1

EFFECTIVENESS OF MANAGEMENT RELATED FACTORS IN THE

IMPLEMENTATION OF ALTERNATIVE LEARNING SYSTEM
IN CALAUAG DISTRICT

An Action Research presented

to the Open University System
School of Professional Studies
Polytechnic University of the Philippines
Lopez Campus
Lopez, Quezon

In Partial Fulfillment
of the Requirements for the Degree
Master in Educational Management

Christine U. Silang

May 18 2012
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OPEN UNIVERSITY SYSTEM

School of Professional Studies
Polytechnic University of the Philippines

APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Master in

Educational Management, this non-thesis entitled “Effectiveness of Management
Related Factors in the Implementation of Alternative Learning System in Calauag
District” has been prepared and submitted by Christine U. Silang who is
recommended for Oral Examination.

ROGEL L. LIMPIADA, DEM

Adviser

PANEL OF EXAMINERS

Approved by the panel at the oral examination

ALICIA V. DELOS SANTOS, MEM

Chair

ROLAND D. MONTES,DEM ROGEL L. LIMPIADA, DEM

Member Member

CARMENCITA L. CASTOLO, DEM VICTORIA C. NAVAL, DEM

Program Chair/School Director Executive Director

Accepted and approved in partial fulfillment of the requirement for the degree Master in
Educational Management.
 3

EXECUTIVE SUMMARY

The municipality of Calauag is in dire need of having free education because

there many drop outs from the formal system due to poverty and lack of financial

support from their parents whose job/occupation is not enough to support decent

standard of living.

That scenario is great challenge to educators. How do educators can find, reach

and keep those who never enroll in school but are of school-going age; those who enroll

attend rarely and drop out early; drop out for a long period (possibly more than a year),

then wish to re-enter school to catch up with their peers; those whose education is

repeatedly disrupted, by natural disaster or conflict situations; those who drop out after

reintegration into school, but do not wish to come back; adults who may be

unemployed, underemployed or employed, unskilled, semi-skilled, literate, neo-literate

or illiterate.The alternative program of development must education be design/structure

to respond to DepEd’s Educational for All (EFA).Plan to make every Filipino functionally

literate by year 2015.

This action research mainly focused on effectiveness of management related

factors in the implementation of the Alternative Learning System in Calauag District.

Calauag , Quezon is composed of two districts, the Calauag East District in Brgy.5

headed by Mrs. Mehida Ortega as the ALS coordinator and Calauag West District

headed by Ms. Chona Alpuerto in Brgy. Sabang Uno. They have the same program of

action particularly in A&E program for the school based on their submitted Annual report

to the Division Office in Talipan, Pagbilao, Quezon.

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The descriptive method of research was used with questionnaire as the main

instrument in gathering the data. The data gathered were subjected to the following

statistical treatment: percentage, weighted mean and ranking.

Based on the actual research result on the management system and related

factors contributing to the effective implementation of ALS in their respective districts,

the following action plan and evaluation were formulated:There is a need to develop,

strengthened the existing Bureau of Alternative Learning System of DepEd and the

Literacy Coordinating Council should be mandated to serve as the government agency

to guide the evolution of the country’s alternative learning system. There is also a need

to promote, improve, monitor and evaluate but not necessarily deliver alternative

learning interventions for functional literacy of out-of-school youth and adults, for ethnic

minorities and other groups with special educational needs that cannot be met by

schools, and for desired competencies that are part of lifelong learning. There is no

clear public funding made for ALS programs. There is no clear advocacy program for

ALS development in Calauag. The actual form and structure of the delivery system for

alternative learning is still not yet clear. Research and development work is also not

prioritized and there are no available resources in localities for adult literacy

interventions outside schools.

The three serious problems related to management are encountered in the

implementation of the Alternative Learning System in Calauag District “ were A

resolution or Municipal law was not initiated for the development of ALS as a whole in

Calauag District” with the highest rank followed by “Classrooms are not conducive to

learning for the enrollees of ALS A & E in Calauag District and The districts ALS A & E
 5

recruitment in the school year is ineffective” were the lowest rank in problems

encountered in the implementation of ALS in Calauag District.

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TABLE OF CONTENTS

Title Page..................................................................................................i

Approval Sheet.........................................................................................ii

Executive Summary.................................................................................iii

Chapter I- INTRODUCTION

Background................................................................................................1-6

Rationale....................................................................................................7-9

Chapter II-SITUATIONAL ANALYSIS

Problems....................................................................................................10

Objectives..................................................................................................11

Chapter III

Action Plan.................................................................................................27-32

Monitoring .................................................................................................33

Evaluation..................................................................................................34-35

Recommendation.......................................................................................36-37

References.................................................................................................38

APPENDICES

Transmittal.................................................................................................40-41

Questionnaire.............................................................................................42-46

Researcher’s Profile...................................................................................47-50
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EFFECTIVENESS OF MANAGEMENT RELATED FACTORS IN THE

IMPLEMENTATION OF ALTERNATIVE LEARNING SYSTEM IN CALAUAG

DISTRICT

I. INTRODUCTION

A. Background

The Alternative Learning System (ALS) is a free education program implemented

by the Department of Education (DepEd) under the Bureau of Alternative Learning

System which benefits those who cannot afford formal schooling and follows whatever

is their available schedule. The program provides a viable alternative to the existing

formal education instruction, encompassing both the non-formal and informal sources of

knowledge and skills.

How does it work In ALS, students have to attend 10 months of school or 800

hours in the classroom. Then their performance are then assessed.

Since ALS is a module-based learning system, students come in on a set time

and choose a module to read. A quiz is given after each module to test their learning.

Instead of teachers, facilitators are always present to answer any questions and

sometimes lecturers would discuss a certain module. After several months, the students

will take the Accreditation and Equivalency Test (AET). If they pass the test, they will be

given a high school diploma and can now enroll in college. Manny Pacquiao took and

passed the (AET) under the ALS program. He was presented a high school diploma,

making eligible to pursue college. After getting a certificate upon passing, the students

have the option to enroll in ALS again or go to a college.

 8

In fact, they do not even have to go to class five times a week to finish high

school. Participants of eSkwela just sit in front of a computer for about three hours a

week. They learn according to their need and speed. The eSkwela has five main

learning strands: Communication skills, critical thinking and problem solving,

sustainable use of resources and productivity, development of self and a sense of

community, and expanding one’s world vision. Each student in every session uses a

computer loaded with digital modules with videos and animation. A teacher –called

facilitator – helps students navigate the digital modules and monitors his/her progress to

determine if the learner is ready for the A&E.

