Eskwela Progress Report - Jan 2006 - Jan 2007 - AEF

Office of the President of the Philippines
COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLOGY

HUMAN CAPITAL DEVELOPMENT GROUP
Community eLearning Centers for

Out-of-School Youth and Adults
http://eSkwela.wikispaces.com
Interim Progress Report

for the period January 2006 – January 2007
submitted to the APEC Education Foundation
07 February 2007
eSkwela Interim Progress Report – January 2006-January 2007
eSkwela Project Team

Human Capital Development Group
Commission on Information and Communications Technology
Office of the President, Philippines
Emmanuel C. Lallana, Ph.D.

Outgoing Commissioner, CICT-HCDG
eSkwela Project Head
lallana@ncc.gov.ph
Maria Melizza Tan

Head Executive Assistant, CICT-HCDG
eSkwela Project Coordinator
mdtan@ncc.gov.ph
Nelvin Olalia
eSkwela Project Staff
nelvin.olalia@gmail.com
Avelino Mejia
avemejia@gmail.com
Kathryn Pauso (Jan-Sept 2006)

kat_pauso@yahoo.com
Angelita S. Cabatu
TA-Admin/Finance, HCDG
ascabatu@ncc.gov.ph
CICT-HCDG
2nd Floor, CICT – NCC Bldg., C.P. Garcia Avenue
University of the Philippines Campus, Diliman, Quezon City 1101
www.cict.gov.ph; http://cict-hcdg.wikispaces.com
Office Number: +63-2-9200101 local 210
TeleFax Number: +63-2-9207412
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eSkwela
Progress Report for January – December 2006

Funded by the APEC Education Foundation
Project Overview
The eSkwela Project is a flagship project of the Commission on Information and

Communications Technology (CICT), through its Human Capital Development Group
(HCDG), that is envisioned to provide ICT-enhanced educational opportunities for
Filipino out-of-school youth and adults. It likewise aims to help reduce the digital
divide and enhance the capacity of these individuals to be successful participants in a
global and knowledge-based economy. The initiative responds directly to a national
development priority and will bring elearning opportunities and ICT for learning
resources to mobile teachers / instructional managers and out-of-school learners in the
Philippines in an exciting, innovative, and locally meaningful way.
Under this project, community-based e-Learning Centers or eSkwelas will be

established in major urban centers around the country to conduct ICT-enhanced
alternative education programs for interested individuals. 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 learners
to rejoin the formal school system, if so desired.
CICT-HCDG was able to secure a grant from the APEC Education Foundation
(Korea) for the establishment of eSkwela Centers in four (4) pilot sites, namely: Quezon
City, San Jose del Monte, Cebu City, and Cagayan de Oro City. Recipient communities
are provided with 21 units of networked computers, relevant peripherals, one-year
Internet connectivity, funds for site renovation, relevant educator’s training, elearning
modules (developed by the Sandiwaan Center for Learning), a customized Learning
Management System (LMS), and project monitoring and evaluation. In return, these
communities are expected to commit to the use of the ICT-based eSkwela Instructional
Design – using the elearning materials and the customized LMS – within DepEd’s ALS
A&E framework. Community stakeholders are likewise expected to participate heavily
in the project by managing the Center operations; opening up venues for collaborative,
relevant, and engaged learning; and providing support for community-based learner
projects.
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PROJECT DESCRIPTION AND BACKGROUND
The Grant Proposal for “The Establishment of eSkwela Centers for Disadvantaged
Youth in Urban Areas: Pilot ICT Project to Bridge the Digital Divide)” was submitted to the
APEC Education Foundation (AEF) by the CICT-HCDG, with Sandiwaan Center for
Learning, on 30 September 2005.
On November 17, 2005, AEF announced the approval of the grant amounting to
Two Hundred Thousand US Dollars (US$200,000.00) for the establishment of pilot
eSkwela Centers (http://www.apecef.org/noticenews/news_view.asp?Idx=63) in four (4)
sites. It was one of only six projects chosen among 89 grant proposals submitted to AEF
from various APEC member and non-member economies.
Rationale
Studies show that an increasing number of school age Filipinos that are out of
school. A huge percentage of Filipino children and youth aged 6 to 17 years are not
attending school. The Department of Education estimated that, in 2003, there were a
total of 5.18 million out-of-school youth (1.84 million out-of-school children ages 6 to 11
years old, and 3.94 million young people ages 12 to 15) in the country.1
The dropout rate for

100 source: Department of Education
secondary public schools in the 100
Philippines has also significantly 80
increased from 9% in SY 1998-1999 to 60

66
13.10% in SY 2002-2003. The 58
40
completion rate for the latter School 43
Year was pegged at 59.79% -- 20
23
meaning, only six out of ten students 0
14
actually graduate from secondary Grade 1 Grade 6 HS I HS IV College I College

Graduate Graduate Graduate
school. It is further estimated that
only four out of ten youths who enter
elementary school get to finish high school, as seen in the Cohort Survival Trend graph
shown on the right – the graph shows that for every 100 students that enter the formal
education system at Grade 1, only 66 graduate from Grade 6 while only 43 graduate
from 4th year high school. Every year, there are more and more young people who
should be attending schools but are not, due to various reasons.
1
Guerrero, C.S. / Bureau of Alternative Learning System. Alternative Learning System: The Other Side of Basic
Education. Presentation delivered by Guerrero, C.S., Director of the Department of Education’s Bureau of
Alternative Learning System. Metro Manila: Department of Education, 2004.
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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 Bureau of
Alternative Learning System of the Department of Education – receives only 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) is proposing to establish Community eLearning Centers that
would be dedicated to serve the learning needs of the out-of-school youth. These
eLearning centers would be called eSkwela – a play on the vernacular equivalent to
“school”.
Objectives
The eSkwela Project aims “to provide disadvantaged youth with useful
educational opportunities to help reduce the digital divide and enhance their capacity
to be successful participants in a global and knowledge-based economy.” 2 Under this
proposed project, eSkwela centers will be established in major centers in the country to
conduct ICT-enhanced alternative education programs for the out-of-school youth
(OSY). The eSkwela Project has the following objectives:
• To provide access to learning opportunities through a non-formal, community-

based e-learning program;
• To provide relevant and interactive computer-based multimedia learning
resources that will be the primary source of instruction;
• To teach out-of-school youth basic computer literacy;
• To provide an alternative means of certification for literate youths 15 and above,
who are unable to avail of the formal school system; and
• To train teachers and school staff in the effective use of computer-based learning
The eSkwela Project is envisioned to provide community-based eLearning

Centers that will cater to the alternative education requirements of disadvantaged
youth in urban areas, re-engaging them back into learning, for free.
Modeling after the Notschool.net of the United Kingdom, the current program
will employ a model that makes optimal use of ICTs in facilitating access to education
for out-of-school Filipino youth. With the use of relevant interactive elearning materials,
2
APEC Education Foundation Guidelines for Submitting Proposals. 2005.
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blended and collaborative modes of instruction, and performance-based assessment, the

program seeks to bridge the widening digital divide and social chasms between those
who are educated and those who are not. Consistent with AEF’s mission and purpose,
the program aims to enhance the capacities of these young people to empower them
towards confidently participating in a global and knowledge-based society.
It is envisioned to provide three tracks to participating learners:
1. Accreditation and Equivalency Certification – equivalent to the High School

diploma
2. Review/ Catch-up opportunity for those who wish to return to formal schooling
(i.e. for those who temporarily drop out to help out during the harvest season,
due to illness, etc.)
3. Livelihood – TVET (using Don Bosco elearning modules) or ICT-related skills
(e.g. Digital Media Arts Program) for out-of-school adults, housewives, and other
community members who wish to update their skills; to partner with the
community’s PESO Program
The centers would serve as possible venues, too, for the Digital Bridges Program,
Distance Learning, and other training initiatives (e.g. Teacher Training, COOP-ICT
skills training), etc.
Target outputs
By the end of its Pilot implementation (i.e. four sites), the eSkwela Project expects
to:
• teach an estimated 600 out-of-school learners in its first four (4) elearning centers.
By the second year of the Program, a number of them will be ready to undergo
the Non-Formal Education Accreditation and Equivalency (NFA&E) Program of
BALS to get a certification of learning that is equivalent to that of a High School
graduate.
• pilot the integration of ICTs in education as enumerated in the National
Framework Plan for ICTs in Basic Education (2005-2010), owing to the flexible
nature of the “alternative learning” curriculum. The results from the first-year
implementation will serve as data in the development of specific curricular
standards and guidelines for integrating ICTs into subject areas as well as in the
use of a thematic, interdisciplinary, collaborative, and authentic approach to
teaching and learning that may even be adopted by the formal education units.
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• convert 50 of the 83 core print modules of the secondary level Accreditation &
Equivalency (A&E) Program of the Non-Formal Education unit of BALS into
interactive elearning modules, for wide-scale deployment and use around the
country.
• develop a customized eSkwela Learning Management System to maximize the
use of ICT in learning and automate learner progress tracking.
• make a valid assessment of the pilot run for duplication of more eSkwela
elearning centers around the country – complete with the development and
production of an eSkwela Operations Manual.
AEF Grant
CICT-HCDG was expecting the grant to be released as early as January 2006 but
due to delays caused by a change in AEF leadership last December 2005 and additional
request for project information (i.e. counterpart funds, revised project timeline, and
budget), AEF was able to send the first draft of the Grant Contract (Grant No.: AEF-
HCDG-0503) only on 4 April 2006 via electronic mail.
Between April and May, CICT-HCDG sent AEF recommendations for contract
revisions, mainly regarding the schedule of fund releases and corresponding changes in
the project timetable. The process took some time since all negotiations had to pass
through and get approved by the AEF Board of Governors. It was finally decided that
the grant will be sent using a 65%-25%-10% remittance schedule.
The final soft copy of the Grant Contract was sent by AEF on 1 June 2006, with
the final print version being sent to HCDG on 6 June 2006. CICT’s Chairman Sales
officially signed the Grant Contract on the same day. The document was sent back to
AEF for processing and basis for the release of the 1st tranche of the grant.
As stated in the approved Program of Work, the grant is to be used in the

following manner:
CAPITAL OUTLAY (Provision for procurement of Hardware) 29.16%

MOOE
● Professional Services (eLearning Modules) 48.08%

● Recipient preparation (inclusive of Seminars & Trainings) 10.29%
● Connectivity 4.35%
● Project Mgt. & Stakeholders’ Coordination 8.12%
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A separate interest-bearing bank account for the eSkwela Project, Landbank West
Avenue CA# 0232-1132-94, was activated in early August, with the receipt of the 1st
tranche of the grant amounting to $130,000 or 65% of the total grant. Using that day’s
exchange rate of US$:Php51.23, this amounted to Php 6.66 Million. As of December
2006, the total cash expended amounted to Php 2.86 Million (US$55,741). Of the
remaining balance, Php 3.74 Million (US$73,042) is expected to be used up within the
months of January to February 2007 to pay for equipment that were bidded out, site
renovation for the two (2) remaining sites, equipment deployment, and corresponding
site inauguration festivities. CICT is requesting the release of the next tranche (25%),
amounting to US$50,000 by late February 2007, to cover succeeding project expenses –
primary of which are content development and monitoring and evaluation activities.
Refer to the section on Financial Update for a more detailed discussion.
Status Summary
From December 2005 to July 2006, while waiting for the release of AEF funds, the
eSkwela Project Team was able to accomplish most of the groundwork and
preparations needed to implement the project. Funding support came from Intel
Microelectronics, Inc. and the CICT-Telecommunications Office. When AEF Grant
became available in August 2007 and the Program of Work was approved by the CICT-
OSEC, the project activities went full blast, as shown in the summary table below:
Project Components
Target Actual Remarks
& Activities
1. Customized Instructional Design
Module review by TWG;

