DRAFT

The ALS MONITORING AND EVALUATION MANUAL

Defining Monitoring
Given that the act of monitoring is the regular observation and recording of activities taking place in a project or program, it requires systematic and purposeful observation. For ALS in particular, monitoring involves generating feedback about the progress of the project to the donors, implementers and beneficiaries of the project. Reporting enables the gathered information to be used in planning and making decisions for improving project performance and enable timely and appropriate action to implementation issues and concerns. In ALS, monitoring is executed by project implementers at all levels, individuals and institutions which have an interest (stakeholders) in the project. As a general rule, the monitoring activities should be guided by the goals, objectives and key result areas and therefore provide information that will be useful in: 1. 2. 3. 4. 5. 6. Analyzing the situation in the ALS community and its project; Determining whether the inputs in the project are well utilized; Identifying problems facing the community or project and finding solutions; Ensuring all activities are carried out properly by the right people and in time; Using lessons from one project experience on to another; and Determining whether the way the project was planned is the most appropriate way of solving the problem at hand.

Defining Evaluation
On the other hand, evaluation is a process of judging value on what a project or program has achieved particularly in relation to activities planned and overall objectives. It involves value judgment and hence it is different from monitoring (which is observation and reporting of observations). It is best to be reminded that evaluation is important in identifying constraints or bottlenecks that hinder the project in achieving its objectives. Solutions to the constraints can then be identified and implemented. Evaluation also enables the project planners and implementers to assess the benefits and costs that accrue to the intended direct and indirect beneficiaries of the project. As in the case of ALS, the evaluation of the learning system adopted highlights the benefits to the target learners. Evaluation is essential for drawing lessons from the project implementation experience and using the lessons in the planning of other projects in that community and elsewhere. Finally, evaluation should provide a clear picture of the extent to which the intended objectives of the activities and the project have been realized. The usual practice of evaluation entails multiple conducts, each of which has specific intents: Before project implementation, pre-evaluation is needed in order to: 1. Assess the possible consequences of the planned project(s) to the people in the community over a period of time; 2. Make a final decision on what project alternative should be implemented; and 3. Assist in making decisions on how the project will be implemented. During project implementation, mid-evaluation should be a continuous process that enables project planners and implementers to progressively review the project strategies according to the changing circumstances in order to attain the desired activity and project objectives. Retracing the project planning and implementation process and results after project implementation is the intention of a post-evaluation.

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ALS M&E Goals, Objectives and Performance Indicators

Tables 1a to 1c specify the M&E Goals and Objectives translated to Performance Indicators, lending outcomes to better project profiling and analysis for decision making.

Table 1a. M&E Goals, Objectives and Performance Indicators GOALS OBJECTIVES
Determine extent of beneficiaries served by the program

PERFOMAMCE INDICATORS
Participation Rate by demographic cohort

MEASURES
Ratio of learners Served and Not Served

1. PRODUCTS
Ascertain quantity and quality of program

Determine extent of Learners absorbed and/or mainstreamed into society as productive members of community

Absorption Rate by demographic cohort

Rate of Learners able to read/write Rate of Learners moving on to basic education Rate of Learners moving on to higher education Rate of Learners employed/ selfemployed

Determine rate of achievement of Learners

Achievement Rate by demographic cohort

Rate of Learners Rate of Learners A&E passers

Table 1b. M&E Goals, Objectives and Performance Indicators GOALS OBJECTIVES
Determine extent of beneficiaries served by the program

PERFOMAMCE INDICATORS
Participation Rate by demographic cohort

MEASURES
Availability of learning resources and its relevance vis--vis number of learners per geographic cohort Models of Best Practice

2. PERFORMAN

CE
Ascertain relevance and effectiveness of program

Determine efficiency of management and administrative support systems

Efficient Management & Administration

Ratio of implementers to learners per geographic cohort Condition of ALS learning materials Distribution of CLCs and Service Providers per geographic cohort Models of Best Practice

Ascertain accountability to financial resources

Cost Effectiveness

Cost-effectiveness on a per capita basis across funding sources Accountability to fund releases by project implementers Models of Best Practice

Table 1c. M&E Goals, Objectives and Performance Indicators GOALS OBJECTIVES
Ascertain level of satisfaction by stakeholders on the learning success

PERFOMAMCE INDICATORS
Extent to which learning expectation is met Extent of appreciation of the learning experience Extent to which the learning prepares learner to perform

MEASURES
Level of satisfaction on Trainers ability to meet learners expectation Level of satisfaction on Trainers ability to enhance the learning experience Level of satisfaction on the extent to which the learning system prepares

5. FEEDBACK
Validate satisfaction levels of implementers and stakeholders through

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well in assessment and certification

learners for assessment and certification

The ALS M&E Focus Areas as Input to Management Information

Based on the foregoing statement of goals and objectives, the M&E framework will focus on three (3) major M&E areas: 1. PRODUCT, the learners, who they are and what becomes of them after exposure and participation in ALS; 2. PERFROMANCE, the ALS strategic implementing scheme and program of activities 3. FEEDBACK, the stakeholder perception of ALS program implementation. The importance of identifying M&E focus areas has to do with the process of management information, the information needed to make informed decisions. Management information involves the next critical steps in establishing the M&E system, specifically in: 1. Areas of Focus: Based on goals, objectives, and performance indicators, the areas of focus will enable determination of appropriate and pertinent data from which to extract information about program practices; and 2. Analytics: the manner of collecting and analyzing data for information and knowledge, the basis for planning and decision making. Figure 1 on the next page, illustrates the M&E focus areas and how it lends to analytics. Strategic data identified for each area of focus will be subjected to analytics, a process of how to arrive at an optimal or realistic decision based on existing data. Management may base decisions on past experiences or rules of thumb, or other qualitative data; but unless there are data involved in the process, it would not be considered analytics. Project implementers and planners have to agree on monitoring indicators. Monitoring indicators are quantitative and qualitative signs (criteria) for measuring or assessing the achievement of project activities and objectives. The indicators will show the extent to which the objectives of every activity have been achieved. Monitoring indicators should be explicit, pertinent and objectively verifiable.

