Breaking Barriers: Empowering Teens &

Parents to Combat Teenage Pregnancy

through Peer Dialogue & Safe Spaces

Group 3

Adriano, Alvarez, Borgonia, Castor, Estalilla, Favis, Reyes, Singson

 I. Introduction

Development Issue

Breaking the cycle of intergenerational poverty is no easy feat. Given the intricate web of
factors that contribute to poverty, one salient issue stands out—teenage pregnancy. Though
teenage pregnancies occur all over the world, most happen in poorer and marginalized
communities and the World Health Organization stated that it tends to be higher among those
with less education or of low economic status. For those who conceive, the socioeconomic and
educational disadvantages are apparent. More than a global health issue, ​the social and health
implications of teenage pregnancies include increased number of dropouts in school, increased
exposure to domestic violence, mental health issues, substance use, sexually transmissible
infections (STIs), financial stress and homelessness (Mann, et al., 2020). Locally, 2017 data from
PSA cites that one out of every ten 15 to 19 year-olds become pregnant and though numbers fall,
we still have one of the highest rates in ASEAN (Abarca, 2023; Dela Pena, 2023).
According to Popcom, the two highest numbers of teenage pregnancies come from Metro
Manila and Calabarzon. In Metro Manila, teenage pregnancies were highest in Quezon City
which was then exacerbated by the pandemic (Pazzibugan, 2021). Despite the government
enacting fully capable laws addressing the epidemic of teenage pregnancies through the RH law
and related policies, the recurring issue suggests that noise making is the more apt term rather
than policy-making which calls for a multi-sectoral approach towards solving this issue. The
implications of teenage pregnancy are long-lasting. Echoing Sen. Risa Hontiveros’ statement: “If
the increase of the teenage pregnancies cases will not be resolved, it will add more burden to our
health-care system, our economy and in the long run, our plans for the next generation.”

Project Identified to Respond to Issue

Acknowledging the urgent need to address teenage pregnancy in the Philippines, we

propose Project Peer Power (PPP), aiming to revolutionize societal perceptions and education
surrounding Sexual and Reproductive Health (SRH). Comprising a Sangguniang Kabataan
(SK)-led Mini-Modules Learning Camp for Filipino teenagers and an NGO-led Weekly Plenary
Program for Filipino parents and adults, this two-component project targets the groups most
affected by the inadequacies in SRH education.

Objectives of the HRBA Practice

For the purpose of this HRBA practice, the specific issue of high rates of teenage
pregnancy in Quezon City will be explored. Furthermore, the main objective of the HRBA
practice is to give an in-depth analysis and robust recommendation on how to best address the
identified problem based on the rights relating to the latter. It begins with a Rights-Based
Situation Analysis to identify problems, map stakeholders, and propose solutions. In the
Planning phase, it defines rights, assesses compliance, and develops capacity-building plans.
During Implementation, it organizes training and offers policy support. In Monitoring and
Evaluation, it designs mechanisms for collaboration between stakeholders in assessing progress,
all keeping in mind the utmost compliance with PANTHER principles.

II. Rights-Based Situation Analysis

Rights-Based Problem Identification

Health Aspect
Before any solutions can be conceptualized and implemented for this HRBA practice, it
is essential to first understand teenage pregnancy as a concept as well as recognize its contextual
nuances as a human rights issue in the Philippines. Teenage pregnancy, at its core, is and will
always be an affair directly relating to sexual and reproductive health (SRH). It is not simply a
cause-and-effect phenomenon of teenagers’ “physical, mental, and social well-being in all
matters relating to the reproductive system” (United Nations Population Fund, 2022). It is also a
reflection of their ability and freedom to access proper SRH providers and services.
In the Philippines, this key right to health remains a distant reality for many Filipino
teenagers. Trisolini et al. found in their 2023 study that shortages in reliable family planning
supplies and providers (i.e., primary care staff) were a potent force behind high rates of
unwanted teenage pregnancies in certain locales (e.g., Batangas). As healthcare workers,
facilities, and equipment are typically much sparser in poor provinces and areas away from
Metro Manila (Collado, 2019; IBON Foundation, 2023 as cited in Dela Peña, 2023), this would
inform how thousands of Filipino teenagers are often alienated and deprived of equal
opportunities to acquire safe contraception and effective sexual counseling. Government
interference similarly factors into these shortages as some Filipino politicians have had a history
of actively thwarting contraceptive distributions (Conde, 2017). Another significant finding in
Trisolini et al.’s study was that Filipino healthcare providers at times held prejudice (i.e.,
“provider bias”) toward teenagers who engaged in premarital sex. Mirroring the data outlined by
Abad in two reports (2022; 2023a), the resultant discrimination and kahihiyan faced by
adolescents, especially by young women, frequently discouraged them from seeking out
preventative, emergency, and long-term health measures for teenage pregnancy. Costly prenatal
and postnatal care, alongside insufficient physical and emotional support for expectant teenage
mothers, also emerged as recurring themes across numerous literature (Habito et al., 2021;
Garcia, 2022; Center for Reproductive Rights, 2022; United Nations Population Fund, 2023).
Despite how tightly knit the issue of rising rates of teenage pregnancy is to the rights to
safe and affordable SRH services, family protection and assistance, and an adequate standard of
living, it would be a disservice to the contributions of various sectors of society to assume that
this issue solely involves the health sector. More than just being a problem of medical
inaccessibility, it is also a problem of educational inconsistency and gender inequality. When the
rights to education, equality, and non-discrimination are trampled upon or stripped away from
Filipino teenagers, this in effect inhibits them from fully enjoying their rights to bodily autonomy
and integrity, reproductive self-determination, and family planning.

Educational Aspect
With respect to educational inconsistency, the results of Kim et al.’s 2023 case study
suggested that every Filipino teacher is likely to have varying levels of understanding on SRH.
While some may already have a clear grasp and appreciation of it as a topic, many Filipino
teachers, particularly those in public schools, have been reported to still struggle with absorbing
SRH concepts and translating these into comprehensible school lessons due to inadequate
training opportunities (Geronimo, 2016; Crisostomo, 2017; Saquing & Nordan, 2021). These
teachers, however, are not solely at fault nor are they deserving of complete blame. More of
these inconsistencies are seen down the line via the SRH contents of the standard Philippine
educational curriculum. Case studies conducted by Nepomuceno (2019) and Tanaka et al. (2020)
in Sorsogon City and Muntinlupa City showed that core SRH topics (e.g., sex, dating, and
pregnancy) were only occasionally taught to high school students. Moreover, class lectures
normally did not dwell on the importance of these topics in the lives of students (e.g., avoiding
STIs) and instead often brushed over them in hopes of staying “professional” and “[avoiding]
negative impact on community values” (Bongco & David, 2020, as cited in Kim et al., 2023).
Though these case studies are not representative of the state of SRH education in other locales
and schools, they do expose a deep crack in the true priorities of the Philippine educational
system. This crack is further exposed by the actions, or lack thereof, of certain Philippine
government agencies. For instance, the Department of Education (DepEd) and Department of
Health (DOH) to this day have not reached a definitive decision on fully including SRH
education in school curricula. This effectively prevents it from being consistently and properly
taught in Philippine schools. According to Kim et al. (2023), DepEd’s stubborn attitude with
DOH may be attributed to their overtly traditionalist approach. Even just slightly dabbling into
SRH is practically considered abominable and unnecessary as it may “‘ruin’ children” and
encourage premarital sex. Should these trends of teachers’ neglect and curriculum uncertainty
persist, Filipino youth are bound to be deprived of their rights to experience accurate, sound, and
unprejudiced education on key SRH concepts (e.g., teenage pregnancy, contraception, and family
planning).

Gender Aspect
Gender inequality likewise ties into the woes the country faces with regard to high rates
of teenage pregnancy. Although the Philippines quite recently maintained its status as the “most
gender-equal country in Asia” (World Economic Forum, 2023, as cited in Abad, 2023b),
discrimination, and especially violence, against women nevertheless remained rampant within
national society. The Philippine Commission on Women (n.d.) revealed that 17.5% of Filipino
women aged 15-49 have been victims of sexual violence (e.g., rape, acts of lasciviousness, or
both) perpetrated by their romantic or sexual partners. Almost 12% of Filipino teenage girls have
also experienced such violence at home, oftentimes by the hands of their fathers, stepfathers, or
uncles (CAMELEON, n.d.; Child Protection Network, 2015; Osmeña & Barrera, 2021). Having
said these, various literature report that in a concerningly large number of these cases of
gender-based violence, teenage pregnancies manifested (Mellejor, 2018; Lalu, 2020; Bello,
2021). Such violations of SRH rights ultimately exhibit the irony of how men usually have more
reign over women’s rights to their bodies rather than women themselves.
Acknowledging the complex interplay among different human rights is hence a necessary
step to tackling the widespread occurrence of teenage pregnancies as a serious national issue.
Each of these rights do not simply influence one another. Together, they pave the way for
upholding the human dignity of every individual—or in this case, every Filipino teenager.

