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PANINGKAMOT-PAGSIKAPAN
Strengthening the
Implementation of Basic Education in Selected Provinces of the Visayas
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STAGE 1 - PROJECT BRIEF |
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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 |
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PARTNERS: |
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GoP |
- A Project of the Department of Education - Coordinated
by EDPITAF |
. . . making a difference |
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- Supported by the Australian Agency for International
Development (AusAID) - With Technical Assistance from the Melbourne Development
Institute (MDI) |
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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
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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) |
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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. |
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COMPONENTS: |
C.1.
Leadership And Management Development Objective:
Strengthen education leadership and management
capacity in the target provinces. |
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C.2.
Teacher Development Objective: Enhance the capacity of
pre & in-service teacher training, particularly for improving the
teaching of mathematics, science and English |
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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 |
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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 |
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C.5.
Project Management Objective: Manage the project in an effective, efficient and
responsive manner. |
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Scope: |
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Duration: Timing: |
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18 months
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October 2005 to April 2007 |
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- 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. |
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PARTNERS: |
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GoP |
- A Project of the Department of
Education - Coordinated by EDPITAF |
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- Supported by the Australian Agency for International
Development (AusAID) - With Technical Assistance from the Melbourne Development
Institute (MDI) |
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PROJECT
DESCRIPTION: |
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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) |
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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. |
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COMPONENTS: |
C.1.
Leadership And
Management Development Objective:
Strengthen education leadership and management
capacity in the target provinces. |
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C.2.
Teacher Development Objective: Enhance the capacity of
pre & in-service teacher training, particularly for improving the
teaching of mathematics, science and English |
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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 |
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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. |
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C.5.
Project Management Objective: Manage the project in an effective, efficient and
responsive manner. |
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Scope: |
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Duration: Timing: |
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18
months §
October
2005 to April 2007 |
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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) |
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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. |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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c.1.6 Stronger Division EMIS capability |
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c.5.6 M&E Plan implemented |
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c.1.7 Network of lead and satellite schools |
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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.
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Output |
Performance Indicator for
Period |
Progress Status (as per MOV) |
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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 |
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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. |
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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. |
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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 |
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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. |
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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. |
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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. |
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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 |
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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 |
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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 |
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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 |
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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. |
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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 |
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80%
of newly trained educational managers
surveyed indicate they have implemented the action plan developed to implement
improved work practices |
§ Not yet due |
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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 |
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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. |
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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. |
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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 |
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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. |
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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 |
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Training
needs identified of EMIS Division staff (linked to TNA in Component 1) |
§ TNA of Planning Offices conducted by
Monitoring, Evaluation and Sustainability Advisor. |
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Training
delivered to Planning Unit/EMIS staff based on TNA |
§ Not yet due |
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Pre-project baseline data. |
§ Draft Baseline Report prepared. Still
validating data. |
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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. |
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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 |
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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. |
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Review
and accreditation of lead schools conducted |
§ Not yet due |
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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. |
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Output |
Performance Indicator for
Period |
Progress Status (as per MOV) |
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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 |
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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. |
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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. |
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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. |
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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 |
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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 ( |
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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 |
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Partnership/Service
provider selection criteria and MOU/MOA/MOC |
§ Exploratory talks on-going with
possible service providers (TESDA and UEP). |
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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
( |
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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 |
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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 |
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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 |
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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 |
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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. |
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Component 5: Project
Management
Objective: Manage the
project in an effective, efficient and responsive manner.
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Output |
Performance Indicator for
Period |
Progress Status (as per MOV) |
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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 |
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Project Office Operations Manual (OM) developed |
§
Project Office Operations Manual
developed and finalized on April 2006 |
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Project
Financial Operations Manual
(FOM) developed |
§
Project Financial Operations Manual
(MDI) developed and finalized on April 2006 |
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5.2 |
An
effective project management framework is established. |
Project Coordinating
Committee (PCC) and Stakeholders Working Group (SWG) established |
§
PCC established. First meeting |
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Inception Report
including clarified project start-up parameters and adjustments to Project
Milestones |
§
Inception Report completed with
adjustments to project milestones - submitted on |
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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 |
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Revised and accepted Logframe |
§
Revised logframe
submitted (Balance 2005/2006 Annual Plan).
