barangay literacy worker program education shall also include alternative learning systems for...

Issued by: ALS Division Office, CamSur, DepEd Version: 2.3

ALS, DepEd, CamSur

BARANGAY LITERACY WORKER PROGRAM MANUAL & TOOLKIT

Barangay Literacy Worker Program

Version Control

Version Date Issued Description Update Authors

0.1 18/08/2015 Outline issued for discussion with AVIDs Rachel Hollis

0.2 28/08/2015 Outline issued for discussion with Program Team Rachel Hollis

0.3 14/10/2015 Content added for review at meeting on 15/10/2015 Caitlin Sparks

0.5 03/12/2015 Advocacy and Awareness and Appendix B added Kate Gilkison

0.9 10/12/2015 Added Training and Funding Audric Co

1.2 15/12/2015 Content added/refined: (1) Provincial Ordinance; (2) Planning; (3) BLW Training; (4) Recruitment Processes; (5) Clustering of Barangays; (6) Facebook District Pages; (7) Monitoring, Evaluation and Reporting.

Caitlin Sparks (and Various)

1.3 16/12/2015 Content added/refined: (1) Responsibility; (2) Monitoring, Evaluation and Reporting

Caitlin Sparks (and Various)

1.6 17/12/2015 Formatting issues resolved; content added/refined: Caitlin Sparks (and Various)

1.7 22/12/2015 Additions made to Management Resp, Funding and Training sections, formatting modifications, new title page, tools added throughout sections

Rachel Hollis, Kate Gilkison, Audric Co

2.0 22/12/2015 Issued to Sir Peter and Mam Mildred for review Rachel Hollis

2.1 09/01/2016 Review by Rachel Rachel Hollis

2.2 15/01/2016 Cover to cover revision and update Caitlin Sparks

2.3 15/01/2016 Updates to M&E Section and Program Benefits document. Issue for ALS Implementer first review.

Rachel Hollis

Manual & Toolkit Version: 2.3 of 32


Document Purpose

The BLW Manual and Toolkit acts as a guide to those people working towards the success of the BLW Program and the key objectives of the Department of Education, Camarines Sur. The document details structures, processes and tools that are used to implement the BLW Program. The methods in this document have been developed to ensure that the BLW Program is implemented in a sustainable way, and to ensure the continual improvement of the BLW Program.

Document Control

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

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

The next review date for the BLW Manual is February 2017.

Resource:- Guide on how to update the ALS Internet Site



Contents

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

DOCUMENT PURPOSE ........................................................................................................................................ 3

DOCUMENT CONTROL ........................................................................................................................................ 3

CONTENTS ......................................................................................................................................................... 4

1 PROGRAM VISION AND BENEFITS .............................................................................................................. 5

2 LEGAL BASIS FOR BLW PROGRAM IMPLEMENTATION ................................................................................ 6

2.1 THE 1987 PHILIPPINE CONSTITUTION AND REPUBLIC ACTS 9155 AND 10122 ............................................................. 6 2.2 EXECUTIVE ORDER 356 ...................................................................................................................................... 7 2.3 UNESCO’S EDUCATION FOR ALL ......................................................................................................................... 7 2.4 PROVINCIAL ORDINANCE NO. 056 OF 2015 SERIES................................................................................................. 7 2.5 DEPED CAMSUR MEMORANDUM NO. __ ............................................................................................................. 8

3 BLW MANAGEMENT RESPONSIBILITIES ...................................................................................................... 9

3.1 ALS STRUCTURE ............................................................................................................................................... 9 3.2 BLW OPERATING STRUCTURE ........................................................................................................................... 10

4 PLANNING ................................................................................................................................................ 12

4.1 PROVINCIAL ANNUAL PLAN ............................................................................................................................... 12 4.2 MUNICIPAL ANNUAL PLAN ................................................................................................................................ 12 4.3 PLANNING CYCLE ............................................................................................................................................ 13

5 AWARENESS & ADVOCACY ........................................................................................................................ 14

5.1 THE IMPORTANCE OF AWARENESS & ADVOCACY ................................................................................................... 14 5.2 FACEBOOK AWARENESS & ADVOCACY ................................................................................................................ 14 5.3 KEY ANNUAL ACTIVITIES ................................................................................................................................... 15

6 BLW FUNDING .......................................................................................................................................... 17

6.1 PURPOSE OF FUNDING ..................................................................................................................................... 17 6.2 SOURCES OF FUNDING ..................................................................................................................................... 17 6.3 FUNDING CYCLE .............................................................................................................................................. 20

7 RECRUITMENT .......................................................................................................................................... 21

7.1 BLW SELECTION CRITERIA, KEY COMPETENCIES AND/OR QUALIFICATIONS, PERSONAL ATTRIBUTES ................................ 21 7.2 RECRUITMENT PROCESS ................................................................................................................................... 21 7.3 RECRUITMENT CYCLE ....................................................................................................................................... 22 7.4 MEMORANDUM OF AGREEMENT ....................................................................................................................... 22

8 TRAINING ................................................................................................................................................. 23

8.1 MANAGEMENT TRAINING FOR BLW PROGRAM .................................................................................................... 23 8.2 FORMAL BLW TRAINING .................................................................................................................................. 23 8.3 OTHER BLW TRAINING METHODS ..................................................................................................................... 24 8.4 TRAINING CYCLE ............................................................................................................................................. 25

9 MONITORING & EVALUATION, AND REPORTING ....................................................................................... 26

9.1 BLW PROGRAM EVALUATION QUESTIONS ........................................................................................................... 26 9.2 MONITORING MECHANISMS ............................................................................................................................. 26 9.3 REPORTING .................................................................................................................................................... 28 9.4 M&E CYCLE .................................................................................................................................................. 28

APPENDIX A LIST OF TOOLS .......................................................................................................................... 30

APPENDIX B REFERENCES ............................................................................................................................. 32



1 Program Vision and Benefits

The purpose of this section is to outline the BLW Vision and Benefits. It illustrates the connections between the stated end goal of the Program – to ensure knowledge of, access to, and opportunity to participate in the Program – and the means of achieving it. Specifically, it traces relationships between Program benefits, outcomes, capabilities, and outputs. The section also serves to clarify relationships between various levels of government and DepEd ALS Cam Sur. After reading this section, ALS implementers should have a clearer understanding of how it is possible to achieve the BLW Program vision.

