LOCALIZING POVERTY REDUCTION STRATEGIES AND

TARGETS

THE ALTERNATIVE DELIVERY MODEL (ADM) IN EDUCATION FOR OUT OF

SCHOOL CHILDREN

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

Outline of Presentation

• ARMM Context

- Basic Indicators

- Key Development Challenges• Alternative Delivery Model In Education

- Rationale

- Key Features

- Challenges

- Lessons Learned

POOREST PROVINCES, 2012

1. Lanao del Sur2. Maguindanao3. Zamboanga del Norte4. Saranggani5. North Cotabato6. Bukidnon7. Lanao del Norte8. Camiguin9. Sultan Kudarat10. Sulu

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

Percentage of OSC population as against the regional 6-11 age population

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)

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 • -

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%)

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)

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.

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

BRAC Learning Centers

Floating Learning Centers for Badjaos and Sama tribes

Target Communities

• Barangays without a school or with access issues

• Large number of children not attending school

• Supportive community• Marginalized children • Endorsed by Deped

Learners

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.

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

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.

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

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

Total no. of Elem. Learning Centers399

BRAC/ADM Schools in Tawitawi

Challenges

• Conflict, security and safety• Geographic constraints• Teacher qualifications and competency• DepEd support • Sustainability of ADM

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

shukran