
|
PANINGKAMOT-PAGSIKAPAN
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 |
STRIVE |
|
|
PARTNERS: |
||
|
GoP |
- A Project of the Department of Education - Coordinated
by EDPITAF |
. . . making a difference |
|
|
- Supported by the Australian Agency for International
Development (AusAID) - With Technical Assistance from the Melbourne Development
Institute (MDI) |
|
|
PROJECT
DESCRIPTION: |
STRIVE Project Project Management Unit (PMU) DepED Division Office,
Telefax No. (038) 411-2544 Telephone No. (038)
501-0164 Sub-Project Management Unit (Sub-PMU) Bulwagan ng
mga Guro DepED Division Office, Catarman, Telefax No. (055) 500-9384
PANINGKAMOT
|
|
|
GOAL: |
To contribute to the improvement of rural living standards in
selected provinces of the Visayas through improving
the quality of, and access to, basic education (Stage I – Bohol
and Northern Samar) |
|
|
PURPOSE: |
To
assist DepED to improve the performance of school
students in English, Science and Mathematics Assist
the DepED to increase the participation of children
and youth (up to 21) in basic education. |
|
|
COMPONENTS: |
C.1.
Leadership And Management Development Objective:
Strengthen education leadership and management
capacity in the target provinces. |
|
|
|
C.2.
Teacher Development Objective: Enhance the capacity of
pre & in-service teacher training, particularly for improving the
teaching of mathematics, science and English |
|
|
|
C.3.
Teaching and Learning Materials Objective: Support for the
adaptation, development, production and distribution of appropriate science,
mathematics, EL and other teaching/learning materials to schools |
|
|
|
C.4.
Programs to Support OSC/Y 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. |
PAGSIKAPAN |
|
|
C.5.
Project Management Objective: Manage the project in an effective, efficient and
responsive manner. |
|
|
Scope: |
§
§
|
|
|
Duration: Timing: |
§
18 months
§
October 2005 to April 2007 |
|






|
- 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. |
|
PARTNERS: |
|
|
|
GoP |
- A Project of the Department of
Education - Coordinated by EDPITAF |
|
|
|
|
|
|
|
|
|
|
|
- Supported by the Australian Agency for International
Development (AusAID) - With Technical Assistance from the Melbourne Development
Institute (MDI) |
|
|
|
|
|
|
PROJECT
DESCRIPTION: |
|
|
|
GOAL: |
To
contribute to the improvement of rural living standards in selected provinces
of the Visayas through improving the quality of,
and access to, basic education (Stage I – Bohol and
Northern Samar) |
|
|
|
|
|
|
PURPOSE: |
To
assist DepED to improve the performance of school
students in English, Science and Mathematics Assist the DepED
to increase the participation of children and youth (up to 21) in basic
education. |
|
|
|
|
|
|
COMPONENTS: |
C.1.
Leadership And
Management Development Objective:
Strengthen education leadership and management
capacity in the target provinces. |
|
|
|
C.2.
Teacher Development Objective: Enhance the capacity of
pre & in-service teacher training, particularly for improving the
teaching of mathematics, science and English |
|
|
|
C.3.
Teaching and Learning
Materials Objective: Support for the
adaptation, development, production and distribution of appropriate science,
mathematics, EL and other teaching/learning materials to schools |
|
|
|
C.4.
Programs to Support OSC/Y
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. |
|
|
|
C.5.
Project Management Objective: Manage the project in an effective, efficient and
responsive manner. |
|
|
|
|
|
|
Scope: |
§
§
|
|
|
Duration: Timing: |
§
18
months §
October
2005 to April 2007 |
|
|
Project Structure |
GOAL: To contribute to the
improvement of rural living standards in selected provinces of the Visayas through improving the quality of, and access to,
basic education (Stage I – Bohol and Northern Samar) |
||||||||
|
|
PURPOSE: To
assist DepED to improve the performance of school
students in English, Science and Mathematics Assist the DepED to increase the
participation of children and youth (up to 21) in basic education. |
|
|||||||
|
C.1.
LEADERSHIP AND MANAGEMENT
DEVELOPMENT |
C.2.
TEACHER DEVELOPMENT |
C.3.
TEACHING AND LEARNING
MATERIALS |
C.4.
PROGRAMS FOR OSC/Y &
FAMILIES |
C.5.