The following diagram is called a benefits map. From the bottom up it details the key outputs and capabilities that are required to reach the desired operating state, or outcomes. These outcomes are thought to lead to the measurable improvements, or benefits. The benefits relate to the DepEd ALS Objectives, and to the overall Program Vision of “Every person in each barangay having the knowledge of, access to, and the opportunity to participate in the educational programs that allow them to achieve their personal learning goals and therefore their unique potential.”

Improved access to ALS for remote &

disadvantaged learners

Increase in number of

people accessing ALS

Established positive working

partnership between DepEd

and LGUs

EPSA representative is able to monitor

program progress and

benefits realisation

BLW staff trained

ALS Implementers

have knowledge of and skills to

apply BLW processes

Ongoing training and feedback

structure set up for DALSC/MTs

ALS Implementers

understand how to approach LGU

& Barangay Captains for ordinances

Funding allocated by

LGU & Barangay

ALS Implementers

have motivation to implement the

BLW Program

ALS Implementers and Barangay

Captains recruiting BLWs

Improved Awareness of ALS and the

BLW Program in the community

Documented effectiveness and impact of BLW Program

All barangays serviced by a

BLW

Increased literacy rate for OSYs and OSAs

BLW Manual and Toolkit

Ordinance roll out plan

Operating structure &

responsibilities defined

Monitoring & reporting tools

available

Awareness & Advocacy Plan

Regular and accurate

reporting to management

and key stakeholders

PLCC, MLCC and BLCC are

meeting and members

understand their roles and

responsibilities

All key stakeholders

have knowledge of ALS and BLW

Program

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

therefore their unique potential

Increased number of A&E Passers

Institutionalise BLW Program

OUTPUTSWhat things do we need toenable the program?

PROGRAM VISIONA picture of a better future

DEPED ALS OBJECTIVES

BENEFITSThe measurableimprovement resulting from the outcome

CAPABILITIESWhat needs to be happening to enable the operating state?

OUTCOMESWhat is the desiredoperational state?



2 Legal Basis for BLW Program Implementation

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

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

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

Republic Act 9155 – Governance of Basic Education Act of 2001 states:

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

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

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



indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs.”6

2.2 Executive Order 356 Executive Order No. 356 renames what was formerly known as the Bureau of Non-formal Education to the Bureau of Alternative Learning System (BALS). The Executive Order obligates BALS to “address the learning needs of the marginalized groups of the population including the deprived, depressed and underserved citizens” and to “ensure the expansion of access to educational opportunities for citizens of different interests, capabilities, demographic characteristics and socio-economic origins and status.”7

2.3 UNESCO’s Education for All The Philippines is one of 164 countries that joined the “Education for All” (EFA) movement initiated by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1990. The EFA agenda outlined six goals to be achieved by the year 2015. One of these goals was to attain universal coverage of out-of-school youth and adults with regard to basic education.8 Despite failing to achieve EFA targets within UNESCO’s designated timeframe, the Philippine government and DepEd remain committed to the principles of the EFA movement.

In the Philippine Education for All 2015: Review Report, DepEd’s Bureau of Alternative Learning System (BALS) is identified as the organization responsible for eliminating illiteracy amongst out-of-school youth and adults.9 To this end, BALS has introduced a range of programs and strategies and has enjoyed some important successes in terms of reaching those Filipinos who, often due to financial hardship or early marriage, have dropped out of the formal school system.10

However, according to the Philippine Education for All 2015 report, the budget for DepEd-BALS is “less than 1.0 per cent of the annual allocation for basic education” and is stretched beyond reasonable limits with only one ALS implementer for every 68 learners.11 The Barangay Literacy Worker Program is a cost-effective means of bridging the gap between the limited supply of ALS implementers and the growing problem of illiteracy. In 2008, DepEd reported that 15 million Filipinos are either illiterate or neo-literate, and 5.6 million children (6-12 years) and youth (12-15 years) have dropped out of the formal school system.12 These numbers are predicted to increase as the population grows.13 Strengthening and expanding the Barangay Literacy Worker Program will improve DepEd’s chances of achieving EFA goals by ensuring that the most vulnerable and disadvantaged members of Filipino society have the opportunity to continue their education.

* Something along the lines of waiting for next goals to come out.

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

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

In this document, it will be referred to simply as the ‘Provincial BLW Ordinance’ or ‘Provincial Ordinance’. The passing of the Provincial BLW Ordinance provides guidelines for the establishment of literacy coordinating councils at the provincial, municipal, and barangay levels, and mandates the appointment of Barangay Literacy Workers. In order to “promote and enhance basic education”, the



Provincial Ordinance aims to encourage education as a means of empowerment, institutionalize ALS in order to increase access by the underprivileged, encourage further involvement of all partners and agencies in literacy projects, and to work towards the reduction, if not elimination, of illiteracy.

In accordance with the Provincial Ordinance, Literacy Coordinating Councils (LCC) are to be established within Camarines Sur. LCCs are intended to encourage, facilitate, and monitor alternative education at the barangay, municipal, and provincial levels. They are the core literacy implementing units, charged with enabling the creation of a Learning Centers, as well as all other necessary and proper functions required for the facilitation of ALS programs, in particular the BLW program.

