Teachers are Underpaid and Underappreciated

YES MADAM SECRETARY,
TEACHERS ARE UNDERPAID AND UNDERAPPRECIATED
(In response to Secretary Briones’ statement)

Madam Secretary, with due respect, you got the wrong perception.

Yes, public school teachers are underpaid and underappreciated and you cannot just cite the 'migration' of private school teachers to public school system to prove your theory. The type of private schools that you are talking about are mostly violating the labor laws by giving their teachers heavy workloads yet very low salaries and almost no chance for job security, which of course, worse than the situation in public schools.

The entry-level basic salary is only P19, 600 subject to mandatory deductions. Allowances on top of it are also being paid to all government workers, not exclusively for teacher. We seem to have 'two month-paid summer vacation leave' but most of the time, these days are also consumed for our school tasks- closing activities in April and preparation for school opening in May. And may we remind you that unlike all other civil servants, teachers are teachers 24/7, the work does not stop when the bell rang. We take our tasks home, beyond 6 or 8 hours. And again, unlike other government workers, we are not entitled to sick or vacation leave. The two month-vacation myth is not even a salary, it is called proportional vacation pay and will be reduced every time we failed to report to work any day from June 1 to March 30, even for a valid reason of health.

The still unaccounted missing teachers in Marawi and the trauma that our colleagues have experienced in Pigkawayan are but a few examples that teachers, like soldiers, policemen and nurses are also in the frontlines during the calamities, even in armed conflicts.

Madam secretary, since the very first that you sit as the Secretary of Education, we anticipate reforms in the department and in the entire education sector. And to give you an idea, the single most important reform that you can bring is to make the lives of teachers better. No education reform initiative could reach its goals if we will not put the welfare of teachers in paramount consideration.

Yes madam, we, your public school teachers are underpaid and underappreciated.

Teachers’ Dignity Coalition (TDC)
June 22, 2017

_________
Reference:
Benjo Basas

Caloocan Teachers na Binangga ni KANO, Tinakasan! Pinabayaan! Kinawawa!

This moment is my 40 hours awake due to Outing-Ouching. 

Malapit na kami sa aming destinasyon sa Morong Bataan para magswimming ng gabi ng banggain ang isa naming van ng puting Honda ni KANO!

Ang resulta... anim sa walong sakay ng innova na binangga ang nasugatan at nagkaroon ng matinding pinsala kabilang na ang aming guro na napilit naming sumama samin dahil kasiyahan naman. So nakakahiya sa kanya kasi isa siya sa biktima ng aksidente.

Kitang kita namin ang biglang paglitaw ng kotse ni Kano noong nai-Uturn na namin ang aming sasakyan at saktong nagmamaniubra ang innova namin ng salpukin. Masyadong mabilis noon ang pangyayari kaya tila isang pelikula ang nakikita namin... pero noong makita naming umikot ang van dahil sa pagbangga dito.. na-alarma kami dahil sakay nun ang mga kaklase namin.. kaya naman dali-dali kaming lumapit sa mga kaklase naming nabangga para saklolohan sila. Madilim sa lugar at wala kaming alam na dapat kontakin para hingan ng tulong kundi ang mga kapatid ko sa media. Ipinaalam ko ang pangyayari at nakiusap akong ikonekta kami sa otoridad upang masaklolohan. 

Mahigit kalahating oras pa bago isa isang nagdatingan ang mga peace officer at rescuer ng lugar.. ang mga nauna ay kakilala umano ni Mr. Lewis, ang driver ng white honda, para mag-imbestiga at alamin ang kalagayan namin... hindi lamang sila isa kundi marami... isa isa silang nagtatanung sa amin para alamin ang pangyayari habang ang iba nama'y nakamasid. Halos 40 minuto ng dumating ang tauhan ng SBMA para saklolohan ang mga biktima... nang macheck na sila, agad naman silang dinala sa ospital (BayPointe Medical Center). Wala man lang nagsabi o nagtanung samin kung saan namin dadalhin ang aming mga kasama but sumunod nalang kami sa ambulance.. at dinala nga kami sa malagintong ospital na iyon. Akalain mong halos 70k na ang wala pa naming isang araw na paglagi sa ospital.. 500 daw ata ang bayad kada oras sa emergency room plus professional fee, gamot at iba pa. Nang malaman namin iyon ay agad na kaming nabahala at hinanap ang salarin. (nakatakas)!

