017 R Resource Kit For Blws

DEPARTMENT OF EDUCATION, CAMARINES SUR
Resource Kit for BLWs

Essential Information for Barangay Literacy Workers
This Resource Kit for BLWs contains essential information for new and existing Barangay Literacy Workers. It covers
the following topics: (1) BLW job description, duties and functions; (2) stakeholder management; (3) advocacy,
literacy mapping, and learner recruitment; (4) ALS learning streams; (5) ALS learning plans and materials; and (6)
monitoring and evaluation. The Resource Kit also contains a list of associated tools/forms that can be xeroxed by
the BLW when necessary. A complete set of Learner Portfolio documents are also enclosed.
Ba ra n g a y Li t era cy Wo rk er Pro g ra m
Contents
YOUR CONTACT LIST......................................................................................................................................................................................... 2
LEGAL BASIS ....................................................................................................................................................................................................... 4
BLW JOB DESCRIPTION..................................................................................................................................................................................... 5
DUTIES AND FUNCTIONS ................................................................................................................................................................................... 5

SELECTION CRITERIA, K EY COMPETENCIES, QUALIFICATIONS AND/OR EXPERIENCE, AND P ERSONAL ATTRIBUTES.................................................... 5
Key Competencies:.................................................................................................................................................................................. 5
Qualifications and/or Experience: ........................................................................................................................................................ 5
Personal Attributes:................................................................................................................................................................................ 6
STAKEHOLDER MANAGEMENT ....................................................................................................................................................................... 6
SUPPORT FOR BLWS ......................................................................................................................................................................................... 7
ADVOCATING TO BARANGAY O FFICIALS.............................................................................................................................................................. 8

LITERACY MAPPING AND LEARNER RECRUITMENT............................................................................................................................................... 9
INCLUSIVE EDUCATION...................................................................................................................................................................................... 9
FUNCTIONAL LITERACY TEST (FLT) ..................................................................................................................................................................10
LEARNERS' PORTFOLIO...................................................................................................................................................................................11
CONDUCTING CLASSES...................................................................................................................................................................................11
DEVELOPING A LEARNING P LAN.......................................................................................................................................................................11

LEARNING MATERIALS.....................................................................................................................................................................................11
BARANGAY LEARNING CENTER.........................................................................................................................................................................11
PLANNING ........................................................................................................................................................................................................12
WORK PLANS..................................................................................................................................................................................................12
MONITORING & REPORTING .........................................................................................................................................................................12
WORK JOURNAL .............................................................................................................................................................................................12

LIST OF ENROLLED LEARNERS...........................................................................................................................................................................12
MANAGEMENT INFORMATION SYSTEM (MIS) ..................................................................................................................................................12
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Y our Contact List
Name Number
Ba rangay Contacts
Barangay Captain
Committee on Education
Barangay Secretary
Barangay Health Worker
ALS Team
Education Specialists for ALS
District ALS Coordinator
Mobile Teacher
School ALS Coordinator
Fellow Barangay Literacy Workers
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O verview
The Barangay Literacy Worker (BLW) Program is an initiative of DepEd Camarines Sur that aims to expand the reach
of education through the presence of one Barangay Literacy Worker in each barangay in the province. The Program
is driven by a vision: "every person, in each barangay should have knowledge of, access to, and the opportunity to
participate in educational programs, which will allow them to achieve their personal learning goals and, therefore,
their unique potential.” As a Barangay Literacy Worker, you are an invaluable resource to your community and to
ALS in helping to achieve this vision. This BLW Resource Kit provides essential information about the Program for
new and existing Barangay Literacy Workers which will familiarize them with a range of key duties and
responsibilities. Essential tools and templates for the BLW are also attached as appendices at the end of this
Resource Kit.
All forms in this pack are mandatory. A summary of essential forms and due dates are as follows:
Form Frequency Provided to
A Memorandum of Agreement Upon commencement of service Barangay Captain
Upon commencement of service; BLW Focal Person

B Stakeholder Management Form
updated when necessary (BLWFP)
C Work Shadowing Sheet During work shadowing BLWFP
D Mentoring Agreement Form Upon commencement of mentoring School ALS Coordinator
E BLW Program Information Sheet Upon request from stakeholders Barangay Officials
Literacy Mapping Survey – MIS 001

F Annually (January) BLWFP and DALSC/MT
G List of Enrolled Learners – MIS 002 Upon enrollment of new learner BLWFP and DALSC/MT
BLWFP, Barangay
H Learner Recruitment Poster Start of January, start of May
Captain
I Functional Literacy Test Manual Upon enrollment of new learner Learners
J Learners' Portfolio Documents Upon enrollment of new learner Learners
K Learner Program Design Form Upon starting a new Learning Program Learners
L Strategic Work Plan Annually BLWFP
Barangay Captain,
M Work Journal Monthly BLWFP, School ALS
Coordinator
Barangay Captain or
N Barangay Feedback Form Monthly
Committee on Education
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L egal Basis
Your appointment as a BLW is supported by a range of legislation. This legislation exists in the form of Republic
Acts, a Provincial BLW Ordinance, and Municipal and Barangay resolutions. Being aware of the legal bases of your
appointment and the responsibilities of the barangay in relation to your work is important for the purposes of
Program advocacy and sustainability.
There are two key Republic Acts that ALS implementers should be aware of, and can use, to support the
implementation of the BLW Program in their districts. These are: (1) Republic Act 9155 – Governance of Basic
Education Act of 2001; and (2) Republic Act 10122. The rationale for the Barangay Literacy Worker Program is
reflected in these policy documents.
Republic Act 9155 – Governance of Basic Education Act of 2001 states:
It is hereby declared the policy of the State to protect and promote the right of all
citizens to quality basic education and to make such education accessible to all by
providing all Filipino children a free and compulsory education in the elementary level
and free education in the high school level. Such education shall also include
alternative learning systems for out-of-school youth and adult learners. It shall be the
goal of basic education to provide them with the skills, knowledge and values they
need to become caring, self-reliant, productive and patriotic citizens. […] The State
shall encourage local initiatives for improving the quality of basic education. The State
shall ensure that the values, needs and aspirations of a school community are reflected
in the program of education for the children, out-of-school youth and adult learners.1
The Act itself aims to achieve a number of specific practical goals, including the establishment of schools and
learning centers where “out-of-school youth and adult learners are provided alternative learning programs and
receive accreditation for at least the equivalent of a high school education”.2
Republic Act 10122 is an amendment of Republic Act 7165. The latter, passed in 1991, served to create the
Literacy Coordinating Council (LCC), an inter-agency body administratively attached to the Department of
Education and tasked with nationalizing the formulation of literacy policies. 3 The Republic Act 10122, passed in
2009, strengthens the LCC and updates its powers and functions. It asserts that the policy of the State is “to give
the highest priority to the adoption of measures for the universalization of literacy.” Consequently, the stated
duty of the LCC is to “encourage and rationalize the formulation of policies and the implementation of programs
on non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-
school study programs particularly those that respond to community needs.” As BLW in your barangay, you will
be required to attend and participate in Barangay Literacy Coordinating Council (BLCC) sessions as a member of
the Secretariat.
Provincial Ordinance
The passing of the Provincial Ordinance known as the ‘Alternative Learning System for Barangays in the Province
of Camarines Sur’ provides guidelines for the establishment of literacy coordinating councils at the provincial,
municipal, and barangay levels, and mandates the appointment of Barangay Literacy Workers. In order to
“promote and enhance basic education”, the Provincial Ordinance states as its aims: to encourage education as a
1Philippines Government. 2001. ‘Republic Act No. 9155: Official Gazette of the Republic of the Philippines’. Available at
<www.gov.ph/2001/08/11/republic-act-no-9155-2/> Accessed 12 October 2015.
2 Philippines Government. 2001. “Republic Act 9155”, Section 3g.
3Philippines Government. 1991. “Republic Act No. 7165”. Available at
<www.lawphil.net/statutes/repacts/ra1991/ra_7165_1991.html > Accessed October 12 2015.
means of empowerment; to institutionalize ALS in order to increase access by the underprivileged; to encourage
further involvement of all partners and agencies in literacy projects; and to work towards the reduction, if not
elimination, of illiteracy.
In accordance with the Provincial Ordinance, a Barangay Literacy Coordinating Council (BLCC) is to be established
in every barangay within Camarines Sur. The BLCC is intended to encourage, facilitate, and monitor alternative
education at the barangay level. It is the core literacy implementing unit, charged with enabling the creation of a
Barangay Learning Center, as well as all other necessary and proper functions required for the facilitation of ALS
programs, in particular the BLW program. As mentioned above, all BLWs are required to attend and participate in
BLCC sessions as members of the Secretariat.
The Ordinance also mandates the creation of the Barangay Literacy Worker position, stating that the BLW shall
receive an honorarium of no less than One Thousand Pesos (PHP1,000) per month, to be funded by the barangay
or a cluster of barangays. In the case where the barangay cannot financially support a BLW, funds may be sourced
from municipal or provincial governments.
B LW Job Description
Duties and Functions
The following are the duties and functions of the BLW:

1. Conduct survey mapping, with special emphasis on the level of primary and secondary formal school drop-
out, of the barangay he/she is assigned;
2. Collect and consolidate relative data on participation rate of children and youth enrolled in private and
public schools within the barangay(s) he/she is assigned;
3. Perform as the learning facilitator and/or instructional manager of the BLC in his/her assigned barangay(s);
4. Implement the programs of ALS to address illiteracy in the Barangay;
5. Coordinate with and consult the Sangguniang Barangay concerned on issues regarding education, most
especially on the implementation of ALS;
6. Assist the concerned Municipal/City Government, the concerned DepEd Division Schools Superintendent,
the ALS Provincial/City Office, and the Sangguniang Barangay on social mobilization of ALS;
7. Perform such other functions as may be deemed necessary by supervisors and the concerned BLCC.
Selection Criteria, Key Competencies, Qualifications and/or Experience, and Personal Attributes
Key Competencies:
1. Confidence in the delivery of learning modules and facilitation of classes comprising both youth and adults,
using appropriate methods and strategies;
2. Good community organization skills, including advocacy and program coordination;
3. Good problem solving skills, particularly in relation to the resolution of practical real-world problems;
4. Demonstrated capacity to work both as part of a team and autonomously;
5. Demonstrated proficiency in reading, writing, and speaking both Filipino and English.
Qualifications and/or Experience:
1. Must be least eighteen (18) years of age and physically fit;

2. Must be a registered resident of the barangay and/or municipality/city where he/she will be appointed;
3. Must possess a high school diploma or college diploma of any course;
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4. Must have a good command of the dialect of the barangay(s) he/she will be appointed;
5. Must be computer literate and conversant on science, mathematics, English, Filipino and other subjects
concerning basic education;
6. Must have knowledge and enthusiasm in performing survey mapping and basic education and literacy
development services for OSYAs;
7. Must have some experience in teaching, training or community organizing;
8. Must be willing to undergo orientations and trainings;
9. Must not be an immediate relative of the DALSC, Mobile Teacher, Punong Barangay or Barangay Kagawad
Chairperson of the Committee on Education
Personal Attributes:
1. Passionate about serving the community as a volunteer;

