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2010 National Literacy Conference and Awards

RESOURCES

 CALENDAR 

The Literacy Coordinating Council recently held its National Literacy Conference and Awards in Baguio Teachers Camp in Baguio City, September 8-11, 2010. The Conference and Awards, with the theme “Community Development: A Shared Responsibility to Society through Functional Literacy,” was participated in by local government units officials, DepEd Alternative Learning System officials and teachers, non-government organizations representatives, Council representatives and technical advisory and working groups, and literacy stakeholders and advocates from all over the Philippines. Around 615 registered participants filled Benitez Hall of the Camp, excluding the LCC Secretariat and working committees and National Literacy Awards  Winners.(participants) Honored guests and speakers to the Conference included DepEd Undersecretary Rizalino Rivera who gave the opening remarks, and SEAMEO INNOTECH director Ramon C. Bacani, among others. 

There were two plenary sessions and a panel discussion with topics International Conference on Adult Education VI: The Belem Framework of Action, The Role of Radio in Reaching Out to Communities towards Literacy and Development, and Social Responsibility for Community Development, respectively.Aside from the talks shared by the speakers, two more highlights of the Conference were the launching of the LCC theme song titled “Functional Literacy, My Right and My Duty,” composed and arranged by Lourdes R. Quisumbing, Ph.D., president of the UNESCO Asia Pacific Network for International Education and Values Education Phil. and former Secretary of the Department of Education; and the awarding of winners to the National Literacy Awards Outstanding Local Government Units and Literacy Programs, and special recognition to literacy programs and implementers. (2010 NLA winners)

Undersecretary Rivera delivered the closing message, reiterating that through partnership and by helping one another, we can achieve our goal of a literate citizenry.

Powerpoint presentations of the speakers:

  • CONFINTEA VI: The Belem Framework of Action
  • The Role of Radio in Reaching Out to Communities towards Literacy and Development

1.  Why Advocacy on Functional Literacy 
2.  An Advocacy Radio Program on Functional Literacy

  • Social Responsibility for Community Development
  • Basic Education Sector Reform Agenda (BESRA)
  • Enabling Communities Through Functional Literacy

DepEd Undersecretary and LCC chairperson Rizalino D. Rivera led the launching of the radio program aired live over DXIM Radyo ng Bayan and witnessed by Atty. Carol Orias-de Ocampo, chief of staff of the office of Usec. Rivera; Dr. Norma L. Salcedo, head of the LCC Secretariat; Ms. Liza Cuisia from the Philippine Information Agency central office; officials of the Department of Education Region X; the Philippine Information Agency Region X team; representatives of the National Economic and Development Authority; Provincial Government of Misamis Oriental; Municipal Government of Salay; DXIM station manager Ditas Gualberto; and officials/representatives of barangays with the lowest literacy rate in the 5th and 6th class municipalities of the country.

With the Philippine Information Agency as project implementor, the Literasi para sa Kaunlaran radio program hopes to promote the policy thrusts, directions, and programs initiated by the Literacy Coordinating Council and underscore the importance of functional literacy in the empowerment of people and in poverty and hunger mitigation efforts. More importantly, the program seeks to serve as an instrument of functional literacy.

Through the radio program, LCC hopes to convince parent listeners on the importance of sending their children to school, formal or nonformal; and to encourage out of school youth and indigenous people to avail of nonformal school placements and assessment programs.

The once a week radio segment aired live over DXIM Radyo ng Bayan in Cagayan de Oro City every Thursday, 2:00-3:00 p.m. starting October 14, 2010 will run on air for a period of six months. The regular episodes will be hosted by Director Cabahug-Aguhob.

Delayed telecasts will be shown on PARASAT cable TV 29 in Cagayan de Oro City every Saturday at 5:30-7:30 p.m. and in other cable stations in the five provinces of Northern Mindanao: Bukidnon, Camiguin, Lanao del Norte, Misamis Occidental, and Misamis Oriental including Marawi City.