PROJECT MANAGEMENT |
|
|
|
|
|
|
|
c.1.1 TNA for educational leaders |
c.2.1 TNA for teachers of math, science and English |
c.3.1 Appropriate teaching/learning materials identified
and adapted |
c.4.1 Targets identified, needs
confirmed and strategy |
c.5.1 Establishment of project offices |
|
|
|
|
|
|
|
c.1.2 Master Training Plan |
c.2.2 PD for ISFs implemented |
c.3.2 Region VII RLMC upgraded; Region VIII RLMC
established |
c.4.2 Support opportunities
identified |
c.5.2 Effective project management framework implemented |
|
|
|
|
|
|
|
c.1.3 Trainers trained to deliver training |
c.2.3 Stronger TEIs in pre/
in-service for math, science and English teachers |
c.3.3 Resource Units in each Province |
c.4.3 Stronger partnerships for
providers and stakeholders |
c.5.3 M&E Framework and QA and Sustainability
Strategies |
|
|
|
|
|
|
|
c.1.4 Training programs delivered |
c.2.4 ISFs provide training |
c.3.4 TNA and training for materials development |
c.4.4 Alternative delivery,
literacy and support programs piloted |
c.5.4 Effective relationships with stakeholders |
|
|
|
|
|
|
|
c.1.5 Stronger partnerships to support basic education |
c.2.5 Strategies to retain at-risk students |
c.3.5 Supplementary materials distributed |
c.4.5 Stronger school community |
c.5.5 Project management and sustainability plan
implemented |
|
|
|
|
|
|
|
c.1.6 Stronger Division EMIS capability |
|
|
|
c.5.6 M&E Plan implemented |
|
|
|
|
|
|
|
c.1.7 Network of lead and satellite schools |
|
|
|
c.5.7 Project costs managed to achieve high value for
money |
Summary of Project Progress – Stage 1
(as of end of December 2006)
(as per Performance
Indicators Revised Log Frame February 2006)*
Component 1: Leadership and
Management Development
Objective: Strengthen educational leadership and
management capacity in target provinces.
|
|
Output |
Performance Indicator for
Period |
Progress Status (as per MOV) |
|
1.1 |
Training Needs
Analysis result for selected Regions, Divisions in the Visayas.
Superintendents, ES, District Supervisors and School Principal/ Head aligned
with the latest management responsibilities as outlined in current DepED policy |
Detailed
TNA methodology for leadership /
management training completed and revised for future use by DepED |
§ TNA Methodology endorsed by Region VII
and NEAP on § TNA Methodology endorsed by Region VII
and NEAP had been revised to accommodate certain specifications of the Region
VIII Director. Such methodology had been endorse by Region VIII on |
|
100%
of the management responsibilities identified from DepED
Orders, RA9155 and IRR are included in the TNA skills audit survey |
§ Accomplished - as reflected in the TNA
instrument all competencies used (24 school head competencies, 44 division
competencies and 42 region competencies) as basis to determine current level
of competencies are the prescribed skills by NEAP. These competencies had
been culled from DepED Orders, RA9155 and IRR and validated
with DepED Educational leaders. |
||
|
At
least 20% of the principals/ school heads) and at least 75% of other
educational leaders (Region, Division) complete TNA, profile information and
baseline survey. (Participants
selected by stratified sampling) |
§ Accomplished. Obtained 99% response
from the target school head respondents § TNA for educational leaders at the
region and division level were based on an organization needs level rather
than on an individual training needs.
