Background: As part of the Education and Social Justice Project, in the summer of 2023, undergraduate student Pragyan Acharya (SFS'24) interviewed Sir Jet Torress, founder of the Xavier University Night School Program and the Cagayan de Oro Street Tutorials, the initiative that later evolved into the Night School Program. At the time of the interview, Torress was the vocational instruction supervisor at the Cagayan de Oro Technical Vocational Institute after previously serving for many years at Xavier University. In this interview, he discusses the origins and development of the Night School Program, his philosophy of education, the influence of Jesuit values on his work, and the role of education in serving marginalized communities.
Thank you so much for agreeing to be a part of my interview. Maybe, we could start with a general introduction. So, can you give me your name, your current position, since when you’ve been here, when you were at the Xavier University, and so on? Just a little bit of background.
I am Jett Torress. I am a former faculty of Xavier University. I, basically, worked with Xavier for 16 years under the Social Development Office, handling the Service Learning Program. At the same time, teaching in developing communication. There are several subjects, also, that I teach, as well, in the School of Education, particularly in the professional education subjects. So, after 16 years in my working at Xavier, I transferred here in the local government, hoping that I can also expand my skills in academia. Now, it's about a technical vocational school, you know. So, we are catering to the out-of-school youth, giving them free technical vocational education. It's a free education because it's run by the local government.
I've been here for almost two years now, almost two years, as the vocational instruction supervisor.
So, I'm in charge of all the…running the academic instructions or academic tasks in this institution. So, basically, I am handling all the trainers and the instructors, supervising the curriculum, supervising the activities of the students, not only in the technical aspect of their education, as well as the character formation of the students. Here, in Cagayan de Oro Technical Vocational Schools, we are actually innovating the curriculum. The same thing with the Night School Program.
That's…that's very interesting! Can you tell me a little bit more about your… like, you mentioned that students study here from out-of-school youth. Are they coming after completing their senior high school or…?
Not necessarily, they can avail our free technical vocational education, as long as they are, even if they are, elementary level, or elementary graduate, or even high school level, or high school graduate, or senior high school, as long as they are 18 years old and above. So, they can enroll here for free [in the] technical vocational education.
What are some of the technical vocational likes that are available for students?
So, us here at the Technical Vocational Institute, we are offering 1: the construction export, and tourism sector, and health services sector. In the construction sector, we are offering carpentry—C1 and C2; we are also offering plumbing, and C1 and C2; we are also offering electrical installation and maintenance in C2. We're also offering metal art welding—C1 and C2. And, for the tourism sector, we offer the housekeeping—C2. And for health, we are offering the Barangay Health Services in C2 intended for all the Barangay Health Service workers in Cagayan de Oro. So, basically, this institution is an NGO run and owned by the city government offering free technical vocational education.
I am very curious! Can you first, I guess, elaborate a little bit about your background, your academic background, your personal background, where you're from originally, where you live, what you studied and your academic training?
I live in Carmen, you know, near in the city proper. And I went to school in my elementary—in the public school—in my secondary—in a private school: RVM school (Religious Virgin Mary). They are religious sector. And then, I also enrolled in Xavier. I took up development communication, major[ing] in educational communication under the College of Agriculture. And then, after graduation, I work in Xavier. I work[ed] as project staff, until I got to have the opportunity to teach. So, I also took up my professional education so that I can have my license for teacher. At the same time, I took up my master's degree in the School of Education, majoring in school management.
So, basically, I was trained, and I was formed by the Jesuit school. Because of that experience in the Jesuit school, I was also able to demonstrate the values of the Jesuits when it comes to education. So, after my study, my work is really in the advocacy of education. So, in 16 years in Xavier, my work is really related to education in terms of community. So, it means to say that I was not only concentrating in the classroom setup, but I was also tasked to go to the community, to reach out to the marginalized sectors, you know, giving them the opportunity to acquire quality education. So, basically, that's my main background. And then, until right now, my work is still related to education, but this time, this is technical—this is informal education, technical education. Again, the same advocacy that I have used to do in Xavier. My advocacy here also is of prioritizing the marginalized sector, especially the out-of-school youth, out-of-school adults, to get a technical vocational education if they want to become a skilled worker, okay? So, not only in the local market, local labor market, but we are also training them to be more competent in the global labor force.
Do people migrate outside?
Yes, they can! They can really work outside the country. Because as long as they have the national certificate, they can actually qualify to work abroad. Even if they're not a graduate of a college or a degree. As long as they have the skills, they are qualified to apply abroad. That's basically our mandate here in the local government unit.
So, going back to what you mentioned earlier: you mentioned that, sort of, the Jesuit values have shaped how you work, and you've been involved in advocacy for education. What do you mean by Jesuit values? And can you give me a… like, how did those values lead you to advocacy for education?
There are a lot of Jesuit values that I acquired and I learned in the Jesuit school. But one thing that I really lived out is the value of preferential option for the poor, and that is, basically, allowing myself to be with the poor people, and whatever I can help them through education, particularly in education. Just like the Jesuit, also, the advocacy is in education for me, also. That's one thing that I've learned in the Jesuit education: to be more grounded with the marginalized people. And also, the saying of the Jesuits: in todo amare et servire, I put it here! [shows his tattoo] That's a Latin word of the Jesuits: "In everything, to love and to serve!" That's my mantra for myself. I added that to my tattoo. So, that's why I adopted this saying of the Jesuits: "In everything, to love and to serve." So, that's why in all my life, you know, as a professional, I really extended myself to the marginalized people, serving them, giving them the opportunity to be empowered, in terms of education. There are a lot of advocacies in our society. But for me, I, basically, focus on education.
Now, I have a lot of follow-up questions, but the one that I want to pose first is: A lot of students come out of Jesuit schools and Jesuit training, but not everyone adapts the same values and conviction that you have. So, why did you choose to do this?
I think that was because of my family background. I belong to a not-so-fortunate family, you know. I experienced financial challenges, before. Supposedly, if I'm not really that persistent during the time in my early years, my parents cannot afford me to go to school, you know, that's my experience. Because of my roots, it was rooted in my family experience. My parents had a hard time sending me to school. So, that's why, in the early years in my elementary [school], I learned how to work and go to school. So, a working student from elementary until college. So, I supported myself to continue my education while also working outside.
What work did you do?
