Alternative Delivery Modality (ADM) Project

• The BEAM-ARMM ADM Project is Component 4 of the BEAM-ARMM Program • Builds upon the highly successful BRAC Education model in Bangladesh and other countries. • Design developed through consultations with different stakeholders, review of relevant secondary documents, key informant survey and expert opinion on statistical data • The Project targets OSCs (4 and 12 years old) through a second chance elementary and pre-school services

Basic Issues
• Lowest education performance in both elementary and secondary levels • Large number of OSC, and still growing • Large number of communities without schools • Gross underinvestment in basic education • Poverty, conflict, and insufficient service delivery

Project Goal and Purpose
• Project Goal: Improved access to and quality of basic education thereby contributing to the over-all improvement of basic education performance in ARMM • Project Purpose: To provide opportunity for Out of School Children (OSC) in selected communities in ARMM acquire pre-school and elementary education through the BRAC-like alternative delivery model (ADM).

Strategic Objectives • Increased access. participation and completion rates in basic education • Improved learning achievements in elementary education • Engaged communities in basic education delivery through an alternative delivery model • Capacitated DepEd-ARMM and NGO Partners in basic education delivery through an alternative delivery model .

Strategies and Components .

Reviewing DepEd’s new pre-school curriculum. Assessment Developing a portfolio of assessment tools and strategies to measure student learning based on the core competencies of DepEd’s BEC. Materials Development Curriculum experts shall identify and develop appropriate instructional materials for the use of pupils and Learning Facilitators in both the BEAM pre-school and elementary learning centers. Production and procurement of the school supplies and instructional materials for both the BEAM preschool and elementary learning centers. Mapping the delivery of 6-year BEC curriculum in 5 years through a budget of work. and preparing an instructional plan for delivering the curriculum. Curriculum experts will undergo immersion in BRAC in Bangladesh as they review and BEC curriculum and develop the instructional plan and instructional materials. Developing a plan for the procurement and delivery of instructional materials and supplies for the operations of BEAM CLCs. and preparing an instructional plan using the BRAC approach. . determining the core learning competencies. Materials and Assessment Development Output Curriculum Development Key Activities Review of BEC elementary curriculum. Developing and implementing a plan to facilitate the administration of RAMSE and NAT for the BEAM CLC pupils.Component 1 on Curriculum. determining the core learning competences.

Conduct the classes for a total of 1. Organization and conduct of CLC Management Committee and Parents’ Forum CLC Learning Facilitators Classroom management CLC Class Operations . Developing and implementing the system for teacher supervision and support.580 pre-schools and 298 elementary schools. Pre-service and in-service training for Learning Facilitators.Component 2: Community Learning Center Operations Output Community Organizing Key Activities Identifying the barangays for the establishment of CLCs considering the following: •Barangays without schools •Number of OSCs •Distance to public schools •Security and risks Organizing the Parents CLC Management Committee Recruiting and profiling the learners Identification and recruitment of Learning Facilitators for both pre-school and elementary level CLCs. Developing the specifications and procedures for the establishment of classrooms Organizing and mobilizing the community to identify and establish classroom Procurement of schools supplies and materials Setting up the classroom for the CLC classes Maintenance and repairs of classrooms Developing the school calendar for the phased implementation of the pre-school and elementary curriculum.

Trainers Training Organize and manage a 15-day Training of Trainers in Bangladesh for the core trainers. Organizing learning fora. monitoring. Organizing and managing the conduct of 7-day In-Bangladesh senior resource group training for senior leaders of DepEd in other regions. . etc. Specialized Training Knowledge Sharing Develop and undertake specialized trainings for teachers and supervisors on the BEAM CLC specifically on pedagogy. publication of good practices. Conduct a 7-day In-Philippines training of trainers for Project Coordinators and Program Organizers. Organize and manage a 15-day Training of Trainers (in Philippines) for the other regions. Orientation series for stakeholders Strengthening institutional mechanisms for increasing participation of civil societies and private sector in influencing education policies and reforms. student assessment. Conduct of 30-day training in Bangladesh for the core technical group and senior staff of the Project Management Unit on the operation and management of BRAC schools specifically on supervision. CLC management committees and parents’ forum. curriculum supervision. supply procurement and distribution.Component 3: Capacity Building Output Management Training Key Activities Organizing and managing the conduct of 7-day In-Bangladesh senior resource group training for senior leaders of DepEd-ARMM and selected NGO partners on the BRAC education. lessons learned. promotion of community of practice. etc. training management. Organizing provincial advisory groups.

