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BEAM-ARMM

Alternative Delivery Modality (ADM) Project

Introduction
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

Component 1 on Curriculum, Materials and Assessment Development


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

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. Pre-service and in-service training for Learning Facilitators. Developing and implementing the system for teacher supervision and support. 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. Conduct the classes for a total of 1,580 pre-schools and 298 elementary schools. Organization and conduct of CLC Management Committee and Parents Forum

CLC Learning Facilitators

Classroom management

CLC Class Operations

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. 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, monitoring, training management, supply procurement and distribution, etc. Organizing and managing the conduct of 7-day In-Bangladesh senior resource group training for senior leaders of DepEd in other regions. Trainers Training Organize and manage a 15-day Training of Trainers in Bangladesh for the core trainers. 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. Specialized Training Knowledge Sharing Develop and undertake specialized trainings for teachers and supervisors on the BEAM CLC specifically on pedagogy, student assessment, curriculum supervision, etc. Orientation series for stakeholders Strengthening institutional mechanisms for increasing participation of civil societies and private sector in influencing education policies and reforms. Organizing learning fora, publication of good practices, lessons learned, promotion of community of practice. Organizing provincial advisory groups, CLC management committees and parents forum.

Component 4: Project Management, 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. Unit Developing and implementing the project operations systems and procedures, 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, tools and procedures including the development and implementation of student tracking 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, DepEd, NGOs and other agencies. BRAC-Philippines Conduct of consultative workshops and discussions at DepEd national and other proposed regions. Organizing research and studies to support the planning for other regions Developing the project design.

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

Local Partner NGOs


Technical capacity Organizational knowledge and experience managing similar education model. Capacity to support project implementation, i.e. daily operations requirement, site monitoring, project evaluation support. Sufficiency of resources and sound financial practice; dedicated to the principles of transparency, efficiency and accountability

Financial capacity

Acceptability Track record, reputation and acceptability to stakeholders. Commitment Demonstrate capacity to work in conflict situation/fragile environment, complete the project and ability to add value to it.

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, Maguindanao and TawiTawi) and in the first year of operation to cover 300 preschool and 100 elementary cohorts. Expansion to other regions Initially ARMM, but BRAC is open to explore with DepEd CO expansion to other regions in the country.

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 communitys 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

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

The Learning Facilitatorsa


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

Support Mechanisms
Support Mechanisms 1. Project Organizer to provide academic or instructional supervision and mentoring to the LFs. 2. CLC Management Committee- socially committed individuals, community leaders and parents that manages and ensures operations of learning center e.g ensures
attendance of LF and pupils

3. Parents Forum - monthly consultative forum aims to look at the progress of child development e.g significant improvements and need for back home support

Physical Set-Up
A school to be with homey ambiance, secured environment As much as possible with facilities such as potable water supply, hand-washing and toilet accessible to children. A minimum of 318 square feet is required for children to sit comfortably and for teachers to move around. Floor will be covered by local mats. 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 black board and some other wall journals in the wall of the classroom. A trunk for storing teaching learning stuff and necessities.

Curriculum, Pedagogy, Assessment and Support Materials

General Considerations
Area Curriculum Fundamental question Dilemma Consideration Learners backgrounds (individual and cohort) should underpin the content of the lesson plan. What should be taught by the Learning Facilitator?What is taught is not necessarily what is learned. 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. how to teach.

What is being used is What support learning best not necessarily should be a consideration in supportive of learning. determining teaching materials.

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.

Comparison
Element BRAC Model Philippine Model BEAM-ARMM ADM Flexible school year, weeks and daily contact hours. School Year Preschool is offered for 12 Across all levels, the months. 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, 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 6.33 hours in Grade 6

ADM Curriculum
Consistent with the national kindergarten and Basic Education curricula and will meet the minimum 180 teaching-learning days per annum. 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; and underpin by assessment for learning Attuned to the ARMM Context defined by its socio-cultural, economic, political and religious dynamics

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

BRAC MatDev Considerations


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

BRAC MatDev Matrix

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. These materials also address cross-cutting advocacy on gender, disability and social inclusion.

3 Kinds of Educational Materials


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

BRAC Assessment Principles


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

BRAC Assessment in Practice


A section of teacher training is devoted to formative assessment and its importance in learning. 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. 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 asks questions to the students and calls them to the blackboard or asks to write answers to specific questions on their copy books. The students also ask questions dividing them in groups, which is fun to the students but a good teaching and assessment tool for the teacher. At the end of each lesson, the teacher takes test of the students in an informal way. This is done unnoticed. In doing this, the teacher may take oral or written test or both.

