THE PANTAWID PAMILYANG PILIPINO PROGRAM (4Ps) AND

ACADEMIC PERFORMANCE OF SELECTED ELEMENTARY

PUPILS IN BOTOLAN, ZAMBALES

A Research Proposal
Presented to the Director of the Graduate Studies
RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY
Iba, Zambales

In Partial Fulfilment
Of the Requirements for the Degree
Master of Arts in Education
Major in Educational Administration

by:
MEERA JOY D. BLANCO
MAED STUDENT

Chapter 1
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 the poor people are just dreaming and thinking about how good it is going to be if
they are rich, but still they will never do anything about it. Most of them associate with
the same people with the same level in the society. Poverty is every bodys 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 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 and 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.
Every parent wants the best for their children. They want their children to finish
their studies, unfortunately, there are many poor families who cannot afford or provide
for the education of their children. Some families can only afford to eat one meal a day
and cannot send their children to school. Sometimes the parents encourage their children
to work and earn for their living, so that they can have something to eat. We cannot blame
them, because sometimes it is better to have something to eat, than to have something to
feed the mind.
Every youth deserves a better education to be the next leader not only of their
generation but of the country as well. We should also take care of their welfare.

Our

government aims to lessen or eradicate extreme poverty in the country through investing
in health and education. This program would expect to help this situation in coping with
everyday life of the Filipino people. Furthermore, it is something new in government
program that will not just help todays family but to inspire the countrys next generation.
Pantawid Pamilyang Pilipino Program ( Bridging Program for the Filipino Family), also
known as 4Ps and formerly Ahon Pamilyang Pilipino, is a conditional cash transfer
program of the Philippine government under the Department of Social Welfare and
Development. It is patterned on programs in other developing countries like Brazil (Bolsa
Familia) and Mexico (Oportunidades). The 4Ps program now operates in 17 regions, 79
provinces and 1,484 municipalities and 143 key cities covering 4,090,667 household
beneficiaries as of 25 June 2014. It was renamed Pantawid Pamilyang Pilipino Program
(4Ps) by DB Mayler, G. Amolata and Aicris Floren on July 16, 2008 by administrative
order number 16, series of 2008 and set implementing guidelines. Pantawid Pamilyang
Pilipino Program is a human development program of the national government that
invests in health and education of poor households, particularly of children aged 0-18
years old.
The 4Ps - as adapted from the Conditional Cash Transfer Programs in Latin
America - is a poverty reduction strategy that provides cash grants to extremely poor
households to allow the members of the families to meet certain human development
goals. The focus is on building human capital of poorest families (health/nutrition and
education) given the observation that low schooling, ill health and high malnutrition are
strongly associated with the poverty cycle in the Philippines.

Aside from this, 4Ps also helps fulfil the countrys commitment to meet the
Millennium Development Goals, namely: (a) Eradicate Extreme Poverty and Hunger, (b)
Achieve Universal Primary Education, (c) Reduce Child Mortality, (d) Improve Maternal
Health, and (e) Promote Gender Equality. Furthermore, the program is also aligned with
the DSWDs goal of poverty reduction and empowering the poor and vulnerable groups
of society. Likewise, it is also a part of the Departments Reform Agenda under the
National Sector Support for Social Welfare and Development Project.
This study aims to know if the 4Ps beneficiaries are more aggressive in attending
their class compared to non-4Ps thus helping the Department of Education to decrease the
drop-out rate. It also aims to know if the 4Ps beneficiaries are more motivated with
regards to their academic performance because of the cash allowance given to them
monthly. Further, this study will determine whether the beneficiaries are able to cope with
the required average every grading period and this may help monitor the progress of the
program.

THEORETICAL FRAMEWORK

The theoretical bases of this study are the Human Capital Theory, Social Capital
Theory Spillover Effects and Maslows Hierarchy of Needs Theory. Human Capital
Theory indicates the importance of investments in human capital of a country, while
Social Capital Theory, which explains social network where individuals work together to
improve well being. Spillover effects refer to the externality that is sourced from CCT.
Human Capital Theory
Human capital refers to the set of skills that an individual can contribute to
productivity. These skills are usually dependent on education, health and work ethic of
an individual (LSE Economics, 2014). Moreover, Schultz also established that education
and productivity are factors that are positively related (Kern, 2009). Hence, the human
capital theory states that when capital is invested in education and training programs, then
human capital will improve (Fitzsimons, 1999). Human capital can make an impact on an
individual

(employment

opportunities),

organizational

(core

competencies

and

competitiveness) and societal (socio-political development) level. Furthermore, Kwon

(2009) cites that human capital can be measured using an output-based approach (through
measuring school enrolment rates, literacy and other educational variables), a cost-based
approach (through measuring the costs of education) and an income-based approach
(through measuring the benefits incurred through education and training). Putting all the
aforementioned insights into perspective, it is intuitive that returns on human capital stem
from the education and health invested on children. For a given household, investments
on children depend on the household income and number of children in the household.
For a given level of income, more investment is distributed on each child with fewer
children in the household. With this, countries with little human capital are usually

characterized by large family size and invest little on each child. On the contrary, those
with abundant capital invest more on fewer kids. Thus, a country would be well off if
there are more investments in children, and long-term physical capital accumulation
(Tamura et al., 1990).
Social Capital Theory
According to Garson (2006), social capital can be defined as the resources that are
integral in social relations, which help facilitate cooperative and collaborative action
within a society. Given that a conditional cash transfer program is a part of a social
network where individuals develop social relationships in order to strengthen their well
being, social capital is imperative with regard to the programs success, especially since
the social network in this study is composed of the government, the community, and the
household members. Using the social capital theory as a basis, the cash transfer program
can be seen as a form of social protection method in order to alleviate poverty and
vulnerability through giving cash transfers. Hence, there is a need to develop relationship
between the government and community for a proper implementation of the program
(Ressler, 2008).
Spillover Effects
Spillover effect is defined as the unintended impact of a certain program on
individuals that are not targeted by the program (Jaffe, 1996). Spillovers can also be
viewed as externalities, which could be positive or negative depending on the private and
social gains and costs incurred (Helbling, 2010). As such, spillover effects may also be
present in CCT programs. This is because the resources that the beneficiaries use are the
same resources used by non-beneficiaries (Angelucci et al., 2010). In addition, the social