Figure 1. M&E Focus Areas and Analytics

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The ALS Integrated M&E Framework

The articulation of product, performance and feedback as M&E focus areas follows the general approaches in monitoring and evaluation: 1. Impact indicators, subsumed under PRODUCT, measures the change in conditions in the target community expressed in verifiable quantitative data on participation, achievement and absorption rate. 1.1 1.2 1.3 Participation rate is described as the population of learners, both served and unserved. Achievement rate tabulates the results of FLT and A&E examinations among the population served. Absorption rate describes hoe learners are able to become productive members of the community in various ways such as absorption to formal education or higher education, employment or entrepreneurial undertaking.

2. Input and Output indicators, subsumed under PERFORMANCE, describes in a quantitative manner the resources provided in program implementation and the program activities that purportedly practiced as a result of the resource provided. It rates the efficiency of the following support structures. 2.1 2.2 2.3 Technical resource that includes all learning and instructional materials provided; Management and Administration support to projects; and Cost-effectiveness intending to measure fund allocation and usage.

3. Outcome indicators, subsumed under FEEDBACK is the project outcome as perceived by the stakeholders generated through a process of qualitative feedback about experiences on: 3.1 3.2 3.3 Learning experience of learners; Learning management;; and Learning success

Target respondents are all stakeholders including learner, NGO partner, GO partner, and others who expect to see change in the learner.

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Figure 2 below illustrates the ALS Integrated M&E Framework.

ALS Integrated M& Framework

ALS M&E Focus Areas

PRODUCT (Impact Indicators)

PERFORMANCE (Input & Output Indicators)

FEEDBACK (Outcome Indicators)

Integrated ALS M&E Strategies

Management Information System

Program Monitoring & Evaluation

Kumustahan

Performance Indicators

Program Impact based on Success Indicators: 1. Participation Rate 2. Achievement Rate 3. Absorption Rate

Rate of Program Effectiveness: 1. Effective Use of Technical Resources 2. Efficient Management & Administration 3. Cost Effectiveness

Stakeholder Satisfaction Rate: 1. Learning 2. Learning Management 3. Learning Success

Figure 2. The ALS Integrated M&E Framework

Figure 2 illustrates a logical framework approach, a valuable tool for project design provided it is used in a flexible manner and its common problems are understood and addressed. The logical framework matrix summarizes a project's intervention logic, its underlying assumptions and how M&E will be undertaken. The matrix constitutes a useful management tool and forms the basis for operational and annual work plans, but consistent and regular use and attention to detail are needed. The implementation of the logical framework approach to M&E is guided by basic premises that enable good management and project implementation practice: 1. M&E is a learning process and never a summative assessment of program implementation, rather a continuing process for growth and improvement. 2. M&E emphasizes the value of stakeholder participation. 3. It focuses on the concrete and strategic needs of ALS supported projects. 4. The M&E Integrated framework is structured around stakeholders' routine functions and tasks and integrating M&E into the project cycle. 5. There is a need to ensure that a common planning and M&E language is used, 6. Successful M&E gives value to working methods and styles across geographic and demographic diversity. 7. The M&E integrated framework acknowledges the importance of institutional and human capacities for implementing M&E. 5|Page

Implementing the ALS Integrated M&E System

This section shows what needs to be done in order to create and initiate an operational plan for the ALS Integrated M&E system. The key to successful M&E practice is shared responsibility and that it must be understood by all stakeholders as a complete system within a given project and should be planned, managed and funded. With the framework as basis, gathering data and managing information is the next logical step. This section focuses on how best to gather data from the field, extracting information and using this information to gain knowledge and drive project management. The main audience of this section comprises M&E practitioners, project managers (DALSC, IM, MT) and implementation partners (NGO, GO). The general rules here are: 1. Methods are needed for collecting data and subsequently checking, sampling, recording, collating and analyzing them. 2. Consider the practicalities of adopting a participatory approach to data collection and processing to avoid the primary stakeholders being only superficially involved.

Data Gathering
Data gathering is conducted at specific times of the year. The ALS Integrated Framework utilizes the three (3) sets of tools described below. Guidelines in using these tools are also specified in detail. 1. Management Information System (MIS Forms). The MIS Forms aims to gather demographic data for targeted DepED-ALS beneficiaries as well as learners baseline performance data. Data gathered in these forms enable DepED-BALS to determine the output of the programs which eventually allows DepED-BALS to measure program impact and the extent of population served. There are three (3) MIS Forms. These are: 1.1 MIS 001 Profile of Prospective Learners in the Households 1.2 MIS 002 Learners Profile 1.3 MIS 003 Community Learning Center & Learning Facilitators / Service Providers Profile 2. Program Monitoring and Evaluation (M&E Forms). The M&E Forms aims to gather data necessary for DepED-BALS to measure the efficiency of program implementation processes. This also allows the Bureau to benchmark best practices which eventually may be replicated in all ALS Learning Centers. 2.1 ME 001- Financial 2.2 Management and Administration 2.3 Technical 3. Kumustahan. The Kumustahan Form aims to capture the implicit data which is critical for the continuous improvement of the ALS programs. It encapsulates the impressions of the program stakeholders. 4. To ensure uniformity of data gathering process and availability of required datasets, a copy of each form is provided and is ready for printing. Do not re-encode the forms. 5. The database should be updated each time a form is accomplished . This ensures availability of data at any specific time, when needed. 6. To facilitate data consolidation and aggregation, a copy of the database is provided (ALS_MIS_CLCName.xls). Do not re-create the database. 6|Page

7. The database is upadated at the CLC level. 8. To avoid overwriting other data during consolidation, please make a copy of the database for your CLC. To do this, follow these steps: 8.1 Open the database ALS_MIS_CLCName.xls. 8.2 On the Menu, click FILE then from the drop-down File Menu, choose SAVE AS. Refer to Figure 3 a 4 below.