A lot of labor work, before, labor work. Difficult labor work! As long as I can have my income to support finances, support my studies, [and] at the same time, my daily allowance. So, that's why, from elementary to college, I was a working student. So, for that particular long period of time, I realized that education is really helpful or a very crucial part of a person. If you can have your degree, if you can have your education, you can have a really promising future. You might have a really good career, if you can have your own degree. So, that's why, for me, based on that experience, I wanted to help these people, also, to have their education. So that they can also help themselves. They can find their own job. They can find their own career, in that sense, man. I can help them with a sustainable kind of method, a strategy to help them. Not only just giving them money, supporting them for anything, no. But I am supporting them, and I'm teaching them how to stand alone through that education. So, that's my main goal. I wanted to help, I wanted to have in a way that they can also stand alone. We have to help them!
Self-sustainable.
Yes.
This was going to be my follow up and give you some chance to, I guess, reflect on it, as well. And you have answered it, but I guess you can add to it. Where does this fit in: education come from, like, education as something that can actually work as a sustainable solution?
It's basically rooted in my personal experience. If I did not really push myself to finish my studies, finish my education, I think I cannot reach this kind of profession. I might have ended [up] in the street or whatever, labor work. But then again, during that time, I was really persistent. I am very persistent in my ambitions in life. So, the thing I still remember now, in my daily reflection, I can say that the one thing that can really help me in my financial challenges is to really have my degree. So that I can look for a better job, a better career. So, look, now that I [was] really persistent, I have a good work and I have a good career. I'm still helping other people, especially the marginalized people, realizing, then, that the only thing that I can help you is through education. So, that's the key, that's the key element––why I've really advocated for education, and, also, because of the teaching of the Jesuit school, the Jesuit education.
I just want to put things into a timeline perspective. So, which year did you join the Xavier University faculty working as a project staff?
After graduation.
So, that was around...?
2004. Yes, I started working in Xavier in 2005.
As a project staff?
Project staff. For almost three years. After two years, I transferred to a faculty position. So, since 2008, not until 2019-20, I work[ed] as a faculty.
And in between, you also got your master's degree?
Yes. First, I took up professional education—18 units in the School of Education and after that one, I took up my master's. I cannot get my master's because I'm not an education graduate. That's why I have to first get the 18 units of education.
Wow! That’s what you were doing alongside being a project staff?
Yes.
Now, I was told that in 2016, you ran what was then called, if I'm correct, Cagayan De Oro Street Tutorial in Divisoria in front of what is now Dunkin Donuts. I think that space there. That is what I was told. I don't know if that's true.
Yes, that's true.
Can you tell me the story behind that? Well, how did that come to be? What was the motivation there?
Not 2016, but basically, 2011. We started the street tutorial in 2011 together with my volunteer friends.
But you are the one that sort of…
Yeah, Yeah! So, during the time we were hanging out with my two friends in Divisoria in front of Dunkin Donuts; we were trying to hang out with some of the schoolmates and friends. Divisoria has a lot of street children. So, I remember that when that particular street kid went to us and begged for money. So, before I gave him the money, I ask something, you know, for him to answer. It's basically math, you know. I asked him what is 1+ 1, but the boy could not answer my question. So, that's why, after that one, after conversing with the street kids, I realized that, why not we can have a tutorial here in Divisoria together with the student volunteers? I also realized that I keep on traveling to far places doing tutorials. Why not in front of the campus? There are a lot of children. We can also help them. When it comes to basics in education: math, English, or whatever.
So, that particular volunteer, she says, she suggested that she would be celebrating her birthday during that time in September. I told her, "Let's have your birthday celebration here in Divisoria. Let's have a tutorial first, and then, we give food afterwards." So, that was the first attempt to do the street tutorial during the birthday of one of my volunteers. So, during that time, we were very amazed because of the participation of the kids. The street kids, a lot of kids were joining the tutorial. We provided them with individual blackboards, chalk and eraser, and storybooks. And after an hour of tutorial, we gave them food and snacks. After that event, we realized that we will have to continue. Then, we asked other volunteers to join us. So, that's why that particular day, that particularly that September 16, 2011. We started the street tutorial until 2016. So, from 11 to 16, we had our tutorial for almost five or six years in the street.
That's fascinating. Why did you do this, in Divisoria?
In Divisoria, every Monday, Wednesday, and Friday in the evening: six to eight o'clock.
And you went there for all of the sessions?
Yes, together with my volunteer friends.
From 2011 to 2016?
16, yes.
You were there every evening: Monday, Wednesday, and Friday.
Yes.
Wow!
That's almost five years, six years doing that, that particular advocacy.
Can you explain a little bit about where you got those volunteers from? Was it structured? What were you offering?
Through the power of social media. And I have my skill in photography, also. So, I [was] doing a lot of pictures, creative pictures, and then, I put [them] in the social media. I created the FB [Facebook] page for Street Tutorial.
Is it still up?
I don't know if they continue[d] it, but I think Ulana will know more. So, because of that page, I posted a lot of photos. So, a lot of people can see what's happening in the tutorial. Naturally, they will go there, and they wanted to see it, you know, they wanted to experience it, also. Not only the volunteers (students) [are] eager but, basically, we also encouraged and invited some of the universities in Cagayan de Oro. Like, Liceo de Cagayan University, the USTP [The University of Science and Technology of Southern Philippines], the CU (Capitol University), the CoC [Cagayan de Oro College], Lourdes College. A lot of universities and colleges in Cagayan de Oro, through their student body, the student government body, they basically approached us [asking] if they can join us in the street tutorial. Until that time, we had a lot of volunteers from different schools, and that was my intention also: that we can, [and] we will try to have these tutors, not only for Xavier students, but, basically, we wanted, also, to reach out to other students from the different universities [so] that we really have a unified advocacy in Cagayan de Oro.
Did you have… So, was there a core team that was…?
Yes the core team, I formed the core team so that every time that we have these ideas, you know, we can integrate it, and implement it. And we have also acquired the part of the core team to look for sponsors [and] look for funds so that we can sustain our advocacy.
Where did the funds come from?
Basically, we have our sprints. They just have to give us monetary…or even food, snacks. So, we will just gather that.
And staff and faculty at Xaviers contribute?
Yes, yes. A lot of…mainly a lot from Xavier faculty and students. They are basically… they were the ones who really supported us in our street tutorial. After that, also, a lot of media, local media recognize that, [and] they cover it. So, that's why a lot of people heard, and a lot of people recognize that we have this advocacy in Divisoria. So, not only in the local media, it also reached to the national TV. Yeah. So, that's why the coverage of our advocacy is not only in Cagayan de Oro, but this is nationwide. It was featured in different national TVs and radios, also. That's also the strategy that I had. I have to connect with the media so that we can have a very wide range of information, to inform the people that we have this kind of advocacy, and please, help us. So, that's why this strategy is basically very effective.
