BARANGAY LITERACY W ROGRAM DepEd, CamSur · PDF fileThe diagram below outlines the specific...

Issued by: ALS Division Office, CamSur, DepEd Version: 4.0

ALS, DepEd, CamSur

BARANGAY LITERACY WORKER PROGRAM BLW Manual & Toolkit

http://www.depedcamsur.com/als

Barangay Literacy Worker Program

Version Control

Version Date Issued Description Update Authors

4.0 15th March 2016 Version for issue to all EPSAs, DALSCs and MTs. For issue as hard copy.

Caitlin Sparks Rachel Hollis Kate Gilkison Audric Co

Document Purpose

The BLW Manual and Toolkit acts as a guide for those people working towards the success of the BLW Program and the key objectives of the Department of Education, Camarines Sur. The document details structures, processes, and tools that are used to implement the BLW Program. It is intended to facilitate the sustainable implementation of the BLW Program by ALS staff, and to encourage its continued improvement.

Document Control

The BLW Manual and Toolkit is owned by the ALS Division Supervisor, Department of Education, Camarines Sur. This person is responsible for ensuring that the BLW Manual and Toolkit is reviewed at minimum on an annual basis. Any changes to the BLW Manual and Toolkit are to be approved by the ALS Division Supervisor.

Should there be changes to the document, the BLW Manual will be updated and reissued by the ALS Division Supervisor to all Education Program Specialists for ALS (EPSAs), District ALS Coordinators (DALSCs) and Mobile Teachers (MTs). Changes should be published on the ALS website at www.depedcamsur.com/for-dalscs-and-mts. Update and distribution should occur within one month of any changes being approved by the ALS Division Supervisor. A subsequent follow up session should be held to brief all respective parties on the updates.

The next review date for the BLW Manual and Toolkit is March 2017.

Resource:- How to Update the DepED CamSur ALS Website

BLW Manual & Toolkit Version: 4.0 of 46

http://www.depedcamsur.com/for-dalscs-and-mts


List of Acronyms

Acronym Meaning

A&E Accreditation and Equivalency

ALS Alternative Learning System

BALS Bureau of Alternative Learning System

BLCC Barangay Literacy Coordinating Council

BLP Basic Literacy Program

BLW Barangay Literacy Worker

BLWC Barangay Literacy Worker Coordinator

BLWFP Barangay Literacy Worker Focal Person

CoA Commission on Audit

DALSC District ALS Coordinator

DBM Department of Budget and Management

DILG Department of Interior and Local Government

EFA Education For All

EPSA Education Program Special for ALS

FLT Functional Literacy Test

GF General Fund

IM Instructional Manager

IRA Internal Revenue Allotment

KRA Key Result Areas

LCC Literacy Coordinating Council

LGU Local Government Unit

M&E Monitoring and Evaluation

MIS Management Information System

MLCC Municipal Literacy Coordinating Council

MoA Memorandum of Agreement

MOOE Maintenance and Other Operating Costs

MSC Most Significant Change

MSCC Most Significant Change Coordinator

MT Mobile Teacher

OSA Out-of-School Adult

OSY Out-of-School Youth



Acronym Meaning

OSYA Out-of-School Youth and Adults

PLCC Provincial Literacy Coordinating Council

PS Personnel Services

PSDS Public Schools Division Supervisor

PWD Person with a Disability

RA Republic Act

SB Sangguniang Bayan

SDS Schools Division Superintendent

SEF Special Education Fund

SK Sangguniang Kabataan

SP Sangguniang Panlalawigan

UNESCO United Nations Educational, Scientific and Cultural Organization



Contents

VERSION CONTROL ............................................................................................................................................ 2

DOCUMENT PURPOSE ........................................................................................................................................ 2

DOCUMENT CONTROL ........................................................................................................................................ 2

LIST OF ACRONYMS ............................................................................................................................................ 3

CONTENTS ......................................................................................................................................................... 5

1 PROGRAM VISION AND BENEFITS .............................................................................................................. 7

2 LEGAL BASIS FOR BLW PROGRAM IMPLEMENTATION ................................................................................ 8

2.1 THE 1987 PHILIPPINE CONSTITUTION AND REPUBLIC ACTS 9155 AND 10122 ............................................................. 8 2.2 REPUBLIC ACT 10632 ........................................................................................................................................ 9 2.3 UNESCO’S EDUCATION FOR ALL ......................................................................................................................... 9 2.4 PROVINCIAL ORDINANCE NO. 056 OF 2015 SERIES............................................................................................... 10 2.5 DEPED CAMSUR MEMORANDUM NO. 40 S. 2016 ............................................................................................... 11

3 BLW MANAGEMENT RESPONSIBILITIES ..................................................................................................... 12

3.1 ALS STRUCTURE ............................................................................................................................................. 12 3.2 BLW OPERATING STRUCTURE ........................................................................................................................... 13

4 PLANNING ................................................................................................................................................ 16

4.1 PROVINCIAL ANNUAL PLAN ............................................................................................................................... 16 4.2 DISTRICT ANNUAL PLAN ................................................................................................................................... 16 4.3 PLANNING CYCLE ............................................................................................................................................ 17

5 AWARENESS AND ADVOCACY ................................................................................................................... 19

5.1 THE IMPORTANCE OF AWARENESS AND ADVOCACY ................................................................................................ 19 5.2 FACEBOOK AWARENESS AND ADVOCACY ............................................................................................................. 19 5.3 KEY ANNUAL ACTIVITIES ................................................................................................................................... 20

6 BLW FUNDING .......................................................................................................................................... 23

6.1 PURPOSE OF FUNDING ..................................................................................................................................... 23 6.2 SOURCES OF FUNDING ..................................................................................................................................... 24 6.3 FUNDING CYCLE .............................................................................................................................................. 27

7 BLW RECRUITMENT .................................................................................................................................. 28

7.1 BLW KEY COMPETENCIES, QUALIFICATIONS, AND PERSONAL ATTRIBUTES ................................................................. 28 7.2 RECRUITMENT PROCESS ................................................................................................................................... 29 7.3 RECRUITMENT CYCLE ....................................................................................................................................... 29 7.4 MEMORANDUM OF AGREEMENT (MOA)............................................................................................................. 29

8 BLW PROGRAM TRAINING ........................................................................................................................ 31

8.1 MANAGEMENT TRAINING FOR BLW PROGRAM .................................................................................................... 31 8.2 FORMAL BLW TRAINING .................................................................................................................................. 31



8.3 OTHER BLW TRAINING METHODS ..................................................................................................................... 32 8.4 TRAINING CYCLE ............................................................................................................................................. 33

9 MONITORING & EVALUATION (M&E), AND REPORTING ............................................................................ 34

9.1 BLW PROGRAM EVALUATION ........................................................................................................................... 34 9.2 MONITORING MECHANISMS ............................................................................................................................. 37 9.3 REPORTING .................................................................................................................................................... 40 9.4 M&E CYCLE .................................................................................................................................................. 40

APPENDIX A LIST OF TOOLS .......................................................................................................................... 41

APPENDIX B REFERENCES ............................................................................................................................. 46



1 Program Vision and Benefits

The purpose of this section is to outline how the ALS CamSur objectives relate to the implementation of the BLW Program. It illustrates the connections between the stated end goal of the Program – to ensure knowledge of, access to, and opportunity to participate in ALS programs – and the means of achieving it. Specifically, it traces relationships between the ALS CamSur objectives, program vision, expected program benefits, and program outcomes. After reading this section, ALS implementers should have a clearer understanding of how their activities can contribute to achieving the BLW Program vision.

The diagram below outlines the specific ALS CamSur objectives that relate to the BLW Program, and how its outcomes and benefits can assist ALS CamSur in achieving their objectives. It establishes the program vision, and what this means in terms of the real benefits sought.

Further information about how “implementation”, “effectiveness”, and “impact” will be measured can be found in Section 9 of this Manual, Monitoring, Evaluation, and Reporting.

IMPLEMENTATION

BLWs are performing their assigned duties

There is an established positive working

relationship between DepEd and Government Units

DepEd staff are contributing to the implementation of the

BLW Program

Increase basic literacy for OSYs and OSAs

The BLW Program Management Team are continuously improving

BLW Program implementation

The BLW Program implementation progress,

effectiveness and impacts are documented and distributed

Every person in every barangay having the knowledge of, access to, and the opportunity to participate in educational programs, which allow them to achieve their personal learning goals and,

therefore, their unique potential

Increase number of A&E Passers

Institutionalize BLW Program provincially

BENEFITSThe measurableimprovements resulting from the outcomes

OUTCOMESWhat is the desiredoperationalstate?

The BLW Program is supported by a legal basis

Provide access to education for all

IMPACT

Increased likelihood in continuation of learners’ skills and knowledge development

Improved engagement of the learner in community

life

EFFECTIVENESS

Improvement in basic literacy in

CamSur

Quality education provided

through BLWs

Improvement in Continuing

Education in CamSur

Improvement in awareness of

ALS in the community

Government units of CamSur are participating

in improving literacy within

their communities

Improvement in quality of learners’ life and social

status

VISIONA picture of a better future

ALS CAMSUR OBJECTIVES



2 Legal Basis for BLW Program Implementation

The purpose of this section is to outline existing legislation and policies relevant to the implementation and institutionalization of the Barangay Literacy Worker Program. These policies range in nature from international conventions (i.e. UNESCO’s “Education for All”), to the Camarines Sur Provincial BLW Ordinance. Insofar as the policies clarify the normative values underpinning the BLW Program, as well as its legal foundations, ALS implementers and stakeholders should take the time to read and understand them. They will be particularly useful should ALS implementers ever need to advocate for the Program at a Sangguniang Barangay, Sangguniang Bayan, or Sangguniang Panlalawigan session.

