Project 6B: Bawat Batang Bicolano

Bihasang Bumasa at Bumilang

A Multi-Stakeholder Approach

Maria Cristina G. Baroso, Project Development Officer IV

Introduction
The project is pursuant to Republic Act No. 9418 or An Act Institutionalizing a
Strategy for Rural Development, Strengthening Volunteerism and for other
Purpose. Section 2 states that it shall be the policy of the State to promote
participation of the various sectors of the Filipino society, and as necessary,
international and foreign volunteer organizations in public and civic affairs and
adopt and strengthen understanding.

DepEd Region V manifests its strong commitment and support to RDC

Memorandum No. 04-2023 dated December 6, 2023, entitled Adopting
Volunteerism as a Development Strategy in Bicol Region. To institutionalize this
RDC Memorandum, DepEd Region V released the RM No. 026, dated Jan 8, 2024.
The Project is incorporated in the Regional Education Development
Plan (REDP) of DepEd Region V for 2023- 2028 as part of its key
strategic priorities for quality teaching and learning and enabling
environment and governance, capitalizing on the partnership
engagement of key stakeholders and volunteers for improving
literacy and numeracy.
The effect of the pandemic in the education sector reported by
World Bank in 2021 estimates that the global learning poverty –
defined as “the percentage of children who are unable to read and
understand a simple text by age 10” increased from about 53% to
approximately 63% since the beginning of the pandemic.
Results of international assessments revealed that there is a
need to strengthen reading proficiency and nurture a culture
of reading, which is a requisite skill in all content areas.
The DepEd Region 5 prioritized Learning Recovery to:
a. Ensure that this generation of learners does not suffer a
disadvantage in comparison to past and future generations;
b. Ensure that this cohorts of learners fully recovers learning lost
during the pandemic;
c. Prioritize remedial or accelerated education approaches to address
challenges and get all learners to grade-level proficiency; and
d. Invest appropriate resources, minimize drop-out rates, mitigate
the potential downstream in the economic and labor market and
address the social impact of learning losses.
DepEd Region V Innovative Practices
The implementation of the volunteer teacher program
supported the implementation of Brigada Pagbasa, an
initiative of the World Vision Development Program. This is
an after-school reading program that envisions to bring
together DepEd partners, experts, change makers, policy
makers, and other stakeholders across all sectors from
international and local agencies and organizations in the
public and private sectors to form collaborations to help all
learners read and become functionally literate.
 The Volunteer Teacher Program
In 2021, with the Brigada Pagbasa implementation, DepEd
RO V started with a Call for Volunteer Teachers who may
be community professionals, teacher applicants/education
graduates, community officials, SPTA officials and others.

Volunteer teacher-applicants may be awarded with

certificates for teaching experience corresponding to the
duration of their service.
Profile of Volunteer Teachers
Partners Volunteers
Community and LGUs Community Professionals
Retired Teachers
Teacher Applicants*
Education Graduates
Teacher Education College Education
Institutions (TEIs) students
International Volunteer teachers
Organizations and CSOs (professional teachers*)
Types of volunteer services :
1)Volunteer Teaching Assistant– supports the day-
to-day activities in the schools, and
2)Volunteer Tutor – support the intensive remedial
reading and numeracy instruction to identified and
targeted learner recipients, may be done after
school or during weekends in strategic
community spaces/locations.
Volunteer Teacher Registration Link

http://tinyurl.com/Batch2Vol
Teachers-RegLink
The Student Teacher Volunteer Program
Student Teacher Volunteers

This year, this initiative will be expanded to all

divisions in Bicol Region to intensify
volunteerism and stakeholders’ support to
literacy and numeracy interventions.
Partner Teacher Education Institutions (TEIs) with signed
Memorandum of Agreement (MOA) with DepEd Region V
# Name of TEIs
1 Bicol University (Legazpi City)
2 University of Sto. Tomas - Legazpi (UST-L)
3 University of Northeastern Philippines (Iriga)
4 University of Saint Anthony (USANT – Iriga)
5 Naga College Foundation
Division of Albay
6 Daraga Community College, Daraga, Albay
7 Oas Community College
8 San Jose Community College
9 Rapu Rapu Community College
10 Libon Community College
Partner Teacher Education Institutions (TEIs) with signed
Memorandum of Agreement (MOA) with DepEd Region V

Division of Camarines Sur

11 Gov. Mariano Villafuerte Community College
12 Partido State University
13 Felix Alfelor Sr. Memorial College Inc.
14 Central Bicol State University of Agriculture
15 Calabanga Community College
16 Goa Community College
17 Caramoan Community College
18 Baao Community College
Division of Camarines Norte
19 Sta. Elena College, Inc
20 Lyceum of St. Dominic Incorporated
Partner Teacher Education Institutions (TEIs) with signed
Memorandum of Agreement (MOA) with DepEd Region V
Division of Catanduanes
21 Catanduanes State University
22 Catanduanes Colleges, Inc.
23 Christian Polytechnic Institute of Catanduanes, Inc.
Division of Sorsogon City

