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Commission onInformation and CommunicationsTechnology
Community eLearning Centers for Out-of-School Youth and Adults
Avelino A. Mejia, Jr.Human Capital Development Group
Commission on Information and Communications Technology
CICT
Jean-Rose Cordita18 years oldDropped out of high school (3rd year)Native of Surigao del Norte (Mindanao)Got a job as a maid/helper
Shiela, 22 years old Dropped out of high school (2nd year)Was a sex worker when at 17 years of age
CICT
John Paul Yongco17 years oldNative of Cebu CityDropped out of high-school (3rd year)Parents are separatedAt a young age, he is a father to his 8-month
old son
Elizabeth Onda17 years oldNative of Talakag, BukidnonHitches a ride with cargo trucks going to
Cagayan de Oro City just to get to the eSkwela Center
Diocillla Miole57 years oldHigh school drop-outBarangay health worker
CICT
Outline of Presentation
• Project Background/Rationale• Description• Objectives & Target Beneficiaries• Project Fund Source and Cost• Project Components & Activities• Status as of November 2007• New Funding and Intended Activities• Future Plans and Possibilities
CICT
An Educational CrisisCOHORT SURVIVAL TREND
100
66 5843
23 14
0
34 4257
7786
0
20
40
60
80
100
Grade 1 Grade 6Graduate
HS I HS IVGraduate
College I CollegeGraduate
Enter/Stay Drop Out
Source: Department of Education
CICT
9.1
0.2
0.4
1.5
2.2
2.5
11.8
19.9
22
30.5
0 5 10 15 20 25 30 35
others
no regular transportation
no school w ithin the area
school is very far
cannot cope w ith school w ork
illness/ disability
housekeeping
high cost of education
lack of personal interest
employment / looking for w ork
Percentage Distribution: Reasons for not attending school
Source: 2003 FLEMMS Results
An Educational Crisis 2003 Functional Literacy, Education
and Mass Media Survey
CICT
An Educational CrisisPhilippine Out-of-School
• almost 17 million out-of-school youth and adults (2005)– 20% of population
• the Bureau of Alternative Learning System (BALS)– “The Other Side of Education”– less than 1% (0.068% in 2005,
increased a little in 2007) of the total education budget
CICT
National Policies LITERACY / NON-FORMAL EDUCATION
• R.A. 7165: highest priority to the total eradication of illiteracy
• 1987 Philippine Constitution: nonformal, informal and indigenous learning system and self-learning independent, and out-of-school study programmes
• Education for All Philippine Plan of Action (EFA-PPA): nonformal literacy and education programmes for poor and underserved communities
• AO # 116: support for the Nonformal Education Accreditation and Equivalency (NFE A&E) System
CICT
Alternative Learning System
Programs1. Basic Literacy2. Accreditation
& Equivalency– Elementary– Secondary
3. Advanced Level – Bridge Program (pilot stage)
• ideal: life skills approach + self-paced
• uses print modules
• limited number of ALS Implementerssimply not enough!!
CICT
ICT4E
• ICTs as a powerful enabler of capacity development towards ensuring basic education for all and lifelong learning
• wider use of computers to support teaching-learning processes, promotion of elearning and information literacy, and establishment of elearning competency centers
CICT
ICT4E Support in the Philippines
• Medium Term Philippine Development Plan (MTPDP) 2004-2010
• the National Framework Plan for ICTs in Basic Education (2005-2010)
• the 2002 Basic Education Curriculum (BEC)
• DepEd’s Strategic Framework on ICT4E (2006)
• DepEd’s ICT4E Master Plan
CICT
CICT – EO269
The CICT shall be the primary policy, planning, coordinating, implementing, regulating, and
administrative entity of the executive branch of Govt that will
promote, develop, & regulate integrated & strategic ICT
systems and reliable & cost-efficient communication facilities
& services
CICT
CICT's ICT4E: Comprehensive Approach
Educators Training
Applications Dev
Content Dev
Infrastructure
Deployment
Elem Limited No No No
HS Yes Yes Yes Yes
ALS Yes Yes Yes Yes
Tertiary Yes Yes Yes Yes
CICT
eSkwela Project
• pioneering effort by CICT-HCDG with the DepEd-Bureau of Alternative Learning System (BALS)
• Community eLearning Centers dedicated to serve the learning needs of out-of-school youth and adults through ICT– Basic education equivalent– Life skills– Livelihood skills (value-add)
CICT
Objectives
• To help BALS broaden access to basic education
• To support the efforts of DepEd to integrate ICT in the teaching-and-learning process and support the development of 21st Century Skills among learners
• To help BALS produce and use interactive multimedia learning materials for out-of-school youth and adults
• To reduce the digital divide by providing disadvantaged youth and adults with access to ICT
CICT
Funding
• Phase 1: pilot stage– 1 of only 6 grantees from 89
proposals– July 2006-September 2007– 4 pilot sites
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Fund Allocation
Capital Outlay (hardware for 4 Centers as venues for proof of concept)
29.16%
Content Development (50 modules)
48.08%
Recipient Preparation (community mobilization, capability bldg, etc.)
