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Bilang mag-aaral ng ALS ang pinakapaborito kong karanasan ay ang nabigyan ako ng bagong pagkakataon na makapag-aral at matuto sa maraming bagay .Una, ay nagkaroon
ako ng tiwala sa sarili ko ngayon, gayong noon ay sobrang wala akong tiwala sa sarili ko at laging sinasabi ko na hindi ko to kaya. Natuto akong makisalamuha sa ibat-ibang mga
kapwa ko mag-aaral na may pagkakaisa at may pagtutulungan ang bawat isa. Nabigyan ako ng pagkakataon na matutunan ang paggamit ng computer sa pag-aaral at ang maturuan ng aming mga guro sa ibat-ibang aralin. Malaki ang pasasalamat ko dahil
marami ang natutulungan ng programang ito lalo na sa mga gustong makapagtapos ng pag-aaral at isa na ako dito na nabigyan ng pag-asa na matapos ang aking pag-aaral…
- Jessa Borja, 21, kasambahay, eSkwela-Holy Trinity QC Graduate 2011
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A Brief Background on the Commission on Information and Communications Technology Mandate Through Executive Order 269 dated 12 January 2004, the Commission on Information and Communications Technology (CICT) was formed to become the primary policy, planning, coordinating, and implementing, regulating and administrative entity of the executive branch of Government that will promote, develop, and regulate integrated strategic ICT systems and reliable and cost-efficient communication facilities and services. The CICT is currently headed by Secretary Ivan John E. Uy. Vision CICT envisions a society where citizens have access to information and communications technologies that provide quality education, efficient government service, sustainable economic development and a better way of life - an ICT-enabled Philippines. Mission To develop the country as a world-class ICT services provider, provide government services to stakeholders online, provide affordable Internet access to all segments of the population, develop an ICT enabled workforce, and create an enabling legal and regulatory environment. Strategic Areas • Taking the lead in ICT policy review and formulation - to facilitate and
promote the use and access of ICTs in the efficient delivery of frontline government services in various sectors, as well as provide the enabling environment for the ICT industry for growth and innovation
• Building the Philippines as a Global Leader in information technology-business process outsourcing (IT-BPO) services (CyberServices Development) - to generate more jobs for the Philippine workforce and raise more revenue for the country
• Addressing the digital divide through the provision of a reliable digital/information structure - to provide access and support the efficient deployment of basic ICT and ICT services in unserved and underserved municipalities nationwide
• Building of ICT awareness and capability in society and promoting ICT expertise - to enable the active participation of Filipinos in the Global Information Society and ultimately contribute to the country’s socio- economic growth
• Providing reliable and effective eGovernment services to citizens directly - to grant access to critical cross-agency frontline services to stakeholders online as well as to allow swift access to and exchange of real-time intelligence data and information towards empowering citizens to make informed decisions
• Improving the postal organization and services towards the delivery of universal postal service
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The Alternative Learning System (ALS) is a module-based learning system implemented by the Department of Education (DepED) under the Bureau of Alternative Learning System (BALS) which provides a viable alternative to the existing formal education for elementary and secondary levels. It encompasses both the non-formal and informal sources of knowledge and skills.
ALS provides educational opportunities to the poorest of the poor and marginalized groups such as the out-of-school children, youth (OSY) and adults who are illiterates or who are elementary and secondary school drop-outs regardless of age. These learners include indigenous people, disabled/physically challenged, etc. To meet the challenge of Education for All (EFA), the BALS addresses the basic learning needs (reading, writing, and simple computation) and functional literacy needs (communication skills, problem solving and critical thinking, sustainable use of resources and productivity,
development of self and a sense of community and expanding one’s world vision) of its target learners. The Accreditation and Equivalency (A&E) Program is a non-formal education program of ALS which provides elementary and high school education outside the formal school system. It offers an A&E test that measures lifeskills competencies of learners. An equivalent elementary/high school diploma is awarded to an A&E test passer signed by the Secretary of Education. For more information on the ALS, please contact: Tel. Nos. (02) 635-5188 to 89 Fax No. (02) 635-5189 Email Address: [email protected] [email protected] [email protected]
A Brief Description on the Alternative Learning System
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The eSkwela Project is a flagship project of the Commission of Information and Communications Technology (CICT) together with the Department of Education-Bureau of Alternative Learning System (BALS) that provides ICT-enhanced educational opportunities for the country’s out-of-school youth and adults. Funded initially by the APEC Education Foundation (AEF), it currently gets its funding from the e-Government Fund provided by the National Government. Under this project, community-based e-Learning Centers are being established across the country where ICT-supported alternative education programs are taking place. With the use of relevant interactive e-learning materials, blended and collaborative modes of instruction, and performance-based assessment in a problem/project-based learning environment, it seeks to bridge the widening digital divide and social chasms between those who are educated and those who are not. Through a multi-stakeholder approach, the communities are expected to participate intensively in the project by setting-up, managing, and financing the center’s operations as well as providing support for community-based projects. CICT-HCDG partners with local governments, DepEd divisions, non-government and civic groups, and communities to extend the reach of eSkwela to other areas in the country.
The project currently (as of 13 April 2011) has 148 of the 283 targeted e-learning modules certified by BALS and is working on four (4) e-courses for the Technical Education and Skills Development Authority (TESDA) that covers Horticulture, HVAC-Refrigeration, Automotive Servicing, and Bartending. From a pilot run of four (4) sites in 2006-2007, there are now 90 sites (105 by mid-May 2011). Most of the centers are community-led shared facilities, meaning the communities were the ones that sourced the infrastructure, the connectivity, the personnel, and sustainability costs – CICT just came in for the social mobilization, training, systems and content, and monitoring activities. There are centers on top of public markets, inside container vans, in existing community e-centers (or publicly owned internet cafes), and even two local implementations that
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transport mobile laboratory set-ups from village to village on board motorbikes. All these were made possible through the gracious assistance of local partners who have demonstrated the true meaning of synergy.
