It is hard to believe that the BEAM project is coming to an end, and that this will be the 22^nd and  last BEAM newsletter.  It has been a long journey since the first BEAM newsletter came out in April 2002, but nevertheless a journey that has been most productive and satisfying.

It has been a journey that commenced with the aim of assisting DepEd improve the quality of and access to basic education across Regions XI, XII and the ARMM.  It concludes with concrete evidence from the RAMSE student assessments, the External Evaluations and the Access Tracer Studies that much has changed and much has been achieved in these areas.  Student learning outcomes have increased by over twenty percent in the last five years as a direct result of the systems, training, processes and resources that have been put in place while the initiatives for remote and disadvantaged communities and for Muslim and Indigenous children have resulted in vast improvement in the participation and retention rates of these children in quality educational programs that meet their ethnic and cultural needs.

The changes supported by the BEAM project have been completely consistent with those being advocated by the Philippine Government under its national reform agenda, so Regions XI, XII and ARMM are well advanced in the implementation of the BESRA and have been able to share what they have achieved with the other Regions across the country to assist them in affecting similar changes in their schools.

There are many aspects of BEAM that have contributed to the success of the project; the decentralised nature of the management, being the first and so far the only region-based foreign-funded project for education, with its enormous local ownership and commitment, the project’s alignment with the national reform agenda and its holistic approach, are just a few of the more remarkable ones but by far the most significant factor to contribute to the project’s impact has been its people.  Rarely have such a mixture of local and foreign advisers, local detailed DepEd specialists and locally engaged staff come together to produce the impact that BEAM has had.  At any one time, over 130 fulltime staff have worked tirelessly across the three regions in such a dedicated and professional manner that it has engendered the complete support and cooperation of all basic education stakeholders.

We sincerely hope that in reading the success stories in this newsletter and developing an appreciation of the project’s impact that you can understand why we are so proud what of the three Regions have achieved.  We feel very honoured to have been able to lead such a dedicated and wonderful group of people and to be part of the BEAM project.

Ian D’Arcy Walsh                                                  Susana Teresa B. Estigoy
Australian Project Director for BEAM      Philippine Project Director for BEAM

]]> http://newsletter.beam.org.ph/management/message-from-the-australian-project-director-and-philippine-project-director/feed/ 0 http://newsletter.beam.org.ph/inservice/2009-summer-in-service-training-focuses-on-assessment/ http://newsletter.beam.org.ph/inservice/2009-summer-in-service-training-focuses-on-assessment/#comments Fri, 01 May 2009 08:07:27 +0000 emerald http://newsletter.beam.org.ph/?p=157 In today’s world of changing curricula and approaches to teaching and learning, assessment methods also need to be updated to support and achieve the targeted objectives in the classroom. DepEd’s Basic Education Curriculum (BEC) is encouraging student-centered learning methodologies based on the theory of Constructivism and development of students’ Higher Order Thinking Skills (HOTS).  The learning principles related to these approaches need to be reflected in the assessment principles and strategies. What we assess and how it is done, is directly related to what we believe is important for students to learn.

These were the guiding principles that framed the BEAM 2009 In-service Summer Workshop Program which was delivered to all principals and a teacher representative from each of the 5,830 elementary and secondary schools in Regions XI, XII and ARMM.

To specifically identify the various needs of the school heads and teachers, a Training Needs Analysis (TNA) was conducted during the Leaders Orientation Meetings last July, 2008 in Regions XI, XII and ARMM. The TNA revealed that the 2009 In-service trainings needed to include topics on non-traditional assessment types and strategies and tools to develop students’ HOTS and thereby improve the teaching-learning process. Based on these needs, BEAM’s technical working groups for Assessment collectively generated the key objective for the 2009 In-service training workshop as:

“To enhance and develop capability among supervisors, school heads and teachers on how to operationalize what the BEC requires in terms of classroom-based assessment.”

This BEAM initiative supports the National Assessment Framework Action Plan Objective number 3 that states, “To strengthen school based assessment by developing the capacities of teachers in classroom assessment and utilization of results.” It further helps teachers to meet strand number 5.2 of the National Competency- Based Teacher Standard (NCBTS) to “develop and use a variety of appropriate assessment strategies to monitor and evaluate learning.” NCBTS expects teachers to have a variety of student assessment information that provide adequate profile of learning progress of individual and group of students.

Planning for the 2009 BEAM In-service workshop began as early as October 2007 with a BEAM Study Tour to South Australia, where members of the Assessment team met and worked with officers, principals and teachers from the South Australian Department of Education and Children’s Services (DECS) and a short-term adviser, Jan Roach.  The knowledge gained from this study tour, together with  their experiences as coordinators on the Regional Assessment for Math, Science and English, gave the regional assessment officers a solid basis for the initial development of the training modules.