LCC Holds 2010 National Literacy Conference and Awards

RESOURCES

 CALENDAR 

The Literacy Coordinating Council recently held its National Literacy Conference and Awards in Baguio Teachers Camp in Baguio City, September 8-11, 2010. The Conference and Awards, with the theme “Community Development: A Shared Responsibility to Society through Functional Literacy,” was participated in by local government units officials, DepEd Alternative Learning System officials and teachers, non-government organizations representatives, Council representatives and technical advisory and working groups, and literacy stakeholders and advocates from all over the Philippines. Around 615 registered participants filled Benitez Hall of the Camp, excluding the LCC Secretariat and working committees and National Literacy Awards  Winners.(participants)Honored guests and speakers to the Conference included DepEd Undersecretary Rizalino Rivera who gave the opening remarks, and SEAMEO INNOTECH director Ramon C. Bacani, among others. 

There were two plenary sessions and a panel discussion with topics International Conference on Adult Education VI: The Belem Framework of Action, The Role of Radio in Reaching Out to Communities towards Literacy and Development, and Social Responsibility for Community Development, respectively. Aside from the talks shared by the speakers, two more highlights of the Conference were the launching of the LCC theme song titled “Functional Literacy, My Right and My Duty,” composed and arranged by Lourdes R. Quisumbing, Ph.D., president of the UNESCO Asia Pacific Network for International Education and Values Education Phil. and former Secretary of the Department of Education; and the awarding of winners to the National Literacy Awards Outstanding Local Government Units and Literacy Programs, and special recognition to literacy programs and implementers. (2010 NLA winners)

Undersecretary Rivera delivered the closing message, reiterating that through partnership and by helping one another, we can achieve our goal of a literate citizenry.

Powerpoint presentations of the speakers:

  • CONFINTEA VI: The Belem Framework of Action
  • The Role of Radio in Reaching Out to Communities towards Literacy and Development

1.  Why Advocacy on Functional Literacy 
2.  An Advocacy Radio Program on Functional Literacy

  • Social Responsibility for Community Development
  • Basic Education Sector Reform Agenda (BESRA)
  • Enabling Communities Through Functional Literacy

2003 Functional Literacy, Education and Mass Media Survey

RESOURCES

 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

 

DepEd Undersecretary and LCC chairperson Rizalino D. Rivera led the launching of the radio program aired live over DXIM Radyo ng Bayan and witnessed by Atty. Carol Orias-de Ocampo, chief of staff of the office of Usec. Rivera; Dr. Norma L. Salcedo, head of the LCC Secretariat; Ms. Liza Cuisia from the Philippine Information Agency central office; officials of the Department of Education Region X; the Philippine Information Agency Region X team; representatives of the National Economic and Development Authority; Provincial Government of Misamis Oriental; Municipal Government of Salay; DXIM station manager Ditas Gualberto; and officials/representatives of barangays with the lowest literacy rate in the 5th and 6th class municipalities of the country.

With the Philippine Information Agency as project implementor, the Literasi para sa Kaunlaran radio program hopes to promote the policy thrusts, directions, and programs initiated by the Literacy Coordinating Council and underscore the importance of functional literacy in the empowerment of people and in poverty and hunger mitigation efforts. More importantly, the program seeks to serve as an instrument of functional literacy.

Through the radio program, LCC hopes to convince parent listeners on the importance of sending their children to school, formal or nonformal; and to encourage out of school youth and indigenous people to avail of nonformal school placements and assessment programs.

The once a week radio segment aired live over DXIM Radyo ng Bayan in Cagayan de Oro City every Thursday, 2:00-3:00 p.m. starting October 14, 2010 will run on air for a period of six months. The regular episodes will be hosted by Director Cabahug-Aguhob.

Delayed telecasts will be shown on PARASAT cable TV 29 in Cagayan de Oro City every Saturday at 5:30-7:30 p.m. and in other cable stations in the five provinces of Northern Mindanao: Bukidnon, Camiguin, Lanao del Norte, Misamis Occidental, and Misamis Oriental including Marawi City.

2003 Functional Literacy, Education and Mass Media Survey

RESOURCES

 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

What is Education for All?

