Republic of the Philippines
Department of Education
Region X
DIVISION OF BUKIDNON
Malaybalay City
MODELING LANGUGAGE THROUGH SCIENCE IN SCHOOLS
(MOLASIS)
CONCEPT PAPER
Identifying Information
Project Title:
Strengthening the Implementation of Modeling Language through Science in Schools (MOLASIS) in the Public Elementary Schools in the Division of Bukidnon through Partnership.
Site/Coverage
Division of Bukidnon
Bukidnon, Philippines
Project Beneficiaries
167, 830 Elementary Pupils
4,354 Elementary School Teachers
203 Elementary School Heads
41 Supervisors
4. Project Duration
Five (5) Years
5.Project Implementer
Gloria D. Benigno, Ph.D., CESO IV
Schools Division Superintendent
Division of Bukidnon
Sumpong, Malaybalay City
6.Project Partners
Parents-Teachers and Community Association
Local Government Units
Teacher Education Institutions/ Universities
Background of MOLASIS
Performance of pupils in the Division of Bukidnon is low specially in Science. Results of the National Achievement Test indicate that the average percentage score of the elementary school pupils in Science is only 44.32%, a 31% shy from the expected proficiency level of 75%. Accordingly the low performance of pupils are attributed to congested classrooms, lack of teachers, incompetence of teachers, and insufficient in-service trainings.
Language barrier can also be considered as one of the causes of the poor performance of pupils in Science test. It is believed that pupils have low comprehension in the English language resulting to poor performance . This is substantiated by the fact that tests in Science and Math are actually language tests. Pupils may know the content but are poor in reading comprehension and analysis resulting to poor test scores.
The underlying factor for this reading inadequacies of the Filipino children is the fact that the country has multiple ethnic groups. Each ethnic group has its own mother tongue. This fact is being aggravated by the use of bi-lingualism. In the Philippine curriculum only English, Science and Mathematics use English as the medium of instruction. Other subjects use Filipino ( a Tagalog based language) as the medium of instruction. . Tagalog is a regional language used in Metro Manila , the capital of the country, which is also used by the national media both in television and in print. Hence in a typical classroom setting while teachers are teaching English in the three subjects ( English, Science and Math) the children are communicating in their own native tongue. In the Division of Bukidnon alone, children are speaking various mother tongue (e.g. Cebuano, Ilocano, Waray, Ilonggo, and several ethnic dialect of the Indigenous People (IPs).
These multi-cultural differences of children in one classroom makes it difficult for the teachers to teach English as a second language. And because English is the medium used in the subjects English, Science and Math , the students performed very poorly in national as well as international tests.
The situation discussed above is the basis for conducting an intervention program that incorporates two underlying factors that may improve the performance of pupils in Science : 1) Teaching -learning Process in teaching Science through Scientific Inquiry and 2) English Language development in teaching Science - English as a Second Language (ESL). The program is called Modeling Language through Science in Schools ( MOLASIS). This has been tried out in two (2) schools of the Division for two (2) school years with an encouraging result as shown in result #6 below..
Results of the implementation of MOLASIS showed that:
1)teachers are not integrating English language development in their Science classes;
2) teachers do not have the skills in developing English language in Science activities;
3) teachers are not using scientific inquiry process in teaching science;
4) pupils are not exposed to the English language both in schools and in their immediate
environment;
5) teachers are testing the children in the English language although the teaching-learning
processes employed do not maximize the use of the English language.
6) TEACHERS FOUND OUT THAT DEVELOPING THE ENGLISH LANGUAGE WHILE TEACHING SCIENCE IS EFFECTIVE IN DEVELOPING SCIENCE CONCEPTS.
C. Project Objectives
General Objective
In as much as the intervention introduced in the teaching of science by modeling the
English Language there is a need for the Division of Bukidnon to link with Teacher Education Institutions and Universities in strengthening the capacities of teachers and school heads in integrating English as a Second Language in teaching Science through workshops and development of support instructional materials.
Specific Objectives
1. To develop a core of trainors who are skilled in integrating English as a Second Language (ESL) in teaching Science.
2. To enhance teachers’ skills in providing learning opportunities in developing English as a Second Language through Scientific Inquiry Processes.
3. To develop multi-media materials that model the techniques and strategies in integrating English as a Second Language in teaching Science.
4. To visit and observe implementation of ESL in institutions of higher learning as a benchmark.
C. Strategies
1. Benchmarking and exposing key officials , supervisors and core trainers of the
strategies and practices employed by the experts (partner institutions) in
integrating English as a Second Language in their curriculum.
a. Observe model schools using English as a Second Language (ESL) in their curriculum
b. Review of Modeling Language through Science in Schools (MOLASIS)
framework by experts (partner institutions).
c. Refine MOLASIS model based on recommendations by the experts.
2. Exposing the experts (partner institutions) to conditions of schools in the Division of Bukidnon (Philippines) through visits, dialogues and interactions with the school heads, teachers and students
3. Training of teachers and school heads by the experts (partner institutions) either in the Philippines or the campus of the partner institutions in the use of English as a Second Language (ESL) and the development of support instructional materials such as:
3.1. Expression Book that contains commonly used expressions of pupils
in various places in their first language translated in the English
Language.
3.2. Video CDs demonstrating the various techniques of MOLASIS to be
distributed to teachers as their reference materials.
4. Monitoring project implementation through Education and District Supervisors and through comprehensive testing using traditional and non-traditional mode of assessment.
Time Line of Project Implementation
2007
2008
2008-2010
2010
Reviewing Framework by Experts
Exposing Key Officials, supervisors and Core of Trainers to ESL Models
(Philippines and Partner Instittutions)
Training of Teachers and School Heads
Developing of Expression Book and Video materials
Project Implementation
Monitoring and Evaluation
Budgetary Requirement
Major Budget Items
Strategy/Activities
FUNDING SOURCE
Division of Bukidnon
Partner Institutions
MOLASIS Framework Review by Consultants
Modeling Language through Science in Schools (MOLASIS) an intervention using English as a Second Language in teaching Science will be reviewed by experts from partner institutions . The framework can either be sent to partner institutions or consultants from partners institutions will come to the Division of Bukidnon, Philippines.
2. Exposing Core of Trainers and Supervisors
Three key officials from the Division of
Bukidnon will visit model schools using
ESL as recommended by partner
institutions .
Prepared by:
AGUSTINES E. CEPE
Education Supervisor I
Science
Reviewed and Approved:
GLORIA D. BENIGNO, Ph.D. CESO IV
Schools Division Superintendent
Saturday, February 3, 2007
Republic of the Philippines
Region X
DIVISION OF BUKIDNON
City of Malaybalay
A REPORT ON THE STATE OF CHILD-FRIENDLINESS OF SCHOOLS IN THE DIVISION OF BUKIDNON
The Division of Bukidnon is one of the twelve divisions of Region X (Northern Mindanao). It is composed of twenty five (25) districts and forty eight (48) secondary schools. It is headed by a schools division superintendent and two assistant schools division superintendents . It has sixteen members of the promotional staff.
The Division has six pilot schools. These schools were taken from the two districts. Three (3) from Talakag in the northern part of the Division and three from Maramag in the heart of the southern part of the Division. Three of these schools were handled by a full- fledged principals and the other three are handled by teachers –in-charge.
The school size of these pilot schools were categorized in the graph below:
The schools have twenty five (25) catchments barangays with 1,597 pupils. Three of the schools are titled while three (3) are not.
The graphs below described the number of teachers teaching Grades I to VI.
Two of the schools have three (3) non-teaching personnel. These comprise the school nurse, utility worker and the clerk who assisted the school head and teachers in promoting students’ welfare.
