News

LCC Chairperson graces the Division PTA Forum of the Schools Division of Sorsogon

DepEd Curriculum and Instruction Undersecretary Lorna Dig-Dino, the Chairperson of the Literacy Coordinating Council today graced the Division PTA Forum being conducted by the Schools Division of Sorsogon in Region V. The event, held on January 24, 2019 at Villa Isabel Hotel and Resort, Sorsogon City was participated in by various PTA officials, parents, public school administrators, and teachers. At the concluding part of her talk, the LCC Chair introduced her advocacy on “Filipino Women for Literacy.” This movement aims to “ensure multiple literacies for the least, the lost, and the last of our fellow human beings.”

 

Professional Development Workshop for the LCC Secretariat

As part of the LCC’s commitment to delivery of excellent service to every client, its Secretariat conducted a “Professional Development Workshop” held on January 8-11, 2019 at DepEd ECOTECH Center, Lahug, Cebu City. Various topics on professionalism, personality development, effective communication skills, and reflection enabled them to apply their learnings and experiences, especially on partnership with colleagues, interested parties, sponsors, among others.

 

The Council gives honor to the outgoing esteemed Council Representatives

On December 19, 2018, the Council honored the outgoing Dr. Emelyn Q. Libunao, Staff Director of PIA and Mr. Edicio G. Dela Torre, President of E-Net Philippines, who both served as Council Representatives, for their remarkable commitment and excellent public service with LCC in scaling up literacy in the country. The recognition was presented by the LCC Chairperson and DepEd Undersecretary for Curriculum and Instruction, Dr. Lorna Dig Dino.

The LCC Secretariat wishes both of them success in all of their future endeavors.

 

LCC Support Funds for Community Literacy Programs of LGUs

As part of the LCC Support Funds for Community Literacy Programs of LGUs, the Literacy Coordinating Council Secretariat, together with the LCC Technical Working Group, conducted monitoring and evaluation activities to the 28 LGU recipients of the Php 1.5 Million pesos from the 2015 Abot-Alam Program Funds to be used in the implementation of literacy programs in their localities. Focus Group discussions, interviews, and site visits were conducted on the following LGUs: Balanga, Bataan; Alaminos, Pangasinan; Cuyo, Palawan; Laoac, Pangasinan; Baguio City; San Mateo, Isabela; Del Carmen, Surigao del Norte; Tigbauan, Iloilo; Tagum City; General Santos City; Cagayan de Oro; Butuan City; Rizal, Laguna; Cervantes, Ilocos Sur; Bacnotan, La Union; Natividad, Pangasinan; Agoo, La Union; Plaridel, Bulacan; Marilao, Bulacan; Antipolo City; Tagaytay City; Tanay, Rizal; Daet, Camarines Norte; Lupi, Camarines Sur; Pasay City; Bayugan City; and Tubungan, Iloilo.

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MEETING FOR LCC WEBSITE

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.”

MEETING FOR LCC WEBSITE

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.

Project Barangay Apokon, Manuel B. Suaybagenio Village Phase II, Tagum City

Project Barangay Apokon is a training-cum-production project for relocated squatters faced with the problem of building their own houses in the face of severe financial constraints. As they underwent training, their basic and functional literacy skills were enhanced.

The Project in a Capsule

This is a training cum production project for relocated informal settlers faced with the problem of building their own houses in the face of severe financial constraints. The men underwent training in the various aspects of building construction to prepare them for building their own houses. The women attended livelihood skills training classes and put up their own income earning projects. As they underwent training, their basic and functional literacy skills were enhanced.

The men built their own houses after being trained and certified by TESDA and the Association of Construction Workers. The LGU extended some assistance like sand, gravel, and water and from stakeholders GI sheets, rods, and cement. The actual experience of the men in building their houses qualified them for employment as construction workers. The women trained in livelihood skills now have income-generating projects that help augment the family income.

Project Barangay Apokon demonstrates how a local government can provide for the development of functional literacy according to the LCC definition “a range of skills and competencies … which enable individuals to live and work as human persons, develop their potential, make critical and informed decisions, and function effectively in society within the context of their environment and that of the wider community in order to improve the quality of their life and that of society.”

