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  • 1. Bilang mag-aaral ng ALS ang pinakapaborito kong karanasan ay ang nabigyan ako ng bagong pagkakataon na makapag-aral at matuto sa maraming bagay .Una, ay nagkaroonako ng tiwala sa sarili ko ngayon, gayong noon ay sobrang wala akong tiwala sa sarili ko at laging sinasabi ko na hindi ko to kaya. Natuto akong makisalamuha sa ibat-ibang mga kapwa ko mag-aaral na may pagkakaisa at may pagtutulungan ang bawat isa. Nabigyan ako ng pagkakataon na matutunan ang paggamit ng computer sa pag-aaral at ang maturuan ng aming mga guro sa ibat-ibang aralin. Malaki ang pasasalamat ko dahil marami ang natutulungan ng programang ito lalo na sa mga gustong makapagtapos ng pag-aaral at isa na ako dito na nabigyan ng pag-asa na matapos ang aking pag-aaral… - Jessa Borja, 21, kasambahay, eSkwela-Holy Trinity QC Graduate 2011
  • 2. 5 A Brief Background on theCommission on Information and Communications TechnologyMandateThrough Executive Order 269 dated 12 January 2004, the Commission onInformation and Communications Technology (CICT) was formed to become theprimary policy, planning, coordinating, and implementing, regulating andadministrative entity of the executive branch of Government that will promote,develop, and regulate integrated strategic ICT systems and reliable and cost-efficient communication facilities and services. The CICT is currently headed bySecretary Ivan John E. Uy.VisionCICT envisions a society where citizens have access to information and communicationstechnologies that provide quality education, efficient government service, sustainableeconomic development and a better way of life - an ICT-enabledPhilippines.MissionTo develop the country as a world-class ICT services provider,provide government services to stakeholders online, provideaffordable Internet access to all segments of the population,develop an ICT enabled workforce, and create an enablinglegal and regulatory environment.Strategic Areas• Taking the lead in ICT policy review and formulation - to facilitate and promote the use and access of ICTs in the efficient delivery of frontline government services in various sectors, as well as provide the enabling environment for the ICT industry for growth and innovation• Building the Philippines as a Global Leader in information technology-business process outsourcing (IT-BPO) services (CyberServices Development) - to generate more jobs for the Philippine workforce and raise more revenue for the country• Addressing the digital divide through the provision of a reliable digital/information structure - to provide access and support the efficient deployment of basic ICT and ICT services in unserved and underserved municipalities nationwide• Building of ICT awareness and capability in society and promoting ICT expertise - to enable the active participation of Filipinos in the Global Information Society and ultimately contribute to the country’s socio- economic growth• Providing reliable and effective eGovernment services to citizens directly - to grant access to critical cross-agency frontline services to stakeholders online as well as to allow swift access to and exchange of real-time intelligence data and information towards empowering citizens to make informed decisions• Improving the postal organization and services towards the delivery of universal postal service
  • 3. 6A Brief Description on theAlternative Learning System The Alternative Learning System (ALS) is a module-based learning system implemented by the Department of Education (DepED) under the Bureau of Alternative Learning System (BALS) which provides a viable alternative to the existing formal education for elementary and secondary levels. It encompasses both the non-formal and informal sources of knowledge and skills. ALS provides educational opportunities to the poorest of the poor and marginalized groups such as the out-of-school children, youth (OSY) and adults who are illiterates or who are elementary and secondary school drop-outs regardless of age. These learners include indigenous people, disabled/physically challenged, etc. To meet the challenge of Education for All (EFA), the BALS addresses the basic learning needs (reading, writing, and simple computation) and functional literacy needs (communication skills, problem solving and critical thinking, sustainable use of resources and productivity, development of self and a sense of community and expanding one’s world vision) of its target learners. The Accreditation and Equivalency (A&E) Program is a non-formal education program of ALS which provides elementary and high school education outside the formal school system. It offers an A&E test that measures lifeskills competencies of learners. An equivalent elementary/high school diploma is awarded to an A&E test passer signed by the Secretary of Education. For more information on the ALS, please contact: Tel. Nos. (02) 635-5188 to 89 Fax No. (02) 635-5189 Email Address: carolebnfe@yahoo.com balsliteracydivision@gmail.com balsced@yahoo.com
  • 4. 7The eSkwela Project is a flagship project of the Commission of Information andCommunications Technology (CICT) together with the Department of Education-Bureau ofAlternative Learning System (BALS) that provides ICT-enhanced educational opportunities forthe country’s out-of-school youth and adults. Funded initially by the APEC EducationFoundation (AEF), it currently gets its funding from the e-Government Fund provided by theNational Government.Under this project, community-based e-Learning Centers are being established across thecountry where ICT-supported alternative education programs are taking place. With the use ofrelevant interactive e-learning materials, blended and collaborative modes of instruction, andperformance-based assessment in a problem/project-based learning environment, it seeks tobridge the widening digital divide and social chasms between those who are educated andthose who are not.Through a multi-stakeholder approach, the communities are expected to participate intensivelyin the project by setting-up, managing, and financing the center’s operations as well asproviding support for community-based projects. CICT-HCDG partners with local governments,DepEd divisions, non-government and civic groups, and communities to extend the reach ofeSkwela to other areas in the country. The project currently (as of 13 April 2011) has 148 of the 283 targeted e-learning modules certified by BALS and is working on four (4) e-courses for the Technical Education and Skills Development Authority (TESDA) that covers Horticulture, HVAC-Refrigeration, Automotive Servicing, and Bartending. From a pilot run of four (4) sites in 2006-2007, there are now 90 sites (105 by mid-May 2011). Most of the centers are community-led shared facilities, meaning the communities were the ones that sourced the infrastructure, the connectivity, the personnel, and sustainability costs – CICT just came in for the social mobilization, training, systems and content, and monitoring activities. There are centers on top of public markets, inside container vans, in existing community e-centers (or publicly owned internet cafes), and even two local implementations that
  • 5. 8transport mobile laboratory set-ups from village to village on board motorbikes. All these weremade possible through the gracious assistance of local partners who have demonstrated thetrue meaning of synergy.Having served an estimated 4,700 diverse learners since 2007, the eSkwela Centers around thecountry are living testimonials to the potentials of ICTs in education. The effects are felt whereit matters most: in the marginalized poor, with housewives, with the disabled – sectors thathave traditionally gotten the short shrift in the one-size-fits-all arena of formal education. Theproject was cited by UNESCO through a Certificate of Commendation from the ICT in EducationInnovation Awards 2007-2008. It was recently conferred an Honorable Mention by the 2010UNESCO King Hamad bin Isa Al Khalifa Prize for the Use of Information and CommunicationTechnologies in Education - besting 46 other entries from 30 countries. It has also been nameda Laureate in the 2011 Computerworld Honors Program (Training/Education Category), oneamong 255 laureates selected from 1,000 entries all over the world and recognized for“innovatively using information technology to promote and advance public welfare, contributeto the greater good of society, and change the world for the better”.