Version 1
Content Devt 50 module enhancements being
accepted: 20
done; schedule revisited
Version 1 Ready for deployment; limited

Systems Devt 1 completed & functionalities, sufficient for 1st
tested version
Bidding process completed +

2. Infrastructure
4 sites awarded; Jan. 29: QC & SJDM;
Deployment
Mid-Feb: Cebu & CDO
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Project Components
Target Actual Remarks
& Activities
2 POWs submitted (Cebu +
Site
4 sites 2 completed CDO), cash advance being
Renovations
processed
Connectivity 4 sites Possible ISPs identified
Launches 4 sites February-March

CDO 2nd round: Jan. 2006
3. Community Completed; CDO
Well-received; participated in
Mobilization & 4 sites requesting 2nd
by LGUs + DepEd Divisions +
Involvement round
NGOs; networks established
4. Educators’ Lab Mgt Trng (8 trainees):
109 trainees 130 trainees
Training onsite (Jan-Feb)
Appropriate Key Performance

5. Progress Indicators have been
Monitoring & 4 sites researched and identified and
Evaluation discussed with BALS; start of
M&E: start of operations
Detailed Report on the Project Components
The project has five major components, namely: 1) Customized Instructional

Design, 2) Infrastructure Deployment, 3) Community Mobilization and Involvement, 4)
Educators’ Training, and 5) Progress Monitoring and Evaluation.
Customized Instructional Design
The ALS 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 five learning strands, as follows:
• Communication Skills
• Critical Thinking and Problem Solving
• Sustainable Use of Resources/Productivity
• Development of Self and a Sense of Community
• Expanding One’s World Vision
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The eSkwela Project looks into assisting the DepEd-BALS’ production and use of
interactive multimedia learning materials for the out-of-school youth and adults in the
country. Towards this end, a Memorandum of Understanding was signed between
CICT and DepEd on 26 June 2006 to work together on the project – shown as Annex A.
In 2005, DepEd-BALS decided to review the ALS curriculum and to identify the
core competencies needed by an individual to be considered functionally literate. Since
a prospective Accreditation and Equivalency exam-taker typically has six months to
review for the exam based on the ALS non-formal education curriculum, the Bureau
saw the need for the learner to focus on the essentials and avoid information overload
and superficial learning.
The BALS’ curriculum review process significantly affects eSkwela in several

ways. First, the curriculum review’s final output is the Core Competencies Curriculum.
This identifies specific skill sets and the corresponding print modules deemed vital to a
learner’s functional literacy. Before the curriculum review, there were 147 print-based
modules for the secondary level A&E program and 150++ for the elementary level A&E
program, developed by DepEd-BALS in partnership with SEAMEO-Innotech. After the
review, these numbers were narrowed down to 86 core secondary and 55 core
elementary A&E modules. Through a Memorandum of Agreement signed on 15
September 2006 under the AEF Grant – shown as Annex B, the Sandiwaan Center for
Learning (SCL) was given the task of converting the first set of 50 secondary level A&E
core print modules into interactive multimedia modules.
Second, the BALS recognized the potential of newer ICTs in reaching a greater
number of learners – as such, a Technical Working Group on ICT was formed. This was
a big step for a government bureau that does not even have their own Management of
Information Systems office. eSkwela is their foray in this avenue. From 26 June to 7 July
2006, the TWG members underwent a training workshop conducted by the eSkwela
Project Management Office (eSkwela PMO) on ICT in Education. Their most relevant
output was a wiki that afforded the group an online workspace to upload materials,
discussions, recommendations, and other relevant resources
(http://balsontheweb.wikispaces.com). By the end of the workshop, the group was able
to establish a working relationship with SCL with regards to planning and developing
the digitized materials – a schedule of deliverables and a corresponding work plan were
set.
Third, the BALS also considered the workload of the mobile teachers and they
produced teacher session guides to assist them in the conduct of the ALS sessions.
Currently, these session guides are designed for print- and radio-based alternative
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classes only. The eSkwela Project Team plans to re-structure these session guides to
adopt the ICT-driven eSkwela instructional design, with the help of the BALS ICT-TWG
as well as the eSkwela pilot mobile teachers and instructional managers.
As per agreement, outputs by SCL are subject to a stringent module review

process by the eSkwela PMO and the BALS ICT-TWG. Towards this end, the group
agreed on quality standards to be used to guide the development and evaluation of the
elearning modules, based on the British Educational Communications and Technology
Agency (BECTA) Quality Principles for Digital Learning Resources – covering both core
pedagogic and design principles. A Digital Courseware Evaluation Rubric (refer to
Annex C) was developed by the eSkwela PMO and subsequently reviewed by Dr.
Maria Lurenda Suplido-Westergaard of the University of the Philippines Open
University. Reviewers from the BALS ICT-TWG were requested to document their
evaluation points and recommendations on Module Review Forms (refer to Annex D).
This provided the group with clear documented standards and expectations to work
with during the process as against verbal discussions and agreements that can become
problematic. The accomplished module review forms can be viewed on
http://balsontheweb.wikispaces.com as well.
As of December 2006, the eSkwela PMO has accepted the first set of 20 modules
developed by SCL, for which they have been paid a total of P2.25 Million (15%
mobilization + 30% 2nd payment). Target completion for the conversion of the
remaining 30 modules under the contract is April 2007.
In addition to these efforts, in order to make the ICT-enhanced modules

immediately available to the first 4 pilot eSkwela sites by the time these are launched
(February 2007), CICT-HCDG saw the need for an intermediate phase that will “ICT-
enhance” the print modules while awaiting the release of the interactive multimedia
modules to be provided by SCL as well as provide adult learners a more age-
appropriate alternative to the multimedia interactive modules. This is being done by
uploading the soft copies of the print modules and corresponding session guides for the
secondary level A&E Program (total: 86) to http://balsontheweb.wikispaces.com. Each
module is then be linked to at least ten (10) appropriate and relevant educational tools,
resources, and activities over the Internet, thereby exposing out-of-school learners to the
wide expanse of educational opportunities over the Internet. Last November 2006, the
team was able to get the commitment of the Asia Pacific College (APC) to have selected
students taking the National Service Training Program (NSTP) dedicate their service
hours in locating appropriate and relevant Internet sites for the modules and linking
them accordingly. Their outputs will be reviewed by online educator volunteers, using
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the Digital Courseware Evaluation Rubric as basis. This sub-project runs from January
to March 2007.
The eSkwela Project Team has likewise coordinated with the Don Bosco (DB)
system and the Center for Industrial Technology and Enterprise (CITE) of Cebu for the
use of their e-Learning modules on Technical and Vocational Education for the skills
training track of eSkwela. The DB system already has more than 500 e-Learning
modules on various technical subjects (i.e. drafting, welding, automotive, refrigeration,
and computer maintenance). They agreed to share their modules to eSkwela Centers
and plan to use the ALS modules as academic modules for their academic program.
Access www.e-skills.net for sample modules by CITE and DB (www.e-
skills.net.ph/cw/).
To maximize the use of ICT in teaching and learning in the eSkwela framework,
the Project Team has also come up with version 1 of the customized eSkwela Learning
Management System (eS-LMS) that would allow teachers and students to use ICT to
keep track of individual progress, produce blogs, join discussion forums, create and
take online tests, collaborate for projects, etc. The eS-LMS was developed using ATutor,
an open source software freely available over the Internet. To further enrich this online
experience for the teachers and learners, the eSkwela PMO has likewise partnered with
Oracle Education Foundation for eSkwela’s participation in the Think.com global
community. The training session for Think.com is scheduled on 1-2 February, 2007.
There have been discussions with academic institutions towards the possibility of
having IT student groups take on the enhancement of the eS-LMS as a project – to make
it more robust by adding more features and functionalities.
Infrastructure Deployment
The eSkwela Project will be deploying and donating the following equipment to
each of the pilot sites: 21 networked desktop computers (inclusive of 1 server), 3-in-1
printer, LCD projector, 2 airconditioning units, digital camera, 21 computer tables, 21
monobloc chairs, and a fire extinguisher. Open source software (Edubuntu OS v. 6.02,
applications, the eSkwela Learning Management System, and other educational tools) –
compiled by CICT-HCDG – will be pre-installed by the supplier prior to deployment.
As per approved Program of Work, each site is provided a P100,000.00 site