24 Sorsogon State University

25 Aemilianum College
26 Bicol Merchant Marine College, Inc
27 St. Louise de Marillac College of Sorsogon
28 The Lewis College
29 Annunciation College of Bacon Sorsogon Unit
Partner Teacher Education Institutions (TEIs) with signed
Memorandum of Agreement (MOA) with DepEd Region V
Division of Tabaco City
30 Daniel B. Pena Memorial College Foundation, Inc.
31 Dr. Carlos S. Lanting College
32 Amando Cope College
33 Polytechnic Institute of Tabaco
34 Perpetual College
Division of Masbate Province
35 Liceo de Masbate, Inc.
Dr. Emilio B. Espinosa, Sr. Memorial State College of Agriculture
36 and Technology
37 Cataingan Community College
38 Aroroy Community College
Partner Teacher Education Institutions (TEIs) with signed
Memorandum of Agreement (MOA) with DepEd Region V
Division of Masbate City
39 Osmena Colleges, Inc., Masbate City
Division of Ligao City
40 Ligao Community College
 Total Registered
Total Registered
Volunteer
Volunteer TOTAL
Teachers
Teachers
(2nd Batch) as of 19
Division As of Jan 15 (First Batch)
Feb 2024, 8 am
Albay 272 421 693
Camarines Norte 123 368 491
Camarines Sur 172 515 687
Catanduanes 82 328 410
Masbate Province 147 655 802
Sorsogon Province 266 636 902
Iriga City 45 92 138
Naga City 14 4 18
Ligao City 44 37 81
Legazpi City 39 72 111
Tabaco City 24 136 160
Sorsogon City 89 195 284
Masbate City 70 388 458
TOTAL 1,387 3,847 5,235
Establishment of reading spaces and library
facility for improving literacy and
numeracy
Community Resource and Recovery
Center for Technology and Literacy

This is another innovative practice initiated by DepEd Bicol

dubbed as Project CORReCT that would support learning
recovery of elementary and secondary students by
providing them access to digital education resources within
their barangays equipped with computers and/or laptops.
This needs strong support of LGUs for institutionalization
and funding.
Free tutorial program and literacy sessions may be carried-
out by the community professionals and volunteers will
incorporate reading enrichment activities for learners.
The Project 6B – Bawat Batang Bicolano Bihasang
Bumasa at Bumilang: A Multi-Stakeholder Approach in
Improving Literacy and Numeracy
The United Nations Educational, Scientific and Cultural
Organization (UNESCO) published their Multi-stakeholder
Approaches to Education for Sustainable Development in Local
Communities: Towards Achieving the SDGs in Asia. They spotlighted
multi-stakeholder approaches facilitative collaborative and
transformative learning in order to affect change for sustainability.
They demonstrate how education and learning
coupled with multi-stakeholder engagement can
effectively drive community action to tackle
sustainable development at the local level and
towards achieving the global goals.
Innovative Aspects of the Program
1. Developing students’ responsibility and capacity – developing students’
civic responsibility and capacities for improving literacy and numeracy skills of
learners in the public schools.
2. Creating a network where Teacher Education Institutions (TEIs) complement with
the goals and directions of the Basic Education Institutions and key partners are
updated and well-engaged in the implementation of the Program.
3. Exposing student volunteers to real-life learning experiences and
scenarios which would further enrich and inspire them as future teachers and
facilitate smooth transition and familiarization of programs in basic education.
4. Increasing awareness and capacity of incoming teachers through the volunteer
program for teacher applicants.
5. Partnership with the DOLE 5 for the Government Internship Program where
qualified volunteer teachers will be provided with allowance/stipend, accident
insurance and Certificate of Completion from DOLE Regional Office.
 THE PROJECT 6B FRAMEWORK
Monitoring and Evaluation

-Profiling and Regional Schools Promoted and

Division Office sustained
Selection of Office culture of
learners
needing literacy and
remedial numeracy
reading and Awareness Raising Accessibility of Strengthened
numeracy and Capacity Building reading resources School
instruction Programs on Literacy and establishment Community
(base on and Numeracy of reading facilities
existing
Literacy and
assessments) Numeracy
Promoting Networking partners Programs
-Baseline data volunteerism for for supporting
teaching literacy and literacy and Increased
-Database of numeracy numeracy partners’
Volunteer support to
Teachers literacy and
Partners and Schools
-Research
numeracy
volunteers
Findings

