EDUCATION GOVERNANCE EFFECTIVENESS (EdGE)

Annual Performance Report for FY2014 (October 2013 to September 2014)

This publication was produced for review by the United States Agency for International Development. It was prepared by the Synergeia Foundation, Inc.

List of Acronyms

ABC - Association of Barangay Captains

BSB - Barangay School Board

CDO -Cagayan De Oro

COP- Chief of Party

DepEd - Department of Education

DILG - Department of Interior and Local Government

DSWD – Department of Social Welfare and Development

EdGE - Education Governance Effectiveness

EO - Executive Order

FGD – Focus Group Discussion

FY -Fiscal Year

LCE - Local Chief Executive

LGU - Local government unit

LSB - Local school board

LOP - Life of Project

M&E - Monitoring and Evaluation

MOOE - Maintenance and Other Operating Expenses

MOU - Memorandum of Understanding

NAT - National Achievement Test

NGO - non-government organization

NCR - National Capital Region

PPP - Public-Private Partnership

PTA - Parents Teachers Association

SEF -Special Education Fund

SGC- School Governing Council

SIP - School Improvement Plan

SY – School Year

USAID - United States Agency for International Development

USG - United States Government

Table of Contents

I. Executive Summary ....................................................................................................................... 1

II. Correlation to M&E.... ........................................................................... 2

III. Result by Result Analysis ............................................................................ 3

4.1. IR1: Strengthened Government Effectiveness for Education at the Local Level ..... 3

4.1.1. Strengthening the Capacities of LSBs in Education Governance ........................... 3

4.1.2. Benchmarking Performance ........................................................................... 5

4.1.3. Participation, Mentoring and Planning Skills for School Administrators ...... 6

4.1.4. Working with Barangays .............................................................................. 8

4.1.5 Laws and Policies Adopted ......................................................................... 10

4.1.6. SIP Formulation and Implementation ....................................................... 10

4.1.7 Conduct of Remedial Reading Programs .................................................... 11

4.2. IR2: Increased Transparency and Accountability at the Local Level .................... 13

4.2.1. Transparency and Accountability through Education Summits ...................... 15

4.2.2. Public Disclosure of SEF Budget ................................................................ 15

4.2.3. Regional Education Councils ..................................................................... 15

4.3. IR3: Increased participation of stakeholders in education policy formulation and implementation .................................................................................................. 17

4.3.1. Supporting Parent-Teacher Associations and SGCs ..................................... 17

4.3.2. Strengthening SGCs ....................................................................................... 17

4.3.3. Public-Private Partnerships ........................................................................... 17

4.3.4. Expanded Local School Boards ..................................................................... 18

4.3.5. Focus Group Discussions ........................................................................... 19

4.4. Post-Disaster Education Recovery Activities ............................................................ 21

IV. Performance Indicator Tracking Table ........................................................................ 22

V. P l a n s f o r N e x t Q u a r t e r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

VI. Annexes ...................................................................................................................... 33

A. List of EdGE Sites ..................................................................................................... 33

B. List Municipalities that issued Laws, Policies, Regulations, or Guidelines Developed or Modified to Improve Primary Grade Reading Programs ....... 37

C. DILG Memorandum Circular ................................................................. 39

D. Remedial Reading Programs Implemented by EdGE Municipalities ......... 40

E. Description of Remedial Reading Program Process for EdGE ................... 61

F. Success Stories ...................................................................................... 68

1

I. Executive Summary

We celebrate the first year of Education Governance Effectiveness (EdGE). EdGE aims to increase community engagement that will lead to improved learning outcomes. The capacities of local government and school leaders are built so that education governance becomes participatory and transparent. The activities under EdGE are directed to attain the following:

IR1. Strengthen government effectiveness for education at the local level;

IR2. Increase transparency and accountability at the local levels; and

IR3. Increase participation of stakeholders in education policy formulation and implementation.

We have exceeded most of our targets in FY 2014. Beyond achieving the targets, the local government units (LGU) and school officials describe EdGE as transformative, changes mind-set and ways of doing things.

1. EdGE trained 1861 administrators and officials, comprising LSB members, school heads, DepEd supervisors and barangay officials, representing 363% of the target for FY 2014 and 138% of Life of Project (LOP) target. These include 1245 school administrators, 311 Local School Board (LSB) members and 305 barangay (village) leaders. A shared governance and accountability between the local Department of Education (DepEd) divisions and LGUs in improving the delivery of basic education has been established.

2. New ways and processes in education governance are being institutionalized through written policies. The most notable achievement in this regard is the Department of Interior and Local Government (DILG) Memorandum Circular 2014-39 which prescribes alignment of the LSB plan with School Improvement Plan (SIP) and accomplishment of 70% of the local school board (LSB) plans as one of the criteria to qualify for the Seal of Good Local Governance. The other policies relate to executive orders (EOs) issued by mayors which broaden the functions and membership of LSBs, mandating Enrolment of children 5-year old and above, and regulation of access of students to internet shops.

3. Local communities continue to be engaged by way of education summits. Seventy-six (76) summits were conducted in 2014 where the local chief executive (LCE) delivers the state of education in the community in layman’s language. Residents go through workshops where they analyze the difficulties children face and what they could do to improve their learning. This represents 217% of our 2014 target.

4. The role of parents in education is being strengthened by building their capacity to provide a wholesome learning environment at home. EdGE trained 91 PTAs for FY 2014 representing 182% of the annual target.

5. EdGE and its partner-LGUs formed 17 public-private partnerships (PPPs) that engage the private sector in supporting education programs through the provision of financial assistance and technical expertise. We have accomplished 340% of the target for the year.

6. The training programs have spurred action from the participants. Three hundred fifty-two (352) schools are implementing remedial reading programs which benefitted a total of 77,944 learners. This activity was not planned for 2014 but with the help of LGUs, the programs have been initiated.

2

Programs are systematically developed with components on pre-and post-assessment of level of reading competencies, training of teachers, and development of instructional materials.

7. With the realization of the benefits from partnership and focused planning, SIPs have been strengthened. Two-hundred ninety six SIPs are currently being implemented which are focused on improving reading competencies. While not planned until FY 2015, this translate to reaching 32.77 % of LOP target.

8. Twenty-two (22) LGUs posted their special education fund (SEF) collection and disbursements in their websites and in public information places. This demonstrates the commitment of LGUs to govern with transparency. This represents 440% of 2014 target.

9. Membership to twenty (20) LSBs has been expanded to increase the number of sectors who share the responsibility of improving education. In rural communities, indigenous groups are represented. Business expertise is tapped and the wisdom and experience of old residents are recognized.

10. The EdGE alliance continues to conduct focus group discussions (FGDs), 49 in 2014 which is 136% of the yearly target, to monitor progress of work, to learn from each other and to spread the passion for providing children with a better future through quality education.

II. Correlation to M&E

3.1. M&E Protocol. The implementation of EdGE follows the policies and processes of the monitoring and evaluation (M&E) plan of Synergeia. Results are evidence-based and data are organized in a participatory way.

Baseline data are established using assessment tools to identify strengths and needs of LSB members, principals, and parent leaders. They enable Synergeia to design training programs that are needs-based. They help in monitoring performance through the identification of positive changes in education governance and learning performance. Changes in the organization of LSBs are monitored which include the quality of their engagement with the community, regularity in their meetings, and processes and procedures that they follow.

The assistance to principals is focused on enabling them to develop strategic School Improvement Plans and functional School Governance Councils. Baseline data are established to determine the stage of SIP formulation and the areas where capacity building will be useful.

The capacity of LSB members, principals, village leaders and parents to design education programs based on data is developed. Training programs and education summits always start with an assessment of learning performance based on three indicators: participation rate, cohort survival rate and average scores in the National Achievement Test (NAT). Their EdGE work programs are all focused on improving these learning indicators. Synergeia monitors the movement of these indicators on an annual basis.

Data collection and organization follow a participatory process. Assessment tools such as surveys are administered to LSB members and school administrators. These are validated through focus group discussions and actual participation of mentors and program officers in LSB meetings, parents’

3

workshops, and meetings of village leaders. The M&E team uses secondary data that are available from DepED and LGU websites.

The increase in education financing will be monitored starting January 2015 to determine whether resources for learning have in fact increased. LGUs follow the calendar year in budgeting and the data for 2014 will only be available in the first quarter of 2015.

Program Officers document proceedings of EdGE activities and make a report to the chief of party (COP) and the M&E team. Staff meetings to evaluate activities are regularly conducted. Mentoring is used to build staff capability in documentation, data organization and analysis.

The number of participants to training programs, and the conduct of education summits are supported by attendance sheets, programs, and training modules. Evidences on policies that are implemented to support learning performance such as memorandum circulars and EOs are gathered. The public posting of SEF budgets on websites is checked and downloaded. Documentary evidences on PPPS and FGDs include minutes of meetings and Memoranda of Understanding (MOU).

III. Result by Result Analysis

4.1. IR 1 Strengthened Government Effectiveness for Education at the Local Level The degree of interest in EdGE during its first year has been nothing short of overwhelming.

From the initial 501 LGUs that we have targeted in our M&E plan, 69 LGUs expressed their commitment in joining the EdGE alliance by participating in the National Summit that was held on September 26-27,2013. EdGE's scope now covers 90 cities and municipalities in 16 regions from La Union in North Luzon to as far as Tawi-Tawi at the very tip of Mindanao. (See Annex A for list of EdGE LGU sites).

4.1.1. Strengthening the Capacities of LSBs in Education Governance. EdGE has over-achieved its target to train LSB members in 2014. Out of the 90 EdGE sites, 87 LGUs have undergone LSB trainings (66 in 2013 and a new cohort of 21 LGUs) bringing the total to 311 LSB members with successfully training in planning, financing, and participatory governance. 2Training has been done by regional cluster, namely, North Luzon, Central Luzon, National Capital Region (NCR), Visayas, Autonomous Region in Muslim Mindanao (ARMM), Mindanao (Non-ARMM). Clustering was done not only to attain cost-efficiency, but to build a support system for LSBs in the different regions. Discussions were practical and realistic since participants share similar experiences, and, problems are viewed in terms of similarities in culture, problems and resources. Each LGU sent an average of four LSB members as representatives to the workshops, normally headed by the mayor. EdGE takes pride in the keen interest and leadership of LCEs in strengthening the provision of basic education. The Mayor serves as the LSB chair and wields a considerable amount of power and influence in the community. The LSB under the Mayor’s leadership can potentially be a powerhouse in pursuing education reforms. More than national government officials, mayors have greater capacity to reach out to the people in their communities and respond to their needs. An LSB that engages its stakeholders can implement programs that are relevant to the needs of its community.

1 Please see USAID approved M&E plan, December 16, 2013. 2 Three LSBs namely Argao, Malolos, and Kapatagan have not yet participated in any LSB training.

4

EdGE is fortunate in having a model of education governance that proved effective in improving learning performance through community engagement. The late DILG Secretary Jesse Robredo who served as mayor of Naga City transformed Naga’s LSB into a participatory, transparent, effective, and ethical organization. An orientation to the Robredo model on education governance serves as the starting point of LSB workshops. The presentation is given by a mentor who successfully reinvented his LSB, such as Former Governor Rafael Coscolluela of the province of Negros Occidental, Former Governor Miguel Dominguez of Sarangani, and Former Mayor Reynaldo Aquino from San Fernando City, Pampanga. There were two occasions when Congresswoman Leni Robredo, took the participants into a journey of the governance policies and practices of Secretary/Mayor Jesse Robredo.

Right at the outset, the participants were introduced into the participatory nature of the training program. They were asked to share the changes that they should make so that their LSBs can be more efficient and empowering. Having been inspired by the Robredo model, their answers cluster on ideas on participatory governance:

• Broadening the membership and functions of LSB. • Conduct of regular meetings. • Good working relationship between DEPED and the Local government • Data-based management • Clear definition of roles and responsibilities of LSB members • Shared accountability between DepED and LGUs • Engagement of community members through participatory governance • Transparency in financial management

The participants were next introduced to “How to finance Education.” Another mentor who has successfully demonstrated how to generate and manage resources for education was tapped to lead the discussion.

Congressman Sherwin Gatchalian, former Mayor of Valenzuela City oriented the participants with the nature of the Special Education Tax and how its collection can be maximized. The module gave the participants practical tips on how to improve SEF administration, such as the following:

• Regular visits to barangays to randomly inspect new buildings

• Tapping the barangay and parents to encourage citizens to pay their taxes

• Informing the community on the projects that were financed by the SEF

Discussions are enriched with the sharing of best practices by LCEs. Mayor Rex Gatchalian from Valenzuela City shared how he partnered with Land Bank of the Philippines for a back-to-back loan that financed school infrastructure. The SEF payments were “securitized”, i.e. future collections were pledged as payment. Other LSB members from less developed areas, such as Paglas, Maguindanao shared equally novel ideas. The municipal government has a travelling tax caravan that does information campaign and collection at the same time. The

Valenzuela Congressman Sherwin Gatchalian (left) and former Negros Occidental Governor Lito Coscolluela lead discussions on financing education during the LSB workshop for NCR and Central Luzon LSB members

5

mayors proudly mentioned that they tap other revenue sources such as the 20% development fund to supplement their SEF collection.

Congressman Gatchalian stressed the importance of integrity and transparency in education financing. He explained that people will willingly pay their taxes if they have confidence in their government and will encourage others to do the same. In contrast, they will avoid paying taxes if they see that funds are being misallocated. The long-term multi-million peso loan that Valenzuela acquired went through a rigid screening process that required utmost transparency and program viability.

4.1.2. Benchmarking Performance. EdGE trains stakeholders to use data to assess the state of education in their localities. Participants were clustered by municipality and they analyzed how children are performing using three measurable indicators: National Achievement Test scores, participation rate and cohort survival rate. The facilitators explain the indicators using simple terms.

Samples of the NAT, Participation Rate and Cohort Survival Rate as presented during EdGE workshops.

• The NAT is an annual examination given to Grade 3 and Grade 6 students by DepED's National Educational Testing and Research Center (NETRC). The students' knowledge and mastery of the subjects English, Mathematics, Science, Filipino, and Hekasi3, are measured using a multiple choice type test.

• Participation Rate measures the number of grade-school (6-11) age students enrolled against the number of grade-school age children in the population.

• Cohort Survival Rate measures the number of students who entered Grade 1 who reached Grade 6.

Declining or static rates became the basis of the problem tree analysis. The problem tree is a planning tool through the identification of the causes and effects of a problem. Facilitators emphasized the need for pro-active solutions instead of having a gripe session. The workshops end with each municipality drawing up a work program on how learning can be improved. The work program becomes the basis for monitoring the progress of the LSBs work.

4.1.3. Participation, Mentoring and Planning Skills for School Administrators. The EdGE training programs are described by school administrators as “transformative.“ Coming from a mind-set where the principal is the authority and the source of wisdom school administrators are able to appreciate the benefits from listening to

3 Hekasi is short for Heograpiya, Kasaysayan at Sibika (Geography, History, and Civics).

6

others, forming a consensus, and building partnerships. Workshops were built on games and exercises where participants had to listen to other points of views, appreciate ideas that are opposite theirs, and learn flexibility and resilience. Almost always, the workshops end with resolutions and commitments to be more open, engaging, and transparent. Principals realized the benefits from empowerment through their own reflections. Shared ownership brings varied and more resources to schools and principals become effective change agents.

