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Brochure 2010-long


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eSkwela brochure - ver June 2010

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Brochure 2010-long

  1. 1. HOW WE CAN WORK TOGETHER eSkwela Centers MEET FLORDELIZA DABUET, 36, A WIFE AND MOTHER FROM BULACAN. Now that we have stable centers to model from, we LUZON are looking for local partners, such as local govern- 1. Laoag City, Ilocos Norte ment units, non-government organizations, civic At 14, she dropped 2. San Fernando City, La Union groups, and schools that are willing to work with us 3. SOSCFI, Baguio City out of school, citing in bringing ICT-supported quality education to the 4. PILCD, La Trinidad, Benguet lack of family fi- Filipino people. 5. Alaminos City, Pangasinan 6. City of San Jose del Monte, Bulacan nances as her rea- Those who are interested in setting up an eSkwela 7. Roces Avenue, Quezon City (pilot) son. Flordeliza 8. Bgy Loyola Heights, Quezon City Center in your community may contact the Project eventually got mar- 9. Holy Trinity Parish, Quezon City Management Office or log on to 10. Kalumpang, Marikina City ried and had chil- ht tp ://a lse Skwe la.n for more details. 11. St. Andrew’s School, Paranaque dren, all of whom 12. Calapan City, Oriental Mindoro P R O C E S S F L O W F O R C E NT E R S E T - U P 13. Boac, Marinduque are now of school- 14. San Fernando, Camarines Sur age. She successfully balanced running a house- 1. Contact the CICT eSkwela Project Team or the designated eSkwela Regional Coordinator. VISAYAS hold with her husband, raising her brood of 2. Download, fill up, and submit the eSkwela Ap- 1. Cebu City (pilot) three, and operating a small home-based busi- 2. La Carlota City, Negros Occidental plication Form. ness with going to an eSkwela Center near her 3. Ormoc City 3. CICT assesses the Application Form and com- 4. Tanauan, Leyte place, to finish her basic education in order to, in 5. Donsol, Sorsogon her own words, “make something of herself.” municates with the designated point person. 6. Banuyo, Sorsogon 4. CICT conducts social mobilization activities (i.e. 7. Bitan-O-Sorsogon City meeting with major community stakeholders). 8. Capitol-Sorsogon City Flordeliza said: “I knew I had to do this for myself 5. Site-specific activities: – my eldest child is 15, and graduating high MINDANAO 1. Cagayan de Oro City (pilot) school soon. I want my kids to be able to say that • Formation of the local Steering Committee and conduct of meeting to discuss partner- 2. NCC-FOO, Zamboanga City their mother has a diploma, even a high school ship parameters that will be reflected on 3. Siay, Zamboanga Sibugay 4. Pagadian City, Zamboanga del Sur one, so that we won’t be looked down upon – so the MOA. that nobody can be snide and say, ‘Well, your 5. Oroquieta City, Misamis Occidental • Legal documents are drafted. 6. Davao City mother didn’t even graduate high school.’ And it • Detailed check of infrastructure set-up. 7. Digos City, Davao del Sur 8. Asuncion, Davao del Norte gives me confidence – even now, as a student, I • Community selects designated site person- 9. Sultan Kudarat have knowledge that I can use in conversations, nel based on required roles and competen- cies. with anyone, anywhere.” [2008] list as of 07 June 2010 • Conduct of personnel training, if needed. 6. Community conducts learner-enrollment proc- “Many of them have never even touched a 2nd Floor, CICT-NCC Building, ess. computer before. Many of them had given C.P. Garcia Avenue, U.P. Diliman, Quezon City, Philip- up on ever coming back to school again. 7. Personnel prepare the Center including the pines Many of them have abandoned their Learning Management System. Phone: +63.2. 928 61 05 local 2632 dreams. To say that they’re excited about 8. Community launches the Center. Fax: +63.2.920 7412 going back to school again – and on com- E-mail: puters, at that - is putting it mildly.” 9. Community operates the Center and ensures URL: its sustainability - CICT conducts regular moni- - Vi Aruta, an eSkwela learning facilitator toring and evaluation activities. ICT-SUPPORTED ALTERNATIVE LEARNING SYSTEM FOR OUT-OF-SCHOOL YOUTH AND ADULTS
  2. 2. “ eSkwela PROJECT “ C O M M U N I T Y e - L E A R N IN G C E N T E R S F O R 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. C O M M U N I T Y I N V O L V E M E NT Ms. Evangeline Lourdes Arroyo-Bernas, eSkwela Conference 2009 ting-up, managing, and EVIDENCE OF SUCCESS OUT-OF-SCHOOL YOUTH AND ADULTS financing the centers’ eSkwela is a collabora- operations as well as From a pilot run of four (4) sites in 2006-2007, The Human Capital Development Group of the tive project, borne of its providing support for there are now 31 sites - by far the largest initiative Commission on Information and Communications parts – a partnership community-based pro- of its kind in the country. Technology (CICT-HCDG) partners with the Depart- among CICT-HCDG, De- jects. These include ment of Education’s Bureau of Alternative Learn- partment of Education- provision of infrastruc- The project currently has 113 of the 283 targeted ing System (DepEd-BALS) and local communities Bureau of Alternative ture requirements - spe- e-learning A&E modules certified by BALS as well in establishing community-based e-learning cen- Learning System cifically the space/site, as four (4) e-courses for the Technical Education ters or eSkwela Centers that provide ICT- (DepEd-BALS), division renovation of the pro- and Skills Development Authority (TESDA) that supported learning sessions to ALS learners who offices, local government units (LGUs), non- posed space, utilities including Internet connec- cover Horticulture, HVAC-Refrigeration, Automotive wish to finish their basic education requirements government organizations (NGOs), schools, and tion, electricity and security, and more impor- Servicing, and Bartending. or to gain relevant life skills for personal growth, civic groups, eSkwela Centers are established tantly, the means to sustain the Center opera- higher education, or employment. due in most part to the active involvement of the Having served an estimated 2,500 learners since tions. Local DepEd-ALS Divisions and NGOs come local communi- 2007, the eSkwela Centers around the country are in by designating dedicated learning facilitators The project seeks to harness the powers of ICTs ties. living testimonials to the potentials of ICTs in edu- and center staff for the learning centers. in education to broaden access to quality educa- cation. The effects are felt where it matters most: tional opportunities for out-of-school youth and CICT relies in the marginalized poor, with housewives, with adults (OSYAs) who would like a new lease on life. heavily on com- the disabled – sectors that have traditionally got- As a priority set by CICT, the Commission recog- munity stake- ten the short shrift in the one-size-fits-all arena of nizes the effective use of ICT in educating out-of- holders in the formal education. For its efforts, the project was school youths and adults as one of the most pow- project by set- cited by UNESCO through a Certificate of Commen- erful uses of technology for national develop- dation from the ICT in Education Innovation ment. Awards 2007-2008. eSkwela: ang kwelang eskwela! At the heart of the eSkwela project is the Instructional Model that supports a blended type of project-based learning, which aims to build a learning environment where learners engage in activities that encourage them to acquire and apply life skills. Through module packages composed of interactive module guides and e-learning modules, facilitators promote self-paced learning with the appropriate use of various ICT resources and tools for learning, communication, collaboration, and assessment. INSTRUCTIONAL MODEL