eSkwela Franchise (?

) Manual

1
Foreword

First of all, the Commission on Information and Communications Technology (CICT),

through its Human Capital Development Group (HCDG), would like to thank you for
taking interest and becoming a partner of the eSkwela Project. Your organization is now part
of a group of individuals and organizations that believes how ICT can improve and enhance
the quality of Philippine education not only in the formal school setting but more
importantly those that need help the most – our out-of-school youth and adults. And it is
because of this that CICT values the partnership we have with your organization.

This eSkwela Franchise Manual is only one part of the assistance that CICT extends to its
partners. This was created with the main purpose to help your organization establish,
manage and sustain the operations of your own eSkwela Center. The content of this
franchise manual are based on the experiences, best practices and learnings of CICT staff
and eSkwela Implementers during its Pilot Implementation of the eSkwela Project in 4 areas –
mainly, Quezon City in NCR, San Jose Del Monte in Luzon, Cebu City in the Visayas and
Cagayan De Oro City in Mindanao. It is meant to be used as a guide and not to be followed
point-for-point for the operations of your own eSkwela Center. This is so because CICT
understands each community is unique and will be different from the 4 pilot sites. It is in
this light, that CICT gives the freedom to its partner organization to manage and implement
policies in their respective centers as they deem necessary, so long as the general objectives
and essence of the eSkwela Project will be kept intact.

Again, thank you for being a partner. We do hope that your experience in operating an
eSkwela Center will not only be enjoyable but fulfilling at the same time.

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The eSkwela Concept

VISION AND MISSION

The eSkwela Project had its early beginnings in 2006, when it was granted seed money by
the APEC Education Foundation. The eSkwela Project was 1 of only 6 awardees out of 49
proposals. With the seed money, CICT, in partnership with the DepEd-BALS, different local
government units and civic organizations, was able to do the following: establish 4 eSkwela
Centers in 4 major urban areas, convert 35 DepEd-BALS 1 print modules into eLearning
modules, and provide various trainings to eSkwela Implementers necessary for the smooth
operations of the eSkwela Centers.

However, almost a year passed, each eSkwela Center operated in isolation from the other
centers. CICT was constantly doing monitoring activities among the 4 sites, gathering
success stories, best practices, and of course as with other pilot implementations, birth pains.
But this was not how CICT imagined how the eSkwela centers to operate. When the
eSkwela project was conceptualized, CICT imagined it to be a community of eLearning
Centers catering to the needs of out-of-school youth and adults. So in September 2007, CICT
decided to hold the first-ever eSkwela Conference, bringing together not only the people
behind each pilot site, but including individuals who played vital roles in the start of the
eSkwela Project.

The eSkwela Conference became not only a venue for all participants to share their
experiences at their respective sites, but also a venue for the whole group to formulate
together, the new vision and mission statements for eSkwela which would guide all future
activities of eSkwela.

Vision
The eSkwela Program will be widely available across the Philippines to empower
out-of-school youth and adults to be globally competitive through the effective
use of ICTs in alternative learning.

Mission Statement
In partnership with various groups, eSkwela provides out-of-school youth and
adults with opportunities towards attaining basic education competence and life
skills through the use of an ICT-enabled environment.

1
Department of Education – Bureau of Alternative Learning Systems

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COMPONENTS

What makes eSkwela different from most ICT projects that it is being implemented here in
the Philippines is not only that it serves a different clientele, but also lies in the different
components that makes up eSkwela.

Infrastructure

Each eSkwela center should have computer access (at least 5 computer units for learners and
1 unit for the instructor per center), relevant peripherals, and broadband Internet
connectivity.

Curriculum Review and Materials Development

The BALS curriculum, improved under the BEC 2002, has at its core, the enhancement of life
skills and lifelong learning skills among its learners, with particular emphasis on the
following key areas: communication skills, critical thinking and problem solving, sustainable
use of resources/productivity, development of self and a sense of community, and
expanding one’s world vision.

Since 22% of the 2003 FLEMMS respondents cited lack of interest in going to school, the
eSkwela Project will make an effort in developing curriculum and materials that are
meaningful, relevant, and interesting. As such, the instructors under the alternative learning
system will be trained to use a pedagogical paradigm that encourages an inquiry-based,
interdisciplinary, and thematic approach to teaching and learning. Lessons and strategies
will be based on real life contexts and will focus on authentic learning to heighten interest
and relevance. For example, the theme for September is livelihood – thus, the topics will be
Business Math (using operations to computer for taxes, profits, interest rates), Business
English (writing official correspondences, enhancing conversational skills, telephone
etiquette), Production (craft making, food production), and Marketing. Students will have to
simulate setting up and running a small-scale business with the help of the community as
their culminating activity.

The eSkwela Project will continue to uphold this approach by integrating the use of ICT in
the classroom setting. Within a three-hour session, a blended type of learner-centered
instruction will be exercised where students will have one hour of computer-aided learning
via interactive elearning modules, one hour of teacher-led instruction (based on the current
needs of the learners), and one hour of collaborative group activities and projects.
Instructors, called mobile teachers, will be mainly facilitative in a student-paced learning
environment. They shall use performance-based assessment, in coordination with the
community, to monitor the progress of students.

The Department of Education currently has more than 500 print-based materials that are
undergoing enhancements via conversion to interactive eLearning modules. The Sandiwaan
Center for Learning (SCL) – an NGO devoted to promoting eLearning, as partner of the

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CICT HCDG in this project, has converted 35 BALS print-based modules into interactive
eLearning modules that were reviewed and certified by the BALS.

Training

A program will not succeed unless the people who will implement it understand what they
are doing and are confident to proceed as planned. Skills-training seminars take care of this
aspect of the program.

The eSkwela Program will implement the following training modules:

1. Educators’ Training to equip the actual instructors and volunteers with:
a. ICT Literacy Skills Training (5 days) based on the National ICT Competency
Standards developed by CICT-HCDG
b. Training on the Effective Use of ICT in Education (3 days), to include:
i. a review of the instructional model and appropriate strategies that
will be used; a pedagogical paradigm that is:
 learner-centered, inquiry-based, and self-paced
 thematic
 blended
 experiential
c. a practical training on the effective use of the elearning modules developed
by EDO
d. relevant monitoring procedures and alternative assessment strategies (e.g.
performance-based, online, contextualized activities)
2. Lab Management (5 days) to equip lab managers and technicians with skills on
networking systems and procedures as well as proper equipment maintenance – to
coincide with the delivery of hardware to the respective sites

Monitoring and Evaluation

Outcomes will be measured in close coordination with the CICT, BALS, and the recipient
communities. Regular site visits and Program assessment sessions (i.e. from roll-out: 1st
quarter, 6th month, end of 1 st year) will be held to ensure smooth implementation and
review of processes. A digital documentation mechanism will be imposed to ensure optimal
use of the laboratories. Class records and student portfolios will be maintained to serve as
documentation of the pilot run. Year-end interviews, written surveys, and focus group
discussions will be conducted to assess the program’s pilot implementation and to check if
the program’s terminal objectives are being met. Results will serve as inputs for planning the
next phase of implementation.

Community Support

The success of the eSkwela Project is dependent on strong support from the local
community. This project will look to local communities to:

a. provide assistance in social mobilization to get OSYs into the eSkwela centers

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b. support and encourage community-based real-life assessment projects to make
learning for these students more relevant
c. sustainable and more responsive community based-development programs to
encourage these students to work towards their potential (e.g. awards, scholarship
d. programs for college/vocational schools, involvement and accountability in a
community project)
e. provide assistance in maintaining the center’s day-to-day operations

In return, during weekends, the centers can used to accommodate other stakeholders in the
recipient communities through customized ICT training modules for women and other
disadvantaged/marginalized groups. Special ICT-related projects can also be designed to
cater to community cooperatives with regards to production, marketing, and other business
applications.

The effort to involve the community in the eSkwela Project is consistent with Department of
Education’s Schools First Initiative (SFI). The SFI encourages strong community
involvement in providing educational opportunities within the locality. Furthermore, in
February 2005 the Department of Education “signed a Memorandum of Understanding with
the heads of the leagues of provinces, cities, municipalities, barangays, and the
Sangguniang Kabataan National Federation to promote more literacy programs outside of
schools.”

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PRE-IMPLEMENTATION

The pre-implementation stage covers the community mobilization in setting up the eSkwela
center, including its requirements.

Before communities begin to do any efforts related to eSkwela, it is important that they have
already established contact with the DepED Bureau of Alternative Learning System (ALS)
and/or CICT, to ensure that all eSkwela efforts are coordinated with the proper channels.

1. Community Mobilization – establishing the case for an eSkwela center

a. Community Scanning / Situational Analysis

The goal of the community scanning / situational analysis is to gather information on

the various concerns, needs, capacities and resources of the community. The
community scanning establishes a real need for the project to be implemented and
not be a project assumed as needed by the community.

Here are some suggestions on what to look out for when doing a community scan:

i. Gather data on the out-of-school youth and adults in the community. It may be
good to determine the number of out of school youth and adults, the last
year/grade level completed at school, and the reasons for dropping out of
school.
ii. Find out what programs for out-of-school youth and adults (OSYA) are already
in place. Programs may not only be limited to the provision of basic
literacy. There might be other programs that help them gain livelihood
skills or engage them in activities related to the arts and sports. Find out
also if there are information and communications technology (ICT)
related programs for OSYA such as basic computer literacy.You can learn
a lot from people, groups and organizations who are already
implementing programs for OSYA.
iii. Determine the available ICT facilities within the community. The available ICT
facilities in the community may be tapped to be an eSkwela center that
will offer a non-formal, community based e-Learning program. (explore
possible eSkwela models)
iv. Linkages - Identify potential stakeholders of the project and build relationships
with them. In this way it would be easy to identify areas where eSkwela
can support the community and vice versa.

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Literacy Mapping

Literacy mapping of the community helps determine the number of out-of-school

youth and adults who were not able to complete their education, particularly those
who did not finish either the elementary or secondary level. Those who were unable to
finish the elementary or secondary level are the target beneficiaries of ALS programs.

