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Re-launching of Project Instructional Management by Parents, Community and Teachers (IMPACT)

SEAMEO INNOTECH is re-launching this year the IMPACT (Instructional Management by Parents, Community and Teachers) Learning System in five project sites in the Philippines.

The project is now known as e-IMPACT, a revised package of the former system, infused with technology and aligned with the Revised Basic Education Curriculum (RBEC) of the Department of Education (DepEd). In addition, it adopted the learning mode of another INNOTECH project, the text2teach, where educational videos in Math and Science are downloaded using mobile satellite technology.

e-IMPACT will be re-launched and introduced in the provinces of Albay, Antique, and Bulacan. The school sites include three schools in Albay—San Francisco Learning Center. Sta. Teresa Elementary School, and Pili Elementary School; one school in Antique—Assemblyman Segundo Moscoso Memorial School; and another one in Bulacan—Bagong Buhay Elementary School.

The San Francisco Learning Center in Malilipot Albay and the Bagong Buhay Elementary School in Sapang Palay, Bulacan are two of the original IMPACT project sites in the country. The former managed to continuously implement the IMPACT System in spite of the many changes in the education curriculum.

The IMPACT Learning System was considered an effective and economical alternative delivery system for primary education in the 70's. It made use of learning modules, applied different teaching strategies, and utilized members of the community in delivering the lessons. SEAMEO INNOTECH implemented the project in the Philippines with funding support from the International Development Research Center (IDRC) of Canada. Several other countries adopted the system, like Malaysia and Indonesia.

Today, the whole IMPACT learning system has been repackaged and infused with multimedia components, including the teact2teach technology. Apart from this, each learning module was made to conform to the requisites of the RBEC.

e-IMPACT applies the same principles it had when it was first introduced. This means that target learners are still the primary school aged children, and their learning progress is based on mastery and individual speed. Students are encouraged to learn by themselves, and multiple entry and exits into the system is allowed. The project schools are still referred to as community learning centers (CLCs), though learning can actually take place anywhere.

The CLCs are manned by the IMPACT Field Coordinator (IFC)—same as a district supervisor in the formal school system, the Instructional Coordinator (IC)—same as a principal, the Instructional Supervisor (IS)—same as a classroom teacher, and an Aide that is a non-professional assisting the IS. The tutors are community volunteers that do not receive any financial compensation, and may actually be high school students who want to earn credits for their community work. In addition, there are itinerant teachers who go from one class to another teaching music, arts and physical education.

The pupils are grouped in two levels: levels 1-3 are called programmed teaching groups, and levels 4-6 belong to the peer learning groups. The groups in each grade level are further subdivided into smaller groups called "families" and are composed of vie to ten members.

The e-IMPACT Learning System officially starts in the selected project sites middle of 2005.

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