The 2009 summer training workshop was a collaborative effort between several components of the BEAM Project – the In-service Team, the Materials Development Team, the School-based Management Team and the Student Assessment Team. These teams worked with regional and divisional education supervisors to develop the training matrix, materials, groupings and the budget. In the ARMM, the USAID-supported EQuALLS2 Project co-funded the workshops. The training package was timely and very useful as assessment is really the umbrella for all teaching and learning.

Over 300 School-based Management and Teacher In-service trainers attended the five-day Training of Trainers Program conducted in Regions XI, XII and ARMM that kicked off in Davao City last February 16-20, 2009. These trainers are now cascading the summer training in their own divisions and expect to finish by the first week of May. It is estimated that close to 12,000 school heads and teachers and 379 district supervisors will participate in the training this summer across the three regions. This will bring the total number of DepEd personnel who have participated in the BEAM Stage 2 summer In-service workshops to over 50,000.

In 2005, the Department of Education piloted the implementation of the Arabic Language and Islamic Values Education (ALIVE) in the public schools. This is in response to Muslim Filipinos request for a responsive and culturally appropriate education and consistent with the global aim of providing quality education through the Education for All (EFA) and Millennium Development Goals (MDG) commitments of the government. DepEd Order No. 51, series of 2004 and DepEd Order No. 46, series of 2005 spell out the guidelines for the enriched curriculum in the public schools and the Standard Madrasah Curriculum (SMC) for the private Madaris. The unified curriculum enables smooth transfer from the public schools to the private Madaris offering the SMC and vice-versa. The aim is also to mainstream Muslim Filipinos while enabling them to maintain their cultural and religious heritage.

It has been four years since the commencement of the implementation of the ALIVE program and the SMC. During this time, there has been a national rollout of ALIVE and the number of pilot Madaris implementing the SMC has increased. Both the Philippine and Australian governments have provided significant resources for both programs specifically technical and financial assistance. Therefore, it was timely to conduct a review on the implementation. The review was conducted jointly funded by the Department of Education’s Office of the Undersecretary for Mindanao Affairs under the leadership of Dr. Manaros Boransing, and the AusAID- funded Basic Education Assistance for Mindanao (BEAM) Project.

The overall aim was to review the four years implementation of the ALIVE in the public schools and Standard Madrasah Curriculum in the private madaris in the implementing regions by exploring activities, approaches and processes developed and undertaken at the national, regional, division and school levels.  This first review was conducted during the months of September – November 2008. The review of ALIVE targeted the first regions which undertook the program – Regions X, XI, XII, and NCR, and Regions IX, III, IVA, IVB, VI, VII and Caraga, which joined the programs in 2006- 2007. Selected schools division superintendents, school administrators, division ALIVE coordinators, Madrasah managers and teachers participated in the review. Information was gathered through survey questionnaires and conducted focus group discussions.

The review confirmed that the two Muslim education programs piloted by BEAM and DepEd have been successfully delivered to the target audience and are resulting in perceived improvements in schools. However, as with any programs of a similar scale, the programs are not without their challenges and some modifications to both programs will further strengthen the management, implementation and outcomes of both ALIVE and the Standard Madrasah Curriculum.

Specifically, the results revealed that the program is being implemented; the regions had policies in place, teachers were deployed and the curriculum was being implemented in the schools. In terms of existing structures and support systems for effective pedagogy in ALIVE and SMC, the regions, divisions and schools were challenged. There were many themes that emerged in relation to policies, administration, teachers, pupils, community participation, and issues and concerns. Moreover, among the private Madaris, there was a general awareness of the Madrasah Improvement Planning process and of the value of having an MIP and the overall direction. The development and use of MIP had led to a range of improvements including physical facilities, implementation of the new curriculum with lesson planning ad proper recording, improved classroom management, improved pupil performance and rapport between teachers and parents. However, there was discrepancy among the groups as to the existence and use of a Madrasah Manual.

While many intended outcomes have been realized, there have also been surprising outcomes revealed in the review such as peace building as indicated by new relationships developed in the school communities. There has been participation of non-Muslims including school administrators, coordinators and pupils in the programs. It is worthy to note that the teachers and school administrators considered both programs positively:

“The parents are thankful because their children can learn ALIVE in the public schools. Since there are few madaris in Manila, not all children are able to learn Arabic, but now there is ALIVE the children can learn Arabic Language and Islamic Values” (Teacher, Las Pinas, NCR)

“Even when parents [adults] have conflicts among themselves, the children do not join them. ALIVE has limited the “hatred” at the level of the children.” (School administrator, Lanao del Norte)

It was not anticipated that the Muslim education programs would grow so quickly and the Office of the Undersecretary for Muslim Affairs has been challenged by this rapid growth. Furthermore, the support from donors has been identified as another unintended outcome. Originally, it was not intended that AusAID and BEAM would be key partners in the design and development of training programs but because of the ability of donors like AusAID to respond quickly through the BEAM project, the project was able to provide support to DepEd with training programs including Beginning English for Asatidz (BEA), Language Enhancement and Pedagogy (LEaP), and Accelerated Teacher Education Program (ATEP) and piloting of the SMC in private madaris. Other support has included development of an outline for Regional Operations Manual, Budget of Work and prototype lesson plans.