renovation budget. Site renovation has been completed in both the Quezon City and
San Jose del Monte sites. Cebu and Cagayan de Oro are still awaiting their cash
advances that will be coursed through their respective Local Government Units for
disbursement and liquidation.
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Bidding for the equipment (under Capital Outlay) was done through the
Procurement Service Office of the Department of Budget Management (DBM-PS) and
the CICT-Bids and Awards Committee (CICT-BAC). The bid through the DBM-PS was
awarded to Unison (PCs, server, printer, LAN router & adapters) last December 2006.
Opening of bids for the remaining equipment will be done by CICT-BAC on Feb. 2,
2007.
Equipment has been deployed by the CICT TWG on the week of 29 January 2007
for the QC & SJDM sites, in preparation for their respective inaugurations on 7 and 9
Feb. 2007. Target deployment for Cebu and CDO is on the weeks of 19 and 23 February
2007. Inauguration festivities for these two sites will most probably be during the early
part of March 2007.
Community Mobilization and Involvement
From January 2006 to January 2007, the eSkwela Project Team had very
successful runs of community mobilization activities, with at least two community
presentations being conducted for each of the sites – the first to orient the stakeholders
on the project, the second to discuss the detailed responsibilities to be borne by each
party involved, as stipulated in the draft MOAs. The project has been welcomed with
enthusiasm and excitement in each of the four sites. For each of the sites, the DepEd
Division and the local government unit (represented by the Local School Board) served
to be the project team’s primary contacts. For each project presentation, it was
reiterated that the project’s success lies on the continuous support and involvement of
the local community, since they will be the ones managing and conducting the daily
ALS sessions and center operations. The community was likewise requested to provide
support to the customized instructional design by providing the learners with venues
and opportunities to apply what they learned from the modules through actual
community-based projects.
Furthermore, as stipulated in the MOA, each site was requested to establish their
own Local eSkwela Steering Committees. Such a committee is tasked to oversee,
monitor, and sustain all aspects of the Center’s operations – both as an eLearning
Center and as a Community eCenter. It is composed of representatives from the
eSkwela Project Management Office of CICT, the local government unit, the local
DepEd-ALS Division/Unit, the local partners, the local community, and other
stakeholders. The Committee shall be responsible for the following:
1. Supervise the preparations for the Center’s operations;
2. Formulate an acceptable use policy for the Center;
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3. Assign a Center Manager, Lab Manager, and other support staff to operate the
Center;
4. Allow the personnel stated in #3 to undergo training as deemed appropriate by
CICT and/or DepEd;
5. Meet regularly to discuss and decide on concerns and issues pertinent to the
Center’s operations and management;
6. Formulate, develop, and review policies and procedures relating to Center
utilization, data collection, financial management, and other aspects of center
operations (including but not limited to setting up a logging system, scheduling,
inventory, maintenance, security, replenishment and use of supplies, staff
deployment and supervision, monitoring and evaluation, etc.)
7. Monitor the Center’s schedule to maximize the use of the Center, with priority
given to non-formal educational purposes;
8. Monitor the Center’s operations and ensure its sustainability;
9. Review and sign-off the reports prepared by the Center Manager and the Lab
Manager with regards to the operations of the Center; and
10. Undertake additional tasks to benefit the Center as directed by the eSkwela
PMO.
To assure continuous project operations and sustainability, the four sites agreed
that the best model to use is the LGU or LSB (Local School Board) model wherein CICT
will donate the equipment to the local government that will in turn assign the
operations of the Center to the DepEd Division for the conduct of the ICT-enhanced
ALS Program, supported by funding from the LSB. The draft Deed of Donation and
Memorandum of Agreement have been circulated in these four sites (checked
previously by CICT-Legal) for review, revisions, and agreement. The legal documents
will be formally signed during the respective inauguration festivities.
The slide presentation used for community mobilizations can be viewed from the
CD provided. Annex E shows the Site Information Sheet to be filled out with individual
site information while Annexes F and G show the checklist and Terms of Reference of
proponents’ roles given out to community stakeholders that would serve as basis for
the legal documents for the project. Annexes H & I show the generic drafts of the
Memorandum of Agreement and Deed of Donation, respectively, that were given out
for review and corresponding revisions.
Quezon City
The Telecommunications Office in Quezon City had pledged the 1st Floor of the
office building to house the eSkwela Center and other related projects.
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The eSkwela Project Team coordinated with the DepEd-QC Division Office to
facilitate the community mobilization in the city. The project presentation was held last
November 2006 to representatives from the DepEd Division, the LGU/Local School
Board, the PESO Office, SB Negotech, and the QC-Jaycees. The team likewise made a
courtesy call to Mayor Feliciano Belmonte who readily supported the project and
promised to replicate the project once a stable model has been established.
San Jose del Monte

The eSkwela Project Team coordinated with the Office of Mayor Angelito
Sarmiento and the local DepEd and ALS representatives to hold an initial stakeholders’
meeting last January 2006. Mayor Sarmiento showed enthusiasm and pledged support
for the project. It was agreed that the Public Employment Services Office (PESO) would
prioritize eSkwela graduates for future job openings. A second run of the community
mobilization was held last September, with Mayor Sarmiento and most of the city’s
barangay captains and DepEd officials in attendance.
The San Jose del Monte site is located on the 2nd floor of the new Pabahay 2000
Public Market, Muzon, City of San Jose del Monte.
Cagayan de Oro
The eSkwela Project Team coordinated with the Office of Mayor Vicente Emano,
the Cagayan de Oro Chamber of Commerce, and the local DepEd Division and ALS
representatives to hold an initial stakeholders’ meeting last January 2006. As in QC and
SJDM, the community stakeholders were very grateful to CICT for having selected CDO
as one of the pilot sites for eSkwela. A second one was held last January 2007 to review
and finalize the legal documents.
The Cagayan de Oro site is located in the ALS Building at the DepEd-CDO
Division compound, Velez St., Cagayan de Oro City.
Cebu City
Commissioner Lallana had an initial meeting with the Centre for Industrial
Technology and Enterprise (CITE) in Cebu City last May 2006 to gain support for the
project. The organization promised to make eSkwela as the feeder center for CITE since
it only accepts trainees that have high school diplomas. Graduates from CITE are then
tapped by the Cebu Export Processing Zone for its blue-collar jobs.
Follow-up meetings were held from September to November 2006 wherein the
project team coordinated with the Local School Board and the DepEd-Cebu City
Division to finalize the project details.
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The Cebu site is located on the 2nd floor of the ALS Building, Tejero National
High School compound, Cebu City.
Educators’ Training
For the year 2006, the project team was able to implement six (6) training/seminar
workshops that had a total of 130 participants.
Upon the invitation of Commissioner Lallana and in support of the eSkwela

Project, Professor Timothy Unwin of the Royal Halloway, University of London and
ICT4E advocate visited the Philippines last January 2006. He conducted two workshops
for CICT, other NGOs, and the academe on: 1) ICT and the Design of Teacher Training
Programs and 2) Monitoring and Evaluation in ICT4E activities. Prior to the actual
receipt of the AEF Grant, Intel Microelectronics, Philippines sponsored the conduct of
these workshops which allowed Prof. Unwin to share global experiences and practices
with regards to various aspects of ICT in Education. The audience (averaging 35 each
workshop, targeted: 25 each) was composed of representatives from various
government agencies dealing with education (DepEd and CHED), NGOs, Teacher
Education Institutions, and others.
As part of the cooperation agreement between the DepEd and CICT, the eSkwela
Project Team coordinated with the office of Director Carolina Guerrero of BALS for the
conduct of a 10-day teacher training workshop on ICT in Education for the 7-member
BALS-TWG in June-July 2006. The training workshop was divided into a 24-hour
training course and a 56-hour workshop. The training course included a review of ICT
Basics, productivity tools, and e-Learning, as well as an introduction to the iSchool
Webboard that focused on the use of online educational tools and resources. The
workshop that followed focused on enhancing the BALS Core Competencies
Curriculum print modules based on educational resources and modules researched
over the Internet. The goal of the workshop was to make content and design
recommendations to and set parameters/specifications that will guide SCL on the digital
conversion process. From this workshop was born the Digital Courseware Evaluation
Rubric, based on the BECTA Digital Learning Resources Quality Principles. The rubric
was used for the module review process mentioned earlier.
Each of the eSkwela sites were requested to send three (3) representatives to the
Sustainability Training Workshop held in October 2006 – the DepEd-Division ALS
Supervisor, an LGU/Local School Board representative, and a mobile teacher or a local
partner representative. Two members from the BALS-TWG joined the workshop as
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well, for a total of 14 eSkwela participants. Since the community stakeholders have been
tasked to pay for the Center’s utilities, supplies, manpower, maintenance, and Internet
connectivity (after the 1-year free subscription), the community stakeholders would
need to plan on how they will be able to sustain the Centers’ operations. This particular
workshop exposed them to various speakers from around who shared their experiences
in sustaining their local Community eCenters. It was during this workshop that the
four sites decided on adopting an LGU/Local School Board-led model for their
respective eSkwela Centers to make the project sustainable since the LGU, through the
LSB, can tap its Special Education Fund for the Center. Furthermore, the LGU is
allowed to run income-generating activities to financially sustain its projects.
In November 2006, the project team conducted two (2) implementations of the
Teacher Training on the eSkwela Instructional Design – one at the ADOC Laboratory of
CICT for the QC and SJDM mobile teachers / instructional managers, and another at the
NCC-FOO/ DepEd-Cebu Laboratory for the Cebu and CDO participants. Each pilot site
was requested to send eight (8) participants to the training workshop. DepEd-Central
and DepEd-Cebu likewise sent a number of representatives to the training. As such,
instead of just training 32 participants, the project team was able to train 38 participants
in the two (2) implementations. The 40-hour training course included an orientation to
ICT in Education, a review of ICT Basics (basic hardware functions, Edubuntu OS,
Open Office), Internet (with particular focus on available educational tools and
resources), and a workshop on the use of the customized eSkwela Learning
Management System developed using ATutor.
Certificates of Participation and compact discs
(refer to CD provided) were given out. The CDs
contained the training materials as well as the
various open source applications discussed –
some of these were likewise uploaded to
http://eSkwela.wikispaces.com. The teachers
trained were very grateful for the opportunity,
commending CICT for implementing such a
good project. They found the training to be
very useful and timely and the course very
informative, interesting, effective, and relevant
to their needs. Refer to Annex J for a summary
of the training evaluation results. Teachers
likewise shared their feedback in the wikispace’s discussion forum.
Generally, the training participants gave a good rating to the training course and
the trainers (i.e. eSkwela Project Team), with 12 of the 18 evaluation items getting a
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score above the 4.50 point average, using Likert scale from 1 to 5, 5 being the highest.
The items that got the lowest mean scores (3.97 and 4.16) were related to time allotted
for the course topics and corresponding discussions – participants were overwhelmed
with the vast load of information presented in the 5-day training period. But since they
saw the relevance of majority of the topics, the participants recommended to stick to the
topics but provide a longer training period – perhaps extend it to 8 or even 10 days. In
general, the participants rated the training a 4.71. They were unanimous in saying that
they would recommend the training to their colleagues and would practice their new-
found skills when they get back to their daily routines.
A follow-up review session for the QC & SJDM teachers has been scheduled to
run from 01-02 February 2007, along with the training session on Think.com. This
would ensure that the mobile teachers and instructional managers are ready to conduct
the ALS sessions once the eSkwela Centers operate. The follow-up review session for
Cebu & CDO teachers is targeted to be conducted in late February.
The 40-hour Lab Management Training – both theoretical and hands-on – will be
conducted onsite once the deployment has been finished. This would ensure that the lab
managers will be confident enough to maintain the equipment on his/her own once the
eSkwela Center starts operating. Focus will be on installation and maintenance of Open
Source OS (Edubuntu) and applications as well as on the technical aspects of the
eSkwela LMS. The CICT-HCDG technical team will be training a total of eight (8)
participants – or two (2) from each site.
Monitoring and Evaluation
Professor Unwin designed a research instrument used for the conduct of Focus
Group Discussions among OSY last January 2006. The FGDs were meant to elicit their
opinions and attitudes on their learning needs and the potential of ICT to help them.
These were conducted in Smokey Mountain, Cagayan de Oro, and San Jose del Monte
as part of establishing baseline information and assessment of needs of eSkwela’s target
beneficiaries. The results of the FGDs were collated in a paper submitted for publication
in the international journal Children’s Geographies. Refer to Annex K for the FGD
Questionnaire and Annex L for a summary of the FGD results.
Mobile teachers were likewise interviewed to share their practices and

experiences with the learners in the current ALS Community Learning Centers. Data
from these interviews are being used in enhancing the eSkwela instructional design and
in setting Center Guidelines to ensure smooth operations.
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The Project Team has identified possible indicators for the M&E, mainly based
on resources from InfoDev and UNESCO-Bangkok – please refer to Annex M. The team
will consolidate these with the performance indicators set by DepEd-BALS for their
A&E Program. Regular progress monitoring and evaluation activities – online
discussions, surveys/interviews, reports, and site visits – will be conducted to collect
feedback and recommendations on how to further improve the eSkwela framework and
operations.
In connection with this, a Mid-term Assessment Conference scheduled in May

