Alternative

Delivery
Mode
(ADM)
Prepared by:

GRACE C. ENDAYA
Master Teacher I

FLORDELIZA F. DAYRIT
Master Teacher I

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I. INTRODUCTION

Quality education is the goal of all nations. In the Philippines, the government spends
so much for the education of its people, gives the highest budgetary priority to education, and
make sure that teaching profession is attractive to the best available talents through
adequate remuneration and other means of job satisfaction and fulfilment (Section 5 Article
XIV, 1987 Philippine Constitution).

However, up to this time, the quest for quality education is still a work in progress.
Over time, the continuing unresolved issues of accessibility, availability, and quality as
regards to education have resulted in millions of adults lacking literacy skills. The 2015 EFA
Global Monitoring Report stated that between 2000 and 2007, the country witnessed a large
increase in illiterate adults of over 1.4 million (UNICEF Evaluation on ADMs: MISOSA and
EIMPACT, 2012).

The provision of basic education to all Filipinos is one of the basic duties of the
Philippine government to its people. In fact, Rule 1, Section 1.1 of RA 9155 stipulates that the
Department of Education shall: protect and promote the right of all citizens to quality basic
education and shall take appropriate steps to make such education accessible to all;
establish, maintain, and support a complete, adequate, and integrated systems of basic
education relevant to the needs of the people and society; encourage non-formal, informal,
and indigenous learning system, as well as self-learning, independent, and out-of-school
study programs; and establish and maintain a system of free and compulsory public
education in the elementary level and high school level.

Thus, Education for All becomes the flagship of the Department of Education and the
government as a whole. This mandate has put so much pressure to the Department of
Education that a lot of initiatives and interventions have been established, tried, and
implemented to public schools with the hope that they would bring good news to the
department and the government.

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To ensure that Education for All (EFA) will be achieved, Alternative Delivery Mode
was strengthened in the Philippine Educational System in 2011 by allocating budget for every
ADM program implemented in identified schools.

Alternative Delivery Mode of instruction was introduced in order to address the

learning needs of the marginalized students and those learners at risk of dropping out in
order to help them overcome social and economic constraints of their schooling (DepEd
Order No. 53, s. 2011).

ADMs are innovations believed to make the school system more inclusive and
flexible, especially for children who are at risk of dropping out, hard to reach, living in highly
congested learning environments, or having difficulty coping with regular school calendar
(UNICEF Evaluation on ADMs: MISOSA and EIMPACT, 2012).

Alternative Delivery Mode of instruction has become an option which schools,

parents, students, and learners can choose from to answer their needs of accessing quality
basic education depending on their situation. Learners from marginalized sectors are given
the equal opportunity to access quality basic education: either to go through the traditional
way of schooling or through the Alternative Delivery Mode (ADM).

II. OBJECTIVES

 To examine in-depth the various models of alternative delivery modalities,

including the local initiatives, at the secondary level being adopted in selected
provinces;

 Assess the appropriateness and effectiveness of each ADM under different

difficult or special circumstances; and

 Determine how ADM models would be employed/implemented in senior high

school under the K to 12 program; and 4) to recommend policy options that would
update, upgrade and mainstream ADM models suited for senior high school level.

