Resource Kit for BLWs - Department of … Resource Kit for BLWs contains essential information fo r...

DEPARTMENT OF EDUCATION, CAMARINES SUR

Resource Kit for BLWs

Essential Information for Barangay Literacy Workers

This Resource Kit for BLWs contains essential information for new and existing Barangay Literacy Workers. It covers the following topics: (1) BLW job description, duties and functions; (2) stakeholder management; (3) advocacy, literacy mapping, and learner recruitment; (4) ALS learning streams; (5) ALS learning plans and materials; and (6) monitoring and evaluation. The Resource Kit also contains a list of associated tools/forms that can be xeroxed by the BLW when necessary. A complete set of Learner Portfolio documents are also enclosed.

Barangay Li teracy Work er Program

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Contents YYOUR CONTACT LIST......................................................................................................................................................................................... 2

LEGAL BASIS ....................................................................................................................................................................................................... 4

BLW JOB DESCRIPTION..................................................................................................................................................................................... 5

DUTIES AND FUNCTIONS ................................................................................................................................................................................... 5 SELECTION CRITERIA, KEY COMPETENCIES, QUALIFICATIONS AND/OR EXPERIENCE, AND PERSONAL ATTRIBUTES .................................................... 5

Key Competencies:.................................................................................................................................................................................. 5 Qualifications and/or Experience: ........................................................................................................................................................ 5 Personal Attributes:................................................................................................................................................................................ 6

STAKEHOLDER MANAGEMENT ....................................................................................................................................................................... 6

SUPPORT FOR BLWS ......................................................................................................................................................................................... 7

ADVOCATING TO BARANGAY OFFICIALS .............................................................................................................................................................. 8 LITERACY MAPPING AND LEARNER RECRUITMENT............................................................................................................................................... 9 INCLUSIVE EDUCATION ...................................................................................................................................................................................... 9 FUNCTIONAL LITERACY TEST (FLT) ..................................................................................................................................................................10

LEARNERS' PORTFOLIO...................................................................................................................................................................................11

CONDUCTING CLASSES...................................................................................................................................................................................11

DEVELOPING A LEARNING PLAN .......................................................................................................................................................................11 LEARNING MATERIALS.....................................................................................................................................................................................11 BARANGAY LEARNING CENTER.........................................................................................................................................................................11

PLANNING ........................................................................................................................................................................................................12

WORK PLANS..................................................................................................................................................................................................12

MONITORING & REPORTING .........................................................................................................................................................................12

WORK JOURNAL .............................................................................................................................................................................................12 LIST OF ENROLLED LEARNERS...........................................................................................................................................................................12 MANAGEMENT INFORMATION SYSTEM (MIS) ..................................................................................................................................................12


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YYour Contact List

Name Number

Barangay Contacts

Barangay Captain

Committee on Education

Barangay Secretary

Barangay Health Worker

ALS Team

Education Specialists for ALS

District ALS Coordinator

Mobile Teacher

School ALS Coordinator

Fel low Barangay Literacy Workers


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OOverview

The Barangay Literacy Worker (BLW) Program is an initiative of DepEd Camarines Sur that aims to expand the reach of education through the presence of one Barangay Literacy Worker in each barangay in the province. The Program is driven by a vision: "every person, in each barangay should have knowledge of, access to, and the opportunity to participate in educational programs, which will allow them to achieve their personal learning goals and, therefore, their unique potential.” As a Barangay Literacy Worker, you are an invaluable resource to your community and to ALS in helping to achieve this vision. This BLW Resource Kit provides essential information about the Program for new and existing Barangay Literacy Workers which will familiarize them with a range of key duties and responsibilities. Essential tools and templates for the BLW are also attached as appendices at the end of this Resource Kit.

All forms in this pack are mandatory. A summary of essential forms and due dates are as follows:

Form Frequency Provided to

A Memorandum of Agreement Upon commencement of service Barangay Captain

B Stakeholder Management Form Upon commencement of service; updated when necessary

BLW Focal Person (BLWFP)

C Work Shadowing Sheet During work shadowing BLWFP

D Mentoring Agreement Form Upon commencement of mentoring School ALS Coordinator

E BLW Program Information Sheet Upon request from stakeholders Barangay Officials

F Literacy Mapping Survey – MIS 001

Annually (January) BLWFP and DALSC/MT

G List of Enrolled Learners – MIS 002 Upon enrollment of new learner BLWFP and DALSC/MT

H Learner Recruitment Poster Start of January, start of May BLWFP, Barangay Captain

I Functional Literacy Test Manual Upon enrollment of new learner Learners

J Learners' Portfolio Documents Upon enrollment of new learner Learners

K Learner Program Design Form Upon starting a new Learning Program Learners

L Strategic Work Plan Annually BLWFP

M Work Journal Monthly Barangay Captain, BLWFP, School ALS Coordinator

N Barangay Feedback Form Monthly Barangay Captain or Committee on Education

LLegal Basis

Your appointment as a BLW is supported by a range of legislation. This legislation exists in the form of Republic Acts, a Provincial BLW Ordinance, and Municipal and Barangay resolutions. Being aware of the legal bases of your appointment and the responsibilities of the barangay in relation to your work is important for the purposes of Program advocacy and sustainability.

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 policy 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.1

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”.2

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. 3 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.” As BLW in your barangay, you will be required to attend and participate in Barangay Literacy Coordinating Council (BLCC) sessions as a member of the Secretariat.

Provincial Ordinance

The passing of the Provincial Ordinance known as the ‘Alternative Learning System for Barangays in the Province of Camarines Sur’ 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 states as its aims: to encourage education as a 1 Phil ippines 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. 2 Phil ippines Government. 2001. “Republic Act 9155”, Section 3g. 3 Phil ippines Government. 1991. “Republic Act No. 7165”. Available at <www.lawphil.net/statutes/repacts/ra1991/ra_7165_1991.html > Accessed October 12 2015.


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means of empowerment; to institutionalize ALS in order to increase access by the underprivileged; to 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, a Barangay Literacy Coordinating Council (BLCC) is to be established in every barangay within Camarines Sur. The BLCC is intended to encourage, facilitate, and monitor alternative education at the barangay level. It is the core literacy implementing unit, charged with enabling the creation of a Barangay Learning Center, as well as all other necessary and proper functions required for the facilitation of ALS programs, in particular the BLW program. As mentioned above, all BLWs are required to attend and participate in BLCC sessions as members of the Secretariat.

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.

BBLW Job Description

Duties and Functions

The following are the duties and functions of the BLW: 1. Conduct survey mapping, with special emphasis on the level of primary and secondary formal school drop-

out, of the barangay he/she is assigned; 2. Collect and consolidate relative data on participation rate of children and youth enrolled in private and

public schools within the barangay(s) he/she is assigned; 3. Perform as the learning facilitator and/or instructional manager of the BLC in his/her assigned barangay(s); 4. Implement the programs of ALS to address illiteracy in the Barangay; 5. Coordinate with and consult the Sangguniang Barangay concerned on issues regarding education, most

especially on the implementation of ALS; 6. Assist the concerned Municipal/City Government, the concerned DepEd Division Schools Superintendent,

the ALS Provincial/City Office, and the Sangguniang Barangay on social mobilization of ALS; 7. Perform such other functions as may be deemed necessary by supervisors and the concerned BLCC.

Selection Criteria, Key Competencies, Qualifications and/or Experience, and Personal Attributes

Key Competencies:

1. Confidence in the delivery of learning modules and facilitation of classes comprising both youth and adults, using appropriate methods and strategies;

2. Good community organization skills, including advocacy and program coordination; 3. Good problem solving skills, particularly in relation to the resolution of practical real-world problems; 4. Demonstrated capacity to work both as part of a team and autonomously; 5. Demonstrated proficiency in reading, writing, and speaking both Filipino and English.

Qualifications and/or Experience:

1. Must be least eighteen (18) years of age and physically fit; 2. Must be a registered resident of the barangay and/or municipality/city where he/she will be appointed; 3. Must possess a high school diploma or college diploma of any course;


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4. Must have a good command of the dialect of the barangay(s) he/she will be appointed; 5. Must be computer literate and conversant on science, mathematics, English, Filipino and other subjects

concerning basic education; 6. Must have knowledge and enthusiasm in performing survey mapping and basic education and literacy

development services for OSYAs; 7. Must have some experience in teaching, training or community organizing; 8. Must be willing to undergo orientations and trainings; 9. Must not be an immediate relative of the DALSC, Mobile Teacher, Punong Barangay or Barangay Kagawad

Chairperson of the Committee on Education

Personal Attributes:

1. Passionate about serving the community as a volunteer; 2. Passionate about education as an agent of social change; 3. Possess excellent interpersonal skills; 4. Ability to adapt and be flexible, and to forego the methods of formal teaching in order to cater to the diverse

learning needs of OSYAs; 5. Maintain a positive attitude in the face of challenges and obstacles; 6. Ability to take the initiative and develop creative solutions to problems; 7. Ability to empathize and relate to a diverse range of community members; 8. No pending cases in the barangay, and no derogatory record in the municipality/city.

SStakeholder Management

As a BLW it is important to understand the motivations of the various stakeholders in both your community and in DepEd. Securing and maintaining funding for ALS programs and projects – including your BLW honorarium – involves keeping friendly relationships with a variety of stakeholders, such as the Mayor, the Municipal Committee on Education, the PSDS, and barangay officials. As such, you should strive to be actively engaged in your community, abstain from public political alignment, and have open lines of communication with these stakeholders. Once funding has been allocated by the LGU and/or barangay council, it is important that these stakeholders are reminded about the importance of ALS and its benefits for the community through regular reporting and participation in Barangay Literacy Coordinating Council (BLCC) sessions.

The table below summarizes key stakeholders you may come in contact with:

Barangay DepEd Barangay Captain Is the head of the barangay, and the

chairman of the BLCC Education Program Specialists for ALS (EPSA)

The EPSA are responsible for the monitoring and evaluation of ALS in your district. They are based in the division ALS office, but will periodically visit their districts for monitoring and training purposes.

Committee on Education

The Committee on Education is in charge of all matters relating to education in the barangay. They can advocate on your behalf.

District ALS Coordinator & Mobile Teacher

The DALSC and MT are responsible for overseeing the BLW program, as well as training and managing BLWs. They may also conduct their own classes.

Barangay Health Worker (BHW)

The BHW is a member of your barangay that is involved in providing primary health care. They know the community

BLW Focal Person The BLW Focal Person (BLWFP) will be either the DALSC or MT. He/she will be the key point of contact for BLW related matters.


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well, and may be able to refer learners to you.

Other BLWs BLWs also exist in your neighboring barangays. Communication is important with other BLWs for means of support and information exchange. Some learners may attend both your learning sessions and neighboring learning sessions.

School ALS Coordinator

The School ALS Coordinator is a mainstream teacher present in every elementary school. They are ALS representatives, and are the head secretariat of the BLCC.

The Stakeholder Worksheet Form is a useful tool to help you identify key individuals and groups and map out their specific interests, motivations, and what then can contribute to your work as a BLW.

✏ Stakeholder Management Form: Appendix B, Page 15

SSupport for BLWs

Starting as a Barangay Literacy Worker may be a daunting task, however there are several sources of support to help you develop professionally, and help you with any challenges you may come across implementing ALS in your community.

Barangay Literacy Worker Focal Person (BLWFP) / District ALS Coordinator (DALSC) / Mobile Teacher (MT) The Barangay Literacy Worker Focal Person (BLWFP) will visit your barangay to conduct monitoring and evaluation and will provide you with support on a semi-regular basis. The BLWFP will be either the DALSC or the MT, as designated by the ALS Division Supervisor, and will oversee the BLW Program in his/her district. As experienced ALS implementers, they possess a wealth of knowledge and experience that they are willing and able share with you. If you are experiencing challenges with ALS content, learners, or need help negotiating with barangay officials, seek help from your BLWFP first. Be aware that the BLWFP/DALSC/MT are responsible for the operation of ALS and the BLW Program across the entire school district and, as a result, have many responsibilities and commitments. At the beginning of your service as a Barangay Literacy Worker, the BLWFP/DALSC/MT may also organize work shadowing opportunities with them, or with Abot-Alam Literacy Volunteers. This is an opportunity for you to experience first-hand how ALS is implemented in the community. It is recommended that you start a work journal at this time in order to document your experiences, remember key teaching techniques or activities, and reflect on your own learning.

✏ Work Shadowing Sheet: Appendix C, Page 16

Stakeholder Management Tips:

Try to understand the motivations and interests of each stakeholder Always send invitations all key stakeholders to any ALS events you may be hosting in your community Provide reports on time to relevant stakeholders such as the DALSC/MT and for BLCC purposes Maintain open channels of communication with all stakeholders Attend all BLCC and barangay sessions; if you will be unavailable, please let the barangay secretary know Most DALSCs and MTs prefer texting as a means of arranging meetings Refrain from gossiping


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SSchool ALS Coordinator The School ALS Coordinator is your partner in helping ALS in your community. The School ALS Coordinator can inform you of any school dropouts, so they can be enrolled in ALS. As a registered teacher, the School ALS Coordinator can help with your professional development. The School ALS Coordinator can also act as your mentor.

✏ Mentoring Agreement Form: Appendix D, Page 17

Other Barangay Literacy Workers Other BLWs working within your district are likely to experience the same challenges you face in your community. Fellow BLWs can be a valuable source of support both inside and outside the classroom. It is important that you develop good relationships with your co-workers so that you can encourage each other, swap teaching tips, and seek advice. You and your fellow BLWs might also consider forming a BLW Association – a body that can advocate for both the program and its staff working in the municipality or district. A BLW Association should be comprised of BLWs, and a President should be elected to act as a spokesperson for the group in formal situations such as Sangguniang Bayan or Sangguniang Barangay sessions. It is recommended that you consult with your BLW Focal Person if you would like to create a BLW Association. Awareness and Advocacy

Advocating to Barangay Officials

As a member of the Barangay Literacy Coordinating Council (BLCC), you have a duty to provide feedback on the progress of the literacy programs in your community. You will be required to provide regular reports to the BLCC regarding your work, the activities you have undertaken, the number of learners enrolled, and so on. Such reports are useful because they can help you to advocate for the program and demonstrate its benefits to the community. Advocating as a BLW can help you obtain better resources for your learners, ensure a better environment for teaching, and can also secure funds for other ALS programs and activities. The Barangay Education Committee Chairperson can also advocate on your behalf.

✏ BLW Program Information Sheet: Appendix E, Pages 18-19

Why awareness and advocacy? There are two main purposes for carrying out awareness and advocacy activities in your community: Raise the profile of ALS to various levels of government: The Barangay Council is responsible for providing funds for your work as a BLW. Ensuring that they are aware of successes, ALS passers, and ALS activities will help guarantee that funding will continue to be allocated towards the BLW program. Learner Recruitment: In addition to Literacy Mapping, which involves going house-to-house conducting surveys, there are a number of activities that can be used to promote ALS and aid learner recruitment. You could try designing, printing, and distributing ALS flyers, organizing ALS activities (such as tree planting, karaoke competitions, or fun runs), or asking your existing learners to bring their friends along to the next learning session.


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LLiteracy Mapping and Learner Recruitment

Once per year the BLW should engage in a Literacy Mapping exercise to determine the literacy levels within their barangay. This exercise also serves also as an advocacy campaign for ALS, allowing the BLW to come face-to-face with potential recruits for ALS programs. The Literacy Mapping activity should be conducted at the beginning of the school year. “MIS-001” is the preferred form to be completed during literacy mapping. It is important to include all potential learners, both youth and adults, and also people with disabilities (PWDs).

A list of recruits should be sent to the DALSC or MT and the School ALS Coordinator. The summary form for the Literacy Mapping exercise will then be forwarded the BLW Program Coordinator.