interactions between beneficiaries and non-beneficiaries could have an influencing factor

on the non-beneficiaries. For instance, children from non-beneficiary households may
share the academic materials that are given to children from beneficiary households
(Angelucci et al., 2010). Overall, externalities can be attributed to CCT programs,
especially with regard to schooling (positive effect on school enrolment), economic
(positive effects on inequality and food consumption), social (positive effects on human
and physical capital prospects) and health (positive effects on nutrition and health
consciousness) indicators (Lehmann, 2010).
Maslows Hierarchy of Needs Theory
Maslow's hierarchy of needs is a theory in psychology proposed by Abraham Maslow in
his 1943 paper "A Theory of Human Motivation" in Psychological Review. Maslow
subsequently extended the idea to include his observations of humans' innate curiosity.
His theories parallel many other theories of human developmental psychology, some of
which focus on describing the stages of growth in humans. Maslow used the terms
"physiological", "safety", "belongingness" and "love", "esteem", "self-actualization", and
"self-transcendence" to describe the pattern that human motivations generally move
through.

Conceptual Framework
Independent Variable

Dependent Variable

Profile of the
Respondents
1.1.
Age
1.2.
Sex
1.3.
Grade level
1.4.
Total number of
children in the
family
1.5.
Ethnic group
Family socio-economic
status
1.1.
Main source of
livelihood
1.2.
Family monthly
income

Academic
Performance of
the 4ps
Beneficiaries

Figure 1. The Paradigm of the Study

Figure 1 shows the paradigm of the study on the relationship of the variables
used. For the Independent Variable (IV) consists of the profile of the respondents which
composed of sex, age, grade level of the respondents, total number of children in the
family, ethnic group and family socio-economic status which includes main source of
livelihood and family monthly income. With these, it links to 4Pprogram and results to
the expected high academic performance of the students.
This explains further that through the aid of the 4Ps program from the
government to the selected recipients, academic performance of the selected elementary

pupils in Baquilan Resettlement School 1 and Loobbunga II 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 study.
As we have learned, education is the only weapon to battle against poverty. If a
child has ample education means a greater chance him or her to own a brighter tomorrow.
However, one of the prevalent problems in our society nowadays which is called poverty
continuously affects the lives of the majority. Thus, education of a child has possibilities
to be deprived. The family socio-economic status where a pupil comes from is one of the
reasons for this common dilemma. But with the intervention implemented by the
government this dilemma would result into a better future of each young citizen.

Statement of the Problem

This study seeks to determine the 4Ps program and the academic performance of
the selected elementary pupils of Baquilan Resettlement School 1 and Loobbunga II
Elementary School. Specifically, it seeks answers to the following questions.
1. What is the profile of the respondents in terms of the following:
1.1 Age
1.2 Sex
1.3 Grade Level
1.4 Ethnic Group
1.5 Total number of class attendance
1.6 Total number of children in the family

1.7 Main source of livelihood of parents

1.8 Monthly income of the parents

2. How is the academic performance of the 4Ps recipient as to:

a. attendance
b. grade (average)
3. Is there a difference between the average of class attendance among pupils who are
4Ps recipients and the non-4ps respondents?
4.

Is there a difference between the academic performance of the pupils who are

recipients of 4Ps program and not recipients of the 4Ps program?

5. Is there a significant relationship between 4ps recipients and not 4Ps recipients to
their academic performance?
Null Hypotheses
1. There is no difference between the average of class attendance among pupils who
are 4Ps recipients and the non-4ps respondents?
2.

There is no difference between the academic performance of the pupils who are
recipients of 4Ps program and not recipients of the 4Ps program?

3.

There is no significant relationship between 4ps recipients and non 4Ps

recipients to their academic performance?

Significance of the Study

The findings of this study will be of great help to the pupils, parents, teachers,
school administrators and 4Ps coordinators.
To the pupils. The findings of this study will encourage them to give more time
to study and will inspire them to finish schooling.

To the parents. This study will help them to strive harder, make them stronger in
what problems may came that this will help them to achieve their responsibility through
the help of government, and make it as inspiration. It will also realize the significance of
the program and improve the economic status by abiding the provisions religiously.

To the government. The result of this study is important for it provides them the
knowledge on how to plan effectively to meet the goal of providing assistance to the
poor.

Scope and Limitation

The study will be conducted in Botolan, Zambales specifically in two biggest
schools namely Baquilan Resettlement School 1 and Loobbunga II Elementary School
with the largest 4ps beneficiaries in Botolan District. The place was chosen for the study
because most of the 4ps beneficiaries attended in said schools and they met the
qualifications to be the recipient of this program.

Definition of Terms

There are several terms used in this study. These terms were defined operationally
and conceptually.
4Ps. It is the PANTAWID PAMILYANG PILIPINO PROGRAM., implemented
by the Department of Social Welfare and Development.. Pantawid Pamilyang Pilipino
Program is a poverty reduction and social protection and development strategy of the
national government that provides Conditional Cash Grants to poor households in order
to improve their health, nutrition and education of children aged 0-18 y/o.
Conditional Cash Transfer.

Conditional cash transfer programs are an

innovative approach to the delivery of social services. They provide money to poor
families conditional on investments in human capital, such as sending children to school
or bringing them to health centers on a regular basis. Additionally, along with school
voucher programs and certain subsidized health insurance schemes, conditional cash
transfer programs are part of a growing policy emphasis on the use of market-oriented
demand-side interventions to directly support the poor.
Beneficiaries. As used in the study, recipients of funds or other benefits. Citizens
who receive government assistance through the Pantawid Pamilyang Pilipino.
Poverty targeting. This refers to the decision making process of the government
and agency on selecting or choosing the deserving family recipient for the program.
Eradicate. To destroy or get rid of something completely, so that it can never
recur or return. Syn. (abolish, eliminate)
Proxy-MeansTest. It is used to describe a situation where information on
household or individual characteristics correlated with welfare levels is used in a formal
algorithm to proxy household income, welfare or need. The PMT Assesses socio-

economic characteristics such as: ownership of assets, type of housing unit, level of
educational

attainment

of

household heads, and access to water and sanitation facilities.

