Our site was created to spread awareness of literacy groups and organizartions working in the Philippines, as well as help those who might be seeking out ways to better themselves through education. We believe that Education is not limited to what is learned in the class room, but that learning can take place anywhere at anytime. We also belive that their should be any barriers to education. It is important that all Filipinos be given adequate access to information regardless of the region they live in or their socio-economic background.

The Municipal Literacy Coordinating Council of Agoo in the Province of La Union has achived great success in combating illiteracy in all of their Fourty-Nine barangays. Their achivement of reaching a 99% litercy rate is quite comendable, and we belive that there example can and should be followed by other Muncipalites.

So what can one learn from the Municipal Literacy Coordinating Council of Agoo's success? One thing that helped the plan greatly was the methods used to incorperate other training into the litercy teaching. The education and training opportunities provided include childcare, hygiene, and prevention of infectious diseases; capability building for farmers that enable them to increase yield and household income; computer literacy for teachers and municipal workers; income-generating programs that cover everything from welding to therapeutic massage to indigenous crafts. By teaching such skills along with literacy, the program made it more valuable to the particpants. Students became more interestred when they began to understand just how literacy could affect their lives for the better. In addition, by reaching to not just young children, but also fishermen, homemakers,pre-schoolers, dropouts, teachers, municipal workers, regardless of age and social status, the programs became ingrained in the comunity. When entire families learn to read, not just the kids, every one benifits.

Another contributing factor was the learning environments utilized. Many of the programs are conducted in the one of the four Community Learning Centres that serve the region, while activities in the summer day-schools for younger children are held under trees. By tecahing in places other than class rooms, students felt more at ease and had a better chance of learning. This is especially true of young students. To complement these and make sure that everyone is reached, the services of travelling teachers and mobile libraries are made available, thus ensuring that even illiterate people in the most rural barangay could be taught to read and write.

Beyond the smart teaching methods, Agoo incorperated an exemplary mix of funding that provided for the sustainability of the project. This key compoent is often overlooked. Local, provincial, and national government agencies provide half of the funding, a dozen non-government organizations provide the other 25 percent, donors account for 20 percent, and the private sector shoulders five percent. Through this cleaver use of funding management, the project was able to thrive.

The success in Agoo can and should be repeated else where in La Union. Each municipality is unique, so an exact duplication of the system in Agoo would not work everywhere. It is important to learn what can be learned from Agoo and adapt what works for each municipality.