Technical Assistance Consultant’s Report
Project Number: 43915 April 2013
Republic of the Philippines: Computer Access Mentorship Program — a Public–Private Partnership for Enhancing Education Quality (Financed by the Republic of Korea e-Asia and Knowledge Partnership Fund)
Prepared by Sa Aklat Sisikat Foundation, Inc. Manila, Philippines
TA 7513-PHI: Computer Access Mentorship Program — a Public–Private Partnership for Enhancing Education Quality
A. Introduction
The Asian Development (ADB) approved on 12 April 2010 the provision of capacity development technical assistance (the Technical Assistance), through a partnership agreement between ADB and Sa Aklat Sisikat Foundation, Inc. (SAS), in collaboration with the Boy Scouts of the Philippines (BSP) and the Department of Education (DepEd). A memorandum of agreement (MOA) was signed among SAS, BSP and DepEd on 11 January 2010 to formalize the collaboration for this project. The Letter of Agreement between ADB and SAS was signed on 11 August 2010.
SAS is a registered nongovernment organization, involved in upgrading the skills of public elementary teachers in the teaching of reading since 1999.
To reach larger numbers of teachers, dispersed over a wide geographic area, and in response to the urgent need for functional literacy, the Computer Access Mentorship Program (CAMP) pilot project aims to develop and provide ready access to an Information and Communication Technology (ICT) based training program to improve the quality of teaching reading online. The program was an extension of the current SAS program, which currently improves reading skills only through the face-to-face training of teachers. At its heart, CAMP is a pilot online training software directed towards educating 9,000 public elementary school teachers in the latest and most progressive methods of teaching reading for meaning in their classrooms. The pilot was implemented over the course of three consecutive years (2010-2013).
B. Utilization of Funds
A total of $500,000 was allocated for the implementation of the pilot. The entire amount was disbursed to SAS through milestone payments as stipulated in the Letter of Agreement. Table 1 summarizes utilization of funds.
Table 1. Original Allocation and Actual Expenditure Expenditure Items Allocation % Actual %
Consultants 136,458.00 27% 142,467.18 28%
Equipment 135,417.00 27% 128,156.90 25%
Online Training/Workshops/Seminars 160,417.00 32% 165,598.62 33%
Other Project Expenses 67,708.00 14% 69,671.02 14%
Total Project Expenses 500,000.00 505,893.71
C. Project Implementation
CAMP Sites. The establishment of 50 CAMP sites was envisioned to be implemented in three phases. The first phase would establish 15 CAMP sites, Phase 2 would establish another 15 sites and the remaining 20 CAMP sites would be established in Mindanao during Phase 3. In
February 2011, a minor change in scope was approved reducing the target number of CAMP sites from 50 to 25 due to inadequate capacity of the 50 donated computers and depreciation of the dollar against the peso. Additionally, instead of 150 computers, only 75 were purchased for the CAMP sites. The number of target teachers to be trained remained unchanged.
A baseline survey was conducted in August 2011 which covered 500 individual interviews In 481 schools, across all 17 municipalities in NCR. In each of the sampled schools, 5 teachers were selected at random to participate. The results of the baseline survey are in Appendix 1. Survey results of the Knowledge, Attitudes and Practices of Public Elementary School Teachers in the National Capital Region is also in Appendix 1.
In April 2012, a change in the distribution of sites in Visayas and Mindanao as shown in Table 2 below was approved due to: (i) accessibility and sustainability (ii) security; and (iii) reliability of internet connectivity.
Table 2. Distribution of CAMP Sites Area No. of CAMP Revised No. of sites CAMP sites Luzon 30 15 Visayas 10 6 Mindanao 10 4 Total 50 25
SAS did not experience any major delays in TA implementation. In fact, because the project ran ahead of schedule in Year Two, the project trained more teachers and built and additional CAMP site through a private partnership (26 CAMP sites In total) – more than the originally committed number in the three-year implementation period.
In Phase 3, the team did not experience problems or issues affecting implementation, despite an original concern regarding the selection of CAMP Sites in Mindanao. Some of the problems encountered in the Mindanao Council Offices were: (i) difficult access (inhibiting computer maintenance); (ii) inability to provide Site security (computer theft); and (iii) unreliable electricity and Internet connectivity.
All deliverables for Year 3, based on the February 2011 approved change of scope, have been met successfully. Below are the Core/Key Activities/Milestones for Year 3.
By the end of Month 31 Completed Setup of 20 CAMP Sites (Phase 3) (by month 30) Training of Master Trainers by software developer Training of CAMP Custodians by hardware supplier Conducted User training Programs for Phase 3 (by month 30) Phases 1 & 2 on full production mode - i.e., Go 'Live' (by Month 24) Phase 3 on full production mode - i.e., Go 'Live' (by Month 31) Final Report
The list of CAMP Sites, CAMP Online Registration statistics, list of CAMP participants/participating schools, training schedule and hardware inventory are in Appendices 2, 3, 4, 5 and 6.
Project Management. A project implementation unit was established, consisting a Project Manager and project assistant, to oversee day-to-day implementation, including procurement, disbursement, reporting and information collection.
A project steering committee consisting of representatives from the DepEd Teacher Training Department, SAS, partner educational institutions and BSP was established to provide overall guidance and ensure linkages to national planning and policy dialogues. The Committee met annually (6 December 2010, 28 November 2011 and 30 November 2012).
Four individual consultants were engaged: (i) e-Learning Specialist, (ii) Instructional Developer, (iii) ICT Developer, and (iv) Reading Specialist.
D. Monitoring and Evaluation
SAS submitted to ADB quarterly and annual reports. A review mission and a site visit were conducted by ADB on 15 April 2011 and 23 January 2012, respectively. A review exercise was also conducted by SAS in Year 3. At project end, key assumptions and risks for CAMP have stayed the same. The following are the impact, outcome, and outputs:
Impact Status/Remarks As of project close on April 30, 2013, CAMP had 9,110 Improved learning outcomes, especially in registered participants. By engaging private individuals, reading, among students in schools the TA built a 26th CAMP Site in Cavite. covered by the project sites.
Outcome A replicable and sustainable ICT-based The software for CAMP is fully developed and online. It system that improves the teaching of consists of an introduction plus four modules whose focus reading. is to teach reading for meaning. Outputs Through the 26 CAMP Sites, elementary teachers will experience increased access to on-line in-service training. Output 1. Increased access to online in- At a meeting on April 18, 2012, the DepEd committed to service training opportunities in reading for post CAMP on its online Learning Resource Management elementary teachers. Development System (LRMDS) portal and official website – thereby increasing the reach of the program to public school teachers nationwide. Output 2. Training modules and materials SAS has developed the curriculum in coordination with its developed for online strengthening of Reading Specialists and Master Trainers. teaching skills in reading. The program consists of both videos and text, and Output 3. Improved teacher competencies includes numerous student-centered activities to teach in using a student-centered approach to reading for meaning. the teaching of reading.
TNS Philippines, a local media research company, has Output 4. Monitoring and evaluation successfully completed a Baseline and Post- system established. Implementation Survey of the CAMP project. The online program itself also has a monitoring system, as well as a rating system, which will evaluate the teachers internally.
A program evaluation survey/impact assessment was conducted. The results of the survey are in Appendix 7. The report also includes insights from the project and recommendations for program development.
Appendix 1 Baseline Knowledge, Aptitude and Practices Survey Results
A Baseline Survey on the Knowledge, Attitudes and Practices of Public Elementary School Teachers in NCR
(Project Deucalion) JC1100332
August 2011
Client Contacts: MS. CLARISSA DELGADO MR. WILLIAM SIDAYON
TNS Consultants: JOEL FLORES ABIGAIL SAMONTE 1 MA. CRISTINA DELORINO Table of Contents Page
Overview of the Survey 3
General Profile of Teachers 9
Attitudes Toward Teaching 17
Attitudes Toward Reading 24
Attitudes Toward Teaching Reading 29
Teaching Methods and Practices Segmentation 32
Learning Materials 34
Teaching Methods 37
Current Practices on Teaching Reading 39
Segmentation of Teachers 44
On-Line Practices and Digital Lifestyle 52
On-Line Practices and Behavior 53
Digital Lifestyle Segmentation 58
Summary and Recommendations 71
2 Overview of the Survey
3 Research Context
What brought about the project?
Sa Aklat Sisikat Foundation is “a non-profit professional Philippine organization that promotes the love and habit of reading in Filipino children.” They work with public schools all over the Philippines to provide resources and encourage students to make reading part of their lives.
As part of their vision to build a nation of readers, Sa Aklat Sisikat Foundation have designed the Computer Access Mentorship Program (CAMP). It is an online certificate course intended for our educators, which focuses on teaching reading for meaning.
Before launching the program, Sa Aklat Sisikat Foundation asked the help of TNS Philippines to conduct a baseline study and gather initial information on the current online practices and attitudes towards reading of public elementary school teachers.
The results of the survey shall be used by the organization in optimizing the design of the online course.
This document shall outline the results and key findings of the baseline survey.
4 Technical Details
RESEARCH DESIGN AND METHODOLOGY Face-to-face interviews using a structured questionnaire were conducted among a random, representative sample of public elementary school teachers in the National Capital Region. In each sampled school, 5 randomly selected teachers were interviewed.
SAMPLE SIZE, COVERAGE AND DISTRIBUTION: A total of N=500 interviews will be conducted covering all 17 municipalities in NCR. The distribution of the sample are as follows:
TOTAL ELEM # OF # OF MUNICIPALITY SCHOOLS IN RATIO SAMPLED INTERVIEWS NCR SCHOOLS Quezon City 92 19% 19 95 Manila 71 15% 15 75 Caloocan City 49 10% 10 50 Malabon and Navotas 43 9% 9 45 Valenzuela City 37 8% 8 40 Makati 28 6% 6 30 Pasig City 27 6% 6 30 Taguig and Pateros 24 5% 5 25 Paranaque 20 4% 4 20 Pasay City 19 4% 4 20 Marikina 17 4% 3 15 Las Pinas 16 3% 3 15 Muntinlupa 15 3% 3 15 Mandaluyong 15 3% 3 15 San Juan 8 2% 2 10 TOTAL 481 100% 100 500
5 Sampling Methodology A multi-stage stratified random sampling was employed for this study.
Stage 1: Allocation of number of schools 100 public elementary schools were sampled. The number of schools sampled per municipality was proportionate to the total number of public elementary schools in each municipality.
Stage 2: Random selection of schools The required number of sampled schools were drawn in proportion to the public elementary school teacher’s population size of municipalities in Metro Manila.
Stage 3: Random selection of respondent In each sampled school, 5 public elementary school teachers were randomly selected based on the official school teachers list. Fieldwork Preparation and Implementation Training of interviewers and group supervisors was conducted in Quezon City and lasted for two days. It includes learning the basics of the survey and questionnaire flow and mock interviews. Trained and experienced interviewers were recruited to conduct the survey.
The field manager ensured the proper field implementation as regards sampling and study content. She was assisted by one (1) field coordinator and two (2) group leaders who trained and supervised the interviewers.
Supervisors were tasked to monitor the study full-time. They observed actual interviews, follow-up and conducted surprise checks on the research team. Supervisors observed at least 10% of the total interviews of each interviewer. They also ensured that field logistics were received promptly and administered properly. Interviews were conducted weekdays from 9am6 to 6pm. Fieldwork Preparation and Implementation (cont’d)
Spot –checking was done in various stages of fieldwork, the first one took place after about 30% completion of interviews. During this phase, 20% of finished interviews were spot-checked by re-asking the respondents some factual questions included in the questionnaire.
If serious errors persisted after 20% spot-checking, the original interviews were invalidated and re- interviewed. An error was considered serious if dishonesty in recording was apparent or if there was serious misinterpretation of the study that resulted in the wrong information.
If some questionnaires were found to be incomplete or have inconsistent answers, the interviewer was asked to go back to the respondent to complete and correct the questionnaire.
Another spot-checking was conducted after 60% completion and the last one immediately after 90% completion of interviews.
At least 20% of each interviewer’s respondents was back-checked. This excluded supervised interviews. A combination of phone and in-person back-checking were conducted to ensure validity and accuracy of information gathered.
Substitution of respondents was done only after 3 valid callbacks. Substitutes also came from the same school and within the same age group and gender of the original sampled respondent.
After each interview, the interviewer was tasked to go over her work and check for consistency. All accomplished questionnaires were submitted to the assigned supervisor who checked and edited every interview. An office editor conducted a final consistency check on all accomplished interviews before coding.
7 Data Processing
A data entry program was used during data encoding to verify and conduct consistency checks on the encoded data. Data verification consists of checking if all codes were valid, skipping instructions were followed, consistency of responses among questions, consistency of codes, multiple or single responses. Fifty percent (50%) of each data encoder’s work were re-encoded to ensure accuracy of data entry.
No weighting factors were applied in running the data since the sample was already distributed based on the number of schools per municipality in the National Capital Region.
8 General Profile of Teachers
9 Basic Demographics
Gender Age Group Civil Status
Married Single Separated/widow/ widower
Educational Years in formal Position Subject taught* Attainment teaching
Completed college Some post graduate units earned/enrolled in 0-5 years Teacher (I, II, III) 6-10 years Post graduate (Master's Degree/Ph.D) Master Teacher (I, II, III, IV) 10 years and above Others *77% teaches more than 1 subject.
10 General Attitudes on Teaching
In general, public school teachers in NCR are contented and committed to their profession. In fact, 90% say they are likely to develop and strengthen further their teaching practice in the next 5 years. While 91% says they feel good in their workplace, more than half say that they “sometimes” feel frustrated (55%) and depressed (52%) in their workplace
TOTAL (%) TOTAL BASE 500 (%) With my work, I really feel important 99 Through my work I can make a difference to the 99 lives of the young people BASE 500 I really like going to work 98 Develop/strengthen teaching practice 90 I feel appreciated in my job 96 Move up to a higher position; management 58 I am passionate about my work 96 responsibility I am satisfied with my occupation 95 Move into a different educational setting (i.e. 22 I feel successful at my job 95 online teaching, tutorial, etc.) My students make me happy 94 Retire from work 19 Set-up a private teaching facility/services such I usually feel good at my workplace 91 18 I would be pleased if my child became a teacher 57 as tutorial or review centers It is in my workplace where I sometimes feel Leave profession 13 55 frustrated Change from full-time to part-time teaching 9 It is in my workplace where I sometimes feel 52 depressed Leave the Philippines to teach abroad 8 *figures reflected are top 2 box scores, those who agree
Significantly higher at 95% CL
11 General Teaching Practices and Methods A typical week for a teacher involves dialogue and interactive activities with students, introducing new concepts, monitoring reading ability and giving disciplinary actions and recognition.
Discipline my Engage in Evaluate Engage students in Give incentives/ Read to my students for being dialogue with students' level of language games, recognition students tardy/ absent students reading ability rhymes, and riddles Everyday 73 68 51 48 45 28 3-4 times a week 12 17 18 23 25 29 2 times a week 3 10 8 14 19 23 Once a week 9 4 21 14 10 17 Can't say/Refused 1 - 1 * * * Never 2 1 1 1 2 3
AVERAGE (PER WEEK) 5.8 5.6 4.6 4.6 4.6 3.7 *base: n=500
12 General Attitudes and Practices on Reading As expected, textbooks are the most common material that teachers read daily (76%)
OTHER BOOKS INTERNET TEXTBOOKS NEWSPAPER ASIDE FROM e-BOOK MAGAZINE ARTICLES TEXTBOOKS Everyday 76 34 19 13 3 5 5-6 times a week 10 8 12 6 3 5 3-4 times a week 10 15 23 15 6 12 2 times a week 2 10 14 9 6 16 Once a week 2 20 19 16 7 29 1-3 times a month - 6 7 8 4 16 Less than once a month * 6 3 8 7 14 Can't say/Refused - - 2 -** Never - 1 * 22 33 3 Not aware - - - 3 31 - *base: n=500 Significantly higher at 95% CL
13 General Attitudes and Practices on Reading Practically all teachers are considered book lovers (98%) and have at least read 3 other books aside from books used in school in the past month. Typically, teachers are delighted with activities related to books such as receiving a book for a present and using a dictionary.
Number of Books Read Aside Feelings Towards Different Activities Related to Reading from Books Use at School TOTAL 2% TOTAL (%) (%) BASE 500 BASE 489 Getting a book for a present 93 Using a dictionary 93 1 book 30 Learning from a book 92 98% 2 books 25 Starting to read a new book 90 3 books 19 Reading a book in school during free time 86 4 books 9 Reading for fun at home 86 5 books 9 Reading instead of watching a movie 82 more than 5 books 8 Going to a bookstore 80 Read other books AVERAGE 3 *figures reflected are top 2 box scores, very delighted/delighted Not read other books
14 On-line Practices and Digital Behaviour Generally, majority of teachers are digitally inclined. In fact, 67% access the internet once a week at the comforts of their home (87%). It is important to note however, that about 1 out of 4 (24%) teachers have never tried accessing or have no access to the internet.
Frequency of Accessing the Internet Where Usually Access the Internet
TOTAL TOTAL (%) (%) BASE 380 PC/Laptop/netbook at home 87 PC/Laptop/netbook at an Internet cafe 12 BASE 500 PC/Laptop/netbook at school or university 6 Several times a day 10 Mobile device such as mobile phone, 4 Once a day 26 smartphone, personal organizer Several times a week 16 PC/Laptop/netbook at work 3 PC/Laptop/netbook elsewhere (library, at a Once a week 15 3 friends house) 1-3 times a month 5 Other device/location 1 Less than once a month 5 Relative's house 1 Never 19 No access to the internet 5 Significantly higher at 95% CL
15 Digital Behaviour Social Networking (83%), Knowledge and Education (79%) and Email (76%) are the top activities that teachers TOTAL frequently engaged in. These are also the activities ranked (%) to be the most important. BASE 380 News, Sport & Weather Several times a day 4 Once a day 20 Several times a week 16 Once a week 21 TOTAL TOTAL 1-3 times a month 11 (%) (%) Less than once a month 13 BASE 380 BASE 380 Never 16
Social Networking & Connecting Planning & Organising Personal Interest Several times a day 10 Several times a day 1 Several times a day 4 Once a day 27 Once a day 7 Once a day 13 Several times a week 21 Several times a week 8 Several times a week 10 Once a week 25 Once a week 17 Once a week 23 1-3 times a month 8 1-3 times a month 11 1-3 times a month 8 Less than once a month 8 Less than once a month 19 Less than once a month 16 Never 2 Never 37 Never 26
Email Personal Admin Multi-Media, Entertainment Several times a day 5 Several times a day - Several times a day 6 Once a day 25 Once a day 1 Once a day 17 Several times a week 20 Several times a week 2 Several times a week 16 Once a week 26 Once a week 4 Once a week 21 1-3 times a month 10 1-3 times a month 7 1-3 times a month 15 Less than once a month 9 Less than once a month 10 Less than once a month 16 Never 6 Never 76 Never 10
Knowledge & Education Shopping Online Gaming Several times a day 9 Several times a day - Several times a day 2 Once a day 23 Once a day 1 Once a day 6 Several times a week 25 Several times a week * Several times a week 7 Once a week 22 Once a week 1 Once a week 11 1-3 times a month 11 1-3 times a month 3 1-3 times a month 8 Less than once a month 7 Less than once a month 11 Less than once a month 17 Never 2 Never 84 Never 49 *figures reflected are those who ever tried accessing the internet
16 Attitudes Toward Teaching
17 How Do Teachers Feel About Their Profession Majority of public elementary school teachers in NCR love their profession and believe that they can make a difference to the lives of young people. While they are proud of their profession, only a number of teachers would be extremely pleased if their children would also become teachers .
Through my work I can make a difference to … 64 With my work, I really feel important 64 I really like going to work 62 I am passionate about my work 46 My students make me happy 43 I feel appreciated in my job 43 I am satisfied with my occupation 43 I feel successful at my job 37 I usually feel good at my workplace 35 I would be pleased if my child became a teacher 15 It is in my workplace where I sometimes feel … 9 It is in my workplace where I sometimes feel … 7
0 10 20 30 40 50 60 70 80 *figures reflected is top box score only, those who strongly agree
Significantly higher at 95% CL
18 How Do Teachers Feel About Their Profession Older teachers are more satisfied with their work compared with the younger single teachers. This is the probable reason why among those working for only 0-5 years, only 52% say can feel their significance in their work.
Age group
Civil status With my work, I really feel important I usually feel good at my workplace
Years of teaching
Significantly higher at 95% CL *figures reflected is top box score only, those19 who strongly agree Significantly lower at 95% CL How Teachers See Their Selves Five Years From Now More than half (52%) still see themselves teaching and very likely to develop and strengthen their expertise in the next 5 years.
Develop/strengthen teaching practice 52
Move up to a higher position; management 16 responsibility
Retire from work 9
Leave profession 4
Move into a different educational setting (i.e. online 3 teaching, tutorial, etc.)
Set-up a private teaching facility/services such as tutorial or review centers 3
Leave the Philippines to teach abroad 2
Change from full-time to part-time teaching 1
0 10 20 30 40 50 60 *figures reflected is top box score only, those very likely to
Significantly higher at 95% CL
20 How Teachers See Their Selves Five Years From Now Teachers from 20-49 age bracket are more aggressive in their profession. On the other hand, older teachers are more of the laid-back type.
AGE GROUP
TOTAL 20-29 30-39 40-49 50-59 60-64
BASE 500 88 141 136 86 49 Develop/strengthen teaching practice 90 99 95 97 74 71 Move up to a higher position; management 58 76 67 60 41 29 responsibility Move into a different educational setting (i.e. 22 25 21 16 22 39 online teaching, tutorial, etc.) Retire from work 19 - 4 10 47 76 Set-up a private teaching facility/services 18 24 21 13 15 14 such as tutorial or review centers Leave profession 13 3 3 6 30 47 Change from full-time to part-time teaching 9 7 10 4 13 20 Leave the Philippines to teach abroad 8 13 11 7 7 2 *figures reflected is top box score only, those very likely to
Significantly higher at 95% CL
Significantly lower at 95% CL
21 Teachers’ General Beliefs Teachers in NCR are generally dynamic. They are willing to learn, and be able to adapt to the developments that come with time, bringing about changing needs of students.
It is very important for me that I make the subject meaningful to students 73
Teachers should not stop learning 72
Teachers should constantly try new things 69
I enjoy seeing children develop in a way they find easy to learn 68
I believe that all students can learn 67
I enjoy adapting to different learning styles 56
Some students are impossible to teach 6
I am more traditional, I think students learn best when they talk less, sit more, and 5 don't mess with each other
It would be easier for me and for my students that we follow lessons from the textbook and just learn what they have to learn 4
0 10 20 30 40 50 60 70 80
*figures reflected is top box score only, those who strongly agree Significantly higher at 95% CL 22 Teachers’ General Beliefs Consistently, younger teachers are the more proactive type and are more eager to learn, while the older ones are the more passive type.
AGE GROUP YEARS IN TEACHING TOTAL 6-10 10 YEARS 20-29 30-39 40-49 50-59 60-64 0-5 YEARS YEARS AND ABOVE BASE 500 88 141 136 86 49 87 109 304 It is very important for me that I make the 73 75 70 76 66 76 69 73 73 subject meaningful to students Teachers should not stop learning 72 83 77 72 53 67 83 73 68 Teachers should constantly try new things 69 73 74 68 59 65 72 72 67 I enjoy seeing children develop in a way they 68 70 70 72 57 69 68 69 68 find easy to learn I believe that all students can learn 67 69 72 67 55 67 70 65 66 I enjoy adapting to different learning styles 56 57 57 58 48 63 59 53 57 Some students are impossible to teach 6 5 3 9 6 8 5 5 7 I am more traditional, I think students learn best when they talk less, sit more, and don't 5 6 6 4 6 2 9 4 4 mess with each other
It would be easier for me and for my students that we follow lessons from the textbook and 4 2 3 4 5 6 - 4 5 just learn what they have to learn
*figures reflected is top box score only, those who strongly agree
Significantly higher at 95% CL
Significantly lower at 95% CL
23 Attitudes Toward Reading
24 What Do Teachers Feel on Doing Different Reading Activities Teachers enjoy doing different reading activities. They are particularly very delighted in receiving a book for a present and using the dictionary. They are delighted the least in reading instead of watching movie and interestingly, going to the bookstore.