2.1 The 1987 Philippine Constitution and Republic Acts 9155 and 10122 The 1987 Constitution of the Republic of the Philippines asserts that “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.” This obligation involves encouraging “non-formal, informal, and indigenous learning systems” and providing “adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.” 1 By way of executing the State’s educational obligations, several Republic Acts have been passed by the Philippine Congress. Republic Acts are pieces of legislation “used to create policy in order to carry out the principles of the Constitution.” 2

There are two key Republic Acts that ALS implementers should be aware of, and can use, to support the implementation of the BLW Program in their districts. These are: (1) Republic Act 9155 – Governance of Basic Education Act of 2001; and (2) Republic Act 10122. The rationale for the Barangay Literacy Worker Program is reflected in these legislative documents.

Republic Act 9155, known as the “Governance of Basic Education Act of 2001” states:

It is hereby declared the policy of the State to protect and promote the right of all citizens to quality basic education and to make such education accessible to all by providing all Filipino children a free and compulsory education in the elementary level and free education in the high school level. Such education shall also include alternative learning systems for out-of-school youth and adult learners. It shall be the goal of basic education to provide them with the skills, knowledge and values they need to become caring, self-reliant, productive and patriotic citizens. […] The State shall encourage local initiatives for improving the quality of basic education. The State shall ensure that the values, needs and aspirations of a school community are reflected in the program of education for the children, out-of-school youth and adult learners.3



The Act itself aims to achieve a number of specific practical goals, including the establishment of schools and learning centers where “out-of-school youth and adult learners are provided alternative learning programs and receive accreditation for at least the equivalent of a high school education”.4

Republic Act 10122 is an amendment of Republic Act 7165. The latter, passed in 1991, served to create the Literacy Coordinating Council (LCC), an inter-agency body administratively attached to the Department of Education and tasked with nationalizing the formulation of literacy policies. 5 The Republic Act 10122, passed in 2009, strengthens the LCC and updates its powers and functions. It asserts that the policy of the State is “to give the highest priority to the adoption of measures for the universalization of literacy.” Consequently, the stated duty of the LCC is to “encourage and rationalize the formulation of policies and the implementation of programs on non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs.”6

Link:- Republic Act 9155

http://www.gov.ph/2001/08/11/republic-act-no-9155/


http://www.lawphil.net/statutes/repacts/ra2010/ra_10122_2010.html

2.2 Republic Act 10632 Republic Act 10632, also known as the “Act to Postpone the Sangguniang Kabataan Elections on October 28, 2013, Amending for the Purpose Republic Act No. 9340, and for Other Purposes”, mandates how Sangguniang Kabataan (SK) Funds can be used. Section 1 of the Act states that of the funds allocated to the SK from the barangay’s IRA, 10 per cent shall be set aside for youth development programs and projects. Section 2 specifies that youth development programs and projects can include out-of-school youth programs, as well as any initiative aimed at capacity building, such as employability skills training, youth camps, and value formation and citizenship seminars. District ALS Coordinators (DALSCs) and Mobile Teachers (MTs) can ask their barangays to fund BLW honoraria through the SK Fund.


http://www.gov.ph/downloads/2014/02feb/20140226-IRR-RA-10632.pdf

2.3 UNESCO’s Education for All The Philippines is one of 164 countries that joined the “Education for All” (EFA) movement initiated by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1990. The EFA agenda outlined six goals to be achieved by the year 2015. One of these goals was to attain universal coverage of out-of-school youth and adults with regard to basic education.7 Despite failing to achieve EFA targets within UNESCO’s designated timeframe, the Philippine government and DepEd remain committed to the principles of the EFA movement.









In the Philippine Education for All 2015: Review Report, DepEd’s Bureau of Alternative Learning System (BALS) was identified as the organization responsible for eliminating illiteracy amongst out-of-school youth and adults.8 BALS introduced a range of programs and strategies and enjoyed some important successes in terms of reaching those Filipinos who, often due to financial hardship or early marriage, have dropped out of the formal school system.9 As of February 2016, BALS has been absorbed into DepEd’s Bureau of Learning Delivery as part of a rationalization process.

Link:- DepEd Order No 052 s.2015

http://www.deped.gov.ph/sites/default/files/order/2015/DO_s2015_52.pdf

However, according to the Philippine Education for All 2015 report, the ALS budget is “less than 1.0 per cent of the annual allocation for basic education” and is stretched beyond reasonable limits with only one ALS implementer for every 68 learners.10 The Barangay Literacy Worker Program is a cost-effective means of bridging the gap between the limited supply of ALS implementers and the growing problem of illiteracy. In 2008, DepEd reported that 15 million Filipinos are either illiterate or neo-literate, and 5.6 million children (6-12 years) and youth (12-15 years) have dropped out of the formal school system.11 These numbers are predicted to increase as the population grows.12 Strengthening and expanding the Barangay Literacy Worker Program will improve DepEd’s chances of achieving EFA goals by ensuring that the most vulnerable and disadvantaged members of Filipino society have the opportunity to continue their education.

2.4 Provincial Ordinance No. 056 of 2015 Series The Provincial Ordinance passed by the Sangguniang Panlalawigan of Camarines Sur is entitled:

An ordinance institutionalizing the Alternative Learning System (ALS) in the barangays of the province of Camarines Sur; prescribing guidelines in the establishment of the respective local literacy coordinating councils for the province, the component municipalities, the City of Iriga, and the barangays; mandating the appointment of the Barangay Literacy Worker in the barangays; providing funds for their implementation and for other purposes.

In this manual, it will be referred to simply as the ‘Provincial BLW Ordinance’ or ‘Provincial Ordinance’. The passing of the Provincial BLW Ordinance provides guidelines for the establishment of Literacy Coordinating Councils (LCCs) at the provincial, municipal, and barangay levels, and mandates the appointment of Barangay Literacy Workers in every barangay. In order to “promote and enhance basic education”, the Provincial Ordinance aims to encourage education as a means of empowerment, institutionalize ALS to increase access by the underprivileged, encourage further involvement of all partners and agencies in literacy projects, and work towards the reduction, if not elimination, of illiteracy.

In accordance with the Provincial Ordinance, LCCs are to be established within Camarines Sur. LCCs are intended to encourage, facilitate, and monitor alternative education at the barangay, municipal, and





provincial levels. They are the core literacy implementing units, charged with enabling the creation of Learning Centers, as well as all other necessary and proper functions required for the facilitation of ALS programs, in particular the BLW Program.

The Provincial Ordinance also mandates the creation of the Barangay Literacy Worker position, stating that the BLW shall receive an honorarium of no less than one thousand pesos (PHP1,000) per month, to be funded by the barangay or a cluster of barangays. In the case where the barangay cannot financially support a BLW, funds may be sourced from municipal or provincial governments.

Importantly for ALS implementers, the Provincial Ordinance also contains a “Liability Clause”, which serves as an enforcement measure. It states that any person or juridical body “found violating any provision of this Ordinance by inaction or otherwise, shall be administratively liable upon proper hearing.” Thus, should a DALSC or MT experience unjustified refusals by Barangay Councils or LGUs to support and fund the BLW Program, they can refer to the Liability Clause to influence these stakeholders to fulfil their legislative duties and obligations.

Resource:- Provincial BLW Ordinance

Template:- Municipal Resolution to Adopt Provincial Ordinance

Template:- Barangay Resolution to Adopt Provincial Ordinance

2.5 DepEd CamSur Memorandum No. 40 s. 2016 A memorandum has been issued by the Camarines Sur Schools Division Superintendent outlining the commitment of DepEd CamSur to implement the Provincial Ordinance No. 056 of the 2015 Series. The primary aims of Memorandum No 40 s. 2016, therefore, are to provide a rationale for establishing the Barangay Literacy Worker Program, to outline the benefits of its implementation, and to define DepEd CamSur’s responsibilities to ensure its success. The memorandum also explains the relationship between DepEd CamSur and the Provincial, Municipal, and Barangay Literacy Coordinating Councils (PLCC, MLCCs, and BLCCs).

The memorandum contains six core policy statements, guaranteeing DepEd CamSur’s commitment to (1) institutionalize the BLW Program through the municipalities of Camarines Sur; (2) provide human investment in the BLW Program at all levels of the DepEd, Camarines Sur; (3) ensure that information relating to the BLW Program is available to all relevant stakeholders; (4) ensure that objectives, outcomes, and impacts of the BLW Program are monitored and evaluated; (5) engage with local and provincial government partners to implement the BLW Program; and (6) actively support provincial awareness and advocacy events.

The memorandum is a strong statement of DepEd CamSur’s responsibilities to promote and improve the Barangay Literacy Worker Program throughout the province. It reflects the Provincial BLW Ordinance and is another important institutional step towards ensuring that every person in every barangay has the knowledge of, access to, and the opportunity to participate in DepEd’s Alternative Learning System.

Resource:- DepEd CamSur Memorandum No. 40 s. 2016



3 BLW Management Responsibilities

As the BLW Program gradually gains momentum in each municipality, a large number of BLW volunteer staff will join the ALS workforce. Existing staff will be required to take on more managerial responsibilities to ensure the success of these new ALS implementers. Likewise, with the formation of the Literacy Coordinating Councils (LCCs), representatives from local government units will begin to have more control over, and responsibility for, the improvement of literacy levels within their communities.

The purpose of this section is to give an overview of the organizational hierarchy of DepEd’s Alternative Learning System from DepEd’s Schools Division Superintendent down to the Barangay Literacy Workers, and to clarify the operation of the BLW Program through the provincial, municipal, and barangay levels of government. The information contained in this section is an overview of the responsibilities of, and relationships between, all those involved in the implementation of the BLW Program.