Where is the project located?

  • Barangay Apokon, Manuel B. Suaybagenio Village Phase II, Tagum City

What problems/situations propelled the initiators to develop the project?

  • Lack of basic education, high incidence of illiteracy and lack of skills/means of livelihood of relocated informal settlers
  • Difficulty of informal settlers in building decent homes because of financial constraints

Who conceptualized the program?

  • The heads of the Engineering, Planning, and Social Welfare and Community Affairs Offices of Tagum City under the leadership of Mayor Rey T. Uy

What are the objectives of the project?

  • To maximize the benefits and impact of the relocation project by helping the beneficiaries improve the quality of their life through enhanced functional literacy.

What strategies were adopted to solve the problem addressed?

  • Convergence and resource sharing which means that much can be achieved if people come together and pool their resources
  • Skills training: enhanced functional literacy
  • Parameters set by officers/agency involved so that resources available can be utilized
  • Involvement of stakeholders in planning the project
  • Signing of a Memorandum of Agreement (MOA) to establish understanding of what each participant’s role should be
  • Coordinating the different projects and making them work together as one project of the LGU

How was support for the project derived?

  • The LGU acquired the relocation site and facilitated its development and subdivision into lots including titling.
  • Sand, gravel, and water were provided by the LGU for free.
  • Water was hauled by the Bureau of Fire Protection and City Fire Station from the city motor pool.
  • The LGU provided the honorarium for TESDA-accredited supervisor amounting to P56,000.00.
  • GI sheets, rods, and cement were donated by stakeholders out of the P10,000.00 core shelter assistance given through the DSWD.
  • Fund sources: 
    > DSWD-CIDSS P500,000 Core Shelter Project, National Housing Authority through a MOA of P1.4m for septic tank and power facilities
    > DSWD-CIDSS Capital Saving, Mobilization Project – P450,000 livelihood project for bag making, ice cream making, and vending and individual projects 
    > DANECO – free installation of main power lines

How was the project implemented?

  • Rigid training cum production routine of menfolk coordinated by TESDA and Association of Construction Workers (ACW)
  • Rigid implementation of rules for reporting of trainees according to construction site routine
  • Training of menfolk in masonry and carpentry given under ACW/TESDA accredited supervision: theory before the practicum as basis for TESDA certification
  • TESDA trained and certified learners built their own homes.

How was the project monitored/evaluated?

  • Regular monitoring through meetings and on-site visitation by project proponents
  • Regular monthly reports required by agencies involved

What problems were encountered?

  • Need for higher level literacy skills
  • Lack of sanitary toilets
  • Need for expanded livelihood assistance

How were the problems solved?

  • Provision of work-related training for developing higher level literacy skills
  • Monitoring of progress in the development of literacy skills relevant to the construction of houses
  • Transfer of funds for septic tanks and individual power connections from NHA to LGU
  • Temporary communal toilets constructed with neighborhood taking turns for their maintenance
  • Capital of P200,000.00 earmarked by LGU as initial additional capital for expanded livelihood ventures for the community the following year

What are the results of project implementation?

Impact on the community
  • Development of higher level literacy skills
  • Feeling of importance of relocated informal settlers because of attention given to their community
  • Sense of belonging, closeness among community members, desire to learn more to have a better quality of life, development and application of problem solving skills initiated by the community members themselves
Impact on implementers 
  • More focused program implementation
  • Enhanced team spirit
  • Feeling of personal satisfaction over the success of the project

How can the project be replicated?

  • Actual site visitation (lakbay aral)
  • Interview of project leaders/implementers
  • Study of materials on the project
  • Project can also be easily replicated by: 
    > establishing alliance with identified partners; 
    > defining with partners the parameters of the project and indicating what each is willing to contribute; 
    > forging a memorandum of agreement among partners to bind them to their commitment; and 
    > identifying people who know the project well to guide the chief executive and other policy makers in providing funds and other forms of support.

What lessons did the implementors learn?

  • Convergence and resource sharing ensure more successful and sustainable project implementation.
  • Benefits of a project can be maximized and its impact more felt if it is well-planned and implemented according to plan.