ALS-EST PROJECT MANAGEMENT TEAM (PMT) MEETING ...

ALS-EST PROJECT MANAGEMENT TEAM (PMT)

MEETING 16 November 2018

Completion Report

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Contents of the Report

I. Introduction • Overview of ALS-EST • Objectives of the Project Management Team Workshop

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II. Profile of the participants

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III. Inputs to the Workshop

ALS-EST : Integrating Education and Skills Training in Non-formal Education by Usec. Nepomuceno Malaluan

ALS-EST PMT Structure by Usec. Nepomuceno Malaluan

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IV. The Workshop Proper and Outputs Groupings and Process Outputs Integration by RD Malcolm Garma

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V. Forum 17

VI. Next Steps

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VII. Attachment 1 24

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Narrative Report on the ALS-EST PMT Workshop

I. Overview, Purpose, Objectives, Output and Outcome of the Activities

In October 2017, the Alternative Learning System-Education and Skills Training (ALS-EST) program was launched by the Department of Education through DepEd Order No. 46 series of 2017, and under the leadership of Usec. Nepomuceno Malaluan. ALS-EST aims to ensure that learners enrolled in the Alternative Learning System not only acquire academic competencies, but also complete a skills training program that would enable them to secure employment or a source of livelihood. As part of ALS-EST program implementation, a governance mechanism was developed through a workshop conducted by DepEd and BEST last June 21-22, 2018, with participants from the different offices and governance levels of the Department. The said participants comprised the Project Management Team (PMT) at the level of the Central Office. The workshop results include the composition of the PMT at the regional and division levels, as well as their basic functions and roles, which were later compiled and released through DepEd Order No. 144 s.2018. After half a year of pilot implementation, it became necessary to ensure a common and shared appreciation, understanding and alignment on the structure, functions, roles, and responsibilities of the ALS-EST PMT. In this light, a Coordination Meeting for all the PMTs of the implementing division and regional offices was held last November 16, 2018 at The Ritz Hotel, Davao City. Specifically, the meeting aimed to accomplish the following: • Clarify structure, functions and roles (including M&E) and responsibilities of the PMT • Secure agreements on the roles and responsibilities of the PMT at various levels

II. Profile of participants

The profile of the 66 participants, classified by gender and position, is summarized in the table below. Table 1. Profile of participants

Region Total % Male % Female % RO % DO % SCHOOL %CO

I 9 56% 44% 11 % 67 % 11 % 11 % II 5 60% 40% 20 % 60% 20% 0 III 8 50% 50% 13 % 74% 13% 0

IV-A 7 71% 29% 14 % 86 % 0 0 IV-B 4 25% 75% 25 % 50 % 25 % 0 VI 5 20% 80% 0 % 100 % 0 0

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Region Total % Male % Female % RO % DO % SCHOOL %CO

VII 7 43% 57% 14 % 72 % 14% 0 VIII 10 56% 44% 20 % 70 % 10 % 0 X 1 100 % 0 0 100 % 0 XI 9 44% 56% 11 % 89 % 0 0

XIII 3 33 % 67 % 34 % 33 % 33 % 0

III. Inputs to the Workshop

Usec. Nepomuceno Malaluan delivered two presentations as inputs to the workshop; the first is an overview of ALS- EST including its inception and milestones, and while the second is a refresher on the governance mechanism of ALS-EST. The details of both presentations are described below.

A. ALS-EST : Integrating Education and Skills Training in Non-formal Education by USEC.

Nepomuceno Malaluan

1. Context USec. Malaluan shared that the very first official act of DepEd Secretary Leonor Magtolis Briones when she joined the cabinet was to submit a memorandum stating her position that there is no option but to proceed and fully implement the K to 12 curriculum. A major thrust of this commitment is to strengthen and deepen the coverage of alternative learning system. Progress in this area, however, is hindered by the budget underutilization by the Department. Addressing this obstacle became a priority policy reform of Sec. Briones. From 2013 to 2015, there was a downtrend on budget utilization. To date, the Department has effectively reversed this trend, reaching 97% budget unitilization in 2017. Sec. Briones is focused on sustaining the high budget utilization performance.

Figure 1 Budget Utilization

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2. Strategic Challenges and Directions

a. Access to Education On access to education, Philippine Statistics Authority (PSA) recently released their finding that the most/highest deprivation of Filipino families, in the multi-dimensional poverty index, is education. Yet, DepEd report shows consistent improvement over the years, as corroborated by the downtrend in the drop-out rates for elementary and secondary students. The World Bank itself, in a recent study, has mentioned that over the past decade ”the Philippines has dramatically increased the average education level of its labor force.” DepEd is able to sustain its movement on access to education based on the agency’s data on participation rates, cohort survival rates and drop-out rates. Usec. Malaluan presented the data on the educational attainment profile of the country’s labor force. In the 1950’s, between 50-60% did not reach even the elementary level (shown as the white area in the graph on the right). The yellow area shows those who reached elementary, orange area shows those who reached high school and blue area shows those who reached tertiary level. In contrast to the said PSA reort, the white portion of the graph shows the consistent decline on the number of individuals that do not attend school. A possible explanation behind the contrast in results is that for the PSA survey, a family is considered deprived of education if at least one family member (18 years and over) has not finished basic education, regardless if all the others have done so. “To say that education is the highest deprivation among Filipino families is erroneous since most of the school-age population are in school and are getting free public education or highly subsidized (or free) Senior High School and Junior High School, even in the private sector,” according to Usec Malaluan.

Figure 2 Access to Education

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Usec. Malaluan also presented the total gross enrollment rate and cohort survival rate, as shown in Figure 3. The Undersecretary also conveyed that the shift to SHS appears to have encouraged participation in the education system. The initial opposition to the K to 12 was the argument that there will be less learners with the addition of two years. Nonetheless, data shows that there is a consistently high transition rate from Grade 10 to Grade 11. What also helped was the SHS vouchers for those who transferred from public school to private schools. Offering tech-voc has apparently encouraged greater participation in the education system because of the practical skills that can be attained in senior high school. Current data for participation or enrolment in SHS is 39-40% in tech-voc, less than 1% in arts and design and sports tracks combined and 60% in the academic track. Another factor that encouraged greater participations was the “Balik Aral” program for both the secondary and elementary. Usec. Malaluan shared the findings on why school age children are not in school. Less than 1% of all those of school age who are not in school gave lack of accessibility as their reason why they are not in school. The major reasons for dropping out of school is lack of personal interest (30% of those in the age group 9-11; 65% of those in the age group 12-15, mostly boys), early marriage (43% of those in the age group 16-24, mostly females). With regards the out-of-school youth, the analysis and interventions must be nuanced according to age differentiation, male-female (gender) differentiation, geographic differentiation, economic class differentiation and personal circumstances. With respect to geographic differentiation, there is need for a new program to address the problems of inaccessibility of schools. At present, there is a budgetary restriction for schools with smaller number of enrollments.

