MOVING FUNCTIONAL LITERACY TO ADVANCE EDUCATION FOR ALL 2015

1. MOVING FUNCTIONAL LITERACY TO ADVANCE EDUCATION FOR ALL 2015 RELCAAP National ConferenceTeachers Camp, Baguio City5-6 October 2010 NAPOLEON B. IMPERIAL Chief EDS, Social Development Staff, National Economic and Development Authority

2. Scope of presentation 1. Contexts • EFA’s Basic Learning Needs •  Revisiting the old definition 2. Measuring Functional Literacy • FLEMMS •  BESRA’S National Assessment Framework 3. Target-setting for EFA: Factoring in the Grand Alliance 4. Implications • Contents and strategies of education • MTBMLE way to increase functional literacy

3. EFA’s Basic Learning Needs Global movement to provide basic education for all • World Declaration on Education for All, and Framework for Meeting Basic Learning Needs – Jomtien, Thailand (1990) • Philippine Plan of Action 1991-2000 • The Dakar Framework for Action EFA: Meeting our Collective Commitments – Dakar, Senegal (2000) • Phillippine Education for All 2015 National Action Plan (Functionally Literate Filipinos: an Educated Nation) ion

4. EFA’s Basic Learning Needs Basic Learning Needs (BLNs) consist of • Essential Learning Tools • literacy, numeracy, oral expression, and problem solving) • Basic Learning Contents • knowledge, skills, values and attitudes Should be availed by all; hence, the “expanded vision of education”

5. EFA’s Basic Learning Needs BLNS are required by human beings: • to be able to survive, • to develop their full capacities, • to live and work in dignity, • to participate fully in development, • to improve the quality of their lives, • to make informed decisions, and to continue learning

6.  Revisiting the old definition Old definition (prior to 1997) according to the National Statistics Office: “the ability to read and write with comprehension as well as make simple arithmetic calculations (numeracy) in an expanded sense. “ These include the possession of minimum skills needed to carryout simple functions in life and to interact with others in society.

7. Revisiting the old definition • LCC noted high FL Rate in 1994 FLEMMS BUT: Workers are not very functional in the workplace • Influence of the findings “TheTreasures Within” (Delors Commission Report) • Learning to be • Learning to do • Learning to learn • Learning to live together

8. Revisiting the old definition New definition adopted by LCC in 1998 A range of skills and competencies – cognitive, affective, and behavioral – which enables individuals to: live and work as human persons, develop their potentials, make critical and informed decisions, function effectively in society within the context of their environment and that of the wider community (local, regional, national and global) in order to improve the quality of their live and that of society.

9. Revisiting the old definition New Operational Definition, LCC, 2008 “ability to communicate effectively, to solve problems scientifically, to think critically and creatively, to use resources sustainably and be productive, to develop one’s sense of community and to expand one’s world view” indicated by:

10. Measuring FL FL as the underpinning of quality Future assessment for quality assurance of basic education shall be anchored on the concept of functionality EFA 2015 National Plan of Action

11. Measuring FL • Holistic Assessment of Filipino BLNs Measurement instrument: Functional Literacy Education and Mass Media Survey (FLEMMS) done every five years (generated by the National Statistics Office) • Simple/Basic Literacy • Functional Literacy based on the five strands (demographic characteristic)

12. Measuring FL 2. National Assessment Framework (NAF) for Basic Education Sub-sector (Formal Basic Education (FBE) and Alternative Learning System(ALS) done by the Dept of Education • Reformed School Assessment • Classroom-based Assessment • Proposed Grading System • Assessment for ALS (modular and Accreditation and Equivalency)

13. Target-setting for EFA: Factoring in the Grand Alliance Recommended for both national and regional levels 1. If all the regions will submit EFA targets, the average can be adopted as the national target 2. Following the national average method of targeting: a) focus interventions on the lagging region for EFA strategy (reaching the unreached, preventing marginalization) b) strengthen the ALS program of both the BALS and non-DepED partners c) re-strategize the informal education component of ALS (both media and non-media modalities)

14. Target-setting for EFA: Factoring in the Grand Alliance 3. Possible socio-economic bases of targets: macroeconomic growth rates/trends; improvements in gross enrolment ratio (GER) and completion rates; improvement of health and nutrition status; assumed increase in ALS budget and massive adoption of ALS service contracting 4. Strongly recommend the new national and regional targets to the EFA National Committee and get its commitment to the LCC proposal on national literacy campaign

15. Implications Contents and strategies of education: the MTBMLE way • use of the learner’s mother tongue as medium of instruction for teaching and learning • as a subject of instruction • as foundation of quality relevant education • “Mother Tongue –based MLE” - learning programs that begin in students’ L1 or home language, to help them build fluency and confidence in the official school language(s) and encourage them to use both

16. Supportive Policy developments: Updated MTPDP: 2008-2010 The fundamental tool to enhance the learning process itself and improve relevance of basic education is the effective utilization of the mother tongue in the early grades. The nationwide implementation of the BESRA recommendation on the learning strategies shall be complemented by an adequate provision of resources for the translation, development and dissemination of high quality learning materials.

17. The Papua New Guinea Model PNG – a country with 850 Languages (2004 Human Development Report) • Its DepEd implemented a major education reform in 1993 by introducing mother tongue education in the early years of schooling. • By 2001, 369 languages already introduced in more than 4000 elementary schools • Simple learning materials in local language developed and produced at community level without national funding.

18. The Papua New Guinea Model • Include the development of teaching resources and materials for the training of classroom teachers • Creating local materials that support local curriculum development • Materials development is made a focus and a prerequisite of elementary teacher training programs

19. The Updated MTPDP 2008-2010 on MTBMLE Materials development and production need not be expensive by mobilizing strong community support in the development and production of cheap local materials, teaching process, and creating a learning environment conducive for mother tongue learning.

20. Supportive Policy developments: BESRA TWGs 1. School-based Management (SBM) 2. National Learning Strategy (NLS) a. Language of learning b. Learning Materials 3. Quality Assurance and Accountability Framework (QAAF) 4. Indigenous Peoples/Muslim Education

21. Policy on MLE at the Local Level: DO 74 • Recognition and encouragement of local multisectoral initiatives to enrich the local language and culture and develop local L1 instructional materials • Institutionalization of initiatives of schools and localities in bringing about and developing multi-lingual education towards financial and instructional excellence and self-reliance