PANINGKAMOT-PAGSIKAPAN

(STRIVE)

Strengthening the Implementation of Basic Education

in Selected Provinces of the Visayas

- STAGE 1 - PROJECT BRIEF -

PANINGKAMOT – PAGSIKAPAN (STRIVE) is a DepED project supported by the Government of Australia through AusAID, intended to provide flexible and responsive assistance in strengthening basic education in selected provinces in the Visayas and to provide basic education opportunities to out-of-school children and youth, including piloting support options for out-of-school children and youth.

Component 4:         Programs for Out-of-School Children, Youth and Their Families

Objective:     Assist DepED in the development of support options, including livelihood skills programs, to enhance the participation of children and youth (up to the age of 21) in basic education.

- STAGE 2 - PROJECT BRIEF -

PANINGKAMOT – PAGSIKAPAN (STRIVE) is a DepED project supported by the Government of Australia through AusAID, intended to provide flexible and responsive assistance in strengthening basic education in selected provinces in the Visayas and to provide basic education opportunities to out-of-school children and youth, including piloting support options for out-of-school children and youth.

INTRODUCTION

AUSTRALIAN ASSISTANCE TO DATE

Education has consistently been one of the major elements in the Philippines Australia Development Cooperation Program (PADCP). The achievements of Australian assistance have been well recognised by the GoP and other donors. This support has included assistance to the Technical and Vocational Education (TVET) sector, including the Philippines-Australia Vocational Education Project (PATVEP), the Philippines-Australia Quality Technical Vocational Education Training (PAQTVET) and (importantly) in the basic education sector through several successful projects including the Philippines Australia Science and Maths Education Project (PASMEP) and the Project on Basic Education (PROBE).

The Pre-Feasibility mission identified a number of options for assistance that would build on this previous success and the lessons learned. The provision of additional assistance to basic education was one of several key requests from the Secretary of Education as part of the Pre-Feasibility phase consultations.

Of direct relevance to this design is the ongoing Australian support for the GoP basic education system through the Basic Education Assistance for Mindanao project (BEAM Phase I: 2001-2004) and the impending BEAM Phase II (2004-2008). It is important that this proposed new intervention, as detailed in this PDD, fully capitalizes upon the wealth of past and current experience in this sector.

1.2 PROJECT ORIGINS AND PREPARATION

A Pre-Feasibility study in November . December 2003 was commissioned by the Australian Agency for International Development (AusAID) to identify possible options for further Australian assistance to the Philippines education sector. The study identified a .long-list. Of fifteen possible activities that key stakeholders agreed as priority areas. The major elements of the proposed activities were analysed and (where appropriate) combined, leading to the development of five prioritised options for further consideration by AusAID and the Government of the Philippines (GoP).

After due consideration, the partner governments identified two of the five options as suitable for further analysis and development. A Feasibility mission was commissioned by AusAID in February-March 2004 in order to facilitate key decisions concerning the project locations and the feasibility of implementation in the chosen locations. This involved two feasibility studies as indicated below:

a) Accreditation of Madari Schools

“An intervention that focussed on Madrasah in Mindanao, with an aim to assist madaris gain DepEd accreditation, while maintaining the Madrasah.s role within the Islamic community”.

b) Education and Training for In-School and Out of School Children/Youth

“An intervention in the Basic Education in the Visayas, located in Bohol and Northern Samar and with a focus on improvements in education quality in Science, Mathematics and English. Support will also be provided through programs that attract and retain students in schools and provide training and options for out-of-school youth”.

The two Feasibility Studies were conducted in parallel and the findings presented to key stakeholders in Manila for consideration on Monday, March 8^th  2004. AusAID referred the Madaris Accreditation Feasibility for additional analysis and to gather more data and information.

However, the meeting recommended a design team immediately be commissioned to produce a Project Design Document (PDD) for the proposed “Education and Training for In-School and Out of School Children/Youth” intervention. The design team conducted their field mission from 9th-22nd March 2004.

1.3 PROJECT PREPARATION CONSIDERATIONS

In development of this project account has been taken of the following considerations:

·             Previous and current interventions by AusAID (and other donors) in the basic education sector, particularly the PROBE and BEAM;

·             GoP funding and ongoing support capacity;

·              Goals of the Philippine EFA 2015 Plan;

·              Project alignment with AusAID.s Country Program Strategy (CPS) and the match with the educational policies of both governments;

·             Cross-cutting issues of poverty alleviation, human rights, governance, peace and order, gender and the environment;

·             Impact on access and equity;

·             Links to the previous AusAID funded Area Focus Studies; and

·             The need for flexibility.

1.4 METHODOLOGY

In undertaking the Project Design Mission, the team:

·       Reviewed a range of relevant literature collected from AusAID desk personnel in Canberra; the Post in Manila; NEDA; DepEd National, Region and Division; Provincial Planning and Development Offices (PPDO); and a range of other agencies working in basic education in the Philippines (see References);

·       During the Feasibility-Design period, held a series of meetings and consultations with DepEd staff, key officials in other GoP agencies, staff involved in the management and implementation of World Bank and ADB-funded projects in basic education, other donor representatives, representatives of UNICEF and NGOs, staff involved in teacher education, and GoP personnel involved with PROBE and now BEAM;

·       Visited Bohol and Northern Samar twice to meet with key officials of NEDA, PPDO, DepEd, TESDA, the University education faculties, teachers, school children and community members. In addition, the team met with representatives of selected NGOs and were able to visit and observe different types of DepEd schools and livelihood training establishments;

·       Held two stakeholder workshops, one in Bohol and the other in Northern Samar. Some fifty persons representing a broad mix of stakeholders, including representatives of Parent Teacher Associations, attended. These workshops provided an opportunity for the design team to explain the purpose and scope of the mission, and to subsequently obtain valuable input to the PDD design process;

·       Held regular review team meetings to analyse the information collected and to synthesize responses in terms of the TOR;

·       Tested preliminary conclusions and the likely project design framework through further follow-up meetings;

·       Presented the draft findings of the Design Mission to key stakeholders in the form of an Aide Memoire in Manila on 22nd March 2004 prior to the departure of the Australian team members for Australia;

1.5 THE PARTNER AGENCY

The Partner Agency will be DepEd Central office. Implementation will be largely devolved to DepEd Division and District Offices located in Bohol and Northern Samar, with the DepEd Central providing the chair of the Project Coordinating Committee (PCC) and providing strategic oversight, with the Region VII and VIII Offices assuming a monitoring role. Implementation of project initiatives involving the out of school children and youth will require strong working linkages with the PPDOs, Bureau of NFE, NGOs, TESDA and the local communities, who are each active in the non-formal basic education sector.

