Republic of the Philippines

Department of Education
Region X

Division of Lanao Del Norte

ANNUAL REPORT

2011

Republic of the Philippines Department of Education

Region X

Division of Lanao Del Norte

Annual Report
2011

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Contents

Note to Fellow Stakeholders and Partners  Framework  Profile: Lanao Del Norte 

4 6 8

Part 1 Major Performance Areas

Status of Basic Education Resources  10

Enrolment 

11 12 12 13 14 15
16

Schools  Division Office Staff and Teachers  Teacher Deployment Analysis  Instructional Room Analysis  School Furniture Analysis  Public Elementary Schools  Public Secondary Schools  National Achievement Test 
Divisional NAT Scores Vs. Set Standards Current Vs. Past NAT Scores Divisional NAT Scores V. Scores of Others 19 20 21

Performance Indicators

17 18 19

Part 2 Programs and Projects

Writing to Learn  Peace Village VI  School Building Program  Universal Kindergarten Program  Alternative Learning System Brigada Eskwela  Arabic Language and Islamic Values Education Special Education Program 23 24 25 26 27 28 28 29

Note to Fellow Stakeholders and Partners

From your Schools

Division Superintendent

"It wasnt exactly an excellent year in terms of performance, but it wasnt a bad one either. Performance did momentarily swerve off course during the year, using standard indicators, but not so wide and wild as to keep performance from moving forward on the average. In nautical parlance, the Divisions ship of performance yawed."

Check your swing! Steer into a steady course!

I have gone over the Divisions performance record for 2011 and I am pleased to give this report. It wasnt exactly an excellent year in terms of performance, but it wasnt a bad one either. Performance did momentarily swerve off course during the year, using standard indicators, but not so wide and wild as to keep performance from moving forward on the average. In nautical parlance, the Divisions ship of performance yawed. It has, in fact, been yawing for the past five years, as if in imitation of lifes up-down cycle. And while it has done so, we are encouraged by the fact that performance stayed on its progressive course. The table right below points precisely to this obvious trend, using the same four key indicators set by the Central Office, over a period of 5 school years. Going by the first three indicators for which five-year data are available (i.e., net enrolment ratio, school leaver rate, and completion rate), performance is certainly better in the 5th year (2011-2012) than in the 1st year (2007-2008), despite the fluctuating figures for the in-between years. This appears more evident in the average figures for both levels over a four-year period, which show an improvement of 14 percentagepoints by the end of the 4th year. The average NAT scores in both levels, however, have chosen to take a better course one that moves forward steadily. Theres no yawing: any years average score is always higher than the preceding one. My Report for 2010 concluded with a call for 2011, enjoining all of us to steer a steady course! The call assumed that our ship was on the right course and needed only a steady steering as she was going through 2011. We know now that performance swung slightly off course, on account of which the helms order stays, with the necessary changes: Check your swing! Steer into a steady course!

DR. MARIA LUISA B. MUTIA , CESO V Schools Division Superintendent

Annual Report 2011 - DepED Division of Lanao del Norte

Framework
As in the past years, work and activities undertaken by the Division over the year 2010 used as framework a program logic model that is graphically illustrated in Figure 1 below. Following the standard logic modelling approach, the Divisions model follows the basic Input-Process-Output-Outcome chain, in compliance with DepED Order No. 61, s. 2005. Beginning with the end in mind, the four major links are broadly described as follows: Outcome the intended change that is expected to happen among the identified stakeholders or beneficiaries in terms of improvement in status, function, behavior, knowledge, skills, or attitude. Output direct product of work or activities which serve as stepping stone to achieving the stated outcome. Process the activities or work done using available resources to yield the planned output. Input the human, material, financial, organizational and other resources made available for doing the set work and activities. The model shows how the Division works and to what end, and thus illustrates our theory of change as well. Assumed in the model are the cause-and-effect relationships between and among the components directed toward the achievement of the stated Outcome in synergistic fashion. The aimed-for Outcome Functional literacy of all Filipinos in Lanao del Norte achieved draws from the centrally set outcome of attaining functional literacy for all Filipinos nationwide, and thus ensures the alignment of Division activities with those of the Central and Regional offices. The stepping stones to attaining the Outcome are the three Major Final Outputs, stated as follows: MFO 1 - Access to quality basic education in schools provided; MFO 2 - Access to quality basic education through Alternative Learning System provided; and MFO 3 - Regulatory and developmental service policies implemented. Since these Outputs, too, are centrally set per DepED Order No. 61, s. 2005, adapting them as the Divisions own ensures again a tight fit with the work and directions of the Central and the Regional Offices. More than this, what the model aims to gain is the needed fit and alignment within the Divisional organization itself. The Process component of the model covers precisely those Key Activities that are derived from or called for by the intended MFOs. It is assumed that the completion of these activities will yield the corresponding MFO following the theorized causal chain. In the same manner, the Key Activities provide the criteria for knowing and choosing the right Input items, such as the estimate of budgetary support needed, to spur, complete or sustain a given program, project or activity. Overall, the model carries the advantage of allowing the organization to march in step toward a common end. It offers a tool for finding our own bearing and locating the role of each unit and individual members in the whole scheme of things.