2. Passionate about education as an agent of social change;
3. Possess excellent interpersonal skills;
4. Ability to adapt and be flexible, and to forego the methods of formal teaching in order to cater to the diverse
learning needs of OSYAs;
5. Maintain a positive attitude in the face of challenges and obstacles;
6. Ability to take the initiative and develop creative solutions to problems;
7. Ability to empathize and relate to a diverse range of community members;
8. No pending cases in the barangay, and no derogatory record in the municipality/city.
S takeholder Management
As a BLW it is important to understand the motivations of the various stakeholders in both your community and in
DepEd. Securing and maintaining funding for ALS programs and projects – including your BLW honorarium –
involves keeping friendly relationships with a variety of stakeholders, such as the Mayor, the Municipal Committee
on Education, the PSDS, and barangay officials. As such, you should strive to be actively engaged in your community,
abstain from public political alignment, and have open lines of communication with these stakeholders. Once
funding has been allocated by the LGU and/or barangay council, it is important that these stakeholders are
reminded about the importance of ALS and its benefits for the community through regular reporting and
participation in Barangay Literacy Coordinating Council (BLCC) sessions.
The table below summarizes key stakeholders you may come in contact with:
Barangay DepEd
Barangay Captain Is the head of the barangay, and the Education Program The EPSA are responsible for the
chairman of the BLCC Specialists for ALS monitoring and evaluation of ALS in your
(EPSA) district. They are based in the division
ALS office, but will periodically visit their
districts for monitoring and training
purposes.
Committee on The Committee on Education is in charge District ALS The DALSC and MT are responsible for
Education of all matters relating to education in the Coordinator & Mobile overseeing the BLW program, as well as
barangay. They can advocate on your Teacher training and managing BLWs. They may
behalf. also conduct their own classes.
Barangay Health The BHW is a member of your barangay BLW Focal Person The BLW Focal Person (BLWFP) will be
Worker (BHW) that is involved in providing primary either the DALSC or MT. He/she will be
health care. They know the community the key point of contact for BLW related
matters.
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well, and may be able to refer learners to

you.
Other BLWs BLWs also exist in your neighboring School ALS The School ALS Coordinator is a
barangays. Communication is important Coordinator mainstream teacher present in every
with other BLWs for means of support elementary school. They are ALS
and information exchange. Some learners representatives, and are the head
may attend both your learning sessions secretariat of the BLCC.
and neighboring learning sessions.
The Stakeholder Worksheet Form is a useful tool to help you identify key individuals and groups and map out their
specific interests, motivations, and what then can contribute to your work as a BLW.
Stakeholder Management Tips:
x Try to understand the motivations and interests of each stakeholder

x Always send invitations all key stakeholders to any ALS events you may be hosting in your community
x Provide reports on time to relevant stakeholders such as the DALSC/MT and for BLCC purposes
x Maintain open channels of communication with all stakeholders
x Attend all BLCC and barangay sessions; if you will be unavailable, please let the barangay secretary know
x Most DALSCs and MTs prefer texting as a means of arranging meetings
x Refrain from gossiping
✏ Stakeholder Management Form: Appendix B, Page 15
S upport for BLWs

Starting as a Barangay Literacy Worker may be a daunting task, however there are several sources of support to
help you develop professionally, and help you with any challenges you may come across implementing ALS in your
community.
Barangay Literacy Worker Focal Person (BLWFP) / District ALS Coordinator (DALSC) / Mobile Teacher (MT)
The Barangay Literacy Worker Focal Person (BLWFP) will visit your barangay to conduct monitoring and evaluation
and will provide you with support on a semi-regular basis. The BLWFP will be either the DALSC or the MT, as
designated by the ALS Division Supervisor, and will oversee the BLW Program in his/her district. As experienced ALS
implementers, they possess a wealth of knowledge and experience that they are willing and able share with you. If
you are experiencing challenges with ALS content, learners, or need help negotiating with barangay officials, seek
help from your BLWFP first. Be aware that the BLWFP/DALSC/MT are responsible for the operation of ALS and the
BLW Program across the entire school district and, as a result, have many responsibilities and commitments.
At the beginning of your service as a Barangay Literacy Worker, the BLWFP/DALSC/MT may also organize work
shadowing opportunities with them, or with Abot-Alam Literacy Volunteers. This is an opportunity for you to
experience first-hand how ALS is implemented in the community. It is recommended that you start a work journal
at this time in order to document your experiences, remember key teaching techniques or activities, and reflect on
your own learning.
✏ Work Shadowing Sheet: Appendix C, Page 16
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S chool ALS Coordinator
The School ALS Coordinator is your partner in helping ALS in your community. The School ALS Coordinator can
inform you of any school dropouts, so they can be enrolled in ALS. As a registered teacher, the School ALS
Coordinator can help with your professional development. The School ALS Coordinator can also act as your mentor.
✏ Mentoring Agreement Form: Appendix D, Page 17
Other Barangay Literacy Workers
Other BLWs working within your district are likely to experience the same challenges you face in your community.
Fellow BLWs can be a valuable source of support both inside and outside the classroom. It is important that you
develop good relationships with your co-workers so that you can encourage each other, swap teaching tips, and
seek advice.
You and your fellow BLWs might also consider forming a BLW Association – a body that can advocate for both the
program and its staff working in the municipality or district. A BLW Association should be comprised of BLWs, and
a President should be elected to act as a spokesperson for the group in formal situations such as Sangguniang Bayan
or Sangguniang Barangay sessions. It is recommended that you consult with your BLW Focal Person if you would
like to create a BLW Association. Awareness and Advocacy
Advocating to Barangay Officials
As a member of the Barangay Literacy Coordinating Council (BLCC), you have a duty to provide feedback on the
progress of the literacy programs in your community. You will be required to provide regular reports to the BLCC
regarding your work, the activities you have undertaken, the number of learners enrolled, and so on. Such reports
are useful because they can help you to advocate for the program and demonstrate its benefits to the community.
Advocating as a BLW can help you obtain better resources for your learners, ensure a better environment for
teaching, and can also secure funds for other ALS programs and activities. The Barangay Education Committee
Chairperson can also advocate on your behalf.
Why awareness and advocacy?
There are two main purposes for carrying out awareness and advocacy activities in your community:
Raise the profile of ALS to various levels of government: The Barangay Council is responsible for providing
funds for your work as a BLW. Ensuring that they are aware of successes, ALS passers, and ALS activities will
help guarantee that funding will continue to be allocated towards the BLW program.
Learner Recruitment: In addition to Literacy Mapping, which involves going house-to-house conducting
surveys, there are a number of activities that can be used to promote ALS and aid learner recruitment. You
could try designing, printing, and distributing ALS flyers, organizing ALS activities (such as tree planting,
karaoke competitions, or fun runs), or asking your existing learners to bring their friends along to the next
learning session.
✏ BLW Program Information Sheet: Appendix E, Pages 18-19
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L iteracy Mapping and Learner Recruitment
Once per year the BLW should engage in a Literacy Mapping exercise to determine the literacy levels within their
barangay. This exercise also serves also as an advocacy campaign for ALS, allowing the BLW to come face-to-face
with potential recruits for ALS programs. The Literacy Mapping activity should be conducted at the beginning of the
school year. “MIS-001” is the preferred form to be completed during literacy mapping. It is important to include all
potential learners, both youth and adults, and also people with disabilities (PWDs).
A list of recruits should be sent to the DALSC or MT and the School ALS Coordinator. The summary form for the
Literacy Mapping exercise will then be forwarded the BLW Program Coordinator.
It is also essential for every BLW to compile a list of their currently enrolled learners. You should use the “MIS-002”
Form for this purpose.
✏ MIS-001 Literacy Mapping Form (MIS-001): Appendix F, Page 20

✏ MIS-002 Learner Enrollment Form (MIS-002): Appendix G, Pages 21-22
✏ Learner Recruitment Poster: Appendix H, Page 23
Inclusive Education
As a Barangay Literacy Worker you play a part in delivering the vision of "every person, in every barangay having
the knowledge of, access to, and the opportunity to participate in educational programs, which will allow them to
achieve their personal learning goals and, therefore, their unique potential.” Youth and adults of all abilities
should be considered potential ALS learners. As long as there is motivation from the individual to learn, there is
potential for development.
In the Philippines, the majority of children with a disability do not attend school. The Barangay Literacy Worker
Program can help bring education to people with a disability, people who often have difficulty accessing both
formal and non-formal schooling due to a number of barriers. These barriers may be geographical, physical,
financial or attitudinal. The most common disability in the Philippines is sensory impairment, including visual or
hearing impairments. It is likely that you may come across learners with this type of disability. Adjusting your
teaching strategies and assessment approach to ensure that they are given equal opportunity is essential. You
may also find it helpful to get in contact with any special education teachers in your district or the special
education division.
Some considerations to ensure inclusiveness as a BLW:
ವ When completing literacy mapping, ensure that people with a disability are considered as potential learners.
ವ When teaching students with a disability, you have to consider modifying the classroom environment to make it
more accessible, or conducting home visits.
ವ Individuals with sensory impairment may benefit from a different approach to the presentation of information.
Enlarging text or providing more visual or auditory types of information may be helpful.
ವ Try not to make assumptions about people with a disability, and do not be afraid to ask for help from the special
education division or other teachers.
ವ The best way to teach your learners is to know their strengths and abilities well.
ವ When completing MIS-001 and MIS-002, you take note of disability status.
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S treaming Learners
Functional Literacy Test (FLT)
The Functional Literacy Test (FLT) is a tool used to determine what learning stream learners should be enrolled in.
There are three streams: Basic Literacy Program (BLP); Elementary Accreditation and Equivalency (A&E) Program;
and Secondary A&E Program. Every person seeking to enroll in ALS must complete the FLT. The Functional Literacy
Test Manual is a guide on how to administer the FLT.
✏ Functional Literacy Test Manual: Appendix I, Pages 24-33

✏ Functional Literacy Test for xeroxing: Appendix I, Pages 34-48
The table below summarizes the difference between the Basic Literacy Program, and the Accreditation and
Equivalency Program.
Accreditation & Equivalency

Basic Literacy Program
(Elementary and Secondary)
Suitable for Illiterate or neo-literate youth and adults. Refer Elementary or High School Drop Outs. Refer to
to the FLT Manual for eligibility criteria. the FLT Manual for eligibility criteria.
Assessment Portfolio Assessment Multiple Choice Test (300 items)

Essay Writing
Contact Hours 400 contact hours 800 contact hours
Modules Elementary: 154

Secondary: 287
Learning strands 5 different learning strands: 5 different learning strands:

Communication Skills Communication Skills
Critical Thinking and Problem Solving Critical Thinking and Problem Solving
Sustainable Use of Resources/Productivity Sustainable Use of Resources/Productivity
Development of Self and a Sense of Community Development of Self and a Sense of Community
Expanding One’s World Vision Expanding One’s World Vision
Administration 1-on-1 tutorials Modular, self-paced learning

Self-paced learning Structured Sessions
Pathways for Completers Enrolment in A&E For Elementary Passers:

Mainstream to formal schooling Enrolment in A&E Secondary
Enter work force Mainstream to formal schooling
Enrolment in TESDA Enter work force
Enrolment in TESDA
For Secondary Passers:

Enrolment in Senior High School
Enter work force
Enrolment in TESDA or other tertiary training
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L earners' Portfolio
The portfolio contains a learner’s personal information, literacy assessments, and a record of their current progress
with ALS. A portfolio should be made when a new learner is enrolled into ALS. The learner can decorate the front
of their portfolio as they desire. It is important to keep portfolios clean, tidy, and complete, as these will be assessed
periodically by DALSCs, MTs, and/or EPSAs. Learners are not allowed to take portfolios home with them.
✏ Portfolio Documents with explanations: Appendix J, Pages 49-59

✏ Portfolio Documents for xeroxing: Appendix J, Pages 60-76
Conducting Classes
Developing a Learning Plan
Based on the outcomes of your Literacy Mapping and Functional Literacy Tests you will have a good idea about the
needs of your learners. You should adapt your teaching methods and your work schedule to suit requirements of
these learners. Completing a “Learner Program Design Form” will help you clarify the goals, methods, and the
specifics of how you will conduct learning programs with your learners.
✏ Learner Program Design Form: Appendix K, Pages 77-78

Learning Materials
The barangay is obliged to provide PHP5,000 for learning resources such as learning modules, pens, paper
etc.
In some instances, the local elementary school is able to reproduce modules at their expense, or for a
minimal fee. Contact your School ALS Coordinator to explore this option.
Learning modules are also available online. If you have an android phone or tablet simply search for "DepEd
ALS" in the play store.
A soft copy of learning modules can also be accessed from http://www.depedcamsur.com/for-

learners.html
Barangay Learning Center
The barangay has a responsibility to provide you and your learners with a suitable venue to facilitate
classes. This may be in the Barangay hall, day care room, chapel, or any other venue located within the
barangay.
Tables, chairs and other equipment can be sourced from the barangay, donated by the community, or
funding for such equipment may be requested from the Barangay Council or LGU.
For learners who have difficulty attending the BLW, home visits may be necessary.
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P lanning
Work plans
Completing a strategic work plan at the beginning of the school year is a useful exercise that helps you identify and
achieve set goals throughout the year. The strategic work plan template also contains a SWOT (Strength,
Weaknesses, Opportunities and Threats) analysis that you can complete with an ALS representative or during
training. This aspect of the work plan will help you prepare for potential challenges and opportunities you may
encounter as a BLW.
✏ Strategic Work Plan Template: Appendix L, Pages 79-83
Monitoring & Reporting
Work Journal
Completing a work journal helps you keep track of how you spend your time as a BLW. This journal is completed
and signed by the BLW as evidence of the work they have completed within designated dates. Your
BLWFP/DALSC/MT and Barangay Council will be able to monitor your activities through this journal, so make sure
you update it regularly.
✏ Work Journal: Appendix M, Pages 84-85
Barangay Captain Feedback Form
The Barangay Captain Feedback Form is completed either by the Barangay Captain or Education Chairperson and is
used to review your performance as BLW. The form is a means of providing feedback to both you as BLW and the
BLWFP/DALSC/MT.
✏ Barangay Captain Feedback Form: Appendix N, Page 86

