Best Practices in Literacy
The Best Practices in Literacy module serves as a compilation of literacy programs and projects considered as Best Practices. Programs implemented by LGUs and NGOs that were recognized at the LCC’s National Literacy Awards (NLA), either as recipient of Hall of Fame Awards or Special Award of Excellence in Literacy are considered the BEST. The database in this module includes each programs’ overview or description, proponent, location, date implemented, accomplishment and impact, as well as awards garnered from various award-giving bodies.
|Title of Literacy Program||Description||Year Implemented||Proponent||Location||Awards Received||Attachment|
|Bacnotan Learning Journey||PROCESS OF IMPLEMENTATION:|
The following literacy-promoting activities, initiatives, programs, projects and innovations have been implemented and conducted in line with the current situation:
(1) The practice of teaching children in day care facilities at a very early age has proven to be advantageous for families. The Bacnotan Q-ECCD """"STARS"""" as the children's primary teachers was launched to ensure the provision of continued early learning and growth and development programs despite the COVID-19 pandemic.
(2) The assigned literacy worker clarifies or illustrates the children's activities for the week during the session. The Child Development Workers maintain a record of the activities. They direct the Q-ECCD Stars on how the learning results should be measured, and submit records to the MSWDO on the success of the learning activities on a regular basis.
(3) In the midst of the medical crisis, the Barangay Councils were tapped as partners of the 18 public schools in Bacnotan District. All schools were linked to the barangays in order to ensure easy access to the materials. In the various barangay halls, drop off and retrieval centers were established. This is to ensure that the self-learning modules are taken closer to the learners. This is to lessen the burden of parents in terms of their expenses in transportation.
(4) Barangay halls are also used as dropping points. The officials of the barangay are instrumental in the delivery of distance learning. In addition to keeping the barangay halls ready for the areas of distribution and retrieval, barangay officials also assist in providing Self-Learning Modules (SLMs) during the process of delivery. Barangay patrol vehicles have also been used for carrying the SLMs. At times, barangay officials deliver the materials at the house of their respective constituents when parents are unable to pick up the modules.
(5) In addition, the LGU developed and designed Leveled Reading Modules as a reading manual for struggling readers of Bacnotan. These modules were developed by the Local School Board teachers to enhance learners' reading skills. Pre-validation and post-validation of the said modules were carried out by selected Bacnotan District Master Teachers, reading experts and DepED regional supervisors. The modules were focused on data obtained from struggling readers and teacher-respondents. Through the LSB teachers, the said reading modules were provided in every barangay reading corner as a tool to develop the reading habits of learners with the help of the District teachers and barangay officials. The modules are also being used by the LSB teachers in the barangay reading program.
|2017-onwards||LGU Bacnotan, La Union||Bacnotan, La Union||Bacnotan Learning Journey|
|Bukas Kaalaman Program: Pagbasa at Pag-unawa para sa Kaalaman at Kinabukasan||CLAFI’s program aims to provide quality education to its target learners, particularly to early grade learners and IP communities. It does not only provide access but ensure that quality education is delivered through the development of various learning resources, such as the big books for the early grade learners and indigenized materials (i.e., Flalok Project for the Blaan tribe).||2014-present||Conrado & Ladislawa Alcantara Foundation, Inc.||Bukas Kaalaman Program: Pagbasa at Pag-unawa para sa Kaalaman at Kinabukasan|
|E-Nay.com or Education for Nanay in the Community||Education for Nanay in the Community is a simple method to reach out to the parents and deliver education in the most possible way. It aims to conduct workshops to guide parents on how they can assist their children to learn well even with the restrictions of distance learning and intermittent to no wifi signal.||Sorsogon City||Sorsogon City||E-Nay.com or Education for Nanay in the Community|
|From Battle Ground to School Ground||The new program, “From Battleground to Schoolground,” saw a scaled-up response in skills and literacy in more areas affected by conflict converting communities into productive zones with sustained peace and well-developed communities. The literacy program imbibed interests among Muslims and Christians, both young and old, and proven to be effective in improving the lives of people. Giving skills to the unskilled, jobs to the jobless, food on the table, and developing self-esteem and dignity among community folks in conflict-affected communities, reviving unity and cooperation among tribes, the LGU focused on collapsing walls of division and bridging the gaps created by the atrocities of war. Unified efforts through a unified vision gave birth to programs and activities that directly answered questions on how the populace should move on from its dark past; questions on how to sustain life.|
Through identified strategies, the program became a convergence of local and national actors, each contributing to the success of uplifting lives of people in affected communities. With the help of the Department of Education, the Department of Agriculture, Angat Buhay (OVP), TESDA, the Department of Trade and Industry, the Kauswagan Supreme Ulama Council, GNPower Kauswagan, barangay local government units (BLGU), civil society organizations and people’s organizations, the Sangguniang Bayan, and the local government, the program contributed to favorable outcomes including the decline of poverty incidence in the locality from 41.1% in 2016 (based on 2015 PSA survey) to 9.1% in 2019 (based on CBMS survey). This success indicator can be attributed to the literacy programs including the alternative learning system (ALS) initiative and where literacy activities increased employment, both local and overseas. Likewise, the program contributed to increased food production through communal and household farms where skills training on organic farming and fishing had been introduced resulting to NC II and NCIII certifications among residents.