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III. TABLE OF CONTENTS

I. INTRODUCTION…………………………………………………………. 2
II. OBJECTIVES…………………………………………………………….. 3
III. TABLE OF CONTENTS……………………………………………….... 4
IV. PRE-ASSESSMENT…………………………………………………….. 5
V. LESSON 1 Alternative Delivery Mode…………………………………. 6
INTRODUCTION……………………………………………………. 6
OBJECTIVES………………………………………………………… 7
CONTENT……………………………………………………………. 7-9
ACTIVITY (SELF-CHECK QUESTIONS)………………………… 10
VI. LESSON 2 MISOSA…………..………………………………………… 10
INTRODUCTION…………………………………………………………10-11
OBJECTIVES……………………………………………………………..11
CONTENT…………………………………………………………………11-12
ACTIVITY (SELF-CHECK QUESTIONS)………………………………13
VII. LESSON 3 IMPACT AND OHSP………………………………………. 13
INTRODUCTION………………………………………………………… 13-14
OBJECTIVES……………………………………………………………. 14-15
CONTENT……………………………………………………………….. 15-20
ACTIVITY (SELF-CHECK QUESTIONS)…………………………….. 21
VIII. ANSWER KEY TO THE ACTIVITY AND SELF-CHECK
QUESTIONS…………………………………………………………………… 21-22
IX. ACRONYMS………………………………………………………………… 23
X. GLOSSARY…………………………………………………………………. 23
XI. BIBLIOGRAPHY …………………………………………………………… . 24
XII. APPENDICES……………………………………………………………... 27-32

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IV. PRE-ASSESSMENT

As a pre-assessment check, we would like to know what you already know about
Alternative Delivery Mode (ADM), what you want to learn about it. Do not fill out the last
column. Go back to it after you have gone through the module.

Fill up the columns below:

KNOW WANT TO LEARN LEARNED

For Column 1
 Write all the things you know about Alternative Delivery Mode (ADM), class,
classroom and teaching and all about Alternative Delivery Mode (ADM).

For Column 2
 Write all the things you want to learn or to know about Alternative Delivery Mode
(ADM).

For Column 3
 After going through with the module, go back to this part and write all the things you
have learned about Alternative Delivery Mode (ADM). Check whether what you think you
already knew is correct. See if you learned what you wanted to know about Alternative
Delivery Mode (ADM) after studying the module.

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V. LESSON 1

ALTERNATIVE DELIVERY MODE

INTRODUCTION

These ADMS are innovations intended to make the school system more inclusive and
flexible, especially, for children who are at risk of dropping out, hard to reach, living in highly
congested living environment, or having difficulty with regular school calendar.

The different Alternative Delivery Modes have their own features and could be used
by schools to suit their conditions. The school could make education accessible to all children
in the community by implementing any of these alternative delivery modes.

The government through the Department of Education has exerted a lot of efforts to
make education flexible, relevant, and accessible to all learners. The emergence of ADM in
Philippine educational system provided basic education learners more learning opportunities
relevant and appropriate to their needs.

The successful implementation and utilization of ADM depends greatly on the

collective efforts and support of all stakeholders. Education of our children is not the sole
concern of one person, or organization, but of everyone. Today is the best time to prepare for
the future.

OBJECTIVES

 Identify Alternative Delivery Modes suited for various types of learners;

 Point out the features of Alternative Delivery Modes that will fit to learners in various
circumstances; and
 Cite strategies to maximize the utilization of ADM in schools.

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CONTENT

ADM is an educational intervention that caters to marginalized and disadvantaged

school age learners who are unable to attend regular class, have dropped out from school,
and those at risk of dropping out.

DepEd widens learners’ access to quality education through Alternative Delivery

Mode. To widen the access of marginalized and disadvantaged learners to quality basic
education, the Department of Education (DepEd) implemented the Alternative Delivery
Modes (ADMs) in the formal education system in both elementary and secondary levels.

The ADMs primarily aims to address the problem on classroom congestion and other
situations and circumstances, which prevent children from going to and staying in school.
DepEd anchored the implementation of ADMs on the following principles:

1) Basic education is free and shall be accessible to all;

2) Education is a right of every individual;
3) Education is inclusive and not discriminating; and
4) Stakeholder participation is integral to total child development.

Some of the ADMs implemented by DepEd are Modified In-School/Off-School

Approach (MISOSA) and Instructional Management by Parents, Community and Teachers
(IMPACT) at the elementary level, and Open High School Program (OHSP) at the secondary
level.

In School Year (SY) 2015-2016, DepEd has recorded a total of 29,454 enrollees in
ADMs—6,013 of whom are at the elementary level and 23,441 at the secondary level.

