HOW WE CAN WORK TOGETHER
LUZON
Now that we have stable centers to model from, we
are looking for local partners, such as local govern-
ment units, non-government organizations, civic
groups, and schools that are willing to work with us
in bringing ICT-supported quality education to the
Filipino people.
Those who are interested in setting up an eSkwela
Center in your community may contact the Project
Management Office or log on
ht tp ://a lse Skwe la.n ing.com for more details.
P R O C E S S F L O W F O R C E NT E R S E T - U P
1. Contact the CICT eSkwela Project Team or the
designated eSkwela Regional Coordinator.
2. Download, fill up, and submit the eSkwela Ap-
plication Form.
3. CICT assesses the Application Form and com-
municates with the designated point person.
4. CICT conducts social mobilization activities (i.e.
meeting with major community stakeholders).
5. Site-specific activities:
• Formation of the local Steering Committee
and conduct of meeting to discuss partner-
ship parameters that will be reflected on
the MOA.
• Legal documents are drafted.
• Detailed check of infrastructure set-up.
• Community selects designated site person-
nel based on required roles and competen-
cies.
• Conduct of personnel training, if needed.
6. Community conducts learner-enrollment proc-
ess.
7. Personnel prepare the Center including the
Learning Management System.
8. Community launches the Center.
9. Community operates the Center and ensures
its sustainability - CICT conducts regular moni-
toring and evaluation activities.
eSkwela Centers MEET FLORDELIZA DABUET, 36, A
WIFE AND MOTHER FROM BULACAN.
1. Roces, Quezon City (pilot)
2. City of San Jose del Monte, Bulacan (pilot)
3. Laoag City, Ilocos Norte
4. San Fernando City, La Union At 14, she dropped
5. PhilCeC - Tublay, Benguet
6. PhilCeC - Alfonsolista, Ifugao out of school, citing
7. SOSCFI, Baguio City
8. PILCD, Benguet lack of family fi-
9. Pangapisan, Alaminos
10. Popantay, Alaminos nances as her rea-
11. Lucap, Alaminos
12. San Vicente, Alaminos son. Flordeliza
13. Cayucay, Alaminos
eventually got mar-
14. Polo, Alaminos
to 15. Balayang, Alaminos
16. Landoc, Alaminos
ried and had chil-
17. PhilCeC - Jaen, Nueva Ecija dren, all of whom
18. PhilCeC - Gapan, Nueva Ecija
19. PhilCeC - Solano HS, Nueva Vizcaya are now of school-
20. Kalumpang, Marikina City
21. St. Andrew’s School, Paranaque City age. She successfully balanced running a house-
22. Loyola Heights, Quezon City
23. Holy Trinity Parish, Quezon City hold with her husband, raising her brood of
24. ZOTO, Navotas
25. Pitogo, Makati three, and operating a small home-based busi-
26. Trust in the Lord Foundation, Las Piñas
27. PhilCeC - Rodriguez, Rizal
ness with going to an eSkwela Center near her
28. PhilCeC - Liliw, Laguna place, to finish her basic education in order to, in
29. MISO, Sta. Cruz, Laguna
30. Calapan City, Oriental Mindoro her own words, “make something of herself.”
31. Boac, Marinduque
32. San Fernando, Camarines Sur
33. Donsol, Sorsogon
34. Sorsogon City
Flordeliza said: “I knew I had to do this for myself
35. Banuyo, Pilar, Sorsogon
36. Aquinas University, Legazpi City
– my eldest child is 15, and graduating high
37. PhilCeC - Cuyo, Palawan school soon. I want my kids to be able to say that
VISAYAS
1. Cebu City (pilot) their mother has a diploma, even a high school
2. La Carlota City, Negros Occidental
3. Tanauan, Leyte one, so that we won’t be looked down upon – so
4. Ormoc City, Leyte
5. Margen Elem Sch, Ormoc that nobody can be snide and say, ‘Well, your
6. Lilioan NHS, Ormoc
mother didn’t even graduate high school.’ And it
7. Bagong Buhay Elem Sch, Ormoc
8. Can-Adieng Elem Sch, Ormoc
9. Mabolo, Cebu City
gives me confidence – even now, as a student, I
10. Bohol Crisis Intervention Center, Tagbilaran City have knowledge that I can use in conversations,
11. Silay City
MINDANAO with anyone, anywhere.” [2008]
1. Cagayan de Oro City (pilot)
2. NCC-FOO, Zamboanga City
3. Siay, Zamboanga Sibugay
“Many of them have never even touched a
4. Pagadian City, Zamboanga del Sur
5. PhilCeC - Brgy. Danlugan, Pagadian City computer before. Many of them had given
6. PhilCeC - Dumalinao, Zamboanga del Sur up on ever coming back to school again.
7. Ipil, Zamoboanga del Sur (STII)
8. PhilCeC - Maitum, Sarangani Province Many of them have abandoned their
9. Oroquieta City, Misamis Occidental dreams. To say that they’re excited about
10. Asuncion, Davao del Norte ICT-SUPPORTED
11. Davao City ALTERNATIVE LEARNING SYSTEM
going back to school again – and on com-
12. Digos City, Davao del Sur FOR OUT-OF-SCHOOL YOUTH AND ADULTS puters, at that - is putting it mildly.”
13. PhilCeC - Kidapawan City
14. Sultan Kudarat 2nd Floor, CICT-NCC Building,
- Vi Aruta, an eSkwela learning facilitator
list as of 04 January 2010 C.P. Garcia Avenue, U.P. Diliman, Quezon City, Philippines
Phone: +63.2. 928 61 05 local 2632
Fax: +63.2.920 7412
E-mail: cict.eskwela@gmail.com
URL: http://alseskwela.ning.com
 “
eSkwela PROJECT
“
C O M M U N I T Y e - L E A R N IN G C E N T E R S F O R
We all know that our formal education institutions only reach a minority of young Filipinos
who should be in school. eSkwela is a perfect platform to go beyond the school system and reach
those who are not in school, or even those beyond Philippine borders.