And this was solely for students, just capacity building?
Yes, yes. So, all our monetary support, all our in-kind support is intended for the street kids, for the learners.
Everyone else is doing it on their own volition?
Some will donate blackboards, donate chalks. Regularly they also… this one group also, they consistently donated drawing books for the kids and other instructional materials, learning materials. Some people would really donate. So, during that time, also, I had my very tiny van, a vehicle van. So, [in] that particular vehicle, I put all the learning materials. It became my mobile library. So, every time that we had our tutorial, I just park in Divisoria, and get all of that out there. Even I traveled to different places. I always bring my stuff in my van.
[Laughs] It's always there?
Yes, it's always there, yes. So, it became my mobile library or mobile classroom for six years.
Throughout these six years. Are there any memories? I bet there are a lot of memorable moments. If you could share a few.
A lot of memories, a lot of memories because of the students, because of the learners. Because the learners were basically street kids. And these street kids, basically, they're using solvent. Do you know solvent?
Yes, they are drugs.
Drugs, yeah. When they had…When they joined the street tutorial. Slowly, slowly, they tried to detach from the solvent.
Wow.
Because they were very conscious of their smell. So, we instructed them that when you join us, you take a bath, try to fix your clothes. So that when you go there in our classroom, our outside classroom, you are presentable. So, because of that advice and constant mentoring of the volunteers, they have changed. They have really changed. So, they don't, anymore, use solvent, and when we have our classes, they take a bath first.
The question is where they take a bath: they can pay [for] a bathroom in the market, or they can swim in the river [laughs]. After that, they just join in the Divisoria for the classes.
The classroom or the site that you mentioned, is it fixed? Is that…was there a fixed location or…?
Yeah, the fixed location [is] in the Magsaysay Park. The Magsaysay Park, basically, [is] in front of the Dunkin Donuts.
Okay. In front of the Dunkin Donuts.
There's a Magsaysay monument! There's a Magsaysay monument. That's basically our classroom.
My hotel is right there.
Yes, yes, yes. Dunkin Donuts, and here is the Magsaysay Monument. That particular foot of that monument, that’s where we do the classes.
Where they are doing the massages now?
Yes, so very open. So, a lot of people really see us. A lot of people can really recognize what we are doing there.
So, throughout… [gets interrupted]
Basically the challenge there also: 1. The street kids were involved in petty crimes: snatching, what else, drugs! That's the challenge, that's the profile of our learners, before.
But, then again, we constantly gave advice, mentoring, friendly reminders to them, and then, listening to their problems. For almost six years, we have changed them, and they have changed themselves into a better person. They avoid engaging in crimes in that.
Did these students continue for all the six years with someone from the start to the end? Like, when they go, and they come out, like…. [gets interrupted]
Yes, even from the pioneering learners, when I started the Night School Program, they still enrolled in the Night School Program, and then, basically, earned their high school graduate certificate. They were the pioneers of my Street Tutorial, and I put them in the Night School Program until they graduated.
Oh my God! So, out of curiosity again, about the challenges you face when running this. Were there moments where you didn't have enough funding?
Yes, yes.
Like when it rained?
The challenge is that if it rains, we cannot conduct our tutorial in the foot of the monument, we transfer into the side of the street, the walkway.
Underneath the… [gets interrupted]
Underneath the other buildings, yes. So, that's a challenge, every time it rains, we transfer in the sidewalk.
Okay.
So, a lot of people, again, recognize the tutorial [saying]: "Oh, they're doing it even if it rains."
What about funding?
Funding, because of social media, constantly, our friends and even many strangers, they basically share. They go there, and they hand over the monetary support. And even in-kind support.
The advocacy runs because of the support of the individuals and private companies. That's why, after two years, when I registered the street tutorial to the government for a permit. It’s a permit if you are running an organization; I had to apply for a permit from the government. So that we can have a legit organization because we are trying to reach out to the companies. Some companies would prefer to have a separate registration. So, that's why I registered the street tutorial as a legit organization.
Wow, you are doing this on top of being a full-time faculty?
Yes, It's my volunteer work outside of the university. It's a personal advocacy together with my fellow volunteers.
Yeah. And now, out of curiosity, did you have issues with, I don't know, the public because you're taking up the space?
No.
I don't know, the police, maybe because of the profile. Or city government units, local government units?
One time, the local government under the CSWD [City Social Welfare Department] MAAM DADA, they have their own program that restrict[ed] all the street kids in the park. So, when they reached out to us explaining the new program to the city government, please do not encourage street kids to stay in the Divisoria at night. So, because of that program, the city government, was, again, challenge. And how I can comply to that particular law or ordinance of the city. I wanted to continue the advocacy, but while we are continuing the advocacy, we're not also violating the law. So, that's why, when I enrolled in Xavier's in my professional study, for professional education, one subject there is curriculum development, and the final requirement is to craft my own curriculum. So, that's why I crafted my curriculum in the Night School Program, and I presented that in the final defense. So, the three panelists during the time were impressed by the curriculum that they made. So, when the former dean of the School of Education, she encouraged me. Why not put that program in the Arrupe Educational Center (AEC)? Yeah. So, that's why I see Ma’am Marves, the former director. So, I proposed to her if Arrupe Educational Center will adapt my curriculum. So, Ma’am Marves approved it, and then, we started in 2016, the Night School Program, bringing the street kids in the university. Not anymore, in the day in the Divisoria.
Before talking about that, and I have a lot of questions there, I just wanted to probe a little bit. You said that the CSWD [City Social Welfare Department]... Ma'am Dada—the ordinance: limiting the street and not encouraging them—I had this conversation with her, and she had mentioned this: You know, laws, we have to follow laws, and we have to follow ordinance. [But,] that doesn't always mean we like, or appreciate, or feel that the law is helpful. What did you make of that ordinance?
We had this conversation with the city social welfare, and they explained to us about that particular law or program. So, that's why we understand, we understand the law. And basically, we affirm, also, that if we continue this street tutorial in Divisoria, we might encourage more street kids to come in the night. So, it's not safe for the children to go to Divisoria to have their tutorial. And I also see the beauty of that law, also. That's why I really wanted to bring the children in the campus. And that's basically…I needed to… [ gets interrupted ]
And this was around 2015/2016?