2007 and a Completion of Project Conference in September 2007 will be conducted to
allow the implementers to review and discuss possible improvements to the design.
The project team targets the submission of an eSkwela Operations Manual to AEF on
October 2007, along with the Completion of Project Report.
The team is likewise looking into partnering with DepEd-BALS and the UP Open
University for a much-needed Impact Study.
Table of Upcoming Activities (2007)

Activities Target Months
equipment deployment January - February
inauguration of 4 sites February - March

February (15)
module delivery & acceptance
April - May (15)
Follow-up Training Workshops Feb & July
Mid-term Assessment Conference May
Completion of Project Conference September

Submission of Final Project Report & eSkwela
early October
Operations Manual
regular M&E activities February - September
Networking
The eSkwela Project was presented during the following events: ASEAN Seminar
on eLearning 2005 (Kuala Lumpur, Malaysia), Emerging Technologies in the
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Philippines 2020 (Manila, Philippines), Mindanao ICT Congress 2006 (Cagayan de Oro
City, Philippines), 5th National eLearning Conference (Manila, Philipines), and
International Conference on AEF Activities 2006 (Cancun, Mexico). The eSkwela Project
was also presented as part of CICT-HCDG’s ICT4E Program during the following
events: ICT Roadmap 2006-2010 (Manila, Philippines), National Training Programme
for Teacher Educators on ICT in Social Development (Jakarta, Indonesia), various
teacher training programs conducted by CICT-HCDG (Philippines), Intel’s Choices and
Opportunities II: A Regional Conference on Open Source Software (Hanoi, Vietnam).
The Project Team has been invited to present the project in the National
Conference on Open and Distance Learning (by the UP Open University) to be held on
23-24 February 2007, the Annual Alternative Learning System Summit (by DepEd-
BALS) to be held on 06-08 March 2007, and the Regional Alternative Learning System
Conference to be held in July 2007.
HCDG likewise reported on the progress of the eSkwela Project to the DFA-
OUIER, as AEF’s local counterpart last June 2006.
Representatives from several local government units/ civic groups have indicated
their interest in putting up an eSkwela Center in their respective areas like Smokey
Mountain (Manila), Baguio City, Marikina City, Meycauayan (Bulacan), and
Zamboanga City. CICT has likewise floated the idea of using the close-to-500
Community eCenters that have been established around the country as local eSkwela
Centers once the model has stabilized. The eSkwela PMO will be discussing this with
DepEd-BALS for widescale project implementation since it will be the mobile teachers
and instructional managers who will be conducting the ICT-enhanced eSkwela ALS
Sessions with the learners.
Financial Update
As previously discussed and as shown in Annex N, the first tranche of the grant
amounting to $130,000 (Php 6.66 Million) or 65% of the total grant is almost used up.
As of December 2006, the total cash expended amounted to Php 2.86 Million
(US$55,741). Of the remaining balance, Php 3.74 Million (US$73,042) is expected to be
used up within the months of January to February 2007 to pay for equipment that were
bidded out, site renovation for the two (2) remaining sites, equipment deployment, and
corresponding site inauguration festivities.
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The expenses for Capital Outlay, which took 48% of the total expenses, exceeded
the estimate by Php 141,182 (US$2,756) due to the purchase of extra equipment (i.e.
airconditioning units) to stick to the deployment and launch schedules for the QC &
SJDM sites. This was due to the fact that the CICT-BAC had to schedule another bid
process since the first one had failed.
Thirty-four percent (34%) of the expenditures went to the payment of

professional services provided by Sandiwaan Center for Learning in the area of content
development. Recipient preparation activities such as community mobilization
activities, seminars and trainings, site renovation, and site inaugurations had 10% share
of the total expenses, while Project Management activities, including site visits, used up
6% of the budget. The remaining 2% covered the free one-year broadband Internet
connection given to the four sites.
It is estimated that Php 62,374 (US$ 1,218) will be left of the first tranche by the
end of the month. As such, CICT is requesting for the release of the next tranche (25%)
of the grant, amounting to US$50,000, at the latest, by first week of March 2007. This
will be used to cover succeeding project expenses – primary of which are content
development (next 25 modules) and monitoring and evaluation activities that include
regular site visits and the Mid-term Assessment Conference for the site implementers.
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Annex A
MOU between CICT and DepEd
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Annex B
MOA between CICT and SCL
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Annex C
Rubrics for Evaluating Digital Learning Resources (DLR)
developed for the eSkwela Project, based on the BECTA Quality Principles for DLR
4 3 2 1
C The entire module is Majority of the Module content is Module content does
O clearly matched to module content is loosely matched to set not match the set
N /appropriate to set matched to / curricular standards. curricular standards.
Matched to /
T curricular standards. appropriate to set
Appropriate for
E curricular standards
the Curriculum
N but may have one or
T two elements that are
not appropriate.
The module has a The module has a The purpose and The module lacks a
well-stated clear clearly stated purpose theme of the module purpose and theme.
purpose and theme and theme, but may is somewhat muddy
Focus that is carried out have one or two or vague.
throughout the site. elements that do not
seem to be related to
it.
Content is well Uses headings or Content is logically There was no clear or

organized using bulleted lists to organized for the logical organizational
headings or bulleted organize, but the most part. structure.
Organization lists to group related overall organization
material. Subtopics of topics appears
naturally progress flawed.
into succeeding ones.
Covers topic in-depth Includes essential Includes essential Content is minimal

with details and knowledge about the information about the OR there are several
Thoroughness and
examples. Subject topic. Subject topic but there are 1-2 factual errors.
Accuracy
knowledge is knowledge appears to factual errors.
excellent. be good.
The author has made The author has tried The author has put The author has
an exceptional to make the content lots of information in provided only the
attempt to make the of this module the module but there minimum amount of
content of this interesting to the is little evidence that information and has
module interesting to people for whom it is the person tried to not transformed the
Interest the people for whom intended. present the information to make
it is intended. information in an it more interesting to
interesting way. the audience (e.g., has
only provided a list of
links to the content of
others).
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Forms of assessment Forms of assessment Forms of assessment There is only one

(formative and (formative and (formative and form of assessment,
Quality of summative) are summative) are summative) are few, and it is ineffective or
Assessment varied, effective and limited, but effective barely effective or inappropriate to the
appropriate to the and appropriate to inappropriate to the content.
content. the content. content.
Module consistently Module generally Module is missing Module is lacking

makes use of ICT makes use of ICT more than two key several key elements
effectively vis-à-vis effectively vis-à-vis elements in its use of and has inaccuracies
content to enhance content to enhance ICT vis-à-vis content that make it a poor
Effectiveness learning. It is a highly learning but is to enhance learning. elearning module.
effective elearning lacking one or two It would make an
module. key elements. It is an incomplete elearning
adequate elearning module.
module.
Source information Source information Source information Very little or no

collected for all collected for all collected for graphics, source information
graphics, facts and graphics, facts and facts and quotes, but was collected.
Sources quotes. All quotes. Most not documented in
documented in documented in desired format.
desired format. desired format.
D Makes excellent use Makes good use of Makes use of font, Use of font, color,
E of font, color, font, color, graphics, color, graphics, video, graphics, video,
S graphics, video, video, animation, etc. animation, etc. but animation, etc. but
Aesthetics
I animation, etc. to to enhance to occasionally these these often distract
G enhance the presentation. detract from the from the presentation
N presentation. presentation content. content.
Buttons and links for Buttons and links for Buttons and links for Some buttons or links
navigation are clearly navigation are clearly navigation take the do not take the reader
labeled, consistently labeled, allow the reader where s/he to the sites described.
placed, allow the reader to easily move expects to go, but A user typically feels
reader to easily move from a section to some needed links lost.
from a section to related pages seem to be missing. A
Navigation
related pages (forward and back), user sometimes gets
(forward and back), and internal links lost.
and take the reader take the reader where
where s/he expects to s/he expects to go. A
go. A user does not user rarely becomes
become lost. lost.
Multimedia elements Multimedia elements Multimedia elements Multimedia elements

are relevant and are related and are relevant and seem to be used
Multimedia appropriate to the appropriate to the appropriate to the randomly, are of poor
(Graphics, Sound, module, are of high module, are of good module, are of good quality or distract the
Video, etc.) quality and enhance quality and enhance quality. learner from the
the learner's interest the learner's interest content.
or understanding. or understanding.
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All links work Almost all (90% - Most links (75% - Less than 75% of the
Links properly. 99%) links work 89%) work properly. links work properly.
properly.
Module allows Module allows an Module allows a Module does not

learner a high degree acceptable degree of minimum degree of contain any form of
of interactivity by interactivity by interactivity by learner interactivity
manipulating objects manipulating objects manipulating objects nor features for
in animations/ in animations/ in animations/ immediate feedback.
Interactivity
simulations, models, simulations, models, simulations, models,
data sets, or online data sets, or online data sets, or online
assessment. Module assessment. Module assessment.
provides immediate provides immediate
feedback. feedback.
Help and/or FAQ is Help and/or FAQ is Help and/or FAQ is No Help or FAQ
easily accessible, accessible, hard to find. Content function.
User Support understandable for understandable and is hardly
the users and mostly understandable or
comprehensive. comprehensive. obviously lacking.
O Fair use guidelines Fair use guidelines Fair use guidelines Borrowed materials
T are followed with are followed with are followed with are not properly
H clear, easy-to-locate clear, easy-to-locate clear, easy-to-locate documented OR
E and accurate citations and accurate citations and accurate citations material was
R for all borrowed for almost all for most borrowed published without
S material. No material borrowed material. material. No material obtaining permission
is included from No material is is included from from copyright
Copyright
sources that state that included from sources that state that owner.
publication is not sources that state that publication is not
allowed unless publication is not allowed unless
permission has been allowed unless permission has been
obtained from permission has been obtained from
copyright owner. obtained from copyright owner.
copyright owner.
Assumptions:
• The learners that are not impaired in any way (i.e. not disabled or psychologically dysfunctional).
• The modules are always accessible to the learners.
Acknowledgements:
• Some rubric definitions were taken from publicly-available rubrics on Writing and Web Design, located at
Rubistar (http://rubistar.4teachers.org).
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Annex D
Module Review Form
Module Title Learning Strand
Date Reviewed Review Form -

Date Submitted
Reviewer/s
References
eLearning Matched/ Appropriate to Quality of Multimedia

