Overview

The Philippine Statistics Authority’s 2011 Survey on Children

documented that among the 29 million children aged 5-17 years
old, there were about 5.5 million working children, of which almost
3 million were in hazardous child labor. Sixty two percent (62%)
were determined to be in agriculture but it was not detailed
enough to specify children in the sugarcane areas. Children’s work
in sugarcane farms include long hours under the heat of the sun,
use of dangerous tools, carrying heavy loads, and putting fertilizer
and pesticides on the fields.

The Philippines is the 11th largest

sugar producer in the world and
the industry employs over 800,000
workers on approximately 65,000
farms covering 423,000 hectares.
About 80% of the farms are less
than 5 hectares, contributing to just
20% of the total country production,
which has mainly been a result of
the Comprehensive Agrarian Reform
Program. Sugar farm workers are
among the poorest in agricultural
workers. According to the Bureau
of Agricultural Statistics (BAS), the
average daily income of sugar field
workers is about P240.51 in 2013.
One reason for this is the seasonal
nature of sugarcane production that
drives the part time contractual
employment of workers in the
industry.
With its past experience of reducing
the worst forms of child labor
The precarious living
conditions of households
and children in the
sugarcane farms lead
families to allow children
to work to increase the
household income.
from 2003 to 2011, World Vision
Development Foundation, Inc. (WVDF)
received a four-year Cooperative
Agreement from the US Department
of Labor (USDOL) in September
of 2011 to implement the ABK3
Livelihoods, Education, Advocacy, and
Protection to Reduce Child labor in
Sugarcane Areas (ABK3 LEAP) project

1
in the Philippines. The ABK3 LEAP
project was designed based on
an in-depth analysis of the root
causes and factors contributing to
child labor in the sugarcane sector.
Rural poverty was identified as a
key driving force for child labor
in the sugarcane sector. The
precarious living conditions of
households and children in the
sugarcane farms lead families to
allow children to work to increase
the household income. Lack of
access to quality and relevant
education and social protection
services as well as awareness of
the long term negative impact of
child labor among the households
were also identified as contributing
factors to the proliferation of child
labor in these areas.
ABK3 LEAP offered a sustainable,
experienced, and innovative
approach to reducing hazardous
child labor in sugarcane through
OVERVIEW
(1) education interventions,
including direct services for
54,000 children engaged in
or at risk of hazardous child
labor, improving quality to
meet education needs of child
laborers, and ensuring a safe and
health learning environment;(2)
livelihood interventions for 28,090
households through increasing
agriculture productivity, training
on non-agriculture livelihoods
ABK3 LEAP: Making life sweeter for
child workers in the sugarcane fields.
for diversification of income, and
access to savings and microfinance
services; and (3) strengthening
the capacity of existing local and
national institutions, communities,
and the sugar industry to have a
sustainable impact on reducing
child labor in the sugarcane sector.
2
 Documentation of
ABK3 LEAP Good Practices
This publication is intended to
showcase the interventions of the
ABK3 LEAP project in its 4 1/2 years
of implementation which met key good
practice criteria. The following set of
criteria was agreed among the ABK3
LEAP project partners and used to
filter the good practices from other
project interventions implemented in
the 11 provinces in the country.
EFFECTIVE / RELEVANT
The intervention achieved its
intended result as planned
and the beneficiaries see it as
meeting a key need.
SUSTAINABLE
The intervention is currently
continuing without project
support, and/or the key
pieces are in place for it to
continue such as stakeholder
commitment, budget, and
supportive/operational system
in place.
REPLICABLE AND
ADAPTABLE
The intervention is being
implemented in non-project
funded areas or by other
entities, and it is yielding similar
positive results.
WOW! / INNOVATIVE
The intervention is unique,
creative, and/or has not been
implemented before. The
intervention results gets
beneficiaries and stakeholders
excited.
3
The sharing of these interventions
is made with the hope that other
stakeholders, whether community
or national, can learn from and/or
replicate these practices to continue
the fight against hazardous child labor.
Tools and materials used by the project
for each good practice also accompany
this booklet in the USB drive and made
available in our website – abk3leap.ph.
criteria
STAKEHOLDERS
INVOLVEMENT/ PEOPLE
EMPOWERMENT
Non-project staff were involved
in the planning, monitoring,
implementation, and/or
replication of the intervention.
Observable participation of
beneficiaries and key decision
makers in the intervention.
EASE OF IMPLEMENTATION
The intervention is easy to
understand, has a clear step by
step process to implement, and
has been easily replicated in
the project.
EFFICIENT
The intervention was achieved
with less than expected
resources (time, people, funds),
used stakeholder/staff time
wisely, can be embedded in an
existing structure or function,
and does not require intensive
monitoring.
 OVERVIEW
Savings Groups:
A platform for livelihood sustainability

Habol, Juan!
A Catch-Up Program that ensured
no child is left behind    

Teacher Advocates Against

Child Labor:
Building the capacity of teachers as partners
in combating child labor    

Community Volunteerism:    
It takes a village to protect a child

Engaging the LGUs to

Combat Child Labor    
Building and sustaining child labor-free communities

Engaging the Sugar Industry:

A sustainable approach to child labor-free farms   

4
 Savings Groups:
A platform for livelihood
sustainability

“CoMSCA changed our lives.We would not have learned how to regularly
save if not for CoMSCA. Our group is thankful for the new ideas and
opportunities given to us to improve our livelihoods.This program inspired
all our families to strive better.”