Like the mayors, the principals were encouraged to involve the community in a pro-active manner. One way is to make the School Governing Councils (SGCs) functional. Most principals admit that SGCs are formed to comply with DepEd regulations and they exist only on paper. This is mainly due to the inability of principals to see the value of participatory governance or their lack of skills to exercise it. This is where exercises on listening and consensus-building come in. SGCs are also seen as an extra burden rather than a source of support. EdGE presents ideas on how SGCs can lighten the load of principals and enhance the effectiveness of school programs.

A proud accomplishment of the school governance trainings of EdGE is how the participants readily attest to the atmosphere of equality and respect which enables them to share their honest views. As one of our mentors, Iloilo Councillor Jason Gonzales said, "the happier is the setting in a brain-storming activity, the more likely it will be for brilliant ideas to come out." All the mentors provide an atmosphere that puts participants at ease in sharing ideas. The outputs from the exercises are, more productive and creative than the participants themselves expect, even on challenges that seem alien to them at the beginning. The experiential method demonstrates how such an environment can be effective in gaining cooperation from constituents. This lessons learned are expected to be applied upon their return to their respective communities.

The following are some of the feedback from principals at the end of the training, translated from a mix of English and Filipino:

"I have attended so many seminars before this but I have to say that this is excellent in comparison. The speakers and facilitators were very capable and accommodating. We learned a lot especially about teamwork and being participatory."

"As a new principal, I learned a lot from the activities. They were challenging but also enjoyable. The trainers were approachable."

"What I appreciate most is how people of high status mingle with us as equals."

"I admit that I am dictatorial with my teachers. Every order I give is mandatory. I threaten them that if they don't comply, their ratings will suffer. I learned a more effective method from the seminar. I’ll be a good leader upon returning to my school. I’ll be participatory, get the opinions of my teachers. I'll even spend some leisure time with them. I'll play games with them, eat with them, dance with them, just as you did for us here."

"We were all compelled to speak up during the workshop. It was hard at first but I did it and enjoyed it so much. "

"All of us were given a chance to air whatever ideas we have. Everyone was equal. All the facilitators were open-minded and ready to lend a hand. From my point of view as a supervisor, this workshop is really helpful. Thank you for teaching us to make education everyone's responsibility. "

"Our instructions always come from the top down and we always thought that we can’t do anything but follow. We forgot things like the need for intervention for slow-learners because of the so many other work we have to do. Here, we learned that we can prioritize."

7

"During this training, I was who I am because there is democracy in expressing ideas."

"There are a lot of hidden emotions in other trainings but all ideas are accepted here. I appreciate what we were taught about consensus-building and teamwork."

"The case studies are realistic. We are reminded time and again of the importance of measuring outcomes and assessing every activity that we do. Good planning precedes success."

Wake-up Call. One of the more powerful segments of our workshops is the presentation of renowned mathematician and former Ateneo University President Fr. Bienvenido Nebres. It includes a video documentary about a principal who overcame tremendous odds to lift the status of his elementary school from the bottom to the top within a span of three years. The participants always reacted with gasps and murmurs upon learning that the class ratio in that particular school was 80:1 and that the principal had to hold office in the hallway, among other challenges. Some principals responded in tears at the inspiring story that served as a wake-up call for them to act more pro-actively in uplifting the state of their own schools. One principal from Iloilo cried as he shared that his school was totally buried by landslide in 2008. He said the principal in the video inspired him to keep on working and not lose hope. The following are comments from the participants after Fr. Nebres' presentation:

"Your presentation is a challenge for us school heads. We realize that as school managers, we do make a difference."

"I also want to be able to say that we didn't have this before, now we do and that once, we were at this low state and now we are on top."

"We learned that class time is sacred. It's hard because of too much work that has to be done but we have to keep working on it because the most important thing is for the children to learn."

"Our school was completely buried by landslide in 2008. Life is so hard but you really have to be willing to sacrifice your life for the children. The video inspired me so much to keep on going."

"Class time is sacred. Thank you for sharing that the most important thing is what happens in the classroom."

Apart from Fr. Nebres, school heads also benefitted from mentors who opened their world to arts, culture, and personality development. Mr. John Silva, Trustee of Synergeia and Executive Director of Ortigas Foundation as well as John Robert Powers Director Oskar Atendido, discussed how arts and culture can develop reading and mathematics skills of children and prepare them to assume good citizenship. Director Atendido’s workshop is generally the most remembered because principals are taught the “looks of leadership in their posture, the way they walk, sit, and hold their hands. DepEd Undersecretary Rizalino Rivera graced the workshops, whenever he was available and engaged the teachers on a dialogue on DepEd policies and programs. EdGE School governance workshops have proven to be unique and progressive with its well-rounded training program and democratic approach. While it makes sure that the atmosphere is comfortable, the school heads are also taught effectively on practical skills in managing their schools through exercises in listening, consensus-building, decision-making, planning and team-building. At the end of the workshop, they commit to implement their SIPs in a pro-active and systematic manner that will be proven with measurable outcomes. Finally, they engage in a bonding ceremony that reminds them that others share their burden and that the role is integral to ensure that children gain a good future.

8

EdGE exceeded its target of training 382 principals for FY 2014 by building the capacity of 1245 school administrators, representing 326% of 2014 target and 138 % of LOP target. 4.1.4. Working with Barangays. As elected officials, barangay chairpersons or captains have a wide degree of influence that is reliant on forming close relationships and familiarity with their constituents. They are usually present during weddings and funeral wakes that can also serve as forums for basic town concerns. It is through this relational set-up that EdGE can make a faster impact; hence, barangay leaders’ workshops are conducted to create awareness among barangay leaders regarding the problems in education and the contributions they can make to help solve them. EdGE provided training to 305 barangay officials including the Chairmen and Council leaders representing 122% of LOP target. They came from EdGE partner-municipalities from Central Luzon, National Capital Region and Maguindanao. Prof. Winnie Monsod, Synergeia Trustee, opened the eyes of barangay leaders to the primary cause of poverty in the Philippines. Citing powerful statistics, she said that 4 out of 5 poor families are headed by fathers or mothers who at best completed elementary schooling. She demonstrated the strong relationship between higher educational attainment and increase in income. Congressman Leni Robredo honored the barangay leaders with her presence and related that the last engagement of Sec. Jesse Robredo before he died was with the barangay captains of Taraka. Sec. Robredo told the barangay leaders that he is unafraid to go to ARMM because “Sagot ako ni Kap” (The barangay captain is responsible for my safety.). Congressman Sherwin Gatchalian oriented the participants with the role of barangays in their communities by giving them a bit of history on the evolution of barangays, defining their duties under the law, as well as their revenue-raising powers. It was the first time of many of barangay leaders to be trained on their powers and responsibilities. The highlight of the Congressman’s module was how barangay leaders can help their LSBs and their schools. He challenged the barangays to be responsible for increasing the participation rate, reducing dropouts to zero, and looking after the safety of children and teachers in school. He emphasized that since barangays share from the real property tax revenues, they should lead the tax information campaign in their own communities. The story of how Sarangani increased the performance of its children is always inspiring. Gov. Dominguez related how community members worked as one in improving reading skills of children, building classrooms in distant barangays, and in supporting teachers and parents. A true-to-life story on education energized the participants on what partnerships and working together can do. The module on the organization of Barangay School Boards was given by mentor Eduardo Tiongson, who is an incumbent barangay captain from Solano, Nueva Vizcaya, and therefore, familiar with the challenges faced by his peers. The participants that include barangay council members and

Kap. Ed Tiongon shares his insights with fellow barangay chairmen during an EdGE Barangay Leaders Workshop.

9

fellow chairmen related well to Tiongson's insights. The workshop introduced the option to create the Barangay School Board (BSB), a more localized form of the LSB and is a means for barangay leaders to be more involved in the town’s educational state. The barangay captain can act as head of the BSB that will enable him to work closely with public elementary school principals. The captain and his council have a direct hand in enforcing ordinances that may include curfews for minors, internet gaming shop regulations and the monitoring of out of school youths. Barangay leaders went through a problem tree analysis to develop a deep appreciation of the problems of education in their own localities and participate in drawing up programs to address the problems. Leadership and governance skills were developed experientially, through solving case studies, and drawing exercises. The game that challenged them to work with others was choosing individuals who would be given life jackets in the event of a sea surge. The captain debated on whether to accept a cash gift from the Mayor in exchange for a certification that chairs were virtually delivered y to the barangay. A contest on who can build the tallest tower developed teamwork and planning skills. They were enhanced by the drawing exercise.

Barangay Leaders from Cagayan de Oro held a workshop on Aug. 1-2, 2014. It had one of the most successful turn-outs for EdGE, with 78 representatives out of 80 barangays in attendance. Mayor Oscar Moreno declared the coming together of barangay leaders in CDO as "a milestone". It was the first time barangay officials of the city gathered together specifically to focus on education. (See Success Story) The local training was a redux of the regional training with the assistance of mentors like Former Mayor Sonny Coscolluela and Former Vice Mayor Jay Jalandoni. Mentor Sonny Coscolluela almost caused a maelstrom when he asked the captains if they are informed of the MOOE received by principals. Almost all of the captains were taken by surprise since they are always asked to share in the

payment for utilities by school heads. Fortunately, the Division Superintendent was there and committed that henceforth, all the principals will be open with respect to their Maintenance and Other Operating Expenses (MOOE) disbursements.

Mayor Hercules 'Bobot' Umali initiated a localized barangay workshop in Bongabong, Oriental Mindoro to create awareness among the barangay leaders who, he said, seemed to lack concern for the state of education in their localities. The immediate effect of the training was seen during the education summit held the next day. The willingness of the barangay leaders to render their support to the school principals of their respective barangays would not have been as strong if not for their barangay workshop. EdGE Links Leaders for a Common Goal. The enthusiasm that is generated during the course of discussions is very significant. The open environment that EdGE provides allows local leaders to freely express their ideas as well as sentiments that lead to milestone events such as the meeting between ARMM mayors and the Regional Governor Mujiv Hataman. The EdGE forum served as a vehicle for the mayors to share various challenges

Barangay Leaders from 78 out of 80 barangays in Cagayan De Oro show solidarity for education during EdGE's Barangay Leaders' Workshop in August.

10

confronting education that they felt powerless to address. The strong clamor to air these concerns to a higher authority did not fall on deaf ears. Gov. Miguel Dominguez, a trustee of EdGE implementer Synergeia Foundation immediately contacted ARMM Regional Governor Mujiv Hataman. Thus, a landmark meeting specifically dedicated to the improvement of education in Muslim Mindanao took place on Dec. 20, 2013 in Davao City, just two weeks after the EdGE workshop.

Left: ARMM Mayors relate problems in education during the School Governance Workshop in Dec. 2013. Right: The mayors gain audience with ARMM Regional Governor Mujiv Hataman two weeks later through the intervention of EdGE facilitator and Synergeia Trustee former Governor Miguel Dominguez.

The great divide that seemed to exist between the regional governor and his constituents before then turned out to be a mere lack of confidence from both sides to initiate the first line to open communication. Gov. Hataman was more than willing to extend his assistance to address the mayors’ concerns and even laid down a surprising condition to the partnership - there should be no politics involved. He committed to order all ARMM School Superintendents to support the education reform programs of the local government units. He appealed to the Mayors to help in his program for better governance by checking the veracity of data on school Enrolment and the regular attendance of teachers in schools. He committed to support a scorecard system that will benchmark the performance of schools and their officials. The most welcomed news was his commitment to distribute MOOE to schools. 4.1.5. Laws and Policies to Improve Primary Grade Reading Programs. To show that they mean business, LSBs started to formulate laws and policies that will support the development of better learning skills. These are in the form of Executive Orders and local ordinances that broaden participation of community members in Local School Boards and Literacy Councils, mandating the Enrolment of children 5-year old and above in elementary schools, and regulation of access children to internet shops. (Annex B provides details on the EOs that have been issued) The big ticket item under the EdGE program is DILG Memorandum Circular 2014-39 that was signed by Secretary Mar Roxas which precribes that before an LGU can obtain a Seal of Good Local Governance, its LSB’s plans must be aligned with the SIP and that the LSB should have accomplished 70% of its plans in 2013 (See Annex C for the DILG memorandum circular). 4.1.6. SIP formulation and Implementation. A common criticism of the SIPs is that they are made through a “cut and paste approach.” Principals develop their SIPs to comply with a DEpEd requirement. SIPs are prepared by the principal with a group of selected teachers. Thus, principals lose the opportunity of engaging the community in improving schools and helping learners.

11

The focus of Synergeia programs is to develop capacities and attitudes of principals on participatory governance. They are influenced to be more strategic in developing their work programs instead of making their SIPs a wish list. Principals go through a problem tree analysis to determine root causes of problems which enable them to identify areas priority areas that their SIPs should address. A partial review 4of the SIP plans of the principals show that about 60 % of the principals are implementing their SIPs. They are focused on the training of teachers, building capacities of parents to raise their children well, and enabling children to read better. Another result of the principals training is the mobilization of their School Governing Council (SGC). As mentioned earlier, SGCs perform a ministerial function in schools. Their potential is not tapped in SIP preparation, implementation and evaluation. The EdGE project will start training the principals and two other school leaders in organizing functional SGCs in the coming year. It took us sometime to gain the trust of principals. Previously, they were on the denial stage. It was only lately that they admitted that their SGCs are not functional. 4.1.7. Conduct of Remedial Reading Programs. The largest reading program conducted by an EdGE LGU is the city-wide reading camp of Valenzuela City. The goal was to help 18,376 non-readers and frustrated readers among third and sixth graders to become independent readers. The program started with a pre-testing to identify the non-and frustrated readers. This was followed by a three-day-live-in training of all teachers on creative ways of teaching reading in a resort in Cavite City. The city government requested Synergeia to partner with the Division Office in developing reading workbooks for the children, as well as daily lesson plans for the teachers. Volunteers from Valenzuela were trained on how to assist the teachers. The remedial reading program was termed as “Summer Reading Camp” to remove the stigma which may be attached to the program. It was held for 15 days in every school in Valenzuela. The City Government implemented a feeding program to serve as an incentive for the children. The program had remarkable results. Among grade 3 summer –campers, only 1 out of 8,035 has remained as non-reader, 39% (3,139) are now independent readers and 44% have moved up to become instructional readers. The Mayor intends to continue the remedial reading program for the 17% (1364) who are still considered frustration readers. Among grade 6 summer-campers, 45% (3521) have become independent readers; 40% are instructional readers, and 14.36% are still frustrated readers. Again, the remediation continues throughout the school year. The reading program of the city is considered a milestone because it is city-wide involving all schools. It was financed and supervised by the city government in partnership with DepED. The program reduced the number of frustrated readers by 82%! On a smaller scale, remedial reading programs have been initiated by principals and barangay captains. The EdGE barangay program was started by Kagawad John Lacbain of Balanga City, Bataan. He implemented a reading program for under-privileged children of Barangay Talisay just a week after attending the Barangay Leaders Workshop on April 1-2, 2014. He enlisted the help of parents and teachers of his barangay and led them to organize the remedial reading lessons. The collaborative engagement is Lacbain's takeaway from the exercises

4 The baseline excludes principals from Capiz, Iloilo, and Maguindanao.

12

during EdGE's barangay leaders' workshop.