It is also essential for every BLW to compile a list of their currently enrolled learners. You should use the “MIS-002” Form for this purpose.

✏ MIS-001 Literacy Mapping Form (MIS-001): Appendix F, Page 20

✏ MIS-002 Learner Enrollment Form (MIS-002): Appendix G, Pages 21-22

✏ Learner Recruitment Poster: Appendix H, Page 23

Inclusive Education

As a Barangay Literacy Worker you play a part in delivering the vision of "every person, in every barangay having the knowledge of, access to, and the opportunity to participate in educational programs, which will allow them to achieve their personal learning goals and, therefore, their unique potential.” Youth and adults of all abilities should be considered potential ALS learners. As long as there is motivation from the individual to learn, there is potential for development.

In the Philippines, the majority of children with a disability do not attend school. The Barangay Literacy Worker Program can help bring education to people with a disability, people who often have difficulty accessing both formal and non-formal schooling due to a number of barriers. These barriers may be geographical, physical, financial or attitudinal. The most common disability in the Philippines is sensory impairment, including visual or hearing impairments. It is likely that you may come across learners with this type of disability. Adjusting your teaching strategies and assessment approach to ensure that they are given equal opportunity is essential. You may also find it helpful to get in contact with any special education teachers in your district or the special education division.

Some considerations to ensure inclusiveness as a BLW:

When completing literacy mapping, ensure that people with a disability are considered as potential learners.

When teaching students with a disability, you have to consider modifying the classroom environment to make it more accessible, or conducting home visits.

Individuals with sensory impairment may benefit from a different approach to the presentation of information. Enlarging text or providing more visual or auditory types of information may be helpful.

Try not to make assumptions about people with a disability, and do not be afraid to ask for help from the special education division or other teachers.

The best way to teach your learners is to know their strengths and abilities well.

When completing MIS-001 and MIS-002, you take note of disability status.


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SStreaming Learners

Functional Literacy Test (FLT)

The Functional Literacy Test (FLT) is a tool used to determine what learning stream learners should be enrolled in. There are three streams: Basic Literacy Program (BLP); Elementary Accreditation and Equivalency (A&E) Program; and Secondary A&E Program. Every person seeking to enroll in ALS must complete the FLT. The Functional Literacy Test Manual is a guide on how to administer the FLT.

✏ Functional Literacy Test Manual: Appendix I, Pages 24-33

✏ Functional Literacy Test for xeroxing: Appendix I, Pages 34-48

The table below summarizes the difference between the Basic Literacy Program, and the Accreditation and Equivalency Program.

Basic Literacy Program Accreditation & Equivalency

(Elementary and Secondary) Suitable for Il l iterate or neo-literate youth and adults. Refer

to the FLT Manual for eligibility criteria. Elementary or High School Drop Outs. Refer to the FLT Manual for eligibil ity criteria.

Assessment Portfolio Assessment Multiple Choice Test (300 items) Essay Writing

Contact Hours 400 contact hours 800 contact hours

Modules Elementary: 154 Secondary: 287

Learning strands 5 different learning strands: Communication Skil ls Critical Thinking and Problem Solving Sustainable Use of Resources/Productivity Development of Self and a Sense of Community Expanding One’s World Vision

5 different learning strands: Communication Skil ls Critical Thinking and Problem Solving Sustainable Use of Resources/Productivity Development of Self and a Sense of Community Expanding One’s World Vision

Administration 1-on-1 tutorials Self-paced learning

Modular, self-paced learning Structured Sessions

Pathways for Completers Enrolment in A&E Mainstream to formal schooling Enter work force Enrolment in TESDA

For Elementary Passers: Enrolment in A&E Secondary Mainstream to formal schooling Enter work force Enrolment in TESDA For Secondary Passers: Enrolment in Senior High School Enter work force Enrolment in TESDA or other tertiary training


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LLearners' Portfolio

The portfolio contains a learner’s personal information, literacy assessments, and a record of their current progress with ALS. A portfolio should be made when a new learner is enrolled into ALS. The learner can decorate the front of their portfolio as they desire. It is important to keep portfolios clean, tidy, and complete, as these will be assessed periodically by DALSCs, MTs, and/or EPSAs. Learners are not allowed to take portfolios home with them.

✏ Portfolio Documents with explanations: Appendix J, Pages 49-59

✏ Portfolio Documents for xeroxing: Appendix J, Pages 60-76

Conducting Classes

Developing a Learning Plan

Based on the outcomes of your Literacy Mapping and Functional Literacy Tests you will have a good idea about the needs of your learners. You should adapt your teaching methods and your work schedule to suit requirements of these learners. Completing a “Learner Program Design Form” will help you clarify the goals, methods, and the specifics of how you will conduct learning programs with your learners.

✏ Learner Program Design Form: Appendix K, Pages 77-78

Learning Materials

� The barangay is obliged to provide PHP5,000 for learning resources such as learning modules, pens, paper etc.

� In some instances, the local elementary school is able to reproduce modules at their expense, or for a minimal fee. Contact your School ALS Coordinator to explore this option.

� Learning modules are also available online. If you have an android phone or tablet simply search for "DepEd ALS" in the play store.

� A soft copy of learning modules can also be accessed from http://www.depedcamsur.com/for-learners.html

Barangay Learning Center

� The barangay has a responsibility to provide you and your learners with a suitable venue to facilitate classes. This may be in the Barangay hall, day care room, chapel, or any other venue located within the barangay.

� Tables, chairs and other equipment can be sourced from the barangay, donated by the community, or funding for such equipment may be requested from the Barangay Council or LGU.

� For learners who have difficulty attending the BLW, home visits may be necessary.


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PPlanning

Work plans

Completing a strategic work plan at the beginning of the school year is a useful exercise that helps you identify and achieve set goals throughout the year. The strategic work plan template also contains a SWOT (Strength, Weaknesses, Opportunities and Threats) analysis that you can complete with an ALS representative or during training. This aspect of the work plan will help you prepare for potential challenges and opportunities you may encounter as a BLW.

✏ Strategic Work Plan Template: Appendix L, Pages 79-83

Monitoring & Reporting

Work Journal

Completing a work journal helps you keep track of how you spend your time as a BLW. This journal is completed and signed by the BLW as evidence of the work they have completed within designated dates. Your BLWFP/DALSC/MT and Barangay Council will be able to monitor your activities through this journal, so make sure you update it regularly.

✏ Work Journal: Appendix M, Pages 84-85

Barangay Captain Feedback Form

The Barangay Captain Feedback Form is completed either by the Barangay Captain or Education Chairperson and is used to review your performance as BLW. The form is a means of providing feedback to both you as BLW and the BLWFP/DALSC/MT.

✏ Barangay Captain Feedback Form: Appendix N, Page 86

List of Enrolled Learners

For the purpose of monitoring and evaluation, it is essential for every BLW to compile a list of currently enrolled learners. This document is “MIS-002”, and provides DepEd CamSur with information relating to how many learners are being handled by BLWs.

✏ List of Enrolled Learners (MIS-002): Appendix G, Pages 21-22

Management Information System (MIS)

It is expected that BLWs will adhere to the same requirements for completing documentation for the Management Information System (MIS). The MIS-001 is a tool used for literacy mapping and includes all OSYAs. The MIS-002 is only completed for your enrolled learners.

✏ Management Information System (MIS) Templates: Appendix F and Appendix G, Pages 20 & 21-22


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AAppendices

A. Memorandum of Agreement

REPUBLIC OF THE PHILIPPINES PROVINCE OF CAMARINES SUR

MUNICIPALITY OF ________

BARANGAY LITERACY WORKER PROGRAM MEMORANDUM OF AGREEMENT

RESPONSIBILITIES & DUTIES OF BLW

I, ___________________________________________, being employed as the Barangay Literacy Worker (BLW) for the Name of appointed BLW barangay(s) of ______________________________________________ , of _________________________, do hereby Name of barangay(s) Name of Municipality agree to the following terms and conditions:

1. Contribute a minimum of ______ hours per week towards the BLW Program; 2. In the instance that one BLW is servicing cluster of Barangays, the BLWs time is hereby divided into the

following: Name of Barangay: Minimum hours per week: Name of Barangay: Minimum hours per week: Name of Barangay: Minimum hours per week: Total: _________________

3. Using ALS learning modules, facilitate literacy, personal development and livelihood classes with the support of the DALSC and MT based on needs of the Out of School Youth and Adults (OSYAs) in their barangay;

4. Conduct advocacy and recruitment activities within the barangay to promote ALS programs, and encourage individuals to enroll in Basic Literacy or A&E programs;

5. On a quarterly basis, conduct data collection and literacy mapping to monitor community literacy levels and submit this information to the DALSC and/or MT;

6. Foster positive, functional relationships with relevant stakeholders, including: the Public School District Supervisor (PSDS), the Barangay Literacy Worker Focal Person (BLWFP), District ALS Coordinator (DALSC), ALS Mobile Teachers (MTs), ALS Instructional Managers (IMs), School Heads, and Barangay Council Members;

7. The BLW will ensure that they are accessible to community members and responsive to their educational needs, questions, and support;

8. The BLW will use and maintain a strategic work plan and submit a monthly accomplishment report to the BLWFP detailing the number of learning sessions conducted, learner attendance records, any ALS training activities, and any participation in community activities such as Barangay Council sessions and assemblies. The BLW will also attach their Daily Time Records (DTR) to their monthly accomplishment reports;

9. Whenever possible, the BLW must give four (4) weeks’ notice should be the BLW wish to exit the Service Contract (or MOA) before completion.


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MUNICIPALITY OF ________

BARANGAY LITERACY WORKER PROGRAM MEMORANDUM OF AGREEMENT

RESPONSIBILITIES & DUTIES OF BARANGAY COUNCIL

As the Barangay Captain(s), and the Barangay Chairman of the Committee on Education respectively, from the Barangay

Council of ___________________________________ in the employment of _____________________________________ _ _ Name of barangay(s) Name of appointed Barangay Literacy Worker

as our Barangay Literacy Worker, do hereby agree to the following conditions:

1. Provide a total honorarium for the BLW to the amount of __________ per month; 2. In the instance of clustering, the BLWs honorarium is hereby divided into the following

Name of Barangay: Honorarium per month: Name of Barangay: Honorarium per month: Name of Barangay: Honorarium per month: Total:

3. Facil itate the recruitment of BLWs in consultation with the DALSC/MT in the months of November and December or as the need arises (if a current BLW ends their contract early);

4. Issue guidelines for the creation of a barangay-based learning center which can comply with basic infrastructure guidelines and personnel requirements;

5. Enforce the submission of quarterly reports on the accomplishments of the Learning Center to be compiled by ALS learning facilitators/implementers;

6. Undertake planning, programming, and evaluation sessions on an annual basis; 7. Monitor and maintain necessary records on the effectiveness of projects and submit an annual summary report

thereof to the Municipal School Board; 8. Meet on a quarterly basis to discuss the status of ALS programs taking place at the learning center; 9. Perform such other activities, necessary and proper, to effect the foregoing powers, duties, and functions; 10. Be responsible for ensuring the BLW carries out their role effectively; 11. In extreme circumstances, where the BLW is found not to be performing their duties effectively, the barangay council

can terminate the Service Contract (or MoA) with consultation with the DALSC or MT; 12. Actively support, endorse and participate in activities of the BLW whenever possible.

Effectivity

This agreement shall be enforced upon signing this Memorandum of Agreement (MOA).

(Punong Barangay)

(Appointed Barangay Literacy Worker)

(District ALS Coordinator or Mobile Teacher) (Witness)

(Punong Barangay) (Punong Barangay)

(Committee on Education) (Committee on Education) (Committee on Education)


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B. Stakeholder Management Form

Stakeholder Potential Role or Function

What is the best way of building and maintaining

this relationship?

How can they benefit from the relationship?

Barangay Council: Barangay Captain Education Chairperson Barangay Health Worker

ALS: EPSA BLWFP/DALSC/MT School ALS Coordinators

Your enrolled learners

Families of your learners

Educated community members

Other BLWs


16

CC. Work Shadowing Form

Work Shadowing Reflection Sheet

Name of Barangay Literacy Worker: __________________________________

Name of Barangay(s) serviced: _______________________________________

Date Hours spent Implementer Main learnings

Total Hours


17

DD. Mentoring Agreement Form


MUNICIPALITY OF ______________

BARANGAY LITERACY WORKER PROGRAM MENTORSHIP AGREEMENT

We, ____________________ and ____________________, are both voluntarily entering into this partnership. Mentor/School ALS Coordinator Mentee/Barangay Literacy Worker

We wish this to be a rewarding experience, and will spend our time discussing and improving teaching

strategies. We agree to the following:

1. The mentoring relationship will last for _____ months. This period will be evaluated every six months and will end by amicable agreement once we have achieved as much as possible.

2. We will meet at least once every ______ weeks. Meeting times, once agreed, should not be cancelled

unless unavoidable. At the end of each meeting we will agree on a date for the next meeting.

3. In between meetings we will contact each other by telephone or email.

4. The aim of the partnership is to discuss the following goals: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. We agree that the role of the mentor is to:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. We agree that the role of the mentee is to:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. We agree to keep the content of our meetings confidential.

8. The mentor agrees to be honest and provide constructive feedback to the mentee. The mentee agrees to be open to the feedback.

Date:_____________________

Mentor’s signature / School ALS Coordinator:____________________________________________

Mentee’s signature / Barangay Literacy Worker: __________________________________________

Date for Review:________________________


18

EE. BLW Program Information Sheet

REPUBLIC OF THE PHILIPPINES

Department of Education DIVISION OF CAMARINES SUR

Freedom Sports Complex, San Jose, Pili, Camarines Sur

Alternative Learning System

BARANGAY LITERACY WORKER (BLW) PROGRAM

VISION

Every person in each Barangay having the knowledge of, access to, and opportunity to participate in educational programs, which will allow them to achieve their personal learning goals and, therefore, their unique potential.

Barangay Literacy Workers are members of the community who help achieve this vision. Barangay Literacy Workers coordinate and assist in the delivery of Alternative Learning System (ALS) Education programs catering to out-of-school youth and adults (OSYA). They provide learning opportunities to the members of their Barangay, particularly in regard to literacy and livelihood skills. BLWs help recruit OSYA and encourage their participation in ALS lessons.

WHY DO WE NEED BLWs IN __________?

REPUBLIC OF THE PHILIPPINES

Department of EducationDIVISION OF CAMARINES SUR

Freedom Sports Complex, San Jose, Pili, Camarines Sur

Alternative Learning System

Number of Barangays currently serviced by ALS: __ Number of paid ALS Teachers: 1 District ALS Coordinator, 1 Mobile Teacher, __ Abot-Alam, __ BLWs Currently Enrolled ALS Learners: (e.g. 250) Total Estimated Number of OSYAs (excluding those already enrolled): (e.g. 480)


19

HOW CAN BLWs SERVE OUR COMMUNITY? For every 100 students in the Philippines who enroll in Grade 1, only 66 will graduate from Grade 6, only 43 will graduate from secondary school, and only 14 will obtain a college degree (UNESCO, 2004). The Philippines is one of the 180 countries that participates in the international Education for All (EFA) Agreement. This agreement provides a road map for the achievement of international goals in providing quality education to every human being, no matter their gender, social status, financial situation, or location. The Alternative Learning Systems (ALS) is the flagship program of the Department of Education (DepEd) of the Philippine Government. It aims to achieve nation-wide literacy, though the Governance of Basic Education Act 2001 (RA 9155). The BLW Program aims to strengthen the ALS workforce, and extend the reach of education to OSYAs throughout the Philippines. BENEFITS OF THE BLW PROGRAM 1. Expands the reach of education through a barangay-based literacy worker; 2. Improves community awareness of, access to, and opportunity to participate in education; 3. Increases the number of Elementary and Secondary A&E graduates; 4. Contributes positively to the community’s social and economic development;

1. Promotes partnerships between DepEd ALS and Barangay Councils; 2. Improves access to education in far-flung barangays; 3. Helps to eradicate i l l iteracy within the Philippines.