Standards Curriculum Assessment
Rubrics Focus Effectiveness Links
(must be at Organization Sources Interactivity
least 3 per Thoroughness & Aesthetics User Support
item to be Accuracy
acceptable) Interest Navigation Copyright
Section/Segment Reviewer Comments/Recommendations SCL-EDO Remarks/ Work Done
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Annex E
Site Information Sheet
Site
Exact Address
Main Pointperson (communications/

coordination) & Contanct Info
Center Manager/s
Lab Manager/s
Steering Committee Head
Steering Committee Members,
Affiliations / Positions, and Contact
Information
Final Site Inspection Date

Eqpt / Materials Check From Partner/s From CICT
Size 20 PCs
Electrical outlets 1 Server
Circuit breaker 2 A/C
Adequate Lighting 21 comp tables
Provision for A/C 21 monobloc chairs
Worktable for MT/IM 1 LCD Projector
Central Worktables 1 3-in-1 Printer
Learners’ Contracts 1 Digital Camera
Additional Fixtures 1-year Internet Service
ISP Company & Contact Info
Eqpt Deployment Date/s
Site Inauguration Date
• Site Inauguration Partner / s CICT
Responsibilities
Guest List Programme & Venue
Inviting guests from area, esp. Invitation Letters for VIPs
VIPs
Canvas for Caterers Invitation Cards
Canvas for Flowers Funds (P20K total)
Additional Funds Caterer’s (Heavy Merienda) Contract
Flowers
Ribbon & Scissors (3?)
MOA-Signing materials
Documentation (video & photo –
CICT resources)
Media Coverage
Media Kit
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Guest Book / Attendance

Legal Documents MOA Deed of Donation
(update matrix of responsibilities)
• Reviewed by LGU & return
date
• Reviewed by DepEd Division &
return date
• Reviewed by other parties:

• Donee’s Full Name, Position,
and address
Session Implementers: Mobile
Teachers & Instructional Managers,
Positions, and Contact Information
Training Days
Teacher Training
Lab Management Training
Sustainability Planning
Workshop
Review Session +
Think.com Training
Follow-up Training
Center’s Weekly Schedule
Center Guidelines and Policies
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Annex F
Site Checklist
Counterpart Requirements (to be provided by the local partners)
Physical Requirements
• Space or room for the computer laboratory (at least 60 sqm.)
Need for a POW (Program of Work) with 3 canvassed quotations
o Need for corresponding timetable
o CICT to process Contract of Work for billing purposes
Make sure the Center is ready in time for the deployment of equipment (late November/early
December)
Space for 2 units window-type airconditioning units (2 hp)
Power requirements
o 21 AC outlets for 20 PCs + 1 server (minimum)
o 2 outlets for airconditioning units
o adequate lighting
o safety switch or circuit breakers
Security: Door locks, Window grills
Additional fixtures/ work areas
• Ensure presence of access (Internet access) in the area
• Whiteboard/s
• Supplies (paper, ink cartridges, pens, markers, maintenance supplies, etc.)
• Financial coverage for Monthly Operation Expenses (electricity, security, honoraria (if any), supplies,
connectivity after year 1)
• Regular upkeep/maintenance of equipment
Personnel Counterpart:
• Review of MOA (sent via email last October 9, 2006)
• Establishment of the Local eSkwela Steering Committee, assignment of Center Manager and Lab
Manager
• Teachers to participate during the eSkwela Teacher Training (at least 5, at most 8) – they should be
able to echo the training to other teachers and will be the ones to implement the eSkwela Instructional
Design in the centers
Administration of ICT Skills Survey for TNA
• Participants for the Lab Management Course: preferably the designated personnel, at least two (2) to
serve as Center Lab Manager and staff (to be trained after the installation – onsite training)
• DepEd /ALS rep, Local School Board rep, and designated local partner rep for the Project
Sustainability Workshop
• Designated personnel to accept the equipment (MR will be issued to this person)
• Learner Selection
• Community support/ involvement for student projects
• Learner projects, social networking, graduation
Activity # of iSchool personnel # of days
eSkwela Teacher Training 5 to 8 5
Lab Installation Management (onsite) 2 7
Project Sustainability Workshop 3 3
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Annex G
eSkwela: Terms of Reference Matrix with local community/partners
L = Lead; P = Participate
Responsibility Matrix
Site name DETAILS eSkwela LGU / DepEd REMARKS
NGO
PMO LSB Div
COMMUNITY eSkwela Site: • Leveling off of expectations/TOR
MOBILIZATION • Local point person: for easier coordination with eSkwela PMO
• Form eSkwela “Steering Committee”
SITE RENOVATION eSkwela Site: • i.e. labor, physical security (grills, lock), paint, lighting, electrical
outlets, etc.
• Recommended layout: U-shape to accommodate plenary sessions
• Program of Work needed (not to exceed P100,000): submit to
eSkwela PMO for approval & Contract of Work/Service
• Must have 3 canvassed quotations ready
• Additional • Determine assignment of responsibilities among partners
expenses over • To include other study areas: i.e. study, library, ‘tambayan’, pantry
P100,000 – worktables, Whiteboard, User Lockers, Corkboard/Bulletin Board,
Shelves, Additional Chairs
EQPT • Onsite delivery • Package:
DEPLOYMENT + by supplier 20 networked PCs + 1 server (2-yr wrnty)
Setup • comes with Lab computer tables and monobloc chairs
Mgt + LMS 1 printer, 1 digital camera, 1 multimedia projector
admin Training 2 A/Cs
• date: late 1 fire extinguisher
November? 1-year wireless connectivity
• Memorandum Receipt for delivered equipment – turn over
equipment to LGU (who specifically?)
• Assign center’s tech personnel to be trained (See Lab Mgt Training)
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NGO
PMO LSB Div
TEACHER • participants • Light Snacks + lunch for 5 days; live-out
TRAINING • Dates: • see Personnel Requirements for participants
• Venue:
LAB MGT • Together with • materials, Light Snacks + lunch for 5 days
TRAINING Eqpt • see Personnel Requirements for participants
Deployment –
onsite
• date:
SUSTAINABILITY • Dates: • Transportation: local funds
TRAINING/ • Venue: • Send 3 participants:
ACTION o ALS Head
PLANNING o 1 Designated Local School Board rep
o 1 rep from partner org/ unit in the community
SITE • tentative date: • CICT budget: P20,000
INAUGURATION • Memo/Invitation to local personalities, partners, and other
stakeholders
• Contact local priest: blessing
• Local press people
PERSONNEL
REQUIREMENTS
Center Manager • 2 types of • Recommended: ?
operations: • Allocate funds for honoraria / salary (if fulltime job role)
eLearning • Enter into contract with selected personnel for honoraria &
Center + schedule
Telecenter
Pilot mobile teachers • 5 to 8 • Allocate funds for honoraria?
& instructional • Enter into contract with selected personnel for honoraria &
managers schedule
• Give out Pre-Training NICS-Basic Survey (for TNA)
Lab Manager/ Admin • 2 (1 lead, 1 • Allocate funds for honoraria?
(to do Maintenance assistant) • Enter into contract with selected personnel for honoraria &
and Troubleshooting/ schedule
Repairs)
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NGO
PMO LSB Div
OPERATIONS – • CICT cannot
MONTHLY cover this aspect
EXPENSES
Honoraria • Allocate funds
• Center Manager, Instructional Managers, Lab Mgr/Admin
Electricity • Allocate funds
• Decide on operating hours + corresponding expenses
Security • Allocate funds
• Decide on operating hours + corresponding expenses
Supplies • i.e. first aid kit, toolkit for IM, paper, pens, diskettes, CD,
whiteboard marker, center upkeep, etc.
• Allocate funds
SUPPORT
COMPONENT
Identifying learners • Min reqt: GS • Need to undergo diagnostic tests + learners’ contracts
(Selection process + diploma/ A&E • Meet with participants and their parents/ guardians to gain
learners’ contracts) cert commitment & support
Looking for sponsors • eSkwela Steering Committee, led by Center Manager; Assisted by
local DepEd ALS + DSWD / LGU / Barangay OSY group
• Local partner: encouraged to come up with ideas to sustain project
• i.e. uniforms, transportation, “library books”, additional
educational materials, sustainability, supplies
Community projects For relevant project- • Pilot eSkwela teachers, assisted by local DepEd ALS + DSWD / LGU
for learner assessment based/ performance- / Barangay OSY group + PESO
based assessment +
livelihood projects
Prioritizing eSkwela
graduates for PESO &
other programs
Linking eSkwela to
existing similar
community initiatives
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Annex H
Draft Memorandum of Agreement with Local Partners
KNOW ALL MEN BY THESE PRESENTS:
This Agreement is made and entered among:
The COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLOGY, an institution

duly organized and existing under and by virtue of Executive Order No. 269 dated 12 January 2004 as the
primary policy, planning, coordinating, implementing, regulating, and administrative body of the
executive branch of Government, with principal office address at C. P. Garcia Avenue, UP Diliman,
Quezon City, represented herein by its Chairman, RAMON P. SALES, herein referred to as “CICT”;
THE LOCAL GOVERNMENT UNIT, that is spearheading the implementation of the

Community e-Learning Center (eSkwela) Project in <community>, represented by its Mayor, <NAME>
(hereinafter referred to as “LGU”);
The DEPARTMENT OF EDUCATION - Division – ALTERNATIVE