Educational Development. This refers to the objective of the government
program on Pantawid Pamilyang Pilipino Program of helping the poor to provide and
access to improve the intellectual capability and knowledge so as to have participation in
the nation building.
Poverty. The state of not having enough money to take care of basic needs such
as food, clothing, and housing.
Socio-cultural development. This refers to the objective of the government
program on Pantawid Pamilyang Pilipino Program of helping the poor family recipient to
have an opportunity to be involved in decision-making for community and nation
development. The program would also provide boosting of their morale as a citizen and
feel recognition as important member of the society.
Department of Social Welfare and Development. This refers to the agency of
the government which takes the lead in implementing the Pantawid Pamilyang Pilipino
Program. DSWD works in partnership with key agencies such as DOH, DepEd,
Department of the Interior and Local Government (DILG), and Land Bank of the
Philippines (LBP) which help ensure the availability of health and education services as
well as provide necessary support services in the targeted areas. DSWD created the
Pantawid Pamilya National Project Management Office (NPMO), which handles the dayto-day operations of the program with assistance from Regional Project Management
Offices (RPMO) and City/Municipal Links. DSWD also has support from local service

providers such as the school principals and midwives who have been designated to
oversee and ensure proper verification of compliance to conditionalities.
Health Benefits. This refers to the objective of the Pantawid Pamilyang Pilipino
Program of helping the beneficiaries to access and provide the health welfare through
regular check-up and give knowledge on healthy life style..
Social protection. This refers to the policies and programs designed to reduce
poverty and vulnerability by promoting efficient labor markets, diminishing peoples
exposure to risks, and enhancing their capacity to protect themselves against hazards and
interruption or loss of income.

Chapter 2
Framework of the Study
Pantawid Pamilyang Pilipino Program (4Ps)

4Ps is a poverty reduction strategy that provides grants to extremely poor

households to improve their health, nutrition and education particularly of children aged
0-18. It has dual objectives namely; Social Assistance to provide cash assistance to the
poor, to alleviate their needs (short term poverty alleviation) and Social Development to
break the intergenerational cycle of poverty through investments in human capital
(nutrition, health and education. 4Ps is patterned after the successful Conditional Cash
Transfer (CCT) Programs in Latin America and Africa. CCT has been cited as one of the
key factors behind the positive socio-economic outcomes achieved by Brazil where 11
million families are currently enrolled in the program, and other countries. The poorest
households in the country selected through a uniform, objective and transparent set of
criteria.
There are three steps in identifying the beneficiaries:
1. Provinces were selected using the following criteria: a) 20 poorest provinces
based on the 2006 Family Income and Expenditure Survey (FIES); b) Poorest
provinces in six regions without a province in the list of the 20 poorest provinces;
c) Five cities in the NCR, two in the Visayas, two in Mindanao and one in the
Cordillera.
2. The selection of the poorest municipalities from the above provinces based on the
Small Area Estimates (SAE) and FIES where saturation surveys of households are
being conducted.

3. Computerized selection of the poorest households based on a ranking system

using Proxy Means Test developed for the program.
The

PMT

Assesses

socio-economic

characteristics

such

as:

ownership of assets, type of housing unit, level of educational attainment of

household heads, and access to water and sanitation facilities.
The

DSWD

selects

the

beneficiaries

based

on

the

targeting

system developed for the program.

4Ps provides conditional grants to the beneficiaries such as:

P6000 a year or P500 per month per household for health and nutrition expenses,
and

P3000 for one school year or 10 months or 300 / month per child for educational
expenses. A maximum of three children per household is allowed.
A household with three qualified children can have a subsidy of P1, 400 per

month or P15, 000 annually as long as they comply with the conditions. To avail cash
grants, beneficiaries should comply with the following conditions:

Pregnant women must get pre and post natal care, and be attended by a skilled/
trained professional during a child birth.

Parents or guardians must attend responsible family development sessions.

Children 0-5 years old must receive regular preventive health checkups and
vaccines.

Children 3-5 years old must attend day care or pre school classes at least 85% of
the time.

Children 6-14 years old must enroll in elementary or high school and attend at
least 85% of the time.

Children 6-14 years old must avail of deworming pills every five months.

The DSWD in coordination with the advisory councils composed of

DepEd, DOH, DILG, NAPC and the LGU representatives at the national. Regional and
municipal levels will verify compliance every month using monitoring tools developed
for this purpose. Program Cycle
The implementation of Pantawid Pamilya Program follows the 8-step cycle
starting from the 1) selection of target areas, 2) supply side assessment, 3) selection of
household beneficiaries, 4) registration and validation of beneficiaries, 5) Family
Registry preparation, 6) initial payment, 7) verification of compliance and 8) 2nd and
succeeding release of cash grants.
The quarterly cash grants shall be received by the most responsible person in the
household through a Landbank cash card.
In cases where payment through cash card is not feasible, the beneficiaries shall
be provided their cash grants through an alternative payment scheme such as over the

counter transactions from the nearest Landbank branch or offsite payments through an
authorized rural banks.
Non-compliance to the conditions will result in the suspension of cash grants or
dropping

from

the

program.

http://www.car.dswd.gov.ph/programs-services/core-

programs/pantawid-pamilyang-pilipino-program-4ps/#sthash.SUHQjt51.dpuf
Poverty numbers unchanged, survey shows
An estimated 10.4 million Filipino families described themselves as poor, while
around 8.5 million families said they were food-poor over the past three months,
according to a recent survey by the Social Weather Stations.
MANILA, PhilippinesAn estimated 10.4 million Filipino families described
themselves as poor, while around 8.5 million families said they were food-poor over the
past three months, according to a recent survey by the Social Weather Stations (SWS).
Both numbers are similar to the March figures, considering the surveys error margin of
plus or minus three percentage points.
The Second Quarter 2013 Social Weather Report, conducted from June 28 to 30
and first published in Business World, showed that 49 percent of Filipinos said they were
poor, down by three percent from the 52 percent or 10.6 million families in March.
It also found that 40 percent said they were food-poor, up from 39 percent or 7.9 million
families in the previous quarter.
In its survey on self-rated poverty, SWS asked 1,200 household heads nationwide
to plot their family on a card with indicators stating not poor, on the line and poor.
Self-rated poverty fell the most in the Visayas, at 57 percent, down by eight points from
the 65 percent in March.
Poverty also fell in Mindanao (from 53 percent in March to 47 percent in June),
Metro Manila (from 42 percent to 40 percent) and Luzon outside Metro Manila (from 50