~ Juliet Lejano, CoMSCA saver

5
 SAVINGS GROUPS: A PLATFORM FOR LIVELIHOOD SUSTAINABILITY
The Community Managed Savings and Credit Association
(CoMSCA) is a self-managed group composed of 10-25
persons which provides profitable microfinance services
such as savings, credit and micro-insurance to members,
utilizing its own pooled financial resources. Members
are taught to build savings and assets.They hold weekly
meetings where they collect savings and conduct all
transactions in front of all the members. Accumulated
savings are then offered to members as loans, providing
suitable loan products based on members’ repayment
capacities. Annual share-outs are made depending on
individual deposits and the earnings.The method which
is transparent, safe and reliable which easily draws
participants to join once they understand the process.

CoMSCAs as savings groups units (barangays) to avail business

eventually became the starting
point for group enterprises or
People’s Organizations (POs) to
scale up livelihoods. It has become
a tool for asset-building and
income generation. The accessible
resources, financial skills, and
enterprising mindset developed
while saving motivated the groups
to venture into income-generating
activities. Some groups were
engaged in different enterprises
such as variety stores, livestock
production, and food catering
services. Since capital was the
common barrier cited by members
in diversifying their livelihood,
CoMSCAs moved towards being
accredited as a PO or linked
up with their local government
services and access government
funds, creating more opportunities
for business growth and stability.
Noting the vulnerable
characteristics of households in
the sugarcane sector, CoMSCA
was considered as one of the most
relevant interventions adopted
by ABK3 LEAP since it was a first
step to financial access. It provided
them a safe opportunity to save
cash in affordable amounts, obtain
small loans and access emergency
insurance called social fund. It
paved the way for households to
build their assets and introduce
them to more formal and different
types of financial services.
Households who joined the

6
 Weekly meeting of CoMSCA members in
Batangas.
community savings group shared that
they enjoy the benefits of the dividends
and typically use these savings to pay
the education needs of their children.
CoMSCA was also successful in
weaning the families’ dependency on
high interest loans as they were able
to respond to emergencies and other
unexpected expenses through the
credit they availed from their CoMSCA
savings.
CoMSCA savers noted their ease
in understanding and replicating the
CoMSCA model in their communities.
The simple process is suitable for
those who cannot read or write. In
fact, there are many active savers in
Iloilo who belong to the Ati indigenous
community and are illiterate. Similarly,
the self-selecting method built on trust
is the key that keeps savings groups
together. Most of the CoMSCAs have
been operating for more than two
years and some groups have grown
7
so much that they decided to form
new groups to accommodate more
members.
In addition, the financial
literacy embedded in CoMSCA
complemented by the diversification
of the communities’ source of income
through DOLE Integrated Livelihood
and Emergency Program (DILEEP)
presents an exemplar model of a
sustainable approach to improve the
livelihood of the target communities
which is linked to the reduction of
exploitative child labor.
If individuals become
accustomed to making
regular contributions
to their savings, they
are more likely to
meet their long-term
savings goals.
 families to develop a habit of

SAVINGS GROUPS: A PLATFORM FOR LIVELIHOOD SUSTAINABILITY

Facilitating Factors
A Saving Community. Savings
mobilization is crucial in training
households to better manage
their financial lives. While the
poor can and do save, barriers to
savings exist such as transaction
cost, lack of trust in the system
and regulatory policies. Sugarcane
workers have a substantial need
for savings because work in the
farms is seasonal and households
need to have access to additional
financial assets during off-season.
The introduction of CoMSCA to
the ABK3 LEAP areas responded
to this need. It encouraged
saving. At the onset, it was
deemed impossible by most
households to save given the
families’ meager earnings. With
CoMSCA, parents were trained to
manage their finances better and
allocate some funds for savings.
CoMSCA savers were able to
identify their needs from wants. If
individuals become accustomed to
making regular contributions to
their savings, they are more likely
to meet their long-term savings
goals.
Generally, CoMSCA pay-outs
are timed during critical periods

key accomplishments

25,866 CoMSCA Savers

PhP40,573,455 Total amount of

(USD 901, 632) savings fund

households with diversified

24,476 agricultural production

households with sustainable

16,518 alternative sources of income
in agriculture and non-
agriculture related activities.

Over government funds

accessed through
PhP 31M CoMSCAs
(USD 688, 889)

8
when money is needed by households.
For example, during the beginning
and closing of school year, household
spending surged when parents had
to pay for their children’s education
expenses and CoMSCA has proven to
be accessible during these times. Also,
savers look forward to their share-out
since it means achieving their savings
goals. This new savings mechanism
empowers households and inculcates
in them the value of saving which
becomes a community practice.
Access to Credit. Sugarcane workers
have unstable employment and
earnings, thus, have an ongoing need
for financial services which makes
it vital for them to save and access
credit. Because they are seen as high
risk clients for the financial sector, they
typically have to resort to pawnshops
and payday lenders to cover for the
difficult days. The credit and payment
systems imposed by these modalities
do not serve these families well since
they impose high rates and reduce the
opportunities to save. An accessible
credit mechanism for sugarcane
workers allows them to cope
effectively with vulnerability. The credit
system offered by CoMSCA ensures
that members have access to loans for
livelihoods and emergency family needs.
Livelihood Diversification and Scale
Up. Part of improving the resilience of
sugarcane workers to various forms of
vulnerability to poverty is the need to
diversify the asset base of households
and facilitate alternative livelihood
aside from working in the sugarcane
farms.
9
ABK3 LEAP conducted agricultural
and non-agricultural interventions to
CoMSCAs. To circumvent common
challenges of group enterprises, the
project provided relevant trainings
to CoMSCA members and allowed
the self-selective nature of the group
to create a genuine bond among its
members which served as an effective
foundation for the group enterprise to
thrive and eventually, to scale up. There
CoMSCA was
also successful in
weaning the families’
dependency on high
interest loans as they
were able to respond
to emergencies and
other unexpected
expenses...
was a sense of community fostered
over time among CoMSCA savers
which encouraged them to trust and
genuinely care for each other. Case
in point is the all-male CoMSCA in
Mabinay Negros Oriental. Inspired
by the community of mothers who
gather every week for their CoMSCA
meetings, this group of habal-habal
drivers decided to form their own
savings group and eventually engaged
in a group enterprise in the form
of a vulcanizing shop. These drivers
were appreciative of the enterprise
entrusted to them as this is consistent
to their skills and interest. The
venture provided the group an activity

