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COMMUNITY-BASED ENHANCEMENT AND DEVELOPMENT PROGRAM IMPLEMENTATION: GROUNDWORK

FOR POLICY RECOMMENDATION

LEAH ROSE B. PASTOLERO

Abat Elementary School

ABSTRACT

This descriptive-qualitative research determined the implementation of community-based enhancement and development program as groundwork for policy recommendation in 19 barangays remedial reading centers in the Municipality of Mina during the school year 2023-2024. The study found out that community-based program can foster literacy, enhance educational opportunities within communities, and involve partnerships. The result revealed that the program was implemented by determining literacy and numeracy needs, defining objectives and main goal, affecting project management, planning schedule and timeline, using resources wisely, creating volunteer opportunities, and disseminating information. Moreover, non-DepEd volunteers experienced joy on implementing the program. They also experienced providing assistance, creating significant impact, systemizing the program, collaborating with stakeholders and challenging activities.

Keywords: Implementation, Community-Based, Enhancement, Development, Program, Groundwork, Policy Recommendation

INTRODUCTION

One of the main factors that influences students' performance is reading. Reading comprehension and critical thinking are required for most cognitive tasks in the classroom. Students must read before reacting to any particular articles or reading materials. Students need to read everything to make sure it is comprehensive, in-depth, and detailed before they write a paragraph. It is so denying that one of the most important skills that kids should learn is reading comprehension.

In light of this, educators make every effort to help students who fit this description. But observation shows that despite numerous studies by writers, academics, and teacher-researchers, reading is still a challenge today. Some people can read but have trouble understanding what they read, while others can read but struggle with pronunciation, tone, and pauses.

Since reading is essential to modern functioning, such as taking on tasks and obligations in daily activities, it is a crucial ability to develop. Reading also fosters the development of critical thinking since it enables students to do a variety of tasks, including envision, infer, predict, conclude, and draw conclusions. It also gives the student the opportunity to study new things. In a variety of subjects, students will acquire knowledge about the most recent advancements and discoveries by perusing books, publications, and articles from the internet (Anonat, 2011).

Despite the advantages that reading can provide for students and the teachers' efforts in acquiring the aforementioned macro-skill, it continues to be a major issue in the classroom. Still, reading is an issue that affects more people than just language instructors in English and Filipino. It is a shared duty of all educators because reading is utilized in every subject area within the both in the classroom and at school.

Reading can also be extended at home and even in the community. The involvement of parents and other members in the family could help the learners improve their reading abilities if given time and the ones who assist the learner has the capability to do it.

A lot of reading interventions have been done at home and now extended in the community by involving other sectors and people in the community who wanted also to help learners to read.

A lot of community-based remedial programs have been implemented outside the school system that are being initiated by the Local Government Units (LGU) and making use of those who are education graduates and other people in the community who have background in reading.

By doing this, activities that are related in reading are being done in the community by non-DepEd personnel with the desire and commitment to serve and help the education sector.

The ways they implement the community-based remedial reading program are in accordance with their own understanding of the program that resulted to variety of unique experiences and challenges encountered by the non-DepEd implementers.

Those experiences and challenges by the implementers if positively consider are good inputs of a better implementation in the succeeding years.

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