OPEN HIGH SCHOOL PROGRAM

LINGIG
NATIONAL REPORT on
HIGH
SCHOOL ENROLMENT, ISSUES
SY 2014-2015
& CONCERNS
This Report contains all the activities and programs of the Open High
School Program- Mahabo Campus, on its third year of implementation.
This encompasses also the plans and initiatives of the
teachers/implementers together with the School Head to drag the
O H S P- MAHABO
program to its full potency
 LINGIG NATIONAL HIGH SCHOOL
OPEN HIGH SCHOOL PROGRAM
SY 2013-2014

Report on Enrolment, Issues and Concerns

I. OVERVIEW
Being a pillar of learner-centered public institution in protecting and
promoting the right of every Filipino to quality, equitable, culture-based and
complete basic education, the Department of Education sought ways to achieve its
EFA “Education For All” Goal of 2015. One of these is the Alternative Delivery Mode
System through which Open High School Program was initialized. This addresses
the learning needs of the marginalized students and those learners at risk of
dropping out so as to help them overcome social and economic constraints in their
quest for basic education.
Open High School Program is one of the priority programs of the Department
of Education- the flagship of BSE (Bureau of Secondary Education). Being one of the
granted schools to implement ADM through OHSP, Lingig National High School on
its third year of implementation extends full utilization of its resources and
equipment to beneficiaries along with its teachers/implementers who will work hand
in hand with the stakeholders so as to be more flexible in accommodating children
with diverse socio-cultural and economic backgrounds.

II. REPORTS
 Enrolment
May - June, 2014

ENROLMENT DATA
Male Female

13
10 10
8
6
4

Grade 7 Grade 8 Grade 9

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 YEARLY ENROLMENT
Grade 7 Grade 8 Grade 9
Male 8 6 10
Female 13 4 10
Total 21 10 20

 Issues and Concerns

 Conducive Learning Environment (Classroom)
Due to the growing beneficiaries’ population, the Multi-purpose hall
which served as the venue of the three classes respectively has always been a
major issue since simultaneous classes are conducted here side by side and
back to back with only tw0 (2) mobile chalkboards that serve as dividing
blocks. Clamors can be observed when a clash of noise from one class
overlaps with the other class to the other one during discussion proper plus
the disturbance made by vehicles passing by since the hall is just 3-meter
away from the highway.

 Learning Materials Reproduction

The teachers/implementers could not personally support the entire
reproduction of learning materials namely, worksheets, learners manual and
or modules, because of limited equipment and resources to meet the needs of
the ballooning number of OHSP beneficiaries knowing that they (teachers)
receive no monetary honorarium at all.

 Honorarium of Teacher/Implementer
Because of the absence of financial support from the concerned
agency, contrary to what was inscribed in the promulgation of the OHSP and
other ADM programs, teachers/implementers receive no honorarium which
could somehow answer their needs in the reproduction of learning sheets,
travelling allowance, per diem and other relative expenses

 Lack of Funds to Support the Budgetary Requirement of the Program

Had it been the financial support for the program realized, OHSP
learners would truly enjoy complete set of modules, equipment and pertinent
learning materials to reinforce their self-paced learning and independence.
This is also because the pre-provided EASE modules from the central office
are not parallel or not aligned with the competencies under the K-12
curriculum.

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  Plan on Program’s Operation and Implementation
Since the program has no financial aid from the concerned agency, the
teachers/implementers with the school head took the following initiatives to carry the
program to its full potency:
 Provision of Additional Arm-Chairs
 Conducting classes in Lingig NHS Campus one Saturday a month- for the learners on
their actual/practical hands-on of equipment esp. in Science Laboratory
 Aligning the modular lessons to the competencies under the K-12 curriculum which is
also the core-curriculum of the regular class
 Allowing the OHSP beneficiaries borrow/use the learning sheets and or outputs of
students from regular class
 Utilizing mentoring assistance from able students in regular class whenever available
 Involving the OHSP students in co-curricular/ extra-curricular programs/activities
conducted in regular classes
 Encouraging the GPTA or HRPTA to tie up or tap the local officials and other
stakeholders in soliciting or securing a prospective site for classroom and even
classroom, learning materials and equipment donors/ sponsors
 Provision of Local Service Credit to Teachers/Implementer- a half day service credit for
every teacher who handles 180-minute session and more every Saturday

Prepared by:

REY S. VISTAL
Teacher-I

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