3.1 ALS Structure

District ALS Coordinators

(DALSC)

Barangay Literacy Workers (BLWs) /

Instructional Managers (IM)

Schools Division Superintendent

ALS Division Supervisor

Education Program Specialists for ALS

Mobile Teachers (MT)

Abot-AlamLiteracy Volunteers

Public Schools District Supervisor

(PSDS)

Schools Districts

School ALS Coordinator

(one per elementary school)

Within DepEd CamSur, the ALS team is managed by the ALS Division Supervisor who reports to the Schools Division Superintendent of Camarines Sur. The ALS Division Supervisor is supported by Education Program Specialists for ALS (EPSAs) whose current responsibilities include providing technical support and monitoring and reporting on their assigned districts. Each EPSA is assigned 4 or 5 districts.



One District ALS Coordinator (DALSC) and one Mobile Teacher (MT) are assigned per school district. Both report to the ALS Division Supervisor for matters related to ALS, and on site are supervised by the Public Schools District Supervisor (PSDS) in their district. While the DALSC and MT usually share the load for ALS management tasks and for teaching responsibilities, only one will be in charge of the BLW Program. Either the DALSC or the MT will be assigned by the ALS Division Supervisor as Barangay Literacy Worker Focal Person (BLWFP). The BLWFP will take primary responsibility for recruiting, training, and supervising BLWs, and act as the Head Secretariat of the Municipal Literacy Coordinating Council (MLCC).

Resource:- Map of EPSA Districts

Link:- Contact List of CamSur ALS Staff

http://www.depedcamsur.com/who-are-we.html

3.2 BLW Operating Structure

PLCC

MLCCs

BLCCs

DALSCs and MTs

BLWs

SDS


BLWC

EPSAs

Literacy Coordinating Councils

BLW Operating Structure within ALS

MSCC

Sangguniang Panlalawigan

Mga Sangguniang Bayan

Mga Sangguniang Barangay

Local Government Units

BLWFP

PSDS

Pro

vinc

ial L

evel

Mun

icip

al L

evel

Bar

anga

y Le

vel

Literacy Coordinating Councils

Literacy Coordinating Councils (LCCs) form the connection between the local and provincial government units and DepEd CamSur. DepEd CamSur is responsible for the day-to-day operations of ALS, and local government units are responsible for governing in the best interests of their respective constituents.

The Provincial Literacy Coordinating Council (PLCC) is composed of representatives of the Sangguniang Panlalawigan, and is chaired by the Governor. The Schools Division Superintendent is the key


http://www.depedcamsur.com/who-are-we.html


representative from DepEd. The ALS Division Supervisor acts as the PLCC Secretariat Head, and the BLW Program Coordinator (BLWC) is a key member of the PLCC Secretariat.

Resource:- PLCC Composition and Responsibilities

The Municipal Literacy Coordinating Council (MLCC) is composed of representatives of the Sangguniang Bayan, and is chaired by the Municipal Mayor. The BLW Focal Person (BLWFP) is the Head Secretariat of the MLCC, and the DALSCs, MTs, and EPSAs associated with that municipality are key members of the MLCC Secretariat.

Resource:- MLCC Composition and Responsibilities

The Barangay Literacy Coordinating Council (BLCC) is composed of representatives of DepEd and the Sangguniang Barangay, and is chaired by the Barangay Captain. The School ALS Coordinator is the Head Secretariat of the BLCC and the Barangay Literacy Worker is a key member of the BLCC Secretariat.

Resource:- BLCC Composition and Responsibilities


The ALS Division Supervisor is the key person responsible for managing ALS programs and projects at the provincial level. The ALS Division Supervisor sets the strategic direction for ALS and the BLW Program. The ALS Division Supervisor works closely with the Schools Division Superintendent (SDS) to advocate for funding for ALS programs and projects at the provincial government level. The ALS Division Supervisor is the direct supervisor of all Education Program Specialists for ALS (EPSAs), District ALS Coordinators (DALSCs) and Mobile Teachers (MTs) and should be providing leadership and guidance to these staff to ensure that the goals of the BLW Program are achieved. The ALS Division Supervisor is responsible for ensuring that the BLW Program is continuously monitored and evaluated, and should provide necessary intervention when required in the form of technical assistance, funding, or resourcing.

Template:- ALS Division Supervisor Key Result Areas for BLW MoA

Public Schools Division Supervisors (PSDSs)

The PSDS is responsible for providing leadership at the district office level. This means ensuring that ALS and BLW Program annual plans are in place and that sufficient local government funding is allocated for the operation of these ALS projects and programs, including the BLW Program. The PSDS should be a key advocate for ALS and the BLW Program at the municipal government level. The PSDS is responsible for monitoring the progress of the BLW Program in their district, and providing intervention where necessary. The PSDS can further support the BLW Program by facilitating mentoring opportunities between formal system teachers and BLWs, particularly in far-flung barangays.

Education Program Specialists for ALS (EPSAs), BLW Program Coordinator (BLWC), Most Significant Change Coordinator (MSCC)

EPSAs are responsible for supporting the implementation of the BLW Program in their respective districts. They are responsible for providing technical support where appropriate and for performing monitoring and evaluation tasks.



The ALS Division Supervisor has assigned 2 special positions: one Education Program Specialist for ALS (EPSA) to act in the role of the Barangay Literacy Worker Program Coordinator (BLWC), and one EPSA to act as the Most Significant Change Coordinator (MSCC). The BLWC is delegated by the ALS Division Supervisor to instigate and coordinate BLW-related activities. This position is also responsible for creating progress reports for the ALS Division Supervisor, and is a key member of the PLCC Secretariat. The MSCC will work closely with the BLWC on these tasks. The MSCC has the primary responsibility for the collection, selection, and dissemination of Most Significant Change stories.

Template:- EPSA Key Result Areas for BLW MoA

Template:- BLWC Key Result Areas for BLW MoA

Template:- MSCC Key Result Areas for BLW MoA

District ALS Coordinators (DALSCs), Mobile Teachers (MTs), and BLW Focal Persons (BLWFPs)

DALSCs and MTs will be directly responsible for the recruitment, training, supervision, and oversight of the BLWs.

One DALSC or MT per district will be selected as the BLW Focal Person (BLWFP). The BLWFP is responsible for overseeing the implementation of the BLW Program in their district. This involves recruiting and training BLWs, improving awareness of the Program, and conducting M&E activities. The DALSCs and MTs not chosen for this role will still be required to support the BLW Program and attend the MLCC as a member of the Secretariat. In the case where there is more than one school district per municipality, the remaining DALSCs and MTs from that municipality should be members of the MLCC Secretariat. EPSAs who have been assigned to that municipality are also members of the MLCC Secretariat.

Template:- DALSC and MT Key Result Areas for BLW MoA

Template:- BLWFP Key Result Areas for BLW MoA

Barangay Literacy Workers (BLWs)

Barangay Literacy Workers (BLWs) have a number of responsibilities, which include literacy mapping, learner recruitment, facilitating advocacy activities, and conducting classes within their own barangays.

BLWs will be required to participate in the BLCC. The BLW, Barangay Captain, and Barangay Committee on Education will work closely together through the BLCC to determine barangay-specific needs and resolve barangay-specific literacy issues. This should be written into the BLW’s work plan, which is contained in the Resource Kit for BLWs. This kit also includes other important information and forms for BLWs, such as the BLW Memorandum of Agreement (MoA), a stakeholder management form, learner portfolio documents, the Functional Literacy Test (FLT) Manual, and a strategic work plan template.

Resource:- BLW Job Description and Selection Criteria

Resource:- Resource Kit for BLWs



4 Planning

Annual planning is an essential task that allows the ALS Management Team to establish a clear vision of what will be accomplished by year’s end, and outline the activities required to achieve set targets. Plans should be reviewed on a regular basis to ensure that targets are being met and issues escalated to the person responsible for resolving them. The purpose of this section is to provide a set of recommendations regarding standard planning activities that should be undertaken throughout the year by key personnel at the provincial, municipal, and barangay levels. Regular planning activities are crucial to ensuring the successful implementation and sustainability of the Barangay Literacy Worker Program.

4.1 Provincial Annual Plan The PLCC Secretariat is responsible for drafting a Provincial Annual Plan for the implementation of the BLW Program. The key purpose of the plan is to establish the program vision, set key high-level targets, and identify initiatives that will need to be rolled out to meet those targets. The plan should also include timeframes and resources required for each initiative.

When setting targets, the PLCC should consider prior program results, as outlined in the previous year’s Provincial BLW Program Annual Report. The PLCC should also take into account the priority areas and strategic objectives of DepEd and ALS, as well as those of the Provincial Government.

The PLCC is responsible for assigning all resources required to deliver the plan. Ideally, the plan should be approved prior to the annual provincial budget.

The PLCC Secretariat is responsible for distributing the Provincial Annual Plan to all MLCCs. A complete overview of PLCC planning responsibilities can be found in the Provincial BLW Ordinance, Article II (2), Section 10.

4.2 District Annual Plan Based on the Provincial Annual Plan, each district will produce an annual plan for the implementation of the BLW Program within that district. Plans should identify district-specific targets, key implementation tasks, and identify who is responsible for performing those tasks and within what timeframe.

The MLCC Secretariat is responsible for producing a preliminary draft of the plan and presenting this for discussion and approval of the MLCC. When drafting the plan, the MLCC should consider the targets set within the Provincial Annual Plan, together with the key priorities of the district.

The MLCC is accountable for the delivery of the District Annual Plan and should provide all resources required to deliver that plan. The MLCC is responsible for reviewing the plan on a regular basis to ensure that the plan is being implemented.