CURRENT LEGAL PROCESSES

1. Provincial Ordinance No. 056, s. 2015, institutionalizing the BLW Program throughout Camarines Sur; 2. The 1987 Philippine Constitution, which mandates that “the State shall protect the right of all citizens to quality

education at all levels and shall take appropriate steps to make such education free to all”; 3. Republic Act 9155 - “Governance Act of Basic Education”, which mandates the establishment of “learning centers

as facilities where the out-of-school-youth and adult learners are provided alternative learning programs and receive accreditation for at least the equivalent of elementary and high school education”;

4. Republic Act 10632, specifying that SK Funds shall be spent on out-of-school youth programs and youth capacity building;

5. Municipal-level BLW Ordinances have been passed in Tigaon, Ocampo, Bato, Balatan, Pasacao & Nabua. JOB DESCRIPTION

1. Using ALS learning modules, BLWs shall facilitate l iteracy, personal development and livelihood classes with the support of the DALSC and MT based on the needs of the OSYAs in their barangay;

2. BLWs shall conduct advocacy and recruitment activities within the barangay to promote ALS programs and encourage enrolment of OSYAs;

3. BLWs shall conduct data collection and literacy mapping to monitor community l iteracy levels and submit this information to the DALSC and/or MT;

4. BLWs shall foster positive, functional relationships with relevant stakeholders, including the Public School District Supervisor (PSDS), the District ALS Coordinator (DALSC), ALS Mobile Teachers (MTs), and ALS Instructional Managers (IMs), School Heads, and Barangay Council Members;

5. BLWs shall ensure that they are accessible to community members and responsive to their educational needs, questions, and support;

6. BLWs shall dedicate a minimum of 16 hours per week in the delivery of ALS programs. QUALIFICATIONS & CHARACTERISTICS OF A BLW

1. High school diploma, or equivalent, or a college degree; 2. Preferably a resident of the barangay where they will work; 3. At least 18 years old; 4. Experience in teaching, training and/or community organizing; 5. Good relationships with the community, and has no pending cases in the barangay and no derogatory record in the

Municipality; 6. Demonstrated passion for serving their community as a volunteer; 7. Demonstrated passion for promoting education as an agent of social change.

WHAT IS THE ROLE OF THE BARANGAY COUNCILS?

6. Barangay Chairperson of Education with the assistance of the District Alternative Learning System Coordinator (DALSC) will conduct periodic Monitoring and Evaluation and submit reports to key stakeholders;

7. Support BLW projects and creation of l ivelihood projects; 8. Allocate an amount towards the honorarium for the BLW; 9. Allocate an initial set up cost for the supplies, materials and for the reproduction of ALS modules; 10. Support in the development and establishment of a Learning Center; a center that can be used by the BLW, ALS

Implementers and their learners.

20

DEP

ARTM

ENT

OF

EDU

CAT

ION

B

UR

EAU

OF

ALTE

RN

ATIV

E LE

ARN

ING

SYS

TEM

MIS

-001

– P

RO

FILE

OF

PRO

SPEC

TIVE

LEA

RN

ER in

the

HO

USE

HO

LDS

A

ccom

plis

hed

by

____

____

____

____

____

____

____

___

D

ate

Sub

mitt

ed

____

____

____

____

____

____

____

_ P

ositi

on

____

____

____

____

____

____

____

___

R

ecei

ved

by

__

____

____

____

____

____

____

___

Dat

e A

ccom

plis

hed

____

____

____

____

____

____

____

___

S

igna

ture

____

____

____

____

____

____

____

_ Y

ear

Map

ped

:

____

____

____

____

____

____

_

Dis

trict

:

____

____

____

____

____

___

Reg

ion

: __

____

____

____

____

____

___

N

ame

of T

arge

t B

aran

gay

: __

____

____

____

____

____

_ P

rovin

ce

: __

____

____

____

____

____

___

S

itio/

Zone

/Pur

ok

:

____

____

____

____

____

___

City

/Mun

icip

ality

:

____

____

____

____

____

____

_

Hou

se A

ddre

ss

:

____

____

____

____

____

___

Divi

sion

:

____

____

____

____

____

____

_

__

____

____

____

____

____

_

POPU

LATI

ON

(s

ourc

e: B

aran

gay

Dat

a)

No. o

f Mal

es

No. o

f Fem

ales

5

& b

elow

6-

11

12-1

516

-24

25-2

9 30

-39

40-4

9 50

& a

bove

5

& b

elow

6-

1112

-15

16-2

4 25

-29

30-3

9 40

-49

50 &

abo

ve

F.

Name

of P

rosp

ectiv

e Lea

rner

(La

st Na

me, F

irst N

ame,

Midd

le Na

me)

Birth

date

(M

onth-

Day-

Year

) Se

x (M

or F

) Ci

vil

Stat

us

(Spe

cify)

PWD

(If ap

plica

ble)

Moth

er

Tong

ue

Relig

ion

(Spe

cify)

Educ

atio

nal

Attain

ment

Reas

on fo

r Not

At

tend

ing S

choo

l

Inte

rest

ed in

AL

S Pr

ogra

ms

(Yes

or N

o)

Enco

ded b

y (N

ame

of Fa

cilitat

or)

Posit

ion

Date

of

Mapp

ing

1

2

3

4

5

6

7

8

9

10

NO

TE:

Educ

atio

nal A

ttain

ment

: Co

mple

ted

Basic

Edu

catio

n Gr

ade

1, C

omple

ted

Basic

Edu

catio

n Gr

ade

2, C

omple

ted

Basic

Edu

catio

n Gr

ade

3, C

omple

ted

Basic

Edu

catio

n Gr

ade

4, C

omple

ted

Basic

Edu

catio

n Gr

ade

5,

Com

plete

d Ba

sic E

duca

tion

Grad

e 6,

Com

plete

d Ba

sic E

duca

tion

1st Y

ear H

igh S

choo

l, Co

mple

ted

Basic

Edu

catio

n 2n

d Ye

ar H

igh S

choo

l, Co

mple

ted

Basic

Edu

catio

n 3r

d Ye

ar H

igh S

choo

l,

No

Sch

oolin

g Re

ason

for N

ot At

tend

ing

Scho

ol:

Scho

ols a

re ve

ry fa

r, No

scho

ol wi

thin

the

bara

ngay

, No

regu

lar tr

ansp

orta

tion,

High

cos

t of e

duca

tion,

illne

ss/D

isabil

ity,

Hous

ekee

ping/

Hous

ewor

k, Em

ploym

ent/L

ookin

g fo

r wor

k, La

ck o

f pe

rson

al In

tere

st, C

anno

t cop

e wi

th s

choo

l wor

k, ple

ase

spec

ify o

ther

reas

ons

not i

nclud

ed in

the

list

21

DEP

ARTM

ENT

OF

EDU

CAT

ION

B

UR

EAU

OF

ALTE

RN

ATIV

E LE

ARN

ING

SYS

TEM

MIS

-002

A –

NFE

LEA

RNER

S’ P

RO

FILE

Acc

ompl

ishe

d by

__

____

____

____

____

____

____

____

_

Dat

e S

ubm

itted

__

____

____

____

____

____

____

___

Pos

ition

____

____

____

____

____

____

____

___

R

ecei

ved

by

__

____

____

____

____

____

____

___

Dat

e A

ccom

plis

hed

____

____

____

____

____

____

____

___

S

igna

ture

____

____

____

____

____

____

____

_ Y

ear

Acc

ompl

ishe

d :

____

____

____

____

____

____

_

Dis

trict

:

____

____

____

____

____

___

Reg

ion

:

____

____

____

____

____

____

_

Nam

e of

Tar

get

Bar

anga

y :

____

____

____

____

____

___

Pro

vince

:__

____

____

____

____

____

___

Siti

o/Zo

ne/P

urok

:__

____

____

____

____

____

_ C

ity/M

unic

ipal

ity

: __

____

____

____

____

____

___

N

ame

of C

LC

: __

____

____

____

____

____

_ D

ivisi

on

:

____

____

____

____

____

____

_

Add

ress

of C

LC

:

____

____

____

____

____

___

LRN

Last

Name

Fi

rst N

ame

Midd

le Na

me

Birth

date

(mm

/dd/

yy)

Sex

(M/F

) Ci

vil St

atus

PWD

(If ap

plica

ble)

Moth

er

Tong

ue

Relig

ion

PIS

Scor

e FL

T Sc

ore

in Re

ading

FL

T Sc

ore

in Nu

mera

cy

core

in W

riting

core

in L

isten

ing

& Sp

eakin

g Ov

er Al

l Sc

ore

Prog

ram

Enrol

led (B

LP, A

&E

Elem

enta

ry, A

&E

Seco

ndar

y)

Mode

of

Prog

ram

Deliv

ery

Date

of Le

arner

Regis

tered

in

the P

rogram

Name

of A

ssign

ed

Learn

ing F

acilit

ator

Posit

ion

NOTE

M

ode o

f Pro

gram

Deli

very

:

Face

to F

ace l

earn

ing, in

depe

nden

t lear

ning,

Broa

dcas

ting l

earn

ing, C

ompu

ter-b

ased

lear

ning/e

-skwe

la Ty

pe of

Em

ploye

r

: De

pEd,

Non

-Dep

Ed (C

ontra

cted b

y Dep

Ed, N

on-D

epEd

(not

contr

acted

by D

epEd

) Le

arne

rs’ T

race

r

: Co

ntinu

e ALS

Elem

entar

y, Co

ntinu

e ALS

Sec

onda

ry, C

ontin

ue E

lemen

tary F

orma

l Sch

ool, C

ontin

ue S

econ

dary

Form

al Sc

hool,

Emp

loyed

, Self

-emp

loyed

,idle,

othe

rs.

Bar

anga

y Li

tera

cy W

orke

r P

rogr

am

22

DEP

ARTM

ENT

OF

EDU

CAT

ION

BU

REA

U O

F AL

TER

NAT

IVE

LEAR

NIN

G S

YSTE

M

M

IS-0

02B

– In

fEd LE

ARNER

S’ P

RO

FILE

Acc

ompl

ishe

d by

__

____

____

____

____

____

____

____

_

Dat

e S

ubm

itted

__

____

____

____

____

____

____

___

Pos

ition

____

____

____

____

____

____

____

___

R

ecei

ved

by

__

____

____

____

____

____

____

___

Dat

e A

ccom

plis

hed

____

____

____

____

____

____

____

___

S

igna

ture

____

____

____

____

____

____

____

_ Y

ear

Acc

ompl

ishe

d :

____

____

____

____

____

____

_

Nam

e of

Tar

get

Bar

anga

y :

____

____

____

____

____

___

Reg

ion

:

____

____

____

____

____

____

_

Siti

o/Zo

ne/P

urok

: __

____

____

____

____

____

_ P

rovin

ce

:

____

____

____

____

____

____

_

Nam

e of

CLC

:

____

____

____

____

____

___

City

/Mun

icip

ality

:__

____

____

____

____

____

___

Add

ress

ofC

LC:

____

____

____

____

____

___

Divi

sion

: __

____

____

____

____

____

___

Ty

pe o

f CLC

:

____

____

____

____

____

___

Dis

trict

: __

____

____

____

____

____

___

Last

Nam

e Fi

rst N

ame

Mid

dle N

ame

Birth

date

(Mon

th-D

ay-Y

ear)

Sex

(M o

r F)

Civi

l Sta

tus

PWD

(If ap

plica

ble)

Mot

her

Tong

ue

Relig

ion

Prog

ram

En

rolle

d Da

te o

f Lea

rner

Re

gist

ered

in

the P

rogr

am Na

me o

f Ass

igne

d Le

arni

ng

Faci

litat

or

Posi

tion

Lear

ners

’ Tra

cer

NOTE

: Ty

pe of

CLC

Type

1 – s

imple

temp

orary

(mak

e sh

ift) m

eetin

g pla

ce w

ith ta

bles

and

chart

s, ch

alkbo

ards,

e.g. C

hape

l or a

ny op

en m

ulti-p

urpos

e are

a in

the ba

ranga

y or

any

priva

te pro

perty

temp

orarily

loan

edfor

learn

ing p

urpos

es

Type

2 – a

semi

-conc

rete

struc

ture

mostl

y ma

de o

ut of

light

mater

ials

such

as ni

pa,s

oft w

ood,

etc.,

dedic

ated

to AL

S lea

rning

ses

sions

and

relate

d ac

tivitie

s equ

ipped

with

bas

ic fur

niture

and

learn

ing e

quipm

ent s

uch a

s elec

tric fa

n

Ty

pe 3

– a ty

pical

baran

gay

learni

ng c

enter

, con

crete

and

secu

red, m

ostly

mad

e ou

tof c

emen

t and

othe

r buil

ding m

ateria

ls. D

edica

ted to

ALS

learn

ing s

essio

ns an

d rel

ated

activ

ities,

equip

ped

with

basic

furni

ture

and

learni

ng e

quipm

ent e

.g., C

hairs

, tab

les, c

halkb

oard,

libra

ry co

rner,

basic

app

lianc

es s

uch a

s elec

tric fa

n, ca

ssett

e rec

order,

etc.

Ty

pe 4

– a tw

o or

three

-store

y bu

ilding

fully

equip

ped

with

basic

furni

ture

and

adva

nced

ICT

equip

ment

for le

arning

, ded

icated

to A

LS le

arning

ses

sions

and

relate

d ac

tivitie

s, ot

her t

ype t

hat d

oes

not f

allto

any o

f the

4 ty

pes,

pleas

e des

cribe

usin

g a s

epara

te sh

eet o

r pap

er.

Type

5 – A

LS a

nd ot

her l

earni

ng m

ateria

ls are

bein

g uti

lized

by le

arners

and

othe

rmem

bers

of the

comm

unity

, the

mate

rials

are e

ither

being

tran

sport

ed f

rom h

ouse

to h

ouse

or b

orrow

ed b

y ind

ividu

al in

teres

ted c

ommu

nity

memb

ers fr

om th

e CL

C for

liter

acy

and

conti

nuing

edu

catio

n. Pr

ogram

Enro

lled

Co

mmun

ity D

evelo

pmen

t, Se

lf De

velop

ment,

Self

-Impro

veme

nt De

velop

ment

Type

of E

mploy

er

DepE

d, No

n-Dep

Ed (

contr

acted

by D

epEd

), No

n-Dep

Ed (

notc

ontra

cted

by D

epEd

) Le

arners

’ Trac

er

Earne

d a c

ertific

ate fr

om is

suing

agen

cy, D

id no

t earn

a c

ertific

ate fr

om is

suing

agen

cy

24

II. Functional Literacy Test (FLT) Manual

PARTS OF THE FUNCTIONAL LITERACY TEST

A. PERSONAL INFORMATION SHEET (PIS)

I. PIS DESIGN FEATURES

The Personal Information Sheet (PIS) is in itself a basic literacy test. It measures the learner’s

ability to write basic information about himself. The learner must first accomplish the PIS. His responses to the PIS will indicate his readiness to proceed with the other parts of the FLT.

There are 10 items for the PIS. Items 1 – 9 are about personal information about the learner. Item 10 is writing a sentence about himself.

II. PIS TEST MATERIALS

The following materials will be used in administering the PIS:

Personal Information Sheet Pencil or ballpen

III. PIS TEST ADMINISTRATION PROCEDURES

A. General Procedures

1. Give the Personal Information Sheet to the learner. 2. Retrieve the Personal Information Sheet when the learner finishes answering. 3. Check the Personal Information Sheet. 4. Proceed to the next part of the FLT if the learner gets a score of 8 and above or advise the learner

to join the BLP if his score is 7 and below.

