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CHAPTER II REVIEW OF LITERATURE Introduction

At this pace of this changing society and economy a lot of actions should take place. They have to face a lot of challenges especially educators who are being asked to do more with less due to rapidly evolving technologies and ongoing shifts in global economy and demography. A successful education system will need to be of paramount importance if a multicultural society to succeed and prosper in the future. Education is a gateway to a better job and greater earning potential. One key to understanding this issue is an appreciation of the overall landscape education and training. Change will not come if we wait forsome other person or some othertime. We are the ones we've been waiting for. We are the change that we seek. -Barack Obama

Under Republic Act No. 10533 also known as K to 12 Enhance Basic Education Act, Sec 14 Mandatory Evaluation and Review. By the end of School Year 20142015, the DepED shall conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the K to 12 programs in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed. This will also include (f ) teachers welfare and training profiles; (g) adequacy of funding requirements; and (h) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts.
THE CONCEPT AND MEANING OF CURRICULUM

The encyclopedia of educational research (1969) gives the following definitions of curriculum as all the experience a leaner has at school under the guidance of the teacher. To him the teacher plays a vital role in translating curriculum objectives. The dictionary of education defines curriculum as the total learning activities or educative experience offered by an institution through its total institutional programmers designed to achieve the prescribed objectives.

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Curriculum Implementation Implementation is an interaction between those who have created the programme and those who are in charged to deliver it. According to Ornstein and Hunkins, and those who are charged to deliver it. According to Ornstein and Hunkins, several of these efforts have failed. According to Sarason (1990), the main reason for the failure is the lack of understanding of the culture of the school Successful implementation of curriculum requires understanding the power relationships, the traditions, the roles and responsibilities of individuals in the school system. Implementors (whether they be teachers, principals, education officers) should be well-versed with the contents of the curriculum. Education officers) should be well-versed with the contents of the curriculum. benefits of the innovation.As stated by Fullan and Pomfret (1977); "effective implementation of innovations requires time, personal interaction and contacts Offorma (2005) noted that the success of the implementation of the curriculum also depends on its resources. In implementing the curriculum the prescribed subjects should be thought however it will not be possible and it will not be offered due to lack of teachers, workshops for practical works and further notes that there were teachers whos delivery is usually theorized because of lack of competence on the part of the teacher or due to lack of equipment, thus students graduate without any hands on experience.

Teachers Theoretical Constructs Eisner & Vallance (1974), Schubert (1986), Tanner & Tanner (1995), McNeil (1996), discuss the relationship between a teachers beliefs and his/her decisions about the curriculum. Quality and quantity of teaching staff to meet the expectations of pupils and the society is another impediment. Teachers are the most important human resource in curriculum implementation since they are the ones who adopt and implement the ideas and aspirations of the designers. This implies that success of the curriculum depends on the teachers (Okello and Kagoire 1996). Teachers are the front liner of every curriculum they play a very important part in the success of every program. No matter how good a program is the possibility of

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success is zero without them. Every individual involved in public education brings with them a set of beliefs as to the very nature and purpose of education. The number of required teachers come from total classroom requirement which is derived from the number of students by grade/year level in a given School Year. The standard ratio of 5:3 is used in computing the required teacher. Formula: Number of required teachers = Example: Number of required teachers = From the actual computation: Number of required teachers = Teacher Education and Training To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepEd, CHED, and TESDA shall conduct teacher education and training programs, in collaboration with relevant partners in government, academe, industry, and non-governmental organizations. Such

professional development programs shall be initiated, conducted and evaluated regularly throughout the year to ensure constant upgrading of teacher skills. Teacher education and training programs shall include, but shall not be limited to:

In-service Training on Content and Pedagogy DepEd teachers who will implement the enhanced basic education curriculum but have not undergone pre-service education that is aligned with the enhanced basic education curriculum shall be trained to meet the content and performance standards of the enhanced basic education curriculum. The DepEd shall ensure that private educational institutions shall be given the opportunity to avail of such training.

