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OWWA visits Pinoys in Israel hospital

OWWA visits Pinoys in Israel hospital

GMA Network13 hours ago

Personnel from the Overseas Workers Welfare Administration (OWWA) visited some Filipinos in a hospital in Tel Aviv, Israel, the Philippine Embassy said on Monday.
'Binisita ng OWWA Team ng Embahada ang ilan nating mga kababayan nating ginagamot sa ospital o kasalukuyang nagpapagaling sa pangangalaga ng ating mga [Filipino Community] leaders,' the embassy said.
(The Embassy's OWWA team visited several Filipinos who are being treated in the hospital or are currently recovering under the care of our Filipino Community leaders.]
Aside from this, the agency also gave the concerned Filipinos relief packages and legal assistance to claim benefits.
'Kinumusta ni OWWA Welfare Officer Karen Padduyao ang kanilang kalagayan at dinalhan sila relief packages. Tinutulungan din sila ng abogado ng OWWA upang makuha ang kanilang karampatang mga benepisyo,' the embassy said.
(OWWA Welfare Officer Karen Padduyao checked on their situation and brought them relief packages. OWWA lawyers are also assisting them to obtain their benefits.)
OWWA made the visit following the exchange of attacks between Israel and Iran.
According to the Philippine Embassy in Israel as of Sunday, one Filipino is still in critical condition after sustaining severe and life-threatening injuries.
She underwent two surgeries and is being treated at the ICU of Shamir Medical Center, one of Israel's most advanced hospitals.
Meanwhile, seven other Filipinos have been discharged after receiving treatment for minor to moderate injuries.
A total of 149 Pinoys lost their homes due to missile impact, 131 have been transferred to temporary housing accommodations and Department of Migrant Workers' shelters, while 18 are being processed for resettlement.
For repatriation, 26 overseas Filipino workers have undergone voluntary repatriation while another 100 Filipino pilgrims and students have been repatriated.
The next batch for repatriation includes 75 Filipinos.
A total 567 Filipinos have received various forms of assistance, such as emergency financial assistance, provision of temporary shelter, and relief packages containing food, clothes and hygiene products.
Also, 201 more have received psychosocial support and counseling.
Alert Level 3 was raised in Israel on June 20, which means Filipinos are encouraged to undergo voluntary repatriation. —Joviland Rita/KG, GMA Integrated News

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OWWA visits Pinoys in Israel hospital
OWWA visits Pinoys in Israel hospital

GMA Network

time13 hours ago

  • GMA Network

OWWA visits Pinoys in Israel hospital

Personnel from the Overseas Workers Welfare Administration (OWWA) visited some Filipinos in a hospital in Tel Aviv, Israel, the Philippine Embassy said on Monday. 'Binisita ng OWWA Team ng Embahada ang ilan nating mga kababayan nating ginagamot sa ospital o kasalukuyang nagpapagaling sa pangangalaga ng ating mga [Filipino Community] leaders,' the embassy said. (The Embassy's OWWA team visited several Filipinos who are being treated in the hospital or are currently recovering under the care of our Filipino Community leaders.] Aside from this, the agency also gave the concerned Filipinos relief packages and legal assistance to claim benefits. 'Kinumusta ni OWWA Welfare Officer Karen Padduyao ang kanilang kalagayan at dinalhan sila relief packages. Tinutulungan din sila ng abogado ng OWWA upang makuha ang kanilang karampatang mga benepisyo,' the embassy said. (OWWA Welfare Officer Karen Padduyao checked on their situation and brought them relief packages. OWWA lawyers are also assisting them to obtain their benefits.) OWWA made the visit following the exchange of attacks between Israel and Iran. According to the Philippine Embassy in Israel as of Sunday, one Filipino is still in critical condition after sustaining severe and life-threatening injuries. She underwent two surgeries and is being treated at the ICU of Shamir Medical Center, one of Israel's most advanced hospitals. Meanwhile, seven other Filipinos have been discharged after receiving treatment for minor to moderate injuries. A total of 149 Pinoys lost their homes due to missile impact, 131 have been transferred to temporary housing accommodations and Department of Migrant Workers' shelters, while 18 are being processed for resettlement. For repatriation, 26 overseas Filipino workers have undergone voluntary repatriation while another 100 Filipino pilgrims and students have been repatriated. The next batch for repatriation includes 75 Filipinos. A total 567 Filipinos have received various forms of assistance, such as emergency financial assistance, provision of temporary shelter, and relief packages containing food, clothes and hygiene products. Also, 201 more have received psychosocial support and counseling. Alert Level 3 was raised in Israel on June 20, which means Filipinos are encouraged to undergo voluntary repatriation. —Joviland Rita/KG, GMA Integrated News