where they can earn and spend
productive time together.
Access to Government Funds.
The project was also able to
successfully leverage the resources
of government partners to benefit
families from the sugarcane areas.
Through the technical assistance
from ABK3 LEAP, CoMSCA groups
eventually sought certification to
become a people’s organization
or a formally registered group,
thus enabling them to access
government-funded livelihood
programs such as the DOLE
Integrated Livelihood and
Emergency Employment Program
(DILEEP). Through DILEEP,
CoMSCA savers received further
grant assistance that allowed them
to venture into their preferred
livelihood program.
The capacity building activities
initiated by ABK3 LEAP, coupled
SAVINGS GROUPS: A PLATFORM FOR LIVELIHOOD SUSTAINABILITY
Equipment and start-up materials were
provided to a group of mothers in Brgy.
Felisa, Negros Occidental so they can
jumpstart their sewing business.
by learning how to access
government programs which seeks
to help the poor, vulnerable and
marginalized workers, ensured
the sustainability of the livelihood
projects adopted by the savings
groups. Dialogues with households
in ABK3 LEAP areas further
revealed that CoMSCAs are no
longer exclusive to beneficiary
households as there is great
interest among non-beneficiaries
to be included in the savings
groups. CoMSCAs are also being
adopted and replicated in most
ABK3 LEAP areas and this model
for community savings is starting
to gain recognition even in nearby
municipalities as people witness
the positive impact of the program
to the lives of its members.
10
 Habol, Juan!
A Catch-Up Program that ensured
no child is left behind

“I believe I was able to help them understand their lessons

through our Catch-Up sessions.We go through our lessons together
and I’ve seen that they became more interested in the topics that
we discuss in school.”

~ Glenn Paulite, Little Teacher

11
 HABOL, JUAN!
The ABK3 LEAP Catch-Up Program was designed to
strengthen the education service of the Project to help
struggling learners revive their interest and improve their
participation in school.The program complemented learning
in the classroom by engaging children in educational
activities when school is not in session and children who
are at risk of working in the sugarcane farms.The Catch-
Up Program is notably important during the start of the
sugarcane harvest season when students are more likely to
work in the field after school while some eventually drop
out of school.

Tutorial activities are integral to

the Catch-Up Program. Teachers,
community volunteers and their
peers (Little Teachers) typically
conduct one-on-one tutorial
sessions with struggling learners
in their subject areas to help
these children keep up with their
lessons. The program requires
close coordination with the
schools to ensure that areas of
learning are relevant and included
in the lesson plans.
Storytelling and structured
play are also conducted among
young learners to motivate
learning. Furthermore, Catch-Up
sessions may be conducted in
schools under the supervision of
volunteer teachers, at the Learning
Resource Centers (LRCs) in
the communities, or even under
the shade of a tree in the sitios
Storytelling, as an
integral part of the
Catch-up Program,
also allows a shared
learning experience
of students and their
teachers.
guided by volunteer parents and
assisted by the Little Teachers.
Through these varied modalities,
the program ensures to reach out
to the most excluded group of
children by bringing in teachers
and tutors fully equipped with
teaching guides, resource materials,
and the passion to teach.

12
Facilitating Factors
Stories to Improve Learning.
Students engaged in child labor are
often observed to experience difficulty
in following the pace of their lessons in
schools and show the lack of interest
in learning. Hinged to this barrier to
education, the Catch-up Program (a
term coined to draw students closer
to learning) presents to be an effective
intervention in igniting curiosity
among the young learners through
its storytelling sessions with the
children encouraged to peruse colorful
storybooks and learning materials.
Students and teachers alike are
emotionally involved with and enjoy
storytelling. As such, this mechanism
key accomplishments
12,310
children reached with
non-formal education
1,244
trained Little Teachers
13
allows students, especially those who
usually lack interest in their daily
lessons, to develop a positive attitude
toward the learning process. The
activity is able to produce curiosity
and joy in language and words that are
often missed in the classroom setting.
Storytelling, as an integral part of the
Catch-up Program, also allows a shared
learning experience of students and
their teachers. It brings a sense of
belongingness to the students through
the connection that is made between
the teller and the listener.
Peer Education. Another strong
feature of the Catch-Up Program
is the participation of the Little
Teachers in its sessions. Little
Teachers are typically the students
who excel in school and are more
254
Schools with Catch-Up
Sessions
123
Barangays with
LRCs