Principal Zenaida Roberto from Tenajeros Elementary School in Malabon City initiated a summer reading camp involving 98 frustrated readers. The classes were intended to help children read in Filipino and in English, and to be able to apply their reading skills in learning Science and Mathematics. The program immersed students in reading stories and reading games. The program improved the reading skills of children: 18% have become independent readers and 46% instructional readers.

Teachers break students into small groups for more focused learning during the summer reading camp in Tenajeros, Malabon City.

Remedial reading programs were reported by the municipalities in La Union, Benguet, Nueva Vizcaya, National Capital Region, and Pili, Camarines Sur as an important means to implement their EdGE work programs:

• Slow readers from grade 2 in Bacnotan, La Union use the Fuller method where they master the sounds of vowels and consonants followed by mastery of blends

• The program that is used in Tuba and Bangar in Benguet is Project DEAR which means Drop Everything and Read. Every 3:00 in the afternoon, children read a story book for 15 minutes and the teachers discuss the stories with the children for another 15 minutes. They also implement a “Big Brother, Big Sister” program where independent readers from the higher grades mentor frustrated readers from the lower grades.

• San Gabriel, La Union conducts remedial reading classes every Saturday for frustrated readers. They are conducted by teachers using phonics and storytelling.

• The remedial reading program in Pili, Camarines Sur has been adopted in 90 % of the schools. The classes are on phonemic awareness, vocabulary development and comprehension.

• The program in Nueva Vizcaya is in place for 50% of the schools to develop the skills of students in phonics and in comprehension.

• Navotas City runs a remedial reading program for frustrated readers in all the schools training them on phonics and comprehension.

• EdGE supports 352 schools in improving the reading competencies of 77,944 children from grades one to six. (Annex D provides list of LGUs with remedial reading program and Annex E for the remedial reading process)

13

4.2. IR2 Increased Transparency and Accountability at the Local Level 4.2.1. Transparency and Accountability through Education Summits. LCEs that we have mentored are encouraged to conduct an education summit in their own city/municipality as an exercise of participatory governance. An education summit is a highlight activity for a partner LGU because it is a way to let constituencies know of their leaders’ commitment to education. At the same time, it is a venue for encouraging various sectors to share the responsibility of strengthening the delivery of basic education. Summits validate the perceptions of LSB members on the priority programs that they need to put in place. They are empowering exercises because every community member is provided with an opportunity to participate in analysing the problems of children and in offering solutions to solve these problems. Summits serve as “peace pacts” where finger pointing stops and diverse stakeholders pledge to solve problems in education together. An education summit has three components: 1) the presentation of the state of education by the LCE; 2) a community workshop where residents are asked to share their dreams for their children and what they commit to do to help achieve their dreams; 3) a commitment setting from community members. A total of 76 education summits were conducted in FY 2014 representing 217% of the year’s target and 40% of the LOP target. The most grandiose was the summit in Bacolod City that was held in the City Convention Center with 175 city officials, principals, teachers, parents and representatives from business and civic organizations in attendance. The summit lasted for almost one whole day with a presentation on “Why Children Under-perform” by former Undersecretary Juan Miguel Luz in the evening. Mayor Monico Puentevella emphasized the right of every child to quality education. The summit agreements centered on the conduct of school summits to engage communities and encourage better participation from parents in the “Brigada Eskwela” program. They prioritized the conduct of training assessment needs for teachers, organization of parents’ training on raising good children, and organizing alumni support for instructional materials. Caloocan City had the most number of school-based summits that were held in 19 public elementary schools from October 2013 to January 2014. The summits were led by Congressman Edgar Erice with the assistance of school heads . The summits had a major conclusion: children under-perform because parents do not prioritize the education of children, spend little quality time with children, and need guidance on raising their children well. The unregulated access of children to internet shops was a common problem. Congressman Erice committed to support parents’ training, and to take up the problem with the internet shops to the City Council.

The summits that had the most mentors in attendance were those held in Tuba, Benguet and La Trinidad in September 2014. The participants agreed for the need to expand membership to the Local School Board, to form Barangay School Boards, to conduct parenting seminars and implement value-formation for teachers. The conduct of enrichment and remedial programs to enable children to read well was placed in the agenda. The LSB will conduct school summits since problems of children vary from community-to-community.. Another agreement was an assessment of teachers’ competencies in English which will serve as the basis for developing a training program.

The summit held in Bongabong, Oriental Mindoro on Sept. 30, 2014 had one of the most significant results. Barangay chairmen worked with school heads in developing an education plan. Their priorities are: developing responsible parents; implementing a reading and a feeding program. The feeding program will be jumpstarted

14

with a “Gulayan sa Bakuran program” (Vegetable gardening for every home) that will be the responsibility of village leaders. The local DepEd will be responsible for the reading program that will consist of training the pupils on recognizing basic sight words through phonics, vocabulary development and developing comprehension skills through story reading. (See Success story)

Pili, Camarines Sur held its summit on July 2, 2014. Despite the sweltering heat in the basketball court, parents pasted their answers on Manila papers literally on bended knees because there were no tables. But they were greatly encouraged by the presence of DepED Secretary Armin Luistro and Congressman Leni Robredo. The Mayor recognized schools that had significant improvements in performance in the NAT by distributing plaques of recognition. He then gave a passionate speech that exhorted parents to join him in his education revolution. He presented to his constituents how the SEF budget was spent. He rewarded the participants with a sumptuous feast in his own home.

From left: Children are given a voice during education summits. Far right: Van Andrew Padullo, a Grade 6 pupil from Bagong Bayan Central School posts his views on a meta-card.

Summits were held despite major difficulties. Siasi, Sulu held 10 school summits which were not held back by challenges in resources and topography. Galing Pook Foundation recognized the education initiatives of Siasi and awarded it as a finalist in its search for the 10 best programs in local governance on October 21, 2014 in Malacañang. Another LGU which pursues its education programs despite the problems brought about by typhoon Yolanda is Sapian, Capiz. It held its education summit on June 16, 2014. The summit-participants prioritized the organization of a feeding program for undernourished children, the conduct of a remedial reading program, and training for parents on parenting. They all agreed to help in increasing the Special Education Fund tax collection to help finance their suggested programs.

Vice Mayor Cantos from Padre Garcia, Batangas introduced the concept of “barangay summits” and sponsored 11 barangay summits from Aug. 8 to Aug. 28, 2014. To help him in this task, he requested Synergeia to train community facilitators. Barangay leaders went through a one-day workshop with Synergeia on the skills of facilitation.

The summits ended with commitments from the participants:

a. The school heads will conduct education summits as an initial means of involving community members in school programs.

b. The teachers committed to conduct home visitations to establish rapport with parents and inform them of the progress of their children.

15

c. Parents promised to participate in an “Adopt a child Program” where indigent children will be supported through the provision of food and instructional materials.

d. Vice Mayor Cantos committed to support the training of teachers based on the results of an assessment of training needs.

e. Barangay officials will organize a “bantay edukasyon” and will serve as lookout for children who are at the risk of dropping out from school.

4.2.2. Public Disclosure of SEF Budgets. Twenty-three EdGE sites posted their SEF budgets publicly: 18 in their websites namely the cities of : Navotas, Valenzuela, Malolos, Bacolod, Malabon, Silay, San Fernando, Balanga, Iloilo, La Carlota and eight (8) municipalities: North Upi from Maguindanao; Bacnotan, La Union; Villaverde, Nueva Vizcaya; Estancia, Mina, Pavia, and San Joaquin; all in Iloilo province; and, Maribojoc, Bohol. Datu Paglas, Paglat, and Jolo posted their SEF in public places while Pili, Camarines Sur reported about SEF disbursements in its education summit.

4.2.3. Regional Education Councils. Local Chief Executives are organized into Regional Education Councils (REC) as a sustainability measure. LCEs belonging to a regional cluster meet at least twice a year for peer evaluation, planning, mentoring, and fellowship.

The Northern Luzon- REC participated in the mentoring sessions on April 21-22, 2014. They joined the mentors in San Fernando City, Burgos, Bacnotan and Agoo in discussing the progress of their work. These relate to broadening membership of their LSBs to include multi-sectoral representatives, and the conduct of regular LSB meetings. They exchanged best practices on how to increase participation rate by mandating every family to enrol their children of school-age in schools in La Union. They exchanged views on how to mobilize barangays in supporting their programs. Their best practices include the organization of barangay school boards, the assignment of barangays to implement laws on child labor, and mobilizing barangays to counsel parents on the importance of sending their children to school. The LCEs are planning to conduct teacher-training in partnership with local academic institutions.

The ARMM- REC started discussing their agreements with ARMM Regional Governor Mujiv Hataman to contribute to the efforts of government to establish correct Enrolment data and to flush out ghost teachers. One of their initiatives is to conduct a Community-based survey that will involve manual counting of teachers, school buildings, and students. A report-card system will be developed where parents will be able to provide written feedback on the performance of principals and teachers. In return. Governor Hataman committed to download the MOOE to schools in LGUs that are members of EdGE.

The REC in the Visayas Region is focused on working together to implement a rehabilitation program for schools that have been affected by typhoon Haiyan. The LCEs agreed to meet the principals so that the LSB budget can consider the SIPs of principals.

4.3. IR3 Increased Participation of Stakeholders in Education Policy Formulation and Implementation 4.3.1. Supporting Parent-Teachers Associations and SGCs. EdGE supported the conduct of parenting workshops for PTAs leaders. They were intended to build the capacity of parents to provide a wholesome learning environment at home and to enable them nurture developmental values among their children. As a strategy, Synergeia supported workshops to train parent-leaders who would in turn roll-out the parenting workshops in

16

the different schools. Synergeia prepared a parenting-module that is interactive. A resource person discusses how parents should listen to the children; how to appreciate their thoughts and feeling; provide positive reinforcement; and develop their independence. Peer- dialogue follows where parents can freely speak on the following subjects:

• Their positive attributes as parents • Their fears as parents • The principles they follow in raising their children

Cagayan de Oro held its parenting workshop on March 22nd with 294 parent-leaders from 45 schools. CDO conducted another parents workshop for Lapasan National High School on September 6, 2014 attended by 93 parents. It is a joint undertaking of the PTA of Lapasan NHS and CDO City government and DepEd. Mayor Moreno and Deped Superintendent Elena Borcillo participated in the program. They emphasized that the finger pointing should stop and both parents and teachers should work together. The program started with the parents sharing their best traits as parents, and their worst fears for their children. They had similar fears: that their children will be unable to finish schooling; they would be under the influence of drugs and bad company, and will grow up as irresponsible citizens. They are apprehensive of early marriages. To allay their fears, parents committed to be considered by their children as friends, devote time for family-bonding; spend at least an hour listening to the activities of their children in school, and knowing the friends of their children. In the afternoon, there was a lively exchange of thoughts between parents and teachers. Teachers expected parents to provide for the needs of children, attend students’ activities in school; check that the students do their homework, and attend PTA meetings. Parents on the other hand expect the teachers to be role models, act as second parents to their children, report problems with students to their parents, and be a source of inspiration to students. Parents wrote their individual commitments as a result of the workshop and gave them individually to Mayor Moreno in the afternoon. The live-in-parenting workshop in Valenzuela City was held on August 29-31, 2014 at Oasis Hotel in Tanza Cavite with 464 parent leaders and PTA Officers from 39 schools. Dr. Honey Carandang, one of the most respected child psychologists in the country served as the resource person. Dr. Carandang focused on how parents can be friends with their children, how to develop their children’s confidence, and the effects of technology on the social and emotional skills of children. Synergeia facilitated the workshop sessions in the afternoon. The first session asked them to recall the undesirable traits of their children and the probable reasons why they developed these traits. One of the lessons they learned is that they may have influenced their children to behave negatively through their own examples. The last two sessions were quite emotional. Each parent wrote a letter to their children apologizing for their shortcomings. Almost everybody was in tears when he/she read his/her letter. The final session asked them to draw a gift that they would like to give their children. It was also a crying session. The following day was devoted for planning. The PTA officers developed a work program to roll out the parenting workshops. Currently, these workshops are being held in all the schools in Valenzuela with the support of the city government. The Valenzuela LSB had developed an incentive system where prizes are awarded to parents who have a 100% attendance in PTA meetings or have significantly supported school projects. EdGE supported parents’ training in Burgos, La Union. Dr. Cora Abansi, one of Synergeia’s mentors served as the resource person. She worked with parents in identifying the five greatest challenges in becoming a parent and

17

then led the sharing of experiences on how to deal with these challenges. These are the following: exercising patience with children; enforcing discipline; exhibiting positive examples at all times; helping children with homework; and dissuading children from doing what is wrong. Parents counseled each other on how to establish routines at homes; entrusting children with responsibilities, exacting accountability through a system of rewards and punishment; organizing tutorial programs in barangay with the help of volunteers. They cited the importance of maintaining openness, welcoming the friends of their children at home, and specific strategies of not losing their temper. These include counting from 1 to 50; practicing deep breathing and recognizing triggers that influence them to lose their temper. The parents’ decided that regular parenting sessions should be sponsored by the LSB in partnership with the DepED> 4.3.2. Strengthening School Governing Councils. From consultations with principals during EdGE workshops, we discovered that School Governing Councils (SGCs) are hardly functional. The members are generally appointed by Principals, and their structures vary. In some, the Principals serve as advisers, consultants or chairmen. Principals look at SGC as an additional burden. The culprit is the lack of information of principals on the purposes, benefits, and operations of SGCs. They do not even have a copy of the SGC manual that was issued by the DepEd. As a result of their revelation, we have included a case study on the SGC, plus a SWOT analysis of having an SGC into the training program of principals. We will start training the principals on how to organize and work with SGCs starting January in 2015 in Iloilo. 4.3.3. Public-Private Partnerships. EdGE encourages the LGUs to form PPPs to elicit broader support of education programs. The following LGUs have entered into a public-private partnerships with the following organizations that provide support for teacher training, conduct of remedial reading programs, feeding, scholarship and instructional materials:

Table 5. List of Partnerships Formed by EdGE LGUS

Province City/Municipality Partnerships formed LA UNION AGOO Universal Leaf Philippines, Inc. LA UNION BACNOTAN Holcim Phils & Assoc of Filipinos In

Qatar LA UNION BANGAR Local religious organizations, Haligi ng

Bata Foundation, Philip Morris & Pusong Pinoy

LA UNION BURGOS Pusong Pinoy (California-based all-volunteers)

LA UNION LUNA Haligi ng Bata Foundation & Jollibee Food Corp.

LA UNION SAN GABRIEL Lorna College BENGUET LA TRINIDAD Philex Mines & HEDCOR, Inc.