Figure 3 Gross and Net Enrollment Rates

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Usec. Malaluan emphasized that the focus of DepEd is to have a massive campaign to improve the quality of education. This is the other strategic challenge: to upgrade and transform the quality of the country’s basic education. There is a need to decisively wage a major campaign to make transformative gains in this area. Employability is a new mandate whereas before DepEd is only preparing the students for college. DepEd is now expected to prepare students for work, if they choose to do so.

3. Public feedback on DepEd Performance Usec. Malaluan presented the public rating on DepEd performance, which has been increasing since March 2014, with the agency having the highest rating as of March 2018 over a 13-year period. From among the agencies of the executive branch, DepEd has the highest approval rating.

4. ALS – How is it different? Before presenting ALS-EST, Usec. Malaluan first described the Alternative Learning System as one of the Flexible Learning Options (FLOs) of the K to 12 Curriculum. As the non-formal education program of the Department, ALS does not follow the sequence of the competencies prescribed in K to 12; instead, competencies are offered according to the prior learn and learning needs of the learners.

5. The ALS Curriculum Usec. Malaluan presented the 6 Learning Strands within the ALS Curriculum: (1) Communication Skills in English and Filipino; (2) Scientific Literacy and Critical Thinking; (3) Mathematical Problem Solving; (4) Life and Career Skills; (5) Understanding the Self and Society; and (6) Digital Literacy. Recognition of prior learning (RPL) through diagnostics tests and other tools allows for the ALS mobile teachers to determine which competencies within these strands should be offered to the learners.

6. ALS-EST: Integrating Learning Strands and TVL competencies in teaching content and methods Usec. Malaluan presented the current structure of the ALS-EST program, which combines the ALS K to 12 Curriculum with the curriculum of the technical-vocational track in Senior High School, which is based on the TESDA training regulations. It was recommended that to

Figure 4 ALS Curriculum

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facilitate the curriculum integration, mobile teachers need to prioritize academic competencies that are relevant to the skills training in which the learner is enrolled. An assessment framework with appropriate rubrics and tools still needs to be developed to assess the students’ performance in both in the academic and skills training areas.

B. Presentation on current ALS-EST PMT Structure Usec. Malaluan presented the timeline of ALS-EST as follows: release of DepEd Order 46 series of 2016 in August 2017, launch in October 2017 (Baguio City), initial release of funds in February 2018. Part of the correction in the implementation (unintentionally by-passing the regions and divisions and approaching schools directly) is to streamline the governance since the Central Office cannot continue with approaching the schools directly. The workshop that follows aims to strengthen the governance coordination of the DepEd Central Office with the regions and the divisions. He also presented DepEd Memo No. 144 series 2018 and introduced the members of the Central Office PMT, namely:

- RD Malcolm Garma as Vice Chairperson - SDS Bernardo Adina - SDS Diosdado Medina - Regional ALS Focal Person: Marical Langahid, Prinicipal Bienvenido Siguan, Jr. of

Lawaan National, Principal Lordelyn Buyo - Office CO Budget Officer Dada Ramos - Ms. Molyn Dionela - Ms. Ma. Leonora Nudo; and - 3 teachers to be identified by CO ALS-EST PMT

At the regional level, ALS-EST PMT is headed by the RD with designated members as follows:

- Curriculum - Technical Assistance Division - Human Resource Division - Field Technical Assistance Division; and - Quality Assurance.

Guidelines are still being developed for M&E and support will be provided next year. At the implementation level, SDSs will support the program by working as part of the implementing team in partnership with their respective schools. Usec. Malaluan emphasized the importance of the support of the SDSs. Usec. Malaluan also shared from the Cluster 3 Coordination Meeting on three components: capability of facilitators, understanding of the learners in terms of M&E and standardization of assessment. He also shared the groundbreaking on the first prototype of the ALS-EST learning center in Lawaan, Eastern Samar.

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IV. The Workshop Proper and Outputs

A. Groupings and Process

Participants were asked to work in the following discussion groups

• One (1) group of Regional ALS Focal Person • Two (2) groups composed of representatives from the Schools Division Offices; and • Two (2) groups of school heads/teachers.

This part of the workshop utilized Small-Group Discussion, Plenary Presentation and Open Forum. Participants were provided a template for their outputs which covers the various components/elements in implementing the ALS-EST Program at various governance levels.

B. Workshop Outputs

Below is the consolidated outputs for each of the levels that participated in the workshop by grouping together common themes/roles identified.

For a more detailed narrative on the outputs of the 5 groups, please refer to Attachment 1

Key Component RO SDO School Curriculum Monitor the

implementation of the curriculum, if there is already an existing contextualized material which have been prepared by STVEP schools, which are ALS-friendly, anchored on the identified competencies which will be taken from the modules of ALS.

Lead in the contextualization integration, through the CID

• Ensure that the curriculum is implemented, facilitated and contextualized at the school level through: - Conduct

observation of classes both in the skills and basic education.

• Conduct training on integration of TR from TESDA, the K-12 curriculum of junior high school as well as the ALS modules which are the 6 learning strands.

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Key Component RO SDO School • Implement work

immersion for the ALS-EST Learners

Assessment • Look into if the program can produce NC certified passers from among the ALS-EST graduates.

• Look into assessing the percentage of A&E passers

• Suggestion: assess the implementers to determine if they will be given a go-signal to implement the following year.

• Conduct coordination meetings with the assessment for standard criteria for skills (Implementing schools will be soon be established assessment centers)

- For assessment, there are two: assessment for DepEd Curriculum Integration and implementation; and exit assessment for the NC conducted by TESDA.

• Issue micro-

certificates (since DO is not involved when it comes to NCII certification since we have learners who complete the program but do not pass NCII)

• Responsible for the pre-assessment in preparation for National Competency (from the DepEd Order 08 2015).

• Coordinate with TESDA for the NCI and NCII assessment. Without coordination with TESDA, they won’t cater to us.

Note: overlaps with the

role identified at the DO level (see column on the left).

• Facilitate

assessment before, during and after the conduct of the training, including assessments that will be conducted in schools such as institutional assessment, industrial competency assessment which wlll be conducted by TESDA.

Delivery • Look into the budget of work

• Lead in the instructional supervision.

• Ensure the proper integration of ALS K-12 and ALS-EST to

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Key Component RO SDO School • Provide TA on

planning, implementation, monitoring and evaluation

have an aligned curriculum.

• Utilize SHS with NC or TM and/or Assessors of STVEP school for skills training

Finance and

Administration

• Try to determine if the budget is being followed

• Look into if the indicators in the project proposal are adhered to.

• Identify the accomplish-ments and success stories.

• Provide TA on procurement, disbursement and liquidation (although the IUs have their own Bids and Awards Committee)

• Manage funds for the non-IUs implementers

• Monitor downloaded funds and utilization

• Facilitate the procurement process: Outputs is quite broad but later on, maybe there be some specifics as to the roles and responsibilities

• Utilize the downloaded funds (otherwise it will be reverted)

• Emphasize transparency which includes liquidation.