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

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

Resource:- Provincial Ordinance

Template:- Resolution to Adopt Provincial Ordinance Template

2.5 DepEd CamSur Memorandum No. __ A Memorandum has been issued by the Camarines Sur Schools Division Superintendent outlining the commitment of DepEd CamSur to implement the Provincial Ordinance No. 056 of the 2015 Series.

DepEd CamSur ALS envisions the Barangay Literacy Worker Program as a means of ensuring that every person, in every barangay, has knowledge of, access to, and the opportunity to participate in DepEd’s Alternative Learning System. The long-term vision for the BLW Program is that every barangay in the Philippines will have its own literacy worker who will assist eligible residents – out-of-school, illiterate, and neo-literate youth and adults – to achieve their personal learning goals and, therefore, their unique potential. Barangay Literacy Workers are tasked with the coordination and delivery of flexible, community-based education programs that focus predominantly on developing the literacy and livelihood skills of learners.

Resource:- DepEd CamSur Memorandum No. __



3 BLW Management Responsibilities

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

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

3.1 ALS Structure

District ALS Coordinators

(DALSC)

Barangay Literacy Workers (BLWs) /

Instructional Managers (IM)

Superintendent

ALS Division Supervisor

Education Program Specialists for ALS

(x9)

Mobile Teachers (MT)

Abot-Alam

Public Schools District Supervisor

(PSDS)

X 39 Schools Districts

School ALS Coordinator

(one per elementary school)

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

One District ALS Coordinator (DALSC) and Mobile Teacher (MT) is assigned per school district. Both report to the ALS Division Supervisor for matters related to ALS, and on site are supervised by the Public Schools District Supervisor (PSDS) in their district.



The DALSC and MT share the load for ALS management tasks and for teaching responsibilities. Depending on the district, the DALSC, MT, or both can have direct supervisory responsibility for Abot-Alam, and Instructional Managers / Barangay Literacy Workers.

Resource:- Map of CamSur Municipalities

Resource:- Map of CamSur Schools Districts

Resource:- Map of EPSA District Responsibilities

Resource:- Contact List of CamSur ALS Staff

3.2 BLW Operating Structure

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

The Provincial Literacy Coordinating Council (PLCC) is composed of representatives of the Sangguniang Panlalawigan, and is chaired by the Governor. The Superintendent is the key representative from DepEd. The ALS Division Supervisor acts as the PLCC Secretariat Head, and the BLW Program Coordinator is a key member of the PLCC Secretariat.

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

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

Resource:- PLCC Composition and Responsibilities

Resource:- M/CLCC Composition and Responsibilities

Resource:- BLCC Composition and Responsibilities



Education Program Specialists for ALS (EPSAs), BLW Program Coordinator, Most Significant Change (MSC) Coordinator EPSAs are responsible for supporting the implementation of the BLW Program in their respective districts. They are responsible for providing technical support where appropriate and for performing monitoring and evaluation tasks.

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

Template:- EPSA Position Description and KRAs from BLW Program Template

Template:- BLW Program Coordination Position Description and KRAs from BLW Program Template

Template:- MSC Coordinator Position Description and KRAs from BLW Program Template

District ALS Coordinators (DALSC), Mobile Teachers (MT), and the BLW Focal Person DALSCs and MTs will be directly responsible for the recruitment, training and supervision and oversight of the BLWs.

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

Template:- DALSC/MT Position Description and KRAs from BLW Program Template

Barangay Literacy Workers (BLW) BLWs have a numer of responsibilities which include the conductin literacy mapping, learner recruitment, participation in advocacy activities and conducting classes within their own barangays.

BLWs will be required to participate in the BLCC. The BLW, Barangay Captain, and Education Kagawad will work closely together through the BLCC, to determine barangay-specific needs and resolve barangay-specific issues. This should be written into the BLWs work plan, which is contained within the Toolkit for BLWs.

Resource:- Barangay Literacy Worker Job Description

Resource:- Toolkit for BLWs

Learner Quotas for ALS Implementers Section yet to be completed.



4 Planning

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

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

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

The PLCC is responsible for assigning all resources required to deliver the plan. Ideally, the plan should be approved in line with the annual provincial budgetary cycle.

The PLCC Secretariat is responsible for distributing the Provincial Annual Plan to all MLCCs. A complete overview of PLCC powers, duties, and functions – including planning responsibilities – can be found in the Provincial BLW Ordinance, Article II, Section 10.

4.2 Municipal Annual Plan Based on the Provincial Annual Plan, each municipality (or city) will produce an annual plan for the implementation of the BLW Program within the municipality. Plans should identify municipal specific targets, key implementation activities, and identify who is responsible for performing those tasks and within what timeframe.

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

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

The M/CLCC Secretariat is responsible for distributing the Municipal Annual Plan to all BLCCs of that municipality. Ideally, a BLCC should use the Municipal Annual Plan to guide their own Barangay Annual Plan. A complete overview of M/CLCC powers, duties, and responsibilities – including planning responsibilities – can be found in the Provincial BLW Ordinance, Article II, Section 13.

Template:- Annual Plan Template

Resource:- Sample Key Performance Indicators



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

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

The Provincial Annual Plan will be monitored by the BLW Coordinator on a quarterly basis. Plan progress and issues will be reported to the PLCC in the quarterly and annual reports.

Municipal Annual Plans will be monitored by the EPSA on a quarterly basis. Plan progress and issues will be reported to the M/CLCC in the quarterly and annual reports.

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

Resource:- BLW Program Calendar of Events

PLCCGenerates Provincial Annual Plan for the

implementation of the BLW Program.

MLCCs x 35Adopts Provincial

Annual Plan.Generates Municipal

Annual Plan.

BLCCs x 1000Adopts Municipal

Annual Plan.

Provincial Annual Plan distributed to all

Municipal GovernmentUnits

Municipal Annual Plan distributed to all

Barangay GovernmentUnits

Sangguniang Panlalawigan

Assigns funding for BLW Program

PLCCPrepares draft annual

plan, based on performance results from previous year.