  • 6. 9Key innovative featuresBeing the very first ICT in Education intervention for the alternative learning system in thecountry, it had such a wide room for pioneering innovations and experimentation. Capitaliz-ing on the flexible nature of the A&E Program, the eSkwela Project Team made sure that theintervention used a multi-faceted yet comprehensive approach, thus avoiding the pitfalls ofprevious ICT in Education projects. As such, it had the following major components:1. The heart of the eSkwela Pro- ject is its customized Instruc- tional Model that serves as a concrete application of ICT inte- gration in the delivery of the A&E Program. In support of a blended and self-paced learning environment, learning facilita- tors design and use learner- centered ICT-supported module guides that engage the learners to actively participate in their own learning process. Based on agreed-upon individual learning agreements, learning facilitators assign learners a wide range of ICT-based supplementary materials and activities to work on. Likewise, learners are encouraged to collaboratively use the various ICT tools extensively to create, upload, and maintain their respective learner e-portfolios and pos- sibly build learning resources for others. • The content development efforts of eSkwela is considered as the biggest content development initiative in the country with 283 A&E modules, 4 voctech courses, and 7 computer literacy modules being developed for free public distribution. This particular sub-component involves 212 developers and reviewers from part- ner universities, DepEd-BALS, and the Technical Education and Skills Develop- ment Authority (TESDA).
  • 7. 10 • The automated systems being developed include the eSkwela Learning Manage- ment System and monitoring and evaluation systems that are needed to effi- ciently implement the instructional model as well as track site establishment, operations, and sustainability.2. Community mobilization and social marketing activities are conducted to promote the project to local communities. It aims to secure the support of local stakeholders and interest groups for the infrastructure and personnel requirements of an eSkwela Center as well as the financial, technical, and institutional sus- tainability of the Center. A local steering committee com- posed of stakeholder representatives is then formed to oversee the operations and ensure sustainability, formal- ized through a Memorandum of Agreement.3. A variety of stakeholders’ capability-building work- shops are conducted to prepare the implementers in managing the eSkwela Center and the proper implemen- tation of the Instructional Model. Customized training workshops are designed and run for the regional coordi- nators, national trainers, center managers, learning facili- tators, and network administrators. Additional trainings are provided to handhold learn- ing facilitators and learners through the next stages in using ICT in a project-based learning environment.4. Regular monitoring and evaluation (M&E) activities are conducted to assess the im- plementation and progress of individual eSkwela Centers in terms of site operations, ap- plication of skills trained on, and the initial gains of eSkwela to the learning community. Such activities have allowed the project team to mentor and handhold the newer imple- menters and if needed, conduct on-site refresher courses. An inclusive /consultative and collaborative atmosphere among the numerous stake- holders has been established from the very beginning. Communication lines are kept open through the project website (http://alseskwela.ning.com/) between the project team and the site implementers to encourage participation in this community of practice. Sharing of performance, challenges, progress, lessons learned, good practices, and initial gains are then gathered and used for continuous pro- ject enhancements. This positive perception to M&E activities on the various aspects affords the team the opportunities to get and incorporate feedback from the implementers and learners. All enhancements, inter- ventions, and model stabilizations done on the project since its initial project conceptualization have been based on the results of these M&E activities and action plans developed during such gatherings.
  • 8. 11Initial AssessmenteSkwela, as an educational model that comprehensively incorporates ICT in the learningprocess, has proven to be one of the most successful initiatives in integrating ICT in educa-tion. It sets an example for e-learning in the Philippines that give hopes and opportunities toeducationally underserved Filipinos.The project’s implementation of the four (4) pilot sites provided the “proof of concept” thatthe use of ICTs in education is highly suitable to the modular approach of ALS and its em-phasis on life skills. Starting small, the project team scaled up the project with caution byadhering to the key success factors observed in the pilot implementation.One hundred five (105) eSkwela centers are expected to be up and running by the end ofApril 2011, catering to an estimated 4,500 diverse learners since 2007. With 30++ moresites set to start operations in the next few months, eSkwela is by far the largest initiative ofits kind in the country. The project has trained a total of 1,733 people to contribute to pro-ject implementation that include national trainers, center managers, learning facilitators, con-tent developers, module guide developers, and local ALS officials. They now serve as theproject’s field collaborators and local champions – its official advocates.From site observation and reports/testimonials, the eSkwela project has enhanced the learn-ing environment and made learning more engaging. This is mainly due to the innovative useof ICT (content, systems, discussion forums, projects) to make learning more fun, interac-tive, audio-visually stimulating, interesting, localized, and self-paced. In addition, the use ofthe project-based approach guides the learners to apply what they learned to actual scenar-ios and situations – as such, more aligned to the life skills that BALS aims for.
  • 9. 12Moreover, the eSkwela learners have much higher passing rates in the standard-ized A&E Test than thoseusing the print-based A&E Test Performance eSkwela Nationalmodel, providing a bet- Average Averageter-looking return on the Feb 2008 (4 sites) 57% 29%community’s investment Oct 2008 (5 sites) 65% 23%over the traditional A&E Oct 2009 (partial: 9 sites) 45% 21%delivery mode. October 2010 (partial: 16 sites) 63% 33%The innovative approachto using ICT for the A&E Program not only trains learners about computer literacybut more importantly, uses ICT to learn academics, values, livelihood and practicalliving. Likewise, it has served as a catalyst for community-led action among publicand private partners. It has been a common perception that with eSkwela comesmore A&E Test passers – meaning, more constituents have the necessary highschool diplomas to become employable, productive, and tax-paying citizens in theircommunities – in effect, benefiting the local government, industry, and the com-munity-at-large.