Classrooms The standard classroom to student ratio (CSR) in the Philippines is one classroom for every 45 students as prescribed by Republic Act 7580 entitled An Act

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Providing For the Fair and Equitable Allocation of the Department of Education, Culture and Sports' Budget for Capital Outlay." The prescribed classroom size for a classroom student ratio of 1:45 is about 7m x 7m for rural areas or a 7m x 9m classroom for suburban areas. The 7m x 9m class- mom shall also be the standard size for all public secondary schools, regardless of location and class size. For a class of 45 students, this classroom size is believed to provide a conducive environment for learning and where a teacher could interact freely with his/her students and exercise order and control. According to data projection tool of DepEd the Classrooms requirements for Grades 11-12 in Public Senior High Schools is forty. The minimum standard for SHS classrooms is 40 students per room. Formula: number of required classrooms = Example: number of required classrooms = Textbooks and Seats Production and Development of Materials. The production and development of locally produced teaching and learning materials shall be encouraged. The approval of these materials shall be devolved to the regional and division education unit in accordance with national policies and standards. The library holdings shall be adequate to meet the curricular, instructional, research, and recreational needs of its clientele. The collection shall consist of up-todate and relevant books, serials, pamphlets, documents and non-book materials, and electronic resources (used with computers). The provision of textbooks is not the responsibility of the library but a maximum of five (5) copies of frequently used materials shall be provided. In the matter of reserve books, a provision of at least one copy for every twenty-five (25) students is deemed sufficient.

Toilets

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In the report of Bolido (2012) in Philippine daily Inquirer cited that the toilet-pupil ratio is 1:55 in the elementary level and 1:93 in high school, based on statistics from the Department of Educations Basic Education Information System. And that is literally one toiletnot one room with several cubicles. The numbers alone in this report indicate the sad state of sanitation facilities in Philippine public schools. The numbers are lower than the global standards set by the World Health Organization (WHO) and United Nations Childrens Fund (Unicef) of 1:50 for males (if urinals are present) and 1:25 for females, and even lower than the norm set by the Philippine Sanitation Code, which is also 1:50 for boys and 1:30 for girls.

Other shortages that should be addressed. The government should also pay attention to and immediately address the gross shortage in public secondary schools. According to Tinio, 4.6 million high school-age youth from 12 to 15 years old are not enrolled in high school due to the gross shortage in public secondary schools. According to Tinio, the said figures make up a significant portion of the countrys 6.24 million out-of-school youth.

Access to Quality Education Citing the DepEds figures, Tinio noted that there are 7,268 public high schools throughout the country in 2011. By contrast, there are 38,351 public elementary schools. In short, theres only one public high school for every five elementary schools. Almost all barangays in the country have at least one elementary school. By contrast, high schools may be found mainly in urban areas and population centers only. As a result, 91 percent of school-age children are enrolled in elementary, while only 62 percent are enrolled in high school. In a report from Bulatlat.com Zabala mentioned that F.G. Calderon High School is the only high school in District 2 of Tondo, Manila. The area is also near Caloocan City. They are catering students from Caloocan and Tondo since there is no other nearby public secondary school within the the location. There are four elementary schools within the Tondo area that is why the student population continues to grow.

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When the slots are already full and we cannot accommodate more students we refer them to other schools, Zabala said. Tinio said more children in the rural areas are not enrolled in high school. The shortage of public high schools, particularly in rural areas, explains the alarmingly high number of children who are not enrolled in high school. The existing high schools are simply too far away, making even free secondary education too costly for rural poor families, said Tinio.Twenty six years after our Constitution mandated free high school education, the government has not been able to make high school accessible to a substantial number of Filipino children, Tinio lamented. Tinio criticized the implementation of the K to 12 program amid the continued failure of the government to address the shortages and lack of access of millions of children to secondary education. What is the DepEd doing to enable 4.6 million children to enter high school? Its current intervention, particularly the Alternative Learning System (ALS), is commendable but grossly inadequate, compared to the magnitude of the problem. Currently, ALS serves a mere 300,000 out-of-school children. Furthermore, theres no substitute for learning in the classroom setting. Children of the rural poor are as much entitled to quality teachers, classrooms, and textbooks as other Filipinos. The solon teacher also pointed out that the failure to provide the poor access to secondary education further worsens social inequality and hinders genuine national development. If the shortage of public high schools is not addressed, we will see a further widening of the gap in educational attainment among Filipino youth in the urban centers and the countryside, and among the middle and upper income groups and the poor. Our country will not progress until the government assured that every Filipino child will have an access to quality education and finishes high school.