Organizing research and studies to support the planning for other regions Developing the project design. NGOs and other agencies. tools and procedures including the development and implementation of student tracking system. BRAC-Philippines Conduct of consultative workshops and discussions at DepEd national and other proposed regions. DepEd. . Unit Developing and implementing the project operations systems and procedures. Monitoring and Evaluation Output Project Management Operations Key Activities Recruitment and induction of staff for the PMU in Cotabato City and Field office in each province.Component 4: Project Management. specifically: •Administration and finance •Security •Communications •Procurement and supplies •M & E system •IT and data base Managing the contracts of Partner NGOs Monitoring Evaluation andDeveloping the MIS/M&E system. Training Managing and Partner NGOs on M&E Managing the conduct of RAMSE and coordinating the conduct of NAT for BEAM CLC completers Policy Coordination andOrganizing the Project Steering Committee and supporting its quarterly meetings. Conduct of periodic dialogues and consultations with other BEAM-ARMM implementing partners.

ADM Project Implementation .

Management Modality • BRAC will directly manage and be responsible for project implementation and internal evaluation. • Complement of local partner NGOs spread across the provincial areas • Another NGO to support the PMU operations .

Capacity to support project implementation. Sufficiency of resources and sound financial practice. efficiency and accountability Financial capacity Acceptability Track record. complete the project and ability to add value to it. . i. site monitoring.Local Partner NGOs Technical capacity Organizational knowledge and experience managing similar education model. project evaluation support. dedicated to the principles of transparency.e. reputation and acceptability to stakeholders. Commitment Demonstrate capacity to work in conflict situation/fragile environment. daily operations requirement.

.Overall Implementation Strategy • Targeted beneficiaries – 5 to 9 years old out of school learners in school-less barangays • Scale up – Gradual geographical coverage (initially Lanao del Sur. • Expansion to other regions – Initially ARMM. but BRAC is open to explore with DepEd CO expansion to other regions in the country. Maguindanao and TawiTawi) and in the first year of operation to cover 300 preschool and 100 elementary cohorts.

Overall Project Organizational Structure Project Management Unit (PMU) Provincial Field Offices .

Project Structure at the Local Level 1:5 Ratio of PO to LF .

The Community Learning Center .

Community Selection The decision to establish a CLC in a community will depend on: •The number of target age group children and where most of these children resides •The community’s motivation to support alternative delivery •Availability of local learning facilitator •Existing facility that can be refurbished for this purpose •Peace and order situation •Existence of similar education services .

If majority are 6-10 years old offer Grade 1. Average class size • Preschool (30 learners) • Elementary (30 learners) . if majority are 5 years old offer preschool.Learners’ Selection Age requirement • 5 years old for preschool • 6 to 10 years old for elementary cohort Grade offering • Determination of age profile.

assess performance and manage the CLC. POs are responsible for the LFs under their jurisdiction. the whole project structure has been organized to support the teaching-learning interaction. • Essentially. organize the class. . • Meet with parents and the community on a regular basis.The Learning Facilitatorsa • Critical actors in the teaching-learning continuum as they directly relate with the learners. facilitate learning.

socially committed individuals. Parents’ Forum .Support Mechanisms Support Mechanisms 1.g significant improvements and need for back home support . CLC Management Committee.monthly consultative forum aims to look at the progress of child development e. Project Organizer – to provide academic or instructional supervision and mentoring to the LFs.g ensures attendance of LF and pupils 3. community leaders and parents that manages and ensures operations of learning center e. 2.

secured environment As much as possible with facilities such as potable water supply. Floor will be covered by local mats.Physical Set-Up • • • A school to be with homey ambiance. A black board and some other wall journals in the wall of the classroom. A minimum of 318 square feet is required for children to sit comfortably and for teachers to move around. CLC will have one entrance with door and another exit for emergency purposes and several windows so that sufficient air and light could enter. • • . A trunk for storing teaching learning stuff and necessities. hand-washing and toilet accessible to children.