inclined to participate in school-
Brgy. Efigenio Lizares , Negros Occidental.
based activities. By providing
training on storytelling, puppetry,
facilitation skills, and making
simple instructional materials,
Little Teachers get the chance to
deepen their understanding of
classroom lessons as well as to
hone their perseverance, curiosity,
conscientiousness, optimism, and
self-control. Research indicates
that these skills complement
cognitive learning. By honing these
skills, the Catch-Up Program
enhances the potential of the Little
Teachers. They also learn why it
is important to resist distraction
from their environment and the
need to establish clear goals
in school and later on, in life.
Dialogues with students from the
ABK3 LEAP’s areas reveal that
while they usually come from
low-income families, Little Teachers
feel empowered that they can
encourage their fellow students
to do better in school and to see
HABOL, JUAN!
Little Teachers read stories to younger
children during their Catch-Up session in
their education as a way out of
poverty.
Access to Child-Friendly
Learning Space. An LRC is
usually a physical structure which
houses the learning resource
materials used for Catch-Up
sessions. LRCs function like a
school or a community’s library
where students can do research
and school projects or even just
to stay to read. These safe learning
spaces made available to children
outside their classes are effective
mechanisms in keeping the
children away from the sugarcane
field after school. By hosting
various learning activities within
the LRCs, children are provided
with a safe place to learn and play.
Similar to LRCs are mobile
learning facilities in the form
of e-mo (education mobile),
14
e-ka (educational cart) and Ekkab
(edukasyon, kabuhayan, kasanayan,
adbokasiya sa barangay; education,
livelihood, skills and advocacy in the
villages) which often carry a computer
set, a sound system, and small tables
and chairs in addition to the books,
art materials and toys. These mobile
learning centers ensure that children
even from the most far flung sugarcane
communities have access to the direct
education strengthening services of
ABK3 LEAP.

Teachers found the Catch-Up Program

effective in keeping struggling learners
engaged in their classes since most
of them were able to follow their
lessons in school after attending
tutorial sessions. Teachers also stated
discovered their abilities, strengths and
that engaging the Little Teachers in the
opportunities to give back to their
tutorial and storytelling sessions was
communities, even at a young age,
a significant strategy of the Catch-
by helping their peers study lessons
Up Program since struggling learners
in school. The nature of children’s
respond better to lessons that they
participation in education evolved
find difficult to understand inside the
after introducing the catch-up sessions
classroom when it is their peer who
and inviting them to become Little
explains the concept. Furthermore,
Teachers. As they gained confidence,
struggling learners who used to be
they became more willing to
passive in classroom discussions
contribute ideas on how to help their
are now participating in classroom
schoolmates and later on, they became
activities.
more empowered knowing that their
education will equip them with the
The Little Teachers shared that the
necessary skills to get out of poverty.
training activities they attended in
ABK3 LEAP were helpful in developing
Finally, children from sugarcane areas
their self-confidence as they
were observed to develop a positive

15

Catch-Up students in Hacienda Yahweh,
Victorias City practice comprehension
“The nature of
children’s participation
in education evolved
after introducing the
Catch-Up sessions
and inviting them
to become
Little Teachers.”
attitude towards reading and
students encouraged their peers to
read when school is not in session.
They felt more in control of their
HABOL, JUAN!
after their storytelling session.
learning, felt more confident
to work independently, and
displayed much improved
attitude towards attending
classes.
The Catch-Up Program serves
as a complementary learning
opportunity which keeps
children of sugarcane workers
away from the fields and in
the learning centers located
either in the school or in their
communities.
16
 Teacher Advocates
Against Child Labor:
Building the capacity of teachers as
partners in combating child labor

“I have been training students, even assisted them in most of their school
activities, for years. After five sessions of the teachers’ training program,
I can say I am a different person now and more equipped to face the
challenges for child laborers.”

~ Dariel Cacaldo, Teacher

17
 TEACHER ADVOCATES AGAINST CHILD LABOR
ABK3 LEAP’s education aspiration sought to bring child
laborers back to school, keep the working child in school,
and help children complete school. As such, the project
recognized the vital role of teachers in helping ensure
that children are withdrawn from toiling in the fields and
brought back to the schools. Enhancing teachers’ capacity
as partners in reducing child labor in sugarcane farms
through the Teacher Training Series (TTS) was therefore
imperative.

The TTS was adopted from
ABK1 and ABK2 experience in
increasing capacity of teachers in
social development work. It is a
model that has been recognized
by the Department of Education
and approved for replication
and mainstreaming in education
programs. It was composed of
independent but inter-related
training experiences that exposed
the teachers to the fundamental
aspects of social development and
facilitated a deeper understanding
of child labor in sugarcane
farms. Through the training,
teachers were equipped with
creative and learner-centered
teaching methodologies. It also
complemented other ABK3
LEAP education initiatives such
as the Catch-Up Program. More
importantly, teachers were
empowered to be anti-child labor
advocates, researchers, trainers,
monitors, mentors and network
builders with the heart to uphold
the rights and welfare of children.
The TTS included three episodes
on staggered schedules. Episode
1 featured a 5-day Orientation
and Consultation Workshop with
over 250 district superintendents,
school principals/school heads and
teacher coordinators to increase
their understanding of hazardous
child labor in sugarcane farms.
Episode 2, on the other hand,
was an Intensive Training of Core
Teacher Trainers. It equipped 180
teacher coordinators and mentors
with the necessary knowledge
and skills to train other teachers.
Episode 3 facilitated the roll-out
training of the trained teachers
to at least three other teachers
in their respective schools and
another 3 teachers from adjacent
schools with enrolled ABK3 LEAP
assisted children.