As a result, the proposed 75% respondents from the region and division
levels were not required. |
||
|
TNA
completed and endorsed by the DepED Regional
Directors and NEAP |
§ TNA summary endorsed by Region VII on
15 March 06 § TNA summary endorsed by Region VIII on
20 March 06 § TNA summary endorsed by NEAP as part
of MTP § TNA methodology turned over to NEAP |
||
|
1.2 |
Master Training
Plan for educational leaders and managers in selected Regions and Divisions
in Visayas. (1.2 continued) |
The
Training Plan demonstrates direct links to the TNA findings |
§ TNA summary information was included
as part of the MTP. The training programs identified in the MTP were
fashioned to be competency-based, reflecting the exact competencies used in
the needs analysis and the prioritizing of the learning competencies were
directly linked to the results of the TNA. |
|
The training
delivery strategy is developed |
§ Training delivery for programs used a
combination of methodologies ranging from direct training to follow-up
programs such as coaching and on-the-job learning. |
||
|
|
Evaluation
instruments designed, tested, revised and finalized |
§ MTP M&E Framework has been
developed. TM&E instruments are developed and being utilized within
training programs. TM&E data derived from progress monitoring are
processed in a training database developed by the MES Adviser and reported to
PME. Instrumentation being reviewed and refined on an on-going basis. |
|
|
Master
Training Plan for selected Regions and Divisions are accepted by Regional
Directors, endorsed to Central Office and accredited by NEAP |
§ Endorsed by Region VII 15 on March
2006 § Endorsed by Region VIII 20 on March 2006 § Endorsed by NEAP on § MTP development methodology and
documentation turned over to NEAP |
||
|
1.3 |
DepED managers/
leaders trained as trainers to deliver the leadership and management programs
to educational managers. |
Accredited
trainer-training programs/study tours (national and international) content
& methodology |
§ Executed the contract for training
with four accredited & nationally/internationally recognized training
providers: Royal § Training program had been developed
and conducted by the training service providers per specifications of the MTP |
|
Independent
selection process for prospective trainers (based on the requirements of the
TNA) endorsed by Regional Directors and NEAP |
§ The certification of endorsement of
Trainers’ selection criteria and independent selection process was signed by
the Regional Directors and NEAP in |
||
|
At
least 10 leadership and management trainers from each province successfully
complete accredited training |
§ A total of 29 leadership and
management (15 from § The trainers are complemented with the
training of 10 quasi-trainers (5 from each province) whose main focus is the
monitoring and evaluation of the training program. These trainer-M&E team
also completed the prescribed in-country trainers’ training program and
skills development on monitoring and evaluation of training programs. § 10 Senior Education Leaders from
Central Office, Region VII and VIII participated in an offshore study program
May 2006. Documentation coordinated by
EDPITAF and completed by participants May 2006 § Contract of service has been executed
with the trainers. § Training completion reports and
evaluation provided by NEAP, SEAMEO and RMIT - July 2006 |
||
|
1.4 |
Leadership and
management training delivered to education leaders and managers in selected
Regions and Divisions in the Visayas with priority
on lower performing school heads. |
Leadership
& management training modules incorporate outcomes and innovations
identified through review of available training programs, research, training
placements and/or study tours that
address the key training needs (as per TNA) |
§ Training modules developed in
conjunction with NEAP and informed by in-country and offshore trainers study
programs. § Learning portfolio of participants
(Education Leaders trained as trainers) had been compiled and used as
reference materials in the development and continuous enhancement of the
training modules. § An Integration of Learning and
Learning Exchange Forum presented ( § NEAP SIP training modules and SIP
training program developed. |
|
In Stage I - at
least 80% of education leaders and managers in |
§ To date, 5 of 9 Batches of training
had been conducted to educational leaders and managers in Bohol
& NSamar following the content and methodology
prescribed by MTP. § This translates to 451 or 56% (226 in |
||
|
80%
of newly trained educational managers
surveyed indicate they have implemented the action plan developed to implement
improved work practices |
§ Not yet due |
||
|
Improved planning
at regional, provincial and school level leads to more effective resource
utilization |
§ 11 cases documented from § Early preparation for DEDP underway
with training in Module 1 – Data Collection/Collation |
||
|
1.5 |
Strengthened
partnerships in basic education between PPDO, LGUs,
school boards, PTCAs & NGOs. (1.5 continued) |
Stakeholder
analysis completed and base line established incorporating the pre-project
situation in target locations |
§ Initial baseline survey conducted
early February 2006, preliminary report has been prepared based on the
initial baseline. A follow-up survey as required will be designed and
conducted in the first quarter of 2007. |
|
Number,
type and scope of working relationships and partnerships strengthened and/or
established through the project. |
§ A total of 451 or 56% (226 in § A technical evaluation group involving
the Provincial school board and DepED Division key
personnel had been established to review initiatives /project proposals