percent to 48 percent), but within the surveys error margin for area percentages of plus
or minus six percentage points.
For self-rated food poverty, respondents were told to plot their family on a card
indicating whether they were not poor, on the line or poor on the basis of their food
situation over the past three months. http://newsinfo.inquirer.net/459465/povertynumbers-unchanged-survey-shows#ixzz3FwJ6rwyE
Why we should support the 4Ps
The 4Ps program is and continues to be a good investment - Heres why a recent
forum on the Pantawid Pamilyang Pilipino Program (or 4Ps) held at the Philippine
Institute for Development Studies, experts from different government agencies and
academic institutions discussed the rationale and the feasibility of extending and
expanding the program.
Under the management of Department of Social Welfare and Development
(DSWD), the 4Ps is widely known to be the lynchpin of the governments anti-poverty
efforts. One of its key interventions is the provision of small cash transfers to mothers, as
long as they commit to investing in their children, such as by ensuring their children go to
school, as well as get deworming, vaccination and regular health check-ups to name a
few other aspects of the program. 4Ps operates in 79 provinces covering 1484
municipalities and 143 key cities in all 17 regions nationwide.
As of June 2013, the program covered almost 4 million households. The planned
extension of the 4Ps program will include an additional 2 million children to the current
8.5 million in the program. A special emphasis will be placed on providing additional
support to children from poor families who would like to go to high school.

Yet, even as the budget for 4Ps is set to increase, some people seem impatient about its
pay-off, which most assume will be immediatesuch as reducing the number of poor
and hungry people in the country. Several opposition politicians have even resorted to
calling the government program a dole-out. Some question the size of the allocations
dedicated to the 4Ps. Their typical argument is that there are better alternative uses for
these funds.
Noting that the 4Ps program is and continues to be a good investment. Heres
why.
Ending poverty
First, the 4Ps is NOT the only program in the anti-poverty strategy of the
government, yet its quite possibly the most important component. The reason is that this
program attacks one of the root causes of povertyweak education, health and other
human development characteristics that disadvantage a poor person.
No amount of job creation will employ and lift out of poverty millions of underskilled and unhealthy citizens. No business would get into such an enterprise, and no
government can sustain economic growth and job creation on such a weak foundation.
Therefore, human capital build-up is, first and foremost, the key ingredient in the
strategy.
What is often poorly understood about the 4Ps program is that its less focused on
adults, and more focused on the next generation. The economic pay-off from these
investments, therefore, will take some years to fully manifestin the form of more
educated and healthy citizens and more productive workers.
If we are serious about poverty reduction (and dare I say, poverty eradication),
investing in children is where we should really begin. Otherwise, a never ending stream
of people with weak education and health will add to the ranks of the poor.
Of course, human capital is not enough. Access to the other factors of production
and growth will also need to dramatically improve for the vast majority of the population

such as through microfinance and lending to SMEs (improving access to capital); and
true agrarian reform (access to land).
Preparing for the countrys youth bulge
According to the United Nations, our country is expected to reach its peak number
of young people by around 2040-2050, roughly 25-30 years from today. This means the
brunt of our future labor force is comprised of infants already being born todayand
their future capabilities depend heavily on the policy choices we make.
4Ps can help ensure that the majority of our young people do not fall through the cracks.
For every 1.8 to 2 million children born every year in the Philippines, at least about onethird (or up to six hundred thousand) are born to poor families according to some
estimates. Because of 4Ps, children will grow up to be educated, healthy, and productive
members of Philippine society, contributing to the countrys economic competitiveness in
the longer term. Therefore, the 4Ps is not merely a matter of charity for poor children as
far as the country is concernedour long run economic growth depends in large part on
how successfully we equip our future citizens and workers to compete.
Nevertheless, the 4Ps prepares future workers; but it does not in itself create jobs.
It is imperative that more jobs are created and more entrepreneurship encouraged in order
to spur economic development that is inclusive for the vast majority of the youth.
4Ps Program: School Base Implementation
Pantawid Pamilyang Pilipino Program or 4Ps can be described as form of
voucher system/conditional cash transfer whereas the member of the communities which

classified below poverty line will receive monetary subsidence coming from the national
government aiming to improve their living condition. However subsidence required
several provisions provided by local DSWD similar with manner of determining
recipients.
The 4Ps program started last 2008 under the previous administration and
continued in massive scale in Aquino Administration; This CCT entails several provision
which still unfamiliar to both school administrators and teachers alike. Presently the
government spending staggering amount of money per year,44 billion by 2013 and 62
billion in 2014 to sustain the program; which eventually added to fiscal national debt.
In order to implement the program Philippine Government has granted the
amount of $800 million from World Bank and Asian Development Bank; therefore we
can conclude that the funding of the program came from loan and eventually paid by tax
payers.
One of the targets of the CCT program is to decrease the drop-out rate among the
poorest high school it only mean that teachers must be aware on the program.
The first thing we have to understand is the monetary subsidence of the program;
4Ps recipient is receiving the amount of 300 pesos for educational assistance per
qualified household and additional 500 pesos for health and nutrition per household
monthly.
Subsequently, 4Ps recipient is required to participate in community-school
related program such as clean drive, brigada eskwela and family day session.
Furthermore, students or pupils under 4Ps program must attend and complete the 85% of
monthly attendance. Conversely, they should have an average grade of 75.
4Ps recipient must coordinate and cooperate to any school related activities since
there is educational assistance given to them. In addition 4Ps recipient who is no longer
in school should be removed from the program.

