IMPLEMENTATION OF FINANCIAL LITERACY POLICY AMONG BASIC EDUCATION IMPLEMENTERS

Education

The study aimed to assess the implementation of the Every Child A Reader Program (ECARP) and develop an enhanced, customized framework to improve reading literacy outcomes among elementary learners in Tagbina I District, Division of Surigao del Sur, for the school year 2024–2025. Using a descriptive-correlational research design, the study surveyed 113 respondents, composed of Grade 1–3 teachers, reading coordinators, and school heads, through a validated self-made questionnaire. The findings revealed that 23 unique reading programs were implemented across the district, each reflecting local innovation and signaling program fragmentation and lack of coherence. When analyzed through objectives, target audience, methodologies, implementation strategies, and outcomes, these reading programs' profiles demonstrated generally strong planning but varied execution levels. The ECARP was well-implemented across six components—design, implementation, monitoring, evaluation, development, and data treatment —with implementation and monitoring scoring the lowest. A significant relationship was found between reading programs' quality profile and ECARP implementation's success. Perceptions among respondent groups showed no statistically significant differences, suggesting shared understanding and cohesion in practice. Consequently, strong programs exist but lack coordination and consistent district-wide implementation.

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