Capacity Building • Identify/make an inventory of materials used and assistance provided during the conduct of trainings.

• Identify the learnings and look into if the target participants were capacitated.

• Include the different people involved in the ALS-EST implementation in the INSET Plan, mid-year and summer, for whatever competencies and skills they will need

• Training on skills and curriculum integration

• Develop continuous and on-going capacity building activities including implementing the developed capacity building activities

Advocacy • To see the presence of documents (signed MOAs, MOU, request letters, etc).

• Conduct IEC • Announce the

opening and the launching of ALS-EST

• Lead and conduct orientation to have

• Design and conduct advocacy programs using caravans, social media, radio and flyers.

• Suggested tagline from Region 3: “A&E

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Key Component RO SDO School a common language in the division in terms of ALS-EST

• Manage the conduct of mapping: it is important that the inputs come from the community (what we have in mind is that the learners of ALS-EST are the learners of ALS).

Passer Ka Na, NCII Qualifier Ka Pa!”

Monitoring and Evaluation

• Look into the frequency of monitoring of documents and materials of the program.

• Develop the monitoring and evaluation tools

• Create monitoring teams

• Conduct the M&E and to report to: higher office, stakeholders, communities, and people also involved in the implementation.

• Conduct the pre-assessment and exit assessment

• Utilize the regular ALS M&E form while tools are being developed

• Coordinate with ALS Mobile Teacher and EPSA from the Division to ensure that the school knows what is needed from both the education and skills training.

• Chart the progress of the ALS-EST learners (use of the progress chart)

• Implement the tools set by the Central Office.

Partnership • Identify the

different partners including linkages.

• Determine the extent of promoting the program by

• Have the stakeholder inventory, linkages, internal and external stakeholders for program support

• Look for prospective partners and stakeholders and establish partnerships with stakeholders (NGO, LGU and others who will be part of the implementation)

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Key Component RO SDO School coming up with a checklist.

• Conduct stakeholders’ summit or fora

• MOU and MOA with NGAs, NGOs and stakeholders together with SGOD. (MOA is important because we have seen the importance for the learners to see the actual business operations/ activities, during which they see for themselves what are the skills that they need to learn. The MOA with the LGU is also important since they can support the program in ensuring the attendance and participation of the learners.)

• Prepare proposals for MOA, MOU

• Strengthen the partnership between the ALS Mobile Teacher and ALS-EST Skills Trainer to ensure a shared and common understanding of the program.

Research and Development

• Check, monitor or identify researches conducted on tracking, employability and alignment of needs to learners.

• Lead in the conduct of research and development, aligned with DepEd basic education research agenda on the following:

o Tracer study o Program evaluation

to help find out how flexible should the program be in being responsive to the needs of the learners.

• Conduct tracking of the completers of the program

• Conduct researches that will enhance the program

Others

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Key Component RO SDO School PMT membership • Include PPRD in

the Regional level since PMIS will be used already next year

• Include the ASDS in the Division PMT which is originally composed f 3 members only – the team leader (SDS) and two members (implementing School Principal and the designated implementing mobile teacher); ASDS to take the place of the Superintendent

• Also include the Chiefs of the two divisions (CID and SGOD), CID for the curriculum integration and contextualization and SGOD for the M&E.

• The group also considers the Supervisor for ALS (if there is an existing person/role)

• The inclusion of the EPSA in the Division PMT, in charge of ALS, who really does the work.

• Include a section D for the PMT structure with the creation/inclusion of a school PMT, with the Principal as the Leader. Team members to be included are coordinator of the academic, TVL and TLE, mobile teachers, etc.

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C. Integration by RD Malcolm Garma Dir. Garma began the integration of the workshop outputs by commenting on the first chapter of the ALS-EST Handbook draft. His recommendation was to replace “for those who failed to complete basic education” for sensitivity purposes. He suggested that the description of the target learners of the ALS-EST program be described instead as “for those who did not complete or unable to complete basic education.” He also provided an overview of the proceedings as inputs to the actual workshop which included the principles of Systems Thinking by the workshop facilitators during the orientation and presentation of Norms which meant that the participants have to connect everything. He pointed out that if the endpoint of the workshop are the of the Division, School and Regional Offices, participants would have to connect the outputs to the entire context of the program ALS-EST. Dir. Garma also reminded participants that the presentation of USEC Malaluan clearly presents ALS-EST as not an invention of the mind but the intention of the heart. This is very important because participants have to put a significance nda relevance on the ALS-EST program. ALS-EST was started with the leadership of Secretary Leonor Magtolis Briones. In addition to being committed to the implementation of K-12 program, Sec. Briones was not only focused on the basic and formal education but that that part of her thrust is really to strengthen DepEd’s Alternative Learning School system. DepEd is trying to integrate basic education with skills training produce ALS learners who are more productive and relevant members of the society. Other indicators of the Sec. Briones thrust include the continuous provision of education inputs such as the construction of additional school buildings for the SHS including Junior and Elementary levels, as well as additional teacher items. Dir. Garma also pointed out the reality of the challenge of additional education inputs meeting the demands of the population through, which DepEd is addressing strategically through access. As a result of this strategic direction of providing more access or committing to access is diminishing growth of OSYs. However, a certain percentage of the population are still out of school or not in school., which is what the ALS program wants to address.. With a sound fiscal management, DepEd was able to address the provision for the education. The data presented on prevalent reasons for dropping out revealed that poverty is not the main reason for dropping out. Instead, among the reasons is the lack of interest. DepEd’s challenge is to remain relevant and innovativewith ALS as one of the major focus. Other areas needed to be addressed include employability of learners, competency and the acceptance of the community and the values of the learners. DepEd needs to harness its high approval rating by the general public and use this opportune time to do more relevant things in and to make its sense of purpose more relevant.

1. Dir. Garma provided the vertical integration by mentioning the five areas that were already identified for the ALS-EST to anchor on which are Curriculum Integration; Assessment Framework,

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Rubrics and Tools; Delivery of Approaches and Models; and Monitoring and Evaluation. He also emphasized the challenge on how to balance the nature of ALS-EST learners with that of quality assurance and how to implement the program. The mindset to take on is that the ALS learners are a different set of learners, who are not the usual learners in basic education. Dir. Garma shared his observation that what the 2 groups of School Heads/Teachers revealed by their choice use of direct verbs (i.e. implement, facilitate, supervise, develop, conduct or establish.) is their role for definite action. He also recommended it to be part of what would form the action plan. However, he also cautioned that there will be limitations in the actual implementation of the program, which is where the Division and the Region can help.

