education governance effectiveness (edge)

EDUCATION GOVERNANCE EFFECTIVENESS (EdGE)

Annual Performance Report October 2015 – September 2016

This publication was produced for review by the United States Agency for International Development.

It was prepared by the Synergeia Foundation, Inc.

The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

List of Acronyms

DepEd - Department of Education

EdGE - Education Governance Effectiveness

EO - Executive Order

ES - Elementary School

LAPG- Language Assessment for Primary Grades

LCE - Local Chief Executive

LGU - Local Government Unit

LSB - Local School Board

M&E - Monitoring and Evaluation

MOA - Memorandum of Agreement

MOOE - Maintenance and Other Operating Expenses

NAT - National Achievement Test

NGO - Non-Government Organization

NCR - National Capital Region

PPP - Public-Private Partnership

Phil-IRI- Philippine Informal Reading Inventory Test

PTA - Parents Teachers Association

SEF -Special Education Fund

SGC- School Governing Council

SIP - School Improvement Plan

SRO - Standing Room Only

USAID - United States Agency for International Development

USG - United States Government

ZamSulTa – Zamboanga Sulu Tawi-Tawi

Table of Contents

I. Executive Summary ..................................................................................................................... 1 II. Summary of Results ........................... ........................... ........................... ........................ 2 III. Correlation to M&E............................................... ............................... .... 3 IV. Result by Result Analysis ........................................ ...................................... .. 4

4.1. Overview of EdGE ........................................... ............................................................... .. 4 4.2. Results of EdGE in Year 4........................................... ......................................................... 4 4.2.1. Improved Governance of LSBs........................................................................................ 4 4.2.2. Functional School Governing Councils............................................................................. 6 4.2.3. Performance of Students in the Language Assessment for Primary Grades.............. 6 4.3. Strengthening Government Effectiveness for Education at the Local Level ................ 8 4.3.1. Number of Administrators and Officials Successfully Trained with USG Support... 8 4.3.2. Number of Schools that Conducted Remedial Reading...... ........................................ 8 4.3.3. Number of Laws, Policies, Regulation to Improve Reading Programs or Equitable

Access...................................................... .......................................................................... 12 4.4. Increased Transparency and Accountability at the Local Level..................................... 13 4.4.1. Increased Spending of LSBs for Education Programs....................................... .. 13 4.4.2. Increased Spending of Barangays in Education.................................................... 15 4.5. Increased Participation of Stakeholders in Education Policy and Formulation............19 4.5.1. New USG Supported PPP Formed...................................................... ............................. 19 4.5.2. Parenting Workshops in Schools.......................................................................... 20 5. Does Education Governance Matter? .............................................................................. ... 22

V. Performance Indicator Tracking Table .................................................................................. 24 VI. Financial Summary .................................................................................................................27 VII. Success Stories.......................................................................................................................30 VIII. Plans for Next Quarter ..................................................................................................... 32 Annex A. List of Education Summits Conducted, FY 2016............................................................... 39

List of Tables

Table 1. Summary of Expenditure Results, FY 2016 ................................................................... 2 Table 2. Results of the LAPG in Reading Comprehension for Primary Grades in reading Comprehension in English, 2015 .................................................................... 7 Table 3. Results of the LAPG by Level of Mastery in Reading Comprehension, 2015 .................... 7 Table 4. List of Regional SGC Training .......................................................................................... 8 Table 5A. List of LGUs with Substantial Increases in their Budgets Allocated for Education. 2013-2014 .....................................................................................................14 Table 5B. List of LGUs with Substantial Increases in their Budgets Allocated for Education, 2013-2015 ................................................................................................14 Table 6. Public- Private Partnerships to Improve the Quality of Education in EdGE Sites, 2016 ..........................................................................................................19 Table 7. Significant Factors Affecting Student NAT Scores .............................................................22 Table 8. Significant Factors Affecting LSB Performance ................................................................23

List of Figures

Figure 1. Performance Scores of LSBs in Education Governance, Pre-and Post EdGE ................... 5

Figure 2. LSB Performance by Geographical Area, 2016 ................................................................5

Figure 3. Progress of SGCs in Becoming Functional ........................................................................6

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I. Executive Summary. The year 2017 was a banner year for Education for Governance (EdGE). A national education summit was held on September 8 and 9, 2016 at the Philippine International Convention Center (PICC). It was an SRO conference. Officials from local governments, DepEd, and leaders from barangays, CSOs, and parent organizations showed in full-force not only to show their commitment to the improvement of basic education in the Philippines. They were there to share and listen to best practices on how communities can raise and educate a child. The harvest of the summit was plentiful:

The Chairman of the Senate Committee on Education, Senator Bam Aquino has asked to work with Synergeia in legislating policy reforms to strengthen Local School Boards and education financing.

Forty Local government units have heard of the results of EdGE and signified their intention to join the EdGE alliance.

We also saw EdGE’ work on strengthening School Governing Councils (SGCs) bearing fruit. Only 1.50% (14) of the total number of EdGE schools (928) do not have an SGC. About 15.6% are almost fully functional. They participate in the development and improvement of School Improvement Plans and are formulating policies to protect children and promote their welfare of children. This is a big improvement over the pre-EdGe scenario where SGCs were nominal in nature. Local School Boards are continuously exercising leadership in shepherding programs that will improve learning performance. From a lethargic organization that was primarily concerned in disbursing the proceeds of the Special Education Fund tax (SEF), LSBs leading the conduct of training programs for teachers and parents. They take the lead in holding reading camps, sponsoring feeding programs, and building school infrastructure. Such transformation is indeed noteworthy considering that education is not a devolved function and remains a responsibility of the national government. EdGE has successfully sensitized LSBs to own the responsibility of providing better learning opportunities for children. The transformation of LSBs in education governance shows in the increase in their score in the 5-point SGC scorecard from 3.03, pre-EdGE to 4.13, post-EdGE. Their most significant improvements are in the exercise of leadership by the Mayor, leadership of LSB in education programs, and development of systems and procedures. The assessment shows that LSBs need greater strengthening in being inclusive in LSB membership, in developing collaborative agenda for meetings, and in raising more resources for education. It is worth noting that the Commission is Audit (COA) is posing a major stumbling block in the LSB re-engineering. COA is a stickler to rules and has disallowed the expansion of membership and functions of the LSB. We are requested the Office of the Vice President to lead a series of meeting with COA so that it can better understand the goals and rationale for a stronger and more dynamic LSB. EdGE is on target with respect to helping children to read better. Based on the results of the Language Assessment for Primary Grades (LAPG), a national achievement test that is used by the Department of Education (DepEd), 66% of primary school children obtained a score in the upper average level, i.e. from 51% to 100% in listening comprehension, and sixty-one (61%) in reading comprehension. Our goal is to reduce the number of learners who are performing below the average: 35% in listening comprehension and 39% in reading comprehension. We are thus giving support to LSBs, school principals and

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supervisors in developing a more structured and creative remedial reading program that is focused on improving decoding and comprehension skills. EdGE has made substantial gains in organizing parents. Parent-workshops have been conducted and have been rolled-out in schools with the LSBs providing leadership and financial support. Partnership with the private sector has been established through PPPs in school building construction, provision of books for the reading program, and construction of facilities for children. The gains of the EdGE program have been validated by an independent study by Prof. Porio, Chair of the Anthropology and Sociology Department of the Atone de Manila University. The study concludes that education governance is highly correlated with improving learning performance and building a community-system that supports students and schools. II. Summary of Results

Table 1. Summary of Expenditure Results- Fiscal Year 2016 (October 2015-September 2016)

Intermediate Results Performance Indicator TARGET FY 2016

Accomplishment FY 2016

Actual with estimates

Expenditures

1. Strengthened government effectiveness for education at the local level

Number of administrators and Officials successfully trained with USG support (F.3.2.1 - 3)

626 1,868

PHP 23,384,818.73

Number of laws, policies, regulations, or guidelines developed or modified to improved primary grade reading programs or increase equitable (F-3.2.2-38)

15 16

2. Increased transparency and accountability at the local level

Number of education Summit conducted 50 76

PHP 10,406,059.32

3. Increased participation of stakeholders in education policy formulation and implementation

Number of PTA’s or similar “school” governance structures supported (F-3.2.1-18 )

426 1,653

PHP 18,190,756.67

Number of new USG –

supported public-private

partnerships (PPPs) formed (F-PPP5)

10 8

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III. Correlation to M&E Our M and E system provides the basis for our monitoring, assessment, and planning functions. Our capacity to accomplish our targets is measured by the number of administrators and local leaders we are working with. We strictly monitor participation using attendance sheets and make sure that community involvement it is inclusive. Program Officers use direct observation and secondary data in monitoring operations of LSBs and SGCs. The assessment tools that measure the progress of LSBs and SGCs are administered using focus group discussions (FGD). FGDs are employed in analyzing how barangays support schools. We believe that community involvement in education should translate to better learning performance. Synergeia uses a DepEd instrument, the Philippine Informal Reading Inventory Test to identify students who need special interventions in reading and uses the same instrument for post-assessment. The progress of all students in reading comprehension is measured using the results of the LAPG. We have commissioned an independent study to measure the impact of Education Governance on student performance and in building the community into a system that will promote equal access of children to quality education. The results of the study are positive and we will actively communicate its results to encourage strengthening of governance structures and broadening the EdGE alliance. We diligently document and track the progress of every LSB and SGC to ensure that the capability program of EdGE does not end in training but leads to results. One of the areas that we should strengthen among partners is their documentation skills. Ordinarily partnerships and project implementation are carried out informally. Likewise, they do not take timelines seriously. We will integrate the skills and habits of documentation and time management in our training programs.

