Reformed Data management of the Leave and Service Credits -Division of Bukidnon

Department of Education
Region X
DIVISION OF BUKIDNON
Malaybalay City


Project Title: Reformed Data Management of the Leave and Service Credits
Project Site: Division of Bukidnon
Project Beneficiaries: Personnel of the Division of Bukidnon
Project Implementor: Gloria D. Benigno, Ph.D., CESO IV
Schools Division Superintendent
Project Duration: 18 months
Proponent Organization: Department of Education
Division of Bukidnon
Malaybalay City
Contact Person: Gloria D. Benigno, Ph.D., CESO IV
Schools Division Superintendent
Project Cost: Php. 610,000.00

Agency : DepED – Division of Bukidnon

Project Title : Reformed Data Management of the Leave and Service Credits

Objectives:
1. To institute reforms in the management of leave and service credits of all personnel in the Division.
2. To design and operate a customized data base for the leave and service credits.
3. To sanitize records of the earned leaves and service credits of all personnel.
4. To put in place a standard system in processing leave and service credits.


SUMMARY OF GAPS

Leave and Service Credits for the personnel both non-teaching and teaching are very important benefits. The reason being , that it has monetary considerations. The chief beneficiary purpose of the leave and service credits is to offset absences of the employees in case of emergencies or sickness where an employee can be absent from work but still receive the regular compensations. When an employee retires, the accumulated leave and service credits can be converted into its cash equivalent set forth by law and thus therefore a very important benefit an employee can hope for as he/she leave from the world of work.
Taking cognizance of this fact, leave and service credits are considered cash deposits of an employee. It can be likened to a savings an employee puts in the bank that can be withdrawn upon retirement. Thus being, it has to be managed properly and accurately for the benefit of both - the employee and the government.
The Division of Bukidnon have more or less 7,000 employees and the management of their leave and service credits is daunting. Without a high-end data recording tool, the management of this very important benefit can be messy and frustrating. The Division suffered a total conflagration in the year 1993 and thus all the records were lost. Although the service records were reconstructed , however, there is no clear indication that the records of the leave and service credits of the employees of the Division were reconstructed.

IMPLICATIONS OF GAPS IDENTIFIED
Analysis of the recording and processes of the leave section that manages the leave and service credits of the employees of the Division leads to the identification of very serious gaps that needs to be addressed.

1. The data found in the leave section as reflected in the Leave Cards were reckoned only on the year after the fire of 1993. This would mean that the leave credits of all the employeeS before 1993 can not be determined as of today and has to be reconciled.
2. There is an existing time space in the leave cards where the period was lumped together – 1993 to 1995. Records of vacation, sick and forced leave were also lumped between these period but not listed in sequence. This condition poses problems for the computation of the leave credits because it has to be sequenced from year to year to determine the leave credits earned and used from year to year.
3. No record of leave credits earned and leaves approved before the fire of 1993. This condition is very vulnerable to data inaccuracies and would delay processing of leave credits claim of those who retired from the service. This would lead to conflict between the office and the employee.
4. There is no system employed to manage and handle the data. Currently only one person is in-charge of handling the data on leave and service credits. The one man committee handles all the processes in managing the data such as recording and computation. This situation is very much vulnerable to lapses because work attitude is very dependent on an individual’s motivation and mode. If the person is not motivated to work then all the processes would suddenly come to a halt. Nothing could be done to make it work again, unless the person is motivated again or forced to work again.
The summary of gaps identified can be grouped into three thematic groupings called Problem Areas (PAs) such as:
1. Unreconciled/Unsequenced Data
2. Poor Data Management
3. No Systematic Processes

PROPOSED PROJECTS FOR INSTITUTIONAL INTERVENTIONS
As discussed in the background of this paper, there is a need to strengthen the management of the leave and service credits of the employees because of its monetary equivalence. The proper management of this data can be beneficial to both employee and the employer. Based on the summary of gaps presented and its thematic groupings, proposed interventions are presented in a Problem/Solution Matrix (PSMax) below:








FLOWCHART SETTING UP THE DATA BASE


The data base will then be tested for accuracy and automation.