All schools have organized PTCAs. Three (3) schools have School Advisory Councils while three (3) schools do not have. These organizations that include parents of the pupils and community members served as the civil entity adopting the school to benefit its various charitable activities. It has become a civil organization that endeavors to support the school relative to its needs in terms of infrastructure projects and formulate plans for the development of the school to improve its performance academically. With the advocacy of the Child Friendly School System, PTCAs in these schools have not only supported the school in terms of their financial needs but it transcends its responsibility from infrastructure - oriented to raising participation and reducing drop –out rate. This was done by conducting regular meetings , consultations , planning and awareness program by the members of the organizations and the school staff . The associations are also involved in planning activities that will help promote learning of the children.
To improve children’s participation in the school and in the community, the six pilot schools have organized functional Pupil Government Organizations (PGO). These organizations serve as venues for students to develop their leadership skills and provide them the opportunity for active participation in school activities which is one of the categories of the children’s right stipulated in the United Nations’ Convention on the Rights of the Children. Moreover, community involvement is also encouraged among school children. During community programs such as Nutrition Month, Araw ng Barangay and other activities pupils are encouraged to participate. In this way, they are trained to be an active members of the community and learn that to be involved is one of their social responsibilities as members of the society.
Aside from maintaining functional PGOs, five of these schools also organized co-curricular organizations like Math Clubs, Science Clubs and others. These do not only allow them to interact with fellow students but also develop their ability to make sound decisions for their groups.
To provide an enabling environment for the exercise of these various activities of the children, some of the pilot schools established Science Laboratories , Math Rooms , Science parks , Math Parks , Reading Room and Speech Laboratory among others.
One component of being a child friendly school is the provision of health facilities and services. Since only two (2) of the pilot schools in Bukidnon have a school nurse, other schools are visited by the District Nurse only once a month. So some teachers were trained to become clinic teachers to attend to minor ailments of the pupils. For first aid and other support health services the pilot schools also trained some pupils to assist the clinic teachers in providing advocacy in health programs ( preventive health services ) . These brigade of pupils involved in health activities are called Little Doctors and Nurses.
The Division has two medical officers and six dentists. These health personnel take their rounds in all schools to conduct medical examinations and dental services to the pupils. In the pilot schools, one school was provided with these health services twice a year and the other once a year. However, it is sad to note that the data from the monitoring and evaluation indicated that four (4) of these schools were not reached by these health services. However, data indicated that all of the teachers in the pilot schools underwent medical check- up annually. In addition, these schools are also holding annual weighing and measurement of the weight and height of the pupils to establish a nutritional data base for children.
Relative to these activities, data from the M and E showed the following nutritional , health , and dental status of the children in the pilot schools:
There are one hundred twenty nine (129) classrooms in all six (6) pilot schools. However, data showed that some schools need repairs categorized into the following:
Category
No. of schools
1-3 classroom repair
3
7 and more classroom repair
2
Total
5
These situations, however, may have been solved because of the resource mobilization done by the schools in partnerships with the PTCAs, Local Government Units and the community served by the schools. These are implied by the resource mobilization data indicated in the M and E. Data showed that one of the pilot schools have access to the Special Education Fund ( SEF) . Although five (5) of the schools indicated that they have no access to the SEF , other resources were also available like the school improvement fund from the PTCA and from their MOOE. All pilot schools indicated that their barangay have not supported their schools in terms of infrastructure projects. This local government –school relationship needs to be strengthened in the CFSS schools.
In the aspect of the performance indicators of the pilot schools, the following data surfaced in the M and E instrument.
The average participation rate of the pilot schools is 83.28% while the completion rate is 46.49 %. Drop-out rate is pegged at 1.96% . This would mean that in every ten (10) school age children in the community at least eight (8) are in school, of the eight (8) five (5) will eventually graduate from elementary curriculum , two ( 2 ) will drop out of school, one (1) will either be repeater or a transferee to other school.
The performance of the pupils in the pilot schools in the Division is presented in the graph below:
Data from the M and E showed that only 25 % of the schools have reached mastery level of the competencies tested in both the regional and the national test. This data should direct administrators to formulate policies to improve performance of pupils in the NAT. However schools are pursuing the following intervention programs to address the problem:
1) Prepare lesson plans based on the Philippine Elementary Learning Competencies (PELC) with appropriate visual aids.
2) Implement programs like Remedial Reading, Speaking English and Filipino are also advocated.
3) Encourage pupils to attend school regularly and motivate them to do their tasks and assignments.
4) Monitor teachers’ performance and provide needed support like sending teachers to in-service-trainings.
In conclusion, the state of the child friendliness in the six pilot schools of the
Division of Bukidnon is more on the beginning and developing stage,although one (1) out of the six schools is on the established stage. This conclusion is supported by the result of the recently conducted Self Assessment Survey of the Schools in the Division as shown in the graph below:
Prepared by:
Agustines E. Cepe
Elbert R. Francisco
Dr. Carmelita A. Tina-an
The schools have twenty five (25) catchments barangays with 1,597 pupils. Three of the schools are titled while three (3) are not.
The graphs below described the number of teachers teaching Grades I to VI.
Two of the schools have three (3) non-teaching personnel. These comprise the school nurse, utility worker and the clerk who assisted the school head and teachers in promoting students’ welfare.
All schools have organized PTCAs. Three (3) schools have School Advisory Councils while three (3) schools do not have. These organizations that include parents of the pupils and community members served as the civil entity adopting the school to benefit its various charitable activities. It has become a civil organization that endeavors to support the school relative to its needs in terms of infrastructure projects and formulate plans for the development of the school to improve its performance academically. With the advocacy of the Child Friendly School System, PTCAs in these schools have not only supported the school in terms of their financial needs but it transcends its responsibility from infrastructure - oriented to raising participation and reducing drop –out rate. This was done by conducting regular meetings , consultations , planning and awareness program by the members of the organizations and the school staff . The associations are also involved in planning activities that will help promote learning of the children.
To improve children’s participation in the school and in the community, the six pilot schools have organized functional Pupil Government Organizations (PGO). These organizations serve as venues for students to develop their leadership skills and provide them the opportunity for active participation in school activities which is one of the categories of the children’s right stipulated in the United Nations’ Convention on the Rights of the Children. Moreover, community involvement is also encouraged among school children. During community programs such as Nutrition Month, Araw ng Barangay and other activities pupils are encouraged to participate. In this way, they are trained to be an active members of the community and learn that to be involved is one of their social responsibilities as members of the society.
Aside from maintaining functional PGOs, five of these schools also organized co-curricular organizations like Math Clubs, Science Clubs and others. These do not only allow them to interact with fellow students but also develop their ability to make sound decisions for their groups.
To provide an enabling environment for the exercise of these various activities of the children, some of the pilot schools established Science Laboratories , Math Rooms , Science parks , Math Parks , Reading Room and Speech Laboratory among others.
One component of being a child friendly school is the provision of health facilities and services. Since only two (2) of the pilot schools in Bukidnon have a school nurse, other schools are visited by the District Nurse only once a month. So some teachers were trained to become clinic teachers to attend to minor ailments of the pupils. For first aid and other support health services the pilot schools also trained some pupils to assist the clinic teachers in providing advocacy in health programs ( preventive health services ) . These brigade of pupils involved in health activities are called Little Doctors and Nurses.
The Division has two medical officers and six dentists. These health personnel take their rounds in all schools to conduct medical examinations and dental services to the pupils. In the pilot schools, one school was provided with these health services twice a year and the other once a year. However, it is sad to note that the data from the monitoring and evaluation indicated that four (4) of these schools were not reached by these health services. However, data indicated that all of the teachers in the pilot schools underwent medical check- up annually. In addition, these schools are also holding annual weighing and measurement of the weight and height of the pupils to establish a nutritional data base for children.