OR. MINDORO BONGABONG Millenium Challenge Account MAGUINDANAO NORTH UPI UNICEF LANAO DEL SUR BALINDONG HYUNDAI-HARI Foundation LANAO DEL SUR KAPATAGAN HYUNDAI-HARI LANAO DEL SUR TARAKA HYUNDAI-HARI

SULU SIASI UNICEF

18

SARANGANI ALABEL Alcantara Foundation SARANGANI MALUNGON Alcantara Foundation & UNICEF

ZAMBOANGA DEL NORTE

SIAYAN UNICEF

The municipality of Bongabong, Oriental Mindoro entered into an agreement with Millenium Challenge Account - Philippines (MCA-Philippines) to support education initiatives of the municipality. One of the program thrusts of MCA-Philippines is providing small scale grants to support community-driven projects in communities with poverty incidence below the national average. The education program of Bongabong will be under the Kapit-Bisig Laban sa Kahirapan – Comprehensive and Integrated Delivery of Social Services (KALAHI-CIDSS) Project. A Memorandum of Agreement was signed in March 2014 by Bongabong Mayor Hercules Umali and DepEd Division Superintendent of Bongabong with the Managing Director and CEO of MCA- Philippines. The MOA formalizes MCA-Philippines support to Bongabong’s goal of promoting quality education through local initiatives that will improve education performance. Under the MOA, MCA-Philippines commits to provide financial support to the LGU of Bongabong for its education programs and activities. In exchange, LGU of Bongabong commits to match MCA-Philippines’ resources by investing time, effort and expertise. Synergeia has signed several MOUs to cohort academic institutions to support the EdGE program. The most recent MOU was made with three institutions: the Center for Research and Innovation in Science and Mathematics Education (CRISMED) and the Center for Teaching Excellence (CTE) from West Visayas State University, Iloilo City; and the National Organization of Science Teachers and Educators of the Philippines (NOSTE). These centers will assist LSBs in West Visayas in conducting teacher training by helping DepED in the designing training modules, and providing resource persons. The other PPPs relate to the support of the construction of chairs and the provision of teachers’ and parents training in Lanao del Sur by Hyundai Philippines and with Zuellig Family Foundation for the support of education programs in Samar. 4.3.4. Expanded Local School Boards. One way to exercise participatory governance is through broadening of LSB membership from the mandated 8-man board to include multi-sector representatives. This method is patterned after the Naga City, Camarines Sur model formed during the late DILG Sec. Jesse Robredo's term as mayor. Robredo was cited by Asiaweek Magazine in 1999 as the person who transformed Naga City from a lethargic Philippine city into one of "Most Improved Cities in Asia." Robredo energized the bureaucracy, dramatically improved people participation in governance, in the process restoring Naga to its preeminent position as premier city of the Bicol Region. Today, Naga is considered a model local government in the country and a laboratory of local government innovation. Robredo was also a trustee of EdGE's implementer, Synergeia Foundation, until his untimely demise. Thus, his memory and his example form an integral part in EdGE workshops as they provide real inspiration to the participants. Some of our mayors did not wait long to prove their commitment to the EdGE program. Just a month after signing up during the National Summit, Mayor Oscar Moreno of Cagayan De Oro City, Misamis Oriental followed the Robredo model and reorganized his LSB, declaring education as a vital priority in his agenda. Per Executive Order No. 191-13 signed on Oct. 29, 2013, Moreno stated that education is a 'great equalizer' that could break the cycle of poverty by empowering the underprivileged. He acknowledged that immediate action must be

19

undertaken "to arrest further deterioration of the status of education in the city."

By the end of EdGE's fiscal year, Moreno reported during EdGE's School Governance workshop in September 2014 that his LSB now has 15 members, eight of which come from the community. He said the number was set in favor of community stakeholders to encourage them to remain active since a quorum will not be reached without them in attendance. Moreno attested to the advantages of a functional LSB saying it was able to build more classrooms within the year using the SEF alone. He said the autonomy that the LSB has over education programs transcends political rivalries that will always be present within the government. The expanded membership also promotes accountability on a much higher level because stakeholders are directly involved with program planning and implementation. A total of 200 classrooms more are expected to be built in Cagayan De Oro by the end of 2014 with LSB funding. The infrastructure project is on top of other priority programs such as technical trainings and reading programs aimed at improving the city's education status.

The municipality of Tuba, Benguet in North Luzon is another LGU whose LSB expansion has historical impact. Despite 90% of its population comprising indigenous people, they never had any representation in the LSB. They now do because of EdGE. Mayor Florencio Bentrez said EdGE influenced him to reorganize the school board through the LSB workshop held in October 2013, as well as the school governance workshop attended by Tuba public school principals in January 2014. Recognizing the need to involve the views of his constituents, particularly those with more traditional culture as the IPs, Mayor Bentrez issued Administrative Order No. FVB018-2014 on March 24, 2014, expanding the school board's membership and naming the chairperson of the Sangguniang Barangay on Indigenous People, Hon. Tita D. Bugtong, as one of the members. The IPs can now participate in the formulation of educational policies as well as the right to determine its budget.

Apart from IPs, Tuba's LSB has also included representatives from the alternative learning system (ALS), Parents-Teachers-Community Association (PTCA), and the chief of police. Bentres is hopeful that by giving these stakeholders a voice in policy formulation and implementation, programs will be more relevant to the needs of Tuba children.

Three sites in La Union expanded their Local School Board:

• Bacnotan’s LSB now includes the Vice Mayor, Budget Officer, Disbursing Officer, Holcim Philippines President, Association of Barangay Captains (ABC) President, Home Owners Representative, DSWD Officer, Senior Citizens Representative, and Green Organization President

• San Fernando City has included the Budget Officer, Accounting Officer, General Services Officer, and a private sector representative intp it’s LSB.

• San Gabriel’s expanded LSB includes the all the 14 school heads, a former teacher who represents civil society, and a representative from the private sector.

In addition to the 5 LGUs that were mentioned above.

4.3.5. Focus Group Discussions. Focus group discussions with the LSBs and local leaders were conducted in the different project sites. This is to keep the momentum of the program's success in engaging LGUs during the regional workshops. Discussions include updates on the status of the LSBs, the programs they have implemented, and the public-private partnerships they have formed in support of education.

20

In Northern Luzon, mentor Dr. Corazon Abansi, with project officer Ningning Doble, had FGDs as a form of on-site mentoring in seven EdGE sites in La Union in separate meetings from April 22-25, 2014. The team also conducted FGDs with two sites in Benguet Province on May 23, 2014. The results of the FGDs were truly encouraging as

many innovative practices of LSBs were discussed. The municipality of Agoo, for example, held a youth congress where students shared their own problems. These include students’ bullying by teachers, use of corporal punishment in classes, selling of cigarettes to minors; and unlimited access of students to internet shops. The LSB from San Fernando City offers an incentive scheme for teachers to pursue post-graduate courses. Those who successfully obtain a degree are given laptops. The LSB also sponsors health programs for children and provide them with dental kits.

The FGD that was held in Bongabong, Oriental Mindoro was called a “convergence meeting”. It was held on Aug. 15, 2014 and was initiated by the LGU. The mayor served as the convener and was attended by LGU officials, school principals, barangays officials, PTA members, and provincial DSWD officials. The principals presented their plans drafted from the EdGE School Governance workshop held November 18-19, 2013. Discussions then took place to come up with a common program in education with other sectors. Here they emphasized the importance of parent-teacher partnership and how a reading program will help improve scores in NAT. Other priorities are feeding programs and skills training for parents. The mayor of Bongabong, Mayor Umali informed that education infrastructure is already in place. The next step is to address quality and to come up with a sustainability mechanism for education. In all the consultations and workshops Bongabong engaged in, Mayor Umali expressed his support to make education a priority to be included in the Annual Municipal Investment Plan.

Valenzuela held several FGDs to consult teachers and parents on the use of SRA. SRA stands for Science Research Associates, Inc. which provides for individual reading instruction program through a laboratory kit. They also discussed the use of the dynamic learning approach that is based on the Bernido model in Bohol. This model encourages independent learning for students and 705 of class hours are devoted to student-driven activities. FGDs were conducted with teachers to discuss assessment of reading competencies and how the remedial reading program will be conducted. Cagayan de Oro held an FGD with students and faculty members from Xavier University on January 18, 2014 to regulate access of students to internet shops. The FGD resulted into the launch of an advocacy campaign which includes production of video information, and barangay monitoring. The FGDs in Sulu were held from January to March 2014. These were in Jolo, Panglima Tahil, Siasi and Talipao.

The banner projected during FGDs conducted in La Union by our mentoring team.

21

Means through which participatory governance were discussed including proper SEF utilization, interventions to minimize drop-out rates and how to improve performance. By July 2014, the LSBs followed through with school visitations to check on facilities and classroom activities. The LSB was accompanied by the district supervisor in charge and the project officer from EdGE implementer, Synergeia Foundation. With the support of the Local Government Academy, Synergeia conducted an e-FGD with 10 LCEs to discuss processes on strengthening the leadership of the LSB in education. Those who participated in the E-FGD included the Mayors from Bacolod and Siayan, Zamboanga del Norte. FGD was also conducted through the “Lakbay Aral” program of the DILG. Mayor Jasper Que from Bongao, Tawi Tawi led a delegation of 19 principals to discuss how to improve education financing with Mayor Rex Gatchalian from Valenzuela City. This was held on February 19, 2014. A most productive FGD was the discussion with the officials from the DILG on how governance indicators can be incorporated in the Seal of Good Governance that benchmarks the performance of local governments. This was held on March 17-18, with the participation of 20 LCEs who are all members of the EdGE alliance. A Memorandum Circular was promulgated by the DILG that requires active leadership of the LSB as one of the criteria to obtain a seal. (See Annex B for DILG's MOA). The FGDs conducted in FY 2014 numbered 49 representing 136% accomplishment of our target for the year. 4.4. Post-Disaster Education Recovery Activities. Preparations were undertaken to prepare for the implementation of the USAID- supported post-education recovery assistance, “Hugpong sa Pagbangon”, (Rising up Together). Local Chief Executives convened on August 28, 2014 in Punta Villa, Iloilo City to discuss its objectives, coverage, approach, and limitations. It was emphasized that the assistance will be community-based and should involve teachers, parents, LGU and village leaders in planning, implementation and evaluation. The concept of a “Community Incentive Grant (CIG)” was introduced to maximize USAID support in leveraging additional resources from the private sector and local governments. Synergeia’s role is to build the capacities of parents-teachers associations to plan, prepare proposals, budget, generate resources, and implement projects that will directly contribute to improving schoolchildren’s learning outcomes. Two LGUs were not represented during the meeting: Albuquerque and Antequera. Synergeia Trustee Sherwin Gatchalian suggested that they should be given another chance by inviting them to participate in the second strategic planning. This was conducted on September 30, 2014 in Hotel Diversion 21 in Iloilo City. The LCE of Albuquerque failed to show up and sent a representative instead. This was taken as an indicator of the LGU’s inadequate commitment to the recovery assistance. The Provincial Administrator of Iloilo Province recommended that Antequera be replaced by San Enrique, a municipality in Iloilo that has been equally devastated by typhoon Haiyan. A larger group participated in the second planning process. After the recovery assistance was explained to them by Ms. Marinette Reyes-Hayles, Agreement Officer Representative and Former Gov. Lito Coscolluela, Project Director, the participants were grouped by municipality to discuss their process of implementing the CIG, formulate their work programs, and identify milestones and timelines. These cover training the PTAs to prepare the CIG proposals, review of the proposals by LSBs and Synergeia, procurement of instructional materials, implementation, monitoring, and liquidation of expenses. The Finance team prepared detailed explanations as well as templates on complying with the procurement rules of USAID.

22

IV. Performance Indicator Tracking Table

EDUCATION GOVERNANCE EFFECTIVENESS (EdGE)

Outcomes/ Indicator

Baseline and Date

Target Accomplishment % of FY

2014 Target

Achieved

Cumulative % of LOP

Target Achieved

Comments LOP FY 2014 FY 2013

1st Quarte

r FY 2014

Cumulative as of

Previous Quarter

2nd Quarter FY 2014

3rd Quarter FY 2014

4rd Quarter FY 2014

FY 2014 Cumulative to Date

A B C D E F G H I J K=G+H+I+J L=F+K M=K/E N=L/D

Goal

1

Number of learners enrolled in the primary schools and/or equivalent non-school based settings with with USG support

- 451,965 124,138 150,000 14,170 164,170 123,611 34,018 263,092 434,891 584,891 350% 129%

The number of unique learners reached in FY 2014. The learners are enrollees in schools whose principals participated in the EdGE training programs

Activity Objective

2

Number of LSBs and SGCs improved with education governance

6 June 2013

502 -

-

-

-

- -

Not part of the FY 2014

target LSBs 6 June 2013

50 -

-

-

-

- -

SGCs 0 452 -

-

-

-

- -

23

Outcomes/ Indicator

Baseline and Date

Target Accomplishment % of FY

2014 Target

Achieved

Cumulative % of LOP

Target Achieved

Comments LOP FY 2014 FY 2013

1st Quarte

r FY 2014

Cumulative as of

Previous Quarter

2nd Quarter FY 2014

3rd Quarter FY 2014

4rd Quarter FY 2014

FY 2014 Cumulative to Date

A B C D E F G H I J K=G+H+I+J L=F+K M=K/E N=L/D

Intermediate Results

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

3

Number of administrators and officials successfully trained with USG support (F – 3.2.1 -3)

- 1353 513 137 311 311 523 363 664 1861 1861 363% 138%

This is a count of the school administrators that were capacitated in any of the training programs under EdGE. In FY 2014, there were 1861 school administrators and education officials that were trained. The number of new participants in FY2014 is 1,724.

School Administrators

- 903 382 68 157 157 378 169 541 1245 1245 326% 138%

LSB members

- 200 131 69 151 151 143 17

- 311 311 237% 156%

Brgy. Officials

- 250

- - 3 3 2 177 123 305 305 ∞ 122%

4

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

- 50

- - 5 5 3 5

8 21 21 - 42%

This is not part of FY2014 target. However, the program delivered 21 laws, policies, etc..to improved primary reading programs.

24

Outcomes/ Indicator

Baseline and Date

Target Accomplishment % of FY

2014 Target

Achieved

Cumulative % of LOP

Target Achieved

Comments LOP FY 2014 FY 2013

1st Quarte

r FY 2014

Cumulative as of

Previous Quarter

2nd Quarter FY 2014

3rd Quarter FY 2014

4rd Quarter FY 2014

FY 2014 Cumulative to Date

A B C D E F G H I J K=G+H+I+J L=F+K M=K/E N=L/D

IR2: Increased transparency and accountability at the local level.

5

Number of education summits conducted

- 200 35 4 6 10 23 15 32 76 80 217% 40%

The figures represent the number of education summits conducted.

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

6

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

-

597

169 97

45 108 83 3 47 178 209 105% 35%

Figures represent the number of school goverance structures reached by the program. In Fy 2014, there were 91 new PTA structures trained, in the case of LSBs, there were 87 LSB institutions capacitated. Of the cohort of 69 LSBs, 66 were again trained in FY 2014 and additional 21 LSBs. The program is supporting 90 LSBs.