Before conducting the literacy mapping activity, please check with the DepED division
in your community of their latest literacy mapping data. If data is fairly recent, you
may just get this data from the DepED division. Otherwise, please coordinate with
DepED on how this data will be gathered. The DepED has trained personnel (e.g.
mobile teachers) that conduct literacy mapping.

b. Groups/People to involve & roles

Involving the community from the very beginning of an ICT initiative ensures the
likelihood of its sustainability. Identify and convene the key stakeholders of the
eSkwela project. Discuss with them the problems and issues that the out-of-school
youth and adults face and identify possible solutions, especially on how ICT can be
able to facilitate in addressing these problems. Engage them in the planning process,
allow them to take on roles and responsibilities, and involve them in the
implementation of the project.

• Steering Committee

A local eSkwela Steering Committee will be created to be the eSkwela

Center’s deciding body on matters other than day-to-day operations and
management of the center, as well as to oversee, monitor, and sustain all
aspects of the Center’s operations – both as an eLearning Center and as a
Community eCenter. It shall be composed of representatives from the
eSkwela Project Management Office of CICT, the Local Government Unit’s
School Board, the local DepEd-ALS Division/Unit, the local partners, the local
community, and other stakeholders.

Representation of Steering Committee per Level

Levels LGU DepED Others
Region Governor Regional Director / ALS CICT, other
Chief government
Division Governor / Mayor Schools Division agencies, private
Superintendent / ALS institutions /
Supervisor individuals
District Congressman / Councilor District Supervisor /
District ALS
Coordinator
Barangay Brgy Chairman / Council IMLFs / Mobile
Teachers

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Steering Committee
(eSkwela stakeholders)

Center Manager

Mobile Teachers / Instructional

Network Administrator ManagerLearning Facilitators

The members of the local eSkwela Steering Committee shall be responsible

for the following:

 Supervise the preparations for the Center’s operations

 Assign a Center Manager, Network Administrator, and other support
staff to operate the Center
 Allow the assigned personnel to undergo training as deemed appropriate
by CICT and/or DepEd
 Meet regularly to discuss and decide on concerns and issues pertinent to
the Center’s operations and management
 Monitor the Center’s schedule to maximize the use of the Center, with
priority given to non-formal educational purposes
 Monitor the Center’s operations and ensure its sustainability, and
formulate income-generating measures
 Review and sign-off the reports prepared by the Center Manager and the
Network Administrator with regards to the operations of the Center; and
 Undertake additional tasks to benefit the Center as directed by the
eSkwela PMO.

c. Process: How do we mobilize our community for eSkwela?

 Linkages

 Conduct meetings with the local DepEd office, CICT, local

government officials and other key stakeholders of the community
to present the eSkwela project. It is hoped that through these
meetings, the following stakeholders will get to know more about
the project and be interested in supporting it.
 After the initial meetings, there should be follow up meetings
where more detailed and specific plans for putting up the center
will be presented. It is hoped that these follow up meetings will
result in the stakeholders bringing more concrete support for the
project.

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 Advocacy and Social Mobilization

 Distribute flyers that contains information about the eSkwela

center and distribute it among the community members
 Streamers
 Organize a special event in the community (e.g. roadshow) to
launch the project
 Media Campaign (print, radio, TV, Internet)

• Community Lead / Champion

The community lead / champion for eSkwela should be one of the members
of the local eSkwela steering committee. The committee members will select
their community lead / champion through an election.

• Assignments – Components

The local eSkwela steering committee should take on roles and

responsibilities in ensuring the successful operations of the program.

Here is the list of eSkwela components and determine who will provide each
of these components from your steering committee.

Infrastructure

The eSkwela project is open to the utilization of various infrastructure models

for the delivery of digitized modules and the learning management system
(LMS). The community has an option to put up its own eSkwela center, or
explore the utilization of existing computer centers to save on the cost of
investment and maintenance of infrastructure. Here are some examples of
computer centers that may be utilized for eSkwela:

 LGU Community eCenters – As of December 2007, there are 366

community eCenters launched by CICT, and 124 community
eCenters under the Telecommunications Office (TelOf) around the
country.2 Their mission is “to promote the development and to
enhance productivity of unserved and underserved communities
in the Philippines thereby improving quality of life through the
provision of access, network and a stronger voice through the use
of affordable, appropriate and critical ICT-enabled services” 3. This
mission is in line with eSkwela and ALS’ vision and mission to
help the out-of-school youth and adults.

2
The Strategic Roadmap of the Philippine Community eCenter Program 2008-2010, p. 2.
3
-ditto-, p. 9.

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 Internet Cafés – urbanized communities would have several of
these, and may be utilized as eSkwela centers during off-peak
hours (from morning until mid-afternoon).
 University/College computer laboratories (labs) – some universities
and colleges are willing to open up their facilities for endeavors
like eSkwela as part of their community extension programs.
 Public High Schools’ computer labs – around 70% of public high
schools already have computer labs that may be tapped by
eSkwela for use during after school hours or on weekends.
 Mobile computer labs – there are LGUs and some private sector
groups that have mobile computer labs going around a
community or in several communities.

The eSkwela site can have at least 1 computer up to a maximum of 30

computers per site. The site can be used for the learners to work on the
digitized modules and the LMS the least, or include the conduct of discussion
sessions of facilitators among the learners.

Parameters Full (eSkwela Classic) Satellite (eSkwela Light)

# of computers 5-30 units 1-4 units
Use of computers Preferably all units. If not all Partial use of computers
units will be used, the site possible for sites that have
should have a partition that 5 or more units
will allow for discussions
among facilitators and learners
Other hardware Server, headsets, router, headset
printer, network peripherals
(for wired or wireless
networks)
Set-up Preferably U-shaped, with a
work table in the middle
Furniture and Tables and chairs, air- Tables and chairs
other fixtures conditioning unit/s
Learning Sessions Yes No
Facilitator/s Yes None; Facilitators only
(IMLFs or mobile visit for monitoring and
teacher) evaluation (M&E)
Exclusive use for Yes (even for a few hours) No
eSkwela
eSkwela operating At least 24 hours a week At least 6 hours a week
hours

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Curriculum Materials

The eSkwela project makes use of e-learning modules that are problem-
solving/inquiry based, and encourages the practice of experiential approach
to teaching and learning.

Sample eSkwela digitized module

Learning Management System

A Learning Management System (or LMS) is a software package that enables
the management and delivery of online content to learners. Most LMSs are
web-based to facilitate "anytime, any place, any pace" access to learning
content and administration.4 The LMS that is currently being used in the
eSkwela pilot sites is ATutor Moodle http://www.atutor-----.com. ATutor
Moodle may be used via the world wide web or may be installed in the local
area network.

(Insert screen shot of Moodle LMS)

4
From Wikipedia, Available at http://en.wikipedia.org/, Accessed on 13 May 2008.

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The ATutor LMS

Staffing

1. Center Manager

The designated eSkwela Center Manager shall be responsible for overseeing,

monitoring, and sustaining all aspects of the Center’s operations – both as an
eLearning Center and as a Community eCenter. He/She shall be the main link
among the eSkwela Project Management Office of CICT and local eSkwela
Steering Committee. He/She shall report directly to the Head of the local
eSkwela Steering Committee.

The eSkwela Center Manager is designated to manage the day-to-day

operations of the Center, including but not limited to the following:

 ensure that the Center Policies and Procedures are enforced at all
times;
 ensure that the facilities of the center are maintained in good working
 order;
 take responsibility for the administration of any money collected by
the center on a daily basis, if any;
 maintain relevant up-to-date records for the center;

Together with the eSkwela PMO and the local eSkwela Steering Committee:

 set up a schedule to maximize the use of the Center, with priority

given to non-formal educational purposes;
 plan for and ensure technical and financial sustainability of the
Center;
 promote the Center to the community;
 keep the community informed of the activities of the Center

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 Attend eSkwela-related meetings, conferences, and training
workshops, as necessary;
 Submit the following reports to the eSkwela PMO at the end of every
quarter or as needed: Progress/Operations Report, Monitoring and
Evaluation Report, Financial Report, and Incident Report/s; and
 Undertake additional tasks to benefit the Center as directed by the
local eSkwela Steering Committee and/or the eSkwela PMO.

2. IMLearning Facilitatorss/Mobile Teachers

The designated eSkwela Instructional ManagerLearning Facilitator/Mobile

Teacher shall be responsible in assisting learners as they go through the non-
formal education modules of eSkwela. He/She shall report directly to the
designated eSkwela Center Manager.

The responsibilities of the eSkwela Instructional ManagerLearning Facilitator

/Mobile Teacher shall be as follows:

 Identify the learner’s entry level capacity through the completion of

literacy tests;
 Define the learners’ learning needs and identify the most appropriate
means for meeting those needs through the formulation of Individual
Learning Agreements among the learners;
 Provide necessary support for learners to achieve their learning goals
through the use of eSkwela learning modules and other
supplementary materials;
 Monitor the learning modules used by the learners based on the
Individual Learning Agreement;
 Perform formative and summative assessment of learners’ learning;
 Assist the learner in the completion of assessment requirements for
accreditation and certification;
 Attend eSkwela-related meetings, conferences, and training
workshops, as necessary; and
 Submit all the necessary reports on the learners’ to the eSkwela Center
Manager.

3. Network Administrator

The designated eSkwela Network Administrator shall be responsible for

ensuring that the Center’s equipment and systems are working properly.
He/She shall report directly to the designated eSkwela Center Manager.

The responsibilities of the eSkwela Network Administrator shall be as

follows:

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 Ensure that the hardware, software, and systems of the center are
maintained in good working order and updated, as necessary;
 Maintain and update the eSkwela Learning Management System;
 Recommend strategies to ensure technical sustainability of the Center;
 Attend eSkwela-related meetings, conferences, and training
workshops, as necessary;
 Submit the following reports to the eSkwela Center Manager at the
end of every month or as needed: System Monitoring Report, Incident
Report/s, and other relevant reports; and
 Undertake additional tasks to benefit the Center as directed by the
eSkwela Center Manager.