related to addressing “Access” related indicators. |
||
|
Number,
type, scope and results of new cooperative activities undertaken. |
§ 100% participation of parent, teacher,
student and LGU representatives in the SIP development of 451 schools |
||
|
1.6 |
Strengthened capacity of Divisional DepED offices to
collect and analyze data on basic education in relation to the target groups. |
Analysis
of BEIS, NAT and other baseline data completed. |
§ Pre-project baseline established as
part of draft Baseline Report. Some
data, however, is currently being validated. |
|
Enhanced
facilities & equipment in place to enable improved collection, storage
and analysis of data |
§ Computer equipment (desk top, laptop,
software, hard drive back-up, UPS) and LCD were provided to 3 School Division
Planning Offices - December 2005 |
||
|
Training
needs identified of EMIS Division staff (linked to TNA in Component 1) |
§ TNA of Planning Offices conducted by
Monitoring, Evaluation and Sustainability Advisor. |
||
|
Training
delivered to Planning Unit/EMIS staff based on TNA |
§ Not yet due |
||
|
Pre-project baseline data. |
§ Draft Baseline Report prepared. Still
validating data. |
||
|
Education data produced per OPS-DepED
format, quality and standards. Gender
disaggregated data from target groups collected, analyzed & consolidated
for DepED use. |
§ Meeting conducted with OPS to initiate
discussions on DepED format, quality and standards
required for education data. (Undertaken May 2006) § Division preparation of Division
Report Card (education data prepared for planning) due on Feb 2007. |
||
|
1.7 |
Network of lead
and satellite schools established in each province |
Lead
school selection standards, process and criteria approved by Regional
Offices, BSE, BEE & OPS. |
§ Formulation and development of
criteria on the selection of lead schools completed May 2006 § Lead and Satellite Schools selected in
July 2006 |
|
Information
package developed and disseminated on the roles and responsibilities of lead
and satellite schools, including an orientation program |
§ Base paper is currently being
prepared. |
||
|
Review
and accreditation of lead schools conducted |
§ Not yet due |
|
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. |
|
Output |
Performance Indicator for
Period |
Progress Status (as per MOV) |
|
|
4.1 |
Target population for pilots identified, strategy
for engagement endorsed and functional literacy status confirmed. |
Target populations with high numbers of out-of
school children and youth with low levels of basic education identified. |
§ Strategy for the selection of pilot
schools endorsed by SDSs and PPDOs §
Target population and pilot schools
identified |
|
Baseline
on school student achievement and other data assembled and used to identify
in-school children who are at risk. |
§ Baseline on school student achievement
data used as reference in identifying Students-At-Risk of Dropping Out (SARDOs) § SARDOs identified. |
||
|
Background
literature review, research and consultations on the reasons, issues and
successful interventions to reduce school drop-outs and attract out of school
children and youth to basic education. |
§ OSC, OSY, SARDO survey results analysed. § Focus group discussions (FGDs) conducted with OSC/Y, parents of OSC/Y, teachers
and community representatives (PTCA/SGC/LGU) on school drop-out problem
(perceived causes and effects; interventions attempted) § School community consultation meetings
conducted to validate survey and FGD results. § Information gathered on some
successful interventions. § Gathering of more information a
continuing activity. |
||
|
Strategy
for engaging target population endorsed by PPDO, mayors, barangay
captains and Division Superintendent |
§ Strategies for engaging target
population endorsed by stakeholders (School Heads, PTCA Presidents, Chairman
Education Committee, and Municipal Mayors) accepted and confirmed by SDSs and PPDOs. |
||
|
4.2 |
Support options
(including livelihood skills programs) that enhance/ increase the
participation of at-risk and out of school children and youth in basic
education are identified, prioritized and endorsed. |
Analysis
of existing and potential support options that enhance/increase at risk and
out of school children and youth participation in basic education. Prioritization of support options for basic
education |
§ Seminar undertaken for school heads,
PTCA president, municipal/barangay councillor (chairperson of local education committee) to
consider various support options with target population. § § Pilot schools identified and
prioritized possible support options. Priority list validated with and
endorsed by school community. § SOBE Fund Manual developed and
endorsed – modelling use of SEF funds |
|
4.3 |
Strengthening
partnerships between DepED, PPDO, LGUs NGOs, agencies, academe, service providers and other
stakeholders |
Identification
and networking/ partnerships with NGOs, PPDO, agencies, academe, LGUs, local service providers is documented. |
§ Examples of activities undertaken
or are on-going to develop/strengthen partnerships include: i)
Joint endorsements of the Governor/PPDO and SDS –
provincial level and Mayors, Chairpersons of Local Education Committee, and
School Heads are providing the foundation for strengthened partnerships; ii)
Creation of sub-committee under the
Provincial/City School Board that will review and evaluate project proposals
of pilot schools for funding under the Support Options to Basic Education
(SOBE) grant facility iii)
Stakeholders meeting to discuss OSC/Y ( iv)
Attendance to book launching of monitoring the
Millennium Development Goals (MDG)- v)
Attendance and observation on BIARSP sponsored