[20]16, 16. I realized that I needed to innovate this tutorial into a formal program. So, that's why I also asked the permission of the School of Education dean, Ma’am Marves, the Arrupe director, and even President Fr. Bob Yap. So, we had the conversation with Fr. Yap, if he wants us to make this a formal program in the university. So, Father Yap was very supportive during the time. So, it's okay. Go!
They were okay with street kids in Xavier's?
Yes. As long as I have to craft a policy, if they have to come in the university. So, that's why I crafted the policies and then explained to the children: when you get inside the campus, make sure you have, again, proper grooming and then, uniform, the proper ID. So, the beauty of that particular opportunity, that they have their own IDs and uniform, they also felt that they belong to a university, and they had pride. They will say that "Aah! I am an Atenenan, I'm an Atenean, no? Even if I go to a night school program, but I am recognized as an Atenean student." And a lot of students, the regular students in the university, really accommodate that. So, they feel at home.
So, 2016: you approached—you had your defense, you made this curriculum, then you approached administration. First, the people in the committee, they recommended you go to AEC, you suggested that you incorporate this. Was there a positive response there? Positive response from the leadership? Then you instituted the Night School Program…[ gets interrupted ]
Yes. And then, I also reached out to DepEd ALS [Department of Education Alternative Learning System].
Okay. What was the time like there?
During the time? When I [was] planning to have the program in the university, alongside, I'm also doing conversation with other stakeholders like, CSWD, DepEd, Sir Butch [saying] "What if we can have our ALS center inside the university?" Usually, the ALS center is in the public schools. This time, it's at the university. It's very unique! So, basically, they really appreciated the initiative, and then, they supported it because it's a unique way that there is an ALS center inside a university. So, that's why Sir Butch approved that the Night School Program will be a satellite center, an ALS center. So that our program will be more sustainable. So they will undergo the ALS training, the ALS curriculum, and after 12 months, they will have their assessment exam. And basically, if they pass the acceleration equivalency test, they will automatically get the certificate that they are a high school graduate.
So, when you started out, the stream available at the Night School Program was junior high.
No. Both elementary and junior high.
Since 2016?
Yes.
And who was running the Night School Program?
Along with the volunteers. Everything runs on its own.
Who was in-charge of the program?
I'm the in-charge. So, I was the program head during the time. But the program head without compensation, without salary, additional salary. It's purely volunteer work.
Is it volunteer work for you, too?
Yes, yes. It's not part of my work in the university. It's an add on. It's volunteer work. So, I was designated as program head, and then, with my volunteers…. [ gets interrupted ]
Where did you get these volunteers from?
School of Education.
Just School of Education?
Yes. So, the beauty is also that I put the program in the School of Education, it's been a big advantage because the education students can actually volunteer and practice their skills in being a teacher. So, that's why, also, the School Education Council, the program, and their members in the student council are also under service in the School of Education.
So, tell me a little bit more about what happened after that 2016 first batch. I am assuming the students at the Night School Program…
Yeah, the first batch of the night school is the pioneering street tutorial. So, I put them in the program.
How many were they?
I think it was 16. All of them, 16 or almost 20. So, the first batch, and then, with the help of the student council of the [School of] Education and volunteers, they helped me craft, and, in a way, improve the curriculum. So, along the way, every year, we have a lot of change[s] and modification[s] of the curriculum. The goal of the modification is to give the learners a holistic kind of education under the ALS program.
You have not adopted… I mean you are under the ALS framework, but you are not using their modules?
We are using the modules, but we add on with our own innovations.
Why?
The ALS program is basically focused only for the curriculum, the education, but I wanted to have included character formation, included the culture and the arts when it comes to their skills and talents. I wanted to include, also, the leadership and development of the students, the formation, everything. I wanted to have the same kind of training [as that] of regular students. I wanted to adapt the framework. So, that's why whatever the experience of the regular student at Xavier could also be the experience of our night school…
Why this belief in the framework? Why do you think it is necessary?
Well, we know that if you are a graduate of Xavier, the holistic kind of formation in your school, you know, I truly believe that there will be a transformation of the student. I believe that they will be transformed into a better person and better citizens in the society. Considering that these children, street children, are involved in petty crimes, I want them to realize and be able to transform themselves into a better… So that they can have their own very formal [and] decent work job in the future.
Your trust that this framework can create transformation?
Yes.
Personal experience or what you witness?
Both. It's a personal experience. And I also believe in the framework of Jesuit education. So that's why I follow the framework of Jesuit education.
Like, one thing Sir Butch mentioned in my meeting with him, once, he said ALS as a framework is an attempt to provide a second chance.
Yes.
Ensuring that it is not second class…
Yes, yes. That's also the goal of the Department of Education. That's the goal of Xavier.
Do you think ALS in itself…removing the additions that were there in the Night School Program can help achieve education that is second chance and simultaneously not second class?
Yes. It’s a second chance! It is really true that ALS is a second chance for those students or children or out-of-school youth, who wanted to finish their studies. This is a method. This is an alternative method for them to get that basic education, to be able to get that certification.
As a professional and educator yourself, do you think the way the program as it's implemented in most instances… or do you think that the quality of the program is maintained?
It depends.
The curriculum is a standard framework. It depends on the delivery of each of the instructors, or the faculty, or what we call them: DepEd ALS Teachers. It depends on their methods and their delivery. That's why, in the Night School Program, we make sure that our volunteer teachers can really deliver effectively to the students, to our learners.
How was that ensured?
We have our regular conferencing. We have our regular in-house training of the students. But every time that I observe in the classroom, we have our regular meeting with the volunteer teachers on how we can improve their delivery, how they can also modify their own instructional materials, or even in the dialect use. So, that's why, in the Night School Program, we practice multi-language now in our discussion. Especially that our learners are street kids. They could not grasp, if we use straight English or English Filipino. We have to mix it. No in the Visayan term, in English form, in Tagalog form until they can adapt, you know? The English language that they can adapt and the other language. And we really observe the transformation of our students. Before they could not speak in English, but after a year, they practice how to speak English. Yeah, they are beggars, right? Instead of asking money to the people around in the Divisoria, they speak in English. Improved!
[Both laugh]
We call them professional beggars, because they ask for money in English, and people were amazed, saying: “Oh, you speak English, I'll give you money!” They will be amazed over the transformation of the students.
Now, one thing I'm curious about is, over the years that you were present, you are the head of the Night School Program, which, I'm imagining 2016, four years to 2020, how… this is a three part question, I'll start with the first one. How did you get students at the Night School Program? How did you make students attend the Night School Program? And how did you bring students in?
