3. 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 nagkaroon
ako 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

5. 5
A Brief Background on the
Commission on Information and Communications Technology
Mandate
Through Executive Order 269 dated 12 January 2004, the Commission on
Information and Communications Technology (CICT) was formed to become the
primary policy, planning, coordinating, and implementing, regulating and
administrative 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 by
Secretary Ivan John E. Uy.
Vision
CICT envisions a society where citizens have access to information and communications
technologies that provide quality education, efficient government service, sustainable
economic development and a better way of life - an ICT-enabled
Philippines.
Mission
To develop the country as a world-class ICT services provider,
provide government services to stakeholders online, provide
affordable Internet access to all segments of the population,
develop an ICT enabled workforce, and create an enabling
legal 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

6. 6
A Brief Description on the
Alternative 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

7. 7
The eSkwela Project is a flagship project of the Commission of Information and
Communications Technology (CICT) together with the Department of Education-Bureau of
Alternative Learning System (BALS) that provides ICT-enhanced educational opportunities for
the country’s out-of-school youth and adults. Funded initially by the APEC Education
Foundation (AEF), it currently gets its funding from the e-Government Fund provided by the
National Government.
Under this project, community-based e-Learning Centers are being established across the
country where ICT-supported alternative education programs are taking place. With the use of
relevant interactive e-learning materials, blended and collaborative modes of instruction, and
performance-based assessment in a problem/project-based learning environment, it seeks to
bridge the widening digital divide and social chasms between those who are educated and
those who are not.
Through a multi-stakeholder approach, the communities are expected to participate intensively
in the project by setting-up, managing, and financing the center’s operations as well as
providing support for community-based projects. CICT-HCDG partners with local governments,
DepEd divisions, non-government and civic groups, and communities to extend the reach of
eSkwela 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

8. 8
transport mobile laboratory set-ups from village to village on board motorbikes. All these were
made possible through the gracious assistance of local partners who have demonstrated the
true meaning of synergy.
Having served an estimated 4,700 diverse learners since 2007, the eSkwela Centers around the
country are living testimonials to the potentials of ICTs in education. The effects are felt where
it matters most: in the marginalized poor, with housewives, with the disabled – sectors that
have traditionally gotten the short shrift in the one-size-fits-all arena of formal education. The
project was cited by UNESCO through a Certificate of Commendation from the ICT in Education
Innovation Awards 2007-2008. It was recently conferred an Honorable Mention by the 2010
UNESCO King Hamad bin Isa Al Khalifa Prize for the Use of Information and Communication
Technologies in Education - besting 46 other entries from 30 countries. It has also been named
a Laureate in the 2011 Computerworld Honors Program (Training/Education Category), one
among 255 laureates selected from 1,000 entries all over the world and recognized for
“innovatively using information technology to promote and advance public welfare, contribute
to the greater good of society, and change the world for the better”.

9. 9
Key innovative features
Being the very first ICT in Education intervention for the alternative learning system in the
country, 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 the
intervention used a multi-faceted yet comprehensive approach, thus avoiding the pitfalls of
previous 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).

10. 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.

11. 11
Initial Assessment
eSkwela, as an educational model that comprehensively incorporates ICT in the learning
process, 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 to
educationally underserved Filipinos.
The project’s implementation of the four (4) pilot sites provided the “proof of concept” that
the 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 by
adhering 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 of
April 2011, catering to an estimated 4,500 diverse learners since 2007. With 30++ more
sites set to start operations in the next few months, eSkwela is by far the largest initiative of
its 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 the
project’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 use
of 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 of
the 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.

12. 12
Moreover, the eSkwela learners have much higher passing rates in the standard-
ized A&E Test than those
using the print-based A&E Test Performance eSkwela National
model, providing a bet- Average Average
ter-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 approach
to using ICT for the A&E Program not only trains learners about computer literacy
but more importantly, uses ICT to learn academics, values, livelihood and practical
living. Likewise, it has served as a catalyst for community-led action among public
and private partners. It has been a common perception that with eSkwela comes
more A&E Test passers – meaning, more constituents have the necessary high
school diplomas to become employable, productive, and tax-paying citizens in their
communities – in effect, benefiting the local government, industry, and the com-
munity-at-large.

