Evaluation of the Open High School Program in the Philippines i TABLE OF CONTENTS i LIST OF ANNEX iv...

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Southeast Asian Ministers of Education Organization (SEAMEO)Regional Center for Educational Innovation and Technology (INNOTECH)

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iEvaluation of the Open High School Program in the Philippines

TABLE OF CONTENTS iLIST OF ANNEX ivLIST OF TABLES vLIST OF FIGURES ixACKNOWLEDGEMENTS xiACRONYMS xiiEXECUTIVE SUMMARY xv

PART I: INTRODUCTION 1Rationale for the Open High School Program (OHSP) 3Implementation of the OHSP 4Rationale for Program Evaluation 7

Objectives of the Study 8Evaluation Questions 8Evaluation Framework 8

Definition of Terms 9

PART II. METHODOLOGY 11Design 13Samples 13

Phase 1: School and Student Survey 13Phase 2: Focus Group Discussion 15Phase 3: Comparison of OHSP and Regular High School Students 17

Data Collection 22Data Collection Procedure 23Data Analysis 24

PART III. PROFILE OF RESPONDENTS 25Phase 1A-School Survey 27

NAT Performance, Enrolment and OHSP Staff 27Phase 1B-Student Survey 28

Working Students 33Mode of Transportation 38Family Background 38Enrolment History 41

TABLE OF CONTENTS

Evaluation of the Open High School Program in the Philippinesii

PART IV: EVALUATION RESULTS 43Objective 1: Determine the Viability of the OHSP 45

Motivation/Reasons for OHSP 45Capacity Building 47Advocacy and Promotion 49School-based Policies 50Curriculum Design 51Learning Resources 54Delivery System 67Support Programs and Services 74Assessment Methods 75Technical Support 77Policy Guidelines 78OHSP Staff and Skills 78Implementing Mechanism and Coordinative Linkages 80Monitoring and Evaluation 85

Objective 2: Identify the Strengths and Weaknesses of OHSP 89OHSP Best Attributes 89OHSP Contributions 90Success Stories 91Innovative/Best Practices 92Areas of Challenges and Weaknesses 93

Objective 3: Compare the Performance of the OHSP and the Regular High School Students

99

Objective 4: Identify Areas for OHSP Improvement 113OHSP Adaptation to Senior High School Program (K to 12 Curriculum)

113

Good Wishes for OHSP Improvement 119Way Forward 120

PART V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 125Summary 127Conclusions 130Recommendations 130

PART VI. OPEN HIGH SCHOOL CASE STUDIES 145Makati High School, Makati City 147Sangley Point National High School, Cavite City, Cavite 154

iiiEvaluation of the Open High School Program in the Philippines

Bacolod City National High School, Bacolod City, Negros Occidental 158Babag National High School, Lapu-lapu City, Cebu 163Mabini Integrated School, Brgy. Mabini, Cebu City 168Javier National High School, Javier, Leyte 173Jose Panganiban National High School, Panganiban, Camarines Norte 176Camarines Norte National High School, Daet, Camarines Norte 184Kabasalan National High School, Kabasalan, Zamboanga Sibugay 192Manicahan National High School, Zamboanga City 196Don Pablo Lorenzo Memorial High School, Zamboanga City 200Parang National High School, Parang, Maguindanao 205Amir Bara Lidasan National High School, Parang, Maguindanao 208Bangao National High School, Buguias, Benguet 212Sinipsip National High School, Buguias, Benguet 219Ferrol National High School, Ferrol, Tablas, Romblon 224Odiongan National High School, Odiongan, Tablas, Romblon 228

REFERENCES 232

Evaluation of the Open High School Program in the Philippinesiv

ANNEX A. DepEd Order No. 46 s. 2006 233ANNEX B. DepEd Order No. 19 s. 2011 234ANNEX C. DepEd Order No. 44 s. 2012 236ANNEX D. DepEd Order No. 53 s. 2011 238ANNEX E. Comparison of OHSP and Regular High School Students 240ANNEX F. Proficiency Levels and Equivalents 241ANNEX G. Mann-Whitney U Formula 242ANNEX H. Capacity Building Programs 243ANNEX I. Other Facilities Available to OHSP Learners 252ANNEX J. Supportive Roles of OHSP Personnel 254ANNEX K. Tracking of Graduates 264ANNEX L. Monitoring and Evaluation 267ANNEX M. Other Uses of Monitoring and Evaluation Report 268ANNEX N. Comments on Improvement of Learning Environment 269ANNEX O. Comments on OHSP Providing Access to Secondary Schooling 274ANNEX P. Comments on Role of OHSP in Reducing Dropout Rate 281ANNEX Q. Challenging Part of OHSP Implementation 288ANNEX R. Concerns with Assessment and How They Were Addressed 301ANNEX S. Concerns about Orientation 302ANNEX T. Concerns about Weekly Meetings 303ANNEX U. Comments about Access Barriers 304ANNEX V. Parental Awareness, Involvement and Support 305ANNEX W. Comments about Monitoring and Evaluation 307ANNEX X. Comments about Policies 308ANNEX Y. Adjustments for Adoption of OHSP to K to 12 Curriculum 314ANNEX Z. Comments on Curriculum 321ANNEX AA. Comments on Registration and Orientation 323ANNEX AB. Comments on Learning Resources 325ANNEX AC. An Act Establishing the Open High School System in the

Philippines and Appropriating Fund therefor326

ANNEX AD. Preparation for Implementation of New Senior High School 333ANNEX AE. List of Key Informants 351

LIST OF ANNEXES

vEvaluation of the Open High School Program in the Philippines

LIST OF TABLESTABLE 1. Distribution of Schools by Geographical Area 14TABLE 2: Information about 17 OHSP-Implementing Schools in Phase 2 15TABLE 3: Distribution of FGD Participants in Phase 2 16TABLE 4: Sample for Comparability of OHSP and Regular High School 17TABLE 5: Summary Table for Sample 21TABLE 6: Average National Achievement Test (NAT), Enrollment and 27TABLE 7: Distribution of OHSP Student Survey Respondents by School 28TABLE 8: Distribution of OHSP Student Survey Respondents by Province 29TABLE 9: Distribution of Student Respondents by Grade Level 29TABLE 10: Distribution of OHSP Student Survey Respondents by Gender 30TABLE 11: Distribution of OHSP Student Survey Respondents by Age

(in years)30

TABLE 12: Distribution of Student Respondents by Age across Gender (n = 331)

30

TABLE 13: Distribution of Student Respondents by Age across Grade Level 31TABLE 14: Distribution of Overaged Students by School 32TABLE 15. Distribution of Overaged Respondents across Provinces 32TABLE 16: Distribution of Overaged Respondents by Grade Level 33TABLE 17: Working Students 33TABLE 18: Distribution of Working Students by Gender 33TABLE 19. Distribution of Working Students by Grade Level 34TABLE 20. Distribution of Working Students by Age 34TABLE 21. Working Hours of Working Students 35TABLE 22. Distribution of Working Students by School 35TABLE 23. Province of Origin and Type of Work of Working Students 36TABLE 24. Distribution of Working Students by Occupational Classification

(n = 185)37

TABLE 25. Approximate Average Monthly Salary of Working Students (n = 185)

37

TABLE 26. Modes of Transportation (n = 331) 38TABLE 27. Parents’ Highest Educational Attainment 38TABLE 28. Parents’ Occupations of OHSP Student-Respondents 39TABLE 29. Family Income of OHSP Student-Respondents 40TABLE 30. Number of Siblings of Student-Respondents 40TABLE 31. First Enrollment in OHSP 41TABLE 32. Sources of Information about OHSP 41TABLE 33. Reasons for Offering OHSP 45TABLE 34. Profile of OHSP Students (n = 155 schools) 46

Evaluation of the Open High School Program in the Philippinesvi

TABLE 35. Students’ Reasons for Enrolling in OHSP (n = 331) 47TABLE 36. Number of Training Attended (n = 155 schools) 48TABLE 37. Number of OHSP Trained (n = 155 schools) 48TABLE 38. Most Recent Training Received by OHSP Personnel

(n = 155 schools)48

TABLE 39. Training Provider/Sponsor (n = 155 schools) 49TABLE 40. Advocacy Activities (n = 155 schools) 49TABLE 41. Assessment Before Enrolment 50TABLE 42. OHSP Students’ Favorite Subjects and Reasons 51TABLE 43. OHSP Students’ Least Favorite Subject and Reasons 53TABLE 44. OHSP Students’ Ratings on Usefulness of Modules 54TABLE 45. OHSP Students’ Ratings of Modules 56TABLE 46. Statistics on OHSP Student Ratings of Modules (n = 331) 58TABLE 47. OHSP Students’ Use of Other Learning Materials 59TABLE 48. Resources Provided by Schools 59TABLE 49. Learning Materials Provided Sufficient as Guide in Learning

Progress60

TABLE 50. Students’ Ratings of Learning Materials (n = 331) 60TABLE 51. Statistics on Students’ Ratings of Learning Materials (n = 331) 61TABLE 52. Learning Materials Used in OHSP Schools (n = 155 schools) 61TABLE 53. School Respondents’ Ratings of Learning Materials: Number (%)

(n = 155)62

TABLE 54. Statistics on School Respondents’ Ratings of Learning Materials (n = 155)

64

TABLE 55. School Respondents’ Ratings of Subject Area Modules (n = 155) 65TABLE 56. Facilities Accessible to OHSP Students (n = 155 schools) 66TABLE 57. Where OHSP Students Most Often Study Modules (N = 331) 68TABLE 58. OHSP Students’ Ratings of Place for Studying 68TABLE 59. Summary Statistics on Ratings of Study Places 69TABLE 60. Teaching-Learning Strategies (n = 155 schools) 69TABLE 61. Frequency of OHSP Class Meetings 70TABLE 62. Activities that Excited, Energized and Satisfied OHSP Learners 71TABLE 63. Assessment of Amount of Assignments Given Under OHSP 71TABLE 64. Access to Learning Services 72TABLE 65. Sources of Help 72TABLE 66. Involvement of Parents/Guardians in OHSP Learners’ Progress

(n = 331 students)73

TABLE 67. Sufficiency of Help Received 73TABLE 68. Summary Statistics on Ratings of Parental/Guardian

Involvement73

TABLE 69. Weekly School-related Expenses (in Pesos) 75TABLE 70. Notable Expenses of OHSP Students 75TABLE 71. Most Commonly Used Assessment Methods(n = 155) 76

viiEvaluation of the Open High School Program in the Philippines

TABLE 72. OHSP Students’ Ratings of Assessment Methods 76TABLE 73. Statistics on Ratings of Assessment Tools 76TABLE 74. Decision-makers for the OHSP 77TABLE 75. Familiarity with OHSP Policies 78TABLE 76. Number and Hours of OHSP Staff 79TABLE 77. OHSP Students’ Ratings of Teacher-Facilitators’ Skills 79TABLE 78. Summary Statistics on Ratings of Teacher-Facilitators Skills 80TABLE 79. Availability of Implementing Materials (n = 155 schools) 81TABLE 80. Ratings of Implementing Materials (n = 155 schools) 81TABLE 81. Ratings of Implementing Materials 82TABLE 82. Dropout Mentoring Programs Available with OHSP

(n = 155 schools)83

TABLE 83. Is the Annual OHSP Budget Sufficient? (n = 155 schools) 83TABLE 84. Sources of Funds (n = 155 schools) 84TABLE 85. Assistance from Partner Agencies (n = 155 schools) 85TABLE 86. Persons Responsible for Monitoring and Evaluating the OHSP

(n = 155 schools)86

TABLE 87. Monitoring Conducted: Persons and Frequency (n = 155 schools)

86

TABLE 88. Monitoring of OHSP (n = 155 schools) 87TABLE 89. Best Attribute of OHSP (n = 155 schools) 89TABLE 90. Other Best Aspects of OHSP (n = 155 schools) 89TABLE 91. Contributions of the OHSP (n = 155 schools) 90TABLE 92. OHSP-Implementing Schools with Increased Enrollment 91TABLE 93. Best Practices of Selected OHSP-Implementing Schools

(n = 17 schools)92

TABLE 94. Challenging Aspects of OHSP Implementation (n = 155 schools) 93TABLE 95. Factors that Inhibit Efficient OHSP Implementation

(n = 155 schools)94

TABLE 96. Received Modules upon Enrollment 95TABLE 97. Other Difficulties 97TABLE 98. Geographical Areas and Year Levels where OHSP and Regular

High School Students were at par in Math and Science110

TABLE 99. Geographical Areas and Year Levels where OHSP and Regular High School Students were at par in English, Filipino and Araling Panlipunan

111

TABLE 100. Components that Need to be Changed for New Curriculum (n = 155 schools)

113

TABLE 101. Modules Need Revision (n = 155 schools) 116TABLE 102. School Respondents’ Suggestions for Improving the OHSP

Implementation118

TABLE 103. Three Wishes for the School's OHSP 119TABLE 104. Continuing Education under OHSP (n = 331 students) 120TABLE 105. OHSP Students’ Plans after Graduation 122

Evaluation of the Open High School Program in the Philippinesviii

TABLE 106. Recommend OHSP to Relatives and Friends 124TABLE 107. Number of OHSP Enrolees from 2000 to 2013, by Gender

(Makati High School)147

TABLE 108. Schedule of OHSP Classes and Consultations (Makati High School)

149

TABLE 109. Number of OHSP Enrolees from SY 2012 to 2013, by Gender (Sangley Point National High School)

154

TABLE 110. Number of OHSP Enrolees from 2009 to 2013, by Gender (Bacolod City National High School)

158

TABLE 111. Number of OHSP Enrolees from 2007 to 2013, by Gender (Babag National High School)

163

TABLE 112. Number of OHSP Graduates from 2008 to 2013, by Gender (Babag National High School)

164

TABLE 113. Number of OHSP Graduates from 2008 to 2013 (Mabini Integrated School)

169

TABLE 114. Dropout Rate from 2008 to 2012 (Mabini Integrated School) 169TABLE 115. Number of OHSP Enrolees from 2008 to 2013, by Gender

(Javier National High School)173

TABLE 116. Number of OHSP Graduates from 2008 to 2013, by Gender (Javier National High School)

174

TABLE 117. Number of OHSP Enrolees from 2006 to 2013, by Gender (Jose Panganiban National High School)

176

TABLE 118. Number of OHSP Graduates (Jose Panganiban National High School)

177

TABLE 119. Schedule of Classes and OHSP Teachers, Morning Session, Saturday (Jose Panganiban National High School)

178

TABLE 120. Schedule of Classes and OHSP Teachers, Afternoon Session, Saturday (Jose Panganiban National High School)

179

TABLE 121. Number of OHSP Enrolees from 2008 to 2013, by Gender (Camarines Norte National High School)

184

TABLE 122. Number of OHSP Graduates from 2009 to 2013 (Camarines Norte National High School)

185

TABLE 123. Schedule of Open High School Saturday Class Meetings (Camarines Norte National High School)

186

TABLE 124. Status of Modules for OHSP Students, by Subject, by Number of Pages (Camarines Norte National High School)

190

TABLE 125. Simple Dropout Rate from 2008 to 2012 (Kabasalan National High School)

192

TABLE 126. Number of OHSP Enrolees from 2011 to 2013, by Gender (Manicahan National High School)

197

TABLE 127. Number of OHSP Enrolees at the Beginning and Most Recent SY, by Gender* (Don Pablo Lorenzo Memorial High School)

200

TABLE 128. Number of OHSP Graduates from 2008 to 2012 (Don Pablo Memorial High School)

200

TABLE 129. Simple Dropout Rate from 2008 to 2012 (Don Pablo Lorenzo Memorial High School)

200

TABLE 130. Number of OHSP Enrolees from 2006 to 2013, by Gender (Parang National High School)

205

ixEvaluation of the Open High School Program in the Philippines

TABLE 131. Number of OHSP Graduates from 2008 to 2013 (Parang National High School)

205

TABLE 132. Dropout Rate from 2008 to 2012 (Parang National High School)

206

TABLE 133. Number of OHSP Enrolees from High School from 2007 to 2013, by Gender (Amir Bara Lidasan National High School)

208

TABLE 134. Number of OHSP Graduates from 2007 to 2013 (Amir Bara Lidasan National High School)

210

TABLE 135. Number of OHSP Enrolees from 2008 to 2013, by Gender (Bangao National High School)

212

TABLE 136. Number of OHSP Graduates from 2008 to 2013, by Gender (Bangao National High School)

213

TABLE 137. Number of OHSP Students from 2013 to 2014 (Bangao National High School)

216

TABLE 138. Number of OHSP Enrolees from 2008 to 2013, by Gender (Sinipsip National High School)

219

TABLE 139. Number of OHSP Enrolees from 2008 to 2013, by Gender (Ferrol National High School)

224

TABLE 140. Number of OHSP Enrolees from 2011 to 2013, by Gender (Odiongan National High School)

228

FIGURE 1: OHSP Implementing Schools 6FIGURE 2: OHSP Enrolment 6FIGURE 3: OHSP Graduates 7FIGURE 4: Evaluation Framework 9FIGURE 5: The Philippine Map Showing the Sites of 155 Schools 14FIGURE 6: Distribution of Gender Groups by Location 18FIGURE 7: Distribution of Gender Groups across Year Level 19FIGURE 8: Distribution of Students by Year Level 19FIGURE 9: Distribution of OHSP and Regular High School Students

According to Year Level20

FIGURE 10: Distribution of OHSP and Regular High School by Gender 21FIGURE 11. Proficiency Levels of First Year Students in NCR in 5 Subjects 100FIGURE 12. Proficiency Levels of First Year Students in Luzon in 5 Subjects 100FIGURE 13. Performance Levels of First Year Students in Visayas in 5

Subjects101

FIGURE 14. Performance Levels of First Year Students in Mindanao in 5 Subjects

101

FIGURE 15. Performance Levels of Second Year Students in NCR in 5 Subjects

102

FIGURE 16. Performance Levels of Second Year Students in Luzon in 5 Subjects

102

LIST OF FIGURES

Evaluation of the Open High School Program in the Philippinesx

FIGURE 17. Performance Levels of Second Year students in Visayas in 5 Subjects

103

FIGURE 18. Performance Levels of Second Year Students in Mindanao in 5 Subjects

103

FIGURE 19. Performance Levels of Third Year Students in NCR in 5 Subjects

104

FIGURE 20. Performance Levels of Third Year Students in Luzon in 5 Subjects

104

FIGURE 21. Performance Levels of Third Year Students in Visayas in 5 Subjects

105

FIGURE 22. Performance Levels of Third Year Students in Mindanao in 5 Subjects

105

FIGURE 23. Performance Levels of Fourth Year Students in NCR in 5 Subjects

106

FIGURE 24. Performance Levels of Fourth Year Students in Luzon in 5 Subjects

106

FIGURE 25. Performance Levels of Fourth Year students in Visayas in 5 Subjects

107

FIGURE 26. Performance Levels of Fourth Year Students in Mindanao in 5 Subjects

107

FIGURE 27. Comparison in Math Performance 108FIGURE 28. Comparison in Science Performance 108FIGURE 29. Comparison in English Performance 109FIGURE 30. Comparison in Filipino Performance 109FIGURE 31. Comparison in Araling Panlipunan Performance 110FIGURE 32. Comparisons of Performance 112FIGURE 33: Comparative Analysis of OHSP Enrolment/Graduates (Makati

High School)148

FIGURE 34: Number of OHSP Graduates from 2009 to 2013, by Gender (Bacolod City National High School)

159

FIGURE 35. Dropout Rate from 2008 to 2012 (Javier National High School) 174FIGURE 36. Number of Dropouts and Simple Dropout Rate (Amir Bara

Lidasan National High School)210

FIGURE 37. Dropout Rate from 2008 to 2012 (Bangao National High School)

213

FIGURE 38. Dropout Rate from 2008 to 2012 (Sinipsip National High School)

220

FIGURE 39. Dropout Rate from 2004 to 2010 (Ferrol National High School) 225FIGURE 40. Dropout Rate from 2004 to 2010 (Odiongan National High

School)229

xiEvaluation of the Open High School Program in the Philippines

ACRONYMSADM Alternative Delivery ModeAIP Annual Improvement PlanALS Alternative Learning SystemALS-A&E Alternative Learning System-Accreditation and EquivalencyAWP Annual Work ProgramBALS Bureau of Alternative Learning SystemBEC Basic Education CurriculumBSE Bureau of Secondary EducationCCT Conditional Cash Transfer CFSS Child-Friendly School SystemCHED Commission on Higher EducationCIPP Context, input, process, productDA Department of AgricultureDAR Department of Agrarian ReformDepEd Department of EducationDILG Department of Interior and Local GovernmentDORP Drop-out Reduction Program DOLE Department of Labor and Employment DSWD Department of Social Welfare and DevelopmentDTC Dynamic Teen CompanyDUT Division Unified TestEASE Effective and Affordable Secondary EducationEDCOMM Education CommitteeEPZA Export Processing Zone AuthorityERIO Educational Research and InnovationEQuALLS Education Quality and Access for Learning and Livelihood Skillse-BEIS Enhanced-Basic Education Information System FGD Focus Group DiscussionFICS Family, Individual, Community, and School AnalysisFLO Flexible Learning Options HE Home EconomicsHS High SchoolHUDDC Housing and Urban Development CouncilICT Information and Communications Technology ILRT Independent Learning Readiness Test ILO International Labor Organization

Evaluation of the Open High School Program in the Philippinesxii

IOM International Organization for MigrationIRI Informal Reading Inventory IRI Independent Reading InventoryLGU Local Government UnitLSB Local School BoardMAPEH Music, Arts, Physical Education, and HealthMDG Millennium Development GoalMOA Memorandum of AgreementMOOE Maintenance and Other Operating ExpensesNAPC National Anti-Poverty CommissionNAT National Achievement TestNC National CertificationNCAE National Career Assessment ExaminationNEDA National Economic and Development AuthorityNETRO National Educational Testing and Research CenterNGO Non-Government OrganizationNHS National High SchoolNSO National Statistics OfficeOHSP Open High School ProgramOHS Open High SchoolOSY Out-of-School YouthPAST Performance Appraisal for School TeachersPE Physical EducationPEPT Philippine Educational Placement TestPESO Public Employment Service OfficePRAISE Performance Review, Analysis, and Incentive System for EducatorsPSB Provincial School BoardPTA Parent Teachers AssociationSARDOs Students at Risk of Dropping OutSBM School-Based ManagementSEAMEO INNOTECH

Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology

SEAU Solutions Evaluation and Adaptation UnitSEF Special Education FundSHS Senior High SchoolSII School-Initiated InterventionsSIM Strategic Intervention MaterialsSIP School Improvement PlanSMS Short Message ServiceSPED Special EducationSTEP Science and Technology Education Program

xiiiEvaluation of the Open High School Program in the Philippines

SURVIVAL Save, Uplift, Reform Vulnerable Students by Implementing Varied Alternative Learning

TESDA Technical Education and Skills Development AuthorityTLE Technology and Livelihood EducationUNICEF United Nations International Children’s Emergency Fund

Evaluation of the Open High School Program in the Philippinesxiv

ACKNOWLEDGEMENT

Our deepest gratitude goes to the Department of Education (DepEd), Bureau of Secondary Education under the former leadership of Dr. Lolita Andrada for providing the overall direction, context and expectations of DepEd about the

Open High School Program (OHSP) evaluation. Special thanks to the national OHSP Coordinators: Ms. Prudencia Sanoy, and Ms. Christy Sioco for pioneering the OHSP and offering the literatures and pertinent documents regarding OHSP implementation and serving as key informants in guiding and orienting the research team toward understanding the nuances of OHSP. Likewise, our gratitude goes to Dr. Jocelyn DR Andaya, the incumbent Officer-in-Charge of the Bureau of Secondary Education and her team for giving their valuable insights and recommendations during the presentation of the evaluation findings. Their guidance helped the research team in all the time of research and writing of this report.

The Center would also like to express its sincere gratitude to Professor Fe Josefa Nava, PhD, a research fellow from the University of the Philippines for editing, integrating and finalizing the data analysis, findings and recommendations of the OHSP evaluation report. Her technical guidance helped the research team in summarizing and tightening the evaluation report based on survey results, focus group discussion, and comparative assessment of students’s academic data.

This report was prepared under the general guidance of SEAMEO INNOTECH Center Director Ramon C. Bacani, and Educational Research and Innovation Office Manager Philip J. Purnell. Led by Senior Specialist Yolanda C. De Las Alas, the research team includes: Lauren Nerisse S. Bautista, Senior Associate; Eugene L. Tecson, Project Research Associate; and Rico Rose DC. Dilag, Program Assistant. Special thanks to Evelyn D. Juan for copy editing the report.

The Center significantly extends its gratitude to all school principals, teachers, students, parents, and regional/division OHSP coordinators who painstakingly shared their personal stories, experiences, struggles, joys and achievements in OHSP implementation. We salute all the OHSP learners including those who successfully graduated from high school and now enjoying the fruits of their hardwork in their chosen careers based on the narratives of the report.

xvEvaluation of the Open High School Program in the Philippines

EXECUTIVE SUMMARY

In early 2013, the Solutions Evaluation and Adaptation Unit (SEAU) under the Educational Research and Innovation Office (ERIO) of the Southeast Asia Ministers of Education Organization Regional Center for Educational Innovation and

Technology (SEAMEO INNOTECH)1 undertook an evaluation study to determine the current state of Open High School Program (OHSP) implementation in selected Open High Schools in the Philippines. The research study was funded through SEAMEO INNOTECH’s Educational Research and Innovation Fund as part of the Center’s complimentary set of program interventions to support the Department of Education (DepEd)’s need for sustained technical support in operationalizing the new K to 12 Basic Education Curriculum.

The evaluation study was designed in close coordination with the DepEd Bureau of Secondary Education (BSE) and the Open High School Coordination team. Specifically, the study was undertaken to accomplish four objectives: first, to examine the viability of the OHSP as an alternative delivery mode (ADM) for secondary education; second, to determine the strengths and weaknesses of the OHSP as an ADM strategy; third, to appraise the comparability of OHSP and regular high school students; and finally, to pinpoint aspects of the OSHP that need to be developed to ensure that it is in harmony with the new K to 12 curricular reforms. The evaluation questions that guided the research were the following:

(1) What did schools do to make the OHSP work?(2) What aspects of the OHSP need to be strengthened?(3) How comparable are the OHSP and regular high school students in terms of

their performance in five subjects, namely, math, science, English, Filipino and araling panlipunan?

(4) Which component/s of the OHSP need/s to be improved to make it responsive to the new Senior High School program (Grades 7 to 12)?

Data were collected from 331 students from 155 OHSP-implementing schools using separate mailed survey instruments. Seventeen schools (n = 17) were visited and 203 key implementors and stakeholders participated in focus group discussions. Lastly, 1,578 students selected from four schools representing the National Capital Region (NCR) and the three island groups were included in comparing OHSP and regular high school performance. Major data collection methods used were school and student questionnaires and interviews. School records of final grades in five subjects for a sample of OHSP and regular students were also obtained from four selected schools.

1 SEAMEO INNOTECH is one of the three (3) SEAMEO regional centers hosted by the Government of the Philippines (GOP).

Evaluation of the Open High School Program in the Philippinesxvi

The evaluation study was funded by SEAMEO INNOTECH under its Educational Research and Innovation Fund with technical support from the Bureau of Secondary Education (BSE) of the Department of Education (DepEd). Initial findings were presented to DepEd in two occasions, namely, (1) during the workshop on flexible learning options participated in by OHSP Regional Coordinators held in April 2013, and (2) during the meeting with the director and staff of the Bureau of Secondary Education on January 14, 2014. DepEd recommendations were considered in the report.

The study concludes that the OHSP is a viable alternative delivery mode (ADM) for students who are at risk of dropping out and the out-of-school youth who want to finish their high school education. It has been identified as a solution to high dropout rates by providing an attractive option to those who, for some reason, cannot attend regular school. Therefore, the OHSP is both a dropout reduction intervention and an important mechanism in attaining the DepEd Education for All (EFA) goals.

However, a few areas with scope for improvement were identified with regard to implementation and fiscal management. Teacher-facilitators lacked specialized training on how to monitor different learners who were developing in their own individual paces. Some learning materials (modules) were outdated, incomplete, and lacking. Many teacher-facilitators were assigned OHSP responsibilities as an additional teaching load, often without financial compensation other than that provided by local government or NGOs. Many OHSP learners and parents were not provided adequate orientation about the time frame of completion of the program. Finally, monitoring and evaluation of the program is irregular. Henceforth, a national system for systematically evaluating the program is important.

Comparison of academic performance of OHSP and regular high school students indicated that across four year levels and five subjects (i.e., English, Filipino, mathematics, science and araling panlipunan), the OHSP students were not very different from their regular high school counterparts. About half of the comparisons made did not show statistically significant differences between the two groups. In a few comparisons, OHSP students had higher grades than regular high school students.

To align the OHSP with the new K to 12 curriculum, a few point for improvement are suggested. First, modules need to be developed for the Technology and Livelihood Education (TLE) content and for the Grades 11 and 12 contents in a format and volume suitable to OHSP learners. Second, quantity and quality of contact time with teacher-facilitators need to be enhanced to maximize learning opportunities for OHSP students. More suitable approaches such as differentiated instruction have to be applied as the OHSP learners greatly vary in paces of and preferences for learning. The role of the guidance counselor needs to be further strengthened, particularly when some preliminary decisions are made at Grade 9 toward any of the three career tracks.

xviiEvaluation of the Open High School Program in the Philippines

Although conceived as a remedy to curb increasing dropout rates, the OHSP can truly be an alternative delivery mode to the regular high school program. If the OHSP is developed as an equivalent, not just an adjunct (add-on) program in regular high schools, it has the potential to be an effectual solution not only to classroom congestion and dropout reduction but as a response to individual differences in large schools.

Schools that are already implementing OHSP are encouraged to participate in crafting the improvements in OHSP while continuing in their efforts to promote and provide the program. The potential of the OHSP to help keep students in school, especially those who have difficulties attending the regular high school program, must be exploited by placing the program in all secondary schools. However, DepEd needs to repackage the OHSP in such a way that it is relevant and responsive to any situation and can be easily applied as an ADM option such as in disaster and conflict-affected areas. In view of the findings and the conclusions drawn from the evaluation study, specific recommendations for DepEd are proferred, many of which are drawn from surveys and FGDs. The propositions concerning Policies, Training, and Curriculum Design include the following:

On Policies

• Draft a more updated OHSP Manual of Operations taking into consideration the experiences of implementors as narrated in this report. The manual, to be prepared by the DepEd, will have to clearly define the duties of OHSP coordinators and teacher-facilitators, budget allocations drawn from specific sources such as ADM funds, and teaching assignment of teachers. The manual has to provide a framework for the expansion of the OHSP to all schools particularly those that have low participation and high dropout rates.

• Disseminate the OHSP Monitoring Guide or Manual and other implementing materials to all schools nationwide to ensure a common interpretation and appreciation of the specific guidelines on how to best implement the OHSP.

• Consider formulating a policy that provides flexibility in the schedule of weekly class meetings, e.g., night classes, particularly for those who will be in the Senior High School levels. This will enable working students to manage their work hours and weekly consultations with teacher-facilitators.

• Formulate another policy to ensure that learning materials to be developed for the OHSP are taken into consideration and are synchronized with the new Senior High School Program curriculum.

Evaluation of the Open High School Program in the Philippinesxviii

• Include the OHSP indicators in schools’ annual reports to the enhanced-Basic Education Information System (e-BEIS).

• Include the OHSP as one of the performance targets of the principal and in the School Improvement Plan (SIP) to ensure that the OHSP is implemented efficiently as a viable and desirable alternative to the regular high school program especially for school leavers and those who are at risk of leaving school.

• Adjust and improve policies on screening and admission, grading, evaluation, promotion, teacher compensation, and use of ADM funds. More specifically, adjust the guideline to the characteristics of the learners particularly on the required level of mental ability for acceptance into the program.

• Make the registration system more accessible by limiting enrollment requirements only to the documents crucial to the attainment of academic goals. Also, registration period, including an online registration system, may be allowed on specific periods only to help implementors manage the OHSP more efficiently.

• Consider giving part-time OHSP teachers additional monthly compensation in recognition of their individual work. More importantly, by virtue of a DepEd memorandum, allow the OHSP teachers to consume their vacation service credits as a privilege and to boost their morale. The uniform implementation of the guidelines on this issue across all schools should be monitored by the Division Office.

• Make adequate resources available to fund reproduction of modules and test materials, overtime pay of teachers, and subsidy for poor OHSP students. Obtaining a separate and regular budget allocation from the national government was also recommended.

• Take advantage of the provisions of the Open High School System Act of 2014, recently approved by the Philippine Senate on September 8, 2014, that supports the institunalization of the OHSP.

On the Curriculum

Adapting the K to 12 curriculum to the OHSP will require careful planning on the part of both policy-makers and program implementors. Hence, organizing regular consultative meetings with stakeholders, implementers and participants is a necessary first step toward the goal of aligning the OHSP to the new curriculum. A resource team composed of ICT experts, instructional designers, materials developers, and curriculum writers can be formed to provide special technical assistance to OHSP implementers so as to perform the following tasks:

xixEvaluation of the Open High School Program in the Philippines

• RevisethepresentOHSPcurriculumtoensurethatitisalignedwiththeKto12curriculum in the regular high school program and incorporate a strong career guidance component for OHSP learners to assist in elective track selection under the new Senior High School program.

• Design theadaptationof theOHSP to thenewK to12SeniorHighSchoolprogram by combining both modular and hands-on/practical application through face-to-face approaches.

• Developproceduresandarrangementsforindustrypartnerstoprovidehands-on training for OHSP learners.

• Ensure active and sustained participation of OHSP students in completingmodules and attending class meetings in the delivery of instruction.

Specific suggestions for OHSP Modules and Resources, OHSP Delivery System, and Capacity Building Training for OHSP implementers and Career Guidance Program are hereby provided:

On the OHS Modules/Learning Resources

• Explore new instructional methods and schedule of meetings to ensure that OHSP students receive all the assistance they need to complete their education. Provide learning and instructional materials, equipment and facilities to maximize learning outcomes.

• Review and revise the EASE and OHSP modules systematically to align with the competencies of the new K to 12 curriculum.

• Allocate funds for the reproduction of existing/revised EASE and OHSP modules and similar materials (such as worksheets) for the use of OHSP learners in all subjects, (English, Filipino, mathematics, science, music, arts, physical education and health, and TLE).

• Revise/update the OHSP modules, particularly those that will be needed by Senior High School (SHS) students, including modules on career guidance. These modules have to use the OHSP delivery platform and should be learner-friendly, i.e., suitable for independent, self-paced study of students who may have low reading abilities and very little time for reading. Moreover, the modules can be enriched by including situational activities and exercises. If possible, conduct a pilot test of these modules, particularly those intended for SHS, to ensure that they address learners’ competencies.

Evaluation of the Open High School Program in the Philippinesxx

• Make the OHSP modules available in electronic format, possibly in CD-ROM format for easy storage and retrieval so that materials can be shared with more OHSP students, and accessed through computers. Review the format, style, and packaging used in module development to ensure that modular instruction is user-friendly, easy to understand, less arduous but challenging and interesting enough to develop the students’ ability to learn the subject/material independently with less external support.

• Apportion funds for the test materials for OHSP learners. Also, prepare the appropriate tests for OHSP learners for promotion and for graduation purposes.

• Provide Open High Schools with additional funds for purchase of books for exclusive use of OHSP learners so that they do not have to compete with regular high school students in getting access to these materials.

• Designate a OHSP meeting room in each OHSP school and furnish it with adequate desks and chairs.

On the OHS Delivery System

• Review and revise the process of screening learners accordingly. Come up with a standard set of documents required of those seeking to attend the OHSP (i.e., application for admission, report card, transcript of records, and report on secondary promotions). Clarify the function of tests so that the application of these tests is uniform for all OHSP-implementing schools. In particular, clarify the interpretation of scores and appropriate remediation to all OHSP guidance counselors and teacher-facilitators. If possible, distribute copies of the Independent Learning Readiness Test (ILRT), the Informal Reading Inventory (IRI), and sample reading passage as contained in the Annex section of the Open High School System Manual Rules and Regulations to the designated OHSP assessment staff of each school.

• Redesign the orientation program for OHSP students to ensure that the responsibilities of learners and their parents/guardians are properly discussed and understood. Implement the OHSP content and procedures used for briefing students and their parents/guardians in a standardized manner. During the orientation, clarify the timeframe for completion of the program to encourage learners to develop their educational plans in line with this timeframe, and to diligently comply with class requirements so as to graduate as scheduled.

• Consider exploring different instructional methods such as differentiated instruction and schedule of meetings to ensure that OHSP students receive all the assistance they need to complete their education.

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• Designate full-time OHSP teachers. This will benefit the learners as they will receive equal attention in terms of contact time and academic guidance and support just like the regular high school students. Responding to individual needs and follow-up assistance to OHSP learners can likewise be done by the school through dedicated OHSP teacher-facilitators or coordinators. If this is not possible, the teaching loads of teachers who were pulled out from the regular high school could be kept at a manageable amount to help them balance their time. Moreover, provision of substitute teachers could be included in giving teaching assignments.

• Strengthen the instructional methods and learning techniques so that teacher-facilitators can provide the necessary assistance to OHSP learners effectively. Consider the application of blended learning for teacher-facilitators to conduct online instruction to supplement modular instruction. This approach will enable teacher-facilitators to conduct monitoring of learners through email, and enable OHSP learners to consult with teacher-facilitators and submit worksheets and other requirements online. This will also accommodate students who cannot attend weekly class meetings due to home or work responsibilities or personal circumstances. In this connection, schools need to explore the provision of an efficient internet connection for both teacher-facilitators and learners.

• Improve the teaching style and attitudes of OHSP teacher-facilitators so that learners will become motivated to work on their modules and participate in weekly class meetings. Motivate the teacher-facilitators to put more work, enthusiasm, and patience in managing the learning of OHSP students, particularly those who have difficulty studying on their own. Provide due consideration when OHSP learners are tardy or absent from the weekly meetings.

• Set schedules of weekly class meetings sessions with due consideration of both the OHSP learners’ personal circumstances and the teacher-facilitators’ teaching load. Strictly observe the agreed/common schedule to avoid unplanned consultations and additional burden for students and/or teacher-facilitators. Ensure that teacher-facilitators are available during weekly meetings, and when one is unable to meet the students, designate a substitute teacher-facilitator.

• Create opportunities to organize peer teaching and mentoring among OHSP students and between OHSP and regular students to enable the fast learners to assist the slow learners through coaching and help them catch up with the lessons and complete the modules on time. One form of peer teaching is the so-called extended buddy-buddy system. This is an assisted learning initiative in which high achieving students teach other students under the guidance of their parents. An informal approach to student learning, this system involves tutoring or proctoring between advanced and less advanced students. Students

Evaluation of the Open High School Program in the Philippinesxxii

may initiate to form a small group (e.g., four students per group) and hold home study during weekends and holidays.

• Review and discuss with students the prescribed frequency and duration of class meetings/consultations. If weekly sessions are deemed to be insufficient, provide guidance to school staff on how to increase contact time with learners. Weekly meetings may be increased to twice a week, and half-days to one whole day. Also, weekend meetings or night classes may be considered to provide ample time for teacher-facilitators to adequately respond to the learning needs and concerns of OHSP students particularly those who need more time to answer workbooks and/or modules.

• Provide a suitable learning environment for OHSP students. Arrange the instructional facilities for OHSP use. Whenever possible, assign a separate room for OHSP meetings. Provide classrooms with enough desks and chairs, proper ventilation, quiet surroundings, and security and protection from the sun and the rain. Construct or refurbish classrooms through the support of alumni, parents, private citizens, the local government, and business companies under the “adopt-an-OHSP-classroom” initiative. Whenever possible, make schools facilities accessible to OHSP students (i.e., science laboratory, computer laboratory, home economics room, industrial education workshops, and school library).

• Make equipment such as computers, laptops, projectors, photocopiers, and audio-visual aids available for OHSP use. Encourage schools to start planning for acquisition of machines and materials in preparation for Senior High School (SHS) program and specialization (e.g., technical-vocational subjects).

• Make home visitation a routine for all OHSP students who miss class meetings for a period of time, e.g., two consecutive weeks. Let the teacher-facilitators be made aware of the effectiveness of this activity in keeping OHSP students on track. Support the teachers through provision of funds for transportation and related expenses in conducting such activities.

• Develop or strengthen post-program support mechanism including career guidance and referral for OHSP graduates.

On Capacity Building

• Provide capacity building for program implementers to enable them to build awareness to effectively carry out the program. Training, seminars, workshops, and conferences on the management and realization of the OHSP will

xxiiiEvaluation of the Open High School Program in the Philippines

sufficiently equip program implementors in discharging their duties. Provide all school staff who are currently rendering service in the OHSP of public schools with basic capacity building (training/seminars) on OHSP Policies and Guidelines on the following topics:

- Emerging and relevant DepEd Administrative issuances, Rules and Regulations and Guidelines related to OHSP implementation

- Guidelines on implementing the proposed Flexible Learning Options (FLO) for High School students

- Procedures in managing (distribution and retrieval) and using the OHSP modules

• As necessary, organize follow-up or refresher capacity building activities toretrain OHSP teacher-facilitators on the following topics:

- DepEd Administrative issuances- Rules and Regulations and Guidelines related to OHSP implementation,

including accomplishing different report forms (e.g., Forms 1, 137, 138 and 18)

- Guidelines on FLO implementation- Skills in enriching existing modules and in developing new learner-

centered modules- The new K to 12 curriculum- Blended learning delivery, curriculum development, class management

and assessment of learners

• InpreparationforadaptingtheOHSPtothenewlyinstalledKto12Program,provide capability building training for OHSP teacher-facilitators assigned to the Senior High School levels. Such training should include National Certification (NC) from the TESDA.

• Organizespecializedtraining(capacitybuilding)forOHSPteacher-facilitatorsparticularly on:

- assisting students with learning disabilities in preparation for inclusive education or special education (SPED) classes;

- handling specific emotional and psychological needs of students (e.g., those with mental disabilities such as schizophrenia).

• Conduct training and other capacity building activities for teachers from other schools, where OHSP is a suitable program in mitigating school drop-out particularly in barangays.

• Provide training and capacity building activities for all OHSP personnel ifpossible by the DepEd National Office itself. This will ensure that the same content and quality of training is received by all OHSP implementing staff.

Evaluation of the Open High School Program in the Philippinesxxiv

• Conduct regular conferences for OHSP implementers for the following purposes:- To clarify the OHS program and its place in the educational system;- To discuss issues and concerns and identify solutions to these matters in

the soonest possible time;- To affirm correct or best practices.

• Conduct wellness programs to support OHSP implementers who themselves experience stress from day-to-day monitoring of OHSP learners.

• Conduct seminars on peace education and implement literacy programs for parents. These will be advantageous for OHSP teachers specifically in areas of armed conflict and economically disadvantaged communities.

On Career Guidance

• Develop a career guidance program for OHSP students given the elective option under the new SHS program. In light of the new K to 12 curriculum the importance of career planning/preparation for OHSP students cannot be overemphasized. At the end of Year 10, students will need to select a preferred Senior High School track and electives. After SHS, students will soon undergo certain knowledge and skills assessment for college and work readiness. As such, they need to be prepared, plan ahead to think about the kind of job they would like to have someday, and learn skills in schools that will last a lifetime (e.g., good work ethics).

• Help students to identify early enough some career areas that interest them and take a look at high school curriculum to see what classes may help them in career decision-making. Encourage them to take a class (e.g., TechVoc) that can re-affirm their interest in the field and build on their skills. If they find that the class is not meant for them, they will still have time to change course and explore different career paths. High school provides the perfect time to "sample" what is out there before the students need to make a commitment.

• Establish a comprehensive career guidance and counseling program that will provide high school students with a good career choice that fits their personality and interests and get real world experience while in high school through proper career counseling, guidance and exposure in dual training, on-the-job training, job shadowing by professionals, among others.

• Strengthen guidance and counseling by appointing a full-time guidance counselor who would closely monitor students’ progress and offer them psychological help when necessary. Strong counseling programs could provide valuable assistance to OHSP learners who were troubled by various emotional, social and psychological concerns.

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The following are specific recommendations on Learning Assessment, Recognition, and Awards:

On Assessment Methods

Having seen that the OHSP students were not completely behind in academic performance compared to regular high school students, DepEd should design a more systematic data collection process for evaluating the comparability of these two groups. The use of final grades in making comparisons between groups is a common practice. However, since grades are laden with subjectivity due to differences in grading procedures even from teacher to teacher and from school to school, and sometimes within the same teacher, another measure should be used as a reference point in comparing OHSP and Regular High School students.

• Develop appropriate assessment tools for OHSP students that show sensitivity to their abilities and circumstances but at the same time credibly measure the expected competencies for each subject in each grade level. Care must be exercised in ensuring that these tools, while customized for use of OHSP learners, are equivalent to those used by teachers in the regular high school program.

• Explore standardized tests such as the National Achievement Test (NAT) as one credible index of comparison to examine the equivalence of the OHSP with the Regular High School program.

• Apply matching in selecting OHSP and regular high school students for comparison. This will control variation for subject characteristics as source of error.

• If possible, use a pretest-posttest design to document changes or improvement in learning as a result of the program, and to enable researchers to apply analysis of covariance to account for initial ability level.

• Allow the OHSP students to regularly participate in the NAT administered by the DepEd. Having OHSP learners undergo a common assessment of learning with regular high school students will give them the same level of confidence. NAT results will enable schools to identify weaknesses in the OHSP implementation and will guide them in taking steps for improvement of the program. NAT averages can be computed separately for regular and OHSP students to examine if they are at par with each other.

• Developstandardpre-andpost-testassessmenttools,particularlyinrelationtoreading skills.

Evaluation of the Open High School Program in the Philippinesxxvi

On Recognition and Awards

• Articulate and disseminate the procedures to all OHSP-implementing schools for giving recognition and awarding outstanding OHSP students. Such practice will acknowledge the OHSP students’ status as learners like their counterparts in the regular high school program, and will motivate them to study just as well.

• Make decisions objective and transparent in recognizing and awarding performance of OHSP students to give to the awards the kind of respectability that they should have in keeping with the belief that the OHSP is an equivalent program parallel to the regular high school program.

DepEd needs to revitalize its efforts in informing the public of the OHSP as an alternative for those who think that the SHS program will delay their gainful employment. With a widening reach, there is a need to carry out a more systematic scheme in relation to Advocacy and Promotion, Leadership and Technical Support, and Monitoring and Evaluation.

On Advocacy and Promotion

• Establish stronger linkages with all stakeholders, including local and national governments, for the sustainability of the program.

• Provide adequate information drive amongOHSP students and their parents,and proper career guidance and counseling for program participants to minimize confusion and uncertainty, leading to greater motivation and higher school achievement.

• ExpandtheimplementationoftheOHSPtoallsecondaryschoolsofthecountryasa proactive intervention not only for dropping out, but also as a possible deterrent for early marriages, drug addiction, prostitution, and other related social problems. Young people who go to school tend to be dissuaded in these counter-productive activities. Strategies need to be developed and implemented to engage parents as program advocacy partners such as proving a more welcoming atmosphere for visiting parents in school and giving them avenues to contribute their time, talents, and resources for OHSP improvement.

• Ensure the involvement and participation of stakeholders such as parents and community members as this would contribute to the effective implementation of the OHSP. Potentially, parents of OHSP students are some of the effective campaigners for the OHSP. Thus, develop and implement strategies to engage parents as program advocacy partners, tutors and learning coach whenever

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possible. Based on their own involvement in the program, parents of successful OHSP students have come to believe that the OHSP has been responsive to their children’s needs. They are willing to recommend the program to other students who want to pursue their high school education, but are faced with many personal, family, and employment barriers that prevent them from attending the regular high school program.

• Moreover, if parents will play a role in their children’s college choice or contribute money toward their education, keeping parents involved in thought process will allow them to prepare emotionally and economically. Parents are a great sounding board for important decisions such as career choice. They have the experience that their children do not have. They can help look at a situation more clearly and provide support to their children as they chart their career path.

• Intensify information dissemination by repeating advocacy and orientation activities as frequently as possible, by exploring different means of conducting them, and by capitalizing on technological advance such as the use of infographics. The OHSP should also be promoted during Brigada Eskwela.

• Identify model or exemplar OHSP schools as they can provide valuable insights for those who have met difficulties in their schools.

• Link and network with alumni to generate continuing attention to and interest in the program. Initiatives such as “Adopt-a-Classroom” may be channelled through alumni associations.

On Leadership and Technical Support

• Nurture the leadership provided by school leaders to encourage them to continue motivating and giving direction to teachers. Provide due recognition for effective school leaders and teacher-facilitators of the OHSP. Examine the enrollment data, dropout rate, and graduation statistics to see which schools have successfully provided the OHSP. This measure will encourage OHSP implementers to continue with this endeavor.

• Orient and train the school head to be fully equipped with adequate knowledge, understanding, and appreciation of the OHSP and to effectively provide instructional/technical leadership. This underscores the school head’s important role in providing instructional leadership and support to the OHSP. The school head is expected to provide closer supervision to OHSP facilitators, technical guidance to OHSP coordinators, quality assurance, and motivate parents and students to participate in OHSP improvement.

Evaluation of the Open High School Program in the Philippinesxxviii

On Monitoring and Evaluation

A carefully designed monitoring and evaluation system will help ensure a well-organized and cost-effective operation of the OHSP. This involves the following activities:

• Conduct proper documentation and reporting of OHSP implementation to stakeholders as these are crucial to the sustainability and duplication of the Dropout Reduction Program (DORP).

• Develop a uniform OHSP monitoring and evaluation tool so that important program data such as enrollment, graduation rate, promotion rate, teacher-student ratio, and academic achievement can be collectively analyzed and reported for policy formulation.

• Develop a systematic tracking system for OHSP to help monitor the progress of OHSP graduates. With the new learner registration number being implemented by the DepEd, tracking OHSP students in the new K to 12 curriculum is made more efficient. Tracking OHSP graduates is more challenging. To facilitate this matter, alumni homecoming programs may be organized and widely disseminated through the media. Social networking sites can also be utilized to get OHSP learners together even after they have completed their secondary education.

• Conduct observations of class meetings in various schools to find out the kind of questions OHSP learners bring for consultation with the teacher-facilitators. These will generate feedback that module writers can use in improving the materials, as well as possible training programs for professional development of teacher-facilitators.

• Conduct research on the experiences of OHSP learners and teacher-facilitators. Identify the problems encountered by learners with regard to the modules and consultation meetings, so that expedient interventions can be created, implemented, and evaluated for effectiveness. Comparison of OHSP learners and regular high school students needs to be methodically performed in each school so that adjustments can be made particularly to ensure that the two educational programs are indeed equivalent, varying only in how instruction is delivered.

• Make the publication and dissemination of success stories that are methodically documented to promote the attributes of OHSP as the tipping point in secondary education available. DepEd should promote the viability of OHSP as an ADM strategy supported by evidence that all students can learn in diverse means for as long as there are clear common goals, continuous assessment, and

xxixEvaluation of the Open High School Program in the Philippines

supportive-inviting environment. As revealed in the case studies, an OHSP learner could be as successful as a regular student because the school strives to develop a well-rounded student capable of pursuing higher education or post-high school employment.

• Strengthen the instructional supervision of OHSP facilitators through more regular observation of OHSP class meetings and supervising classroom sessions.

• Disseminate theOHSPMonitoringGuide orManual and other implementingmaterials to all schools nationwide to ensure a common interpretation and appreciation of the specific guidelines and policies on how best to implement the OHSP. Dissemination can be incorporated during the national conference on ADM/FLO, K to 12, and other relevant programs of DepEd.

1INTRODUCTION

Rationale for the OHSP

Implementation of the OHSP

Rationale for Program Evaluation

Definition of Terms

3Evaluation of the Open High School Program in the Philippines

Rationale for the Open High School Program

The Philippine Education for All (EFA) 2015 National Action Plan was enacted through Memorandum Circular No. 141 otherwise known as Adopting the EFA: A Philippine Plan of Action 1991-2000, considered as a major social development policy and program of the government, signed by then President Corazon C. Aquino on December 4, 1991.

In September 2000, two of the EFA goals listed among the eight Millennium Development Goals (MDGs) were adopted by 189 countries and their partners in view of the slow progress over the decade. It was then that the Philippines reaffirmed its commitment to EFA and translated it into the Philippine National Plan of Action to Achieve Education for All by Year 2015. The central goal of the Philippine EFA 2015 is to ensure that every Filipino has the basic learning needs to be functionally literate. As such, the Philippine EFA 2015 is a vision and a holistic program of basic education reforms of the country that is not confined to the work of the Department of Education (DepEd) but a societal responsibility that can be implemented within the framework of a grand alliance of all sectors and forces that will harness and harmonize the use of educational resources.

Thus, on February 16, 2006, the National Economic Development Authority (NEDA) authorized the Social Development Committee to formulate and approve the National Action Plan to Achieve Education for All by the Year 2015. The Committee was composed of DepEd, NEDA, Commission on Higher Education (CHED), Technical Education Skills Development Authority (TESDA), Department of Labor and Employment (DOLE), Department of Health (DOH), National Anti-Poverty Commission (NAPC), Department of Agriculture (DA), Department of Agricultural Reform (DAR), Department of Interior and Local Government (DILG), Department of Social Work and Development (DSWD), Housing and Urban Development Coordinating Council (HUDCC), and Office of the Executive Secretary.

EFA 2015 is a large-scale educational program that integrates four major objectives: (1) provision of basic learning needs to out-of-school youth and adults; (2) universal school participation eliminating dropouts and repetition in first three grades; (3) universal completion of full cycle of basic education with satisfactory achievement levels in all grade levels; and (4) total community commitment to the attainment of basic education competencies for all learners. These four objectives are specified in nine urgent tasks, among which is modifying all existing non-formal and informal learning programs into viable alternative learning systems, thereby meeting the goals of EFA by 2015.

Among the non-formal learning programs implemented by DepEd is the Open High School Program (OHSP). The OHSP is an alternative delivery mode for secondary education designed for individuals who cannot attend the regular high school program due to problems with time, distance, physical disability, financial difficulties, and social

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4 Evaluation of the Open High School Program in the Philippines

and family constraints (DepEd Order 46, s. 2006). Its most important feature as an “independent, self-pacing and flexible study” makes it an appropriate intervention and strategy for keeping potential dropouts in school, and in persuading adolescent out-of-school youth to return to school, that will consequently help the country attain its goal of developing basic education competencies for all learners.

DepEd began the implementation of the OHSP in 1998 as an intervention for students at risk of dropping out (SARDOs). Its potential as a strategy for keeping students in school became more pronounced in subsequent years when dropout rates rose to alarming levels. For instance, secondary school dropouts increased to about 5 percent in five years from SY 2002-2003 (8.45%) to SY 2006-2007 (12.51%).

In a 2009 DepEd study, data showed that about 5 to 6 million Filipinos of school age were out of school at that time. The study also revealed that many of the out-of-school learners were willing to finish secondary school, but were held back by numerous barriers that include family concerns, personal difficulties, community surroundings, and school environments. For these reasons, DepEd then adopted the OHSP as one of the interventions in the Dropout Reduction Program or DORP (DepEd, 2010).

More recently, the OHSP has been considered one possible solution to overcrowded classrooms. In SY 2010-2011, the DepEd listed 1.564 congested schools, many of which also had high dropout rates. These schools are located in 31 priority divisions for government assistance, 609 poorest municipalities, and recipients of the 4Ps Program (Pantawid Pamilyang Pilipino Program) or Conditional Cash Transfer (CCT) Program of the DSWD.

Implementation of the OHSP

Policy statements and procedural guidelines issued from 2005 to 2012 became the operational framework for implementing the OHSP. Instructions for student recruitment, curriculum, materials, monitoring student progress, and assessment of learning are outlined in a memorandum (DepEd, 2006, Annex A). The important role played by OHSP teachers who often were assigned to the program in addition to regular teaching load was acknowledged by allowing them to avail of vacation service credits (DepEd, 2011, Annex B). Student achievement among OHSP participants was formally recognized in the institutionalization of a separate honors program for them through DepEd Order 44 s. 2012 (Annex C). More recently, the OHSP has been aligned with alternative delivery modes for instruction in terms of funding (DepEd, 2011, Annex D) and teacher training, and has been allocated a place among FLOs or ADMs.

The program is an expansion of a DepEd intervention called “Project EASE” (EASE being short for “Effective and Affordable Secondary Education”) implemented by the Bureau of Secondary Education (BSE) of the DepEd and SEAMEO INNOTECH in five


pilot schools in 1995. Essentially, the OHSP is an alternative approach in place of formal and regular classroom instruction. It enables students to complete their secondary education in a flexible learning mode outside the classroom. It is suitable for learners who are unable to attend the regular classes due to physical impairment, financial difficulties, distance between home and school, and similar situations that prevent them from attending classes, and continuing with and completing their education. Lessons are presented in modules which learners take with them to read on their own and in their own pace. OHSP students report to school once or more times a week depending on their arrangement with OHSP teachers for face-to-face discussion of lessons. Teachers use these meetings to monitor and validate the competencies learned by OHSP students. In some cases, learners are given the option to finish secondary level under the OHSP, or be mainstreamed to the regular class program if they wish to.

The OHSP aims to achieve four objectives, as follows: (1) afford all elementary graduates, high school dropouts, and successful examinees of the Philippine Educational Placement Test (PEPT) a chance to complete secondary education; (2) avert school leaving by offering an alternative delivery mode to encourage potential high school dropout to finish secondary education; (3) maintain and/or increase participation rate and thereby reduce the number of high school dropouts; and (4) increase achievement rate in secondary schooling through quality distance education.

Students who choose to attend the OHSP are required to take two tests: (1) the Independent Learning Readiness Test (ILRT); and (2) Informal Reading Inventory (IRI). The ILRT determines a student’s capability for self-directed learning, while the IRI measures reading level. Once accepted into the OHSP the learner designs his/her own learning program using the Student Learning Plan. The learner has a maximum of six years to complete secondary education.

The procedures for program delivery are outlined as follows. First, the learner comes to school once or twice a week according to a schedule jointly agreed with the subject area teacher for face-to-face interaction and evaluation of competencies. Subject areas with required hands-on experiences such as physical education, music, computer, and science laboratory, scheduled on an individual basis. Second, an OHSP class must not exceed 20 learners at a time. This class size will enable the OHSP teachers to attend to each learner who most likely will each have his/her own study program. Third, the results of the IRI and other assessment tools that may be administered by the OHSP committee members will be used to group learners for the purpose of facilitating teacher supervision of student progress. Finally, during the first half of the school year, meetings with teachers should be more frequent (i.e., weekly at least) to ascertain that students are engaged in independent learning. Once the students develop their own pace of working independently, the frequency of meetings may be decreased to monthly meetings in the second half of the school year. Schools are enjoined to use blended learning approach if possible, and to assist learners by enabling OHSP students to have access to all available learning resources.

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The number of schools that implemented the OHS has been growing since its implementation. From 20 schools offered OHSP in SY 2008-2009, there are now a little more that 140 OHSP-implementing schools in SY 2012-2013 (Figure 1).

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Similarly, the average enrolment in each level during the same period has steadily increased as shown in Figure 2.

FIGURE 1. OHSP Implementing Schools

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FIGURE 2. OHSP Enrolment

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The number of graduates had likewise grown from SY 2008-2009 to SY 2010-2011 (Figure 3). The slump in SY 2011-2012 can be explained by the fact that the succeeding graduates (for SY 2011-2012 and SY 2012-2013) did not include those who enrolled in SY 2008-2009 as Grade 7 students in the new K to 12 curriculum, who have continued to Grade 11 instead of graduating from secondary school.

FIGURE 3. OHSP Graduates

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Rationale for Program Evaluation

As part of SEAMEO INNOTECH’s contribution to support DepEd’s K to 12 reforms, an evaluation study of the OHSP was committed to be undertaken and financed by the Center’s Research and Innovation Fund. The research proposal was developed in coordination with DepEd particularly the OHSP Coordination Team under the guidance and technical leadership of the BSE Director.

Since its initial implementation in 1998, the OHSP has spread to different regions of the country. In view of this, it is appropriate to evaluate the OHSP to find out how it has been implemented, what challenges were faced by implementors, how key stakeholders view the program, what aspects of the OHSP need to be improved to make it a viable educational option for secondary school students, determine how it improve access to secondary education, and the extent to which the program has contributed to the advancement of functional literacy in the country. Moreover, it is relevant and timely to examine its responsiveness to the newly-approved K to 12 curriculum.

The viability of the OHSP as an alternative delivery system will redound to the fulfillment of the EFA goals and will contribute to the effective implementation of the K to 12 Program. The viability of the OHSP will be determined by examining its strengths and weaknesses, the performance of its students in comparison to that of the regular

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students, and the recognition of key areas that need to be improved to make the OHSP responsive for K to 12 adaptation.

Objectives of the Study

The OHSP evaluation study seeks to achieve four-pronged objectives: (1) to determine its viability as an alternative delivery mode (ADM) for secondary school curriculum; (2) to identify the strengths and weaknesses of the OHSP as an ADM strategy; (3) to compare the performance of OHSP and regular high school students; and (4) to identify areas for improvement of the OHSP to align it with the newly implemented K to 12 curriculum.

Evaluation Questions

The following evaluation questions are addressed in this study:1) What did schools do to make the OHSP work? What aspects of the OHSP need

to be strengthened?2) How comparable are the OHSP and regular high school students in terms of

their performance in five subjects, namely, math, science, English, Filipino, and araling panlipunan?

3) Which component/s of the OHSP need to be improved to make it responsive to the new Senior High School (Grades 11 to 12) curriculum?

Evaluation Framework

The Evaluation Framework (Figure 4) is an adaptation of Stufflebeam’s CIPP model. The activities (context, input and process) result in a number of outputs which become the outcomes that create impact (product) in terms of the number of graduates who become self-employed or are employed by others. The study examines what schools have done and how students have changed as a result, thereby contributing to the overall objective of greater access to education and improvement of the educational system. Gaps in the implementation of the program will also be identified, and will be used as basis for recommendations. Questions such as “Did it work?”; “How did it work?”; and “What improvements should be made?” will point to areas that need to be addressed in the continued implementation of the program.

Indicators such as policies formulated and carried out, teacher training, curriculum design, modules and resources, delivery system, assessment methods, and leadership and technical support were examined. Participation and net enrollment rates were also obtained from schools implementing the program. Detailed evidence about student learning and teachers’ utilization of the curriculum, and general success measures such as the number of employed graduates were also surveyed.


The main focus of the OHSP evaluation study was the implementation of the program (what schools did) and how these school initiatives affected the academic performance of OHSP students (how students changed).

FIGURE 4. Evaluation Framework

Definition of Terms

Variables in the study and concepts used in the OHSP are defined as follows:

• Completion Rate is the percentage of first year entrants in a cycle of education surviving to the end of the cycle.

• Dropout Rate is the proportion of students who leave school during the year as well as those who complete the level but fail to enroll in the next level the following school year to the total number of students enrolled during the previous school year.

• Enrollment Rate is the total number of pupils/students who have registered in a class or school during the current school year.

• Flexible Delivery is the adoption of any of the various channels of learning to disseminate the pre-designed content in a manner that will consider the time, place, and other constraints of the learner.

• Flexible Learning means giving the learner choice in the mode of learning to be adopted within the context of the secondary education curriculum.

DEFIN

ITON

OF TER

MS

What did schools do?

How did students change?

GAPSDid it work?

How did it work?Can it improve?

Participation RateNet Enrolment Rate

No. of OHS Graduates in College; Employed

or Self-Employed

Activities Outputs Outcomes Impact Greater Objective

Increase AccessImproved Quality of

Education

Policies & TrainingCurriculum Design

Modules/ResourcesDelivery System

Assessment MethodsLeadership &

Technical Support

Teachers use the OHSP curriculum as prescribed; OHSP students’ learning

competencies at par with those of regular

students

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• Graduation Rate is the proportion of pupils/students who finished Grade VI/Fourth Year in the present year to the number of pupils/students who enrolled in Grade VI/Fourth Year in the present year.

• Independent learning refers to self-directed study that the learner undertakes by himself at home, at the workplace, at the learning center or wherever learning can take place.

• Multi-channel Learning refers to a variety or multiple sources of information including both print and non-print media that are made available to the learner.

• Open Learning is an alternative delivery system to the highly structured face-to-face classroom instruction, giving the learner the option to choose the time, place, and pace of learning.

• Participation rate is the ratio between the enrollment in the school-age range to the total population of that age range.

• Repetition Rate is the proportion of pupils who enrol in the same grade/year more than once to the total number of pupils/students enrolled in that grade/year during the previous year.

• Retention Rate is the proportion of the enrollment in any school year that continues to be in school the following year.

• Self-Paced Learning is undertaken by the learner based on his/her capacity to perform the task rather than on a fixed timetable.

• Survival Rate (Cohort) is the population of enrollees in the beginning grade or year who reach the final grade or year at the end of the required number of years of study.

(Source: http://www.nscb.gov.ph/ru12/DEFINE/DEF-EDUC.HTM)

2METHODOLOGY

Design

Samples

Data Collection

Data Collection Procedure

Data Analysis


Design

The evaluation study utilized a descriptive design combining quantitative survey and qualitative methods, undertaken in three phases. Phase 1 was a general survey of all schools implementing the OHSP, Phase 2 was a case study of selected schools, and Phase 3 was a comparison study on the academic performance (grades) of OHSP and regular high school students. The general survey of schools (Phase 1) was conducted using mailed questionnaire. Case study of schools (Phase 2) was accomplished through a visit of two SEAMEO-INNOTECH research staff. Finally, comparison of a sample of OHSP students and their regular high school cohorts (Phase 3) was performed using an analysis of school records in four schools selected from NCR, and the three island groups.

Samples

Phase 1: School and Student Survey

Multi-stage sampling method was employed in selecting the participating schools and students in the study. The schools surveyed in Phase 1 were purposively identified from a list. From an original population of 855 schools designated as OHSP schools, the target population was modified to 500 based on the list of schools actually implementing OHSP as reported by DepEd Regional Offices to SEAMEO INNOTECH at the beginning of the study. It was decided that the sample size would be 30 percent of the target population, i.e., about 150 schools.

From a target population of 500 schools, 158 OHSP-implementing schools nationwide participated in the study (Figure 5). These schools represented 32 percent of the 500 OHSP implementing schools. Among these schools were 27 from NCR, 86 from Luzon, 18 from the Visayas, and 27 from Mindanao (Table 1). Three open high implementing schools from ARRM submitted the survey forms; however, these schools have no OHSP enrolment for SY 2013-2014, hence their school data were not included in the analysis for the school survey. This being the case, the official number of schools that fully participated in the study was only 155 (31%). Respondents were the school heads or the OHSP coordinator in case the school head was not available. In the student survey, the selection of the schools was largely based on the schools to be interviewed, but the actual selection of respondents was random.

