Bahay Pag-Asa
Bahay Pag-Asa
Bahay Pag-Asa
The University of St. La Salle (USLS), inspired by the work of it’s Founder, St. John Baptiste de la Salle,
commits to respond to the growing needs of a special group of children and youth, the Children-In-
Contact with the Law (CICL), in the Provinces of Negros Occidental and Guimaras, through the
establishment the USLS - Bahay Pag-asa Youth Center (USLS-BPYC).
“In collaboration and partnership with the Department of Social Welfare and Development (DSWD),
Department of Justice (DOJ), Bureau of Jail Management and Penology (BJMP), the Local Government
Units (LGUs), the Provincial Government and other government organization (GO), non-government
organizations (NGOs), volunteer individuals and groups, the USLS- Bahay Pag-asa Youth Center (USLS-
BPYC) aimed to promote quality education through intervention, diversion and rehabilitation programs
and services that seeks to address the best interest, welfare and development of the children and youth
at risks, forming them into becoming a self-reliant, productive and God-fearing individuals, upon
reintegration with their families and in the community.”
Inspired by the Charism of the Founder, St. John Baptiste de la Salle, and animated by Christian values,
the University seeks to help our people, especially the poor, live a life of dignity to the fullest of their
capabilities. As a catalyst for change, it commits itself to install concern for the environment, community
and country.
All these, in the Lasallian spirit of faith and zeal: to do everything for God and to attribute all to God.
It promotes quality of education responsive to the global realities and to the call of the Church for
evangelization. It aims to foster a culture of openness and dialogue in all sectors of the Lasallian Family.
Inspired by the Charism of the Founder, St. John Baptiste de la Salle, and animated by Christian values,
the University seeks to help our people, especially the poor, live a life of dignity to the fullest of their
capabilities. As a catalyst for change, it commits itself to install concern for the environment, community
and country.
All these, in the Lasallian spirit of faith and zeal: to do everything for God and to attribute all to God.
ALS
The type and breadth of partnerships implementing schools are able to forge
sharing of expertise, knowledge, resources and skills, they are effective and are
contributions and learnings and are able to collaborate to create quality and
relevant programs, partnership outcomes improve.
Schools and business and industry groups derive mutual benefits by strengthening
links with each other. Partnerships pave the way for industry-linked training and
Through these partnerships, businesses and industry groups are able to:
In turn, schools can contextualize and better match their programs and skill
trainings to industry needs. They help support adolescent and adult learners to
become more productive and more involved in their communities which overall
Aside from business and industry groups, local Chambers of Commerce, LGUs,
and NGAs also play a big role as partners and can help advocate for and mobilize
other types of support (EDC, 2017). Among others, they can arrange and manage
job fairs and create on-the-job training and employment opportunities for ALSEST Learners and
completers.
When schools and community organizations work together to support learning, everyone benefits.
Partnerships can serve to strengthen, support, and even transform individual partners, resulting in
improved program quality, more efficient use of resources, and better alignment of goals and curricula
(Harvard Family Research Project, 2010).
First and foremost, learning partnerships can support student outcomes (see, for example, Little, Wimer,
& Weiss, 2008). For example, the Massachusetts Afterschool Research Study found that afterschool
programs with stronger relationships with school teachers and principals were more successful at
improving students’ homework completion, homework effort, positive behavior, and initiative. This may
be because positive relationships with schools can foster high quality, engaging, and challenging
activities, along with promoting staff engagement (Miller, 2005).
In addition to supporting student learning directly, partnerships can have additional benefits to students
and their families. They can
provide continuity of services across the day and year, easing school transitions and promoting
improved attendance in after school programs;
facilitate information sharing about specific students to best support individual learning; and
provide family members with alternative entry points into the school day to support their
student’s learning.
complement the academic curriculum with a wider range of services and activities, particularly
enrichment and arts activities that may not available during the school day;
support transitions across the school years, particularly the critical middle to high school
transition, which research indicates is a key predictor of high school graduation (Neild, Balfanz,
& Herzog, 2007);
reinforce concepts taught in school without replicating the school day, often exposing classroom
teachers working in the after school program to new pedagogies;
improve school culture and community image through exhibitions and performances that help
“shine the light” on students whose talents may not be apparent in the classroom; and
gain access to mentors, afterschool staff, and other resources to support in‐school learning and
improve the teaching and learning in the classroom itself.