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MISOSA

This alternative modality was developed to address the problems of seasonal

absentee learners and congested classrooms in schools.

Classes under MISOSA are divided into two groups—the in-school group and the off-
school group wherein the in-school group learns in a typical classroom set-up, while the off-
school group is given the flexibility to learn and do activities independently or with a learning
facilitator. Then, the in-school group will exchange with and experience the learning
intervention of those in the off-school group, and vice versa.

Moreover, both groups will report to school at the same time for enrichment and
assessment of learning. The off-school group utilizes Self-Instructional Modules, while those
inside the classroom use the Learner’s Materials and textbooks provided by the Department.

IMPACT

It is a technology-enhanced ADM, which aims to address both access and quality

education issues. This enables schools to deliver elementary education despite the lack of
teachers, classrooms, and other concerns.

The IMPACT system uses a peer-led approach to enhance learners’ skills and
capacitate them with relevant lessons to reach their fullest potential. This is a system in which
the parents, community, and even the students themselves collaborate and cooperate with
the school toward an accessible and quality education.

It utilizes Peer Group Learning for Grades 4 to 6, where learners are divided into
small “families” and a student leader from each family leads the group in answering the
modules. Another approach is the Programmed Teaching where a trained Programmed
Teacher handles a class, with the supervision of the class adviser. Programmed Teachers
are Grade 4, 5 and 6 learners handling Grades 1, 2 and 3 classes, respectively. Materials for
each activity under this program are prepared by the class advisers.

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Moreover, this alternative modality also utilizes Individual Study for independent
learners. Learners have access to various modules and other instructional materials to guide
them in this learning intervention.

OHSP

The OHSP utilizes distance learning as a way for teenagers, especially those who are
differently abled or those with financial difficulties, to still catch up with their lessons. It is a
part of the DepEd’s Drop Out Reduction Program (DORP), which aims to address the needs
of students at risk of dropping out.

This program offers independent, self-paced and flexible study programs using self-
instructional materials. OHSP learners are supported by tutors whom they meet occasionally.
Most subjects can be learned off-school except for hands-on subjects like Physical Education
and laboratory classes, which shall be held in school.

Furthermore, DepEd also supports other local initiatives or efforts to widen and
improve learners’ access to basic education, aside from the three introduced alternative
modalities. This will better address the access to basic education problems per region,
division, or school.

These efforts are pursuant to the DepEd Order No. 54, series of 2012 or the Policy
Guidelines on the Implementation of Alternative Delivery Modes (ADMs).

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ACTIVITY (SELF-CHECK QUESTIONS)

SCQ 1

1. How did you select the programs for the learners?

2. What educational intervention aims to address the problem on

classroom congestion and other situations and circumstances?

3. What are the two groups that divide classes under MISOSA?

4. Are the programs available in your school?

5. What issuance that governs policy guidelines on the

implementation of Alternative Delivery Modes (ADMs)

VI. LESSON 2

MISOSA

INTRODUCTION

MISOSA is an Alternative Delivery Mode that was originally designed to address

issue on congestion. It addresses issue of congestion plus helping pupils who are enrolled
but are habitual/ seasonal absentees, living in conflict/disaster areas, chronically -ill, or
engaged in earning a living to augment family income.

The Schools Division Superintendents can choose the kind of ADM modality to be
implemented in their division appropriate to their respective situation.

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ADM modalities include Enhanced Instructional Management by Parents, Community
and Teachers (EIMPACT), Modified In-School Off-School Approach (MISOSA), Open High
School Program (OHSP) (e.g. Project EASE/Home Study Program/Blended Learning), and
other local initiatives (DepEd Order No. 54, s. 2012).

OBJECTIVES

a. To identify program is suited for various types of learners;

b. To illustrate how to address the education needs of learners in difficult
circumstances through MISOSA; and
c. To cite strategies to maximize the utilization of MISOSA.

F.3 CONTENT

How is MISOSA Implemented?