*figures reflected are top box score only, very delighted Significantly higher at 95% CL 25 Significantly lower at 95% CL What Do Teachers Feel on Doing Different Reading Activities
An apparent difference can be observed among the youngest versus the oldest group in terms of their preference in acquiring knowledge (76% vs. 49%). With the availability of information from various modalities nowadays, young teachers don’t depend much on books compared to the older teachers.
Age group
Learning from a book Reading instead of watching a movie
*figures reflected are top box score only, very delighted Significantly higher at 95% CL
Significantly lower at 95% CL
26 Whether Teachers Read Other Books Aside From Books Used at School
Almost all teachers read other books aside from the books they use at school (98%).
The primary reason of teachers for reading other books is to be able to learn and acquire additional knowledge. Other reasons are for personal development and leisure. The average number of books read in the past month is 3 books.
TOTAL NUMBER OF TOTAL REASONS FOR READING OTHER BOOKS (%) BOOKS READ IN (%) BASE 489 THE PAST MONTH 2% BASE 489 To gain knowledge and learn more 77 1 book 30 Gain more knowledge in general 37 2 books 25 Gain more knowledge to be used in class 35 3 books 19 For personal development 30 4 books 9 98% 5 books 9 To develop language skills 12 More than 5 books 8 To develop teaching skills 15 AVERAGE 3 For leisure purposes 23 Read other books For personal interests 10 Not read other books Just to kill time and boredom 6
Significantly higher at 95% CL
27 What Are the Materials That Teachers Read Most Often As expected, textbooks are the materials that teachers read most often particularly for single teachers while more teachers in the older age bracket read newspapers daily. Perhaps since the technology is relatively new, 64% never read or not aware of e-books. This is distinct among the 50-64 year old age group. Interestingly, a number of teachers from the 30-39 age bracket read e-books daily.
CIVIL STATUS AGE GROUP CIVIL STATUS AGE GROUP TOTAL TOTAL TOTAL TOTAL TOTAL TOTAL TOTAL TOTAL MARRIED SEPARATE MARRIE SEPARATE 20-29 30-39 40-49 50-59 60-64 20-29 30-39 40-49 50-59 60-64 SINGLE / LIVING- D / SINGLE D / D / IN WIDOW / BASE 500 110LIVING- 370WIDOW 20 / 88 141 136 86 49 BASE 500 110 370 20 88 141 136 86 49 Textbooks Internet articles Everyday 13 17 12 5 19 18 11 7 2 Everyday 76 87 72 75 78 77 72 76 78 5-6 times a week 6 7 6 - 14 8 5 2 - 5-6 times a week 10 4 12 5 9 8 10 13 8 3-4 times a week 15 15 16 5 18 21 15 9 2 3-4 times a week 10 6 11 10 8 11 13 8 6 2 times a week 9 12 9 - 1411 6 9 2 2 times a week 2 2 2 5 3 1 4 1 4 Once a week 16 19 15 20 17 18 18 15 6 Once a week 2 1 2 5 1 3 1 2 2 1-3 times a month 8 7 9 - 119 1124 1-3 times a month ------Less than once a month 8 7 7 15 5 4 10 10 10 Less than once a month * - * - - - - - 2 Never 22 14 22 55 2 9 21 37 69 Not aware 3 2 3 - - 1 2 7 4 AVERAGE (PER WEEK) 6.3 6.6 6.2 6.0 6.3 6.3 6.1 6.3 6.2 AVERAGE (PER WEEK) 2.9 3.1 2.9 1.7 3.3 3.3 2.5 2.3 1.3
Newspaper e-Book Everyday 34 33 33 45 32 28 33 35 53 Everyday 3 3 4 - 2 8 1 1 2 5-6 times a week 8 7 8 10 10 6 10 6 4 5-6 times a week 3 4 3 5 7 2 1 5 2 3-4 times a week 15 15 16 - 16 12 18 21 6 3-4 times a week 6 7 6 - 11 5 7 1 2 2 times a week 10 8 11 10 9 13 12 7 6 2 times a week 6 7 5 15 11 7 4 2 - Once a week 20 25 18 15 19 21 19 20 18 Once a week 7 13 6 5 118 7 7- 1-3 times a month 6 6 6 5 6 11 4 7 2 1-3 times a month 4 4 4 - 5 6 4 - 2 Less than once a month 6 6 6 15 8 9 4 3 8 Less than once a month 7 9 6 5 6 7 9 3 8 Can't say/Refused * 1 * - - - 1 - - Never 1 - 1 - - 1 1 1 2 Never 33 30 34 20 26 31 36 30 45 Not aware 31 23 32 50 20 26 29 50 39 AVERAGE (PER WEEK) 3.8 3.6 3.8 4.1 3.8 3.3 4 3.9 4.6 AVERAGE (PER WEEK) 2.3 2.0 2.4 2.1 2.4 2.5 1.7 2.5 2.1 Other books aside from textbooks Everyday 19 15 20 20 17 22 17 19 20 Magazine 5-6 times a week 12 13 11 10 19 14 7 12 4 Everyday 5 5 6 5 2 4 41010 3-4 times a week 23 23 23 25 23 20 27 21 27 5-6 times a week 5 5 5 5 8 5 2 5 6 2 times a week 14 15 14 20 13 16 16 10 12 3-4 times a week 12 8 14 5 13 9 15 12 14 Once a week 19 19 20 10 17 16 22 27 12 2 times a week 16 23 15 15 19 18 13 16 16 Once a week 29 26 29 40 31 27 34 28 22 1-3 times a month 7 9 6 - 9 6 5 6 12 1-3 times a month 16 17 15 15 13 16 21 13 10 Less than once a month 3 4 3 5 2 4 4 1 6 Less than once a month 14 12 14 15 14 16 11 12 18 Can't say/Refused 2 3 2 10 - 1 2 3 6 Can't say/Refused * - * - - - - - 2 Never * - * - - - - 1 - Never 3 4 3 - 1 6 1 5 -
AVERAGE (PER WEEK) 3.4 3.1 3.4 3.7 3.5 3.6 3.1 3.3 3.2 AVERAGE (PER WEEK) 1.8 1.8 1.9 1.6 1.8 1.7 1.7 2.2 2.2 * - less than 0.5%
Significantly higher at 95% CL 28 Significantly lower at 95% CL Attitudes Toward Teaching Reading
29 How Do Teachers Feel About Teaching Reading Majority of the teachers very much agree that the main purpose of teaching reading is to help students comprehend. A significant number also believe that it is one of teachers’ responsibilities to teach reading with meaning and not just merely decoding of words, and that it should be their task to learn strategies on how to teach reading.
*figures reflected is top box score only, those who strongly agree
Significantly higher at 95% CL 30 How Do Teachers Feel About Teaching Reading
Majority of teachers from 60-64 Age group years old strongly believe that it is their responsibility to teach students on how to read with meaning. In fact among the 60-64 age group, 3 out of 5 are confident to teach reading and 45% claim that they are very qualified to teach a reading course.
Meanwhile, a significant number of middle-aged (30-39 yrs. old) teachers are not fully receptive to the idea of teaching reading.
It is my responsibility to teach students how to read with meaning/understanding I am confident that I know how to teach reading I feel qualified to teach a reading course I think I would enjoy teaching reading *figures reflected is top box score only, those who strongly agree
Significantly higher at 95% CL
Significantly lower at 95% CL
31 Teaching Methods and Practices
32 What Are Teachers’ Current Teaching Methods and Practices Giving of disciplinary action and engaging in dialogue with students are the usual daily practices of teachers.
I engage in I give incentives/ I evaluate I engage my dialogue with I discipline recognition to my students in my students - I I read to my students my students for students' language ask them my for being attendance or level of games, questions and I students tardy/absent for a good work reading rhymes, and respond to in class ability riddles their questions Everyday 73 68 51 48 45 28 3-4 times a week 12 17 18 23 25 29 2 times a week 3 10 8 14 19 23 Once a week 9 4 21 14 10 17 Cant's say/refused 1 - 1 *** Never 2 1 1 1 2 3
* - less than 0.5%
33 LEARNING MATERIALS
34 What Are the Types of Learning Materials Teachers Think Are Important for Learning Public elementary school teachers prefer learning materials that are dynamic, with quality content and easy to follow in order to fully support the different learning styles and development phases of students.
*figures reflected is top box score only, extremely important
35 What Are the Types of Learning Materials Teachers Think Are Important for Learning The younger teachers give more importance on the ease of using a particular learning material while the older age bracket do not feel much the need of using materials in different formats. Age group
User friendly and easy to follow Interesting materials in a variety of formats
*figures reflected are top box score only, extremely important Significantly higher at 95% CL
Significantly lower at 95% CL
36 TEACHING METHODS
37 What Are the Teaching Methods Teachers Think Are Important for Learning Modern teaching methods and techniques are preferred and are perceived by teachers as more beneficial to students. On the other hand, teachers from the 60-64 age bracket are more traditional. Only a third is open to use technology as a method of teaching.
Up-to-date teaching methods 56 Age group Long term benefit for students 55 20-29 51 Develop self-confidence and sense of responsibility among students 54 30-39 50 Objective assessment of student performance 50
40-49 Effective use of technology 49 53
Cultivating student leadership potential 48 50-59 48
Responsive to different student learning needs and styles 46 60-64 33 Focus on individual student learning needs and style 43 0 10 20 30 40 50 60 Regular feedback on students' learning progress 43
Effective use of technology Peer-group teaching and learning 40
Significantly lower at 95% CL 0 10 20 30 40 50 60
*figures reflected is top box score only, those who strongly agree
38 CURRENT PRACTICES ON TEACHING READING
39 AGE GROUP YEARS IN TEACHING
10 YEARS 6-10 20-29 30-39 40-49 50-59 60-64 0-5 YEARS AND What Are the Reading YEARS ABOVE Materials Teachers Use Most BASE 500 88 141 136 86 49 87 109 304 Magazine articles 500 88 141 136 86 49 87 87 304 Often in Class Everyday 3 1 4 4 5 2 6 6 3 3-4 times a week 7 5 8 7 10 4 5 5 9 2 times a week 18 26 14 15 17 18 18 18 16 Reading passages from textbooks Once a week 26 31 21 25 30 31 26 26 27 Less than once a week 31 22 37 35 24 29 24 24 32 and news articles are the common Can't say/Refused * - - 1 - - - - * Never 14 16 17 13 10 16 21 21 13 reading materials teachers use in Not applicable * - - - 2 - - - 1 Passages from the textbook Everyday 46 52 51 46 37 33 55 50 41 class. 3-4 times a week 25 24 26 24 20 33 20 28 25 2 times a week 15 16 13 14 17 14 16 11 16 More from our young teachers compared Once a week 8 5 5 7 15 10 5 5 10 Less than once a week 5 3 3 7 6 6 3 4 6 to the older groups frequently use Never 2 - 1 2 2 4 1 2 2 Not applicable 1 - - 1 2 - - 1 1 literatures and internet articles in class. Internet articles Everyday 5 3 9 4 5 - 1 6 6 On the other hand, a significant number 3-4 times a week 11 20 12 12 3 2 14 16 9 2 times a week 13 20 16 10 13 2 16 20 10 of teachers coming from the older age Once a week 19 25 19 19 14 12 29 17 16 Less than once a week 18 18 21 20 12 10 21 18 16 bracket and teaching for at least 10 Can't say/Refused * - - 1 - 2 - - 1 Never 33 13 23 34 48 69 20 23 40 years never used internet articles in Not applicable 1 - - 1 6 2 - - 2 Literature such as poems, short stories,etc. class. Everyday 25 38 23 26 22 10 33 27 22 3-4 times a week 26 33 30 21 17 33 30 28 24 2 times a week 15 14 15 17 14 14 16 17 14 Once a week 15 9 17 10 17 24 11 13 16 Less than once a week 10 5 7 13 14 14 5 6 13 Can't say/Refused 1 - - 1 1 2 - - 1 Never 7 2 8 1010 2 5 7 8 Not applicable 1 - - 1 3 - - 1 1 Passages or articles from other areas of study Everyday 15 18 16 13 15 12 22 11 14 3-4 times a week 22 28 25 24 14 12 26 26 20 2 times a week 19 23 14 21 20 18 17 24 18 Once a week 21 18 22 19 22 31 21 18 23 Less than once a week 15 9 16 17 20 14 9 14 18 Can't say/Refused * - - - 1 2 - - 1 Never 6 3 7 5 3 10 5 7 5 Not applicable 1 - - 1 5 - - - 2 News articles Everyday 43 47 38 46 43 45 39 41 45 3-4 times a week 20 26 14 21 20 29 21 20 20 2 times a week 14 15 18 10 13 10 20 14 12 Once a week 13 10 16 11 13 10 15 14 12 Less than once a week 7 2 9 12 5 6 3 9 8 * - less than 0.5% Can't say/Refused 1 - 1 - 2 - 1 - 1 Significantly higher at 95% CL Never 40 2 - 4 1 2 - 1 2 2 Not applicable * - - - 2 - - - 1 What Are the Reading Activities Done Most Often in Class In a typical day, most teachers usually ask students to answer questions which have explicit answers. Other conventional reading activities such as answering textbook questions, reading in silence, and discussing a text in class are also common daily exercises.
*figures reflected is top box score only, everyday
Significantly higher at 95% CL
41 What Type of Text Do Teachers Teach Comprehension of Most Often
Expository readings are the normal materials used almost everyday by teachers when teaching reading comprehension.
*figures reflected is top box score only, almost everyday
Significantly higher at 95% CL
42 Whether Schools Have Special Programs on Reading Practically all schools have special programs focused on reading for students.
Special Programs on Reading
Special remedial reading courses 96
Extra-class lessons in reading 91
Extra-individual training in reading at school 89
43 Segmentation of Teachers
44 Teacher Segments The following are the 5 teacher segments derived by factor and cluster analysis of their level of agreement in various statements presented to them concerning attitudes toward teaching, reading, teaching reading, and their general beliefs.
This is the type of teacher who is really motivated to teach, one who is ENTHUSIASTIC proactive, willing to invest extra time to learn and be able to share additional knowledge to students
This is the type of teacher who understands differences in students, ADAPTIVE and focuses on their individual needs. One who is willing to adapt to the different learning styles of students
CAREER- This is the type of teacher who gives a great deal about his/her career ORIENTED movement. The type who regards everything about teaching as part of his/her job
This is the type of teacher who takes on significant responsiblities at CONFIDENT work as he/she feel that he/she has the skills to take on the job, One who displays detailed knowledge and challenges students to enhance their competence
This is the type of teacher who feels the importance of his/her job, one DEDICATED who really see him/herself within the educational sector, even outside of formal teaching. Being dedicated, this is the type who is also highy compliant to standards45 and requirements at school Teacher Segments
The following are several statements that best describe each teacher segment.
ENTHUSIASTIC ADAPTIVE CAREER-ORIENTED
“I am passionate about my work” “I enjoy seeing children develop Move up to a higher position in a way they find easy to learn” “I really like going to work” I am satisfied with my occupation “Learning from a book” “I enjoy adapting to different learning styles” “Reading a book in school during free time” “Teachers should constantly try new things”
CONFIDENT DEDICATED
“I feel qualified to teach a reading “With my work, I really feel important” course”
“I am confident that I know how to “Through my work I can make a difference to the teach reading” lives of the young people”
“The main purpose for teaching reading is to be able to cover the book” 46 Teaching Styles Meanwhile, the following are the 4 teaching styles derived by factor and cluster analysis which is based on the level of agreement of respondents in various statements presented to them concerning attitudes toward the importance of different types of materials and teaching methods.
This type uses a more student-centered approach, and focuses on the high relevance of the methods and materials used in class. For this FACILITATIVE style, activites are designed to foster active learning, student-to- student collaboration and problem-solving.
This type uses materials that caters to the individual needs of the DYNAMIC students. Interesting and user-friedly materials are used to adapt to students’ learning styles.
This is also a student-centered approach where the teachers delegates and places the control and the responsibility for learning DELEGATOR on the students. This method focuses on developing students’ capacity to function in an autonomous fashion
For this type, making connections to a student's work or life outside INTEGRATOR the classroom is critical because it provides a context in which the acquired knowledge can be used.
47 Teaching Styles
The following are several statements that best describe each teaching style.
FACILITATIVE DYNAMIC
Relevant and high quality content Responsive to different student learning needs and styles Kind of material that students will need and want to be able to use Interesting materials in a variety of when traveling, studying abroad, formats etc. User friendly and easy to follow
DELEGATOR INTEGRATOR
Develop self-confidence and sense of Peer-group teaching and learning responsibility among students Effective use of technology
Cultivating student leadership potential
48 Who are our teachers? Public elementary school teachers in NCR are somehow fairly distributed across all segments but more are the “Dedicated” teachers and use the “Facilitative” type of teaching.
22 20 28 32 18 19
11 16 34
Enthusiastic Facilitative Dedicated Delegator Adaptive Dynamic Confident Integrator Career-Oriented
Significantly higher at 95% CL 49 Who are our teachers? Teachers within the middle age bracket are showing inclinations across all the segments that are specific to their attitudes and general beliefs on teaching.
CAREER- ENTHUSIASTIC CONFIDENT DEDICATED ADAPTIVE ORIENTED Age group n=55 n=92 n=111 n=82 n=160 20-29 18 10 13 26 21 30-39 29 26 27 34 27 40-49 31 24 29 27 27
50-59 15 28 21 9 14 7 12 11 5 11 60-64
Years of teaching 0-5 22 11 17 20 19
6-10 20 18 17 29 24
More than 10 58 71 66 51 56
Internet Usage High 38 22 32 39 46 Medium 24 36 28 41 26
Low 11 8 11 9 9
50 Who are our teachers? Likewise across the different teaching styles, the middle age bracket teachers are also showing inclinations across all the styles. The leaning towards the middle can possibly be accounted to the relatively higher intensity of the middle-aged teachers compared to those within the retiring age and those at the younger end who are very new in the profession. FACILITATIVE DYNAMIC DELEGATOR INTEGRATOR
Age group n=169 n=139 n=98 n=93 20-29 18 12 28 15 30-39 33 24 22 32
40-49 27 33 32 15 16 19 11 23 50-59 7 12 7 15 60-64
Years of teaching 0-5 17 14 24 16 24 22 16 24 6-10 58 65 60 60 More than 10
Internet Usage High 49 30 38 24
Medium 24 34 34 34 9 9 7 12 Low 51 On-Line Practices and Digital Lifestyle
52 ONLINE PRACTICES AND BEHAVIOR
53 How Often Do Teachers Access the Internet Majority of teachers access the internet at least once a week (67%). Teachers from 20-39 years old and who are relatively new in the profession are high users of the internet. On the other hand, older teachers aged 50-64 are mostly the “non-users” of the internet.
Total 36 30 9 19 5 Civil status Total Single 46 34 5 11 5 Frequency of Accessing the Internet Total Married / Living-in 34 30 11 20 5
TOTAL Total Separated / Widow / Widower 20 15 10 40 15 (%) Age group 20-29 56 35 9 0 BASE 500 Several times a day 10 30-39 48 35 10 5 3 Once a day 26 Several times a week 16 40-49 35 32 10 18 5 Once a week 15 1-3 times a month 5 50-59 20 28 6 38 8 Less than once a month 5 Never 19 60-64 2 10 10 63 14 No access to the internet 5 Years of teaching
0-5 Years 47 34 14 3 1 6-10 Years 51 34 7 4 4 10 Years And Above 28 28 9 29 7 % High Medium Low Never No access
Significantly higher at 95% CL ------High internet usage – once a day to several times a day Medium internet usage – once a week to several times a week Low internet usage – Less than once a week to 1-3 times a month 54 Where Do Teaches Usually Access the Internet Majority of teachers access the internet at home while some get connected in internet cafés especially those from the 20-29 age group.
CIVIL STATUS AGE GROUP TOTAL TOTAL TOTAL TOTAL SEPARATED / MARRIED / 20-29 30-39 40-49 50-59 60-64 (%) SINGLE WIDOW / LIVING-IN WIDOWER BASE 380 93 278 9 88 130 105 46 11
PC/Laptop/netbook at home 87 80 90 89 77 90 88 96 91 PC/Laptop/netbook at work 3 8 1 - 5 2 4 - - PC/Laptop/netbook at school or university 6 5 6 - 5 8 4 7 - PC/Laptop/netbook at an Internet cafe 12 23 8 22 22 11 11 - 9 PC/Laptop/netbook elsewhere (library, at a friends house) 3 4 2 11 3 4 - 4 - Mobile device such as mobile phone, smartphone, personal organizer 4 2 5 - 6 5 3 4 - Other device/location 1 1 * - 1 1 - - -
------* - less than 0.5%
Significantly higher at 95% CL
Significantly lower at 95% CL
55 What Are the Different Online Activities of Teachers Aside from socializing, teachers in NCR access the internet to search for information to further increase their knowledge on teaching as well as get articles and updates related to their lessons and subject area.
Socialize with fellow teachers in the online world 71
Search articles related to your lessons 70
Learn about recent news and trends in the field of education 69
Read updates, developments, new discoveries in your subject 67 area
Learn about new and up-to-date teaching methods 64
Socialize with students in the online world 33
Send messages, lectures, etc. to students via e-mail 27
0 10 20 30 40 50 60 70 80
*figures reflected are at least once a week
56 How comfortable teachers are in using the internet to acquire training The young teachers who are “high” internet users are the ones very much open and comfortable in acquiring teacher training online.
TOTAL 71 Civil status TOTAL SINGLE 79 TOTAL MARRIED / LIVING-IN 69 TOTAL SEPARATED / WIDOW / WIDOWER 55 Age group 20-29 83 30-39 84 40-49 69 50-59 57 60-64 41 Years of teaching 0-5 YEARS 83 6-10 YEARS 85 10 YEARS AND ABOVE 63
0 10 20 30 40 50 60 70 80 90 100 *figures reflected are top box score only, very comfortable/comfortable
Significantly higher at 95% CL
Significantly lower at 95% CL
57 DIGITAL LIFESTYLE SEGMENTATION
58 The Digital Life Framework : Digital Activities These are the activities that practically capture all the things that people do online. Examining these activities should help us define and understand the drivers of online usage. Connecting and sharing with others online, uploading pictures Browsing for things to buy online to a photo sharing site or internet or offline; e.g. consumer reviews, dating websites, search engines
Personal email account. Checking inbox, writing and composing Keeping up to date with current email messages affairs, sports, culture and the weather
Source general information & Specialty websites that help you learn online. Includes: ‘Googling’ pursue your personal interests & online encyclopaedias and self hobbies or a blog/forum you read educating online etc or write
Watching video, listening to Planning & organising your life music or radio streaming or online, including journey watching on-demand TV planners, using maps services programs
Using internet banking, paying or Games you play on or via the checking your bills, topping up Internet, either single-player mobile phone/travel cards, doing games or multi-player games (not tax return etc via a console)
Purchasing online, whether it be groceries, cinema tickets, clothing, gifts, flights or services
59
59 Each of these online activities cater for different underlying emotional needs of online consumers
Dominant Consumer Needs Amused, entertained
Each activity carries with it dominant Knowledgeable, informed consumer needs. These define the Knowledgeable, informed emotional positioning most associated with Confident, assured each activity Knowledgeable, informed
More relevant communications to suit each Fun, pleasure particular needs are more likely to result in Competitive, go-getting successful connection Knowledgeable, informed
Fun, pleasure
Amused, entertained
Amused, entertained
60
60 Examining our TEACHERS’ online behavior: How Often do They do These Online Activities?
Social Networking and Connecting and Knowledge and Education are the online activities public school teachers in NCR engaged in most often; activities which are about amusement/entertainment and being knowledgeable and informed
4.48 times a week
4.21 times a week
61
61 Examining our TEACHERS’ online usage : What do They Consider as the Most Important Activity?
While Social Networking is a common activity among teachers, Knowledge and Education is ranked to be the most important online activity for teachers.
39%
62
62 Examining our TEACHERS’ online behavior : How Should We Target Our Teachers?
To get our teachers engaged, the program/communication should aim to amuse and entertain. It is likewise important that the program would make them feel knowledgeable and informed.
63
63 The Digital Life Framework : Digital Segments Digital consumers can also be examined by looking into their core attitudes and beliefs towards Digital vis-à-vis their current degree of consumption and level of engagement.
The Six Digital Lifestyles
Understanding the core attitudes The internet is important for me to establish and and motivations of online maintain relationships consumers can drive more I just love talking and expressing relevant and successful myself messaging I use the internet to gain knowledge, information and to educate myself
The internet is an integral part of my life
I’m looking to create a personal space online
The internet is a practical tool
64
64 Digital Lifestyles Segments: 6 meta-segments
INFLUENCERS The internet is an integral part of my life. I’m young and a big mobile internet user and generally access everywhere, all of the time. I’m a blogger, and a passionate social networker. I’m also a big online shopper, even via my mobile. I want to make sure as many people as possible hear my online voice.