Rights-Based Stakeholders' Mapping of Rights Holders and Duty-Bearers

Understanding the stakeholders and their roles is imperative to combat the ongoing
problem surrounding sexual health in the Philippines. Many agencies and organizations can have
a huge influence on the fulfillment of adolescents’ rights and point out areas in need of
development such as teenage pregnancy and inadequate sexual health services. Issues on
reproductive health can disrupt an individual’s education and future opportunities (Kosi &
Pretorius, 2019). Another prevailing issue is the low sexual health awareness among teenagers,
which is why the group determined that the primary rights-holders for this report are adolescents
or teenagers, especially women. There is an intricate web of rights, duties, and responsibilities
among various stakeholders involved in safeguarding and promoting the rights of adolescents. In
mapping out the rights of teenagers and their duty-bearers, the stakeholder analysis will look into
the dynamics shaping how adolescent rights can be realized.
Teenagers, particularly young women, have various entitlements in Philippine society,
including rights to education, sexual education, bodily autonomy, health services, and freedom
from gender-based violence. Their right to pleasure challenges conventional narratives on
adolescent sexuality (UNFPA, 2022), while their right to participate in government affairs
highlights their agency in shaping policies impacting their lives. Moreover, as mentioned by the
Human Rights Guide (n.d.), youth are an integral part of society that nearly all public decisions
affect youth such as education policies. Parents, guardians, or immediate families are secondary
rights-holders, whose rights are intertwined with those of teenagers. Their responsibilities
include guiding and educating teenagers on sexual education and reproductive health, protecting
them from harm, and supporting the realization of teenagers' rights. The state duty-bearers, such
as DepEd, DOH, LGUs, and Congress, implement programs and enact legislation to promote
teenagers' welfare, while non-state duty-bearers, like NGOs and advocacy groups, assist in
service provision and awareness creation. Collaborative efforts aim to create an enabling
environment for adolescent rights, despite challenges in implementation and coordination.
Refer to Table 1.1 below for the stakeholder’s analysis.

Table 1.1. Stakeholder’s Analysis

Rights-Holders Rights State Non-State

Duty-Bearers Duty-Bearers

Teenagers, ● Right to Education Major Major

Especially ● Right to Information 1. Department of 9. Non-Government
Women about Sexual Education Education al Organizations
(Primary) and Reproductive Health (DepEd) and Advocacy
● Right to Equality and 2. Department of Groups
Non-discrimination Health (DOH) (Women’s
● Right to Equal Protection 3. Barangay Leaders Organizations
Under the Law / Local and Activists)
● Right to Freedom of Government 10. The Church and
Thought, Conscience, Units (LGUs) Other Faith
and Religion 4. Congress Groups (e.g.
● Right to Pleasure for Christian,
Young People is part of Minor Muslim, INC,
their ownership of their 5. Public etc.)
bodies Educational
○ Right to Institutions Minor
Bodily 6. Department of 11. Private
Autonomy Social Welfare Educational
and Integrity and Development institutions
● Right to Access Health (DSWD) 12. Community
Services 7. Commission on Healthcare
○ Right of Human Rights Providers
 Adolescents (CHR) - Minor 13. Media and
to Access 8. Commission on Communication
Contraceptive Population and Outlets
s (Alongside a Development 14. Parents and
duty of care to (POPCOM) Families
provide
proper
counseling
without the
need for
parental
consent)
● Right to Participate and
Freedom of Expression
● Right to Freedom from
State or Personal
Interference
● Right to Participate in
Government or Public
Affairs
● Right to Representation
in National
Decision-making
● Right to Freedom from
Gender-Based Violence
and Harassment

Parents, ● Right to Information 1. Department of 7. The Church and

Guardians, or about Sexual Education Health (DOH) Other Faith
Immediate and Reproductive Health 2. Department of Groups (e.g.
Families of ● Right to Freedom from Social Welfare Christian,
 Teenagers State or Personal and Development Muslim, INC,
(Secondary) Interference (DSWD) etc.)
● ICESCR - Article 10 – 3. Barangay Leaders 8. Non-Government
Right to Family / Local al Organizations
Protection and Assistance Government and Advocacy
● Right to Equal Protection Units (LGUs) Groups
Under the Law 4. Commission on (Women’s
● Right to Representation Population and Organizations
in National Development and Activists)
Decision-making (POPCOM) 9. Media and
● Right to Freedom of 5. Commission on Communication
Opinion and Expression Human Rights Outlets
● Right to Participate in (CHR) 10. Educational
Government or Public 6. Congress Institutions
Affairs ● Parent
Teacher
Association
11. Community
Healthcare
Providers

In addition, teenagers hold a significant role as rights-holders, demanding recognition and

protection of their rights concerning reproductive health, protection against abuse and
discrimination, and access to comprehensive sexuality education and healthcare services. While
legislative frameworks such as the Responsible Parenthood and Reproductive Health Act,
Special Protection of Children Act, and the Magna Carta of Women acknowledge these rights,
there remains a gap between policy enactment and effective implementation, particularly
concerning accessibility and awareness among teenage women. Challenges persist in ensuring
enforcement and accessibility, particularly in marginalized communities where vulnerabilities are
heightened.
 Moreover, cultural sensitivities surrounding issues like Sex Education hinder progress,
necessitating innovative approaches to education and awareness campaigns that address cultural
barriers while promoting informed decision-making among teenagers.

Table 1.2. Role Analysis of Rights-Holders

Rights-Holder Claim Current Status

Women from National ● The subject of Sex Education

the Teenage ● Responsible Parenthood and (SexEd) often encounters
Group Reproductive Health Act of reluctance due to its perceived
2012 (Republic Act 10354) sensitivity.
○ Specific needs of ● The current K–12 curriculum
teenage pregnant introduces gender and
women regarding sexuality themes in Grade 8.
responsible parenthood ● Their goal is to promote
and reproductive understanding of basic terms
health are provided and and the range of determinants
adolescent sexual influencing sexual behavior.
activity that is Although, 18.6% of Filipinos
consensual, between the ages of 5 and 24
non-exploitative, and did not attend school in 2022,
non-abusive is which corresponds to roughly
decriminalized. 7.85 million.
● The Special Protection of ● Statistical data indicates a
Children against Child Abuse, decline in teenage pregnancy
Exploitation and rates among Filipino women
Discrimination Act (​​Republic aged 15 to 19, from 8.6
Act No. 7610) percent in 2017 to 5.4 percent
○ Safeguards minors in 2022. The highest
against various forms incidence of pregnancies
of harm including among girls aged 15 to 19 in
 abuse, commercial 2022 was observed in the
sexual exploitation, 19-year-old age group.
trafficking, and
involvement in illicit
activities.
● An Act Providing for the
Magna Carta of Women
(Republic Act No. 9710)
○ Denounces
discrimination in all its
forms and supports
women’s roles in
nation-building. It
provides mechanisms
to uphold women's
rights and encourage
their participation in
societal activities.
● An Act Promoting for
Stronger Protection Against
Rape and Sexual Exploitation
and Abuse, Increasing the Age
for the Commission of
Statutory Rape (Republic Act
No. 11648)
○ Protects minors against
rape and sexual
exploitation targeting
teenage girls by raising
the age of sexual
 consent from 12 to 16
years.

International
● Sustainable Development
Goal 3 (Good Health and
Well-being)
○ Teenage pregnant
women must have
universal access to
sexual and
reproductive health
services.
● The International Conference
on Population and
Development’s (ICPD)
Programme of Action
○ A call for the provision
of comprehensive
sexuality education
and accessible
reproductive healthcare
services to adolescents.
● Convention on the Elimination
of All Forms of
Discrimination Against
Women Article 12
○ Eradicating healthcare
discrimination against
women, advocating for
 family planning, and
guaranteeing the
availability of services
throughout pregnancy,
childbirth, and the
post-natal period,
encompassing free
access and adequate
nutritional support.

Table 1.3. Role Analysis of Duty-Bearers (State Actors and Non-State Actors)

Duty-Bearers Obligations / Responsibilities Current Role

Department of ● Mandate comprehensive ● DepEd has a comprehensive

Education (DepEd) sexuality education sexuality education (CSE)
(State) (CSE) across all levels communication and visibility
of basic education to strategy and plan for 2023,
effectively address and which includes activities such as
reduce teenage coaching and training educators.
pregnancy rates. ● DepEd launched the
● Develop standardized Comprehensive Sexuality
curricula on SexEd, Education and Adolescent
training programs for Reproductive Health
teachers, and the (CSE-ARH) Convergence
implementation of initiative in 2021 to integrate
SexEd programs within age-appropriate, culturally
schools. sensitive, and scientifically
● Implement a accurate sexuality education
gender-sensitive and into the K-12 curriculum.
 rights-based approach to ○ Involves Endorsement
comprehensive sexuality and Partnership; Tools &
education (CSE) within Materials Development;
educational institutions. Training & Capacity
Building; Delivery of
Quality ARH Services;
and Monitoring,
Evaluation, and
Learning.