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IV. Result by Result Analysis 4.1. Overview of Edge The past four years of EdGE built the foundation for a vibrant engagement of local communities in education.

Year One was dedicated to the reinvention of Local School Boards (LSBs) to enable them to lead a more efficient delivery of basic education.

Year 2 focused on building the competencies of school heads as effective Chief Executive Officers of schools. To provide them with a support system, EdGE trained barangay (village) and parent leaders.

Year 3 provided for a convergence of major stakeholders through the School Governing Council (SGCs).

Year 4 was utilized in training key-officers of SGCs in 2,509 schools to analyze why children under-perform in schools, plan and implement programs to optimize learning potential, work as a team, and internalize the functions of SGCs in schools. We continued our work in strengthening the capacity of LSBs to lead and coordinate education programs in their communities.

4.2. The Results of Edge in Year 4 4.2.1. Improved Governance of Local School Boards The performance of LSBs is continuously assessed through focused group discussions, use of secondary data, such as minutes of meetings, and Synergeia’s participation in LSB-led activities. We are proud to note that LSBs continue to improve in major areas of governance. Their average score in a 5-point LSB scorecard increased from 3.02 pre-EdGE to 4.13, post-EdGE. Their marked improvements are in:

Demonstration of leadership of the Local Chief Executive 4.71

Adoption of a rich and varied agenda 4.55

Exercise of leadership in education 4.35

Development of systems and procedures 4.26

Community engagement 4.08

The areas in LSB governance that need strengthening are:

Collaboration in agenda preparation 3.66

Expansion in membership 3.84

Financing of education programs 3.83

Figure 1 shows a comparison of the performance of LSBs prior and after the EdGE program.

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Figure 1. Performance Scores of LSBs in Education Governance, Pre-and Post-EdGE

. We made a comparison of how the LSBs in the different geographical areas in the Philippines perform with the following observations:

LSBs in Mindanao perform better in expanding LSB membership.

LSBs in Luzon are better performers in raising funds for education.

Local Chief Executives in Luzon and Visayas take greater leadership in education programs.

LSBs in Visayas are least performers in conducting regular meetings.

LSBs in VIsayas are lead performers in developing systems and procedures.

Figure 2. LSB Performance by Geographical Area

0 1 2 3 4 5

Regularity in conducting …

Rich and varied agenda

Leadership of Mayor

Collaboration in agenda …

Follows systems, structures …

Exercises leadership in …

Initaites financing programs

Community engagement

Expanded membership

Average score

Post Edge-as of September 2016

Pre-Edge

0 1 2 3 4 5 6

Regularity in conducting …

Rich and varied agenda

Leadership of Mayor

Collaboration in agenda …

Follows systems, structures …

Exercises leadership in …

Initiates financing programs

Community engagement

Expanded membership

Mindanao

Visayas

Luzon

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33.30%

52.30%

14.40%

0.00%

0.00%

1.50%

58%

29%

8.40%

7.20%

No SGC

SGCs with officers

SGCs with by-laws

SGCs participate in SIP formulation

SGCs participte in SIP and policy formulation

Mid-assessment Baseline

We plan to appraise the LSBs with the assessment results and to work with them in analyzing their weak spots and how they can be strengthened. 4.2.2. Functional School Governing Councils Another notable achievement of EdGE is how SGCs have become more functional in EdGE communities. Prior to the program, SGCs were entities that were organized by principals to comply with a DepEd requirement. Most of the officers were appointed by principals and they were treated as a Parent Teacher Association (PTA). Principals and SGCs were even unaware that there is an SGC Manual. Prior to EdGE, more than one-third of the participating schools had no SGCs. The number has shrunk to only 1.5% or 14 schools. Assessment studies show that almost 60% of EdGE schools have elected their officers, and one-third has drafted their by-laws. Figure 3. Progress of SGCs in Becoming Functional

The formulation of policies and participation in the formulation of School Improvement Plans (SIPs) are new areas for SGCs. Less than 10% of our SGCs perform these functions, but they are learning and school officials are realizing the value of participatory work. SGCs have enacted policies on bullying, truancy, and parents’ participation in school activities. The policies looked simple but on hindsight, their effects on the welfare of children are important. For example, SGCs in Diadi, Nueva Vizcaya regulate the closing of school gates to prevent intruders from going inside the campus. They also specified the school hours when parents can enter the campus. Some SGCs in Cebu even regulate the haircut of the children. It is also in Dalaguete, Cebu where we noted how involved the SGCs are in ensuring that children attend classes. One SGC officer literally carried a child from the streets to his classroom. 4.2.3. Performance of Students in the LAPG The Department of Education administers the Language Assessment for Primary Grades (LAPG) to grade 3 students. LAPG measures how well the students have mastered competencies in reading such as comprehension. Our target is to have at least 60% of the children perform within the upper average

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level in the LAPG test in Reading. This is defined as obtaining a score from 51% to 75%. This target has been attained. Table 2 shows that 61% of grade 3 students who are part of EdGE obtained scores in the upper average level in reading comprehension and 66% in listening comprehension in English. Table 2. Results of the LAPG for Primary Grades in Reading Comprehension in English, 2015

Table 3 shows that more than one-half (53.3%) of the children are described as moving towards mastery in listening comprehension, and 46.5% in reading comprehension. The challenge for EdGE is to bring learners who are in the low mastery level in reading comprehension to at least an average mastery level. These are composed of 21.5% of students in reading comprehension and 15.7% in listening comprehension. Table 3. Results of the LAPG for Primary Grades by Level of Mastery in Reading Comprehension, 2015

Performance Score

Listening Comprehension Reading Comprehension

No. Examinees

% Cumulative Distribution

No. Examinees

% Cumulative Distribution

0 25 8,495 5% 100% 18,425 10% 100%

26 50 55,755 30% 95% 54,192 29% 90%

51 75 67,349 36% 66% 44,088 24% 61%

76 100 54,892 29% 29% 69,787 37% 37%

TOTAL Number of Test takers in EdGE sites

186,492

186,492

Percent Score

Score - Listening Comprehension

Score - Reading Comprehension

No. Examinees

% Cumulativ

e Distn

No. Examinee

s %

Cumulativ Distn

0 4 Absolutely No Mastery 761 0.4% 100.0% 150 0.1% 100.0%

5 14 Very Low Mastery 2,472 1.3% 99.6% 1,919 1.0% 99.9%

15 34 Low Mastery 26,182 14.0% 98.3% 38,120 20.4% 98.9%

35 65 Average Mastery 57,690 30.9% 84.2% 59,523 31.9% 78.4%

66 85 Moving Towards Mastery

64,742 34.7% 53.3% 43,270 23.2% 46.5%

86 95 Closely Approximating Mastery

20,434 11.0% 18.6% 24,437 13.1% 23.3%

96 100 Mastered 14,211 7.6% 7.6% 19,073 10.2% 10.2%

TOTAL Number of Test takers in the EdGE sites 186,492

186,492

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4.3. Strengthening Government Effectiveness for Education at the Local level 4.3.1. Number of Administrators and Officials Successfully Trained with USG support EdGE worked with 1,868 administrators and local officials during the year which represents 298% of our target for the year. The cumulative total is 3,452 accounting for 118% of our LOP target. By sector, the distribution of participants is as follows:

Local Officials FY 2016 LOP

School administrators 995 1,765

LSB members 95 377

Barangay Officials 778 1310

Total 1,868 3,452

Table 4 shows the various regional training that was conducted for local leaders.

