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Mapping Learners' Whereabouts

This document outlines steps for mapping learners' whereabouts in a school community. It involves: 1) Creating a map with learners to identify where they live and environmental barriers to school access. 2) Validating the map with community stakeholders to identify additional children not in school. 3) Triangulating the results and conducting home visits to finalize the list of all children. 4) Presenting the map to stakeholders to gain support for bringing all children to school and updating it annually. The map is then used to plan school improvements and identify areas affecting access.

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symond maglasang
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186 views

Mapping Learners' Whereabouts

This document outlines steps for mapping learners' whereabouts in a school community. It involves: 1) Creating a map with learners to identify where they live and environmental barriers to school access. 2) Validating the map with community stakeholders to identify additional children not in school. 3) Triangulating the results and conducting home visits to finalize the list of all children. 4) Presenting the map to stakeholders to gain support for bringing all children to school and updating it annually. The map is then used to plan school improvements and identify areas affecting access.

Uploaded by

symond maglasang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MAPPING

LE A R N E R S ’
WH E R E A B O U T S
Name a popular landmarks in the
community where your school is
located.
At the end of the session the participants will be able to:

* Describe a Learners’ Whereabouts Map;


* Discuss the guiding principles for mapping the learners’
whereabouts; and,
* Prepare a learners’ whereabouts map.
WHY IS MAPPING LEARNERS’
WHEREABOUTS IMPORTANT IN MG
SCHOOL?
MAPPING LEARNERS’ WHEREABOUTS IS ONE OF THE ACCESS
STRATEGIES TO BE USED BY MG SCHOOLS IN BRINGING ALL IN THE
COMMUNITY TO SCHOOL. SPECIFICALLY, THE PROCESS OF MAPPING
LEARNERS’ WHEREABOUTS INCLUDES IDENTIFYING AND LOCATING
SCHOOL-AGE CHILDREN AND/OR OVERAGE CHILDREN AND
BRINGING THEM TO SCHOOL OR BRINGING THE “SCHOOL” TO THESE
CHILDREN. WHEREABOUTS ALSO INCLUDES DETERMINING THE
PHYSICAL OR ENVIRONMENTAL CHALLENGES AFFECTING CHILDREN
OR LEARNERS IN REMOTE AND/OR DISADVANTAGED COMMUNITIES’
ACCESS TO QUALITY BASIC EDUCATION.
STEPS IN MAPPING LEARNERS’ WHEREABOUT
STEP # 1
MAPPING WITH LEARNERS

• CLASSROOM ACTIVITY, MAKE IT CREATIVE AND FUN


• ASK THEM WHERE THEY LIVE, THEIR CLASSMATES, PLAYMATES, NEIGHBORS
• ASK THE PHYSICAL OR ENVIRONMENTAL BARRIERS GOING TO SCHOOL DIFFICULT
STEP # 2 MAPPING WITH COMMUNITY
• MEET PARTICIPATING COMMUNITY STAKEHOLDERS INCLUDING PARTICIPANTS FROM NEARBY SCHOOLS,
AREAS; PRESENT OBJECTIVES OF THE MEETING

• PRESENT MAP PREPARED WITH LEARNERS, VALIDATE INFORMATION


• ASK PARTICIPANTS FOR ADDITIONAL INFORMATION - CHILDREN NOT YET IN THE MAP (USING “BLACK
DOT”), ADDITIONAL LANDMARKS, DANGER AREAS ETC.

• AFTER MAPPING, COUNT “BLUE DOTS” AND “RED DOTS”


• ASK COMMUNITY MEMBERS FOR ADDITIONAL INFORMATION RE “RED DOT” CHILDREN
STEP # 3 TRIANGULATE MAPPING RESULTS

• CONSOLIDATE FINDINGS FROM MAP #1 AND MAP #2


• PRESENT RESULT OF MAPPING TO BARANGAY, HEALTH AND SOCIAL WORKERS, AND OTHER DEVELOPMENT
WORKERS IN THE AREA

• COMPARE “NOTES”
• WHEN NECESSARY, CONDUCT HOUSE VISITATION - HOUSEHOLD/CHILDREN WITH LIMITED INFORMATION
• AGREE ON THE FINAL LIST OF CHILDREN IN THE COMMUNITY
STEP # 4 PRESENT COMMUNITY MAP TO
STAKEHOLDERS

• PRESENT TRIANGULATED MAP TO STAKEHOLDERS AND ASK FOR ADDITIONAL INPUTS BEFORE FINALIZING.
• EXPLAIN HOW THIS WILL BE USED BY THE SCHOOL
• AGREE ON HOW TO HANDLE CHILDREN NOT IN SCHOOL; GENERATE SUPPORT/ACTIONS FROM
STAKEHOLDERS.

• UPDATE MAP EVERY YEAR, GETTING INPUT FROM LEARNERS


KEY POINTERS IN MAPPING
• ACCESS MEANS CHILDREN IN SCHOOL AND CHILDREN NOT IN SCHOOL
• SCOPING MEANS WE KNOW HOW MANY CHILDREN ARE OUT THERE
• WE DON’T NEED A “PRECISE” MAP
• LEARNERS’ WHEREABOUTS MAP IS CONSIDERED A MOV, AN AUTHORITATIVE DOCUMENT ON NUMBER OF
CHILDREN IN COMMUNITY

• CONSIDER LEARNERS OR CHILDREN IN SCHOOL AS MOST IMPORTANT INFORMANTS


USES OF WHEREABOUTS MAP
• INPUT TO SCHOOL IMPROVEMENT PLAN (SIP), PARTICULARLY STRATEGIES ON “BRINGING ALL CHILDREN
TO SCHOOL”.

• A TOOL FOR COLLABORATING WITH NEARBY SCHOOLS IN SEARCHING LEARNERS.


• A SCOPING TOOL OR REFERENCE TOOL WHEN CONDUCTING THE SCHOOL MEA.
• INPUT TO DIVISION AND DISTRICT SUPERVISORS IN CONDUCTING THE DISTRICT LEVEL MEA.
• IDENTIFY AREAS OR ENVIRONMENTAL FACTORS AFFECTING LEARNERS’ ACCESS TO SCHOOLING.
GROUP ACTIVITY # 1
AC TI V IT Y # 2
A T EN T A T IV E L E A R N E R S’
CREATE
T M A P IN Y O U R O W N
WHEREABOU
SCHOOL
BE A N E A GL E!
THA NK Y OU

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