Figure 3: Save As Menu 8.3 In the Save As Dialog Box, indicate where you want to save your file in the SAVE IN field (default is My Documents) and change CLCName in the FILENAME field to Name of your CLC. Refer to Figure 2 below.

Figure 2: Save As Dialog Box 9. Do not save the database as a separate file each time you update records. To save new records do the following steps: 9.1 9.2 On the Menu, click File. Choose and click Save. This will automatically update the database. 7|Page

10. Consolidation is accomplished at the District Level. Database should be submitted to the District office, for consolidation, every quarter or as requested by the District Office. 11. To facilitate data consolidation, the following data sets are always included in the MIS forms:

11.1 Year Mapped (Form 001) specifies the year the mapping was conducted 11.2 Year Accomplished (Form 002 & 003) specifies the year the form was accomplished 11.3 Region refers to the Region where the CLC is located 11.4 Province refers to the Province where the CLC is located 11.5 City/Municipality refers to the City/Municipality where the CLC is located 11.6 Division refers to the Division where the CLC is located 11.7 District refers to the CLC is located 11.8 Name of Target Barangay refers to the Target Barangay where the CLC is located 11.9 Sitio/Zone/Purok (MIS Forms 001 003) refers to the Sitio/ Zone/Purok where the CLC is located 11.10 House Address refers to the house address of prospective learner 11.11 Type of CLC (Form 002B) refers to the type of CLC 12. To facilitate completion of information required in each of the Forms, the following questions are articulated: Specifies the Form Number/Name and provides a short description of the form Identifies the person/s who will accomplish/answer the form Identifies the source of data Identifies the person to whom the form will be submitted Specifies the period when the form should be administered

What Form will be used Who will accomplish the form From whom data will be collected To whom will the form be submitted When will the form be administered How often should monitoring be conducted How to fill out the form

Specifies the frequency of form administration

Provides the detailed instruction on how to fill out the form and how to upload the data to the database

13. The succeeding discussion specifies the details for each fo the following ALS Management Information System (MIS) form. 13.1 13.2 13.3 13.4 MIS MIS MIS MIS Form Form Form Form 001 002 A 002 B 003 : : : PROFILE of PROSPECTIVE LEARNERS in the HOUSEHOLDS NFE Learners Profile (with Learner Reference Number) InfED Learners Profile : Profile of CLC/Service Providers

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ALS MANAGEMENT INFORMATION SYSTEM (MIS) FORM FORM 001 Profile of Prospective Learners in the Households
What Form will be used : MIS FORM 001 Profile of Prospective Learners in the Households This form captures the profile of the potential learners or participants in the ALS Program. It also allows BALS administrators to determine the approximate size of the target population in the community. Who will accomplish the form : Any of the following: District ALS Coordinator Mobile Teacher (MT) Instructional Manager (IM) ALS Literacy Volunteer

From whom data will be collected To whom will the form be submitted When will be the form be administered How often should monitoring be conducted How to fill out the form

: : :

Household members who has not completed basic education Database Copy Division Supervisor MIS Consolidator or Division ALS

During Community Mapping or Advocacy Activities

At least once a year (depending on the frequency of community mapping and advocacy activities) General instructions: 1. Print MIS 001 Profile of Prospective Learners in the Households 2. Data for this form is gathered by interviewing household members during community mapping. 3. Each form should only contain information for one (1) household. This allows updating of household records from time to time - to ensure that the family member is still in the community or if there are new members in the household. Filing of the forms should be by area then in alphabetical order for easy access to records. IMPORTANT: This form should be updated at least once a year or at any time a community mapping is conducted to ensure that the list is still valid. Specific Instructions: MIS 001 Profile of Prospective Learners in the Household gathers the data specified below. Each item in the form is critical in determining the baseline profile of the entire population of DepEDBALS beneficiaries. Hence, it is strongly recommended that NO item is left unanswered. 9|Page

1.1

Baragangay Population indicate the number of male and female in the target barangay (by age group). Note: source of data : Barangay MIS Name of Prospective Learner. Specify the full name of prospective learner in the household (Last Name, First Name, and Middle Name). Birth date. Specify the date of birth of each household member. This will automate updating of age of individuals recorded in the database. NOTE: Obtaining birthdates for some group of individuals may be a challenge. In this case, the style of data gathering used by some researchers may be applied. Researchers interview elders or other members of the community who knows the person. They ask questions like What significant event do you remember when you first saw the child?, At that time how old do you think he/she is (estimated age). A series of questions, based on given answers are asked until the interviewer can already approximate a birthdate for the individual. This is noted and the individual is asked to mark that date and use the same information when the need for that particular information arises.