EXECUTIVE SUMMARY

Project Origin and Design Preparation

A Pre-Feasibility study in November.December 2003 was commissioned by the Australian Agency for International Development (AusAID) to identify possible options for further Australian assistance to the Philippines education sector. The study identified a “long-list” of fifteen possible activities that key stakeholders agreed were priority areas The major elements of these fifteen proposed activities were analysed and (where appropriate) combined, leading to the development of five prioritised options for further consideration by AusAID and the Government of the Philippines (GoP).

After due consideration, the partner governments identified two of the five options as suitable for further analysis and development. A Feasibility mission was commissioned by AusAID in February-March 2004 in order to facilitate key decisions concerning the project locations, as well as the feasibility of implementation in the chosen locations. This involved the development of two feasibility studies as are indicated below:

·              Accreditation of Madaris

An intervention focussed on Madrasah in Mindanao, with a focus on science, mathematics and English with the aim to assist madaris gain DepEd accreditation, while at the same time maintaining role of the Madrasah within the Islamic community.

·             Education and Training for In-School and Out of School Children/Youth

An intervention in the Provinces of Bohol and Northern Samar with a focus on student improvements in science, mathematics and English, together with support for programs that attract and retain students in schools and provide an integrated program of literacy, numeracy and livelihood opportunities for out-of-school youth.

The two Feasibility Studies were conducted in parallel and the findings presented to key stakeholders in Manila for their consideration on Monday, March 8th 2004. At the meeting, AusAID deferred design work on the Madaris Accreditation pending additional analysis and to gather more data and information. However, AusAID approved the Basic Education Feasibility report outlining assistance to parts of the Visayas for in-school and out-of-school children and youth.

The meeting thus recommended that a design team immediately be commissioned to produce a Project Design Document (PDD) for the “Education and Training for In-School and Out of School Children / Youth”. The design team conducted their field mission from 9th-22nd March 2004 and submitted the draft PDD to AusAID in April 2004.

Bohol Context

The province of Bohol, one of the 4 provinces in Region VII, comprises the main island of Bohol and a number of small islands, mainly located along the north and west coasts. Administratively the province comprises 47 municipalities and one city, the provincial capital of Tagbilaran. The total population of Bohol based on the 2000 Census of Population and Housing, was 1,139,130 having grown at the average annual growth rate of 2.95 percent during the intercensal period 1995-2000. If this growth rate continues, the population of Bohol is expected to double in about 23 years. Bohol was a focus province of the AusAID funded Area Focus Studies conducted during 2001-2002.

There are currently a total of 174,660 students enrolled in over 900 elementary schools (90,800 male and 83,860 female) and 72,538 in over 50 secondary schools (35,803 male and 36,725 female). The public school system absorbs approximately 91% of the total school enrolments.

There are over 5000 elementary teachers and over 2000 secondary teachers. LGUs/municipal authorities recruit and pay for some teachers, particularly at secondary level. Generally the terms and conditions of these teachers are considerably inferior to nationally paid teachers and often they are less qualified. Student: teacher ratio at the elementary level is 34.1 and 36.1 at the secondary level.

National assessments indicate Bohol elementary results are below the national average in mathematics and science, and for secondary, below in mathematics, science and English.

Northern Samar Context

Northern Samar has 30 School Districts, 569 barangays (local administrative areas) and a population in 2000 estimated at 500,639, comprising almost equal numbers of male and female. The population is increasing at an annual rate of 2.7%, one of the highest in the Philippines. On current growth rates, and allowing for emigration, it is estimated by 2013 the total population will be over 700,000 people. The population is relatively young with almost 44% being under 15 yrs. The demand for elementary places in schools is growing well inexcess of the resource capacity of DepEd.

There are 118,000 enrolments in over 500 elementary schools (51,000 male and 49,000 female) and around 60,000 in around 90 secondary schools (14,800 male and 16,800 female). The increase in elementary school numbers is running at around 4% per year. With its poor poverty and education indicators, the Area Focus studies in 2001-2 identified Northern Samar as one of the Provinces to be a focus for Australian development assistance.

In elementary there are 3,210 teachers, an overall student-teacher ratio of over 37:1. At secondary level, there are 1,654 teachers, giving an overall student-teacher ratio of 36:1. The breakdown of students by gender shows a slightly higher number of boys attending elementary schools and around 10% more girls in secondary schools.

The Northern Samar Province was ranked bottom in Regional Achievement Tests administered across all Divisions in 2003. Northern Samar was weakest in the priority subjects of English, maths and science. Testing was conducted for the grades 2, 3 and 5, and in each case Northern Samar lagged behind the other provinces. The cohort survival rates are also lower than the national average.

Problem Analysis

Several studies of the education system of The Philippines have confirmed poor student performance in the core subjects of mathematics, science and English, based on international comparative testing. Principal reasons have been consistently identified as widespread poverty, a constrained government / Department of Education (DepEd) education budget and issues of decentralisation. These factors lead to:

·             Inability of many parents to financially support their children through school;

·             Lack of teaching and learning resources;

·             Inadequate provision for in-service teacher training, with many primary and secondary teachers unable to keep abreast of new knowledge, skills and methods required to deliver quality basic education;

·             Difficulties in effective curriculum delivery to out of school children and youth;

·             New and unfamiliar educational leadership and management roles and responsibilities at the local level of government;

The design team.s response, as outlined in the PDD, is to provide targeted assistance to better enable local education authorities to address each of these issues.