Quality Education To achieve quality education the law under Standards and Principles states that. The DepEd shall adhere to the following standards and principles, when appropriate, in developing the enhanced basic education curriculum:

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(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; (b) The curriculum shall be relevant, responsive and research-based; (c) The curriculum shall be gender- and culture-sensitive; (d) The curriculum shall be contextualized and global;

Providing Access to Education Extending the educational cycle requires an increase in resource requirements such as teachers, classrooms, instructional materials, and others. In response to this, DepEd is looking into the alternative delivery modes (ADMs) that have been proven to be effective in addressing the problems of educational access. ADMs are unconventional means by which students learn in formal education. ADMs ensure that even with the lack of teachers and classrooms, Filipino learners have access to education. 1. Multigrade Instruction At the elementary level, multigrade instruction is an alternative delivery of formal education whereby there is one teacher for two, three or four different grade levels of students in a single class. 2. Modified In-School Off-School Approach (MISOSA) MISOSA combines formal and non-formal learning activities to meet the needs for classrooms, learning materials, and teachers. It likewise taps community resources for instructional materials or sources of knowledge. Under MISOSA, a class of pupils is divided into two groups. Group 1 goes to class for a period of time while the Group 2 learns at home or in other learning venues such as a Barangay Hall learning through modules or performing assigned tasks. At the end of one week, Group 1 spends time learning outside the school while Group 2 attends formal classes. At certain times, the two groups are gathered in one class to learn together as one group.

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3. Instructional Management by Parents, the Community, and Teachers (IMPACT) The extension of educational services beyond formal elementary education is also provided by IMPACT or Instructional Management by Parents, the Community, and Teachers. This was developed by SEAMEO INNOTECH to address high student population and high percentage of dropouts. It is a management system where the parents, teachers and community collaborate to provide the child with quality education at less costs. 4. ADM for High School Students 4.1. Effective and Affordable Secondary Education (EASE) Education (EASE) Program which was designed and implemented to complement the existing formal system. It is applicable to students who cannot attend schools for a short while or can only attend classes seasonally due to socioeconomic, geographical, and physical circumstances. In addition, EASE Program aims to cater to advanced students whose learning needs are not met by the conventional learning system.

4.2 Open High School System For high school students who incur long-term absences or who are permanently unable to attend school due to time, distance, physical impairment, financial constraints, social, and family problems, they may avail of the Open High School Program (OHSP). It uses the concept of distance education as it offers independent, self-pacing, and flexible study programs using self-instructional learning materials. They are supported with tutors whom they could meet occasionally for guidance and tutorial support. The subjects and the grading system for OHSP is the same as that of the regular high schools. As such, OSHP students graduate after completing the secondary education. Under DORP, SARDOs are provided three modes of learning to be able to continue their schooling even without attending formal classes. They are:

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1. modular system wherein students are given learning modules which they can bring home for self-study. 2. internet-based learning which is an online learning that is still being piloted 3. blended technology which is a merger of the modular and internet-based modes of teaching and learning

Physical facilities Physical facilities shall be the place to create a learning environment conclusive to learning. In order to produce quality Education and to we should equip our students improve in the field Science and Technology, both teachers and students should always be prepared in accepting and enjoying the programs to be implemented by the Department of education to be globally competent in the modern world of technology advances. It should be maintained and improved to achieve optimum results for access to quality education.

Sports Facility and Sport Equipment Mapacpac (2012) mentioned in a report that to cultivate the spirit, teamwork, unity, discipline, and excellence sports activities should be conducted and actively participated by the students from the different year levels. Funding Requirements Budget plays an important part in the implementation of the curriculum. The teachers group is demanding that the government allocates six percent of the countrys Gross Domestic Product (GDP) to education, amounting to P884.6 billion ($20 billion). The group said that to follow the UN standards, the government should allot at least P590 billion ($13 billion) more to basic education. However, the average share of DepEds budget from the GDP is only 2.2 percent. The group also lambasted the increase in the budget of DepEds GASTPE (Government Assistance to Students and Teachers to Public Education) program. According to Castro, for this year, the government targets to allocate P7 billion ($165 million) for one million grantees.

