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Empowerment and

Re-affirmation of Paternal Abilities (ERPAT)

MANUAL

Social Technology Bureau

Department of Social Welfare and Development (DSWD)

2013

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Table of Contents

Message ……….i

Foreword ………...iii

Introduction

Chapter 1 : An Overview of ERPAT ……….... Chapter 2 : The Field Office Technical Staff ………. Chapter 3 : The LGU Implementers ………... Chapter 4 : The Father Leaders ……….. Chapter 5 : Conducting the ERPAT Modules ……… Module I: Understanding Myself` as a Person ……. Module II: Accepting Your Role as a Father ………. Module III: Becoming Your Wife’s Bestfriend …….. Module IV: Fathers as Child Caregivers ………. Module V: Promoting Family Spirituality …………. Module VI: Fathers as Advocate in the Promotion

of Peace in the Family ...……….. Module VII: Fathers as Advocate in Promoting a

Drug-Free Home ……….. Module VIII: Fathers as Advocate in the Prevention

of HIV-AIDS ………... Module IX: Fathers as Advocate in Promoting

Positive Discipline……….. Appendices ... References ...

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Message

The Department of Social Welfare and Development (DSWD) recognizes the significant role of fathers in child care and contribution to familial tasks. Fathers should be viewed not only as providers but also as active partners in child rearing. If their nurturing capabilities are harnessed and strengthened, we are certain that they will contribute favorably in promoting and supporting the physical, emotional, social and intellectual development of their children.

To realize this, the Manual on Empowerment and Re-affirmation of Paternal Abilities (ERPAT) was developed as a strategy to provide a venue where fathers’ capabilities will be maximized to enable them to meet the challenges of active parenting.

Likewise, the ERPAT Manual was enhanced to clarify the roles and responsibilities of technical staff in the field offices, local government unit (LGU) implementers and father leaders in the optimism that this will be effectively implemented at the local level. Further, the inclusion of positive discipline as additional module is another valuable input in the enhanced manual to encourage parents to practice non-violent ways of disciplining children.

To this end, I would like to extend the Department’s warm appreciation for the continued efforts of the LGU implementers and their local counterparts who continue to be committed to the pursuit of building quality family lives through the implementation of the ERPAT Manual in their respective localities. Their sharing of experiences in the implementation of the previous manual has contributed in the enhancement and development of this new one.

I would also like to acknowledge our technical staff for sharing their expertise for the completion of this manual - your passion and hope of having more effective and responsible fathers will no doubt, contribute to building stable and nurturing Filipino families.

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FOREWORD

Parenting is an opportunity for every person to take on the challenges of raising children. However, while mothers are regarded as loving, supportive and devoted to their children, fathers are seen to be too preoccupied with their role and responsibility in providing financial support for their family that oftentimes, they do not take an active part in childrearing. Fathers are also seen as stricter than mothers, for they are expected to take on the task of disciplining their children and shaping them to become responsible, dependable adults.

While this may hold true to some, this does not mean that all fathers are incapable of showing their love, concern and affection for their children. Fathers can and do actively share parenting responsibility with their spouses through different ways – by playing with their children, listening to their problems, helping them with their assignments and the like – proving that they are capable of providing more than just financial support to their families. It is then highly encouraged that the childrearing skills of both parents should complement and be at par with each other to ensure their children’s optimal growth and development.

Thus, in order to strengthen the role and capacity of fathers as key partners in child survival, development, protection and participation, the Empowerment and Re-affirmation of Paternal Abilities (ERPAT) is developed. The ERPAT strategy gives importance to the responsibilities of a father in the family. It also highlights the prominence of the father’s irrefutable role in childrearing.

The Department of Social Welfare and Development (DSWD) has enhanced the ERPAT Manual to ensure that the Field Office Staff, Local Government Unit Implementers, and Father Leaders are guided accordingly, leading to a convergence of efforts in the implementation of ERPAT. This Manual contains specific guides, strategies, approaches and modules for the conduct of community-based sessions for sustaining ERPAT. With this, we hope that the ERPAT father will appreciate and recognize his vital roles in the family as a responsible co-parent with his wife and a loving nurturer to his children.

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INTRODUCTION

Dear ERPAT Stakeholder;

Welcome to the most exciting but often times not-so-easy world of FATHERING!

In a country like ours, fathers are almost always the ‘hardest–to–reach’ both inside and outside the home – when it comes to childcare and development. Tatay (Tagalog for father), however, is not at fault here. In a lot of cases, he simply does not know how. Society’s predefined role for the “man-of-the-house” dictates that he just has to bring-home-the-bacon and win the bread. Beyond these, most fathers are left clueless as to what to do to be more effective and responsive parents.

Effective and responsive fathering refers to how a father performs his parental roles and responsibilities to his family, most especially to his children. It also refers to the kind of relationships he maintains with each member of his family; and with this relationships, how he is able to encourage the family to perform each one’s roles and functions.

Such is the intention of Empowerment and Re-affirmation of Paternal Abilities or more popularly known now in many parts of the country as ERPAT.

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If you are:

1.) A DSWD Field Office Technical Staff;

2.) A Program Implementer (most likely a social worker who works with local government; or even a non-government organization); or

3.) A Father-volunteer (someone taking time out to help other fathers like you to better themselves);

Then, this manual was written with you in mind!

Thank you!

Whoever you may be, we’re very sure that your interest to use this manual is enough reason to thank you for answering the call to reach out to fathers who, in their otherwise quiet and passive stance in the family, have long been wanting to be actively involved in their family’s everyday lives more than ‘just providing’.

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About ERPAT (The Manual)

This manual is a synthesis of many years of experience since ERPAT was first conceived in 1995. It attempts to capture what hundreds of fathers in the Philippines have experienced especially designed for them and share them all with you.

To enhance the manual further, ERPAT experiences in many regions were assessed through a writeshop organized by the Social Technology Bureau and participated in by DSWD field office technical staff. For three days the participants labored to enhance the manual first published in 2004.

The writeshop participants:

 Shared their personal and professional experiences in implementing ERPAT;

 Exchanged success stories of fathers who underwent the ERPAT experiences; and,

 Wrote additional contents for the enhanced manual

The enhanced manual thus offer a wider timeline, which includes the tasks of the three main users / readers namely; the (1) field office technical staff, (2) the Local Government Unit/implementer or NGO volunteer and the (3) father–leader.