Design Option Chosen

The project design is based upon four related technical components that are each capable of being monitored and evaluated over time. The four components address the development issues of educational management, teacher development, learning materials and out-of-school youth within a cohesive and manageable project framework.

Three contracting options were considered as follows:

·             Option 1: Design all activities and outputs and Contract with an MC for the full 5 years of the project;

·             Option 2: Implement the project in 2 Phases. The first Phase would form the basis of the MC contract: the second Phase to be negotiated resulting from a review and “ stop-go” decision after 18 months;

·             Option 3: Implement the project as a 5-year contract with an MC, in 2 Steps, the first being fully designed for 18 months from project commencement. The second step activities and outputs would be based on agreed Rolling Annual Plans.

The Team reviewed the contracting options and considered Option 3 to be the most favourable, as it will provide an appropriate balance of flexibility and engagement, while meeting AusAID.s contractual requirements. This option has therefore been adopted as the basis for the design of this PDD.

Project Description

The Goal of the project is to:

Contribute to the improvement of rural living standards of Bohol and Northern Samar

through improving the quality of, and access to, basic education.

The Purpose of the project is to:

Assist the DepEd to improve the performance of school students in science, mathematics and English and to provide basic education and/or livelihood opportunities for out-of-school youth and their families.

The proposed project comprises five components:

Component 1: Strengthen education leadership and management capacity in the target

Regions and Provinces.

Component 2: Enhance the capacity of pre and in-service teacher training, particularly for improving the teaching of mathematics, science and English.

Component 3: Support the adaptation, development, production and distribution of

appropriate mathematics, science, English and other teaching/learning materials to schools.

Component 4: Assist the delivery of basic education programs to:

·             Retrieve out of school children; and

·             Provide functional literacy and livelihood opportunities for out of school youth and their families.

Component 5: Manage the project in an effective, efficient and responsive manner.

Project Review

It is proposed that the project be independently reviewed around the fifth quarter of implementation with a view to assessing progress and the viability of expanding assistance to up to two additional provinces within the target Regions VII and VIII.

Project Benefits

The major expected benefits of the project are:

·             Enhanced quality of education leadership and management in the target provinces, leading to more efficient and effective resource utilisation;

·             Improved and sustainable school student performance at elementary and secondary levels province-wide in mathematics, science and English;

·             Social and economic benefits flowing to students and their families as a result of improved education; and

·            Enhanced livelihoods of significant numbers of disadvantaged youth and parents of school age children.

COMPONENT 1: Leadership and Management Development

The objective of this component is to assist the DepEd to build education leadership and management capacity in the target provinces.

A lesson learned in previous AusAID projects in the basic education sector is the importance of involving senior educational managers and school leaders in project planning and activities from the outset. As the key people responsible for operating the provincial education system and the individual schools, these managers have a crucial role to play in improving the educational management processes as well as the teaching and learning environment for science, mathematics and English language.

The project will help these educational managers improve their technical / school

management expertise as well as the skills and knowledge that enable them to encourage and implement more flexible teaching approaches. This change will occur through training and by participants gaining first hand experience on project-sponsored initiatives in basic education including science, mathematics and English language.

Output 1.1     Training Needs Analysis for Regional, Divisional (in Northern Samar and Bohol), District and School Principal/Head levels aligned with the latest management responsibilities as outlined in the DepEd Order RA9155

It is envisaged that one of the earliest tasks of the Australian Project Director will be to conduct a series of workshops and key meetings with Regional and Provincial DepEd senior staff to commence the development of an educational leadership and management Training Needs Analysis (TNA). This TNA will reflect the focus of the project initiatives as well as form the basis through which the project facilitates leadership and change management. The TNA will feed directly into the Master Training Plan, including the content, priority areas and

proposed interventions. As such, it will be undertaken in a way that directly involves the key DepEd Regional, Provincial and school-based managers and stakeholders.

The TNA and resultant management training outcomes would be directly aligned with the latest DepEd .Role Delineation of Supervisory Positions. as part of the RA 9155. This official document outlines the management parameters and role of each level of the senior educational management positions and provides the project with an ideal basis for identifying the technical, leadership and management development needs of the participating DepEd staff.

The TNA would also take into account the wider objectives of the project, including the management and support of proposed school-based activities that can make an impact on poverty alleviation, student retention, gender balance (in terms of management and participation) and the project’s potential to improve teaching and learning in science, mathematics and English language (EL).

Output 1.2     Master Training Plan for the educational leaders and managers in Bohol and Northern Samar.

The Master Training Plan will reflect the outcomes of the TNA, developing an operational strategy and detailed program through which DepEd educational managers and leaders will be trained. Validation and endorsement of the Master Training Plan, including the proposed content, methods and assessment instruments, will be carried out in close liaison with the two Regional DepEd Directors. It is expected that the Plan will include the following activities:

·             In-country leadership / management training and assistance, to develop the skills and knowledge required by managers to implement decentralised educational management responsibilities as outlined in RA 9155. This will involve a cycle of 3-day workshops, delivered by the Long Term Advisers (LTA) and counterpart trainers;

·             Two in-Australia training activities of 2 weeks. duration each for a minimum of 25 participants in each cohort (including specific training, targeted visits and school placements) to further develop management skills and knowledge in relation to school planning, operations and student / facility management;

·             Provision of ongoing in-country assistance, including support to review and adjust the school plans, improve student retention, facilitate teacher upgrading and encourage facilities development.

The Master Training Plan will also draw on the educational and management development training and materials developed as part of the AusAID funded BEAM project. The BEAM has successfully completed a series of school management training programs over a two-year period, including specific training activities that were developed for school principals and head teachers. The BEAM experience and materials will provide a sound basis to identify suitable training strategies, adapting the materials and methods for use in the management training for Bohol and Northern Samar.

Output 1.3     Trainers trained to deliver the leadership and management programs to educational managers from participating schools in Northern Samar and Bohol.

A total of 20 senior, qualified DepEd staff (10 from each province) will be identified for inclusion in the trainer-training initiative. The educational managers will hold well-recognised management, leadership and teaching skills, ideally having some content knowledge in science, mathematics or English language. They will each be provided with the additional skills and methods that will enable them to become increasingly involved in training DepEd managers.