  • 10. PHYSICAL TARGETS AND ACCOMPLISHMENTS (based on the Project LogFrame)as of April 2011 TOTALS REMARKS target accomplished slippageFunctional customized ICT4E (ALS) Instructional model Enhanced Framework 1 1 0% Stable model; promotes a learner-centered and project-based learning approach eModules & corresponding Module 283 207 27% 60% of the remaining 76 e-modules Guides (A&E) developed (148 of which already at beta stage have been certified by BALS) eModules (others: livelihood & 61 10 83% 50% of the modules are already at the CILC) developed beta stageMature/Replicable center model eSkwela Franchise Manual 1 0 50% Revisions due to enhancements in and 13 stabilization of models; draft of final version prepared Roadshows conducted for 17 27 0% Extra roadshows via CICT Convergence advocacy Operational sites 106 105 1% 96% of sites are community initiatedTrained/qualified implementers on prescribed instructional model and center operations Training Designs 7 7 0% Designs for content development, center management, instructional model + enhancement, ICT Camp Trained field implementers 1,003 1,207 0% Six training designsEstablished management and M&E mechanisms and tools Mechanisms 4 4 0% Stable M&E and handholding mechanisms Automated Systems 2 2 0% Systems are scheduled for online deployment on 01 May 2011 (virtual server)
  • 11. 14A Personal Crusade, A Rewarding ExperienceEngr. Cielito OlegarioWestern Mindanao State University, Content Development Team Manager In May 2008, the Western Mindanao State University was invited to become a content development partner of the eSkwela project. We readily agreed as this would be a perfect opportunity to build the content development skills of our faculty. We did not really focus at the end goal of the project, which was to provide learning opportunities for one of the most marginalized sectors in our society. As we became more involved in the project and were given opportunities to meet with the mobile teachers who also served as our reviewers, we realized that the project was bigger than us getting new skills, that it had the potential to affect lives. The mobile teachers shared with us the difficulties of capturing the attention of kids who have dropped out of school because they have to work to help the family, or were considered slow learners and could not keep up with the pressures of formal education. We came to understand that if we were successful in developing eLearning modules that could capture the interest of these learners then the project’s goal of providing educational opportunities for the out of school learners through ICT, will have been successful. As part of the quality measures of the project, the modules we developed had to undergo beta testing by the users themselves. The first encounter with the learners of ALS was an eye-opener. Our testing at the eSkwela Center was on top of a public market, and some of the learners were working in the said market..they wanted to learn basic math skills so that they would be able to give the correct change when they sell their goods. When the learning modules were presented, the excitement mixed with apprehension, was palpable. However, because we were trained to develop modules, specifically targeting their level of ICT literacy, the learning process became fast and one could see that the modules they were testing captured their interest such that they wanted to repeat the modules over and over again, without any prompting from their teacher. The eSkwela experience has been a truly rewarding one for us. We entered the project hoping to gain more skills and knowledge that we could pass onto our students and what we gained was more than what we ever hoped for…that there are different ways of doing things and that beyond the technical, we have to think of the people who want to use the modules. When the way of thinking becomes like this, it then becomes a personal crusade to develop a module that out of school youth and adults can take advantage of, and hopefully learn something new after they are done with it. We are grateful for the opportunity that the eSkwela Project has given to our university, to be part of something noble and has made a difference in the lives of many out of school learners in our country.
  • 12. 15 Till We Meet Again on the Highway of ICT Testimonial from Prof. Josefina A. Agravante Center Manager, eSkwela-Holy Trinity Parish (Commonwealth, QC)I am from the Holy Trinity Parish in Quezon City. Our parish consists of about 70,000parishioners, ¾ of whom come from the depressed areas.You may ask: What is a parish doing here? Two reasons. First, the church paradigm has, oflate, shifted. One concerns a shift of focus from novenas and devotions to social issues.Certainly, the problem of education, particularly access and quality, is a social issue thatconcerns the Church. Second, our parish priest, an Argentinian but a Filipino in heart, isimmersed in concerns intended to uplift the lives of the poor. You can imagine the frenziedsocial service activities in our Parish.The ALS-eSkwela is a project under the Education component of our Social Services Ministry.I see God’s hand as I retrace in my memory our Parish’s collaborative work with eSkwela. Wehad not heard of eSkwela in our Parish until late 2008 when a friend of the Parish, knowing ofour interest in poverty alleviation, took us to his friend, then CICT Commissioner, Mr. Tim Diazde Rivera. After initial talks, our parish priest naturally became interested. ALS seemed to be aviable project for our out-of-school youth and adults as well, and eSkwela seemed to be aninviting open door for us.Of course, our connection did not spare us from the eSkwela requirements.First, the computers. Fortunately for us, we had earlier put up a Computer Learning Center forthe public school children in our area. We thought that the use of the computers can bemaximized by sharing them with the out-of-school youth and adults interested in an alternativelearning system.Another requirement – the internet connection. We could not afford the installation fee and themonthly fees. Again, we found a friend of a friend who had connections to Globe. He not onlyfacilitated the installation but also pledged to take careof the monthly fees.Still another requirement – the personnel. First, theInstructional Managers had to be trained. But we couldnot afford the training fees. eSkwela connected us toother potential stakeholders. In a meeting, we wereable to thresh out the problem and our IMs were ableto train for a minimal fee.We needed a network administrator, too. There weresome knowledgeable individuals but they werecharging a fortune! Would you believe that we
  • 13. 16accidentally met one who is not only knowledgeable but also kind-hearted? He did not charge us asingle centavo for his services.After attending to all these, we were ready to sign the Memorandum of Agreement. eSkwela madeit so easy for us by drafting and finalizing the MOA, and sending it to us on a silver platter for oursignature.So, in November 2009, we were able to launch the ALS-eSkwela in our Parish. Our bishop wasthere for his blessing. Representatives from BALS-DepEd and eSkwela were there to assure us oftheir support.We looked at the 23 eager learners – with ages ranging from 15 to 54 – and we said, “God isgood!”God’s blessing did not end there. eSkwela continued to support us through many seminar-workshops, training programs and conferences.Eleven months after our launching, 16 out of our 23learners took the A&E Exam, and four of them passed.Not bad for a green horn. Our percentage of passing is inaccord with the national norm. To date, we have 22learners, and those who did not pass the A&E Exam,encouraged by those who passed, are coming back to tryagain.We are in our nascent years. We are still struggling. Butthere are blessings to count – blessings that would nothave been possible without the eSkwela. From day one,eSkwela has continued to provide us the assistance weneed. We have gotten used to being confident becausewe know that eSkwela is just an email or a call or even atext away. We feel like the contestant in the movie,“Slum Dog Millionaire” – confident that there is no waybut up because eSkwela is there to take our call for help.We are grateful. How can we express our gratitude? We cannot give eSkwela the prestigiousawards that come from the likes of UNESCO. But we want you to know that eSkwela is carved inour hearts.I will not say good-bye. A good concept that spawned eSkwela will always find relevance in thisworld. And the eSkwela team, dynamic, hard-working, creative and committed as its membersare, will find new trails to blaze. They will also remain in the most-wanted list of the BALS-DEP EDand all eSkwela Centers.So for now, let me say farewell – until we meet again on the highway of informationcommunication and technology as we pursue our common vision of education for all.