a. Curriculum Integration Starting with the Curriculum to present the vertical integration, Dir. Garma emphasized that the School 2 groups of School Heads/Teachers identified the following roles: implement, facilitate, contextualize and ensure the implementation of the curriculum. In the second group there was a mention of the work immersion and which the group recognizes as highly important in the Curriculum. What the Division could do to assist the Schools is to strengthen the immersion program. In the area of contextualization, iit is very challenging to do contextualization, curriculum writing and curriculum implementation/teaching/instruction. Dir. Garma affirmed the role presented by Division to take the lead in contextualization and integration. There is a necessary leadership component and accountability at the DO level. Another good output from the Division level is to develop materials, because of the availability of the LRM (the portal of their materials.) Going to the Division level, the group identified exactly what needs to be done which is to look into if there are already materials available, create an inventory of material and consolidate and try to bring these down to the Divisions.. The Division then provides the lead for contextualization, who in turn provides the contextualized curriculum to the School. The School then implements the contextualized curriculum. The Central Ofice who will take care of the policy in terms of material production, curriculum writing, curriculum designing, instruction development.

b. Assessment Dir. Garma mentioned that the Schools are already conducting the pre-assessment on NCI, which is probably the reason why there is a prevalence of high passing rate in the NCI and the NCII for the initial implementation of the ALS-EST. At the Division level, for the non-passers of NC, they can issue the micro-certification. An issue raised by the Division level is the assessment fee. This could be addressed by including the assessment fee in the budget by the Schools to ensure that learners can really take the assessment. At the Division level, they also conduct exit assessment. The Region in turn can conduct planning and action taking in the form of technical assistance or facilitating/monitoring of resource generation to make sure that the learners actually pass the NCI and NCII. (What surfaced in terms of assessment is the significance of the NCI and NCII.)

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c. Delivery Dir. Garma reiterated the best practice shared by the Division of Negros Occidental of utilizing the SHS teacher for ALS-EST skills training, which is an eye-opener for the Division and Region. However, utilizing SHS teachers might have implication in terms of work load, efficiency of the activity teaching since they will consume Saturday and Sunday and will compromise their rest days. This should then be an input to the Division on how to try to strategize on deployment and utilization of other teachers. In turn, the SDOs have identified their role as taking the lead in the implementation and instructional supervision. This would require some form of commitment in the leadership to make sure that the schools implement. Leadership is vested upon the Division by the authority of the SDS and assisted by the ASDS but utilizing all supervisors, not only to supervise not only the basic formal programs but to provide supervisory function for ALS-EST, which is the essence of leading. The Region looks at the budget of work but it might be quite difficult for the Regional office to get all the budget of work of the region and review it. For ALS-EST, the Region could come up with some sampling of what we could possibly look into, e.g. if the budget of work is being followed for the ALS-EST. The Schools, which have a budget of work, should try to determine compliance. Dir. Garma also pointed out the importance at the Regional level to recognize the success stories that are happening in the school not necessarily after but even during the implementation that we can collect. The stories gathered could then be used for the Advocacy component of ALS-EST.

d. Finance and Administration Dir. Garma mentioned that the heaviest and biggest work of the School involves accountability in terms of the liquidation. Another important role of the Schools is ensuring that the downloaded funds/budget is utilized and properly accounted for. The Division, in turn, provides the technical assistance on the procurement and the monitoring and supervision of the downloaded funds. (The DO have accountants and disbursing officers, at times,) The Region makes sure that the budget is implemented. Dir. Garma recommended that funds be downloaded directly to the School, and inform the Region accordingly.

e. Capacity Building Dir. Garma recognized the output of the School group which is to develop capacity building and monitoring, specifically through their SLAT (?), but pointed that this role is difficult since it is something new. Training also for ALS-EST could be a challenge since the methodology and the content differs. These challenges created, at the School level, a need for a harmonious relationship between the ALS teacher and the Tech-Voc teacher. He emphasized that this collaboration and cooperation be necessary for the success of the ALS-EST implementation. He mentioned again the inclusion of the ALS-EST implementers in the INSET which is funded by the HRDV. In the Region, in terms of technical assistance, they can look into the available materials for

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capacity building and how to capacitate teachers who can possibly combine the skills of the ALS Teacher and Tech-Voc Teacher, or possibly a “hybrid” teacher. Capacity building should identify a definite program of instruction which considers the skills needed to be learned by the ALS-EST learners at their identified level of literacy.

f. Advocacy For this component of ALS-EST program, Dir. Garma emphasized the importance of being advocates of the ALS-EST program across all levels. What is being advocated is ALS-EST will enable to learners to have a source of livelihood or income despite their inability to go to college. At the school level, he recognized the creativity demonstrated by the School which cam eup with with tagline and reiterated the key role that Schools play in the ALS-EST implementation. At the Division level, it will be responsible for a wider-scale and higher level advocacy implementation through a stakeholder summit, stakeholder mapping, creating IEC materials and conducting orientation. At the Division level, they will be responsible for looking for documents of partnership. The Division can also look into a higher level of partnership, e.g. a region-wide partnership. It could also assist on the legal aspect, provide more convergence and opportunity to have more partnerships.

g. Monitoring and Evaluation

Dir. Garma posed the question if there is an existing tracking system for all the implementing schools which the schools confirmed. The Division can report the result of the tracking system to the stakeholders. This can be a selling point of the program since success stories could be harvested from the tracking. The Division’s biggest contribution in terms of M&E is to identify the success stories with the help of the Region. In terms of internal partnership, what is needed is to strengthen the relationship between the ALS teacher and the Tech-Voc teacher. In cases where there will be conflicts, these could be addressed by a grievance committee.

h. Research and Development Dir. Garma suggested at the School level, based on the day-to-day activities, to come up with a hypotheses, which could then be used for action research. The outcome of this action research could be utilized by the Division to be part of the research agenda. Dir. Garma commended the Regional group for including PPRD because of the research component of the ALS-EST program.

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PROPOSED PROCESS/OPERATION FRAMEWORK: ALS-EST (RD Garma)

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V. Forum Questions/Problems/Concerns/Comments Response

Can ALS EST be conducted during summer? (question was written down)

USec Malaluan: Yes, of course, especially during summer there is greater use of the facilities if the volunteers agree. Summer would be a better time because of the availability of facility especially if we have built ALS-EST Learning Center, the program can be run all-year round.

Just a suggestion, can we also include in the division and regional level PMT the TVL, the CLMD? (1:29:44).

Usec Malaluan: I think what needs to be defined is the leadership at the various levels. We should allow, so it won’t happen that just because there was a defined structure, you can’t add on it anymore or reduce the membership. The guidelines are meant as a guide and it’s difficult to detail everything. In fact we appreciate now the common understanding with the Division Superintendent of the Partner School. By bringing in the Division Superintendent, what we are able to bring is the ALS program systematically. With the previous ALS program, since we went directly to the schools, they coordinated about the ALS except in areas where the Division Superintendent was already closely involved. Now that the Division are clearly given a project management role, then the ALS program should be included in the management. At the schools level, it is under the supervision of the Division Superintendent, and we are talking about the integration, this becomes a natural cooperation overseen by still the Division Superintendent. With this structure, we brought back to the Division Superintendent of the supervision although in the initial direct implementation, it was a school-based management. That’s why there were areas wherein the ALS component was not activated very well. I think we don’t need to make the list of members (of the PMT) very long. What we need to recognize our respective roles of the Division and Schools, and within the Division, the ALS program so that all actors in the ALS program will have to be involved through the coordination of the Division.