Department of ● Examine the areas ● The DOH Adolescent Health &

Health (DOH) where the RPRH Law is Development Program includes
(State) not being implemented peer education programs,
as thoroughly as brochures on teenage pregnancy
possible, issue directives prevention, distribution of
and orders in response, pregnancy kits, development of
and carry out actions to local ordinances, monitoring of
assist LGUs and CSOs health workers, establishment of
in making sure that all Adolescent Friendly Centers,
have equitable access to and school-based immunization
and availability of activities.
contemporary family
planning and other
reproductive health care
services.

Barangay Leaders / ● Support the protection ● As per Executive Order No.

Local Government and realization of 141, local government units
Units (LGUs) reproductive health and (LGUs) map regions to identify
rights, to promote couples and people who do not
welfare of everyone, have access to contemporary
 especially women and family planning.
teenagers. ● Services and materials for
● Sangguniang Kabataan: family planning are offered by
Teaching young people certain local organizations.
about teenage SRH, ● In line with the principles of
particularly in voluntarism and informed
non-formal educational choice, barangay authorities
settings, and assure the provision of quality
encouraging civil family planning information and
discourse about these services through intensive
matters. community-based demand
generation and referral
activities.
● Partners with civil society
organizations (CSOs) and
private organizations in
achieving the goal of having no
unmet demand for modern
family planning in their
localities.

Congress ● According to the ● The congress is known for

(State) Executive Order No. enacting laws that prioritize the
141, which is an sexual and reproductive health
implementation of needs of teenage women, and
measures to address the empowering them to make
root causes of the rising informed decisions about their
number of teenage bodies and futures.
pregnancies, and ● Through legislative initiatives
mobilizes government and policy interventions, the
agencies for the purpose. Philippine Congress ensures
 ● Formulate legislation that there must be access to
aimed at addressing the sexual education and healthcare
specific needs and services for teenage women to
challenges faced by mitigate the risks of unintended
teenagers, particularly pregnancies, sexually
young women, transmitted infections, and other
regarding sexual health adverse health outcomes.
and reproductive rights,
ensuring the enactment
of laws that promote
their well-being and
autonomy.
○ RA 10354
○ RA 7610
○ RA 9710
○ RA RA 11648
○ EO 141
● Create policies that
facilitate the
dissemination of
accurate information,
promote healthy
behaviors, and guarantee
the provision of quality
healthcare tailored to the
needs of teenage
women.

Non-Governmental ● Reach poor Current Role:

Organizations and communities, remote ● The Kindred NGO commits to
Advocacy Groups areas, and areas with both virtual and physical spaces
(Non-State) low rates of awareness available at transparent pricing
or alarming rates of for women in order to avail
teenage pregnancy and holistic and personalized plans
accentuate government for women’s healthcare in a
programs on targeted step-by-step process.
reproductive health. ● Likhaan Center for Women’s
● Devise plans, programs, Health helped in putting
and courses of actions pressure during the passage of
retrofitted to the Reproductive Health Bill,
particular context of the promotes right to contraception,
community on ensures the accessibility of other
reproductive health. modes of contraception, and
● Facilitate programs that holds family planning
enable distribution of educational fairs for adolescent
reproductive health girls and boys.
commodities ○ Likhaan is also known
complemented with for its
programs that focus on Community-Based,
these commodities’ Women-Centered Sexual
informed use and and Reproductive Health
general awareness Clinics.
regarding reproductive ● Community Mobilizing and
health. Organizing is also another way
● Empower young people for NGOs to adapt to certain
to access sexual health contexts of the community by
services while ensuring allowing a familiar resident to
the continuity and facilitate education and
accessibility of these awareness discussions
services via reproductive especially among youth
health clinics, avenues regarding their own
 of psychosocial support, reproductive health rights.
etc.

● Maintain collaboration
with LGUs and adopt or
integrate strategies from
the programs of
agencies like DOH,
DepEd, and PopCom
regarding
comprehensive sexual
health education

The Church and ● Respect and avoid ● The Church remains to be

Other Faith Groups interference on the sustained in its moral
(e.g. Christian, constitutionality and contentions with the RH Law.
Muslim, INC, etc.) existing provisions of
the RH Law.
● Refrain from
propagating stigmatizing
notions on Reproductive
Health Current Role.

Rights-Based Causal Analysis

Having recognized the specific contexts and stakeholders often linked to the alarming
rates of teenage pregnancy in the Philippines, it is now worth exploring the lineup of underlying
factors that potentially contribute to this ongoing national issue.

Cause #1: Low Awareness of SRH

Among the varying possible causes of widespread teenage pregnancy, the most
immediate one is arguably the ongoing trend of low awareness of SRH among Filipino youth.
Over a decade ago, De Jose (2013) and the Philippine Council For Health Research And
Development (n.d.) found that around 80% of Filipino adolescents who had premarital sex did
not use contraceptives (e.g., condoms). Although Reyes (2022) reported that much has changed
and less Filipino youth in recent years have been engaging in premarital sex, a study by Pasay-an
et al. (2020) insisted that Filipino adolescents nonetheless lacked substantial knowledge on SRH
(e.g., early pregnancy complications, pregnancy prevention measures, and STIs). Baccay et al.
(2022) and the University of the Philippines Population Institute (2022), through the 2021 Young
Adult Fertility and Sexuality Study (YAFS5), proceed to support these findings as they
determined that more than half of Filipino teenage women were unaware of the existence, safety,
and effectiveness of existing family planning methods (e.g., emergency contraceptive pills).
Modern misconceptions and old superstitions about sexual intercourse and contraception are also
said to be detrimental to SRH awareness in the country. For example, some Filipino teens believe
that it is impossible for girls to get pregnant on the initial sexual encounter, especially if
“withdrawal” is done (Candelaria et al., 2019, Trisolini, et al., 2023). Likewise, there are those
that subscribe to bizarre post-sex practices (e.g., drinking water to expel sperm), and others who
fall victim to the beliefs of the older generations (e.g., inability to carry heavy objects if using an
IUD) (Roots of Health, 2021; Trisolini, et al., 2023).

Cause #2: Poor Reception of SRH in Family and School Environments

The knowledge that Filipino teenagers hold regarding SRH does not exist in a vacuum. It
is vital to note that this knowledge is first and continuously influenced by the different attitudes,
beliefs, and values promoted in teenagers’ home and school environments (Blažević, 2016).
Filipino parents have particularly been said to be hesitant with openly discussing SRH with their
children. The findings of four studies evoke these sentiments to which “teenagers learn sex
[more] through their partners, peers, friends, and different media sources [(e.g., pornography)]
[rather than] through their family” as “parents tend to promote abstinence on sexual activities
[(e.g., condom use)] rather than properly educating them” (Salvador et al., 2016; Candelaria et
al., 2019; De Torres, 2020; Ventanilla & Villaruel, 2022). Philippine educational institutions in
the same vein aggravate this low awareness of SRH, given the frequently contradicting stances
of Filipino class instructors, curriculum designers, and government entities on including more
SRH resources in regular class sessions (Crisostomo, 2017; Kim et al., 2023). Such poor
awareness overall highlights the grave failure of Filipino adults and the Philippine educational
system to support teenagers’ rights to access precise information about SRH and their bodily
functions.

Cause #3: Inconsistent Government or State Action on SRH

Going further, families and schools in the Philippines share a defining characteristic in
that their knowledge of and disposition toward SRH and teenage pregnancy are as a whole
molded by the government or state actors. Governments intrinsically possess the power and
resources to confront national issues head-on through the legislations they produce (e.g., laws,
bills, and policies). Additionally, they have the capacity to dictate what information is considered
appropriate for dissemination within private and public settings (e.g., homes and schools). Over
the past decade, the Philippine government has had noteworthy political milestones in terms of
improving SRH acceptance and understanding in the country, as seen in the likes of the
“Reproductive Health Law” and “Prevention of Adolescent Pregnancy Act of 2020” (Center for
Reproductive Rights, 2022a; Pasion, 2023). However, the Center for Reproductive Rights (2022)
disclosed that in the years following the establishment of these laws, state actors evidently
exhibited a low compliance or commitment (i.e., “political will”) toward their corresponding
legal obligations, on top of inadequate funding and unclear guidelines (Pasion, 2023). This
thereby questions the longevity and effectiveness of existing legislations centered on SRH, and
more particularly teenage pregnancy. It also necessitates government institutions to stay
committed to their duty to be accountable to their constituents.