  • 14. 17 A Journey of Exploration Testimonial from Georly Dabalos Learning Facilitator, eSkwela-Davao City I was employed as a Mobile Teacher July of 2008. eSkwela-Davao City was launched November 2008 which made the thought of handling the first eSkwela in our Division exciting and frightening at the same time. Through the BEAM (Basic Education Assistance for Mindanao) set-up, we have 3 system units and 12 monitors to use for at least 25 learners per learning session in a “not-so-LF-friendly” cubicle arrangement. Nonetheless, we are TEACHERS - like BDO, “we find ways”. I mean, ways on how to give our learners a good learningexperience regardless of limited resources for a not-so-ideal ideal population size in a session. As LF, Iam more concerned on how to make use of the eModules for this “good-learning experience”.So, after attending a CICT seminar, I took time to study the first batch of eModules and found out thatassessments were not as interactive as I want them to be - fortunately, this was answered by thetraining on the LMS (Learning Management System). I then decided to extend time at the office. Afterclass, I worked on additional eModule guides for the five Learning Strands. In the course of doing so, Ilearned that links to video files and webpages as additional learning resources are difficult to access ifnot totally inaccessible whenever bandwidth is shared by many or whenever there are problems on netconnectivity. So I downloaded the videos instead and saved it in the server’s local disk. With that, I wasforced to look for useful software applications like orbitdownloader or anyconverter. But just when I wasat least almost halfway through developing my own set of eModule guides, my LMS CRASHED. Filestotally lost. Back to zero. I was devastated. After that were my idle eSkwela moments – idle in thesense that I did not use the LMS as often as before, for it reminded me of the efforts gone to waste.However, I shifted to using other ICT inclined materials like movies, one example is Surrogates as amaterial for lessons like movie review, summarizing, outlining, writing effectively, advances, anddisadvantages of technology and the like. Or to sharing issues like watching SONA together and askedthe learners to react on it. Or instructional videos on howstuffworks and many other science videos.On a positive note, the “moodle-crash” experience pushed me to EXPLORE. Along with the skills learnedin CICT trainings, I was able to create a ning account and our very own FB group for learners’collaboration and portfolios. I was also able to create and improve form time to time a webpage foreSkwela-Davao City with the following features: online FLT, online Modules in PDF Format so they canread something even at home, statistics, online enrolment, links to useful sites, etc.I am grateful to BEAM for the computers, fixtures, print modules, and aircon units; to DepEd for theinfrastructure, internet connectivity; and CICT/BALS for the trainings and workshops. We have alsoconducted Career Guide Orientation and had given out Scholarship Grants from the Philippine College ofTechnology and John Paul II College for Passers – passers who used to have deviant behaviors or whowere less fortunate to avail of the opportunities of education.Hindi lang ang learners ko ang nabago ng proyektong ito, pati din ako. Thank you CICT and BALS forthis wonderful experience. Whatever is next, I accept now without fear the challenge of acquiring newskills to be able to respond to the call of being a Mobile Teacher/eSkwela Learning Facilitator. I’d like tostress that this is my way of paying things forward.
  • 15. 18eSkwela as a Beacon of Hope for Learners“Obstacles dont have to stop you. If you run into a wall, dontturn around and give up. Figure out how to climb it, go throughit or walk around.”This quotation by Michael Jordan holds true for most of thelearners in eSkwela Centers. Countless learners have sharedhow the different programs of the Alternative Learning Systemhave given them a second opportunity towards achieving theirdreams – of which, completing their basic education is a crucialstep.eSkwela provides equal access to innovative basic education opportunities to the educationallyunderserved, including the marginalized poor, elderly, housewives, young mothers, and personswith disabilities (PWDs). Of the estimated 4,700 learners that have been served by eSkwelasince 2007, around 75% of them are in the 15-27 yo age range. The rest are older learnerswho took advantage of the chance “to get back on track”, so to speak.One of the main benefits that learners regularly mentioned is being able to gain computerliteracy skills through eSkwela, a welcome addition to the life skills provided by the conventionalAccreditation and Equivalency Program.Learners do not have to be ICT-literate when they apply for a slot at any eSkwela Center – self-discipline and commitment to learning are deemed more important. To ensure basic computerskills, the learning facilitators or other community volunteers provide short training courses onthe use of the mouse, keyboard, and basic browsing techniques just to get the learnerscomfortable with the technology. They then get to explore and gain other computer skills suchas file management and productivity tools as they go through the different eSkwela modules.It has been reported that eSkwela has raised learners’ self-esteem. Learners have beenobserved to be are more engaged and motivated to attend the sessions and go through themodules - mainly due to the innovative use of ICTs that make learning more fun, interactive,self-paced, and less intimidating. Further, since the module guides make use of various Internet links and discussion forums, learners get exposed to other resources and insights beyond their learning sessions and local communities. Through the use of the ICT-enhanced project- based approach, learner teams have produced outputs where they applied what they learned, expressed their views, and had fun planning and working with others. Some learners have even used the ICT skills they gained from eSkwela to become peer ICT tutors or even to earn extra income. In general, they are thankful that with eSkwela, they are not “left-behind”. Because with eSkwela, there is hope!
  • 16. 19 1.1: Expansion of the eSkwela Project through the ALS Community Learning CenterseSkwela 1.1 is an offshoot of the 2 implementation phases of the eSkwela Project, namelythe pilot phase (funded by the APEC Education Foundation) and the enhancement & initialexpansion phase or eSkwela 1.0 (funded by eGF 2006, 2007, 2009).eSkwela 1.1 intends to bring the enhanced ICT-supportedalternative learning system of eSkwela to more communities inthe country by delivering the service through the 114 ALSschool-based BPOSA (Balik Paaralan para sa Out-of-SchoolAdults) Centers and the 211 ALS Community Learning Centersunder the DepEd-Bureau of Alternative Learning System.The project will provide capability building programs andhandholding mechanisms to 2,300 field implementers to sourcecommunity support and implement the eSkwela instructionalmodel, thereby opening up ICT-supported opportunities tomore out-of-school youth and adults to complete their basiceducation requirements, learn new skills (i.e. digitalcompetence, life skills, voc-tech skills), and engage incommunity activities.eSkwela 1.1 seeks to achieve the following objectives:• to capacitate and guide/handhold more ALS implementers in bring eSkwela’s ICT in education innovations (project-based learning strategies and localized modules / content) to their local communities as well as in obtaining strong community support for center sustainability;• to expand the reach of eSkwela to more ALS learners, approximately 10,000 additional ALS learners per school year;• to replicate the good performance in the Accreditation and Equivalency Test among current eSkwela Centers in the new Centers (passing rate among eSkwela Centers are two to three times better than the national average);• to establish and maintain strong communities of learning and practice (sharing of experiences and potential mentoring) among eSkwela Centers in the provinces or regions and even within the island groups; and,• through a third-party assessment study, to assess the qualitative (e.g. behavioural, social/ relational) and quantitative (e.g. cognitive project outputs, A&E Test) effects of using e-learning vs. print modules in the delivery of the Accreditation and Equivalency Program.