13. PHYSICAL TARGETS AND ACCOMPLISHMENTS (based on the Project LogFrame)
as of April 2011
TOTALS REMARKS
target accomplished slippage
Functional 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 stage
Mature/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 initiated
Trained/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 designs
Established 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)

14. 14
A Personal Crusade, A Rewarding Experience
Engr. Cielito Olegario
Western 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.

15. 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 70,000
parishioners, ¾ of whom come from the depressed areas.
You may ask: What is a parish doing here? Two reasons. First, the church paradigm has, of
late, 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 that
concerns the Church. Second, our parish priest, an Argentinian but a Filipino in heart, is
immersed in concerns intended to uplift the lives of the poor. You can imagine the frenzied
social 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. We
had not heard of eSkwela in our Parish until late 2008 when a friend of the Parish, knowing of
our interest in poverty alleviation, took us to his friend, then CICT Commissioner, Mr. Tim Diaz
de Rivera. After initial talks, our parish priest naturally became interested. ALS seemed to be a
viable project for our out-of-school youth and adults as well, and eSkwela seemed to be an
inviting 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 for
the public school children in our area. We thought that the use of the computers can be
maximized by sharing them with the out-of-school youth and adults interested in an alternative
learning system.
Another requirement – the internet connection. We could not afford the installation fee and the
monthly fees. Again, we found a friend of a friend who had connections to Globe. He not only
facilitated the installation but also pledged to take care
of the monthly fees.
Still another requirement – the personnel. First, the
Instructional Managers had to be trained. But we could
not afford the training fees. eSkwela connected us to
other potential stakeholders. In a meeting, we were
able to thresh out the problem and our IMs were able
to train for a minimal fee.
We needed a network administrator, too. There were
some knowledgeable individuals but they were
charging a fortune! Would you believe that we

16. 16
accidentally met one who is not only knowledgeable but also kind-hearted? He did not charge us a
single centavo for his services.
After attending to all these, we were ready to sign the Memorandum of Agreement. eSkwela made
it so easy for us by drafting and finalizing the MOA, and sending it to us on a silver platter for our
signature.
So, in November 2009, we were able to launch the ALS-eSkwela in our Parish. Our bishop was
there for his blessing. Representatives from BALS-DepEd and eSkwela were there to assure us of
their support.
We looked at the 23 eager learners – with ages ranging from 15 to 54 – and we said, “God is
good!”
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 23
learners took the A&E Exam, and four of them passed.
Not bad for a green horn. Our percentage of passing is in
accord with the national norm. To date, we have 22
learners, and those who did not pass the A&E Exam,
encouraged by those who passed, are coming back to try
again.
We are in our nascent years. We are still struggling. But
there are blessings to count – blessings that would not
have been possible without the eSkwela. From day one,
eSkwela has continued to provide us the assistance we
need. We have gotten used to being confident because
we know that eSkwela is just an email or a call or even a
text away. We feel like the contestant in the movie,
“Slum Dog Millionaire” – confident that there is no way
but 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 prestigious
awards that come from the likes of UNESCO. But we want you to know that eSkwela is carved in
our hearts.
I will not say good-bye. A good concept that spawned eSkwela will always find relevance in this
world. And the eSkwela team, dynamic, hard-working, creative and committed as its members
are, will find new trails to blaze. They will also remain in the most-wanted list of the BALS-DEP ED
and all eSkwela Centers.
So for now, let me say farewell – until we meet again on the highway of information
communication and technology as we pursue our common vision of education for all.

17. 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 learning
experience regardless of limited resources for a not-so-ideal ideal population size in a session. As LF, I
am 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 that
assessments were not as interactive as I want them to be - fortunately, this was answered by the
training on the LMS (Learning Management System). I then decided to extend time at the office. After
class, I worked on additional eModule guides for the five Learning Strands. In the course of doing so, I
learned that links to video files and webpages as additional learning resources are difficult to access if
not totally inaccessible whenever bandwidth is shared by many or whenever there are problems on net
connectivity. So I downloaded the videos instead and saved it in the server’s local disk. With that, I was
forced to look for useful software applications like orbitdownloader or anyconverter. But just when I was
at least almost halfway through developing my own set of eModule guides, my LMS CRASHED. Files
totally lost. Back to zero. I was devastated. After that were my idle eSkwela moments – idle in the
sense 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 a
material for lessons like movie review, summarizing, outlining, writing effectively, advances, and
disadvantages of technology and the like. Or to sharing issues like watching SONA together and asked
the 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 learned
in 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 for
eSkwela-Davao City with the following features: online FLT, online Modules in PDF Format so they can
read 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 the
infrastructure, internet connectivity; and CICT/BALS for the trainings and workshops. We have also
conducted Career Guide Orientation and had given out Scholarship Grants from the Philippine College of
Technology and John Paul II College for Passers – passers who used to have deviant behaviors or who
were 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 for
this wonderful experience. Whatever is next, I accept now without fear the challenge of acquiring new
skills to be able to respond to the call of being a Mobile Teacher/eSkwela Learning Facilitator. I’d like to
stress that this is my way of paying things forward.

