CHAPTER 1

THE PROBLEM

Introduction

In this generation, a lot of poor people believe that life happens

to them by fate and they always give excuses and blame on the

circumstances and focus on obstacles. Among of the poor people are

just dreaming about their dreams and just think about how good it is

going to be if they are rich, but they will never do anything about their

dreams. And most of them associate with the same people with the

same level in the society.

Poverty is every body`s problem. In every success received by

a part of the society, the other part of course experience poverty. The

meaning of it must be thought to the concerned for them to provide

and contribute a solution to the uneven part of survival. In the world

today, it is a blessing if one does not often bothered by the problem

like this. The people who suffer poverty are mostly the unemployed

people, the elderly, the uneducated and the working poor. They may

experience lack of income, work, goods and help from the

government. Some of them may have jobs but still the earnings is not

enough to sustain the needs for the whole family to a certain period of

time. Poverty also causes malnutrition in some parts of the country; it

also affects the development of the future of our country. They cannot

think of ways on how to improve their lives and country when they

have to think of where they can get their daily needs.

The 4Ps program is currently being implemented by the

Department of Social Welfare and Development (DSWD). It is a

conditional cash transfer program known as PantawidPamilyang

Pilipino Program (4Ps) that had started in 2008 inspired by the

successes of similar programs in Latin American countries such as

Bolsa Familia in Brazil, Familias en Accion inColombia and

OPORTUNIDADES in Mexico (Defensor, 2010). Mexico

OPORTUNIDADES,apart from education and health cash grants are

accompanied by cash transfers for food and farewith clearly while in

Brazil, Bolsa Familia is a part of a larger economic and social

protection Scheme compose of „complementary action‟ and services to

poor families. Among the significantcomplementary activities are

employment creation, provision of income-generating activities,and

impairment of housing conditions (Briones, 2010). The 4Ps is more

than a welfare program;it addresses the structural inequities in society

and promotes human capital development of the poor, thus, breaking

the intergenerational cycle of poverty. The conditions attached to the

grantsrequire parents to undergo trainings on responsible parenthood,

have their children undergohealth checkups and ensure school

attendance (Defensor, 2010).

One of the conditions under the said program before the beneficiaries

will receive their CCT is the Family Development Session (FDS). It

aims to widen the knowledge and boost the skills of parents and help

them to understand and meet the health and education conditions of

the program. The FDS is being done by the 4P’s workers through home

visits, the use of modules on modular sessions guide for parents,

family drug prevention program, parent effectiveness service and

empowerment and reaffirmation of paternal abilities. The role of the

parents in helping their children attain their health and educational

growth is very important, the mothers or the heads of households are

required to attend the FDS at least once a month.

The term Information, Education and Communication (IEC) Strategies

pertains to a comprehensive programming intervention which is an

important part of a development program of a country, which aims to

achieve behaviour/attitude changes in selected audiences. Information

pertains to the generation and dissemination of general and technical

information, facts and issues in order to create awareness among

policy makers and the general public about significant developments in

the situation and policies of a country. Education is the process of

facilitating learning in order for the audience to be able to make

rational and informed decisions, and be able to influence their

behaviour in the long run.

Communication is a planned process which is aimed at motivating

people to adapt new attitudes or behaviour or to make use of available

services. It is based on people’s concerns, needs, beliefs and practices.

An IEC intervention should involve the active participation of its target

audience and implement channels, methods, and techniques that are

known to their perspective. One way of evaluating the success of the

said program and the IEC Strategy applied during the FDS is by

assessing whether there has been a change in behaviour among its

beneficiaries before and after they became part of the program.

Communication plays a vital role in promoting behaviour change and

development. Development efforts like the Pantawid Pamilyang Pilipino

Program (4P’s) should be grounded on the confidence that the people

has the capability to see what needs to be done and what they can do

to be able to participate actively in their respective communities.

