Tuesday, January 13, 2009

eSkwela a la Carte: Recipe of a Three-Year old Project



One Sunday afternoon, I was thrilled to write something about eSkwela Project after aimlessly drifting from one television channel to another and finally tuning into a daily cooking show. You are wrong if you think that dabbling into creative writing is one of my New Year’s resolutions. I was just ecstatic to look back and realize that so many things have happened. I did not notice that months have passed until Christmas and New Year were there to celebrate.

First, eSkwela is turning three, and needless to say, part and parcel of the development process are the inevitable birth pains and satisfactory returns. Second, we have conducted pioneering events on the promotion of ICT and its development - the Content Development Conference and the ICT camp. Third, we have additional centers and we are getting into the system of streamlining our operations. We also had a creamer to top everything that we have done - a Certificate of Commendation awarded by no less than UNESCO!

Implementing the project is no walk in the park for we have stumbled upon challenges and constraints, but we have surmounted them in the end. We are just thankful that we have satisfying end results to set off our shortcomings. And looking at how eSkwela is working right now, I can say that it is one great dish to offer. What makes a good dish, though, are the ingredients contained therein, and these are the reasons why eSkwela turned out to be as valued as it is today.

• Proper delegation of tasks

eSkwela is not a one-man project. Tasks are properly delegated among our team members as well as external partners, allowing our project team to be flexible and not get bogged down in the minutiae. Our team members are distributed among our four units (Content Development, Monitoring and Evaluation, Instructional Model and Technical) according to his or her competency. However, each individual is not confined to a specific unit; one can be tapped by another when cases are called upon.

• Competent staff

As the literature says, an organization’s best asset is its people. An organization performs well if its members can effectively assemble and collaborate. In addition, there is wisdom, which touches upon the experiences of individuals. The quality and depth of knowledge provides diversity within the team. But more than the competency, every member of the team is willing to learn and explore new ways of doing things, is not easily discouraged by obstacles, and has the heart for the project.


• Smooth group dynamics

We are a pool of different personalities; each has his/her own unique traits and eccentricities. It is an individual’s recognition of his or her personal values that makes us work professionally. Also bringing the project together is the bond that exists between our own personal values and the over-all goals of the project.

• Guidance from expert consultants

Seeking guidance and recommendation from expert consultants does not lessen our sense of ownership to the project. It only increases our confidence for we know that we are treading the right path.

• Good working relationship with partner agencies

Aside from having a highly satisfying rapport with our expert consultants, we also have a harmonious relationship with our partner agencies. Working hand-in-hand with other agencies, we acknowledge as well as take in different but interdependent contributions.

• Dedicated and collaborative site implementers

Consider us lucky to have site implementers who have an equal burning passion to make the project a success. Our site implementers whose enthusiasm to leverage the condition of the underserved sector of the society are always present. Our field partners are known for their untiring efforts to collaborate with us in mutual aim of continuously improving each of our units for the sake of our end users. Our interdependency is clearly understood and managed because of constant communication and active collaboration with one another.

• Reflective and up-to-date monitoring and evaluation

It may sound simple enough, but there are risks that are “insignificant” at the beginning of the project that becomes “catastrophic” due to neglect. Capturing all risk in a risk register ensures – at the very least- there is a record of it and it will not be lost. Furthermore, by documenting everything, references are readily available for any disputes.

As practice, the team regularly conducts postmortem meetings to hash out any issues, improving production support as well as the project processes. Issues that caused any delays or restructuring of project focus and in implementation as well as “morning after” support problems are always collected. These are used to analyze procedures for improvement, and are not regarded as opportunities for personal criticism.

• Capability building approach supports the eQuality program of CICT

Taking into account different perspectives, both internal and external, our capability building approach is one of our project’s great achievements. In addition, we take into consideration the dynamics between and among our project components. Capability building is the heart of our project performance. By harnessing our capabilities, we overcome constraints that can hamper our targets. Likewise, we grab opportunities that can accelerate our development plans.

• Participatory approach in all activities and decision-making

The management team values its stakeholders as one of the major key players in the development of the project. It is always a must that our stakeholders are provided with updates about our milestones and that their expectations are being met. The design of our processes is open to those who are directly affected, giving them the chance to speak out about possible effects. In return, we pass on to them the sense of ownership and accountability for the project.


The development of our project is a process of trial and error, of not being afraid to innovate. Just like a cooking session its a process of mixing and blending; of trying something new to twist the traditional concoction. We do not have the right amount of ingredients at the very beginning. We just have a goal to finish at the end --- to serve you a bigger and better eSkwela Project.

Monday, October 20, 2008

eSkwela ICT camp



I have always been interested in the use of information and communications technology (ICT) for teaching and learning. I have always believed in its potential to make learning more relevant, innovative, fun and exciting for learners.

I'm glad that through the eSkwela project I have been able to organize an activity where ICT can be used creatively and innovatively. It is somehow reminiscent of my old job, and of the activities that I used to do there. We're trying to do a similar activity, but in a much smaller scale. Nonetheless, I hope it will be as fun and exciting.

The eSkwela project targets the use of ICT for creating projects in the form of desktop publications, websites, videos, photo albums, etc. It is part of eSkwela's overall pedagogical approach of teaching and learning. At the ICT camp, participating learners and instructional managers from the eSkwela centers will be trained in the effective use of computers, the Internet and open source software as tools for learning, design and collaboration. At the ICT camp, participants will be studying e-Learning modules and deepen their learning through the creation of ICT-based projects.

For more information about the ICT camp, you may visit http://ictcamp.eskwelatraining.info.

For more information about the eSkwela project, you may visit http://eskwela.wikispaces.com.


Sunday, October 12, 2008

Kwelang eSkwela in Bulacan

Located on the second floor of Muzon public market in San Jose del Monte City, Bulacan is a spacious, air-conditioned room, which, during weekdays, is filled with youths and adults. The room can pass off as a big internet cafe sans noisy multiplayer video game users for computer stations are all lined up against the wall. On the wall in front are pictures, news letter cutouts and a calendar, all these typical of a backside of a regular classroom. The room is, in fact, a classroom, catering up to 20 learners every day. It is not a computer class, though. Learners here learn about math, science, communication, and other topics offered by any regular school – using a computer.

Self paced learning

Forty eight year old Rodolfo Robo sits between two male young learners, both of whom can pass off as his children. After studying a module on food preparation – one of the many modules that can be easily accessed by learners on their computers - Robo answered a post test, probing what he learned after an hour or so of self-paced learning. Instructional manager Czarina Borromeo, seated on her own computer station, checks her learners’ tests, including Robo’s, after they finish. Borromeo then tells Robo how he’s faring in the test, as well as his errors, even in spelling.

Back to school

A tanod head, Robo decided to enroll in the said class to refresh what he has learned in school. As a barangay officer, Robo actually encourages out-of-school youths and adults in his commpunity to enroll in eSkwela. Robo said that it is never too late to finish one’s studies. His classmates Emily Mallari, 31, Flordeliza Dabuet, 36, and Sherilyn Guantero, 20, do agree. Mallari and Dabuet both dropped out of high school. Guantero, on the other hand, only finished fourth grade. For these women, even with marriage and children, enrolling in eSkwela can help them achieve their goals, such as obtaining a diploma, getting into college, and as simple as helping their school aged kids with their homeworks.