Project HELP FLO

Providing FLOs to learners not only can address classroom shortages but also can ensure learners are on track to finish their education level on time.

Although MNHS has been offering FLOs, no framework has been designed to clearly articulate its processes making it difficult to identify areas for improvement.

From SY 2018-23, of the 111 students who dropped out 45 re-enrolled and completed SY 2023-24. However, 52 never came back, 14 re-enrolled but dropped out again and had no record after.

The most common reasons for dropping out were ‘lack of interest’, ‘family problem’, and ‘peer influence’. A timely, well-organized intervention project could have encouraged these 52 students to continue schooling.

LEARNERS

• Lack of interest is heightened due to their circumstances.
• SHS students transferring from other regions need to cope with DepED-CAR offerings

TEACHERS

• Heavy reliance on Self-Learning Modules and activity sheets as a flexible learning option

PARENTS

• Balancing work schedule with conferring with teachers and picking up learning materials. 

BARANGAY OFFICIALS

• Students who have dropped out wait for their friends after classes and cause mischief.

Respond to stakeholder pain points through the adoption of a framework designed to improve the implementation of flexible learning options.

• Capability of teachers and students to learn and use technology.
• Acceptance of the paradigm shift in the delivery of 21st century basic education.
• Teachers’ buy-in with project implementation.

• IT-based teaching software and hardware
• IT application tutors/mentors
• Additional non-teaching personnel.

Source:

Download from internet then customize according to learners’  needs.

Eight key dimensions  will be monitored quarterly to determine at which of the 5 stages of implementation it is at.

A dimension will be determined as ‘successful’ if it has reached ‘Adoption/ Early Implementation at the end of the 2nd quarter and ‘Mature Implementation’ by the 4th quarter.