DRAFT

Family Rural School Curriculum

Framework and Implementation Guide

Jointly Prepared by the:

- Palanog Family Rural Association, Inc.

- Capoocan Family Farm Association, Inc.
- DISOP-Family Rural School Project Team
 Contents

Foreword iii
Acronyms iv

Chapter 1 Introduction 1
1.1 Background 1
1.2 Rationale 3
1.3 Curriculum Aims 4
1.4 Curriculum Objectives 4
1.5 Broad Learning Outcomes 5
1.6 Interface with Post-secondary Pathways 5

Chapter 2 Curriculum Framework 6

2.1 Design Principles 7
2.2 Curriculum Structure and Organization 7
2.2.1 General Education 8
2.2.2 Personalized Learning: Enterprise Creation 8
2.2.3 Convivencia: Values & Spiritual formation 9
2.2.4 Time allocation 10

Chapter 3 Curriculum Planning 11

3.1 Guiding Principles 11
3.2 Progression 11
3.3 Curriculum Planning Strategies 13
3.3.1 Catering for learner diversity 13
3.3.2 Developing a coherent curriculum that suits learners’ needs13
3.3.3 Integrating learning with assessment 13
3.4 Managing the Curriculum 14
3.4.1 Areas of work 14
3.4.2 Roles of other stakeholders 14

Chapter 4 Learning and Teaching 15

4.1 Knowledge and Learning 15
4.2 Approaches and Strategies 15
4.3.1 Choosing appropriate strategies: fitness for purpose 15
4.3.2 Self-Learning Modules 17
4.3.3 Life-long skills 17
4.4 Classroom Interaction 18
4.4.1 The roles and interaction of students and tutors 18
4.4.2 Personalized Approach to Teaching 18
4.4.3 Tutor Coaching & Mentoring 18
4.5 Learning Community 19

Chapter 5 Assessment 20
5.1 The Roles of Assessment 20
5.2 Assessment Objectives 20
5.3 FRS Assessment 20
5.3.1 Guiding principles 20

i
 5.3.2 School assessment practices 22
5.4 Community Assessment 23
5.4.1 Guiding principles 24
5.4.2 Assessment design 24
5.4.3 School-based Assessment (SBA) 24
5.4.4 Standards and reporting of results 24

Chapter 6 Learning and Teaching Resources 27

6.1 Function of Learning and Teaching Resources 27
6.2 Guiding Principles & the FRS Philosophy 27
6.3 Commonly Used Resources in the FRS 27
6.3.1 Self-Learning Modules 27
6.3.2 Secondary School References 28

6.3.3 Community resources 28

6.4 Flexible Use of Learning and Teaching Resources 28
6.4.1 Developing school-based learning and teaching resources28
6.4.2 Catering for learner diversity 28
6.5 Resource Management 30
6.5.1 Sharing of learning and teaching resources 30
6.5.2 Managing resources in schools 30
6.5.3 Accessibility of resources 30
6.5.4 Community library 30

Appendices
1 Facilitating the General Education 31
2 Facilitating the Personalized Enterprise Learning 32
3 Facilitating Convivencia (Chat, Talk & Get-Together) 38
4 Planning and conducting the Field Study 39
5 Conducting the Professional-Technical Assistance 40
6 Conducting Synthesis and Conclusion 41
7 An example of a strategy of helping OSY to fulfill their potential 42
8 Sample Technical Enterprise Workbook on High Value Crops
Production

Glossary

References

ii
 Foreword

This document is designed to provide the rationale and aims of the FRS curriculum
for the family rural schools of Palanog (Tacloban City), and Capoocan, Leyte. This is
followed by chapters on the curriculum framework, curriculum planning, pedagogy,
assessment and use of learning and teaching resources. One key concept
underlying the secondary curriculum is that curriculum, pedagogy and assessment
should be well aligned. While learning and teaching strategies form an integral part of
the curriculum and are conducive to promoting learning to learn and integral
development, assessment should also be recognized not only as a means to gauge
performance but also to improve learning. To understand the interplay between these
three key components, all chapters in this document should be read in a holistic
manner.

This Implementation Guide is jointly prepared by the family farm/rural schools of

Palanog and Capoocan and of the DISOP-FRS Team. This Guide is recommended
for use in family farm/rural schools.

Both the Palanog FRS and Capoocan FFS will keep the subject curriculum under
constant review and evaluation in the light of classroom experiences, student-
learners’ performance, and the changing needs of students, their families, and the
community. All comments and suggestions on this Implementation Guide may be
sent to:

FRS Pedagogical Team (FRSPT)

Curriculum Development Services
Palanog Family Farm School
Brgy. 12 Palanog, Tacloban City
E-mail: larryvillacorte29@yahoo.com

iii
 Acronyms

ALS Alternative Learning System

A&E Accreditation and Equivalency Test
CAO City Agriculture Office
DA Department of Agriculture
DepEd Department of Education
DSWD Department of Social Welfare and Development
FPRA Formation of Parents and Responsible Association
NPT National Pedagogical Team
FRS Family Rural School
FFS Family Farm School
FLT Functional Literacy Test
CFFS Capoocan Family Farm School
PFRS Palanog Family Rural School
AD Araling Dalaw
TP Talakayang Propesyunal
BT Bulig Teknikal
GE General Education
PEL Personalized Enterprise Learning
PELP Personalized Enterprise Learning Plan
TEW Technical Enterprise Workbook
CEFE Competency-Based Economies through Formation of Entrepreneurs
BP Business Plan
BIP Business Improvement Plan
TESDA Technical Education & Skills Development Authority

iv
v
Chapter 1. Introduction

This chapter provides the background, rationale and aims of the FRS Curriculum,
and highlights how it articulates with the basic secondary curriculum, post-secondary
education, and future career pathways of student-learners.

1.1 Background

The FFS/FRS concept that has spawned an international movement had humble
beginnings. It was an answer to the development challenges faced by a small rural
town southeast of France in 1935.

As practice grew widespread in other countries, the farm school evolved to become a
center for alternative, responsive and relevant education to the youth and their
families. It is alternative, because it follows a unique pedagogy, the alternating cycle.
It is responsive and relevant because it is contextual and community-demand driven.
The concept came to the Philippines in 1986 and in 1988, the first school was
established in Dagatan, Lipa City, Batangas. Today, there are 13 schools located in
several provinces all over the Philippines. These provinces are Lanao del Norte,
Batangas, Aurora, Iloilo, Negros Oriental, Oriental Mindoro, Camarines Sur, Cebu,
Northern Samar and Leyte.

In June of 2010, the Philippine Federation of Family Farm Schools, Inc., through the
DISOP-FRS Project Team, launched an assessment of existing family farm schools.
The activity aimed to evaluate application of the Four Pillars of FRS system by using
a self-assessment tool. The “Four Pillars” is the conceptual framework and system of
the family farm/rural school. It is composed of the aims, which include “Integral
Formation” and “Rural Development”, and of the means to attain those aims, which
point to the “Alternating Cycle” and “Rural Associations.” Integral Formation means
that the learners of the farm school are not only entrepreneurial and ready for the
world of work (the professional aspect) but they are also equipped with the
necessary values, interpersonal and intrapersonal skills, spirituality and morally-
sound decision making (the human-social, moral spiritual aspect). Rural development
means improved income, civic consciousness and human formation for rural families.
Alternancia is a relevant system where learners spend time inside the school and
outside in the real world of work and enterprises. Rural associations are people’s
organizations tasked with helping sustain the school and thus serve as vehicle for
rural development.

It is noteworthy that there is no single model in place at the moment because the
family farm/rural schools are pursuing different curriculum which they call “formation
plan”. Because of this, the concept and basic orientation of the real FRS system are
not actually followed. Among the other issues that have become a daily part of most
schools include sustainability, competence of tutor-facilitators and School Directors,
the setting of FRS standards, and the need to sharpen targeting system as regards
learners.

Quantitative results and analysis show an apparent weak implementation of the FRS
system, in other words, failure to adhere to the Four Pillars among the existing family
farm schools. In the same month, an external party confirmed results in some of the
schools.

1
Enhancing FRS practice in the Philippines

The FFS/FRS system was designed so that the farm/rural schools can concretely
contribute to rural development through improved income of learners’ families. The
way to improve income of rural families is creation or improvement of family
enterprises. Alternancia, through in-school and off-school periods, ensures that
students earn while they learn. Entrepreneurship and skills development then are
important components that must be emphasized as soon as the student steps into a
family farm/rural school.

Quite obviously, good curriculum models abound. And while each has limitations,
there are many elements that can be replicated and adapted to the family farm/rural
school context. For this reason, the Federation must lend itself to initiate the
application of these models in the various contexts of member-schools but allow
them to modify as they see them fit.

That “family farm/rural school solution” is nowhere more needed than in the
Philippines. Rural communities languish in the quagmire of poverty. Decent living is a
distant dream for many. Incomes of rural families are at dismal low. Most graduates
of the formal school are jobless and unskilled. They are, oftentimes, unprepared for
the world of work and real life settings.

The old farm/rural schools failed to live up to expectations. While most of the features
of the farm school pedagogy such as contextual teaching, formation planning,
alternating cycle and the different means of formation are present, they were not able
to hit the bigger objective which is rural development through improved income,
holistic human formation, and civic consciousness for the rural families. In fact, it was
observed that Araling Dalaw and Talakayang Propesyunal were not directly aimed at
creating or improving the existing enterprises of families.

In the family farm/rural school setting, Araling Dalaw or field studies are done so that
the learners will know firsthand the technologies and information he needs for his
chosen enterprise. In old FRS, students do not have enterprises until they reach their
third or fourth year. Talakayang Propesyunal and similar activities are supposed to
be regular inputs during enterprise implementation, assessment/diagnostics,
revisions, among others, from experts to guide the learners in actual conduct of the
enterprise. In most family farm schools, “home periods” have become rest period
and no longer given focus as time to earn. The correct practice is that school period
is time for learning and off-school or enterprise period are time for learning and
earning. Also, most graduates of existing FRS are, like the graduates of formal
schools, ill-equipped for work or enterprise implementation. No wonder, there’s a
dearth of entrepreneurs among graduates of the FFS/FRS.

The FRS curriculum was formulated to provide the overall direction for the
development of out-of-school youth (OSY) in rural areas of Tacloban City. The
curriculum framework stipulates use of the DepEd’s Basic Education Curriculum as it
shares all the generic skills involved in the study of humanities subjects, such as
critical thinking, communication, and interpersonal skills. In addition, the FRS
curriculum aims at assisting students to develop the essential skills needed for life-
long learning, productivity, and enterprise creation. Of similar importance is the
compulsory re-introduction of values and spiritual education that must be provided to
the learners alongside other “technical” learning experience. The parents believe that
“the FRS must build character first before ever building other skills”.

