eSkwela for the

Out of School Youth

An eLearning variant of the
Community eCenter

Human Capital Development Group

Commission on Information and Communications Technology
Office of the Philippine President
EXECUTIVE SUMMARY

Studies show that an increasing number of school age Filipinos that are out of school. In
2003, the Department of Education estimated that there were a total of 5.18 million out-of-
school youth in the country. Of these, 1.84 million out-of-school children ages 6 to 11 years
old and 3.94 million young people ages 12 to 15. Some even claim that today there are as
many school age youth out of school as there are school age youth in schools.

This unfortunate condition is made even worse by the fact that the government agency that
can help these out of school youth get an education – the Bureau of Alternative Learning
Systems of the Department of Education – receives only 1% of the total education budget.

To respond to the needs of this underserved sector of society, the Human Capital
Development Group of the Commission on Information and Communications Technology
(CICT HCDG) is proposing to establish Community e-Centers that would be dedicated to
serve the learning needs of the out-of-school youth. These eLearning centers would be
called eSkwela – a play on the vernacular equivalent to “school”.

The eSkwela Project aims “to provide disadvantaged youth with useful educational
opportunities to help reduce the digital divide and enhance their capacity to be successful
participants in a global and knowledge-based economy.” 1 Under this proposed project,
eSkwela centers will be established in major centers in the country to conduct ICT-enhanced
alternative education programs for the out-of-school youth (OSY). The eSkwela Project has
the following objectives:

• To provide access to learning opportunities through a non-formal, community-based

e-learning program;
• To provide relevant and interactive computer-based multimedia learning resources
that will be the primary source of instruction;
• To teach out-of-school youth basic computer literacy;
• To provide an alternative means of certification for literate youths 15 and above, who
are unable to avail of the formal school system; and
• To train teachers and school staff in the effective use of computer-based learning

The eSkwela Project will use an ICT-enabled, inquiry-based, interdisciplinary, and thematic
approach to teaching and learning. Within a three-hour session, a blended type of learner-
centered instruction will be exercised where students will have one hour of computer-aided
learning via interactive elearning modules, one hour of teacher-led instruction (based on the
current needs of the learners), and one hour of collaborative group activities and projects.
Instructors, called mobile teachers, will be mainly facilitative in a student-paced learning
environment. They shall use performance-based assessment, in coordination with the
community, to monitor the progress of students.

The CICT-HCDG will partner with the Sandiwaan Center for Learning (SCL) - a Philippine
NGO devoted to eLearning, the Bureau of Alternative Learning Systems of the Department
of Education and the local governments and communities to make education interactive,
appealing, relevant, enriching, and readily available for Filipino out-of-school youth.

1
APEC Education Foundation Guidelines for Submitting Proposals.. 2005.

eSkwela Project Brief page 2 of 13

THE eSKWELA PROJECT

Introduction

WSIS Declaration of Principles: Building the Information Society: a global challenge in the
new Millennium recognized that an important challenge for the global community is to
harness the potential of information and communications technology (ICT) to promote the
development goals of the Millennium Declaration. WSIS also recognized that education,
knowledge, information, and communication are at the core of human progress, endeavor,
and well-being.

Likewise, 2005 APEC TELMIN’s Lima Declaration confirmed “the importance of life-long
human capacity development, for all age groups and genders, as well as for people with
disabilities or special needs, in terms of providing more opportunities for training and skill[s]
development; and improving the access, awareness, mastery, and application of ICT for the
benefit of people in the region.” 2

The Program of Action of APEC TEL to implement the Lima Declaration has identified the
following activities under the thematic area “Advancing the Information Society through
Human Capacity Building”:

• Continue capacity-building initiatives to continue the momentum towards establishing

the Asia-Pacific Information Society;
• Explore different approaches to human resource development, such as a possible e-
university to assist e-government, and the possible use of telecenters; and
• Continue TEL e-Learning initiatives for capacity-building by utilizing ICT and
emerging NGN technologies.

The Philippine government is committed to harnessing information and communications

technology for national development.