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GEOGRAPHICAL AREA

NO. OF SCHOOL SURVEY FORMS

RETRIEVED

NO. OF OHS INCLUDED IN

THE STUDY%

NCR 27 27 17%Luzon 86 86 55%Visayas 18 18 12%Mindanao 27 24* 15%TOTAL SCHOOLS 158 155 100%

*Three open high schools did not implement the program for SY 2013-2014

TABLE 1. Distribution of Schools by Geographical Area

FIGURE 5. The Philippine Map Showing the Sites of 155 Schools


As for the student survey, 331 out of 345 OHSP participants who were sent questionnaires completed the instrument, representing 95.94 percent return rate. The distribution of these students by school, province, gender, and grade level is shown in Tables 3 to 5.

Phase 2: Focus Group Discussions

From the schools that participated in the survey, 17 schools were included in focus group discussions for case studies in Phase 2 (Table 2). Six of these schools are located in Luzon (Makati High School, Sangley Point National High School, J. Panganiban National High School in Camarines Norte, Camarines Norte National High School, Bangao National High School, and Sinipsip National High School); another six from the Visayas (Bacolod National High School, Babag National High School, Mabini Integrated School, Javier National High School, Ferrol National High School, and Odiongan National High School); and five from the Mindanao area (Kabasalan National High School, Manicahan National High School, Don Pablo Lorenzo Memorial High School, Parang National High School, and Amir Bara Lidasan National High School). In SY 2012-2013, Don Pablo Lorenzo Memorial High School recorded the highest OHSP enrolment (849 students), while during that same period, Kabasalan National High School had no enrollment at all. This is possibly due to the situation of armed conflict in Zamboanga Sibugay during that school year. Except for Don Pablo Lorenzo Memorial High School, boys outnumbered the girls in all schools.

NAME OF SCHOOL DIVISION

SY START OF OHSP

IMPLEMEN-TATION

ENROLLEES (SY 2012-2013)

Male Female Total

1. Makati HS Makati City 2001-2002 212 129 3412. Sangley Point NHS Cavite City 2012-2013 27 16 433. Bacolod City NHS Bacolod City 2009-2010 94 76 1704. Babag NHS Lapu-Lapu City 2007-2008 173 94 2675. Mabini Integ Sch Cebu City 2007-2008 8 0 86. Javier NHS Leyte 2008-2009 37 21 587. J Panganiban NHS Camarines Norte 2007-2008 152 90 2428. Cam Norte NHS Camarines Norte 2006-2007 42 41 839. Kabasalan NHS Zamboanga

Sibugay2013-2014 0 0 0

10. Manicahan NHS Zamboanga City 2011-2012 54 26 8011. Don Pablo Lorenzo

MHSZamboanga City 2005-2006 383 466 849

12. Parang NHS Maguindanao 2006-2007 0 2 2

TABLE 2. Information about 17 OHSP-Implementing Schools in Phase 2

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These 17 schools were selected on the basis of their high OHSP enrolment during the previous school year 2011-2012. From these schools, 203 individuals participated in focus group discussions (FGDs), most of whom were students (n = 80 or 39.4%) and teachers (n = 72 or 35.5%). Most of the principals and OHSP coordinators and a few guidance counselors joined the FGDs (Table 3). Some parents, one administrative officer (AO) of a school, and a member of the media were also among those who participated in the FGDs.

CATEGORY COUNT PERCENTAGESchool Principal 13 6.4OHSP Coordinator 13 6.4Guidance Counselor 7 3.4Teacher 72 35.5Student 80 39.4Parent 16 7.9Others (AO, media) 2 1.0TOTAL 203 100

TABLE 3. Distribution of FGD Participants in Phase 2

NAME OF SCHOOL DIVISION

SY START OF OHSP

IMPLEMEN-TATION

ENROLLEES (SY 2012-2013)

Male Female Total

13. Amir Bara Lidasan NHS

Maguindanao 2007-2008 2 1 3

14. Bangao NHS Benguet 2008-2009 25 19 4415. Sinipsip NHS Benguet 2006-2007 11 4 15

16. Ferrol NHS Romblon 2008-2009 5 1 617. Odiongan NHS Romblon 2011-2012 61 23 84Total 1,286 1,009 2,295


Phase 3: Comparison of OHSP and Regular High School Students

Finally, in comparing OHSP and regular high school student performance, a sample of 1,578 students was taken from four schools representing the four geographical areas: NCR, Luzon, Visayas, and Mindanao (Annex E). Four hundred (25.35%) students came from the NCR school, another 400 (25.35%) from the Luzon school, 383 (24.27%) from a school in Visayas, and 395 (25.03%) from a school in Mindanao (Table 4).

For this phase of the study, the researchers tried to have about 50 students in each year level, the number equally divided into males and females students. In the schools from NCR and Luzon, the number of OHSP students was large enough to obtain the sample sizes desired. However, in the schools from Visayas and Mindanao, the OHSP enrolment was small, so the entire population of OHS students for certain year levels was included.

LOCATION OHS REGULAR HS COMBINED(OHS & REG HS) M F T M F T M F T1. NCR First Year 25 25 50 25 25 50 50 50 100 Second Year 25 25 50 25 25 50 50 50 100 Third Year 25 25 50 25 25 50 50 50 100 Fourth Year 25 25 50 25 25 50 50 50 1002. LUZON First Year 25 25 50 25 25 50 50 50 100 Second Year 25 25 50 25 25 50 50 50 100 Third Year 25 25 50 25 25 50 50 50 100 Fourth Year 25 25 50 25 25 50 50 50 1003. VISAYAS First Year 26 10 36 28 21 49 54 31 85 Second Year 31 18 49 21 29 50 52 47 99 Third Year 29 21 50 29 20 49 58 41 99 Fourth Year 30 20 50 34 16 50 64 36 1004. MINDANAO First Year 23 27 50 22 23 45 45 50 95 Second Year 20 30 50 20 30 50 40 60 100 Third Year 19 31 50 26 24 50 45 55 100 Fourth Year 20 30 50 25 25 50 45 55 100TOTAL NO. (%) 398

(50.70)

387(49.30)

785 405(51.07)

388(48.93)

793 803(50.89)

775(49.11)

1578

TABLE 4. Sample for Comparability of OHSP and Regular High School

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FIGURE 6. Distribution of Gender Groups by Location

Overall, the distribution of male (n = 398 or 50.70%) and female (n = 387 or 49.30%) students for the OHSP was about the same as that of the regular high school group in which 405 (51.07%) were males and 388 (48.93%) were females. The combined sample size for the two groups showed about equal distribution of male (n = 803 or 50.89%) and female (n = 775 or 49.11%) students.

The gender group distribution across year levels (Figure 7) shows that for all year levels, except for the Second Year group, there were more males than females in the combined samples of OHSP and regular high school students.

Males

Females

The desired sample size among OHSP and Regular High School students was obtained for schools representing NCR and Luzon. Both schools had large OHSP and Regular High School student populations which allowed random sampling to obtain the same number of male and female students (Figure 6).

Legend:


FIGURE 7. Distribution of Gender Groups across Year Level

Among these 1,578 students were 380 (24.08%) First Year, 399 (25.29%) Second Year, 399 (25.29%) Third Year, and 400 (25.35%) Fourth Year students (Figure 8).

Year 1

Year 2

Year 3

Year 4

FIGURE 8. Distribution of Students by Year Level

Males

Females

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25.29%25.29%

25.35% 24.08%

Legend:

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FIGURE 9. Distribution of OHSP and Regular High School Students According to Year Level

OHS

RHS

However, in the schools from the Visayas and Mindanao, sample sizes for males and females depended on the population of OHSP students (Figure 10). Students enroled in OHSP in these two schools tended to be too few to allow random sampling for equal number of male and female students. In the school representing the Visayas, boys outnumbered the girls. In the school representing Mindanao, it was the opposite: there were more girls in both OHSP and regular high school.

The lowest sample size in the OHSP group was for First Year students in the school in the Visayas (n = 36), twenty-six (26) of whom were males, and ten were females. Notwithstanding the difference in sample sizes for males and females, it was, however, ensured that the intended total sample size (n = 50) for each year level of OHSP students was achieved.

For each year level, there was about equal number of OHSP and Regular High School students in the sample: 186 (48.95%) OHSP and 194 (51.05%) Regular High School among the 380 First Year students; 199 (49.87%) OHSP and 200 (50.12%) Regular High School among 399 Second Year; 200 (50.12%) OHSP and 199 (49.87%) Regular High School among 399 Third Year; and 200 (50.00%) OHSP and 200 (50.00%) Regular High School among the 400 Fourth Year students (Figure 9).

Legend:


FIGURE 10. Distribution of OHSP and Regular High School by Gender

Males

Females

A summary of the participants for the evaluation study is presented in Table 5.

GEOGRAPHICALPHASE 1 PHASE 2 PHASE 3

Schoolsn (%)

Schoolsn (%)

Schoolsn (%)

FGD Partn (%)

Schoolsn (%)

Schoolsn (%)

NCR 27 (17.42) 32 (9.67) 1 (5.88) 10 (4.93) 1 (25.00) 400 (25.35)

LUZON 86 (55.48) 116 (35.04) 5 (29.41) 69 (33.99) 1 (25.00) 400 (25.35)

VISAYAS 18 (11.61) 133 (40.18) 6 (35.29) 74 (36.45) 1 (25.00) 383 (24.27)

MINDANAO 24 (15.48) 50 (15.10) 5 (29.41) 50 (24.63) 1 (25.00) 395 (25.03)

TOTAL 155 331 17 203 4 1578

TABLE 5. Summary Table for Sample

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Data Collection

Four methods of collecting data were utilized in the evaluation study. First, two questionnaires were used, one for schools and another one for students. These questionnaires were the first level of data collection, offering general information that serve as baseline data. Second, focus group discussion (FGD) was conducted in Phase 2 schools. Data collected from FGDs were more detailed and site-specific narratives of personal experiences of the participants. Finally, records of final grades in five subjects (SY 2012-2013) for a sample of OHSP and regular high school students (First to Fourth Year levels) were obtained from four schools.

The School Survey included school profile in terms of population and performance indicators such as enrolment rate, participation rate, retention rate, completion rate, survival rate, repetition rate, dropout rate, and NAT average for four school years (2008 to 2012). The questionnaire also obtained specific information about the OHSP in the school such as contact person (coordinator); roles played by implementors; teaching assignments; teacher training; learning materials; OHSP enrolment; profile of learners with regard to characteristics such as age, socio-economic status, and ethnicity; involvement of OHSP student’s family; learning strategies and materials including quality of modules; assessment methods used; and monitoring and evaluation procedures. The last part of the school survey inquired about management of the OHSP, encompassing respondents’ familiarity with OHSP policies; partnerships with local and/or national organizations; advocacy efforts and strategies; facilities, budget and fund sourcing; success stories; best attributes of their OHSP implementation; innovations introduced, if any; views about OHSP as an intervention for educational problems; problems encountered; adaptability of the OHSP to the new K to 12 basic education curriculum; and preparations that need to be made in order to make this adaptation.

The Student Survey gathered specific learner data such as basic demographic information including age, gender, grade level, first enrolment in OHSP, means of transportation for weekly meetings, employment if any, parents’ employment and educational background, family income, and number of siblings; their OHSP experiences such as subjects most and least liked, study area, access to learning resources and facilities such as library, computer laboratory, and guidance service, and attendance at school activities like sports, cultural and extracurricular programs. Learners were also asked to describe the OHSP in terms of advocacy, enrolment factors, tests administered, quality of the OHSP handbook supposed to have been issued to them upon enrolment and learning modules, class meetings with teachers and fellow learners, learning activities provided by the teacher, supplementary learning materials if any, assignments given, and assistance provided by the school, their family involvement in their schooling, their plans after graduation, and areas of improvement for the OHSP.


In Phase 2, focus group discussions covered the following points: (1) background of the OHSP as implemented in the school and reasons for offering OHSP; (2) success stories and best practices; (3) instructional and non-instructional interventions; (4) issues and recommendations for improvement; and (5) ideas and suggestions for adapting the OHSP to the K to 12 program in which two additional years of high school (Grades 11 and 12) will be added.

In Phase 3, grades of selected OHSP and regular students from four schools were obtained with permission from the principal. Code numbers were used to replace names of students to ensure that their identities were protected.

Random selection was applied in choosing the students for the comparison. Fifty students were selected from the OHSP and regular high school pool of students, except in the First and Second Year OHSP groups from the Visayas in which the entire class of OHSP students comprised the sample. To ensure equal representation of gender groups, half of the sample (n = 50) for each year level was selected from the female subgroup (n = 25) and the other half from the male subgroup (n = 25) where possible.

Some of the limitations of the study with regard to data collection were those typical of the methods used. For mailed surveys, a few respondents omitted some items. Some misunderstood the information required. One such error was providing data on the total school enrollment when asked about OHSP enrollment. In a few FGDs, experiences and views of some key implementors (principal, guidance counselor) were not obtained because they were not available during the FGDs.

Data Collection Procedure

Phase 1 of the study was carried out from February to March 2013. Questionnaires for schools and students were sent to principals and/or OHSP coordinators of 500 schools by post mail. The survey forms were retrieved from April to August 2013 by post mail, facsimile, and email. Some schools were not able to submit the questionnaires despite several reminders and repeated follow-up. One common reason given by OHS principals or coordinators was their lack of time to complete the instrument. Moreover, other schools may no longer be actively implementing the OHSP thus, the non-submission of survey forms.

From the schools (n = 155) that participated in Phase 1, seventeen schools (10.97%) were selected for Phase 2. School visits and FGDs were conducted in these schools from February 27 to March 22, 2013. Every key person involved in OHSP in each school was invited to participate in the FGD. Four schools from the 17 schools in Phase 2 were selected for Phase 3 on the basis of OHSP enrollment. From each of four geographical locations (NCR, Luzon, Visayas

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and Mindanao) the OHSP-implementing school with the highest OHSP enrolment was included in this phase. School records of OHSP students’ final grades in English, Filipino, math, science, and social science (araling panlipunan) were requested from school principals. Copies of these records were obtained personally by researchers with the assistance of the OHSP coordinators. The same kinds of data were collected for a pool of cohorts from the regular school enrolment in the same school.

Data Analysis

Responses to the school and student surveys were summarized using frequencies and percentages for categorical data, and descriptive statistics (mean and standard deviation) for quantitative data. Content analysis was applied for qualitative data in which responses were organized according to themes. Discussion notes from FGDs were weaved into school profiles in the form of narratives. To summarize the points mentioned by FGD participants, themes were also derived from the discussion notes. Finally, descriptive (mean and standard deviation) and inferential statistics were applied to grades of OHSP and regular high school students to examine the extent to which they are comparable. The independent t-test was used when comparison data were in the form of percentages. However, in some schools, grades were reported in terms of categories (Annex F), hence, the Mann-Whitney U test (Annex G), a nonparametric equivalent of the t-test, was applied.

3PROFILE OF

RESPONDENTSPhase 1A - School Survey

Phase 1B - Student Survey


Phase 1A-School Survey

NAT Performance, Enrolment and OHSP Staff

The mean NAT average of the schools (n = 118 or 76.13%) was 50.03 (SD = 8.96), the highest being 83.75 (Batac National High School, Ilocos Norte) and the lowest 32.31 (Bungiao National High School, Zamboanga City). The average enrollment in these schools ranged from 3,000 to 4,000 from Grades 7 to 10 (Table 6). Six of the schools have implemented the new K to 12 curriculum which explains enrollment in Grade 11. The average number of OHSP teachers was 59 (SD = 61.72), with Baguio National High School registering the highest number of teachers (337) and M.H. Del Pilar National High School of Bulacan the lowest (4 teachers). On the average, OHSP schools had about 11 non-teaching staff, the highest number (113) found in Sta. Lucia National High School in Pasig City; 11 schools had no non-teaching staff at all.

VARIABLE N (%) MIN MAX MEAN SDNAT Average 118 (76.13) 32.31

(Bungiao NHS, Zamboanga City)

83.75(Batac NHS,

Ilocos Norte)

50.03 8.96

ENROLLMENTGrade 7 151 (97.42) 7

(MH Del Pilar NHS, Bulacan)

3,842(Paranaque

NHS,Paranaque)

553.48 618.42

Grade 8 148 (95.48) 8(Baliwagan NHS, Misamis

Oriental)

3,236(Batasan NHS,Quezon City)

508.21 557.47


Oriental)


473.44 517.79


Oriental)


417.43 457.27

Grade 11 6 (3.87) 0(Silway-8 NHS, S. Cotabato;

Kabasalan NHS, Zambo Sibugay; Buenavista NHS,

Quezon)

67(Banna NHS,Ilocos Norte)

25.00 29.99

TABLE 6. Average National Achievement Test (NAT), Enrolment and OHSP Staff of Schools Surveyed

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VARIABLE N (%) MIN MAX MEAN SDOHSP STAFF

Teaching 145 (93.55) 4(MH Del Pilar NHS, Bu-

lacan)

337(Baguio NHS,

Baguio City)

59.05 61.72

Non-teaching 142 (91.61) 0(11 schools)

113(Sta. Lucia

NHS,Pasig City

11.08 14.46

* NHS = National High School

Phase 1B-Student Survey The largest number of student respondents (Table 7) came from Jose Panganiban National High School (n = 48 or 14.50%), Babag National High School (n = 40 or 12.08%), Odiongan National High School (n = 40 or 12.08%), Bacolod City National High School (n = 36 or 10.88%), and Makati High School (n = 32 or 9.67%).

SCHOOL PROVINCENUMBER

(%)1. Makati High School NCR 32 (9.67)2. Bangao National High School Benguet 20 (6.04)3. Sinipsip National High School Benguet 13 (3.93)4. Sangley Point National High School Cavite 12 (3.62)5. Camarines Norte National High School Camarines Norte 18 (5.44)6. Jose Panganiban National High School Camarines Norte 48 (14.50)7. Jose Leido Jr. Memorial High School Mindoro Oriental 5 (1.51)8. Ferrol National High School Romblon 3 (0.91)9. Odiongan National High School Romblon 40 (12.08)10. Bacolod City National High School Negros Occidental 36 (10.88)11. Babag National High School Cebu 40 (12.08)12. Mabini Integrated School Cebu 5 (1.51)13. Javier National High School Leyte 9 (2.72)14. Amir Bara Lidasan National High School Maguindanao 3 (0.91)15. Matanog National High School Maguindanao 5 (1.51)16. Parang National High School Maguindanao 3 (0.91)17. Don Pablo Lorenzo Memorial High School

Zamboanga del Sur 18 (5.44)

18. Manicahan National High School Zamboanga del Sur 20 (6.04)19. Kabasalan National High School Zamboanga Sibugay 1 (0.30)TOTAL 331 (100)

TABLE 7. Distribution of OHSP Student Survey Respondents by School.


Camarines Norte (n = 66 or 19.94%), Cebu (n = 45 or 13.60%), and Romblon (n = 43 or 12, 99) were the provinces with the highest student participation for the study (Table 8).

PROVINCESTUDENT RESPONDENTS

NUMBER %1. Benguet 33 9.972. Camarines Norte 66 19.943. Cavite 12 3.624. Cebu 45 13.605. Leyte 9 2.726. Maguindanao 11 3.327. Mindoro Oriental 5 1.518. NCR 32 9.679. Negros Occidental 36 10.8810. Romblon 43 12.9911. Zamboanga del Sur 38 11.4812. Zamboanga Sibugay 1 0.30TOTAL 331 100.00

TABLE 8. Distribution of OHSP Student Survey Respondents by Province

About one-fifth of student respondents represented each level from Grades 7 to 9 (n = 71 or 21.45%, n = 71 or 21.45%, and n = 76 or 22.96%, respectively) while about one-half (n = 83 or 25.07%) were in Grade 10 (Table 9). Twenty-one (6.34%) student respondents were enroled in Grade 11 of the new K to 12 curriculum. At the time of the study, Grade 12 was not yet implemented.

GRADE/YEAR LEVEL NUMBER (%) OF STUDENTS7 71 (21.45)8 71 (21.45)9 76 (22.96)

10 83 (25.07)11 21 (6.34)12 0 0

No answer 9 (2.72)TOTAL 331 (100%)

TABLE 9. Distribution of Student Respondents by Grade Level

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GENDER NO. OF STUDENTS PERCENTAGEMale 145 44Female 171 52No answer 15 4TOTAL 331 100

TABLE 10. Distribution of OHSP Student Survey Respondents by Gender

The modal age was 17 years, the mean was 19 years, the youngest being 12 years of age, and the oldest was 58 years old (Table 11).

AGE OF RESPONDENTS (n = 331)MODE 17MEDIAN 18MEAN 19MINIMUM 12MAXIMUM 5819 YRS & ABOVE n = 134

(40%)

TABLE 11. Distribution of OHSP Student Survey Respondents by Age (in years)

Only about three-fifths (n = 197 or 59.5%) were of school age, i.e., 12 to 18 years, and about two-fifths (n = 134 or 40.5%) were overaged, i.e., 19 years and older (Table 12). There were more female students (n = 106 or 32.0%) than males (n = 80 or 24.2%) who were of secondary school age. However, there were the same number of males and females who were overaged.

AGE GROUP

MALEf (%)

FEMALEf (%)

NOT INDICATED

f (%)

TOTALf (%)

12-18 yrs 80 (24.2) 106 (32.0) 11 (3.3) 197 (59.5)

19 & older 65 (19.6) 65 (19.6) 4 (1.2) 134 (40.5)

TABLE 12. Distribution of Student Respondents by Age across Gender (n = 331)

There were more female students (n = 171 or 52%) than males (n = 145 or 44%) who turned in student survey questionnaires (Table 10).


The younger students (ages 12 to 14) are mostly in grade levels 7 to 9 (Table 13). Older students who were still within secondary school age (ages 15 to 18) were spread out through all secondary grade levels. Those who belonged to the lower ranges of overaged students (ages 19 to 22) were also dispersed across grade levels. However, older overaged students seemed to be limited to the higher grade levels.

AGE GR 7 GR 8 GR 9 GR 10 GR 11 GR 12NO

ANSWERTOTAL

12 1 113 14 1 1514 12 5 1 1815 6 9 3 2 1 1 2216 9 13 9 19 4 1 5517 8 11 14 9 1 4318 7 9 5 12 5 3819 3 6 16 8 5 3820 2 8 11 2 1 2 2621 4 4 3 9 1 1 2222 1 1 4 5 2 1 1423 1 2 2 2 724 1 2 7 1 1125 1 1 227 1 1 229 2 1 330 1 2 1 433 1 135 1 142 1 144 1 158 1 1No

answer5

TOTAL 331

TABLE 13. Distribution of Student Respondents by Age across Grade Level(n = 331)

Forty percent of the 331 student-respondents were overaged, 27 (8.16%) of whom came from Makati High School, 21 (6.34%) from Jose Panganiban National High School in Camarines Norte, and 19 (5.74%) from Bacolod City National High School (Table 14). These overaged students came from 10 out of the 12 provinces (Table 15).

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SCHOOL PROVINCE NO. (%)1. Amir Bara Lidasan National HS Maguindanao 3 (0.91)2. Babag National High School Cebu 17 (5.14)3. Bacolod City National HS Negros Occidental 19 (5.74)4. Bangao National High School Benguet 13 (3.93)5. Camarines Norte National HS Camarines Norte 6 (1.81)6. D Pablo Lorenzo Memorial HS Zamboanga del Sur 7 (2.11)7. Javier National High School Leyte 3 (0.91)8. Jose Leido Jr. Memorial HS Mindoro Oriental 1 (0.30)9. Jose Panganiban National HS Camarines Norte 21 (6.34)10. Mabini Integrated School Cebu 2 (0.60)11. Makati High School NCR 27 (8.16)12. Manicahan National HS Zamboanga del Sur 9 (2.72)13. Matanog National High School Maguindanao 1 (0.30)14. Odiongan National High School Romblon 2 (0.60)15. Parang National High School Maguindanao 3 (0.91)TOTAL 134 (40.48)

TABLE 14. Distribution of Overaged Students by School

PROVINCE NO. (%)1. Benguet 13 (3.93)2. Camarines Norte 27 (8.16)3. Cebu 19 (5.74)4. Leyte 3 (0.91)5. Maguindanao 7 (2.11)6. Mindoro Oriental 1 (0.30)7. NCR 27 (8.16)8. Negros Occidental 19 (5.74)9. Romblon 2 (0.60)10. Zamboanga del Sur 16 (4.83)TOTAL 134 (40.48)

TABLE 15. Distribution of Overaged Respondents across Provinces

The most number of overaged (ages 19 and above) students came from the NCR and Camarines Norte (n = 27 or 8.16% of the 331 students). None of the overaged student-respondents came from Cavite or Zamboanga Sibugay. Most of the overaged students who turned in survey sheets came from Grades 9 and 10 (Table 16).


GRADE LEVEL COUNT (%)7 11 3.328 22 6.659 43 12.99

10 41 12.3911 10 3.0212 0 0

Not indicated 7 2.11TOTAL 134 40.48

TABLE 16. Distribution of Overaged Respondents by Grade Level

Working Students

About three-fifths (n = 185 or 55.9%) of the student respondents were working students (Table 17). The number is about equally divided between gender groups with the female group slightly higher (Table 18).

WORKING STUDENT NO. (%)Yes 185 (55.89)No 125 (37.76)

No answer 21 (6.34)TOTAL 331 (100)

TABLE 17. Working Students

GENDER COUNT ( %)Male 86 (25.98)

Female 90 (27.19)Not indicated 9 (2.72)

TOTAL 185 (55.89)

TABLE 18. Distribution of Working Students by Gender

Most working students were in Grade 10 (Table 19), and there were more of them between ages 16 and 20 (Table 20) with the number gradually decreasing from 15 to younger years and from 21 to older years.

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GRADE LEVEL NO. (%) OF STUDENTS7 37 (11.18)8 41 (12.39)

9 39 (11.78)10 51 (15.41)11 12 (3.62)12 0 0

Not indicated 5 (1.51)TOTAL 185 (55.89)

AGE NO. (%) OF STUDENTS13 7 (2.11)14 4 (1.21)15 9 (2.72)16 23 (6.95)17 28 (8.46)18 26 (7.85)19 21 (6.34)20 20 (6.04)21 14 (4.23)22 8 (2.42)23 5 (1.51)24 6 (1.81)25 2 (0.60)29 1 (0.30)30 3 (0.91)33 1 (0.30)42 1 (0.30)44 1 (0.30)58 1 (0.30)

Not indicated 4 (1.21)TOTAL 185 (55.89)

TABLE 19. Distribution of Working Students by Grade Level

TABLE 20. Distribution of Working Students by Age

Working hours ranged from 1 to 5 to 26 to 30 hours per week (Table 21). Most working students were employed from 6 to 10 hours (n = 33 or 9.97%) and 11 to 15 hours (n = 31 or 9.36%) weekly.


WORKING HOURS PER WEEK NUMBER (%)1 - 5 hours per week 6 (1.81)

6 - 10 hours per week 33 (9.97)11 - 15 hours per week 31 (9.36)16 - 20 hours per week 4 (1.21)21 -25 hours per week 2 (0.60)26 - 30 hours per week 2 (0.60)31 - 35 hours per week 3 (0.91)36 - 40 hours per week 17 (5.14)

More than 40 hours per week (including stay-in) 45 (13.60)Not indicated 42 (12.69)

TOTAL 185 (55.89)

TABLE 21. Working Hours of Working Students

Bacolod City National High School had the most number (n = 35 or 10.57%) of working students (Table 22).

SCHOOL PROVINCENO. (%) OF STUDENTS

1. A Bara Lidasan NHS Maguindanao 2 (0.60)2. Babag National HS Cebu 25 (7.55)3. Bacolod City NHS Negros Occidental 35 (10.57)4. Bangao National HS Benguet 16 (4.83)5. Camarines Norte National

High SchoolCamarines Norte 8 (2.42)

6. D Pablo Lorenzo Mem HS Zamboanga del Sur 11 (3.32)7. Javier National HS Leyte 6 (1.81)8. Jose Leido Jr. Mem HS Mindoro Oriental 2 (0.60)9. Jose Panganiban NHS Camarines Norte 26 (7.85)10. Mabini Integrated School Cebu 1 (0.30)11. Makati High School NCR 12 12. Manicahan National HS Zamboanga del Sur 1513. Matanog National HS Maguindanao 214. Odiongan National HS Romblon 1215. Parang National HS Maguindanao 216. Sinipsip National HS Benguet 10TOTAL 185

TABLE 22. Distribution of Working Students by School

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Accordingly, Negros Occidental, followed by Camarines Norte (Table 23), registered the highest number of working students (n = 35 or 18.92% and n = 34 or 18.38%, respectively). A good number came from Benguet, Cebu, and Zamboanga del Sur (n = 26 or 14.05% each).

PROVINCE NUMBER (%) TYPE OF WORK1. Benguet 26 (14.05) dispatcher, farmer, front desk officer,

receptionist, store keeper2. Camarines Norte 34 (18.38) baker, vendor, entrepreneur,

delivery boy, dishwasher, farmer, miner, house helper, room attendant, saleslady, technician, tricycle driver, welder

3. Cebu 26

(14.05) house helper, baker, car painter, farmer, delivery boy, store attendant, vendor, waiter

4. Leyte 6

(3.24) laundry girl, sales lady, farmer

5. Maguindanao 6 (3.24) construction worker, house helper, janitor, salesman, waitress

6. Mindoro Oriental 2

(1.08) cook and waiter

7. National Capital Region 12

(6.49) advertising and marketing, entrepreneur, delivery boy, house helper, receptionist, tricycle driver, waiter

8. Negros Occidental 35

(18.92) Poultry laborer, cook, flower arranger, furniture painter, gardener, hairstylist, house helper, vendor, tricycle driver

9. Romblon 12 (6.49) saleslady

10. Zamboanga del Sur 26 (14.05) construction worker, factory worker, waiter, farmer, house helper, laundry girl, saleslady, therapist, waiter, furniture maker

TOTAL 185

TABLE 23. Province of Origin and Type of Work of Working Students

They worked as agricultural workers (farmers), miners, welders, salespersons, construction workers, factory workers, household helpers, to name a few (Table 24).


OCCUPATIONAL CLASSIFICATION* NO. (%) OF STUDENTSProprietors (e.g., buy and sell activities, entrepreneurs) 2 (1.08)Clerks (e.g., dispatcher, front desk officer, receptionist) 4 (2.16)Technicians and Associate Professionals (e.g., technician, packaging inspector)

2 (1.08)

Service Workers and Shop and Market Sales Workers (e.g., store keeper, vendor, room attendant, salesperson, waiter, cook, advertising and marketing worker, hairstylist, therapist)

26 (14.05)

Farmers, Forestry Workers and Fishermen 20 (10.81)Trades and Related Workers (e.g., flower arranger, furniture painter, baker, welder, car painter, construction worker, furniture maker)

9 (4.86)

Plant and Machine Operators and Assemblers (e.g., tricycle driver, factory cutter)

7 (3.78)

Laborers and Unskilled Workers (e.g., delivery boy, dishwasher, miner, house help, vendor, janitor, launderer, poultry laborer, gardener)

66 (35.68)

No/unclear answers 49 (26.49)TOTAL 185

* Note: Based on DOLE’s Philippine Standard Occupational Classification

TABLE 24. Distribution of Working Students by Occupational Classification (n = 185)

About 72 (39%) working students earned between PhP1,001 to PhP3,000 a month (Table 25). Some received at least PhP1,000 (n = 15 or 8.11%) and a few were paid more than PhP5,000 monthly (n = 13 or 7.03%). For some reason, about 40 percent did not indicate their average monthly salary, possibly because they were daily-wage earners, and their earnings varied from day to day as in the case of tricycle drivers and vendors.

SALARY PER MONTH NO. (%) OF WORKING STUDENTSPhP 1,000 and below 15 (8.11)PhP 1,001 - 2,000 37 (20.00)PhP 2,001 - 3,000 35 (18.92)PhP 3,001 - 4,000 8 (4.32)PhP 4,001 - 5,000 6 (3.24)PhP 5,001 and above 13 (7.03)Not indicated 71 (38.38)TOTAL 185 (100.00)

TABLE 25. Approximate Average Monthly Salary of Working Students (n = 185)

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Mode of Transportation

Majority (n = 116 or 35.1%) of OHSP student respondents took the bus or the jeepney to school (Table 26). Many rode on tricycle, pedicab or habal-habal (n = 108 or 32.6%); about one-fifth (n = 70 or 21.1%) went on foot. A few (n = 29 or 8.8%) used a combination of different transportations.

MEANS NO. (%)Bus/jeepney 116 (35.1)Tricycle/pedicab/habal-habal 108 (32.6)By foot/walking/hiking 70 (21.1)Others (Motorcycle) 6 (1.8)Multiple/combination of different answers 29 (8.8)No answer 2 (0.6)TOTAL 331 (100)

TABLE 26. Modes of Transportation (n = 331)

Family Background

Parents of more than one-third of the OHSP students completed at least high school education, about 38 percent of the fathers, and 48 percent of the mothers (Table 27).

HIGHEST EDUCATIONALATTAINMENT

NUMBER (%)

FATHERS MOTHERS

Post-college 5 (1.51) 4 (1.21)College graduate 23 (6.95) 32 (9.67)Some college 20 (6.04) 23 (6.95)High school graduate 78 (23.56) 100 (30.21)Some high school 50 (15.10) 48 (14.50)Elementary graduate 62 (18.73) 64 (19.34)Some elementary 61 (18.43) 47 (14.20)None 4 (1.21) 0 (0)No answer 28 (8.46) 13 (3.93)TOTAL 331 331

TABLE 27. Parents’ Highest Educational Attainment


Most fathers (n = 114 or 34.44%) of OHSP students were classified as farmers, forestry workers or fishermen, while most mothers (n = 75 or 22.66%) were categorized as laborers and unskilled workers (Table 28). Approximately 5 percent of the OHSP fathers and 10 percent of the mothers did not work, and about 4 percent of OHSP fathers and 2 percent of mothers have died. Some 10 percent of the OHSP students did not indicate their parents’ occupations.

OCCUPATIONAL CLASSIFICATION* FATHERS MOTHERSOfficials of Government and Special-Interest Organizations, Corporate Executives, Managers, Managing Proprietors and Supervisors (e.g., businessman, foreman, self-employed)

4 (1.21) 8 (2.42)

Professionals (e.g., engineer, pilot) 2 (0.60) 3 (0.91)Technicians and Associate Professionals (e.g., AutoCAD operator, barangay tanod, folk singer)

3 (0.91) 5 (1.51)

Clerks (e.g., messenger, secretary to the mayor) 2 (0.60) 2 (0.60)Service Workers and Shop and Market Sales Workers (e.g., MMDA, police, security guard, traffic enforcer, waiter)

7 (2.11) 12 (3.62)

Farmers, Forestry Workers and Fishermen 114 (34.44) 25 (7.55)Trades and Related Workers (e.g., blacksmith, car body builder, carpenter, construction worker, electrician, furniture painter, maintenance worker, mechanic, painter, stone cutter, watch repairman, welder)

52 (15.71) 4 (1.21)

Plant and Machine Operators and Assemblers (e.g., tricycle driver, boat man, construction driver, family driver, government driver, motorcycle driver, jeepney driver, production driver, seaman, taxi driver)

42 (12.69) 0 0

Laborers and Unskilled Workers (e.g., miner, baggage boy, carton maker, vendor, handler, house boy, laborer, pedicab driver, porter, utility worker)

35 (10.57) 75 (22.66)

Not specified 42 (12.69) 34 (10.27)None 15 (4.53) 158 (47.73)Deceased 13 (3.93) 5 (1.51)TOTAL 331 (100.00) 331 (100.00)

* By occupational classification (based on DOLE’s Philippine Standard Occupational Classification

TABLE 28. Parents’ Occupations of OHSP Student-Respondents

More than half of the OHSP students (n = 208 or 62/84%) came from families with a combined monthly income of PhP5,000 or less (Table 29). Interestingly, about 4 percent of the students belonged to families earning over PhP20,000.

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COMBINED MONTHLY FAMILY INCOME

NO. (%) OF STUDENTS

PHP 5,000 and below 208 (62.84)PHP 5,001 - 10,000 45 (13.60)PHP 10,001 - 15,000 35 (10.57)PHP 15,001 - 20,000 7 (2.11)PHP 20,001 and above 12 (3.62)No answer 24 (7.25)TOTAL 331

TABLE 29. Family Income of OHSP Student-Respondents

More than half of the OHSP students in the sample came from large families, i.e., five or more siblings (Table 30). One OHSP student had 14 siblings, and about 2 percent of them were an only child.

NO. OF SIBLINGS NO. (%) OF STUDENTS0 7 (2.11)1 9 (2.72)2 27 (8.16)3 38 (11.48)4 30 (9.06)5 34 (10.27)6 35 (10.57)7 30 (9.06)8 16 (4.83)9 9 (2.72)

10 8 (2.42)11 5 (1.51)12 2 (0.60)13 0 014 1 (4.23)

Not indicated 80 (24.17)TOTAL 331

TABLE 30. Number of Siblings of Student-Respondents


Enrolment History

Most student-respondents first enroled in OHSP in their First Year of secondary school (Table 31). The number of students who enroled in later years decreased from the first to the last level. This may indicate that among those who were either at risk of dropping out or had already dropped out, those in the lower school levels were more likely to continue their education.

GRADE LEVEL NO. (%) OF STUDENTS7 112 (33.84)8 75 (22.66)9 64 (19.34)

10 52 (15.71)11 12 (3.32)12 0 0

Multiple answers 1 (0.30)No answer 15 (4.53)

TOTAL 331 (100)

TABLE 31. First Enrollment in OHSP

Most OHSP students (n = 142 or 42.90%) in the sample learned about the program from friends or relatives (Table 32). Teachers were also sources of information about the OHSP to about one-third of the OHSP students (n = 123 or 37.16%). Other sources were classmates, the school principal, the barangay community, school bulletin boards and guidance offices, and guardians.

SOURCE NO. (%) OF STUDENTS RANKSchool Principal 35 (10.57) 4Teachers 123 (37.16) 2Classmates 50 (15.10) 3School Bulletin Boards 20 (6.04) 7School Guidance Office 21 (6.34) 6Friends/Relatives 142 (42.90) 1Brgy. Community 27 (8.16) 5Others (Guardian) 4 (1.21) 8No Answer 5 (1.51)

TABLE 32. Sources of Information about OHSP

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OBJECTIVE 1: Determine the Viability of the OHSP

OBJECTIVE 2: Identify the Strengths and Weaknesses of OHSP

OBJECTIVE 3: Compare the Performance of OHSP and Regular high School Students

OBJECTIVE 4: Identify Areas for OHSP Improvement


OBJECTIVE 1: Determine the Viability of the OHSP

The answer to the first evaluation question (What did schools do to make the OHSP work?) may be given in two parts: what schools did, and how the OSHP worked. Four aspects are identified for the first part (what schools did): motivation of school leadership; capacity building; advocacy and promotion; and OHSP school-specific policies. For the second part (how the OSHP worked), the following aspects are discussed: curriculum design, learning resources, delivery system, support programs and services, assessment methods, technical support, and implementing mechanism and coordinative linkages.

1.1 Motivation/reasons for OHSP

There were only two major reasons why schools offered the OHSP (Table 33), reasons which are related to each other.

The major reason for most schools was that OHSP helped address the problem of school dropout (f = 13 or 76.47%).

REASON FOR OFFERING OHSP FREQ %1. To address dropout 13 76.472. To provide access to school for working students 11 64.70

TABLE 33. Reasons for offering OHSP

In Sinipsip National High School (Benguet), the OHSP was introduced in order to alleviate the high dropout rate (see Part II School Profiles). Sinipsip is located in a farming community, and poor economic conditions force many school children to leave school because of the distance between home and school, and lack of financial support from parents.

The second reason for instituting OHSP was related to the first: schools wanted to provide access to secondary education for students who, for one reason or another, were not able to attend regular school (f = 11 or 64.70%). These included working students, young mothers, street children, and students who suffered from bullying, chronic illness, sexual abuse and physical disabilities. Some students in Jose Panganiban National High School (Camarines Norte) worked in the Paracale gold mine and found it difficult to go to school.

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A few married early and had children to take care of; there were also students who suffered from severe physical impairment that prevented them from going to regular school. School attendance of students at Manicahan National High School (Zamboanga City) was “seasonal”; students missed classes to help their parents during planting and harvest months.

The OHSP was initiated to complement the Effective Alternative Secondary Education (EASE) program, particularly for the out-of-school youth and older adults who wanted to complete their secondary education. In areas of conflict situations, particularly in Mindanao, the OHSP became an attractive option to students. This is the case in Amir Bara Lidasan National High School (Maguindanao) in which most students had enroled in the OHSP.

School respondents identified the kinds of OHSP students enroled in their schools (Table 34). Most schools (n = 140 or 90.32%) had working students or child laborers, overaged or adults (n = 129 or 83.22%), teenage mothers (n = 114 or 73.55%), and indigent or very poor (n = 113 or 72.90%). About one-third of the schools had students in conflict situations (n = 56 or 36.31%), living in remote areas (n = 55 or 35.48%), with chronic illnesses (n = 51 or 32.90%), and disability (n = 47 or 30.32%). A few schools had indigenous students (n = 23 or 14.84%), street children (n = 13 or 8.39%), and children displaced by calamities (n = 8 or 5.16). Other types of students enroled were dropouts, or students at risk of dropping out (SARDOs) and children with other difficulties such as broken homes and bullying.

CHARACTERISTIC NUMBER (%) RANKIndigent/very poor 113 (72.90%) 4Working students/child laborers 140 (90.32%) 1Indigenous 23 (14.84%) 9Teenage mothers 114 (73.55%) 3Street children 13 (8.39%) 10Living in remote areas 55 (35.48%) 6Overage, adult 129 (83.22%) 2Persons with disability (PWD) 47 (30.32%) 8Children in conflict situations 56 (36.13%) 5Children with chronic illnesses 51 (32.90%) 7Children displaced by calamities 8 (5.16%) 11

TABLE 34. Profile of OHSP Students (n = 155 schools)


This information is confirmed by the responses to the Student Survey (Table 35). Financial problems and poverty (f = 144 or 43.50%) were cited as the primary reason for enrolling in OHSP, followed by work or part-time job (f = 128 or 38.67%). About a quarter of the respondents (f = 83 or 25.08%) who lived far from the school found the OHSP a better alternative to the regular high school. The OHSP was also chosen by those who were homebound because of domestic responsibilities (taking care of children, younger siblings and sick or aging parents) or by physical disability, and those who had distressing experiences in school such as bullying and harassment. Students who preferred independent learning and who found coming to class everyday to be “boring” were likewise attracted to the OHSP.

REASON FREQUENCY (%)Financial problems, poverty 144 (43.50)Work/Part-time job 128 (38.67)Geographical distance 83 (25.08)Need to take care of baby/children 51 (15.41)Independent learning 31 (9.36)Need to take care of parents/siblings/relatives

19 (5.74)

Travelling to school is not safe 13 (3.93)Sickly/Physically Handicapped 12 (3.62)Bullied in class 12 (3.62)Fights with fraternity 11 (3.32)Regular class everyday boring 11 (3.32)Harassment 8 (2.42)Others (Vice, threat in life, early marriage, have to attend to own business, late enrolment, avoid mapabarkada (gangs)

8 (2.42)

TABLE 35. Students’ reasons for enrolling in OHSP (n = 331)

1.2 Capacity Building

Only about three-fourths of OHSP schools participated in training programs held during the last ten years to develop the skills of school administrators, teachers, and guidance counselors in managing and implementing the OHSP (Table 36). OHSP personnel in about fifty percent of the schools had at least one training seminar (n = 77 or 49.68%).

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TABLE 36. Number of Training Programs Attended (n = 155 schools)

A few had participated in two training seminars (n = 25 or 16.13%) and about a tenth had participated in 3 (n = 14 or 9.03%). There was a total of 3,781 participants attending 160 OHSP training seminars across 116 schools that had capacity building activities (Table 37), the smallest number being one, and the largest number, 367 from one single OHSP-implementing school. On the average, about 22 OHSP personnel attended each training seminar.

TRAININGNUMBER OF TRAINING PARTICIPANTS

MIN MAX TOTALFirst 1 211 1,720

Second 1 367 1,372Third 1 294 689

TOTAL 1 367 3,781

TABLE 37. Number of OHSP Trained (n = 155 schools)

Most of the training seminars attended were in 2012 (n = 62 or 40.00%), and only about thirteen percent (n = 20) attended some training last year. In one school, the most recent training was more than ten years ago (Table 38).

YEAR NO. (%)2013 20 (12.90)2012 62 (40.00)2011 12 (7.74)2010 1 (0.64)2009 3 (1.94)2008 5 (3.22)2007 5 (3.22)2006 3 (1.94)2002 1 (0.64)

TOTAL 112 (72.26)

TABLE 38. Most Recent Training Received by OHSP Personnel (n = 155 schools)

NO. OF TRAINING PROGRAMS

NUMBER OF SCHOOLS

(%)TOTAL NO. OF

TRAINING PROGRAMS1 77 (49.68) 772 25 (16.13) 503 14 (9.03) 42

None 39 (25.16) 0TOTAL 155 (100.00) 169


Most of the training programs attended by OHSP personnel were conducted by the DepEd (Table 39), the major provider being the Division Office (n = 59 or 38.06%), some by the Regional Office (n = 27 or 17.42%), and about ten percent by the Bureau of Secondary Education (n = 18 or 11.61%). Other training programs were school-based programs (n = 19 or 12.26%), possibly conducted by the principal or the OHSP coordinator. A few of the training programs were sponsored by other government institutions such as DSWD and private institutions such as the Fund for Assistance to Private Education (FAPE).

UNIT/INSTITUTION NO. (%)DepEd Bureau of Secondary Education 18 (11.61%)DepEd Division Office 59 (38.06%)DepEd Regional Office 27 (17.42%)School-based 19 (12.26%)Others (FAPE, GAD, DSWD) 3 (1.94%)

TABLE 39. Training Provider/Sponsor (n = 155 schools)

These training programs came in various forms such as meetings, orientation seminars, workshops, and school-based in-service training conducted annually or sometime semi-annually. They included training on Distance Learning, Alternative Delivery Mode (ADM) Framework, Blended Learning, and Child-friendly School System (Annex H). One training on Distance Education attended by teachers from the Don Pablo Lorenzo Memorial High School (Zamboanga City) was provided by the Australian government in 2000.

1.3 Advocacy and Promotion

Almost all (n = 144 or 92.90%) of the OHSP schools surveyed did engage in advocacy activities (Table 40).

RESPONSE NO. (%)Yes 144 (92.90)No 2 (1.29)No answer 9 (5.81)TOTAL 155 (100.00)

TABLE 40. Advocacy Activities (n = 155 schools)

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Schools actively disseminated information about the OHSP in their communities, using whatever was available to them. Among the methods used for promoting the OHSP were distributing flyers and hanging streamers in strategic places such as sari-sari stores and tricycles and holding orientation meetings with students, parents/guardians and local government officials during summertime and weeks before enrollment. Public events such as motorcade, barangay night and fiesta provided opportunities for wider information campaign. One school requested a local radio station to help them spread the news about the OHSP. Students themselves became living testimonies of the benefits of the OHSP. In the future, schools will capitalize on popular media such as the internet. Plans for using the internet through a specific website for the OHSP are also underway.

1.4 School-based Policies

About half (n = 176 or 53.17%) of the OHSP-implementing schools used interview as an assessment method before enrolment (Table 41).

TYPES OF ASSESSMENTSNO. OF

STUDENTS(%)

Interview 176 (53.17)Reading comprehension test 117 (35.35)FICS 88 (26.59)ILRT 83 (25.08)Counseling 58 (17.52)Did not take any assessment 53 (16.01)No answer 11 (3.32)

TABLE 41. Assessment Before Enrolment

Reading comprehension tests were also administered by about one-third of the schools (n = 117 or 35.35%). Approximately one-fourth of the schools implemented the Family, Individual, Community, and School (FICS) analysis, and the Independent Learning Readiness Test (ILRT). Counseling session was also provided by schools (n = 58 or 17.52%). School records and/or report cards and documents such as the Philippine Education Proficiency Test (PEPT) certificate were also collected and examined. Some schools collected birth certificates authenticated by the National Statistics Office (NSO). In addition, working students had to submit employment certification. A policy implemented in one school was that of formalizing the relationship between school and students through a contract signed by school representative, the student and his/her parent or guardian. The contract stipulated the duties of all signatories, and specifically included the national policy that OHSP students were required to finish high school in six years.


1.5 Curriculum Design

The OHSP curriculum implemented by schools followed that of the regular revised Basic Education Curriculum (BEC) for secondary schools. Most teachers were highly dependent on the modules, originally developed for the EASE program and issued by the DepEd Bureau of Secondary Education. When content of modules was missing or insufficient such as those in English, MAPEH (Music, Arts, Physical Education and Health), Values Education and TLE (Technology and Livelihood Education), teachers substituted topics relevant to the OHSP learners. Teachers adapted the modules to make them suitable to the learners. In some schools, content from textbooks used in regular high school program was adopted and customized according to the ability levels of the learners. Other schools used the modules for Out-of-School Youth (OSY) of the Bureau of Alternative Learning System (BALS).

Students surveyed (n = 331) were asked which subject they liked best and why (Table 42). About one-fourth of them chose Filipino (n = 69 or 20.84%, mathematics (n = 68 or 20.54%), and English (n = 19 or 19.64%). Filipino lessons made students “feel excited” and were “easy to understand” because of the students’ familiarity with the language. Teacher factor (“the teacher is good and fun”), academic performance (“I excel in that subject”), personal interest (“I love numbers”), practical usefulness (“it relates to our daily life”), and mental challenge (“I am weak in that subject”) were some of the reasons cited by students for liking math. Approximately one-tenth of them enjoyed science (n = 44 or 13.29%), araling panlipunan (n = 39 or 11.78%), and araling pagpapakatao (n = 36 or 10.88%). The same reasons given for Filipino, math, and science were cited for liking these subjects: the intellectual challenge, teacher quality, and personal ambition (“when I grow up I want to be a good teacher”). A few students did enjoy MAPEH (n = 25 or 7.55%) and TLE (n = 12 or 3.62%). Some reasons cited for enjoying these subjects were personal interest (“I like to draw,” “I like to know how to bake”), and the practical learning acquired from these subjects (“I learn more about raising animals,” “it teaches how to manage a business”).

SUBJECTSNO. OF

STUDENTS (%)REASONS

Araling Panlipunan/ Social Studies

39 (11.78) I like history; I can understand the lessons easily; I want to learn more about history; I like to know the different places and names; my teacher is good; it is easy to understand.

Edukasyon sa Pagpapakatao/ Values Education

36 (10.88) It is the most easy subject; it is easy to understand; it is easy to relate with; it is simple; the teacher is good; it teaches good manners, maintaining one's self, values and being a person.

TABLE 42. OHSP Students’ Favorite Subjects and Reasons

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SUBJECTSNO. OF

STUDENTS (%)REASONS

English 65 (19.64) I can easily understand it; it makes me feel better; the teachers are focused on our discussions and they encourage us; the teacher is strict; when I grow up I want to be an English teacher; many people are fluent in speaking English; we will use it when we are in the other countries; I am weak in that subject; to enhance my English language; I enjoy studying this subject; I find the subject interesting; I want to learn more about grammar; I want to learn to speak English; I love reading stories.

Filipino 69 (20.84) It makes me feel excited; the lessons are easy to understand; the language is easy to understand.

MAPEH 25 (7.55) I like to draw; it is easy and fun; I can easily answer the questions; my teacher is good and fun; we learn a lot of things in one subject; I want to learn more about raising animals; I learn a lot about diseases; I like dancing and playing basketball; I love P.E.

Math 68 (20.54) The teacher is good and fun; I excel in that subject; I love numbers; if you don't know how to use math you will not know how to add numbers; even if it is difficult for me, I like challenges; I learn how to solve problems; I want to be a math teacher; I am very weak in that subject; it is easy to understand; it relates to our daily life; the subject is interesting.

Science 44 (13.29) It is challenging; it is very exciting; all the topics are interesting and exciting; it is easy to understand; it is fun doing experiments.

TLE 12 (3.62) I like to know how to bake; it is interesting; I learn how to make products that I can sell; it teaches how to manage a business.


OHSP students were also asked to identify the subjects they enjoyed least (Table 43). In contrast to the subjects most enjoyed, there was, as expected, a strong displeasure with mathematics having been named by more than one-third of OHSP students (n = 124 or 37.46%). It was least enjoyed because some of the lessons were difficult for them (“it is difficult solving problems”) due to their own deficiencies (“I am weak in computations and numbers”). It was not clear whether difficulty in the subject was the effect of their lack of interest in the subject (“I don’t like it”) or the cause for their displeasure.

That English (n = 57 or 17.22%) would also be listed as least enjoyed was not surprising either. English is a second (third for some) language and their comprehension is always difficult for such language. Science (n = 47 or 14.20%) was least enjoyed by about some respondents due to the difficulty in the lessons and boring class discussion. On the other hand, teacher factor (“the teacher is very strict”) and work load (“there’s too much to do”) were reasons why some ten percent did not like Filipino (n = 31 or 9.36%) as a subject. Only a few (between 3% and 6%) expressed aversion toward humanities and practical subjects such as araling panlipunan, Edukasyong Pagpapakatao, MAPEH and TLE, and for similar reasons: lack of comprehension (“I can’t understand what my teacher is teaching”), lack of skill (“I don’t know how to sing”), and lack of contact time (the teachers “have no time to teach us,” “teachers do not attend the class to deliver the lecture”).

SUBJECTS NO. OF STUDENTS (%)

REASONS

Araling Panlipunan Social Studies

10 (3.02) It gives me a headache; I can't understand what my teacher is teaching; too many dates.

Edukasyon sa Pagpapakatao/ Values Education

12 (3.62) It is difficult; there is not much discussion; it is very easy; the teachers do not attend the class to deliver the lecture; the grade is based on attitude.

English 57 (17.22) It is difficult to understand; it is very boring; it is difficult to speak the language; I am weak at spelling; I am not good at reading comprehension.

Filipino 31 (9.36) There's too much to do; my teacher is weak; the teacher is very strict; it is difficult to understand some of the words; it is too easy.

MAPEH 20 (6.04) It is difficult to understand; they have no time to teach us; I don't know how to sing.

TABLE 43. OHSP Students’ Least Favorite Subject and Reasons

OBJEC

TIVE 1

EVA

LUAT

ION

RES

ULT

S


SUBJECTS NO. OF STUDENTS (%)

REASONS

Math 124 (37.46) It is difficult to understand; it is difficult solving the problems; I am weak at computations and numbers; I don't like it.

Science 47 (14.20) I don't understand it very well; there are less lessons and discussions; the lessons are difficult; it is boring; I am poor in this subject.

TLE 11 (3.32) It is hard.

1.6 Learning Resources

The major learning resource in all OHSP-implementing schools was the EASE modules which were described by teachers and students to be “appropriate and easy to use.” However, teachers and students who participated in the FGDs admitted that copies of modules were often lacking. One option was to have students share modules, which technically contradicted the essence of the OHSP, i.e., that each learner could work on his/her own module. In other schools, money (PhP600) was collected from OHSP learners who could afford to have the modules photocopied. Most schools obtained financial assistance from the ADM funds (PhP40,000 up to PhP100,000), sought the assistance of Parent-Teacher Association (PTA), and the local government called School-based Management (SBM) grant (PhP50,000 to PhP120,000). Fund-raising activities (“Share-a-Peso, Save a SARDO”) were also tapped by schools to pay for additional copies of modules.

Students (n = 331) evaluated the modules in terms of their usefulness on a 5-point rating scale, with the lowest (1) being “not useful” and the highest (5) being “extremely useful” (Table 44). Approximately 40 percent of them did not give ratings possibly because they did not get their own copies of the modules. However, for the remaining 60 percent, two-thirds gave high ratings for the modules, 12 percent considered them extremely useful, and about 28 percent said the modules were very useful.


TABLE 44. OHSP Students’ Ratings on Usefulness of Modules

The quality of the modules was also assessed on a 5-point scale, the highest (5) being “excellent” and the lowest (1) being “needs improvement.” Three aspects of quality were examined, namely sufficiency of content, sequencing of content, and time allotment. Distribution of ratings on these aspects for each subject indicated that most students rated the modules as “very satisfactory” on all three aspects (Table 45). The module for Edukasyong Pagapapakatao was considered “excellent” in terms of sufficiency of content and time allotment by most students, while that for Filipino was considered “excellent” by most students with regard to time allotment.

OBJEC

TIVE 1

RATING OF MODULES NUMBER (%)Not useful 1 (0.30)Slightly useful 15 (4.53)Useful 45 (13.60)Very useful 92 (27.79)Extremely useful 39 (11.78)Not applicable 131 (39.58)No answer 8 (2.42)TOTAL 331

EVA

LUAT

ION

RES

ULT

S


SUBJ

ECT

E (%

)V

S (%

)S

(%)

F (%

)N

I (%

)N

O A

NS

(%)

SUFF

ICIE

NC

Y O

F C

ON

TEN

TM

ath

59(1

7.82

)11

5(3

4.74

)86

(2

5.98

)27

(8.1

6)30

(9.0

6)14

(4.2

3)

Engl

ish70

(21.

15)

123

(37.

16)

78

(23.

56)

27(8

.16)

23(6

.95)

10(3

.02)

Scie

nce

62(1

8.73

)11

3(3

4.14

)98

(2

9.61

)32

(9.6

7)13

(3.9

3)13

(3.9

3)

Soci

al S

tudi

es65

(19.

64)

119

(35.

95)

100

(30.

21)

16(4

.83)

5(1

.51)

26(7

.85)

MA

PEH

61(3

3.84

)12

6(3

8.07

)91

(2

7.49

)24

(7.2

5)8

(2.4

2)21

(6.3

4)

Filip

ino

95(2

8.70

)11

7(3

5.35

)84

(2

5.38

)14

(4.2

3)9

(2.7

2)12

(3.6

3)

Eduk

asyo

n sa

Pag

papa

kata

o11

2(3

3.84

)10

5(3

1.72

)71

(2

1.45

)9

(2.7

2)13

(3.9

3)21

(6.3

4)

SEQ

UEN

CIN

G O

F C

ON

TEN

TM

ath

66(1

9.94

)10

7(3

2.33

)86

(2

5.98

)24

(7.2

5)27

(8.1

6)21

(6.3

4)

Engl

ish74

(22.

36)

113

(34.

14)

80

(24.

17)

28(8

.46)

19(5

.74)

17(5

.14)

Scie

nce

78(2

3.56

)10

2(3

0.82

)95

(2

8.70

)26

(7.8

5)10

(3.0

2)20

(6.0

4)

TABL

E 45

. OH

SP S

tude

nts’

Rat

ings

of M

odul

es


SUBJ

ECT

E (%

)V

S (%

)S

(%)

F (%

)N

I (%

)N

O A

NS

(%)

Soci

al S

tudi

es70

(21.

15)

112

(33.

84)

96

(29.

00)

17(5

.14)

6(1

.81)

30(9

.06)

MA

PEH

70(2

1.15

)11

3(3

4.14

)91

(2

7.49

)20

(6.0

4)6

(1.8

1)31

(9.3

6)

Filip

ino

109

(32.

93)

116

(35.

04)

70

(21.

15)

16(4

.83)

00

20(6

.04)

Eduk

asyo

n sa

Pag

papa

kata

o10

2(3

0.82

)11

2(3

3.84

)70

(2

1.15

)11

(3.3

2)5

(1.5

1)31

(9.3

6)

TIM

E A

LLO

TMEN

TM

ath

78(2

3.56

)96

(29.

00)

77(2

3.26

)28

(8.4

6)28

(8.4

6)24

(7.2

5)

Engl

ish72

(21.

75)

115

(34.

74)

87(2

6.28

)22

(6.6

5)15

(4.5

3)20

(6.0

4)

Scie

nce

73(2

2.05

)10

1(3

0.51

)97

(29.

30)

22(6

.65)

15(4

.53)

23(6

.95)

Soci

al S

tudi

es81

(24.

47)

98(2

9.61

)95

(28.

70)

21(6

.34)

9(2

.72)

27(8

.16)

MA

PEH

72(2

1.75

)99

(29.

91)

90(2

7.19

)28

(8.4

6)11

(3.3

2)31

(9.3

6)

Filip

ino

101

(30.

51)

97(2

9.30

)82

(24.

77)

18(5

.44)

12(3

.62)

21(6

.34)

Eduk

asyo

n sa

Pag

papa

kata

o99

(29.

91)

97(2

9.30

)81

(24.

47)

13(3

.93)

12(3

.62)

29(8

.76)

*Rat

ing

scal

e:

E =

Exce

llent

V

S =

Very

satis

fact

ory

S

= S

atisf

acto

ry

F

= F

air

NI=

Nee

ds im

prov

emen

t

OBJEC

TIVE 1

EVA

LUAT

ION

RES

ULT

S


Descriptive statistics for student ratings of modules were computed (Table 46). The best module in terms of sufficiency of content and time allotment was Edukasyong Pagpapakatao (means = 3.95 and 3.85, respectively), while the best in terms of Sequencing of Content was Filipino (mean = 4.02).

CHARACTERISTIC MODE MEAN MIN MAX SDSUFFICIENCY OF CONTENTMath 4 3.46 1 5 1.17English 4 3.59 1 5 1.13Science 4 3.56 1 5 1.04Social Studies 4 3.73 1 5 0.91MAPEH 4 3.67 1 5 0.96Filipino 4 3.86 1 5 0.99Edukasyon sa Pagpapakatao

5 3.95 1 5 1.04

SEQUENCING OF CONTENTMath 4 3.52 1 5 1.17English 4 3.62 1 5 1.12Science 4 3.68 1 5 1.04Social Studies 4 3.74 1 5 0.94MAPEH 4 3.74 1 5 0.96Filipino 4 4.02 2 5 0.89Edukasyon sa Pagpapakatao

4 3.98 1 5 0.93

TIME ALLOTMENTMath 4 3.55 1 5 1.22English 4 3.67 1 5 1.06Science 4 3.63 1 5 1.07Social Studies 4 3.73 1 5 1.02MAPEH 4 3.64 1 5 1.06Filipino 5 3.83 1 5 1.07Edukasyon sa Pagpapakatao

5 3.85 1 5 1.05

*Rating scale: E = Excellent; VS = Very satisfactory; S = Satisfactory; F = Fair; NI=Needs improvement

TABLE 46. Statistics on OHSP Student Ratings of Modules (n = 331)


About three-fourths of OHSP students in the survey use other learning materials (Table 47). These materials included books and reading materials borrowed from the school library or from other schools, and those available at home. The reference materials used were dictionary, encyclopedia, CDs, comics, magazines, journals, newspapers, and old notes. Some OHSP students also have internet access and were able to download electronic materials. Student-respondents also cited using school supplies such as notebooks, paper, computer, calculator, compass, ruler, scissors, carpentry materials, and science equipment.

RESPONSE NO. OF STUDENTS (%)Yes 242 (73.11)No 56 (16.92)No answer 33 (9.97)TOTAL 331

TABLE 47. OHSP Students’ Use of Other Learning Materials

Other learning resources used were workbooks in mathematics and in English, textbooks available in the school library, online learning materials, reference books for araling panlipunan (social studies), and local TV programs (Knowledge Channel) on mathematics which were viewed in school (Table 48).

1. Modules2. Worksheets3. Reference books4. Textbooks5. Notebooks, drawing and writing materials, school supplies (Sangley Point NHS)6. Computer, dictionary, encyclopedia, almanac (Odiongan NHS)7. DVD (Mabini Integrated School)8. CD tape recorders (Bacolod City National High School)9. Physical Education (PE) shirts (Makati High School)10. None provided (Bacolod NHS, Jose Leido, Jr. Memorial HS, Javier NHS, Jose Panganiban NHS

TABLE 48. Resources Provided by Schools

OHSP students were asked about the sufficiency of learning materials provided by the school, and most (n =265 or 80.06%) affirmed that these materials were sufficient as a guide in their learning progress (Table 49). Those who felt that the materials were not sufficient added that they needed “more books” for “more information” and “more examples”.

OBJEC

TIVE 1

EVA

LUAT

ION

RES

ULT

S


RESPONSE NO. OF STUDENTS (%) Yes 265 (80.06)No 32 (9.67)No answer 34 (10.27)TOTAL 331 (100.00)

TABLE 49. Learning Materials Provided Sufficient as Guide in Learning Progress

Learning materials were likewise rated in terms of completeness, timeliness of distribution, readability, real-world application, and quality, on a scale of 1 to 5, with the lowest (1) labeled as “needs improvement” and the highest (5) “excellent.” Distribution of these ratings on the five characteristics (Table 50) showed that most of the student respondents rated the modules as satisfactory in terms of completeness (n = 92 or 27.79%) and quality (n = 103 or 31.12%). The modules were very satisfactory with regard to timeliness of distribution (n = 117 or 35.35%), and excellent along the aspects of readability (n = 101 or 30.51%) and real-world application (n = 93 or 28.10%).

CRITERIA E (%) VS (%) S (%) F (%) NI (%) NO ANSCompleteness 91 (27.49) 74 (22.36) 92 (27.79) 21 (6.34) 21 (6.34) 32 (9.67)

Timeliness of distribution

65 (19.64) 117 (35.35) 70 (21.15) 29 (8.76) 17 (5.14) 33 (9.97)

Readability 101 (30.51) 84 (25.38) 95 (28.70) 15 (4.53) 6 (1.81) 30 (9.06)

Real-world application

93 (28.10) 79 (23.87) 86 (25.98) 27 (8.16) 5 (1.51) 41 (12.39)

Quality 51 (15.41) 75 (22.66) 103 (31.12) 37 (11.18) 17 (5.14) 48 (14.50)


TABLE 50. Students’ Ratings of Learning Materials (n = 331)

Based on descriptive statistics computed for these responses (Table 51), the modules were rated highest in terms of readability (mean = 3.86) and real-world application (mean = 3.79) and lowest in terms of quality (mean = 3.37).


CRITERIA MODE MEAN MIN MAX SDCompleteness 3 3.65 1 5 1.18Timeliness of distribution 4 3.62 1 5 1.10Readability 5 3.86 1 5 1.01Real-world application 5 3.79 1 5 1.05Quality 3 3.37 1 5 1.10

*Rating scale: 1 = Needs Improvement; 2 = Fair; 3 = Satisfactory; 4 = Very Satisfactory; 5 = Excellent

TABLE 51. Statistics on Students’ Ratings of Learning Materials (n = 331)

Among the materials available for use of OHSP learners (Table 52), the most common were EASE modules (n = 129 or 83.22%) and OHSP modules (n = 108 or 69.68%). About one-half of the schools used printed textbooks and workbooks (n = 81 or 52.26%). Online resources (n = 69 or 44.52%) and digitized resources (n = 60 or 38.71%) were also utilized. Only about one-fourth of the schools referred to DepEd modules (n = 40 or 25.81%).