Nasa kustodiya ito ng Law Enforcers ng SBMA. Dinala raw ito sa ospital para magpacheck pero tumanggi ata at nawala... hindi rin nagpapaliwanag noon ang LE ng SBMA tungkol sa nangyari kaya ang mga pulis ang hinanap namin para dakipin ang salarin. Lumipas ang magdamag pero wala pa rin kaming lead sa Lewis na iyon at tanging sagot lang ng mga pulis sa Morong e magpa-followup pa sila. Ang masakit ay naamoy ng classmate ko na nakainom  ng alam ang kumag pero walang nakalagay sa spot report ng mga pulis.. wala ring ipinresentang lisenya ang kumag. Andami mang paglabag ang ginawa ng kano pero bakit pinatakas ng LE SBMA ang suspect? Ni ang mga Pilipinong nakausap namin para alamin ang kinaroroonan ng suspek pero ni isa sa kanila wala nagsabi. Mas pinahahalagahan nila ang mga banyaga kaysa sa kapwa-Pilipino!

Ala-sais palang ng umaga ay tumulak na kami sa Morong Headquarter mula sa Subic para magpatulong sa mga pulis doon na eskortan kami papuntang bahay o sa Ocean Adventure (ayon sa kasamahan niyang nag-imbestiga e isa sa may-ari raw ng Ocean Adventure ang mokong). Agad namang nakipagtulungan samin ang mga pulis papuntang bahay umano nito.. subalit nung makarating kami ay hindi kami pinapasok sa gate ng residential/staff area kaya dumiretso kami sa ocean adventure para malaman ang katayuan ng taong ito.. subalit walang nakapagturo at nakapagsabi ng katayuan nito. Sa pag-uusap nila sa loob ay maya maya bumalik kasi sa residential area at doon may taong humarap samin. Sa umpisa ay hindi raw niya alam kung nasaan si kano pero ng magsalita ang pulis na kasuhan nalang kasi ayaw makipagtulungan ay nagparamdam ito eventually na gustong tumulong sa isang kundisyon (walang mamamagitang pulis) dahil namemera lang daw sila. Hindi man sumimangot ang kasama naming pulis pero ramdam namin ang pagkapahiya nila.

Sa punto ring ito ay tumawag na ang salarin at kinausap ang may-ari ng binanggang Innova. Ayon sa kanya, makikipagsettle na raw ang kumag. Gusto naman namin iyon para makaalis na kami sa gintong ospital. Subalit dumating nalang ang hapon ay tila wala itong balak magpakita o magbigay ng nararapat. Sa komunikasyon sa pagitan namin at ng kaklase naming nakausap niya, sasagutin daw niya ang bill ng ospital at ambulance na maghahatid sa injured classmates namin sa ospital sa Manila. Ang bill namin ay nasa 70k na for 15 hours kaya nagmamadali kasi sa settlement.. pero ng malaman iyon, parang lugi kami, kasi may bali ang ribs ng mga kasama ko at kailangang maconfine pero ang offer niya ay para makalayas lang kami sa sbma?

Sa mga panahong ito, delay na ang aming kain, wala kaming ligo, palit ng damit, tulog at iba. Wala man lang isang nag-offer ng tulong samin kahit pa kumalat na sa mga tsismosa ang nangyari. Halos mangiyak na kami sa pagod at puyat kasabay ng inis sa paghahanap kay KANO! Wala rin kaming pera.. subalit may nagpahiram samin dahil ayon sa kontak namin sa Manila ay sasagutin ni Mayor ang gasto para makauwi na kami tutal Caloocan Teachers kami. Tutulong pa sana na magpadala ng service o ambulance para kunin ang aming injured classmate at mailipat sa ospital sa Manila.

Paano nga ba nagsimula ito?

Nagplano kaming magkakaklase na makalabas ng siyudad at magpatanggal ng stress dulot ng sunud-sunod na trabaho. Makakatulong kasi ito para makapagbonding kami ng walang iniisip na iba maliban ang kasiyahan dahil papasok na naman ang June at simula na naman ng klase sa aming pinaglilingkurang paaralan at siyempre sa aming pagpapayabong ng kaalaman.

