Literacy Workers - LCC Deped

Malolos City, DepEd partner for its First Local Literacy Conference, Showcases Research and Initiatives

April 30, 2024April 30, 2024 by BPBabaran@deped

Malolos City, DepEd partner for its First Local Literacy Conference, Showcases Research and Initiatives

The Local Government Unit (LGU) of Malolos City, Bulacan in collaboration with the Department of Education Schools Division Office (SDO) of Malolos City organized its first-ever Local Literacy Conference cum Research Caravan last April 22, 2024, as part of the 3rd phase of the City’s Project I-REINFORCE. Themed “Empowering Communities through Literacy: Pathways to Inclusive and Smart City”, the event aimed to disseminate information on the initiatives addressing literacy issues, publicly showcase research outputs on literacy, and recognize LGU and SDO researchers who participated in the conference. A total of 14 research outputs were featured in the conference spanning various literacy areas including history and culture, information and communication, livelihood and employability, disaster resilience, sexuality, agriculture, and more.

Mr. Enrico R. Mendoza, Head of the Literacy Coordinating Council (LCC) Secretariat, was invited to participate in the said conference where he delivered a speech commending the initiative of LGU Malolos, affirming that the LGU is on the right track towards ensuring a participative and research-based formulation and implementation of local literacy policies and programs. This is aligned with the Literacy Coordinating Council’s goal of eradicating illiteracy at the grassroots level. Mr. Mendoza, on behalf of the LCC also presented the Plaque of Recognition to LGU Malolos as one of the winners of the 2022 National Literacy Awards.

Honorable City Mayor Christian D. Natividad, Vice Mayor Migs Bautista, Schools Division Superintendent Leilani Samson-Cunanan, CESO V, Councilor Niño Carlo Bautista, and other key LGU and SDO officials were present during the conference.

2009 National Literacy Conference

September 27, 2017September 27, 2017 by admin

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In his message, DepEd Undersecretary and LCC chairman Ramon C. Bacani expressed hope that the said conference would inspire and empower all participants to be more active in the nationwide campaign of universalizing literacy in the country and reach the Education for All goal of reducing by 50% the number of nonliterates by 2015. Bacani also stressed that literacy empowerment is indeed a key to community development as it allows people to think and act for the improvement of the quality of their lives. Literacy skills are essential tools (for people) to live in today’s increasingly changing and complex world and in the face of knowledge-based and globalized economies.

One of the highlights of the Conference was the recognition accorded to the municipalities of Tubungan, Iloilo and Agoo, La Union as Literacy Hall of Fame awardees, being three-time National Literacy Awards winners in the local government unit categories. Tubungan Mayor Victor Tabaquirao and Agoo Mayor Sandra Eriguel personally received the awards for their respective municipalities. In short but meaningful speeches, the two mayors shared their literacy programs’ good practices. Tubungan, with a literacy rate of 98%, is Hall of Fame awardee for Outstanding Local Government Unit Class B category while Agoo, with a literacy rate of 99.3%, is Hall of Fame awardee for Outstanding Local Government Unit Class A category. The municipality of Agoo was also given recognition for being one of the two winners of the Republic of China-supported 2009 United Nations Educational, Scientific, and Cultural Organization (UNESCO) Confucius Literacy Awards. UNESCO awarded the Agoo Municipal Literacy Coordinating Council for its continuing education and lifelong learning programs which make available a vast array of education and training opportunities for the entire population of the municipality, including the neediest.

Other highlights of the Conference included plenary sessions for participants with known literacy advocates such as Miriam College Board of Trustees Chair and former Education Department Secretary Lourdes R. Quisumbing who talked about Literacy for Quality Education; UP College of Medicine professor Jaime Galvez Tan on Literacy for Improved Health Services; Dr. Angelina Galang of the Environmental Studies Institute of Miriam College on Literacy for Environmental Protection and Management; and Sultan Kudarat First District Congressman Sultan Pax Mangudadatu Alhadj on Literacy for Good Governance.

The plenary was followed by breakout session workshops of four groups, each with a specific topic taken from the plenary.