B. Specific Steps

1. Give the PIS to the examinee and say:

2. Observe the examinee as he/she answers the PIS.

3. Do not read the items to him/her since we are measuring his/her level of literacy.

4. Go over the answers and immediately check it using the Scoring Guide below. If the examinee gets the minimum score of 8 proceed to administer the rest of the FLT to him. If the examinee gets a score lower than the minimum score, inform him/her about the result and the need for him/her to join the Basic Literacy Program (BLP). You may also inform him/her about the specific learning arrangements for BLP.

“Basahin nang tahimik ang mga tanong sa Personal Information Sheet. Isulat ang iyong sagot sa nakalaang puwang o guhit. Walang

nakatakdang oras para dito ngunit kung maaari ay huwag masyadong magtagal sa bawat aytem.

Kung may katanungan ka ay mangyaring itanong na ito at kung wala na

ay maaari ka nang mag-umpisa.

Kung matapos ka na ay ibigay sa akin ang Personal Information Sheet na iyong sinagutan.”


25

IV. SCORING

For Items 1 – 9, give one (1) point for every correct answer.

For Item 10

- Give two (2) points to a complete sentence with no error.

- Give one (1) point to an incomplete sentence but still makes sense.

- Give zero (0) point to a response that does not make sense, writing cannot be understood and if the

learner does not write any response.

Items Top possible score Minimum Score required to

proceed to the next part

Items 1-9 9 7

Item 10 2 1

Total 11 8

V. INTERPRETATION

Learner’s Score for PIS Decision 7 and below The learner will not proceed to the next component

Learner will attend/participate in BL Program

8 and above Learner can proceed to next part

B. READING TEST I. READING TEST DESIGN FEATURES

The Reading Test measures understanding of written selections. It consists of 24 test items (13 short responses and 11 multiple choice). It contains selections followed by questions in varied item formats. There are 6 test items in each category skills. The competencies/skills assessed in reading are the following:

Locate information by matching words or when there is distracting information or information that is not

next to matched word. It answers what, where many and when questions. Comprehend, make predictions, and draw conclusions, sequence ideas. Interpret by making inferences to interpreting information that is not directly stated.It answers how andwhy questions.

Summarize, recognize the main idea, separate details from the main idea, give an opinion. You will administer the reading test in the order presented in the test booklet. A correct response for each

item is equivalent to one (1) point for a total of 24 points. It is designed to be taken in forty minutes. II. READING TEST MATERIALS

Answer Sheets, Test Booklet, Pencil, Scoring Guide, Key to Correction III. READING TEST ADMINISTRATION PROCESS

A. General Procedures 1. Hand out the Test Booklet 2. Hand out the Answer Sheet 3. Retrieve the Answer Sheet 4. Retrieve the Test Booklet


26

B. Specific Steps 1. When the examinee is ready say:

2. Give the Reading Answer Sheet and say:

3. Continue reading the instruction and say:

Remind the examinee when there are only 5 minutes left before the end of the test. When

he/she is through, collect the answer sheet, then the booklet.

IV. SCORING Prepare the scoring forms and the guide for scoring. Using the key to correction, write down the scores

obtained by the examinee. There are many possible answers in the Key, if the examinee gets more than one or all the possible answers, he/she still gets one (1) point. Sum up the scores and refer to the interpretation of scores.

V. INTERPRETATION

Skills/Competencies No. of Items Need to develop the skill

Give advice to focus on the skills to be developed

No need to develop the skill

1. Locate Test item #1, 5, 6, 13, 14 &20

6 0-2 3-4 5-6

2. Comprehend Test item #3, 7, 12, 15, 21 & 24

6 0-2 3-4 5-6

3.Interpret Test item #2, 11, 17, 18, 22 & 23

6 0-2 3-4 5-6

4. Summarize Test item #4, 8, 9, 10, 16 & 19

6 0-2 3-4 5-6

C. NUMERACY TEST

I. NUMERACY TEST DESIGN FEATURES The Numeracy Test assesses the learner’s ability in basic mathematical operations. It is designed

to be taken in 45 minutes. The Numeracy Test is divided into four parts as follows:

Items 1 – 6 : Computation of two to three-digit numbers Items 7 – 12 : Solving simple word problems Items 13 – 18 : Interpreting Graphs Items 19 – 24 : Measurement

“ Ang pagsusulit naman ngayon ay sa Pagbasa. Bibigyan kita ng test booklet at hiwalay na sagutang papel o answer sheet”

“ Isulat ang buong pangalan sa itaas na bahagi ng sagutang papel.”

Ito ay isang pagsusulit sa Pagbasa. Basahin mong mabuti ang talata na nakasulat sa loob ng kahon. Pagkatapos ay basahin at sagutin ang bawat tanong na kasunod nito. Huwag sulatan ang test booklet. Ilagay ang iyong sagot sa nakalaang puwang sa sagutang papael o di kaya ay bilugan ang titik ng tamang sagot kung may pagpipiliang sagot.” “Mayroon kang apatnapung minuto para sa test na ito. Nakahanda ka na ba?’ If he/she is, then say: Maaari ka nang mag umpisa.”


27

II. NUMERACY TEST MATERIALS

The following materials will be used in administering the Numeracy Test: Numeracy Test Answer Sheet Numeracy Test Booklet Pencil or ballpen

III. NUMERACY TEST ADMINISTRATION PROCEDURES

A. General Procedures 1. Write on the upper left corner of the answer sheet the starting time. 2. Give the Numeracy Test Answer Sheet [S-3 AS] and the Numeracy Test Booklet to the learner. [S-

3] 3. Retrieve first the Numeracy Answer Sheet after 45 minutes then the Numeracy Test Booklet.

B. Specific Steps 1. Say the following:

2. Observe the examinee as he/she answers the test.

3. Remind the examinee 5 minutes before the end of the test by saying:

4. End the Numeracy Test by saying: IV. SCORING

1. Give one (1) point for every correct. 2. Refer to the Key to Correction for Numeracy.

V. INTERPRETATION

Identify the appropriate level of the learner as shown on table below: Skills/Competencies No. of Items Need to develop

the skill Give advice to focus on the skills to be developed


1. Computation of two to three digit numbers Test items #1- 6

6 0-2 3-4 5-6

2. Solving simple word problems Test items # 7-12

6 0-2 3-4 5-6

2. Solving simple word problems Test items # 7-12

6 0-2 3-4 5-6

4. Measurement Test items # 19-24

6 0-2 3-4 5-6

“Isulat mo ang iyong buong pangalan sa itaas na bahagi ng sagutang papel.”

“Ngayon ay sasagutin mo naman ang Numeracy Test. Isulat mo ang titik ng iyong sagot sa sagutang papel sa nakalaang puwang.

Huwag susulatan ang test booklet.

Maaaring gamitin ang likod ng papel para sa pagkukuwenta. Sikaping sagutan ang bawat tanong. Mayroon kang 45 minuto para tapusin ang test. Kung wala ka ng katanungan ay maaari ka nang mag-umpisa.

“Mayroon ka na lamang 5 minuto para tapusin ang test sa pagkukuwenta.”

“Oras na para huminto, ibigay mo na sa akin ang answer sheet at ang test booklet.”


28

D. WRITING TEST

I. WRITING TEST DESIGN FEATURES The Writing test gauges the learner’s ability to compose a few sentences and a paragraph. The

writing test is designed to be taken in 15 minutes. The first essay is about One’s Family and the second one is about the Cutting of the Trees.

II. WRITING TEST MATERIALS

The following materials will be used in administering the Writing Test:

Writing Test Answer Sheet Writing Test Sheet Pencil or ballpen

III. WRITING TEST ADMINISTRATION PROCEDURES

A. General Procedures 1. Write the starting time at the upper left corner of the answer sheet. 2. Give the Writing Test Answer Sheet [S-5 AS] and the Writing Test Sheet to the learner. [S-5] 3. Collect first the Writing Answer Sheet after 15 minutes then the Writing Test Sheet.

B. Specific Steps

1. Say the following:

2. Give the Writing Test sheet and say:

3. Observe the examinee as he/she answers the Writing Test. Remind the examinee 5 minutes before the end of the test by saying:

4. End the Writing Test by saying: IV. SCORING

THINGS TO CONSIDER IN CHECKING THE TWO ESSAYS Central Idea

The main idea must be related to the prompt It must be clearly stated.

Supporting Ideas Includes several related details

All ideas should form logical, sensible relationship to the main idea. Language Conventions

It must be written in Filipino The rules for sentence formation, capitalization, punctuation and usage

must be followed.

“Ang susunod na pagsusulit ay ang Pagsulat. Isulat ang iyong pangalan sa bandang ibabaw ng sagutang papel. Kung tapos mo nang isulat ang iyong pangalan ay sabihin mo sa akin.”

“Basahin mong mabuti ang direksiyon. “Isulat mo lahat ang sagot sa sagutang papel. Mayroon kang 15 minuto para sagutin ang mga tanong.”

“Mayroon ka na lamang 5 minuto para tapusin ang test sa Pagsulat.”

“Oras na para huminto, ibigay mo na sa akin ang answer sheet at ang test sheet.”


29

Item #A – An essay on One’s Family

Give the following points: 4 points - more than adequate response

Is related to the assigned topic; main idea is clearly expressed and exhibits depth and complexity

Shows control of spelling, punctuation and capitalization 3 points - adequate response

Is related to the assigned topic, the main idea is clear to the reader

Has few errors in spelling, punctuation, capitalization

2 points - less than adequate response Is somewhat related to the assigned topic but

unelaborated idea development May contain errors in sentence formation,

punctuation and spelling 1 point - very inadequate response

Is somewhat related to the assigned topic; not clear or focused, difficult to follow limited or unrelated details and no idea development

Has errors in spelling, punctuation and capitalization

Zero 0 - Response that cannot be evaluated Is not related to the topic Not readable or incoherent No response

For Item B: Cutting of the Trees

- For question #1, give one (1) point.

- For question #2, give: 2 - An adequate response

Is related to the assigned topic, the main idea is clear to the reader Has a few errors in spelling, punctuation, capitalization.

1 - A less than adequate response

Is somewhat related to the assigned topic but unelaborated idea development

May contain errors in sentence formation, punctuation and spelling

0 -Response that cannot be evaluated Is not related to the topic Not readable or incoherent No response

- For question #3, give one (1) point. V. INTERPRETATION

Skills/Competencies No. of Items Need to develop the skill

Give advice to focus on the skills to be developed


1. Compose sentences and paragraphs

8

0-3

4-5

6-8


30

E. SPEAKING AND LISTENING TEST

SPEAKING AND LISTENING TEST FEATURES

The Speaking and Listening Test of the FLT is designed to measure/assess the following skills;

o listen to recount accurately on the important, full and specific details of oral messages; o listen and evaluate critically oral messages on the issue; and o respond appropriately to ideas through verbal means by interpreting correctly the meaning of the story.

These skills are found in Learning Strand One (Communication Skills) of the ALS Curriculum. This test will be administered in a form of an interview after the learner finishes the PIS. It consists of six (6) items with the score of two (2) points each. This test should be administered 15 - 20 minutes individually and separately.

SPEAKING AND LISTENING TEST MATERIALS

The interviewer will make use of the following:

Record of Response Sheet (RRS) use to record learners’ responses Listening and Speaking Scoring Guide (LSSG) guides on how to score examinees responses Story sheet Pencil

SPEAKING AND LISTENING TEST ADMINISTRATION PROCEDURES

A. General Procedures

1. Prepare the learner for the interview. 2. Conduct the interview by asking the questions. 3. Read the story and ask the questions. 4. End the interview.

B. Specific Procedures

1. Greet the learner. Speak in a calm and friendly manner so that the examinee may overcome initial shyness.

Make sure your voice is clear and audible so you can be heard and understood.

2. Allow the learner to introduce himself/herself.

3. Introduce the activity, purpose and the direction by saying:

4. If the learner is ready, turn to the interview guide, then ask the interview questions.

Question 1, ask:

Question 2, ask:

5. As he/she responds note down his/her answers verbatim in RRS. If you need more space use another sheet.

“Ngayon gusto ko sanang magkaroon ng karagdagang impormasyon tungkol sa iyong sarili, sa iyong mga plano at iniisip. May ilan akong katanungan. Pakinggan mong mabuti ang bawat tanong at sagutin mo batay sa iyong nalalaman at damdamin. Mas mainam kung malinaw ang iyong sagot at may detalye ang iyong paliwanag. Mayroon ka bang tanong? Kung handa ka na, mag-umpisa na tayo”

“Bakit gusto mong magpatala sa programa ng ALS?”

“Kailan ka huminto sa iyong pag-aaral? Bakit?”


31

6. For questions 3, and 4, say this:

Question 3:

Question 4:

7. After each question, note the time the examinee starts and finishes answering the questions. Give the time for the

examinee to think about his/her answers, you may use prompts for him/her to elaborate his ideas, if necessary such as:

8. For items 5 & 6, the story will be read aloud by the examiner and ask the questions.

Then ask the following:

Question 5:

Question 6:

9. When the interview is over, say this; 10. The score shall form part or added up to the paper and pencil test score to determine the level of the learner and be

kept in the portfolio.

“Pakinggan at bigyan ng kahulugan ang kasabihang karaniwang naririnig na,”

“Ang Kahirapan ay hindi sagabal sa pagtatagumpay”

“Sang ayon ka ba sa mensahe ng kasabihang ito? Bakit? Bakit hindi?”

“May kilala ka bang tao na dating mahirapsubalit naging matagumpay sa buhay?Maaari mo bang sabihin ang kwento tungkolsa kanya?”

“Gusto mo bang ipaliwanag ang iyong sagot?; Mayroon ka pa bang idadagdag sa iyong sagot?; Gusto mo bang palitan ang iyong sagot?; atbp.”

“May isang asong tumatawid sa tulay ng ilog tangay ang isang buto. Nang siya’y tumingin sa gawing ibaba, nakakita siya ng isa pang aso na may tangay ring mas malaking buto. Nais niyang makuha ito. Kinahulan niya ang asong nakita sa tubig, kaya nalaglag ang tangay-tangay niyang buto. Ngayon, lalo siyang nawalan ng buto.”

“Ano ang naunawaan mo sa binasa ko?”

“Ano ang gintong aral na isinasaad ng kwento?”

“Maraming Salamat sa iyo”


32

SCORING AND INTERPRETATION Items 1 and 2

Criteria

2 Gives information with relevant personal or factual details clearly

1 Gives brief information with few details

0 No information or no idea at all

Items 3, 4 and 6

Criteria

2 Gives detailed interpretation

1 Gives very simple interpretation

0 No interpretation at all

Item 5

Criteria

2 Gives correct and exact message on what he/she heard

1 Unclear explanation of the message

0 No idea or interpretation at all

Scoring and Analysis

The FLT scoring scheme was designed for individual instructional managers who could check the answer sheets of an examinee according to a scoring key or rubric. The FLT is usually administered to an individual as he/she comes to enroll. Soon after the test is given, the learner’s scores could be computed and a decision can be arrived at as to which level he would be placed in.

The scoring scheme for three of the FLT parts follow the dichotomous format as indicated below:

Test Part No. of Items Score Score Range

Correct/appropriate Incorrect/inappropriate

Pansariling

Impormasyon

9 1 0 9

Pagbasa 24 1 0 0-24

Matematika 24 1 0 0-24

The Writing Test, the Oral Test and the last PIS item responses were scored by using a rating scale, with values

from 0-4 in Pagsulat, and 0-2 in Pakikinig/Pagsasalita and in the PIS. The values had their equivalence in quality of work shown by the examinee.