Having served an estimated 4,700 diverse learners since 2007, the eSkwela Centers around the country are living testimonials to the potentials of ICTs in education. The effects are felt where it matters most: in the marginalized poor, with housewives, with the disabled – sectors that have traditionally gotten the short shrift in the one-size-fits-all arena of formal education. The project was cited by UNESCO through a Certificate of Commendation from the ICT in Education Innovation Awards 2007-2008. It was recently conferred an Honorable Mention by the 2010 UNESCO King Hamad bin Isa Al Khalifa Prize for the Use of Information and Communication Technologies in Education - besting 46 other entries from 30 countries. It has also been named a Laureate in the 2011 Computerworld Honors Program (Training/Education Category), one among 255 laureates selected from 1,000 entries all over the world and recognized for “innovatively using information technology to promote and advance public welfare, contribute to the greater good of society, and change the world for the better”.
9
Key innovative features Being the very first ICT in Education intervention for the alternative learning system in the country, it had such a wide room for pioneering innovations and experimentation. Capitaliz-ing on the flexible nature of the A&E Program, the eSkwela Project Team made sure that the intervention used a multi-faceted yet comprehensive approach, thus avoiding the pitfalls of previous ICT in Education projects. As such, it had the following major components: 1. The heart of the eSkwela Pro-
ject is its customized Instruc-tional Model that serves as a concrete application of ICT inte-gration in the delivery of the A&E Program. In support of a blended and self-paced learning environment, learning facilita-tors design and use learner-centered ICT-supported module guides that engage the learners to actively participate in their own learning process. Based on agreed-upon individual learning agreements, learning facilitators assign learners a wide range of ICT-based supplementary materials and activities to work on. Likewise, learners are encouraged to collaboratively use the various ICT tools extensively to create, upload, and maintain their respective learner e-portfolios and pos-sibly build learning resources for others.
• The content development efforts of eSkwela is considered as the biggest content development initiative in the country with 283 A&E modules, 4 voctech courses, and 7 computer literacy modules being developed for free public distribution. This particular sub-component involves 212 developers and reviewers from part-ner universities, DepEd-BALS, and the Technical Education and Skills Develop-ment Authority (TESDA).
10
• The automated systems being developed include the eSkwela Learning Manage-ment System and monitoring and evaluation systems that are needed to effi-ciently implement the instructional model as well as track site establishment, operations, and sustainability.
2. Community mobilization and social marketing activities are conducted to promote
the project to local communities. It aims to secure the support of local stakeholders and interest groups for the infrastructure and personnel requirements of an eSkwela Center as well as the financial, technical, and institutional sus-tainability of the Center. A local steering committee com-posed of stakeholder representatives is then formed to oversee the operations and ensure sustainability, formal-ized through a Memorandum of Agreement.
3. A variety of stakeholders’ capability-building work-
shops are conducted to prepare the implementers in managing the eSkwela Center and the proper implemen-tation of the Instructional Model. Customized training workshops are designed and run for the regional coordi-nators, national trainers, center managers, learning facili-tators, and network administrators. Additional trainings are provided to handhold learn-ing facilitators and learners through the next stages in using ICT in a project-based learning environment.
4. Regular monitoring and evaluation (M&E) activities are conducted to assess the im-
plementation and progress of individual eSkwela Centers in terms of site operations, ap-plication of skills trained on, and the initial gains of eSkwela to the learning community. Such activities have allowed the project team to mentor and handhold the newer imple-menters and if needed, conduct on-site refresher courses.
An inclusive /consultative and collaborative atmosphere among the numerous stake-holders has been established from the very beginning. Communication lines are kept open through the project website (http://alseskwela.ning.com/) between the project team and the site implementers to encourage participation in this community of practice. Sharing of performance, challenges, progress, lessons learned, good practices, and initial
gains are then gathered and used for continuous pro-ject enhancements. This positive perception to M&E activities on the various aspects affords the team the opportunities to get and incorporate feedback from the implementers and learners. All enhancements, inter-ventions, and model stabilizations done on the project since its initial project conceptualization have been based on the results of these M&E activities and action plans developed during such gatherings.
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Initial Assessment eSkwela, as an educational model that comprehensively incorporates ICT in the learning process, has proven to be one of the most successful initiatives in integrating ICT in educa-tion. It sets an example for e-learning in the Philippines that give hopes and opportunities to educationally underserved Filipinos. The project’s implementation of the four (4) pilot sites provided the “proof of concept” that the use of ICTs in education is highly suitable to the modular approach of ALS and its em-phasis on life skills. Starting small, the project team scaled up the project with caution by adhering to the key success factors observed in the pilot implementation. One hundred five (105) eSkwela centers are expected to be up and running by the end of April 2011, catering to an estimated 4,500 diverse learners since 2007. With 30++ more sites set to start operations in the next few months, eSkwela is by far the largest initiative of its kind in the country. The project has trained a total of 1,733 people to contribute to pro-ject implementation that include national trainers, center managers, learning facilitators, con-tent developers, module guide developers, and local ALS officials. They now serve as the project’s field collaborators and local champions – its official advocates. From site observation and reports/testimonials, the eSkwela project has enhanced the learn-ing environment and made learning more engaging. This is mainly due to the innovative use of ICT (content, systems, discussion forums, projects) to make learning more fun, interac-tive, audio-visually stimulating, interesting, localized, and self-paced. In addition, the use of the project-based approach guides the learners to apply what they learned to actual scenar-ios and situations – as such, more aligned to the life skills that BALS aims for.
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Moreover, the eSkwela learners have much higher passing rates in the standard-ized A&E Test than those using the print-based model, providing a bet-ter-looking return on the community’s investment over the traditional A&E delivery mode. The innovative approach to using ICT for the A&E Program not only trains learners about computer literacy but more importantly, uses ICT to learn academics, values, livelihood and practical living. Likewise, it has served as a catalyst for community-led action among public and private partners. It has been a common perception that with eSkwela comes more A&E Test passers – meaning, more constituents have the necessary high school diplomas to become employable, productive, and tax-paying citizens in their communities – in effect, benefiting the local government, industry, and the com-munity-at-large.