Used as basis for funding submissions.

MLCCs x 35Prepares draft annual

plan, based on performance results from

previous year.Used as basis for funding

submissions.

Sangguniang Bayan &

Sangguniang Barangay

Assigns funding for BLW Program

Provincial Annual Plan distributed to all

Municipal GovernmentUnits

Annual Plan andfunding proposal

submitted forconsideration

Annual Planand funding

proposalsubmitted forconsideration

Aug Sep Oct Nov Dec



5 Awareness & Advocacy

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

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

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

5.2 Facebook Awareness & Advocacy Facebook is a popular and effective advocacy and awareness tool, with the potential to expose ALS/BLW activities and news to a wide audience. DALSCs, MTs, BLWs, and other implementers should utilize Facebook for the dissemination of information, the celebration of achievements, and the sharing of photos. Tagging learners and implementers in pictures and posts widens exposure, and could potentially aid in the recruitment of learners and/or implementers. Facebook can be used especially well for advertising ALS/BLW events, and for sharing the success of the event afterwards with the greater ALS community.

Official BLW Program Facebook Page An official BLW Program Facebook group page has been created. It should be used by ALS management and implementers to share information across the province regarding BLW Program events, resources, and successes. All ALS employees are encouraged to post on the page. The BLW Program Coordinator should be responsible for monitoring public engagement and removing any offensive and/or unrelated material. Regular posting of positive stories, photographs, and events will promote the BLW Program, raising community engagement and boosting enrolment numbers.

District Facebook Pages In the case where one does not yet exist, each DALSC or MT should create and maintain an ALS Facebook page specific to his/her district. The use of a district ALS Facebook page is intended to further broaden the reach and scope of the ALS program, thus increasing knowledge of, access to, and participation in ALS programs. The Facebook page is also aimed at promoting ALS as a fun and accessible means to achieving personal learning goals and realizing individual potential.

District ALS Facebook pages should be made public, allowing learners, implementers, and the broader ALS community to connect, thus facilitating communication, networking, and photo sharing, and assisting the organization of ALS related events. It will be the role of the DALSC/MT to maintain the Facebook page, to encourage the posting and tagging of pictures, and to share educational resources



and program updates. The DALSC/MT will also be responsible for mediating offensive and/or unrelated posts and comments.

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

Resource:- How to set up a Facebook page

5.3 Key Annual Activities At least once a year, each district should hold a BLW Advocacy and Awareness Event. Advocacy and awareness activities can include, but are certainly not limited to, karaoke competitions, fun runs, advocacy forums, tree planting, or bake sales. Activities can be tailored to meet the needs and resources of each district.

The goal of the District Event is:

To increase awareness of the BLW Program within communities; to highlight the value of the program, to municipal and barangay councilors, as well as the general public; to promote learner and implementer recruitment amongst family and friends of learners and the general public; and to work at reducing any stigma associated with ALS.

Resource:- Sample Awareness and Advocacy Event Plans



Funding The BLW Focal Person will need to source funding for the event, the most likely source of which will be the LGU. The BLW Focal Person will be responsible for submitting a proposal outlining the anticipated expenses. An example of potential expenses can be seen in the table below:

Sample Budget for District Event for 100pax*

ITEM COST (PHP)

Tarpaulin 900

Videoke 800

Sound system 2,000

Snacks AM 2,500*

Snacks PM 2,500*

Lunch 5,000*

Extra food 1,500**

Hall prep./decoration 500

Miscellaneous 1,000

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

Template:- Awareness & Advocacy Event Funding Proposal Template

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

Branding Do not forget to incorporate ALS/BLW logos, through the use of tarpaulins, flyers, banners, and t-shirts. Photos from the event can be uploaded onto the BLW Facebook Page or relevant District ALS Facebook Page, with participants tagged in pictures.

Resource:- BLW Logo



6 BLW Funding

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

6.1 Purpose of Funding Barangay Literacy Workers are considered volunteers and are to receive a minimal monthly honorarium provided by their Barangay Council. A reasonable honorarium will assist in the recruitment of potential BLWs as well as reducing early termination. Funding is also required for the purchase of essential BLW resources such as modules and instructional materials. While care has been taken to ensure the information contained within this section applies to all municipalities, variances may exist between local government units.

In Camarines Sur, the Provincial BLW Ordinance outlines the minimum responsibilities of the LGUs and Barangay Councils in relation to funding the BLW Program. To support the implementation of the Provincial BLW Ordinance, it is recommended that each municipality passes a ‘Resolution to Adopt’ the Provincial BLW Ordinance. This will provide a concrete legal basis for the BLW Program and ensure the LGU understands its purpose and value. For districts where no municipal ordinance or resolution exists, the Provincial BLW Ordinance still has weight and should be used by the BLW Focal Person to pressure the LGU into passing one or both of these.

Securing funding for the purposes of ALS programs and projects involves creating and maintaining amicable relationships with a variety of stakeholders, such as the Mayor, the Municipal Committee on Education, and the PSDS, and Barangay officials. As such, ALS implementers should strive to be actively engaged, abstain from public political alignment, and have open lines of communication with these stakeholders.

6.2 Sources of Funding The Provincial Ordinance states that the Provincial Government, LGUs, and the Barangay Councils, should provide the necessary funds for the administration and the operations of the PLCC, M/CLCC and BLCC, respectively. The Ordinance also recommends that LGUs provide the necessary funds required to support the programs, projects, and activities of the M/CLCC relating to ALS, to be drawn from the Special Education Fund and/or Gender and Development Fund.

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

FUNDING LEVEL ACCESSED VIA FUNDING SOURCE Provincial PLCC Aid/Assistance to Barangays Fund Municipal or City

M/CLCC General Fund; Special Education Fund; Municipal Development Fund; Gender and Development Fund

Barangay BLCC General Fund; Sangguniang Kabataan Fund; Barangay Development Fund



Provincial Funding Provincial level funding for the purposes of BLW honoraria is limited and changes yearly. The application process for provincial funding in relation to BLW expenses must be made through the ALS Division Supervisor. Provincial Level funding is available through the ‘Aid/Assistance to Barangays’ Fund.