Rating Scale PIS, Bahagi 2 Pagsulat Pakikinig/Pagsasalita

(1 item) (2 items) (6 items)

0 Can’t be evaluated Can’t be evaluated Needs help to learn

1 Inadequate Very inadequate Needs improvement

2 Adequate Less than adequate Good mastery

3 Adequate

4 Very adequate

Score Range 0-2 0-8 0-12


33

Benchmarks for FLT Scores per Learning Level

The mean scores obtained by the grade level samples in the different parts of the FLT can provide the basis for interpreting the scores of subsequent test takers. The range of scores presented below can be used as benchmarks against which an applicant’s score will be compared in order to determine his readiness for a particular learning level in the program.

Test Part

Score Points Required per Learning Level

Basic Literacy Lower Elementary Advanced

Elementary

Secondary

Personal Information 0-6 7-8 9 10-11

Pagbasa 11-15 16-17 18-24

Matematika 0 6-11 12-16 17-24

Pagsulat 2-3 4-5 6-8

Pakikinig/Pagsasalita 6-7 8 9-12

Total 32-48 49-59 60-79

1

PERSONAL INFORMATION SHEET

A. Panuto: Sagutan ang mga sumusunod na tanong.

B. Panuto: Sumulat ng isang pangungusap tungkol sa iyong sarili.

2

PAGBASA

PAPAYA

1. Ano ang iniutos kay Bonie ng kaniyang tiyo?

2. Bakit natakot si Bonie?

3. Paano nakuha ng tiyo ang papaya?

4. Mahusay bang manungkit ng bunga ng papaya si Bonie?Ipaliwanag ang iyong sagot.

PATNUBAY SA PAGGAMIT NG PESTISIDYO

5. Ano ang dapat gawin upang pangalagaan ang balat pagkataposgumamit ng pestisidyo?

6. Paano dapat itago ang pestisidyo?

7. Ano kaya ang mangyayari kapag hindi natin sinunod ang tagubilin?

3

NIYOG

8. Paano nakuha ni Dalis ang niyog?

9. Ano ang ginawa ng matandang babae?

10. Ang sinabi ng matanda ay isang:

11. Bakit inabot ng dilim si Dalis?

12. Ano ang mahalagang mensahe ng kuwento?

4

PAG-INOM NG GAMOT

Ubo Forte

EDAD DOSIS

13. Anong sakit mayroon si Agnes?

14. Kung si Agnes ay isang taong gulang, ilang kutsaritang gamot angdapat niyang inumin?

15. Binigyan ng gamot si Agnes. Pagkaraan ng 1 linggo, siya aynanatiling maysakit. Ano ang dapat gawin ng kanyang ina?

5

16. Ano ang ipinahihiwatig ng poster?

17. Kailan dapat gumamit ng malambot na tangkay ng bayabas?

18. Ang tubÒ, malambot na tangkay ng bayabas at balat ng bunga ay nabanggit sapagkat

A.B.C.D.

19. Ang larawan ba sa poster ay mabuting gamitin bilang pagganyak sa pagsesepilyo? Ipaliwanag ang iyong sagot.

WALANG SEPILYO?Ò

6

MGA INSEKTO

20. Alin sa mga insekto ang may matigas na balat na nakabalot sa kanyang pakpak?

21. Ang gagamba ba ay isang insekto? Paano mo nalaman?

22. Ilang paa mayroon ang isang paru-paro?

23. Ang lahat ba ng insekto ay may pakpak? Paano mo nalaman?

24. Ang insektong ito ay isang

gagamba

7

PAGKUKUWENTA

Panuto: Sagutin ang bawat aytem at isulat ang mga sagot sa sagutang papel.

8

P25.00 isang kilo

9

P 10.00 P 5.00 P 1.00 P 0.25

10

asul pula berde dilaw puti

11

Grap na Nagpapakita ng Tubig na Nainom ni Ben

Lunes Martes Miyerkules Huwebes Biyernes Sabado Linggo

12

Nagamit na Kuryente sa Buwan ng Pebrero

Nagamit na Kuryente sa Buwan ng Abril

13

HUNYO

Linggo Lunes Martes Miyerkules Huwebes Biyernes Sabado

14

PAGSULAT

Ang pagputol ng kahoy sa kagubatan ay hindi makabubuti,Florante.

Rosie, kailangan kong pumutol ng puno sa gubat sapagkat ito ang pinagkukunan ng aking ikinabubuhay.

15

PAKIKINIG AT PAGSASALITA

Mga Tanong:

“Ang Kahirapan ay hindi sagabal sa pagtatagumpay.”

”

“May isang asong tumatawid sa tulay ng ilog tangay ang isang buto. Nang siya’y tumingin sa gawing ibaba, nakakita siya ng isa pang aso na mayroon ding tangay na masmalaking buto. Nais niyang makuha ito. Kinahulan niya ang asong nakita sa tubig, kaya nalaglag ang tangay-tangay niyang buto. Dahil doon, lalo siyang nawalan ng buto.”

PORTFOLIO SUMMARY PAGE (Sample Format)

Name of Learner: _______________________________________ (Buong Pangalan ng Mag-aaral)

Period covered from __________ to ________ (Takdang Panohon)

Address: _________________________________________ (Kumpletong Tirahan)

Level: � EL � SL (Antas ng Pag-aaral)

Instructional Manager: _______________________________ (Tagapangasiwa ng Pag-aaral)

What is in my portfolio? (Ano ang nilalaman ng aking portfolio?)

Enrolment Form(Talaan ng Pagpatala) Results of my pre-test and post-test(Resulta ng aking pre-test and post-test) Individual Learning Plan(Pansariling Plano sa Pag-aaral) Photographs(Mga Larawan) Certificate for Passing the ALS A&E Test(Sertipiko ng Pagkakapasa sa ALS A&E Test) Biodata(Talaan ng Personal na Impormasyon)

Why I chose these samples? (Bakit ang mga ito ang aking pinili?)

To show to my friends that I am enrolled in the ALS A&E LSDS(Para maipakita sa aking mga kaibigan na ako ay nagpatala sa ALS A&E LSDS) Results of my tests will show how I progress in my lessons(Ang mga resulta ng aking pagsusulit ay nagpapakita kung papaano ako umunlad/natuto sa aking mga aralin)My ILP will remind me of the things I have to accomplish(Ang aking pansariling plano sa pag-aaral ay magpapa-alala ng mga bagay na dapat kong maisagawa) The photographs of my family serves as my inspiration, it makes me happy(Ang mga larawan ng aking pamilya ay magsisilbing inspirasyon at nakapagppapaligaya sa akin) My ALS A&E Certificate is my passport in looking for a job(Ang aking sertipiko sa ALS A&E ay aking magagamit sa paghahanap ng trabaho) I need the biodata form to fill up in applying for a job(Ang Talaan ng Personal na Impormasyon na aking napunanay kakailanganin ko sa paghahanap ng trabaho o gawain)

What I have learned? (Ano-ano ang aking mga natutunan sa paggawa ng mga ito?)

This week I have learned many things:(Ang maraming bagay na natutunan ko ngayong linggo:) - Fill up a biodata form

(Pagpuno sa Talaan ng Personal na Impormasyon) - Write an application letter

(Pagsulat ng liham tungkol sa pag-eempleyo) - Things I must do in preparing for an interview

(Ang mga bagay na dapat kong gawin para sa pakikipanayam) - Know the rights of an employee

(Malaman ang mga karapatan ng isang empleyado)

What is my purpose in presenting my portfolio? (Bakit kailangan kung ilagay/isama ang mga ito sa aking presentation portfolio?)

I am proud of my achievements and accomplishments I have in my portfolio(Ipinagmamalaki ko ang aking mga nagawa na nakalagay dito sa portfolio) To show to my friends and family that age is not a barrier to anything that you do, provided you set your heart in it(Ipakita sa aking mga kaibigan at kapamilya na ang edad ay hindi hadlang sa mga bagay na nais mong gawin kung ito ay iyong pahahalagahan) To tell my friends that the ALS A&E has done many things to help people like you(Ibalita sa aking mga kaibigan na ang ALS A&E ay nakakatulong sa mga taong katulad natin)

__________________________________ Signature of Learner and Date

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add

to th

ein

form

atio

n co

llect

ed b

y th

e Su

mm

ary

Reco

rd o

f Tra

inin

g/Sk

illsf

orm

[ALS

A&

E R

PL F

orm

2].

This

form

mus

t be

com

plet

ed b

y th

eIn

stru

ctio

nal M

anag

er a

nd L

earn

er a

ten

rolm

ent o

r sho

rtly

afte

r.Th

e in

form

atio

n in

this

form

shou

ld b

e us

edby

the

Inst

ruct

iona

l Man

ager

to h

elp

the

Lear

ner d

evel

op th

e Le

arne

r’s I

ndiv

idua

lLe

arni

ng A

gree

men

t [A

LSA

&E

Ass

essm

ent

Form

1].

The

form

mus

t be

incl

uded

in th

epr

esen

tatio

n po

rtfol

io.

(F) E

xper

ience

s with

art

EXAM

PLES

mu

sic (e

.g. si

nging

, guit

ar)

danc

edr

ama (

e.g. a

cting

)pa

inting

jewell

ery m

aking

(e.g.

bead

ing)

(G) E

xper

ience

s with

peo

ple

EXAM

PLES

tal

king o

n the

telep

hone

carin

g for

othe

rs (e

.g. pa

rents

, sick

)he

lping

child

ren (

e.g. h

omew

ork)

(H) E

xper

ience

s with

info

rmat

ion

EXAM

PLES

fin

ding i

nform

ation

by re

ading

findin

g info

rmati

on by

talki

ng/lis

tening

findin

g info

rmati

on by

obse

rvatio

nwo

rk wi

th nu

mber

s (e.g

. time

, cou

nting

)wr

iting i

nform

ation

(e.g.

note

taking

)

(I) E

xper

ience

s with

com

mun

ity ac

tiviti

esEX

AMPL

ES

Chur

chBa

rang

aypo

litics

waste

disp

osal

scho

ols

(3) I

nter

ests

and

hob

bies

I li

ke do

ing …

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

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…..…

……

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…..…

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…

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…..…

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..……

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…

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…..…

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…..…

……

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…

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……

……

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…..…

……

……

……

……

……

..……

……

…

I think

I am

good

at: …

….…

……

……

……

……

…..…

……

……

……

……

……

.……

……

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……

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…..…

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..……

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…

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…..…

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…..…

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…

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…..…

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..……

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…

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…..…

……

……

……

……

……

…..…

……

……

(4) A

bout

me

The b

est th

ing ab

out m

e is:

……

……

……

……

……

……

……

……

……

.……

……

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…..

……

……

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..……

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…..…

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…

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……

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..……

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..……

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…

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…..…

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…..…

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…

……

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……

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……

……

…..…

……

……

……

……

……

..……

……

…

Whe

n I fin

ish m

y stud

y I w

ant to

: …

……

……

……

……

……

……

..……

……

……

……

…..

……

……

……

……

……

……

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……

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……

…..…

……

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…..…

……

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…

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…..…

……

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……

..……

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…

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……

……

……

……

……

..……

……

……

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…..…

……

……

…

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……

……

……

……

……

……

……

……

……

…..…

……

……

……

……

……

..……

……

…

Lea

rner

……

……

……

……

……

….…

Instr

uctio

nal M

anag

er …

……

.……

……

.……

……

….

Date:

……

……

……

……

……

……

…. D

ate: …

……

……

……

….…

…...…

……

……

……

……

.

REC

OR

D O

F TR

AIN

ING

/SK

ILLS

Nam

e: …

……

……

……

……

……

……

……

……

……

……

……

……

Lear

ning

Cen

ter:

……

..……

……

……

……

……

……

……

……

……

Leve

l: …

……

……

……

……

……

……

……

……

……

……

……

……

Inst

ruct

iona

l Man

ager

: ...…

……

……

……

……

……

……

……

……

Title

of t

rain

ing

prog

ram

Sk

ills/ C

ompe

tenc

ies le

arne

d Da

tes o

f Tra

inin

g Us

e of s

kills

gain

ed

Certi

ficat

ion

by In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

……

……

……

……

……

……

… (N

ame)

……

……

……

……

……

……

……

……

……

……

……

……

……

. (Si

gnat

ure)

Date

: ……

……

……

……

……

……

….

Sum

mar

y R

ecor

d of

Tra

inin

g Sk

ills

This

form

is a

n R

PL re

cord

. It d

ocum

ents

form

al tr

aini

ng th

at th

eLe

arne

r has

had

. The

form

al tr

aini

ng w

ill n

orm

ally

be

wor

k-re

late

d.It

does

not

incl

ude

scho

olin

g.N

ot a

ll Le

arne

rs w

ill h

ave

had

form

al tr

aini

ng. I

f Lea

rner

s do

not

have

form

al tr

aini

ng, t

hey

do n

otco

mpl

ete

this

form

.Th

e in

form

atio

n on

this

form

can

be

writ

ten

in th

e Le

arne

r’s f

irst

lang

uage

, in

Filip

ino,

or i

n En

glis

h.Th

e In

stru

ctio

nal M

anag

er c

an c

ompl

ete

this

form

if th

e Le

arne

r is

not c

onfid

ent t

o do

so.

The

info

rmat

ion

in th

is fo

rm a

dds t

o th

e in

form

atio

n co

llect

ed b

y th

e D

ocum

enta

tion

of L

ife E

xper

ienc

es fo

rm [A

LSA

&E

Form

RPL

1].

It sh

ould

be

com

plet

ed b

y th

e In

stru

ctio

nal M

anag

er a

nd L

earn

er a

ten

rolm

ent o

r sho

rtly

afte

r.Th

e in

form

atio

n in

this

form

sho

uld

be u

sed

by th

e In

stru

ctio

nal

Man

ager

to h

elp

the

Lear

ner d

evel

op th

e In

divi

dual

Lea

rnin

g A

gree

men

t.Th

e fo

rm m

ust b

ein

clud

ed in

the

pres

enta

tion

portf

olio

.

How

to u

se th

is fo

rm

Col

umn

1

Col

umn

2

Col

umn

3

Col

umn

4

SUM

MAR

Y O

F W

OR

K H

ISTO

RY

Nam

e: …

……

……

……

……

……

……

……

……

……

……

……

……

Lear

ning

Cen

ter:

……

..……

……

……

……

……

……

……

……

……

Leve

l: …

……

……

……

……

……

……

……

……

……

……

……

……

Inst

ruct

iona

l Man

ager

: ...…

……

……

……

……

……

……

……

……

Nam

e or d

escr

iptio

n of

the w

ork y

ou d

id

Whe

re yo

u di

d th

is wo

rk an

d/or

the n

ame o

f yo

ur em

ploy

er

How

long

you

did

this

work

for

The s

kills

and

unde

rsta

ndin

gs yo

u ne

eded

for t

his w

ork

Certi

ficat

ion

by In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

……

……

……

……

……

……

… (N

ame)

……

……

……

……

……

……

……

……

……

……

……

……

……

. (Si

gnat

ure)

Date

: ……

……

……

……

……

……

….

How

to u

se th

is fo

rm

Col

umn

1

Col

umn

2

Col

umn

3

Col

umn

4

Sum

mar

y of

Wor

k H

isto

ry

Learner’s Checklist of Skills(ALS A&E RPL 4)

This form is used to assess the learners skills/competencies in Communication Skills, Problem Solving and Critical Thinking, Sustainable use of Resources and Productivity, Development of Self and a Sense of Community and Expanding One’s World Vision and Forms the basis for their Individual Learning Plan.

This is completed as part of the development of the individual Learning Agreement at the start of Learning Group Sessions. It should be kept in the learner’s Individual Work Folder and be updated monthly.

Part I asks the learner to tell in his/her own words the reason/s for joining the Nonformal Education Accreditation and Equivalency (ALS A&E System).