A&E Test Performance eSkwela Average
National Average
Feb 2008 (4 sites) 57% 29%
Oct 2008 (5 sites) 65% 23%
Oct 2009 (partial: 9 sites) 45% 21%
October 2010 (partial: 16 sites) 63% 33%
13
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14
In May 2008, the Western Mindanao State University was invited to become a content development partner of the eSkwela project. We readily agreed as this would be a perfect opportunity to build the content development skills of our faculty. We did not really focus at the end goal of the project, which was to provide learning opportunities for one of the most marginalized sectors in our society. As we became more involved in the project and were given opportunities to meet with the mobile teachers who also served as our reviewers, we realized that the project was bigger than us getting new skills, that it had the potential to affect lives. The mobile teachers shared with us the difficulties of capturing the attention of kids who have dropped out of school because they have to work to help the family, or were considered slow learners and could not keep up with the pressures of formal education. We came to understand that if we were successful in developing eLearning modules that could capture the interest of these learners then the project’s goal of providing educational opportunities for the out of school learners through ICT, will have been successful. As part of the quality measures of the project, the modules we developed had to undergo beta testing by the users themselves. The first encounter with the learners of ALS was an eye-opener. Our testing at the eSkwela Center was on top of a public market, and some of the learners were working in the said market..they wanted to learn basic math skills so that they would be able to give the correct change when they sell their goods. When the learning modules were presented, the excitement mixed with apprehension, was palpable. However, because we were trained to develop modules, specifically targeting their level of ICT literacy, the learning process became fast and one could see that the modules they were testing captured their interest such that they wanted to repeat the modules over and over again, without any prompting from their teacher. The eSkwela experience has been a truly rewarding one for us. We entered the project hoping to gain more skills and knowledge that we could pass onto our students and what we gained was more than what we ever hoped for…that there are different ways of doing things and that beyond the technical, we have to think of the people who want to use the modules. When the way of thinking becomes like this, it then becomes a personal crusade to develop a module that out of school youth and adults can take advantage of, and hopefully learn something new after they are done with it. We are grateful for the opportunity that the eSkwela Project has given to our university, to be part of something noble and has made a difference in the lives of many out of school learners in our country.
A Personal Crusade, A Rewarding Experience Engr. Cielito Olegario Western Mindanao State University, Content Development Team Manager
15
I am from the Holy Trinity Parish in Quezon City. Our parish consists of about 70,000 parishioners, ¾ of whom come from the depressed areas. You may ask: What is a parish doing here? Two reasons. First, the church paradigm has, of late, shifted. One concerns a shift of focus from novenas and devotions to social issues. Certainly, the problem of education, particularly access and quality, is a social issue that concerns the Church. Second, our parish priest, an Argentinian but a Filipino in heart, is immersed in concerns intended to uplift the lives of the poor. You can imagine the frenzied social service activities in our Parish. The ALS-eSkwela is a project under the Education component of our Social Services Ministry. I see God’s hand as I retrace in my memory our Parish’s collaborative work with eSkwela. We had not heard of eSkwela in our Parish until late 2008 when a friend of the Parish, knowing of our interest in poverty alleviation, took us to his friend, then CICT Commissioner, Mr. Tim Diaz de Rivera. After initial talks, our parish priest naturally became interested. ALS seemed to be a viable project for our out-of-school youth and adults as well, and eSkwela seemed to be an inviting open door for us. Of course, our connection did not spare us from the eSkwela requirements. First, the computers. Fortunately for us, we had earlier put up a Computer Learning Center for the public school children in our area. We thought that the use of the computers can be maximized by sharing them with the out-of-school youth and adults interested in an alternative learning system. Another requirement – the internet connection. We could not afford the installation fee and the monthly fees. Again, we found a friend of a friend who had connections to Globe. He not only facilitated the installation but also pledged to take care of the monthly fees. Still another requirement – the personnel. First, the Instructional Managers had to be trained. But we could not afford the training fees. eSkwela connected us to other potential stakeholders. In a meeting, we were able to thresh out the problem and our IMs were able to train for a minimal fee. We needed a network administrator, too. There were some knowledgeable individuals but they were charging a fortune! Would you believe that we
Till We Meet Again on the Highway of ICT Testimonial from Prof. Josefina A. Agravante
Center Manager, eSkwela-Holy Trinity Parish (Commonwealth, QC)
16
accidentally met one who is not only knowledgeable but also kind-hearted? He did not charge us a single centavo for his services. After attending to all these, we were ready to sign the Memorandum of Agreement. eSkwela made it so easy for us by drafting and finalizing the MOA, and sending it to us on a silver platter for our signature. So, in November 2009, we were able to launch the ALS-eSkwela in our Parish. Our bishop was there for his blessing. Representatives from BALS-DepEd and eSkwela were there to assure us of their support. We looked at the 23 eager learners – with ages ranging from 15 to 54 – and we said, “God is good!” God’s blessing did not end there. eSkwela continued to support us through many seminar-workshops, training programs and conferences. Eleven months after our launching, 16 out of our 23 learners took the A&E Exam, and four of them passed. Not bad for a green horn. Our percentage of passing is in accord with the national norm. To date, we have 22 learners, and those who did not pass the A&E Exam, encouraged by those who passed, are coming back to try again. We are in our nascent years. We are still struggling. But there are blessings to count – blessings that would not have been possible without the eSkwela. From day one, eSkwela has continued to provide us the assistance we need. We have gotten used to being confident because we know that eSkwela is just an email or a call or even a text away. We feel like the contestant in the movie, “Slum Dog Millionaire” – confident that there is no way but up because eSkwela is there to take our call for help. We are grateful. How can we express our gratitude? We cannot give eSkwela the prestigious awards that come from the likes of UNESCO. But we want you to know that eSkwela is carved in our hearts. I will not say good-bye. A good concept that spawned eSkwela will always find relevance in this world. And the eSkwela team, dynamic, hard-working, creative and committed as its members are, will find new trails to blaze. They will also remain in the most-wanted list of the BALS-DEP ED and all eSkwela Centers. So for now, let me say farewell – until we meet again on the highway of information communication and technology as we pursue our common vision of education for all.