Cause #4: Flawed Perspective of Women’s and Youth’s Rights and Struggles
The inconsistent and dwindling compliance of Filipino government leaders towards
enacting SRH laws potentially serves as a reflection of Philippine society's level of
understanding toward women's and the youth’s experiences. Currently, only an estimated
21-24% of elected Filipino leaders in the Legislative and Executive branches are women
(Marcelino, 2023). Local Youth Development Councils (LYDC) also remain scarce in numerous
LGUs across the Philippines (Flores et al., 2023). With this dearth of local and national
representation in the government, not only are Filipino women and adolescents naturally
deprived of rights to equally participate and speak up on such a massive political platform. Their
unique circumstances, challenges, and needs are also likely to be inaccurately and incompletely
accounted for, which may lead to a downgrade in the quality of legislations directed at women-
and youth-centered issues (e.g., pervasive cases of teenage pregnancy). On that note, having a
narrow understanding of Filipino women’s and youth’s rights and struggles hence has the
capacity to encourage indifference and diminish an individual’s or state’s motivation to address
such matters.

Cause #5: Predominance of Conservative and Biased Cultural Beliefs about SRH and Women
A limited and flawed understanding of Filipino women’s and youth’s experiences
regularly is arguably indicative of how predominant conservative and biased cultural beliefs
about SRH and women are in the Philippines. For this HRBA practice, we classified these
cultural beliefs into two distinct yet frequently intermingling aspects: religion and the patriarchy.
The goal of every religion or faith has always been to inspire hope and love among
people (Geering, n.d.; Grim, 2021). Oftentimes in practice though, religion gets lost in
translation and consequently promotes the opposite. This is a phenomenon that has long been
observed in the Philippines, a largely Roman Catholic country with hotspots for diverse
denominations and religions (e.g., Islam). Many traditional teachings by the Catholic Church, for
instance, tend to portray SRH and women in a negative light. In a report by Abad (2024),
Catholics for Reproductive Health stated that the Church in the Philippines had relentlessly
opposed the RH Law for 13 years due to their steadfast belief that providing access to SRH
services was simply ‘anti-family,’ ‘anti-life,’ and empowered Filipino teenagers to engage in
‘promiscuity’ and abortion. Catholic doctrine likewise emphasized that premarital sex and
contraception usage were against God’s will to solely have sex for procreational purposes within
a marital setting (Rodriguez, 1990; INQUIRER.net, 2016, as cited in Habito et al., 2021).
Religion to an extent sets the precedent for the patriarchy. The patriarchy is a malignant
system by which misogyny continues to maintain a vice grip on Philippine society’s perspectives
on SRH, and particularly women’s rights. A study by the United Nations Development
Programme (2023, as cited in Rappler, 2023) aptly captured this vice grip provided that
approximately 99% of Filipino men—and women—held biases against Filipino women. Rooted
in age-old colonial power dynamics (Rodriguez, 1990), the Philippine patriarchy essentially
champions male authority and control over female bodies and SRH choices. Under this system,
Filipino women are seen as nothing but objects—“a vulnerability”—subject to unceasing
exploitation, violence, and scrutiny (Valdez et al., 2022). While men are treated as natural leaders
and hardworking breadwinners, women are viewed principally as childbearers, childcarers, and
homemakers, reinforcing the notion that women's bodies exist primarily for male convenience
and gratification (Rodriguez, 1990; Valdez et al., 2022; Rappler, 2023). These beliefs are ever
popular among Christians and Muslims too in that their sacred teachings claim that a woman’s
only purpose is to serve men all the days of her life (Reali, 2005; Unitarian Universalist
Association, n.d.). Women’s rights (e.g., to participation, bodily autonomy and integrity, equality,
and non-discrimination) are thus virtually non-existent within a Philippine patriarchal society, as
compared to men who easily have the right to sexual freedom (Habito et al., 2021). Any
endeavor that defies male expectations and grants Filipino women with a semblance of safety or
security (e.g., choosing to not have a baby or using contraception) would make the latter
deserving of acts of misogyny (e.g., objectification, shame, or harassment) (Valdez et al., 2022).
Consequently, discussions around SRH are often framed within a patriarchal lens, where
women's needs and experiences are marginalized or dismissed. This would inform how some
teenage mothers who were victims of sexual violence are stripped of their right to consent and
forced to bring their baby to full-term. Moreover, it sheds light on how patriarchal structures
easily bar access to comprehensive SRH services (e.g., contraceptives and family planning
services) simply because they are capable of doing so.
Conservative and biased cultural beliefs ultimately pressure Philippine society, and in
effect Filipino teenage women, to conform to what has been expected of them for centuries.
Beyond just depriving them of their aforementioned civil, economic, and social rights, they also
erode women’s rights to experience genuine freedom from state or personal interference.
Although Philippine state and non-state actors have fervently been performing countermeasures
(e.g., crafting SRH-centered laws or distributing free contraceptives) over the years to help
prevent and combat teenage pregnancy rates, this causal analysis has shown that such
countermeasures only scratch the surface. To minimize teenage pregnancies in the country is to
push against the tides of culture itself. There must always be a close consideration of the
influences religion and the patriarchy have over Philippine society when identifying the gaps that
prevent the latter from treating SRH and women better.
Rights-Based Capacity Gap Analysis for Rights Holders

As the focal issue is the ongoing trend of low awareness of SRH among Filipino youth,
the rights-holders are Filipino teenage women. The analysis of capacity gaps for Filipino teenage
women in the realm of SRH reveals several key areas that require attention and development.
Based on the identification of gaps, it is apparent that there is a lack of communication skills and
empowerment stemming from social and cultural stigma, hindering rights holders' ability to
advocate for their SRH needs effectively. Addressing these gaps through targeted interventions
and support systems is imperative for promoting comprehensive SRH rights for all individuals.

Claims
Therefore the main claims for this group to address the gaps revolve around crafting an
enabling environment and developing capabilities, including (1) access to age-appropriate and
reliable information about sexual health, (2) critical thinking skills to evaluate information and
make informed decisions, (3) communication skills to express needs and concerns, (4) access to
information regarding their rights and the rights being violated due to insufficient sexual
education, and (5) having a safe space to learn all these to battle the discrimination and stigma
they may face.
At present, there are already available resources and knowledge to spark individual and
collective capacities, though its potential is not fully realized such as utilizing the digital space
more effectively to host safe spaces to inquire and interact with others regarding sexual health
and reproductive rights. Peer-to-peer education initiatives focusing on safe sexual practices and
contraceptive methods can also serve as effective tools. Additionally, recognizing the strength in
numbers, communities can be mobilized to advocate for improved access to sexual health
services, including contraceptives, STI and STD testing.
Moving on to what needs to be done, it becomes evident that empowerment of rights
holders is crucial. This involves education on their rights and fostering environments where
accurate information is sought out and discussions about sexual health, consent, and healthy
relationships are encouraged openly. Creating safe spaces where peers can ask questions and
seek guidance without fear of judgment is also essential. Furthermore, there's a need for personal
motivation among rights holders and their peers to prioritize seeking proper education as they
transition into adulthood.
 To address the identified gaps effectively, it is imperative to provide comprehensive
sexual education programs that offer age-appropriate information, integrate critical thinking
modules, and focus on developing communication skills. Additionally, ensuring access to
resources outlining sexual rights and creating safe spaces for open dialogue and support are
essential. By implementing these measures, individuals can make informed decisions, advocate
for their rights, and navigate sexual health with confidence while combating discrimination and
stigma.
Strengthening the rights of these stakeholders within the context of addressing their
capacity gaps is essential. The key focus should be on strengthening the right to education and
access to information by ensuring that accurate, inclusive and culturally sensitive SRH
information is made easily available in various languages and formats. Additionally, efforts
should be made to support social security rights by providing access to healthcare services,
affordable reproductive health care and assistance for marginalized groups facing stigma.
Addressing biases that lead to discrimination based on gender, sexual orientation, ethnicity or
other factors is crucial for promoting inclusivity and challenging stereotypes as part of ensuring
equality and non discrimination rights. Finally, reinforcing freedom of speech and opinion is
crucial to empower the rights-holders to express their needs without fear of stigma or backlash.
In turn, this will foster open discussions and supporting advocacy initiatives suitable to their
specific needs. It is imperative for collaborative actions involving government agencies, civil
society organizations, healthcare providers and communities to tackle these challenges while
effectively advancing SRH rights.

Rights-Based Capacity Gap Analysis for Duty-Bearers

Given the multifaceted nature of teenage pregnancy, addressing it necessitates a

coordinated, multi-sectoral approach that involves simultaneous and collaborative efforts from
various agencies. In regards to this specific issue with the major concern being the low
awareness and lack of information on reproductive health, the role of the Department of
Education (DepEd) would be of utmost importance. Furthermore, the collaboration and
involvement of the Sangguniang Kabataan (SK) would be crucial given the specific target
population in Quezon City. However, upon analysis, insufficient training, the gaps in knowledge
on the subject, and inconsistent program implementation in the Philippines are the identified
gaps within the duty-bearers. This is caused by the low prioritization placed on prevention efforts
that hinder progress in this area. To be able to create meaningful and sustainable impact, is it
necessary to address these gaps and the challenges that it is partnered with.

