eSkwela Progress Report - Jan 2006 - Jan 2007 - AEF

Office of the President of the Philippines

COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLOGY

HUMAN CAPITAL DEVELOPMENT GROUP

Community eLearning Centers for

Out-of-School Youth and Adults http://eSkwela.wikispaces.com

Interim Progress Report

for the period January 2006 – January 2007

submitted to the APEC Education Foundation

07 February 2007

eSkwela Interim Progress Report – January 2006-January 2007

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eSkwela Project Team

Human Capital Development Group

Commission on Information and Communications Technology

Office of the President, Philippines

Emmanuel C. Lallana, Ph.D.

Outgoing Commissioner, CICT-HCDG

eSkwela Project Head

[email protected]

Maria Melizza Tan

Head Executive Assistant, CICT-HCDG

eSkwela Project Coordinator

[email protected]

Nelvin Olalia

eSkwela Project Staff

[email protected]

Avelino Mejia


[email protected]

Kathryn Pauso (Jan-Sept 2006)


[email protected]

Angelita S. Cabatu

TA-Admin/Finance, HCDG

[email protected]

CICT-HCDG

2nd Floor, CICT – NCC Bldg., C.P. Garcia Avenue

University of the Philippines Campus, Diliman, Quezon City 1101

www.cict.gov.ph; http://cict-hcdg.wikispaces.com

Office Number: +63-2-9200101 local 210

TeleFax Number: +63-2-9207412


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eSkwela

Progress Report for January – December 2006 Funded by the APEC Education Foundation

Project Overview

The eSkwela Project is a flagship project of the Commission on Information and

Communications Technology (CICT), through its Human Capital Development Group

(HCDG), that is envisioned to provide ICT-enhanced educational opportunities for

Filipino out-of-school youth and adults. It likewise aims to help reduce the digital

divide and enhance the capacity of these individuals to be successful participants in a

global and knowledge-based economy. The initiative responds directly to a national

development priority and will bring elearning opportunities and ICT for learning

resources to mobile teachers / instructional managers and out-of-school learners in the

Philippines in an exciting, innovative, and locally meaningful way.

Under this project, community-based e-Learning Centers or eSkwelas will be

established in major urban centers around the country to conduct ICT-enhanced

alternative education programs for interested individuals. These centers will serve as

venues where out-of-school learners and other community members can learn new

skills and competencies, review for the Accreditation and Equivalency (A&E) Exam of

the DepEd-Bureau of Alternative Learning System (BALS), and/or help prepare learners

to rejoin the formal school system, if so desired.

CICT-HCDG was able to secure a grant from the APEC Education Foundation

(Korea) for the establishment of eSkwela Centers in four (4) pilot sites, namely: Quezon

City, San Jose del Monte, Cebu City, and Cagayan de Oro City. Recipient communities

are provided with 21 units of networked computers, relevant peripherals, one-year

Internet connectivity, funds for site renovation, relevant educator’s training, elearning

modules (developed by the Sandiwaan Center for Learning), a customized Learning

Management System (LMS), and project monitoring and evaluation. In return, these

communities are expected to commit to the use of the ICT-based eSkwela Instructional

Design – using the elearning materials and the customized LMS – within DepEd’s ALS

A&E framework. Community stakeholders are likewise expected to participate heavily

in the project by managing the Center operations; opening up venues for collaborative,

relevant, and engaged learning; and providing support for community-based learner

projects.


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PROJECT DESCRIPTION AND BACKGROUND

The Grant Proposal for “The Establishment of eSkwela Centers for Disadvantaged

Youth in Urban Areas: Pilot ICT Project to Bridge the Digital Divide)” was submitted to the

APEC Education Foundation (AEF) by the CICT-HCDG, with Sandiwaan Center for

Learning, on 30 September 2005.

On November 17, 2005, AEF announced the approval of the grant amounting to

Two Hundred Thousand US Dollars (US$200,000.00) for the establishment of pilot

eSkwela Centers (http://www.apecef.org/noticenews/news_view.asp?Idx=63) in four (4)

sites. It was one of only six projects chosen among 89 grant proposals submitted to AEF

from various APEC member and non-member economies.

Rationale

Studies show that an increasing number of school age Filipinos that are out of

school. A huge percentage of Filipino children and youth aged 6 to 17 years are not

attending school. The Department of Education estimated that, in 2003, there were a

total of 5.18 million out-of-school youth (1.84 million out-of-school children ages 6 to 11

years old, and 3.94 million young people ages 12 to 15) in the country.1

The dropout rate for

secondary public schools in the

Philippines has also significantly

increased from 9% in SY 1998-1999 to

13.10% in SY 2002-2003. The

completion rate for the latter School

Year was pegged at 59.79% --

meaning, only six out of ten students

actually graduate from secondary

school. It is further estimated that

only four out of ten youths who enter

elementary school get to finish high school, as seen in the Cohort Survival Trend graph

shown on the right – the graph shows that for every 100 students that enter the formal

education system at Grade 1, only 66 graduate from Grade 6 while only 43 graduate

from 4th year high school. Every year, there are more and more young people who

should be attending schools but are not, due to various reasons.

1 Guerrero, C.S. / Bureau of Alternative Learning System. Alternative Learning System: The Other Side of Basic

Education. Presentation delivered by Guerrero, C.S., Director of the Department of Education’s Bureau of

Alternative Learning System. Metro Manila: Department of Education, 2004.

58

43

2314

66

100

0

20

40

60

80

100

Grade 1 Grade 6

Graduate

HS I HS IV

Graduate

College I College

Graduate

source: Department of Education


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This unfortunate condition is made even worse by the fact that the government

agency that can help these out of school youth get an education – the Bureau of

Alternative Learning System of the Department of Education – receives only 1% of the

total education budget.

To respond to the needs of this underserved sector of society, the Human Capital

Development Group of the Commission on Information and Communications

Technology (CICT HCDG) is proposing to establish Community eLearning Centers that

would be dedicated to serve the learning needs of the out-of-school youth. These

eLearning centers would be called eSkwela – a play on the vernacular equivalent to

“school”.

Objectives

The eSkwela Project aims “to provide disadvantaged youth with useful

educational opportunities to help reduce the digital divide and enhance their capacity

to be successful participants in a global and knowledge-based economy.” 2 Under this

proposed project, eSkwela centers will be established in major centers in the country to

conduct ICT-enhanced alternative education programs for the out-of-school youth

(OSY). The eSkwela Project has the following objectives:

• To provide access to learning opportunities through a non-formal, community-

based e-learning program;

• To provide relevant and interactive computer-based multimedia learning

resources that will be the primary source of instruction;

• To teach out-of-school youth basic computer literacy;

• To provide an alternative means of certification for literate youths 15 and above,

who are unable to avail of the formal school system; and

• To train teachers and school staff in the effective use of computer-based learning

The eSkwela Project is envisioned to provide community-based eLearning

Centers that will cater to the alternative education requirements of disadvantaged

youth in urban areas, re-engaging them back into learning, for free.

Modeling after the Notschool.net of the United Kingdom, the current program

will employ a model that makes optimal use of ICTs in facilitating access to education

for out-of-school Filipino youth. With the use of relevant interactive elearning materials,

2 APEC Education Foundation Guidelines for Submitting Proposals. 2005.


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blended and collaborative modes of instruction, and performance-based assessment, the

program seeks to bridge the widening digital divide and social chasms between those

who are educated and those who are not. Consistent with AEF’s mission and purpose,

the program aims to enhance the capacities of these young people to empower them

towards confidently participating in a global and knowledge-based society.

It is envisioned to provide three tracks to participating learners:

1. Accreditation and Equivalency Certification – equivalent to the High School

diploma

2. Review/ Catch-up opportunity for those who wish to return to formal schooling

(i.e. for those who temporarily drop out to help out during the harvest season,

due to illness, etc.)

3. Livelihood – TVET (using Don Bosco elearning modules) or ICT-related skills

(e.g. Digital Media Arts Program) for out-of-school adults, housewives, and other

community members who wish to update their skills; to partner with the

community’s PESO Program

The centers would serve as possible venues, too, for the Digital Bridges Program,

Distance Learning, and other training initiatives (e.g. Teacher Training, COOP-ICT

skills training), etc.

Target outputs

By the end of its Pilot implementation (i.e. four sites), the eSkwela Project expects

to:

• teach an estimated 600 out-of-school learners in its first four (4) elearning centers.

By the second year of the Program, a number of them will be ready to undergo

the Non-Formal Education Accreditation and Equivalency (NFA&E) Program of

BALS to get a certification of learning that is equivalent to that of a High School

graduate.

• pilot the integration of ICTs in education as enumerated in the National

Framework Plan for ICTs in Basic Education (2005-2010), owing to the flexible

nature of the “alternative learning” curriculum. The results from the first-year

implementation will serve as data in the development of specific curricular

standards and guidelines for integrating ICTs into subject areas as well as in the

use of a thematic, interdisciplinary, collaborative, and authentic approach to

teaching and learning that may even be adopted by the formal education units.


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• convert 50 of the 83 core print modules of the secondary level Accreditation &

Equivalency (A&E) Program of the Non-Formal Education unit of BALS into

interactive elearning modules, for wide-scale deployment and use around the

country.

• develop a customized eSkwela Learning Management System to maximize the

use of ICT in learning and automate learner progress tracking.

• make a valid assessment of the pilot run for duplication of more eSkwela

elearning centers around the country – complete with the development and

production of an eSkwela Operations Manual.

AEF Grant

CICT-HCDG was expecting the grant to be released as early as January 2006 but

due to delays caused by a change in AEF leadership last December 2005 and additional

request for project information (i.e. counterpart funds, revised project timeline, and

budget), AEF was able to send the first draft of the Grant Contract (Grant No.: AEF-

HCDG-0503) only on 4 April 2006 via electronic mail.

Between April and May, CICT-HCDG sent AEF recommendations for contract

revisions, mainly regarding the schedule of fund releases and corresponding changes in

the project timetable. The process took some time since all negotiations had to pass

through and get approved by the AEF Board of Governors. It was finally decided that

the grant will be sent using a 65%-25%-10% remittance schedule.

The final soft copy of the Grant Contract was sent by AEF on 1 June 2006, with

the final print version being sent to HCDG on 6 June 2006. CICT’s Chairman Sales

officially signed the Grant Contract on the same day. The document was sent back to

AEF for processing and basis for the release of the 1st tranche of the grant.