MATERIAL NO. OF SCHOOLS (%)OHSP Modules 108 (69.68%)EASE Modules 129 (83.22%)DepEd Modules 40 (25.81%)Printed textbooks 81 (52.26%)Online resources 69 (44.52%)Digitized resources 60 (38.71%)

TABLE 52. Learning Materials Used in OHSP Schools (n = 155 schools)

School respondents (n = 155) also rated the OHSP learning materials being used at the time of the survey along similar criteria on the same scale, from excellent to needs improvement (Table 53). In general, learning materials were rated “very satisfactory,” even those that were used by only a few schools such as the DepEd Tech-Voc materials, textbooks and workbooks, online resources, and digitized resources.

In terms of completeness, the OHSP modules, EASE modules and printed textbooks/workbooks were given a relatively fair rating by almost 14.3% of the school respondents.

OBJEC

TIVE 1

EVA

LUAT

ION

RES

ULT

S


CR

ITER

IAE

(%)

VS

(%)

S (%

)F

(%)

NI (

%)

NO

AN

S (%

)PR

INTE

D M

OD

ULE

S: O

HSP

MO

DU

LES

Acc

essib

ility

16(1

0.32

)32

(20.

64)

41(2

6.45

)13

(8.3

9)4

(2.5

8)49

(31.

61)

Qua

lity

(fre

e of

err

ors)

9(5

.81)

50(3

2.26

)35

(22.

58)

11(7

.10)

2(1

.29)

48(3

0.97

)C

ompl

eten

ess

5(3

.22)

37(2

3.87

)32

(20.

64)

32(2

0.64

)3

(1.9

4)46

(29.

68)

Read

abili

ty26

(16.

77)

39(2

5.16

)34

(21.

94)

10(6

.45)

00

46(2

9.68

)A

ccur

acy

of in

form

atio

n18

(11.

61)

55(3

5.48

)26

(16.

77)

7(4

.52)

2(1

.29)

47(3

0.32

)Re

leva

nce

to re

al-w

orld

16(1

0.32

)51

(32.

90)

30(1

9.35

)8

(5.1

6)4

(2.5

8)46

(29.

68)

PRIN

TED

MO

DU

LES:

EA

SE M

OD

ULE

S PR

INTE

D M

OD

ULE

S: E

ASE

MO

DU

LES

Acc

essib

ility

18(1

1.61

)47

(30.

32)

47(3

0.32

)16

(10.

32)

1(0

.64)

26(1

6.77

)Q

ualit

y (f

ree

of e

rror

s)19

(12.

26)

59(3

8.06

)38

(24.

52)

11(7

.10)

3(1

.94)

25(1

6.13

)C

ompl

eten

ess

10(6

.45)

43(2

7.74

)45

(29.

03)

28(1

8.06

)6

(3.8

7)23

(14.

84)

Read

abili

ty35

(22.

58)

50(3

2.36

)38

(24.

52)

8(5

.16)

00

24(1

5.48

)A

ccur

acy

of in

form

atio

n24

(15.

48)

60(3

8.71

)35

(22.

58)

10(6

.45)

1(0

.64)

25(1

6.13

)Re

leva

nce

to re

al-w

orld

28(1

8.06

)49

(31.

61)

41(2

6.45

)9

(5.8

1)3

(1.9

4)25

(16.

13)

PRIN

TED

MO

DU

LES:

DEP

ED (C

ompe

tenc

y-ba

sed

Tech

Voc C

urri

culu

m m

ater

ials

) A

cces

sibili

ty3

(1.9

4)14

(9.0

3)12

(7.7

4)7

(4.5

2)4

(2.5

8)11

5(7

4.19

)Q

ualit

y (f

ree

of e

rror

s)7

(4.5

2)13

(8.3

9)10

(6.4

5)6

(3.8

7)4

(2.5

8)11

5(7

4.19

)C

ompl

eten

ess

5(3

.22)

13(8

.39)

11(7

.10)

6(3

.87)

4(2

.58)

116

(74.

84)

Read

abili

ty7

(4.5

2)14

(9.0

3)10

(6.4

5)4

(2.5

8)4

(2.5

8)11

6(7

4.84

)A

ccur

acy

of in

form

atio

n7

(4.5

2)14

(9.0

3)10

(6.4

5)4

(2.5

8)4

(2.5

8)11

6(7

4.84

)Re

leva

nce

to re

al-w

orld

7(4

.52)

12(7

.74)

12(7

.74)

4(2

.58)

4(2

.58)

116

(74.

84)

TABL

E 53

. Sch

ool R

espo

nden

ts’ R

atin

gs o

f Lea

rnin

g M

ater

ials

: Num

ber (

%) (

n =

155)


CR

ITER

IAE

(%)

VS

(%)

S (%

)F

(%)

NI (

%)

NO

AN

S (%

)PR

INTE

D T

EXTB

OO

KS/

WO

RK

BOO

KS

Acc

essib

ility

13(8

.39)

35(2

2.58

)18

(11.

61)

11(7

.10)

2(1

.29)

76(4

9.03

)Q

ualit

y (f

ree

of e

rror

s)12

(7.7

4)36

(23.

22)

18(1

1.61

)12

(7.7

4)2

(1.2

9)75

(48.

39)

Com

plet

enes

s13

(8.3

9)33

(21.

29)

16(1

0.32

)17

(10.

97)

2(1

.29)

74(4

7.74

)Re

adab

ility

19(1

2.26

)33

(21.

29)

19(1

2.26

)7

(4.5

2)2

(1.2

9)75

(48.

39)

Acc

urac

y of

info

rmat

ion

13(8

.39)

38(2

4.52

)20

(12.

90)

7(4

.52)

2(1

.29)

75(4

8.39

)Re

leva

nce

to re

al-w

orld

15(9

.68)

35(2

2.58

)19

(12.

26)

8(5

.16)

2(1

.29)

76(4

9.03

)O

NLI

NE

RES

OU

RCES

Acc

essib

ility

4(2

.58)

20(1

2.90

)28

(18.

06)

8(5

.16)

10(6

.45)

85(5

4.84

)Q

ualit

y (f

ree

of e

rror

s)3

(1.9

4)21

(13.

55)

26(1

6.77

)10

(6.4

5)5

(3.2

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Ratings of school respondents on the learning materials were summarized using descriptive statistics (Table 54). Most of the learning materials were rated between “satisfactory” and “very satisfactory” in terms of accessibility, quality, completeness, readability, accuracy of information, and relevance to real-world application. OHSP and EASE modules and DepEd Tech-Voc materials were best in readability and accuracy of information. Textbooks were also rated high on these two criteria and also in relevance to real-world application.

Completeness was the best feature of online sources. Digitized resources, while receiving the lowest ratings, were also considered satisfactory on all criteria. Some other learning materials used by OHSP students were teacher-made modules and instructional materials, reference books, and teachers’ guides.

CRITERIA MODE MEAN MIN MAX SDOHSP MODULES

Accessibility 3 3.37 1 5 1.06Quality (free of errors) 4 3.46 1 5 0.92Completeness 4 3.05 1 5 1.00Readability 4 3.71 1 5 0.99Accuracy of information 4 3.71 1 5 0.95Relevance to real-world 4 3.58 1 5 1.01

EASE MODULESAccessibility 3, 4 3.48 1 5 0.96Quality (free of errors) 4 3.59 1 5 0.97Completeness 3 3.15 1 5 1.03Readability 4 3.83 1 5 0.94Accuracy of information 4 3.71 1 5 0.93Relevance to real-world 4 3.66 1 5 1.01

DepEd Tech-Voc MaterialsAccessibility 4 3.05 1 5 1.20Quality (free of errors) 4 3.24 1 5 1.32Completeness 4 3.15 1 5 1.27Readability 4 3.33 1 5 1.31Accuracy of information 4 3.33 1 5 1.31Relevance to real-world 3, 4 3.28 1 5 1.31

PRINTED TEXTBOOKS/WORKBOOKSAccessibility 4 3.54 1 5 1.08Quality (free of errors) 4 3.51 1 5 1.07Completeness 4 3.43 1 5 1.13

TABLE 54. Statistics on School Respondents’ Ratings of Learning Materials (n = 155)


CRITERIA MODE MEAN MIN MAX SDReadability 4 3.70 1 5 1.08Accuracy of information 4 3.62 1 5 1.02Relevance to real-world 4 3.63 1 5 1.06

ONLINE RESOURCESAccessibility 4 2.96 1 5 1.15Quality (free of errors) 4 3.06 1 5 1.05Completeness 4 4.41 1 5 1.68Readability 4 3.35 1 5 1.17Accuracy of information 4 3.21 1 5 1.11Relevance to real-world 4 3.25 1 5 1.10

DIGITIZED RESOURCESAccessibility 4 2.73 1 5 1.34Quality (free of errors) 4 2.93 1 5 1.35Completeness 4 2.72 1 5 1.31Readability 4 2.96 1 5 1.36Accuracy of information 4 2.95 1 5 1.37Relevance to real-world 4 2.98 1 5 1.37


Subject area modules were rated by school respondents, and descriptive statistics were computed for ratings (Table 55). On the average, modules were rated as “satisfactory.” The best rated modules were those for Filipino, science, and social studies (mean = 3.55); the lowest rated modules were those for MAPEH (mean = 3.25).

SUBJECT AREA MIN MAX MEAN SDEnglish 1 5 3.48 0.96Filipino 1 5 3.55 0.96Mathematics 1 5 3.47 0.96Science 1 5 3.55 0.96Social Studies 1 5 3.55 0.98Edukasyong Pagpapakatao 1 5 3.50 0.99MAPEH 1 5 3.25 1.10


TABLE 55. School Respondents’ Ratings of Subject Area Modules (n = 155)

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As for school facilities, only 824 out of 4326 (19.05%) were accessible to OHSP students (Table 56). Only a few schools had classrooms specifically designated for use of OHSP students as in the case of Manicahan National High School. In one school, a two-storey building was assigned for OHSP use. In schools with limited physical facilities, OHSP students met with teacher-facilitators in any available space such as the school library, computer laboratory, or the guidance office.

A majority of OHSP students had access to libraries (96 out of 128 or 75%) and to math laboratories (13 out of 18 or 72.22%). They had access to about half of science laboratories (76 out of 151 or 50.33%), computer laboratories (105 out of 190 or 55.26%) and speech laboratories (12 out of 27 or 57.14%). Access was least for Home Economics rooms (80 out 178 or 44.94%) and Industrial Education workshops (70 out of 176 or 39.77%).

PRESENT IN SCHOOL ACCESSIBLE TO OHSP STUDENTS

ACADEMIC CLASSROOMSMinimum 0 0Maximum 154 98Total 4326 824(19.05%)Mean 30.25 7.23

SCIENCE LABORATORYMinimum 0 0Maximum 6 3Total 151 76 (50.33%)Mean 1.11 0.75

MATH LABORATORYMinimum 0 0Maximum 4 2Total 18 13 (72.22%)Mean 0.15 0.13

HOME ECONOMICS ROOMMinimum 0 0Maximum 12 7Total 178 80 (44.94%)Mean 1.33 0.78

INDUSTRIAL EDUCATION WORKSHOPSMinimum 0 0Maximum 17 17Total 176 70 (39.77%)Mean 1.43 0.75

TABLE 56. Facilities Accessible to OHSP Students (n = 155 schools)


PRESENT IN SCHOOL ACCESSIBLE TO OHSP STUDENTS

COMPUTER LABORATORYMinimum 0 0Maximum 8 7Total 190 105 (55.26%)Mean 1.34 1.02

SPEECH LABORATORYMinimum 0 0Maximum 2 1Total 21 12 (57.14%)Mean 0.18 0.12

LIBRARYMinimum 0 055Maximum 2 2Total 128 96 (75.00%)Mean 0.93 0.86

Other facilities that were available for OHSP learners in some schools were cafeterias, gymnasiums, audio-visual rooms, guidance counselling offices, school clinics, reading centers/laboratories, culinary arts rooms, museums, and learning resource centers (Annex I).

In FGD sessions, OHSP participants cited competent, committed school heads, teachers and school staff as among the OHSP “learning resources.” In a few schools, part-time teachers were given additional monthly compensation (PhP1,000) from the local government in recognition of their individual work. However, for all respondents, designation of full-time OHSP teachers was considered the single most important factor in the success of the OHSP.

1.7 Delivery System

The OHSP was implemented as a flexible, self-paced independent approach to secondary schooling while retaining the formal and structured format nature of public education. The open enrolment policy allowed working students to enlist according to their personal timetable. They did not have to worry about registration deadlines. Providing hard or CD copies of EASE modules free of charge enabled learners to engage in self-study, home study or distance learning. In Makati High School, individualized plans were developed for OHSP students. Class meetings were scheduled for teacher-facilitators to follow up on students’ progress and to discuss lessons presented in modules. The frequency of these class meetings varied depending on the availability of students; however, most OHSP met with teacher-facilitators at least once a week.

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In some schools, meetings were held on weekends to enable the working students to attend. In one school, OHSP students met twice a month on Sundays, with each meeting day devoted to four subjects. Simultaneity of class meetings, i.e., all year levels at the same time, offered OHSP students the kind of structure that reinforced continued engagement in learning.

Modular instruction required OHSP students to study on their own. More than three-fifths (n = 201 or 60.72%) of the student respondents averred that they studied at home (Table 57). Students also studied in school (n = 57 or 17.22%), and in the workplace (n = 18 or 5.44%). Some 10 percent studied in many different places, and about five per cent did not supply any answer.

RESPONSENO. OF

STUDENTS(%)

At home 201 (60.72)Workplace 18 (5.44)At school 57 (17.22)Multiple answers 34 (10.27)All of the above 3 (0.91)No answer 18 (5.44)TOTAL 331

TABLE 57. Where OHSP Students Most Often Study Modules (N = 331)

The three major places for studying – home, workplace, and school – were rated by OHSP student respondents, and distribution of responses (Table 58) showed that most students rated both home and school as excellent places for study, and workplace as only satisfactory.

SUBJECT E (%) VS (%) S (%) F (%) NI (%) NO ANS (%)Home 134 (40.48) 98 (29.61) 68 (20.54) 12 (3.62) 2 (0.60) 17 (5.14)

Workplace 33 (9.97) 59 (17.82) 103 (31.12) 43 (12.99) 24 (7.25) 69 (20.84)

School 123 (37.16) 94 (28.40) 59 (17.82) 12 (3.62) 8 (2.42) 35 (10.57)


TABLE 58. OHSP Students’ Ratings of Place for Studying


Mean ratings (Table 59) confirmed that the home (mean = 4.11) was the most conducive place for studying, followed by the school (mean = 4.05). The workplace (mean = 3.12) was still considered a satisfactory study place.

LOCATION MODE MEAN MIN MAX SDHome 5 4.11 1 5 0.92Workplace 3 3.12 1 5 1.11School 5 4.05 1 5 1.01


School respondents ranked various teaching-learning strategies in the order of frequency of use with OHSP learners in their schools, with 1 being most frequent (Table 60). All schools used web-based instruction (n = 155 or 100.00%). Majority also used work-oriented approach (n = 152 or 98.06%), process-oriented method (n = 147 or 94.84%), media-assisted learning (n = 146 or 94.19%), and flexible or blended learning (n = 142 or 91.61%). Group or cooperative learning (n = 137 or 88.39%), distance learning (n = 135 or 87.10%), individualized instruction (n = 131 or 84.52%), and face-to-face or guided instruction (n = 124 or 80.00%) were also popularly used. In terms of average frequency of use, the three most used approaches were web-based (mean rank = 1.22), work-oriented (mean rank = 1.38), and face-to-face (mean rank = 1.63). The least frequently used were distance learning (mean rank = 2.07), group or cooperative learning (mean rank = 2.09), and media-assisted learning (mean rank = 2.09).

STRATEGYNUMBER

USING(%) MEAN RANK

Face-to-face /guided instruction

124 (80.00%) 1.63

Individualized instruction 131 (84.52%) 1.88Distance learning 135 (87.10%) 2.07Flexible learning/blended learning

142 (91.61%) 1.89

Group/cooperative learning

137 (88.39%) 2.09

Media-assisted learning 146 (94.19%) 2.09Web-based 155 (100.00%) 1.22Process-oriented 147 (94.84%) 1.78Work-oriented 152 (98.06%) 1.38

TABLE 59. Summary Statistics on Ratings of Study Places

TABLE 60. Teaching-Learning Strategies (n = 155 schools)

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Although delivery of instruction was mainly provided through modules, the OHSP implementing guidelines required that students meet with teacher-facilitators at least once a week. Based on responses of 331 OHSP students who completed their questionnaires, about three-fifths (n = 196 or 59.21%) verified that they did have weekly meetings (Table 61). One-fifth of the students said they met more often than that, i.e., twice a week (n = 53 or 16.01%) and even thrice a week (n = 16 or 4.83%). Twelve percent of the student respondents claimed they met everyday (n = 42 or 12.69%). Eleven (3.32%) said they met less frequently than the required weekly meeting.

FREQUENCYNO. OF

STUDENTS(%)

Less than once a week 11 (3.32)Once a week 196 (59.21)Twice a week 53 (16.01)Thrice a week 16 (4.83)Everyday 42 (12.69)Others (Twice a month, as necessary) 8 (2.42)No answer 5 (1.51)TOTAL 331

TABLE 61. Frequency of OHSP Class Meetings

Other strategies applied in Open High Schools included peer/group learning with regular high school students assisting OHSP students in difficult subjects.

Tutorials were also provided by teachers to assist those who had difficulty understanding the modules, or who did not have copies of the modules. An online open high school program was pilot-tested in Bacolod City National High School, with promising results. Practice and make-up tests were also given to OHSP learners to increase their chance of passing the examinations. Some schools saw the need for OHSP students to participate in the same activities that regular high school students experience. These included outdoor activities such as field trips and religious recollections. In some schools, OHSP students were also allowed to sit in regular high school classes whenever they thought it would help them learn better.

Students were asked to identify (from a list) the OHSP activities that they found exciting, energizing, and satisfying (Table 62). About half of the student respondents named home study (n = 171 or 51.66%) was the best, followed by tests and exercises (n = 142 or 42.90%), and homework and projects (n = 135 or 40.78%). They also found the orientation (n = 116 or 35.04%), the learner assessment (n = 107 or 32.33%), and extra-curricular activities (n = 107 or 32.33%) stimulating and rewarding. Ironically, they rated as the least enthusing and invigorating the two most important activities in OHSP: meetings in school (n = 71 or 21.45) and mentoring or coaching (n = 56 or 16.92%).


OHSP ACTIVITIESNO. OF

STUDENTS (%) RANK

OHSP orientation 116 (35.04) 4Learner assessment 107 (32.33) 5.5Scheduled meetings in school 71 (21.45) 7Home study 171 (51.66) 1Mentoring/coaching 56 (16.92) 8Joining extra curricular activities 107 (32.33) 5.5Taking tests/exercises 142 (42.90) 2Doing homework/project-based learning

135 (40.78) 3

TABLE 62. Activities that Excited, Energized and Satisfied OHSP Learners

Assignments were integral to the learning process in the OHSP. This being the case, student respondents were asked to assess the amount of assignments they received (Table 63). About two-thirds of them affirmed the quantity of assignments given to them was just enough for them to accomplish as required (n = 225 or 67.98%). Only about ten percent said they were either too much that they could not cope (n = 39 or 11.78%) or less than they expected (n = 41 or 12.39%).

DESCRIPTIONNO. OF

STUDENTS (%)

Too much, that sometimes I can't cope 39 (11.78)Just enough, as I am able to accomplish them as required

225 (67.98)

Less than expected, additional school work should be given

41 (12.39)

No answer 26 (7.85)TOTAL 331

TABLE 63. Assessment of Amount of Assignments Given Under OHSP

Learning services such as library, science laboratory, and computers are an essential element in OHSP. Student respondents indicated which learning services were made available to them (Table 64). The library was accessible to about 70 percent (n = 230 or 69.49%) of the students respondents, and about 60 percent of them were provided guidance counseling (n = 189 or 57.10%). Approximately half of the OSHP learners who participated in the survey were able to use the school computer laboratory (n = 167 or 50.45%), joined school activities such as sports programs (n = 162 or 48.94%), extra-curricular activities (n = 161 or 48. 64%) and arts and culture activities (n = 160 or 48.34%). At least one-third of the students were able to use the science laboratory (n = 119 or 35.95%), while only about one-fourth to one-fifth were able to use the English laboratory (n = 80 or 24.17%) and the math laboratory (n = 69, 20.84%).

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LEARNING SERVICES YES NO NO ANSWERLibrary 230 (69.49) 59 (17.82) 42 (12.69)Science Laboratory 119 (35.95) 153 (46.22) 59 (17.82)Math Laboratory 69 (20.84) 196 (59.21) 66 (19.94)English Laboratory 80 (24.17) 180 (54.38) 71 (21.45)Computer Laboratory 167 (50.45) 107 (32.33) 57 (17.22)Guidance Counseling 189 (57.10) 91 (27.49) 51 (15.41)Sports Program 162 (48.94) 112 (33.84) 57 (17.22)Arts and Culture Activities

160 (48.34) 118 (35.65) 53 (16.01)

Extracurricular Activities

161 (48.64) 116 (35.04) 54 (16.31)

TABLE 64. Access to Learning Services

When OHSP students had difficulties with school requirements (Table 65), they sought help from teachers first and foremost (n = 241 or 72.81%), then from classmates (n = 204 or 61.63%), parents (n = 199 or 60.12%), and guardians (n = 140 or 42.30%) Only about one-fourth sought assistance from guidance counsellors (n = 87 or 26.28%). Siblings, relatives (like grandparents, aunts, uncles and cousins), employers, OHSP coordinators, and spouses also provided help.

SOURCE YES (%) NO (%) NO ANSWER (%)Teachers 241 (72.81) 79 (23.87) 11 (3.32)Classmates 204 (61.63) 116 (35.04) 11 (3.32)Parents 199 (60.12) 121 (36.56) 11 (3.32)Guardian 140 (42.30) 178 (53.78) 13 (3.93)Guidance Counselor

87 (26.28) 231 (69.79) 13 (3.93)

TABLE 65. Sources of Help

Students described the kind of help provided by family members such as parents and siblings (Table 66). About three-fifths of the student respondents sought advice or counsel from parents and guardians (n = 205 or 61.93%). Two-fifths of them were tutored or assisted in their assignments (n = 123 or 37.16%) and were supervised by parents or guardians (n = 132 or 39.88%). Two students (0.60%) said their parents and guardians provided financial support.


TYPE OF ASSISTANCE YES (%) NO(%)Tutoring/helping with assignments 123 (37.16) 208 (62.84)Supervising learning progress 132 (39.88) 199 (60.12)Providing advice/counseling 205 (61.93) 126 (38.07)Providing financial assistance 2 (0.60) 329 (99.40)

TABLE 66. Involvement of Parents/Guardians in OHSP Learners’ Progress (n = 331 students)

Was the help they received sufficient? About 90 percent of the student respondents (n = 291 or 87.92%) said that the assistance given to them by teachers, school personnel, classmates and parents was sufficient (Table 67).

RESPONSE NO. OF STUDENTS (%)Yes 291 (87.92)No 21 (6.34)No answer 19 (5.74)TOTAL 331 (100.00)

TABLE 67. Sufficiency of Help Received

School respondents also described parents’ or guardians’ level of involvement in the OHSP learner’s progress (Table 68) on a scale of 1 (not involved at all) to 5 (extremely involved). In general, parental or guardian involvement in the academic performance of OHSP students was “just right,” whether it was accompanying the learner for assessment at the time of application, mentoring, monitoring, counseling, or providing financial support.

TYPE OF INVOLVEMENT MIN MAX MEAN SDLearner assessment during application 1 5 3.09 0.96Mentoring 1 5 2.83 0.92Monitoring 1 5 2.97 0.96Counseling 1 5 3.03 0.96Others: Financial assistance 1 4 2.38 1.02

*Rating scale: 1 = Not involved at all; 2 = Limited; 3 = Just right; 4 = Very Satisfactory 5 = Extremely involved

TABLE 68. Summary Statistics on Ratings of Parental/Guardian Involvement

(n = 155 schools)

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1.8 Support Programs and Services

OHSP students were not lacking in activities and provisions for their academic and social needs. Opportunities for social interaction and group interaction abounded. Students in Javier National High School were exposed to bonding activities that resulted in improved school performance. Educational trips taken by OHSP students in Jose Panganiban National High School helped expand their practical knowledge. In many schools, OHSP learners were provided the same social experiences as those enjoyed by those in the regular high school program like the Junior-Senior Prom. A number of financial assistance programs were also implemented, one of which was “Work-to-Earn,” a scheme in which students did odd jobs in school in exchange for weekly allowance provided by local government.

In Kabasalan National High School, the Bahay Sagip program provided students at risk of dropping out with free school supplies at the beginning of the school year, free lodging within the school compound during weekdays, and free meals for those staying on weekends under the close supervision of the Dropout Reduction Program (DORP) team. Home visitations were also conducted by OHSP coordinators and/or teacher-facilitators, particularly for students who had missed the weekly meetings. Parent seminars were also conducted to train parents on how to provide advice and assistance in their children’s school projects.

The greatest weekly expense of OHSP students (Table 69) was for traveling to school (mean = PhP56/week), followed by materials for projects (mean = PhP46/week), and meals (mean = PhP42/week). OHSP students also paid for photocopying of materials (mean = PhP33/week) and computer rental (mean = PhP35/week).

Designing promotion and retention schemes specifically for OHSP students gave them a chance to be recognized on their own merits, without being compared with students in the regular high school system. Separate recognition procedures for outstanding OHSP students in each year level further boosted the self-esteem of OHSP students. Awards given to those who did best in different subjects made it possible for OHSP students to take pride in their accomplishments. Overall, OHSP key implementers ensured that schools had a “child-friendly” learning environment.

In remote areas, community learning centers took the place of classrooms. In Kabasalan National High School (Zamboanga Sibugay), a reading hub was established for OHSP students who lived far from the school.


TABLE 69. Weekly School-related Expenses (in pesos)

TYPE MEAN MEDIAN MAXIMUMFare 56 30 600Meals 42 20 550Project materials 46 30 1,000/yrPhotocopying materials 33 20 200Computer shop rental 35 20 300

Details about some notable responses about expenses (Table 70) were PhP500 to PhP600 for fare spent by three students who lived in Benguet and who took the jeep or bus and tricycle to reach school. A group of students spent about PhP1,000 for projects, and as much as PhP200 each week for photocopying modules and other learning materials.

EXPENSEMAXIMUM NOTABLE

AMOUNTS (in PhP)DETAILS

Fare 500/550/600 Three students who lived in Benguet and took the jeep/bus and tricycle in going to school

Project Materials 1,000 a year Students of Bangao NHS mentioned that they spend PhP1,000 a year for projects

Photocopying of Materials 150-200 Some students indicated that they spend PhP150 - 200 a week on photocopying materials

TABLE 70. Notable Expenses of OHSP Students

1.9 Assessment Methods

OHSP teacher-facilitators use a variety of assessment methods similar to those used in regular high school programs (Table 71). The assessment of developmental needs which was required for all OHSP students upon enrolment was administered in 120 (77.42%) schools only.

Traditional paper-and pencil tests were still the most commonly used assessment method (n = 140 or 90.32%). About seventy percent used performance assessment (n = 107 or 69.03%). Self-assessments or self-tests (n = 97 or 62.58%) which were included in the modules and portfolio assessment (n = 93 or 60.00%) were also used. Other assessment methods used were oral examinations, interviews, and practical tests.

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Student respondents rated the level of difficulty of different assessment methods used by teacher-facilitators, using a 5-point scale ranging from 1 (“far too easy”) to 5 (“extremely difficult”). Distribution of responses for four assessment methods (exercises/worksheets, self-tests, assignments/homework, and quarterly/periodic tests) revealed that most OHSP students thought the methods were just right for them in difficulty (Table 72).

ASSESSMENT METHOD

ED (%) D (%) JR (%) ND (%) FTE (%)NO ANS

(%)Exercises/ Worksheets 40 (12.08) 55 (16.62) 159 (48.04) 38 (11.48) 18 (5.44) 21 (6.34)Self-tests 30 (9.06) 58 (17.52) 146 (44.11) 52 (15.71) 16 (4.83) 29 (8.76)Assignments/ Homework

32 (9.67) 67 (20.24) 131 (39.58) 49 (14.80) 26 (7.85) 26 (7.85)

Quarterly/periodic Tests

34 (10.27) 81 (24.47) 145 (43.81) 34 (10.27) 14 (4.23) 23 (6.95)

Legend: ED = Extremely Difficult; D = Difficult; JR = Just Right; ND = Not Difficult; FTE = Far too easy

TABLE 72. OHSP Students’ Ratings of Assessment Methods

The average ratings of exercises and worksheets (mean = 3.20), self-tests (mean = 3.11), assignments or homework (mean = 3.10), and quarterly or period tests (mean = 3.28) indicated that the level of difficulty of these tools was “just right” (Table 73).

ASSESSMENT TOOL MODE MEAN MIN MAX SDExercises/Worksheets 3 3.20 1 5 1.01Self-tests 3 3.11 1 5 0.98Assignments/Homework 3 3.10 1 5 1.07Quarterly/Periodic Tests 3 3.28 1 5 0.96

Rating scale: 1 = Far too easy; 2 = Not difficult; 3 = Just right; 4 = Difficult; 5 = Extremely difficult

TABLE 73. Statistics on Ratings of Assessment Tools

ASSESSMENT METHOD COUNT PERCENTAGE RANKAssessment of Developmental Needs 120 77.42 2Traditional (pen-and-paper) Tests 140 90.32 1Performance Assessment 107 69.03 3Portfolio Assessment 93 60.00 5Self-tests/Self-assessments 97 62.58 4Others (oral exams, interview, practical test)

3 1.94 6

TABLE 71. Most Commonly Used Assessment (n = 155)


1.10 Technical Support

The management team for the OHSP consists of the school principal, the OHSP coordinator, teacher-facilitators, the school guidance counselor, parents and/or guardians, local government officials, and other key stakeholders in the community. In most schools surveyed, the main decision-maker was the school principal, followed by the OHSP coordinator (Table 74). The teacher-facilitators, guidance counselors, parent/guardians, and local government officials took supportive roles.

OHSPMANAGEMENT TEAM

MAIN SUPPORTIVEFREQ % FREQ %

School Principal (n = 145) 141 90.4 4 2.6OHSP Coordinator (n = 130) 74 47.4 56 35.9Teacher-Facilitators (n = 111) 43 27.6 68 43.6Guidance Counselor (n = 99) 34 21.8 65 41.7Parents/Guardians (n = 88) 21 13.5 67 42.9Local Government (n = 57) 17 10.9 40 25.6Others (n = 19) 5 3.2 14 9.0

TABLE 74. Decision-makers for the OHSP

Principals took various roles from “policy making”, to “overall supervision”, to decision-making, to implementation, to coordination, and finally, to being a consultant (Annex J). The task of coordinating also varied from “arranging schedules”, “providing modules”, “checking and keeping student records”, to “monitoring classes”.

Teacher-facilitators not only provided instruction and clarification of lessons in the modules, but also advised and counseled students and met with parents about their children’s progress.

As for guidance counselors, aside from providing emotional support to learners, they were also given the task of enrolling OHSP learners, administering tests, following up and tracking students through the program, and keeping student records.

Financial and moral support was the major contribution of many parents; they not only shouldered expenses of learners, but were also sources of inspiration and guidance. Local government units provided funds for modules, teachers’ honoraria, school projects, physical facilities, and student aid. In Jose Panganiban National High School and Camarines Norte National High School, LGUs provided OHSP teacher-facilitators monthly honoraria between PhP650 and PhP1,000 for teaching overload.

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1.11 Policy Guidelines

Most school respondents (n = 135 or 87.10%) were familiar with the Policy Guidelines on the Implementation of Alternative Delivery Modes or DepEd Order No. 54, 2012 (Table 75), the Granting of Vacation Service Credits to Teachers Implementing Dropout Reduction Program and Open High School Program or DepEd Order No. 19, 2011 (n = 110 or 70.97%), and Guidelines on Mainstreaming the Dropout Reduction Program in Public Secondary Schools or DepEd Order No. 74, 2010 (n = 111 or 71.61%).

Only about half of the respondents were familiar with Offering of the Honors Program in the Open High School or DepEd Order No. 44, 2012 (n = 89 or 57.42%) and the Policy Guidelines on the Utilization of Funds for Alternative Delivery Modes in Formal Basic Education or DepEd Order No. 53, 2011 (n = 88 or 56.77%).

Other policies or guidelines that were known to school respondents were: DepEd Memorandum Order No. 20, 2012 (Guidelines on the Implementation of Reaching the Unreached through ADM Summer Program; DepEd Order No. 35, 2012 (Policies and Guidelines on the Implementation of the Government Assistance to Students and Teachers in Private Education Program Effective School Year 2012-2013); and DepEd Order No. 46, 2006 (Guidelines on the Pilot Implementation of the Open High School Program).

OHSP POLICY NO. (%)DepEd Order No. 54, 2012 (Guidelines on ADM) 135 (87.10%)DepEd Order No. 44, 2012 (Honors Program for OHSP) 89 (57.42%)DepEd Order No. 53, 2011 (ADM Funds) 88 (56.77%)DepEd Order No. 19, 2011 (Vacation Service Credits for OHSP Teachers)

110 (70.97%)

DepEd Order No. 74, 2010 (Mainstreaming of DORP) 111 (71.61%)

TABLE 75. Familiarity with OHSP Policies

1.12 OHSP Staff and Skills

On the average, in each school, there were about nine teacher-facilitators, spending five hours weekly for OHSP (Table 76). Most schools had one non-teaching staff, who worked about three hours per week assisting the OHSP. At least one coordinator was assigned to OHSP in each school, who served in the program for about six hours weekly. Guidance counselors for OHSP students were quite rare (mean = 0.79) in most schools implementing the program. But, where a guidance counselor was designated for OHSP, about four hours were devoted in performing OHSP duties.


STATISTIC TEACHERS NONTEACHING STAFF

OHSPCOORDINATOR

GUIDANCECOUNSELOR

NUM. HRS/WK

NUM. HRS/WK NUM. HRS/WK

NUM. HRS/WK

MEAN 9.45 5.01 0.97 2.83 1.08 5.66 0.79 3.48SD 10.10 6.17 1.63 4.33 0.91 7.48 0.55 5.29MIN 0 0 0 0 0 0 0 0MAX 95 40 11 20 9 40 3 24

TABLE 76. Number and Hours of OHSP Staff

OHSP students rated teacher-facilitators in eight skills, namely, level of support provided, knowledge of subject matter, effective ways of teaching, clarity of instructions given, timeliness of feedback on assignments and tests, skills in mentoring students, monitoring student’s progress, and level of commitment to teaching. Most OHSP student respondents gave a rating of “excellent” to all these skills, except for timeliness of feedback, which was rated “very Satisfactory” (Table 77).

TASK E (%) VS (%) S (%) F (%) NI (%) NO ANS (%)Level of support provided

144 (43.50) 91 (27.49) 65 (19.64) 11 (3.32) 3 (0.91) 17 (5.14)

Knowledge of subject matter

130 (39.27) 108 (32.63) 51 (15.41) 15 (4.53) 7 (2.11) 20 (6.04)

Effective ways of teaching

132 (39.88) 89 (26.89) 63 (19.03) 19 (5.74) 5 (1.51) 23 (6.95)

Clarity of instructions given

111 (33.53) 103 (31.12) 70 (21.15) 15 (4.53) 4 (1.21) 28 (8.46)

Timeliness of feedback on assignments/tests

83 (25.08) 108 (32.63) 81 (24.47) 20 (6.04) 10 (3.02) 29 (8.76)

Skills in mentoring students

123 (37.16) 97 (29.30) 59 (17.82) 21 (6.34) 5 (1.51) 26 (7.85)

Monitoring student’s progress

132 (39.88) 89 (26.89) 56 (16.92) 21 (6.34) 6 (1.81) 27 (8.16)

Level of commitment to teaching

131 (39.58) 83 (25.08) 66 (19.94) 17 (5.14) 7 (2.11) 27 (8.16)

Legend: E = Excellent; VS = Very Satisfactory; S = Satisfactory; F = Fair; NI = Needs Improvement

TABLE 77. OHSP Students’ Ratings of Teacher-Facilitators’ Skills

Descriptive statistics for ratings on these teacher-facilitator skills were computed (Table 78). Student ratings were highest for level of support provided (mean = 4.15), followed by knowledge of the subject matter (mean = 4.09). Ratings for effective ways of teaching and monitoring of students’ progress were rated equally (mean = 4.05). Lowest ratings of students were on timeliness of feedback on assessments and tests (mean = 3.77).

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SKILL MODE MEAN MIN MAX SDLevel of support provided to students 5 4.15 1 5 0.93Knowledge of subject matter taught 5 4.09 1 5 0.99Effectiveness of ways of teaching 5 4.05 1 5 1.01Clarity of instructions given 5 4.00 1 5 0.96Timeliness of feedback on assignments/tests

4 3.77 1 5 1.03

Skills in mentoring students 5 4.02 1 5 1.01Monitoring students’ learning progress

5 4.05 1 5 1.04

Level of commitment/Passion for teaching

5 4.03 1 5 1.04

Rating scale: 1 = Needs Improvement; 2 = Fair; 3 = Satisfactory; 4 = Very Satisfactory; 5 = Excellent

TABLE 78. Summary Statistics on Ratings of Teacher-Facilitators Skills

Teachers were perceived as accommodating, approachable, competent, patient supportive, and “motherly,” acting as “second parents” to OHSP students. They were also described as being sensitive to the difficult situations of OHSP students, sometimes providing financial support for materials, transportation and meals of indigent students, and psycho-social support for those who had suffered from traumatic and crisis experiences. In general, OHSP students and parents were satisfied with the level of commitment of OHSP teachers.

1.13 Implementing Mechanism and Coordinative Linkages

The OHSP program was supervised by a steering committee composed of the school head, OHSP coordinator, guidance counselor, and teacher-facilitators. Student organizations and parent councils were established to assist learners who needed financial help, and raise money for honoraria of OHSP coordinators and teachers. OHSP programs were also supported by local governments, NGOs and international organizations such as the International Organization for Migration (IMYF), the International Labor Organization (ILO), and UNICEF.

• OHSPMaterials

The OHSP implementing material that was most available (Table 79) for most coordinators was the EASE Handbook (n = 112 or 72.26%) and the Operations Manual (n = 107 or 69.03%). Only half of the OSHP-implementing schools had a monitoring guide (n = 80 or 51.61%). Other materials used in the implementation of the OHSP were Basic Education Curriculum (BEC) reference books, EASE modules, teachers’ guides, OHSP modules, instructional materials for regular students, workbook, and books.


MATERIAL YES NO NO RESPONSEOperations Manual 107 (69.03) 48 (30.97) 0 0EASE Handbook 112 (72.26) 43 (27.74) 0 0Monitoring Guide 80 (51.61) 73 (47.10) 1 (0.64)Others 31 (20.00) 121 (78.06) 3 (1.94)

TABLE 79. Availability of Implementing Materials (n = 155 schools)

OHSP principals and coordinators evaluated the implementing materials (operations manual, EASE handbook, monitoring guide, and other materials) along five criteria, namely, quality, completeness, readability, accuracy of information, and relevance to real-world, using a 5-point scale from 1 (needs improvement) to 5 (excellent). Distribution of ratings (Table 80) indicated that both the operations manual and the OHSP were rated “very satisfactory” by most of the respondents along all five criteria. However, it seemed that most schools did not rate the monitoring guide or manual, and any other implementing materials, possibly because they never received these materials.

CRITERIA E (%) VS (%) S (%) F (%) NI (%) NO ANS (%)OPERATIONS MANUALQuality 21 (13.55) 61 (39.35) 29 (18.71) 4 (2.58) 1 (0.64) 39 (25.16)Completeness 14 (9.03) 61 (39.35) 28 (18.06) 11 (7.10) 3 (1.94) 38 (24.52)

Readability 34 (21.94) 54 (34.84) 27 (17.42) 4 (2.58) 0 0 36 (23.22)Accuracy of information 25 (16.13) 57 (36.77) 31 (20.00) 4 (2.58) 1 (0.64) 37 (23.87)

Relevance to real-world 22 (14.19) 59 (38.06) 29 (18.71) 3 (1.94) 4 (2.58) 38 (24.52)EASE HANDBOOKQuality 25 (16.13) 63 (40.64) 29 (18.71) 4 (2.58) 0 0 34 (21.94)Completeness 14 (9.03) 51 (32.90) 36 (23.22) 15 (9.68) 1 (0.64) 38 (24.52)

Readability 30 (19.35) 60 (38.71) 25 (16.13) 3 (1.94) 1 (0.64) 36 (23.22)Accuracy of information 25 (16.13) 62 (40.00) 28 (18.06) 3 (1.94) 1 (0.64) 36 (23.22)Relevance to real-world 25 (16.13) 58 (37.42) 27 (17.42) 5 (3.22) 2 (1.29) 38 (24.52)

MONITORING GUIDE/MANUALQuality 17 (10.97) 44 (28.39) 22 (14.19) 6 (3.87) 2 (1.29) 64 (41.29)Completeness 12 (7.74) 39 (25.16) 28 (18.06) 8 (5.16) 3 (1.94) 65 (41.94)Readability 19 (12.26) 39 (25.16) 24 (15.48) 6 (3.87) 2 (1.29) 65 (41.94)Accuracy of information 14 (9.03) 45 (29.03) 25 (16.13) 4 (2.58) 2 (1.29) 65 (41.94)Relevance to real-world 15 (9.68) 41 (26.45) 25 (16.13) 5 (3.22) 2 (1.29) 67 (43.22)

TABLE 80. Ratings of Implementing Materials (n = 155 schools)

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CRITERIA E (%) VS (%) S (%) F (%) NI (%) NO ANS (%)OTHER MATERIALSQuality 8 (5.16) 18 (11.61) 3 (1.94) 1 (0.64) 0 0 125 (80.64)Completeness 6 (3.87) 18 (11.61) 5 (3.22) 3 (1.94) 0 0 123 (79.35)Readability 7 (4.52) 17 (10.97) 6 (3.87) 1 (0.64) 1 (0.64) 123 (79.35)Accuracy of information 8 (5.16) 16 (10.32) 7 (4.52) 1 (0.64) 1 (0.64) 122 (78.71)Relevance to real-world 7 (4.52) 16 (10.32) 7 (4.52) 1 (0.64) 1 (0.64) 123 (79.35)

Legend: E = Excellent; VS = Very Satisfactory; S = Satisfactory; F = Fair; NI = Needs Improvement

Ratings of the OHSP implementing materials were summarized and descriptive statistics were calculated for each material along the five criteria (Table 81). Most ratings of implementation materials were in the “very satisfactory” level, with respect to all five criteria except for completeness. It seemed that materials were high in quality, readability, accuracy of information, and relevance to real-world, but may need to be improved in terms of their scope.

CRITERIA N MEAN MIN MAX SDOPERATIONS MANUALQuality 116 3.84 1 5 0.79Completeness 117 3.62 1 5 0.91Readability 119 3.99 1 5 0.81Accuracy of information 118 3.86 1 5 0.82Relevance to real-world 117 3.79 1 5 0.90EASE HANDBOOKQuality 121 3.90 2 5 0.76Completeness 117 3.53 1 5 0.90Readability 119 3.97 1 5 0.80Accuracy of information 119 3.90 1 5 0.78Relevance to real-world 117 3.85 1 5 0.87MONITORING GUIDE/MANUALQuality 91 3.75 1 5 0.91Completeness 90 3.54 1 5 0.95Readability 90 3.74 1 5 0.94Accuracy of information 90 3.72 1 5 0.86Relevance to real-world 88 3.70 1 5 0.90

TABLE 81. Ratings of Implementing Materials


CRITERIA N MEAN MIN MAX SDOTHERSQuality 30 4.10 2 5 0.71Completeness 32 3.84 2 5 0.85Readability 32 3.88 1 5 0.91Accuracy of information 33 3.88 1 5 0.93Relevance to real-world 32 3.84 1 5 0.92

Rating scale: 1 = Needs Improvement; 2 = Fair; 3 = Satisfactory; 4 = Very Satisfactory; 5 = Excellent

• MentoringPrograms

Aside from the OHSP, majority of the schools (n = 141 or 90.97%) also had dropout mentoring programs to complement the program (Table 82). This would indicate that many schools were actively engaged in pursuing the EFA goals of ensuring that Filipinos obtain adequate education for developing employable skills.

RESPONSE FREQUENCY PERCENTAGEYES 141 90.97NO 6 3.87NO RESPONSE 8 5.16TOTAL 155 100.00

TABLE 82. Dropout Mentoring Programs Available with OHSP (n = 155 schools)

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Funding was crucial to the operation of the OHSP, and less than ten percent (Table 83) agreed that the provision of OHSP annual budget was sufficient (n = 13 or 3.38%). For this reason, various sources of financial support were explored.

TABLE 83. Is the annual OHSP Budget Sufficient? (n = 155 schools)

RESPONSE FREQUENCY PERCENTAGEYES 13 8.39NO 95 61.29NO RESPONSE 47 30.32TOTAL 155 100.00

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For half of the schools (n = 78 or 50.32%), OHSP expenses were drawn from the MOOE funds. PTAs (n = 35 or 22.58%) and local government units (n = 31 or 20.00%) also made financial contributions to the OHSP in about one-fifth of schools in the survey (Table 84). Donations or endowments were also given to OHSP schools (n = 29 or 18.71%). A few schools (n = 28 or 18.06%) generated their own funds for the OHSP operations. Funds were also provided through the DepEd ADM funds (n = 21 or 13.55%), the national government (n = 10 or 6.45%), and fees collected from students (n = 15 or 9.68%). Other benefactors of the OHSP school were NGOs (n = 5 or 3.22%), private sector (n = 4 or 2.58%), and aid agencies (n = 2 or 1.29%). One school (0.64%) took a loan to support the OHSP.

SOURCE NUMBER PERCENTAGE RANKMOOE 78 50.32 1National government 10 6.45 8DepEd ADM funds 21 13.55 6Self-financing 28 18.06 5Local Government Unit (LGU) 31 20.00 3OHSP Student fees 15 9.68 7Donation/endowment 29 18.71 4Loans 1 0.64 12Aid Agencies 2 1.29 11Private Sector 4 2.58 10NGOs 5 3.22 9PTAs 35 22.58 2

TABLE 84. Sources of Funds (n = 155 schools)

School respondents were asked what would be a sufficient annual budget per student, and responses varied from as little as PhP200 for modules alone, to as much as PhP20,000, to include all school-related expenses such as transportation and projects.


• OHSPPartners/Stakeholders

The DepEd Division Office was the most supportive partner (n = 133, or 85.81%) of OHS (Table 85). About two-thirds of the OHS surveyed were assisted by PTAs (n = 91 or 62.58%) and by the local government (n = 74 or 47.74%). Educational institutions such as TESDA (n = 16 or 10.32%) and CHED (n = 5 or 3.22%) also provided help. Other OHSP partners were NGOs, aid agencies, the private sector, alumni, and concerned members of the public sector.

AGENCY NUMBER PERCENTAGEDepEd 133 85.81CHED 5 3.22TESDA 16 10.32Parent-Teachers Association

97 62.58

Local Government 74 47.74NGOs 25 16.13Aid Agencies 5 3.22Private Sector 14 9.03Others (alumni, concerned citizens)

14 9.03

TABLE 85. Assistance from Partner Agencies (n = 155 schools)

1.14 Monitoring and Evaluation

School respondents were asked who they thought was responsible for monitoring and evaluating the OHSP (Table 86). Most respondents indicated that both the school principal (n = 124 or 80.00%) and OHSP coordinator (n = 123 or 79.35%) were to be responsible for overseeing the program. The school principals and OHSP coordinators were expected to monitor the program as frequently as everyday, weekly, once a month, or, occasionally “as needed” or “every now and then”.

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About three-fifths of them thought that the DepEd Division should also supervise the program. Fewer still held the DepEd Regional Office (n = 667 or 43.22%) and the DepEd Bureau of Secondary Education (n = 34 or 21.94%) accountable for the OHSP. The frequency of monitoring by these offices was expected to be less frequent and less regular, “as requested” or “as needed”. Other school personnel (n = 5 or 3.22%) expected to conduct monitoring and evaluation were guidance counselors and school coordinators for DORP.

Information about actual monitoring performed was also reported by respondents. Different key persons conducted monitoring at different frequencies (Table 87). On the average, OHSP coordinators evaluated the program once a month; principals, once every quarter; the Division Office, about twice a year; the BSE, approximately once a year; and the DepEd Regional Office only when requested.

PERSON CONDUCTING MIN MAX MEAN SDOHSP Coordinator 1 5 4.64 0.82School Principal 1 5 4.38 1.07DepEd Division Office 1 5 3.10 1.30Others 1 5 3.00 2.83DepEd-Bureau of Secondary Education 1 5 2.39 1.44DepEd Regional Office 1 5 2.36 1.19

Legend: 5 = Once a month; 4 = Once a Quarter; 3 = Twice a Year; 2 = Once a Year; 1 = As requested

TABLE 87. Monitoring Conducted: Persons and Frequency (n = 155 schools)

Tools used for monitoring the program (Table 88) included learner’s progress reports (n = 150 or 96.77%) and testimonials (n = 115 or 74.19%).

RESPONSE FREQUENCY PERCENTAGESchool Principal 124 80.00OHSP Coordinator 123 79.35DepEd Bur of Sec Educ 34 21.94DepEd Division Office 101 65.16DepEd Regional Office 67 43.22Others 5 3.22

TABLE 86. Persons Responsible for Monitoring and Evaluating the OHSP (n = 155 schools)


TABLE 88. Monitoring of OHSP (n = 155 schools)

RESPONSE FREQUENCY PERCENTAGEUse of Learner’s Progress Reports 150 96.77Use of Testimonials 115 74.19Other monitoring tools• Anecdotaljournals,narrativereports• Homevisits• Interviews,oralreports• Personalconsultationdialogueswith

learners, monthly meetings• Surveys• Teacher-facilitatorreport• Undocumentedreportsfromemployers

111

221

0.640.640.64

1.291.290.64

Own tracking system for graduates 27 17.42Conduct own evaluation 131 84.52Use of Evaluation Results:• IntegratedinSIP/AIP• AWPforOHSP

5714

36.779.03

Submit report to DepEd Division Office• IntegratedinSchoolReport• SeparateReport

1163482

74.8421.9452.90

Frequency of Report to DepEd• Onceamonth• Everyquarter• Twiceayear• Onceayear• Asrequired

1530

82337

9.6819.35

5.1614.8423.87

Other monitoring tools used were anecdotal journals and similar narrative reports, home visits, interviews or oral reports, personal consultation dialogues with learners, monthly meetings, surveys, teacher-facilitator reports, and undocumented reports from employers. Only a few (n = 27 or 17.42%) had their own systematic tracking system for graduates. The reasons given by most school respondents were that they had just started implementing the OHSP, and that they either had not yet developed the tracking system or were in the process of formulating it (Annex K). Most schools surveyed (n = 84.52%) conducted their own evaluation. A few schools did not engage in evaluation because they had just implemented the OHSP, did not have an evaluation instrument, or if they did have, were not trained to use it (Annex L). One school (0124) admitted that “the school faculty did not conduct evaluation because of frustration (when) 9 out of 10 OHSP/ADM students dropped in the middle of the year”.

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Among the schools that performed evaluation, about one-third integrated OHSP evaluation results in School Improvement Plans (SIPs) or Annual Improvement Plans (AIPs), while about a tenth included them in the Annual Work Plans (AWPs) for OHSP. Evaluation results were also used for giving teaching assignments, and for requesting financial support from LGUs and NGOs (Annex M).

Most schools (n = 116 or 74.84%) also submitted reports to the DepEd. About half turned in separate reports (n = 82 or 52.90%) and about one-fifth integrated the OHSP report in the School Report (n = 34 or 21.94%). Approximately one-fourth of the schools that submitted reports sent in quarterly reports (n = 30 or 19.35%), while others transmitted reports only as required (n = 37 or 23.87%). Some of them gave reports once a year (n = 23 or 14.84%), and fewer still, twice a year (n = 8 or 5.16%), at the beginning (enrollment) and at the end of the school year (year-end). Only about ten percent provided monthly reports (n = 15 or 9.68%).

OHSP students were also monitored by teacher-facilitators and guidance counselors. Those who failed to come to weekly meetings were contacted through cellphones or visited at home. Social networks such as Facebook were also used by teachers to monitor student progress and to solicit support from OHSP alumni in places such as ARMM. Record systems for tracking the lending and retrieval of modules were developed by OHSP coordinators and teachers. Success of OHSP was examined by reviewing enrolment data; in Bacolod National High School, students who were not in the regular high school program were enrolled in the OHSP. OHSP students’ NAT scores were reported in the regional DepEd website as in the case of Parang National High School. Publications such as the OHSP Quarterly Report of Mabini National High School provide information about the program.


OBJECTIVE 2: Identify the Strengths and Weaknesses of OHSP

2.1 OHSP Best Attributes

One of the most laudable components of the OHSP (Table 89) was the teaching-learning process as pointed by more than half of the school respondents (n = 88 or 56.77%). The school leadership (n = 75 or 48.39%) as well as the instructional materials (n = 73 or 47.10%) were also considered commendable. Only one-third (n = 53 or 34.19%) approved the learning environment and facilities.

OHSP COMPONENT NO. (%)Teaching-Learning Process 88 (56.77)School Leadership 75 (48.39)Instructional Materials 73 (47.10)Learning Environment & Facilities 53 (34.19)

TABLE 89. Best Attribute of OHSP (n = 155 schools)

The other aspects of OHSP that were considered creditable (Table 90) were the involvement and support of local government units, as mentioned by 18 percent of the school respondents. About 2 percent of the respondents also cited OHSP advocacy, teacher, volunteerism, cooperation, NGO support in terms of finances, and moral support of PTAs and the community. At least one school respondent added that OHSP gave opportunity to overaged students, that OHSP had small class size, that OHSP PTA was strong, and that the program helped students qualify for jobs abroad.

OTHER ATTRIBUTES NUMBER %LGU and community support and involvement for advocacy, finances, skills training, materials reproduction

28 18.06

Advocacy 3 1.94

Teacher volunteerism 3 1.94Cooperation 2 1.29NGO support (i.e., finances) 2 1.29Moral support from the teachers, PTA, and community 2 1.29Opportunity to over-aged students 1 0.64Small class size 1 0.64Strong PTA 1 0.64Jobs abroad 1 0.64

TABLE 90. Other Best Aspects of OHSP (n = 155 schools)

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2.2 OHSP Contributions

Notwithstanding the challenges, the OHSP was an effective program for three of the major concerns in secondary education (Table 91). First, it alleviated overcrowding in classrooms in more than half of the schools (n = 100 or 64.52%). Second, it provided access to secondary education in almost all of the schools (n = 140 or 90.32%). Finally, it helped reduce dropout rates in ninety percent of the schools (n = 140 or 90.32%).

CONTRIBUTION YES (%) NO (%) NO RESPONSE (%)Decongestion of classrooms

100 (64.52) 34 (21.94) 21 (13.55)

Access to Secondary Education

140 (90.32) 2 (1.29) 13 (8.39%)

Reduction of Dropout Rate

140 (90.32) 5 (3.22) 10 (6.45%)

TABLE 91. Contributions of the OHSP (n = 155 schools)

Schools reported having a better learning environment after implementing the OHSP because some students (e.g., those who were overaged, were pregnant, or were employed) opted to enroll in the program thereby minimizing the number of students in regular classrooms. The reduction in class size resulted in better interaction between students and teachers (Annex N). One respondent (0025) attested, “Overaged, working students pulled out from the classroom thus decongesting population.”

Another (0131) reported, “It lessened the 1:50 ratio of the (teacher-students) of regular class, the learning environment in (school) is improving due to the implementation of OHSP.”

Access to secondary schools was increased when OHSP was implemented (Annex O). “Students who were unable to attend class regularly because of several reasons (working/teenage pregnancy) were given a chance to continue their schooling and were able to graduate,” shared one respondent (0052). Moreover, “(students) who stopped schooling due to various problems …have access to secondary education” (0020).

Dropout rates were reduced due to the implementation of the OHSP (Annex P). One respondent (0111) accounted, “Students who are decided to dropout are encouraged to enroll in the Open High School Program and many of them opt to be in the program instead of really dropping out.” Another (0026) put it this way, “The program served as a ‘catcher’ of those students at-risk of dropping out.”

The narration of a third respondent (0120) was “We have students who cannot continue their study because of financial problem or any other circumstances. But before they


drop out we conferred and offered them this alternative mode of delivery, the OHSP. Hence, the students agreed to continue their schooling using this mode of delivery.”

2.3 Success Stories

Indicators of successful implementation of the OHSP according to school personnel who participated in the FGDs were increase in enrolment, number of OHSP graduates, reduction of dropout rate, and post-graduation advancement of those who completed secondary education through OHSP

1) Increased Enrollment. Nine (52.94%) out of 17 schools in Phase 2 of the study reported increased enrollments in a span of ten years (Table 92). The increase in enrolment was as low as 27.50 percent (Manicahan National High School) to as high as 97.64 percent (Don Pablo Lorenzo National High School). On the average, these nine schools increased by 70.09 percent.

NAME OF SCHOOL

INITIAL NUMBER OF OHSP

STUDENTS

NUMBER OF OHSP

STUDENTS (SY 2012-2013)

PERCENTAGE CHANGE (%)

1. Don Pablo Lorenzo National High School (NHS)

20 849 97.64

2. Bacolod City NHS 13 170 92.353. Camarines Norte NHS 7 83 91.574. Javier NHS 12 58 79.315. Babag NHS 57 267 78.656. Odiongan NHS 32 84 61.907. Jose Panganiban NHS 129 242 53.528. Makati High School 176 341 48.399. Manicahan NHS 58 80 27.50

TABLE 92. OHSP-Implementing Schools with Increased Enrollment

2) Increasing Number of OHSP Graduates. The number of OHSP graduates had been growing in 16 (94.12%) of the 17 schools in Phase 2. Most noteworthy were Makati High School, Sangley Point National High School, Babag National High School, and Manicahan National High School which reported 90 to 100 percent graduation rates.

3) Decreased Dropout Rates. Eleven schools (64.70%) in Phase 2 observed decreasing dropout rates as a result of OHSP implementation. Three of these schools, Babag National High School, Mabini Integrated School, and Ferrol National High School, had attained zero (0) dropout rates.

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4) Advancement of OHSP Graduates. Seven (41.18%) of the 17 schools visited in Phase 2 announced that their OHSP graduates had proceeded to college after attending the program. These schools included Makati High School, Babag National High School, Jose Panganiban National High School, Camarines Norte National High School, Amir Bara Lidasan National High School, Bangao National High School, and Sinipsip National High School. Some OHSP graduates had also been employed locally and internationally, as in the case of those from Makati High School, Babag National High School, Jose Panganiban National High School, Amir Bara Lidasan National High School, Bangao National High School, Sinipsip National High School, and Ferrol National High School.

2.4 Innovative/Best Practices

OHSP-implementing schools introduced a number of procedures that helped them implement the OHSP effectively. In Makati High School, individualized plans for the OHSP students were emphasized. Bacolod City National High School had provided the OHSP online OHSP for 22 Grade 7 and 51 Second Year students.

Livelihood support for OHSP students and their parents was provided in Kabasalan National High School through the Public Employment Service Office (PESO) program. Bangao National High School developed its own OHSP workbooks and its PTA-funded honoraria for the OHSP coordinator (PhP7,000-8,000 monthly). Similarly, modules in English and math were also written by teacher-facilitators in Ferrol National High School.

Seventeen schools visited in Phase 2 described some of the things that helped them successfully implement the OHSP (Table 93). More than half of the participating schools acknowledged that the use of EASE modules (n = 11 or 64.70%), the supportive and competent teacher-facilitators (n = 10 or 58.82%), and capacity building for OHSP teacher-facilitators (n = 9 or 52.94%) had been instrumental in successful OHSP implementation. Other aspects of the OHSP that led to effective OHSP were the use of various teaching learning strategies, engagement of parents and guardians in the OHSP learners’ schooling, clear understanding of OHSP guidelines and curriculum, and support from LGUs.

BEST PRACTICE NO. OF SCHOOLS PERCENTAGE1. Use of EASE Modules 11 64.702. Supportive and competent OHSP

Teacher-facilitators10 58.82

3. Training of OHSP Teachers 9 52.94

TABLE 93. Best Practices of selected OHSP-implementing Schools (n = 17 schools)


4. Use of various learning techniques/strategies

4 23.52

5. Support of Parents and Guardians 4 23.526. Clear understanding of OHSP

Guidelines & Curriculum4 23.52

7. Support from LGUs 4 23.52

Teacher-facilitators in Sangley Point National High School utilized guided, individualized, and media-assisted teaching techniques depending on whether the OHSP learner was a “guided” learner or an independent learner. A remedial program called “Word to Teach the Word” and a peer-learning program named “Reach for the Stars” were incorporated in the OHSP instructional methods of Kabasalan National High School. Individualized, flexible learning techniques were applied in Parang National High School. OHSP learners in Kabasalan National High School and Odiongan National High School who had to travel long distances to attend weekly meetings were assisted by so-called “Bahay Sagip” or “Sagip Buhay” program which provided temporary lodging for them within the school premises.

2.5 Areas of Challenges and Weaknesses

School respondents were asked to summarize their experiences by identifying the challenging aspect of OHSP implementation (Annex Q). The main challenges for school implementors were the students themselves, their ability to engage in independent learning, attitude toward school, and motivation to meet school requirements (Table 94). Funding and materials were two other areas of difficulty for OHSP staff. Other aspects that OHSP personnel had to confront were: promoting the program in their communities; modifying many aspects of the instructional process such teaching style, grading, and promotion of students; need for training; the allocation of space for OHSP use; the schedule of weekly meetings; and involvement of parents.

OHSP COMPONENT NO. (%) RANKStudents characteristics 67 (43.22) 1Financial support 17 (10.97) 2Modules 14 (9.03) 3Advocacy 5 (3.22) 5Teaching 5 (3.22) 5Capacity building 5 (3.22) 5Facilities 4 (2.58) 7.5Schedule 4 (2.58) 7.5Parental support 3 (1.94) 9

TABLE 94. Challenging Aspects of OHSP Implementation (n = 155 schools)

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A critical evaluation of any program includes an examination of its weaknesses and limitations. The study identified difficulties encountered by both implementors and students. School respondents were asked to identify aspects of the OHSP that impede its successful implementation (Table 95).

Practically all aspects were named as a weak area, but about half of the respondents identified that first among the weak components was learning materials (n = 96 or 61.94%), followed by level of financial support (n = 89 or 57.42), and capacity building (n = 77 or 49.68%). About one-fifth pointed out to administrative issues such as advocacy and promotion (n = 34 or 21.94%), monitoring and evaluation (n = 32 or 20.64%), delivery system (n = 31 or 20.00%), registration system (n = 26 or 16.77%), and awards and recognition (n = 25 or 16.13%).

OHSP COMPONENT NO. (%) RANKLearning materials 96 (61.94) 1Level of financial support 89 (57.42) 2Capacity building 77 (49.68) 3Level of parental awareness/support 60 (38.71) 4Mentoring of learners 51 (32.90) 5Orientation 49 (31.61) 6Student assessment tool 48 (30.97) 7Level of student motivation 45 (29.03) 8Counseling of learners 43 (27.74) 9Access barriers 42 (27.10) 10Student monitoring 35 (22.58) 11Advocacy and promotion 34 (21.94) 12Monitoring and evaluation 32 (20.64) 13Delivery system 31 (20.00) 14Registration system 26 (16.77) 15Awards and recognition 25 (16.13) 16Others 9 (5.81) 17

TABLE 95. Factors that Inhibit Efficient OHSP Implementation (n = 155 schools)

Some of the comments provided by school respondents about the student assessment tool used in OHSP described its characteristics as well as its administration (Annex R). The ILRT did not “actually assess independent learning,” it was not a “standard student assessment tool,” and there was a “lack of teachers to handle the assessment.” The Registration System was also beset with problems such as the lack of systematic procedures, “difficulty in filling out the enrolment form,” and delay in submission of documents.


Administrators, OHSP coordinators, and teachers expressed their lack of familiarity about recent guidelines on OHSP implementation. This was attributed to their lack of orientation and training on the roles of teacher-facilitators, the purposes of weekly meetings, the use of modules and other learning materials, and related activities such as home visitations. Participation of both students and parents in the orientation was not as extensive as expected (Annex S). This aspect of the OHSP was weakened because some implementors did not receive any enrichment/refresher course on the program.

Most OHSP teachers had regular teaching loads and their OHSP assignment was considered additional responsibility as in Makati High School. Teachers participating in the FGDs averred that they worked extra hours on weekdays for the OHSP students. Some used their weekends for home visitations. Teachers felt they were overloaded with school work, and at the end of the day or week, when meeting with OHSP learners, they had little time and energy to enable them to attend to the needs of the learners. Teachers had difficulty managing long hours especially allocated to consultation with OHSP students. For this reason, a few teachers were unable to meet OHSP students during weekly meetings as scheduled (Annex T).

Students in FGDs also commented that when an OHSP teacher was absent for weekly sessions, there was no substitute teacher to meet them. Many schools also did not have a full-time guidance counselor who would provide the psycho-social assistance to OHSP learners. In many schools like Mabini Integrated School, a teacher was designated to fulfill the function of guidance counselor. OHSP teachers were also not properly compensated for the time they devoted to OHSP duties. Even after a memorandum for converting OHSP hours to vacation service credits has been issued, OHSP teachers in some schools were not given such privilege.

Teachers and students also reported the lack of modules in English and most modules for Grades 8 to 10 (Mabini Integrated School). Only about 60 percent of the OHSP respondents said they received the modules upon enrollment (Table 96). Others noted that many modules contained lessons that were not consistent with the new curriculum. This is not surprising because the modules used were developed for the EASE program which was based on the old curriculum. One school (Amir Bara Lidasan National High School) found the modules difficult to use because they presented summaries of lessons. In some schools, materials could be downloaded from the internet. However, downloading also cost time and money which often were scarce in implementing schools.

RESPONSE NO. OF STUDENTS

(%)

Yes 195 (58.91)No 116 (35.04)No answer 20 (6.04)TOTAL 331

TABLE 96. Received Modules upon enrollment

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Insufficient funding support for OHSP was another major difficulty faced by implementing schools, particularly during the first years of the program. Most affected were mountain schools where access to the internet was only possible in major towns. Funds were needed mainly for reproducing modules and testing materials. Most schools relied on the private sector for support. In recent years, funds allotted for Alternative Delivery Mode (ADM) were made available for use of OHSP schools.

There were also shortcomings in OHSP facilities and equipment. OHSP weekly meetings were held in any available place, such as the library, guidance office, theater or any open space, which may or may not have a roof. Some classrooms were held in whatever limited learning resources and facilities. In many schools, poor ventilation in meeting rooms added to the difficulty of learning. Lack of multimedia facility for blended learning was one obstacle faced by OHSP schools that wanted to maximize the use of technology in monitoring learners.