1.2

1.3

1.4

Sex. Specify whether the prospective learner is: 1.4.1 1.4.2 Female Male

1.5 1.6

Civil Status - Specify whether the household member is Single, Married, Separated, Widow or Common Law. PWD (if applicable) - Specify whether the prospective learner has disabilities. Although DepED BALS recommends that individuals with special needs be endorsed to the DepED Special Education Program, this data is needed for profiling the members of the community. 1. 2. 3. 4. 5. 6. Partially Hearing Impaired Totally Hearing Impaired Partially Visually Impaired Totally Visually impaired Physically Impaired With Special Needs

1.7 1.8

Mother Tongue. Specify the mother tongue of prospective learner, e.g. Ilocano, Pangasinense, Kapampangan etc. Religion. Specify member, e.g. 1. 2. 3. 4. 5. Roman Catholic Islam Iglesia ni Kristo Aglipayan Protestant the Religion of each household

6. Jehovahs Witness 7. Seventh Day Adventist 8. Rizalist 9. Mormon 10. Specify other Religions not included in this list. Indicate the highest 10 | P a g e

1.9

Educational

Attainment.

educational attainment of the prospective learner, e.g. 1. Completed Basic Education Grade 1 2. Completed Basic Education Grade 2 3. Completed Basic Education Grade 3 4. Completed Basic Education Grade 4 5. Completed Basic Education Grade 5 6. Completed Basic Education Grade 6 7. Completed Basic Education 1st Year High School 8. Completed Basic Education 2nd Year High School 9. Completed Basic Education 3rd Year High School 10. No Schooling 1.10 Reason for Not Attending School. For those who have not completed school or who have dropped out from school, indicate their reasons for not completing or dropping out from school. You may classify the reasons as: 1. 2. 3. 4. 5. 6. 7. 8. 9. Schools are very far No school within the Barangay No regular transportation High cost of education Illness / Disability Housekeeping / Housework Employment / Looking for Work Lack of Personal Interest Cannot Cope with School Work

1.11 Interested in ALS - Specify whether the prospective learner is interested 1.11.1 Yes 1.11.2 No 1.12 Encoded by Specify the name of the encoder 1.13 Position specify whether the encoder is 1.13.1 1.13.2 1.13.3 1.13.4 1.14 Mobile Teacher District ALS Coordinator ALS Literacy Volunteer Instructional Manager

Date of Mapping

4. Encode all answers in the database

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MIS Form 002A NFE Learners Profile (with Learner Reference Number)
What form will be used : MIS 002A NFE Learners Profile This form gathers information about the learners (target beneficiaries who enrolled in any ALS Program) Who will accomplish the form : Any of the following District ALS Coordinator Mobile Teacher (MT) Instructional Manager (IM) ALS Literacy Volunteer MIS Consolidator or Division ALS

To whom will the form be submitted When will the form be administered

: :

Database Copy Division Supervisor

During session, preferably when a learner signs up or enlists in an ALS program Note: Mid or Post Updating is needed to keep track of learners who have completed the program.

How often should monitoring be conducted How to fill out the form

Every time a new session starts (depending on the frequency and number of learning groups organized) General Instructions: 1. Print MIS 002 A NFE Learners Profile. 2. Data for this form is gathered by either interviewing the learners when they sign up in an ALS program or can be taken from the Learner information sheet which they fill out during the first session. 3. Each Form should only contain information for one (1) class or learning group. Specific Instructions:

1. MIS 002 Learners Profile gathers the data specified below. Each item
in the form is critical in determining the baseline profile of the entire population of DepED-BALS beneficiaries. Hence, it is strongly recommended that NO item is left unanswered. 1.1 Name of CLC. 1.2 Address of CLC 1.3 Type of CLC specify the type of CLC e.g. Type I - (simple, temporary (make shift) meeting place with tables and charts, chalkboard, e.g. Chapel or any open multi-purpose area in theloaned for learning purposes barangay or any private property temporarily Type 2 - a semi-concrete structure mostly made out of light materials such as nipa, soft wood, etc., dedicated to ALS learning sessions and 13 | P a g e

related activities equipped with basic furniture and learning equipment such as electric fan Type 3 - a typical barangay learning center, concrete and secured, mostly made out of cement and other building materials. Dedicated to ALS learning sessions and related activities, equipped with basic furniture and learning equipment equipment, e.g. Chairs, tables, chalkboard, library corner, basic appliances such as electric fan, cassette recorder, etc Type 4 - a two or three-storey building fully equipped with basic furniture and advanced ICT equipment for learning, dedicated to ALS learning sessions and related activities, other type that does not fall to any of the 4 types, pleasee describe using a separate sheet or paper Type 5 - ALS and other learning materials are being utilized by learners and other members of the community, the materials are either being transported from house to house or borrowed by individual interested community members from the CLC for literacy and continuing education 1.4 1.5 1.6 Learner Reference Number (LRN) Last Name, First Name, Middle Name/Middle Name Birthdate. Specify the date of birth of each Learner. This will automate updating of age of individuals recorded in the database. Sex Civil Status PWD (if applicable)

1.7 1.8 1.9

1.10 Mother Tongue 1.11 Religion 1.12 PIS Score 1.13 FLT Score in Reading 1.14 FLT Score in Numeracy 1.15 FLT Score in Writing 1.16 FLT Score in Listening & Speaking 1.17 Overall Score 1.18 Program Enrolled. Specify the program in which the Learner is enrolled. The following lists the different ALS Programs 1. Basic Literacy Program (BLP) 2. Accreditation and Equivalency Program (A&E) Elementary 3. Accreditation and Equivalency Program (A&E) Secondary 1.19 Mode of Program Delivery Specify how the program 14 | P a g e

was delivered or how the learner accessed the ALS learning resources 2. 3. 4. 5. 1. Face to face Independent learning Broadcast learning Computer-learning/e-skwela

Date of Learner Registered in the Program - Specify the date when the Learner registered in the program (Start Date). Assigned Learning Facilitator. Specify the Name of the Mobile Teacher, Instructional Manager or Facilitator assigned to the Learners Learning Group. Position. Related to item 1.6. Type of Employer. Specify the type of employer 1. 2. 3. DepEd Non-DepEd (contracted by DepEd) Non-DepEd (not contracted by DepEd)

2.

3. 4.

5.