In the Philippine government’s version of the conditional cash

transfer in the provision in cash grants for education and health

activities, poor families need to comply with a set of Conditionality’s

such as ensuring school attendance of children, regular visit to health

centers for immunization preventive health checkups and maternal

care and the program lasts for 5 years household-beneficiaries

(Briones, 2012). These programs are an important relief in

measure because many poor Filipinos are desperate to survive these

trying times and it seems that 4Ps is like a magic bullet for poverty

reduction. It was designed to address issues on maternal mortality and

child mortality, and as well as keep children in school for five years but

these vulnerable groups like senior citizens, chronically sick and

disabilities people. Some of the beneficiaries are not contented in the

cash grants that they received even though it reveals that most of

them expressed gratitude that with the cash grants, the health and

education status of their families were improving, thus, they need

jobs. This program was supported by the local government in the

contribution to the Pantawid Pamilya. They said that they will

continually work to find ways on how they can improve the program

and they will provide tighter mechanisms to get views and

recommendations on the program.

In regard with this situation and wondering about the problem.

We, as the researcher conducted this study in order to give and

expand our ideas and knowledge in this matter of the effects of 4ps to

its beneficiaries in barangay West General Santos City.

Statement of the problem

Specifically, it seeks answers to the following questions

1. What is the profile of the beneficiaries in terms of?

1.1 gender

1.2 age

1.3 grade

1.4 Total number of class attendance

2. What is the socio-economic status of the beneficiaries?

2.1 main source of livelihood of the parents

2.2 monthly income of the parents

3. Is there a difference between the average of the class

attendance among pupils who are 4Ps recipient and non

recipient?

4. Is there a difference between the academic performance of

the pupils who are recipient of 4Ps program and not recipient of

the program?
Significance of the study

The result of this study shall provide benefits to the following:

To the 4P’s Beneficiaries.The findings of the study shall help them

in being more open-minded on adapting a new behaviour or practice

that is presented to them during the FDS. As it will help them better

improve their relationship not only with their families but also in their

community.

To the 4P’s Workers.The findings stated in this study shall serve as

a guide for them to be able to know the areas for improvement on

their modules. It will also help them determine another way to

motivate the beneficiaries to participate well during the FDS and be

able to encourage them to apply what they have learned.

To the DSWD.This study may serve as a basis for them to use or

improve the Information, Education, and Communication (IEC)

Strategy in their programs which concerns social issues or responsible

parenting.

To the Future Researchers. This study may give them additional

information and may also serve as a basis shall they conduct a similar

or related study on the IEC Strategy.

To the National Government/Local Government Units .This study

may give them an idea on how effective their programs are in helping

the poor people. It will make them see that there is a need to do away
with welfare-approach and incentive-based programs such as the 4P’s

as it does not really provide long-term development for its

beneficiaries.

To the Development Communicators.This study may serve as a

basis for future development communicators for their dissemination of

information as to how effective are the programs of the government

like the 4P’s. It shall also help them in encouraging the concerned

institutions not to advocate and support welfare-approach programs.

To the Development Workers. This study may serve as a basis for

future developments practitioners in conducting projects or programs

like Family Development Sessions. It can add to their knowledge as to

how they could motivate the people to involve themselves in the

process of achieving the objective of the program.

To the IEC Programmers. The result of this study may serve as a

tool for them to do profiling of their target audiences before

developing a new development project or program. They must take

into consideration the cultural identity of the people who are to benefit

from the said program.

Scope and delimitation

This study focused on The IEC Strategies of the Family

Development Session and the Behaviour Change of the 4P’s

Beneficiaries.

It looked initially into the IEC Strategy used in the Family

Development Sessions (FDS). Second, is how the beneficiaries’

behaviour and belief affect the way they perceive the FDS.

Third, is how these IEC Strategies motivated them to adapt new

behaviours or make use of the services provided by the 4P’s.

The respondents of the above mentioned study are the

beneficiaries of the Pantawid Pamilyang Pilipino Program (4P’s)

in Barangay West, General Santos City.

