promoting quality universal public education through democratic and strategic planning in naga city
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Promoting Quality Universal Public Education Through Democratic and Strategic
Planning in Naga City
“I have given proofs as one who most wants liberties for our country and I continue wanting them. But I put as a premise the education of the people so that through education and work, they might have a personality of their own and make themselves worthy of liberties. In my writings I have recommended study and civic virtues, without which redemption is impossible. --JOSE RIZAL(Manifiesto, 15 December 1896)
Objectives
ObjectivesTo further contribute to the promotion of
quality universal public education in Naga City
To build upon Naga’s assets and initiatives in democratizing educational planning and management in the public schools
Context
The Philippine education context:
• Out of 1000 Grade Six elementary graduate students, only 6 are prepared to enter high school
• The Philippines is No. 41 in Science and No. 42 in Mathematics among 45 countries
• 1 in every 8 schools has a teacher-to-pupil ratio of 1:50 and above
• 1 in every 3 students does not have a single textbook
Situation in Naga before 2002
• Local School Board functioned merely as a local budgeting body, with minimal participation of stakeholders
• Dedicating the Special Education Fund mainly in physical facilities
• Average academic achievement level of students of 42%
Reasons for the decline in access and quality:
Not enough investment of public resources
1) Inefficient allocation of resources
2) Over centralized decision making fails to capture local knowledge and needs
Strategies implemented by the City
Lesson plans
Workbooks
Sanggawadan
Locally funded teachers
Brigada eskwelaAdopt a School
Incentive to teaching performance
Teacher training
CLICK strategy
Empowerment Fund
Construction and repair of school buildings
INSPIREQUEEN
Nutri-Dunong Surog AdalProject “Alliance for Learning”
Alternative learning System
DIVISION ACHIEVEMENT TEST RESULTS
NAGA CITY
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SCHOOL
SCO
RES 2003 - 04
2004 - 052005 - 06
National Achievement Test 2005ELEMENTARY (Grade VI)Division English Science Math Total RankIriga City 71.33% 64.56% 69.41% 68.43% 1Naga City 62.15% 57.12% 61.01% 60.10% 2Catanduanes 61.35% 56.97% 61.44% 59.92% 3Camarines Norte 60.78% 55.75% 61.49% 59.34% 4Sorsogon 58.19% 53.65% 55.30% 55.71% 5Masbate 54.86% 50.08% 56.56% 53.83% 6Tabaco City 56.34% 49.58% 50.62% 52.18% 7Camarines Sur 51.80% 48.01% 51.43% 50.41% 8Sorsogon City 52.18% 47.90% 50.01% 50.03% 9Albay 51.71% 46.67% 49.66% 49.35% 10Masbate City 52.39% 46.38% 47.77% 48.85% 11Legaspi City 50.13% 45.68% 45.94% 47.25% 12Ligao City 45.10% 40.83% 40.81% 42.25% 13
SECONDARY (4th Year)Division English Science Math Total RankNaga City 60.61% 44.28% 58.79% 54.56% 1Catanduanes 55.63% 42.87% 59.70% 52.73% 2Sorsogon City 54.00% 48.31% 53.85% 52.05% 3Masbate 47.26% 34.85% 45.51% 42.54% 4Tabaco City 49.53% 32.06% 45.26% 42.28% 5Masbate City 47.82% 34.04% 43.81% 41.89% 6Sorsogon 45.12% 35.68% 44.80% 41.87% 7Camarines Norte 46.79% 33.63% 44.07% 41.50% 8Legaspi City 47.59% 34.20% 37.92% 39.90% 9Albay 44.69% 33.24% 41.50% 39.81% 10Iriga City 46.20% 31.17% 40.93% 39.43% 11Camarines Sur 42.82% 31.98% 40.11% 38.30% 12Ligao City 43.45% 29.61% 38.43% 37.16% 13
Findings
Findings: LSBOPPORTUNITIES CONSTRAINTS
Use as leverage for community involvement in education issues
Use of SEF budget only for operation and infrastructure
Participation of different stakeholders in strategic planning and implementation
Need of detailed, updated and comprehensive data base
LSB as a space for towards the improvement of the quality of education as a collective
Competing stakeholder interests fail to represent collective concerns
Provisions for EF Monitoring Committee
Weak monitoring, evaluation and feedback mechanismsNonfunctional Monitoring Committee
Findings: School ManagementOPPORTUNITIES CONSTRAINTS
Institutionalize channels for input (Annual Procurement Plan, teacher training, hiring)
Lack of input from teachers, students in allocation of funds
Training at a local level.Inclusion of teachers, principals, parents to increase participation, quality and regularity.