Source: PIA, by Lito Dar

October 3, 2009

Building Communities; Sr. Maria Perfetua Bulawan, DC

September 27, 2017September 27, 2017 by admin

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What is a good literacy implementer? Is he one who teaches, clothes, and feeds a thousand people? Is he one who brings them to the Lord and guides them through? It is all these and more. At the most fundamental level, the implementer must ensure that the welfare of the people – in all its myriad guises – is given attention.

Sr. Maria Perpetua “Mapet” Bulawan DC, 38, of St. Louise de Marillac College of Sorsogon (SLMCS), Sorsogon City has done just that – and still doing it. She has devoted her life to harnessing the talent and energies of the people in Sorsogon for productive use; and creating a society built on Christian ways. Sorsogon is the second poorest region in the country so her devotion to advance the status of the people is no mean feat.

She was rewarded a Special Recognition by the Literacy Coordinating Council (LCC) for her exemplary performance as a literacy worker of the Louise de Marillac Foundation, Inc. Community Extension Services (LMFI-CES), while her “Education for Life Program” got top honors during the 2008 LCC Recognition Day in Teachers Camp, Baguio City in September of this year. In 2005, her program “Literacy Intensification and Values Education” also got third place in the LCC Awards. Literacy has been her covenant – and she has never failed.

Tell us your secret, Sr. Mapet. The nun is on a roll.

The Education for Life Program

“There is no secret,” says Sr. Mapet while seated on a chair wearing a veil over her habit. “We just realigned the Foundation’s programs and services to the UN Development Goals and responded to the people through alleviation of poverty and hunger, access to primary education, ministry to migrants and persons with Acquired Immune Deficiency Syndrome (AIDS), environmental sustainability, and many more,” she rattles in a voice that is heartbreakingly soft and measured.

SLMCS in Sorsogon City has been among the forefront institutions responding to the call of government in the eradication of illiteracy since the 1980s. In 1989, the then Bureau of Nonformal Education (NFE) now Bureau of Alternative Learning System (BALS), asked SLMCS to be the service provider for the Literacy Service Contracting Scheme in Sorsogon.

Certainly, Sr. Mapet would not disappoint anyone. She is famously accessible and has taken her crusade for functional literacy classes to 15 learning groups in Sorsogon West, Sorsogon East, and Bacon District every year. Along with the sessions are bible sharing activities either in the barangay hall, Day Care Center, chapel, classroom, or even in an unfinished house. Word of each small success spread from town to town and gradually, she won the support of many. Indeed, it is hard to exaggerate the impact of the community service done by Sr. Mapet, but from among her learners, a number have become domestic helpers abroad; others have become officers of the kapilya pastoral council, and a few turned into barangay health workers.

The learners are recruited house to house with the assistance of the barangay kagawad and other elders in the community. “I interview them to identify their needs. Ang mga learners mismo ang pinapipili ko ng schedule at lugar ng learning sessions,” she says.

This is one of the most challenging aspects of the Program: to maintain the learners after a calamity. “Naku! Ang hirap lalo na nung tinamaan sila ng super typhoons Milenyo at Reming. Syempre inuuna nila ang pagpapatayo ng bahay nila at sa ikabubuhay nila bago nila harapin ang learning sessions,” she says with a sigh.

Yes, life for Sr. Mapet could have been easier if she had not chosen to take on the burden of joining the Sisters of Marillac. But she did. Hence as a nun, she also mobilizes donation brigades and extends relief assistance to the often typhoon-visited Bicol and other areas. Her dedication spills over to her role of extending assistance in the housing construction of disaster victims; providing stress debriefing and home visits. In fact, LCC Secretariat Head Dr. Norma Salcedo says of Sr. Mapet: “She’s not a talker. She’s a doer.”

Gliding from one mission to another, and loving every minute of it, Sr. Mapet’s jail apostolate is equally impressive. She does spiritual formation, gift giving, and socialization to the inmates of Sorsogon.

She has also devoted her life assisting out-of-school youth and adults to formal secondary and tertiary schools through the Balik Eskwela Program. The Study Help and the Marillac Grantees Student Assistance Program help finance the needs of students.