OSHP coordinators also expressed their concern about the lack of planning and projection of subjects for Grades 11 and 12.

Difficulties faced by OHSP learners surfaced during the FGDs. Many of them were already saddled with financial problems that paying for photocopies of modules and other learning materials, transportation fare to and from school, and internet use for downloading modules became added burden. Working with modules was also another hurdle that learners had to overcome. For some OHSP learners who did not have the capability to learn the material on their own, modular instruction was arduous. They needed more time to answer workbooks and/or modules and found weekly meetings insufficient for consultation with teachers.

Other difficulties ensued from these problems (Table 97). For example, lack of financial resources caused difficulties in submitting assignments and projects, in taking examinations and even in merely going to school. Some difficulties were related to understanding lessons particularly in math, science, and English. Written in English, the learning materials were found difficult to comprehend by some OHSP learners due to the language barrier. Some difficulties were encountered with regard to instruction, mostly in terms of amount of time for discussing and clarifying lessons.

Completing assignments and worksheets was particularly difficult for working students who could not manage their need to earn money for themselves and their families and their desire to finish secondary education. For other OHSP students, the independent learning approach posed difficulty because they had little or no assistance nor resources at home, and relied only on the weekly meetings which often were not sufficient to cover what they could not understand simply by working on their own.


TYPES OF DIFFICULTIES

EXAMPLES OF STUDENT RESPONSES

1. Difficulties due to insufficient or lack of financial resources

Difficulty in making assignments, especially modules, because computer shops are not easily accessible; no money to pay for internet fees; cannot afford to buy PC; no money to buy materials for projects; no money to photocopy modules or worksheets; cannot go to school to take exams because no money to spend in going to school.

2. Difficulties related to academic subjects

Difficulty in understanding and solving math problems; difficulty in conducting experiments in science; difficulty in using correct grammar and understanding parts of a sentence (e.g., verb, adverb, etc) and some words in English subject; difficulty in TLE topics (e.g., drafting, automotive).

3. Difficulties related to learning materials used

Difficulty in understanding and answering modules and worksheets because instructions and questions are not clear; modules have so many pages and subjects; difficulty in taking tests/exams due to language barrier (i.e., written in English).

4. Difficulties related to teachers and methods of teaching

Teacher is strict; some teachers do not attend their classes and do not discuss the lessons; difficulty in understanding math problems because there are some topics that are not covered within the one-hour allocated time for teaching; there are delays in teaching some of the topics; difficulty in periodical exams because some items were not discussed.

5. Difficulties due to other competing priorities

Working student; no time to complete projects because of chores at home; no time to join extra-curricular activities; home study has been difficult because of other duties at home (e.g., need to help parents at work).

6. Difficulties due to structure/approach of OHSP

Home study has been difficult because we sometimes forget the lessons; learner assessment has been difficult because not all topics are covered; difficult to understand some of the quizzes and assignments; difficult to complete projects and assignments because we only go to school once a week; difficult to learn all subjects, unlike in regular classes, since we only attend class once a week; difficult in answering some modules because of lack of mentors at home; home study has been difficult due to insufficient reference materials at home.

7. No difficulties About 60 students said that they don’t find anything difficult in OHSP because their teachers are good; their classmates are fun to be with; the assignments are just right; and they’re excited.

TABLE 97. Other Difficulties

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Other areas of weakness in the OHSP were the inadequate or lack of proper orientation for students and parents about the extension of secondary education to include Grades 11 and 12 under the new K to 12 curriculum. Students and their parents thought that the additional two years of secondary education would delay completion of the program. Some OHSP implementors, particularly those who lived in remote places and in small islands, felt that the program lacked flexibility in its guidelines.

On top of these, treatment of OHSP students by their peers in some schools was sometimes tainted with discrimination. OHSP students were considered inferior compared to those in the regular high school program. Consequently, some OHSP learners displayed low self-esteem and lacked interest and motivation in their schoolwork.

Some of the access barriers (Annex U) that stood in the way of OHSP learners’ successful participation in the program included geographical distance of home or work areas from school, which made attendance at weekly meetings difficult. For working students, time and financial constraints were also deterrents in gaining the benefits of the OHSP. Some give priority to their work at the expense of their schooling. Many other person-related and family-related problems distracted OHSP learners from making the most of the program.

Parental support for some OHSP learners was also either minimal or non-existent (Annex V). Some parents were not favorable to take home activities of OHSP learners, possibly because they limited their children’s time and energy to help them with household work or family responsibilities. The old-fashioned cultural belief that “girls should stay at home” was blamed by FGD participants in Muslim Mindanao for low participation in OHSP; education of their female children was a low priority for parents in this region. Some parents, forced by their low means, had expected their children to work in order to augment family income. Other parents obliged their children to help in domestic responsibilities such as caring for younger siblings or older parents. Parental representation, i.e., PTA, for OHSP learners was not a common feature in participating schools.

The most serious weakness of the OHSP was the lack of a monitoring and evaluation system for continued improvement. First and foremost, there was no uniform set of tools for monitoring and evaluation (Annex W). Then, monthly monitoring and evaluation were “not fully implemented.” When OHSP data were not collected, they were not considered separate and significant part of the DepEd database. For the past five years covered by this study, monitoring had been conducted mostly on a school-level, and at best at the division level. This would explain why implementation was quite varied and lacking in consistency from school to school. More importantly, a systematic method of tracking OHSP graduates had not been formally instituted. Success stories had not been methodically documented.


Policies that needed improvement or adjustment were those pertaining to screening and admission, grading, evaluation, promotion, teacher compensation, and use of ADM funds (Annex X). More specifically, the guidelines on the required level of mental ability for acceptance into the program should be adjusted to the characteristics of the learners. Procedures in filling out report forms (Forms 1, 137, 138 and 18), in applying assessment tools, and in using these tools for promoting students to the next school level needed clarification. There was also confusion with regard to policies on honoraria and service credits for OHSP teacher-facilitators as well as availability of ADM for OHSP use. Application of these guidelines and policies varied depending on the interpretation of the implementors.

OBJECTIVE 3: Compare the Performance of OHSP and Regular HS Students

Cohort samples of OHSP and regular high school students were selected from NCR, Luzon, Visayas, and Mindanao. The school with the highest OHSP enrollment was identified from each of the four geographical areas (Annex E). In each school, fifty (n = 50) OHSP students were randomly chosen each from the roster of four high school levels. Comparison groups of the same size were also selected randomly from the regular high school student population.

Records of final grades in five subjects (mathematics, science, English, Filipino, and araling panlipunan) for First to Fourth Year students enrolled in SY 2012-2013 were obtained from OHSP coordinators in each school. In all four schools (NCR and Luzon), photocopies of school records of the sampling pool were personally obtained by researchers from the OHSP coordinator. Grades of students randomly selected from the sampling pool were encoded in a master file for all five subjects. Data were organized by subject, by year level, and by school. Final grades in school subjects were reported in terms of percentage for most of the students, from first to fourth year levels. The t-test for independent means was used in comparing OHSP and regular HS students. However, in two schools (NCR and Luzon), grades for the First Year students were reported as levels of proficiency, such as “B” for Beginning, “AP” for Approaching Proficiency, “P” for Proficient, and “A” for Advanced (Annex F). Unlike percentage grades, these data are qualitative descriptions of performance arranged from lowest to highest. Therefore, the statistical procedure called Mann-Whitney U test was applied. The Mann-Whitney U test is the equivalent of the independent t-test when data are in rank order rather than actual numerical values like percentage scores (Annex G). Thus, data for First Year students of the NCR and Luzon schools were analyzed using the Mann-Whitney U test. Separate analyses were performed for each of the five subjects, by school (4) and by year level (4), yielding eighty (80) comparisons.

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Descriptive statistics such as mean and standard deviation were computed for each subject by year and by school. Mean performance in the five subjects were computed by school or location.

First Year Students. In the NCR, First Year OHSP and regular high school students had the same proficiency levels in Filipino and in English (Figure 11). In math, regular students did better than OHSP students, while in science and araling panlipunan, the OHSP students showed higher proficiency levels.

FIGURE 11. Proficiency Levels of First Year Students in NCR in 5 Subjects

4

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Filipino English Math Science Aral. Pan.

OHS

Regular HS

OHSP and regular high school students from the school representing Luzon had the same levels of proficiency in English and in science (Figure 12). Regular high school students did better in Filipino and in science, while OHSP students had higher grades in araling panlipunan.

FIGURE 12. Proficiency Levels of First Year Students in Luzon in 5 Subjects

OHS

Regular HS

4

3

2

1

Legend:

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In the schools selected to represent the Visayas and Mindanao, grades for First Year were reported in terms of percentages. Regular high school students in the school representing the Visayas still did better than OHSP students, but the differences were minimal, most especially in mathematics (Figure 13).

FIGURE 13. Performance Levels of First Year Students in Visayas in 5 Subjects

In the school representing Mindanao, differences between OHSP and regular high school students were also minimal, and in two subjects, Filipino and science, the OHSP students did slightly better than their regular high school counterparts (Figure 14).

FIGURE 14. Performance Levels of First Year Students in Mindanao in 5 Subjects

Second Year Students. In general, Second Year students enrolled in the regular high school program of the NCR schools did better than their counterparts in the OHSP in all five subjects (Figure 15). The differences were highest in Filipino and in English, and lowest in science and araling panlipunan. However, the differences were quite small and, in the case of the latter two subjects, negligible.

OHS

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FIGURE 15. Performance Levels of Second Year Students in NCR in 5 Subjects

For the Luzon school, Second Year students in the regular high school program outperformed the OHSP students in four subjects, Filipino, English, math, and araling panlipunan (Figure 16). In science, however, the OHSP students slightly did better than the regular high school students.

FIGURE 16. Performance Levels of Second Year Students in Luzon in 5 Subjects

The direction of the differences in performance between regular high school and OHSP students in the school representing Visayas was in accordance with the expectation: regular high school students had higher achievement than those in the OHSP (Figure 17).

OHS

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As for the Mindanao school, differences between OHSP and regular high school students were most evident in Filipino, araling panlipunan, science, and English (Figure 18). In math, the two groups did equally well.

FIGURE 17. Performance Levels of Second Year students in Visayas in 5 Subjects

FIGURE 18. Performance Levels of Second Year Students in Mindanao in 5 Subjects

Third Year Students. In NCR, the performance of Third Year students in the regular high school program and those in OHSP in all five subjects did not differ much, indicating that the OHS students were doing just as well as the regular high school students in all five subjects (Figure 19).

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In the Luzon school, Third Year OHSP students attained about the same level of performance as regular high school students in four subjects, English, araling panlipunan, math, and Filipino (Figure 20). In science, they did even better.

OHSP and regular high school students in the school representing Visayas did not differ much in terms of school performance (Figure 21). In Filipino and araling panlipunan, regular high school students, on the average, had higher achievement, while in math and science, the OHSP students performed better. In English, the two groups were at about the same level.

FIGURE 19. Performance Levels of Third Year Students in NCR in 5 Subjects

FIGURE 20. Performance Levels of Third Year Students in Luzon in 5 Subjects

OHS

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Third Year students in the regular high school in Mindanao showed higher achievement than students in the OHSP school in all five subjects, the greatest difference being in Filipino, English, and math (Figure 22).

FIGURE 21. Performance Levels of Third Year Students in Visayas in 5 Subjects

FIGURE 22. Performance Levels of Third Year Students in Mindanao in 5 Subjects

Fourth Year Students. The performance of Fourth Year OHSP students in the NCR was not very far from that of the regular high school students in four subjects, araling panlipunan, science, English, and Filipino (Figure 23). In math, the regular HS students did better than the OHS students.

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Fourth Year students in the OHSP school in Luzon were a few percentage points lower than students from the regular high school in four subjects, Filipino, English, science, and math (Figure 24). In araling panlipunan, they attained the same level of performance.

FIGURE 23. Performance Levels of Fourth Year Students in NCR in 5 Subjects

As for the school in the Visayas, the performance of Fourth Year OHSP students in all five subjects was not inferior to that of their counterparts in the regular high school. Students in OHSP and in the regular high school in the school representing Visayas showed about the same level of school performance (Figure 25).

FIGURE 24. Performance Levels of Fourth Year Students in Luzon in 5 Subjects

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Regular HS

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In the Mindanao school, the achievement levels of Fourth Year students in the regular high school were slightly superior to those of the students in the OHSP (Figure 26).

Means of OHSs and regular high schools from the four geographical areas in the sample were aggregated for each level by subject. Across all four year levels, the performance of OHSP students was very close to that of the regular high school students in all five subjects (Figures 27 to 31).

FIGURE 25. Performance Levels of Fourth Year Students in Visayas in 5 Subjects

FIGURE 26. Performance Levels of Fourth Year Students in Mindanao in 5 Subjects

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FIGURE 27. Comparison in Math Performance

FIGURE 28. Comparison in Science Performance

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YR 1 YR 2 YR 3 YR 4

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YR 1 YR 2 YR 3 YR 4


FIGURE 29. Comparison in English Performance

FIGURE 30. Comparison in Filipino Performance

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FIGURE 31. Comparison in Araling Panlipunan Performance

For detailed analysis of the data, 80 independent t-tests were computed, 16 (four schools by four year levels) for each of the five subjects. In mathematics and science, there were no statistical differences between OHSP and regular high school students in 12 comparisons (Table 98).

SITE OHS REGULAR DIFFERENCE t/MW U p FINDINGMATHEMATICS

FIRST YEARVISAYAS 76.33 77.00 -0.67 1.50 0.14 NS**

SECOND YEARNCR 78.48 80.00 -1.52 1.94 0.06 NSLUZON 81.30 82.34 -1.04 1.52 0.13 NSMINDANAO 82.04 82.26 -0.22 0.28 0.78 NS

THIRD YEARLUZON 80.92 80.90 0.02 0.03 0.98 NS

FOURTH YEARVISAYAS 78.44 78.38 0.60 0.16 0.87 NS

SCIENCEFIRST YEARLUZON 54.80 47.13 1043.00* 0.16 NS

SECOND YEARNCR 80.50 81.20 -0.70 0.89 0.37 NS

THIRD YEARVISAYAS 78.22 78.84 -0.62 1.18 0.24 NSMINDANAO 82.14 83.20 -1.42 1.63 0.11 NS

TABLE 98. Geographical Areas and Year Levels where OHSP and Regular High School Students were at par in Math and Science

OHS

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90

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50

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YR 1 YR 2 YR 3 YR 4


SITE OHS REGULAR DIFFERENCE t/MW U p FINDINGSCIENCE

FOURTH YEARNCR 82.56 83.08 -0.52 0.47 0.64 NSVISAYAS 79.20 79.68 -0.48 0.93 0.35 NS

* Mann-Whitney U test result; ** NS – Not Significant

In English and in Filipino, five comparisons in each were not significant (Table 99). In araling panlipunan, a little more than half of the comparisons showed no difference between OHSP and regular high school. All in all, there were 31 (38.75%) comparisons that indicated that the OHSP students did not differ from the regular high school students.

SITE OHS REGULAR DIFFERENCE t/MW U p FINDINGENGLISH

FIRST YEARNCR 48.54 52.46 1152.00* 0.45 NS**LUZON 50.25 50.70 1221.00* 0.94 NSTHIRD YEARLUZON 81.60 80.28 1.32 1.50 0.14 NSVISAYAS 80.04 80.24 -0.20 0.46 0.65 NSFOURTH YEARNCR 80.48 80.90 -0.42 0.48 0.63 NS

FILIPINOFIRST YEAR

NCR 48.32 52.68 1141.00* 0.43 NSMINDANAO 82.12 81.87 0.25 0.28 0.78 NSTHIRD YEARNCR 80.06 81.14 -1.08 1.25 0.22 NSLUZON 81.90 82.26 -1.36 1.33 0.19 NSFOURTH YEARVISAYAS 78.54 78.46 0.08 0.19 0.85 NS

ARALING PANLIPUNANFIRST YEARLUZON 52.44 48.97 1146.50* 0.53 NSMINDANAO 78.86 79.07 -0.21 0.26 0.80 NSSECOND YEARNCR 80.04 80.46 -0.42 0.50 0.62 NSTHIRD YEARNCR 82.80 83.12 -0.32 0.27 0.79 NSLUZON 82.00 81.86 0.41 0.17 0.86 NSMINDANAO 82.14 83.20 -1.06 1.41 0.16 NSFOURTH YEARNCR 83.12 83.16 -0.04 0.04 0.97 NSLUZON 81.74 82.32 -0.58 0.62 0.54 NSVISAYAS 78.22 78.54 -0.32 0.58 0.57 NS

* Mann-Whitney U test result; ** NS – Not Significant

TABLE 99. Geographical Areas and Year Levels where OHSP and Regular High School Students were at par in English, Filipino and Araling

Panlipunan

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Where there were significant differences (49 comparisons or 61.25%), the direction of the difference was often in favor of the regular high school, but in three (3.75%) of these, the OHSP students outperformed the regular high school students, and these were in the schools selected from Luzon and the Visayas (Figure 32).

In all four geographical areas represented in the sample, and in all five subjects, high school students attending the OHSP and the regular high school curriculum did not statistically differ, suggesting that OHSP students did just as well as regular high school students. The significant differences between OHSP and regular high school students was not surprising, nor an unusual finding. However, the observation that OHSP students’ performance was no different from that of the regular high school students indicated that the OHSP and the regular high school program were comparable. These findings suggested that the OHSP could be the reasonable choice for many high school students who, for some reason, would be prevented from attending the regular high school program. OHSP students could cope with school requirements, and were making the grade even without the usual support system provided by schools in the regular high school program, such as more contact hours with teachers, more opportunities for learning with peers, and greater access to learning materials.

Although these quantitative findings were computed for a sample taken from one school in each of the four major geographical areas, they constituted statistically significant support for the contention that the OHSP was a viable option for those seeking secondary education.

FIGURE 32. Comparisons of Performance

Significant difference in

favor of regular high school

students

No significant difference

Significant difference in

favor of OHSs

36%

61.25%

3.75%

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OBJECTIVE 4: Identify Areas for OHSP Improvement

4.1 OHSP Adaptation to Senior High School Program (K to 12 Curriculum)

In view of the implementation of the K to 12 Curriculum, some revisions in the OHSP need to be formulated to adapt and align it with the new senior high school program. Opinions of school implementors were sought with regard to the adaptation of the OHSP to the new K to 12 curriculum, particularly the Senior High School (Grades 11 and 12). As an alternative delivery mode (ADM), the OHSP could be adapted in two ways: first, by aligning its curriculum with the new one, and second, by revising the modules to reflect the change in curriculum (Annex Y).

More specifically, various components need to be adjusted to make the OHSP effective and responsive to the requirements for completion of the new Senior High School program. About two-thirds of school respondents named financial support (n = 98 or 63.22%) as first aspect of improvement (Table 100), followed by learning materials (n = 97 or 62.58%). Approximately half of them noted the need for improvement in capacity building (n = 70 or 45.16%). Curriculum, parental awareness and support, and student motivation were identified by some thirty percent of the respondents. About 10 percent proposed revisions in the management information system (n = 19 or 12.26%) and registration system (n = 14 or 9.03%).

OHSP COMPONENT NO. (%) RANKCurriculum 56 (36.13) 4Student assessment tool 33 (21.29) 10Registration system 14 (09.03) 16Orientation 34 (21.94) 9Learning materials 97 (62.58) 2Delivery system 39 (25.16) 8Mentoring of learners 32 (20.64) 11Counseling of learners 25 (16.13) 13Monitoring student progress 26 (16.77) 12Management information system 19 (12.26) 15Awards and recognition 24 (15.48) 14Capacity building 70 (45.16) 3Monitoring the program 32 (20.64) 11Financial support 98 (63.22) 1Level of parental awareness & support 49 (31.61) 5

TABLE 100. Components that Need to be Changed for New Curriculum (n = 155 schools)

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Data collected from 17 schools in Phase 2 of the study confirmed the foregoing results from the Phase 1 survey. Eight areas of improvement were identified by OHSP implementers and participants of the FGDs. These included curriculum, implementing procedures, human resources (i.e., the implementing team), learning resources, financial resources, capacity-building, monitoring and evaluation system, networking, and linkaging.

4.1.1 Curriculum. The most important adaptation of the OHSP curriculum proposed by school respondents was harmonizing its content with the competencies spelled out in the new K to 12 curriculum. One respondent from Pangasinan put it succinctly, “Curriculum must be comprehensive and not too congested, (focusing) more on the essentials” (Annex Z). A careful look at the TLE subject was suggested, particularly in preparing the senior high school graduates for technical-vocational work or advanced technical education. The technical-vocational specialization of the K to 12 curriculum, when adopted as part of the OHSP curriculum, would match the characteristics of OHSP learners. Many of these learners came from migrant families whose livelihood patterns had changed from those of farming communities to those found in urban areas. The skills they had brought from their previous communities could be enhanced by including agriculture in the TLE competencies.

Other comments on the OHSP curriculum did not specifically point to changes in relation to the new K to 12 curriculum, but generally referred to how the content of the program could be improved. One respondent noted that the program would benefit the learners most if it included more skills-based activities, with more time allotted for developing skills and the appropriate TLE equipment and tools provided. Inclusion of lessons on understanding culture, religion, and customs, and peace education was also suggested to make the OHSP curriculum relevant and responsive to the learners’ interests and experiences.

4.1.2 Implementing Procedures. Four procedures in implementing the OHSP were identified as inadequate. First, registration could be simplified by limiting the requirements for enrollment only to the documents that would really be crucial to the attainment of academic goals. A specific registration period could be fixed to help implementors manage the OHSP more efficiently. Online registration was also proposed in keeping with current practices (Annex AA). Second, information dissemination could be “intensified” by repeating advocacy and orientation activities as frequently as possible, by exploring different means of conducting them, and by capitalizing on technological advances such as the use of “infographics.”

OHSP COMPONENT NO. (%) RANKLevel of student motivation 47 (30.32) 6Advocacy and promotion 44 (28.39) 7Others 5 (3.22) 17


Third, flexibility in scheduling class meetings could also be deliberated. OHSP learners who joined FGDs desired longer and more frequent class meetings (“whole day, not halfday,” “twice a week”) for more consultation time. It was also suggested that implementors explore the possibility of holding night classes particularly for OHSP students who find it difficult to leave their day-time jobs to attend weekly meetings.

Fourth, policy makers and practitioners could also consider the use of differentiated instruction that matches the different learning styles and abilities of OHSP students. One advice that came from FGDs was that it would be “most helpful” to learners if the modular approach of teaching theories was balanced with practical hands-on experience during face-to-face meetings. Blended approach was offered as an adjustment in the delivery of lessons so that students who could not be physically present for class meetings could receive online instruction to supplement modular instruction. In relation to this, providing internet connection for OHSP teachers would enable them to accept online submission of accomplished worksheets and other requirements.

4.1.3. Human Resources (The Implementing Team). Assigning full-time OHSP teacher-facilitators would be the best arrangement for OHSP schools. However, if this is not possible, and OHSP teacher-coordinators will have to be pulled out from the regular high school faculty, at least the teaching load of these teachers could be kept at a manageable amount. One FGD participant suggested that teachers be deloaded of at least two subjects in the regular class days in exchange for one meeting day with OHSP learners and home visits. Provision for substitute teachers could be included in the giving of teaching assignments. It would also be beneficial to OHSP learners for implementing schools to strengthen guidance and counseling by appointing a full-time guidance counselor who would closely monitor students’ progress and offer them psychological help when necessary. Strong counseling programs could provide valuable assistance to OHSP learners who were troubled by various emotional, social and psychological concerns.

Conducting regular OHSP conferences among implementers was also proposed by coordinators and teacher-facilitators. Such conferences can serve as venues for discussing issues and sharing solutions. It should incorporate a wellness program to support OHSP implementers who themselves experience stress from day-to-day monitoring of OHSP learners. Finally, the leadership provided by school principals must be nurtured so that they can continue to motivate and give direction to teachers.

4.1.4. Learning Resources. About 70 percent of the school respondents affirmed that the modules currently being used by OHSP students needed revision (Table 101). Some of the revisions suggested were simplifying them to suit the characteristics of OHSP learners, updating and aligning the content with the new K to 12 curriculum, making them interactive to enhance independent learning, and providing them online facilities for easy access to learners (Annex AB).

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RESPONSE FREQUENCY PERCENTAGEYES 109 70.32NO 25 16.13

NO RESPONSE 21 13.55TOTAL 155 100.00

Modules and workbooks could be enriched in such a way that they would truly function as alternative to regular high school classroom instruction. A “separate” or different set of modules (other than the EASE) with adequate copies for OHSP learners would be ideal for a more effective OHSP implementation. Digitized versions of the materials could be made available to OHSP learners to give them better access to the content of the curriculum, and better chance of completing their education.

If possible, differentiated modules, workbooks, and worksheets should be prepared specifically for independent learners who require more regular monitoring and follow-up. Basic equipment such as microscopes and adjunct instructional equipment such as computers and LCD projectors should be separately provided for exclusive use of OHSP students. Moreover, a specific and specified OHSP meeting room should be designated and furnished with desks and chairs. As much as possible, OHSP learners should not be meeting under the trees or on just any open area in the school.

4.1.5 Financial Resources. Any successful educational program requires funding. Program implementers articulated their difficulty in obtaining financial help with regard to reproducing modules and test materials, overtime pay for teachers, and subsidy for poor OHSP students. They favored directly receiving OHSP funds (from the ADM budget), or if possible, obtaining a separate and regular budget allocation from the national government.

4.1.6 Capacity Building. The value and importance of teacher training were repeatedly echoed in FGDs. The OHSP training should also be extended or expanded to other secondary schools. Some of the topics that OHSP teacher-facilitators had on their wish-list were orientation on the new K to 12 curriculum, emerging and relevant implementing guidelines/memoranda that affect the OHSP learners, blended learning delivery and curriculum development, class management and assessment of OHSP learners, and skills on helping OHSP learners deal with specific emotional and psychological needs of students (e.g., those with schizophrenia and learning disabilities). Seminars on peace education and literacy program support for parents would also be advantageous for OHSP teachers in areas of armed conflict and economically disadvantaged communities. Model or exemplar OHSP schools, particularly for ladderized education under K to 12 program and for skills development courses, should be identified, as they can provide valuable insights for those who have met difficulties in their schools.

TABLE 101. Modules Need Revision (n = 155 schools)


4.1.7 Monitoring and Evaluation. Effective program implementation requires systematic and regular monitoring. OHSP implementers expressed the need for orientation on the guidelines pertaining to accomplishing different report forms (e.g., Forms 1, 137, 138 and 18) for OHSP implementers to effectively monitor students’ progress for remediation and/or promotion.

A uniform OHSP monitoring and evaluation tool should be developed so that important program data such as enrollment, graduation rate, promotion rate, teacher-student ratio, and academic achievement can be collectively analyzed and reported for policy formulation.

Documentation and description of implementers’ and participants’ experiences should be made for its sustainability and for duplication of effective OHSP practices in other schools. Another important monitoring and evaluation procedure was tracking OHSP graduates and learners who have been promoted or mainstreamed to regular classes. Such information would be critical indicators of the success of the program.

Development of standard pre-test (diagnostic) assessment tool could be pursued. One such tool could be a test measuring reading skills. Prior knowledge and interests of OHSP learners could also be examined. Simple, clear, and complete post-test instruments could be designed to assess improvement of learners to determine the effectiveness of having them study on their own.

4.1.8 Networking and Linkages. Numerous networks and linkages had been formed in the past years of OHSP implementation. However, most of these were for short-term and temporary assistance. Coordinators and teacher-facilitators clamored for stronger school-community partnerships particularly for the technical-vocational training from Grades 10 to 12. They asserted that involvement and participation of other stakeholders such as parents and community members would contribute to the effective implementation of the OHSP. Linkage with alumni and networking among them would generate continuing attention to and interest in successful OHSP. Upgrading of facilities could be channeled to alumni through programs such as “Adopt-a-Classroom” initiatives. The OHSP should also be promoted during Brigada Eskwela period (May-June) alongside with the regular high school program.

Students surveyed (n = 331) also offered their own opinions on how the OHSP could be improved to adapt and align it with the K to 12 curriculum (Table 102). Responses were categorized into five general propositions. First, major participants and stakeholders (parents/guardians, teachers, guidance counselors, students and employers) should be encouraged to take more active roles in the implementation of the OHSP. Parents and teachers should work more closely together. Better orientation should be provided to parents and employers. Teachers assigned to supervise OHSP learners should develop competence in guiding, monitoring and assessing learners. More guidance counselors

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should be assigned to assist OHSP students. Second, access to school learning resources and facilities should be increased. Adequately furnished classrooms and equipment such as computers, internet, and LCD projectors should be allocated for OHSP use. Third, learning materials such as modules, books, reviewers, newspapers, and other reference materials should be made available to OHSP students. Fourth, OHSP schools should be supported with more funds to enable them to implement the program effectively. Finally, teaching-learning strategies should be enhanced to encourage student participation and ensure attainment of required competencies.

TABLE 102. School Respondents’ Suggestions for Improving the OHSP Implementation

Stakeholders’ more active roles

• Parentsandteachersmustworktogether• ProvideorientationonOHSPtoparents/guardians/

employers• Morecompetentandaggressiveteachers• Providemoreencouragementtostudentssotheycanfinish

high school• Moreguidancefromteachers• Morecounselors/advisers• DisseminateinformationonOHSPsootherstudents/

dropout students who don’t have time to go to a regular class will also have the chance to complete high school

• ImplementOHSPinotherschoolsAccess to school facilities and equipment

• ProvidevisualequipmentsuchasLCDprojectorandTV• Increaseaccesstocomputersandinternet• Makeclassroomsconducivetolearning(e.g.,sufficient

chairs, appropriate ventilation through sufficient number of fans or air conditioners, sufficient lighting

Learning materials • Providemoremodulesandworksheetstostudents,ideally1:1 ratio, so students don’t have to spend for photocopying

• Providebooks,reviewers,andbooklets• Accesstonewspapersandotherreferencematerials• Improvelearningmaterials(i.e.,morelessonsinmodules)

Funding • MorefundsforOHSP(ingeneral)• Availabilityoffundsforphotocopying

Teaching-learning strategies

• Moreactivities• Accesstoextracurricularactivitiessuchassports

competition• Providemoretimefordiscussions,activitiesand

assignments• Increasenumberofclassdaysinaweek• Allocatelongerteachingtime• Moretimeforconsultation


4.2 Good Wishes for OHSP Improvement

Student respondents were asked to give “three good wishes” for the OHSP in their schools (Table 103). Among these were improvement in school facilities and equipment such as classrooms, classroom materials and furniture such as white boards, chairs, and computers. They also wish to see sustained promotion of the OHSP for others to benefit from the program. Student respondents desired more funding for transportation allowance and photocopying of modules. They also hoped for improvement in learning materials, specifically in their availability for all learners as well as in the completeness of their content, and in strategies applied, particularly in the number of contact hours with teacher-facilitators, in learning assessments, and in extra-curricular participation. Finally, OHSP students would like to see more teachers and support services to attend to their academic needs.

Improved school facilities and equipment

• Cleanandsafesurroundings• Providemoretools(i.e.,TLE)• Providecomputerforeachstudent• Sufficientnumberofcomfortableclassrooms• Cleanrestrooms• Basketballcourt• Printersandwhiteboard• Enoughclassroomchairs

Continued advocacy for OHSP

• Continuehelpingstudentslikeus• EncouragemorestudentstostudyinOHSP• ContinuetheOHSPtogiveotherstudentsachancetofinish

their studies• EncouragemorestudentstoenrollinOHSP• Producestudentswhoarewillingtobealeaderofour

community• Helppoorpeopletofindajob• Makeiteasierforthestudentstoenroll

Availability of funds

• Givefunds(general)toOHSP• Scholarshipgrant• Provideanallowance• Lowtuitionfee• Providefunds(oravailabilityofsponsors)forphotocopyingof

modulesImproved learning materials

• Morelessonsforstudents• Providebooksforeachstudent• Enoughmaterialsforstudents• On-time,oradvance,distributionofmodules• Completemodules• Morebooksforthelibrary

TABLE 103. Three Wishes for the School’s OHSP

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Improved learning strategies/ approaches

• Increaseallottedtimeforeverysubject• Moreextracurricularactivities• Morelearningassessments• IncreasetimeallottedtoOHSPstudents• Increasenumberofclassdaysinaweek

Sufficient number of teachers and other support services

• Moreteachervolunteers• Morepatientteachers• Morecounseling• Sufficientnumberofteachers• Moreschoolguidanceofficers

4.3 Way Forward

4.3.1 Would OHSP students continue their education under the program?

Four-fifths (n = 268 or 80.97%) of the student respondents said they would continue their education under the OHSP (Table 104). About five percent said they were planning to return to the regular high school program. Some 14 percent, however, did not answer the question, possibly because they were not sure to continue their education.

RESPONSE NO. OF STUDENTS

(%) REASONS FOR NOT CONTINUING OHSP

Yes 268 (80.97) No 16 (4.83) My parents want me to study in a regular

school; it is boring; it is hard and difficult although it can help me enhance my knowledge; planning to transfer to regular class

No answer 47 (14.20)

TOTAL 331

4.3.2 What would the students be doing after they complete their high school education in the OHSP?

Plans after graduation were elicited from student respondents (Table 105). Majority of the students said they would go on to higher or technical-vocational education (n = 136 or 41.09%). Some of the courses the OHSP students were eyeing were accountancy, agriculture, criminology, education, engineering courses, fashion design, hotel and

TABLE 104. Continuing Education under OHSP (n = 331 students)


restaurant management (HRM), information technology, military education, nursing, social work, and tourism. Among the vocational courses that OHSP students had in mind were aircraft maintenance technology, automotive, culinary arts, electronics, home management (housekeeping), seamanship, and welding.

Some ten percent said they would seek employment (n = 37 or 11.18%). OHSP learners listed that they could possibly work as fast food or restaurant service crew as cook or waiter, as housekeeper, construction worker, and salesperson. One said he would take on any work, as long as it could support his further studies.

About two percent said they would engage in entrepreneurial work (n = 6 or 1.81%) or help in the family business (n = 7 or 2.11%). Five percent were undecided (n = 15 or 4.53%) and 17 percent did not respond, possibly because they have not had the chance to think about it. About one-fifth (n = 58 or 17.52%) did not answer, possibly because they had no clear career pathway in mind at the time of the survey.

Successful graduates of the OHSP had moved on to one of three pathways: some pursued higher education; others took technology-vocational courses; and a few had become entrepreneurs such as those working in family farm businesses. Some found local employment (front desk officer in a hotel, non-teaching school personnel), and a few were hired for overseas employment (caregiver in Israel; farmer trainee in Japan; beautician in Dubai; job offer in Singapore). Those already working part-time or on temporary status obtained full-time employment and job security such as a 48-year old OHSP graduate who was given a permanent position in a municipal government. Two OHSP graduates won positions in public office (councilor and vice-mayor). In general, OHSP graduates experienced improved living conditions and higher economic status.

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PLANS NO. (%) OF STUDENTS

EXAMPLE OF RESPONSES

Pursue a college/ associate degree

136 (41.09) •College degree:HRMEducationAccountancyAgricultureEngineering courses (Electrical Engineering, Marine Engineering)Army, Marines, PMAArtsSpace Science (i.e., astronaut) NursingCriminologyBusiness AdministrationIT courses (Computer Program-ming, Computer Science, Com-puter Telecommunications)Tourism (i.e., flight attendant)Social Work Fashion Design (i.e., designer)

•Associate degree:Aircraft Maintenance TechnologyAutomotiveElectricianHousekeepingWeldingCulinarySeamanship

Work 37 (11.18) Utility WorkCookWelderSari-sari store attendantFast food restaurant crewHousekeeperAny work that can support his studies

TABLE 105. OHSP Students’ Plans after Graduation


PLANS NO. (%) OF STUDENTS

EXAMPLE OF RESPONSES

Put up my own business 6 (1.81) Computer shopSari-sari storeCoffee shopContinue buy and sell business

Help in the family business

7 (2.11) FishingManage store

Raise my own family (get married)

1 (0.30)

Stay at home, help the family in household chores

3 (0.91)

Have a vacation 5 (1.51)Undecided 15 (4.53)All of the above 1 (0.30)No answer 58 (17.52)

4.3.3 Would OHSP students recommend the program to relatives and friends?

Majority of the responses to this question (Table 106) were affirmative (n = 290 or 87.61%). They would encourage others to attend the OHSP for several reasons: first, that it is something that is financially manageable and reasonable; second, that it enables those who are unable to join the regular high school program to complete their secondary education; which then leads to a third major reason: that it is a way to develop oneself and to attain one’s ambitions in life.

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TABLE 106. Recommend OHSP to Relatives and Friends

RESPONSE NO. (%) OF STUDENTS

REASONS

Yes 290 (87.61) It is an opportunity to finish their studiesIt is affordableIt is practical especially to those who cannot attend regular classes (e.g., working students, those who need to attend to household chores), including overaged studentsIt is a way to help them improve themselves and pursue their dreamsIt is effective, interesting and enjoyable

No 15 (4.53) It is not enough especially the major subjects.No answer 26 (7.85)TOTAL 331

5SUMMARY,

CONCLUSIONS, AND RECOMMENDATIONS


SUMMARY

1. Description of OHSP Student Participants.

The population of OHSP learners has grown from a handful of students when the program was first implemented in SY 2004-2005 to thousands in SY 2012-2013. OHSP students were generally categorized as students at risk of dropping out (SARDOs). Most of them came from economically disadvantaged families who lived on the streets or in remote areas. A good number were employed in various blue-collar and service jobs, and therefore had to work “doubly hard” to compensate for lack of financial support. Many of them were overaged and had family obligations.

Some of them enrolled in OHSP because their physical disability prevented them from attending regular high school. Psychological and emotional problems were also common among OHSP learners; traumatized by physical abuse, family problems, and social discrimination, they considered OHSP as the only option for them to complete their secondary education.

Notwithstanding these impediments, OHSP students were also characterized as having great willingness to learn and high aspirations, many of them seeking college education. They were also described by teacher-facilitators as “more mature,” “more responsible,” and “more skillful” compared to regular high school students.

2. Implementation of the OHSP

Stemming from the Easy Access to Secondary Education Program (or Project EASE), the OHSP was initially designed to curb high dropout rates. The program became a practical solution for students at risk of dropping out. It has also been identified as an alternative delivery mode (ADM), “modular instruction,” and “home-study.” OHSP teacher-facilitators participated in orientation seminars on OHSP implementing guidelines and training programs on ADM. School officials actively promoted the OHSP in their schools and communities. Fair, reasonable, and student-friendly admission policies were applied to attract participants.

The curriculum, while based on the Revised Basic Education, was modified to conform to the unique characteristics and needs of OHSP learners. Schools provided learning resources and various student services such as guidance, financial assistance, and co-

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curricular activities to make the OHSP experience as similar as possible to those of the regular high school students. Assessment techniques were also carefully selected to ensure that they were appropriate for the learners.

The school implementing team displayed commendable commitment to see the program succeed while working beyond regular hours. Significant connections with parents, community organizations, local and national government officials as well as NGOs were formed through the initiatives of schools administrators, OHSP coordinators, and teacher-facilitators themselves. These bodies were instrumental in providing financial assistance to the program as well as the students in various ways, from funding photocopies of modules to providing transportation and living allowance to students and honoraria to teacher-facilitators.

3. Weaknesses of the OHSP

Learning materials, financial support, and capacity building were pointed out as the most deficient components of the OHSP. The number of modules available for distribution to OHSP was inadequate, and many learners had to pay for reproduction to have their own copy. Lack of financial support was acutely felt in more ways than one. Schools had to finance the reproduction of OHSP modules, and had to look for external funds for honoraria of OHSP personnel, particularly the teacher-facilitators.

Moreover, having come from economically disadvantaged families, the OHSP students themselves had financial difficulties; schools were pressed to assist these students as much as they could. Managing a program that served students with varied needs required many different kinds of skills, and training seminars attended by OHSP personnel provided only the basic and general procedures of alternative delivery mode (ADM). In some schools, OHSP personnel did not have a chance to attend any sort of training but were given only an orientation by the school principal or were provided only a copy of the guidelines. Uncertainty about policies and guidelines hampered efficient management of the program.

Other areas found wanting were advocacy methods, monitoring and evaluation procedures, program delivery system, enrollment process, and criteria for determining awards and recognition of learners. Information about the OHSP was not widely disseminated as expected. Assessment of its effectiveness had not been formulated and prescribed. There were variations in the way instruction was provided, often depending on the school resources as well as available support from other stakeholders and community partners.


4. Comparability of OHSP and Regular High School Students

Eighty comparisons of final grades in five subjects (English, Filipino, mathematics, science, and araling panlipunan) were performed for a random sample of OHSP and regular high school students from four OHSP-implementing schools across four year levels. About one-half of these comparisons were significant in favor of the regular high school students, and approximately four percent were in favor of the OHSP students. However, about forty percent were statistically not significant. These findings indicated that OHSP students were not altogether inferior to regular high school students, and that they could do just as well as their counterparts in the regular program. Neither was there a trend to suggest that students from NCR were superior to those in Luzon or in the Visayas and Mindanao, nor any systematic difference across year levels and across subject areas.

5. Adaptation to the new Senior High School Curriculum

As expected, curriculum, assessment tools, and learning materials were three of the most important aspects that would have to be adjusted in order to synchronize the OHSP with the new K to 12 curriculum, particularly the Grades 11 and 12 (Senior High School). Procedures such as registration, orientation, monitoring and evaluation, capacity building, and advocacy would also require alteration. Financial support and implementing policies were also identified as needing serious attention from the DepEd.

The technical-vocational competencies of the Senior High School program would have to be incorporated in the OHSP curriculum. Consequently, assessment methods and content of modules would likewise have to conform to the change in curriculum. Procedures for promoting the program, enlisting students in the program, familiarizing students and parents with OHSP requirements, supervising and appraising its effectiveness, and teacher training would have to be stepped up for the OHSP to be a sustainable equivalent to the regular high school program.

Financial support for the program and its staff as well as efficient implementation guidelines would have to be amended in keeping with the new Senior High School curriculum. Information dissemination about the OHSP would have to be intensified, and standard sets of documents and pre-enrollment assessment would have to be determined. The process of introducing participants and their parents and giving directions about the rules and regulations in the implementation of the OHSP would have to be fortified. A uniform system of assessing the success of the program would have to be formulated and put into operation. A clear source of funding and well-defined policies for each aspect of the program would have to be articulated by the DepEd.

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CONCLUSIONS

Based on the findings, the following conclusions are proffered. First, the OHSP is a viable educational program in three ways: (1) as an alternative delivery mode (ADM) for working students who are unable to attend the regular high school program for various reasons; (2) as a dropout reduction program (DORP); and (3) as an intervention for students at risk of dropping out (SARDOs) or dropout prevention.

Second, inadequacies of the OHSP lie in five aspects: manpower, materials, money, management, and monitoring. In most OHSP-implementing schools, teacher-facilitators, coordinators, and guidance counselors serve on a part-time basis. Materials used are outdated and insufficient in quantity. Financial support is minimal, irregular and informally sourced from donors outside the school. Generally, there are no facilities and equipment specifically designated for OHSP use. OHSP students can avail of these only if they are not being used by regular high school students. Also, a systematic monitoring and evaluation procedure is needed.

Third, OHSP students are comparable to regular high school students. The academic performance of OHSP students was just as good as that of their counterparts in the regular high school, in major subjects across year levels. OHSP students did just as well even without the benefit of the instructional support and contact time with teachers that regular high school students received.

Finally, much work has to be done to improve the OHSP with regard to six components: curriculum; teacher training; instructional methods and materials; student services and assistance; facilities and equipment; and monitoring and evaluation. More specifically, these improvements include: (1) alignment of the curriculum with the new K to 12 curriculum; (2) teacher training on effective and appropriate instructional methods; (3) updating of modules; (4) guidance and financial aid for students; (5) designation of classrooms and audio-visual equipment for OHSP use alone; and (6) development of procedures for overseeing the conduct of the program.

RECOMMENDATIONS

In view of the findings and the conclusions drawn from the evaluation study, the following recommendations are proffered. Four broad propositions are presented one at a time, and each one is further elaborated by specific suggestions, many of which are drawn from the results of the surveys and FGDs.

Following the descriptions of the different ways schools implemented the OHSP, it is important that a more updated OHSP Manual of Operations be drafted, taking into consideration the experiences of implementers. The manual needs to clearly address key


aspects of the program such as the duties of OHSP coordinators and teacher-facilitators, budget allocations drawn from specific sources such as ADM funds, and teaching assignment of teachers. The manual has to provide a framework for the expansion of the OHSP to all schools particularly those that have low participation and high dropout rates.

Those who are already implementing the OHSP have to be encouraged to participate in this undertaking, while continuing in their efforts to promote and provide the program. The potential of the OHSP to help keep students in school, especially those who have difficulties attending the regular high school program, must be exploited by placing the program in all secondary schools. DepEd needs to repackage the OHSP in such a way that it can be easily applied as an ADM option in disaster and armed conflict areas whenever needed.

More specific recommendations are offered for DepEd regarding Policies, Training, and Curriculum Design as follows:

Recommendations on Policies

1. Disseminate the OHSP Monitoring Guide or Manual and other implementing materials to all schools nationwide to ensure a common interpretation and appreciation of the specific guidelines on how best to implement the OHSP. Dissemination can be incorporated during the national conference on ADM/FLO, K to 12 and other relevant programs of DepEd.

2. Consider formulating a policy that provides flexibility on the schedule of weekly class meetings, e.g., night classes, particularly for those who will be in the senior high school levels. This will enable working students to manage their work hours and weekly consultations with teacher-facilitators.

3. Formulate another policy that ensures learning materials to be developed for the OHSP are synchronized with the senior high school program curriculum.

4. Include the OHSP indicators in schools’ annual reports to the enhanced-Basic Education Information System (e-BEIS).

5. Include the OHSP as one of the performance targets of the principal and in the School Improvement Plan (SIP) to ensure that the OHSP is implemented efficiently as a viable and desirable alternative to the regular high school program especially for school leavers and those who are at risk of leaving school.

6. Adjust and improve policies on screening and admission, grading, evaluation, promotion, teacher compensation, and use of ADM funds. More specifically,

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adjust the guideline to the characteristics of the learners particularly on the required level of mental ability for acceptance into the program.

7. Make the registration system more accessible by limiting the requirements for enrollment only to documents crucial to the attainment of academic goals. The registration period, including an online registration system, may be allowed only on specific periods to help implementors manage the OHSP more efficiently.

8. Consider giving part-time OHSP teachers additional monthly compensation in recognition of their individual work. More importantly, by virtue of a DepEd memorandum, allow the OHSP teachers to consume their vacation service credits as a privilege and to boost their morale. The uniform implementation of the guidelines on this issue across all schools should be monitored by the Division Office.

9. Make adequate resources available to fund reproduction of modules and test materials, overtime pay of teachers, and subsidy for poor OHSP students. Obtaining a separate and regular budget allocation from the national government was also recommended.

10. Take advantage of the provisions of the Open High School System Act of 2014, recently approved by the Philippine Senate on September 8, 2014, that supports the institunalization of the OHSP (Annex AC).

Recommendations on the Curriculum

1. Review and revise the present OHSP curriculum to ensure that it is aligned with the K to 12 curriculum in the regular high school program and incorporate a strong career guidance component for OHSP learners to assist in elective track selection under the new Senior High School program.

2. Design the adaptation of the OHSP to the new senior high school program by combining both modular and hands-on/practical application through face-to-face approaches.

3. Develop procedures and arrangements for industry partners to provide hands-on training for OHSP learners.

4. Ensure active and sustained participation of OHSP students in completing modules and attending class meetings in the delivery of instruction.


The weak areas identified create the need for specific steps to be undertaken in order to strengthen these aspects of the OHSP.

1. It is important to review the OHSP curriculum to synchronize it with the new K to 12 curriculum, especially the TLE content. More skills-based activities with the appropriate time allotment, equipment, and tools would benefit the learners. Delivery of instruction has to ensure the active and sustained participation of OHSP students in completing modules and attending class meetings.

2. Inclusion of lessons on understanding culture, religion, customs and peace education may also make the OHSP curriculum relevant and responsive to the learners’ interest and experiences.

3. Adequate information drive among OHSP students and their parents, and proper career guidance and counseling for program participants will minimize confusion and uncertainty, leading to greater motivation and higher school achievement (Annex AD).

4. Capacity building for program implementers will enable them to effectually carry out the program. Thus, training seminars and workshops, and conferences on the management and realization of the OHSP will have to be provided to sufficiently equip program implementors in discharging their duties.

5. Stronger linkages with all stakeholders, including local and national governments, need to be established for OHSP sustainability. A carefully designed monitoring and evaluation system will help ensure a well-organized and cost-effective operation of the OHSP.

The following specific suggestions are provided for OHSP modules and resources, OHSP delivery system, capacity building training for OHSP implementers, and career guidance program for students:

Recommendations on the OHSP Modules/Learning Resources

1. Explore new instructional methods and schedule of meetings to ensure that OHSP students receive all the assistance they need to complete their education. Provide learning and instructional materials, equipment and facilities to maximize learning outcomes.

2. Review and revise the EASE and OHSP modules systematically to align with the competencies of the new K to 12 curriculum.

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3. Allocate funds for the reproduction of existing/revised EASE and OHSP modules and similar materials (such as worksheets) for the use of OHSP learners in all subjects, (English, Filipino, mathematics, science, music, arts, physical education and health, technology and livelihood education).

4. Revise/update the OHSP modules, particularly those that will be needed by Senior High School (SHS) students, including modules on career guidance. These modules have to use the OHSP delivery platform and should be learner-friendly, i.e., suitable for independent, self-paced study of students who may have low reading abilities and very little time for reading. Moreover, the modules can be enriched by including situational activities and exercises. If possible, conduct a pilot test of these modules, particularly those intended for SHS, to ensure that they address learners’ competencies.

5. Make the OHSP modules available in electronic format, possibly in CD-ROM format for easy storage and retrieval so that materials can be shared with more OHSP students, and accessed through computers. Review the format, style and packaging used in module development to ensure that modular instruction is user-friendly, easy to understand, less arduous but challenging and interesting enough to develop the students’ ability to learn the subject/material independently with less external support.

6. Apportion funds for the test materials for OHSP learners. Also, prepare the appropriate tests for OHSP learners for promotion and for graduation purposes.

7. Provide Open High Schools with additional funds for purchase of books for exclusive use of OHSP learners so that they do not have to compete with regular high school students in getting access to these materials.

8. Designate dedicated a OHSP meeting room in each school and furnish it with adequate desks and chairs.

Recommendations on the OHSP Delivery System

1. Review and revise the process of screening learners accordingly. Come up with a standard set of documents required of those seeking to attend the OHSP (i.e., application for admission, report card, transcript of records, and report on secondary promotions). Clarify the function of tests so that the application of these tests is uniform for all OHSP-implementing schools. In particular, clarify the interpretation of scores and appropriate remediation to all OHSP guidance counselors and teacher-facilitators. If possible, distribute copies of the Independent Learning Readiness Test (ILRT), the Informal Reading Inventory (IRI), and sample reading passage as contained in the Annex section of the


Open High School System Manual Rules and Regulations to the designated OHSP assessment staff of each school.

2. Redesign the orientation program for OHSP students to ensure that the responsibilities of learners and their parents/guardians are properly discussed and understood. Implement the OHSP content and procedures used for briefing students and their parents/guardians in a standardized manner. During the orientation clarify the timeframe for completion of the program to encourage learners to develop their educational plans in line with this timeframe, and to diligently comply with class requirements so as to graduate as scheduled.

3. Consider exploring different instructional methods such as differentiated instruction and schedule of meetings to ensure that OHSP students receive all the assistance they need to complete their education.

4. Designate full-time OHSP teachers. This will benefit the learners as they will receive equal attention in terms of contact time and academic guidance and support just like the regular high school students. Responding to individual needs and follow-up assistance to OHSP learners can likewise be done by the school through dedicated OHSP teacher-facilitators or coordinators. If this is not possible, the teaching loads of teachers who were pulled out from the regular high school could be kept at a manageable amount to help them balance their time. Moreover, provision of substitute teachers could be included in giving teaching assignments.

5. Strengthen the instructional methods and learning techniques so that teacher-facilitators can provide the necessary assistance to OHSP learners effectively. Consider the application of blended learning for teacher-facilitators to conduct online instruction to supplement modular instruction. This approach will enable teacher-facilitators to conduct monitoring of learners through email, and enable OHSP learners to consult with teacher-facilitators and submit worksheets and other requirements online. This will also accommodate students who cannot attend weekly class meetings due to home or work responsibilities or personal circumstances. In this connection, schools need to explore the provision of an efficient internet connection for both teacher-facilitators and learners.

6. Improve the teaching style and attitudes of OHSP teacher-facilitators so that learners will become motivated to work on their modules and participate in weekly class meetings. Motivate the teacher-facilitators to put more work, enthusiasm, and patience in managing the learning of OHSP students, particularly those who have difficulty studying on their own. Provide due consideration when OHSP learners are tardy or absent from the weekly meetings.

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7. Set schedules of weekly class meetings sessions with due consideration of both the OHSP learners’ personal circumstances and the teacher-facilitators’ teaching load. Strictly observe the agreed/common schedule to avoid unplanned consultations and additional burden for students and/or teacher-facilitators. Ensure that teacher-facilitators are available during weekly meetings, and when one is unable to meet the students, designate a substitute teacher-facilitator.

8. Create opportunities to organize peer teaching and mentoring among OHSP students and between OHSP and regular students to enable the fast learners to assist the slow learners through coaching and help them catch up with the lessons and complete the modules on time. One form of peer teaching is the so-called extended buddy-buddy system. This is an assisted learning initiative in which high achieving students teach other students under the guidance of their parents. An informal approach to student learning, this system involves tutoring or proctoring between advanced and less advanced students. Students may initiate to form a small group (e.g., four students per group) and hold home study during weekends and holidays.

9. Review and discuss with students the prescribed frequency and duration of class meetings/consultations. If weekly sessions are deemed to be insufficient, provide guidance to school staff on how to increase contact time with learners. Weekly meetings may be increased to twice a week, and half-days to one whole day. Also, week-end meetings or night classes may be considered to provide ample time for teacher-facilitators to adequately respond to the learning needs and concerns of OHSP students particularly those who need more time to answer workbooks and/or modules.

10. Provide a suitable learning environment for OHSP students. Arrange the instructional facilities for OHSP use. Whenever possible, assign a separate room for OHSP meetings. Provide classrooms with enough desks and chairs, proper ventilation, quiet surroundings, and security and protection from the sun and the rain. Construct or refurbish classrooms through the support of alumni, parents, private citizens, the local government and business companies under the “adopt-an-OHSP-classroom” initiative. Whenever possible, make schools facilities accessible to OHSP students (i.e., science laboratory, computer laboratory, home economics room, industrial education workshops, and school library).

11. Make equipment such as computers, laptops, projectors, photocopiers, and audio-visual aids available for OHSP use. Encourage schools to start planning for acquisition of machines and material in preparation for Senior High School program and specialization (e.g., technical-vocational subjects).


12. Make home visitation a routine for all OHSP students who miss class meetings for a period of time, e.g., two consecutive weeks. Let the teacher-facilitators be made aware of the effectiveness of this activity in keeping OHSP students on track. Support the teachers through provision of funds for transportation and related expenses in conducting such activities.

13. Develop or strengthen post-program support mechanism including career guidance and referral for OHSP graduates.

Recommendations on Capacity Building

1. Provide capacity building for program implementers to enable them to build awareness to effectively carry out the program. Training, seminars, workshops, and conferences on the management and realization of the OHSP will sufficiently equip program implementors in discharging their duties. Provide all school staff who are currently rendering service in the OHSP of public schools with basic capacity building (training/seminars) on OHSP Policies and Guidelines on the following topics:- emerging and relevant DepEd Administrative issuances, rules and

regulations, and guidelines related to OHSP implementation; - guidelines of the new FLO/ADM; and- procedures in managing (distribution and retrieval) and using the modules.

2. As necessary, organize follow-up or refresher capacity building activities to retrain OHSP teacher-facilitators on the following topics:- DepEd Administrative issuances;- rules and regulations and guidelines related to OHSP implementation,

including accomplishing different report forms (e.g., Forms 1, 137, 138 and 18);

- guidelines of the new FLO/ADM;- skills in enriching existing modules and in developing new learner-centered

modules;- the new K to 12 curriculum; and- blended learning delivery, curriculum development, class management

and assessment of learners.

3. In preparation for adapting the OHSP to the newly installed K to 12 Program, provide capability building training for OHSP teacher-facilitators assigned to the senior high school levels. Such training should include National Certification from the TESDA.

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4. Organize specialized training (capacity building) for OHSP teacher-facilitators particularly on:- assisting students with learning disabilities in preparation for inclusive

education or special education (SPED) classes; and- handling specific emotional and psychological needs of students (e.g.,

those with mental disabilities such as schizophrenia).

5. Conduct training and other capacity building activities for teachers from other schools, where OHSP is a suitable program in mitigating school drop-out particularly in barangays.

• Provide training and capacity building activities for all OHSP personnel ifpossible by the DepEd National Office itself. This will ensure that the same content and quality of training is received by all OHSP implementing staff.

6. Conduct regular conferences for OHSP implementers for the following purposes:- to clarify the program and its place in the educational system;- to discuss issues and concerns and identify solutions to these matters in the

soonest possible time; and- to affirm correct or best practices.

7. Conduct wellness programs to support OHSP implementers who themselves experience stress from day-to-day monitoring of OHSP learners.

8. Conduct seminars on peace education and implement literacy programs for parents to enable them to support their children/OHSP learners. These will be advantageous for OHSP teachers specifically in areas of armed conflict and economically disadvantaged communities.

Recommendation on Career Guidance

1. Develop a career guidance program for OHSP students given the elective option under the new SHS program. In light of the new K to 12 curriculum the importance of career planning/preparation for OHSP students cannot be overemphasized. At the end of Grade 10, students will need to select a preferred Senior High School track and electives. After SHS, students will soon undergo certain knowledge and skills assessment for college and work readiness. As such, they need to be prepared, plan ahead to think about the kind of job they would like to have someday, and learn skills in schools that will last a lifetime, (e.g., good work ethics).


2. Help students to identify early enough some career areas that interest them and take a look at high school curriculum to see what classes may help them in career decision-making. Encourage them to take a class (e.g., TechVoc) that can re-affirm their interest in the field and build on their skills. If they find that the class is not meant for them, they will still have time to change course and explore different career paths. High school provides the perfect time to “sample” what is out there before the students need to make a commitment.

3. Establish a comprehensive career guidance and counseling program that will provide high school students with a good career choice that fits their personality and interests and get real world experience while in high school through proper career counseling, guidance and exposure in dual training, on-the-job training, job shadowing by professionals, among others.

4. Strengthen guidance and counseling by appointing a full-time guidance counselor who would closely monitor students’ progress and offer them psychological help when necessary. Strong counseling programs could provide valuable assistance to OHSP learners who were troubled by various emotional, social and psychological concerns.

5. Having seen that the OHSP students were not completely behind in academic performance compared to regular high school students, DepEd should devise a more systematic data collection process for evaluating the comparability of these two groups. The use of final grades in making comparisons between groups is common practice. However, since grades are laden with subjectivity due to differences in grading procedures even from teacher to teacher and from school to school, and sometimes within the same teacher, another measure should be used as a reference point in comparing OHSP and Regular High School students.

6. Explore standardized tests such as the NAT as one credible index of comparison to examine the equivalence of the OHSP with the regular high school program. Matching should be applied in selecting OHSP and regular high school students for comparison; this will control variation for subject characteristics as source of error. If possible, use a pretest-posttest design to document changes or improvement in learning as a result of the program, and enable researchers to apply the analysis of covariance to account for initial ability level.

The following specific recommendations pertain to assessment methods, and recognition and awards:

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Recommendations on Assessment Methods

1. Develop appropriate assessment tools for OHSP students that show sensitivity to their abilities and circumstances but at the same time credibly measure the expected competencies for each subject in each grade level. Care must be exercised in ensuring that these tools, while customized for use of OHSP learners, are equivalent to those used by teachers in the regular high school program.

2. Explore standardized tests such as the NAT as one credible index of comparison to examine the equivalence of the OHSP with the regular high school program.

3. Apply matching in selecting OHSP and regular high school students for comparison. This will control variation for subject characteristics as source of error.

4. If possible, use a pretest-posttest design to document changes or improvement in learning as a result of the program, and to enable researchers to apply analysis of covariance to account for initial ability level.

5. Allow the OHSP students to regularly participate in the NAT administered by the DepEd. Having OHSP learners undergo a common assessment of learning with regular high school students will give them the same level of confidence. NAT results will enable schools to identify weaknesses in the OHSP implementation and will guide them in taking steps for improvement of the program. NAT averages can be computed separately for regular and OHSP students to examine if they are at par with each other.

6. Develop standard pretest and posttest assessment tools, particularly in relation to reading skills.

Recommendations on Recognition and Awards

1. Articulate and disseminate the procedures to all OHSP-implementing schools for giving recognition and awarding outstanding OHSP students. Such practice will acknowledge the OHSP students’ status as learners like their counterparts in the regular high school program, and will motivate them to study just as well.

2. Make decisions objective and transparent in recognizing and awarding performance of OHSP students to give to the awards the kind of respectability that they should have in keeping with the belief that the OHSP is an equivalent program parallel to the regular high school program.


3. Lastly, adapting the K to 12 curriculum to the OHSP will require careful planning on the part of both policy-makers and program implementors. Hence, organizing regular consultative meetings with stakeholders, implementers and participants is a necessary first step towards the goal of aligning the OHSP to the new curriculum.

A team with representatives from key stakeholders can be convened in order to draft the SHS curriculum suitable for OHSP learners. Form a complementation/coordinating team composed of the school principal/assistant principal, OHSP coordinator, teacher-facilitators, guidance counselor, and representatives from students, parents, employers, and the community (OHS and regular HS) to brainstorm and decide on concerns of the senior high school who are prospective OHSP learners. Likewise, organize resource teams composed of ICT experts, instructional designers, materials developers and curriculum writers to provide special technical assistance to OHSP implementers.

4. DepEd also needs to revitalize efforts for informing the public of the OHSP as an alternative for those who think that the SHS program will delay their gainful employment. With a widening reach, there is a need to carry out a more systematic scheme of monitoring the implementation of OHSP.

Below are specific suggestions in relation to advocacy and promotion, leadership and technical support, and monitoring and evaluation.

Recommendations on Advocacy and Promotion

1. Establish stronger linkages with all stakeholders, including local and national governments, for the sustainability of the program.

2. Provide adequate information drive among OHSP students and their parents, and proper career guidance and counseling for program participants to minimize confusion and uncertainty, leading to greater motivation and higher school achievement.

3. Expand the implementation of the OHSP to all secondary schools of the country as a proactive intervention not only for dropping out, but also as a possible deterrent for early marriages, drug addiction, prostitution, and other related social problems. Young people who go to school tend to be dissuaded in these counter-productive activities. Strategies need to be developed and implemented to engage parents as program advocacy partners such as proving a more welcoming atmosphere for visiting parents in school and giving them avenues to contribute their time, talents and resources for OHSP improvement.

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4. Ensure the involvement and participation of stakeholders such as parents and community members as this would contribute to the effective implementation of the OHSP. Potentially, parents of OHSP students are some of the effective campaigners for the OHSP. Thus, develop and implement strategies to engage parents as program advocacy partners, tutors and learning coach whenever possible. Based on their own involvement in the program, parents of successful OHSP students have come to believe that the OHSP has been responsive to their children’s needs. They are willing to recommend the program to other students who want to pursue their high school education, but are faced with many personal, family, and employment barriers that prevent them from attending the regular high school program.

5. Moreover, if parents will play a role in their children’s college choice or contribute money toward their education, keeping parents involved in thought process will allow them to prepare emotionally and economically. Parents are a great sounding board for important decisions such as career choice. They have the experience that their children don’t have. They can help look at a situation more clearly and provide support to their children as they chart their career path.

6. Intensify information dissemination by repeating advocacy and orientation activities as frequently as possible, by exploring different means of conducting them, and by capitalizing on technological advance such as the use of infographics. The OHSP should also be promoted during Brigada Eskwela.

7. Identify model or exemplar OHSP schools as they can provide valuable insights for those who have met difficulties in their schools.

8. Link and network with alumni to generate continuing attention to and interest in the program. Initiatives such as “Adopt-a-Classroom” may be channelled through alumni associations.

Recommendations on Leadership and Technical Support

1. Nurture the leadership provided by school leaders to encourage them to continue motivating and giving direction to teachers. Provide due recognition for effective school leaders and teacher-facilitators of the OHSP. Examine the enrollment data, dropout rate, and graduation statistics to see which schools have successfully provided the OHSP. This measure will encourage OHSP implementers to continue with this endeavor.


2. Orient and train the school head to be fully equipped with adequate knowledge, understanding, and appreciation of the OHSP and to effectively provide instructional/technical leadership. This underscores the school head’s important role in providing instructional leadership and support to the OHSP. The school head is expected to provide closer supervision to OHSP facilitators, technical guidance to OHSP coordinators, quality assurance and motivate parents and students to participate in OHSP improvement.

Recommendations on Monitoring and Evaluation

1. Conduct proper documentation and reporting of OHSP implementation to stakeholders as these are crucial to the sustainability and duplication of the DORP programs.

2. Develop a uniform OHSP monitoring and evaluation tool so that important program data such as enrollment, graduation rate, promotion rate, teacher-student ratio, and academic achievement can be collectively analyzed and reported for policy formulation.

3. Develop a systematic tracking system for OHSP to help monitor the progress of OHSP graduates. With the new learner registration number being implemented by the DepEd, tracking OHSP students in the new K to 12 curriculum is made more efficient. Tracking OHSP graduates is more challenging. To facilitate this matter, alumni homecoming programs may be organized and widely disseminated through the media. Social networking sites can also be utilized to get OHSP learners together even after they have completed their secondary education.

4. Conduct observations of class meetings in various schools to find out the kind of questions OHSP learners bring for consultation with the teacher-facilitators. These will generate feedback that module writers can use to improve the materials, as well as possible training programs for professional development of teacher-facilitators

5. Conduct research on the experiences of OHSP learners and teacher-facilitators. Identify the problems encountered by learners with regard to the modules and consultation meetings, so that expedient interventions can be created, implemented, and evaluated for effectiveness. Comparison of OHSP learners and regular high school students needs to be methodically performed in each school so that adjustments can be made particularly to ensure that the two educational programs are indeed equivalent, varying only in how instruction is delivered.

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6. Make the publication and dissemination of success stories that are methodically documented to promote the attributes of OHSP as the tipping point in secondary education available. DepEd should promote the viability of OHSP as an ADM strategy supported by evidence that all students can learn in diverse means for as long as there are clear common goals, continuous assessment, and supportive-inviting environment. As revealed in the case studies, an OHSP learner could be as successful as a regular student because the school strives to develop a well-rounded student capable of pursuing higher education or post high school employment.

