Project relevance at the aggregate level

Both school authorities (administrators, deans and guidance counselors) and students (student implementers, peer facilitators and student beneficiaries) assessed the campus-based project on the whole as significant. One, because they perceived that it caters to the need of universities and students for information, counseling and skills in adolescent health, sexuality and development. At present, these do not exist in campuses. Authorities and students felt that campus-based adolescents require said services and activities because many of them are involved in boy-girl or homosexual relationships, sexual intercourse and illicit drug use; and in the process face the attendant complexities and consequences of these experiences. It was added that many of these students likewise experience problems related with their families and parents.

Two, authorities and students also regarded the campus-based project as relevant because in their views, it fills in the need of students for greater opportunities through which they can be more productive and through which their potential as leaders can be tapped or strengthened. Currently, there are scores and scores of students in university campuses whose leadership skills are left underutilized or undeveloped. As the campus-based project demonstrates, however, these young people - given proper exposure and opportunity - can become capable and effective implementers, facilitators and educators of the campus-based project.

Beyond the general appeal of the campus-based project, university management and students found it acceptable because it serves certain functions:

A. University
From the perspective of school authorities, specifically, the campus-based project was regarded as relevant because it answers the need of the institution for more information, counseling and skill formation services. Prior to the campus-based project, participating universities - for various reasons - had no regular information dissemination activities; and had no or only had limited peer facilitators as far as adolescent sexuality is concerned.

Quotations:

• "It was part of my dream to have peer counselors because our counselor-counselee ratio here is about one to 500. I did not have time to train peer counselors and the campus-based project did just that. The project was thus an enhancement or enrichment of our guidance services.” (Guidance counselor)
• “The project bolsters our effort to address adolescent issues such as premarital sex. Before, we did not have any information given to our students on the topic.” (Guidance counselor)
• “The campus-based project has involved us into the process of looking for techniques to deal with youth concerns. In a way, it is a discovery for many of us here.” (Guidance counselor)

The appeal of the project to university management was also enhanced by the fact that it does not require participating universities to spend their own funds in implementing planned activities.

B. Students
For student implementers, the project gives them a chance to hone or strengthen their leadership skills particularly their ability to organize campus-based activities and mobilize students’ participation. In addition, the project enables them to broaden their horizon and to develop their creativity.

Quotations:

• "Dahil sa project na ito, nagkaroon ako ng tamang exposure. Ang confidence ko sa sarili ko ay lumakas at nagkaroon ako ng pananaw sa buhay.”
• “I wanted to know kung meron akong ibubuga as a leader.”
• “It provided me another opportunity to be involved with a topic that is not in line with my course. I find it rather a challenge.”

For peer facilitators - who either were already peer facilitators before the project started or became such upon the project’s introduction - it means opportunities or more opportunities to learn more about adolescence and what goes within this phase; to know more about themselves or about adolescent health, sexuality and development; to develop or sustain their capabilities; to serve the university; and to help fellow students.

Quotations:

• “I felt that my life had no direction. When I joined the campus-based project as a peer facilitator, I sensed that I could help other people. This experience has helped me gain self-confidence.”
• “Marami akong natutunan dahil isa rin akong kabataan. Bilang isang peer facilitator, mas na-exposed ako sa mga problema ng mga kabataang katulad ko.”
• “Before becoming a facilitator, I had lots of questions. But with my involvement in the campus-based project, I have already found and understood answers to those questions.”
• “Dahil sa project, ngayon alam ko na kung paano maiwasan ang mga hindi kanais-nais na epekto ng pagkakaroon ng relasyon at ng sex.”

• "Ang akala ko kapag sexuality ang pinag-uusapan, lahat ng usapin tungkol dito ay iyong pakikipagtalik. Hindi pala, mas malawak pa pala ang kahulugan nito. Kasama na dito ang tungkol sa values, attitudes and beliefs.”