The Medium Term Development Plan of the Philippines (MTPDP) 2004-2010, the National
Framework Plan for ICTs in Basic Education (2005-2010), and the 2002 Basic Education
Curriculum (BEC) advocate the use of information and communications technology (ICT) as
“a powerful enabler of capacity development…targeted towards specific development goals
like ensuring basic education for all and lifelong learning, among others.” Furthermore, the
MTPDP “provides for the wider use of computers to support teaching-learning processes,
the promotion of elearning and information literacy, and the establishment of elearning
competency centers.” 3

The Commission on Information and Communications Technology (CICT) -- the primary the
primary policy, planning, coordinating, implementing, regulating, and administrative entity of
the executive branch of government – is implementing programs aimed to developed the
country’s information infrastructure, deliver more online government services to citizens,
foster the growth of ICT and ICT-enabled industries and develop capability and skills among
its citizens. The CICT Human Capital Development Group (CICT-HCDG) is dedicated to
developing ICT competencies in the country. Already, CICT-HCDG has initiated and
implemented projects geared towards capacity-building through the development of ICT
competency standards, the development of ICT skills in the bureaucracy, and the eQuality
2
Lima Declaration, The Sixth APEC Ministerial Meeting on the Telecommunications and Information
Industry (TELMIN6), 1-3 June, 2005 Lima, Peru.
http://www.apec.org/apec/ministerial_statements/sectoral_ministerial/telecommunications/2005.html
3
Medium Term Development Plan of the Philippines 2004-2010, NEDA, 2004, p. 2.

eSkwela Project Brief page 3 of 13

Program for State University and Colleges. CICT HCDG also helped in the formulation of the
Department of Education’s National Framework Plan for ICTs in Basic Education (2005-
2010).

The proposed eSkwela Project intends to use ICTs in broadening access to basic education
by tapping into appropriate ICT-supported models to improve the quality of learning and
enhancing the quality of teaching in the non-formal education setting.

Project Rationale

A huge percentage of Filipino children and youth aged 6 to 17 years are not attending
school. The Department of Education estimated that, in 2003, there were a total of 5.18
million out-of-school youth (1.84 million out-of-school children ages 6 to 11 years old, and
3.94 million young people ages 12 to 15) in the country.4 Focusing on the secondary school
age range (13-17 years old), UNDP estimated that, in 2002-2003, the Philippines’ net
enrolment ratio at secondary level was at 59%.5 This means that roughly only six out of ten
young people who are officially of secondary school age actually get formal education. The
others are either working or idle. The Philippines’ enrolment ratio at secondary level pales in
comparison to other countries.

Table 1
Net Enrollment Ratio

Japan 101% Vietnam 65%

Malaysia 70% Indonesia 54%
Korea 88% USA 88%

The dropout rate for secondary public schools in the Philippines has also significantly
increased from 9% in SY 1998-1999 to 13.10% in SY 2002-2003. The completion rate for
the latter School Year was pegged at 59.79% -- meaning, only six out of ten students
actually graduate from secondary school. It is further estimated that only four out of ten
youths who enter elementary school get to finish high school. Every year, there are more
and more young people who should be attending schools but are not, due to various
reasons.

In the 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS), parents cite
the following reasons why their children do not attend schools: 6

• working or looking for work (mostly males) - 30% nationwide but significantly higher in
major urban areas, reaching 51.8% in NCR
• lack interest in going to school - 22%
• high cost of education - 20% (n.b. – basic education in the country is free)

4
Guerrero, C.S. / Bureau of Alternative Learning System. Alternative Learning System: The Other Side of
Basic Education. Presentation delivered by Guerrero, C.S., Director of the Department of Education’s
Bureau of Alternative Learning System. Metro Manila: Department of Education, 2004.
5
Defined as “the ratio of the number of children of official secondary school age enrolled in school to the
number of children of official secondary school age in the population”. Data on the Philippines from
UNDP Human Development Reports. http://cfapp2.undp.org/hdr/statistics/data/rc_report.cfm Accessed:
September 2005.
6
Results from the 2003 Functional Literacy, Education and Mass Media Survey.

eSkwela Project Brief page 4 of 13

 Table 2

Percentage Distribution: Reasons for not attending school

employment / looking for w ork 30.5

lack of personal interest 22
high cost of education 19.9
housekeeping 11.8
illness/ disability 2.5
cannot cope w ith school w ork 2.2
school is very far 1.5
no school w ithin the area 0.4
no regular transportation 0.2
Source: 2003 FLEMMS
others 9.1

0 5 10 15 20 25 30 35

It is also noteworthy that an estimated 42.3% or 2.19 million of those not in school are
completely “idle” (i.e., not working). The highest “idle” incidence is in the National Capital
Region at 51.8% of those not in schools. This represents 29% of the National Capital
Region’s total children-and-youth population!