COMMUNICATORS I just love talking and expressing myself, whether that’s face to face, on a fixed line, mobile or on social networking sites, instant messaging or just emailing people. I really want to express myself in the online world in the way that I can’t in the offline one. I tend to be a smart phone user and I’m connecting online from my mobile, at home, at work or at college. KNOWLEDGE-SEEKERS I use the internet to gain knowledge, information and to educate myself about the world. I’m not a big user of social networks but I do want to hear from like-minded people especially to help me make purchase decisions. I’m very interested in the latest thing.
NETWORKERS The internet is important for me to establish and maintain relationships. I have a busy life whether it’s my profession or managing the home. I use things like social networking to keep in touch with people I wouldn’t have time to otherwise. I’m a big home internet home user and I’m very open to talking to brands and looking for promotions. That said I’m not really the kind of person to voice my opinions online.
ASRPIRERS I’m looking to create a personal space online. I’m very new to the Internet and I’m accessing via mobile and internet cafes but mostly from home. I’m not doing a great deal at the moment online but I’m desperate to do more of everything, especially from a mobile device.
FUNCTIONALS The internet is a functional tool, I don’t want to express myself online. I like emailing, checking the news, sport & weather but also online shopping. I’m really not interested in running my social life online and I am worried about data privacy and security. I am older and have been using the internet for a long time. 65
65 The Digital Life Framework : Digital Segments On the digital consumer engagement map, the relationship between behaviour and attitude towards Digital is not linear.
HIGH CONSUMPTION Internet is commoditised Internet is pivotal Makes my life more efficient Is the centre of my life
LOW HIGH INVOLVEMENT INVOLVEMENT
LOW Internet is irrelevant CONSUMPTION Internet is aspirational Not a big part of my life Helps me achieve my goals 66
66 Examining our TEACHERS’ online behavior : How Are Our Teachers Positioned in These Segments?
Teachers from the NCR are more of the Aspirers - they are considerably new to the space but they have high aspirations for future usage. Though current consumption is relatively low but their level of engagement is higher compared to other segments.
The internet is a functional tool. I like emailing, checking the news, sport & weather and shopping, but am not The internet is an integral part interested in social networking of my life. I’m young and or expressing myself online. constantly on-line. I’m a blogger, a passionate social networker and a big online shopper, even via my mobile. I want to be heard online. I’m looking to create a 5% personal space online. 54% I’m not doing a great 12% deal at the moment I just love talking and expressing myself - face to online but I’m desperate face, on a fixed or mobile 14% to do more of everything, phone, social networking sites, instant messaging or email. I 1% especially from a mobile really want to express myself 14% in the online world in the way device. that I can’t offline.
I use the internet to gain The internet is important for me to knowledge, information and to establish and maintain relationships. educate myself about the world. I am busy at work or managing the I’m not very interested in social home. I’m a big home internet user networking but I do want to hear and use social networks to keep in from like-minded people. touch with people I wouldn’t have time to otherwise. 67
67 Examining our TEACHERS’ online behavior : How Are Our Teachers Positioned in These Segments?
A number of our young teachers are also communicators, who like expressing themselves in the online world in a way that they could not do offline.
TOTAL 20-29 30-39 40-49 50-54 60-64 incidence 68
68 Examining our TEACHERS’ online behavior : How to Activate the Aspirers?
To be able to get most of our teachers engaged, it is best to employ Social Networking and Connecting activities in our program. Emailing can also help activate our Aspirers.
Primary activation channels
Why and how? Access to hardware at home is a problem for SN is used by Aspirers primarily to communicate Aspirers and therefore they are significantly more likely to access the internet via an internet café where they will pay by the minute/half hour Social networks meet the emotional needs of being ‘amused’, ‘sociable’ and ‘belonging', and specific to Needs Aspirers is the need to feel ‘excited’. Email meets the emotional need of Aspirers to feel However, unlike other digital consumers, SN is not ‘knowledgeable’ and ‘effective/efficient’ meeting a need of ‘fun’, ‘support’, or ‘self expression’
Recommendations Think carefully about content and visual design.
Consider what your program can give back to Anticipate the time available to engage with your Aspirers, they are hungry for more information and program and time willing to spend decoding are keen to develop further in digital messages. To get Aspirers more engaged, social activities like ‘chatting’ can be included in the program
69
69 Examining our TEACHERS’ online behavior : How to Activate the Communicators?
A number of our younger ones who are Communicators can be likewise activated through Social Networking and Connecting activities. They can also be engaged by meeting their need for entertainment and their natural desire for information through Multi-Media materials and materials that connect to their personal interests.
Primary activation channels
Communicators have a natural Why and how? Communicators like to express MME is more important for desire for information, but it must their selves whether online or face- Communicators than other digital be linked to their own personal to-face segments interests
Social networks are meeting the Needs Communicators emotional needs Information and Interest are of sharing, belonging, feeling Emotive needs met by MME focus meeting the emotional needs of connected being sociable and on being entertained, amused, ‘belonging/togetherness’, ‘being in having fun having fun and feeling energised. touch/in the loop’ and ‘feeling stimulated/inspired’.
Recommendations Ensure to build dialogue through Exploit Communicators need to belong giving them nuggets of active communication. Consider how you could become shareable information. part of the ‘entertainment’, could They will answer polls, use this to you integrate into the activity, Understand particular interests of the advantage of your program could you create apps, that would this group and target them and collect pertinent information allow for portable entertainment? (in a fun/engaging way). accordingly
70
70 Summary and Recommendations
71
71 Profile of Teachers in NCR Majority of teachers in NCR are females (91%) mostly within the middle age bracket (55%) and are married (74%). More than half (55%) have Bachelor’s Degree while some have post-graduate units or degree. Majority hold teacher position (90%), and teaches more than 1 subject (77%).
Attitudes Toward Teaching Public school teachers are generally contented and committed to their profession with more than half (52%) aims to develop and strengthen their teaching practice in the coming years. Generally, majority of teachers feel their significance with their profession. Older teachers however, are relatively more satisfied compared to the younger teachers. In terms of development, the younger teachers are much eager compared to those who have been in the profession for longer years. The younger teachers are more willing to learn and adapt to the changing needs of their profession. Attitudes Toward Reading Teachers are very much delighted in various activities related to reading, particularly in receiving a book for a present (67%) and using the dictionary (66%). Perhaps this is the reason why practically all (98%) read other books aside from the books used at school. Primarily, seeking additional knowledge and information (77%) and for personal development (30%) are their main reasons why they read other books. More of the older teachers (76%) prefer using a book to learn compared to the younger teachers (49%). Possibly this is due to the availability and the openness of young generation teachers to utilize other sources of knowledge other than the book. As expected, textbooks are the most common materials read by teachers, especially by the single teachers. A number of older teachers also read the newspapers on a daily basis. E-books are relatively new to teachers (64% unaware of e-books), most especially72 to the older ones. Attitudes Toward Teaching Reading Majority of the teachers (72%) strongly believe that teaching reading is about teaching comprehension of ideas and not just teaching of recognizing of words. Moreover, they think that it is part of their responsibilities to learn strategies and techniques to teach reading with meaning. In fact, about half of them are confident that they could teach reading. However, a number of teachers from 30-39 years old are showing some apprehensions with the idea of teaching reading to their students.
Teaching Methods and Practices A typical class for teachers involves dialogues and interaction with students. Giving of disciplinary actions, particularly on attendance and punctuality is also a common practice. Teachers prefer to use learning materials that are dynamic and adaptive to the changing needs of students. The older teachers however, do not see much the importance of using materials in different formats. Likewise, probably due to unfamiliarity, only a third of the 60-64 year old teachers are open to using technology in their teaching. Passages from textbooks and news articles are the common reading materials in class while expository texts are the most common texts which are presented in class The most common activity to test comprehension is asking students to answer questions with explicit answers. Answering textbook questions, reading in silence, and discussing a text in class are also common exercises done daily.
73 Teaching Methods and Practices (cont’d)
Teachers can be segmented into different types depending on their attitudes and beliefs on teaching, and on their preferred teaching methods. In terms of attitudes and beliefs, public school teachers in NCR are more of the “Dedicated Teachers” (32%). These are the type of teachers who are very much aware of the significance of their job to the society. Being “dedicated”, they are also the ones who are highly compliant to the different requirements at school. In terms of teaching methods and practices, teachers in NCR are more of the “Facilitator Type” (34%). This type uses a more student-centered approach, and focuses on the high relevance of the methods and materials used in class. On-line Practices and Digital Lifestyles At this period, public school teachers in NCR are already digitally inclined, with majority (67%) accessing the internet at least once a week. However, still significant to note that about 1 out 4 teachers are non- users of the internet, particularly the older ones. The younger teachers meanwhile, are the high-users and access the internet at least once a day. Majority (87%) of those who have ever tried using the internet , access at their homes. A number of teachers on the other hand, particularly the 20-29 year olds also access the internet in internet cafes. Socializing is the most common activity done by teachers online. They also search the internet to get additional information related to their teaching. The young teachers, who are the high users of the internet are those who are relatively more open and comfortable to acquiring a training on teaching online. In terms of engagement and attitudes towards the internet, public elementary school teachers are more of the “Aspirers”. These are people who are relatively new to the digital world, but are very much eager to get more information and develop more on digital and create their personal spaces online.
74 Recommendations To ensure the high impact of the on-line Computer Access Mentorship Program (CAMP), the following are recommended: Target or give priority to teachers from the 20-39 age group with at least 5 years teaching experience since they are the eager ones who are willing to learn especially thru on-line training. Also, the younger teachers from 20-39 years old are the ones who are willing to adapt to the changing needs required by their profession.
Develop the content of the on-line training program according to the teaching styles of teachers. The on-line training program should be simple and easy with high relevant content that fits the different styles and personalities of teachers. Make the on-line training engaging and interactive and not too formal. The inclusion of various features such as discussion boards and chat capability can elicit exchange of ideas related to the training program. While teachers are generally Facilitative, Dedicated and Aspirers, the overall content of the on-line training should also cater for the other teacher types and teaching styles.
The on-line training program should be mobile and can be easily accessed especially at home since majority of teachers are married with children. It should also be flexible and suits the time of participants wherein they can stop and continue to enable them to do urgent chores at home.
The purpose and goal of their participation in the on-line training should be clear and consistent with their belief that they can make a difference and in the long-term, students will benefit more from this making them feel more significant. 75 TNS Consultants
Joel Flores | Research Manager Political and Social Sector t: +63 2 584 2233 local 151 e: [email protected] w: www.tnsglobal.com
Abigail Samonte | Research Executive Political and Social Sector t: +63 2 584 2233 local 147 e: [email protected] w: www.tnsglobal.com
Ma. Cristina Delorino | Research Associate Political and Social Sector t: +63 2 584 2233 local 147 e: [email protected] w: www.tnsglobal.com
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Appendix CAMP Sites
National Capital Region
BSP National Office BSP Valenzuela Council 181 Natividad Almeda –Lopez Street Malinta Elementary School Compound 1000 Ermita Manila A Pablo Street 1440 Valenzuela City
BSP Manila Council BSP Paranaque City Council 151 Balagtas Street Baclaran Elementary School Central Malate 1004 1702 Paranaque City
BSP Quezon City Council Scout Ybardolaza Street BSP Mandaluyong City Council 1103 Quezon City Mandaluyong Elementary School Rev Aglipay Street 1552 Mandaluyong City
BSP Metro Manila South Council Contessa Building Rizal Street
Poblacion 1770 Muntinlupa City
South Luzon
BSP Sta. Rosa Council BSP Batangas City Council City of Sta. Rosa 57 P. Herrera Street 4026 Laguna 4200 Batangas City
BSP Laguna Council BSP Quezon Council Highway, Los Banos Perez Street 4030 Laguna 4301Lucena City
BSP San Pablo City Council SPECIAL CAMP Site Rizal Ave., cor Mabini Street Mabacan Elementary School 4000 San Pablo City Calauan Laguna
North Luzon
BSP Bulacan Council Provincial Capitol Compound 3000 Malolos City
BSP Pampanga Council San Fernando 2000 Pampanga
BSP Tarlac Council Diwa ng Tarlac Convention Center Romulo Blvd. San Vicente 2300 Tarlac City
Visayas
BSP Bacolod City Council BSP Cebu Council Rosario - Araneta Street 2nd Floor, BSP Bldg., Natalio Bacalso Ave., 6100 Bacolod City cor. Tres de Abril Street 6000 Cebu City
BSP Negros Occidental Council BSP Bohol Council Lacson Street C.P. Garcia Ave., 6100 Bacolod City 6300 Tagbilaran City
BSP Iloilo Council BSP Antique Council Bonifacio Drive Preciado - Turko Sts., San Jose 5000 Iloilo City 5700 Antique
Mindanao
BSP Davao City Council BSP Cagayan de Oro City Council 2nd Floor City Triangle bldg. Roxas Ave., 2nd Floor BSP Building, Hayez St., Davao City 9000 Cagayan de Oro City
BSP Misamis Oriental Council BSP Bukidnon Council 3rd Floor Green Tower Bldg., cor. Capitol Grounds A. Velez St., -Luna St., 8700 Malaybalay City 9000 Cagayan de Oro City
Appendix 3 CAMP Online Registration
Appendix 4 CAMP Participants
# of # of Public Elementary Region Participants Schools Participated ARMM 5 3 CAR 216 54 CARAGA 18 8 NCR 6,008 403 REGION I 28 19 REGION II 83 47 REGION III 537 218 REGION IV-A 682 225 REGION IV-B 104 53 REGION V 208 82 REGION VI 293 140 REGION VII 183 83 REGION VIII 78 44 REGION IX 10 8 REGION X 463 225 REGION XI 158 67 REGION XII 35 12 Others (Private Schools/HS Teachers/ 1 BSP Troop Leaders) 246 Total No of Participants 9,110 1,937
List of Participating Schools Region School Division District ARMM Atong-Atong ES BASILAN LANTAWAN Karim ES MAGUINDANAO BULDON EAST Timanan CS MAGUINDANAO SOUTH UPI CAR Lagangilang CS ABRA LAGANGILANG Luna CS APAYAO LUNA Adiwang ES BAGUIO CITY DISTRICT I Alfonso Tabora ES BAGUIO CITY DISTRICT III Baguio Central School BAGUIO CITY DISTRICT I Bakakeng ES BAGUIO CITY DISTRICT II Bonifacio ES BAGUIO CITY DISTRICT III Camp 7 ES BAGUIO CITY DISTRICT II Crystal Cave ES BAGUIO CITY DISTRICT II Dominican-Mirador ES BAGUIO CITY DISTRICT I Don Bosco ES BAGUIO CITY DISTRICT III Don Mariano Marcos ES BAGUIO CITY DISTRICT III Doña Aurora ES BAGUIO CITY DISTRICT III Doña Aurora H. Bueno E/S BAGUIO CITY DISTRICT II Doña Nicasia Puyat ES BAGUIO CITY DISTRICT III Dontogan ES BAGUIO CITY DISTRICT I Fort Del Pilar ES BAGUIO CITY DISTRICT II Gibraltar ES BAGUIO CITY DISTRICT II Happy Hallow ES BAGUIO CITY DISTRICT II Holyghost PS BAGUIO CITY DISTRICT III Jose P. Laurel ES BAGUIO CITY DISTRICT II Josefa Cariño ES BAGUIO CITY DISTRICT I Laurel ES BAGUIO CITY DISTRICT II Loakan ES BAGUIO CITY DISTRICT II Lucban ES BAGUIO CITY DISTRICT III M. L. Quezon ES BAGUIO CITY DISTRICT II Magsaysay ES BAGUIO CITY DISTRICT III NHS ES BAGUIO CITY DISTRICT III Pacday Quiño ES BAGUIO CITY DISTRICT I Pinget ES BAGUIO CITY DISTRICT III Pinsao ES BAGUIO CITY DISTRICT III Quezon Hill ES BAGUIO CITY DISTRICT I Quirino ES BAGUIO CITY DISTRICT I Quirino Hill ES BAGUIO CITY DISTRICT III Rizal ES BAGUIO CITY DISTRICT II Roxas ES BAGUIO CITY DISTRICT II San Vicente ES BAGUIO CITY DISTRICT II Springhills Primary School BAGUIO CITY DISTRICT II Sto. Tomas ES BAGUIO CITY DISTRICT I Lengaoan-Waking ES BENGUET BUGUIAS Wangal ES BENGUET LA TRINIDAD Abinuan ES IFUGAO LAGAWE Banga ES IFUGAO LAGAWE Buyabuyan ES IFUGAO LAGAWE Jucbong ES IFUGAO LAGAWE Luta PS IFUGAO LAGAWE Ollilicon ES IFUGAO LAGAWE Pullaan ES IFUGAO LAGAWE Tupaya ES IFUGAO LAGAWE Laya ES KALINGA NORTHERN TABUK Laya West ES KALINGA NORTHERN TABUK Tabuk CS (Dagupan West) KALINGA NORTHERN TABUK Besao ES MT. PROVINCE BESAO Betwagan ES MT. PROVINCE SADANGA CARAGA Ampayon Central ISS BUTUAN CITY EAST BUTUAN DISTRICT Ata-Atahon ES AGUSAN DEL NORTE NASIPIT EAST Talisay ES AGUSAN DEL NORTE NASIPIT WEST Tolosa CES AGUSAN DEL NORTE NORTHWEST CABADBARAN Mikit PS AGUSAN DEL SUR PROSPERIDAD II Mainit CES SURIGAO DEL NORTE MAINIT Hinatuan North CES SURIGAO DEL SUR HINATUAN NORTH Sta. Rita ES SURIGAO DEL SUR TAGBINA