Curriculum. Assessment and Support Materials . Pedagogy.

What is being used is What support learning best not necessarily should be a consideration in supportive of learning. . determining teaching materials.General Considerations Area Curriculum Fundamental question Dilemma Consideration Learner’s backgrounds (individual and cohort) should underpin the content of the lesson plan. Assessment How should the Learning Facilitator assess learning? How it is assessed is Learning Facilitator should not necessarily how it consider that the learners’ is demonstrated. expression of what they have How should the preschoolers and elementary learned may vary according to pupils demonstrate learning? their individual learning style and age development. how to teach. What should be learned by preschoolers and elementary pupils? How should the Learning Facilitator promote learning? How should the preschoolers and elementary pupils learned? Materials What materials to use in teaching? What materials support learning? Pedagogy How it is taught is not Learning styles should be a necessarily how it is consideration in determining learned. What should be taught by the Learning Facilitator?What is taught is not necessarily what is learned.

weeks and daily contact hours.33 hours in Grade 6 . The annual school year is a 10school year starts with 9 mnoth period from months in Grade 1 to 11 June to March months in Grade 5 School WeekClasses are conducted for Classes are held from six days in a week.Comparison Element BRAC Model Philippine Model BEAM-ARMM ADM Flexible school year. School Year Preschool is offered for 12 Across all levels. the months. from Monday to Friday Saturday to Thursday Daily contact Daily contact period range Daily contact period hours from 3 hours in Grade 1 to range from 5.33 hours 4 hours in Grade 5 in Grade 1 to 6.

economic. Builds on and packaged according to the BRAC School curriculum development experience Gives more value to “how to learn” in an integrated manner in a homey environment and challenging them appropriately.ADM Curriculum • Consistent with the national kindergarten and Basic Education curricula and will meet the minimum 180 teaching-learning days per annum. and underpin by “assessment for learning” Attuned to the ARMM Context defined by its socio-cultural. political and religious dynamics • • • .

prior knowledge) in making sense of new situations or present experiences.e. i.e. • Use these materials for inquiry and transformation. • Incorporate authentic or real-life situation. known to unknown). . presented thematically and in progression (from easy to difficult.Materials Development • Beyond the traditional teacher-student relationship. student-student and student-material interactions. past experience. • They are also a way of praising good practice (behavioral changes) and in communicating higher expectations. materials are to be designed to recognize additional dimension of classroom interaction. building on prior learning (i.

•Drafting workshops with practitioners and experts. aided by timely research and evaluation activities. •Field testing and several layers of review and critiquing. gradually evolved a system of its own: •Problem analysis to reveal needs of target students and emergent policy and operational directions. with technical inputs from internal and external experts. •Utilization comes with a feedback mechanism to determine how it works before large scale production of these materials.BRAC MatDev Considerations A problem-solving approach over a period of more than two decades. •Research on new directions in content presentation and packaging of learning activities. . •Review of curriculum content and assessment expectations.

BRAC MatDev Matrix .

disability and social inclusion. • These materials also address cross-cutting advocacy on gender.Features of Educational Materials • • • • They are written in simple language Use motivational illustrations Examples are linked to learners’ life-experiences Adequate activities provided and content transition is progressive. .

. sticks. Instructional materials include teacher’s guidebook and video. Learning materials come in the form of primer. 3. In the final two years of schooling. BRAC students use government textbooks in preparation for the government examination and transition to high school. 2. posters.3 Kinds of Educational Materials 1. Supplementary materials include big and small story books. workbook and textbook. clocks and maps. cards.

building on what the students already learned (prior knowledge). . to accomplish mastery. • Teachers are engaged in continuous and formative assessment. assessment tasks and procedures are consistent with the corresponding sets of performance for particular learning period and overall expectations.BRAC Assessment Principles • BRAC schools shun the conventional grading and honors system in mainstream schools in favor of “assessment for learning” theory. • The purpose of formative assessment is to give learners feedback and to improve teaching-learning practices. identifying ways to improve and build on this prior knowledge to learn new ones and proposing challenges lessons and activities to expand learning. • Reliable and timely assessments are done in multiple ways ensuring adequate time to explore and.