Lastly, students or pupils who are 4Ps recipient with more than a week absent without
prior notice must not receive their monthly educational assistance. Hence only DSWD
can add or remove any person under the 4Ps program.
CCT Program is strategically designed to invest in human capital by providing
quality and accessible education to all, therefore it is mandate that we need a clear
understanding on the provision entails in the program.
Here are things to remember to employ 4Ps program at school based level:
1. Administrator must have a clear understanding about 4Ps Program
2. School must establish or assigned 4Ps focal person who will in charge of all
transaction with the program.
3. The school must provide a comprehensive date based to monitor students under 4
Ps program
4. Create a good rapport or professional relationship with DSWD multilink at field
and offices.
5. School must identify 4Ps parent leader per baranggay for coordination.
6. Organized a meeting or family day session with 4Ps parents to provide venue for
inquiries and clarification.
7. Coordinate with class room adviser and provide them a copy of students under
4Ps for smooth monitoring.
8. Informed and seek assistance from PTA officials regarding involvement of 4Ps
9.

parent on school-community related program.

Conduct a school roll-out about the 4Ps program and seek assistance from
municipal link if possible.
10. Monitor pupils or students attendance and academic performance.
www.dswd.gov.ph
www.deped.gov.ph
Based on the findings of the study of academic performance among selected
pupils at Inopacan District, Leyte SY 2013-2014, the drop-out rate among the poorest
elementary and high school were decreased .The parents and pupils who are 4Ps

recipients attended regular participation in all school activities. On the part of

Department of Education, there is an increase of enrollment every school year.
The inconsistent results for older children between 13-17 years old (age as of
2011)the majority of whom are outside the age cut-off for CCT education grant
eligibilityas suggested by insignificant coefficients across specifications, could be
explained by a number of factors. First, sending older children to school is associated
with higher direct and indirect (opportunity) costs. Direct costs may be incurred in the
form of school fees, supplies, transportation costs, and so on. For example, since there are
less high schools than primary schools, high school children are generally more likely to
travel farther away from the homestead to school, requiring households to spend more
money on transportation. As children grow older, the opportunity cost also increases as
they could earn money from working instead of studying in school. To address this issue,
many CCT programs (e.g., in Bangladesh, Brazil, Mexico,30 Honduras, and Turkey)
provide larger cash transfers to older children to compensate for the higher
implicit/explicit cost associated with schooling. Another plausible explanation for the
programs lack of impact for the older cohort could be the fact that the age bracket for
older children was set at 10-14 years old as of 2008 when the CCT program started.
Three years later, these children were 13-17 years old during the time of the follow-up
survey. Since Pantawid Pamilya provides education grants up to 14 years of age (plus 15
years until completion of the school year), 15-17 year old children are no longer eligible
for the grants.
Furthermore, the estimated CCT impact varied depending on the number of
school children in the household, with positive impacts among young children in small
households. As discussed earlier, basic DD suggested a 7 percent increase in school

enrollment among the sample of younger children from beneficiary households with three
or fewer school-aged children. When controlling for childs sex and age, urban/rural
characteristics, and region, the estimated impact slightly decreased to 5 percent. In
contrast, no program impact was evident among children from households with more
than three school-aged children in the household. As described above, this could be
explained by the fact that larger households are usually poorer to start with, therefore the
financial burden is more binding compared to smaller households. In addition, the
education grant per child decreases after the third child since the program currently sets
the maximum number of children who are eligible for education grants at three per
household, while households bear non-tuition related expenses such as transportation
costs and school supplies for every child.
The comprehensive quantitative impact evaluation currently underway will
provide more robust evidence on the impact of the CCT program, based on data collected
from a much larger sample size and information collected on a vast range of issues. This
study was conducted to serve as a rapid assessment of the Pantawid Pamilya focused on
school enrollment, while waiting for the comprehensive impact evaluation. For the
comprehensive impact evaluation, data has been collected through 8,000 household
interviews as well as interviews with teachers, midwives, barangay captains, and mayors
to capture different institutional characteristics. The comprehensive impact evaluation
will evaluate not only school enrollment and health center attendance but also an
extensive range of outcomes including household consumption, child labor, educational
attainment, and child nutrition status, applying rigorous analytical methods of
Randomized Control Trials (RCT) and Regression Discontinuity Design (RDD).
Chaudhury and Okamura (2012)

Education and Health Components

The programs reviewed here have both an education component and a health and
nutrition component. The education component consists of a cash grant conditioned
on school enrollment and regular school attendance (usually 8085 percent of school
days). The size of the grants varies considerably across countries. In Honduras,
Mexico, and Turkey, the education grant covers both direct costs (school fees, school
supplies, transportation costs) and opportunity costs in lost income from sending
children to school rather than work. In the other countries the grant generally
covers only part of the opportunity cost. In Colombia and Mexico education grants
are higher for secondary school than for primary school, to reflect the increasing
opportunity cost of work as children grow older. In Mexico grants at the secondary
level are higher for girls, to provide an added incentive for reversing a pattern of
unequal gender participation in secondary education and to internalize the education
externalities that accrue as they raise families of their own (Skoufias 2001).
In Turkey the value of the grant decreases proportionally according to the number of
children in the family.
Handa and Davis (2006), for their part, warn that CCTs may just create false
hopes among people beleaguered not only by supply-side constraints, but also access
differentials, i.e., between the rich and the poor, urban and rural citizens, men and
women. They explain that this inequality yields poor outcomes, and hinders governments
and societies from achieving major strides in poverty reduction and development.
Schuber and Slater (2006: 572) express concern on the replicability of CCTs due to the
differences in the social, political, historical, and economic contexts of countries which

means that what works in Latin America may not work in other parts of the globe. Along
the same vein, St. Clair (2009: 179) highlights that CCTs can be appropriate policy
suggestions within a particular context, and it is in the investigation of the context that I
suggest is needed now rather than more isolated analyses whether or not these policies
are efficient per se.
Progresa now extends over the large majority of all rural communities in Mexico
and includes about 40 percent of all rural families as beneficiaries. In this study, they
have analyzed the impact of the program on work and schooling of children. Overall, we
have found important impacts on childrens participation in work activities and school
attendance. Double-difference estimates of the impact of the program before and after the
implementation of Progresa show significant reductions in the participation of boys and
girls in work activities. It is also found that in general, the displacement of the incidence
of work is smaller than the gain in schooling, particular for girls. Given that the
participation of girls in work activities is already quite low, these results suggest that the
most of the increased school attendance of girls is most likely occurring by girls
combining school with domestic work, which left out of our measure of work.
The reduction in domestic work for girls as a result of Progresa is also
noteworthy, and they believe that this is one of the first studies to show that subsidizing
school enrollment can reduce the time spent in domestic work. Thus Progresa is
associated with both increasing enrolment and reducing domestic work.
The findings suggest that a conditional cash transfer program like Progresa is
successful at increasing school attendance as well as decreasing child labor
simultaneously.