Region School Division District NCR A. Bonifacio ES CALOOCAN CITY POBCARAN (POBLACION-CALIPARAN) A. Mabini ES CALOOCAN CITY CALOOCAN NORTH III Amparo ES CALOOCAN CITY CALOOCAN NORTH I Baesa ES CALOOCAN CITY TANQUE Bagbaguin ES CALOOCAN CITY CALOOCAN NORTH IV Bagong Silang ES CALOOCAN CITY CALOOCAN NORTH II Bagumbong ES CALOOCAN CITY CALOOCAN NORTH IV BES - Libis Baesa Annex CALOOCAN CITY TANQUE Caloocan ES - Central CALOOCAN CITY POBCARAN (POBLACION-CALIPARAN) Caloocan North ES CALOOCAN CITY CALOOCAN NORTH I Camarin D ES CALOOCAN CITY CALOOCAN NORTH I Camarin D ES - Unit II CALOOCAN CITY CALOOCAN NORTH I Camarin ES CALOOCAN CITY CALOOCAN NORTH I Caybiga ES CALOOCAN CITY CALOOCAN NORTH IV CECILIO APOSTOL ELEMENTARY SCHOOL CALOOCAN CITY POBCARAN (POBLACION-CALIPARAN) Cielito Zamora Mem. Sch. CALOOCAN CITY CALOOCAN NORTH I Congress ES CALOOCAN CITY CALOOCAN NORTH I Deparo ES CALOOCAN CITY CALOOCAN NORTH IV Gabriela Silang ES (Bagong Silang ES - Annex) CALOOCAN CITY CALOOCAN NORTH II Gomburza ES CALOOCAN CITY POBCARAN (POBLACION-CALIPARAN) Grace Park ES (Main) CALOOCAN CITY AROMAR (AROMAHAN-MARULAS) Grace Park ES I CALOOCAN CITY AROMAR (AROMAHAN-MARULAS) Gregoria de Jesus ES CALOOCAN CITY POBCARAN (POBLACION-CALIPARAN) Horacio dela Costa ES CALOOCAN CITY CALOOCAN NORTH I Kalayaan ES CALOOCAN CITY CALOOCAN NORTH II Kalayaan ES - Unit I CALOOCAN CITY CALOOCAN NORTH II Kasarinlan ES CALOOCAN CITY AROMAR (AROMAHAN-MARULAS) Kaunlaran ES CALOOCAN CITY AROMAR (AROMAHAN-MARULAS) Lerma ES CALOOCAN CITY AROMAR (AROMAHAN-MARULAS) Libis Talisay ES CALOOCAN CITY AROMAR (AROMAHAN-MARULAS) Llano ES CALOOCAN CITY CALOOCAN NORTH IV Manuel L. Quezon ES CALOOCAN CITY CALOOCAN NORTH III Marcelo H. del Pilar ES (MLQ ES Unit I) CALOOCAN CITY CALOOCAN NORTH III Marulas ES CALOOCAN CITY AROMAR (AROMAHAN-MARULAS) Maypajo ES CALOOCAN CITY AROMAR (AROMAHAN-MARULAS) Morning Breeze ES CALOOCAN CITY TANQUE NHC ES CALOOCAN CITY CALOOCAN NORTH III Pag-asa ES CALOOCAN CITY CALOOCAN NORTH III Pangarap ES CALOOCAN CITY CALOOCAN NORTH III Rene Cayetano ES (Gabriela Silang ES Annex I) CALOOCAN CITY CALOOCAN NORTH II Sampaguita ES CALOOCAN CITY CALOOCAN NORTH IV Sampalukan ES CALOOCAN CITY AROMAR (AROMAHAN-MARULAS) Silanganan ES (Star ES) CALOOCAN CITY CALOOCAN NORTH II Sta. Quiteria ES CALOOCAN CITY TANQUE Star ES - Unit I CALOOCAN CITY CALOOCAN NORTH II Sto. Niño ES CALOOCAN CITY CALOOCAN NORTH II Tala ES CALOOCAN CITY CALOOCAN NORTH III Tandang Sora IS CALOOCAN CITY POBCARAN (POBLACION-CALIPARAN) Kabayanan ES CITY OF SAN JUAN SAN JUAN DISTRICT II Nicanor C. Ibuna ES CITY OF SAN JUAN SAN JUAN DISTRICT II Pedro Cruz ES CITY OF SAN JUAN SAN JUAN DISTRICT I Pinaglabanan ES CITY OF SAN JUAN SAN JUAN DISTRICT II Salapan ES CITY OF SAN JUAN SAN JUAN DISTRICT I San Juan ES CITY OF SAN JUAN SAN JUAN DISTRICT I San Perfecto ES CITY OF SAN JUAN SAN JUAN DISTRICT I Sta. Lucia ES CITY OF SAN JUAN SAN JUAN DISTRICT II Almanza ES LAS PIÑAS CITY LAS PIÑAS CITY II CAA ES LAS PIÑAS CITY LAS PIÑAS CITY I Daniel Fajardo ES LAS PIÑAS CITY LAS PIÑAS CITY I Gatchalian ES LAS PIÑAS CITY LAS PIÑAS CITY I Manuyo ES LAS PIÑAS CITY LAS PIÑAS CITY I Moonwalk ES - Mikesell Annex LAS PIÑAS CITY LAS PIÑAS CITY II Pamplona ES Central LAS PIÑAS CITY LAS PIÑAS CITY II Pilar Village ES LAS PIÑAS CITY LAS PIÑAS CITY II Pulanlupa ES LAS PIÑAS CITY LAS PIÑAS CITY I Pulanlupa ES - Camella Annex LAS PIÑAS CITY LAS PIÑAS CITY I
Region School Division District NCR Bangkal ES MAKATI CITY MAKATI CITY DISTRICT III Bangkal ES II MAKATI CITY MAKATI CITY DISTRICT III Cembo ES MAKATI CITY MAKATI CITY DISTRICT I Comembo ES MAKATI CITY MAKATI CITY DISTRICT II East Rembo ES MAKATI CITY MAKATI CITY DISTRICT II F. Benitez ES MAKATI CITY MAKATI CITY DISTRICT IV F. Benitez ES III MAKATI CITY MAKATI CITY DISTRICT VI Fort Bonifacio ES MAKATI CITY MAKATI CITY DISTRICT II Guadalupe Viejo ES MAKATI CITY MAKATI CITY DISTRICT I Hen. Pio del Pilar ES MAKATI CITY MAKATI CITY DISTRICT III Hen. Pio del Pilar ES I MAKATI CITY MAKATI CITY DISTRICT III Jose Magsaysay ES (F. Benitez ES II) MAKATI CITY MAKATI CITY DISTRICT IV La Paz ES MAKATI CITY MAKATI CITY DISTRICT VI Makati ES MAKATI CITY MAKATI CITY DISTRICT I Maximo Estrella ES MAKATI CITY MAKATI CITY DISTRICT IV Nemesio I. Yabut ES MAKATI CITY MAKATI CITY DISTRICT V Nicanor C. Garcia, Sr. ES MAKATI CITY MAKATI CITY DISTRICT IV Palanan ES MAKATI CITY MAKATI CITY DISTRICT VI Pembo ES MAKATI CITY MAKATI CITY DISTRICT II Pitogo ES MAKATI CITY MAKATI CITY DISTRICT V Rizal ES MAKATI CITY MAKATI CITY DISTRICT II San Antonio Village ES MAKATI CITY MAKATI CITY DISTRICT VI San Jose ES MAKATI CITY MAKATI CITY DISTRICT I South Cembo ES MAKATI CITY MAKATI CITY DISTRICT V Tibagan ES MAKATI CITY MAKATI CITY DISTRICT II West Rembo ES MAKATI CITY MAKATI CITY DISTRICT II Bangkulasi ES MALABON & NAVOTAS NAVOTAS DISTRICT I Kapitbahayan ES MALABON & NAVOTAS NAVOTAS DISTRICT I Malabon ES MALABON & NAVOTAS MALABON DISTRICT I Navotas ES MALABON & NAVOTAS NAVOTAS DISTRICT I Ninoy Aquino ES MALABON & NAVOTAS MALABON DISTRICT II North Bay Boulevard North ES MALABON & NAVOTAS NAVOTAS DISTRICT I Panghulo ES MALABON & NAVOTAS MALABON DISTRICT I Santiago Syjuco ES MALABON & NAVOTAS MALABON DISTRICT III Tangos ES MALABON & NAVOTAS NAVOTAS DISTRICT II Tangos ES I MALABON & NAVOTAS NAVOTAS DISTRICT II Tanza ES MALABON & NAVOTAS NAVOTAS DISTRICT II Tonsuya ES MALABON & NAVOTAS MALABON DISTRICT II Dona Basilisa Yangco ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT I Dona Pilar C. Gonzaga ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT II Eulogio Rodriguez ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT II Filemon P. Javier ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT I Highway Hills Integrated School (Highway Hills ES)MANDALUYONG CITY MANDALUYONG CITY DISTRICT II Hulo ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT I Ilaya Barangka ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT II Isaac Lopez Integrated School (Isaac Lopez ES) MANDALUYONG CITY MANDALUYONG CITY DISTRICT I Mandaluyong ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT I Nueve de Febrero ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT II Pedro P. Cruz (Mauway) ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT II Plainview ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT I Renato R. Lopez ES MANDALUYONG CITY MANDALUYONG CITY DISTRICT I A. C. Herrera ES MANILA TONDO I A. V. Hernandez ES MANILA TONDO X Andres Bonifacio ES MANILA STA. CRUZ I Antonio A. Maceda Integrated School MANILA SAMPALOC VII Antonio Luna ES MANILA TONDO III Antonio Regidor ES MANILA STA. CRUZ III Arsenio H. Lacson ES MANILA TONDO VI B. Aldana ES MANILA SAMPALOC II Bacood ES MANILA SAMPALOC VIII Bagong Barangay ES MANILA PANDACAN I Bagong Diwa ES MANILA PANDACAN II Barrio Obrero ES MANILA TONDO I Baseco ES (Aurora A. Quezon ES - Baseco Annex)MANILA MALATE Beata ES MANILA PANDACAN II Cecilio Apostol ES MANILA STA. CRUZ II
Region School Division District NCR Dr. A. Albert ES MANILA SAMPALOC I Dr. Benigno Aldana Elementary MANILA SAMPALOC IV Dr. Celedonio A. Salvador ES MANILA PACO II E. A. Remigio ES MANILA STA. CRUZ I E. delos Santos ES MANILA SINGALONG Emilio Jacinto ES MANILA TONDO VIII F. Amorsolo ES MANILA STA. ANA II F. G. Calderon Integrated School MANILA TONDO II F. Ma. Guerrero ES MANILA STA. ANA I Francisco Balagtas ES MANILA STA. CRUZ III G. Lopez Jaena ES MANILA SAMPALOC II Gen. Aguinaldo Integrated School MANILA STA. ANA I Gen. Emilio Aguinaldo Integrated School MANILA STA. ANA III Gen. Gregorio del Pilar ES MANILA TONDO XIV Gen. M. Hizon ES MANILA TONDO XIV Gen. Miguel Malvar ES MANILA SAMPALOC VII Gen. Vicente Lim ES MANILA TONDO IX Geronimo Santiago ES MANILA STA. CRUZ V Gregoria de Jesus ES MANILA TONDO V Gregorio del Pilar Elem.School MANILA TONDO II Gregorio del Pilar ES, Centex MANILA TONDO XIV Hermrnegildo Atienza Elementary School MANILA TONDO V HJ Atienza Baseco ES MANILA TONDO V I. Delos Reyes ES MANILA TONDO XII Isabelo Reyes MANILA TONDO XI J. C. de Jesus ES MANILA TONDO XII J. P. Rizal ES MANILA TONDO VII J. Zamora ES MANILA PANDACAN I Juan Luna ES MANILA SAMPALOC V Juan Sumulong ES MANILA STA. CRUZ II Justo Lukban ES MANILA PACO I Laong Laan ES MANILA SAMPALOC I LapuLapu ES MANILA TONDO II Legarda ES MANILA SAMPALOC II Librada Avelino ES MANILA TONDO V M. Agoncillo ES MANILA SAN NICOLAS M. L. Quezon ES MANILA TONDO XI M. Roxas de Ayala ES MANILA STA. ANA II Magat Salamat ES MANILA TONDO XI Malate Primary MANILA MALATE Mariano Ponce ES MANILA TONDO III Melchora Aquino ES MANILA TONDO III Moises Salvador ES MANILA SAMPALOC IV P. Burgos ES MANILA SAMPALOC VI P. Gomez ES MANILA STA. CRUZ IV P. Guevarra ES MANILA SAN NICOLAS P. Pelaez ES MANILA SAMPALOC VI Pedro Pelaez Elementary School MANILA SAMPALOC IV Pio del Pilar ES MANILA SAMPALOC IX Plaridel Elem. School MANILA TONDO II R. Almario ES MANILA TONDO XIII Rafael Palma ES MANILA SAN ANDRES Silahis ng Katarungan Special School MANILA PACO II St. Joseph School MANILA TONDO I St. Joseph School - Gagalangin MANILA TONDO II Sta. Ana ES MANILA STA. ANA I T. Paez Integrated School MANILA TONDO VI Teodoro R. Yangco ES MANILA TONDO IX Trinidad Tecson Elem. School MANILA SAMPALOC IV V. E. Fugoso Memorial School MANILA SAMPALOC V VICENTE LIM ELEMENTARY SCHOOL MANILA TONDO I
Region School Division District NCR Concepcion ES MARIKINA CITY MARIKINA CITY DISTRICT II Concepcion Integrated School MARIKINA CITY MARIKINA CITY DISTRICT II Fortune ES MARIKINA CITY MARIKINA CITY DISTRICT II H. Bautista ES MARIKINA CITY MARIKINA CITY DISTRICT II Industrial Valley ES MARIKINA CITY MARIKINA CITY DISTRICT I Kapitan Moy ES MARIKINA CITY MARIKINA CITY DISTRICT II L. Victorino ES MARIKINA CITY MARIKINA CITY DISTRICT I Marikina ES MARIKINA CITY MARIKINA CITY DISTRICT I Nangka ES MARIKINA CITY MARIKINA CITY DISTRICT II Parang ES MARIKINA CITY MARIKINA CITY DISTRICT II SSS Village ES MARIKINA CITY MARIKINA CITY DISTRICT II Sto. Niño ES MARIKINA CITY MARIKINA CITY DISTRICT I Alabang ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT II Bayanan Elem. School Unit I MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT II Bayanan ES (Main) MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Bayanan ES I MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT II Buli ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT II Cupang ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT II Cupang ES Annex MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT II F. de Mesa ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Itaas ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Itaas ES - NBP Annex MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Lakeview ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Muntinlupa ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Putatan ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Soldiers' Hills ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Sucat ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT II Tunasan ES MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Victoria Homes ES (Tunasan ES - Ridgeview AnnexMUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Baclaran ES Central PARANAQUE CITY PARANAQUE CITY DISTRICT III Baclaran ES Unit I PARANAQUE CITY PARANAQUE CITY DISTRICT III Camp Claudio ES PARANAQUE CITY PARANAQUE CITY DISTRICT III Col. E. de Leon ES PARANAQUE CITY PARANAQUE CITY DISTRICT II Don Galo ES PARANAQUE CITY PARANAQUE CITY DISTRICT II F. Serrano, Sr. ES PARANAQUE CITY PARANAQUE CITY DISTRICT II F. Serrano, Sr. ES - Sunvalley ES PARANAQUE CITY PARANAQUE CITY DISTRICT II Fourth Estate ES (Paranaque ES III) PARANAQUE CITY PARANAQUE CITY DISTRICT I La Huerta ES PARANAQUE CITY PARANAQUE CITY DISTRICT I Masville ES PARANAQUE CITY PARANAQUE CITY DISTRICT I Paranaque ES Central PARANAQUE CITY PARANAQUE CITY DISTRICT I sampaloc elem. school PARANAQUE CITY PARANAQUE CITY DISTRICT I Sampaloc Site II ES PARANAQUE CITY PARANAQUE CITY DISTRICT I San Agustin ES PARANAQUE CITY PARANAQUE CITY DISTRICT II San Antonio ES (Paranaque ES IV) PARANAQUE CITY PARANAQUE CITY DISTRICT I Tambo ES PARANAQUE CITY PARANAQUE CITY DISTRICT III Apelo Cruz ES PASAY CITY PASAY CITY EAST DISTRICT P. Zamora ES PASAY CITY PASAY CITY EAST DISTRICT Timoteo Paez ES PASAY CITY PASAY CITY EAST DISTRICT Bagong Ilog ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT III Bambang ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II Buting ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II Caniogan ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT V De Castro ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT V Dela Paz ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT IV Dr. Sixto Antonio ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II Francisco Legaspi Memorial School PASIG CITY AND SAN JUAN PASIG CITY DISTRICT III Ilugin ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I Kalawaan ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II Liberato Damian ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I Manggahan ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT IV Maybunga Elementary School Annex PASIG CITY AND SAN JUAN PASIG CITY DISTRICT V Maybunga ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT V Nagpayong ES (Ilugin ES - Nagpayong Annex) PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I Oranbo ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT III Palatiw ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I Pasig ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I Pinagbuhatan ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I
Region School Division District NCR Pineda ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT III Rosario ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT IV Sagad ES (Pasig ES - Sagad Annex) PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I San Joaquin ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II San Lorenzo Ruiz ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT IV San Miguel ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT V Santolan ES PASIG CITY AND SAN JUAN PASIG CITY DISTRICT IV Sto. Nino ES (Dela Paz ES - Karangalan Annex) PASIG CITY AND SAN JUAN PASIG CITY DISTRICT IV Aguinaldo ES QUEZON CITY SCHOOL DISTRICT XV Apolonio Samson ES QUEZON CITY SCHOOL DISTRICT VII Bagbag ES QUEZON CITY SCHOOL DISTRICT VIII Bagong Pag-Asa ES QUEZON CITY SCHOOL DISTRICT V Bagong Silangan ES QUEZON CITY SCHOOL DISTRICT XI Balara ES QUEZON CITY SCHOOL DISTRICT XII Balingasa ES QUEZON CITY SCHOOL DISTRICT I Balumbato ES QUEZON CITY SCHOOL DISTRICT VII Batasan Hills ES QUEZON CITY SCHOOL DISTRICT XI Batino ES (SPED Center) QUEZON CITY SCHOOL DISTRICT XIV Bayanihan ES QUEZON CITY SCHOOL DISTRICT III Benigno Aquino Jr. ES QUEZON CITY SCHOOL DISTRICT I Betty Go Belmonte ES QUEZON CITY SCHOOL DISTRICT XIX BSES QUEZON CITY SCHOOL DISTRICT XI Camarilla ES QUEZON CITY SCHOOL DISTRICT XV Commonwealth ES QUEZON CITY SCHOOL DISTRICT XI Cong. Reynaldo A. Calalay Mem. Sch. (Damayan EQUEZON CITY SCHOOL DISTRICT II Cruz na Ligas ES QUEZON CITY SCHOOL DISTRICT XVI Cubao ES QUEZON CITY SCHOOL DISTRICT XIII Culiat ES QUEZON CITY SCHOOL DISTRICT VI Damong Maliit ES QUEZON CITY SCHOOL DISTRICT X Delfin M. Geraldez Memorial ES QUEZON CITY SCHOOL DISTRICT X Demetrio Tuazon ES QUEZON CITY SCHOOL DISTRICT I Diliman Preparatory School QUEZON CITY SCHOOL DISTRICT III Diosdado P. Macapagal ES (Tatalon ES) QUEZON CITY SCHOOL DISTRICT XIX Dona Juana ES QUEZON CITY SCHOOL DISTRICT XI Esteban Abada ES QUEZON CITY SCHOOL DISTRICT III Eulogio Rodriguez, Sr. ES QUEZON CITY SCHOOL DISTRICT XIII Fairview ES QUEZON CITY SCHOOL DISTRICT XI Fairview ES - West Fairview Annex QUEZON CITY SCHOOL DISTRICT XI Fort Aguinaldo ES QUEZON CITY SCHOOL DISTRICT XV Goodwill ES QUEZON CITY SCHOOL DISTRICT VIII GSIS Village ES QUEZON CITY SCHOOL DISTRICT VI Holy Spirit ES QUEZON CITY SCHOOL DISTRICT XI Kalantiyaw ES QUEZON CITY SCHOOL DISTRICT XIV Kaligayahan ES QUEZON CITY SCHOOL DISTRICT X Kamuning ES QUEZON CITY SCHOOL DISTRICT XVIII Lagro ES QUEZON CITY SCHOOL DISTRICT X Leopoldo B. Santos ES QUEZON CITY SCHOOL DISTRICT VIII Libis ES QUEZON CITY SCHOOL DISTRICT XII Lupang Pangako ES QUEZON CITY SCHOOL DISTRICT XI Malaya ES QUEZON CITY SCHOOL DISTRICT XVI Maligaya ES QUEZON CITY SCHOOL DISTRICT X Marcelo H. del Pilar ES QUEZON CITY SCHOOL DISTRICT XVIII Masambong ES QUEZON CITY SCHOOL DISTRICT II Melencio ES QUEZON CITY SCHOOL DISTRICT XI Melencio M Castelo ES QUEZON CITY SCHOOL DISTRICT XI Nagkaisang Nayon ES QUEZON CITY SCHOOL DISTRICT X North Fairview ES QUEZON CITY SCHOOL DISTRICT X Odelco ES QUEZON CITY SCHOOL DISTRICT VIII Old Balara ES QUEZON CITY SCHOOL DISTRICT XII Old Balara ES - Old Balara Annex QUEZON CITY SCHOOL DISTRICT XII Paltok ES QUEZON CITY SCHOOL DISTRICT III Pasong Tamo ES QUEZON CITY SCHOOL DISTRICT VI Payatas A ES QUEZON CITY SCHOOL DISTRICT XI Payatas B ES QUEZON CITY SCHOOL DISTRICT XI Payatas B ES Annex QUEZON CITY SCHOOL DISTRICT XI Pedro Tuason ES QUEZON CITY SCHOOL DISTRICT XVII