Note: Modified and Adopted from Project 3 Bs: Improved Learners’ Literacy
Bawat Bata Bumabasa Initiative and Numeracy
Implementation Framework, DM 173 s. 2019

Reading Theories, Researches and Practices

DEPARTMENT OF EDUCATION 25
 The school head of the receiving elementary school shall:
a. officially receive and orient the volunteer teacher;
b. ensure that all volunteer teachers accomplish the Volunteer Teacher
Agreement Form, and submit a copy to the Division Office for
approval;
c. identify the class where the teacher-volunteer will serve and
coordinate with teacher-adviser for proper disposition;
d. regularly monitor the performance of the volunteer-teacher in
consultation with the teacher-adviser;
e. ensure the availability and accessibility of support and resources
that are needed by the teacher-volunteer;
f. provide technical assistance whenever possible; and
g. submit feedback/report of the teacher-volunteer’s performance when
needed.
 The volunteer-teacher shall:
a. accomplish the Volunteer Teacher Agreement Form;
b. work closely with the teacher-adviser throughout the implementation
of the intervention program;
c. regularly confer with the teacher-adviser to ensure that the
intervention activities are synchronized with the literacy and
numeracy intervention goals and objectives;
d. discuss with the teacher-adviser the learning resource materials that
need to be accomplished by the learners during the intervention
class to determine what specific assistance the teacher-volunteer can
extend;
 The volunteer-teacher shall:
e. coordinate with the teacher-adviser on the learners’
performance and observable behavior;
f. specifically, before the conduct of the intervention class,
the teacher-volunteer shall: help the teacher-adviser set the
mood of the pupils in preparation for the activity like singing
songs, playing games, etc, assist the teacher-adviser in the
distribution of learning materials to the pupils, and help the
teacher-adviser in ensuring that pupils follow instructions
and perform their assigned for the duration of the activity;
 The volunteer-teacher shall:
g. during the actual conduct of the intervention class, the teacher-volunteer shall
assist the teacher-adviser in responding to pupils’ queries, when necessary, give
warm-up activities in-between learning tasks when necessary, and act on
opportunities for incidental learning; and

h. after the intervention class, the teacher-volunteer shall: make

marginal notes in the learning material for improvement/enrichment,
to assist the teacher-adviser; list pupils’ observable strengths and
weaknesses and submit the same to the teacher-adviser; help the
teacher-adviser organize learning group of individuals (slow with fast
learners) for differentiated instruction, if necessary; provide tutoring
activities to learners when requested and in close supervision of the
teacher-adviser; and help teacher-adviser in the conduct of assessment
of learners.
 The Volunteer-Teacher Agreement Form
The volunteer-teacher hereby agrees to render his/her
services, as part of the DepEd Region V targets to improve
the literacy and numeracy skills of Bicolano learners, to
(Name of School) in a volunteer capacity. The volunteer
teacher understands that no compensation of any kind will
be given in exchange for these services and that no
employee-employer relationship shall arise therefrom.
 The Volunteer-Teacher Agreement Form
The volunteer-teacher hereby agrees to render his/her
services, as part of the DepEd Region V targets to improve
the literacy and numeracy skills of Bicolano learners, to
(Name of School) in a volunteer capacity. The volunteer
teacher understands that no compensation of any kind will
be given in exchange for these services and that no
employee-employer relationship shall arise therefrom.
 The Volunteer-Teacher Agreement Form
The volunteer teacher must be able to complete at
least 2 hours per day or 10 hours a week from the
execution of this agreement. The volunteer further
agrees to monitor their work hours through the
volunteer-teacher’s logbook to be monitored by the
School Head at the end of each month.
The program will run from January to July 2024.
 The Volunteer-Teacher Agreement Form
The volunteer agrees to undergo all necessary capacity
development activities to perform their duties and that
he/she will be engaged to assist regular teachers in the
implementation of Brigada Pagbasa and other reading
programs/interventions, preferably within school hours only,
or if done during weekends, only in the designated
community learning centers/reading spaces/libraries
identified by the school in coordination with the local
government units (LGUs).
 The Volunteer-Teacher Agreement Form
The volunteer agrees to abide by the Child Protection
Policy, and other rules, regulations, orders and
requests as provided in DepEd Orders, Memoranda
and other official issuances, as well as those
promulgated by the Civil Service Commission.
Failure to do so may result in the termination of this
agreement.
 The Volunteer-Teacher Agreement Form
The volunteer agrees to abide by the Child Protection
Policy, and other rules, regulations, orders and
requests as provided in DepEd Orders, Memoranda
and other official issuances, as well as those
promulgated by the Civil Service Commission.
Failure to do so may result in the termination of this
agreement.
 The Session Guides to be used by the
volunteers:
1. Literacy and Numeracy Worksheets used during
the 8th Week Curriculum which are focused on
the elements of Effective Reading Instruction.
2. Numeracy catch-up sessions by World Vision
may be used for enrichment activities
3. Localized literacy and numeracy session guides
Implementation Phases