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Questions/Problems/Concerns/Comments Response

Cora Lalo from La Carlota : Is it possible that the mobile teacher of the NCII holders or ST Holder (1:34:12), when they teach the skills using the facilities and equipment purchased for the first batch of ALS-EST. There are mobile teachers who are NCII holders of different skills as well as STEVP holder na rin po, specifically in our division all the mobile teachers are NCII holders in different skills training. Is it possible that instead of tech-voc teachers, mobile teachers will teach the skills training using the existing facilities and equipment in the SHS, purchased also by the ALS-EST program?

Answer 1: As partnered by EPS, and TVL supervisor, I learned that TM, who is has NCII, they can teach the skills which is the requirement of TESDA. Usec Malaluan: There will be programming on the ground, and we are mobilizing in the school and division level as an implementing team. And there will also be programming at the more general level. In the first tranche, we included the downloading of the support for the training of the mobile teacher. But in the future, the importance of the programming that we will know, knowing the best practices for the program component is so that we can provide for the budget. Programs would always require resources. For institutionalization of the budget, for example, I am not a big fan of standardization because there might be in certain areas, our program has been contextualized already, that’s why we are providing for management and leadership on various levels. It’s possible you can expect all the schools to implement the same way of requiring the mobile teacher to teach the skills training. It has to be a product of negotiation and collaboration. Until such a time that we have managed the level of standardization that we are all comfortable with, they would provide for the norm in the future. I think it would have to be a product of your negotiation, and the leadership of your Division. You can also share any complaints you might have on the Division. But what we hope to get is a common understanding of the program and somehow we have increased now the level of common understanding of this program. And then we go on to the next phase wherein we will have a handbook. Just like today just listening to you, I realized that what we need in the advocacy portion is a common communication advocacy portal like a web-

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Questions/Problems/Concerns/Comments Response based of ALS-EST where we can eventually share best practices. In the future, we will create more and more additions to the program.

Cynthia Manalo: We can deepen and widen the coverage of ALS-EST if the CO will issue a policy on criteria for School Heads. I am from a Science High School and the typical principal of a Science High School is a science major. The school was be very committed in mind and heart to ALS-EST. I noticed that when the madam from Pampanga reported the best practice from her school, she really showed heart for the ALS-EST program. Another comment/question is what if the School Head who was asked by the CO to attend the 2017 meeting (of ALS-EST), she is 5 years in the school which means she will be eventually moved already. But all this time, she led the start-up and implementation. Do we need to move her? Can there be a guideline not to move her until a few years? I became a school head and of course, there is an assurance that there is a next-in-line school head. I know how it is like to be moved and my concern who will be my replacement. Another of my concern with regards to the PSP? (1:43:23), we are looking at the teacher items in ALS. Recently, there were a lot of items for ALS but it was placed in the elementary. They considered the learners in elementary. But I really didn’t see items which were placed in high school (STEVP). They were teacher items specific for ALS. If there were specific items for ALS-EST, there are guidelines on their class for restrictions or residency in the school. For example, we provided for a specialization, after a while the teachers will accept the item. But after a year or two, there is the mayor/congressman, they will be asked to be transferred. What happens now because there is a specific reason why the teacher was hired? And regarding the guidelines on qualifications, higher presentation in the special training of skills and related experiences, dahil pos a DO 7 natin, when we hire a regular teacher for kinder or junior high

Usec Malaluan: for the schools, when we started a meeting in Baguio, those were STVEP schools. They called them such but there was not really a program for STVEP. In my opinion, we should have maximized our vocational schools for SHS instead of mainstreaming STVEP like any other SHS. When we found that there are still existing STVEP schools which are our vocational schools even before the implementation of SHS (possibly as an effect when we divorced with TESDA – trifocalization). It was the logical start for ALS-EST through the STVEP schools because of their existing practices/programs/experiences in teaching tech-voc. That would be the reply for what would be the type of school. There are a few non-STVEP schools but through the initiative of the Division Superintendent or local government who were actively seeking the support of the office of the Secretary (around 5 from among the 97 schools which initially implemented ALS-EST). With regards to the transfer of the School Head, it is hard to make an exemption for specific cases. That is why exactly why we are fast-tracking because if there is a political shift, we cannot say no to being transferred, even if the program has not yet been fully implemented. As soon as we can, we want to institutionalize ALS-EST and take root so that it can be sustained and continued. We hope to have as many advocates who will continue the program. In case you get transferred, you may opt to request the Secretary if you can start a program and allow the new ones to take over in the school you left. Teacher items: we requested for that for ALS but the direction now is to fast-track the ALS-

22

Questions/Problems/Concerns/Comments Response school, there is one DO 7. But when it comes to ALS, will it not be the same, wherein there is a good effect from DO 50, IT teachers, it was a higher and there were certain criteria specific for that job.

EST program until such a time when we are in a position to push for its mainstreaming. At some point after we issue the Handbook and we can show to the Secretary some results, I’m sure she will be at the launch of the ALS Learning Center, we can show her actual functioning ALS-EST Program. I think at that point she will really already argue for the mainstreaming of the program. I think in the first quarter of next year, we can be in that phase. But we do not want to push prematurely for the institutionalization of the program without showing concrete results. By next year, we can show that we are familiar with the governance system. I think for now the only RD familiar is RD Garma, RD Uyticho. In the next RD Mancom, I think Malcolm, we can already present the updates on ALS-EST or probably next year so that all RDs will be fully on common page with the program. It will be easy because we work with the RDs.

In our proposal for implementation, we indicated 15 days for the learners to attend the skills training but if the learner failed to complete the 15 days? Do we have a term like “dropped” when they don’t complete the required number of training days?

Usec. Malaluan: obviously, if the learner fails to complete based on the training regulation, we also do not want to dilute on the NC, we want them to have NC. One of our solutions which we have discussed is for them to be given a micro-certification of our own since the learners already acquired knowledge/skills/competencies within the training hours attended, having acquired a micro-competency of that skill. The learner is not a dropout, he/she didn’t complete the program nor taken NC but we can certify the partial/specific skills/competencies acquired. That is what RD Garma mentioned that we cannot force the learners. There will be situations like that and if they want to complete, we can include them in the next batch.

Division of Southern Leyte: What if our ALS Learners are less than 75? And second, can we ask for the guideline on the monitoring funds – who is qualified to avail of it?

Usec Malaluan: I think on exceptional cases, and you need to discuss it with us. For example, for certain reasons you have to communicate with us if your learners are less than the minimum of 75. Then we will evaluate

23

Questions/Problems/Concerns/Comments Response based on your presentation what we can do. With respect to the monitoring and evaluation, we will really do that in the first quarter of 2019 tranche. There will be in the Region and Division but we want to come up with the guideline. In fact our discussion here in the PMT workshop will be included in the guidelines for providing a small budget for M&E.