18
Facilitating Factors
Rekindling the passion to teach
in the “margins”. Consultation with
school heads and teachers revealed
that there is awareness on the reality
of child labor in their communities.
Despite this knowledge, the teachers
felt they have limited influence in the
lives of their children and that their
accountability in a child’s education
begins and ends in the confines of their
classrooms. There is an apparent gap
between what the teacher observes
in the community and their desire to
improve the lives of their students -
hence, the feeling of helplessness and
disenfranchisement on their job to
teach especially since nothing seems
to reach the struggling learners and
key accomplishments
2,144
trained teachers
302
trained teachers in roll-out outside
ABK3 LEAP project areas
19
stop them from skipping classes when
harvest season starts. By processing
this desire to reach out to children
who are at the “margins” and equipping
teachers with effective strategies that
relates to the plight of child workers,
the teacher training series reignites
the educators’ hope that they make a
change in their students’ lives.
The TTS served to motivate the
teachers to embrace their role as
social development actors in helping
address the problem of child labor in
the community. It empowered them to
demonstrate profound commitment
to the issue of child labor and child
rights more broadly, and expressed
their own efforts in going well beyond
their classroom duties in monitoring
351
Schools with
trained teachers
132
Schools with
trained teachers
in roll-out outside
ABK3 LEAP
project areas

children’s welfare and child labor
situation. The project’s efforts
to generate advocates among
the education profession have
significant impacts for the schools
and their communities. In a way, it
provided the teachers with clearer
perspective of their roles in
addressing child labor and not just
mere spectators trapped to see
beyond the life of the struggling
learners.
Teachers as Advocates for
Children. With the realization
that they can still do more for
children, teachers have became
change agents and child rights
champions, helping children,
parents and the whole community
understand the negative impacts
of child labor to the holistic
development of a child. As anti-
child labor advocates, teacher
partners are now actively involved
in crafting and implementing Child
Protection Policies in their schools,
in mentoring and supporting Little
Teachers in the Catch-Up Program,
and in participating in community
activities and structures fostering
children’s welfare such as the local
councils for the protection of
children (LCPCs) and Child Labor
Education Task Forces (CLETFs).
Additionally, they creatively
integrate topics on child rights
and child labor in their lessons
and motivate parents during PTA
TEACHER ADVOCATES AGAINST CHILD LABOR
ABK3 LEAP’s
teacher partners are
now actively involved
in the crafting and
implementing of
Child Protection
Policies in
their schools.
meetings to send their children to
school and not in the farms.
The training of core teacher
trainers followed by the roll-out
activities is key to the sustainability
of the intervention. Site visits in
ABK3 LEAP areas show strong
commitment of school heads and
teachers on the fight against child
labor. TTS trained teachers are
now being asked to be resource
persons by different units of the
Department of Education. These
teachers speak as advocates
for child labor-free schools and
communities and campaign actively
to ensure that schools regain
their students from the field. They
continue to seek ways to enjoin
other stakeholders in exploring
innovative ways to actively take
part in the campaign against child
labor.
20
 Community Volunteerism:
It takes a village to protect a child

“As a CWG, we conducted quarterly monitoring of the education and

work status of children. In these tasks, I became much concerned whether
these children were in school or not or if they were working during school
days. I also talked to the parents and reminded them of the importance
of education and that the future of every child is in school and not in the
sugarcane fields.”

~ Lyster Lee Ibabao, Community Watch Group member

21
 COMMUNITY VOLUNTEERISM
ABK3 LEAP witnessed that the quality and reach of its
interventions improved and multiplied as community
members became more involved in the campaign against
child labor.The mobilization of community volunteers
composed of parents, teachers, barangay officials and staff,
child leaders and other members of the community who
have voluntarily signed up to assist in the implementation of
the initiatives at the community level has greatly contributed
not only to the achievement of the goals of the project but
in fostering entire communities that care for and protect
children.

Supporting the project staff at or demo farms, and encouraged

the grassroots were community
volunteers for livelihoods
(CoMSCA Village Agents and
Farmer Technicians), education
(Little Teachers and Para-teachers),
advocacy (Child Rights Advocates),
and child labor monitoring
(Community Watch Groups),
committed to do the tasks at hand
with only minimal allowances for
transportation.
The unfolding of community
volunteerism is key to the
success of the ABK3 LEAP’s
initiatives. The support gained
from community volunteers
paved the way for an efficient
and sustained implementation
of the project. CoMSCA Village
Agents helped organize savings
groups and inculcate the value of
saving among parents and children.
Farmer Technicians shared their
knowledge about natural farming
systems, helped set up communal
households to set up FAITH (Food
Always In The Home) backyard
gardens. Little teachers or peer
educators and adult Para-teachers
organized and facilitated Catch-
up classes for struggling learners
in the community and in schools.
Child Rights Advocates helped
raise awareness about child rights
and child labor among parents and
children through community tipon-
tipons/ gatherings. Community
Watch Groups monitored
the status of children’s work,
education performance and
well-being. The resources (labor,
funds and time) offered by these
volunteers ensured that the
project goals were achieved and,
in most cases, exceeded, with less
than the planned resources coming
from ABK3 LEAP.
Armed with newfound skills,
knowledge, and confidence
through ABK3 LEAP’s trainings,

22
community volunteers played a
major role in advocating against child
labor and ensuring that children
are withdrawn from child labor in
sugarcane farms and back in the
schools.
Facilitating Factors
Community Participation, Action,
and Ownership. ABK3 LEAP
recognized the essential role of
community stakeholders in the
campaign against child labor. As such,
the project sought out to enjoin
them in the planning and conduct
of activities to develop a sense of
ownership of the initiatives.
Formation and capacity building
activities were conducted to equip
the community volunteers with the
necessary knowledge and skills to
do the tasks related to their roles.
The volunteers shared how they
came to understand children’s rights
and the value of protecting children
from engaging in hazardous labor in
sugarcane farms through the various
trainings and workshops they attended.
Volunteers soon realized the crucial
role they play in ensuring that children
are withdrawn from the sugarcane
farms and back in the schools. They
set out to do their roles driven by the
desire to protect children from the
hazards of child labor and determined
to make a positive impact in the lives
of children in the community in their
own little way.
23
The increased spirit of volunteerism
and participation among community
members evident in their selfless
commitment to the attainment of
the goals of the project warrant the
sustainability of the fight against child
labor in the sugarcane farms.
Empowering local champions for
children. Where child protection
is still a neglected issue, the sense
of empowerment instilled among
community volunteers is relevant
in ensuring that the advocacy for
children’s rights is raised among local
leaders and will remain active in the
community long after the project has
ended.
These community volunteers, many of
them sugarcane workers and former
child laborers, became effective
advocates against child labor because
they knew first-hand the negative
impacts of hazardous child labor to the
holistic development of children.
 key accomplishments