There are two ways in which you can take the Alternative Learning System,

through the modules (and just months of classroom preparation for the test?) and

through the Internet (with also just months of classroom with the computers as

preparation for the test). The latter is called the eSkwela project - the computer-based

way of taking the ALS.

The ALS A&E Test formerly known as the Nonformal Education A&E Test is a

paper and pencil test. The test is designed to measure the competencies of those who

have not finished either the formal elementary or secondary education. Passers of this

test are given a certificate/diploma (which bears the seal and the signature of the

Department Secretary) certifying their competencies as comparable to graduates of the

formal school system. Hence, they are qualified to enroll in high school (for elementary

level passers) and to enroll in college (for secondary level passers).

Free education usually comes to students in the form of scholarships and grants,

if they cover all or most of students' expenses. Individuals, institutions and advocacy
 9

initiatives are examples of providers of grants and scholarships. They may have

economic (e.g. tax-deductibility), humanitarian, charitable or religious motivations.

There are examples of steps towards free education being taken across the

world primarily in those nations developing rapidly, such as China. In some developing

countries like Sri Lanka, education is free from the primary level to the tertiary level. The

renowned centers of learning in Libya and Cuba may be attended free of charge.

Free public primary and secondary education in the Philippines is mandated by

the Constitution. Any person who violates this law will be prosecuted to the highest

extent will be given a punishment that is commensurate with the grievous violations

he/she had committed. Said free public education is in line with governance of the six

year elementary and four-year high school education (presently a new 12 year

education program) that categorizes under the jurisdiction of the Bureau of Elementary

and Secondary Education of DepEd.

Moreover, the Philippine education program in elementary and secondary has

been in long battle to combat illiteracy as a result of our perennial socio-politico and

economic problems. As a result, the Alternative Learning Program (ALS) of our

government has become the “fail safe method” to open more educational opportunities

for Filipino citizens of different interests, capabilities of demographic characteristics,

socioeconomic origins and status as well as addressing the needs of marginalized

groups. The program cuts the time needed to finish high school, hence, significantly

cuts the expenses as well. Aside from giving hope to the less fortunate, it also provides

opportunities to Out-of-School Youths (OSY) and adults elementary and secondary

school drop-outs; industry-based workers; housewives; maids; factory workers; drivers;

 10

members of cultural minorities; indigenous people and the disabled/physically

challenged.

In ALS, students have to attend 10 months of school or 800 hours in the

classroom. Then their performances are then assessed.

Since ALS is a module-based learning system, students come in on a set time

and choose a module to read. A quiz is given after each module to test their learning.

Instead of teachers, facilitators are always present to answer any questions and

sometimes lecturers would discuss a certain module. After several months, the

students will take the Accreditation and Equivalency Test (AET). If they pass the test,

they will be given a high school diploma and can now enroll in college.

Training for instructional managers and coordinators are also provided by the

program and supports the learners accreditation and equivalency (A&E) review.

Cost-effective alternative learning options for achieving adult functional literacy in first

language, Filipino and English are defined and propagated. National government

funding is provided to finance the integration of these alternative learning options for the

effective acquisition of functional literacy of adults as an essential and routine part of

every public, private and civil society socio-economic development initiative reaching

disadvantaged persons and communities. Adult literacy organizations work more closely

with organizations already involved in community development and poverty alleviation.

Over the years, many non-formal and informal learning options emerged initially

as remedial responses to meeting the basic literacy needs of people that the school

system had failed to equip with the necessary basic education competencies.

Meanwhile, it has been increasingly recognized that diverse educational needs of

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different groups of people in society are both legitimate and urgent to meet. Yet the

mainstream public schools, even in the best of circumstances, are largely unable to

meet these educational needs even as effective non schooling methodologies for

meeting these different needs rapidly developed.

Thus, the country now aspires to evolving an alternative learning system

(alternative and complementary to schools) that is organized and governed in order to

provide choices for learning not just as a remedy for school failure but as an addition

even to good schools.

This evolution is envisioned to unfold in three over-lapping stages to enable

everyone to obtain school-equivalent competencies and, if so desired, school-equivalent

credentials through learning processes within as well as outside schools. The first and

most urgent stage is to make fully functionally literate the core population of adults and

youth outside schools who do not yet possess essential functional literacy

competencies. As this stage progresses to cover all those who are functionally illiterate,

second stage interventions have to be implemented that serve the wider population with

other educational needs that require learning options in addition to those provided by

good schools. This population includes legitimate minorities, such as differently abled

children who can best achieve their learning goals outside schools and children from

ethnic communities who want to acquire basic competencies desired by all Filipinos

while preserving their own unique ethnic identity and culture. The successful

implementation of these two overlapping stages, i.e., meeting the needs of the

functionally illiterate and serving the educational needs of minorities.

 12

Two specific strategies in developing the alternative learning system will

maximize its contribution to the attainment of EFA goals. First, the most cost-effective

alternative learning interventions for achieving adult functional literacy would be

integrated with the wide variety of socio-economic and cultural programs reaching

disadvantaged people who are also likely to be educationally disadvantaged. Second, a

parallel delivery system dedicated to providing alternative learning programs to those

who cannot meet their needs through schools would be evolved. As the school system

improves its efficiency and effectiveness and the large pool of youth and adult illiterates

shrinks, the diverse educational needs of various groups in society assumes greater

importance and visibility. Meeting these needs would become the impetus for the

emergence and organization of the alternative learning system. Finally, as good schools

meet the common needs of most children, the parallel alternative learning system grows

and develops to meet the special needs of different groups of children and adults. This

alternative learning system initially focuses on meeting basic education needs of all but

eventually serves other education needs even beyond basic competencies.

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B. Rationale:

Through Alternative Learning System, we hope to improve the quality of

education outcomes in the country based on three performance indicators -participation,

completion and achievement. As a reform package, ALS has three components-

Enhancement of Learning, More Resources for Learning and Focused Organization for

Learning— under which are efforts designed to meet our strategic objective of enabling

under privilege Filipinos to acquire Alternative Learning System competencies.

It matters if the state provides education for free or charges fees. Every state in

the world has signed up to at least one international treaty obliging it to making primary

education free and compulsory, and secondary education progressively so. But

education cannot be compulsory if it is not also free and this contradiction is too often

ignored. Furthermore, what does free actually mean in a world with numerous overt and

hidden costs, to learners, parents, local communities? In a 2006 survey by Katarina

Tomasevski education was found not to be genuinely free in the vast majority of

countries in the world. The quote below on your country (if information was available) is

from this very important survey.