LEARNING SYSTEM UNIT, a division of the Department of Education that aims to provide access,
progress and quality in basic education by formulating and implementing key programs and projects to
enable every citizen, especially the out-of-school learners, to acquire basic preparation, with principal
office address in , represented herein by the Schools Division
Superintendent, <NAME>, hereinafter referred to as “DEPED DIVISION - ALS”;
-and-
The , located at <ADDRESS>,… (4th partner: NGO, CoC, etc.)
WITNESSETH, THAT:
WHEREAS, all parties are cognizant of the increasing number of school age Filipinos whom are out of
school;
WHEREAS, all parties recognize the urgent need to broaden access to basic education among the out-of-
school youth and adults as well as to integrate ICT supported models in the Philippine alternative
education system, specifically by maximizing the use of such technology in teaching the Secondary A&E
NFE System;
WHEREAS, CICT, through its HUMAN CAPITAL DEVELOPMENT GROUP, and DepEd entered into
a Memorandum of Understanding that commits both parties in setting up eSkwela Community
eLearning Centers to cater to Out-of-School youth and adults, provide educators’ training, and provide e-
learning materials to enhance learning through the use of interactive multimedia learning materials based
on printed versions of DepEd-Bureau of Alternative Learning System’s (DepEd-BALS) core modules;
WHEREAS, the LGU, through its Local School Board, has agreed to provide logistical support in
maintaining and sustaining the eSkwela Center in <community>;
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WHEREAS, the DEPED DIVISION – ALS is the government unit that oversees programs and projects
directed at providing non-formal education in <NAME OF DIVISION>;
WHEREAS, (4th partner)…
WHEREAS, the local community partners and other stakeholders shall form a local eSkwela Steering
Committee to oversee the operations of the eSkwela Center;
NOW, THEREFORE, for and in consideration of the foregoing premises, the parties hereby agree to
establish, operate, and sustain an eSkwela Center at
<specific location> and bind themselves to the terms and conditions stated hereunder.
1. Description
The eSkwela Project is a flagship project of the CICT envisioned to provide an ICT-enhanced education
for the Filipino out-of-school-youth and adults. The initiative responds directly to a national development
priority and will bring e-learning opportunities and ICT for learning resources to mobile teachers /
instructional managers and out-of-school learners in the Philippines in an exciting, innovative, and
locally meaningful way.
The objective of this project is to establish eSkwela Community eLearning Centers throughout the
country. These centers are community-based eLearning Centers where the out-of-school youth and other
community members can learn new skills and competencies, review for the Accreditation and
Equivalency Exam of DEPED-BALS, and/or help prepare the OSYs to rejoin the formal school system.
2. Duties and Responsibilites of CICT
Under this AGREEMENT, the CICT, through its HUMAN CAPITAL DEVELOPMENT GROUP, shall, as
an Implementing Agency implement, operate, monitor, and evaluate the progress of the project, through
but not limited to the following:
2.1. Provide funding for site renovation not exceeding One Hundred Thousand Pesos (Php
100,000.00);
2.2. Purchase twenty (20) desktop computers and one (1) server bundled with an Operating System,
Office Productivity Tools software, network equipment, an LCD projector, a 3-in-1 printer, a
digital camera, two (2) airconditioning units, twenty-one (21) sets of computer tables and
monobloc chairs, and one (1) fire extinguisher;
2.3. Provide digitized versions of DepEd-BALS’ core modules and a customized eSkwela Learning
Management System (LMS);
2.4. Provide unlimited broadband Internet access for the first twelve (12) months of operations;
2.5. Manage the equipment deployment, set-up, and testing, as well as network installation;
2.6. Conduct Educators’ training (Teacher’s Training, Laboratory Management Training, and
Sustainability Training);
2.7. Set up a working relationship between the community and the CICT partners within the
community;
2.8. Monitor and evaluate (M&E) the operationalization of the eSkwela Center as well as recommend
the best strategies and options for its sustainability; and
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2.9. Submit the results of the M&E activities to the Sponsor and DepEd.
3. Duties and Responsibilities of the LGU
Under this AGREEMENT, the LGU, through the Office of the Mayor / Local School Board, shall
implement, operate, monitor, and evaluate the progress of the project, through but not limited to the
following:
3.1. Mobilize community partners to oversee the establishment, implementation, and sustainability of
the project and organize a local eSkwela Steering Committee for this purpose;
3.2. Assign a pointperson to represent the LGU in the local eSkwela Steering Committee;
3.3. Provide the logistical support and/or requirements for the implementation of the eSkwela Project
in <community>;
3.4. Select and provide the specific site to house the Center;
3.5. Ensure that the site is provided with a regular supply of electricity, security, and Internet access;
3.6. Cover additional renovation expenses and extra fixtures for the Center, or as agreed upon by the
local eSkwela Steering Committee;
3.7. Handle the payment of all recurring costs in operating the Center, including but not limited to
electricity, security, Internet subscription after the first year of subscription, purchase of toner,
paper, and other supplies;
3.8. Maintain order and cleanliness in the Center premises and surrounding area;
3.9. Allocate funds to financially sustain the Center’s personnel requirements;
3.10. Facilitate the conduct of various training / seminar workshops related to the implementation and
sustainability of the Center by providing administrative and logistical support;
3.11. Link the eSkwela program with existing community initiatives;
3.12. Ensure sustainability of the site by creating a mechanism to guarantee that the community will be
able to continue paying for the recurring costs of operating the Center; and,
3.13. Assist in the monitoring and evaluation of the Center’s operations.
4. Duties and Responsibilities of the DepEd Division - ALS
Under this AGREEMENT, the DepEd Division – ALS shall implement, operate, monitor, and evaluate
the progress of the project, through but not limited to the following:
4.1. Assign a pointperson to represent the DepEd Division - ALS in the local eSkwela Steering
Committee;
4.2. Support the operations of the eSkwela by providing additional funding, as government
regulations will allow;
4.3. Support the training of teachers and non-teaching staff by providing all possible incentives for
such professional development activities;
4.4. Facilitate the conduct of teacher training workshops by providing administrative and logistical
support;
4.5. Promote the integration of ICT in the ALS curriculum by, among others, encouraging and
supporting ICT-related initiatives and projects of mobile teachers / instructional managers and
learners of <community> ;
4.6. Select the learners to participate in the eSkwela Instructional Design (ICT-enabled ALS Program);
4.7. Assign and supervise the mobile teachers and instructional managers who will implement the
eSkwela Instructional Design;
4.8. Link the eSkwela program with existing community initiatives; and
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5. Duties and Responsibilities of the (4th partner)
Under this AGREEMENT, the (4th partner) shall implement, operate, monitor, and evaluate the progress
of the project, through but not limited to the following:
5.1. Assign a pointperson to represent the in the local eSkwela Steering
Committee;
5.2. Support the operations of the eSkwela by providing additional funding;
5.3. Link the eSkwela program with existing community initiatives;
6. Formation of the local eSkwela Steering Committee
A local eSkwela Steering Committee shall be formed 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, the
local DepEd-ALS Division/Unit, the local partners, the local community, and other stakeholders.
The members of the local eSkwela Steering Committee shall be responsible for the following:
6.1. Supervise the preparations for the Center’s operations;
6.2. Formulate an acceptable use policy for the Center;
6.3. Assign a Center Manager, Lab Manager, and other support staff to operate the Center;
6.4. Allow the personnel stated in 6.3 to undergo training as deemed appropriate by CICT and/or
DepEd;
6.5. Meet regularly to discuss and decide on concerns and issues pertinent to the Center’s operations
and management;
6.6. Formulate, develop, and review policies and procedures relating to Center utilization, data
collection, financial management, and other aspects of center operations (including but not
limited to setting up a logging system, scheduling, inventory, maintenance, security,
replenishment and use of supplies, staff deployment and supervision, monitoring and
evaluation, etc.)
6.7. Monitor the Center’s schedule to maximize the use of the Center, with priority given to non-
formal educational purposes;
6.8. Monitor the Center’s operations and ensure its sustainability;
6.9. Review and sign-off the reports prepared by the Center Manager and the Lab Manager with
regards to the operations of the Center; and
6.10. Undertake additional tasks to benefit the Center as directed by the eSkwela PMO.
7. Duties and Responsibilities of the local eSkwela 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.
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The responsibilities of the eSkwela Center Manager shall be as follows: 3
7.1. Manage the day-to-day operations of the Center, including but not limited to the following:
7.1.1. ensure that the Center Policies and Procedures are enforced at all times;
7.1.2. ensure that the facilities of the center are maintained in good working order;
7.1.3. take responsibility for the administration of any money collected by the center on a daily
basis, if any;
7.1.4. maintain relevant up-to-date records for the center;
7.2. Together with the eSkwela PMO and the local eSkwela Steering Committee:
7.2.1. set up a schedule to maximize the use of the Center, with priority given to non-formal
educational purposes;
7.2.2. plan for and ensure technical and financial sustainability of the Center;
7.2.3. promote the Center to the community;
7.2.4. keep the community informed of the activities of the Center
7.3. Attend eSkwela-related meetings, conferences, and training workshops, as necessary;
7.4. 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
7.5. Undertake additional tasks to benefit the Center as directed by the local eSkwela Steering
Committee and/or the eSkwela PMO.
8. Duties and Responsibilities of the local eSkwela Laboratory Manager
The designated eSkwela Center Manager 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 Laboratory Manager shall be as follows:
8.1. Ensure that the hardware, software, and systems of the center are maintained in good working
order and updated, as necessary;
8.2. Maintain and update the eSkwela Learning Management System;
8.3. Recommend strategies to ensure technical sustainability of the Center;
8.4. Attend eSkwela-related meetings, conferences, and training workshops, as necessary;
8.5. 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
8.6. Undertake additional tasks to benefit the Center as directed by the eSkwela Center Manager.
9. Miscellaneous Provisions
9.1. Ownership of all hardware, software, network and peripheral equipment, and all other items
deployed by CICT in the eSkwela Center shall be turned over to the LGU by CICT right after
deployment, testing, and acceptance.
3 Adapted from The Community Telecentre Cookbook for Africa: Recipes for Self-Sustainability: How to Establish a Multi-
purpose Community Telecentre in Africa” by Jensen, M. and Esterhuysen, A. UNESCO: Paris, 2001.
http://unesdoc.unesco.org/images/0012/001230/123004e.pdf Accessed: September 2006.
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9.2. No items may be taken out of the Laboratory or used for any other purpose than for that which is
stated in this Agreement without the permission of all parties.
9.3. All parties shall exert efforts in the establishment of partnership with the Parent-Teacher-
Community Association, if any, the private sector, non-government organizations, and all other
organizations that can help in sustaining the operations of the eSkwela Center;
9.4. This Agreement shall cover the basic agreement of the parties while a conforme letter will
indicate the specific details and/or amendments to the same, which will be prepared whenever
necessary;
9.5. This Agreement is not assignable to any other party without written permission from all of the
parties. Any attempt to assign any rights, duties and obligations that arise under this Agreement
without such prior permission shall be void.
9.6. The parties shall negotiate in good faith to resolve any dispute arising between the parties in
respect of the interpretation of this Agreement and the performance of obligations hereunder.
9.7. There shall be no employer-employee or principal-agent relations among the parties. Each party
shall be responsible for claims of its employees for death or injury sustained in the course of
performing their functions.
10. Effectivity and Termination
10.1. This Agreement takes effect upon signing and shall remain effective unless revoked by all parties.
10.2. Any party may, at any time, recommend additional work or services and conditions of this
Agreement. Such additions or changes in work or conditions of this Agreement shall be deemed
approved when agreed in writing by all the parties, and shall have the same effect as a
contiguous part of this Agreement;
10.3. This Agreement is made under and shall be construed according to the laws of the Republic of
the Philippines.
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IN WITNESS WHEREOF, the parties hereto have signed this Agreement on this ____ day of
_______________ in ___________________________.
For CICT: For LGU:
RAMON P. SALES <NAME OF MAYOR>

Chairman y> <communit
For DepEd Division -ALS: For <4th party>
<Name of School Superintendent> <Name of Head>

Schools Division Superintendent <Position>
SIGNED IN THE PRESENCE OF:

For LGU: For CICT:
<NAME> EMMANUEL C. LALLANA, Ph.D.