2
Curriculum in existing Family Farm Schools

There are at least three curriculum tracks being followed by family farm/rural schools
in the Philippines at the moment. Nine family farm/rural schools follow the Basic
Education Curriculum. Three schools currently adopt a modified Alternative Learning
System (ALS) for their student-learners who are basically out-of-school youths. The
above practices are not enough. There has to be a unique FRS curriculum.
Obviously, the ways to operationalize the family farm school “solution” is to have a
unique, relevant, responsive and community-driven curriculum which is non-existent
in Philippines farm schools at present.

Aware of this problem, the FRS Project Team acted as a local pedagogical team and
decided to develop the FRS curriculum through a pilot school, the Palanog Family
Rural School. The Project Team was in the best position to act, together with the
parents and members of PFRA, as local pedagogical team.

The FRS curriculum has evolved from the standard “formation plan” of existing family
farm schools that cater to regular secondary students. The said formation plan puts
more emphasis on academics but lesser focus on enterprise creation. The new
curriculum is consistent with the general directions set out by DepEd but extends the
knowledge, technical skills, and values and attitudes that learners develop through
the enhancements of Convivencia and the greater emphasis on entrepreneurship.

1.1 Rationale

In most rural areas, economy has always been on the downside. In particular,
agriculture has become irrelevant and in fact taken the backseat. In equipping the
youth for this new socio-economic environment, the proposed curriculum provides
them with a solid foundation of knowledge about entrepreneurship. The growing
popularity of enterprise creation, especially in urban areas, has developed and
rubbed on the minds of rural folks. Thus, the introduction of entrepreneurship opens
up opportunities for rural “enterprising” youths with strong interest in this field to
pursue and hone their future career.

The FRS Curriculum, when given emphasis in the family rural schools, provides
opportunities for student-learners to develop generic skills, such as communication,
interpersonal, information-processing, problem-solving and critical thinking, and
including decision-making skills for life-long learning. Capitalizing on opportunities
arising from the proliferation of microfinance institutions and service providers, it will
help learners to become self-employed.

The FRS Curriculum also develops students’ adaptability, which is required in a

rapidly changing society. On completing the curriculum, they should have acquired
relevant knowledge and concepts, and should have developed a range of technical
and generic skills that can be applied in various contexts, especially within
agriculture, services, as well as in the industries sector. By providing a wide range of
learning experiences, family farm/rural schools enables students to explore different
pathways for further study and careers. These might include the academic study of,
for example, agribusiness, resource conservation studies, environmental studies, or
careers in a service-related industry.

The family farm/rural school is a complex field of study. Directly or indirectly, it

involves a variety of disciplines related to the understanding of enterprise
improvement and business creation. Its multi-disciplinary nature will complement

3
students’ learning in other subjects.

This curriculum adopts an approach that enables students to acquire a broad

knowledge and understanding of the local economic situation and industry. Whether
they are taking this subject with a view to future employment or academic pursuits,
student-learners will acquire the basic knowledge upon completion of the four-year
FRS course. The family farm/rural schools takes on a contextual teaching and
learning approach as it aims at equipping the learners with specific skills consistent
with his chosen field. It puts greater emphasis on skills applications in the working
environment.

1.2 Curriculum aims

The aims of this curriculum are to enable student-learners to:

(a) enhance their awareness on the importance of agribusiness and creation of

family-based enterprises to spur local rural development;

(b) recognize the importance of their role as successors of existing family enterprises
and as catalysts in pursuit of local socio-economic development;

(c) develop the intellectual capacity for life-long learning through the application of
relevant concepts and knowledge in enterprise development to daily situations;

(d) appreciate the positive values and attitudes that contribute to the sustainability of
enterprise and/or chosen field of career; and

(e) help explore pathways for further studies in post-secondary institutions and for
future life-long career.

1.3 Curriculum Objectives

Student-learners are expected to master the skills to develop a range of specific and
generic skills, including effective communication skills, information-processing skills,
critical thinking skills, creativity, and problem-solving skills. They are expected to
develop knowledge and understanding to use resources sustainably and be
productive, develop oneself and a sense of community, and expand one’s world
view.

Secondly, student-learners are expected to apply appropriate enterprise planning

and development skills in a wide range of trade, industry and service-related
situations. Thus, they are expected to cultivate positive values and attitudes that will
enable them to succeed in their chosen field of endeavor. The curriculum should
make them appreciate the importance of integrity and ethical behavior in agriculture
and in any industry, and apply this to daily life situations. The learners and their
families should also be able to acquire understanding of the personal qualities
required for successful work such as courtesy, initiative, adaptability, flexibility, and
collaboration, among others.

4
1.4 Broad Learning Outcomes

By the end of the course, student-learners should be able to:

(a) choose relevant career that suit their skills and interests that will provide them
with very practical business tools for use within an existing business or for starting a
new business with emphasis on the key aspects of entrepreneurship and business
planning;

(b) demonstrate effective application of technology skills, communication skills,

problem-solving skills and critical thinking skills;

(g) demonstrate the basic principles and skills in business planning and
development;

(h) demonstrate life-long skills through class discussions, simulation/role-plays and

actual enterprise project work; and,

(i) demonstrate, through actual application, the development of an enterprise from

the conceptual stage onto its implementation.

1.5 Interface with Post-secondary Pathways

The FRS Curriculum takes off from the student-learners’ prior learning experiences.
Through the family farm/rural school, learners should have acquired a basic
knowledge and understanding of social, economic, cultural and environmental issues
through the study of subjects such as Araling Panlipunan, science integration,
business planning and development, and humanities. They will also have developed
generic skills, geographical concepts, knowledge of local, national and world history,
and an understanding of economic activities, environmental issues and human
needs, all of which are needed as a foundation towards future career.

The FRS Curriculum enables students to explore different pathways for further study
and/or careers. These might include tertiary level study of such areas as agriculture
and farm management particularly in crops and livestock, enterprise and business
operations, environmental studies, or possible careers in teaching (as FRS
tutors/mentors).

5
Chapter 2. Curriculum Framework

The curriculum framework for the family farm/rural school embodies the key
knowledge, skills, values and attitudes that student-learners, who are basically out-
of-school youth (OSY), are to develop. It forms the basis on which the parents, the
association officers & members, and tutor-monitors plan their curriculum and design
appropriate learning, teaching and assessment activities.

Figure 1 shows the schematic diagram of the FRS curriculum framework. The head
represents the FRS student-learner as a “finished product” or the result of the family
farm/rural school’s integral formation. The upper-body represents the Personalized
Enterprise Learning or PEL as the central component of the curriculum in which it is
supported by three component-cornerstones. The legs represent the Values/Spiritual
formation, which is considered as the foundation for the entire curriculum. General
Education or GE being the left-hand, has a direct relationship to PEL and Values and
Spiritual formation. This means that GE is not an isolated area for learning; it must be
contextualized to the needed values/spiritual learning area as well as to the creation
or improvement of learners’ enterprise (PEL). The formation for parents and the
responsible association or FPRA as the right-hand is directly linked to PEL and
Values/spiritual formation. Parents and the responsible association must also
undergo formation so they will be able to contribute to the PEL and Values/spiritual
formation of learners.

FRS
Studen
t-
Learner

PEL
PELP
TEW
BP/BIP

GE
ALS Formation for
Modules Values/Spiritual Parents and
A&E Formation Responsible
Sessions Chats Association
TLE Talks (FPRA)
Modules Get-
Together

Fig. 1. Total-Human Framework

6
2.1 Design Principles

The curriculum design follows the following principles with an acronym of

PPHADD:

• Participatory - Learners, their families and other stakeholders must be involved

in teaching- learning process in the Family Rural School. This acknowledges
that learners are active not passive participants in their own transformation
and that other stakeholders have as much role in their success. Learning in
FRS demands various stakeholders – families, skilled tradesmen, shop
owners, training service providers, government and non-government
institutions – to extend assistance in training, provision of resources,
facilitating the setting up of enterprise or employment placement.

• Personalized – Learning in FRS is personalized in the context of the

improvement of a student-learner in the process of developing her
capabilities, values and personal aptitudes. FRS provides premium to
personalized formation activities such as PEL, personalized tutoring in GE,
Chat, and Family Visitations.

• Alternative –Learning in FRS must provide an alternative to the structured and

classroom-oriented type of learning which has marginalized a significant
portion of the young population because they fail to see its relevance to their
own needs (e.g. to earn a living).

• Holistic - A successful learner is one who is able to develop not just his mental
faculties, skills and aptitudes but has also developed essential “values and
virtues in life” that would make him/her cope with the demands of living,
interacting with others, contributing to the betterment of society and will bring
her to fulfill the ultimate goal of her life- happiness.

• Development-oriented - Participating in the FRS should impact on local

development by creating changes that would help solve real problems in the
community (e.g. lack of food sufficiency, unemployment). Since the FRS
targets youths who have pulled out or are not benefitting from the regular
school system, the FRS is also addressing the marginalization of an
important sector in society – underserved youth. Learning in the FRS should
be directed at helping learners realize a project that would help not only
herself but her family and community to gain employment, income and
personal fulfillment.

• Demand driven - The learners primarily targeted by the FRS would want the
opportunity to combine work/earning a living with studying. Therefore,
learning must be organized around what they desire to do for a living and use
that as this as the context and material for learning.

2.2. Curriculum Structure and Organization

The FRS curriculum is composed of four (4) components: the Personalized

Enterprise Learning (PEL), the general education (GE), Values/Spiritual Formation or
the convivencia, and formation for parents and responsible association. This further

7
explains the total-human framework of the FRS curriculum. This elaborates the aim
of the curriculum to develop well-rounded individuals.

2.2.1 General Education (GE). A critical component in FRS teaching and learning is
the General Education (GE). GE utilizes modules from the Alternative Learning
System (ALS) and Technology and Livelihood Education (TLE). Communication
skills, critical thinking and problem solving, self and social studies are areas for
learning in GE. Though there is a prepared formation budget for GE, tutors are
performing a regular learning monitoring and assessment called “synthesis” to
actually determine the real learning needs of student-learners. Learning needs
practically refer to learning challenges of the student-learner in her enterprise
creation/improvement. GE involves different strategies in its delivery. One could be
self-learning reading and answering tests in the modules, another is through group
sessions. Both strategies can be facilitated or be coached by tutors or by the ALS
Mobile Teacher.