17
A Journey of Exploration Testimonial from Georly Dabalos Learning Facilitator, eSkwela-Davao City
I was employed as a Mobile Teacher July of 2008. eSkwela-Davao City was launched November 2008 which made the thought of handling the first eSkwela in our Division exciting and frightening at the same time. Through the BEAM (Basic Education Assistance for Mindanao) set-up, we have 3 system units and 12 monitors to use for at least 25 learners per learning session in a “not-so-LF-friendly” cubicle arrangement. Nonetheless, we are TEACHERS - like BDO, “we find ways”. I mean, ways on how to give our learners a good learning
experience regardless of limited resources for a not-so-ideal ideal population size in a session. As LF, I am more concerned on how to make use of the eModules for this “good-learning experience”. So, after attending a CICT seminar, I took time to study the first batch of eModules and found out that assessments were not as interactive as I want them to be - fortunately, this was answered by the training on the LMS (Learning Management System). I then decided to extend time at the office. After class, I worked on additional eModule guides for the five Learning Strands. In the course of doing so, I learned that links to video files and webpages as additional learning resources are difficult to access if not totally inaccessible whenever bandwidth is shared by many or whenever there are problems on net connectivity. So I downloaded the videos instead and saved it in the server’s local disk. With that, I was forced to look for useful software applications like orbitdownloader or anyconverter. But just when I was at least almost halfway through developing my own set of eModule guides, my LMS CRASHED. Files totally lost. Back to zero. I was devastated. After that were my idle eSkwela moments – idle in the sense that I did not use the LMS as often as before, for it reminded me of the efforts gone to waste. However, I shifted to using other ICT inclined materials like movies, one example is Surrogates as a material for lessons like movie review, summarizing, outlining, writing effectively, advances, and disadvantages of technology and the like. Or to sharing issues like watching SONA together and asked the learners to react on it. Or instructional videos on howstuffworks and many other science videos. On a positive note, the “moodle-crash” experience pushed me to EXPLORE. Along with the skills learned in CICT trainings, I was able to create a ning account and our very own FB group for learners’ collaboration and portfolios. I was also able to create and improve form time to time a webpage for eSkwela-Davao City with the following features: online FLT, online Modules in PDF Format so they can read something even at home, statistics, online enrolment, links to useful sites, etc. I am grateful to BEAM for the computers, fixtures, print modules, and aircon units; to DepEd for the infrastructure, internet connectivity; and CICT/BALS for the trainings and workshops. We have also conducted Career Guide Orientation and had given out Scholarship Grants from the Philippine College of Technology and John Paul II College for Passers – passers who used to have deviant behaviors or who were less fortunate to avail of the opportunities of education. Hindi lang ang learners ko ang nabago ng proyektong ito, pati din ako. Thank you CICT and BALS for this wonderful experience. Whatever is next, I accept now without fear the challenge of acquiring new skills to be able to respond to the call of being a Mobile Teacher/eSkwela Learning Facilitator. I’d like to stress that this is my way of paying things forward.
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“Obstacles don't have to stop you. If you run into a wall, don't turn around and give up. Figure out how to climb it, go through it or walk around.” This quotation by Michael Jordan holds true for most of the learners in eSkwela Centers. Countless learners have shared how the different programs of the Alternative Learning System have given them a second opportunity towards achieving their dreams – of which, completing their basic education is a crucial step. eSkwela provides equal access to innovative basic education opportunities to the educationally underserved, including the marginalized poor, elderly, housewives, young mothers, and persons with disabilities (PWDs). Of the estimated 4,700 learners that have been served by eSkwela since 2007, around 75% of them are in the 15-27 yo age range. The rest are older learners who took advantage of the chance “to get back on track”, so to speak. One of the main benefits that learners regularly mentioned is being able to gain computer literacy skills through eSkwela, a welcome addition to the life skills provided by the conventional Accreditation and Equivalency Program. Learners do not have to be ICT-literate when they apply for a slot at any eSkwela Center – self-discipline and commitment to learning are deemed more important. To ensure basic computer skills, the learning facilitators or other community volunteers provide short training courses on the use of the mouse, keyboard, and basic browsing techniques just to get the learners comfortable with the technology. They then get to explore and gain other computer skills such as file management and productivity tools as they go through the different eSkwela modules. It has been reported that eSkwela has raised learners’ self-esteem. Learners have been observed to be are more engaged and motivated to attend the sessions and go through the modules - mainly due to the innovative use of ICTs that make learning more fun, interactive, self-paced, and less intimidating. Further, since the module guides make use of various Internet
links and discussion forums, learners get exposed to other resources and insights beyond their learning sessions and local communities. Through the use of the ICT-enhanced project-based approach, learner teams have produced outputs where they applied what they learned, expressed their views, and had fun planning and working with others. Some learners have even used the ICT skills they gained from eSkwela to become peer ICT tutors or even to earn extra income. In general, they are thankful that with eSkwela, they are not “left-behind”. Because with eSkwela, there is hope!
eSkwela as a Beacon of Hope for Learners
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eSkwela 1.1 is an offshoot of the 2 implementation phases of the eSkwela Project, namely the pilot phase (funded by the APEC Education Foundation) and the enhancement & initial expansion phase or eSkwela 1.0 (funded by eGF 2006, 2007, 2009). eSkwela 1.1 intends to bring the enhanced ICT-supported alternative learning system of eSkwela to more communities in the country by delivering the service through the 114 ALS school-based BPOSA (Balik Paaralan para sa Out-of-School Adults) Centers and the 211 ALS Community Learning Centers under the DepEd-Bureau of Alternative Learning System. The project will provide capability building programs and handholding mechanisms to 2,300 field implementers to source community support and implement the eSkwela instructional model, thereby opening up ICT-supported opportunities to more out-of-school youth and adults to complete their basic education requirements, learn new skills (i.e. digital competence, life skills, voc-tech skills), and engage in community activities. eSkwela 1.1 seeks to achieve the following objectives: • to capacitate and guide/handhold more ALS implementers in bring eSkwela’s ICT in
education innovations (project-based learning strategies and localized modules /content) to their local communities as well as in obtaining strong community support for center sustainability;
• to expand the reach of eSkwela to more ALS learners, approximately 10,000 additional ALS learners per school year;
• to replicate the good performance in the Accreditation and Equivalency Test among current eSkwela Centers in the new Centers (passing rate among eSkwela Centers are two to three times better than the national average);
• to establish and maintain strong communities of learning and practice (sharing of experiences and potential mentoring) among eSkwela Centers in the provinces or regions and even within the island groups; and,
• through a third-party assessment study, to assess the qualitative (e.g. behavioural, social/ relational) and quantitative (e.g. cognitive project outputs, A&E Test) effects of using e-learning vs. print modules in the delivery of the Accreditation and Equivalency Program.