Objectives of the Manual

This manual aims to help the reader / user to initiate and sustain ERPAT at all levels. Specifically, this manual aims to provide you:

a) An adequate background information and materials on ERPAT as a strategy, as a service and as an organization;

b) A ready-to-use set of training modules for your ERPAT sessions: and

c) A basic resource information that you may access in the course of program implementation.

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d) Inside the Manual

This Manual contains a total of five (5) interdependent parts.

 Chapter one gives you an overview of ERPAT;

 Chapter two provides information on how to go about introducing ERPAT to the LGUs;

 Chapter three gives you a step-by-step procedure in implementing ERPAT specific to the LGU implementer;

 Chapter four defines roles and functions of ERPAT volunteers, leaders and other stakeholders; and,

 Chapter five takes you to the ERPAT training modules. How to use the Manual

Using this manual should be easy for you. All it takes is for you to: Read when you see this icon

Write when you see this icon, and  Do when you see this icon

From time to time, you will also encounter (instruction notes in parenthesis like this one) that tells you to either copy or photocopy a page or document, and will see shaded boxes  that contain more information in the form of stories and anecdotes.

At this point we’re very sure that you’re about to begin your journey. So again welcome to exciting world of fathering, and we hope that you enjoy using this manual.

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Chapter One: An Overview of ERPAT

Looking back the ERPAT Timeline:

1995

 The then Bureau of Family and Community Welfare conceptualized a Parent Effectiveness Session especially designed for fathers.

 This strategy was called Empowerment and Re-affirmation of Paternal Abilities Training (ERPAT).

 ERPAT was developed to address the problem of fathers’ non-attendance to the Parent Effectiveness Service (PES) sessions.

 The first ones to benefit from ERPAT were DSWD male employees.

1999

 The Department of Social Welfare and Development (DSWD) underwent a repositioning.

 The then Programs and Project Bureau took ERPAT as a core service for fathers, enriching it by going beyond the initial intent.

 Under the PPB, ERPAT addressed the increased incidence of domestic violence, gender role issues and father’s inadequate parenting capability.

 PPB pilot–tested ERPAT in three (3) regions namely, Regions X, VI and V (specifically the cities of Gingoog, Kabankalan and Legazpi.

 ERPAT was implemented within the Family Life Resource Centers and in selected communities.

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 The first group of ERPAT father-leaders and volunteers were organized.

2002

 A writeshop among the academe, faith-based groups, NGOs, GOs, and POs enhanced ERPAT’s content.

 In a Regional Parent Education Congress, further inputs for ERPAT materialized given that the Congress’ theme included ‘the important role of fathers in securing a drug-free home.

 These series of revisions brought about eight basic training modules.

2008

 LGU Implementers and father-leaders from the Visayas and Mindanao Clusters participated in a trainers’ training.

 The participants from this training committed to implement ERPAT in their respective regions and provinces. The participants also planned and agreed to hold an assessment on the implementation of ERPAT towards the end of the same year. 2009

 The Social Technology Bureau conducted a quick survey to assess the ERPAT experience; yielding the following findings: - Of the 17 regions nationwide, 11 regions implemented the

ERPAT service to 36% of the provinces in the country composed of 66 cities and municipalities.

- A total of 363 ERPAT trainings conducted in 475 barangays benefited a total of 8,401 fathers.

- More than half of the fathers trained came from Region VI equivalent to 56% of the participants followed by Region IX and Region X at 19% and 15%, respectively.

- The ERPAT trainings conducted resulted to the organization of 359 ERPAT associations nationwide with a total of 8,777 individual members.

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- 32% of ERPAT organizations are active with commitment, sustained interest and active participation of father-leaders and members as the main reasons cited

- Region IX conducted ERPAT for 38 batches and sustained 35 of them as associations attributed to their regular conduct of meetings and formulation of organizational thrust and directions.

- Support services are very important in sustaining the operation of the ERPAT organization.

- Almost 80% of the ERPAT organizations are aware of their role as fathers through the conduct of awareness and information campaign.

- Technical Assistance from the Field Office is a necessary factor to ensure ERPAT success.

 The STB organized a writeshop among field office technical staff members to enhance the ERPAT manual

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ERPAT: The Basic Information

ERPAT is the word “PATER” pronounced backwards! A colloquial term coined by the sons and daughters of the 60’s which gained popularity through the 70’s, ERPAT was and is commonly used by children particularly the teenagers - to mean an easy-to-approach father, in a peer-to-peer relationship as members of the family; and one who is not frightening but instead considered as a peer-friend.

ERPAT or Empowerment and Re-affirmation of Paternal Abilities aims to engage fathers to become

effective and responsive. It gives importance and emphasis on fathers’ paternal roles, responsibilities and abilities. It aims to achieve shared parenting tasks in the performance of familial responsibilities.

Simply put, a father’s role transcends from a mere “provider”, to one who shares parenting that includes providing care, attention and affection to each member of his family. ERPAT focuses on how this person carries himself as a father performing multiple roles as his child’s teacher and caregiver, his wife’s husband and a friend to everyone in his household. ERPAT also gives emphasis on eliminating

traditional gender roles manifested in the proliferation of the “macho” image of men as seen and observed in the norms, expectations and behavior patterns of Filipino males. ERPAT aims to help fathers achieve a broader and fairer definition of gender roles, while understanding of one’s self as a nurturing and caring individual both for his children and spouse.

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ERPAT RATIONALE

Like in any development program, project, service, activity and/or strategy, ERPAT stands on the firm conviction that fathers DO need help to be able to perform their roles and responsibilities. Further, there is a need to strengthen and maximize their capacities to become effective and efficient advocates in the elimination of violence against women and children.

The following are ERPAT’s rationale statements, which of these statements are also true to you? (Please check)

____ Parenting, particularly care-giving, is assumed more as a feminine activity. Fathers are rarely given basic information and are never trained to perform a caring role in the family.

____ Fathers most often serve as a shadow-figure in the family, difficult to understand and rarely attend to, or provide care and nurturance for their children.

