Recycling for Disadvantaged Children and Associates
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Recycling for Disadvantaged Children and Associates

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We Believe: All Children deserve a good home and an education adequate to meet the challenges of the world. ...

We Believe: All Children deserve a good home and an education adequate to meet the challenges of the world.

Mission : Our Mission is to recycle any educational materials that can be used to advance the education of disadvantaged youth throughout the world.

Vision : That all children of every nation receive an education in order to be good steward of the world that they will inherit.

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Recycling for Disadvantaged Children and Associates Recycling for Disadvantaged Children and Associates Presentation Transcript

  • RDC Our goal is to make the necessary tools available and accessible for all children, indigent individuals, and the physical challenged who wish to gain an education. Recycling for Disadvantaged Children (RDC) ‏ Phone: 091525667847 Website:http://recyclingfordisadvantagedchildren.giving.officelive.com/ Email:RecyclingForDisadvantagedChildren@officeliveusers.com Donald L Holmes Portland State University College of Urban Studies Hatfield school of Government Department of Public Administration Specialization is Nonprofit Institutional Management Fiscal Sponsor: ANCOP-foundation Potential Associate Organizations: Gawad Kalinga and Angeles City National Trade School
  • In the Beginning PSU Facilities and Computers
    • Portland State University (PSU) and other colleges and universities are required to follow Oregon Administrative Rule (OAR) 580-040-0300:
    • (http://www.sos.state.or.us/archives/rules/OARS_500/OAR_580/580_tofc.html),
    • Surplus property is defined as all university property, including lost, mislaid or abandoned property, vehicles and titled equipment that is worn-out, obsolete or excess to the institution's needs, or otherwise not suitable for intended use. PSU departments are not authorized to sell or give away PSU surplus property. Property purchased with funds that flow through the university (with the exception of agency funds) or that is donated to the university is considered PSU property.  In disposing of computers, the PSU must ensure all software and sensitive data is erased prior to disposal. OAR 125-050-0310 State Surplus Property Acquisition
    • (2) Surplus state property must be available for warehouse floor sale or direct transfer to state Agencies, political subdivisions and qualified non-profit organizations prior to public sale. Non-qualifying private entities and private citizens, separately or combined, must not be eligible to acquire surplus state property except at public sales.
    • Oregon Revised Statutes (ORS): http://www.leg.state.or.us/ors/, and
    • Oregon Administrative Rules (OAR): http://www.sos.state.or.us/archives/banners/rules.htm
  • Summary of Steps to Take to Process Your Export
    • 1. Ensure that your export is under U.S. Department of Commerce jurisdiction.
    • 2. Classify your item by reviewing the Commerce Control List.
    • 3. If your item is classified by an Export Control Classification Number (ECCN), identify the Reasons for Control on the Commerce Control List.
    • 4. Cross-reference the ECCN Controls against the Commerce Country Chart to see if a license is required. If yes, determine if a License Exception is available before applying for a license.
    • 5. Ensure that no proscribed end-users or end-uses are involved with your export transaction. If proscribed end-users or end-uses are involved, determine if you can proceed with the transaction or must apply for a license.
    • 6. Export your item using the correct ECCN and the appropriate symbol (e.g., NLR, license exception, or license number and expiration date) on your export documentation (e.g., Shipper’s Export Declaration).
    • Introduction to Commerce Department Export Controls at: http://www.bis.doc.gov/licensing/exportingbasics.htm
    • and EAR at: http://www.access.gpo.gov/bis/ear/ear_data.html
  • Philippines Imports
    • The Tariff and Customs Code of the Philippines (Presidential Decree No. 1464), as amended, provides for exemption from the payment of import duties for the following items:
    • "Imported articles donated to, or for the account of, any duly registered relief organization, not operated for profit, for free distribution among the needy". A certification by the Department of Social Welfare and Development (DSWD) or the Department of Education, Culture and Sports (DECS), as the case may be, would be required. [Section 105 (I)]
    • Consulate general of the Philippines
    • http://www.pcgny.net/2009/visa_services/donations.html
  • Program Children Helping Another Childs Education (CHANCE)
    • Give a child a home and you give them hope; give them an education and you give them a CHANCE
    • We Believe: All Children deserve a good home and an education adequate to meet the challenges of the world.
    • Mission: Our Mission is to recycle any educational materials that can be used to advance the education of disadvantaged youth throughout the world.
    • Vision: That all children of every nation receive an education in order to be good steward of the world that they will inherit.
