Académique Documents
Professionnel Documents
Culture Documents
Introduction
The BEAM-ARMM ADM Project is Component 4 of the BEAM-ARMM Program Builds upon the highly successful BRAC Education model in Bangladesh and other countries. Design developed through consultations with different stakeholders, review of relevant secondary documents, key informant survey and expert opinion on statistical data The Project targets OSCs (4 and 12 years old) through a second chance elementary and pre-school services
Basic Issues
Lowest education performance in both elementary and secondary levels Large number of OSC, and still growing Large number of communities without schools Gross underinvestment in basic education Poverty, conflict, and insufficient service delivery
Strategic Objectives
Increased access, participation and completion rates in basic education Improved learning achievements in elementary education Engaged communities in basic education delivery through an alternative delivery model Capacitated DepEd-ARMM and NGO Partners in basic education delivery through an alternative delivery model
Classroom management
Managing the contracts of Partner NGOs Monitoring Evaluation andDeveloping the MIS/M&E system, tools and procedures including the development and implementation of student tracking system. Training Managing and Partner NGOs on M&E Managing the conduct of RAMSE and coordinating the conduct of NAT for BEAM CLC completers Policy Coordination andOrganizing the Project Steering Committee and supporting its quarterly meetings. Conduct of periodic dialogues and consultations with other BEAM-ARMM implementing partners, DepEd, NGOs and other agencies. BRAC-Philippines Conduct of consultative workshops and discussions at DepEd national and other proposed regions. Organizing research and studies to support the planning for other regions Developing the project design.
Management Modality
BRAC will directly manage and be responsible for project implementation and internal evaluation. Complement of local partner NGOs spread across the provincial areas Another NGO to support the PMU operations
Financial capacity
Acceptability Track record, reputation and acceptability to stakeholders. Commitment Demonstrate capacity to work in conflict situation/fragile environment, complete the project and ability to add value to it.
1:5
Ratio of PO to LF
Community Selection
The decision to establish a CLC in a community will depend on: The number of target age group children and where most of these children resides The communitys motivation to support alternative delivery Availability of local learning facilitator Existing facility that can be refurbished for this purpose Peace and order situation Existence of similar education services
Learners Selection
Age requirement 5 years old for preschool 6 to 10 years old for elementary cohort Grade offering Determination of age profile. If majority are 6-10 years old offer Grade 1; if majority are 5 years old offer preschool. Average class size Preschool (30 learners) Elementary (30 learners)
Support Mechanisms
Support Mechanisms 1. Project Organizer to provide academic or instructional supervision and mentoring to the LFs. 2. CLC Management Committee- socially committed individuals, community leaders and parents that manages and ensures operations of learning center e.g ensures
attendance of LF and pupils
3. Parents Forum - monthly consultative forum aims to look at the progress of child development e.g significant improvements and need for back home support
Physical Set-Up
A school to be with homey ambiance, secured environment As much as possible with facilities such as potable water supply, hand-washing and toilet accessible to children. A minimum of 318 square feet is required for children to sit comfortably and for teachers to move around. Floor will be covered by local mats. CLC will have one entrance with door and another exit for emergency purposes and several windows so that sufficient air and light could enter. A black board and some other wall journals in the wall of the classroom. A trunk for storing teaching learning stuff and necessities.
General Considerations
Area Curriculum Fundamental question Dilemma Consideration Learners backgrounds (individual and cohort) should underpin the content of the lesson plan. What should be taught by the Learning Facilitator?What is taught is not necessarily what is learned. What should be learned by preschoolers and elementary pupils? How should the Learning Facilitator promote learning? How should the preschoolers and elementary pupils learned? Materials What materials to use in teaching? What materials support learning?
Pedagogy
How it is taught is not Learning styles should be a necessarily how it is consideration in determining learned. how to teach.
What is being used is What support learning best not necessarily should be a consideration in supportive of learning. determining teaching materials.
Assessment
How it is assessed is Learning Facilitator should not necessarily how it consider that the learners is demonstrated. expression of what they have How should the preschoolers and elementary learned may vary according to pupils demonstrate learning? their individual learning style and age development.
