Capacity Building of Teacher handling Alternative Delivery Mode

(ADM) classes in Zamboanga City Division

I. Introduction

In line with the study of Rusda Said concerning the Alternative Delivery Mode

(ADM) classes in Mampang Elementary School, the result shows multiple

recommendations to improve and implement in terms of handling Alternative Delivery

Mode (ADM) students. ADM Classes were created due to the number of displaced

pupils cause by conflict, family feud, financial instability, no permanent address, and the

like. The study of Phenomenology of Kinder Teacher handling Alternative delivery mode

(ADM) classes in Talon-Talon District conducted by Rusda Said suggested numerous

improvements to best cater the students. Alternative delivery modes (ADM) are

solutions that may help learners who are not in the regular schools acquire the needed

essential education competencies and life skills (SEAMEO Innotech, 2016).

Based on the study conducted by World bank about the Alternative and Inclusive

Learning in the Philippines last 2016, the Philippines has made remarkable progress in

improving the quality of primary education in recent decades (Rusda Said, 2018). In the

ADM Program, most of the pupils enrolled in this program are age 10 to 15 years old.

Considering that this program is the equivalent of a Kindergarten Program in the K-12,

the teachers are both adopting and enhancing the kindergarten curriculum to fit the

needs of the students. Even so, despite significant improvements in primary and

secondary education, the number of students who drop out of school remains worryingly

high (Futoshi Yamauchi et.al., 2016). More than five million youths have failed to
complete a primary education both in elementary and high school. Alternative Learning

System (ALS) is a second-chance, informal education program operated by the

Department of Education (DepEd) for out-of-school youths and adults (Futoshi

Yamauchi et.al., 2016). Since most of the study conducted to assess the primary and

secondary level, the kindergarten was left behind and failed to give the importance of

this level. Kindergarten is one of the foundations of learning. The door to motivate

learning starts at this level. Mampang Elementary School is caterings children under the

Alternative delivery mode program catering 86 students.

The study conducted by one of the teachers of Mampang Elementary School

reveals the importance of the teachers’ experienced in handling ADM classes creates

significant impacts on the result of the study. The study also displays an avenue to

explore the compendium of activities to cater the students while delivering the classes.

In line to the result of the study, the author of the research decided to create a

policy which will develop the teachers and improve the ADM classes in Zamboanga City

Division. The policy aims to meet the following;

 Assess the needs of every Alternative Delivery Mode (ADM) pupils;

 Build ADM Student Portfolio;

 Create a group of ADM Teachers for Peer Learning and Evaluation;

 Improve Teachers’ skills and Techniques in handling ADM classes; and

 Create a Compendium of Activities for ADM Classes.

 This study anchored from the UNICEF Evaluation of Alternative Delivery Modes:

MISOSA and E-IMPACT conducted last December 2012. This study is also a continuing

topic conducted by the same author with the titled “Phenomenology of Kinder Teacher

handling Alternative delivery mode (ADM) classes in Talon - Talon District”

Poverty is directly linked to the current state of Philippine education. Results of

the 2008 Functional Literacy, Education, and Mass Media Survey (FLEMMS) reveal

12.3 million Filipinos (or 32 percent of the 39 million school-aged population) are not

attending school. Of this number, 24 percent cite the prohibitive cost of education as the

reason for not attending school, 22 percent say they are either working or looking for

work, while 20 percent just lack interest in going to college. Data from the Philippine

Labor Force Survey (PLFS) indicate that boys comprise more than half of the total

number of working children. Their share ranged from a high of 65 percent in 2004 to 63

percent in 2009. 6 out of 10 working children did not attend school.

In April 2010, there were 2.4 million working children in the country (PLFS, 2010).

These children lived in vulnerable households, fragile communities, or conflict or post-

conflict areas. Some were either orphan, affected by HIV/AIDS, or had disabilities. The

increasing percentage of dropouts poses a big challenge to achieving the universal

basic education. Education for All (EFA) Plan 2015 projects that about 312 will leave

school before finishing Grade 6, many during their first grade in school. In poor

provinces and conflict areas, 10 percent of all enrollees are less likely to finish

elementary school (ADB, 2009). In SY 2009-2010, in government elementary schools

alone, around 124,528 dropped out before reaching Grade 5; 64 percent of them were

boys. Although the dropout rate has abated over the past years, it is not declining fast

enough to realize the 2015 target on universal primary education. In SY 2009-2010,

completion rate stood at 64 percent.