 Chapter II

Review of related literature and studies

Related literature

An extensive body of literature that evaluated CCT programs

found that participation in such brings positive effects on families’ use

of education and health services while concurrently reducing poverty

and child labor. The World Bank, after reviewing several evaluation

studies, was able to conclude that CCTs have improved the lives of

poor people. Transfers generally have been well targeted toward poor

households, raised consumption levels, and reduced poverty by a

substantial amount in some countries. These rigorous impact

evaluations have successfully convinced political leaders in Latin

America, Africa, Asia, and the Middle East to invest in CCT programs

and investigate how they can be made more effective. In a number of

countries, those impact studies have also persuaded their political

leadership that when outcomes are uncertain and budgets limited,

random assignment to treatment and control among eligible poor

households is a more transparent and fairer selection procedure than

political handpicking.

However, the World Bank panel of experts reviewed the existing

evidence of the real impacts of CCT programs in 2009 found some

mixed results. While the programs helped reduce extreme poverty

rates, the increase in school attendance did not necessarily result in

better learning outcomes, nor did improved utilization of public health

services translate into better health. The analysis of Chaudhury and

Okamura (2012) on CCT and school enrollment in the Philippines found

an almost 9 percent increase in the enrollment among the younger

cohort aged 9-12 (as of 2011) who were eligible for grants under the

program throughout 2008 and 2011.

The program was able to help address the education gap

between beneficiary and non-beneficiary households in a short amount

of time. However, no statistically significant impact was found for the

older cohort of children aged 13-17 (as of 2011), most of whom were

no longer eligible for grants due to the age limit (14 years) set by the

program. The researchers suggested that additional measures (e.g.,

raising the age limit, increasing the grant amount for older children,

parallel supply-side interventions in the education sector) are required

to improve educational outcomes for older children. Continuing policy

debates concerning design of anti-poverty programs in both developed

and developing countries frequently include the question of whether or

not transfers should be conditioned on school enrollment or medical

checkups of children. The conditionality of transfers raises enforcement

problems (i.e., verifying that required conditions are being met), as

well as administrative problems of coordinating schooling, medical and

anti-poverty programs.

These would be justified only if there were substantial benefits of

retaining these conditionalities. Yet, there appears to be no clear

demonstration of the nature of these benefits, either theoretically or

empirically (Mookherjee and Ray 2008).

Among literature on the determinants of participation in anti-

poverty programs, most empirical works analyzes the linear

relationship between CCT program participation and household income

as a first-stage regression strategy to estimate impactson outcomes

using the propensity score models of Chaudhury and Okamura (2012),

Berhman et al.(2005, 2010). These studies find that participation is

inversely related to individual wealth, and that key correlates of

poverty (such as few assets, no land ownership, dirt floors in the

home, etc.) are associated with a higher probability of participation in

welfare programs. Moffitt (1983) was one of the first to model non-

participation in social programs as a utility-maximization decision. His

model emphasizes stigma as the main cost of participation in means-

tested programs, but can easily be extended to include other types of

costssuch as transaction costs. However, Fiszbein and Schady (2009)

suggest that in assessing whether or not to send their children to

school in response to a CCT program, parents take into account the

quality of local schools. That is, parents would more likely enroll their

children in school if the latter’s quality is higher.Llanto (2008) explains

that cash transfers have an intuitive appeal because poor households

are given the choice on the composition of their consumption bundles.

They can choose what they think is best for them in contrast to a price

subsidy for commodities such as rice or other staple food, where the

state assumes it knows what the poor needs. Interestingly, Son and

Florentino (2008) strongly argue that it is imperative to have

conditionality’s in CCT programs, especially in increasing significantly

the school attendance. They maintain that the quality of schooling

would have to be improved when administering cash transfers aimed

at sustaining poverty reduction. Targeting children from poor

households leads to greater poverty reduction at the national level

since the per-capita benefits received by the poor recipients’ families

are likely to be higher under targeted programs than universal ones.