Cheers, tears as Pinoys join Int'l Migrants School grad rites in Rome
Cheers, tears as Pinoys join Int'l Migrants School grad rites in Rome

GMA Network

time4 days ago

  • GMA Network

Cheers, tears as Pinoys join Int'l Migrants School grad rites in Rome

Over 50 students completed various academic levels this year at International Migrants School (IMS) in Rome, including 16 from Grade 10 and 33 from Senior High School under the K to 12 program. BOYET ABUCAY A momentous and joyous day unfolded at the International Migrants School (IMS) in Rome as it celebrated its 2025 annual moving up ceremony and graduation rites. The event honored more than 50 students who successfully completed various academic levels, including 16 from Grade 10 and 33 from Senior High School under the K to 12 program. IMS, an educational institution that follows the Filipino curriculum, serves as a vital academic and cultural support system for children of Filipino migrants, as well as students from diverse nationalities. Over 50% of its student population comes from countries such as India, Bangladesh, Indonesia, Vietnam, and even Italy—reflecting the school's commitment to multiculturalism and inclusive education. 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More than half of the student population of the International Migrants School (IMS) in Rome are from countries such as India, Bangladesh, Indonesia, Vietnam and Italy. BOYET ABUCAY In her speech, Nabur expressed heartfelt gratitude to the entire IMS community—teachers, parents, and students alike. "Establishing a school in a foreign land is never easy, but through collaboration, faith, and unity—we stand here today, stronger and more purposeful," she said. Distinguished guests graced the occasion, including Consul General Randy Arquiza of the Philippine Embassy in Rome, Professor Flavio Rodighiero, a former parliamentarian and professor at La Sapienza University, and Don Pietro Guerini, Director of the Office for Migrants of the Vicariate of Rome. The guests of honor personally awarded diplomas, certificates of completion, and academic recognitions to the graduates in a moving and meaningful ceremony. Dreams begin Among the honorees was Marc Andrei Alita, who graduated with high honors. "It's so fulfilling to finally reach the beginning of my dreams," Marc shared. He reflected on the importance of his high school experience—not only for the academic lessons but also for the life lessons, joyful memories, and challenges that helped shape his character. The moment was especially emotional for his mother, who said, "This isn't just the fulfillment of a dream; it represents the essence of my motherhood. I see true success in him." Milagros Nabur, a proud Bicolana and a graduate of University of Santo Tomas (UST) Bicol, is the founder and directress of the International Migrants School (IMS) in Rome. 'Establishing a school in a foreign land is never easy, but through collaboration, faith, and unity—we stand here today, stronger and more purposeful,' Nabur said. BOYET ABUCAY Another highlight of the day was the recognition of twin sisters Aliyah Denise and Alyanah Karise Aldana, who both received academic honors and scholarships for the upcoming school year. Their parents expressed deep gratitude: "We worked hard to bring the twins here to Italy so our family could be whole again. We are deeply thankful to IMS for allowing them to continue their education and for the opportunities they've now received." 'Keep being curious' Alfred Pallarca, Manager of the EU Project at EVBB (European Association of Institutes for Vocational Training) in Brussels, sought to inspire students and graduates at the event. Originally from Cabanatuan, Philippines, he migrated to the United States at age 12, later earned a master's degree in Germany, and is now based in Belgium. In his keynote message, Pallarca shared: "Keep being curious because that's how you move forward in life. As long as you keep going, you'll discover who you really are—and become the person you are meant to be." While Italian schools do not traditionally hold graduation ceremonies like this, the IMS celebration held deep cultural and emotional significance for many Filipino families. It was not just a formal event, but a tribute to sacrifice, resilience, and the enduring hope for a brighter future. In the face of migration challenges, IMS continues to be a beacon of education, hope, and achievement—empowering young Filipinos in Italy to take bold steps toward fulfilling their dreams. — VDV, GMA Integrated News

Teaching not a typical a 9-to-5 job: Inside the life of a young educator
Teaching not a typical a 9-to-5 job: Inside the life of a young educator