Cohort 1 -

- 69

34 69 29 2 1 66 69

New -

- 28

11 39 54

1 46 112 140

PTAs - 278 50 28

- 28 45

- 46 91 119 182% 43%

Cohort 1 -

-

-

-

-

-

-

- -

-

New -

- 28

- 28 45

- 46 91 119

SGCs - 250 50

-

-

-

-

-

- -

- - -

Cohort 1

New

25

LSBs - 69 69 69 45 80 38 3 1 87 90 126% 130% The

program, however, focussed on the Parent Teachers Association Training. SGC training progam will start next fiscal year.

Cohort 1 69 69 69 34 69 29 2 1 66 69

New 11 11 9 1 0 21 21

7

Number of new USG – supported public-private partnerships (PPPs) formed (F-PPP5)

- 50 5

- 1 1 4 11 1 17 17 340% 34%

This is the number of private organizations that partnered with our LSBs in financing the education reforms

Sub-Intermediate Results

IR1.1 : Improved capacity of education officials in education planning, financial & project managment, and monitoring & evaluation

8

Number of administrators and officials successfully trained with USG support (F – 3.2.1 -3)

- 1353 513

137

311 311 523 363 664 1861 1861 363% 138%

This is a count of the school administrators that were capacitated in any of the training programs under EdGE. In FY 2014, there were 1861 school administrators and education officials that were trained. The number of new participants in FY2014 is 1,724.

School Administrators

- 903 382

68 157 157 378 169 541 1245 1245 326% 138%

LSB members

- 200 131

69 151 151 143 17 - 311 311 237% 156%

Brgy. Officials

- 250

- - 3 3 2 177 123 305 305 ∞ 122%

26

Outcomes/ Indicator

Baseline and Date

Target Accomplishment % of FY 2014

Target Achieve

d

Cumulative % of LOP

Target Achieved

Comments LOP FY 2014 FY 2013

1st Quarter FY 2014

Cumulative as of

Previous Quarter

2nd Quarter FY 2014

3rd Quarter FY 2014

4rd Quarter FY 2014

FY 2014 Cumulative to Date

A B C D E F G H I J K=G+H+I+J L=F+K M=K/E N=L/D

IR 1.2. Increased number of SIPs created and implemented

9

Number of SIPs created and implemented

- 903 -

-

-

- 76

387 463 463 51%

Though this is not part of FY 2014 target. Starting this summer of 2014, about 468 schools started to implement their SIPs. Of the 468, 116 of them implemented other programs like teachers training, mapping of out school children.

10

Number of schools that conducted remedial reading programs

- 150 -

-

-

- 76

276 352 352 - 235%

This is not planned for FY 2014. Three hundred fifty two (352) schools immediately responded to the problem of low reading comprehension of pupils

10

Number of learners receiving reading interventions at the primary level (F-3.2.1-35)

18,000

- -

-

29,097

48,847 77,944

77,944 - 433%

This is not planned for FY 2014. There were 77,944 children received reading interventions in FY 2014. Though this is not planned for FY 2014, schools immediately responded to the problem of low reading comprehension of pupils. The implementation of reading interventions were done without EdGE funds

27

Outcomes/ Indicator

Baseline and Date

Target Accomplishment % of FY

2014 Target

Achieved

Cumulative % of LOP

Target Achieved

Comments LOP FY 2014 FY 2013

1st Quarte

r FY 2014

Cumulative as of

Previous Quarter

2nd Quarter FY 2014

3rd Quarter FY 2014

4rd Quarter FY 2014

FY 2014 Cumulative to Date

A B C D E F G H I J K=G+H+I+J L=F+K M=K/E N=L/D

IR1.3. Increased LGU prioritization for education

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

- 50

- -

5 5

3

5

8 21

21 - 42%

This was not planned for FY 2014. Eighteen (18) municipalities were reported to have passed an executive order improving the operation of their respective LSB.

IR 2.1. Increased transparency in programming and utilization of SEF

12

Number of LGUs which publicly posted SEF budget and spending

-

50 5 -

-

-

5

18

23

23 460% 46%

Twenty three (23) municipalities have started posting their SEF budget and actual spending in either websites or public bulletin board.

IR2.2. Increased transparency in programming and utilization of school's MOOE

13 Number of schools which publicly posted MOOE budget and spending

-

452 -

-

-

-

- Not planned for FY2014

28

Outcomes/ Indicator

Baseline and Date

Target Accomplishment % of FY

2014 Target

Achieved

Cumulative % of LOP

Target Achieved

Comments LOP FY 2014 FY 2013

1st Quarte

r FY 2014

Cumulative as of

Previous Quarter

2nd Quarter FY 2014

3rd Quarter FY 2014

4rd Quarter FY 2014

FY 2014 Cumulative to Date

A B C D E F G H I J K=G+H+I+J L=F+K M=K/E N=L/D

IR2.3. Increased relevance of SEF spending in improving learning outcomes

14 Number of LSBs with increased SEF spending devoted to education programs

-

50 10 -

-

-

IR 2.4 Increased local funds allotted to improving learning outcomes

15 Number of barangays with increased local funding devoted to education programs

-

250 -

-

-

-

- Not planned for FY2014

IR2.5 Increased availability of information on student learning outcomes

16

Number of education summits conducted

-

200 35 4 6 10 23 15 32 76 80 217% 40%

The program has inspired LSBs /Barangays /Schools to converge education stakeholders to a summit. A total of 76 education summits were conducted in FY 2014 all led by the LCE.

29

Outcomes/ Indicator

Baseline and Date

Target Accomplishment % of FY

2014 Target

Achieved

Cumulative % of LOP

Target Achieved

Comments LOP FY 2014 FY 2013

1st Quarte

r FY 2014

Cumulative as of

Previous Quarter

2nd Quarter FY 2014

3rd Quarter FY 2014

4rd Quarter FY 2014

FY 2014 Cumulative to Date

A B C D E F G H I J K=G+H+I+J L=F+K M=K/E N=L/D

IR 3.1 Improved capacity of LSBs, PTAs and SGCs in planning, financial & project management and monitoring & evaluation

17

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

-

597 169 97

45

108

83

3 47 178 209 105% 35%

Figures represent the number of school goverance structures reached by the program. In Fy 2014, there were 91 new PTA structures trained, in the case of LSBs, there were 87 LSB institutions capacitated. Of the cohort of 69 LSBs, 66 were again trained in FY 2014 and additional 21 LSBs. The program is supporting 90 LSBs. The program, however, focussed on the Parent Teachers Association Training. SGC training progam will start next fiscal year.

Cohort 1 69 34 69 29 2 1 66 69

New 28 11 39 54 1 46 112 140

PTAs - 278 50 28

- 28 45 46 91 119 182% 43%

Cohort 1

New 28 28 45 - 46

91 119

SGCs - 250 50

- -

- - -

Cohort 1

New

LSBs -

69 69 69 45 80 38 3 1 87

90 126% 130%

Cohort 1 69 69 69 34 69 29 2 1 66

69

New Sites 11 11 9 1 21 21

30

Outcomes/ Indicator

Baseline and Date

Target Accomplishment % of FY

2014 Target

Achieved

Cumulative % of LOP

Target Achieved

Comments LOP FY 2014 FY 2013

1st Quarte

r FY 2014

Cumulative as of

Previous Quarter

2nd Quarter FY 2014

3rd Quarter FY 2014

4rd Quarter FY 2014

FY 2014 Cumulative to Date

A B C D E F G H I J K=G+H+I+J L=F+K M=K/E N=L/D

IR3.2 Increased participation of PTAs and CSOs in LSBs and SGCs

18

Number of new USG – supported public-private partnerships (PPPs) formed (F-PPP5)

-

50 5 - 1 1 4 11

1 17 17 340% 34%

MOAs with LGUs and private partnerships. There were 17 partnerships formed during FY 2014.

19

Number of LSBs & SGCs with expanded memberships

6 502

- - 5 5 3 7 5 20 20 - 4%

LSBs 6 50

- - 5 5 3 7

5 20 20 - 30%

Not planned for FY 2014. As of the 3rd Quarter of F2014, there are 15 reported LSBs which have expanded its membership beyond the mandatory membership.

SGCs - 452

- -

-

-

- Not planned for FY 2014.

31

Outcomes/ Indicator

Baseline and Date

Target Accomplishment % of FY

2014 Target

Achieved

Cumulative % of LOP

Target Achieved

Comments LOP FY 2014 FY 2013

1st Quarte

r FY 2014

Cumulative as of

Previous Quarter

2nd Quarter FY 2014

3rd Quarter FY 2014

4rd Quarter FY 2014

FY 2014 Cumulative to Date

A B C D E F G H I J K=G+H+I+J L=F+K M=K/E N=L/D

IR 3.3. Increased awareness of the community in the management and decision-making of LSBs and SGCs

20

Number of FGDs conducted with selected members of the community

-

200 36 -

-

- 19 20 10

49 49 136% 25%

32

V. Plans for Next Quarter Synergeia hopes to complete the training of principals on school governance . We will partner with the different LGUs to build the capacity of barangay leaders in supporting schools and promoting the welfare of children.

Table 11. Schedule of Activities for Next Quarter

Date Activity Venue No. of participants

LGU/s

Oct. 3, 2014 Multi-Sectoral Education Summit (Burgos, La Union)

Don Polon Bentrez Hall, Burgos Municipal Hall, La Union

100 Burgos, La Union

Oct. 4, 2014 Parents' Training Don Polon Bentrez Hall, Burgos Municipal Hall, La Union

100 Burgos, La Union

Oct. 3-5, 2014 School Heads Mentoring Activity

Legislative Building Hall, Burgos Municipal Hall, La Union

8 Burgos, La Union

Oct. 8-10, 2014 School Governance Workshop - Iloilo Cluster (Batch 2)

Punta Villa Resort, Iloilo City 196 Ajuy, Barotac Viejo, Batad, Balasan, Carles, Concepcion, Estancia, Lemery

Oct. 10-12, 2014

School Heads Mentoring Activity

Luna People's Hall, Luna, La Union

30 Luna, La Union

Oct. 11, 2014 Parents' Training Luna All-Purpose Gymnasium 100 Luna, La Union

Nov. 5-7, 2014 School Governance Workshop - Iloilo Cluster (Batch 3)

Punta Villa Resort, Iloilo City 211 Maasin, Lambunao, Dumangas, Iloilo City, Antique

November 17-18, 2014 or

Barangay Workshop -Sulu Cluster

Astoria Hotel, Zamboanga City 55 Jolo, Siasi, Talipao, and Panglima Tahil

Nov. 19-20, 2014

School Governance Workshop - Bongao & Simunul Cluster

Astoria Hotel, Zamboanga City 60 Bongao and Simunul, Tawi-Tawi

Nov. 26-27, 2014

Barangay Leaders Workshop

Cagayan de Oro City 50 Kapatagan, Balindong, Taraka

Dec. 5-6, 2014 Sulu LSB Mentoring Jolo TBD Jolo, Siasi, Talipao, P. Tahil

Dec. 15-16, 2014

Tawi-Tawi LSB Mentoring Tawi-tawi TBD Bongao, Simunul

Mentoring in the different sites will be intensified to help the different LSBs and school principals to help in their plan implementation. It will be an occasion to monitor their progress in working together to generate resources for education, and provision of information to the community on a transparent way.

Synergeia will be preparing to conduct the training of school and community leaders on how to make the SGC more functional.

33

Annex A. List of LGUs Participating in EdGE

Region Province Municipality / City

Region I – Ilocos La Union 1. Agoo

2. Bacnotan

3. Bangar

4. Burgos

5. Luna

6. San Fernando City

7. San Gabriel

8. Santol

Cordillera Administrative Region (CAR) Benguet 1. La Trinidad

2. Tuba Region II – Cagayan Valley Nueva Vizcaya 1. Diadi

2. Kayapa

3. Santa Fe

4. Solano

5. Villaverde

Quirino 1. Diffun

Region III – Central Luzon Bataan 1. Balanga City

Bulacan 1. Malolos City

2. Obando

3. Pulilan

National Capital Region (NCR) 1. Caloocan City

2. Malabon City

3. Navotas City

Region IV-A – CALABARZON Batangas 1. Padre Garcia

Region IV-B – MIMAROPA Occidental Mindoro 1. Mamburao

Oriental Mindoro 1. Bongabong

Region V – Bicol Camarines Sur 1. Pili

34

Region VI – Western Visayas

Region

Antique 1. San Jose de

Buenavista

Capiz

1. Dao

2. Ivisan

3. Mambusao

4. Sapian

Iloilo 1. Ajuy

2. Alimodian

3. Balasan

4. Barotac Viejo

5. Batad

Province Municipality/City

Iloilo 6. Cabatuan

7. Carles

8. Concepcion

9. Dumangas

10. Estancia

11. Guimbal

12. Iloilo City

13. Lambunao

14. Lemery

15. Leon

16. Maasin

17. Miag-ao

18. Mina

19. Pavia

20. San Enrique

21. San Joaquin

35

Negros Occidental 1. La Carlota City

2. Silay City

3. Victorias City

4. Bacolod City

Region VII – Central Visayas Cebu 1. Argao

2. Balamban

3. Dalaguete

Bohol 1. Maribojoc

Region VIII Eastern Visayas Western Samar 1. Pinabacdao

Region IX – Zamboanga Peninsula Zamboanga del Norte 1. Siayan

Zamboanga del Sur 1. Dumingag

Region X – Northern Mindanao

Misamis Oriental 1. Cagayan de Oro City

2. Claveria City

Region XII - SOCCSKSARGEN

Region XIII - Caraga

Sarangani 1. Alabel

2. Malungon

Surigao del Norte 1. Del Carmen

Autonomous Region of Muslim Mindanao

(ARMM)

Lanao del Sur 1. Balindong

2. Kapatagan

3. Taraka

Maguindanao 1. Barira

2. Buldon

3. Datu Blah Sinsuat

36

Region Province Municipality/City

Autonomous Region of Muslim Mindanao

(ARMM)

Maguindanao 4. Datu Paglas

5. Gen. SK Pendatun

6. Pagalungan

7. Paglat

8. Parang

9. North Upi

10. South Upi

11. Sultan sa Barongis

12. Upi

Sulu 1. Hadji Panglima Tahil

2. Jolo

3. Siasi

4. Talipao

Tawi-Tawi 1. Bongao

2. Simunul 90 total LGUs

Presence in 16 Regions (including CARAGA, NCR and ARMM) Presence in 27 Provinces

37

Annex B. List Municipalities that issued Laws, Policies, Regulations, or Guidelines Developed or Modified to Improve Primary Grade Reading Programs

Name of LGU Date Issued Description

Cagayan de Oro City October 29, 2013 Executive Order was issued to include new members in the LSB representing the business sector, inter-faith organizations, association of private schools, and representative from the youth.