Trainings

The eSkwela site should approach the DepED regional trainers for the needed
trainings. The cost of the training should be shouldered by the “franchisee”.

Here are the basic qualifications of the staff/trainees for the eSkwela centers:
• College graduate (any course)
• 20-35 years old
• Computer literate
• Commits to serve at least 1 year in eSkwela / ALS

1. Basic course on ALS and eSkwela

The basic course on ALS and eSkwela is suited particularly for those who are
implementing the eSkwela project but are not from the DepED BALS. The
content of the training are the following:

• Advocacy and Social Mobilization

• Network and Linkages
• Assessment of Learners
• Teaching and Learning Strategies
• Utilization of digitized modules and LMS
• Community immersion

For those who would like to avail of this training, you may send a letter of
request to DepED BALS. DepED BALS will send the trainers so the schedule
of this training has to be coordinated with them. You would also have to
shoulder the transportation, meals and accommodations of the trainers.

2. Educators’ Training (ICT Competency Skills Training & Training on the

Effective Use of ICT in Education)

The educators’ training looks into reviewing the eSkwela instructional model
and the appropriate strategies to be used for teaching. Its main objective is to

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orient and train its participants on the effective use of ICT to improve the
learning process in the context of alternative education. It is hoped that the
participants will be equipped to enable their teaching to be more:

• Learner-centered
• Thematic
• Blended
• Experiential

In addition, they will also learn how to apply relevant monitoring procedures
and alternative assessment strategies (e.g. performance-based, online,
contextualized activities).

The participants of this training are the Instructional ManagerLearning

Facilitators and Mobile Teachers (paid and/or volunteers).

3. Network Administration Training

The Network Administration training aims to equip lab managers and

technicians with skills on networking systems and procedures as well as
proper equipment maintenance. They will also be trained on the use of the
Edubuntu operating system, as well as the installation and maintenance of
the digitized modules and the LMS.

The participants of this training are the assigned Network Administrators or

the person assigned to provide technical support to the eSkwela center.

4. Center Management Training

The Center Management training covers the eSkwela set-up, operations and
sustainability. Its main objective is to train the participants in setting up,
operating and sustaining an eSkwela center.

The participants of this training are the Center Managers and a representative
from the local eSkwela steering committee.

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2. Infrastructure Set-up

The following are the specifications of the infrastructure that we recommend for the eSkwela
center, regardless of the model applied by the community. However, we woul’d require the
eSkwela centers to have all equipment to be should be at the eSkwela center at all times, unless
used during eSkwela-related activities.

• Center Site/Room

For those communities that plan to invest in putting up their own eSkwela
center, we recommend the following specifications for the site/room:

Size At least 1.5 sqm per unit, with

provision for work area
Electrical outlets Depends onEqual to the number
of electrical equipment
Circuit breaker Dependent on number# of amps

Have Sseparate circuit breakers

for computers and air-
conditioning unit
Lighting Fluorescent lighting
Provision for air-conditioning unit Yes
Worktable for Center Yes
Manager/Instructional
ManagerLearning Facilitators
Center Worktable At least 1
Chairs Equal to the number of work
stations
Table Equal to the number of work
stations

• Computers (workstations and server)

Recommended workstation specifications

ITEM SPECIFICATION

Recommended Minimum
Motherboard Any Any
Processor 900 megahertz 500 megahertz
equivalent processor equivalent processor
Memory 512 MB 256 MB
Video Card Any Any
Sound Card Any Any

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Optical Drive Minimum of CD-ROM None
Floppy Drive Any None
Hard Disk 80 Gigabytes 10 Gigabytes available
space
Ethernet Adapter 10/100 Mbps 10/100 Mbps
Monitor LCD monitor Any VGA monitor
(preferred; energy
saver)
Keyboard Any Any
Mouse Any Any
Headset Any Any
Operating System Any licensed operating Any licensed operating
system / open source system / open source
Applications Any licensed office Any licensed office
application / open application / open
source source
UPS (with built in Any AVR
AVR function)

Recommended Server5 specifications

ITEM SPECIFICATION

Recommended Minimum
Motherboard Any Any
Processor 2.6 GHz 900 mHz processor
Memory 2 Gigabytes 1 Gigabyte
Video Card Any Any
Sound Card Any Any
Optical Drive DVD writer DVD writer
Floppy Drive Any Any
Hard Disk 160 Gigabytes 80 Gigabytes available
space
Ethernet Adapter 10/100 Mbps 10/100 Mbps
Monitor LCD monitor Any VGA monitor
Keyboard Any Any
Mouse Any Any
Speakers Any Any
Operating System Any licensed operating Any licensed operating
system / open source system / open source
Applications Any licensed office Any licensed office
application / open application / open
source source
UPS (with built in Any Any
AVR function)

5
Server is necessary for eSkwela Classic

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b. Network

All computers (including the server) will be networked, either wired or wireless.
Here are the requirements for each of the network set-ups:

Wired Wireless (preferred)

 Cat5 Network Cables  PC Wi-fi cards (quantity
 16-port Switch (may take depends on the number of
more than 1, depending on computers)
the number of computers)  Wireless Router
 Router

Here are other electronic items that the eSkwela center may need:

Recommended Minimum
Printer Colored printer Dot matrix
Digital camera 5 MP camera or higher Web camera
uses AA rechargeable
batteries
Laptop Any
Scanner Any
LCD/DLP projector 2000 lumens or higher Any
LCD screen Any
Karaoke system Any
Phone and Fax Any

Here are other fixtures that are needed in the eSkwela center:

Whiteboard
Cabinet/Locker
Bulletin board
eSkwela signage

c. Internet connection

The desired bandwidth for the eSkwela center should at least measure 1 Mbps
burstible with a committed information rate (CIR) of 1:4, a specified amount of
bandwidth on frame relay service, or whatever is applicable to the area.

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IMPLEMENTATION

When the necessary resources for the eSkwela center are in place, the community is now
ready to open up its eSkwela center for OSYA learners.

3. Program Implementation

a. Site Inauguration

The purpose of the site inauguration is to let the public know about the eSkwela site
and ALS in the community. Basically what is required of a site inauguration is a
short program that will highlight certain events and activities related to the
inauguration. It could be the signing of the Memorandum of Agreement (MOA) of
the local steering committee or a blessing and soft/grand opening of the eSkwela site.

The program for the site inauguration should approximately last about 2 hours.
Invitees to a site inauguration may include representatives from CICT, LGU officials,
DepED division representatives, mobile teachers and IMLFs, learners, and various
other stakeholders of the site. With regards to the actual event, tThe site
implementers should havecan prepared a banner for the event, decorate the site and
provide some refreshments for the guests.

b. Requirements for Learners

A&E Elementary
• Submit any of the ff.:
Birth certificate (bring original but submit photocopy)
Any valid ID
Marriage contract (for married individuals)

• 2 copies 1x1 picture

A&E Secondary
• Submit any of the ff.:
Birth certificate (bring original but submit photocopy)
Any valid ID
Marriage contract (for married individuals)

• Certification from last school attended for learners 15-17 years old

• 2 copies 1x1 picture

c. Pre-assessment (includes FLT, PIS, interview)

21
Learners are assessed through theupon completion of the Functional Literacy Test
(FLT), Personal Information Sheet (PIS) and interview. This is the basic procedure for
the pre-assessment being implemented by DepED BALS.

Learners are are not required to be computer literate to be part of the eSkwela
learners. However, they should have the willingness to learn and use ICT for his/her
education. Learners will have several opportunities to learn at least some basic
computer literacy so they can use the digitized modules and the LMS.

d. Enrollment Procedure

Learners are required to fill up an enrollment form to be submitted to the eSkwela

staff. A sample enrollment form can be found at the appendix section of this
publication.

e. Orientation of Learners and Parents

To know more details about the eSkwela program, learners are required to attend the
eSkwela orientation. Parents / guardians of the learners are highly encouraged to
attend the orientation.

Here is the standard content of an eSkwela orientation for learners and/or

parents/guardians:

Project Orientation – to tell what the project is all about and how learners can
benefit from it.
Learner Commitment – by signing up in the program, the learner commits to
accomplish his/her ILA and go through the modules of their choice.
Requirements – the learner is required to attend to learning sessions with
his/her IMLFs and complete various assessment tests and projects.
Schedule – the learner and IMLF agrees on the schedule of attending learning
sessions.
House rules – certain rules that pertain to proper use and handling of
computers and other materials in the eSkwela center are to be implemented.

f. Development of Individual Learning Agreement (ILA)

After the pre-assessment stage, the learner and the instructional manager negotiates
on an ILA. The ILAThis contains the learning goals that will determine the learning
modules, activities and timeframe of the learner’s learning program.

Once it is completed, it is important that the Instructional ManagerLearning

Facilitator (IMLF) and the learner sign the ILA. By signing the agreements, both the
teacher and the learner signify their commitment to the learning program.

22
ALS applies a very flexible approach to learning. Learners are given as much control
as possible over what, when, where and how they learn. With the support of the
IMLF, the learner defines his/her own learning needs as well as, identify the most
appropriate pathway for tackling these needs. All of which paves the way in, and
achieving their learning goals through the use of learning modules, other learning
materials and instructional support.

As mentioned, tThe ILA will be used to plan the learning sessions and/or choose the
learning modules. The IM LF will regularly review the learner’s progress and
provide assistance whenever needed.

The duration of the participation of the learner in the program will depend on
whether the learner will seek certification under the BALS A&E Assessment and
Certification or not. It will also depend on the learner’s pace of learning, the range of
their prior learning, and their learning style.

g. Learning Sessions

Learners are required to attend the learning sessions for at least 6 hours a week.
Depending on the schedule, a learner will have his/her sessions twice a week (3
hours per session) or thrice a week (2 hours per session).

eSkwela practices the blended learning approach. Part of the weekly sessions goes to
discussion and interaction with the IMlearning facilitator or mobile teacher, and part
of it goes to working on the modules and the LMS.