These numbers have grave implications for the future of this country. Individuals who fail to
develop basic cognitive abilities that should be gained in schools tend to have deficiencies in
mental tasks such as analysis, judgment, problem-solving and decision-making. This
impairment makes them reliant on “group think” and “sound bytes”, hence, easily swayed by
“mob-mentality” and rumor-mongers. These large numbers of aimless youths are perfect
breeding grounds for groups seeking to create problems for society.

While the Department of Education seeks to bring these young people back to the formal
education system, studies show that the existing full-time education model being used by
traditional education systems does not work for these out-of-school youngsters.
Furthermore, the Department’s Bureau of Alternative Learning Systems (BALS) -- that can
provide non-formal education to the out-of-school youth -- gets less than 1% (0.068% in
2005) of the total education budget.7

The eSkwela Project seeks to attenuate this problem by providing educational opportunities
for young people who are not in school or have not completed their secondary school. The
novel approach taken by this project is the use of engaging learning experience though
eLearning with relevant and interactive computer-based multimedia learning materials.
Computer-based learning systems are now widely used in educational institutions around
the world. It has been shown to be the most effective tool to reach and engage those who

7
In terms of spending capabilities, education receives only 12% of the total national budget. UNESCO
reports that the Philippines only spends an estimated US$417 per student per year, compared to
US$5,890 in Japan, US$2,289 in Korea, US$1,117 in Thailand, and US$ 7,186 in the United States.

eSkwela Project Brief page 5 of 13

have dropped out and are not in regular schools. Research and field experience clearly
demonstrate the power of eLearning tools to produce self-motivated, self-directed life-long
learners.

It has been found that when used appropriately, ICTs are powerful tools that can: 8
• improve motivation and engagement in the learning process;
• develop multiple intelligences through multimedia presentation of materials;
• facilitate comprehension of abstract concepts by making them more concrete;
• develop basic skills (reading, writing, arithmetic) by giving learners opportunities for
practice;
• promote inquiry and exploration through the use of interactive learning resources;
• enhance information literacy, critical thinking, problem-solving, and other higher order
thinking skills;
• facilitate collaborative and cooperative learning by providing tools for learners to
communicate and work with other learners; and
• develop lifelong learning skills, including learning how to learn.

Objectives

To effectively respond to observed problems and needs, the eSkwela Project has the
following objectives:

• To provide access to learning opportunities through a non-formal, community-based

e-learning program;
• To provide relevant and interactive computer-based multimedia learning resources
that will be the primary source of instruction;
• To teach out-of-school youth basic computer literacy;
• To provide an alternative means of learning and certification for literate youths 15
and above, who are unable to avail of the formal school system; and
• To train teachers and school staff in the effective use of computer-based learning
resources.

The eSkwela Project is envisioned to provide community-based eLearning Centers that will
cater to the alternative education requirements of disadvantaged youth in urban areas, re-
engaging them back into learning, for free.

Modeling after the Notschool.net of the United Kingdom, the current program will employ a
model that makes optimal use of ICTs in facilitating access to education for out-of-school
Filipino youth. With the use of relevant interactive elearning materials, blended and
collaborative modes of instruction, and performance-based assessment, the program seeks
to bridge the widening digital divide and social chasms between those who are educated and
those who are not. Consistent with AEF’s mission and purpose, the program aims to
enhance the capacities of these young people to empower them towards confidently
participating in a global and knowledge-based society.

Three tracks:
1. Accreditation and Equivalency Certification – equivalent to the High School diploma
2. Review/ Catch-up opportunity for those who wish to return to formal schooling (i.e. for
those who temporarily drop out to help out during the harvest season, due to illness,
etc.)
8
Haddad, W.D. and Jurich, S. ICTs for Education: Potential and Potency. In Haddad, W.D. and Draxler,
A. (Eds.) Technologies for Education: Potentials, Parameters, and Prospects. Paris/Washington:
UNESCO and the Academy fro Educational Development, 2002.

eSkwela Project Brief page 6 of 13

 3. Livelihood – TVET (using Don Bosco elearning modules) or ICT-related skills (e.g.
Digital Media Arts Program) for out-of-school adults, housewives, and other
community members who wish to update their skills; to partner with the community’s
PESO Program

Possible venue, too, for the Digital Bridges Program, Distance Learning, and other
training initiatives (e.g. Teacher Training, COOP-ICT skills training), etc.

