BOLSTERING LITERACY

LEONOR C. AMATA III

With the aim to bolster partnerships and community participation in improving inclusive literacy in the country, the Department of Education (DepEd) recently conducted the 2018 National Literacy Conference and Awards (NLCA).

Spearheaded by DepEd’s Literacy Coordinating Council (LCC), NLCA served as a venue where implementers of literacy programs and projects can share experiences and where best practices are recogni zed.

According to Secretary Leonor Magtolis Briones, what the Literacy Coordinating Council is doing is “truly a major contribution to national development.” She said the country cannot develop without people who are literate, who are informed, and who know how to respond to problems of development.

Anchored on the theme, “Inclusive Literacy through Integrative and Innovative Partnerships,”the event aspired to showcase and explore valuable practices on partnerships for inclusive literacy, successful partnership approaches for others to replicate, mechanisms for networking and linkages, and policy recommendations related to promoting collaboration for inclusive literacy, and to recognize literacy champions for the 2018 National Literacy Awards (NLA).

Briones also reported the latest efforts of the Department in boosting inclusive literacy such as integrating information and communication technology (ICT) in the school system; enhancing ICT literacy of learners, teachers, and school heads; and augmenting computer requirements in public schools and laptop units for mobile teachers.

The said the DepEd includes new developments like inclusive literacy in ICT. This is truly wonderful because it will speed things up, it will speed up the learning process, and it will enable learners to have access to information not only in the country but also in the rest of the world.

While the Education chief acknowledged the challenges of implementing inclusive literacy, such as population increase, dropout rate, and lack of resources, she commended the increased participation of teachers, students, the community, and partners in the effort to improve literacy for learners with exceptionalities.

Other major interventions to ensure inclusive literacy include training programs for teachers handling learners with various disabilities, enhancement trainings for school heads and supervisors, development of instructional materials for children with disabilities, and implement6ation of early interventions, transition programs, and headstart programs.

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The author is Teacher III at Balucuc Elementary School