Obligations
Therefore, the obligations of the authoritative figures mentioned are manifold. In order to
effectively meet the needs of teenagers, they must first monitor and assess the efficacy of the
currently in place sexual health education programs to ensure that correct, age-appropriate
material is being provided. Moreover, it is imperative to enhance and implement policies that
facilitate teenage access to sexual health services, acknowledging the significance of
all-encompassing and easily available medical treatment in averting adolescent pregnancy and
advancing general welfare. Respecting the rights and safeguards granted to women and
adolescents with relation to sexual health also requires adherence to current laws and regulations,
such as Republic Act 9710, often known as the Magna Carta of Women. Authorities may help
create an environment where teens have the information, tools, and support they need to make
decisions about their sexual health by carrying out these duties.
Moving to action points, it is essential for duty bearers to fulfill their responsibilities and
obligations in prioritizing the efforts to alleviate the issue at hand. This entails forming alliances
with medical professionals to guarantee that teenagers have access to services that promote
sexual health and inspiring interested parties to place a high priority on teen sexual education. It
is also essential to provide leadership and direction in order to coordinate the various sectors and
parties involved.
To address the rising rates of teenage pregnancy that stems from the lack of information
on reproductive health among Filipino women and teenagers, it is essential to support
government agencies and community leaders in fulfilling their duties effectively. This involves
recognizing and reinforcing specific rights that will aid in this process. Firstly, the right to
education and information is crucial as duty bearers need to be well informed about reproductive
health in order to create dissemination strategies. Giving them comprehensive knowledge
enables them to design targeted programs that are suitable to the needs of the community.
Additionally, ensuring duty bearers have the right to work, specifically work in optimal
conditions, is essential for them to carry out their responsibilities efficiently. Offering resources,
training and support equips them with the tools to implement sustainable initiatives addressing
reproductive health concerns. By respecting these rights, duty bearers can significantly
contribute to raising awareness, improving access and empowering women and teenagers, in
matters of reproductive health.

Potential Project
Based on the discussions of the preceding analysis subsections about the state of teenage
pregnancy in the Philippines, we find that there is a strong and urgent need to shift the way
society perceives, approaches, and teaches SRH. As teenagers and parents across local
communities continue to grapple with inconsistent and limited SRH education programs, this has
allowed many unfounded misconceptions and conservative beliefs to linger and freely shape
people’s perspectives on SRH. We therefore propose a multi-stakeholder and two-component
project called Project Peer Power (PPP), composed of 1) a Sangguniang Kabataan (SK)-led
Mini-Modules Learning Camp for Filipino teenagers (“Teen Talks”), and 2) an NGO-led Weekly
Plenary Program for Filipino parents and adults (“MaPa: Gabay sa Kabataan simulan sa
Magulang”). These two groups of stakeholders will act as the central beneficiaries of this project
as we identified them to be the most affected by the poor quality of Philippine SRH education.

III. Rights-Based Planning of Project

Normative Content of Rights Involved

The high rates of teenage pregnancy in Quezon City involve addressing and ensuring the
enjoyment of several rights mainly including the right to education (Article 13 of ICESCR)
and the right to sexual and reproductive health (Article 12 of ICESCR). In this venture, a
rights-based planning aims to state the normative content of the aforementioned rights in order to
undertake guided and targeted measures in conducting the project. There are also other related
rights identified that in crucial ways are affected by the issue aimed to be addressed by the
project including: (1) right to information, (2) right to a standard of living adequate for the
health and well-being, (3) right to the highest attainable standard of health, (4) right to bodily
autonomy and integrity, (5) right to reproductive self-determination, (6) right to family
planning, (7) right to equality and non-discrimination, (8) right to participate in the cultural
life of the community, and (9) right to freedom from gender-based violence and harassment.
While the nine (9) related rights assume high relevance in the conduct of the interventions by the
project, the normative content to be focused on will be on the right to education and the right to
SRH, to ensure targeted measures immediately addressing the project’s objectives, the needs of
rights-holders, and necessary compliance.

A. Right to education (Article 13)

The normative content of the right to education as enshrined in the Article 13 of the
International Covenant on Economic, Social and Cultural Rights (ICESCR) are declared in the
Section 6 of the CESCR General Comment No. 13: The Right to Education (Article 13).
First, on availability, this entails functioning educational institutions and programmes to
be available in sufficient quantity. Second, on accessibility, ensuring that educational institutions
and programmes are accessible to everyone without discrimination, considering the dimensions
of non-discrimination, physical accessibility, and economic accessibility. Lastly, on adaptability,
considering the unique contexts to be expected in barangay communities this project shall cover,
flexibility of education is sought to adapt to the needs of changing societies and communities
responding to the needs of their diverse social and cultural settings.

B. Right to sexual and reproductive health (Article 12)

On the right to SRH, the normative content is declared in the General Comment No. 22
(2016) on the right to sexual and reproductive health (article 12 of the International Covenant
on Economic, Social and Cultural Rights).
First, on information accessibility, involves catering to the “the right to seek, receive and
disseminate information and ideas concerning SRH issues generally” Strengthening information
accessibility towards adolescents and youth which are the main targets of this project,
“evidence-based information on all aspects of sexual and reproductive health”, is aimed in the
project’s fulfillment. Second, pertains to quality, ensuring that “facilities, goods, information and
services related to sexual and reproductive health” are “evidence-based and scientifically and
medically appropriate and up-to-date” Lastly, as greatly considered in the cultural, belief-based,
and contextual backdrops of the targeted rights-holders and principal stakeholder in the project,
acceptability is a significant priority, as it states, “all facilities, goods, information and services
related to SRH must be respectful of the culture of individuals, minorities, peoples and
communities and sensitive to gender, age, disability, sexual diversity and life-cycle
requirements.”
Nature and Levels of Compliance based on the Applicable Normative Content of Rights

Problem: High rates of Teenage Pregnancy in Quezon City

Rights Involved: (1) right to education; (2) right to sexual and reproductive health; (3) right to information; (4) right to a standard
of living adequate for the health and well-being; (5) right to the highest attainable standard of health; (6) right to bodily autonomy and
integrity; (7) right to reproductive self-determination; (8) right to family planning; (9) right to equality and non-discrimination; (10)
right to participate in the cultural life of the community; (11) right to freedom from gender-based violence and harassment

Applicable Normative Content Nature and Levels of Compliance

Immediate and Core Compliance Progressive Compliance

Availability of SRH education Core: A functioning and sufficient Year 1: Program is established in the community.
programs in the community SRH education program is made
Year 2: There is an increase in the range of services in the
available to the community.
program towards provision of material and medical resources
for SRH.

Year 3: Program is efficiently sustained primarily with the

community’s own initiative and resources.

Accessibility of SRH education Core: SRH education program Years 1-3: Established directed measures for a
without discrimination fosters a non-discriminating non-discriminating environment are aimed towards
environment. increasing the number of rights-holder and duty-bearer
 participants, non-discriminatory of their demographic and
other context, in the whole run of the program.

Adaptability of SRH education Immediate: There is an intervention Year 1: The program simultaneously gauges the context of
programs to the communities’ in knowing the context of the the community in terms of its population’s needs and
and individuals’ unique and community, and the program adopted situation regarding SRH.
changing contexts measures to address it.
Year 2: Duty-bearers’, such as relevant government agencies,
capacities and warranted expertise of advocacy groups are
Core: SRH education program is
incorporated in the program to address the community’s
substantive and effective in
unique context.
informing the knowledge and the
ways of the community. Year 3: Rights-holders and other principal stakeholders are
able to address their situations and needs individually and
communally through their acquired knowledge and skills
from the program.

Information Accessibility in Immediate: Questions about SRH Years 1-3: All throughout its duration, the program must
catering to the communities and are addressed in the program. have mechanisms not only to impart awareness but to also
individuals’ seeking, receiving, answer relevant questions from the rights-holders. The
and being imparted with Core: SRH education program program must also be clear and able to direct rights-holders
information on SRH enables productive exchange of towards relevant services, internally or externally, in
information between rights-holders addressing the rights-holder’s concerns.
 and duty-bearers

Quality of information in SRH Core: Experts and professionals are Years 1-3: To assure the quality of information and the
is evidence-based, scientifically present, bearing relevant and services in the program, health and advocacy
appropriate, and up to date accurate information on sexual experts/professionals must be present in the whole duration
health. of the program.

Acceptability of SRH education Immediate: There are interventions Years 1&2: There are mechanisms in the program to
programs by being sensitive to to know the perspectives of the incorporate the participation of other principal stakeholders
cultural and sexual diversity, community regarding sexual health. (parents of teenagers, barangay leaders and elders) with great
age, gender, etc. consideration to their diverse perspectives.
Core: The program is effective in
Year 3: The program enables other principal stakeholders
bridging varying perspectives and
(parents mainly) to productively engage other principal
contexts towards applicable
stakeholders to address the needs and concerns of
information on sexual health.
rights-holders, independently but with supervision if
necessary.

