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Understanding Alternative Delivery Modes

This document provides an overview of a training module on Alternative Delivery Modes (ADMs) that can be used during emergencies to continue education. The module aims to help participants understand what ADMs are, differentiate between different ADM options, and explain how each can be utilized in emergency situations. It outlines activities including puzzle exercises to demonstrate normal vs. emergency learning environments and a "World Cafe" session where participants learn about specific ADMs like MISOSA, e-IMPACT and the Open High School Program by visiting different discussion tables. The key learnings are that disasters disrupt normal school operations but ADMs allow continued learning, and that the appropriate ADM should be selected based on the specific emergency situation.

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Joseph P. Cagcon
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454 views4 pages

Understanding Alternative Delivery Modes

This document provides an overview of a training module on Alternative Delivery Modes (ADMs) that can be used during emergencies to continue education. The module aims to help participants understand what ADMs are, differentiate between different ADM options, and explain how each can be utilized in emergency situations. It outlines activities including puzzle exercises to demonstrate normal vs. emergency learning environments and a "World Cafe" session where participants learn about specific ADMs like MISOSA, e-IMPACT and the Open High School Program by visiting different discussion tables. The key learnings are that disasters disrupt normal school operations but ADMs allow continued learning, and that the appropriate ADM should be selected based on the specific emergency situation.

Uploaded by

Joseph P. Cagcon
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
  • MODULE: Alternative Delivery Modes (ADMs)
  • References

MODULE ____.

ALTERNATIVE DELIVERY MODES (ADMs)

I. Objectives
At the end of this module, participants should be able to:

 Discuss what Alternative Delivery Modes (ADMs) are;


 Differentiate among the different ADMs available for use during emergencies; and
 Explain basically how each ADM can be utilized during emergency situation.

II. Materials/Resources

A. Activity Materials

1. Puzzle pieces of a ‘normal’ classroom setting (10 piece puzzle)


2. Puzzle pieces of a classroom in an emergency situation (10-piece puzzle)
3. ADM Manuals (MISOSA, E-Impact, Open Highschool)
4. Small group facilitator/barrista learning guides
5. special markers for the seats
6. Prices for the (3 individuals and 1 group event)

B. Preparation Needed

 Blown-up picture of a ‘normal’ classroom setting, cut into puzzle pieces (good for 3 groups)
 Blown-up picture of a classroom setting after a disaster, cut into puzzle pieces (good for
3 groups)
 Paste the special marks under the sets of 3 participants before the start of the day’s
sessions
 The session hall will be arranged in such a way that there is enough space for 3 café’s or
small groups where they can comfortable discuss. Prepare three (3) café set-ups in the
session hall, with food, utensils, etc.
 The “barristas’” should assume the character of a salesman, marketing their respective
ADMs to the patrons.

III. Time Allotted

2 hours (120 minutes)

IV. Facilitation Process

1. Preliminary Activity: Puzzle Solving

For this activity, the participants will be divided into four (4-6) groups (number of groups based on
the number of participants) by counting off from 1-4 or per table where they are seated. Working
in groups, they will put the puzzle pieces together on their respective tables (5 minutes). The
group who completes the puzzles first should give a signal upon completion.

1
2. Processing (10 minutes)

Once the puzzle pieces are put together, the facilitator/resource person will ask the following
questions:

 What are the pictures about? What can you see in the pictures?

Picture 1 is how a ‘normal’ learning environment is, that it happens in a safe learning
environment, with teachers and learners interacting effectively and with effective and up-
to-date teaching and learning materials like books, furniture, etc.
Picture 2 is how a classroom looks like during emergencies or disasters- in a TLS,
cramped, no furniture, no teaching and learning materials.

 What do you think contributed to the condition of picture 2 (classroom after a disaster)

Effective learning can take place under ‘normal’ circumstances just like what was shown
in the puzzle/picture. But during emergency situations, these ‘normal’ situation changes
either partly or entirely. But in spite of this, learning has to continue, albeit in a not very
ideal setting.

 How does this condition affect the education in general? (The participants will be asked
to write their responses on metacards and post them on the posting wall/board. After
everybody has posted his/her answers, all, including the facilitator will categorize these
answers from the categories listed below:

o Learning facilities (classrooms, furniture, etc.)


o Students
o Teachers
o Teaching and Learning Process
o Learning Materials

Learning can continue amidst disasters. Responses may include strategies like shifting classes,
multi-grade classes and other flexible learning options. The facilitator can then introduce the
discussion to an option called the Alternative Learning Modules (ADMs). ADMs are originally
developed to address the issue of access to basic education, giving opportunities for school-aged
children to still go to school in spite of challenging situations like distance of school or engagement
in livelihood activities. But ADMs can also be used for education continuity during periods of
disasters where schools are placed in challenging situations like limited number of classrooms,
teachers and learning materials as well as the disruption in the school calendar. Still some
students need to help their parents to augment the family’s income during emergencies.

However, the ADMs are different from the Alternative Learning Systems or ALS. The main
difference is that students who use ADMs are considered in-school and are actually given a
Learner’s Reference Number (LRN) while students who are enrolled in ALS are out-of-school.

In the end, ADMs in emergencies address the same issues that they address during normal times,
but are made more pronounced during periods of disasters and emergencies.

3. Abstraction/Discussion

2
Detailed discussion of each ADM will be done through a ‘World Café Format’ There will be three
(3) cafes (situated apart from each other in the session hall) assigned with the different ADMs
namely:

 Modified in-school, off-school approach or MISOSA


 Enhanced instructional management by parents, community and teachers (e-IMPACT)
 Open high-school program

Each café will be assigned with a barrista (learning facilitator/resource) who will discuss the
assigned ADM in his/her café to his/her customers (learners). Each barrista will be provided with
materials to be able to discuss the assigned ADM effectively. But the manner or process of
discussion will be flexible.