Basically, they are the ones who are really interested. When they learn that their friends are involved in the Night School Program, they will want to volunteer themselves to really enjoy and, also, the power of social media.
That's why after many years, I modified the application in the Night School Program. We are not only focusing or accepting street kids, but we are also accepting those out-of-school youth in the city. Even if they are not... They belong to a middle-class family. My idea there is that if this middle-class kind of learner and the street kids, they can help each other, especially in their communication skills, and it was very effective!
They formed their relationship as friends. And the street kids can observe how they dress, how they speak, how they relate to each other, to other people. These street kids can adapt, until the time that this street kid [is] able to transform himself and adopt this kind of…especially in the communication skills.
And model and fashion…
So, that's the strategy that I have.
Did you have a partnership with CSWD? Students…
Yes. When I ask for funds from the CSWD…
What year was this?
I think this [was] 2017, 2018? We tried to reach out to the city government through the CSWD. We needed monetary support. At the same time, the CSWD has their own program, when it comes to street kids and out-of-school youth. So, they proposed that their beneficiaries could also be included in this night school. I said, "No worry about it. We can serve, we can accept whoever wanted to or interested to enroll in the Night School Program." And that's why their beneficiaries, also, even if they are solo parent, the relatives of their beneficiaries who are not able to graduate, they endorse to us. We accept it, as long as they will give us money. Okay. So, the city government pledged to give us 200,000 per year to support for three years until not, actually.
And they renewed it the second term, and now, they're renewing it again…
Yes, they're renewing. So, that's the one major fund that we get from the city government, and other funds could be from our private companies.
Which companies?
We have Smart Communications. We have Industries.
Is it CSR [corporate social responsibility] for them?
Yes, CSR. Some would help us through in different kinds. For example, they wanted to give us TV for the instructions, they donated TV, they donated laptops, they donated school materials, school supplies. That's the kind of support that we get from them, before going.
Before going deeper into this support and how you manage all of this, I wanted to go back to the initial question, the second part of that question: How do you get these students to continue? Because I imagine a lot of them are working…
Because of the supplemental activities, especially when it comes to sports, when it comes to culture, and the arts, and other extracurricular activities, those particular activities basically entice them to continue. Because they have observed a lot of students. For example, we had our concert, I don't know if they mentioned it, but we had our first concert in the university during Xavier Day. And all the performers were the learners.
A learner mentioned this to me. Yes.
Yes. And that was not just an ordinary concert. The production is really expensive. I don't know, if you ask Maeng or Natalie, if they can show to you the pictures or the video during the concert. Basically, the full production. Actually the production cost was 150,000.
Wow!
But then again, that was sponsored. I asked for sponsorship. For that 150,000, I reached out to friends and friends from the corporate to support us to pay the production for 150,000. And after that, we really observe our learners to really improve their self-confidence. So, they appreciate themselves. They recognize that they have talent in singing, they have talent in dancing. So, they also take pride that a lot of people, even their families, witness that kind of concert.
Wow, I spoke to Anthony yesterday. I don't know if you...
Anthony. Yes, yes.
He was mentioning the concert. He told me about it, so. Did you ever… and to what degree did you face challenges with students not being able to continue?
There were some, some learners, especially the street kids. The challenge is, really, the food. The challenge is, really, to get the funds or the financial support. So, that's why they work in the evening as a car wash boy or a park attendant—so that they can earn money. That's the challenge. It's a conflict. Instead of going to or attending the school, as they prefer to have this work, because they wanted to have money. But, then again, constant conversation and constant mentoring for them, they realize that they have to finish, “I have to finish this one.” They were convinced, they were convinced. And sometimes, I get money from my pocket for them to attend class. So, there are methods that I imparted to the program. Even from my own pocket, I have to give that for them to attend class.
Can you now can you talk to me about managing relations with the CSWD, DepEd, and all of these private donors? How good the supporter was doing, the sponsorship…
The key element—why they sustain their partnership with us—is: I always give reports in any agencies that this achievement is not only for Night School, it's not only for me, but this is a shared responsibility of all the stakeholders. I have to recognize them, and that is the key element—why they keep on helping us. Because the ownership of the achievement is not only for me, not only for Xavier, not only for a night school, but the ownership recognition is, basically, shared. That's the key element that I always recognized—that whatever achievements, whatever recognition, whatever we have in our program, I always credit to our stakeholders, not solely for me, not solely for the program. And that is a very effective way: recognizing that effort, and they will really stay.
There is a lot of humility in what you are saying right now, and I want to probe deeper into the personal a little bit at this moment. What kept you going? What motivated you to continue? Because I bet you are—among faculty, and then, among this position—I bet you had other responsibilities to family, personal things…
I don't know. But it's natural. It's natural for me to have this kind of advocacy. It's natural for me to render or to share this advocacy to other people. I don't know. It's a way, it's a personal way for me to share with the out-of-school people, or the marginalized, and even to our volunteers. It's a natural way for me to inspire them, to also to share their own style and their own talent or skills in teaching.
We will definitely talk about the volunteers, but I want, if you can, if you want to reflect or put words to what it means for it to be "natural." Why is it natural? There are many people for whom it is not natural…
Natural in the sense that it's a way of life. It's natural because it's part of my personality, my character, and also rooted in my experience in my childhood. All of these things. I was also transformed into this kind of person. So, that's why I think, everything in everything that I do, is naturally my desire to serve these people.
Can you talk about your personal transformation? Because it's not an event, it's a process, it's ongoing, and that you are transforming now and continually transformed throughout the program. Throughout the tutorials, how did you see yourself, if you were to reflect back, change and transform and become different in perspective?
The transformation is basically rooted in the different experiences or encounters of these kids. Because of that particular encounter with them, I slowly transformed into a professional with a heart. It's part of my life.
[Both laugh]
Why I'm doing this is because it's a part of myself that I really wanted to reach out, in one way, to help these people through this kind of advocacy program. So, my forte, my skill is, basically, on how to craft curriculum—how to manage this kind of program. When it comes to education. That's my skill. That's my strength. That's why I continue doing this one. Yeah. Because it's my forte. It's my skills. There's this kind of work, you know, It's what makes me happy, what makes me complete, what makes me human. This is how I feel the comfort of doing these things. If I do this, I feel comfort, I feel fulfillment, I feel that true happiness. I don't know how can I explain this, but I can say that helping these kids, helping these kinds of people, crafting this program, crafting this curriculum, that's what makes me happy. The happiness inside and fulfillment. The material things that I have now, the material things that I have acquired now are different from the fulfillment or happiness that I've given to these people.
