boys out of school and disrupted the local economy. Today, about half the children in the region do not attend school.

Hoping to reverse this legacy, USAID has funded EQuALLS, a public/private alliance among several Filipino and US-based organizations to increase educational opportunities for local children both in and out of school, improve teacher quality, and mobilize the community in support of education. EDC provides leadership and coordination as these groups overhaul the education sector.

Project leaders aim to develop an educational program that is relevant and meaningful to this minority population so children will stay in school longer and graduate with an education that equips them for success.

“The national curriculum in the Philippines has been designed for the majority population,” says Nancy Devine, EDC project director. “But the young people in Muslim Mindanao are growing up in a distinct minority culture and in a conflict zone. They deserve an education that is relevant to their world.”

“We hope that all local children will receive a basic education that is of high quality,” adds Bill Potter, Chief of Party. “We want to increase the number of children who are involved in learning, whether inside or outside of school.”

EQuALLS has approached the challenge on many fronts:

Supporting Professionals

Locally, the project provides training to school boards to help them become more effective advocates for their schools. In Marawi City, for instance, project staff worked with the local school board to identify priorities for 2007. The board plans to raise money for a newly-created Special Education Fund to provide training for principals and teachers and improve school facilities. They have pledged to mobilize local businesses in support of their efforts.

At the regional level, EQuALLS works with the Department of Education to update teachers’ professional skills. “English is the language of instruction in the Philippines for science and mathematics, yet on average teachers have only a third grade level of English proficiency,” says Devine. To increase the English fluency among local educators, the project has trained about 3,000 elementary school English teachers to become mentors to their colleagues. Based on initial success, the program is now being replicated with math teachers in selected schools.

Introducing Educational Television

In Zamboanga City and Zamboanga del Sur, the project recently equipped public elementary schools with satellite dishes, digital receivers, and televisions so the schools can access the Knowledge Channel, an educational TV station providing programming in English, mathematics, and science. To date 110 public schools have been equipped to receive the television broadcasts and the project will equip an additional 31 schools by year’s end, bringing quality educational programming to more than 75,000 students.

Reaching Out-Of-School Youth

Thousands of drop-outs are resuming their education through Alternative Learning Systems (ALS), offered in 169 community learning centers built and managed by EQuALLS staff across Mindanao. ALS provides out-of-school youth with a basic education and life skills training. Ultimately, those who participate successfully are able to rejoin the formal school system.

In another effort to improve the opportunities for out-of-school youth, the project developed an Integrated Technical Education (ITE) program. ITE provides training for young people in a variety of trades including computer repair, electronics, reflexology, and auto mechanics. It also offers life skills training, youth civic engagement, and entrepreneurship skills development. To date 325 ITE graduates are employed with local industry.

Working on so many fronts has its challenges for project staff, but they remain optimistic. “We have found that people are excited about the project and welcome our involvement,” says Devine. “It is a challenge to bring so many institutions together because they all have their own cultures and styles of working. It takes time and diplomacy to make this work. But we enjoy the challenge. Our in-country partners are a smart professional group and we are working hard to bring them good leadership.”

For more information, contact Bill Potter: wpotter@edc.org

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