In this interview, she recounts with all humility that the Education for Life’s Adopt-a-School Program established in 2005 has also helped hundreds of undernourished kids. The program caters annually to 120 malnourished elementary pupils of Bitan-o Elementary School, Sorsogon West district, and this program is bound to go a long way more. This is her great hope.

“We strive to help bring the world a little closer to the ideal,” she says. The Foundation also hired two experts from the Benguet State University to teach the community farming techniques and high value crop production. “Now the community raises its own carrots, strawberry, sayote, sweet peas, and yacoon,” Sr. Mapet smiles as she clasps her hands.

Sr. Mapet’s indefatigability is beyond compare. There is something in her that is devoid of the trappings of bigness and grandeur. There is something about real greatness and selflessness when you see her. She continues, “we also reach out to the spiritual formation of the elderly in barangays Tugod, Cambulaga, Sampaloc, Talisay, Bulabog, and San Juan Roro in Sorsogon. This is in preparation especially for their next life.”

After a perfectly timed pause, I suddenly interrupt her, “have you had boyfriends?” She answers, “Yes, but Iam happier with the Lord.” I laughed after that and Sr. Mapet sneaks into a girly giggle. I realized that beneath that gentle mien of a nun is a warm person with a sense of humor, even-in-your-face wacky.

educNEWS
Volume II No. 13
September 2008

Carlito Dumulot, Promising Literacy Learner

September 27, 2017September 27, 2017 by admin

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“Isang malayang umaga sa iyo,” was Carlito Dumulot’s cheerful reply when I greeted him during the First General Assembly of Non-Government Organizations at SEAMEO INNOTECH, Quezon City. He belongs to LAKAS-Indigenous People’s Group. Carlito, short and stocky with thick black curly hair and small nose, is one of Zambales’s most respected tribesmen. “Bakit malaya?” I asked him. “Malaya na ako sa tanikala ng hirap, panlalait, at kamangmangan,” he says breaking into a smile.

It was a warm and sunny morning of November 28 when Carlito was relishing his present situation. “Ibang-iba na ang buhay ko ngayon.

“Noon, pag bumababa ako sa bundok upang magbenta ng mais at ube sa Olongapo market, hindi ko alam kung paano manukli dahil hindi rin ako marunong magbilang. Ang mga bumibili noon ang nagdidikta kung magkano ang presyo ng mga paninda ko at tinatanggap ko na lang kung magkano ang kanilang inaabot. Luging-lugi ako noon dahil bukod sa pagod ko, namamasahe pa ako sa bus tapos lolokohin pa ako ng mga mamimili. Ngayon, marunong na akong mag-plus, mag-minus, at mag-divide. Hindi na ako maloloko pa,” Carlito adds smiling.

Early on, Carlito knew they were being pushed around by the lowlanders. He remembers how his community members would be brought to the voting precincts during election and were told to sign the filled ballots with their thumbmarks. After that, it was anybody’s guess.

Illiteracy stood in the way of the Aetas’ better understanding of their traditions and rights. When land grabbers took their ancestral lands from them, they were left helpless and hopeless. They were denied access and information on their need to argue their cases.

“Sabi nila, hindi raw amin yung lupa, wala raw kaukulang papeles kaya pinaalis kami… noon kasi hindi pa namin alam ang tungkol sa titulo, certificates, at iba pa…
I could not imagine why this man was so worked up about his newfound knowledge. But he was so earnest, his piercing black eyes so intense. According to Carlito, he saw other villages and communities receive infrastructure – water, roads and bridges – yet the people remained poor. “There was so little upward mobility even after all that spending because “they did not educate the people,” Carlito says.

Locked in the cycle of grinding poverty and illiteracy, the Aetas could only curse and shrug their shoulders at bureaucratic waste and abuse. Not anymore.
When literacy workers went to Olongapo, Carlito grabbed the opportunity to learn. Then when he found out that he had leadership skills, he decided to begin a more active role in the projects organized by his local community. Almost immediately, his life took a new direction. “Natutunan kong gamitin ang aking mga talento para sa aking kapwa at pati na rin sa aking kapakanan,” Carlito says.

