admin - LCC DepEd

2015 LCC Conference

October 6, 2017October 9, 2017 by admin

CALENDAR

“Whew! Heavy rains poured just when I got off the taxi back home from the meeting of the Literacy Coordinating Council at the DILG-NAPOLCOM building.

The DILG is co-chair of LCC. The chair is DepEd, represented by Usec Dina Ocampo, who announced that it was her last meeting as LCC chair, since UP has asked her to return from her 4-year secondment to DepEd.

It was an Ave atque Vale meeting, since we also welcomed the incoming chief of the LCC secretariat, Enrico Mendoza…”

– Edicio Dela Torre 06/27/2017

Day	Time	Activity	Speakers/In-Charge	Session Chair/Moderator	Rapporteur
Day 1	7:00 am – 10:00 am	Registration of Participants	LCC Secretariat
Sept. 30, 2015
Wednesday	10:00 – 10:30	Coffee Break

	10:30 – 12:00	Opening Program		Ms. Anna Liza F. Bonagua	Ms. Aurea Jean A. Abad
				Director	Freelance Writer and
		Entrance of Colors	C/o Department of	Bureau of Local Government	Editorial Consultant
		National Anthem	Education (DepEd)	Development (BLGD)
		Interfaith Prayer	Cebu City	Department of the Interior
				and Local Government (DILG)
		Welcome Message	Hon. Michael L. Rama
			Mayor, Cebu City

		Opening Remarks	Dr. Dina S. Ocampo
		Rationale	Undersecretary DepEd
		Conference Orientation	Chairperson, LCC
		and Introduction of
		Participants

		Introduction of Keynote	Ms. Ma. Josefina R. Ricafort
		Speaker	Committee Secretary
			Committee on Basic
			Education, Culture and Arts
			House of Representatives

		Keynote Address	Dr. Malcom S. Garma
			Regional Director
			Region IX
			DepEd, Pagadian City

	12:00 – 1:30 pm	Lunch

	1:30 – 3:00	Plenary Session I: Digital	Dr. Emmanuel C. Lallana	Mr. Addie T. Unsi	Ms. Junette Gonzales
		Literacy	Chief Executive	National Coordinator	Technical Assistant
			Ideacorp Incorporated	Education Network (E-Net)	Office of the Undersecretary
					for Programs and Projects
			Dr. Aurelio P. Vilbar		DepEd
			Associate Professor
			University of the Philippines
			Cebu City

		Open Forum

	3:00 – 3:30	Coffee Break

	3:30 – 500	Parallel Session I: Digital	Atty. Dennis Bernard Acorda	Ms. Susan M. Carandang	Ms. Teresita D. Tetangco
		Literacy	City Administrator	Supervising Economic	Municipal Information Officer
			Pasay City	Development Specialist	and Municipal Environment
				Education and Skills Division	and Natural Resources
				National Economic and	Officer
				Development Authority	Office of the Mayor
				(NEDA)	Pulilan, Bulacan

		Parallel Session II: Digital	Mr. Rodolfo de Mesa	Dr. Emelyn Q. Libunao	Mr. Zaldy I. Masangkay
		Literacy	Municipal Administrator	Staff Director	Division Chief
			Balanga City	Program Management	Policy Studies and
				Division (PMD)	Development Division
				Philippine Information Agency	BLGD-DILG
				(PIA)

		Parallel Session III: Digital	Ms. Agnes B. Rosales	Mr. Addie Unsi	Ms. Junette Gonzales
		Literacy	Community and Social
			Development Department
			Manager
				CFC Minerals Corporation

Day 2	8:30 – 10:00 am	Plenary Session II: Media	Ms. Ann Lourdes C. Lopez	Atty. Lilia S. Garcia	Mr. Zaldy I. Masangkay
Oct. 1, 2015		Literacy	Director	Professor, PNU
Thursday			Research and Consultancy
			Asian Institute of Journalism
			and Communication (AIJC)

		Open Forum

	10:00 – 10:30	Coffee Break

	10:30 – 12:00	Plenary Session III: Socio-	Dr. Maria Serena I. Diokno	Prof. Celia M. Ilanan	Ms. Marina A. Ariola
		Cultural Literacy	Chairperson	Professor and Head	Administrator
			National Historical	Alumni Relations and Services	Sinag Coomunity Center
			Commission of the Philippines	Philippine Normal University	Non-Government Organization
				(PNU)	(NGO)
			Hon. Allan L. Rellon, DPA
			Mayor, Tagum City