And you have touched many lives, right? Through the Night School Program, and the program continues, too. And the volunteer teachers who also go on to touch many more lives...How do you evaluate your impact on the lives of these many people that have interacted with you, with the program, with the tutorial.
In terms of the learners, if I see them have their own work, they have their own personal achievements. That's basically the outcome of my effort. I feel content. The people that I transform, they have those from themselves. That's the manifestation of my advocacy, that program is helping them, and that is the greatest manifestation. That I can evaluate. If they have already transformed themselves, especially if they have, they have their own work, now, or they have their own work, job, or even, they have their certificate. That's the fulfillment that I have. The manifestation, concrete manifestation or evaluation that the program that I've shared is effective and helping them, not only for learners but also for the volunteers.
And I wanted to talk more about this… First tell me how you think it impacted the volunteers?
The impact on the volunteers, if they have rendered their time and their skills being a teacher, I think that's the manifestation, also, that they have fulfilled their own desire to become a teacher, an effective teacher. Because these volunteers are basically preparing themselves to become professional teachers when they go out, when they apply for a real teaching job, they can always say this to the principal or whoever the supervisor. You know, if they can share this to the supervisor, I think they will be hired, their potential [is] to be hired.
And that is very tangible. And what I want to go to now is something, I guess, a little more intangible, but because I had a lot of conversations with the volunteers, which are just currently at the Night School Program, and the, the level of reflection, and this commitment, and just the spirit of volunteerism, and this ethic, just as an external observer. And I'm saying this purely because it is something that I observe that they have in them, the amount of reflection that they hold, obviously in various degrees, that among them is just... It is incredibly fascinating for me in terms of the level of emotional maturity, and this willingness to give, and the willingness to be with others, for others. So, what do you make of that?
I told them to the volunteers. I said, "It this one if you wanted to volunteer in a night school, make sure that you have a very thorough commitment in the program," because there are volunteers who are only volunteering for us a moment of time, but they could not sustain their volunteerism for a longer time. So, that's why I told them, "If you wanted to really volunteer in a night school program, make sure that you have a true commitment in the program. Not only in a short time, shorter time, but allow yourself to be in the program for the rest of your student life. Because it will not only benefit the program, it will also benefit yourself. This is an ongoing process that you want to become a more effective professional teacher someday."
And that's very meaningful. Now, shifting gears a little bit, I wanted to ask… just very curious to the street tutorials that are run in the night, and I am guessing they are run in the night because you were full-time faculty.
Not only full-time faculty, but we reached learners, especially the street kids. They're looking for work in the daytime. Yeah, they are doing their park attendant, they are doing their car wash, they're doing their other labor work in the daytime. So, the very ideal time to attend their class is in the evening. So, that's why we put that in the evening so that they can attend.
From the tutorial.
Even in the classroom.
Now, in the Night School.
Even that, there was also the challenge of the regular ALS center. They could not sustain their learners in regularly attending their classes in the morning because they are working. So that's why we put that in the night. At the same time, we can also gather volunteers after their classes, after their work. They can render time in the evening. So, that's basically the strategy that we put in the night, in the night time.
I see.
And also, we can use the facilities in Xavier here in the night time because it is already dark.
With other classes.
Other classes.
So, it's a lot of things, a lot of things [laughs].
A lot of factors.
But the reason that makes the most sense is that it is in the night so that it helps the learners. I am curious now about if you could tell me, as an educator, having worked with the system: what is your, sort of, feedback on ways to which you think that the ALS system could be more effective—would reach out to more students or that actually affect sustainable transformation?
You know what, my master's is all about ALS, my thesis is ALS. So, that's why, when I finished my master's degree, my thesis was all about ALS. So, it means to say that there are a lot of factors or areas, even in the ALS curriculum, that needs to be examined and modified, you know, so that they can reach out to different kinds of learners. Because the program that they have crafted right now is not really beneficial for all learners, various learners.
What do you mean by that?
For those people who are working, they could not attend the regular class. So, they have to modify it. They have to modify it in the sense that they can cater different kinds of learners in the future. So, that's why night school is one strategy or modification of the ALS curriculum to cater to this kind of learners. There are also ALS center[s] now, they use radio, so that they can address the concerns of the learners who are working or who are distant from the center. So, they use the radio for their instruction. So, that's basically another geographic strategy.
For here, in the city, in Cagayan de Oro, I think they have to also consider this kind of learners, especially [those] who are working. So, not all learners could attend in regular time. So, they can also modify it, so that it is suited to the learners. So, in the Night School Program, we are basically biased when it comes to character formation. That's why we included the culture and the arts, [and] leadership, because this kind of strategy could really form them into a holistic kind of people. If you try to observe in the regular class ALS center, they're only focusing on the modules.
Not… they could not… What do we call this?... consider the character formation of the students. What it is, is basically: they don't have enough teachers, unlike Xavier and unlike in a nice school, we have a lot of volunteers, so we can handle these kinds of interventions. So, that's the advantage. So, maybe there are disadvantages for all those other ALS centers because they have limited resources.
Now, one question, because you mentioned your master's thesis was about ALS, you did a lot of research about that, I assume, but one thing I haven't noticed is: in the undergraduate curriculum, in the School of Education, and just broadly across the Philippines, ALS is not a concentration that is available to undergraduate students, but undergraduates who have done a concentration can become ALS teachers. Is that a tension? Is that something that is a problem worth solving? Because an ALS classroom is very different and…[gets interrupted]
Yes, if the School of Education will adopt and will apply for an area of concentration in terms of an Alternative Learning System, not all universities [are] offering this not concentration, only U.P., University of the Philippines; they have their concentration focusing on the Alternative Learning System.
In all of their campuses? In Diliman…
I think that's UP, Los Baños. They have a major in ALS. So, the students really focus on the Alternative Learning System curriculum. But in Xavier, and even in other schools here, universities, they don't have the concentration of…[gets interrupted]
In CDO, it's not there?
No, not yet.
It's just in Manila?
Yes.
Is it worth pursuing?
Yes, because if they are offering this kind of major or area of concentration, they can concentrate on modifying or examining the present condition of the Alternative Learning System.
Now, to, again, switch gears a little bit, to go a bit personal, when you decided to leave Xaviers and also the Night School Program, can you tell me about that time? What motivated you to shift roles?