C O M M U N I T Y I N V O L V E M E NT
Ms. Evangeline Lourdes Arroyo-Bernas, eSkwela Conference 2009

ting-up, managing, and EVIDENCE OF SUCCESS

OUT-OF-SCHOOL YOUTH AND ADULTS financing the centers’
eSkwela is a collabora- operations as well as From a pilot run of four (4) sites in 2006-2007,
The Human Capital Development Group of the tive project, borne of its providing support for there are now 62 sites - by far the largest initiative
Commission on Information and Communications parts – a partnership community-based pro- of its kind in the country.
Technology (CICT-HCDG) partners with the Depart- among CICT-HCDG, De- jects. These include
ment of Education’s Bureau of Alternative Learn- partment of Education- provision of infrastruc- The project currently has 132 of the 283 targeted
ing System (DepEd-BALS) and local communities Bureau of Alternative ture requirements - spe- e-learning A&E modules certified by BALS as well
in establishing community-based e-learning cen- Learning System cifically the space/site, as four (4) e-courses for the Technical Education
ters or eSkwela Centers that provide ICT- (DepEd-BALS), division renovation of the pro- and Skills Development Authority (TESDA) that
supported learning sessions to ALS learners who offices, local government units (LGUs), non- posed space, utilities including Internet connec- cover Horticulture, HVAC-Refrigeration, Automotive
wish to finish their basic education requirements government organizations (NGOs), schools, and tion, electricity and security, and more impor- Servicing, and Bartending.
or to gain relevant life skills for personal growth, civic groups, eSkwela Centers are established tantly, the means to sustain the Center opera-
higher education, or employment. due in most part to the active involvement of the Having served an estimated 3,500 learners since
tions. Local DepEd-ALS Divisions and NGOs come
local communi- 2007, the eSkwela Centers around the country are
in by designating dedicated learning facilitators
The project seeks to harness the powers of ICTs ties. living testimonials to the potentials of ICTs in edu-
and center staff for the learning centers.
in education to broaden access to quality educa- cation. The effects are felt where it matters most:
tional opportunities for out-of-school youth and CICT relies in the marginalized poor, with housewives, with
adults (OSYAs) who would like a new lease on life. heavily on com- the disabled – sectors that have traditionally got-
As a priority set by CICT, the Commission recog- munity stake- ten the short shrift in the one-size-fits-all arena of
nizes the effective use of ICT in educating out-of- holders in the formal education. For its efforts, the project was
school youths and adults as one of the most pow- project by set- cited by UNESCO through a Certificate of Commen-
erful uses of technology for national develop- dation from the ICT in Education Innovation
ment. Awards 2007-2008. It has also been conferred

eSkwela: ang kwelang eskwela! with an Honorable Mention by the 2010 UNESCO
King Hamad bin Isa Al Khalifa Prize for the Use of
At the heart of the eSkwela project is the Instructional Model ICT in Education.
that supports a blended type of project-based learning, which
aims to build a learning environment where learners engage in
activities that encourage them to acquire and apply life skills.
Through module packages composed of interactive module guides
and e-learning modules, facilitators promote self-paced learning
with the appropriate use of various ICT resources and tools for
learning, communication, collaboration, and assessment.

INSTRUCTIONAL MODEL