2.2.2 Personalized Enterprise Learning (PEL). A central component of the FRS

curriculum is the Personal Enterprise Learning. This component is meant to create or
improve student-learner’s enterprise together with her family. There are two kinds of
personal enterprise learning according to category of student-learners: the enterprise
creation personal enterprise learning (for Category B) and the enterprise
improvement personal enterprise learning (for Category A). Categorization of
student-learners is critical in PEL because it will help facilitate the appropriate
Personal Enterprise Learning Plan (PELP).

The Personal Enterprise Learning Plan or PELP is, as its name suggests, is the plan
for learning on the enterprise and plan of activities of the student-learner. It is a
framework upon which guidance, the student-learner will carry out learning and
practicing her personal enterprise learning. It is a learning plan, guide and
assessment tool in one document. The duration of the PELP will depend on the
enterprise. Included in the PELP are strategies how to effectively gain knowledge
and learning through the so-called FRS means of formation which are: Field Study,
Technical Assistance, and Conclusion. Field study is a mechanism in the FRS where
students get to actual farms or enterprises and learn firsthand the technologies and
all the necessary information to operate their own. Technical assistance is an FRS
mechanism where learners take coaching from experts in the enterprise they are
pursuing. Conclusion is an assessment process where learners reflect on whether
they have achieved their PELP targets or not.

Alongside with the PELP is the Technical Enterprise Workbook (TEW). TEW is a
learning tool in PEL. It aims to simplify the PEL component of FRS curriculum. It is a
student-learner’s workbook composed of questionnaires for every topic during
periods of field studies, technical assistance, and conclusion. Topics in TEW are the
same as reflected in the PELP. So, the accomplishment of TEW is a gauge on how
far the student-learner’s implementation of her PELP. The same with PELP, one of
the major learning areas in TEW is the business planning or business improvement
planning. Accomplishing the TEW also means formulation of business plan or
business improvement plan.

Implementation of PEL needs a tutor as a facilitator in the following manner:

a. Assist the student-learner in the creation of PELP

b. Facilitation of the accomplishment of TEW

8
 c. Facilitate tie-up with experts on different fields for the learner’s Technical
Assistance sessions
d. Facilitate the arrangement of learner’s Field Studies. Assist the learners in
contacting possible areas for Field Studies
e. Ensure the provision of appropriate questionnaires for the learner’s TEW
needed in the Technical Assistance and Field Studies sessions
f. Upon returning of learner from Technical Assistance and Field Studies
sessions, a tutor must facilitate the completion of learner’s Conclusion in
relation to her Technical Assistance and Field Studies using the TEW
g. Facilitation of planning with learner on proceeding to succeeding topics in
the PELP after accomplishing the Technical Assistance, Field Studies, and
Conclusion sessions for the preceding topics
h. Coordinate with the responsible association to ensure formal collaborations
with target partners for the implementation of PEL

2.2.3 Convivencia: Values & Spiritual formation. Co-equal with GE and PEL is the
Values and Spiritual formation of the youth in the FRS. This component of the
curriculum is its foundation. Values and spiritual formation actually refer to character
formation (positive values that strengthen one’s character, relationship with his God a
Higher Being and fellowmen, sense of responsibility, citizenship, and a healthy
attitude towards life, work and society). The main strategy of FRS in values and
spiritual formation is the practice of convivencia. Convivencia is a Spanish term
which means living together. Through performing chores and other activities,
convivencia aims to expose the students and teach them how to correctly deal with
different characters of people, various cultures and diverse backgrounds. It also aims
to instill the spirit of cooperation, responsibility, respect, understanding, tolerance and
camaraderie. With convivencia, students are taught interpersonal/social and
intrapersonal skills.

Under convivencia, there are Get-togethers, Talks, and Chats. These are activities
where the students are encouraged to speak on relevant topics. “Get-together” is a
venue where learners’ skills, talents and self-confidence are honed. It is also a
bonding moment for learners and tutors where their camaraderie,
interpersonal/intrapersonal skills are developed. “Chat” is a one-on-one approach of
formation focusing on the learner’s situation, performance, attitude and personal
plans. “Talks” is another venue for values/spiritual formation where resource persons
give discussion on certain topics. These activities must depart from the common
classroom teaching-learning strategies.

The responsible association and the parents are encouraged to build partnerships
with experts on values/spiritual formation. If the association and the parents can
access resource persons, tutors and the association should always guide the latter,
to ensure that their interventions are responsive to the PEL or actual learning need of
the learners. Like GE, values/spiritual formation should also be aligned to learning
need related to the PEL.

2.2.4. Formation of Parents and Responsible Association. FRS is really a unique way
of educational system in a way that its curriculum is not only driven to provide
formation to the student-learners but also to the parents and the responsible
association. The aim of this scheme is to mobilize them complementary to learning
process of the student-learners and of course to empower the parents and the
responsible association.

The program of learning for the parents and the responsible association should focus
on the concrete problems as expounded by the parents themselves. This ensures

9
their motivation and interest on the learning process. Learning of parents and
responsible association should also be programmed in a holistic manner. Formations
should not limit to technical skills related to the PEL of their student-learners but it
should also include values/spiritual formation and human/social formation. In
particular, formations may include topics on civic consciousness, cooperativism and
citizenship. Frequencies of formation for parents and the responsible association
may be once a month or quarterly depending on their concrete need.

2.2.5. Time allocation. On a per week basis and looking at the FRS alternating
schedule, PEL actually needs 71% of the learning time. GE has only 22% of its time
allocation while Values/Spiritual Formation is 7%. This goes to show that the FRS
gives premium to actual practical learning rather than theoretical learning. This also
means that, FRS must give due time to the enterprise creation/improvement. More
so, this is a concrete display of following the principles of PPAHDD.

Fig.2. FRS Curriculum Time Allocation

10
Chapter 3. Curriculum Planning

3.1 Guiding Principles

Alternating Cycle, Relevance and Contextual teaching. A curriculum must be

relevant, meaning it is not alienated from the realities of the community it serves.
This is related to the principle of contextual teaching, which says that teaching and
learning must not exist within a vacuum, rather, it must be situated in the present
time and milieu. Alternating cycle, the main feature of the Family Rural School,
makes this happen. It refers to the interplay between school and enterprise periods.
Student-learners spend time in those periods alternately so that they are not only
trained professionally and intellectually, they are also equipped with working
knowledge of her environment or the community she is in.

Participatory curriculum development. Curriculum development in Palanog FRS was

participatory in nature. The curriculum creators were guided by the principle of
people’s participation. Indeed, without community participation, that curriculum
development process could not have happened. Community participation was
present in every stage. The process followed the popular dictum: “Of the people, for
the people, by the people.”

Community-Driven Rural Development. The ultimate aim of a Family Rural School is

rural development, which is powered by driving force from the grassroots. The
pedagogical team was guided by this principle. The curriculum was developed in
such a way that ultimately, rural development will be attained through improved
family incomes in the communities.

Integral formation. Integral formation is another principle guiding the pedagogical

team. In this principle, learning is not seen as a one-sided, rather, it takes into
consideration that learning is a multi-faceted entity. It is composed of professional-
intellectual, human social and moral-spiritual aspects.

Parents and student-learners determine the nature and outcome of their learning.
This is closely related to the participatory principle but it takes it a mile further since it
puts the grassroots at its center. The student-learner’s and parent’s education are
not determined by the state or any other groups but by themselves.

3.2 Progression

The DISOP-FRS Project Team as pedagogical team did not start from nothing in this
curriculum development process. Rather, it started from the accumulated
experiences of the community where learning and teaching-the Family Rural School
Way, is happening. Based on experience of the communities, the primary and most
important feature of the family rural school is its being a “learn and earn school.” The
team was guided by this knowledge when it took the first step, which was branding
the FRS as “learn and earn” school.

The second step was categorization of learners based on the present enrollees of
the Palanog FRS. Student-learners were classified into three: Category A for those
who already have existing enterprises, Category B for those who don’t have existing
enterprises but has the desire to have one and Category C for those who have
neither of the two. The team recommends that a Family Farm/Rural School should
prioritize admission of category A learners because they are the most appropriate
clients. The second priority should be the category B learners. The Team also thinks
that the FRS should encourage category C learners to enroll in formal school or pure

11
ALS providers. Screening of learners is a very crucial process for the farm/rural
school because it will determine success or failure of both the school and the learner.

Pursuing integral formation, the third step of the team was to classify learning into
General Education, Values/spiritual formation and Personal Enterprise Learning
(PEL). The General Learning modules comprise the ALS modules relevant to
creation or enhancement of enterprises. Example, the following modules: “Effective
communication,” “The Interview” (ALS Learning Strand 1), “Business Math” (ALS
Learning Strand 2) and “Putting Up Your Own Business” (Learning Strand 3) are all
related to enterprise creation and enhancement. “The Interview” module is very
important for the conduct of “Field studies” and “Technical assistance,” processes
which are crucial in pursuing PEL.

The Values/spiritual formation refers to “Get-together,” “Chat” and “Talks” which are
tools for pushing human-social and moral-spiritual formation.

PEL refers to the enterprise the learner shall pursue. Under the PEL activities are
“Araling Dalaw,” “Talakayang Propesyunal,” “Synthesis” and “Konklusyon.”

After classifying the learning areas, the team came up with a suggested budget for
general learning modules. Relevant ALS modules were edited and consolidated to fit
the needs of PFRS. Again the team was guided by the on-going experience of the
Palanog Family Rural School.

Having the curriculum framework and guided by the experiences of Palanog FRS,
the fourth step of the team was creation of a Personal Enterprise Learning Plan
(PELP) and Technical Enterprise Workbook (TEW) templates.

Tutors are not expected to know it all but they are expected to be great facilitators
and animators especially in facilitating personalized learning. Since personalized
learning is new, tutors need guides to effectively perform. As an answer to the needs
of Palanog FRS, the fifth step of the team was creation of a “tutor’s guide” for
facilitating the Personal Learning Plan (PELP) of the learners.

The sixth step of the team was setting of alternancia rhythm which was done in close
consultation with the parents and association. In setting the alternancia rhythm, the
association and farm school staff considered the production cycle of different
enterprises, the availability of learners and availability of key stakeholders.

Based on the above experiences and guided by the needs of the community, the
seventh step was setting the weekly and monthly schedule of activities. The activities
identified in the classification and alternancia rhythm stages were rendered in a
matrix. Again, this was done through close working with the community.