Gabi na kami umalis sa Caloocan at halos tatlong oras bago kami dumating sa subic.. binabaybay namin ang Subic to Morong ng maligaw ng liko ang driver namin.. malabo kasi ang signage kaya hindi agad napansin. Nasa unang kilometro palang kaming pumapasok sa way papuntang pasyalan, nang matanto ng driver na mali ang daan kaya dun din kami nagturn pabalik... sumunod naman ang isa na umikot.. subalit habang ginagawa niya iyon, siya naman pagdating ng humaharurot na white honda.. doon di;y tinumbok niya ang likurang bahagi ng Innova na siya namang dahilan para umikot ng 180 angle ang innova.

Ano aral dito?

1. Huwag magbiyahe ng gabi kung sulok ang pupuntahan mo upang maingatan ang sarili.

2. Iba ang teorya sa totoong buhay... dito kasi nasusukat ang kakayanan mong kumilos ng napapanahon.

3. Huwag magtitiwala sa nagmamagaling... baka nilalaglag ka lang sa bitag.

Palaro ng Ating Guro 2017

Matagumpay ang Palaro ng Ating Guro 2017 sa Pasig City. Ito ang ikaapat na palaro ng Teachers' Dignity Coalition (TDC) para sa mga guro ng bansa. Nagtapos ito nitong Sabado na ginanap mula May 11 hanggang 13 ng taong kasalukuyan.

Nilahukan ang palaro ng mga deligado mula sa iba't ibang dibisyon sa Metro Manila kabilang na ang Caloocan, Las Pinas, Makati, Malabon, Manila, Muntinlupa, Navotas, at Taguig-Pateros.

Nagtagisan ng galing ang mga kalahok sa Chess (team at individual), Women and Men's Badminton, Women and Men Volleyball, at Basketball.

Nagwagi naman ang iba't ibang pambato ng mga dibisyon sa mga sumusunod:

Best Muse- Ms. Cryzl Yu, Las Piñas

Best in Uniform- Las Piñas

CHESS (TEAM)

Chapion Malabon

1st Runner-up Navotas

2nd Runner-up Pasig

CHESS (INDIVIDUAL)

Champion Wilfredo Teodoro, Malabon

1st Runner-up Michael Dela Cruz, Muntinlupa

2nd Runner-up Marvin Victorio, Navotas

WOMEN'S BADMINTON

Champion Krisha Gem M. Tañare, Makati

1st Runnar-up Lenilyn Gato, Caloocan North

2nd Runner-up Lucita Caparida, Navotas

MEN'S BADMINTON

Champion John Joseph Lumaad, Makati

1st Runner-up Noly Landong, Caloocan North

2nd Runner-up Aurelio Ruiz, Navotas

WOMEN'S VOLLEYBALL

Champion Navotas

1st Runner-up Caloocan North

2nd Runner-up Makati

Mythical 6

Best Spikers:

1 Abigail Cardenio, Navotas

2 Ermalyn Domingo, Navotas

3 Dhalia De Guizon, Caloocan North

Best Setter: Lyanne Mariano, Navotas

Best Libero: Myra Nicolas Dela Cruz, Navotas

Best Server: Abigail Cardenio, Navotas

MVP: Lyanne Mariano, Navotas

MEN'S VOLLEYBALL

Champion Caloocan North

1st Runner-up Makati

2nd Runner-up Muntinlupa

Mythical 6

Open Spikers:

1st Kenneth Dela Cruz, Caloocan North

2nd Jeffrey Cutaran, Makati 

Middle Spiker: Ken Rongavilla, Muntinlupa

Utility Spiker: Marvin Cabrera, Caloocan North

Setter: Reynaldo Castro, Makati

MVP: Kenneth Dela Cruz, Caloocan North

BASKETBALL

Champion Caloocan North

1st Runner-up Pasig

2nd Runner-up Las Piñas

Mythical 5

Robert Arido, Las Piñas

Arnel Jordan Domingo, Pasig

Marlon Molina, Pasig

Roderick Santos, Caloocan North

Joshua Verdejo, Caloocan North

MVP: Joshua Verdejo, Caloocan North 

Malaki naman ang pasasalamat ng Teachers' Dignity Coalition sa pangunguna ng ating National Chairman na si Benjo Basas sa mga nakiisa sa Palaro. Inaasahan na mas magiging malaki at magarbo ang susunod na Palaro sa susunod na taon na may posibleng maganap sa Lungsod ng Makati.