As stated in the approved Program of Work, the grant is to be used in the

following manner:

CAPITAL OUTLAY (Provision for procurement of Hardware) 29.16%

MOOE

● Professional Services (eLearning Modules) 48.08%

● Recipient preparation (inclusive of Seminars & Trainings) 10.29%

● Connectivity 4.35%

● Project Mgt. & Stakeholders’ Coordination 8.12%


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A separate interest-bearing bank account for the eSkwela Project, Landbank West

Avenue CA# 0232-1132-94, was activated in early August, with the receipt of the 1st

tranche of the grant amounting to $130,000 or 65% of the total grant. Using that day’s

exchange rate of US$:Php51.23, this amounted to Php 6.66 Million. As of December

2006, the total cash expended amounted to Php 2.86 Million (US$55,741). Of the

remaining balance, Php 3.74 Million (US$73,042) is expected to be used up within the

months of January to February 2007 to pay for equipment that were bidded out, site

renovation for the two (2) remaining sites, equipment deployment, and corresponding

site inauguration festivities. CICT is requesting the release of the next tranche (25%),

amounting to US$50,000 by late February 2007, to cover succeeding project expenses –

primary of which are content development and monitoring and evaluation activities.

Refer to the section on Financial Update for a more detailed discussion.

Status Summary

From December 2005 to July 2006, while waiting for the release of AEF funds, the

eSkwela Project Team was able to accomplish most of the groundwork and

preparations needed to implement the project. Funding support came from Intel

Microelectronics, Inc. and the CICT-Telecommunications Office. When AEF Grant

became available in August 2007 and the Program of Work was approved by the CICT-

OSEC, the project activities went full blast, as shown in the summary table below:

Project Components

& Activities Target Actual Remarks

1. Customized Instructional Design

� Content Devt 50 Version 1

accepted: 20

Module review by TWG;

module enhancements being

done; schedule revisited

� Systems Devt 1

Version 1

completed &

tested

Ready for deployment; limited

functionalities, sufficient for 1st

version

2. Infrastructure

Deployment 4 sites

Bidding process completed +

awarded; Jan. 29: QC & SJDM;

Mid-Feb: Cebu & CDO


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Project Components

& Activities Target Actual Remarks

� Site

Renovations 4 sites 2 completed

2 POWs submitted (Cebu +

CDO), cash advance being

processed

� Connectivity 4 sites Possible ISPs identified

� Launches 4 sites February-March

3. Community

Mobilization &

Involvement

4 sites

Completed; CDO

requesting 2nd

round

CDO 2nd round: Jan. 2006

Well-received; participated in

by LGUs + DepEd Divisions +

NGOs; networks established

4. Educators’

Training 109 trainees 130 trainees

Lab Mgt Trng (8 trainees):

onsite (Jan-Feb)

5. Progress

Monitoring &

Evaluation

4 sites

Appropriate Key Performance

Indicators have been

researched and identified and

discussed with BALS; start of

M&E: start of operations

Detailed Report on the Project Components

The project has five major components, namely: 1) Customized Instructional

Design, 2) Infrastructure Deployment, 3) Community Mobilization and Involvement, 4)

Educators’ Training, and 5) Progress Monitoring and Evaluation.

Customized Instructional Design

The ALS curriculum, improved under the BEC 2002, has at its core, the

enhancement of life skills and lifelong learning skills among its learners, with particular

emphasis on five learning strands, as follows:

• Communication Skills

• Critical Thinking and Problem Solving

• Sustainable Use of Resources/Productivity

• Development of Self and a Sense of Community

• Expanding One’s World Vision


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The eSkwela Project looks into assisting the DepEd-BALS’ production and use of

interactive multimedia learning materials for the out-of-school youth and adults in the

country. Towards this end, a Memorandum of Understanding was signed between

CICT and DepEd on 26 June 2006 to work together on the project – shown as Annex A.

In 2005, DepEd-BALS decided to review the ALS curriculum and to identify the

core competencies needed by an individual to be considered functionally literate. Since

a prospective Accreditation and Equivalency exam-taker typically has six months to

review for the exam based on the ALS non-formal education curriculum, the Bureau

saw the need for the learner to focus on the essentials and avoid information overload

and superficial learning.

The BALS’ curriculum review process significantly affects eSkwela in several

ways. First, the curriculum review’s final output is the Core Competencies Curriculum.

This identifies specific skill sets and the corresponding print modules deemed vital to a

learner’s functional literacy. Before the curriculum review, there were 147 print-based

modules for the secondary level A&E program and 150++ for the elementary level A&E

program, developed by DepEd-BALS in partnership with SEAMEO-Innotech. After the

review, these numbers were narrowed down to 86 core secondary and 55 core

elementary A&E modules. Through a Memorandum of Agreement signed on 15

September 2006 under the AEF Grant – shown as Annex B, the Sandiwaan Center for

Learning (SCL) was given the task of converting the first set of 50 secondary level A&E

core print modules into interactive multimedia modules.

Second, the BALS recognized the potential of newer ICTs in reaching a greater

number of learners – as such, a Technical Working Group on ICT was formed. This was

a big step for a government bureau that does not even have their own Management of

Information Systems office. eSkwela is their foray in this avenue. From 26 June to 7 July

2006, the TWG members underwent a training workshop conducted by the eSkwela

Project Management Office (eSkwela PMO) on ICT in Education. Their most relevant

output was a wiki that afforded the group an online workspace to upload materials,

discussions, recommendations, and other relevant resources

(http://balsontheweb.wikispaces.com). By the end of the workshop, the group was able

to establish a working relationship with SCL with regards to planning and developing

the digitized materials – a schedule of deliverables and a corresponding work plan were

set.

Third, the BALS also considered the workload of the mobile teachers and they

produced teacher session guides to assist them in the conduct of the ALS sessions.

Currently, these session guides are designed for print- and radio-based alternative


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classes only. The eSkwela Project Team plans to re-structure these session guides to

adopt the ICT-driven eSkwela instructional design, with the help of the BALS ICT-TWG

as well as the eSkwela pilot mobile teachers and instructional managers.

As per agreement, outputs by SCL are subject to a stringent module review

process by the eSkwela PMO and the BALS ICT-TWG. Towards this end, the group

agreed on quality standards to be used to guide the development and evaluation of the

elearning modules, based on the British Educational Communications and Technology

Agency (BECTA) Quality Principles for Digital Learning Resources – covering both core

pedagogic and design principles. A Digital Courseware Evaluation Rubric (refer to

Annex C) was developed by the eSkwela PMO and subsequently reviewed by Dr.

Maria Lurenda Suplido-Westergaard of the University of the Philippines Open

University. Reviewers from the BALS ICT-TWG were requested to document their

evaluation points and recommendations on Module Review Forms (refer to Annex D).

This provided the group with clear documented standards and expectations to work

with during the process as against verbal discussions and agreements that can become

problematic. The accomplished module review forms can be viewed on

http://balsontheweb.wikispaces.com as well.

As of December 2006, the eSkwela PMO has accepted the first set of 20 modules

developed by SCL, for which they have been paid a total of P2.25 Million (15%

mobilization + 30% 2nd payment). Target completion for the conversion of the

remaining 30 modules under the contract is April 2007.

In addition to these efforts, in order to make the ICT-enhanced modules

immediately available to the first 4 pilot eSkwela sites by the time these are launched

(February 2007), CICT-HCDG saw the need for an intermediate phase that will “ICT-

enhance” the print modules while awaiting the release of the interactive multimedia

modules to be provided by SCL as well as provide adult learners a more age-

appropriate alternative to the multimedia interactive modules. This is being done by

uploading the soft copies of the print modules and corresponding session guides for the

secondary level A&E Program (total: 86) to http://balsontheweb.wikispaces.com. Each

module is then be linked to at least ten (10) appropriate and relevant educational tools,

resources, and activities over the Internet, thereby exposing out-of-school learners to the

wide expanse of educational opportunities over the Internet. Last November 2006, the

team was able to get the commitment of the Asia Pacific College (APC) to have selected

students taking the National Service Training Program (NSTP) dedicate their service

hours in locating appropriate and relevant Internet sites for the modules and linking

them accordingly. Their outputs will be reviewed by online educator volunteers, using


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the Digital Courseware Evaluation Rubric as basis. This sub-project runs from January

to March 2007.

The eSkwela Project Team has likewise coordinated with the Don Bosco (DB)

system and the Center for Industrial Technology and Enterprise (CITE) of Cebu for the

use of their e-Learning modules on Technical and Vocational Education for the skills

training track of eSkwela. The DB system already has more than 500 e-Learning

modules on various technical subjects (i.e. drafting, welding, automotive, refrigeration,

and computer maintenance). They agreed to share their modules to eSkwela Centers

and plan to use the ALS modules as academic modules for their academic program.

Access www.e-skills.net for sample modules by CITE and DB (www.e-

skills.net.ph/cw/).

To maximize the use of ICT in teaching and learning in the eSkwela framework,

the Project Team has also come up with version 1 of the customized eSkwela Learning

Management System (eS-LMS) that would allow teachers and students to use ICT to

keep track of individual progress, produce blogs, join discussion forums, create and

take online tests, collaborate for projects, etc. The eS-LMS was developed using ATutor,

an open source software freely available over the Internet. To further enrich this online

experience for the teachers and learners, the eSkwela PMO has likewise partnered with

Oracle Education Foundation for eSkwela’s participation in the Think.com global

community. The training session for Think.com is scheduled on 1-2 February, 2007.

There have been discussions with academic institutions towards the possibility of

having IT student groups take on the enhancement of the eS-LMS as a project – to make

it more robust by adding more features and functionalities.

Infrastructure Deployment

The eSkwela Project will be deploying and donating the following equipment to

each of the pilot sites: 21 networked desktop computers (inclusive of 1 server), 3-in-1

printer, LCD projector, 2 airconditioning units, digital camera, 21 computer tables, 21

monobloc chairs, and a fire extinguisher. Open source software (Edubuntu OS v. 6.02,

applications, the eSkwela Learning Management System, and other educational tools) –

compiled by CICT-HCDG – will be pre-installed by the supplier prior to deployment.

As per approved Program of Work, each site is provided a P100,000.00 site

renovation budget. Site renovation has been completed in both the Quezon City and

San Jose del Monte sites. Cebu and Cagayan de Oro are still awaiting their cash

advances that will be coursed through their respective Local Government Units for

disbursement and liquidation.


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Bidding for the equipment (under Capital Outlay) was done through the

Procurement Service Office of the Department of Budget Management (DBM-PS) and

the CICT-Bids and Awards Committee (CICT-BAC). The bid through the DBM-PS was

awarded to Unison (PCs, server, printer, LAN router & adapters) last December 2006.

Opening of bids for the remaining equipment will be done by CICT-BAC on Feb. 2,

2007.

Equipment has been deployed by the CICT TWG on the week of 29 January 2007

for the QC & SJDM sites, in preparation for their respective inaugurations on 7 and 9

Feb. 2007. Target deployment for Cebu and CDO is on the weeks of 19 and 23 February

2007. Inauguration festivities for these two sites will most probably be during the early

part of March 2007.