Endorsed by PCC |
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Project Implementation Plan (PIP-Annual Plan)
developed |
§
2005/2006 Annual Plan submitted to PCC
and AusAID on
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2006/2007 Annual Plan developed on |
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Risk Management Plan
developed |
§
Risk Management Plan developed as part
of MDI bid to RFT |
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Financial Management
system installed |
§
Financial management system (MDI)
installed during inception phase |
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Safety and Security Plan (SSP) developed |
§
Safety and Security Plan prepared
during inception phase on December 2005 |
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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 |
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Baseline
Study Plan developed |
§
Draft Baseline Study prepared March
2006 |
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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 |
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Sustainability Plan developed |
§
Sustainability strategy
developed. Included as annex to the
2005/2006 Annual Plan |
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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 |
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Conducted PCC meetings (3 meetings) |
§
First PCC meeting convened |
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Documented interaction with relevant institutions |
§
Meetings with SEAMEO-Innotech, JICA and donors working in each province |
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Documented interaction with relevant projects |
§
BEAM launch of “MYSPACE”, Field visit
to BEAM February 2006, |
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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 |
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Documented Project Adjustments & Strategies |
§
As part of annual planning process,
project adjustments and revised strategies are documented |
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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, |
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Safety and Security Plan (SSP) updated quarterly |
§
All quarterly updates on the Safety
and Security Plan had been done |
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5.6 |
PME
Framework and Plan implemented |
Baseline data collected and analyzed |
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Draft Baseline Report prepared March 2006 |
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M&E Instruments & Report forms developed |
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M&E Instruments and Report forms
revised and updated |
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QAP Certifications
achieved on time |
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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 |
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Simplified Monitoring Brief (SMB) |
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SMT Report prepared for 2005/2006
Annual Plan & for 2006/2007 Annual Plan |
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5.7 |
Project financial management system is
implemented to achieve value for money. |
Monthly reports submitted |
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12 Monthly financial reports submitted
(MDI) (from October 2005 to October 2006) |
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- 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. |
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PARTNERS: |
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GoP |
- A Project of the Department of
Education - Coordinated by EDPITAF |
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- Supported by the Australian Agency for International
Development (AusAID) - With Technical Assistance from the Melbourne Development
Institute (MDI) |
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PROJECT
DESCRIPTION: |
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GOAL: |
To
contribute to the improvement in the quality of, and access to, basic
education in the Visayas |
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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 |
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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 |
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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 |
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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 |
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C.4. Project Management Objective: Manage the project in an effective, efficient and
responsive manner. |
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Scope: |
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Three
Regional Offices of the Visayas (VI, VII and VIII) §
Selected
Focal Divisions – 3 in Year 1, with additional Divisions |
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Duration: Timing: |
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36
months §
July
2007 to June 2010 |
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Project Structure |
GOAL: To contribute to the
improvement in the quality of, and access to, basic education in the Visayas |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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c.1.8 Strengthened public-private
partnership to improve TLE programming |
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c.1.9 Development and utilization of QA
systems for planning and management |
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c.1.10 Development and utilization of
ICT solutions for management |
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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:
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Previous and current interventions by AusAID (and other donors) in the basic education sector,
particularly the PROBE and BEAM;
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GoP funding
and ongoing support capacity;
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Goals of
the Philippine EFA 2015 Plan;
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Project
alignment with AusAID.s Country Program Strategy
(CPS) and the match with the educational policies of both governments;
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Cross-cutting issues of poverty
alleviation, human rights, governance, peace and order, gender and the
environment;
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Impact on access and equity;
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Links to the previous AusAID
funded Area Focus Studies; and
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The need for flexibility. 1.4 METHODOLOGY In undertaking the Project Design Mission, the team:
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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);
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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;
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Visited
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Held two stakeholder workshops, one in
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Held regular review team meetings to analyse the information collected and to synthesize
responses in terms of the TOR;
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Tested preliminary conclusions and the
likely project design framework through further follow-up meetings;
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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 |