The document discusses the Alternative Delivery Model (ADM) in education for out-of-school children in the Autonomous Region in Muslim Mindanao (ARMM) in the Philippines. It provides context on the challenges to education in ARMM including poverty, conflict, and geographical constraints. The ADM project establishes learning centers using a BRAC education model to improve access to kindergarten and elementary education for marginalized children. Key features of the ADM include mother-tongue instruction, local management of centers, and targeting of communities without schools. Initial outcomes include enrolling over 62,000 children and high attendance and transition rates, though security issues remain a challenge.

1. LOCALIZING POVERTY
REDUCTION STRATEGIES AND
TARGETS
THE ALTERNATIVE DELIVERY MODEL
(ADM) IN EDUCATION FOR OUT OF
SCHOOL CHILDREN

2. Ramon C. Bobier
• Present: Management Consultant,
Alternative Delivery Model Project,
BRAC/DFAT
• Past : Deputy Project Director, BEAM
(2001-2010)
• Project Director, BEAM-ARMM Extension
• (2010-2012)
• Community Development Adviser

3. Outline of Presentation
• ARMM Context
- Basic Indicators
- Key Development Challenges
• Alternative Delivery Model In Education
- Rationale
- Key Features
- Challenges
- Lessons Learned

5. POOREST PROVINCES, 2012
1. Lanao del Sur
2. Maguindanao
3. Zamboanga del Norte
4. Saranggani
5. North Cotabato
6. Bukidnon
7. Lanao del Norte
8. Camiguin
9. Sultan Kudarat
10. Sulu

6. Basic Indicators, ARMM
Indicators Performance Rank
Poverty Incidence 48.7% 1
OSC 5-16 Years Old
(2011)
175,200 3
Attendance Rate of 3-5
YO in preschool
(UNICEF, 2009)
12,800 17
Net Enrolment Rate 49.3% (elem)
31.3 % (sec)
17
17
NAT MPS (2013) 37.11% 17

7. Percentage of OSC population as against
the regional 6-11 age population

8. FACTORS CONTRIBUTING TO POOR
EDUCATION PERFORMANCE IN ARMM
• POVERTY
• CONFLICT, PEACE AND SECURITY ISSUES
• SOCIO-CULTURAL FACTORS
(Nomadic/Seafaring Gypsies; Western education
VS. Islamic)
• GEOGRAPHICAL CONSTRAINTS
• GOVERNANCE ISSUES
• INADEQUATE GOVERNMENT FACILITIES (568
Barangays without schools, Lack of classrooms
and facilities)

9. Barangays without schools, ARMM
• CHALLENGES OF EDUCATION IN ARMM
• - LONG HISTORY OF CONFLICT AND
STRUGGLE FOR AUTONOMY AND
INDEPENDENCE
• SOCIO-ECONOMIC MARGINALIZATION
• - POLITICAL INSTABILITY (SPDA, ARMM,
BBL)
• - POVERTY
• -

10. Basic Indicators, Tawitawi
Indicators Data
No. of Islands 307
Languages
Вajau-Sinama, Тausug/Ѕulus,
Zamboangueño Chavacano, Cebuano
No. of Municipality 11
No. of Barangay 203
Income Class 3rd
Population as of 2010 366,550
Religion 96% Muslim; 2% Christian
Economy Farming; Fishery
Per Capita Income P8,244 (20.8%)

11. The ADM Project
• A component of the BEAM-ARMM Program
supported by the Philippines and Australian
Government
• A five-year education program (2012-2017)
focusing in ARMM
• Managed by BRAC (Bangladesh)

12. ALTERNATIVE DELIVERY MODEL IN
EDUCATION (ADM Project)
BEAM-ARMM GOAL - Contribute to poverty
reduction and the emergence of sustainable peace.
ADM Project Goal - To improve access to
education by providing catch-up and second
chance education for poor and marginalized
children through the kindergarten and elementary
education classes established in priority
communities.

13. Key Features of ADM
• Establishment of BRAC Learning Centers
offering formal classes in Kindergarten and
Elementary grade levels
• Students complete elementary education as
a cohort beginning Grade 1 to Grade 6
• One classroom one Learning Center
• School operation and classroom instruction
based on BRAC education model
• Local NGOs manage the Learning Centers

14. BRAC Learning Centers

15. Floating Learning Centers for Badjaos
and Sama tribes

16. Target Communities
• Barangays without a school or with
access issues
• Large number of children not attending
school
• Supportive community
• Marginalized children
• Endorsed by Deped

17. Learners

18. Curriculum
• The ADM-BRAC schools implement the
DepEd’s K to 12 curriculum for the
preschool and elementary education.
• The curriculum contents and instructional
materials are contextualized in the ARMM
setting.
• Mother tongue-based instruction is
employed in preschool, Grade 1 and
Grade 2 classes.

20. Learning Facilitators
• Resident of the
community, selected
and endorsed by
parents
• Not necessarily college
graduate nor licensed
• Paid monthly
honorarium
• Receives pre-service
and in-service trainings
• Manages a cohort from
Grades 1- 6
• Undergoes selection
process

21. Instructional Materials
• ADM-BRAC Learning Centers have
adequate, varied and appropriate teaching
and learning materials for teachers and
pupils to support the Kto12 curriculum
• The materials were enriched in the ARMM
context and were developed with the
participation of teachers and writers from
DepEd-ARMM and DepEd-Central Office.

23. Progress
• Existing Elementary Learning Centers
• Officially recognized by both DepEd-ARMM
and DepEd National
GRADE 2015-2016
Grade 2 201
Grade 3 411
Grade 4 118
Grade 5
Grade 6
TOTAL 730

24. INITIAL OUTCOMES
• Served 62,000 children in 1,993 ADM
classes; 7% of ARMM enrollment
• Supported marginal groups (Badjaos,
Tedurays, CSN)
• High transition rate from kinder to
Grade 1 (97%)
• Attendance rate (94%)
• Strong community support
• Value for education among parents

25. Total no. of Elem. Learning Centers
399

26. BRAC/ADM Schools in Tawitawi

27. Challenges
• Conflict, security and safety
• Geographic constraints
• Teacher qualifications and competency
• DepEd support
• Sustainability of ADM

28. Lessons Learned
• ADM responding to the education needs of
marginalized children
• ADM supplements government efforts in
education
• ADM as an alternative education delivery
mode
• Cost effectiveness of the ADM
• NGOs as effective partners in education
delivery

29. shukran