Community Mobilization and Involvement

From January 2006 to January 2007, the eSkwela Project Team had very

successful runs of community mobilization activities, with at least two community

presentations being conducted for each of the sites – the first to orient the stakeholders

on the project, the second to discuss the detailed responsibilities to be borne by each

party involved, as stipulated in the draft MOAs. The project has been welcomed with

enthusiasm and excitement in each of the four sites. For each of the sites, the DepEd

Division and the local government unit (represented by the Local School Board) served

to be the project team’s primary contacts. For each project presentation, it was

reiterated that the project’s success lies on the continuous support and involvement of

the local community, since they will be the ones managing and conducting the daily

ALS sessions and center operations. The community was likewise requested to provide

support to the customized instructional design by providing the learners with venues

and opportunities to apply what they learned from the modules through actual

community-based projects.

Furthermore, as stipulated in the MOA, each site was requested to establish their

own Local eSkwela Steering Committees. Such a committee is tasked to oversee,

monitor, and sustain all aspects of the Center’s operations – both as an eLearning

Center and as a Community eCenter. It is composed of representatives from the

eSkwela Project Management Office of CICT, the local government unit, the local

DepEd-ALS Division/Unit, the local partners, the local community, and other

stakeholders. The Committee shall be responsible for the following:

1. Supervise the preparations for the Center’s operations;

2. Formulate an acceptable use policy for the Center;


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3. Assign a Center Manager, Lab Manager, and other support staff to operate the

Center;

4. Allow the personnel stated in #3 to undergo training as deemed appropriate by

CICT and/or DepEd;

5. Meet regularly to discuss and decide on concerns and issues pertinent to the

Center’s operations and management;

6. Formulate, develop, and review policies and procedures relating to Center

utilization, data collection, financial management, and other aspects of center

operations (including but not limited to setting up a logging system, scheduling,

inventory, maintenance, security, replenishment and use of supplies, staff

deployment and supervision, monitoring and evaluation, etc.)

7. Monitor the Center’s schedule to maximize the use of the Center, with priority

given to non-formal educational purposes;

8. Monitor the Center’s operations and ensure its sustainability;

9. Review and sign-off the reports prepared by the Center Manager and the Lab

Manager with regards to the operations of the Center; and

10. Undertake additional tasks to benefit the Center as directed by the eSkwela

PMO.

To assure continuous project operations and sustainability, the four sites agreed

that the best model to use is the LGU or LSB (Local School Board) model wherein CICT

will donate the equipment to the local government that will in turn assign the

operations of the Center to the DepEd Division for the conduct of the ICT-enhanced

ALS Program, supported by funding from the LSB. The draft Deed of Donation and

Memorandum of Agreement have been circulated in these four sites (checked

previously by CICT-Legal) for review, revisions, and agreement. The legal documents

will be formally signed during the respective inauguration festivities.

The slide presentation used for community mobilizations can be viewed from the

CD provided. Annex E shows the Site Information Sheet to be filled out with individual

site information while Annexes F and G show the checklist and Terms of Reference of

proponents’ roles given out to community stakeholders that would serve as basis for

the legal documents for the project. Annexes H & I show the generic drafts of the

Memorandum of Agreement and Deed of Donation, respectively, that were given out

for review and corresponding revisions.

Quezon City

The Telecommunications Office in Quezon City had pledged the 1st Floor of the

office building to house the eSkwela Center and other related projects.


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The eSkwela Project Team coordinated with the DepEd-QC Division Office to

facilitate the community mobilization in the city. The project presentation was held last

November 2006 to representatives from the DepEd Division, the LGU/Local School

Board, the PESO Office, SB Negotech, and the QC-Jaycees. The team likewise made a

courtesy call to Mayor Feliciano Belmonte who readily supported the project and

promised to replicate the project once a stable model has been established.

San Jose del Monte

The eSkwela Project Team coordinated with the Office of Mayor Angelito

Sarmiento and the local DepEd and ALS representatives to hold an initial stakeholders’

meeting last January 2006. Mayor Sarmiento showed enthusiasm and pledged support

for the project. It was agreed that the Public Employment Services Office (PESO) would

prioritize eSkwela graduates for future job openings. A second run of the community

mobilization was held last September, with Mayor Sarmiento and most of the city’s

barangay captains and DepEd officials in attendance.

The San Jose del Monte site is located on the 2nd floor of the new Pabahay 2000

Public Market, Muzon, City of San Jose del Monte.

Cagayan de Oro

The eSkwela Project Team coordinated with the Office of Mayor Vicente Emano,

the Cagayan de Oro Chamber of Commerce, and the local DepEd Division and ALS

representatives to hold an initial stakeholders’ meeting last January 2006. As in QC and

SJDM, the community stakeholders were very grateful to CICT for having selected CDO

as one of the pilot sites for eSkwela. A second one was held last January 2007 to review

and finalize the legal documents.

The Cagayan de Oro site is located in the ALS Building at the DepEd-CDO

Division compound, Velez St., Cagayan de Oro City.

Cebu City

Commissioner Lallana had an initial meeting with the Centre for Industrial

Technology and Enterprise (CITE) in Cebu City last May 2006 to gain support for the

project. The organization promised to make eSkwela as the feeder center for CITE since

it only accepts trainees that have high school diplomas. Graduates from CITE are then

tapped by the Cebu Export Processing Zone for its blue-collar jobs.

Follow-up meetings were held from September to November 2006 wherein the

project team coordinated with the Local School Board and the DepEd-Cebu City

Division to finalize the project details.


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The Cebu site is located on the 2nd floor of the ALS Building, Tejero National

High School compound, Cebu City.

Educators’ Training

For the year 2006, the project team was able to implement six (6) training/seminar

workshops that had a total of 130 participants.

Upon the invitation of Commissioner Lallana and in support of the eSkwela

Project, Professor Timothy Unwin of the Royal Halloway, University of London and

ICT4E advocate visited the Philippines last January 2006. He conducted two workshops

for CICT, other NGOs, and the academe on: 1) ICT and the Design of Teacher Training

Programs and 2) Monitoring and Evaluation in ICT4E activities. Prior to the actual

receipt of the AEF Grant, Intel Microelectronics, Philippines sponsored the conduct of

these workshops which allowed Prof. Unwin to share global experiences and practices

with regards to various aspects of ICT in Education. The audience (averaging 35 each

workshop, targeted: 25 each) was composed of representatives from various

government agencies dealing with education (DepEd and CHED), NGOs, Teacher

Education Institutions, and others.

As part of the cooperation agreement between the DepEd and CICT, the eSkwela

Project Team coordinated with the office of Director Carolina Guerrero of BALS for the

conduct of a 10-day teacher training workshop on ICT in Education for the 7-member

BALS-TWG in June-July 2006. The training workshop was divided into a 24-hour

training course and a 56-hour workshop. The training course included a review of ICT

Basics, productivity tools, and e-Learning, as well as an introduction to the iSchool

Webboard that focused on the use of online educational tools and resources. The

workshop that followed focused on enhancing the BALS Core Competencies

Curriculum print modules based on educational resources and modules researched

over the Internet. The goal of the workshop was to make content and design

recommendations to and set parameters/specifications that will guide SCL on the digital

conversion process. From this workshop was born the Digital Courseware Evaluation

Rubric, based on the BECTA Digital Learning Resources Quality Principles. The rubric

was used for the module review process mentioned earlier.

Each of the eSkwela sites were requested to send three (3) representatives to the

Sustainability Training Workshop held in October 2006 – the DepEd-Division ALS

Supervisor, an LGU/Local School Board representative, and a mobile teacher or a local

partner representative. Two members from the BALS-TWG joined the workshop as


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well, for a total of 14 eSkwela participants. Since the community stakeholders have been

tasked to pay for the Center’s utilities, supplies, manpower, maintenance, and Internet

connectivity (after the 1-year free subscription), the community stakeholders would

need to plan on how they will be able to sustain the Centers’ operations. This particular

workshop exposed them to various speakers from around who shared their experiences

in sustaining their local Community eCenters. It was during this workshop that the

four sites decided on adopting an LGU/Local School Board-led model for their

respective eSkwela Centers to make the project sustainable since the LGU, through the

LSB, can tap its Special Education Fund for the Center. Furthermore, the LGU is

allowed to run income-generating activities to financially sustain its projects.

In November 2006, the project team conducted two (2) implementations of the

Teacher Training on the eSkwela Instructional Design – one at the ADOC Laboratory of

CICT for the QC and SJDM mobile teachers / instructional managers, and another at the

NCC-FOO/ DepEd-Cebu Laboratory for the Cebu and CDO participants. Each pilot site

was requested to send eight (8) participants to the training workshop. DepEd-Central

and DepEd-Cebu likewise sent a number of representatives to the training. As such,

instead of just training 32 participants, the project team was able to train 38 participants

in the two (2) implementations. The 40-hour training course included an orientation to

ICT in Education, a review of ICT Basics (basic hardware functions, Edubuntu OS,

Open Office), Internet (with particular focus on available educational tools and

resources), and a workshop on the use of the customized eSkwela Learning

Management System developed using ATutor.

Certificates of Participation and compact discs

(refer to CD provided) were given out. The CDs

contained the training materials as well as the

various open source applications discussed –

some of these were likewise uploaded to

http://eSkwela.wikispaces.com. The teachers

trained were very grateful for the opportunity,

commending CICT for implementing such a

good project. They found the training to be

very useful and timely and the course very

informative, interesting, effective, and relevant

to their needs. Refer to Annex J for a summary

of the training evaluation results. Teachers

likewise shared their feedback in the wikispace’s discussion forum.

Generally, the training participants gave a good rating to the training course and

the trainers (i.e. eSkwela Project Team), with 12 of the 18 evaluation items getting a


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score above the 4.50 point average, using Likert scale from 1 to 5, 5 being the highest.

The items that got the lowest mean scores (3.97 and 4.16) were related to time allotted

for the course topics and corresponding discussions – participants were overwhelmed

with the vast load of information presented in the 5-day training period. But since they

saw the relevance of majority of the topics, the participants recommended to stick to the

topics but provide a longer training period – perhaps extend it to 8 or even 10 days. In

general, the participants rated the training a 4.71. They were unanimous in saying that

they would recommend the training to their colleagues and would practice their new-

found skills when they get back to their daily routines.

A follow-up review session for the QC & SJDM teachers has been scheduled to

run from 01-02 February 2007, along with the training session on Think.com. This

would ensure that the mobile teachers and instructional managers are ready to conduct

the ALS sessions once the eSkwela Centers operate. The follow-up review session for

Cebu & CDO teachers is targeted to be conducted in late February.

The 40-hour Lab Management Training – both theoretical and hands-on – will be

conducted onsite once the deployment has been finished. This would ensure that the lab

managers will be confident enough to maintain the equipment on his/her own once the

eSkwela Center starts operating. Focus will be on installation and maintenance of Open

Source OS (Edubuntu) and applications as well as on the technical aspects of the

eSkwela LMS. The CICT-HCDG technical team will be training a total of eight (8)

participants – or two (2) from each site.