Dr. Amy Malbun, the Project’s Muslim Education Consultant, explained, “While we continue our efforts in sustaining the programs, project managers and implementers must also strengthen the capabilities of the school managers and teachers through continuous in-service trainings and assist them through other technical support in all aspects of education”.

Ongoing success and future of the programs will be determined by factors such as government ownership, balanced partnerships and stakeholder support, long term commitments, policy reform, harmonization and standardization of procedures, political stability, and transparency at all levels. A policy framework that is compatible with and supportive of program objectives is a key factor in promoting sustainability. Likewise, programs which fit with broader DepEd and GoP policies have better prospects for sustainability.

Baby steps

At the beginning of Stage 2 of the project, BEAM and DepEd were trying to find out what sort of teaching materials were most needed by teachers. What support did they need? What student activities were most appropriate? What format should the materials be to be most effective? How could the materials be made available to all the schools?

Then the concept of creating Learning Guides came to light. LeGS are sample lesson plans that teachers can use in the classroom. Based on DepEd’s Basic Education Curriculum (BEC), LeGS encourages teachers to present lessons and concepts in non-traditional ways and encourage student participation in the learning process. There are also suggested learning resources or materials that the teachers can prepare to explain concepts clearly. “It is very common for teachers to do the chalk-talk method or the traditional way of teaching. As someone who has been on the field, I had a hard time looking for resources and activities that will make my students appreciate Math concepts and relate this to their daily lives,” expounds Reynante Solitario, who before becoming a specialist was a high school Mathematics teacher at Maco National High School. And who can better write LeGS than teachers themselves? All of them were summer In-service trainers so they are very familiar with teaching and learning strategies. Backed with their experience and expertise in their individual specializations, the Subject Specialists were assigned to the three Materials Development Centers. However, most of the Specialists had little experience in writing materials and were largely unfamiliar with computers. The notion of working within an agreed workflow process and having their work reviewed and edited by others was also a new experience for them.

According to Ernie Ambayen, an Elementary Mathematics specialist, “Being a writer is an enriching experience for me. As a teacher, you follow what is written in the textbook and explain it to your students. When you are a writer, you have to think creatively, out of the box as they say. You have to come up with engaging activities for the students. Sometimes I think as a teacher, sometimes as a student.”

Growing LeGS

With the support of the three regional offices, a pool of LeGS writers was formed for elementary and secondary levels in English, Science and Mathematics who are extremely competent in their craft. They are conversant with the pedagogies forming the foundation of the Learning Guides; expert writers and editors with great research skills; work collaboratively with their teams; are committed to the production of high quality material and are computer-savvy.

“The LeGS are guided with the premise of “Constructivism Theory of Learning” wherein learners build new knowledge from their previous learning. This means that when students encounter something new, they can connect it with previous ideas and experiences. We as writers believe that by allowing the students to create their own understanding based on their previous learning, they will be transformed from passive receivers of information to active participants in the learning process,” expounds Elementary English specialist Rosebell Bolences. Incidentally, she was invited to present a paper on the use of the Learning Guides in last year’s National ICT in Education Congress.

Writing of the LeGS is governed by a defined, agreed and tested process that has proven to be extremely successful. It begins with the assignment of a BEC competency or topic by the subject manager. The specialists prepare an overall plan for the six stages of learning — what the approach will be, what content will be covered and when, what activities and strategies will be used for maximum impact, and how assessment for and of learning strategies will be determined. A great deal of research is done to ensure the materials will be structured and sequenced well and that it will be relevant to the needs of its users. The plan must be approved by the subject manager before the actual writing begins.

According to English Subject Manager Leonila Thelma Liberato, “We base the topics on the set of objectives from the BEC. In English for example, Learning Guides are anchored on the four macro-skills which are listening, speaking, reading and writing. The advantage of the LeGS is that the materials are flexible, teachers using them can make modify the Learning Guides to suit the needs of their learners.”

Completed Learning Guides pass through several drafts with other LeGS writers and Subject Managers. DepEd regional and divisional supervisors review and edit the finished materials to ensure that these are in-line with the learning objectives of the BEC. A critical stage is the peer review, where the managers and all specialists for that subject area and level (elementary or secondary) from the three regions will meet for several days to review and critique all Learning Guides completed. This has proven to be an exceptionally useful part of the development process and an invaluable learning experience for the writers. Ideas are exchanged and the materials reviewed in a supportive, collaborative environment. “During peer review, we go through each guide like a fine-tooth comb. We give out suggestions constructively to improve the materials. I think it builds our professionalism because we learn not to take the comments personally. The LeGS are not our individual output but the product of the whole team so we have to make sure that what we produce is of the highest quality,” shares Arnel Zaragosa, a Secondary Science specialist.