List of Enrolled Learners
For the purpose of monitoring and evaluation, it is essential for every BLW to compile a list of currently enrolled
learners. This document is “MIS-002”, and provides DepEd CamSur with information relating to how many learners
are being handled by BLWs.
✏ List of Enrolled Learners (MIS-002): Appendix G, Pages 21-22

Management Information System (MIS)
It is expected that BLWs will adhere to the same requirements for completing documentation for the Management
Information System (MIS). The MIS-001 is a tool used for literacy mapping and includes all OSYAs. The MIS-002 is
only completed for your enrolled learners.
✏ Management Information System (MIS) Templates: Appendix F and Appendix G, Pages 20 & 21-22
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A ppendices
A. Memorandum of Agreement
REPUBLIC OF THE PHILIPPINES

PROVINCE OF CAMARINES SUR
MUNICIPALITY OF ________
BARANGAY LITERACY WORKER PROGRAM

MEMORANDUM OF AGREEMENT
RESPONSIBILITIES & DUTIES OF BLW
I, ___________________________________________, being employed as the Barangay Literacy Worker (BLW) for the
Name of appointed BLW
barangay(s) of ______________________________________________ , of _________________________, do hereby

Name of barangay(s) Name of Municipality
agree to the following terms and conditions:
1. Contribute a minimum of ______ hours per week towards the BLW Program;
2. In the instance that one BLW is servicing cluster of Barangays, the BLWs time is hereby divided into the
following:
Name of Barangay: Minimum hours per week:
Total: _________________
3. Using ALS learning modules, facilitate literacy, personal development and livelihood classes with the support of
the DALSC and MT based on needs of the Out of School Youth and Adults (OSYAs) in their barangay;
4. Conduct advocacy and recruitment activities within the barangay to promote ALS programs, and encourage
individuals to enroll in Basic Literacy or A&E programs;
5. On a quarterly basis, conduct data collection and literacy mapping to monitor community literacy levels and
submit this information to the DALSC and/or MT;
6. Foster positive, functional relationships with relevant stakeholders, including: the Public School District
Supervisor (PSDS), the Barangay Literacy Worker Focal Person (BLWFP), District ALS Coordinator (DALSC), ALS
Mobile Teachers (MTs), ALS Instructional Managers (IMs), School Heads, and Barangay Council Members;
7. The BLW will ensure that they are accessible to community members and responsive to their educational needs,
questions, and support;
8. The BLW will use and maintain a strategic work plan and submit a monthly accomplishment report to the BLWFP
detailing the number of learning sessions conducted, learner attendance records, any ALS training activities, and
any participation in community activities such as Barangay Council sessions and assemblies. The BLW will also
attach their Daily Time Records (DTR) to their monthly accomplishment reports;
9. Whenever possible, the BLW must give four (4) weeks’ notice should be the BLW wish to exit the Service Contract
(or MOA) before completion.
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MUNICIPALITY OF ________

MEMORANDUM OF AGREEMENT
RESPONSIBILITIES & DUTIES OF BARANGAY COUNCIL
As the Barangay Captain(s), and the Barangay Chairman of the Committee on Education respectively, from the Barangay
Council of ___________________________________ in the employment of _____________________________________ _ _
Name of barangay(s) Name of appointed Barangay Literacy Worker
as our Barangay Literacy Worker, do hereby agree to the following conditions:
1. Provide a total honorarium for the BLW to the amount of __________ per month;
2. In the instance of clustering, the BLWs honorarium is hereby divided into the following
Name of Barangay: Honorarium per month:
Total:
3. Facilitate the recruitment of BLWs in consultation with the DALSC/MT in the months of November and December or
as the need arises (if a current BLW ends their contract early);
4. Issue guidelines for the creation of a barangay-based learning center which can comply with basic infrastructure
guidelines and personnel requirements;
5. Enforce the submission of quarterly reports on the accomplishments of the Learning Center to be compiled by ALS
learning facilitators/implementers;
6. Undertake planning, programming, and evaluation sessions on an annual basis;
7. Monitor and maintain necessary records on the effectiveness of projects and submit an annual summary report
thereof to the Municipal School Board;
8. Meet on a quarterly basis to discuss the status of ALS programs taking place at the learning center;
9. Perform such other activities, necessary and proper, to effect the foregoing powers, duties, and functions;
10. Be responsible for ensuring the BLW carries out their role effectively;
11. In extreme circumstances, where the BLW is found not to be performing their duties effectively, the barangay council
can terminate the Service Contract (or MoA) with consultation with the DALSC or MT;
12. Actively support, endorse and participate in activities of the BLW whenever possible.
Effectivity
This agreement shall be enforced upon signing this Memorandum of Agreement (MOA).
(Appointed Barangay Literacy Worker)
(Punong Barangay) (Punong Barangay) (Punong Barangay)
(Commi ttee on Education) (Commi ttee on Education) (Commi ttee on Education)
(Di strict ALS Coordinator or Mobile Teacher) (Wi tness)
14
B. Stakeholder Management Form
Stakeholder Potential Role or What is the best way of How can they benefit
Function building and maintaining from the relationship?
this relationship?
Barangay Council:
Barangay Captain
Education
Chairperson
Barangay Health
Worker
ALS:
EPSA
BLWFP/DALSC/MT
School ALS
Coordinators
Your enrolled
learners
Families of your
learners
Educated
community
members
Other BLWs
15
C. Work Shadowing Form
Work Shadowing Reflection Sheet
Name of Barangay Literacy Worker: __________________________________
Name of Barangay(s) serviced: _______________________________________
Date Hours spent Implementer Main learnings
Total
Hours
16
D. Mentoring Agreement Form

MUNICIPALITY OF ______________

MENTORSHIP AGREEMENT
We, ____________________ and ____________________, are both voluntarily entering into this partnership.
Mentor/School ALS Coordinator Mentee/Barangay Literacy Worker
We wish this to be a rewarding experience, and will spend our time discussing and improving teaching
strategies. We agree to the following:
1. The mentoring relationship will last for _____ months. This period will be evaluated every six months
and will end by amicable agreement once we have achieved as much as possible.
2. We will meet at least once every ______ weeks. Meeting times, once agreed, should not be cancelled
unless unavoidable. At the end of each meeting we will agree on a date for the next meeting.
3. In between meetings we will contact each other by telephone or email.
4. The aim of the partnership is to discuss the following goals:

_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________
5. We agree that the role of the mentor is to:

_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________
6. We agree that the role of the mentee is to:

_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________
7. We agree to keep the content of our meetings confidential.
8. The mentor agrees to be honest and provide constructive feedback to the mentee. The mentee agrees
to be open to the feedback.
Date:_____________________
Mentor’s signature / School ALS Coordinator:____________________________________________
Mentee’s signature / Barangay Literacy Worker: __________________________________________
Date for Review:________________________
17
E. BLW Program Information Sheet
Department of Education
DIVISION OF CAMARINES SUR
Freedom Sports Complex, San Jose, Pili, Camarines Sur
Alternative Learning System
BARANGAY LITERACY WORKER (BLW) PROGRAM
VISION
Every person in each Barangay having the knowledge of, access to, and opportunity to participate in educational
programs, which will allow them to achieve their personal learning goals and, therefore, their unique potential.
Barangay Literacy Workers are members of the community who help achieve this vision. Barangay Literacy
Workers coordinate and assist in the delivery of Alternative Learning System (ALS) Education programs catering
to out-of-school youth and adults (OSYA). They provide learning opportunities to the members of their Barangay,
particularly in regard to literacy and livelihood skills. BLWs help recruit OSYA and encourage their participation in
ALS lessons.
WHY DO WE NEED BLWs IN __________?
Number of Barangays currently serviced by ALS: __
Number of paid ALS Teachers: 1 District ALS Coordinator, 1 Mobile Teacher, __ Abot-Alam, __ BLWs
Currently Enrolled ALS Learners: (e.g. 250)
Total Estimated Number of OSYAs (excluding those already enrolled): (e.g. 480)
18
HOW CAN BLWs SERVE OUR COMMUNITY?

For every 100 students in the Philippines who enroll in Grade 1, only 66 will graduate from Grade 6, only 43 will graduate
from secondary school, and only 14 will obtain a college degree (UNESCO, 2004). The Philippines is one of the 180 countries
that participates in the international Education for All (EFA) Agreement. This agreement provides a road map for the
achievement of international goals in providing quality education to every human being, no matter their gender, social status,
financial situation, or location.
The Alternative Learning Systems (ALS) is the flagship program of the Department of Education (DepEd) of the Philippine
Government. It aims to achieve nation-wide literacy, though the Governance of Basic Education Act 2001 (RA 9155). The BLW
Program aims to strengthen the ALS workforce, and extend the reach of education to OSYAs throughout the Philippines.
BENEFITS OF THE BLW PROGRAM

1. Expands the reach of education through a barangay-based literacy worker;
2. Improves community awareness of, access to, and opportunity to participate in education;
3. Increases the number of Elementary and Secondary A&E graduates;
4. Contributes positively to the community’s social and economic development;
1. Promotes partnerships between DepEd ALS and Barangay Councils;
2. Improves access to education in far-flung barangays;
3. Helps to eradicate illiteracy within the Philippines.
CURRENT LEGAL PROCESSES

1. Provincial Ordinance No. 056, s. 2015, institutionalizing the BLW Program throughout Camarines Sur;
2. The 1987 Philippine Constitution, which mandates that “the State shall protect the right of all citizens to quality
education at all levels and shall take appropriate steps to make such education free to all”;
3. Republic Act 9155 - “Governance Act of Basic Education”, which mandates the establishment of “learning centers
as facilities where the out-of-school-youth and adult learners are provided alternative learning programs and receive
accreditation for at least the equivalent of elementary and high school education”;
4. Republic Act 10632, specifying that SK Funds shall be spent on out-of-school youth programs and youth capacity
building;
5. Municipal-level BLW Ordinances have been passed in Tigaon, Ocampo, Bato, Balatan, Pasacao & Nabua.
JOB DESCRIPTION
1. Using ALS learning modules, BLWs shall facilitate literacy, personal development and livelihood classes with the
support of the DALSC and MT based on the needs of the OSYAs in their barangay;
2. BLWs shall conduct advocacy and recruitment activities within the barangay to promote ALS programs and
encourage enrolment of OSYAs;
3. BLWs shall conduct data collection and literacy mapping to monitor community literacy levels and submit this
information to the DALSC and/or MT;
4. BLWs shall foster positive, functional relationships with relevant stakeholders, including the Public School District
Supervisor (PSDS), the District ALS Coordinator (DALSC), ALS Mobile Teachers (MTs), and ALS Instructional Managers
(IMs), School Heads, and Barangay Council Members;
5. BLWs shall ensure that they are accessible to community members and responsive to their educational needs,
questions, and support;
6. BLWs shall dedicate a minimum of 16 hours per week in the delivery of ALS programs.
QUALIFICATIONS & CHARACTERISTICS OF A BLW

1. High school diploma, or equivalent, or a college degree;
2. Preferably a resident of the barangay where they will work;
3. At least 18 years old;
4. Experience in teaching, training and/or community organizing;
5. Good relationships with the community, and has no pending cases in the barangay and no derogatory record in the
Municipality;
6. Demonstrated passion for serving their community as a volunteer;
7. Demonstrated passion for promoting education as an agent of social change.
WHAT IS THE ROLE OF THE BARANGAY COUNCILS?