Annual Report 2011 - DepED Division of Lanao del Norte

DepED Division of Lanao Del Norte LOGIC MODEL FOR ACHIEVING FUNCTIONAL LITERACY Input Key Activity
1.1 Provision of public elementary and preelementary educational services 1.2 Provision of public secondary educational services 1.3 Implementation of programs and projects on cultural diversity

Major Final Output

Outcome

MFO 1 Access to quality basic education in schools provided

Human, material, financial and other resources earmarked and used to spur, complete or sustain the matching activities, as spelled out in detail below.

1.4 Implementation of Scholarship Program schemes

2.1 Implementation of programs & projects on basic literacy, continuing education, and sustainability/lifelong learning

MFO 2 Access to quality basic education thru Alternative Learning System provided

OUTCOME Functional literacy of all Filipinos in Lanao del Norte achieved

3.1 Implementation of the School-Based Management approach

3.2 Implementation of accreditation schemes for service providers

MFO 3 Regulatory and developmental service policies implemented

Profile: Lanao Del Norte

he province of Lanao del Norte is strategically located in Northern Mindanao along the northwest and southwest coasts of the island. The province serves as the land bridge of the Zamboanga peninsula to the rest of Mindanao. It also serves as the gateway to the cities of Pagadian, Tangub, Oroquieta and Ozamis. Below are other significant facts and figures:
Land Area: 3,092 sq. km.

Population: 483,062 Income Class: Second class Number of Municipalities: Number of Barangays : Major Dialect: 463 22

Cebuano, Maranao

Major Industry: Agriculture

THE DIVISION OFFICE

Six years following the creation of the province of Lanao del Norte, the schools division was divided into two: the Lanao del Norte and Iligan City Schools Divisions. The new Division has 22 school districts covering 329 elementary schools and 15 private elementary schools. It is staffed by a total of 2,904 teaching and non-teaching personnel in the elementary level. A total of 31 public and 21 private high schools serve the secondary educational needs of the community. There are 733 teaching and nonteaching personnel for the secondary level.

Top: Region X area (colored) in Mindanao; Lanao del Norte in circle. Bottom: Enlarged map of Lanao del Norte showing its 22 municipalities, each playing host to a school district

Annual Report 2011 - DepED Division of Lanao del Norte

PART 1

Performance AREAS

MAJOR

Status of Basic Education Resources

here is nothing like a good and handy source of data. For this report, and past reports for that matter, the Basic

Education Information System (BEIS) has served the purpose well. It has been helpful in drawing out figures and information with which to know and show the Status of Basic Education Resources in the Division of Lanao del Norte. The BEIS builds its statistical database using a straightforward count of items, from schools at different levels, the school districts, and the Division itself. Thus it feeds for example, the automated generation of data for pupil-teachers analysis, pupil-instructional room analysis, pupil-furniture analysis, and more. The BEIS data also come handy for planning,

preparing the budget, allocating resources, and setting performance targets. These are also used for generating management summaries on various items when needed. A reliable database has helped the Division identify and provide new teaching positions, give priority to schools suffering from teacher shortage, and rationalize the deployment of newly hired teachers. BEIS data have allowed us to know where and when new classrooms are needed for DepEds School Building Program and ensure that school desks and armchairs go to those schools that need them the most.