____ Familial responsibilities of fathers are increasing as women become more active in the labor force.

____ Fathers are no longer confined to perform the role of a “breadwinner” in the family. Present realities demand greater quality time of fathers to share child-rearing tasks due to changing family life situations.

____ Men’s active involvement in family concerns are primarily hindered by lack of a close and stable relationship of fathers with their children. This is deepened by lack of/or inadequate knowledge and skills on child rearing and other familial tasks. ____ Fathering skills do not come naturally; like most life skills, they

can be learned. It requires discipline and commitment to the family.

____ Traditional gender role differentiation still persists as manifested through the proliferation of the “macho” image of men; Hence, there is a need for real consciousness for fathers to become more gender sensitive and participatory in performing familial tasks and responsibilities and become a nurturing and caring individual both for their children and spouses.

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LEGAL BASES

Now let’s take a look at the Legal Bases with which ERPAT is founded. You might need to get a copy of these documents and review them yourself.

International Instrument

1. The Convention on the Rights of the Child (CRC) The CRC, an international instrument ratified in 1990 by the Philippines, sets minimum standards for state parties to ensure the promotion and protection of the rights of children.

National Laws

1. 1987 Philippine Constitution

The State recognizes the sanctity of the family life and shall protect and strengthen the family as a basic autonomous social institution. It shall equally promote the life of the mother and the life of the unborn from its conception (Article 2, Section I).

The State recognizes the Filipino family as the foundation of the nation. Accordingly, it shall strengthen its solidarity and actively promote its total development. (Article XV, Section I).

2. The Family Code of the Philippines

The husband and wife are obliged to live together, observe mutual love, respect and fidelity, and render mutual help and support (Article 68).

The management of the household shall be the right and duty of both spouses (Article 71).

3. The Child and Youth Welfare Code (PD 603)

Joint Parental Authority – The father and mother shall exercise jointly just and reasonable parental authority and responsibility over their legitimate or adopted children. (Chapter I - -Article 17) 4. The Anti-Violence Against Women and Children Act or RA

9262 – A state shall exert efforts to address violence committed against women and children in keeping with the fundamental freedoms guaranteed under the Constitution and the Provisions of

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the Universal Declaration of Human Rights (UDHR), the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW), Convention on the Rights of the Child (CRC) and other international human instruments of which the Philippines is a party. SEC. 2.Declaration of Policy.

5. Special Protection of Children Against Child Abuse, Exploitation and Discrimination Act or RA 7610 - It is hereby declared by the policy of the State to provide special protection to children from all forms of abuse, neglect, cruelty, exploitation and discrimination and other conditions, prejudicial to their development; provide sanctions for their commission and carry out program for prevention and deterrence of and crisis interventions in situations of child abuse, exploitation and discrimination. The state shall intervene in behalf of the child when the parent, guardian, teacher or person having care and custody of the child fails or is unable to protect the child against abuse, exploitation and discrimination or when such acts against the child are committed by the parent, guardian, teacher or person, having care and custody of the same. SEC. 2. Declaration of Policy.

6. Family Courts Act of 1997- The State shall protect the rights and promote the welfare of children in keeping with the mandate of the Constitution and the precepts of the United Nations Convention on the rights of the Child. The State shall provide a system of adjudication for youthful offenders which take into account their peculiar circumstances.

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Things you need to know about ERPAT: What is ERPAT?

ERPAT can be a lot of things for those who are involved:

ERPAT is a service that gives importance and

emphasis on the

development and enrichment of knowledge, attitudes and skills of fathers in performing their paternal roles and responsibilities.

 It involves the conduct of community-based sessions for fathers; training of; and organization of father–leaders and volunteers in the community to facilitate collective action and participation in promoting the important role of fathers to the family.

 ERPAT also serves as one of the interventions of the Parent Effectiveness Services (PES) because it sees the significant roles of fathers in all aspects of child rearing and caring.

What are ERPAT’s objectives? General:

To enhance and strengthen parenting capabilities of Filipino fathers in performing their tasks and responsibilities.

Specific:

1. To empower fathers by developing a positive concept of self. 2. To develop and enhance the father’s attitudes, knowledge and

skills on Early Childhood Care and Development; preparing and equipping adolescent children in handling and meeting adult roles and responsibilities; and raising children with spiritual values.

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3. To help fathers develop gender sensitivity and appreciation of partnership with their spouses in promoting and enhancing family life by:

a. Enhancing and strengthening a positive and satisfying marital relationship;

b. Preventing violence in the home;

c. Promoting shared parenthood and planned family size. 4. To establish support networks among fathers in the community

and enhance their active participation and involvement especially in establishing a drug-free family; understanding and preventing HIV-AIDS; and all forms of violence in the family.

Who are ERPAT’s Target Beneficiaries?

All males who need better knowledge, attitudes and skills on fathering, who are unable to cope with familial responsibilities and who fall under the following categories:

1. Generally fathers

2. Biological Fathers (including but not limited to)

 Solo father

 Returning migrant/OFWs

 Released prisoners

 Persons with disabilities 3. Adoptive Father

4. Newly wed husbands

5. Organized father groups i.e., faith based organizations 6. Surrogate Fathers (including but not limited to)

 Foster father

 Guardian

 Caregiver Who benefits from ERPAT?

Aside from the fathers, families and communities benefit from ERPAT.

Who implements ERPAT?

The Local Social Welfare and Development Office (LSWDO) are the direct implementers of ERPAT. Meanwhile, the DSWD through its

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field offices provide technical support to the LSWDO. Lastly, father-leaders are the main actors in community level ERPAT implementation. Where do funds for ERPAT come from?

The Local Government Units (LGUs) fund the implementation of ERPAT. However, funding support can be tapped from other agencies. Who monitors the ERPAT implementation?

The DSWD Field Office shall monitor the service implementation. What are ERPAT’s service components?

1. Advocacy and Social Mobilization

This involves the conduct of advocacy and social mobilization activities in securing support and awareness in the implementation of ERPAT in the community. Public awareness and information campaigns shall convey basic messages that promote the important role of Filipino fathers in instilling and fostering love, respect, discipline, industry and care for the family. Indigenous form of media can be utilized to advocate support in the promotion and implementation of ERPAT at the community using local talents and resources.