7. Strengthen the instructional supervision of OHSP facilitators through more regular observation of OHSP class meetings and supervising classroom sessions.

8. Disseminate the OHSP Monitoring Guide or Manual and other implementing materials to all schools nationwide to ensure a common interpretation and appreciation of the specific guidelines and policies on how best to implement the OHSP. Dissemination can be incorporated during the national conference on ADM/FLO, K to 12, and other relevant programs of DepEd.

6OPEN HIGH SCHOOL

CASE STUDIESMakati High School

Sangley Point National High School

Bacolod City National High School

Babag National High School

Mabini Integrated School

Javier National High School

Jose Panganiban National High School

Kabasalan National High School

Manicahan National High School

Don Pablo Lorenzo Memorial High School

Parang National High School

Amir Bara Lidasan National High School

Bangao National High School

Sinipsip National High School

Ferrol National High School

Odiongan National High School


Makati High School, Makati City

Background

Makati High School, located in Makati City, Metro Manila, is one of the OHSP pilot schools as provided for by DepEd Memorandum No. 35, series of 2007. It has been implementing the OHSP for 10 years. Prior to the OHSP, Makati High School provided Distance Learning Program from 2001 to 2002. The school began offering the OHSP with two sections for each year level and with weekly class meetings. In SY 2012-2013, Makati High School had 341 OHSP students, 212 of whom were males and 129 females. The OHSP-implementing team consisted of eight full-time teachers, one full-time coordinator, and one guidance counselor.

During the first seven years of OHSP implementation, the number of OHSP enrollees fluctuated. One contributory factor for this inconsistency was the relocation of informal settlers in three barangays where the OHSP students resided. Overall, however, the number of OHSP enrollees has increased from SY 2007-2008 to SY 2011-2012 (Table 107).

School Year Male Female Total2000-2001 142 34 1762001-2002 52 17 692002-2003 20 14 342003-2004 56 32 882004-2005 66 43 1092005-2006 54 56 1102006-2007 49 52 1012007-2008 91 66 1572008-2009 118 83 2012009-2010 235 127 3622010-2011 250 136 3862011-2012 256 150 4062012-2013 212 129 341

TABLE 107. Number of OHSP Enrolees from 2000 to 2013, by Gender (Makati High School)

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Reasons for OHSP

Makati High School offered OHSP as an ADM program ostensibly to address the problem of increasing number of dropouts and to provide the students at risk of dropping out (SARDOs), the out-of-school youth, and the working students an opportunity to complete their secondary education. It was a response to the increase in the number of high school dropouts from 37 in SY 2008-2009 to 77 in SY 2009-2010.

Most of the students enrolled under the OHSP because they were either poor, were working students, or lived far from the school. It was also reported that there were some OHSP students who came from as far as Cavite province.

Success Stories

One success story shared during the FGD was that the number of OHSP graduates has been increasing relative to the number of OHSP enrollees from SY 2003-2004 to SY 2011-2012. During the same period, the number of OHSP graduates was between 77.04 to 100 percent of the number of OHSP enrollees (Figure 33).

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FIGURE 33. Comparative Analysis of OHSP Enrolment/Graduates (Makati High School)

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Additionally, most of the OHSP graduates became successful after graduation. In particular, many of them went on to pursue college. Some of them enrolled in private schools. Other graduates started working odd jobs, then later got permanent employment. For instance, one former OHSP student previously worked as a dancer in an establishment, then later became employed in a television network. The school felt proud that there was a marked improvement in the lives of the students after completing their secondary education under the OHSP.

Best Practices

Some of the best practices on OHSP implementation in Makati High School include the following:

• Adherence to OHSP Curriculum and Implementation Guidelines. Through its long experience in the administration of the OHSP, Makati High School has developed the program with a clear understanding of its objectives. The curriculum was delivered with the use of instructional modules combined with weekly formal classes. The weekly class schedule was designed so that one day is devoted to a particular year level (Table 108).

DAY YEAR LEVELMonday First YearTuesday Second YearWednesday Third YearThursday Fourth YearFriday Schedule for the students to do research and for consultation. For

those days that the students are not in school, they learn lessons through the assigned modules.

TABLE 108. Schedule of OHSP Classes and Consultations (Makati High School)

• OHSPStudentswererequiredtomeetwithteacher-facilitatorsonceaweekinorder to do the following: 1) receive additional instruction, assignments and other class requirements; 2) submit homework and other documents; and 3) consult or confer with teacher-facilitators regarding any difficulties with class requirements. Students were given modules in the different subjects to work on during the week; they were instructed to complete assigned work such as themes and experiments with the help of the teacher-facilitators. They were allowed to take the periodical examinations after full compliance with quarterly requirements.

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Two classrooms were provided for OHSP used during their weekly meetings. These meetings were held to provide supplemental teaching, and to prepare them to return to regular classes if they wished to.

• Teacher Support. OHSP teacher-facilitators were described to be competent in the core academic subjects. They were able to assist students in obtaining important knowledge and competencies required for completing secondary education under a self-paced, modular learning arrangement. Students also found teacher-facilitators to be “very accommodating”. They observed that teacher-facilitators did not only play the roles of educators but that of “second parents”. Students consulted them not only on academic concerns but also on personal and family problems. Moreover, even if there were no OHSP class meetings scheduled on Fridays, OHSP teacher-facilitators made themselves available for consultation.

• School Administration Support. OHSP teacher-facilitators of Makati High School expressed high satisfaction with the school principals’ management of OHSP operations. Despite limited financial support for teaching and learning materials, the school administration provided all the assistance it could afford to OHSP students.

• Local Government Support. The city government of Makati City, known for advocating public education, provided Makati High School with equipment such as computer, television, and educational videos. It also funded periodic division-wide teacher training programs.

• Support from Other Stakeholders. Makati High School developed partnerships with parents and guardians of OHSP students as well as employers of working students. Fostering good relationships with these key individuals generated parental support for OHSP learners as they worked on their modules and worksheets at home. Similarly, having the support of employers gave OHSP students who were working the flexibility they need to be able to balance their time between fulfilling their duties at work and accomplishing OHSP requirements.

Accomplishments

• MakatiHighSchoolreportedvariousinnovationsinimplementingtheOHSP.First, individualized plans for OHSP learners were developed. Such plans, while not required by the DepEd, were prepared to help the students adjust to the regular school environment.


• Second, the school provided separate award and recognitionprocedures forOHSP students. Specifically, it gave recognition to one outstanding OHSP student each year.

• Third, since 2009, full-time teachers were assigned OHSP teaching load.Serving as teacher-facilitator was no longer an added load for regular teachers. Makati High School also made weekly meetings a regular activity of OHSP students even if DepEd policies did not impose it, provided, OHSP students were engaged in self-study. These meetings were held to monitor the students’ progress in their studies and to provide time for learners to consult with OHSP teacher-facilitators.

• Fourth, Makati High School held capacity building training for the OHSPteacher-facilitators. The DepEd Makati Division Office conducted a training activity on how to prepare and manage blended learning strategies for OHSP students, with funding from the city government. There were also other semi-annual and school-wide training programs conducted for all teachers.

• Fifth, enhancement of learning environment was also accomplished byallocating two classrooms for use of OHSP students.

• Sixth,proactiveadvocacyandpromotionactivitieswereheldduringtheearlyweeks of school registration period. The school head, accompanied by one staff, went to barangays to promote the OHSP. The OHSP was also introduced to the students during student orientation sessions and to parents during PTA meetings.

• Seventh, in terms of policy guidelines,MakatiHigh School reported that itwas aware of and complied with DepEd Order 44 series of 2012. The school recognized and awarded an outstanding student per grade level each school year. The school did not have to grant vacation service credits to OHSP teacher-facilitators as instituted by a DepEd Order because they already served as full-time OHSP teachers. The school also followed the guidelines on mainstreaming dropouts or students-at-risk of dropping out by integrating the dropout reduction program (DORP) in formulating its school improvement plan (SIP).

• Tracking Learners’ Progress. Prior to enrolment, high school entrants wererequired to submit their elementary report card, and returning high school dropouts, high school report card, Philippine Educational Placement Test (PEPT) qualifying certificate, and birth certificate issued by the National Statistics Office (NSO). Upon admission to the OHSP, students were administered two assessment procedures, the Independent Reading Inventory (IRI) and the Independent Learning Readiness Test (ILRT). In assessing OHSP students’ academic competencies, the school applied the grading system implemented

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in the regular high school program. This scheme included various components such as periodic examination, quizzes, accomplished modules and worksheets, projects, research papers, experiments, and assignments. Promotion of OHSP students was based on their compliance with the same requirements at their own learning pace. If they failed to accomplish the required tasks, they had to repeat the grade/year level.

Weaknesses

The school lacked school facilities that would have enabled teacher-facilitators to apply blended-learning programs in the OHSP. Online or virtual teaching could not be pursued because the school did not have good internet connection. The school was also negatively affected by having to use the school’s Maintenance and Other Operating Expenses (MOOE) for OHSP operations because it could not have access to the ADM funds. In this connection, modules provided by the DepEd were limited in number and there was not enough financial support for reproduction of modules. Moreover, the content of the modules that OHSP students used were also outdated.

Issues

One issue raised by the school was the OHSP learners’ lack of awareness of, or familiarity with, the implications of the new senior high school program. The school noted that OHSP students joined the program because they wanted to complete their high school education as soon as they could in order to apply for work or go to college. With the new K to 12 curriculum stipulating additional two years of Senior High School, OHSP students felt that it would take them longer time before they could accomplish their educational goals.

Adapting/aligning OHSP with K to 12 Program

The University of Makati can be considered as a model for secondary high school because it also offers OHSP. It implements ladderized educational system for the K to 12 program by providing skills-development courses supervised by TESDA. Training for teachers who will be involved in teaching Senior High School needs to be undertaken to provide them with information and competencies they need to be able to teach the Senior High School subjects adequately.


Suggestions for Improvement of OHSP

Based on the FGD conducted, Makati High School OHSP students and teachers recommended the following:

1. Modules1.1. Separate and update the OHSP modules in addition to the EASE modules

currently used;1.2. Provide funds for the reproduction of additional modules (each module is

approximately 60 pages).

2. Capacity building2.1. Provide specialized training (capacity building) for OHSP teacher-facilitators

in addressing specific emotional and psychological needs of students (e.g., those with mental disabilities such as schizophrenia).

2.2. Organize specialized training programs on how to assist students with learning difficulties/disabilities in preparation for special education (SPED) classes being planned by the Division Office.

3. Support for indigent students – Grant transportation subsidy for OHSP students who are poor and who come from distant places.

4. Instructional Methods/Learning techniques – Strengthen the capacity of the school for blended learning delivery and improve internet connection to enable submission of worksheets through e-mail.

5. School-Family-Community Relations – Promote school-family and school-community partnerships to assist OHSP learners pursue independent study at home. With school, family, and community harmoniously related, the school does not have to be the sole agency of education. Community resources and family/community life activities can support the OHSP as an educational program in which parents can participate in the schooling of their children.

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Sangley Point National High School, Cavite City, Cavite

Background

Sangley Point National High School (NHS), located in Cavite City, Cavite, started offering the OHSP in SY 2012-2013. There were 43 OHSP enrollees as of SY 2012-2013, composed of 27 male students and 16 female students (Table 109). This number was equivalent to 5.72 percent of the student population or 43 out of 751 students in Sangley Point NHS.

SCHOOL YEAR MALE FEMALE TOTAL2012-2013 27 16 43

Reasons for OHSP

The school offered the OHSP to help provide access to secondary education for poor students, street children, children in conflict situations, and bullied children.

Success Stories

Sangley Point NHS attained 100 percent graduation rate since all eight of their Fourth Year enrollees for SY 2012-2013 graduated during the same period. Among them were four male graduates and four female graduates.

Another success story revealed during the FGD was that the OHSP had helped mitigate the incidence of dropping out from school. The school’s dropout rate for SY 2012-2013 was 2.63 percent.

A third notable story that depicts a particular student’s success story was having one of its students win the 2012 International Children’s Peace Prize Awardee. The student was enrolled in a modified OHSP called “Kariton Open High School,” a partnership of Sangley Point NHS and Dynamic Teen Company (DTC), an NGO that provides community service and outreach programs to discourage students from joining violent gangs and notorious fraternities.

TABLE 109. Number of OHSP Enrolees from 2012 to 2013, by Gender (Sangley Point National High School)


Best Practices

Sangley Point OHSP teacher-facilitators and students cited a number of instructional and non-instructional interventions as best practices such as the following:

• Use of OHSP and EASE Modules as Instructional Materials. These instructional materials were beneficial and relevant to the implementation of the program. They were informative and were easily understood by the students.

• Teaching-Learning Techniques. Another effective practice was the application of face-to-face/guided instruction, individualized instruction, and media-assisted learning as teaching-learning strategies. These techniques afforded the OHSP students numerous opportunities to acquire knowledge and improve their competencies.

• Capacity Building for OHSP Teachers. Sangley Point NHS informants also mentioned that the BSE and DepEd Division Office held a seminar in 2012 on initiating the OHSP to raise the awareness and enhance the capabilities of OHSP teachers-facilitators.

• Support from Partner NGO. One final best practice reported by Sangley Point NHS participants was receiving support from a local NGO. Specifically, the school worked out a partnership with the DTC in providing volunteer teachers to help sustain the implementation of the OHSP.

Accomplishments

• The OHSP was included in the school’s annual budget.This would ensuresupport for the study needs of OHSP students.

• The school also improved the learning environment by providing eightclassrooms, a Home Economics (HE) room, an industrial education workshop, a computer laboratory, and a library for the OHSP learners. The school was still working out its request for funds for the repair of desktop computers repaired.

• Extensive advocacy and promotion of OHSP was performed by the schoolprincipal and teachers who actively promoted the OHSP in various barangays. They posted announcements in their social media accounts and put up tarpaulins to disseminate information to the community.

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• The school reliedmainly on theOHSP and EASEmodules as instructionalmaterials. Both teachers and learners found the modules very useful in fostering self-paced learning for OHSP students.

• Theprogramwasmonitoredonceamonthbytheschoolheadandtheheadteacher who also served as OHSP coordinator. Reports were submitted to the DepEd Division Office as requested. Academic reports and feedback from learners, parents or guardians, and teachers were also used for monitoring and evaluation purposes.

• Intrackinglearners’progress,theschoolpreparedaplantotracktheprogressof graduates who would complete secondary education in 2016.

Weaknesses

One major weakness of the OHSP in Sangley Point National High School was the lack of allocation from the Maintenance and Other Operating Expenses (MOOE) for implementation of the OHSP.

Issues

Sangley Point NHS did not have enough copies of EASE and OHSP modules for the use of 43 OHSP students. This situation caused delay in the OHSP students’ submission of exercises and worksheets.


Sangley Point NHS teachers believed that the OHSP could be offered to students who wanted to complete Senior High School (SHS) but may not be able to support themselves for certain reasons. In preparing OHSP learners for the K to 12 Program, the school planned to properly orient OHSP learners and appropriately assess their readiness to study under the program. Informants also realized the need for the school management, the teacher-facilitators, and the OHSP coordinators to be adequately oriented and trained on OHSP implementation. Such capacity building procedures should be able to raise awareness of participants about the OHSP and to build their capabilities as implementors of the OHSP.



During the FGD conducted, Sangley Point NHS informants gave the following suggestions:

• Provide funds for thereproductionofadditionalOHSPandEASEmodules,particularly for TLE and MAPEH.

• ClarifythegradingsystemundertheOHSP,particularly,thebasesforpassingand for recognizing outstanding students for administrators and OHSP teacher-facilitators to be guided accordingly.

• Reviewdocumentsrequiredforenrollment,suchasForm1(ApplicationforAdmission), Form 137 (Report Card), Form 138 (Transcript of Records), and Form 18 (Report on Secondary Promotions).

• EnsurethattheOHSPcurriculumisalignedwiththeKto12Program.

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Bacolod City National High School, Bacolod City, Negros Occidental

Background

Bacolod City National High School (NHS), located in Bacolod City, Negros Occidental, started offering the OHSP in SY 2009-2010. The program was offered to students who were 15 years in age or older, and who were employed (supported by an employment certificate). The school started with 13 OHSP enrollees, seven of whom were males and six females. The number of OHSP enrollees has increased since then. As of SY 2012-2013, there were 170 OHSP students, 94 male students and 76 female students (Table 110). This number was equivalent to 3.62 percent, or 170 out of 4,700 students in Bacolod City NHS. Thirty-two (32) teachers were assigned to OHSP, eight teachers for each grade/year level.

SCHOOL YEAR MALE FEMALE TOTAL2009-2010 7 6 132010-2011 80 51 1312011-2012 96 75 1712012-2013 94 76 170

Reasons for OHSP

The school offered the OHSP to reduce the number of high school dropouts and to help the students-at-risk of dropping out (SARDOs) continue with, and finish, high school. Students who enrolled in the OHSP of Bacolod City NHS were either indigent and could not afford to go to regular school, or were already working.

Success Stories

One success story pointed out by the OHSP teacher-facilitators of Bacolod City NHS was the increase in enrolment of high school dropouts, out-of-school youth, SARDOs, and working students by 92.35 percent, from an initial number of 13 OHSP enrollees in SY 2009-2010 to 170 OHSP enrollees in SY 2012-2013 (Table 109).

At the same time, the number of OHSP graduates increased from three in SY 2009-2010 to 39 in SY 2012-2013 (Figure 34). This indicated that there were more secondary school graduates who would have the opportunity to pursue a college degree or find employment.

TABLE 110. Number of OHSP Enrolees from 2009 to 2013, by Gender (Bacolod City National High School)


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Best Practices

Bacolod City NHS reported two instructional interventions as best practices implemented in the OHSP.

• Competent OHSP Personnel. Student informants described the school head, OHSP teacher-facilitators, and OHSP non-teaching staff as competent and committed.

• UseofEASEModules. The other best practice in the school was the use of EASE modules. OHSP teacher-facilitators noted that the EASE modules were appropriate instructional materials for OHSP learners as shown by how much students learned from them. Moreover, instructions for accomplishing worksheets were easy to understand and follow.

Accomplishments

• OneinnovationthattheschoolstartedtoapplywasimplementingtheOHSPonline. Ideally, OHSP students should have their own desktop computers or laptops at home, so that they could access OHSP modules and send the completed worksheets to teacher-facilitators via e-mail or in USB flash drive to be given to subject teachers. OHSP students who did not have their own

FIGURE 34. Number of OHSP Graduates from 2009 to 2013, by Gender (Bacolod City National High School)

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computers or laptops had the option to either use the computers in the school’s computer laboratory or rent computers with internet connection in internet shops. At the time of the school visit, teacher-facilitators had pilot-tested an online OHSP with 22 Grade 7 and 51 Second Year students. If additional equipment and facilities such as computers and laptops could be provided, the Bacolod City NHS implementors were considering the possibility of expanding online OHSP to other grade levels.

• Bacolod City NHS applied a number of ways for advocacy and promotionactivities for the OHSP. Teachers actively campaigned for youth in various barangays to avail of the program. Advocacy and promotion activities were conducted during summer, before enrollment period. The OHSP was also included in the school’s orientation program provided to all students and parents at the beginning of the school year.

• AdvocacyandpromotionwasalsodonethroughannouncementattheBomboRadyo radio station. The radio announcement on the OHSP was free of charge since one of the radio announcers is the husband of one of the teachers. In addition, tricycle drivers are tapped to help in promoting the program by carrying OHSP posters on their vehicles.

• BacolodCityNHS recognized and awarded the topnotchers or outstandingOHSP students, separate from that given to regular high school students.

• Theschoolalsofollowedtheguidelinesinprovidingvacationservicecreditstoits teachers. These benefits were given to those who rendered “overtime work” as OHSP teacher-facilitators.

• ThebudgetfortheOHSPimplementationinBacolodCityNHSwassourcedfrom the ADM funds. From these funds, PhP40,000 was allocated for the reproduction of EASE modules in 2012. The approval and release of the funds, however, were subject to the submission of a project proposal on the OHSP and ADM by the school.

• TutorialandsimilarassistancewereprovidedbyOHSPteacher-facilitatorstotheprogram learners. Teacher-facilitators also gave OHSP learners opportunities for make-up tests when they could not be present on the day of the tests due to work obligations or other concerns. OHSP students were also given print copies as well as electronic (in CDs) copies of the instructional modules for free.

• MonitoringandevaluationofOHSPimplementationwasconductedinBacolodNHS through a review of enrollment data. This review process helped curb the school’s dropout rate. A tracking form was also being prepared in order to monitor the whereabouts of OHSP graduates. Teacher-facilitators were also


planning to enrich existing modules to make the instructional materials more relevant and beneficial to the OHSP students.

• Upon tracking learners’ progress, the school head and the OHSP teacher-facilitators believed that the OHS students in their school were at par with the regular high school students. They observed, in particular, that there were OHSP students who were diligent and eager to learn. However, teacher-facilitators had to exert more effort in helping OHSP students learn the lessons. Additional time was spent devoted to teach certain subjects such as mathematics, particularly trigonometry.

Weaknesses

Bacolod City NHS did not have enough classrooms to accommodate all 170 OHSP students during weekly meetings. Instead, OHSP students used an open space within the school premises that had no roof, thus exposing them to heat and sunlight and occasional rains. Students hoped that the school would be able to provide additional classrooms for them in the near future.

Issues

• Issues raised by Bacolod City NHS teacher-facilitators concerning OHSPimplementation were related mostly to financial concerns and lack of facilities and equipment. They reported that they did not have sufficient funds for the reproduction of testing materials, for preparing periodical test papers, and the Division Unified Test (DUT). These concerns were addressed by allocation made from the school’s MOOE.

• The school also did not have sufficient budget for the reproduction ofworksheets for the OHSP students. Worksheets for most subjects consisted of one to two pages, while that for Reading Comprehension, two to three pages. A total of PhP16,000 was needed to cover worksheet reproduction for 232 OHSP students.

• Teacher-facilitators also reported their lack of multimedia equipment suchas LCD projector, projector screen, and laptop that would have been used for blended learning. They also lack classrooms for the use of 170 OHSP enrollees during weekly class meetings.

• Lastly, concern about the general poor economic conditions of the OHSPstudents was expressed by FGD participants. Many OHSP students were absent from the scheduled class meetings because they did not have enough money for transportation.

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Bacolod City NHS teacher-facilitators proposed holding night classes for SHS students in the OHSP because most of these learners might find it difficult to leave their jobs to attend day time class meetings. They also articulated their common opinion that SHS students of the OHSP should have the same curriculum as those of regular SHS students to ensure that OHSP graduates have the academic and skills competencies to make them at par with the regular SHS students.

Suggestions for Improvement of OHSP Based on the interviews among OHSP teacher-facilitators and students of Bacolod City NHS, the following suggestions were offered:

• ProvidefundsforreproductionoftestingmaterialsforperiodicaltestsandtheDUT to ensure that the OHSP students are properly assessed for promotion to the next grade level or for graduation; funds from the MOOE can be allocated for this purpose.

• AllottheamountofPhP16,000forthereproductionofworksheetsneededby232 OHSP students.

• PurchasecomputersandanLCDprojectortofacilitateOHSPstudents’learningthrough improvement in the presentation of lessons.

• Assign a separate room specifically for the use of OHSP students, possiblythrough contributions by alumni in an adopt-a-classroom initiative.

• Grant financial allowance toOHSP students for transportation expenses toensure that they attend all class meetings; an estimated amount of PhP120,000 should be prepared to cover at least 100 of the 232 OHSP students, an amount computed on the basis of an average of PhP24 roundtrip fare per student multiplied by 100 students, 5 days a week, for 10 months.

• Formulate anOHSPpolicy that provides night classes for those in the SHSlevels, to help working students manage their work hours without sacrificing the time they need to study under the OHSP.


Babag National High School, Lapu-lapu City, Cebu

Background

Babag National High School (NHS), located in Lapu-Lapu City, Cebu, began implementing OHSP in SY 2007-2008. In SY 2012-2013, the school had 267 OHSP enrollees, 173 of whom were males and 94 females (Table 111). This number represented 7.77 percent of 3,436 total number of students in the school.

SCHOOL YEAR MALE FEMALE TOTAL2008-2009 28 29 572009-2010 80 43 1232010-2011 131 63 1942011-2012 173 64 2372012-2013 173 94 267

Reasons for OHSP

The school offered the OHSP as an ADM, providing access to free and quality secondary education to poor students, working students or child laborers, teenage mothers, students in remote areas, overaged students, people with disabilities, children in conflict situations, and students with chronic illnesses.

Success Stories

Babag NHS has been successful in implementing the OHSP as shown by the 78.65 percent increase in OHSP enrollment from 57 OHSP students in SY 2008-2009 to 267 OHSP students in SY 2012-2013 (Table 112).

Babag NHS also attained 100 percent graduation rate from SY 2008-2009 to SY 2012-2013. During this period, a total of 287 OHSP students were able to graduate, composed of 183 males and 104 females. They have also achieved zero (0) percent dropout rate during the same period. In addition, they mentioned that some of the OHSP students that have graduated are getting jobs at the Lapu-Lapu City Economic Processing Zone Authority (EPZA), while others are studying through scholarship grants for working students.

TABLE 111. Number of OHSP Enrolees from 2007 to 2013, by Gender (Babag National High School)

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TOTAL 183 104 287

Best Practices

The FGD participants noted the following best practices in the way the OHSP was implemented:

• Strong Capacity Building Program for OHSP Teachers. The OHSP implementers in Babag NHS coordinated with the DepEd for the conduct of a capacity building activity. The DepEd Regional Office conducted a training program for the school head and the OHSP teacher-facilitators on “Open Enrolment Policy for Children who were Victims of Child Labor” in July 2007.

• Use of Various Learning Strategies. The success of the program could also be attributed to the various learning strategies employed by teacher-facilitators such as face-to-face/guided instruction, individualized instruction, and distance learning, in response to the variety of capabilities and levels of readiness of OHSP students.

• Use of OHSP and EASE Modules. The use of the OHSP and EASE modules as instructional materials was also among the factors that helped sustain OHSP implementation. Both OHSP teacher-facilitators and students were satisfied with the usefulness of these modules.

• Support of Parents and Guardians. Parents and guardians provided adequate support for their children as they pursued their studies under the OHSP. Because studying under the program was basically modular and home-based, parents and guardians played a crucial role in monitoring their children’s progress at home and in giving them proper advice for difficulties encountered in relation to their academic progress.

TABLE 112. Number of OHSP Graduates from 2008 to 2013, by Gender (Babag National High School)


Accomplishments

A number of critical decisions were made by implementors of OHSP in Babag NHS to sustain students’ participation in the program:

• The shift in instructional strategy from tutorial to face-to-face classroomsetting has improved the learning capabilities of the students. Providing more contact hours between learners and teacher-facilitators, teachers were able to encourage students to manage their own learning. In the end, the capabilities of OHSP learners improved from those possessed by guided learners to those characterizing independent, self-paced learners.

• AdoptingSchool-InitiatedInterventions(SII)contributedtothemitigationofschool leavers. The intervention entailed various measures such as providing modular instruction, holding home visitations, and closely monitoring the progress of the students. In addition, the school established links with parents and an NGO to seek their assistance in sustaining the program.

• The school had a sufficient number of classrooms to accommodate 267OHSP enrollees. In particular, it had 47 academic classrooms, three science laboratories, and one computer laboratory made accessible for OHSP students.

• TohelpadvocateandpromotetheOHSP,theschoolheadandOHSPteacher-facilitators had been going to different barangays to orient the people on the program and to explain the importance of completing secondary education.

• RegularmonitoringandevaluationofOHSPimplementationwasconductedby the school during each OHSP session. Academic reports and feedback from OHSP learners, their parents, and teacher-facilitators were used as methods of monitoring and evaluation. Reports made from monitoring and evaluation activities were then submitted to the DepEd Division Office on a quarterly basis.

• TheschoolalsosetupatrackingsystemtomonitortheprogressoftheOHSPstudents who had graduated from the program. Through this system, the school personnel were able to determine how many OHSP graduates had gone on to pursue college education, or were working locally or abroad.

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Weaknesses

Babag NHS informants cited that one of the major weaknesses of the OHSP was the insufficient budget for reproduction of learning materials needed by OHSP students. In the past, these inadequacies were addressed by parents and an NGO which provided funds for learning material reproduction. At the time of the FGD, the school had modules in the following subjects:

• Filipino1,2,and3• English1and2• Science1,2,3,and4• Math1,2,3,and4• AralingPanlipunanorSocialStudies1,2,3,and4• MAPEH-onlyMusic1and2• EdukasyonsaPagpapahalagaorValuesEducation1,2,3,and4

Modules in the following subjects were still lacking:• Filipino4• English3and4• TechnologyandLivelihoodEducation(TLE)• MAPEH-Music3and4,Arts,PE,andHealth

It was estimated that an amount of PhP30,000 would be needed for reproduction of the additional modules.

Issues

The major issue presented by Babag NHS program implementors was lack of funds for reproduction of needed learning materials and school supplies such as notebooks and papers for the OHSP students.


Babag NHS informants believed that the OHSP could be adapted for the SHS Program of the new K to 12 curriculum. They also considered the additional high school levels would be helpful to the students who would participate. To help OHSP students in the transition to the K to 12 Program, teacher-facilitators of Babag will have to be trained on the content and strategies for the SHS.



Based on responses obtained from informants during interviews conducted in Babag NHS, the following suggestions were drawn up:

• Provide funds for the reproductionofOHSP learningmaterials; theDepEdshould provide an estimated budget of PhP30,000 for the reproduction of modules in Filipino 4, English 3 and 4, TLE, and MAPEH - Music 3 and 4, arts, P.E., and health. Providing the modules would ensure that the full potential of OHSP students as independent, self-paced learners is realized.

• Implementcapacity-buildingtrainingorseminarsforOHSPteachersonOHSPguidelines, the new ADM/FLO guidelines, and how to use the modules. These seminars will help raise their awareness and increase their competencies for effective and full implementation of the OHSP, most especially in its adaptation to the new SHS curriculum.

• AssistschoolsinfindingsponsorswhocanhelpprovideOHSPlearnerswithschool supplies such as notebooks, paper, and pens.

• SupportOHSP teacher-facilitators through incentives thatwould encouragethem to improve program implementation; one option might be to relieve them of at least two subjects in the regular classes in return for meeting OHSP learners on Saturdays and for making home visitations.

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Mabini Integrated School, Brgy. Mabini, Cebu City

Background

Mabini Integrated School, located in Cebu City, Cebu, is one of the pilot schools for the Child-Friendly School System provided under Enclosure No. 1 to DepEd Memorandum No. 35, series of 2007. The school started to implement OHSP in SY 2007-2008. In SY 2012-2013, the school had eight OHSP enrollees, all of whom were males. This number represented 4.65 percent or 8 out of 172 total number of students in the school.

Reasons for OHSP

The school implemented the OHSP to address the large number of high school dropouts, and to help students-at-risk of dropping out (SARDOs) look for opportunities to complete their secondary education.

Most of the students enrolled under the OHSP had economic and family problems, lived far from school, or were working students with multiple jobs such as mango farming (receiving about PhP2,500 a month to take care of a 3-hectare mango farm with 100 standing trees), driving a jabaljabal (a land transportation vehicle, e.g., motorcycle). One student participating in the FGD disclosed that he enrolled under the OHSP because he was being bullied by classmates for his facial disfigurement. OHSP students expressed their strong desire to complete their high school education despite these difficulties.

Success Stories

The two important stories shared by FGD participants of Mabini Integrated School were graduation of OHSP learners and mitigation of drop-out rates. From 2008 to 2013, 10 (17.24%) out of 58 OHSP students had already graduated from the program (Table 113). Except for SY 2010-2011 in which there was a 2 percent drop-out rate, there were zero drop-out rates in SY 2008-2009, SY 2009-2010, and SY 2011-2012 (Table 114).


SCHOOL YEARMALE

GRADUATESFEMALE

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SUB-TOTALOHSP

GRADUATES2008-2009 2 4 62009-2010 0 0 02010-2011 0 0 02011-2012 4 0 42012-2013 0 0 0

TOTAL OHSP GRADUATES

6 4 10

SCHOOL YEAR (SY) DROPOUT RATE (IN PERCENT)2008-2009 02009-2010 02010-2011 22011-2012 0

Best Practices

Among the best practices implemented by Mabini Integrated School for OHSP are described below.

• OHSP Personnel Support for Students. Students participating in the FGD lauded the efforts of OHSP teachers in fulfilling their roles and responsibilities. OHSP teachers, the school heads, and the non-teaching staff were all seen as competent and committed in ensuring the full implementation of the OHSP. OHSP teachers were also perceived to be very supportive of their students. Students described the teachers to be very approachable and to have made themselves available for consultations when needed by students. Because of these, OHSP students felt that their teacher-facilitators treated them like family and friends. When OHSP students needed financial assistance, OHSP teacher-facilitators readily gave them support. Some of them provided OHSP students with allowance or “baon” for various expenses, including the photocopying of instructional materials.

• UseofEASEModulesandOtherRelatedInstructionalMaterials. Another effective practice cited by FGD participants was the use of the EASE modules, textbooks, and other instructional materials. These learning aids had helped OHSP students develop academic competencies.

TABLE 113. Number of OHSP Graduates from 2008 to 2013 (Mabini Integrated School)

TABLE 114. Dropout Rate from 2008 to 2012(Mabini Integrated School)

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Accomplishments

Several activities shared by Mabini Integrated School informants during the FGD are worth mentioning.

• The school obtained support from the city government. Specifically, theEDCOMM Chairman and the City Councilor of Cebu City assisted in providing a barangay bus for school activities conducted in the city proper, such as dental missions and other programs supported by the district and division offices.

• OHSP students reported that they were encouraged by teacher-facilitatorsto participate in peer learning or group study. Under this arrangement, independent, self-paced students were able to assist slow learners catch up with their lessons. The process promoted cooperation and social cohesion among OHSP students.

• Sessions forallgradeoryear levelswereconductedat thesametimeand inthe same room. Each learner, however, worked on the appropriate module according to his/her grade or year level.

• WithrespecttomonitoringandevaluationoftheimplementationoftheOHSP,the school turned in reports on the progress of the OHSP to the DepEd Division Office on a quarterly basis.

• During OHSP enrollment, students were required to submit Form 137 (orreport card) and birth certificate obtained from the National Statistics Office (NSO) as part of their assessment requirements. The students were then assessed with reading comprehension tests and interviews. These preliminary assessment procedures helped determine whether OHSP students were slow-paced and whether they should be given guided instruction, or were prepared for independent and self-paced learning.

• Mabini Integrated School teacher-facilitators noted that regular high schoolstudents may have excelled academically, but OHSP students, on the other hand, exhibited greater commitment to learn.

Weaknesses

• OneoftheweaknessesoftheOHSPinMabiniIntegratedSchoolwasthelackof special orientation on the OHSP. The school, however, had made plans to conduct separate orientation sessions on the OHSP to help more working students, poor students, and high school drop-outs complete their secondary education.


• AnotherweaknessrecountedbyFGDparticipantswaslackoffundsforADMand OHSP implementation. This problem was temporarily addressed by using the PhP10,000 fund for mountain schools. At the same time, the school allocated PhP1,500 from its MOOE for the reproduction of OHSP modules.

Issues

• FGDparticipantsidentifiedanumberofissuesandconcernswithrespecttoOHSP implementation. One was that the number of instructional modules was not sufficient for the number of OHSP students enrolled. At the time of the visit, teachers did not have the modules for Grades 8, 9, and 10.

• Another issue brought out during the FGD was the absence of a full-timeguidance counselor. The school only had a teacher acting as guidance counselor. All informants were in agreement in saying that it would be of great help to OHSP students if there was a guidance counselor who could not only coordinate OHSP activities, but could also provide psychological assistance to OHSP learners.

• AnothermajorconcernwasthefinancialproblemsfacedbyOHSPstudents.Many of them came from poor families who sometimes have no means for school-related expenses such as transportation money. These financial problems affected students’ participation in class meetings and in accomplishing school projects and requirements. OHSP students also commented on having insufficient time to complete their workbooks and modules. They also observed that occasionally, teacher-facilitators were absent during weekly sessions but no substitute teachers were designated to meet them.

• With respect to the school facilities, OHSP students recounted that theirclassroom was too hot because it had no ceiling. In addition, the school did not have facilities for TLE classes. Teacher-facilitators shared that the school had yet to find the financial resources to put up the facilities.


• Teacher-facilitatorsofMabiniIntegratedSchoolsupportedthecontinuationofthe present OHSP curriculum to include the SHS of the new K to 12 program. Adapting the OHSP to the new curriculum will give opportunities to many students in difficult situations to complete their secondary education.

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• OnedilemmathattheschoolwillhavetoresolvewithregardtotheSHSProgramwas the migration of many families from farming communities to urban places. Teacher-facilitators mentioned that courses related to employment other than farming such as those found in urban places may have to be developed.


The following suggestions were obtained during interviews conducted among OHSP participants in Mabini Integrated School:

• Expand OHSP implementation to include five adjoining barangays to helpworking students, high school drop-outs, and SARDOs from these areas.

• Providemorefundsforthereproductionofmodules,possiblyamountingtoPhP10,000 each year for three years, to reproduce five modules for each subject for each batch. Subject areas where the school needs additional modules include science, Filipino, and MAPEH.

• Hireafull-timeguidancecounselorwhocanhelpassessOHSPstudentsduringpre-enrollment, coordinate OHSP activities including orientation, advocacy, and promotion, provide career counseling, and track graduating OHSP students and OHSP graduates.

• Conduct capacity-building and training activities for teachers from otherbarangays to enable them to apply the OHSP as a means of mitigating school leaving.

• Findwaystoprovidefinancialallowancetostudents;oneoptionmightbetolink the OHSP students to the Conditional Cash Transfer (CCT) program being implemented by the Department of Social Welfare and Development (DSWD).

• Extendmeeting sessionswith subject teachers from the current half day towhole day to provide students ample time to consult subject teachers.

• Assignsubstituteteachersonoccasionswhentheassignedteacherisabsentsoas not to delay the academic timetable of OHSP students.

• Improve the learning environment of OHSP students; a ceiling should beinstalled in the OHSP classroom to make it more suitable for conducting learning activities.


Javier National High School, Javier, Leyte

Background

Javier National High School (NHS), located in Javier, Leyte, started offering the OHSP in SY 2008-2009. Initially there were 12 OHSP enrollees, seven of whom were males and five females. As of SY 2012-2013, there were already 58 OHSP enrollees, 37 males and 21 females (Table 115). This number represents 5.32 percent of the 1,090 total number of students in the school.


Reasons for OHSP

The school implemented the OHSP initially because many of its students either had financial problems or were married early that put them at risk of dropping out. In previous years, some high school students eventually had to leave school because of these difficult situations.

Success Stories

Javier NHS has been relatively successful in implementing the OHSP as shown by its 79.31 percent increase in OHSP enrollment, from 12 OHSP students in SY 2008-2009 to 58 OHSP students in SY 2012-2013.

Moreover, some OHSP students had already graduated from the program. From 2008 to 2013, four students had completed their high school education under OHSP (Table 116). At the same time, they revealed that the OHSP was able to mitigate the onset of high school students dropping out. Specifically, the school’s drop-out rate declined from 7.7 percent in SY 2008-2009 to 2.6 percent in SY 2011-2012 (Figure 35).

TABLE 115. Number of OHSP Enrolees from 2008 to 2013, by Gender(Javier National High School)

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SCHOOL YEAR MALE FEMALE SUB-TOTAL2008-2009 0 0 02009-2010 0 0 02010-2011 1 1 22011-2012 0 0 02012-2013 1 1 2

Total 2 2 4

0

1

2

3

4

5

6

7

8

Best Practices

Among the best practices of Javier NHS are described below.

• Competent OHSP Personnel. One of the commendable features of the OHSP implemented in Javier NHS was the competent, committed, and approachable school head, OHSP teacher-facilitators, and non-teaching staff who take care of the OHSP students and together ensured that the school delivered quality education through the OHSP.

Accomplishments

• JavierNHSstaffpointedoutthateffectivenessoftheOHSPcouldbeattributedpartly to the use of the EASE modules and textbooks as instructional materials

TABLE 116. Number of OHSP Graduates from 2008 to 2013, by Gender(Javier National High School)

FIGURE 35. Dropout Rate from 2008 to 2012(Javier National High School)

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7

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2

1

0SY 2008-09 SY 2009-10 SY 2010-11 SY 2011-12

7.7%

3.2% 3%2.6%


for OHSP students. They observed that EASE modules helped students learn their lessons, and that the exercises provided were easy to understand and follow. OHSP students themselves expressed their appreciation for the EASE modules which they found valuable in learning the lessons.

• Teacher-facilitatorsalsorequiredOHSPstudentstoreadtextbookstoenhancetheir knowledge and comprehension of the lessons.

• OHSPstudentsofJavierNHSparticipatedingroupactivitieswhichtheyfoundto be both interesting and instructive. They not only learned from each other through these activities, but they were also able to make new friends from among their classmates.

• TheschoolconductedorientationsessionstoinformstudentsabouttheOHSP.Those who attended these sessions later informed their families and friends about the program.

• AmongthedocumentsrequiredofOHSPapplicantsduringenrollmentperiodwere their class records (Form 137) and birth certificates obtained from the NSO. Applicants also accomplished registration forms, were interviewed, and took a reading comprehension test to determine whether they worked better as guided learners or as independent learners.

Issues

Javier NHS teacher-facilitators shared that they did not have sufficient number of EASE modules and books for the 61 OHSP students in the school. The insufficiency of instructional materials prevented the OHSP students from accomplishing the class exercises in a shorter period of time. They hoped that additional funds would be provided for the reproduction of modules and the acquisition of new books.


Interviews with the OHSP learners in Javier NHS yielded a number of suggestions for improving the program implementation.

• Provision of funds by the DepEd for the reproduction of additional EASEmodules and the purchase of more books.

• Improvementoftheteachingstyleandattitudesofteachers;iftheyputinmorework and enthusiasm in their teaching, OHSP students will most likely learn better.

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Jose Panganiban National High School, Panganiban, Camarines Norte

Background

Jose Panganiban National High School (NHS), located in Jose Panganiban, Camarines Norte began implementing the OHSP in SY 2006-2007. In 2008, it was selected as one of the schools designated as part of the Child-Friendly School System (CFSS). The school initially had 73 OHSP enrollees, 45 of whom were males and 28 females. As of SY 2012-2013, its enrollment had increased to 242, with 152 male students and 90 female students (Table 117).

SCHOOL YEAR MALE FEMALE TOTAL2006-2007 45 28 732007-2008 87 42 1292008-2009 116 69 1852009-2010 122 69 1912010-2011 118 56 1742011-2012 146 52 1982012-2013 152 90 242

Reasons for OHSP

The school listed their objectives for implementing the OHSP, namely:• retainthepotentialschoolleaversandbringbacktheout-of-schoolleaversof

high school age;• develop functional literacywithin the contextof formal secondary learning;

and,• providethedisadvantagedpersonsofhighschoolageaccesstoformaleducation

and eventually mainstream them to the regular program when they decide to do so.

Most OHSP students were burdened with financial difficulties. Parents of these students were farmers and small-scale miners who did not have enough income to send their children to regular school. Because of their financial problems, many of the OHSP students were also working in gold mining and gold panning in the nearby municipality of Paracale, known to be a major gold mining area in the province. Other OHSP learners either worked as sales ladies or were employed in similar low-paying jobs. Some OHSP students chose to enroll in the program because they found it difficult to study under the regular high school program due to personal reasons such as early marriage, distance

Table 117. Number of OHSP Enrolees from 2006 to 2013, by Gender(Jose Panganiban National High School)


from the school, and severe physical impairment. One of the students interviewed was orphaned at an early age, and was left in the care of her grandmother, who herself had limited means.

Success Stories

Jose Panganiban NHS was successful in implementing the OHSP as indicated by the increase in the number of enrollees, from 73 OHSP students in SY 2006-2007 to 242 OHSP students in SY 2012-2013 (Table 117). Similarly, the graduation rate was 61 percent or 23 graduates out of 38 candidates in SY 2011-2012. In SY 2012-2013, 90 percent or 56 out of 62 students were expected to graduate from the OHSP. A total of 140 students has thus far graduated in the OHSP of Jose Panganiban NHS from 2007 to 2013 (Table 118).

SCHOOL YEAR (SY) SUB-TOTAL OHSP GRADUATES2007-2008 102008-2009 152009-2010 212010-2011 152011-2012 232012-2013 56

TOTAL OHSP GRADUATES 140

One of the OHSP graduates was traced to be working as a cosmetologist in Dubai, while another was in her third year as a Nursing student in a private school in Daet, Camarines Norte. A third OHSP graduate was reported to have secured a regular job in Singapore. Finally, a 48-year old government employee was given a permanent job position in the municipal office after he graduated from the OHSP.

Students who participated in the FGD expressed their gratitude for having been given a chance to continue their studies under the program at a time when they seemed to have lost all hope of ever returning to school. They claimed that they learned to become independent and more responsible students because of their experiences as OHSP learners.

TABLE 118. Number of OHSP Graduates (Jose Panganiban National High School)

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Best Practices

Jose Panganiban NHS informants identified some of their best practices in implementing the OHSP.

• Capable OHSP Personnel. The OHSP was put into operation by its competent and committed school head, OHSP teacher-facilitators, and non-teaching staff. According to the OHSP students in the FGD, OHSP teacher-facilitators were firm but were also friendly and approachable. The school also provided substitute teachers when a subject teacher was absent from class meetings. The school head was likewise highly regarded because of his deep knowledge and experience in implementing the OHSP. Prior to his designation as principal of J. Panganiban NHS, he had served as the school principal of Camarines Norte National High School (NHS) when the OHSP was first implemented there.

• Adherence to a Clear Set of OHSP Guidelines. Because of its exceptional leadership, the school also had followed a clear set of guidelines on how to implement the OHSP. The OHSP team developed an organized curriculum for the OHSP students with the following core academic subjects: English, Filipino, math, science, araling panlipunan (AP), values, TLE, and MAPEH. Grade 7 to Fourth Year OHSP students attended weekly school meetings every Saturday from 7:30 am to 5:15 pm. Consultation period with teacher-facilitators was set at one hour per subject to provide sufficient time for discussion of difficulties (Tables 119 and 220).

TIME SUBJECT SUBJECT SUBJECT SUBJECT7:30 – 8:30 Values I AP II Science III TLE IV8:30 – 9:30 Values II AP III Science IV TLE I9:30 – 9:45 Break9:45 – 10:45 Values III AP IV Science I TLE II10:45 – 11:45 Values IV AP I Science II TLE III

Lunch BreakTeachers Mrs. Melba

Angela ArcigaMrs. Leonor V. Binaohan

Mrs. Mariefe D. Cereno

Mrs. Edna Asis

TABLE 119. Schedule of Classes and OHSP Teachers, Morning Session, Saturday (Jose Panganiban National High School)


TIME SUBJECT SUBJECT SUBJECT SUBJECT1:00 – 2:00 English I Filipino II Mapeh III Math IV2:00 – 3:00 English II Filipino III Mapeh IV Math I3:00 – 3:15 Break3:15 – 4:15 English III Filipino IV Mapeh I Math II4:15 – 5:15 English IV Filipino I Mapeh II Math IIITeachers Mrs. Merlinda

AlcosibaMrs. Cynthia B. Barja

Mrs. Carmina M. Dichoso

Mr. Andreo S. Tagle

TABLE 120. Schedule of Classes and OHSP Teachers, Afternoon Session, Saturday (Jose Panganiban National High School)

• Theschoolwasalsosuccessfulingainingthesupportofthemunicipalmayor.The friendly relationship between the mayor and the school officials facilitated the approval of monthly honoraria for OHSP teachers taken from the LGU’s Special Education Fund (SEF).

• Teacher-facilitatorsobservedthattheOHSPstudentswereenthusiastic,wereserious in their studies, and were willing to learn. The enthusiasm of OHSP students could be attributed to the useful and relevant learning materials that the school used. These included the EASE modules, reference books from regular curriculum for araling panlipunan, and Saturday local TV program on mathematics viewed in school.

• OHSPstudentswerealsodescribedasskillfulintimemanagement,andthatthey were seen to have used their time wisely to study. Students were also financially mature because they were able to save money for projects and modules. They showed their resourcefulness by manually copying modules in their notebooks when they did not have money to reproduce them. Cooperation in OHSP classes was evident, thus enabling students to maximize learning and to develop friendships.

• Moreover,thesuccessofOHSPstudentscouldnothappenwithoutthegeneroussupport of their parents. Parents of OHSP students were sources of advice, guidance, and assistance as learners completed their school requirements.

Accomplishments

• OneimportantfeaturesoftheOHSPinJosePanganibanNHSwastheprovisionof honoraria for teacher-facilitators in order to sustain their involvement in the program. Each OHSP teacher-facilitator received an honorarium of PhP650 to PhP1,000 each month, obtained from the SEF of the municipal government

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through a Memorandum of Agreement (MOA) signed between the school head and the mayor.

• AnothernoteworthyfeaturewasthePTAinitiativetosubsidizethemiscellaneousfees of OHSP students. This assistance relieved OHSP students of some of the financial burden they had to be able to study.

• To ensure thatworking studentswould be able to joinweekly sessions, theimplementors transferred these sessions from Friday to Saturday. This move resulted in an increase in the number of working students enrolling in the OHSP.

• PeerteachingwasorganizedamongOHSPstudents,andbetweenOHSPandregular students. This enabled the slow learners to catch up with the lessons.

• TheschoolputemphasisonbuildingthecapacityofOHSPteacher-facilitators.The OHSP teaching staff was able to participate in an in-service training and seminar-workshop on the Child-Friendly School System (CFSS).

• PartofimprovingthelearningenvironmentforOHSPlearnerswastoexposethem to school-related experiences such as educational trips and activities. Some OHSP students of Jose Panganiban NHS were able to participate in the Science Technology Education Program (STEP)-TLE Technolympics held in Iloilo. An educational tour was held in 2012 in which OHSP learners visited the TESDA office in Naga City. This experience gave some students information on TESDA programs available for high school graduates.

• Jose Panganiban NHS provided orientation on the OHSP to students andparents through the PTA assembly at the beginning and at the end of each school year. Municipal government meetings, town fiestas, and barangay night also served as venues for the school to promote the OHSP. Members of the community and the municipal government also referred the program to those who they thought needed it and would benefit from it. The school staff had begun to discuss plans putting up a website to further promote the OHSP in their school.

• Teacher-facilitators participating in the FGD disclosed that they had givenrecognition and award to three outstanding OHSP students. The school was also able to submit a School Improvement Plan (SIP) requesting for ADM funds. As a result, it received PhP100,000 from funds for reproduction of OHSP modules.

• The school leadership of Jose Panganiban NHS took responsibility for thefollowing aspects of the OHSP:


- determine the drop-out rate of the school;- initiate and conduct an information drive;- supervise OHSP teacher-facilitators’ loading and organization of classes;- prepare the report for monitoring and evaluation; and- explore sources of funds to support the OHSP.

• Theschoolwasabletoestablishanorganizedsystemtotracklearners’progressfrom enrolment to high school completion as follows:

1. Entry Procedures. Students seeking to attend the OHSP were required to submit documents such as their report cards (also known as Form 137), PEPT qualifying certificate, and birth certificate obtained from the NSO.

- Applicants were then given the Independent Learning Readiness Test (ILRT) to assess their capacity for self-directed learning, and the Informal Reading Inventory (IRI) Test to measure their reading level. Results of these tests were used only as references or benchmarks, and were not at all used as bases for admitting OHS students. Therefore, as long as applicants turned in the documents required, they were allowed to enroll under the OHSP.

- OHSP students were also interviewed to obtain a better picture of their background. They were asked to explain why they wanted to study under the OHSP. The interview was followed by the learner and his/her parent or guardian signing a learner’s agreement which indicated a common understanding of the school’s expectations of the learner, the parents or guardian, and the timeframe in which the required modules were to be completed.

2. Formative Assessment. OHSP students were also assessed through quizzes and periodical examinations to know how much they have learned the lessons contained in the EASE modules and textbooks.

- OHSP teacher-facilitators attested that generally OHSP students had exhibited a strong willingness to learn. Parents of OHSP learners likewise confirmed that their children had become independent learners and that they were able to pace themselves in completing the modules.

- OHSP students themselves admitted that they learned a lot through the program. They attributed their learning to the EASE module. They also appreciated teacher-facilitators’ efforts to guide them, during class sessions, and in other school activities. After graduation, OHSP students said they planned to either pursue college education or work locally or abroad.

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3. Academic performance of regular and OHSP students. The learning materials used by OHSP students were of the same quality as those used by regular students. Teacher-facilitators attested to this from their first-hand knowledge because they also taught regular high school students. Parents who participated in the FGD believed that OHSP students were comparable to the regular students because some of them had children attending both programs; they claimed that their children who were in the OHSP were at par with their children who attended the regular high school program.

Weaknesses

The teacher-facilitators reported that one major difficulty they encountered was the inadequacy of available EASE modules for use of the 242 OHSP students. This situation prevented the OHSP students from completing academic units on time because they had to share the limited number of copies or take turns using the learning materials. Request would be made for DepEd to assist them in the reproduction of additional EASE modules.

The school would also need additional funds to sustain the OSHP. It was projected that it would require an annual budget of at least PhP265,500 for the OHSP to be fully implemented in the school.

Issues

• ThemajorissuepresentedbyFGDparticipantsinJosePanganibanNHSwasthat they did not have enough EASE modules. Thus, students resorted to sharing modules to complete their academic requirements. In addition, the home visitation initiative was not yet funded. If funds were made available, teacher-facilitators could expand this initiative and they can reach out to help more out-of-school youth.

• AnothermajorissuewasthelackoffacilitiesforOHSPstudents.Sometimes,the school amphitheater served as their classroom when the regular students were using the classrooms.

• In addition, the OHSP students sometimes had to spend for photocopyingand printing learning materials. This was quite difficult for them given their economic situations.


• OHSPstudentsintheFGDelucidatedthattheweeklymeetingswerenotenoughfor them to meet and consult with teachers. They also felt that sometimes teacher-facilitators were somewhat impatient with them especially when they require more explanation for difficult lessons.


FGD participants were in agreement in saying that the OHSP could help in the implementation of the SHS Program. The out-of-school youth, high school drop-outs, SARDOs, and working students who qualified to be at this level would need help to finish their secondary education, and the OHSP was the appropriate program for them.


Responses during interviews revealed a number of suggestions for DepEd’s consideration:

• Provide funds for the reproductionof additionalEASEmodules for theuseof OHSP students in their school; funds should also be provided to enable the OHSP teachers to conduct home visitation.

• Organizecapacity-buildingactivitiesforretrainingOHSPteacher-facilitators;topics should include OHSP guidelines, the new ADM/FLO guidelines, and how to use the modules as teaching tools.

• Build additional classrooms for OHSP students’ use and provide learningequipment such as computers, printers, and photocopying machines.

• Expand the implementation of theOHSP to helpmore students; parents ofOHSP students, based on their own involvement in the program, believed that the OHSP was responsive to their children’s needs and they would recommend it to others who wanted to pursue their high school education.

• Conductlearningsessionsmoreoften,e.g.,twiceaweek,toprovidemoretimefor teacher-facilitators to meet OHSP students; OHSP teacher-facilitators need to develop more patience in dealing with OHSP students.

• Developmodules for the SHS Programwith pretest, posttest, and activitiesrelated to TLE.

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Camarines Norte National High School, Daet, Camarines Norte

Background

Camarines Norte National High School (NHS), located in Daet, Camarines Norte, opened its OHSP in SY 2006-2007. It was one of the pilot schools for the OHSP and for the Child-Friendly School System (CFSS), as provided under Enclosure No. 1 to DepEd Memorandum No. 35, s. 2007. The school had 83 OHSP enrollees in SY 2012-2013, of whom 42 were males and 41 females (Table 121).


Reasons for OHSP

The school’s objectives for implementing the OHSP were as follows:• retain potential school leavers and bring back out-of-school youth of high

school age;• develop functional literacywithin the contextof formal secondary learning;

and • providethedisadvantagedyouthwhoareofhighschoolageaccesstoformal

education and eventually mainstream them back to the regular program when they decide to do so.

Students chose to enroll under the OHSP for various reasons such as poverty and financial problems, distance from school, education design, and severe physical impairment. These reasons constrained them from studying under the regular high school program.

Success Stories

One of the school’s success stories was that the number of OHSP enrollees increased from only seven in SY 2006-2007, to 83 in SY 2012-2013. The number of OHSP enrollees decreased from 111 in SY 2011-2012 to 83 in SY 2012-2013 because other

TABLE 121. Number of OHSP Enrolees from 2008 to 2013, by Gender(Camarines Norte National High School)


students opted to pursue their education through the Alternative Learning System (ALS). Nevertheless, the implementation of the OHSP was expanded to other areas such as San Roque NHS in Mercedes, Camarines Norte.

Teacher-facilitators noticed the transformation of students in terms of their academic competencies, from being instructional learners in Grade 7 and Second Year to being independent learners in Third Year and Fourth Year, respectively. The number of graduates under the OHSP increased from seven in SY 2009-2010 to 76 in SY 2012-2013 (Table 122).

SCHOOL YEAR (SY)

MALE GRADUATES

FEMALE GRADUATES

SUB-TOTAL OHSP GRADUATES

2009-2010 2 5 72010-2011 10 7 172011-2012 7 18 252012-2013 13 14 27


32 44 76

Other notable success stories in Camarines Norte NHS OHSP included the following:

• In SY 2008-2009, two OHSP students passed the Philippine EducationPlacement Test (PEPT) for First Year and Second Year college, respectively.

• ThereweresevenOHSPgraduatesinSY2009-2010;theywerethefirstbatchof graduates under the OHSP in Camarines Norte NHS and one of them was a pioneer OHSP student.

• Two OHSP students became Scholarship Grantees of the MunicipalGovernment.

• SomeOHSPgraduatespursuedvocationalcourses.

• SevenOHSPstudentsattendedvocationalclassesinSY2010-2011.

• Graduates of SY 2011-2012 showed interest in continuing their collegeeducation; almost everybody in the batch applied for scholarship under the Congressional Scholarship Program.

TABLE 122. Number of OHSP Graduates from 2009 to 2013 (Camarines Norte National High School)

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Best Practices

Among the best practices of Camarines Norte NHS were described by FGD participants as follows:

• Adherence to OHSP Guidelines and Curriculum. The former school head and the first group of OHSP teacher-facilitators received training and capability building to implement the OHSP in Baguio City in 2005. In view of this, the implementing staff had a clear appreciation of the OHSP Implementing Guidelines. They were able to develop a curriculum for the OHSP. The academic subjects of OHSP learners were the same subjects taught in the regular high school program. These included English, Filipino, math, science, values education, TLE, AP, and MAPEH. Consultations between OHSP students in Grade 7 to Fourth Year and their subject teacher-facilitators were held every Saturday from 7:30 am to 5:00 pm (Table 123).

Time I II III IVAM

7:30 – 8:30 Science Filipino Math Science8:30 – 9:30 Filipino Science Science Math9:30 – 9:45 Break Time9:45 – 10:45 TLE Math TLE Filipino10:45 – 11:45 Math TLE Filipino TLE

PM1:00 – 2:00 English Values

EducationAraling Panlipunan

English

2:00 – 3:00 EP English MAPEH EP3:00 – 4:00 AP MAPEH Values

EducationAP

4:00 – 5:00 MAPEH Araling Panlipunan

English MAPEH

• Capacity Building for OHSP Teachers. In 2007, a training activity in Manila was conducted in which guidelines for OHSP were discussed together with those for the CFSS. One output of this training was a student tracking system, and a plan for implementing the DORP.

• Competent OHSP Personnel. The OHSP was successfully sustained because they had a competent and approachable implementing team composed of the school head, OHSP coordinator, and teacher-facilitators.

TABLE 123. Schedule of Open High School Saturday Class Meetings (Camarines Norte National High School)


• Stakeholder Support. In SY 2006-2007, the Local School Board (LSB) of the local government provided PhP150,000 for the reproduction of modules, and extended honoraria granted to 10 OHSP teacher-facilitators (a monthly amount of PhP500 each) for one year. However, from 2007 to 2009, in lieu of the honoraria, teacher-facilitators were instead given service credits. The Provincial School Board (PSB) has since then taken over this matter and had allotted an honorarium of PhP1,300 for each OHSP teacher-facilitator.

• SupportfromtheParentsTeachersAssociation(PTA). In SY 2007-2008, the PTA gave PhP60,000 as financial assistance for the reproduction of modules for use under the OHSP.

Accomplishments

Various activities pursued by the OHSP implementation team were credited to them as accomplishments.

• Implementation of aDrop-outReductionProgram (DORP)ActionPlanand Orientation Seminar on DORP. In SY 2012-2013, Camarines Norte NHS implemented its DORP Action Plan. The action plan aimed to accomplish the following: 1) obtain updated data on the following indicators – drop-out rate, retention rate, completion rate, and achievement rate; 2) determine the types of students with educational disadvantages in the community; 3) assess the dominant risk factors influencing SARDOs or potential school leavers; and 4) strengthen school and family partnership in order to reduce drop-out rate. Activities related to the action plan included situational analysis, consultative meetings with barangay officials, analyses of community, school, and student variables, and organizing the PTA. The school also held an orientation seminar on July 28, 2012 to raise awareness of parents and students on the DORP, and to explain the roles and responsibilities of parents in preventing their children from dropping out of school.

• Proactive Implementation of School Intervention Initiative (SII). In SY 2012-2013, the school implemented the SII in line with the DORP. Activities conducted were conference with parents, home visitation, attendance monitoring, counseling of students, application of the extended buddy-buddy system, seminar on SARDO, and sending letters to parents or guardians of OHSP students. The SII helped mitigate and address many academic concerns of the students.

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• Extended Buddy-Buddy System. The extended buddy-buddy System was an assisted learning initiative in which high achieving students taught other students under the guidance of their parents. It was an informal approach to student learning through a process that involved tutoring or proctoring between advanced and less advanced students. The system was initiated by the students themselves, with four students comprising each group. These groups held home study sessions during weekends and holidays. It was piloted in two sections, and when it was found to be effective, was later replicated in the other sections.

• Project PRAISE (Performance Review, Analysis, and Incentive System for Educators). This is a rewards and incentives system under the DepEd. It provides additional compensation for deserving OHSP teachers based on performance appraisal.

• Barangay Hopping with the Barangay Council. The school, together with the barangay councils, conducted campaigns in different barangays to orient community members on the OHSP, its importance in preventing student drop-outs, and encouraging the youth to complete their secondary education.

• Stakeholders’ Orientation Seminar on Reducing SARDOs. The seminar was part of the school’s advocacy and promotion campaign for the OHSP. During the orientation seminar, teacher-facilitators explained to parents why it was important that their children complete secondary education. Parents’ roles and responsibilities in supporting their children on their studies and in preventing them from dropping out were also discussed. The PTA, students, and student council also helped in the dissemination by informing their relatives and friends about the OHSP.

• Implementation of Policies. From 2007 to 2009, OHSP teacher-facilitators were given service credits. For most of the school years, however, they received honoraria from the Local School Board (LSB) on a monthly basis. The school also complied with the DepEd Order on providing recognition to outstanding OHSP students.

• Financial Resources. Camarines Norte NHS was able to obtain some ADM funds by including the OHSP in its School Improvement Plan (SIP). Specifically, the school obtained PhP50,000 which was used for the reproduction of OHSP modules. The school received another PhP50,000 from the School-Based Management (SBM) grants for the same purpose.

The EASE program materials used by OHSP students were in line with the instructional materials used by regular students.


• Periodic Monitoring and Evaluation. A school monitoring team conducted regular assessment of the program. Data about student and teacher performance, as well as information on how the program worked were put together in the preparation of a yearly progress report.

The school had a tracking system to monitor the progress of OHSP graduates. This tracking system aimed to find out if graduates had continued on to college or were working locally or overseas.

• School Enrolment. Prior to enrollment, documents such as report card, PEPT qualifying certificate, and birth certificate obtained from the NSO were required of OHSP applicants.

The school administered the Independent Learning Readiness Test (ILRT) to assess the learner’s capacity for self-directed learning, and the Informal Reading Inventory (IRI) test to measure the learner’s reading level. Results, however, were used only as references or benchmarks and were not applied as admission criterion to the OHSP.

Each applicant was briefly interviewed to enable teacher-facilitators to obtain a profile and some background about the learners. Then, the learner and the parent or guardian signed a learner’s agreement to ensure that they had a common understanding of the school’s expectations of the learner, parents or guardian, and the required timeframe for completion of modules.

Issues

One major issue raised by participants in the FGD was the insufficiency of funds for the reproduction of modules. Another issue was the lack of teaching force; the school needed to hire additional teacher-facilitators for the OHSP. There was also some concern about the lack of training for teacher-facilitators who were implementing the OHSP at the time of the visit. The teacher-facilitators concerned would have to undergo orientation training on relevant OHSP policies. Some teacher-facilitators also expressed burnout and the need to take some time off from teaching. Finally, the high poverty rate in the area was a major concern for teacher-facilitators because they felt that students would continue to leave school if families were not assisted financially.

Weaknesses

The weakness of OHSP implementation in Camarines Norte NHS lies mainly on the economic situation of OHSP students which prevents them from going to school. Because many of the students were poor, their circumstances had forced them into child labor. Many times, their work schedules were in conflict with their class schedules. In

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addition, some students continued to find it difficult to report to school because they came from very distant places.

The school also had poor facilities that needed to be fixed or replaced. Moreover, since the original OHSP teacher-facilitators had been promoted and transferred to other schools, some of the current OHSP teacher-facilitators had to be trained on the OHSP guidelines, the new ADM/FLO guidelines, and how to utilize the modules effectively.

The funds obtained from the ADM allocation and from School-Based Management (SBM) grants were only used to reproduce copies of the modules for the OHSP teacher-facilitators. They were not enough to make enough copies for student use considering the total of 29,206 pages for all subjects. The funds obtained were not enough to cover all the copies needed by OHSP students. The school still had to reproduce a total of 2,132,038 pages of modules for all subjects for 73 OHSP learners (Table 124).

SUBJECTS MODULES

NO. OF PAGES

TOTAL NO. OF OHSP

STUDENTS (GRADE 7 TO

FOURTH YEAR)

TOTAL NO. OF PAGES

NEEDED TO BE REPRODUCED

Araling Panlipunan I-IV

1,788 73 130,524

English I-IV 3,660 73 267,180Math I-IV 1,027 73 74,971Science I-IV 1,500 73 109,500Filipino I-IV 9,288 73 678,024Edukasyon sa Pag-papahalaga I-IV

3,484 73 254,332

MAPEH I-IV 5,603 73 409,019TLE I-IV 2,856 73 208,488TOTAL NUMBER OF PAGES

29,206 73 2,132,038

TABLE 124. Status of Modules for OHSP Students, by Subject, by Number of Pages (Camarines Norte National High School)


Adapting/Aligning OHSP with K to 12 Education Program

• Teacher-facilitators of CamarinesNorteNHS supported aligning theOHSPcurriculum to the new K to 12 education program. They felt that the OHSP would be a suitable alternative for Grades 11 and 12 students who might be at risk of dropping out for various reasons such as poverty, work, and distance from school.