To strengthen both sustainability and the training quality, the 20 Trainers, drawn from the 50 managers trained under Output 1.2 above, will undertake and complete a “Trainer Training” short-course that is recognised in Australia (such as the Certificate IV in Workplace Training and Assessment) or in the Philippines. This course, together with experience gained through delivering management training with LTAs and the detailed training materials, will equip them to train other educational managers and leaders in effective school management

techniques and methods.

The use of DepEd trainers in the upgrading of the school principals and head teachers in the participating elementary and secondary schools forms part of the overall project strategy to better equip educational leaders in their ability to deliver quality courses, retain students and provide alternative pathways for out-of-school youth.

Output 1.4     Leadership and management training delivered to education leaders and managers in Northern Samar and in Bohol.

It is proposed that the project conduct management training for all of the senior educational managers, incorporating selected staff from Regional representatives through to school principals and head teachers. The training will be conducted through a series of 3-day workshops, with the first .cycle. commencing in Quarter 2. The workshops, to be held in districts across both provinces, will focus on educational management and leadership, the specific support needs of science, mathematics and English teachers, ways to increase school revenue and the options through which schools can better accommodate students at risk.

Training will also include inputs and case studies on school planning, both in an operational and a financial sense. The training will initially be led by the Australian LTAs, but be progressively transferred to the 20 participating DepEd trainers.

The management training materials and delivery methods that have been developed and used by the BEAM project will be of particular relevance to this output and should be used as the

reference point for training content and methods. It is expected that a minimum of 800 DepEd leaders and managers, representing a minimum of 80% of the educational managers in Northern Samar and over 40% of those in Bohol, will complete the initial cycle of this management training within the first 18 months of the project.

Output 1.5     Strengthened partnerships in basic education (for in and out of school youth) between PPDO, LGUs, school boards, PTCAs & NGOs.

There are extensive data available that indicate the level, extent and location of poverty in the two provinces. This data, and the existing basic education activities of the partners, will form the base-line data for the output. However, to make a positive intervention in the cycle that causes children to leave school, it is proposed that existing partnerships and cooperation between the key education, community and provincial stakeholders be strengthened, in a way that supports the project objective of reducing the number of school drop-outs. The partnerships should also facilitate more out-of school youth to resume their study towards a formal basic education award.

There are several NGOs in both provinces that are active in delivering out-of-school courses on literacy and numeracy, as are the small number of DepEd “mobile”  teachers. It is proposed that the project facilitate a closer partnership between these major stakeholders and assist in identifying ways through which improvements to basic education quality and retention rates for out-of-school youth can be achieved. The project should establish relationships with NGO

umbrella groups in the target regions.

The success of this output will be gauged through the number of initiatives and cooperative activities that are implemented after project commencement and how these translate into support for and increased engagement of out-of-school youth in pursuing basic education.

Output 1.6     Strengthened capacity of Divisional DepEd offices to collect and analyse data on basic education in relation to the target groups.

Currently there are Regional and Provincial DepEd systems and processes in place to collect and analyse data and information in relation to the participation and completion rates in basic education. This includes the school-based MIS, which gathers data on the number of students attending classes and their progress.

Additional equipment, resources and expertise will be required by DepEd to identify and gather supplementary information on several of the target groups that will be addressed by the project. This will facilitate better analysis of data at the District level and include information on:

·             Children who never commence their basic education and interventions that can be made;

·             The location and numbers of out-of-school youth and what resources and local capacity is available to encourage their participation;

·             The existing students undertaking basic education at school and who are at risk of leaving, and school and community strategies that can reduce this risk.

The project will fund the purchase of IT hardware and software to facilitate the collection, storage and analysis of education data in appropriate formats. Training in the use of this equipment will be provided as will systems for its protection and maintenance. Purchase contracts should seek to include maintenance contracts and some training provision.

Output 1.7      Network of lead and satellite schools established in each province.

The project will use the proven and sustainable implementation model that has been successfully adapted to basic education assistance in the Philippines. Several key schools will be identified and selected to .lead. the project-supported improvements to school management, teaching and learning. These schools will be called the .Lead Schools., with a total of 17 located in both Bohol and in Northern Samar (i.e. 34 schools in all). The selection process will be based on the school location, its capacity to act as a lead school and the commitment of school management and the staff. The Regional and Divisional Superintendents, together with local Mayors, will play an important role in the selection

process.

Additional schools, a total of 5 for each of the 34 Lead Schools, will also be selected and known as the Satellite Schools following the PROBE model. The satellite schools will receive ongoing assistance and support in science, mathematics and English language from their Lead School. This will involve the Lead Schools supporting the Satellite schools in learning materials, subject content, teaching methods, assessment strategies and through teacher inservice

training. There will be 85 Satellite Schools located in Bohol and 85 in Northern

Samar, a total of 170 Satellite Schools.

The inclusion of 34 Lead Schools and 170 Satellite schools (204 in all) represents a significant proportion of DepEd schools in Bohol and Northern Samar. This will assist the project in making a major impact on student retention and basic education outcomes.

COMPONENT 2: Teacher Development

The objective of this component is to provide assistance to DepEd to enhance the capacity of pre and in-service teacher training, particularly for the teaching of mathematics, science and English.

In addressing this component the project should seek to capitalise upon tested instructional innovations and technologies developed under the Philippines EFA 2015 Plan.

Output 2.1     Professional development needs analysis for teachers of mathematics, science and English, including the current pre and in-service training.

Using DepEd data and through the networks of the school principals, a needs analysis for elementary and secondary teachers will be developed. This will focus on the required content, materials and methods that are best used in the teaching of science, mathematics and English language. The Divisional DepEd supervisors will work with the project staff, counterparts and In-Service Facilitators (ISFs) to confirm the teachers. priority development needs and the

most appropriate ways to deliver the in-service training. While implementation of this component is not scheduled until the second Annual Plan the TNA for teachers could be conducted towards the end of the first 18 months.