Local Government LGU Funding The Provincial BLW Ordinance dictates the funding structure of the Barangay Literacy Worker Program. The amount of funding allocated to BLWs from the LGU may differ depending on the particular conditions included in the municipal ordinance or resolution. The Municipal/City Literacy Coordinating Council (M/CLCC) is responsible for completing an annual budget report encompassing ALS programs and projects. This budget shall be drawn from the Municipal/City Development fund under the 20 per cent Internal Revenue Allotment (IRA). It is important that DALSCs, MTs, and BLW Focal Persons use the M/CLCC to advocate for ALS projects and programs, particularly the BLW Program. The PSDS is a key voting representative for ALS in the M/CLCC.

While the Barangay Council is responsible for providing the honorarium of BLWs, in some instances the LGU may supplement barangay funding. Instances in which the LGU may be more likely to supplement Barangay funds:

• If a barangay’s annual IRA is less than PHP1,000,000, the LGU may contribute towards a minimum honorarium of PHP1,000 per month, in order to avoid having to ‘cluster’ barangays together under one BLW;

• LGUs may want to contribute an extra amount above the PHP1,000 (and should be encouraged to do so whenever appropriate), in order to attract and retain high quality Barangay Literacy Workers. First and Second Class municipalities in particular should be pressed for extra funding.

At the LGU level, funding from the following sources are available for expenditure on the BLW honorarium:

• General Fund;

• Special Education Fund (SEF) ;

• Gender and Development (GAD) Fund;

• Municipal Development;

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

Barangay Council Funding A defining feature of a BLW is that their honorarium is sourced from their respective barangay. Funding from the barangay constitutes the majority of the BLW’s honorarium. The Provincial BLW Ordinance states that:

Every barangay in the Province of Camarines Sur shall appropriate one per cent (1%) of their annual Internal Revenue Allotment for the expenses of ALS Honoraria and ALS programs, projects, and activities, to be sourced from the Barangay Development Fund and/or the Sangguniang Kabataan (SK) Fund; the ordinance authorizing the annual budget of a barangay which does not comply with this particular provision shall be declared inoperative in its entirety by the reviewing Sangguniang Bayan/Panglunsod and such



ordinance shall be returned to the Punong Barangay for proper adjustment/revision; likewise, the concerned barangay treasurer who has the custody of the funds shall not make any further disbursements from the inoperative budget.

The Sangguniang Kabataan (SK) Fund and the Barangay Development Fund can be used to fund the BLW honoraria. A barangay must have an IRA of at least PHP1,000,000 in order to provide the minimum amount of honorarium for a BLW over a ten month period. In the instance that a barangay’s funding is less than PHP1,000,000, neighboring barangays may “cluster” together (see section 6.2.4 of the Provincial Ordinance). Alternatively, the barangay may attempt to obtain additional funds from the LGU, or the Provincial Government.

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

Resource:- Provincial Ordinance

Template:- Resolution to Adopt Provincial Ordinance Template

Case Study The following is a breakdown of an example barangay budget, and how the one per cent may be spent on the Alternative Learning System:

A barangay receives an IRA of PHP2.7m; one per cent of PHP2.7m is PHP27,000. In this barangay, the amount is divided to cover the BLW’s honorarium, half a set of modules, materials and tarpaulin, and expenses related to holding an ALS awareness event:

Unit cost (PHP) Total (PHP)

BLW honorarium 2,000 per month x 10 months

20,000

Modules - half set 3,000 3,000

BLW materials, tarpaulin

2,000 2,000

ALS awareness event 3,000 3,000

TOTAL PHP27,000

Clustering of Barangays for the Purposes of Funding If a barangay cannot afford to fund a minimum honorarium of PHP1,000 per month, it may enter into a Memorandum of Agreemen (MOA) with one or more nearby barangays. While clustering isn’t ideal, it is a plausible solution when funding limitations prohibit a barangay from employing their own BLW. Clustering works particularly well for barangays that are located in close proximity each other, and where it is easy for the BLW to travel between them. The Barangays Councils looking to cluster together to fund a single BLW should enter into careful negotiations with each other, and the BLW Focal Person to ensure that all parties understand the terms of the clustering agreement. During the recruitment and interview processes, it should be made clear by the selection panel (comprised of the Barangay Captain, Education Kagawad, and BLW Focal Person), that the successful BLW candidate will be ‘shared’ among a



number of barangays, and will be expected to travel. Should the candidate accept, he or she must then enter into a contract with each of the clustered barangays.

Template:- BLW Program Information Sheet Template

6.3 Funding Cycle The LGU and barangay budget submissions are due in September/October each year. It is important for DepEd representatives to begin consultation early with the LGU in August/September to submit their proposals for the BLW Program.

If Provincial funding is required, submissions should be made through the ALS Division Supervisor, who should advise the Provincial Government in August/September.

Template:- General Funding Proposal to LGU/Barangay for ALS Template




7 Recruitment

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

7.1 BLW Selection Criteria, Key Competencies and/or Qualifications, Personal Attributes

A Barangay Literacy Worker must possess or demonstrate the following key competencies:

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

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

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

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

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

DALSCs and MTs should consider the following groups as potential BLWs: former ALS A&E Secondary Passers; retired teachers; graduates awaiting results of the Licensure Examination for Teachers; college graduates; barangay captains or councilors; and other respected members of the community.

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

All BLW applications should be submitted to the Barangay Council and subsequently discussed with the BLW Focal Person. Shortlisted BLW applicants will then undergo an interview with the BLW Focal Person,



the Barangay Captain, and the Education Kagawad. Ideally, this process should be completed before the end of December, in preparation for the BLW to begin their service in January.

