Download - Case Study Esc
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Analysis - Social Cohesion
COMMON UNDERSTANDING:
Social Cohesion Efficiency Equity
Objectives identified by the
stakeholders are consistent
with the objectives of the
program. These objectives are
instrumental to achieving the
terminal objective which is
access to education
Stakeholders mostly
mentioned the instrumental
objectives of the program
rather than the terminal
objective. Varied perspectivesare evident
clarify goals in order to
strengthen unity and shared
goals among stakeholders
Representation of various
stakeholders is evident but
their participation needs to be
taken advantaged of more
fullyParticipation from DepEd
Division and District offices
Coordination between public
schools and private schools
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Analysis: Socia
SECTOR REPRESENTATION AND INVOLVEMENT
STAKEHOLDER PARTNERSHIP
-invest in education
-users impacts on the socio-economic profile of the ESC grantees
ol s and public schools
Analysis - Efficiency
EXPENDITURE
ALLOCATION
t with the identified strategy
DISSBURSEMENT
with the DepEd/FAPE timetable, it is perceived as late by teachers and end-users
nt on ESC funding so they find it difficult to sustain
operations on the 1st
semester
USE OF FUNDS:
FUND SUFFICIENCY:
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the grantees but ESC grant considered as critical in the continued existence of some schools. It
also allows parents to channel their meagre income to other basic needs of the family
TRANSPARENCY:
national, regional and school level
Analysis - Equity
r each student
- there is lack of awareness among stakeholders on the bases for
allocation of funds across the regions. Varying perspective evident among program
implementers
tion of schools with particular focus on thecapacity of schools to provide quality education
-coded public school said to be not consistently
implemented
-school that seem to cater only to students with a particular vocation
i.e. seminary
ears to be varying criteria as to what constitute the poor. This results to different
selection process across schools
-invest
in education
d as scholarship
-sharing
Program benefits students coming
from low-income families:
ot
gainfully employed:
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-skilled worker (23%), farming (14%)
-skilled worker (7%)
- 4%)
school recipients were majority of the students have parents who are gainfullyemployed:
workers (20%)
ence of student grantees who live in well-built houses
35%)
r-wheeled vehicles (low of
3%, high of 32%)
School is generally accessible to students
significant number of students in Compostela Valley consider accessibility as one of their
reasons for enrolling in school
Key Issues Addressed
Key education issues being addressed by the ESC program:
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Decongestion of the public school
Some questions for consideration:
given ESC grants are near redcoded
public schools and that the excess students of these public schools are taken in as
ESC grantees in the nearby private school?
on the
number of students in a given public school and the policy of transferring excess students to theprivate schools?
gestion on the school achievement of
those who remained in the public school?
-aged children who did not
enroll either in the public school or private school?
Support for Private Schools
E responds to quality considerations thru:
evaluate the effectiveness of the ESC
program
increasing control over the use of funds?
student achievement?
Subsidy for Private Education
Some questions for consideration:
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mechanisms among stakeholders.
who may not have the financial
capacity to shoulder part of the cost of studying in the private school communicated to
stakeholders?