Open And Distance Education Program

1. Home Education Program
This program provides alternative delivery system of educating children, who for some reasons or for other circumstances, cannot avail of the formal system of instruction in a regular school (DECS Memorandum No. 216, s. 1997). It is offered by private institutions to parents who may want to have direct responsibility in the education of their children in term of academic achievement and values education.

 

The clientele include children with special needs namely, the gifted, the mentally retarded, those with speech and health problems, the physically handicapped or those with mobility problems, the deaf and the blind children. It aims to develop the child’s potential in all areas of growth and development outside the formal system; recognize parents’ complimentary/supplementary role in the education of children; provide literacy, numeracy and life-long skills through an alternative system of teaching and learning; and promote the talents, interests and skills of the child that he/she may become a self-propelling, fulfilled and contributing member of a community (Inclosure No. 1 to DECS Memorandum No. 216).

The program relies on the active participation of parent as teacher of the child on a one-on-one tutorial type of teaching. The parent is at the center of the educative process of the child/learner from which the home-educated child/learner acquires the necessary skills to develop his/her potential. The program focuses on the development of practical knowledge and skills, functional literacy, economic productivity and self -reliance. The curriculum areas covered are the same as those offered in the formal school system. However, the program allows the child to grow at his own rate of progress.

 

The training program for parents is conducted once in a quarter spearheaded by the Private School Area Supervisor or the Home Education Coordinator designated by the private school. The training is focused on concepts of home education methods and strategies, basic knowledge, skills and attitudes to be developed, content of the program and evaluation of student progress.

 

Accreditation of the students is done through the administration of validating tests, results of which will certify them as eligible to enter the succeeding grade level and it is conducted by the National Education Testing and Research Center (NETRC). Periodic local assessment/monitoring is conducted by the home education school coordinator to ascertain program implementation. The Regional/Division Office identifies and monitors the private institutions which offer home education program. The Bureau of Elementary Education takes charge in the implementation for the elementary level while the secondary level is being administered by the Bureau of Secondary Education. The Division Office has the list of home education children enrolled in a particular private school.

 

2. Balik-Paarlan Program (DECS Home Study Program)
The program is offered by the Rizal Experimental Station and Pilot School of Cottage Industries (RESPSCI). Owing to its unique programs and services, the RESPSCI unlike the regular public secondary school, is under a principal directly supervised by the office of the Regional Director of DECS-NCR.

 

This program was conceptualized primarily to meet the needs of a particular group of students - those who cannot, for one reason or another, regularly go to school to receive instruction via the residential mode. These are:

1. students who are above the normal school age but are willing or wishing to continue their secondary education;

2. students who cannot attend regular classes in school due to employment, early marriage/pregnancy, chronic illness, rigid training, threat to life (e.g. kidnap targets, state witnesses under police protection program). (REPSCI, 1999, p.3).

 

Learning is primarily a self-activity and is achieved only when the curricular program, instructional materials and delivery system are adjusted to the needs of the learner. Students enrolled in this program use modules written by a group of curriculum writers composed of supervisors, principals and RESPSCI teachers and produced by DECS. They are given modules to work on and asked to do research work, themes, experiments, projects, etc. for submission after a certain period of time.

 

In Science and Technology, projects are done in school either individually or in groups. Students are given quiz/long test only after the completion of a certain portion of the course requirements. Senior students are required to attend the Citizen’s Army training (CAT) every last Friday of the month (REPSCI, 1999, p.4).

 

Students are required to go to school once a week, or as the need arises:

1. to receive instructions from their teachers regarding their weeklong assignments, lessons, activities;

2. to submit homework/other accomplished requirements; and

3. to confer/consult with teachers regarding any other matter pertinent to their studies and the requirements of the eight required subjects and electives. (REPSCI, 1999, p.4)

The program makes use of the cumulative grading system in the regular high school program wherein 100% is the highest grade and 75% is the passing grade. Periodic examination, quizzes, projects, assignments, notebooks are the basic course requirements used as the criteria for evaluation of student performance. The weight given to each basic requirement varies depending on the nature of the subject area. For example, while Technology and Home Economics (THE) gives more weight to projects, Social Studies gives more weight to periodic test. Students whose academic performance is below par, are retained to a particular year level while those who fail in two or three subjects equivalent to a three-unit credit are required to repeat all the subjects (REPSCI, 1999, p.5).