Region School Division District NCR San Diego ES QUEZON CITY SCHOOL DISTRICT XI San Francisco ES QUEZON CITY SCHOOL DISTRICT II San Gabriel ES QUEZON CITY SCHOOL DISTRICT IX San Jose ES QUEZON CITY SCHOOL DISTRICT I San Jose ES-Pag-Ibig sa Nayon Annex QUEZON CITY SCHOOL DISTRICT I Sauyo ES QUEZON CITY SCHOOL DISTRICT VIII School of Saint Anthony QUEZON CITY SCHOOL DISTRICT II Sinag-Tala ES QUEZON CITY SCHOOL DISTRICT III St. Theresa's College, Q.C. QUEZON CITY SCHOOL DISTRICT I Sto. Cristo ES QUEZON CITY SCHOOL DISTRICT V Tandang Sora ES QUEZON CITY SCHOOL DISTRICT VI Teodora Alonzo ES QUEZON CITY SCHOOL DISTRICT XIV Tomas Morato ES QUEZON CITY SCHOOL DISTRICT XVIII Toro Hills ES QUEZON CITY SCHOOL DISTRICT IV UP Integrated School QUEZON CITY SCHOOL DISTRICT IV Valencia ES QUEZON CITY SCHOOL DISTRICT XVII Villa Verde ES QUEZON CITY SCHOOL DISTRICT IX Aguho ES TAGIG & PATEROS PATEROS Bagong Tanyag ES TAGIG & PATEROS TAGUIG DISTRICT II C. P. Sta. Teresa ES TAGIG & PATEROS TAGUIG DISTRICT II C. P. Tinga ES TAGIG & PATEROS TAGUIG DISTRICT I Capt. H. Francisco ES TAGIG & PATEROS PATEROS Capt. H. Francisco ES Annex TAGIG & PATEROS PATEROS Daanghari ES TAGIG & PATEROS TAGUIG DISTRICT II Dr. A. E. Natividad ES TAGIG & PATEROS TAGUIG DISTRICT I Em's Signal Village ES TAGIG & PATEROS TAGUIG DISTRICT II Eusebio C. Santos ES TAGIG & PATEROS TAGUIG DISTRICT I Kapitan Eddie T. Reyes Memorial ES TAGIG & PATEROS TAGUIG DISTRICT III Kapitan Eddie T. Reyes Memorial ES - Palar AnnexTAGIG & PATEROS TAGUIG DISTRICT III Kapitan Jose Cardones Memorial ES TAGIG & PATEROS TAGUIG DISTRICT III Maharlika ES TAGIG & PATEROS TAGUIG DISTRICT II Napindan ES TAGIG & PATEROS TAGUIG DISTRICT I P. Manalo ES TAGIG & PATEROS PATEROS Pateros ES TAGIG & PATEROS PATEROS R. P. Cruz, Sr. ES TAGIG & PATEROS TAGUIG DISTRICT I Silangan ES TAGIG & PATEROS TAGUIG DISTRICT III Sta. Ana ES TAGIG & PATEROS PATEROS Sto. Rosario ES TAGIG & PATEROS PATEROS Taguig ES TAGIG & PATEROS TAGUIG DISTRICT I Tenement ES TAGIG & PATEROS TAGUIG DISTRICT III Tipas ES TAGIG & PATEROS TAGUIG DISTRICT I Tipas ES - Annex TAGIG & PATEROS TAGUIG DISTRICT I Upper Bicutan ES TAGIG & PATEROS TAGUIG DISTRICT II Ususan ES TAGIG & PATEROS TAGUIG DISTRICT I A. Deato ES VALENZUELA CITY VALENZUELA CITY NORTH DISTRICT A. Fernando ES VALENZUELA CITY VALENZUELA CITY NORTH DISTRICT Andres Mariano ES (Bagbaguin ES) VALENZUELA CITY VALENZUELA CITY EAST DISTRICT Bignay ES VALENZUELA CITY VALENZUELA CITY CENTRAL DISTRICT Canumay East ES VALENZUELA CITY VALENZUELA CITY CENTRAL DISTRICT Caruhatan East ES VALENZUELA CITY VALENZUELA CITY SOUTH DISTRICT Dalandanan ES VALENZUELA CITY VALENZUELA CITY CENTRAL DISTRICT Gen. T. de Leon ES VALENZUELA CITY VALENZUELA CITY EAST DISTRICT Gen. T. de Leon ES- Tañada Annex VALENZUELA CITY VALENZUELA CITY EAST DISTRICT Isla ES VALENZUELA CITY VALENZUELA CITY NORTH DISTRICT Lingunan ES VALENZUELA CITY VALENZUELA CITY CENTRAL DISTRICT Malinta ES VALENZUELA CITY VALENZUELA CITY CENTRAL DISTRICT Mapulang Lupa ES VALENZUELA CITY VALENZUELA CITY EAST DISTRICT Maysan ES VALENZUELA CITY VALENZUELA CITY EAST DISTRICT P. R. San Diego ES VALENZUELA CITY VALENZUELA CITY NORTH DISTRICT Paltok ES VALENZUELA CITY VALENZUELA CITY NORTH DISTRICT Parada ES VALENZUELA CITY VALENZUELA CITY EAST DISTRICT Pio Valenzuela ES VALENZUELA CITY VALENZUELA CITY NORTH DISTRICT Serrano ES VALENZUELA CITY VALENZUELA CITY SOUTH DISTRICT Silvestre Lazaro ES VALENZUELA CITY VALENZUELA CITY EAST DISTRICT Sitio Sto. Rosario ES (Malabo ES) VALENZUELA CITY VALENZUELA CITY EAST DISTRICT St. Joseph Academy of Valenzuela VALENZUELA CITY VALENZUELA CITY SOUTH DISTRICT
Region School Division District Region 1 Inerangan ES ALAMINOS CITY DISTRICT I Pascuala G. Villamil ES DAGUPAN CITY DAGUPAN CITY DISTRICT II Nagsuputan ES ILOCOS SUR SAN JUAN Pudoc West ES ILOCOS SUR TAGUDIN Guesset ES LA UNION NAGUILIAN Sto. Tomas CES (Central ES) LA UNION STO. TOMAS Buttong ES LAOAG CITY LAOAG CITY DISTRICT I R. B. Ablan ES LAOAG CITY LAOAG CITY DISTRICT III Bani East CS PANGASINAN I, LINGAYEN BANI Bani ES PANGASINAN I, LINGAYEN BAYAMBANG I Malimpec ES PANGASINAN I, LINGAYEN BAYAMBANG I San Vicente ES PANGASINAN I, LINGAYEN BAYAMBANG II Tobuan ES PANGASINAN I, LINGAYEN LABRADOR Diket ES PANGASINAN II, BINALONANUMINGAN II Don Alberto Vergara ES PANGASINAN II, BINALONANUMINGAN II Resurreccion ES PANGASINAN II, BINALONANUMINGAN II Umingan CES PANGASINAN II, BINALONANUMINGAN I Don Amadeo Perez, Sr. Memorial Central School - URDANETAW CITY URDANETA CITY DISTRICT II San Jose ES URDANETA CITY URDANETA CITY DISTRICT II Region II Apayao ES CAGAYAN PIAT Basao ES CAGAYAN GATTARAN WEST Bayo ES CAGAYAN IGUIG Callao ES CAGAYAN GONZAGA WEST Dumpao ES CAGAYAN IGUIG Gammad ES CAGAYAN IGUIG Iguig CS CAGAYAN IGUIG L. Adviento ES CAGAYAN GATTARAN WEST Malabbac ES CAGAYAN IGUIG Nassiping ES CAGAYAN GATTARAN WEST Sto. Domingo ES CAGAYAN PIAT Villa Rey ES CAGAYAN PIAT Tagaran ES CAUAYAN CITY CAUAYAN NORTH DISTRICT Andabuen ES - Annex ISABELA BENITO SOLIVEN Ara ES ISABELA BENITO SOLIVEN Benito Soliven CS ISABELA BENITO SOLIVEN Binogtungan PS ISABELA BENITO SOLIVEN Bonifacio ES ISABELA ALICIA SOUTH Cabatuan West CS ISABELA CABATUAN WEST Calaocan ES ISABELA BENITO SOLIVEN Capuseran ES ISABELA BENITO SOLIVEN Cataguing ES ISABELA SAN MARIANO II Cebu ES ISABELA SAN ISIDRO Dagupan ES ISABELA BENITO SOLIVEN Guilingan ES ISABELA BENITO SOLIVEN Maligaya ES ISABELA ECHAGUE WEST Mallabo ES ISABELA SAN MARIANO I San Mateo West CS ISABELA SAN MATEO SOUTH Sevillana PS ISABELA BENITO SOLIVEN Tangcul-San Isidro ES ISABELA ILAGAN EAST Yeban Integrated School ISABELA BENITO SOLIVEN Amballo North PS NUEVA VIZCAYA BAGABAG Aurora ES NUEVA VIZCAYA QUEZON Bambang CS NUEVA VIZCAYA BAMBANG I Baresbes ES NUEVA VIZCAYA QUEZON Bayombong CS NUEVA VIZCAYA BAYOMBONG I Bonifacio PS NUEVA VIZCAYA QUEZON Buliwao ES NUEVA VIZCAYA QUEZON Busat ES NUEVA VIZCAYA QUEZON Cordon ES NUEVA VIZCAYA KASIBU WEST Darubba ES NUEVA VIZCAYA QUEZON Laya PS NUEVA VIZCAYA QUEZON Maasin ES NUEVA VIZCAYA QUEZON Quezon CS NUEVA VIZCAYA QUEZON San Juan ES NUEVA VIZCAYA QUEZON Watwat PS NUEVA VIZCAYA KASIBU WEST Divisoria ES SANTIAGO CITY SANTIAGO EAST
Region School Division District Region III Abelardo G. Tinio ES ANGELES CITY EAST DISTRICT Amsic ES ANGELES CITY WEST DISTRICT Angeles ES ANGELES CITY EAST DISTRICT EPZA Resettlement ES ANGELES CITY NORTH DISTRICT Gueco Balibago ES ANGELES CITY WEST DISTRICT Mining ES ANGELES CITY EAST DISTRICT Pandan ES ANGELES CITY EAST DISTRICT Salapungan ES ANGELES CITY NORTH DISTRICT Sapalibutad ES ANGELES CITY EAST DISTRICT Sapang Bato ES ANGELES CITY WEST DISTRICT Sapang Bato ES - Air Force City ES ANGELES CITY WEST DISTRICT Sta. Maria ES ANGELES CITY NORTH DISTRICT Sta. Teresita E/S ANGELES CITY WEST DISTRICT Virgen Delos Remedios ES ANGELES CITY NORTH DISTRICT Calaocan ES AURORA DIPACULAO Ditumabo ES AURORA SAN LUIS L. Pimentel ES AURORA SAN LUIS Balanga IS BALANGA CITY BALANGA CITY EAST Bo. Central ES BALANGA CITY BALANGA CITY WEST Cabog-Cabog ES BALANGA CITY BALANGA CITY WEST Cataning ES BALANGA CITY BALANGA CITY WEST Our Lady Of Lourdes ES BALANGA CITY BALANGA CITY EAST T. Camacho Sr. ES BALANGA CITY BALANGA CITY EAST Tortugas ES BALANGA CITY BALANGA CITY EAST Tuyo ES BALANGA CITY BALANGA CITY EAST Bangkal ES BATAAN ABUCAY Cabcaben ES BATAAN MARIVELES St. Francis II (Petron School) BATAAN LIMAY Talimundok ES BATAAN ORANI Abangan Sur ES BULACAN MARILAO Balagtas C/S BULACAN BALAGTAS Baliuag North C/S BULACAN BALIUAG NORTH Bambang ES BULACAN BULACAN Bancal ES BULACAN MEYCAUAYAN EAST Banga ES BULACAN PLARIDEL Batia ES BULACAN BOCAUE Bubulong Malaki ES BULACAN SAN ILDEFONSO NORTH Bunsuran ES BULACAN PANDI Calawitan ES BULACAN SAN ILDEFONSO NORTH Calumpit Cs BULACAN CALUMPIT Calvario ES BULACAN MEYCAUAYAN WEST Cambaog ES BULACAN BUSTOS Cay Pombo ES BULACAN STA. MARIA F. Mendoza Mem ES BULACAN CALUMPIT F. V. R. Phase 2 ES BULACAN NORZAGARAY Guyong ES BULACAN STA. MARIA Hagonoy Cs BULACAN HAGONOY EAST Iba ES BULACAN MEYCAUAYAN EAST J. Ponce ES BULACAN BALIUAG NORTH Kapitangan ES BULACAN PAOMBONG Lawa ES BULACAN OBANDO Libtong ES BULACAN MEYCAUAYAN EAST Lolomboy ES BULACAN BOCAUE Longos ES BULACAN BALAGTAS M.C. Bernardo Mem. CS BULACAN PANDI Makapilapil ES BULACAN SAN ILDEFONSO NORTH Malibong Matanda ES BULACAN PANDI Malipampang ES BULACAN SAN ILDEFONSO SOUTH Meycauayan West CS BULACAN MEYCAUAYAN WEST North Hills Village ES BULACAN NORZAGARAY Norzagaray ES BULACAN NORZAGARAY Obando CS BULACAN OBANDO Pandayan ES BULACAN MEYCAUAYAN EAST Paombong Cs BULACAN PAOMBONG Pulilan CS BULACAN PULILAN
Region School Division District Region III San Ildefonso ES BULACAN SAN ILDEFONSO NORTH San Juan ES BULACAN HAGONOY EAST San Miguel CS BULACAN SAN MIGUEL SOUTH San Nicolas ES BULACAN HAGONOY WEST San Pablo ES BULACAN HAGONOY EAST San Pedro ES BULACAN BUSTOS Sta. Barbara ES BULACAN BALIUAG SOUTH Sta. Maria ES BULACAN STA. MARIA Sulucan ES BULACAN ANGAT Tabang ES BULACAN BULACAN Tawiran ES BULACAN OBANDO Umpucan ES BULACAN SAN ILDEFONSO NORTH Barasoain Memo. ES MALOLOS CITY NORTH DISTRICT Malolos ES MALOLOS CITY SOUTH DISTRICT Panasahan ES MALOLOS CITY SOUTH DISTRICT Aliaga CS NUEVA ECIJA ALIAGA Baloc ES NUEVA ECIJA STO. DOMINGO Bibiclat ES NUEVA ECIJA ALIAGA Bucot ES NUEVA ECIJA ALIAGA Doña Elena L. Soriano ES NUEVA ECIJA ALIAGA Gaudencio Medina ES NUEVA ECIJA ALIAGA Guimba East CS NUEVA ECIJA GUIMBA EAST Magsaysay ES NUEVA ECIJA ALIAGA Putlod ES NUEVA ECIJA JAEN San Felipe ES NUEVA ECIJA ALIAGA San Pablo (M) ES NUEVA ECIJA ALIAGA Sto. Tomas ES NUEVA ECIJA ALIAGA Umangan ES NUEVA ECIJA ALIAGA Olongapo City ES OLONGAPO CITY OLONGAPO CITY DISTRICT I Tabacuhan ES OLONGAPO CITY OLONGAPO CITY DISTRICT II Arenas ES PAMPANGA ARAYAT WEST Cacutud ES PAMPANGA ARAYAT WEST Camachile PS PAMPANGA FLORIDABLANCA WEST Camachiles ES PAMPANGA MABALACAT EAST Candaba CS PAMPANGA CANDABA WEST Dau CS PAMPANGA MABALACAT SOUTH Del Carmen ES PAMPANGA LUBAO EAST Eliseo Belen ES PAMPANGA BACOLOR Fausto Gonzales Mem. ES PAMPANGA APALIT Floridablanca East CS PAMPANGA FLORIDABLANCA EAST Macabebe East CS PAMPANGA MACABEBE EAST Manibaug Libutad ES PAMPANGA PORAC EAST Manibaug Paralaya ES PAMPANGA PORAC EAST Manibaug Paralaya ES PAMPANGA PORAC EAST Manibaug Pasig (Madapdap) ES - Mabalacat, PampPAMPANGA PORAC EAST Maquiapo ES PAMPANGA GUAGUA WEST Orchard PS PAMPANGA MAGALANG San Isidro ES PAMPANGA MINALIN San Isidro ES PAMPANGA SAN LUIS San Pablo 2nd ES PAMPANGA LUBAO WEST San Roque ES PAMPANGA MACABEBE EAST Siñura PS PAMPANGA PORAC EAST Sitio Culubasa Primary School PAMPANGA FLORIDABLANCA EAST St. Angela's Academy PAMPANGA GUAGUA EAST Sta. Ana CS PAMPANGA STA. ANA Sta. Cruz ES PAMPANGA PORAC EAST Sta. Ines ES PAMPANGA GUAGUA EAST Sta. Rita CS PAMPANGA STA. RITA Sto. Rosario ES PAMPANGA MEXICO NORTH Sto. Tomas ES PAMPANGA STO. TOMAS
Region School Division District Region III Bulaon ES SAN FERNANDO CITY SAN FERNANDO EAST Dela Paz Norte ES SAN FERNANDO CITY SAN FERNANDO NORTH Dolores ES SAN FERNANDO CITY SAN FERNANDO NORTH Maimpis ES SAN FERNANDO CITY SAN FERNANDO NORTH San Agustin ES SAN FERNANDO CITY SAN FERNANDO EAST San Isidro IS SAN FERNANDO CITY SAN FERNANDO NORTH San Juan South ES SAN FERNANDO CITY SAN FERNANDO WEST Sta. Lucia ES SAN FERNANDO CITY SAN FERNANDO WEST Bagong Buhay E ES SAN JOSE DEL MONTE CITY SAN JOSE DEL MONTE EAST Gumaok ES SAN JOSE DEL MONTE CITY SAN JOSE DEL MONTE WEST San Jose Del Monte Cs SAN JOSE DEL MONTE CITY SAN JOSE DEL MONTE WEST Towerville ES SAN JOSE DEL MONTE CITY SAN JOSE DEL MONTE EAST Abogon ES TARLAC GERONA NORTH Acocolao PS TARLAC PANIQUI SOUTH Alfonso ES TARLAC CONCEPCION WEST Angelina Dizon Jimenez ES (Sto. Domingo ES) TARLAC CAPAS EAST Ayson ES TARLAC GERONA SOUTH Bancay I ES TARLAC CAMILING EAST Bawa ES TARLAC GERONA SOUTH Bularit ES TARLAC GERONA SOUTH Burgos ES TARLAC SAN JOSE Cabanabaan PS TARLAC CAMILING EAST Calangitan ES TARLAC CAPAS EAST Camiling East CS TARLAC CAMILING EAST Carael ES TARLAC CAMILING EAST Catigaacan PS TARLAC SAN JOSE Concepcion North CS TARLAC CONCEPCION NORTH Concepcion West CS TARLAC CONCEPCION WEST Cristo Rey CES (O'Donnel Resettlement ES I) TARLAC CAPAS WEST Dapdap Resett. ES TARLAC BAMBAN Doclong 2nd ES TARLAC SAN CLEMENTE Don Casimiro Tanedo ES TARLAC VICTORIA WEST Florida ES TARLAC CAMILING EAST Gabaldon ES TARLAC VICTORIA WEST Gerona North CS TARLAC GERONA NORTH Lalapac ES TARLAC VICTORIA WEST Lourdes ES TARLAC CONCEPCION NORTH Lubigan ES TARLAC SAN JOSE Luna ES TARLAC GERONA SOUTH Mabilog ES TARLAC CONCEPCION NORTH Mabini ES TARLAC GERONA SOUTH Macangcong ES TARLAC CONCEPCION WEST Malayep ES TARLAC GERONA SOUTH Maluid Cabrera ES TARLAC VICTORIA WEST Malupa ES TARLAC CONCEPCION EAST Matapitap PS TARLAC GERONA SOUTH Minane ES TARLAC CONCEPCION WEST Moncada South CS TARLAC MONCADA SOUTH Moriones ES TARLAC SAN JOSE Motrico ES TARLAC LA PAZ SOUTH Palacpalac ES TARLAC VICTORIA WEST Pao PS TARLAC CONCEPCION NORTH Parang ES TARLAC CONCEPCION NORTH Parsolingan ES TARLAC GERONA SOUTH Pilipila ES TARLAC STA. IGNACIA Pinasling CS TARLAC GERONA SOUTH Pitabunan ES TARLAC CONCEPCION NORTH Ramos CS TARLAC RAMOS Rizal ES TARLAC GERONA SOUTH San Agustin ES TARLAC CONCEPCION NORTH San Agustin ES TARLAC GERONA SOUTH San Andres ES TARLAC VICTORIA WEST San Antonio ES TARLAC GERONA SOUTH San Antonio ES TARLAC CONCEPCION SOUTH San Bartolome ES TARLAC GERONA SOUTH San Francisco ES TARLAC CONCEPCION WEST San Isidro Central ES TARLAC LA PAZ SOUTH
Region School Division District Region III San Jose ES TARLAC CONCEPCION NORTH San Jose ES TARLAC GERONA SOUTH San Miguel ES TARLAC CONCEPCION NORTH San Vicente Corba ES TARLAC CONCEPCION WEST Sinilian III ES TARLAC CAMILING EAST Sta. Ignacia North CS TARLAC STA. IGNACIA Sta. Rita ES TARLAC CAPAS EAST Sta. Rosa ES TARLAC CONCEPCION NORTH Sto. Cristo PS TARLAC CONCEPCION NORTH Sto. Nino ES TARLAC CONCEPCION WEST Sulipa ES TARLAC GERONA NORTH Susuba ES TARLAC CAPAS EAST Talimundoc ES TARLAC CONCEPCION NORTH Telbang PS TARLAC CAMILING EAST Tinang ES TARLAC CONCEPCION NORTH Victoria East CS TARLAC VICTORIA EAST Villa Aglipay ES TARLAC SAN JOSE Balingcanaway Centro ES TARLAC CITY TARLAC EAST Baras-Baras ES TARLAC CITY TARLAC NORTH Mapalacsiao ES TARLAC CITY TARLAC SOUTH San Vicente ES TARLAC CITY TARLAC WEST San Vicente ES - Annex TARLAC CITY TARLAC NORTH Sta. Cruz ES TARLAC CITY TARLAC NORTH Tarlac West CES TARLAC CITY TARLAC WEST Namatacan ES ZAMBALES SAN NARCISO San Guillermo ES ZAMBALES SAN MARCELINO Region IV Penafrancia ES ANTIPOLO CITY DISTRICT II-B Sapinit ES ANTIPOLO CITY DISTRICT II-C Bilaran ES BATANGAS NASUGBU EAST Nasugbu West CS BATANGAS NASUGBU WEST San Agustin ES BATANGAS STO. TOMAS SOUTH Sta. Elena ES BATANGAS STO. TOMAS SOUTH Alangilan ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Ambulong ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Bagong Silang ES BATANGAS CITY BATANGAS CITY EAST DISTRICT Balagtas ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Balete ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Balete Relocation ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Banaba Center PS BATANGAS CITY BATANGAS CITY NORTH DISTRICT Banaba East ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Banaba South ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Banaba West ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Batangas City South CS BATANGAS CITY BATANGAS CITY SOUTH DISTRICT Bucal ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Concepcion ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Conde Labac ES BATANGAS CITY BATANGAS CITY NEW DISTRICT Dao ES BATANGAS CITY BATANGAS CITY SOUTH DISTRICT Dela Paz Itaas ES BATANGAS CITY BATANGAS CITY COASTAL DISTRICT Dela Paz Proper ES BATANGAS CITY BATANGAS CITY COASTAL DISTRICT Dela Paz Pulot ES BATANGAS CITY BATANGAS CITY COASTAL DISTRICT Dumuclay ES BATANGAS CITY BATANGAS CITY NEW DISTRICT Gulod ES BATANGAS CITY BATANGAS CITY EAST DISTRICT Ilijan ES BATANGAS CITY BATANGAS CITY COASTAL DISTRICT Jose C. Pastor ES (Pallocan ES) BATANGAS CITY BATANGAS CITY NEW DISTRICT Julian A. Pastor MES BATANGAS CITY BATANGAS CITY NEW DISTRICT Kumintang ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Libjo ES BATANGAS CITY BATANGAS CITY NEW DISTRICT Lilinggiwan ES BATANGAS CITY BATANGAS CITY COASTAL DISTRICT Liponpon ES BATANGAS CITY BATANGAS CITY VERDE ISLAND DISTRICT Mabacong ES BATANGAS CITY BATANGAS CITY COASTAL DISTRICT Mahabang Dahilig ES BATANGAS CITY BATANGAS CITY SOUTH DISTRICT Mahacot ES BATANGAS CITY BATANGAS CITY EAST DISTRICT Malalim ES BATANGAS CITY BATANGAS CITY SOUTH DISTRICT Malibayo ES BATANGAS CITY BATANGAS CITY SOUTH DISTRICT Malitam ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Melecio Arceo MES (MAMES) BATANGAS CITY BATANGAS CITY EAST DISTRICT Pagkilatan ES BATANGAS CITY BATANGAS CITY COASTAL DISTRICT
Region School Division District Region IV Paharang ES BATANGAS CITY BATANGAS CITY EAST DISTRICT Pallocan East ES BATANGAS CITY BATANGAS CITY NEW DISTRICT Parang Cueva ES BATANGAS CITY BATANGAS CITY VERDE ISLAND DISTRICT Parang ES BATANGAS CITY BATANGAS CITY VERDE ISLAND DISTRICT Piit ES BATANGAS CITY BATANGAS CITY SOUTH DISTRICT Pinamukan ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Pinamukan Ibaba ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Sampaga ES BATANGAS CITY BATANGAS CITY NEW DISTRICT San Agapito ES BATANGAS CITY BATANGAS CITY VERDE ISLAND DISTRICT San Agustin Kanluran ES BATANGAS CITY BATANGAS CITY VERDE ISLAND DISTRICT San Agustin Silangan ES BATANGAS CITY BATANGAS CITY VERDE ISLAND DISTRICT San Jose-Sico ES BATANGAS CITY BATANGAS CITY EAST DISTRICT San Miguel ES BATANGAS CITY BATANGAS CITY NEW DISTRICT San Pedro ES BATANGAS CITY BATANGAS CITY EAST DISTRICT Senator Claro M. Recto ES BATANGAS CITY BATANGAS CITY EAST DISTRICT Simlong ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Sirang Lupa ES BATANGAS CITY BATANGAS CITY NEW DISTRICT Sorosoro ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Sta. Clara ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Sta. Clara ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Sta. Rita Aplaya ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Sta. Rita ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Sto. Domingo ES BATANGAS CITY BATANGAS CITY NEW DISTRICT Sto. Niño ES BATANGAS CITY BATANGAS CITY SOUTH DISTRICT Tabangao ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Talahib Payapa ES BATANGAS CITY BATANGAS CITY COASTAL DISTRICT Tibig ES BATANGAS CITY BATANGAS CITY COASTAL DISTRICT Tinga Itaas ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Tinga Labac ES BATANGAS CITY BATANGAS CITY NORTH DISTRICT Tulo II ES BATANGAS CITY BATANGAS CITY EAST DISTRICT Wawa ES BATANGAS CITY BATANGAS CITY WEST DISTRICT Lawa ES CALAMBA CITY CALAMBA CITY WEST Mayapa ES CALAMBA CITY CALAMBA CITY WEST San Ramon ES CALAMBA CITY CALAMBA CITY WEST Alfonso ES CAVITE ALFONSO Anabu II ES CAVITE IMUS I Bacoor ES CAVITE BACOOR I Bayan Luma II ES CAVITE IMUS I Buhay Na Tubig ES CAVITE IMUS I Calumpang Lejos ES CAVITE INDANG II Carmona ES CAVITE CARMONA Cayetano Topacio ES CAVITE IMUS I Dulong Bayan ES CAVITE BACOOR I Felipe Calderon ES (Tanza ES) CAVITE TANZA Gawaran ES CAVITE BACOOR II Gov. D. M. Camerino ES CAVITE IMUS II Imus Pilot ES CAVITE IMUS I Julugan ES CAVITE TANZA Malipay ES CAVITE BACOOR II Mambog ES CAVITE BACOOR I Marahan ES CAVITE ALFONSO Molino ES CAVITE BACOOR II Pasong Santol ES CAVITE IMUS I Sultan Esmael ES CAVITE DASMARIÑAS II Tagaytay ES CAVITE TAGAYTAY CITY Talaba ES CAVITE BACOOR II Tanzang Luma ES CAVITE IMUS I Toclong ES CAVITE IMUS II Trece Martirez City ES CAVITE TRECE MARTIREZ CITY Victoria Reyes ES CAVITE DASMARIÑAS II Ladislao Diwa ES CAVITE CITY CAVITE CITY II DISTRICT
