Community Education

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SUI GENERIS

LEADERSHIP DEVELOPMENT PROGRAM

AND COMMUNITY ENGAGEMENT

The Sui Generis Leadership Development Program is the social involvement and formation program of the Ateneo de Davao Senior High School. It aims to form young men and women who have a deep compassion for the poor, marginalized, and vulnerable in society. It allows the learners to nurture their commitment to help build the nation and eradicate poverty.

I. VISION

In union with the aligned Formation Program of the Ateneo de Davao Basic Education, the Sui Generis Leadership Development Program of ADDU SHS aims to form learners to become Christ-centered (or “God-centered” for non-Christians) persons-for-and-with others, through social involvement and service that leads to social transformation.

II. MISSION

The Sui Generis Leadership Development Program strives to live out the Gospel by providing and serving others through meaningful interaction, exposure and immersion; and enkindling in them the attitude of generosity and compassion that leads towards a commitment to the poor and marginalized especially in Mindanao.

III. PROGRAMS

LDP IMMERSIONS (Grade 11) Age 16-17 – bridging for the new students

The LDP Immersion Program is a social involvement program designed for all Grade 11 students. It is a weekend activity of living with an indigent foster family for three (3) days and two (2) nights which starts on a Friday after dismissal up to Sunday. It aims to develop students’ compassion and empathy to the poor by living with them for a weekend.

There will be no organized activity during the whole duration of immersion except the processing session which is done on Saturday afternoon. The students will be given the opportunity to experience poverty for a weekend. It is an experiential learning that will hopefully plant the seed for servant-leadership in the Philippine context with Christ as a model. It is through their experience of living with the poor that they will understand the current state of the Philippines and become reasonably disturbed by social injustice that hamper inclusive development in the country.

Foster families chosen are usually active members of the parish, a number of them being also leaders in their baranggay. The community-partners of the ARRUPE Social Involvement Office of the University have been carefully chosen based on an established criteria through years of experience of immersion in the past.

At the end of the LDP Immersion Program, the students should be able to:

  • understand poverty in the context of the assigned foster family
  • show compassion with the foster family through a meaningful interaction
  • appreciate the relationships one has especially with own family
    • demonstrate solidarity with the poor by desiring to live a simple lifestyle and by participating in poverty eradication and nation building efforts.

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B. STRAND-BASED SOCIAL INVOLVEMENT PROGRAM (Grade 12) 

The Grade 12 Strand-based Social Involvement Program provides learners an opportunity to respond to the call to servant-leadership by initiating projects that will make a positive transforming difference in the lives of the poor and marginalized or by involving themselves in social action programs where they can contribute in the promotion of social justice, poverty reduction, social change, community development and environmental sustainability.

A specific social involvement program will be offered to learners according to their track. Students in each track will be given an opportunity to choose from the different types of organizations that are aligned to their specialization or interest. The involvement will be composed of two parts.

In the first half of the semester, the students will serve as an intern, a volunteer, a community organizer or an advocate in an organization that contributes to social transformation.

After three months of working with the organization or after serving a minimum of 100 hours with the chosen organization, the students will be asked to submit an output which may vary according to the track.

  1. Humanities and Social Sciences (HUMSS) Track

Learners pursuing the HUMSS track will be given an opportunity to learn the dynamics of social and community organizations. They will serve in partner social movement organizations, NGOs, and government institutions that deliver social services, advocate social policies that defend the human rights of the voiceless, poor and marginalized and promote social justice. A total of 100 hours of working as an intern, a trainee or a volunteer in the chosen partner organization will be required in each learner. Their output at the end of the semester is a Policy Advocacy Project/Paper or a Social Innovation Project.

At the end of the social involvement activity and project, the learners must be able to:

  1. understand the dynamics of social and community organizations;
  2. reflect on relevant social issues that affect the lives of the poor, marginalized and vulnerable sector in society;
  3. appreciate the importance of social and community organizations as a mechanism for initiating social change;
  4. respond to the call for servant-leadership by advocating a policy and/or developing a social innovation project.
  1. Accountancy, Business and Management (ABM) Track

The learners who are under the ABM track will be exposed to social business organizations or social enterprise organizations that promote equity and equality while contributing to the economic development of the poor.

They will serve for 100 hours in cooperatives, social enterprises, social business and community enterprises as trainees, volunteers, social entrepreneurs or interns. The purpose of the exposure is to help students understand that business can be a tool for poverty reduction, if it is grounded on the principles of social solidarity economy.