training-Bohol; vi)
Informal talks with NESTLE Philippines
Representatives-Bohol, vii)
Agency visits to TESDA and Heifer International-Bohol viii)
Agency visits to various provincial/ municipal
government offices; local offices of national government agencies; a state
university; and NGO were undertaken. Information on services provided and
capability to provide the services were gathered,
consolidated and disseminated to pilot schools. This will serve as reference
in identifying specific potential partners in undertaking the support
programs ( |
|
|
Joint
activities undertaken: a)
a plan to support basic education in the target
community developed jointly with relevant stakeholders b)
improvement of quality of collaborative activities
of the different stakeholders |
§ Support to OSC/Y and SARDO concerns on
access to quality basic education incorporated by the SPTs
in the SIPs of the pilot schools |
|
|
|
Partnership/Service
provider selection criteria and MOU/MOA/MOC |
§ Exploratory talks on-going with
possible service providers (TESDA and UEP). |
|
|
4.4 |
Strengthened existing alternative delivery/ distance
education modes and ALS programs are piloted for out of school children and
youth with low levels of basic education. Support programs (including livelihood skills
programs) piloted in target communities to increase the participation of
out-of-school children and youth with low levels of basic education. |
Alternative
basic education delivery program/s a)
identified, adopted and/or modified b)
package of modules and other learning materials
reproduced per pilot school c)
package of modules and other learning materials
disseminated per pilot school |
§ Pilot secondary schools submitted
letter of intent (SDS endorsed) for implementation of OHSS-EASE § Integration of some support programs
with the selected ADM on-going (e.g., TLE module to incorporate
implementation of business plan component) § Enhancement training of Bohol ALS coordinators and mobile teachers on A&E
Program conducted § Joint training on OHSS-EASE conducted § Potential enrolees
to EASE identified § Orientation meeting conducted with
potential EASE enrolees and their parents, as well
as with PTCA § Reproduction of ALS A&E modules
completed § Reproduction of EASE modules on-going § Distribution of ALS A&E modules underway
( |
|
Plan
(4.3) to support basic education used as basis for selection and
implementation of support programs. |
§ The SIP component on improving access
to quality basic education used as basis in identifying, selecting and
finalizing list of support programs for OSC/Y and SARDO of the pilot schools |
||
|
Alternative
assessment process for out of school children/youth developed |
§ Writeshop to develop alternative assessment process and
instrument conducted § Revised Functional Literacy Test
developed for BALS § Testing of alternative instrument
on-going |
||
|
4.5 |
Strengthening the
capacity of the school community, particularly parents of at-risk students,
to participate in resource (cash and non-cash) generation activities that can
be used for school improvement, particularly for programs to reduce number of
students at risk. |
As
part of the SIP, a School Community Program is developed to address/ support
the school in addressing the problem of SARDO |
§ Pilot schools’ project design teams
trained in preparing a project proposal and business plan containing a School
Community Program for SARDO § On-site technical assistance in
finalizing and packaging project proposals and business plans on-going § Draft operations manual of the Support
Options for Basic Education Fund (SOBEF) endorsed by the Provincial/City
School Boards to EDPITAF-DepED for approval by AusAID |
|
Increased
level of parental participation in school-based resource generation
activities |
Examples of participation of SARDO
parents in resource generation to date: § In Nenita Elementary
School in N. Samar, parents participated in
resource generation for the setting-up of a multi-purpose building that will
house the school canteen (also site of feeding program); venue for meetings;
temporary quarters for commuting students and teachers, etc. § In |
||
|
Plans
for utilization of additional resources within the school to address the
needs of the SARDO |
§ Plans currently being
incorporated in the pilot schools’ project proposals. |
||
Component 5: Project
Management
Objective: Manage the
project in an effective, efficient and responsive manner.
|
Output |
Performance Indicator for
Period |
Progress Status (as per MOV) |
|
|
5.1 |
Establishment
and operating PMU & sub-PMU offices |
Established and operating PMU offices |
§
PMU and sub-PMU offices established in
Tagbilaran and Catarman
respectively |
|
Project Office Operations Manual (OM) developed |
§
Project Office Operations Manual
developed and finalized on April 2006 |
||
|
Project
Financial Operations Manual
(FOM) developed |
§
Project Financial Operations Manual
(MDI) developed and finalized on April 2006 |
||
|
5.2 |
An
effective project management framework is established. |
Project Coordinating
Committee (PCC) and Stakeholders Working Group (SWG) established |
§
PCC established. First meeting |
|
Inception Report
including clarified project start-up parameters and adjustments to Project
Milestones |
§
Inception Report completed with
adjustments to project milestones - submitted on |
||
|
PM communications and
functional lines within and among PIMUs & PIMUs w/ stakeholders established |
§
PM and communications structures and
functional reporting lines within project and with stakeholders established |
||
|
Revised and accepted Logframe |
§
Revised logframe
submitted (Balance 2005/2006 Annual Plan).