RESOURCES

 CALENDAR 

Philippine Education for All (EFA) 2015 is a vision and holistic program of reforms that aim to improve access and quality of basic education for every Filipino by 2015. Providing education to all Filipinos opened alternative learning system to complement formal schooling to reach and better serve those in difficult circumstances.

This entails not only the Department of Education but the involvement of the entire society, including national and local government agencies and civil society organizations as providers of  basic learning needs.

EFA 2015 Objectives

To provide basic competencies to everyone to achieve functional literacy for all, Philippine EFA 2015 aims to make:

  • All youth and adults functionally literate
  • Children 3-5 year-olds ready to participate in schools to eliminate dropout and repetition in Grades 1 to 3
  • All pupils and students complete basic education with satisfactory achievement level
  • Education be made a societal responsibility

Critical and Urgent EFA Tasks

To attain the above goals, nine urgent and critical tasks were formulated as follows:

  1. Make every school continuously perform better
  2. Expand Early Childhood Care and Development
  3. Transform nonformal and informal interventions into an alternative learning system yielding more EFA benefits
  4. Promote practice of high quality teaching
  5. Adopt a 12-year program for formal basic education
  6. Enrich education curriculum in the context of articulation, enrich the pillars of new functional literacy
  7. Provide adequate and stable public funding for countrywide attainment of EFA goals
  8. Create a network of community-based groups for attainment of local EFA goals
  9. Monitor progress in efforts towards attainment of EFA goals

What is Education for All?

RESOURCES

 CALENDAR 

Philippine Education for All (EFA) 2015 is a vision and holistic program of reforms that aim to improve access and quality of basic education for every Filipino by 2015. Providing education to all Filipinos opened alternative learning system to complement formal schooling to reach and better serve those in difficult circumstances.

This entails not only the Department of Education but the involvement of the entire society, including national and local government agencies and civil society organizations as providers of  basic learning needs.

EFA 2015 Objectives

To provide basic competencies to everyone to achieve functional literacy for all, Philippine EFA 2015 aims to make:

  • All youth and adults functionally literate
  • Children 3-5 year-olds ready to participate in schools to eliminate dropout and repetition in Grades 1 to 3
  • All pupils and students complete basic education with satisfactory achievement level
  • Education be made a societal responsibility

Critical and Urgent EFA Tasks

To attain the above goals, nine urgent and critical tasks were formulated as follows:

  1. Make every school continuously perform better
  2. Expand Early Childhood Care and Development
  3. Transform nonformal and informal interventions into an alternative learning system yielding more EFA benefits
  4. Promote practice of high quality teaching
  5. Adopt a 12-year program for formal basic education
  6. Enrich education curriculum in the context of articulation, enrich the pillars of new functional literacy
  7. Provide adequate and stable public funding for countrywide attainment of EFA goals
  8. Create a network of community-based groups for attainment of local EFA goals
  9. Monitor progress in efforts towards attainment of EFA goals

Literacy Mapping of 5th and 6th Class Municipalities: Policy Implications to Local Government Units – copy

RESOURCES

 CALENDAR 

In May 2003, the Literacy Coordinating Council (LCC) commissioned the Department of the Interior and Local Government (DILG) to undertake a literacy mapping study on 5th and 6th class municipalities and their local government units. Due to financial constraint, the study was conducted from 2005 to 2006.

The DILG study 1) measured the basic and functional literacy levels of 20.20% (82) of the 406 5th class municipalities and 16.67% (7) 42 of the 6th class municipalities; 2) determined the literacy policies in these municipalities and the extent to which literacy concerns have been incorporated in municipal development plans, programs and projects; 3) described the scope of literacy practice in program/project participation in the same municipalities; and 4) specified possible policy directions in the decentralization of literacy programs and projects.

The survey method was used and the unit of analysis was the household. The respondents were 41,861 household heads and their representatives who were randomly chosen using the Table of Random Numbers. Five survey forms were used to collect data, including the two forms which the national Statistics Office (NSO) used in its 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS).