Relative to these activities, data from the M and E showed the following nutritional , health , and dental status of the children in the pilot schools:
There are one hundred twenty nine (129) classrooms in all six (6) pilot schools. However, data showed that some schools need repairs categorized into the following:
Category
No. of schools
1-3 classroom repair
3
7 and more classroom repair
2
Total
5
These situations, however, may have been solved because of the resource mobilization done by the schools in partnerships with the PTCAs, Local Government Units and the community served by the schools. These are implied by the resource mobilization data indicated in the M and E. Data showed that one of the pilot schools have access to the Special Education Fund ( SEF) . Although five (5) of the schools indicated that they have no access to the SEF , other resources were also available like the school improvement fund from the PTCA and from their MOOE. All pilot schools indicated that their barangay have not supported their schools in terms of infrastructure projects. This local government –school relationship needs to be strengthened in the CFSS schools.
In the aspect of the performance indicators of the pilot schools, the following data surfaced in the M and E instrument.
The average participation rate of the pilot schools is 83.28% while the completion rate is 46.49 %. Drop-out rate is pegged at 1.96% . This would mean that in every ten (10) school age children in the community at least eight (8) are in school, of the eight (8) five (5) will eventually graduate from elementary curriculum , two ( 2 ) will drop out of school, one (1) will either be repeater or a transferee to other school.
The performance of the pupils in the pilot schools in the Division is presented in the graph below:
Data from the M and E showed that only 25 % of the schools have reached mastery level of the competencies tested in both the regional and the national test. This data should direct administrators to formulate policies to improve performance of pupils in the NAT. However schools are pursuing the following intervention programs to address the problem:
1) Prepare lesson plans based on the Philippine Elementary Learning Competencies (PELC) with appropriate visual aids.
2) Implement programs like Remedial Reading, Speaking English and Filipino are also advocated.
3) Encourage pupils to attend school regularly and motivate them to do their tasks and assignments.
4) Monitor teachers’ performance and provide needed support like sending teachers to in-service-trainings.
In conclusion, the state of the child friendliness in the six pilot schools of the
Division of Bukidnon is more on the beginning and developing stage,although one (1) out of the six schools is on the established stage. This conclusion is supported by the result of the recently conducted Self Assessment Survey of the Schools in the Division as shown in the graph below:
Prepared by:
Agustines E. Cepe
Elbert R. Francisco
Dr. Carmelita A. Tina-an
Region X
DIVISION OF BUKIDNON
City of Malaybalay
A REPORT ON THE STATE OF CHILD-FRIENDLINESS OF SCHOOLS IN THE DIVISION OF BUKIDNON
The Division of Bukidnon is one of the twelve divisions of Region X (Northern Mindanao). It is composed of twenty five (25) districts and forty eight (48) secondary schools. It is headed by a schools division superintendent and two assistant schools division superintendents . It has sixteen members of the promotional staff.
The Division has six pilot schools. These schools were taken from the two districts. Three (3) from Talakag in the northern part of the Division and three from Maramag in the heart of the southern part of the Division. Three of these schools were handled by a full- fledged principals and the other three are handled by teachers –in-charge.
The school size of these pilot schools were categorized in the graph below:
The schools have twenty five (25) catchments barangays with 1,597 pupils. Three of the schools are titled while three (3) are not.
The graphs below described the number of teachers teaching Grades I to VI.
Two of the schools have three (3) non-teaching personnel. These comprise the school nurse, utility worker and the clerk who assisted the school head and teachers in promoting students’ welfare.
All schools have organized PTCAs. Three (3) schools have School Advisory Councils while three (3) schools do not have. These organizations that include parents of the pupils and community members served as the civil entity adopting the school to benefit its various charitable activities. It has become a civil organization that endeavors to support the school relative to its needs in terms of infrastructure projects and formulate plans for the development of the school to improve its performance academically. With the advocacy of the Child Friendly School System, PTCAs in these schools have not only supported the school in terms of their financial needs but it transcends its responsibility from infrastructure - oriented to raising participation and reducing drop –out rate. This was done by conducting regular meetings , consultations , planning and awareness program by the members of the organizations and the school staff . The associations are also involved in planning activities that will help promote learning of the children.
To improve children’s participation in the school and in the community, the six pilot schools have organized functional Pupil Government Organizations (PGO). These organizations serve as venues for students to develop their leadership skills and provide them the opportunity for active participation in school activities which is one of the categories of the children’s right stipulated in the United Nations’ Convention on the Rights of the Children. Moreover, community involvement is also encouraged among school children. During community programs such as Nutrition Month, Araw ng Barangay and other activities pupils are encouraged to participate. In this way, they are trained to be an active members of the community and learn that to be involved is one of their social responsibilities as members of the society.
Aside from maintaining functional PGOs, five of these schools also organized co-curricular organizations like Math Clubs, Science Clubs and others. These do not only allow them to interact with fellow students but also develop their ability to make sound decisions for their groups.
To provide an enabling environment for the exercise of these various activities of the children, some of the pilot schools established Science Laboratories , Math Rooms , Science parks , Math Parks , Reading Room and Speech Laboratory among others.
One component of being a child friendly school is the provision of health facilities and services. Since only two (2) of the pilot schools in Bukidnon have a school nurse, other schools are visited by the District Nurse only once a month. So some teachers were trained to become clinic teachers to attend to minor ailments of the pupils. For first aid and other support health services the pilot schools also trained some pupils to assist the clinic teachers in providing advocacy in health programs ( preventive health services ) . These brigade of pupils involved in health activities are called Little Doctors and Nurses.
The Division has two medical officers and six dentists. These health personnel take their rounds in all schools to conduct medical examinations and dental services to the pupils. In the pilot schools, one school was provided with these health services twice a year and the other once a year. However, it is sad to note that the data from the monitoring and evaluation indicated that four (4) of these schools were not reached by these health services. However, data indicated that all of the teachers in the pilot schools underwent medical check- up annually. In addition, these schools are also holding annual weighing and measurement of the weight and height of the pupils to establish a nutritional data base for children.
Relative to these activities, data from the M and E showed the following nutritional , health , and dental status of the children in the pilot schools:
There are one hundred twenty nine (129) classrooms in all six (6) pilot schools. However, data showed that some schools need repairs categorized into the following:
Category
No. of schools
1-3 classroom repair
3
7 and more classroom repair
2
Total
5
These situations, however, may have been solved because of the resource mobilization done by the schools in partnerships with the PTCAs, Local Government Units and the community served by the schools. These are implied by the resource mobilization data indicated in the M and E. Data showed that one of the pilot schools have access to the Special Education Fund ( SEF) . Although five (5) of the schools indicated that they have no access to the SEF , other resources were also available like the school improvement fund from the PTCA and from their MOOE. All pilot schools indicated that their barangay have not supported their schools in terms of infrastructure projects. This local government –school relationship needs to be strengthened in the CFSS schools.
In the aspect of the performance indicators of the pilot schools, the following data surfaced in the M and E instrument.
The average participation rate of the pilot schools is 83.28% while the completion rate is 46.49 %. Drop-out rate is pegged at 1.96% . This would mean that in every ten (10) school age children in the community at least eight (8) are in school, of the eight (8) five (5) will eventually graduate from elementary curriculum , two ( 2 ) will drop out of school, one (1) will either be repeater or a transferee to other school.
The performance of the pupils in the pilot schools in the Division is presented in the graph below:
Data from the M and E showed that only 25 % of the schools have reached mastery level of the competencies tested in both the regional and the national test. This data should direct administrators to formulate policies to improve performance of pupils in the NAT. However schools are pursuing the following intervention programs to address the problem:
1) Prepare lesson plans based on the Philippine Elementary Learning Competencies (PELC) with appropriate visual aids.
2) Implement programs like Remedial Reading, Speaking English and Filipino are also advocated.
3) Encourage pupils to attend school regularly and motivate them to do their tasks and assignments.
4) Monitor teachers’ performance and provide needed support like sending teachers to in-service-trainings.
In conclusion, the state of the child friendliness in the six pilot schools of the
Division of Bukidnon is more on the beginning and developing stage,although one (1) out of the six schools is on the established stage. This conclusion is supported by the result of the recently conducted Self Assessment Survey of the Schools in the Division as shown in the graph below:
Prepared by:
Agustines E. Cepe
Elbert R. Francisco
Dr. Carmelita A. Tina-an
The schools have twenty five (25) catchments barangays with 1,597 pupils. Three of the schools are titled while three (3) are not.