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Conceptual Framework It is very important for every Filipino citizen to know the real and present status of the Implementation of K to 12 Enhance Basic Education Program. The implementation of the new curriculum will serve as our superhighway to compete globally. The success of the program doesnt depend only with the government nor with the education administrators, its triumph lies on every one of us. Even an ordinary individual plays an important role by just being informed and being an informer can be a big help. The success of the program within one community can be a big help, successful graduates means opportunity, opportunity mean jobs and jobs means money. Knowing the status and assessing it using standards to determine the gaps will result to a higher probability of success. If we will be able to determine the gaps then each one of us should work hand in hand to achieve the full realization of the program.
INDEPENDENT STATUS PROCESS STANDARDS DEPENDENT

Teacher Classroom Textbooks Seats Toilets Participation rate Retention rate Completion rate Teachers welfare and training profiles Adequacy of funding requirements Learning facilities

K to 12 Enhance Basic Education Program

GAPS

Figure 1 Conceptual Paradigm The Conceptual Paradigm as shown in Figure 1 illustrates the independent and dependent variables that will be used in the study. To determine the present status of the Implementation of K to 12 Enhance Basic Education Program the researcher uses data including teacher, classroom, textbooks, seats, toilets, participation, rate retention rate, completion, rate teachers welfare and training profiles adequacy of funding

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requirements

and learning facilities. These data are basic requirement in the

implementation of the curriculum.

STANDARDS

Standards (a) teachers; (b) classrooms; (c) textbooks; (d) seats; 1:45 or 1:40 according to K to 12 1:40 1:1 1:1

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(e) toilets;

(WHO)

and

United

Nations

Childrens Fund (Unicef) of 1:50 for males (if urinals are present) and 1:25 for females, Philippine Sanitation Code, which is also 1:50 for boys and 1:30 for girls. (f) Other shortages that should be addressed. 1.Secondary schools 2. teachers welfare and training profiles adequacy of funding requirements; 3. other learning facilities including, but not limited to i. libraries, library hubs and Research Facilities ii. Computer and science laboratories iii. Sports, music and arts facilities. iv. ICT Facilities and Equipment

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have ample opportunity to solve problems. 2. The learning experience must give the students satisfaction. Students need satisfying experiences to develop and maintain interest in learning; unsatisfying experiences hinder their learning. 3. The learning experience must fit the students needs and abilities. This infers that the teacher must begin where the student is ability-wise and that prior knowledge is the starting point for new knowledge. 4. Multiple learning experiences can achieve the same objective. There are many ways of learning the same thing. A wide range of experiences is more effective for learning than a limited range. 5. The learning experience should accomplish several learning outcomes. While students are acquiring knowledge of one subject or concept, they are able to integrate

According to Bandura (2006) suggested using can to refer to capability while developing efficacy scales because self-efficacy is a perceived capability. After the adaptation process of the instrument, various expert opinions were obtained for the content validation.

Variables Part I. measuring teachers demographic characteristics such as gender, experience, educational level and area of certification. Part II included 22 items on a 5-point Likert type agreement scale (1-strongly disagree, 3-undecided, 5-strongly agree) related to the sub-dimensions of (1) efficacy beliefs in terms of the:

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1. Implementation of the new curriculum (e.g. I can prepare assessment tasks in accordance with the new curriculum) 2. beliefs about the impact of the new curriculum on classroom instruction (e.g.When based on the new curriculum, classes motivate the students to learn), 3. and (3) perceptions about the utility or practicability of the new curriculum (e.g. The new curriculum can help me to identify the knowledge a students must master). Part III (Teachers Perceived Utilization of The New Curriculum) 24 items 5 point Likert type frequency scale (1-never, 3-sometimes, and 5-always) about (e.g. I use the new curriculum to plan problem-solving tasks for my students). Teachers Utilization of Special Techniques Such as 1. Cooperative group work and their use of manipulatives during instruction (e.g. I organize cooperative group work activities for my students). Part IV How much can you do to control disruptive behavior in the classroom?). (1- inadequate, 5-moderately adequate to 9extremely adequate) (e.g.