• TheyalsoclarifiedthatinordertoprepareOHSPstudentsforthetransitiontoSHS of the K to 12 curriculum, incoming students would be required to pass the Independent Learning Readiness Test (ILRT) and the oral reading test or the Informal Reading Inventory (IRI) test. This would ensure that the OHSP students were competent and ready to complete their high school education.


Interviews with representatives of OHSP stakeholders in Camarines Norte NHS proposed the following points for improving the program.

• ProvidefundsforreproductionofadditionalmodulesfortheOHSP.

• Assign/designate additionalOHSP teacher-facilitators to ensure that qualityclass consultations are given to OHSP learners.

• Conduct capacity-building activities for the new group of OHSP teacher-facilitators regarding the OHSP guidelines, new FLO/ADM guidelines, and how to develop and enrich the OHSP modules; request LGU assistance to fund these activities.

• ExplorepossibilitiesfortheSHSprogram:ifacademicworkcanbeprovidedthrough OHSP modules while skills development is undertaken in regular classes; arrange off-school facilities for the skills development component of SHS by looking for appropriate industry partners.

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Kabasalan National High School, Kabasalan, Zamboanga Sibugay

Background

Kabasalan National High School (NHS), located in Kabasalan, Zamboanga Sibugay, offered the OHSP in SY 2013-2014. Prior to this, OHSP teacher-facilitators had already been trained on how to conduct the program. It had identified the potential learners and had obtained the instructional materials. Each learner began attending the OHSP after receiving the results of the ILRT.

Reasons for OHSP

Because of the fluctuating drop-out rate and the desire of the school to reduce it, several School Initiated Intervention (SII) programs were organized. Prior to implementing the OHSP, the school had initiated a similar program under the DORP. Those participating in this program would later be mainstreamed into the regular high school. Modular instruction was first offered when a student could no longer attend the regular high school due to certain circumstances such as early pregnancy. In order to help the student continue with her studies, teachers and classmates took turns bringing the modules to her home.

Success Stories

One of the success stories in Kabasalan NHS was the large number of students who were able to continue their high school education because of several instructional and non-instructional DORP interventions initiated. The parents appreciated the implementation of these programs. One male parent was quite tearful when his child graduated from high school.

The DORP programs had likewise helped reduce the drop-out rate of the school from 5.89 percent in SY 2008-2009 to 3.9 percent in SY 2011-2012 (Table 125).

SCHOOL YEAR TOTAL2008-2009 5.892009-2010 7.322010-2011 6.612011-2012 3.902012-2013 83

TABLE 125. Simple Dropout Rate from 2008 to 2012 (Kabasalan National High School)


Best Practices

A number of instructional and non-instructional initiatives were among the best prac-tices of the school with regard to the DORP.

• A Word to Teach the World. This initiative offered remedial classes for SARDOs. An off-shoot of this program was the construction of the reading hub.

• Reaching for the STARS. This initiative recruited bright students to assist SARDOs cope with academic work.

• Bahay Sagip. This initiative offered 17 SARDO boys free lodging within the school premises. The boys received free school supplies at the beginning of each school year. They were closely supervised by the DORP team and were provided with free meals if they stayed in the lodging place on weekends. Expansion of the lodging facility was being undertaken to accommodate more OHSP students who lived far from the school.

• Adopt-a-Student Program. This initiative was a scholarship program for 100 students funded by the provincial government. Assistance for six months was provided, half of which was allowance, and the other half as payment to scholars through a “work-to-earn program.” This scheme was devised to eliminate the concept of dole-out. Scholars also received a set of uniforms, including socks and shoes; money for authorized school contribution fees; and PhP300 cash financial assistance.

• SARDO Working Group. This initiative was an organization of SARDOs whose members were assisted by the school in finding weekend jobs (e.g., house help, farming, etc.) in return for a fee of PhP150.00. The guidance counselor collected a small amount (PhP5.00) from this fee to augment the SSA funds.

• Home Visitation. Home visitations were conducted by the school as requested by SARDOs themselves.

• Ikaw, Ako, Kasalo. This initiative was the school’s feeding program complemented by a deworming program. The school nurse determined the students who needed treatment.

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Accomplishments

• One accomplishmentofKabasalanNHS,wasorganizing the Save-a-StudentAdvocacy, an NGO founded by the schools DORP team. They had made linkages with development organizations and fund raising activities for the realization and sustainability of the DORP.

• AnotheraccomplishmentwasthesustainedsupportprovidedbytheProvincialGovernment which has been allocating funds to support the schooling of SARDOs.

• Through the school’s persistence, the Public Employment Service Office(PESO) has provided livelihood starter kits for high school students who have demonstrated excellence in various technical-vocational fields. The PESO likewise provided livelihood support programs for the parents.

• TheschoolwasalsoabletoimplementanadequateModule/DeliverySystem.The school had a complete set of EASE modules. These Basic Education Curriculum (BEC)-based modules were provided for both the DORP and the OHSP. A set of OHSP modules had also been delivered, with PhP120,000 as School-Based Management (SBM) grant allocated for the reproduction of these modules.

Issues

• Oneof the issues identifiedbytherepresentativesof theschoolwasthat theDORP team has yet to provide the program for other OHSP students such as girls and islanders who lived in remote places.

• Anotherissuewasthedifficultyofstudentstostudyontheirown.Itseemedthat modular instruction was a challenge to those who have difficulty working on their own. These learners were better off studying with others.


Several suggestions resulted from interviews with OHSP participants:

• WellnessprogramtosupporttheimplementorsoftheDORPandtheOHSP,sothat they can continue to be an “inspiration” to the learners.

• Strengthened role of the guidance counselorwhowill be able to objectivelyidentify the SARDOs and closely monitor them as OHSP students.


• ProperdocumentationandreportingofOHSPimplementationtostakeholders,as these are crucial to the sustainability and duplication of the DORP programs.

• Linkage with the community for assistance on hands-on skills training intechnical-vocational courses.

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Manicahan National High School, Zamboanga City

Background

Manicahan National High School (NHS), located east of Zamboanga City, first opened the OHSP in SY 2011-2012. The school started with 58 OHSP enrollees, 44 of whom were males and 14 females. As of SY 2012-2013, there were 80 OHSP students, composed of 54 male students and 26 female students (Table 126). This number represents 6.13 percent of 1,305 students in the school. The program was implemented by 45 OHSP teacher-facilitators.

SCHOOL YEAR MALE FEMALE TOTAL2011-2012 44 14 582012-2013 54 26 80

Reasons for OHSP

In a farming community like Manicahan, students’ attendance at school tends to be affected by agricultural cycles, and is best described as being “seasonal.” To address this, the EASE program was provided for students so that they could continue their schooling even during planting and harvest time when they would be helping the family in the farm.

To supplement the EASE program, the OHSP was offered two years ago, targeting out-of-school youth and adults aged 18 years old and above. The program also absorbed the SARDOs for the purpose of reducing the school’s drop-out rate.

Success Stories

Manicahan NHS was on its second year of OHSP implementation in SY 2012-2013. From an initial enrollment of 58 students during the first year of implementation, the number of OHSP learners has increased to 80 students, enrolled from Grade 7 to Fourth Year high school (Table 126). During the past school year (SY 2012-2013), 20 (90.9%)out of the 22 Fourth Year OHSP students had satisfactorily completed their academic requirements and graduated on March 20, 2013.

TABLE 126. Number of OHSP Enrolees from 2011 to 2013, by Gender(Manicahan National High School)


Best Practices

Manicahan NHS identified various instructional and non-instructional practices that could be considered as best practices in OHSP implementation.

• Qualified and Committed OHSP Teacher-Facilitators. Teacher-facilitators were described by learners as sincerely dedicated and committed to serve them. These were regular high school teachers who have exhibited satisfactory performance based on the Performance Appraisal System for Teachers (PAST). They were willing to teach in the program with or without compensation. They were also pictured by OHSP learners to be approachable, and were available for consultation anytime, truly making the school “child-friendly.” OHSP students praised the teacher-facilitators for making it easy for them to learn. They gave few assignments, selected only important lessons, and explained difficult lessons by demonstrating them.

• Capacity Building for OHSP Teachers. The teachers who were in the DORP Council attended and participated in training programs on OHSP policies and procedures.

• Observance of Zero Collection Policy. Since the school strictly followed the “zero collection” policy, OHSP students did not have to pay for any school fee, not even for reproduction of modules.

• Support of the School Head. The principal was supportive of the OHSP. He worked out a way to eliminate expenses on the part of the students, and charged the reproduction of modules to MOOE.

• Treatment of OHSP Students. OHSP students were not treated differently from regular students. They were required to wear school uniform and had to follow the same grooming habits as the regular students. Because of this, OHSP learners felt that they were truly students of the school, without feeling alienated.

• Cost of Studying in OHSP. Although OHSP students still had to spend for school-related projects, they appreciated the fact that they had fewer expenses compared to those in the regular high school classes.

• Facilities for OHSP. To provide a place for OHSP students, the school converted the old school library into classrooms for the OHSP. At the same time, OHSP students were granted access to the computer and science laboratories.

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• Tracking Learners’ Progress. The OHSP students were admitted to the program after they passed the Independent Learning Readiness Test (ILRT) and the interviews. Information from these instruments served as baseline data that would be used to track students’ progress in the program.

Weakness

One weakness observed during the past year was the slight increase in the drop-out rate from 5 percent in SY 2010-2011 to 6 percent in SY 2011-2012. The school nevertheless managed to keep such low rate. In the future, teacher-facilitators said they hoped to achieve zero drop-out rate.

Issues

• OneoftheissuesraisedwithrespecttotheOHSPimplementationwasthelackof proper compensation for OHSP teacher-facilitators. They received neither service credit nor honoraria for the extra work they did for the OHSP.

• OHSPstudentsreportedthattheydidnotfeelcomfortableinthedesignatedclassroom because it was often hot and lacks good ventilation. They hope that a classroom with more conducive learning environment would be provided.

• Copies of EASE modules were insufficient in both content and quantity.To remedy this, teacher-facilitators used standard textbooks and prepared supplemental instructional materials using the SBM grant.

• SinceOHSP teacher-facilitatorswere alsogiven teaching load in the regularhigh school, the heavy teaching load gave them no time to closely monitor or conduct home-visits with students who did not attend the OHSP class meetings regularly.

Adapting/Aligning OHSP with K to 12 Program

The principal proposed the conversion of the school into a techvoc high school in preparation for the SHS program. It plans to offer course specializations in farming and aquaculture.



During the FGD session, participants offered several suggestions for improving the implementation of the OHSP.

• Endure that thegovernment’sfinancial support thesustenanceof theOHSP,whether local or national, will go directly to the schools implementing OHSP.

• AdoptthebestpracticesinOHSPimplementationthatwereidentifiedduringthe national conference for OHSP implementers and address the program’s challenges.

• Properventilationfortheclassrooms.

• Availability of, and access to, Information and Communication Technology(ICT) facilities.

• TeachertrainingtobeconductedbyTESDA.

• ProvisionoffacilitiesrequiredbySHStechnical-vocationalcourses.

• Partnership with business and industry partners in developing the SHScurriculum.

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Don Pablo Lorenzo Memorial High School, Zamboanga City

Background

Don Pablo Lorenzo Memorial High School (MHS), located in Zamboanga City, offered the OHSP in SY 2005-2006. It was one of the pilot schools of the OHSP as provided under Enclosure No. 1 to DepEd Memorandum No. 35, s. 2007. The school had 849 OHSP enrollees in SY 2012 to 2013, of whom 383 were males and 466 females (Table 127). The number of OHSP enrollees represented 11.9 percent of the 7,134 student population in the school.

SCHOOL YEAR MALE FEMALE TOTAL

2005-2006 202012-2013 383 466 849

*Data from 2007 to 2012 was not provided by the school.

Reasons for OHSP

The main reason for initiating the OHSP was to address its problem of high drop-out rates, and to prevent any students-at-risk of dropping out (SARDOs) from increasing these rates. On the other hand, students in the OHSP of Don Pablo Lorenzo MHS opted to attend the program because they were either poor or were working students.

Success Stories

The school pointed out that one of its success stories is that the number of OHSP students grew from 20 to 849 students after eight years of DORP and OHSP implementation, being assisted by 62 teacher-facilitators.

As the number of OHSP enrollees increased, the number of OHSP graduates likewise increased. From 2008 to 2012, the number of OHSP graduates in Don Pablo Lorenzo MHS rose from 94 to 191. There was a total of 562 OHSP graduates during the same period (Table 128).

On the other hand, the school drop-out rate declined from 5.55 percent in SY 2008-2009 to 1.67 percent in SY 2011-2012. This decrease was attributed to the implementation of OHSP (Table 129).

TABLE 127. Number of OHSP Enrollees at the Beginning and Most Recent SY, by Gender* (Don Pablo Lorenzo Memorial High School)


SCHOOL YEAR (SY)MALE

GRADUATESFEMALE

GRADUATES

SUB-TOTAL OHSP

GRADUATES2008-2009 36 58 942009-2010 58 65 1232010-2011 70 84 1542011-2012 86 105 191

Total OHSP Graduates 250 312 562

TABLE 128. Number of OHSP Graduates from 2008 to 2012(Don Pablo Lorenzo Memorial High School)

SCHOOL YEAR (SY) DROP-OUT RATE (IN PERCENT)2008-2009 5.552009-2010 5.802010-2011 1.632011-2012 1.67

Best Practices

FGD participants in Don Pablo Lorenzo MHS cited a number of activities that they considered some of their best practices in OHSP implementation.

• Capability-Building for School Head and Teachers. In 1998, the DepEd Division Office of Zamboanga City called the school principal, selected teachers, and student leaders, to join officials from DepEd Central Office in a distance learning program training for the purpose of creating a framework for ADM. In 2000, selected teachers attended a training program for distance education in Australia. In 2004, in view of its trained teachers, adequate facilities, and child-friendly environment, the school was selected to participate in the pilot implementation of OHSP in Region 9. Inclusion of the school in the list of 100 schools with high drop-out rates chosen for this trial run was a major factor for offering the program.

• Support of OHSP Teacher-Facilitator. OHSP teacher-facilitators were sensitized to the difficult situations of OHSP students. This led them to be always watchful of OHSP learners who may need help. Students who suffered from traumatic experiences and severe crises were provided with psycho-social support and referral services by teacher-facilitators. One student who had a facial tumor was given the necessary surgery through linkages made by the ADM coordinator and the OHSP teacher-facilitators.

TABLE 129. Simple Dropout Rate from 2008 to 2012 (Don Pablo Lorenzo Memorial High School)

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• System of Lending and Retrieving Modules. With a large number of OHSP students needing copies of the modules, a system was developed to track the lending and retrieval of modules. By indexing modules, the OHSP administration was able to monitor the submission of modules. In addition, an organization of OHSP students assisted in keeping track of students who had been issued copies of the modules.

• Improved Learning Environment. OHSP students of Don Pablo Lorenzo MHS were provided adequate learning environment when a two-storey building was constructed for their exclusive use. They were also able to use the computer laboratory, although it did not yet have internet connection at that time.

• Advocacy and Promotion Activities. In 2005, the school promoted the program through a motorcade, distribution of flyers, and interviews with local media.

Accomplishments

• IntermsofOHSPpolicyoncompensationforOHSPteachingstaff,teacherswho were willing to meet OHSP students on Sundays were given service credits in return.

• Threeyearsago,teacher-facilitatorsreviewedthemodulesandmadeadaptationsso that they would be appropriate for self-paced learning and for OHSP learners whose level of comprehension may be lower than expected. Moreover, content of modules were adopted from textbooks that were already used in regular classes.

• StudentswereadmittedintotheOHSPafterpassingtheIndependentLearningReadiness Test (ILRT) and the interview. In addition, working students brought certificates of employment. They were encouraged to comply with the requirements within the school year and finish high school within six years. Their progress was being tracked through their grades.

• Assessment and grading criteria forOHSP learnerswere the same as thosefor the regular high school students. The OHSP students in this school took the National Achievement Test (NAT), even though the National Educational Testing and Research Center (NETRC) exempted them from the examination.


Issues

• FGDparticipantsinDonPabloLorenzoMHSraisedsomeissuesregardingtheimplementation of the OHSP. One such issue was the part-time assignment of OHSP teacher-facilitators. Their teaching load under the OHSP was an addition to their teaching load in the regular high school program. They were not being properly compensated for their services other than what they received for their regular teaching load. In addition to this, overloaded teachers did not have time and energy to provide the support that OHSP students required.

• AnotherissuethatFGDparticipantsmentionedwastheinsufficientnumberofcopies of modules for use of OHSP students.

• The school lacked internet connectionwhichOHSP teacher-facilitators andstudents could have used for instruction and communication. At present, OHSP teacher-facilitators followed up on students though text or short message service (SMS). They planned to set up a social media account to facilitate communications with the students.

• Inaddition,theschoolhasyettodevelopasystemoftrackingOHSPgraduates.In particular, this system should be able to determine if OHSP graduates have pursued college education, or are working locally or overseas.


During the FGD, participants enumerated their suggestions to improve the OHSP implementation.

• ApplyonlineinstructionintheOHSPtosupplementmodularinstruction,andto accommodate students who cannot attend weekly class meetings.

• Assigna full-timeOHSP teacher-facilitatorwhocan focus theirattention inattending to OHSP students’ needs.

• ProvideOHSPfundsdirectlytotheschoolimplementerstofast-trackOHSPimplementation. Upgrade the school facilities and equipment.

• Conduct regularOHSP conferences so that the implementers could discussissues and concerns and address them in the soonest possible time. Train the OHSP teacher-facilitators to handle SHS and to qualify for teaching by getting a National Certification (NC) from TESDA.

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• Increasecontactorconsultationtimefromweeklytotwiceaweekschedulesothat questions and concerns of OHSP students can be adequately addressed.

• ProvidesomeconsiderationwhenOHSPlearnersaretardyforschoolmeetings.Specifically, allow late comers to enter the school and attend weekly meetings.

• DevelopasetofmodulesfortheOHSPtoberesponsiveunderthenewSHSProgram. Theories can be provided through modular approach; hands-on and practical application, through face-to-face instruction.


Parang National High School, Parang, Maguindano

Background

Parang National High School (NHS), located in Parang, Maguindanao, offered the OHSP beginning SY 2006-2007. In SY 2012-2013, the school had only two OHSP enrollees, both of whom were female students (Table 130). This number is equivalent to 0.11 percent or 2 out of 1,684 total number of students in the school.


Reasons for OHSP

The school initially offered the OHSP as a means of mitigating the onset of student drop-outs and of helping students-at-risk of dropping out (SARDOs) to stay in school.

Success Stories

One success story in Parang NHS was that a total of 10 students have already graduated under the OHSP from 2008 to 2013 (Table 131). Some of the OHSP students that have graduated were able to enroll in college. On the other hand, one of the OHSP students won in a make-up artist competition at the Division level in 2010.

TABLE 130. Number of OHSP Enrolees from 2006 to 2013, by Gender(Parang National High School)

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TABLE 131. Number of OHSP Graduates from 2008 to 2013 (Parang National High School)

SCHOOL YEAR (SY)MALE

GRADUATESFEMALE

GRADUATESSUB-TOTAL OHSP

GRADUATES2008-2009 1 1 22009-2010 2 1 32010-2011 2 0 22011-2012 1 0 12012-2013 0 2 2


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The school’s drop-out rate also declined through time as a result of OHSP implementation. The school’s dropout rate continually decreased from 9.83 percent in SY 2008-2009 to only 3 percent in SY 2011-2012 (Table 132).

SCHOOL YEAR (SY) DROPOUT RATE (IN PERCENT)2008-2009 9.832009-2010 9.162010-2011 8.952011-2012 3.00

Best Practices

The following are some of the best practices implemented by Parang NHS for its OHSP.

• Capacity-Building for School Head and OHSP Teachers. The OHSP teacher-facilitators participated in seminars sponsored by Education Quality and Access for Learning and Livelihood Skills (EQuALLS). In May 2006, they attended a workshop for the implementation of Project EASE.

• Use of EASE Modules as Learning Materials. The OHSP teacher-facilitators made use of the EASE Modules as instructional materials. They were very satisfied with these materials because students learned a lot from them. Moreover, instructions were easy for students to understand and follow.

• Adoption of Various Learning Techniques. Teacher-facilitators of Parang NHS made use of various learning strategies for OHSP students, including guided instruction, individualized instruction, flexible learning/blended learning, group/cooperative learning, and process-oriented activities (e.g., problem solving, project-based learning, etc.). The choice of which strategy should be used depended on the competencies and readiness of students.

• Enhanced Learning Environment. OHSP students in the FGD felt that they had been given an improved learning environment because they were able to access various learning facilities in school. These facilities included the science laboratory, the math laboratory, the industrial education workshops, the computer laboratory, and the library.

• Extensive Advocacy and Promotion. The school head and the OHSP teacher-facilitators conducted information dissemination in different barangays in the

TABLE 132. Dropout Rate from 2008 to 2012(Parang National High School)


Municipality of Parang. They also provided orientation on the OHSP-Project EASE Program to elementary school principals, the LGU, and the NGOs to raise awareness of these stakeholders and to gain their support for the program.

Accomplishments

• RegardingcompensationpolicyonOHSP,teacher-facilitatorswhohadexcessteaching load were granted vacation service credits by the school head.

• TheschoolallottedPhP23,520outofitsPhP1.176MannualMOOEbudgetforthe implementation of the OHSP.

• ParangNHSused the learner’s progress, academic reports, and testimonialsfrom parents and teacher-facilitators as methods for monitoring and evaluation of the success of the OHSP.

• OHSP students in Parang NHS were assessed in several ways. First, uponapplication to the OHSP, learners’ development needs were examined. Pen-and-paper tests, performance assessment, and self-tests or self-assessments were used to find out how OHSP students were faring in the program.

Issues

FGD participants in Parang NHS mentioned two issues regarding the implementation of the OHSP. One was the insufficiency of funds for OHSP implementation, even with the budget allocation from the school MOOE. The other was the lack of a systematic tracking system to monitor OHSP graduates. Such system would have been useful in finding out if graduates had continued with their college education, or were gainfully employed locally or overseas.


A few suggestions for DepEd were brought out by key informants during the interview:

• ProvidesufficientfundsforthefullimplementationoftheOHSP.

• DevelopasystematictrackingsystemforOHSPtohelpmonitortheprogressofOHSP graduates.

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Amir Bara Lidasan National High School, Parang, Maguindanao

Background

Amir Bara Lidasan National High School (NHS), located in Parang, Maguindanao, began implementation of the OHSP in SY 2007-2008, with three OHSP enrollees, one male student and two female students. In SY 2012-2013, there were three OHSP enrollees, including two male students and one female student (Table 133).This number represented 0.27 percent of the 1,105 total number of students in the school.

SCHOOL YEAR MALE FEMALE TOTAL2007-2008 1 2 32008-2009 2 4 52009-2010 5 4 92010-2011 1 2 32011-2012 2 3 52012-2013 2 1 3

Reasons for OHSP

The school offered the OHSP initially to mitigate the incidence of high school dropouts and to help students-at-risk of dropping out (SARDOs) complete their secondary education. The school’s drop-out rate increased from 66 percent in SY 2008-2009 to 75 percent in SY 2009-2010. It also rose from 33 percent in SY 2010-2011 to 81 percent in SY 2011-2012.

Most students enrolled under the OHSP because they were facing various kinds of difficulties that threatened their attendance at regular high school classes. OHSP students in Amir Bara Lidasan NHS faced difficulties due to poverty, work schedule, teenage motherhood, overage, and conflict situations.

Success Stories

One of the school’s success stories was having had seven OHSP graduates from 2007 to 2013 (Table 134). After graduation from the OHSP, the students actually pursued tertiary education. Some of them found work abroad to help families affected by financial problems. Other OHSP graduates convinced out-of-school youth to finish secondary education through the OHSP.

TABLE 133. Number of OHSP Enrolees from 2007 to 2013, by Gender(Amir Bara Lidasan National High School)


SCHOOL YEAR (SY) NUMBER OF OHSP GRADUATES2007-2008 22008-2009 02009-2010 22010-2011 02011-2012 12012-2013 2

TOTAL 7

Best Practices

The following are some of the OHSP best practices in Amir Bara Lidasan NHS.

• Capacity-Building for OHSP Teachers. In May 2007, the Bureau of Secondary Education in cooperation with the DepEd Division Office and DepEd Regional Office conducted a training workshop on EASE and the OHSP in order to help raise the awareness of school personnel and to develop competencies of OHSP teacher-facilitators.

• Learning Techniques. Teacher-facilitators applied various learning strategies such as face-to-face/guided instruction, individualized instruction, and distance learning depending on the needs and the competencies of OHSP students.

• Learning Materials. Various instructional materials such as OHSP modules, EASE modules, and printed textbooks and workbooks were used to deliver instruction and to enhance knowledge and competencies of OHSP students.

Accomplishments

• Theschoolcoordinatedwiththelocalgovernmentunit(LGU),particularlythebarangay officials and the purok leaders to advocate and promote the OHSP. The school also conducted information dissemination during PTA general assemblies. Announcements about the OHSP were also made in churches.

• MonitoringandevaluationoftheOHSPwereconductedinAmirBaraLidasanNHS by assessing OHSP students. Learner’s progress and academic reports, and testimonials from learners, parents, school head, and teachers were sources of information. The school conducted its own evaluation of OHSP on an annual basis and the results were integrated in the School Improvement Plan (SIP).

TABLE 134. Number of OHSP Graduates from 2007 to 2013 (Amir Bara Lidasan National High School)

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A separate report on OHSP indicators was submitted to the DepEd Division Office every year.

Weaknesses

• While seven studentshavegraduated from the school’sOHSP from2007 to2013, the program has not been able to address the continuing increase in the number of drop-outs. The school’s drop-out rate had increased from 5.97 percent (or 66 dropouts) in 2008 to 7.33 percent (or 81 dropouts) in 2012 (Figure 20).

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• One reason for this failure is the school’s insufficient budget for OHSPimplementation. The school had not allocated funds from their MOOE for the OHSP operations.

• Anotherweaknessof theOHSP inAmirBaraLidasanNHSwas the lackoffacilities for OHSP use. Students gather in the guidance counselor’s office for weekly meetings. Other school facilities such as science laboratory, home economics room, industrial education workshops, and library were not accessible to the OHSP students.

• Afteraninitialassessmentofthelearners’developmentneedsuponenrollment,the school followed OHSP students’ progress through traditional pen-and-paper tests and through performance assessment.

FIGURE 36. Number of Dropouts and Simple Dropout Rate (Amir Bara Lidasan National High School)

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0SY 2008-09 SY 2009-10 SY 2010-11 SY 2011-12

81

7.33%

75

33

66

5.97% 6.78%2.98%

Number of Dropouts

Dropout Rate (%)

Legend:


Issues

• FGD participants in Amir Bara Lidasan NHS named two issues regardingOHSP implementation. First, classrooms and other school facilities (e.g., science laboratory, home economics room, industrial education workshops, and library) were not accessible to OHSP students.

• Second, some parents were not interested in their children’s completion ofsecondary education. Teacher-facilitators expressed that it was difficult for them to implement the OHSP if the parents themselves did not give their full support to the success of their children and of the program.


Proposals for improving the OHSP implementation surfaced during the FGD session.

• ProvisionofsufficientbudgetforOHSPimplementationbythegovernmentormore specifically the DepEd.

• Moduleenrichmentbyincludingsituationalactivitiesandexercises.

• Ensuringclassroomsandotherschoolsfacilities(i.e.,sciencelaboratory,homeeconomics room, industrial education workshops, and library) are made accessible to the OHSP students.

• Expand OHSP implementation to all secondary schools of the country tominimize early marriages, drug addiction, prostitution, and other related problems. Young people who go to school will be dissuaded in these counter productive activities.

• In preparing to adopt the OHSP to the K to 12 Education Program, provide capability building training programs to OHSP teacher-facilitators.

• Providefinancialandtechnicalassistance to theschoolmanagement tohelpsustain OHSP implementation in the school.

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Bangao National High School, Buguias, Benguet

Background

Bangao National High School (NHS), located in Buguias, Benguet, first offered the OHSP in SY 2008-2009. The school started with 56 OHSP enrollees, 24 of whom were males and 32 females. In SY 2012-2013, there were 44 OHSP enrollees, with 25 males and 19 females (Table 135). This number is equivalent to 13.17 percent (or 44 out of 334 total number) of students in the school.


Reasons for OHSP

The OHSP was initiated in order to address the problem of increasing number of drop-outs and to help the students-at-risk of dropping out (SARDOs). In SY 2005-2006, for instance, the drop-out rate was 4.85 percent or 12 dropouts out of 247 enrollees.

Students enrolled under the OHSP because they found it difficult to go to regular high school classes for various reasons, such as financial difficulties, family problems, and distance from school. Thirty-four out of the 44 OHSP students were from far-off places.

Success Stories

One success story narrated by teacher-facilitators during the FGD was the increase in OHSP graduates from 15 in SY 2011-2012 to 24 in SY 2008-2009 (Table 136). Some of the OHSP graduates were able to go to college (Benguet State University, Mt. Province State Polytechnic College, and San Fernando Maritime School). Others were able to work locally, e.g., front desk officer in a tourist inn, who planned to take a vocational course in tourism to learn knowledge and skills that can be applied to his/her work. Other graduates have found employment abroad, e.g., caregiver in Israel and farmer trainee in Japan under a three-year contract.

TABLE 135. Number of OHSP Enrolees from 2008 to 2013, by Gender(Bangao National High School)



TOTAL 40 41 81

Interestingly, the school drop-out rate declined from 3.7 percent in SY 2008-2009 to 0.9 percent in SY 2011-2012 because of the OHSP implementation (Figure 37).

0.0

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4.0

Best Practices

Below are some of the best practices with regard to the OHSP implementation.

• Project SURVIVAL (Save, Uplift, Reform Vulnerable Students byImplementing Varied Alternative Learning). This intervention program was designed to implement and sustain the school’s DORP. School officials and teachers considered this project as a means of saving students from dropping out of school by providing more teacher-developed instructional materials and worksheets, by continuing the use of EASE modules, and by providing the equipment and materials needed to assist the SARDOs.

TABLE 136. Number of OHSP Graduates from 2008 to 2013, by Gender (Bangao National High School)

FIGURE 37. Dropout Rate from 2008 to 2012 (Bangao National High School)

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3.5

3.0

2.5

2.0

1.5

1.0

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0SY 2008-09 SY 2009-10 SY 2010-11 SY 2011-12

3.7%

1.8%

0.9%

0%

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• Theprojectaimedtoaccomplishthefollowingobjectives:(1)reducethedrop-out rate from 0.9 percent to zero percent; (2) prevent the 53 identified SARDOs from dropping out through the implementation of appropriate interventions; and (3) promote 29 OHSP enrolees to the next higher school level, and enable the Fourth Year enrolees to graduate by March 2013.

The project implemented three interventions, namely: (1) School Initiated Interventions (SII); (2) use of teacher-developed instructional materials (SIMs) and EASE modules; and (3) implementation of the OHSP. The total cost of project was PhP69,425 with funds coming from the SBM grant (PhP50,000), PTA (PhP12,800), MOOE (PhP5,000), and earnings of the school canteen (PhP1,625).

• Commitment of OHSP Students. OHSP students were determined to pursue their studies. Most admirable were 85 percent (or 37 out of 44) of OHSP students worked in their vegetable farms before attending the weekly meetings.

• Support of OHSP Teacher-Facilitators. OHSP teacher-facilitators were portrayed as very supportive to the students’ academic undertaking. They were depicted as being “very approachable” during consultation meetings.

• UseofEASEModules andSchool-DevelopedWorkbooks. OHSP students and teacher-facilitators of Bangao NHS found the EASE modules and school-developed workbooks to be very helpful instructional materials. These learning materials enabled the students to understand the lessons well.

• Employers’ Support. Employers of some working students enrolled in the OHSP gave consideration to the academic aspirations of these students. They permitted these students to leave work early to be able to attend their weekly class meetings. Another employer allowed the student to study in the workplace during lull hours.

Accomplishments

• OHSP implementorsofBangaoNHSundertookanumberof initiatives thatassisted them in achieving their goals for the program.

• Teacher-facilitatorsdevelopedtheirownworkbooks,andusedtheseasteaching-learning materials. The school was able to provide monthly honorarium (PhP7,000 to PhP8,500) for its OHSP coordinator, who was a key person in the implementation of the OHSP. Funds for the honorarium were contributions of the PTA.


• OHSP students were encouraged to conduct group work or form a studygroup to enable those who were having difficulties to catch up with the lessons. Advocacy with employers of working students was conducted resulting in employers allowing OHSP students to study at the workplace when they finished with their work responsibilities.

• OneofBangaoNHS’sadvocacyandpromotionstrategies for theOHSPwassetting up streamers in public places including sari-sari stores. The program was also promoted through announcements given during PTA meetings, and through referrals of OHSP students themselves.

• OHSPteacher-facilitatorsreceivedtrainingonADMconductedbytheDepEdRegional and Division Offices. In particular, five teachers of Bangao NHS attended the training activity on the DORP in December 2011.

• Effectiveschoolleadershipwasprovidedbytheprincipalwhomotivatedteacher-facilitators and provided the school staff direction in the implementation of the OHSP.

• OHSP students are screened through the assessment of their readingcompetency; through the Family, Individual, Community, and School (FICS) analysis; and through an interview.

Once enrolled, the OHSP students are assessed through their responses in modules, submission and completion of projects, and periodical exams.

• The school implemented a system for recognition and awarding of outstanding OHSP students. Awards were given to those who performed best in English, Filipino, or any other academic subject, provided an average of 90 or above was obtained. In addition, an award was given to the OHSP student who was best in handicraft.

• During the FGD session, the OHSP student recounted taking the National Career Assessment Examination (NCAE) during her Third Year in high school and the National Achievement Test (NAT) in her Fourth Year high school.

Weaknesses

• Amongtheareas thatneedstrengthening inBangaoNHSwas theprovisionfor sufficient number of modules for use of OHSP students. In the past, copies of the modules were lacking, and OHSP students waited for their turn in using of the modules as they applied a trading or “palitan” system to cope with this problem.

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• Theschoolhad twocopies (1copyoriginalprintand1photocopy) foreachmodule for each subject from First Year to Fourth Year levels. One complete set of EASE modules was converted to PDF format and these soft copies were saved in a CD given by the DepEd Division ADM coordinator.

• CopiesofmoduleswerenotenoughtobegiventoOHSPenroleessincethereare more than four students per year level for SY 2013-2014 (Table 137).

YEAR LEVEL NUMBER OF OHSP STUDENTSFirst Year 5

Second Year 8Third Year 13

Fourth Year 10TOTAL 36

• Toaddressthisweakness,therewereplanstoreproducetwoadditionalcopiesof EASE module per subject, and the learning materials of Grade 7 and Grade 8. The Grades 7 and 8 learning materials developed by teacher-facilitators would keep learners abreast of the competencies required in the implementation of the Education K to 12 Program.

• Basedontheamountspent(PhP32,800)forreproductionandbindingof640copies of EASE modules last year, it was projected that the school would need PhP65,600 for the reproduction of two sets of modules and another PhP30,000 pesos for the reproduction of Grade 7 and Grade 8 learning materials and other teacher-developed Strategic Intervention Materials (SIM). For the reproduction of all learning materials, the total budget needed by the school would be PhP95,600.

• AnotherweaknessoftheOHSPinthisschoolwasthelackofclassroomsforweekly consultations and supplemental class sessions.

• The lack of full-timeOHSP teacherswas also considered aweakness of theprogram. At the time of the visit, OHSP teacher-facilitators were regular high school teachers who were given teaching load in the OHSP.

• BangaoNHSalsoneededtoevaluateitsimplementationandexaminestudents’needs and how these needs were being addressed. This matter surfaced when

TABLE 137. Number of OHSP Students from 2013 to 2014 (Bangao National High School)


it was observed that very few of the graduates under the OHSP had gone on to college. It seemed that OHSP graduates lacked the confidence that they were prepared to pursue college education.

• Service credits were not awarded toOHSP teacher-facilitators because theyrendered service during the required working hours. However, teacher-facilitators reported having difficulty in managing long consultations hours with OHSP students.

• TheschoolhasnotreceivedfundsforADMimplementation.EASEmoduleswere reproduced through a PhP50,000 fund taken the from School Based Management (SBM) allocation.

• Thelearningenvironmentneededimprovement.OHSPstudentsdidnothavetheir own classroom, hence study sessions were held in the library. In view of this, OHSP students were also given the option to sit in regular classes.

Issues

• Onemajor issue in theOHSP implementation inBangaoNHSwas the lackof training of OHSP teacher-facilitators. Until the time of the FGD session, no capacity-building activities had been provided for them. OHSP teacher-facilitators themselves were not sure of the quality of their instruction since they have not had any formal orientation on the OHSP. The school also needed to hire or assign additional teacher-facilitators to the OHSP. The lack of teaching force for the OHSP resulted in failure of teacher-facilitators to allot sufficient time for OHSP students to consult them on their lessons.

• ThelackoffundswasalsoamajorissuefortheOHSPimplementation.Financialallocation was needed for reproduction of modules for OHSP learners. The amount of at least PhP95,600 was needed to make enough copies of two sets of modules per subject, Grades 7 and 8 learning materials, and teacher-developed Strategic Intervention Materials (SIM). There was also the need for additional classroom and audio visual facility as a means of improving the learning environment for OHSP students.

• Time allotted for consultation with subject teachers was also not adequate.OHSP students needed more time to meet with teacher-facilitators to discuss difficulties in the lessons.

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Several suggestions to enhance the OHSP implementation in Bangao NHS were presented during the FGD:

• Provide training and capacity-building activities for all OHSP teacherspreferably by the DepEd National Office.

• Arrangefinancial support for thereproductionofmodules. Inparticular,anestimated amount of PhP95,600 for the reproduction of two sets of modules per subject, Grades 7 and 8 learning materials, and teacher-developed SIM was required for this matter.

• Hire two additional permanent full-time OHSP teacher-facilitators so thatsufficient time for consultations and supplemental instruction can be given to OHSP students.

• Construct/provide one additional 7m x 8m classroom and an audio visualfacility for the OHSP students.


Sinipsip National High School, Buguias, Benguet

Background

Sinipsip National High School (NHS), located in Buguias, Benguet, started implementing the OHSP in SY 2008-2009. The school started with 11 OHSP students, 7 of whom were males and 4 females. In SY 2012-2013, there were 15 OHSP enrolees, with 11 male students and 4 female students (Table 138). This number represents 5.08 percent of 295 total number of students in the school.


Reasons for OHSP

The school opened the OHSP to learners in order to mitigate the incidence of high school drop-outs and to help the students-at-risk of dropping out (SARDOs) continue with their high school education.

Many high school students were deterred from attending the regular high school because of poverty. Poor economic conditions forced parents (and guardians) to send children to work in farms for survival, at the expense of their schooling. Many students were also unable to go to regular school because of distance from school, work duties, early marriage, and vices such as gambling and computer gaming. The OHSP was a feasible option for these students.

Success Stories

For the OHSP in Sinipsip NHS, one of the notable stories with respect to OHSP implementation was the decrease in the number of drop-outs over time. From SY 2008-2009 to SY 2011-2012, the school’s dropout rate declined from 4.6 percent to 4 percent (Figure 22).

TABLE 138. Number of OHSP Enrollees from 2008 to 2013, by Gender(Sinipsip National High School)

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2

3

4

5

More students were able to complete their high school education through the OHSP. Some of the graduates were able to take short technical-vocational courses such as automotive repair and maintenance, tailoring, and hair science at the Baguio School of Technology and at the La Trinidad Valley Institute of Technology. One OHSP graduate found a job as a welder in Canada.

Best Practices

Some of the best practices that the school engaged in are described below.

• Teacher-FacilitatorSupportforOHSPStudents. OHSP teacher-facilitators in Sinipsip NHS were supportive of their students. They provided extra time and effort to help students understand their lessons.

• UseofEASEModulesandTextbooksasInstructionalMaterials. The EASE modules were found to be useful by OHSP students just as regular students did. The students found them comprehensible and feasible. Textbooks were sometimes used when these modules were lacking.

• Positive Attitude of OHSP Students. OHSP students were described by teacher-facilitators as having a positive attitude towards their studies. They appeared eager to learn and willing to work hard to finish their modules as to avoid delay in their moving on to the next modules.

FIGURE 38. Dropout Rate from 2008 to 2012 (Sinipsip National High School)

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4

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0SY 2008-09 SY 2009-10 SY 2010-11 SY 2011-12

4.6% 4.5%

2.8%

4%


• AdvocacyandPromotionActivities. Orientation on the OHSP guidelines was given to school visitors who made inquiries about the program. In addition, information and updates on the OHSP were announced during flag ceremonies.

• BudgetAllocation. The OHSP was able to get PhP50,000 annually from the School Based Management (SBM) funds for the reproduction of modules for the OHSP students.

• Tracking Learners’ Progress. Students were asked to submit their report cards prior to enrollment. They were also interviewed to find out their suitability for the program. Students and parents signed a learner’s agreement stating their roles and responsibilities under the program.

Weaknesses

One of the things that Sinipsip NHS had not developed yet was the procedure for recognizing and awarding outstanding students under the OHSP. Another matter that had to be arranged was the provision of vacation service credits to OHSP teacher-facilitators who rendered overtime work to provide student consultation time.

Issues

• OnemajorissuecitedbyFGDparticipantsofSinipsipNHSwastheabsenceofpermanent full-time OHSP teacher-facilitators who could meet OHSP students and give them longer time for consultation. Another issue was the lack of orientation and training for OHSP teacher-facilitators which made it difficult for them to work under the flexible learning conditions of the OHSP. Their insufficient understanding of the program caused some confusion on how to fulfill their roles as teacher-facilitators under the OHSP.

• FGDparticipantsalsomentionedthattherewerenotenoughmodulesfor15OHSP students. Some of the old modules had been destroyed, and only 200 modules were available for use. Teacher-facilitators estimated that they would need PhP12,000 to PhP30,000 for the reproduction of 289 modules.

• ParticipantsintheFGDalsonotedtheneedtoadoptasystematicassessmenttool for the OHSP applicants prior to enrollment. This would help them determine whether applicants were guided learners or independent learners so that the appropriate assistance could be given to each learner.

• Lastly, itwas acknowledgedby schoolpersonnel thatOHSP indicatorswerenot made part of school data submitted to the DepEd for the enhanced Basic

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Education Information System (e-BEIS). Such indicators would have made it clearer for them to see what necessary improvements were needed in the implementation of the OHSP.


Representatives of OHSP stakeholders present in the FGD in Sinipsip NHS affirmed that the OHSP was needed for the SHS Program of the newly installed K to 12 education curriculum. The school head and teacher-facilitators believed that the OHSP could be applied to at least the academic requirements of the SHS levels.


Responses to interview questions during the FGD elicited a number of suggestions to increase the effectiveness of OHSP implementation.

• Hire a permanent full-timeOHSP teachers to provide the kindof attentionneeded by OHSP students.

• Come-up with a common schedule of consultations to be agreed upon byboth OHSP students and subject teacher-facilitators, and strictly followed to minimize arbitrary consultations that create unnecessary burden to teacher-facilitators.

• Provide the OHSP teacher-facilitators with capacity-building seminarsand training on the rules and regulations in OHSP implementation, DepEd administrative issuances related to the program, and the guidelines on the ADMs/FLOs to help raise their awareness and enhance their skills in teaching under the OHSP.

• ProvideDepEd funds for the reproductionof additionalmodules forOHSPstudents. It was estimated that the school would need PhP12,000 to 30,000 for reproduction of 289 modules.

• Availability of learning materials or modules in CD-ROM format for easystorage and retrieval of files so that the materials can be shared with OHSP students who have access to desktop computers.

• Develop appropriate assessment tools for applicants to the OHSP prior toenrollment. Distribute copies of the Independent Learning Readiness Test


(ILRT), Informal Reading Inventory (IRI), and sample reading passage as contained in the Open High School System Manual Rules and Regulations to the designated OHSP assessment staff.

• DevelopandimplementspecializedorientationprogramforOHSPstudentsina standardized manner.

• Construct/set-upclassroomsothatOHSPstudentscanhavetheirownplaceinthe school where they can study and receive supplemental instructions.

• Provide financial support in the form of transport subsidy for the OHSPstudents to ensure their attendance at weekly meetings.

• Specify the procedures for compliance with DepEd Order 44 s. of 2012 inproviding recognition and award for outstanding OHSP students. This will help motivate the OHSP students to study well.

• IncludetheOHSPindicatorsintheschoolannualreporttothee-BEIS.

• Develop appropriate learning materials for SHS using the OHSP deliveryplatform.

• Providecapacity-buildingtrainingforOHSPteachersparticularlytothosewhowill be teaching in the SHS Program.

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Ferrol National High School, Ferrol, Tablas, Romblon

Background

Ferrol National High School (NHS), located in Ferrol, Tablas, Romblon, began its implementation of the OHSP in SY 2008-2009. The school had six OHSP enrolees as of SY 2012-2013, with five male students and one female student (Table 139).


Reasons for OHSP

The school opened the OHSP because of various problems faced by students including conflict with work schedules, early pregnancy, family problems, incest (i.e., four female OHSP students were victims of the same rapist). OHSP was also introduced in the school because its students had performed poorly in the reading comprehension test for three consecutive years.

Success Stories

One of the notable achievements of the OHSP implementation in Ferrol NHS was the decrease in drop-out rate from 7.75 percent in SY 2004-2005 to zero percent for four consecutive years from SY 2006-2007 to SY 2009-2010 (Figure 39).

TABLE 139. Number of OHSP Enrolees from 2008 to 2013, by Gender(Ferrol National High School)


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In 2008, out of eight OHSP students, one (12.5%) was able to complete the academic requirements and consequently graduated from high school. By 2009, the school was awarded as the best in OHSP implementation among 10 OHSP-implementing schools in the Division.

In October 2012, two OHSP graduates found work in Iloilo, one as a painter and the other one in a shipyard. The latter could not march for graduation because he was immediately called to work in an Iloilo-based shipping company. Another one, a female OHSP graduate, married a German national while working in a tourist spot.

Best Practices

Ferrol NHS had many best practices that are worth mentioning.

• Strict Monitoring and Evaluation of OHSP Students. The school closely monitored and evaluated OHSP students to ensure that they were able to complete their academic requirements and that they advanced in their academic goals. One strategy that the school used was conducting home visitations for students who did not report to school and return the modules one month after the modules were issued to them.

• Capacity-BuildingofADMCoordinatorandGuidanceCounselor. Another effective practice of the school was ensuring that the OHSP personnel were prepared to implement the program. Specifically, the ADM coordinator and

FIGURE 39. Dropout Rate from 2004 to 2010 (Ferrol National High School)

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0SY 2004-05 SY 2005-06 SY 2006-07 SY 2007-08 SY 2008-09 SY 2009-10

7.75%

2.63%

0% 0% 0% 0%

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guidance counselor were sent for training in 2008 at the DepEd Division Office on the ADM and OHSP implementing guidelines.

Accomplishments

• Oneof themajoraccomplishmentsof the schoolwasconductinga seriesofassessment and planning meetings to develop its School Improvement Plan (SIP). This resulted in the crafting of a project called FERROL, which the school implemented for a period of four years. The project directed teachers to focus instruction on the problems or difficulties of students. An evaluation of the project revealed an increase in NAT rating.

• TheschoolalsointroducedinnovationontheinstructionalmaterialsforOHSPstudents. Specifically, OHSP teacher-facilitators developed and enriched the workbooks in math and English.

• Theschoolhadgoodlandscapingaroundtheschoolbuildingswhichcreatedanenvironment conducive to learning even if there was shortage of classroom for OHSP learners.

• StrongadvocacyandpromotionfortheOHSPwascarriedoutthroughhomevisitation, orientation with students and parents, and dialogues with parents. By conducting these activities, school personnel were able to reach out to the community to raise awareness of the OHSP among students and their parents.

Weaknesses

• OneweakareaoftheOHSPintheschoolwasthelackofadesignatedclassroomfor OHSP students. The school head planned to use the OHSP faculty room as OHSP classroom.

• AnotherweakareawastheteachingassignmentofOHSPteacher-facilitators.OHSP teacher-facilitators were overloaded because they were given teaching load with OHSP students on top of their teaching load in the regular high school. On weekends, they were asked to conduct home visitations.

• Another weakness of theOHSP in the school was socio-cultural in nature.OHSP teacher-facilitators noted that parents in the community were not keen on having their children complete their high school education. Getting a high school diploma did not seem to be a priority for parents. This attitude may have been a consequence of poverty. Instead, the most important matter for families


was having children who will help in farming activities. In particular, education for female children was not valued because girls were expected to marry early.

Issues

One issue identified by participants in the FGD was the insufficient copies of modules. Another issue was the lack of capacity-building training for OHSP teacher-facilitators on OHSP guidelines, the new ADM/FLO guidelines, and management of module to distribution and collection/retrieval from students.


Teacher-facilitators of Ferrol NHS confirmed the applicability of the OHSP for the SHS Program. However, because the main economic activity in the community was fishing, the SHS curriculum may have to be adjusted to suit this means of livelihood. In addition, the school can explore partnerships with government and private institutions and industries in offering specialized skills training related to other prospective employment for SHS graduates outside the community.


FGD participants presented a few suggestions to increase the effectiveness of the OHSP.

• ProvideadditionalfundsforthereproductionofmodulesforOHSPstudents.

• Organize capacity-building training for the OHSP teachers on OHSPguidelines, the new guidelines on the ADMs/FLOs, and how to develop and enrich modules and workbooks.

• Prepare fortheSHSof theKto12Programbyproviding learningmaterialsappropriate for OHSP.

• TraintheOHSPteacher-facilitatorswhowillbeassignedtotheOHSPonhowto teach SHS academic subjects and career pathway subjects.

• Provide/formulateapolicysothatlearningmaterialsappropriateforOHSPinrelation to the SHS Program will be developed.

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Odiongan National High School, Odiongan, Tablas, Romblon

Background

Odiongan National High School (NHS), located in Odiongan, Tablas, Romblon, first provided OHSP in SY 2011-2012. The school had 84 OHSP enrollees as of SY 2012-2013, including 61 males and 23 females (Table 140). This number was equivalent to 5.59 percent, or 84 out of 1,504 total number of students in the school.

SCHOOL YEAR MALE FEMALE TOTAL2011-2012 26 6 322012-2013 61 23 84

The school’s OHSP coordinator recalled that the school started with 135 OHSP students. Six of these students were PEPT passers. Twenty-one students took the ALS-A&E equivalency test but did not pass. Two students were able to graduate because they were permitted to continue with their high school education through the OHSP. Nine other students moved to more developed areas like Manila and Batangas, or else returned to their homes in the mountains to do farming.

Reasons for OHSP

Odiongan NHS offered the OHSP to mitigate the incidence of drop-outs and to help the SARDOs in their community. Students enrolled under OHSP mainly because of poverty, distance between home and school, and early marriage. These conditions prevented them from attending regular high school on a daily basis.

Success Stories

One success story reported by FGD participants in Odiongan NHS was the 61.9 percent increase in number of OHSP enrollees, from 32 OHSP students in SY 2011-2012 to 84 OHSP students in SY 2012-2013 (Table 140).

School personnel also related the school’s declining drop-out rate due to OHSP implementation. High drop-out rates usually between 4.79 and 6 percent, was last observed in 2012. In 2008, 2009, and 2011, the school noted declining drop-out rates ranged from 3.00 to 3.63 percent (Figure 40).

TABLE 140. Number of OHSP Enrolees from 2011 to 2013, by Gender(Odiongan National High School)


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In SY 2012-2013, out 16 OHSP students, 11 (68.75%) graduated from the program. These included four original OHSP students and seven regular students who were placed under the OHSP during deliberations held in February 2013. The remaining five students who did not graduate were also former regular students placed under the OHSP only during the last two months of the school year.

Best Practices

• Oneof thebestpractices implementedby the schoolwas theconsistency infollowing the schedule in conducting class meetings. OHSP classes were held on Mondays for the entire day for all OHSP students. All students were taught the same lessons such that there were days when they discussed lessons for First Year students, and days when the lessons for fourth year students were explained. In general, OHSP students found the OHSP topics easy to understand, particularly those in math and in TLE.

• Another strength of the school was having the competent and committedschool head and the OHSP teacher-facilitators.

• The schoolwas also fortunate to receive support fromvarious stakeholders.For instance, a congressman provided scholarship grants for four elementary school valedictorians, and financial support in the form of a monthly allowance of PhP1,000 for three “Bahay-Buhay” OHSP students. The same congressman allocated PhP100,000 for a livelihood program for the Bahay-Buhay beneficiaries.

FIGURE 40. Dropout Rate from 2004 to 2010 (Odiongan National High School)

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0 SY 2004-05

SY 2005-06

SY 2006-07

SY 2007-08

SY 2008-09

SY 2009-10

SY 2010-11

SY 2011-12

5.48% 5.66%

4.79%

3.33%3.63%

6%

3%

5%

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• The“A-TeacherPartyList”gavesupporttotheSchoolInterventionInitiative(SII) and Scholarship Program for indigent students. The provincial governor also sponsored 64 scholarship beneficiaries.

• Lastly, another effective practice was the combined use of both EASE andALS modules. The school pointed out that the ALS modules were “stop gap” instructional materials, and that there were similarities between the two sets of modules.

Accomplishments

FGD participants in Odiongan NHS named a number of innovations with respect to OHSP implementation.

• Bahay Buhay Project. This project was a Student Intervention Initiative (SII) which provided housing within the school premises for students whose homes were very far from the school.

• Adopt-a-Student Program. This program involved teachers providing financial and additional support for OHSP students.

• EnvironmentalCamp.This initiative was conducted by the Boy Scouts with the support of the school principal and the school division superintendent for the purpose of determining the actual community situation in Sitio Aurora, Brgy. Aurora, one of the poorest and farthest areas in Odiongan, Tablas, Romblon.

• OHSPAdvocacy.The major strategies for advocating for and promoting the OHSP were conducting orientation with students and parents, and making referrals for specific students who were considered to be suitable for the program.

Weaknesses

• Themost seriousweakness of theOHSP inOdionganNHSwas the lackofclassroom for OHSP learners. At the time of the FGD, OHSP learners used an open-air pagoda for class meetings.

• TheamountofmoneyallocatedbytheschoolfromitsMOOEforreproductionof modules was not sufficient.


• Itsmonitoringandevaluationsystem,anecessarymechanismforimprovingand sustaining OHSP implementation, is in need of improvement.


Teacher-facilitators acceded that the OHSP was applicable to the SHS Program, as there would be students who would benefit from it.


Interview responses of FGD participants brought out some ideas on how to enhance the OHSP implementation in the school.

• IncludetheOHSPintheperformancetargetoftheprincipalandintheSchoolImprovement Plan (SIP) so that schools implementing the program will seriously take its management and evaluation.

• Provide continuous training and seminars on OHSP guidelines, the newguidelines on ADMs/FLOs, and administration of the modules.

• Makefinancialsupportavailableforthereproductionofmodules.Inparticular,repackage the 18 modules per subject to 4 or 5 modules per subject every quarter to help teachers monitor and retrieve them.

• Sustain all projects and programs initiated in connection with OHSPimplementation.

• DevelopandprovideappropriatelearningmaterialsforthenewSHScurriculumimplementation by SY 2016.

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Department of Education (2005). Open High School System (OHSS) Manual of Rules and Regulations. Pasig City: Bureau of Secondary Education (BSE), Department of Education.

Department of Education (2010). Guidelines on Mainstreaming the Dropout Reduction Program (DORP) in the Public Secondary Schools. Pasig City: Department of Education.

Department of Education (2011). Granting of Vacation Service Credits to Teachers Implementing Dropout Reduction Program (DORP) and Open High School Program (OHSP). Pasig City: Department of Education.

Department of Education (2011).Guidelines on the Conduct of Child Friendly School System-Alternative Delivery Mode (CFSS-ADM) Regional and Division Training at the Secondary Level. Pasig City: Department of Education.

Department of Education, (2011). Policy Guidelines on the Utilization of Funds for Alternative Delivery Modes (ADMs) in Formal Basic Education. Pasig City: Department of Education.

Department of Education, (2012). Offering of the Honors Program in the Open High School (OHS). Pasig City: Department of Education.

Department of Education, (2012). Policy Guidelines on the Implementation of Alternative Delivery Modes (ADMs). Pasig City: Department of Education.

Department of Education, (2013). Final Draft Guidelines in the Implementation of the Flexible Learning Options. Pasig City: Department of Education.

Department of Education, (2013). Draft Guidelines on Implementing the Flexible Learning Options (FLOs). Pasig City: Department of Education.

Senate Bill No. 2277. An Act Establishing the Open High School System in the Philippines and Appropriating Funds Therefore, September 2014.

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ANNEX A. DepEd Order No. 46 s. 2006

Instructions for student recruitment, curriculum, materials, monitoring student progress, and assessment of learning are outlined in a memorandum. (DepEd, 2006)


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ANNEX B. DepEd Order No. 19 s. 2011

The important role played by OHSP teachers who often were assigned to the program in addition to regular teaching load was acknowledged by allowing them to avail of vacation service credits. (DepEd, 2011)


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ANNEX C. DepEd Order No. 44 s. 2012

Student achievement among OHSP participants was formally recognized in the institutionalization of a separate honors program for them through Department Order 44. (DepEd, 2012)


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ANNEX D. DepEd Order No. 53 s. 2011

More recently, the OHSP has been aligned with alternative delivery modes for instruction in terms of funding. (DepEd, 2011)


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ANNEX E. Comparison of OHSP and Regular High School Students

GEOGRAPHICAL AREA

NAME OF SCHOOL(Location)

ENROLLMENT (2012-2013)OHSP REGULAR HS

NCR Batasan National High School (Quezon City)

2580 9852

LUZON Dasmariñas National High School(Dasmariñas, Cavite)

526 7665

VISAYAS Babag National High School(Lapu-lapu City)

317 3119

MINDANAO Ireneo National High School(General Santos City)

753 3500

List of Participating Schools and Enrollment Data


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ANNEX F. Proficiency Levels and Equivalents

LEVEL RANGE OF PERCENTAGE AGEBeginning 74% and belowDeveloping 75-79%Approaching Proficiency 80-84%Proficient 85-89%Advanced 90% and above


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ANNEX G. Mann-Whitney U Formula

The Mann-Whitney U test is a nonparametric statistic test most frequently used to assess whether two independent groups are significantly different from each other. Thus, it is often portrayed as the non-parametric equivalent to ‘Student’s t test’.`

The Mann-Whitney U is a rank-order test (or nonparametric test) for assessing no differences of means or medians but the distribution of two independent groups when combined into a single sample (ie, whether the scores of two independent groups have a similar ranked distribution). Thus the test assesses the location and range of the lowest group’s distribution within the overall sample range 3, and contrast this against a theoretical ranked distribution approaching normal (‘U’ or ‘z’ distribution, depending on sample size). Because of this, however, the test is also powerful in detecting differences between group means (Sawilowsky, 2007 1), and is commonly portrayed as the non-parametric substitute for Student’s t-test when samples are not normally distributed.

(Source: http://wikiofscience.wikidot.com/technology1:mann-whitney-u-test)


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ANNEX H. Capacity Building Programs

ITEM 17 What capacity-building activities are available to enhance the knowledge, skills and attitudes of OHSP teachers, facilitators, coordinators(OHSP Faculty Orientation program. OHSP Faculty outing/ Team building) school initiative A 2- day seminar on Alternative Delivery Mode (ADM) was conducted in the month of September 2013Academic enhancement seminar workshop and teachers-OHSP Coordinators consultation as the need arise.ADM Seminar-WorkshopADM training WorkshopAlternative Delivery Mode (ADM) Seminar-WorkshopAs to date, no formal training/capacity building activities were conducted for teachers. Orientation sessions are conducted before the beginning of each school year.Attend seminars needed to the updates of OHSPAttend Training and Seminars, make a community mapping and set a goal for the OSY and awaken their COMMITMENT for public service.Attendance at training and benchmarking in other division for Open High School programs and INSETAttendance at seminar-workshopAttended seminar and workshop about the ADM and Open High SchoolAttended seminar workshop related to OHSP (e.g. DORP, SII, SBM) sponsored by DepEd-BSE and DepEd Division and Regional OfficeBy their own majorsCapacity-building for teachers, parents and stakeholdersComputer room, library, science lab .H.EConduct house to house enrollment campaign/Information dissemination about the program.Conduct of Assessment and sharing of best practices which is done every monthDiv. seminars and meetingsDivision Orientation for the applicant schools for Open High School Program (July 8, 2011), Organization and Training Workshop of S-DORP/OHSP Coordinator on the Implementation of Drop out reduction program (December 4-5, 2011), One-Day Conference of secondary school heads and DORP/OHSP coordinators on the implementation of the Alternative Delivery Mode (August 27,2012) Division Orientation on OHSP, Regular meeting with division OHSP coordinator.