COMMUNITY VOLUNTEERISM
86%
reduction of child
labor for ABK3
beneficiaries
800
Trained child rights advocates
1,482
community watch
continue to conduct Community groups members
Tipon-tipons to raise awareness
about child labor and child rights

Volunteers shared that their

Cognizant of exposure to ABK3 LEAP’s
the volunteers’ trainings and activities helped
them gain confidence in talking
contributions to the to other people, including their
development of the local leaders, and raise the issues
community, many local of children in their communities.
leaders have pledged Mothers have become more
active for children outside of their
support to facilitate
home. Women who used to be
their activities. onlookers because of their low
self-confidence resulting from
not completing school are now
actively participating in community
discussions.

As advocates for children, they

championed children’s rights at
home, in the schools and in their
community. Many have taken ABK3
LEAP’s advocacy for children to
heart and strive to reach out to as
many children as possible through
their roles as teachers, barangay
officials, barangay health workers,
day care teachers, barangay tanods
(peace officers), and farm owners.

24
They sought partnerships with fellow
volunteers and other community
stakeholders, recognizing that the
best way to help children is to work
together to implement activities in
livelihoods, education, advocacy, and
monitoring. Community volunteers
creatively maximized community
resources and found innovative ways
to reach out to children and their
families. The sense of empowerment
that the community volunteers
acquired through their involvement
with ABK3 LEAP has propelled
them to be active members of the
community.
As a result of the community
volunteers’ dedication to contribute
to ABK3 LEAP’s objectives, there is
now an increased level of awareness
among children and parents of the
implications of hazardous child labor.
ABK3 LEAP’s volunteers prove that
even the smallest acts of helping out
can make a difference in the lives of
children in the community.
Recognition and support of
Barangay Local Government Unit
(BLGUs). Crucial to the achievements
of the volunteers is the BLGU’s
understanding and recognition of their
significant roles in the fight against
child labor in the community.
Key to the implementation of the
Anti-Child Labor Ordinances in
the barangays is the work of the
Community Watch Groups and Child
Rights Advocates. When monitoring
results show that children are still
working in the farms, CWGs take
appropriate actions by reporting such
25
cases to the Barangay Captain, the
Barangay Council for the Protection
of Children​(BCPC), and the teachers.
BLGUs also invite Child Rights
Advocates to talk about child rights
and child labor during community
assemblies.
There is now an
increased level
of awareness
among children
and parents of the
implications of
hazardous
child labor.
Cognizant of the volunteers’
contributions to the development of
the community, many local leaders
have pledged support to facilitate the
volunteers’ activities. BLGUs provided
spaces and snacks for the CWGs
during meetings and monitoring
activities. They also passed resolutions
establishing Learning Resource
Centers in the community where Little
Teachers and Para-teachers conduct
Catch-Up classes. Many have included
budget allocations for the conduct
of awareness raising activities in the
barangay, especially during Children’s
Month and World Day Against Child
Labor celebrations.
 COMMUNITY VOLUNTEERISM
key accomplishments

1,242
Little Teachers

418
426
Village Agents
Para Teachers

241
Farmer Techs

54,479
children monitored and receiving
direct support

Child Rights Advocates in Negros Occidental during their regular

community advocacy sessions on child labor (Tipon-tipon).

26
 Engaging LGUs to combat
child labor:
Building and sustaining child
labor-free communities

“Through the assistance of ABK3 LEAP, we were informed of children’s

right and became aware on the issue of child labor in our village. After
attending the Policy Writeshops, our barangay council was able to lobby
and pass an ordinance for the protection of children against child labor.”

~ Monico Pelagio, Barangay Captain

27
 ENGAGING LGUS TO COMBAT CHILD LABOR
The local government units (LGUs) and the local councils for
the protection of children (LCPC) play vital roles in ensuring
that there are effective and sustainable undertakings to
combat child labor. A key approach of ABK3 LEAP is to
strengthen the capacities of the LGUs and LCPCs to uphold
children’s well-being through policy issuances and allocation
of resources for effective and innovative programs resulting
to child labor-free communities.