Region VII: For our capacity building budget, can we use that for our skills trainer in our school?

Usec Malaluan: That question was asked in the Bacolod meeting. And they said our TMs have certification. But as you can see there is the integration of the curriculum, skills on workshops. I think you have to include that in your capacity building program and be able to justify that it is part of capacity building program.

How can our skills trainor handle the learners?

Usec. Malauan: I think it’s included in the MOOE the renewal of the TM? Is it not included? I think it is the obligation of DepEd, like in our case, there is a provision for professional Ms Dada: I think there is a fund in the HRDV, I think that is where you can get the fund. Each division will download as fund support.

With regards to additional budget, downloaded to us, do we need to use it up?

Usec. Malaluan: You can still obligate the fund. Ms. Dada: Next year, it will be cash-based already. But you can obligate this year, and use it up until March next year. Usec. Malaluan: But next year, we hope this won’t be anymore the case because we will be downloading early and we will be refining the financial guideline.

At the school level, we really cannot see ALS in LIS.

Usec. Malaluan: To include, it must be the EPSA who will enrol the school in the LIS as an ALS-EST school. When that has been done, the school can enter the portal and tag learners as EST learners.

This is not a question but a recommendation. I don’t know how it will work with ALS-ESTBased on my experience, TESDA gives out training to those

Usec. Malaluan: we do have existing assessors (in SHS – from crowd). I think we will really discuss this program with TESDA at the

24

Questions/Problems/Concerns/Comments Response who would like to take the assessors training and you will just request with TESDA. Maybe we could have a regional pool of trainors and assessors. TESDA will not just allow us to conduct the training or assessment on our own. Once we have learners to assess, they will ask their pool of assessors to review how we conduct it. Because the fee that we pay for assessment fee goes to the materials and the fee seems to be a concern for the group.

national level. We will share with them the program and we will see what will be the areas of cooperation.

Negros Occidental: EPS for ALS instead of DALCS in the Division PMT Downloading of funds should be earlier Fund should be downloaded to school

Agreement: Direct download to school but DO and RO should be informed

Bulacan: Integration of ALS teacher and Tech-Voc and vice-versa

USEC Nepo Malaluan:this can be done through a capacity building program.

Pampanga (FNASHS) Mapping of OSYs should IPs Dropped from ALS regular class Use of in-school teachers to train Recruitment of Learners: ALS vs. ALS-EST

To be discussed with LIS Managers for the distinction

BJMP and DepEd R08 partnership USEC Nepo Malaluan: there needs to be an integration of all ALS-EST activities

25

VI. Next Steps

A. For immediate next steps

1. USEC Nepo Malaluan and Team

• Review outputs of the workshops vis-à-vis the current PMT governance structure, roles and responsibilities and update accordingly

2. From RD Malcolm Garma

During the workshop, RD Garma recommended a Review of DO 144 2018 based on inputs with regards to the membership of the PMT as follows: • At the regional level, include PPRD in addition to the five components of the PMT (RD,

CLMD, FTAD, HRD and QAD). PPRD is needed since the program would need data. • At the Division level, include the ASDS, with the recommendation that the ASDS take the

lead of the Division PMT. • At the school level, create a School PMT with the Principal as lead with the members

including the coordinator of the academics, TVL and TLE, mobile teachers, etc.

3. From the Workshop Facilitator • Based on the importance of NC as a much-needed certification for the ALS-EST

completers, CO PMT to initiate alignment/MOA/MOU with TESDA to provide support to Implementing Schools as they facilitate the preparation of ALS-EST Learners for taking the NC certification.

• Based on a suggestion from an RD, CO PMT to consider/study establishing assessment centers in schools since what surfaced during the workshops is the importance of the NC Certification.

• To provide further internal alignment, DepEd OSEC/Usec Malaluan/ALS-EST team to initiate alignment/coordination meeting with other Bureaus as a venue clarify the impact and possible effect of ALS-EST to the other DepEd programs.

B. For mid- to long-term considerations

• Since ALS-EST is still in its infancy stage, it is important for all implementers to be provided

a follow-through on their learnings and insights on what are the key messages with regards to the ALS-EST program. It is recommended that CO PMT provide Communication Materials with defined key messages to ALS-EST implementers and PMT members focusing on strategic directions and addressing possible sources of confusion/clarifications to different stakeholders (how is ALS-EST different from ALS, from formal education, who are the target learners of ALS-EST, who will benefit from ALS-EST, what are the benefits for learners/stakeholders/implementers).

26

ATTACHMENTS

Attachment 1: Workshop Outputs

A. CURRICULUM

Regional ALS Focal Persons SDO- Group 1 SDO- Group 2 School Heads/ Teachers –

Group 1

School Heads/ Teachers –

Group 2

We will look into the materials and

documents which we will be able to

identify or look into, and that are

already existing. That’s what we will

look into and what we will monitor,

if they are being implemented. For

example, under the Curriculum, we

will monitor the implementation of

the curriculum if there is already an

existing contextualized material,

which have been prepared by STVEP

schools, which are ALS-friendly,

anchored (naka-angkla) on the

identified competencies which will

be taken from the modules of ALS.

For example, in cookery, we would

like to have a material wherein the

curriculum will show the

competencies for that course which

came from ALS , which should be

available and contextualized

curriculum. Implementers will have a

two-headed curriculum which will

have skills development and

competencies taken from the ALS

modules, which we already have. In

that way, we will evaluate if it is

being followed and implemented.

For the curriculum the SDO

will lead in the

contextualization integration

of the curriculum for the

ALS-EST.

For the curriculum, we

have “develop and

contextualize learning

resources through the CID.

Implement, facilitate and

contextualize curriculum

For CI, we convinced

ourselves to ensure the

implementation of ALS-EST

program at school level.

We need to conduct

observation of classes

when it comes to skills and

education. We also include

in curriculum integration

the training of integrating

TR which is from TESDA,

the K-12 curriculum of

junior high school as well

as the ALS modules which

are the 6 learning strands.

Then we have to include

work immersion for ALS-

EST Learners.

B. ASSESSMENT

1

Regional ALS Focal Persons SDO- Group 1 SDO- Group 2 School Heads/ Teachers –

Group 1

School Heads/ Teachers –

Group 2

In terms of assessment, we will look

into if the program can produce NC

certified passers from among the

ALS-EST graduates. When the

learners enrol, the goal is for them

to earn the skill and to be certified

for that specific NC. Isn’t that the

direction of this (ALS-EST) program?

We would also like to look into

assessing the A&E results, since

there is an ALS component, if there

is a learner who took the A&E,

should they pass? We will look into

the percentage of passers. One of

our colleagues also suggested since

ALS-EST is a piloting program, and

the different difficulties that the

implementers are experiencing, but

now there is more clarity on what

should be done and later on be

adjusted, we also would like to

suggest that the implementers

should be assessed, If they should be

given for the following year a go-

signal to implement it again. We

would like to have an assessment of

the implementing schools and to

have tools for that assessment.