Program Completion - Indicate whether the Learner 1.5.1 completed 1.5.2 not completed the program A&E Test Registrant Indicate whether the learner is a A&E Test Registrant 1.6.1 1.6.2 Yes No

6.

7.

A&E Test Level Taken indicate whether the A&E Test registrant is 1.7.1 Elementary Level 1.7.2 Secondary Level

8. 9.

Date Registered in A&E Test specify the date the leaner registered for the A&E Test A&E Test Result specify whether the A&E Test Registrant 1.9.1 Pass 1.9.2 Fail

10.

Learners Tracer indicate where the learners are or their plans after taking the A&E Test. 1. 2. 3. 4. 5. 6. 7. 8. Continue ALS Elementary Continue ALS Secondary Continue Elementary Formal School Continue Secondary Formal School Employed Self-Employed Idle Others

Encode all answers in the database.

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MIS Form 002B InfED Learners Profile

What form will be used

: MIS 002B InfED Learners Profile

This form gathers information about the learners (target beneficiaries who enrolled in any ALS InfED Program)

Who will accomplish the form

: Any of the following

District ALS Coordinator Mobile Teacher (MT) Instructional Manager (IM) ALS Literacy Volunteer MIS Consolidator or Division ALS

To whom will the form be submitted When will the form be administered How often should monitoring be conducted How to fill out the form

: Database Copy Division

Supervisor

: During session, preferably when a learner signs up or enlists in an

ALS InfEd program

: Every time a new session starts (depending on the frequency and

number of learning groups organized)

; General Instructions:
1. Print MIS 002B InfED Learners Profile. 2. Data for this form is gathered by either interviewing the learners when they sign up in an ALS InfEd program or can be taken from the Learner information sheet which they fill out during the first session. 3. Each Form should only contain information for one (1) class or learning group. Specific Instructions: 1. MIS 002B InfED Learners Profile gathers the data specified below. Each item in the form is critical in determining the baseline profile of the entire population of DepED-BALS beneficiaries. Hence, it is strongly recommended that NO item is left unanswered. 1.1 1.2 Last Name, First Name, Middle Name Birthdate. Specify the date of birth of each Learner. This will automate updating of age of individuals recorded in the database. Sex Civil Status PWD (if applicable) Mother Tongue Religion Program Enrolled Specify the program in which the Learner is enrolled.

1.3 1.4 1.5 1.6 1.7 1.8

1.9 Date of Learner Registered in the Program - Specify the date when the Learner registered in the program (Start Date). 1.10 Name of Assigned Learning Facilitator. Specify the Name 17 | P a g e

of the Mobile Teacher, Instructional Manager or Facilitator assigned to the Learners Learning Group. 1.11 Position. 1.12 Learners Tracer - Indicate whether the Learner 1.12.1 Earned a certificate from issuing agency 1.12.2 Did not earn a certificate from issuing agency 1.13 Accrediting Agency (if applicable) 2 Encode all answers in the database.

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MIS FORM 003 Community Learning Center & Learning Facilitators/Service Profile
What form will be used

: MIS 003 Profile of CLC/Service Providers

This form gathers information about the Community Learning Center, Learning Facilitator, and Service Provider. Data gathered from this form will enable DepED-BALS to monitor resource allocations, e.g. if CLC have sufficient manpower and materials.

Who will accomplish the form

: Any of the following

CLC Head District ALS Coordinator Mobile Teacher (MT) Instructional Manager (IM) ALS Literacy Volunteer

From whom the data will be collected

Any of the following CLC Head Mobile Teacher (MT) District ALS Coordinator Instructional Manager (IM) DepEd-ALS Education Supervisor

To whom will the form be submitted When will the form be administered How often should monitoring be conducted

: Database Copy Division MIS Consolidator or Division ALS

Supervisor

: At the start of the year, preferably initial data should be

gathered and be made available every time a CLC is built/set-up.

: Quarterly

How to fill out the form

: General Instructions:
1. Print MIS 003 CLC & Learning Facilitators/Service Providers Profile 2. Data for this form can be supplied by the CLC Head supported by the District ALS Coordinator (DALSC) and DepED ALS Education Supervisor (ES). 3. Each form should only contain information for one (1) CLC. Specific Instructions: 1. MIS 003 CLC & Learning Facilitators/Service Providers Profile gathers the data specified below. Each item in the form is critical in determining the profile of Test Registrants for the A&E Test. Hence, it is strongly recommended that NO item is left unanswered. 1.1 Community Learning Center 1.1.1 Name of CLC. 20 | P a g e

1.1.2 Address of CLC 1.1.3 Type of CLC specify the type of CLC e.g. 1.2 Type I CLC Management specify whether the CLC is managed by

1.2.1.1 DepEd ALS Implementor 1.2.1.2 Non-DepEd Implementor (LGU, NGO etc) 1.2.1.3 DepEd Procured
1.3 CLC Establishment specify whether the CLC is supported by

1.3.1.1 1.3.1.2 1.3.1.3 1.3.1.4

Government Organization (GO) Non-Governmental Organization (NGO0 Foreign Donor Agency Assisted Others

1.4 CLC Facilities specify the equipment, learning materials in the CLC 1.5 CLC Program Offered specify the ALS program/s offered in the CLC e.g.