Consultations with partner

barangay, city/ municipal and
provincial LGUs were conducted A key approach
to explore ways to address of ABK3 LEAP is
child labor in sugarcane farms. All
were unanimous in expressing to strengthen the
that appropriate policies and capacities of LGUs
effective programs need to be and LCPCs to
in place. ABK3 LEAP facilitated
Policy Writeshops aimed at uphold children’s
building their competence in well-being.
policy development. Increasing the
knowledge on child protection
and improving the policy writing
skills of council members became their capacities and ensure that
necessary elements needed to children’s welfare is included in the
jump-start the process. community development plan with
corresponding budget allocations.
Alongside this, the project also
advocated for the strengthening
of the LCPCs to serve as the
Facilitating Factors
coordinating body for children’s
Understanding children’s
programs, projects and activities.
right to protection. One of the
Orientations, trainings on referral
identified gaps in addressing child
systems for children’s concerns,
labor at the community level
and planning workshops were
is the lack of understanding of
facilitated with the LCPCs to build
28
children’s rights, including their right
to be protected from hazardous
child labor. Acknowledging that there
is a problem of child labor in the
community is a critical step in urging
policy makers to act. Local leaders
shared that their participation in the
trainings, workshops and events of
ABK3 LEAP were central to their
increased awareness of the issue of
child labor in their communities. Once
they realized and understood that
they are accountable to the holistic
development of the children in their
communities, local leaders started
prioritizing efforts for children and
allocating resources for children’s
programs such as the establishment
of Learning Resource Centers (LRCs),
supporting the Catch-Up program,
child labor monitoring, and raising
awareness of the communities.
The increased awareness about child
rights and the detrimental effects
of child labor to children has also

Group-based Policy Writeshops were helpful for barangay councils

in drafting their village ordinances and annual action plans.

29

key accomplishments
142
Barangays with Child Labor
Policies passed
23
Municipal-based Child Labor
Monitoring Systems (CLMS) in place
transformed local leaders to
become advocates against child
labor. We now see barangay
leaders actively involved in
educating parents about child
rights and the hazards of child
labor during general assemblies,
monitoring children in the
barangay, and seeking partnerships
with government agencies,
teachers and sugar industry players
to support programs for child
laborers and their families.
Strengthening local capacities
to address child labor. The
DILG provides LGUs with a wide
range of technical assistance on
governance and legislation at
ENGAGING LGUS TO COMBAT CHILD LABOR
37
Cities/Municipalities with policies on
child rights and child labor
8
Provinces with policies on child
rights and child labor passed
the start of their terms. Policy
development is one of the many
competencies downloaded to
officials, and thus easily not
retained. The Policy Writeshops
led by ABK3 LEAP, in collaboration
with DILG and DOLE, focused
on the intricacies and nuances
of policy development, and
made LGUs understand deeper
their roles as legislators. During
the writeshops, LGUs drafted
ordinances on child labor
elimination or on children’s
welfare and development and
pinned down dates for subsequent
actions by the councils, up to the
time when the ordinance will
be presented and approved on
30
 The active Barangay Council in the
province of Batangas during their meeting. inclusion of initiatives on children in
the Annual Investment Plans of the
LGUs. Majority of the barangay LGUs
its final reading. Public hearings to
developed action plans with funding
get the sentiments of constituents
requests for children’s programs,
on proposed policies were held for
such as advocacy against child labor.
the first time in some barangays – a
By enhancing local leaders’ capacities
process that was truly valued by the
to prepare plans and programs for
officials and communities.
children with funding allocations on
an annual basis, resources will surely
The local leaders also set out to
be available for such programs. More
re-organize and strengthen LCPCs.
importantly, LCPCs were capacitated
The project’s trainings and workshops
and empowered to design project
reiterating the LCPC’s functions in
proposals, apply for funding, and
preventing and responding to violence,
implement these programs on their
exploitation and abuse against children,
own.
with the ultimate goal of ensuring the
overall development of children to their
Consultations with LGUs and LCPCs
fullest potential paved the way for the
revealed that the technical support
reactivation and/or strengthening of the
they received from ABK3 LEAP
LCPCs in ABK3 LEAP’s assisted areas.
rekindled their passion to serve
The capacity building and planning
the youngest members of their
workshops with LCPCs led to the

31

communities and equipped them
with the skills required to create
a nurturing environment for the
children.
Institutionalizing child
protection structures, systems
and programs with funding.
Together with partner LGUs
and communities, the project
embarked on a systematic policy
advocacy campaign in target areas.
Essential to the sustainability of
the campaign against child labor
is the mobilization of political
decision makers at all levels.
Local child rights and child labor
policies were passed. These
policies mandate the LCPCs to
develop and monitor programs
for children, the establishment of
child labor monitoring systems,
and the development of programs
ENGAGING LGUS TO COMBAT CHILD LABOR
in education, livelihoods and
awareness raising with budget
allocations.
At the barangay level, policies
Essential to the
sustainability of the
campaign against
child labor is the
mobilization of
political decision
makers at all levels.
passed include ordinances on child
labor prevention and resolutions
supporting education-related
initiatives such as LRCs and Catch-
Up. At the city/ municipal level,
Children’s Code were crafted
or updated, Anti-Child Labor
Ordinances were passed, and
Executive Orders establishing
Child Labor/ Child Monitoring
Systems were also signed. At
the provincial level, ABK3 LEAP
supported the review and updating
of Children’s Codes and other
relevant policies that cater to
children’s welfare.
The policies are true testaments
to participatory and multi-sector
collaborations at work to ensure
child labor-free communities.
32
 Engaging the Sugar Industry:
A sustainable approach to
child labor-free farms

“The Sugar Regulatory Administration became aware of the issue of child

labor in the sugarcane sector and we are now working hard together with
our farm workers to make sure we give assistance to uplift the standards of
our sugar workers and their children.”

~ Ma. Regina Bautista-Martin, SRA Administrator

33
 ENGAGING THE SUGAR INDUSTRY
Sugar industry leaders in the provinces of Bukidnon,
Batangas, Negros Occidental, and the national
government through the Sugar Regulatory Adminstration
(SRA) recognized the crucial role they play in addressing
the issue of child labor in sugar farms. ABK3 LEAP’s
collaboration with the industry’s stakeholders resulted in
the adoption of institutional and sustainable approaches
in reducing child labor in sugarcane farms. Partnerships
were forged with sugar producers, Planters Federations
and Associations, Agrarian Reform Beneficiaries (ARB)
Cooperatives and the SRA to come up with policies and
programs that advance child labor-free sugarcane farms.