The analysis will include the subject technical, content and teaching method requirements for both pre and in-service teachers for each of the three subjects. Clearly, the professional development needs of those teachers who take specialist science, mathematics and EL subjects in secondary schools are different from those required in early years of elementary. Importantly, the analysis should identify the variations between schools / teachers and the technical content, teaching methods and assessment techniques for both elementary and secondary teachers.

The professional development analysis will identify the most appropriate venues, learning materials, guides and delivery methods to be used for providing all teachers within the participating schools with ongoing professional development and support.

Output 2.2 Professional development program for In-Service Facilitators (ISFs)

implemented and evaluated.

The training and professional development role of In Service Facilitators is central to the ongoing development and improvement of classroom-based teaching of science, mathematics and EL. The ISFs role will be to work with teacher in schools to improve the teaching of science, mathematics and English. This will entail them training teachers in the use of materials, teaching methods, classroom management and assisting in the explanation of content.

The process of .de-loading. the ISFs by DepEd (i.e. reducing their teaching loads) will be required to enable the ISFs undertake their responsibilities, both inside and outside of their schools / institutions. Support from senior District management and the school principals will be required to ensure the development of a strong, effective in-service teacher training system.

The significant differences in staffing, facilities and student population across the

participating DepEd schools, and between the elementary and secondary context, will be taken into account in planning the ISF program. This is especially important in relation to the level of actual content knowledge of the ISFs and their capacity to work with the revised subject learning materials, resources and methods.

The design proposes an appropriate balance of in-Australia formal training in an institutional context and LTA and STA assistance in Bohol and Northern Samar. It is proposed to use a mixture of formal and in-service training for the ISFs, with their initial training strengthened through follow-up programs and regular networking activities across divisions. The 6-week in-Australia training program in Step 2 (ie after the initial Step 1 18-month period of implementation) will focus on improving the ISF teaching strategies and on strengthening their specific subject knowledge. Ways of continuing to provide training and assistance to ISFs after their initial training will be an integral part of implementation.

Output 2.3     Strengthened capacity of the local Teacher Education Institutions (TEIs) to deliver quality pre-service and in-service programs for teachers of mathematics, science and English.

The Teacher Education Institutions (TEIs) provide the pre-service training for teachers employed by DepEd. Most teachers in each of the two provinces were trained by the local TEIs, although there are many more teachers trained annually than there are local teaching positions available. An improvement in the TEI capacity to train elementary and secondary teachers in the areas of science, mathematics and EL will lead to a new generation of graduates who, if employed in the basic education system, will be much better prepared to take these subjects in the classroom. It is proposed that the TEI and staff participate in the project through:

·             Professional development programs that strengthen TEI faculty staff in their methods used to address both the content and the delivery of science, mathematics and EL components of the teacher-training courses;

·             Providing the TEIs with science, mathematics and EL resources and kits for use by both faculty staff and the student teachers, similar to those new materials that will be provided to DepEd schools for use by teachers in the classroom;

·             Project and DepEd liaison with faculty and staff on appropriate ways to adapt the science, mathematics and EL teaching resources and learning materials to be used in the classroom. This will be undertaken with the view to TEIs developing and revising their own teacher training courses to accommodate the new learning materials;

·             Improving links between universities in Regions VII and VIII to encourage academic and teaching arrangements in teacher training. This would involve the TEI faculties in Catarman (Northern Samar) and Leyte University, and the TEI in Bohol with Cebu Normal University, in ways that strengthen both institutions and provides a collaborative model for developing each of the teacher training faculties to provide courses for teachers on the teaching of science, mathematics and EL.

A start could be made towards the end of the first 18 months in planning for the delivery of this output.

Output 2.4     In-Service Facilitators provide in-service training and other ongoing technical support to all 34 Lead and 170 satellite schools.

The ISFs will work with teachers in the Lead and Satellite schools, focussing on science, mathematics and English language teaching. This will include working with individual teachers on their content knowledge, the revised learning materials, science kits, other support resources and the various assessment methods. The tasks of the ISFs will vary from school to school and also between grades, to ensure that the classroom teachers are fully aware of the most appropriate materials and methods to use.

The project will work jointly with DepEd to develop the ISF workplans to ensure that all teachers in the participating schools are included in the training program. The workplan will include the number and location of training interventions. It is likely that the in-service training of teachers will take a number of forms, from combined workshops through to individual discussions and training activities. The revised materials and resources provide the basis for the ISF training activities in all lead and Satellite schools.

The Principals and Head Teachers will play an important role in releasing the classroom teachers for the content and methods training activities and in monitoring the implementation of new subject materials and methods in the three subject areas. Importantly, the schools will be able to gauge the success of the subject interventions through changes to the National diagnostic test scores of the student cohort. The project will collect baseline data on student achievement in the three subject target areas as well as on other performance indicators. Periodic independent testing should also be used as a means of charting changes.

Output 2.5       Strategies to retain at-risk students identified and implemented.

The project will work jointly with teachers and community leaders to develop strategies and activities that reduce the high incidence of school drop outs, especially during the elementary school years and during the transition process to secondary school.

The project and partner DepEd and NGOs will identify the key reasons for elementary and secondary school drop-out at different grades in participating schools and develop realistic teaching strategies to retain students within the system.

COMPONENT 3: Teaching and Learning Materials

The objective of this component is to provide assistance to DepEd to build capacity for adaptation, development, production and distribution of appropriate teaching/learning materials to schools.

At present, there is a shortage in classrooms of quality science, mathematics and English language materials, textbooks and support resources (including kits, science practicals etc). Due to financial limitations, there is limited ready access to quality materials for both teachers and students. However, there appears to be appropriate learning materials that have been developed at the national level but have not been accessed and adapted at the Provincial level for use in schools and teaching.

Output 3.1    Appropriate and existing Philippines basic education teaching/learning materials identified, adapted and adopted.

Working with the DepEd staff at Central, Regional and provincial level, the available learning materials for science, mathematics and EL will be assembled and reviewed for their suitability for use as part of the project activities. Materials will include existing science, mathematics and English resources used by the participating DepEd schools, those subject modules recently developed by the BNFE, the Open Schools materials under SEDIP, modules that were developed and used for PROBE and modified under TEEP, as well as any materials currently being developed as part of the BEAM project.