Part II contains a list of skills and competencies based on the five (5) learning strands of the ALS A&E Curriculum Framework. The learners with the help of the Instructional manager will discuss the skills and competencies learners already possess and identify those which the learner wishes to learn.

The Instructional Manager and Learner should read through the list of competencies and check the column (A, B, C and D) which best matches the learner’s current abilities and interests.

A - I can do this well B - I can do this but I want to learn more and improve C - I want to learn to do this D - I want to learn to do this but not now

Each month the Instructional Manager and the Learner should review this list of learning goals along with other contents of the Learner’s Work Folder and determine what progress has been made by the learner in developing the skills and competencies which checks in columns B and C.

The final column of the form should be used to record any remarks and comments by the Instructional Manager regarding the status of the learner’s current competencies/skills.

Part III of the form required the learner to review the list of competencies with B and C checks and prioritize the two and three most important competencies he/she wishes to start learning as part of his/her Individual Learning Agreement. These priorities should be reviewed with the Instructional Manager and updated each month as part of the review of the Individual learning Agreement, Review of Learning Goals and Weekly Learning Log.

The Learner and Instructional Manager should also identify any problems, and obstacles experienced while accomplishing his/her individual learning goals and actions taken to address these problems.

The Learner and Instructional Manager sign their name.

Learner’s Checklist of Skills

Instructions

1. This form is completed as part of the development of the Individual Learning Agreement at the Individual Learning Agreement at the start of Learning Group Sessions. It should be kept in the learner’s Individual Learning Portfolio and be updated monthly.

Part I – The learner must tell in his/her own words the reason/s for joining the Nonformal Education Accreditation and Equivalency (ALS A&E System).

2. The learners with the help of the Instructional manager will discuss the skills and competencies learners already possess and identify those which the learner wishes to learn.

The Instructional Manager and Learner should read through the list of competencies and check the column (A, B, C and D) which best matches the learner’s current abilities and interests.

A - I can do this well B - I can do this but I want to learn more and improve

C - I want to learn to do this D - I want to learn to do this but not now

3. Review this list of learning goals with the Learners along with other contents of the Learner’s Work Folder and determine what progress has been made by the learner in developing the skills and competencies which checks in columns B and C. This should be done at least once a month.

4. If the learner feels that he/she has successfully accomplished the listed competency very well, this should be reflected in the Review of Learning Goal’s form.

5. If a competency was originally rated as letter D and the learner now changes his/her mind and wishes to start learning this competency, a new Individual Learning Agreement should be prepared.

6. In the final column of the forms the Instructional Manager should write any remarks and comments regarding the current skills/competencies of learners and what needs to be done.

7. The learner and Instructional Manager should sign their names at the bottom of the form with the specific date the form was accomplished.

IND

IVID

UAL

LEA

RN

ING

AG

REE

MEN

T

Nam

e: …

……

……

……

……

……

……

……

……

……

……

…Le

arni

ng C

ente

r: …

……

……

……

……

……

……

……

…..

Leve

l: …

……

……

……

……

……

……

……

……

……

……

….

Inst

ruct

iona

l Man

ager

: ……

……

……

……

……

……

……

Lear

ning

Goa

ls Le

arni

ng A

ctivi

ties a

nd S

trate

gies

Ti

meli

ne

……

……

……

……

…: …

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…

How

to u

se th

is fo

rm

Doc

umen

t of L

ife E

xper

ienc

esS

umm

ary

Rec

ord

of T

rain

ing/

Ski

lls

Wee

kly

Lear

ning

Log

R

evie

w o

f Lea

rnin

g G

oals

Rec

ord

of M

odul

e U

se

Indi

vidu

al L

earn

ing

Agr

eem

ent

The

indi

vidu

al le

arni

ng a

gree

men

t is a

pla

n de

velo

ped

by th

e In

stru

ctio

nal M

anag

er a

nd e

ach

Lear

ner.

The

plan

reco

rds w

hat

the

Lear

ner w

ants

to le

arn

(lear

ning

goa

ls),

how

the

Lear

ner

wan

ts to

lear

n it

(lear

ning

act

iviti

es a

nd st

rate

gies

), an

d w

hen

the

Lear

ner w

ants

to le

arn

it (ti

mel

ine)

.

This

form

is a

n ex

trem

ely

impo

rtant

ass

essm

ent a

nd p

lann

ing

reco

rd. I

t is a

n ag

reem

ent b

etw

een

the

Inst

ruct

iona

l Man

ager

and

th

e Le

arne

r thr

ough

whi

ch th

e Le

arne

r agr

ees t

o w

ork

tow

ards

his

or

her

lear

ning

goa

ls a

nd th

eIn

stru

ctio

nal M

anag

er a

gree

s to

help

th

e Le

arne

r to

do th

is.

The

info

rmat

ion

in th

is fo

rm c

an b

e w

ritte

n in

the

Lear

ner’

s firs

t la

ngua

ge, o

r in

Filip

ino,

or i

n En

glis

h.

The

Inst

ruct

iona

l Man

ager

can

com

plet

e th

is fo

rm if

the

Lear

ner

is n

ot c

onfid

ent t

o do

so. H

owev

er, t

he le

arni

ng g

oals

mus

t be

thos

e se

lect

ed b

y th

e Le

arne

r with

the

assi

stan

ce o

f the

In

stru

ctio

nal M

anag

er. T

he le

arni

ng g

oals

mus

t not

be

thos

e de

cide

d up

on b

y th

e In

stru

ctio

nal M

anag

er.

This

form

shou

ld b

e co

mpl

eted

by

the

Info

rmat

ion

Man

ager

and

Le

arne

r at e

nrol

men

t or s

hortl

y af

ter a

nd sh

ould

be

revi

ewed

and

ch

ange

d, if

nec

essa

ry, e

very

2-4

wee

ks.

The

form

mus

t be

incl

uded

in th

e pr

esen

tatio

n po

rtfol

io.

WEE

KLY

LEA

RN

ING

LO

G

Nam

e: …

……

……

……

……

……

……

……

……

……

……

…Le

arni

ng C

ente

r: …

……

……

…..…

……

……

……

……

……

……

Leve

l: …

……

……

……

……

……

……

……

……

……

……

…In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

……

Ref

lect

ive

Que

stio

nsW

eek

1

Dat

e: …

……

……

…..

Wee

k 2

Dat

e: …

……

……

…..

Wee

k 3

Dat

e: …

……

……

…..

Wee

k 4

Dat

e: …

……

……

…..

Wee

k 5

Dat

e: …

……

……

…..

Wha

t mod

ules d

id I

learn

this

week

?

Wha

t othe

r thin

gs

have

I lea

rned

this

week

?

Wha

t othe

r thin

gs

have

I rea

d this

we

ek?

Wha

t did

I enjo

y thi

s wee

k?

Wha

t did

I find

easy

to

do th

is we

ek?

Wha

t did

I not

enjoy

thi

s wee

k?

Wha

t did

I find

dif

ficult

this

week

?

Wha

t do I

wan

t to

do ne

xt?

Wha

t lear

ning

modu

le do

I wan

t to

study

next?

Certi

ficat

ion

by In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

……

……

……

……

……

……

… (N

ame)

……

……

……

……

……

……

……

……

……

……

……

……

……

. (Si

gnat

ure)

Da

te: …

……

……

……

……

……

……

.

How

to u

se th

is fo

rm

Lear

ner’s

Rec

ord

of

Mod

ule

Use

Lear

ner’s

Rec

ord

of M

odul

e U

seIn

divi

dual

Lea

rnin

g A

gree

men

tR

evie

w o

f Lea

rnin

g G

oals

].

Wee

kly

Lear

ning

Log

Lear

ner’s

Rec

ord

of M

odul

e U

se

Indi

vidu

al L

earn

ing

Agr

eem

ent

Rev

iew

of L

earn

ing

Goa

ls

REVI

EW O

F LE

ARNI

NG G

OALS

Nam

e: …

……

……

……

……

……

……

……

……

……

……

……

……

Le

arni

ng C

ente

r: …

……

……

……

……

……

……

……

……

…..

Leve

l: …

……

……

……

……

……

……

……

……

……

……

……

……

. In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

…

Lear

ning

Goa

ls (fr

om In

dividu

al Le

arnin

g Agr

eeme

nt)

Revie

w 1:

D

ate:

____

____

____

____

__

Have

I ach

ieved

my l

earn

ing

goals

? Re

view

2:

Dat

e: …

……

……

……

……

Ha

ve I a

chiev

ed m

y lea

rnin

g go

als?

If yes

, sho

w ev

idenc

e. If n

o, wh

y?

If yes

, sho

w ev

idenc

e.

If no,

why?

Certif

icatio

n by I

nstru

ction

al Ma

nage

r: …

……

……

……

……

……

……

……

……

……

……

……

……

.. (N

ame)

Da

te: …

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…..

(Sign

ature

)

How

to u

se th

is fo

rm

On th

is for

m, th

e Lea

rner

reco

rds i

n the

left-

hand

colum

n the

Lear

ning G

oals

listed

in th

e In

dividu

al Le

arnin

g Ag

reem

ent [

ALS

A&E

Asse

ssme

nt Fo

rm 1]

comp

leted

at en

rolm

ent.

At th

e firs

t rev

iew pe

riod,

the Le

arne

r sho

uld re

view

these

Lear

ning G

oals

to se

e if h

e or s

he ha

s ac

hieve

d the

lear

ning g

oals

or n o

t. If y

es, th

e Lea

rner

shou

ld wr

ite do

wn th

e evid

ence

of ac

hieve

ment

and i

f not,

he/sh

e sho

uld w

rite do

wn re

ason

for n

ot ac

hievin

g the

m, in

Filip

ino or

Eng

lish,

in the

se

cond

colum

n. Th

is pr

oces

s sho

uld be

done

once

a mo

nth.

Whe

n car

rying

out th

e rev

iew, L

earn

ers s

hould

asse

ss ho

w an

d wha

t they

have

lear

ned a

nd w

hen

they l

earn

ed it.

The

y sho

uld al

so id

entify

pers

onal

stren

gths a

nd w

eakn

esse

s, thi

nk ab

out th

eir

learn

ing st

yles,

and a

sses

s whe

ther t

he le

arnin

g mod

ules t

hey a

re st

udyin

g are

appr

opria

te to

their

need

s. Le

arne

rs ma

y nee

d ass

istan

ce to

carry

out th

eir fir

st re

view.

Befo

re th

e firs

t rev

iew, th

e Ins

tructi

onal

Mana

ger s

hould

use s

mall g

roup

s or o

ne-to

-one

disc

ussio

n to:

Ex

plain

that it

is no

rmal

for pe

ople

to ch

ange

their

lear

ning g

oals

Assis

t Lea

rner

s to u

se th

e info

rmati

on th

ey ha

ve re

cord

ed in

their

Wee

kly L

earn

ing L

og [A

LS A

&E

Asse

ssme

nt Fo

rm 2]

and L

earn

er’s

Reco

rd o

f Mod

ule U

se [A

LS A

&E A

sses

smen

t For

m 4]

to re

view

their l

earn

ing go

als

Expla

in tha

t the L

earn

ers’

revie

w of

their

lear

ning g

oals

will b

e use

d to r

eview

their

Indiv

idual

Lear

ning

Agre

emen

t [AL

S A&

E As

sess

ment

Form

1]

Use t

his fo

rm, th

e Wee

kly L

earn

ing L

og [A

LS A

&E A

sses

smen

t For

m 2]

and L

earn

er’s

Reco

rd o

f Mod

ule

Use

[ALS

A&E

Ass

essm

ent F

orm

4] to

deter

mine

whe

ther a

new

or m

odifie

d Ind

ividu

al Le

arnin

g Ag

reem

ent [A

LS A

&E A

sses

smen

t For

m 1]

is ne

cess

ary.

Revie

w of

Lea

rnin

g Go

als

The r

egula

r rev

iew by

lear

ners

of the

ir lea

rning

goals

is an

extre

mely

impo

rtant

asse

ssme

nt an

d plan

ning r

ecor

d. It

is als

o an i

mpor

tant fo

unda

tion

for de

velop

ing

the sk

ills of

self-a

sses

smen

t nec

essa

ry for

self-

direc

ted le

arnin

g. Th

e Rev

iew o

f Lea

rning

Goa

ls is

to be

unde

rtake

n by l

earn

ers a

t leas

t onc

e a

month

. It m

ust b

e writt

en in

eithe

r Filip

ino or

Eng

lish.

Th

e Rev

iew re

quire

s Lea

rner

s to a

sses

s the

ir per

form

ance

, iden

tify pe

rsona

l str

ength

s and

wea

knes

ses,

exam

ine th

eir le

arnin

g styl

es, a

nd as

sess

whe

ther t

he

learn

ing m

odule

s the

y are

stud

ying a

re ap

prop

riate

to the

ir nee

ds.

The R

eview

has t

wo m

ain pu

rpos

es:

(1)

to en

cour

age L

earn

ers t

o reg

ularly

asse

ss th

eir le

arnin

g pro

gres

s and

de

termi

ne w

hethe

r the

y nee

d to m

odify

their

lear

ning g

oals

and

(2

)to

prov

ide In

struc

tiona

l Man

ager

s with

Lear

ner-p

rodu

ced i

nform

ation

to be

us

ed w

hen r

eview

ing th

e Lea

rner

’s In

dividu

al Le

arnin

g Ag

reem

ent [N

FE A

&E

Asse

ssme

nt Fo

rm 1]

. Th

e info

rmati

on in

this

form

adds

to th

e info

rmati

on co

llecte

d in t

he W

eekly

Le

arnin

g Lo

g [A

LS A

&E A

sses

smen

t For

m 2]

and t

he Le

a rne

r’s R

ecor

d of M

odule

Us

e [AL

S A&

E As

sess

ment

Form

4].

If the

Lear

ner h

as m

odifie

d his

or he

r lear

ning g

oals,

then

the L

earn

er a

nd

Instru

ction

al Ma

nage

r sho

uld re

view

the Le

arne

r’s In

dividu

al Le

arnin

g Ag

reem

ent

[ALS

A&E

Ass

essm

ent F

orm

1] an

d mak

e any

nece

ssar

y mod

ificati

ons.

The f

orm

must

be in

clude

d in t

he pr

esen

tation

portf

olio.

ALS

A&E

Asse

ssme

nt F

orm

4

LEAR

NER

’SR

ECO

RD

OF

MO

DU

LE U

SE

Nam

e: …

……

……

……

……

……

……

……

……

……

……

……

.Le

arni

ng C

ente

r: …

……

……

……

……

……

……

……

……

……

…..

Leve

l: …

……

……

……

……

……

……

……

……

……

……

……

..In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

……

…

Title

of M

odul

e Le

arni

ng

Stra

nd

Pre-

test

re

sult

Post

-test

re

sult

Activ

ities

com

plet

ed

Lear

ner’s

self-

asse

ssm

ent o

f pe

rform

ance

IM

advic

e

1 2 3 4 5 6 7 8 9 10

11

12

13

14

15 Ce

rtific

atio

n by

Inst

ruct

iona

l Man

ager

: ……

……

……

……

……

……

……

……

……

……

……

……

……

……

(Nam

e)

……

……

……

……

……

……

……

……

……

……

……

……

……

. (Si

gnat

ure)

Date

: ……

……

……

……

……

……

….

How

to u

se th

is fo

rm

On th

is for

m, th

e Lea

rner

reco

rds e

ach l

earn

ing m

odule

comp

leted

, the l

earn

ing

stran

d to w

hich t

he le

arnin

g mod

ule be

longs

, their

resu

lts in

the p

re-te

st an

d pos

t-tes

t and

the a

ctivit

ies th

ey ha

ve co

mplet

ed. T

hey a

re re

quire

d to a

sses

s the

ir pe

rform

ance

, iden

tify pe

rsona

l stre

ngths

and w

eakn

esse

s, an

d sug

gest

ways

to

over

come

diffic

ulties

they

may

have

enco

unter

ed. T

his re

cord

mus

t be w

ritten

in

Engli

sh or

Filip

ino.

