Philippines: Country Action Plan

STEP 1 Situation Analysis
Out of School Children / Estimated number of Out of School Children / One hundred (100) OSC & OSY
Who are they? / Drug dependents out-of-school children and youth of Manila and Taguig City
Where they are? / Manila and Taguig Rehabilitation Centers
Other specific information about out of school children / Elementary and Secondary school drop-outs
Education National Policies / Relevant national policies addressing out of school children or reaching the unreached / •RA 9155 also defined several critical features of ALS:
  1. Alternative Learning System (ALS) is a parallel learning system to provide a viable alternative to the existing formal education instruction. It encompasses both the non-formal and informal sources of knowledge and skills;
b.Learner is an individual seeking basic literacy skills and functional life skills or support services for the improvement of the quality of his/her life.
c.Learning Facilitator is the key learning support person who is responsible for supervising and facilitating the learning process and activities of the learner.
d.Learning Center is a physical space to house learning resources and facilities of a learning program for out-of-school children, youth and adults. It is a venue for face-to-face and multi-media learning and activities and other learning opportunities for community development and improvement of the people’s quality of life.
•RA 9155 clearly recognizes the role of ALS as complement to the formal education system though it is still exploring and maturing in order to achieve the stated goal of “quality education for all”.
•Executive Order 356 of 2004 created the Bureau of Alternative Learning System (BALS), “to provide a systematic and flexible approach to reach all types of marginalized’ meaning those not served and not reached by the formal education system, regardless of age, gender, economic status, ethnicity, religion, etc” and to promote certification and accreditation.
STEP 2 Developing a Plan (A Simple Logframe)
Objective
  1. To equip the drug dependent out-of-school children and youth participating in the program with the basic knowledge, skills, competencies, values, that would improve their quality of life
/ Indicator / Means of Verification / Important Assumption
Improved basic knowledge, skills, competencies, values / Results of FLT, contents of portfolio assessment / With the provision of necessary learning intervention, conduct of regular counseling, constant monitoring of behavior& performance in the program, learners will be able to improve basicknowledge, skills, competencies, values
  1. To establish linkage with families of drug-dependents, local leaders and relevant government agencies like DSWD, DOH
/ Strong support provided by families and agencies involved / Feedback from the learners, parents and agencies involved; monitoring of the actual behavior / Strong linkage between families of the drug-dependents, local leaders and agencies involved, would help to achieve the goals and objectives of the program.
  1. To establish a mechanism that will enable drug dependent out-of-school children and youth to be mainstreamed to formal school
/ Drug dependent out-of-school children and youth are ready to be mainstreamed to formal school / Results of Assessments (Functional Literacy Test & Accreditation & Equivalency (A&E) Test or Philippine Educational Placement Test) / Strong linkage with formal school would facilitate mainstreaming of program beneficiaries
Expected Results
  1. Learners participating in the program have acquired/mastered basic knowledge, skills, competencies, values
  2. Learner beneficiaries promoted to the next level and mainstreamed to formal schoolprovided opportunities to drug dependents out-of-school children and youth participating in the program to take the A&E test

Activities / Inputs (identify whose)
1-1.Orientation meetings with DepEd and Rehabilitation Center Management and DARE (Drug Abuse Rehabilitation Office) / Program plans, goals and objectives developed by the technical working group/task force
1-2.Organization of technical working group/task force
Note : Psychologist as member of the technical working group
1-3.Sign Memorandum of Agreement (MOA) between and among local leaders, school officials, members of the community, religious leaders and the drug-dependent themselves / Roles and responsibilities local leaders, school officials, members of the community, religious leaders and the drug-dependent themselves
1-4.Development of advocacy materials / Information materials developed by the agencies like DSWD and DOH and technical assistance
1-4.Conduct learning needs assessment / Learners portfolio forms
1-5. Development of learning materials based on the result of needs assessment / Learning materials developed by DepEd and local implementers
2.1. Development of training program / Training program & training materials
2.2. Recruitment of learning facilitators/literacy volunteers / Pool of learning facilitators
2.3 Conduct training for hired learning facilitators / Training program & training materials
2.4. Program implementation: conduct of learning intervention / Learner Portfolio forms,; learning resources (print & non-print)
2.5 Conduct of monitoring and evaluation (learning intervention)
Note: inter-agency community watch group will be organized / M&E forms
2.6. Program implementation review / M&E forms
Plan of Operations
Activities / Amount ($) / Fund Source / Implementer / Timeframe
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12
1-1.Orientation meetings with DepEd and Rehabilitation Center Management and DARE (Drug Abuse Rehabilitation Office) / 1, 219.51 /

UNESCO/UNICEF

/ BALS, ALS Field officials and implementers / Feb
2-9.Organization of technical working group/task force
Note : Psychologist as member of the technical working group / 1, 097.56 / UNESCO/UNICEF / BALS, ALS Field officials and implementers / Feb
1-3.Sign Memorandum of Agreement (MOA) between and among local leaders, school officials, members of the community, religious leaders and the drug-dependent themselves / 1, 707.32 / UNESCO/UNICEF / BALS, ALS Field officials and implementers / Mar
2-1.Development of advocacy materials / 21, 219.51 / UNESCO/UNICEF / BALS, ALS Field officials and implementers / Mar
2-2.Conduct learning needs assessment / 4, 146.34 / UNESCO/UNICEF / BALS, ALS Field officials and implementers / Mar
2-3. Development of learning materials based on the result of needs assessment / 21, 219.51 / UNESCO/UNICEF / BALS, ALS Field officials and implementers / Mar / July
2-4. Development of training program / 6, 097.56 / UNESCO/UNICEF / BALS, ALS Field officials and implementers / Mar
2-5. Recruitment of learning facilitators/literacy volunteers / 121.95 / UNESCO/UNICEF / BALS, ALS Field officials and implementers / Mar / April
2-6. Conduct training for hired learning facilitators / 2, 780.49 / UNESCO/UNICEF / BALS, ALS Field officials and implementers / April
2-7. Program implementation: conduct of learning intervention / 4, 878.05 / UNESCO/UNICEF / ALS implementers / May – Feb 2013
2-8. Conduct of monitoring and evaluation (learning intervention)
Note: inter-agency community watch group will be organized / 4, 829.27 / UNESCO/UNICEF / BALS, ALS Field officials & community watch group / May – Feb 2014
2-9. Program implementation review / 5, 682.93 / UNESCO/UNICEF / BALS, ALS Field officials & community watch group / Sept – Oct
2-10.Assessment and certification (A&E Test administration) / 790.24 / BALS / Oct
GRAND TOTAL / $54, 570.73

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