Finally, learning partnerships with schools can strengthen and support community partners. They can
help gain access to and recruit groups of students most in need of support services;
improve program quality and staff engagement, particularly when there is crossover between
school and community organization staff;
foster better alignment of programming to support a shared vision for learning, one which aligns
curriculum to support state and local standards; and
Ever-growing social inequities confront most low- and middleincome countries as many people still have
insufficient access to
Malaysian Journal of Learning and Instruction: Vol. 15 (No. 1) June 2018: 35-55 37
extension programs under the CHED Memorandum Order 52, series
the new extension policy posits that HEIs are in a strategic position
2016; O’loughlin et al., 1999; Rocha & Soares, 2010) and computer
38 Malaysian Journal of Learning and Instruction: Vol. 15 (No. 1) June 2018: 35-55
al., 1999; Peprah et al., 2017; Rocha & Soares, 2010), most published
& Sax, 1998; Astin et al., 2006; Lambright & Lu, 2000; Llenares
RELATED LITERATURE The Development of Com-Ex in the Philippines In the 1990’s the Philippine
government embarked on a grand rehabilitation effort by organizing different agencies to work together
to bring the river back to life. In January 1992, the Philippine business for the environment (PBE) is a
non-stock, non-profit organization composed of businessmen. It is involved in environmental
enhancement projects, education and awareness, promotion of clean technology, sound environmental
management, and intermediation between communities, business and government in environmental
laws. By 1993, 30 NGOs, then headed by First Lady Ming Ramos, took cognizance of the importance of
stakeholder participation and established the Sagip Pasig Movement. It was then led by Green Forum
Phil’s. SPM was formally incorporated in 1997. In August 1994 business plan was prepared included a
review of the various feasibility studies conducted for rehabilitation of the Pasig River and an overall
management task force for its implementation. The review resulted in a new grouping of PRRP projects,
as follows: a study of the absorption capacity of Manila Bay, industrial liquid waste management,
domestic liquid waste management including the diversion of the San Juan River, solid waste
management, and riverside management. Sagip Pasig movement’s task is to mobilize residents,
academe, markets and industries in focused areas along riverbanks into clean, coordinative and capable
communities. This is SPM’s unique strategy of river rehabilitation, establishing Clean River Zones. The
CRZs are envisioned as composed of organized communities that practice sustainable management of
community waste from residential, commercial and industrial sources. The members in the CRZ possess
a high degree of awareness on environmental issues affecting them and are capable of mobilizing the
community to act as one. The CRZ has institutionalized coordinative bodies or core groups that have
clear administrative operational structure. During its inception, SPM identified 407 target barangays
situated in nine cities and municipalities in Metro Manila. Since then, SPM has organized communities in
Manila, San Juan, Mandaluyong, Quezon City and Pasig. Through community-based waste management
projects, SPM has helped reduce solid waste pollution in the river from 10% in 1990 to 5% in 1998. SPM
conducts environmental information and education campaigns as well as capabilitybuilding seminars. It
organizes identified sectors in riverbank communities to establish Clean River Zones. It was also active in
policy advocacy for the passage of the Solid Waste Management Act and the Clean Water Act. SPM
holds for and symposia to inform the public of the salient features of these environmental laws. The
Annual LasonsaIlog Pasig Awards, SPM’s public disclosure program, pressured numerous industries to
install wastewater treatment facilities. Within the ten years of Lason awarding, Pasig River’s industrial
pollution decreased to 35% from 45%. In 2002, SPM expanded its program in the context of Population,
Health and Environment. By 2005, SPM will put up population management and health service
components in its river rehabilitation projects. Entering its 12th year in the first quarter of 2005, SPM
will be launching its first book entitled Unfinished Business, documenting the impact of its public
disclosure program. SPM will be conducting the National Summit on the State of Philippine Rivers on
April during the celebration of the International Earth Day. Targeting critical areas along the Pasig River
system, SPM is mainstreaming the Clean River Zone Program in partnership with local government units.
By convening these communities and integrating the CRZ in barangay development plans, SPM foresees
a more sustainable river rehabilitation program. SPM works with an extensive network of partners from
people’s organizations, schools, civic groups, commercial establishments, government agencies and local
government units, rallying together for the rehabilitation of Pasig River (www.wepa-db.net).