• Then for the

assessment, there are

two, assessment for

the DepEd Curriculum

Integration and

implementation, and

the assessment, for the

exit assessment for

national certification to

be conducted by the

TESDA.

• We have here the

subject ALS-EST

Learners to A&E,

conduct coordination

meeting with the

assessment for

standard criteria for

skills. And that the

implementing schools

will soon be

established as

assessment centers.

Then for the assessment,

we have the issuance of

micro-certificates.

May iba sa amin under

ASSESSMENT, kasi ang assessment po na pinag-uusapan is NCII. Wala po sa DO, kasi division level po ito, wala po tayong pasok duon. What we are

requesting here is

assurance of micro-

certificates. Meron pa kasi kaming mga estudyante na natatapos po nila, completed po nila yung training program pero di sila nakakapasa ng NC. It is

incumbent upon the

Division Office to issue

certificates, certifying that

these students have

completed the training

program, they have

competencies earned but

not sufficient to earn the

NCII.

To simply facilitate

assessment, particularly

assessments before,

during and after the

conduct of the training,

including assessments

that will be conducted in

schools such as

institutional assessment,

industrial competency

assessment which wlll

be conducted by TESDA.

For assessment, we

have from the DepEd

Order 08 2015 and the

school is also

responsible for the pre-

assessment in

preparation for National

Competency. And with

that we need to

coordinate with TESDA

for the NCI and NCII

assessment. Without

coordination with

TESDA, they won’t cater

to us.

2

C. DELIVERY Regional ALS Focal

Persons

SDO- Group 1 SDO- Group 2 School Heads/ Teachers

– Group 1

School Heads/ Teachers – Group 2

We would like to look

into budget of work.

For the delivery, DO to lead

in the instructional

supervision.

Then for the delivery, TA on

planning, implementation,

monitoring and evaluation.

Under delivery, to

supervise the

implementation of the

program.

For delivery, we need to ensure the

proper integration of ALS K-12 and ALS-

EST that is to have an aligned curriculum.

We utilize in our practice in the Division

of Negros Occidental from Region 6, this

is one of our best practices. Our SHS

teacher with NC or TM as well as

Assessors of the STVEP school, we utilize

them as skills training teachers. They are

all NCII. Actually in our schools we are all

TM – two of them and one is assessor in

food processing. We also ALS-EST

teacher for education purely for the

school. We did not utilize our ALS Mobile

Teacher from elementary, who is also

teaching ALS regular because we had

submitted our proposal to the CO and it

was approved that they are giving us

honorarium for ALS-EST teacher,

specifically teaching education.

3

D. ADMINISTRATION AND FINANCE Regional ALS Focal

Persons


– Group 1


For finance, we will try

to determine if the

budget is being

followed. In project

proposals, are the

indicators adhered to?

What are the

accomplishments and

success stories in the

area of finance?

For admin and finance, to

provide TA on

procurement,

disbursement and

liquidation, although the

IUs have their own Bids

and Awards Committee,

and to manage funds for

the non-IUs implementers.

For finance, we have monitor

downloaded funds and

utilization.

Under Finance, we have

as role to facilitate the

procurement process.

Outputs is quite broad

but later on, maybe you

can suggest some

specifics as to the roles

and responsibilities.

Then for the Admin and Finance, we

need to utilize the ALS-EST funds.

Otherwise, it will be reverted. But we

emphasize transparency which includes

liquidation. Without liquidating that and

without proper observation of the rules

and regulation, otherwise we might be

jailed/presuhan. We have honorarium

for teachers, honorarium for monitoring

and evaluation personnel. Then we have

supplies, equipment, tools and materials

for teaching. It is in PHILJEPS for the

higher amount.

E. CAPABILITY BUILDING

Regional ALS Focal

Persons


– Group 1


In terms of capacity

building, if trainings

were conducted, or

orientation, we would

like to have materials to

be used, to be able to

identify – if assistance

was given? What were

the learnings and if they

were capacitated?

Capacity building for the

different people involved in

the implementation of ALS-

EST, they will be included

in the INSET Plan, mid-year

and summer, for whatever

competencies and skills

they will need.

For cap building, we have

training on skills and

curriculum integration.

For this component,

to develop capacity

building activities

including

implementing the

developed capacity

building activities.

For cap building, although they are

equipped already because they are

possessing NCI, NCII and TM assessor but

we need to equip them on how to deliver

the instruction properly. Kasi po yung

capability building continuous pa yan.

Hindi po dahil expert na sila sa plumbing

duon na lang sila. Paano po ituturo yung

planning?

Then conduct of capacity building of ALS

Mobile Teacher and ALS-EST skills trainer

po – continuous po ito sa program namin

po.

4

F. ADVOCACY

Regional ALS Focal

Persons


– Group 1


In terms of advocacy,

we want to see the

presence of documents

– availability of MOA

signed between the two

parties. We would like

to see the MOU,

request letters and

other documents which

prove that they really

made extra effort in

advocating ALS-EST

program.

For the advocacy, to

conduct IEC, announce the

opening, the launching,

and to conduct orientation,

to be led also by the

division so that we will

have a common language,

in the division in terms of

ALS-EST.

Then for the advocacy,

conduct stakeholders summit

and manage the conduct of

mapping.

As for the part on managing

the conduct of mapping, in the

implementation of ALS-EST,

what we have in mind is the

learners of ALS-EST are the

learners of ALS. It is important

na yung inputs naming, natin, ay manggagaling dun sa community, para yung mga students na eligible to partake

of the program. Because may mga questions na po na may mga gustong pumasok ng EST, kaya lang di naman sila eligible. What we do in our

case is we make them attend,

that we make it clear to them

that you can attend the

sessions for free but not the

materials. The non-eligible

students are not included dun sa mga materials. Kasi pag gumagawa tayo ng proposal, kasama yung mga mula duon sa consumables hanggang dun

For advocacy, to design

advocacy programs and

to conduct these

programs.

Then for the advocacy, may mga suggestions po dito na we need to do caravans, using social media, radio, flyers. We have also included the launching and A&E passers, NCII qualifier. Pag nadala natin ito sa advocacy we can encourage the learners. Pag sabihin natin uy nakapasa ito sa A&E, lahat sila mag-e-enrol. For NC, pag nakapasa sila sa assessment ng TESDA, NC holder na sila, ma-e-encourage natin sa advocacy kasi nagkaroon na tayo ng batch 1. Batch2 na po itong orientation namin kasi isa po kami sa nag-pilot.

5

Regional ALS Focal

Persons


– Group 1


sa assessment fee. We clarify

to them that they can attend

but when it comes to for

example, cookery, if they will

have to pay 250 for this

particular training, you don’t

have to pay the 250. But they

want to pay the NC II but they

pay the assessment fee – hindi kayo covered. Yun po ang understanding sa amin. Importante po yung mapping ma-intensify para we can

identify and prioritize the ones

who really should be the

beneficiary of the program.