A well-targeted and administered conditional cash grant program like Progresa

that lowers the price of schooling is successful at inducing families to withdraw their
children from work and enrolling them in school instead. Taking into consideration the
positive effects of the program on nutrition and health, the findings of the evaluation
provide solid support to the notion that it is possible to combine short-run reduction in
rural poverty with improvements in the human capital of younger and older rural family
members. Skoufias and Parker (2001)
The experiences of other countries show that the CCT can indeed bring about
good results. Various studies on the impact of CCT programs in many countries show that
there have been improvements in terms of the immediate goals like better access to
schools and health services. However, there were no conclusive reports on learning or
health and nutritional status of children. Increases in enrolment due to CCT were noted in
Mexicos Progresa, PATH in Jamaica, Solidarity program in Dominican Republic,
Tekopora programme in Paraguay (Cecchini and Madariaga, 2011 citing various studies).
Other effects include eradication of the gender gaps in enrolment and reduction of
dropout rates but these were specific on areas, ages, and school levels. In terms of the
health and nutrition aspects, the CCTs resulted to increased coverage for children growth
checks and preventive medical tests. However, the impact on childrens health and
nutritional status is uneven. The Progresa in Mexico and RPS in Nicaragua yielded
improvements in child height while PRAF in Honduras and BA in Brazil had no
meaningful impact on preschool nutritional status (Hoddinott and Bassett, 2008) In many
cases, these positive impacts both on education and health were specific on areas, ages,
and school levels (foreducation impacts). Because the cash transfers tend to focus on the

poorest groups and are not large in terms of amount, the impact on poverty at the
aggregate level is visible mostly on poverty gap and severity indicators. The transfers
therefore can only raise the poors status closer to the threshold. Countries like Argentina,
Brazil, Ecuador, Jamaica, and Mexico where there is considerable scope of the CCT and
the amount of the cash grants are significant experienced positive effects on poverty at
the national level. For those where there is low coverage and lower transfer amounts (like
Honduras), there is no substantial impact on poverty. This is also the case for impacts of
the CCT on income distribution. Countries which have substantial transfer amounts
like those of Mexico and Brazil were able to reduce inequality more significantly while
that for Chile where the amount of transfer was low, the effect on inequality has been
very modest (Soares, Osorio, Soares, Medeiros, and Zepeda, 2007).
The CCT programmes have been fairly successful in upper middle-income
countries like Brazil and Mexico, but this does not mean that it can work in all countries.
Several low-income countries which have adopted the model like Guatemala, Honduras
and Nicaragua have faced immense challenges in implementing CCT programmes
because they did not meet the necessary prerequisites (Cecchini, 2009). The first
requirement is that there has to be a multidimensional approach to poverty reduction,
hence demanding coordination among all agencies implementing poverty reduction
efforts. Therefore, strong and coordinated institutions are critical. Second, it has to be a
state policy wherein the programme can withstand changes in administrations and
funding must not rely from external sources for the programme needs to be sustained for
a long period of time. Third, there has to be strong statistical capacity and banking

systems. Such important prerequisites are often lacking in low-income countries

(Cecchini, 2009).
Although still premature to assess the impact of these CCT programs on the future
poverty of the children participating, in some of the programs namely Bolsa Escola in
Brazil and Oportunidades in Mexico the programs have demonstrated a positive effect
on enrolment rates for both boys and girls (Rawlings 2005, 149). For instance,
preliminary evidence on Bolsa Escola, shows positive results on school assistance,
prevention on drop-outs and reducing the gap/course leve (World Bank 2001, in Villatoro
2004,15). Other programs refer also this trend, such as Red Oportunidades ( Opportunity
Network) in Panama, where when comparing the enrolment rate in the geographical areas
participating in the program, the rate goes above 90% in comparison to those areas not
participating in the program, with a rate of 78.5% (Rodriguez 2010,30)
There are some critiques to the achievement of these kinds of programs, for
instance, although the enrolment rates increase, the evidence does not show significant
statistical differences on the level of the learning in children participating on one program
namely, Bolsa Escola with children not participating in the program (World Bank
2001 in Villatoro 2004,16). Another relevant element to consider is the conclusions on
some studies developed where the results indicate the Bolsa Escola program diminished
the poverty gap that affects beneficiary families, but, in terms of reducing the poverty, the
evidence is not consistent (Idem, 16).
From the information available, it can be concluded that the programs had a
significant effect on the human capital of the beneficiaries in terms of enrolment rates,
school assistance, grade promotions and additional schooling years, nevertheless, some

further studies most be conducted in order to assess the ultimate impact of the programs,
since the results are related not only to human capital accumulation but with work
opportunities once the beneficiaries have left the program (CEPAL 2005, 49-45) this is
also relevant in terms of assessing the freedoms of the beneficiaries due to the
enhancement of their human capabilities.
Another important requirement to achieve successful results from the CCT is that
imposing conditions should mean that the necessary services are in fact in place and that
they are of good quality. For instance, providing some cash to families on the condition
that their children attend school or do health check-ups is inappropriate in areas where
there are no school or accessible health centers nearby to go to. Thus, CCT funds should
not only be devoted to stimulating demand for social services but also by increasing the
supply of social services like education and health services to meet the increasing
demands.
In 2008, when the Philippines launched nationwide the CCT, there were still great
shortages in classrooms and school teachers and various issues still plague the health
sector. In 2011, the supply side allocations for the 4Ps include 12.4 billion pesos for
building classrooms and 1.6 billion pesos for the creation of 10,000 teaching positions.
The government also allocated 7.1 billion pesos for upgrading of health facilities (NAPC
Part 1, 2011). Hence, the government realizes the importance of supply-side factors to
achieve the goals of the 4Ps. Thus, it would have been better to put in place these
facilities prior to rather than concurrently with the expansion of the program. Hence, the
lack of preparedness towards full implementation of the CCT was truly one of the critical
issues. Moreover, in 2011, the NAPC writes that there were so many uncoordinated and