Region School Division District Region IV Alaminos CS LAGUNA ALAMINOS Balayhangin ES LAGUNA CALAUAN Bambang ES LAGUNA LOS BAÑOS Bay CS LAGUNA BAY Bernaldo N. Calara ES LAGUNA LOS BAÑOS Bulajo ES LAGUNA CAVINTI Burol ES LAGUNA CAVINTI Cabuyao Cs LAGUNA CABUYAO Calauan CES LAGUNA CALAUAN Crisanto Guysayko MES LAGUNA NAGCARLAN-RIZAL Dayap ES LAGUNA CALAUAN E.W. De Vela ES LAGUNA FAMY-MABITAC Famy ES LAGUNA FAMY-MABITAC Kapatalan ES LAGUNA SINILOAN Lamot ES LAGUNA CALAUAN Lamot ES - Annex LAGUNA CALAUAN Layasin PS LAGUNA CAVINTI Limao ES LAGUNA CALAUAN Lopez ES LAGUNA LOS BAÑOS Los Baños CES LAGUNA LOS BAÑOS Luisiana CES LAGUNA LUISIANA Mabacan ES LAGUNA CALAUAN Magdalena CS (Ananias Laico MES) LAGUNA MAGDALENA Makativille ES LAGUNA CALAUAN Masiit ES LAGUNA CALAUAN Matalatala ES LAGUNA FAMY-MABITAC Maulawin ES LAGUNA PAGSANJAN Mayondon ES LAGUNA LOS BAÑOS NHA ES LAGUNA CALAUAN Paciano Rizal ES LAGUNA BAY Paete CS LAGUNA PAETE Paete CS - Tubig Annex LAGUNA PAETE Perez ES LAGUNA CALAUAN Prinza ES LAGUNA CALAUAN San Antonio ES LAGUNA LOS BAÑOS San Isidro ES LAGUNA CALAUAN San Miguel ES LAGUNA FAMY-MABITAC San Pedro CES LAGUNA SAN PEDRO Siniloan ES LAGUNA SINILOAN Southville 5A ES (Langkiwa Annex) LAGUNA BIÑAN Sto Domingo ES LAGUNA BAY T.C. Dator MES (Pulong Dayap ES) LAGUNA CALAUAN Siniloan ES LAGUNA SINILOAN G.B. Lontok MS LIPA CITY LIPA CITY EAST DISTRICT Inosloban-Marawoy ES LIPA CITY LIPA CITY NORTH DISRICT Sampaguita ES LIPA CITY LIPA CITY SOUTH DISTRICT Sen. Claro M. Recto MS (Lipa City South CS) LIPA CITY LIPA CITY SOUTH DISTRICT Sen. Ma. E. Kalaw Katigbak MS LIPA CITY LIPA CITY NORTH DISRICT Ibabang Iyam ES LUCENA CITY LUCENA WEST DISTRICT Lucena East III ES LUCENA CITY LUCENA EAST DISTRICT Lucena West I ES LUCENA CITY LUCENA WEST DISTRICT Atimonan CES QUEZON ATIMONAN Atimonan CS - Annex QUEZON ATIMONAN Bagong Bayan ES QUEZON MAUBAN SOUTH Balubal ES QUEZON SARIAYA EAST Calauag East CS QUEZON CALAUAG EAST Canda ES QUEZON SARIAYA EAST Capalong ES QUEZON REAL Claro M. Recto Mem. CS QUEZON TIAONG Dolores CS Annex QUEZON DOLORES Don E. Salumbides ES QUEZON LOPEZ EAST Don Eulogio Capino ES Annex (Putol) QUEZON DOLORES Gomez ES QUEZON LOPEZ WEST Kiloloron ES QUEZON REAL Latangan ES QUEZON MULANAY Llavac ES QUEZON REAL
Region School Division District Region IV Lubayat ES QUEZON REAL Macalelon CS QUEZON MACALELON Macpac ES QUEZON CATANAUAN Malapad ES QUEZON REAL Mamala ES QUEZON SARIAYA EAST Maragondon ES QUEZON REAL Mauban South CES I QUEZON MAUBAN SOUTH Mauban South CES II QUEZON MAUBAN SOUTH Pandan ES QUEZON REAL Ponon ES QUEZON ATIMONAN Prlng. Elem. Ng Lucban 1 QUEZON LUCBAN Real CES QUEZON REAL Sariaya East C Main ES QUEZON SARIAYA EAST Sto. Cristo ES QUEZON SARIAYA WEST Tanauan ES QUEZON PLARIDEL Tayabas East CS I QUEZON TAYABAS EAST Tayabas West CS I QUEZON TAYABAS WEST Tiaong East ES QUEZON TIAONG Ungos ES QUEZON REAL VIlla Ibaba ES QUEZON ATIMONAN Guitnangbayan ES RIZAL SAN MATEO Simeon R. Bendaña, Sr. MES RIZAL TANAY I Antonio M. Magcase ES SAN PABLO CITY STO. ANGEL Dapdapan ES SAN PABLO CITY DAPDAPAN Del Remedio ES SAN PABLO CITY DEL REMEDIO Dolores ES SAN PABLO CITY STO. ANGEL Don Enrique Bautista ES SAN PABLO CITY SAN FRANCISCO Fule Almeda ES SAN PABLO CITY FULE ALMEDA Margarita Lopez Laurel Mem. School SAN PABLO CITY DEL REMEDIO Placido Escudero Mem. School SAN PABLO CITY DAPDAPAN Platon ES SAN PABLO CITY DAPDAPAN San Antonio I ES SAN PABLO CITY SAN FRANCISCO San Antonio II ES SAN PABLO CITY SAN FRANCISCO San Cristobal ES SAN PABLO CITY DAPDAPAN San Diego ES SAN PABLO CITY STO. ANGEL San Jose ES SAN PABLO CITY DAPDAPAN San Marcos ES SAN PABLO CITY DEL REMEDIO San Nicolas ES SAN PABLO CITY DEL REMEDIO San Pablo CES SAN PABLO CITY LAKESIDE San Vicente ES SAN PABLO CITY SAN FRANCISCO Santiago I ES SAN PABLO CITY FULE ALMEDA STA.CATALINA SAN PABLO CITY STO. ANGEL Stmo. Rosario ES SAN PABLO CITY AMBRAY Sto. Angel ES SAN PABLO CITY STO. ANGEL Sto. Niño ES SAN PABLO CITY DAPDAPAN Aplaya ES STA. ROSA CITY CITY OF STA. ROSA DISTRICT II Balibago ES STA. ROSA CITY CITY OF STA. ROSA DISTRICT III Dila ES STA. ROSA CITY CITY OF STA. ROSA DISTRICT II Don Jose ES STA. ROSA CITY CITY OF STA. ROSA DISTRICT III Labas ES STA. ROSA CITY CITY OF STA. ROSA DISTRICT I Malitlit ES STA. ROSA CITY CITY OF STA. ROSA DISTRICT II Pulong Sta. Cruz ES STA. ROSA CITY CITY OF STA. ROSA DISTRICT III Santa Rosa CES I STA. ROSA CITY CITY OF STA. ROSA DISTRICT I Santa Rosa CES III STA. ROSA CITY CITY OF STA. ROSA DISTRICT I Santo Domingo ES STA. ROSA CITY CITY OF STA. ROSA DISTRICT III Sinalhan ES STA. ROSA CITY CITY OF STA. ROSA DISTRICT II Tagapo ES STA. ROSA CITY CITY OF STA. ROSA DISTRICT I
Region School Division District Region IV-B Adriatico MS CALAPAN CITY CALAPAN WEST Balimbing ES MARINDUQUE BOAC NORTH Don Luis Hidalgo MS MARINDUQUE BOAC NORTH Maligaya ES MARINDUQUE BOAC NORTH Canat ES MARINDUQUE BOAC SOUTH Mainit ES MARINDUQUE BOAC SOUTH Bicas-Bicas ES MARINDUQUE BUENAVISTA Buenavista CS MARINDUQUE BUENAVISTA Daykitin ES MARINDUQUE BUENAVISTA Antipolo-Banuyo ES MARINDUQUE GASAN Bacongbacong PS MARINDUQUE GASAN Banuyo PS MARINDUQUE GASAN Cabugao ES MARINDUQUE GASAN Dawis ES MARINDUQUE GASAN Gasan CS MARINDUQUE GASAN Gaspar ES MARINDUQUE GASAN Pinggan ES MARINDUQUE GASAN Tapuyan ES MARINDUQUE GASAN Mogpog CS MARINDUQUE MOGPOG Haguimit ES MARINDUQUE SANTA CRUZ EAST Masalukot ES MARINDUQUE SANTA CRUZ EAST Pulong Parang ES MARINDUQUE SANTA CRUZ EAST Santa Cruz East CS MARINDUQUE SANTA CRUZ EAST Tambangan ES MARINDUQUE SANTA CRUZ EAST Aturan ES MARINDUQUE SANTA CRUZ NORTH Kamandugan ES MARINDUQUE SANTA CRUZ NORTH Santa Cruz North CS (Landy ES) MARINDUQUE SANTA CRUZ NORTH Buyabod ES MARINDUQUE SANTA CRUZ SOUTH Gabaldon ES MARINDUQUE SANTA CRUZ SOUTH Lipa ES MARINDUQUE SANTA CRUZ SOUTH Maniwaya ES MARINDUQUE SANTA CRUZ SOUTH Manlibunan ES MARINDUQUE SANTA CRUZ SOUTH Santa Cruz South CS MARINDUQUE SANTA CRUZ SOUTH J.L. Basa MS ORIENTAL MINDORO NAUJAN EAST Nag-Iba ES ORIENTAL MINDORO NAUJAN EAST Bagong Buhay ES ORIENTAL MINDORO NAUJAN SOUTH Caburo Mangyan Sch. ORIENTAL MINDORO NAUJAN SOUTH Malvar PS ORIENTAL MINDORO NAUJAN SOUTH Metolza ES ORIENTAL MINDORO NAUJAN SOUTH J.Morente Sr. Mem. Pilot Sch. ORIENTAL MINDORO PINAMALAYAN EAST Pula ES ORIENTAL MINDORO POLA ACSUMS (Bigaan Mangyan Sch.) ORIENTAL MINDORO PUERTO GALERA San Aquilino ES ORIENTAL MINDORO ROXAS Minas ES ORIENTAL MINDORO VICTORIA Murangan PS-Minas ORIENTAL MINDORO VICTORIA Tadyawan Min. Sch. ORIENTAL MINDORO VICTORIA Victoria CS ORIENTAL MINDORO VICTORIA Villa Cerveza ES ORIENTAL MINDORO VICTORIA Cabigaan ES PALAWAN ABORLAN CENTRAL Aramaywan I ES PALAWAN NARRA DISTRICT II Caguisan ES PALAWAN NARRA DISTRICT II Manuel Austria MES PUERTO PRINCESA CITY PUERTO PRINCESA II DISTRICT Santa Fe CES ROMBLON SAN JOSE-SANTA FE
Region School Division District Region V Cawayan ES ALBAY BACACAY SOUTH Don Jose Pavia ES ALBAY PIODURAN EAST (PIODURAN SOUTH) Gabawan ES ALBAY DARAGA SOUTH Kilicao ES ALBAY DARAGA NORTH Magpanambo ES ALBAY POLANGUI SOUTH Magurang ES ALBAY POLANGUI SOUTH Salvacion ES ALBAY POLANGUI SOUTH Regino A. Yet ES (Luklukan Sur ES) CAMARINES NORTE JOSE PANGANIBAN EAST San Isidro ES CAMARINES NORTE JOSE PANGANIBAN WEST Baao CS CAMARINES SUR BAAO Bato South CS CAMARINES SUR BATO Binanuahan ES CAMARINES SUR LAGONOY SOUTH Bolo ES. CAMARINES SUR LAGONOY SOUTH Caorasan ES CAMARINES SUR BULA Casuna PS CAMARINES SUR TIGAON Eulalia Fuentebella PS (Cabalinadan PS) CAMARINES SUR TIGAON Guijalo ES CAMARINES SUR CARAMOAN Himaao ES CAMARINES SUR PILI Lagonoy North CS CAMARINES SUR LAGONOY NORTH Marangi ES CAMARINES SUR SAN FERNANDO Neighborhood ES CAMARINES SUR BATO Pili CS CAMARINES SUR PILI R. Malanyaon ES CAMARINES SUR PILI Ratay ES CAMARINES SUR CALABANGA San Rafael ES CAMARINES SUR TIGAON San Roque ES CAMARINES SUR CAMALIGAN Pajo San Isidro ES CATANDUANES VIRAC SOUTH Iriga North CS IRIGA CITY IRIGA NORTH DISTRICT Nabontaon ES LIGAO CITY LIGAO EAST Pulo ES MASBATE MANDAON San Jacinto CS MASBATE SAN JACINTO Calauag ES NAGA CITY NAGA NORTH DISTRICT Carolina ES NAGA CITY NAGA NORTH DISTRICT Concepcion Grande ES NAGA CITY NAGA SOUTH DISTRICT Don Manuel I Abella ES NAGA CITY NAGA SOUTH DISTRICT Dr. D. Abcede ES NAGA CITY NAGA NORTH DISTRICT Grand View ES NAGA CITY NAGA NORTH DISTRICT Julian B. Meliton ES NAGA CITY NAGA SOUTH DISTRICT Mac Mariano ES NAGA CITY NAGA SOUTH DISTRICT Naga CS I NAGA CITY NAGA NORTH DISTRICT Naga CS II NAGA CITY NAGA NORTH DISTRICT Panicuason ES NAGA CITY NAGA NORTH DISTRICT Sabang ES NAGA CITY NAGA WEST DISTRICT Sta. Cruz ES NAGA CITY NAGA WEST DISTRICT Tabuco CS NAGA CITY NAGA WEST DISTRICT Tinago CS NAGA CITY NAGA SOUTH DISTRICT Villa Grande Homes ES NAGA CITY NAGA SOUTH DISTRICT Banban ES SORSOGON DONSOL EAST Bandi ES SORSOGON DONSOL WEST Banuang-Gurang ES SORSOGON DONSOL EAST Beriran ES SORSOGON GUBAT NORTH Bulan South CS SORSOGON BULAN SOUTH Cabugao ES SORSOGON DONSOL WEST Carriedo ES SORSOGON IROSIN Dancalan ES SORSOGON DONSOL WEST Doña O. De C. Mella ES SORSOGON MAGALLANES NORTH Donsol East CS SORSOGON DONSOL EAST Donsol West CS SORSOGON DONSOL WEST Gimagaan ES SORSOGON DONSOL WEST Gogon ES SORSOGON DONSOL EAST Gubat North CS SORSOGON GUBAT NORTH Irosin CS SORSOGON IROSIN Layog ES SORSOGON BARCELONA Mabini ES SORSOGON DONSOL EAST Ogod ES SORSOGON DONSOL EAST Pangpang ES SORSOGON DONSOL WEST Parina ES SORSOGON DONSOL WEST Pineda ES SORSOGON PILAR I Rawis ES SORSOGON DONSOL EAST San Antonio ES SORSOGON DONSOL EAST San Francisco ES SORSOGON DONSOL WEST San Isidro ES SORSOGON DONSOL EAST San Jose ES SORSOGON DONSOL WEST San Rafael ES SORSOGON DONSOL WEST San Vicente ES SORSOGON DONSOL EAST Sevilla ES SORSOGON DONSOL EAST Sibago ES SORSOGON DONSOL WEST Sta. Cruz ES SORSOGON DONSOL WEST Tinanogan ES SORSOGON DONSOL WEST Vinisitahan ES SORSOGON DONSOL WEST San Isidro ES SORSOGON CITY BACON WEST Sorsogon East CS SORSOGON CITY SORSOGON EAST
Region School Division District Region VI Escalante CES ESCALANTE CITY ESCALANTE I Alegria ES GUIMARAS SIBUNAG (JORDAN III) Cansilayan ES GUIMARAS BUENAVISTA II Liningwan CS GUIMARAS SIBUNAG (JORDAN III) Paaralan ng Buhay ng Maabay GUIMARAS SIBUNAG (JORDAN III) Sabang ES GUIMARAS SIBUNAG (JORDAN III) Salvacion CS GUIMARAS NUEVA VALENCIA SOUTH Sebario ES GUIMARAS SAN LORENZO (BUENAVISTA III) Abangay ES ILOILO DINGLE Alejo Posadas MES ILOILO AJUY Cabugao Sur ES ILOILO PAVIA Calinog ES ILOILO CALINOG I Culasi ES ILOILO AJUY Mambiranan ES ILOILO CALINOG II Natividad ES ILOILO LAMBUNAO WEST Pavia Pilot ES ILOILO PAVIA Pili ES ILOILO AJUY Quiling ES ILOILO MAASIN Sta. Barbara CES ILOILO STA. BARBARA Sta. Monica-Rizal ES ILOILO OTON Tubungan CES ILOILO TUBUNGAN Valentin Dignadice MES ILOILO AJUY A. Mirasol ES ILOILO CITY MANDURRIAO A. Montes ES I ILOILO CITY MONTES-LAPUZ Arevalo ES ILOILO CITY AREVALO Bakhaw ES ILOILO CITY MANDURRIAO Bito-on ES ILOILO CITY JARO Bolilao ES ILOILO CITY MANDURRIAO CPU ILOILO CITY JARO Graciano Lopez Jaena ES ILOILO CITY LAPAZ Hibao-on ES ILOILO CITY MANDURRIAO La Paz ES I ILOILO CITY LAPAZ Mandurriao ES ILOILO CITY MANDURRIAO Nabitasan ES ILOILO CITY LAPAZ Sambag ES ILOILO CITY JARO Sto. Domingo ES ILOILO CITY AREVALO Ticud ES ILOILO CITY LAPAZ Colambo PS KABANKALAN CITY KABANKALAN V Esteban R. Abada MS .(East) KABANKALAN CITY KABANKALAN I Tagoc ES KABANKALAN CITY KABANKALAN IV Buenavista ES NEGROS OCCIDENTAL HIMAMAYLAN I Calatrava I ES NEGROS OCCIDENTAL CALATRAVA I Cambarrus ES NEGROS OCCIDENTAL PONTEVEDRA I Cantupa ES NEGROS OCCIDENTAL HIMAMAYLAN I Catingib PS NEGROS OCCIDENTAL HIMAMAYLAN I Hacienda Puyas ES NEGROS OCCIDENTAL MURCIA I Harbort ES NEGROS OCCIDENTAL CALATRAVA II Himamaylan CS NEGROS OCCIDENTAL HIMAMAYLAN I Lemery ES NEGROS OCCIDENTAL CALATRAVA II Libas ES NEGROS OCCIDENTAL ISABELA II Macario Natividad ES NEGROS OCCIDENTAL HINIGARAN I Mansablay ES NEGROS OCCIDENTAL ISABELA I Marina ES NEGROS OCCIDENTAL BINALBAGAN I Moises Padilla ES NEGROS OCCIDENTAL MOISES PADILLA Nabulao ES NEGROS OCCIDENTAL SIPALAY I P. A. Cuaycong ES NEGROS OCCIDENTAL VICTORIAS II Rufino Castellano ES NEGROS OCCIDENTAL CALATRAVA II San Agustin ES NEGROS OCCIDENTAL HIMAMAYLAN I Santiago Franco MES NEGROS OCCIDENTAL VICTORIAS II Santol ES NEGROS OCCIDENTAL BINALBAGAN I Tagda ES NEGROS OCCIDENTAL HINIGARAN I Telim PS NEGROS OCCIDENTAL CALATRAVA I Tinongan Elementary School NEGROS OCCIDENTAL ISABELA II Victorias Milling Co ES NEGROS OCCIDENTAL VICTORIAS II Victorias North ES NEGROS OCCIDENTAL VICTORIAS II Aglalana ES PASSI CITY PASSI CITY DISTRICT II (EAST) Pres. Manuel Roxas MS - North ROXAS CITY ROXAS CITY DISTRICT I Baviera ES SAGAY CITY SAGAY CITY DISTRICT III Briones-Salcedo ES SAGAY CITY SAGAY CITY DISTRICT III Campo Himogaan ES SAGAY CITY SAGAY CITY DISTRICT III Old Sagay ES SAGAY CITY SAGAY CITY DISTRICT I Pedro Ramos Katalbas, Sr. ES SAGAY CITY SAGAY CITY DISTRICT I Talusan ES SAGAY CITY SAGAY CITY DISTRICT I Florentina Ledesma ES SAN CARLOS CITY SAN CARLOS CITY DISTRICT III Katingal-an ES SAN CARLOS CITY SAN CARLOS CITY DISTRICT IV Mabato ES SAN CARLOS CITY SAN CARLOS CITY DISTRICT IV Talave ES SAN CARLOS CITY SAN CARLOS CITY DISTRICT V Trozo ES SAN CARLOS CITY SAN CARLOS CITY DISTRICT IV Silay North ES SILAY CITY SILAY CITY DISTRICT IV
Region School Division District Region VI Escalante CES ESCALANTE CITY ESCALANTE I Alegria ES GUIMARAS SIBUNAG (JORDAN III) Cansilayan ES GUIMARAS BUENAVISTA II Liningwan CS GUIMARAS SIBUNAG (JORDAN III) Paaralan ng Buhay ng Maabay GUIMARAS SIBUNAG (JORDAN III) Sabang ES GUIMARAS SIBUNAG (JORDAN III) Salvacion CS GUIMARAS NUEVA VALENCIA SOUTH Sebario ES GUIMARAS SAN LORENZO (BUENAVISTA III) Abangay ES ILOILO DINGLE Alejo Posadas MES ILOILO AJUY Cabugao Sur ES ILOILO PAVIA Calinog ES ILOILO CALINOG I Culasi ES ILOILO AJUY Mambiranan ES ILOILO CALINOG II Natividad ES ILOILO LAMBUNAO WEST Pavia Pilot ES ILOILO PAVIA Pili ES ILOILO AJUY Quiling ES ILOILO MAASIN Sta. Barbara CES ILOILO STA. BARBARA Sta. Monica-Rizal ES ILOILO OTON Tubungan CES ILOILO TUBUNGAN Valentin Dignadice MES ILOILO AJUY A. Mirasol ES ILOILO CITY MANDURRIAO A. Montes ES I ILOILO CITY MONTES-LAPUZ Arevalo ES ILOILO CITY AREVALO Bakhaw ES ILOILO CITY MANDURRIAO Bito-on ES ILOILO CITY JARO Bolilao ES ILOILO CITY MANDURRIAO CPU ILOILO CITY JARO Graciano Lopez Jaena ES ILOILO CITY LAPAZ Hibao-on ES ILOILO CITY MANDURRIAO La Paz ES I ILOILO CITY LAPAZ Mandurriao ES ILOILO CITY MANDURRIAO Nabitasan ES ILOILO CITY LAPAZ Sambag ES ILOILO CITY JARO Sto. Domingo ES ILOILO CITY AREVALO Ticud ES ILOILO CITY LAPAZ Colambo PS KABANKALAN CITY KABANKALAN V Esteban R. Abada MS .(East) KABANKALAN CITY KABANKALAN I Tagoc ES KABANKALAN CITY KABANKALAN IV Buenavista ES NEGROS OCCIDENTAL HIMAMAYLAN I Calatrava I ES NEGROS OCCIDENTAL CALATRAVA I Cambarrus ES NEGROS OCCIDENTAL PONTEVEDRA I Cantupa ES NEGROS OCCIDENTAL HIMAMAYLAN I Catingib PS NEGROS OCCIDENTAL HIMAMAYLAN I Hacienda Puyas ES NEGROS OCCIDENTAL MURCIA I Harbort ES NEGROS OCCIDENTAL CALATRAVA II Himamaylan CS NEGROS OCCIDENTAL HIMAMAYLAN I Lemery ES NEGROS OCCIDENTAL CALATRAVA II Libas ES NEGROS OCCIDENTAL ISABELA II Macario Natividad ES NEGROS OCCIDENTAL HINIGARAN I Mansablay ES NEGROS OCCIDENTAL ISABELA I Marina ES NEGROS OCCIDENTAL BINALBAGAN I Moises Padilla ES NEGROS OCCIDENTAL MOISES PADILLA Nabulao ES NEGROS OCCIDENTAL SIPALAY I P. A. Cuaycong ES NEGROS OCCIDENTAL VICTORIAS II Rufino Castellano ES NEGROS OCCIDENTAL CALATRAVA II San Agustin ES NEGROS OCCIDENTAL HIMAMAYLAN I Santiago Franco MES NEGROS OCCIDENTAL VICTORIAS II Santol ES NEGROS OCCIDENTAL BINALBAGAN I Tagda ES NEGROS OCCIDENTAL HINIGARAN I Telim PS NEGROS OCCIDENTAL CALATRAVA I Tinongan Elementary School NEGROS OCCIDENTAL ISABELA II Victorias Milling Co ES NEGROS OCCIDENTAL VICTORIAS II Victorias North ES NEGROS OCCIDENTAL VICTORIAS II Aglalana ES PASSI CITY PASSI CITY DISTRICT II (EAST) Pres. Manuel Roxas MS - North ROXAS CITY ROXAS CITY DISTRICT I Baviera ES SAGAY CITY SAGAY CITY DISTRICT III Briones-Salcedo ES SAGAY CITY SAGAY CITY DISTRICT III Campo Himogaan ES SAGAY CITY SAGAY CITY DISTRICT III Old Sagay ES SAGAY CITY SAGAY CITY DISTRICT I Pedro Ramos Katalbas, Sr. ES SAGAY CITY SAGAY CITY DISTRICT I Talusan ES SAGAY CITY SAGAY CITY DISTRICT I Florentina Ledesma ES SAN CARLOS CITY SAN CARLOS CITY DISTRICT III Katingal-an ES SAN CARLOS CITY SAN CARLOS CITY DISTRICT IV Mabato ES SAN CARLOS CITY SAN CARLOS CITY DISTRICT IV Talave ES SAN CARLOS CITY SAN CARLOS CITY DISTRICT V Trozo ES SAN CARLOS CITY SAN CARLOS CITY DISTRICT IV Silay North ES SILAY CITY SILAY CITY DISTRICT IV
Region School Division District Region VII Banban ES BOGO CITY BOGO II Siokon ES BOGO CITY BOGO I Alegria ES BOHOL CARMEN Balilihan Central ES BOHOL BALILIHAN Baucan ES BOHOL BALILIHAN Baunos PS BOHOL SAN ISIDRO Bil-isan ES BOHOL PANGLAO Bolod ES BOHOL PANGLAO Cabanugan ES BOHOL SAN ISIDRO Cansague Sur ES BOHOL SAN ISIDRO Catigbian Central ES BOHOL CATIGBIAN Cayam ES BOHOL GARCIA-HERNANDEZ Danao ES BOHOL PANGLAO Doljo ES BOHOL PANGLAO Hambabauran ES BOHOL UBAY III (SOUTHWEST) Jagna Central ES BOHOL JAGNA Katipunan ES BOHOL CARMEN Las Salinas ES BOHOL LOAY Lourdes ES BOHOL PANGLAO Mahayag ES BOHOL SAN MIGUEL Nahawan ES BOHOL CLARIN Owac ES BOHOL BILAR Pagnitoan ES BOHOL MARIBOJOC Pagsa ES BOHOL DIMIAO Pandan PS BOHOL TUBIGON Panglao Central ES BOHOL PANGLAO Pilar Central ES BOHOL PILAR San Isidro Central ES BOHOL SAN ISIDRO Sikatuna Central ES BOHOL SIKATUNA Simang ES BOHOL VALENCIA Sta. Cruz ES BOHOL MARIBOJOC Sto. Niño ES BOHOL TALIBON I Taming ES BOHOL DANAO Tangnan ES BOHOL PANGLAO Ubojan ES BOHOL TUBIGON Napo ES CARCAR CITY CARCAR II Anopog ES CEBU PINAMUNGAJAN Bahay-Bagacay ES CEBU SIBONGA Batad PS CEBU SAN REMEGIO II Bolocboloc ES CEBU BARILI I Kagay ES CEBU BARILI II Kinawahan ES CEBU SAN REMEGIO II Luyang ES CEBU SAN REMEGIO II Malolos ES CEBU BARILI II Mantalongon ES CEBU BARILI II Tacup ES CEBU SAN REMEGIO II Tal-ot PS CEBU BARILI II Toong PS CEBU SAN REMEGIO II Barrio Luz ES CEBU CITY NORTH DISTRICT 7 Basak Community ES CEBU CITY SOUTH DISTRICT 1 Bonbon ES CEBU CITY SOUTH DISTRICT 2 City Central ES CEBU CITY NORTH DISTRICT 1 Guadalupe ES CEBU CITY SOUTH DISTRICT 6 Hipodromo ES CEBU CITY NORTH DISTRICT 2 Inayawan ES CEBU CITY SOUTH DISTRICT 7 Kamputhaw ES CEBU CITY NORTH DISTRICT 3 Labangon ES CEBU CITY SOUTH DISTRICT 4 Lahug ES CEBU CITY NORTH DISTRICT 3 Mabini Integrated School CEBU CITY NORTH DISTRICT 6 Mabolo ES CEBU CITY NORTH DISTRICT 4 Mambaling ES CEBU CITY SOUTH DISTRICT 3 Oprra ES CEBU CITY SOUTH DISTRICT 4 Pardo ES CEBU CITY SOUTH DISTRICT 2 Pardo Ext. ES CEBU CITY SOUTH DISTRICT 2 Punta Princesa ES CEBU CITY SOUTH DISTRICT 5 San Jose PS CEBU CITY NORTH DISTRICT 8 Sibugay ES CEBU CITY SOUTH DISTRICT 4 Talamban ES CEBU CITY NORTH DISTRICT 8 Tejero ES CEBU CITY NORTH DISTRICT 5 Zapatera ES (Night/Sped) CEBU CITY NORTH DISTRICT 6 Pili ES DANAO CITY DANAO CITY NORTH Canduman ES MANDAUE CITY MANDAUE CITY WEST DISTRICT Cesar M. Cabahug ES (Looc) MANDAUE CITY MANDAUE CITY CENTRAL DISTRICT Mandaue City CS MANDAUE CITY MANDAUE CITY CENTRAL DISTRICT Pagsabungan ES MANDAUE CITY MANDAUE CITY WEST DISTRICT Tipolo ES MANDAUE CITY MANDAUE CITY SOUTH DISTRICT Dauin CES NEGROS ORIENTAL DAUIN Magatas ES NEGROS ORIENTAL SIBULAN San Isidro ES NEGROS ORIENTAL MANJUYOD Cogon ES TAGBILARAN CITY TAGBILARAN CITY Mansasa ES TAGBILARAN CITY TAGBILARAN CITY Tagbilaran City Central ES TAGBILARAN CITY TAGBILARAN CITY Talisay City Central ES TALISAY CITY TALISAY CITY I