1.1: Expansion of the eSkwela Project through the ALS Community Learning Centers
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Based on the aforementioned objectives, eSkwela 1.1 will focus on the following key areas: • Social Preparation / Project Advocacy including
• stakeholders’ networking and orientation • operations & sustainability planning • technical support
• Capability Building on customized courses for • Regional Coordinating teams • additional national and/or regional trainers • designated Learning Facilitators, Center Managers, Network Administrators
• Rigorous monitoring and evaluation to provide • handholding in terms of the proper utilization of the instructional model and
systems • assistance and guidance in eSkwela set-up, operations, and sustainability • analysis of lessons learned and good practices • assistance and direction in the promotion, establishment, and maintenance of
local communities of learning and practices • third-party assessment on the effects of the eSkwela instructional model on
learning • Project Management to ensure
• proper coordination among all stakeholders • clear direction and on-schedule activities that are within budget • accurate model and system integration, timely interventions and incentives)
In line with its e-Service System, DepEd-BALS is also embarking on the development of additional e-learning module packages, the eMIS, and the eTest (computerized version of the Accreditation and Equivalency Test). The Bureau has also tied up with IBM and the Asia-Pacific College for the eMentor Program, with Smart Communications for their initial foray into mLearning services, with Knowledge Channel for the production of 38 “Ibang Klase” TV episodes, and with various community radio stations for the expansion of the Radio-Based Instruction of ALS.
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Interested parties may contact:
Region eSkwela Regional Coordinators
1 Ms. Vivian Luz S. Pagatpatan DepED Region I, San Fernando City, La Union * 072-607 8183
2 Mr. Romulo S. Ancheta DepED Bayombong, Nueva Vizcaya RO 2 * 078 805-3828
3 Mr. Reynaldo F. Licay DepED RO III, Government Center, Maimpis, City of San Fernando, Pampanga * 045 455-2314
CAR Mr. Jose A. Bogwana Wangal, La Trinidad, Benguet * 074 422-5187
NCR Dr. Felicino C. Trongco Misamis St., Bago Bantay, Quezon City * 02 929-4348
4A Ms. Elaine T. Balaogan DepEd RO-IV-A, Karangalan Drive, Karangalan Village, Cainta, Rizal * 02 647-6886
4B Ms. Mariflor B. Musa DepED RO IV, MIMAROPA, Meralco Ave. Cor. St. Paul Road, Pasig City * 02 637-2912
5 Mr. Ricardo M. Tejeresas Rawis, Legazpi City * 052 482-0369
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7 Dr. Vivian L. Yarte DepED RO VII, Lahug, Cebu City * 032 414-7323 * 032 414-7325
8 Dr. Victoria A. Briones DepED RO VIII, Candahug, Palo, Leyte * 053 323-3854
9 Ms. Lucena Yañez DepED RO IX, Airport Road, Tiguma, Pagadian City * 062 215-3794 * 062 215-3751
10 Ms. Edith B. Lago-Ortega DepED Cagayan de Oro, Yacapin Cor. Velez CDO * 8822 724-969
11 Ms. Henry Antonio R. Pasquito DepED RO XI, F. Torres St., Davao City * 082-227-9342 * 082-221-6147
12 Mr. Johnny M. Sumugat DepED RO XII Carpenter Hill, Koronadal City * 083 228-8825
13 Ms. Marilyn F. Antiquina DepED RO Butuan City * 085 342-8207 * 085 342-5969
ARMM
Dr. Yolanda S. Quijano, Undersecretary, DepEd Programs and Projects (632 )632-1361 to 71
Dr. Carolina S. Guerrero, Director, DepEd - Bureau of Alternative Learning System Dr. Edel B. Carag, Chief, DepEd - Bureau of Alternative Learning System Literacy Division (632) 635-4694
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CICT PROJECT TEAM
Maria Melizza D. Tan Head Executive Assistant, CICT-HCDG eSkwela Project Manager Jose Feliciano C. Josef eSkwela Project Officer - Content Development Mark Dhel Sinapilo eSkwela Project Staff - Technical & Content Development Avelino A. Mejia, Jr. eSkwela Project Officer - Sites Daryl Roxas eSkwela Project Staff - Sites Vanessa Dalma eSkwela Project Staff - Sites Yuko Lisette R. Domingo eSkwela Project Officer - Instructional Model Mary Jane A. Alvarez eSkwela Project Staff - Instructional Model Aimee Emejas eSkwela Project Staff - Instructional Model & Admin/Finance Dyan C. Corpuz eSkwela Project Staff - Admin/Finance & Content Development
Sec. Ivan John E. Uy ICT4BE Program Director, August 2010-2011 Prof. Patricia Arinto Project ICT in Education Consultant Dr. Lloyd Espiritu Project Content Development Technical Consultant Dr. Emmanuel C. Lallana Commissioner, CICT-HCDG, 205-2007 eSkwela Project Head Commissioner Angelo Timoteo M. Diaz de Rivera Officer-in-Charge, CICT-HCDG, 2007-2008 ICT4BE Program Director Commissioner Consuelo S. Perez (Connie) ICT4BE Program Director and Commissioner, HCDG 2009-June 2010 John Macasio Kathryn Pauso Nelvin T. Olalia Marissa Wong Eloisa Arlene P. Abrenica Rhea Kristine P. Callo Kristine Abbie A. Arcena Roland G. Cua Christina Maureen L. Salang Ann Carl V. Bailey Elena Marie N. Enseñado Maria Carmina Mosura
We have been fortunate to be exposed to numerous people who have selflessly given back to the country. For those involved in the eSkwela Project in particular, we salute the following for "giving back": • the learning facilitators who have selflessly gone beyond the minimum to educate their
learners (wherever they are) and look after their welfare; • the community partners, center managers, and network administrators who have gone out
of their way to ensure the centers' sustainability; • the instructional designers, content developers, module guide developers, and reviewers who
have tirelessly worked on instructionally sound, interactive e-learning modules and module guides;
• the SUC project managers who have been passionately working with us and have stuck it out despite all the challenges
• the project consultants who have patiently and wholeheartedly shared their invaluable expertise and precious time
To give and not to count the cost. To toil and ask not for reward. Thank you for believing in the project.
