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Ramon Magsaysay Technological University

Castillejos, Campus
Castillejos, Zambales

MARY ANN S. ANCHETA MR. CASTOR M. FERIA


MAED PROFESSOR

NON-FORMAL EDUCATION
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DROPOUT REDUCTION PROGRAM GUIDING PRINCIPLES OF THE DORP


It is an intervention program to reduce the high dropout rate
and improve learning outcomes in public and private schools  DORP should contribute significantly to the
of the country, using formal, non-formal and informal attainment of the School Improvement Plan (SIP)
approaches. objective to reduce dropout rate and increase
Aims to facilitate access of every Filipino to quality basic retention and achievement rate.
education, which equips him with the basic literacy tools and  It should seek to help SARDO master the basic
content that are essential for the growth and development as a learning competencies.
person and as a citizen of a democratic society.  Home visit as a DORP intervention should be
properly planned; objective, expected output and
SPECIFIC OBJECTIVES approaches should be clear and specific.
 DORP must educate the SARDO to be independent,
 Reduce, if not totally eliminate school dropout. critical and creative problem solvers.
 Increase retention rate.  DORP should not only prevent students from
 Increase significantly the achievement level of the dropping out; it should also seek to retrieve those
Student at Risk of Dropping Out (SARDO). who have dropped out.
 Retrieve learners who are out of school.  DORP should explore alternatives modes that best
 Increase the capability of schools to establish, meet the learning needs of its clients.
implement, monitor, evaluate and continuously  DORP should endeavour to build up the self-
improve the DORP. confidence and self-reliance of the SARDO.
 Design and continuously improve DORP practices  Decision on the type of intervention appropriate to an
and learning materials individual should be based on a careful analysis of
 Benchmark the best DORP practices. adequate, relevant, accurate and up-to-date
information.
UNDERLYING ASSUMPTIONS OF THE DORP  DORP, in its zeal to focus on the SARDO, must see
to it that the bright student, do not became
 If the continued increase in the rate of school dropout
undeserved and disadvantaged.
is not arrested, then the EFA goal of making every
 DORP should not only be reactive and preventive,
Filipino functionally literate by 2015 would not be
but also be proactive to cover the needs of those who
achieved.
dropped out and re- enrolled.
 The increase in dropout rate could be arrested if the
causes of the dropout problem are properly identified LEGAL BASIS OF THE DORP
and described and appropriate intervention programs
are initiated to remove the causes.  Art XIV of the 1987 Philippine Constitution
 If the school, the home, the community and the  Education Act of 1982 (BP 232)
SARDO are actively involved in planning,  R.A. 9155 (Governance for Basic Education Act of
developing, implementing the DORP, then the DORP 2001)
would succeed.  Art. 28 of the UN Conventions on the Rights of the
 The likelihood of student leaving school could be Child
reduced if the students’ felt needs are being satisfied
and learning experiences are pleasurable. THE DORP OPERATIONAL FRAMEWORK
 Learning is scaffolding. If student attendance is
irregular and previous lessons are not fully mastered,
then, the scaffolding process is weakened.
 The full mastery of basic competencies could be
achieved if the instructional process has a strong
remedial component.
 If the school has a strong and effective DORP, then
the school dropout rate would be diminished.
 The school DORP would have higher probability of
success if it is provided support by the Division,
Regional and adequate technical and administrative
Central Offices.
COMPONENTS OF THE S-DORP Report to the class adviser and subject teachers according to
the agreement
Open High School Program (OHSP)
*uses distance learning and makes use of multimedia CLASS ADVISERS/TEACHERS
materials. Identify SARDO by subject area and year level
*requires the learners to undergo the Independent Learning Prepare SARDO monitoring list
Readiness Test (ILRT) and Informal Reading Inventory (IRI) Diagnose students’ strengths, weaknesses, interests and
*maximum of 6 years to complete secondary education learning difficulties
Design appropriate intervention with colleagues and the
Effective Alternative Secondary Education (EASE) SARDO
*this learning mode uses module which the students study Implement the interventions
while on leave of absence. Tract/Evaluate progress of SARDO
*to qualify, a student should pass the reading and writing Assist the School Head in formulating DORP Plan
ability test in Filipino, English and Math. Conduct advocacy to the following stakeholders: parents,
students, community and LGUs
School Initiated Interventions (SII) Submit a regular progress report on SARDO to the school
*innovative and home grown interventions developed by the head
school to prevent the SARDO from dropping out and to Attend training-workshop on DORP
improve their academic achievement. Assist in the conduct of in-service training for DORP
implementers
Other Interventions (OI) Update information about SARDO
developed by other agencies such as LGU, Income-Creating
Opportunities thru Technology Projects (ICOT-P) SCHOOL HEAD
Leads in designing DORP management structure in making it
Critical Factors Contribute to the Successful functional
Implementation of the DORP Leads in managing the school DORP plan
Committed Leadership Leads the planning and conduct of DORP advocacy
Trained DORP Council and Implementers Participate in DORP trainings
Availability of Materials Conducts school level training/enhancement
Participation and Support of Stakeholders Leads in benchmarking best DORP practices in his school
Submits DORP reports to the Division DORP Coordination
BENEFICIARIES OF DORP
Students at risks of dropping out (SARDO) GUIDANCE COUNSELOR
Out-of school youths of school age who decide to complete Updates continuously the guidance program on DORP
basic education through the Alternative Delivery Mode. Prepares DORP guidance tools and forms
Conducts counselling sessions
THE MANAGEMENT OF THE S-DORP Maintains a centralized DORP records
Assists the class advisers/teachers in:
profiling of students
preparing and updating SARDO monitoring list
conducting home visits
conducting individualized interview
facilitating homeroom and PTA meetings
updating of individual records of students
diagnosing and solving problems of students