GMA Network

time5 days ago

  • GMA Network

Teaching not a typical a 9-to-5 job: Inside the life of a young educator

Just two years into the teaching profession, Dan Laurenz Sipalay already carries the weight of what most would consider a veteran's load. A proud graduate of Caloocan City Science High School — and now its youngest faculty member —Sipalay stands at the frontlines of public education, balancing teaching, training, clinic duty, and advisory responsibilities in a system that often demands more than it gives. 'Being a teacher is not your typical 9-to-5 job,' Sipalay said during a sit-down interview with GMA News Online. 'It doesn't stop at dismissal time. It follows you home.' On paper, Sipalay taught Disaster Readiness and Risk Reduction (DRRR) to Grade 12 students and core science subjects to Grade 11 ones. In reality, his job went far beyond the classroom. He trained campus journalists, served as a school clinician, implemented hygiene programs like WINS (Water, Sanitation, and Hygiene in Schools), and managed an advisory class of 30 to 40 students. He begins his workday at 7 a.m. and officially ends at 2 p.m. — but as every teacher knows, the paperwork, lesson planning, grading, and counseling stretched far longer. 'Even after school, I check activities, organize paperwork, and make sure my advisory room is clean. It's almost like a 24/7 job. May (There is) checking pa ng (of) notebooks, group activities, individual outputs. May papeles na kailangang ayusin. Tapos may advisory class pa (There are papers to be finished. There there's my advisory class),' he said. 'Tinitingnan ko pa kung malinis ba 'yung room, kasi it reflects on me,' he added. (Then I always see to it that classroom is clean since it would reflect on me.) Despite the long hours, Sipalay said he had found ways to be productive. One habit he developed was maximizing his free periods. The systemic strain Sipalay is fully aware of the learning crisis plaguing the Philippines. A 2023 report by the Philippine Statistics Authority revealed that at least 18 million Filipinos were functionally illiterate—a statistic that hit him hard. 'Saddened ako,' he said. 'Even though hindi ko firsthand na-witness kasi science high school kami, alam ko kung gaano kahalaga ang literacy at numeracy. Basic skills 'yan. At kapag hindi natutunan sa basic ed, hahabulin mo 'yan habang buhay.' (Even though I didn't witness firsthand because I am from science high school, I know how important literacy and numeracy are. Those are basic skills, and if you don't learn them in basic education, you will go after them the rest of your life.) He traced the roots of the crisis to the pandemic-era mass promotion policy. 'Nung time ng pandemic, minass promote ang mga bata. Kaya ngayon, kami ang kailangang mag-adjust. Tinuturo ulit namin 'yung basics,' he explained. (During pandemic, the students were mass promoted. Now, we are adjusting. We teach again the basics.) To deal with learning gaps, Sipalay uses diagnostic tests and formative assessments. 'Para alam ko kung saan sila nahihirapan. At kung paano ko sila matutulungan,' he said. (So that I would know where they are having problems and how I can help them.) On classroom shortages and access Though his school has not experienced the kind of overcrowding many public schools face—thanks to its competitive entrance exam and relatively small student population—he knew the issue was real. National data showed over 150,000 classrooms were still lacking across the country. 'Sa amin, hindi ko pa na-experience firsthand,' he shared. 'Pero alam ko marami talagang kulang. Kaya nga may plano ang school namin na mag-expand, magdagdag ng building, classrooms, at lalo na ng laboratories.' (I didn't experience it firsthand. But I know there is a shortage. That's why our school has a plan to expand, add school buildings, classrooms and laboratories.) With more classrooms, the school could accept more students. And for Sipalay, that means more kids gaining access to quality science education. Teachers as shock absorbers Sipalay echoed a sentiment shared by many teachers: that they're often the ones who bear the brunt of systemic failures. 'Laging kami ang taga-salo. 'Pag may kulang sa system, sa resources, sa policies, kami ang nasisisi,' he said. 'Pero sa totoo lang, kami lang ang sumusunod. Hindi naman kami gumagawa ng policies. Kami lang ang nag-iimplement.' (We always get the blame. Whenever there is something lacking in the system, resources, we get the blame. But the truth is, we are the only ones who follow. We did not make the policies, we only implement them.) He pointed out that criticisms about the poor quality of education often failed to account for the difficult conditions in which teachers work. 