Drop Out Reduction Program (DORP)

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The Drop Out Reduction Program (DORP) is a project by the Bureau of Secondary Education (BSE) under the Department of Education (DepEd) Central Office. It aims to curb the high dropout rates in public schools by offering alternative modes of education for students at the risk of dropping out (SARDO).

First implemented in 1998, the DORP is already perceived to have achieved some success, with a decrease in the dropout rate from 12.51% in AY 2005-2006 to 7.45% in AY 2007-2008.

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The dropout and the dropout rate, as defined by DORP

A “dropout” is defined by the DORP as a student who has stopped attending school before completing the prescribed level of education within the specified school year. The dropout rate, meanwhile, is the percentage of students who drop out from a level of education in a given school year, including those who complete the school year but fail to enroll in the next.

Four major recognized risk factors for dropping out (FICS)

  • Family-related problems
  • Individual-related problems
  • Community-related problems
  • School-related problems

Three Major Components of the DORP

  • Open High School Program (OHSP) - a formal, structured distance learning program for high school
  • Project EASE - a program for regular high school students who intermittently miss classes due to various reasons
  • School Initiated Interventions (SII) - other programs implemented by schools, often informal and unrecorded

Other DORP programs and activities

  • Project Jumpstart! – A one-month summer remedial program for incoming high school freshmen that have difficulty in reading, writing and mathematics.
  • Attendance incentives - Monthly awards for SARDOs who complete a whole month of schooling without any incident of tardiness or absence.
  • Re-Connect – Encouraging SARDOs to participate in school-based special interest clubs and other co-curricular activities to help keep their interest in school.
  • Project Graduation – An incentive program running from the first year of secondary education to the last, wherein classes that have achieved the highest completion rates are awarded incentives.
  • Differentiated Instruction – Training teachers in different teaching strategies to develop the multiple intelligences of their students as well as a recognition of their diverse learning styles brought about by factors such as gender differences.
  • Home visits by teachers
  • Cross-Age Tutorials – Peer-teaching tutorial programs wherein excelling senior students are tapped as tutors for SARDOs from lower year levels.
  • Adopt-A-Student Program - Well-off families are asked to support the schooling of SARDOs who are at the risk of dropping out because of poverty.
  • Guidance Program
  • Work-Study Program - Older SARDOs who are at the risk of dropping out due to poverty are given employment opportunities within the community so that they can support themselves through the remainder of their education.

Organizing DORP teams

In a school implementing the DORP, a DORP support team must be formed. They shall be tasked with organizing, designing and implementing the school's DORP through setting the targets for the program and choosing the appropriate intervention methods in the context of the available school and community resources.

The team will be composed of the principal, a guidance counselor (or an equivalent teacher), the teacher-coordinator for Project EASE, the teacher-coordinator for the OHSP, four teacher-year level coordinators (one for each year level), and one representative each from the parents, the students and the community.

At the division level, the DORP team will be tasked with designing the division-level supporting DORP plan that will run for two years. It will primarily concern itself with assisting schools in DORP implementation through the monitoring and evaluation of DORP programs in their respective schools, as well as giving technical assistance and designing a capacity-building program.

The division-level team will be composed of a DORP coordinator, a school head, a guidance counselor, a teacher, a parent and a representative from the private sector.

References

External Links

Citation

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