The MLCC Secretariat is responsible for distributing the District Annual Plan to all BLCCs of that district. Ideally, a BLCC should use the District Annual Plan to guide their own Barangay Annual Plan. A complete overview of MLCC planning responsibilities can be found in the Provincial BLW Ordinance, Article II (2), Section 13.

Template:- BLW District Annual Plan Template

Resource:- BLW District Annual Plan – Example ‘District X’

Template:- BLW District Annual Plan End of Year Assessment

4.3 Planning Cycle A draft Provincial Annual Plan should be produced alongside a budget proposal to the Sangguniang Panlalawigan. This draft plan should be distributed to every MLCC, so that they can also produce a draft Municipal Annual Plan alongside their municipal and barangay funding submissions.

When barangay budgets are approved, the PLCC will have confirmation of all available financial and human resources. The PLCC will then formalize the Provincial Annual Plan, and will forward this to the MLCCs. The MLCCs will also formalize their Municipal Annual Plans and forward these to the BLCCs.

The Provincial Annual Plan will be monitored by the BLW Program Coordinator (BLWC) on a biannual basis. Plan progress and issues will be reported to the PLCC in the quarterly and annual reports. Likewise, Municipal Annual Plans will be monitored by the EPSAs on a biannual basis. Plan progress and issues will be reported to the MLCC in the quarterly and annual reports.

The following table illustrates the stages of the planning cycle beginning in August every year, and finalized by December.

Resource:- BLW Program Calendar of Events



PLCCGenerates Provincial Annual Plan for the

implementation of the BLW Program.

MLCCs x 35Adopts Provincial

Annual Plan.Generates Municipal

Annual Plan.

BLCCs x 1000Adopts Municipal

Annual Plan.

Provincial Annual Plan distributed to all

Municipal GovernmentUnits

Municipal Annual Plan distributed to all

Barangay GovernmentUnits

Sangguniang Panlalawigan

Assigns funding for BLW Program

PLCCPrepares draft annual

plan, based on performance results from previous year.

Used as basis for funding submissions.

MLCCs x 35Prepares draft annual

plan, based on performance results from

previous year.Used as basis for funding

submissions.

Sangguniang Bayan &

Sangguniang Barangay

Assigns funding for BLW Program

Provincial Annual Plan distributed to all

Municipal GovernmentUnits

Annual Plan andfunding proposal

submitted forconsideration

Annual Planand funding

proposalsubmitted forconsideration

Aug Sep Oct Nov Dec



5 Awareness and Advocacy

The Barangay Literacy Worker Program is still in its infancy; as a result, increasing community awareness of the program and undertaking advocacy activities will be of critical importance for the next several years. The purpose of this section is to offer a series of suggestions and recommendations regarding what can be done, how, when, and by whom, in order to enhance the profile and positive reputation of the Barangay Literacy Worker Program throughout Camarines Sur. Again, careful planning and a realistic planning cycle will be essential to realizing the intended benefits of BLW Program awareness and advocacy activities.

5.1 The Importance of Awareness and Advocacy Districts should conduct regular advocacy activities throughout the year to increase community awareness of ALS programs, in particular the BLW Program. When funding has been allocated by the LGU and/or Barangay Councils, it is important that key stakeholders continue to appreciate the importance of the BLW Program to their communities. Awareness and advocacy events also aid the recruitment of learners and BLWs and encourage regular attendance of classes amongst learners.

Many of the BLWs’ duties can be used to generate awareness, such as advocating for ALS whilst undertaking routine literacy mapping. BLWs may also wish to run semi-regular events at a barangay level to encourage regular attendance and aid learner recruitment. Many of the events proposed here can be conducted on a smaller scale at the barangay level.

5.2 Facebook Awareness and Advocacy According to a recent study, Filipinos spend an average of 4.3 hours on Facebook every day.13 Facebook can therefore be a very effective awareness and advocacy tool, with the potential to expose ALS/BLW activities and news to a wide audience. DALSCs, MTs, BLWs, and other ALS implementers should utilize Facebook for the dissemination of information, the celebration of achievements, and the sharing of photos. Tagging learners and implementers in pictures and posts widens exposure and could potentially aid in the recruitment of learners and/or implementers. Facebook can be particularly effective for advertising ALS/BLW events and for sharing the success of the event with the greater ALS community.

Official BLW Program Facebook Page

An official BLW Program Facebook page has been created. You can find it at: http://www.facebook.com/BLWProgram/. It should be used by ALS management and implementers to share information across the province regarding BLW Program events, resources, and successes. All ALS employees are encouraged to post on the page. The BLW Program Coordinator (BLWC) should be responsible for monitoring public engagement and removing any offensive and/or unrelated material. Regular posting of positive stories, pictures, and events will promote the BLW Program, raising community engagement and boosting enrollment numbers.


http://www.facebook.com/BLWProgram/


District Facebook Pages

In the case where a district Facebook page does not yet exist, the DALSC or MT should create and maintain an ALS Facebook page specific to the district. The use of a district ALS Facebook page is intended to further broaden the reach and scope of ALS programs. The Facebook page is also aimed at promoting ALS as a fun and accessible means to achieving personal learning goals and realizing individual potential.

District ALS Facebook pages should be made public, allowing learners, implementers, and the broader ALS community to connect. Making a page public facilitates communication, networking, picture sharing, and assists the organization of ALS-related events. It will be the role of the DALSC/MT to maintain the Facebook page, to encourage the posting and tagging of pictures, and to share educational resources and program updates. The DALSC/MT will also be responsible for mediating offensive and/or unrelated posts and comments.

For a good example of the use of Facebook by an ALS district, search “Als Balatan Cam Sur” on Facebook:

Resource:- How to Create and Maintain a Facebook Page

5.3 Key Annual Activities At least once a year, each district should hold a BLW Awareness and Advocacy Event. The Barangay Literacy Worker Focal Person (BLWFP) should take the lead in organizing this event. Awareness and advocacy activities can include, but are certainly not limited to karaoke competitions, fun runs, advocacy



forums, tree planting, or bake sales. Activities can be tailored to meet the needs and resources of each district.

The goal of this annual district event should be:

To increase awareness of the BLW Program within communities; to highlight the value of the program to municipal and barangay councillors, as well as the general public; to encourage learner and implementer recruitment in the community; and to reduce any stigma associated with ALS.

Resource:- BLW Awareness and Advocacy Event Concepts

Funding

The BLWFP will need to secure funding for the event, and the most likely source will be the municipal government. The BLWFP will be responsible for submitting a proposal outlining anticipated expenses. An example of potential expenses can be seen in the table below:

Sample Budget for District Event for 100pax*

ITEM COST (PHP)

Tarpaulin 900

Videoke 800

Sound system 2,000

Snacks AM 2,500*

Snacks PM 2,500*

Lunch 5,000*

Extra food 1,500**

Hall prep./decoration 500

Miscellaneous 1,000

TOTAL 16,700 *For a total of 200pax double cost of Snacks AM, Snacks PM and Lunch (Total cost for 200pax = PHP 26,700). **Food for organizers/performers etc.

Template:- BLW Awareness and Advocacy Event Funding Proposal

Template:- BLW Awareness and Advocacy Event Funding Proposal – Example



Assistance

Implementers, learners, and ALS family and friends can be enlisted to assist with the organization of the event through the donation of time, skills, resources, or funds. Members of the ALS community may also be requested to assist with event promotion, as well as facilitating the running of the event on the day. It may be possible for neighboring districts to join forces in organizing an event that incorporates the ALS communities of more than one district.

Branding

Do not forget to incorporate ALS/BLW logos through the use of tarpaulins, flyers, banners, and T-shirts. Pictures from the event can be uploaded onto the BLW Facebook page or relevant district ALS Facebook page, with participants tagged in pictures.

Resource:- BLW Logo JPEG Version

Resource:- BLW Logo Photoshop Version for T-shirts



6 BLW Funding

The purpose of this section is to clarify how and why the Barangay Literacy Worker Program should be funded. This will include a discussion of the different sources of funding available and some strategies ALS implementers may use to obtain funding. This section will provide a basic inventory of costs, activities, and resources, and indicate the level of government that should be responsible for their provision. A basic account of municipal and barangay funding cycles will conclude the section, though it should be noted that precise timing of the funding application process may differ between districts.

6.1 Purpose of Funding Barangay Literacy Workers are considered volunteers and are to receive a minimal monthly honorarium provided by their barangay council or a cluster of barangay councils. In some circumstances, the honorarium may be supplemented by the municipal government or, in exceptional cases, by the provincial government. An honorarium of at least PHP1,000 per month will assist in the recruitment of potential BLWs as well as reducing the likelihood of early contract termination. Funding is also required for the purchase of essential BLW resources such as learning modules and instructional materials. While care has been taken to ensure that the information contained within this section applies to all municipalities, variances may exist between local government units.

In Camarines Sur, the Provincial BLW Ordinance outlines the minimum responsibilities of the municipal governments and barangay councils in relation to funding the BLW Program. To support the implementation of the BLW Program, it is strongly recommended that each municipality passes a “Resolution to Adopt” the Provincial BLW Ordinance (see Section 2 of this manual, Legal Basis for BLW Program Implementation). This will provide a concrete legal basis at the municipal level for the BLW Program and ensure the municipal government understands the Program’s purpose and value. For districts where no municipal ordinance or resolution exists, the Provincial BLW Ordinance still has weight and should be used by the BLW Focal Person (BLWFP) to encourage the municipal government to pass the resolution. Barangays are also encouraged to pass a Resolution to Adopt the Provincial Ordinance to demonstrate support and understanding at the barangay level. Even if a resolution has not been passed at the municipal level, the barangay is still able to pass a resolution to adopt the Provincial Ordinance.