Nevertheless, the total benefits of the transfer under the targeted

programs will be partly offset by administrative costs of identifying the

poor. Llanto (2008) argues that while it is too early to make an in-

depth assessment of this program because it is still in its initial stages

of design, an assessment of the program should be periodically done

during its lifetime. In Latin America, evaluation studies were done on

enrolment participation vis- a-vis performance level, health, and

nutrition components while dynamics of family consumption and

expenditure patterns were rarely evaluated. The distribution of cash

grants directly to mothers may have an effect on resource allocations

within households and on power relations. Cash transfers may crowd

out remittances and other private transfers to households or affect

households’ work incentives. Household-level targeting may also affect

community relations when not all members of a community are

covered by the program. Llanto (2008) further stresses that it is

important to monitor and evaluate the program’s impact, and make

adjustments in the life of the program so as to develop guidelines or

policies on how beneficiaries are to graduate from the program. In

another study by Fernandez and Olfindo (2011), the cash transfer to

beneficiary households, which increases their household income, is

estimated to reduce poverty incidence in these areas by as much as

2.6 percentage points. Manasan (2011), in her concluding remarks,

mentions that 4Ps has some early indication of success in improving

school attendance. The author further argues that the initial effect on

school attendance is not as rigorous as other impact evaluation

techniques. If the 4Ps would be effective, then in some future time,

some households should be eventually graduating from the program.

Whether or not the 4Ps will lead to behavioral change and ultimately to

the expected human capital impact, is an empirical matter.

 In 2012, the budget allocation for the DSWD increased by

PhP15.1 billion (i.e., from PhP34.4 billion in 2011 to PhP49.5 billion in

2012). This will make the DSWD the third largest gainer among the

various departments in the 2012 National Expenditure Program. The

large increase in the DSWD budget for 2012 is primarily due to the

4Ps, with the allocation for the program alone increasing by PhP18.3

billion (or 86% of its 2011 level). This amount is meant to fund the

planned expansion in the number of families benefited by the 4Ps from

2.3 million by the end of 2011 to 3 million by the end of

2012(Manasan 2011).

Thus, as Llanto (2008) puts it: “Taxpayers will naturally be

interested to know whether the 4Ps is a worthy use of public funds or

not.” Taxpayers should, thus, be assured that the expected benefits

would be realized and that ignoring programs such as the 4Ps would

lead to a great opportunity loss in the lives of poor households. The

end goal, therefore, is for this study to determine policy implications,

particularly on whether the 4Ps is an alternative or an efficient and

effective way of giving subsidies to low-income families, and whether

the expected outcomes for education, health, and nutrition can be

achieved. The “CCT programs address both future poverty, by

fostering human capital accumulation among the young as a means of

breaking the intergenerational transmission of poverty and current

poverty, by providing income support for consumption in the short

run” (Rawlings & Rubio, 2005, p. 33). Indeed, the main objective of

the 4Ps and other CCT programs is to prevent inter-generational

transference of poverty and help break the infinite cycle of poverty by

providing the children the suitable educational and health assistance

so as to help them develop the facilities for a better future. Investing

in children’s human capital and ensuring that they grow into educated

and healthy adults, is the equivalent of teaching them how to fish.

Healthy, educated children ultimately have more choices in life and are

able to become productive members of society (Bloom, 2008).

Furthermore, the implementation of the 4Ps lessens the incidence of

child labor and other forms of child abuse. In cases of the other CCT

programs implemented in other countries, there are two interrelated

mechanisms found to help combat child labor. First, through their cash

subsidy component, schooling’s directs costs are reduced, thereby

inducing families to send their children to school, as opposed to work.

Second, these programs require families to have their children attend

school, 85% of the school days per month in the case of the 4Ps, in

exchange to cash subsidy. This requirement increases the time

children spend in school and reduces the time they can allocate to

work (Gee, 2010). There is a noticeable increase in the number of

enrollees in many elementary schools in areas included in the scope of

the 4Ps, and kindergarten classes were being established to answer

the need of the community in compliance to the condition of sending

0-5 years old children in day care centers and preschools (DSWD,

2009). Subsequently, if collaborative compliance to this requirement of

the 4Ps is ensured, the literacy rate of the children is also expected to

increase.