The Constitution of the Philippines obliges the government to ensure that both

primary and lower secondary education are free but this has not been translated into

governmental policy or into reality. The Committee on the Rights of the Child (CRC)

noted in 2005 that primary education was not universalized because it was not available

throughout the country. It acknowledged difficulties in ensuring schooling for children

dispersed among 7,000 islands but emphasized that education was not universalized
 14

because it was not made free. Families bear the cost of “meals, transportation, school

uniforms and supplies” and in many schools no enrolment and tuition charges are also

levied. An important reason for transferring so much of the cost of education to the

family budget is "a chronic budget deficit caused by spiralling demands on an

unreformed and hopelessly inadequate revenue base". An NGO ‘School Report’ has

faulted the Philippines for failing to eliminate ‘user fees’ (in the language of the World

Bank), which impede universalization of education.

Internal problems are not the only cause of the government’s inability to ensure

free and compulsory education for all children. Conflicts in the allocation of limited

resources between debt repayment and education have led to human rights litigation. A

group of senators challenged in 1991 the constitutionality of the budgetary allocation of

P86 billion for debt servicing which compared to P27 billion for education. The 1986

Constitution of the Philippines obligates the government to assign the highest budgetary

priority to education. It obliges the state to provide free public education in the

elementary and high school levels and to “assign the highest budgetary priority to

education.” The issue to be decided was whether debt servicing, exceeding three times

the budgetary allocation for education, was unconstitutional.

The Court has found that education obtained the largest allocation amongst all

the government departments, as the Constitution required, while debt servicing was

necessary for the creditworthiness of the country and, thus, the survival of its economy.

The economy has survived thus far but the government’s inability to distribute the

costs of that survival fairly in the population has encountered many challenges. The

Philippine Commission on Human Rights has defined disadvantaged sectors as women,

 15

children, youth, prisoners/detainees, urban poor, indigenous people, elderly, Muslims,

persons with disabilities, internally displaced persons, informal labor, private labor,

migrant workers, rural workers and public sector’. The inclusion of the whole public

sector amongst the disadvantaged epitomizes the model chosen to ensure the survival

of the economy. This includes teachers, whose inadequate salaries are a bottleneck for

improving both outreach and quality of education.

There is no governmental policy to ensure free primary education. Charges for

enrolment and tuition, those for uniforms, shoes, supplies, and transport, and the cost of

textbooks place education beyond the reach of most of these disadvantaged sectors.

An additional obstacle is the lack of birth registration. Children without it exist neither

legally nor statistically. Birth registration is not free of charge, adding yes another

financial barrier for the poor. That financial obstacle is compounded by charges levied in

public school, which should be but is not free.

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II. SITUATIONAL ANALYSIS:

A. Problems

This study aimed to determine the effectiveness of management related factors

in the implementation of Alternative Learning System in Calauag District.

Specifically, this study answered the following questions:

1. What is the level of effectiveness of performing the following functions of

management in relation to the implementation of the Alternative Learning

System in Calauag District?

1.1 Directing

1.2 Controlling

1.3 Handling

1.4 Influencing

1.5 Decision making

1.6 Policy Formulation

2. What is the level of managing the resources of the following in relation to

Alternative Learning System in Calauag District?

2.1 Human Resources

2.2 Money/Expenditures

2.3 Machine/Equipment

2.4 Methods/Procedures

3. What problems are encountered in the implementation of ALS in Calauag

District?
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A. Objectives

This action research aimed to determine the effectiveness of management

related factors in the implementation of Alternative Learning system in Calauag District.

The result of this research will be very beneficial to the instructional managers

and coordinators of ALS and the findings will serve as a major factor in the effective

implementation through directing, controlling, handling, influencing, decision making and

policy formulation.

The findings will also reveal relevant information on the implementation of

different programs and activities of ALS in the Calauag district for the teachers, school

heads and principal. This will also encourage other agencies to support the ALS

program.

However, the main beneficiaries of this action research were the learners itself

being the main reason why ALS program is still running and continuously improving its

systematic approach to come up a significant development. Its implementation will yield

a more productive citizen based on the premise that any person with utmost necessity

to educate themselves will bring changes and development for themselves.

The end result of this action research will be more beneficial to the facilitators,

coordinators and instructional managers of ALS. They were the key factors in improving

the programs that will bring effective and manageable system that will be useful in the

future.
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Table 1

STATEMENTS WEIGHTED VERBAL RANK

MEAN INTERPRETATION

1. Prioritizing the district’s 3.83 Very Good 1

performance in advocacy, promotion and

advertisement of ALS A & E activities

2. Regular supervision of the district 3.67 Very Good 2

performance in ALS A & E activities

3. Prioritizing the district strategic 3.50 Very Good 3

plan for specific development in ALS

4. Sustaining and maintaining 2.83 Good 4

coordination effort to LGU’s, NGO’s and

other organizations.

5. Continuously modifying and 2.67 Fair 5

improving the result of the performance

in the fund strategy planning for the

district.

GENERAL WEIGHTED MEAN 3.3 Good

The Level of Effectiveness of the ALS Coordinator in Directing the Activities

 19

Table 1 shows the level of effectiveness of the ALS coordinator in directing has

five activities. Prioritizing the district’s performance in advocacy, promotion and

advertisement of ALS A & E activities was the highest weighted mean of 3.83; Regular

supervision of the district performance in ALS A & E activities was second with

weighted mean of 3.67; Prioritizing the district strategic plan for specific development in

ALS was third with weighted mean 3.50; Sustaining and maintaining coordination

effort to LGU’s, NGO’s and other organizations was fourth with weighted mean of 2.83

and Continuously modifying and improving the result of the performance in the fund

strategy planning for the district was the lowest weighted mean of 2.67.
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Table 2

The Level of Effectiveness of the ALS Coordinator in Controlling the Activities

STATEMENTS WEIGHTED VERBAL RANK

MEAN INTERPRETATION

1. Assuring and continuously 3.83 Very Good 1

monitoring of the funds needed for the

district

2 Prioritizing the district strategic 3.67 Very Good 2.5

plan for specific development in ALS

3. Institutionalizing proper 3.67 Very Good 2.5

maintenance of the classroom in the

district.

4. Monitoring the quality of 3.50 Very Good 4

knowledge to convey to the ALS A& E

Clients through maintaining qualified

facilitators of the District

5.. Continuously updating the ALS 3.33 Good 5

Handbook and modules for the ALS A

& E client.

GENERAL WEIGHTED MEAN 3.6 Very Good

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Table 2 depends on the level of effectiveness of the ALS coordinator in

controlling has five activities. Assuring and continuously monitoring of the funds needed

for the district was the highest weighted mean of 3.83; Institutionalizing proper

maintenance of the classroom in the district and Prioritizing the district strategic plan for

specific development in ALS were second with weighted mean 3.67; Monitoring the

quality of knowledge to convey to the ALS A& E Clients through maintaining qualified

facilitators of the District was fourth with weighted mean of 3.50 and Continuously

updating the ALS Handbook and modules for the ALS A & E client was the lowest

weighted mean of 3.33.