Securing funding for the purposes of ALS programs and projects involves creating and maintaining amicable relationships with a variety of stakeholders such as the Mayor, the Municipal Committee on Education, the Public Schools District Supervisor (PSDS), and barangay officials. As such, ALS implementers should strive to be actively engaged with their communities, abstain from public political alignment, and have open lines of communication with these key stakeholders. Filling in the BLW Information Sheet to give to these stakeholders is a good first step in the process of securing funding.

Template:- BLW Program Information Sheet



6.2 Sources of Funding The Provincial Ordinance states that the provincial government, municipal governments, and barangay councils, should provide the necessary funds for the administration and the operations of the PLCC, MLCC and BLCC, respectively. The Provincial Ordinance also recommends that municipal governments provide the necessary funds required to support the programs, projects, and activities of the MLCC relating to ALS.

For the BLW Program specifically, there are several sources of funding available from provincial, municipal, and barangay levels of government:

FUNDING LEVEL ACCESSED VIA FUNDING SOURCE

Provincial PLCC General Fund; Special Education Fund (SEF);

Municipal MLCC General Fund; Special Education Fund (SEF);

Barangay BLCC General Fund; Sangguniang Kabataan (SK) Fund;

Provincial Funding

Provincial level funding for the purposes of BLW honoraria is limited and changes yearly. The application process for provincial funding in relation to BLW expenses must be made through the ALS Division Supervisor. Submitting an application for provincial funding should only be considered after all other avenues for funding from the barangay councils and municipal governments have been exhausted.

Municipal Government Funding

The Provincial BLW Ordinance dictates the funding structure of the Barangay Literacy Worker Program. The amount of funding allocated to BLWs from the municipal government may differ depending on the particular conditions included in the municipal ordinance or resolution. The Municipal Literacy Coordinating Council (MLCC) is responsible for completing an annual budget report encompassing ALS programs and projects. This budget shall be drawn from the General Fund or the Special Education Fund. It is important that the BLW Focal Person (BLWFP) uses the MLCC to advocate for ALS projects and programs, particularly the BLW Program. The PSDS is a key voting representative for ALS in the MLCC.

While the barangay council is responsible for providing the honorarium of its BLW, in some instances the municipal government may supplement barangay funding. Some instances in which the municipal government may be more likely to supplement barangay funds are:

• If a barangay’s annual Internal Revenue Allotment (IRA) is less than PHP1,000,000, the municipal government may contribute towards a minimum honorarium of PHP1,000 per month, in order to avoid having to “cluster” barangays together under one BLW;

• Municipal governments may want to contribute an extra amount above the PHP1,000 (and should be encouraged to do so whenever possible and appropriate), in order to attract and retain high



quality Barangay Literacy Workers. First and second class municipalities in particular should be encouraged to provide additional funding.

At the municipal government level, funding from the General Fund (GF) and Special Education Fund (SEF) is available for BLW honoraria.

In the yearly BLW Program budget submitted to the municipal government, the BLWFP should also remember to include expenses related to training and travel, as well as learning materials and modules. These expenses are separate from the BLW’s honorarium. Acceptable sources for funding of BLW learning resources include the SEF, the GF, and Capability Building Fund (for training). It is important that ALS Implementers liaise with their PSDS regarding funding needs.

Barangay Council Funding

While this manual includes information on the availability of funding from the provincial and municipal governments, the ideal scenario is that the BLW’s honorarium is paid by the barangay(s) they service. Furthermore, even if provincial and municipal funding is sought and secured, barangay council funding should constitute the majority of the BLW’s honorarium. The Provincial BLW Ordinance states that:

Every barangay in the Province of Camarines Sur shall appropriate one per cent (1%) of their annual Internal Revenue Allotment for the expenses of ALS Honoraria and ALS programs, projects, and activities, to be sourced from the Barangay Development Fund and/or the Sangguniang Kabataan (SK) Fund;

The Sangguniang Kabataan (SK) Fund and the Barangay General Fund can be used to fund the BLW honorarium. A barangay must have an IRA of at least PHP1,200,000 in order to provide the minimum honorarium for a BLW over a 12 month period. In the case that a barangay’s funding is less than PHP1,200,000, neighboring barangays may “cluster” together (see Article III (3), Section 24 of the Provincial Ordinance). Alternatively, as explained above, the barangay may attempt to obtain additional funds from the provincial or municipal governments.

As per the Department of Budget and Management (DBM) guidelines, a BLW’s honorarium should be sourced from the Maintenance and Other Operating Expenses (MOOE) allotment, rather than the Personnel Services (PS) allotment. The Personnel Services allotment is only to be used for permanent employees, whereas the BLW is a temporary, contracted position. This is a common misconception among barangay officials, and this should not be accepted as a reason for refusing to fund a BLW honorarium.

Resource:- Provincial BLW Ordinance

Template:- Municipal Resolution to Adopt Provincial Ordinance

Template:- Barangay Resolution to Adopt Provincial Ordinance



Case Study

Consider the following hypothetical example: Barangay X receives an IRA of PHP3million. As per the Provincial BLW Ordinance, Barangay X must set aside 1% of its IRA for ALS programs and projects. One per cent (1%) of PHP3million is PHP30,000. In this barangay, the amount is divided to cover the BLW’s honorarium, half a set of modules, materials, a tarpaulin, and expenses related to holding an ALS awareness event.

The following table provides a breakdown of Barangay X’s budget, and how the one per cent may be spent on the Alternative Learning System and the BLW Program:

Unit cost (PHP) Total (PHP)

BLW honorarium 2,000 per month x 12 months

24,000

Modules - half set 3,000 3,000

BLW materials, tarpaulin

2,000 2,000

ALS awareness event 1,000 1,000

TOTAL PHP30,000

Clustering of Barangays for the Purposes of Funding

If a barangay cannot afford to fund a minimum honorarium of PHP1,000 per month, it may “cluster” with one or more nearby barangays by entering into a Memorandum of Agreement (MoA) with them. While clustering isn’t ideal, it is a plausible solution when funding limitations prohibit a barangay from employing their own BLW. Clustering works particularly well for barangays that are located in close proximity to each other because it is easy for the BLW to travel between them. The barangay councils looking to cluster together to fund a single BLW should enter into careful negotiations with each other. The BLW Focal Person (BLWFP) should ensure that all parties understand the terms of the clustering agreement. During the recruitment and interview processes, it should be made clear by the selection panel (comprised of the Barangay Captain, Barangay Committee on Education, and BLWFP), that the successful BLW candidate will be shared among a number of barangays, and will be expected to travel. Should the candidate accept, he or she must then enter into one MoA with the clustered barangays. More information about clustering is contained in the Provincial BLW Ordinance, Article III (3), Section 24.

Template:- BLW Memorandum of Agreement



6.3 Funding Cycle The municipal and barangay budget submissions are due in September/October each year. It is very important for PSDSs, BLWFPs, DALSCs, and MTs to begin consultation early with the municipal government. Consultation should begin in July/August to give ample time to develop and refine their proposals for the BLW Program. If provincial funding is required, submissions should be made through the ALS Division Supervisor, who will include this in the ALS funding submission to the provincial government in August/September.

Template:- BLW Program General Funding Proposal




7 BLW Recruitment

The purpose of this section is to instruct the BLW Focal Person (BLWFP) on how and when to conduct BLW recruitment activities and which community stakeholders should be involved in these processes. The section will cover recruitment rules and recommendations, including selection criteria, key competencies, qualifications and personal attributes, the recruitment process, and the recruitment cycle, as well as explain the Memorandum of Agreement (MoA). The activities outlined herein reflect those described in the Provincial BLW Ordinance and should be adhered to whenever possible. Some local variations may arise depending on the input of key stakeholders in each district.

7.1 BLW Key Competencies, Qualifications, and Personal Attributes A Barangay Literacy Worker must possess or demonstrate the following key competencies:

• confidence in the delivery of learning modules and facilitation of classes comprising both youth and adults;

• ability to use methods and strategies appropriate to teaching learners with diverse needs; • good community organization skills, including advocacy and program coordination; • good problem solving skills, particularly in relation to the resolution of practical real-world

problems; • demonstrated capacity to work both as part of a team and autonomously; and • demonstrated proficiency in reading, writing, and speaking both Filipino and English

The successful applicant will also be at least 18 years of age and possess a high school diploma, or equivalent, although preference will be given to those with a college degree. The applicant should have some experience in teaching, training, or community organizing. ALS Passers often express interest in joining the program as implementers; they should be afforded equal consideration.

A Barangay Literacy Worker must be passionate about serving the community as a volunteer and believe in the importance of education as an agent of social change. The BLW must possess excellent interpersonal skills and be both willing and able to forego the methods of formal teaching in order to cater to the diverse learning needs of Out-of-School Youth and Adults (OSYA). He or she must maintain a positive attitude in the face of challenges and obstacles and have the ability to take the initiative to develop creative solutions to problems. It is important that the Barangay Literacy Worker is able to communicate with, and relate to, a diverse range of community members. To be considered for the position, candidates must have no pending cases against them in the barangay, and no derogatory record in the municipality. Finally, inclusive recruitment should be practised, wherein applicants with a disability are afforded equal consideration.

BLWFPs, DALSCs, and MTs should consider the following groups as potential BLWs: former ALS Accreditation and Equivalency (A&E) Secondary passers; retired teachers; education graduates awaiting results of the Licensure Examination for Teachers; college graduates; and other respected members of



the community. Those who already hold a position in the barangay council, for example the Barangay Captain or a barangay official, are not eligible to be BLWs with an honorarium.