PARENT/GUARDIAN
Signs the agreement as one of the principal parties if necessary
Helps the SARDO implement the agreement
Assists the teachers in managing and evaluating the DORP
intervention
Participates in DORP related activities
Works as partners of the class adviser/teachers in monitoring
the SARDO

ROLES OF PERSONS WHO DIRECTLY MANAGE SCHOOL DORP COORDINATOR


DORP STUDENTS Gathers and synthesizes data for the S- DORP plan
Participate in selecting the appropriate DORP intervention Assists the school head and the DORP team in preparing the
with the guidance of the class adviser S-DORP plan
Enter into a DORP agreement Synchronizes the DORP activities
Prepare, implement and assess self- directed learning plans Monitors the implementation of the plan and provides
Fulfill the requirements of the selected intervention feedbacks to implementers
Synthesizes progress reports of class advisers
Prepares and submits school DORP reports to the school head Conduct the Problem-Solving Conference.
of the DORP Council Identify and design the appropriate solution.
Implement the solution
S-DORP COUNCIL Assess the implementation and results of the intervention.
Sets policies and standards on school DORP management Replan
Resolves sensitive DORP-related issues and concerns
Advises the School Head on DORP related matters PHASE III – EVALUATION
Provides oversight information to decision makers in the Results Monitoring
school Are the EASE, OHSP, SII and other interventions able to keep
SARDO in school?
THE SCHOOL DORP IN ACTION Is there improvement in their attendance, class participation,
learning outcomes, etc?
DORP HAS 3 MAJOR PHASES: Is the S-DORP Council functioning as expected?
PHASE I - Planning the division and school DORP. Is the SARDO tracking system at the school and classroom
PHASE II - Implementing the DORP plans. levels producing the expected outcomes?
PHASE III -Evaluating the effect of the program
UN-ENROLLED LEARNERS
PHASE I – PLANNING Strategies to get un-enrolled students go back to formal or
Conducting the Situational Analysis non-formal school:
What is the current dropout rate of the school? Retention rate? Enrolment Advocacy Campaign
completion rate? Achievement rate? House-to-House Enrolment Campaign
Are there serious gap between the desired and actual retention, Referral to ALS
completion and achievement rates?
What are the causes and effects of the gaps? THE EVALUATION OF THE DORP

Designing the Solutions to the Problem Why evaluate the DORP?


A. Situationer To tell us if DORP is effective and efficient in reducing
* Problem Statement drop0Ut rate and increasing retention rate, completion and
* Background/context of the Problem. achievement rates.
B. General and specific objectives
C. Intervention strategies Who should be responsible for the evaluation of the DORP?
D. Implementation and M & E Plans The school head
E. Management Plan The students
F. Sustainability Plan The class or section advisers
The guidance counsellors
Appraising the School DORP Plan The department head
The School DORP plan shall be presented to the stakeholders The DORP Council
for validation and improvement.
What steps are suggested to evaluate DORP?
PHASE II – IMPLEMENTING THE SCHOOL DORP PLAN State clearly the purpose of the evaluation.
State the specific objective, and the evaluation questions.
Start-Up Decide what data to gather to achieve the objectives and
The DORP Council and the School Head review the plan once answer the questions.
more to ensure that the strategies are practical and responsive Plan how to analyze and interpret the results.
to the existing situations and acceptable to the implementers. Select and prepare the data gathering tools.
Orient or train the users of the tools
Plan Execution Gather and analyze data and interpret the results.
The implementers should see to it that the at-risk students are Summarize the findings and discuss them with the interested
properly identified and provided the needed assistance. users.
Formulate the recommendations and assess if they are
Monitor and Evaluate Progress and Implementation acceptable and implementable
The purpose of PME is to track the implementation of the Disseminate and utilize the findings to improve the DORP.
DORP
THE ANNUAL REPORT
Major Activities of Plan Execution: The report on DORP should give answers to 4 questions:
Profile the learner Has the DORP reduced significantly the school dropout rate?
Gather and Update Supporting Data Have the saved at-risk students achieved, at least, the
*Absences and tardiness minimum competency standards?
*Declining academic achievement Has the DORP brought back the un- enrolled pupils and has
*Frequent violation of school rules a referred to ALS?
*Non-participation in class activities Has the DORP contributed to the achievement of SIP
*Non-submission of class requirements objective on improved retention and achievement rates?
Analyze the problem.