Monitoring and Evaluation

Professor Unwin designed a research instrument used for the conduct of Focus

Group Discussions among OSY last January 2006. The FGDs were meant to elicit their

opinions and attitudes on their learning needs and the potential of ICT to help them.

These were conducted in Smokey Mountain, Cagayan de Oro, and San Jose del Monte

as part of establishing baseline information and assessment of needs of eSkwela’s target

beneficiaries. The results of the FGDs were collated in a paper submitted for publication

in the international journal Children’s Geographies. Refer to Annex K for the FGD

Questionnaire and Annex L for a summary of the FGD results.

Mobile teachers were likewise interviewed to share their practices and

experiences with the learners in the current ALS Community Learning Centers. Data

from these interviews are being used in enhancing the eSkwela instructional design and

in setting Center Guidelines to ensure smooth operations.


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The Project Team has identified possible indicators for the M&E, mainly based

on resources from InfoDev and UNESCO-Bangkok – please refer to Annex M. The team

will consolidate these with the performance indicators set by DepEd-BALS for their

A&E Program. Regular progress monitoring and evaluation activities – online

discussions, surveys/interviews, reports, and site visits – will be conducted to collect

feedback and recommendations on how to further improve the eSkwela framework and

operations.

In connection with this, a Mid-term Assessment Conference scheduled in May

2007 and a Completion of Project Conference in September 2007 will be conducted to

allow the implementers to review and discuss possible improvements to the design.

The project team targets the submission of an eSkwela Operations Manual to AEF on

October 2007, along with the Completion of Project Report.

The team is likewise looking into partnering with DepEd-BALS and the UP Open

University for a much-needed Impact Study.

Table of Upcoming Activities (2007)

Activities Target Months

equipment deployment January - February

inauguration of 4 sites February - March

module delivery & acceptance February (15)

April - May (15)

Follow-up Training Workshops Feb & July

Mid-term Assessment Conference May

Completion of Project Conference September

Submission of Final Project Report & eSkwela

Operations Manual early October

regular M&E activities February - September

Networking

The eSkwela Project was presented during the following events: ASEAN Seminar

on eLearning 2005 (Kuala Lumpur, Malaysia), Emerging Technologies in the


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Philippines 2020 (Manila, Philippines), Mindanao ICT Congress 2006 (Cagayan de Oro

City, Philippines), 5th National eLearning Conference (Manila, Philipines), and

International Conference on AEF Activities 2006 (Cancun, Mexico). The eSkwela Project

was also presented as part of CICT-HCDG’s ICT4E Program during the following

events: ICT Roadmap 2006-2010 (Manila, Philippines), National Training Programme

for Teacher Educators on ICT in Social Development (Jakarta, Indonesia), various

teacher training programs conducted by CICT-HCDG (Philippines), Intel’s Choices and

Opportunities II: A Regional Conference on Open Source Software (Hanoi, Vietnam).

The Project Team has been invited to present the project in the National

Conference on Open and Distance Learning (by the UP Open University) to be held on

23-24 February 2007, the Annual Alternative Learning System Summit (by DepEd-

BALS) to be held on 06-08 March 2007, and the Regional Alternative Learning System

Conference to be held in July 2007.

HCDG likewise reported on the progress of the eSkwela Project to the DFA-

OUIER, as AEF’s local counterpart last June 2006.

Representatives from several local government units/ civic groups have indicated

their interest in putting up an eSkwela Center in their respective areas like Smokey

Mountain (Manila), Baguio City, Marikina City, Meycauayan (Bulacan), and

Zamboanga City. CICT has likewise floated the idea of using the close-to-500

Community eCenters that have been established around the country as local eSkwela

Centers once the model has stabilized. The eSkwela PMO will be discussing this with

DepEd-BALS for widescale project implementation since it will be the mobile teachers

and instructional managers who will be conducting the ICT-enhanced eSkwela ALS

Sessions with the learners.

Financial Update

As previously discussed and as shown in Annex N, the first tranche of the grant

amounting to $130,000 (Php 6.66 Million) or 65% of the total grant is almost used up.

As of December 2006, the total cash expended amounted to Php 2.86 Million

(US$55,741). Of the remaining balance, Php 3.74 Million (US$73,042) is expected to be

used up within the months of January to February 2007 to pay for equipment that were

bidded out, site renovation for the two (2) remaining sites, equipment deployment, and

corresponding site inauguration festivities.


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The expenses for Capital Outlay, which took 48% of the total expenses, exceeded

the estimate by Php 141,182 (US$2,756) due to the purchase of extra equipment (i.e.

airconditioning units) to stick to the deployment and launch schedules for the QC &

SJDM sites. This was due to the fact that the CICT-BAC had to schedule another bid

process since the first one had failed.

Thirty-four percent (34%) of the expenditures went to the payment of

professional services provided by Sandiwaan Center for Learning in the area of content

development. Recipient preparation activities such as community mobilization

activities, seminars and trainings, site renovation, and site inaugurations had 10% share

of the total expenses, while Project Management activities, including site visits, used up

6% of the budget. The remaining 2% covered the free one-year broadband Internet

connection given to the four sites.

It is estimated that Php 62,374 (US$ 1,218) will be left of the first tranche by the

end of the month. As such, CICT is requesting for the release of the next tranche (25%)

of the grant, amounting to US$50,000, at the latest, by first week of March 2007. This

will be used to cover succeeding project expenses – primary of which are content

development (next 25 modules) and monitoring and evaluation activities that include

regular site visits and the Mid-term Assessment Conference for the site implementers.


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MOU between CICT and DepEd

Annex A


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MOA between CICT and SCL

Annex B


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Rubrics for Evaluating Digital Learning Resources (DLR) developed for the eSkwela Project, based on the BECTA Quality Principles for DLR

4 3 2 1

Matched to /

Appropriate for

the Curriculum

The entire module is

clearly matched to

/appropriate to set

curricular standards.

Majority of the

module content is

matched to /

appropriate to set

curricular standards

but may have one or

two elements that are

not appropriate.

Module content is

loosely matched to set


Module content does

not match the set


Focus

The module has a

well-stated clear

purpose and theme

that is carried out

throughout the site.

The module has a

clearly stated purpose

and theme, but may

have one or two

elements that do not

seem to be related to

it.

The purpose and

theme of the module

is somewhat muddy

or vague.

The module lacks a

purpose and theme.

Organization

Content is well

organized using

headings or bulleted

lists to group related

material. Subtopics

naturally progress

into succeeding ones.

Uses headings or

bulleted lists to

organize, but the

overall organization

of topics appears

flawed.

Content is logically

organized for the

most part.

There was no clear or

logical organizational

structure.

Thoroughness and

Accuracy

Covers topic in-depth

with details and

examples. Subject

knowledge is

excellent.

Includes essential

knowledge about the

topic. Subject

knowledge appears to

be good.

Includes essential

information about the

topic but there are 1-2

factual errors.

Content is minimal

OR there are several

factual errors.

CC

OO

NN

TT

EE

NN

TT

Interest

The author has made

an exceptional

attempt to make the

content of this

module interesting to

the people for whom

it is intended.

The author has tried

to make the content

of this module

interesting to the

people for whom it is

intended.

The author has put

lots of information in

the module but there

is little evidence that

the person tried to

present the

information in an

interesting way.

The author has

provided only the

minimum amount of

information and has

not transformed the

information to make

it more interesting to

the audience (e.g., has

only provided a list of

links to the content of

others).

Annex C


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Quality of

Assessment

Forms of assessment

(formative and

summative) are

varied, effective and

appropriate to the

content.

Forms of assessment

(formative and

summative) are

limited, but effective

and appropriate to

the content.

Forms of assessment

(formative and

summative) are few,

barely effective or

inappropriate to the

content.

There is only one

form of assessment,

and it is ineffective or

inappropriate to the

content.

Effectiveness

Module consistently

makes use of ICT

effectively vis-à-vis

content to enhance

learning. It is a highly

effective elearning

module.

Module generally

makes use of ICT

effectively vis-à-vis

content to enhance

learning but is

lacking one or two

key elements. It is an

adequate elearning

module.

Module is missing

more than two key

elements in its use of

ICT vis-à-vis content

to enhance learning.

It would make an

incomplete elearning

module.

Module is lacking

several key elements

and has inaccuracies

that make it a poor

elearning module.

Sources

Source information

collected for all

graphics, facts and

quotes. All

documented in

desired format.

Source information

collected for all

graphics, facts and

quotes. Most

documented in

desired format.

Source information

collected for graphics,

facts and quotes, but

not documented in

desired format.

Very little or no

source information

was collected.

Aesthetics

Makes excellent use

of font, color,

graphics, video,

animation, etc. to

enhance the

presentation.

Makes good use of

font, color, graphics,

video, animation, etc.

to enhance to

presentation.

Makes use of font,

color, graphics, video,

animation, etc. but

occasionally these

detract from the

presentation content.

Use of font, color,

graphics, video,

animation, etc. but

these often distract

from the presentation

content.

Navigation

Buttons and links for

navigation are clearly

labeled, consistently

placed, allow the

reader to easily move

from a section to

related pages

(forward and back),

and take the reader

where s/he expects to

go. A user does not

become lost.


navigation are clearly

labeled, allow the

reader to easily move

from a section to

related pages

(forward and back),

and internal links

take the reader where

s/he expects to go. A

user rarely becomes

lost.


navigation take the

reader where s/he

expects to go, but

some needed links

seem to be missing. A

user sometimes gets

lost.

Some buttons or links

do not take the reader

to the sites described.

A user typically feels

lost.

DD

EE

SS

II

GG

NN

Multimedia

(Graphics, Sound,

Video, etc.)

Multimedia elements

are relevant and

appropriate to the

module, are of high

quality and enhance

the learner's interest

or understanding.

Multimedia elements

are related and

appropriate to the

module, are of good

quality and enhance

the learner's interest

or understanding.

Multimedia elements

are relevant and

appropriate to the

module, are of good

quality.

Multimedia elements

seem to be used

randomly, are of poor

quality or distract the

learner from the

content.


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Links

All links work

properly.

Almost all (90% -

99%) links work

properly.

Most links (75% -

89%) work properly.

Less than 75% of the

links work properly.

Interactivity

Module allows

learner a high degree

of interactivity by

manipulating objects

in animations/

simulations, models,

data sets, or online

assessment. Module

provides immediate

feedback.

Module allows an

acceptable degree of

interactivity by


in animations/



assessment. Module

provides immediate

feedback.

Module allows a

minimum degree of

interactivity by


in animations/



assessment.

Module does not

contain any form of

learner interactivity

nor features for

immediate feedback.

User Support

Help and/or FAQ is

easily accessible,

understandable for

the users and

comprehensive.

Help and/or FAQ is

accessible,

understandable and

mostly

comprehensive.

Help and/or FAQ is

hard to find. Content

is hardly

understandable or

obviously lacking.