Capacity Building Plans

Given the gaps mentioned in the Capacity Gap Analysis, this section discusses the Capacity Building Plans for rights-holders,
duty-bearers, and non-state actors.
Rights-holders, particularly teenagers and especially young women, face challenges when it comes to sexual health. They often
lack sufficient information about sexual health, encounter difficulty accessing healthcare services like contraception/prenatal or
postnatal care, and may feel ashamed or judged by their communities. Cultural beliefs and norms can sometimes limit their ability to
make choices about their own bodies. To help address these challenges and empower rights-holders, a comprehensive plan can be
implemented that focuses on access to information and services, and creating spaces for open discussions. The goal is to empower
rights-holders to take control of their SRH, foster supportive environments for learning and sharing experiences, and advocate for
better access to essential services within their communities.
Teenagers, especially young women, need access to accurate information about sex and reproduction. Therefore, initiatives
should be undertaken to provide them with comprehensive and age-appropriate sexual health education, both in schools and through
community outreach programs. Utilizing social media platforms can be an effective way to disseminate this information and create
supportive online communities where rights-holders can access information and support. Moreover, open discussions about safe
sexual practices and contraceptive methods among peers should be encouraged. Creating safe spaces for these discussions can
empower teenagers, improve their socialization skills, and reduce feelings of isolation or shame. Additionally, advocacy efforts should
be made to push for better access to sexual health services, including contraceptives, within communities. Empowering teenagers to
advocate for their own needs fosters a sense of importance and inclusion within their communities. It's imperative for teenagers to feel
good about themselves, speak up for what they need, and serve as positive examples in their communities. Therefore, initiatives
should aim to build confidence and self-esteem among rights-holders, enabling them to assert their rights and make informed
decisions about their bodies and futures.
On the other hand, the government agencies involved, including Local Government Units (LGUs), the Department of
Education (DepEd), and the Commission on Population and Development (POPCOM), possess varying degrees of capacity to fulfill
their obligations regarding SRH rights of teenagers. While they have mandates in place, capacity gaps exist, such as inconsistent
implementation of programs, limited resources, and challenges in reaching marginalized communities.
To address these challenges, comprehensive training programs should be implemented, focusing on human rights-based
approaches to SRH. This includes understanding the principles of non-discrimination, empowerment, and participation. Workshops
and seminars can help strengthen policy formulation and implementation skills, emphasizing the importance of evidence-based
decision-making and resource allocation. It is also important for these agencies to work closely with non-state actors, such as religious
institutions, NGOs, and advocacy groups, as they can provide additional resources, expertise, and community reach. This partnership
should be fostered through joint initiatives and regular coordination meetings. Moreover, development of robust monitoring and
evaluation mechanisms is essential to track progress, identify areas for improvement, and ensure accountability in the implementation
of SRH programs.
Finally, non-state actors, including religious institutions, NGOs, and advocacy groups, face challenges such as limited
resources, organizational constraints, and varying levels of expertise. Similar to capacity-building measures directed at state actors,
training programs tailored to the needs of non-state actors should be developed, focusing on human rights principles, advocacy
strategies, and effective service delivery. Collaboration with government agencies and other stakeholders is also important. By
working together, they can share resources and knowledge to reach more people. Awareness campaigns and community outreach
activities can help reduce stigma and discrimination around SRH issues. Finally, organizational capacity-building measures, such as
governance training and strategic planning workshops, should be implemented to strengthen the overall effectiveness and
sustainability of non-state actors' initiatives.
Imperative to note given these measures is that collaborative arrangements between duty-bearers and rights-holders should be
established in the form of joint monitoring committees comprising representatives from the different stakeholders (government
agencies, non-state actors, and rights-holders) to oversee program implementation and evaluate outcomes. Conducting regular
consultations and dialogues with affected communities is crucial to gather feedback and insights, ensuring their meaningful
participation in decision-making processes. Furthermore, integrating participatory approaches into monitoring and evaluation
frameworks promotes transparency, accountability, and ownership of initiatives by all stakeholders.

Rights-Based Results Chain and Indicators with Targeted Plan of Action showing Compliance Levels
 Project Indicator/s Targeted Plan of Action (Based on Nature of Compliance) Sources and Means of
Summary Verification and
Year 1 Year 2 Year 3
Risks/ Assumptions

Impact: 1. Acceptability: Mechanisms for Mechanisms taught Dialogues 1. Community-based

Constructive Constructive dialogue constructive dialogue from year one are established are compliance reports
dialogues and regarding regarding adopted and can be maintained. New 2. Skill-related
more directed/ comprehensive comprehensive done with minimal discussions relevant Assessments among
guided reproductive health reproductive health supervision to to the national status participants
measures on education are education are totally independent of comprehensive
reproductive established catering introduced by capacity by the reproductive health Assumption/s:
and sexual peer-to-peer and professionals from community. are introduced. 1. There are evident
education, parent-teenager child CSOs and NGOs to Increased changes in the overall
among dynamics according to cater to peer-to-peer participation is perspective and
teenagers and the community’s and parent-teenager observed. Novel understanding of
their parents context. Dialogues are child dynamics parent-to-parent barangay constituents
maintained. according to the dialogues on reproductive health
2. Quality: National community’s context. complement education.
status of peer-to-peer
comprehensive dialogues to Risks:
reproductive health are increase parental 1. There is reluctance
 included. Reproductive understanding among barangay
Health Law is among participant constituents to find
discussed appropriately teenagers. ways in sustaining the
including the program by
participant/s themselves. There is no
entitlements to turnover of resources
reproductive health and adoption of
services. mechanisms, from
advocacy groups
towards the barangay
community.

Outcome: 1. Availability: Guided channels are Regular conduct of Forum/s tackling 1. Project
Increased Forum/s tackling incorporated by the information personal and shared implementation
awareness personal and shared NGOs/CSOs dissemination is experiences among assessment
among experiences among providing their adopted and can be teenagers and their 2. Skill-related
teenagers and teenagers and their technical expertise mobilized by point parents, together assessments within the
principal parents, together with (health professionals, persons within the with the program
stakeholders the applicational effect etc.) to introduce community, with applicational effect
regarding of their learnings are and familiarize increasing of their learnings are Assumption/s:
reproductive shared. comprehensive participation shared individually. 1. Partner advocacy
health in a sexual health turnouts especially Collectively, groups and the
community-bas 2. Accessibility: education among in paired terms whole-of- barangay Barangay Sangguniang
ed setting Whole-of-barangay teenagers and between the status is presented Kabataan (SK)
status is presented principal teenagers and their regarding sustained the
regarding participation stakeholders. parents. participation and implementation of the
and effectual evident effectual evident project resulting in
changes in the changes in the increased compliance.
community. community.
Risk/s:
1. The intervention
designed, in
mechanism and in
terms of information
materials, is deemed
unfitting for the
community context.
Output: 1. Information Immediate Compliance: The project must be an established and 1. Community-based
Established Accessibility: accredited program within the barangay community, under the compliance reports
information Information supervision of the barangay Sangguniang Kabataan (SK). The 2. Community analysis
dissemination dissemination channels teenage population of the barangay are informed of the project. It and status reports
channels with are available to cater to must be underscored that participation in the project requires full
regularized concerns and needs of consent and willingness of the participating teenager. When issues Assumption/s:
cycle and a wide portion if not arise at parental consent, interventions should be in place for 1. The Barangay
considerable whole of the barangay consultative dialogues between sponsoring professionals, barangay Sangguniang Kabataan
barangay population. authorities, and the parents. properly disseminated
population 2. Adaptability: the initiative to their
reach Information Core Compliance: Health and advocacy experts and professionals constituents.
dissemination channels are present in the conduct of the project, and in their absence, 2. Partner advocacy
are appropriate to the mechanisms must be in place for quality assurance and context groups provided timely
level of understanding appropriateness of the information being discussed in the project. assistance.
and prior knowledge of
the barangay In ensuring the progressive realization of the project, all Risk/s:
population regarding mechanisms and resources in the output must be consistently 1. Barangay
reproductive health maintained and realized in the project’s whole duration (years constituents showed
education. 1-3). lack of interest in the
program.
Activities: 1. Quality: Presence of In the first year, there In the second year, In the third year, 1. Project Stages
1. professionals on must already be an partnerships barangay status is Completion Reports
Dissemination reproductive health established between assessed both on the 2. Participant Turnout/
of basic and experts from partnership between government implementation of Attendance Reports
knowledge on advocacy networks to an advocacy group agencies are to be the program, and 3. Feedback and
SRH guide the initiative. and Sangguniang undertaken. available statistics Evaluations
2. 2. Availability: Kabataan (SK). Measures to on how the program 4. Community
Context-based Barangay personnels Social media incorporate their affected SRH in the Context/ Situation
counseling and close collaboration marketing strategies services in the barangay. This could Study and Report
guidance to with their constituents are undertaken by program are opened be done in terms of
teenagers on to introduce and both partners in especially in terms the statistics of the Assumption/s:
sexual health integrate their propagating the of processes and teenage population 1. The Barangay
3. Peer-to-peer constituents to the project to the target benefits. Parent and who were directed to Sangguniang Kabataan
dialogues or initiative. teenage population. teenager SRH services, and is responsive and
general plenary 3. Adaptability and Gauging the context collaboration statistics of teenage receptive to plans on
among Acceptability: There of the barangay, through supervised pregnancy in the reproductive health
teenagers and are measures to learn initial sessions are dialogues and barangay. Most education. They have
parents on the community’s and conducted to better forums are importantly, the also established prior
reproductive individuals’ context tailor materials and strengthened. barangay has channels with their
health and adopt effective mechanisms for the adopted measures teenager constituents
measures to cater to project. In the same for them to and their parents.
relevant criteria in the year, regularized independently 2. There is a partnered
 information conduct of the spearhead the advocacy network or
dissemination of SRH project must already program from the CSO/NGO with prior
be determined provided resources community-based
(duration, frequency, to them by advocacy engagements.
attendance, and sets groups in the first
of activities) and second year. Risk/s:
according to 1. The advocacy group
barangay context and has logistical concerns
experience. in reaching the
barangay community
chosen.