The graphs below described the number of teachers teaching Grades I to VI.
Two of the schools have three (3) non-teaching personnel. These comprise the school nurse, utility worker and the clerk who assisted the school head and teachers in promoting students’ welfare.
All schools have organized PTCAs. Three (3) schools have School Advisory Councils while three (3) schools do not have. These organizations that include parents of the pupils and community members served as the civil entity adopting the school to benefit its various charitable activities. It has become a civil organization that endeavors to support the school relative to its needs in terms of infrastructure projects and formulate plans for the development of the school to improve its performance academically. With the advocacy of the Child Friendly School System, PTCAs in these schools have not only supported the school in terms of their financial needs but it transcends its responsibility from infrastructure - oriented to raising participation and reducing drop –out rate. This was done by conducting regular meetings , consultations , planning and awareness program by the members of the organizations and the school staff . The associations are also involved in planning activities that will help promote learning of the children.
To improve children’s participation in the school and in the community, the six pilot schools have organized functional Pupil Government Organizations (PGO). These organizations serve as venues for students to develop their leadership skills and provide them the opportunity for active participation in school activities which is one of the categories of the children’s right stipulated in the United Nations’ Convention on the Rights of the Children. Moreover, community involvement is also encouraged among school children. During community programs such as Nutrition Month, Araw ng Barangay and other activities pupils are encouraged to participate. In this way, they are trained to be an active members of the community and learn that to be involved is one of their social responsibilities as members of the society.
Aside from maintaining functional PGOs, five of these schools also organized co-curricular organizations like Math Clubs, Science Clubs and others. These do not only allow them to interact with fellow students but also develop their ability to make sound decisions for their groups.
To provide an enabling environment for the exercise of these various activities of the children, some of the pilot schools established Science Laboratories , Math Rooms , Science parks , Math Parks , Reading Room and Speech Laboratory among others.
One component of being a child friendly school is the provision of health facilities and services. Since only two (2) of the pilot schools in Bukidnon have a school nurse, other schools are visited by the District Nurse only once a month. So some teachers were trained to become clinic teachers to attend to minor ailments of the pupils. For first aid and other support health services the pilot schools also trained some pupils to assist the clinic teachers in providing advocacy in health programs ( preventive health services ) . These brigade of pupils involved in health activities are called Little Doctors and Nurses.
The Division has two medical officers and six dentists. These health personnel take their rounds in all schools to conduct medical examinations and dental services to the pupils. In the pilot schools, one school was provided with these health services twice a year and the other once a year. However, it is sad to note that the data from the monitoring and evaluation indicated that four (4) of these schools were not reached by these health services. However, data indicated that all of the teachers in the pilot schools underwent medical check- up annually. In addition, these schools are also holding annual weighing and measurement of the weight and height of the pupils to establish a nutritional data base for children.
Relative to these activities, data from the M and E showed the following nutritional , health , and dental status of the children in the pilot schools:
There are one hundred twenty nine (129) classrooms in all six (6) pilot schools. However, data showed that some schools need repairs categorized into the following:
Category
No. of schools
1-3 classroom repair
3
7 and more classroom repair
2
Total
5
These situations, however, may have been solved because of the resource mobilization done by the schools in partnerships with the PTCAs, Local Government Units and the community served by the schools. These are implied by the resource mobilization data indicated in the M and E. Data showed that one of the pilot schools have access to the Special Education Fund ( SEF) . Although five (5) of the schools indicated that they have no access to the SEF , other resources were also available like the school improvement fund from the PTCA and from their MOOE. All pilot schools indicated that their barangay have not supported their schools in terms of infrastructure projects. This local government –school relationship needs to be strengthened in the CFSS schools.
In the aspect of the performance indicators of the pilot schools, the following data surfaced in the M and E instrument.
The average participation rate of the pilot schools is 83.28% while the completion rate is 46.49 %. Drop-out rate is pegged at 1.96% . This would mean that in every ten (10) school age children in the community at least eight (8) are in school, of the eight (8) five (5) will eventually graduate from elementary curriculum , two ( 2 ) will drop out of school, one (1) will either be repeater or a transferee to other school.
The performance of the pupils in the pilot schools in the Division is presented in the graph below:
Data from the M and E showed that only 25 % of the schools have reached mastery level of the competencies tested in both the regional and the national test. This data should direct administrators to formulate policies to improve performance of pupils in the NAT. However schools are pursuing the following intervention programs to address the problem:
1) Prepare lesson plans based on the Philippine Elementary Learning Competencies (PELC) with appropriate visual aids.
2) Implement programs like Remedial Reading, Speaking English and Filipino are also advocated.
3) Encourage pupils to attend school regularly and motivate them to do their tasks and assignments.
4) Monitor teachers’ performance and provide needed support like sending teachers to in-service-trainings.
In conclusion, the state of the child friendliness in the six pilot schools of the
Division of Bukidnon is more on the beginning and developing stage,although one (1) out of the six schools is on the established stage. This conclusion is supported by the result of the recently conducted Self Assessment Survey of the Schools in the Division as shown in the graph below:
Prepared by:
Agustines E. Cepe
Elbert R. Francisco
Dr. Carmelita A. Tina-an
CFSS PIR Analysis
UNICEF - AWP 2006
PROGRAM IMPLEMENTATION REVIEW ANALYSIS
Education Sector
Division of Bukidnon
Section A: How all sub-project outputs worked towards the Project?
Outcomes?
A.1 Sub-project1: Capacity building to enhance effectiveness in ensuring quality
Education for all.
Output: By 2006, 40 % of primary school teachers and 50% of school heads in the focus areas adopt CFSS/STS. 10% of school heads and supervisors able to mentor teachers on effective teaching approaches.
The first activity lined up to achieve the sub-project output in sub-project 1 was on training of school heads and teachers of the sixteen (16) schools under the eight (8) barangays identified as the most disadvantaged in the Province. The training was so design that it deviated from the advocacy training done under CPC 5. It was more on a deepening mode, where school heads and teachers assessed the child friendliness of their schools based on the seven goals of the self assessment checklist. The result of the assessment was analyzed. The school heads and teachers were able to identify areas that need to be strengthened for their schools to become child friendly. It also provided them an opportunity to understand fully the purpose and importance of Student Tracking System and the process of how it should be used in their schools.
Having the data generated from the training, school heads and teachers were able to craft an action plan were their next steps were well defined on how to improve their child friendliness. This action was considered a crucial factor in enhancing the capacity of school heads and teachers in adopting CFSS/STS.
The second activity under sub-project 1 is the training of school heads and supervisors on mentoring and supervision. As indicated in the PIR table, around 194 school heads had been subjected to three (3) day training on mentoring and school supervision. The Division as part of its counterpart in enhancing the school heads skills in school supervision also conducted an intensive training in school supervision featuring the clinical supervision approaches. The module of the training is divided into two parts: the first part focused on the principles and process of clinical supervision, the second part was immersion. In the immersion part the school heads applied the clinical supervision techniques in their own schools in actual settings together with a mentor. The mentors are the Division Supervisors and District Supervisors. The school heads were also subjected to one week training on Mentoring the Mentors, a training designed and executed by the Foundation for Worldwide People Power, Inc. These interventions were implemented to ensure enhanced capacity of the school heads in mentoring teachers for effective teaching and learning.
In its totality the activities in sub-project had increased the number of teachers adopting CFSS from 1550 (35%) to 1826 (41%) more than the target which was pegged at 1771 (40%). The number of school heads adopting child friendly school practices also increased from 359 (62%) to 553 (95%) more than the target which was pegged at 449 (77%). Four (4) or 16% of the District Supervisors were also reached by the activities in sub-project 1 more than the target of 3 (10%).