Working through the modules6

Learners work through selected modules by:

a) Completing module pre-test (?)
b) Working on module activities, exercises and self-assessment
c) Completing module practical assignment
d) Completing module post-test

Using the Learning Management System

Getting Started

Available at http://eprints.rclis.org/archive/00009634/01/atutor-getting-
started-final-3-1.pdf

Quickstart Guide for Instructors

Available at http://www.atutor.ca/atutor/docs/atutor_quickstart.pdf

6
-ditto-

23
ATutor Handbook

Available at http://ilit.cib.unibo.it/ATutor/documentation/index/index.php

The details on what goes on during the learning sessions will be discussed during
the training.

h. Lab Policies

Here are some suggested laboratory policies for your eSkwela center. You may wish
to modify these policies.

• Come on your scheduled time & day for the hands-on learning
activities.
• Upon arrival, put your bag into the baggage counter and register your
name in the logbook.
• Go directly to the PC assigned to you based on your code number.
Organized your designated station before and after used.
• Check the equipment if all parts and accessories are available. If any of
the parts is missing call the attention of the Network Administrator
and/or the attending Instructional ManagerLearning Facilitator of the
day.
• Make sure that any flash disk or portable device that you connect to the
computer does not have any virus by scanning it with an anti-viru
software upon insertion of the said device.
• Wait for preliminary instruction from the Instructional
ManagerLearning Facilitator before you start the hands-on activity.
• If there are problems in the operation, ask assistance from the Network
Administrator and/or the attending instructional ManagerLearning
Facilitator.
• Do only the activities related to eSkwela learning modules during the
scheduled training.
• Dispose your garbage properly.
• No sleeveless attire and shorts are allowed inside the room.
• No loitering in front of the laboratory room or lobby.
• Eating is strictly prohibited inside the laboratory room. Food and snacks
are allowed outside the room during break time.
• Nobody is allowed to leave the laboratory unless there is clearance or
permission from the Center Manager.
• Any violation of the rules has the corresponding disciplinary action.
1st Offense : Verbal warning
2nd Offense : Written warning
3rd Offense : Eviction and to be replaced by new interested learners.
• Damage of the computer or any property inside the laboratory due to
carelessness will be charged to the user.

24
i. Media Campaign

Media campaigns are needed in order to let the public know not only about the
eSkwela project, but also in promoting its advocacies. The media is also a way to
gather initial and on-going support for the project.

Attached in the appendices is a sample eSkwela information sheet sheet (brochure)

that can be used for press releases for the eSkwela center in your community.

j. Identification

It is recommended that eSkwela learners have his/her own identification card for
easy recognition. They could even have a form of identification in order for the staff
to be able to identify the learners easily. Each learner should have an ID card and
atheir own uniform. Some of the current eSkwela sites have uniform t-shirts, while
other sites ask their learners to wear shirts of the same color.

k. Add-ons

While the eSkwela project was designed to enable learners to be eligible to take the
Accreditation and Equivalency (A&E) exam, there is an increasing demand from
learners to be trained on livelihood skills. The eSkwela project management office
has partnered with TESDA and the eSkills network for the livelihood skills modules
which will be made available for eSkwela learners. Furthermore, on the process of
being developed are modules for computer and internet literacy courses which are
deemed to benefit the learners greatly.

4. Financial Costs

a. Operations Cost

• Monthly Internet subscription

Here is a list of the major telecommunications / Internet service providers

and the rates of their Internet subscription.

ISP Download CIR Cost

PLDT DSL7 Up to 2 Mbps 64 kbps Php 3,000.00
Smart8 Up to 384 kbps Php 999.00
Bayan9 Up to 768 kbps / 1 384 kbps / 768 kbps Php 1,199.00 /
Mbps 1,999.00

7
From PLDT Website http://www.pldt.com.ph/prod-serv/business/bizdsl.htm. Accessed on 19 May
2008. Package includes phone line.
8
From Smart Bro Website http://smart.com.ph/SmartBro/. Accessed on 19 May 2008. This is a wireless
broadband Internet package.

25
Digitel10 Up to 512 kbps 64 kbps / 80 kbps Php 2,200.00
Globe11 Up to 2 Mbps Php 1,995.00

• Electricity

Here is an example of how to compute12 the eSkwela center’s budget for

electricity:

Power Rating per Equipment

Equipment Power Rating

Computer 350w
Laser Printer 650w
Daylight 40w
Aircon (1 hp) 746w
LCD monitor 3w

Average cost of electricity per kwH = P5.75

Assuming that the center has 11 computers, 1 aircon, 3 fluorescent bulbs and
1 printer, the cost of electricity will be:

Equipment Power Rating

11 PCs @ 350w/PC 3850w
Laser Printer 650w
Fluorescent lights 120w
Aircon (1 hp) 746w
LCD Projector 3w
TOTAL 5,369w or
5.37kw

If it takes 5.37kw per hour to power these equipment, then the cost of
electricity is P30.88 per hour.

Total Electricity Cost per month = Total # of kwh * X hours * Y days *

rate/kwh

9
From Bayan Website http://www.bayandsl.com/resi/bundle.html. Accessed on 19 May 2008. Package
includes phone line.
10
From Digitel Website http://home.digitelone.com/products/netvantage.htm. Accessed on 19 May
2008. Package includes phone line.
11
From Globe Broadband Website http://www.globelines.com.ph/NewsArticle.php?id=37. Accessed
on 19 May 2008. Package is for wired broadband connection and includes a phone line. For a data
only package (no phone line), one can get up to 3 Mbps for the same price.
12
Theody B. Sayco, Cost of Maintaining a Computer Lab, a presentation for the iSchools project

26
If the eSkwela center is open 10 hours a day for 5 days a week, then

P30.88 x 10 hours = P308.80 / day

P308.80 x 5 days = P1,544 / week
P1,544 x 4 weeks = P 6,176 /month

the monthly cost of electricity will approximately be P6,176.

Costs will vary depending on the number of equipment and the wattage of
each equipment that the center has.

• Repairs/Maintenance

Brand new hardware would usually have a one-year warranty.

Maintenance cost will usually start after the one year warranty period.

Maintenance Items How often? How much?

Computer repair (does not Quarterly P250 – P300 per unit
include parts)
PC Cleaning Quarterly P150 per unit
Virus Cleaning (optional) Monthly P150 – P300
Software Installation (optional; P800 (PC)
does not include license) P3,000 – P5,000 (server)
Aircon cleaning Semi-annually P300/unit

Rule of Thumb: If Cost of Repair is more than 33 % of the Original Cost then
better to replace the part than have it repaired.

Example: if Cost of repairing a monitor is P 1500 (Original Price P4000), it

is better to buy a new monitor for the repaired monitor is likely to bog
down again within 1 -6 months.

• Supplies/Materials

Equipment/Materials Cost
LAN cable replacement P130
Keyboard P150 – P350
Mouse P50 – P150
Sound Card P250 and above
Network Card P175 to P2,000 (wireless)
Power Supply P900 – P1,200
Power Cable P100 – P150
Toner P4,000 – P6,000
Ink Cartridge P600 – P2,000 per
cartridge

27
Ribbon Cartridge P150 - P1,500

• Salary/ies and/or Honoraria of Center Manager, Instructional

ManagerLearning Facilitator and Laboratory Manager

Fulltime Part-time
Center Manager P10,000 - 12,000 n/a
Instructional P8,000 - 10,000 P1,600 - 2,500; 8
ManagerLearning hours/week
Facilitator
Network Administrator P8,000 - 10,000 P1,000/month

• Others

Some centers may need to incorporate a budget for other overhead

expenses (rent, security) upon the discretion of the host centers.

b. Training/Staff Development Costs

It is a requirement for eSkwela staff to participate in the trainings before

implementing the program: center management training for Center Managers,
teacher training for IMLFs and mobile teachers and network administration
training for network administrators. Likewise, continuing training for staff is
important so that they can continue to be effective implementers of the eSkwela
center. It is therefore recommended to have a provision in the eSkwela center
budget to include an amount for staff training, even for at least once a year.

5. Sustainability

The report of the Brundtland Commission of 1987 defines sustainability as being able to
meet the needs of the present without compromising the ability of future generations to
meet their own needs. Trentin (2007), on the other hand, states that sustainability is
related to the concepts of stability or permanence, and is also characterized to have the
ability to be self-supporting or self-sufficient13.

Why the need to become sustainable?

 There are a lot of societal needs that are competing for government resources,
e.g. poverty
 Donors require communities to raise counterpart contributions
 Communities have capacities to mobilize resources
 Sustaining a project over long periods of time shows that the community is
taking responsibility over the project.

13
Guglielmo Trentin, A Multidimensional Approach to E-Learning Sustainability. Educational
Technology Volume XLVII Number 5: 36-40, 2007.