Mabuhay ang TDC!

PILSOW Strategy in Teaching Kindergarten Pupils

ABSTRACT

Title :              PILSOW Strategy in Teaching Kindergarten Pupils

Researcher : Herson B. Bello

Degree :        Master of Arts in Teaching Early Grades                        

School :        University of Caloocan City

Year :             March, 2017

The study focuses on introducing the Picture, Learning, Sounds, and Writing or PILSOW teaching strategy to develop the reading and writing skills of kindergarten pupils in public schools, specifically in Camarin Elementary School, Camarin D Elementary school, and Caloocan North Elementary School in Caloocan City. PILSOW is devised by the researcher in his own classroom in November, where pupils were having difficulty recognizing letters and numbers through their sounds. After just a month of making use of pictures, innovative learning materials, sounds, and writing, class participation soared and the pupils were able to ace through their lessons with little to no distraction or aggression.

This aims to be beneficial to kindergarten pupils and teachers who are the main subjects. School administrators and the Department of Education could also get from here a learning innovation that they could possibly implement on a wider scale. Parents of kindergarten pupils could also benefit from this study as they will get to know better how basic learning works. This study will also be advantageous to future related research work on pre-school / kindergarten education.

The study is delimited to 37 kindergarten teachers and 185 kindergarten pupils, selected at random, from Camarin Elementary School, Camarin D Elementary school, and Caloocan North Elementary School in Caloocan City.

To be able to better understand and gauge whether PILSOW will really work in public school classroom settings or not, the researcher used experimentation, evaluation research, and descriptive research. The researcher asked the sample kindergarten teachers to implement the PILSOW instruction in their classrooms for at least a whole grading period or about two months. After implementation, the teachers are interviewed regarding their evaluation of PILSOW and their descriptive analysis on its use for kindergarten pupils.

Based on the data gathered after experimenting with PILSOW in other actual classroom settings, it was found out that all of the pupil-respondents were able to read and write after PILSOW instruction. There were just a few who needed a little more help in rhymes and identifying final sounds. The foremost problems encountered are some teachers' regional accent and the intellectual quotient (IQ) of the pupils. Some teachers noted the labor intensive materials, but quipped that these are manageable.

Therefore, the study recommends the continuous use of PILSOW as a mode of instruction for kindergarten pupils and introduce it to schools that have not used this strategy yet. Further evaluation and research is also recommended to improve the module for PILSOW that will hopefully result in enhanced test scores. Kindergarten teachers are also encouraged to undergo more trainings in oral discourse, and schools are encouraged to help them by allotting resources for PILSOW instruction. Although unified instructional materials are a practical move, the researcher highly recommends that the instruction be more attuned to what the children who are actually enrolled really need and want to learn. Thus, the need to develop a skills assessment system prior to instruction.

Readiness in the Implementation of Inclusive Education for Pupils with Special Needs in Selected Elementary Schools in Caloocan North II

ABSTRACT

Title : Readiness in the Implementation of  Inclusive Education for Pupils with Special Needs in Selected Elementary Schools in Caloocan North II.

Researcher : Mary Jane D. Almonicido

Degree :  Master of Arts in the Teaching of Early Grades

School :   University of Caloocan City

Year :        March 24, 2017

This study focuses on the readiness of selected elementary schools in Caloocan North II, particularly Sto. Niño Elementary School, Bagong Silang Elementary School, Silanganan Elementary School and Gabriela Silang Elementary School, in the implementation of the Inclusive Education program, which is currently on its pilot academic year. Inclusive education is founded on the principle that irregular or special needs children should not be excluded from regular children so as to give all of them the notion that, sans the tangible differences, they could all adopt the same learning abilities. However, the major concern is how the implementers of Inclusive Education, mainly the teachers, would carry out the job, especially since not all of them had Special Education (SPED) training.

  The study was delimited to fifty (50) teachers handling classes with both regular and irregular elementary school children in Sto. Niño Elementary School, Bagong Silang Elementary School, Silanganan Elementary School and Gabriela Silang Elementary School. To gauge their readiness in the implementation of inclusive education, the researcher used evaluation research and the descriptive-normative survey method of research.