ADM Capacity Building

In-Bangladesh Training Programs


Bangladesh Core Resource Group 30-day (PMU senior managers, Managing NGO) 7-day (DepEd senior managers) Core Training Content (7 days) General orientation on the BRAC system, BRAC education program, immersion to pre-primary and primary schools, general administration, monitoring and evaluation system (23 days) PMU senior managers and Managing NGO to have longer immersion and placement in regional offices; to include the standard BRAC 12-day Training on Management and Development.

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, materials and assessment. 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, materials, 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. Immersion into the CDU and TRC planning, implementation and monitoring of training programs To develop a capacity building workplan and implement project training program for new project organizers and learning facilitators.

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; BRAC pedagogy (teaching-learning processes) and classroom management, required competencies, materials and assessment practices for preschool education. Assists the preschool learning facilitators in preparing the class, development of additional classroom devices, practice teaching-learning delivery process, and review competencies, learning contents and assessment practices.

1-day monthly refresher for Together with the Project Organizer, 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, i.e. learning styles, special child, slow/fast learners, and how to respond to these emergent situations. Assist the preschool learning facilitators in reviewing competencies, preparing learning contents, appropriate teaching-learning materials and assessment practices for the coming month.

12-day Basic Training for Elementary Learning Facilitators 4-day orientation for Elementary Learning Facilitators (before school opening Year 1)

Child psychology and development; BRAC pedagogy (teaching-learning processes) and classroom management, required competencies, materials and assessment practices for elementary education. Assists the preschool learning facilitators in preparing the class, development of additional classroom devices, practice teaching-learning delivery process, and review competencies, learning contents and assessment practices.

In-Philippines Training Programs


Philippines Core Training Content 5-day orientation for Assist elementary learning facilitators in reviewing competencies, preparing learning contents, Elementary Learning appropriate pedagogies, teaching-learning materials and assessment practices for the coming Facilitators (before grade Grades 2 and 3. 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. Facilitators (before grade change from grades 4 to Assist elementary learning facilitators in reviewing competencies, learning expectations, preparing learning contents, appropriate pedagogies, teaching-learning materials, and 5) assessment practices for Grades 4 to 6. 12-day orientation for Elementary Learning Facilitators (before grade change from grades 5 to 6) 1-2 day monthly Together with the Project Organizer, 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. (grades 1 to 3) Also identifies peculiar classroom situations, i.e. learning styles, special child, slow/fast 3-4 day monthly learners, and how to respond to these emergent situations. refresher for Elementary Learning Facilitators Assist the preschool learning facilitators in reviewing competencies, preparing learning (grades 4 to 6) contents and assessment practices for the coming month.

In-Philippines Training Programs


Philippines 11-day Foundation Training for Project Organizers, Project Coordinators and PMU Staff Core Training Content Child psychology and development, teaching-learning process, competencies, materials and assessment practices appropriate for preschool and elementary levels. Understand the intricacies and expected support to school operations, how to be supportive during curriculum supervision activities.

8-day Training of TrainersPrepares local practitioners to take leadership in both content and management of training for Project Organizers programs. and Project Coordinators 11-day Pedagogy More detailed appreciation of the BRAC education philosophy, pedagogical principles and Management Course I for strategies, and their connection to other aspects of classroom management system. Project Organizers Develop capacity of program organizers towards formative style curriculum supervision, more 11-day Pedagogy developmental in approach and interaction with learning facilitators. 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. 11-day Operations More detailed appreciation of the management philosophy and practices underpinning the Management Course for BRAC field operations network, and to develop capacity of project coordinators to implement a Project Coordinators collegial, supportive and quality-driven monitoring and evaluation system. 12-day Management and More detailed appreciation of the projects philosophy, systems (quality, accountability, etc.) , Development Training for processes, and other standards. PMU Staff

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. 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. 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, materials and assessment practices. and NGO partners 7-day Training on BRAC More detailed appreciation of the BRAC philosophy and standards on curriculum supervision, CS and M&E practice for monitoring and evaluation. DepEd and NGO partners 12-day Management and Improving and enhancing capacity of DepEd and NGO partners to plan, manage, finance and Development Training for supervise an alternative delivery modality. DepEd and NGO partners Training of Trainers (Other regions) Orientation on the overall BRAC education program and its capacity building program. Immersion into BEAM-ARMM ADM planning, implementation and monitoring of training programs To develop a capacity building workplan and implement project training program for new project organizers and learning facilitators.

Curriculum Supervision, Monitoring & Evaluation Plan

BRAC Supervision and Monitoring Practice


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

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. Project Officer Support the LF in implementing theWeekly (Once a curriculum, using pedagogy and applyingweek for every assessment practices. 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)

Monitoring and Evaluation


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

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