28
The concept of sustainability is closely related to fundraising and resource mobilization.
Being able to raise funds and resources is necessary in sustaining your eSkwela center. It
is important for the eSkwela implementers to have a plan for mobilizing funds and
resources. Here are some strategies that you could use in mobilizing funds and
resources:

a. The Classic Solicitation Letter Approach

This perhaps is the most used technique of fund raising. This means sending a
letter to an individual or a group/ business asking for a contribution to your
project. Potential donors, especially formal organizations, prefer to have a
specific menu of amounts they can choose from.

b. Write Proposals

Proposals are usually required when you are approaching companies or

grantmaking institutions for funding. These companies and institutions usually
have their own prescribed guidelines for the proposals that you submit to them,
but there is standard information that is commonly asked in proposal formats.
You may refer to the sample proposal contained in this document as your
reference.

c. Public Donations

Here, the organization asks members of the public for donations. The objective is
to collect small amounts from many individuals. Collections can be in the form of
collection boxes, or envelopes left to be collected later, of static collection boxes or
coin banks left in shops or other public places. It is very important to have honest
people collecting for your organization.

d. Community fund raising events/activities

Concerts, plays, movie premieres, bingo socials, pageants are examples of events
that your organization can get funds from. The organization will sell tickets for
these events and proceeds of which will go to the project. Again, for these kinds
of events to work, it is essential that the purpose and target of this fund raising
activity is clear.

e. Tapping US-based Filipinos14

Tapping US-based Filipinos is another way to raise funds for the project. Here are
some of the things that the organization needs to do:

14
-ditto-

29
i. List the names and contact information of your friends or
“kababayans” who are already in the US.
ii. Establish contacts by sending e-mails.
iii. Be sure to say clearly what you are asking for. Will you be asking
donations for additional hardware, or will it be for recurring
operating expenses? It will help if you can also tell your donors the
reasons for asking for their donations.
iv. It will help if you tie-up with Ayala Foundation USA (AFUSA). As a
recognized nonprofit organization in the US, donors may have the
amount of their donation deducted from their taxable income when
channeled through AFUSA. AFUSA also ensures that the Philippine
organizations receiving donations from the US are legitimate
organizations that will make use of the funds responsibly and will
submit the needed reports to account for the donations. To know
more about how to partner with AFUSA, you may write a letter to me
or you may call or e-mail Chiara Cruza at (02)7521064 and
[email protected].

f. Using the facility as a revenue-generating center15

Another way to raise funds for the eSkwela facility is to open the facility to the
community for other uses (Internet access, encoding, printing, scanning, fax
services, telephone calling station, desktop publishing, training, etc.). This also
implies that the facility should be managed like a business. The organization
needs to make a business plan for this undertaking.

Here is a sample outline of a business plan:16

i. Statement of Purpose (or mission)
ii. Governance and Legal Structure
iii. Organizational structure: management and human resources structure
(recruitment and training)
iv. Description of the community, its role and participation in the project
v. Project model, including infrastructure and equipment needs
vi. A summary of main findings from a community/market research
study to assess needs and demand for services
vii. Software infrastructure needs
viii. Human Capital and Training requirements
ix. Products and services: list all products and services and targeted
markets
x. Budget and financial projections
xi. Marketing Strategy

15
-ditto-
16
David N. Townsend, and others, Telecenters and Telecommunications Development: Options and
Strategies, Available at http://wsispapers.choike.org/options_strategies.pdf, Accessed on 19 February
2008.

30
xii. Networking Strategy
xiii. Evaluation and Monitoring Plan

6. Monitoring & Evaluation – different aspects

a. Targets & Timetables
b. Key Success Factors & specific Indicators
c. Strategies
d. Automated System ??? (LMS, online forms/reports, etc.)

31
Appendices:

1. eSkwela Information
2. Sample Ordinance
3. Sample eSkwela Center Budget
4. Sample Demographic Information Sheet and Functional Literacy Test
5. Sample eSkwela Enrollment Form
6. The Internet Café Model (article by Gener Luis Morada, President of the Internet Café
Association of Imus)

32
eSkwela Information

Studies show that an increasing number of school- age Filipinos that are out of school. In
2003, the Department of Education estimated that there were a total of 5.18 million out-of-
school youth (OSY) in the country. Of these, 1.84 million out-of-school children are ages 6 to
11 years old and 3.94 million young people are ages 12 to 15. Some even claim that today
there are as many school age youth out of schoolOSYs as there are school- age youth in
schools today. (add # of OSAs).

(OSYA figures of the community)

This unfortunate condition is made even worse by the fact that the government agency that
can help these out of school youth get an education – the Department of Education - Bureau
of Alternative Learning Systems (DepEd-BALS) of the Department of Education , the
government agency that can help these out of school youth get an education,– receives only
less than 1% of the total education budget.

To respond to the needs of this underserved sector of society, the Human Capital
Development Group of the Commission on Information and Communications Technology
(CICT HCDG) has partnered with the Bureau of Alternative Learning Systems of the
Department of EducationDepEd-BALS in establishing Community e-learning Centers that
would be dedicated to serve the learning needs of the out-of-school youth. These e-Learning
centers would be called eSkwela – a play on the vernacular equivalent to “school”.

Vision
The eSkwela program will be widely available across the Philippines to empower out-of-
school youth and adults to be globally competitive through the effective use of ICTs in
alternative learning.

Mission Statement
In partnership with various groups, eSkwela provides out-of-school youth and adults with
opportunities towards attaining basic education competence and life skills through the use
of an ICT-enabled environment.

Objectives
 To support the efforts of DepEd to integrate ICT in the teaching and learning process
 To help BALS broaden access to basic education
 To help BALS produce and use interactive multimedia learning materials for out-of-
school youth and adults
 To reduce the digital divide by providing disadvantaged youth and adults with
access to ICT

The eSkwela Project uses an ICT-enabled, inquiry-based, interdisciplinary, and thematic

approach to teaching and learning. Within a three-hour session (?), a blended type of
learner-centered instruction is exercised where students will have one hour of computer-
aided learning via interactive e-learning modules, one hour of teacher-led instruction (based

33
on the current needs of the learners), and one hour of collaborative group activities and
projects. Instructors, called mobile teacherslearning facilitators, will be mainly facilitative in
a student-paced learning environment. They are using performance-based assessment, in
coordination with the community, to monitor the progress of students.

Project Components

Infrastructure
The center should have at least 6 four units of computers computer units that are networked
and have Internet connection. This infrastructure will be provided by the host community.

Customized Instructional Model

The ALS/life skills and livelihood print modules will be available as electronic modules.
Portfolios of learners will be ICT-based. The center will also have a customized Learning
Management System (LMS). All these will be provided by CICT-HCDG and BALS.

Stakeholders’ Training
The following trainings will be provided to the staff and the local steering committee of the
eSkwela center:
a. Teachers’ Learning Facilitators’ Training
b. Network Administration Training
c. Center Management Training
d. M&E training (?)

Community Support
The success of the eSkwela Project is dependent on strong support from the local
community. This project will look to local communities to:
a. provide assistance in social mobilization to get OSYs into the eSkwela centers
b. support and encourage community-based real-life assessment projects to make
learning for these students more relevant
c. sustainable and more responsive community based-development programs to
encourage these students to work towards their potential (e.g. awards,
scholarship programs for college/vocational schools, involvement and
accountability in a community project)
d. provide assistance in maintaining the center’s day-to-day operations

Monitoring and Evaluation

Outcomes will be measured in close coordination with the CICT, BALS, and the recipient
communities. Regular site visits and Program assessment sessions (i.e. from roll-out: 1 st
quarter, 6th month, end of the year) will be held to ensure smooth implementation and
review of processes. A digital documentation mechanism will be imposed to ensure optimal
use of the laboratories.

The eSkwela center, located in ____________________________________ (address/location) is

serving ___________ (number of learners) out-of-school youth and adults in the community.
This center was built through the efforts of the CICT, the DepEd Bureau of Alternative

34
Learning Systems, DepEd Region _____, the DepEd Division of __________, and
______________________ (list all other sponsors and stakeholders. You may even include
short write-ups about the organizations and their logos.). (???)
eSkwela FAQs

For Learners

For out-of-school youth and adults interested to complete their secondary

education (Accreditation and Equivalency) through eSkwela:

1. Is eSkwela separate from DepED’s Alternative Learning System (ALS),

and its Accreditation & Equivalency (A&E) program?

No, eSkwela is not separate from DepED-ALS. The difference mainly

lies in the mode of ALS delivery; at an eSkwela Center, ICTs (electronic
modules, Learning Management System, module guides, computers,
Internet/World Wide Web) are utilized to deliver ALS. On the other
hand, print modules are used in the traditional ALS. However, they
uphold the same set of learning ideals (learning that is self-paced,
project-based, and learner-centered; life skills approach). Learners
from both delivery modes (traditional ALS and eSkwela) may aspire to
take the A&E exam; upon passing this exam, the learner will be given
an A&E certificate of completion, equivalent to a high school diploma.

2. How do I qualify for a learner slot at an eSkwela Center?

You should be able to meet the same set requirements required in the
print module version of ALS:

• You should be at least 15 years old; if you are younger than

15 years, you are encouraged to complete your secondary
education through the formal education system
(private/public high school).

• You should be ready with the required documents: your birth

certificate, a certification from the school you last attended (if
you previously went to school) that you were unable to
complete the secondary level.

3. What level of Accreditation & Equivalency (A&E) is currently being

offered at the eSkwela Centers?

Currently, secondary A&E (A&E at the secondary level of education) is

initially being offered at the eSkwela Centers. The elementary A&E will
be offered soon after the elementary e-modules are developed.

4. Is there a test I have to take in order to qualify as an eSkwela learner?

Yes, the eSkwela Center will have you take a Functional Literacy Test
(FLT), which will assess the actual level of education you have
acquired.

35
5. Am I automatically accepted as an eSkwela learner if I already
completed my elementary education?

Your chances of acceptance as an eSkwela learner could be higher if

you have already completed your elementary education, BUT you will
still have to qualify through the FLT.

6. Can I still apply as an eSkwela learner if I was not able to complete my

elementary education?

Yes, you can still apply even if you are not an elementary graduate.
You just have to take the Functional Literacy Test (FLT) and qualify for
secondary A&E.

7. Do I need to know how to use a computer before I can be accepted as

an eSkwela learner?

Although it is an advantage if you already know how to use a

computer, it is not a requirement in order for you to be accepted at
eSkwela. The eSkwela facilitators will be giving you remedial sessions
on basic computer literacy (particularly basic navigation skills, using
the mouse, and the Internet browser) on your first sessions so you will
be able to optimally use the computer for your learning sessions.

8. Is there an enrollment/registration fee at an eSkwela Center?

No. Apart from your regular expenses (transportation, baon) and

minimal fees (some eSkwela Centers have prepared eSkwela shirts as
the learners’ uniforms and IDs), The eSkwela learning sessions are
free.