|LGU Kauswagan||Municipality of Kauswagan, Lanao del Norte||United Nations International Peace Prize Award|
Future Policy Award (Runner Up)
2014 National Gawad Galing Pook Awards
National Literacy Awards (2014 and 2016) Runner Up,
|From Battle Ground to School Ground|
|Pagka amu||The Municipal Literacy Coordinating Council with the Alternative Learning System launched the Program ‘Pagka amu,’ a Manobo word for being educated, which aimed to alleviate the lives of the Manobo, to provide them access on education, and to preserve their culture.|
The Pagka amu Program was initiated by the DepEd Alternative Learning System with the Local Government Unit of San Francisco in cooperation with the San Francisco Municipal Tribal Council, and the Municipal Tourism Council, to give services to the learners, particularly the elders.
|LGU San Francisco||San Francisco, Agusan del Sur||Pagka amu|
|ALS Literacy Cum Livelihood Program||The LGU believes that in order to achieve genuine literacy, they must be able to bridge learners to livelihood, employment, or higher education. Thus, the LGU provided funds for the conduct of different skills classes under the ALS LCL Program (Literacy Cum Livelihood), which benefited thousands of learners. This year’s budget for the implementation of ALS programs and projects has increased to 5 million, higher by 400% from the 2017 budget, in order to cater the 86 barangays for free courses on skills training programs. |
To date, ALS is now offering 35 courses under the Literacy Cum Livelihood program. Amidst the pandemic, the implementation of these programs are still active through the initiatives of the ALS implementers and livelihood facilitators who are observing health protocols and adopting different learning modalities without risking the health of the learners.
|LGU Butuan City||Butuan City||ALS Literacy Cum Livelihood Program|
|Alternative Learning System and other Literacy Programs and Projects||The city government makes shifts in the lives of out-of-school youths, street children, household vendors, disadvantaged individuals, unemployed and parents of school children by providing literacy and continuing education programs and projects to all schools (26 school-based ALS Centers) and 12 community-based learning centers through the Alternative Learning System (ALS).|
Coordinators, coordinating principals/ supervisors, ALS principals, facilitators/instructional managers and mobile teachers were designated for the management of ALS literary and continuing education classes/programs/projects in all school-based and community-based learning centers. Mrs. Edna P. Madrid, DCS, Pasay City Supervisor In-Charge of ALS heads the operations in coordination with Dr. Loreta B. Torrecampo, SDO- Pasay City Schools Division Superintendent who heads the education, and Hon. Councilor Jose Calixto Isidro Jr, Chairman of the Committee on Education who leads the legislation. The Hon. City Mayor Imelda Calixto-Rubiano approves all plans for city initiated ALS programs and projects.
|LGU Pasay||Pasay City||Alternative Learning System and other Literacy Programs and Projects|
|Solid Waste Management System||Envisioning a better world to live in and cleaner San Francisco, with aspirations geared towards positive destinations that made the principles penetrate through time by embracing the Municipal Ordinance No. 02, Series of 1999, “An Ordinance Adopting the Comprehensive Solid Waste Management (SWM) of San Francisco, Agusan del Sur”. Thereat, the LGU of San Francisco, Agusan del Sur then and now conducts, adopts, and supports proactive activities that addressed ecological waste management issues and concerns. |
The LGU appoints concerned agencies to conduct trainings in eco-management. DENR, and Department of Agriculture, MDRRM, PNP had taken the lead. In the DepEd, modules, textbooks, manuals topics on how to protect the environment are infused in the lessons. Teachers modify the implementation by gathering/concurring outputs such as writing of essays, making of comic strips, role playing, literary writing, etc.