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Table 3

The Level of Effectiveness of the ALS Coordinator in Handling the Activities.

WEIGHTED VERBAL

STATEMENTS MEAN INTERPRETATION RANK

1. Prioritizing remediation of 3.50 Good 1

specific problems for immediate

solutions

2. Conducting regular meeting 3.33 Good 2.5

that tackles everyday problems in the

operation

3. Applying the fail-safe method 3.33 Good 2.5

depending on the gravity of problems

met.

GENERAL WEIGHTED MEAN 3.38 Good

Table 3 refers on the level of effectiveness of the ALS coordinator in conducting

has three activities. Prioritizing remediation of specific problems for immediate solutions

was the highest weighted mean of 3.50; Conducting regular meeting that tackles

everyday problems in the operation and Applying the fail-safe method depending on the

gravity of problems met were the lowest weighted mean of 3.33.

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Table 4

The Level of Effectiveness of the ALS Coordinator in Influencing the Activities.

WEIGHTED VERBAL RANK

STATEMENTS MEAN INTERPRETATION

1. The Facilitator focusing more 3.67 Very Good 1.5

on convincing the ALS clients to

finish their module based studies

2. Encouraging a home based 3.67 Very Good 1.5

study in the district

3. Emphasizing group study and 3.50 Very Good 3.5

group interactions in the district

4. Emphasizing a regular 3.50 Very Good 3.5

question and answer, quizzes and

examinations for the ALS clients

5. Emphasizing module 3.33 Good 5

developments with the ALS A & E

clients

GENERAL WEIGHTED MEAN 3.53 Very Good

 24

Table 4 focus on the level of effectiveness of the ALS coordinator in influencing

the conduct has five activities.The Facilitator focusing more on convincing the ALS

clients to finish their module based studies and Encouraging a home based study in the

district were highest weighted mean 3.67; Emphasizing group study and group

interactions in the district and Emphasizing a regular question and answer, quizzes and

examinations for the ALS clients were weighted mean of3.50 and Emphasizing module

developments with the ALS A & E clients were the lowest weighted mean of 3.33.
 25

Table 5

The Level of Effectiveness of the ALS Coordinator in Decision Making

In Relation to the Activities.

WEIGHTED VERBAL RANK

STATEMENTS MEAN INTERPRETATION

1. The ALS instructional managers 4.00 Very Good 1

and facilitators have independent capacity

to decide and address specific problems

within their limitations and authority.

2. Regular monitoring of problems 3.83 Very Good 2

and solutions.

3. Administering evaluation of 3.50 Very Good 3

system, method and standard practices

for the ALS clients.

GENERAL WEIGHTED MEAN 3.78 Very Good

Table 11 shows the level of effectiveness of the ALS coordinator in decision

making in relation to the following activities. ALS instructional managers and facilitators

have independent capacity to decide and address specific problems within their

limitations and authority was highest weighted mean of 4.00; Regular monitoring of

problems and solutions was second weighted mean of 3.83 and Administering

evaluation of system, method and standard practices for the ALS clients was the lowest

weighted mean of 3.350

 26

Table 6

The Level of Effectiveness of the ALS Coordinator in Policy Formulation

In Relation to the Activities.

STATEMENTS WEIGHTED VERBAL RANK

MEAN INTERPRETATION

1. Being flexible and adoptable to 3.83 Very Good 1.5

changes for the betterment of ALS

policy and procedures

2. Strictly observing policy 3.83 Very Good 1.5

formulation, rules and regulations

pertaining to ALS A & E standard

system and procedure

3. Prioritizing comprehensive 3.50 Very Good 3

development of ALS Modules and

Handbook

GENERAL WEIGHTED MEAN 3.72 Very Good

Table 6 shows the level of effectiveness of the ALS coordinator in Policy

Formulation has three activities. Being flexible and adoptable to changes for the

betterment of ALS policy and procedures and Strictly observing policy formulation, rules

and regulations pertaining to ALS A & E standard system and procedure were highest

weighted mean 3.83 and Prioritizing comprehensive development of ALS Modules and

Handbook the lowest weighted mean of 3.50.

 27

Table 7

Assessment in Managing the Resources in Relation to ALS in Terms of Human

Resources.

STATEMENTS WEIGHTED VERBAL RANK

MEAN INTERPRETATI

ON

1. The school principal manages the 4.00 Agree 1

ALS human resources in Calauag District

effectively.

2. The coordinator manages the ALS 3.83 Agree 2.5

human resources in Calauag District

effectively.

3. The instructor/ facilitator manages the 3.83 Agree 2.5

ALS human resources in Calauag District

effectively.

GENERAL WEIGHTED MEAN 3.89 Agree

Table 7 shows the Managing the Resources in Relation to ALS in terms of

Human Resources. The school principal manages the ALS human resources in

Calauag District effectively highest weighted mean of 4.00 and The coordinator

manages the ALS human resources in Calauag District effectively and The instructor/

facilitator manages the ALS human resources in Calauag District effectively were lowest

weighted mean of 3.83.

 28

Table 8

Assessment in Managing the Resources in Relation to ALS

in Terms of Money/ Expenditures.

STATEMENTS WEIGHTED VERBAL RANK

MEAN INTERPRETATION

1. Overseeing classroom expenses in 3.17 Fairly Agree 4

Calauag District is effectively carried out.

2. Overseeing material expenses in 3.67 Agree 1

Calauag District is carried out effectively.

3. Overseeing electric bill expenses in 3.50 Agree 2.5

Calauag District is done effectively.

4. Overseeing instructional allowance 3.50 Agree 2.5

expenses in Calauag District is done

effectively.

GENERAL WEIGHTED MEAN 3.46 Fairly Agree

Table 8 shows the Managing the Resources in Relation to ALS in terms of

Money/ Expenditures. Overseeing material expenses in Calauag District is carried out

effectively was highest weighted mean of 3.67; Overseeing electric bill expenses in

Calauag District is done effectively and Overseeing instructional allowance expenses in

Calauag District is done effectively were weighted mean of 3.50 and1. Overseeing

classroom expenses in Calauag District is effectively carried out was lowest weighted

mean of. 3.17.

 29

Table 9

Assessment in Managing the Resources in Relation to ALS in Terms of

Machine/Equipment

STATEMENTS WEIGHTED VERBAL RANK

MEAN INTERPRETATION

1. Operating Audio Visual 3.33 Fairly Agree 1

equipment in Calauag District is

effectively carried out.