The final changes are then incorporated and passed on for online publication and printing.

The visual appeal of the Learning Guides is a critical factor in their wide acceptance and use (2009 BEAM External Evaluation reported that 90% of DepEd teachers in the three regions are using the LeGS). To ensure the materials have maximum value, all Learning Guides are formatted and structured in a standard template, using defined styles. The creative ability of the writers comes to the fore in the creation of activity sheets for the learners. A great emphasis is on ensuring the activity is fun, well-constructed and will lead to the critical level of practice and application.

BEAM and DepEd are determined to affect wide-scale changes to the quality of basic education by improving the skills, knowledge and practice of as many teachers as possible. This means encouraging the teachers to make their own materials that they can use in the classroom, share with other teachers and make available to all schools in the country. By providing a simple yet effective tool that will allow teachers to write their own materials and improve their capacity to do so, it is much likely that the legacy of the BEAM Project and it “LeGS” will continue.

The LeGS and the hands who wrote them – a real BEAM success story.

(The BEAM Learning Guides may be accessed by logging on to the project website at www.beam.org.ph)

Figure 1. Performance of G4 and Y2 Students on the Anchored Items

The 2008 cycle of the Region-wide Assessment in Mathematics, Science and English (RAMSE), an annual standardized assessment patterned on the TIMSS and PISA; reveals that both the grade four (G4) and year two (Y2) students in the BEAM regions XI, XII, and ARMM posted significant gains from 2004 baseline of 23 and 21 MPS points, respectively.  Of the three subjects tested, English manifested highest increase in both groups while least is on Science for G4 and Mathematics for Y2.  This general trend of increase is observed in the three regions, although among them, Region XII posted the biggest increase in both groups.

Further findings also reveal that the majority of the teachers surveyed attended BEAM Trainings and used the BEAM-produced learning guides along with other materials like the Distance Learning Program (DLP) and Alternative Learning System (ALS) Modules.

Interestingly, the study also found that teachers using these materials have significantly better performing students.  Other significant findings include better performance by female against male cohorts, non-lumads against lumads, ‘normal’ against ‘below and above normal’ nutritional status, shifting against not-shifting to the vernacular of teachers when teaching among G4 with a contrary result among the Y2 group.  In addition, there were also significantly higher performance among students with teachers ‘always’ communicating with parents, and schools with ‘highly adequate’ community support.

Notwithstanding these gains, the report also noted that consistent with the National Achievement Test (NAT) findings, the students generally performed at the near mastery level (i.e., 50-75%) failing to meet the 75% minimum performance standard set by DepEd Order No. 33, s. 2004.  In particular, both groups performed better at multiple choice items and find items assessing higher order thinking skills more difficult implying the need for teachers to further develop deeper understanding of the content areas as required by the curriculum.  One good way to do this is to include the use non-traditional assessment types like open-ended questions as described in DepEd Order No. 79, s. 2003 in their classroom-based assessment practices.

During the Final RAMSE Presentations in Regions XI and XII which adapted the theme “Sustaining the Gains,” Dr. Ian D’Arcy Walsh, the BEAM Australian Project Director congratulated the three BEAM Regions on the outstanding increase in student learning outcomes during the life of the project as evidenced by the RAMSE results.  He also thanked and congratulated the RAMSE Student Assessment Team on their efforts and stressed the need for DepEd and all its stakeholders to continue to support the many “learning improvement” strategies already in place and maintain the very significant rate of improvement in student learning thereby enhancing the quality of education in Mindanao.

Our school Amado Fernandez Sr. Central School is one of the lucky schools to organize a SGC. I first heard about SGC during the meeting of school heads in 2005 during the Cycle 3 School Heads Training of the BEAM Project. It was explained to us the advantages of organizing SGC in our schools especially that school officials will now have a “partner” in implementing the School Improvement Plan. I called for a meeting where identified stakeholders were invited. Based on the previous school activities we have had, we already had in mind those who are capable in extending their time to help to the school. During the meeting, I was glad that we had good attendance and I provided them information and introduced the system to them. After making everybody aware of the SGC, an election of officers was conducted and different committees were formed.

Remarkable changes and improvements happened in the school when the SGC started to operate. The SGC participated in the development of the SIP which outlines the vision, values, goals, targets, strategies and resources in school improvement. It also assists the school in monitoring and evaluating the outcomes of the implemented goals. Mr. Alfredo Pasol, Sr., the SGC president and at the same time the PTA president leads the council members in undertaking resource generation in support to the SIP implementation.