  • 17. 20Based on the aforementioned objectives, eSkwela 1.1 will focus on the following key areas:• Social Preparation / Project Advocacy including • stakeholders’ networking and orientation • operations & sustainability planning • technical support• Capability Building on customized courses for • Regional Coordinating teams • additional national and/or regional trainers • designated Learning Facilitators, Center Managers, Network Administrators• Rigorous monitoring and evaluation to provide • handholding in terms of the proper utilization of the instructional model and systems • assistance and guidance in eSkwela set-up, operations, and sustainability • analysis of lessons learned and good practices • assistance and direction in the promotion, establishment, and maintenance of local communities of learning and practices • third-party assessment on the effects of the eSkwela instructional model on learning• Project Management to ensure • proper coordination among all stakeholders • clear direction and on-schedule activities that are within budget • accurate model and system integration, timely interventions and incentives)In line with its e-Service System, DepEd-BALS is also embarking on the development ofadditional e-learning module packages, the eMIS, and the eTest (computerized version ofthe Accreditation and Equivalency Test). The Bureau has also tied up with IBM and the Asia-Pacific College for the eMentor Program, with Smart Communications for their initial forayinto mLearning services, with Knowledge Channel for the production of 38 “Ibang Klase” TVepisodes, and with various community radio stations for the expansion of the Radio-BasedInstruction of ALS.
  • 18. 21 Interested parties may contact:Dr. Yolanda S. Quijano, Undersecretary, DepEd Programs and Projects(632 )632-1361 to 71Dr. Carolina S. Guerrero, Director, DepEd - Bureau of Alternative Learning SystemDr. Edel B. Carag, Chief, DepEd - Bureau of Alternative Learning System Literacy Division(632) 635-4694 Region eSkwela Regional Coordinators 1 Ms. Vivian Luz S. Pagatpatan DepED Region I, San Fernando City, La Union * 072-607 8183 2 Mr. Romulo S. Ancheta DepED Bayombong, Nueva Vizcaya RO 2 * 078 805-3828 3 Mr. Reynaldo F. Licay DepED RO III, Government Center, Maimpis, City of San Fernando, Pampanga * 045 455-2314 CAR Mr. Jose A. Bogwana Wangal, La Trinidad, Benguet * 074 422-5187 NCR Dr. Felicino C. Trongco Misamis St., Bago Bantay, Quezon City * 02 929-4348 4A Ms. Elaine T. Balaogan DepEd RO-IV-A, Karangalan Drive, Karangalan Village, Cainta, Rizal * 02 647-6886 4B Ms. Mariflor B. Musa DepED RO IV, MIMAROPA, Meralco Ave. Cor. St. Paul Road, Pasig City * 02 637-2912 5 Mr. Ricardo M. Tejeresas Rawis, Legazpi City * 052 482-0369 6 7 Dr. Vivian L. Yarte DepED RO VII, Lahug, Cebu City * 032 414-7323 * 032 414-7325 8 Dr. Victoria A. Briones DepED RO VIII, Candahug, Palo, Leyte * 053 323-3854 9 Ms. Lucena Yañez DepED RO IX, Airport Road, Tiguma, Pagadian City * 062 215-3794 * 062 215-3751 10 Ms. Edith B. Lago-Ortega DepED Cagayan de Oro, Yacapin Cor. Velez CDO * 8822 724-969 11 Ms. Henry Antonio R. Pasquito DepED RO XI, F. Torres St., Davao City * 082-227-9342 * 082-221-6147 12 Mr. Johnny M. Sumugat DepED RO XII Carpenter Hill, Koronadal City * 083 228-8825 13 Ms. Marilyn F. Antiquina DepED RO Butuan City * 085 342-8207 * 085 342-5969 ARMM
  • 19. 22CICT PROJECT TEAMWe have been fortunate to be exposed to numerous people who have selflessly given back tothe country. For those involved in the eSkwela Project in particular, we salute the following for"giving back":• the learning facilitators who have selflessly gone beyond the minimum to educate their learners (wherever they are) and look after their welfare;• the community partners, center managers, and network administrators who have gone out of their way to ensure the centers sustainability;• the instructional designers, content developers, module guide developers, and reviewers who have tirelessly worked on instructionally sound, interactive e-learning modules and module guides;• the SUC project managers who have been passionately working with us and have stuck it out despite all the challenges• the project consultants who have patiently and wholeheartedly shared their invaluable expertise and precious timeTo give and not to count the cost. To toil and ask not for reward. Thank you for believing in theproject.Maria Melizza D. Tan Sec. Ivan John E. UyHead Executive Assistant, CICT-HCDG ICT4BE Program Director, August 2010-2011eSkwela Project Manager Prof. Patricia ArintoJose Feliciano C. Josef Project ICT in Education ConsultanteSkwela Project Officer - Content Development Dr. Lloyd EspirituMark Dhel Sinapilo Project Content Development Technical ConsultanteSkwela Project Staff - Technical & Content Development Dr. Emmanuel C. LallanaAvelino A. Mejia, Jr. Commissioner, CICT-HCDG, 205-2007eSkwela Project Officer - Sites eSkwela Project HeadDaryl Roxas Commissioner Angelo Timoteo M. Diaz de RiveraeSkwela Project Staff - Sites Officer-in-Charge, CICT-HCDG, 2007-2008 ICT4BE Program DirectorVanessa DalmaeSkwela Project Staff - Sites Commissioner Consuelo S. Perez (Connie) ICT4BE Program Director and Commissioner, HCDGYuko Lisette R. Domingo 2009-June 2010eSkwela Project Officer - Instructional Model John MacasioMary Jane A. Alvarez Kathryn PausoeSkwela Project Staff - Instructional Model Nelvin T. Olalia Marissa WongAimee Emejas Eloisa Arlene P. AbrenicaeSkwela Project Staff - Instructional Model & Admin/Finance Rhea Kristine P. Callo Kristine Abbie A. ArcenaDyan C. Corpuz Roland G. CuaeSkwela Project Staff - Admin/Finance & Content Development Christina Maureen L. Salang Ann Carl V. Bailey Elena Marie N. Enseñado Maria Carmina Mosura