The original plan was to work abroad. With the Jesuit Refugee Services, and with the former dean of School of Education who was a Jesuit priest, when he invited me, Father Eric, when he invited me to work in Rome for Jesuit Refugee because he wanted me to be part of that program because my concentration is on non-formal school, non-formal education. He wanted me to help the refugees, the volunteer teachers in Africa. So, that's the plan, first. When the pandemic happened, it changed. But I wanted to really improve my financials, my salary. Because honestly, for 16 years at Xavier, I received only this amount of salary, and it could not sustain me. So, that's why I needed to look for a better job that will help me with my financials, which is what is on the offer, if I accept the offer, in the LGU. Because honestly, if I work in the LGU, it's better compensation than Xavier.
And you can still do the type of work that Xavier….[gets interrupted].
Yes I have to improve my financial…my financial salary—my salary—I have to improve it, but then, I can still render help.
Was it easy saying goodbye?
Yes.
Goodbye to the Night School Program?
Not goodbye, but I'm still connecting with the program.
I guess abandoning the leadership then, was it easy?
I decided to transfer the leadership to another person. So, that…
Who was the person?
Maeng.
Okay.
Ismael. I think if there are new ideas, new strategies that I could not offer, but they can offer, and that other leaders can also improve the running of the night school. So, I had already decided, I had already decided. I had to transfer the leadership to other people.
When was the first time you met Sir Maeng?
We were…we were friends, before. We were colleagues in the NSTP; we were colleagues in the faculty. We were co-faculty in the other programs in the university, and at the same time, we were board mates. So, we have a connection, already. And I know Maeng can handle it for Night School.
Why?
Because we have the same advocacy, when it comes to education. Maeng was also in the Jesuit volunteer program. And then, his forte, also…his skills, also, in education. So, I know that the Night School Program is in the right hand of Sir Maeng.
So, can you talk to me about Ma'am Natalie. Have you had experience….[gets interrupted]
Natalie was my volunteer, before.
Yeah, and, now, she's the project staff, and so…
She is a project staff. I know that she can handle it, and she can have the skills on how she can handle the learners. Natalie is also a graduate of psychology. So, she can really help, especially the street kids at the school, and knows how to handle these kinds of personalities.
The psychological profile of the learners, even if you mention it, I bet they come from…they might have a lot of neurological deficiencies and learning deficiencies. A lot of psychological baggage. And this has been a part that has mostly been silent in most of my conversations. So, I was wondering if you could shine a bit of light to it?
In the Night School Program, there are a lot of factors to consider, when it comes to learners. So, there are…especially, when it comes to psychological concerns of these kids, you know. So, there should be a staff who can, also, really… when it comes to psychological concern, and Natalie is one of the potential staff that can help consider seeing this in the program. So, I think Natalie can also offer, you know, a lot of ideas, a lot of modification in the curriculum and the implementation of the holistic kind of program. So, that's why we always reach out to different sectors, reach out to different agencies who can [be] able to help us in this kind of aspect of the learners.
Have you had challenges before with learners being emotionally drained?
Yes. Yes. So, that's why when we try to [get] help [from the] psychology department. We also reach out to Ma'am Dada because they have their own program, also, when it comes to mental health, and they have their resident psychologist. So, we try to reach out to those agencies who can, [with their] expertise, you know, help us in the implementation of the program.
I know our conversation is at double the amount [of time] that I promised you, but I still have one…I guess, one question to sort of lead us towards the conclusion: what does volunteerism mean to you?
Volunteerism is very important in our society because, for me, even in my college life, I was a volunteer. My volunteer life in the university helped me realize my potential and realize how I can also share my skills and my knowledge when it comes to community development. And, even in societal issues, a lot of volunteers can really help on how we can give interventions. So, volunteerism is a very crucial aspect in this school, especially in the students.
But, then again, volunteering is not an easy task, and it's, really, a personal desire. When you volunteer, you have to really consider yourself: “I can share my time. I can share my skills. I can share my potential with this particular program.” And it is all about commitment. If you are committed to render yourself, to share yourself with this particular program, it always will be a long-term commitment. It is not just a short-term commitment.
Volunteerism is extending yourself, trying to explore yourself, extend yourself for the development of our society in a particular sector. For me, I am a volunteer, when it comes to education.
What are the values that, sort of, guide and anchor your life, today and in the past?
Sort of values…?
Anything, you know, like photography, the mountains…[laughs]
Photography is one factor that could help promote or inform the people, through photographs. But, then again, for me, the value of love and service, that's my bias: Service and love!
What is love?
Love in terms of reaching out to the marginalized people. If you share that love, if you are trying to put yourself in their own shoes, their own life, you will really understand their situation.
Can you explain what love means in this scenario?
Love: it means that you are trying to share yourself with them, allowing yourself to be with them. Yes, allowing yourself to be with these people. Trying to understand their situation.
With them?
Yes! Allowing yourself to be with these people, trying to understand their situation. Allowing yourself to be with them again. Not only for something that gives them an assurance of bringing them into a brighter future, but a love that could help them understand: what is the meaning of life? What is the meaning of being part of the community and being part of the society?
I don't know if this is intentional, and, I promise, this is the last question. You mentioned, love is being with them and not just about giving things to them, not just being for them. What is this distinction about? What is being with them?
In my experience, "with them" in the sense that with they're family. Before, in my life, I was doing immersion. So, it means to say that I am really with them in the community and even in the street, kids in the streets. For me, on how I understand doing solvent. We call them rugby. Before, I didn't understand why they keep just using that one. So, one time, I had this immersion with them to understand their situation. So, I used solvent with them.
So that I can understand, and how I can also help them forget this all a bit. So, for one day, I'd been a rugby boy, for one day! Together with them. I eat with them, I sleep with them, I use all that with them. Whatever they do, things under the bridge, the kind of food that they eat, the kind of people that they are conversing with, I experienced that one with them. So that I can look for an alternative, and how I can help them understand that this solvent is not good for them. So, that's how I…
You can never truly be for someone without really being with someone…
Yes. Maybe, that's my experience. That's a way for me to live with them and understand them, so that when I understand them, I can look for ways on how I can effectively help them to effectively give practical help. Not only for a shallow help. A lot of people will really help them, but basically, it is not effective helping them that way.
So, for me to give them a better solution, a better, practical intervention, I had to be with them, first. Whatever happens in the next. I had five friends, street kids, [who] were killed. Five friends were killed because of crimes, petty crimes: snatching, theft, they are engaged in drugs.
