Goducate training camp site (Central Philippines)

Last week we, the Goducate Philippines’ team, “broke-ground” at our training campsite in Alimodian, Panay, Philippines.

This is the beginning of our dream to produce Goducate workers for Asia. We believe that the quality of Goducate’s work is dependent on the quality of Goducate workers. And our effectiveness in helping Asians help themselves is dependent on our ability to produce an adequate number of quality Goducate workers. Considering the population of Asia and the needs of Asia, it is obvious that if Goducate is serious about helping Asians help themselves, then this task is HUGE!

Campsite ground-breaking
Campsite ground-breaking

Some months ago we bought a piece of land, 40 minutes from the city of Iloilo, for this purpose. The seller of the land was a kind grandmother called Nanay (which means “grandma”) Gonzales. Nanay Gonzales had grown up in utter poverty and had only been through 6 years of elementary education. She sold vegetables in the local market to support her family. Her struggles worsened when her husband abandoned her and her six little children. However, her hard work and honesty impressed a large importer of mangoes in Manila, and he appointed her to be his “agent” for mangoes from her district – which was famous for its mangoes.

She prospered and bought this piece of land and spent each weekend with her little children planting fruit trees and mahogany trees on this piece of land. When she heard of our purpose to train workers to help poor Asians, she offered to sell the land to us at a discounted price.

Nanay Gonzales
Nanay Gonzales

Nanay Gonzales was present at our ground-breaking ceremony with 5 of her grandchildren – most of whom are now professionals. It was a proud moment for her to be able to give back to society and to be a part of helping the poor!

Education includes dancing!

In our Literacy Centers in Sabah for “undocumented alien” children we teach literacy and numeracy. These are basic skills that provide the foundation for other subjects that we will teach. However, we have also added an additional subject that we believe is important, namely, traditional dance.

I realized that the people that we were helping were really marginalized. They lost their identity when they left their ancestral homes in southern Philippines. They lost their dignity when they had to eke out a living doing the lowest menial jobs. Their kids have lost their language. And they’ve all lost hope of everything except surviving!

When we started the literacy centers in their kampongs, a little glimmer of hope was placed in their communities and in their hearts. But I realized that education is a long term investment and it will take years of hard work before visible results are seen. In the meanwhile, I felt that they should be allowed to retain an important part of their identity, namely, their traditions.

Needless to say, they had lost much of their traditions – their traditional kampongs, their traditional means of earning their livelihoods, their family structures, their festivals – in their new environment. But there was one tradition that they could preserve in their new environment – traditional dance.

When we first introduced traditional Tausug dance in the first literacy center, many little girls readily took up the lessons and excelled in it. At school functions when they proudly displayed their skills, I noticed how the parents looked pleased as their children danced their traditional dances. Since then we have made traditional dance a subject for the little girls in our Goducate centers.

Poor students earn income using worms

Many Filipino teenage students who have not been able to finish their high school education because of poverty have enrolled in Goducate’s Alternative Learning System (ALS) courses in Laguna, Philippines. Some of them have also been taught to produce organic fertilizer for sale, using Goducate’s vermiculture system. The income from this provides their transportation fare to school.

Goducate provides the earth-worms (African night-crawlers) and the technical advice to these students. After one month, they are able to harvest first grade organic fertilizer which is readily sold. The income not only provides transportation fares for the students but also some surplus for their families!

This simple livelihood project provides are regular monthly income to these students.