10.29%
Connectivity 4.35%
Project Mgt & Stakeholders’ Coordination
8.12%
CICT
eSkwela – Pilot Sites
Quezon CityFeb 2007 174 learners
San Jose del MonteFeb 2007 102 learners
Cebu CityMay 2007 100 learners
Cagayan de Oro CityApr 2007 160 learners
CICT
Customized Instructional Model
•conversion of 50 ALS/life skills print modules into elearning modules
•Customized LMS •ICT-based student portfolios
•BLENDED LEARNING
Stakeholders’ Training
•BALS-TWG Training•Content Devt Trng•Teachers’ Training
•Network AdminTraining•Center Management Trng
Community Support •Project Sustainability
•Local Community / GU / NGO Involvement
•Local Steering Committees, Center Mgr & Lab Tech•Teacher & Learner
Selection•Curriculum Localization
Infrastructure Deployment
•4 pilot sites•Site renovation
•PCs + server + peripherals + broadband connectivity
Project Components
Monitoring & Evaluation
•Online Interactions + Site Visits
•Implementation Conference
Sample ModulesCommunication Skills
Are You Listening?
A Language of Our Own
Effective Communication
Effective Writing
The Interview
Are you a Critical Reader?
How to Become an Intelligent
Listener
Panitikang Filipino
Filling-up Forms Accurately
Problem Solving & Analytical Thinking
Reproductive Health
Skeletal System
Addictive and Dangerous Drugs
The Cost of Environmental
Degradation
Composting
Buying Wisely
Business Math
Basic Accounting
Searching for Patterns
Water and its Costs
Sustainable Use of Resources/Productivity
Marks of a Successful Entrepreneur
Water Pollution
Wanted: Clean and Fresh Air
Workers’ Rights
Ideas for Income-Generating Projects
Dev’t of Self and a Sense of Community
Building Relationships with Others
Dealing with Fear, Anger, and
Frustration
Ironing It Out
Changing Roles
Civil and Political Rights
The Beautiful World of Our Native
Borthers
Expanding One’s World Vision
The Major Religions of the World
Think Globally, Act Locally
How to Resolve Conflicts
PRINT MODULES PAPER-BASED PORTFOLIOS
BLENDED LEARNING• Learning Plan• Facilitation of Learning• Competency Assessment
A&E CERTIFICATION EXAM
+ Internet+ Internet(Think.com, online educational tools/
resources)
CICT
eLearning Modules
• software developer: Sandiwaan Center for Learning– module review by BALS-TWG
• Module Review Form + Digital Courseware Evaluation Rubric – Clear standards/ expectations for the
developer in enhancing the modules – vs. verbal agreements (problematic)– http://balsontheweb.wikispaces.com
Learning Management System
CICT
Learning Management System
• progress monitoring• center utilization• tracking of learner’s progress• module utilization and evaluation• learner tasks + online
collaborations + portfolios– Blogs, discussion forum, albums,
portfolio folders, webpage links, collaborative projects, etc.