Table 4. List of Regional SGC Training

Municipalities Date No. Of

Participants

Santol & Bacnotan, La Union Oct. 1-2, 2015 98

Cagayan de Oro Oct. 5-6, 2015 163

Dao & Sapian, Capiz Oct. 8-9, 2015 121

Balindong, Kapatagan & Taraka Oct. 14-15, 2015 141

Barira, North Upi & Buldon, Maguindanao Oct. 29-30, 2015 174

Datu Blah Sinsuat, Sultan Sa Barongis & Parang, Maguindanao Nov. 4-5, 2015 135

San Jose, Antique & San Joaquin, Iloilo Nov. 11-12, 2015 158

Alimodian & Miagao, Iloilo Nov. 24-25, 2015 179

Carles & Lemery, Iloilo Dec. 3-4, 2015 189

Dumingag, Zamboanga del Sur Dec. 15-16, 2015 192

Balasan & Concepcion, Iloilo Jan. 7-8, 2016 158

Pavia & Lambunao, Iloilo Jan. 28-29, 2016 192

Cabatuan, San Enrique & Guimbal Iloilo Apr. 12-13, 2016 198

Alabel, Sarangani Apr. 13-14, 2016 94

Pili, Camarines Sur May 4, 2016 115

Valenzuela May 26-27, 2016 90

Del Carmen, Surigao Del Norte July 21-22, 2016 91

Villaverde & Diadi, Nueva Vizcaya Aug 4-5, 2016 88

Iloilo City Aug 23-24, 2016 174

Tuba & La Trinidad, Benguet Aug 24-25, 2016 128

Sta. Fe & Solano, Nueva Vizcaya Sep. 29-30, 2016 105

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The SGC Regional workshops have been developed to form school officials, parents, village leaders, and LGU officials into a team. In the past, they tended to work separately and with different views on how children perform. Regional workshops provide an opportunity for local stakeholders to analyze participation, cohort survival and achievement indicators using national benchmarks. It is not uncommon for school officials to initially feel defensive about how their schools perform. The tension heightens when the disbursement of the Maintenance, Operating and Other Expenses (MOOE) is discussed. The participants are reminded that it is not constructive to pinpoint who is to blame. They are guided to move forward and work on a School Improvement Plan that will help children and teachers. Esprit de corps is built through games and case studies that make them appreciate the benefits from working together. The workshops enable the participants to:

analyze performance of children

understand the functions of SGCs

share a common vision for their SGCs

formulate a work program

learn how to listen

participate in consensus building

handle their hot buttons

understand the meaning of accountability

manage meetings

The participants reported that they have been so enthused by the workshops and they convened stakeholders' meetings a week after their regional training. EdGE has put in place a mentoring and a monitoring program where program officers and Synergeia mentors conduct field visits. These sessions are devoted to a review of work programs that participants drafted during the Regional Training. We are fortunate that LSBs led by Local Chief Executives take part in mentoring activities. The presence of Mayor Florencio Bentrez from Tuba, Benguet, Mayor Hermie Velasco from San Gabriel La Union, and Mayor Ace Binghay from Balamban, Cebu gave a strong signal to the residents that SGCs are important.

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Synergeia’s mentors and Program Officers at work with SGC members.

The SGC projects are simple, but they answer needs of children that we take for granted. The SGCs from Diadi built water systems, repaired classrooms, fenced school buildings, installed cabinets for teachers and children, rewired the electrical system, constructed toilets, concreted pathways, and installed window grills. They built school parks to develop the psychomotor skills of children. The SGCs from San Gabriel, La Union constructed waiting sheds, repaired roofs of school buildings, built multi-purpose function halls, and handle traffic management in the streets where the school are located. The SGCs from Tuba, Benguet built school clinics, and procure simple equipment such as photocopying machine and sound system. They are proud of spearheading the “Gulayan sa Paaralan” (school gardening) which backstops their feeding program.

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Synergeia has utilized the results of our monitoring and assessment activities to develop a second level of SGC Regional Workshops. The training is designed to develop SGC skills on organization and management. These are the following:

formulating policies

defining by-laws and standard operating procedures

attracting stakeholders to participate in meetings

fund generation

budgeting expenditures

monitoring and evaluating progress of activities

handling conflicts

The learning modules were pilot-tested among SGCs in Iloilo City, Diadi, and Villaverde and the participants found them useful and relevant. We will improve on time allocation since the participants noted that the time left for group discussion was relatively short. We will continue our approach of making the discussions experiential, reflective, and interactive.

4.3.2. Number of Schools that Conducted Remedial Reading Programs The improvement of reading skills has been prioritized by LSBs in 2016. This has been influenced by EdGE’ advocacy on reading and the LSB’s exposure to the under-performance of children in national examinations. Four-hundred eleven more schools reported the conduct of remedial reading programs bringing the total to 1,015 schools. In terms of learners, 28,575 students received remedial reading intervention with an LOP total of 142,525. The numbers are well above the targets: 514% in 2016 and 190% for LOP. Synergeia did not expect the huge number of non-readers because of the “Zero-Non Reader program of DepEd has been implemented for a number of years.

The LSB-led remedial reading program was piloted in Valenzuela City in 2015 where reading skills were assessed using the Philippine Informal Inventory Test (Phi-IRI) that is prescribed by DepEd. Frustrated readers participate in a summer teaching camp to hone their love for reading, decoding and comprehension skills. The Reading camp is supported by a Teachers’ Camp and a Nanay-Teachers’ Program (Parenting Seminar). Valenzuela implemented a feeding program to ensure that learning is not impeded by hunger. The teaching camp is dedicated to enriching teachers’ competencies in developing phonemic awareness of children. Techniques to develop comprehension skills are provided through the use of contextual clues, antonyms and synonyms, and relating new vocabulary to children’s experiences.

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All the teachers in Valenzuela are reinvigorated in the teaching camp. They are given importance and develop creative teaching strategies.

The love for reading and how parents can support the development of reading skills among children is an integral part of parents’ workshops. We use children’s stories and in encouraging parents to read stories to their children. Children’s stories provide a basis for developing parenting values like patience, and open communications. EdGE with the support of LSBs is working with school officials to implement a more structured remedial reading program. Synergeia has met with superintendents, supervisors, and principals from Iloilo, Diadi, Villaverde, Maguindanao, and Padre Garcia and Valenzuela to agree on the program’s objectives, scope and strategies It will cover pre-and post-assessment of reading skills, training of principals and teacher-leaders, use of teachers’ handbook, and development of children’s workbooks. Remedial reading will be conducted after class hours, generally in the afternoon. If LSBs have sufficient budget, a summer reading camp will be held. For cost-effectiveness, direct training will be limited to supervisors, principals and teacher-leaders. They are expected to roll out or conduct the training in their own schools. EdGE sites in the province of Iloilo province will conduct their training under the leadership of their division superintendent and district supervisors. In areas with severely limited talents, EdGE partners with local universities such the Ateneo de Zamboanga. Mentors from the Ateneo have already conducted the training for teachers from Tawi Tawi, Dumingag, Siayan, and Sulu. 4.3.3. Number of laws, policies, regulations, or guidelines to improve reading programs or equitable access. LSBs formulated 16 policies in 2016 as follows:

Bacnotan, Santol from the province of La Union and Claveria, Misamis Oriental expanded LSBs membership and functions. Representatives of principals, teachers and the private sector were added to the Board.

La Trinidad, Benguet issued SB Resolution 83-2015 that created a Municipal Scholarship Committee, defined the principles on equal distribution of scholarship opportunities, and the criteria for students to be qualified for scholarships. The resolution was supported by an SB Ordinance 2302015 on June 15, 2015 that established an educational assistance program for

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deserving indigent students. The Office of the Mayor issued Administrative Order no. 025-2015 that defined procedures for the administration of the scholarship program.

Agoo, La Union adopted LSB Resolution no. 10-2015 that appropriated P4.7 million for the education programs of the municipality.

The Sangguniang Bayan of La Union passed MO 08-2015 which mandates out-of-school youth from Agoo who have not finished basic education to enrol in the Accreditation and Equivalency Program of the municipality.

The Undersecretary for Governance and Operations of DepEd issued Memorandum Circulars that allowed monitoring and mentoring of SGC activities by LSBs and Synergeia.

Padre Garcia, Batangas approved an ordinance establishing educational assistance program to its resident students.

Mambusao, Iloilo passed a resolution providing educational assistance worth Php 5,000 to every deserving student.