2. Organization and Strengthening of Father’s Associations

This involves the formation of ERPAT core groups composed of leaders at the barangay level who will facilitate the organization of ERPAT. The organized structures shall serve as venues for collective action and participation founded on the principles of cooperation, trust and good communication and commitment to the promotion of the important roles of fathers in the family and in promoting the social well-being of families as a whole.

3. Capability Building / Training

This involves training and capability-building activities for two (2) sets of implementers:

(1) The ERPAT members - or members of the ERPAT associations/groups, father leaders and volunteers who are directly trained primarily to enhance their paternal roles and responsibilities; and to sustain the ERPAT service in the community.

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(2) LGU Workers/Implementers – or the service providers and implementers who are trained to ensure effective and efficient service implementation and management.

The basic courses include community volunteers’ development, participatory leadership, peer counseling, organization building and project development and sustainability. Experiential learning activities are also conducted to put substance and deepen the formal training provided to the ERPAT implementers and volunteers.

4. Networking and Alliance Building

This involves resource generation and mobilization to achieve the thrusts of networking and alliance building among agencies and father groups as the most important indicators of successful community organization. Networking facilitates sharing of knowledge, skills and resources among people and organizations in the community. Father-leaders and volunteers and/or father associations are mobilized to generate resources to sustain implementation of ERPAT in the community. This includes family welfare serving agencies and child caring/placing agencies as well as the LGUs and POs in the target areas. Efforts to converge the resources and services of different welfare agencies operating within the area are pursued to ensure optimal use of resources for ERPAT.

ERPATS VISION:

ERPAT envisions responsible Filipino fathers who are committed, disciplined, knowledgeable, and are highly appreciative in

carrying out effective paternal roles and responsibilities ERPAT MISSION:

To work with fathers and their families in the community helping them to:

1. Appreciate their roles in the family

2. Improve performance of paternal tasks, and

3. Access support services and activities that will help them achieve a united, productive and stable family.

To form ERPAT associations at the barangay level; federations at the municipal/city, provincial and national levels and gain

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Chapter Two: THE FIELD OFFICE TECHNICAL STAFF (Initiating, Managing and Sustaining ERPAT)

ERPAT was introduced by the DSWD through its Field Offices. The Field Office technical staff performs a number of tasks that will ensure ERPAT’s success. As in many other national programmes, projects, services, or activities, the FO generally:

• Provides technical assistance and resource augmentation; • Prepares and does social marketing activities for a specific

programme, project, service or activity; • Build networks and alliances;

• Generate and manage data; and • Write reports

Let us now take a closer look at the things the FO staff must do:

1. Secure, consolidate, analyze and interpret data of family situations at the regional level and segregate these by province. Find out and build:

1.1 The over-all situation of families, you may acquire these from the local planning offices;

1.2 The magnitude of / incidences of domestic violence in the community, you may acquire these from the local social welfare and development office and the local police entity;

1.3 The magnitude of / incidence of other macro issues, i.e., drug use and abuse, HIV and AIDS, teenage pregnancy. ECCD – PES attendance by fathers, etc.

TIPS:

 engage academe and / or local research institutes

 utilize area based research from and by local NGOs

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2. Develop or craft simple communication materials which you will use to present the data that you have gathered per province or per city/municipality; among these materials include:

2.1 PowerPoint presentation or flip chart;

2.2 Fact Sheets or leaflets per municipality or province.

3. Also make ready a generic ERPAT orientation acquired from the DSWD-STB.

4. Once done, begin your ground work by engaging significant members of the local councils and local chief executives by initiating courtesy calls i.e., the committee chairpersons for Family; as well as the Budget and Planning Officers. When necessary write SB sponsors to include ERPAT Orientation in the agenda of the SB regular session. 5. Request for and arrange an agreed convenient date for presentation. 6. Present your data as well as the ERPAT concept covering:

a) ERPAT Vision and Mission

b) Roles and functions of the MSWDO on ERPAT implementation c) Activities related to ERPAT implementation

d) Benefits of having ERPAT

Impact to Individual Father Impact to Families Enhance awareness on their roles

as fathers and become responsible parents

Close family relationship

developed/improved and are more comfortable and open to each other Father's self-esteem and capacities

developed through attending series of training and seminar

Improved skills on parenting and become role model of the family TIPS:

 Keep your presentations accurate, brief and concise

 Always support your data with statistics that are easily understood

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Impact to Individual Father Impact to Families Fathers spent more time with the

family and learned to be patient and control their temper

Household chores are already shared between husband and wife Fathers are more comfortable and

able to express their ideas and affection to their wife after attending the session

Increased awareness on gender sensitivity issues and minimized or eliminated domestic violence

Fathers become God-fearing and God-loving

High respect of children towards their fathers

Fathers gained more knowledge and a changed perception that fathers do not have the monopoly of knowledge

Learned to understand the nature/characteristics of wife as a woman

Fathers understood the stages of development of their children

Impact to Communities

Improved relationship with members of the community by gaining friends with lesser conflict

Role model in the community and actively participate in community activities

Acted as resource person during training Law abiding citizens

Residents realized the importance of community activities

Lessen number of reported cases of domestic violence in the area and decrease vices among fathers

Peer counseling to members of the group Peaceful community

Gained respect from the community

Fathers became advocates in the prevention of family violence Gambling is minimized and regulated

Income generating activities and projects continue to exist and are sustained

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7. When necessary, craft a Memorandum of Agreement (MOA) between the Field Office representing the DSWD and the Local Government expressing the LGU’s commitment to adopt ERPAT as a service and defining the technical assistance and roles of the DSWD through the FO;

8. Organize and conduct a region / province–wide ERPAT training of trainers among LGU implementers and Father Leaders;

9. Provide post training technical assistance to provinces and / or municipalities as resource person, in the areas of:

9.1 Training management & facilitation

9.2 Tips on community volunteer resource mobilization 9.3 Sustainability Planning

10. Conduct monitoring visits, periodic monitoring assessment surveys through the use of standard monitoring tool and annual assessment meetings with LGU and father leaders;

11. Generate periodic (quarterly) reports for the DSWD central office.

TIPS:

 Organize ahead of time

 Ensure that all logistics (financial, human, material resources) you need are available

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Here are some more ideas for the Field Office Technical Staff:

1. Regularly hone your skills in social marketing, advocacy and networking – ERPAT’s success is about making the issues (in this case parenting unique to fathers and the need to address domestic violence) you raise be felt and owned by the people themselves;

2. Practice your facilitating skills – remember that you are the primary trainer if not the training manager of the people who will implement ERPAT. Keep in mind a teaching theory that goes “one teaches the way he/she was taught”. How you will deliver the messages contained in ERPAT will reflect on how well they will be able to implement it at the local level

3. Update yourself with current issues – keep abreast with local and national issues that are directly or indirectly related to ERPAT (father-centered issues). Among these are domestic violence, absentee fathers and the social cost of labor migration, child protection and development.