This study is aimed to be beneficial first and foremost to the pupils who are currently or are soon going to be recipients of the inclusive education program of the government, as well as the teachers and school administrators who are implementing inclusive education in their institution. It also aims to benefit parents of special needs children as well as future related research works on the topic of children with special needs.

During the course of the study, it was found out that most of the implementers of inclusive education focus more on the affirmative extent of implementing the program, characterized by applause and reward, rather than the punitive side of implementation. There was also more focus on the socio-emotional skills of the pupils. Thus, it can be read that at this point, implementers are being cautious in dealing with their mixed students. However, sans the differences, it is also found out that pupils with special needs can actually do good in school, with everybody displaying progress from first to third grading. But active participation of their parents is lacking, as well as resources, training, and most especially assessment tools for the pupils with special needs being made to mingle with regular pupils.

Given the findings and conclusions, it was recommended thus to provide further encouragement to the pupils to excel in class, because they can, by sending them to join more classroom and school activities. Teachers also need to understand better what kind of children they are dealing with, that is why there is a dire need for more training and solid guidelines on how to implement inclusive education. The guidelines also need to include pointers on how to get parents of irregular children participate more activity in the school affairs.

Sakripisyo ng Guro

Sakripisyo ng Guro

Tulungan, Huwag Pabayaan! Parangalan!

Ang edukasyon ang susi ng kaunlaran ng bayan. Ito rin ang kayamanang hindi mananakaw ninuman na pamana ng ating mga magulang at maging ng ating lahi. Kaya naman, ito rin ang parating nasa isip ng karamihan kaya pumapasok sa paralan at ginagapang ang hirap para makatapos lamang ng pag-aaral. Ang iba nama'y pumapasok lamang ng paaralan dahil ito'y nakagawian ng karamihan.

Iba ang buhay mag-aaral sa sentro ng kalakalan o kamaynilaan kumpara sa mga lalawigan o mga probinsya ng bansa. Sa Metro Manila kasi, apat hanggang anim na oras lamang ang nilalagi ng mga mag-aaral sa kani-kanilang paaralan dahil sa kakulangan ng classrooms sa dami ng mga enrollees. Sa probinsya naman, halos buong araw dahil sa maliit na bilang ng enrollees at kakayanan ng paaralan na ma-accomodate ang bilang ng mga estudyante. Malaki rin ang kaibahan sa pag-uugali ng mga mag-aaral, marami kasi sa kamaynilaan ang hindi nakatutok sa kanilang pag-aaral dahil sa dami ng mga tuksong pumupukaw sa atensyon ng bawat mag-aaral tulad ng computer, internet, malls, parks, barkada, at iba pa. Sa probinsya naman, hindi ganoon kalakas ang tukso lalo na sa mga malalayo sa sentrong bayan. Mas marami namang kakayanan ang taga-Maynila na gamitin ang teknolohiya sa pag-aaral kumpara sa probinsya na bilang lamang ang lugar na mayroon nito.

Paano kaya kung hindi lamang teknolohiya, ugali, at tukso sa pag-aaral tulad ng mga nararanasan ng mga taga-Maynila ang humaharap na problema hindi lamang sa mga mag-aaral kundi sa mga guro ng isang paaralan? Makakaya mo kaya?

Ito ang nararanasan ng mga mag-aaral lalo na ng kanilang guro sa Siya Elementary School sa Tapaz, Capiz. Sa isang panayam mula sa tumatayong school head nila, Ma. Jane A. Gardose, Head teacher I, kalbaryo ang nararanasan nila papuntang paaralan dahil mula sa kanilang tahanan sa bayan, sasakay sila sa habal-habal (motorcycle) upang makarating sa lugar kung saan sila magsisimulang maglakad ng siyam (9) na oras bago marating ang paaralang kanilang pinagsisilbihan. Hindi umano biro ito dahil hindi patag ang daanan, kailangan kasi nilang lakbayin ang bulubundukin at mga ilog na madaraanan upang maihatid lamang ang kaalaman na kailangan ng kanilang mag-aaral. Maliban pa rito, sakripisyo rin sa kanila ang pagtuturo dahil kailangan nilang maging flexible dahil multi-grade ang hawak nila sa isang classroom bunsod ng kakulangan nito. Multigrade dahil hindi lamang isang level ang nasa isang silid-aralan kundi apat na baitang. Bukod pa rito ang kakulangan ng mga mag-aaral sa kanilang basic necessities tulad ng sinelas, uniform, school supplies, at iba pa. Nabiro nga ako ng kanilang school head na minsan napupunta pa sa kanilang estudyante ang kanilang sahod dahil minsan kailangan nilang magparaos ng feeding program para hindi magutom ang kanilang estudyante. Isa rin kasing problema nila ang malnourish na bata at panay liban nito sa klase dahil tumutulong sa kani-kanilang mga magulang. Hindi na rin nahiya ang kanilang school head na sabihing lumalapit siya sa mga kaibigan at kakilala upang magbigay donasyon para sa mga bata. Nangako naman ako na sisikapin kong ilapit ito sa media o sa kinauukulan upang makatulong sa kanila.