CICT
Projected Results
• at least 600 out-of-school individuals serviced (1st 4 sites) – actual: 536 learners
• pilot the integration of ICTs in education and provide a working model – flexible approach; seen as a model for basic education
• assess the effectiveness of the elearning modules for wide-scale deployment and use –numerous inquiries (even from the formal system)
• assess the pilot run for duplication and rollout of more eSkwela elearning centers around the country – LGUs and NGOs are interested
CICT
STATUS (as of November 2007)
Activities Target Actual Remarks
1. Community Mobilization
4 sites completed Well-received;
LGUs + DepEd Divisions + NGOs
2. Educators’ Training
109 trainees
130 trainees
Teacher TrainingLab Mgt TrainingSpecial Workshops
32 trainees 31 trainees Review session + think.com
3. Content Devt 50 Version 1 accepted:
35
On-hold: 15 (set C)
Review process by BALS-TWG;Asia Pacific College (NSTP students)
CICT
STATUS (as of November 2007)
Activities Target Actual Remarks
4. Systems Devt
LMS ver. 1
LMS ver. 1 LMS ver. 2: DLSU thesis group
5. Site Renovations
4 sites 4 completed
with community assistance
6. Equipment Deployment
4 sites 4 completed
Operational with set schedules
7. Connectivity 4 sites 4 completed
Smart Bro Wireless
8. M&E 4 sites 3 sites Continuous; eSkwela Conference – Sept 2007 (Strategic Planning)
CICT
STATUS (as of November 2007)
• All 4 sites are operational (29 teachers/implementers + 536 learners)
• 35 of targeted 50 modules developed, accepted, used
• Numerous inquiries for potential partnerships
• Media interest • Organized sites• Sites: numerous applications received• Regular part of PGMA Roadshows
(Serbisyo Muna)
CICT
STATUS (as of November 2007)
• Exciting start but with birth pains– Content Development– Local Politics– Facility Maximization – Hardware problems – Internet Connection– Software Utilization – ICT-based Delivery Mode– Others
CICT
Birth Joys and Pains
Areas of Concern
Gains Concerns Remedies
Content Development
Through the Content Development workshops, ALS teachers/implementers had a greater appreciation of ICT as a tool for education
Schedule of delivery of the digitized modules was delayed because of several revisions that have to be made to the modules
Meetings were held with DepEd-BALS and SCL (developer) to streamline the module production and review processes
Local Politics The role of the Local Government Units as stakeholders was secured; easier to mobilize local groups and resources
support from LGU as dependent on incumbent leader; transition in leadership as threat to losing LGU support
Met with concerned LGU office re: continuous support
CICT
Birth Joys and Pains
Areas of Concern
Gains Concerns Remedies
Scheduling / Facility Maximization
• sessions have already started even before enrollment of learners for next batch
• difficulty in hiring fulltime personnel
• unavailability of IMs due to busy schedule
• met with eSkwela site implementers to set schedule of IM rotation
Hardware • malfunctioning units/parts
• coordinated with supplier (units covered with warranty)
• Future study: low-cost alternatives + use of community-owned centers/internet cafés + local tech support
CICT
Birth Joys and Pains
Areas of Concern
Gains Concerns Remedies
Software Utilization (open source)
• no more piracy issues
• IMs and learners are more aware of software piracy
• IMs and student are able to do more because of the bundled software
• familiarity with open-source OS and LMS
• modules with minor glitches
• conducted training sessions on lab management and review of LMS
• provided support in basic troubleshooting
CICT
Birth Joys and Pains
Areas of Concern
Gains Concerns Remedies
ICT-based A&E delivery mode (modules + LMS + think.com + Internet resources / tools)
• more interactive & flexible
• more fun• experimentation
• modules in the sites still limited to 20 (slow production of content)
• use of English vis-à-vis Filipino exam
• Tendency to go back to formal setup
• next funding: main focus is on content development
• BALS undergoing intensive program reviews
• BALS to work on ICT Roadmap for its programs
• re-orientation to ideals of ALS
CICT
Birth Joys and Pains
Areas of Concern
Gains Concerns Remedies
Internet Connection
• module enhancements available through related websites
• IMs can download readily available instructional material over the Internet
• payment scheme (monthly payments)
• looking into possibility of paying Smart Bro for the rest of the year (vis-à-vis govt procedures)
Others • high interest level due to media exposure
• high demand, clamor for more slots, eSkwela centers
• ongoing talks with potential partners and implementers
CICT
Strategic Planning Output
eSkwela Conference (Sept 2007)
• Vision: eSkwela will be widely available across the Philippines to empower out-of-school youth and adults to be globally competitive through the effective use of ICTs in alternative learning.