Diadi, Nueva Viscaya December, 2013 Expanding LSB membership

Solano, Nueva Viscaya December, 2013 Expanding LSB membership

Sta Fe, Nueva Viscaya December, 2013 Expanding LSB membership

Villaverde, Nueva Viscaya

December, 2013 Expanding LSB membership

Kayapa, Nueva Viscaya

January, 2014 EO Expanding LSB membership

Paglat, Maguindanao January, 2014 EO Expanding LSB membership

Sultan Sa Barongis January, 2014 EO Expanding LSB Membership

Gen S K Pendatum May, 2014 EO Expanding LSB Membership

Agoo, La Union Dec. 12, 2013 Municipal Ordinance mandating all parents to enrol children 5 years old and above in any learning institution. This also supports learning and reading performance. It includes a policy that would support activities to improve learning and reading performance of children

Sept. 3, 2013 EO Expanded LSB membership

Bacnotan, La Union September, 2014 EO Expanding the LSB membership

Burgos, La Union May, 2014 EO Expanding the LSB membership

San Fernando La Union

May, 2014 EO Expanding the LSB membership

San Gabriel, La Union September, 2014 EO Expanding LSB membership

Tuba, Benguet September, 2014 EO Expanding LSB membership

La Trinidad July, 2014 Ordinance regulating establishment of internet shop

38

September, 2014 EO Expanding LSB membership

Mamburao, Occ. Midoro

June, 2014 EO Expanding LSB membership

Bongabong, Or. Mindoro

June, 2014 EO Expanding LSB Membership

Cut Across all sites DILG Memorandum Circular 2014-39 prescribing that before an LGU can obtain a Seal of Good Local Governance, its LSB’s plans must be aligned with SIP and that the LSB should have accomplished 70% of its plans in 2013

List of Municipalities/Cities that have expanded its membership

1. Cagayan de Oro Province of Nueva Viscaya

2. Diadi 3. Kayapa 4. Solano 5. Sta Fe 6. Villa Verde

Province of La Union

7. Agoo 8. Bacnotan 9. Burgos 10. San Fernando City 11. San Gabriel

Benguet

12. Tuba, Benguet 13. La Trinidad

Mindoro

14. Mamburao, Occ Mindoro 15. Bongabong, Oriental Mindoro

ARMM

16. Sultan Sa Barongis 17. Paglat 18. Gen. S.K. Pendatum 19. Bongao, Tawi Tawi - The present mayor implemented an existing EO expanding LSB membership 20. Taraka, Lanao del Sur

39

Annex C.

40

Annex D. Beneficiaries of Remedial Reading Programs Implemented by EdGE Municipalities

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

TOTAL 113,211 105,236 218,447 46,260 31,684 77,944

National Capital Region CITY OF VALENZUELA 36,323 33,774 70,097 8,035 8,116 16,151

A. Deato ES 485 432 917 116 98 214 A. Fernando ES 1,159 1,002 2,161 232 252 484 Andres Mariano ES 1,124 1,096 2,220 247 269 516 Apolonia F. Rafael ES 1,777 1,573 3,350 373 350 723 Bitik ES 703 640 1,343 151 158 309 Canumay East ES 644 575 1,219 132 151 283 Canumay West ES 1,273 1,278 2,551 295 297 592 Caruhatan East ES 1,174 1,084 2,258 264 294 558 Caruhatan West ES 610 566 1,176 139 152 291 Coloong ES 517 404 921 101 99 200 Constantino ES 391 325 716 85 77 162 Dalandanan ES 693 645 1,338 152 167 319 Dona Ata ES 452 414 866 92 107 199 Gen. T. de Leon ES 2,687 2,556 5,243 600 637 1,237 Isla ES 273 267 540 62 63 125 Lawang Bato ES 1,281 1,283 2,564 295 273 568 Lingunan ES 1,103 993 2,096 233 246 479 Malinta ES 2,567 2,461 5,028 561 567 1,128 Malinta ES - Pinalagad Annex 438 417 855 103 97 200 Marulas Central ES 1,017 995 2,012 209 254 463 Maysan ES 1,177 1,170 2,347 263 291 554 P. R. San Diego ES 641 603 1,244 142 142 284

41

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Parada ES 916 862 1,778 231 205 436 Paso de Blas ES 662 580 1,242 157 125 282 Pasolo ES 686 604 1,290 144 136 280 Pio Valenzuela ES 1,261 1,214 2,475 252 291 543 Punturin ES 832 688 1,520 180 160 340 Punturin I ES 547 452 999 133 117 250 Rincon ES 407 393 800 107 75 182 Roberta de Jesus ES 1,971 1,816 3,787 451 440 891 San Miguel Heights ES 571 507 1,078 131 114 245 Santiago A. de Guzman ES 686 689 1,375 167 147 314 Serrano ES 629 578 1,207 133 154 287 Silvestre Lazaro ES 2,307 2,153 4,460 529 486 1,015 Sitio Sto. Rosario ES 424 388 812 100 99 199 Tagalag ES 184 158 342 42 42 84 Tugatog ES 1,011 976 1,987 230 255 485 WawangPulo ES 369 310 679 66 73 139

City Of Malabon 1,756 1,703 3,459 80 18 98 Tinajeros ES 1,756 1,703 3,459 80 18 98

City Of Navotas 17,067 15,467 32,534 9,563 8,681 18,244

Bagumbayan Elementary School 1,176 1,080 2,256 616 650 1,266 Bangkulasi Elementary School 716 592 1,308 376 371 747 Daanghari Elementary School 1,026 956 1,982 590 543 1,133 Dagat-dagatan Elementary School 2,453 2,180 4,633 1,332 1,242 2,574 Kapitbahayan Elementary School 2,393 2,228 4,621 1,373 1,230 2,603 Navotas Elementary School 1,294 1,112 2,406 704 625 1,329 Navotas I Elementary School 380 346 726 210 203 413

42

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

North Bay Boulevard Elementary School 834 739 1,573 462 399 861 North Bay Boulevard North Elementary School

1,088

1,035

2,123

682

499

1,181

San Rafael Vill. Elementary School 592 483 1,075 314 297 611 San Roque Elementary School 1,114 984 2,098 622 555 1,177 Tangos Elementary School 1,405 1,353 2,758 795 737 1,532 Tangos I Elementary School 897 782 1,679 520 430 950 Tanza Elementary School 1,274 1,247 2,521 758 675 1,433 Wawa Elementary School 425 350 775 209 225 434

City Of Balanga 1,307 1,338 2,645 30 - 30

Balanga Elementary School 1,307 1,338 2,645 30 30 Nueva Viscaya

Diadi 7,994 7,388 15,382 1,439 1,184 2,623 1,306 1,067 2,373 218 168 386

Ampakleng Elementary School 71 70 141 15 10 25 Arwas ES 79 48 127 10 8 18 Balete ES 110 64 174 17 14 31 Bugnay ES 66 59 125 10 9 19 Butao Elementary School 72 72 144 14 11 25 DIADI CENTRAL SCHOOL 284 235 519 45 34 79 Duruarog Elementary School 68 65 133 14 11 25 Escoting ES 67 61 128 12 10 22 Langka PS 7 6 13 - - - Lurad ES 49 40 89 8 6 14 Nagsabaran ES 90 77 167 16 12 28 Namamparan ES 56 34 90 7 6 13

43

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Pallagao PS 16 15 31 3 - 3 Pinya ES 55 45 100 9 8 17 Rosario Primary School 7 5 12 2 - 2 San Luis ES 62 41 103 9 8 17 San Pablo ES 53 56 109 11 8 19 Villa Aurora Elementary School 39 31 70 6 7 13 Villa Florentino ES 55 43 98 10 6 16

Kayapa 1,851 1,639 3,490 374 251 625 Acacia PS 46 40 86 9 7 16 Baan Elementary School 59 37 96 9 10 19 Babadi ES 89 65 154 14 10 24 Binalian IS 55 48 103 12 9 21 Buyasyas PS 23 23 46 5 - 5 Cabanglasan PS 39 33 72 6 5 11 Caritas Village Elementary 82 82 164 18 11 29 Dempeg Elementary school 54 42 96 11 7 18 Kapangan PS 10 12 22 2 2 4 Latbang ES 62 50 112 11 7 18 Latbang ES-Annex 15 16 31 6 - 6 Luclocos PS 62 55 117 13 8 21 Macdu ES 111 104 215 25 15 40 Mapayao ES 99 79 178 25 10 35 Nansiakan ES 55 79 134 14 11 25 Oliweg E/S 20 33 53 6 2 8 Pileg PS (Babadi ES - Annex) 7 2 9 - - - Pingkian CS 137 100 237 19 16 35 San Fabian ES 84 60 144 18 10 28

44

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Tuppan PS 23 20 43 4 - 4 Abat PS 19 11 30 4 - 4 Ansipsip PS 5 3 8 - 2 2 Balangabang ES 47 38 85 10 6 16 Ban-et PS 10 6 16 5 - 5 Banao ES 56 49 105 11 8 19 Besong ES 69 70 139 11 15 26 Bulo-Galsa PS 38 44 82 6 8 14 Cabayo ES 53 41 94 15 7 22 Dayap PS 27 11 38 5 - 5 Kayapa CS 116 132 248 18 26 44 Kayapa Proper ES 57 71 128 10 13 23 Kayapa Proper ES Annex 32 21 53 10 - 10 Labeng PS 16 5 21 3 2 5 Lawigan ES 21 28 49 3 5 8 Napo-Tuyak IS 44 49 93 10 9 19 Pangawan PS 37 27 64 4 6 10 Sabino PS 20 13 33 4 - 4 Talicabcab PS 12 11 23 3 4 7 Talmoy PS 21 15 36 6 - 6 Tidang Village PS 6 7 13 3 - 3 Tubongan PS 13 7 20 6 - 6

Solano 3,671 3,596 7,267 645 577 1,222 Aggub ES 117 161 278 25 20 45 Bangar Elementary School 61 69 130 9 9 18 Bascaran ES 185 195 380 32 28 60 Concepcion ES 118 101 219 22 19 41

45

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Curifang ES 146 132 278 30 15 45 Dadap ES 65 52 117 14 8 22 Lactawan ES 70 65 135 19 10 29 P.D. Galima ES 65 72 137 9 10 19 San Luis ES 84 75 159 14 9 23 Solano East CS 916 913 1,829 166 152 318 Tucal ES 69 46 115 10 10 20 Bagahabag ES 98 95 193 14 15 29 Baguingey ES 61 79 140 14 9 23 Bangaan ES 62 79 141 12 12 24 Calaoagan Elementary School 51 37 88 6 10 16 Commonal ES 100 85 185 18 14 32 Mapaina ES 45 37 82 7 7 14 San Juan ES 44 59 103 8 10 18 Solano North ES 261 248 509 38 51 89 Solano South CS 660 587 1,247 101 96 197 Solano West ES 133 143 276 27 19 46 Uddiawan ES 183 177 360 31 34 65 Wacal ES 77 89 166 19 10 29

Villaverde 1,166 1,086 2,252 202 188 390 Bintawan North ES 157 147 304 27 26 53 Bintawan South ES 157 153 310 26 33 59 Buenavista ES 102 101 203 25 15 40 Felix-Juana Brawner Community School 75 87 162 16 13 29 Gov. Juan Manzano Elementary School 42 33 75 5 7 12 Nagbitin ES 103 93 196 16 12 28 Ocapon ES 65 61 126 12 9 21

46

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Sawmill ES 71 78 149 14 12 26 Turod ES 71 54 125 10 9 19 Villa Par-Pale Elementary School 27 24 51 3 6 9 Villaverde CS 296 255 551 48 46 94 Villaverde CS Annex

La Union 12,101 10,513 22,614 1,942 1,535 3,477 San Fernando City 6,152 5,272 11,424 1,025 777 1,802

Bangbangolan ES 82 65 147 12 14 26 Baraoas ES 90 60 150 13 9 22 Cadaclan ES 101 77 178 18 12 30 Dallangayan ES 108 93 201 15 16 31 Dalumpinas ES 105 87 192 18 16 34 Ilocanos ES 412 349 761 65 52 117 Lingsat ES 630 541 1,171 102 50 152 Mameltac ES 187 190 377 30 35 65 Nagyubuyuban ES 25 20 45 5 3 8 Pao ES 43 36 79 6 7 13 Parparya ES 65 43 108 7 7 14 Puspus ES 29 25 54 4 7 11 San Fernando North CS (North CES) 473 465 938 75 80 155 San Fernando South Central Integrated S 539 461 1,000 98 86 184 Santiago ES 269 201 470 40 38 78 Sevilla Elementary School 333 273 606 60 46 106 BUNGRO ELEMENTARY SCHOOL 119 101 220 19 18 37 Canaoay ES 247 218 465 47 33 80 Catbangen ES 1,157 1,042 2,199 202 87 289 Masicong ES 49 37 86 5 7 12

47

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Pagudpud ES 351 288 639 58 46 104 Sacyud ES 66 39 105 8 10 18 Sagayad ES 146 127 273 25 24 49 San Agustin (Poro) Elementary School 396 335 731 76 56 132 Sibuan-otong ES 63 41 104 7 7 14 Tanquigan ES 67 58 125 10 11 21

Bacnotan 2,304 1,988 4,292 341 334 675 AROSIP ELEMENTARY SCHOOL 35 22 57 4 4 8 Baroro Elementary School 171 145 316 26 28 54 Bitalag Integrated School 210 190 400 41 31 72 Cabaroan ES 198 160 358 26 25 51 Carcarmay ES 152 117 269 20 23 43 Central ES 458 415 873 66 65 131 Galongen ES 140 120 260 18 22 40 Guinabang ES 81 59 140 14 9 23 Mabanengbeng Elem. School 51 51 102 8 9 17 Nangalisan ES 49 52 101 8 8 16 Ortega ES 53 43 96 8 9 17 Oya-oy ES 50 38 88 6 8 14 Paratong ES 89 80 169 18 12 30 Quirino ES 82 73 155 12 12 24 Salincob ES 93 85 178 11 16 27 Sta. Cruz Elementary School 240 214 454 33 34 67 Zaragosa ES 152 124 276 22 19 41

San Gabriel 1,277 1,115 2,392 195 128 323 Amontoc ES 63 36 99 7 9 16

48

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Antonino Memorial ES 51 53 104 6 7 13 Bayabas PS 51 32 83 5 8 13 Bumbuneg ES 146 141 287 28 20 48 Lacong Elementary School 51 55 106 8 11 19 Lacong ES-Annex 27 24 51 8 - 8 Lipay Integrated School 133 111 244 19 22 41 Lon-oy ES 59 50 109 7 6 13 Nayba ES 39 35 74 5 6 11 Padang PS 32 19 51 4 6 10 Polipol ES 25 27 52 3 4 7 San Gabriel CS 406 376 782 67 - 67 Sisi ES 82 65 147 8 14 22 Siwsiwan ES 112 91 203 20 15 35

Bangar 2,368 2,138 4,506 381 296 677 Ag-Na Elem.School 121 109 230 21 15 36 Bangaoilan ES 142 116 258 16 21 37 Bangar CES 390 369 759 73 - 73 Cadapli ES 172 166 338 30 30 60 Caggao ES 265 243 508 44 37 81 Gen. Prim ES 134 106 240 16 22 38 Luzong Norte ES 74 58 132 13 10 23 Luzong Sur ES 69 73 142 13 10 23 Ma. Cristina ES 118 125 243 25 19 44 Mindoro Integrated School 165 138 303 25 22 47 Paratong ES 232 191 423 33 37 70 Pudoc ES 30 27 57 4 - 4 Rissing ES 93 90 183 12 16 28