6. Barangay Chairperson of Education with the assistance of the District Alternative Learning System Coordinator
(DALSC) will conduct periodic Monitoring and Evaluation and submit reports to key stakeholders;
7. Support BLW projects and creation of livelihood projects;
8. Allocate an amount towards the honorarium for the BLW;
9. Allocate an initial set up cost for the supplies, materials and for the reproduction of ALS modules;
10. Support in the development and establishment of a Learning Center; a center that can be used by the BLW, ALS
Implementers and their learners.
19
DEPARTMENT OF EDUCATION
BUREAU OF ALTERNATIVE LEARNING SYSTEM
MIS-001 – PROFILE OF PROSPECTIVE LEARNER in the HOUSEHOLDS
Accomplished by _______________________________ Date Submitted _____________________________

Position _______________________________ Received by _____________________________
Date Accomplished _______________________________ Signature _____________________________
Year Mapped : _________________________ District : _______________________

Region : _________________________ Name of Target Barangay : _______________________
Province : _________________________ Sitio/Zone/Purok : _______________________
City/Municipality : _________________________ House Address : _______________________
Division : _________________________ _______________________
No. of Males No. of Females

POPULATION 5 & below 6-11 12-15 16-24 25-29 30-39 40-49 50 & above 5 & below 6-11 12-15 16-24 25-29 30-39 40-49 50 & above
(source: Barangay Data)
F.
Name of Prospective Learner Civil Interested in
Birthdate Sex PWD Mother Religion Educational Reason for Not Encoded by Date of
(Last Name, First Name, Middle Status ALS Programs Position
(Month-Day -Year) (M or F) (If applicable) Tongue (Specify) Attainment Attending School (Name of Facilitator) Mapping
Name) (Specify) (Yes or No)
1
2
3
4
5
6
7
8
9
10
NOTE:
Educational Attainment: Completed Basic Education Grade 1, Completed Basic Education Grade 2, Completed Basic Education Grade 3, Completed Basic Education Grade 4, Completed Basic Education Grade 5,
Completed Basic Education Grade 6, Completed Basic Education 1st Year High School, Completed Basic Education 2nd Year High School, Completed Basic Education 3rd Year High School,
No Schooling
Reason for Not Attending School: Schools are very far, No school within the barangay, No regular transportation, High cost of education, illness/Disability, Housekeeping/Housework, Employment/Looking for work, Lack of
personal Interest, Cannot cope with school work, please specify other reasons not included in the list
20
MIS-002A – NFE LEARNERS’ PROFILE

Year Accomplished : _________________________ District : _______________________

Region : _________________________ Name of Target Barangay : _______________________
Province : _________________________ Sitio/Zone/Purok : _______________________
City/Municipality : _________________________ Name of CLC : _______________________
Division : _________________________ Address of CLC : _______________________
Program Mode of Date of Learner

Birthdate Sex PWD Mother FLT Score in FLT Score in core in Listening Over All Enrolled (BLP, A&E Name of Assigned
LRN Last Name First Name Middle Name Civil Status Religion PIS Score core in Writing Program Registered in Position
(mm/dd/yy) (M/F) (If applicable) Tongue Reading Numeracy & Speaking Score Elementary, A&E Learning Facilitator
Secondary)
Delivery the Program
NOTE
Mode of Program Deliv ery : Face to Face learning, independent learning, Broadcasting learning, Computer-based learning/e-skwela
Ty pe of Employer : DepEd, Non-DepEd (Contracted by DepEd, Non-DepEd (not contracted by DepEd)
Learners’ Tracer : Continue ALS Elementary, Continue ALS Secondary, Continue Elementary Formal School, Continue Secondary Formal School, Employed, Self-employed, idle, others.
21
MIS-002B – InfEd LEARNERS’ PROFILE

Year Accomplished : _________________________ Name of Target Barangay : _______________________

Region : _________________________ Sitio/Zone/Purok : _______________________
Province : _________________________ Name of CLC : _______________________
City/Municipality : _________________________ Address of CLC : _______________________
Division : _________________________ Type of CLC : _______________________
District : _________________________
Date of Learner Name of Assigned

Birthdate Sex PWD Mother Program
Last Name First Name Middle Name (Month-Day-Year) (M or F)
Civil Status (If applicable)
Religion Registered in Learning Position Learners’ Tracer
Tongue Enrolled
the Program Facilitator
NOTE:
Type of CLC Type 1 – simple temporary (make shift) meeting place with tables and charts, chalkboards, e.g. Chapel or any open multi-purpose area in the barangay or any private property temporarily loaned for learning purposes
Type 2 – a semi-concrete structure mostly made out of light materials such as nipa, soft wood, etc., dedicated to ALS learning sessions and related activities equipped with basic furniture and learning equipment such as electric fan
Type 3 – a typical barangay learning center, concrete and secured, mostly made out of cement and other building materials. Dedicated to ALS learning sessions and related activities, equipped with basic furniture and learning equipment e.g., Chairs, tables, chalkboard, library corner, basic
appliances such as electric fan, cassette recorder, etc.
Type 4 – a two or three-storey building fully equipped with basic furniture and advanced ICT equipment for learning, dedicated to ALS learning sessions and related activities, other type that does not fall to any of the 4 types, please describe using a separate sheet or paper.
Type 5 – ALS and other learning materials are being utilized by learners and other members of the community, the materials are either being transported from house to house or borrowed by individual interested community members from the CLC for literacy and continuing education.
Program Enrolled Community Development, Self Development, Self-Improvement Development

Type of Employer DepEd, Non-DepEd (contracted by DepEd), Non-DepEd (not contracted by DepEd)
Learners’ Tracer Earned a certificate from issuing agency, Did not earn a certificate from issuing agency
22
23
I. Functional Literacy Test (FLT) Manual
PARTS OF THE FUNCTIONAL LITERACY TEST
A. PERSONAL INFORMATION SHEET (PIS)
I. PIS DESIGN FEATURES
The Personal Information Sheet (PIS) is in itself a basic literacy test. It measures the learner’s
ability to write basic information about himself. The learner must first accomplish the PIS. His responses
to the PIS will indicate his readiness to proceed with the other parts of the FLT.
There are 10 items for the PIS. Items 1 – 9 are about personal information about the learner. Item
10 is writing a sentence about himself.
II. PIS TEST MATERIALS
The following materials will be used in administering the PIS:
Personal Information Sheet

Pencil or ballpen
III. PIS TEST ADMINISTRATION PROCEDURES
A. General Procedures
1. Give the Personal Information Sheet to the learner.

2. Retrieve the Personal Information Sheet when the learner finishes answering.
3. Check the Personal Information Sheet.
4. Proceed to the next part of the FLT if the learner gets a score of 8 and above or advise the learner
to join the BLP if his score is 7 and below.
B. Specific Steps
1. Give the PIS to the examinee and say:
“Basahin nang tahimik ang mga tanong sa Personal Information Sheet.

Isulat ang iyong sagot sa nakalaang puwang o guhit. Walang
nakatakdang oras para dito ngunit kung maaari ay huwag masyadong
magtagal sa bawat aytem.
Kung may katanungan ka ay mangyaring itanong na ito at kung wala na

ay maaari ka nang mag-umpisa.
Kung matapos ka na ay ibigay sa akin ang Personal Information Sheet na

iyong sinagutan.”
2. Observe the examinee as he/she answers the PIS.
3. Do not read the items to him/her since we are measuring his/her level of literacy.
4. Go over the answers and immediately check it using the Scoring Guide below. If the examinee
gets the minimum score of 8 proceed to administer the rest of the FLT to him. If the examinee
gets a score lower than the minimum score, inform him/her about the result and the need for
him/her to join the Basic Literacy Program (BLP). You may also inform him/her about the specific
learning arrangements for BLP.
24
IV. SCORING
For Items 1 – 9, give one (1) point for every correct answer.
For Item 10
- Give two (2) points to a complete sentence with no error.
- Give one (1) point to an incomplete sentence but still makes sense.
- Give zero (0) point to a response that does not make sense, writing cannot be understood and if the
learner does not write any response.
Items Top possible score Minimum Score required to

proceed to the next part
Items 1-9 9 7
Item 10 2 1
Total 11 8
V. INTERPRETATION
Learner’s Score for PIS Decision

7 and below The learner will not proceed to the next component
Learner will attend/participate in BL Program
8 and above Learner can proceed to next part
B. READING TEST
I. READING TEST DESIGN FEATURES
The Reading Test measures understanding of written selections. It consists of 24 test items (13 short
responses and 11 multiple choice). It contains selections followed by questions in varied item formats. There are
6 test items in each category skills. The competencies/skills assessed in reading are the following:
Locate information by matching words or when there is distracting information or information that is not
next to matched word. It answers what, where many and when questions.
Comprehend, make predictions, and draw conclusions, sequence ideas.
Interpret by making inferences to interpreting information that is not directly stated.It answers how and
why questions.
Summarize, recognize the main idea, separate details from the main idea, give an opinion.
You will administer the reading test in the order presented in the test booklet. A correct response for each
item is equivalent to one (1) point for a total of 24 points. It is designed to be taken in forty minutes.
II. READING TEST MATERIALS

Answer Sheets, Test Booklet, Pencil, Scoring Guide, Key to Correction
III. READING TEST ADMINISTRATION PROCESS
1. Hand out the Test Booklet
2. Hand out the Answer Sheet
3. Retrieve the Answer Sheet
4. Retrieve the Test Booklet
25
B. Specific Steps
1. When the examinee is ready say:
“ Ang pagsusulit naman ngayon ay sa Pagbasa. Bibigyan kita ng test

booklet at hiwalay na sagutang papel o answer sheet”
2. Give the Reading Answer Sheet and say:

“ Isulat ang buong pangalan sa itaas na bahagi ng sagutang papel.”
3. Continue reading the instruction and say:
Ito ay isang pagsusulit sa Pagbasa. Basahin mong mabuti ang talata na

nakasulat sa loob ng kahon. Pagkatapos ay basahin at sagutin ang
bawat tanong na kasunod nito. Huwag sulatan ang test booklet.
Ilagay ang iyong sagot sa nakalaang puwang sa sagutang papael o di
kaya ay bilugan ang titik ng tamang sagot kung may pagpipiliang
sagot.”
“Mayroon kang apatnapung minuto para sa test na ito. Nakahanda
ka na ba?’ If he/she is, then say: Maaari ka nang mag umpisa.”
Remind the examinee when there are only 5 minutes left before the end of the test. When
he/she is through, collect the answer sheet, then the booklet.
IV. SCORING
Prepare the scoring forms and the guide for scoring. Using the key to correction, write down the scores
obtained by the examinee. There are many possible answers in the Key, if the examinee gets more than one
or all the possible answers, he/she still gets one (1) point. Sum up the scores and refer to the interpretation
of scores.
V. INTERPRETATION
Skills/Competencies No. of Items Need to develop Give advice to No need to

the skill focus on the skills develop the skill
to be developed
1. Locate 6 0-2 3-4 5-6
Test item #1, 5, 6, 13,
14 &20
2. Comprehend 6 0-2 3-4 5-6
Test item #3, 7, 12, 15,
21 & 24
3.Interpret 6 0-2 3-4 5-6
Test item #2, 11, 17, 18,
22 & 23
4. Summarize 6 0-2 3-4 5-6
Test item #4, 8, 9, 10,
16 & 19
C. NUMERACY TEST
I. NUMERACY TEST DESIGN FEATURES

The Numeracy Test assesses the learner’s ability in basic mathematical operations. It is designed
to be taken in 45 minutes. The Numeracy Test is divided into four parts as follows:
Items 1 – 6 : Computation of two to three-digit

numbers
Items 7 – 12 : Solving simple word problems
Items 13 – 18 : Interpreting Graphs
Items 19 – 24 : Measurement
26
II. NUMERACY TEST MATERIALS

The following materials will be used in administering the Numeracy Test:
x Numeracy Test Answer Sheet
x Numeracy Test Booklet
x Pencil or ballpen
III. NUMERACY TEST ADMINISTRATION PROCEDURES

1. Write on the upper left corner of the answer sheet the starting time.
2. Give the Numeracy Test Answer Sheet [S-3 AS] and the Numeracy Test Booklet to the learner. [S-
3]
3. Retrieve first the Numeracy Answer Sheet after 45 minutes then the Numeracy Test Booklet.
B. Specific Steps
1. Say the following:
x “Isulat mo ang iyong buong pangalan sa itaas na bahagi ng sagutang papel.”
x “Ngayon ay sasagutin mo naman ang Numeracy Test. Isulat mo ang titik ng

iyong sagot sa sagutang papel sa nakalaang puwang.
x Huwag susulatan ang test booklet.
x Maaaring gamitin ang likod ng papel para sa pagkukuwenta.