In the long run, the 4Ps as well as the other CCT programs, aims

to establish social equality and mobility through education. As

mentioned by Gundlach, Navarro de Pablo, & Weiser (2010), the

centrality of education in poverty-reduction policies stems from the

belief that education is a powerful equalizer and the main asset of

most people. Sen & Dreze (as cited by Calvo, 2011) incorporates the

notion of inequality and social exclusion as obstacles for the

construction of a system of rights and opportunities. Accordingly,

people are poor not just because of a lack of economic resources to

satisfy basic needs, but also because they live in a social, economic

and political system which does not provide equality of opportunities.

The 4Ps intend to provide the basis for this much needed equality by

providing the poor people with the education that they could not

access otherwise.
 Malnutrition, which is prevalent among extremely poor families,

is also expected to decrease. Since it is a prime requirement for

beneficiaries to avail of the health services being offered in their health

centers such as pre- and post-natal services, vaccination, and

periodical check-ups before acquiring their money grants, the health

and nutrition of the poor families are safeguarded.

The 4Ps also promotes gender empowerment seeing as the

responsibility of managing the cash grants are given to the mother.

This decision is based on the experience in CCT programs showing that

women make relatively better use of grant money by using it to

purchase food and/or other necessities such as medicines,

transportations and school supplies.

In the nutshell, the underlying concept of the CCT programs, and of

the 4Ps as wells, is: once individuals are healthy, better fed, and

educated, they will be able to overcome poverty in the long run

(Valencia, 2009).

Like any other government program, the 4Ps also have its

disadvantages that may encumber its helpful benefits. One of the most

crucial characteristic of the 4Ps and other CCT programs implemented

in other countries is its being a ‘demand-side’ intervention instead of

being a ‘supply-side’ intervention. That is, in order to be considered as

a beneficiary of the program, one must concede with the government’s

demands and conditionalities (Coady & Parker, 2002). This is

remarkably notable in the conditions concerning education and health

services where the beneficiaries being brought into the education and

health services system instead of expanding the education and health

systems in order to reach them.

Furthermore, as previously mentioned, poverty in the country is

not only caused by the lack of economical resources, but also because

of socio-economic and political factors that prevent the equality and

distribution of resources. Although the 4Ps aims to provide the poor

with the education which is, otherwise, inaccessible, it does not

directly answer the socio-economic and political problems that are the

primary cause of poverty. In the case of the 4Ps in the Philippines, it

does not answer the issues regarding the political and economic elite

families. And poverty can only be totally alleviated if there are

programs that could target its roots.

The 4Ps will also encounter some difficulties in achieving support

from the other social classes, mainly because it does not benefit

middle-income groups which have also been steadily affected by

limited universal services and decreases in employment (Cuesta,

2007). These middle-income groups are also suffering from issues of

poverty and limited access to educational and health benefits, but are

not included in the target population of the 4Ps. The 4Ps is

programmed to help only the extremely poor.

Another major disadvantage of the 4Ps implementation is that it

requires a huge amount of finance which we do not have at the

present. The 4Ps is a loan driven program, much of the funds

constituting the conditional cash grants given to beneficiaries are

generated from loans abroad, particularly from the United States. By

the tail-end of August 2010, the Asian Development Bank (ADB)

approved a US$400 million loan specifically for the 4Ps which will run

from 2011 to 2014. This comprises 45.2 per cent of the total cost of

US$884.2 million, where US$484 million serves as the government’s

counterpart. Having ADB’s US$400 million in addition to the World

Bank’s US$405 million, makes two-thirds of the whole 4Ps from 2009

to 2014 comprised of loans (Somera, 2010, p. 6). Arguments against

the 4Ps point out that despite the large amounts of financial resources

needed to implement the program; it does not generate guaranteed

returns to the economy as much as infrastructure projects like

construction of roads, bridges, and railways do.

 Profile of the Respondents 1.1.Gender 1.2.Age1.3.Grade level1.4.
Totalnumber of children in thefamily

Family socio-
economic status
1.1.Main source
of livelihood
Conceptual Framework Schematic Diagram of the Conceptual Framework of the

Study

1.2.
This study used schematic diagram shows the profile of the

respondents which composed of gender, age, grade level of the

respondents, and total number of children in the family and family

socio-economic status which includes main source of livelihood and

family monthly income.