1.5.1.1 1.5.1.2 1.5.1.3 1.5.1.4 1.5.1.5 1.5.1.6

1.6

BLP A&E Elementary A&E Secondary Self Improvement and Development

InfEd Program

InfEd Employment Program InfEd Community Development Program

Learning Facilitators Profile 1.6.1 Name of Learning Facilitator 1.6.2 Position 1.6.3 Date of Appointment/Designation 1.6.4 Sex 1.6.5 Birthdate 1.6.6 Age 1.6.7 Civil Status 1.6.8 Religion

1.7 Profile of Service Provider (if applicable) 1.7.1 Name of Service Provider 1.7.2 Address of Service Provider 1.8 Profile of Partner (if applicable) 1.8.1 1.8.2 Name of Partner Address of Partner

1.9 Other Learning Institutions in the Community

2. Encode all answers in the database.

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INFORMATION MANAGMENT SYSTEM DATA DICTIONARY

Data

Definition/Purpose

Source

Valid List of Values and Definition

A&E Test

It is a test that determines if the test-taker possesses equivalent learning competencies as those of a grade six graduate (elementary level)or a fourth year high school graduate (secondary level). Qualified to take the test are: 1. 11 years old or older for elementary level test-takers 2. 15 years old or older for secondary level testtakers The test consists of multiple choice items and an essay item. The language used is English and Filipino. Test items are based on life experiences and measure lifeskills. This is annually administered in identified Testing Center across the country.

A&E Test Scores

The over-all test scores reflect a rating of either PASS or FAIL. This score is based on the Standard Scores, Percentile Rank, Percent Correct as well as score for the Essay Writing It is a community-based venue for ALS learners which may be a chapel, barangay hall, jail house, a market, a spare classroom in the school, etc. or any other venue where learners are organized for learning and learning resources are secured. The CLC may be put up and maintained by the community members (leaders, partners, learners, etc.). Locally it is called Punlaan ng Karunungan. Structurally, the CLC may be built from concrete, semi-concrete or light materials.

MIS 002A

*copy COR

Community Learning Center (CLC)

MIS-003

Types of CLCs

Community Learning Center Profile

It is a description of the community learning center described in terms of: 1. Learning Facilitators 2. Learners Enrolled 3. Programs Delivered 4. Learning Materials Used 5. Other Resources provided in support of the CLC It also provides the geographical information on the CLC (address, head, no. of years established) It is a description of the community where the ALS Programs is made available to community members. This description includes information about community population by sex and by age. It is also includes data on community learning centers, the learning resources, programs and partners as well as learning institutions existing in the community.

MIS003

Community Profile

MIS 001

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Data

Definition/Purpose

Source

Valid List of Values and Definition

District ALS Coordinator (DALSC)

Is a regular school teacher from the formal school trained to organize learning groups and conduct ALS programs. There is only one DALSC per district. All DALSC s are full-time with a minimum of 50 learners. Is a DepED supervisor in the Division Office, in charge of all ALS programs and other related concerns. With reference to MIS and M&E, the EPS1 takes the lead in the collection and consolidation of the district office data and in the transmission of the same to the Regional Office. Is a management function that includes management, disbursement and liquidation of funds that have been allocated specifically to learning centers, mobile teachers, DALSCs, project sites at the region, division and district levels. Data on this may be drawn from interviews with ALS implementers at different levels as well as use of M&E Form-001.

MIS Form 003

Division Education Program Supervisor

MIS Form 001 M&E Form 001-003

Financial Accountability

M&E Form-001

FLT Score

It is the score obtained in a Functional Literacy Test that is given at the start, if needed, at the end of a learners participation in the program. This score describes the current competencies as well as the competencies that need to be acquired in order to be considered as a functionally-literate person. The score will determine the literacy level of a learner either as 1. Basic Literacy level 2. Elementary level 3. Secondary level May be a licensed teacher trained in ALS to conduct ALS Programs under the supervision of a Service Provider (LGU, NGO, GOs and others) Is a non-threatening strategy to generate information from implementers, beneficiaries and stakeholders. Generally, the monitoring team meets the local DepEd, LGU and Barangay Officials, learners and community members as a group during a CLC/community meeting to discuss issues and concerns regarding ALS program implementation. This is conducted to validate the eReports sent to BALS. BALS annually conducts this activity to monitor and evaluate ALS Programs based on qualitative and quantitative data in accordance with ALS Performance Indicators. To monitor this function, one needs to employ interview and other data gathering strategies and techniques with the use of data gathering instruments Is a generic term to denote any individual who facilitates learning in ALS

MIS Form 002A

Scores for Reading, Numeracy, Writing, Listening and Speaking plus a Personal Information Sheet

Instructional Manager (IM) Kumustahan sa Barangay

MIS Form 003

Learning Facilitator

MIS Form 002A & MIS 003

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Data

Definition/Purpose

Source

Valid List of Values and Definition

Learning Institution

Refers to existing public or private educational and training groups that offer programs (formal, nonformal or informal) for any learning level. This may include colleges and universities, pre-schools, elementary and secondary schools, special schools, training centers, etc. Is a function of a duly-authorized ALS implementer to: 1. Distribute and utilize resources 2. Benchmark best practices in ALS program implementation 3. Facilitate resource mobilization and sourcing To monitor this function, one needs to employ interview and other data gathering strategies and techniques with the use of data gathering instruments Is a regular public school teacher appointed on a full-time basis to teach ALS Programs. Is the manner by which a program is conducted for the ALS learners. The mode may be introduced singly or in combination with other modes. Each delivery mode requires use of unique forms of learning resources. Learners have the option to choose the learning mode that best suits their learning needs.