  • Plan of action
    • We will recycle discarded computers; do to upgrades, from colleges and universities (PSU) in the United States and ship them to Angeles City National Trade School in the Philippines (ACNTS). At ACNTS, the teachers will teach the students how to reassemble the computers, add operating systems, and open-source software, using their existing teaching methods and new open-source iCT tutorial and other teaching tool from the internet. The computers will be used to expand on ACNTS’s Smart Program. They will also teach the children how to salvage any reusable parts for the expansion of their maintenance, and business program. With these salvaged parts, and the expansion of their maintenance program/s, their goal is to make the program self-sustaining and teach the children computer repair. ACNTS will start an Adopted-A-Community through Transformative Education (ACTED) program in which they become sister-sister schools with GK’s iGK program at the Pinagsama village in Taguig city. The children of ACNTS and GK will meet each other and begin a process where the children at ACNTS will learn the pride of helping other more disadvantaged children than themselves in the GK village, by creating learning tools with open-source tutorials and iCT learning techniques. ACNTS will deliver computers to the GK village in Taguig, for the expansion of their Smart Program, and to begin a Gawad Kalinga, Computer-Learning-Center & Internet Café.(Note See tutorials examples)
  • Plan of action continued
    • Budget restraints are one of the reasons both Angels City National Trade School and the Gawad Kalinga’s iGK program at the Pinagsama village in Taguig city, charge for the use of their computers, leaving many indigent children and individuals, and even the physically challenged without access to the use of computers, training, and to the internet. Once ACNTS gain access to more computers for their Smart School Program, and their maintenance business expands, they can offer more students free access. Once Gawad Kaling’s Computer learning centers & Internet Cafe is operating, it will allow for the expansion of their Smart School Program, give them another place to offer the children and indigent population computer skills, and free them of budget restraints, helping them to expand their programs to other GK villages in the Philippines.
  • Goals and Objectives
    • A. Goal: Recycling for Disadvantaged Children (RDC) Deliver computers to Angeles City National Trade School (ACNTS) in the Philippines. Process Objectives: will recycle discarded computers do to upgrades at colleges and universities (PSU) in the United States, and send them to ACNTS. Outcome Objective: Computers are delivered to ACNTS.
    • The Philippine Islands are located in the Asia-Pacific Rim, known as the fastest growing region in the world. However, the nation's resources have been stretched almost beyond endurance by a recent series of physical catastrophes (volcanic eruptions, droughts, floods, typhoons and earthquakes). The Filipino economy generates a GNP per capita of $692 in U.S. currency, an inflation rate of 18%, and an unemployment rate approaching 20%.[1] Compounding these conditions, Filipino society must contend with rampant government corruption, guerilla warfare, widespread drug use, a high crime rate and abject poverty. Understandably, computer education has taken a back seat to these tragic circumstances. Yet, some computer education does exist in schools, although not uniformly or equitably. The high cost of equipment and the lack of space limit most Filipino public schools to computer education at the awareness level.
    • by Janet J. Palmer
  • Mean rankings of what respondents consider to be major obstacles to the use of ICT for teaching and learning in their schools
    • Insufficient number of computers ------------------------------------------------------------------2.35%
    • Not enough technical assistance for operating and maintaining computers and/or insufficient help
    • for solving technical problems with ICT ------------------------------------------------------------4.29%
    • Not enough training opportunities for teachers------------------------------------------------------- 4.63%
    • Not enough space to locate computers appropriately ---------------------------------------------- ----5.01%
    • Lack of funds ---------------------------------------------------------------------------------5.03%
    • Insufficient peripherals (printers, scanners, etc.) ----------------------------------------------------5.14%
    • Teachers lack knowledge/skills in using computers/the Internet for instructional
    • purposes -------------------------------------------------------------------------------------5.14%
    • Not enough staff for supervising computer-/Internet-using students -------------------------------------5.37%
    • No time in teachers’ schedules to explore opportunities for using
    • computers/Internet ---------------------------------------------------------------------------5.46%
    • Not enough copies of software for educational use ---------------------------------------------------5.51%
    • Insufficient time for teachers to prepare lessons in which computers/ the
    • Internet are used -----------------------------------------------------------------------------5.59%
    • Weak infrastructure (telecommunications, electricity, etc.) -------------------------------------=====--5.59%
    • Problems in scheduling enough computer/Internet time for different classes -------------------------------5.61%
    • Lack of interest/willingness of teachers to use computers/ the Internet ----------------------------------5.73%
    • Inadequate administrative support or initiative at the school/division/regional
    • level ---------------------------------------------------------------------------------------5.73%
