Goal

Our goal is to have two million employed or self-employed Opportunity Youth by 2030.

This requires a set of interventions that will ensure access to formal and non-formal education, quality and relevance of education, and opportunities leading to gainful employment or self-employment.

Key Performance Indicators

1. Number of OSCYs enrolled

a. IP education
b. Children & youth with disabilities
c. Women

2. Percentage of completers

a. Grade 6
b. Grade 10
c. Senior High School
d. Technical-vocational Training

1. Number of OSCYs enrolled

a. IP education
b. Children & youth with disabilities
c. Women

2. Percentage of completers

3. Percentage of ALS Accreditation & Equivalency Test passers

1. Number of trainees who acquired National Certification

2. Number of graduates placed

3. Number of graduates who went into business

Four Pathways of Intervention: 4Es

1. Community Engagement – Develop community-wide awareness and outreach that create a sense of urgency for key stakeholders

2. Quality Education Opportunities – Identify existing programs and, if needed, develop new programs on dropout prevention, alternative learning system (ALS), and other learning programs that will enable the Filipino children and youth to complete basic education, to qualify for higher education, and/or to acquire employment or entrepreneurial skills

3. Youth Empowerment – Programs that will enhance self-confidence, instill values, provide leadership opportunities, and include relevant and tangible experiences (e.g. community volunteering)

4. Linkage to Employment and Entrepreneurship – Develop career pathways in collaboration with relevant government agencies and the private sector that will increase employability; appropriate internship programs; and entrepreneurship development and support programs

Implementation Strategy

To operationalize the Education Agenda, the approach has to be localized at the community level:

1. Organizing – We need to create a structure at the local level and identify champions who will initiate and get things going. This involves convening the local stakeholders such as the LGU, NGOs/CSOs, and other groups in the community.

2. Mapping – This requires a house-to-house survey, using a tool/instrument that will be provided by the ZEP Head Secretariat for the family profiling. The mapping will also determine the specific circumstances of the children and youth, such as those with disabilities or in IP communities. At the same time, there has to be a mapping of CSOs and other groups and their programs and services in the area.

3. Matching – the specific needs of the children and youth and the programs and services available to them. If there are gaps, the local stakeholders will determine how to address such gaps to ensure that the needs are met.

4. Monitoring – to keep track of the implementation of interventions and the progress of the program beneficiaries

5. Sustaining – by creating a culture of caring and working together as a community. There may also be on opportunity to mainstream the Education Agenda in the local development plan.

Committee Members