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BALS team Dr. Carolina S. Guerrero, Director Dr. Carmelita P. Joble, Asst. Director Dr. Edel B. Carag, Chief, Literacy Division Dr. Sevilla Panaligan, Chief - Continuing Education Division Ma. Melissa Albino Georgia Usares Abigail Lanceta Roderick Corpuz
Major Partners and Supporters
APEC Education Foundation Intel Microelectronics Philippines eGovernment Fund Technical Working Group Prof. Tim Unwin, Department of Geography
Royal Holloway CICT-Human Capital Development Group CICT OSEC, Admin/Finance units UNESCO National Commission of the Philippines Content Development Partners
Benguet State University Bataan Peninsula State University Bukidnon State University Cavite State University Central Luzon State University Sandiwaan Center for Learning Western Mindanao State University Western Visayas College of Science and Technology Technical Education and Skills Development Authority Event Management Partners
Benguet State University Bataan Peninsula State University Batangas State University Bicol University Bukidnon State University Bulacan Agricultural State College CARAGA State University Cavite State University Cebu Normal University Central Luzon State University Davao del Norte State College Eastern Visayas State University Tarclac College of Agriculture Western Mindanao State University Western Visayas College of Science and Technology
National Trainers for Learning Facilitators
Reynaldo Aragon Marie Joy Arias Leticia Bangcong Jenelyn Baylon Irene Barzaga Ivy Coney Gamatero Maricel Langahid Hermiette Lerog Marlyn Lozada Angelyn Malabanan Alan Nacu Avelino Santillan Henry Tura
Regional Trainers for Network Administrators
Joy Bihag Cris Dinozo Hansel Javier Lindsey Roger Redoblado Aldwin Opre Junior Trainers: Neopito Abonitalla Nelvin Bermudez Philip Bilgera Alfonso Estolas Delfin Macoco Teresita Manceras Clemente Politico Allan Villacampa
Cairon Abantas Christopher Albino Melissa Albino Marie Joy Arias Manny Azucena Irene Barzaga Leticia Bangcong Jenelyn Baylon Sharon Buti Priscilla Calde Nida Caramat Stephen Cezar Roderick Corpuz Leo Dedoroy Maria Susan P. Dela Rama Nicolas H. Deroca Marcial Elecho Ariel Emmanuel Lana Escario Victor Fedirigan Noel Fulgueras Ivy Gamatero Nenita Ganzon Lorena Gulfan
Content Reviewers
Epin Intino Exusperio G. Jacinto Abigail Lanceta Maricel Langahid Rey Liwagon Liza Lontok Marlyn Lozada Lany Maceda Joy Magsayo Judy Mendoza Cecille Nayve Eugene Panesa Nestor Pascual Famy Pepito Rene San Juan Melissa Sanchez Winette Santos Carlo Magno Sydeo Clarisa Toribio Romeo M. Tubungan Mercedes Villafaña Eddie Vilvar Ces Yagdulas Alona Yap
Cairon Abantas Grace Adriano Christopher Albino Corazon Aloro Ramelyn Antalan Reynaldo Aragon Marie Joy Arias Leticia Bangcong Irene Barzaga Jenelyn Baylon Leo Dedoroy Lana Escario Victor Fedirigan Ivy Coney Gamatero Baltazar Gayem Maricel Langahid
Hermiette Lerog Marlyn Lozada Angelyn Malabanan Arnel Marte Diosdado Medina Arnold Montemayor Allan Nacu Norielyn Narciso Oliver Palad Jesus Pagliawan Avelino Santillan Karen Ivy Tuazon Henry Tura Pepito Ventura Marissa Virtudazo
Module Guide Developers and Reviewers
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OPERATIONAL eSkwela Centers (as of April 2011)
eSkwela Center region start of operations partners
Laoag City 1 2009 DepEd Division
San Fernando City (SFCC) 1 2009 San Fernando Christian Community, DepEd Division
Alaminos City – Balayang 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Cayucay 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Landoc 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Lucap 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Pangapisan 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Polo 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Popantay 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – San Vicente 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Sta. Maria 1 2011 Alaminos City LGU, DepEd Division
Alaminos City – Telbang 1 2011 Alaminos City LGU, DepEd Division
Alaminos City – Maawi 1 2011 Alaminos City LGU, DepEd Division
Ilocos Sur – Candon 1 2011 PhilCeC Program, DepEd Division
Ilocos Sur – Narvacan 1 2011 PhilCeC Program, DepEd Division
Nueva Vizcaya – Solano 2 2010 PhilCeC Program, DepEd Division, Solano HS
Cagayan – Ipil, Gonzaga 2 2011 PhilCeC Program, DepEd Division, Cagayan NHS
Bulacan – San Jose del Monte (pilot site) 3 2007 SJDM LGU, DepEd Division
Gapan City 3 2010 PhilCeC Program, DepEd Division
Nueva Ecija – Jaen 3 2010 PhilCeC Program, DepEd Division
Angeles City 3 2011 League of Angeles City Entertainers and Managers, learners, DepEd Division
Baguio City (Save Our School Children Foundation, Inc.) CAR 2009 Save Our School Children Foundation Inc., DepEd
Regional Office
Benguet – Tublay CAR 2010 PhilCeC Program, Tublay LGU, DepEd Division
Benguet (People's Initiative for Learning and Community Development) CAR 2010 People's Initiative for Learning and Community
Development, Benguet LGU, DepEd Division
Ifugao – Alfonso Lista CAR 2010 PhilCeC Program, Alfonso Lista LGU, DepEd Division
Quezon City – Roces (pilot site) NCR 2007 DepEd Division, Quezon City LGU
Quezon City – Brgy. Loyola Heights Community Learning Center NCR 2008 Brgy. Loyola Heights LGU, DepEd Division
Marikina City – Brgy. Kalumpang (inactive) NCR 2009 DepEd Division Marikina City, Rotary Club of Marikina South
Quezon City (Holy Trinity Parish) NCR 2009 Holy Trinity Parish, DepEd Divsion-Quezon City
Las Piñas City (Trust in the Lord Foundation) NCR 2010 Trust in the Lord Foundation, DepEd Division
Makati City – Pitogo NCR 2010 DepEd Division, Pitogo High School
Navotas City (Samahan ng Mamamayan – Zone One Tondo Organization) NCR 2010 Samahan ng Mamamayan - Zone One Tondo
Organization, DepEd Division