Clients/learners will be requested to go to whichever café they want to go first. Each café session
can last a maximum of 15 minutes, including questions from clients /learners. After 15 minutes, a
bell will ring to signal the clients/learners to transfer to another café. The process will repeat until
all the clients/learners have been to all the four cafes.

After the participants have finished touring the world cafés, they will all go back to their seats.
Once they are all seated, the facilitator will ask the participants to look under their seats and check
if there are special marks. Those who were seated in chairs with special marks have to make a
sales pitch of their favorite ADM café.

4. Application

After the participants have completed their World Café Tour, they will be requested to go back to
their original group. Working as group, they will be asked to come up with an emergency situation,
laying down the situation in a particular school and recommend for the use of one ADM. They will
be requested to give some details/implementation plan of their chosen ADM (15 mins).

V. Key Learnings

In this module, the participants learned that:

 Disasters change the normal situation in the schools and they become abnormal. Despite
this, DepEd is mandated to provide continuity of learning even under challenging
circumstances.
 During disasters or emergencies, schools usually face problems like limited classrooms,
limited teachers, limited furniture and teaching and learning materials. To address this,
Alternative Delivery Modes or ADMs are designed. Depending on the situation during
emergency, teachers and school heads can choose the appropriate ADM.
 MISOSA and e-IMPACT are for elementary schools pupils while the Open Higschool
Program is for secondary students
 Schools which are not using these ADMs normally may use them until the situation in the
school goes back to normal.
 The Division and regional offices of DepEd support the schools in implementing ADMs.

3
VI. References

DepEd Order No. 54 Series 2012. Department of Education

Press Release, Department of Education. 29 March 2012

Evaluation of Alternative Delivery Modes, UNICEF Philippines. 2012

Resource Packs on E-Impact and MISOSA, Department of Education

Open HIghschool Program Manual. Department of Education. 2008

Common questions

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The objectives of ADMs align with the challenges faced during emergencies by providing frameworks that allow education to continue despite inadequate resources and disrupted schedules. ADMs are designed to ensure access to basic education and accommodate the constraints of emergency settings, such as insufficient teaching staff and resources, by offering flexible learning options like MISOSA for elementary and Open High School for secondary levels .

ADMs address issues related to limited educational resources by providing flexible learning approaches that can function with minimal physical infrastructure. For example, MISOSA and e-IMPACT use community and parental involvement to support educational activities, while the Open High School program reduces the need for physical classroom space by adopting non-traditional teaching modes. These strategies help maximize available resources during natural disasters .

The World Café format facilitates the understanding and implementation of ADMs by allowing participants to engage with different ADM models in a dynamic and interactive environment. Participants move between 'cafes' where each ADM is discussed, promoting active engagement and diverse perspectives through flexible, informal presentations by facilitators. This method enables participants to synthesize information collectively and understand how each ADM could be applied to their context .

During disasters, schools often face challenges such as limited classrooms, limited teachers, and a shortage of furniture and teaching materials. These issues disrupt normal schooling and make it necessary to implement Alternative Delivery Modes (ADMs) to ensure educational continuity .

Schools can adopt strategies such as conducting needs assessments to determine the most pressing resource gaps and tailor their ADM choice accordingly. They could implement MISOSA to utilize community resources, adopt e-IMPACT to engage parents and local stakeholders actively, or choose the Open High School program for older students needing flexibility. Schools should also plan for logistical aspects, training teachers, and preparing materials to ensure effective delivery .

Implementing ADMs in disaster-prone regions can lead to long-term benefits such as increased resilience in the education sector, greater adaptability to changing conditions, and improved access to education for marginalized communities. By institutionalizing ADM practices, regions become better equipped to maintain educational continuity during future crises, potentially narrowing educational inequities and fostering sustainable learning environments despite ongoing challenges .

The division and regional offices of the Department of Education play a critical supportive role by providing resources and institutional backing to schools for the effective implementation of ADMs. This support is essential for overcoming logistical challenges and ensuring that schools can adapt the ADM framework to suit their specific needs during crises, thereby facilitating continuous learning amidst emergencies .

The ADM framework enhances educational access during emergencies by offering flexible, context-sensitive models that mitigate disruptions in traditional schooling. Unlike conventional systems that rely heavily on infrastructure and resources, ADMs such as MISOSA and e-IMPACT leverage community and parental roles to continue educational activities. This adaptability ensures that learning opportunities remain available and equitable, even when traditional schools are unable to operate at full capacity .

The key difference between ADMs and ALS is that students in ADMs are considered in-school and maintain an official Learner's Reference Number (LRN), while students in ALS are typically out-of-school. This distinction is important during emergencies because ADMs ensure that students continue their education as officially enrolled pupils despite disruptions, maintaining continuity and formal recognition of their educational progress .

Essential components for effectively preparing and facilitating a session using ADMs include detailed preparation of materials like puzzle pieces depicting different classroom scenarios, ADM manuals, and small group facilitation guides. Additionally, the session hall must be organized to support interactive group discussions, incorporating elements such as café setups for exploring different ADM models. Trained facilitators, acting as barristas, play a crucial role in guiding discussions and engaging participants .

1 MODULE ____. ALTERNATIVE DELIVERY MODES (ADMs) I. Objectives At the end of this module, participants should be ab
2 2. Processing (10 minutes) Once the puzzle pieces are put together, the facilitator/resource person will ask the foll
3 Detailed discussion of each ADM will be done through a ‘World Café Format’ There will be three (3) cafes (situated apar
4 VI. References DepEd Order No. 54 Series 2012. Department of Education Press Release, Department of Education. 29

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