18. 18
eSkwela as a Beacon of Hope for Learners
“Obstacles don't have to stop you. If you run into a wall, don't
turn around and give up. Figure out how to climb it, go through
it or walk around.”
This quotation by Michael Jordan holds true for most of the
learners in eSkwela Centers. Countless learners have shared
how the different programs of the Alternative Learning System
have given them a second opportunity towards achieving their
dreams – of which, completing their basic education is a crucial
step.
eSkwela provides equal access to innovative basic education opportunities to the educationally
underserved, including the marginalized poor, elderly, housewives, young mothers, and persons
with disabilities (PWDs). Of the estimated 4,700 learners that have been served by eSkwela
since 2007, around 75% of them are in the 15-27 yo age range. The rest are older learners
who 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 computer
literacy skills through eSkwela, a welcome addition to the life skills provided by the conventional
Accreditation 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 computer
skills, the learning facilitators or other community volunteers provide short training courses on
the use of the mouse, keyboard, and basic browsing techniques just to get the learners
comfortable with the technology. They then get to explore and gain other computer skills such
as 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 been
observed to be are more engaged and motivated to attend the sessions and go through the
modules - 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!

19. 19
1.1: Expansion of the eSkwela Project
through the ALS Community Learning Centers
eSkwela 1.1 is an offshoot of the 2 implementation phases of the eSkwela Project, namely
the pilot phase (funded by the APEC Education Foundation) and the enhancement & initial
expansion phase or eSkwela 1.0 (funded by eGF 2006, 2007, 2009).
eSkwela 1.1 intends to bring the enhanced ICT-supported
alternative learning system of eSkwela to more communities in
the country by delivering the service through the 114 ALS
school-based BPOSA (Balik Paaralan para sa Out-of-School
Adults) Centers and the 211 ALS Community Learning Centers
under the DepEd-Bureau of Alternative Learning System.
The project will provide capability building programs and
handholding mechanisms to 2,300 field implementers to source
community support and implement the eSkwela instructional
model, thereby opening up ICT-supported opportunities to
more out-of-school youth and adults to complete their basic
education requirements, learn new skills (i.e. digital
competence, life skills, voc-tech skills), and engage in
community 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.

20. 20
Based 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 of
additional e-learning module packages, the eMIS, and the eTest (computerized version of
the 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 foray
into mLearning services, with Knowledge Channel for the production of 38 “Ibang Klase” TV
episodes, and with various community radio stations for the expansion of the Radio-Based
Instruction of ALS.

21. 21
Interested parties may contact:
Dr. Yolanda S. Quijano, Undersecretary, DepEd Programs and Projects
(632 )632-1361 to 71
Dr. Carolina S. Guerrero, Director, DepEd - Bureau of Alternative Learning System
Dr. 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