• Mission Statement: In partnership with various groups, eSkwela provides out-of-school youth and adults with opportunities towards attaining basic education competence and life skills through the use of an ICT-enabled environment.
CICT
Feedback from Sites
• with a rating scale of 1 to 4 (1 as lowest, 4 highest) 70% of the surveyed learners have given a “4” rating to the overall effectiveness of the modules; 30% have given a “3” rating
• Learners gave positive feedback on the advantages of the digitized modules compared to the print modules (multimedia, interactivity)
• Familiarization of Learners to ICTs as a bonus benefit
• Realignment of ALS to self-paced learning
CICT
Recommendations
• Clamor for more eSkwela modules
• Modules in both in Filipino and English
• Make optimal use of ICT in the design of modules
• Modules be made available outside the eSkwela Center
CICT
New Funding
• Phase 1: pilot stage– 4 pilot sites (CICT-led): operational &
monitored (536 learners)– 35 (+15) ALS modules + LMS
• Phase 2: eGov Fund 2006: Preparation for Roll-out– Regional Roadshows (model: community-
led)– Regional Trainers’ Training – 120 ALS modules + 4 livelihood courses
CICT
Next Phase: Roll-out Preparations
• tapping local communities to invest on Center set-up, management, sustainability
• CICT Assistance– Franchise Manual– Technical assistance on initial set-up– Referral to the eSkwela Regional Trainers– Access to the wide network of eSkwela partners– 35 modules to start; additional modules to
follow (120 within 2008)
eGov Fund 2006: Rollout Preparations
CICT + BALS
QC
SJDMCDO
Cebu
6 TT
4 NA12 CM
4 NA
12 CM
6 TT
Reg10
Reg11
Reg7
Reg5
Reg4a
CAR
Reg3
NCR
CARAGA
Reg6
Reg4b
Reg2Reg1
Reg12
ARMMReg9
Reg8
CICT
Upcoming Activities
Activities Target Months
Submission of Final Project Report & eSkwela “Franchise” Manual to AEF
November 2007
Regional Roadshowsincludes initial planning for regional roll-out
November – December 2007
Trainers’ Training (clustered) – pool of regional trainers & support
January-March 2008
CICT
Future Plans & Possibilities
• Digitization of modules for other ALS programs (Elementary, Bridge)
• Livelihood / VocTech track• Filipino/localized versions• Revision of Session Guides for ICT-based delivery
mode• Use of CeCs, internet cafés, school labs,
extension programs• Distance Education model: online distribution &
LMS• Online A&E exam (year-round)• Possibility: ask local/regional/ international
funding agencies to finance some efforts
CICT
Partnership Inquiries
• Baguio: Save Our Streetchildren Foundation – w/ 2-3 sites (working with ALS-Trinidad)
• Gawad Kalinga - Manila• Congressmen/Councilors of QC• CICT-Community eCenters of
CICT & TELOF• internet cafés (community-
based either put up by community leaders or private groups)
• community libraries• Rotary Club centers• Imus Internet Café Association
• USAID• PLAN-International• CBCP• La Union NGO• School divisions (whose school
laboratories can be used after school hours)
• ALS or ADM providers who would like to include the eSkwela-ALS model into their respective programs : – DepEd-Lanao– Angelicum– Philrice– ALS-Manila– Marikina-LGU
Photos/Video
CICT
CONTACT DETAILS
• URLs : – www.cict.gov.ph– http://eskwela.wikispaces.com– http://balsontheweb.wikispaces.com– http://eskwela-APC-NSTP.wikispaces.com– http://cict-hcdg.wikispaces.com
• Email :– [email protected] – [email protected]
CICT
End of Presentation