Endorsed by PCC |
||
|
Project Implementation Plan (PIP-Annual Plan)
developed |
§
2005/2006 Annual Plan submitted to PCC
and AusAID on
§
2006/2007 Annual Plan developed on |
||
|
Risk Management Plan
developed |
§
Risk Management Plan developed as part
of MDI bid to RFT |
||
|
Financial Management
system installed |
§
Financial management system (MDI)
installed during inception phase |
||
|
Safety and Security Plan (SSP) developed |
§
Safety and Security Plan prepared
during inception phase on December 2005 |
||
|
5.3 |
Project M&E, Quality Assurance Framework and
Sustainability strategy developed & installed |
Project
indicators based on revised Logframe |
§
Accomplished – indicators have been
developed according to the revised log frame on February 2006 |
|
Baseline
Study Plan developed |
§
Draft Baseline Study prepared March
2006 |
||
|
M&E
Framework (includes Strategy) developed based on the revised and accepted Logframe |
§
Draft M&E Framework and Strategy
developed March 2006 based on the revised log frame |
||
|
Sustainability Plan developed |
§
Sustainability strategy
developed. Included as annex to the
2005/2006 Annual Plan |
||
|
5.4 |
Effective relationships established and maintained between DepED, AusAID, other donors and
AMC. |
Advocacy Plan developed |
§
Draft Advocacy Plan submitted as annex
to the 2006/2007 Annual Plan |
|
Conducted PCC meetings (3 meetings) |
§
First PCC meeting convened |
||
|
Documented interaction with relevant institutions |
§
Meetings with SEAMEO-Innotech, JICA and donors working in each province |
||
|
Documented interaction with relevant projects |
§
BEAM launch of “MYSPACE”, Field visit
to BEAM February 2006, |
||
|
5.5 |
Project
Management Framework and the Sustainability Plan Implemented |
Annual Plans developed |
§
Draft 2005/2006 Annual Plan submitted
to AusAID 10 February 2006
§
Draft 2006/2007 Annual Plan submitted |
|
Documented Project Adjustments & Strategies |
§
As part of annual planning process,
project adjustments and revised strategies are documented |
||
|
Risk Management plan updated quarterly |
§
Risk Management Plan updated initially
during inception phase and for 2005/2006 Annual Plan at end of February 2006.
§
Three updates had been done during the
2006/07 Annual Plan, |
||
|
Safety and Security Plan (SSP) updated quarterly |
§
All quarterly updates on the Safety
and Security Plan had been done |
||
|
5.6 |
PME
Framework and Plan implemented |
Baseline data collected and analyzed |
§
Draft Baseline Report prepared March 2006 |
|
M&E Instruments & Report forms developed |
§
M&E Instruments and Report forms
revised and updated |
||
|
QAP Certifications
achieved on time |
§
Achieved six (6) Milestones certified
by QAP:
1.
Inception
Report
2.
Annual
Plan 2.a) 2005/2006 Annual Plan 2.b) 2006/2007 Annual Plan
3.
Master
Training Plan
4.
DepED/NEAP Trainers Trained
5.