9. When is the best time for me to apply at an eSkwela Center?

The best time to apply is the period after learners have taken their A&E
exam, which is being administered every October. For most eSkwela
Centers, the learning period starts in January; thus, learner selection is
usually done from November to December of the previous year.
However, you can still inquire at an eSkwela Center anytime for
inquiries.

10.How often should I attend learning sessions at an eSkwela Center?

You and an eSkwela learning facilitator will determine your schedule of

learning sessions, in consideration of your work/job (if you are already
employed) and availability. Once finalized, you are required to observe
your learning schedule.

11.Is there an eSkwela Center in my area?

Currently there are 13 eSkwela Centers in the country:

1) Cagayan de Oro City

2) Cebu City
3) Davao City

36
4) Marikina City
5) Ormoc City
6) Quezon City (A. Roces Avenue)
7) Quezon City (Loyola Heights)
8) San Fernando, Camarines Sur
9) San Fernando City, La Union (operational by August 1; learner
selection is ongoing)
10) San Jose del Monte, Bulacan
11) Tanauan, Leyte
12) Zamboanga City (NCC-FOO)
13) Zamboanga Sibugay

If there is no eSkwela Center yet at your area, you also have the option to go to
the nearest DepED Division to inquire about ALS and its program. Better yet,
you can ask the groups in your community (the local government unit, local
DepED office, civic groups, NGOs, Internet cafés, and business establishments)
to partner with CICT and DepED-BALS and support the setting up of an eSkwela
Center in your community.

For additional inquiries on eSkwela, please send an e-mail to

[email protected]

For inquiries on ALS and A&E (exam results), please send an e-mail to
[email protected]

1. What is eSkwela?
eSkwela is a community-based e-learning center that conducts ICT-enhanced alternative
education programs for out-of-school youth and adults. These centers will serve as venues
where out-of-school learners and other community members can learn new skills and
competencies, review for the Accreditation and Equivalency (A&E) Exam of the DepEd-
Bureau of Alternative Learning System (BALS), and/or help prepare OSYs to rejoin the
formal school system.

2. Who can join eSkwela?

Out of school youth and adults aged 15 years old and above provided that they have not
finished basic education (secondary) and not currently enrolled in the formal school system.

3. Is there a fee for joining eSkwela?

There is no fee for joining eSkwela.

4. What can I get from joining eSkwela?

Access to multimedia-rich and interactive modules and resources from the Internet; learn
basic computer skills

5. If I enroll at eSkwela, can I take the PEPT test?

Yes.

6. What is the difference between eSkwela and ALS program?

37
eSkwela is one of ALS programs geared towards the delivery of basic education and
preparation of learners for the A&E exam.

7. Is there a qualifying exam for eSkwela?

The learner applying for eSkwela needs to take the Functional Literacy Test (FLT) as part of
the pre-assessment phase. While the learner is in the program, he/she will be assessed
through his/her portfolio. After attending the program, the learner will take the A&E test.

8. Can print modules be borrowed?

Yes.

9. Can the digitized modules be copied so they can be brought at home?

Yes, but only one module.

10. How long can a learner stay in the eSkwela program?

The duration of the learners’ stay depends on his/her learning pace.

11. Will learners be employed after undergoing the program?

Passing the A&E exam will give the learner a high school diploma, which will enable
him/her to apply for jobs.
12. Will I receive a certificate for participating in eSkwela?
Upon finishing the program and passing the A&E test, the learner will receive a completion
certificate that will also serve as a high school diploma.

13. How many sessions are there in eSkwela?

The number of sessions depends on several factors: the learner’s level, availability and
learning pace.

14. Will I be able to pass the A&E test by participating in the program?
There is a greater chance of passing the A&E test.

15. Are all topics taught in eSkwela be included in the A&E test?
The test is an application of what has been learned from the modules.

16. When do eSkwela learning sessions start?

June.

17. How many hours per session?

The average learning session lasts about 3 hours.

18. Can foreigners enroll in eSkwela?

Yes but it has to be explained that the A&E exam will be in Filipino.

FREQUENTLY ASKED QUESTIONS (for groups and individuals interested to become

eSkwela Community Partners)For Administrators

38
1. How can we set up an eSkwela in our community?
Interested parties need to fill up and submit the eSkwela Readiness Assessment form which
is downloadable from the eSkwela website http://eskwela.wikispaces.com.

2. Will CICT give hardware and software?

No hardware or software will be given by CICT. CICT wants the set-up of the eSkwela
center to be a community initiative.

3. Is there any free training for instructors?

Instructors and staff of the eSkwela center will be required to attend the training but it will
not be free. The trainers will come from the different DepED regions and the community
needs to sponsor their transportation, food, accommodations and professional fees.

4. How many instructional managers are needed in an eSkwela site?

Maximum of 30 learners per instructional manager.

5. Why use Open Source software instead of Microsoft software programs?

eSkwela site implementers may use Microsoft software programs provided that they are
licensed. CICT however recommends the use of open source software programs because
they are free.

6. Is Internet connection needed to access the modules?

No. But it is preferred that the eSkwela site should have Internet access because of the
availability of vast educational tools and resources. It also allows for collaboration.

7. How can we assure that the learners are working on the modules while the Internet is on?
Supervision is needed, but there are tools and programs that can be used in order to limit
access to certain Internet sites.

1. What can eSkwela Center bring to my community?

The eSkwela Project addresses the educational concern of out of school youths and adults
(OSYAs) in the country by providing an ICT delivery platform for DepED’s Alternative
Learning System (Accreditation & Equivalency program). eSkwela helps OSYAs to acquire
relevant life skills and prepare them to rejoin the formal education system or review for the
Accreditation and Equivalency Exam, which, if they pass, would provide them with an
equivalent of an elementary or a secondary level of education.

2. What makes eSkwela unique from other computer/ICT or education projects?

The eSkwela Project, a delivery mode of DepED’s Alternative Learning System (ALS), is the
only project geared towards providing ICT-enhanced education to the marginalized out-of-
school population. Moreover, the eSkwela Project through its instructional model goes

39
beyond providing basic computer literacy and on to actually using technology as a tool for
learning.

3. What can I do to support the eSkwela Project?

CICT is currently looking for groups and individuals within communities who will initiate
the setup of new eSkwela Center across the country. Local government units (LGUs), local
DepED offices, Non-Government Organizations (including church and civic organizations),
schools, business groups, Internet cafés can come in as partners and take an important role in
addressing the infrastructure and sustainability requirements of its own eSkwela Center. The
project encourages a multistakeholder approach in which different groups work side-by-side
towards bringing ICT-enhanced alternative learning to the community’s out-of-school youth
and adults.

4. What is the first step that I have to take to set up an eSKwela Center?

You need to contact the CICT-eSkwela Project Team when planning to setup an eSkwela
center in their own localities. Close coordination between potential community partners and
CICT is highly important, as this will assure that the successful setup of an eSkwela
Center will be established as intended.

5. If I plan to setup an eSkwela Center, what are the immediate requirements?

You have to consider the two most immediate requirements of an eSkwela Center:

a. Basic infrastructure requirement – there has to be at least 4 computer units (1 as a server

unit, 3 for workstations) and a space/room for the proposed eSkwela Center.

b. Basic personnel requirement – specifically the need for at least 1 staff who will be trained
as an eSkwela learning facilitator. You can talk to the DepED division in your office to ask if
they can assign one of their mobile teachers/instructional managers as learning facilitators in
your proposed Center. Otherwise, you can have any one from your organization to become an
eSkwela learning facilitator ( He/she must at least be a college graduate and has already
underwent DepED’s basic course in ALS). Information on the aforementioned requirements
should be communicated to CICT by filling up and sending the Readiness Assessment
Form/Application Form (available at http://eskwela.wikispaces.com/Site+Inquiries) to the
CICT-eSkwela Project Team.

6. What if I do not have all the requirements in place?

40
CICT can give recommendations on how to complete the requirements needed to setup your
eSkwela Center. CICT can also connect you with organizations within your community
which may help address the various components and requirements of your Center.

7. If I am setting up an eSkwela Center, what can I expect from CICT as its counterpart
contribution?

CICT’s role in the eSkwela project is on the eSkwela instructional model, which includes the
development of the electronic modules and module guides that will be used at the eSkwela
Centers. Also, CICT provides the expertise in using the instructional model and transfers it to
implementers through training workshops. Moreover, CICT provides assistance, including
handholding and off-site technical support. CICT also conducts monitoring and evaluation
activities to ensure the effective implementation of each eSkwela Center.

8. I already have a computer facility that I am willing to be used for eSkwela. Can I just ask
for a copy of the modules and install it? No. eSkwela is leaps and bounds beyond just the
electronic modules. Implementors, especially the learning facilitators, have to be equipped
with the know-how in optimally utilizing the instructional model (including the eModules,
Learning Management System, module guides, and the learner-centered, projectbased, life
skills-oriented approach towards alternative learning). Community partners have to grasp the
resources requirements and the importance of their commitment towards sustaining an
eSkwela Center. As an interested implementer, you will have to communicate with CICT
your intent in setting up eSkwela Centers, which in turn will help you go through the setup
requirements and process.

41
ORDINANCE NO. SP-______ S-2008
(PO2008-###)

AN ORDINANCE ESTABLISHING THE (NAME OF

MUNICIPALITY/CITY/PROVINCE) ALTERNATIVE LEARNING PROGRAM THAT
WILL PLAN AND COORDINATE THE IMPLEMENTATION AND ADMINISTRATION
FO THE MUNICIPALITY/CITY/PROVINCE’S ALTERNATIVE LEARNING SYSTEM
ACCREDITATION AND EQUIVALENCY PROGRAM UNDER THE (i.e., LOCAL
SCHOOL BOARD/OFFICE OF THE MAYOR/GOVERNOR) OF THIS
(MUNICIPALITY/CITY/PROVINCE) AND APPROPRIATING NECESSARY FUNDS
THEREFOR.

Introduced by (Councilors/BM) Juan Dela Cruz, etc. etc.