Program Components

The eSkwela Program has four major components, namely: infrastructure deployment,
curriculum review and materials development, training, and project monitoring and
evaluation.

Infrastructure Deployment

Each eSkwela center will be provided with computer access (20 computer units for students
and 1 unit for the instructor per center), relevant peripherals, and one-year broadband
Internet connectivity.

The centers will be housed in CICT’s Regional Offices in the areas enumerated to ensure
security and equipment maintenance. Please refer to Annex A for the list of equipment.

Curriculum Review and Materials Development

The BALS curriculum, improved under the BEC 2002, has at its core, the enhancement of
life skills and lifelong learning skills among its learners, with particular emphasis on the
following key areas: communication skills, critical thinking and problem solving, sustainable
use of resources/productivity, development of self and a sense of community, and expanding
one’s world vision.

Since 22% of the 2003 FLEMMS respondents cited lack of interest in going to school, the
eSkwela Project will make an effort in developing curriculum and materials that are
meaningful, relevant, and interesting. As such, the instructors under the alternative learning
system will be trained to use a pedagogical paradigm that encourages an inquiry-based,
interdisciplinary, and thematic approach to teaching and learning. Lessons and strategies
will be based on real life contexts and will focus on authentic learning to heighten interest
and relevance. For example, the theme for September is livelihood – thus, the topics will be
Business Math (using operations to computer for taxes, profits, interest rates), Business
English (writing official correspondences, enhancing conversational skills, telephone
etiquette), Production (craft making, food production), and Marketing. Students will have to
simulate setting up and running a small-scale business with the help of the community as
their culminating activity.

The eSkwela Project will continue to uphold this approach by integrating the use of ICT in
the classroom setting. Within a three-hour session, a blended type of learner-centered
instruction will be exercised where students will have one hour of computer-aided learning
via interactive elearning modules, one hour of teacher-led instruction (based on the current
needs of the learners), and one hour of collaborative group activities and projects.
Instructors, called mobile teachers, will be mainly facilitative in a student-paced learning
environment. They shall use performance-based assessment, in coordination with the
community, to monitor the progress of students.

eSkwela Project Brief page 7 of 13

The Department of Education currently has more than 500 print-based materials that are
undergoing enhancements via conversion to interactive eLearning modules. The Sandiwaan
Center for Learning (SCL) – an NGO devoted to promoting eLearning, as partner of the
CICT HCDG in this project, will lead the effort in converting 50 BALS print-based modules,
covering topics in English, Math, Science, and Social Studies, into interactive eLearning
modules. SCL aims to eventually convert all 147 BALS modules into eLearning modules by
the end of 2006.

Training

A program will not succeed unless the people who will implement it understand what they
are doing and are confident to proceed as planned. Skills-training seminars take care of this
aspect of the program.

The eSkwela Program will implement the following training modules:

a. Educators’ Training to equip the actual instructors and volunteers with

1. ICT Literacy Skills Training (5 days) based on the National ICT Competency
Standards developed by CICT-HCDG
2. Training on the Effective Use of ICT in Education (3 days), to include:
i. a review of the instructional model and appropriate strategies that will be
used; a pedagogical paradigm that is:
1. learner-centered, inquiry-based, and self-paced
2. thematic
3. blended
4. experiential
ii. a practical training on the effective use of the elearning modules
developed by EDO
iii. relevant monitoring procedures and alternative assessment strategies
(e.g. performance-based, online, contextualized activities)

b. Lab Management (5 days) to equip lab managers and technicians with skills on
networking systems and procedures as well as proper equipment maintenance – to
coincide with the delivery of hardware to the respective sites

Monitoring and Evaluation

Outcomes will be measured in close coordination with the Bureau of Alternative Learning
Systems, the Sandiwaan Center for Learning, and the recipient communities. Regular site
visits and Program assessment sessions (i.e. from roll-out: 1st quarter, 6th month, end of 1st
year) will be held to ensure smooth implementation and review of processes. A digital
documentation mechanism will be imposed to ensure optimal use of the laboratories. Class
records and student portfolios will be maintained to serve as documentation of the pilot run.
Year-end interviews, written surveys, and focus group discussions will be conducted to
assess the program’s pilot implementation and to check if the program’s terminal objectives
are being met. Results will serve as inputs for planning the next phase of implementation.