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Enrolment

Public and private schools enrolment (Table 1) for both elementary and secondary levels increased by only 2%. The combined total stands at 121,536, up from 118,656 enrollees. Public and private elementary enrolment registered a total of 91,763 pupils - 2,499 pupils more, or up by 3%, over last SY's. Public and private secondary schools' combined enrolment now stands at 29,775, up by only one percent. Private elementary posted the highest increase at 22%. Private secondary enrolment went down by one percent. Figure 1 below illustrates the enrolment data.

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Schools
One public and 2 private elementary schools increased the total number of schools to 399 (Table 2). No new schools for either public or private secondary level were added to the previous SY's total of 52 schools.

Office Staff and Teachers

Seventy nine more teachers have beefed up the Division for 2011: 24 in public elementary and 55 in public secondary. Total teaching staff for public elementary and secondary stands at 3,138. (More in Table 3.)

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Teachers Deployment Analysis

The Teacher Deployment Analysis uses the Pupil-Teacher Ratio (PTR) for the elementary level and the Student-Teacher Ratio (STR) for the secondary level as indicators of the status of teacher deployment in schools, as shown in Table 4. If the benchmark PTR or STR is one teacher for every 35 - 39.99 learners (code yellow): - 105 (32%) elementary schools would fall below the standards; 225 (68%) would meet or exceed them; - 25 (81%) high schools would fall below the standards; only 6 (19%) would meet or exceed them.

The Quick Count Module of the Basic Education Information System (BEIS) uses the rainbow spectrum for the Teacher Deployment Analysis, Instructional Room Analysis and the School Furniture Analysis. It uses as code a range of colors that are arranged in the order of varying characteristics of schools in terms of provision of teachers, classroom and school furniture.

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Instructional Room Analysis

The Instructional Room Analysis shows the availability of classrooms in the elementary and secondary levels relative to the number of learners, known as Classroom to Pupil Ratio (CPR) or Classroom to Student Ratio (CSR). The ideal ratio set by law is 1:45, color code blue in Table 5. - Seventy-four percent, 244 of all elementary schools and 48% or 15 of all high schools meet the ideal ratio. - Eighty-six elementary and 16 high schools have yet to meet the ratio.

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School Furniture Analysis

The School Furniture Analysis

gives an idea on the availability of classroom seats for learners. The set standard is one seat for every learner, color code yellow in Table 6 below. By this standard: - 250 elementary schools, 76% of total, and 25 high schools, 81% of total, fall below it; and - 81 elementary schools, 24% of total, and 6 high schools, 19% of total, meet or exceed it.

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Performance Indicators
Performance indicators are used to measure the outcome or impact of the programs and projects implemented by the Division. These may also indicate the quality of education delivered to learners. If DepED work is a journey, then the indicators are the signposts along the way, which tell us how far we have gone and how far more we have to go. Our destination, following the logical framework discussed above is a state in which all Filipinos in Lanao del Norte are functionally literate. Hence, such indicators as enrolment, graduation rate, dropout rate, and the like, are particularly helpful in evaluating performance. We have formed a set of key DepED indicators in terms of which we have attempted to measure work progress and performance over a period of three school years from 2009 - 2010 to 2011 - 2012. For quick reference, each selected indicator is described in Box 1 below.

Box 1

Selected Key Performance Indicators

This Indicator
Gross Enrolment Ratio Net Enrolment Ratio Cohort Survival Rate Completion Rate Graduation Rate Promotion Rate Repetition Rate School Leaver Rate Failure Rate Retention Rate Dropout Rate

Answers the question:

How many children from among the enrollable population (e.g., ages 6-11 years old) are actually enroled in a given school year? How many children from among the enrollable population within the same age range are actually enroled in a given school year? How many learners who enter Grade I (or 1st Year High School) get to finish Grade VI (or 4th Year HS)? How many Grade 1 or 1st Year HS entrants who finish Grade 6 or 4th Year HS do so in 6 years or 4 years, respectively? How many of those enroled in the terminal year get to graduate in the same SY? How many learners get promoted to the next higher grade or year level? How many repeaters are there in a given year? How many dropouts and repeaters are there in the previous SY? How many learners failed a given grade or year level How many learners stay in school for the following SY How many enrolled learners drop out of school in a given year?