22. 22
CICT PROJECT TEAM
We have been fortunate to be exposed to numerous people who have selflessly given back to
the 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 time
To give and not to count the cost. To toil and ask not for reward. Thank you for believing in the
project.
Maria Melizza D. Tan Sec. Ivan John E. Uy
Head Executive Assistant, CICT-HCDG ICT4BE Program Director, August 2010-2011
eSkwela Project Manager
Prof. Patricia Arinto
Jose Feliciano C. Josef Project ICT in Education Consultant
eSkwela Project Officer - Content Development
Dr. Lloyd Espiritu
Mark Dhel Sinapilo Project Content Development Technical Consultant
eSkwela Project Staff - Technical & Content Development
Dr. Emmanuel C. Lallana
Avelino A. Mejia, Jr. Commissioner, CICT-HCDG, 205-2007
eSkwela Project Officer - Sites eSkwela Project Head
Daryl Roxas Commissioner Angelo Timoteo M. Diaz de Rivera
eSkwela Project Staff - Sites Officer-in-Charge, CICT-HCDG, 2007-2008 ICT4BE
Program Director
Vanessa Dalma
eSkwela Project Staff - Sites Commissioner Consuelo S. Perez (Connie)
ICT4BE Program Director and Commissioner, HCDG
Yuko Lisette R. Domingo 2009-June 2010
eSkwela Project Officer - Instructional Model
John Macasio
Mary Jane A. Alvarez Kathryn Pauso
eSkwela Project Staff - Instructional Model Nelvin T. Olalia
Marissa Wong
Aimee Emejas Eloisa Arlene P. Abrenica
eSkwela Project Staff - Instructional Model & Admin/Finance Rhea Kristine P. Callo
Kristine Abbie A. Arcena
Dyan C. Corpuz Roland G. Cua
eSkwela Project Staff - Admin/Finance & Content Development Christina Maureen L. Salang
Ann Carl V. Bailey
Elena Marie N. Enseñado
Maria Carmina Mosura

23. 23
BALS team Module Guide Developers and Reviewers
Dr. Carolina S. Guerrero, Director Cairon Abantas Hermiette Lerog
Dr. Carmelita P. Joble, Asst. Director Grace Adriano Marlyn Lozada
Dr. Edel B. Carag, Chief, Literacy Division Christopher Albino Angelyn Malabanan
Dr. Sevilla Panaligan, Chief - Continuing Education Division Corazon Aloro Arnel Marte
Ma. Melissa Albino Ramelyn Antalan Diosdado Medina
Georgia Usares Reynaldo Aragon Arnold Montemayor
Abigail Lanceta Marie Joy Arias Allan Nacu
Roderick Corpuz Leticia Bangcong Norielyn Narciso
Irene Barzaga Oliver Palad
Jenelyn Baylon Jesus Pagliawan
National Trainers for Regional Trainers for
Leo Dedoroy Avelino Santillan
Learning Facilitators Network Administrators
Lana Escario Karen Ivy Tuazon
Reynaldo Aragon Joy Bihag Victor Fedirigan Henry Tura
Marie Joy Arias Cris Dinozo Ivy Coney Gamatero Pepito Ventura
Leticia Bangcong Hansel Javier Baltazar Gayem Marissa Virtudazo
Jenelyn Baylon Lindsey Roger Redoblado Maricel Langahid
Irene Barzaga Aldwin Opre Major Partners and Supporters
Ivy Coney Gamatero
Maricel Langahid Junior Trainers: APEC Education Foundation
Hermiette Lerog Neopito Abonitalla Intel Microelectronics Philippines
Marlyn Lozada Nelvin Bermudez eGovernment Fund Technical Working Group
Angelyn Malabanan Philip Bilgera Prof. Tim Unwin, Department of Geography
Alan Nacu Alfonso Estolas Royal Holloway
Avelino Santillan Delfin Macoco CICT-Human Capital Development Group
Henry Tura Teresita Manceras CICT OSEC, Admin/Finance units
Clemente Politico UNESCO National Commission of the Philippines
Allan Villacampa
Content Development Partners
Content Reviewers
Benguet State University
Cairon Abantas Epin Intino Bataan Peninsula State University
Christopher Albino Exusperio G. Jacinto Bukidnon State University
Melissa Albino Abigail Lanceta Cavite State University
Marie Joy Arias Maricel Langahid Central Luzon State University
Manny Azucena Rey Liwagon Sandiwaan Center for Learning
Irene Barzaga Liza Lontok Western Mindanao State University
Leticia Bangcong Marlyn Lozada Western Visayas College of Science and Technology
Jenelyn Baylon Lany Maceda Technical Education and Skills Development Authority
Sharon Buti Joy Magsayo
Priscilla Calde Judy Mendoza Event Management Partners
Nida Caramat Cecille Nayve Benguet State University
Stephen Cezar Eugene Panesa Bataan Peninsula State University
Roderick Corpuz Nestor Pascual Batangas State University
Leo Dedoroy Famy Pepito Bicol University
Maria Susan P. Dela Rama Rene San Juan Bukidnon State University
Nicolas H. Deroca Melissa Sanchez Bulacan Agricultural State College
Marcial Elecho Winette Santos CARAGA State University
Ariel Emmanuel Carlo Magno Sydeo Cavite State University
Lana Escario Clarisa Toribio Cebu Normal University
Victor Fedirigan Romeo M. Tubungan Central Luzon State University
Noel Fulgueras Mercedes Villafaña Davao del Norte State College
Ivy Gamatero Eddie Vilvar Eastern Visayas State University
Nenita Ganzon Ces Yagdulas Tarclac College of Agriculture
Lorena Gulfan Alona Yap Western Mindanao State University
Western Visayas College of Science and Technology