4. Familiarize yourself with new laws and issuances – read and be familiar with national and local policies that can help you in understanding current protection issues;

5. Make sure that you understand the processes with which ERPAT is implemented at the LGU level - it is best therefore to read through the proceeding chapters on ERPAT implementation 6. Value your partnerships with LGU implementers, Local Chief

Executives and Father Leaders – get to know them and add a personal touch with your partners in the provinces and municipalities. Remember their birthdays and send them greeting cards, track their achievements and send them congratulatory notes, etc.

7. Organize (when logistics permit) and participate in other auxiliary activities - keep in mind family day celebrations, nutrition month, children’s month, mothers and father’s day, adoption week, etc. these are good opportunities to engage local government partners in ERPAT issues

8. Involve the NGOs – they may have other resources which you can use for ERPAT;

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9. Keep disciplined schedules – do remember that LGUs have other activities aside from ERPAT, keeping a disciplined schedule for activities like training, meetings, monitoring visits as agreed will make it easier for them.

10. Always bear in mind you and your partners’ definitive roles and functions but be flexible as well:

The Stakeholders Functions

ERPAT has four (4) main groups of stakeholders, namely the ERPAT father volunteers/leaders; the local government units; NGOs, civic and private groups; and the DSWD Central Office together with the DSWD Field Offices. Each group has specific functions, thus;

A. Functions of ERPAT Fathers and Volunteers/Leaders 1. Recruit fathers in the barangay to join ERPAT Association; 2. Organize the ERPAT Association under the direct supervision of

the LGU social worker;

3. Assist the LGU trained social workers in the conduct of ERPAT Sessions in the Barangay;

4. Assist the LGU social workers in the conduct of ERPAT training and other related activities;

5. Assist the ERPAT Associations in Management and Monitoring of group projects and activities;

6. Submit report to LGU Social Workers of ERPAT Association Accomplishment and Group Roster Forms.

B. The Role/ Functions of Local Government Units 1. Implement and supervise the project;

2. Provide administrative fund support in the implementation of project;

3. Facilitate organization of ERPAT Associations;

4. Supervise activities of ERPAT Association, e.g. planning and implementation of support activities in the community;

5. Conduct training for ERPAT volunteers and leaders;

6. Provide technical assistance and supervision to members and offices of ERPAT associations;

7. Identify/access resources for the provision of social services to ERPAT family members;

8. Develop and maintain linkages with NGOs, GOs and other stakeholders;

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9. Support public awareness raising/regional concerning overall goals and thrust ERPAT;

10. Conduct of monitoring and evaluation using the standard monitoring tool.

11. Prepare quarterly status reports to DSWD Field Offices; C. Other Stakeholders

(NGOs/Church/Academe/Civic Groups/Associations) 1. Acts as resource person;

2. Provides referral services;

3. Provides fund augmentation and access to resources;

4. Conducts trainings on ERPAT session and skills enhancement activities;

5. Assists MSWDO/CSWDO in identification/recruitment of ERPAT participants;

6. Participates in service review and enrichment/development. D. The Role/Functions of DSWD Central Office

1. Prepares guidelines and other program materials for the service; 2. Oversees the overall implementation of service;

3. Allocates funds for the implementation of the service;

4. Monitors, evaluates and provides technical assistance to the DSWD Field Offices

5. Conducts orientation/demonstration of the project to LGUs implementers;

6. Consolidates and analyses reports submitted by the regions; 7. Prepares quarterly reports and update of the service;

8. Conducts documentation and research of the service; 9. Conduct of annual program review and evaluation workshop. E. The Roles / Functions of DSWD Field Office

1. Conducts consultation with LGUs to determine their interest, readiness, commitment and capability to implement the service; 2. Assists in the orientation of LGU implementers;

3. Monitors and provides technical assistance to LGU implementers; 4. Develops and maintains linkages with LGUs, NGOs and other

national government agencies in the area relative to service implementation;

5. Assists in the evaluation research and documentation of the service;

6. Ensures judicious disbursement of funds;

7. Prepares and submits a quarterly report to the DSWD –Central Office;

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8. Forge a MOA to gain the support and commitment of LGUs to adopt ERPAT as a service and define the roles of DSWD Field Office

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Chapter Three: THE LGU IMPLEMENTERS

(Initiating, Managing and Sustaining ERPAT)

The success of ERPAT depends on two important factors. It includes (1) the active involvement of fathers themselves in the community and a (2) strong support from the Barangay or local officials as well as other existing groups in the community.

Here’s a step-by-step guide for you (The LGU implementer) to follow when preparing to implement ERPAT:

A. Coordinate with Barangay Council and other Key Leaders Coordinate with your Barangay Officials to elicit commitment and support of the Barangay Council as well as clarify the functions and types of support you expect from them in implementing ERPAT. B. Identify and Recruit your target participants (fathers)

This involves identification of priority target beneficiaries at the community level through home visits and referrals by both LGUs and non-government organizations (NGOs) or groups in the locality. Among those you can initially engage with are:

1. Fathers who are members of the Day Care Service Parents Groups (DCSPG)

2. Neighborhood Parent Effectiveness Assembly (NPEA) 3. Supplemental Feeding Parents Group (SFPG)

4. Husbands of women who are involved and / or are beneficiaries of programs for women ;

5. Members of the Barangay Council for the Protection of Children and the Barangay Council

6. Fathers who are members of Men Support Groups (MSG).

7. Fathers who are members of Men Oppose to Violence Against Women Everywhere (MOVE).

Make your list now:

___________________________________________________________ ___________________________________________________________

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Aside from the above, you must also consider fathers of families at risks. To identify them you may need to refer to the following indicators;

1. Families with reported cases of abuse

2. Families whose members are with poor health/nutrition 3. Families whose children are

out-of-school

4. Families whose heads exhibit inappropriate behavior models of family such as substance use and abuse, and

5. Families with solo male parent

Make your list now:

__________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ YOUR 3-HOUR SESSION

GUIDE: 1 hour Opening Amenities  Prayer  Welcome Remarks  Introduction of Participants  Group Dynamic  Expectation Setting 1 hour ERPAT Background/Orientation  History  Rationale  Objectives  Approaches/Strategies

 Expected Output by the group

1 hour

Brainstorming on present situation of Fathers

 Problems, fears, threats and challenges, myths and beliefs of Filipino fathers.