 

3. Non-Formal Education Accreditation and Equivalency (NFE- A & E) System

This system was developed by the Bureau of Non-Formal Education (BNFE) of the Department of Education, Culture and Sports (DECS) as the core component of the Philippines’ Non-Formal Education Project, funded by the Asian Development Bank. It provides an alternative means of providing certification of learning to Filipinos aged 15 years and above, who are unable to avail of the formal school system, or who have dropped out of formal elementary or secondary school (Bureau of Non-Formal Education, 1999, p. 6).

 

It aims to provide a system for assessing levels of literacy and non-formal learning achievement, based on a national NFE-A&E curriculum covering basic and functional education skills and competencies. It is built around a truly nonformal curriculum, utilizing varied innovative non-formal learning strategies designed to break down traditional learning barriers of time, accessibility and resources (Bureau of Non-Formal Education, 1999, p. 6).

 

The previous School of the Air Program (SOTAP) of BNFE will be revived as a supplementary strategy for the Non-Formal Education Accreditation and Equivalency. Likewise, the Mobile School Program for the targeted 24 SRA provinces will be integrated.

 

4. University of the Philippines Open University (UPOU)

UPOU is one of the six autonomous units of the University of the Philippine System. It seeks to develop a system of continuing education to people in the workforce, and offers another chance to those who, for some reason or another, turned down their opportunity to pursue higher education.  UPOU offers teacher-education programs and a wide variety of programs and courses delivered in distance mode (Rodriguez, 1998).

 

Self-study, practicum, assessment and learning support are the components of the distance education delivery program of the UPOU. Face-to-face study sessions, audio conferencing, teleconferencing, E-mail and faculty visits are the forms of learning support being provided to Learners. The instructions received by the learner are packaged in materials, which are print based while some courses are in audio and video lessons. The Office of Academic Support and Instructional Service supervises the development of materials including the activities and assessment schemes for UPOU programs. Practicum appropriate for distance education Learners are planned and arranged. They are courses in the form of laboratory work, clinical practice, fieldwork, practice teaching, and others.

 

Learner’s performance is assessed in ways similar to assessment procedures of residential courses wherein more people evaluate the performance of the learner instead of just the faculty-in-charge, i.e., the tutor marks the assignments, or the field work supervisor evaluates the Learners’ performance. These people undergo training and are supervised by the faculty in the evaluation of learners performance. In the near future UPOU will deliver on-line courses (Rodriguez, 1998).

 

5. "Pamantasang Bayan" or Polytechnic University of the Philippines "Open University" System.

This system delivers higher educational services in a manner that differs from the traditional formal, highly structured and classroom-oriented approach. Under this system, the students can obtain education they want in their homes, places of work, communities or wherever they may be that is most convenient and conducive to their learning activities or even while travelling in other countries (Carague, 1998).

 

This program caters primarily to the educational needs of out-of-school youth or dropouts or economically disadvantaged students, self-employed and unemployed adults and others who are interested in pursuing a degree or non-degree course but could not do so because of distance, time and economic constraints.

 

The Polytechnic University of the Philippines - Open University offers degree and non-degree programs which are mainly Education, Business Management and Computer Technology Courses. The non-degree courses are Technical-Vocational programs on Computer.

 

The sources of information consist mainly of printed materials since these are the most affordable to students. Work is underway to develop audio/visual tapes and discs, computer programs and software, access to the Internet and E-mail. Educational radio and television programs are also being developed.

 

A set of well-tested, self-learning modules for each program is developed based on approved syllabi and KASVP (Knowledge, Attitude, Skills, Values, Practices) matrix. The self-learning modules are complemented by a set of reference materials including audiocassettes, video tutorials and multimedia courseware normally required of a course. Monitoring, evaluation and feedback systems have been developed to ensure the quality and effectiveness of the course programs and modules, focusing on the process involved in the development and delivery of instructional materials and services (Carague, 1998).

 

6. College Assurance Plan (CAP) College Foundation Distance Learning Alternative System

The CAP College Foundation Inc. is a unique system in itself because it possesses all the important characteristics of Distance Education except being a part or component of a traditional educational institution. It has in recent years, gradually and successfully developed its program from mere home study or correspondence courses into more interactive and innovative ones.