24. 24
OPERATIONAL eSkwela Centers (as of April 2011)
start of
eSkwela Center region partners
operations
Laoag City 1 2009 DepEd Division
San Fernando City (SFCC) 1 2009 San Fernando Christian Community, DepEd Division
Alaminos City – Balayang 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Cayucay 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Landoc 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Lucap 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Pangapisan 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Polo 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Popantay 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – San Vicente 1 2010 Alaminos City LGU, DepEd Division
Alaminos City – Sta. Maria 1 2011 Alaminos City LGU, DepEd Division
Alaminos City – Telbang 1 2011 Alaminos City LGU, DepEd Division
Alaminos City – Maawi 1 2011 Alaminos City LGU, DepEd Division
Ilocos Sur – Candon 1 2011 PhilCeC Program, DepEd Division
Ilocos Sur – Narvacan 1 2011 PhilCeC Program, DepEd Division
Nueva Vizcaya – Solano 2 2010 PhilCeC Program, DepEd Division, Solano HS
Cagayan – Ipil, Gonzaga 2 2011 PhilCeC Program, DepEd Division, Cagayan NHS
Bulacan – San Jose del Monte (pilot site) 3 2007 SJDM LGU, DepEd Division
Gapan City 3 2010 PhilCeC Program, DepEd Division
Nueva Ecija – Jaen 3 2010 PhilCeC Program, DepEd Division
League of Angeles City Entertainers and Managers,
Angeles City 3 2011
learners, DepEd Division
Baguio City (Save Our School Children Save Our School Children Foundation Inc., DepEd
CAR 2009
Foundation, Inc.) Regional Office
Benguet – Tublay CAR 2010 PhilCeC Program, Tublay LGU, DepEd Division
Benguet (People's Initiative for Learning and People's Initiative for Learning and Community
CAR 2010
Community Development) Development, Benguet LGU, DepEd Division
Ifugao – Alfonso Lista CAR 2010 PhilCeC Program, Alfonso Lista LGU, DepEd Division
Quezon City – Roces (pilot site) NCR 2007 DepEd Division, Quezon City LGU
Quezon City – Brgy. Loyola Heights
NCR 2008 Brgy. Loyola Heights LGU, DepEd Division
Community Learning Center
DepEd Division Marikina City, Rotary Club of Marikina
Marikina City – Brgy. Kalumpang (inactive) NCR 2009
South
Quezon City (Holy Trinity Parish) NCR 2009 Holy Trinity Parish, DepEd Divsion-Quezon City
Las Piñas City (Trust in the Lord
NCR 2010 Trust in the Lord Foundation, DepEd Division
Foundation)
Makati City – Pitogo NCR 2010 DepEd Division, Pitogo High School
Navotas City (Samahan ng Mamamayan – Samahan ng Mamamayan - Zone One Tondo
NCR 2010
Zone One Tondo Organization) Organization, DepEd Division
Parañaque City (St. Andrew's School) NCR 2010 St. Andrew's School, DepEd Division