		Open Forum

	12:00 – 1:30 pm	Lunch

	1:30 – 3:00	Parallel Session IV: Media	Dr. Ferdinand B. Pitagan	Ms. Ma. Josefina R. Ricafort	Ms. Marina A. Arriola
		Literacy	Consultant, DepEd and CHED
			Founder, Activated and the
			National Digital Educators
			Society

		Parallel Session V: Socio-	Dr. Binonie P. Llanto	Mr. Addie T. Unsie	Mr. Zaldy I. Masangkay
		Cultural Literacy	President
			Literacy, Anthropology and
			Development (SULADS)

		Parallel Session VI: Socio-	Sr. Lourdes U. Soyao	Ms. Celia M. Ilanan	Ms. Teresita D. Tetangco
		Cultural Literacy	order of the Discalced
			Carmelitte Secular
			Mangyan Mission
			Calapan, Mindoro

	3:00 – 3:30	Coffee Break

	3:30 – 5:00	Presentation of Hall of Fame	Hon. Jocell Aimee R. Vistan-
		Award to the Municipality of	Casaje
		Plaridel, Bulacan	Municipal Mayor
			Plaridel, Bulacan
			Talk of Awardee

		Launching of the Compendium	Ms. Ma. Josefina R. Ricafort
		of Literacy-related Laws

	6:00 – 7:00	Dinner

	7:00 – 10:00	Socials

Day 3	8:30 – 10:00 am	Plenary Session IV: Financial	Ms. Ma. Lasalette M. Gumban	Dr. Fe A. Hidalgo	Ms. Susan M. Carandang
Oct. 2, 2015		Literacy	Youth Program Officer	President
Friday			National Confederation of	Foundation for Upgrading the
			Cooperatives (NATCCO)	Standard of Education (FUSE)
				Incorporated

			Ms. Pauline Landicho
			Deputy Director for Resource
			Mobilization Unit
			Center for Agriculture and
			Rural Development (CARD)
			Incorporated

		Open Forum

	10:00 – 10:30	Coffee Break

	10:30 – 12:00	Plenary Session V: Political	Mr. Edicio dela Torre	Atty. Lilia S. Garcia	Ms. Marina A. Arriola
		Literacy	President	Professor
			E-Net and Education for Life	PNU
			Foundation (ELF)

			Mr. Yves Xavier C. Bugarin
			Head, Political Affairs
			Committee on Education
			Arts and Culture
			Philippine Senate

		Open Forum

	12:00 – 1:30 pm	Lunch

	1:30 – 3:00	Parallel Session VII: Financial	Hon. Ignacio W. Zubiri	Dr. Fe A. Hidalgo	Mr. Zaldy I. Masangkay
		Literacy	Mayor, Malaybalay City

			Dr. Ernesto Cabañero
			Member, Board of Director
			and Coordinator from
			Aflatoun
			Abra Diocesan Teachers’
			and Employees Multi-Purpose
			Cooperative

		Parallel Session VIII: Political	Hon. Tito S. Sarion	Atty. Lilia S. Garcia	Ms. Marina A. Arriola
		Literacy	Municipal Mayor
			Daet, Camarines Norte

			Hon. John C. Bongat
			Mayor, Naga City

		Parallel Session IX: Socio-	Mr. Rozanno E. Rufino	Mr. Yves Xavier C. Bugarin	Ms. Teresita D. Tetangco
		Cultural Literacy	Coordinator
			Indigenous Peoples Education
			Office (IPsSEO)
			DepEd

			Ms. Arnie T. Gargaritano
			Administrative Officer II
			Municipality of Tubungan
			Iloilo

	3:00 – 3:30	Coffee Break

	3:30 – 5:00	Closing Program

		Challenges to Literacy	Mr. Rene K. Burdeos	Ms. Emelyn Q. Libunao	Ms. Aurea Jeane A. Abad
			Regional Director, DILG
			Cebu City

		Closing Message	Dr. Juliet A. Jeruta
			Regional Director
			DepEd Region VII

Master of Ceremonies: Prof. Celia M. Ilanan

DepEd Memorandum for the National Literacy Conference

October 6, 2017October 12, 2017 by admin

CALENDAR

Literacy Mapping Study on 5th and 6th Class Municipalities

October 6, 2017October 6, 2017 by admin

CALENDAR

The literacy mapping results show the thirty (30) bottom barangays in fifth and sixth class municipalities with lowest literacy rates. The literacy mapping is useful to LGUs in the formulation of policies that will push further the decentralization of literacy programs and projects. These results will also guide Non-Government Organizations (NGOs) in prioritizing the beneficiaries of their literacy projects.