In terms of achievement rate, data from the NETRC showed that the Division had an increasing MPS from SY 2003-2004 to SY 2005-2006. The graph shows an increase of the achievement level of the Division in terms of Mean Percentage Score of the NAT from 30.02 to 57.86. It should be noted that the 2005-2006 MPS is 7.14 shy from the strategic result target by 2009 which is pegged at 65% mastery level. From the year 2003 to 2006 the MPS had an average rate of increase of 13.69%. If the rate of increase will continue as the trend over four years shows, the targeted MPS in the strategic result could be achieved by the Division in 2009.
The participation rate of the Division however dropped from 96.51 to 88.07. Although it decrease the rate in the year 2006 is still above than the targeted outcome which is 82%. The average rate of decrease is pegged at 4%. If the downtrend will sustain over three years time the net enrolment rate of the Division will have a Participation rate of 74% which is 12% shy from the strategic result- which is very alarming. It is very difficult to point out the reason for the decrease of the intake rate of the schools because of the lack of data. But for the purpose of assumption there are mitigating factors that might affect the decrease namely: a) flawed data b) mushrooming of private schools that offered primary education c) data from the private schools are not included d) actual number of school aged children in every barangay is not validated
The cohort survival rate data of the Division shows a downtrend picture. It decreases by as much as 2.85% from 2005-2006. Although it had a dramatic increase from 2004 to 2005 by as much as 9.46% However it should be noted that the CSR is way above the target which is pegged at 62%.
The above mentioned capacity building interventions conducted by the Division is considered as a major factor that contributed to the accomplishment of the output in sub-project 1.
The activities outlined above initiated a fever among school heads that instructional supervision should be given a greater emphasis among their multifarious functions. Administration should fall behind instructional supervision in terms of prioritization. The activities also increased the number of teachers and school heads embracing CFSS and STS and encourage more school heads in using mentoring as a technique in improving teacher performance in applying effective teaching-learning approaches.
There were two activities outlined in sub-project 1 which was not released during the first quarter of the year. The activities were on the orientation of school heads and selected teachers on alternative delivery mode and orientation of school heads and teachers for piloting CFSS in the secondary schools. Until recently the two activities were not yet implemented. Although the funds were already released for the last quarter, the activities can only be conducted late of November and early part of December. With such delay, its intended effect can not be measured in the year end implementation review.
It should be noted however, that the delay of the release was not due to the funding agency. It was requested only by the implementing agency on the later part of the year because of some factors that may affect its implementation.
On the first place, in modeling the secondary schools, there was a need for preliminary activities for the secondary schools before orientation could be done. The preliminary activity is on modeling the secondary schools based on data gathered. Data can be gathered from the survey questionnaire which should be administered to a number of secondary students. Analysis of the data should be prepared which should describe the present state of the secondary school (pre-CFSS state). It is only on the later part of the year where modeling documents are sent to the implementing agency hence the delay.
On the Alternative Delivery Mode, discussions on which ADM approaches are best to implement by the implementing agency was not explored early. Hence there was no definitive decision of which ADM should be used. It later turned out that the e-impact system is best to implement based on the experiences in Culianan Elementary School, Zamboanga City. Since the region had no model e-impact schools, there was a need for the funding agency to design advocacy training on e-impact. The training was only conducted in early November of this year. As a consequence the advocacy training on e-impact outlined in the activity on sub-project 1 can only be implemented in the later part of November.
The factors enumerated above contributed to the delay in implementing the activities outlined in sub-project 1. In part, these delays were seen as one of the constraints in achieving part of the output in sub-project 1.
It can be said however, that there was not much impact of these constraints in achieving the output of sub-projects one. For one, school heads of the pilot secondary schools were also oriented and immersed in intensive training on effective supervision and mentoring. As part of the pilot secondary schools they were also recipients of the investment packages distributed to the focused schools. Although there was no baseline data with which to base the implementation of CFSS between the two pilot secondary schools, teacher effectiveness and school heads’ skills in instructional supervision and mentoring were already established, hence the constraints have no significant impact on the desired output in sub-project 1. Delayed implementation of ADM in one of the pilot school has no major impact on the desired out put of sub – project 1. This is because implementing e-impact as an alternative mode needs a long process before it can be measured in terms of effectiveness. It will take two to three years before e-impact as an effective alternative delivery mode can be established. Its results can only be measured five years after it has been fully established. In terms of timeline, e-impact as an ADM can only be measured only after eight years from today. Hence this delay if considered a constraint has very little impact on the out put of sub-project 1.
A.2 Sub-project 2: Service delivery to meet basic needs of school children and
Teachers
Output: By 2006 55% of primary schools have improved teaching-learning environment 3 primary schools and 2 secondary schools demonstrate innovative schemes to address education disadvantage.
The activities outlined under sub-project 2 include provisions of investment packages to the focused schools. The investment package includes the 100-book library and science kits. This quality investment packages not normally provided for by the education department could very well contribute to the improvement of teaching-learning environment in the CF schools. Sub-project 2 also outlined the piloting of an alternative delivery mode to cater to the various needs of the school children and to fully eradicate drop outs, lure out of school youth back to the schools and solve the problems of working children. The e-impact system which was aligned to be implemented in one school could model a very effective learning environment where individual differences are respected and allow for self paced learning.
Another provision under sub-project 2 is for the provision of Water and Sanitation facilities to three schools in the division. These projects could also contribute to the output as outlined under sub-project 2.
The output under sub-project 2 calls for 55% of the primary schools to have improved teaching –learning environment. The baseline of the Division is 245 schools or 42% of the schools to have improved teaching-learning environment. The target for 2006 is pegged at 307 or 53%. The actual accomplishment was reckoned at 45%. The reason for the shortfall between the target and the actual is more of a strategy. As agreed during the AWP in 2006, CPC 6 provinces should identify disadvantaged municipalities based on agreed criteria, where interventions should focus. The province of Bukidnon identified eight disadvantaged municipalities. Out of these municipalities two barangay were identified as most disadvantaged. Because of this development, a small number of schools were considered as the focus of the interventions under the CPC 6 programs.
Validation of the data under sub-project 2 is considered as one of the major shortcomings encountered under sub-project 2. Provision of improved teaching-learning environment is a broad qualitative condition and as such is very hard to measure. The baseline data which is 42% represents the number of schools reached out and is considered an output. In terms of qualitative measurement whether or not these schools have really improved teaching and learning remains to be validated. Hence there exists a grey area in reckoning that 42% of the schools have improved teaching-learning environment. Because of this situation the target and actual accomplishment is affected. In the implementation of ADM only one school was realized because it was found out that e-impact system involved overhauling conventional set up of schools and may well encounter resistance from teachers, students and parents. This resulted to the shortfall of the target under sub-project 2.
A.3 Sub-project 3: Empowerment to enhance participation of children and
Communities.
Output: By 2006 in 10% of the communities representing the most disadvantaged, the student body organizations, parent groups and community members support child rights and CFSS initiatives.
The activities outlined under sub-project 3 were supposed to address to the output of the sub-project. It was outlined to orient student body organizations, local officials, parents, community and members of the School Governing Councils on the principles of CRC (convention on the rights of the Child) and CFSS/STS.
However, the activities were not realized because the funding for these activities was reprogrammed. The reasons for reprogramming are outlined below:
- It was released in the later part of the year. Since the funding agency would want all activities under 2006 AWP to be liquidated by December the activities were reprogrammed such that it can be liquidated by the end of the year. Moreover, since piloting of ADM using e-impact systems need a bigger budget for the purchase of the modules, the fund was realigned to purchase the modules needed to support the implementation of e-impact.
- A budget was also sliced from the funding to support the advocacy training of school head and teachers of the pilot school to implement e-impact system as an alternative delivery mode.