25. 25
start of
eSkwela Center region partners
operations
Parañaque City (Sun Valley NHS) NCR 2010 DepEd Division, Sun Valley National High School
Quezon City – Cubao (Lingap Lingap Pangkabataan, DepEd Division, Netopia (Ali Mall
NCR 2011
Pangkabataan / Netopia) Branch)
Quezon City - Tandang Sora (Onesimo) NCR 2011 Onesimo Foundation Inc, DepEd Division
Quezon City (mobile) NCR 2011 Lingap Pangkabataan Inc., DepEd Division
Laguna – Liliw ALS Center 4A 2010 PhilCeC Program, DepEd Division
Laguna – Sta. Cruz 4A 2010 Laguna LGU, DepEd Division
Rizal – Rodriguez ALS Center 4A 2010 PhilCeC Program, Brgy. Rodriguez LGU, DepEd Division
Laguna - Sta. Cruz (Library Hub) 4A 2011 DepEd Division
Calapan City ALS Center 4B 2009 Calapan City LGU, DepEd Division
Marinduque – Boac 4B 2009 Boac LGU, DepEd Division
Palawan – Brgy. Suba, Cuyo ALS Center 4B 2010 PhilCeC Program, Brgy. Suba LGU, DepEd Division
Oriental Mindoro – Naujan 4B 2011 PhilCeC Program, Naujan LGU, DepEd Division
Oriental Mindoro - Baco 4B 2011 Baco LGU, DepEd Division
Camarines Sur – San Fernando (mobile) 5 2009 San Fernando-CamSur LGU, DepEd Division
Legazpi City (Intervida) 5 2010 Intervida Philippines, DepEd Division
Sorsogon – Banuyo (Intervida) 5 2010 Intervida Philippines, DepEd Division
Sorsogon – Donsol (Intervida) 5 2010 Intervida Philippines, DepEd Division
Sorsogon City (Intervida) 5 2010 Intervida Philippines, DepEd Division
Albay – Libon 5 2011 Libon LGU, DepEd Division
Camarines Norte – Daet 5 2011 PhilCeC Program, DepEd Division
Naga City 5 2011 Naga City LGU, DepEd Division
Sorsogon City 5 2011 PhilCeC Program, DepEd Division
Camarines Sur (Dominican School of
5 2011 Dominican School of Calabanga, DepEd Division
Calabanga)
Naga City (Universidad de Sta. Isabel) 5 2011 Universidad de Sta. Isabel, DepEd Division
Sto. Domingo, Albay 5 2011 DepEd Division, Sto. Domingo LGU
Southern Luzon Technological School (Pio Duran, Brgy 5
Albay, Pio-Duran 5 2011
LGU, DepEd Division
Catanduanes 5 2011 DepEd Division, Catanduanes National High School
La Carlota City 6 2009 DepEd Division
Silay City 6 2010 DepEd Division, Silay City LGU, Rotary Club of Silay City
Negros Occidental – San Carlos City 6 2011 PhilCeC Program, San Carlos City LGU, DepEd Division
Mandurriao, Iloilo City 6 2011 DepEd Division
DepEd Division, Rotary Club - Cebu Port Area, Cebu City
Cebu City – Tejero ES (pilot site) 7 2007
LGU
Bohol Crisis Intervention Center, Bohol City LGU, DepEd
Bohol (Bohol Crisis Intervention Center) 7 2010
Division
Cebu City – Mabolo 7 2010 Aboitizland Inc., Brgy. Mabolo LGU, DepEd Division
Tagbilaran City – Brgy. Cogon 7 2011 Brgy. Cogon LGU, DepEd Division
Cebu Province - Compostela 7 2011 PhilCeC Program, DepEd Division
Cebu Province - Dumaguete 7 2011 PhilCeC Program, DepEd Division