4.4. Increased Transparency and Accountability at the Local Level 4.4.1. Increased Spending of LSBs for Education Programs It is heartening to note that LSBs have translated their support for education into money terms. Synergeia monitored fifteen LGUs that substantially increased their budget for education in 2015. Substantial in this regard means an increase in the appropriation for education by at least 20% relative to a base year and an increase in the ratio of expenditures to education to total budget by at least 0.20 percentage point. Ajuy, Iloilo leads the pack by allocating Php 2.5 million for education in 2015, a 261% increase over its education budget in 2013. Claveria, Misamis Oriental follows which appropriated Php 6.81 million in 2015 representing a 231% increase in its education budget. The ratio of their budgets for education increased likewise from 0.83% to 2.67% in the case of Ajuy and from 1.61% to 4.31 % in the case of Claveria. The other LSBs that have set aside increasing huge sums for education in 2015 are Cabatuan, Dumangas, and Barotac Viejo from the province of Iloilo; Alabel in Sarangani, and La Trinidad in Benguet.as shown in Table 5.

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Table 5 A. List of LGUs with Substantial Increase in their Budgets Allocated for Education, 2013-2014

NAME OF LGU

AMOUNT OF EXPENDITUES ON

EDUCATION TOTAL SPENDING

Increase In

Education Expense 2013 - 2014

Ratio of Education Expense to Total

Expenses

2013 2014 2013 2014 2013 2014

BATAD 478,512 1,006,706 34,404,005 36,602,463 110.4% 1.4% 2.8%

BALASAN - 1,329,281 52,723,052 49,481,727 100.0% 0.0% 2.7%

CARLES 514,608 922,618 84,640,467 87,938,219 79.3% 0.6% 1.0%

CONCEPCION 716,178 2,362,500 61,065,762 68,562,781 229.9% 1.2% 3.4%

LEMERY 1,092,675 1,663,211 41,563,743 45,311,899 52.2% 2.6% 3.7%

LEON 1,534,714 1,816,521 77,583,697 71,761,777 100.0% 2.0% 2.5%

MAASIN 666,464 943,295 64,164,254 60,156,237 41.5% 1.0% 1.6%

MIAG-AO 2,237,161 3,089,455 80,833,291 78,402,601 38.1% 2.8% 3.9%

Table 5 B. List of LGUs with Substantial Increase in their Budgets Allocated for Education, 2013-2015

NAME OF LGU

AMOUNT OF EDUCATION SPENDING

TOTAL SPENDING Increase

In Education Expense 2013 - 2015

Ratio of Education Expense to total

Expenses

2013 2015 2013 2015 2013 2015

LA TRINIDAD 3,872,566 11,179,137 215,032,803 309,283,517 44% 1.80% 3.61%

CLAVERIA 2,054,611 6,806,338 127,573,067 157,440,078 231% 1.61% 4.32%

ALABEL 4,243,113 6,977,072 161,533,818 203,391,894 64% 2.63% 3.43%

AJUY 684,355 2,472,707 82,790,696 92,779,550 261% 0.83% 2.67%

BAROTAC VIEJO

1,059,205 2,342,318 81,778,714 103,221,362 121% 1.30% 2.27%

CABATUAN 789,361 2,231,363 63,160,399 84,750,445 183% 1.25% 2.63%

DUMANGAS 5,293,446 9,311,739 107,665,254 137,919,237 76% 4.92% 6.75%

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4.4.2. Increased Spending of Barangays for Education

Synergeia conducted site interviews with barangay officials and residents to analyze how barangays

support education. The interviews were conducted in the following sites:

Date of Activity LGU Barangays Activity

May 17-20, 2016 Valenzuela City

Arkong Bato, Coloong, Dalandanan, Pariancillo Villa, Ugong, and Wawang Pulo. (6 barangays)

Site interviews

25-May-16 Tuba, Benguet

Taloy Norte, Twin Peaks, San Pascual, Tabaan Sur, Tabaan Norte, Poblacion, Camp 4, Nangalisan, and Tadiangan. (10 barangays)

Focus Group Discussion

27-May-16 Luna, La Union

Bungro, Busel-busel, Nagrebcan, Barrientos, Darigayos, and Victoria (6 barangays)


24-Jun-16 Burgos, La Union

Caoayan, Upper Tumapoc, Lower Tumapoc, Delles, Old Poblacion, Linuan, Agpay, Bilis, New Poblacion, Imelda, Dalacdac, and Libtong (12 barangays)


21-Jul-16 Padre Garcia, Batangas

San Felipe, San Miguel, Tangob, Bukal, Castillo, and Banaba. (6 barangays)


4-Aug-16

Diadi, Nueva Vizcaya

Ampakleng, Arwas, Balete, Bugnay, Butao, Decabacan, Duruarog, Escoting, Langka, Lurad, Nagsabaran, Namamparan, Pinya, Poblacion, Rosario, San Luis, San Pablo, Villa Aurora, Villa Florentino (19 barangays)


4-Aug-16 Villaverde, Nueva Vizcaya

Bintawan Norte, Binatawan Sur, Ibung, Cabuluan, Nagbitin, Ocapon, Pieza, Sawmill, and Poblacion (Turod) (9 barangays)


26 September 2016

Estancia, Iloilo

Gogo, Botongan, Cano-an, San Roque, Tanza, Poblacion-Zone 2, Pa-on, Malbog, Loguingot, Lumbia (10 barangays)


26 September 2016

Carles, Iloilo

Cawayan, Bolo, Bancal, Guinticgan, Poblacion, Tupaz, Barosbos, Abong, Cabilao, Tarong (10 barangays)


Most of the barangays report that education is a priority. Notable exceptions are some barangays in Estancia and Carles which do not consider that education is a priority, mainly because they do not see it as part of their budgets. These barangays are largely unaware of the many ways they actually provide support to education. All barangay officials however consider it their responsibility to ensure that children of the barangays are able to get quality education, and that they stay in school. Barangay budgets, like those in Estancia and Carles, do not always reflect priority to education. There are several reasons cited for this situation. One is that barangays plead that their budgets are too low to finance specific programs or projects for schools. This is a consistent message for almost all the focused group discussions. Two, barangays cite COA rulings which prohibit them from spending on education directly.

https://en.wikipedia.org/wiki/Poblacion

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Support to education is often equated to maintaining daycare centers, providing volunteer work and funding during Brigada Eskwela, keeping schools safe and secure. Barangays like Malbog in Estancia which stated that education is not in their budget, hire additional barangay tanod to secure school premises. It needed to be pointed out that this is actually spending for education that is part of their budget. They also accept that part of their responsibility is talking to parents to ensure that children attend school. They also note that they bring up school issues during the barangay assembly. While not all barangays have active SGCs ,they accept that participating in SGC meetings is among their functions. Financing and resource generation for education. Income levels of LGUs seem to influence the readiness of barangays to generate additional external resources for education in their jurisdictions. In general the higher the average incomes of LGUs, the higher too is the share of barangays in the internal revenue allotment (IRA) and the special education fund (SEF). In the case of more well-endowed barangays, the impetus to obtain external financing is less urgent. In the case of Valenzuela City, barangay officials interviewed believe that the city government already provides almost all the necessary requirements for the school children of the city. These include school supplies, school bags, and funding for construction of buildings. To the barangays, fund raising on their own for schools assume less critical importance to their other functions. Barangays in other LGUs state that their budgets coming from their share in internal revenue allocation (IRA) and the special education fund (SEF) are not nearly enough to provide additional funding to schools in their jurisdictions. They are however generally more open about raising funds from external sources – their respective LGUs, members of Congress, business entities, alumni groups. Barangays in Tuba and Luna were the ones who more frequently sought assistance from their LGUs and congressmen. In Padre Garcia, barangays more frequently sought donations from business establishments. While all barangays state that they are always open to requests from schools to finance or fund certain activities – minor repairs and rehabilitation, graduation activities, prizes for school competitions – these requests do not seem to be factored in when barangay budgets or barangay development plans are prepared. Consequently when there are no appropriations indicated in the budget or in the development plan for activities in support of education, allocations for such cannot be funded, or else this will be subject to disallowance by COA. For example, the annual Brigada Eskwela which all barangays support, are generally funded through out-of-pocket expenses of barangay chairmen and officials. Donations and solicited funds for schools are also usually not recognized as revenues in the books of the barangays, but are instead directly released to the schools in kind, or through a joint account of the school principal and the barangay chairman (Tangob, Padre Garcia). This treatment of donations became very evident in the discussion with Padre Garcia. Documentation of donations does not follow a standard. Some barangays issue a resolution, some enter into memorandum of agreements, and others only provide acknowledgement receipts. In contrast, many barangays in Tuba, Benguet are more proactive and have a more structured process for supporting education financing. Tadiangan has ordinances which authorize the provision of cash incentives for students who win in municipal, provincial, or regional contests, both academic or athletic. Poblacion stated that part of the barangay budget is spent on procuring cultural instruments and costumes. Previously they have also given support to the drum and lyre band of the school. A portion of