Template:- BLW Advertisement Template

Resource:- BLW Interview Questions

7.3 Recruitment Cycle The BLW recruitment drive shall commence each year in November and/or December. The BLW Focal Person should instigate recruitment activities, and the Barangay captain should also play a role in recommending suitable candidates and participating in the interview process. Some Barangay Councils may wish to have greater participation in the recruitment process.

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


7.4 Memorandum of Agreement The Memorandum of Agreement (MOA) or ‘service contract’, outlines the responsibilities and duties of both the employer, the Barangay Council, and the Barangay Literacy Worker. The MOA will also stipulate the length of BLW service – usually this is 10 or 12 months. The BLW must give four (4) weeks’ notice should they wish to exit the contract before completion of their service. Likewise, the barangay council, in consultation with the BLW Focal Person, may choose to terminate the contract should the BLW be found to be unwilling or unable to perform their duties.

The MOA specifies the honorarium, hours of service, and the responsibilities of the BLW including but not limited to, delivery of learning programs, literacy mapping on an annualbasis, regular advocacy and recruitment activities, and completion of a monthly accomplishment report. The MOA also details the responsibilities of the barangay captain, including but not limited to, facilitation of recruitment activities, annual planning and programming, and monitoring and evaluation activities.

The MOA should be signed by relevant parties upon recruitment of a suitable candidate and shall be renewed yearly. The MOA is a contract; this means that those who sign it are obliged to ensure the responsibilities detailed therein are carried out in an adequate and timely manner.

Template:- Memorandum of Agreement Template



8 Training

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

Training for management staff will allow team members to re-visit their roles and responsibilities as well as offering the opportunity to discuss ideas and issues with fellow ALS team members.

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

8.1 Management Training for BLW Program On a yearly or bi-yearly basis, DALSCs, MTs and EPSAs should receive a refresher course, to be instigated by the BLW Program Coordinator. The course should revisit the responsibilities of each role, discuss program progression, and give implementers and management the opportunity to workshop solutions to any program issues that have arisen. Participants will also be able to discuss advocacy and awareness activities with fellow implementers.

8.2 Formal BLW Training An initial training workshop is to be held for BLWs after signing their MOA; this workshop should introduce BLWs to the Alternative Learning System, and orient them to their functions and duties in their barangays. The training should, furthermore, introduce BLWs to their key responsibilities such as literacy mapping, conducting classes, and starting learner portfolios. At this time, their responsibilities to report to various stakeholders, such as the BLW Focal Person, DALSC/MT, and Barangay Captain should also be clearly explained. Effort should be made to ensure that this initial training should be interactive and engaging, and spark enthusiasm for becoming a BLW.

Training should be conducted at the district level, or can be clustered to include a number of districts. The DALSC and MT are responsible for instigating this training. DALSCs and MTs may also consider utilizing their colleagues in other districts as facilitators for various sessions.

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

Template:- 3-day Training Course Schedule Template



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

• Orientation to ALS • BLW Program Background • The roles of a BLW • Awareness & Advocacy • Introduction to M&E • Basic Literacy Program • Accreditation and Equivalency Program • How to conduct a Functional Literacy Test (FLT) • Teaching Methods

Resource:- BLW PowerPoint Presentation Training Packs

Each BLW should also be given a copy of their own Toolkit for BLWs. This document explains their job description, what is required from them in their day-to-day role, and a number of tools they should be using.

Resource:- Toolkit for BLWs

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

Work Shadowing Work shadowing is an experiential learning method where a BLW observes and participates in hands-on activities with an experienced ALS implementer. It is recommended that each BLW spend a minimum of 15 hours of work shadowing during or before commencing BLW duties. Likewise, it is recommended that the BLW keep a log book documenting hours spent work shadowing and describing their learning experiences. The log book may be checked by the BLW Focal Person or Education Kagawad. It is also a useful self-reflection tool that may help new BLW recruits remember and improve on new skills

Template:- Work Shadowing Log

Mentoring Relationships should be formed between School ALS coordinators and BLWs for the purposes of mentoring. Where a School ALS Coordinator is unavailable or nonexistent the DALSC should find a suitable substitute, such as a retired teacher or former ALS implementerMentors should be available to guide those BLWs with little teaching experience, and to provide tools and support relating to teaching methods. Mentors are encouraged to meet with their BLW on a regular basis, in order to assist the BLW in resolving any issues related to their work in ALS.

In order to set up the mentorship between the School ALS Coordinators and the BLWs, it may be necessary for the BLW Focal Person to hold a district meeting between these two parties to clarify expectations and responsibilities.

As stated in the Provincial BLW Ordinance, the School ALS Coordinators are the Head Secretariat of the BLCC. BLCC meetings should also be viewed as opportunities for the School ALS Coordinator to provide support and advice to the BLW.

Template:- Mentoring Agreement Form



Ongoing Training The BLW Focal Person is responsible for ensuring the BLWs of their district are well-trained and maintain adequate skill levels. Further enhancement training throughout the year should be held in order to improve knowledge and skills, and to create a sense of community among ALS Implementers. The BLW Focal Person is also responsible for ensuring that essential information received from DepEd DALSC/MT training and information forums is conveyed to the BLWs.

8.4 Training Cycle Successful BLW applicants shall undergo the required orientation(s) and training(s) as soon as possible after selection. Ideally, new BLW recruits are selected and ready to begin working in January; training, therefore, should occur during November and December the previous year. On-the-job training should be offered during the first month of the BLW’s contract, and mentoring by the BLW Focal Person, DALSC, MT, and/or the School ALS Coordinator should be ongoing throughout the school year.

The DepEd ALS Division conducts multi-phase training once per year, usually around July. All BLW recruits should attend, and seek financial assistance from the LGU (or their Barangay Council) for transportation, meal, and snack costs if that training is to be held outside the municipality.