First Phase: Second Phase: Fourth Phase:

Concept and Third Phase:
Launching and
Program
Program Design Monitoring
Program Sustainability and
Presentation and and Evaluation
Finalization Implementation Strengthening

Program Sustainability
Regional Coordination MOA Signing, Volunteer’s Creation of Division M&E through
Conference, Review of Convention, Capacity for the Program, Conduct Ordinances/Resolutions
MOA with Partners, Building, Profiling and of Monitoring and with the LGUs and the
Program inception Selection of learners, Pre- Evaluation, Post Test Review of MOA
Test
 School/Division Management Process for
Project 6B
-Call for
Volunteers
Program
-Updating of
Launching and
volunteer Identification of
Call for Support Program Monitoring and Reporting of
teacher class and learner
from Partners Implementation evaluation Results
database recipients
and
Stakeholders Orientation and
Capacity
Building
 Partner TEIs Management Process for Project
6B
Submission of
Volunteer Teacher Deployment of
Program -Updating of Agreement Form Volunteer Student
Launching and volunteer teacher signed by the Teachers to Monitoring and Reporting of
Call for Support database volunteers and TEI schools evaluation Results
from Volunteer Orientation and Authorities to
Student Teachers DepEd Division Program
Capacity Building
Office Program Implementation
Coordinators
 Schedule of Activities

Activities Timeline Responsible Remarks

Issuance of Regional Memorandum September 2023 ESSD- SPPS

Regional Coordination and Presentation of MOA November 6, 2023 ESSD-SPPS

with Partners and the Program Implementers ROV-CLMD

Call for Volunteers October to November ESSD-SPPS/Division

2023 Coordinators/Schools
Launching and Orientation to Volunteer Teachers November 2023 to ESSD-SPPS Face to face
and Student Teachers January 2024 CLMD, Division
MOA Signing, Conduct of Pre-Test Coordinators and
Schools
Updating of Database of Volunteers January 2024 RO, SDOs, Schools http://
tinyurl.com/
DepEd5TeacherA
greementForm
Start of Implementation January to June 2024 Schools
Capacity Building Activities
Project Monitoring and Reporting April to June 2024 Regional and Division
Conduct of Post – Test MET and ESSD- SPPS

Selection and Awarding of Most Effective Project June 18, 2024 Regional and Division
6B Initiative (School and Division Level) MET and ESSD- SPPS,
Partners
Capacity Building Program for Volunteer Teachers

For further information, all may refer to DepEd Memorandum No.

173, s. 2019 Or the Hamon: Bawat Bata Bumabasa (3Bs) initiative.
All available resources and materials may be uploaded through this
link:
https://drive.google.com/drive/folders/1c2AFAiE2g_oRaB3hn14j85f
6iEZN-Vk1?usp=drive_link
PROJECT 6B VOLUNTEER TEACHERS’ RESOURCES KIT
The school, depending on their need and context shall initiate
remedial reading that will be carried out by the volunteer
teachers/student volunteers.
Monitoring and Evaluation
The Monitoring of the Project will be done from April to
June 2024 for implementing schools which means,
schools with volunteer teachers and/or student
volunteers. The Project evaluation will be done by the end
of the school year upon the consolidation of the reports
from the schools. The data to be generated will be finalized
by the Division M&E Teams and partners.
For the Regional Office, the Regional Monitoring and
Evaluation Team will be organized for this purpose.
Significant Results of the Project

As part of continuing interventions, DepEd Region V started to implement a reading program dubbed as
Brigada Pagbasa which was introduced by the World Vision Development Foundation. The strategy started
with a call for volunteers.
From June to October 15, 2022, the reading initiative was able to benefit about 394,257 learners or 21.8%
of the total 1.8 million enrolled learners for all sectors for SY 2022-2023. Noteworthy accomplishments
were recorded to include the following: reduction of 4,332 or 16.59% of 26,106 pre-tested learners who
cannot read any letter. Increase of 4,107 learners or 6.2% of 65,721 who can read and understand a story
with 2-3 questions answered correctly after the Program, and an increase of 30,979, totaling to 82, 676
learners or 159% from the 51, 697 (learners at the start of the Program) who can read and understand local
materials with 2-3 questions.
Just like the previous years, outstanding volunteers shall
be recognized at the end of the school year. They will be
nominated to participate in the 2023 Search for
Outstanding Volunteers which is being held by NEDA.
PROJECT 6B PROGRAM COORDINATORS AND TECHNICAL OVERSIGHT
No one is useless in this world
who lightens the burdens of
another.
-Charles Dickens