II. Setting Up the System
Once the data on leave and service credits are reconciled and the data base is up and running, a new system in managing and updating the data shall be employed. Leave and service credits will be managed by a team of office staff through a standard process.
1. The printed leave cards are filed in the 201 files of each employee in the records section.
2. A similar copy of the leave cards in the form of LSC Personal Handbook will be issued to the employee.
3. When an employee applies for a leave, he/she should submit three copies Form 6 together with his/her LSC Personal Book. The Form 6 and the LSC Personal Book will be presented to the Info Desk. The info desk will attach a locator number form to the document. It will be received in the Receiving Section and will be recorded through the ETS. A locator number will then be assigned .
4. The Documents will then be routed to the SDS Office which will route it to the HRMO Section.
5. The Leave Section In-charge of the HRMO will record the period applied in the Leave Credit data base . The nature of the leave should be specified ( sick leave, vacation leave, special leave, monetization) and update the records. The Form 6 will then be initialed by him. The same will be forwarded to the Office of the ASDS in charge of approving the leaves.
6. The ASDS will then approve the application for leave and forward the documents to the Records Section. In case, the ASDS will not approve the leave, the document will be sent back to the HRMO-Leave Section. The Leave Section will then cancel the entry in the data base and forwards the documents to the Releasing Section with a notation “ Not Approved”.
7. The Records Section will then retrieve the Leave Card of the employee and together with the LSC Personal Book and a Copy of the Form 6, will print the period of the leave applied, the number of days applied and the total leave credits of the employee by accessing the leave credit data base. A copy of the Form 6 will be filed in the employee’s 201 files and the Leave Cards will be returned to its storage area. Two copies of the Form 6 and the LSC Personal Book of the employee will be forwarded to the Releasing Section. One copy of the Form 6 will be stored in the District Office, the last copy will be returned to the employee together with his LSC Personal Book.
8. Because Application for Leave should be approved before an employee can take his/her leave of absence, application of leave should be acted as expeditiously as possible. Hence it is recommended that it has to be acted within two days after it has been submitted to the office.
9. In case of monetization, a copy of the Form 6 will be forwarded to the accounting office for processing.
10. At the beginning of every year, the record section will print a copy of the earned leave credits of all employee.


FLOWCHART LEAVE CREDIT SYSTEM













TIME FRAME






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Budgetary Requirement





Division LCR Hearings - 50 pax x 300.00 = Php. 15,000.00
Printing of LCR Personal Book – 7,000 x 50.00 = Php. 350,000.00
Leave Card Form - 7,000 x 20.00 = Php. 140,000.00
Encoding of ERLESEC - 7,000 x 15.00 = Php. 105,000.00

TOTAL =Php. 610,000.00




PREPARED BY:

AGUSTINES E. CEPE
ES I


FUNDS AVAILABLE:


RANDY H. PORRAS
Accountant


APPROVED:



GLORIA D. BENIGNO, Ph.D. , CESO IV
Schools Division Superintendent

Project Proposal Expression Book

Department of Education
Region X
DIVISION OF BUKIDNON
Malaybalay City


PROJECT PROPOSAL


Project Title: Development and Reproduction of Cebuano-English Expression Book

Project Site: Sumpong Elementary School/Division of Bukidnon


Project Beneficiaries: Teachers and School Children of Bukidnon


Project Implementor: Gloria D. Benigno, Ph.D., CESO IV
Schools Division Superintendent


Project Duration: 5 months



Proponent Organization: Department of Education
Division of Bukidnon
Malaybalay City



Contact Person: Gloria D. Benigno, Ph.D., CESO IV
Schools Division Superintendent



Project Cost: Php. 200,000.00






Agency : DepED – Division of Bukidnon

Project Title : Development and Reproduction of Expression Book

Objectives:
1. To develop a support material that would supplement the implementation of Modeling Language through Science in Schools (MOLASIS) whic is aimed at improving the English communication skills of school children .

2. To provide a language tool for pupils and teachers in using English language in ordinary conversations or class interactions.


Beneficiaries: Teachers and School Children of Bukidnon

Implementing Partner(s) DepED Division of Bukidnon

Project Duration: Two School Year (2008-2009, 2009-2010)

Project Cost : Php. 200,000.00

Summary Gap Identified:

Performance of pupils in Science are low. Results of the National Achievement Test indicate that the average percentage scores of the elementary school pupils in Science is only 44.32% a 20% shy from the expected proficiency level of 75%. Accordingly the low performance of pupils is attributed to congested classrooms, lack of teachers, incompetence of teachers, and insufficient in-service trainings.

The Division tried interventions to improve the teaching-learning process by way of programs and projects to improve performance of pupils. In-service trainings have been conducted to teachers through projects like the Project in Basic Education (PROBE). The project supported by AUSAID provided the Division with support in terms of teacher training, instructional materials and equipments. In addition, the Division Subject Specialists initiated in-service trainings to the teachers. In spite of the efforts done, the average mean of pupils in the national test did not improve. It is still below the expected 75% proficiency level.