Literacy Mapping Highlights

30 Bottom Barangays with Lowest Literacy Rate (5th and 6th Class Municipalities)

Barangay Matampa, Salay, Misamis Oriental – 30.4%
Barangay Alipuaton, Salay, Misamis Oriental – 32.9%
Barangay Bunal, Salay, Misamis Oriental – 44.8%
Barangay Nanga-Nangan, Tigbao, Zamboanga del Sur – 55.2%
Barangay Pandalonan, Munai, Lanao del Norte – 56.3%
Barangay Cardiz, Bagulin, La Union – 64.3%
Barangay Dansalan, Sapad, Lanao del Norte – 65.1%
Barangay Mate, Tigbao, Zamboanga del Sur – 65.6%
Barangay Dioyo, Sapang Dalaga, Misamis Occidental – 72%
Barangay Bubonga Radapan, Munai, Lanao del Norte – 72.3%
Barangay Cabasagan, Pantao Ragat, Lanao del Norte – 73%
Barangay Donanao, Tinglayan, Kalinga – 73%
Barangay Estrella, San Gillermo, Isabela – 75%
Barangay Natangcopan, Pantao Ragat, Lanao del Norte – 75.6%
Barangay Nanungaran, Rizal, Cagayan – 761%
Barangay Progreso, San Gillermo, Isabela – 78.9%
Barangay Marapilit, Zumarraga, Samar – 79.5%
Barangay Dao-angan, Boliney, Abra – 80.3%
Barangay Paroyhog, Sta. Maria, Romblon – 81.9%
Barangay Bekigan, Sadanga, Mountain Province – 82.3%
Barangay San Miguel, Maslog, Eastern Samar – 82.4%
Barangay Ventura, Sapang Dalaga, Misamis Occidental – 82.4%
Barangay Old Poblacion, Munai, Lanao del Norte – 82.6%
Barangay Canlasog, Larena,, Siquijor – 82.9%
Barangay Sto. Rosario, Bacuag, Surigao del Norte – 83.3%
Barangay Poblacion I, Burgos, Surigao del Norte – 83.9%
Barangay Bunacan, San Julian, Eastern Samar – 84%
Barangay Bangcal, Pantar, Lanao del Norte – 85.7%
Barangay Manalad, Calamba, Misamis Occidental – 86.3%
Barangay Malijao, Dimiao, Bohol – 86.7%

2003 Functional Literacy, Education and Mass Media Survey

October 6, 2017October 6, 2017 by admin

CALENDAR

The 2003 Functional Literacy, Education, and Mass Media Survey (FLEMMS) is a national survey that gathers information on basic and functional literacy status of the population, their educational and skills qualifications, and exposure to mass media. The survey covered 25,697 households and 75,558 persons aged 10 to 64 years.

The 2003 FLEMMS is the third in a series of functional literacy surveys conducted by the National Statistics Office (NSO). The first two rounds were taken in 1989 and 1994, also by the NSO, which is mandated to conduct the survey every five years. The Literacy Coordinating Council (LCC) and the Department of Education (DepEd) provided assistance in the design and development of the questionnaires used in the 2003 survey. The results of the 2008 FLEMMS is now being processed and is set to be released during the 1st quarter of 2010.

A Primer on Analysis of the 2003 FLEMMS

Results of 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS) 10-64 Years Old by Sex, by Region, Philippines

Basic Literacy Rate – 93.4% or 57,904,712

Male Basic Literacy Rate – 92.6% or 28,724,520

Female Basic Literacy Rate – 94.3% or 29,180,192

Basic Illiteracy Rate – 6.6% or 4,059,288

Male Basic Illiteracy Rate – 7.4% or 2,295,480

Female Basic Illiteracy Rate – 5.7% or 1,763,808

Functional Literacy Rate – 84.1% or 48,424,776

Male Functional Literacy Rate – 81.9% or 23,707,593

Female Functional Literacy Rate – 86.3% or 24,717,183

Functional Illiteracy Rate – 15.9% or 9,163,224

Male Functional Illiteracy Rate – 18.1% or 5,239,407

Female Functional Illiteracy Rate – 13.7% or 3,923,817

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

October 6, 2017October 6, 2017 by admin

CALENDAR

Fifty-eight million of the estimated 67 million Filipinos 10 to 64 years old are functionally literate, according to the results of the 2008 Functional Literacy, Education and Mass Media Survey (FLEMMS). In this survey, a functionally literate person is one who can read, write and compute or one who can read, write, compute and comprehend. Persons who completed high school or a higher level of education are also considered functionally literate.

