Development and Design of Help Alleviating Poverty among Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) through Amplifying Skills (HAPLAS) Extension Project


Extension Project
Amplifying Skills

How to Cite

Miano, L. (2022). Development and Design of Help Alleviating Poverty among Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) through Amplifying Skills (HAPLAS) Extension Project. Journal of Education, Management and Development Studies, 2(2), 11–19.


The LGBTQ in the Philippines is one of the marginalized sectors in our society that is also highly affected by the pandemic that causes economic deprivation and is often forgotten in gender analyses and gender policy discussions. This study aimed to assess the skills training needs of LGBTQ in Infanta, Quezon; to determine the profile of the projects in terms of extension thrust, numbers of beneficiaries, budget allocation, resources, activities, and implementation; to develop and design an extension program. The Help Alleviating Poverty among LGBTQ through Amplifying Skills (HAPLAS) is an extension project that was developed and designed to address the pressing issues among LGBTQ. The needs assessment was conducted among the members of Samahang Ikatlong Lahi ng Infanta (SILI) with a total of twenty-four (24) participants who were purposively selected. This study is a quantitative descriptive employing frequency and percentage in the analysis of data. As identified in the needs assessments, the skills and training development programs to be implemented in the projects are hair cutting, hair perming, hair coloring, and hair and makeup, all are cosmetic-related activities. Moreover, financial literacy seminar is also to be integrated into the project because managing finances is one of the topmost issues and problems LGBTQ members have mentioned. For technical assistance, the project's proponents established a partnership with Junior Pitimini, an LGBTQ organization with members prominent in Quezon Province. Moreover, a partnership was also established in the Local Government Unit (LGU) of Infanta for the venue and supplemental budget. This descriptive study revealed that the project has sufficient volunteers/workforce and facilities to implement the project. It is highly recommended that the project may replicate in other municipalities that may identify needs for the training of LGBTQ. Additional budget could also be increased to cover other significant results from the needs assessment. However, evaluation should be properly implemented to determine the sustainability of the project.


Badgett, M., Durso, L. E., & Schneebaum, A. (2013). New patterns of poverty in the lesbian, gay, and bisexual community. Retrieved from

Badgett, M. L., Nezhad, S., Waaldijk, K., & van der Meulen Rodgers, Y. (2014). The relationship between LGBT inclusion and economic development: An analysis of emerging economies. JSTOR.

Bidad, C. D., & Campiseño, E. (2010). Community extension services of SUCs in Region IX: Basis for a sustainable community enhancement program. E-International Scientific Research Journal, 2(3), 235–243.

Commission on Higher Education. (2015). Circular Memorandum Order. Retrieved from

Mojares, J. G., & Baconguis, R. D. (2015). Extension function in higher educational institutions: Learning from HEIs in Batangas Province, Philippines. USM R&D Journal, 23(1).

Outrage Report. (2018). 30% of LGBTI Filipinos report workplace discrimination because of their SOGIE.

Retrieved from from

Reid, G. (2020). LGBTQ Inequality and Vulnerability in the Pandemic. Human Rights Watch. June, 18. Retrieved from

Tan, M. L. (2001). Survival through pluralism: Emerging gay communities in the Philippines. Journal of Homosexuality, 40(3-4), 117–142.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) 2022 Journal of Education, Management and Development Studies


Download data is not yet available.


Metrics Loading ...