The fourth and the last part included the short form of Turkish teachers sense of efficacy scale (TTSES)

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REFERENCES http://philbasiceducation.blogspot.com/2013/06/more-shortages-afflict-publicschool.html#ixzz2yaGx1IK9

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Counseling Psychology, 28, 28-34. Gottfredson, G., & Holland, J. (1996). Dictionary of Holland occupational codes (3rd ed.). Odessa, Fla.: Psychological Assessment. Gottfredson, L.S. (2002). Gottfredsons theory of circumscription, compromise and self-creation. In D. Brown & Associates (Eds.), Career choice and development (4th ed., pp. 85-148). San Francisco: Jossey Bass. Guerra, A.L., Braungart-Rieker, J. (1999). Predicting career indecision in college students: The roles of identity formation and parental relationships. The Career Development Quarterly, 47, 255-268. aspirations/expectations 26 Hartman, B., Fuqua, D., Blum, C., & Hartman, P. (1985). A study of the predictive validity of the Career Decision Scale in identifying longitudinal patterns of career indecision. Journal of Vocational Behavior, 27, 202-209. Hartman, B., Fuqua, D., & Hartman, P. (1983). The construct validity of the Career Decision Scale administered to high school students. Vocational Guidance Quarterly, 31, 250-258. Hartman, B., & Hartman, P. (1982). The concurrent and predictive validity of the Career Decision Scale adapted for high school students. Journal of Vocational Behavior, 20, 244-252. Heckhausen, J., & Tomasik, M.J. (2002). Get an apprenticeship before school is out: How German adolescents adjust vocational aspirations when getting close to a developmental deadline. Journal of Vocational Behavior, 60, 199-219. Holland, J.L. (1997). Making vocational choices (3rd ed.). Odessa, FL: Psychological Assessment Resources. Howell, F.M., Frese, W., & Sollie, C.R. (1977). Ginzbergs theory of occupational choice: A reanalysis of increasing realism. Journal of Vocational Behavior, 11, 332-346. Kelly, K. R., & Lee, W. C. (2001). Mapping the domain of career indecision problems. Journal of Vocational Behavior, 61, 302-326. Lapan, R.T., Adams, A., Turner, S., & Hinkelman, J.M. (2000). Seventh graders vocational interest and efficacy expectation patterns. Journal of Career Career variables and occupational

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Development, 26, 215-229. Lee, C.C. (1984). An investigation of the psychosocial variables in the occupational aspirations and expectations of rural black and white adolescents: Implications Career variables and occupational aspirations/expectations 27 for vocational education. Journal of Research and Development in Education, 17, 28-34. Lent, R.W., Brown, S.D., & Hackett, G. (2002). Social cognitive career theory. In D. Brown & Associates, Career choice and development (4th Ed, pp. 255-311). San Francisco: Jossey-Bass. Lokan, J. (1984). Manual of the Career Development Inventory - Australian Edition. Melbourne: ACER. Looft, W.R. (1971). Sex differences in the expression of vocational aspirations by elementary school children. Developmental Psychology, 5, 366. Looker, E.D., & McNutt, K.L. (1989). The effect of occupational aspirations on the educational attainments of males and females. Canadian Journal of Education, 14, 352-367. McWhirter, E.H., Hackett, G., & Bandalos, D. (1998). A causal model of the educational plans and career expectations of Mexican American high school girls. Journal of Counseling Psychology, 45, 166-181. Mau, W., & Bikos, L. (2000). Educational and vocational aspirations of minority and female students: A longitudinal study. Journal of Counseling and Development, 78, 186-194. Meinster, M.O., & Rose, K.C. (2001). Longitudinal influences of educational aspirations and romantic relationships on adolescent womens vocational interests. Journal of Vocational Behavior, 58, 313-327. Osipow, S.H. (1987). Manual for the career decision scale (3rd ed.). Odessa, FL: Psychological Assessment Resources. Osipow, S. H. (1999). Assessing career indecision. Journal of Vocational Behavior, 55, 147-154. Career variables and occupational aspirations/expectations 28 Osipow, S. H., Carney, C. G., Winer, J., Yanico, B., & Koschier, M. (1976). The Career Decision Scale. Columbus, OH: Marathon Consulting & Press.