2. Operating computers in Calauag 3.17 Fairly Agree 2

District is done effectively.

GENERAL WEIGHTED MEAN 3.25 Fairly Agree

Table 9 shows the Managing the Resources in Relation to ALS in terms of

Machine/Equipment. Operating Audio Visual equipment in Calauag District is effectively

carried out was highest weighted mean of 3.33 and Operating computers in Calauag

District is done effectively was lowest weighted mean of 3.1

 30

Table 10

Assessment in Managing the Resources in Relation to ALS in Terms of Methods/Procedures

WEIGHTED VERBAL

STATEMENTS MEAN INTERPRETATION RANK

1. Administering ALS 3.83 Agree 1

implementation is based on the

provisions of handbook.

2. Administering ALS is aided by 3.67 Agree 2

modules.

3. Administering ALS is aided by 3.33 Fairly Agree 3

reading materials.

GENERAL WEIGHTED MEAN 3.61 Fairly Agree

Table 10 shows the Managing the Resources in Relation to ALS in terms of

Methods/ Procedures .Administering ALS implementation is based on the provisions of

handbook was highest weighted mean of 3.83; 2. Administering ALS is aided by

modules was second to the highest weighted mean of 3.67 and Administering ALS is

aided by reading materials was second weighted mean of 3.33. Administering ALS is

aided by modules weighted mean of 3.67; Administering ALS is aided by reading

materials. was second weighted mean of

Table 11
 31

Problems Encountered in the Implementation of ALS in Calauag District.

STATEMENTS WEIGHTED VERBAL RANK

MEAN INTERPRETATION

1. There is no enough facilitators for the 3.83 Agree 1

ALS A & E.

2. The attendance of the enrollees of ALS 3.67 Agree 2

A & E is low.

3. Support fund and budget for the entire 3.50 Agree 3.5

operation of the ALS in Calauag District is

not well provided by the government of

Calauag

4. There is no enough materials such as 3.50 Agree 3.5

modules, handouts and reading materials

for the Calauag District.

5. Average rating of the students in ALS A 3.33 Fairly Agree 5

& E is low.

6. The districts ALS A & E recruitment in 3.17 Fairly Agree 7

the school year is ineffective.

7. Classrooms are not conducive to 3.17 Fairly Agree 7

learning for the enrollees of ALS A & E in

 32

Calauag District.

8. A sustainable strategic plan is not 3.17 Fairly Agree 7

formulated for the ALS in Calauag

Disitrict.

9. A resolution or Municipal law was not 3.00 Fairly Agree 9

initiated for the development of ALS as a

whole in Calauag District

GENERAL WEIGHTED MEAN 3.37 Fairly Agree

Table 11 shows the Problems Encountered in the Implementation of

ALS in Calauag District. There is no enough facilitators for the ALS A & E was highest

weighted mean of 3.83; There is no enough materials such as modules, handouts and

reading materials for the Calauag District and . Support fund and budget for the entire

operation of the ALS in Calauag District is not well provided by the government of

Calauag were weighted mean of 3.50; Average rating of the students in ALS A & E is

low was weighted mean of 3.33; The districts ALS A & E recruitment in the school year

is ineffective, Classrooms are not conducive to learning for the enrollees of ALS A & E

in Calauag District an A sustainable strategic plan is not formulated for the ALS in

Calauag District were weighted mean of 3.17 and A resolution or Municipal law was not

initiated for the development of ALS as a whole in Calauag District was lowest weighted

mean of 3.00 mean that all respondents generally f nairly agreed on the the Problems

Encountered in the Implementation of ALS in Calauag District.

 33

III. ACTION PLAN

Area of Concern Objectives Strategies People Performance

Indicator

*Lack of coordination *To strengthened *Coordinate with the *Coordinators, * Degree of

effort to LGU’s, NGO’s coordination to concerned government *Instructional agreement is 91% to

and other organizations sustain and maintain agencies or Managers, *Rotary 95% of the people

the program of ALS nongovernment Club of Calauag concerns will

organizations on *Municipal Mayor and encourage

issues affecting the Sangguniang Bayan enhanced

school performance and all

stakeholders will

*Prepare annual involve.

performance report * More concerted

and submit to regional efforts to incorporate

office and central office EFA goals and

targets in the
 34

agenda of educators

and legislators both

at the central and

field levels.

*Not updated the ALS *To improve learners *Use of supplementary *Coordinators, *Increased

Handbook and modules academic learning materials to *Instructional achievement rating

for the ALS A & E client. performance suit the local needs Managers of the clientele at

*Learners become and context and are *Private sponsors least 75%.

functional literate locally available *Successful * Updated materials

*Media as an Calauaguenan for learning with

alternative and potent modern technology

source of informal like e-tv, laptop and

education should be scientific

strengthened. equipments

*To have accessible *Municipal *Improve the

 35

*Lack of centers in venue to undertake * Adoptation of Government listening, speaking,

barangays to undertake program learners centers in *Mobile Teachers reading and writing

the program every barangay *School principal skills of the learners

*Successful alumni *98% Resolve the

difficulty of the

learners in going to

learning centers

*Irregular meeting that *To discuss the day- *Conduct consultations *Coordinators, *80% of the

tackles everyday to-day functioning of with the teachers *Instructional Coordinators and

problems in the operation the school, including within his/her Managers, Instructional

problems that need jurisdiction prior to *Barangay Officials Managers and all

attention making major policy people concerns

decision will initiate and

*Organize functional implement programs

school information and projects

system consistent with the

over all goals and

 36

objectives of

education

*A resolution or Municipal *To coordinate with *Partnership with local *Coordinators, *99% support from

law was not initiated for concerned government units and *Instructional the municipal

the development of ALS government agencies nongovernmental Managers, officials for the ALS

as a whole in the district or nongovernment organization *Local Officials during its embryonic

organizations on years contribute

issues affecting the greatly to the

school success of the

* To know the duties program.

and responsibilities of

the

officials,stakeholders

partners in school

*The districts ALS A & E * To strengthen *Develop partnership *Coordinators, * ALS A & E

recruitment in the school multigrade teaching with parents and the *Instructional recruitment in the
 37

year is ineffective. as the norm for community Managers, school year is

difficult-to-reach areas * Barangay Officials effective.

and sparsely *Dessimination on the *Degree of

populated areas. importance of ALS agreement is 91 to

* To increase the program through: 95% of the people

number of learners, Meetings with Brgy concerns.