Low budget for teacher training
Inclusion of parent, teachers as means of capacity building and accountability
Unclear rules and functions of the School Governance Board
Zoning, disseminate information on quality of smaller schools
Oversized classrooms
ELEM EN TARY SCH O O L TEACH ERSN O . O F
STU D EN TSRATIO
AVERAG E CLASS SIZE
Triangulo E.S. 11 321 1:29 29B alatas E.S. 1 32 1:32 32Jose Rizal E.S. 11 378 1:34 34San Isidro E.S. 14 483 1:35 35Concepcion G rande E.S. 35 1217 1:35 35Sabang E.S. 40 1410 1:35 35Tinago Central School 25 882 1:35 35Panicuason E.S. 11 392 1:36 36Carolina E.S. 20 719 1:36 36M abolo E.S. 23 830 1:36 36Villa Corazon E.S. 6 222 1:37 37Pacol E.S. 17 630 1:37 37D r. D . Abcede E.S. 22 838 1:38 38N aga Central School 1 74 2822 1:38 38D on M . Abella E.S. 35 1344 1:38 38Sta. Cruz E.S. 28 1096 1:39 39N aga Central School 2 56 2267 1:40 40Julian B . M eliton E.S. 46 1882 1:41 41Tabuco Central S. 39 1600 1:41 41Calauag E.S. 28 1154 1:41 41R.V. M aram ba E.S. 19 785 1:41 41D el Rosario E.S. 8 331 1:41 41M ac M ariano E.S. 23 966 1:42 42Villa G rande E.S. 6 262 1:44 44San Rafael E.S. 3 137 1:46 46M orada Ram os E.S. 2 100 1:50 50Teodora M oscoso E.S. 2 100 1:50 50G ranview E.S. 9 514 1:57 57
Average 22 847 1:39 39
TOTAL 614 23,714
TEACH ERS AN D EN RO LLM EN T
DIVISION OF CITY SCH O O LS CITY O F N AG A
SY 2006 - 2007
AVERAGE CLASS SIZECITY OF NAGA 2006 - 2007
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Findings: School Management
OPPORTUNITIES CONSTRAINTSUse of communication strategies (feedback, channels, information flow)
Hierarchical interaction between levels of authority constrains participation and innovation
Inclusion of teachers, principals, parents to increase participation, quality and regularity in teacher training, e.g. CSBTP
Inequitable access and limited teacher training.
Findings: Parents & StudentsOPPORTUNITIES CONSTRAINTS
Enhance participation in school governance (School Governance Board, Evaluation Committee, Monitoring Committee and Multi-sector Hiring Committee)
Lack of experience for active engagement in school governance and management
Queen Project, Brigada Eskwela for parental involvement
Low participation of parents in school assingments (low literacy rates and/or time constraints)
Findings: Parents & Students
OPPORTUNITIES CONSTRAINTSRepresentation in LSB, in school management
Lack of student participation in LSB
Sanggawadan, Alternative Learning System, SPED, Nutri-Dunong
Out of school children and youth
Guiding Principles
Guiding Principles of Decentralized Education
PlanningDecentralization reforms have a
positive influence on the efficiency and effectiveness of education service delivery:
(a) enables the service provider (i.e. the school) to make use of information about local preferences, and
Guiding Principles…
(b) increases the opportunity for the service receiver (i.e. the community) to hold the service provider accountable,
(c) which in turn can improve teaching and learning.
School Based Management Approach
School Based Management Approach
• a proposal to decentralize and debureaucratize school control and for shared decision-making in schools
• embodies an integrative perspective for organizing change at the school level.
• a practical approach, complete with identifiable milestones and operational guidelines to help various actors at the central, division, district and school levels tackle simultaneous activities on the ground.
PARTNERSHIPfunding
SBMSchool BasedManagement
COMMUNICATIONFLOW
coordination
VOLUNTEERISMmobilization
ALTERNATIVE LEARNINGAdult literacy,
Out of school youth
SBM APPROACH: STRATEGIC PLANNING
“Increased decision making autonomy for schools can increase efficiency by taking advantage of the superior knowledge that
schools have of conditions, needs and preferences of families and students, and of their greater accountability to families.”
“The continuous process of making present entrepreneurial decisions
systematically, and with the greatest knowledge of their futurity; organizing
systematically the efforts needed to carry out those decisions; and measuring the
results of these decisions against expectations through organized systematic
feedback.”
Source: Peter Drucker, 1974
Deterministic rational planning:
• specialization of tasks,
• strict and explicit chain of command
• strict formal rules and procedures,
• does not suit the complexity and diversity of people and communities
Strategic Planning:
• organic management system
• respects diversity and local conditions
• based on flexibility and adaptability
• relies on participatory decision making and horizontal communication.