Nationwide, the mean percentage scores (MPS) of both Grade 6 elementary

students and second-year high school students in the National Achievement Test (NAT)

in SY 2009-2010 were below the passing MPS of 75 percent (DepEd BEIS, 2010-2011).

The NAT results showed an MPS of 68.01 percent at the elementary level and 45.56

percent at the secondary level. Over time, the continuing unresolved issues of

accessibility, availability, and quality regarding education have resulted in millions of

adults lacking literacy skills. The 2010 EFA Global Monitoring Report states that

between 2000 and 2007, the country witnessed a significant increase in illiterate adults

of over 1.4 million. Population growth, estimated at 2.04 percent annually, has

contributed partly to this increase. Deficient in quality education and lacking in

productive skills, the country’s young people face a less secure future against a highly

competitive global economy (PESA, INTEM for USAID, 2011).

According to the 2010 EFA Global Monitoring Report Reaching the Marginalized,

the global economic downturn has created in many of the world's poorest countries a

lost generation of children whose life chances have been irreparably damaged by a

failure of their nations to uphold their right to education. The report examined the state

of these children who were left behind and looked at concrete solutions to ensure that

no children are excluded from school.

 Recognizing the challenges above, several programs are being made just to

augment the learning needs of the children. Considering that the above issues tackle

more about students in primary and secondary school, how come Mampang Elementary

School is catering these children in the Kindergarten ADM Program? What are the age

groups of these children? What are the reasons why they are enrolled in this program?

II. Statement of the Problem

Based from the result of the study entitled “Phenomenology of Kinder Teacher

handling Alternative delivery mode (ADM) classes in Talon - Talon District” the author

suggests a new policy to improve the skills and knowledge of Teachers handling the

Alternative Delivery Mode (ADM) classes and cater the clienteles with outmost quality of

education.

To improve the quality of teaching and learning of Alternative Delivery Mode

(ADM) classes, the author would like to answer the following problems;

 What are the Challenges towards assessing the needs of the pupil and follow-

up evaluation after the assessment?

 What are the Ways to improve and enhance the Teachings skills and

knowledge appropriate to cater the Alternative Delivery Mode (ADM) student?

 How Peer Learning between Alternative Delivery Mode (ADM) teachers in

dealing with ADM classes develop the teacher handling the ADM Program?
III. Current Policy

A Division Memorandum No. 0531 Series of 2014 pertaining to the Regional

Policy Guidelines on the implementation of Open High School Program (OHSP), the

policy focus on the secondary level under the program of Alternative Delivery Mode.

This policy shapes the program to help the students attend the secondary level of

education and complete the secondary education program. No further study or research

pertaining to the Kindergarten Program in the Philippines.

Based on the study conducted by SEAMEO Innotech, In operationalizing the

OHSP, policies and issuances, such as those pertaining to the curriculum, materials,

student recognition, and others, were circulated from 2005 to 2012. These issuances

include the following: DepEd Order No. 46, s. 2006 which contains guidelines for

student recruitment, curriculum, materials, monitoring of student progress and

assessment of learning; DepEd Order No. 19, s. 2011 which allows the OHSP teaching

staff to avail of vacation credits since teaching in the OHSP is an add-on task; DepEd

Order No. 44, s. 2012 which grants OHSP students a separate honors program; and

DepEd Order No. 53, s. 2011 which aligns OHSP with alternative delivery modes of

instruction in terms of funding and teacher training, and places OHSP among Flexible

Learning Options (FLOs) or ADMs.

In July 2014, the Open High School System was established through the Open

High School System (OHSS) Act or Republic Act 10665. The Act identifies OHSP as a
form of intervention to improve access to education via an open learning modality. It

mandates the DepEd to allocate funds for the program.

IV. Alternative Solution

In this section, the following suggestions were made to cater the needs of the

students in the Alternative Delivery Mode (ADM) Program. Contents like Student

Portfolio, Seminars and Trainings, and ADM Teachers Peer Group were discussed in

this area and expected to be achieved during the starting phase (School Year 2018 –

2019). All schools catering Alternative Delivery Mode (ADM) classes will be expecting to

participate during the starting phase.

