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The Functional Literacy, Education and Mass Media Survey (FLEMMS) is a survey conducted every five years by the former National Statistics Office (NSO), now a part of the Philippine Statistics Authority (PSA). The survey presents comprehensive statistics on the latest status of literacy, education, and mass media exposure of Filipinos. It brings together a wide range of information that serves as a guide for government policy makers, program planners, and decision makers in providing a much broader scope of action and more focused program intervention on the target beneficiaries of development plans. It is also very useful in private businesses and industries, as well as in academic researches and development projects.  As of the fiscal year 2021, six (6) previous rounds were conducted mainly in 1989, 1994, 2003, 2008, 2013, and the most recent in 2019.

For three decades, the survey is conducted in line with the government’s thrust to promote education policies and programs aimed at eradicating illiteracy in the country. FLEMMS is designed to provide a quantitative framework that will serve as a basis in the formulation of policies and programs in the improvement of literacy and education status in the Philippines.

The highlights of FLEMMS 2019 results are its basic and functional literacy rates. Survey shows that 94 out of 100 Filipinos who are 5 years old and above are literate in 2019. In addition, 73 million Filipinos who are 10 years old and above are considered as functionally literate. An increase to 91.6% from 90.3% in 2013. National data results also found that NCR tops as the region with the highest basic and functional literacy rates, while BARMM comes down as the lowest in both criteria.

The latest conduct on FLEMMS was in 2019 which was prior to the start of the           pandemic in 2020. In line with the final results conducted, many researchers and           analysts are waiting for the final report on FLEMMS 2019 to determine the current           status of education and literacy in the Philippines and how the COVID-19 pandemic           affected the country in general. The result on FLEMMS 2019 will also serve as a           benchmark for the government and other stakeholders to create solutions in           mitigating the effects brought by the pandemic. Other details of the 2019 FLEMMS           results are contained in the video.          

Terence Joshua S. Canlas

Source:

https://psa.gov.ph/content/functional-literacy-education-and-mass-media-         survey-flemms

Following the success of the conduct of the 143rd Council Meeting held on October 22, 2020, the Philippine Normal University (PNU) through one of its lead researchers for LCC, Dr. Judy C. Bautista, has officially endorsed to the LCC Secretariat the Analytic Scoring Rubric/Monitoring and Evaluation Tool for Exemplary Community-Based Literacy Programs and Engagement in the Philippines. The said tool is based on the two research studies conducted by the Council through the PNU entitled “Foundational Framework for the Exemplary Community-Based Literacy Programs and Engagement: Basis for Policy Development (2019)” and “Validation of the Foundational Framework for Exemplary Community-Based Literacy Programs and Engagement (2020).”

The said M&E tool or analytic scoring rubric describes the standards and indicators for an exemplary community-based literacy program. Being evidence-based, the tool has the following components: 1) Manifests Quality Management and Leadership; 2) Has Legal Bases; 3) Utilizes Strategic Implementation; 4) Articulates an Aligned Vision, Mission, Goals, Objectives, and Agenda; 5) Forges Inter-agency and Inter-stakeholder Partnership and Collaboration; 6) Possesses Effective and Efficient Resource Management; 7) Administers Efficient and Regular Monitoring and Evaluation System; 8) Is Data-Driven and Is Designed based on Data-Analysis; 9) Uses Information Dissemination Strategies; and 10) Manifests Complete Documentation of Activities. Each standard contains relevant indicators and achievement progressions categorized as: 1) Beginning; 2) Emerging; 3) Accomplished; and 4) Exemplary, the latter being the highest benchmark of community performance.

The Department of Education shall issue an Order to encourage the operationalization of the framework and adoption of the tool among the Alternative Learning System teachers, Local Government Units, and Civil Society Organizations in the country implementing literacy programs at the grassroots level. By doing so, a breakthrough is expected to take place in literacy at the local communities bringing everyone closer to its universalization.

What Have We Learnt?

An Overview of Findings from Survey of Ministries of Education

on National Responses to COVID-19

As part of the coordinated global education response to COVID-19 pandemic, UNESCO, UNICEF and the World Bank have conducted a survey on National Education responses to COVID-19 School Closures. Results from the data collection are showcased, sharing lessons learnt from government responses to school closures from pre-primary to secondary education.

The webinar, which was also participated in by the LCC Secretariat was conducted on November 4, 2020 via different Zoom satellites, and was administered by UNESCO, UNICEF, and World Bank researchers situated in different countries such as Amsterdam, Berlin, Rome, Stockholm, and Vienna. Various participants from all around the globe including doctors, PhD students, and many others were enthusiastic to join and formulate solutions on the results of the survey presented.

This webinar was initiated with a brief snapshot of survey on national responses to school closure. From there on, the structure of survey was established, along with the main topics that focused on: 1) Plans for re-opening schools; 2) The plan for the school calendar; 3) Distance education delivery systems; 4) Online distance learning strategies; 5) Role of teachers; 6) Role of students; 7) Role of Parents/Caregiver; 8) Learning, assessment and examinations; and 9) Financing.