    • Insufficient plans and/or resources to prevent theft and vandalism of computers---------------------------5.76%
    • Absence of or outdated school network/LAN --------------------------------------------------------5.77%
    • Difficulty integrating computers/ the Internet in classroom instruction practices ---------------------------5.79%
    • Not enough types (variety) of software ------------------------------------------------------------5.89%
    • Lack of knowledge on what hardware/software to buy ------------------------------------------------5.92%
    • Imported educational software not compatible with DepEd curriculum ------------------------------------5.93%
    • Lack of skills/knowledge of students in handling computers --------------------------------------------5.96%
    • Insufficient number of teachers -----------------------------------------------------------------5.96%
    • Indifference of parents ------------------------------------------------------------------------5.96%
    • Software too complicated for teachers and/or students to use -----------------------------------------5.98%
    • Teachers feel uncomfortable because some students are more competent with ICT than they are -------------5.99&
  • B. Goal: DRC, monitor the programs that are implemented by ANCTS and Gawad Kalinga (GK) Process Objectives: RDC, create an evaluation plan, implementation plan, Business plan, funding plan, and dissemination plan. Outcome Objective: The programs of ACNTS and GK, are evaluated and the result disseminated to other organization for peer review.
    • The current funding and political environment make it more important than ever that nonprofit organizations demonstrate the effectiveness of their work. Government leaders and the public express skepticism that social interventions have any discernible impact on the problems in our society; public and private funding sources are being eliminated or reduced, and the competition for funds means that nonprofit organizations must offer evidence of their effectiveness. To do so, nonprofit organizations must choose among various evaluation approaches and methods to assess their effectiveness, demonstrate their value to the community, provide useful and usable information, and meet the demands of funders and the public.
  • C. Goal: ACNTS expand on their Smart School Program. Process Objectives: The staff, teachers, and students at ACNTS use the computers and spare parts to educate teachers and additional (students) children. Outcome Objective: The children and teachers at ACNTS gain more equitable access to ICT learning, computers, and the internet.
    • 75% of the schools claim that not more than 10% of their teachers are actually able to use the Internet for teaching-related activities. Percentage of schools by the percentage of students who have used the Internet for educational purposes:
  • D. Goal: ACNTS expand on their leasing and maintenance programs. Process Objectives: The staff, teachers, and students at Angles ACNTS use the computers and spare parts to advance their income making opportunities. Outcome Objective: ACNTS becomes self-sufficient in their smart school programs.
    • Getting broken computers repaired is, in turn, not a simple matter for many of the schools. Percentage of schools by difficulties experienced when computers break down.
  • The difficulty schools experience in meeting the technical demands of having technology in the classroom is made apparent by the respondents responses to the questions related to hardware breakdown. As these machines are fairly fragile and may malfunction if not handled properly, it is not surprising that 87% of the schools have had problems with their hardware at least once or twice within a one-year period. Percentage of schools by the length of time it took for a broken computer in the school to be repaired
  • E. Goal: ACNTS develop an Adopted-A-Community through Transformative Education (ACTED) program with the Pinagsama village in Taguig cities, smart program. Process Objectives: The staff, teachers, and students at Angles City National Trade School, will begin a dialogue with the Gawad Kalinga village in Taguig IGK program through personal contact, internet connections, and ICT tutorials. Outcome Objective: The children at Angels National Trade School will learn ICT teaching techniques, self-learnin techniques and gain self-value.
    • Percentage of schools with internet access for
    • Educational use that have the indicated persons to
    • provide support for online research.
  • F. Goal: ACNTS assists Gawad Kalinga’s iGK program and expansion at the Pinagsama village in Taguig city. Process Objectives: ACNTS Staff will deliver fully functioning computers to Gawad Kalinga’s iGK smart program at Pinagsama village in Taguig city. Outcome Objective: iGK, expands their smart program with more equitable access.
    • Schools with Internet access rarely employ a full-time information specialist who can provide support to teachers and students for online research. Percentage of schools with a person employed to install, maintain and repair computers and software by the number of years person has been employed by the school
  • G. Goal: GK expands their iGK program to include more indigent children, individuals, and the handicapped. The iGK children and Individuals learn self-learning techniques. Process Objectives: GK staff, Volunteers and the iGK students use the computers and tutorials to help teach the staff, volunteers, children, and indigent individuals the use of computers and Information Computer Technologies. With more computers the policies of excluding indigent individuals will cease. Outcome Objective: The children and indigent individuals become proficient in using ICT learning techniques, computers, and the internet.