MIS 003

Management/ Administration

M&E Form-002

Mobile Teacher Mode of Delivery

MIS Form 001 MIS -002A face-to-face radio-based instruction computer-based instruction (eSkwela/eLearning) independent learning/home schooling TV instruction

Participant Partners Is an individual who participates in any of the ALS programs, projects and activities Are individuals or groups, organizations and agencies that: 1. Implement ALS Programs in different areas using their own resources 2. Provide technical assistance or other resources in support of ALS Programs at any level (with or without formal agreement or documentation) Is a DepED supervisor in the Regional Office assigned to the ALS Division tasked to take charge of data collection and consolidation of ALS MIS and M&E reports from the various divisions and transmission of the same to BALS. Is a legal entity (registered with the Securities and Exchange Commission) contracted by the DepED Division Office to implement an ALS Program for a period of ten months per contract under the ALS Unified Contracting Scheme. The Service provider may be NGOs, GOs, Religious, Civic Organizations, or Private Groups tasked to organize ALS learning sessions through trained Instructional Managers. MIS 003

Regional Education Program Supervisor (In-charge of MIS and M&E) Service Provider

M&E Form 001

MIS-003

ALS Unified Contracting Scheme Manual

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Data

Definition/Purpose

Source

Valid List of Values and Definition

Technical Monitoring

Is a function of a duly-authorized ALS implementer to: 1. 2. 3. Determine learners progress Measure teacher competence Assess program implementation including capability building programs, best practices and other program implementation processes.

M&E 002

To monitor this function, one needs to employ interview and other data gathering strategies and techniques with the use of data gathering instruments Test Takers An individual who enlists for the A&E Test either for elementary or secondary level. The registrant may or may not be a participant in any ALS program. A qualified registrant for the Elementary Level test is one who is at least 11 years old on the day of the test. A qualified registrant for the Secondary Level test is one who is at least 15 years old on the day of the test. MIS 002A

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DEFINE REPORTING REQUIREMENTS

Stakeholders Info Required Data Element Purpose Method of Gathering Frequenc y

1. Within
DepEd

1.1 Office of

the Secretary

ALS Performance Indicators

Enrolment by year, by sex, by age, by language, by program, by program modality, by geographical location, by type of learning facilitator, by program delivery services Participation Rate Completion Rate Achievement Rate Absorption Rate Teachers Number of MTs & DALSCs per district Community Learning Centers (CLCs) Number of CLCs per district Learning Resources Number of learning resources per CLCs Service Providers (SPs) Number of accredited SPs per division or Number of contracts awarded

Resource Allocation Program Evaluation Policy Formulatio n

MIS & M&E Schemes

Quarterly and as need arises

Input Resources

Resource Allocation Program Evaluation Policy Formulatio n

MIS & M&E Schemes

Quarterly and as need arises

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Stakeholders

Info Required

Data Element Learning Funds Amount allocated per project site, per division, per region

Purpose

Method of Gathering

Frequenc y

1.2 Office of

Planning Services

ALS Performance Indicators

Enrolment by year, by sex, by age, by language, by program, by program modality, by geographical location, by type of learning facilitator , by program delivery services Participation Rate Completion Rate Achievement Rate Absorption Rate Teachers Number of MTs & DALSCs per district Community Learning Centers (CLCs) Number of CLCs per district Learning Resources Number of learning resources per CLCs Service Providers (SPs) Number of accredited SPs per division or Number of contracts awarded Learning Funds Amount allocated per project site, per division, per region Enrolment by year, by sex, by age, by language, by program, by program modality, by geographical location, by type of learning facilitator, by program delivery services Participation Rate Completion Rate Achievement Rate Absorption Rate Teachers Number of MTs & DALSCs per district Community Learning Centers (CLCs) Number of CLCs per district

Resource Allocation Program Evaluation Policy Formulatio n

MIS & M&E Schemes

Quarterly and as need arises

Input Resources

Resource Allocation Program Evaluation Policy Formulatio n

MIS & M&E Schemes

Quarterly and as need arises

1.3 Office of
the Director (BALS)

ALS Performance Indicators

Resource Allocation Program Evaluation Policy Formulatio n Advocacy and Social Mobilizatio n

MIS & M&E Schemes

Quarterly and as need arises

Input Resources

Resource Allocation Program Evaluation Policy Formulatio n Advocacy

MIS & M&E Schemes

Quarterly and as need arises

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& Social Mobilizatio n

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Stakeholders

Info Required

Data Element Learning Resources Number of learning resources per CLCs Service Providers (SPs) Number of accredited SPs per division or Number of contracts awarded Learning Funds Amount allocated per project site, per division, per region

Purpose

Method of Gathering

Frequenc y

1.4 Regional
Office

ALS Performance Indicators

Enrolment by year, by sex, by age, by language, by program, by program modality, by geographical location, by type of learning facilitator, by program delivery services Participation Rate Completion Rate Achievement Rate Absorption Rate Teachers Number of MTs & DALSCs per district Community Learning Centers (CLCs) Number of CLCs per barangay, per district Learning Resources Number of learning resources per CLCs Service Providers (SPs) Number of accredited SPs per division or number of contracts awarded Learning Funds Amount allocated per project site, per division Enrolment by year, by sex, by age, by language, by program, by program modality, by geographical location, by type of learning facilitator, by program delivery services Participation Rate Completion Rate Achievement Rate

Program Evaluation Policy Formulatio n Advocacy and Social Mobilizatio n

MIS & M&E Schemes

Quarterly and as need arises

Input Resources

Resource Allocation Program Evaluation Policy Formulatio n

MIS & M&E Schemes

Quarterly and as need arises

1.5 Division
Office

ALS Performance Indicators

Resource Allocation Program Evaluation Advocacy & Social Mobilizatio n

MIS & M&E Schemes

Monthly and as need arises

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 Absorption Rate

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Stakeholders

Info Required

Data Element

Purpose

Method of Gatherin g MIS & M&E Schemes

Frequenc y

Input Resources

Teachers Number of MTs & DALSCs per district Community Learning Centers (CLCs) Number of CLCs per district Learning Resources Number of learning resources per CLCs Service Providers Number of accredited SPs per division or Number of contracts awarded Learning Funds Amount allocated per project site Enrolment by year, by sex, by age, by language, by program, by program modality, by geographical location, by type of learning facilitator, by program delivery services Participation Rate Completion Rate Achievement Rate Absorption Rate Teachers Number of MTs, Instructional Managers (IMs) & ALS Literacy Volunteers per barangay Community Learning Centers (CLCs) Number of CLCs per barangay Learning Resources Number of learning resources per CLCs Enrolment by year, by sex, by age, by language, by program, by program modality, by geographical location, by type of learning facilitator by program delivery services Participation Rate Completion Rate Achievement Rate