overlapping poverty-reduction-related programs reflecting the lack of coordinative

mechanisms among various agencies. Apparently, the Philippines lack preparedness
based on the requirements described in Cecchini (2009). Fernandez and Olfindo (2011)
noted that the program was scaled up when the systems were still under development and
this posed considerable challenges in the implementation. In particular, the study noted
that the rigid institutional structure and weak procurement system have constrained the
expansion of human and capital support for the Pantawid Pamilya. Furthermore,

the

study highlighted that the rapid expansion has also posed challenges to supply-side
readiness in areas where Pantawid Pamilya were implemented. There are several
questions that need answers.
In the study of impacts on Conditional Cash Transfer programs on educational
outcomes in developing countries Saavedra and Garcia (2012) they found that CCT
programs appear to be more effective for secondary than for private schooling. Relative
to baseline enrollment, the average effect size for secondary enrollment is ten percent,
while for primary it is six percent relative to baseline enrollment. For attendance
outcomes the difference is even more drastic. Relative to baseline attendance, the average
effect size in primary is about three percent while for secondary is close to twelve
percent. CCTs reduce dropout rates by twice as much in secondary that in primary
schooling. The effect sizes for all outcomes (enrollment, attendance and dropout) in all
levels (primary and secondary) exhibit high degree of heterogeneity. Most of the
heterogeneity stems from variation in effect estimates across programs rather across
references of the same program. More generous program transfer amounts are positively
and significantly associated with larger primary and secondary enrollment effects which,

in particular, previous single-country evidence from Cambodia suggesting decreasing

returns to transfer amount (Filmer and Schady, 2009a). The frequency of payment
(monthly vs. Less frequently) is negatively associated with the size of effects. Programs
in which transfer payment is bi-monthy or quarterly tend to report larger effects than
those in which payment is monthly. Imposing conditions on achievement (such as not
failing grades) beyond thestandard attendance conditions is positively associated with
larger secondary enrollmentand attendance effects. This finding resonates with recent
literature highlighting the importance of incentives in education (see for example Duflo,
Hanna and Ryan, forthcoming; Bettinger, Kremer and Saavedra, 2010; Kremer, Miguel
and Thornton, 2009). Consistent with previous evidence on country-level CCT impact
evaluations (Berhman, Parker and Todd, 2005), programs that complement cash transfers
with supply-side interventions have statistically larger effects on primary enrollment, but
not for secondary enrollment. They hypothesize that this finding is driven by supply
constraints being more binding in primary schooling where baseline enrollment levels are
already quite high over 80%. No systematic association between effect sizes and
whether benefits were randomly assigned. Random assignment is positively, although
statistically insignificantly associated with primary enrollment and attendance effect
sizes, we also find thatit is negatively associated with secondary enrollment (statistically
insignificantly) and attendance (statistically significantly). This finding corroborates
previous qualitative evidence by IGN (2011) indicating that among comparable CCT
programs there are little differences between effects reported by experimental and
observational evaluations.

Finally, some evidence indicative of publication bias and selective reporting.

Published papers report larger effects for secondary enrollment and attendance. Large
heterogeneity in the number of effect estimates that each reference reports, with the
median reference reporting between six and eleven effect estimates depending on the
outcome and some references reporting more than twenty effect estimates. With the
exception of primary enrollment estimates, funnel plots for all other outcomes and
corresponding linear regression (Egger) tests also suggest asymmetry in reported
effects.They conclude that CCT programs are more effective in contexts in which initial
enrolment and attendance conditions are relatively poor and for that reason, particularly
effective in improving secondary schooling outcomes. When offered to primary school
students, offering a more generous transfer amount and coupling transfers with additional
resources such as infrastructure, textbook or teachers is associated with larger program
effects. The relative effectiveness of CCTs for secondary schooling outcomes and
additional costs related to transfer generosity and supply-side resources suggest that
under tight budgetary conditions, targeting CCT investments to secondary level pupils is
one simple way improve program cost effectiveness. In terms of design, we conclude that
programs that impose conditions on school achievement such as not failing grades and
that pay transfers less frequently are more effective than programs that simply condition
on attendance. Methodologically we highlight the similarities in effect sizes reported by
experimental and observational evaluations. From an impact evaluation policy
perspective we advocate for setting clear reporting standards for CCT impact evaluations
given the popularity of these around the world.

For countries considering interventions through CCT programs, a few

recommendations emerge from the brief. First, conditionality plays an imperative role in
CCT programs. Cash transfer, by itself, will not suffice to increase school attendance
significantly, which means that conditionality would have to be introduced, and possibly
also, the quality of schooling improved when administering any cash transfer programs
aimed at a sustained reduction in poverty. Second, it is also imperative to ensure ongoing
monitoring of operations and rigorous evaluation of effectiveness of CCT programs.
Third, good governance is an important component of a CCT program. As is the case for
all effective social safety nets, a CCT program should be transparent in operation to
encourage learning, minimize corruption, and ensure that beneficiaries and the wider
population understand how the program functions. Fourth, political support at high levels
for the program is one of the main issues to be considered in implementing a CCT
program. Such political supports are critical as a CCT program requires coordination
across different sectors in the government, particularly education, health, and social
welfare.
In addition, policymakers face many challenges and trade off sin designing
effective social programs such as a CCT. On one hand, the emphasis on targeting and
conditionality helps maximize the programs impact and effectiveness. However,
targeting and monitoring can increase the cost per beneficiary, which reduces the
programs efficiency. On the other hand, designing a program with a weak or nonexistent
targeting strategy not only reduces the cost per beneficiary but also leads to leakages to
the non poor, driving down its impact and effectiveness. Finally, to ensure success,
complementing CCT programs with other components of social policy may prove

meritorious. Complementary programs that can manage the supply side of services and
accommodate the heterogeneity of targeted household behavior will enhance the
effectiveness of CCT programs. Asian Development Bank (2008)

Chapter 3
RESEARCH METHODOLOGY
This chapter briefly discussed the method utilized together with the procedure
employed in the construction of the questionnaire and its validation which is the chief
tool of gathering data in the study.
Research Design
The study will make use of the descriptive survey method design in order to
determine the Pantawid Pamilyang Pilipino Program and the academic performance of
selected pupils in Botolan, Zambales.
A survey is useful in proving the value of facts and focusing attention on the most
important things to be reported. In descriptive survey, it is important to determine the
psychological and social aspects of research by way of application or implementation of
evidence to recognize between the facts and influence. The data from descriptive survey
is used as a basis for inferences that may aid in solving practical problems. (Calmori and
Calmorin, 2003).
Descriptive research is a fact finding with adequate interpretation. It is therefore
an organized attempt to analyze, interpret and report the present status of an institution,
group or area and this method signifies the gathering regarding present condition. Data
were supported by unscheduled interviews with the concerned individuals, the recipient
of the government conditional cash program.