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discretionary funds of the barangay is used to finance emergency requirement of the school. A portion of the budget for Task Force Youth is spent for cash prizes during Linggo ng Wika (National Language Week) and in Quiz Bees. Poblacion also said that it funds repair of toilets, fencing and repair of school grounds from its general funds. While the officials believe that funding for education should be the main responsibility of DepEd, Poblacion itself provided funding for additional teachers. Twin Peaks has also culled from the SK budget a portion for a Trust Fund which finances barangay palaro (sportsfest), and also tapped for Brigada Eskwela. It has also funded from its budget the school clinic improvement and stairway improvement. Tupaz in Carles subsidizes the electricity bill of the school, estimated at an average of P2, 000 per month. Some other barangays in Carles are better able to allocate budget for education within COA rules. Barangays in Estancia hardly do any fund raising, while those in Carles have popularity contests (e.g. Miss Scallop). Coordination with community and participation in the school governing council (SGC). In a bid to encourage local initiatives to improve governance of schools and the quality of basic education, the government instituted the formulation of school governing councils to facilitate the process of involving more stakeholders in the school governing process. The barangays are important members of the community and therefore should be active stakeholders in the SGC. So far, barangay participation in SGCs still has a vast potential for improvement and enhancement. Some barangays only have a vague notion about what an SGC is or does, even if barangay officials sit as officers in the SGC, unable to understand what makes it different from a PTA. The latter is the case in Burgos, La Union where many of the barangay officials are also SGC officers but cannot differentiate the functions of the SGC from those of the PTA. Barangay officials in Valenzuela City know the concept of the SGC, but among the barangay officials interviewed only one was confident about her role in the SGC. The others are not quite as sure. Awareness of the SGC is currently very low. Because community engagement via the SGC is not yet optimized, harnessing of resources for school projects and improving school performance is often one-off and not strategic, and therefore difficult to become sustainable. In the various FGDs held barangay officials frequently stated that while they are always willing to help or support school activities and projects, they defer to school heads to inform them about what the schools need. There appears to be a dichotomy in the community power and influence structures that can hinder closer coordination among school stakeholders in the barangay to improve education outcomes. Barangays in Estancia and Carles are not too aware of the SGC. Communication issues between barangay heads and the school came out during the discussion (Borobos), with the barangay officials expressing resentment that they are left out of the loop, even if they are supposed to be chairing the SGC.

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Budget, Governance, and Accountability. Most of the barangays are recipients of donation in cash or in kind from various stakeholders in the community. Government budgeting and accounting rules provide a line item for reporting grants and donations. However, it is not very often that this line item is filled. Donations solicited for schools or for education programs normally do not get reported in the books of the barangay. Cited as a reason is that if this happens the barangay would have difficulty releasing the funds from donations or grants to schools if these resources enter the general fund. It seems that donations go directly to the schools even if solicitation was initiated by the barangay. Barangay officials say that the schools have the records of what have been donated. Even if it were so, this practice does not provide proper check and balance to a public transaction. It does not ensure that appropriate valuation is done in case of donated assets, and lacks transparency and accountability for cash donations.

“Kami po ay humihingi ng kontribusyon sa mga business establishments sa aming barangay para dito. Berbalan lang po, wala pong MOA kaming pinipirmahan para dito. Acknowledgment receipt lang po ang ibinibigay namin. Kung kulang pa po ay nag-aabono na lang kami galing sa aming mga sariling bulsa." (We have solicited donations for schools but the process has been done informally. We do not issue official invoice but have given acknowledgement receipts. Whatever is lacking in the fund, we supplement from our own personal funds.) "Sa amin naman pong barangay ay hindi dumadaan sa aming barangay budget ang tulong pinansiyal na ibinibigay namin sa aming paaralan. Halimbawa po, mayroon po kaming tinanggap na alumni contributions na nagkakahalaga po ng P220,000. Ang ginawa po namin dito ay inilagak namin ito sa bangko sa isang joint account ng principal at ng barangay chairman. Problema pa po kasi sa COA kung hindi ganon ang gagawin namin." (We avoid problems with COA by depositing donations in a bank account that is opened jointly with the school principal.)

Joint bank accounts are normally authorized only if there is a joint project or undertaking between the barangay and the school, or if there is a memorandum of agreement that governs the transactions and the flow of funds from donor to done, and how the proceeds are spent. This practice of opening joint accounts without MOAs has so far been mentioned in only one FGD (Padre Garcia), and we cannot conclude that this is a widely accepted practice. It is however a cause for concern on good governance grounds and also for estimating baseline levels of barangay support to schools and education programs. Statistics will not capture transactions that are not reflected in barangay books. What is a universal practice is the Brigada Eskwela out-of-pocket donations that are expected to come from barangay officials. Since these are from personal funds, they cannot be counted as official barangay funding for schools.

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4.5. Increased Participation of Stakeholders in Education Policy and Formulation 4.5.1. New USG-supported public private partnerships (PPPs) formed Nine PPPs were developed that can answer the learning needs of children. They are valued at US$555,194. Table 6. PPPs to Improve Access to Quality Education in EdGE Sites

Locality Nature Value In US$

Partner

San Gabriel, La Union Feeding program for 120 days for 700 undernourished students

19,250 Gawad Kalinga

North Upi Construction of a school building in Tudok Mamot Elementary School

39,583 Zapanta Foundation

Schools in EdGE municipalities in Lanao del Sur

Provision of solar lanterns by Panasonic Corporation

20, 833 Panasonic Corporation

Batad, Iloilo Repair of 9 elementary schools and provision of chairs for teachers and students

142,708 New Apostolic Church of South East Asia

Taraka, ARMM Construction of a school building 39,583 Zapanta Foundation

EdGe municipalities in Northern Luzon

Donation of children’s books 4,583 Pusong PInoy

North Upi Support of a reading program 9,645 Children’s Hour

All EdGE municipalities Donation of children’s books 231,165 Grolier and Scholastic Books

EdGE localities in Iloilo Construction of handwashing facilities 47,843 Procter and Gamble

LSBs and SGCs are entrusted with the PPP implementation. In the case of construction of school building and facilities, the LSB is entrusted with construction. The LSB is held responsible for the distribution of books, conduct of reading programs, and feeding programs. Synergeia intends to use connect hand washing with the reading program with the use of children’s stories on health.

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Students from Lanao del Sur are overjoyed in receiving solar lanterns. Now, they will no longer study in the dark.

4.5.2. Parenting Workshops in Schools Responsible and involved parenting is a need which constantly comes out as a priority in improving learning performance. For 2016, EdGE worked with LSBs and school officials in putting in place a parenting workshop that incorporates how parents can support reading instruction in 148 schools that are part of EdGE. The parenting workshop was piloted in Valenzuela City. It covers knowledge building and sharing of best practices among parents on developing good values, study habits and open communications with their children. The workshop begins with a presentation by a child psychologist on how children develop and what parents can do to enhance their development. Then parents are engaged in reading the story “I love you Forever” by Robert Munch. For cost effectiveness, parent-leaders are trained to conduct the workshops in their own schools. The LSBs provide support in the form of light refreshments especially in areas where parents come from afar. Parents-workshops turn out to be personal and emotional in many cases. Parents share their dreams and fears for their children; what are their good parenting practices and what are their weaknesses in parenting. Their eyes well will tears when they write letters to their children telling them they are sorry for being negligent and promise to be more devoted and loving. We review the importance of reading to parents and how they can help in enabling their children to be more creative and analytical. Generally, the workshops end with a resolution from parents to read to their children before they go to sleep.

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Mayor Francis Palanca of Victorias City leads the parents in committing to greater devotion to their children.

Superintendent of Schools Portia Mallorca join the Program Officers in mentoring the parents.

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5. Does Education Governance Matter? An independent study was conducted by Prof. Emma Porio, Chair of the Department of Anthropology and Sociology of the Ateneo de Manila University to assess the effects of education governance. Prof. Porio and her study team analyzed results of LSB performance by locality and correlated them with scores of children in the National Achievement Test in the past five years. They conducted focused group discussions with LSBs, and local leaders in Navotas City, Valenzuela City, Malabon City, Obando, Bulacan and Dalaguete, Cebu. Her thesis was:

Empowering the LSB, SGC, teachers, parents, community partners through organization, meetings, training, camps, summits, among others build social capital, empower citizenship and build a school-community system.