|2019||LGU San Francisco||San Francisco, Agusan del Sur||3rd place, Most Sustainable and Eco-friendly School - Agusan del Sur National High School|
International Winner for Global Search for Sustainable Schools - ASNHS
|In Pursuit of Zero Waste|
|ONE TREE, ONE KID (Kabataang Iskolar ni Del Pilar) Program||The program One Tree, One KID (Kabataang Iskolar ni Del Pilar) Program “Puno ng Pagasa” sprouted and grew from an idea of revolutionizing the program of providing financial assistance to poor but hardworking, deserving college students. The initial development led to challenging these individuals into bettering themselves through learning several aspects of life, ranging from health, gender sensitivity, disaster preparedness, leadership and many others. This series of educating them was dubbed as “Iskolar Revolution”, literally interpreted as scholars standing firm for a fight or uprising for knowledge.||2017||LGU Plaridel||Plaridel, Bulacan||Special Awards of Excellence in Literacy - LGU Plaridel||Plaridel, Bulacan - One Tree One Kid|
|Project Byaktas ng Dumagat||Byaktas is an additional subject for Dumagat Remontado children of Barangay Mamuyao, Tanay, Rizal. This is a pull-out session where the Dumagat Language and Indigenous Knowledges, Systems and Practices (IKSP’s) are taught in their indigenous learning systems (ILS).|
The literacy project aims to address Dumagat Remontado pupils needs in a more culturally and appropriate education by learning their culture and language in the Indigenous Learning System (ILS). Since there is no Dumagat Remontado teacher in the school that is capable in teaching their culture and language, and there is no available orthography developed for the community this intervention was conceptualized.
The culture and language development program for Dumagat Remontado was taught as a separate subject in Mamuyao Elementary School. Lessons taught were conceptualized and validated by the members of the community, elders and parents of the IP pupils. The elder with knowledge of their mother tongue was the primary teacher for language, while Indigenous Knowledges Systems and Practices (IKSP) were facilitated by the selected member of the community. Only the IKSP’s allowed by the community to be taught were included in the lesson.
|2017||Mamuyao Elementary School||Mamuyao, Tanay, Rizal||Project Byaktas ng Dumagat|
|Barangay Learning Hubs||In February of 2016, the City Government of Balanga together with the Multi-Sectoral Governance Coalition Group established the first Barangay Learning Hub in Dona Francisca. The aim of the Learning Hub is to provide supplemental education and access to computers and the internet through guidance and computer based learning. It also aims to break the digital divide and equip users with the necessary technological skills needed to compete in the global community. |
The success of the first learning hub fueled the City Government to establish more. By the end of 2016, three hubs are being used by 9,073 frequent users. This encouraged the City Government to look for partners that would believe in the project. By the end of 2017, five new learning hubs were established. A total of 38,887 frequent users visited the facilities. In 2018, 68, 249 frequent users accessed the learning hubs. By the end of 2019, 74, 741 users have accessed the hub.
|2016||LGU Balanga City||Balanga City, Bataan||Barangay Learning Hubs|
|ALS-in-ONE: Light of Butuan||With genuine literacy for its people as the cornerstone of its vision, the LGU launched ALS-in-ONE: Kasawa Hong Butuan in 2016. This program is a holistic and systemic approach of providing quality education for learners under the ALS and of ensuring that they are able to reach out to the learners whom they call as “the last, the least, and the lost.” Dubbed as “kasawa” or the light of Butuan, ALS-in-ONE serves as the light that illuminates hope among the poor, the marginalized, and the oppressed – the hope that embraces and the hope that transforms. |
In achieving inclusive education leading to a transformative one, the LGU, under the ALS-in-ONE program, established institutional and fiscal reforms, and started innovative and sustainable projects and activities. The LGU, by means of ordinances, created the Butuan City Literacy Coordinating Council, and the City Education, Literacy, and Scholarship Office in 2016 believing that the best institutional mechanism for the sustainability of literacy programs is legislation; that the ALS-in-ONE program, a top priority of the LGU, is highlighted by the appropriation therefore under the Special Education Fund. Prior to 2016, only a small portion of the SEF was allocated for programs, projects, and activities under the ALS, and in turn increased the allotment for the Alternative Learning System to Six Million Pesos (Php 6,000,000.00) beginning 2016 in view of the ALS-in-ONE program. Besides, the hiring of additional teachers for the conduct of ALS classes was also allocated a budget.