 Take note of their ideas and write them on the board or Manila paper.

Highlight commonalities and differences of their responses and link them to the importance of having an ERPAT project in their Barangay.

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C.

Conduct an Orientation on ERPAT

Conduct an orientation session based on the time and place preferred by the father volunteers. Inform them of the objectives so that they will know what to expect. Seek their commitments by visiting them in their homes.

In conducting an orientation meeting for ERPAT, you need to establish rapport, camaraderie and friendship among fathers and key leaders that you have invited. Focus your orientation meeting on the background, rationale, objectives, approaches, and strategies of ERPAT. You may need to use group dynamics and games to animate this session. This meeting also includes brainstorming on the present situations of Filipino fathers. Inset is a three-(3) hour orientation session guide for you.

D.

Organize a Core Group of Fathers

Once you have identified and oriented your “target fathers”, engage them to organize a core group composed of 20-25 individuals. They should be those who are concerned and capable of assisting and / or initiating ERPAT activities in the community. Also remember to coordinate with the Barangay Council asking them to lend support by having a representative who can help organize the core group. You might need to begin by engaging other “informal father leaders” in the Barangay coming from different sectors such as church, schools and other organizations in the Barangay.

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E. Set a Final Schedule for the ERPAT Community-Based Sessions

Secure fathers’ commitment during your orientation session and engage them to agree on a specific schedule for the conduct of ERPAT session. Together with the core group of fathers, prepare for the ERPAT training.

Here’s a checklist that you and the core group can use as task guide:

Who do you think can…?

Arrange the venue and its physical set-up

____________________________________________________ ____________________________________________________ ____________________________________________________ Follow-up invitation and participation of father-participants ____________________________________________________ ____________________________________________________ ____________________________________________________ Prepare training materials e.g. visual support and workshop materials

____________________________________________________ ____________________________________________________ ____________________________________________________ Arrange food (depending on the availability of funds)

____________________________________________________ ____________________________________________________ ___________________________________________________

Identify and mobilize resources and logistics

____________________________________________________ ____________________________________________________ ____________________________________________________ Organize and invite your pool of speakers from the trained father leaders with the MSWDO or LGU worker

____________________________________________________ ____________________________________________________

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F. Conduct the ERPAT Sessions

At this stage, you and the other father-trainers can devise your own teaching methodologies and materials. However do maintain the core messages for each of the session. The modules and session guides are found in Chapter Five.

G. Conduct and Organizational Planning Workshop

After completing the ERPAT training sessions, you can now identify more potential leaders that will expand your initial core group of ERPAT leaders. Immediately call for a planning workshop where and when officers are elected and committees are formed. Do remember to define roles and responsibilities as basis for the choice of leaders. Emphasize too, that the members and leaders of each committee must have a sense of commitment for community development work, effective leadership, and should be sensitive and concerned to fellow families/fathers in the community.

H. Organize an ERPAT Association

The organized fathers in your community can now form the ERPAT Barangay Association. (Please see annex). For its initial meeting, the organization shall formulate its vision, mission and goal (VMG) based on the objectives of ERPAT. This is very important for this will guide as well as provide direction to the plans and other activity of the association. The members and officers of the ERPAT association shall jointly agree upon the vision, mission and goals.

When the members and officers finalize the VMG, the plan of action of the association may be finalized and specific committees can be organized to handle activities or projects. Each committee may set their own activities to accomplish their tasks.

In the plan of action of the ERPAT associations, special emphasis on the celebration of special events such as Family Week, Father’s Day, Mother’s Day, Children’s Month, Women’s month and other special events that promote the strengthening of family shall also be included

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I. Implement the Planned Programs and Projects of ERPAT A key to sustaining organization’s life is to make sure those programs and projects are implemented as planned. The LGU worker can initially supervise program and project implementation. At this stage, it is expected that you and the association mobilizes fathers who will then mobilize their family members to help undertake projects in the community. Among the activities and projects you can implement are:

 Capability Building for both newly recruited fathers and other LGU or NGO workers;

 Peer Support Organization and Mobilization

 Project Monitoring, Supervision, Evaluation and Sustainability Monitoring and evaluation of the service implementation shall focus on the following activities:

 The DSWD national and field offices will conduct regular monitoring visits. This will be a joint activity with the local government units concerned.

 Annual service implementation review will be conducted to evaluate the overall project implementation to include strengths and weaknesses for continuity and improvement as a basis for plan of action for the succeeding year.

Other activities that can help you sustain the organization are activities that respond to the needs and problems of each member, individual or in groups. These include but not limited to the (1) regular home visits, (2) provision of livelihood projects; (3) conduct of cultural and sports activities; and (4) provision of awards and other forms of recognition/incentives to the efforts of father leaders and volunteers.

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Chapter Four:

THE FATHER LEADERS

(Initiating, Managing and Sustaining ERPAT)

You must have noticed by now that ERPAT places the highest premium on the father-volunteers and leaders as they play key roles in the community. More than anything else, they serve as role models to their families and communities. They also serve as facilitators in promoting the rearing and caring roles of fathers in the family. Of course, all of ERPAT’s service components prepare these father-volunteers to focus on these roles.

Competency Requirements of an ERPAT Leader/Volunteer To be able to perform these roles, a set of competencies are required. Do check/engage the father-volunteers if they possess the following competencies below. If not, you may need to find ways as to help them acquire these competencies.