The existing and any new materials will be reviewed and adopted for use by the schools in Samar and Bohol. The materials will be adapted using specialist DepEd staff located at the two proposed Teaching/Learning Materials Resource Units (MRUs), with limited trials of the new materials conducted at selected Lead Schools, as well as the participating TEI. Based on the results of these learning material trials, the new resources will be produced and distributed.

Output 3.2      Region VII LMC upgraded and Region VIII LMC established and staffed.

RLMCs will provide a region-wide service in the development, adaptation and distribution of instructional materials to provincial Material Resource Units (MRUs) for distribution to teachers and schools. Rigorous quality control procedures will be followed prior to the release of such materials to ensure they are appropriate for the curriculum and free of gender bias or stereotyping.

In Region VII a Learning Materials Centre was established in the mid 1990s as part of the AusAID funded PROBE project. The concept and operation of the RLMC was successful and the facility is still functioning in Cebu. There was no RLMC established in Region VIII, as it was not included as part of the PROBE project. It is proposed to use RLMCs as the major production facility for the learning materials.

The facilities of the existing RLMC for Region VII in Cebu (established under PROBE and continued under VGF-HIP) will be studied and where appropriate the equipment will be updated and upgraded. Advances in production technology and the age of the existing equipment suggest this to be a prudent course of action. The intention will be to use the same physical location, together with whatever existing equipment and facilities are still appropriate for ongoing use.

A new RLMC will be established by the project in the DepEd Region VIII Regional office, located in Tacloban, on the island of Leyte. The exact location of the RLMC will be negotiated with senior representatives from the DepEd, including the Director for Region VIII, but is likely to be housed in or near the existing DepEd complex.

The RLMCs will involve refurbishment of an existing building, specification, procurement and installation of all services and equipment, and the commissioning and testing of all RLMC hardware and software. Equipment and facilities will be specified to ensure value for money, high reliability, maximum warranty and the appropriate level of training, consumables and spare parts.

In order to promote sustainability of RLMC operations permanent staff should be appointed and cost-recovery options explored and instituted.

Output 3.3     Teaching/learning Materials Resource Units developed and operating in each province.

The MRU will be used to adapt the existing DepEd learning materials in a way that suits the context and the local environment in Bohol and Northern Samar. This will include using examples in science, mathematics and English that are relevant to the two provinces. MRUs will be operated by experienced DepEd staff with an understanding of the content, teaching methods and assessment techniques. Some are likely to be ISFs, to ensure materials are at the appropriate level of quality and content.

Each of the MRUs will require networked computers, graphics software, CD production equipment, print and production equipment and secure file storage.

Output 3.4     TNA conducted to enable the development, production and use of teaching and learning materials.

This TNA will reflect the quality focus of the project and form the basis through which the MRU staff are trained and developed to manage the learning materials adaptation. The TNA will indicate the required training content, location, the priority areas and the schedule of proposed interventions.

The TNA would take into account the wider objectives of the project, including providing training that will enable the MRU to support the ISFs and teachers in the various school-based activities that provide materials and teacher guides to improve both teaching and learning in science, mathematics and English. Teachers should play an active role in the development of classroom materials, since experience shows that when teachers attend training programs and are able to take away instructional materials they have assisted in developing, they are much more likely to use them in their own classroom teaching.

Output 3.5   Specification, procurement and dissemination of supplementary science, mathematics and English teaching and learning materials to schools and TEIs.

Supplementary learning materials, including science and mathematics kits and EL resources, will be specified, procured and then provided to teachers and students in all of the participating schools. The kits and learning materials will cover all grades across both elementary and secondary schools and include resources for practical activities and local innovation, including the use of .found objects. For the teaching of mathematics and science. The new kits, learning materials and supporting teacher guides will provide teachers and educational managers with a comprehensive resource from which to plan, deliver and assess

the subject areas. It will be important for teachers to be trained in the effective use of these materials.

COMPONENT 4: Programs for Out of School Children, Youth and

their Families

The objective of this component is to assist the piloting of basic education programs to:

·             Retrieve out of school children, and

·             Provide functional literacy and livelihood opportunities for out of school youth and their families

Around 50% of elementary school children do not have an opportunity to complete the first 6 years of education. These children leave school, often due to economic necessity, as their families cannot afford either the direct or the opportunity cost of continuing to send them to school.

Output 4.1 Target populations for pilots identified, the functional literacy status

confirmed and the strategy endorsed.

This output targets three groups, namely:

·             Young age children who have dropped out of school and who would benefit from alternative retrieval programs, such as distance education;

·             Youth who have dropped out of school who would benefit from further functional literacy and/or livelihood opportunities; and

·             Parents of school drop-outs and at risk students who would benefit from livelihood opportunities.

The project will work closely with the PPDO, DepEd, NGOs, local mayors, barangay captains and other relevant stakeholders to identify target groups in each of the above categories. The project will establish relatively small groups pilot groups (up to say 15-20) for each of the target areas and work with appropriate partners, such as NGOs, to refine or develop suitable programs for piloting.

School managers are perhaps in the best position to offer information about at-risk students, school drop-outs and their families. As part of Component 1, dealing with leadership and management, schools should be encouraged to develop community outreach programs in their Annual Plans and play a central role in the planning and management of activities under this component.

Not only will a strategy to increase cash from income generating opportunities at the specific communities be developed, but also specific proposals on how the additional income will be used to support children attending schools. The barangay and Mayors commitment to the process is most important as they, along with the PPDO, should be involved in the endorsement and the subsequent implementation of the strategy and interventions.

Output 4.2 Labour market and livelihood opportunities confirmed and endorsed

There are a number of initiatives underway in both Bohol and Northern Samar to broaden the income base of communities, some of these initiatives are based on bridging the gap existing between labour market demand and supply, or meeting workforce projections. Opportunities for households and communities to undertake livelihood activities depend upon a range of factors including:

·             available physical resources (eg land capability);

·             financial resources (eg credit facilities),

·             markets, and

·             skills

An analysis of opportunities should include identification of subsistence activities (usually non-cash income), production of goods for sale (including agricultural and other small scale production) and skills development to meet labour market and service industry requirements.