completers and Officials, parents &

passers of the mobile teachers,

program Streamers/

Advertisement/

Brochures/ Flyers,

Attend Barangay

Council Sessions and

House-to-House

campaign
 38

The action plan being narrated above are the major concerns of the researcher regarding the factors affecting in

the factors in the implementation of Alternative Learning System in Calauag District. The primary concern is the success

factors in the realization of ALS in order to achieve better learning outcome and reproduce more passers after the

schooling. Level of effectiveness of performing the function of management in relation to the implementation of the

Alternative Learning System in Calauag District in the following activities: directing, controlling, handling influencing,

decision making and policy formulation and problems are encountered are the main focus of this study. Even the

alternative learning system is already a unique and economically designs for the needs of the possible leaners, it is really

unfortunate to some town people of Calauag to understand the importance of alternative learning in their lives.
 39

A. Monitoring

For monitoring of the action research it is expected that findings met the role of

management related factors in the implementation of Alternative Learning system in

Calauag District will never be met again in the operationalization of ALS. Based from

research results about the roles and responsibilities of the community and stakeholders,

the following strategies aligned with the area of concerns: Coordinate with the

concerned government agencies or nongovernment organizations on issues affecting

the school. Prepare annual performance report and submit to regional office and central

office. Use of supplementary learning materials to suit the local needs and context and

are locally available .Media as an alternative and potent source of informal education

should be strengthened. Adaptation of learners centers in every barangay. Conduct

consultations with the teachers within his/her jurisdiction prior to making major policy

decision. Organize functional school information system. Partnership with local

government units and non-governmental organization. Develop partnership with parents

and the community .Dissemination on the importance of ALS program through:

Meetings with Brgy Officials, parents & mobile teachers, Streamers/ Advertisement/

Brochures/ Flyers, Attend Barangay Council Sessions and House-to-House campaign

 40

B. Evaluation

In giving possible solutions noted to weakness of the different provisions, the

research evaluates the possible resources aligned with the strategies being use amidst

the area of concerns. In dealing with the roles and responsibilities of the community and

stakeholders in the implementation of ALS program, the following resources and

indicators must follow: allotted budget in committee on education, IRA from the

municipal and provincial government: announcement through local cable channel

through the sponsorship of Cat-V; scheduled symposium per barangay sponsored by

the Sangguniang Bayan: reproduce materials limited to the needs of the student

through the effort of local officials; and request instructional materials in the Bureau of

Alternative Learning System through the Officer-in-Charge in the Division of Quezon.

For evaluation of the action research it is expected that findings met the role of

management related factors in the implementation of Alternative Learning system in

Calauag District will never be met again in the operationalization of ALS:

The Coordinators and Instructional Managers will encourage enhanced

performance and all stakeholders will involve. more concerted efforts to incorporate

EFA goals and targets in the agenda of educators and legislators both at the central

and field levels Increased achievement rating of the clientele at least Improve the

listening, speaking, reading and writing skills of the learners. Resolve the difficulty of

the learners in going to learning centers.the Coordinators and Instructional Managers

will initiate and implement programs and projects consistent with the over all goals and

objectives of education.support from the municipal officials for the ALS during its

embryonic years contribute greatly to the success of the program. ALS A & E
 41

recruitment in the school year is effective. Effort should be made to build and develop

a constituency for ALS development. There are many groups and persons who already

recognize the value of non-school options for meeting education needs. They may not

readily step up and advocate alternative learning system because of the dominance of

schooling in education. Positive examples and promising initiatives in alternative

learning should be recognized and given greater appreciation. Media as an alternative

and potent source of informal education should be strengthened.

The actual form and structure of the delivery system for alternative learning is still

not yet clear. Research and development work will be needed to test cost-effective

options for delivering high quality and reliable alternative learning.

Through the full implementation of DepEd Memo and DepEd Order to organize

PTA and to ask support from the community and local government as partners in

education, there were enough financial support in reading materials/ references for

learning and materials in teaching livelihood skills and entrepreneurships, budget and

streamers/ advertisement/ brochures/ flyers of the ALS program. Also the request on

locally funded instructional managers, mobile teachers and guidance counselor were

granted. There are successful mapping of barangay and out of school youth and adult

identified.
 42

C. Recommendations

The existing Bureau of Alternative Learning System of DepEd and the Literacy

Coordinating Council should be developed, strengthened and mandated to serve as the

government agency to guide the evolution of the country’s alternative learning system.

Among BALS functions should be to promote, improve, monitor and evaluate but not

necessarily deliver alternative learning interventions for functional literacy of out-of-

school youth and adults, for ethnic minorities and other groups with special educational

needs that cannot be met by schools, and for desired competencies that are part of

lifelong learning. Such an agency for ALS should be able to harmonize and assure the

quality of programs by various service providers. It should also be able to contract with

or provide grants to providers of non-formal education, define and set standards for

adult literacy programs, accredit and recognize providers meeting standards, and

monitor and evaluate adult literacy outcomes among individuals and populations.

Effort should be made to build and develop a constituency for ALS development.

There are many groups and persons who already recognize the value of non-school

options for meeting education needs. They may not readily step up and advocate

alternative learning system because of the dominance of schooling in education.

Positive examples and promising initiatives in alternative learning should be recognized

and given greater appreciation. Media as an alternative and potent source of informal

education should be strengthened.

The ALS agency should undertake an inventory of available resources in

localities for adult literacy interventions outside schools. Service providers, course-ware,

teaching materials, and facilities with special usefulness to adult literacy programs
 43

should be identified for potential use by various welfare and poverty alleviation

programs. Available local capacities for high quality non-formal education for adult

learners should be promoted among managers and operators of socio-economic

programs reaching the poorest households which also likely to have members who are

illiterate or educationally disadvantaged.

 44

REFERENCES

PUBLISHED MATERIALS

 ALS and Home Education - English translation. Rex Publishing (March

2006)

 Alternative Learning System in the Philippines — (Prima Publishing,

2005).

 Bureau of Alternative Learning System Module

 Calauag District ALS Coordinator’s file

 Calauag District ALS Mobile Teacher’s file

ELECTRONIC PUBLICATION

 depedbals@yahoo.com

 E- Library Doc. ID: 0368d0a693860b49058b311ac513dba455a487d5159a

 http/www.wikipedia.com (encyclopedia online)

 http//renatomabunga.wordpress.com/2011/12/13/accessibility-affordability-

quality of Philippine education 2011

 http/www.encarta.com (encyclopedia online) The A & E Debate – Sigma

 www.alternativelearningsystem.com
 45

APPENDICES
 46

OPEN UNIVERSITY SYSTEM

School of Professional Studies
Polytechnic University of the Philippines
Lopez Chapter

Dear Fellow Educator:

Greetings of Peace!!