Makikita sa mga video sa ibaba ang biyahe nila papuntang paaralan kung saan sila nagtuturo. Mayroon ring mga larawan ng kanila mismong paaralan, tinutulugan, at mga mag-aaral.

Nawa'y maging instrumento ito para mailapit sa inyo at upang makapagbigay kayo ng tulong sa kanila upang sa lalong ikagaganda ng kanilang paaralan at ikasisiya ng kanilang mga estudyante. Marapat ring bigyan ng saludo ang mga gurong nagtitiyagang tiisin ang hirap para lamang matulungan ang kanilang kababayan na maging edukado at hindi maging pabigat sa lipunan balang araw.

Implementation of ICT Literacy Program

ABSTRACT

Title : Implementation of ICT Literacy Program in Bignay National High School Towards Enhanced ICT Utilization

Researcher : Jennielyn Ocon-Martinez

Degree :   Master of Arts in Education major in Educational Management

Adviser :  Marissa B. Feliciano, Ph.D

School :   University of Caloocan City

Year :       March, 2016

This study aims to focus on the status of the ICT literacy program in Bignay National High School towards enhanced ICT utilization. It assessed the extent of the ICT literacy program implemented in Bignay National High School in terms of attainability of the programs or objectives, effectiveness of services, and accessibility of resources. It also pointed out the problems that are encountered by the teachers in the implementation of the ICT program and comes up with the an action plan proposal to improve the School’s ICT Literacy Program toward enhanced ICT utilization.

The study is delimited to the students and teachers involved in the  ICT Literacy Program in Bignay National High School in Valenzuela, a city known for fast and easy transactions with the local government because its offices are ICT-ready.

In gathering data, the researcher used two methods: (1) interview for the administrator and ICT Literacy Program teachers and (2) Survey Questionnaire for the student-respondents.

This study hopes to be beneficial to the evaluation and future planning for ICT and ICT-related Literacy Programs and ICT utilization in Bignay National High School and other schools; to the local government of Valenzuela City, in evaluating how public funds for ICT projects are being allotted; to the Department of Education, in planning ICT Literacy Programs in other public high schools in the country; and as reference for future further studies on the subject of the implementation of ICT Literacy Programs in the country.

After data gathering, the researcher finds out that an ICT Literacy Program is present in Bignay National High School, but it is not yet leaning towards ICT utilization in the school because the program itself is still in dire need of a lot of improvement. The students are interested and are raring for the program, but facilities and equipment are either scarce or outdated, and the teachers are almost always forced to improvise in their lessons. The objective to come up with an ICT Literacy Program towards enhanced ICT utilization is possible and attainable, but for it to be realized, the School must be serious and committed in its objective and invest more in the program, specifically on materials and teacher training.

    Thus said, it can be concuded that the Status of the ICT Literacy Program in Bignay National High School towards Enhanced ICT Utilization is, “Needs Improvement.” Improvement can be hastened if enough funding and study materials will be provided for the ICT literacy program in Bignay National High School, encouraging the local government to pitch in, improve the equipment and facilities by starting with providing computers with a ratio of at least one to three students per computer, and provide ICT teachers with ample training so that in the event when all the materials needed for the ICT literacy program are still being procured, the teacher can still provide learning on how ICT truly works. Meetings and deliberation need to be conducted regarding the action plan for the ICT literacy program in Bignay National High School, taking into consideration the elements in ICT programs that change at a certain pace, such as software and computer models. Those who are planning for the ICT program in Bignay National High School should decide which models can outlast the changing trends in information and communication technology for the program itself to be cost-effective.