It is proposed that the project, working with the PPDO and other community stakeholders, identify opportunities that increase income and subsequently to support these as pilot activities. Once the pilots are completed, and the livelihood requirements processes understood by the key participants, additional interventions would be identified to broaden family and community income. The focus of this activity is not only to improve the income of disadvantaged groups, but also to encourage the families to maintain their children in the formal basic education system.

Output 4.3      Strengthening partnerships between service providers and other

stakeholders.

Community development activities are often hampered by lack of information on services such as sources of technical expertise, financial services, industry support, and training programs. Service providers may be drawn from government, non-government and private sectors. Provincial and municipal planning officers are often a focal point for matching service providers to community needs, and facilitating convergence of government and NGO services. The Output 1.5 aims to strengthen the partnerships between service providers that are involved in delivering basic education to students at risk and to out-of-school youth. In a similar way, this Output aims to strengthen the partnership between those agencies that are involved in improving family and community livelihood.

There is a clear connection between a child.s general health and nutritional well-being and school performance. The project should explore linkages with local health services and if appropriate, GoP school feeding programs as one means of addressing this issue.

Output 4.4 Distance education/alternative delivery program piloted for out of school

children.

This pilot program is for the young age elementary school drop-outs as a means of retrieving them into the education system. The DepEd has developed learning materials for a large number of the course / subject modules that it provides to students who continue with their basic education using alternative delivery methods (i.e. through distance education). These learning materials are provided in print and on CD, and are available for use by teachers and students, especially those located in the more remote rural or isolated areas or where there is limited opportunity for a person to regularly attend school.

Some students who undertake the basic education course then choose to take the Accreditation and Equivalency (A & E) examination, held in March each year. Passing the A&E provides the student with credit status into the formal basic education system. However, the success rate for these students who undertake this type of basic education study using nonformal methods, then take the A&E, is very low, in the order of 15%.

The project, working with DepEd, the teachers and the BNFE, will trial ways that enable out-of- school students to continue their studies using the materials available through DepEd and the BNFE. The appropriate use of alternative delivery methods should enable a greater number of out-of-school youth to continue their basic education studies, and achieve a higher percentage pass rate for the A&E examination in Bohol and Northern Samar.

Should this pilot prove successful, DepEd could consider extending the program to elementary and secondary students who experience difficulty attending regular classes.

Output 4.5 Functional literacy & livelihood programs piloted for out of school youth

This program will pilot a program aimed to provide sufficient functional literacy for youth to effectively participate in livelihood programs, such as TVET. The project will identify communities in the school catchment and support initiatives that can lead to improved cash and non-cash income generation opportunities, starting with an analysis of the existing livelihood opportunities, coupled with a jointly developed community development plan. Through the process of identifying opportunities for increased income generation, the community development plan will outline what special training is required to ensure that community and household members have the requisite skills to achieve the expected outcomes of the community development plan.

Importantly, the provision of skills training to improve cash and non-cash income generation opportunities will attract participants who may not normally engage in non-formal education, literacy or numeracy programs. However, if properly structured and delivered, the identified skill programs can incorporate literacy and numeracy within their specific skill-formation training.

Output 4.6 Strengthening the capacity of the school community, particularly parents of at-risk students, to participate in livelihood and/or income generation activity.

Limited DepEd resources, combined with a steadily increasing population creating greater demand for children to start basic education, places severe financial strains at the District and at the school level. These limitations affect the number of teachers employed, the state of the school facilities and the teaching and learning resources available.

Poor economic circumstances of parents are the principal reason for school drop-outs. Efforts will be made to provide target families with enhanced livelihood opportunities. This could be through income generating programs or assistance in areas such as health and nutrition

It is proposed that the project work with school principals, parent association and the PPDO to identify ways through which schools and parents can increase their cash or non-cash income. The baseline data for this Output will be the existing School Development Plan, which would detail the school income and total expenditure, as well as household survey data. While increasing school and parent income will be one measure of success, the impact on student retrieval and retention is ultimately much more important to the project.

Component 5: Project Management

The objective of this component is to manage the project in an effective, efficient and

responsive manner.

The project will be implemented in two provinces. This presents management and logistical issues, on a number of levels. These include:

·             Each province has extensive areas of poverty with limited local resources available to the schools or communities;

·             Bohol and Northern Samar are geographically isolated from each other, with the easiest way to travel between them being travel via Manila;

·             There are remote communities and schools where, through geographic isolation, it is difficult for any project staff to reach or work with them for extended periods of time;

·             There are peace and order concerns in several districts in the provinces of Northern Samar and Bohol, with travel by project staff requiring serious consideration and forward planning in relation to security;

·             The APD will be located in Northern Samar, where there are limited communication and management resources available, power is often cut and cyclones regularly hit;

·             The Regional Offices and Regional Directors are both geographically remote from both provinces.

Output 5.1 An effective project management framework is established and

implemented.

This output establishes the project, including the project management units (PMU), which will be located in Catarman, Northern Samar (for the Project Director) and Tagbilaran City Bohol (for the Deputy Project Director). These offices will provide the operational base for the project, and include the Counterparts, Long-Term Advisers and LES support staff. Suggested activities to be undertaken during this period include:

·             Locations for PMU agreed and arrangements completed;

·             Project office staffed and the two offices furnished and equipped with quality equipment, computers, communication systems and required equipment;

·             Vehicles and other support equipment purchased, and

·             Financial and project planning / reporting systems established.

The MC will be expected to establish and maintain a project Asset Register, a Procedural Manual for project office operation, a Security Plan, a Sustainability Plan and keep comprehensive financial records and other necessary documentation. Annual Plans, Reports and management processes will be timely and of a quality that is commensurate with the AusGUIDE and the Australian Government audit requirements. The MC will also develop a quality assurance strategy which incorporates a quality assurance manual and a detailed monitoring and evaluation plan. In addition the MC will regularly revisit and update the risk management plan.

Output 5.2 Effective relationships established and maintained between DepEd

(Central, Regional and Provincial level), AusAID, other donors and MC.