The next step was the outputs of the team and community, the PELP and TEW
formats with filled-in examples were presented to the association, PFRS staff,
parents and learners for critiquing and enhancement. Then on September 15 to 18,
2010 the activities in the PELP were subjected to dry-run.

After students drafted their PELP and started business planning, they held field
studies and sought technical inputs to help them in the enterprises they are pursuing.

At present, the students are carrying out their PELP and accomplishing the TEW. For
the learners pursuing High Value Crops production, the City Agriculturist Office has
assigned a technician to assist them. Also, a guideline for screening of learners has
already been drafted by the team based on the relevant experiences of Palanog
FRS.

12
3.3 Curriculum Planning Strategies

3.3.1 Catering for learner diversity

An important principle of the FRS is limited number of students for personalized

learning. This principle takes into consideration the diversity of learners. Students-
learners are not one homogenous group, rather they are composed of people with
very different learning needs and motivations, not to mention various backgrounds
and cultures. A strategy of this curriculum development effort is taking into
consideration this diversity of learners, their varied needs, learning styles and
interests. The strategy caters to this diversity. Based on experience, student-learners
have very different interests. An example of this is the difference in enterprises they
want to pursue. One student-learner wants to pursue High-Value Crops Production
another wants to pursue Furniture Making.

3.3.2 Developing a coherent curriculum that suits learners’ needs

Another strategy of the team was developing a curriculum that’s tailor-fit to the needs
of the student-learners and their parents. This is related to the principle of
community-demand driven efforts. A curriculum must not exist apart from the
concrete needs of the target learners but rather it should answer these very needs.
An example of this is offering High-Value Crops production to student-learners with
existing crops production enterprises. The needs of the student-learners was how to
develop their existing technology, production and marketing, so the strategy to offer
High-Values Crops Production as part of the Personal Enterprise curricular offerings.

3.3.3 Integrating learning with assessments

Assessments in the FRS is not a simple mark on a report card or on top of a paper,
rather, it is a gauge of student-learner’s performance as to where she is in relation to
the learning goals he has set. Assessment is part of learning both for the student-
learner, their families and the tutor-mentor. FRS assessments are used to determine
individual student-learner’s progress rather than to compare one student-learner’s
work to that of another student-learner. The purposes of assessment in the FRS are
two-fold: to inform the tutor-mentor, the student-learner and the parent of student-
learner’s progress vis-a-vis stated learning goals and objectives; and to inform the
tutor-mentor and school board of the effectiveness or not of curriculum approach and
instructional strategies. Without appropriate assessment, the tutor-mentor and the
school board lack data to make critical decisions about teaching and learning.
Assessments should inform the parties concerned about the student-learner’s
progress in terms of solving real-life and academic problems. Assessments, the FRS
way, are designed to assist student-learners on their learning journeys. It shows
student-learners where they are in relation to their set goals and allow them to design
means to make further progress towards those goals. The setting of goals and their
assessment are transparent, collaborative process that engages students-learners in
their own learning. That is, student-learners, their families and tutor-mentors describe
the learning outcomes, how assessments shall proceed, and means of reaching
learning outcomes. In the FRS, assessments are directly aligned with stated goals
and objectives. Tutor-mentors, student-learners and parents understand curriculum
goals. Assessments are an update of student-learner’s progress towards stated
goals and objectives.

13
3.4 Managing the Curriculum

3.4.1 Areas of work

The school board or the Association’s school committee/parents: Sets curriculum

goals, principles and strategies. It drafts the curriculum itself through a pedagogical
team, subject to the approval of the entire Association, community and stakeholders.

The School Director and Tutor-mentors: May be called as the executive committee of
the FRS curriculum. They put into practice the curriculum drafted by the school
pedagogical team. They suggest ways to improve the curriculum.

The student-learners: They follow the FRS curriculum and in the process contribute
ways of enriching it.

The Stakeholders: They support the realization of curriculum activities like Field
Study, Technical Assistance and OJT.

3.4.2 Roles of other stakeholders

The BLGU: The BLGU provides the needs of the school in relation to the pursuit of
the FRS curriculum.

The Blessed Sacrament Parish: Takes charge of the moral spiritual aspect of the
FRS curriculum.

The CAO: Provides assistance on the professional-intellectual aspect of the

curriculum in terms of professional inputs to student-learners.

The E3:20 (Organization of New Life Church Young Professionals): Takes charge of
the human-social aspect of the curriculum.

The DEPED ALS: Helps in the General Education aspect of the curriculum providing
mobile teachers and self-learning modules.

The Eastern Visayas State University and St. Paul School of Business and Law:
Helps in the professional-intellectual aspect of the curriculum by providing technical
inputs to student-learners.

Caibaan Furniture Shop: Accepts Palanog FRS student-learners interested in

furniture making for OJT.

Kitchenitos Restaurant: Accepts Palanog FRS student-learners interested in culinary

arts for OJT.

Honda Cinemar: Accepts Palanog FRS student-learners interested in Small-engine

Repair and Servicing for OJT.

14
Chapter 4. Learning and Teaching

4.1. Knowledge and Learning

The FRS follows the following philosophy of knowledge and learning:

a. Student-learners seek learning for a variety of reasons – to gain skills for

employment/self-employment, to find purpose for their life, to obtain academic
certification, to contribute towards developing their community. These
motivations must be considered when designing a learning experience for the
learners.

b. Learners bring into the school a host of prior life experiences. These experiences
shape their disposition for learning as much as they help enhance the learning
process. Learning must be able to harness these experiences and abilities.

c. The FRS places a strong bias towards contextualized-learning – organizing

learning towards a particular problem or project that the learner wants to solve or
address. In this manner, learning becomes more meaningful for the learner.

d. Learning requires a “facilitator” or mentor. A facilitator helps organize and design

learning by involving the learner, the family and other stakeholders and provides
critical guidance to realize the learning goals set by the learners for themselves.
The facilitator is not the “expert” and does not “teach”. This demands of him/her
the ability to animate and engage the learners in purposive learning.

e. Learning should allow learners to move through a series of modules if he/she

desires so but with each module enabling him/her to accomplish concrete set of
competencies and establish a project within a relatively short time duration.

f. Learning should establish core competencies that would give the learners the
option to obtain relevant academic or national certification from appropriate
regulatory bodies or state authorities (e.g. TESDA National Training
Regulation/Certification, Dep Ed Accreditation and Equivalency Certification).

g. Learning through the FRS must create individuals who have strong work ethics
and family values, are hard working, creative, and resourceful, excel in their
field/craft, employable/saleable, and are effective “problem-solvers”.

4.2. Approaches and Strategies

4.2.1 Choosing appropriate strategies: fitness for purpose

In the FRS context, the general strategy of learning is to employ less academic
but more realistic approaches - the basis of the strategy of learning by
alternation. Alternation is a combination of theory and practice, but putting more
bias in practice. More practice than theory will lead to a more relevant learning.
Moreover, the objectives of the alternation are the following:

a. It seeks the learner to become more aware of real situations arising in his
environment (community).
b. It develops more the capacity to analyze rather than memorize.
c. It seeks to develop understanding of various situations through the
combination of theoretical and practical approaches.

15
 d. It makes the individual ask about his situation without alienating himself
from the environment.
e. It is basically learning where roles of parents and other stakeholders are
significant factor.

In the alternating system of learning, the tutor does not teach, but helps the
learner to learn from real life situations, helps her become more responsible. All of
these are sources of motivation and works in the pattern shown below:

Figure 3. Pattern of Learning

The strategy of
alternation is not
a mere teaching methodology but more on the practical way of allowing the student-
learners to create new enterprises or improve existing enterprises of their families.

Figure 4. Illustration of FRS alternating system as the main strategy for teaching and learning

In particular, there are teaching and learning strategies that the FRS uses. One is
contextualized teaching-learning (CTL) strategy. The idea of responding to the need
of the learners and their families through PEL and the use of “synthesis” as a
process, thereby aligning other components of the curriculum (GE and
Values/spiritual formation) is CTL by nature. Another strategy is personalized
mentoring which was discussed in Chapter 2 and 4.4 of this Chapter. One of the
most effective strategies in FRS teaching and learning is multistakeholdership.
Teaching and mentoring in FRS is not solely lodged to the tutors. Experts from
various fields and other stakeholders depending on the capability of the responsible
association to link with them can contribute to the integral formation of the student-
learners and their families.

16
4.2.2 Self-Learning Modules

If PEL uses PELP and TEW as its main learning tools, GE uses self-learning
modules. These modules are classified into learning subjects which include
communication skills, mathematics, science and health, environment and technology,
sociology, community, community relations, entrepreneurship and psychology. These
self-learning modules are modules from the Alternative Learning System (ALS) and
Technology and Livelihood Education (TLE) of the Department of Education
(DepEd). In the FRS setting, these modules are the most suitable learning materials
for GE though it is encourage to use textbooks and other reference books. After
completely determining the PEL of every learner, it is a must to formulate the
suggested GE budget for the whole academic year. This is a budget of ALS and TLE
learning modules. Since this is a suggested budget, it is the tutor’s discretion to
adjust the budget according to the results of regular “synthesis” sessions.

These modules can be facilitated in four ways. When the tutor perceived that majority
of the learners need to undergo similar module, then that particular module can be
facilitated through group session. When the tutor perceived that there is diversity in
learning need, then various modules shall be distributed to every student-learner
according to his/her need. Modules can also be brought home for off-school learning.
And lastly, if resources are at hand, the most effective facilitation of these modules is
through e-learning. E-learning is learning through interactive and electronic modules
installed in a network of computers. In terms of monitoring, the first three ways need
manual low-tech monitoring while the last one has a database that facilitates fast and
precise monitoring.

4.2.3 Life-long skills

What is important in the FRS model is not academic performance or grades; the
most important question is “did they learn life-long skills?” It is not so much about
getting a diploma than it is about learning necessary competencies to prosper in life.
Although being ready for higher education is one outcome of studying in the FRS, the
most important is being ready for real-life work and future settings.

Because of this, formation in the family rural school focuses more on enterprise
creation and entrepreneurship. The core of the school’s curriculum must be hinged
on a “Personalized Enterprise Learning Plan” in the sense that each student should
have personalized enterprise learning in the form of an income creation activity that
is of utmost interest to him that fits very well for their enterprise and interests. The
personal enterprise learning then reflects the real-life setting and experiences of the
student-learners.

Thus, the ultimate test of success of FRS is the ability of the learner to demonstrate
the knowledge, skills and values he/she has learned in FRS in the development and
management of an enterprise project or in the application of specific enterprise. This
summarizes the intention of the FRS to infuse life-long skills on its student-learners
as a critical strategy.