49

RUS ES 111 110 221 20 20 40 Sinapangan ES 136 100 236 16 20 36 Ter-Con Elementary School 116 117 233 20 17 37

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Tuba, Benguet Andolor PS

2,376 2,145 4,521 442 295 737 15 9 24 5 - 5

Asin ES 62 43 105 8 6 14 Batuan ES 90 66 156 12 12 24 Besong-Saddle PS 24 23 47 8 - 8 Camp 3 ES 96 97 193 16 16 32 Camp 4 Elementary School 138 140 278 38 17 55 Camp 6 ES 341 297 638 61 40 101 Gavino Palaoag ES 85 69 154 14 13 27 Gilbert Semon ES 108 113 221 25 12 37 Indaoac ES 49 51 100 9 8 17 Kabuyao ES 46 53 99 10 5 15 Kiwas ES 92 80 172 16 11 27 Klondykes ES 33 22 55 2 4 6 Labney PS 5 3 8 2 - 2 Ligay ES 28 35 63 4 7 11 Lubas ES 36 25 61 6 5 11 Mariano Sabarino ES 36 22 58 6 3 9 Miguel Palispis ES 38 24 62 6 3 9 Nangalisan ES 125 125 250 26 11 37 Paran Laruan ES 74 71 145 13 8 21 Piminggan ES 44 55 99 8 8 16 Poyopoy ES 60 43 103 9 8 17 Saguitlang ES 39 41 80 9 4 13

50

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Salpang ES 67 59 126 11 9 20 San Pascual ES 72 59 131 17 9 26 Sioco Carino ES 63 53 116 8 8 16 Taloy Norte ES 27 22 49 7 3 10 Taloy Sur ES 103 84 187 18 10 28 Torre ES 24 18 42 4 2 6 Toybongan ES 43 38 81 6 6 12 Tuba CS 245 255 500 47 37 84 Yagyagan ES 68 50 118 11 10 21

Autonomous Region in Muslim Mindanao Maguindanao 10,700 10,370 21,070 2,306 1,251 3,557 North Upi 4,645 4,284 8,929 984 514 1,498

Nuro CES 594 587 1,181 137 72 209 Pedro C. Dolores ES 295 271 566 64 27 91 Katiguesen ES 272 245 517 44 33 77 Sabaken Central ES 260 214 474 62 28 90 Tinindanan ES 210 207 417 41 25 66 Kabugkabug ES 216 181 397 44 21 65 Tenongol ES 205 160 365 49 20 69 Kibleg ES 188 170 358 42 24 66 Lahangkeb ES 164 188 352 37 14 51 Kabakaba ES 179 168 347 32 25 57 Bugabungan ES 174 169 343 37 24 61 Sefegefen Elementary School 156 149 305 31 17 48 Mirab ES 165 125 290 25 17 42 Fantil ES 150 127 277 37 13 50 Don F. Blanco, Sr. ES 153 117 270 25 16 41

51

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Kiga ES 121 120 241 20 14 34 Kabutoyen ES 123 112 235 26 12 38 Tudok Mamot PS 109 104 213 23 13 36 Borongotan ES 106 105 211 20 16 36 Gamek ES 95 112 207 20 16 36 Carlos Palindac ES 114 92 206 26 8 34 Darugao ES 112 91 203 24 9 33 Kamonsawi ES 84 108 192 19 12 31 Bliugan ES 92 84 176 22 12 34 Blala ES 89 61 150 17 9 26 Kapilit ES 74 75 149 18 4 22 Blensong Primary School 75 69 144 24 6 30 Renti ES 70 73 143 18 7 25

Buldon 2,720 2,937 5,657 675 380 1,055 Buldon CES 276 324 600 64 46 110 Nuyo, Elementary School 251 264 515 70 28 98 Edbul ES 250 262 512 40 46 86 Dinganen Central ES 264 237 501 48 48 96 Raranaon ES 196 208 404 34 29 63 Central Edcor ES 151 146 297 33 24 57 Kulimpang ES 122 168 290 34 22 56 Baguiangen ES 127 155 282 29 25 54 Potri Dabaleig ES 127 129 256 26 20 46 Karim ES 102 115 217 21 20 41 Dimagalen PS 93 94 187 16 12 28 Asliya ES 50 101 151 21 12 33 Ampuan PS 72 73 145 17 11 28

52

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Aratuc PS 70 75 145 24 - 24 Royod Primary School 71 71 142 33 - 33 Piers PS 64 73 137 22 - 22 Oring ES 61 66 127 13 12 25 Makalian ES 73 52 125 14 13 27 Caruisan PS 55 61 116 30 - 30 Mataya Elem 49 67 116 18 12 30 Pinadzangca PS 52 54 106 20 - 20 Minabay PS 47 55 102 12 - 12 Datu Abolais Manalao PS 37 28 65 21 - 21 Central Oring PS 40 23 63 - - - Rumidas PS 20 36 56 15 - 15

Datu Paglas 3,335 3,149 6,484 647 357 1,004 Datu Paglas CES 709 710 1,419 142 76 218 Baguadatu ES 279 254 533 56 28 84 Tocao - Madidis CES 247 225 472 60 27 87 Sepaka ES 192 212 404 44 19 63 M. Adil CES 214 185 399 30 25 55 Malala ES 170 177 347 35 14 49 Salendab ES 149 158 307 25 16 41 Katil ES 165 134 299 31 16 47 Datang Pilot ES 158 139 297 32 18 50 Gen. Salipada K. Pendatun MES 141 141 282 34 10 44 Lipao ES 120 111 231 15 18 33 Mangelen Andang ES 118 107 225 16 18 34 Sinalayan ES 99 94 193 16 11 27 Palao sa Buto ES 101 89 190 18 9 27

53

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Bunawan ES 100 86 186 16 14 30 Kalumenga ES 98 84 182 20 8 28 Napok ES 95 83 178 16 12 28 Mangadeg ES 76 63 139 13 10 23 Angkokoy ES 67 48 115 12 8 20 Naco PS 37 49 86 16 - 16

Lanao del Sur 5,674 6,075 11,749 1,353 601 1,954 Balindong 4,051 4,285 8,336 995 463 1,458

Balindong CES 439 437 876 83 58 141 Lilod-Raya Pilot Elementary School 403 400 803 74 67 141 Dilausan ES 302 320 622 74 46 120 Lombayao CES 269 285 554 50 47 97 Malaig ES 264 281 545 52 43 95 Lilod ES 242 249 491 44 41 85 Cadapaan ES 180 230 410 33 41 74 Bubong Lalabuan ES 194 206 400 44 28 72 Bualan ES 192 207 399 35 49 84 Nusa ES 151 185 336 28 24 52 Dado Elementary School 146 166 312 42 19 61 Pagayawan PS 118 122 240 24 24 Tuka PS 119 111 230 44 44 Talob PS 88 96 184 25 25 Lumbac PS 90 93 183 20 20 Limbo PS 83 88 171 24 24 Abaga PS 85 85 170 25 25 Borakis PS 84 85 169 24 24 Bliss PS 78 90 168 22 22

54

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

2,078 2,200 4,278 781 194 975

Pantao Raya PS 68 84 152 45 45 Moriatao Bae PS 73 75 148 21 21 Cadayonan PS 64 73 137 35 35 Calimodan PS 65 66 131 24 24 Tuca PS 64 65 129 35 35 Buadintad PS 62 66 128 23 23 Pantaragaoo PS 63 65 128 22 22 Buaditara PS 65 55 120 23 23

Taraka 1,623 1,790 3,413 358 138 496 Pitakus CES 222 275 497 42 - 42 Taraka CES 190 219 409 46 46 Zakba ES 116 141 257 25 - 25 Boriongan ES 123 125 248 22 20 42 Dimayon ES 119 127 246 24 21 45 Malungun ES 109 130 239 20 22 42 77Th PC ES 105 130 235 24 21 45 Ilian-Dilabayan ES 95 118 213 20 15 35 Moriatao Balindong ES 94 83 177 17 15 32 Cormatan PS 87 79 166 23 - 23 Sigayan PS 87 79 166 23 - 23 Sambolawan Elementary School 77 85 162 14 14 28 Bowaya Integrated PS 81 80 161 26 - 26 Caramat ES 69 54 123 16 10 26 Bucalan PS 39 45 84 16 - 16 Ririk PS 10 20 30 - - -

Sulu

55

Panglima Tahil 39 39 78 170 - 170 Bangas ES 39 39 78 170 170

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Jolo 1,201 1,187 2,388 300 184 484 Jati ES 531 523 1,054 150 84 234 Tanjung ES 670 664 1,334 150 100 250

Talipao 492 569 1,061 266 - 266

Bilaan CES 345 405 750 146 146 Buntod ES 147 164 311 120 120

Siasi 346 405 751 45 10 55

Buan ES 121 144 265 Duggo PS 73 82 155 Panglima Alamara PS(Duggo Annex I) 30 35 65 Siolakan PS 38 49 87 Sioweng Elem. School 84 95 179

La Union 3,974 3,815 7,789 5,222 2,567 7,789 Agoo 3,974 3,815 7,789 5,222 2,567 7,789

Agoo East CES 465 488 953 632 321 953 Ambitacay ES 52 63 115 78 37 115 Bacsil ES 155 164 319 214 105 319 Capas Integrated School 59 54 113 66 47 113 Macalva ES 170 153 323 200 123 323 San Jose ES 147 131 278 193 85 278 San Jose-San Joaquin ES 230 249 479 323 156 479 San Vicente-San Agustin ES 193 141 334 228 106 334

56

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Agoo West CES 534 530 1,064 710 354 1,064 Balawarte ES 186 169 355 245 110 355 Baybay ES 128 137 265 193 72 265 Cubal ES 346 345 691 466 225 691 San Joaquin ES 167 157 324 227 97 324 San Julian ES 270 237 507 329 178 507 San Manuel Norte ES 137 146 283 206 77 283 San Nicolas ES 370 344 714 469 245 714 Sanijubar ES 178 149 327 219 108 327 Santa Rita ES 187 158 345 224 121 345

Iloilo 8,535 7,482 16,017 10,729 5,288 16,017 Alimodian 2,787 2,333 5,120 3,413 1,707 5,120

Abang-abang Elementary School 49 42 91 62 29 91 Alimodian CES 393 352 745 473 272 745 Amaquin MES 56 54 110 72 38 110 Bancal ES 156 145 301 194 107 301 Cagay ES 97 85 182 113 69 182 Cunsad PS 23 21 44 32 12 44 Cuyad Primary School 65 48 113 71 42 113 Desamparados Amita PS 61 51 112 82 30 112 Felix Amparado MES 71 46 117 83 34 117 Gelacio Allones Memorial Elem. School 115 87 202 141 61 202 Ingwan ES 85 58 143 89 54 143 Pajo PS 30 16 46 46 - 46 Quinaspan ES 61 65 126 88 38 126 Ugbo Elementary School 24 25 49 36 13 49 Ulay-Bugang ES 38 34 72 45 27 72

57

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Alibango Central Elementary School 246 222 468 312 156 468

Atabay ES 75 56 131 72 59 131 Bagsakan PS 38 20 58 58 - 58 Ban-ag ES 89 78 167 114 53 167 Bugang ES 93 62 155 115 40 155 Cabacanan ES 165 128 293 197 96 293 Coline ES 55 55 110 82 28 110 Dalid ES 110 103 213 150 63 213 Dao PS 53 48 101 101 - 101 Gines ES 67 60 127 67 60 127 Laylayan PS 43 24 67 54 13 67 Mambawi ES 68 73 141 91 50 141 Manguining P/S 56 50 106 67 39 106 Sinamay ES 101 78 179 114 65 179 Sulong ES 68 54 122 69 53 122 Umingan Elementary School 136 93 229 123 106 229

Cabatuan 3,623 3,239 6,862 4,613 2,249 6,862 C. Clama MPS 31 14 45 37 8 45 Cabatuan CES 618 639 1,257 810 447 1,257 Celda ES 66 51 117 73 44 117 Colomer MES 70 46 116 74 42 116 Don Nicolas Catalan MS 124 118 242 155 87 242 Grio ES 72 61 133 85 48 133 Inaladan PS 28 19 47 38 9 47 Jelicuon ES 111 80 191 139 52 191 Jiloca ES 86 66 152 94 58 152 Maraguit ES 109 118 227 157 70 227

58

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Martin Cubil ES 147 112 259 189 70 259 Moises Cuello PS 47 31 78 60 18 78 P. Muyuela ES 68 82 150 97 53 150 Puga ES 102 130 232 168 64 232 Tabares ES 79 70 149 100 49 149 Tigbauan Road ES 123 111 234 146 88 234 V. Ferro MES 83 50 133 95 38 133 Venancio Deseda MS 29 30 59 48 11 59 APIA ELEMENTARY SCHOOL 73 62 135 97 38 135 Bacan ES 101 79 180 112 68 180 Corazon Galindo PS 29 23 52 46 6 52 Doroteo Lujan ES 68 75 143 99 44 143 Eugenio Hobilla MES 74 57 131 85 46 131 Gaub ES 144 97 241 166 75 241 Guibuangan Elementary School 52 48 100 70 30 100 Inaca ES 69 65 134 93 41 134 Ito ES 120 83 203 142 61 203 J. Pueyo Elementary School 27 24 51 31 20 51 Marin ES 84 82 166 112 54 166 Mateo ES 171 156 327 228 99 327 Morobuan PS 32 25 57 52 5 57 Pamuringao Proper PS 17 10 27 18 9 27 Parreño ES 68 64 132 85 47 132 Pungtod ES 72 79 151 99 52 151 Salacay ES 81 70 151 100 51 151 Tiring CES 162 172 334 210 124 334 Tomas Confesor MES 120 104 224 138 86 224 Tupol ES 66 36 102 65 37 102

59

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Guimbal 2,125 1,910 4,035 2,703 1,332 4,035 Atty. Blas & Maria Gerona ES 93 89 182 123 59 182 Buluangan ES 67 66 133 97 36 133 Cabasi-Sta. Rosa ES 252 210 462 295 167 462 Camangahan ES 242 222 464 316 148 464 Guimbal CES 572 518 1,090 724 366 1,090 Igcocolo ES 115 107 222 152 70 222 Nahapay ES 75 84 159 110 49 159 Nalundan ES 175 171 346 228 118 346 Nanga ES 185 167 352 235 117 352 P.G. Garin MES 145 112 257 184 73 257 Particion ES 145 120 265 169 96 265 Sipitan-Badiang ES 59 44 103 70 33 103

Batangas Padre Garcia 3,326 2,966 6,292 4,338 1,954 6,292

Banaba ES 173 122 295 197 98 295 Banaybanay PS 116 108 224 147 77 224 Bawi ES 307 250 557 389 168 557 Bukal ES 220 210 430 287 143 430 Castillo Primary School 99 89 188 120 68 188 Cawongan ES 196 145 341 237 104 341 Domingo M. Zuno ES (Maugat West ES) 130 120 250 176 74 250 Manggas-Tamak ES 141 104 245 164 81 245 Maugat East ES 91 77 168 114 54 168 Padre Garcia CS 552 494 1,046 746 300 1,046 Pansol ES 266 243 509 341 168 509

60

School Name

School Enrolment Beneficiaries Remarks

Male

Female

TOTAL G

1 - 4 G

5 - 6

TOTAL

Payapa ES 236 229 465 329 136 465 Quilo-Quilo ES 182 191 373 254 119 373 Quilo-Quilo North ES 165 153 318 226 92 318 San Felipe ES 166 164 330 236 94 330 San Miguel ES 140 106 246 170 76 246 Tangob ES 146 161 307 205 102 307

61

Annex E.