Assis

t Lea

rner

s in a

t leas

t Wee

k 1 an

d Wee

k 2 of

the p

rogr

am to

comp

lete t

he

form.

Use

small

grou

ps or

one-

to-on

e disc

ussio

n to d

o this

. Ex

plain

that th

e info

rmati

on in

this

form

is a r

ecor

d of th

e Lea

rner

’s pr

ogre

ss.

Expla

in tha

t the i

nform

ation

will

help

Lear

ners

to thi

nk ab

out h

ow th

ey le

arn a

nd to

pla

n fur

ther le

arnin

g. Ex

plain

that th

e info

rmati

on w

ill he

lp the

Instr

uctio

nal M

anag

er to

help

learn

ers

deve

lop th

eir sk

ills of

self-d

irecte

d lea

rning

.

Revie

w thi

s for

m wi

th the

Lear

ner e

ach t

ime a

new

set o

f lear

ning m

odule

s is

issue

d. Di

scus

s the

lear

ner’s

prog

ress

and s

ugge

st wa

ys of

impr

oving

this.

Use t

he in

forma

tion i

n this

form

whe

n rev

iewing

the W

eekly

Lea

rning

Log

[ALS

A&

E As

sess

ment

Form

2].

Use t

his fo

rm an

d the

Wee

kly Le

arnin

g Lo

g [AL

S A&

E As

sess

ment

Form

2] w

hen

revie

wing

the I

ndivi

dual

Lear

ning

Agre

emen

t [ALS

A&E

Ass

essm

ent F

orm

1] an

d the

Rev

iew o

f Lea

rning

Goa

ls [A

LS A

&E A

sses

smen

t For

m 3].

Lear

ner’s

Rec

ord

of M

odul

e Use

Th

is for

m is

an A

sses

smen

t rec

ord.

It is t

o be f

illed i

n by t

he Le

arne

r as e

ach l

earn

ing m

odule

is

comp

leted

. Th

e majo

r pur

pose

of th

is for

m is

to en

cour

age L

earn

ers t

o doc

umen

t, and

refle

ct up

on th

eir le

arnin

g sty

les an

d lea

rning

prog

ress

. This

is an

impo

rtant

found

ation

for d

evelo

ping t

hose

skills

nece

ssar

y for

se

lf-dire

cted l

earn

ing.

For e

ach c

omple

ted le

arnin

g mod

ule, L

earn

ers a

re re

quire

d to w

rite do

wn, in

eithe

r Filip

ino or

Eng

lish,

Th

e title

of th

e lea

rning

mod

ule

The l

earn

ing st

rand

to w

hich t

he m

odule

belon

gs

Their

resu

lts fr

om th

e lea

rning

mod

ule, “

Let’s

See

Wha

t You

Alre

ady K

now”

(pre

-test)

e.g.,

total

numb

er of

corre

ct an

swer

s

tota

l num

ber o

f item

s

Their

resu

lts fr

om th

e lea

rning

mod

ule, “

Wha

t Hav

e You

Lear

ned”

(pos

t-tes

t) e.g

., tot

al nu

mber

of co

rrect

answ

ers

t

otal n

umbe

r of it

ems

The a

ctivit

ies an

d othe

r exe

rcise

s in t

he le

arnin

g mod

ule th

at the

y hav

e com

pleted

Mo

st im

porta

ntly,

Lear

ners

must

asse

ss th

eir pe

rform

ance

in th

e mod

ule, r

ecor

d diffi

cultie

s the

y had

, and

po

ssibl

e way

s of s

olving

thes

e in t

he ne

xt mo

dule.

Th

e Ins

tructi

onal

Mana

ger s

hould

revie

w thi

s Lea

rner

’s Re

cord

of M

odule

Use

and p

rovid

e adv

ice of

how

the Le

arne

r can

impr

ove h

is or

her p

erfor

manc

e eac

h tim

e a ne

w se

t of le

arnin

g mod

ules i

s iss

ued,

or,

alter

nativ

ely, e

very

two w

eeks

. Th

e info

rmati

on in

this

form

adds

to th

e info

rmati

on co

llecte

d in t

he W

eekly

Lea

rning

Log

[ALS

A&E

As

sess

ment

Form

2]

The i

nform

ation

in th

is for

m sh

ould

be us

ed by

the I

nstru

ction

al Ma

nage

r and

the L

earn

er w

hen r

eview

ing

the Le

arne

r’s In

dividu

al Le

arnin

g Ag

reem

ent [A

LS A

&E A

sses

smen

t For

m 1]

and t

he R

eview

of L

earn

ing

Goals

[ALS

A&E

Ass

essm

ent F

orm

3].

The f

orm

must

be in

clude

d in t

he pr

esen

tation

portf

olio.

=

7

10

= 1

5

20

ALS A&E Enrolment Form

1) Personal information

2) Education information

3) Learning Center information

What hours can you be at your Learning Centre?

Talaan ng Pagpapatala

Anong oras at araw maaring ikaw ay nasa lugar ng pinag-aralan

DO

CU

MEN

TATI

ON

OF

LIFE

EXP

ERIE

NC

ES

(1)P

erso

nal i

nfor

mat

ion

Name

……

……

……

……

……

.……

……

……

Le

arnin

g Cen

ter …

……

..……

……

…..…

……

Addr

ess …

……

……

……

……

……

……

……

….…

……

……

……

……

……

……

……

……

……

..

Te

ll me a

bout

your

fami

ly an

d whe

re yo

u live

……

……

……

……

……

……

……

….

……

……

……

……

……

……

….…

……

……

……

……

……

……

……

……

……

……

..……

……

…

……

……

……

……

……

……

….…

……

……

……

……

……

……

……

……

……

……

..……

……

…

……

……

……

……

……

……

….…

……

……

……

……

……

……

……

……

……

……

..……

……

…

……

……

……

……

……

……

….…

……

……

……

……

……

……

……

……

……

……

..……

……

…

(2

) Exp

erie

nces

A) Ex

perie

nces

with

equi

pmen

t EX

AMPL

ES

factor

y mac

hines

(e.g.

, sew

ing m

achin

e)

tools

(e.g.

, saw

, iron

) ele

ctron

ics (e

.g., r

adio)

off

ice m

achin

es (e

.g., x

erox

) ve

hicles

(e.g.

, driv

ing)

(B) E

xper

ience

s with

mon

ey

EXAM

PLES

se

lling (

e.g., s

hop)

bu

ying (

e.g., h

ouse

, car

) bu

dgeti

ng (e

.g., in

come

) C)

Expe

rienc

es w

ith fo

od

EXAM

PLES

co

oking

(e.g,

for f

amily

, res

taura

nt)

deco

ratin

g (e.g

., cak

es)

meas

uring

or w

eighin

g foo

d

(D) E

xper

ience

s with

the e

nviro

nmen

t EX

AMPL

ES

anim

als (e

.g, fe

eding

, bre

eding

) pla

nts (e

.g., g

arde

ning)

(E) E

xper

ience

s with

mat

erial

s EX

AMPL

ES

wood

(e.g.

, car

ving,

build

ing)

ratta

n (e.g

., fur

nitur

e)

metal

(e.g.

, buil

ding)

tex

tiles (

e.g., s

ewing

) lea

ther (

e.g., c

raft,

clothi

ng)

Wha

t

Whe

n

Whe

re

(F) E

xper

ience

s with

art

EXAM

PLES

mu

sic (e

.g., s

inging

, guit

ar)

danc

edr

ama (

e.g., a

cting

)pa

inting

jewelr

y mak

ing (e

.g., b

eadin

g)

(G) E

xper

ience

s with

peo

ple

EXAM

PLES

tal

king o

n the

telep

hone

carin

g for

othe

rs (e

.g., p

aren

ts, si

ck)

helpi

ng ch

ildre

n (e.g

., hom

ewor

k)

(H) E

xper

ience

s with

info

rmat

ion

EXAM

PLES

fin

d info

rmati

on by

read

ing (e

.g., p

aper

)fin

d info

rmati

on by

talki

ngwo

rk wi

th nu

mber

s (e.g

., tim

e, co

untin

g)wr

iting i

nform

ation

(e.g.

, note

takin

g)

I) Exp

erien

ces w

ith co

mm

unity

activ

ities

EXAM

PLES

ch

urch

bara

ngay

politi

csen

viron

ment

scho

ols

(3) I

nter

ests

and

hob

bies

I li

ke do

ing …

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…..…

……

……

……

……

……

…..…

……

……

…

……

……

……

……

……

……

……

……

……

……

…..…

……

……

……

……

……

..……

……

…

……

……

……

……

……

……

……

……

……

……

…..…

……

……

……

……

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…..…

……

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…

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…..…

……

……

……

……

……

..……

……

…

I think

I am

good

at: …

….…

……

……

……

……

…..…

……

……

……

……

……

.……

……

……

……

……

……

……

……

……

……

……

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….…

…..…

……

……

……

……

……

..……

……

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…..…

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……

……

……

……

…..…

……

……

(4) A

bout

me

The b

est th

ing ab

out m

e is:

……

……

……

……

……

……

……

……

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.……

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……

Whe

n I fin

ish m

y stud

ies I w

ant to

: ……

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……

…....

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…

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…..…

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….…

……

……

……

..……

……

…

……

……

……

……

……

……

……

……

……

……

……

..……

….…

……

……

……

…..…

……

……

Lea

rner

……

……

……

……

……

….…

Instr

uctio

nal M

anag

er …

……

.….…

……

.……

……

….

Date:

……

……

……

……

……

……

…. D

ate: …

……

……

……

….…

…...…

……

……

……

……

.

REC

OR

D O

F TR

AIN

ING

/SK

ILLS

Nam

e: …

……

……

……

……

……

……

……

……

……

……

……

……

Lear

ning

Cen

ter:

……

..……

……

……

……

……

……

……

……

……

Leve

l: …

……

……

……

……

……

……

……

……

……

……

……

……

Inst

ruct

iona

l Man

ager

: ...…

……

……

……

……

……

……

……

……

Title

of t

rain

ing

prog

ram

Sk

ills/ C

ompe

tenc

ies le

arne

d Da

tes o

f Tra

inin

g Us

e of s

kills

gain

ed

Certi

ficat

ion

by In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

……

……

……

……

……

……

… (N

ame)

……

……

……

……

……

……

……

……

……

……

……

……

……

. (Si

gnat

ure)

Date

: ……

……

……

……

……

……

….

SUM

MAR

Y O

F W

OR

K H

ISTO

RY

Nam

e: …

……

……

……

……

……

……

……

……

……

……

……

……

Lear

ning

Cen

ter:

……

..……

……

……

……

……

……

……

……

……

Leve

l: …

……

……

……

……

……

……

……

……

……

……

……

……

Inst

ruct

iona

l Man

ager

: ...…

……

……

……

……

……

……

……

……

Nam

e or d

escr

iptio

n of

the w

ork y

ou d

id

Whe

re yo

u di

d th

is wo

rk an

d/or

the n

ame o

f yo

ur em

ploy

er

How

long

you

did

this

work

for

The s

kills

and

unde

rsta

ndin

gs yo

u ne

eded

for t

his w

ork

Certi

ficat

ion

by In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

……

……

……

……

……

……

… (N

ame)

……

……

……

……

……

……

……

……

……

……

……

……

……

. (Si

gnat

ure)

Date

: ……

……

……

……

……

……

….

LEAR

NER’S

CHE

CKLI

ST O

F SK

ILLS

Lear

ning

Goa

ls/S

kills

/Com

pete

ncie

s /

Lear

ning

Goa

ls

Rem

arks

/Com

men

tA

BC

DI c

an do

thi

s well

I c

an do

this

but w

ant to

lea

rn m

ore

I wan

t to

learn

to do

thi

s

I wan

t to

learn

this

but

not n

ow

1C

omm

unic

atio

n Sk

ills

Relay

mes

sage

s, co

mmen

taries

and

news

acco

unts

corre

ctly

Fill o

ut for

ms ac

cura

tely l

ike bi

o-da

ta (E

L&SL

)Fo

llow

oral

instru

ction

s or d

irecti

ons

Partic

ipate

in da

ily co

nver

satio

ns us

ing ba

sic gr

amma

r in th

e acq

uired

lang

uage

Comp

are n

ew in

forma

tion g

ather

ed w

ith in

forma

tion

prev

iously

lear

ned (

EL &

SL)

Cond

uct in

tervie

ws (E

L & S

L)Ex

pres

s ide

as cl

early

in at

leas

t two

lang

uage

sUs

e app

ropr

iate i

dioma

tic ex

pres

sions

Give

cons

tructi

ve or

al fee

dbac

k (EL

&SL)

Inter

pret

news

pape

r hea

dline

s (EL

&SL)

Identi

fy im

porta

nt po

ints i

n com

mon

ly fou

nd w

ritten

mate

rials

at ho

me or

comm

unity

Give

opini

on on

mate

rials

read

Inter

pret

comm

on w

ritten

abbr

eviat

ions a

nd ac

rony

msLo

cate

need

ed in

forma

tion i

n new

spap

er an

d mag

azine

sRe

ad an

d inte

rpre

t map

sSe

quen

ce st

eps o

r eve

nts fr

om p

rint o

r non

-prin

t mate

rials

Desc

ribe c

ause

and e

ffect

of re

lation

ship

deriv

ed fr

om w

ritten

pass

ages

abou

t com

mon p

roble

msAn

alyze

data

from

grap

hs, c

harts

Read

vario

us se

ction

s of th

e new

spap

erIde

ntify

differ

ent F

ilipino

& E

nglis

h lite

rary

forms

Write

for p

erso

nal p

urpo

ses

Lear

ning

Goa

ls/S

kills

/Com

pete

ncie

s/

Lear

ning

Goa

ls

Rem

arks

/Com

men

tA

BC

DI c

an do

thi

s well

I c

an do

this

but w

ant to

lea

rn m

ore

I wan

t to

learn

to do

thi

s

I wan

t to

learn

this

but

not n

ow

W

rite fo

r bus

iness

or co

mmun

ity pa

rticipa

tion p

urpo

ses

De

scrib

e pro

jects

clear

ly thr

ough

narra

tive p

rese

ntatio

ns

Pres

ent a

n arg

umen

t or p

ositio

n pe

rsuas

ively

2Pr

oble

m S

olvi

ng a

nd C

ritic

al T

hink

ing

Solve

prob

lems i

n rea

l life

situa

tion u

sing t

he fo

ur fu

ndam

ental

oper

ation

s (ad

dition

, sub

tracti

on,

multip

licati

on an

d divi

sion)

on th

e fol

lowing

:wh

ole nu

mber

s (0 -

900 u

p to m

illion

)fra

ction

sde

cimals

time

perce

nt an

d per

centa

gera

tio an

d pro

portio

npo

sitive

and n

egati

ve in

teger

sele

ctric

and w

ater c

onsu

mptio

nSo

lve pr

oblem

s inv

olving

geom

etric

figur

es w

ith th

e use

of th

e cor

resp

ondin

g for

mula

meas

urem

ent o

f ang

lespe

rimete

rar

eacir

cumf

eren

cewe

ight

Analy

ze an

d inte

rpre

t stat

istica

l data

pres

ented

on ta

bles,

grap

hs, c

harts

, map

s and

scale

sRe

cord

, org

anize

and a

nalyz

e dat

a gath

ered

in a

simple

surve

y con

ducte

d in o

ne's

comm

unity

Comp

ute fo

r the

follo

wing

stati

stica

l data

with

the

appli

catio

n of th

e co

rresp

ondin

g for

mula

mean

media

nmo

dera

nge

Estim

ate th

e pro

babil

ity of

occ

urre

nce o

f eve

ryday

even

tsAp

ply sc

ientifi

c thin

king i

n dail

y life

situa

tions

scien

tific m

ethod

of fo

od pr

eser

vatio

nco

mmon

dise

ases

and h

ow to

prev

ent th

em (E

L & S

L)