For students who participated in film showings, symposia, and/or read the so-called “freedom board,” these exposures have offered them new or additional knowledge (both theoretical and practical) about the issues at hand; and allowed them to gain new friends as well.

Project strategies: What they said about them

A. Off-classroom-based approach
University authorities and students have rated the project’s campus-based approach quite positively.

The approach’s winning point - being off-classroom - is that it presents a more condusive environment for students to participate more openly. Such is the case because students would be less inhibited from expressing themselves because they are not being graded and their teacher is not present. Less inhibition may also contribute to students’ predisposition to be more creative and imaginative in carrying out their activities.

However, according to school authorities, students’ freedom and creativity can go beyond what the universities perceive as proper, acceptable and appropriate. For example, in one instance, videos with sexually suggestive scenes were shown, and “sensitive” newspaper articles were displayed in freedom boards. School authorities assessed that they should have seen these before they were released; and likewise viewed that students have to be guided and supervised while implementing the activities as the topic was regarded as “sensitive.”

Quotations:

• "I told my students that before they allow the tapes for viewing among students, I have to see them first. There should be boundaries of what ought to be given to young people.” (Guidance counselor
• “Kahit na kami ay medyo independent sa aming mga ginagawa, kailangan pa rin ng gabay ng nakakatanda. Kasi sila ang mas nakakaalam kung ano nga ba ang tama o hindi sa aming mga ginagawa.” (Student implementers)

Because participation hinges on volunteerism, student implementers and university authorities said that on many occasions, just a few students get involved in symposia and film showings because of lack of university authorities’ or teachers’ support.

Quotations:

• "Some teachers do not allow their students’ attendance in talks or film showing.” (Student beneficiary)
• “Minsan iyong excuse slip na issued ng Office of Student Affairs is not honored by the teacher.” (Student beneficiary)

Even in some instance where there exists the support of the university and faculty members, still there would be difficulties - at times - enjoining students to attend relevant activities because:

• "Students do not attend because they always say they already know the topic.” (Student implementers)
• “Symposia are boring.” (Student implementers)
• “There is no popular star.” (Student beneficiary)

The feeling was that to increase participation, student implementers and school authorities said that they have to network with and encourage/require teachers to bring their students to symposia and talks; and to give students additional points.

Some university authorities did not consider the project’s immediate coverage of the whole campus as a sound approach.

For one, it posed difficulty in bringing varying groups and individuals across the campus for meetings because of their varying schedules and commitments. For another, there was no clear thought about how the topic can be made relevant to students whose courses cover computer sciences, commerce and business, and engineering.

On this, the FAD management said that the project was never intended as a university-wide undertaking, but it contended that where there is an opportunity, covering the entire university would be a distinct advantage. However, the FAD management was amenable to a participating university’s suggestion - given the constraints and conditions within the university - of the need to first focus on a college that is likely to find the topic relevant. For example, in the college of arts and sciences, experiences and innovations can be generated which then may be replicated in other units in the campus.

B. Utilization of students as implementers
The idea of employing students as implementers - many of who are elected leaders of recognized campus organizations - to jumpstart the project in universities was deemed acceptable.

Quotations:

• “Mas madaling maka-identify ang mga kabataan at hindi mahihiya kung ang leaders ng campus-based project ay kasing-edad nila.” (Student implementers)
• “We have no additional staff to carry out this campus-based project activities. Students are most appropriate. After all, the activities are for them and it is just right that these are organized and led by them.” (Guidance counselor)

Its winning point is obvious: as per FAD management’s words - “Student implementers being in some top positions in their respective organizations can endorse and advocate for the project’s acceptance among other leaders and student bodies.”

This approach while strategic unfolds some pressing concerns.
Although some student implementers have endorsed and to an extent advocated for the project, their tenure as implementers was short-lived because they already graduated from their courses.

According to FAD management, they have the criterion of selecting student
implementers who are in their third year. This to ensure that students would at least
have two years before their graduation that can be devoted to working for the campus-based project. This then assures that the FAD management would be able to get back its investment - in terms of training - that it provides student implementers.