I remember, before we had the SGC, we did not have a clear direction in implementing the school projects. Although there was some degree of involvement, it was not solid so to speak. Now, it is the SGC officers who take the initiative especially if they have new projects or activities in mind. The council has been so active and supportive in providing a healthy learning environment for the learners. It is manifested in the support that the barangay officials are extending to the school in any forms possible. Through this system, the community becomes open to give full support and is becoming more receptive to the program and initiatives of the school towards the attainment of the school’s vision. One of the things that I believe helped our school to have a functional SGC is the understanding and mutual respect between the school and the community. With the initiative of the SGC, the school was able to acquire two computer units from the city government of Tacurong. The Parents-Teachers Association meanwhile pooled together their resources and time to construct the school’s computer room.

We are particularly proud of our school feeding program. Unlike other schools who only feed the identified undernourished children, we at AFRCS feed all our 747 pupils, from grades 1 to 6. We conduct this every Friday or 3 to 4 times a month, except when we have school activities scheduled. The community and the Local Government Unit officials give regularly give their donation to the school and the parents volunteer as cooks.

Because of the various programs, our school was named one of the top ten performing schools in Tacurong City. Division officials have seen how effective we are in using the BEAM Learning Guides, National Competency-Based Teacher Standard (NCBTS) in assessing our teachers’ performance and how we cascade different in-service trainings to all the faculty members. The remarkable increase in the result of the National Achievement Test (NAT) for SY 2008-2009, the decrease of the number of non-readers and the decrease in the population of malnourished pupils are just some of the positive outcomes of the presence of the SGC. Parents have also taken a more active role in the education of their children. Last year’s Family Day was very successful and I can see the happy faces of the children to be with their parents in school and show them their classrooms and artwork. When children see and feel that their parents are interested with how they do in school, it encourages them to work harder and get better grades.

The success of our school’s SGC is not unique to us. Others can also implement reforms and programs in their schools with the help of the local stakeholders. It may seem a daunting task or impossible at first but if we were able to do it, others can too. I am very thankful to the BEAM Project that it has given us school heads the training to implement and manage reforms. Aside from the trainings in School-based Management, the resources like manuals and kits act as our “bibles” in running our schools. Communication has improved between me and the faculty and every time we have issues, we are able to resolve it immediately with the help of the stakeholders.

We would not come this far if BEAM was not with us every step of the way.

Salima’s Journey

Salima Mamoclo had a fulltime job as a wife and a mother to three children. On weekends, she teaches Muslim children at the local madrasah. Her sister, also an asatidza, was the first to join DepEd’s Arabic Language and Values Education (ALIVE) Program as a volunteer teacher. Salima followed suit after hearing stories from her sister. In particular, she wanted to be a part of the opportunity to reach out to more Muslim children and the chance of realizing her dream to become a DepEd teacher. She and her family moved to Kidapawan City where she volunteered as an ALIVE teacher in Swerte Elementary School. Later on, she applied and was accepted as one of the grantees of ATEP Cycle 2. She completed her Bachelor of Science in Elementary Education major in Arabic Language and Islamic Values from the University of Southern Mindanao last April 6, 2009. Currently, she is now reviewing for the Licensure Exam for Teachers.

Salima cannot believe how ATEP has challenged and changed her. She is not anymore the laid back lady waiting at home for her husband and children. She has become a more productive member of the society. Her immersion had transformed her and family. As an ALIVE teacher, for the first time, she has to work with non-Muslims for common goals. As an ATEP grantee, she was proven wrong that education is only for the young ones.

To her children, she became a model in developing good study habits. It is something she too has to master. They studied together. Her husband shared in some of the household tasks while Salima studies her lessons. Her understanding husband has allowed her to balance her time for her family and new career.

Cosna’s Journey

Cosna Mastura, a mother and a wife, descended from a Maguindanao royal family based in Kabacan, North Cotabato. She is a respected member of the community because she does not only take care of her own children but also her pupils in the weekend madrasah. She sees the importance of the Islamic values in shaping the character of the children.

Her engagement in the DepEd’s ALIVE Program further enhanced her role as an ustadza, a way to fulfill her dream in helping other people. Through the ATEP she learned new and effective teaching-learning strategies which she found useful in her class. Now she is equipped and goes beyond rote method and happy to see her pupils actively participating in class. She agrees with the objectives of the ALIVE program in promoting the true teachings of Islam, i.e Islamic values, and uses this to advance the cause of peace-building in Mindanao.

She is now preparing for her Licensure Examination for Teachers in September.

Anisa’s Journey

Anisa Arab, another mother of three and a wife, is the coordinator of the Muslim Campus Ministry in the Notre Dame University and a part of their Culture of Peace program. When she learned about ATEP, she applied and was accepted into the program. She continued her role as a mother and a wife and her other responsibility in the ministry where she is able to help in nurturing the spirituality of the Muslim students. Because of her exposure into the program, she has gained confidence and was able to enhance her leadership skills and has realized that even if she is a woman, she too can speak in front of not just the Muslims, but also the Christians. She was eventually promoted from an assistant to program officer of Islamic retreat and recollections.

Anisa revealed that her involvement in ATEP made a significant change in her life as a Muslim woman. Now she is capable and confident to engage in public activities and takes up leadership role and handles it with poise and confidence. She is especially please with ATEP at Notre Dame University where the peace building and dialogue have been incorporated into the program.