The 2008 FLEMMS revealed a functional literacy rate of 86.4 percent; in the 2003 FLEMMS the estimate was 84.1 percent. Among the regions, NCR has the highest functional literacy rate at 94.0 percent, followed by CALABARZON (93.5 percent) and Central Luzon (92.1 percent). ARMM has the lowest functional literacy rate (71.6 percent). The functional literacy rate among females is higher than among males (88.7 percent vs. 84.2 percent).

Almost Nine Out of Ten Filipinos are Functionally Literate

As expected, functional literacy rate is higher among persons with higher level of education. Among those who had reached but did not finish high school, 89.8 percent were functionally literate and of those who had finished elementary, 80.8 percent were functionally literate. By comparison, 67.0 percent of those with some elementary education were functionally literate, while only five percent among those with no formal education were functionally literate.

The 2008 FLEMMS is the fourth in a series of functional literacy surveys conducted by the National Statistics Office. The previous rounds were conducted in 1989, 1994, and 2003. In the 2008 FLEMMS, a self-administered questionnaire was accomplished by 69,482 individuals aged 10 to 64 years in 25,505 households sampled for the survey. The survey aimed to provide information on basic and functional literacy status and exposure to mass media of the population. The 2008 FLEMMS was conducted in coordination with the Literacy Coordinating Council (LCC) and the Department of Education (DepEd).

(Sgd.) CARMELITA N. ERICTA Administrator

Barangay Mechanism: The Barangay Implementing Unit

October 3, 2017October 3, 2017 by admin

RESOURCES

CALENDAR

It is suggested that every barangay establishes a Barangay Implementing Unit (BIU) chaired by the barangay captain and co-chaired by the head or principal of the barangay elementary or high school.

If a similar mechanism exists in the barangay, it is suggested that this be used and its functions expanded to include literacy concerns. The BIU composition includes representatives from existing community-based organizations, both government and non-government. It is also suggested that one member be designated to attend to reports preparation for transmittal to higher councils for appropriate action.

Functions of the BIU

Research, plan, manage implementation, monitor, evaluate, mobilize and institutionalize barangay-based programs and projects;
Consolidate/Make a synthesis of feedback, lessons learned, and insights gained from barangay-based programs and projects, for transmittal to MIUs, PIUs, RLCC, and LCC as input to national, regional, provincial, and municipal policy and program directions and strategy formulation;
Generate resources, funds, and facilities for barangay-based programs and projects;
Manage funds for barangay-based programs and projects;
Plan and conduct of barangay-based advocacy and social mobilization activities, networking, and linkaging to ensure awareness, acceptance, and support by various sectors at the community level;
Develop a barangay database on literacy and continuing education.

Suggested activities for the BIU

Initiate data collection and validation and/or coordinate with/assist the Municipal Implementing Unit in data collection and validation through baseline surveys in their respective barangays and regularly update/submit accurate reports on literacy development and community profile to be utilized for policy formulation and project development;
Conduct orientations and fora on different mandates/policies regarding literacy development, importance of literacy to overall community development, existing and proposed literacy projects, and successful literacy projects to gain community support;
Mobilize/Gather target clients for information exchange, needs assessment, and consultative/participatory planning;
Develop project proposals and action plans responsive to the literacy and socio-economic development needs of target clients, to be done with target clients;
Allocate barangay fund for literacy development and/or conduct activities for fund generation, materials acquisition, and technical assistance;
Implement, manage, supervise, monitor, evaluate, and document projects on literacy development which were implemented on their own or reviewed, approved, or supported by either the PIU, LCC, or sponsoring agencies; and
Document activities on literacy and submit reports to MIU, PIU, and LCC.