4.3 Classroom Interaction

4.3.1 The roles and interaction of students and tutors

a. Tutor – learner relationship. A tutor in the FRS must establish camaraderie

with the learners. He/she must not intimidate student-learners. He/she must not

17
apply the “carrot and stick” policy to induce an expected behavior from a student-
learner. Instead, the tutor must discover and anticipate the student-learner’s
values; he/she must help the student-learner resolve her difficulties. The tutor
must give the student-learner the motivation and direction he/she needs to
make her way in the world, on her own.

A tutor in the FRS is required to exert tireless perseverance. A large part of this
perseverance is forged in the tutor’s contact and personal conversation with each
student-learner in the context of friendship that is sincere, courageous, and creative.
The chance for dialogue, dealing with others, helping each other, among others, are
effective ways of building friendship with the student-learners. This tutor-learner
friendship mainly requires clarity and sincerity. A tutor must not employ deceptions.

b. Learner – learner relationship. The climate created in the relationship

between tutors and learners gradually permeates the relationship among the
learners. The tutor must persevere in facilitating the environment of familiarity and
camaraderie between and among the student-learners.

Camaraderie and familiarity can be established easily if the tutors regularly and
religiously conduct the scheduled Chat, Talks, and Get-Together.

4.4 Personalized Approach to Teaching

The term, personalized formation has to be understood in the context of the

improvement of a student-learner in the process of developing her capabilities,
values and personal aptitudes. An educational institution or a system of education
like the FRS, which facilitates such improvement, favors personalized formation. As a
whole it is essential in formation.

In the FRS, the basic determinant of personalized formation is the Alternating Cycle.
The enterprise period is an opportunity for the learner to personally learn the
necessary competencies to create or improve her enterprise together with her family.
If a learner is with a technical expert, her coach or mentor is that person. If the
learner is with her parent, her coach or mentor is her parent. During school period, it
is an opportunity for the learner to personally learn the necessary competencies in
GE or Values Formation aspect that may prepare for her enterprise period.

4.4.1 Tutor Coaching & Mentoring

Tutoring is a guidance process in order to help a person in the process of making

correct decisions for himself/herself, in accordance with his/her personal dignity, and
making him/her capable of applying it to every situation he/she may encounter in the
future.

In the FRS, tutoring is concretized in the following activities:

a. Guiding to develop proper learning techniques to help learners cope with the
demands of the FRS.
b. Facilitate the proper orientation of the FRS system.
c. Awaken the learners of their responsibility and involvement in the community.
d. Guide and train the learners in making the right decisions in solving their
personal problems.
e. Motivate the learners to pursue and persevere on the creation/improvement of

18
 their enterprise.
f. Motivate parents to assume responsibilities in order to facilitate and hone their
learners’ talents and skills.
g. As a tutor, assist and discuss with colleagues and/or experts on tutoring
regarding techniques, methods and procedures to improve tutoring.

Tutoring is either done individually or in a group. Activities like Talks, Get-Together,

Synthesis are examples of group tutoring while Chat is an example of individualized
tutoring.

4.5 Learning Community

The learning community of the FRS is the communities situated 30 kilometers around
the established FRS. Learners and their families together with various stakeholders
in these communities are encouraged to participate in the FRS learning experience.
Their participation will eventually lead to rural development.

The ultimate goal of the FRS is to contribute to rural development. It is the

development of the community where the parents and learners reside. Through the
alternating cycle, the learners, their parents, responsible association, government
institutions, non-government organizations, business institutions, the church,
technical experts among others, are consciously informed of pressing problems and
are motivated to seek possible solutions together. Awareness of the community’s
problems, its real situation is the start of the solution process. In the end, FRS acts
as the catalyst for rural development.

Chapter 5. Assessment

5.1 The Roles of Assessment

19
Assessment is the practice of collecting evidence of student learning. It is a vital and
integral part of classroom instruction, and serves several purposes and audiences.
First and foremost, it gives feedback to students, teachers, schools and parents on
the effectiveness of teaching and on students’ strengths and weaknesses in learning.
Second, it provides information to schools, school systems, government, tertiary
institutions and employers to enable them to monitor standards and to facilitate
selection decisions.

The most important role of assessment is in promoting learning and monitoring the
student-learners’ progress. In the FRS, assessments are important since the results
are typically employed to make critical decisions about the learners and their
families.

The FRS Curriculum hopes to provide a common “end-of-school” credential that will
give its graduates access to post-secondary study, work, and further education and
training. It summarizes student performance in the general education including both
discipline-oriented subjects and those in the Personalized Enterprise Learning.

5.2 Assessment Objectives

Assessment is an integral part of the teaching and learning process. Its purpose is to
inform student-learner regarding their learning progress and for the tutors regarding
ways to adjust the curriculum and instruction to respond effectively to the learning
needs of students. Further, it communicates to the school community the progress of
student-learner in achieving the school's expectations for student learning, course-
specific learning and achievement of Personalized Enterprise Learning Plan goals.
Assessment results must be continually discussed to improve curriculum and
instruction.

The following assessment objectives are closely aligned with the curriculum
framework and the broad learning outcomes:

• Understanding the structure and nature of the various interdependent

components (general education, PEL, and values/spiritual formation) of the
curriculum;
• Evaluating strategies that can be used to minimize the negative economic,
environmental and social impact of creating enterprises and maximizing the
positive one; and,
• Applying technology, communication skills, problem-solving skills and critical
thinking skills effectively in the context of enterprise development.

5.3 FRS Assessment

5.3.1 Guiding Principles

The FRS Guiding Principles for Assessment are intended to promote a shared
understanding in the assessment of student learning at school, as well as provide
guidelines for meaningful and effective assessment practices. These Principles are
not a set of rules or how-tos but are intended as a philosophy to guide how we
develop our assessment programs.

The FRS Assessment utilizes Course Assessment Plan which stipulates the grading
system within the framework of PELP and the General Education.

20
However all assessment within a module should follow the following basic principles:

1. Assessment should be based on an understanding of how student-learners learn.

Assessment should play a positive role in shaping the learning experiences of
student-learner following the integral formation components such as professional /
intellectual, human/social, and the moral/spiritual aspects and the performance in the
General Education.

2. Assessment should accommodate individual learning differences in student-

learners. Assessment should be based on the objectives and allow student-learner to
demonstrate outcomes in appropriate diverse ways especially with their respective
enterprises.

3. Assessment should be demonstrably fair to all student-learner. Assessment

practices should be inclusive and support equity principles. They should cater for
both the student-learner and family support for the implementation of PELP.

4. The purposes of assessment need to be clearly explained. At the beginning of the

school year, student-learner and their parents should know the rationale for choosing
a particular form of assessment in its particular context. In this, guidelines by the
association on who will graduate and who will not should be considered in
formulating the assessment instrument, see attached guidelines.

5. Assessment needs to be valid. By this, we mean that assessment methods should

be chosen which directly measure that which it is intended to measure, and not just a
reflection in a different way of knowledge, skills or competencies being assessed.
Thus, evaluating the achievement of the student-learner must be based on enterprise
chosen versus the PELP.

6. Assessment instruments and processes need to be reliable and consistent. As far

as possible, subjectivity should be eliminated, and assessment should be carried out
in ways where grades or scores that student-learners are awarded are independent
of the assessor who happens to mark their work. The instrument should clearly
reflect the components in the course syllabus as basis of grading system.

7. All assessment forms should allow student-learner to receive feedback on their

learning and their performance. Assessment should be a developmental activity.
There should be no hidden agendas in assessment, and we should be prepared to
justify to student-learner’s grades or scores we award them, and help students to
work out how to improve. Even when summative forms of assessment are employed,
students should be provided with feedback on their performance, and information to
help them identify where their strengths and weaknesses are.

8. Assessment should provide tutors and student-learner with opportunities to reflect

on their practice and their learning. Assessment instruments and processes should
be the subject of continuous evaluation and adjustment. Monitoring and adjustment
of the quality of assessment should be built in to quality control processes.

9. Assessment should be an integral component of course design, and not

something bolted on afterwards. Learning and teaching elements of each course
syllabus should be designed in the full knowledge of the sorts of assessment
student-learner will encounter, and be designed to help them show the outcomes of
their learning under favourable conditions like relationship with the module and in the
actual implementation of their PELP.

10. The amount of assessment should be appropriate. Student-learners' learning

should not be impeded by an overload of assessment requirements, nor should the

21
quality of the teaching conducted by tutors be impaired by excessive burdens of
assessment tasks.

11. Assessment criteria need to be understandable, explicit and public. Student-

learners need to be able to tell what is expected of them in each form of assessment
they encounter. Assessment criteria also need to be understandable to employers
(OJT), parents and the association.

5.3.2 School Assessment Practices

A range of assessment practices such as oral questioning, tests and examinations,

projects and field trips and familiarization visits, is used to promote the attainment of
the various learning outcomes. However, tutors should note that these practices
should be an integral part of learning and teaching, not “add-on” activities.

Assessment of
student-learner
Performance

External Assessment Internal Assessment

(Enterprise Period) (School Period)
Enterprise / Business Written Exam
Practicum Class Participation

Assessment chart follows the alternating cycle of the FRS curriculum. The
External Assessment is administered during enterprise period through the
student-learners enterprise / business progress for Category A, and the
student-learner performance in the practicum for the Category B. The
Internal Assessment is done during the school period with the student-learner
academic performance gauge through the written exam and class
participation.

Commonly used Assessment Practices

Oral questioning. Oral questioning does not need to be confined to language

subjects – it may be helpful in other subjects also. Teachers are encouraged to try
using oral assessment as it can be a valuable supplement to conventional
assessment methods and can also help students to improve their oral
communication skill.

Tests and examinations. Tests and examinations are widely employed in everyday
learning and teaching. In devising the items, an effort should be made to include
questions with different demands and of different types (such as multiple-choice,
data-based and essay-type). A variety of items should be used to assess a wide
range of skills, including creativity, critical thinking and problem-solving skills.

22
Role Play. Role-play is important for simulating real-life situations and bridging the
gap between academic knowledge and actual practices. Simulations help students to
develop their critical thinking skills and also provide a way of assessing their
performance on practical tasks, which cannot be done through paper-and-pen tests.
Role-play exercises can introduce students to the concept of team-building by
engaging them in pair or group work, and engage them in analytical thinking and
investigation to explore the interdisciplinary nature of enterprise development.