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Public Elementary Schools

The year 2011 for the Division has proved to be a "bust" year in terms of the official indicators, as shown in Table 7 - in stark contrast to 2010's "boom" performance. The two biggest gainers last year - Cohort Survival Rate and Completion Rate - swung for 2011 into being the two biggest losers. Other indicators showed slight increases lower than last year's. One other way of looking at performance for the SY under review is by looking back at prior SY's performance by the same indicators and compare the two. Table 7 shows the figures. The corresponding line chart plots the changes over the period covered.

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Public Secondary Schools

Public secondary school performance by selected indicators has gone from last year's bad to this year's worse, as Table 8 shows and Figure 9 illustrates graphically.

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National Achievement Test

Performance measurement also

Divisional NAT Scores

Using these as the set standards, how does the Division fare for the current SY? Public Grade 6 NAT The Division's Grade 6 NAT scores in all key learning areas have consistently improved from year to year = low mastery

uses the National Achievement Test or NAT results as indicator. The The NAT scores across all DepED diresults serve the purpose by them- visions nationwide indicate a correselves. But to optimize their use, sponding qualitative value, as folwe've tried to set them against the lows: backdrop of the following: 75% and above = mastery of the subject < 75% to 50% = near mastery < 50%

Set standards; Past scores; and Scores of others.

LOW MASTERY

NEAR MASTERY

MASTERY OF SUBJECT 19

Annual Report 2011 - DepED Division of Lanao del Norte

(Table 9) and seem set to inhabit the "Mastery of the Subject" range (Figure 10). Math and English have

Current Vs. Past NAT Scores

joined Filipino and Hekasi in that prime range, leav- Public elementary NAT scores for the year under reing Science alone in the "Near Mastery" range. view in all learning areas chalked up only modest increases at an average of three percentage points, The improvement is enough to pull up the average down by 5 points compared with the 8-point increase Grade 6 NAT score to 77%, relocating overall Grade 6 over the prior period (Table 11). performance from "Near Mastery" to "Mastery of the Subject" range. Public Secondary NAT Math redeemed itself by pulling a high of 10-point increase, as against a one-point increase over the prior period. English and Science and HEKASI and Filipino Public secondary NAT scores (Table 10) have also con- went the opposite of Math's way by gaining far lower tinued to improve by set standards, but not high increases for the year under review compared to those enough to move the average score into the next, up- in the previous year. per range. All learning areas scored increases, except Science. From scoring an embarassing low the previ- The public secondary NAT score increases and decreasous year, Araling Panlipunan successfully managed a es are shown in Table 12. After pulling the most imlong steep climb with a score of 67%, from previous pressive performance for the previous year, Math and year's 46%. Science did relatively poorly for the year under review: a 6-point increase for Math and a 3-point decrease for The challenge remains: set a steady course toward Science. "Mastery of the Subject". It's not an easy one, but neither is it beyond reach. The average score is just Araling Panlipunan seemed to have broken the spell 12 percentage-points away from the threshold. Math of negative performances over the previous years by score is the nearest with around 68%, closely followed scoring a hefty 21-point increase for the year under by AP.

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review. English, too, did good by scoring a 5-point increase. Overall, the average increase across the 5 high school learning areas is 7 points for the period under review, up by only one point for the previous period.

Divisional NAT Scores Vs. Scores of Others

The Divisions average NAT scores across elementary and secondary learning areas exceed the Regional and National averages. Grade 3 NAT beats the National average by 10 percentage points (Table 13); Grade 6 NAT exceeds the Regional average by 8 points, the National by 9 (Table 14); Secondary NAT scores 13 points more than the Regional average and 14 points more than the National average(Table 15). By these average scores, the 12 Divisions in Region X may get their corresponding ranks to compare their standing among themselves. For Grade 6 NAT, DepED Lanao del Norte ranks 6; secondary, rank 2.