With these, it links to 4P’program and results to the

expected high academic performance of the students. This explains

further that

through the aid of the 4P’s program from the government to the

selected recipients, academic performance of the elementary pupils in

Cabulisan Elementary School has a chance to increase. All the

independent variables and dependent variables are clearly discussed

and explained on how these would influence the results of this stu
Definition of Terms

Behaviour Change – It is the expected outcome when the people

like the 4P’s beneficiaries are motivated to adapt

a new behaviour and is able to become self-reliant through the

influence of the services provided by the 4P’s. In this study, the

examples of behaviour changes are: self- reliance, becoming closer as

a family.

 IEC Strategy – it is an important part of any development program

of a country which aims to achieve behaviour/attitude changes in

selected audiences. In this study, the Family Development Session is

the IEC strategy used by the 4P’s in promoting behaviour change

among its beneficiaries.

 Family Development Sessions – It is one of the conditionalities of

the 4P’s, which aims to strengthen family relationships and promote

responsible parenthood.

 Self-Reliant- They are individuals who are resourceful enough to be

able to sustain their needs and who no longer depend on the help

provided by any person or institution. In this study, this is the

behaviour the researchers would like to see in the respondents where

they can already address the needs of their children and family (e.g.

educational needs, health needs).

CHAPTER 3
Research Design and Methodology
This chapter provides the background and other basic information of
the research paper. It explains the procedures to follow and the
approach used in making the research. It includes the research design,
the respondent’s profile, the research instrument and the methods
used in data gathering, analysis and data treatment.
Research Design
This study used the qualitative research method, wherein the
researchers utilized the interview method and observation method.
The said interview method helped the researchers see the
effectiveness of the Information, Education and Communication (IEC)
Strategies of the FDS modules in motivating the respondents to
become self-reliant.
The researchers interviewed the beneficiaries one by one in their
homes. The responses of the respondents had to be synthesized into
one as they have similar answers to each question.
As for the observation method, it enabled the researchers to look into
how the 4P’s workers conduct the FDS and the F D S | 38
participation of the respondents during the session. The researchers
observed one session keeping in mind to look into the following: 1)
flow of the session 2) facilitator’s tone and volume of voice 3)
language used in facilitating 4) visual aids 5) time and duration of
session 5) active participation of the beneficiaries and 6) interaction
between the beneficiaries to the facilitator and to one another.
Respondents Profile
The respondents of this study are the beneficiaries of the 4P’s Program
in barangay Balatas in Naga City, Camarines Sur.
Research Instrument
The method used in data gathering included an interview guide that
was formulated in Filipino. The researchers found this method to be
useful and effective.
The said guide was divided into two parts: the demographic profile of
the respondents. Then it was followed by questions that answered the
objectives of the study.
On the first part of the interview guide are questions regarding the
respondent’s past behaviour before they became a beneficiary of the
4P’s. The second part, are questions about the modules of the Family
Development Session (FDS) and how did it help them and their family
relationship.
F D S | 39
On the third part, are questions that shall determine how significant
are the modules discussed during the FDS and the 4P’s program.
The researchers also used the observation method in evaluating the
IEC Strategy applied in conducting the Family Development Session
and its modules.
F D S | 40