Parañaque City (St. Andrew's School) NCR 2010 St. Andrew's School, DepEd Division
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eSkwela Center region start of operations partners
Parañaque City (Sun Valley NHS) NCR 2010 DepEd Division, Sun Valley National High School
Quezon City – Cubao (Lingap Pangkabataan / Netopia) NCR 2011 Lingap Pangkabataan, DepEd Division, Netopia (Ali Mall
Branch)
Quezon City - Tandang Sora (Onesimo) NCR 2011 Onesimo Foundation Inc, DepEd Division
Laguna – Liliw ALS Center 4A 2010 PhilCeC Program, DepEd Division
Laguna – Sta. Cruz 4A 2010 Laguna LGU, DepEd Division
Rizal – Rodriguez ALS Center 4A 2010 PhilCeC Program, Brgy. Rodriguez LGU, DepEd Division
Laguna - Sta. Cruz (Library Hub) 4A 2011 DepEd Division
Calapan City ALS Center 4B 2009 Calapan City LGU, DepEd Division
Marinduque – Boac 4B 2009 Boac LGU, DepEd Division
Palawan – Brgy. Suba, Cuyo ALS Center 4B 2010 PhilCeC Program, Brgy. Suba LGU, DepEd Division
Oriental Mindoro – Naujan 4B 2011 PhilCeC Program, Naujan LGU, DepEd Division
Oriental Mindoro - Baco 4B 2011 Baco LGU, DepEd Division
Camarines Sur – San Fernando (mobile) 5 2009 San Fernando-CamSur LGU, DepEd Division
Legazpi City (Intervida) 5 2010 Intervida Philippines, DepEd Division
Sorsogon – Banuyo (Intervida) 5 2010 Intervida Philippines, DepEd Division
Sorsogon – Donsol (Intervida) 5 2010 Intervida Philippines, DepEd Division
Sorsogon City (Intervida) 5 2010 Intervida Philippines, DepEd Division
Albay – Libon 5 2011 Libon LGU, DepEd Division
Camarines Norte – Daet 5 2011 PhilCeC Program, DepEd Division
Naga City 5 2011 Naga City LGU, DepEd Division
Sorsogon City 5 2011 PhilCeC Program, DepEd Division
Camarines Sur (Dominican School of Calabanga) 5 2011 Dominican School of Calabanga, DepEd Division
Naga City (Universidad de Sta. Isabel) 5 2011 Universidad de Sta. Isabel, DepEd Division
Sto. Domingo, Albay 5 2011 DepEd Division, Sto. Domingo LGU
Albay, Pio-Duran 5 2011 Southern Luzon Technological School (Pio Duran, Brgy 5 LGU, DepEd Division
Catanduanes 5 2011 DepEd Division, Catanduanes National High School
La Carlota City 6 2009 DepEd Division
Silay City 6 2010 DepEd Division, Silay City LGU, Rotary Club of Silay City
Negros Occidental – San Carlos City 6 2011 PhilCeC Program, San Carlos City LGU, DepEd Division
Mandurriao, Iloilo City 6 2011 DepEd Division
Cebu City – Tejero ES (pilot site) 7 2007 DepEd Division, Rotary Club - Cebu Port Area, Cebu City LGU
Bohol (Bohol Crisis Intervention Center) 7 2010 Bohol Crisis Intervention Center, Bohol City LGU, DepEd Division
Cebu City – Mabolo 7 2010 Aboitizland Inc., Brgy. Mabolo LGU, DepEd Division
Tagbilaran City – Brgy. Cogon 7 2011 Brgy. Cogon LGU, DepEd Division
Cebu Province - Compostela 7 2011 PhilCeC Program, DepEd Division
Cebu Province - Dumaguete 7 2011 PhilCeC Program, DepEd Division
Quezon City (mobile) NCR 2011 Lingap Pangkabataan Inc., DepEd Division
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eSkwela Center region start of operations partners
Ormoc City – Public Market 8 2008 Ormoc City LGU, DepEd Division
Leyte – Tanauan Community eCenter 8 2009 Tanauan LGU, DepEd Division
Ormoc City – Bagong Buhay 8 2010 Ormoc City LGU, DepEd Division
Ormoc City – Liloan 8 2010 Ormoc City LGU, DepEd Division
Leyte – Burauen 8 2011 Burauen LGU, DepEd Division
Leyte – Calubian (TESDA – Calubian National Vocational School) 8 2011 Calubian National Vocational School (TESDA), DepEd
Division
Leyte – Tanauan National High School 8 2011 Tanauan LGU, DepEd Division
Leyte – Tolosa CeC 8 2011 Tolosa LGU, DepEd Division
Ormoc City – City Central 8 2011 Ormoc City LGU, DepEd Division
Ormoc City – Dolores 8 2011 Ormoc City LGU, DepEd Division
Tacloban City (An Waray) 8 2011 An Waray Party List, DepEd Division
Samar - Basey 8 2011 PhilCeC Program, DepEd Division
Leyte - Palompon 8 2011 PhilCeC Program, DepEd Division
Zamboanga City (National Computer Center – Field Operations Office) 9 2008 National Computer Center - Field Operations Office,
DepEd Division
Oroquieta City (Misamis Occidental NHS) 9 2009 DepEd Division, Misamis Occidental National Hgih School
Pagadian City – Santa Lucia ENT. ES 9 2009 DepEd Division
Zamboanga Sibugay – Siay 9 2009 Siay LGU, DepEd Division
Pagadian City – Brgy. Danlugan 9 2010 PhilCeC Program, Brgy Danlugan LGU, DepEd Division Zamboanga Sibugay – Ipil (Sibugay Technical Institute, Inc.) 9 2010 Sibugay Technical Institute, Inc., DepEd Division
Zamboanga del Sur – Dumalinao 9 2011 PhilCeC Program, Dumalinao LGU, DepEd Division
Cagayan de Oro City (pilot site) 10 2007 DepEd Division, Rotary Club of East CDO, CDO LGU
Bukidnon - Malaybalay City 10 2011 PhilCeC Program, DepEd Division
Misamis Occidental - Tangub City 10 2011 PhilCeC Program, DepEd Division
Davao City 11 2009 DepEd Division
Davao del Norte – Asuncion ALS Center 11 2009 Asuncion LGU, DepEd Division
Digos City 11 2009 DepEd Division, Digos City LGU
Davao del Sur - Sta. Cruz South District 11 2011 PhilCeC Program, DepEd Division
Davao Oriental - Brgy. Central, Mati 11 2011 PhilCeC Program, Brgy. Central Mati LGU, DepEd Division
Sultan Kudarat 12 2009 DepEd Division
Kidapawan City 12 2010 PhilCeC Program, DepEd Division
Sarangani Province – Maitum 12 2010 PhilCeC Program, DepEd Division
Surigao City 13 2011 PhilCeC Program, DepEd Division
Surigao del Sur – Bislig City 13 2011 PhilCeC Program, DepEd Division
Samar - Basey 8 2011 PhilCeC Program, DepEd Dvision
Leyte - Palompon 8 2011 PhilCeC Program, DepEd Dvision
Davao del Norte - Panabo City 11 2011 DepEd Division
Oroquieta City - Brgy. Canubay 10 2011 PhilCeC Program, DepEd Division, Brgy. Canubay
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• PPP Stakeholders’commitment; Steering Committee, assignment of roles
• Legal documents• Infrastructure
Set-up and System installation