No Help or FAQ

function.

OO

TT

HH

EE

RR

SS

Copyright

Fair use guidelines

are followed with

clear, easy-to-locate

and accurate citations

for all borrowed

material. No material

is included from

sources that state that

publication is not

allowed unless

permission has been

obtained from

copyright owner.

Fair use guidelines

are followed with



for almost all

borrowed material.

No material is

included from


publication is not

allowed unless

permission has been

obtained from

copyright owner.

Fair use guidelines

are followed with



for most borrowed

material. No material

is included from


publication is not

allowed unless

permission has been

obtained from

copyright owner.

Borrowed materials

are not properly

documented OR

material was

published without

obtaining permission

from copyright

owner.

Assumptions:

• The learners that are not impaired in any way (i.e. not disabled or psychologically dysfunctional).

• The modules are always accessible to the learners.

Acknowledgements:

• Some rubric definitions were taken from publicly-available rubrics on Writing and Web Design, located at

Rubistar (http://rubistar.4teachers.org).


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Module Review Form

Module Title Learning Strand

Date Reviewed Review Form -

Date Submitted

Reviewer/s

References

Matched/ Appropriate to

Curriculum

Quality of

Assessment

Multimedia

Focus Effectiveness Links

Organization Sources Interactivity

Thoroughness &

Accuracy

Aesthetics User Support

eLearning

Standards

Rubrics

(must be at

least 3 per

item to be

acceptable) Interest Navigation Copyright

Section/Segment Reviewer Comments/Recommendations SCL-EDO Remarks/ Work Done

Annex D


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Site Information Sheet

Site

Exact Address

Main Pointperson (communications/

coordination) & Contanct Info

Center Manager/s

Lab Manager/s

Steering Committee Head

Steering Committee Members,

Affiliations / Positions, and Contact

Information

Final Site Inspection Date

Eqpt / Materials Check From Partner/s From CICT

Size 20 PCs

Electrical outlets 1 Server

Circuit breaker 2 A/C

Adequate Lighting 21 comp tables

Provision for A/C 21 monobloc chairs

Worktable for MT/IM 1 LCD Projector

Central Worktables 1 3-in-1 Printer

Learners’ Contracts 1 Digital Camera

Additional Fixtures 1-year Internet Service

ISP Company & Contact Info

Eqpt Deployment Date/s

Site Inauguration Date

• Site Inauguration

Responsibilities

Partner / s CICT

Guest List Programme & Venue

Inviting guests from area, esp.

VIPs

Invitation Letters for VIPs

Canvas for Caterers Invitation Cards

Canvas for Flowers Funds (P20K total)

Additional Funds Caterer’s (Heavy Merienda) Contract

Flowers

Ribbon & Scissors (3?)

MOA-Signing materials

Documentation (video & photo –

CICT resources)

Media Coverage

Media Kit

Annex E


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Guest Book / Attendance

Legal Documents MOA

(update matrix of responsibilities)

Deed of Donation

• Reviewed by LGU & return

date

• Reviewed by DepEd Division &

return date

• Reviewed by other parties:

�

�

• Donee’s Full Name, Position,

and address

Session Implementers: Mobile

Teachers & Instructional Managers,

Positions, and Contact Information

Training Days

� Teacher Training

� Lab Management Training

� Sustainability Planning

Workshop

� Review Session +

Think.com Training

� Follow-up Training

Center’s Weekly Schedule

Center Guidelines and Policies


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Site Checklist Counterpart Requirements (to be provided by the local partners)

Physical Requirements

• Space or room for the computer laboratory (at least 60 sqm.)

� Need for a POW (Program of Work) with 3 canvassed quotations

o Need for corresponding timetable

o CICT to process Contract of Work for billing purposes

� Make sure the Center is ready in time for the deployment of equipment (late November/early

December)

� Space for 2 units window-type airconditioning units (2 hp)

� Power requirements

o 21 AC outlets for 20 PCs + 1 server (minimum)

o 2 outlets for airconditioning units

o adequate lighting

o safety switch or circuit breakers

� Security: Door locks, Window grills

� Additional fixtures/ work areas

• Ensure presence of access (Internet access) in the area

• Whiteboard/s

• Supplies (paper, ink cartridges, pens, markers, maintenance supplies, etc.)

• Financial coverage for Monthly Operation Expenses (electricity, security, honoraria (if any), supplies,

connectivity after year 1)

• Regular upkeep/maintenance of equipment

Personnel Counterpart:

• Review of MOA (sent via email last October 9, 2006)

• Establishment of the Local eSkwela Steering Committee, assignment of Center Manager and Lab

Manager

• Teachers to participate during the eSkwela Teacher Training (at least 5, at most 8) – they should be

able to echo the training to other teachers and will be the ones to implement the eSkwela Instructional

Design in the centers

� Administration of ICT Skills Survey for TNA

• Participants for the Lab Management Course: preferably the designated personnel, at least two (2) to

serve as Center Lab Manager and staff (to be trained after the installation – onsite training)

• DepEd /ALS rep, Local School Board rep, and designated local partner rep for the Project

Sustainability Workshop

• Designated personnel to accept the equipment (MR will be issued to this person)

• Learner Selection

• Community support/ involvement for student projects

• Learner projects, social networking, graduation

Activity # of iSchool personnel # of days

eSkwela Teacher Training 5 to 8 5

Lab Installation Management (onsite) 2 7

Project Sustainability Workshop 3 3

Annex F


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eSkwela: Terms of Reference Matrix with local community/partners

L = Lead; P = Participate

Responsibility Matrix Site name DETAILS eSkwela

PMO

LGU /

LSB

DepEd

Div NGO

REMARKS

COMMUNITY

MOBILIZATION

eSkwela Site:

• Leveling off of expectations/TOR

• Local point person: for easier coordination with eSkwela PMO

• Form eSkwela “Steering Committee”

SITE RENOVATION eSkwela Site:

• i.e. labor, physical security (grills, lock), paint, lighting, electrical

outlets, etc.

• Recommended layout: U-shape to accommodate plenary sessions

• Program of Work needed (not to exceed P100,000): submit to

eSkwela PMO for approval & Contract of Work/Service

• Must have 3 canvassed quotations ready

• Additional

expenses over

P100,000

• Determine assignment of responsibilities among partners

• To include other study areas: i.e. study, library, ‘tambayan’, pantry

– worktables, Whiteboard, User Lockers, Corkboard/Bulletin Board,

Shelves, Additional Chairs

EQPT

DEPLOYMENT +

Setup

• Onsite delivery

by supplier

• comes with Lab

Mgt + LMS

admin Training

• date: late

November?

• Package:

� 20 networked PCs + 1 server (2-yr wrnty)

� computer tables and monobloc chairs

� 1 printer, 1 digital camera, 1 multimedia projector

� 2 A/Cs

� 1 fire extinguisher

� 1-year wireless connectivity

• Memorandum Receipt for delivered equipment – turn over

equipment to LGU (who specifically?)

• Assign center’s tech personnel to be trained (See Lab Mgt Training)

Annex G


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PMO

LGU /

LSB

DepEd

Div NGO

REMARKS

TEACHER

TRAINING

• participants

• Dates:

• Venue:

• Light Snacks + lunch for 5 days; live-out

• see Personnel Requirements for participants

LAB MGT

TRAINING

• Together with

Eqpt

Deployment –

onsite

• date:

• materials, Light Snacks + lunch for 5 days

• see Personnel Requirements for participants

SUSTAINABILITY

TRAINING/

ACTION

PLANNING

• Dates:

• Venue:

• Transportation: local funds

• Send 3 participants:

o ALS Head

o 1 Designated Local School Board rep

o 1 rep from partner org/ unit in the community

SITE

INAUGURATION

• tentative date:

• CICT budget: P20,000

• Memo/Invitation to local personalities, partners, and other

stakeholders

• Contact local priest: blessing

• Local press people

PERSONNEL

REQUIREMENTS

Center Manager • 2 types of

operations:

eLearning

Center +

Telecenter

• Recommended: ?

• Allocate funds for honoraria / salary (if fulltime job role)

• Enter into contract with selected personnel for honoraria &

schedule

Pilot mobile teachers

& instructional

managers

• 5 to 8

• Allocate funds for honoraria?


schedule

• Give out Pre-Training NICS-Basic Survey (for TNA)

Lab Manager/ Admin

(to do Maintenance

and Troubleshooting/

Repairs)

• 2 (1 lead, 1

assistant)

• Allocate funds for honoraria?


schedule


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PMO

LGU /

LSB

DepEd

Div NGO

REMARKS

OPERATIONS –

MONTHLY

EXPENSES

• CICT cannot

cover this aspect

Honoraria

• Allocate funds

• Center Manager, Instructional Managers, Lab Mgr/Admin

Electricity

• Allocate funds

• Decide on operating hours + corresponding expenses

Security

• Allocate funds

• Decide on operating hours + corresponding expenses

Supplies

• i.e. first aid kit, toolkit for IM, paper, pens, diskettes, CD,

whiteboard marker, center upkeep, etc.

• Allocate funds

SUPPORT

COMPONENT

Identifying learners

(Selection process +

learners’ contracts)

• Min reqt: GS

diploma/ A&E

cert

• Need to undergo diagnostic tests + learners’ contracts

• Meet with participants and their parents/ guardians to gain

commitment & support

Looking for sponsors

• eSkwela Steering Committee, led by Center Manager; Assisted by

local DepEd ALS + DSWD / LGU / Barangay OSY group

• Local partner: encouraged to come up with ideas to sustain project

• i.e. uniforms, transportation, “library books”, additional

educational materials, sustainability, supplies

Community projects

for learner assessment

For relevant project-

based/ performance-

based assessment +

livelihood projects

• Pilot eSkwela teachers, assisted by local DepEd ALS + DSWD / LGU

/ Barangay OSY group + PESO

Prioritizing eSkwela

graduates for PESO &

other programs

Linking eSkwela to

existing similar

community initiatives


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Draft Memorandum of Agreement with Local Partners

KNOW ALL MEN BY THESE PRESENTS:

This Agreement is made and entered among:

The COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLOGY, an institution

duly organized and existing under and by virtue of Executive Order No. 269 dated 12 January 2004 as the

primary policy, planning, coordinating, implementing, regulating, and administrative body of the

executive branch of Government, with principal office address at C. P. Garcia Avenue, UP Diliman,

Quezon City, represented herein by its Chairman, RAMON P. SALES, herein referred to as “CICT”;

THE LOCAL GOVERNMENT UNIT, that is spearheading the implementation of the

Community e-Learning Center (eSkwela) Project in <community>, represented by its Mayor, <NAME>

(hereinafter referred to as “LGU”);

The DEPARTMENT OF EDUCATION - Division – ALTERNATIVE

LEARNING SYSTEM UNIT, a division of the Department of Education that aims to provide access,

progress and quality in basic education by formulating and implementing key programs and projects to

enable every citizen, especially the out-of-school learners, to acquire basic preparation, with principal

office address in , represented herein by the Schools Division

Superintendent, <NAME>, hereinafter referred to as “DEPED DIVISION - ALS”;

-and-

The , located at <ADDRESS>,… (4th partner: NGO, CoC, etc.)

