davao localizing poverty out of-school
TRANSCRIPT
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LOCALIZING POVERTY REDUCTION STRATEGIES AND
TARGETS
THE ALTERNATIVE DELIVERY MODEL (ADM) IN EDUCATION FOR OUT OF
SCHOOL CHILDREN
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Ramon C. Bobier
• Present: Management Consultant, Alternative Delivery Model Project, BRAC/DFAT
• Past : Deputy Project Director, BEAM (2001-2010)
• Project Director, BEAM-ARMM Extension• (2010-2012)• Community Development Adviser
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Outline of Presentation
• ARMM Context
- Basic Indicators
- Key Development Challenges• Alternative Delivery Model In Education
- Rationale
- Key Features
- Challenges
- Lessons Learned
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POOREST PROVINCES, 2012
1. Lanao del Sur2. Maguindanao3. Zamboanga del Norte4. Saranggani5. North Cotabato6. Bukidnon7. Lanao del Norte8. Camiguin9. Sultan Kudarat10. Sulu
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Basic Indicators, ARMM
Indicators Performance Rank
Poverty Incidence 48.7% 1
OSC 5-16 Years Old (2011)
175,200 3
Attendance Rate of 3-5 YO in preschool (UNICEF, 2009)
12,800 17
Net Enrolment Rate 49.3% (elem)31.3 % (sec)
17 17
NAT MPS (2013) 37.11% 17
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Percentage of OSC population as against the regional 6-11 age population
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FACTORS CONTRIBUTING TO POOR EDUCATION PERFORMANCE IN ARMM
• POVERTY• CONFLICT, PEACE AND SECURITY ISSUES• SOCIO-CULTURAL FACTORS
(Nomadic/Seafaring Gypsies; Western education VS. Islamic)
• GEOGRAPHICAL CONSTRAINTS • GOVERNANCE ISSUES• INADEQUATE GOVERNMENT FACILITIES (568
Barangays without schools, Lack of classrooms and facilities)
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Barangays without schools, ARMM
• CHALLENGES OF EDUCATION IN ARMM• - LONG HISTORY OF CONFLICT AND
STRUGGLE FOR AUTONOMY AND INDEPENDENCE
• SOCIO-ECONOMIC MARGINALIZATION• - POLITICAL INSTABILITY (SPDA, ARMM, BBL)• - POVERTY • -
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Basic Indicators, Tawitawi
Indicators Data
No. of Islands 307
LanguagesВajau-Sinama, Тausug/Ѕulus, Zamboangueño Chavacano, Cebuano
No. of Municipality 11
No. of Barangay 203
Income Class 3rd
Population as of 2010 366,550
Religion 96% Muslim; 2% Christian
Economy Farming; Fishery
Per Capita Income P8,244 (20.8%)
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The ADM Project
• A component of the BEAM-ARMM Program supported by the Philippines and Australian Government
• A five-year education program (2012-2017) focusing in ARMM
• Managed by BRAC (Bangladesh)
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ALTERNATIVE DELIVERY MODEL IN EDUCATION (ADM Project)
BEAM-ARMM GOAL - Contribute to poverty reduction and the emergence of sustainable peace.
ADM Project Goal - To improve access to education by providing catch-up and second chance education for poor and marginalized children through the kindergarten and elementary education classes established in priority communities.
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Key Features of ADM
• Establishment of BRAC Learning Centers offering formal classes in Kindergarten and Elementary grade levels
• Students complete elementary education as a cohort beginning Grade 1 to Grade 6
• One classroom one Learning Center
• School operation and classroom instruction based on BRAC education model
• Local NGOs manage the Learning Centers
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BRAC Learning Centers
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Floating Learning Centers for Badjaos and Sama tribes
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Target Communities
• Barangays without a school or with access issues
• Large number of children not attending school
• Supportive community• Marginalized children • Endorsed by Deped
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Learners
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Curriculum
• The ADM-BRAC schools implement the DepEd’s K to 12 curriculum for the preschool and elementary education.
• The curriculum contents and instructional materials are contextualized in the ARMM setting.
• Mother tongue-based instruction is employed in preschool, Grade 1 and Grade 2 classes.
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Learning Facilitators• Resident of the
community, selected and endorsed by parents
• Not necessarily college graduate nor licensed
• Paid monthly honorarium
• Receives pre-service and in-service trainings
• Manages a cohort from Grades 1- 6
• Undergoes selection process
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Instructional Materials
• ADM-BRAC Learning Centers have adequate, varied and appropriate teaching and learning materials for teachers and pupils to support the Kto12 curriculum
• The materials were enriched in the ARMM context and were developed with the participation of teachers and writers from DepEd-ARMM and DepEd-Central Office.
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Progress
• Existing Elementary Learning Centers
• Officially recognized by both DepEd-ARMM and DepEd National
GRADE 2015-2016
Grade 2 201
Grade 3 411
Grade 4 118
Grade 5
Grade 6
TOTAL 730
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INITIAL OUTCOMES
• Served 62,000 children in 1,993 ADM classes; 7% of ARMM enrollment
• Supported marginal groups (Badjaos, Tedurays, CSN)
• High transition rate from kinder to Grade 1 (97%)
• Attendance rate (94%)• Strong community support• Value for education among parents
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Total no. of Elem. Learning Centers399
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BRAC/ADM Schools in Tawitawi
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Challenges
• Conflict, security and safety• Geographic constraints• Teacher qualifications and competency• DepEd support • Sustainability of ADM
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Lessons Learned
• ADM responding to the education needs of marginalized children
• ADM supplements government efforts in education
• ADM as an alternative education delivery mode
• Cost effectiveness of the ADM• NGOs as effective partners in education
delivery
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shukran