Three women of different status in the community, all mothers and wives to their husbands but with only one goal – to take part in shaping the future of Muslim children through education. The lives of these women have changed because of their involvement in ATEP. The program has touched their lives in many ways and has made a significant change.

To date, two ATEP cycles have been completed, and there are 398 asatidz in Cycle 1, and 358 in Cycle 2, and more than half of the grantees are women. Cycle 3 is ongoing and on its in-house summer lecture ATEP is also implemented in 15 universities all over the country.

Salima, Cosna and Anisa represent ordinary Muslim women. But like all Muslim women in the ATEP, they dream of doing something beyond the confines of their homes, beyond their house chores. They are united in saying that the ATEP paved the way for the realization of their dreams, dreams that represent goodness not only within the confines of their homes, but goodness to pupils in government schools, whether they are Muslims, Christians or Lumads. The ATEP open up a new world of possibilities – where women are given opportunity to discover their potentials, thereby transformed and empowered to take more active and leading roles in the community.

Access implements a holistic approach in communities needing assistance particularly in terms of access to quality education in far flung, isolated and disadvantaged communities in Regions XI, XII, and ARMM.  The package of activities includes Early Childhood Education (ECE), Functional Literacy Education with Livelihood (FLLED), Accreditation and Equivalency (A&E), Distance Learning Program and construction of multi-purpose buildings for the communities. Locally-based service providers were selected to manage the implementation of the programs in close partnership with DepEd, LGUs, and communities.

Functional Literacy Education and Livelihood (FLLED) is helping parents of the ECE learners strengthen their literacy skills and engage in income generating activities through micro enterprise and community development processes. BEAM Access believes that this will foster their economic and social independence thus, improving the quality of their lives and enable them to continuously support the education of their children.

Through the trainings and workshops provided by the service providers, beneficiaries acquire not only basic literacy but also technical skills that empower them to take actions on issues and problems within their families. Trainings given help them to develop their skills in running a small business and learn how to assess the feasibility of their business ideas.

Finding her voice

One of the beneficiaries of this program is Aisa Macalnas, married, with three children and a resident of Bangsamoro Village, Kidapawan City, a settlement area for Muslim victims of war/rebel-military atrocities. Before the FLLED trainings, she was shy, felt inferior to other participants, and hesitant to share or contribute to the discussions. After the trainings and workshops, she gained self confidence. According to Aisa, she felt different and able to do things for herself. Today, she is vocal and assertive with plans and actions beneficial not only for her own family but for the community as well. She has been transformed to become a very active member of the community and a good model and effective leader in advancing peace and development activities in the Bangsamoro community.

Gaining independence through BEAM Access

Forty-one year old Rosa S. Lanao is a single mother of four from Sitio  B`laan, Barangay Kanibong, Tulunan, Cotabato. She did not have a stable job and was dependent to her siblings who extended limited help to her family. Sometimes, she helped her elder sister selling vegetables in the local market but the income was not even enough to sustain the daily needs of her four growing children.  Upon learning that there was a free Early Childhood Education (ECE) class offered in their area, she enrolled her two children.  Her desire to improve her family’s condition encouraged her to join the FLLED training for the parents of ECE learners. She discovered that she was very interested and had a talent in preparing preserved food. With the skills and knowledge she gained from the trainings and the start-up capital she received from the service provider, Rosa is now regularly selling food items in the market and delivers banana cake in two different sitios of the barangay. Looking back, Rosa can see the big difference as to how she and her children used to live. Now, there is food on the table and she can send her children to school

Aside from the ECE classes and trainings on FLLED and A&E, Access also extends help to poor and isolated communities to assist them to build multi-purpose Community Learning Centers (CLC). These CLCs are used as classrooms – especially for those areas that are far away from schools – and a venue for community meetings.

Opening doors of opportunities

May Ibañez was a designated DepEd teacher assigned to handle the ECE classes at Tagaytay, Mahongcog in Magpet, Cotabato Province. The nearest school was more than a kilometer away and children six to seven years old found it difficult to walk the uphill, rough road especially when it rained. When she started teaching, May had 25 students in her class, and in four years more and more parents were sending their pre-school aged children to the classes. DepEd Region XII then decided to make the CLC a multi-grade annex of Mahongcog Elementary School. With this development, DepEd assigned three teachers to handle Grades 1-4 classes while May was assigned as the teacher-in-charge. This was a  challenge to her but at the same time a way of giving her a chance to head a school and show her capabilities and potentials as a school administrator. DepEd Region XII is building another classroom building to cater to the growing number of enrollees for the coming school year. May is thankful that because of Access her potentials and skills were honed and more children are able to go to school.