Region School Division District Region VIII Borac ES BILIRAN NAVAL SOUTH Eden ES BILIRAN NAVAL SOUTH Imelda ES BILIRAN NAVAL SOUTH Villacaneja ES BILIRAN NAVAL SOUTH Villaconsuelo ES BILIRAN NAVAL SOUTH Tumaras ES Bukidnon Kibawe San Joaquin CES CALBAYOG CITY TINAMBACAN DISTRICT II Calingatngan ES EASTERN SAMAR BORONGAN EAST E. S. Daza Pilot C/S EASTERN SAMAR BORONGAN EAST Pres. Roxas ES EASTERN SAMAR GIPORLOS San Jose ES EASTERN SAMAR BORONGAN EAST Antipolo PS LEYTE ISABEL Bantigue ES LEYTE ISABEL Binog ES LEYTE ISABEL Can-andan ES LEYTE ISABEL Consolacion ES LEYTE ISABEL Honan ES LEYTE ISABEL Isabel CS LEYTE ISABEL Libertad ES LEYTE ISABEL Mahayag ES LEYTE ISABEL Matlang ES LEYTE ISABEL Pastrana CS LEYTE PASTRANA Relocation ES LEYTE ISABEL San Francisco ES LEYTE ISABEL Tabunok ES LEYTE ISABEL Tolingon ES LEYTE ISABEL Bulwa ES Misamis Oriental Medina Mananum Daan ES Misamis Oriental Medina Palaopao ES Misamis Oriental Medina Patag ES Misamis Oriental Manticao San Vicente ES Misamis Oriental Magsaysay I (Magsaysay District) Capul II CS NORTHERN SAMAR CAPUL Kinaguitman ES NORTHERN SAMAR ALLEN Sawang ES NORTHERN SAMAR CAPUL San Isidro ES ORMOC CITY ORMOC CITY WEST DISTRICT San Pablo ES (Simangan) ORMOC CITY ORMOC CITY WEST DISTRICT Apolonia ES SAMAR (WESTERN SAMAR) WRIGHT I Catalina ES SAMAR (WESTERN SAMAR) JIABONG Pahug ES SAMAR (WESTERN SAMAR) PINABACDAO Silanga ES SAMAR (WESTERN SAMAR) CATBALOGAN IV Amparo ES SOUTHERN LEYTE MACROHON Himayangan ES SOUTHERN LEYTE LILOAN-SAN FRANCISCO Sindangan ES SOUTHERN LEYTE MACROHON San Fernando CES TACLOBAN CITY DISTRICT LEARNING CENTER II Region IX Sta. Lucia CS PAGADIAN CITY PAGADIAN CITY SOUTH DISTRICT Talon-Talon ES ZAMBOANGA CITY TETUAN John H. Roemer ES ZAMBOANGA DEL NORTE SINDANGAN NORTH Siari ES ZAMBOANGA DEL NORTE SINDANGAN NORTH Sindangan Pilot Demonstration School ZAMBOANGA DEL NORTE SINDANGAN CENTRAL Sioran ES ZAMBOANGA DEL NORTE GODOD Combo IES ZAMBOANGA DEL SUR LABANGAN I Buug Pilot CS ZAMBOANGA SIBUGAY BUUG Region X Alae CES Bukidnon Manolo Fortich II Anahawon ES Bukidnon Maramag I Bagor ES Bukidnon Kadingilan Bangahan ES Bukidnon Pangantucan Barandias ES Bukidnon Pangantucan Base Camp ES Bukidnon Maramag I Bonacao ES Bukidnon San Fernando II Bugcaon ES Bukidnon Lantapan Camp I ES Bukidnon Maramag I Canangaan ES Bukidnon Cabanglasan Capitan Bayong ES Bukidnon Impasug-Ong I Dagumbaan ES Bukidnon Maramag III Dalirig ES Bukidnon Manolo Fortich I Danatag ES Bukidnon Baungon Danggawan ES Bukidnon Maramag III
Region School Division District Region X Embayao ES Bukidnon Don Carlos I Forchacu IV ES Bukidnon Kalilangan Freedom ES Bukidnon Cabanglasan Halapitan CES Bukidnon San Fernando I Impalutao ES Bukidnon Impasug-Ong I Jarque ES Bukidnon Pangantucan Kaatuan ES Bukidnon Lantapan Kabadiangan ES Bukidnon Kadingilan Kalilangan CES Bukidnon Kalilangan Kalugmanan ES Bukidnon Manolo Fortich I Kiara ES Bukidnon Don Carlos II Kibuwa ES Bukidnon Impasug-Ong I Kidanggin ES Bukidnon Pangantucan Kinapat ES Bukidnon Damulog Kitam-Is ES Bukidnon Manolo Fortich II Kuya ES Bukidnon Maramag III Lambagan ES Bukidnon Cabanglasan Lantapan CES Bukidnon Lantapan Mabuhay ES Bukidnon San Fernando I Maluko ES Bukidnon Manolo Fortich I Mambatangan ES Bukidnon Manolo Fortich II Manggaod ES Bukidnon Cabanglasan Maramag CES Bukidnon Maramag I Matampay ES Bukidnon Kadingilan Mauswagon ES Bukidnon Don Carlos II Miarayon ES Bukidnon Talakag II Namnam ES Bukidnon San Fernando II New Tubigon ES Bukidnon Maramag II Pamotolon ES Bukidnon Kalilangan Pangantucan CES Bukidnon Pangantucan Pasayanon ES Bukidnon Kalilangan Patpat ES Bukidnon Baungon Plantation ES Bukidnon Manolo Fortich II Salvacion ES Bukidnon Libona San Carlos ES Bukidnon Maramag III San Miguel CES Bukidnon Maramag III San Miguel ES Bukidnon Pangantucan Sanggaya ES Bukidnon Talakag II Sinangguyan ES Bukidnon Don Carlos I Songco ES Bukidnon Lantapan Sto. Nino ES Bukidnon Manolo Fortich I Tumaras ES Bukidnon Kibawe Agusan ES Cagayan de Oro City Cagayan de Oro City East II District Baikingon ES Cagayan de Oro City Cagayan de Oro City West II District Balubal ES Cagayan de Oro City Cagayan de Oro City East II District Balulang ES Cagayan de Oro City Cagayan de Oro City West I District Batinay ES Cagayan de Oro City Cagayan de Oro City Southwest District Bonbon ES Cagayan de Oro City Cagayan de Oro City North II District Bongbongon ES Cagayan de Oro City Cagayan de Oro City North II District Bulua CS Cagayan de Oro City Cagayan de Oro City West II District Calaanan ES Cagayan de Oro City Cagayan de Oro City West II District Camaman-An ES Cagayan de Oro City Cagayan de Oro City South District Camp Evangelista ES Cagayan de Oro City Cagayan de Oro City West II District Canito-an ES Cagayan de Oro City Cagayan de Oro City West II District City CS Cagayan de Oro City Cagayan de Oro City Central I District Corpus Christi School Cagayan de Oro City Cagayan de Oro City South District Corrales ES Cagayan de Oro City Cagayan de Oro City North I District CUBED Cagayan de Oro City Cagayan de Oro City Central I District East City CS (Lapasan) Cagayan de Oro City Cagayan de Oro City East I District FS Catanico ES Cagayan de Oro City Cagayan de Oro City East I District Iponan ES Cagayan de Oro City Cagayan de Oro City West II District Kauswagan CS Cagayan de Oro City Cagayan de Oro City North II District KM. 5 ES Cagayan de Oro City Cagayan de Oro City West I District KM. 5 ES Cagayan de Oro City Cagayan de Oro City West I District Lumbia CS Cagayan de Oro City Cagayan de Oro City Southwest District
Region School Division District Region X Macabalan ES Cagayan de Oro City Cagayan de Oro City North I District Macabalan ES Cagayan de Oro City Cagayan de Oro City North I District Macanhan ES Cagayan de Oro City Cagayan de Oro City West I District Macanhan ES Cagayan de Oro City Cagayan de Oro City West I District Macasandig ES Cagayan de Oro City Cagayan de Oro City South District Macasandig ES Cagayan de Oro City Cagayan de Oro City South District Malasag ES Cagayan de Oro City Cagayan de Oro City East I District Malasag ES Cagayan de Oro City Cagayan de Oro City East I District North City CS (Puntod) Cagayan de Oro City Cagayan de Oro City North I District North City CS (Puntod) Cagayan de Oro City Cagayan de Oro City North I District Pagatpat ES Cagayan de Oro City Cagayan de Oro City West II District Pagatpat ES Cagayan de Oro City Cagayan de Oro City West II District Palalan ES Cagayan de Oro City Cagayan de Oro City East II District Palalan ES Cagayan de Oro City Cagayan de Oro City East II District Puerto ES Cagayan de Oro City Cagayan de Oro City East II District Puerto ES Cagayan de Oro City Cagayan de Oro City East II District Sacred Heart Vill ES Cagayan de Oro City Cagayan de Oro City West I District Sacred Heart Vill ES Cagayan de Oro City Cagayan de Oro City West I District San Simon ES Cagayan de Oro City Cagayan de Oro City West II District San Simon ES Cagayan de Oro City Cagayan de Oro City West II District Taglimao ES Cagayan de Oro City Cagayan de Oro City Southwest District Tagpangi ES Cagayan de Oro City Cagayan de Oro City Southwest District Taguanao ES Cagayan de Oro City Cagayan de Oro City South District Tignapolo-an ES Cagayan de Oro City Cagayan de Oro City Southwest District Tignapolo-an ES Cagayan de Oro City Cagayan de Oro City Southwest District Tumpagon ES Cagayan de Oro City Cagayan de Oro City Southwest District Upper Carmen ES Cagayan de Oro City Cagayan de Oro City West I District Upper Carmen ES Cagayan de Oro City Cagayan de Oro City West I District West City CS Cagayan de Oro City Cagayan de Oro City West I District West City CS Cagayan de Oro City Cagayan de Oro City West I District Anakan CS Gingoog City Gingoog City East District Don Restituto Baol CS Gingoog City Gingoog City South District Manuel Lugod ES Gingoog City Gingoog City South District Odiongan CS Gingoog City Gingoog City North District Sangalan ES Gingoog City Gingoog City North District Sta. Rita ES Gingoog City Gingoog City East District Iligan City CS Iligan City Iligan City Central District Linanot PS Iligan City Iligan City Northeast II - A District Northeast II-A CS Iligan City Iligan City Northeast II - A District Northeast II-A CS Iligan City Iligan City Northeast II - A District South II Central ES Iligan City Iligan City South II District Camp 3 ES Lanao del Norte Salvador Airport Village ES Malaybalay City Malaybalay City North District Baganao PS Malaybalay City Malaybalay City North District Bangcud CES Malaybalay City Malaybalay City South District Binalbagan ES Malaybalay City Malaybalay City South District Cabangahan ES Malaybalay City Malaybalay City South District Caburacanan ES Malaybalay City Malaybalay City East District Canayan IS Malaybalay City Malaybalay City North District Casisang ES Malaybalay City Malaybalay City North District Dalwangan ES Malaybalay City Malaybalay City North District Dapulan ES Malaybalay City Malaybalay City South District Imbayao ES Malaybalay City Malaybalay City North District Indalasa ES Malaybalay City Malaybalay City East District Kalasung-Ay ES Malaybalay City Malaybalay City North District Kapt. Angel ES Malaybalay City Malaybalay City North District Kibalabag ES Malaybalay City Malaybalay City North District Kilap-Agan ES Malaybalay City Malaybalay City North District Kulaman ES Malaybalay City Malaybalay City East District Langasihan ES Malaybalay City Malaybalay City East District Linabo CES Malaybalay City Malaybalay City East District Lunokan PS Malaybalay City Malaybalay City East District Macote ES Malaybalay City Malaybalay City South District Malapgap ES Malaybalay City Malaybalay City South District Malaybalay City CES Malaybalay City Malaybalay City North District Maligaya ES Malaybalay City Malaybalay City East District Managok ES Malaybalay City Malaybalay City East District Mapulo ES Malaybalay City Malaybalay City East District
Region School Division District Region X Natid-Asan ES Malaybalay City Malaybalay City North District New Ilocos ES Malaybalay City Malaybalay City North District Padernal ES Malaybalay City Malaybalay City South District Paiwag PS Malaybalay City Malaybalay City East District San Jose ES Malaybalay City Malaybalay City North District San Martin ES Malaybalay City Malaybalay City South District San Roque PS Malaybalay City Malaybalay City South District Sumpong ES Malaybalay City Malaybalay City North District Zamboanguita ES Malaybalay City Malaybalay City East District Disoy PS Misamis Occidental Sapang Dalaga Mialem ES Misamis Occidental Jimenez Sinaad ES Misamis Occidental Sapang Dalaga Alubijid CS Misamis Oriental Alubijid Andales ES Misamis Oriental Initao Aplaya ES Misamis Oriental Jasaan Aposkahoy I ES Misamis Oriental Claveria II (Claveria District) Balingasag CS Misamis Oriental Balingasag North (Balingasag District) Bulwa ES Misamis Oriental Medina Cala-cala ES Misamis Oriental Balingasag North (Balingasag District) Casinglot ES Misamis Oriental Tagoloan Cogon ES Misamis Oriental Balingasag North (Balingasag District) Dansuli ES Misamis Oriental Balingasag South (Balingasag District) El Salvador CS Misamis Oriental El Salvador Gaston ES Misamis Oriental Lagonglong Gracia ES Misamis Oriental Tagoloan Holy Family School Misamis Oriental Villanueva Ili-Ilihon ES Misamis Oriental Salay Kalacapan ES Misamis Oriental Initao Kalingagan ES Misamis Oriental Villanueva Kibanban ES Misamis Oriental Balingasag North (Balingasag District) Kidampas ES Misamis Oriental Sugbongcogon Laguindingan CS Misamis Oriental Laguindingan Lanise ES Misamis Oriental Claveria II (Claveria District) Linabu ES Misamis Oriental Balingasag South (Balingasag District) Lourdes ES Misamis Oriental Alubijid Lumbo ES Misamis Oriental Alubijid Malagana ES Misamis Oriental Claveria II (Claveria District) Mambayaan ES Misamis Oriental Balingasag North (Balingasag District) Mananum Bag-o ES Misamis Oriental Medina Mananum Daan ES Misamis Oriental Medina Mandangoa ES Misamis Oriental Balingasag North (Balingasag District) Manticao CS Misamis Oriental Manticao Molugan ES Misamis Oriental El Salvador Naawan CS Misamis Oriental Naawan Napaliran ES Misamis Oriental Balingasag North (Balingasag District) Napaliran ES Misamis Oriental Balingasag North (Balingasag District) Oguis ES Misamis Oriental Initao Opol CS Misamis Oriental Opol Palaopao ES Misamis Oriental Medina Patag ES Misamis Oriental Manticao Quezon ES Misamis Oriental Balingasag North (Balingasag District) Samay ES Misamis Oriental Balingasag South (Balingasag District) San Francisco ES Misamis Oriental Balingasag North (Balingasag District) Solana ES Misamis Oriental Jasaan Sta. Ana ES Misamis Oriental Tagoloan Sta. Cruz ES Misamis Oriental Tagoloan Sta. Ines ES Misamis Oriental Talisayan Sulo ES Misamis Oriental Balingasag South (Balingasag District) Tagoloan CS Misamis Oriental Tagoloan Talisayan CS Misamis Oriental Talisayan Cosme Cagas MES Oroquieta City Oroquieta City II Malaubang CS Ozamiz City Ozamiz City District III Misamis Annex ES Ozamiz City Ozamiz City District I San Antonio ES Ozamiz City Ozamiz City District II
Region School Division District Region X Cabayugan ES Valencia City Valencia IV Cambangon ES Valencia City Valencia II Dabongdabong ES Valencia City Valencia II Kahaponan ES Valencia City Valencia III Lilingayon ES Valencia City Valencia II Liloan ES Valencia City Valencia I Lurugan ES Valencia City Valencia II Maapag ES Valencia City Valencia III Mailag ES Valencia City Valencia II Mt. Nebo ES Valencia City Valencia II San Vicente ES Valencia City Valencia III Sinabuagan ES Valencia City Valencia III Valencia CES Valencia City Valencia I Region XI Bucana PS COMPOSTELA VALLEY MACO NORTH Compostela CES COMPOSTELA VALLEY COMPOSTELA Elizalde ES COMPOSTELA VALLEY MACO NORTH Hijo ES COMPOSTELA VALLEY MACO NORTH Kinuban ES COMPOSTELA VALLEY MACO NORTH Maco CES COMPOSTELA VALLEY MACO NORTH Maco Heights CES COMPOSTELA VALLEY MACO SOUTH A. Mabini ES DAVAO CITY TALOMO A.L. Navarro CES DAVAO CITY PAQUIBATO AFPLC ES DAVAO CITY TIBUNGCO Baguio National School of Arts and Trades DAVAO CITY BAGUIO Bolton ES DAVAO CITY DAVAO CENTRAL Buhangin CES DAVAO CITY BUHANGIN C.B. Bangoy Sr. ES DAVAO CITY BINUGAO D. Asuncion ES DAVAO CITY BANGOY Daniel M. Perez CES DAVAO CITY BUNAWAN Dona Pilar L. Marfori ES DAVAO CITY DAVAO CENTRAL F. Bangoy CES DAVAO CITY BANGOY F. Bustamante ES DAVAO CITY TIBUNGCO Gasco ES DAVAO CITY PIEDAD Kapt. T. Monteverde Sr. CES DAVAO CITY DAVAO CENTRAL Lt. C. Villafuerte, Sr. ES DAVAO CITY CALINAN M. Quezon ES DAVAO CITY STA. ANA Magallanes ES DAVAO CITY DAVAO CENTRAL Malabog CES DAVAO CITY MALABOG Malikongkong PS DAVAO CITY MARILOG New Matina ES DAVAO CITY MATINA Pablo Piatos ES DAVAO CITY BUNAWAN Piedad Central ES DAVAO CITY PIEDAD San Isidro ES DAVAO CITY BUHANGIN San Miguel ES DAVAO CITY PIEDAD San Roque CES DAVAO CITY SAN ROQUE Sirawan Beach Elementary School DAVAO CITY BINUGAO Sta. Ana CES DAVAO CITY STA. ANA T. Awad Echevarria ES DAVAO CITY BUHANGIN T. Palma Gil ES DAVAO CITY DAVAO CENTRAL The Little Lamb School House DAVAO CITY SAN ROQUE Vicente Hizon, Sr. ES DAVAO CITY BANGOY Balagunan ES DAVAO DEL NORTE STO. TOMAS WEST Talos PS DAVAO DEL NORTE STO. TOMAS WEST Albatera ES (Sto. Niño) DAVAO DEL SUR MALALAG Sta. Cruz CES DAVAO DEL SUR STA. CRUZ SOUTH Cawag ES ISLAND GARDEN CITY OF SAMSAMAL Panabo CES PANABO CITY PANABO CENTRAL Hadji Musa ES (Kapatan ES) SARANGANI GLAN NORTH Apokon ES TAGUM CITY TAGUM CITY CENTRAL Babanganan PS TAGUM CITY TAGUM CITY SOUTH Busaon ES TAGUM CITY TAGUM CITY SOUTH Dr Briz CES TAGUM CITY TAGUM CITY NORTH La Filipina ES TAGUM CITY TAGUM CITY NORTH Laureta ES TAGUM CITY TAGUM CITY CENTRAL Liboganon ES TAGUM CITY TAGUM CITY SOUTH Luis Lina PS TAGUM CITY TAGUM CITY SOUTH
Region School Division District Region XI Madaum ES TAGUM CITY TAGUM CITY SOUTH Magugpo PIES TAGUM CITY TAGUM CITY CENTRAL Magugpo Pilot CES TAGUM CITY TAGUM CITY CENTRAL Mangga ES TAGUM CITY TAGUM CITY SOUTH Mankilam ES TAGUM CITY TAGUM CITY NORTH Nueva Fuerza ES TAGUM CITY TAGUM CITY NORTH Odell ES TAGUM CITY TAGUM CITY SOUTH Pagsabangan ES TAGUM CITY TAGUM CITY NORTH Rizal I ES TAGUM CITY TAGUM CITY CENTRAL San Agustin ES TAGUM CITY TAGUM CITY NORTH San Isidro ES TAGUM CITY TAGUM CITY SOUTH Suaybaguio ES TAGUM CITY TAGUM CITY NORTH Union ES TAGUM CITY TAGUM CITY NORTH Visayan Village CES TAGUM CITY TAGUM CITY SOUTH Region XII Paopao ES GENERAL SANTOS CITY PEDRO ACHARON Balibet PS NORTH COTABATO PIKIT SOUTH Banisilan CES NORTH COTABATO BANISILAN SOUTH Pigcawayan CES NORTH COTABATO PIGCAWAYAN SOUTH Taculen-Malamote ES NORTH COTABATO MATALAM SOUTH Hadji Musa ES (Kapatan ES) SARANGANI GLAN NORTH James Alfred Strong Primary School SARANGANI MAITUM Pangyan ES SARANGANI GLAN SOUTH Perrett ES SARANGANI MAITUM Rudes ES SARANGANI MAITUM Upo PS SARANGANI MAITUM Manirub ES SULTAN KUDARAT ESPERANZA III
Others (Private School Private and Public High Scool) School Division District ABELLANA NATIONAL SCHOOL CEBU CITY NORTH DISTRICT 2 adelle grace montessori school, inc. PAMPANGA ARAYAT WEST ADT Montessori School PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I Amparo High School -Fourth year CALOOCAN CITY CALOOCAN NORTH I Andres Bonifacio Integrated School MANDALUYONG CITY MANDALUYONG CITY DISTRICT II Angelicum College MANILA SAMPALOC IV Angels of God Learning School BULACAN NORZAGARAY Annex Main HS LAGUNA CALAUAN Antonio Chipeco MS LAGUNA CALAUAN Apas National High School CEBU CITY NORTH DISTRICT 7 ARANETA LEARNING CENTER BOGO CITY BOGO II Arbasto Foundation, Inc. BOHOL PANGLAO Ave Maria Business School VIGAN CITY DISTRICT II Baguio National School of Arts and Trades DAVAO CITY BAGUIO Balara High School QUEZON CITY SCHOOL DISTRICT III Balibago National high school STA. ROSA CITY CITY OF STA. ROSA DISTRICT III BATA NATIONAL HIGH SCHOOL BACOLOD CITY BACOLOD CITY II DISTRICT BATA NHS BACOLOD CITY BACOLOD CITY VII DISTRICT Bayanga National HS Cagayan de Oro City Cagayan de Oro City Southwest District Bayanga National HS Cagayan de Oro City Cagayan de Oro City Southwest District Benigno "Ninoy" S. Aquino High School MAKATI CITY MAKATI CITY DISTRICT II Breamar Christian Academy QUEZON CITY SCHOOL DISTRICT IV bsp cebu council CEBU CITY SOUTH DISTRICT 1 BUkidnon national high School Annex-Aglayan Malaybalay City Malaybalay City South District Bulua National HS Cagayan de Oro City Cagayan de Oro City Central I District Bulua National HS Cagayan de Oro City Cagayan de Oro City Central I District C. Arellano High School MANILA STA. CRUZ I CABANCALAN NATIONAL HIGH SCHOOL MANDAUE CITY MANDAUE CITY SOUTH DISTRICT Cagayan de Oro National HS Cagayan de Oro City Cagayan de Oro City Central I District Cagayan de Oro National HS Cagayan de Oro City Cagayan de Oro City Central I District Calinan National High School DAVAO CITY CALINAN CALOOCAN CITY BUSINESS HIGH SCHOOL CALOOCAN CITY CALOOCAN NORTH I