One of the significant effects of the non-implementation of the activities was the missed opportunity of building champions in adopting CFSS/STS in schools. Stakeholders who will have a major impact on the success of the schools are the people in the community, local government units, parents and the student themselves. If these stakeholders will be oriented and made to understand the necessity of adopting CFSS/STS in schools, then the schools will have no problem reinventing their schools and turned it into an effective CF schools. In the existing CF schools around 50 student body leaders, local government officials in charge of education and officials of the PTCAs had been oriented. They become champions in advocating child friendly practices in their schools. The activities under sub-project 3 in the 2006 AWP could have increased the number by 16. Although a very small number, these 16 are officers of their own organizations. Once they will advocate CFSS/STS as champions they would impact their members which will eventually increase the number of CFSS/STS supporters.
A.4 Sub-project 4: Monitoring and evaluation at school level to track children’s
Progress
Output: By 2006, CFSS M and E is scaled up to cover 15% (63) of the CFSS schools with focus on the disadvantaged communities. M and E findings on the progress in children’s education performance and schools child friendliness are made available to parents. Communities and LGUs and used as basis for school improvement and raising educational outcomes.
The major activity that has made a great impact on the accomplishment of the output in this sub--project is the conduct of the CFSS assessment using the self assessment checklist. There are several reasons why the assessment tool was favored. One of them is its simplicity in terms of measurable criteria. Another is data gathered from the checklist is easy to process and analyze. The result of the assessment can provide the funding agency and the implementing agency a panoramic view of the extent of the implementation of CFSS in the schools. The output required under this sub-project is only 63 or (15%) of the schools to be covered by the assessment. However the actual accomplishment was reckoned at 50% of all the schools in the Division. The fund was able to cover 290 schools. Result of the assessment is shown on the graph above. The data show that 224 (77%) of the total schools covered are still in the beginning stage. 23 (7.9%) of the schools are in the developing stage. 42 or 14.5 % of the schools are on the established stage while 1 school or .3% claimed to be a model school.
The second activity that also contributed to the actualization of the output under sub-project 4 is the analysis of the M and E data gathered in 2005 It was a comprehensive data gathering instrument to measure the child friendliness of the nine pilot schools under CPC 5. After two years, it was finally analyzed.
It is worthwhile to mention that analysis of the two M and E instruments did not differ. Although gathered differently in terms of process and instruments, the results of the two are parallel and offered the same picture of the extent of the implementation of CFSS practices in the schools. There is not much difference between the extent of implementation of CFSS in the pilot schools and the expansion schools.
Analysis of the results of the M and E has provided the implementing agency and the funding agency as well the total picture of the output of implementing CFSS/STS programs and projects over the years. The results had provided the weak points and the strong points of program implementation. This will be a very effective tool in planning activities for the next years AWP.
One of the grey areas that should be addressed in the data gathering instrument is its validation. The instrument is a self assessment checklist therefore biases are inevitable. Biased opinions should not be ignored for it would contribute to the halo effect on the results. It should be taken into consideration. Another issue that has a major impact on the output is the non publication of the result Non-publication of the result to the different stakeholders such as the school heads, parents, Lugs , community leaders and parents can very well affect the purpose of the M and E. It should be noted that the purpose of the M and E and its subsequent publication should be to inform the stakeholders about the state of the child friendliness of the schools and how they, as and organization, could help improve the school. Non-publication of the result then has a major impact on the non-accomplishment of the intended output of sub-project 4.
Section B. How all Project Outcomes worked towards the program?
Strategic Results?
Strategic Result: By 2009, 90 of children aged 9-11 have access to quality primary education; 70% of those entering Grade 1 complete elementary education; and 70% of children graduating from primary school attain 65% mastery level of learning competencies such that disparity with respect to national average and between sexes is reduced by half.
The strategic result desired by 2009 is basically concerned about bringing practically all children to school and complete their elementary education with an achievement performance of 65% for both boys and girls. The outcome desired in sub-project 1 of the Education sector is to have elementary schools improved their capacity to raise educational performance of girls and boys aged 6-11 and two (2) pilot CFSS secondary schools. The outcome contributed to the desired strategic result by 2009 in terms of creating a magnet for students to enroll in the schools. As outlined in the activities under sub-project, schools were equipped with better teaching-learning materials, teachers were trained how to teach effectively and school heads were trained how to mentor teachers in using effective instructional techniques. These skills were augmented by training school heads and teachers on child friendly school practices. These enabling environments were established with the end in view of raising educational outcomes. And when the schools hit the mark of 75% of the educational competencies that may even surpass the national standards, then schools will naturally lure school age children and thus improved participation rate and cohort survival rate.
This ideal school scenario can also be realized if all schools will implement the Alternative Delivery Mode as outlined in the activity under sub-project 2. The ADM chosen for this activity is the e-IMPACT SCHOOLS. IMPACT stands for Instructional Materials for Parents, Community and Teachers. Under this mode children are allowed to work on their own pace using individual modules. The program also allowed multiple entry and exit. It can also be applied to working children. In summary e- IMPACT doesn’t require for all children to attend school in order to continue their elementary education. In fact the school will be transformed into a community learning center where students and community members become life long learners. The school as a community learning center becomes a place where resources and mentors are stationed. Children and adults alike can always come anytime to pursue the required modules for any given grade level. Once they mastered the modules they would take the test for grading. These schemes will not only provide for training on self accountability of the children’s own education but it will also address the problems of drop-out, absenteeism, out of school youth and adult illiteracy. This innovative mode of education can very well address the education disadvantage and could very well contribute to accomplishing the desired strategic result by 2009.
The scenario described above can only become very effective and can only be realized if all the stakeholders and duty bearers understand and take responsibility and accountability for transforming their schools. Teachers and school heads should change their view about the schools as their turf. It is important for them to understand that schools and education is the responsibility of all people in the community and that only all of them can improve it. Hence the desired outcome under sub-project 3 is very crucial in realizing the desired strategic result in 2009. The role of students, parents, community leaders and local government units in communities must be well defined to achieve a unifying effort to help improve education in their own place. And these understanding can only be achieved if all of them are champions in their own right of the child friendly practices and understand fully the rights of the child. These can have a very great impact in realizing the strategic result by 2009.
Participation of the stakeholders in reinventing schools to become child friendly and become a magnet for children can be augmented if all have the data as basis for their actions. These data can only come from the result of the M and E outlined in sub-project 4. Understanding the present condition of the schools and what needs to be done as shown in the results of the M and E can very well motivate the stakeholders in planning and executing a plan that could address issues affecting their schools. In this sense the outcome outlined under sub-project 4 is also very crucial in attaining the desired strategic result by 2009.
In summary, all the activities outlined to realize all the outcomes in all the sub-projects are well aligned and designed to reach the desired strategic results by 2009. However it is recommended that the program will intensify sub-project 2 especially in creating e-IMPACT schools and providing investment packages to schools. It is also recommended to increase activities under sub-project 3 and 4. ¤
PROGRAM IMPLEMENTATION REVIEW ANALYSIS
Education Sector
Division of Bukidnon
Section A: How all sub-project outputs worked towards the Project?
Outcomes?
A.1 Sub-project1: Capacity building to enhance effectiveness in ensuring quality
Education for all.
Output: By 2006, 40 % of primary school teachers and 50% of school heads in the focus areas adopt CFSS/STS. 10% of school heads and supervisors able to mentor teachers on effective teaching approaches.
The first activity lined up to achieve the sub-project output in sub-project 1 was on training of school heads and teachers of the sixteen (16) schools under the eight (8) barangays identified as the most disadvantaged in the Province. The training was so design that it deviated from the advocacy training done under CPC 5. It was more on a deepening mode, where school heads and teachers assessed the child friendliness of their schools based on the seven goals of the self assessment checklist. The result of the assessment was analyzed. The school heads and teachers were able to identify areas that need to be strengthened for their schools to become child friendly. It also provided them an opportunity to understand fully the purpose and importance of Student Tracking System and the process of how it should be used in their schools.
Having the data generated from the training, school heads and teachers were able to craft an action plan were their next steps were well defined on how to improve their child friendliness. This action was considered a crucial factor in enhancing the capacity of school heads and teachers in adopting CFSS/STS.