Inputs:
1. Partnership, support, and information resources by CSOs/NGOs and advocacy networks
2. Support, and financial and personnel resources of the barangay Sangguniang Kabataan (SK) especially in garnering and facilitating
barangay participation
3. Existent frameworks of interventive approaches by relevant government agencies including Commission on Population and
Development (POPCOM), Department of Health (DOH), and Department of Education (DepEd)
4. Collaboration with the main local government unit (LGU) for potential funding
IV. Rights-Based Project Implementation

Organization and Training of Rights-holders

The project's foundation rests on the principle of empowering rights-holders through
strategic organization and targeted training initiatives, with the goal to increase the awareness
and understanding of reproductive health rights among the target groups. It is, however, of
importance that such a project does not implement discriminatory practices among rights-holders
in any way, shape, or form. For example, contacting most, if not all, the targeted rights-holders is
paramount to ensure non-discriminatory implementation of the project. Using the contact of one
of the project’s shareholders, the SK leaders, whom of which have an extensive list of contacts of
those rights-holders, is a workaround to the obstacle. This limits the area of error as it increases
the scope of identification of those needed to be contacted specifically, i.e. teenage parents.
Beyond leveraging the network of SK leaders, adopting the use of social media channels,
commercial television, or even through word of mouth among the youth is crucial to help
accommodate the varying preferences of the targeted audience. Using these channels, with the
target rights-holders in mind, furthers the project's obligation to non-discrimination as we
recognize the cultural diversity of the rights-holders. Additionally, the project will ensure
through screening of the promotional materials, i.e. posts and/ or flyers. The duty-bearers are
assumed to respect each individual’s uniqueness and rights, such as Right to Security and
Individuality and Right to Security. Just as important to cultural differences is gender-specific
needs of each individual. The materials will be created with everyone's Right to Freedom of
Expression and Right to Gender Identification. It will undergo meticulous checking to ensure
there will be no triggering themes or ideas attached to the promotion.

Implementation of Capacity Building Plans for Rightsholders and Duty-bearers

The capacity-building plans for both rights-holders and duty-bearers will be focusing on
enhancing the awareness and understanding of SRH of the target demographic. The training of
the rights-holders will take place throughout the program proper, incorporating both theoretical
and practical information through various stages of the workshop. This approach aims to
empower teenagers with essential knowledge and support services while simultaneously
equipping state and non-state actors with the necessary tools and understanding to effectively
fulfill their responsibilities. This will ensure a comprehensive improvement of SRH education
and support of the community.
The strategy entails leveraging social media channels to provide accurate information
about sexual health and reproductive rights in an effort to give rights-holders a recognizable
format. In addition, fostering open dialogue among peers about safe sexual practices and
available contraceptives creates a supportive learning environment that gives youth more
confidence and enhances their social skills. Promoting more community access to sexual health
services is another essential element. By giving young people a sense of inclusion and worth,
these programs enable them to stand up for their own needs and rights.
State actors, including, but are not limited to, local government units, the Department of
Education, and the Commission on Population and Development, are to undergo comprehensive
and updated training programs that emphasize a human rights-based approach to SRH. The
importance of evidence-based decision-making should be emphasized, and the concepts of
non-discrimination, empowerment, and participation should be emphasized in such training.
Working together with non-state actors is also essential since it increases the efficacy and reach
of health initiatives by pooling resources and knowledge. It is important to establish
comprehensive monitoring and evaluation systems in order to appraise the efficacy of programs,
pinpoint opportunities for enhancement, and guarantee responsibility.
NGOs, advocacy groups, and religious establishments are examples of non-state players
that encounter unique difficulties. Training programs that are specifically tailored for these
populations ought to center on human rights concepts, tactics for advocacy, and the provision of
efficient services concerning SRH. Working together with government organizations can help
coordinate efforts, increase the impact of these health services, and improve their accessibility
and comprehensiveness. Moreover, putting organizational development techniques like
governance training and strategic planning workshops into practice improves the overall efficacy
and durability of programs meant to advance the SRH rights of teenagers.
By adopting a holistic approach through these capacity-building plans, the project ensures
that teenagers are better informed and empowered to make decisions about their health and
bodies. At the same time, it prepares those in positions of authority, both in government and
outside it, to provide the necessary support and services, fostering a supportive environment for
the youth's SRH and rights.
Policy Development Support for Compliance with Normative Content of Rights Involved
Taking a step back, let us talk about the overarching idea of the project, education.
Education serves not only as a human right in itself but also as an important gateway for
realizing other human rights. It plays a crucial role in empowering vulnerable and marginalized
groups, changing the harmful ideas on reproductive health, and facilitating participation in
community life. As such, education, including SRH education, must be directed towards the full
development of the human personality and the promotion of respect for human rights and
fundamental freedoms.
Undoubtedly, the program needs assistance in order to comply with the standards set
forth by duty-bearers, such as the United Nations, especially with regard to the Normative
Content of rights for holders of rights. The two main focuses of the program will be accessibility
and adaptability.
Ensuring nondiscriminatory access for all students is essential to improving the
accessibility and flexibility of education. This includes a special focus on vulnerable and
marginalized groups like girls, disabled students, indigenous populations, and children from
low-income households. In addition to efforts to improve physical accessibility by guaranteeing
that educational facilities are within safe reach or accessible through dependable transportation,
policies that remove obstacles that prevent these groups from accessing education must be put
into place. With a progressive goal of making the overall knowledge of the respective
rights-holders improved and wide-spread.
The education systems must be updated to be adaptable, capable of responding to the
changing needs of societies and individuality of all citizens. This may entail providing dynamic
support for students who face obstacles to traditional education, adapting current technology in
new ways, and implementing distance learning programs to guarantee that students in rural areas
or those unable to acquire information on reproductive health in their immediate area.
Furthermore, it's essential to develop programs that are responsive to the evolving needs of
students and labor markets, preparing them not only academically but also for their future roles
in society, ensuring that education remains both accessible and adaptable to meet the diverse
needs of all students.
 In order for the project to maintain and advance these normative contents, the following
policies must be created in order to integrate them effectively:

Review and Adaptation of Education Policies:

Undertake a comprehensive review of existing education policies, including those
specific to SRH education. This review should assess compliance with the objectives
outlined in Article 13(1) of the ICESCR, focusing on relevance, cultural appropriateness,
quality, and non-discrimination.
Adapt education policies to ensure they are inclusive, rights-based, and reflective
of contemporary social challenges and technological advancements. Policies should
specifically aim to eliminate gender and other forms of discrimination and ensure access
to education for all, including marginalized and vulnerable groups.

Stakeholder Engagement and Inclusivity:

Engage a broad range of stakeholders in the policy development process,
including educators, health professionals, students, parents, and civil society
organizations. This inclusive approach ensures that policies reflect the diverse needs and
rights of the community.
Facilitate public consultations and participatory forums to gather input and
feedback on policy proposals, ensuring transparency and accountability in the policy
development process.

Establishment of Minimum Educational Standards:

Develop and implement minimum educational standards for SRH education that
align with the educational objectives set out in Article 13(1) of the ICESCR. These
standards should ensure that education is available, accessible, acceptable, and adaptable
for all students.
Monitor and evaluate compliance with these standards, incorporating mechanisms
for regular review and adjustment based on emerging needs and challenges.

