Community Mapping Technique:
Learners’ Whereabouts
Prepared by ReyMac
Community Mapping Technique
Learners Whereabouts As accurate as possible
More than one activity, step
Definition
Key Informants
Community mapping on Learners Whereabouts is a process where participants
•Children in school make a map that will show the location
a map that will of all the
show children
location in the community.
Mapping also includes highlighting distinctive environmental features in the
•Community community, landmarks, and other factors that may influence or affect
Stakeholders children’s access to schooling.
•Local government
•Other How many?
development
workers Where?
Who?
Key features
Suggested Steps
1. Ask learners or children in school.
where they live, their physical or environmental barriers
Classroom activity, make it
classmates, playmates, making going to school difficult
creative and fun
neighbors
2. With community stakeholders, draw a map of the
community.
Identify households with children - ages
show landscapes with barangay officials, active Use school as center or
2-4, school-age in-school & out-of-school,
and landmarks PTA members, elders others main reference point
children with disabilites
3. Triangulate map with data from barangay, health
worker, social worker, and other key players in the
community. Seek help and “3.5” When necessary, visit
selected household to
Agree on the “map” discuss. validate data/information.
especially on the 4. Present community map to school community
number of children in stakeholders for finalization.
the community Use map as scoping document
Sitio Mas Malayo
Sitio Malubog
Sitio Malayo
Sitio Tabi-Tabi
Sitio Taniman
Map of Purok
Sitio Mataas na
Lugar
Camyer
Map of Purok Sitio Mas Malayo
Camyer
Sitio Malubog
Sitio Malayo
Sitio Tabi-Tabi
Sitio Taniman
Step # 1
Mapping with Learners
Sitio Mataas na
Lugar Ask your learners or children (in school)
to:
a. indicate where they live by putting
a “blue dot”
b. using a “red dot” to indicate
neighbor/s or playmates not in
school
Step # 1
Mapping with Learners Results of Step 1
Location
Ask your learners or children (in school)
to: Sitio Tabi-tabi 12 3
a. indicate where they live by putting Sitio Taniman 11 0
a “blue dot”
b. using a “red dot” to indicate Sitio Mataas na Lugar 1 2
neighbor/s or playmates not in
school Sitio Malubog 2 2
c. count the “blue dots” and the “red
Sitio Malayo 0 0
dots”
d. ask the learners for information re Sitio Mas Malayo 0 0
“red dots” learners
Total 26 7
Step # 2 Mapping with Community
a. meet participating community stakeholders including participants
from nearby schools, areas; present objectives of the meeting
b. present map prepared with learners, validate information
c. ask participants for additional information - children not yet in the
map (using “black dot”), additional landmarks, danger areas etc.
d. after mapping, count “blue dots” and “red dots”
e. ask community members for additional information re “red dot”
children
Map of Purok Purok
Sitio Mas Malayo
Camyer Mabato
Sitio Malubog
Sitio Malayo
Sitio Tabi-Tabi
Purok Liam
Sitio Taniman
Additional children identified by
community not in school
Sitio Mataas na
Lugar
Children from Purok Camyer in Other
School
Step # 2 Mapping with Community
Results of Step 2
Location
Sitio Tabi-tabi 12 3 0 0
Sitio Taniman 11 0 0 0
Sitio Mataas na Lugar 1 2 5 0
Sitio Malubog 2 2 1 0
Sitio Malayo 0 0 1 5
Sitio Mas Malayo 0 0 1 4
Total 26 7 8 11 why are they not in
school?
who are these
children?
15 children not in school
Step # 3 Triangulate Mapping Results
a. consolidate findings from Map #1 and Map #2
b. present result of mapping to barangay, health and social
workers, and other development workers in the area
c. compare “notes”
d. when necessary, conduct house visitation -
household/children with limited information
e. agree on the final list of children in the community
Step # 4
Present Community Map to
Stakeholders
a. present triangulated map to stakeholders and ask for additional
inputs before finalizing.
b. explain how this will be used by the school
c. agree on how to handle children not in school; generate
support/actions from stakeholders.
d. update map every year, getting input from learners
Key Pointers in Mapping
a. access means children in school and children not in school
b. scoping means we know how many children are out there
c. we don’t need a “precise” map
d. learners’ whereabouts map is considered a MOV, an
authoritative document on number of children in community
e. consider learners or children in school as most important
informants
Uses of Whereabouts Map
a. Input to School Improvement Plan (SIP), particularly
strategies on “bringing all children to school”.
b. A tool for collaborating with nearby schools in searching
learners.
c. A scoping tool or reference tool when conducting the school
MEA.
d. Input to Division and District Supervisors in conducting the
District level MEA.
e. Identify areas or environmental factors affecting learners’
access to schooling.
% of Children in MG covered Areas
District level • 74 % of school-aged learners in
Perspective the District are in school
(DisMEPA)
?
Purok Mabato Purok Liam
Purok Camyer 50% children are in school 90% children are in school
83% children are in school
Why are learners in this community not in school?
What prevents learners from this community from going to school?
What are the limitations of the MG school? What TA or support is needed by the MG school in addressing the access
issues of these learners?
What TA or program support were provided by the SDO to this MG school? What adjustments are needed to make these
relevant to the needs of the community and MG school?
Thanks! Questions?
Prepared & developed by ReyMac