Municipal Mechanism: The Municipal Implementing Unit

October 3, 2017October 3, 2017 by admin

RESOURCES

CALENDAR

It is suggested that each municipality establishes a Municipal Implementing Unit (MIU) to be chaired by the Municipal Mayor and co-chaired by the district supervisor or principal of the biggest school.

The suggested MIU composition is similar to that of the PIU, with representatives from the same sectors as the LCC, RLCC, and the PIU, as follows: education, information, planning, municipal government/ legislative body and non-government sector.

It is also suggested that a Technical Working Group (TWG) be established, with members chosen from the organic personnel of the municipal government. The TWG may include the municipal planning and development officer; municipal social welfare officer; and training specialist/public employment service officer.

Again, a secretariat is recommended to be created to take charge of program support work.

However, if a similar mechanism already exists in the Municipality, it is suggested that this be used and its functions be expanded to include literacy concerns.

Functions of the MIU

Research, plan, manage implementation, monitor, evaluate, advocacy and social mobilization, and resource generation and institutionalization of municipality-initiated programs and projects.
Provide technical advice and guidance to barangays that seek assistance on planning and implementation of programs and projects at the barangay level, specifically: on research and development, project identification, proposal preparation management, implementation, monitoring, evaluation, advocacy and social mobilization, networking, and resource generation;
Review and assess progress of programs and projects being implemented on a municipality-wide level as well as barangay-based programs and projects;
Generate and make synthesis of feedback, insights, and lessons learned from municipality-based programs and projects, for transmittal to PIU, RLCC, and LCC as input to national, regional, and provincial policy directions and strategy formulation;
Manage funds of municipality-wide projects;
Generate resources, funds, and facilities for municipal programs and projects;
Plan and conduct appropriate advocacy, social mobilization, networking, and linkaging to ensure awareness, acceptance, and support by various public offices and targets of the programs and projects;
Develop a municipal database on literacy and continuing education.

Suggested specific activities

In consultation with the Sangguniang Bayan, issuance of an executive order for the creation of the MIU, identifying key actors and defining their duties and functions;
Formulation of policies responsive to literacy and continuing education development;

Provincial Mechanism: The Provincial Implementing Unit

October 3, 2017October 3, 2017 by admin

RESOURCES

CALENDAR

It is suggested that Provincial Implementing Units (PIUs) be established, with a similar composition and membership as the RLCC. Chaired by the Provincial Governor and co-chaired by the Schools Division Superintendent, membership will include representatives from the same sectors as the LCC and the RLCC, namely: education, information, provincial government planning, academe, provincial legislative/active body, and non-government organizations.

It is likewise suggested that a Technical Working Group (TWG) be created, composed of organic personnel of the provincial government, representatives from Sangguniang Panlalawigan, NGOs, GAs, volunteer groups, and other similar groups. The TWG may include the provincial planning and development officer, provincial social welfare officer, and training specialist/employment service officer.

However, if a similar mechanism exists in the Province, it is suggested that this be used and its functions expanded to include literacy concerns.

A secretariat is likewise recommended to be created to be responsible for program support work.

Functions of the PIU

Research, plan, manage implementation, monitor, and evaluate literacy/continuing education programs and projects which are province-wide in scope and coverage;
Provide technical advice and guidance to municipality-initiated programs and projects specifically on research and development, project identification, proposal preparation, management, implementation, monitoring, evaluation, advocacy and social mobilization, networking, and resource generation;
Review and assess progress of programs and projects being implemented in the province;
Generate feedback, insights, and lessons learned from experiences of these programs and projects, for transmittal to the LCC/RLCC as input to national and regional policy direction and recommendations;
Generate resources, funds, and facilities for programs and projects of the province;
Manage funds of province-wide projects;
Plan and conduct appropriate advocacy, social mobilization, and networking and linkaging to ensure awareness, acceptance, and support by various public offices and target clients of the program/project; and
Develop provincial database on literacy and continuing education.