So what is wrong ? Is it the teachers? Is it the curriculum? Is it the learning environment? Is it the language?

The late Education Secretary Raul S. Rocco, did not allow the TIMSS to be administered in the Philippines because he believed the Filipinos are at a disadvantaged. The reason - we are the only NON ENGLISH SPEAKING country where the test was conducted in English. Other Asian countries were tested in their own language. It was suggested that the test in Science and Math will also be translated in the Filipino language, however many argued that it is of no effect because Science is not taught in the Filipino language.

Language barrier then can 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 resulting to poor test scores.

It has been observed that most pupils would finish a 20 item tests in less than ten minutes. Although there are some who would try to finish it in the allotted time, these are the pupils who are in the top of the class, but their numbers are few. This attitude of pupils indicate that they are not reading the questions because they do not understand what they read. Furthermore pupils are not good in analyzing because they do not comprehend what they read. The bottom line is - in a 40 item test only 4 pupils of an average class would get around 35-38 correct answers. Two-third of the class would get a score of 20 and below. ( Elementary Science Assessment Report, Cepe, 2001-2002)

Furthermore, the reasoning ability of the pupils are not developed. This is because they were not given the opportunity to think and ask questions. They were not given the chance to design and create their own investigations of a phenomena or situations in the bio-physical world, hence they are not problem solvers and are not critical thinkers.( Elementary Science Assessment Report, Cepe, 2001-2002)

The situations discussed above are the basis for conducting an intervention program that incorporates two underlying factors that may have caused the low performance of pupils in Science tests: 1) Teaching -learning Process 2) Language development in teaching Science.



Summary of Needs:

The Language Development in Teaching Science proposes several interventions. One of the interventions recommendeded is the provision of a Cebuano-English Expression Book. The Expression Book is a handy dictionary type book where pupils and teachers can refer to in speaking English language in school. It contains a list of common conversations and expressions in the dialect translated into the English language. The book can be used in classroom interactions , in school playground, school canteen or anywhere where school children used to converse or interact. Majority of the schools implemented the Speak English policy but they (schools) did not provide tools to aid or assist children in speaking the language properly and accurately. Sometimes the teachers and principals themselves violate this policy because they themselves find it difficult to use English in their ordinary conversations. It is therefore difficult to follow through the policy and is often neglected over time.


Activities Proposed:

The development of the expression book has several stages :

1. Building a database of common expressions of pupils and teachers in their own dialect used in various places inside the school such as classroom, canteen, playground, conference room, etc. through a recorder.

2. Transcribing the common expressions.
3. Translating the common expressions into English by native English speakers.
4. Producing a prototype.
5. Trying out the use of the prototype expression book.
6. Evaluating usability of the expression book.
6. Reproducing the expression books
7. Training of teachers on the use of the expression book.
8. Distributing copies of the expression book to the teachers and pupils.




Time Frame and Matrix of Activities

Time Frame: June 2008- December 2008


Activities:

Activities Time Frame

1. Approval of Project Proposal

April –May 2008

2.Transfer of Budget from Provincial Government to DepED Bukidnon

May 2008

3. Orientation of Teachers in the center school
June 2008

4. Organizing teams where conversations are to be recorded
June 2008

5. Recording of conversations

July –August 2008

6. Transcribing recorded conversations
September –October 2008

7. Translating transcribed conversations
October-November 2008

8. Reproducing prototype expression book
December 2008


Itemized Suggested Costs: (For funding )


1. Tape Recorders

3 mini recorders x 2,000.00 = 6,000.00
15 mini tapes x 50.00 = 750.00


2. Transcribing Fee

254.00/day x 14 days = 3,556.00

3. Translation Fee = 8,000.00

4. Reproduction of Prototype 100 bks. x 30.00 = 3,000.00

5. Training of teachers = 27,900

6. Reproduction of Final Expression Book (5,026 copies)= 150,794.00


TOTAL = Php. 200,000.00



FUND SOURCE

Provincial School Board Fund under the Wholistic Approach Fund sponsored by Emerenciana Ching.


Prepared by:

AGUSTINES E. CEPE
ES I – Science


RECOMENDING APPROVAL:


GLORIA D. BENIGNO, Ph.D. CESO IV
Schools Division Superintendent



APPROVED:
JOSE MA. R. ZUBIRI, JR
Provincial Governor