The Access Programs also strengthened partnerships for education among stakeholders especially between the service providers, DepEd and Local Government Units. Assurance of program sustainability are already  in place. Tangible proof includes the activities in Romana Acharon Elementary School in Calumpang, General Santos City where all activities are on-going. From the original 25 completers last year, 250 completed their ECE classes for the school year 2008-2009. A new two-classroom building is also under construction at New Passi Elementary School  Annex funded by LGU and DepEd.

Before becoming an MEIL scholar, I had participated in some of the BEAM activities. I have participated as test marker for the Regional Assessment in Mathematics, Science and English (RAMSE) tests given to randomly selected elementary and secondary schools in Mindanao. I was also a secondary English trainer for two years, in the summer of 2007 and 2008.

Like most if not all teachers, I was a product of traditional modes of teaching, where the teacher does all the talking and students stare at the blackboard. After I became familiar with the teaching methodologies introduced by BEAM, a transformation took place in my classroom. I learned how to use the Learning Guides and adopted the suggested strategies that made my instruction meaningful and enjoyable for my students. I admit that students today will enjoy their class activities more if the new approach will be used compared to the previous and traditional approach of teaching we experienced.

It was November 2006 when I learned from Dr. D’Arcy Walsh that BEAM is offering a 50% scholarship for teachers who have been involved with the project. This news got me very interested because I have already earned some master’s units 15 years ago but due to financial constraints, I was not able to complete my studies. I spoke to my school head and other officials from Panabo City Division and they supported my plan to apply for MEIL. I prepared myself for the screening process, knowing that there are a lot of DepEd teachers who also want to apply. Fortunately, I was among the two teachers who passed from Panabo City. I promised myself that I will not allow this opportunity to be wasted, I made a commitment not only to DepEd but to myself that I will finish my masters degree.

The structure of the MEIL course is different from the traditional graduate school where students have to go to their classes every weekend. During the orientation, it was explained to us that we will only meet once a month since all the lectures are already in the CD and learner’s guide that were given to us. At the end of each topic, there is an assessment or exam that we have to take and email to our professor. If we have questions, we don’t have to wait until our next meeting because we can simply post it in our forum and our teachers answer our concerns immediately. It was something new for me but I immediately saw how convenient MEIL is for teachers like me. So during my spare time, I simply load the CD on the computer in our school. Since internet cafes have mushroomed in our area, I can easily email my assignments and exams to my professors. I have not only saved money but more importantly I learned how to manage my time. Learning was really in my fingertips!

Aside from saving time and money, my computer skills were also developed since MEIL is an on-line course. To appreciate and cope with the time frame, there was a need for me to be familiar with using a computer and the internet.

I find MEIL a very challenging course, it was an eye opener for me. During my early years of teaching, I was just limited to the textbooks and blackboard board. I considered these enough for learning. There are times when students will just copy the context from the book to their notebook without really understanding. Although I explain the content to them, it lacks student’s exploration to deepen their knowledge. I was like a broken record and my students stared blankly at the wall. These scenarios are common to teachers adopting the traditional method of teaching because they believe that the learner’s mind is an empty vessel to fill.

MEIL is a must to all instructional leaders to design and not limit learning within the four corners of the classrooms. Rather, it taught us to make it an interactive place for students to grow and develop their physical, emotional, social and academic potentials. The approaches of the course are in new and unique phases. I was challenged to design activities that cater to the different intelligences or skills of my students, my creativity was put to test because I have to come up with lessons that will make learning interesting for the students especially complex concepts. I saw the benefits of interactive learning. Although I still use the conventional teaching aids, I now incorporate the use of technology in my class. It added to my students’ interest and drew their attention especially if the visual presentations were carefully and colorfully blended. Enrolling in the MEIL Course also added some other experiences and exposures that are important to me as a teacher. I have already successfully defended my thesis outline and I am presently working on the final chapters. When I conducted my experiment proper, I selected Lesson Guides that targeted reading competencies.

I believe in the saying, “We can not give what we do not have.” As teachers, we should never stop seeking knowledge. We can share more to our students if we keep on upgrading what we learn and tailor-fit this to the learner’s demand and needs. Our students today are exposed to the constantly changing world of information and technology. As partners of their growth, we have the noble calling to guide and mold them so they can become who they want to be in the future and also useful citizens of the country.

By the time you read my story, I will have already gone up on the stage to receive my master’s diploma. However, my journey has just started because the real challenge is applying what I learned and sharing it to my students and colleagues. I enrolled in the MEIL program not only because I want to pursue a dream that evaded me for 15 years but I also want to be more effective as a teacher. I share my diploma to my fellow teachers, to my students and to those who gave me the chance.