The undersigned is presently conducting a study on Effectiveness of

Management Related Factors in the Implementation of Alternative Learning

System in Calauag District, in compliance with the requirements for the degree Master

in Educational Management.In this connection, I am respectfully requesting that you

please answer truthfully the Questionnaire attached hereto, your assistance and

cooperation in answering this instruments is very vital to the conclusion of this

undertaking, for without your kind support this study is worthless.

Please rest assured that the information that you will provide will be treated with

utmost confidentiality.

Thank you very much in advance for your kind assistance.

Very truly yours,

CHRISTINE U. SILANG
Researcher

Recommending approval:
 47

ROGEL L. LIMPIADA, DEM

Adviser/ Professor
Republic of the Philippines
Department of Education
Region IV
Division of Quezon
Polytechnic University of the Philippines
OPEN UNIVERSITY SYSTEM
Lopez, Quezon
Lopez Chapter

March 2012

GLORIA P. POTES
Schools Division Superintendent
Division of Quezon
Talipan, Pagbilao, Quezon

Madam:

I have the honor to request to your good office for permission to conduct a study
to my masteral non-thesis entitled The Effectiveness of Management Related
Factors in the Implementation of Alternative Learning System in Calauag District.

I will distribute questionnaires to be filled up by the selected alternative learning

system coordinators, teachers and facilitators in your jurisdiction. Rest assured that the
results will be used for academic purposed only.

May I anticipating with gratitude your kind approval and endorsement.

Very truly you

CHRISTINE U. SILANG
Researcher

Recommending approval:

ROGEL L. LIMPIADA, DEM

Adviser/ Professor

Approved:
 48

GLORIA P. POTES
Schools Division Superintendent
 49

THE EFFECTIVENESS OF MANAGEMENT RELATED FACTORS

IN THE IMPLEMENTATION OF ALTERNATIVE LEARNING SYSTEM
IN CALAUAG DISTRICT

QUESTIONNAIRE

1. Level of Effectiveness of Performing the Functions of Management in Relation

to the Implementation of the Alternative Learning System

Directions: For each item please check (/) the box that corresponds to your assessment
regarding the management aspect of ALS implementation in Calauag District.

5 Excellent (E) Level of performance in the particular task can be rated from
96 to 100%.
4 Very Good (VG) Level of performance in the particular task can be rated from
91 to 95%.
3 Good (G) Level of performance in the particular task can be rated from
86 to 90%.
2 Fair (F) Level of performance in the particular task can be rated from
81 to 85%.
1 Poor (P) Level of performance in the particular task can be rated from
81% and below.

1.1 Directing is leading the specific task and function in the management of ALS.

The level of effectiveness of the ALS 5 4 3 2 1

coordinator in directing the following (E) (VG) (G) (F) (P)
activities is:
1. Regular supervision of the district
performance in ALS A & E activities.
2. Prioritizing the district’s performance
in advocacy, promotion and
advertisement of ALS A & E activities.
3. Sustaining and maintaining
coordination effort to LGU’s, NGO’s
and other organizations.
4. Continuously modifying and improving
the result of the performance in the
fund strategy planning for the district.
5. Improving the performance in the
research and development activities
in the district.
 50

1.2 Controlling is the process of assuring that certain standards are met and
achieved.

The level of effectiveness of the ALS 5 4 3 2 1

coordinator in directing the following (E) (VG) (G) (F) (P)
activities is:
1. Monitoring the quality of knowledge to
convey to the ALS A& E Clients through
maintaining qualified facilitators of the
District
2. Continuously updating the ALS
Handbook and modules for the ALS A & E
client.
3. Institutionalizing proper maintenance
of the classroom in the district.
4. Assuring and continuously monitoring
of the funds needed for the district
5. Prioritizing the district strategic plan
for specific development in ALS

1.3 Handling is dealing with the specific set of problems in ALS activities of the
District.

The level of effectiveness of the ALS 5 4 3 2 1

coordinator in handling the following (E) (VG) (G) (F) (P)
activities is:
1. Conducting regular meeting that
tackles everyday problems in the operation
2. Prioritizing remediation of specific
problems for immediate solutions.
3. Applying the fail-safe method
depending on the gravity of problems met.

1.4 Influencing or motivation for an specific activity of ALS in Calauag District

The level of effectiveness of the ALS 5 4 3 2 1

coordinator in influencing the conduct of (E) (VG) (G) (F) (P)
the following activities is:
1. The Facilitator focusing more on
convincing the ALS clients to finish
their module based studies
2. Encouraging a home based study in
the district
3. Emphasizing group study and group
 51

interactions in the district

4. Emphasizing module developments
with the ALS A & E clients
5. Emphasizing a regular question and
answer, quizzes and examinations for
the ALS clients

1.5 Decision making for both problems and solution for ALS in Calauag District.

The level of effectiveness of the ALS 5 4 3 2 1

coordinator in decision making in relation (E) (VG) (G) (F) (P)
to the following activities is:
1. Regular monitoring of problems and
solutions.
2. Administering evaluation of system,
method and standard practices for
the ALS clients.
3. The ALS instructional managers and
facilitators have independent capacity
to decide and address specific
problems within their limitations and
authority.

1.6 Policy Formulation for adoption of change and development for the ALS in
Calauag District

The level of effectiveness of the ALS 5 4 3 2 1

coordinator in policy formulation in (E) (VG) (G) (F) (P)
relation to the following activities is:
1. Being flexible and adoptable to
changes for the betterment of ALS
policy and procedures
2. Strictly observing policy formulation,
rules and regulations pertaining to
ALS A & E standard system and
procedure
3. Prioritizing comprehensive
development of ALS Modules and
Handbook
 52

2. Managing the Resources in Relation to ALS

Directions: For each item please check (/) the box that corresponds to your assessment
regarding the managing resources of ALS implementation in Calauag District.

5 Strongly Agree Level of agreement is from 96 to 100%.

4 Agree Level of agreement is from 91 to 95%.
3 Fairly Agree Level of agreement is from 86 to 90%.
2 Disagree Level of disagreement is from 91 to 95%.
1 Strongly Level of disagreement is from 96 to 100%.
Disagree

2.1 Human Resources

5 4 3 2 1
(SA) (A) (FA) (DA) (SD)
1. The school principal manages the ALS
human resources in Calauag District
effectively.
2. The coordinator manages the ALS human
resources in Calauag District effectively.
3. The instructor/ facilitator manages the
ALS human resources in Calauag District
effectively.

2.2 Money/Expenditures

5 4 3 2 1
(SA) (A) (FA) (DA) (SD)
1. Overseeing classroom expenses in
Calauag District is effectively carried out.
2. Overseeing material expenses in Calauag
District is carried out effectively.
3. Overseeing electric bill expenses in
Calauag District is done effectively.
4. Overseeing instructional allowance
expenses in Calauag District is done
effectively.