Among the findings were:

  • The identification of Barangays Matampa, Alipuaton and Banal in the Municipality of Salay, Province of Misamis Oriental as the tail-ends among the Bottom 30 barangays (that is, with the lowest literacy rates)
  • Of the 89 surveyed municipalities, (82, 5th class; 7, 6th class), only Daguioman and Tayum in Abra; Sadanga in Mountain Province; Mahatao in Batangas; and BAto in Catanduanes had LGU resolutions from 2003 to 2004 which allotted a literacy-related budget. Only 32% of the 89 municipalities had literacy projects in their development plans.
  • The LGU’s common reasons for not initiating literacy projects were:
  1. The Department of Education or its teachers have the responsibility to initiate literacy projects.
  2. There are no available funds for literacy projects.
  3. No interested parties had proposed to the LGUs to implement a literacy project.
  4. No resolutions on literacy had been made.
  5. Literacy projects were not the priority of the LGU.
  6. Unfamiliarity with the previous administration’s literacy projects.

These were among the study’s recommendations:

  • Congress should pass a law mandating municipal governments and other LGUs to set aside some percentage of the Internal Revenue Allotment (IRA) for literacy projects.
  • Within the framework of the Social Reform Agenda, beneficiary participation in the planning and implementation of literacy programs and projects should be made a policy and the DILG should lead the LCC member agencies in advocating this policy among LGUs.
  • Barangays with the lowest basic or functional literacy rates should be top priority in the delivery of LGU literacy services. As a policy decision, literacy programs and/or projects should be included in the annual municipal development plans.

Literacy Mapping of 5th and 6th Class Municipalities: Policy Implications to Local Government Units

RESOURCES

 CALENDAR 

In May 2003, the Literacy Coordinating Council (LCC) commissioned the Department of the Interior and Local Government (DILG) to undertake a literacy mapping study on 5th and 6th class municipalities and their local government units. Due to financial constraint, the study was conducted from 2005 to 2006.

The DILG study 1) measured the basic and functional literacy levels of 20.20% (82) of the 406 5th class municipalities and 16.67% (7) 42 of the 6th class municipalities; 2) determined the literacy policies in these municipalities and the extent to which literacy concerns have been incorporated in municipal development plans, programs and projects; 3) described the scope of literacy practice in program/project participation in the same municipalities; and 4) specified possible policy directions in the decentralization of literacy programs and projects.

The survey method was used and the unit of analysis was the household. The respondents were 41,861 household heads and their representatives who were randomly chosen using the Table of Random Numbers. Five survey forms were used to collect data, including the two forms which the national Statistics Office (NSO) used in its 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS).

Among the findings were:

  • The identification of Barangays Matampa, Alipuaton and Banal in the Municipality of Salay, Province of Misamis Oriental as the tail-ends among the Bottom 30 barangays (that is, with the lowest literacy rates)
  • Of the 89 surveyed municipalities, (82, 5th class; 7, 6th class), only Daguioman and Tayum in Abra; Sadanga in Mountain Province; Mahatao in Batangas; and BAto in Catanduanes had LGU resolutions from 2003 to 2004 which allotted a literacy-related budget. Only 32% of the 89 municipalities had literacy projects in their development plans.
  • The LGU’s common reasons for not initiating literacy projects were:
  1. The Department of Education or its teachers have the responsibility to initiate literacy projects.
  2. There are no available funds for literacy projects.
  3. No interested parties had proposed to the LGUs to implement a literacy project.
  4. No resolutions on literacy had been made.
  5. Literacy projects were not the priority of the LGU.
  6. Unfamiliarity with the previous administration’s literacy projects.

These were among the study’s recommendations:

  • Congress should pass a law mandating municipal governments and other LGUs to set aside some percentage of the Internal Revenue Allotment (IRA) for literacy projects.
  • Within the framework of the Social Reform Agenda, beneficiary participation in the planning and implementation of literacy programs and projects should be made a policy and the DILG should lead the LCC member agencies in advocating this policy among LGUs.
  • Barangays with the lowest basic or functional literacy rates should be top priority in the delivery of LGU literacy services. As a policy decision, literacy programs and/or projects should be included in the annual municipal development plans.

Why Literacy is important?