WHEREAS, it is a declared policy of the State provided under Section 2 of Republic

Act 9155, “The Governance of Basic Education Act of 2001”, to protect and promote the
right of all citizens to quality basic education and to make such education accessible to all by
providing all Filipino children, a free and compulsory education in the elementary and high
school levels. Such education shall also include alternative learning systems for out-of-school
youth and adult learners. It shall be the goal of basic education to provide them with the
skills, knowledge and values they need to become caring, self-reliant, productive and
patriotic citizens;

WHEREAS, Section 12.1 Rules XII of RA 9155 stipulates that the “Alternative
Learning System is a parallel learning system to provide a viable alternative to the existing
formal education instruction, encompassing both the non-formal and informal sources of
knowledge and skills”;

WHEREAS, there are people, due to financial and/other difficulties did not finish
either elementary or secondary education, but express willingness to finish secondary
education;

WHEREAS, for the last 10 years the Department of Education’s Bureau of

Alternative Learning System (DepEd-BALS) intensified their Basic Literacy Program for
non-literates and semi-literates as well as the Accreditation and Equivalency System (A&E)
for elementary and secondary undergraduates. The A&E Program provides an alternative
means of certification of learning which is parallel and comparable to the formal elementary
and secondary schools;

WHEREAS, Administrative Order No. 116 mandates all concerned government

agencies and local government units to support the Alternative Learning System

42
Accreditation and Equivalency (ALS A&E) that provides an alternative means of
certification of learning to those Filipinos aged 15 years and above whoa re unable to avail of
the formal school system or have dropped out of formal elementary and secondary education;

WHEREAS, the ALS A&E can be acquired through varied learning support delivery
system provided by a trained Instructional ManagerLearning Facilitator (IMLF);

WHEREAS, the eSkwela Project, a project of the CICT in partnership with DepEd-
BALS, is a new mode of delivery system of the ALS that incorporates the power of ICT for
education into non-formal education thru the establishment of community e-Learning centers
that caters to out-of-school youth and adults;

WHEREAS, the (Municipal/City/Provincial) Government has a pool of Instructional

Managers, who have undergone trainings and had been certified by the Alternative Learning
Division of Department of Education – (Regional Office) as Instructional ManagerLearning
Facilitator of the ALS A&E;

WHEREAS, the City Government having a pool of Instructional ManagerLearning

Facilitators has been awarded by the Alternative Learning Division of the Department of
Education – (Region) as an accredited Service Provider of the ALS A&E through its two
offices – the Industrial Relations Office and Social Services Development Department.

NOW, THEREFORE,

BE IT ORDAINED BY THE CITY COUNCIL OF (name of LGU) IN REGULAR

SESSION ASSEMBLED:

SECTION 1. There is herby established the (name of LGU) Alternative Learning Program
under the Local School Board that will plan and coordinate the implementation and
administration the (Municipality/City/Province)’s Alternative Learning System Accreditation
and Equivalency Program.

Further, the Instructional ManagerLearning Facilitators who had undergone trainings and had
been certified by the Alternative Learning Division of the Department of Education –
(Region) and had been certified by the Alternative Learning Division of the Department of
Education – (Region), as Instructional ManagerLearning Facilitators of the ALS A&E are
hereby tasked to formulate Implementing Rules and Regulations immediately upon approval
of the said ordinance in order to effect full compliance for the same.

SECTION 2. Objectives/Purpose

43
1. Help the (Municipal/City/Provincial) Government in addressing the learning needs of
the marginalized groups of the city’s population including the deprived and
underserved.

2. Generate awareness and support in term of resources between and among partner
agencies, thus putting all efforts together for the benefit of out-of-school youth and
adults including other marginalized group all over the (Municipality/City/Province).

3. Establish network linkages with various organizations in delivering the Alternative

Learning System (ALS) programs and project to a wider coverage.

4. (Municipality/City/Province)-wide promotion of the Alternative Learning System

Accreditation and Equivalency as an alternative pathway of learning for people 15
years of age and above, who dropped out of the formal school system and who wish to
finish primary and secondary education.

5. Identification and establishment of possible eSkwela Community e-Learning Center

(eSkwela Center) in every barangay or community where the out-of-school youth and
adult learners are provided alternative learning programs and receive accreditation for
at least the equivalent of a high school education.

6. Act as Service Provider of the Alternative Learning Center.

SECTION 3. Functions. As a Service Provider of the ALS A&E, the Instructional

ManagerLearning Facilitators under the supervision of IRO-PESO will have the
following functions:

1. On Project Implementation:

1. Oversee the day to day operation of the project implementation of affiliate

members contracted.

2. Establishment of the eSkwela Center and provision of all necessary equipment

needed to run the said center, including the hiring of the qualified staff.

3. Provide learning support services for the specified number of learners as

described in the approved ALS A&E project proposal.

4. Undertake activities stipulated in the project to ensure effective

implementation of the project. Project includes, but is not limited to, social
mobilization activities, enrollment, conduct of learning support service,
computer literacy of learners, assessing learner progress, counseling, regular
monitoring evaluation, etc.)

44
2. On Program Administration:

1. Provide basic computer literacy courses and introductory courses to the

eSkwela Courseware being utilized at the Center.

2. Provide diagnostic services to determine the level of competency of each

learner.

3. Reproduce copies of ALS A&E learning materials, not yet included in the list
of digitized ALS modules, for distribution to each individual learner based on
learners’ specified needs.

4. Provide regular equipment maintenance and technical support to ensure

continued operations.

5. Provide supplementary learning materials as part of its equity contribution

based on expressed learning needs of the learners or as necessary.

6. Provide each learner with expendable supplies and materials such as plastic
envelopes, paper and pencil.

7. Provide space within the learning center for the conduct of learning group
sessions and storage of one complete set of learning materials per learning
center and ensure the safekeeping and security of said learning center.

8. Prepare ALS A&E Learning Support delivery System (LSDS) project

proposals.

9. Recruit Center Managers that will manage the day-to-day operations of the
eSkwela Center.

10. Recruit additional Instructional ManagerLearning Facilitators if necessary.

11. Recruit learners in coordination with the Instructional ManagerLearning

Facilitators.

12.Conduct social mobilization and advocacy activities.

13. Monitor and evaluate the performance of Instructional ManagerLearning

Facilitators.

14.Evaluate learners’ progress.

45
15.Coordinate the printing and distribution of instructional materials.

16.Networking and alliance building.

17.Submit program reports to DepEd-BALS District, Division, Regional, and

BNFE offices.

SECTION 4. Coverage. Fifteen (15) years old and above, out-of-school youth of
(LGU).

SECTION 5. Program Implementation. The first target beneficiaries…/The first eSkwela

Center or ALS Learning Center will be established at the Poblacion area for reasons of
accessibility for both learners and Instructional ManagerLearning Facilitators.

SECTION 6. Funding. An initial funding necessary for the operation shall be allocated and to
be taken from the Special Education Fund or from any available funds of the City Treasury.

SECTION 7. Effectivity. This Ordinance shall take effect fifteen (15) days after publication
in newspaper of general circulation.

ENACTED: (date)

(NAME OF PRESIDING OFFICER)

Postion

ATTESTED:

(NAME)
Legislative Staff Officer

APPROVED: (date)

46
(NAME OF MAYOR/GOVERNOR)
Name of Municipality/City/Province

CERTIFICATION

This is to certify that this Ordinance which was APPROVED on Second Reading on (date)
was finally PASSED on Third/Final Reading by the City Council on (date).

(NAME)
Legislative Staff Officer

47
Sample eSkwela Center Budget

(Also see the eSkwela Center Budget based on the model: center, school, mobile, internet
café)

A. Capital Outlay Total Amount

30,000.0
Computer hardware-Server 30,000 1 0 413,250.00
Computer hardware-Workstations 25,000 10 250,000.00
Wireless Adapters 2,000 11 22,000.00
Wireless Router 4,000 1 4,000.00
Computer Tables 1,500 11 16,500.00
Printer 9,000 1 9,000.00
Filing Cabinet and Working
Tables 30,000.00
Airconditioning units 20,000 2 40,000.00
Monoblock Chairs 450 15 6,750.00
Office equipments 5,000.00
Other Items:
55,000.0
LCD Projector 55,000 1 0 468,250.00
Digital Camera 15,000 1 15,000.00 483,250.00

B. Personnel Expenditures 408,000.00

Salaries and Wages of Personnel Rate 408,000.00
Center Manager 13,000 156,000.00
Instructional ManagerLearning
Facilitator 10,500 126,000.00
Laboratory Manager 10,500 126,000.00

C. Training Expenditures 58,000.00

*Contruction/Renovation Works Floor area Rate Select Total

-Rule of thumb is 5,000 to 10,000
per square meter 48 sq. m. 5,000.00 240,000.00
56 sq. m. 10,000.00 560,000.00

D. Maintenance and other Operating

Expenses 239,400.00
Meetings and Representation 12,000.00
Space rentals 60,000.00
Internet Services 14,400.00
Phone and fax 8,400.00
Electricity 96,000.00
Repair and Maintenance 6,000.00
Supplies and materials 30,000.00
Fees and Licenses 2,400.00
Bank Charges 6,000.00
Travel expenses 5,400.00
Legal Fees 4,800.00

48
Other expenses 6,000.00
GRAND
TOTAL 1,656,900.00

49
DEMOGRAPHIC INFORMATION SHEET

Sagutin ang mga sumusunod na tanong:

1) Isulat ang iyong buong pangalan:

________________________________________________

2) Ilan taon ka na?

______________________________________________________________

3) Saan ka nakatira? (barangay, bayan, probinsiya)

_____________________________________________________________________
_____________________________________________________________________

4) Ikaw ba ay babae o lalaki?

______________________________________________________

5) Ano ang iyong estado sa buhay (dalaga/binata/may-

asawa/biyudo/hiwalay)?
______________________________________________________

6) Ano ang iyong hanapbuhay?

______________________________________________________

7) Sa iyong alaala, mga ilang taon ka nang matutong magbasa? Ano

ang grado mo noon?
______________________________________________________________

8) Ano ang pinakamataas na antas ang inabot mo sa paaralan?