|2016||LGU Butuan City||Butuan City||ALS-in-ONE: Light of Butuan|
|Project LiPAD – “Literacy: Paglaum sa Asensadong Dakbayan”||This project is aimed at advancing functional literacy in the locality, especially on the margins, by providing essential literacy classes under the Alternative Learning System. LiPAD allows them to transcend educational barriers and to create a level playing field for the unreached sectors of our society by giving them equal access to educational opportunities that broaden their horizons and enable them to live more meaningful and more productive lives. The literacy classes include digital literacy, financial literacy, legal literacy, and health literacy, among other things. They adopted the sectoral approach in the implementation of the project to ensure its inclusivity. They made sure that the underserved and the most vulnerable are at the forefront of our advocacy. These are the indigenous peoples, senior citizens, out-of-school youth, pregnant teenagers, mass public transport drivers, women, street vendors, sari-sari store owners, abused children, farmers, fisher folk, persons with disabilities, drug surrenderees, kasambahays, and persons deprived of liberty, among others. These individuals, who are labelled “the marginalized and the poor,” do not have, in the words of Justice Leonen, “the resources to be able to speak as clearly, as legibly, and as loudly as many of us.” “They are rendered invisible by the speech that dominates the airwaves.” Project LiPAD created spaces for these voices which are barely audible from afar.||2016||LGU Butuan City||Butuan City||Project LiPAD – “Literacy: Paglaum sa Asensadong Dakbayan”|
|Barangay Empowerment and Synergy for Poverty Reduction Network (BESPREN) Development Strategy||BESPREN Development Strategy endeavoured to build a literate community with preference to respect for human life and environment, health and nutrition, love for culture and the arts, importance of law and order, inclination to integrity and character, appreciation of various technologies, and other functional literacies. BESPREN became the city’s blueprint in its holistic analysis and application in valuing its environment; building resilient families, mainstreaming resiliency and solid waste management to the formal education of its children, advocating organic agriculture and food safety, river management, and a lot more.||2014||LGU City of Santiago||City of Santiago||Two-time ASEAN Eco-Schools Awardee|
International recognitions from Myanmar (2015) and Cambodia (2019)
4-time holder of the Seal of Good Local Governance
Gawad Kalasag Awards - Hall of Fame
Presidential Search for Most Child Friendly Cities in the Philippines - Hall of Fame
Red Orchid Awards - Hall of Fame
Credit Surety Fund (CSF) Outstanding Partner by the Bangko Sentral ng Pilipinas - Hall of Fame
National Literacy Awards, Apolinario Mabini Awards
Pearl Awards by the Association of Tourism Officers of the Philippines
National Gawad Saka Awards, Rice Achievers Awards
National Gawad Kalasag - Rural and Urban Barangay Categories
Pangkalahatang Kalusugan Awards
Anti-Red Tape Best Implementer – City and Barangay Categories
Rafael M. Salas Development Awards
Top 10 Most Improved Local Government Unit (LGU) by the National Competitiveness Council of the Philippines
|Barangay Empowerment and Synergy for Poverty Reduction Network (BESPREN) Development Strategy|
|LAWIG Kababainhan: LAGSIK Butuan of Dulag Women's Association||Shaped with one common vision and drive to help the members of the community, Dulag Women’s Association was established in February 11, 2011. The association was formed to foster new entrepreneurs in the barangay and to provide them with trainings related to their business. Although they had a rough start, these women were able to push through with the project.|
With the skills they learned from the Alternative Learning System and with the 1,500 pesos support of other stakeholders as their business capital, the association began its operation. The women started handling the business and producing goods to generate income. The hopes of progress and sustainability conquered their hearts and it gave them the vigour to push through.
Skills training and livelihood programs were taught to the pioneering members through the fervent support of the Local Government Unit (LGU) of Butuan City and the Department of Education (DepEd) – Division of Butuan City. These agencies provided them with trainings and made them learners under the Alternative Learning System (ALS) and the Basic Literacy Program (BLP). Classes about cosmetic products, basket weaving, rug making, and herbal medicine making were conducted to ensure that these learners honed additional skills.
From then on, the association continued to enhance the livelihood programs offered to them by DepEd through trainings and classes about functional literacy. Functional literacy is learning the practical skills sets which are necessary for the day-to-day life. It includes reading, writing, comprehension, and the basics of arithmetic that can be applied for the benefit of the community.