Today, his bright smile bears testimony to what he can do. Aside from reading, writing, and arithmetic skills, he has received training in farm techniques, forest conservation, sanitation and health, social skills, political literacy, and food processing. His family has moved from the tree house into a sturdy one. “Without literacy,” he says, “we’d still be living differently.”

The Aetas can now access knowledge and information available to the majority. They now read books, magazines, and tabloids. Through mass media, they can now profit from the scientific and technological skills needed to increase wellness and health.

To step from the bright sun and palm trees of Olongapo into the white halls of SEAMEO INNOTECH is to enter another world. Carlito with his new skills and present environment is now indeed, in another world. Congratulations, Carlito! (MPC)

Source: educNEWSVol 1 No. 3, November 2007

Understanding the Vital Years for Future Learning

September 27, 2017September 27, 2017 by admin

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“We all need to work together to unlock the powers of the vital years from 0 to 6. Waiting for our young children to come to school for Grade One at the age of six may be too late!” These were the words of Secretary Teresa Aquino-Oreta, chair of the Philippines Early Childhood Care and Development (ECCD) Council during a policy forum involving education ministers of Southeast Asia late in January this year.

The forum, dubbed “Understanding the Vital Years for Future Learning,” served as an eye-opener in the ever growing need to strengthen policies concerning early childhood education. Conducted during the 45th SEAMEO Council Conference in Cebu, Philippines, the forum zeroed in on the importance of tapping the learning potentials of children in their early years. Likewise, it sought to get commitments from education officials to put premium on their ECCD programs, which receive less than 10% of budget allocation in many countries as studies revealed.

Among those present during the forum were Ministers of Education of SEAMEO member countries, as well as education officials and representatives from SEAMEO associate member countries Australia, Spain, and New Zealand.

Secretary Aquino-Oreta, in her paper, recounted the Philippines’ experiences in adopting ECCD as a national priority. She said the country had a “long journey” towards this direction as efforts to promote children’s welfare and enhance their opportunities began as early as 1974 with the passage of the Child and Youth Welfare Code. The Code led to the creation of the Council for the Welfare of Children (CWC) whose mandate was later transferred to the Department of Social Welfare.

In 2009, the CWC was transformed into the Early Childhood Care and Development Council through Executive Order No. 778. The ECCD Council is now mandated to “support the implementation of the full range of health, nutrition, early education, and social services programs that provide for the basic holistic needs of young children from birth to age six and to promote their optimum growth and development.”

In the past decades, many ECCD laws and executive orders were promulgated. However, implementing such laws became a challenge; and this was mainly due to lack of available information, if not for the often inaccurate, dated, and limited data that offer little value. The ECCD Council immediately worked on creating a database that will serve as guide for a more efficient and effective implementation of the national policies on ECCD. Aside from this, the Council is also working with ECCD professionals and experts to design a learning framework for early education programs.

The stories shared by Secretary Aquino-Oreta and best practices presented by Dr. Claire McLachan, Associate Professor of Early Years Education in Massey University, New Zealand, served as springboards for discussion on the topic.

The Education Ministers agreed to pursue several courses of action, including the conduct of a regional policy research on ECCD. The Philippine Department of Education, as a proponent of the discussion, committed an initial funding of US$50,000 for the said project.

Source: SEAMEO INNOTECH, January 2010

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

September 26, 2017September 27, 2017 by admin

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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.

2010 National Literacy Conference and Awards

September 26, 2017September 27, 2017 by admin

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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

September 26, 2017September 27, 2017 by admin

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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?

September 26, 2017September 27, 2017 by admin

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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:

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

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

September 26, 2017September 27, 2017 by admin

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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:

The Department of Education or its teachers have the responsibility to initiate literacy projects.
There are no available funds for literacy projects.
No interested parties had proposed to the LGUs to implement a literacy project.
No resolutions on literacy had been made.
Literacy projects were not the priority of the LGU.
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.