2.3Machine/Equipment

1. Operating Audio Visual equipment in

Calauag District is effectively carried out.
2. Operating computers in Calauag District
is done effectively.
 53

2.4 Methods/Procedures

1. Administering ALS implementation is

based on the provisions of handbook.
2. Administering ALS is aided by modules.
3. Administering ALS is aided by reading
materials.

3. Problems Encountered in the Implementation of ALS in Calauag District

Directions: For each item please check (/) the box that corresponds to your answer
regarding the problems encountered of ALS implementation in Calauag District.

5 Strongly Agree Level of agreement is from 96 to 100%.

4 Agree Level of agreement is from 91 to 95%.
3 Fairly Agree Level of agreement is from 86 to 90%.
2 Disagree Level of disagreement is from 91 to 95%.
1 Strongly Level of disagreement is from 96 to 100%.
Disagree

Problems encountered 5 4 3 2 1
(SA) (A) (FA) (D) (SD)
1. The districts ALS A & E recruitment in the
school year is ineffective.
2. The attendance of the enrollees of ALS A &
E is low.
3. Average rating of the students in ALS A & E
is low.
4. There is no enough facilitators for the ALS
A & E.
5. There is no enough materials such as
modules, handouts and reading materials for
the Calauag District.
6. Classrooms are not conducive to learning
for the enrollees of ALS A & E in Calauag
District.
7. Support fund and budget for the entire
operation of the ALS in Calauag District is not
well provided by the government of Calauag
8. A resolution or Municipal law was not
initiated for the development of ALS as a
whole in Calauag District
9. A sustainable strategic plan is not
formulated for the ALS in Calauag Disitrict.
 54

RESEARCHER’S PROFILE

CHRISTINE UMALI SILANG

christine.silang@yahoo.com

Mobile Number: 09303484542

Date of Birth: July 21, 1985

Place of Birth: Calauag, Quezon

Gender: Female

Civil Status: Single

Religion: Roman Catholic AN UNEXAMINED LIFE

Father’s Name: Apolonio Manalo Silang IS NOT WORTH LIVING…

Mother’s Name: Leonina Butardo Umali

EDUCATIONAL ATTAINMENT:

Elementary : Sto. Domingo Elementary School (1998- 1999)

Calauag, Quezon

High School : Sto. Domingo National High School (2007-2008)

Calauag, Quezon

Vocational Course : Community Electronics Learning

Calauag, Quezon

Electronics Vocational Course (May 18, 2002)

: Non- Formal Education (SDNHS)

Calauag, Quezon

Computer Education Summer ( May 18, 2002)

Degree Course : Polythecnic University of the Philippines

Lopez, Quezon

Bachelor of Science in Civil Engineering

 55

(2005-2006)

: Calauag Central College

Calauag, Quezon

Bachelor in Secondary Education

(2007-2008)

Professional Study : Polytechnic University of the Philippines

Open University System

Lopez, Quezon

Lopez Center

Master in Educational Management

(2009-2012)

EMPLOYMENT RECORDS:

: Calauag Central College

Calauag, Quezon

Secondary School Teacher (2008-2009)

: Magallanes National High School

Lopez, Quezon

Secondary School Teacher ( Substitute)

June- August 2009

: Cogorin Ibaba National High School

Lopez, Quezon

Secondary School Teacher ( Substitute)

September- October 2009

: Guites National High School Lopez, Quezon

Secondary School Teacher (Permanent)

 56

November 2009

: Bantulinao Integrated School

Calauag, Quezon

Secondary School Teacher (Permanent)

November 2009- Present

SEMINARS ATTENDED

 Regional Mass Training for Second Year Teachers on the 2010 Secondary
Education Curriculum--
Lopez National Comprehensive High School-- May 31 June 3, 2011

 Panitikang Filipino Paunlarin, sa Dibisyon ng Quezon Palaganapin-- Mataas na

Paaralan ng Quezon-- July 31, 2011

 2011 Cluster 12 Super Quiz Bee-- Calauag National High School Calauag,
Quezon— Septembe 2, 2011

 GATFILZON: Katuwang ng Dep Ed Quezon Tungo sa Mapaghamong Isyu at

Kalakaran ng Edukasyon—Lusacan Elementary School, Tiaong Quezon—
February 11,2011
 Excellent and Equity in Open and Distance Education—PUP-OUS, Lopez,
Quezon-- March 26, 2011

 Roll-out on the Pilot Appraisal system for Teachers (CB-PAST) --Calauag

National High School Calauag, Quezon—April 14-15, 2011

 Ika- 4 Anibersaryo at Gawaing Kapulungan sa Filipino ng GATFILZON—Luis

Palad National High School—January 12, 2011
 Three – day Mass Training of First Year Teachers on the 2010 Secondary
Education Curriculum-- Lopez National Comprehensive High School, Lopez,
Quezon—June 8-10, 2010

 Division Level Training of First Year Teachers on the 2010 Secondary Education
Curriculum (SEC)---Lucban Elementary School, Lucban , Quezon—June 29,
2010
 57

 First Joint Seminar with the theme: Opportunities and Challenges of Public
Administrators and Educators—PUP Sta. Mesa, Manila--October 3, 2010

 2010 In-service Training for Teachers of Cluster 11 on NCBTS and SBM

Practices-- Lopez National Comprehensive High School, Lopez, Quezon—
October 26-29, 2010

 Organizational Change, Development and assessment—PUP Sta. Mesa Manila

—August 1, 2010

 2010 Division Super Quiz Bee—Quezon National High School, Iyam, Lucena
City September 22, 2010
 Guro sa Filipino: Katulong ng Dep Ed. Quezon sa Mabisang Pagbabago—Luis
Palad national High School, Tayabas Quezon—February 12, 2010

 Division Seminar Workshop In Values Education—Ouan’s Worth Farm Resort

Kanluarang Mayao, Lucena, City—November 23-25,. 2009

 MPS sa Filipino Itaas: Pagtutulungan ng mga Guro ang Tanging Lunas—

Atimonan National Comprehensive High School—November 23, 2009

 Rotary Youth Leadership Award Darasa Fiesta Resort Tanauan City, Batangas-
September 21-23,

 Training on Disability & Rehabilitation Community Based Rehabilitation Program

—Municipality of Calauag, Quezon—December 4, 2004

 Values Formation— PUP –Lopez, Quezon--January 21, 2005

 Rotary International(National Y outh Forum) Aliw Theater, Star City Complex,

Metro manila Philippines--October 20, 2005

 Orientation Course on Barangay Governance and Development-- Calauag,

Quezon-- March 13-14, 2003

CHRISTINE U. SILANG