Bonding, bridging and linking capital that is mobilized through the empowerment of LSBs and SGCs, teachers, and stakeholders from the private sector lead to ownership and leadership in the education performance of children and schools.

The study identified three factors that are highly correlated with good student scores:

Regularity of LSB meetings

Leadership and presence of Mayors in LSB meetings

Level of engagement with the community

Table 7. Significant Factors Affecting Student NAT Scores

Regularity in conducting meetings

Richness of Meeting Agenda

Mayor Leads in Meetings

Mayor prepares agenda

Community Engagement

Type of system implemented

Baseline-NAT scores

G=0.43* P<0.01

G=0.20 NS

G=0.41* P<0.01

G=0.11 NS

G=0.16* P<0.1

G=0.13 NS

Student NAT scores

G=o.31* P<0.01

G=0.08 NS

G=0.31* P<0.01

G=0.19 NS

G=0.27* P<0.1

G=-0.23 NS

What about the factors that account for an outstanding LSB performance? The study identified the following as the most significant:

Regularity of meetings

Richness and variety of meeting agenda

Level of engagement of the LSB with the community

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Table 8. Significant Factors Affecting LSB Performance

Regularity in conducting meetings

Richness of Meeting Agenda

Mayor Leads in Meetings

Mayor prepares agenda

Community Engagement

Type of system implemented

Baseline-NAT scores

G=0.63* P<0.00

G=0.72* P<0.00

G=0.50 NS

G=0.48 NS

G=0.62* P<0.00

G=0.23 NS

Student NAT scores

G=0.52* P<0.00

G=0.36* P<0.01

G=-0.10 NS

G=0.01 NS

G=0.59* P<0.00

G=-0.1 NS

The study concludes that Education Governance matters! It is central to building school, community and LGU resilience. Social capital that builds trust and networks in communities lead to a strong LGU leadership, performance and innovations in the LGU, school and community levels. Bridging capital becomes the vehicle for resource mobilization and social capital provides the tool in navigating the power channels in the education bureaucracy, LGU governance structures, and community resource networks. Prof. Porio concludes that EdGE is decentralizing education; straddling two worlds, making the most of it and realizing great gains. The study describes EdGE as a model of the future! The study recommends the following measures to sustain the gains in education governance:

For the LCE,, LSB and SGC leadership: Coherent planning, programming, implementation and M and E

For parents, local officials: Regular meetings and sharing of resources for stronger community engagement

For local leaders: A system of incentives and disincentives; recognition of leaders, mobilizers, volunteers, and teachers at every level to sustain leadership and innovation.

The study identifies the following investments in education governance as strategic in scaling up the gains of EdGE:

Increase investments in collaborative structures and processes that thicken social capital.

Invest in making horizontal and vertical exchange networks work

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V. PERFORMANCE INDICATOR TRACKING TABLE , FY 2015-2016

EDUCATION GOVERNANCE EFFECTIVENESS (EdGE)

Outcomes/Indicator Baseline

and Date

Target ACCOMPLISHMENTS

Comments LOP FY 2016 FY 2016

Cumulative as of To date

% Of FY

2016 Target

Cumulative % of LOP

Target Achieved

A B C C D E F G H I

GOAL

1 Number of learners enrolled in the primary

schools and/or equivalent non-school based settings with USG support

766,611 504,480 583,745 1,122,987 116% 146% The number of learners includes all students who are enrolled in the localities that are part of EdGE in 2016.

ACTIVITY OBJECTIVE

2 Number of LSBs and SGCs improved with

education governance

502 165 307 472 186.1% 94%

LSBs

50 15 18 33 120.0% 66% We under-estimated the capacity of LSBs in ARMM to improve their governance.

SGCs

452 150 289 439 192.7% 97% We under-estimated the capacity of LSBs in ARMM to improve their governance.

3

Proportion of students who, by the end of the primary cycle, are able to read and demonstrate understanding, as defined by country curriculum, standards, or national experts F.3.2.1-28

65% 60%

61% in reading comprehension 66% in listening comprehension

The percentage of children who obtain a score of 51% and above in the Language Assessment for Primary Grades ( LAPG).

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and Date




% Of FY

2016 Target

Cumulative % of LOP

Target Achieved

A B C C D E F G H I

Intermediate Results

IR 1 - Strengthened government effectiveness for education at the local level

4 Number of administrators and officials

successfully trained with USG support (F – 3.2.1 -3)

2,930 626 1,868 3,452 298.4% 118%

The target was exceeded because 90 local governments joined the EdGE program compared to our target of 69 local governments

School Administrators 1,578 350 995 1,765 284.3% 112%

LSB members 276 - 95 377

137%

Brgy. Officials 1076 276 778 1,310 281.9% 122%

5 Number of schools that conducted remedial

reading programs 533 80 411 1,015 514% 190%

The target was exceeded because

almost all the 90 Local School Boards

have been influenced to conduct

remedial reading programs for

frustrated readers.

6 Number of learners receiving reading

interventions at the primary level (F-3.2.1-35) 39,975 6,000 28,575 142,526 476% 357%

The target was exceeded because

almost all the 90 Local School Boards

have been influenced to conduct

remedial reading programs for

frustrated readers.

7

Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade reading programs or increase equitable access (F-3.2.1 -38)

50 15 16 47 106.7% 94%

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and Date




% Of FY

2016 Target

Cumulative % of LOP

Target Achieved

A B C C D E F G H I

Intermediate Results

IR2: Increased transparency and accountability at the local level.

8 Number of LSBs with increased spending

devoted to education programs 50 10 15 38 150% 76%

9 Number of barangays with increased local

funding devoted to education programs 250 125 125 125 100% 50%

IR3: Increased participation of stake holders in education policy formulation and implementation

10 Number of new USG – supported public-

private partnerships (PPPs) formed (F-PPP5) 50 10 9 36 90% 72%

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II. Success Stories

It takes a village to raise a child

Last September, over 600 of the country’s most brilliant leaders and

educators gathered, united by one goal: to celebrate the progress made in

the field of education. For two days, there was an outpouring of stories

and ideas from members of the public and private sector alike, sharing the

different ways they had made differences in their respective communities.

Father Jett Villarin, chairman of Synergeia Foundation, set the tone for the

summit by breaking the organization’s goal down into three parts: infinity,

entropy, and synergy. He likened infinity to the amount of good that we

can do for each child, which creates a great deal of value and increases

the number of children that we can help. The next point he discussed was

entropy, or the gradual decline into disorder. If left uncontrolled, it can

prove to be destructive but unity and collective action can counter

entropy. To have collective action, one must use synergy, or the sum of

everyone’s collective efforts

Synergy is at the very heart of Synergeia Foundation’s philosophy: a

country is more than its people and its barangays and synergy happens

when people share ideas and work together. We can see this in action in

Synergeia’s work when it harnesses the strengths of all an LGU’s

stakeholders to improve education. The success of Synergeia’s efforts

was highlighted in Dr. Emma Porio’s report on the results of her

assessment of the EdGE Program. She showed that the steady rise in the

students’ NAT scores across EdGE sites over the past decade is strongly

correlated with highly performing LSBs.

One of the most enlightening speakers at the summit was the summit’s

youngest attendee, Rafa Varela, son of the late Francis Varela former

undersecretary of the Department of Education and Culture. Despite his

young age, he spoke with wisdom beyond his years, calling on all of those

at the summit to be disturbed by vast injustices in our nation and to let this

disturbance motivate us to action.

During the summit, a number of panels were held discussing ways to

raise funding, how to foster better learning environments, learning outside

of the classroom, using education as a means to escape poverty, among

others.

The efforts and energy of the people, however, will not merely end at the

Convention Center. The end of the summit left everyone eager to share

what they had learned with their communities back home and committed

to continuing the good that they do.

Some highlights from the

10th National Education Summit,

held last September at the

Philippine International

Convention Center.

“Through education, a child’s mind is emancipated.” VP Ma. Leonor Robredo

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The Local Government push Results can be seen when one person tries to make a difference, however, make it the whole society in the case of Maribojoc, Bohol. The Local Government ensures that everybody is on the same page and working for one goal. The local government spearheaded the push for quality education by revitalizing and expanding membership and functions of the Local School Board. The involvement of a wide range of stakeholders resulted to the embrace of a community-wide approach in attaining r quality basic education for all. Following the 2014 Education Summit, the LSB formulated a three-year education reform program (2015-2018) under four thematic areas: children’s development, teachers’ enhancement, site/physical facilities improvement and resource mobilization. Notable results of the committees’ efforts include printing of workbooks for Grades 1 to 6, noon break review for NAT and reading for slow readers; awards for best performing teachers and schools; access of funds from donors like BIKE Philippines providing bikes to school. Enthusiasm and close involvement of parents are key elements to the

schools’ high achievement as parents discuss with principals and

teachers how they can help improve the performance of their children.