Their output at the end of the semester will be any of the following: Social Business or Social Enterprise Project and/or Capacity Building Project for Cooperatives and Community Enterprise.

At the end of the social involvement activity and project, the learners must be able to:

  1. understand the dynamics of social business and social enterprise organizations;
  2. reflect on relevant socio-economic issues that affect the lives of the poor, marginalized and vulnerable sector in society and how certain business practices could lead to marginalization of people;
  3. appreciate the importance of social enterprise, social business and community enterprise organizations as a mechanism for promoting equity and equality and for economic development of the poor;
  4. respond to the call for servant-leadership by proposing a social business or social enterprise and/or by building the capacities of or providing business development services to the members of cooperatives and community enterprises.

3. Science, Technology, Engineering & Mathematics (STEM) Track

The learners taking the STEM track will be given the opportunity to apply what they have learned in the classroom by being stewards of God’s creation and advocating intergenerational justice and sustainable development.

The program will help the students contribute to the attainment of sustainable development goals of Mindanao and of the country. They can also consider the development goals of the United Nations for a global outlook. They will be given an opportunity to serve in NGOs that promote environmental awareness, preservation and advocacy, social enterprise that produce sustainable energy for the poor, vulnerable and marginalized sector and organic farming.

A total of 100 hours of serving as a volunteer, an intern or an advocate in the chosen environmental organization will be required from the students. Their output after the actual experience of working with the partner organization would be a Sustainable Development Project or an Environmental Advocacy Project or Technology Innovation Project for Marginalized Communities or Community Organic Garden Project.

At the end of the social involvement activity and project, the learners must be able to:

  1. explain food security, sustainable development concepts and principles and how these are operationalized in the partner organization’s work of development and advocacy;
  2. reflect on how environmental issues affect the lives of the poor, marginalized and vulnerable sector in society and how irresponsible exploitation of natural resources could lead to marginalization of the poor and indigenous people;
  3. appreciate the importance of environmental organizations as a mechanism for promoting sustainable development;
  4. respond to the call for servant-leadership by implementing a sustainable development project, advocating for the environment, innovating a technology for marginalized communities or by organizing the community to start an organic garden for food security.

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IV. SERVICES

A. ST. ALOYSIUS GONZAGA FUND DRIVE (SAGFunD)

The St. Aloysius Gonzaga Fund Drive is a fund raising project geared towards aiding 1) victims of natural calamities, human disasters and Jesuit Missions directly involved with the poor, 2) the social action communities helping ADDU SHS, and 3) the school’s scholars. The discretion on the use of this fund is at the recommendation of the ADDU Formation Council and the approval of the ADDU SHS Director.

Although the program aims to develop compassion for the poor through meaningful activities to raise funds for them, little emphasis was given to the depth of knowledge and skills developed as students do their share of selling and marketing products and services, and accounting and managing financial resources.

While SAGFunD is an opportunity for students to learn compassion and develop business skills to help the poor and to explore career options in business/entrepreneurship, it may also be viewed as an opportunity to develop life skills, management and leadership skills.

At the end of the SAGFunD, the students should be able to:

  • demonstrate social awareness and involvement by selling Filipino products and services;
  • strengthen teamwork in class;
  • develop leadership and management skills in handling the class’ resources and
    • exhibit social business/entrepreneurship knowledge, skills and attitudes in raising funds for 1) victims of natural calamities, human disasters and Jesuit Missions directly involved with the poor, 2) the social action communities helping ADDU SHS, and 3) the school’s scholars.

B. OUTREACH HUB

Ateneo proudly commits itself to the task of forming servant-leaders who would become transforming differences in Filipino society. In order to do this, it is not enough that students engage in rigorous academic training. More importantly, opportunities must be created to inspire a compassionate commitment to a life of service that is partial to the marginalized in the Philippine society.

To address this need, the Sui Generis Leadership Development Program operates as the outreach hub of the Ateneo de Davao Senior High School. As the outreach hub, it administers all activities of the entire ADDU SHS community and acts as the intermediary between willing donors from within and prospective beneficiaries from without.

Moreover, as the outreach hub, LDP takes the role of coordinating outreaches – making sure that the help and responses to be given are appropriate to the specific needs of the communities and institutions.

By performing these functions, the LDP Office provides venues for the entire ADDU SHS  community to immerse themselves and learn from the underprivileged and to share their gifts with the people where and when needed. As an outreach hub, LDP ensures a sustainable and long-term relationship between the school and the communities.