Field Studies. Field studies have many applications in different subjects, ranging
from collecting samples or specimen to reflecting on visits or study tours. In the FRS,
student-learners have the opportunity to explore the real contexts in the community.
This calls for keen observation, mastery of concepts and skills, and accurate
recording. Field studies can often contribute significantly to establishing good
relations between the school and the community and can be very rewarding for
student-learners.

5.4 Community Assessment

In the context of rural development, the community will assess the performance of
the school in the delivery of the FRS four pillars. Emphasis of the exercise will be
more on the school’s capacity to implement the pillars and its contribution to all
development dimensions not limited to economic, social (human formation and civic
consciousness), and environmental aspects.

Prior to the establishment of the school, a Baseline Survey shall be conducted along
with Participatory Rural Appraisal (PRA) exercise covering the area of operation.
The results shall be used during the assessment period to gauge the progress
against the desired goal of the school. On the capacity of the school as implementer,
OCSA tool shall be administered together with SWOT analysis during the
assessment. See attached tools - OCSA template and manual, SWOT and PRA.

5.4.1 Guiding principles

1. Assessment should provide a clear picture of the school operation impact in the
community based on the "need-based principle". This will look into the relevance of
the baseline and PRA result and the issues addressed by the school.

2. Assessment instrument and processes should reflect the level of community

participation. All processes shall have consultation with the community as the major
stakeholder of the project. This should be given weight in the instrument. The
exercise shall be administered in all levels, from the direct beneficiaries, the
implementers and other stakeholders.

3. Assessment should give emphasis on the sustainability of the school. This shall
dig into the capacity of the school to a long-term provision of an alternative education
in the community. Further, this shall look into the strength of the school in network
and linkage building, fundraising and promotion strategies.

4. Assessment should be fair and evidence-based. The process and the procedure in
carrying out the exercise should be clear to the evaluators that the exercise shall be
administered objectively and based on facts and concrete evidence.

5. Assessment result should help the school reflect on its Strength and Weaknesses,
Opportunities and Threats. This shall be carried out and participated by all players to
allow them to voice out their ideas and opinions that would help the assessment.
The subjectivity of the process would help pinpoint the areas for improvement for
future planning.

23
6. Assessment result should be presented to the implementer, stakeholders and
direct beneficiaries. Validity of the assessment result shall be solicited during the
presentation. Transparency of the program and full knowledge of the community in
the school operations would encourage support and trust among implementers.

5.4.2 Assessment design

Since the four pillars are the basis of curriculum framework of the Farm school, the
same shall be the center of the assessment. Utilizing the FRS Four Pillars
assessment tool (see attached), the instrument could be delivered through Focused
Group Discussion (FGD), workshop and interview.

The appraisal instrument is designed to determine the extent of adherence of family

farm/rural schools to the FFS/FRS system otherwise known as the “Four Pillars”,
which covers the Alternancia, Integral Formation, Association and Rural
Development.

5.4.3 School-based Assessment (SBA)

In the context of community assessment, school-based assessment refers to

commonly used assessments administered in schools and marked by the students’
own teachers. The primary rationale is to enhance the validity of the overall
assessment by extending it to include the assessment of a range of specific and
generic skills that can be applied in various contexts both within and beyond the
enterprise industry.

The key learning outcomes to be assessed are as follows:

- Demonstrating effective technology skills, communication skills, problem-

solving skills and critical thinking skills;
- Demonstrating life skills through class discussions, role-plays and project work;
- Identifying strategies that can be used to minimize the negative economic,
environmental and social impact of tourism and maximize the positive one;
and,
- Understanding the development of an enterprise from the conceptual stage
through to its implementation.
-
It should be emphasized that assessments based on student performance over an
extended period of time and developed by those who know the students best, their
subject teachers, are more reliable. Please see attached course flow.

5.4.3.1 Rules in the conduct of Assessments

1.1 Assessment shall be conducted in accordance with the Principles of Assessment

(see 5.3.1).

1.2 Detailed information on assessment requirements for the course shall be set out
in the course syllabus outline (see separate module outline procedures).

1.3 The pattern of assessment shall be determined and monitored by the Tutors as
presented in 5.3.2.

1.4 Assessments shall recognize competencies and achievements, maintain

standards and support entrepreneurial recognition.

5.4.3.2 Grades

24
2.1 The results achieved by a candidate in course shall be graded utilizing the criteria
in the course syllabus.

Below are the criteria in grading based on Course Assessment Plan from Course
Syllabus which will be the basis for the final grade.

Grading Areas % Verification

Objectives 10% Revitalize, sustain FEP, increase in income

Field Studies 10% Success factors & inputs incorporated in the FEP
Technical Assistance 10% Improved technology adapted into the operation
Conclusion 10% Concrete results shown in business
Practicum 15% Skills acquired, success in application
Business Plan Based on Rubrics scorecard
Market Study 5%
Production/Technical 5%
Study
Operation & Management 5%
Financial Study 5%
Validation/Viability Test 5%
Enterprise Workbook 10% Consistency with PLP & Business Plan
General Lessons 10% Scores & ratings in pre/post tests
Total 100%

Performance indicator:

Excellent - 90% to 100%

Very Good - 85 % to 89%

Good - 80% to 84%

Passed - 75% to 79%

Failed - 74 % below

5.4.4 Standards and reporting of results

Flow chart of reporting and feedbacking. The FRS system is a facilitated teaching
and learning structure that allows the leaner to explore the areas of interest prior to
the Tutors assistance in the learning process.

The reporting follows the ascending flow. The PELP and Course syllabus are the
main assessment reference in the grading system. This guides the Tutors rating of

25
the Student-learner performance through the internal and external learning
environment. Performance of the student –learners in those environments assessed
through home visits, practicum performance, classroom participation and exams are
forwarded to the School Director. Issues and concerns of the student-learner on the
school performance are presented to the Board of Directors if not settled at the
School Director’s Level.

The Feedbacking follows the descending flow. Major issues in the school operation
that requires deliberation and approval by the Board are decided and approved at the
Board of Director Level. Results of the deliberation from the Board of Director's
meeting are channeled to the School Director and discussed to the Tutors for
execution.

Board of Director

School Operations Progress

Report

School Director

f Student-learner r
performance Report
e
e
e
d p
b o
a r
c
k Tutor t
Internal & external
i Assessment result (PELP, i
n Course Syllabus)
g n
g

Student-Learner
Performance

Chapter 6 Learning and Teaching Resource

This chapter discusses the importance of selecting and making effective use of a
wide range of learning and teaching resources, including textbooks, to enhance
student learning. Schools need to select, adapt and, where appropriate, develop the
relevant resources to support student learning.

6.1 Function of Learning and Teaching Resources

26
The function of learning and teaching resources is to provide a basis for students’
learning experiences. Learning resources include not only textbooks, workbooks and
audio-visual teaching aids produced by the Department of Education (DepED) or
other agencies and organizations, but also web-based learning materials, computer
software, the Internet, the media, libraries, resources in the natural environment, and
people in the community. All of these should be drawn upon to help student-learners
to broaden their learning experiences, and to meet their different learning needs. If
used effectively, they will help learners to consolidate what they have learned, extend
and construct knowledge for themselves and develop the learning strategies, generic
skills, values and attitudes they need, and thus lay a solid foundation for life-long
learning.

6.2 Guiding Principles and the FRS Philosophy

The following are considerations in the selection and use of self-learning modules,
guidebooks and other learning and teaching resources:

- They should be in line with the curriculum aims and contain core elements of
the curriculum.
- They should arouse students’ interest and motivate them to engage actively in
learning tasks.
- They should provide access to knowledge to help student-learners progress in
their learning.
- They should present information and ideas accurately and effectively and
should facilitate discussion and further enquiry.
- They should promote independent learning by complementing and extending
the learning activities inside and outside of the classroom.
- They should cater for learners’ individual differences by providing a variety of
learning activities at different levels of difficulty.

6.3 Commonly Used Resources in the FRS

Learning and teaching resources such as textbooks, self-learning modules and visual
teaching aids assist student-learners to meet the expectations for learning in the FRS
curriculum.

6.3.1 Self-Learning Modules

Self-learning modules are a basic resource for learning, but they are not the
curriculum itself. Tutors should exercise their professional judgment in selecting self-
learning modules that help student-learners to achieve the learning objectives of the
curriculum. In doing so, the following guidelines should be considered:

- They should be designed to allow flexibility to cater for the diversity of students’
interests and aptitudes.
- The content should enhance students’ understanding of the dynamic nature of
the enterprises and provide an appropriate coverage of the subject area,
including both international and local contexts.
- The content should motivate students to examine their attitudes and behaviors,
and understand their responsibilities, rights and privileges.
- They should include discussion questions to deepen students’ understanding
and help them to apply theories and concepts.

27
6.3.2 Secondary School References

Student-learners should be encouraged to use a wide range of reading materials or

resources – for example, reference books, magazines, press releases, reports,
surveys, newspaper clippings, maps, pictures, cartoons, drawings and slogans to
encourage them to understand real-life contexts. These learning resources
complement the self-learning modules and are useful for promoting “Reading to
Learn”. These reading materials help learners to see the relevance of what they have
learned to current developments and issues. Tutors can select suitable resources
from a wide range of sources.

6.3.3 Community resources

The self-learning modules that often fail to catch up with the most recent
developments should not bind learning and teaching in the family farm/rural schools.
Student-learners and tutors should make use of the wide variety of resources
available in the community – for example, brochures, magazines, and maps that may
be available in the community. The School Director should develop cordial working
relationships with the LGU officials and help develop a reliable databank of
information for use in the learning and teaching of family farm/rural schools.

6.4 Flexible Use of Learning and Teaching Resources

Given the variety of possible sources of learning and teaching materials for FRS,
tutors should exercise their professional judgment in choosing and adapting the best
of them to support a wide range of topics and suit the needs of different learners.

6.4.1 Developing school-based learning and teaching resources

As teachers need to employ a wide variety of learning and teaching strategies to

address the different learning styles of their students, they may have to adapt
whatever materials they choose to use. The following points should be considered
when using learning and teaching resources for the FRS curriculum:

- Resources should be adapted so that tasks and activities challenge different

students at the right level. This will ensure that highly motivated students are
challenged while the less motivated remain engaged in their studies.
- Make good use of the most recent quantitative data and factual information.
- Resources such as case studies, scenarios and illustrations must be adapted
to deepen student-learners’ understandings and provide opportunities for
application of the theories and concepts learned.