x Sikaping sagutan ang bawat tanong.
x Mayroon kang 45 minuto para tapusin ang test.
x Kung wala ka ng katanungan ay maaari ka nang mag-umpisa.
2. Observe the examinee as he/she answers the test.
3. Remind the examinee 5 minutes before the end of the test by saying:
x “Mayroon ka na lamang 5 minuto para tapusin ang test sa pagkukuwenta.”
4. End the Numeracy Test by saying:
x “Oras na para huminto, ibigay mo na sa akin ang answer sheet at ang test
booklet.”
IV. SCORING
1. Give one (1) point for every correct.
2. Refer to the Key to Correction for Numeracy.
V. INTERPRETATION
Identify the appropriate level of the learner as shown on table below:
to be developed
1. Computation of two 6 0-2 3-4 5-6
to three digit numbers
Test items #1- 6
2. Solving simple word 6 0-2 3-4 5-6
problems Test items
# 7-12
2. Solving simple word 6 0-2 3-4 5-6
problems Test items
# 7-12
4. Measurement 6 0-2 3-4 5-6
Test items # 19-24
27
D. WRITING TEST
I. WRITING TEST DESIGN FEATURES

The Writing test gauges the learner’s ability to compose a few sentences and a paragraph. The
writing test is designed to be taken in 15 minutes.
The first essay is about One’s Family and the second one is about the Cutting of the Trees.
II. WRITING TEST MATERIALS

The following materials will be used in administering the Writing
Test:
x Writing Test Answer Sheet
x Writing Test Sheet
x Pencil or ballpen
III. WRITING TEST ADMINISTRATION PROCEDURES

1. Write the starting time at the upper left corner of the answer sheet.
2. Give the Writing Test Answer Sheet [S-5 AS] and the Writing Test Sheet to the learner. [S-5]
3. Collect first the Writing Answer Sheet after 15 minutes then the Writing Test Sheet.
B. Specific Steps
1. Say the following:
“Ang susunod na pagsusulit ay ang Pagsulat. Isulat ang iyong pangalan sa

bandang ibabaw ng sagutang papel. Kung tapos mo nang isulat ang iyong
pangalan ay sabihin mo sa akin.”
2. Give the Writing Test sheet and say:
x “Basahin mong mabuti ang direksiyon.

x “Isulat mo lahat ang sagot sa sagutang papel.
x Mayroon kang 15 minuto para sagutin ang mga tanong.”
3. Observe the examinee as he/she answers the Writing Test. Remind the examinee 5 minutes before
the end of the test by saying:
x “Mayroon ka na lamang 5 minuto para tapusin ang test sa Pagsulat.”
4. End the Writing Test by saying:
x “Oras na para huminto, ibigay mo na sa akin ang answer sheet at

ang test sheet.”
IV. SCORING
THINGS TO CONSIDER IN CHECKING THE TWO ESSAYS
Central Idea
9 The main idea must be related to the prompt
9 It must be clearly stated.
Supporting Ideas
9 Includes several related details
9 All ideas should form logical, sensible relationship to the main idea.
Language Conventions
9 It must be written in Filipino
9 The rules for sentence formation, capitalization, punctuation and usage
must be followed.
28
Item #A – An essay on One’s Family
Give the following points:

4 points - more than adequate response
9 Is related to the assigned topic; main idea is clearly
expressed and exhibits depth and complexity
9 Shows control of spelling, punctuation and capitalization
3 points - adequate response
9 Is related to the assigned topic, the main idea is clear to the
reader
9 Has few errors in spelling, punctuation,
capitalization
2 points - less than adequate response
9 Is somewhat related to the assigned topic but
unelaborated idea development
9 May contain errors in sentence formation,
punctuation and spelling
1 point - very inadequate response
9 Is somewhat related to the assigned topic; not clear or
focused, difficult to follow limited or unrelated details and
no idea development
9 Has errors in spelling, punctuation and
capitalization
Zero 0 - Response that cannot be evaluated
9 Is not related to the topic
9 Not readable or incoherent
9 No response
For Item B: Cutting of the Trees
- For question #1, give one (1) point.
- For question #2, give:

2 - An adequate response
x Is related to the assigned topic, the main idea is clear to the reader
x Has a few errors in spelling, punctuation, capitalization.
1 - A less than adequate response

x Is somewhat related to the assigned topic but unelaborated idea
development
x May contain errors in sentence formation, punctuation and
spelling
0 -Response that cannot be evaluated
x Is not related to the topic
x Not readable or incoherent
x No response
- For question #3, give one (1) point.
V. INTERPRETATION

to be developed
1. Compose sentences
and paragraphs 8 0-3 4-5 6-8
29
E. SPEAKING AND LISTENING TEST
SPEAKING AND LISTENING TEST FEATURES
The Speaking and Listening Test of the FLT is designed to measure/assess the following skills;
o listen to recount accurately on the important, full and specific details of oral messages;
o listen and evaluate critically oral messages on the issue; and
o respond appropriately to ideas through verbal means by interpreting correctly the meaning of the story.
These skills are found in Learning Strand One (Communication Skills) of the ALS Curriculum. This test will be
administered in a form of an interview after the learner finishes the PIS. It consists of six (6) items with the score
of two
(2) points each. This test should be administered 15 - 20 minutes individually and separately.
SPEAKING AND LISTENING TEST MATERIALS
The interviewer will make use of the following:

x Record of Response Sheet (RRS) use to record learners’ responses
x Listening and Speaking Scoring Guide (LSSG) guides on how to score examinees responses
x Story sheet
x Pencil
SPEAKING AND LISTENING TEST ADMINISTRATION PROCEDURES
1. Prepare the learner for the interview.
2. Conduct the interview by asking the questions.
3. Read the story and ask the questions.
4. End the interview.
B. Specific Procedures
1. Greet the learner. Speak in a calm and friendly manner so that the examinee may overcome initial shyness.
Make sure your voice is clear and audible so you can be heard and understood.
2. Allow the learner to introduce himself/herself.
3. Introduce the activity, purpose and the direction by saying:
“Ngayon gusto ko sanang magkaroon ng karagdagang impormasyon tungkol sa iyong sarili, sa

iyong mga plano at iniisip. May ilan akong katanungan. Pakinggan mong mabuti ang bawat
tanong at sagutin mo batay sa iyong nalalaman at damdamin. Mas mainam kung malinaw ang
iyong sagot at may detalye ang iyong paliwanag. Mayroon ka bang tanong? Kung handa ka na,
mag-umpisa na tayo”
4. If the learner is ready, turn to the interview guide, then ask the interview questions.
Question 1, ask:
“Bakit gusto mong magpatala sa programa ng ALS?”
Question 2, ask:
“Kailan ka huminto sa iyong pag-aaral? Bakit?”
5. As he/she responds note down his/her answers verbatim in RRS. If you need more space use another sheet.
30
6. For questions 3, and 4, say this:
“Pakinggan at bigyan ng kahulugan ang kasabihang

karaniwang naririnig na,”
“Ang Kahirapan ay hindi sagabal sa

pagtatagumpay”
Question 3:
“Sang ayon ka ba sa mensahe ng kasabihang ito?

Bakit? Bakit hindi?”
Question 4:
“May kilala ka bang tao na dating mahirap

subalit naging matagumpay sa buhay?
Maaari mo bang sabihin ang kwento tungkol
sa kanya?”
7. After each question, note the time the examinee starts and finishes answering the questions. Give the time for the
examinee to think about his/her answers, you may use prompts for him/her to elaborate his ideas, if necessary such
as:
“Gusto mo bang ipaliwanag ang iyong sagot?; Mayroon

ka pa bang idadagdag sa iyong sagot?; Gusto mo bang
palitan ang iyong sagot?; atbp.”
8. For items 5 & 6, the story will be read aloud by the examiner and ask the questions.
Then ask the following:
Question 5:
“Ano ang naunawaan mo sa binasa ko?”
Question 6:
“Ano ang gintong aral na isinasaad ng kwento?”
“May isang asong tumatawid sa tulay ng ilog tangay ang isang buto.
Nang siya’y tumingin sa gawing ibaba, nakakita siya ng isa pang aso na may tangay
ring mas malaking buto. Nais niyang makuha ito. Kinahulan niya ang asong nakita sa
tubig, kaya nalaglag ang tangay-tangay niyang buto. Ngayon, lalo siyang nawalan
ng buto.”
9. When the interview is over, say this;
“Maraming Salamat sa iyo”
10. The score shall form part or added up to the paper and pencil test score to determine the level of the learner and be
kept in the portfolio.
31
SCORING AND INTERPRETATION
Items 1 and 2
Criteria
2 Gives information with relevant personal or factual details clearly
1 Gives brief information with few details
0 No information or no idea at all
Items 3, 4 and 6
Criteria
2 Gives detailed interpretation
1 Gives very simple interpretation
0 No interpretation at all
Item 5
Criteria
2 Gives correct and exact message on what he/she heard
1 Unclear explanation of the message
0 No idea or interpretation at all
Scoring and Analysis
The FLT scoring scheme was designed for individual instructional managers who could check the answer sheets
of an examinee according to a scoring key or rubric. The FLT is usually administered to an individual as he/she comes to
enroll. Soon after the test is given, the learner’s scores could be computed and a decision can be arrived at as to which
level he would be placed in.
The scoring scheme for three of the FLT parts follow the dichotomous format as indicated below:
Test Part No. of Items Score Score Range

Correct/appropriate Incorrect/inappropriate
Pansariling 9 1 0 9
Impormasyon
Pagbasa 24 1 0 0-24
Matematika 24 1 0 0-24
The Writing Test, the Oral Test and the last PIS item responses were scored by using a rating scale, with values
from 0-4 in Pagsulat, and 0-2 in Pakikinig/Pagsasalita and in the PIS. The values had their equivalence in quality of work
shown by the examinee.
Rating Scale PIS, Bahagi 2 Pagsulat Pakikinig/Pagsasalita

(1 item) (2 items) (6 items)
0 Can’t be evaluated Can’t be evaluated Needs help to learn
1 Inadequate Very inadequate Needs improvement
2 Adequate Less than adequate Good mastery
3 Adequate
4 Very adequate
Score Range 0-2 0-8 0-12
32
Benchmarks for FLT Scores per Learning Level
The mean scores obtained by the grade level samples in the different parts of the FLT can provide the basis for
interpreting the scores of subsequent test takers. The range of scores presented below can be used as benchmarks
against which an applicant’s score will be compared in order to determine his readiness for a particular learning level in
the program.
Score Points Required per Learning Level

Test Part Basic Literacy Lower Elementary Advanced Secondary
Elementary
Personal Information 0-6 7-8 9 10-11
Pagbasa 11-15 16-17 18-24
Matematika 0 6-11 12-16 17-24
Pagsulat 2-3 4-5 6-8
Pakikinig/Pagsasalita 6-7 8 9-12
Total 32-48 49-59 60-79
33
PERSONAL INFORMATION SHEET
A. Panuto: Sagutan ang mga sumusunod na tanong.
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sarili.
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1. Ano ang iniutos kay Bonie ng kaniyang tiyo?
2. Bakit natakot si Bonie?
3. Paano nakuha ng tiyo ang papaya?
4. Mahusay bang manungkit ng bunga ng papaya si Bonie?

Ipaliwanag ang iyong sagot.
PATNUBAY SA PAGGAMIT NG PESTISIDYO
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5. Ano ang dapat gawin upang pangalagaan ang balat pagkatapos

gumamit ng pestisidyo?
6. Paano dapat itago ang pestisidyo?
7. Ano kaya ang mangyayari kapag hindi natin sinunod ang tagubilin?
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Rosie, kailangan kong
pumutol ng puno sa
Ang pagputol ng
gubat sapagkat ito ang
kahoy sa kagubatan
pinagkukunan ng aking
ay hindi makabubuti,
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Florante.

