EmpowerEd MYClassroom: John Paul College Educational Initiative
Education plays a critical role in the rehabilitation and reintegration of young individuals who have been involved in the criminal youth justice system. It is not merely an academic endeavor, but a vital component of a broader strategy aimed at reducing repeated offenses and facilitating successful transitions back into society. Access to education can help to mitigate risks associated with civil and criminal behavior, providing young people with skills, knowledge and support necessary to build a more positive outlook in the future.
The EmpowerEd MYClassroom: John Paul College Educational Initiative was launched amid 2020-2021 by the John Paul College Executive Council as an innovative response to the educational disruption faced by youth detainees in MIMAROPA Youth Center located at Brgy. Poblacion, Bansud, Oriental Mindoro during the COVID-19 pandemic. Understanding the special educational requirements of these young detainees, this program offered a disciplined, encouraging educational setting designed to encourage their academic pursuits despite the difficulties posed by the pandemic. To enable these young residents to pursue personal development and future chances, the program sought to reduce learning losses and give them the chance to build essential skills, foster resilience and prepare for successful reintegration into society which aligns with the goals of the Philippines’ juvenile justice system under RA 9344.
Content
The inclusivity program for youth detainees consists of the following:
Educational and Skill Development: Provide formal education (basic literacy, secondary education, or equivalency programs) tailored to the detainees’ academic levels. Includes life skill workshops which focus on financial literacy, communication skills, and conflict resolution.
Holistic Rehabilitation: Offer counseling sessions, peer support groups, and mindfulness activities to address trauma and promote resilience. Incorporate sports, fitness, and health education programs.
Community Integration: Encourage participation in community outreach to foster a sense of belonging and purpose.
Sustainable Support Systems: Establish partnerships with local organizations for job placement, continued education, or entrepreneurship opportunities.
Ongoing Support, Monitoring and Evaluation: There were groups of teachers and support groups who track their educational achievements, skill acquisition, and psychological well-being for long-term assistance.
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Impacts on students
The program encouraged students to actively reshape societal views on these youth detainees by fostering empathy and promoting understanding, it worked to dismantle stereotypes and lessen discrimination. Additionally, it nurtured compassion among students, contributing to a more inclusive and empathetic society. In the long run, this approach supports lasting social harmony and unity.
Impacts on professors and university
For teachers, the experience is deeply fulfilling as they observe meaningful changes in the lives of these youth detainees overcoming significant obstacles. They take on the role of being the model for social reform, advocating for the critical value of rehabilitation, education, and inclusivity within the frameworks of criminal justice and post-conflict reintegration. Additionally, they enrich their own perspectives by gaining greater insight into the diverse histories and experiences of these individuals, fostering cultural sensitivity and awareness.
Responses from industry/market
While this program could offer businesses a source of skilled labor and improve their public image, some may hesitate due to stigma, liability concerns, and potential competition for resources. The program’s success hinges on its effectiveness, community support, and government incentives encouraging businesses to hire graduates.
Responses from government
The local government of Roxas and Oriental Mindoro recognizes the potential of this youth detainee program to reduce crime, enhance community safety, and provide a pathway for successful reintegration, and they express their strong support. This would possibly lead into funding for program expansion, policy reforms to remove barriers faced by former detainees, and collaboration with relevant agencies to provide comprehensive support services. While bureaucratic hurdles and potential politicization remain challenges, the government’s proactive engagement signals a commitment to evidence-based solutions and a belief in the program’s ability to create a more just and secure society.
Measurable output
The program’s success can be measured through tangible outputs across various domains. Educationally, we measure their skill development and class engagement. Since this is a long-term program, we could also monitor employment rates, job retention, and income levels of graduates, once they graduated. Crucially, recidivism rates should be measured alongside indicators of community reintegration like participation in positive activities and improved social stability. Personal development should also be assessed, including boosts in self-esteem and mental health.
Cost-benefit analysis for effectiveness
This program offers a strong return on investment. While costs include staffing and materials, the potential benefits are substantial: reduced crime, increased employment, and improved community well-being. Although measuring long-term impacts like enhanced social cohesion is challenging, a cost-benefit analysis can demonstrate the program’s value and justify continued investment in its success.