Annual Report 2011 - DepED Division of Lanao del Norte

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PART 2

Programs & Projects

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Writing To Learn
Launched in 2007, the Writing To Learn Project is a modest initiative in support of the overall DepEd effort in Lanao del Norte to enhance student learning in major curricular areas, initially covering demonstration classes, using writing as a tool for learning and processing knowledge. The project aims to deploy approaches and strategies leading to increased appreciation for writing among the students and an improvement in their writing skills, both in Filipino and English. The program was officially launched with start-up phase activities such as the following: Action planning for year one implementation and holding of successive workshops for teachers and others involved on WTL orientation, approaches and strategies; work planning; evaluation; and similar others. In SY 2007-2008, as a demonstrative activity, 9,000 Writing To Learn Journals were distributed to the honors classes in Grades 4 to 6 and First to Fourth Year High Schools. Other support activities were also undertaken to ensure a successful implementation of the project like the conduct WTL Workshop for Teachers, launching of the Search for Best WTL Implementer and the building of a WTL Monitoring Team composed of members of the Division Promotional Staff. Since its launching four school years ago, the Division has consistently showed an increase in NAT results in all major learning areas. Although there is no scientific data that directly correlates NAT results to the Writing To Learn Program, supervisors have observed that children are now comfortable expressing themselves The practice of Writing to Learn has expanded to students in regular classes. They took the initiative of using notebooks to serve as their Writing To Learn Journals. Some elementary and high school graduates offer these WTL journals to their parents during graduation as their way of honoring them and saying thank you to them. For SY 2011-2012, the division distributed another 14,000 Writing To Learn Journals to elementary and high school honors classes. in writing and even verbally. Learners also manifest higher level of confidence in terms of class participation i.e. raising and answering questions, recitation. The journals also helped the teachers know what the students learned, what they did not learn and even the things they want to learn.

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Peace Village VII

The Peace Village initiative traces its beginning seven years back to a cultural exchange between groups of young people from Lanao del Norte and from the Smokey Mountain in Tondo, Manila. It offered a venue for Christian and Muslim youth to exchange knowledge about each others culture for deeper understanding. The seminal activity was called Cultural Youth Exchange for Peace and Prosperity. In October 2009, when the Peace Village turned 5, it has found a That event in January 2004 inspired the holding of the Northern Mindanao Peace Village in May 2006. It was an experience rich and fulfilling enough to call for a second initiative six months later in November 2006. The goal has been to maintain the initiative as an annual event enlivened by new designs and approaches to make each one a unique fun-filled learning experience for fostering a culture of peace. And so it became an annual gathering. In October 2007, and again in October 2008 the children came again, journeying like pilgrims from far and wide, to gather together for peace. Since then, the holding of the Peace Village became an annual event that the children in Lanao del Norte and even the whole of Northern Mindanao look forward to. The 7th Peace Village held on October 2011 revolved around the theme, In a world so BIG, discover that our differences are SMALL. Activities were geared toward finding similarities and celebrating differences. space of its own that signified its permanence. A real Peace Village was established in Kapatagan, Lanao del Norte. This has further boosted the divisions efforts at sustaining the peace initiative in the division. On the same site, a peace school was established, the Kalinaw-Kalilintad Integrated Peace School. The school serves the need for peace education among teachers and learners alike. Year after year, more and more partners, teachers and school children joined in this annual activity of celebrating peace. Muslims, Christians and Lumads have proven that we can all get-along because friendship has no borders. For the past seven years or so, we have joined hands in learning peace, teaching peace and reaching peace.

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School Building Program

The Divisions School Building Program (SBP) addresses the classroom requirements of schools belonging to the red and black zones of the Basic Education Information System (BEIS). Red and black schools refer to areas experiencing acute classroom shortage. These are areas where the number of students divided by A total of PhP4,656,000.00 was allocated for the division under the School-Based Repair and Maintenance Scheme (SBRMS). PhP4,038,000.00 was allocated for the repair and maintenance of elementary schools, PhP336,000.00 for the division office while PhP436,000.00 was allocated for the repair and maintenance of The Division-led School Building Programs total fund allocation was PhP7,845,000.00. PhP5,712,000.00 was allocated for the First Congressional District of Lanao del Norte where 8 elementary schools have benefited. PhP2,133,000.00 was allocated for 37 elementary and 1 secondary schools in the Second Congressional District. Total allocation for the regular School Building Program under the DPWH for CY 2011 was PhP5,196,000.00. The allocation for the First Legislative District was PhP3,703,000.00 with 2 beneficiary schools in the elementary level. The allocation for the Second Legislative District was PhP3,703,000.00 which helped 4 elementary schools in the second district of the division. A total of Php3,486,000.00 was allocated for the School The Adopt-A-School Program shares the SBP goals of addressing classroom shortage. This time, the support comes from the private and non-government sectors. Under the Adopt-A-School Program,Interested companies can sponsor school programs and projects based on a menu of assistance packages developed by the DepEd. Donor assistance can come in the form of classroom construction, teaching skills development, provision of computer and science laboratory equipment/apparatus and other educational supplies and equipment. For SY2011-2012, a total of PhP 4,125,000.00 was donated to various schools in the form of classroom, playground, toilet and hand washing facilities. Building Repair and Rehabilitation in the First Congressional District of the Division which was distributed to five (5) elementary schools and one (1) secondary school. While Php3,102,000.00 was allocated for the seven (7) elementary and one (1) secondary school in the Second Congressional District of the Division. For the improvement of the Water and Sanitation Facilities of the schools in the Division, a total of Php3,486,000.00 was distributed to five In CY 2011, a total allocation of Php6,534,660.00 was released for the 2011 School Furniture Program of the division. Php3,288,000.00 was intended for procurement of elementary armchairs for Grades I-IV, Php 2,364,000.00 for procurement of elementary armchairs for Grades V-VI and Php882,660.00 for procurement of armchairs for the secondary level as well as teachers tables and chairs. secondary schools. the existing number of classrooms result to a classroom student ratio of 1:56 or more, areas where classrooms are temporary in nature or are makeshift structures and hose areas without any classroom at all. (5) elementary schools and seven (7) secondary schools in the First Congressional District of the Division. While Php7,907,000.00 was distributed to 21 elementary and five (5) secondary schools in the Second Congressional District of the Division.

