FAQs

Barangay Mechanism: The Barangay Implementing Unit

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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

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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

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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

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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

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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.
 

How do we create a local Literacy Coordinating Council?

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The Overall Framework

In line with the overlying philosophy of RA 7165 creating the Literacy Coordinating Council (LCC) which solicits the total commitment of all sectors from the national to local levels, corresponding cascading mechanisms responsible for planning and management are suggested:

The organization, composition, and functions of these mechanisms are in accordance with the overall thrust of RA 7165 which is community-based planning and management of literacy projects, multi-level, inter-agency, and multi-sectoral.

There are two levels of organizational coordination – national and regional. Actual planning, implementation, monitoring, and evaluation tasks are at the provincial and municipal levels. The latter mechanisms are called the Provincial and Municipal Project Implementing Units (PIUs).

There are two suggested workflows: a) bottom-up approach which begins at the community level, leading up to the national level which is the Literacy Coordinating Council; and b) pursuant to the provisions of the 1991 Local Government Code, the PIUs enjoy autonomy and can link directly with LCC.

Every local government unit is suggested to have PIUs in the barangay, municipal, and provincial levels composed of local officials and representatives of organizations and associations from both government and non-government sectors. These units will be responsible for the overall planning, implementation, monitoring, and evaluation of literacy programs and projects. They will also take charge of resource generation, advocacy and social mobilization, and networking/linkaging.

Legal Bases for the Creation of Local LCCs

1. Administrative Order No. 324

Signed by Former President Fidel V. Ramos on April 15, 1997, mandating all concerned government agencies (GAs) and local government units (LGUs) to adopt the LCC Blueprint for Action as framework or guideline in developing policies and implementing programs and projects related to literacy.

2. Joint Circular No. 01, series of 2003
 
Signed by LCC Member Agencies’ the Department of Education (DepEd), Department of the Interior and Local Government (DILG), and National Economic and Development Authority (NEDA), and was issued as a supplemental provisions/ guidelines on the strengthening of local literacy coordinating councils/ literacy implementing units.
 
3. DILG issued Memorandum Circular No. 2007-155
 
Dated November 26, 2007 on the creation/ strengthening of local literacy coordinating council/ literacy implementing units.

Frequently Asked Questions About Literacy

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What is literacy?

Literacy is commonly described as  the ability to read and write and use the printed material. In our rapidly changing world, literacy is increasingly viewed as a “way of being,” a manner of carrying out social transactions and developing oneself.

The United Natio0ns Educational, Scientific and Cultural Organization defines literacy as the “ability to identify, understand, interpret, create, communicate, compute, and use the printed and written materials associated with varying contexts.It involves a continuum of learning in enabling individuals to achieve their goals, develop their knowledge and potential, and participate fully in their community and wider society.”

What is basic literacy?

Basic literacy is the ability of a person to read and write with understanding a simple message in any language or dialect.

What is functional literacy?

Functional literacy is a range of skills and competencies – cognitive, affective, and behavioral, which enables individuals to:

  • live and work as human persons;
  • develop their potentials;
  • make critical and informed decisions; and
  • function effectively in society within the context of their environment and that of the wider community (local, national, global) in order to improve the quality of their lives and that of society.
What are the major indicators of functional literacy?
  • communication skills
  • critical thinking and problem solving
  • sustainable use of resources and productivity
  • development of self and a sense of community
  • expanding one’s world vision
What is the operational definition of literacy?

Functional literacy is the ability to communicate effectively, to solve problems scientifically, to think critically and creatively, to use resources sustainably and be productive, and to develop one’s sense of self and of community and to expand’s one’s world view.

Why promote literacy?
Literacy means freedom. It is a tool for empowering ourselves and our community. It can free us from many personal, economic, and social constraints by helping to:
  • eradicate poverty,
  • eradicate child mortality,
  • curb population growth,
  • achieve greater equality;
  • make participation in all social economic and political processes possible;
  • ensure sustainable development, peace, and democracy; and
  • enhance our capacity to lead a free and more fulfilled life.
LITERACY IS EMPOWERMENT.

Get on the bandwagon of literacy and help build our beloved country, the Philippines.