RESOURCES

 CALENDAR 

Can you read this? Can you count how many letters are there in the first question? Can you write down your answer? If you can, good for you! You have what it would take to live a good life, and contribute to the wealth of the nation.

Literacy: a matter of life and death Literacy is life, as it is the set of skills necessary for existence and development.

Living and earning

Marina’s illiterate parents used to live a hand-to-mouth existence, roaming the mountains and often being mistreated by lowlanders. Determined to change their fate, Marina decided to learn. With the competencies she posses, she started to earn a living that affords to give her family a decent life.

Developing potentials

Fourteen year-old Maricel just learned to write her name at the community learning center in far-flung sitio in Digos City. Now that she knows how to write her name and things about health and nutrition, she has made one step closer to becoming a nurse. Making informed decisions
Indigenous people of Mindoro lamented that when they were still illiterate, they used to be quiet and aloof people. But after being provided literacy, they were empowered to organize themselves, make critical decisions on matters that affect their lives and participate in the democratic process such as election.

Contributing to society

Illiterate mothers of a remote barangay in Cotabato used spend their day gambling, gossiping and nagging their husbands. Then an NGO that brought literacy transformed them into responsible mothers and wives, earning family members and valued part of the community.

Averting death

On the other side of possessing these range of skills and competencies that lead to quality life for individual and society, is the dark side of illiteracy.

Illiteracy is death…literally, as in the father who accidentally poisoned his child because he could not read label that said toxic; or figuratively, as in throwing a good life away as a housemaid committed a crime out of ignorance thereby spending the better years of her life in prison.

Those were just newsworthy incidents involving illiteracy. Unfortunately, illiteracy is not just a form of bad luck befalling people randomly, it is a reality for 4 million Filipinos who cannot read and write. Tsk, tragic cases of illiteracy might just be a common occurrence, and tragedies could multiply by 4 million!

Literacy is the key towards a good life…and against meaningless and tragic death. Good for those who knows this truth… and better for those who act on this knowledge and multiply the values of literacy in theirs and others’ lives.

Why Literacy is important?

RESOURCES

 CALENDAR 

Can you read this? Can you count how many letters are there in the first question? Can you write down your answer? If you can, good for you! You have what it would take to live a good life, and contribute to the wealth of the nation.

Literacy: a matter of life and death Literacy is life, as it is the set of skills necessary for existence and development.

Living and earning

Marina’s illiterate parents used to live a hand-to-mouth existence, roaming the mountains and often being mistreated by lowlanders. Determined to change their fate, Marina decided to learn. With the competencies she posses, she started to earn a living that affords to give her family a decent life.

Developing potentials

Fourteen year-old Maricel just learned to write her name at the community learning center in far-flung sitio in Digos City. Now that she knows how to write her name and things about health and nutrition, she has made one step closer to becoming a nurse. Making informed decisions
Indigenous people of Mindoro lamented that when they were still illiterate, they used to be quiet and aloof people. But after being provided literacy, they were empowered to organize themselves, make critical decisions on matters that affect their lives and participate in the democratic process such as election.

Contributing to society

Illiterate mothers of a remote barangay in Cotabato used spend their day gambling, gossiping and nagging their husbands. Then an NGO that brought literacy transformed them into responsible mothers and wives, earning family members and valued part of the community.

Averting death

On the other side of possessing these range of skills and competencies that lead to quality life for individual and society, is the dark side of illiteracy.

Illiteracy is death…literally, as in the father who accidentally poisoned his child because he could not read label that said toxic; or figuratively, as in throwing a good life away as a housemaid committed a crime out of ignorance thereby spending the better years of her life in prison.

Those were just newsworthy incidents involving illiteracy. Unfortunately, illiteracy is not just a form of bad luck befalling people randomly, it is a reality for 4 million Filipinos who cannot read and write. Tsk, tragic cases of illiteracy might just be a common occurrence, and tragedies could multiply by 4 million!

Literacy is the key towards a good life…and against meaningless and tragic death. Good for those who knows this truth… and better for those who act on this knowledge and multiply the values of literacy in theirs and others’ lives.