Interactive Strategic Planning Works for:
• Instructional objectives
• Curriculum review and development
• Teacher performance review
• Student Assessment• Quality Improvement• Equity and Equality
goals
Deterministic Standardized
Planning Works for:
• Space allocation• Physical plant
construction• Cost analysis• Enrollment forecast
SBM in TEEP…• awakened and mobilized parents,
communities, and local officials to invest time, energy and resources in the future of their children; and
• produced leaders at all levels of the organization and across functions with thecapacity to manage change, providing them a positive, nurturing and liberating environment that allowed for mistakes while innovations bloomed.
Three TEEP Divisions Made It To The Country’s “Top Ten”
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75% Mastery Level
e.g. Biliran in the top ten divisions in 2004-05: from 44% in 2002-03, it rose to 72% in 2004-05
SCHOOL BASED MANAGEMENT: EVIDENCE
FROM KENYA
Recommendations:
• Decentralization of teachers hiring and firing procedures
• Provide funds for school committees to hire locally an extra
• Training of school committee on hiring and local monitoring of local teacher
EDUCATION DECENTRALIZATION
POLICY RECOMMENDATIONS: COMMUNICATION AND
SOCIALIZATION
Recommendations
• Formal Communication Budgeting Process
• Logical and Motivated Sequence
• Lateral Communication
• Information and Sensitization Session
• Train-the-Trainer Workshop
Dilemma: Hierarchical interaction between staff constrains participation and innovation
Risks and Considerations:• Development of better communication
requires specific mechanisms
• To help ensure successful communication, guidelines are needed
• Cultural and religious media can be very effective
• Formal communication processes should be complemented by informal ones
Recommendations
Recommendation 1
Adopt a school-based management approach through new roles and functions of the School Governance Boards, particularly principals, teachers and parents.
Requirements
a. freedom to develop and adopt teaching and learning strategies appropriate to their conditions;
b. targeted focus on least learned skills, literacy and numeracy in the classroom;
c. enhanced teacher effectiveness through training and regular sharing of pedagogical experiences
d. instructional supervision of school heads made accountable for the performance of their schools; and
e. strong district and division support.
Recommendation 2
Reinvigorate the roles and functions of the higher levels of authority (e.g. superintendents
and supervisors) who will promote SBM, train and
supervise SBM promoters, oversee quality of SBM conduct
in schools, etc.
Recommendation 3
Create systems of continuous profiling, database development and uptake, research, monitoring, feedback and information flows within and between public schools, and between School Governance Boards, the District Division of DepEd, and the Local School Board.
Recommendation 4
Promote and develop culture of capacity-building in strategic planning and life-long learning among teachers, principals and
superintendents, including an open culture of sharing, exchange, continuous
learning and a reading culture among students and teachers.
Recommendation 5
Diversify sources of resource mobilization using strategic planning:
Requirements
a. Tap private-public partnerships or resource mix, e.g. community schools, taxation policies, real estate contributions
b. Expand the role of local volunteers from various sectors and organizations in supporting Alternative Learning Systems, QUEEN and other City-LSB Innovations
c. Create learning-related School self-financing schemes and cost-recovery
d. Develop home-based schooling and distance education.
Recommendation 6
Reallocate the Empowerment Fund based on identification of strategic needs and consideration of diversity and equity issues. Use combined clustering and targeting of schools, as well as clustering and targeting of recipients of subsidy programs within schools, to identify the most needy and to allocate resources more efficiently.
Keys to success of CCTPs:
• Well-designed conditionality• good monitoring and evaluation
system• sound targeting methodology• satisfactory supply and quality of
schools
Recommendation 7
Combine various options/programs to address demand-side constraint among poor families, e.g. information dissemination, life skills, decision-making skills, parenting skills, monitoring, financial incentives, etc.
Recommendation 8
• Endeavour to us locally- generated funds to augment teachers’ salaries to at least above poverty level lines
• Salaries of locally funded teachers must be comparable to regular teachers
• Use SBM and strategic planning for community economic development for teachers and poor families
Risks and Mitigation Strategies of
Decentralization
Risk and Mitigation Strategies…
• Advantages– Inventiveness– Context driven
• Risks– Central government abandoning its role– Privatization of education– Market efficiency– Susceptible to capture by local elites– Resistance from higher levels of authority
Risk and Mitigation Strategies…
• Challenges– Transparency in the use of resources– Dissemination of regulations – Quality driven goals
Denying equal access to
quality education
is to deny a child’s right to his or her future…
...is to deny his or her right to be happy in the Maogmang
Lugar!
Salamat Po!
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