2008 - Marketing Educators' Association

at improving the lives of all Filipinos. It is an example
of the new paradigm at work. Its goals, poverty
reduction, economic growth, and social equity are
interrelated, but progress in one area must not come
at the expense of others. This new strategy means
that many different groups (non-governmental
organizations, government, communities, the
academe) are now working together to address the
needs of the Philippines within the context of
sustainable human development.
The magnitude of poverty has reached a proportion
where the combined effort of the government, nongovernmental
organization, and communities is only
a drop in the bucket. Therefore, there is a need for
marketing educators and students to have broader
academic involvement with the aim to achieve wider
reach in addressing Philippine poverty. Failure of the
government and markets to distribute resources,
assets and benefits of development equally and
equitably across economic and cultural groups,
gender and regions, and responding to the
government’s call to fight poverty, Marketing
Educators led various civil society groups in forming
a movement, to create a network and united front
against Philippine poverty. Marketing educators
involve themselves in various community outreach
efforts and social development projects, launching
centers for social responsibility, with marketing
students’ participation on projects for genuine social
transformation and development. Social
responsibility programs include continuous dialogue,
policy-oriented action research, training, financial
assistance and collaborative partnerships. Services
and activities include:
• Marketing educators and students adopt an
underprivileged community and provide services
for education, training on producing products for
sale, arranging for short course on computer,
donate computer units and sending of
volunteers as tutors, putting up of cooperatives
and encouraging residents to become members.
• Conceptualization of entrepreneurship program
and make funds available, linking funding
entities with projects to improve public
education, provide street educators, training of
coaches, trainees and volunteers who will
improve sports management.
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• Organize poor communities to gain access to
livelihood basic infrastructure and social
services, new skills and technologies, credits
and markets.
• Organizing group of families for value formation.
• Formation of microfinance program for the poor
run by people from the community. Program
allows marketing educators and students to be
involved in the training of partners. Project is
evaluated in terms of how it has improved the
quality of life of the partners.
• Formation of family farm schools: A special
secondary agriculture and technology course
that conforms to curriculum prescribed by the
Department of Education. Students spend
alternating periods in the school and in their own
family farms and enterprises. Program leads to
a high school diploma. Components include:
Integral Formation for both the youth and their
parent-farmers, and Rural Development.
• Sponsor a community-based enterprise: A
livelihood approach that uses a direct sales
marketing approach that provides products from
community-based producers.
• Development of teaching curriculum, a
participatory approach to poverty reduction.
People map out the causes of poverty,
difficulties and demands, and then the poor
themselves think of solutions to this issue.
Marketing students play a role of execution and
help the poor access organizations which
provide them funds, science, and technology
and marketing their products.
• Technology and information transfers: Offers
donation of personal computers, information
technology and technical support. Seeks
additional donors and help modernize public
schools, bringing internet to rural and isolated
areas.
• Launching of programs for Civic Welfare
Training Service where each student gives back
something to help people from poor places.
References Available on Request.