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Project Rendaw Better Education Through Community Action
Upi , Maguindanao
Karunungan, “Rendaw” (Liwanag)
para sa Kinabukasan ng mga Kabataan
Upi Profile
Upi is located in the Province of Maguindanao in ARMM
53,583 populace (NSO 2015) : Teduray lumads 44%, Moro 23%, Luzon/Visayas Settlers 33% (Ilonggo 17%, Tagalog 7%,
Cebuano 3%, Ilocano 2%, other ethnic groups 4%)
Area = 74,295 Hectares 23 landlocked barangays
Brief Description of
Project Rendaw
Project Rendaw is a collaborative project
among the Local Government Unit of Upi,
Synergeia Foundation (USAID’s
implementing partner), and the Department
of Education– Upi North and Upi West
Districts with financial support from the
USAID.
The mission of Project Rendaw is to develop
reading proficiency among grades 1-3
students in Upi North and West Districts and
envisions at the short term, that 70% of
students at this level attain Reading
proficiency.
To ensure quality performance in Reading,
Project Rendaw adopts a unique tri-people
strategy in building a community that will be
conducive in achieving this goal.
Mission and Vision
Project Objectives:
1. Consistent assessment of performance in
Reading of primary school children in the
public school of Upi and determine areas
for strategic interventions;
2.Mobilize Community Support for
Education;
3. Implement Innovative and Community-
based Measures and Reforms in the
following key result areas:
Local School Board
Parents’ Involvement
Teachers’ Preparations
Teaching Methods
Curriculum
Instructional Materials
Cultural Integration
Barangay School Boards
4. Develop mechanisms to sustain the
gains in community stakeholdership;
5. Identify alternatives to generate
resources for project’s continuity.
Strategies:
1. Reinvention of the Local School Board of
Upi towards the formation of an integrated
policy and planning system to include
Transparency in budgeting process,
procurement and decision-making for local
education reform plans;
2. Provision of opportunities for
community-wide participation in planning
and evaluation, and dissemination of
information using the community radio,
parents and assemblies.
3. Capacity-building of parents, teachers,
as well as local government officials
(municipal and barangay level) and
village reading sessions for students.
4. Partnership with civil society to
generate resources and expertise.
Program Implementation
• Synergeia Orientation • Mayor Ramon A. Piang, Sr., SB member Bonifacio Paragas,
District Supervisor Wilfredo Ibañez, were invited to Tagaytay thru Notre Dame of Marbel University to join Synergeia Foundation orientation to Reinvent the School Board – September 18, 2004
• Organization of Project Rendaw’s Project Management Team
• Orientation of Project Management Team & Existing School Board
• Goal setting
• Formulation of Strategic Education Management Plan
• Assessment of Education Status • Assessment of all Grade 1 pupils
• Assessment on the status of education support facilities
• Commitment support of all Grade 1 Teachers, DepEd Local Officials and LGU
• Processes in the conduct of assessment tests
• Conduct training of teachers on Reading conducted by Synergeia Foundation and Notre Dame of Marbel University
• Conduct of education summit
• All stakeholders were present
• Grade 1 teachers/district staff Parents Teachers Community Association, parents, school heads, school nurses, barangay officials
• State of Education Address
• Local Chief Executive statement on the present education status
• Venue to level-off goals for education reforms for the whole municipality
• Commitment setting of all stakeholders
• Guide Questions
• What are your dreams for your children in school?
• What factors hinder these dreams from coming true?
• What can we do as an individual to help improve the learning performance of our children?
Then Naga City Mayor the late Sec.
Jesse Robredo during the
Education Summit
Then US Ambassador Francis J.
Ricciardone during Project Rendaw
Launching
School Board
Child Increase
Academic
Achievement
D E P E d
Sch.
Admin. Provides
Instruc-
tional
Supervisi
on and
administra
tive
Compe-
tence
Mayor/District Supervisor/LSB
Member: * Provides Resources
Mu
n./
Brg
y &
SK
. Offi-
cia
ls:
Pro
vid
es R
esourc
es
• Full commitment and
support to the
education of their
children. • Active involvement of
parents in school
programs and activities • Home visitation Regular follow up of
pupils’ assignment •Institutionalized
feeding program •Improve study habits
at home
• Allocate LSB Fund for education • Prioritize needs of schools • Recognize schools with high MPS • Expanded LSB to Barangay level • Full LSB Support to school projects /programs
• Provides conducive
learning environment • Close supervision of
teachers • Provides instructional
assistance to
teachers • Provide activities for
values reorientation • Conduct regular
supervision • Departmentalize class
program
• Regular attendance of teachers • Sustainable remedial class in core subjects • Commitment and dedication towards work • Competent teachers • Develop positive attitude of pupils towards learning
• Support the school
program/projects • Allocate SK budget
to education • Allocate 15% of 20%
Brgy. Dev’t. Fund. • Create Barangay
School Board
Teacher: Provides Instructional Competence
LGU / N G O
PTCA /
Comm
Parents * Provides
Resources & Support
Framework
Education Summit Targets:
• 7 out of 10 grade 1 pupils should be readers
• 7 out of 10 grade 1 pupils can finish Elementary
• 6 out of 10 grade 1 pupils can finish High School
• 6 out of 10 grade 1 pupils can finish College
• LGU has institutionalized the Project Management Team to manage educational reforms of the municipality
• High level of consciousness of LSB members on the significance of their roles.