The Distance Learning Alternative System offers quite an impressive list of Associate, Certificate and Undergraduate Programs with special focus on Business Management and Marketing. Continuing Education for adults are offered under the Certificate and Associate Programs. Those who wish to earn college degrees may choose a list of Degree Programs in Liberal Arts and Commerce. New offerings include degree programs in Journalism and Entrepreneurship. Upcoming courses include the Masteral Program in Business Administration.

 

CAP College has constituted an Academic Review Board, composed of academicians (with masteral and doctoral degrees) to ensure that print modules are updated and relevant. It is composed of a network of module writers who are also faculty members of state universities. CAP College widens its reach to its target sectors and in the process, gains recognition in the field of Distance Education. It partners with government and private organization mainly to reach out to the members of the working sector who have less resource and capability but have the desire to obtain college degrees to enhance their skills and to move up in rank. Academic linkaging is also being done to ensure that students gain adequate knowledge in their chosen course or program while studying under an alternative system such as Distance Education, which is duly recognized by the government. It also links with international renowned educational institutions abroad such as the UNESCO International Institute on Educational Planning (IEP) and other organization like the International Council For Distance Education which provide sources of valuable information on educational innovation, technology and training (Sobrepena, 1998).

 

The balance needed between subject matter and student orientation, as well as teacher and social orientation that helps bring about more effective instruction is being made possible through the use of multimedia approach. The CAP College instructional materials are carried out on print, video, vel modes, audio cassette tutorials, interactive software and audio tapes for broadcast.

 

Recently, the grading system has been revised after evaluation of students’ performance against set standards. While flexibility is observed in rating and in evaluation of requirements submitted, extra care is being taken so that quality is not sacrificed. Student progress is determined through a series of written tests and other course work assignments prescribed for each course.

 

7. Southeast Asia Interdisciplinary Development Institute (SAIDI)

A graduate institute utilizes the professional experience of Asian students occupying key positions in education, government, community, church, industry and business as basis for and focus in acquiring graduate and postgraduate degrees. The Institute provides the curriculum design for working professionals who apply the concepts and principles of development technology in the organization to which they belong to.

 

SAIDI’s modular approach takes into account the student’s innate ability, pace and interest, achievement, experience and motivation. Students take the responsibility to consult with mentors at a mutually agreed schedule. The Institute makes use of the "research" type module. The modular approach places the responsibility of learning on the learner which enables the student to benefit from a custom-designed program sensitive to his/her needs.  More importantly, the modular approach teaches heuristic skills, that is, how to work independently and how to discipline oneself. The module mentor plays the role of a facilitator and catalyst of learning. The mentor provides for the individual pace and style of learning, while guiding the student’s action research (Getigan, 1998).

 

There is no quantitative grading system. The grade of "completed" is given to the student who has completed the requirements of a module. The student is expected to engage in intensive action research work for each module in his/her program. Ideally, six months after the approval of his/her program of study, the student defends his/her thesis proposal. The research is a problem solving experience tested in actual setting.

 

8. School of the People (Paaralang Bayan)

The Education for Life Foundation (ELF) is a non-government organization established in 1992. The main project of this foundation is the School of the People. The core program of this folk school is the formation of community-based grassroot leaders. A six-week residential course known as the general leadership course is the main activity of this program. The six-week course aims to develop grassroot leaders who can strengthen their basic organizations, mobilize their members on community issues, manage their own projects, negotiate with power holders inside and outside their communities, and participate in the structures and processes of local governance.

 

Initially, distance learning encountered difficulty in inviting 850 graduates to residential courses in Manila since these leader graduates were located all over the Philippines. Even if it was made possible, not all the 850 leader graduates were able to leave their families, their work and their organizations.  Substantially however, distance-learning program is the only way to offer a program of leadership formation, which continues beyond the six-week general leadership course to all 850 leader-graduates (Battye, 1998).

To date, the distance-learning program is still considered to be in its infancy. It consists of just one course Leadership (Pamumuno) and Business Management (Pagnenegosyo). A course on local governance is now being developed. Courses planned for future development include holistic health, sustainable agriculture, conflict resolution and popular education. The plan for these courses are all based on the leader-graduates’ own identification of what courses would be useful to them in their leadership roles. 

 

An important feature of the program-design is that the leader-graduates who enrol are not just individual learners studying in isolation from each other. The first and most crucial stage in the offering of courses is the formation of a learning group. Courses are not offered unless a learning group is formed. The leader-graduates cannot enrol as individuals. They enroll as members of a learning group (Battye, 1998).