Promotion of Academic Freedom and Institutional Autonomy:

 Support policies that uphold academic freedom and institutional autonomy, allowing
educators to pursue, develop, and transmit knowledge on SRH freely.
Ensure that educational institutions have the flexibility to adapt their curricula and
teaching methods to meet the needs of their diverse student populations, fostering an
environment of inquiry, dialogue, and respect for differing viewpoints.

The project's goal is to establish a favorable policy environment that facilitates the
efficient provision of comprehensive SRH education by concentrating on four key initiatives.
This approach emphasizes the need for policies that are based in respect for human dignity and
the rights of every person to health and education. It also acknowledges education as a critical
tool for empowerment, capable of altering lives and communities.

V. Rights-Based Monitoring and Evaluation

Rights-based design of Monitoring and Evaluation mechanisms and tools

The rights-holders focused on for this process include teenagers and parents, guardians or
immediate families of teenages. This group of individuals will be the main correspondents to the
project hence their participation in monitoring and evaluating the efficiency of the project is
essential. On the other hand, the duty-bearers involved include the Local Government Units
(LGUs) of Quezon City, Advocacy Groups, NGOs, Health Professionals, Community Leaders,
and Religious Groups. Within specific portions of the project, their participation will be of
tremendous value to monitor and evaluate the project as a whole.
For part one of the project consisting of the SK Mini-Modules, a needs assessment
survey given to the teenage participants will be conducted prior to the program. This is to allow
for assessment of baseline understanding on the topic of sexual, reproductive health and their
perception of women in society. This will provide insight as to how the lecture, activities, and
mini-modules should be formulated given the level of knowledge and biases the participants
already have. Furthermore, this will include questions regarding their age, gender, and barangay
to provide demographic information regarding the participants. This will allow the monitoring
team to understand the diversity of teenagers joining and from there, envision ways of expanding
the reach of the program for a more varied group. Subsequently, a post-session focus group
discussion (FDG) will be conducted to delve into deeper insights and concerns the teenagers may
have regarding what they have just learned. Furthermore, the facilitator will ask questions
regarding their experience throughout the program, what they have learned, how the program
team was able to help them, and about how they feel. This will allow for qualitative data on the
perceptions, attitudes, and feelings the participants may have after the activity. Together with the
information gathered from the needs assessment survey, this will provide a way for the
monitoring team to evaluate the efficiency of the program in terms of the development of the
knowledge and perceptions of the participants. The participatory monitoring and evaluation team
for this section will be composed of Sangguniang Kabataan (SK) representatives that can ensure
the diversity and representation of participants along Quezon City. They will facilitate the
monitoring and evaluation methods presented to ensure the success of the project.
For part two involving the weekly plenary sessions, an evaluation survey will be given
to each individual participant at the end of the session. This is to allow for insight on the
effectiveness of the program to alleviate lack of information and communication on reproductive
health. This will contain feedback questions regarding what they have learned, how they feel
after the session, how the program has helped them in terms of understanding and
communicating reproductive health topics, what they liked and disliked the most, and
suggestions they may have for improvement. This will elucidate the appropriateness of the head
speakers/guest organizations for each specific month. The participatory monitoring and
evaluation team for part 2 will compose of the local government unit representatives,
accompanied by representatives from the specific group (Advocacy Groups, Non-government
Organization, Religious Groups, Health professionals, etc.) heading the program for each month.
This will allow for proper participation among members per group session. They will be given
the role to facilitate the monitoring and evaluation methods presented to garner successful impact
for the project.
Collaborative responsibilities of both Duty-Bearers and, Rightsholders in monitoring and
evaluation

Given the close interactions and collaborations of both rights-holders and duty-bearers in
the culmination of the project, both stakeholders are bound to have the following responsibilities
listed below.

Responsibilities of Rights-holders:
● Truthfully answer the questions when needed for monitoring and evaluation
activities provided by the duty-bearers to ensure that the qualitative data collected
reflects the quality of the activity accurately
● Actively participate in the activities provided to ensure proper feedback and
improvement points during the evaluation and monitoring activities
● Hold duty-bearers accountable for fulfilling their roles and responsibilities to
address the gaps and points of improvement identified during the monitoring and
evaluation process

Responsibilities of Duty-bearers:
● Provide the necessary resources and support, including both man-power and
information/knowledge, for activities regarding monitoring and evaluation
activities
● Aid in the collection of data, analysis and interpretation of monitoring and
evaluating activities to ensure a smooth and accurate process
● Provide recommendations and insights given the results of the data collected to be
able to improve the project further
● Ensure proper transparency and accountability to participants and rights-holders
regarding the results, findings and all privacy-related matters in obtaining data for
the activities
● Report the findings to the rights-holders or the communities concerned to
showcase their progress and to provide further awareness regarding the
importance of knowledge and communication regarding reproductive health
 ● Follow proper etiquette when undergoing the monitoring and evaluation activities
to ensure that the participants feel comfortable and respected throughout the
whole process and to avoid violating any of their rights.

Conclusion and Recommendations

Going through this experience of incorporating a Human Rights Based Approach
(HRBA) in developing a community-based project that addresses teenage pregnancy by
promoting SRH Education among teens and parents in Quezon City, the importance of the
rights-based approach has become more evident to the group as it is placed in practice in
developing their project.
The cognizance of HRBA, which the group was continually equipped with for the entire
semester, allowed a more comprehensive analysis of the issue as it taught them to look at the
issue not just as a development problem but also as a violation of human rights affecting other
rights and ultimately the overall opportunities and capacities of the right-bearers. With the
HRBA approach, the group was able to design a project that mobilizes both the right-bearers to
know and claim their rights, which is the teens and the parents, as well as the duty-bearers in
their obligation to respect, protect, and fulfill the former’s claim to these rights, in the group’s
project these duty-bearers involved LGUs, SK, the Barangay Health Unit, and non-profit
organizations.
Approaching the issue chosen using HRBA led the group to create a project with a robust
framework rooted in the inherent dignity, equality, and empowerment of individuals,
communities, and other stakeholders. Moreover, it also enabled the group to weave other global
goals, such as the Sustainable Development Goals (SDGs), since they are also founded on the
principles of human rights. In the case of our project, it is SDGs 3 and 4 anchored in the right to
education and health. Therefore, HRBA provides a normative framework and principles for
advancing the SDGs in a way that is not only sustainable but also inclusive and rights-based.
By prioritizing human rights principles in development efforts and SDGs, this approach
ensures that the group’s intervention is tailored to address the specific needs and aspirations of
the rights holders, the teens. Additionally, embracing a rights-based approach enhances the
effectiveness, legitimacy, and long-term impact of the group’s development project as core,
immediate, and progressive compliance is considered, leading to more inclusive, equitable, and
sustainable societies.
There is a need for collective action by the right-holders and duty-bearers such as
governments, the private sector, and non-governmental organizations (NGOs) in order to
guarantee localized, participatory, and inclusive development programs that fulfill, protect, and
promote the claims of the right-holders. Below are general recommendations concerning how the
government, private sector, and NGOs can implement the rights-based approach into practice.
On Government. In implementing rights-based approaches, it is important for
governments to incorporate human rights principles in their framework, policies, and practices in
order not only to perform their obligations as duty bearers but also to ensure alignment with
international human rights standards and conventions they ratified. Mechanisms for
accountability and transparency to monitor and address violations against these rights must also
be effectively established. On top of this, the government must encourage meaningful
participation and collaboration with civil society organizations and communities to identify and
understand the claims of the right-holders and address systemic inequalities and discrimination
that prevent the realization of these claims.
On Private Sector. Adopting a rights-based approach in the private sector would require
their genuine commitment to human rights in all business operations and transactions. To do so,
they must establish due diligence mechanisms to determine and rectify any ways their operations
could impede the fulfillment of human rights. This can be done by the inclusive participation of
local communities and human rights experts in their processes. Doing such is also essential for
this sector to establish deliberate policies and procedures that align with international human
rights standards and global goals. Mechanisms for regular reporting on their human rights
performance on their part is also crucial for building trust and fostering accountability,
considering that their actions affect the well-being of civil society at large.
On NGOs. In a country like the Philippines, NGOs play an important role in advancing
the rights-based approach by advocating for the protection and fulfillment of human rights at
local and national levels. But in order to further their implementation of a rights-based approach,
another option that the NGOs can do is to understand the claims and rights of their respective
communities on top of prioritizing capacity building in order to empower them and defend any
violations of these rights more effectively. NGOs must also engage in pragmatic actions that hold
duty-bearers accountable not only for their violations but also for their unfulfilled obligations in
protecting and promoting human rights. On top of all, it is also vital for NGOs to acknowledge
their need to collaborate and partner with government and private organizations, to maximize
impact in addressing complex human rights challenges comprehensively.
As governments, private actors, and NGOs ensure that both their isolated and collective
efforts adhere to the rights-based approach, building more inclusive, equitable, just, and
sustainable societies will be within reach.
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