The BLW Program will make use of several existing mechanisms to monitor program effectiveness, impact, and implementation. These mechanisms include the ALS Management Information System (MIS), ALS Implementer Surveys, and the Learners’ Feedback Survey. However, in addition, two new monitoring mechanisms have been developed to monitor information specific to the BLW Program; they are the Most Significant Change (MSC) stories and the BLW Program Monitoring Board.
ALS Management Information System (MIS)
The ALS Management Information System (MIS) is the overarching database where learner information is stored and registered. The database is updated on a quarterly basis by an ALS implementer from each district. It is then consolidated centrally and submitted to both ALS Division Office and DepEd CamSur Division Office for reporting purposes.
A new column has been added to the MIS 002a database so that it can be noted whether a learner is supported by a BLW. It may not be necessary to include the BLW column and information in the submission of the MIS database to the ALS Division Office and DepEd CamSur Division Office.
Because the M&E framework for the BLW Program requires the collection of specific data from the Management Information System (MIS) databases, a smaller database has been developed to store the necessary information required for BLW Program monitoring and reporting. The BLW Monitoring Board is a tarpaulin and database that will be managed and maintained by the BLW Program Coordinator (BLWC). Information should be written onto the physical monitoring board (tarpaulin) by BLWFPs, DALSCs, and MTs on a quarterly basis after MIS has been consolidated. Information should then be copied from the tarpaulin and entered into the BLW Program Monitoring Board database by the BLWC. The tarpaulin will be located at the ALS Division Office in Pili. BLW Program Monitoring Board Database
BLW Program Monitoring Board Tarpaulin
ALS Implementer Surveys
ALS Implementer Surveys are used by the ALS Division Office to understand how implementers are conducting ALS programs and how they can potentially improve their performance. There are 3 ALS Implementer Surveys. These are:
ALS Implementer Profile Survey: determines who the ALS implementer is, what skills and experience they possess and their role in delivering ALS programs. BLWs will have to submit their own ALS Implementer Profile Survey upon beginning their service.
ALS Implementer Teaching Performance Survey: assists ALS management to assess and review the performance of each ALS implementer. EPSAs are responsible for completing this survey after observing classes conducted by ALS implementers.
ALS Implementer Community Involvement Survey: assists ALS management in determining how engaged ALS implementers are in their communities for the purposes of promoting and undertaking ALS programs. EPSAs are responsible for administering this survey in collaboration with the ALS implementer.
ALS Implementer Profile Survey
ALS Implementer Teaching Performance Survey
ALS Implementer Community Involvement Survey
Learner Feedback Survey
Learners are requested to complete an optional 6-question feedback survey twice a year, once at the end of May and once at the end of October. Participation in the survey is voluntary and learners have the option to remain anonymous.
This survey helps ALS implementers and management to gauge how the classes are progressing for current learners and whether they require further support. The Learner Feedback Survey is an important teaching quality control measure for BLWs because learners are asked specific questions about their learning experience, such as whether they enjoy the activities conducted in class, whether they feel confident in ALS’ five learning strands, how comfortable they feel asking questions in class, and so on.
The BLWFP is responsible for ensuring this survey is completed by BLW learners who wish to participate and that results are passed on to the relevant EPSA. ALS Learner Feedback Survey
Most Significant Change (MSC) Stories
The Most Significant Change (MSC) technique has been implemented especially for the BLW Program. The MSC technique entails the systematic selection of significant change stories, as told by learners and/or implementers of the BLW Program. It is a form of participatory monitoring, whereby a variety of stakeholders are involved in the process of collecting learner stories. It allows learners to share their experiences with ALS, and the BLW Program in particular, as well as allowing implementers to collect examples of how the BLW Program has impacted upon their communities. The stories can also be used as a communication and promotional tool, to be shared with key stakeholders and funders of the BLW Program, local media, DepEd, and others. Furthermore, the MSC stories put a human face on the achievements of ALS and the BLW Program.
The technique involves asking BLW learners and implementers to write about a change (positive or negative) experienced as a result of their participation in the BLW Program. The stories will then be consolidated and read by a variety of stakeholders, who will discuss the stories in-depth before selecting the most significant samples. The group must be able to justify their selection by completing the Story Justification Sheet. The MSC technique will allow program staff to develop a better understanding of the impacts and changes that the program has generated for beneficiaries.
