PNP MC 2015-009 - REVITALIZED BARANGAY PEACEKEEPING OPERATIONS

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Tactical Foundation - Research and Extension Program

This PNP Memorandum Circular (MC) defines the concepts, provides guidelines for the strategies, procedures and steps to be undertaken by concerned offices/units in the implementation of the revitalized Barangay Peacekeeping Operations (BPO) with the deployment of Barangay peacekeeping Action Teams (BPATs).

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PNP MC 2015-009 - REVITALIZED BARANGAY PEACEKEEPING OPERATIONS

Methodology • Discussion • Actual Demonstration • Written Test • Clip Art Visualization Assessment Method • Observation • Answer Key on Written test • Questioning Answer Recap • MODULE I 7 hrs • MODULE II 4 hrs • MODULE III 7 hrs • MODULE IV 8 hrs • MODULE V 4 hrs • MODULE VI 2 hrs • MODULE VII 11 hrs Total No. of Training Hours 43 hrs Total No. of Training Days 7 days (including distribution of Certificates)

MANUAL ON BARANGAY PEACEKEEPING OPERATIONS - BPAT

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PRESS RELEASE MARAWI CITY - Leader from the security sector in Mindanao is now working for a training package and operationalization of about 511,141 members of the Barangay Peace Action Teams (BPAT) nationwide under a partnership agreement with the PNP, DILG and TESDA. President of the federation of private security agencies, Bae Faridah Olama Adilao have informed media today that she will spearhead a new venture to “seal the gains of the drug war.” Adilao, a philantrophist who operates chain of gunstore, pharmacy and a training school will host a national level partnership agreement to roll down competency training program with TESDA granting vouchers for the half million BPAT members nationwide. The deal will also ensure appropriations for the monthly allowance of the BPAT from the Police Auxiliary Funds. Operational funds BPAT is also provided from the LGU's appropriation for Intelligence and Peace and Order funds thru the POCs, she said. The signing of agreement will benchmark a national certification program with TESDA for a comprehensive training in Barangay Peacekeeping operation NCI leading to a professional license and permit to carry guns. Adilao will soon announce the confirmation of this project upon the process for accreditation of the new course is made with TESDA.

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“BEAM and TVET in ARMM” Introduce TechVoc Education and Skills Training in senior secondary school levels Provide TechVoc skills training to OSY, closely linked to (wage/self) employment opportunities, coupled with work readiness training, entrepreneurship and post-training support systems STRATEGIC INTERVENTIONS AND TARGET OUTPUTS • Conduct Labor Market Research • Train 15,000 OSY on livelihood and employment opportunities, work readiness and entrepreneurship • Equip 22 secondary school TVET workshop rooms • Train 300 TVET Trainers • Train 300 Parents, community members • Develop post training accompaniment for graduates (i.e. referral to micro-credit facilities, job referral, or marketing support) KEY TRAINING OUTPUTS • At least 50% of completers from TESDA covered courses acquire corresponding certification • At least 50% of completers are employed or are engaged in entrepreneurial activities Implications on the Designing and Programming of TechVoc for OSY • TecVoc design should consider low achievements in formal education because majority of the OSY only had high school level education. • Tech-voc programs should seriously consider providing on-training and post-training support like job information, counseling, and market information. • Scholarship support is necessary in tech-voc service provision • Interventions should consider their aspirations, relative to their age range. BEAM-ARMM offers partnerships with TVET service providers with wide track records and strong capability to conduct trade and livelihood skills training and post-training assistance to OSY in 5 provinces of ARMM A key solution in improving productivity of OSY in ARMM is through programs, projects, and activities that increase OSY competencies to engage in livelihood activities, e.g. on building competencies of the OSY in agriculture, fisheries, and forestry; three areas that are resource-based and has the potential to provide sustainable livelihood.

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OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking. Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning). TVET Role to meet the need of emerging industry:  Demand-driven approach  Learning for employability  Concept of continuing life-long learning  Self-learning and focus on the learner  A search for multi-skilling  Recognition based on competency and prior learning  Recognition of the need to focus both on formal and informal sectors  Training for wage and self-employment  Decentralized system requiring both strong national and decentralized institutions  Policy and delivery separate, market-driven  Participatory governance, recognition of multiple actors, social dialogue 21st Century Filipino Skilled Workforce Characteristic:  Technically competent  Innovative and creative  Knowledge-based, with higher order thinking skills  With foundational life skills  In pursuit of lifelong learning opportunities  Possessing desirable work attitudes and behavior TVET Trends & Specific Skills Interventions : KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms. RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET. GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective. POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.

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