Despite the criterion, there were instances when this criterion - for varying reasons and conditions - was not applied to some students. FAD felt that university authorities should observe strict compliance of this criterion in the future.

Who shall replace the current crop of implementers to sustain the campus-based project? How shall the project continue to receive support from school authorities?

The FAD management envisions that for sustainability of the project - in the way of having a steady stream of student implementers - a training of trainors (outgoing student implementers to train the incoming group) will be initiated. A training among students is not only being planned by FAD, but also a training among administrators.

C. One major offshoot: creation of integrated organizations
Outside of the planned approaches of the project, one unintended outcome was achieved. That is, some Student implementers - during their leadership training - introduced the idea of creating an organization that would be concerned about adolescent reproductive health. During said training, these students readily came up with names for their organizations:

MLQU - Integrated Youth Organization (IYO)
PUP - Student Teen Development (STD)
AU - FAD Core Group
STI - Student Youth Development (SYD)

UE has no counterpart organization. Currently, PUP’s STD does not anymore exist, but the education committee of the University’s Student Center is the one to take over. AU’s FAD Core Group has been changed to “DOSA” (Development Organization for Social Awareness). Many of these formed organizations have memberships from various groups and organizations across the campus, hence they are called “integrated.”

The winning point of having an organization managing the campus-based project in campuses is clear: it defines who is responsible and in-charge of its implementation and management.

However, the tasks do not start and end with these organizations being established.
The campus-based project has to guide the leaders in making their organizations function effectively. Students interviewed conveyed their need for information and skills in basic or advanced organizational management; team building; fund generation and networking; and in interpersonal relationships.

Quotations:

• “Hindi kami tinuruan kung papano magpatakbo ng aming organisasyon. I think kailangan namin iyon kasi hindi pa naman kami masyadong marunong kung paano mag-tackle ng adolescent topics.”
• “Siguro dapat may gabay sa simula. Kasi nangapa kami. Hindi namin alam kung paano kumuha ng panggastos sa aming mga proyekto.”

One particular issue raised among school authorities and students was that the campus-based project while requiring their organization to implement activities has not specified to them where to get the necessary funds. In all cases, student implementors shell out their personal monies just so they could carry out the activities. At times, the activities are shelved because of lack of funds.

It appears that there is no shortage of students (not necessarily those leaders of existing organizations) who want to take the helm of implementing the campus-based project in their university. However, there should first be a corresponding support in organizational management and some modest funding assistance for them. It was likely due to the absence of these forms of assistance - along with other factors and conditions - that PUP’s STD and its scheduled activities failed to take off.

Some student implementors expressed the lack of support from their guidance office or student affairs office for their activities.

Quotation:

• “Ang feeling namin, parang kulang ang binibigay na motivation ng guidance office sa amin. Saka kulang din ang motivation na binibigay sa estudyante para sumali as aming mga activities.” (Student implementor)
• “The Office of Student Affairs should endorse the activities to teachers so that the latter can give points to participating students.” (Student implementor)

The campus-based project also has to see through these organizations fulfill the requirements in their respective universities for official and formal status. Currently, these FAD-inspired organizations are not officially recognized. They therefore require assistance in drafting constitution and by-laws, and electing officers to be able to attain formal status.

Project activities: Comments and recommendations

In a span of more than a year, a number of activities were accomplished involving student implementors, peer facilitators and student beneficiaries. These include the 3-day training, symposia, film showings, counseling, exposure trips and installation of freedom boards.