1. Use of Self-Instructional Materials (SIMs) that contain the lessons to be learned for
the day.

– include learning objectives, activities to work on, exercises and questions to

answer, enrichment activities utilizing the community resources.

2. Utilization of community school.

– as a laboratory for learning aside from the classroom
– e -class stays with the teacher while the other half stays with the teacher-
facilitator in the community school.

3. Involvement of different school’s internal/external stakeholders.

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What are the Benefits in Implementing the MISOSA?

1. Addresses the issue of congestion.

2. Resolves the issue of shortage of instructional materials.
3. Improves classroom management.
4. Promotes equal access and opportunity for learning.
5. Institutionalizes systematic monitoring.
6. Develops pupils study habits, love for learning and improving self-esteem.
7. Attends to the unique needs of individual pupils.

Work Plan MISOSA

 Consultative Conference/meeting with Field Implementers

 Revision and Finalization of MISOSA Modules and Manuals of Implementation
 Training/Orientation of MISOSA Implementers
 Printing and Distribution of MISOSA Modules (c/o IMCS)
 Development, Field Testing of Monitoring and Assessment Tools
 Monitoring of Implementing School.

ACTIVITY (SELF-CHECK QUESTIONS)

SCQ 2.1

1. How MISOSA is being implemented?

2. Give at least 5 benefits in implementing the MISOSA?

3. Interview anybody who is a product of MISOSA. Ask what he/she can be proud of
about his/her school?

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VII. LESSON 3

IMPACT AND OHSP

INTRODUCTION

IMPACT is a management system where the parents, teachers and community

collaborate to provide the child with quality education at less costs. This was developed to
address high student population and high percentage of dropouts. The IMPACT System was
initially conceptualized in August 1972 as the major research effort of SEAMEO INNOTECH
in the 1970s (Soriano, 1983). Its focus was the development of an effective and economical
delivery system for mass primary education.

The idea was to design an instructional system that was more economical but just as
effective as the then existing educational systems in the Southeast Asian region.

It was initially conducted in five schools in Naga, Cebu, Philippines and in another five
schools in Solo, Central Java, Indonesia. It underwent two phases in its development: Phase
I from January to June 1974, in which surveys and acceptance campaigns were done as well
as the orientation and training of module writers for the first semester modules for Grade IV.
Initial orientation of teachers as Instructional Supervisors (ISs) was done at this stage.

Phase II, from July 1974 to June 1975, saw the tryout of the components of the
delivery system at Grade IV; the supportive role of the community; the production of
instructional materials for non-teacher learning activities; the use of programmed instruction,
particularly programmed learning via modularized instruction; and the evolution of the
structural design of the Community Learning Center (CLC) maximizing the use of existing
buildings and other available community resources.

Further extension of the project, from July 1976 to December 1979, saw further
development of the delivery system components; demonstration of the delivery system in
operation; a cost analysis of the entire system; continuing assessment and evaluation,

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inclusive of formative and summative evaluation of the project; and replication of the delivery
system in two other sites (Socrates, 1983). Research findings from the evaluative study done
in 1978 (Tugade, p. 152) indicated higher achievement for pupils taught through the IMPACT
system compared to that of pupils from the conventional system.

OBJECTIVES

a. To provide equal learning opportunities for all types of learners anytime,

anywhere;
b. To produce functionally literate graduates or who have mastery of the basic
competencies, capable of problem-solving, and are productive members of their
families and communities; and
c. To prevent potential school leavers and encourage those who are out of school
to finish basic education (Grades 7-10);

CONTENT

Principles of IMPACT

1. Children become active participants of the learning process.

Three Primary Modes of Delivery

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 Programmed Teaching

 Peer Group Learning

 Individual Study

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2. Learning materials are based on the national curriculum standards of the
Department of Education.

3. The essence of education is the learning process.

 Education in the e-IMPACT system encourages and develops in
the children the skill to learn independently and eventually become
self-and lifelong learners.
 IMPACT also encourages peer learning and peer mentoring as
important strategies for empowering learners as active partners in
the instructional process.