7.2 Recruitment Process All BLW vacancies should be posted in conspicuous spaces in the barangay hall and common community areas, such as the plaza. Vacancies should also be advertised on the district’s ALS Facebook page. Whenever possible, BLW vacancy notices shall be posted at least 4 weeks prior the specified starting date of the appointment. Responsibility for posting these notices should fall to the Barangay Committee on Education. If the Barangay Committee on Education requires assistance, the BLWFP on should be willing and able to help.

All BLW applications should be submitted to the barangay council and subsequently discussed with the BLWFP. Shortlisted BLW applicants will then undergo an interview with the BLWFP, the Barangay Captain, and the Barangay Committee on Education. Ideally, this process should be completed before the end of December, in preparation for the BLW to begin their service in January.

Template:- BLW Recruitment Advertisement

Resource:- BLW Interview Questions

7.3 Recruitment Cycle The BLW recruitment cycle shall commence each year in November. The BLWFP should instigate recruitment activities and the Barangay Captain should also play a role in recommending suitable candidates and participating in the interview process. Some barangay councils may wish to have greater involvement in the recruitment process, but they should always consider the advice of the BLWFP.

Should a BLW terminate their service early, the BLWFP should be prepared to restart the recruitment process immediately. Ideally, the BLW should give 4 weeks’ notice before ceasing service, leaving time for a suitable replacement to be recruited and trained.


7.4 Memorandum of Agreement (MoA) The Memorandum of Agreement (MoA) outlines the responsibilities and duties of both the barangay council and the Barangay Literacy Worker. The MoA also stipulates the length of BLW service – usually this is 12 months. The BLW must give 4 weeks’ notice should they wish to exit the contract before completion of their service. Likewise, the barangay council, in consultation with the BLWFP, may choose to terminate the contract should the BLW be found to be unwilling or unable to perform their duties.

The MoA specifies the honorarium, hours of service, and the responsibilities of the BLW including, but not limited to, delivery of learning programs, annual literacy mapping, regular advocacy and recruitment activities, and completion of a monthly accomplishment report. The MoA also details the responsibilities



of the Barangay Captain, including but not limited, to the facilitation of recruitment activities, annual planning, and monitoring and evaluation activities.

The MoA should be signed by relevant parties upon recruitment of a suitable candidate and shall be renewed annually. The MoA is a contract, which means that the individuals who sign it are obliged to ensure the responsibilities assigned to them therein are carried out in an adequate and timely manner.

When the BLW has signed the MoA they can then be issued with an identification card. This will signal his/her official BLW role to the community and give them a sense of belonging to the ALS team. They can also be issued with an ALS or BLW T-shirt.

Template:- BLW Memorandum of Agreement

Template:- BLW ID Card

Resource:- BLW Logo Photoshop Version for T-Shirts



8 BLW Program Training

It is essential for the longevity of the program that both ALS management and BLWs themselves have the knowledge, skills, and techniques to adequately perform their roles. The purpose of this section is to provide recommendations for training procedures.

Training for ALS management staff will help team members understand their new BLW-related roles and responsibilities as well as offering the opportunity to discuss ideas and issues with fellow ALS team members.

Training for Barangay Literacy Workers should aim to equip a BLW with the knowledge and skills they need to serve their community’s literacy needs through ALS. The resources outlined in this section include an example training schedule for BLW training, a sample training budget, and relevant PowerPoint presentations and activities for a 3 day orientation session. As professional development is a continuous process, strategies to further build the capacity of BLWs, such as work shadowing, mentorship, and enhancement training will also be discussed.

8.1 Management Training for BLW Program On an annual or biannual basis, BLWFPs, DALSCs, MTs, and EPSAs should receive a BLW Program refresher course, to be instigated by the BLW Program Coordinator (BLWC). The course should revisit the responsibilities of each role, discuss program progression, and give implementers and management the opportunity to workshop solutions to any program issues they have experienced. Participants will also be able to discuss awareness and advocacy activities with fellow implementers.

8.2 Formal BLW Training An initial training workshop is to be held for BLWs after signing their MoAs. This workshop should introduce BLWs to the Alternative Learning System (ALS), and orient them to their functions and duties in the barangay. The training should, furthermore, introduce BLWs to their key responsibilities such as literacy mapping, conducting classes, and compiling learner portfolios. At this time, their responsibilities to report to various stakeholders such as the BLWFP, DALSC/MT, Barangay Captain and barangay council should also be clearly explained. Trainers should make an effort to ensure that this initial training is interactive and engaging, and continues to spark enthusiasm for becoming a BLW.

Districts may choose to hold their own BLW training program or cluster together with other districts to conduct group training. The BLWFP, DALSC, and MT are responsible for instigating this training. They may also consider utilizing their colleagues in other districts as facilitators for various sessions.

It is important to take into account current BLW skills and knowledge, budget, and availability of resource speakers when designing a BLW training schedule. It is recommended that the training be 2 to 3 days in length.

Template:- 3 Day BLW Training Matrix



The following is a list of BLW training topics for an initial training session. Each of these training topics consists of a single PowerPoint presentation and should be followed by a group activity. These presentations and activities can be modified to suit your needs.

Resource:- Introduction to the BLW Program Presentation

Resource:- Roles of a BLW Presentation

Resource:- Learning Styles and Strategies for BLWs Presentation

Resource:- BLW Basic Literacy Program Presentation

Resource:- BLW Accreditation and Equivalency Presentation

Resource:- BLW Essay Writing – Pagsulat ng Sanaysay Presentation

Resource:- BLW Monitoring and Evaluation Presentation

Resource:- BLW Awareness and Advocacy Presentation

Resource:- BLW Literacy Mapping and Learner Portfolio Presentation

Each BLW should also be given a copy of their own Resource Kit for BLWs. The kit contains an explanation of their job description and what is required from them in their day-to-day role. It also contains a range of tools that BLWs should be using, including templates of the Work Shadowing Reflection Sheet and Mentoring Agreement Form (see below).

Resource:- Resource Kit for BLWs

8.3 Other BLW Training Methods Aside from training workshops, other methods can be employed to build the skills and knowledge of BLWs, such as work shadowing (or on-the-job training), and mentoring. Brief descriptions of these supplementary methods are provided below.

Work Shadowing

Work shadowing is an experiential learning method where a BLW observes and participates in hands-on activities with an experienced ALS implementer. It is recommended that each BLW spend a minimum of 15 hours work shadowing before commencing BLW duties. Likewise, it is recommended that the BLW keep a log book documenting hours spent work shadowing and reflecting on their learning experiences. The log book may be checked by the BLWFP. It is also a useful self-reflection tool that may help new BLW recruits remember and improve new skills. Please refer to the Resource Kit for BLWs for a template of the Work Shadowing Reflection Sheet.

Mentoring

Relationships should be formed between School ALS Coordinators and BLWs for the purposes of mentoring. Where a School ALS Coordinator is unavailable or nonexistent the BLWFP should work with the PSDS to find a suitable substitute, such as a formal school teacher, a retired teacher, or former ALS implementer. Mentors should be available to guide those BLWs with little teaching experience, and to



provide tools and support relating to teaching methods. Mentors are encouraged to meet with their BLW on a regular basis, in order to assist the BLW in resolving any issues related to their work in ALS. To set up the mentorship between the School ALS Coordinators and the BLWs, it may be necessary for the BLWFP to organize a meeting between these two parties to clarify expectations and responsibilities. Please refer to the Resource Kit for BLWs for a template of the Mentoring Agreement Form.

Enhancement Training

The BLWFP is responsible for ensuring that the BLWs in their district are well-trained and maintain adequate skill levels. Further enhancement training throughout the year should be held to improve knowledge and skills, and to create a sense of community among ALS implementers. The BLWFP is also responsible for ensuring that essential information received from DepEd ALS training is conveyed to the BLWs.

8.4 Training Cycle Successful BLW applicants shall undergo the required orientation(s) and training(s) as soon as possible after selection. Ideally, new BLW recruits should be selected and ready to begin work in January. Therefore, training should occur during November and December the previous year. Work shadowing should take place during the first month of the BLW’s contract, and mentoring should be ongoing throughout the school year.

The DepEd ALS Division conducts multi-phase training once per year, usually around July, which all BLW recruits should attend. BLWs should seek financial assistance from the municipal government or barangay council for transportation, meal, and snack costs.




9 Monitoring & Evaluation (M&E), and Reporting

Monitoring and Evaluation (M&E) is an essential component in the management of the BLW Program. M&E tools are used to ensure that the BLW Program achieves its vision and benefits through the prescribed implementation activities. This section discusses the key evaluation questions of “effectiveness”, “impact”, and “implementation” of the BLW Program and then goes on to summarize various monitoring mechanisms that can be used to gather information for evaluation. Reporting is an essential tool for communicating the results of M&E activities to those interested in the BLW Program. Below, a clear reporting structure is explained outlining the information that should be disseminated to each key stakeholder.

9.1 BLW Program Evaluation Broadly defined, evaluation is the assessment and judgement of whether an action has resulted in the intended outcomes and benefits. The evaluation of the BLW Program occurs across three key areas: effectiveness, impact, and implementation. These areas have been established based on the BLW Program vision, benefits, and outcomes (see Section 1 of this Manual, Program Vision and Benefits), which are themselves derived from broader DepEd ALS objectives.

The ALS Division Supervisor should monitor the outcomes and benefits of the BLW Program and ensure that these are being realized through the BLW Program implementation activities. If it is repeatedly found that the Program has been unsuccessful in realizing targeted outcomes and benefits, the ALS Division Supervisor should investigate why and adjust implementation strategies accordingly.

The tables below specify a range of questions related to the BLW Program’s effectiveness, impact, and implementation, and indicate how these things can be measured. ALS staff should refer regularly to these tables to help them determine how and to what extent the BLW Program is operating successfully.