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Universal Kindergarten Program

In SY2011-2012, DepEd has started implementing the Universal Public Kindergarten Program for 5-year olds. The Kindergarten Education was made mandatory and compulsory for entrance to Grade 1. The Universal Kindergarten Program aims to: 1. Expand the coverage of Kindergarten Education to reach 5-year old children in the poorest households; and 2. Improve their readiness and foundational skills to be ready for the primary grades. For ten months from June 2011 to March 2012, two types of Kindergarten Education Program were implemented. These are: 1. The Kindergarten Regular Program (KRP) handled by permanent teachers holding two classes with 25-30 pupils per class. This division has a total of 28 KRP teachers. 2. The Kindergarten Volunteer Program (KVP) are classes organized by volunteer teachers having the required educational qualifications. They will provide Kindergarten education to 5-year olds who cannot be accommodated in the KRP. They will be receiving an allowance of P3,000.00 for a class of 25-30 pupils. The division of Lanao del Norte has a total of 194 KVP teachers currently deployed in 260 schools. Teachers under the KRP and KVP were provided with the National Kindergarten Curriculum Guide which contains performance standards and daily learning Five Kindergarten buildings have been built and furnished in the division. They are located in Kolambugan, SND, Baroy, Kapatagan and Pantao Ragat districts. Four more kindergarten buildings are under construction. Schools without Kindergarten classrooms utilized available rooms, libraries, science laboratories, home economic buildings and other available spaces. activities covering 10 months. This is also known as the 40-week curriculum. About 90% of our kindergarten teachers underwent orientation cum training on the kindergarten curriculum. A total of 453 Kindergarten classes were organized in SY 20112012 with a total enrolment of 11,709 which is 40% higher than the enrolment in the previous school year.

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Alternative Learning System

The educational thrust of the government is Free Quality Education for All Filipinos. In line with this, the Department of Education implements the Alternative Learning System (ALS) to help eradicate illiteracy in parallel efforts with the formal education. The ALS is built around a uniquely non-formal curriculum and uses a range of innovative learning strategies designed to break down traditional barriers of time, accessibility and resources to enable learners to develop their skills and competencies. The priority clients of the alternative learning system (ALS) are the marginalized learners consists of street children, indigenous peoples, farmers, fisher folks, women, adolescents, solo parents, children in conflict areas not reached by the formal school system, rebel returnees, and others. ALS is flexible. It is an anytime, anywhere learning. It uses interactive modules and learning sessions are conducted at community learning centers (CLC) at an agreed schedule between the learners and the learning facilitator. Primarily, ALS is anchored on the teaching of life skills that goes beyond obtaining information but Is more concerned about application of the competencies and values to develop within the individual the power to make decisions towards improving the quality of his or her life. The ALS in Lanao del Norte offers various nonformal education programs that serve the out-of-school adults (OSA), the out-ofschool youths (OSY), and the differently-abled individuals living in far-flung areas. ALS programs include: 1. Literacy cum Livelihood and Skills Training, 2. Barangay Action on Illiteracy Eradication (BAILE), 3. Barangay Reading Program (BARPO), and, 4. Accreditation & Equivalency (A&E) System. The various components of the Alternative Learning System is made possible by the divisions front-line implementers. 21 Mobile teachers, 22 District ALS coordinators and more that 85 Instructional Managers and facilitators assume varied roles in the community they teach in make-shift classrooms in fields, playground, mosques or at any place convenient to learners, they give health and sanitation lectures, teach basic cooking skills, and even settle disputes and conflicts in communities. A new ALS program was launched in September 2011, the Radiobased Instruction (RBI) Program in partnership with DXVL 107.7 lite FM and the LGU of Lala North District. This program utilizes radio broadcasting as an alternative mode of teaching and learning. The RBI is now aired three times a week at 7:00 to 7:30 in the morning.