4. Learning can take place anywhere.

 Learning is not confined in the classrooms.
 Learning Kiosks provide alternative learning venues for Peer
Groups.

Peer group learning in a Learning Kiosk

Peer group learning can happen anywhere…

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5. Progress of learners is based on individual mastery and speed.
• Students learn independently at their own pace.
• The system recognizes individual differences and each
student’s potential.
• IMPACT develops in children an intrinsic motivation to
learn.

6. Education is a socializing and leadership training process.

– Group Learning is the primary mode of learning.
– Students interact and help each other to learn.
– Students in levels 4, 5 and 6 play the role of Programmed
Teachers who lead the groups of levels 2, 3 and 1
respectively in the learning process.
– As Programmed Teachers and Peer Group Leaders,
students develop leadership skills.

7. Instructional Management and Delivery of Instruction is not only the

responsibility of the teachers, but of the parents and community as well.
• Community and parental participation is substantial and
technical.

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• Parents are encouraged to assist their children by tutoring
them at home and monitoring their progress.
• Skilled workers in the community may contribute by sharing
their expertise to the students.
• Use community resources to aid in educating the children.

8. The teacher is the manager of the learning process.

– The teacher becomes the Instructional Supervisor in the IMPACT

system. The role of the teacher shifts from directly teaching the
students to:
(1) facilitating the learning process, and
(2) managing the resources the school

How does IMPACT work?

Class Set-up

• Class sections become “families”.

• Levels 1 to 6 are combined in one family.

• Each family is composed of 40 to 50 students

• One Instructional Supervisor (IS) may handle 2 families

• Total pupils for one IS should not exceed 120

New Roles

STUDENTS

 Programmed Teachers
 Peer Group Leaders
 Life-long Learners

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COMMUNITY

 Instructional Supervisor’s (IS) Aide

 Tutors

FACULTY

 Instructional Coordinators
 Instructional Supervisors
 Resource Teachers
 Testing Teachers

Open High School Program (OHSP) is one of the alternative delivery modalities of
education (ADM) that uses distance learning within the confines of the formal system that
allow secondary schools to deliver quality basic education (Grades 7-10).

GOALS OF THE OHSP

• Provide opportunity to graduates of Grade VI, high school drop outs, and
successful examinees of the Philippine Educational Placement Test (PEPT) to
complete basic education;

• Reduce high school drop outs and increase participation rate; and Increase
achievement rate through quality distance education.

WHO ARE QUALIFIED TO ENROLL IN THE OHSP?

– It is open to all school aged Filipino learners who can demostrate capacity for
independent learning and who are willing to undergo self-directed learning.
– Enrolment will coincide with the opening of classes.

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G.4 ACTIVITY (SELF-CHECK QUESTIONS)

SCQ 3.1

1. How can you fit into the many roles of ADM like IMPACT and OHSP as a teacher?
2. Think of the children in an IMPACT and OHSP and make a pledge of support to them.

MY PLEDGE OF COMMITMENT

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Signed: _________________________________
VIII. ANSWER KEY TO THE ACTIVITY AND SELF-CHECK QUESTIONS

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VIII. ANSWER KEY TO THE ACTIVITY AND SELF-CHECK QUESTIONS

SCQ 1.1

1. By address the problem on classroom congestion and other situations and

circumstances, which prevent children from going to and staying in school.
2. Alternative Delivery Mode (ADM)
3. The in-school group and the off-school group
4. Answers may vary.
5. DepEd Order No. 54, series of 2012

SCQ 2.1

1.1 Use of Self-Instructional Materials (SIMs) that contain the lessons to be learned
for the day. Include learning objectives, activities to work on, exercises and
questions to answer, enrichment activities utilizing the community resources.
1.2 Utilization of community school as a laboratory for learning aside from the
classroom i.e. half of the class stays with the teacher while the other half stays
with the teacher-facilitator in the community school.
1.3 Involvement of different school’s internal/external stakeholders.
2.1 Addresses the issue of congestion
2.2 Resolves the issue of shortage of instructional materials
2.3 Improves classroom management
2.4 Promotes equal access and opportunity for learning
2.5 Institutionalizes systematic monitoring
2.6 Develops pupils study habits, love for learning and improving self-esteem
2.7 Attends to the unique needs of individual pupils

SCQ 3.1
3.1 ANSWERS MAY VARY.