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15

PORTFOLIO SUMMARY PAGE
(Sample Format)
Name of Learner: _______________________________________ Period covered from __________ to ________

(Buong Pangalan ng Mag-aaral) (Takdang Panohon)
Address: _________________________________________ Level: EL SL
(Kumpletong Tirahan) (Antas ng Pag-aaral)
Instructional Manager: _______________________________
(Tagapangasiwa ng Pag-aaral)
What is in my portfolio?
(Ano ang nilalaman ng aking portfolio?)
x Enrolment Form
(Talaan ng Pagpatala)
x Results of my pre-test and post-test
(Resulta ng aking pre-test and post-test)
x Individual Learning Plan
(Pansariling Plano sa Pag-aaral)
x Photographs
(Mga Larawan)
x Certificate for Passing the ALS A&E Test
(Sertipiko ng Pagkakapasa sa ALS A&E Test)
x Biodata
(Talaan ng Personal na Impormasyon)
Why I chose these samples?

(Bakit ang mga ito ang aking pinili?)
x To show to my friends that I am enrolled in the ALS A&E LSDS
(Para maipakita sa aking mga kaibigan na ako ay nagpatala sa ALS A&E LSDS)
x Results of my tests will show how I progress in my lessons
(Ang mga resulta ng aking pagsusulit ay nagpapakita kung papaano ako umunlad/natuto sa aking mga aralin)
x My ILP will remind me of the things I have to accomplish
(Ang aking pansariling plano sa pag-aaral ay magpapa-alala ng mga bagay na dapat kong maisagawa)
x The photographs of my family serves as my inspiration, it makes me happy
(Ang mga larawan ng aking pamilya ay magsisilbing inspirasyon at nakapagppapaligaya sa akin)
x My ALS A&E Certificate is my passport in looking for a job
(Ang aking sertipiko sa ALS A&E ay aking magagamit sa paghahanap ng trabaho)
x I need the biodata form to fill up in applying for a job
(Ang Talaan ng Personal na Impormasyon na aking napunanay kakailanganin ko sa paghahanap ng trabaho o gawain)
What I have learned?

(Ano-ano ang aking mga natutunan sa paggawa ng mga ito?)
x This week I have learned many things:
(Ang maraming bagay na natutunan ko ngayong linggo:)
- Fill up a biodata form
(Pagpuno sa Talaan ng Personal na Impormasyon)
- Write an application letter
(Pagsulat ng liham tungkol sa pag-eempleyo)
- Things I must do in preparing for an interview
(Ang mga bagay na dapat kong gawin para sa pakikipanayam)
- Know the rights of an employee
(Malaman ang mga karapatan ng isang empleyado)
What is my purpose in presenting my portfolio?

(Bakit kailangan kung ilagay/isama ang mga ito sa aking presentation portfolio?)
x I am proud of my achievements and accomplishments I have in my portfolio
(Ipinagmamalaki ko ang aking mga nagawa na nakalagay dito sa portfolio)
x To show to my friends and family that age is not a barrier to anything that you do, provided you set your heart in it
(Ipakita sa aking mga kaibigan at kapamilya na ang edad ay hindi hadlang sa mga bagay na nais mong gawin kung ito ay iyong pahahalagahan)
x To tell my friends that the ALS A&E has done many things to help people like you
(Ibalita sa aking mga kaibigan na ang ALS A&E ay nakakatulong sa mga taong katulad natin)
__________________________________
Signature of Learner and Date
(Lagda ng Mag-aaral at Petsa)

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Name ………………………….……………… Learning Center ………..……………..………
x vehicles (e.g. driving)
Address ………………………………………….………………………………………………….. of Life Experiences
How to use this form

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………………………………….………………………………………………………..…………… Learner already knows and is able to do.
1. Personal Information (C) Experiences with food
………………………………….………………………………………………………..…………… The information on this form can be written
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x cooking (e.g. for family, restaurant)
in English.
2. Experiences
(2) Experiences
x decorating (e.g. cakes)
1LQHW\SHVRIH[SHULHQFHDUHOLVWHGRQWKH The Instructional Manager can complete this
8VHWKHH[DPSOHVWRKHOS\RXUHPHPEHUH[SHULHQFHV\RXKDYHKDG
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The information in this form may add to the
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x XQSDLGZRUN EXAMPLES
ZKDWH[SHULHQFHWKH/HDUQHUKDG Record of Training/Skills form [ALS A&E
YROXQWDU\DFWLYLWLHV
x ZKHQWKH/HDUQHUGLGWKLV x animals (e.g. feeding, breeding)RPL Form 2].
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x ZKHUHWKH/HDUQHUGLGWKLV x plants (e.g. gardening)

This form must be completed by the
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enrolment or shortly after.
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x wood (e.g. carving, building)
by the Instructional Manager to help the
4. About Me What H[SHULHQFH\RXKDG x rattan (e.g. furniture) Learner develop the Learner’s Individual
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(F) Experiences with art (3) Interests and hobbies

EXAMPLES
x I like doing ………………………………………………………………………………………
x music (e.g. singing, guitar)
………………………………………………………..………………………………..……………
x dance
x drama (e.g. acting) …………………………………………………………..……………………………..……………
x painting ………………………………………………………..………………………………..……………
x jewellery making (e.g. beading) …………………………………………………………..……………………………..……………
x I think I am good at: …….…………………………..…………………………….……………
v (G) Experiences with people …………………………………………………………..……………………………..……………
EXAMPLES
x talking on the telephone ………………………………………………………..………………………………..……………
x caring for others (e.g. parents, sick) …………………………………………………………..……………………………..……………
x helping children (e.g. homework) ………………………………………………………..………………………………..……………
¡ (H) Experiences with information

EXAMPLES
(4) About me
x finding information by reading
x The best thing about me is: ……………………………………………….…………………..
x finding information by talking/listening
x finding information by observation …………………………………………………………..……………………………..……………
x work with numbers (e.g. time, counting) ………………………………………………………..………………………………..……………
x writing information (e.g. note taking) ………………………………………………………..………………………………..……………
& (I) Experiences with community activities …………………………………………………………..……………………………..……………

EXAMPLES x When I finish my study I want to: …………………………………..………………………..
x Church ………………………………………………………..………………………………..……………
x Barangay …………………………………………………………..……………………………..……………
x politics
…………………………………………………………..……………………………..……………
x waste disposal
…………………………………………………………..……………………………..……………
x schools
Learner …………………………….… Instructional Manager ……….………….…………….

Date: …………………………………. Date: …………………….……...……………………….

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RECORD OF TRAINING/SKILLS
Name: ………………………………………………………………… Learning Center: ……..………………………………………………
Level: ………………………………………………………………… Instructional Manager: ...……………………………………………
Title of training program Skills/ Competencies learned Dates of Training Use of skills gained
How to use this form Summary Record of Training Skills

2QWKLVIRUPWKH,QVWUXFWLRQDO0DQDJHURU/HDUQHU This form is an RPL record. It documents formal training that the
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WUDLQLQJPD\EHZRUNUHODWHGRUPD\KDYHEHHQ It does not include schooling.
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LQWKH/HDUQHU¶VILUVWODQJXDJHLQ)LOLSLQRRULQ have formal training, they do not complete this form.
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The information on this form can be written in the Learner’s first
Column 1ZULWHWKHQDPHRIWKHWUDLQLQJWKH language, in Filipino, or in English.
OHDUQHUGLGHJ7\SLQJ The Instructional Manager can complete this form if the Learner is
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GHYHORSHGHJ7RXFKW\SLQJEXVLQHVVOHWWHUV The information in this form adds to the information collected by the
Column 3ZULWHZKHQWKHWUDLQLQJKDSSHQHG Documentation of Life Experiences form [ALS A&E Form RPL1].
It should be completed by the Instructional Manager and Learner at
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enrolment or shortly after.
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The information in this form should be used by the Instructional
Manager to help the Learner develop the Individual Learning
Agreement.
The form must be included in the presentation portfolio.
Certification by Instructional Manager: ………………………………………………………………………… (Name) Date: ………………………………….
……………………………………………………………………. (Signature)

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SUMMARY OF WORK HISTORY

Where you did this work and/or the name of

Name or description of the work you did How long you did this work for The skills and understandings you needed for this work
your employer
Summary of Work History

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Learner’s Checklist of Skills
(ALS A&E RPL 4)
This form is used to assess the learners skills/competencies in Communication Skills, Problem
Solving and Critical Thinking, Sustainable use of Resources and Productivity, Development of
Self and a Sense of Community and Expanding One’s World Vision and Forms the basis for their
Individual Learning Plan.
This is completed as part of the development of the individual Learning Agreement at the start of
Learning Group Sessions. It should be kept in the learner’s Individual Work Folder and be
updated monthly.
Part I asks the learner to tell in his/her own words the reason/s for joining the Nonformal
Education Accreditation and Equivalency (ALS A&E System).
Part II contains a list of skills and competencies based on the five (5) learning strands of the ALS
A&E Curriculum Framework. The learners with the help of the Instructional manager will
discuss the skills and competencies learners already possess and identify those which the learner
wishes to learn.
The Instructional Manager and Learner should read through the list of competencies and check
the column (A, B, C and D) which best matches the learner’s current abilities and interests.
A - I can do this well

B - I can do this but I want to learn more and improve
C - I want to learn to do this
D - I want to learn to do this but not now
Each month the Instructional Manager and the Learner should review this list of learning goals
along with other contents of the Learner’s Work Folder and determine what progress has been
made by the learner in developing the skills and competencies which checks in columns B and C.
The final column of the form should be used to record any remarks and comments by the
Instructional Manager regarding the status of the learner’s current competencies/skills.
Part III of the form required the learner to review the list of competencies with B and C checks
and prioritize the two and three most important competencies he/she wishes to start learning as
part of his/her Individual Learning Agreement. These priorities should be reviewed with the
Instructional Manager and updated each month as part of the review of the Individual learning
Agreement, Review of Learning Goals and Weekly Learning Log.
The Learner and Instructional Manager should also identify any problems, and obstacles
experienced while accomplishing his/her individual learning goals and actions taken to address
these problems.
The Learner and Instructional Manager sign their name.

Learner’s Checklist of Skills
Instructions
1. This form is completed as part of the development of the Individual Learning Agreement
at the Individual Learning Agreement at the start of Learning Group Sessions. It should
be kept in the learner’s Individual Learning Portfolio and be updated monthly.
Part I – The learner must tell in his/her own words the reason/s for joining the Nonformal
Education Accreditation and Equivalency (ALS A&E System).
2. The learners with the help of the Instructional manager will discuss the skills and
competencies learners already possess and identify those which the learner wishes to
learn.
The Instructional Manager and Learner should read through the list of competencies and
check the column (A, B, C and D) which best matches the learner’s current abilities and
interests.
A - I can do this well

B - I can do this but I want to learn more and improve
C - I want to learn to do this
D - I want to learn to do this but not now
3. Review this list of learning goals with the Learners along with other contents of the
Learner’s Work Folder and determine what progress has been made by the learner in
developing the skills and competencies which checks in columns B and C. This should
be done at least once a month.
4. If the learner feels that he/she has successfully accomplished the listed competency very
well, this should be reflected in the Review of Learning Goal’s form.
5. If a competency was originally rated as letter D and the learner now changes his/her mind
and wishes to start learning this competency, a new Individual Learning Agreement
should be prepared.
6. In the final column of the forms the Instructional Manager should write any remarks and
comments regarding the current skills/competencies of learners and what needs to be
done.
7. The learner and Instructional Manager should sign their names at the bottom of the form
with the specific date the form was accomplished.