The MC will establish relationships at the DepEd central, Regional and Provincial levels, to ensure that project activities are implemented within national and regional guidelines and priorities. As project activities will be largely delivered in the two target provinces, it is imperative that the MC ensure clear communications and liaison are maintained with all levels of the DepEd.

The Project Coordinating Committee (PCC) provides top-level guidance and support during project implementation. Chaired by the DepEd Secretary, or nominee, the PCC will consider major issues and recommendations brought before its regular meetings that impact on the direction and likely success of the Project in achieving its agreed objectives. These meetings, to be held twice yearly, will generally be held either in Manila or in the target regions.

To support the PCC and the successful implementation of the project, two Stakeholder Working Groups (SWGs) will be established. These groups, one for each province, will be drawn from a representative cross section of provincial stakeholders and chaired by the DepEd Regional Director. The groups, comprising community / parent representatives, Provincial Budget representatives, NGOs, DepEd and relevant agencies (ie local TESDA) will

meet twice annually, around one-two months prior to each PCC meeting. They will discuss project progress, key issues, and identify options/guidance to address any constraints or issues. The outcome the SWGs deliberations will be the preparation of the Joint 6-Monthly Monitoring Report of the Annual Plan Implementation Progress for submission to the PCC.

AusAID intends to ensure that all projects in the Philippines will work in collaboration and consistently with each other. A contract clause will reflect this intention. Specifically PACAP is working in both Bohol and Northern Samar with targeted communities. A relationship between PACAP and this project, particularly concerning livelihood pilot activities (Component 4) will be essential. Further the Philippines program is currently developing an umbrella assistance to the five area focussed provinces which include Bohol and Northern Samar. It is unclear at this stage how this will take shape, but it is envisaged that the Area Focussed Approach initiative will work within each province.s development plan and provide support to the Plan through existing activities such as PACAP and this new education project as well as bringing in new activities. This approach will require the willingness of all Managing Contractors to work together towards the CPS.s goal and purposes and not only towards the goal and purposes of the specific project. In particular the MC will monitor the activities of other AusAID funded and donor projects in the two provinces, including the PACAP and the UNICEF CPC VI. In terms of basic education, the BEAM project will continue to develop new materials, training methods and approaches to teacher education. The aim of the new project will be to avoid duplication and to maximise the benefit available through activities, outcomes or lessons learned from other projects.

Output 5.3 Project reports/annual plans are timely and accurate.

Annual Plans

The PCC will meet twice every twelve months primarily to consider both Annual Plans and, if presented, major Project issues, drawing for guidance on the AMB (Activity Monitoring Brief) in reporting on progress. Major Project issues should be first discussed with the relevant AusAID Manila officer to determine the appropriateness of bringing them before a PCC and if agreement is reached to proceed, a formal Issues Paper should be developed for each issue by the APD in conjunction with the DepEd Project Director. The Issues Paper should contain a full analysis of the issue and include recommendations on appropriate action. They should be circulated to all PCC members for consideration two weeks in advance of PCC meetings. Formal Issue Papers developed for PCCs must be consistent with issues raised in relevant draft Activity Monitoring Briefs developed for AusAID Post and discussed in detail in the next sub-section below.

Annual Plans will be completed in a format consistent with AusGUIDElines and to a standard determined by the Project in its key performance measures. They will be submitted according to the following schedule which assumes a commencement of project implementation by mid to late January 2005.

·             By no later than end April, 2006 to cover the remainder of 2006 and all of 2007;

·             By no later than end September, 2007 to cover all of 2008; and

·             By no later than end September 2008 to cover all of 2009.

Simplified Monitoring Briefs (SMBs)

The MC.s Progress Reports to AusAID Manila will take the form of a draft SMB. The MC will prepare a draft SMB in accordance with the new format at least twice a year. The submission of the SMB should also take into account the timing of the PCC meeting. In general, the SMB will report on progress of the Project against identified outputs in the Project Logframe, with particular attention paid to issues that have arisen since the previous SMB and remedial action taken or proposed to be taken, if any. In the case of the SMB prepared immediately prior to a scheduled PCC, Issues Papers should expand on those issues arising from the SMB.

Development of the draft SMB by the MC will be informed by consultation with all other directly relevant stakeholders, including the partner government, the implementing agency and direct beneficiaries. Information in SMBs will be added to in subsequent SMBs The draft SMB will be submitted by the MC (through the APD) to AusAID Manila, which will use the SMB as their primary monitoring tool for validating and verifying the Project.s progress. Following completion of this process AusAID Manila will submit the SMB in final form to AusAID Canberra. Between Annual Plans and SMBs, the MC will use exception reporting, where necessary, to raise issues with AusAID Manila on urgent project related matters.

Other Reports

Exception reports may be required from time to time to alert key stakeholders to any significant issues as may arise, as well as Adviser Completion Reports. All such reports will pass through the MC.s quality assurance procedures prior to submission.

Output 5.4 Project produces Quality, Sustainable Outcomes.

The logical framework matrix in Annex 1 includes the indicators and the means of

verification at the component and output levels. These will provide the basis for measuring the attainment of the project. It is well recognised, through lessons learned on other donor projects, that good communication and cooperation with DepEd senior counterparts will be an important factor in ensuring relevance, quality and sustainable outcomes at the school level.

The MC will be required to develop a Quality Assurance Plan detailing how internal and external Quality Assurance will be managed. This will incorporate the project monitoring and evaluation strategy. It will be important for the MC to demonstrate how the QA process will be transparent and mainstreamed into project activities. Importantly, the MC will need to show how the QA process is actively involved at the time of developing and submitting reports or milestones, rather than simply reviewing materials after they have been submitted.

Output 5.5 Project costs are managed to achieve value for money.

A financial management system will be implemented that provides the levels of

accountability required by the MC and AusAID. The APD, DAPD and relevant office staff will be provided with appropriate training by the MC in the effective use of the system. Financial audits will be periodically undertaken by the MC. Appropriate levels of expertise will be employed for TA inputs as well as the use of local consultants where appropriate.

Project Structure