1. Knowledge:

- Know basic methods of organizing - Know the contents of the ERPAT project

- Has good knowledge on leadership and volunteerism - Has basic knowledge on Peer Counseling

2. Attitudes/Values:

- Sensitivity to familial roles, responsibilities, needs and social realities among fathers.

- Recognizes strengths and improve weaknesses 3. Skills:

- Effective communication

- Facilitating groups and using facilitating methods - Active listening and relationship-building

- Energizing/inspiring/motivating - Basic skills in counseling - Skills in organizing

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As ERPAT leaders and volunteers, fathers during the preliminary, proper and post implementation phases perform multiple roles. Each of these roles requires a particular set of competency and entails corresponding responsibilities. This chapter spells out all these roles and provides you descriptive parameters.

A. Preliminary Phase

Father-volunteer as Coordinator

 Coordinates with M/CSWDO in the conduct of community-based sessions.

 Assists in the conduct of identifying fathers as participants

 Arranges for a venue and use of equipment

 Prepares learning materials

 Provides resource persons, if necessary

 Acts as guides during the learning experiences of fathers Father-volunteer as Organizer

 Coordinates and links with M/CSWDO, Barangay leaders/officials and ensure active participation of fathers in the community;

 Organizes core group of fathers as initial volunteers

 Identifies and mobilizes resources B. Implementation Phase

Father-volunteer as Co-Trainer (in the Community-Based Sessions)

 Plans with M/CSWDO on theme and topic assignments

 Assists M/CSWDO in the conduct of ERPAT session or acts as resource person

 Provides information on ERPAT

 Conducts training for fathers in the community through the use of various learning methodologies

 Uses learning aids–charts, drawing, pictures, and other forms of visual aids

Father-volunteer as Peer Counselor

 Provides support and encouragement to fathers in crisis

 Develops rapport with other participants

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 Communicates on a one-on-one basis with fathers in stressful situations

 Organizes sessions to enhance self-confidence and self-esteem of fathers.

 Enhances relationship/teambuilding with father volunteers/leaders Father-volunteer as Documenter and Records Keeper

 Maintains records of the accomplishment of the ERPAT group through monitoring and documentation

 Observes participation/involvement of father leaders

 Documents activities of ERPAT groups C. Post-Implementation

Father-volunteer as Monitor/Evaluator

 Assesses the extent of implementation and effects of ERPAT sessions to father participants

 Undertakes follow-up visits with / to fathers and their families

 Conducts regular (monthly/quarterly) meeting

 Shares reflections and sessions with fathers volunteers/leaders

 Provides relevant feedback to C/MSWDO

 Conducts consultation meeting with other stakeholders Father-volunteer as Coordinator

 Conducts follow through activities through coordination with concerned parties

 Establishes and maintains contacts with the fathers in the community, their families, peers, and other individuals or groups or agencies involved in ERPAT implementation to ensure that its objectives are achieved.

Father-volunteer as Advocate

 Shares learning and gains of ERPAT to other fathers in the community

 Recruits fathers and Men Opposed to Violence Against Women Everywhere (MOVE) advocates to become ERPAT members

 Builds partnership with MOVE organization for the prevention of violence against women and children (VAWC)

 Assists in the information dissemination campaign of ERPAT towards promotion of paternal roles and responsibilities

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Chapter Five:

Conducting the ERPAT Modules

The community based training is the heart and soul of the ERPAT service where we engage the fathers. This is also where much of ERPAT’s objectives (increasing father’s knowledge, skills and values/ attitudes on parenting) are achieved. This chapter contains easy-to-follow sessions and / or activity plans particularly arranged to ensure competency build-up among your father-trainees.

For beginning facilitators or trainers, you may follow each activity plan. While these sessions and / or activity plans have been tested, you are free to make the necessary changes as you see fit or be creative while conducting your training.

 Each session plan contains the following:

1. Title – gives you a clue on what the module or session is all about 2. Intro spiel – this is a short spiel written in italics just like this one, which

you can use / say to introduce the session to your participants.

3. Estimated Time – tells you how long a particular session lasts. The whole ERPAT training if you count the number of hours, roughly takes around twenty-seven (27) hours. However, field experiences tell us that the length of session varies based on the trainees “realities”. Given this, it is really up to you to manage training time efficiently as you plan the day or weeks it would take you and your trainees to complete the modules.

4. Objectives – indicates the behavioral objective(s) that your trainees should be able to demonstrate or do in the course of session;

5. Materials – you can find these contained in boxes in every session. It is a list of things you need in your activities. There are also notes written in bold letters instructing you to either photocopy or copy as teaching and learning aids.

6. Methodology – tells you about the teaching-learning method espoused in the activities.

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7. Key Learning Points – even before you conduct the session, DO read these carefully and thoroughly, because these are the learning foundations of the activities. As such they serve either as your guide or even as your main inputs that raise activities into learning experiences.

8. Activity / Activities – provide(s) step-by-step instructions on how to run the learning activity

9. Processing – provides instructions (most often in the form of guide questions or actions) that you can ask or do to engage your participants to deepen their learning experiences.

10. Application – allow the participants to relate the topics and learning to their daily activities

Are you ready to conduct your training now? Well... If you have…

____ Gone this far and read previous chapters

____ Clarified your roles and functions and understood ERPAT in its entirety

____ Engaged people in your local government to support you in implementing ERPAT

____ Organized your core group of fathers to assist you in your training ____ Arranged your venue, its physical set up and the facilities

____ Followed-up and confirmed invitations to your target father-participants

____ Scanned this chapter, made and prepared your training materials e.g. visual supports and workshop materials

____ Arranged food (when available)

____ Identified and mobilized other resources and logistics

____ Identified, organized, invited and confirmed the coming of your resource speakers (when needed)

____ Assured and told yourself that you are able and willing to do this training

Then, you must be VERY ready!

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PRELIMINARY SESSION

Title: Situation of Filipino Fathers

This session helps us to be aware of the current situation(s) of fathers in our community. This will deepen our understanding of issues affecting role performance.

Estimated Time: 45 minutes Objectives:

The participants shall be able to:

1. Analyze current situations of Filipino fathers.

2. Review current beliefs, practices and concepts about fathering.

3. Discuss gender issues prevailing and affecting members of the family.

Methodology: Group Sharing/Discussion

Transparency picture of a Father and a Mother 

Your Key Learning Points

 There are basic attributes between a man and a woman. There are also prevailing expectations as to how men and women should think and behave. These expectations form the gender roles.