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IX. ACRONYMS

ADM- Alternative Delivery Mode

IMPACT- Instructional Management by Parents, Community and Teachers

OHSP- Open High School Program

MISOSA- Modified In-School Off-School Project

SEAMEO-INNOTECH- Southeast Asian Minister of Education, Organization,

Innovation and Technology.

SCQ-Self-Check Questions

DEPED- Department of Education

SIMs -Self-Instructional Materials SIMs

X. GLOSSARY

Alternative Delivery Mode- is an educational intervention that caters to marginalized and

disadvantaged school age learners who are unable to attend regular class, have dropped out
from school, and those at risk of dropping out.

Instructional Management by Parents, Community and Teachers- This is a management

system where the parents, teachers and community collaborate to provide the child with
quality education at less costs.

Modified In-School Off-School Project- an Alternative Delivery Mode that was originally
designed to address issue on congestion.

Open High School Program- It is one of the alternative delivery modalities of education
(ADM) that uses distance learning within the confines of the formal system that allow
secondary schools to deliver quality basic education (Grades 7-10).

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XI. BIBLIOGRAPHY

R. W. Chediel. Private and Community Schools in Tanzania. International Institute for

Educational Planning, Paris, France, 2000 pp.238-259.

Peter Cuttance, David Reynolds. School Effectiveness Research, Policy and Practice.
Cassell, England, 1992. Richard Michael Cyert and James G. March. A Behavioral Theory of
the Firm pp.99-210.

With contributions by G. P. E. Clarkson (and others), Englewood Cliffs, Prentice-Hall, 1991.

J.V. Dempsey, et.al.. Interactive Instruction and Feedback. Educational Technology pp. 289-
290.

Publications, Inglewood Cliffs, New Jersey, USA, 1993. R. D. Goddard. Collective Teacher
Efficacy: Its Meaning, Measure and Impact on Student Achievement pp. 156-168.

University of Michigan, Michigan, USA, 2003. Wayne K. Hoy, Cecil G. Miskel. Educational
Administration Theory, Research and Practice,8th ed., pp. 156-168.

McGraw-Hill International Edition, 2008. Maralee Mayberry, Jean Stockard pp.199-214.

Effective Educational Environments, Sage Publications, Inc. 1992. P.J. McEwan, Primary
School Reform for Rural Development: An Evaluation of Colombia New Schools. Inter-
American Development Bank-IDB, Washington D.C. 1995 pp.101-140.

Joseph Slabey Roucek. Programmed Teaching: A Symposium on Automation in Education,

Philosophical Library, New York, 1965 pp.199-209.

Project IMPACT: The Curriculum and the Delivery System, SEAMEO INNOTECH. Manila,
Philippines, March 1980. E. Schiefelbein. In Search of the School of the XXI Century pp.189-
201.

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UNESCO-UNICEF, Santiago, Colombia, 1991. Sheldon F. Shaeffer. A Framework for
Collaborating for Educational Change, International Institute for Educational Planning, Paris,
France, 1990 pp.103-109.

Louis M. Smith and B. B. Hudgins. Educational Psychology: An Application of Social and

Behavioral Theory. New York, 1994. Sheila Wolfendale. Parental Participation in Childrens
Development and Education. Gordon and Breach, New York, 1993 pp.103-109.

