ALTERNATIVE DELIVERY MODE UPDATES.pdf

ALTERNATIVE
DELIVERY
MODE
by: BEN JOFIL B. DIEGO
Education Program Specialist II
Division ADM Focal Person
Schools Division Office of Negros Oriental

“ EDUCATION IS A
BATTLE AGAINST
POVERTY THAT
EVERYONE
SHOULD FIGHT”.
-Unknown Author

DepEd Order Number 21, Series 2019
FLEXIBLE LEARNING OPTIONS
provide a menu of learning interventions and pathways that are responsive
to the needs, context, circumstances, and diversity of learners. FLOs allow
for variations in organization, approaches and modalities of teaching and
learning. This flexibility is helpful for learners who are at risk of dropping
out, children and youth who are out of school, adults who failed to finish
basic education, learners with special needs, learners with extreme
difficulty in accessing schools or those who attend overpopulated schools,
and learners in emergency situations.

WHAT ARE THE TWO MAIN
CATEGORIES OF FLEXIBLE
LEARNING OPTIONS?
1. ALTERNATIVE DELIVERY MODE
ADM
2. ALTERNATIVE LEARNING SYSTEM
ALS

ADM and ALS
are
DIFFERENT!
ADM – in-school
ALS – out-of-school

WHAT IS ALTERNATIVE DELIVERY MODE?
Are instructional or learning modalities that do not strictly follow the typical
set-up for regular classroom instruction, but follow the formal K-12
curriculum in content. Formal curriculum refers to the curriculum starting at
Kindergarten and ending at Grade 12 that learners undergo through
successive grade levels.

WHO CAN OFFER ADM?
All public elementary and secondary schools should be ready to offer
ADMs for all types of learners whenever the need arises. They are required
to inform their Schools Division Office through a letter addressed to the
SDS every time a new ADM is offered by the school.

WHO CAN OFFER ADM?
Private schools are similarly allowed to offer ADMs after securing a permit
to offer from their Regional Office. The requirements for acquiring a permit
include a letter of intent addressed to the Regional Director through the
Schools Division Superintendent, and an implementation plan that
describes the target learners for the ADM, the training plan for parents, and
the learning resources. A school coordinator must also be identified to
every ADM that the school will offer.

WHAT KIND OF LEARNING RESOURCES SHOULD
BE USED IN THE ADM PROGRAM?
The learning resources for the K-12
program are also used for ADMs.
However, distance or blended learning
may require learning resources that
are designed for independent or self-
paced study. These may be in the form
of modules made available through
ICT or other technological tools.

WHAT ARE THE
DIFFERENT TYPES OF
ADM?

HOMESCHOOLING

HOMESCHOOLING
Provides learners with access to formal education while staying in
an out-of-school environment. Authorized parents, guardians, or
tutors take the place of the teachers as learning facilitators. While
learners are expected to meet the learning standards of the K-12
BEC, the learning facilitators are given flexibility in learning
delivery, scheduling, assessment, and curation of learning
resources.

HOMESCHOOLING
Parents or guardians who opt to enroll their children in a home
school program should do so through a public school, or through a
private school that had been given a permit to offer a home school
program. These schools will be in charge of ensuring the following:

HOMESCHOOLING
a. that a parent or guardian is assigned as a learning facilitator;
b. that the learner is registered through the Learner Information
System (LIS);
c. that learning materials and resources are available for the
learner; and
d. the School Form 9 and other pertinent school records are
issued to homeschoolers.

HOMESCHOOLING
Both public and private schools may offer the Homeschooling
Program as ADM. The private schools shall secure a Permit to
Offer the Homeschooling Program while public schools shall seek
authorization from Regional Office. The Permit/Authorization to
Offer the Homeschooling Program to be granted by the RO to
qualified public and private schools shall be valid for two (2) years.
The RO may revoke at any time the said authorization/permit,
upon valid grounds and in accordance with due process.

HOMESCHOOLING
FOR MORE INFORMATION ABOUT HOMESCHOOLING
PLEASE CHECK D.O. 1, SERIES 2022.

IMPACT

IMPACT (INSTRUCTIONAL MANAGEMENT BY PARENTS,
COMMUNITY, AND TEACHERS)
The development of IMPACT as an alternative delivery mode has
been facilitated by the Southeast Asia Ministers of Education
Organization Regional Center for Educational Innovation and
Technology (SEAMEO INNOTECH) in the early 1970s in response
to the common problems faced by the member states in their
respective education systems.

These problems include unequal access to high-quality education,
high dropout rates, low cohort survival rates, and declining learning
achievements, among others.

In the Philippines, IMPACT is available for elementary schools only.
Schools that offer this learning option must group learners from
varying grade levels into learning families, which consist of 50-60
learners each; ideally, learners should be placed in the same
learning family as their sibling/relatives, neighbors, and friends, so
that the members of the group are naturally accountable for one
other’s attendance and progress in school.