<community> Commissioner
For DepEd Division - ALS: For <4th party>
<Name of ALS Head> <Name>

DepEd Division -ALS Head <Position>
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Annex I
Draft Deed of Donation
KNOW BY ALL MEN THESE PRESENTS:
This Deed of Donation made and executed in , Philippines by and between:
The COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLOGY, an institution

duly organized and existing under and by virtue of Executive Order No. 269 dated 12 January 2004 as the
primary policy, planning, coordinating, implementing, regulating, and administrative body of the
executive branch of Government, with principal office address at C.P. Garcia Avenua, UP Diliman,
Quezon City, represented herein by its Chairman, RAMON P. SALES, hereinafter referred to as
“DONOR”;
-and-
THE LOCAL GOVERNMENT UNIT, that is spearheading the implementation of the eSkwela Project in
, represented by its Mayor, , hereinafter referred to
as “DONEE”;
WITNESSETH THAT:
1. The DONEE shall commit to the sustained operations of the eSkwela Center and shall use the
computer hardware units, learning modules, network equipment, electronic peripherals, and
furniture donated by the DONOR exclusively for the operations of the eSkwela Center.
2. The purpose for which the donation was approved and granted by the DONOR shall not be changed,
modified or altered without the prior written consent of the DONOR which will not be unreasonably
withheld by the DONOR.
3. The DONEE shall submit a quarterly progress and financial reports to the DONOR on the use of the
donations and shall constantly update the DONOR on the development of the program.
4. The DONEE represents that it is an institution duly organized and validly existing under the laws of
the Republic of the Philippines and has all requisite corporate power and authority to accept
donation and to enter into, perform and execute this Deed of Donation and Acceptance.
5. The parties hereto mutually agree that this donation in favor of the DONEE does not in any way bind
the DONOR to grant future requests for donation by the DONEE.
6. If the DONEE commits a breach of the conditions provided in the sections above, the DONOR or its
assigns, successors-interest, may take such action, including the revocation of the donation, in order
to protect its interest.
7. Upon the revocation of the donation , the DONOR shall demand the return of the donated items and
shall claim damages.
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WHEREAS, the DONOR is the absolute owner of the following personal property described as follows:
1. Twenty (20) desktop computers and one (1) server loaded with open source productivity tools
and learning modules
2. Network equipment
3. One (1) LCD projector
4. One (1) digital camera
5. Two (2) airconditioning units
6. Twenty-one (21) computer tables
7. Twenty-one (21) chairs
8. One (1) fire extinguisher
NOW THEREFORE, for and in consideration of _______________, the said DONOR hereby cedes,
transfers and conveys by way of Donation, unto said DONEE the personal property above-described free
from all liens and encumbrances.
ACCEPTANCE
That the DONEE hereby ACCEPTS the foregoing donation of the above-described property for which its
sincerest appreciation and gratitude for the kindness and liberality of the DONOR.
In witness whereof, the parties hereto have set their hands at the place first above written on this day of
2007.
DONOR DONEE
COMMISSION ON INFORMATION THE LOCAL GOVERNMENT UNIT

AND COMMUNICATIONS TECHNOLOGY
By: By:
RAMON P. SALES
Chairman Mayor
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Annex J
Summary of Teacher Training Evaluation Results
Counts per Rating 1 2 3 4 5 mean
Relevance to Work
Relevance to your current work 0 0 1 7 27 4.74
Relevance to your future/desired work 0 0 0 6 28 4.82
Relevance to your institution's needs 0 1 3 2 28 4.68
Information/Skills Acquired
Amount of information covered in the activity 0 2 5 16 15 4.16
Extent to which you gained ideas useful to your
work 0 0 6 13 19 4.34
Extent to which you have acquired new skills 0 0 4 14 20 4.42
Extent that this activity achieved its objectives 0 0 2 11 25 4.61
Design of the Activity

Effectiveness of the activity in maintaining your
interest from start to finish 0 1 2 10 25 4.55
Effectiveness of the visual aids in reinforcing the
lessons 0 0 4 6 28 4.63
Adequacy of time allotted to each topics 0 2 9 14 12 3.97
Logic in the progression or sequence of topics 0 1 5 14 16 4.25
Time allotted for discussions and Q&A 0 0 7 17 13 4.16
Variety of the training methods used (lecture,
exercises,discussions) 0 0 2 9 26 4.65
Class Interaction
Effectiveness of the instructors in training you to
use and appreciate .net application 0 1 2 7 28 4.63
Responsiveness of the instructors in answering
participants questions 0 0 1 8 29 4.74
Interaction between participants and resource
persons 0 0 4 6 27 4.62
Sensitivity and assistance provided by project
staff 0 0 2 7 28 4.70
In general, how would you rate this activity? 0 0 1 8 26 4.71
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Annex K
Focus Group Discussion pro-forma for use
with Out of School Youth in the Philippines
January 2006
Aim and format

The central aim of these focus groups is to gain insights into the learning needs of out of school youth
(OSY) and the opportunities for ICTs to contribute to these needs. The intention is that each focus group
discussion should last around 90 minutes, and should involve between about 8-10 young people. Ideally,
in each location there should be four focus groups (girls aged 10-15; boys 10-15; girls 16-20; boys 16-20).
The format will need initially to be piloted with a group of young people who understand the aims, so
that we can ensure that the language is intelligible to them, and that the questions elicit relevant
responses.
Introduction: Setting the context

- context of FGD, purpose/objectives
The Questions
1. What level did you reach at school before leaving? Why did you leave school?
2. What sorts of jobs do you now do to earn money? Why?
3. What are the most important skills that you have? How did you learn them?
4. How do you learn new things or skills most easily, and most enjoyably?
5. What sorts of things would you like to learn more about, or what kinds of skills would be useful
for you? Why?
6. How do you think that new kinds of equipment or technology could help you learn such things
or skills?
7. Do you ever use new technologies such as the radio, TV, mobile ‘phones or computers? If so,
what for?
8. When you are older, what do you want to do with your lives?
9. Thanks very much indeed. Is there anything else you would like to tell me about how you
would like to learn things?
10. Thanks again. Would you like to have some kind of summary of the things we have discussed.
How do you think I could best do this for you?
Respondents:
“The focus groups ranged from 5 to 11 people in size, and were differentiated by age and by
gender. In both Smokey Mountain and San Jose del Monte, four focus group discussions were held, with
there being separate male and female groups, each divided into those aged 10-15 and 16-20. In Cagayan
de Oro, two groups of young men (again aged 10-15 and 16-20) who had previously been involved in
criminal activities (ranging from murder to petty crime), but were now in a rehabilitation centre,
volunteered to participate in the discussions. In all, a total of 78 young people participated in the focus
groups.”
– Prof. Tim Unwin. Draft of “The Potential of e-learning to Address the Needs of Out-of-School Youth in
the Philippines: eSkwela Summary Report”, February 2006.
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Annex L
Summary of Focus Group Discussion Results
conducted with Out-of-School Youth, January 2006
Smokey Mountain, San Jose del Monte City, Cagayan de Oro City
• The respondents provided the following reasons for being Out-of-School: loss of work of one parent
(usually the father), separation of parents, inability to support the daily expenses at school, “barkada”
(cliques), use of rugby and other addictive substances, fighting in school, disinterested/unmotivated
with studying. But most of them would want to go back to school, if given a chance.
• The out-of-school girls usually stay at home to take care of younger siblings and help out with
household chores. Boys, on the other hand, get jobs as cigarette vendors, sidecar drivers, rubbish
recyclers, and assistants in the bakery. When asked why they take on these low-income jobs and not
other more profitable jobs, they responded that these are the only jobs where they could pass the job
requirements. They are aware that they need a high school diploma to get better jobs.
• Majority of the respondents equated “skills” to talents such as singing, dancing, rapping, drawing,
and playing basketball/ volleyball. They do not equate skills to daily tasks they do such as doing
household chores, taking care of babies and kids, selling things, baking bread, growing vegetables, or
sorting rubbish.
• When asked whom they admire, the respondents gave the following answers: relatives (father,
uncles, cousins) and national personalities (e.g. Manny Pacquiao, Lucio Tan, etc.) who have “made it”
/ are successful in the real world despite not finishing school, friends who are either talented (good
singers/dancers/basketball player) or really smart, “kuya”/ “ate” (i.e. older sibling) types who teach
them to act/ dance/ play/ sing/ use the computer.
• When asked how they normally learn, these kids answered that they do so by watching adults do it
(usually their parents) and by teaching themselves how to do it, coupled with perseverance & focus.
They prefer actual demonstrations to plain explanation. They still prefer to learn from a teacher not a
peer because they still revere people with authority. They also usually learn through books over
other media.
• When asked if they learn from other media, they responded as follows:
– Radio: used to learn music and dancing, love problems, and advice (moral lessons)
– Television: useful since the medium mixes explanations with visual demonstrations.
(SineSkwela, Mathenik, Wowowee, Game KNB, and Hiraya Manawari)
– Computer and Internet: used for research, learning how to type, chatting, and gaming – but
the respondents admit that they have little familiarity with the medium
– Mobile phones: education through this medium is limited to the calculator function
• They dream of having their own families and be ale to provide for them. They would want to
become singers, dancers, actors/actresses (“easy money”), basketball players, nurses, electricians,
computer/cellphone technicians, waiters, vendors, seamen, policemen, doctors, teachers,
businessmen for retail shops (sari-sari store, dvd/cd shop, repair shop). Most of them (especially the
girls) want to work abroad.
• The respondents were unanimous in saying that they need a diploma to succeed in life – they see it as
a crucial requirement for better jobs/opportunities. They would want to finish their studies, if given
the chance. They would like to learn more in the following subject areas: English, Math, Science, and
values.
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Draft List of Baseline Information and M&E Indicators