_________________________________________________

9) Magkano ang iyong buwanang kita?

_________________________________________________

10) Ano ang iyong relihiyon?

__________________________________________________________

50
11) Sumulat ka ng pangungusap tungkol sa iyong hanapbuhay
_____________________________________________________________________
_____________________________________________________________________

12) Sumulat ng pangungusap tungkol sa iyong bayan.

_____________________________________________________________________
_____________________________________________________________________

13) Sumulat ng talata na binubuo ng tatlong pangungusap lamang

tungkol sa iyong pinakamahalagang karanasan.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

14) Kung ang isang tao ay nakabenta ng dalawang dosenang itlog

sa isang araw, ilang dosena ang maari niyang ipagbili sa pitong
araw?
_____________________________________________________________________

FUNCTIONAL LITERACY TEST

Test B
1. ISTADISTIKA (STATISTICS)

Sa Pilipinas:
Labimpitong (17) bata ang nabubulag sa araw-araw sanhi ng kakulangan
sa Bitamina A.
Dahil sa ganitong kalagayan kalahati (1/2) ng mga buntis o
nagdadalantao ay nanghihina dulot ng anemia.
Dahil sa ganitong kalagayan, mahigit sa isang (1) milyong bata ang tuloy-
tuloy na nababawasan ang katalinuhan bawat taon.

51
a. Ilang bata ang nabubulag araw-araw?
_____________________________________

b. Anong sakit ang nagpapahina sa mga buntis?

_____________________________________

c. Ilang bata ang tuloy-tuloy na nababawasan anf katalinuhan

bawat taon?
___________________________________________________________

d. Ilang bata ang nabubulag sa isang buwan?

____________________________________

e. Paano kaya maiiwasan ang mga ganitong problema?

____________________________________________________________
____________________________________________________________

2. BERDE AT MADAHONG GULAY

Ang berde at madahong gulay ay mayaman sa Bitamina A. Kapag

kinain kasama ng makatas na prutas, ito ay nagbibigay ng Iron. Ang Iron
ay makatutulong para maiwasan ang panganib sa pagbubuntis at
tumutulong sa pagkakaroon ng malusog na sanggol.

a. Sa anong sustansiya mayaman ang berde at madahong

gulay? __________________

b. Ano ang naitutulong ng Iron?

_____________________________________________

c. Saan nakukuha ang Iron?

_____________________________________________

d. Bakit kailangan natin ang Bitamina A?

_____________________________________________

52
e. Ano kaya ang iminungkahi ng talata?
____________________________________________________________
____________________________________________________________

3. KAPALIGIRAN

Isa sa pinakamalaking problema ng kalikasan ang pagkasiara ng

gubat. Pagkakaingin, pag-uuling at pagtrotroso ang mga karaniwang sanhi
ng pagkasirang ito. Nawawalan ng mga ugat na humahawak sa lupa. Dahil
dito, maddaling maaganas ang lupa.
Bumabara naman sa agusan ng tubig o estero ang mga plastic at
styrofoam na itinatapon dito. Madalas ang pagbaha at matindi ang dating
ng hangin kung may bagyo. Ang pagbabaha naman ang sanhi ng
pagkasira ng tanim, ari-arian at buhay.

a. Ano ang sanhi ng pagbabara ng estero?

_____________________________________

b. Batay sa talata, ano ang bunga ng pagkasira ng gubat?

____________________________________________________________
____________________________________________________________

c. Paano maiiwasan ang pagkasira ng kapaligiran?

____________________________________________________________
____________________________________________________________

d. Paano pa kaya mapapangalagaan ang ating kagubatan?

____________________________________________________________
____________________________________________________________

4. BABALA SA PAGGAMIT NG PESTISIDYO

Iwasan ang madalas na pagdait o pagdikit ng pestisidyo sa balat.

Iwasang malanghap ang pulbos o hamog na galing dito. Iwasang

53
mahaluan ang pagkain at pinagkukunan ng tubig. Maghugas ng mabuti
pagkatapos gumamit nito. Iimbak na sarado ang lalagyan. Iimbak sa lugar
na malamig at tuyo. Hindi ito dapat maabot ng bata at makain ng mga
alagang hayop.

a. Saan maaaring iimbak ang pestisidyo?

_______________________________________

b. Ano ang dapat gawin pagkatapos gumamit nito?

______________________________

c. Paano dapat iimbak ang pestisidyo?

________________________________________

d. Bakit kailangang iwasang madait o madikit sa balat o

malanghap ang pulbos ng pestisidyo?
____________________________________________________________

e. Sa iyong palagay, ano ang epekto nang di pagsunod sa

babalang ito?
____________________________________________________________
____________________________________________________________

5. PAG-INOM NG GAMOT

Si Agnes ay may ubo at dinala siya ng kaniyang ina sa doktor. Nagreseta ng gamot
ang doktor. Bumili ang kanyang ina ng isang bote ng UBO Forte. Kalakip dito ay direksiyon
sa wastong pagpapainom ng gamot:

EDAD GAMOT

Bagong panganak hanggang 1 taong gulang - 1 kutsarita bawat

6 na oras

1 taon at 1 buwan hanggang 5 taong gulang - 2 kutsarita bawat

6 na oras

5 taon at 1 buwan hanggang 10 taong gulang - 2 kutsarita bawat 4 na

54
oras

10 taon at 1 buwan pataas - 3 kutsarita bawat 3 na

oras

Kapag hindi pa naalis ang ubo sa loob ng isang lingo, patingin muli sa
doctor.

a. Bakit kailangan uminom ni Agnes ng gamot?

_______________________________________

b. Anong gamot ang binili ng kanyang nanay?

________________________________________

c. Kung si Agnes ay 1 taon gulang, ilang kutsarita ng gamot ang

kanyang dapat inumin?
___________________________________________________________

d. Kung siya ay uminom ng gamot ng ika-8:00 ng umaga, anong

oras siya ulit iinom?

__________________________________________________________________

e. Ilang kutsarita ng gamot ang nauubos ni Agnes sa isang araw?

__________________________________________________________________

f. Si Carlo, 12 taong gulang ay nakakatandang kapatid ni Agnes.

Siya ay nagkaroon din ng ubo at kailangan niyang uminom ng
gamot. Ilang kutsarita ang dapat niyang inumin?
__________________________________________________________________

g. Ayon sa direksiyon, ilang kutsarita ng gamot ang dapat inumin

ng magkapatid sa isang linggo?

__________________________________________________________________

55
Republic of the Philippines
Department of Education
LGU logo (Region)
(DIVISION)
(Address)

eSkwela Enrolment Form Learner’s No.

Date: ______________/_____/________
Month Day Year
Learner’s Name: ______________________________________________________
Last Name First Name MI Nick Name

Address:_________________________________ Contact No. ________________

Occupation: _________________________________ Religion: ________________________

Birth Date: ______________/_____/________ Age: ____ Birth Place: __________________

Month Day Year

Sex: Male Female Civil Status: Single Married Widow/er Separated

Last Grade/Year Attended: Elementary Grade I II III IV V VI
Secondary 1st Year 2nd 3rd 4th
Year left school:
______________
If you were dropped out of school, state reasons:
No school in barangay School to far from home Others: _________________________
Needed to help provide income for family Unable to pay uniforms or school fees,
other expenses

Schedule:
Days: From To PC No. Trainor
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

Any physical disabilities: __________________________________________________________________

___________________________________ _______________________________________
Instructional ManagerLearning Facilitator Learner’s Signature and Date
Over Printed Name

56
The Internet Café Model
By Gener Luis Morada

Much has been said about the internet café industry mostly being a bad influence in the
community. Local government units have come up with ordinances and regulations that
aim to heavily regulate the industry rather than getting programs into place to provide
growth and change. The internet café industry has reached what is called the “Lechon
Manok” stage. The availability of low priced computer units and peripherals makes it easy
for anyone with little resources to invest in a computer shop. You can find an internet café
in almost every corner in the community all of them catering to the same market. This over
supply of computer resources brings about stiff competition among the players. Basically
what is needed right now by the internet café industry is to be able to provide additional
services to offer to its clients. The internet café of tomorrow is one that would provide a full
range of web related services available to its customers. It is hoped that someday, Internet
cafés would be called as Internet Access Providers.

The Internet café owner has to realize the important role to which his industry plays in the
community. Internet cafés are the front liners in the rapidly changing world of information
communication technology. They serve as the bridge between the community that could not
afford to have their own computer systems and DSL connection at home to the rapidly
changing world of the internet. They provide service and have the technology to be able to
change the social and economic conditions in the municipalities and cities in which they
operate. The Internet café business should not be looked down upon, but should be
considered as an industry that could contribute to the greater good of the community.

Proposal
Internet cafés can help bring the eSkwela program to the grassroots level through allowing
the use of its computer and Internet facilities around the community. Internet cafés are well
equipped with the latest computer resources. They are air-conditioned, well ventilated and
lighted. In effect, the number of eSkwela centers that could be established depends on the
number of Internet cafés that will be able to open their facilities for the project. Internet
cafés may be able to open up their facilities for eSkwela during the morning as these are
their idle hours. Most Internet café customers come during late afternoon until late in the
evening.

Financing the Project

The outstanding policy of DepEd of offering free education for all means that the eSkwela
should be offered free for the learners. Thus, Internet café owners could not charge the
learners any fees in relation to their use of their facilities. So, alternative sources of funding
are needed in order to subsidize the cost of learners using the Internet cafés for participation
in the eSkwela program.

Possible sources of Funding:

1.Funding from the Local Government Units
2.Funding from the Provincial Government Unit
3.Sponsorships of Non-Governmental Organizations

57
4.Local School Boards
5.Country Wide Development Fund of Congressmen and Senators

Costing Estimates
Assumptions:
No of Hours per module: 3 hours a day
Special Rate : P50 for 3 hours
No of days of access : 4 days a week
No of months to finish the course: 6 months

Average costing per learner: P4,800 for 6 months

58