They diligently attend quarterly General Assembly meetings and

monthly homeroom PTA meetings. Parents are imbued with a strong

sense of partnership with the school in sustaining a high level of

achievement, in instilling discipline in their children and the

importance of developing sound and positive study habits; and

acquiring skills for coaching /guiding particularly the slow learners as

well as participating in clean- up and feeding programs.

The barangay council in turn, is actively involved in school

maintenance and ‘Brigada Eskwela’ and in maintaining safety of

children and security of the school. The barangay councillors

(kagawad) are so active that they ensure children will remain in

school all day and that there will be no truancy taking place.

Collaborative partnership and close involvement of local government

and parents in children’s education indeed translate into achieving

high rates such as the NAT Scoring from 90.04% to 92.04% from their

highest performing school and the four lowest-ranked schools scoring

from 81.11% to 84.71%. Maribojoc’s achievement can be attributed to

several factors such as competent, dedicated and passionate school

officials, efficient teachers as well as dynamic and supportive local

government unit and a united community of parents.

Led by, its local government, the municipality of Maribojoc in Bohol made sure that all systems are alive and working well for their children.

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VIII. Plans for the Next Quarter (October – December 2016)

DATE ACTIVITY PARTICIPANTS/LGU VENUE

OCTOBER

October 1-12 Training of Parents Parents from Silay City, Negros Occidental

Schools

October 5 Education Summit LGU (Mayor & other officials), barangay leaders, Deped (Superintendent, principals & teachers), parents, representatives from the private sector, NGOs from Jolo, Sulu

Municipal Hall of Jolo, Sulu

October 5 Monitoring and Mentoring of SGC and LSB (LSB)

Elected SGC officers from respective schools, school heads from Dalaguete, Cebu

Balud Elem. School, Dalaguete, Cebu

October 10-18 Training of Parents Parents from Bongao, Tawi Tawi

Schools

October 10-21 Training of Parents Parents from Jolo, Sulu Schools

October 12 Monitoring and Mentoring of SGC and LSB

Elected SGC officers from respective schools, school heads from Maasin, Iloilo

Municipal Hall of Maasin, Iloilo

October 12 Training of Parent Leaders Parent Leaders from San Fernando, La Union

Max Restaurant, San Fernando City, La Union

October 12-13 SGC Regional Workshop (Level 2)

School Heads, PTA officers, Barangay Captain & Chair of Committee on Education from Datu Paglas & Gen SK Pendatun

Family Country Hotel, General Santos

October 13-14 Training of Teachers on Remedial Reading

Reading teachers and school administrators from Alimodian (Dist. 2), Iloilo

Central Schools

October 14-16 Training of Parent Leaders (Nanay Teacher Parenting Camp)

Parent Leaders from Valenzuela City

Oasis Resort, Tanza, Cavite

October 13-20 Training of Parents Parents from La Carlota City, Negros Occidental

Schools


Reading teachers and school administrators from Alimodian (Dist. 1), Iloilo

Central Schools

October 17-21 Training of Parents Parents from Dalaguete, Cebu

Schools

October 19 Public-Private Partnership Meetings

Mayors & DepEd officials from North Upi, Taraka, Marawi City & Parang, Maguindanao

Cotobato City

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October 20 Regional Education Council Meeting

ARMM Regional Governor, DepED ARMM, ARMM Mayors

Catboat City


Elected SGC officers from respective schools, school heads from Ago, La Union

Municipal Hall of Ago, La Union

October 20-25 Training of Parents Parents from Simunul, Tawi Tawi

Schools


Elected SGC officers of respective schools, school heads from Diffun, Quirino

Municipal Hall of Diffun, Diffun, Quirino

October 21 Education Summit LGU (Mayor & other officials), barangay leaders, Deped (Superintendent, principals & teachers), parents, representatives from the private sector, NGOs from Barotac Viejo, Iloilo

Barotac Viejo Gymnasium, Barotac Viejo, Iloilo

October 21-25 Training of Parents Parents from Dumingag, Zamboanga del Sur

Schools

October 21-25 Training of Parents Parents from Talipao, Sulu Schools

October 21-31 Training of Parents Parents from Bacolod City Schools

October 24 Education Cluster Consultation meeting in the Visayas - (Zero Extreme Poverty Philippines 2030)

LGUs in NCR (Mayors and other officials), barangay leaders, parent leaders, DepEd officials, youth and students

Valenzuela City Hall, Valenzuela City

October 24-28 Public-Private Partnership Meeting

Principals & representatives from the private sector from Dalaguete, Cebu

Balud Elem. School, Dalaguete, Cebu

October 26-28 Training of Parents Parents from Hadji Panglima Tahil, Sulu

Schools


Elected SGC officers from respective schools, school heads from San Enrique, Iloilo

San Enrique Central School, San Enrique, Iloilo


Reading teachers and school administrators from Cabatuan 1 & 2, Iloilo

Tiring Central School, Cabatuan, Iloilo


Elected SGC officers from respective schools, school heads from Lemery, Iloilo

Lemery Central School, Lemery, Iloilo

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NOVEMBER

November 2 Monitoring and Mentoring of SGC and LSB

Elected SGC officers from respective schools, school heads from La Trinidad, Benguet

Municipal Hall of La Trinidad, La Trinidad, Benguet

November 3 Training of Teachers on Remedial Reading

Reading teachers from Guimbal, Leon, Pavia, Mina, Maasin, Iloilo

Casa Real de Iloilo, Iloilo City


Reading teachers from San Enrique, Dumangas, Carles, Concepcion, Lemery, Iloilo



Reading teachers from Barotac Viejo, Batad, Estancia, Balasan, Iloilo


November 7-16 Monitoring and Mentoring of SGC and LSB

Elected SGC officers from respective schools, school heads from Jolo, Sulu

Schools

November 8-9 Regional Workshop of SGCs (Level 2)

School Heads, PTA officers, Barangay Captain & Chair of Committee on Education from Cagayan de Oro City

TBD, Cagayan de Oro City


Reading teachers from Argao, Cebu

TBD

November 9 Municipal Education Summit

LGU (Mayor & other officials), barangay leaders, Deped (Superintendent, principals & teachers), parents, representatives from the private sector, NGOs from Bongabong, Oriental Mindoro

TBD

November 9 Parent Leaders Training Parents from Antequera, Bohol

TBD


Elected SGC officers from respective schools, school heads from Bacnotan, La Union

Bacnotan Municipal Hall, Bacnotan, La Union


Elected SGC officers from respective schools, school heads from San Fernando, La Union

San Fernando City Hall, San Fernando, La Union


Elected SGC officers from respective schools, school heads from Bongao, Tawi Tawi

Schools


Elected SGC officers from respective schools, school heads from Dumingag, Zamboanga del Sur

Schools

32


School Heads, PTA officers, Barangay Captain & Chair of Committee on Education from Bacolod City & Victorias City, Negros Occidental

TBD

November 17 Training of Parent Leaders Parent leaders from Diadi, Nueva Vizcaya

Municipal Hall of Diadi, Nueva Vizcaya

November 17-18 Training of Teachers on Remedial Reading

Reading teachers from Bacolod City, Victorias City, La Carlota City, Silay City

TBD

November 18 Training of Parent Leaders Parent leaders from Villaverde, Nueva Vizcaya

Municipal hall of Villaverde, Nueva Vizcaya


Elected SGC officers from respective schools, school heads from Simunul, Tawi Tawi

Schools

November 21-22 Monitoring and Mentoring of SGC and LSB (SGC)

Elected SGC officers from respective schools, school heads from Hadji Panglima Tahil, Sulu

Schools

November 21-23 Monitoring and Mentoring of SGC and LSB (SGC)

Elected SGC officers from respective schools, school heads from Siayan, Zamboanga del Norte

School

November 22 Education Cluster Consultation meeting in the Visayas - (Zero Extreme Poverty Philippines 2030)

LGUs in Iloilo (Mayors and other officials), barangay leaders, parent leaders, DepEd officials, youth and students

Diversion 21 Hotel, Iloilo City


School Heads, PTA officers, Barangay Captain & Chair of Committee on Education from Upi & Paglat, Maguindanao

Apo View Hotel, Davao City


LGU (Mayor & other officials), barangay leaders, Deped (Superintendent, principals & teachers), parents, representatives from the private sector, NGOs from Mamburao, Oriental Mindoro