XII. JOURNALS

Continuing Challenges in Basic Education. NEDA Development Pulse, Vol. XI, No. 7, June
15, 2007, pp 1&2. D.G. Ellson. Educational Technology as an Alternative, pp. 84-86,
INNOTECH Practicum on Alternatives in Education (1972: Innotech Center), 24-28 April, 1
972. M. Michael. The Programmed Instruction Era: When Effectiveness Mattered
.
TechTrends: Linking Research and Practice to Improve Learning, v. 52, No. 2, pp 52-58,
Mar-Apr 2008. R. Wong. Evaluation of Alternatives in Education, pp. 76-78, INNOTECH
Practicum on Alternatives in Education (1972: Innotech Center), 24-28 April

XIII. INTERNET RESOURCES

“ Constructal Theory: Sustainability ” . “An Analysis of the President ’ s Budget for Fiscal
Year 2006” .www.geocities.com/cpbo_hor Retrieved August 21, 2008.

Angelicum College. www.angelicumqc.edu.ph/system/htm Retrieved August 21, 2008.“

Asia and the Pacific Education for All Mid-Decade Assessment, Final Draft Sub Regional
Synthesis Report ”.

UNESCO Bangkok, Thailand. www.unescobkk.org Retrieved September 9, 2009

Tim McGee. www.learning_theories.com Retrieved August 18, 2008.

“ Education at a Glance World Bank www.worldbank.org/education Retrieved August 29,
2008.

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Education for All Youth. Carmen Siri, Director, Latin America Portfolio, Global Education
Center, Academy for Educational Development, March 9, 2004.
www.equip123.net/docs/AltEd_Siri.pdf IMPACT Project Brief.

International Development Research Center (IDRC) website www.idrc.gov.ca Retrieved

January 15, 2009.

Issues in Basic Education in Developing Countries: An Exploration of Policy Options for

Improved Delivery by Joseph P. G. Chimombo, Center for Educational Research and
Training, University of Malawi.

“NEDA Development Advocacy Fact Sheet ” , Vol. XI, No. 7, June 15, 2207, p. 2.
www.neda.gov.ph/devpulse Retrieved August 28,2008.

“ Programmed Instruction” , T. Anderson www.bfskinner.org Retrieved January 15, 2009.“

Research Design and Mixed Methods Approach: A Hands-on Experience.
John Sydenstricker-Neto.

www.socialresearchmethods.net/tutorial/Sydenstricker/bolsa.html Retrieved September 15,

2008.

“Research Methods Tutorial . www.socialresearchmethods.net/tutorial/tutorial.htm Retrieved

September 15, 2008.

“ Self-Efficacy Theory . http://www.uiowa.edu Retrieved August 18, 2008 Shaping the Future
of American Youth: Youth Policy in the 21st Century . www.aypf.org Retrieved August 18,
2008.

“Sustainable School Effectiveness and Improvement: Multiple Thinking and Creativity”.

Cheng Yin Cheong, April 2005. http://rieea.com Retrieved August 18, 2008.

“UNESCO IBE World Data on Education”,6th edition, World Bank Education page,
www.worldbank.org/education Retrieved August 22, 2009.

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DepEd Order 54 s. 2012

http://www.deped.gov.ph/tags/alternative-delivery-mode

http://www.philstar.com/freeman-opinion/2015/05/09/1452873/education-all-efa-through-
alternative-delivery-m
http://www.deped.gov.ph/sites/default/files/order/2011/DO_s2011_53.pdf

Open High School Program

http://www.deped.gov.ph/sites/default/files/Open%20HS%20Program%20Manual.pdf
DepEd Order 46, s.2006 – Guidelines on Pilot Implementation of Open High School Program

DepEd Order 46, s. 2014 – Guidelines on the Implementation of ALS for Persons with
Disability

XIV. APPENDICES

WORKSHEET: ADM ACTION PLAN

Name: Date:

Common Problems/Reasons
Strategy to Address the Alternative
for LEARNER’S Non-
Gap/Problems Delivery Mode
Participation

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