The second activity under sub-project 1 is the training of school heads and supervisors on mentoring and supervision. As indicated in the PIR table, around 194 school heads had been subjected to three (3) day training on mentoring and school supervision. The Division as part of its counterpart in enhancing the school heads skills in school supervision also conducted an intensive training in school supervision featuring the clinical supervision approaches. The module of the training is divided into two parts: the first part focused on the principles and process of clinical supervision, the second part was immersion. In the immersion part the school heads applied the clinical supervision techniques in their own schools in actual settings together with a mentor. The mentors are the Division Supervisors and District Supervisors. The school heads were also subjected to one week training on Mentoring the Mentors, a training designed and executed by the Foundation for Worldwide People Power, Inc. These interventions were implemented to ensure enhanced capacity of the school heads in mentoring teachers for effective teaching and learning.
In its totality the activities in sub-project had increased the number of teachers adopting CFSS from 1550 (35%) to 1826 (41%) more than the target which was pegged at 1771 (40%). The number of school heads adopting child friendly school practices also increased from 359 (62%) to 553 (95%) more than the target which was pegged at 449 (77%). Four (4) or 16% of the District Supervisors were also reached by the activities in sub-project 1 more than the target of 3 (10%).
In terms of achievement rate, data from the NETRC showed that the Division had an increasing MPS from SY 2003-2004 to SY 2005-2006. The graph shows an increase of the achievement level of the Division in terms of Mean Percentage Score of the NAT from 30.02 to 57.86. It should be noted that the 2005-2006 MPS is 7.14 shy from the strategic result target by 2009 which is pegged at 65% mastery level. From the year 2003 to 2006 the MPS had an average rate of increase of 13.69%. If the rate of increase will continue as the trend over four years shows, the targeted MPS in the strategic result could be achieved by the Division in 2009.
The participation rate of the Division however dropped from 96.51 to 88.07. Although it decrease the rate in the year 2006 is still above than the targeted outcome which is 82%. The average rate of decrease is pegged at 4%. If the downtrend will sustain over three years time the net enrolment rate of the Division will have a Participation rate of 74% which is 12% shy from the strategic result- which is very alarming. It is very difficult to point out the reason for the decrease of the intake rate of the schools because of the lack of data. But for the purpose of assumption there are mitigating factors that might affect the decrease namely: a) flawed data b) mushrooming of private schools that offered primary education c) data from the private schools are not included d) actual number of school aged children in every barangay is not validated
The cohort survival rate data of the Division shows a downtrend picture. It decreases by as much as 2.85% from 2005-2006. Although it had a dramatic increase from 2004 to 2005 by as much as 9.46% However it should be noted that the CSR is way above the target which is pegged at 62%.
The above mentioned capacity building interventions conducted by the Division is considered as a major factor that contributed to the accomplishment of the output in sub-project 1.
The activities outlined above initiated a fever among school heads that instructional supervision should be given a greater emphasis among their multifarious functions. Administration should fall behind instructional supervision in terms of prioritization. The activities also increased the number of teachers and school heads embracing CFSS and STS and encourage more school heads in using mentoring as a technique in improving teacher performance in applying effective teaching-learning approaches.
There were two activities outlined in sub-project 1 which was not released during the first quarter of the year. The activities were on the orientation of school heads and selected teachers on alternative delivery mode and orientation of school heads and teachers for piloting CFSS in the secondary schools. Until recently the two activities were not yet implemented. Although the funds were already released for the last quarter, the activities can only be conducted late of November and early part of December. With such delay, its intended effect can not be measured in the year end implementation review.
It should be noted however, that the delay of the release was not due to the funding agency. It was requested only by the implementing agency on the later part of the year because of some factors that may affect its implementation.
On the first place, in modeling the secondary schools, there was a need for preliminary activities for the secondary schools before orientation could be done. The preliminary activity is on modeling the secondary schools based on data gathered. Data can be gathered from the survey questionnaire which should be administered to a number of secondary students. Analysis of the data should be prepared which should describe the present state of the secondary school (pre-CFSS state). It is only on the later part of the year where modeling documents are sent to the implementing agency hence the delay.
On the Alternative Delivery Mode, discussions on which ADM approaches are best to implement by the implementing agency was not explored early. Hence there was no definitive decision of which ADM should be used. It later turned out that the e-impact system is best to implement based on the experiences in Culianan Elementary School, Zamboanga City. Since the region had no model e-impact schools, there was a need for the funding agency to design advocacy training on e-impact. The training was only conducted in early November of this year. As a consequence the advocacy training on e-impact outlined in the activity on sub-project 1 can only be implemented in the later part of November.
The factors enumerated above contributed to the delay in implementing the activities outlined in sub-project 1. In part, these delays were seen as one of the constraints in achieving part of the output in sub-project 1.
It can be said however, that there was not much impact of these constraints in achieving the output of sub-projects one. For one, school heads of the pilot secondary schools were also oriented and immersed in intensive training on effective supervision and mentoring. As part of the pilot secondary schools they were also recipients of the investment packages distributed to the focused schools. Although there was no baseline data with which to base the implementation of CFSS between the two pilot secondary schools, teacher effectiveness and school heads’ skills in instructional supervision and mentoring were already established, hence the constraints have no significant impact on the desired output in sub-project 1. Delayed implementation of ADM in one of the pilot school has no major impact on the desired out put of sub – project 1. This is because implementing e-impact as an alternative mode needs a long process before it can be measured in terms of effectiveness. It will take two to three years before e-impact as an effective alternative delivery mode can be established. Its results can only be measured five years after it has been fully established. In terms of timeline, e-impact as an ADM can only be measured only after eight years from today. Hence this delay if considered a constraint has very little impact on the out put of sub-project 1.
A.2 Sub-project 2: Service delivery to meet basic needs of school children and
Teachers
Output: By 2006 55% of primary schools have improved teaching-learning environment 3 primary schools and 2 secondary schools demonstrate innovative schemes to address education disadvantage.
The activities outlined under sub-project 2 include provisions of investment packages to the focused schools. The investment package includes the 100-book library and science kits. This quality investment packages not normally provided for by the education department could very well contribute to the improvement of teaching-learning environment in the CF schools. Sub-project 2 also outlined the piloting of an alternative delivery mode to cater to the various needs of the school children and to fully eradicate drop outs, lure out of school youth back to the schools and solve the problems of working children. The e-impact system which was aligned to be implemented in one school could model a very effective learning environment where individual differences are respected and allow for self paced learning.
Another provision under sub-project 2 is for the provision of Water and Sanitation facilities to three schools in the division. These projects could also contribute to the output as outlined under sub-project 2.
The output under sub-project 2 calls for 55% of the primary schools to have improved teaching –learning environment. The baseline of the Division is 245 schools or 42% of the schools to have improved teaching-learning environment. The target for 2006 is pegged at 307 or 53%. The actual accomplishment was reckoned at 45%. The reason for the shortfall between the target and the actual is more of a strategy. As agreed during the AWP in 2006, CPC 6 provinces should identify disadvantaged municipalities based on agreed criteria, where interventions should focus. The province of Bukidnon identified eight disadvantaged municipalities. Out of these municipalities two barangay were identified as most disadvantaged. Because of this development, a small number of schools were considered as the focus of the interventions under the CPC 6 programs.
Validation of the data under sub-project 2 is considered as one of the major shortcomings encountered under sub-project 2. Provision of improved teaching-learning environment is a broad qualitative condition and as such is very hard to measure. The baseline data which is 42% represents the number of schools reached out and is considered an output. In terms of qualitative measurement whether or not these schools have really improved teaching and learning remains to be validated. Hence there exists a grey area in reckoning that 42% of the schools have improved teaching-learning environment. Because of this situation the target and actual accomplishment is affected. In the implementation of ADM only one school was realized because it was found out that e-impact system involved overhauling conventional set up of schools and may well encounter resistance from teachers, students and parents. This resulted to the shortfall of the target under sub-project 2.