Comparison
Element BRAC Model Philippine Model BEAM-ARMM ADM Flexible school year, weeks and daily contact hours. School Year Preschool is offered for 12 Across all levels, the months. The annual school year is a 10school year starts with 9 mnoth period from months in Grade 1 to 11 June to March months in Grade 5 School WeekClasses are conducted for Classes are held from six days in a week, from Monday to Friday Saturday to Thursday Daily contact Daily contact period range Daily contact period hours from 3 hours in Grade 1 to range from 5.33 hours 4 hours in Grade 5 in Grade 1 to 6.33 hours in Grade 6
ADM Curriculum
Consistent with the national kindergarten and Basic Education curricula and will meet the minimum 180 teaching-learning days per annum. Builds on and packaged according to the BRAC School curriculum development experience Gives more value to how to learn in an integrated manner in a homey environment and challenging them appropriately; and underpin by assessment for learning Attuned to the ARMM Context defined by its socio-cultural, economic, political and religious dynamics
Materials Development
Beyond the traditional teacher-student relationship, materials are to be designed to recognize additional dimension of classroom interaction, i.e. student-student and student-material interactions. Use these materials for inquiry and transformation; building on prior learning (i.e. past experience, prior knowledge) in making sense of new situations or present experiences. Incorporate authentic or real-life situation; presented thematically and in progression (from easy to difficult, known to unknown). They are also a way of praising good practice (behavioral changes) and in communicating higher expectations.
30-day Training for Core Technical Group Orientation on the BRAC education program Curriculum Experts/developers (4) Trainers from DepEd (6) Project Organizers (6) PMU Project Officers (5) Specialized training/workshop on development of curriculum, materials and assessment. Appreciation of the BRAC curriculum supervision and monitoring practice and immersion into model pre-primary and primary schools, training resource centres and field offices To develop a workplan to develop the curriculum, materials, assessment and supervision practice for BEAM CLCs
15-day Training of trainers Project Organizers (10) Trainers from DepEd/NGO (6)
Orientation on the overall BRAC education program and its capacity building program. Immersion into the CDU and TRC planning, implementation and monitoring of training programs To develop a capacity building workplan and implement project training program for new project organizers and learning facilitators.
1-day monthly refresher for Together with the Project Organizer, review previous month performance looking at strengths and Preschool Learning weaknesses and explore ways to improve and enhance classroom management and teaching capacities. Facilitators Also identifies peculiar classroom situations, i.e. learning styles, special child, slow/fast learners, and how to respond to these emergent situations. Assist the preschool learning facilitators in reviewing competencies, preparing learning contents, appropriate teaching-learning materials and assessment practices for the coming month.
12-day Basic Training for Elementary Learning Facilitators 4-day orientation for Elementary Learning Facilitators (before school opening Year 1)
Child psychology and development; BRAC pedagogy (teaching-learning processes) and classroom management, required competencies, materials and assessment practices for elementary education. Assists the preschool learning facilitators in preparing the class, development of additional classroom devices, practice teaching-learning delivery process, and review competencies, learning contents and assessment practices.
8-day Training of TrainersPrepares local practitioners to take leadership in both content and management of training for Project Organizers programs. and Project Coordinators 11-day Pedagogy More detailed appreciation of the BRAC education philosophy, pedagogical principles and Management Course I for strategies, and their connection to other aspects of classroom management system. Project Organizers Develop capacity of program organizers towards formative style curriculum supervision, more 11-day Pedagogy developmental in approach and interaction with learning facilitators. Management Course III Develop mentoring capacity in order to support the demands for quality teaching-learning for Project Organizers interaction and the achievement of positive learning outcomes. 11-day Operations More detailed appreciation of the management philosophy and practices underpinning the Management Course for BRAC field operations network, and to develop capacity of project coordinators to implement a Project Coordinators collegial, supportive and quality-driven monitoring and evaluation system. 12-day Management and More detailed appreciation of the projects philosophy, systems (quality, accountability, etc.) , Development Training for processes, and other standards. PMU Staff
Curriculum Supervision
Level Learning Center In-charge Nature Frequency Learning Facilitator Improvement teaching and learningDaily interaction. Identify and assist slow learners and those with special needs. Project Officer Support the LF in implementing theWeekly (Once a curriculum, using pedagogy and applyingweek for every assessment practices. CLC) Independent research and evaluationMonthly activities as directed by M&E Officer (Random) and provision ofMonthly (Random)
Community
Provincial
Project Monitors
Research Activities
Baseline household survey A closer look into monthly refreshers training A study on community participation in project implementation An exploration of classroom teaching-learning Learning achievement of the pre-school learners Mid-term project review