PICTO –
NARRATIVE REPORT ON THE CONDUCT OF BL AND A&E PROGRAM
2016
Prepared by:
RONQUILLO B. SALVEDIA
District
ALS Coordinator
Presented
to:
BONIFACIO
A. RAMENTO
ES-1,
ALS Supervisor
December, 2016
I. NARRATIVE REPORT
A. Introduction
Education is life itself. As long as
man lives, the influence of education remains tangible in his actions and
demeanor. Good and proper education is inalienable and lasting. In fact, the
economic grandeur of a society depends largely on the education of its citizenry.
With proper education, a man is most likely going to be successful in his
chosen career. He is hard to deceive but easy to lead. He could easily cope
with the drastic changes and uncertainties that the modern world offers
nowadays so much withstand the crucial test of times.
However, some if not many of us just
do not take heed of the paramount importance of education. Some are just
contented of the livelihood they have at present, which they inherited from
their parents such as but not limited to fishing, farming, vending and the
like. Many resorted to this kind of living without foreseeing the importance of
education most especially the emergence and advent of Science and Technology.
Moreover, this indifference towards
education is triggered by considerable constraints such as poverty,
inaccessibility to formal schooling, lack of interest to pursue degree courses
and lack of motivation, among others.
As a result, the Department of
Education in cooperation with the different concerned agencies implemented a
high time program called EFA or Education for All in the year 2015 and beyond
in which one of the major implementers of this program as partner of the formal
system is the Bureau of Alternative Learning System (BALS). One bureau of the
Department of Education with the general
goal of eradicating illiteracy and catering quality and excellent basic
education to out-of-school youth (OSY), out-of-school children (OSA) and
out-of-school children (OSC) who are the direct beneficiaries of the projects and programs of the BALS.
To this extent, the ALS service
provider of the Guiuan South district found it not only best but also
imperative to conduct Accreditation and Equivalency as well as Literacy cum
Livelihood Program to specific areas of the district where viable alternative
mode of learning is necessary.
C.
Implementation/Activities
1. Advocacy and Social Mobilization
Prior to the
implementation of the Literacy cum Livelihood program (LCL), the ALS
coordinator was already aware that the Brgy. Folks were collecting, treating
shells and turning them into elegant and exquisite by-products, which they
called shell craft. The preceding NFE coordinators already introduced these
livelihood skills, in fact there was already a cooperative organized for the
production of shell by-products although it was disbanded due to poor
management and lack of follow-up by the organizers.
Eventually, a courtesy
call to the Barangay chief executive was undertaken and made an arrangement
when he can lobby in one of their sessions.
Consequently, the ALS
Coordinator attended one barangay monthly meeting and after he introduced the
different ALS Programs, the council members positively accepted them; in fact,
they allocated enough amounts for the reproduction of materials for the
functional literacy test and other needed materials for the projected learners
such as notebooks, papers, ball pens and plastic envelopes as portfolio.
Moreover, the council
also permitted the DALSC to use the Barangay Hall (whenever session is not
held), the day care center and Barangay Multi-purpose hall and its facilities
as learning centers while the program is going on.
2.
Enrolment Procedure
Barangay Barbo is
divided by purok hence; the ALS Coordinator was opted to request the Barangay
Council member in-charge each purok to list down names of potential clientele
particularly plain housewives who are willing to attend the Literacy cum
Livelihood program. The endeavor was supervised by the Barangay Council member
designated as the committee chairperson on education.
After the data were
gathered by the chairman on education, he asked the assistance of the Barangay
Chairperson to gather the interested learners to the Barangay Plaza. The
implementer chose the Barangay Plaza as venue to publicly advocate the program
its scope and contents, so that, massive awareness will be ensured not only to
the target learners but also to the Barangay constituents as well as
stakeholders. As a result, The ALS
Coordinator was able to open the Literacy cum Livelihood program.
3. Assessment
Primarily, to determine
the entry level of the potential learners who are willing to enroll in the
Literacy cum Livelihood Program, the facilitator conducted assessment for
functional literacy. The copies of the Functional Literacy Test Materials (FLT)
sponsored by the Brgy. Council, materials are officially designed to assess the
entry point for the enrollees on
LCL program, the facilitator administered and corrected the said test.
4. Actual Conduct of
Classes and Trainings
Consequently, after the
holding of assessment for the entry level of
learners and after having corrected and determined where to commence, the
facilitator organized the class by setting standards in which they the learners
are the ones who suggested and approved.
The facilitator likewise
asked the learners the things they want to learn and wrote them in a piece of
paper so that it formed part of the Individual Learning Agreement (ILA) that
the facilitator had considered as learning sessions went on. When to hold classes
to the convenience of the working learners was also agreed upon.
During the actual
conduct of the program, the facilitator tapped the assistance of resource
persons whose expertise is the making of salable shell by-products. The
learners easily learned the skills taught to them since they were already
exposed to the said craft, besides they were already selling lace and curtains
made from treated seashells.
In the course of the
program, the DALSC also encouraged his learners to attend trainings sponsored
by the Local Government Unit (LGU), Department of Trade and Industry (DTI), and
Department of Science and Technology (DOST). The said trainings were centered
on the utility of native materials popularly known in our mother tongue as
(buri and tikog) , weaved into beautiful and fashionable bags and other
by-products of these indigenous materials.
This endeavor of the LGU
supported by the DTI and DOST was very productive as well as successful since
the learners who have painstakingly attended these trainings are now producing bags
and other useful materials at par with the products of Leyte, an established
manufacturer of elegant bags made of buri, tikog or pangdan.
D. Problems
Encountered
Every program
implementation is coupled with indispensable constraints which educate the
facilitator so that better strategies would be employed in the ensuing
endeavor.
Among the problems met
during the ten (10) months implementation of the Literacy cum Livelihood
program are:
1. Reluctance and doubt of some people
regarding the benefits of the ALS programs
2. Irregular attendance of learners in
the learning sessions conducted
3. Lack of learners’ interest and
enthusiasm
4. Diminishing number of attending
learners
5. Insufficient supply of learning
materials/modules
6.
Lack of financial assistance
from the government
E.
Solutions/Recommendations:
The
following solutions and recommendations are highly recommended to address the prevailing constraints:
1. Intensify advocacy and social
mobilization with the emphasis on bringing to public attention the manifold
benefits of various programs and projects of the
Alternative Learning System.
2. Integrate livelihood program
vis-à-vis the major programs of the ALS to encourage attendance and active
participation of the learners.
3. Adopt the system of direct
instruction utilizing various kinds of learning strategies and providing learners with different
activities to stir up thei interest.