9 Monitoring & Evaluation, and Reporting

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

9.1 BLW Program Evaluation Questions Broadly, evaluation is the assessment and judgement of whether an action has had the intended benefits and outcomes that were sought. The BLW Management Team should be tracking the outcomes and benefits of the BLW Program, and ensure that these are being realized through the BLW Program implementation activities. If it is repeatedly found that the program has been unsuccessful in reaching its goals, the BLW Management team should investigate why and then change the implementation strategies it is using.

Based on the BLW Program Vision, DepEd ALS Objectives and the Benefits sought from the implementation of the BLW Program (see section 1), the BLW Program begins with two key evaluation questions on the effectiveness and impact of the BLW program.

To what extent has the BLW Program been effective in increasing literacy rates? Evaluation is used to determine the extent to which the BLW Program has been effective in increasing literacy rates. Relevant members of the ALS Management Team will utilize data from the Management Information System (MIS) and BLW Program Database relating to student enrolments, A&E passers, and the number of barangays delivering ALS to determine the effectiveness of the BLW Program. This data will be collected and analyzed on an annual basis, by the Education Program Specialists for ALS (EPSAs), based at the Division Office, responsible for the monitoring of effectiveness. These results will be reported in the Annual and Quarterly BLW Reports, at both a Provincial and District level.

What are the impacts of the BLW Program within the community? Evaluation is also used to determine the impact of the BLW Program within the community. The monitoring mechanism used to determine impact is the Most Significant Change technique, which is used to evaluate the positive and negative impacts of the BLW Program on learners and their families, including any unexpected impacts, and the resulting involvement of the community in education. On an annual basis, DALSCs, MTs, and ALS Management will evaluate the stories collected through the Most Significant Change technique to determine the level of impact, positive or negative, of the BLW Program. These results will be reported in the Provincial and District Annual BLW Reports.

9.2 Monitoring Mechanisms The BLW Program will make use of several existing mechanisms to monitor program effectiveness and impact, including the ALS Management Information System (MIS), ALS Implementer forms, and the Learners’ Feedback form.

Two new monitoring mechanisms have been developed to monitor information specific to the BLW Program, they are the Most Significant Change (MSC) stories and the BLW Program Monitoring Database.



ALS Management Information System (MIS) The data stored in the ALS MIS will be used to evaluate effectiveness.. The specific data used will relate to:

• Number of BLW enrolled learners • Number of BLW completers • Number of BLW A&E passers • Numbers of Barangay Literacy workers in each district • Number of barangays not serviced by ALS

Resource:- Contact details of MIS Consolidators

ALS Implementer Surveys ALS Implementers Surveys will be used to monitor the effectiveness of the BLW Program. The ALS Implementer Forms are composed of three surveys used by the Alternative Learning System Division Office to understand how implementers are conducting ALS programs and how they can potentially improve implementation.

ALS Implementer Forms are:

• ALS Implementer Profile- to determine the context in which ALS implementers are working and how to better support them.

• ALS Implementer Teaching Performance- to assist ALS management to understand the reach of the program across Camarines Sur with key stakeholders, learners, learners’ families, and with the whole community.

• ALS Implementer’s Community Involvement- to assist ALS management to be aware of what works and what needs improvement in the delivery of ALS modules, to better support the implementer in delivering classes, as well as assisting the implementer to develop new skills and knowledge.

Template:- ALS Implementer Profile

Template:- ALS Implementer Teaching Performance

Template:- ALS Implementer’s Community Involvement

Learners Feedback Form Learners are requested to complete an optional 6-question feedback twice a year. This form helps ALS implementers and management to gauge how the classes are progressing for current learners and whether they require further support.

Template:- Learners Feedback Form

Most Significant Change (MSC) Stories The MSC technique has been developed especially for the BLW Program. The MSC technique entails the systematic selection of significant change stories, as told by learners and/or implementers of the BLW Program. It is a form of participatory monitoring, whereby a variety of stakeholders are involved in the process of collecting the stories. It allows learners to share their experiences with ALS, and the BLW Program in particular, as well as allowing implementers to collect examples of the impact the BLW Program has on communities in CamSur. The stories can also be used as a communication and promotional tool, to be shared with key stakeholders and funders of the BLW Program, local media, DepEd and others. Furthermore, the MSC stories put a human face on the achievements of ALS and the BLW Program.



The technique involves asking BLW learners and implementers to write about a change (positive or negative) experienced as a result of their participation in the BLW Program. The stories will then be consolidated and read by a variety of stakeholders, who will discuss the stories in-depth before selecting the most significant samples. The group must be able to justify their selection, by completing the Story Justification Sheet. The MSC technique will allow program staff to develop a better understanding of the impacts and changes that the program has generated for beneficiaries.

Resource:- Most Significant Change Framework

Resource:- Sample MSC Stories

Resource:- DALSC / MT Instruction Sheet

Template:- Story Collection Consent Form

Template:- Story Justification Sheet Template

Template:- Stakeholders Feedback on MSC Stories

BLW Monitoring Database Because the M&E framework for the BLW Program requires the collection of specific data from the existing larger databases, a smaller database has been developed to store the necessary information required for BLW Program monitoring and reporting. The BLW Database will be managed and maintained by an Education Program Specialist at the ALS Division Office.

Template:- BLW Monitoring Database Template

9.3 Reporting BLW Program reports will be generated to provide a summary of BLW Program roll-out, student enrollment numbers, A&E taker and passer numbers, as well as information relating to district specific progress of BLW Program expansion. The reports will be used by implementers, management, stakeholders and literacy coordinating councils in order to evaluate the successes of the BLW Program, as well as identified of areas for improvement in implementation activities.

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

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

Template:- Annual Provincial BLW Program Report Template

Template:- Quarterly Provincial BLW Program Report Template

Template:- Annual Municipal BLW Program Report Template

Template:- Quarterly Municipal BLW Program Report Template

9.4 M&E Cycle Implementer forms will be completed on an annual basis, at the beginning of the school year. Learners Feedback forms should be collected on the last day of class in May and October.