    • Respondents were asked to rank what they perceived to be the five biggest obstacles to their schools use of ICT for teaching and learning. Rankings were consolidated and mean ranks were computed. Percentage of schools whose written policy on the educational use of ICT has the indicated provisions:
    • Use of computers in the current school year ----------84%
    • Plans for staff development with regard to ICT training-76%
    • Use of computers in the forthcoming school years------71%
    • Specifications for computer-related tasks and persons-in-charge ----------------------------------------63%
    • Plans for hardware replacement or upgrade -----------59%
    • Plans for software acquisition ----------------------51%
    • Equity of access --------------------------------48%
    • Internet policy ---------------------------------22%
  • H. Goal: ACNTS assists GK’s, iGK program to become self-sufficient in funding. Process Objectives: ACNTS staff, teachers and children deliver computers to GK Pinagsama village in Taguig city, iGK program so they can create a Gawad Kalinga Computer learning centers and Internet Cafés. Outcome Objective: iGK becomes self-sufficient in funding.
    • The difficulty schools experience in meeting the technical demands of having technology in the classroom is made apparent by the respondents responses to the questions related to hardware breakdown.
    • Percentage of schools by frequency of hardware breakdown within a one-year period
  • Equity
    • ACNTS and Gawad Kalinga are committed to the idea of free access for indigent students, individuals, and the physically challenged, but the lack of funding for ACNTS and Gawad Kalinga villages is of great concern. This is one of the reasons both GK and ACNTS charge their students and others for the use of their computers and programs. Once we can get more computers and activate our business plan, we can give access to more if not all indigent individuals that seek an education in ICT and computer training as well as access to the internet. Once an internet café is open, the people who go there will know that they will be charged and what days there will be free classes and access to the internet and computers for indigent people. Another major problem is equal access for the disabled:
    • In terms of connectivity, accommodation of user's needs and services and structures to produce and deliver information goods and services, our current state of development for ICT has not yet responded to the demands of persons with disabilities
    • With more computers, GK and ACNTS can offer free services to the physically challenged. When installing an operating system we are going to use UBUNTO an open-source operating systems which can be installed in Tagalog which is the national language of the Philippines so that those indigent individuals who can not read or write English can still have access to computers and the internet. All tutorial that are created by the children of ACNTS for the children at GK Taguig village with be duplicated in tagalong.
  • Evaluation Plan
    • The evaluation will include questionnaires: surveys, and open source online surveys by Lime Surveys at http://www.limesurvey.org/fr/telechargez.html. The evaluation will be done by Donald L Holmes the executive director of Recycling for Disadvantaged Children who has a masters in Public Administration and Nonprofit Institutional Management. Some of his corresponding classes’ consist of: Analytic Methods in Public Administration I & II. He will also be assisted by Portland State University.
    • Outcome-Based Evaluations for this program will be based on our goals and objectives and will come from several points:
    • 1. Opinion surveys will be distributed to staff, teachers, students, volunteers and clients requesting response to all areas including computers, programs, tutorials, business plans, and accessibility.
    • 2. On-line surveys and questionnaires will be distributed to students and clients, teachers and volunteers requesting response to the effectiveness of all programs.
    • 3. Evaluation benchmarks include:
    • A. Computer availability
    • B. Level of financial or accessory support
    • C. Community awareness and involvement
    • D. Student and teacher participation in educational programs
    • E. Effectiveness and transferability of tutorials and self-learning skills.
  • Dissemination Plan
    • Dissemination of our program evaluation will be a critical part of our program as we intend to create a PowerPoint presentation and template for ACNTS to expand their ACTED program to other schools and for GK to expand their iGK program to other villages. It is vital to the expansion of ICT education in the Philippine school system as it holds elements of self-sufficiency in funding that other public school can use and the expansion of ICT training for the indigent children, individuals as well as creating environments for the physically challenged to gain access to ICT training, computers, and the use of the internet. We are now looking at the traditional way that nonprofits disseminate the results of their evaluations, such as: Research Fair, Poster, Videoconference, Press release, Follow-up session after project, project Results Meeting, Prepare a document, Email news release, Poster or brochure campaign, Prepare a video or CD, Go on the talk show circuit of TV or radio, Present at school assemblies, Present at faculty meetings, Share with similar or larger projects, Journal Article, Conference presentation We also plan to post the information on our websites, use RSS feeds, Google Grants program, Twitter, face book and other similar sites, the communication network, innovation network’s point K, Blogs, and other online techniques to disseminate information such as Arnova. Information regarding the processing of the program outcome at each stage of the program will be disseminated to all interested institutions through reports and the internet.. Templates for various program models will be disseminated over our web sites as they are developed. Interested institutions will be invited to review and test these models. Our presentations will be available over the internet once they become available for interested institutions. Dissemination of all the lessons learned and program success and failures will be made available to all higher learning institutions (colleges and universities) in the Philippines, United States, and to any interested leaning institution in the world.