Enhancing Reading Skills of Children in EdGE Municipalities and Cities

A Brief Description of Processes

1. Storytelling, story reading, listening to a story

Reading stories to children is a powerful tool in motivating them to read. It is an effective way to encourage children to love books.

The love for reading, listening to and reading stories bring significant benefits:

a. Their attention span and listening comprehension are improved.

b. It expands their vocabulary and introduces them to meaningful concepts.

c. It trains them to think critically.

d. It develops their “story sense.”

e. It enriches a young learner’s understanding of the world.

f. It is a vehicle for values development.

g. It draws the teacher and the learners closer to each other since story-reading is a special time for sharing stories in a non-threatening environment.

1.2 Post-Story Telling Activities

a. Discussion of the story – Through skillful questioning, the teacher probes into the children’s understanding of the story. The questions represent different dimensions—noting details, understanding sequence of events, summarizing lessons learned, identifying parts that they like best, analyzing incidents, and making inferences.

b. Engagement Activities – These are activities that encourage responses to the story. The children may dramatize the story, suggest other ways through which the story may end, write a letter to or draw their favorite character, share stories that are similar, and create poems or songs, among others.

2. Developing Decoding Skills

2.1 Phono-Syllabic Alphabetic Approach

62

This is teaching children to recognize the sound produced by a letter or a group of letters. If a child is to learn how to read the word “ship,” he should sound the sounds /sh/, /i/, and /p/ together. After mastering the sounds of vowels and consonants, the child is taught how to blend consonants and vowels together to form words in consonant-vowel-consonant (CVC) patterns.

All activities for learning phonemic symbols entail “listen, look, say.” That means all senses are involved beginning from listening to the teacher say the correct sound. The importance of correct pronunciation by the teacher cannot be over-emphasized.

The following are strategies in teaching pronunciation:

a. Motivation/ Activation of Prior Knowledge—Have the students recall objects or sounds that contain the consonant or the vowel that will be taught.

Do you have a baby sister/brother? How does mother put her/him to sleep? When mother sings a lullaby, she may not sing the words. Let us sing a lullaby without the words (mmmm).

b. Presentation—The teacher models the correct pronunciation of the words/production of sounds. She develops awareness of the connection between sounds and letters and sounds and words.

What song came out when you hummed? /m/

That sound has a symbol (show a picture of the letter) M (big letter M) and m (small letter m).

What is the sound of letter M? What about small letter m?

Do the big letter and small letter m have the same sound?

c. Development—The teacher associates the sounds and words with pictures and objects

Who puts the baby to sleep? (Mother)

The teacher posts the picture and puts a label below it.

And what does Mother give the baby so she will be healthy? (Milk)

The teacher posts the picture and the word below it.

What does mother spend to buy milk? (Money)

Mother also buys fruits. (Mango) (Melon)

63

d. Identification—The teacher provides clues so that children can identify words which contain the sounds to be studied.

Let us read:

mother money melon

milk mango

What letter is common to all the words?

What is its sound?

Here are pictures with the /m/ sound. Label them. (Let the pupils pick the right label/word and place it near the picture.

The teacher writes /m/ on the board. This is how mmm looks.

e. Application—Listening exercises are given to determine whether the pupils can produce the sound and associate them with their written form. Teachers can also find out whether the pupils have heard the sounds presented, or whether they can discriminate the sounds being contrasted.

Underline the words that begin with M/m

moon brother money donkey

mother work monkey spoon

The Workbook provides exercises on the letter /m/ on p. 47.

The exercises from pp. 47-116 introduce the children to the different sounds of the letters of the alphabet.

f. Communicative Practice—The teacher can use rhymes, poems, song, role playing, or games which allow students to practice the sounds that were studied.

It is good for the teacher to associate the letters with sounds that are familiar.

The letter /h/ is the sound we produce when we are panting after running: hhh

The sound that a snake produces can introduce the letter /s/.

2.2 The Fuller Method

64

The Fuller approach is used when the students are able to recognize and pronounce the letters of the alphabet. They are taught how to pronounce vowels in combination with different consonants. The vowels and consonants are presented in three- and four-letter words with uniform sound-endings that are arranged in columns. The words rhyme and emphasis is made on recognizing their common ending.

The word families of the vowel e are as follows:

En Et et Eg

pen pet bed beg

men bet red leg

ten set led peg

den let fed

hen get

The following are steps in teaching words and their meanings:

1. The letter /e/ and its sound are introduced 2. Word families are three letter words that end in /en/ /et/ /eg/ and are read by the teacher and the students by

class, by rows and by individual pupils. 3. The meaning of the words is explained through contextual clues, gestures and pictures. 4. The words are presented in phrases and sentences. 5. The children read a short story using the words. 6. The children answer questions about the story to develop their comprehension. They can also be given

enrichment activities where they can use the words in songs, pictures, drama, and poems. 7. Mastery of the words is made through drill exercises in the following days. The words can be reviewed using songs

and rhymes.

The lesson plans for Grade One teachers provide step-by-step procedures in developing capabilities of children to recognize words, phrases, and sentences using word families and the Fuller Method.

The Workbooks provide exercises for children to work on, to help deepen their understanding of the lesson, and to enable them to apply the skills learned in different ways.

2.3 Sight Words

Sight words refer to the words that are most frequently used and repeated in books, which is why sight words are also sometimes referred to as “high-frequency” words. They are learned through visual memorization.

65

Sight words need to be taught because the English language contains many irregularly spelled words or words that are not spelled the way they sound: once, are, come, tea, know, facade, breathe, foreign.

When teaching sight words, limit the number being taught to three or four words. Sight words may be presented together with pictures or with actual objects. For words that are highly irregular, stress their spelling. Have the students read the words together and individually. Then, use the words in sentences.

3. Developing Comprehension 5

3.1 The Following Approaches are Used in Developing Comprehension

• Use of pictures, real objects or actions when introducing a new word. • Use of gestures or act out words. • Use of contextual clues, e.g. to introduce the meaning of the word “afraid”. “You feel this when it is dark, when

there is lightning, when you are alone, when you imagine ghosts.” • Use of synonyms & antonyms—The meaning of words can be understood using synonyms and antonyms. In

presenting the meaning of “often”, the teacher can say that it is similar to doing something “always”, “everyday”, “so many times”. It has an opposite meaning to “seldom”, “not always”.

• Use of picture dictionaries—Have students cut out or draw pictures representing various initial sounds. Under the picture, write the letter and the word that stands for the picture. Ask the children to use each word in a sentence. After the children have finished their dictionaries, have them exchange dictionaries so that they can learn to read the others. Children can use old notebooks or the back of used bond papers.

• Use of gradual psychological unfolding— Ask children to predict what will happen next. • Acting out stories

3.2 Multi-dimensional Approach in Developing Comprehension6

- First Level—Literal Comprehension. This level calls for answers that simply repeat word for word that are found in the book. The reader’s attention is focused on explicitly stated sets of ideas and information in the selection. It involves the skills of recognizing and recalling what has been read. The questions use who, where, what.

- Second Level—Interpretation. This dimension includes the ability to supply meaning that was not directly stated in the text. Further, the reader consolidates the different sets of ideas and information into a network of relationships. The general skills involved are classifying, outlining, summarizing and synthesizing. Other skills include noticing cause and effect relationships, comparison and contrast, and drawing inferences.

Interpretation also makes the reader associate the printed ideas with his personal experiences—real or vicarious---and make a generalization as a result of this association.

5 First Synergeia Thematic Workshop on Reading, Bulacan 6 Project RAUL, Concepcion, Iloilo

66

- Third Level—Critical Thinking. This is an evaluation skill where the reader passes personal judgment on the quality, value, accuracy and truthfulness of what is read. Some of the skills of judgmental tasks are: detecting relevance of material, detecting conflicting views of the author, detecting contradictions, detecting bias of the author, detecting propaganda, examining the content for validity and reliability, evaluating the tone, mode and style of the story.

- Fourth Level—Creative Reading. Reading results in greater creativity. In this phase, the reader applies to his life what has been learned from the selection. Creative reading poses to the reader questions that will make the individual go out on his own, beyond the author’s text to seek out or express new ideas to gain additional insights, to find answers to a question or the solution to a life-like problem.

- Fifth level—Appreciation. The reader by virtue of his own creativity reacts to the artistic worth of the selection. Through enrichment activities such as dramatics, story writing, creative dramatics, puppetry, singing, and, choral recitation, the reader is able to emotionally respond to the content, identify the story characters or incidents and see the imagery of the language used by the author.

4. Enrichment Activities7

Storytelling—Everybody likes to listen to a story. Choose a quiet place. In Japan, it is customary to light a candle before a storytelling session which brings the children to quiet down in an atmosphere of awe and wonder.

Book Contests—Challenge children to look for details in stories. In a “ Read-a-Thon”, children are given the same book to read, after which they are divided into smaller groups and asked questions. The group can write their answers in a paper or small white board. Prizes such as bookmarks or books can be given.

Reading Charts—Shows how many books children have read. Children are asked to draw and illustrate the cover of the storybook they have read.

Advertising Books—Children can create an advertisement to “sell” or promote a particular book to listeners. Write down the advertisement with the child and pretend to read it over the microphone.

Dramatization—Dramatize the characters of the book. Children have to read the descriptive passages in the book to create the characters. Use improvised costumes.

Going on field trips—Field trips are great ways to develop speaking and writing skills. Just before the trip, make a visual map of what the children will see. On their way to the place, they can check out the places and write brief

7 Museo Pambata and Project K

67

descriptions of the old building or the drugstore. They can write poems, songs, or a short story of interesting places. These places can include the municipal hall, the park and, the market.

Word Dominoes—Cut cards of equal sizes. Put words and pictures on the cards and have the pupils match the pictures and the words.

Using Scrap Materials—Use scrap materials such as old cards, magazines, pictures, calendars and ask children to tell and write stories about them.

Pride in their Work—Display the work of children. Hang a clothesline and use clothes pins to hang their work.

Drop Everything and read (DEAR)—Pupils are encouraged to read anything for a certain period. The teacher asks them to share what they read.

Brotherhood/Sisterhood in Reading--This is part of remedial reading using the “each-one-teach-one technique”. It helps slow readers to cope with their reading problems through the assistance of older children or their classmates.

Create a Character—Students work in pairs to develop a character. Give each pair a picture of a person. Have them create orally the person’s name, age, occupation, schooling, personality, hobbies, address, and family members. Then, after the characters are developed, have the characters talk to one another.

Memory Game—Cut out pictures of objects and paste them into a piece of paper. Show it to the class for 30 seconds. Tell them to write the names of the objects they remember. Compare the lists by pairs or by groups. Ask them to tell a story about the objects.

68

EdGE Unites School and Barangay Heads for Children's Education

Mayor Hercules 'Bobot' Umali wanted a sustainable mechanism that would address the quality of education in the municipality of Bongabong, Oriental Mindoro. This was only possible if stakeholders cooperated with each other under a common goal. Public school principals had already attended the School Governance Workshop under USAID's Education Governance Effectiveness (EdGE) program in November 2013. He followed this up with a convergence meeting to reconcile the principal's plans with the local school board's own that was formed during EdGE's LSB workshop, also in November. However, most barangay leaders still lack awareness as to the state of education in the elementary schools within the barangays under their care. Apart from the four that attended EdGE's Barangay Leaders workshop in April 2014, most of them made no effort to interact with their respective school principals. Umali knew that their cooperation was crucial in order to address the factors that contribute to decreasing participation, cohort survival, and overall low performance. To address the problem of apathy, Mayor Umali initiated a localized barangay leaders workshop on Sept. 29, 2014, once again, under EdGE's framework. The barangay leaders became aware of the declining state of education in their municipality. They recognized that they have a role to play to improve the education of children who go to schools that bear their barangays' names. For the first time, the barangay heads began to show real interest in education reform. During Bongabong's Education Summit held the next day, the effect of the barangay workshop achieved its intended result. The barangay leaders were more than willing to render their support to the school principals and committed to immediately draft a workable program with them to address the hindrances to children's proper learning. The highlight of the activity was when the barangay chairmen shared a handshake with their respective school principals to show their commitment and cooperation for the future of Bongabong's children. "I want to leave a good legacy in my last term as mayor of Bongabong," says Mayor Umali at the summit. With his barangay leaders and principals now cooperating, his sustainable mechanism and legacy are off to a very good start.

Success depends on stakeholders' willingness to work together

“I want to leave a good legacy in my last term

as mayor of Bongabong,” says

Mayor Umali.

Barangay chairmen and their respective school principals share a handshake to signify their unity and cooperation for the future of Bongabong's children.

69

LSB Exercises Participatory Governance through EdGE Pact "Education is the great equalizer because empowering the underprivileged and elevating them from their marginalized conditions breaks the cycle of poverty that is highly prevalent in our society," Cagayan De Oro (CDO) Mayor Oscar Moreno declares upon reorganizing and expanding the membership of his Local School Board (LSB) under Executive Order 191-13 issued on Oct. 29, 2013. This was a month after signing a pact with 68 other mayors, during the National Summit held on Sept. 26-27, 2013, to uphold good governance and improve learning outcomes of children in their communities under USAID's Education Governance Effectiveness (EdGE) Program through Synergeia Foundation Acknowledging the power of collaboration and cooperation between the city government and its stakeholders, the LSB expanded its membership as a show of commitment to EdGE. CDO's LSB now has 15 members, eight of which come from the community. Moreno says the LSB intentionally set the number in favor of community stakeholders to encourage them to remain active since a quorum will not be reached without them in attendance. Moreno says extending membership to the community promotes accountability because stakeholders are directly involved with program planning and implementation. In a succeeding display of participatory governance, the expanded LSB initiated a localized EdGE barangay leaders workshop on Aug. 1-2, 2014 wherein 78 out of 80 barangay leaders participated. Moreno declared the activity a "milestone" as it was the first time barangay officials of the city gathered together specifically to focus on education. "This is the first time our barangays will understand what is going on in education," Moreno says. Addressing school heads during EdGE's School Governance Workshop on September 24, 2014, Moreno attested to another advantage of a functioning LSB, saying it was able to build more classrooms within the year using the special education fund (SEF) alone. The SEF is an additional 1% levy that is collected together with real property taxes paid to the local government. Its allocation is under the control of the LSB. "The local government has the power to collect taxes but they also have a higher level of accountability. At the same time, the community gains a sense of ownership of the programs. That is what devolution is meant to achieve,” says Mayor Moreno.

Effective leadership engages people to work together.

“The local government has the power to collect taxes but they also have

a higher level of accountability. At the

same time, the community gains a

sense of ownership of the programs. That is

what devolution is meant to achieve,”

says Mayor Moreno.

CDO's expanded LSB meets to discuss plans for the improvement of education in the city.

70