  • 20. 23BALS team Module Guide Developers and ReviewersDr. Carolina S. Guerrero, Director Cairon Abantas Hermiette LerogDr. Carmelita P. Joble, Asst. Director Grace Adriano Marlyn LozadaDr. Edel B. Carag, Chief, Literacy Division Christopher Albino Angelyn MalabananDr. Sevilla Panaligan, Chief - Continuing Education Division Corazon Aloro Arnel MarteMa. Melissa Albino Ramelyn Antalan Diosdado MedinaGeorgia Usares Reynaldo Aragon Arnold MontemayorAbigail Lanceta Marie Joy Arias Allan NacuRoderick Corpuz Leticia Bangcong Norielyn Narciso Irene Barzaga Oliver Palad Jenelyn Baylon Jesus PagliawanNational Trainers for Regional Trainers for Leo Dedoroy Avelino SantillanLearning Facilitators Network Administrators Lana Escario Karen Ivy TuazonReynaldo Aragon Joy Bihag Victor Fedirigan Henry TuraMarie Joy Arias Cris Dinozo Ivy Coney Gamatero Pepito VenturaLeticia Bangcong Hansel Javier Baltazar Gayem Marissa VirtudazoJenelyn Baylon Lindsey Roger Redoblado Maricel LangahidIrene Barzaga Aldwin Opre Major Partners and SupportersIvy Coney GamateroMaricel Langahid Junior Trainers: APEC Education FoundationHermiette Lerog Neopito Abonitalla Intel Microelectronics PhilippinesMarlyn Lozada Nelvin Bermudez eGovernment Fund Technical Working GroupAngelyn Malabanan Philip Bilgera Prof. Tim Unwin, Department of GeographyAlan Nacu Alfonso Estolas Royal HollowayAvelino Santillan Delfin Macoco CICT-Human Capital Development GroupHenry Tura Teresita Manceras CICT OSEC, Admin/Finance units Clemente Politico UNESCO National Commission of the Philippines Allan Villacampa Content Development PartnersContent Reviewers Benguet State UniversityCairon Abantas Epin Intino Bataan Peninsula State UniversityChristopher Albino Exusperio G. Jacinto Bukidnon State UniversityMelissa Albino Abigail Lanceta Cavite State UniversityMarie Joy Arias Maricel Langahid Central Luzon State UniversityManny Azucena Rey Liwagon Sandiwaan Center for LearningIrene Barzaga Liza Lontok Western Mindanao State UniversityLeticia Bangcong Marlyn Lozada Western Visayas College of Science and TechnologyJenelyn Baylon Lany Maceda Technical Education and Skills Development AuthoritySharon Buti Joy MagsayoPriscilla Calde Judy Mendoza Event Management PartnersNida Caramat Cecille Nayve Benguet State UniversityStephen Cezar Eugene Panesa Bataan Peninsula State UniversityRoderick Corpuz Nestor Pascual Batangas State UniversityLeo Dedoroy Famy Pepito Bicol UniversityMaria Susan P. Dela Rama Rene San Juan Bukidnon State UniversityNicolas H. Deroca Melissa Sanchez Bulacan Agricultural State CollegeMarcial Elecho Winette Santos CARAGA State UniversityAriel Emmanuel Carlo Magno Sydeo Cavite State UniversityLana Escario Clarisa Toribio Cebu Normal UniversityVictor Fedirigan Romeo M. Tubungan Central Luzon State UniversityNoel Fulgueras Mercedes Villafaña Davao del Norte State CollegeIvy Gamatero Eddie Vilvar Eastern Visayas State UniversityNenita Ganzon Ces Yagdulas Tarclac College of AgricultureLorena Gulfan Alona Yap Western Mindanao State University Western Visayas College of Science and Technology
  • 21. 24OPERATIONAL eSkwela Centers (as of April 2011) start ofeSkwela Center region partners operationsLaoag City 1 2009 DepEd DivisionSan Fernando City (SFCC) 1 2009 San Fernando Christian Community, DepEd DivisionAlaminos City – Balayang 1 2010 Alaminos City LGU, DepEd DivisionAlaminos City – Cayucay 1 2010 Alaminos City LGU, DepEd DivisionAlaminos City – Landoc 1 2010 Alaminos City LGU, DepEd DivisionAlaminos City – Lucap 1 2010 Alaminos City LGU, DepEd DivisionAlaminos City – Pangapisan 1 2010 Alaminos City LGU, DepEd DivisionAlaminos City – Polo 1 2010 Alaminos City LGU, DepEd DivisionAlaminos City – Popantay 1 2010 Alaminos City LGU, DepEd DivisionAlaminos City – San Vicente 1 2010 Alaminos City LGU, DepEd DivisionAlaminos City – Sta. Maria 1 2011 Alaminos City LGU, DepEd DivisionAlaminos City – Telbang 1 2011 Alaminos City LGU, DepEd DivisionAlaminos City – Maawi 1 2011 Alaminos City LGU, DepEd DivisionIlocos Sur – Candon 1 2011 PhilCeC Program, DepEd DivisionIlocos Sur – Narvacan 1 2011 PhilCeC Program, DepEd DivisionNueva Vizcaya – Solano 2 2010 PhilCeC Program, DepEd Division, Solano HSCagayan – Ipil, Gonzaga 2 2011 PhilCeC Program, DepEd Division, Cagayan NHSBulacan – San Jose del Monte (pilot site) 3 2007 SJDM LGU, DepEd DivisionGapan City 3 2010 PhilCeC Program, DepEd DivisionNueva Ecija – Jaen 3 2010 PhilCeC Program, DepEd Division League of Angeles City Entertainers and Managers,Angeles City 3 2011 learners, DepEd DivisionBaguio City (Save Our School Children Save Our School Children Foundation Inc., DepEd CAR 2009Foundation, Inc.) Regional OfficeBenguet – Tublay CAR 2010 PhilCeC Program, Tublay LGU, DepEd DivisionBenguet (Peoples Initiative for Learning and Peoples Initiative for Learning and Community CAR 2010Community Development) Development, Benguet LGU, DepEd DivisionIfugao – Alfonso Lista CAR 2010 PhilCeC Program, Alfonso Lista LGU, DepEd DivisionQuezon City – Roces (pilot site) NCR 2007 DepEd Division, Quezon City LGUQuezon City – Brgy. Loyola Heights NCR 2008 Brgy. Loyola Heights LGU, DepEd DivisionCommunity Learning Center DepEd Division Marikina City, Rotary Club of MarikinaMarikina City – Brgy. Kalumpang (inactive) NCR 2009 SouthQuezon City (Holy Trinity Parish) NCR 2009 Holy Trinity Parish, DepEd Divsion-Quezon CityLas Piñas City (Trust in the Lord NCR 2010 Trust in the Lord Foundation, DepEd DivisionFoundation)Makati City – Pitogo NCR 2010 DepEd Division, Pitogo High SchoolNavotas City (Samahan ng Mamamayan – Samahan ng Mamamayan - Zone One Tondo NCR 2010Zone One Tondo Organization) Organization, DepEd DivisionParañaque City (St. Andrews School) NCR 2010 St. Andrews School, DepEd Division