This is done unnoticed. • At the end of each lesson. . • There is no provision of annual examination in BRAC model because this motivates both students and teachers to be exam centric (and rote memorization) rather than learning centric. the teacher may take oral or written test or both. In the classroom • The teacher observes activities of each of the students to see whether each of them participate and engage in classroom activities. the teacher takes test of the students in an informal way. In doing this.BRAC Assessment in Practice • A section of teacher training is devoted to formative assessment and its importance in learning. which is fun to the students but a good teaching and assessment tool for the teacher. The students also ask questions dividing them in groups. The teacher asks questions to the students’ and calls them to the blackboard or asks to write answers to specific questions on their copy books.

ADM Capacity Building .

assessment and supervision practice for BEAM CLCs 15-day Training of trainers •Project Organizers (10) •Trainers from DepEd/NGO (6) Orientation on the overall BRAC education program and its capacity building program. Appreciation of the BRAC curriculum supervision and monitoring practice and immersion into model pre-primary and primary schools. training resource centres and field offices To develop a workplan to develop the curriculum.In-Bangladesh Training Programs Bangladesh Core Resource Group •30-day (PMU senior managers. immersion to pre-primary and primary schools. monitoring and evaluation system (23 days) PMU senior managers and Managing NGO to have longer immersion and placement in regional offices. BRAC education program. 30-day Training for Core Technical Group Orientation on the BRAC education program •Curriculum Experts/developers (4) •Trainers from DepEd (6) •Project Organizers (6) •PMU Project Officers (5) Specialized training/workshop on development of curriculum. general administration. Managing NGO) •7-day (DepEd senior managers) Core Training Content (7 days) General orientation on the BRAC system. Immersion into the CDU and TRC planning. . to include the standard BRAC 12-day Training on Management and Development. materials. materials and assessment. implementation and monitoring of training programs To develop a capacity building workplan and implement project training program for new project organizers and learning facilitators.

Assists the preschool learning facilitators in preparing the class. and review competencies. development of additional classroom devices. learning contents and assessment practices. materials and assessment practices for preschool education. learning contents and assessment practices. required competencies. materials and assessment practices for elementary education. BRAC pedagogy (teaching-learning processes) and classroom management. 1-day monthly refresher for Together with the Project Organizer.e. . and how to respond to these emergent situations. 12-day Basic Training for Elementary Learning Facilitators 4-day orientation for Elementary Learning Facilitators (before school opening – Year 1) Child psychology and development. practice teaching-learning delivery process. learning styles. development of additional classroom devices. BRAC pedagogy (teaching-learning processes) and classroom management. and review competencies. slow/fast learners.In-Philippines Training Programs Philippines 6-day Basic Training for Preschool Learning Facilitators 2-day Orientation for Preschool Learning Facilitators (before school opening) Core Training Content Child psychology and development. required competencies. special child. appropriate teaching-learning materials and assessment practices for the coming month. practice teaching-learning delivery process. Assists the preschool learning facilitators in preparing the class. review previous month performance looking at strengths and Preschool Learning weaknesses and explore ways to improve and enhance classroom management and teaching capacities. Facilitators Also identifies peculiar classroom situations. preparing learning contents. Assist the preschool learning facilitators in reviewing competencies. i.

preparing learning contents. Elementary Learning appropriate pedagogies. teaching-learning materials. learning styles. refresher for Elementary Learning Facilitators Assist the preschool learning facilitators in reviewing competencies. (grades 1 to 3) Also identifies peculiar classroom situations. i. and 5) assessment practices for Grades 4 to 6. learning expectations. change from grades 2 to 3) 12-day orientation for Review previous years’ performance looking at strengths and weaknesses and explore ways Elementary Learning to improve and enhance classroom management and teaching capacities. review previous month performance looking at strengths refresher for Elementary and weaknesses and explore ways to improve and enhance classroom management and Learning Facilitators teaching capacities.e. and how to respond to these emergent situations.In-Philippines Training Programs Philippines Core Training Content 5-day orientation for Assist elementary learning facilitators in reviewing competencies. Facilitators (before grade change from grades 4 to Assist elementary learning facilitators in reviewing competencies. preparing learning (grades 4 to 6) contents and assessment practices for the coming month. slow/fast 3-4 day monthly learners. preparing learning contents. teaching-learning materials and assessment practices for the coming Facilitators (before grade Grades 2 and 3. special child. appropriate pedagogies. 12-day orientation for Elementary Learning Facilitators (before grade change from grades 5 to 6) 1-2 day monthly Together with the Project Organizer. .