A. Student Portfolio

In dealing with ADM students, a student portfolio is needed for follow-up

evaluation to observe the improvements of the student. This will also serve as an

anecdotal note for every development observed from the student. The student portfolio

must have the following;

 Student Information Profile

 Family Status

o Parents – What is the status of the family? Broken? Working abroad?

o Financial – is the family financially stable? What is the source of

income?
 o Home Address – Does the family have their own house? Is it rented?

or squatter?

 Cause of Displacement – what is the reason of displacement of the student?

Or what is the reason why he enrolled in the ADM Program?

 Pupils Report

o Before Schooling – assess the student capacity prior the school year

starts. What are the

o During – record the improvement of the students

o After – Assess the student if he/she will be promoted to a higher level

which is appropriate to his/her age.

 Challenges – Record all the challenges met during the school year like

students have no school supplies, not enough books, lacking of instructional

materials and the like.

B. Seminars and Trainings

Based on the results conducted by the author in her study, the results shows a

need of Trainings and Seminars in handling Alternative Delivery Mode (ADM) classes

since this is a new program and specifically catering displace students which needs

more time, focus, and effort in teaching these students.

The study reveals that most of the teachers are graduates of Bachelor of

Elementary Education and not on Kindergarten Education. Since the Alternative

Delivery Mode (ADM) classes adopted their curriculum from the Kindergarten Program
of K-12, teachers must be well equipped on how to deal with learners in the

Kindergarten phase. Although most of the students are age 10 – 15, but this does not

excuse them from the kindergarten courses since most if not all failed to passed or

didn’t enrolled in Kindergarten Program yet.

The policy suggests that all the teachers who handle the Alternative Delivery

Mode (ADM) Program to undergo seminars and training the same with the Kindergarten

Teachers and enhance their ability to teach kindergarten student but with higher age

group.

The policy suggest to record all the best practices and teachings performance of

every teacher to consolidate the best practice and create a Compendium of Activities

which suits to the Alternative Delivery Mode (ADM) pupils. The said Compendium of

Activities will filled and subject for improvement by the body. A group of Teachers will

serve as the body to assess, evaluate, and collect the required data during the starting

phase.

C. Teachers’ Body

This policy allows creating a Teachers’ Body to facilitate the initiation of the

Policy during the preliminary phase. The teachers will serve as the governing body to

facilitate the program in their specific district. The governing body includes the following;

 District Coordinator

 School Coordinator
  Members (Teachers)

The above positions are expected to work hand-in-hand to improve the

Alternative Delivery Mode (ADM) Program of the District. The member of the body will

work together with the Division Alternative Delivery Mode Program Supervisor and with

other ADM Teachers of different districts.

V. Policy Recommendations, Feasibility & Implementation Strategies

Throughout the study, the author recommends to initiate the Capacity Building of

the Teachers handling the Alternative Delivery Mode Program in every school. This is

very crucial to improve the teaching capacity and knowledge of the Teacher in handling

special case students from different conflict backgrounds, with different needs, and with

different family cases.

The researcher suggests the Capacity Building of Teachers handling the

Alternative Delivery Mode Program and may focus but not limited to the three core

needs;

 Student Portfolio (Profiling)

 Seminars and Trainings

 ADM Teachers Peer Group (Organization)

The above core needs as suggested by the author are not limited to the topics,

as what the result show in the previous study; these three core needs were highlighted
in the recommendation of the study. The three core needs were discussed in the

previous chapter as to what the contents of the core needs.

VI. Conclusion

Building a policy to enhance the capacity of the teachers handling the alternative

delivery mode program most especially for kindergarten enrollees are very crucial since

this is the grassroots of knowledge and the basic foundation of information are built

during this level.

The policy suggested by this study will try to improve the Basic Knowledge and

enhance the skills of the Teachers handling the Alternative Delivery Mode (ADM)

Program in Zamboanga City Division. Through the suggested recommendation, the

Educational Administrator of Zamboanga City Division may focus on three (3) core

policies that will enhance the capacity of the teachers in handling the Alternative

Delivery Mode (ADM) Program in Zamboanga City Division. These three policies are

focus on the following;

 Student Portfolio – which enable to record the performance of the students;

 Seminars and Trainings – which will enhance and develop the skills of the

teacher handling Alternative Delivery Mode (ADM) Program; and

 ADM Teachers Peer Group – this is composing of teachers with or without

experience in Alternative Delivery Mode Program and may share their

knowledge and have a monthly peer group discussion about the program.
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