Philippines: Country Action Plan STEP 1 Situation Analysis Out of School Children Estimated number of Out of School Children Who are they? Where they are? Other specific information about out of school children One hundred (100) OSC & OSY Drug dependents out-of-school children and youth of Manila and Taguig City Manila and Taguig Rehabilitation Centers Elementary and Secondary school drop-outs • RA 9155 also defined several critical features of ALS: 2. Alternative Learning System (ALS) is a parallel learning system to provide a viable alternative to the existing formal education instruction. It encompasses both the nonformal and informal sources of knowledge and skills; b. Learner is an individual seeking basic literacy skills and functional life skills or support services for the improvement of the quality of his/her life. c. Learning Facilitator is the key learning support person who is responsible for supervising and facilitating the learning process and activities of the learner. Education National Policies Relevant national policies addressing out of school children or reaching the unreached d. Learning Center is a physical space to house learning resources and facilities of a learning program for out-of-school children, youth and adults. It is a venue for face-toface and multi-media learning and activities and other learning opportunities for community development and improvement of the people’s quality of life. • RA 9155 clearly recognizes the role of ALS as complement to the formal education system though it is still exploring and maturing in order to achieve the stated goal of “quality education for all”. • Executive Order 356 of 2004 created the Bureau of Alternative Learning System (BALS), “to provide a systematic and flexible approach to reach all types of marginalized’ meaning those not served and not reached by the formal education system, regardless of age, gender, economic status, ethnicity, religion, etc” and to promote certification and accreditation. Page 1 STEP 2 Developing a Plan (A Simple Logframe) Objective 1. To equip the drug dependent out-of-school children and youth participating in the program with the basic knowledge, skills, competencies, values, that would improve their quality of life Indicator Means of Verification Important Assumption Improved basic knowledge, skills, competencies, values Results of FLT, contents of portfolio assessment With the provision of necessary learning intervention, conduct of regular counseling, constant monitoring of behavior& performance in the program, learners will be able to improve basic knowledge, skills, competencies, values Strong linkage between families of the drugdependents, local leaders and agencies involved, would help to achieve the goals and objectives of the program. 2. To establish linkage with families of drug-dependents, local leaders Strong support Feedback from the and relevant government agencies like DSWD, DOH provided by learners, parents and families and agencies involved; agencies monitoring of the actual involved behavior 3. To establish a mechanism that will enable drug dependent out-of- Drug Results of Assessments school children and youth to be mainstreamed to formal school dependent out- (Functional Literacy Test of-school & Accreditation & children and Equivalency (A&E) Test youth are or Philippine ready to be Educational Placement mainstreamed Test) to formal school Expected Results 1. Learners participating in the program have acquired/mastered basic knowledge, skills, competencies, values 2. Learner beneficiaries promoted to the next level and mainstreamed to formal school provided opportunities youth participating in the program to take the A&E test Strong linkage with formal school would facilitate mainstreaming of program beneficiaries to drug dependents out-of-school children and Activities Inputs (identify whose) 1-1. Orientation meetings with DepEd and Rehabilitation Center Management and DARE (Drug Abuse Rehabilitation Office) 1-2. Organization of technical working group/task force Note : Psychologist as member of the technical working group Program plans, goals and objectives developed by the technical working group/task force Page 2 STEP 2 Developing a Plan (A Simple Logframe) 1-3. Sign Memorandum of Agreement (MOA) between and among local leaders, school officials, members of the community, religious leaders and the drug-dependent themselves 1-4. Development of advocacy materials 1-4. Conduct learning needs assessment 1-5. Development of learning materials based on the result of needs assessment 2.1. Development of training program 2.2. Recruitment of learning facilitators/literacy volunteers 2.3 Conduct training for hired learning facilitators 2.4. Program implementation: conduct of learning intervention 2.5 Conduct of monitoring and evaluation (learning intervention) Note: inter-agency community watch group will be organized 2.6. Program implementation review Roles and responsibilities local leaders, school officials, members of the community, religious leaders and the drug-dependent themselves Information materials developed by the agencies like DSWD and DOH and technical assistance Learners portfolio forms Learning materials developed by DepEd and local implementers Training program & training materials Pool of learning facilitators Training program & training materials Learner Portfolio forms,; learning resources (print & non-print) M&E forms M&E forms Page 3 Plan of Operations Activities 1-1. Orientation meetings with DepEd and Rehabilitation Center Management and DARE (Drug Abuse Rehabilitation Office) 2-9. Organization of technical working group/task force Note : Psychologist as member of the technical working group 1-3. Sign Memorandum of Agreement (MOA) between and among local leaders, school officials, members of the community, religious leaders and the drugdependent themselves 2-1. Development of advocacy materials 2-2. Conduct learning needs assessment 2-3. Development of learning materials based on the result of needs assessment Amount ($) Fund Source 1, 219.51 UNESCO/ UNICEF UNESCO/ 1, 097.56 UNICEF 1, 707.32 UNESCO/ UNICEF 21, 219.51 UNESCO/ UNICEF 4, 146.34 UNESCO/ UNICEF 21, 219.51 UNESCO/ UNICEF Implementer 1 2 BALS, ALS Field officials and implementers Feb BALS, ALS Field officials and implementers Feb BALS, ALS Field officials and implementers BALS, ALS Field officials and implementers BALS, ALS Field officials and implementers BALS, ALS Field officials and implementers 3 4 5 Timeframe 6 7 8 9 10 11 12 Mar Mar Mar Mar July Page 4 Plan of Operations 2-4. Development of training program 2-5. Recruitment of learning facilitators/literacy volunteers 2-6. Conduct training for hired learning facilitators 2-7. Program implementation: conduct of learning intervention 2-8. Conduct of monitoring and evaluation (learning intervention) Note: inter-agency community watch group will be organized 2-9. Program implementation review 2-10. Assessment and certification (A&E Test administration) GRAND TOTAL 6, 097.56 UNESCO/ UNICEF UNESCO/ 121.95 UNICEF 2, 780.49 UNESCO/ UNICEF UNESCO/ 4, 878.05 UNICEF 4, 829.27 UNESCO/ UNICEF BALS, ALS Field officials & community watch group UNESCO/ BALS, ALS Field officials & community watch group BALS 5, 682.93 UNICEF 790.24 BALS, ALS Field officials and implementers BALS, ALS Field officials and implementers BALS, ALS Field officials and implementers ALS implementers Mar Mar April April May – Feb 2013 May – Feb 2014 Sept – Oct Oct $ 54, 570.73 Page 5