Research Locale
The study will be conducted in selected schools in Botolan, Zambales namely:
Baquilan Resetlement School I and Loob Bunga II Elementary School.
In Baquilan Resetlement School I, there are about 269 recipients of the program;
and in Loob Bunga II Elementary School, it has a total of 226 recipients.
The Respondents and Sampling Tecchnique
This study involved the two hundred twenty one (221) computed sample size
using the Sloven Formula from the total population of four hundred ninety-five (495).
Table 1 shows the distribution of the respondents.
Table 1
Distribution of the Respondents
School
Baquilan Resettlement School I
Loob Bunga II Elementary School
Total

Population
269
226
495

Sample Size
120
101
221

Research Instrument and Validation

The main instrument to be used in gathering the data is the survey questionnaire.
The researcher will formulate the researcher made questionnaire and submit to the
adviser and committee panel for correction and suggestion. The instrument will be
tested in order to validate and establish clarity and reliability of the instrument to
the recipients in Botolan, Zambales. Formulation of the instrument is based on
reading from books, magazines, teachers journals, and other related reading

materials. Aside of the questionnaire, and to make the data more reliable the
DepEd form-1 record of the pupils from the class adviser was used.

Administration and Data Gathering Procedures

The researcher will prepare a letter and seek permission from the selected
School Principal/Head of Botolan, Zambales. The researcher through the help of
colleagues and friends will distribute personally the instrument and will allot 10 days to
assure 100% retrieval of the instrument.
1.

Percentage will be used to determine the frequency counts and percentage

distribution on the profile variables of age, sex, grade level, ethnic group, total number of
children in the family, main source of livelihood of parents and monthly income of the
parents using the formula as shown below.
Percentage (%)

Where:

f
= ------- X
N

100

% = percentage
N = total number of respondents
F = frequency

2.

ANALYSIS OF VARIANCE (ANOVA) will be used to measure the significant

differences on the respondents perception towards Pantawid Pamilyang Pilipino Program

and academic performance of selected pupils when the respondents are grouped
according to profile variables. The study will make use of (SPSS) Statistical Package for
Social Sciences. If the computed P or Significant Value is greater than (>) 0.05 the Null

Hypothesis shall be Accepted, hence there is no significant difference. On the other hand,
if the computed -value is less than (<) 0.05 Alpha Level of Significance, therefore, Null
Hypothesis shall be Rejected, hence there is significant diffenrence.
Table 2
Interpretation on the Perceptions towards Pantawid Pamilyang
Pilipino Program and Academic Performance
Point

Weighted Value

5
4
3
2
1

4.20-5.00
3.60-4.19
2.40-3.59
1.80-2.39
1.0-1.79

Interpretation on Level
of Impact
Very High Impact (VHI)
Impact (I)
Moderately Impact (MI)
Less Impact (LI)
Strongly No Impact (SNI)

Interpretation on Level of
Effectiveness
Very Effective (VE)
Effective (E)
Moderately Effective (ME)
Less Effective (LE)
Not Effective (NE)

3. Pearson Product Moment Correlation Coefficient (r) will be used to indicate the
significant relationship of the respondents perception towards effectiveness and the
impact on the Pantawid Pamilyang Pilipino Program.
Formula:

r=

NXY - [(X) (Y) ]

---------------------------------------- [NX - (X) ] [NY- ) (Y)]

Where: x= the observed data for the independent variable

Y = the observed data for the dependent variable
N = size of the sample
R = the degree of relationships between x and y

Decision Rule:
Interpretation of Correlation Coefficient Value (C)

An r from 0.00 to 0.20 denotes negligible correlation

An r from 0.21 to 0.40 denotes low or slight correlation
An r from 41 to 0.70 denotes marked or moderate relationship
An r from 0.71 to 0.90 denotes high relationship
An r from 0.91 to 0.99 denotes very high relationship
An r from 1.00 denotes perfect correlation

Survey Questionnaire
The study determines the level of impact of the Pantawid Pamilyang Pilipino
Program on the Academic Performance of selected pupils. Please provide the necessary
data and information for the completion and success of the study. Rest assured for
whatever data given shall be treated with utmost secrecy and confidentiality.

Meera Joy Deboma Blanco

Part I. Profile of the Respondents

Name (optional) :_____________________________ Municipality_______________
School____________________________
Age

(
(

) 0-5
) 6-10

(
(

) 11-15
) 16-20

Sex

) Male

) Female

(
(
(
(

) Kinder
) Grade 1
) Grade 2
) Grade 3

(
(
(

) grade 4
) Grade 5
) Grade 6

Educational Attainment of Mother

( ) Elementary Level
( ) Elementary Graduate
( ) High School Graduate
( ) Vocational Course

(
(
(

) College Level
) College Graduate
) Advance Studies

Educational Attainment of Father

( ) Elementary Level
( ) Elementary Graduate
( ) High School Graduate
( ) Vocational Course

(
(
(

) College Level
) College Graduate
) Advance Studies

(
(

) Php 3,001-Php5,000
) Php 5,001-Php 7,000

(
(
(

) Business
) Fisherman
) Others:___________
Please specify.

Grade Level

Family Monthly Income

( ) Php1,000 and below
( ) Php 1,001- Php 3,000
Main Source of Livelihood
( ) Farmer
( ) Vendor

Total Number of Children in the Family

( ) 1-3
( ) 4-7
( ) 8-11
( ) 12 and above

Ethnic Group
(
(

) Ilokano
) Tagalog

(
(

) Zambal
) Others:___________
Please specify.