Her involvement with BEAM began when she was identified as one of the four teacher educators to represent WMSU back in 2004 for a series of Professional Development workshops sponsored by the project. Ma’am Nini was then handling classes in pedagogy, developmental reading and curriculum development subjects. She had also attended some trainings conducted by her colleagues who were PROBE fellows in 2002 so she had an idea of the structure of education development projects. With WMSU as the lead Teacher Education Institution (TEI) in their cluster, along with Sulu State College and Mindanao State University Tawi-tawi, Nini joined the English and Pedagogy team composed of other teacher educators from 21 other universities and colleges around Mindanao. BEAM Pre-service provided trainings to a core 60-member Professional Development (PD) team to strengthen the quality of teacher education and implement reforms in the education programs of member TEIs. They then cascaded these trainings to Sulu and Tawi-tawi.

“It was a challenge when we were first starting to cascade the trainings. Since the other two TEIs in our cluster are in the islands, it was not that easy to organize the trainings. But with the help of the other seven PD team members and the support of our respective institutions and BEAM, we were able to successfully design and implement our training plans.”

“It was inspiring! After every BEAM training, we all feel giddy to share our new learning with our colleagues and students!” Ma’am Nini enthused. “The cluster-based model introduced by BEAM Pre-service facilitated team-building and collaboration among the 21 TEIs. It fostered our camaraderie and oneness of goal to provide DepEd with quality future teachers.” Teacher educators and pre-service teachers are given workshops and seminars on education reforms, teaching strategies and the Basic Education Curriculum.

In 2005, then cluster leader Raquel Ho was accepted for a scholarship in Australia. It was Ma’am Nini who replaced her and she never looked back. Professor Damin became part of the team who wrote the manual for the implementation of the Extended Practicum, based on the Commission on Higher Education (CHED) Memorandum 30 or the Revised Teacher Education Curriculum. Until recently, TEIs fielded their pre-service teachers to DepEd schools on their 4^th year which limited their classroom teaching experience. Under CMO 30, education students go to DepEd schools on their 2^nd year and comply with six mandatory practice teaching subjects before they graduate. Together with other PD team members, they spent weeks and months critiquing and revising the manual before it was presented to CHED and other teacher education organizations. “I believe all PD team members will agree with me that the greatest legacy of BEAM Pre-service to the TEIs was that it bridged the gap between the universities and DepEd schools. Before BEAM, we were two separate entities; we only worked together when we sent our student teachers to the schools for practice teaching. Now it’s different. We have a wonderful working relationship with the Department; TEIs now understand and appreciate the Basic Education Curriculum and in turn, DepEd keeps us updated with programs and changes so we can cater to their needs.”

With the Extended Practicum now in full swing nationwide, Ma’am Nini oversees more than 500 pre-service teachers who are now having their practice teaching in different DepEd schools. She makes it a point to conduct visits and checks how her students are handling classes. “I am encouraged when I evaluate our pre-service teachers. Their classes are very interactive because they use the teaching strategies we cascaded to them through the trainings. An outsider might consider the class “chaotic” because the pupils are very participative in the discussion and activities. But we teacher educators, it is an indication that our students have taken to heart what we taught them in the university – to allow their pupils to build their own learning using the Constructivist approach. They are no longer doing the traditional chalk-talk method.” she explained.

“We also brainstorm with the cooperating teachers or those DepEd teachers who handle our pre-service students. There is an open communication with them and we are able to find solutions to problems when they arise. Before, having student teachers in your class meant additional work. But now we are receiving more requests for student teachers from DepEd schools as far as Vitali which is 73 kilometers from the city proper!”

With the success of the Extended Practicum implementation at WMSU, Ma’am Nini was requested by the university to take on another role, this time as the director for the ATEP program. Aware that this is a responsibility that requires management and administrative skills, she accepted the task. ATEP is another BEAM program under the Expanded Support to Muslim Education (ESME) which provides an opportunity for asatids (Muslim teachers) to earn a formal college degree, majoring in Arabic and Islamic Values so they can take the LET and later on apply for permanent teaching positions in DepEd.

“I realized that ATEP is not different from what we do in pre-service. One of the reasons why I did not hesitate to be the ATEP director was that I know how BEAM implements its programs. They are hands-on and help their partner institutions to effectively implement the activities. WMSU officials are also very supportive of the plans that we design for the asatidz.”

According to Ma’am Nini, it is not uncommon for her colleagues or students to look for her around the campus to request for teaching strategy trainings  “The four of the BEAM PD team members always conduct the trainings as a team so it is hard to find a common time.” Just recently, they received an invitation from Philippine Business for Social Progress (PBSP) to conduct a reading training for 70 teachers from Zamboanga Sibugay.

Ma’am Nini can be compared to a caterpillar inside the cocoon when she first started her teaching career – a diamond in the rough. With the trainings she attended from BEAM, she slowly gained self confidence, became aware of her untapped potential as a leader and has now taken an active role in managing programs and implementing reforms in her TEI. According to her, she has transcended from being an ordinary university faculty to a supervisor. But with this great opportunity comes a greater expectation to deliver what is expected of her and more.

“BEAM has not only given me the skills to be a more effective teacher, it has opened opportunities for me that I never thought I would be capable of handling. I am thankful because I have been polished: now I can see a well-lighted career path for me.”