Resource Allocation Program Evaluation

Monthly and as need arises

1.6 District
Office

ALS Performance Indicators

Resource Allocation Program Evaluation Advocacy & Social Mobilizatio n

MIS & M&E Schemes

Daily and as need arises

Input Resources

Program Evaluation Advocacy & Social Mobilizatio n

MIS & M&E Schemes

Daily and as need arises

1.7 Community
Learning Center

ALS Performance Indicators

Program Evaluation Advocacy & Social Mobilizatio n

MIS & M&E Schemes

Daily and as need arises

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 Absorption Rate

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Stakeholders

Info Required

Data Element

Purpose

Method of Gathering

Frequenc y

2. Outside DepEd 2.1 Other Govt

Agencies 2.1.1 Department of Budget and Management (DBM)

ALS Performance Indicators

Enrolment Participation Rate Completion Rate Achievement Rate Absorption Rate Success stories/ testimonials Enrolment Participation Rate Completion Rate Achievement Rate Absorption Rate Success stories/ testimonials Enrolment Participation Rate Completion Rate Achievement Rate Absorption Rate Success stories/ testimonials Teachers Number of MTs, Instruction al Managers (IMs) & ALS Literacy Volunteers per barangay Community Learning Centers (CLCs) Number of CLCs per barangay

Internal requirements of the organizations / agencies

MIS & M&E Schemes

As need arises

2.1.2 National Economic Development Authority (NEDA)

ALS Performance Indicators

Internal requirements of the organizations / agencies

MIS & M&E Schemes

As need arises

2.1.3 Local Government Units (LGUs)

ALS Performance Indicators

Internal requirements of the organizations / agencies

MIS & M&E Schemes

As need arises

Input Resources

Resource Allocation Program Evaluation Advocacy & Social Mobilization

MIS & M&E Schemes

As need arises

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Stakeholders

Info Required

Data Element Learning Resources Number of learning resources per CLCs

Purpose

Method of Gathering

Frequenc y

2.1.4

Others

ALS Performance Indicators

Enrolment Participation Rate Completion Rate Achievement Rate Absorption Rate Success stories/ testimonials

Internal requirements of the organizations / agencies

MIS & M&E Schemes

As need arises

2.2 Local &

International Organizations 2.2.1 NonGovernment Organization (NGO)

ALS Performance Indicators

Enrolment Participation Rate Completion Rate Achievement Rate Absorption Rate Success stories/ testimonials

Internal requirements of the organizations / agencies

MIS & M&E Schemes

As need arises

Input Resources

Teachers Number of Instruction al Managers (IMs) per barangay Community Learning Centers (CLCs) Number of CLCs per barangay Learning Resources Number of learning resources per CLCs

Resource Allocation Program Evaluation Advocacy & Social Mobilization

MIS & M&E Schemes

As need arises

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Stakeholders 2.2.2 Media

Info Required ALS Performance Indicators

Data Element Enrolment Participation Rate Completion Rate Achievement Rate Absorption Rate Success stories/ testimonials Learning Facilitators Number of MTs, DALSCs, ALS Literacy Volunteers , Instruction al Managers per barangay, district, division, region Community Learning Centers (CLCs) Number of CLCs per barangay, district, division, region Learning Resources Number of learning resources per CLCs Service Providers (SPs) Number of accredited SPs per division or Number of contracts awarded

Purpose Internal requirements of the organizations / agencies

Method of Gathering MIS & M&E Schemes

Frequenc y As need arises

Input Resources

Internal requirements of the organizations / agencies

MIS & M&E Schemes

As need arises

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Stakeholders

Info Required

Data Element Learning Funds Amount allocated per project site, per division, per region

Purpose

Method of Gathering

Frequenc y

2.2.3 Academe

ALS Performance Indicators

Enrolment Participation Rate Completion Rate Achievement Rate Absorption Rate Success stories/ testimonials Teachers Number of MTs & DALSCs per district Community Learning Centers (CLCs) Number of CLCs per district Learning Resources Number of learning resources per CLCs Service Providers (SPs) Number of accredited SPs per division or Number of contracts awarded Learning Funds Amount allocated per project site, per division, per region

Internal requirements of the organizations / agencies Research studies

MIS & M&E Schemes

As need arises

Input Resources

Research Studies

MIS & M&E Schemes

As need arises

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Stakeholders 2.2.4 Others

Info Required ALS Performance Indicators

Data Element Enrolment Participation Rate Completion Rate Achievement Rate Absorption Rate Success stories/ testimonials Enrolment Participation Rate Completion Rate Achievement Rate Absorption Rate Success stories/ testimonials Learning Facilitators Number of Instructional Managers per district, division, region Community Learning Centers (CLCs) Number of CLCs per district, division, region Learning Resources Number of learning resources per CLCs Service Providers (SPs) Number of accredited SPs per division or number of contracts awarded Learning Funds Amount allocated per project site, per division, per region

Purpose Internal requirements of the organizations / agencies

Method of Gathering MIS & M&E Schemes

Frequenc y As need arises

2.3 Donor Agencies

ALS Performance Indicators

Internal requirements of the organizations / agencies

MIS & M&E Schemes

As need arises

Input Resources

Internal requirement s of the organization s/ agencies

MIS & M&E Schemes

As need arises

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