To what extent has the BLW Program been effective in increasing literacy rates?

Question Measure Monitoring Mechanism How has the BLW Program contributed to improving basic literacy?

Number of enrolments to BLP through a BLW

MIS 002a

Number of completers of BLP through a BLW

MIS 002a

How has the BLW Program contributed to increasing continuing education?

Elementary Number of enrolments to A&E Elementary through a BLW

MIS 002a

Number of completers of A&E Elementary program through a BLW

BLW Monitoring Board

Number of registrants for A&E Elementary test through a BLW




Question Measure Monitoring Mechanism Number of test takers of A&E Elementary through a BLW


Number of passers of A&E Elementary through a BLW


Secondary Number of enrolments to A&E Secondary through a BLW

MIS 002a

Number of completers of A&E Secondary program through a BLW


Number of registrants for A&E Secondary test through a BLW


Number of test takers of A&E Secondary through a BLW


Number of passers of A&E Secondary through a BLW


To what extent has the BLW program improved awareness of, and access to, ALS programs in the community?

Number of barangays being served


Number of school-less barangays being served


Number of Persons with Disability (PWDs) enrolled through BLWs


Number of BLW Awareness and Advocacy events held

Provincial and Annual Plan Review

Is ALS delivering quality education through BLWs?

Number of BLWs trained / BLWs serving


Learner Satisfaction with BLW teaching methods

Learner Satisfaction Survey

Number of BLP completers through a BLW


Number of A&E Elementary completers through a BLW


Number of A&E Secondary completers through a BLW


Number of A&E Elementary passers through a BLW


Number of A&E Secondary passers through a BLW


To what extent are the government units of CamSur participating in improving literacy within their communities?

Number of ordinances / resolutions passed


Number of LCC meetings convened


Funding allocated for BLW Program (increasing / decreasing)

Provincial and District Annual Reports



What are the impacts of the BLW Program within the community?

Question Measure Monitoring Mechanism

To what extent has the quality of learners’ lives and social status changed?

Most significant change story in this domain

Most Significant Change Stories

To what extent have there been changes to the continuation of the learners’ skills and knowledge development?



To what extent have there been changes in the learners’ engagement within their communities?



Are there any unexpected impacts of the BLW Program?



How well is the BLW Program being implemented?

Question Measure Monitoring Mechanism To what extent is the BLW Program supported by a legal basis?

Provincial ordinance passed BLW Monitoring Board Number of municipal ordinances / resolutions passed


Number of barangay ordinances / resolutions passed


To what extent is there an established partnership between DepEd and Government units?

Number of PLCC meetings held BLW Monitoring Board Number of MLCC meetings held BLW Monitoring Board Number of BLCC meetings held BLW Monitoring Board Number of BLWs with an honorarium


Funding allocated for BLW Program (increasing / decreasing)


To what extent are DepEd staff contributing to the implementation of the BLW Program?

Number of DepEd and ALS staff meeting BLW-related KRAs

Performance Reviews

Number of BLWs recruited BLW Monitoring Board Number of BLWs trained / Number of BLWs serving


To what extent are BLWs performing the duties set out for them?

Number of learners per BLW MIS 002a Literacy mapping completed Provincial and District Annual

Reports To what extent is the BLW Program’s effectiveness and impact documented and distributed?

Number of Quarterly and Annual Reports generated

Evidence of Provincial and District Quarterly and Annual Reports

Number of reports forwarded to LCCs

Minutes of PLCC and MLCC meetings / emails



Question Measure Monitoring Mechanism To what extent are the ALS Division Supervisor and BLW Program Coordinator (BLWC) continuously improving the BLW Program implementation?

Review, update and distribution of the manual and toolkit

Updated manual / toolkit, change in date, published on website

Number of ALS implementers who attend biannual refresher training

Attendance sheets and certificates of attendance in ALS implementer accomplishment reports

9.2 Monitoring Mechanisms The BLW Program will make use of several existing mechanisms to monitor program effectiveness, impact, and implementation. These mechanisms include the ALS Management Information System (MIS), ALS Implementer Surveys, and the Learners’ Feedback Survey. However, in addition, two new monitoring mechanisms have been developed to monitor information specific to the BLW Program; they are the Most Significant Change (MSC) stories and the BLW Program Monitoring Board. The BLW Program Monitoring Board includes two components: a database and tarpaulins.

ALS Management Information System (MIS)

The ALS Management Information System (MIS) is the overarching database where learner information is stored and registered. The database is updated on a quarterly basis by an ALS implementer from each district. It is then consolidated centrally and submitted to both ALS Division Office and DepEd CamSur Division Office for reporting purposes. A new column has been added to the MIS 002a database so that it can be noted whether a learner is supported by a BLW. It may not be necessary to include the BLW column and information in the submission of the MIS database to the DepEd CamSur Division Office. The data contained in this new column is relevant only to the ALS Division.

Link:- Contact Details of MIS Consolidators

http://www.depedcamsur.com/for-dalscs-and-mts.html

Template:- MIS Database 2016 with BLW Column





BLW Monitoring Board: Database and Tarpaulins

Because the M&E framework for the BLW Program requires the collection of specific data from the Management Information System (MIS) databases, a smaller database has been developed to store the necessary information required for BLW Program monitoring and reporting. The BLW Monitoring Board Database and Provincial Tarpaulin will be managed and maintained by the BLW Program Coordinator (BLWC). BLWFPs, DALSCs, and MTs should write information onto the tarpaulin monitoring board, which is located at ALS Division Office in Pili. This should be done on a quarterly basis after MIS has been consolidated. The BLWC should then copy the information from the tarpaulin and enter it into the BLW Program Monitoring Board database.

Likewise, the BLWFP should print out a BLW Program District Monitoring Board Tarpaulin and enter information about each barangay in their district on a quarterly basis. Collecting this information will assist the BLWFP to enter the correct information on the Provincial Monitoring Board at the ALS Division Office. It will also help the BLWFP complete their BLW District Quarterly and Annual Reports.

Template:- BLW Program Monitoring Board Database

Template:- BLW Program Provincial Monitoring Board Tarpaulin

Template:- BLW Program District Monitoring Board Tarpaulin

ALS Implementer Surveys

ALS Implementer Surveys are used by the ALS Division Office to understand how implementers are conducting ALS programs and how they can potentially improve their performance. There are 3 ALS Implementer Surveys. These are:

• ALS Implementer Profile Survey: determines who the ALS implementer is, what skills and experience they possess and their role in delivering ALS programs. BLWs will have to submit their own ALS Implementer Profile Survey upon beginning their service.

• ALS Implementer Teaching Performance Survey: assists ALS management to assess and review the performance of each ALS implementer. EPSAs are responsible for completing this survey after observing classes conducted by ALS implementers.

• ALS Implementer Community Involvement Survey: assists ALS management in determining how engaged ALS implementers are in their communities for the purposes of promoting and undertaking ALS programs. EPSAs are responsible for administering this survey in collaboration with the ALS implementer.

Template:- ALS Implementer Profile Survey

Template:- ALS Implementer Teaching Performance Survey

Template:- ALS Implementer Community Involvement Survey



Learner Feedback Survey

Learners are requested to complete an optional 6-question feedback survey twice a year, once at the end of May and once at the end of October. Participation in the survey is voluntary and learners have the option to remain anonymous.

This survey helps ALS implementers and management to gauge how the classes are progressing for current learners and whether they require further support. The Learner Feedback Survey is an important teaching quality control measure for BLWs because learners are asked specific questions about their learning experience, such as whether they enjoy the activities conducted in class, whether they feel confident in ALS’ five learning strands, how comfortable they feel asking questions in class, and so on.

The BLWFP is responsible for ensuring this survey is completed by BLW learners who wish to participate and that results are passed on to the relevant EPSA.

Template:- ALS Learner Feedback Survey

Most Significant Change (MSC) Stories

The Most Significant Change (MSC) technique has been adapted especially for the BLW Program. The MSC technique entails the systematic selection of significant change stories, as told by learners of the BLW Program. It is a participatory monitoring system in which key staff are engaged in collecting, reading, and selecting stories from BLW Program learners to be used for monitoring, evaluation, and advocacy purposes. It allows learners to share their experiences studying with ALS, and the BLW Program in particular, as well as allowing implementers to collect examples of how the BLW Program has impacted upon their communities. The stories can also be used as a communication and advocacy tool, to be shared with key stakeholders and funders of the BLW Program, local media, DepEd, and others. Furthermore, the MSC stories put a human face on the achievements of ALS and the BLW Program.

The technique involves asking selected BLW learners to write about a change (positive or negative) experienced as a result of their participation in the BLW Program. The most significant stories selected by the ALS Division Supervisor and Education Program Specialists for ALS (ESPAs) will then be shared with all DALSCs and MTs, as well as stakeholders. The DALSCs, MTs, and stakeholders may want to discuss the stories, the changes that have occurred, and why they are significant. The MSC technique will allow program staff to develop a better understanding of the impacts and changes that the program has generated for beneficiaries.

The gathering of MSC stories will be facilitated annually by the Most Significant Change Coordinator (MSCC) in collaboration with the BLWFPs and BLWs.

Template:- BLW Most Significant Change Tool



9.3 Reporting BLW Program reports will be generated to provide a summary of BLW Program roll-out, student enrollment numbers, A&E test taker and passer numbers, as well as information relating to district-specific progress of BLW Program expansion. The reports will be used by implementers, management, stakeholders, and Literacy Coordinating Councils (LCCs) to evaluate the successes of the BLW Program, as well as to identify areas for improvement in implementation activities.