Community Support

The success of the eSkwela Project is dependent on strong support from the local
community. This project will look to local communities to:

a. provide assistance in social mobilization to get OSYs into the eSkewla centers

eSkwela Project Brief page 8 of 13

 b. support and encourage community-based real-life assessment projects to make
learning for these students more relevant
c. sustainable and more responsive community based-development programs to
encourage these students to work towards their potential (e.g. awards, scholarship
programs for college/vocational schools, involvement and accountability in a
community project)
d. provide assistance in maintaining the center’s day-to-day operations

In return, during weekends, the centers can used to accommodate other stakeholders in the
recipient communities through customized ICT training modules for women and other
disadvantaged/marginalized groups. Special ICT-related projects can also be designed to
cater to community cooperatives with regards to production, marketing, and other business
applications.

The effort to involve the community in the eSkwela Project is consistent with Department of
Education’s Schools First Initiative (SFI). The SFI encourages strong community
involvement in providing educational opportunities within the locality. Furthermore, in
February 2005 the Department of Education “signed a Memorandum of Understanding with
the heads of the leagues of provinces, cities, municipalities, barangays, and the
Sangguniang Kabataan National Federation to promote more literacy programs outside of
schools.” 9

Pilot Implementation

The eSkwela Project will be initially implemented in four selected major urban areas around
the Philippines, namely:
• Cagayan de Oro City
• Cebu City
• Quezon City
• San Jose del Monte

By the end of its Pilot implementation, the eSkwela Project expects to:

• teach more than 400 10 out-of-school youth in its four elearning centers. By the second
year of the Program, a number of them will be ready to undergo the Non-Formal
Education Accreditation and Equivalency (NFA&E) Program of BALS to get a
certification of learning that is equivalent to that of a High School graduate.

• pilot the integration of ICTs in education as enumerated in the National Framework Plan
for ICTs in Basic Education (2005-2010), owing to the flexible nature of the “alternative
learning” curriculum. The results from the first-year implementation will serve as data in
the development of specific curricular standards and guidelines for integrating ICTs into
subject areas as well as in the use of a thematic, interdisciplinary, collaborative, and
authentic approach to teaching and learning that may even be adopted by the formal
education units.

9
Pazzibugan, D. and Ubac, M. DepEd seeks help in fight vs illiteracy. Inquirer News Service.
http://news.inq7.net/common/print.php?index=1&story_id=26512&site_id=16 Accessed: September
2005.
10
Computed as 1 client/unit x 20 units x 4 groups/center x 4 centers, assuming that the same set of clients
will be accommodated year-round.

eSkwela Project Brief page 9 of 13

• convert 50 of the 147 print modules of the Non-Formal Education unit of BALS into
interactive elearning modules by EDO, for wide-scale deployment and use around the
country.

• make a valid assessment of the pilot run for duplication of more eSkwela elearning
centers around the country.

• commence a study on how to replicate and extend the program to other Asian-Pacific
nations, including submitting papers and reports for discussion in international forums,
and coordinating with international agencies and foundations to discuss possible tie-ups
and implementation details, in consideration of country differences.

Pilot Implementation Plan: Scope, Duration, and Cost Estimates

The pilot implementation of eSkwela is estimated to take eighteen months, including

planning, implementation, and regular Program assessment sessions as well as the
production of 50 elearning modules and the eSkwela Operations Manual.