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Patton, W. (2005). Coming of age? Overview of career guidance policy and practice in Australia. International Journal of Educational and Vocational Guidance, 5 (2), 217-227. Patton, W., & Creed, P. (2001). Developmental issues in career maturity and career decision status. The Career Development Quarterly, 49, 336-351. Patton, W., Creed, P., & Muller, J. (2002). Career maturity and well-being as determinants of occupational status of recent school leavers: A report of an Australian study. Journal of Adolescent Research, 17(4), 425-435. Pinkney, J.W. & Bozik, C.M. (1994). Career Development Inventory: A review. In J.T. Kapes, M.M. Mastie, & E.A. Whitfield (Eds.). A counselors guide to career assessment instruments (3rd ed., pp. 263-267). Alexandria, VA: National Career Development Association. Post, P., Williams, M., & Brubaker, L. (1996). Career and lifestyle expectations of rural eighth-grade students: A second look. The Career Development Quarterly, 44, 250-256. Prideaux, L., Patton, W., & Creed, P. (2002). Development and evaluation of a theoretically derived school career program: An Australian endeavour. International Journal of Educational and Vocational Guidance, 2 (2), 115-130. Rainey, L.M. & Borders, L.D. (1997). Influential factors in career orientation and career aspiration of early adolescent girls. Journal of Counseling Psychology, 44, 160-172. Career variables and occupational aspirations/expectations 29 Reyes, O., Kobus, K., & Gillock, K. (1999). Career aspirations of urban, Mexican American adolescent females. Hispanic Journal of Behavioral Sciences, 21, 366-382. Rojewski, J.W. (1995). Impact of at-risk behavior on the occupational aspirations and expectations of male and female adolescents in rural settings. Journal of Career Development, 22, 33-48. Rojewski, J.W. (2005). Occupational aspirations: Constructs, meanings, and application. In S.D. Brown & R.W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 131-154). Hoboken, NJ: John Wiley.

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Rojewski, J.W., & Hill, R.B. (1998). Influence of gender and academic risk behavior on career decision making and occupational choice in early adolescence. Journal of Education for Students Placed at Risk, 3, 265-287. Rojewski, J.W., & Yang, B. (1997). Longitudinal analysis of select influences on adolescents occupational aspirations. Journal of Vocational Behavior, 51, 375 410. Schoon, I., & Parsons, S. (2002). Teenage aspirations for future careers and occupational outcomes. Journal of Vocational Behavior, 60, 262-288. Super, D.E. (1990). A life-span, life-space approach to career development. In D. Brown & L. Brooks (Eds.), Career choice and development (2nd ed., pp. 197261). San Francisco: Jossey-Bass. Tabachnick, B., & Fidell, L. (1996). Using multivariate statistics (3rd ed.). Northridge, CA: Harper Collins. Career variables and occupational aspirations/expectations 30 Thomas, M.J. (1976). Realism and socioeconomic status (ses) of occupational plans of low ses black and white male adolescents. Journal of Counseling Psychology, 23, 46-49. Wahl, K., & Blackhurst, A. (2000). Factors affecting the occupational and educational aspirations of children and adolescents. Professional Counseling, 3, 367-374. Wall, J., Covell, K., & MacIntyre, P.D. (1999). Implications of social supports for adolescents education and career aspirations. Canadian Journal of Behavioral Science, 31, 63- 71. Watson, M.B., Brand, H.J., Stead, G.B., & Ellis, R.R. (2001). Confirmatory factor analysis of the Career Decision-Making Self-Efficacy Scale among South African university students. Journal of Industrial Psychology, 27, 43-46. Watson, M.B., Foxcroft, C.D., Horn, M.A., & Stead, G.B. (1997). Occupational aspirations of black South African adolescents. Psychological Reports, 80, 627635.

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Higher Budget on Education

Budget plays an important part in the implementation of the curriculum. The teachers group is demanding that the government allocates six percent of the countrys Gross Domestic Product (GDP) to education, amounting to P884.6 billion ($20 billion). The group said that to follow the UN standards, the government should allot at least P590 billion ($13 billion) more to basic education. However, the average share of DepEds budget from the GDP is only 2.2 percent. The group also lambasted the increase in the budget of DepEds GASTPE (Government Assistance to Students and Teachers to Public Education) program. According to Castro, for this year, the government targets to allocate P7 billion ($165 million) for one million grantees.