TBD


Elected SGC officers from respective schools, school heads from Talipao, Sulu

School


Elected SGC officers from respective schools, school heads from Tuba, Benguet

Tuba Municipal Hall

33


Elected SGC officers from respective schools, school heads from Mina, Iloilo

Mina Central School

November 26 Public-Private Partnership Meeting (Turnover of School building donation to Tudok Mamot Elementary School, North Upi)

Principal and representatives from the private sector from North Upi, Maguindanao

Tudok Mamot Elementary School, North Upi

November 24-25 Training of Parent Leaders Parents from Maribojoc & Antequera, Bohol

TBD


LGU (Mayor & other officials), barangay leaders, Deped (Superintendent, principals & teachers), parents, representatives from the private sector, NGOs from Parang, Maguindanao

TBD


Elected SGC officers from respective schools, school heads from Burgos, La Union

Burgos Municipal Hall


Elected SGC officers from respective schools, school heads from Pavia, Iloilo

Pavia Central School

November 29 Parent Leaders Training Parent leaders from Argao, Cebu

TBD


School Heads, PTA officers, Barangay Captain & Chair of Committee on Education from Maasin & Dumangas, Iloilo

Centennial Resort Hotel, Iloilo City


School Heads, PTA officers, Barangay Captain & Chair of Committee on Education from San Gabriel & Luna, La Union

Clark, Pampanga

DECEMBER

December 1-15 Training of Teachers on Remedial Reading

Reading teachers from La Carlota, Negros Occidental

TBD


Reading teachers from Silay City, Negros Occidental

TBD


Reading teachers from Victorias, Negros Occidental

TBD


Reading teachers from Bacolod City, Negros Occidental

TBD

December 2 Training of Parents Training of Parents from Balamban, Cebu

TBD

34

December 5 Interim Meeting with District Supervisors (Remedial Reading Program)

Supervisors, school administrators and reading teachers from La Trinidad & Tuba, Benguet

Manila

December 6-8 Meeting of Synergeia Staff & Mentors

Synergeia staff and mentors Manila

December 9 Monitoring and Mentoring of SGC and LSB

Elected SGC officers from respective schools, school heads from Dalaguete, Cebu

TBD

December 13 Parent Leaders Training Training of Parent Leaders in Maasin, Iloilo

TBD

December 13 Parent Leaders Training Training of Parent Leaders in Burgos, La Uniom

TBD

December 13 Education Summit LGU (Mayor & other officials), barrage leaders, DepEd (Superintendent, principals & teachers), parents, representatives from the private sector, NGOs from Seminal, Taw Tawi

TBD

December 14 Parent Leaders Training Training of Parent Leaders in La Trinidad, La Union

TBD

December 14 Parent Leaders Training Training of Parent Leaders in Damages, Iloilo

TBD

December 15 Education Summit LGU (Mayor & other officials), barangay leaders, Deped (Superintendent, principals & teachers), parents, representatives from the private sector, NGOs from Jolo, Sulu

TBD

December 15-16 Regional Workshop of SGCs (Level 2)

School Heads, PTA officers, Barangay Captain & Chair of Committee on Education from La Carlota City, Negros Occidental

TBD

December 15-16 Regional Workshop of SGCs (Level 2)

School Heads, PTA officers, Baraga Captain & Chair of Committee on Education from Islay City, Negros Occidental

TBD

35

December 19 Education Summit LGU (Mayor & other officials), barangay leaders, Deped (Superintendent, principals & teachers), parents, representatives from the private sector, NGOs from Siayan, Zamboanga del Norte

TBD

December 21 Education Summit LGU (Mayor & other officials), barangay leaders, Deped (Superintendent, principals & teachers), parents, representatives from the private sector, NGOs from Dumingag, Zamboanga del Sur

TBD

36

Annex A. LIST OF EDUCATION SUMMITS CONDUCTED IN FY 2016

Site Date

Cadayonan Primary School July 01, 2015

Dansolihon Elementary School July 17, 2015

Zaragosa Elementary School

August 01, 2015

Kauswagan Central School August 01, 2015

Bukal Elementary School, Padre Garcia, Batangas August 02, 2015

Castillo Elementary School, Padre Garcia, Batangas August 05, 2015

Barrientos Elementary School, Luna, La Union August 22, 2015

Bacsil Elementary School, Agoo, La Union August 25, 2015

Pila Elementary School, Luna, La Union August 28, 2015

Banonga Elementary School September 01, 2015

Darigayon Elementary School September 2, 2015

Cabalitocan Elementary School, Luna, La Union September 05, 2015

Ayaoan Elementary School, Luna, La Union September 11, 2015

Iponan Elementary School, September 26, 2015

Cantoria Central School, Luna, La Union September 30, 2015

San Joaquin Elementary School, Agoo, La Union October 01, 2015

Nagrebcan Elementary School, Luna, La Union October 05, 2015

Busel-Busel Elementary School, Luna, La Union October 07, 2015

Suyo Elementary School, Luna, La Union October 08, 2015

Oaqui Elementary School, Luna, La Union October 08, 2015

Pitpitac Elementary School, Luna, La Union October 09, 2015

Luna Central School, Luna, La Union October 12, 2015

Municipal Summit of San Fernando, La Union October 16, 2015

Balili Elementary School, La Trinidad, Benguet November 15, 2015

SGCs in Tuba, Benguet December 05, 2015

SGCS in Talipao Sulu convened at Sulu Area Coordination Center January 28, 2016

SGCs in Bongao and Simunul in Tawi-Tawi January 29, 2016

SGCs in Tuba and La Trinidad January 29, 2016

37

SGCs in Balamban, Cebu February 05, 2016

SGCs of Burgos, La Union February 09, 2016

SGCs of Elementary Schools in Bacolod City March/01-03, 17/2016

SGCs of Solano, Nueva Viscaya March 04, 2016

SGCs of Jolo & Panglima Tahil, Sulu March 16, 2016

SGCs of San Jose, Antique March 21, 2016

SGCs of Alimodian, Iloilo April 05, 2016

SGCs of Luna, La Union April 08, 2016

SGCs of Maribojoc, Bohol April 20, 2016

SGCs of Diadi, Nueva Vizcaya April 21, 2016

SGCs of La Carlota, Negros Occidental April 22, 2016

SGCs of Silay City, Negros Occidental April 29, 2016

SGCs of San Joaquin, Iloilo May 17, 2016

SGCs of Victorias City, Negros Occidental May 20, 2016

SGCs of Bacolod, Negros Occidental June 03, 2016

SGCs of Miagoa, Iloilo June 08, 2016

SGCs of Tuba, Benguet June 21, 2016

SGCs of Lambunao, Iloilo June 24, 2016

SGCs of Upi, Maguindanao June 28, 2016

SGCs of Sultan Sa Barongis, Maguindanao June 29, 2016

SGCs of GSKP, Maguindanao June 30, 2016

SGCs of Dao, Capiz July 06, 2016

SGCs of Ivisan, Capiz July 07, 2016

SGCs of Buldon, Buldon, Maguindanao July 15, 2016

SGCs of Obando, Bulacan July 15, 2016

SGCs of Paglat, Maguindanao July 20, 2016

SGC of Datu Paglas, Maguindanao July 21, 2016

SGCs of Auy, Iloilo July 21, 2016

SGCs of Cagayan de Oro,Misamis Oriental July 25, 2016

SGCs of Leon, Iloilo July 28, 2016

SGCs of Bacnotan, La Union July 28, 2016

SGCs of San Gabriel, La Union July 29, 2016

Municipal Education of San Gabriel, La Union July 29, 2016

SGCs of Carles, Iloilo August 09, 2016

38

SGCs of Balasan, Iloilo August 10, 2016

SGCs of Balindong, Lanao del Sur August 10, 2016

SGCs of Taraka, Lanao del Sur August 11, 2016

SGCs of Dalaguete,Cebu August 18, 2016

SGCs of Silay, Negros Occidental August 18, 2016

SGCs of Datu Blah Sinsuat, Maguindanao August 25, 2016

SGCs of Pagalungan, Maguindanao August 26, 2016

SGCs of Kapatagan, Maguindanao August 30, 2016

SGCs of Parang, Maguindanao August 31, 2016

SGCS of Batad , Iloilo August 31, 2016

SGCs of Estancia, Iloilo August 31, 2016

SGCs of Sta. Fe, Nueva Vizcaya September 02, 2016

SGCs of Solano, Nueva Vizcaya September 03, 2016

SGCs of Guimbal, Iloilo September 21, 2016

education governance effectiveness (edge)

Documents