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INDIVIDUAL LEARNING AGREEMENT

Name: ………………………………………………………… Learning Center: …………………………………………..
Level: …………………………………………………………. Instructional Manager: ……………………………………
Learning Goals Learning Activities and Strategies Timeline
How to use this form Individual Learning Agreement

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/HDUQHU¶VILUVWODQJXDJHLQ)LOLSLQRRULQ(QJOLVK the Learner wants to learn (learning goals), how the Learner
x ([SODLQWKHSXUSRVHRIWKH,QGLYLGXDO/HDUQLQJ$JUHHPHQWWRWKH wants to learn it (learning activities and strategies), and when the
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the Learner to do this.
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changed, if necessary, every 2-4 weeks.
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WEEKLY LEARNING LOG

Name: ………………………………………………………… Learning Center: ………………..…………………………………
Level: ………………………………………………………… Instructional Manager: ……………………………………………
Reflective Week 1 Week 2 Week 3 Week 4 Week 5

Questions Date: ……………….. Date: ……………….. Date: ……………….. Date: ……………….. Date: ………………..
What modules did I

learn this week? How to use this form Weekly Learning Log
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study next?
Certification by Instructional Manager: ………………………………………………………………………… (Name)

Date: ………………………………….
……………………………………………………………………. (Signature)


REVIEW OF LEARNING GOALS
Name: ………………………………………………………………… Learning Center: ………………………………………………..
Level: …………………………………………………………………. Instructional Manager: …………………………………………
Learning Goals Review 1: Date: __________________ Review 2: Date: ………………………

(from Individual Learning Agreement) Have I achieved my learning goals? Have I achieved my learning goals?
If yes, show evidence. If no, why? If yes, show evidence. If no, why?
How to use this form Review of Learning Goals

x On this form, the Learner records in the left-hand column the Learning Goals listed in the Individual The regular review by learners of their learning goals is an extremely important
Learning Agreement [ALS A&E Assessment Form 1] completed at enrolment. assessment and planning record. It is also an important foundation for developing
x At the first review period, the Learner should review these Learning Goals to see if he or she has the skills of self-assessment necessary for self-directed learning.
achieved the learning goals or not. If yes, the Learner should write down the evidence of achievement The Review of Learning Goals is to be undertaken by learners at least once a
and if not, he/she should write down reason for not achieving them, in Filipino or English, in the month. It must be written in either Filipino or English.
second column. This process should be done once a month. The Review requires Learners to assess their performance, identify personal
x When carrying out the review, Learners should assess how and what they have learned and when strengths and weaknesses, examine their learning styles, and assess whether the
they learned it. They should also identify personal strengths and weaknesses, think about their learning modules they are studying are appropriate to their needs.
learning styles, and assess whether the learning modules they are studying are appropriate to their The Review has two main purposes:
needs. (1) to encourage Learners to regularly assess their learning progress and
x Learners may need assistance to carry out their first review. Before the first review, the Instructional determine whether they need to modify their learning goals and
Manager should use small groups or one-to-one discussion to: (2) to provide Instructional Managers with Learner-produced information to be
Explain that it is normal for people to change their learning goals used when reviewing the Learner’s Individual Learning Agreement [NFE A&E
Assist Learners to use the information they have recorded in their Weekly Learning Log [ALS A&E Assessment Form 1].
Assessment Form 2] and Learner’s Record of Module Use [ALS A&E Assessment Form 4] to The information in this form adds to the information collected in the Weekly
review their learning goals Learning Log [ALS A&E Assessment Form 2] and the Learner’s Record of Module
Explain that the Learners’ review of their learning goals will be used to review their Individual Use [ALS A&E Assessment Form 4].
Learning Agreement [ALS A&E Assessment Form 1] If the Learner has modified his or her learning goals, then the Learner and
x Use this form, the Weekly Learning Log [ALS A&E Assessment Form 2] and Learner’s Record of Module Instructional Manager should review the Learner’s Individual Learning Agreement
Use [ALS A&E Assessment Form 4] to determine whether a new or modified Individual Learning [ALS A&E Assessment Form 1] and make any necessary modifications.
Agreement [ALS A&E Assessment Form 1] is necessary. The form must be included in the presentation portfolio.
Certification by Instructional Manager: ………………………………………………………………….. (Name) Date: …………………

………………………………………………………………….. (Signature)

ALS A&E Assessment Form 4
LEARNER’S RECORD OF MODULE USE

Name: ……………………………………………………………. Learning Center: ……………………………………………………..
Level: …………………………………………………………….. Instructional Manager: ………………………………………………
Learning Pre-test Post-test Activities completed Learner’s self-assessment of IM advice

Title of Module Strand result result performance
1
How to use this form Learner’s Record of Module Use
2 On this form, the Learner records each learning module completed, the learning This form is an Assessment record. It is to be filled in by the Learner as each learning module is
strand to which the learning module belongs, their results in the pre-test and post- completed.
3 The major purpose of this form is to encourage Learners to document, and reflect upon their learning
test and the activities they have completed. They are required to assess their
styles and learning progress. This is an important foundation for developing those skills necessary for
4 performance, identify personal strengths and weaknesses, and suggest ways to self-directed learning.
overcome difficulties they may have encountered. This record must be written in For each completed learning module, Learners are required to write down, in either Filipino or English,
5 English or Filipino. The title of the learning module
x Assist Learners in at least Week 1 and Week 2 of the program to complete the The learning strand to which the module belongs
6 form. Use small groups or one-to-one discussion to do this. Their results from the learning module, “Let’s See What You Already Know” (pre-test)
e.g., total number of correct answers = 7
7 Explain that the information in this form is a record of the Learner’s progress. total number of items 10
8 Explain that the information will help Learners to think about how they learn and to Their results from the learning module, “What Have You Learned” (post-test)
plan further learning.
9 e.g., total number of correct answers = 15
Explain that the information will help the Instructional Manager to help learners total number of items 20
10
develop their skills of self-directed learning.
The activities and other exercises in the learning module that they have completed
x Review this form with the Learner each time a new set of learning modules is Most importantly, Learners must assess their performance in the module, record difficulties they had, and
11 possible ways of solving these in the next module.
issued. Discuss the learner’s progress and suggest ways of improving this. The Instructional Manager should review this Learner’s Record of Module Use and provide advice of how
12 x Use the information in this form when reviewing the Weekly Learning Log [ALS the Learner can improve his or her performance each time a new set of learning modules is issued, or,
alternatively, every two weeks.
A&E Assessment Form 2]. The information in this form adds to the information collected in the Weekly Learning Log [ALS A&E
13
x Use this form and the Weekly Learning Log [ALS A&E Assessment Form 2] when Assessment Form 2]
14 reviewing the Individual Learning Agreement [ALS A&E Assessment Form 1] and The information in this form should be used by the Instructional Manager and the Learner when reviewing
the Learner’s Individual Learning Agreement [ALS A&E Assessment Form 1] and the Review of Learning
the Review of Learning Goals [ALS A&E Assessment Form 3]. Goals [ALS A&E Assessment Form 3].
15
The form must be included in the presentation portfolio.

……………………………………………………………………. (Signature)

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ALS A&E Enrolment Form
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DOCUMENTATION OF LIFE EXPERIENCES # A) Experiences with equipment

EXAMPLES
x factory machines (e.g., sewing machine)
x tools (e.g., saw, iron)
(1)Personal information x electronics (e.g., radio)
x office machines (e.g., xerox)
Name ………………………….……………… Learning Center ………..……………..………
x vehicles (e.g., driving)
Address ………………………………………….…………………………………………………..
s (B) Experiences with money
EXAMPLES
Tell me about your family and where you live ………………………………………. x selling (e.g., shop)
x buying (e.g., house, car)
………………………………….………………………………………………………..……………
x budgeting (e.g., income)
………………………………….………………………………………………………..……………
………………………………….………………………………………………………..……………
C) Experiences with food
………………………………….………………………………………………………..…………… EXAMPLES
x cooking (e.g, for family, restaurant)
(2) Experiences x decorating (e.g., cakes)
x measuring or weighing food
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EXAMPLES
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x YROXQWDU\DFWLYLWLHV x plants (e.g., gardening)
x WKHKRPH
x \RXUIDPLO\ Ä(E) Experiences with materials
EXAMPLES
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x rattan (e.g., furniture)
What H[SHULHQFH\RXKDG x metal (e.g., building)
x textiles (e.g., sewing)
When\RXGLGWKLV

x leather (e.g., craft, clothing)
Where\RXGLGWKLV

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#(F) Experiences with art (3) Interests and hobbies

EXAMPLES
x music (e.g., singing, guitar) x I like doing ………………………………………………………………………………………
x dance ………………………………………………………..………………………………..……………
x drama (e.g., acting) …………………………………………………………..……………………………..……………
x painting
………………………………………………………..………………………………..……………
x jewelry making (e.g., beading)
…………………………………………………………..……………………………..……………
x I think I am good at: …….…………………………..…………………………….……………
(G) Experiences with people …………………………………………………….……..……………………………..……………
EXAMPLES ……………………………………………….………..………………………………..……………
x talking on the telephone
x caring for others (e.g., parents, sick) …………………………………………………………..……………………………..……………
x helping children (e.g., homework) …………………….…………………………………..………………………………..……………
¡ (H) Experiences with information

EXAMPLES (4) About me
x find information by reading (e.g., paper)
x find information by talking x The best thing about me is: ……………………………………………….…………………..
x work with numbers (e.g., time, counting) …………………………………………………………..…….………………………..……………
x writing information (e.g., note taking) ………………………………………………………..………….……………………..……………
…………………………………………………………..……….……………………..……………
I) Experiences with community activities x When I finish my studies I want to: …………………………………....……………………..
EXAMPLES ………………………………………………………..……………….………………..……………
x church
…………………………………………………………..………….…………………..……………
x barangay
x politics …………………………………………………………..………….…………………..……………
x environment …………………………………………………………..……….……………………..……………
x schools
Learner …………………………….… Instructional Manager ……….….……….…………….
Date: …………………………………. Date: …………………….……...……………………….

$/6$ (53/)RUP
RECORD OF TRAINING/SKILLS
Title of training program Skills/ Competencies learned Dates of Training Use of skills gained
……………………………………………………………………. (Signature)

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SUMMARY OF WORK HISTORY

Where you did this work and/or the name of

Name or description of the work you did How long you did this work for The skills and understandings you needed for this work
your employer
……………………………………………………………………. (Signature)

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LEARNER’S CHECKLIST OF SKILLS

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Learning Goals
A B C D
Learning Goals/Skills/Competencies/ I can do I can do this I want to I want to Remarks/Comment
this well but want to learn to do learn this but
learn more this not now
1 Communication Skills
Relay messages, commentaries and news accounts correctly
Fill out forms accurately like bio-data (EL&SL)
Follow oral instructions or directions
Participate in daily conversations using basic grammar in the acquired language
Compare new information gathered with information previously learned (EL & SL)
Conduct interviews (EL & SL)
Express ideas clearly in at least two languages
Use appropriate idiomatic expressions
Give constructive oral feedback (EL&SL)
Interpret newspaper headlines (EL&SL)
Identify important points in commonly found written materials at home or community
Give opinion on materials read
Interpret common written abbreviations and acronyms
Locate needed information in newspaper and magazines
Read and interpret maps
Sequence steps or events from print or non-print materials
Describe cause and effect of relationship derived from written passages about common problems
Analyze data from graphs, charts
Read various sections of the newspaper
Identify different Filipino & English literary forms
Write for personal purposes
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$/6$ (53/)RUP
Learning Goals
A B C D
Write for business or community participation purposes

Describe projects clearly through narrative presentations
Present an argument or position persuasively
2 Problem Solving and Critical Thinking
Solve problems in real life situation using the four fundamental operations (addition, subtraction,
multiplication and division) on the following:
whole numbers (0 - 900 up to million)
fractions
decimals
time
percent and percentage
ratio and proportion
positive and negative integers
electric and water consumption
Solve problems involving geometric figures with the use of the corresponding formula
measurement of angles
perimeter
area
circumference
weight
Analyze and interpret statistical data presented on tables, graphs, charts, maps and scales
Record, organize and analyze data gathered in a simple survey conducted in one's community
Compute for the following statistical data with the application of the corresponding formula
mean
median
mode
range
Estimate the probability of occurrence of everyday events
Apply scientific thinking in daily life situations
scientific method of food preservation
common diseases and how to prevent them (EL & SL)
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$/6$ (53/)RUP
Learning Goals
A B C D
keeping the different systems of the body healthy (EL & SL)
simple techniques in the preparation of medicine from herbs growing in the community
proper ways of caring for and conserving the environment
use of common healthful medicines available in the community for common illness
prepare and cope eyes with weather changes, calamities, and other hazards
make something new from something old using local materials (EL & SL)
identify contributions of local scientists in improving life situations in the community
3 Sustainable Use of Resources and Productivity
Keep farmland productive, reduce farm costs
Prepare a plan to form a cooperative
Understand the prevention of AIDS
Understand work related health
Prepare a plan for setting up a small business
Learn about Philippines labor laws
Prepare a plan for an income generating project
Improve productivity at work
Manage one's time better
Undertake the proper procedures in looking for a job
Use alternative technologies at work
Reduce wastage of resources at home and work
Undertake recycling of waste
Use composting
Undertake segregation in waste disposal
4 Development of Self and Sense of Community
Enumerate the factors that influence oneself
Identify ways of controlling negative feelings and put them into practice
Enumerate different social issues in the community
Explain the roles/duties of each member of the family
Identify things needed to have good relationship with others
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Learning Goals
A B C D
Describe the changing roles of family members
Give examples of Filipino traits, values and traditions
Give examples of Filipino traits, values and traditions
Identify the good and bad traits and practices
Enumerate and describe the various indigenous peoples in the country
Name local and national heroes and their contributions
Identify agencies that protect the civil and political rights of Filipinos
5 Expanding One’s World Vision
Describe other cultures, customs and traditions in other communities and neighboring countries
Give the benefits of different cultures to everyone
Tell the effects among people when there is no difference in culture
List situations showing the presence and absence of peace and the factors that contribute to it
Resolve conflicts peacefully at home and at work
Tell something about the contributions of well-known peacemakers
Locate places on a map or on globe
Tell something about the relationship with the other parts of the world
Identify international organizations of which the Philippines is a member
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INDIVIDUAL LEARNING AGREEMENT
Name: ………………………………………………………… Learning Center: …………………………………………..
Level: …………………………………………………………. Instructional Manager: ……………………………………
Learning Goals Learning Activities and Strategies Timeline
$JUHHPHQWVWDUWLQJGDWH……………………… $JUHHPHQWILQLVKLQJGDWH: ………………………
6LJQDWXUHRI/HDUQHU……………………………………………………………… 6LJQDWXUHRI,QVWUXFWLRQDO0DQDJHU…………………………………………………
21