  • Strategic Plan
    • 1. History: Where have we been?
    • 2. Context: Where are we now?
    • 3. Vision: Where should we go and why?
    • 4. Mission: What is our work toward the vision? Who are we? What is our niche now to work toward the vision?
    • 5. Values: What will guide the work we choose to do and the way we do the work (e.g. inclusively, multi-disciplinarily?)
    • 6. Critical Obstacles: What is in our way of realizing our vision?
    • 7. Short-term Goals or Objectives: What will we do in year 1, year 2…
    • 8. Strategic, Long-term Goals/Directions: What will we do to reach our vision?
    • 9. Infrastructure Assessment: What infrastructure is needed to carry out the work in this plan? Write GK and ACNTS for a list of infrastructure needs and those they will supply
    • 10. Indicators of Success/Benchmarks: How will we know if we are successful?
    • 11. Implementation Plan: What will we do in the next 3 months, six months, year, year 2, year 3…
    • 12. Monitoring and Revising Strategic Plan: How will we monitor the plan and assess our progress?
    • 13. Dissemination plan: How will the plan be disseminated and to whom?
  • ANCOP, Recycling for Disadvantaged Children (RDC),Angeles City National Trade School (ACNTS), Gawad Kalinga (GK) Revision:Executive Director: RDC Purpose/Scope: Help the indigent children and Physicall challenged gain an education. Computers, parts, and open source software Nonprofits Inputs Process Outputs Stakeholders -ANCOP-Foundation - Recycling for Disadvantaged Children -Angeles City National Trade School - Gawad Kalinga - Disassembled computers and parts - Assembled computers and ICT tutorials - Indigent access to ICT learning techniques and tutorials, computers traiing,and the internet - Children Helping Another Childs Education - Train The Trainer Computers are delivered to ACNTS Which reassembles them and then delivers half of the computers to GK - Computers for ACNTS programs -ACNTS expands its computer repair and creates a leasing program -Computers and ICT tutorials are delivered to GK - Gk expands it IGK programs - Gk creates an Icafe -Staff -Teachers -Volunteers - Indigent students - Indigent Children - Indigent individuals -The Physically Challenged -Communities -Society Computers are collected in the United States and delivered to Angeles City National Trade School Computers are assembled at ACNTS and all spare parts salvaged Computers are used in their ICT programs and in computer repair programs The increase in computers allows students to create ICT tutorials and research for existing ones online The creation of Computer repair and rental programs creates funding for their programs More computers allows equal access to computers, training, and the internet at ACNTS ACNTS creates an ACTED program and Computers and tutorials are delivered to GK's IGK program. The use of ICT tutorials and other self-learning techniques allows more individuals, ICT, computer, and internet training Gk creates an internet cafe & learning center The increase in computers and space allows equal access to ICT training, computers and the internet GK's IGK program becomes self-sufficient in funding GK and ACNTS create templates for the expansion and dissipation of their programs and evaluations. GK expands their IGK program and Icafes to other villages ACNTS offers discount leases on computers to other public school that enact an ACTED program ANCOP, DRC, ACNTS, and GK help the Philippines poor children with education in computer operations, ICT and self-teaching methods Donald L Holmes
  • Allocations or/and Budget
    • Budget Details: Personnel, Travel, Equipment, Contractual, Construction, Other
    • Direct Cost
    • Indirect Cost
    • In-kind
    • In the section we will Link all dollars to activities
    • Scour up matching funds
    • Hard cash match sources
    • Soft cash match sources
    • Make projecting Multi-Year Cost.