Annex M
Data Source Data Input Components of Indicators Data Gathering Instrument/Data
Indicators Plan/Timeline Collection
Community General • Community & DepEd Division leaders/officials & priority programs/projects Social investigation • Interviews
Information • Education champion/ pointperson • Records/docume
• # of school-aged youth; # of OSY & % of population ntation
• # of OSY – HS age in the immediate area: potential clients
• Trends: % dropouts from formal ed, % dropouts from ALS program, % of A&E
takers and passers – and reasons
Support for ALS • Relationship between ALS and LGU Social investigation • Interviews
in general • Extent of community support & involvement, in what forms (reception to ALS • Survey, Checklist
objectives & design, projects/programs for OS citizens)
• Investment / annual expenditure on ALS & in what form (provision of space:
classrooms, office, equipment, projects, assistance in employment opportunities,
etc.)
Similar Initiatives • Objectives Social investigation • Interviews
(formal ed, ALS, • Components of project • Records/docume
community • Community champion Community Mobilization ntation
centers) • Extent of community support & involvement, in what forms
• Implementing Body
• Project Duration & Schedule, Investment
• Results: m&e mechanisms, sustainability, usage rates & forms of use, outputs,
community acceptance / support & in what form, security, etc.
• Openness to such activities
ICT resources & • Availability of electricity & consistency of service Social investigation • Interviews
ICT literacy rate • Availability of connectivity + bandwidth • Records/docume
• Availability of educational software / ICT content ntation/ statistics
• Community awareness / priority given to ICT
• Infra audits? /
• ICT literacy rate
checklists
• ICT penetration:
Presence and utilization (% and forms) of ICT resources in LGU, households,
& schools
Location/s
Computer : Citizen / Student Ratio
Awareness, extent of connection to, and use of the Internet
Software used (productivity, educational, etc.)
Presence and use of other equipment: projectors, printers, scanners, digital
cameras, videocams, etc.
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Presence and use of internet cafes and CeCs
Uses
• Investment / annual expenditure on ICT
Support for • Community champion: ICT leadership and strategic plan Community Mob • Interviews
eSkwela • Extent of community support & involvement, in what forms (reception to eSkwela • Focus Groups
objectives & design) Implementation Phase • Class materials &
• Results: sustainability, usage rates & forms of use, outputs, community acceptance
projects
/ support & in what form, security, etc.
• Extent of use as CeC (outside eSkwela design) – business model used, rate of
success
• Recommendations for implementation eSkwela-CeC (e.g. membership cards, etc.)
ALS Head / Use of ALS • Usage rate, by whom, and types of uses (pie) - trends Implementation Phase • Activity logs
eSkwela Centers/ eSkwela • # and % of eSkwela participants vs. all center users (profile) • Records/docume
Center Mgr • Fees collected, sustainability business model ntation
• OPEX trend
• Number of eSkwela participants and other users
• computer: eSkwela participants ratio maintained
• Schedule of use
• Drop-out rate
• % of A&E takers and passers
• % of takers for different eSkwela tracks
• Other outcomes
• Hardware maintenance: types, frequency, fixed how soon
ALS Teachers Teacher Training • Pre-service and In-service training on ALS and innovative/progressive pedagogy Social investigation • Interviews
(directly (get info – objectives, phases/ components, champion & implementing body, In-Service (follow-up • Post-training
under BALS topics, budget allocation/priority, duration, setup, evaluation results, incentives) trainings) evaluation
and formal • Number trained? Number with professional certification?
• Records/docume
ed teachers • Training for ALS Heads/Supervisors, too?
ntation
sidelining as • Extent of Application/Practice on actual classroom teaching of ALS specialized
ALS teachers) methodologies: readiness, helpful mechanisms, constraints/problems/difficulties,
admin and student reception
• English Proficiency
• Recommendations to improve training / ALS system
• Similar training initiatives – ICT skills (get info – objectives, components, Social investigation • Self-Assessment:
champion & implementing body, topics, budget allocation/priority, duration, NICS
setup, evaluation results, incentives, what was helpful & what wasn’t) Post-teacher training Questionnaire -
• Training for ALS Heads/Supervisors, too?
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• Level of ICT competency gained (literate, competent, expert), initiative to learn Likert
more by self • Post-training
• Number trained? Number with professional certification? evaluation
• Extent of Application/Practice of ICT skills in real life– in any form (home,
• Interviews
classroom, admin, social, etc.): readiness, helpful mechanisms,
constraints/problems/difficulties, admin and student reception, effects on own
productivity (admin tasks: time spent, use of templates/forms, etc.) – what would
encourage the use?
• Recommendations to improve training
• ICT-related staff training, tech support, staff access to computers
• Email address? Extent of use
• Similar initiatives – ICT in education (get info – objectives, phases/ components, Social investigation (needed • Post-training
champion & implementing body, topics, duration, setup, evaluation results, what to customize eSkwela evaluation
was helpful & what wasn’t) teacher training design) • Classroom
• Training for ALS Heads/Supervisors, too?
observations with
• Openness to such activities – what would encourage the use? Community Mobilization
the use of rubrics
• Application in actual classes:
Level of comfort / readiness / confidence to implement ICT in education Post-teacher training, In- – assessed by
Pedagogical motivations: what would encourage the use? Used in what ways? Service (follow-up trainings) learners &
Source of guidance/ support – i.e. mentorship teachers
Constraints/problems/difficulties • Face-to-face
Admin and student reception interviews
Effects on own productivity and effectiveness • Self-Assessment
• Recommendations to improve training
Classroom • Reception to eSkwela objectives, tracks, & design Social Investigation (for • Classroom
Pedagogy • Conducive ICT culture? existing practices) observations
• Pedagogical practices/ teaching strategies used • NICS-Teachers
Existing practices vs. ICT4E model: Lesson preparation, instruction, Post-teacher training
Rubrics –
assessment
assessed by
Paradigm Shift: extent of implementing eSkwela design (constructivist Implementation Phase
orientation) learners &
Teacher-centered vs. learner-centered, directive vs. facilitative teachers
Fact-based/LOTS vs. Inquiry-based/HOTS • Face-to-face
Flexibility interviews
Combination of different subjects: thematic • Activity
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Emphasis on relevance to real life logs/blogs
Plan and design effective learning environments supported by • Teacher lesson
appropriate / emerging technology: use of blended instruction plans/
Can implement plan that include methods for applying technology to
portfolio/material
maximize student learning and facilitate assessment
s: work sample
Openness to and effectiveness of cooperative/collaborative activities and
project-based learning analysis
Traditional pen-and-paper tests vs. authentic assessment (application, • Self-Assessment
performance-based, different mediums used) • Teacher
Grading system used (as measure of learners’ progress) Evaluation (by
• Level of skills for using innovative teaching strategies learners, eSkwela
• Level of skills to facilitate deeper learning project team, and
• Perception and Actual Performance Levels: impact of ICT on teacher attitudes and ALS officials)
performance
Learner Participant • FGD items (reasons for being OSYs, value of education, skills, learning style, Participant Screening • Enhanced BALS
Information preferences, etc.) screening exam &
• Awareness of ALS objectives interview
• Participant track (personal option)
• Family’s level of support & involvement (attendance in ALS activities, education
as priority, strictness in attendance, interest in child’s education, apparent
support/guidance given)
• Study/work habits and attitude towards education: time and effort spent for: work,
study, play
• Email address
Classroom • Student Attitudes: reception to ALS and eSkwela objectives, tracks, & design Social Investigation (for • Classroom
Pedagogy (including use of ICT in education) existing practices) observations
• Conducive ICT culture? • Rubrics
• Student Practices: reception to blended instruction: Implementation Phase
• Self-Assessment
elearning modules: effectiveness, ease of use (instructions, navigation),
attention, creative, engaging
teaching strategies: extent of effectiveness, student-centeredness
Openness to and effectiveness of cooperative/collaborative activities (within
and outside specific center)
Openness to and effectiveness of project-based learning
use of ICT to deepen learning (beyond elearning modules)
Pedagogical motivations: what would encourage the use? Used in what ways?
60 of 62

• Reception to buddy system
• Extent of independent learning, pacing, student-centered strategies
Student Learning • Attendance Implementation Phase • Student records
and Performance • English proficiency, soft skills • Self-Assessment
• Level of proficiency in various subject matters • Face-to-face
• Level of proficiency in ICT skills
interviews
• Level of proficiency in 21st century skills
• Formative and
• Extent of / Increase in being motivated and engaged
• Perception and Actual Performance Levels: impact of ICT on student performance Summative
(including motivation, degree of learning (progress from LOTS to HOTS) & student
application of knowledge and skills gained, etc.) assessments –
• Assessment: types, reception to & effectiveness of each type projects, orals,
• For livelihood track: usefulness of ICT skills training and ICT-based learning in outputs
gaining employment • valid and reliable
• Feedback from parents – student performance, learning progress, attitude, study rubrics
habits, etc.
• Student Portfolio:
work sample
analysis
• Activity
logs/blogs
• Parental Reports
• Final Project
• A&E exam
General Outcome • Systemic Outcomes Evaluation phase • Analysis of all
Indicators • Long-term Outcomes materials
• Observations
• evaluation on needs assessment, process, and outcome
• for Community Mob: must not forget to communicate and get buy-in of DepEd Division offices – to allow autonomy/independence for eSkwela design
61 of 62
Financial Report Annex N
62 of 62

Eskwela Progress Report - Jan 2006 - Jan 2007 - AEF

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Office of the President of the Philippines

COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLOGY

Community eLearning Centers for

Interim Progress Report

submitted to the APEC Education Foundation

eSkwela Project Team

Emmanuel C. Lallana, Ph.D.

Maria Melizza Tan

Kathryn Pauso (Jan-Sept 2006)

Progress Report for January – December 2006

The eSkwela Project is a flagship project of the Commission on Information and

Under this project, community-based e-Learning Centers or eSkwelas will be

PROJECT DESCRIPTION AND BACKGROUND

The dropout rate for

increased from 9% in SY 1998-1999 to 60

actually graduate from secondary Grade 1 Grade 6 HS I HS IV College I College

• To provide access to learning opportunities through a non-formal, community-

The eSkwela Project is envisioned to provide community-based eLearning

blended and collaborative modes of instruction, and performance-based assessment, the

It is envisioned to provide three tracks to participating learners:

1. Accreditation and Equivalency Certification – equivalent to the High School

As stated in the approved Program of Work, the grant is to be used in the

CAPITAL OUTLAY (Provision for procurement of Hardware) 29.16%

● Professional Services (eLearning Modules) 48.08%

Module review by TWG;

Version 1 Ready for deployment; limited

Bidding process completed +

Connectivity 4 sites Possible ISPs identified

Launches 4 sites February-March

Appropriate Key Performance

Detailed Report on the Project Components

The project has five major components, namely: 1) Customized Instructional

Customized Instructional Design

The BALS’ curriculum review process significantly affects eSkwela in several

As per agreement, outputs by SCL are subject to a stringent module review

In addition to these efforts, in order to make the ICT-enhanced modules

As per approved Program of Work, each site is provided a P100,000.00 site

Community Mobilization and Involvement

San Jose del Monte

Upon the invitation of Commissioner Lallana and in support of the eSkwela

Monitoring and Evaluation

Mobile teachers were likewise interviewed to share their practices and

In connection with this, a Mid-term Assessment Conference scheduled in May

Table of Upcoming Activities (2007)

equipment deployment January - February

inauguration of 4 sites February - March

Mid-term Assessment Conference May

Completion of Project Conference September

Thirty-four percent (34%) of the expenditures went to the payment of

Content is well Uses headings or Content is logically There was no clear or

Covers topic in-depth Includes essential Includes essential Content is minimal

Forms of assessment Forms of assessment Forms of assessment There is only one

Module consistently Module generally Module is missing Module is lacking

Source information Source information Source information Very little or no

Multimedia elements Multimedia elements Multimedia elements Multimedia elements

Module allows Module allows an Module allows a Module does not

Module Title Learning Strand

Date Reviewed Review Form -

eLearning Matched/ Appropriate to Quality of Multimedia

Section/Segment Reviewer Comments/Recommendations SCL-EDO Remarks/ Work Done

Main Pointperson (communications/

Final Site Inspection Date