Lear

ning

Goa

ls/S

kills

/Com

pete

ncie

s/

Lear

ning

Goa

ls

Rem

arks

/Com

men

tA

BC

DI c

an do

thi

s well

I c

an do

this

but w

ant to

lea

rn m

ore

I wan

t to

learn

to do

thi

s

I wan

t to

learn

this

but

not n

ow

keep

ing th

e diffe

rent

syste

ms of

the b

ody h

ealth

y (EL

& S

L)sim

ple te

chniq

ues i

n the

prep

arati

on of

med

icine

from

her

bs gr

owing

in th

e com

munit

ypr

oper

way

s of c

aring

for a

nd co

nser

ving t

he en

viron

ment

use o

f com

mon h

ealth

ful m

edici

nes a

vaila

ble in

the c

ommu

nity f

or co

mmon

illne

sspr

epar

e and

cope

eyes

with

wea

ther

chan

ges,

calam

ities,

and o

ther h

azar

dsma

ke so

methi

ng ne

w fro

m so

meth

ing ol

d usin

g loc

al ma

terial

s (EL

& S

L)ide

ntify

contr

ibutio

ns of

loca

l scie

ntists

in im

prov

ing lif

e sit

uatio

ns in

the c

ommu

nity

3Su

stai

nabl

e U

se o

f Res

ourc

es a

nd P

rodu

ctiv

ityKe

ep fa

rmlan

d pro

ducti

ve, r

educ

e far

m co

stsPr

epar

e a pl

an to

form

a co

oper

ative

Unde

rstan

d the

prev

entio

n of A

IDS

Unde

rstan

d wor

k rela

ted he

alth

Prep

are a

plan

for s

etting

up a

small

busin

ess

Lear

n abo

ut Ph

ilippin

es la

bor la

wsPr

epar

e a pl

an fo

r an i

ncom

e gen

erati

ng pr

oject

Impr

ove p

rodu

ctivit

y at w

ork

Mana

ge on

e's tim

e bett

erUn

derta

ke th

e pro

per p

roce

dure

s in l

ookin

g for

a job

Use a

ltern

ative

tech

nolog

ies at

wor

kRe

duce

was

tage o

f res

ource

s at h

ome a

nd w

ork

Unde

rtake

recy

cling

of w

aste

Use c

ompo

sting

Unde

rtake

segr

egati

on in

was

te dis

posa

l4

Dev

elop

men

t of S

elf a

nd S

ense

of C

omm

unity

Enum

erate

the f

actor

s tha

t influ

ence

ones

elfIde

ntify

ways

of co

ntroll

ing ne

gativ

e fee

lings

and p

ut the

m int

o pra

ctice

Enum

erate

diffe

rent

socia

l issu

es in

the c

ommu

nity

Expla

in the

roles

/dutie

s of e

ach

memb

er of

the f

amily

Identi

fy thi

ngs n

eede

d to h

ave g

ood r

elatio

nship

with

othe

rs

Lear

ning

Goa

ls/S

kills

/Com

pete

ncie

s/

Lear

ning

Goa

ls

Rem

arks

/Com

men

tA

BC

DI c

an do

thi

s well

I c

an do

this

but w

ant to

lea

rn m

ore

I wan

t to

learn

to do

thi

s

I wan

t to

learn

this

but

not n

ow

Desc

ribe t

he ch

angin

g role

s of fa

mily

memb

ers

Give

exam

ples o

f Filip

ino tr

aits,

value

s and

trad

itions

Give

exam

ples o

f Filip

ino tr

aits,

value

s and

trad

itions

Identi

fy the

good

and

bad t

raits

and

prac

tices

Enum

erate

and d

escri

be th

e var

ious i

ndige

nous

peop

les in

the

coun

tryNa

me lo

cal a

nd na

tiona

l her

oes a

nd th

eir co

ntribu

tions

Identi

fy ag

encie

s tha

t pro

tect th

e civ

il and

politi

cal ri

ghts

of Fil

ipino

s

5Ex

pand

ing

One

’s W

orld

Vis

ion

Desc

ribe o

ther c

ultur

es, c

ustom

s and

trad

itions

in ot

her c

ommu

nities

and n

eighb

oring

coun

tries

Give

the b

enefi

ts of

differ

ent c

ultur

es to

ever

yone

Tell t

he ef

fects

amon

g peo

ple w

hen t

here

is no

diffe

renc

e in c

ultur

eLis

t situ

ation

s sho

wing

the p

rese

nce a

nd ab

senc

e of p

eace

and t

he fa

ctors

that c

ontrib

ute to

itRe

solve

confl

icts p

eace

fully

at ho

me an

d at w

ork

Tell s

ometh

ing ab

out th

e con

tribut

ions o

f well

-know

n pea

cema

kers

Loca

te pla

ces o

n a m

ap or

on gl

obe

Tell s

ometh

ing ab

out th

e rela

tions

hip w

ith th

e othe

r par

ts of

the w

orld

Identi

fy int

erna

tiona

l org

aniza

tions

of w

hich t

he P

hilipp

ines i

s a m

embe

r

21

IND

IVID

UAL

LEA

RN

ING

AG

REE

MEN

T

Nam

e: …

……

……

……

……

……

……

……

……

……

……

…Le

arni

ng C

ente

r: …

……

……

……

……

……

……

……

…..

Leve

l: …

……

……

……

……

……

……

……

……

……

……

….

Inst

ruct

iona

l Man

ager

: ……

……

……

……

……

……

……

Lear

ning

Goa

ls Le

arni

ng A

ctivi

ties a

nd S

trate

gies

Ti

meli

ne

……

……

……

……

…: …

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…

WEE

KLY

LEA

RN

ING

LO

G

Nam

e: …

……

……

……

……

……

……

……

……

……

……

…Le

arni

ng C

ente

r: …

……

……

…..…

……

……

……

……

……

……

Leve

l: …

……

……

……

……

……

……

……

……

……

……

…In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

……

Ref

lect

ive

Que

stio

nsW

eek

1

Dat

e: …

……

……

…..

Wee

k 2

Dat

e: …

……

……

…..

Wee

k 3

Dat

e: …

……

……

…..

Wee

k 4

Dat

e: …

……

……

…..

Wee

k 5

Dat

e: …

……

……

…..

Wha

t mod

ules d

id I

learn

this

week

?

Wha

t othe

r thin

gs

have

I lea

rned

this

week

?

Wha

t othe

r thin

gs

have

I rea

d this

we

ek?

Wha

t did

I enjo

y thi

s wee

k?

Wha

t did

I find

easy

to

do th

is we

ek?

Wha

t did

I not

enjoy

thi

s wee

k?

Wha

t did

I find

dif

ficult

this

week

?

Wha

t do I

wan

t to

do ne

xt?

Wha

t lear

ning

modu

le do

I wan

t to

study

next?

Ref

lect

ive

Que

stio

nsW

eek

6

Dat

e: …

……

……

…..

Wee

k 7

Dat

e: …

……

……

…..

Wee

k 8

Dat

e: …

……

……

…..

Wee

k 9

Dat

e: …

……

……

…..

Wee

k 10

Dat

e: …

……

……

…..

Wha

t mod

ules d

id I

learn

this

week

?

Wha

t othe

r thin

gs

have

I lea

rned

this

week

?

Wha

t othe

r thin

gs

have

I rea

d this

we

ek?

Wha

t did

I enjo

y thi

s wee

k?

Wha

t did

I find

easy

to

do th

is we

ek?

Wha

t did

I not

enjoy

thi

s wee

k?

Wha

t did

I find

dif

ficult

this

week

?

Wha

t do I

wan

t to

do ne

xt?

Wha

t lear

ning

modu

le do

I wan

t to

study

next?

Certi

ficat

ion

by In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

……

……

……

……

……

……

… (N

ame)

……

……

……

……

……

……

……

……

……

……

……

……

……

. (Si

gnat

ure)

Date

: ……

……

……

……

……

……

….

REVI

EW O

F LE

ARNI

NG G

OALS

Nam

e: …

……

……

……

……

……

……

……

……

……

……

……

……

Le

arni

ng C

ente

r: …

……

……

……

……

……

……

……

……

…..

Leve

l: …

……

……

……

……

……

……

……

……

……

……

……

……

. In

stru

ctio

nal M

anag

er: …

……

……

……

……

……

……

……

…

Lear

ning

Goa

ls (fr

om In

dividu

al Le

arnin

g Agr

eeme

nt)

Revie

w 1:

D

ate:

____

____

____

____

__

Have

I ach

ieved

my l

earn

ing

goals

? Re

view

2:

Dat

e: …

……

……

……

……

Ha

ve I a

chiev

ed m

y lea

rnin

g go

als?

If yes

, sho

w ev

idenc

e. If n

o, wh

y?

If yes

, sho

w ev

idenc

e.

If no,

why?

Certif

icatio

n by I

nstru

ction

al Ma

nage

r: …

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

. (N

ame)

Da

te: …

……

……

……

……

……

.

…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

(S

ignatu

re)

Lear

ning

Goa

ls (fr

om In

dividu

al Le

arnin

g Agr

eeme

nt)

Revie

w 3:

D

ate:

____

____

____

____

__

Have

I ach

ieved

my l

earn

ing

goals

? Re

view

4:

Date

: ……

……

……

……

…

Have

I ach

ieved

my l

earn

ing

goals

? If y

es, s

how

evide

nce.

If no,

why?

If y

es, s

how

evide

nce.

If n

o, wh

y?

Certif

icatio

n by I

nstru

ction

al Ma

nage

r: …

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

. (N

ame)

Da

te: …

……

……

……

……

……

.

…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

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KK. Learner Program Design

Barangay Literacy Worker Program

Learner Program Design

Use this form whenever you are planning to start a new class, program, activity, or event in your barangay. It will help you to clarify the details of your plans, and ensure that you have thought about all the necessary aspects of organization. You can also use it to refer back to at a later date to monitor your progress. Please submit a copy of this form (fully completed) to both the District ALS Coordinator and your Barangay Council Representative before you implement any project. You should also keep a copy of it on fi le somewhere for your personal records.

Category BLW To Complete Example/Notes Community Need

Justification for program. e.g. “50% of surveyed mothers have not completed formal schooling”

Program Name Women’s Literacy Group, Peer Tutoring Program

Target Participant Group

Women, high school age drop outs etc.

Program Goal

One Sentence, Overall Vision, e.g. “to increase the literacy of women in the barangay of Vinagre”

Program Objectives

Specific, Measurable, Achievable, Relevant, Time-bound (SMART) goals; attendance, results, outcomes, etc.

Learning Format/Structure

One-on-one, group class, peer support, project based

Program Content/Topics

Lower Secondary level literacy, Agricultural Home Project, Basic Literacy Modules, Computer Literacy Skills (As much detail as possible)

Resources to be used

ALS A&E modules, Textbook names, online resources (websites etc.)

Program Location

CLC Poblacion

Program Times 2:00pm weekdays, Saturdays 12:00pm, 1st Sunday of the month, 4:00pm

Program Duration

Ongoing, 12 week course, 6 months

Other Key People Involved

Aside from BLW, describe role of each, e.g. resource speakers, stakeholders, etc.


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Expected Challenges, areas of support needed

Difficulty maintaining attendance, difficulty finding time that people are available

Measures taken to minimize challenges, seek help

Arrange child care during class time, provide incentive of prize for full attendance

Target Start Date

15th October 2016

Further Notes/Comments:


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LL. Strategic Work Plan

Barangay Literacy Worker Program Strategic Work Plan Template

Name of BLW: _______________________ Barangay: _________________________ Strategic Plan for Year: ________________ BLW Program Vision Every person in each Barangay having the knowledge of, access to, and opportunity to participate in educational programs that allow them to achieve their personal learning goals and, therefore, their unique potential.

SWOT Analysis Complete this table in partnership with an ALS representative. You should try to identify at least 4-5 elements in each category.

Strengths (Personal characteristics that you possess that will help you be an effective BLW.)

Weaknesses (Pers onal limitations that you may find challenging in your work as a BLW.)

Opportunities(External elements in the community that have the potential to help you in your work as a BLW. They might include people, resources,organizations, business, geographical or other.)

Threats (External elements that may restrict or challenge your work as a BLW. They might include people, resource limits, organizations,bus iness, geographical or other)


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Work Plan Remember to keep your objectives ‘SMART’: Specific, Measurable, Achievable, Relevant and Time-bound

Plan and facilitate literacy and livelihood programs and classes Context (Summary of current situation)

Major Target (Outcome desired by year-end)

Objectives

Resources required

Conduct advocacy activities within the barangay Context (Summary of current situation)


Objectives


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Resources required

Develop and maintain a Community Learning Centre Context (Summary of current situation)


Objectives

Resources required

Foster a functional relationship with stakeholders Context (Summary of current situation)


Objectives


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Resources required

Recruit and refer out-of-school youth and adults into BL and A&E programs Context (Summary of current situation)


Objectives

Resources required

Data collection: literacy mapping Context (Summary of current situation)


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Objectives

Resources required

Please describe any professional development or training that you would be interested in receiving during 2012: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature of BLW: _______________________________ Date: ________________________ Completed in partnership with: ____________________________________ (name and position) Signature: _____________________________________ Date: ________________________ ** NB: Please ensure that you submit a completed copy of this form to both the District ALS office and your Barangay Council representative. You should retain your own copy also, and use this completed plan as a reference during each of your monitoring meetings during the year.


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MM. Work Journal

BARANGAY LITERACY WORKER PROGRAM

BLW WORK JOURNAL

BLW Name: ___________________________ Barangay: _____________________________ Use this form to record the details of your work activities as a BLW. Activities should be directly l inked to your key responsibilities, and your total work hours should be a minimum of 16 hours per week. Keep your completed Work Journals fi led, and bring them along to your monitoring meetings. Areas of Responsibil ity Include: Planning and Facilitation of Classes and Programs, Advocacy, CLC maintenance, Stakeholder Relationships, Learner Recruitment, Data Management, Network Meetings, Literacy Mapping, Other.

Week Starting on Monday the _____ of ________________, 201__

Date Work Activity Details Area of Responsibility

Number of Hours

Total Hours for Week: _____

Week Starting on Monday the _____ of ________________, 201___ Date Work Activity Details Area of

Responsibility Number of

Hours


Week Starting on Monday the _____ of ________________, 201___


Number of Hours


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Week Starting on Monday the _____ of ________________, 201___


Number of Hours


Signature of BLW: _____________________________________ Date: __________________ Signature of Supervisor/Monitor: __________________________ Date: __________________

Name of Monitor: _____________________________ Position: __________________________


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NN. Barangay Feedback Form

BARANGAY LITERACY WORKER PROGRAM

BARANGAY CAPTAIN FEEDBACK FORM

BLW Name: __________________________________ Barangay: __________________________________ Monitor Name: ________________________________ Monitor Position: _____________________________ Date of Monitoring Meeting: ______________________ NB: Please complete this form after each monitoring meeting with your BLW. Submit the completed copy to the DALSC or MT.

1. Please summarize your perception of the BLW’s progress and work output since the last monitoring meeting:

2. Are there any areas of concern that you would like to raise with the DALSC or MT?

3. Any further comments or feedback? Signature of Monitor: __________________________ Date of form completion: ________________________ DALSC/MT: ______________________ Date: _________________________________

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