6.4.2 Catering for learner diversity

The resources selected should meet the varied needs and learning styles of
students: for instance, some students may respond well to textual information, others
to visual representation, and yet others to resources in other formats. Using a variety
of types of resources can help to develop different cognitive faculties. When
conducting role-plays, student-learners can make use of learning resources that
include magazines, maps, reference books, brochures and guidebooks.

Mode of Internet and Brochures, Self-Learning

Pedagogy digital resources illustrations, Modules &

28

Direct Instruction Less motivated
groups and more
visual learners
respond well to the
use of interactive
media as it can
sustain their
attention.
Group Discussion Audio-visual aids can
be employed in
teaching practical
skills. They can help
learners to clarify
concepts for further
discussion of issues
related to any subject
matter.
Role-play allows
learners to play the
Role Play characters, and can
strengthen their
understanding of the
concepts or
procedures being
studied, as well as
offer them the
opportunities to put
theory into practice.
Other Learning Video recordings during
field visits can be used in
Activities synthesis and conclusion
sessions to promote
student discussion.
The Internet allows
students and tutors to
access large amounts of
quantitative data and
factual information for
enquiry learning on major
concepts and issues, such
as sustainable
development, marketing
and the impact of
enterprise development.
6.5 Resource Management
6.5.1 Sharing of learning and teaching resources
A culture of sharing is the key to the success of knowledge management. Family
farm/rural schools should make arrangements for tutors and students to share
pictures, etc. Textbooks
Enriching a text- Good self-learning
centered teaching modules and
strategy with images textbooks are reliable
will help visual learning and
learners to teaching resources
understanding for engaging
concepts that are students in teacher-
difficult to explain led learning.
verbally. Workbooks provide
In catering for students with a
learners’ diversity, framework for
images and graphics learning which is
are useful aids for suitable for text-
learners with limited centered learners
verbal understanding. who rely on concrete
examples.
Images prompt ideas, Scenarios, case
emotions and studies and learning
responses in students activities enriched
better than words do. with real examples
This enhances quoted in textbooks
students’ creative can help students to
thinking skills, and understand and
helps them to analyze concepts or
formulate inquiry theories through
questions for discussion, role-play
discussion. and enquiry learning.
Images can engage
feelings, particularly
in role-play. They
raise students’
interest in particular
information so that
they are keen to
engage in enquiry
learning
experiences/activities.
29
learning and teaching resources through the Intranet or other means within the
school. In like manner, tutors should form professional development groups for the
exchange of experiences through periodic meetings and/or face-to-face small group
discussion.

6.5.2 Managing resources in schools

The management of learning resources is an ongoing process that includes

budgeting, purchasing, organizing and providing access. Resources must be
organized and classified according to their nature – modules, books, magazines,
technology guidebooks, interactive media and other similar resources.

Having a variety of resources is important and student-learners should have access

to enterprise books, magazines, TV programs and including computer software, if
available. In particular, more frequent updating are probably needed for resources
that are available from the internet. Finally, resources should be easily accessible to
all student-learners.

6.5.3 Accessibility of resources

Students should have access to a wide variety of resources such as books, TV

programs, including computer software. It is useful to set up a learning corner in the
school so that student-learners have easy access to modules, magazines, books,
brochures and other resources.

6.5.4 School librarians

Librarians play an important part in supporting the implementation of the FRS

curriculum by providing relevant learning resources to promote student-learners’
attainment of the curriculum objectives and learning outcomes. The librarian must
keep on informing tutors about resources that might be useful for supporting the
curriculum. Also, the school should promote the ethical use of resources by citing
sources, copyright and intellectual property issues, among others.

APPENDICES

Appendix 1. Guide For Facilitating the General Education of the

FFS/FRS Students

30
For Whom Is this Guide?
This guide is intended for tutors who are tasked to facilitate the execution of
the General Education in the FRS.
What is General Education (GE)?
It refers to the relevant academics intended to develop the professional-intellectual
aspect of the student-learners. It also includes A&E learning sessions to prepare
learners for the A&E examination administered by the DepEd-ALS for acquiring
secondary diploma. A&E sessions is facilitated by the ALS mobile teachers. GE is
carried out six days per month, normally conducted Mondays, Wednesdays, Fridays
of weeks 1 and 3 from 8 AM to 12 NN and from 1 PM to 5 PM.

GE uses self-learning modules. These modules are classified into learning subjects
which include communication skills, mathematics, science and health, environment
and technology, sociology, community, community relations, entrepreneurship and
psychology. These are modules from the Alternative Learning System (ALS) and
Technology and Livelihood Education (TLE) of the Department of Education
(DepEd). These are the most suitable learning materials for GE though it is
encouraged to use textbooks and other reference books.

GE takes off from the PEL of the student-learners. After every “synthesis,” normally a
recap of the preceding day, the tutor’s task is to determine the appropriate modules
that would ensure seamless transition from the previous day’s learning on to the
next. The tutor then identifies suitable teaching strategy in the facilitation of the
identified modules. When the tutor perceives that majority of the learners need to
undergo a similar module, then that particular module is facilitated through group
session. If there is diversity, then various modules shall be distributed to every
student-learner according to the need. The modules can be brought home for off-
school learning.

The list of self-learning modules for the entire school year is listed in annex A. The
suggested GE budget is also shown in Annex B. Samples of weekly schedules are
shown in Annex C.

Here’s the step by step procedure in facilitating GE:

Step 1: In all instances, the choice of self-learning modules must be
consistent and anchored on the PEL. Socio-economic survey and Functional
Literacy Test (FLT) results must also be considered in the selection and
identification of modules. Next is the creation of the suggested GE budget for
the year spelled out on a monthly and weekly schedule, see Annex B and C.
The tutor must ensure that modules are completed based on the GE budget
and that modules are fit for a particular month of the school calendar.
Step 2: In the first period of the day, the tutor should conduct the “synthesis”
to identify actual needs of student-learners.
Step 3: The tutor matches the needs of learners with that of the identified
appropriate modules and learning materials.
Step 4: The tutors must determine the teaching strategy: personalized or
group session. If personalized strategy is required, the tutor distributes the

31
appropriate modules individually to the learners. If otherwise, then facilitate a
group session using lectures, games, animations, role play and presentations.
Step 5: Set the individual objectives based on the module/learning material for
the period. The tutor explains the instructions in the use of the module. Allow
student-learners to study the module for the day ensuring that instructions are
strictly observed like pre-tests, exercises and the like.
Step 6: The tutor provided hands-on supervision and personally monitors
areas of difficulty of student-learners, provides tutorials as needed. Periodic
tests such as mid-term and finals must be communicated to student-learners
and their parents.
Step 7: After completion of the modules, preferably within the day, the tutor
conducts an evaluation and/or assessment through post-tests. In instances
where learners fail, the tutor immediately administers remedial tutoring.
It should always be remembered that GE learning is inter-connected with
PEL, values-spiritual formation and formation for parents.

Appendix 2. Facilitating the Personalized Enterprise Learning

For Whom Is this Guide?

This guide is for tutors of the Family Farm/Rural Schools (FFS/FRS) who are
tasked, together with the school’s responsible association, to facilitate the
execution of Personal Learning Plan (PLP) of FFS/FRS student-learners.
The FFS/FRS Tutor
The Family Farm/Rural School tutors are facilitators. They are not expected to
know everything being studied by the learners. Oftentimes, the learners study
technical topics especially when it comes to the personal learning plan. For
example, one student at the Palanog Family Rural School studies small
engine repair. The tutors are not expected to be experts on small engine
repair. The role of the tutor, in this case, is to facilitate learning of the technical
topics. With the help of the responsible association, they should be the
“bridge” between the student-learners and the experts.
Definition of “personal paksa”
A central component of the FFS/FRS curriculum is the Personal Paksa.
Personal paksa is the enterprise with its required skills and business plan that

32
an FFS/FRS student-learner needs to study and practice, the enterprise (or
enterprise improvement) he/she will pursue. There are two kinds of personal
paksa: the enterprise creation personal paksa and the enterprise
improvement personal paksa.
Determining the personal paksa
Personal paksa is determined out of the actual situation of the student-learner
and his/her family. It is based on their Personal Entrepreneurial Competencies
(PEC). Personal paksa is also based on the categorization of students. There
are three categories of students: Category A are those with existing
enterprises, Category B are those who do not have enterprises but are
planning to start one and Category C are those who have neither enterprises
nor the plan to start one. Logically, Category A student-learners will adopt the
enterprise improvement personal paksa.
The Personal Learning Plan (PLP)
After determining personal paksa, the student with the assistance of tutor-
mentors or pedagogical team will now be ready to draft the Personal Learning
Plan.
The Personal Learning Plan or PLP is, as its name suggests, is the plan for
learning on the enterprise and plan of activities of the student-learner. It is a
framework upon which guidance the student-learner will carry out learning
and practicing his/her personal paksa or enterprise. The PLP when rendered
in a document is an eight-column matrix. It is a learning plan, guide and
assessment tool in one document. The duration of the PLP will depend on the
enterprise. There should be a monthly and quarterly PLP.
The Columns of the PLP:
1. Topics/Pag-aradman: This column contains the topics to be studied by
the learner. The content of this column will depend on the type of
enterprise or personal paksa and the category of the student. This column
will show what the learner will do or the steps he/she will undertake in
order to pursue a particular enterprise. Below are filled-in Topics/Pag-
aradman for the two types of personal paksa: the PLP of Category A and
B learners:

2. Objectives/Mga Panuyo: This column contains the objectives of each

topics/activities.
3. Strategies/Mga Pamaagi: contains how to carry out the objectives
which are Field Studies and Technical Assistance. Field Study/Pag-aram
ha Gawas han eskwelahan: contains the place to be visited and the date
when the learner will learn and gather data about his/her enterprise
improvement or creation plan. Talakayang propesyunal/Technical
Assistance: contains whom to get professional coaching, and the date for
the session/s.
4. Timeframe: contains the inclusive time/date the activity/topic will be
carried out

33
 5. Expected outputs/Mga mahihinabo: contains the outputs of each
activity/topic
6. Conclusion/Konklusyon: Contains self-assessment questions in each
activity or topic. Konklusyon is the activity where the tutor consults with the
learner and assesses his/her progress.