Methodology
Surv
ey.
This paper makes use of data on two groups: (1) households
that participated in the
program (beneficiaries); and (2) households that were not
enrolled but eligible for the program,
and lived in intervention areas (non
-
beneficiaries).
The 10 barangays
in Cebu City had a total of
2,665 beneficiaries when the program was implemented. A total
of 265 households, both
beneficiaries and non
-
beneficiaries from 10 sites, was targeted (Table 1). This sample
included
10 percent of the total number of beneficiarie
s. Both data groups were randomly selected.
Moreover,
structured interviews (comprising of open and closed questions)
were administered
using a survey instrument designed to capture socio
-
economic and demographic data, program
13
enrollment data, criteria fo
r selection, program implementation information, acceptability
and
level of satisfaction, impressions, benefits obtained, and issues
and concerns.
Table 1: Cebu Barangays and Number of Beneficiaries.
10 Cebu City
4Ps
Barangays
Total Number of
Target Num
ber of
Households
Actual
Beneficiary
-
Households
@10% only
Beneficiaries
Non
-
beneficiaries
Duljo Fatima
253
25
13
12
Inayawan
414
41
21
20
Kalunasan
324
32
16
16
Mambaling
795
79
40
39
SawangCalero
159
16
8
8
Sudlon I
135
13
7
6
Sudlon II
188
19
10
9
T. Padilla
77
8
4
4
Tagbao
132
13
7
6
Tejero
188
19
10
9
Total
2,665
265
136
129
Key Informant Interviews and Focus Group
Discussions.
These components were carried out to
supplement the data generated from the survey. Semi
-
structured guide qu
estions were designed
to gather qualitative data from key informants characterized by
consensus, depth, and detail. For
this component, participants were purposively selected and
categorized into (1) local government
unit (LGU) through the Gender and Deve
lopment (GAD) focal (one from each barangay),
citilink and media officer of the Department of Social Welfare
Services (DSWS); (2)
Department of Social Welfare and Development; (3) Department
of Education; and (4)
Department of Health. Consent was obtaine
d from the discussion participants and interviewees.
Furthermore, they were informed of the need to record the
interview or proceedings. Data were
culled from the transcription of the proceedings particularly when
qualitative data were needed
to enrich t
he research.
Documents Review.
Secondary data analyses were carried out using the reports of
the monitoring
information system of the 4Ps, to wit: (1) results of the household
assessment; (2) household
beneficiary update system; (3) compliance verificati
on system; (4) grievance redress system; and
(5) payment system.
Empirical
Approach
. Logistic regression analysis was employed to specifically
address
objective number three in the study. A model of participation in
Mexico’s CCT was adopted for
14
this stu
dy. The independent variable is participation in the program
while the independent
variables used are profile of household head and spouse,
household composition, asset ownership,
type of construction materials used in the house, type of water
source, mon
thly expenditure on
electricity, and barangay
-
level characteristics.
Data Processing and Plan for Analysis.
The survey data was processed using statistical software,
and analyzed using simple frequency distributions. Qualitative
results were analyzed ac
cording
to identified
themes. A comparison between the two groups of households
-
beneficiaries; and
households who were not enrolled but eligible for the program
and lived in intervention areas
(i.e., the non
-
beneficiaries) were done using descriptive stat
istics.
Discussions
SOCIO
-
DEMOGRAPHIC CHARACTERISTIC OF 265 HOUSEHOLDS
(Beneficiaries and Non
-
Beneficiaries) from Cebu City’s Barangays
Household survey
This section provides selected socio
-
economic information on both beneficiary and non
-
households
from 10 target sites to give some context to their views and
impressions on the
implementation of the 4Ps in their respective barangay. Data will
serve as guide when assessing
the extent the 4Ps has contributed to achieving the government’s
expected outco
mes on the
education, health, and nutrition of low
-
income families. The level of acceptability and
satisfaction toward the 4Ps as well as the problems encountered
during the project’s
implementation will be presented herein. Beneficiaries’
suggestions for
improvement will also be