Extending the educational cycle requires an increase in resource requirements such as teachers, classrooms, instructional materials, and others. In response to this, DepEd is looking into the alternative delivery modes (ADMs) that have been proven to be effective in addressing the problems of educational access. ADMs are unconventional means by which students learn in formal education. ADMs ensure that even with the lack of teachers and classrooms, Filipino learners have access to education. Multigrade Instruction At the elementary level, multigrade instruction is an alternative delivery of formal education whereby there is one teacher for two, three or four different grade levels of students in a single class. For instance, in remote areas where enrolment rate is low and uneven, classes are combined such as Grades 1 and 2, Grades 3 and 4, and Grades 5 and 6.

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To ensure quality of instruction, there are several approaches or strategies used in multigrade classes. One is the differentiated instruction wherein teachers plan strategically to address various learning needs of pupils. Another strategy is the groupings of pupils by ability or mixed ability depending on the teachers purpose for instruction. There is also the modular approach which involves dividing the curriculum into specific objectives and producing associated learning materials in module form. These are made available to children grouped according to ability or for independent self-study. Modified In-School Off-School Approach (MISOSA) Modified In School Off School Approach (MISOSA) frees the children from the confines of the four corners of the classroom as it allows pupils to learn even while at home or in the community. MISOSA combines formal and non-formal learning activities to meet the needs for classrooms, learning materials, and teachers. It likewise taps community resources for instructional materials or sources of knowledge. Under MISOSA, a class of pupils is divided into two groups. Group 1 goes to class for a period of time while the Group 2 learns at home or in other learning venues such as a Barangay Hall learning through modules or performing assigned tasks. At the end of one week, Group 1 spends time learning outside the school while Group 2 attends formal classes. At certain times, the two groups are gathered in one class to learn together as one group. Instructional Management by Parents, the Community, and Teachers (IMPACT) The extension of educational services beyond formal elementary education is also provided by IMPACT or Instructional Management by Parents, the Community, and Teachers. This was developed by SEAMEO INNOTECH to address high student population and high percentage of dropouts. It is a management system where the parents, teachers and community collaborate to provide the child with quality education at less costs.

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Learning materials are based on the national curriculum standards of the Department of Education. It uses audio and video tapes in English, Science, Mathematics, Filipino, and Information and Communications Technology (ICT) in teaching the lessons.It offers three delivery modes: 1) programmed teaching or employing bright pupils as programmed teachers who use specific teaching procedures, 2) peer-group learning or the grouping of 6 to 8 pupils who are heterogeneous in ability but who are studying the same core modules, and 3) individual study or self-instruction that allows learner to learn at his/her own pace. Moreover, IMPACT makes use of collaborative and self-directed approaches. ADM for High School Students Effective and Affordable Secondary Education (EASE) One of the ADMs at the secondary level is the Effective and Affordable Secondary Education (EASE) Program which was designed and implemented to complement the existing formal system. It is applicable to students who cannot attend schools for a short while or can only attend classes seasonally due to socio-economic, geographical, and physical circumstances. In addition, EASE Program aims to cater to advanced students whose learning needs are not met by the conventional learning system.

Open High School System For high school students who incur long-term absences or who are permanently unable to attend school due to time, distance, physical impairment, financial constraints, social, and family problems, they may avail of the Open High School Program (OHSP). It uses he concept of distance education as it offers independent, self-pacing, and flexible study programs using self-instructional learning materials. They are supported with tutors whom they could meet occasionally for guidance and tutorial support. The subjects and the grading system for OHSP is the same as that of the regular high schools. As such, OSHP students graduate after completing the secondary education.

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Both EASE and OHSP are part of the DepEd Bureau of Secondary Educations Drop Out Reduction Program (DORP) to address the needs of students at risk of dropping out (SARDOs). Under DORP, SARDOs are provided three modes of learning to be able to continue their schooling even without attending formal classes. They are: 4. modular system wherein students are given learning modules which they can bring home for self-study. internet-based learning which is an online learning that is still being piloted blended technology which is a merger of the modular and internet-based

modes of teaching and learning