A.3 Sub-project 3: Empowerment to enhance participation of children and
Communities.
Output: By 2006 in 10% of the communities representing the most disadvantaged, the student body organizations, parent groups and community members support child rights and CFSS initiatives.
The activities outlined under sub-project 3 were supposed to address to the output of the sub-project. It was outlined to orient student body organizations, local officials, parents, community and members of the School Governing Councils on the principles of CRC (convention on the rights of the Child) and CFSS/STS.
However, the activities were not realized because the funding for these activities was reprogrammed. The reasons for reprogramming are outlined below:
- It was released in the later part of the year. Since the funding agency would want all activities under 2006 AWP to be liquidated by December the activities were reprogrammed such that it can be liquidated by the end of the year. Moreover, since piloting of ADM using e-impact systems need a bigger budget for the purchase of the modules, the fund was realigned to purchase the modules needed to support the implementation of e-impact.
- A budget was also sliced from the funding to support the advocacy training of school head and teachers of the pilot school to implement e-impact system as an alternative delivery mode.
One of the significant effects of the non-implementation of the activities was the missed opportunity of building champions in adopting CFSS/STS in schools. Stakeholders who will have a major impact on the success of the schools are the people in the community, local government units, parents and the student themselves. If these stakeholders will be oriented and made to understand the necessity of adopting CFSS/STS in schools, then the schools will have no problem reinventing their schools and turned it into an effective CF schools. In the existing CF schools around 50 student body leaders, local government officials in charge of education and officials of the PTCAs had been oriented. They become champions in advocating child friendly practices in their schools. The activities under sub-project 3 in the 2006 AWP could have increased the number by 16. Although a very small number, these 16 are officers of their own organizations. Once they will advocate CFSS/STS as champions they would impact their members which will eventually increase the number of CFSS/STS supporters.
A.4 Sub-project 4: Monitoring and evaluation at school level to track children’s
Progress
Output: By 2006, CFSS M and E is scaled up to cover 15% (63) of the CFSS schools with focus on the disadvantaged communities. M and E findings on the progress in children’s education performance and schools child friendliness are made available to parents. Communities and LGUs and used as basis for school improvement and raising educational outcomes.
The major activity that has made a great impact on the accomplishment of the output in this sub--project is the conduct of the CFSS assessment using the self assessment checklist. There are several reasons why the assessment tool was favored. One of them is its simplicity in terms of measurable criteria. Another is data gathered from the checklist is easy to process and analyze. The result of the assessment can provide the funding agency and the implementing agency a panoramic view of the extent of the implementation of CFSS in the schools. The output required under this sub-project is only 63 or (15%) of the schools to be covered by the assessment. However the actual accomplishment was reckoned at 50% of all the schools in the Division. The fund was able to cover 290 schools. Result of the assessment is shown on the graph above. The data show that 224 (77%) of the total schools covered are still in the beginning stage. 23 (7.9%) of the schools are in the developing stage. 42 or 14.5 % of the schools are on the established stage while 1 school or .3% claimed to be a model school.
The second activity that also contributed to the actualization of the output under sub-project 4 is the analysis of the M and E data gathered in 2005 It was a comprehensive data gathering instrument to measure the child friendliness of the nine pilot schools under CPC 5. After two years, it was finally analyzed.
It is worthwhile to mention that analysis of the two M and E instruments did not differ. Although gathered differently in terms of process and instruments, the results of the two are parallel and offered the same picture of the extent of the implementation of CFSS practices in the schools. There is not much difference between the extent of implementation of CFSS in the pilot schools and the expansion schools.
Analysis of the results of the M and E has provided the implementing agency and the funding agency as well the total picture of the output of implementing CFSS/STS programs and projects over the years. The results had provided the weak points and the strong points of program implementation. This will be a very effective tool in planning activities for the next years AWP.
One of the grey areas that should be addressed in the data gathering instrument is its validation. The instrument is a self assessment checklist therefore biases are inevitable. Biased opinions should not be ignored for it would contribute to the halo effect on the results. It should be taken into consideration. Another issue that has a major impact on the output is the non publication of the result Non-publication of the result to the different stakeholders such as the school heads, parents, Lugs , community leaders and parents can very well affect the purpose of the M and E. It should be noted that the purpose of the M and E and its subsequent publication should be to inform the stakeholders about the state of the child friendliness of the schools and how they, as and organization, could help improve the school. Non-publication of the result then has a major impact on the non-accomplishment of the intended output of sub-project 4.
Section B. How all Project Outcomes worked towards the program?
Strategic Results?
Strategic Result: By 2009, 90 of children aged 9-11 have access to quality primary education; 70% of those entering Grade 1 complete elementary education; and 70% of children graduating from primary school attain 65% mastery level of learning competencies such that disparity with respect to national average and between sexes is reduced by half.
The strategic result desired by 2009 is basically concerned about bringing practically all children to school and complete their elementary education with an achievement performance of 65% for both boys and girls. The outcome desired in sub-project 1 of the Education sector is to have elementary schools improved their capacity to raise educational performance of girls and boys aged 6-11 and two (2) pilot CFSS secondary schools. The outcome contributed to the desired strategic result by 2009 in terms of creating a magnet for students to enroll in the schools. As outlined in the activities under sub-project, schools were equipped with better teaching-learning materials, teachers were trained how to teach effectively and school heads were trained how to mentor teachers in using effective instructional techniques. These skills were augmented by training school heads and teachers on child friendly school practices. These enabling environments were established with the end in view of raising educational outcomes. And when the schools hit the mark of 75% of the educational competencies that may even surpass the national standards, then schools will naturally lure school age children and thus improved participation rate and cohort survival rate.
This ideal school scenario can also be realized if all schools will implement the Alternative Delivery Mode as outlined in the activity under sub-project 2. The ADM chosen for this activity is the e-IMPACT SCHOOLS. IMPACT stands for Instructional Materials for Parents, Community and Teachers. Under this mode children are allowed to work on their own pace using individual modules. The program also allowed multiple entry and exit. It can also be applied to working children. In summary e- IMPACT doesn’t require for all children to attend school in order to continue their elementary education. In fact the school will be transformed into a community learning center where students and community members become life long learners. The school as a community learning center becomes a place where resources and mentors are stationed. Children and adults alike can always come anytime to pursue the required modules for any given grade level. Once they mastered the modules they would take the test for grading. These schemes will not only provide for training on self accountability of the children’s own education but it will also address the problems of drop-out, absenteeism, out of school youth and adult illiteracy. This innovative mode of education can very well address the education disadvantage and could very well contribute to accomplishing the desired strategic result by 2009.
The scenario described above can only become very effective and can only be realized if all the stakeholders and duty bearers understand and take responsibility and accountability for transforming their schools. Teachers and school heads should change their view about the schools as their turf. It is important for them to understand that schools and education is the responsibility of all people in the community and that only all of them can improve it. Hence the desired outcome under sub-project 3 is very crucial in realizing the desired strategic result in 2009. The role of students, parents, community leaders and local government units in communities must be well defined to achieve a unifying effort to help improve education in their own place. And these understanding can only be achieved if all of them are champions in their own right of the child friendly practices and understand fully the rights of the child. These can have a very great impact in realizing the strategic result by 2009.
Participation of the stakeholders in reinventing schools to become child friendly and become a magnet for children can be augmented if all have the data as basis for their actions. These data can only come from the result of the M and E outlined in sub-project 4. Understanding the present condition of the schools and what needs to be done as shown in the results of the M and E can very well motivate the stakeholders in planning and executing a plan that could address issues affecting their schools. In this sense the outcome outlined under sub-project 4 is also very crucial in attaining the desired strategic result by 2009.
In summary, all the activities outlined to realize all the outcomes in all the sub-projects are well aligned and designed to reach the desired strategic results by 2009. However it is recommended that the program will intensify sub-project 2 especially in creating e-IMPACT schools and providing investment packages to schools. It is also recommended to increase activities under sub-project 3 and 4. ¤
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