Killed by whom?
Killed by the police. They were killed by their own fellow criminals.
They were five friends who were killed. That's why, when I have time with them in the street in Divisoria, I have to really be with them, talking to them [about] how I can help them, and how I can reach out to them [so that] they will not be able to commit crimes again, and, then, try to continue their studies, continue their education.
And divert the path?
Yes! For me to divert their path, to give them the idea that: “What if I can?" What if you can help them with this kind of work? Empower them. Sustained intervention. And it's not easy. It is not just a one-day intervention with them. It's a long, long process. That's why, for how many years… Yes, I'm telling you, years!...not days, not months, but the years of being with them, years of being friends with them and years of motivating them, until they become…they will realize that this is the path that I wanted. And it's not an easy task, and it's not an easy mission. My mission really takes time.
What is the vision at the end?
The vision, the goal is, really, to have their own work, decent job. That's my goal: is helping them to have a decent job. Even here, in my current job, I can help them get their skills here with free education. But, then again, it takes a lot of effort and a lot of years to explain to them, until they realize. This is a very difficult kind of mission.
What do you do when it gets difficult? Suffocating? Emotional? Draining? Sad?
I have my own ways. So, if I get frustrated every time that I miss and every time that I cannot give them the intervention, every time I get frustrated. But, then again, I just give myself time to relax, time to reflect, and, then, until the time again, refuel myself to continue again. So, I am conditioning myself that every time that I have this kind of relationship with them, helping them, it takes time. It will really take time.
This is great. This was most of what I wanted to ask you for this interview.
And there are times that I get frustrated; there are times that I cry; and there are times that I question myself; there were times that I was disappointed; there were times, also, that, because of that frustration, I had to step back. I have to detach myself, first, to get energy. Not to stop, but I give myself time to pause for a while, refuel myself. It's natural to get frustrated. It's natural to get disappointed with what I am doing. Especially if there's a very vague kind of solution and limited resources, limited funds or limited help from the government or even other people. Sometimes, I get frustrated, I get disappointed.
But the thing is, I'm not allowing myself to stop, but I have to pause. I have to detach myself, first. Reflect! Talk to my mentors. I have a lot of Jesuit priests. So, I reach out to them. I ask for help. I ask for their suggestions. I ask for their ideas, and, also, these Jesuit priest friends would really give me the motivation, or maybe, they would offer a free retreat. So, they are in Malaybalay, in Bukidnon, they have their Jesuit retreat house. So, they would offer me: “You come here, and relax, and try to reflect, try to discern, try to revere yourself, redirect yourself.” So, that's the beauty of your networks. That's the beauty of having Jesuit friends. That's the beauty of friends who have the same desire, the same vision, the same mission: they will be the one to motivate you again.
Do you have family?
I don't have a family. I don't have any more parents. I live alone. I have one brother. My brother lives in Manila. He has his own family, now. I live here alone. I'm not married. I'm still single. I don't know if, even Ma'am Beng, they wanted me to get married, but time will come. Supposedly, I got married two years ago or three years ago, but again, my fiancé worked in the U.K. as a nurse. Then, instead of getting married, there were challenges.
Distance.
Distance and family concerns, her family, parents. So, we did not… [We] pushed our wedding. For now, I have to… Again, the same thing with my advocacy, I have to pause for a while, and then, redirect myself. So, you know, I'm 40 years old.
It is a way of life.
Yeah, I am 40 years old. But people were saying, "When will you get married?" I say, “Relax!”
I wouldn’t say you look 40, you look 35 [laughs].
I am 40 years old. But, then again, it will come. It will come! I have my own priorities. Getting married is not yet my priority. Not yet...
[ Both laugh ]
...because of my experience. We were together for 10 years, and my girlfriend, my former girlfriend…We were [together for] 10 years. So, I have to push myself.
Maybe, someone else will, or you have yourself. And your work. And your legacy.
Yes, my legacy.
Definitely, there…
During that time, because of that... 2019 was my year because of a lot of recognition, a lot of awards [that] I received. The Night School Program was awarded the National Ten Outstanding Youth Organizations. That was, again, 2019, the National Award. Another award was, I was awarded the first outstanding formator in the university. I am the youngest [to] receive the Fire and Magis award, outstanding formator. After that one, I was awarded as regional winner for… I don't know if you're familiar with ABS-CBN, one of the biggest television [networks] in the Philippines. I was awarded the regional winner, Bayani Filipino. And after that one, I was awarded this national finalist, Bayani Filipino, in Manila, because of my school. All the awards I received [was] because of my contribution in my Night School Program. So, that was my time. But now is Sir Maeng’s time.
Well, thank you, man! This was a great conversation. I learned a lot from you.
Thank you. Thank you for the opportunity to share my legacy.
I am so happy to be able to speak to you, actually! I didn't think this would have been possible.
Also, the Night School was recognized in Thailand. That's why I went to Thailand to share my legacy in the Night School Program at Longhorn University. So, I went there for one week and shared the same thing with you. I shared my experiences in night school: how I developed the program, what were the challenges, the same thing! So, I went there in Thailand to share. For free! Most of them.
All expenses paid.
[Both laugh]
All expenses paid.
It's wonderful!
And, also, I went to Japan to share, also. It's an overseas learning program. Service learning program and the Night School Program. So, 15 days in Japan, also, to share with the Jesuit schools, different Jesuit schools. So, we were invited to talk to, and share my Night School program, in Sophia University (this is a Jesuit school). So, all the participants were all participating with different Jesuit Schools in Asia.
Hopefully, my report can be a slight addition to that grand portfolio.
But, again, you know, that was my year. 2019! That was my year. A lot of opportunities in invitation. A lot of awards I received. That was my year. That's 2019, that was my year!
And another year will also be your year… [laughs]
I have transferred to Sir Maeng, now.
[ Both laugh ]
Now, I am here, I'll be going to create my own legacy here in this kind of school again. The same thing we are creating with the out-of-school youth, but another kind!
This is another pipeline.
Yes, yes, yes.
You've sort of progressed, now…
Yes. So, here, I'll be two years, in October. So, I have to create my own legacy here, also.
I know you will.
That's the only thing that I can share with out-of-school youth, you know, and hopefully that my story, and the story of Night School, will help you also in your studies.
It will help me in my studies, but, more than anything, I've been saying this to my faculty members…[speaks indistinctly]
And I hope Night School will also be recognized in your school, the beauty of Night School.
Thank you!