Distance
Education/ Alternative Learning Programs |
||
|
Simplified Monitoring Brief (SMB) |
§
SMT Report prepared for 2005/2006
Annual Plan & for 2006/2007 Annual Plan |
||
|
5.7 |
Project financial management system is
implemented to achieve value for money. |
Monthly reports submitted |
§
12 Monthly financial reports submitted
(MDI) (from October 2005 to October 2006) |
|
- 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. |
|
PARTNERS: |
|
|
|
GoP |
- A Project of the Department of
Education - Coordinated by EDPITAF |
|
|
|
|
|
|
|
|
|
|
|
- Supported by the Australian Agency for International
Development (AusAID) - With Technical Assistance from the Melbourne Development
Institute (MDI) |
|
|
|
|
|
|
PROJECT
DESCRIPTION: |
|
|
|
GOAL: |
To
contribute to the improvement in the quality of, and access to, basic
education in the Visayas |
|
|
|
|
|
|
PURPOSE: |
To develop and strengthen selected
education management and learning support systems, in part by applying and
modifying available responses for improved access to quality basic education
appropriate to geographic isolated and disadvantaged populations |
|
|
|
|
|
|
COMPONENTS: |
C.1. School Based Management Support
System Objective: Strengthen the support
systems of DepED, three Regional Offices, selected
Divisions and schools for School Based Management through improved
educational planning and management |
|
|
|
C.2. Human Resource Development (In-Service
Teacher Education) Systems Objective: Develop Regional
In-Service Education and Training (INSET) Systems for teachers and capability
building at national, regional, division and school levles
to support the implementation of in-service teacher education and training |
|
|
|
C.3. Learning Resources Materials Development
System Objective: Develop a system for
assessing, acquiring, adapting, developing, producing and distributing
quality learning materials resource for students and instructional support
materials for teachers |
|
|
|
C.4. Project Management Objective: Manage the project in an effective, efficient and
responsive manner. |
|
|
|
|
|
|
Scope: |
§
Three
Regional Offices of the Visayas (VI, VII and VIII) §
Selected
Focal Divisions – 3 in Year 1, with additional Divisions |
|
|
Duration: Timing: |
§
36
months §
July
2007 to June 2010 |
|
|
Project Structure |
GOAL: To contribute to the
improvement in the quality of, and access to, basic education in the Visayas |
|
|
PURPOSE: To develop and strengthen
selected education management and learning support systems, in part by
applying and modifying available responses for improved access to quality
basic education appropriate to geographic isolated and disadvantaged
populations |
|
C.1 School Based Management
Support System |
C.2 Human
Resource Development (In-Service Teacher Education) Systems |
C.3 Learning
Resources Materials Development System |
C.4 PROJECT
MANAGEMENT |
|
|
|
|
|
|
|
|
c.1.1 |
c.2.1 Support and training to NEAP |
c.3.1 Strengthened learning resource
materials distribution systems at Region and Division |
c.4.1 Consultation and Direction |
|
|
|
|
|
|
|
|
c.1.2 Strengthened community support for school
improvement |
c.2.2 Catalog and digitize available
INSET materials |
c.3.2 Support for improved
acquisition of quality learning resource materials |
c.4.2 Planning and Reporting |
|
|
|
|
|
|
|
|
c.1.3 Strengthened education governance mechanisms |
c.2.3 Enhanced INSET training
programs based on NCBTS |
c.3.3 Catalog and digitize
available learning materials |
c.4.3 Project Management and Administration |
|
|
|
|
|
|
|
|
c.1.4 Strengthened Division management
support and monitoring of schools |
c.2.4 Strengthen teacher application
of the CFSS |
c.3.4 Enhanced provision of
learning resource materials to schools and learners |
c.4.4 Monitoring, Evaluation and Sustainability |
|
|
|
|
|
|
|
|
c.1.5 Strengthened management and
monitoring by Divisions |
c.2.5 Improved integration between
Pre and In-service programs |
c.3.5 Enhanced learning materials
for ADMs and ALS |
|
|
|
|
|
|
|
|
|
c.1.6 Stronger management of reform
efforts at Region and Division |
c.2.6 Development and utilization of
QA systems for INSET |
c.3.6 Development and utilization of QA systems
for learning resource provision |
|
|
|
|
|
|
|
|
|
c.1.7 Stronger planning and management
of ADMs, ALS and Health and Nutrition |
c.2.7 Development and utilization of
ICT solutions for development and delivery of INSET |
c.3.7 Development/use of ICT
solutions for development/ delivery of learning resources |
|
|
|
|
|
|
|
|
|
c.1.8 Strengthened public-private
partnership to improve TLE programming |
|
|
|
|
|
|
|
|
|
|
|
c.1.9 Development and utilization of QA
systems for planning and management |
|
|
|
|
|
|
|
|
|
|
|
c.1.10 Development and utilization of
ICT solutions for management |
|
|
|
|
|
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 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 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 b) Education
and Training for In-School and Out of School Children/Youth “An intervention in the Basic Education in the Visayas, located in The two Feasibility Studies were conducted in parallel and the
findings presented to key stakeholders in 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 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
·
Held two stakeholder workshops, one in
·
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 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 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 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
·
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 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 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 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 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 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 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 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 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 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 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 Output 1.3 Trainers trained to deliver the leadership
and management programs to educational managers from participating schools in 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 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 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 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 training. There
will be 85 Satellite Schools located in The inclusion of 34 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 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
( 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 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 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 The facilities of the existing RLMC for Region VII in A new RLMC will be established by the project in the DepEd Region VIII Regional office, located in Tacloban, on the 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
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
·
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 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;
·
·
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,
·
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 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 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 |

CONTACT
LIST
I.