  • 22. 25 start ofeSkwela Center region partners operationsParañaque City (Sun Valley NHS) NCR 2010 DepEd Division, Sun Valley National High SchoolQuezon City – Cubao (Lingap Lingap Pangkabataan, DepEd Division, Netopia (Ali Mall NCR 2011Pangkabataan / Netopia) Branch)Quezon City - Tandang Sora (Onesimo) NCR 2011 Onesimo Foundation Inc, DepEd DivisionQuezon City (mobile) NCR 2011 Lingap Pangkabataan Inc., DepEd DivisionLaguna – Liliw ALS Center 4A 2010 PhilCeC Program, DepEd DivisionLaguna – Sta. Cruz 4A 2010 Laguna LGU, DepEd DivisionRizal – Rodriguez ALS Center 4A 2010 PhilCeC Program, Brgy. Rodriguez LGU, DepEd DivisionLaguna - Sta. Cruz (Library Hub) 4A 2011 DepEd DivisionCalapan City ALS Center 4B 2009 Calapan City LGU, DepEd DivisionMarinduque – Boac 4B 2009 Boac LGU, DepEd DivisionPalawan – Brgy. Suba, Cuyo ALS Center 4B 2010 PhilCeC Program, Brgy. Suba LGU, DepEd DivisionOriental Mindoro – Naujan 4B 2011 PhilCeC Program, Naujan LGU, DepEd DivisionOriental Mindoro - Baco 4B 2011 Baco LGU, DepEd DivisionCamarines Sur – San Fernando (mobile) 5 2009 San Fernando-CamSur LGU, DepEd DivisionLegazpi City (Intervida) 5 2010 Intervida Philippines, DepEd DivisionSorsogon – Banuyo (Intervida) 5 2010 Intervida Philippines, DepEd DivisionSorsogon – Donsol (Intervida) 5 2010 Intervida Philippines, DepEd DivisionSorsogon City (Intervida) 5 2010 Intervida Philippines, DepEd DivisionAlbay – Libon 5 2011 Libon LGU, DepEd DivisionCamarines Norte – Daet 5 2011 PhilCeC Program, DepEd DivisionNaga City 5 2011 Naga City LGU, DepEd DivisionSorsogon City 5 2011 PhilCeC Program, DepEd DivisionCamarines Sur (Dominican School of 5 2011 Dominican School of Calabanga, DepEd DivisionCalabanga)Naga City (Universidad de Sta. Isabel) 5 2011 Universidad de Sta. Isabel, DepEd DivisionSto. Domingo, Albay 5 2011 DepEd Division, Sto. Domingo LGU Southern Luzon Technological School (Pio Duran, Brgy 5Albay, Pio-Duran 5 2011 LGU, DepEd DivisionCatanduanes 5 2011 DepEd Division, Catanduanes National High SchoolLa Carlota City 6 2009 DepEd DivisionSilay City 6 2010 DepEd Division, Silay City LGU, Rotary Club of Silay CityNegros Occidental – San Carlos City 6 2011 PhilCeC Program, San Carlos City LGU, DepEd DivisionMandurriao, Iloilo City 6 2011 DepEd Division DepEd Division, Rotary Club - Cebu Port Area, Cebu CityCebu City – Tejero ES (pilot site) 7 2007 LGU Bohol Crisis Intervention Center, Bohol City LGU, DepEdBohol (Bohol Crisis Intervention Center) 7 2010 DivisionCebu City – Mabolo 7 2010 Aboitizland Inc., Brgy. Mabolo LGU, DepEd DivisionTagbilaran City – Brgy. Cogon 7 2011 Brgy. Cogon LGU, DepEd DivisionCebu Province - Compostela 7 2011 PhilCeC Program, DepEd DivisionCebu Province - Dumaguete 7 2011 PhilCeC Program, DepEd Division
  • 23. 26 start ofeSkwela Center region partners operationsOrmoc City – Public Market 8 2008 Ormoc City LGU, DepEd DivisionLeyte – Tanauan Community eCenter 8 2009 Tanauan LGU, DepEd DivisionOrmoc City – Bagong Buhay 8 2010 Ormoc City LGU, DepEd DivisionOrmoc City – Liloan 8 2010 Ormoc City LGU, DepEd DivisionLeyte – Burauen 8 2011 Burauen LGU, DepEd DivisionLeyte – Calubian (TESDA – Calubian Calubian National Vocational School (TESDA), DepEd 8 2011National Vocational School) DivisionLeyte – Tanauan National High School 8 2011 Tanauan LGU, DepEd DivisionLeyte – Tolosa CeC 8 2011 Tolosa LGU, DepEd DivisionOrmoc City – City Central 8 2011 Ormoc City LGU, DepEd DivisionOrmoc City – Dolores 8 2011 Ormoc City LGU, DepEd DivisionTacloban City (An Waray) 8 2011 An Waray Party List, DepEd DivisionSamar - Basey 8 2011 PhilCeC Program, DepEd DivisionLeyte - Palompon 8 2011 PhilCeC Program, DepEd DivisionSamar - Basey 8 2011 PhilCeC Program, DepEd DvisionLeyte - Palompon 8 2011 PhilCeC Program, DepEd DvisionZamboanga City (National Computer National Computer Center - Field Operations Office, 9 2008Center – Field Operations Office) DepEd Division DepEd Division, Misamis Occidental National HgihOroquieta City (Misamis Occidental NHS) 9 2009 SchoolPagadian City – Santa Lucia ENT. ES 9 2009 DepEd DivisionZamboanga Sibugay – Siay 9 2009 Siay LGU, DepEd DivisionPagadian City – Brgy. Danlugan 9 2010 PhilCeC Program, Brgy Danlugan LGU, DepEd DivisionZamboanga Sibugay – Ipil (Sibugay 9 2010 Sibugay Technical Institute, Inc., DepEd DivisionTechnical Institute, Inc.)Zamboanga del Sur – Dumalinao 9 2011 PhilCeC Program, Dumalinao LGU, DepEd DivisionCagayan de Oro City (pilot site) 10 2007 DepEd Division, Rotary Club of East CDO, CDO LGUBukidnon - Malaybalay City 10 2011 PhilCeC Program, DepEd DivisionMisamis Occidental - Tangub City 10 2011 PhilCeC Program, DepEd DivisionOroquieta City - Brgy. Canubay 10 2011 PhilCeC Program, DepEd Division, Brgy. CanubayDavao City 11 2009 DepEd DivisionDavao del Norte – Asuncion ALS Center 11 2009 Asuncion LGU, DepEd DivisionDigos City 11 2009 DepEd Division, Digos City LGUDavao del Sur - Sta. Cruz South District 11 2011 PhilCeC Program, DepEd Division PhilCeC Program, Brgy. Central Mati LGU, DepEdDavao Oriental - Brgy. Central, Mati 11 2011 DivisionDavao del Norte - Panabo City 11 2011 DepEd DivisionSultan Kudarat 12 2009 DepEd DivisionKidapawan City 12 2010 PhilCeC Program, DepEd DivisionSarangani Province – Maitum 12 2010 PhilCeC Program, DepEd DivisionSurigao City 13 2011 PhilCeC Program, DepEd DivisionSurigao del Sur – Bislig City 13 2011 PhilCeC Program, DepEd Division