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Brigada Eskwela
Brigada Eskwela is an annual event that gathers volunteers within the school community to help in the maintenance and minor repair of public schools nationwide. The division of Lanao del Norte School Division, with all its elementary schools and secondary schools, has been actively participating in the Brigada Eskwela program of the Department of Education since its launching in CY 2003. Various stakeholders volunteered their labor and materials for this school years week-long activity, also known as Schools Maintenance Week. School officials, parents, local officials and students trooped to their nearest public schools to restore chairs and desks, repaint walls, fix leaky water pipes, patch roofs and repair windows in preparation for the opening of classes. The division took pride in streamlining efforts of various stakeholders to address common problems usually associated with the opening of classes. The activity also helped ensure that facilities are ready and conducive for learning, by the time classes are officially opened in June. For CY 2011, Brigada Eskwela was conducted on May 23-28 but preparatory activities to ensure wider participation of stakeholders started as early as January of the said year. The total cash and construction materials donated amounted to PhP 5,145,999.00. Volunteers from school communities reached a total of 74,253 with an estimated volunteer services cost of PhP23,262,184.50. All the efforts during the Brigada Eskwela paid off. Schools were ready for the opening of classes on June 6. Linamon Central Elementary School of Linamon District was awarded Best Implementer for the Small Central School Category during the National Awarding Ceremonies. A similar award was given to Fausto Alvia Memorial Elementary School for the Non-Central School category. The Arabic Language and Islamic Values Education (ALIVE) is a peace building strategy where Muslim Filipino children are given an opportunity to learn and understand their own language and culture. ALIVE classes are handled by asatidz or Muslim teachers.

Arabic Language And Islamic Values Education (ALIVE)

The integration of the ALIVE program in schools within the division initially started in SY 2004-2005 and was fully implemented in SY 2006-2007 after the first National Arabic Qualifying Examination was conducted. Currently, the division has the highest number of Asatidz in the whole nation. A total of 268 muslim teachers are deployed in 130 schools covering 19 school districts. Eighty six Asatidz are Accelerated Teacher Education Program (ATEP) scholars holding a degree in Bachelor in Elementary Education major in Islamic Values and Arabic Language), 13 have passed the Licensure Examination f o r Teachers and 2 are University of Brunei Darussalam scholars who earned 1 year certificate on Teaching Arabic as a Second Language and School Administration.

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Special Education Program

Every child has a right to an educational program that is suitable to his needs. Special Education shares with regular education basic responsibilities of the educational system to fulfil the right of the child to develop to his full potential. The ultimate goal of special education is the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community. It aims to develop the maximum potential of the child with special needs to enable him to become self-reliant and provide him with the opportunities for a full and happy life. The program also aims to develop and maximize the childs learning competencies, as well as the inculcation of values to make the learners with special needs a useful and effective member of society. The Divisions SPED center is located at the Maranding Central Elementay School. There are three SPED classes in operation where learners are grouped based on their special needs. These classes are handled by teachers who specialize in Special Education. The division is catering to the special needs of 60 children, 10 are visually impaired, 21 are hearing impaired, and 29 are mentally-challenged. These special children have shown very positive developments in as far as basic learning is concerned. They have learned basic social interaction while some even excelled in sports. 2 mentally-challenged children are now partially mainstreamed into the regular class. All hearing impaired learners are now mainstreamed in the Alternative Learning sessions where they are learning basic computer skills.