MDI
|
Name |
Position |
Contact Details |
|
STRIVE Project Project
Management Unit (PMU) DepED Division
Office, Telefax No. (038)
411-2544 Telephone No. (038) 501-0164 |
||
|
Nelson Ireland |
Project Director |
Cell: 0921 717 8112 Home: 02 687 2009 ( Office:
038 411 2544 / 038 501 0164 e-mail: palaverbar@yahoo.com |
|
Tony Ross |
Education Leadership
and Management Adviser |
Cell: 0918 382 0248 Home: Office: 038 411 2544 /
038 501 0164 e-mail: tony_anembo@yahoo.com.au |
|
Solitario
Discar |
Support Options for
Basic Education Consultant |
Cell: 0917 241 4754 Home: 053 523 6112 Office: 038 411 2544 /
038 501 0164 e-mail: solitariodiscar@yahoo.com |
|
Mario Elmer Mayote |
Support Options for
Basic Education Coordinator |
Cell: 0906 270 3843 Home: Office: 038 411 2544 /
038 501 0164 e-mail: marioelmer_mayote@yahoo.com |
|
Ellen Leonardo-Ong |
Office & Finance
Manager |
Cell: 0917 833 5536 Home: 02 470 0360 /
038 501 9765 Office: 038 411 2544 /
038 501 0164 e-mail: ellen.l.ong@gmail.com |
|
Bernadeth
Moran |
Finance Officer |
Cell: 0927 442 3370 Home: 053 323 7172 Office: 038 411 2544 /
038 501 0164 e-mail: badette_moran@yahoo.com |
|
Belen Lagumen |
Administrative
Assistant |
Cell: 0906 507 7383 Home: 038 501 7939 Office: 038 411 2544 /
038 501 0164 e-mail: bel.lagumen.s@gmail.com |
|
Frederick Matig-a |
Training and Event
Assistant |
Cell: 0927 578 7913 Home: 038 411 2062 Office: 038 411 2544 /
038 501 0164 e-mail: polikarpo2000@yahoo.com |
|
Ireneo
Sale Jr. |
Driver |
Cell: 0906 497 5681 Home: Office: 038 411 2544 /
038 501 0164 e-mail: |
|
STRIVE Project Sub-Project
Management Unit (Sub-PMU) Bulwagan ng mga Guro DepED Division
Office, Catarman, Telefax No. (055)
500-9384 |
||
|
Adelina
Velasco |
Deputy Project
Director / ELMA |
Cell: 0921 415 2492 Home: 02 533 0736 Office: 055 500 9384 e-mail: ljhv36@yahoo.com |
|
Melinda Mathers |
National Monitoring
& Evaluation Consultant |
Cell: 0915 616 8914 Home: Office: 055 500 9384 e-mail: melzmathers@yahoo.com |
|
Caridad
Nasol |
Support Options for
Basic Education Consultant |
Cell: 0917 812 9192 Home: Office: 055 500 9384 e-mail: caringnasol@gmail.com / caringnasol@yahoo.com |
|
Milagros Valencia |
Support Options for
Basic Education Coordinator |
Cell: 0919 326 0162 Home: Office: 055 500 9384 e-mail: sept_valencia@yahoo.com |
|
Beatrice Olmedo |
Administrative and
Logistic Officer |
Home: Office: 055 500 9384 e-mail: beatrice_olmedo@yahoo.com.ph |
|
Rosalinda Lozano |
Administrative
Assistant |
Cell: 0906 516 7249 Home: Office: 055 500 9384 e-mail: rosalinda_lozano@yahoo.com |
|
Brando
Abarracoso |
Clerk |
Cell: 0928 368 9858 Home: Office: 055 500 9384 e-mail: Brane_05@yahoo.com |
|
Baltazar
Lipata |
Driver |
Cell: 0921 298 6533 Home: Office: 055 500 9384 e-mail: |
|
Rafael Chitongco III |
Driver |
Cell: 0920 825 8488 Home: Office: 055 500 9384 e-mail: russell_chitongco@yahoo.com.ph |