12-day Management and More detailed appreciation of the project’s philosophy. etc. Project Organizers Develop capacity of program organizers towards formative style curriculum supervision. and other standards. competencies. Development Training for processes. systems (quality. 11-day Operations More detailed appreciation of the management philosophy and practices underpinning the Management Course for BRAC field operations network. materials and assessment practices appropriate for preschool and elementary levels. accountability. more 11-day Pedagogy developmental in approach and interaction with learning facilitators. supportive and quality-driven monitoring and evaluation system. Project Coordinators and PMU Staff Core Training Content Child psychology and development.) . 8-day Training of TrainersPrepares local practitioners to take leadership in both content and management of training for Project Organizers programs. and to develop capacity of project coordinators to implement a Project Coordinators collegial. Management Course III Develop mentoring capacity in order to support the demands for quality teaching-learning for Project Organizers interaction and the achievement of positive learning outcomes. Understand the intricacies and expected support to school operations. and their connection to other aspects of classroom management system. teaching-learning process. how to be supportive during curriculum supervision activities. pedagogical principles and Management Course I for strategies. and Project Coordinators 11-day Pedagogy More detailed appreciation of the BRAC education philosophy. PMU Staff .In-Philippines Training Programs Philippines 11-day Foundation Training for Project Organizers.

materials and assessment practices. for DepEd and NGO Clarification of DepEd and NGO partners’ roles in the project implementation and how they can partners position themselves in a post-project scenario to take on a complementary role. . DepEd and NGO partners 12-day Management and Improving and enhancing capacity of DepEd and NGO partners to plan. finance and Development Training for supervise an alternative delivery modality. CS and M&E practice for monitoring and evaluation. 7-day Training on BRAC More detailed appreciation of the BRAC education philosophy and standards on the development CMA practice for DepEd of the curriculum. DepEd and NGO partners Training of Trainers (Other regions) Orientation on the overall BRAC education program and its capacity building program.In-Philippines Training Programs Philippines Core Training Content 1-day General orientation Overview and key aspects of the BRAC school model and how it is replicated in the BEAM CLC. and NGO partners 7-day Training on BRAC More detailed appreciation of the BRAC philosophy and standards on curriculum supervision. implementation and monitoring of training programs To develop a capacity building workplan and implement project training program for new project organizers and learning facilitators. manage. Immersion into BEAM-ARMM ADM planning.

Curriculum Supervision. Monitoring & Evaluation Plan .

Both academic and administrative supervision are provided by the POs. S/he praises the LF for good works. solves problems and provides necessary advice. . indicates mistakes. • It is done by the Programme Organizers (PO) as their daily routine activity.BRAC Supervision and Monitoring Practice • Supervision of learning centres is one of the important components in BRAC model. • The PO discusses every aspect of his/her observation with the LF.

CLC) Independent research and evaluationMonthly activities as directed by M&E Officer (Random) and provision ofMonthly (Random) Community Provincial Project Monitors Project Coordinator Facility inspection materials Regional PMU Staff Information for project policy formulationQuarterly and activity development (Random) . using pedagogy and applyingweek for every assessment practices. Project Officer Support the LF in implementing theWeekly (Once a curriculum.Curriculum Supervision Level Learning Center In-charge Nature Frequency Learning Facilitator Improvement teaching and learningDaily interaction. Identify and assist slow learners and those with special needs.

Management information system.e. baseline data at the community.Monitoring and Evaluation Linked to the larger BEAM-ARMM Program M&E Framework •(Internal Mechanism) – I. . provincial and regional levels. school. Annual review. Monthly and annual reports.e. including student tracking system. Independent midterm and final reviews and impact evaluation. •(External Mechanism) – I.

Research Activities • Baseline household survey • A closer look into monthly refreshers training • A study on community participation in project implementation • An exploration of classroom teaching-learning • Learning achievement of the pre-school learners • Mid-term project review .

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