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Division-based meetingEnhancement on teaching strategiesExperienced teachers, have undergone several trainingsFGD, In-Service TrainingGive legal basis, Rationale of the program, Objectives, functions according to level of work, linkagesGraphic organizersGroup brainstorming and sharingImplementation review, orientation programIn service trainingIn service training (school-based)In Service Training for the teacher during semestral break/social dialogue seminarIn- service Training of TeachersIn Service TrainingInclusive of the training for regular studentsInservice Training and MentoringIn-Service Training on K to 12In-Service Training, Field TripsINSET during the semestral breakInset for the school level. National trainingINSET- Oct. 2011, Team Building - Feb. 2012 and continuous sharing of knowledge of experiences- SY 2012-2013INSET, Regional Mass Training of Grade 7 Teachers (May2012), Grade 8 Teachers (May 15-24, 2013).Just attended shallow information because the orientation was integrated in the OHSP seminarLAC Sessions among TeachersMonthly meetings, group discussions about problems encountered and successful strategies done in their class.More trainings, workshops,and seminars to the teachers/ coordinatorOHSP meeting/seminars on DORP/OHSP implementationOHSP Orientation Seminar, Seminar-WorkshopOHSP orientation, Self ResearchOHSP seminarOHSP training yearly instruction using ICTOne on one /tutoring approach/mentoringOpen High School System/Effective Alternative Secondary EducationOrientation and Re-orientation of the DORP Program, Seminar/Training of the OHSP implementersOrientation and Training Seminars conducted by the Division OfficeOrientation by ES Value / guidance


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Orientation of the roles/responsibilities of person concerned.Orientation on the implementation of the Open High School Program (OHSP)Orientation ProgramOrientation program at the DepEd Division OfficeOrientation SeminarOrientation Seminar about OHSPOrientation seminar and handouts were given; DepEd website is frequently visited Orientation seminar conducted by the Division Office with Dr. Martinez-GarayOrientation Seminar; Bi-monthly meeting with Division OHSP coordinatorOrientation seminars/meeting (school-based), Regional Training for OHSP implementersOrientation with the Division OHSP CoordinatorOrientation/trainingOrientation, training, workshops from the regional coordinatorPeer teaching, Stress management/ training on DORP, team building, consultationProvision of OHSP training/seminars for teacher/facilitators/coordinator, no training, seminars offered to our schoolRelating to characteristics of studentsReorientation Training- workshop on Child-Friendly School SystemSeminar conducted by the regional office.Seminar workshopSeminar Workshop for ADM task force and ImplementationSeminar workshop sponsored by DepEd (Division Office)Seminar, in service training, peer teaching, subscriptionSeminarsSeminars and conferencesSeminars on DORPSeminars on starting up with OHSP in the Division.Seminars sponsored by EQUALLSSeminar-workshops in DORP/OHSP enhance the knowledge skills and attitudes of OHSP teachers, facilitators and coordinator.Seminar-Workshops on the implementation of OHSP from the classroom to monitoring evaluationStrategic planning, lesson planning, target setting orientation and OHSP report preparationTeacher participates in all the In-Service Training intended for all teachers but none for OHSP.Teacher's Orientation, Parent's Orientation, local government orientationTeam building activity at Dahilayan, Manolo Fortich BukidnonThe OHSP facilitators and coordinators attended the K to 12 Regional seminars, GAD and other trainings/workshops that enhance their knowledge and capabilities


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The school has not conducted nor attended any capacity-building solely for the enhancement of OHSP teachers, facilitators and coordinators. But the school has been conducting service training for teachers which also include the OHSP teachers.The School invited national specialists on OHSP as speakers for the seminar workshop last September 2 and 3.The school is conducting orientation on OHSP teachersThe school just depended on the modules. The facilitators were approachable and kind enough to sit down with the only one student.Through seminars attended and experiences.To conduct a seminar about Open High School ProgramTraining for implementation of OHSPTraining on child friendly school system dropout reduction program CFS-DORP.Training Training and discipline seminars, allowed to join in clubs and organizations inside the schoolsTraining and meetingsTraining and SeminarsTraining-workshopTwo-day Regional Training for Open High School Implementer and One-Day Orientation seminar in Open High School ProgramWe attended a seminar-training on updates in the open high school programWe conducted educational field trip & participated in school - related activities such as talent showcase & others.We have not yet attended capacity-building activities provided by division office. What we have are the school based activities like Division Level INSET, monitoring and peer assistance from the coordinator and other teachers.Weekly meetings, everyday coordinators of all teachers, extension classes done on Fridays, quarterly meetings with parents/guardiansWorkshops and SeminarsNo Training = 13With Training = 113


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ITEM 19 Capacity-building 1 - Training title2-day Regional Training for OHSP implementers5th cluster training on CFGS-DORPADM Division Roll-OutADM orientationADM Summer ProgramADM training & workshopADM Training (Regional)ADM/OHSO Orientation seminarADM-Open High School OrientationAll subject coordinatorsAlternative Delivery Mode (ADM) Benchmarking in Marikina Division AttendeesBrainstorming Activity on the Implementation of GNHS OHSPCapability Building Seminar Workshop for School HeadCapacity-Building Seminar for Teachers on the implementation of the OHSPCapacity-Building Training on the Implementation of OHSPCB in the implementation of DORP-Open HS ProgramCluster Training on DORP ImplementationDivision Conference of alternative delivery mode(ADM)Division Convention of school Guidance Counselor/coordinatorsDivision Enhancement Seminar for OHSPDivision Orientation for the Applicant School for Open High School ProgramDivision Orientation Seminar on Alternative Delivery Mode (ADM) drop out reduction Program (DORP) and Open High School Program(OHSP) Division Orientation -Training for Alternative Delivery ModesDivision Orientation/Seminar on the implementation of ADMDivision Re-orientation on OHSPDivision Seminar-Workshop on Learning at a DistanceDivision-seminar orientation


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ITEM 19 Capacity-building 1 - Training titleDORP and SIIDORP evaluation and plan adjustment seminar workshopDORP Training Cebu CityDropout Reduction Training ProgramDropout Reduction ProgramDropout reduction program national LevelDropout reduction program trainingEffective Alternative Secondary EducationGender and Development TrainingGender SensitivityImplementation of OHSP/SSA (Secondary Schooling Alternative)Implementation of Project EASEImplementation ReviewImplementation Review of the ADMIn-Service TrainingIn-service Training and MentoringIn-Service Training for TeachersIntegrated DORP Expansion WorkshopIntegrated SSA Expansion TrainingK to 12 Grade 8 SeminarMass training of as teachers on the K to 12 B.E ProgramOHSPOHSP Mission and Vision, OHSP Guidelines, EFA 2015OHSP-two-day training-Seminar for Grade 7 TeachersOne Day conference of secondary school heads and DORP/OHSP coordinators on the implementation of ADMOne Day conference of secondary school heads and DORP/OHSP coordinators on the implementation of alternative delivery mode (ADM) Program.One day orientation seminar/workshop in DORP & ADM guidelinesOne day Seminar-Workshop on DORPOpen Enrollment Policy for Children who are victims of Child LaborOPEN HS TrainingOrientationOrientation and Re-orientation on DORP Orientation on seminar on the implementation of OHSPOrientation on the implementation of the OHSPOrientation on the implementation of the Open High School Program (OHSP)Orientation Seminar about OHSP BenchmarkingOrientation Seminar on the OHSPOrientation-Workshop on OHSP-EASE Program


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ITEM 19 Capacity-building 1 - Training titleRe-Echo on Drop-out Reduction Program (DORP) at secondary levelRegion 1- ADM Training to decongest secondary schoolsRegional action plan on ADRRegional Training for OHSP ImplementersRegional Training for OHSP ImplementersRegular trainings on the implementation of DBM (OHSP-DORP)Re-Orientation of Open High School ProgramReview of ADM ImplementationSchool based insetSchool based OHSP OrientationSecond cluster training on child friendly systems schools, dropout reduction program implementation.Seminar on DORP and CFS's IntegrationSeminar on enhancing the management Of the OHSPSeminars and workshop updates on the OHSPSeminars on the update of OHSP programSeminar-Workshop on DORP ImplementationSeminar-Workshop on updates in the OHSPSeminar-Workshop on updates in the OHSPSeminar-Workshop on updates in the OHSPSeminar-Workshop on updates in the OHSPSeminar-Workshop on updates in the OHSPSocial DialogueSomething on dropout reduction planTeam Building ActivityTraining for implementation of OHSPTraining of Grade 8 TeachersTraining of OHSP implementorsTraining on DORP-CFSS in the integration for CPC 6 SchoolsTraining on Dropout Reduction Program ImplementationTraining-workshop for school heads & guidance counselors/DORP CoordinatorsTwo-Day Training for OHSP ImplementerUpdating the Open High School ProgramNo Training = 1With Training = 99


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ITEM 19 Capacity-building 2 - Training Title1st division conference on the operation and management of OHSP2 days training-workshop in the conduct of OHSP Capacity building orientation with parentsChild Protection policyDivision orientation on OHSP attendeesDivision Seminar on ADM and OHSPDropout Reduction ProgramIn-service Training of the teachersK to 12 Grade 7 SeminarMass training of G7 on the K to 12 BE ProgramNational Training on Alternative Delivery Made of Education (ADM)National Training on DORPOHSP implementation and M&EOne-Day Orientation Seminar on OHSPOpen High School Program Orientation sponsored by DepEdOpen High School SystemOPSS-DORP TrainingOrganization and Training Workshop of S-DORP/OHSP Coordinator on the Implementation of Dropout Reduction ProgramOrientation for teachersOrientation in the implementation of OHSPOrientation on OHSP /strategic planningOrientation on Open High School Program National LevelOrientation seminarRegional K to 12 Seminar/workshop (G7 & G8)Re-orientation Training-Workshop on Child-Friendly School SystemSchool board on service TrainingSchool Convention of school Guidance counselors/coordinatorsSchool INSETSchool-Based Training on DORPSeminar for OHSP Implementers, August 2-3, 2012Seminar on revisiting the DORP/OHSP ImplementationSeminar-Workshop for ADM ImplementersSeminar-Workshop on DORP/OHSPTeam Work, Peer Teaching, OHSP as DORP intervention Training on DORP implementationTraining on DORP ImplementationTraining-WorkshopWorkshop for the Implementation of Project EASEWriteshops


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ITEM 19 Capacity-building 2 - Training TitleNo Training = 7With Training = 39

ITEM 19 Capacity building 3 - Training titleBasic Gender Sensitivity Training (GST)/ DSWDChild-friendly System TrainingDivision Seminar-Workshop on DORP-Out (Rate) Reduction Program (DORP) ImplementationIn-service training on DORP Oct. 23, 2012National Re-orientation and Training of Implementation of OHSP.One-Day Conference of Secondary School Heads and DORP/OHSP Coordinators on the Implementation of the Alternative Delivery Mode (ADM)Open High School OrientationOrganization and training-workshop of school DORP/OHSP coordinator in the implementation of the workshopOrientation on OHSPRegional Seminar workshop on ADMSchool Level Orientation on the OHSPSchool-based inservice training attendeesSeminar on the Implementation of OHSPSeminar on High School ProgramTraining on DORP (School Level) March 18-19, 2010Training workshop on the implementation of Sch- DORPTwo Day Workshop on Drop Out Reduction Program (DORP) & Launching of Open High School Program sa BarangayNo Training = 7With Training = 17


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ANNEX I. Other Facilities Available to OHSP Learners

Code No. ITEM 41 Others (specify)0054 Students center for OHSP (1,1), Guidance Center (1,1)0109 SSG Center0081 SLRC0071 Learning Resource Center (6)0075 Mini library, Simple apparatus and equipment0052 SEDIP Multi-Purpose Building (1,1), Clinic (1,1)0050 School Grandstand/Field (1,1)0124 Reading center0108 Reading centers (1)0047 Reading Center (1,1)0064 Reading Laboratory (1,1); SPJ (4)0136 Reading Hub0030 Reading Clinic (1,1)0113 Reading center, CAT room/headquarter0037 Administration Office0088 Guidance Office, Planning & EMIS Office, ADM Office, School

Publication Office, Principal's Office, Admin. Office0060 Guidance Office (1,1), Resource Room (1,1)0130 Guidance counselor office0042 Classroom converted into Home Economic room, classroom

converted into Industrial Arts room, classroom converted into computer laboratory and classroom converted into library.

0138 Facilities are shared with regular students0100 6 comfort rooms, 1 canteen0094 1 School canteen, 3 toilets0115 Toilets, Canteen0032 AVR (1,1)0087 AVR0059 Auditorium (1)0095 Audio Visual room(1)0036 AVR (1,1), Clinic (1,1)0023 Audio Visual Room (1,1) , Mini Theater (1,1), board room (1,1)0118 Clinic, Canteen0103 Clinics, Guidance office


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Code No. ITEM 41 Others (specify)0069 Guidance Office (1,1), School Clinic (1,1)0139 Clinic, Guidance & counseling office0029 Canteen, Clinic, Guidance Office0101 Canteen (1)0002 Canteen (1,1)0090 School canteen, DepEd Canteen0010 School Canteen (3,3) Guidance Office (1,1) Audio Visual Room (1,1)

SPED Classroom (1,1) 0144 Clinic, gymnasium0077 Gymnasium, Guidance office, Different game courts0058 1 Mini Gym0073 Covered Court (1); Multi-Purpose Hall (1)0135 Canteen(1), faculty room(2), stage(1),CR(8), Guidance Office(1),

Principal's office(1), OPHS Center(1), Feeding Room(1), record(1)0020 Open Room (1,1)0070 Museo (Museum) AP dept. (1,1)0006 Multipurpose Room(1)0114 Modular instruction0015 Project Ease Room (1,1)0057 1 DORP Center0092 Multi-media room0097 Culinary Arts Room


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ANNEX J. Supportive Roles of OHSP Personnel

ITEM 15 SUPPORTIVE ROLES School PrincipalAdministration and SupervisionAdministrativeAdministrative & technical support to the implementersAdministrative/ supervisorApproval, follow-upsApproving authorityAssistance/ supervisionCheck the day to day activities if implemented properly.ConsultantCoordinatorCurriculum designDecides on the opening of the OHSPDecision-makingDesignate an OHSP Coordinator and provide administrative and technical support Head teachersImplementerImplementor of all DepEd policiesImplements policies/final decisionsInstructional supervisionMain-decision makerManagement Monitor and supervise implementationMonitoring and SupervisingMonitors the implementation of OHSP according to guidelinesOHSP Coordinator, DIV personnelOrganize the classes for the OHSPOver-all chairmanOverall overseeing the program.Overall supervisionOversees the implementationOversees the implementation of policies formulated by the DORP councilOversees the implementation of the OHSPPlan, Implement future developmentPlanning, directing and implementationPlanning/leading teachers to task


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ITEM 15 SUPPORTIVE ROLES School PrincipalPolicy MakingProvides administrative & technical supportProvides administrative and technical support to the implementersRecruitment, sereens, supervisor, inspiresSpearheaded the projectSuperviseSupervision & administrationSupervision and monitoringSupervises the OHSP implementationSupport & adviserSupport all activitiesSupport in providing materialsThe ADM TeamArranges schedules, provides modulesAssessment, increase participation to OHSPAssistance/facilitate/supervisionAssists student in materials needed, schedule meeting with tutors, coordinate with parents.Check, compute, keep records of learnersChecks and keep records of studentsCollates outputs and enroleesCommunity linkagesConducts orientation for the teacher implementorConducts orientation to teachers & clientsCoordinateCoordinate with teachers, students and parentsCoordinate with the SH/Supervisor in Charge.Coordinates & leads the OHSP Teachers, Guidance CounselorCoordinates activities, programs, reportCoordinates all facets of OHSPCoordinates the programCoordinates w/ teacher facilitation/follow up students progressCoordinates w/ the advisers & subject teachersCoordinates with all the affairs of OHSPCoordinates with the LGU, provides assistanceCoordinativeCoordinator of all DepEd & school policiesFollow-up school records of studentsFollow-up, Support teacher and studentsFor issues and concerns


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ITEM 15 SUPPORTIVE ROLES School PrincipalFree production of modulesGuidance personnelGuides, directs teachers, coordinators of OHSP activitiesImplementerImplemention of the OHSPImplements OHSP advocacy plansImplements/ disseminate decisionsInitiates the designing and implementing of advocacy plans on OHSP to increase participation.Monitor classes of OHSPMonitor implementationMonitor Operations, Enforce Principal's PoliciesMonitor the implementation of the planMonitor the proper implementation of the programMonitoringMonitoring and ImplementationMonitoring and SupervisingMonitoring of ImplementationMonitoring/PlanningOversees of the programOversees proper documentation of OHSP activitiesOversees/ monitor daily participationPlanning, advocacyPlanning and surveying/visitationPrincipal , co-teachers, PTA, SGC, LGUProcessingProgram ImplementerProposeProvides technical assistance to the teachers.RecommendationsRecruitment, follow upsSpearhead in implementationSpearheaded the projectStakeholderStudents reports/ follow up/ printed materialsSuggest, support implementationSupervise, monitorSupervision and facilitationSupport parents/teachers/students needsSupportive


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ITEM 15 SUPPORTIVE ROLES School PrincipalTeacher, guides, evaluates, inspiresThe school strictly follow the different roles found in the OHSP handbook.

ITEM 15 SUPPORTIVE ROLES Teacher-facilitatorsAccess/tracks the learning process/referralsActual teaching of subjectsAdviser of OHSPAdviser/CounselorAssigned as Subject handlersAssist learners and provides the teachers-advisers with the results of the student's performance.Assists learners in identifying their learning needs; and in preparing their self-directed learning plan; Provides time for consultation to address learning gaps. Attend to the learners needs/performanceCommitment and dedication to finish their tasks.Conducts face-to-face classesConstruction of learning modulesConsultationDiscuss Modules with learnersDistribution of modules and time-frameExecute plan, programFacilitate LearningFacilitate learning(conduct classes)Facilitate students' learningFacilitate/trainorsFacilitates learning & provides guidance to studentsFacilitates learning/coach/mentorFacilitates modules & other mattersFacilitates students learningFacilitates the programFacilitates the teaching-learningFacilities difficulties of learningFacilities the learning processFollow-up/monitoring, tracks the progress of the learnersGive & check the modulesGuide OHSP students in accomplishing modulesHandles face to face sessionHelp students to work on their modules.Helps/guides the learners in his/her self-directed learning


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ITEM 15 SUPPORTIVE ROLES Teacher-facilitatorsImplementation, advocacyImplementing authorityInstruction, facilitation, counselingInstructional managementInvolve in decision-makingLearning facilitators and evaluatorsMeet students, assign tasksMentors the learners or consultantsOrganize and RecruitsParents, students and teachersPlanningProject implementersProvide academic supervision & guidance to the learnersProvides the teacher advises with the student's performance Recite classes as scheduledRecord Keeping/consultationReports feedbacks and problemsServes as teachers for OHSP studentsSubject teachersSupervise/monitor student's progressSupervise homework of the learnersSupport students needsSupportiveTeach, support studentsTeach, evaluate, inspireTeacher adviserTeaches/guidesTeachingTeaching and FacilitatingTeaching subjectsTeaching/mentoringThe student strictly follow the different roles found in the OHSP handbook.Track and checks accomplished modules submittedTracks the progress of the learnersTutoring of learners, helped in checking quiz papers.


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ITEM 15 SUPPORTIVE ROLES Guidance CounselorAct as the enroling office/provide guidance and counseling to the studentsAdminister the ILRT & update the profile of the learnersAdminister the ILRT and IRI, analyzesAdministers RT, screen qualified enrollees to OHSP. Administers, analyzes and interprets ILRT a IRI and test and helps teachers utilize test result; Helps screen qualified enrolees to the OHSP; Keeps an updated profile of the OHSP students; and tracks the progress of the students through the teacher-implementers.Assessment, interview, facilitating of learning materials, keep on updated profile of OHSP students.AssistsAssists in the conduct of assessment testsAttend emotional and psychological needs of learnersCareer counseling/pathways and helps assesses OHSP enroleesCareer OrientationConduct counselingConduct assignment of student developmentConduct enrolment proceduresConsultative re-student problemConsultationCoordinated w/ parentsCoordinators with parents of those whose attendance is irregularCounselingCounseling & follow upCounseling and focal personCounseling and interviewCounseling,advocacyCounseling/mentoring serviceEncouragement/counselingEnrol learners, Track enrolment Data, Provide counselingEnrolmentEvaluates learningFacilitate Diagnostic testFacilitates the examination/students counselingFacilitation, counselingFollow up problemsFollow ups the enrolleesGives guidance and counseling servicesGuidance and CounselingGuide learners about the challenge they face


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ITEM 15 SUPPORTIVE ROLES Guidance CounselorGuides, follow-up & monitors attendanceHelps screen qualified enrolleesIdentifies students/clientsImplementerIn charge of the disciplineInterview, home visitation, conduct of diagnostic testKeep its record of OHSP studentsKeep record/files intact/ Give adviceKeep recordsKeep updated profile of the OHSP studentsKeeps an updated profileMonitor attendance Monitor learners progressMonitor the OHSP students dev'tMonitoringMonitoring and evaluationCounsels/assists studentsPrincipal and All teachersProject implementersProposeProvide inspiration, guideProvides support and guidance and conducts assessment (IRI)Record-keeperRecords and CounselingScreen interview students applicants Screening the enrolleesStudents' counseling, students' recordsSupport parents/teachers/students needsSupportiveTeacher-students evaluations and discipline programThe students strictly follow the different roles found in the OHSP handbook.Tracking and counseling


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ITEM 15 SUPPORTIVE ROLES Parents/guardianAdvocacy Advocacy/campaignAssist the schools in the programAssist the studentsAssistance/supportAssistsConfer w/ teachers and status of child's performanceCooperations and projectsCoordinate with teachersCoordinate with the coordinator, teachers about student progressFeedbacking/supportFinancial and moralFinancial assistanceFinancial helpFinancial supportFinancial, Moral support for the child and joining school awareness programsFollow-up of SARDO's/Home VisitationFollow-up support at homeGive moral and financial supportGive moral, Financial supportGives financial and support the learners in all their needsGiving permission to enrol their child to OHSPGuide the learners for the performance of task at home, if assistance is needed.Guides and support the learnersGuides the learnerGuides, visits, checks child's standingHelps in monitoring the learners' progressHelps the learner in accomplishing their tasksLearner Assessment during applicationMakes follow-up on student's progressMonitor child’s activitiesMonitor studentsMonitor students performance/complianceMonitor their children’s performance and help accomplish their modulesMonitoringMonitoring at homeMonitoring the students' attendance and participationMoral and Financial Moral and Financial supportMoral support


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ITEM 15 SUPPORTIVE ROLES Parents/guardianMoral support/financial assistanceParticipate and attend meetingPlanningPlanning, meetingsProvide complete data of the studentsProvide moral and financial supportProvides care and guidanceProvides financial assistance, guidance, and track progress of their children.Provides moral and financial supportSchool personnel, LGUStudents' supportSupportSupport the students financesSupport the students needsSupport, encourage studentsSupported the learnersSupports the learners and the programSupports the programThe student strictly follow the different roles found in the OHSP handbook.

ITEM 15 SUPPORTIVE ROLES Local Government AuthorityAdvocacyAdvocacy campaign/financialAssist the school implementerChild protection, Pantawid Pamilya ProgramFinancesFinancial assistance, advocacyFinancial helpFinancial supportFunding supportGives financial incentives thru LSBHonorarium of OHSP teacherInfo drive & financialLocal activity involvementMonitoringNoneProgram disseminationPromotes the OHSP program, provide a list of out-of-school youth who may participate in the program.


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ITEM 15 SUPPORTIVE ROLES Local Government AuthorityProvide AssistanceProvide financial supportProvide fundingProvide the teaching programProvides financial aidProvides financial assistanceProvides free transportation (Sakay nila, Sagot Kita)Provides honoraria of the teachersProvides incentive to learners to increase participation in different community activitiesProvides the monthly salary of teacher-facilitators.PTA, SGC, school personnelScholarship grantsSince the program started, they supported and followed it up.Some financial assistanceSTAKEHOLDER for the implementation of OHSPSupport for school projectSupport physical facilitiesSupport/Information/DisseminationSupports financiallySupports the school undertakingThe students strictly follow the different roles found in the OHSP handbook.

ITEM 15 SUPPORTIVE ROLES Others(DORP Coordinator, Librarian) Open library for research(Education Program Supervisors) Monitoring and Supervision(GPTA and Alumni Association) Donate some projects.(GPTA) Provides assistance(NGO) Financial Support/assistance to OHSP students. (PTA President) Helps for information dissemination(Sponsors) funding Additional modulesAdvocacyCommunity information disseminationFinancial assistanceGive financial supportHealth assessmentInstructional materials for Teacher and students usedProvides material supportSchedule making/planning of activitiesSponsorship


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ANNEX K. Tracking of Graduates

Code No. ITEM 32 No. Why not?0117 We have just formulated forms to easily track the graduates0127 We are on the process of tracking out our graduates0095 We are on the process of conceptualizing our systematic tracking of

our OHSP graduates0126 We are currently designing it0028 The school is yet to establish a double tracking system, not only for

OHSP graduates but for the whole school0059 The school is still on the process of preparing a tracking system0088 On the process of making a format for tracking system0040 OHSP graduates tracking system are currently under development0052 Lack of tracking tools/forms, we just rely on interviews0069 The coordinator of the program in the school was not informed/

advised to track the graduates0054 Haven't designed yet0006 Implement later0094 We forgot0016 No systematized forms available. We only record the performance

result compared to their performance before the OHSP classes were conducted.

0098 Through words of mouth only0053 No form made, it's an additional work for teachers and no funds for

this purpose0068 Due to full time loads of teachers0009 Graduate should communicate with the school coordinators0149 The tracking system for OHSP graduates is not that intensive in our

school0075 It's really hard to track students0062 No one think of tracking them but this year, alumni and me will do

so0099 Not so systematic tracking0106 Guidance coordinator don’t have a copy of the form0114 Learners work after graduation0067 Later due to lack of time and connection. Communication with the

graduates0046 No full time coordinator assigned due to lack of manpower0033 No graduates yet


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Code No. ITEM 32 No. Why not?0048 No graduate at present0151 We just started the program last year (2012)0118 We just started the program last school year 2012-20130155 We just have the first batch of graduates 0077 We have only our first batch graduate last March 20130051 We have just started0056 We have just implemented OHSP last September 2012. There are no

graduates yet.0097 We have just implemented it in 2012, although, there were 7 who

graduated last March 20130108 We had the first batch of OHSP graduates just last year. The tracking

system focused more on the enrollees.0026 We will have our first graduate this year, but we are yet to design our

tracking system0103 We have just started the OHSP last sy 2012-2013, we're still to design

a tracking form0109 We're on the 2nd yr. of implementation. We're modifying our

activities for improvement.0079 We are still on its first year of implementation0133 We are just starting the program and we don’t have enough

knowledge in recording and systematic filing of records0031 We are going to start tracking our graduates this coming June, 20130013 The school just started the program0063 None yet, because this is the first time of the school to have OHSP

graduates0119 Because we are just starting0002 Because this is the first batch of graduates we have0139 Because school OHSP is in its second year of implementation only0089 Because OHSP in our school is still first year of the operation0043 First time of implementing the said program0032 It’s the first year of our implementation0101 Implemented only this year 2012-20130044 Just started and on the process of making the tracking system form0125 Newly graduate0138 OHSP is the still two years in operation. Some of the graduates are

the PTA officials and members in the school0018 Only one graduate so far0024 OHSP is newly implemented and has not produced graduates0122 Our school had its first batch of graduates only during this last

school year (2012-2013)


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Code No. ITEM 32 No. Why not?0076 Our OHSP is just recently implemented (SY 2012-13)0012 Still in the first year of implementation of the program0144 Since this is just the second year of the OHSP implementation we

have not discussed yet a tracking form0078 The school implemented OHSP for only two school years to date0121 The program has just started this recent school year, 2012-20130074 The OHSP were just started last August 2012. Still under process on

the so-called tracking system.0061 The OHSP is just implemented this school year, 2012-2013 with only

one student0010 The first graduates were only graduated last March, 20130022 We don't have graduates from OHSP yet0145 We don’t have yet because we only have 3 graduates last year 0102 We don’t have a graduate yet0030 This school year 2012-2013 we have our first batch of graduates. The

tracking system of our graduates will just start.0141 This is our first year of implementation, no have students to be

tracked yet0073 Not yet0150 Not yet organized0137 Not yet decided0036 Not yet applicable0105 Not yet, we have still the graduate last March 22,20110082 No because by this time we have no enrolment in our OHSP0038 Distance from school to OHSP graduates0156 Due to lack of the student's address


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ANNEX L. Monitoring and Evaluation

Code No. ITEM 33 No. Why not?0117 We are not informed to conduct evaluation0121 This is the first year of program implementation0048 The school had just started OHSP implementation 0124 The school faculty did not conduct because of frustration where 9

out of 10 OHSP/ADM students dropped in the middle of the year0131 Students have quarterly exams and evaluation of their modules0099 Only periodic evaluation/ one-on-one interview0053 No available instrument and teachers were not trained about this0024 The Principal, the OHSP coordinator lack knowledge about it

because they have not attended any OHSP training/workshop0060 Not yet. Because we started just at the last quarter of 2012.0042 It's a new program, the school has yet to devise an evaluation tool.0040 It has just started0012 Still in the first year of implementation of the program.0056 Not yet. We have not completed one year implementation of OHSP.0074 Not yet. The first batch of the OHSP in this school is still

experimental or under observation.0114 Learners are usually working students


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ANNEX M. Other Uses of Monitoring and Evaluation Report

Code No. ITEM 34 Others (specify) 0029 To be done this summer, since this is our first year of

implementation.0059 The students' testimonials are utilized to consider the teachers to be

assigned in the OHSP0062 Narrative Report0107 It is used as a basis for program improvement0010 Financial support from NGO's and LGU is sought0042 Feedbacking during meeting for the improvement of OHSP

implementation


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ANNEX N. Comments on Improvement of Learning Environment

Code No. ITEM 49 Yes. How?0095 With OHSP, regular student could be mainstreamed to the program

and vise versa. And since face-to-face activities are usually held on Saturdays, classrooms are available to them. Learning environment is student-friendly and more relaxed and conducive as well

0063 We were able to create a learning environment that is uniquely designed to suit to the needs of the OHSP students thus it became personalized and class size became manageable

0019 Improve learning environment. Lessen the teacher-student ratio.0033 Having separate school site0001 Learning environment is improved because it decongested the

overcrowding of the students in the classroom0099 Solve the overpopulation of the school and improve the learning

environment0138 OHSP students have their own schedules so they don’t join the

crowded regular classes. They can better work and study in their segregated room

0030 OHSP students are not anymore part of their previous section/class. The learning environment is much more conducive, the number of students in each class is lesser.

0115 OHSP students are in separate classroom0145 The OHSP learners are having their class in the ADM Center. It really

helps in improving the learning environment 0016 OHSP students (especially all adults) are accommodated outside

regular hours of the school that made them comfortable in school because of the informal set-up in the teaching-learning process

0048 OHSP is a distant learning. It is done at home or at work (if working) thus, decongestion is lessen because learners of this program is not in school.

0155 The number of students enrolled in the regular program was reduced0047 The implementation somehow reduces the number of enrollees in the

regular class0020 Through OHSP, the numbers of students per classroom in the regular

class are lessened. Intensive supervision due to lesser class size0060 The OHSP students are not reporting to school everyday and it

lessened the number of students inside the classroom


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Code No. ITEM 49 Yes. How?0139 There is less number of students inside the classroom and this

facilitates easier absorption of lesson0021 Students under OHSP only come to school on assigned schedule so

this number of students somehow helps to decongest overcrowded classrooms.

0101 Some of the student transferred to OHSP specially to those who cannot afford a week long classes

0011 Learners were given enough time to cope up with the desired learning skills

0079 Student with deficiencies/back subjects are encourage top make it up on OHSP

0109 Students learned at their own pace through modular instruction.0013 Through modules; learners can study their modules at home0114 They are learning at their own pace at home0133 Instead of going to school everyday they just simply stay with their

families/homes accomplishing the modules and support the daily routines

0148 Overage and working students in all year level were encouraged to enroll in OHSP

0087 Improved learning environment specially for those students who are over aged, victims of early pregnancy, working students and with financial problems

0072 By accepting students who were dropouts. Separates them from the regular, those who are sickly and working are enrolled at OHSP.

0075 Working students, physically impaired and problematic students were mostly transferred to OHSP

0123 Working students, and over aged students transferred in OHSP0135 By suggesting overage students to school in OHSP0142 Those who are over age and balik-aral who passed the ILRT 0064 By referring regular students with special cases and problems such as

OSY, dropouts, working students, teen-age pregnancy, etc. to OHSP for addressing the needs of the students. Hence it will lessen the number of regular student per classroom.

0059 Some students who had problems with their attendance due to distance of home to school, early parenthood and poor health were accommodated in the OHSP

0035 They are accommodated in the guidance office and in that manner, even those working individuals have that chance in finishing secondary education.

0025 Over aged, working students pulled out from the classroom thus decongesting population. OHSP client only report every Monday.


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Code No. ITEM 49 Yes. How?0096 Those who wanted to transfer to the open high school were

prioritized; though at present the school adopted shifting (class scheduling)

0054 Those who are school leavers due to a handicap found hope to finish high school, OHSP students build their own students' center

0076 Through OHSP, those students with learning difficulties (frustrated) can cope and attention given

0154 Students who are wiling to study but can't afford to report school regularly due to financial reasons, personal/family problems, work schedule and the like are enrolled in this program

0029 Students transferred to OHSP since they can't afford to come to school daily while some wanted to rush the completion of their secondary course especially the older ones

0039 Students who are poorly performing in the regular scheme are better in the OHSP

0083 Number of students who had difficulty in attending school daily was reduced

0132 Diversity of the learners are voted and individual needs addressed as manifested in their classroom interactions and grades in the report cards

0141 Because some students opted to enroll OHSP will not join the regular class

0067 Enrollees of the OHSP who are not interested to have formal schooling decreases the number of students referred to the building office

0070 The school has the regular class size of 45-50 students per class0034 At least the classroom-student ratio is 1:450053 Class size is reduced to 1:40 (1 classroom, 40 students)0131 It lessened the 1:50 ratio of the students teacher of regular class.

The learning environment in DNHS is improving due to the implementation of OHSP.

0056 Separating schedule of classes from regular classes0112 Learners in the OHSP come to school only on Saturdays.0009 Classes held every Saturday0102 The fact that their group will report on weekends therefore they are

not occupying classrooms daily0044 They are reporting on Saturdays0071 Because they're not required to come everyday but only Friday.0090 OHSP give opportunity to students to continue their studies during

weekend and holiday


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Code No. ITEM 49 Yes. How?0081 OHSP contribute to decongesting overcrowded classroom by teaching

them every Saturday only and join them only when there are school activities

0088 Specifically, working students were giving emphasis by OHSP. Instead of attending their classes regularly, they would just have it every Sunday at their most available and convenient time of gaining learning.

0107 Since the contact time of teachers with OHSP students are once a week, it helps lessen the number of students thus use of facilities are maximized

0108 The OHSP students report to school at most once a week utilizing only 1 classroom each day instead of classrooms

0073 The classes in OHSP are pre-arranged according to schedule were some regular students are not using their classroom/vacant period, e.g., computer rooms are also used by OHSP students for information technology classes

0127 OHSP students reported only as per schedule time0007 In Mabini Integrated School our regular student in Grade VII is 54 so

if those who enrolled in OHSP is added they will be 56. Two students less is decongesting overcrowding.

0146 It reduces the class size by addressing it to OHSP, ALS and Misosa0116 It lessened the number of students in every class or section0015 It helps lessen the number of students occupying the classrooms0122 It helped in decongesting our classrooms because of a good number of

enrollees in our OHSP0151 SARDO's are advised to transfer to OHSP.0002 SARDO's are accepted in the OHSP0093 Regular classes are decongested as more OHSP students enroll in the

program. SARDOs are the usual problems, transferring them to OHSP improves the learning environment of the regular students and of the OHSP students also.

0120 Students who are almost 2 or 3 years in Grade 7 are accommodated in the OHSP and those students who are SARDOs

0036 Some students (Working, SARDOs, etc.) tend to enroll in OHSP0065 Address the drop out problem0113 Students who are not risk of dropping out transferred to OHSP,

reducing overcrowded classrooms0144 Out of school youths and students whose ages are far beyond their

respective year level as well as the SARDOs (students at risk of dropping out) were absorbed and rechannelled to OHSP classes


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Code No. ITEM 49 Yes. How?0104 Handling regular classes is more manageable. It has lessened problem

on absenteeism and drop out0052 It has contributed to the decrease of the school drop-out rate0003 It lessens the number of drop-out.0043 Lessen the number of students who were at risk of dropping out0150 Most of the students at risk of dropping due to various predicaments

can still pursue education through OHSP0121 Surplus/interested students were transferred to open high school0097 Students who cannot be accommodated on regular classes were

encouraged to enroll in the OHSP0126 Students who are not accommodated in the regular program are

accommodated in the OHSP0066 Because most of the students were transferred to OHSP0057 By accepting the students in the distance learning program0037 Learners has their option to choose where to stay0118 Regular section are now not over crowded0082 Because there are only few students enrolled in OHSP0069 Since the school has limited number of classroom and enrollment

figure is low, the implementation of the Open High School has increased the enrollment and still classrooms are available to the increasing number of enrollees because Open High School classes are done during Saturdays only.

0098 Over population is not a problem of the school.0094 Yes, through a more compassionate way of dealing with the students.

(NOTE: Our classrooms are not congested)0041 Because most of the teachers using the library/ guidance office as

classroom of OHSP0061 Not so much affected0010 Somehow, to some extent our OHS is composed of three combination

classes


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ANNEX O. Comments on OHSP Providing Access to Secondary Schooling

Code No. ITEM 50 Yes. How0003 To prepare them to face the challenging world0142 They can adopt to regular set up of classroom situation0131 Yes, they learned to cope to regular classes in high school0145 By using the distance learning, the students can access the

secondary education. They use modules and other enrichment activities such as using engrade in e-learning sessions.

0148 Through distance learning0086 Through distance learning, students who cannot attend the

regular class due to poverty, work and illnesses will be given an opportunity to access to secondary education

0015 They can continue their education through Distance Learning0095 Since it’s a distance learning in the module set up, secondary

education/OHSP caters OSY of high school age and even adults to attend schooling and ultimately have possession of that elusive high school diploma

0031 We bring school to remote communities0053 Learners from remote areas enrolled in OHSP through distance

learning (modular learning)0146 By giving an opportunity to complete secondary education in a

purely distance learning mode0089 Through self- study or self- learning0127 Self-learning of the students makes them responsible to finish HS0119 They are given chance to pursue education at the lower cost0041 The students who are experiencing financial constraints are given

hope to fulfill their education0057 Students could hardly support themselves in finishing the

secondary education are given chance to finish their education thru OHSP

0101 Even a most of the out-of-school youth were encouraged to enroll and earn high school diploma

0039 Even the OSY are catered in OHSP0138 Out-of-school youth, adults who are interested to join the

program. Two grandmother found realization of their dreams of a having a High School diploma.


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Code No. ITEM 50 Yes. How0042 OSYs and drop-outs were encouraged to return to school through

the program.0056 School leavers have gotten back to school0022 Some of our students are out of school youths0122 The OHSP accommodated students who cannot attend daily

classes due to their work or financial problems or disabilities. OHSP provided flexible schedule and student-friendly modules.

0144 The students were given the chance to be educated using another program attending their classes at a scheduled time only

0082 The students are given only limited time to report to school 0069 Some of the OHSP students are living/residing far from Gusa and

most are working students, yet they can come to school because classes are conducted Saturdays only

0088 Instructional modules were provided to the students. OHSP is based on competencies

0139 Clients are given the chance to learn through modules being accomplished in their house

0135 By providing modules, learning centers and friendly staff to OHSP students

0067 By having graduates of secondary education with free modules shouldered by the school

0044 They are working students and some have children (Mother/Father)

0140 They can continue schooling even they are working0017 They continue their studies while working0043 They can still work and take care their children while studying0075 Working students, physically impaired and problematic students

were mostly transferred to OHSP0002 Working students may now enrol in the OHSP0109 Working students can attend to their regular schooling/scheduled

time0027 Working students are given access to education because OHSP is

flexible and can adjust to their working schedules0118 Working students and school learners are encouraged to finish

secondary education0121 Were able to graduate while working0155 Those working, living in the remote places and the over age are

given the opportunity0007 Those who are interested to study while working were given a

chance to study while working


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Code No. ITEM 50 Yes. How0005 Those students who are working can now easily get access to

secondary education.0011 They were provided with an avenue to learn despite of their busy

life0063 The working, the over-aged, the indigent and teenage mothers

were given the chance to continue and finish their studies0032 Students who are at risk of dropping out due to work related

reason are given the opportunity to continue their studies.0123 Students were able to study while working. This is very common

to students experiencing poverty.0081 OHSP contributed to improving students to secondary education

by letting them study while working and by giving them opportunity to learn

0036 More OSY working students are encouraged to enroll in OHSP0035 Less fortunate individuals who are already working just to earn

a living, married persons or even those over-age individuals has rights for education.

0096 It helped many of our graduates who are working students or financially handicapped

0048 It gives chances to individuals to have access to education because recipients could continue to gain education even they are working or they have no capacity because of its modular approach

0077 It gives chance to working students to finish high school0106 Indigent/working students are given the chance to enroll /

secondary education0040 Going to school became more convenient especially for those

student with work during school hours0094 By allowing students with employment to be enrolled. Pregnant

students were also given the opportunity to continue with their studies

0099 Advantageous to out of school/working students for access to secondary education.

0052 Students who were unable to attend class regularly because of several reasons (working/teenage pregnancy) were given a chance to continue their schooling and were able to graduate

0020 Students who stopped schooling due to various problems (old age, early marriage) such as domestic family related factors, individual-related factors, school-related factors, geographical/environment and financial-related factors have access to secondary education


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Code No. ITEM 50 Yes. How0141 Students who cannot come to school regularly for several reasons

can avail secondary education through OHSP0136 They are given a chance to study even if they are in conflict

situation they have all the opportunity to learn0021 There is an alternative delivery of instruction to students who

work are married, and are over aged to still access and earn credit under OHSP

0055 This program encouraged students to continue their studies especially those who are working, those students who live in a distant area, since it is a home-based learning, they are able to continue their studies without attending the regular class.

0085 Those who are out of school youth and cannot afford to attend the regular class program are given the opportunity to access to secondary education

0050 We have lots of OSY with different problems (FICS analysis) who can't go to school during regular days

0080 Those who cannot come to school regularly are given a chance to continue secondary education

0079 Those who cannot go to class regularly because they are working for other reasons such as for health, economic reason, were given the chance to access the secondary education

0010 The students were able to study in spite of their circumstances0120 Some of the students enrolled in OHSP are overage,teenage

mother/father, have disability and come from a poor family. They stop for almost 5-9 years but with the emergence of this program, they are encouraged to go back to school and continue their secondary education

0047 Since it accepts OSY, over-aged students, pregnant and working students, it has made education within easy reach to them. It gives opportunity for them to be literate on irregular basis but just the same in terms of quality.

0093 School age students who have problems coping in the regular classes remain in school because of OHSP. Overaged students and those with special problems (employment, marriage and pregnancy) gain access to secondary education through OHSP.

0009 School age students who belong to the marginalized have the chance to education. Overage/married person were given a chance to pursue and finished secondary education.

0046 Over aged student and those who can't afford to attend daily classes were able to avail of the secondary education through OHSP


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Code No. ITEM 50 Yes. How0028 OHSP provided an option to students in difficult circumstances

who could not attend the regular curriculum0054 OHSP provided an alternative for school leavers to finish high

school0073 OHSP has contributed to some drop outs returned back to school

without so much expenses. OHSP is free education0013 Learners who cannot attend the regular classes (especially

married learners) conducted in school can finish secondary education through modules.

0112 Learners who are school learners for many years come back to school because of the OHSP

0062 Give an opportunity to those individual to finish high school and pursue college/better job at their present situation

0083 Everybody is given a chance to continue their studies (secondary education) despite of some intervening factors

0072 Every child/individual should be accepted in their schooling0129 Even the students who cannot come to school everyday due to

poverty were provided secondary education0001 It enables overage, working and marginalize students to finish

secondary education0091 It caters the need of the students that lag behind in terms of

knowledge especially those from the far-flung areas of Bunguiao that need to walk about 7 to 15 kilometers just to get secondary education, working student, mothers and poorest of the poor

0150 It can still provide opportunity for the troubled students to finish high school

0023 It makes the access of secondary education possible to our less fortunate brethrens

0130 It gives opportunities to all the students0133 It gives them the opportunity to continue their dreams and

aspiration to finish high school0034 It gives opportunity to individuals who wanted to finish high

school but they could not attend classroom instruction for they are working (working students) or have physical disability

0006 Window of opportunity to pursue high school education is present

0097 Yes, all students are given the opportunity to learn, all students are accepted

0030 Through this program, any qualified individual who is willing to finish high school can be catered


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Code No. ITEM 50 Yes. How0029 Those at risk for drop out were all given the opportunity to

continue their studies0114 They finish secondary education through this program0071 They can finish secondary education with just having modules to

learn0090 They are give the chance to graduate high school despite of their

age , financial status and other intervening factors0045 These out-of-school youth enrolled in the OHSP0104 Their return to school has helped them complete their secondary

education0107 The program is non- discriminatory making the program

accessible to all0070 The marginalized sectors of the society (e.g. working students,

physically challenged; SARDOs) were given ample time to finish their assigned task

0087 Students who cannot attend regular class will have the chance to continue his schooling and finish secondary education

0078 Students can now do secondary schooling without going to school everyday

0037 OHSP caters school-age and adults who want to finish secondary education

0151 OHSP augments the need of the students in a less complicated way

0124 Motivating/encouraging the OSY, overaged students, young mothers to enroll through the ADM

0111 Most of the enrollees in the program are those who are working, out of school youth and those who are not suited in the regular school environment

0108 Most of our students are working and cannot attend regular classes everyday. In the OHSP, they are given equal opportunity to be promoted or to graduate thus equal access to secondary education.

0113 Most of our students are OSY and overage students who are working

0051 Even the married girl with a baby was able to finish her secondary education

0059 Even adults, not only those of high school age, were accommodated in the program


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Code No. ITEM 50 Yes. How0025 Early pregnancy, working students, financially challenge students

were able to finish their level year and moved on to the next year level thus enabling students to gain and finished their secondary education

0008 Continue and finish their secondary education0115 Candidates for dropping out are given the chance to continue

attending to school 0137 By providing a way of access 0076 By giving those indigent student an opportunity to continue their

education0064 By encouraging OSY, dropped outs, and students with problems

and working students to enroll and continue their secondary education through OHSP. Orienting the students regarding OHSP

0132 By bringing Lusacan National High School to their lives, giving all necessary needs to reach them out and encouraging them to finish the course at the very end

0061 By accommodating the students in need and by following the guidelines in implementation

0033 Being in school despite financially incapacitated0103 Before when a students works or gets pregnant, they have to drop

out from school unlike now that they could still continue their education no matter what condition they are in

0147 Because students who are working and pregnant at an early age have the chance to go to school or continue their studies

0066 Because some of our student are coming from far-flung Barangays0004 Avoids possible unschooled and drop-outs0105 1. OHSP enable students to finish high school at their own pace.

2. It helps lower the school’s drop out rate.0060 The overaged out of school youth are having inferiority complex

to go to regular classes0110 Orientation of the students0126 Engagement of students through participation in curricular

activities/ membership in clubs, monitoring programs, individualized attention and instruction.

0102 The fact that they still continue to do their normal routine w/ or w/o income still they are found in the roster of active students.

0100 They become model of the youth


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ANNEX P. Comments on Role of OHSP in Reducing Dropout Rate

Code No. ITEM 51 Yes. How?0131 Yes, students at risk of dropping out SARDO was enrolled in OHSP,

since it is once a week. They have a chance to work so that they have money to support their studies.

0051 We were able to let the drop-outs come back to school and answer the modules at their convenient time

0075 We saved SARDOs0147 Students at risk of dropping out transfer to OHSP0127 Students who are in risk for dropping out are allowed to take the

modular approach0111 Students who are decided to drop-out are encouraged to enroll in

the Open High School Program and many of them opt to be in the program instead of really dropping out

0035 Students who are candidates of dropping-out are immediately referred to the OHS Coordinator

0089 Students who are at risk e.g., absenteeism caused by financial problem, family problem or other related problem can enroll in OHSP instead of dropping out

0015 Students instead of dropping out due to justifiable and valid reasons are usually absorbed by the program

0027 Students at-risk of dropping out because of different reasons are then directed to an alternative education, OHSP-a program that is able to adjust to every individual's situation, schedule and need.

0123 Students at risk of dropping out were gathered in OHSP0056 Students at risk of dropping out were taken back to school0109 Students at risk of dropping out were accommodated in ADM classes0028 Students at risk of dropping out due to difficult circumstances are

transferred to the OHSP0048 Students at risk of dropping out are given modules to cope up of their

lessons0031 Students at risk of dropping out are endorsed to OHSP0052 Students at Risk of Dropping Out (SARDO) were saved from dropping

out of school because of several valid reasons by enrolling them in the OHSP

0096 Students at risk of dropping out (SARDO) due to financial problems/family problems are advised to transfer to OHSP


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Code No. ITEM 51 Yes. How?0114 Students at risk of dropping out (SARDO's) are transferred to this

program0036 SARDOs are advised to transfer to OHSP0009 SARDO who qualified to OHSP continued their studies0121 SARDO were transferred to OHSP0053 SARDO students don't drop. They are advised to transfer to OHSP.0037 SARDOs were saved through OHSP0032 SARDOs were saved from dropping out0122 SARDOs were enrolled in OHSP to ensure that they would be able to

finish their current level because of the flexible schedule of the OHSP0002 SARDOs do not just stop schooling but are encouraged to enroll in the

OHSP0090 SARDOs are given the chance to continue their studies thru OHSP0006 SARDOs are enrolled in school0106 SARDOS are enrolled in the OHSP0010 Many SARDOs were saved and promoted0155 Many SARDOs on the verge of dropping embraced the OHSP0041 Instead of dropping-out, they can continue schooling through the

OHSP0038 Instead of dropping-out, students will avail of the program0146 Instead of dropping out, we suggested students to enrol in OHSP0059 Instead of dropping out, some students were encouraged to transfer to

the OHSP0103 Instead of dropping out because of some pressing problem, they were

able to continue with their studies thru the OHSP0025 DORP students are absorbed by the OHSP program so that they can

continue their study until they finish the term0080 Regular student/SARDOs transfer to OHSP0079 Some of the students who want to drop out were encouraged to enroll

to OHSP0058 Some OSY were retrieved through OHSP0020 By saving the students at risk of dropping out (SARDOS)0008 Retention in School0042 Potential drop-out because of excessive absences due to distance of

school from home, child labor, health problems were transferred to the program and were saved from dropping out

0135 By convincing students who are in danger of dropping out to enrol in the OHSP

0001 We absorb SARDOS from the mainstream to the OHSP upon recommendation and investigation


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Code No. ITEM 51 Yes. How?0086 Through OHSP, students who are risk of dropping out due to poverty,

work, sickness, were able to pursue their education. They will be adopted in OHSP to gain access to quality education

0129 Students who tend to quit school were enrolled in OHSP0101 Those who dropped-out from their classes were encourage to transfer

in OHSP0133 Those students identified as SARDOs are immediately given the

school initiative program to meet their necessary needs to continue in their study

0067 Those students at risk of dropping out were transferred to the OHSP and followed up by assigned teachers

0024 They were given a chance to continue with their studies instead of dropping out or have failing grades due to absences because of financial problems

0044 They are SARDOs who are given proper intervention0082 The students who are under SARDO and working students but

because of OHSP they can continue their studies0144 The students at risk of dropping out were given interventions and

using the program intended for them which is once a week attendance to classes refrained than dropping out

0076 The school's OHSP help those SARDO for them to continue their studies. The school monitored our SARDO then transferred them to the OHSP for recommendations.

0119 The SARDOs had been retrieved and brought back to school0026 The program served as the "Catcher" of those students at-risk of

dropping out0057 The program absorbs students at risk of dropping out0091 The OHSP come in just to give intervention to the SARDOs for them

not to stop schooling0017 The drop-out students were still continuing their studies0061 The clientele supposedly dropped out yet we offered her the program

so she did not drop out0046 Students who were supposed to dropped were accommodated in the

OHSP thus, they continued their studies0108 SARDOS are assessed through FICS and with the consent of their

parents/guardian, they are transferred to the OHSP (program) where they are assisted by the school personnel

0142 The school cater the out of school youth and we motivate them to join the OHSP

0088 By allowing SARDOS to attend OHSP class


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Code No. ITEM 51 Yes. How?0071 Because students who are at risk of dropping are observed by the

OHSP0083 All students at risk of dropping out are encouraged to enrol in OHSP0050 All SARDOs are the recipient of OHSP as part of our intervention for

DORP0087 The drop out rate was 0.01 in SY 2012-2013 and completion rate

increased0081 OHSP contributed to reduce dropout rates by saving them/

understanding their problems that hinder their regular schooling0112 OHSP answer the dropout problem of the school0085 Our school has a decreased dropout rate0003 Due to the intervention implemented it answered the drop-out

problem of the school0116 Since the program was implemented, the drop-out rate is no longer a

problem in this school0030 Since the implementation of this program, the drop-out rate has

decreased. SARDOs are saved to finish their studies.0118 It helps the drop out rate of the school0069 For those students who can't report to school during weekdays being

working students, they are absorbed to Open HS program, hence they are not dropped from school and dropout rate is reduced/controlled.

0095 From last year's 9.0 percent to this school year's (2012-2013) 4.2 percent

0070 3.3 percent (school leavers was saved)0029 We have zero drop-out this school year0039 The school has registered a dramatic decrease in its drop-out rate

during the S.Y. 2012-20130066 Because on SY 2009-2010, our drop out rate is 8.88 percent, then

decreases to 6.36 percent (2010-2011) and on 2011-2012, the drop out rate is only 3.98

0141 Because no more drop-out will be reflected in the report because students who cannot come to school regularly can continue to study through OHSP

0094 It has kept them in school because they felt the school really cared for their benefit

0130 It finds to all the students who want to pursue their studies0126 Encourage participation in school activities0034 It became an alternative to classroom instruction delivery to those

SARDOs whose reasons of leaving the school is truancy/laziness0013 Learners have an alternative to finish their schooling0077 OHSP serve as an alternative way of accessing secondary education


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Code No. ITEM 51 Yes. How?0072 Giving them the chance to finish their high school in 6 years time 0132 By giving them an alternative solutions to their frequent absences in

regular class due to many valid reasons0120 We have students who cannot continue their study because of

financial problem or any other circumstances. But before they drop we conferred and offered them this alternative mode of delivery, the OHSP. Hence, the students agreed to continue their schooling using this mode of delivery.

0055 This program is considered as one of the interventions. If student is always absent because of the distance of the place, his problem will be solved through this program.

0063 These working students enroled in OHSP is already a deduction on the number of SARDOs and Drop-outs

0145 The SARDOs were given a chance to study through distance learning. They never failed because they were given enrichment activities in all subjects. In that way, the OHSP learners contribute a lot in a reducing drop-out rate in our school.

0104 Students who are working and sickly are now enroled in the OHSP; the drop out rate has declined

0016 Some students preferred to enroll in the OHSP while working for a living

0007 Those who intend to drop-out due to work are now in school0045 Those hard up working students placed/enrolled in the OHSP0097 In the case financial problems, working students0073 If the students at risk of dropping-out due to absences, they lack

money to spend for their transportation, the OHSP save the enrollees, they will be taken out in the regular high school class transferred to OHSP.

0022 One of the reasons our students drop-out from our school is poverty. With the introduction of OHSP our SARDO's were able to work to support their studies.

0054 Those who have to work due to financial constraints transferred to OHSP

0140 They transfer to OHSP if they do not have enough financial aid at the same time they help their families earn family living

0099 Drop-out reduces -they continue to enroll though students are working

0136 Those who are working students, teen mothers and with disability continued their studies and successfully graduated


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Code No. ITEM 51 Yes. How?0047 It has prevented pregnant students and working students from

dropping out0115 Problematic students are encouraged to continue0033 Accessibility of school in the locality which is just a walking distance

from residences of students.0149 Students who have family problem, Financial and academic problem

& cannot go to school on regular basis are advise to transfer to OHSP/ADM.

0011 Students who could not come up with the regular schedule can still finished their basic education.

0138 Frequent absentees who help in their parents in the farm during planting/harvesting season can be saved by including them into the OHSP

0064 By catering learners who are unable to attend the regular class program due to work, financial difficulties, distance of home to school, physical impairment and other justifiable and legitimate reasons

0125 Because those students who dropped out are those financially limited to support their daily needs, that is the reason why they cannot attend their class. Because of the OHSP program, students can work at the same time attend their class to the OHSP program once a week.

0062 By the use of the modules to catch-up their lessons0084 By giving modules to students risk of dropping out0102 Because modules are the materials that will allow them to be out of the

classroom but still feel they are active students.0093 Drop-out usual reasons are inability to cope with regular classroom's

time requirement which in OHSP is flexible. Schooling while working or raising a family (for early marriage) is possible in OHSP, so these students need not dropout from school.

0137 Students are not committed to attend classes, they could learn at a flexible rate

0043 They were encourage to finish their studies at their convenient time0068 Through the DORP team0019 This program is congruent to the Drop-out reduction program

(DORP) of the Department of Education, an intention to reduce the number of dropout and increase participation rate.

0113 Our best practice for DORP is the OHSP0021 These students have been saved by another ADM which is the OHSP0154 OHSP parents potentials school learners/drop-outs0107 OHSP is a drop-out rate reduction program implemented in the

school to accommodate students from the regular (mainstream who is at risk of dropping out.)


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Code No. ITEM 51 Yes. How?0105 The OHSP enrollees have not reported as drop out of the school.

Students are still included in the list of enroled students of the school.0110 Use of e-mail, electronic gadgets0065 Only minimal0151 Through meeting the students' needs0139 Through massive campaign and information dissemination during

PTA meetings, referral from the adviser of students at risk of dropping out


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ANNEX Q. Challenging Part of OHSP Implementation

Name of School What is the most challenging part in your school's OHSP implementation and why? (53)

Batac NHS Subject teacher understanding towards each students and students understandings towards his/her goal

Catagtaguen NHS We reach students no matter how far and how hard just to meet them. Some students are reluctant because of their age but after we explain to them the advantages and convince them, they voluntarily enrol in the program

Don Salustiano Aquino MNHS Sustainability of the interest of the learners especially the over-aged students. Motivating students to attend the class regularly and to submit their outputs on time.

Mangatarem NHS It is on the part of sustainability relationship with the learner to engage them to aspiring higher hopes to finish their secondary education.

Turac NHS How to properly facilitate the implementation of OHSP; motivating the clients to report weekly/regularly.

Paoay NHS Most of them have successfully finished their secondary education in this kind of program with minimal expenses

Pinili NHS Setting of schedule/meeting with the students because most of them are working.

Candon NHS (No Answer)Dagupan City NHS How to achieve a certain degree

of patience, specialize teaching methodology that would suit the distinct learning styles of the students so as not to break the momentum of the desire of the student to complete their studies through OHSP


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La Union NHS Attitude of students in accomplishing their requirements; concern of parents and community

Don Eulogio de Guzman MNHS After the distribution of learning materials, many of the enrolees don't return and answer the materials

Urdaneta City NHS The most challenging part is how to convince out-of-school youth to enroll in the program and orienting each of them including parents on the importance and the benefits that OHSP will offer

Currimao NHS, Pias-Gang Campus Increasing participation. We have yet to fully introduce the programs to the parents and prospective participants can truly participate and value the program.

Tagudin NHS No funds and modules available but the school is able to generate funds and was able to download copies of materials from our website (DepEd)

Mangaldan NHS Starting the program. Students, parents and new teachers are at first hesitant about the program implementation

Pagudpud NHS Availability of modules; we don’t have enough fund for the production of modules in each subject. And also, we are not very familiar wit the policies of OHSP

Isic-isic NHS (No Answer)Bacarra NCHS Finding financial sources to sustain this

program is still the problem especially that the number of enrolees has increased. Appealing to stakeholder may be the initial step.

Sarrat NHS Enrolment campaign; guidance and the OHSP teachers and coordinators attend barangay sessions/assembly for information dissemination of the OHSP

Banna NHS The campaign for students is the hardest part


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Pallas Integrated School Male OHSP students are slower in accomplishing their tasks. They sometimes reason out that they have a lot to do being the head of the family

Dingras NHS-Sulquiano Campus Most of our enrollees are over-aged so they are matured enough to perform their duties as OHSP

Sta. Rosa NHS Production of modules due to the limited fund of the school; a 100 percent year to year promotion rate

Isabela NHS OHSP of Isabela NHS is challenged in its mode of delivery which is the modular system because high school students in the regular class are hard up in understanding instructions without teachers' guide, hence we advise always the students to see their subject teachers if they find difficulty in the modules that they are answering. Some students as well as parents are hesitant to be enroled in the OHSP because they believe that the guidance of a teacher is still of importance as well as their socialization with other students is also necessary.

Dona Juana Chioco NHS To make the learners stay in the program, to keep them motivated to accomplish the modules, and to help the balance their work and their activities because most of them have to choose between their work and their studies

Sapang Palay NHS Motivating the students to finish their learning modules and to report to the teacher-facilitators regularly. It is difficult for the students to come back to school because of work.

Marcelo H. Del Pilar NHS Provided materialsOlongapo NHS FinancialSangley Point NHS Reproduction of modules. It's costly.Atimonan National Comprehensive High School

Advancing OHSP as an eye opener, a change in the community


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San Pedro NHS The level of understanding of our OHSP students since they aren't able to follow the given instructions easily

Lucena Dalahican NHS The issue on motivating/encouraging the learners to finish their course under the OHSP (because the learners have different attitudes and concerns)

Gen. MAlvarez Tech HS How to motivate students especially out-of-school youth

Balayan NHS Continuity of students' study since some of them have low motivation

Munting Ilog NHS The most challenging part is the attitude and study habits of the students

Conde Labac NHS Level of student motivation; not enough parental support

Luis Palad NHS Some students enrolled in the OHSP stopped in the middle of the school year

Trece Martires City National High School

The most challenging part is to sustain the interest of the students. Aside from the modules (which others find boring and monotonous), the teachers need to prepare activities to make the students come and report to school every Saturday. The teachers also need to adjust to the situation facing and handling different types of students with different cases that bring them to the program.

Dasmariñas NHS We started the program without expecting incentives in return but after a couple of years our local government through the LSB gave us monthly allowance.

Col. L D. Dizon Memorial NHS The most challenging part is to establish the program in terms of systems modules, instructors and concrete planning.

Gumaca NHS To keep the OHSP students in school and increase their enrolment


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Tanza NHS On the first 3 months of implementation, we were threatened by the lack of resources to reproduce the modules.

Buenavista NHS The most challenging part is monitoring the learners because most of them find it hard to construct sentences and solve problems in math. The mentors give more time, exercises and take home activities to resolve this.

Dasmariñas East NHS Challenging parts: registration, pre-assessment, delivery system, and monitoring and evaluation because the facilitators were not trained in the implementation in the OHSP

Canda NHS The most challenging part in OHSP implementation is how to help students in coping/addressing their problems so as to finish one year and encourage them to pursue their education even in their most difficult station. The students provide intervention to help other OHSP students.

Lipa City NHS Achieving 100 percent graduation rateBalete NHS Insufficient modules; training of

teachers, coordinators and each school head about the program

Kapayapaan NHS The time of the teacher who are conducting the OHSP

Dagatan NHS Coping with student's different life styles. We encounter non-readers and find it hard to teach them how to read despite their age

Pedro A. Paterno NHS Lack/Insufficient budgetLusacan NHS Teaching students who are old and have

dropped from the school for so many years hence teaching strategies will be back to the very basic to reach them out


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Lucena City NHS There are many challenges in the implementation of OHSP. We do not have any formal training in the implementation of OHSP so it is hard for us to start. We also lack modules and other resources. We are so fortunate because in spite of all the challenges we are supported by our Division Office and we are always having capability building for our facilitators and students so that we can work for the attainment of the goals of OHSP.

Jose J. Leido Jr. MNHS No academic classroom; sessions are conducted at the school library

Community Vocational High School Lack of budgetSan Jose NHS Modification of some activities in

the modules; screen the applicants/learners who can undergo the activities independently

Ferrol NHS Facilities are the problemOdiongan NHS The opportunity to bring back the

students in school and finish their high school despite some barriers and problems they experience; student's willingness to go back to school

Isaub NHS Lack of financial support from the government; lack of cooperation of teachers; separate rooms for open high school learners

Palawan NHS Monitoring the students progress due to distance of house from school


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Occidental Mindoro NHS Grading system- due to the limited time of classes, teachers found it difficult to really complete and teach all the competencies and of course incomplete basis of computing the grades of the OHSP students. Promotion- As stated above, competencies for compliance as well as the requirements to be finished within the school year had not been met/done due to limited time.

Naujan Municipal High School Teaching students with different family background and different ages

Jose Panganiban NHS Provide quality education to students; uplift level of standard of living; develop responsible members of the community

Ligao NHS Finding available modules/learning resources

Cararayan NHS Sustaining student's interest towards studies: most school dropouts have poor attitude towards studies, difficulty to attend face-to-face sessions due to work

San Lorenzo NHS Insufficient funds; modules cannot be reproduced without funds

Bula NHS Most of the students are not prompt in coming/attending their classes so the teachers are challenged in making them report to school.

San Roque NHS Absence of funds to start the programSan Antonio NHS Resourcing of funds since the printing

of modules were all funded by the OHSP Coordinator

Taguig National High School Advocacy and promotionCaptain Albert Aguilar NHS Completion of modules of all subjects;

bad study habit of students; not familiar with self-study; still need to be assisted by the teachers

Lagro High School Armed with just a simple guideline on the pilot implementation of the OHSP , the program contributed in saving students who are at risk of dropping out


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Nagpayong H.S Convincing parents and students that they will also learn in the OHSP

Tala HS Delivery of effective instruction; getting a positive response from the students that despite of their employment, physical disabilities and early pregnancy, consistent attendance is remarkable and effective

Makati HS When students drop out due to lack of financial support

San Roque NHS The most challenging part in SRNHS's OHSP implementation is that a number of students who are enrolled in the program never report to their assigned teachers and some find it hard to study using the modules.

Mandaluyong NHS The most challenging part of the program implementation was sustaining students' interests

Las Piñas East NHS Encouraging the students to enroll in the OHSP; finding the appropriate learning materials

Paranaque NHS The most challenging part in our school's OHSP implementation is the low retention rate of OHSP students because their attendance dwindles as the year passes by and most of them have difficulties in submitting their modules on time.

Maria Asuncion R. Tinga HS Conducive classroom for learners of OHSP; difficulty in gathering people of different ages

Holy Spirit NHS Physical facilitiesSun Valley NHS Lack of support of parents with regard

to their children's needs; laziness/disinterest on the part of students

Tugatog NHS The most challenging part is the parent participation because most of the parents until now do not believe in the OHSP.


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Las Piñas North NHS Students' attitude on OHSP because they just take it for granted (we encourage them to religiously attend classes because they can be a regular students if they all are willing to cooperate)

Pres. Diosdado Macapagal HS How to encourage students to enrol in OHSP; asking for help from the barangay officials on how to disseminate the information regarding OHSP

Sta. Lucia NHS Training of OHSP teachers; no classroom for OHSP classes; inadequacy of learning materials

Batasan NHS Some students who are working & have family have limited time & resources for schooling. Some students have behavioral problems, others engage in robbery, theft, drug abuse & bullying. Teachers are having a hard time teaching students who are not independent learners. There is low or minimal honoraria for the teaching & non-teaching staff.

Baclaran NHS This school year 2013-2014, all are advised to list under OHSP program whether they like it or not. There are many enrollees under the program who don’t appreciate the program that much.

Ampusongan NHS-Main For students to be enroled in secondary education; to achieve the thrust of education to provide basic education/literacy to all Filipinos in all levels

Bangao NHS Reproduction of EASE modules to have a 1:1 student-module ratio; provision of teacher item (full time OHSP teacher)

Adaoay NHS Students don't report regularly as agreed upon; cooperation of OHSP learners and their parents; lack of OHSP teachers


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Baguio City NHS The school is able to assist those who have not had the opportunity to complete secondary education. Why? Education must be accessible to all.

Bacolod City NHS How to maintain their presence in school. It is very important to have a face to face learner-teacher mode.

San Rafael NHS Attracting students to enrol in the program is a great challenge since this requires full acceptance and trust in the system. Another is the sustainability aspect on how they can go on with the program which is not familiar to them.

Antique National School Commitment of the OHSP enrolees and support of their parents because we find difficulty in communicating with them; lack of financial assistance from their parents; lack of support of some subject teachers because they see it as additional burden to their usual work

Aureliana NHS Even though funds are limited to support the OHSP, yet the teachers assigned to this program are able to sustain the implementation.

General Leandro Fullon NHS The motivation of the teachers to mentor/coach OHSP due to extra loads of work and the budget source for effective implementation such as sufficiency of modules and other facilities.

Sibalom, NHS There is a difficulty in dealing with students especially if they do not return for the set schedule and it’s hard to locate them because they live in a distant place.

Babag NHS Need of funds for the reproduction of materials for the students

Mabini Integrated School Encouraging the students to come to school at least twice a week together because most of them are working


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La Consolacion College The most challenging part of the OHSP implementation is to uplift the self-esteem and confidence of our learners and how to bring back their zeal to obtaining education, since most of them have already lost interest and the hope of improving themselves.

Manga NHS Only few enrolees In the OHSP students opted to enroll in ALS since promotion is instant if the student passes the A&E accreditation.

Mansasa NHS The students-teenage mothers, head of the families, laborers--may stop enroling in the program. They cannot survive answering the given modules.

Samar National School It’s the level of student interest in class. Once they encounter problem/difficulties in answering their modules they tend to stop or do not answer their modules.

San Juan NHS Availability of the learning modules for OHSP students; no capacity-building training for teacher-facilitator/coordinator

Javier NHS Hectic schedule due to overloadingManlabang NHS To motivate the dropouts to come back

to school because it will be hard for them to go to school for lack of public utility vehicles with reasonable fare

Sumoroy Agro-Industrial School Scheduling of classes because teachers are having overload in class schedules

Bunguiao NHS Lack of modules and lack of funds Clarin NHS Students delay in submission of outputs;

financial constraintsBaliwagan NHS Convincing the students to enrol in

OHSP, lack of teaching materials such as modules, etc.


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Lapasan NHS-Gusa Annex The administration together with the teachers found it hard/difficult to look for the enrolled students who never appeared even once to school, yet the student is counted as part of the enrolment.

Camiguin NHS When we produced graduates who are married, mature and beyond their dreams to get a high school diploma.

Hagonoy NHS Students are working at the same time, they are attending classes during weekends and their vacant time

San Vicente NHS The most challenging part is when some students do not report to school to accomplish their modules and are still at risk of dropping out. Some of them move from one job to another so we have difficulty in reaching them when they fail to report to school even once in a month.

A.O. Floirendo NHS Scheduling with the students since most of them are prioritizing their work over the class/session despite their earlier agreement with the teacher.

Federico Yap (Astorga) NHS Incomplete learning area modules; lack of funds in the reproduction

Mariano Peralta NHS Learners come from all ages and from different walks of life; different mother tongue and different interests

Silway-8 NHS The preparedness and awareness about the proper program implementation by the teachers; orientation/seminar about its implementation will be a good help for the success of the program


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Labangal NHS For the past two years, our school struggled against insufficient fund which is necessary for the reproduction of modules and other materials. Our OHSP has been relying in students' contribution and a little support from the MOOE which were inadequate. We also have difficulties in teacher-student relationships in OHSP. There is really a need to conduct orientation/trainings to teachers on what OHSP is all about.

Libertad NHS Preparing for promotional report of teachers for OHSP students. It is not clear and there is no guidelines on how to deal with this program. Some teachers are negative towards this program.

Glan Padidu NHS Slow learners and students who are about to quit, but we can encourage them to be back in school; group sharing; developed a reading habit.

Irineo L. Santiago NHS Determination of the learners to finish secondary education

Lingig NHS The absence of funding and teacher-items

Mat-I NHS The challenging part in our school's OHSP implementation is financial support from DepEd because in every program we need money to sustain it

Parang NHS No financial assistance Amir Bara Lidasan NHS Parents who are less interested for their

children's welfare especially in terms of finishing secondary education is the most challenging part.