6

G. MONITORING AND EVALUATION

Regional ALS Focal

Persons


– Group 1


In M&E, in the minds of

the Regional Focal

persons, all of the

documents and

materials will be

monitored but we put it

by frequency. For

example, when should

the program be

monitored – quarterly,

monthly?

Then for monitoring and

evaluation, at the Division

Level, we have to develop

the monitoring and

evaluation tools, to

conduct the M&E and to

report to the higher office

and to the stakeholders, to

the communities, the

people also involved in the

implementation.

Then for monitoring and

evaluation, develop M&E

tools. Then the second, create

monitoring teams. 3rd,

monitoring on the conduct of

the pre-assessment and exit

assessment.

Yung sa program evaluation po under ng M&E, we want to

find out how flexible should

the program be. May mga kaso po kami na may inoffer kaming program we thought eto yung kailangan sa industry, pero pagdating sa learners, yung mga students hindi sila ganun ka-sold out duon. We want to find out, kunyari pumasok yung mga estudyante, they are supposed to pick the skills na gusto nila. In-offer namin ito pero hindi ito yung gusto nila. Meron din naming mga offering na gusto nila pero hindi yun ang kailangan sa industry namin. We want to find out yung plano namin na supposedly this week we offered this skills, then next week iba naman

For the M&E, because

our DepEd order 144,

series 2018 said that

the Central Office is

responsible for

designing the M&E

Tools, so the role now

of the school is to

implement the tools set

by the Central Office.

For M&E, we utilize ALS regular M&E

form sa pag-e-evaluate po kasi we don’t

have the exact tool po for monitoring and

evaluation. We coordinated with our ALS-

Mobile teacher as well as our EPSA from

the division so that we will know what

are the things we will need hopefully din

sa education because we have our skills

training na meron na kaming mga tools. In utilizing the ALS regular forms for

M&E. We also have the progress chart

for the skills training of our learners.

7

Regional ALS Focal

Persons


– Group 1


(recording is unclear). We

want to know dun sa program

evaluation how flexible the

program should be in such a

manner that it should be more

responsive to the needs of our

takers.

8

H. PARTNERSHIP

Regional ALS Focal

Persons


– Group 1


For the partnership, this

is all about identifying

their different partners,

which will also include

linkages and checklist to

determine how far they

have gone in promoting

the program,

implementing the

program and

recognizing the success

of ALS-EST.

For the partnership, then

we have the stakeholder

inventory, linkages,

internal and external

stakeholders for program

support and we will also

conduct stakeholders’

summit or fora.

For the partnership, we have

the MOU and MOA with

NGAs, NGOs and stakeholders

together with SGOD.

MOA dun sa business (27:50) – nakita kasi namin maganda siya na yung mga estudyante nakakapunta talaga duon sa mga stores, nakikita nila yung actual yung paano dun sa business kung paano tumatakbo – makikita nila kung ano yung mga skills na kailangan nilang matutunan. Tsaka kailangan din naming yung MOA dun sa local government kasi ang nakita naming problema is attendance, medyo mababa po ang population density sa amin, nahihirapan kaming i-maintain ang attendance dahil sa layo. We want to get the

support of the local gov’t to

help us in ensuring the

attendance and participation

of the learners.

As to partnership,

simply to establish

partnership with

stakeholders, which can

be NGO, LGU, as long as

they will be part of the


program, then it will be

the job and the role of

the school.

For partnership, look for prospective

partners and stakeholders as one of the

roles of our school. Then prepare

proposal, MOA, MOU, then strengthen

partnership of ALS Mobile Teacher and

ALS EST Skills trainer kasi minsan po nag-a-away na po itong dalawa. May misunderstanding po kasi. Pero pag nagkaroon po ng understanding sa dalawa, magtutulungan itong dalawang to -yung ALS Regular and ALS-EST. Hindi po sila magkalaban. Kailangan magtulungan sila.

9

I. RESEARCH AND DEVELOPMENT

Regional ALS Focal

Persons


– Group 1


For R&D, we would like

to have a checking or

monitoring or

identification of

researches conducted

on tracking,

employability,

alignment. If there is

tracking, we would like

to specifically make

known to the regional

office how many were

successful in their

participation in ALS-EST

program for the

students – how many

were employed.

We also suggest to

research on the

alignment of needs.

For R&D, the Division to

lead in the conduct of

research and development,

aligned with DepEd basic

education research

agenda.

For R&D, we have the tracer

study and the goal here is the

…? (24:36) and the program

evaluation, this is the

flexibility of program offering

and responsiveness of needs.

In research and

development, is to

conduct researches that

will enhance the

program. And of

course, to conduct

tracking the completers

of the program.

For R&D, my superintendent told me –

“ano yung mga findings niyo sa batch 1?”

Ma’am Portia is encouraging me to

conduct R&D among those who

underwent the batch 1 program.

10

J. PMT MEMBERSHIP

Regional ALS Focal

Persons


– Group 1


On a regional level,

since we have here the

guidelines. We shared

this morning about the

teams, additional team

since for this program,

we need data. With

regards to data, we

have to connect to

PPRD. In addition to the

five components of the

PMT, started by RD,

CLMD, FTAD, HRD and

QAD, we added here

PPRD, the planning

division, and also

budget and financing.

By next year, we have

to implement the PMIS.

The funding support

from the Central Office

will be monitored,

tracked through PMIS.

We have to monitor,

every now and then, the


program, funding

implementation. So I

think this is all for now

• For the SDO PMT at the

outset we think in

advance. We reviewed

DM 144 series of 2017.

• In letter D, is the

composition of the

Division and School PMT.

But because we are

divided into different

levels, we took it that the

school is separated from

the Division Office.

• We also suggested,

though it is not here (DM

144 series of 2017), the

membership of the

Division PMT, which

would include, although

in the original list, in the

DM 144, there are only 3

– the team leaders (SDS)

and there are two

members (implementing

School Principal and the

designated implementing

mobile teacher). At the

Division Level, in our

group, the

Superintendent

• In reference to page

4, include a section D

for the PMT structure

with the

creation/inclusion of a

school PMT, with the

Principal as the

Leader. Team

members to be

included are

coordinator of the

academic, TVL and

TLE, mobile teachers,

etc.

• DepEd Order No. 144,

s. 2018, include a

separate School

Implementing Team,

headed by the School

Principal

11

Regional ALS Focal

Persons


– Group 1


for the regional level.

Thank you and good

afternoon.

suggested that we will

include the Assistant

Superintendent,

recommending approval

(?) to take the place of

the Superintendent

(Ilagay nyo lang SDS

barred). And the Chiefs

of the two divisions (CID

and SGOD), CID for the

curriculum integration

and contextualization

and SGOD for the M&E.

The group considers the

Supervisor for ALS,

although there were

some kind of discussions

now that there are no

supervisors for ALS,

especially in the CI team.

And the inclusion of the

EPSA, in charge of ALS,

who really does the

work. We will suggest to

include the EPSA (in the

PMT).

ALS-EST PROJECT MANAGEMENT TEAM (PMT) MEETING ...

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