WEEKLY LEARNING LOG

Name: ………………………………………………………… Learning Center: ………………..…………………………………
Level: ………………………………………………………… Instructional Manager: ……………………………………………

What modules did I

learn this week?
What other things

have I learned this
week?
What other things
have I read this
week?
What did I enjoy

this week?
What did I find easy

to do this week?
What did I not enjoy

this week?
What did I find

difficult this week?
What do I want to
do next?
What learning
module do I want to
study next?


What modules did I

learn this week?
What other things

have I learned this
week?
What other things
have I read this
week?
What did I enjoy

this week?
What did I find easy

to do this week?
What did I not enjoy

this week?
What did I find

difficult this week?
What do I want to
do next?
What learning
module do I want to
study next?
……………………………………………………………………. (Signature)


REVIEW OF LEARNING GOALS
Name: ………………………………………………………………… Learning Center: ………………………………………………..
Level: …………………………………………………………………. Instructional Manager: …………………………………………

Certification by Instructional Manager: …………………………………………………………………………………………………. (Name) Date: …………………………….

………………………………………………………………………………………………… (Signature)



Certification by Instructional Manager: …………………………………………………………………………………………………. (Name) Date: …………………………….

………………………………………………………………………………………………… (Signature)

LEARNER’S RECORD OF MODULE USE

Name: ……………………………………………………………. Learning Center: ……………………………………………………..
Level: …………………………………………………………….. Instructional Manager: ………………………………………………

10
11
12
13
14
15

……………………………………………………………………. (Signature)


16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

……………………………………………………………………. (Signature)

K. Learner Program Design
Barangay Literacy Worker Program

Learner Program Design
Use this form whenever you are planning to start a new class, program, activity, or event in your barangay. It will help you to clarify
the details of your plans, and ensure that you have thought about all the necessary aspects of organization. You can also use it to refer
back to at a later date to monitor your progress.
Please submit a copy of this form (fully completed) to both the District ALS Coordinator and your Barangay Council Representative
before you implement any project. You should also keep a copy of it on file somewhere for your personal records.
Category BLW To Complete Example/Notes
Community Need Justification for program.
e.g. “50% of surveyed
mothers have not
completed formal
schooling”
Program Name Women’s Literacy Group,
Peer Tutoring Program
Target Participant Women, high school age
Group drop outs etc.
Program Goal One Sentence, Overall
Vision, e.g. “to increase the
literacy of women in the
barangay of Vinagre”
Program Objectives x Specific, Measurable,
x Achievable, Relevant, Time-
bound (SMART) goals;
x
attendance, results,
x outcomes, etc.
Learning One-on-one, group class,

Format/Structure peer support, project based
Program Lower Secondary level
Content/Topics literacy, Agricultural Home
Project, Basic Literacy
Modules, Computer
Literacy Skills
(As much detail as possible)
Resources to be used ALS A&E modules,

Textbook names, online
resources (websites etc.)
Program Location CLC Poblacion
Program Times 2:00pm weekdays,

Saturdays 12:00pm, 1st
Sunday of the month,
4:00pm
Program Duration Ongoing, 12 week course, 6
months
Other Key People Aside from BLW, describe

Involved role of each, e.g. resource
speakers, stakeholders, etc.
77
Expected Challenges, Difficulty maintaining
areas of support attendance, difficulty
needed finding time that people
are available
Measures taken to Arrange child care during

minimize challenges, class time, provide
seek help incentive of prize for full
attendance
Target Start Date 15th October 2016
Further Notes/Comments:
78
L. Strategic Work Plan
Barangay Literacy Worker Program

Strategic Work Plan Template
Name of BLW: _______________________ Barangay: _________________________

Strategic Plan for Year: ________________
BLW Program Vision

Every person in each Barangay having the knowledge of, access to, and opportunity to participate in educational
programs that allow them to achieve their personal learning goals and, therefore, their unique potential.
SWOT Analysis
Complete this table in partnership with an ALS representative. You should try to identify at least 4-5 elements
in each category.
Strengths Weaknesses
(Pers onal characteristics that you possess that will help you be an (Pers onal limitations that you may fi nd challenging i n your work as a
effective BLW.) BLW.)
x x
x x
x x
x x
x x
Opportunities Threats
(Externa l elements in the community that have the potential to help (Externa l elements that ma y restrict or challenge your work a s a
you i n your work as a BLW. They might i nclude people, resources, BLW. They mi ght include people, resource limits, organizations,
orga nizations, business, geographical or other.) bus iness, geographical or other)
x x
x x
x x
x x
x x
79
Work Plan
Remember to keep your objectives ‘SMART’:
Specific, Measurable, Achievable, Relevant and Time-bound
Plan and facilitate literacy and livelihood programs and classes
Context (Summary of
current situation)
Major Target (Outcome

desired by year-end)
Objectives
x
Resources required
Conduct advocacy activities within the barangay

Context (Summary of
current situation)

Objectives
x
80
x
Resources required
Develop and maintain a Community Learning Centre

Context (Summary of
current situation)

Objectives
x
Resources required
Foster a functional relationship with stakeholders

Context (Summary of
current situation)

Objectives
81
x
Resources required
Recruit and refer out-of-school youth and adults into BL and A&E programs
Context (Summary of
current situation)

Objectives
x
Resources required
Data collection: literacy mapping

Context (Summary of
current situation)
82
Objectives
x
Resources required
Please describe any professional development or training that you would be interested in receiving during 2012:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
Signature of BLW: _______________________________ Date: ________________________

Completed in partnership with: ____________________________________ (name and position)
Signature: _____________________________________ Date: ________________________
** NB: Please ensure that you submit a completed copy of this form to both the District ALS office and your Barangay Council
representative. You should retain your own copy also, and use this completed plan as a reference during each of your monitoring
meetings during the year.
83
M. Work Journal

BLW WORK JOURNAL
BLW Name: ___________________________
Barangay: _____________________________
Use this form to record the details of your work activities as a BLW. Activities should be directly linked to your key responsibilities, and
your total work hours should be a minimum of 16 hours per week.
Keep your completed Work Journals filed, and bring them along to your monitoring meetings.
Areas of Responsibility Include: Planning and Facilitation of Classes and Programs, Advocacy, CLC maintenance, Stakeholder
Relationships, Learner Recruitment, Data Management, Network Meetings, Literacy Mapping, Other.
Week Starting on Monday the _____ of ________________, 201__

Date Work Activity Details Area of Number of
Responsibility Hours
Total Hours for Week: _____

Week Starting on Monday the _____ of ________________, 201___

84

Signature of BLW: _____________________________________ Date: __________________
Signature of Supervisor/Monitor: __________________________ Date: __________________
Name of Monitor: _____________________________ Position: __________________________
85
N. Barangay Feedback Form

BARANGAY CAPTAIN FEEDBACK FORM
BLW Name: __________________________________ Barangay: __________________________________

Monitor Name: ________________________________ Monitor Position: _____________________________
Date of Monitoring Meeting: ______________________
NB: Please complete this form after each monitoring meeting with your BLW. Submit the completed copy to the
DALSC or MT.
1. Please summarize your perception of the BLW’s progress and work output since the last monitoring
meeting:
2. Are there any areas of concern that you would like to raise with the DALSC or MT?
3. Any further comments or feedback?
Signature of Monitor: __________________________

Date of form completion: ________________________
DALSC/MT: ______________________ Date: _________________________________
86

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DEPARTMENT OF EDUCATION, CAMARINES SUR

Resource Kit for BLWs

LEGAL BASIS ....................................................................................................................................................................................................... 4

BLW JOB DESCRIPTION..................................................................................................................................................................................... 5

DUTIES AND FUNCTIONS ................................................................................................................................................................................... 5

STAKEHOLDER MANAGEMENT ....................................................................................................................................................................... 6

SUPPORT FOR BLWS ......................................................................................................................................................................................... 7

ADVOCATING TO BARANGAY O FFICIALS.............................................................................................................................................................. 8

DEVELOPING A LEARNING P LAN.......................................................................................................................................................................11

MONITORING & REPORTING .........................................................................................................................................................................12

WORK JOURNAL .............................................................................................................................................................................................12

Y our Contact List

Barangay Health Worker

Education Specialists for ALS

District ALS Coordinator

School ALS Coordinator

Fellow Barangay Literacy Workers

Form Frequency Provided to

A Memorandum of Agreement Upon commencement of service Barangay Captain

Upon commencement of service; BLW Focal Person

C Work Shadowing Sheet During work shadowing BLWFP

D Mentoring Agreement Form Upon commencement of mentoring School ALS Coordinator

Literacy Mapping Survey – MIS 001

I Functional Literacy Test Manual Upon enrollment of new learner Learners

J Learners' Portfolio Documents Upon enrollment of new learner Learners

L Strategic Work Plan Annually BLWFP

Republic Act 9155 – Governance of Basic Education Act of 2001 states:

Duties and Functions

The following are the duties and functions of the BLW:

Qualifications and/or Experience:

1. Must be least eighteen (18) years of age and physically fit;

1. Passionate about serving the community as a volunteer;

well, and may be able to refer learners to

Stakeholder Management Tips:

x Try to understand the motivations and interests of each stakeholder

✏ Stakeholder Management Form: Appendix B, Page 15

S upport for BLWs

✏ Work Shadowing Sheet: Appendix C, Page 16

S chool ALS Coordinator

✏ Mentoring Agreement Form: Appendix D, Page 17

Other Barangay Literacy Workers

Advocating to Barangay Officials

Why awareness and advocacy?

✏ BLW Program Information Sheet: Appendix E, Pages 18-19

L iteracy Mapping and Learner Recruitment

✏ MIS-001 Literacy Mapping Form (MIS-001): Appendix F, Page 20

Some considerations to ensure inclusiveness as a BLW:

Functional Literacy Test (FLT)

✏ Functional Literacy Test Manual: Appendix I, Pages 24-33

Accreditation & Equivalency

Assessment Portfolio Assessment Multiple Choice Test (300 items)

Contact Hours 400 contact hours 800 contact hours

Modules Elementary: 154

Learning strands 5 different learning strands: 5 different learning strands:

Administration 1-on-1 tutorials Modular, self-paced learning

Pathways for Completers Enrolment in A&E For Elementary Passers:

For Secondary Passers:

✏ Portfolio Documents with explanations: Appendix J, Pages 49-59

Developing a Learning Plan

✏ Learner Program Design Form: Appendix K, Pages 77-78

A soft copy of learning modules can also be accessed from http://www.depedcamsur.com/for-

Barangay Learning Center

✏ Strategic Work Plan Template: Appendix L, Pages 79-83

barangay(s) of ______________________ , of _, do hereby

Accomplished by ___ Date Submitted _

Year Mapped : ___ District : _

Accomplished by ___ Date Submitted _

Year Accomplished : ___ District : _

Accomplished by ___ Date Submitted _

Year Accomplished : ___ Name of Target Barangay : _