PLP format for Category A learners:

Personalized Learning Plan (Cat A Student-Learners)
Name of Student-Learner: _________________________
Title of Enterprise: _______________________________
Category: A
Strategies
Time Expected
Topics Objective Field Technical Conclusion
frame Output
Study Assistance

How to
improve the
existing
enterprise

Preparing the
Business
Improvement
Plan

34
Implementing
the the
Business
Improvement
Plan

PLP format for Category B learners:

Personalized Learning Plan (Cat B Student-Learners)
Name of Student-Learner: _________________________
Title of Enterprise: _______________________________
Category: B

Strategies
Time Expected
Topics Objective Field Technical Conclusion
frame Output
Study Assistance

How to
improve the
existing
enterprise

Enterprise
skills
acquisition

35
Preparing the
Business
Plan

Implementing
the the
Business
Plan

Facilitating the Personal Learning Plan (PLP)

In order to implement PLP, the student-learner needs the assistance of the
tutor-mentors. Facilitating PLP means helping the student-learner achieve the
goals and assessing his/her progress. Following is the procedure in facilitating
PLP:
1. Ensure the student-learners have their Projected Profit and Loss
Statement as basis in formulating the PLP

2. Categorize students into two: Cat A and B

3. Examine the Topics, Objectives, Strategies and Expected outputs of

the learner’s PLP and talk this over with the learner.

The topics
The student will determine which part of the PLP’s topics will be most
applicable to his/her situation so the tutor should be prepared to help him/her.
Be ready to assist the learner on which topics will be suitable. You should
have a copy of the learner’s PLP and Entrebook.
The objectives
The tutor-mentor should assist the student in determining the doable
objectives that are consistent with the topics and general objective of the PLP.
The strategies
Carrying out the objective will require an appropriate and effective strategy.
Be ready to assist the students in determining the best strategy.
The Expected Outputs
The deliverables of each topics and activities must be clear with the learner.
Assist her/him in identifying the outputs for each activity.
4. Get references about the student’s PLP and study how you can help
the learner in carrying out his/her objectives.

36
 5. Together with the association, look for appropriate places for field study
and set agreements with the owners. There should be a briefing before
the conduct of field study, making sure objectives are understood and
tasks are assigned (documentor, interviewer etc.)

The Field Study

The objective of field study is to observe and learn firsthand information
relevant to the enterprise that is being pursued. The field study is, essentially,
a research activity. It is indispensable in crafting the business plan or the
business improvement plan and in learning the topics. Identify in advance the
places to be visited by the student-learner and with the help of the
association, set the schedules in accordance to the PLP. If necessary, draft
the MOA and facilitate its signing.
The learner is going to interview the owner and others involved in the
enterprise being visited. Assist him/her in formulating the guide questions of
the field study. The questions should be crafted in such a way that the
objectives of the topic will be achieved. It is good to practice with the student
using the questionnaire he/she has drafted.
6. Together with the association, look for appropriate resource person for
Talakayang Propesyunal and set agreements with him/her.

The Talakayang Propesyunal

The objective of Talakayang Propesyunal is to get professional inputs from
experts who are often practitioners of the enterprise being studied. It is crucial
in carrying out learning of the topics especially technical ones. Just like in the
field study, you should be able to facilitate this part of the PLP. Set schedules
in advance and assist the student in formulating the questions or the
framework for the consultation or coaching. A MOA may also be necessary,
so with the assistance of the association, facilitate its signing.
7. Assessment with the student upon his/her return from Field Study or
Technical Assistance.

8. After completion of each major topics hold a Conclusion Session with

the learner, assess his/her progress and set the next steps.

The Conclusions
Conclusions are done after each major target topics and activities. It is a tool
in assessing whether the student has in fact achieved the objectives that have
been set. Be sure to formulate the appropriate questions to ask the learner.
By carrying out the assessment you are also in effect assessing whether you

37
have helped the students enough or not. Conclusions can best be in the form
of casual and pressure-free conversations.
9. Ensure that the outputs of the PELP are clearly documented into the
Enterprise Workbook.

38
Appendix 3. FACILITATING CONVIVENCIA (Chats, Talks, Get-togethers)

1. Chat

Chat is an FRS tool which aims to provide guidance to a student learner in the
aspect of academics, enterprise and real life issues.

Steps in facilitating Chats:

1. Call the student-learner for a one-on-one chat.

2. Discuss with the student-learner the problems and challenges that beset
him/her with regards to academics.
2. Discuss with the student-learner the problems and challenges which she
encounter with regards to his/her enterprise.
3. Discuss with the student-learner the problems he/she encounters at home
and in real-life settings.
4. Provide advice, (i.e., solutions to problems) to the student-learner.
4. Seek commitment from the student-learners in carrying out activities which
may provide possible solution to the problems.

2. Talks

Talks are mechanisms in the FRS to provide moral-spiritual guidance to FRS

student-learners

Steps in facilitating Talks:

1. Call all the student-learners as a group to start the talk session

2. Follow the modules used for FRS talks.
3. Seek commitment from the students on moral-spiritual tasks.

39
 3. Get-togethers

Get-togethers in the FRS is a tool for honing students talents and skills in
particular, interpersonal and intrapersonal skills. It is a means where students
are given the chance for a meaningful dialogue with each other and with the
tutor-mentors.

Steps in Facilitating Get-togethers:

1. Call everybody to begin the get-together session, hold the session

preferably in a place other than the classroom to give an informal ambiance
where the participants feel freer to discuss.
2. Start off with a topic and let the ball start rolling by making the student-
learners discuss it.
3. Allow student learners and tutor-mentors to present a number, it can be for
example a song number, dance number or a poetry recitation.
4. Go back to the topics discussed.
5. Make a recap of what has been discussed and the experiences and
opinions accumulated.
Appendix 4. Planning and Conducting Araling Dalaw or Field Study

Araling Dalaw or Field Study is a very important activity of the Personalized

Enterprise Learning aspect of the FRS curriculum. It is a tool in the FRS
where students get to actual farms or enterprises and learn firsthand the
technologies and all the necessary information to operate their own. It is the
fifth column of the PELP. It is also a way to acquire learning about the topics
of the PELP. The field study is, essentially, a research activity. It is
indispensable in crafting the business plan or the business improvement plan.

The following are the steps in planning and conducting Araling Dalaw:

1. Preparation phase

In this phase, the objectives of the Araling Dalaw is discussed by the tutors
and student-learners. Schedules are also set in advance. If necessary, draft
the MOA and let the parties sign it.
2. Student activity

At this stage the student-learners are oriented on the venue, schedule and
objectives of the Araling Dalaw and then they prepare the list of questions to
be asked and what needs to be emphasized. After the questions are crafted,
practice the students on proper ways to ask them.

40
 3. Araling Dalaw proper

The tutors should ensure that the student-learners will take the active role in
asking questions during the visit. He makes sure that they observe, listen
attentively, ask questions and take notes during the visit. The role of the tutor
is only to animate.
4. Summary and Conclusion

After the visit, the tutor calls for a short meeting with the student-learners to
summarize what has transpired and clarify points that were left vague by the
speaker. This is also a time to discuss what has been learned and what has
been left out. Assess whether the students have been effective in asking
questions or not. Identify the good performance and what needs to be
improved.

Appendix 5. Planning and Conducting Technical Assistance

Technical Assistance is another very important part of the PEL. It is a means
to get professional inputs from experts who are often practitioners of the
enterprise being studied. It is crucial in carrying out learning of the topics
especially technical ones. The following are the steps in planning and
conducting TA:

1. Preparation phase

In this phase, the objectives of the TA is discussed by the tutors and student-
learners. Schedules are also set. If necessary, draft the MOA and let the
parties sign it.
2. Student activity

At this stage the student-learners are oriented on the venue, schedule and
objectives of the TP and then they prepare the list of questions to be asked
and what needs to be emphasized. After the questions are crafted, practice
the students on proper ways to ask them.
3. Technical Assistance proper

The tutors should ensure that the student-learners will take the active role in

41
 asking questions during the meeting. He makes sure that they observe, listen
attentively, ask questions and take notes during the meeting. The role of the
tutor is only to animate.
4. Summary and Conclusion

After the meeting, the tutor calls for a short meeting with the student-learners
to summarize what has transpired and clarify points that were left vague by
the speaker. This is also a time to discuss what has been learned and what
has been left out. Assess whether the students have been effective in asking
questions or not. Identify the good performance and what needs to be
improved.

Appendix 6. Conducting Sintesis and Konklusyun

Konklusyon or conclusion is an essential assessment and planning tool used

in the PEL of the FRS student-learners. It is a tool that teaches the student to
analyze. It is usually done after each topics of the PELP is finished. “Did I
accomplish the learning goals I’ve set?” “What have I learned”? “What do I still
need to learn?” Those are the questions the student-learner will ask himself
during a conclusion session. The role of the tutor is to facilitate and here are
the steps:

Step 1: The tutor-mentor examines the topic and objective of the student-
learner’s PELP

42
Step 2: The student-learner reports what he has learned during AD and TP

Step 3: The student-learner will do a self-assessment of his performance in

relation to the goals he has set. The student learner tells what he still needs to
learn

Step 4: All that has been discussed must be transferred to the TEW. The
conclusion in the Business Planning stage automatically becomes the plan
itself, example the Marketing Plan.

43
Appendix 7. Changing Lives: Capoocan Family Farm School and the
Abilar Family

Meet the Abilar Family of Brgy. San Joaquin, Capoocan, Leyte: the father,
Antonio, a farmer and his housewife, Carmelita, sons Freddie, Jestoni and
Antonio Jr., and daughters Janet, Mary Joy and Leza. Like the typical Filipino
rural family, they had financial difficulties.

“Not enough to pay for our debts at the village store” Janet Abilar, the
daughter, says to describe the income of their family. She says, “Before we
had this tuba retailing business, we had difficulty meeting our family needs.
Our only source of income was the the meager salary of our father as
caretaker in a cattle farm, every 15 days he receives 1,200.00.”

The family got an idea to engage in tuba retailing and fishpond enterprises
through their participation in the Capoocan Family Rural School. Tuba
retailing is Janet’s Family Enterprise Project (FEP) while fishpond is her
brother Freddie’s FEP. FEP is a farm school strategy that’s designed to
improve the income of families.

Before, the family income was 100 pesos a day now, it is 240 pesos a day.
Their active involvement in the farm school helped the family a lot. Nanay
Carmelita says, “Before our farm school involvement, we did not know how to
solve our financial difficulties. When we got involved in the farm school, we
got ideas on fishpond and tuba retailing businesses; what’s more, our two
children were taught to become entrepreneurs themselves.

More than the improvement in income was the improvement in the character
of their son Freddie and daughter Janet who are both students of Capoocan
Family Farm School and former out-of-school youths. The two became more
responsible family members. They also care now about what’s going on with

44
the family’s finances.

Through the Abilar family, we can see the farm school impact. The farm
school solution is nowhere more needed than in the rural communities of the
country and it is changing lives.

45