Specific activities of the PIU

Research, plan, manage implementation of and generate resources for literacy/continuing education programs and projects which are province-wide in scope and coverage.
In consultation with the Sangguniang Panlalawigan, issuance of an executive order for the creation of the PIU, identifying key actors, and defining their duties and functions;
Formulation of policies responsive to literacy and continuing education development;
Identification and prioritization of capability building needs of PIU, MIU, and BIU members in collaboration with LCC;
Establishment and strengthening of networks and linkages with the local School Board, GOs, GAs, and NGOs to consolidate/converge plans and programs for literacy development and continuing education program;
Establishment and development of a Management and Information System in coordination with the Regional Literacy Coordinating Council (RLCC) to update and maintain accurate data on literacy development status and provincial profile;
Consolidation and analysis reports of MIUs to be forwarded to LCC;
Intensification of information campaign/social mobilization on Eradication of Illiteracy through the technical assistance of LCC.
Coordination and collaboration with MIUs and BIUs to mobilize clients for ASM-IEC, needs assessment, and participatory planning;
Provision of technical/funding assistance to MIUs, BIUs, and target clients at various stages of approved literacy projects (development of appropriate project proposals and action plans, implementation, monitoring, evaluation, and endorsement for project implementation);
Integration of literacy development projects into the Provincial Development Plan specifically those proposed by MIUs and mobilizing available resources for their implementation;
Implementation of action plans and projects developed by the PIU or requested/ proposed by MIUs; and
Monitoring, documentation, and evaluation of project activities of the PIU, MIUs, and BIUs and submission of corresponding report to the RLCC and other agencies for information, further support, and/or evaluation.

Regional Mechanism: The Regional Literacy Coordinating Council

October 3, 2017October 3, 2017 by admin

RESOURCES

CALENDAR

It is suggested that every region establishes a Regional Literacy Coordinating Council (RLCC) with a composition similar to the LCC, to include representatives from the following regional offices, agencies, and sectors: Department of Education; Department of the Interior and Local Government; Philippine Information Agency; National Economic and Development Authority; education committee of the Regional Development Coordinating Council (RDCC); the academe, and non-government organizations.

The composition and membership of the RLCC may vary, depending on the sectors which may be called upon to be partners in the effort. However, if similar mechanisms exist in the region, it is suggested that these be used and their functions expanded to include literacy concerns.

Similar to the LCC, the members of the RLCC shall annually elect a chairman from among themselves. They shall likewise meet regularly and may convene special meetings to take up urgent concerns upon the call of the RLCC chairman. A regional secretariat is also suggested to be installed to handle documentation and other program support functions.

General functions of the RLCC

Formulate regional policies and directions responsive to the local context;
Review program proposals and projects being implemented by PIUs in coordination with the monitoring units of PIUs;
Assist PIUs in resource (human, financial, and material) generation including identification of possible donors for programs/projects such as policy and action research, training, and learning materials acquisition or development;
Manage funds for region-based projects;
Undertake social mobilization and advocacy to ensure success and sustainability of the programs;
Provide technical assistance in project development, implementation, monitoring and evaluation, social mobilization and advocacy, and such other needs and demands identified by PIUs in the region;
Help LGUs resolve problems on project implementation and sourcing of funds; generate, consolidate/prepare a synthesis of feedback that would serve as input to policy directions at the regional level; and
Develop a regional database on literacy and continuing education.

National Mechanism: The Literacy Coordinating Council

October 3, 2017October 3, 2017 by admin

RESOURCES

CALENDAR

Pursuant to the overall Literacy Coordinating Council policy along the promotion of stronger partnership and direct access between LCC and LGUs, the LCC assumes overall responsibility for establishing organizational coordination directly with the region, province, and municipality.

Regional mechanism – the Regional Literacy Coordinating Council;
Provincial mechanism – the Provincial Implementing Unit; and
Municipal mechanism – the Municipal Implementing Unit (covering barangay implementing structures and mechanisms).

LCC as overall advisory body

LCC serves as the overall advisory body with the following coordinating functions:

Consolidate and analyze programs/projects implemented by PIUs towards the development of policy directions and strategies based on insights gained from the experiences of these PIUs;
Review and evaluate progress of programs directly assisted by LCC, tasks of which are conducted in close coordination with concerned RLCC/PIUs;
Provide technical assistance to PIUs which seek help from LCC in terms of identifying possible donors/funding agencies and organizations, infrastructure development, research, capability-building, learning materials development, resource acquisition, and other forms of assistance;
Formulate various resource generation schemes for project proposals and requesst for assistance of PIUs in sourcing funds, negotiations, and resource acquisition;
Plan and conduct social mobilization and advocacy at the national level to help ensure program awareness and acceptance; and
Provide technical guidance in project development and proposal preparations, negotiations with donors and partner agencies, project implementation, monitoring, evaluation, advocacy/social mobilization, institutionalization, and other related forms of assistance as requested by PIUs.