  • 24. 27 Region # of sites 1 15 2 2 3 4 CAR 4 NCR 11+1 4A 4 4B 5 5 14 6 4 7 6 8 13 9 7 10 4 11 6 12 3 13 2 ARMM 0eSkwela CenterLife Cycle • Social Mobilization (local or via project team) • PPP• M&E: Instructional Stakeholders’ Model + Site commitment; Operations Steering • Budget cycles Committee, • Steering assignment of Committee roles meetings • Legal documents • Periodic • Infrastructure assessment of Set-up andcenter performance System installation • Blended learning sessions • Trainings • Learner Orientation • Learner • Regular maintenance Selection • Launch
  • 25. 28
  • 26. 29“The excellent results and achievements demonstrate how important is convergence of the efforts tothe government and community to get better education. With this project, Out-of-school people havethe opportunity to be successful in society participating in an alternative way to complete the highschool level. …I believe this experience is challenging to [the] formal education in the Philippines inorder to reform the official curriculum and find other ways to improve the quality of Education.”Mr. Manuel Cok Aparcana, Peruvian Ministry of EducationOfficial comments on the eSkwela Project during the International Conference on APEC EducationFoundation-funded Projects 2008 “We all know that our formal education institutions only reach a minority of young Filipinos who should be in school. eSkwela is a perfect platform to go beyond the school system and reach those who are not in school, or even those beyond Philippine borders.” Luli Arroyo-Bernas, 2nd eSkwela Conference, April 2009 “The idea of computer-aided learning really excites them. And the fact that the lessons are offered for free – in these hard times, the fact that education can be available to them is something that our learners cherish a lot. Many of them have never even touched a computer before. Many of them had given up on ever coming back to school again. Many of them have abandoned their dreams. To say that they’re excited about going back to school again – and on computers, at that - is putting it mildly.” Vi Aruta, eSkwela learning facilitator, City of SJDM “We’ve talked with learners after they’ve graduated and passed the A&E tests, and some of them are exploring college, while others are coming back to our offices to look at employment opportunities. It’s heartening. We continue to support eSkwela because I know that we help a lot of drop-outs; we guide them (back to the path) of proper learning, and everybody is welcome. I hope that some other organizations, whether public or private, can support eSkwela as well, because it is a very good project, and it offers people hope.” Roberto Penialber, Jr., Head, Public Employment Services Office (PESO), City of San Jose del MonteThe e-learning modules have made teaching easier for us. Hindi na kami magbabasa kasi may voice-over yung modules kaya pinakikinggan na lang ng mga learners and then we explain. We don’t imposeon them to learn the computer right away. We teach them and let them learn on their own time. Yungmga matatanda one-on-one teaching ang ginagawa naming, some learn faster than the others. Peroyung mga younger learners, madalas ayaw na nila magpaturo kasi madali nilang natututunan yungpaggamit ng mga modules and they study on their own.Angelyn Malabanan, eSkwela Learning Facilitator, Loyola HeightsBarawid, R. in “Taking ALS to the Next Level” Learning Section, Manila Bulletin , 13 January 2011 Seeing lives transform from that of oblivion to one of hope through eSkwcla Project reminds us that our country-the Philippines-will one day rise up and be counted as among the countries which put prime importance to one of its valuable resources - the youth. The project gave us a new pair of eyes that sees beyond the portals of our University, and a heart that bleeds for passion for this group of people. For us, eSkwela became not just a project but a mission - a higher call. Lydia Pinili, Project Manager of the Bataan Peninsula State University Content Development team
  • 27. Ipagpatuloy natin ang programang ito dahil nakakatulong ito sa mga taong hindi nakapagtapos ng kanilang pag-aaral ng secondarya. Nakakatulong din ito upang mapalawakang kaalaman ng mga estudyante nila dahil ang kanilang ginagamit sa kanilang pagtuturo ay ang computer. Ang kanilang mga module ay madaling maintindihan dahil naipapaliwanag nito ng maayos at maganda. – Gigi Malate, 27, eSkwela-Tanauan Graduate 2011 There are still regrets over all the wasted time. I think if someone buoyed up my courage when I was younger, I would have a degree and a business by now. But over all, there is only hope – and fondness for what eSkwela helped me achieve. What I learned in my interactions with my fellow learners is that because all of us have gone through a lot in life, no matter what our ages are, we do not discriminate against one other. We are all learners, same as everybody else. And we do not let small things affect us anymore, because we all have a goal in sight: we all want to make our lives better. Because it is slammed doors no longer with a high school diploma in hand.” - Fe Corpuz, 43, eSkwela-SJDM Graduate 2008
  • 28. COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLOGYCICT-NCC Building, Carlos P. Garcia Avenue, Diliman 1101 Quezon City, PhilippinesTeleFax (632) 920.7412 Trunk Line (632) 920.0101 local 201www.cict.gov.phDEPARTMENT OF EDUCATION - BUREAU OF ALTERNATIVE LEARNING SYSTEMDepEd Complex, Meralco Ave., Pasig CityTelephone Number: (632)632-1361 to 71www.deped.gov.ph