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.
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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
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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
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