Quotations:

A. On peer counseling

Comments

• “Peer facilitating and counseling answer a basic need of students. They do not want to visit the guidance office because they do not wish to be identified by us. With their friends, it is fine.” (Guidance counselor)
• “My friends are more open to me regarding their problems because I am of the same age. Peer facilitating is really helpful to my fellow students.” (Peer facilitator)

Recommendations

• “Dapat may follow-up and advanced training on counseling.” (Guidance counselor and peer facilitator)
• “There ought to be a personality test among peer facilitators before they are allowed to counsel.” (Guidance counselor)
• “There should be a head counselor to closely monitor the cases handled by peer facilitators.” (Guidance counselor)

B. On training

Comments

• "I was very happy with the training. Very good.” (Student implementor)
• “Masaya ang training.” (Peer facilitator)
• “Maraming pagkain sa training. Parang pumunta kami sa kainan o fiesta.” (Student implementor)
• “The training was the most unforgettable event in my life. I realized a lot of things and improved my self-confidence.” (Student implementor)
• “The training was not technical. Parang nag-usap-usap lang kami ng aking mga barkada. Through it, I gained an open mind.” (Student implementor)
• “The training was short and we discussed a lot of things.” (Peer facilitator)

Recommendations

• “The money spent on too much food during the training should have been saved to finance additional training or other expenses of the student organizations.” (Student implementor)
• “The training should have taught us about leadership and organizations.” (Student implementor)
• “More time.” (Student implementor and peer facilitator)

C. Symposia

Comments

• "Because of the talk, I became aware of sexual harassment. Nalaman ko na at hindi ko na ito gagawin.” (Student implementor)
• “Iyong isang symposium that I attended was disorganized. Nag-cramming ang organizers.” (Student beneficiary)

Recommendations

• "In a symposium, I was informed about what it is but he was not told how to prevent it and how to deal with it. Like if I will be harassed, what shall I do next?” (Student beneficiary)
• “Dapat hindi mag-schedule ng talk kung may exam.” (Student beneficiary)

D. Exposure trip

Comment

• “Ang agency tour at Remedios AIDS Foundation, Women’s Crisis and Dangerous Drugs Board was effective. It’s good to talk to people who are experienced.” (Student implementor)

Recommendation

• “More agency visits.” (Student implementor)

E. Film showing

Comments

• “Maganda ang videos.” (Student beneficiary)
• “May dating kasi nagpapakita ng katotohanan.” (Student beneficiary)

Recommendation

• “There should be more film showing.” (Student beneficiary and student leader)
• “Dapat ang FAD project mag-donate ng television at video cassette recorder so that we can show more videos to idle students inside the campus.” (Administrator)

F. Freedom board

Comments

• “Dati meron kaming freedom board at ang daming estudyanteng nagsulat ng kanilang mga opinyon. Pero sinira ito ng ibang estudyante. Siguro naiinggit. Kaya nilagyan na lang namin ng salamin.” (Student implementor)
• “Since we have that freedom board, the vandalism in our comfort rooms has declined.” (Guidance counselor)

Recommendations

• “We should make the freedom board bigger.” (Student implementor)
• “There has to be some kind of standards that we have to follow in terms of what is to be placed on the board. Morals existed in the past and they shall exist in the present.” (Guidance counselor)

G. General comments and recommendations

• “Advertise the activity well and personalize it. For instance, bring a PWA if the topic is about AIDS, and bring a drug addict if it’s on drugs.” (Student beneficiary)
• “Kulang sa funding. Walang materials.” (Student implementor)
• “Speakers should be animated, with sense of humor, and should get the “kiliti” of the audience. But the jokes should be fun and wholesome.” (Guidance counselor)
• “They need assistance in the technical and medical aspects of, for example, abortion.” (Guidance counselor)

The future

Almost all school authorities and students felt that the organizations and activities initiated through the campus-based project should be continued and sustained. They also communicated their willingness to continue these organizations and activities even when FAD formally withdraws at some point in the future. The feeling however is that there has yet to be an effort - coming from FAD itself - to further establish these groups and activities in their respective campuses. At present, their assessment is that these organizations and activities are just in their formative stage having been established and implemented, respectively, for just about a year; and as such will need some more time before these become well-developed and institutionalized within the university structure. A glimpse of the foregoing text does show that there exist a number of challenges yet to be accomplished under the campus-based project. To where can the project be led hinges on what will be done here and now.