Matanog NHS Some do not have credentials to present during enrollment; lack of budget


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ANNEX R. Concerns with Assessment and How They Were Addressed

Student assessment tool How addressed?We accept all the applicants regardless of the results of their assessments

We should categorize to address their needs

Tool does not actually assess independent learning

Modify

There should be more a specific assessment tool

Coordinator should make a very specific assessment tool

There is no standard student assessment tool

We need to standardize one

No assessment tool available Provide us assessment tool; construct an assessment tool

Insufficient quantity Request for budget for OHSP; provision of photocopier

Requirements for enrollment No requirements, no enrollment policyPoverty (of students) Students be given assistanceOral and written test OHSP personnel concerned should

conduct the learners reading test to assess their ability

Student's record not fully accounted Student's documents are required prior to enrollment

Students' failure to come on the scheduled time

Intense

Announcement of the program Display of tarpaulin and display materials

Lack of teachers to handle the assessment

(No Answer)

Family Background (No Answer)


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ANNEX S. Concerns about Orientation

Orientation How addressed?Very few are aware of the program Widespread dissemination about the

programSome parents or guardians do not attend the orientation of OHSP

Information drive, advocacy and communication

Orientation kit Orientation kit and infographic material provided by Central Office

Some of the students were not able to attend the orientation

Adjust

Orientation is individualized There should be a mass orientationThey thought that after enrolling in the program, they just wait to pass without working

Proper orientation to both parents and students

Advocacy This is addressed through the people in the community. Regular meeting with the parents

Poor parent involvement Establish strong parent-teacher relationship; conduct parents' conferences; commitment from parents in the program

Most of our students are working (No Answer)Orientation is done during enrolment period

(No Answer)

Consider the needs of each individual (No Answer)Some students are not ready for independent learning. Some students expect to have more close supervision from teachers

(No Answer)


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ANNEX T. Concerns about Weekly Meetings

Mentoring How addressed?There is one teacher every subject There are teachers who are assigned to

teach in OHSPTeachers' unavailability Find substitutes; additional teachers;

proper scheduling of teachers and learners

Teachers lack knowledge on the overall purpose of OHSP

Conduct orientation/seminars for teachers in OHSP

Overloaded class schedule Deloading of tasks for teacher-facilitators; excess hours should have an equivalent honorarium

Some teacher/student absences Right attitude towards the intervention/job

Not enough time rendered for OHSP students' education

Commitment/Dedication from the teacher

Lack of time among learners E-learning through engradeStudents can't understand the modules due to different capabilities

Conduct tutorial and individualized learning

Teachers should display a mother disposition

(No Answer)

Follow the same program as with the regular classes

(No Answer)

Big number of learners in every class (No Answer)


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ANNEX U. Comments about Access Barriers

Access barriers How addressed?Work/distance from school Open a satellite school; improvement

of roads; financial assistance for transportation; more commitment from students; teacher collect modules from the house; tap LGU and NGO for support;

Time and financial constraints Provide more adaptable and flexible activities

Expensive Modules are provided by the schoolFamily-related factors and individual-related factors are the common barriers

Tie-up with the students; know his/her background through student-tracking system (STS)

Lack of awareness of the OHSP in remote areas

LGU must give help/support; provide budget for information dissemination

Student leavers are not informed Announcements through the radio, posting announcements in Barangays in conspicuous places

Distant residences Look for sponsors to provide transportation allowance

No fund for monitoring & supervision of students enroled in the program

Provide an allowance for their food and dorm


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ANNEX V. Parental Awareness, Involvement and Support

Division Level of parental awareness Ilocos Norte Awareness and participation must be enhancedLa Union Seminars for parentsIlocos Norte Cite other school's best practicesPangasinan II Meetings with parentsIlocos Norte Parents should be given a seminar/ join an advocacyIlocos Norte Quarterly meeting of their parents to inform their

accomplishmentsIlocos Norte Intense campaign through mass mediaNaga City More orientation and re-orientationSorsogon More supervision of studentsLigao City More activities that will convince parents about the benefits of

OHSPAklan Parents must be given advise to support their childrenIloilo Massive advocacy for parental awarenessDavao del Sur Level up the presentationBais City Parents must be given a clear orientation of the program and be

encourages to give their full support to the studentsLeyte Should be trainedPanabo City Through orientation for the parentsDavao del Sur Proper orientation for parents to motivate them to support the

program999 Parents/spouse must help and cooperate for this programSurigao del Sur Provision of more advocacyQuezon Workshop for the parentsBatangas Increase awareness among parents to gain their supportQuezon Increase level of parental awareness through meetingsQuezon Regular meetings for parentsSan Pablo City Since our OHSP is in its 1st year, our instructors need to

undergo training and seminars999 Intensify the level of awarenessCalabarzon Improve parents in the implementation of OHSPCavite More participation of parentsLucena City Massive information disseminationOccidental Mindoro

Strengthen the linkages


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Division Level of parental awareness Benguet Conduct parents' conference for informationBenguet More advocacy over television/radioPalawan Additional teacher for OHSP can helpQuezon City Orientation & constant communication with the parentsQuezon City Parent participation in school activities Mandaluyong City

Parents to become more aware of their responsibilities

Paranaque City Promotional activities should be drummed-upTaguig-Pateros Counseling/follow-upMalabon City Needs more information; parent awareness and seminars;

parental involvement


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ANNEX W. Comments about Monitoring and Evaluation

Monitoring How addressed?Punctuality & attendance of the learners Follow up from parentsLearners incomplete requirements Facilitators should provide a portfolio

outline per subject area; systematic filing of records

Monitoring/Appraisal rubrics OHSP program specialist to design set of rubrics for OHSP

OHSP organizational structure is not yet established

Planning with the school administration

No portfolio assessment Check students' portfolioLack of home visits Conduct regular home visitationsQuarterly report by subject teachers Quarterly examsTime constraint Prepare monitoring toolsLong period of being away from school affect students' performance

Research should be done

Difficulty in answering the module Ask help from the teacherNot all monitoring tools were utilized (No Answer)Card(138) be given to them after grading period

(No Answer)

No tools for monitoring and evaluation (i.e. uniform tool)

Develop tools for monitoring & evaluations

Time constraints Prepare monitoring and evaluation formsThe result of SEAMEO survey will be of great help

SEAMEO

Some students took longer time in coming back to school

Full-time OHSP facilitators

Not that effective Finds ways to really evaluateLack of planning Planning is given importanceLack of know-how Train the teamAwareness For improvementRigid supervision be done every quarter (No Answer)Done by the Regional Division Office (No Answer)No clear-cut criteria for monitoring and evaluation

(No Answer)

Monthly monitoring and evaluation was not fully implemented

(No Answer)


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ANNEX X. Comments about Policies

Code No. ITEM 38 What important policies on OHSP do you think need to improved/adjusted?

0004 The grading system should be clarified. Filling out forms like form 1, 137, 138 and 18 should also be clarified.

0024 Rating system-no knowledge at all0074 The stated policies were not yet fully implemented in the school.

They are still completing the allotted time to justify/prove that they are qualified for the promotion to the next school level of schooling.

0076 The evaluation tools and guidelines in accepting/promoting students need improvement to determine the level of the learners. The two evaluation tools we used are: The IRT or Informal reading test and ILRT or independent learning Readiness Test.

0090 Policy on the promotion of OHSP students0108 Guidelines on grading system and on promotion and retention.

Giving priorities to school with high (big) enrolment of OHSP (DLP) especially on granting funds for modules reproduction in all subject areas.

0059 The policy on selection of students qualified to enroll in the OHSP needs to be improved purposely to effectively help in the drop-out reduction program as well as to accommodate adults who have not finished high school

0023 Screening and admission of OHS enrollees0033 Qualification standard / criteria particularly its mental ability

assessment (less lowered)0031 ILRT result should not be a basis for admission to OHSP but a tool

used to help/guide teacher how to handle students who wants to be enrolled in OHSP

0034 The acceptance of students who had an instructional and frustration level in the comprehension test given. This policy adjustment will make the OHSP be the same with the ADM policies. These OHSP and ADM could be combined as one program and be known as ADM to be implemented to out and in school individuals who want to finish secondary education.


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0124 Whereas, the school enrolment on OHSP/ADM should not be included in the regular enrolment (gross/net enrollment) of the school because if majority of the ADM students dropped, it will directly affect the dropout rate of the school and so with the other performance indicators

0020 The list of Students At Risk of Dropping Out (SARDOS) graduated from elementary should be turned over to the secondary school principal for proper action, guidance and counseling (if student enrol). Barangay Officials (Brgy. Captain and Brgy. Counselor in charge of Education) should report students who are drop-outs in their respective barangay for them to be identified and to help them be educated through the open high school program. There should also be guidelines in the selection of Honor students for open high school considering the number of enrollees.

0022 The curriculum should be modified to Technical-Vocational to prepare students for Grade 11 and 12. OHSP students mostly come from poor families so technical and vocational skills will be of big help.

0063 The number of subjects to be taken by an OHSP students0016 Provision of more adequate resource learning materials/enhanced

tech-voch skills training enrolled in OHSP for self-employment since mostly are adults.

0052 The giving of incentives to the OHSP implementers that is not limited to fifteen (15) days service credits in a year

0082 The giving of 1 hour service credit to the teachers who are teaching 1 hour every Saturday should be changed to a 1 day service credit. And the teacher of OHSP should be given extra allowance or honorarium

0088 Policy on service credits to be given to the teachers who are teaching services in OHSP. Policy pertaining to the instructional materials to be used by the students, supported by SEF.

0058 Policy on granting of service credits to teacher-implementers; additional incentives for OHSP teachers

0065 Honoraria of teachers0087 Policy on granting of service credits to teachers implementing

dropout reduction program and open High school Program. Policy guidelines on the utilization of funds for alternative delivery modes in formal Basic Education.


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0131 I think the granting of service credits should be revised. Teachers should be given more service credits because they wasted time and effort in teaching OHSP but they do not receive credits from DepEd. Like in our case last year OHSP was done during Saturday but they did not receive extra pay for that.

0066 Giving monetary consideration aside from the granting of vacation service credits to teachers implementing DORP and OHSP

0068 Teacher loading0067 Policies for additional teachers in the Open High School Program0151 I suggest that OHSP teachers can be mobile teachers so that they

could also reach those distant learners who cant afford to come to school because of financial constraint.

0053 All Policies0070 Based on the policies mentioned above, DepEd Order No. 53, s to be

strengthened.0143 DepEd Order No. 53, s. 20110107 DepEd Order No. 53, s. 20110039 DepEd Order No. 53, s. 20110146 DepEd Order No. 53, s. 20110100 DepEd Order No. 53, s. 20110153 DepEd Order No. 53, s. 20110041 DepEd Order No. 53, s. 20110149 DepEd Order No. 53, s. 2011 0116 DepEd Order No. 53, s, 20110056 DepEd Order No. 53, s. 20110043 DepEd Order No. 54 s. 2012 and DepEd Order No. 53 s. 20110064 DepEd Order No. 53, s. 2011, DepEd Order No. 19, s. 2011, DepEd

Order No. 46, s. 2006- 9.3 stated that teachers who are regularly handling OHSP during Saturday shall be granted service credit equivalent to one (1) day per day of service, DepEd Order No. 53, s. 2003- 1. d. c; 1. d. h; 1. g. b

0094 DepEd Order No. 53, s. 2011. There have been no funds downloaded on our end for us to utilize

0119 DepEd Order No. 53, s, 2011: teachers of OHSP must have additional compensation/cash/allowance

0021 DepEd Order No. 53, s. 2011: The schools need funds for the establishment of learning center for the OHSP.


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0126 DepEd Order No. 53, s. 2011 - there is need for revisiting, monitoring and evaluating of the utilization of the fund. We had never experienced receiving funds especially for learning materials needed.

0069 DepEd Order No. 53, s. 2011 because until now and to date, the school has not received any financial support from the government except from the school's MOOE

0012 DepEd Order No. 53, s. 2011 specifically for capacity building and fund management re: fund allocation from maintenance and other operating expenses.

0060 DepEd Order No. 53, s. 2011: we have problem in the reproduction of modules because the Guidance Counselor does not have a computer and printer and the printers in our school are damaged. In addition, we should have budget to purchase instructional materials

0001 DepEd Order No. 19, s. 2011 and DepEd Order No. 53, s. 20110037 DepEd Order No. 19, s. 20110009 DepEd Order No. 19, s. 2011 instead of service civic allowances

should be implemented.DepEd Order No. 53, s, 2011 should be given regularly.

0062 DepEd Order No. 44, s. 2012; DepEd Order No. 74, s. 20100127 DepEd Order No. 44, s. 20120077 DepEd Order No. 44, s. 2012 Offering of the honors program in the

OHSP0044 DepEd Order No. 19, s. 2011: Granting of vocation service credits to

teachers implementing drop-out reduction program and open high school program. This policy should be applied to non-teaching staff also (librarian and guidance counselor) who are implementing this program. It is unfair with them who are reporting on Saturday and even Sundays to follow the needs of OHSP students.

0057 DepEd Order No. 19, s. 2011 not yet implemented in our school. DepEd Order No. 44, s. 2012 not yet aware of the program.

0103 DepEd Order No. 19, s. 2011 -granting of service credits. Instead teacher involves in the DORP and OHSP should be deloaded for them to give more time in the implementation of OHSP

0109 DepEd Order No. 19 s. 2011. Students themselves rarely reported to facilitators during summer time.

0055 The DepEd Order No. 44, s. 2012: offering of the honors program in the Open High School Program. The requirements for students' qualification shall also include the economic status of the student not only on its grades.


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0112 Policy on utilization of funds for ADM in formal Basic Education0147 Policy Guidelines on the implementation of Alternative Delivery

Modes. Policy Guidelines on the utilization of funds for Alternative Delivery Modes in Formal Basic Education.

0142 Online, more computer for the students satisfaction because we are on the high technology generation. Additional fund to have uses copies of modules for students welfare.

0027 Policies for the budget/funds for reproduction of materials. Most of the students enrolled in the OHSP are from indigent families thus the operating fund will surely help them.

0003 In our school, we need material support from DepEd such as notebook and papers.

0093 Policies on provision of learning materials for OHSP0113 Availability of the modules for free.0110 Delivery system-computers in particular0042 Allocated DORP fund should not only be limited to reproduction of

modules. There's one thing needed by the program such as facilities e.g. Printers, computers, risograph machine and additional benefits to Implementers.

0111 OHSP policies should be made clear to OHSP teachers, facilitators, and coordinators by providing regular meeting or trainings directly to the school and not just to the division designated officers so that the school can really get the latest informations and developments about the program. Likewise, since OHSP is a nationwide program, the school should also be provided with budget for its implementation.

0095 It's the utilization of funds0075 Issue memo as to the numbers of required class days in a year.0072 Facilities for lecture, hands-on modules0099 Policy on implementation - exposure to enrichment seminar with

complete manuals and instruction; separate funding exclusively for OHSP purposes e.g., reproduction of modules (for 1:1)

0102 1. Let the survey happen in the barangay level; 2. Brgy. Officials will coordinate with OHSP in schools; 3. They need to monitor if how many are successful; 4. They need to give financial support from Dev. Fund; 5. Part of their report will be certification from principal; 6. Proper & frequent coordination must be regular.


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0091 1. Integration of the OHSP in the alternative Learning System (ALS) Bureau 2. Provision of the needed materials as modules, equipment and the likes to school implementing the OHSP. 3. Provision of honoraria to teachers handling OHSP class aside from the service credits 4. OHS program should also coincide with the approaches of the k to 12 program of the DepEd

0030 None, so far these standing policies/guidelines are still applicable0145 No need for the adjustment of the OHSP policies. All we have to do

is to follow and all the teacher-facilitators and coordinators together with the school heads must comply to all the policies especially in doing their tasks. All the implementers should be pro-active for the attainment of the goals of open high school program (OHSP).


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ANNEX Y. Adjustments for Adoption of OHSP to K to 12 Curriculum

Name of School As an ADM, how do you think the OHSP can be adopted/adapted for the implementation of SHS? (54)

Batac NHS They can understand the education reforms because they will be given the chance to take up vocational courses.

Catagtaguen NHS It is good for the OHSP because this will help and prepare them for the future. It will develop their skills/abilities to become productive.

Don Salustiano Aquino MNHS

Techvoc students should have modified and simplified modules. At school, they will master their skills through hands-on activities with their teachers. For academic courses, students will continue the modular programming.

Turac NHS We need to plan carefullyPaoay NHS OHSP could be adopted in Grades 11 and 12 to extend the

educational needs of interested OHSP students.Pinili NHS The OHSP students should also have laboratory activities

using school facilities (laboratory)Candon NHS Through the distance learning programDagupan City NHS OHSP should have a mechanism that will adapt to the

local business and economic activities so the learner can be immediately employed.

La Union NHS The subjects required by the K to 12 are incorporated in the OHSP curriculum

Don Eulogio de Guzman MNHS

It depends on the learning competencies needed

Currimao NHS, Pias-Gang Campus

OHSP can be adapted in the skills training part of K to 12

Tagudin NHS Department on the curriculum of the senior high schoolMangaldan NHS Since Senior High School students are required to pursue

their field of interest in the new SHS program, OHSP can be adopted. However, learning mode may be vary. Face to face or blended learning are more appropriate

Pagudpud NHS By improving also the curriculum of the OHSP suit to the new Senior High School program

Pallas Integrated School

I think, the two years for Senior High School is very crucial for their preparation for a better and productive life.

Isabela NHS This will depend on their agreement with their subject teacher


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Dona Juana Chioco NHS

This is why the reason that there is a need to align OHSP with the K to 12 curriculum

Sapang Palay NHS The learning modules should complement the new curriculum of the Senior High School

Kalalake NHS The students need vocational & technical courses suited to their skills

Marcelo H. Del Pilar NHS

Updated materials to Senior High School

Sangley Point NHS OHSP can be delivered to those students who want to continue studying SHS but cannot support them selves to go to school for certain reasons.

Atimonan National Comprehensive High School

Distance education/learning while working or resolving their problems

San Pedro NHS Easy, then the assistance and management of the school and home

Lucena Dalahican NHS

All working but deserving students of Grades 11 and 12 should be encouraged to enrol in OHSP.

Gen. Alvarez Tech HS

Training (Technical/Vocational) of OHSP teachers access to OJT

Balayan NHS The program can assist the Senior High School students while they look for a job especially those financially challenged.

Munting Ilog NHS By providing competency fund on field of specializationConde Labac NHS OHSP is not suited to K to 12 Grades 11 and 12 because the

program is still in its initial stage and face-to-face contact is better than distance learning.

Trece Martires City National High School

OHSP can be adapted in the implementation of the SHS program since it puts premium on independent, self-paced and flexible study. It can somehow prepare the students to be ready for tertiary education and middle-level skills development which is also a target of the K to 12 curriculum.

Paaralang Sekundarya ng Lucban

The OHSP program must design its exclusive timeline for each clienteles. It is also not similar with the K to 12 curriculum.

Col.Lauro D. Dizon Memorial NHS

As our experience from the Grade7, the instructors have difficulty implementing the modules given for the Grades 7 (K to 12).

Gumaca NHS Integration of their actual working experiences to the different skills to be taught in Grades 11 and 12


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Tanza NHS OHSP could be an avenue to cope up or make up deficiencies the students might encounter in the regular class.

Dasmariñas East NHS

Aligned the curriculum of the OHSP with the K to 12 curriculum

Canda NHS Prepare the learners, teacher, coordinators, school management of the school through seminars, training and meetings

Lipa City NHS Intensive training for teachers and more relevant exposure should be given to students since expertise for both is needed

Paharang NHS Teachers should encourage student to go to the mainstream Balete NHS The OHSP students are properly oriented about the benefits

of undertaking the K to 12 education reforms.Banaba West NHS Easy & fast job opportunity after high schoolKapayapaan NHS It would be a great help to all the youth in order for them to

finishDagatan NHS Yes, they need it especially when the school offers techvoc

courses like welding, computer literacy and others. It will be a great help for them because these students are old. After they finish senior high school, they will be able to find good jobs.

Lusacan NHS By making students matured and skilled in their chosen specialization for the future independence of the students

Lucena City NHS At present, we are on our preparation for our senior high school. We are also having our partnership with our stakeholders. The ADM facilitators are on the process o acquiring for the National Certification so that they will be able to handle the senior high school students.

San Jose NHS Students in OHSP should learn independently.Odiongan NHS It could help them develop their skills which they can use to

be more productive citizens of our country.Isaub NHS By studying the new curriculum in terms of relevance to

learners' needPalawan NHS To provide clients hands on skills development and access to

companies for them to earn during SHSOccidental Mindoro NHS

OHSP must equip students with skills that are inclined to their interest so they can find work

Naujan Mun High School

Let there be a new set of modules aligned to K to 12

Jose Panganiban NHS

Yes, because members of the community who belong to the marginalized sector can cope, and uplift their current status


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Ligao NHS It can be adapted to fit the needs of students who graduated in the JHS but cannot continue SHS due to distance, finances, work, etc. I understand not all secondary schools will offer SHS.

Cararayan NHS OHSP program can be adopted to save SARDO's from leaving the school

San Lorenzo NHS Adoption of new curriculum in OHSPBula NHS It is a big help to the K to 12 Program because modular

approach is also applied and that provides learning opportunities also.

Don Servillano Platon Memorial NHS

Students who can adopt the K to 12 can be employed after finishing their schooling in OHSP

San Antonio NHS There should be OJT outside of schoolTaguig National High School

In depth training of teacher-implementers; K to 12 seminar on OHSP

Captain Albert Aguilar NHS

Yes, but if they will be given the chance to take acceleration exams, it will be better so that they will not stay long to finish high school

Lagro High School By designing a modular tool parallel to the K to 12 curriculum

Kapitolyo High School

Students in OHSP enroll in the program hoping to graduate sooner than later. The added 2 years are not as welcomed by these students as expected.

Nagpayong H.S OHSP students to focus more on skills trainingTala HS The program should be based on the real needs of the

learners; financial and other factors affecting their living conditions should be addressed

Makati HS The same process/ways of doing in Junior High SchoolMandaluyong NHS OHSP is very highly recommendable to all public high

schools for the implementation of the new senior high school program

Paranaque NHS It will complement the formal delivery of K to 12 and can decrease the incidence of dropouts

Holy Spirit NHS Grades 11 and 12 , more training/workshops to be doneSun Valley NHS OHSP is designed to cater students who are already working

or those over-agedTugatog NHS Actually OHSP is a great deal when it will be adapted for

Grades 11 and 12. We are already teaching the OHSP to independent learners and this strategy is applicable in SHS.


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Las Piñas North NHS

The school head should inform the students on how K to 12 will be implemented and students must know the new curriculum for awareness.

Pres. Diosdado Macapagal HS

When the New 12-year curriculum is in place, I hope OHSP will likewise be revised.

Batasan NHS The materials used in the program should be in line with the K to 12 curriculum

Catlubong NHS Modules for learners should jibe with the K to 12 curriculumAmpusongan NHS-Main

OHSP can be implemented provided schools offering the program have sufficient skilled manpower and complete facility

Bangao NHS Theories of skills could be in printed forms for which its application is through passing/submitting a project or practicum could be scheduled in the school

Baguio City NHS The OHSP is bound to follow the regular curricular offeringsBacolod City NHS Night SchoolSan Rafael NHS Help those who are willing to finish basic education program

while they support themselves through workAureliana NHS The government will provide modules and funds for the

implementation of the new SHS program; teachers will be sent for training on this

General Leandro Fullon NHS

A defined schedule and decongested curriculum in order to focus on the skills needed for employment

Sibalom, NHS Since the new SHS program is more on application of the theories as preparation for college, a similar option should also be available to students in OHSP. It is also a work oriented program that provide OJT internship to students.

Ochando NHS The OHSP graduate will be given a chance to continue their education- the Grades 11 and 12 is equivalent to 2 years in college at no extra cost, as a continuation to our junior high school program.

Babag NHS A great help of the students and DepEdLa Consolacion College

Students of the OHSP can be met for one month for them to acquire the concepts and principles they need to learn for that particular course and set them as OJT where they may earn money.

Manga NHS There is a need to orient the teachers in the K to 12, since SHS is already having its specialization.

Samar National School

The OHSP graduates can enroll in SHS program if the modules for their chosen course are available.


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Javier NHS Involvement in technical skills and home industriesSumoroy Agro-Industrial School

Similar to regular stream schedule

Bunguiao NHS The approaches/ teaching techniques to be used in OHSP must be in accordance with that of the approaches used in the K to 12 Program. It should coincide with the new curriculum so that the OHSP will not fall behind in terms of knowledge especially since the OHSP students meet only once a week or twice a month depending on agreement.

Kabasalan NHS OHSP is not ready for Grades 11 and 12. DepEd should consider a scheme for OHSP in Grades 11 and 12.

Clarin NHS Focus on skills trainingBaliwagan NHS Continuous implementation of modules based on their

chosen field of specializationLapasan NHS-Gusa Annex

The program could be extended to the Senior High School level provided that the modules to be provided should be based from the PSSLC of the SHS

Iligan City NHS Students will have to attend the summer classes for the subjects that they failed to pass or get during the school year

Hagonoy NHS Offering Techvoc instruction in selected areas of specialization

San Vicente NHS Since most of our OHSP students are working, their modules perhaps can be streamlined according to their needs (specialization). Perhaps they can be required to finish specific number of modules after assessment during enrolment. e.g basic accounting, bookkeeping (basic), sales

A.O. Floirendo NHS The modules to be used must conform with the K to 12 curriculum

Silway-8 NHS Grades 11 and 12 are skill-oriented levels. These can't be learned through modules thus a schedule on practical learning must be assigned perhaps during weekends.

Labangal NHS Develop another set of modules for Grades 11 and 12 as well as provide other materials/training kits necessary for those levels

Libertad NHS The focused must be on the (OJT) on the job training and accreditation program

Glan Padidu NHS It cannot be because they are over-agedIrineo L. Santiago NHS

Training and workshop for teachers


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Lingig NHS Through the comprehensive design of the K to 12 curriculum that budget is clearly allocated including teaching items and school buildings

Mat-I NHS I think all the secondary students even in ADM/OHSP will adopt the K to 12 program


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ANNEX Z. Comments on Curriculum

Division Curriculum Ilocos Norte Competencies should be aligned w/ the new curriculumIlocos Norte Make it appropriate for the K to 12 program (for Grades 7

and 8)Pangasinan II Curriculum must be comprehensive and not too

congested,focus more on the essentialsIlocos Norte By giving more in line to new curriculumIlocos Norte SHS curriculumNueva Ecija Align with the K to 12 BECOlongapo City Suited to the present curriculumNaga City K to 12 curriculum modules. Instead of relying on the

DepEd websites for the soft copies, the agency should distribute complete modules per student to all schools

Ligao City K to 12 but should be competency-based/ with technical and entrepreneurship curriculum

Tabaco City Adoption of new curriculumAntique Separate and decongested curriculumDavao del Sur By its content and approachesAntique It must fit the requirements of the new senior high school

programTagbilaran City New curriculum for Grades 11 and 12Northern Samar Should be adapted to OHSP levelZamboanga Peninsula

Coincide with the K to 12 curriculum

Zamboanga Sibugay To suit OHSP learners per mandate of DepEdIligan City In line w/ the K to 12 curriculumCDO Adopt the K to 12 curriculumGeneral Santos City Additional subjects/to include elective subjectsSouth Cotabato Relevance to K to 12 curriculumQuezon K to 12 adaptationCalabarzon Align the curriculum with the K to 12 programCavite From General to Tech-VocLucena City Useful/applicable subjects should be offeredCavite Skill-basedCALABARZON Align to K to 12Calabarzon,Cavite Must be designed parallel to the need of students


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Division Curriculum Calapan City Aligning the content to current curriculumCalapan City Adjustment of competencies per levelRomblon Modules must be in line with the K to 12 programOccidental Mindoro SimplifyBenguet Inclusion of senior highBenguet Content/subjects should jibe with the K to 12 curriculumMt. Province Include in the modules Grades 11 and 12Palawan By studying and fitting to the new curriculumQuezon City Align it with K to 12 curriculumLas Piñas City Adoption of new curriculumQuezon City Enhancement suited to students needParanaque City Must be suited to the different possible tracksTaguig-Pateros Adopted to the K to 12 curriculumCaloocan City Must address various needs and situations of the learners


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ANNEX AA. Comments on Registration and Orientation

Registration system How addressed?On-going registration Set a deadline for registrationNo pertinent papers during enrolment Students should not be admitted without

complete papers; requirements should be submitted before enrolment

Delayed submission of credentials DepEd Memo or Order should be madeDifficulty in filling out the enrolment form

Students should be guided when filling up the form

Don't come on scheduled time/date Announcement of scheduleA systematic registration system is yet to be established

Planning with the school administration

Certification from student's employer (No Answer)No definite date (No Answer)(No Answer) House to house registrationOrientation How Addressed?Very few are aware of the program Widespread dissemination about the

programSome parents or guardians do not attend the orientation of OHSP

Information drive, advocacy and communication

Orientation kit Orientation kit and infographic material provided by Central Office

Some of the students were not able to attend the orientation

Adjust

Orientation is individualized There should be a mass orienationThey thought that after enrolling in the program, they just wait to pass without working

Proper orientation to both parents and students

Advocacy This is addressed through the people in the community. Regular meeting with the parents

Poor parent involvement Establish strong parent-teacher relationship; conduct parents' conferences; commitment from parents in the program

Most of our students are working (No Answer)Orientation is done during enrolment period

(No Answer)

Consider the needs of each individual (No Answer)


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Some students are not ready for independent learning. Some students expect to have more close supervision from teachers

(No Answer)


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ANNEX AB. Comments on Learning Resources

Learning materials How addressed?Limited/insufficient modules Budget for materials exclusively

for OHSP (e.g. sourcing of funds); photocopying; adequate supply; distribution is direct to the schools; teachers provide copies; students bring materials; teachers construct teacher-made modules; assistance from Central Office; donations for reprinting; modify modules

Some modules are not appropriate to the learner

Utilize teacher-made modules; modify materials accordingly

Obsolete for the K to 12 curriculum Provide learning materials with contents that are relevant to the new curriculum

Incomplete set of modules (i.e. MAPEH, TLE)

Modules for Grade 7 and 8 should be completed; more modules/ready-made for MAPEH and TLE by year level; easy to download modules; provide additional references; make alternative learning materials

Photocopying of materials Photocopy machine neededPhotocopying of materials is costly Tap LGU to increase financial assistanceReproduction of modules There should be a computer set and

printerFinancial constraint Provision for OHSP funds; more fund

allocationSlow procurement of materials due to lack of funds

Find other resources

Most of the students cannot reproduce the modules

Provide modules for free

Availability of modules Reproducing modules before the start of the year; writing modules especially for the OHSP learners; teachers will need to look for appropriate materials

Accessibility & updated materials (No Answer)


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ANNEX AC. An Act Establishing the Open High School System in the

Philippines and Appropriating Fund Therefor


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ANNEX AD. Preparation for Implementation of New Senior High

School Program

Name of School LearnersBatac NHS Orientation of the new curriculumCatagtaguen NHS Offer vocational courses that is in full demandDon Salustiano Aquino MNHS

Suit the modules for each grade/year level

Mangatarem NHS More upgraded instruction/activities to develop their skills

Turac NHS Proper orientation and motivationPaoay NHS Full understanding by the learners regarding

advantages of OHSP Candon NHS OrientationDagupan City NHS Should be oriented on how they would be prepared

to the world of work. A workplace that is common in the locality, high percent of employability, towards entrepreneurship

La Union NHS OrientationDon Eulogio de Guzman MNHS

Orientation

Urdaneta City NHS OrientationCurrimao NHS, Pias-Gang Campus

Educating prospective learners in the merits of the program

Tagudin NHS Provide more materials and assessment toolsMangaldan NHS Asses their field of interestPagudpud NHS Monitoring of student abilities & weaknessesIsic-isic NHS Better handling of students (OHSP) by giving better

materialsBacarra NCHS Assessment should be conducted to evaluate if they are

preparedPallas Integrated School They need to be informed extensively about K to 12Dingras NHS-Sulquiano Campus

Proper orientation

Sta. Rosa NHS OrientationIsabela NHS To study their capabilities/orientationDona Juana Chioco NHS Massive campaign and information driveSapang Palay NHS Orientation/information drive what to expect from

OHSPKalalake NHS Information campaign


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Name of School LearnersMarcelo H. Del Pilar NHS Intensive orientation about OHSPSangley Point NHS Orientation, assessmentsAtimonan National Comprehensive High School

Advocacy, orientation and conference/guidance

Lucena Dalahican NHS Proper Orientation, motivation and encouragementGen. Mariano Alvarez Technical High School

Orientation/Counseling

Balayan NHS Proper MotivationMunting Ilog NHS Motivation/Information-driveConde Labac NHS Awareness and motivationLuis Palad NHS Identify the problem first then give appropriate actionTrece Martires City National High School

Provide them the best learning intervention


Complete and structured modules

Gumaca NHS Increased awareness among learners on the importance and benefits of senior high school

Tanza NHS OrientationDasmariñas East NHS Orientation in the new senior high school programCanda NHS Lessons must be focused on process-based topicsPaharang NHS Through seminars,workshop, training & team building

activitiesBanaba West NHS Introduce the OHSP and its part on the K to 12

education systemKapayapaan NHS Preparation for them to undergo the modular approachPedro A. Paterno NHS Learning modules and materialsLusacan NHS Be well-informed and well-oriented about the programLucena City NHS They are taking up exploratory subjects for career

pathways for senior high schoolCommunity Vocational High School

Orientation of parents and learners

San Jose NHS Readiness, independence, literacyOdiongan NHS Enhance their skills and capacity, and prepare them for

the specifics on the job trainingIsaub NHS OrientationPalawan NHS OrientationOccidental Mindoro NHS Identify their skills/interest/expertise.Naujan Municipal High School

Enough knowledge about the scope of OHSP for SHS

Jose Panganiban NHS Adapt to the present needs of the time


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Name of School LearnersLigao NHS Teaching them how to study independentlyCararayan NHS Orientation and re-orientationSan Lorenzo NHS OrientationSan Roque NHS Values formation; orientation on the programDon Servillano Platon Memorial NHS

Enhance the modules/need to realign the modules

San Antonio NHS Introduce skills aligned to K to 12 Catlubong NHS OrientationAmpusongan NHS-Main Knowledge about the world of works, oriented about

careers, provide career coachingBangao NHS More teacher-student contact time (2-3 days reporting

in school)Adaoay NHS Counseling/Career inventory Baguio City NHS Make necessary adjustments in studyingTaguig National HS Well-motivated teachersCaptain Albert Aguilar NHS

To be aware of the curriculum

Lagro High School Guidelines/training materials / modularKapitolyo High School Orientation on benefits of the programNagpayong H.S Proper OrientationTala HS The government should make campaigns to encourage

them to continue their educationMakati HS Motivation of its (OHSP) importanceMandaluyong NHS Pre and post orientationParanaque NHS Orientation on K to 12 rationale and organizational

structureMaria Asuncion R. Tinga HS

Series of orientations should be given to the learners

Holy Spirit NHS More training/workshops to be doneParanaque NHS Baclaran Proper dissemination of information about the

programSun Valley NHS Orientation should be conducted among learnersTugatog NHS Career Guidance on careers available for the next 5 to

10 years Las Pinas North NHS They should know the new curriculum and the kind of

skills they must learnSta. Lucia NHS Orientation together with their parentsBatasan NHS Seminars & trainingBaclaran NHS Self-assessmentBacolod City NHS Awareness


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Name of School LearnersSan Rafael NHS Learning materialsAntique National School OrientationAureliana NHS Module, other learning materials, facilitiesGeneral Leandro Fullon NHS

Learn skills parallel to regular students

Sibalom, NHS Thorough assessmentOchando NHS Conduct orientationBabag NHS Seminar/FundingMabini Integrated School AdvocacyLa Consolacion College Orientation of Senior High SchoolSamar National School OrientationSan Juan NHS Equip with basic learning skills, provide modulesJavier NHS Orientation/Advocacy on the nature and purpose of

OHSPSumoroy Agro-Industrial School

Updated modules for Grades 11 and 12

Ipil NHS Equip them with skillsDon Pablo Lorenzo MHS Learning materials must be enough Bunguiao NHS Increase level of awareness of the OHSP studentKabasalan NHS Motivation and participationClarin NHS Proper orientationBaliwagan NHS Modules and other learning devicesLapasan NHS-Gusa Anx Give proper orientation to the students on all the

guidelines and policies of the programCamiguin NHS Proper orientation and information driveIigan City NHS Advocacy program/orientationIligan City NHS Massive campaign/advocacy of the OHSP in the

communityHagonoy NHS Completed 4 yrs junior high school and have

assessment in their chosen field of specializationSta. Cruz NHS Orientation on K to 12San Vicente NHS Proper assessment during enrolmentA.O. Floirendo NHS OrientationFederico Yap (Astorga) NHS

Proper dissemination

Mariano Peralta NHS Academic readinessCCNHS-Annex (LR Sebastian Site)

Orientation

Silway-8 NHS OrientationLabangal NHS Orientation/leveling of expectations/outputs


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NEX

ES

Name of School LearnersLibertad NHS Sufficient funds and setting of priorities; work slogans

and tours (Benchmarking) abroadIrineo L. Santiago NHS Identify students at risk, conduct Phil IRILingig NHS Motivational encouragement to surviveMat-I NHS OrientationAmir Bara Lidasan NHS Increased numberMatanog NHS Credential

Name of School Teachers/facilitatorsBatac NHS Orientation on their additional loadsCatagtaguen NHS Various trainings on different skills/teaching

techniques, seminarsDon Salustiano Aquino MNHS

Attend seminar-workshops for the K to 12 program

Mangatarem NHS Attendance to trainings/workshops as neededTurac NHS Trainings/workshopsPaoay NHS Teachers should be fully committed to their task as

teacher-facilitatorsCandon NHS Training/SeminarDagupan City NHS Capacity building which includes community mapping La Union NHS Seminars and TrainingDon Eulogio de Guzman MNHS

Orientation and seminars

Urdaneta City NHS Training/SeminarCurrimao NHS, Pias-Gang Campus

Capability building

Tagudin NHS More seminars, training, workshopsMangaldan NHS Further train them in their respective subject areas and

orient them on the senior high school programPagudpud NHS Trainings/ seminars applicable to OHSPIsic-isic NHS They need more trainings to implement properly the

programBacarra NCHS Trainings should be participated inSarrat NHS Trainings and seminarsPallas Integrated School They should be trained adequatelyDingras NHS-Sulquiano Campus

Trainings, seminars

Sta. Rosa NHS Seminars & workshopsIsabela NHS Brain storming/orientation


AN

NEX

ES

Name of School Teachers/facilitatorsDona Juana Chioco NHS Undergo capacity-building activities; Retool them with

the skillsSapang Palay NHS Seminars/workshopKalalake NHS Training and workshopsMarcelo H. Del Pilar NHS Updated seminarsOlongapo NHS TrainingsSangley Point NHS Orientation, TrainingsAtimonan National Comprehensive High School

Trainings and seminars

San Pedro NHS More trainings/SeminarsLucena Dalahican NHS Intensive training, mentoring and coachingGen. Mariano Alvarez Technical High School

Trainings/Seminars

Balayan NHS Trainings and guidelines for proper implementationMunting Ilog NHS Trainings/SeminarsConde Labac NHS TrainingLuis Palad NHS Attend trainings, seminar-workshopTrece Martires City National High School

More training


Seminars and Training

Gumaca NHS Trainings and SeminarsTanza NHS Seminars and training/capacity buildingBuenavista NHS Give more seminarsDasmariñas East NHS Trainings, workshops and conferences for the

implementation of the new high school programCanda NHS Trainings and seminars; enrolment in technical and

vocational course during summerPaharang NHS Through seminars,workshop, training & team building

activitiesBalete NHS Seminars/Trainings for teachers, facilitator, coordinator

and principalBanaba West NHS Know what OHSP mean for the adoption of OHSP to

senior high school Kapayapaan NHS Couple time to prepare the hand-outs for the students/

learnersDagatan NHS Give them more trainingPedro A. Paterno NHS Training/Seminars, teaching aids, manualsLusacan NHS To attend training/seminars related to the programLucena City NHS They are completing the requirements for NC II


AN

NEX

ES

Name of School Teachers/facilitatorsTanagan NHS More training on teachers.Community Vocational High School

Orientations and training

San Jose NHS Resourcefulness, patienceOdiongan NHS More training specially in the field on how they can

meet the needs of students in the specialization they wanted

Isaub NHS Capability training of teachersPalawan NHS TrainingOccidental Mindoro NHS Who among them are equipped with a certain skill

needed by the students in the senior high school program

Naujan Municipal High School

Through training

Camarines Norte NHS TrainingJose Panganiban NHS Attending training related to K to 12Ligao NHS Providing them the skill on how to teach in distance

learning considering their training is on as face-to-face/traditional classroom set-up

Cararayan NHS Seminars and trainingSan Lorenzo NHS Capacity building programSan Roque NHS More training on strategies and proper utilization of

modules; orientation on the programDon Servillano Platon Memorial NHS

Capacity building/training related to the K to 12 Program

San Antonio NHS More facilities should be given to the school for the OHSP students

Catlubong NHS Seminars and trainingAmpusongan NHS-Main Technical/Know how; preparationBangao NHS Enhancement training, orientation on the adjustment

of curriculum/programs; early planning and formulation of possible modules for this senior high school subjects

Adaoay NHS Trainings/workshopsBaguio City NHS Continuously update and upgrade themselvesTaguig National High School

Training


To be trained

Lagro High School Training/ seminars/guidelines /learning materialsKapitolyo High School Capability building program


AN

NEX

ES

Name of School Teachers/facilitatorsNagpayong H.S Skilled teachers/NC II-III PassersTala HS Should be given the training and seminars that focus

on the OHSP needsMakati HS Additional trainingSan Roque NHS TrainingMandaluyong NHS SeminarsLas Piñas East NHS Seminar/trainingParañaque NHS Orientation on K to 12 curriculum topics and strategiesMaria Asuncion R. Tinga HS

Teachers should undergo training

Holy Spirit NHS More training/workshops to be doneParanaque NHS Baclaran Seminar on how this program be implementedSun Valley NHS Training and seminars regarding OHSP are needed to

prepare coordinators/teachersTugatog NHS More training and team buildings, awareness of the

DepEd orders and benefits, scholarships, incentivesLas Piñas North NHS KnowledgeableSta. Lucia NHS Series of learning related to OHSPBaclaran NHS Learning ModulesBacolod City NHS Curriculum makingSan Rafael NHS More trainingAntique National School Training-WorkshopAureliana NHS Training for new knowledge and skills to implement

the programGeneral Leandro Fullon NHS

Provide more capacity-building activities

Sibalom, NHS Seminars, training are requiredOchando NHS Conduct training/orientation of teachers/facilitatorsBabag NHS Seminar/FundingMabini Integrated School TrainingLa Consolacion College Orientation Seminar-Workshop and intensive trainingSamar National School Training/SeminarsSan Juan NHS TrainingJavier NHS Deload them with their regular subjects taught/

reorientationSumoroy Agro-Industrial School

In-Service training/workshops

Ipil NHS Get their commitmentDon Pablo Lorenzo MHS Teachers' load


AN

NEX

ES

Name of School Teachers/facilitatorsBunguiao NHS Orient/re-orient the teachers on the OHSP policies and

guidelinesKabasalan NHS TrainingClarin NHS Capacity buildingLapasan NHS-Gusa Annex

Teachers must be trained or sent to seminars only during summer

Camiguin NHS Training and orientationIigan City NHS In- depth training for teachersIligan City NHS Massive campaign/advocacy of the OHSP in the

communityHagonoy NHS Training and acquiring NC1 & NC11 eligibility Sta. Cruz NHS SeminarsSan Vicente NHS Sufficient capacity-building and training for

assessment, delivery and monitoring of OHSPA.O. Floirendo NHS Aligning the modules with the K to 12 curriculumFederico Yap (Astorga) NHS

Capability building; sufficient funding

Mariano Peralta NHS Proper training/capacity-buildingCCNHS-Annex (LR Sebastian Site)

More training/modules/teachers manual

Silway-8 NHS Preparation for seminars/training for the G11 and G12Labangal NHS Training, Seminars-WorkshopsLibertad NHS Sufficient funds and setting of priorities; work slogans

and tours (Benchmarking) abroadGlan Padidu NHS Attend seminarsLingig NHS Provision of incentives and motivation/ inspireMat-I NHS Seminars and trainingAmir Bara Lidasan NHS Well-orientedMatanog NHS Training

Name of School CoordinatorsBatac NHS Orientation on how to help teachers and studentsCatagtaguen NHS More trainingDon Salustiano Aquino MNHS

Attend seminar-workshops on the updates of OHSP Implementation

Mangatarem NHS Attendance to trainings/workshops as neededTurac NHS Training-workshopsPaoay NHS Coordinators should be given enough time to

coordinate OHSP activitiesCandon NHS Training/Seminar


AN

NEX

ES

Name of School CoordinatorsDagupan City NHS Capacity-building which includes community

mapping, OHSP latest 3Ps-policies, programs, partnership for OHSP

La Union NHS Seminars and TrainingDon Eulogio de Guzman MNHS

Orientation and seminars

Urdaneta City NHS Training/SeminarCurrimao NHS, Pias-Gang Campus

Capability-building

Tagudin NHS More training, seminars and workshopsMangaldan NHS Orientation and training on the senior high school

programPagudpud NHS Training seminars applicable to OHSPIsic-isic NHS Training /seminars/workshopsBacarra NCHS Training and seminars on how to improve

implementationPallas Integrated School They should be updated with the issues and concerns

that are needed to be addressed before implementationDingras NHS-Sulquiano Campus

Training, seminars

Sta. Rosa NHS Seminars & workshopsIsabela NHS Evaluation of the program to come up with new

solutions/enhancementsDona Juana Chioco NHS Undergo capacity-building trainingsSapang Palay NHS Update on the curriculumKalalake NHS Training and workshopsOlongapo NHS TrainingSangley Point NHS Orientation, TrainingAtimonan National Comprehensive High School

Training and seminars

Lucena Dalahican NHS Intensive training and consultationGen. Mariano Alvarez Technical High School

Training/Seminars

Balayan NHS Training and guidelines for proper implementationConde Labac NHS TrainingLuis Palad NHS Attend trainings, seminar-workshopTrece Martires City National High School

More training


Seminars and Training


AN

NEX

ES

Name of School CoordinatorsGumaca NHS Training and SeminarsTanza NHS Seminars and training/capacity buildingBuenavista NHS Give more seminarsDasmariñas East NHS Training, workshops and conferences for the

implementation of the new high school programCanda NHS Trainings and seminarsPaharang NHS Through seminars, workshop, training & team building

activitiesBanaba West NHS Coordinate properly with the principal/ guidance

coordinators/teachersDagatan NHS Training and workshopPedro A. Paterno NHS SeminarsLusacan NHS To undergo comprehensive orientation and training

related to the implementation of the programLucena City NHS Coordinate with the stakeholdersSan Jose NHS Strong linkagesOdiongan NHS Enhance the capacity to coordinate with other agencies

that could help in program implementationIsaub NHS Availabilty of learning materials for learnersPalawan NHS TrainingOccidental Mindoro NHS Must be properly oriented on the skills to be developed

and offered in senior high school; must be resourcefulNaujan Municipal High School

Through training

Camarines Norte NHS TrainingJose Panganiban NHS Attending training related to K to 12Cararayan NHS Seminars and trainingSan Lorenzo NHS Constant coordinationSan Roque NHS Record keeping and leadership trainingDon Servillano Platon Memorial NHS

Capacity-building/training related to the K to 12 Program

San Antonio NHS Must be given more training to guide/facilitate learning Catlubong NHS Seminars and trainingAmpusongan NHS-Main Knowledge on OHSPBangao NHS Enhancement training, orientation on the adjustment of

curriculum/programs; early planning and formulation of possible modules for this senior high school subjects

Adaoay NHS Trainings/workshopsBaguio City NHS Advocate the importance of the program


AN

NEX

ES

Name of School CoordinatorsTaguig National High School

Training


Planning

Lagro High School Training/ seminars/guidelinesKapitolyo High School Progressive trainingNagpayong H.S Proper planning, monitoring and evaluationTala HS Should be given the training and seminars that focus on

the OHSP needsMakati HS Strict implementation of curriculumSan Roque NHS TrainingMandaluyong NHS SeminarsLas Piñas East NHS Supervision techniquesParanaque NHS Orientation on different possible career tracksMaria Asuncion R. Tinga HS

Coordinators should be more equipped

Holy Spirit NHS More training/workshops to be doneParanaque NHS Baclaran Seminar on how this program be implementedSun Valley NHS Training and seminars regarding OHSP are needed to

prepare coordinators/teachersTugatog NHS Budget, training, scholarships, awareness of DepEd

orders, incentivesLas Piñas North NHS More seminarSta. Lucia NHS Training and keep updated with DepEd info re OHSPBaclaran NHS Monitoring /orientation/designingBacolod City NHS Curriculum makingSan Rafael NHS More trainingAntique National School Training-WorkshopAureliana NHS TrainingGeneral Leandro Fullon NHS

Gain more experience and insight and learn more strategies to effectively facilitate implementation

Sibalom, NHS Seminars, training are requiredOchando NHS Conduct training/orientation of teachers/facilitatorsBabag NHS Seminar/FundingMabini Integrated School TrainingLa Consolacion College Orientation Seminar-Workshop and intensive trainingSamar National School Training/SeminarsSan Juan NHS TrainingJavier NHS Attend more training


AN

NEX

ES

Name of School CoordinatorsSumoroy Agro-Industrial School

In-Service training/workshops

Ipil NHS Immerse totally in ADMDon Pablo Lorenzo MHS Teachers and learning materialsBunguiao NHS Orient /re-orient the coordinators on the OHSP policies

and guidelinesKabasalan NHS TrainingClarin NHS Capacity-buildingBaliwagan NHS Training/workshop/seminarsLapasan NHS-Gusa Annex The coordinator too must be sent to seminar or training

from time to timeCamiguin NHS Training and seminarsIigan City NHS Intensive monitoring of the OHSPIligan City NHS Massive campaign/advocacy of the OHSP in the

communityHagonoy NHS Management training in TechvocFederico Yap (Astorga) NHS

Capability building; sufficient funding

Mariano Peralta NHS Proper training/seminarCCNHS-Annex (LR Sebastian Site)

Seminars/Training

Silway-8 NHS Preparation for seminars/training for the G11 and G12Labangal NHS Training, Seminars-WorkshopsLibertad NHS Sufficient funds and setting of priorities; work slogans

and tours (Benchmarking) abroadGlan Padidu NHS Attend seminarsLingig NHS Provision of incentives and motivation/ inspireMat-I NHS Seminars and trainingMatanog NHS Training/funds


AN

NEX

ES

Name of School School managementBatac NHS Head will understand these reformsCatagtaguen NHS More trainingsDon Salustiano Aquino MNHS Attend seminar-workshops for updates

regarding OHSPMangatarem NHS Opportunities/time/fund to support the

programTurac NHS Training/workshops, provide materials

needed for implementation, monitoring and evaluation

Paoay NHS Classroom/books/magazines should be provided to the OHSP

Candon NHS Training/SeminarDagupan City NHS Instrument for monitoring research

and evaluation to be provided by the Central Office in order for the school to have a benchmark for preparing a 4-year development plan

La Union NHS Planning, monitoring and evaluation and improving

Don Eulogio de Guzman MNHS Orientation and seminarsUrdaneta City NHS Training/SeminarCurrimao NHS, Pias-Gang Campus Financial support to implementing

schoolsTagudin NHS More training,seminars,workshopsMangaldan NHS Program contents and guidelinesPagudpud NHS Proper implementation of OHSP policiesIsic-isic NHS More attention is needed in handling

OHSP


AN

NEX

ES

Name of School School managementBacarra NCHS The principal should supervise and

monitor the implementation. He has to coordinate w/ the stakeholder and discuss w/ them the school needs. He has to improve the facilities and add more classrooms to accommodate the students.

Pallas Integrated School School heads should be trained also so as to be aware of the current trends in education

Sta. Rosa NHS Seminars & workshopsIsabela NHS Seek support in terms of physical

facilitiesDona Juana Chioco NHS Assess the tracks (logistic).Prepare the

facilitiesSapang Palay NHS Meeting/seminarsKalalake NHS Training and workshopsOlongapo NHS TrainingSangley Point NHS Orientation, TrainingAtimonan National Comprehensive High School

Training and seminars with LGU and NGO concerned

Lucena Dalahican NHS Intensive training and consultationGen. Mariano Alvarez Technical High School

Seminars

Balayan NHS Guidelines for proper implementationMunting Ilog NHS FundConde Labac NHS TrainingLuis Palad NHS Attend training, seminar-workshopCol.Lauro D. Dizon Memorial NHS Seminars and TrainingGumaca NHS Training and SeminarsTanza NHS Seminars and training/capacity-buildingDasmariñas East NHS Familiarized with the new senior high

school programPaharang NHS Through seminars,workshop, training &

team building activitiesBanaba West NHS For the proper dissemination &

management of OHSP Dagatan NHS Training and monitoring of the programPedro A. Paterno NHS Seminars


AN

NEX

ES

Name of School School managementLusacan NHS Have supplied reading/instructional

materials and good facilities for copying the program

Lucena City NHS Provide resources for OHSPSan Jose NHS Strong poitical will/enthusiasmPalawan NHS Develop school OHSP CenterOccidental Mindoro NHS Efficient/effective leadership, supervision

and evaluation of the outputs to be able to give the necessary intervention

Naujan Municipal High School Through trainingJose Panganiban NHS Attending training to keep pace to the

present needs of the studentsLigao NHS Flexibility in management since distance

education may need a change in monitoring teacher's performance, work schedule and others

Cararayan NHS Seminars and trainingSan Lorenzo NHS Constant monitoringSan Roque NHS Strategies on sustainability of the

programSan Antonio NHS Provide adequate facilities for the

studentsCatlubong NHS Seminars and trainingAmpusongan NHS-Main Unified action in the implementation Of

OHSP, foremost, the commitment and dedication of stakeholders.

Bangao NHS Enhancement training, orientation on the adjustment of curriculum/programs; early planning and formulation of possible modules for this senior high school subjects

Adaoay NHS Training/workshopsBaguio City NHS Provide needed resourcesTaguig National High School Leadership management seminarCaptain Albert Aguilar NHS Provision of facilities and allocation of

fundsLagro High School Budget/facilities/learning materialsKapitolyo High School Comprehensive orientation of the

programNagpayong H.S Preparation for facilities and training of

teachers


AN

NEX

ES

Name of School School managementTala HS Should be given the training and

seminars that focus on the OHSP needsMakati HS Monitoring progressSan Roque NHS TrainingMandaluyong NHS SeminarsLas Piñas East NHS Classroom for OHSPParanaque NHS Orientation on different career tracking

and curriculum developmentHoly Spirit NHS More training/workshops to be doneParanaque NHS Baclaran Seminar on how this program be

implementedTugatog NHS Budget, training, scholarships, awareness

of DepEd orders, incentivesLas Piñas North NHS ImplementorSta. Lucia NHS Updated with the DepEd

implementation policiesBaclaran NHS Financial budgetBacolod City NHS Curriculum makingSan Rafael NHS Additional fundsAntique National School Training-WorkshopAureliana NHS TrainingGeneral Leandro Fullon NHS Internalize and consider OHSP as an

integral part in school managementSibalom, NHS Orientation about the new programOchando NHS Conduct training/orientation of

teachers/facilitatorsBabag NHS Seminar/FundingMabini Integrated School TrainingLa Consolacion College Orientation and careful planning for

implementationSamar National School Training/SeminarsSan Juan NHS TrainingJavier NHS Training and prepared financial planSumoroy Agro-Industrial School Additional classrooms, teachers, facilitiesIpil NHS Strong interest must be thereDon Pablo Lorenzo MHS FundingBunguiao NHS Orient/re-orient the principal on the

OHSP policies and guidelinesKabasalan NHS Funds and guidelinesClarin NHS Capacity-building


AN

NEX

ES

Name of School School managementBaliwagan NHS Training/workshop/SeminarsLapasan NHS-Gusa Annex The school must be provided with all

needed facilities and learning materials before the school classes start

Camiguin NHS Training and seminarsIigan City NHS Facilities to be used by the learnersIligan City NHS The principal, teachers and OHSP

coordinatorsHagonoy NHS Strong linkages w/ Gos, NGOS, and

stakeholdersSan Vicente NHS Funding, assessment on what (priority)

courses should be offered by the school based on existing facilities and manpower

Federico Yap (Astorga) NHS More training; sharing of the best practices in a forum

Mariano Peralta NHS Financial readinessCCNHS-Annex (LR Sebastian Site) Guidelines/PoliciesSilway-8 NHS Preparation for seminars/training for the

G11 and G12Labangal NHS Orientation and training on OHSP

managementLibertad NHS Sufficient funds and setting of priorities;

work slogans and tours (Benchmarking) abroad

Glan Padidu NHS Attend seminarsLingig NHS CommitmentMat-I NHS Seminars and trainingAmir Bara Lidasan NHS Given enough assistance/attentionMatanog NHS Training/budget


AN

NEX

ES

ANNEX AE. List of Key Informants

MAKATI HIGH SCHOOL, MAKATI CITY

• Dr.JoseE.Crisolo,Jr.–OHSPcoordinator• Ma.CeciliaV.Punongbayan–OHSPteacher• Mr.CarlitoS.Regalado–OHSPteacher• Ms.MicheleMarieS.Payumo–OHSPteacher• Ms.JoanI.Ragamit–OHSPteacher• Mr.AngelitoE.Baloloy–OHSPteacher• Ms.RoselieC.Daulong–OHSPteacher• Ms.RaquelU.Picache–GuidanceCounselor

SANGLEY POINT NATIONAL HIGH SCHOOL, CAVITE CITY, CAVITE

Teachers• RandyL.Salonga(HeadTeacher)• RussellV.Bautista• LouiseMaeD.Suan• MyraD.Suan

Students• AngeldelaLuna• JanChristianR.Advincula• IvhaM.Chavez• ArianneFernandez• JenrickEstacion• JunReyCustodio• ChrisKingSaliba• JohnLloydSalonga• IvhyM.Chavez• HickeydeGuzman• JunielynGamboa• CarenDelosSantos


AN

NEX

ES

BACOLOD CITY NATIONAL HIGH SCHOOL, BACOLOD CITY, NEGROS OCCIDENTAL

Teachers• JudithL.Vargas• Ma.GloriaAnalynG.Sunod• MaryAnnJ.Aquiron• EdithaV.Loyola• GladysG.Gerona• MarkGregV.Lamayo• RichelieuE.Rojas• KatherineC.Tolosa

Students• MarielG.Rabago• JoyceMoniqueB.Apurong• MaryJoyC.Tana• AngelynB.DeBaguio• MargieD.Bayotol• ReyA.DelaCruz• ReynaP.Guardario

BABAG NATIONAL HIGH SCHOOL, LAPU-LAPU CITY, CEBU

Teachers• FeM.Gultiano(SchoolPrincipal)• AntonioB.Bering(OHSPCoordinator)• ErnestoP.Berdon,Jr.• MilagrosC.Sacro• BenjaminM.Briones• JeanethD.Berame

Students• JaymartT.Periña• LodelynL.Sales• RosemarieC.Melendres• LorenaA.Baron• RyanS.Empinado• MaryJoyceS.Gorre


AN

NEX

ES

Parents• RaquelG.Awa• VilmaL.Cañetel• LuzvimindaI.Inting• AngelesDoroy• OliviaLimpagog

MABINI INTEGRATED SCHOOL, BRGY. MABINI, CEBU CITY

Teachers• LanaM.Escario(SchoolPrincipal)• EldieP.Inocian

Students• DemetrioP.Saga• MarloP.Arcilla

Parents• LucianaAdolfo• FernandoPavinson• ResieA.Garche

JAVIER NATIONAL HIGH SCHOOL, JAVIER, LEYTE

Teachers• LibradaM.Pica(HeadTeacher)• GerryG.Apilar• JoelC.Digman• MelchoraP.Biorb

Students• RenatoM.Peña• ShemA.Ceronay• JackielouL.Amarillo• LeoSevillano• DaisyMaeJ.Mamaliay• RichardM.Gahipe• CiacoL.Amarillo,Jr.• JennyJoyV.Macasait• JassybelleAngoring


AN

NEX

ES

JOSE PANGANIBAN NATIONAL HIGH SCHOOL, PANGANIBAN, CAMARINES NORTE

Teachers• SeveroL.Salgado,Jr.(SchoolPrincipal)• MarissaD.Narte(OHSPCoordinator)• EdnaA.Asis• AndreoS.Tagle• CarminaM.Dichoso• MerlindaS.Alcosiba• LeonorV.Binaohan• SophiaC.Luares• CynthiaB.Barja

Students• RodenaE.Desacula• GlemarP.Aman• ElizabethD.Aguila• SharonB.Lumahon• RouelM.Mirabuenos• JohnAlexisR.Cabatac• EdwardVillanueva

Parents• JosephineA.Postrado• ShirleyB.Bustamante

CAMARINES NORTE NATIONAL HIGH SCHOOL, DAET, CAMARINES NORTE

Teachers• MilagrosS.Tindoy(SchoolPrincipal)• ManuelAlarcon(DORPChair)• RhoderickM.Barretto(GuidancePersonnelDesignate)• JohnT.Terrible• DarcyGuyY.Mañebo• MaryGraceL.Reblanca• ArturoZ.Gomez• DaisyV.Vargas• ElmaR.Javier• DaisyE.Elen• GinaS.Veleña• JoefreyP.SanLuis


AN

NEX

ES

Students• RenatoEchano,Jr.• JessicaValencia• Ma.RacheleMorico• RizzaT.Ubalde• HelenV.Mago• Mari-marS.Capin• RickyS.Abril• MaricelD.Peralta

Parents• AbnerR.Porciuncula• TeresitaEcheno(grandmother)• FredM.Pavillar(guardian)

KABASALAN NATIONAL HIGH SCHOOL, KABASALAN, ZAMBOANGA SIBUGAY

Teachers• EddieK.Villaflores,Ed.D.(SchoolPrincipal)• 2BeverlyL.Alcoriza(PrincipalIII)• EstrelitaA.Peña(MasterTeacherI/DORPCoordinator)• AurelioA.Santisas(ESII)• MelindaJoyM.Javier(GuidanceCounselor)• VivianP.Hinayon(TeacherIII)

Student• NerisaJ.Pia

MANICAHAN NATIONAL HIGH SCHOOL, ZAMBOANGA CITY

Teachers• JesusC.Solon,PrincipalIII• EvelynR.Cabundukan,DORPCoordinator• ImeeY.Tammang,GuidanceCouncilor• Ma.ErlindaV.Arcillas,MTI/DORPCouncil• EstelitaT.Baybay,SSTIII/DORPCouncil• LuzvimindaP.Salva,SSTIII

Students• RichelM.Sinen• AnnaceleB.Cinco


AN

NEX

ES

• FranklinD.Jaloa• MichelleA.Napaloniz

DON PABLO LORENZO MEMORIAL HIGH SCHOOL, ZAMBOANGA CITY

Teachers• CatherineM.Fernandez,MasterTeacherIII/OHSPCoordinator

• JonathanKagawachi,MasterTeacherIII/OHSPGuidanceCouncilor• VivianB.Pelegrino,MasterTeacherI• RaymondM.Salvador,MasterTeacherI• NimfaP.Canoy,HeadTeacherIII,TLEDepartment• Ma.DeliaDL.Paragas,HeadTeacherIII• RosemaryB.Garcia,SHTIII

Students• Ji-annA.Garnica• ShannyLouQ.Ayco• IvyA.Llenares• JovyV.Borja• NenaEstelaN.Asuncion• JeanKellyS.Enriquez• RonaMaeJ.Nacionales• EricB.Canoy

PARANG NATIONAL HIGH SCHOOL, PARANG, MAGUINDANAO

Teachers• MocamadK.Bandar(Principal)• AbdulBazar(IslamicTeacher)• CeciliaB.Vicencio(HeadTeacherIII)• UnsiK.Layagin(HeadTeacherIII/Asst.Principal)• NoraisaBonda(SSTI/LiaisonOfficerDesignate)• DarleneA.Albores(GuidanceCounselor)• KusainM.Abas(HeadTeacherIII/TLE)• JessielynC.Arquillano(Admin.OfficerIV)• DatuT.Adao(SGCPress)

Students• XenizJasminEsmael• DiosdadoV.Castillo

Parent• NagamoraPendingtar(GPTAPresident)


AN

NEX

ES

AMIR BARA LIDASAN NATIONAL HIGH SCHOOL, PARANG, MAGUINDANAO

Teachers• MaryAnnA.Lidasan(Asst.Principal)• JosephineBaluya(AcademicChief)• NoemiEsperacion(GuidanceCounselor)

Students• BernardoLibertario,Jr.(Grade7)• RheaFatimaCapili(FourthYear)• ElmerB.Ebasan,Jr.

BANGAO NATIONAL HIGH SCHOOL, BUGUIAS, BENGUET

Teachers• VicentaC.Danigos(SchoolPrincipal)• GetrudesG.Galonza(OHSPCoordinator)• DoloresB.Piaga• RosalieS.Anhibet• MaryJaneD.Manuel

Student• MardelSimeon

Parent• DaguioK.Atopen(PTAPresident)

SINIPSIP NATIONAL HIGH SCHOOL, BUGUIAS, BENGUET

• MercedesS.Antonio(SchoolPrincipal)• RoxanneT.Tanguid(OHSPCoordinator)• DomingaD.Henry• LeahC.Supanga• PatriciaP.Ngaosi

FERROL NATIONAL HIGH SCHOOL, FERROL, TABLAS, ROMBLON

Teachers• BellaV.Galve(SchoolPrincipal)• WapetyAsuncion(OHSPCoordinator)• DoreaG.Sarmiento


AN

NEX

ES

• ArielJayT.Magtuba• OtheliaG.Nemis• GregorioG.DeLeon• EmelyP.Amar

Students• JoshuaCabangon• RachelS.Eustaquio• MelissaG.Famisan

Parent• NovelitaS.Eustaquio

ODIONGAN NATIONAL HIGH SCHOOL – ROMBLON, ODIONGAN, TABLAS, ROMBLON

Teachers• NoelJosephM.Machon,SchoolPrincipal• JordanD.Savatorio,ADMCoordinator/MasterTeacherI• RosemarieG.Fabello,HeadTeacherIII• CruzaldoF.Fetalvero,HeadTeacherIII

Students• SheenaM.Fajuirao• NoraS.Eustaquio• FerlyA.Cabarles• RuffaMayF.Faminial• JustinEricS.Mendoza• DaveF.Famodulan• RyanPaulF.Valdemar

Evaluation of the Open High School Program in the Philippines i TABLE OF CONTENTS i LIST OF ANNEX iv...

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Transcript of Evaluation of the Open High School Program in the Philippines i TABLE OF CONTENTS i LIST OF ANNEX iv...