    • See website: W.K. Kellogg Foundation at: http//:www.wkkf.org/HowToApply/finandefi.htm
    • and the Ontario Trillium Foundation at: http//:www.trilliumfoundation.org/English/sample_budget_2.html
  • Funding Plan
    • Recycling for Disadvantaged Children (RDC), Gawad Kalinga (GK), and Angeles City National Trade Schools (ACNTS), is dedicated to creating financial self-sustaining ideas for funds and funding. For Gawad Kaling and Angeles City National Trade School please see their business plans.
    • Recycling for Disadvantaged Children’s goals for our fundraising plan is to expand our funding sources by seeking internal and external avenues for funding such as; seeking local fundraisings, creating future fundraising partners, inviting more external fundraising sources to the organizations table of partners, and seeking to identify more investors in our stakeholders. Our plans include the use of the traditional methods of:
    • 1. Annual Campaigns: to raise money for operating expenses - Many times this takes the form of a “friends of” program.
    • 2. Special Events: to raise monies for annual operating expenses – These events are often thought of in the community as the organization’s “signature fundraiser.”
    • 3. Capital Campaigns: to raise money for new brick and mortar projects or to replace or upgrade existing facilities (If and when needed).
    • 4. Planned Giving: to help secure the organization’s future.
    • 5. An extensive use of the internet and our website
  • Business Plan
    • Executive Summary
    • We at Gawad Kaling (GK) are dedicated to the service of the indigent children, individuals and physically challenged of the Philippines. Our goal and main objective is to become self-sustaining in our endeavor to provide educational services to the indigent population of the Philippines. We believe in education as a means of giving the Philippine people a way out of poverty and the cycle of violence, drugs, prostitution and other means that they now use for their very survival. Our desire is to furnish the necessary tools for the indigent of the Philippines to be able to learn Information Computer Technologies, but not only for itself but as a tool to reach other avenues of education. We know that there is a lack of funds for such a mission and strive to help those who can afford an education in computers, their operations, and the internet, to help fund the indigent individuals who can not. Our goal is to create a GK Computer Learning Center & Internet Café'. With a computer learning center we can create a revenue base that will allow us to free up computers at our iGK center for the indigent children, individuals, and physically handicapped. We plan on offering free computer classes so that anyone that is indigent and wishes can gain an education in the basics of computer operation and the use of the internet; through the use of our instructor and open source self learning tutorials. More computers means more revenue and more revenue is the means to the end of computer illiteracy among many of the indigent youth of the nation of the Philippines.
  • References
    • ADB Economics Working Paper Series(2008). Ex-ante Impact Evaluation of Conditional Cash Transfer Program on School Attendance and Poverty. The Case of the Philippines No. 142. Hyun H. Son and Jhiedon Florentino
    • Encyclopedia of the nations, Asia and the Pacific, Philippines (2008), Philippines Poverty and wealth, Retrieved From: http://www.nationsencyclopedia.com/economies/Asia-and-the-Pacific/Philippines-POVERTY-AND-WEALTH.html
    • .National Information Technology Council, “IT21 Philippines: Asia’s Knowledge Center,” October 1997. Available online http://www.neda.gov.ph/Subweb/IT21/it21.pdf . Accessed on 20 August 2002.
    • National Statistics Office, Republic of the Philippines (NSO) (2009, May 12). National Statistics Office of the Republic of the Philippines. Retrieved May 12, 2009, from Census Web site: http://www.census.gov.ph/
    • Poverty and Hunger, 1983–2003, paper presented at the BMZ/GTZ/CEPA/ADB Regional Conference’on Poverty Monitoring in Asia, 24–26 March 2004, Manila, Philippines
    • Philippines (N/D).Information and communication technologies for person with disabilities in the Philippines. Mr. Ramero M mina. Education program specialist. Special educational division. Bureau of elementary education. Department of education.
    • PHILIPPINES CHILD LABOUR DATA COUNTRY BRIEF (2006).In international Labor Office Human Development Report. Human Development Indicator.
    • Program Evaluation in the Nonprofit Sector (1998). The Aspen Institute Nonprofit Sector Research Fund and The Robert Wood Johnson Foundation.
    • Victoria L. Tinio (2004 ), ICT INTEGRATION IN EDUCATION IN THE PHILIPPINES
    • VICTORIA L. TINIO is Director for e-Learning of the Foundation for Information Technology Education and Development (FIT-ED), a non-profit organization based in Metro Manila, Philippines. In this capacity, she manages the national ICTs and curriculum integration network of public high schools in the Philippines called Pilipinas SchoolNet, working directly with education policymakers, school administrators, teachers, and students nationwide. Ms. Tinio has also worked with the e-ASEAN