WITNESSETH, THAT:

WHEREAS, all parties are cognizant of the increasing number of school age Filipinos whom are out of

school;

WHEREAS, all parties recognize the urgent need to broaden access to basic education among the out-of-

school youth and adults as well as to integrate ICT supported models in the Philippine alternative

education system, specifically by maximizing the use of such technology in teaching the Secondary A&E

NFE System;

WHEREAS, CICT, through its HUMAN CAPITAL DEVELOPMENT GROUP, and DepEd entered into

a Memorandum of Understanding that commits both parties in setting up eSkwela Community

eLearning Centers to cater to Out-of-School youth and adults, provide educators’ training, and provide e-

learning materials to enhance learning through the use of interactive multimedia learning materials based

on printed versions of DepEd-Bureau of Alternative Learning System’s (DepEd-BALS) core modules;

WHEREAS, the LGU, through its Local School Board, has agreed to provide logistical support in

maintaining and sustaining the eSkwela Center in <community>;

Annex H


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WHEREAS, the DEPED DIVISION – ALS is the government unit that oversees programs and projects

directed at providing non-formal education in <NAME OF DIVISION>;

WHEREAS, (4th partner)…

WHEREAS, the local community partners and other stakeholders shall form a local eSkwela Steering

Committee to oversee the operations of the eSkwela Center;

NOW, THEREFORE, for and in consideration of the foregoing premises, the parties hereby agree to

establish, operate, and sustain an eSkwela Center at

<specific location> and bind themselves to the terms and conditions stated hereunder.

1. Description

The eSkwela Project is a flagship project of the CICT envisioned to provide an ICT-enhanced education

for the Filipino out-of-school-youth and adults. The initiative responds directly to a national development

priority and will bring e-learning opportunities and ICT for learning resources to mobile teachers /

instructional managers and out-of-school learners in the Philippines in an exciting, innovative, and

locally meaningful way.

The objective of this project is to establish eSkwela Community eLearning Centers throughout the

country. These centers are community-based eLearning Centers where the out-of-school youth and other

community members can learn new skills and competencies, review for the Accreditation and

Equivalency Exam of DEPED-BALS, and/or help prepare the OSYs to rejoin the formal school system.

2. Duties and Responsibilites of CICT

Under this AGREEMENT, the CICT, through its HUMAN CAPITAL DEVELOPMENT GROUP, shall, as

an Implementing Agency implement, operate, monitor, and evaluate the progress of the project, through

but not limited to the following:

2.1. Provide funding for site renovation not exceeding One Hundred Thousand Pesos (Php

100,000.00);

2.2. Purchase twenty (20) desktop computers and one (1) server bundled with an Operating System,

Office Productivity Tools software, network equipment, an LCD projector, a 3-in-1 printer, a

digital camera, two (2) airconditioning units, twenty-one (21) sets of computer tables and

monobloc chairs, and one (1) fire extinguisher;

2.3. Provide digitized versions of DepEd-BALS’ core modules and a customized eSkwela Learning

Management System (LMS);

2.4. Provide unlimited broadband Internet access for the first twelve (12) months of operations;

2.5. Manage the equipment deployment, set-up, and testing, as well as network installation;

2.6. Conduct Educators’ training (Teacher’s Training, Laboratory Management Training, and

Sustainability Training);

2.7. Set up a working relationship between the community and the CICT partners within the

community;

2.8. Monitor and evaluate (M&E) the operationalization of the eSkwela Center as well as recommend

the best strategies and options for its sustainability; and


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2.9. Submit the results of the M&E activities to the Sponsor and DepEd.

3. Duties and Responsibilities of the LGU

Under this AGREEMENT, the LGU, through the Office of the Mayor / Local School Board, shall

implement, operate, monitor, and evaluate the progress of the project, through but not limited to the

following:

3.1. Mobilize community partners to oversee the establishment, implementation, and sustainability of

the project and organize a local eSkwela Steering Committee for this purpose;

3.2. Assign a pointperson to represent the LGU in the local eSkwela Steering Committee;

3.3. Provide the logistical support and/or requirements for the implementation of the eSkwela Project

in <community>;

3.4. Select and provide the specific site to house the Center;

3.5. Ensure that the site is provided with a regular supply of electricity, security, and Internet access;

3.6. Cover additional renovation expenses and extra fixtures for the Center, or as agreed upon by the

local eSkwela Steering Committee;

3.7. Handle the payment of all recurring costs in operating the Center, including but not limited to

electricity, security, Internet subscription after the first year of subscription, purchase of toner,

paper, and other supplies;

3.8. Maintain order and cleanliness in the Center premises and surrounding area;

3.9. Allocate funds to financially sustain the Center’s personnel requirements;

3.10. Facilitate the conduct of various training / seminar workshops related to the implementation and

sustainability of the Center by providing administrative and logistical support;

3.11. Link the eSkwela program with existing community initiatives;

3.12. Ensure sustainability of the site by creating a mechanism to guarantee that the community will be

able to continue paying for the recurring costs of operating the Center; and,

3.13. Assist in the monitoring and evaluation of the Center’s operations.

4. Duties and Responsibilities of the DepEd Division - ALS

Under this AGREEMENT, the DepEd Division – ALS shall implement, operate, monitor, and evaluate

the progress of the project, through but not limited to the following:

4.1. Assign a pointperson to represent the DepEd Division - ALS in the local eSkwela Steering

Committee;

4.2. Support the operations of the eSkwela by providing additional funding, as government

regulations will allow;

4.3. Support the training of teachers and non-teaching staff by providing all possible incentives for

such professional development activities;

4.4. Facilitate the conduct of teacher training workshops by providing administrative and logistical

support;

4.5. Promote the integration of ICT in the ALS curriculum by, among others, encouraging and

supporting ICT-related initiatives and projects of mobile teachers / instructional managers and

learners of <community> ;

4.6. Select the learners to participate in the eSkwela Instructional Design (ICT-enabled ALS Program);

4.7. Assign and supervise the mobile teachers and instructional managers who will implement the

eSkwela Instructional Design;

4.8. Link the eSkwela program with existing community initiatives; and



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5. Duties and Responsibilities of the (4th partner)

Under this AGREEMENT, the (4th partner) shall implement, operate, monitor, and evaluate the progress

of the project, through but not limited to the following:

5.1. Assign a pointperson to represent the in the local eSkwela Steering

Committee;

5.2. Support the operations of the eSkwela by providing additional funding;

5.3. Link the eSkwela program with existing community initiatives;


6. Formation of the local eSkwela Steering Committee

A local eSkwela Steering Committee shall be formed to oversee, monitor, and sustain all aspects of the

Center’s operations – both as an eLearning Center and as a Community eCenter. It shall be composed of

representatives from the eSkwela Project Management Office of CICT, the local government unit, the

local DepEd-ALS Division/Unit, the local partners, the local community, and other stakeholders.

The members of the local eSkwela Steering Committee shall be responsible for the following:

6.1. Supervise the preparations for the Center’s operations;

6.2. Formulate an acceptable use policy for the Center;

6.3. Assign a Center Manager, Lab Manager, and other support staff to operate the Center;

6.4. Allow the personnel stated in 6.3 to undergo training as deemed appropriate by CICT and/or

DepEd;

6.5. Meet regularly to discuss and decide on concerns and issues pertinent to the Center’s operations

and management;

6.6. Formulate, develop, and review policies and procedures relating to Center utilization, data

collection, financial management, and other aspects of center operations (including but not

limited to setting up a logging system, scheduling, inventory, maintenance, security,

replenishment and use of supplies, staff deployment and supervision, monitoring and

evaluation, etc.)

6.7. Monitor the Center’s schedule to maximize the use of the Center, with priority given to non-

formal educational purposes;

6.8. Monitor the Center’s operations and ensure its sustainability;

6.9. Review and sign-off the reports prepared by the Center Manager and the Lab Manager with

regards to the operations of the Center; and

6.10. Undertake additional tasks to benefit the Center as directed by the eSkwela PMO.

7. Duties and Responsibilities of the local eSkwela Center Manager

The designated eSkwela Center Manager shall be responsible for overseeing, monitoring, and sustaining

all aspects of the Center’s operations – both as an eLearning Center and as a Community eCenter. He/She

shall be the main link among the eSkwela Project Management Office of CICT and local eSkwela Steering

Committee. He/She shall report directly to the Head of the local eSkwela Steering Committee.


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The responsibilities of the eSkwela Center Manager shall be as follows: 3

7.1. Manage the day-to-day operations of the Center, including but not limited to the following:

7.1.1. ensure that the Center Policies and Procedures are enforced at all times;

7.1.2. ensure that the facilities of the center are maintained in good working order;

7.1.3. take responsibility for the administration of any money collected by the center on a daily

basis, if any;

7.1.4. maintain relevant up-to-date records for the center;

7.2. Together with the eSkwela PMO and the local eSkwela Steering Committee:

7.2.1. set up a schedule to maximize the use of the Center, with priority given to non-formal

educational purposes;

7.2.2. plan for and ensure technical and financial sustainability of the Center;

7.2.3. promote the Center to the community;

7.2.4. keep the community informed of the activities of the Center

7.3. Attend eSkwela-related meetings, conferences, and training workshops, as necessary;

7.4. Submit the following reports to the eSkwela PMO at the end of every quarter or as needed:

Progress/Operations Report, Monitoring and Evaluation Report, Financial Report, and Incident

Report/s; and

7.5. Undertake additional tasks to benefit the Center as directed by the local eSkwela Steering

Committee and/or the eSkwela PMO.

8. Duties and Responsibilities of the local eSkwela Laboratory Manager

The designated eSkwela Center Manager shall be responsible for ensuring that the Center’s equipment

and systems are working properly. He/She shall report directly to the designated eSkwela Center

Manager.

The responsibilities of the eSkwela Laboratory Manager shall be as follows:

8.1. Ensure that the hardware, software, and systems of the center are maintained in good working

order and updated, as necessary;

8.2. Maintain and update the eSkwela Learning Management System;

8.3. Recommend strategies to ensure technical sustainability of the Center;

8.4. Attend eSkwela-related meetings, conferences, and training workshops, as necessary;

8.5. Submit the following reports to the eSkwela Center Manager at the end of every month or as

needed: System Monitoring Report, Incident Report/s, and other relevant reports; and

8.6. Undertake additional tasks to benefit the Center as directed by the eSkwela Center Manager.

9. Miscellaneous Provisions

9.1. Ownership of all hardware, software, network and peripheral equipment, and all other items

deployed by CICT in the eSkwela Center shall be turned over to the LGU by CICT right after

deployment, testing, and acceptance.