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



should be completed when MSC stories have been gathered and chosen, and passer results are available.




Appendix A List of Tools

Ref Tool Type Section

BLW Program Calendar of Events Resource Planning Awareness & Advocacy Funding Recruitment Training Monitoring & Evaluation

DepEd CamSur BLW Policy Resource Policy

Provincial Ordinance Resource Policy Funding

Resolution to Adopt Provincial Ordinance Template

Template Policy Funding

Map of CamSur Municipalities Resource Management Responsibilities

Map of CamSur Schools Districts Resource Management Responsibilities

Map of EPSA District Responsibilities Resource Management Responsibilities

Contact List of CamSur ALS Staff Resource Management Responsibilities

PLCC Composition and Responsibilities Resource Management Responsibilities

MLCC Composition and Responsibilities Resource Management Responsibilities

BLCC Composition and Responsibilities Resource Management Responsibilities

BLW Management Responsibilities Resource Management Responsibilities

ALS Division Supervisor Position Description and KRAs from BLW Program Template

Resource Management Responsibilities

EPSA Position Description and KRAs from BLW Program Template


BLW Program Coordination Position Description and KRAs from BLW Program Template


MSC Coordinator Position Description and KRAs from BLW Program Template


DALSC/MT Position Description and KRAs from BLW Program Template


Barangay Literacy Worker Job Description Resource Management Responsibilities

Toolkit for BLWs Template Management Responsibilities Training

Sample Key Performance Indicators Resource Planning

Annual Plan Template Template Planning

Sample Awareness & Advocacy District Event Plans

Resource Awareness & Advocacy

Awareness & Advocacy Event Funding Proposal

Template Awareness & Advocacy

BLW Logo Resource Awareness & Advocacy

BLW Program Information Sheet Template Template Funding

General Funding Proposal to LGU/Barangay for ALS

Template Funding

Sample BLW Interview Questions Resource Recruitment



Ref Tool Type Section

Sample BLW Advertisement Template Recruitment

Memorandum of Agreement Template Template Recruitment

Example 3-day Training Course Schedule Resource Training

BLW Powerpoint Presentation Training Packs Resource Training

Work Shadowing Log Template Training

Mentoring Agreement Form Template Training

Program Logic Table Resource Monitoring & Evaluation

Program MERI Plan Resource Monitoring & Evaluation

Contact details of MIS Consolidators Resource Monitoring & Evaluation

Story Collection Consent Form Template Monitoring & Evaluation

Story Justification Sheet Template Template Monitoring & Evaluation

Stakeholders Feedback on MSC Stories Template

Template Monitoring & Evaluation

DALSC / MT Instruction Sheet Resource Monitoring & Evaluation

Sample MSC Stories Resource Monitoring & Evaluation

Most Significant Change Framework Resource Monitoring & Evaluation

ALS Implementer’s Community Involvement Template Monitoring & Evaluation

ALS Implementer Teaching Performance Template Monitoring & Evaluation

ALS Implementer Profile Template Monitoring & Evaluation

BLW Monitoring Database Template Template Monitoring & Evaluation

Learners Feedback Form Template Monitoring & Evaluation



Appendix B References

1 Philippines Government. 1987. ‘The Constitution of the Republic of the Philippines: Official Gazette of the Republic of the Philippines’. Available at <www.gov.ph/constitutions/1987-constitution/> Accessed October 12 2015. 2 Philippines Government. 2015. ‘Republic Acts: Official Gazette of the Republic of the Philippines’. Available at <www.gov.ph/section/republic-acts/> Accessed October 12 2015. 3 Philippines Government. 2001. ‘Republic Act No. 9155: Official Gazette of the Republic of the Philippines’. Available at <www.gov.ph/2001/08/11/republic-act-no-9155-2/> Accessed 12 October 2015. 4 Philippines Government. 2001. “Republic Act 9155”, Section 3g. 5 Philippines Government. 1991. “Republic Act No. 7165”. Available at <www.lawphil.net/statutes/repacts/ra1991/ra_7165_1991.html> Accessed October 12 2015. 6 Philippines Government. 2009. “Republic Act No. 10122”. Available at <www.lawphil.net/statues/repacts/ra2010/ra_10122_2010.html> Accessed October 12 2015. 7 Philippines Government. 2004. “Executive Order No. 356, s. 2004”. Available at <www.gov.ph/2004/09/13/executive-order-no-356-s-2004/> Accessed October 14 2015. 8 Philippines National Commission for UNESCO. 2014. “Philippine Country Report: EFA 1990-2015”. Available at <www.unesco.gov.ph/content/article/Philippine%20Country%20Report%20EFA%201990-2015> Accessed October 13 2015. 9 Philippines National Commission for UNESCO. 2015. “Philippine Education for All 2015: Review Report”, p37. Available at <www.unesdoc.unesco.org/images/0023/002303/230331E.pdf> Accessed October 13 2015. 10 Ibid., p39; see also Philippine Statistics Authority. 2013. “2013 Functional Literacy, Education, and Mass Media Survey”. Available at <www.psa.gov.ph/people/education-mass-media> Accessed October 14 2015. 11 Ibid., p37. 12 Lilita Balane. 2009. ‘Illiterate Filipinos now 15 million, and counting’. ABS-CBNNEWS, September 9. Available at <www.abs-cbnnews.com/nation/09/23/2009/illiterate-filipinos-now-15-million-and-counting> Accessed October 14 2015. 13 Ibid.


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

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

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

http://www.lawphil.net/statutes/repacts/ra1991/ra_7165_1991.html

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

http://www.gov.ph/2004/09/13/executive-order-no-356-s-2004/

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

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

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

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

barangay literacy worker program education shall also include alternative learning systems for...

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