• Trainings• Learner
Selection • Launch
• Blended learning sessions• Learner Orientation
• Regular maintenance
• M&E: Instructional Model + Site
Operations• Budget cycles
• Steering Committee
meetings• Periodic
assessment of center performance
• Social Mobilization (local or via project team)
• PPP Stakeholders’commitment; Steering Committee, assignment of roles
• Legal documents• Infrastructure
Set-up and System installation
• Trainings• Learner
Selection • Launch
• Blended learning sessions• Learner Orientation
• Regular maintenance
• M&E: Instructional Model + Site
Operations• Budget cycles
• Steering Committee
meetings• Periodic
assessment of center performance
• Social Mobilization (local or via project team)
1 15 2 2 3 4
CAR 4 NCR 11+1 4A 4 4B 5 5 14 6 4 7 6 8 13 9 7
10 4 11 6 12 3 13 2
ARMM 0
Region # of sites
eSkwela Center Life Cycle
28
29
“We’ve talked with learners after they’ve graduated and passed the A&E tests, and some of them are exploring college, while others are coming back to our offices to look at employment opportunities. It’s heartening. We continue to support eSkwela because I know that we help a lot of drop-outs; we guide
them (back to the path) of proper learning, and everybody is welcome. I hope that some other organizations, whether public or private, can support eSkwela as well, because it is a very good project,
and it offers people hope.”
Roberto Penialber, Jr., Head, Public Employment Services Office (PESO), City of San Jose del Monte
“The excellent results and achievements demonstrate how important is convergence of the efforts to the government and community to get better education. With this project, Out-of-school people have the opportunity to be successful in society participating in an alternative way to complete the high school level. …I believe this experience is challenging to [the] formal education in the Philippines in order to reform the official curriculum and find other ways to improve the quality of Education.” Mr. Manuel Cok Aparcana, Peruvian Ministry of Education Official comments on the eSkwela Project during the International Conference on APEC Education Foundation-funded Projects 2008
“The idea of computer-aided learning really excites them. And the fact that the lessons are offered for free – in these hard times, the fact that education can be available to them is something that our learners cherish a lot. Many of them have never even touched a computer before. Many of them had given up on ever coming back to school again. Many of them have abandoned their dreams. To say that they’re excited about going back to school again – and on computers, at that - is putting it mildly.” Vi Aruta, eSkwela learning facilitator, City of SJDM
“We all know that our formal education institutions only reach a minority of young Filipinos who should be in school. eSkwela is a perfect platform to go beyond the school system and
reach those who are not in school, or even those beyond Philippine borders.”
Luli Arroyo-Bernas, 2nd eSkwela Conference, April 2009
The e-learning modules have made teaching easier for us. Hindi na kami magbabasa kasi may voice-over yung modules kaya pinakikinggan na lang ng mga learners and then we explain. We don’t impose on them to learn the computer right away. We teach them and let them learn on their own time. Yung mga matatanda one-on-one teaching ang ginagawa naming, some learn faster than the others. Pero yung mga younger learners, madalas ayaw na nila magpaturo kasi madali nilang natututunan yung paggamit ng mga modules and they study on their own. Angelyn Malabanan, eSkwela Learning Facilitator, Loyola Heights Barawid, R. in “Taking ALS to the Next Level” Learning Section, Manila Bulletin , 13 January 2011
Seeing lives transform from that of oblivion to one of hope through eSkwcla Project reminds us that our country-the Philippines-will one day rise up and be counted as among the countries which put prime
importance to one of its valuable resources - the youth. The project gave us a new pair of eyes that sees beyond the portals of our University, and a heart that bleeds for passion for this group of people. For us,
eSkwela became not just a project but a mission - a higher call.
Lydia Pinili, Project Manager of the Bataan Peninsula State University Content Development team
Ipagpatuloy natin ang programang ito dahil nakakatulong ito sa mga taong hindi nakapagtapos ng kanilang pag-aaral ng secondarya. Nakakatulong din ito upang mapalawak ang kaalaman ng mga estudyante nila dahil ang kanilang ginagamit sa kanilang pagtuturo ay
ang computer. Ang kanilang mga module ay madaling maintindihan dahil naipapaliwanag nito ng maayos at maganda.
– Gigi Malate, 27, eSkwela-Tanauan Graduate 2011
There are still regrets over all the wasted time. I think if someone buoyed up my courage when I was younger, I would have a degree and a business by now. But over all, there is
only hope – and fondness for what eSkwela helped me achieve. What I learned in my interactions with my fellow learners is that because all of us have gone through a lot in life, no matter what our ages are, we do not discriminate against one other. We are all
learners, same as everybody else. And we do not let small things affect us anymore, because we all have a goal in sight: we all want to make our lives better. Because it is
slammed doors no longer with a high school diploma in hand.”
- Fe Corpuz, 43, eSkwela-SJDM Graduate 2008
COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLOGY CICT-NCC Building, Carlos P. Garcia Avenue, Diliman 1101 Quezon City, Philippines TeleFax (632) 920.7412 Trunk Line (632) 920.0101 local 201 www.cict.gov.ph
DEPARTMENT OF EDUCATION - BUREAU OF ALTERNATIVE LEARNING SYSTEM DepEd Complex, Meralco Ave., Pasig City Telephone Number: (632)632-1361 to 71 www.deped.gov.ph