3 Adapted from The Community Telecentre Cookbook for Africa: Recipes for Self-Sustainability: How to Establish a Multi-

purpose Community Telecentre in Africa” by Jensen, M. and Esterhuysen, A. UNESCO: Paris, 2001.

http://unesdoc.unesco.org/images/0012/001230/123004e.pdf Accessed: September 2006.


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9.2. No items may be taken out of the Laboratory or used for any other purpose than for that which is

stated in this Agreement without the permission of all parties.

9.3. All parties shall exert efforts in the establishment of partnership with the Parent-Teacher-

Community Association, if any, the private sector, non-government organizations, and all other

organizations that can help in sustaining the operations of the eSkwela Center;

9.4. This Agreement shall cover the basic agreement of the parties while a conforme letter will

indicate the specific details and/or amendments to the same, which will be prepared whenever

necessary;

9.5. This Agreement is not assignable to any other party without written permission from all of the

parties. Any attempt to assign any rights, duties and obligations that arise under this Agreement

without such prior permission shall be void.

9.6. The parties shall negotiate in good faith to resolve any dispute arising between the parties in

respect of the interpretation of this Agreement and the performance of obligations hereunder.

9.7. There shall be no employer-employee or principal-agent relations among the parties. Each party

shall be responsible for claims of its employees for death or injury sustained in the course of

performing their functions.

10. Effectivity and Termination

10.1. This Agreement takes effect upon signing and shall remain effective unless revoked by all parties.

10.2. Any party may, at any time, recommend additional work or services and conditions of this

Agreement. Such additions or changes in work or conditions of this Agreement shall be deemed

approved when agreed in writing by all the parties, and shall have the same effect as a

contiguous part of this Agreement;

10.3. This Agreement is made under and shall be construed according to the laws of the Republic of

the Philippines.


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IN WITNESS WHEREOF, the parties hereto have signed this Agreement on this ____ day of

_______________ in ___________________________.

For CICT:

For LGU:

RAMON P. SALES

Chairman y>

<NAME OF MAYOR>

<communit

For DepEd Division -ALS: For <4th party>

<Name of School Superintendent>

Schools Division Superintendent

<Name of Head>

<Position>

SIGNED IN THE PRESENCE OF:

For LGU:

For CICT:

<NAME>

<community>

EMMANUEL C. LALLANA, Ph.D.

Commissioner

For DepEd Division - ALS: For <4th party>

<Name of ALS Head>

DepEd Division -ALS Head

<Name>

<Position>


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Draft Deed of Donation

KNOW BY ALL MEN THESE PRESENTS:

This Deed of Donation made and executed in , Philippines by and between:

The COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLOGY, an institution

duly organized and existing under and by virtue of Executive Order No. 269 dated 12 January 2004 as the

primary policy, planning, coordinating, implementing, regulating, and administrative body of the

executive branch of Government, with principal office address at C.P. Garcia Avenua, UP Diliman,

Quezon City, represented herein by its Chairman, RAMON P. SALES, hereinafter referred to as

“DONOR”;

-and-

THE LOCAL GOVERNMENT UNIT, that is spearheading the implementation of the eSkwela Project in

, represented by its Mayor, , hereinafter referred to

as “DONEE”;

WITNESSETH THAT:

1. The DONEE shall commit to the sustained operations of the eSkwela Center and shall use the

computer hardware units, learning modules, network equipment, electronic peripherals, and

furniture donated by the DONOR exclusively for the operations of the eSkwela Center.

2. The purpose for which the donation was approved and granted by the DONOR shall not be changed,

modified or altered without the prior written consent of the DONOR which will not be unreasonably

withheld by the DONOR.

3. The DONEE shall submit a quarterly progress and financial reports to the DONOR on the use of the

donations and shall constantly update the DONOR on the development of the program.

4. The DONEE represents that it is an institution duly organized and validly existing under the laws of

the Republic of the Philippines and has all requisite corporate power and authority to accept

donation and to enter into, perform and execute this Deed of Donation and Acceptance.

5. The parties hereto mutually agree that this donation in favor of the DONEE does not in any way bind

the DONOR to grant future requests for donation by the DONEE.

6. If the DONEE commits a breach of the conditions provided in the sections above, the DONOR or its

assigns, successors-interest, may take such action, including the revocation of the donation, in order

to protect its interest.

7. Upon the revocation of the donation , the DONOR shall demand the return of the donated items and

shall claim damages.

Annex I


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WHEREAS, the DONOR is the absolute owner of the following personal property described as follows:

1. Twenty (20) desktop computers and one (1) server loaded with open source productivity tools

and learning modules

2. Network equipment

3. One (1) LCD projector

4. One (1) digital camera

5. Two (2) airconditioning units

6. Twenty-one (21) computer tables

7. Twenty-one (21) chairs

8. One (1) fire extinguisher

NOW THEREFORE, for and in consideration of _______________, the said DONOR hereby cedes,

transfers and conveys by way of Donation, unto said DONEE the personal property above-described free

from all liens and encumbrances.

ACCEPTANCE

That the DONEE hereby ACCEPTS the foregoing donation of the above-described property for which its

sincerest appreciation and gratitude for the kindness and liberality of the DONOR.

In witness whereof, the parties hereto have set their hands at the place first above written on this day of

2007.

DONOR DONEE

COMMISSION ON INFORMATION THE LOCAL GOVERNMENT UNIT

AND COMMUNICATIONS TECHNOLOGY

By: By:

RAMON P. SALES

Chairman Mayor


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Summary of Teacher Training Evaluation Results

Counts per Rating 1 2 3 4 5 mean

Relevance to Work

Relevance to your current work 0 0 1 7 27 4.74

Relevance to your future/desired work 0 0 0 6 28 4.82

Relevance to your institution's needs 0 1 3 2 28 4.68

Information/Skills Acquired

Amount of information covered in the activity 0 2 5 16 15 4.16

Extent to which you gained ideas useful to your

work 0 0 6 13 19 4.34

Extent to which you have acquired new skills 0 0 4 14 20 4.42

Extent that this activity achieved its objectives 0 0 2 11 25 4.61

Design of the Activity

Effectiveness of the activity in maintaining your

interest from start to finish 0 1 2 10 25 4.55

Effectiveness of the visual aids in reinforcing the

lessons 0 0 4 6 28 4.63

Adequacy of time allotted to each topics 0 2 9 14 12 3.97

Logic in the progression or sequence of topics 0 1 5 14 16 4.25

Time allotted for discussions and Q&A 0 0 7 17 13 4.16

Variety of the training methods used (lecture,

exercises,discussions) 0 0 2 9 26 4.65

Class Interaction

Effectiveness of the instructors in training you to

use and appreciate .net application 0 1 2 7 28 4.63

Responsiveness of the instructors in answering

participants questions 0 0 1 8 29 4.74

Interaction between participants and resource

persons 0 0 4 6 27 4.62

Sensitivity and assistance provided by project

staff 0 0 2 7 28 4.70

In general, how would you rate this activity? 0 0 1 8 26 4.71

Annex J


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Focus Group Discussion pro-forma for use

with Out of School Youth in the Philippines

January 2006

Aim and format

The central aim of these focus groups is to gain insights into the learning needs of out of school youth

(OSY) and the opportunities for ICTs to contribute to these needs. The intention is that each focus group

discussion should last around 90 minutes, and should involve between about 8-10 young people. Ideally,

in each location there should be four focus groups (girls aged 10-15; boys 10-15; girls 16-20; boys 16-20).

The format will need initially to be piloted with a group of young people who understand the aims, so

that we can ensure that the language is intelligible to them, and that the questions elicit relevant

responses.

Introduction: Setting the context

- context of FGD, purpose/objectives

The Questions

1. What level did you reach at school before leaving? Why did you leave school?

2. What sorts of jobs do you now do to earn money? Why?

3. What are the most important skills that you have? How did you learn them?

4. How do you learn new things or skills most easily, and most enjoyably?

5. What sorts of things would you like to learn more about, or what kinds of skills would be useful

for you? Why?

6. How do you think that new kinds of equipment or technology could help you learn such things

or skills?

7. Do you ever use new technologies such as the radio, TV, mobile ‘phones or computers? If so,

what for?

8. When you are older, what do you want to do with your lives?

9. Thanks very much indeed. Is there anything else you would like to tell me about how you

would like to learn things?

10. Thanks again. Would you like to have some kind of summary of the things we have discussed.

How do you think I could best do this for you?

Respondents:

“The focus groups ranged from 5 to 11 people in size, and were differentiated by age and by

gender. In both Smokey Mountain and San Jose del Monte, four focus group discussions were held, with

there being separate male and female groups, each divided into those aged 10-15 and 16-20. In Cagayan

de Oro, two groups of young men (again aged 10-15 and 16-20) who had previously been involved in

criminal activities (ranging from murder to petty crime), but were now in a rehabilitation centre,

volunteered to participate in the discussions. In all, a total of 78 young people participated in the focus

groups.”

– Prof. Tim Unwin. Draft of “The Potential of e-learning to Address the Needs of Out-of-School Youth in

the Philippines: eSkwela Summary Report”, February 2006.

Annex K


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Summary of Focus Group Discussion Results conducted with Out-of-School Youth, January 2006

Smokey Mountain, San Jose del Monte City, Cagayan de Oro City

• The respondents provided the following reasons for being Out-of-School: loss of work of one parent

(usually the father), separation of parents, inability to support the daily expenses at school, “barkada”

(cliques), use of rugby and other addictive substances, fighting in school, disinterested/unmotivated

with studying. But most of them would want to go back to school, if given a chance.

• The out-of-school girls usually stay at home to take care of younger siblings and help out with

household chores. Boys, on the other hand, get jobs as cigarette vendors, sidecar drivers, rubbish

recyclers, and assistants in the bakery. When asked why they take on these low-income jobs and not

other more profitable jobs, they responded that these are the only jobs where they could pass the job

requirements. They are aware that they need a high school diploma to get better jobs.

• Majority of the respondents equated “skills” to talents such as singing, dancing, rapping, drawing,

and playing basketball/ volleyball. They do not equate skills to daily tasks they do such as doing

household chores, taking care of babies and kids, selling things, baking bread, growing vegetables, or

sorting rubbish.

• When asked whom they admire, the respondents gave the following answers: relatives (father,

uncles, cousins) and national personalities (e.g. Manny Pacquiao, Lucio Tan, etc.) who have “made it”

/ are successful in the real world despite not finishing school, friends who are either talented (good

singers/dancers/basketball player) or really smart, “kuya”/ “ate” (i.e. older sibling) types who teach

them to act/ dance/ play/ sing/ use the computer.

• When asked how they normally learn, these kids answered that they do so by watching adults do it

(usually their parents) and by teaching themselves how to do it, coupled with perseverance & focus.