BLWFPs are responsible for producing the District Quarterly and Annual Reports for their district with technical support from the EPSA, if required. The EPSAs will be responsible for collating information from districts, identifying any issues with the BLW Program, and either responding directly or relaying information to the ALS Division Supervisor for further action. The reports should be distributed to each MLCC and BLCC.

Template:- BLW District Annual Report

Resource:- BLW District Annual Report – Example ‘District X’

Template:- BLW District Quarterly Report

Resource:- BLW District Quarterly Report – Example ‘District X’

The BLW Program Coordinator (BLWC) and MSC Coordinator (MSCC) are responsible for the consolidation of the district reports into Quarterly and Annual Provincial Reports. These reports should be distributed to the PLCC.

Template:- BLW Provincial Annual Report

Template:- BLW Provincial Quarterly Report

Template:- Map of CamSur Municipalities

Template:- Map of CamSur School Districts

9.4 M&E Cycle ALS Implementer Surveys will be completed on an annual basis, at the beginning of the ALS school year. Learner Feedback Surveys should be collected at the end of May and the end of October.

Selection of MSC stories should begin when the results of the A&E exams have been released. This is usually in June or July each year. Provincial and District Quarterly Reports should be completed and issued on a quarterly basis, based on the MIS completion cycles. Provincial and District Annual Reports should be completed when MSC stories have been gathered and chosen, and passer results are available.




Appendix A List of Tools

The following is a list of the resources (R) and templates (T) listed in this document. A selection of tools has been issued in hard copy with the BLW Manual to all EPSAs, DALSCs, and MTs. Other tools are only available online. This is indicated in the far right hand column of the table below.

All tools have been published on the DepEd ALS CamSur website at http://www.depedcamsur.com/for-dalscs-and-mts.html.

Ref Tool Type R = Resource T = Template

Section Hard Copy / Online

Hard Copy Page

Number

001 How to Update the DepEd CamSur ALS Website

R Document Control Online -

002 Provincial BLW Ordinance R Legal Basis for BLW Program Implementation; BLW Funding

Hard Copy & Online

1

003 Municipal Resolution to Adopt Provincial Ordinance

T Legal Basis for BLW Program Implementation; BLW Funding

Hard Copy & Online

19

004 Barangay Resolution to Adopt Provincial Ordinance

T Legal Basis for BLW Program Implementation; BLW Funding

Hard Copy & Online

26

005 DepEd CamSur BLW Memorandum

R Legal Basis for BLW Program Implementation

Hard Copy & Online

32

006 Map of EPSA Districts R BLW Management Responsibilities

Online -

007 PLCC Composition and Responsibilities

R BLW Management Responsibilities

Online -

008 MLCC Composition and Responsibilities


Online -

009 BLCC Composition and Responsibilities


Online -

010 ALS Division Supervisor Key Result Areas for BLW MoA

T BLW Management Responsibilities

Online -







Hard Copy Page

Number

011 EPSA Key Result Areas for BLW MoA


Online -

012 BLWC Key Result Areas for BLW MoA


Online -

013 MSCC Key Result Areas for BLW MoA


Online -

014 DALSC and MT Key Result Areas for BLW MoA


Hard Copy & Online

38

015 BLWFP Key Result Areas for BLW MoA


Hard Copy & Online

40

016 BLW Job Description and Selection Criteria


Hard Copy & Online

42

017 Resource Kit for BLWs R BLW Management Responsibilities; BLW Training

Hard Copy & Online

44

018a BLW District Annual Plan T Planning Online 131

018b BLW District Annual Plan – Example ‘District X’

R Planning Hard Copy & Online

133

019 BLW District Annual Plan End of Year Assessment

T Planning Online -

020 BLW Program Calendar of Events

R Planning; BLW Funding; BLW Training; BLW Recruitment; Awareness and Advocacy; Monitoring and Evaluation, and Reporting

Hard Copy & Online

135

021 How to Create and Maintain a Facebook Page

R Awareness and Advocacy Online -

022 BLW Awareness and Advocacy Event Concepts

R Awareness and Advocacy Hard Copy & Online

136

023a BLW Awareness and Advocacy Event Funding Proposal

T Awareness and Advocacy Online -





Hard Copy Page

Number

023b BLW Awareness and Advocacy Event Funding Proposal – Example

R Awareness and Advocacy Hard Copy & Online

143

024a BLW Logo JPEG Version R Awareness and Advocacy Online -

024b BLW Logo Photoshop Version for T-Shirts

R Awareness and Advocacy Online -

025 BLW Program Information Sheet

T BLW Funding Hard Copy & Online

148

026 BLW Program General Funding Proposal

T BLW Funding Online -

027 BLW Recruitment Advertisement

T BLW Recruitment Hard Copy & Online

151

028 BLW Interview Questions R BLW Recruitment Hard Copy & Online

153

029 BLW Memorandum of Agreement

T BLW Recruitment Hard Copy & Online

156

030 BLW ID Card T BLW Recruitment Online -

031 3 Day BLW Training Matrix R BLW Training Hard Copy & Online

158

032a Introduction to the BLW Program Presentation

R BLW Training Online -

032b Roles of a BLW Presentation


032c Learning Styles and Strategies for BLWs Presentation


032d BLW Basic Literacy Program Presentation


032e BLW Accreditation and Equivalency Presentation


032f BLW Essay Writing – Pagsulat ng Sanaysay Presentation






Hard Copy Page

Number

032g BLW Monitoring and Evaluation Presentation


032h BLW Awareness and Advocacy Presentation


032i BLW Literacy Mapping and Learner Portfolio Presentation


033 MIS Database 2016 with BLW Column

T Monitoring & Evaluation, and Reporting

Online -

034 BLW Program Monitoring Board Database


Online -

035a BLW Program Provincial Monitoring Board Tarpaulin


Online -

035b BLW Program District Monitoring Board Tarpaulin


Online -

036 ALS Implementer Profile Survey


Hard Copy & Online

159

037 ALS Implementer Teaching Performance Survey


Hard Copy & Online

163

038 ALS Community Involvement Survey


Hard Copy & Online

167

039 ALS Learner Feedback Survey


Hard Copy & Online

171

040 BLW Most Significant Change Tool


Hard Copy & Online

175

041a BLW District Annual Report


Online -

041b BLW District Annual Report – Example ‘District X’

R Monitoring & Evaluation, and Reporting

Hard Copy & Online

179

042a BLW District Quarterly Report


Online -





Hard Copy Page

Number

042b BLW District Quarterly Report – Example ‘District X’

R Monitoring & Evaluation, and Reporting

Hard Copy & Online

184

043 BLW Provincial Annual Report


Online -

044 BLW Provincial Quarterly Report


Online -

045 Map of CamSur Municipalities


Online -

046 Map of CamSur School Districts


Online -



Appendix B References

1 Philippines Government. 1987. ‘The Constitution of the Republic of the Philippines: Official Gazette of the Republic of the Philippines’. Available at <www.gov.ph/constitutions/1987-constitution/> Accessed October 12 2015. 2 Philippines Government. 2015. ‘Republic Acts: Official Gazette of the Republic of the Philippines’. Available at <www.gov.ph/section/republic-acts/> Accessed October 12 2015. 3 Philippines Government. 2001. ‘Republic Act No. 9155: Official Gazette of the Republic of the Philippines’. Available at <www.gov.ph/2001/08/11/republic-act-no-9155-2/> Accessed 12 October 2015. 4 Philippines Government. 2001. “Republic Act 9155”, Section 3g. 5 Philippines Government. 1991. “Republic Act No. 7165”. Available at <www.lawphil.net/statutes/repacts/ra1991/ra_7165_1991.html> Accessed October 12 2015. 6 Philippines Government. 2009. “Republic Act No. 10122”. Available at <www.lawphil.net/statues/repacts/ra2010/ra_10122_2010.html> Accessed October 12 2015. 7 Philippines National Commission for UNESCO. 2014. “Philippine Country Report: EFA 1990-2015”. Available at <www.unesco.gov.ph/content/article/Philippine%20Country%20Report%20EFA%201990-2015> Accessed October 13 2015. 8 Philippines National Commission for UNESCO. 2015. “Philippine Education for All 2015: Review Report”, p37. Available at <www.unesdoc.unesco.org/images/0023/002303/230331E.pdf> Accessed October 13 2015. 9 Ibid., p39; see also Philippine Statistics Authority. 2013. “2013 Functional Literacy, Education, and Mass Media Survey”. Available at <www.psa.gov.ph/people/education-mass-media> Accessed October 14 2015. 10 Ibid., p37. 11 Lilita Balane. 2009. ‘Illiterate Filipinos now 15 million, and counting’. ABS-CBNNEWS, September 9. Available at <www.abs-cbnnews.com/nation/09/23/2009/illiterate-filipinos-now-15-million-and-counting> Accessed October 14 2015. 12 Ibid. 13 We Are Social. 2015. ‘Digital, Social, and Mobile in 2015’. GlobalWebIndex. Available at <http://www.slideshare.net/wearesocialsg/digital-social-mobile-in-2015> Accessed February 24 2016.


http://www.gov.ph/constitutions/1987-constitution/

http://www.gov.ph/section/republic-acts/

http://www.gov.ph/2001/08/11/republic-act-no-9155-2/


http://www.lawphil.net/statues/repacts/ra2010/ra_10122_2010.html

http://www.unesco.gov.ph/content/article/Philippine%2520Country%2520Report%2520EFA%25201990-2015

http://www.unesdoc.unesco.org/images/0023/002303/230331E.pdf

http://www.psa.gov.ph/people/education-mass-media

http://www.abs-cbnnews.com/nation/09/23/2009/illiterate-filipinos-now-15-million-and-counting

http://www.slideshare.net/wearesocialsg/digital-social-mobile-in-2015

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