'We improvise a lot,' he said. 'Minsan kulang ang gamit, minsan kulang ang oras. Pero kailangan magturo pa rin.' The weight of expectations With so many roles to fill and responsibilities to juggle, Sipalay admitted that burnout isn't uncommon. 'May mga time talaga na napapagod ako,' he said. 'Lalo na kapag sunod-sunod ang klase, walang pahinga. Nakaka-drain.' (There are times when I get tired ... especially when classes are consecutive, we have no rest. It's draining.) His way of coping? Revisiting his purpose. 'Bumabalik ako sa dahilan kung bakit ako nagtuturo,' he said. 'Para matulungan ko 'yung mga bata. Para maging functional sila. Responsible adults.' (I go back to why I am teaching. To help the children. For them to become functional, responsible adults.) He had never seriously considered quitting—not yet. 'Siguro kasi bago pa ako,' he said with a smile. 'Pero sa ngayon, gusto ko pa talaga. Na-eenjoy ko 'yung pagtuturo.' (Maybe because I'm still a newbie. But for now, I enjoy teaching.) Bridging generations Sipalay is not just a teacher at Caloocan Science — he is also an alumnus. For him, returning to teach where he studied is a form of giving back. 'Homecoming talaga,' he said. 'Nandito pa 'yung ibang teachers ko noon. Ngayon, co-teachers ko na sila.' (It's a homecoming. My former teachers are still here. Now, they are my co-teachers.) It wasn't without challenges. Being the youngest in the faculty meant adjusting to a different dynamic. 'May generation gap. Mahirap minsan maki-connect,' he admitted. 'Pero okay naman. Na-adjust din.' (There is a generation gap, sometimes it's hard to connect. But it's okay, I've adjusted.) His age, however, gives him a unique advantage in connecting with students. 'Kasi halos magkakaedad lang kami. Alam ko 'yung mga trends nila, kung ano 'yung mga pinagkakaabalahan nila. Nakakatulong din sa pagtuturo.' (We're almost of the same age. I know their trends, what they're busy with. Those things help in teaching.) He remains conscious of keeping his teaching methods updated. 'Hindi na pwede puro traditional. Nagbabago ang mundo, kailangan sumabay. Ginagamit ko 'yung innovations na natutunan ko sa college.' (You don't have to be always traditional. The world is changing, we need to go along. I use the innovations learned in college.) A message to policymakers If given the chance to speak to DepEd or lawmakers, Sipalay's request would be clear — support the teachers. 'Support us through training, workshops, refresher courses. Equip us to keep up with changes in the classroom,' he said. He also emphasized the need for resources—from laboratory tools to e-libraries, and computers. 'Kailangan talaga ng materials. Makakatulong 'yan sa students indirectly,' he explained. (We need the materials. These would help the students indirectly.) He welcomed proposals to incentivize teachers with extra loads or to hire non-teaching staff to help with paperwork. 'Kapag nabawasan ang non-teaching load, makakapag-focus kami sa pagtuturo—which is the main job,' he said. (If non-teaching loads will be reduced, we can focus more on teaching, which is our main job.) The class of 2025 As he prepared to send off his Grade 12 advisory class—his first batch—Sipalay grew sentimental. 'Chine-cherish ko talaga bawat araw,' he said. 'Alam kong someday, when I look back, gusto ko fulfilled ako. Kasi alam ko, ginawa ko ang gusto ko.' (I always cherish our everyday experience. I know that someday when I look back, I will be fulfilled, knowing that I did what I want.) Their struggles were his struggles, too. Having recently gone through college himself, he understood their fears, their anxieties, their dreams. That closeness, he believed, made him a better guide. 'Alam ko 'yung frustration nila. At gusto ko tulungan sila lampasan 'yun,' he said. A calling, not just a job For Dan Laurenz Sipalay, teaching is more than a profession. It's a mission. A duty. A form of nation-building. 'The reality on the ground is far from what's on paper,' he said. 'Teachers improvise, adjust, and go beyond—not just because we're told to, but because we care.' And so, each morning at seven, he showed up. Because for Teacher Dan, and for thousands of teachers like him—this was never just a job. It was a choice to stay, to serve, and to believe. In classrooms where names blur, where supplies run out, and where policies often fall short, he remained—young, hopeful, and determined. And that, perhaps, is where true education begins. — RSJ, GMA Integrated News

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