They prefer actual demonstrations to plain explanation. They still prefer to learn from a teacher not a

peer because they still revere people with authority. They also usually learn through books over

other media.

• When asked if they learn from other media, they responded as follows:

– Radio: used to learn music and dancing, love problems, and advice (moral lessons)

– Television: useful since the medium mixes explanations with visual demonstrations.

(SineSkwela, Mathenik, Wowowee, Game KNB, and Hiraya Manawari)

– Computer and Internet: used for research, learning how to type, chatting, and gaming – but

the respondents admit that they have little familiarity with the medium

– Mobile phones: education through this medium is limited to the calculator function

• They dream of having their own families and be ale to provide for them. They would want to

become singers, dancers, actors/actresses (“easy money”), basketball players, nurses, electricians,

computer/cellphone technicians, waiters, vendors, seamen, policemen, doctors, teachers,

businessmen for retail shops (sari-sari store, dvd/cd shop, repair shop). Most of them (especially the

girls) want to work abroad.

• The respondents were unanimous in saying that they need a diploma to succeed in life – they see it as

a crucial requirement for better jobs/opportunities. They would want to finish their studies, if given

the chance. They would like to learn more in the following subject areas: English, Math, Science, and

values.

Annex L


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Draft List of Baseline Information and M&E Indicators Data Source Data Input

Indicators

Components of Indicators Data Gathering

Plan/Timeline Instrument/Data

Collection

Community General

Information

• Community & DepEd Division leaders/officials & priority programs/projects

• Education champion/ pointperson

• # of school-aged youth; # of OSY & % of population

• # of OSY – HS age in the immediate area: potential clients

• Trends: % dropouts from formal ed, % dropouts from ALS program, % of A&E

takers and passers – and reasons

Social investigation

• Interviews

• Records/docume

ntation

Support for ALS

in general

• Relationship between ALS and LGU

• Extent of community support & involvement, in what forms (reception to ALS

objectives & design, projects/programs for OS citizens)

• Investment / annual expenditure on ALS & in what form (provision of space:

classrooms, office, equipment, projects, assistance in employment opportunities,

etc.)


• Interviews

• Survey, Checklist

Similar Initiatives

(formal ed, ALS,

community

centers)

• Objectives

• Components of project

• Community champion

• Extent of community support & involvement, in what forms

• Implementing Body

• Project Duration & Schedule, Investment

• Results: m&e mechanisms, sustainability, usage rates & forms of use, outputs,

community acceptance / support & in what form, security, etc.

• Openness to such activities


Community Mobilization

• Interviews

• Records/docume

ntation

ICT resources &

ICT literacy rate

• Availability of electricity & consistency of service

• Availability of connectivity + bandwidth

• Availability of educational software / ICT content

• Community awareness / priority given to ICT

• ICT literacy rate

• ICT penetration:

� Presence and utilization (% and forms) of ICT resources in LGU, households,

& schools

� Location/s

� Computer : Citizen / Student Ratio

� Awareness, extent of connection to, and use of the Internet

� Software used (productivity, educational, etc.)

� Presence and use of other equipment: projectors, printers, scanners, digital

cameras, videocams, etc.


• Interviews

• Records/docume

ntation/ statistics

• Infra audits? /

checklists

Annex M


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Data Source Data Input

Indicators



Collection

� Presence and use of internet cafes and CeCs

� Uses

• Investment / annual expenditure on ICT

Support for

eSkwela

• Community champion: ICT leadership and strategic plan

• Extent of community support & involvement, in what forms (reception to eSkwela

objectives & design)

• Results: sustainability, usage rates & forms of use, outputs, community acceptance

/ support & in what form, security, etc.

• Extent of use as CeC (outside eSkwela design) – business model used, rate of

success

• Recommendations for implementation eSkwela-CeC (e.g. membership cards, etc.)

Community Mob

Implementation Phase

• Interviews

• Focus Groups

• Class materials &

projects

ALS Head /

eSkwela

Center Mgr

Use of ALS

Centers/ eSkwela

• Usage rate, by whom, and types of uses (pie) - trends

• # and % of eSkwela participants vs. all center users (profile)

• Fees collected, sustainability business model

• OPEX trend

• Number of eSkwela participants and other users

• computer: eSkwela participants ratio maintained

• Schedule of use

• Drop-out rate

• % of A&E takers and passers

• % of takers for different eSkwela tracks

• Other outcomes

• Hardware maintenance: types, frequency, fixed how soon

Implementation Phase • Activity logs

• Records/docume

ntation

ALS Teachers

(directly

under BALS

and formal

ed teachers

sidelining as

ALS teachers)

Teacher Training • Pre-service and In-service training on ALS and innovative/progressive pedagogy

(get info – objectives, phases/ components, champion & implementing body,

topics, budget allocation/priority, duration, setup, evaluation results, incentives)

• Number trained? Number with professional certification?

• Training for ALS Heads/Supervisors, too?

• Extent of Application/Practice on actual classroom teaching of ALS specialized

methodologies: readiness, helpful mechanisms, constraints/problems/difficulties,

admin and student reception

• English Proficiency

• Recommendations to improve training / ALS system


In-Service (follow-up

trainings)

• Interviews

• Post-training

evaluation

• Records/docume

ntation

• Similar training initiatives – ICT skills (get info – objectives, components,

champion & implementing body, topics, budget allocation/priority, duration,

setup, evaluation results, incentives, what was helpful & what wasn’t)



Post-teacher training

• Self-Assessment:

NICS

Questionnaire -


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Indicators



Collection

• Level of ICT competency gained (literate, competent, expert), initiative to learn

more by self

• Number trained? Number with professional certification?

• Extent of Application/Practice of ICT skills in real life– in any form (home,

classroom, admin, social, etc.): readiness, helpful mechanisms,

constraints/problems/difficulties, admin and student reception, effects on own

productivity (admin tasks: time spent, use of templates/forms, etc.) – what would

encourage the use?

• Recommendations to improve training

• ICT-related staff training, tech support, staff access to computers

• Email address? Extent of use

Likert

• Post-training

evaluation

• Interviews

• Similar initiatives – ICT in education (get info – objectives, phases/ components,

champion & implementing body, topics, duration, setup, evaluation results, what

was helpful & what wasn’t)


• Openness to such activities – what would encourage the use?

• Application in actual classes:

� Level of comfort / readiness / confidence to implement ICT in education

� Pedagogical motivations: what would encourage the use? Used in what ways?

� Source of guidance/ support – i.e. mentorship

� Constraints/problems/difficulties

� Admin and student reception

� Effects on own productivity and effectiveness

• Recommendations to improve training

Social investigation (needed

to customize eSkwela

teacher training design)

Community Mobilization

Post-teacher training, In-

Service (follow-up trainings)

• Post-training

evaluation

• Classroom

observations with

the use of rubrics

– assessed by

learners &

teachers

• Face-to-face

interviews

• Self-Assessment

Classroom

Pedagogy

• Reception to eSkwela objectives, tracks, & design

• Conducive ICT culture?

• Pedagogical practices/ teaching strategies used

� Existing practices vs. ICT4E model: Lesson preparation, instruction,

assessment

� Paradigm Shift: extent of implementing eSkwela design (constructivist

orientation)

� Teacher-centered vs. learner-centered, directive vs. facilitative

� Fact-based/LOTS vs. Inquiry-based/HOTS

� Flexibility

� Combination of different subjects: thematic

Social Investigation (for

existing practices)

Post-teacher training


• Classroom

observations

• NICS-Teachers

Rubrics –

assessed by

learners &

teachers

• Face-to-face

interviews

• Activity


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Indicators



Collection

� Emphasis on relevance to real life

� Plan and design effective learning environments supported by

appropriate / emerging technology: use of blended instruction

� Can implement plan that include methods for applying technology to

maximize student learning and facilitate assessment

� Openness to and effectiveness of cooperative/collaborative activities and

project-based learning

� Traditional pen-and-paper tests vs. authentic assessment (application,

performance-based, different mediums used)

� Grading system used (as measure of learners’ progress)

• Level of skills for using innovative teaching strategies

• Level of skills to facilitate deeper learning

• Perception and Actual Performance Levels: impact of ICT on teacher attitudes and

performance

logs/blogs

• Teacher lesson

plans/

portfolio/material

s: work sample

analysis

• Self-Assessment

• Teacher

Evaluation (by

learners, eSkwela

project team, and

ALS officials)

Learner Participant

Information

• FGD items (reasons for being OSYs, value of education, skills, learning style,

preferences, etc.)

• Awareness of ALS objectives

• Participant track (personal option)

• Family’s level of support & involvement (attendance in ALS activities, education

as priority, strictness in attendance, interest in child’s education, apparent

support/guidance given)

• Study/work habits and attitude towards education: time and effort spent for: work,

study, play

• Email address

Participant Screening • Enhanced BALS

screening exam &

interview

Classroom

Pedagogy

• Student Attitudes: reception to ALS and eSkwela objectives, tracks, & design

(including use of ICT in education)

• Conducive ICT culture?

• Student Practices: reception to blended instruction:

� elearning modules: effectiveness, ease of use (instructions, navigation),

attention, creative, engaging

� teaching strategies: extent of effectiveness, student-centeredness

� Openness to and effectiveness of cooperative/collaborative activities (within

and outside specific center)

� Openness to and effectiveness of project-based learning

� use of ICT to deepen learning (beyond elearning modules)

� Pedagogical motivations: what would encourage the use? Used in what ways?

Social Investigation (for

existing practices)


• Classroom

observations

• Rubrics

• Self-Assessment


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Indicators



Collection

• Reception to buddy system

• Extent of independent learning, pacing, student-centered strategies

Student Learning

and Performance

• Attendance

• English proficiency, soft skills

• Level of proficiency in various subject matters

• Level of proficiency in ICT skills

• Level of proficiency in 21st century skills

• Extent of / Increase in being motivated and engaged

• Perception and Actual Performance Levels: impact of ICT on student performance

(including motivation, degree of learning (progress from LOTS to HOTS) &

application of knowledge and skills gained, etc.)

• Assessment: types, reception to & effectiveness of each type

• For livelihood track: usefulness of ICT skills training and ICT-based learning in

gaining employment

• Feedback from parents – student performance, learning progress, attitude, study

habits, etc.

Implementation Phase • Student records

• Self-Assessment

• Face-to-face

interviews

• Formative and

Summative

student

assessments –

projects, orals,

outputs

• valid and reliable

rubrics

• Student Portfolio:

work sample

analysis

• Activity

logs/blogs

• Parental Reports

• Final Project

• A&E exam

General Outcome

Indicators

• Systemic Outcomes

• Long-term Outcomes

Evaluation phase • Analysis of all

materials

• Observations

• evaluation on needs assessment, process, and outcome

• for Community Mob: must not forget to communicate and get buy-in of DepEd Division offices – to allow autonomy/independence for eSkwela design


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Financial Report

Annex N