|2011||LGU Butuan City||Brgy. Dulag, Butuan City||LAWIG Kababainhan: LAGSIK Butuan of Dulag Women's Association|
|Km. 7 Farmers Producers Cooperative (KFPC)||One of the missions of the KFPC is to educate and help farmers and out-of-school youth to learn outside the formal walls of the classroom. Through the partnership of KFPC and the Department of Education (DepEd), they were enrolled to Alternative Learning System (ALS) Program. Farmers were taught simple arithmetic in order to properly monitor their income. Moreover, the KFPC is a learning site where students can learn hands-on skills. They allow students of Forestry and Agro-forestry from Caraga State University (CSU) to spend their on-the-job training in the cooperative ‘s farm. They also welcome benchmarking from other cooperatives to learn its best practices.||2011||Mr. Nilo R. Calipayan||Butuan City||Km. 7 Farmers Producers Cooperative (KFPC)|
|Scholarship on Tertiary Education Program (STEP)||The Scholarship for Tertiary Education Program (STEP) is instituted by the City Government of Davao, intended for the underprivileged to have access to college education and make a career of their own with the end view of alleviating their respective families’ economic status. A maximum of Php50,000 may be granted to a qualified student per year.||2009||LGU Davao City||Davao City||Scholarship on Tertiary Education Program (STEP)|
|Davao City Treatment and Rehabilitation Center for Drug Dependents (DCTRCDD) Literacy Program||DCTRCDD is committed to effectively treat and rehabilitate with dignity and respect all drug dependents in Davao City and help them reintegrate into society as empowered, productive, and drug-free citizens through comprehensive, responsive, and multidisciplinary treatment and rehabilitation approaches. As part of the rehabilitation program, it ensures that wholistic services are provided to clients and one of it is the DCTRCDD Literacy Program, which is part of its Daily Structured Activities. |
The center has been very active in partnering with different agencies and institutions to further provide a comprehensive set of activities in order to prepare the residents whenever they are discharged. It has partnered with Department of Education through its Alternative Learning System, a parallel learning system that provides a practical option to the existing formal instruction. When one does not have or cannot access formal education in schools, ALS is an alternate or substitute. ALS includes both the non-formal and informal sources of knowledge and skills. It is actually one of the very few rehabilitation centers in the country which accredited by the said department to institute and integrate in its educational program an Integration Learning System. Furthermore, a non-formal education has been introduced and are handled by Instructional Managers to give the residents a chance to proceed their education to Senior High School whenever they pass the qualifying examinations.
|2008||LGU Davao City||Davao City||Davao City Treatment and Rehabilitation Center for Drug Dependents (DCTRCDD) Literacy Program|
|Tagumpay Palengskwelahan||It is situated at the Tagum City Public Market educating the drop-outs, out - of - school children and youth and adults who are working in the place such as ambulant vendors, storekeepers, laborers and jamboleros. This program has put Tagum City into the limelight of public service cognizance to the Department of Education’s (DepEd’s) thrust on Education For All (EFA) via the Alternative Learning System. The program started as Street Education Program focusing on values formation and basic literacy for street children managed by the City Social Welfare and Development Office. The Department of Education (DepEd) Tagum City Division and the City Government of Tagum joined forces in 2008 to strengthen this program. Thus, it paved the way in institutionalizing the Palengskwelahan under City Ordinance No. 38, S - 2008. Through the years, this community-based scheme instruction has uplifted the socio-economic status and moral values of the marginalized families thriving at the public market by providing opportunity to education while responding to their livelihood. |
Moreover, the ultimate goal of this socially-driven initiative is to continually offer alternative learning opportunities for out-of-school children (ages 6-14), out-of-school youth ( ages 15-24) and adults (ages 25 and above) who were unable to avail educational services and programs of formal education. Specifically, targeting the performance indicators on increased participation and completion on basic education and eradicate illiteracy through Basic Literacy Program (BLP). Much as well, provide avenues for job opportunities through Accreditation and Equivalency (A & E) Program for OSY and adults. In order to fill-in the gaps and realize its sustaining goal and objectives, annual mapping and early enrolment are conducted. Community awareness and linkage are also intensified.
|2008||LGU Tagum City||City of Tagum||Special Excellence Awardee (2014 Hall of Fame) - Literacy Award in the Philippines||Tagumpay Palengskwelahan|
|Purongitan Festival||To have a concrete program of its own, in the year 2004, The Local Government initiated the launching of Purongitan Festival, a month-long celebration every August with different activities such as sports, shows and competitions for the enjoyment of visitors and local folks. The planning and implementation of the different activities are being participated by local, provincial and national offices existing in the locality. Thus, the outcome of this celebration is a collaborative and collective efforts of all agencies. Incorporation of culture to the nightly shows were greatly encouraged like the singing of Cuyonon songs, performing of local folk dances, dramatization of customs and traditions.||2004||LGU Cuyo||Cuyo, Palawan||Purongitan Festival|