Activities and the corresponding timeline are as follows:

Activities /Milestones Duration

Develop the initial concept; select pilot sites Done
Brief other partner agencies, discuss the implementation details Done
Brief the local communities on the project and Conduct ocular June-July
inspection of sites
Information dissemination & collaboration with the local community,
getting volunteers, signing of MOU
Curriculum review and printing of written materials development June

Conversion of 50 BALS materials in Science, Math, English and June - March

Social Studies to eLearning modules
25 of the 50 materials to be ready by Month 5
Minor repairs on 4 sites June

Onsite Training: Educators’ Training June-July

Lab Management Training June-July

Set up the eSkwela community-based eLearning Centers: June-July

Infrastructure Deployment and distribution of eLearning materials

Inauguration of various centers June-August

Development of community support program
and conduct of sustainability training for local stakeholders October
Interim Program Assessment and Preparation of Report Jan - Feb 07
Development of eSkwela Operations Manual for future Mar – May 07
implementation
Final Program Assessment and Preparation of Final Report August - Sept 07

eSkwela Project Brief page 10 of 13

Project Management

CICT-HCDG will provide overall supervision and management of the project. Among other
activities, it will
• coordinate with the Bureau of Alternative Learning Systems, Department of
Education;
• coordinate with various Offices that will provide the laboratory space and manpower
complements to house the eSkwela Center;
• liaise with the local government units of the recipient communities that will be tapped
to cover part of the operating costs related to gaining community support for the
project;
• co-fund the conduct of initial studies in Manila making use of the laboratories under
the Sandiwaan Center for Learning.
• source funds to cover meetings with various agencies, development of monitoring
and evaluation tools, salaries of the program team, and other office operating
expenses.
• provide the technical experts who will assist in setting up and running the eSkwela
Centers.

The Sandiwaan Center for Learning (SCL) will be responsible in converting 50 BALS print-
based modules into interactive eLearning modules. The SCL will also provide experts that
will assist in the conduct of educator and stakeholders’ training. It will also play an active
role in project monitoring and evaluation.

Local communities (including local government units) would be asked to contribute towards
sustaining the eSkwela Centers. The exact contribution of the communities will be
determined after thorough discussion among all the stakeholders in the communities and
between that community and the project proponents.

eSkwela Project Brief page 11 of 13

ANNEX A

COST ESTIMATES FOR INFRASTRUCTURE DEPLOYMENT

ITEM UNIT QUANTITY

Equipment
For workstations:
AMD Sempron 2500+ socket 754 64 bit or equivalent
With Headsets + Speakers set 20

For Server:
AMD Sempron 2800+ socket 754 64 bit or equivalent set 1

Airconditioners (Window type 2 HP) unit 2

Computer tables (modular type) set 21
LCD Multimedia Projector unit 1
3-in-1 Printer unit 1
Projector Screen 4' x 6' set 1
Digital Camera unit 1
Digital Video Camera unit 1
Television Set + DVD Player unit 1
Uninterrupted Power Supply 600va unit 21
Wireless-G Router
Wireless USB Network Adapter unit 1

Internet Connection
1-Year Broadband Internet Connection (DSL) year 1

eSkwela Project Brief page 12 of 13

ANNEX B

BASIC DESIGN OF LEARNING MODULES TO BE USED

The Learning Modules are designed to get students attracted to the subject matter and then
to motivate them to discover and delve deeper in to the wide-range of rich learning
resources available in each module, which are in either CD’s or DVD’s.

The self-paced computer learning session is designed for a period of 40 minutes to one
hour. This is then followed by a group discussion or a presentation by the instructor based
on questions and the interest of the students.

Research and practice have shown that the learning in two to three hours using these types
of engaged activities result in deeper understanding and longer retention of learned material
compared to a 6- to 7-hour periods of passive listening to instructor-led lectures.

Embedded in each activity/ session/ lesson in the Learning Modules are various methods to
effectively measure learning. Short quizzes, writing feedback notes, verbal sharing of ideas,
projects, and traditional tests will be used to ensure that learning is taking place.

There will also be performance measures of project operation and management.

Quantifiable indicators, such as Modules completed, Content Expert Review of quality and
effectiveness of modules, teacher and student feedback are some of the measures to be
used.

The SCL eLearning Project, also known as “Educational Outreach through eLearning” or
EDO currently has a core staff of content experts working with graphic artists and multimedia
specialists to produce CD’s and DVD’s of learning modules in English, Math, Science and
Makabayan (Social Studies). The group’s objective this year is to complete the conversion
of 147 printed materials from BALS into digital format, equivalent to secondary school
modules.

A potential future follow-up project would be the conversion of the elementary and “bridging”
modules (between Grade 6 and High School as well as between High School and college).
There are a total of 500 modules that will need to be converted into digital format.

eSkwela Project Brief page 13 of 13