MYC Quarterly Feedback (1st Quarter)
In my observation, Akkim has already adapted to the class. His classmates have shown him a sense of belonging, which in turn has positively affected his behavior and interest in attending classes. He has shown an inclination toward mathematics, as evident in his scores and based on feedback from his subject teacher. If he had the opportunity to attend all his classes, he could become one of the good performing students in the section. He has an active and outgoing personality, which allows him to easily get along with his classmates.
He has made several friends in a short period of time, showing that he has good social skills. According to his classmates, they are glad to have Akkim in the class, and they often ask whether he will attend on Wednesday or Thursday.
In my recommendation, there should be a greater emphasis on values that do not restrict him but instead provide guidance for appropriate behavior in different situations and settings.
Ronald M. Escarez
Adviser – Grade 10 Franklin
Naral, Winefredo Selorio, 17 years old, Grade 10-Mendel Student. This student is showing impressive growth throughout these past few weeks of his stay at school. His willingness to progress despite his situation is absolutely praiseworthy. Winefredo feels awkward and shy at first, but eventually he became friendly, positive and kind to his fellow classmates. And he consistently shows respect for both his classmates and teachers by always smiling and greeting them. When his subject teachers ask him, he immediately answers and explains it, tries his very best, and it is extremely obvious that he is enthusiastic about learning. Even though, he attended the classes once a week, he shows passion to learn more and committed to improve and grow. I’m continuously surprised by his ability to thrive in tough situations. No matter what he faces, he still carries his big smile and positive vibes. No wonder, his classmates regardless of his situation, feels comfortable with him. I also commend him for sharing his bible verse and inspiring his classmates to don’t make or commit the same mistakes he did in his past, because it will never be good for them, that every crime has its corresponding punishment. He regretted his mistakes but he couldn’t bring back the past. That’s why he’s just improving himself now because he learned a lot from those mistakes. He has many dreams in life so what is happening right now won’t stop him from being a decent person. “Everything has a reason, ma’am” he always says.
Kaerelle D. Depuno, LPT
Adviser – Grade 10 Mendel
Student Name: Mapano, Angelo
Section: Grade 11 – Martin Luther King, Jr.
Strand : HUMSS
Behavior during class
Most of the time, Angelo is still quiet and somehow confused with what is being discussed inside the classroom but it is quite understandable as he is still transitioning to his new environment with his classmates and the subjects being taught.
Social Interaction and Relationship with Classmates and Teachers
He is conducting rapport little by little with his classmates especially because he knows some of them already. He is reserved when it comes to his relationship with teachers.
Class Participation
He can catch up with the class but most of the time, he gets low scores in quizzes and examinations but I can see that he is trying his best.
School’s Recommendation
More exposure and engagement to academic exercises and drills.
Enrico A. Robles, LPT
Adviser – Grade 11 Martin Luther King, Jr.
Student Name: Dizon, Joker Daluperi
Section: Grade 12 – Gordon Ramsay
Strand: TVL-HE
He is quiet in class, listens to the teacher and interacts with his classmates but sometimes, when the teacher calls him, he is shy to answer. I can see that he is willing to learn in class.
He talks to his classmates and teachers but his shyness in class is still there. Maybe he is adjusting to the environment and new classmates.
The activities, quizzes and exam were not passed. Maybe it is because of their one-day attendance to classes that is affecting their performance.
Shiela A. Solangon, LPT
Adviser – Grade 12 Gordon Ramsay
Students Name: Prince Adriel Calanog
Leo B. Cantos
Axcel Rayos
John Carlo Mendoza
Section: Grade 11 – Conrad Hilton
Strand: TVL-HE
During our class, they are all quiet and behaved. Prince Adriel raises his hands to participate whenever the teacher asks questions regarding the discussion.
Their relationship with their classmates and teacher is okay. They are friendly especially Axcel. I am quite amused with Leo when he brought a jar of Stick-o and shared it with his classmates. During their examination, Prince Adriel was the one their classmates went to and asked about the formula.
Their class participation is fine and they can pass their quizzes. My observation is that they are challenged or they find it hard at all to answer examinations in Math most probably because they couldn’t be here everyday.
Catherine Manalo, LPT
Adviser – Grade 11 Conrad Hilton