The first segment addressed the mitigating learning as different school openings from all over the world led to lost opportunities in learning. Some countries lost as much as one-third of a school year and led to a discrepancy between the schools in the Northern and Southern hemisphere.

The second segment of the survey stressed the key findings in deploying effective remote learning strategies which gave emphasis on countries using different learning platforms from different socio-economic class and concluded that remote learning has changed the landscape on how learning was made and expedited opportunities in some environments to different income countries.

Policies to support teachers were also given emphasis as survey showed that majority of the teachers were required to teach from school premises regardless of the countries’ economic standing. Additional support to teachers varies across income groups, but most were provided with instructions to operate the distance learning platforms and need more support amidst the pandemic. Equipping them with ICT knowledge, as well as other things which would enable them to stay effective and efficient were top priorities.

Parental support and engagement were also considered as 9 out of 10 countries reported that teachers and parents were to keep in regular interaction through text messaging and other forms of communication as a liaison of social interaction.

The last segment underscored the safe reopening of schools, health protocols and budget financing. The progress towards school reopening survey showed that as of September 2020, 3 out of 4 countries had fully or partially reopened schools and still increasing by 5 percent. Approaches and measures in school reopening. as well as health protocols for the safe reopening of schools were also discussed. The rest of the data showed that nearly 100% of responding countries have produced or endorsed specific health and hygiene guidelines and measures for schools. The survey also presented the source of funding to support safety measures from government allocations.

Education financing for COVID-19 response showed that in almost all countries, (95%) additional funds have been provided to cover COVID-19 related costs. The last part of the segment portrayed the needs of every country depending on their economic standing.

Prior to the pandemic, UNESCO, UNICEF, and the World Bank already conducted several joint researches on education. The global trends presented were clear and concise, yet additional demands of research are still needed to cater the needs of the growing trend as the challenge of the pandemic is still present and continuation of research surveys on monitoring the school openings and opportunities would help strengthen the approach of global perspective.

Terence Joshua S. Canlas

Source: https://events.unesco.org/event?id=919915775&lang=1033

On October 22, 2020, the LCC Chairperson Diosdado M. San Antonio, DepEd Undersecretary for Curriculum and Instruction presided over the virtual 143rd LCC Meeting via Google Meet. One of the highlights of the said meeting was the Council’s adoption of the Foundational Framework for Exemplary Community-Based Literacy Programs and Engagement, and the Monitoring and Evaluation Tool, outputs of the research study conducted by Dr. Judy Bautista of the Philippine Normal University, and his research team.

According to Dr. Bautista, “the LGUs may review current efforts by using the validated framework as guideline in developing community literacy programs…initiate community literacy programs based on the standards… and adopt the improved analytic rubric or the monitoring and evaluation tool in order to assess program management and to inform practice with a more solid base for the purpose of improvement and accountability.”

Through future DepEd policy issuance, the Council anticipates its significance to nation building, with emphasis on the establishment of exemplary and sustained literacy programs at the grassroots level through collaborative efforts amongst various literacy stakeholders.

Aside from this project, the Council has another ongoing research on the development of a literacy framework anchoring on the 21st Century Skills, Fourth Industrial Revolution, and current needs of the country.

The Literacy Coordinating Council (LCC) awarded the Municipality of Tanay, Rizal as one of the most outstanding Local Government Units (LGU) in 2019. Their exemplar practices in literacy not only set the standards for other aspiring outstanding Local Government Units, but also promoted the significance of literacy in national progress. Through the vast efforts of the people of the Municipality of Tanay who sought an efficient and effective education for all, guided by the Alcalde, Hon. Rex Manuel C. Tanjuatco – the Municipality of Tanay, Rizal was able to change the landscape of illiteracy rate down to 1.72% of the combined number of OSYs (Out-of-School Youths), OSAs (Out-of-School Adults), Farmers, PWD, Women, Students/Youth, Elderly, and other sectors within the municipality. In 2019, they were able to create and implement a repertoire of outstanding literacy practices which piqued the interest of people all over the education sector, which eventually led them to be triumphant in the National Literacy Awards as one of the most outstanding Local Government Units.

Some of their award-winning literacy programs/projects are:

1. The Skills Training on Shielded Metal Arch Welding (NC I and NC II) conducted in the town proper and upland barangays was a thoroughly planned program of the LGU considering the demand for welders locally and internationally, and led to a 100% passing rate in year 2014 and 2015, with 80% locally and internationally employed, and 20% self-employed;
2. Continuing Education Program for ALS Learners aimed to serve out-of-school youths and adults in all barangays to eradicate illiteracy and unemployment. A whopping 90% of the ALS elementary were enrolled in secondary public schools and 80% enrollees in college from the ALS secondary were achieved.
3. The Bigay Kinabukasan sa Selda did not only give the inmates a chance of hope, it also gave them an opportunity for redemption on bridging their dreams to reality and changing their lives as they were given a chance to enroll in various livelihood trainings and TESDA courses as part of rehabilitation and preparation for their eventual release from jail, which has been going on from 2011 up to present.
4. The Special Education Program (SPED), which is anchored to DepEd’s plan promoted inclusive education for all and no student left behind policy is one of the key programs which the municipality of Tanay takes prides of. Catering students with special needs, thus empowering them in ways unimaginable, despite their physical and cognitive limitations.
5. The Madrasah is an Arabic term for “School”, caters Muslim students to be taught with their language and culture. Through this program, the level of awareness of Muslim students of their culture and tradition has increased.
6. The Disaster Risk Reduction and Management Literacy Training program of the Municipality of Tanay has conducted series of disaster trainings for LGU employees, barangay personnel, teachers, students, and army reservists. The said programs ultimately aim to make the entire community resilient to disasters, both natural and human-induced.
7. A Scholarship Program is provided by the LGU to address problems on poverty alleviation, economic empowerment and illiteracy rate. This program proves that poverty should never be a hindrance to getting quality education. A total of 546 scholars under 4 categories were able to acquire the opportunity to attain quality education.
8. The Tour Guide Training addressed the LGU’s campaign against illegal logging and charcoal making in the upland barangays as some of the current tour guides have been previously engaged in these kinds of activities that pose as environmental perils.
9. The Karunungan ng mga Katutubo sa Bulubundukin ng Tanay (KABULTAN) is a big factor in which IPs are being empowered. It started in 1999. In 2015, out of 75 enrollees, 52 passed in which 42% enrolled in A & E Program – Elementary Level, 38% enrolled in livelihood program, and 20% engaged in agricultural activity. Learners who failed the exam were re-enrolled in the program, engaged in business and agricultural activities and used their gained knowledge in their work.
10. The Indigenous People Education Program (PUGAD Project) aimed to uphold the culture of the indigenous people, giving emphasis on Panitikan, Ugnayan, Gawain, Alituntunin ng Dumagat/Remontado.

The Municipality of Tanay is proud to present its programs/projects and will continue to uphold their exemplary literacy practices as it did not only promote an efficient and effective literacy for all, but also a sense of pragmatic ways on how to adapt to a community in the 1st class municipality. It is an avenue of literacy programs and a benchmark for other aspiring outstanding Local Government Units.

The Literacy Coordinating Council would also like to extend its sincerest gratitude to the Philippine Information Agency (PIA) for the huge amount of work, research and dedication in producing this video of the Municipality of Tanay, Rizal as one of the winners in the National Literacy Awards.

In 2018, the Literacy Coordinating Council (LCC), through its Member Agency, the Philippine Normal University, conducted a research study on the Foundational Framework for Exemplary Community-Based Literacy Programs and Engagement and underwent its validation in 2019. The said project sought to have the standards of framework be institutionalized in every Local Government Unit (LGU) in the Philippines through relevant policies which advance the standards or framework. Once policies are institutionalized, the nation is expected to be empowered and advanced through the application and implementation of the framework in every community. The elements of the foundational framework are: 1) Quality Management and Leadership; 2) Legal Bases; 3) Program Implementation Strategies; 4) Aligned and Articulated Vision, Mission, Goals, Objectives, and Agenda; 5) Inter-agency and Inter-stakeholder Partnership and Collaboration; 6) Resource Management; 7) Efficient and Regular Monitoring and Evaluation System; 8) Needs-analysis and Data-Driven Program Design; 9) Information Dissemination Strategies; and 10) Efficient Documentation Processes.

Spearheaded by Dr. Judy C. Bautista, the research team conducted a series of Focus Group Discussions (FGDs) in the regions recognized by the LCC for having sustained exemplary community literacy programs during the LCC’s National Literacy Conference and Awards (NLCA). The participants in the Phase I of the research study were the program beneficiaries, community workers, and administrators from the following localities: 1) Butuan City; 2) Cuyo, Palawan; 3) Plaridel, Bulacan; 4) Tubungan, Iloilo; 5) Agoo, La Union; 6) Antipolo City; 7) Balanga, Bataan; 8) Davao City; and 9) Tagum City. The outcome of the said research activity was also further validated through a random barangay interviews in the communities.

In 2019, the identified elements of the said framework were validated through a series of FGDs grouped into six (6) clusters. The participants were the LGU representatives, and community workers who have immense experience and knowledge on community-based literacy programs from the National Capital Region (NCR), Regions II, VII, VIII, XI, and XII, specifically held in Quezon City, Tuguegarao City, Cebu City, Tacloban City, Davao City, and General Santos City, respectively.

Together with the LCC Secretariat, the research team during the Phase I were joined by Dr. Bautista, Dr. Merry Ruth M. Gutierrez, Al Ryanne G. Gatcho, and Sammy Q. Dolba. On the other hand, a new set of researchers included in the Phase II were Dr. Ma. Azela L. Tamayo, Dr. Boyet L. Batang, and Dr. Leonora P. Varela, and Dr. Rene Belecina as statistician. Both phases also involved Ivy Joy A. Capunitan, and Roumel D. Anorico who served as encoder, and layout artist, respectively. The next phases of the research endeavor are expected to cover the publication and dissemination of the manual of the foundational framework, and the developed monitoring and evaluation tool to various literacy stakeholders; and its regional orientations across the country.