considered. Results are based on structured and semi
-
structured interviews with household heads
or their spouses.
Background characteristics
Table 1 presents the distribution of households per barangay. A
total of 265 (composed
of 136
beneficiaries and 129 non
-
beneficiaries) randomly selected households were visited and
15
interviewed. These represent 10 percent of the total number of
beneficiaries in each of the 10
barangays where 4Ps were implemented. The most number of
responde
nts were from
Mambaling, Cebu City,
and the
program site where the Badjao community resides. A total of 79
households were interviewed from this barangay alone. This is
followed by Inayawan, another
densely populated area in Cebu City with a total of 41
households interviewed. Completing the
list of sites with the top three households interview
ed is Kalunasan (32 households)
.
Table 2 compares beneficiaries and non
-
beneficiaries in terms of level of education. Among the
beneficiary households, there we
re
considerably greater female respondents (98%) than male
(2%), owing perhaps to the fact that women
-
mothers are those primarily involved in the 4Ps
activities. Hence, it is also presumed that the women possess
more knowledge about the program.
While Sawa
ng Calero, Mambaling, T. Padilla, and Sudlon II registered the
lowest mean age, at
37, Sudlon I registered the highest mean age, at 44, followed by
Inayawan and Tagbao, at 43.
The mean age of respondents in all the 10 barangays is 40.
Table 2: Respondents’
Level of Education.
Table 2 also shows the schooling levels of the sample
population. A little over 50 percent of
beneficiaries had reached or finished elementary education;
more than a third have reached or
TOTAL
Code
SC
DF
M
INA
TP
TEJ
KALU
SUD1
SUD2
TAG
N
%
Beneficiaries
Gender
Male
-
-
-
14.3
-
-
-
-
-
-
3
2.2
Female
100
100
100
85.7
100
100
100
100
100
100
133
97.8
Education
None
-
-
17.5
-
-
-
6.3
-
-
14.3
9
6.6
Elementary
37.5
53.8
45
52.4
-
30
68.8
57.1
90
57.1
70
51.5
High School
62.5
46.2
37.5
42.9
75
60
25
14.3
10
28.6
52
38.2
College
-
-
-
4.8
25
10
-
28.6
-
-
5
3.7
Mean
h.s
.
elem.
elem.
h.s.
h.s.
h.s.
elem.
h.s.
elem.
Elem.
elem.
Non
-
Beneficiaries
Male
-
-
-
10
-
-
-
-
-
-
2
1.6
Female
100
100
100
90
100
100
100
100
100
100
127
98.4
Education
None
Elementary
25
8.3
20.5
35
25
11.1
18.8
100
44.4
50
36
27.9
High School
62.5
66.7
66.7
60
75
77.8
81.3
-
55.6
50
82
63.6
College
12.5
25
12.8
5
-
11.1
-
-
-
-
11
8.5
Mean
h.s.
h.s.
h.s.
h.s.
h.s.
h.s.
h.s.
elem.
h.s.
h.s.
high school
Mean
h.s.
h.s.
h.s.
h.s.
h.s
.
h.s.
h.s.
elem.
h.s.
h.s.
high school
16
graduated from high school
; and close to 4 percent have had some years in college (See
also
Figure 1). Those who have never been to school account for 7
percent of the sample. These
results show that respondents generally have low educational
attainment.
On the side of the non
-
ben
eficiary households
, except in Inayawan, all of the respondents are
female (98%). Barangays that registered the lowest mean age
(at 32) are Sawang Calero,
Mambaling, and Kalunasan, while Sudlon I registered the highest
mean age, at 47 (Table 3). On
the who
le, the mean age of respondents in the 10 barangays is 36, a
figure lower than that of the
beneficiary group. In reference to the schooling levels, results
show that, just like in the case of
the beneficiary group, respondents generally have low
educationa
l attainment, with more than 60
percent having reach the high school level only.
Table 3 shows that 59 percent of the 136 beneficiary
-
respondents were born in Cebu City and 18
percent were born in other areas in Cebu Province. While 9
percent
of respondents came from
other places in the Visayas region, the remaining 15 percent of
them were born in other places in
the Philippines. On average, households in the 10 target sites
have lived in the barangay for more
than seven years. Across all site
s, households have an average of seven members.
Table 3: Respondent’s Age, Place of Origin, Length of Stay in
the Barangay, Household Size
(Average), Number Age of Children (0
-
14).
Code
TOTAL
SC
DF
M
INA
TP
TEJ
KALU
SUD1
SUD2
TAG
N
%
Beneficiaries
Mean Age
37
39
37
43
37
41
42
44
37
43
40
Place of
Origin
Cebu City
50
69.2
55
38.1
50
70
50
85.7
70
100
80
58.8
Other places
Cebu Prov.
37.5
7.7
12.5
23.8
-
10
43.8
14.3
10
-
24
17.6
Figure 2. Level of Education, Non beneficiary
Respondent
Figure 1. Level of Education, Beneficiary Respondent