Project Gains:
Innovation of Local School Board
TRADITIONAL Empowered
Functions:
Budgeting
Authorized SEF disbursement
Advisory, i.e. change in name
of public schools
Endorse promotion of
education officials
Functions:
Capacity building
Performance measurement
Resource mobilization and
allocation (SEF)
Procurement of SEF-funded
services (teachers, instructional
materials)
Promoting participation
Policymaking
Organization & Membership
Eight-man board loaded in
favor of the local government
unit (LGU)
Organization & Membership
Eight-man board (with voting rights)
9 Non-voting representatives
(private schools, business sector,
media, CSO, Religious, Women)
• The community now realize that education is not only the work of the teachers/the municipality/the province but is the concern of all stakeholders.
• SEF is now being utilized purely for education reforms/concerns
• Special Education Fund (SEF) is now geared towards the output of the education summit.
• Involvement of children in the tax campaign as talents/voice-overs in DXUP, Upi’s community radio.
• Resource mobilization thru coordination
with The Asia Foundation (TAF) on Real
Property Tax System (RPTS) campaign
program
• Parents realized that SEF is the budget
for the Project Rendaw Education
Reform Program – they now help in the
campaign for the payment of real
property tax in the community
YEAR TOTAL SEF COLLECTION
2004 205,495.12
2005 237,782.70
2006 285,930.06
2007 455,250.29
2008 495,336.39
2009 642,136.86
•Increase of SEF through the increase of
RPT collection
• Provided LGU alternative strategies for resource generation.
• 1:1 pupil-workbook ratio.
• Twenty-three (23) barangay school boards have been organized to coordinate education activities for in and out-of-school youth.
• Developed and contextualized training
programs for parents based on the
T’duray dialect.
• Expansion program through the
Expanded Local School Board to include
Out-of-School –Children and Youths
(OSCY) (Livelihood Training and
Alternative Learning Systems).
• Parent leaders have conducted the
training of other parent leaders in 10
other municipalities in ARMM, scaling up
its program on responsible parenting to
reduce dropouts and improve academic
performance of children.
Pre-primer Primer First reader Second Reader Third Reader
2005 86.59 7.06 4.79 1.44 0.12
2006 53.94 18.62 16.69 9.56 1.17
2007 15.83 22.94 22.07 30.92 8.22
0
10
20
30
40
50
60
70
80
90
100
Improvement in the Sight Reading Skills of Upi Children from 2005-2007, in percent
2005
2006
2007
• Project Rendaw resulted in an increase
in the number of readers from 2 out of
10 in 2005 to 8 in 2007.
• The number of children with advanced
reading skills increased from only 0.2
out of 10 to 8 in 2007.
• Assessment test was checked/analyzed
by Synergeia Foundation.
Specific Outputs:
• Expanded and Strengthened the Local
School Board
• Organized 23 Barangay School Boards
• Conducted 1 Municipal Education Summit
• Conducted 23 Barangay Education
Summits
• Conducted 3 Annual Reading Assessment
Tests
• From 2005-07, 5,452 Math and English
Workbook were distributed annually to
Grades 1 to 3 students
• Conducted 4 series of Math trainings to all
Grade 1-6 teachers
• Conducted 4 series of English trainings to
all Grade 1-6 teachers
• Conducted 3 series Mentors training to
selected Grade 1-6 teachers
• Conducted 3 series of
on-site mentoring
sessions to all Grade
1-6 teachers
• Conducted 4
educational tours to
Kabacan, Cotabato
and Davao City
• Conducted 12 cluster trainings to parents
• Conducted 2 core group trainings to
parent-leaders
• Conducted series of parenting sessions to
all 35 schools.
• Constructed/ Created 46 Community
Learning Centers
• Construction of 2 units 2- classroom
school building.
• Distributed instruction materials annually
to all teachers
• Screened and hired 6 Teacher-Aides from
SEF funds
• Formulated 23 Barangay Education
Report Card
• 766 OSYs
graduated from
Basic Literacy
• 406 OSYs
graduated from
Livelihood
training
Livelihood trainings:
Thank You
Fiyo Bagi
Sukran!!
“It takes a village to raise a child” African Proverb