IMPACT allows for three (3) modes of learning deliver, namely (1)
Programmed Teaching, (2) Peer Group Learning, and (3) Self-
Instruction.

MISOSA

MISOSA (Modified In-School Off-School Approach)
In order to address limitations in classrooms, teachers, and
learning materials, DepEd schools may offer the MISOSA. This
delivery mode specifically caters to Grade 4,5, and 6 classes with
at least 50 learners. Learners are divided into two groups. During
class hours, except on designated days for assessment, only one
of the groups will be in school, while the other will be at another
location near the school or will meet online through a platform
prepared by the school, depending on the agreement set by the
class.

The In-school group will proceed with formal instruction facilitated
by their regular school teachers, while the out-school group will
have independent learning using the materials provided by the
school, with the assistance of a para-teacher or learning facilitator.
The groups will switch arrangements periodically (e.g. a week, or a
month), depending on the agreed time between the learners and
the teacher. The two groups shall meet together for assessment
and for enrichment.

Acknowledging that independent learning requires functional
literacy learners are first required to take the Informal Reading
Inventory (IRI) test, as well as other school-based assessment
tools, and pre-test before the implementation of the program.
Learners that are found to be incapable of independent learning
will have to stay in the In-school group, until they gain the
necessary competencies.

The MISOSA may be implemented for learners who are capable of
independent learning, and learners in emergency situation given
the availability of learning facilitators, and accessible learning
resources, learning centers, or platforms/software for program
implementation.

NIGHT HIGH SCHOOL

NIGHT HIGH SCHOOL
The Night High School program aims to provide opportunity to high
school learners to finish basic education through evening classes.
The program is intended for high school learners, of legal age, who
are working.

NIGHT HIGH SCHOOL
Secondary schools implementing night high school should submit
to the Schools Division Office a night class program to be
completed in 4 to 5 years for Junior Night High School and 2 to 2 ½
years for Senior Night High School.
Classes should begin not earlier than 4:30 in the afternoon and end
not later than 9:30 in the evening, and may include the conduct of
Saturday classes.

NIGHT HIGH SCHOOL
The program allows for the TLE competencies to be completed in
the learner’s workplace subject to proper supervision and
evaluation by the TLE teacher and the partner-employer. All other
program schemes must be approved by the Schools Division
Office.

OPEN HIGH SCHOOL

OPEN HIGH SCHOOL
The OHSP is an alternative mode of delivering secondary
education that puts a premium on independent, self-paced, and
flexible study to reach learners who are unable to start or complete
secondary education due to limited time, geographical
inaccessibility of schools, physical impairment, financial difficulties,
and/or social or family problems.

OPEN HIGH SCHOOL
The program is open to all high school learners who are able to
demonstrate their capacity for independent learning through to
Independent Learning Readiness Test (ILRT) and Informal Reading
Inventory. Qualified learners are expected to report to school on a
weekly basis during the first semester and subsequently reduced to
a monthly consultation during the second half of the school year
depending on his readiness for independent learning.

OPEN HIGH SCHOOL
A teacher-adviser and subject teacher shall be assigned to a class
in order to provide support to the learner. This program is to be
delivered for 6 years for Junior High and additional 3 years for
Senior High School.

ADM DESCRIPTION TARGET BENEFICIARIES
Home School Provides basic education to
learners in a home-based setting
with parents, guardians or tutors
as learning facilitators, under
supervision by DepEd and
designated licensed teacher.
Learners who are unable to
attend school but have someone
who is capable of delivering
instruction.
IMPACT (Instructional
Management by Parents,
Community, and Teacher)
Provides basic education to
learners in school-based setting
wherein multi-grade learners are
grouped for learning facilitated by
peers, parents, or community
members under the guidance of
an instructional supervisor. It also
allows for independent learning.
Learners in congested schools
where there are community-
based volunteers and teachers.

MISOSA (Modified In-School Off-
School Approach)
Provision of formal education in
school and off-school to learners
in Grade 4 to 6 with capacity for
independent learning and who
could not be fully accommodated
in school. They receive blended
instruction. In-school group are
with the classroom or subject
teachers and the off-school
group are with a teacher-
facilitator in a separate venue.
1. Learners in overpopulated
schools.
2. Learners who are unable to
attend school regularly due to
economic, physical and social
constraints.
Night High School Learners attend classes after
regular school hours. This
learning option allows program
completion beyond the
prescribed number of years.
For high school learners who are
unable to go to school during the
day.

OHSP (Open High School
Program)
Provides opportunity to all high
school learners capable of
independent learning to complete
basic education through quality
distance education.
For high school learners who are
incapable of going or staying in
school.

The highest test of the civilization of any
race is in its willingness to extend a helping
hand to the less fortunate.
Booker T. Washington

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