Facilitating Factors serve as policy guidelines and

Policy Advocacy. ABK3 LEAP
was instrumental in mobilizing
sugar industry stakeholders in the
provinces of Batangas and Negros
Occidental to pass Voluntary
Codes of Conduct to Eliminate
Child Labor in the Sugar Industry.
This was patterned after the
Code pioneered in the province
of Bukidnon, through ILO and
SIFI’s support. The Codes were
crafted through multi-sector
& participatory consultations
with leaders and stakeholders
of the sugar industry and local
government line agencies such
as DOLE, DepEd, DILG, DSWD
and the Provincial Council for the
Rights and Welfare of Children.
The Codes, while voluntary,
are momentous since these
advocacy framework for all the
stakeholders from the sugar
industry, government, academe and
the community in preventing at
risk and withdrawing children from
doing hazardous work in sugar
farms. The Codes reinforce the
provisions in RA 9231 and other
policies on children’s welfare.
It outlines the allowable and
unallowable work for children ages
15 to 17 years old in sugarcane
farms, provisions for which were
consistent with the research
on the Occupational Safety and
Health Hazards (Source: ABK3
LEAP OSH study).
The Codes also underline the
policy commitments of the
stakeholders, strategies for its
popularization and the allocation

34
of resources for the implementation
of interventions that promote child-
labor free sugar farms. Following the
approval of the Codes at the provincial
levels, ABK3 LEAP advocated for the
endorsement by individual producers,
planters federations/associations and
ARB cooperatives for implementation
in their farms. The policies came in
the form of board resolutions made
known to all members and farm
notices posted in conspicuous areas in
the farms.
At the national level, the Sugar
Regulatory Administration (SRA)
crafted policies that seek to fight and
prohibit the prevalence of child labor
within the sugarcane farms, especially
in light of the recently approved Sugar
Industry Development Act of 2015.
key accomplishments
3
Voluntary Codes
73
Sugar industry
of Conducts for the partners with
elimination of child policies and
labor in sugar farm programs reducing
areas passed child labor
35
Subsequent to ABK3 LEAP’s position
paper to reiterate provisions of RA
9231 in the SIDA, SRA’s Circular
Letter No. 10 Series of 2015 on Block
Farm Accreditation Guidelines released
in December 2015 already included a
provision requiring farmers/ farmers’
organizations seeking accreditation to
comply to implement a child-labor free
sugarcane farming system.
Awareness Raising. Another
cornerstone in the campaign against
child labor in sugarcane farms is ABK3
LEAP’s strategy to institutionalize in
sugar institutions the spreading of
awareness on key messages on child
rights and protection. Key to this
campaign is the formation, training and
deployment of Child Rights Advocates
(CRAs) in the sugar industry. The
80
Sugar institutions
25
Sugar Milling
with capable CRAs Districts including
conducting community child labor
orientations and awareness in their
awareness raising on regular GAD and
child labor and child OPSI trainings
rights across the country

Sugar federations and ARBs came together to develop voluntary codes
of conduct to eliminate child labor in their sugarcane farms.
CRAs’ primary role is to conduct
orientations and discussions on
child rights, child labor, hazardous
child labor and the importance
of education for children
among members or fellow farm
owners and workers of planters
associations and ARB cooperatives.
The CRAs became the driver in
popularizing key provisions of the
Codes and in further advocating
for the policy issuances by farm
owners/associations.
Institutionalization of Child
Labor Trainings. The SRA also
made significant efforts in creating
an enabling environment for child
labor prevention by integrating
ENGAGING THE SUGAR INDUSTRY
child rights and child labor topics
in their Gender and Development
(GAD) and Outreach Program for
the Sugar Industry (OPSI) modules
for sugar planters, crop inspectors
and workers. SRA Officers and
staff from Luzon,Visayas and
Mindanao are now equipped with
the knowledge and skills to apply
the integrated GAD and OPSI
training modules for sugar block
farm planters and workers. With
the trainers and a ready module,
SRA will be able to re-train
members even beyond ABK3 LEAP.
Since the trainings are regular
interventions of SRA, the budget
requirement will be continually
included in their annual budget.
36
The ABK3 LEAP Project would like to acknowledge and sincerely
thank our partners who have been instrumental to the achievement
of our goal to reduce child labor in sugarcane farms and who are
strongly committed to continuing to work together toward a child
labor-free Philippines:

Community Partners:
Local Government Units
Local Councils for the Protection of Children
Community Watch Groups
CoMSCA Village Agents
Child Rights Advocates
Teachers/School heads
Para-teachers
Little Teachers
Barangay Children’s Associations
Sugar Industry partners

Advisory Committee:
Department of Labor and Employment
Department of Education
Department of Interior and Local Government
Department of Social Welfare and Development
Council for the Welfare of Children
Sugar Regulatory Administration/Department of Agriculture
Philippine Sugar Millers Association
National Congress of Unions in the Sugar Industry in the Philippines
SUGAR IS SWEETER WITHOUT CHILD LABOR.

Text: Lilac Caspe-Florentino, Jason Befus, Dorothy Mae Albiento, Carmela Jessica Corado
Photos: Christopher Leones, Dorothy Mae Albiento, Lilac Caspe-Florentino,
Jay Gavarra, Patrick Jay Veril​

Disclaimer: This publication does not necessarily reflect the views or policies of the
United States Department of Labor, nor does the mention of trade names, commercial
products, or organizations imply endorsement by the United States Government.