26. 26
start of
eSkwela Center region partners
operations
Ormoc City – Public Market 8 2008 Ormoc City LGU, DepEd Division
Leyte – Tanauan Community eCenter 8 2009 Tanauan LGU, DepEd Division
Ormoc City – Bagong Buhay 8 2010 Ormoc City LGU, DepEd Division
Ormoc City – Liloan 8 2010 Ormoc City LGU, DepEd Division
Leyte – Burauen 8 2011 Burauen LGU, DepEd Division
Leyte – Calubian (TESDA – Calubian Calubian National Vocational School (TESDA), DepEd
8 2011
National Vocational School) Division
Leyte – Tanauan National High School 8 2011 Tanauan LGU, DepEd Division
Leyte – Tolosa CeC 8 2011 Tolosa LGU, DepEd Division
Ormoc City – City Central 8 2011 Ormoc City LGU, DepEd Division
Ormoc City – Dolores 8 2011 Ormoc City LGU, DepEd Division
Tacloban City (An Waray) 8 2011 An Waray Party List, DepEd Division
Samar - Basey 8 2011 PhilCeC Program, DepEd Division
Leyte - Palompon 8 2011 PhilCeC Program, DepEd Division
Samar - Basey 8 2011 PhilCeC Program, DepEd Dvision
Leyte - Palompon 8 2011 PhilCeC Program, DepEd Dvision
Zamboanga City (National Computer National Computer Center - Field Operations Office,
9 2008
Center – Field Operations Office) DepEd Division
DepEd Division, Misamis Occidental National Hgih
Oroquieta City (Misamis Occidental NHS) 9 2009
School
Pagadian City – Santa Lucia ENT. ES 9 2009 DepEd Division
Zamboanga Sibugay – Siay 9 2009 Siay LGU, DepEd Division
Pagadian City – Brgy. Danlugan 9 2010 PhilCeC Program, Brgy Danlugan LGU, DepEd Division
Zamboanga Sibugay – Ipil (Sibugay
9 2010 Sibugay Technical Institute, Inc., DepEd Division
Technical Institute, Inc.)
Zamboanga del Sur – Dumalinao 9 2011 PhilCeC Program, Dumalinao LGU, DepEd Division
Cagayan de Oro City (pilot site) 10 2007 DepEd Division, Rotary Club of East CDO, CDO LGU
Bukidnon - Malaybalay City 10 2011 PhilCeC Program, DepEd Division
Misamis Occidental - Tangub City 10 2011 PhilCeC Program, DepEd Division
Oroquieta City - Brgy. Canubay 10 2011 PhilCeC Program, DepEd Division, Brgy. Canubay
Davao City 11 2009 DepEd Division
Davao del Norte – Asuncion ALS Center 11 2009 Asuncion LGU, DepEd Division
Digos City 11 2009 DepEd Division, Digos City LGU
Davao del Sur - Sta. Cruz South District 11 2011 PhilCeC Program, DepEd Division
PhilCeC Program, Brgy. Central Mati LGU, DepEd
Davao Oriental - Brgy. Central, Mati 11 2011
Division
Davao del Norte - Panabo City 11 2011 DepEd Division
Sultan Kudarat 12 2009 DepEd Division
Kidapawan City 12 2010 PhilCeC Program, DepEd Division
Sarangani Province – Maitum 12 2010 PhilCeC Program, DepEd Division
Surigao City 13 2011 PhilCeC Program, DepEd Division
Surigao del Sur – Bislig City 13 2011 PhilCeC Program, DepEd Division

27. 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 0
eSkwela Center
Life 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 and
center performance System
installation
• Blended learning sessions • Trainings
• Learner Orientation • Learner
• Regular maintenance Selection
• Launch

28. 28

29. 29
“The excellent results and achievements demonstrate how important is convergence of the efforts to
the government and community to get better education. With this project, Out-of-school people have
the opportunity to be successful in society participating in an alternative way to complete the high
school level. …I believe this experience is challenging to [the] formal education in the Philippines in
order to reform the official curriculum and find other ways to improve the quality of Education.”
Mr. Manuel Cok Aparcana, Peruvian Ministry of Education
Official comments on the eSkwela Project during the International Conference on APEC Education
Foundation-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 Monte
The 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 impose
on them to learn the computer right away. We teach them and let them learn on their own time. Yung
mga matatanda one-on-one teaching ang ginagawa naming, some learn faster than the others. Pero
yung mga younger learners, madalas ayaw na nila magpaturo kasi madali nilang natututunan yung
paggamit ng mga modules and they study on their own.
Angelyn Malabanan, eSkwela Learning Facilitator, Loyola Heights
Barawid, 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

30. Ipagpatuloy natin ang programang ito dahil nakakatulong ito sa mga taong hindi
nakapagtapos ng kanilang pag-aaral ng secondarya. Nakakatulong din ito upang mapalawak
ang 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

32. COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLOGY
CICT-NCC Building, Carlos P. Garcia Avenue, Diliman 1101 Quezon City, Philippines
TeleFax (632) 920.7412 Trunk Line (632) 920.0101 local 201
www.cict.gov.ph
DEPARTMENT OF EDUCATION - BUREAU OF ALTERNATIVE LEARNING SYSTEM
DepEd Complex, Meralco Ave., Pasig City
Telephone Number: (632)632-1361 to 71
www.deped.gov.ph