The gathering of MSC stories will be facilitated annually by the Most Significant Change Coordinator (MSCC) in collaboration with the BLWFPs and BLWs. MSC Framework for BLW Program
BLW Focal Person Instruction Sheet for MSC
BLW MSC Story Collection Consent Form (Filipino)
BLW MSC Story Justification Sheet
Stakeholder Feedback on BLW MSC Stories
BLW Program reports will be generated to provide a summary of BLW Program roll-out, student enrollment numbers, A&E test taker and passer numbers, as well as information relating to district-specific progress of BLW Program expansion. The reports will be used by implementers, management, stakeholders, and Literacy Coordinating Councils (LCCs) in order to evaluate the successes of the BLW Program, as well as to identify areas for improvement in implementation activities.
BLWFPs are responsible for producing the District Quarterly and Annual Reports for their district with technical support from the EPSA, if required. The EPSAs will be responsible for collating information from districts, identifying any issues with the BLW Program, and either responding directly or relaying information to the ALS Division Supervisor for further action. The reports should be distributed to each MLCC and BLCC. BLW District Annual Report
BLW District Annual Report – Example ‘District X’
BLW District Quarterly Report
BLW District Quarterly Report – Example ‘District X’
The BLW Program Coordinator (BLWC) and MSC Coordinator (MSCC) are responsible for the consolidation of the district reports into Quarterly and Annual Provincial Reports. These reports should be distributed to the PLCC. BLW Provincial Annual Report
BLW Provincial Quarterly Report
Map of CamSur Municipalities
Map of CamSur School Districts
ALS Implementer Surveys will be completed on an annual basis, at the beginning of the school year. Learner Feedback Surveys should be collected on the last day of class in May and October.
Selection of MSC stories should begin when the results of the A&E exams have been advised. This is usually in June or July each year. Provincial and District Quarterly Reports should be completed and issued on a quarterly basis, based on the MIS completion cycles. Provincial and District Annual Reports should be completed when MSC stories have been gathered and chosen, and passer results are available. BLW Program Calendar of Events
List of Tools
The following is a list of the resources (R) and templates (T) listed in this document. A selection of tools has been issued in hard copy with the BLW Manual to all EPSAs, DALSCs, and MTs. Other tools are only available online. This is indicated in the far right hand column of the table below.
All tools have been published on the DepEd ALS CamSur website at http://www.depedcamsur.com/for-dalscs-and-mts.html.
1 Philippines Government. 1987. ‘The Constitution of the Republic of the Philippines: Official Gazette of the Republic of the Philippines’. Available at <www.gov.ph/constitutions/1987-constitution/> Accessed October 12 2015.
2 Philippines Government. 2015. ‘Republic Acts: Official Gazette of the Republic of the Philippines’. Available at <www.gov.ph/section/republic-acts/> Accessed October 12 2015.
3 Philippines Government. 2001. ‘Republic Act No. 9155: Official Gazette of the Republic of the Philippines’. Available at <www.gov.ph/2001/08/11/republic-act-no-9155-2/> Accessed 12 October 2015.
5 Philippines Government. 1991. “Republic Act No. 7165”. Available at <www.lawphil.net/statutes/repacts/ra1991/ra_7165_1991.html> Accessed October 12 2015.
6 Philippines Government. 2009. “Republic Act No. 10122”. Available at <www.lawphil.net/statues/repacts/ra2010/ra_10122_2010.html> Accessed October 12 2015.
7 Philippines National Commission for UNESCO. 2014. “Philippine Country Report: EFA 1990-2015”. Available at <www.unesco.gov.ph/content/article/Philippine%20Country%20Report%20EFA%201990-2015> Accessed October 13 2015.
8 Philippines National Commission for UNESCO. 2015. “Philippine Education for All 2015: Review Report”, p37. Available at <www.unesdoc.unesco.org/images/0023/002303/230331E.pdf> Accessed October 13 2015.
9 Ibid., p39; see also Philippine Statistics Authority. 2013. “2013 Functional Literacy, Education, and Mass Media Survey”. Available at <www.psa.gov.ph/people/education-mass-media> Accessed October 14 2015.
10 Ibid., p37.
11 Lilita Balane. 2009. ‘Illiterate Filipinos now 15 million, and counting’. ABS-CBNNEWS, September 9. Available at <www.abs-cbnnews.com/nation/09/23/2009/illiterate-filipinos-now-15-million-and-counting> Accessed October 14 2015.
13 We Are Social. 2015. ‘Digital, Social, and Mobile in 2015’. GlobalWebIndex. Available at Accessed February 24 2016.