 Sex refers to biologically determined differences between men and women.

 Gender roles are the set of social norms that dictate what is socially defined as appropriate female and male behavior.

 Gender roles are learned behaviors in a given society/community or other social group that condition which activities, tasks and responsibilities are perceived as male and female.

 Gender roles are affected by age, class, race, ethnicity, religion or other ideologies, geographical, economic and political environment

 Men and women differ from each other physically, emotionally and socially. Physical differences are referred to as “Sex” while social differences are referred to as “Gender”

Materials:

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 Gender likewise are the values and norms that support and perpetrate the belief in men’s dominant status and natural aggressiveness and in women’s subordinate status and role in the family and in the society as a whole.

 Fathers are perceived as symbols of strength and power in the family. Fathers are the family’s main source of authority. The breadwinner, the decision-maker and the foundation of the family. They are the disciplinarians and the ones who commit more forms of abuse as inherent to their characteristics as they exercise their power and authority over their family members.

 Mothers meanwhile are perceived more as weak but loving persons. They are more emotional and do support the decisions of the father as the head of the family. Their roles are confined in the household responsibilities including rearing and caring for children and other family members. Because of their inherent characteristics, they are more prone to be abused in the family including the very young children.

 To create a wholesome and positive family life, the parents, the father and the mother have collaborative roles to perform. In performing responsibilities at home or in the family, one should assess one’s capacities and abilities rather than on one’s biological characteristics to achieve a shared familial roles and responsibilities, shared decision-making and a shared vision and hope for the family.

Activity:

1. Group the participants (5-7 members / group)

2. Ask them to discuss the characteristics of fathers they observe in their own families, neighborhood or community.

3. Use the following guide questions:

What do you observe about fathers in your community?

Can you differentiate characteristics, identities and role expectations of the fathers and the mothers?

What values and beliefs are attached to fathering?

4. Ask them to write their responses in the newsprint or metacards if not ask a volunteer from the group to share a summary report of their discussion.

Alternative Activity:

1. Post the word FATHER and MOTHER on the board

2. Under those words, place the word male under the father and the word female under the mother.

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3. Provide the participants with metacards and ask them to think of any word that relate to the two basic words.

4. Ask the participants to post or write their responses in the board. Your trainees’ output can look like this;

Processing:

1. Point out the differences between sex and gender.

2. Point out the differences and similarities between the father as a male and the mother as female.

3. Synthesize responses. Application:

End the introductory session by singing: FAMILY

F – is for my father and M is for my mother I love you. (2x) I love you in the morning and in the afternoon

I love you in the evening, underneath the moon … Oh! F is for my Father and M is for my mother

Family…… FATHER Male MOTHER Female Strong Weak

Big body Loving

Handsome Beautiful

Mason Laundrywoman

Carpenter Manicurist

Authoritative Beautician

Domineering Sexy

Muscles Long hair

Hard Clear skin

Vices Vices

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MODULE I

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SESSION 1:

Understanding Myself

When we talk of philosophy, we simply mean of “searching for meaning”. In this session we will attempt to define the meaning of man’s existence in relation to his environment. Who we are and what makes us different from other creatures on earth.

Estimated Time: 1 hour Objectives:

At the end of the session, participants shall be able to:

1. Attain awareness and discover oneself as a person

2. Find meaning of one’s existence in relation to his environment

Methodology: Collage-making Individual Reflection Lecture-Discussion

 Key Learning Points:

1. You are a rationale being. You have the capability to think and recognize what is right and wrong. You use your capability in honing your qualities. You have rights to act on improving and fulfilling your aspirations in life. But rights have accompanying responsibilities towards yourself, others and God.

2. Your values, personality traits, childhood experiences, personal and family goals affect your characteristics as a person and more importantly, your role as a father. You are a unique person and able to relate with others.

3. You have a specific purpose and mission in life and that purpose and mission provides meaning and direction in your life.

4. Knowing yourself and knowing your own strengths and weaknesses is the first step in becoming an effective father. Realizing your own limitations helps you consider things that will affect you in performing your role as a father. You build yourself up by enhancing your strengths and working on your limitations and weaknesses.

Materials: Old newspapers/ colorful magazines, paste, newsprint, scissors Alternative Materials: Clay

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Activity:

1. Ask the participants to group themselves into six or eight and provide them materials to make a collage

2. Ask them to use the old newspaper and magazines and make a collage based on their group’s interpretation of what a man is and what to them is the meaning of being a man.

3. Clay can be alternative used. For the use of clay, ask them to make forms, shapes or objects that will represent a man.

4. Assign a leader who will facilitate sharing in the group. Using the following as guide questions:

a. What do you think is man made of? b. What makes you happy?

c. What makes your life meaningful and complete?

5. A group leader shall be assigned to each group to note responses of participants on the meaning of man based on their own knowledge/perception.

6. Each group takes turn in presenting their collage or their clay images 7. Allow clarification session among participants to deepen the

discussion of the meaning of man. Processing:

1. After each group had reported, process the whole activity by first summarizing their outputs.

2. Highlight significant points that they raised and connect them to your learning points.

3. Synthesize all inputs and stress the value of openness to life experiences, importance of reflections for growth and directions, and appreciation of oneself and other persons.

Applications:

Play the song “Sino Ako” and let the participants reflect on the meaning of the Song.

1. While playing the song, help the participants reflect by leading them to a closing prayer.

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2. The closing prayer should highlight on the meaning of each trainee’s existence as a father, as a husband, as a son, as a community volunteer and as a leader and as a person.

SINO AKO

Hiram sa Diyos and aking Buhay Ikaw at ako’y tanging Handog lamang

Di ko ninais na ako’y isilang Ngunit salamat dahil may buhay

Ligaya ko na ako’y isilang Pagkat tao ay mayroong dangal Sinong may pag-ibig, sinong nagmamahal

Kung hindi ay tao, Diyos ang pinagmulan Kung hindi ako umibig

Kung hindi ko man bigyang halaga Ang buhay kong handog Ang buhay ko’y hiram sa Diyos

Kung hindi ako nagmamahal Sino Ako?

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