Others (Private School Private and Public High Scool) School Division District Camp General Emilio Aguinaldo High School QUEZON CITY SCHOOL DISTRICT III Cansinala High School PAMPANGA APALIT Capas West Central TARLAC CAPAS WEST Carlos P. Garcia HS QUEZON CITY SCHOOL DISTRICT III carmel school of batangas BATANGAS CITY BATANGAS CITY EAST DISTRICT Carmen National HS Cagayan de Oro City Cagayan de Oro City Central I District Carmen National HS Cagayan de Oro City Cagayan de Oro City Central I District Casa del Nino Montessori School LAGUNA SAN PEDRO CASA DEL NINO MONTESSORI SCHOOL STA. ROSA CITY CITY OF STA. ROSA DISTRICT II Casa Del Nino Montessori School of Sta. Rosa STA. ROSA CITY CITY OF STA. ROSA DISTRICT II Cavite National High School CAVITE CITY CAVITE CITY II DISTRICT Cayetano Arellano High School MANILA STA. CRUZ I CCwb Children's Learning NOOK MALABON & NAVOTAS MALABON DISTRICT I CEBU EASTERN COLLEGE CEBU CITY NORTH DISTRICT 4 Central Philippine University ILOILO CITY JARO Centro Escolar University MANILA SAMPALOC I CHMSC BACOLOD CITY BACOLOD CITY IV DISTRICT CIT-university CEBU CITY SOUTH DISTRICT 4 City Division Office DepEd Cagayan de Oro City Cagayan de Oro City Central I District CNJT QUEZON TAYABAS WEST Colegio de San Gabriel Arcangel SAN JOSE DEL MONTE CITY SAN JOSE DEL MONTE EAST Colegio de San Jose ILOILO CITY JARO Colegio de Santa Philomena BULACAN PULILAN Colegio San Agustin - Bacolod BACOLOD CITY BACOLOD CITY VII DISTRICT Collegio Sta. Rosa MAKATI CITY MAKATI CITY DISTRICT V Corpus Christi School Cagayan de Oro City Cagayan de Oro City South District Cugman National HS Cagayan de Oro City Cagayan de Oro City Central I District Cugman National HS Cagayan de Oro City Cagayan de Oro City Central I District Dansolihon National HS Cagayan de Oro City Cagayan de Oro City Central I District Dansolihon National HS Cagayan de Oro City Cagayan de Oro City Central I District Dao Catholic High School ANTIQUE TOBIAS FORNIER Delegate Angel Salazar Jr. MS ANTIQUE SAN JOSE DepEd-CLSU ES (Lab.) MUNOZ SCIENCE CITY MUNOZ Diamond Evangelical School Cagayan de Oro City Cagayan de Oro City West II District divine grace school CALOOCAN CITY CALOOCAN NORTH II Don Bosco Technical Institute TARLAC CITY TARLAC WEST Dona Teodora Alonzo High School MANILA STA. CRUZ III Dr. Cecilio Putong National High School TAGBILARAN CITY TAGBILARAN CITY Dumangas NHS ILOILO DUMANGAS I E.Quirino High School MANILA SAMPALOC VI E.Rodriguez Jr. High School QUEZON CITY SCHOOL DISTRICT I E.Rodriguez Voc. HS MANILA SAMPALOC I Easter College BAGUIO CITY DISTRICT III Educ. & Training Center Sch. I BACOLOD CITY BACOLOD CITY VI DISTRICT Educ.& Training Center Sch.III BACOLOD CITY BACOLOD CITY VI DISTRICT Emilio Aguinaldo College MANILA PACO II Escuela de Sophia of Caloocan, Inc. CALOOCAN CITY CALOOCAN NORTH IV espiritu santo parochial school MANILA TONDO II Eusebio High School PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II F. Bustamante NHS DAVAO CITY TIBUNGCO F. Torres High School MANILA TONDO II Fairview HS QUEZON CITY SCHOOL DISTRICT I Fellowship Baptist College KABANKALAN CITY KABANKALAN II Good Sheperd MANDALUYONG CITY MANDALUYONG CITY DISTRICT I Good Shepherd Christian Academy TARLAC CONCEPCION SOUTH GRABSUM School Inc. LUCENA CITY LUCENA EAST DISTRICT Hinawanan High School BOHOL LOAY holy child catholic school MANILA TONDO I
Others (Private School Private and Public High Scool) School Division District Holy Family School SAGAY CITY SAGAY CITY DISTRICT II holy family school of MIsamis Oriental Misamis Oriental Jasaan HOLY SPIRIT NATIONAL HIGH SCHOOL QUEZON CITY SCHOOL DISTRICT II HOLY TRINITY ACADEMY MANILA SAMPALOC IV Hope Christian High School MANILA STA. CRUZ I Iligan City SPED Center Iligan City Iligan City Central District Immaculada Concepcion Colleges CALOOCAN CITY CALOOCAN NORTH III Immaculate Conception Cathedral School QUEZON CITY SCHOOL DISTRICT IV Immaculate Heart of Mary College - Parañaque PARANAQUE CITY PARANAQUE CITY DISTRICT I informatics QUEZON CITY SCHOOL DISTRICT I Iponan National HS Cagayan de Oro City Cagayan de Oro City Central I District Iponan National HS Cagayan de Oro City Cagayan de Oro City Central I District IUF ACADEMY BULACAN MEYCAUAYAN EAST Jasaan National HS Misamis Oriental Jasaan Jose Abad Santos High School MANILA TONDO III JOSE MARIA COLLEGE DAVAO CITY BANGOY Joseph and Mary Academy LAGUNA SAN PEDRO JUDGE FELICIANO BELMONTE SR. HIGH SCHOOQUEZON CITY SCHOOL DISTRICT II Kalantiaw Institute AKLAN BATAN kapitolyo high school PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II Kaunlaran High School MALABON & NAVOTAS NAVOTAS DISTRICT I Kauswagan National HS Cagayan de Oro City Cagayan de Oro City Central I District Kauswagan National HS Cagayan de Oro City Cagayan de Oro City Central I District Kid's Nest School Inc. ANTIQUE TOBIAS FORNIER Kong Hua School Cagayan de Oro City Cagayan de Oro City Central I District La Purisima High School LANAO DEL SUR - IA WAO I Lagro High School QUEZON CITY SCHOOL DISTRICT II Lapasan National HS Cagayan de Oro City Cagayan de Oro City Central I District Lapasan National HS Cagayan de Oro City Cagayan de Oro City Central I District Liceo de Alabang,Inc. MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT II Liceo de Cagayan University Cagayan de Oro City Cagayan de Oro City West I District Lipa City Colleges LIPA CITY LIPA CITY WEST DISTRICT Lubao National High School PAMPANGA LUBAO EAST Lurugan National High School Valencia City Valencia II M.E.C.A.P. ISABELA ILAGAN WEST Macasandig National HS Cagayan de Oro City Cagayan de Oro City Central I District Macasandig National HS Cagayan de Oro City Cagayan de Oro City Central I District Magsaysay NHS BAGUIO CITY DISTRICT II Malabon National High School MALABON & NAVOTAS MALABON DISTRICT I Malate Catholic School MANILA MALATE Mandaluyong High School MANDALUYONG CITY MANDALUYONG CITY DISTRICT I Mandug Christian Development and Training CenterDAVAO CITY BUHANGIN Manila Central University MANILA STA. CRUZ I MANSILINGAN AGRO INDUSTRIAL HIGH SCHOOLBACOLOD CITY BACOLOD CITY IV DISTRICT MANUEL ROXAS HIGH SCHOOL QUEZON CITY SCHOOL DISTRICT IV maranatha christian academy BATANGAS CITY BATANGAS CITY NORTH DISTRICT Mary Immaculate School BAGUIO CITY DISTRICT III Maryknoll Ecological Sanctuary BAGUIO CITY DISTRICT III Miriam College-Southeast Asian Institute for the DeaQUEZON CITY SCHOOL DISTRICT II Misamis Oriental General Comprehensive High SchoMisamis Oriental Alubijid Misamis Oriental Institute of Science and TechnologMisamis Oriental Balingasag North (Balingasag District) Morning Star Montessori School Inc. LAGUNA LOS BAÑOS Mountain View College Valencia City Valencia II MQA ENGLISH CHINESE SCHOOL OF QUEZON CQUEZON CITY SCHOOL DISTRICT II Naawan National High School Misamis Oriental Naawan National Federation of Sugarcane Planters BACOLOD CITY BACOLOD CITY V DISTRICT Native English Online Academy QUEZON CITY SCHOOL DISTRICT I
Others (Private School Private and Public High Scool) School Division District New england college QUEZON CITY SCHOOL DISTRICT I New Era University QUEZON CITY SCHOOL DISTRICT V old balara christian community school QUEZON CITY SCHOOL DISTRICT III Ormoc City SPED Center (Ormoc City South CS) ORMOC CITY ORMOC CITY SOUTH DISTRICT Our Lady of Lourdes Catholic School CALOOCAN CITY CALOOCAN NORTH I Our lady of Perpetual help School MARIKINA CITY MARIKINA CITY DISTRICT I P.U.N.P QUEZON CITY SCHOOL DISTRICT VI Paranaque National High School PARANAQUE CITY PARANAQUE CITY DISTRICT I Pardo Night High School CEBU CITY SOUTH DISTRICT 2 PASIG CITY SCIENCE HIGH SCHOOL PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II Philippine Christian University MANILA MALATE Philippine Jin Nan Institute MANILA STA. CRUZ III Pilar Technical-Vocational High School BOHOL PILAR Pinagbuhatan High School PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I Pres. Osmeña High School MANILA TONDO II Prince N' Princess School PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II Puerto National HS Cagayan de Oro City Cagayan de Oro City Central I District Puerto National HS Cagayan de Oro City Cagayan de Oro City Central I District Puntod National HS Cagayan de Oro City Cagayan de Oro City Central I District purok 5 daycare center Iligan City Iligan City West District Quezon City Council QUEZON CITY SCHOOL DISTRICT IX Quezon National High School NUEVA VIZCAYA QUEZON Quirino High School QUEZON CITY SCHOOL DISTRICT III Raja Soliman Science and Teachnology High SchooMANILA TONDO III Ramon Magsaysay High School MANILA SAMPALOC IV RAMON MAGSAYSAY HIGH SCHOOL MANILA SAMPALOC IV Regional Science HS Cagayan de Oro City Cagayan de Oro City Central I District Regional Science HS Cagayan de Oro City Cagayan de Oro City Central I District rizal high school PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I Roosevelt College Science H. S. RIZAL CAINTA I (CAINTA) SAC ANTIQUE SAN JOSE SAGAD HIGH SCHOOL PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I Sagad High School PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I SAGER Learning Institute PASIG CITY AND SAN JUAN PASIG CITY DISTRICT I Saint Augustine School of Naguilian LA UNION NAGUILIAN Saint Francis School MANILA STA. ANA II Saint Louis College-Cebu MANDAUE CITY MANDAUE CITY WEST DISTRICT Saint Mary's Academy Misamis Oriental Jasaan Saint Mutien College PAMPANGA MABALACAT SOUTH San Carlos San Luis National HS PAMPANGA SAN LUIS San Joaquin-Kalawaan High School PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II San Simon National HS Cagayan de Oro City Cagayan de Oro City Central I District San Simon National HS Cagayan de Oro City Cagayan de Oro City Central I District Santa Rosa Educational Institution STA. ROSA CITY CITY OF STA. ROSA DISTRICT I Santolan High School PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II Sauyo High School QUEZON CITY SCHOOL DISTRICT X SCHOLASTICA DE LEAU MER ACADEMY TARLAC CITY TARLAC CENTRAL Silae National High School Malaybalay City Malaybalay City East District Silliman University DUMAGUETE CITY DUMAGUETE CITY WEST DISTRICT Solana West Central Valley QUEZON CITY SCHOOL DISTRICT I Sotero B. Cabahug FORUM for Literacy CEBU CONSOLACION South Crest School MUNTINLUPA CITY MUNTINLUPA CITY DISTRICT I Southwestern University CEBU CITY SOUTH DISTRICT 1 SPED Center (FL) BAGUIO CITY DISTRICT II SPED Training Center CADIZ CITY CADIZ CITY I DISTRICT St. Anthony's College - GS ANTIQUE SAN JOSE St. Augustine School CAVITE CITY CAVITE CITY I DISTRICT
Others (Private School Private and Public High Scool) School Division District St. Joe Development Academy LAS PIÑAS CITY LAS PIÑAS CITY I St. John's School Malaybalay City Malaybalay City North District St. John's School Malaybalay City Bukidnon Manolo Fortich II St. Mary's Academy MANILA STA. ANA II St. Mary's Academy QUEZON CITY SCHOOL DISTRICT II St. Mary's Academy of Jasaan Misamis Oriental Jasaan St. Mary's Academy of Tagoloan Misamis Oriental Tagoloan St. Mary's College of Baliuag BULACAN BALIUAG NORTH St. Paul University Dumaguete DUMAGUETE CITY DUMAGUETE CITY WEST DISTRICT St. Vincent Learning Academy BULACAN STA. MARIA sta. faustina academy BULACAN MARILAO STA. LUCIA HIGH SCHOOL PASIG CITY AND SAN JUAN PASIG CITY DISTRICT II STI College CALOOCAN CITY CALOOCAN NORTH I Sto. Niño National High School BATANGAS CITY BATANGAS CITY SOUTH DISTRICT SUNBEAM METHODIST CHRISTIAN SCHOOL PANGASINAN I, LINGAYEN BAYAMBANG II sure values learning school SAN FERNANDO CITY SAN FERNANDO EAST Tablon National HS Cagayan de Oro City Cagayan de Oro City Central I District Tablon National HS Cagayan de Oro City Cagayan de Oro City Central I District Tagbilaran Grace christian School TAGBILARAN CITY TAGBILARAN CITY Tagpangi Natinal HS Cagayan de Oro City Cagayan de Oro City Central I District Tagpangi Natinal HS Cagayan de Oro City Cagayan de Oro City Central I District Tandang Sora National High School District II-A QUEZON CITY SCHOOL DISTRICT II TCT-AR Foundation IS ILOILO CITY JARO The National Teachers College MANILA SAMPALOC I The Nazarene Catholic School MANILA SAMPALOC IX Tignapoloan National HS Cagayan de Oro City Cagayan de Oro City Central I District Tignapoloan National HS Cagayan de Oro City Cagayan de Oro City Central I District Tuburan National HS Cagayan de Oro City Cagayan de Oro City Central I District Tuburan National HS Cagayan de Oro City Cagayan de Oro City Central I District Tutorial Adams Learning Center BAGUIO CITY DISTRICT III University of Batangas BATANGAS CITY BATANGAS CITY NORTH DISTRICT University of Bohol TAGBILARAN CITY TAGBILARAN CITY UNIVERSITY OF NUEVA CACERES NAGA CITY NAGA NORTH DISTRICT University of Perpetual Help System-JONELTA LAGUNA BIÑAN UNO-R BACOLOD CITY BACOLOD CITY V DISTRICT USC-North CEBU CITY NORTH DISTRICT 1 Ust QUEZON CITY SCHOOL DISTRICT I VALOR CHRISTIAN ACADEMY BACOLOD CITY BACOLOD CITY II DISTRICT xavier university Cagayan de Oro City Cagayan de Oro City Central I District Young Achievers' School of Caloocan Inc. CALOOCAN CITY CALOOCAN NORTH IV Young Gen.Com Academy CALOOCAN CITY CALOOCAN NORTH III Yverdon de pestallozi BULACAN BULACAN
Appendix 5 Training Schedule
# of # Date Host Venue Participants Remarks 1 20-Oct-11 Prople Inc. office Mandaluyong City 21 CAMP Custodian 2 27-Oct-11 SM City Pampanga San Fernando Pampanga 3 CAMP Custodian 3 09-Nov-11 BSP Manila Council Manila 2 CAMP Custodian 4 18-Jan-12 Metro Manila South Muntinlupa 150 Troop Leaders 5 23-Feb-12 Sampaloc Site II ES Paranaque 50 Teachers 6 02-Mar-12 BSP Pampanga Council San Fernando Pampanga 25 Teachers/Troop leaders 7 18-Apr-12 Oranbo ES Pasig 6 Teachers 8 09-May-12 BSP Bacolod City Council Bacolod City 89 Teachers/Troop leaders 3 CAMP Custodian 9 24-May-12 BSP Iloilo Council Iloilo City 2 CAMP Custodian 52 Teachers/Troop leaders 10 14-Jun-12 Division of City Schools Caloocan Caloocan City 54 Teachers 11 21-Jun-12 BSP Bohol Council Tagbilaran City 3 CAMP Custodian 12 23-Jun-12 BSP Bohol Council Tagbilaran City 118 Teachers/Troop leaders 13 25-Jun-12 DepEd Pasig City Pasig City 78 Teachers 14 27-Jun-12 Division of Makati City Makati City 28 Principals 15 04-Jul-12 Dep Ed San Juan San Juan City 16 Teachers 16 19-Jul-12 BSP Valenzuela Council Malinta, Valenzuela City 21 Teachers/Troop leaders 17 20-Jul-12 Division of City Schools Quezon City Science Interactive Room QC 34 Teachers 18 27-Jul-12 BSP Cebu Council Cebu City 2 CAMP Custodian 19 28-Jul-12 BSP Cebu Council Cebu City 37 Teachers/Troop leaders 20 22-Aug-12 Cembo ES Makati City 60 Teachers 21 24-Aug-12 Division of City Schools, Manila P. Gomez ES Manila 82 Teachers 22 29-Aug-12 Nangka ES Marikina City 36 Teachers 23 30-Aug-12 Rizal ES Makati City 115 Teachers 24 31-Aug-12 Nangka ES Marikina City 36 Teachers 25 07-Sep-12 Silangan ES Taguig City 81 Teachers 26 11-Sep-12 San Jose ES Makati City 43 Teachers 27 12-Sep-12 BSP Bukidnon Council Malaybalay City 1 CAMP Custodian 28 13-Sep-12 BSP Bukidnon Council Malaybalay City 9 Principals 29 13-Sep-12 Nemesio Yabut ES Makati City 43 Teachers 30 14-Sep-12 BSP Misamis Oriental Council Cagayan De Oro City 23 Teachers/Troop leaders 1 CAMP Custodian 31 15-Sep-12 BSP Cagayan de Oro Council Cagayan De Oro City 36 Teachers/Troop leaders 2 CAMP Custodian 32 18-Sep-12 Alabang ES Muntinlupa City 67 Teachers 33 19-Sep-12 Sucat ES Muntinlupa City 59 Teachers 34 27-Sep-12 BSP Antique Council San Jose Buenavista 27 Teachers/Troop leaders 1 CAMP Custodian 35 04-Oct-12 BSP Davao City Council Davao City 42 Teachers/Troop leaders 36 05-Oct-12 BSP Davao City Council Davao City 2 CAMP Custodian 37 17-Oct-12 Division of City Schools Quezon City Science Interactive Room QC 51 Teachers 38 18-Oct-12 Bagong Ilog ES Pasig City 19 Teachers 39 22-Oct-12 GSIS Village ES Quezon City 51 Teachers 40 23-Oct-12 Santolan ES Pasig City 82 Teachers 41 24-Oct-12 BSP National Office Manila 21 Teachers/Troop leaders 42 13-Nov-12 Commonw ealth ES Quezon City 109 Teachers 43 20-Nov-12 BSP Batangas City Council Teacher Conference Center 68 Teachers Batangas City 44 24-Nov-12 Regional Training DepEd NCR Quezon City 81 Principals/Division Coordinators 45 07-Dec-12 Ilugin ES Pinagbuhatan Pasig City 35 Teachers 46 14-Jan-13 Bagong Silangan ES Quezon City 23 Teachers 47 16-Jan-13 Lupang Panagako ES Quezon City 66 Teachers 48 17-Jan-13 Liberato Damian ES Pasig City 27 Teachers 49 25-Jan-13 CENTEX Manila 1PM 23 Teachers 50 31-Jan-13 Gregorio Del Pilar ES Manila 44 Teachers 51 01-Feb-13 BSP Pampanga San Fernando 28 Troop Leaders/Teachers 52 14-Feb-13 BSP San Pablo Laguna 78 Teachers 53 27-Feb-13 Dr. Benigno Aldana ES Manila 35 Teachers 54 14-Mar-13 Division of City Schools Tagum City Tagum City 75 DepEd Tagum and Compostela Valley and Compostela Valley Teachers/Principals/Supervisor 55 21-Mar-13 North Silay ES Negros Occidental 8 Teachers Total 2,484
Appendix 6 Hardware Inventory
BSP Council Address Location CPU Speaker Monitor Mouse AVR Router Keyboard Printer Quezon City Quezon City Council, BSP 3 3 3 3 3 1 3 1 Scout Ybardolaza Street 1103 Quezon City Tel#: 9218988 Council Scout Executive: Dr. Antonio C. Merino Contact Person: Amalia Asuncion City of City of Mandaluyong Council, BSP 3 3 3 3 3 1 3 1 Mandaluyong Mandaluyong Elementary School Rev. Aglipay Street 1552 Mandaluyong City Tel#: 5331668, 5321578 Council Scout Executive: Engr. John D. De Guzman Contact Person: Josefina Anselmo/Ms. Susan Guillartes Manila Manila Council, BSP 3 3 3 3 3 1 3 1 151 Balagtas Street, Malate 1004 Manila Tel#: 5250548; 5250538 Contact Person and Council Scout Executive: Jermie Jose DJ Trasga Contact Person: Mr. Jun Florendo Metro Manila Metro Manila South Council, BSP 3 3 3 3 3 1 3 1 South Contessa Building, Rizal Street Poblacion 1770 Muntinlupa City Tel#: 8625472 OIC: Marco I. Boleche Contact Person: Miguel "Mike" Boleche Pampanga Pampanga Council, BSP 3 3 3 3 3 1 3 1 San Fernando 2000 Pampanga Tel#: (045) 9612860 Contact Person and Council Scout Executive: Mr. Edgardo Timbol City of Santa City of Santa Rosa Council, BSP 3 3 3 3 3 1 3 1 Rosa City of Santa Rosa 4026 Laguna Tel#: (049) 5344355 Contact Person and Council Scout Executive: Mr. Pepito M. Carpio Tarlac City Tarlac Council, BSP 3 3 3 3 3 1 3 1 Diw a ng Tarlac Convention Center Romulo Blvd., San Vicente 2300 Tarlac City Tel#: 045-4961175/0928-5245181 Officer In Charge: Mr.Arnel Tipay Contact Person: Ms. Salve Bulacan Bulacan Council, BSP 3 3 3 3 3 1 3 1 Provincial Capitol Compound 3000 Malolos City Tel#: (044) 7961149 Contact Person and Council Scout Executive: Mr. Michael Indoma Parañaque Parañaque City Council, BSP 3 3 3 3 3 1 3 1 City Baclaran Elementary School Central 1702 Parañaque City Tel#: 8320177 Contact Person and Council Scout Executive: Hyde S. Ofracio Quezon Quezon Council, BSP 3 3 3 3 3 1 3 1 Perez st. 4301 Lucena City Tel#: (042) 7102488 Council Scout Executive: Mr. Joel R. Avelledo Contact Person: Baldw in Baldovino
BSP Council Address Location CPU Speaker Monitor Mouse AVR Router Keyboard Printer Valenzuela City Valenzuela City Council, BSP 3 3 3 3 3 1 3 1 Malinta Elementary School Compound A. Pablo Street 1440 Valenzuela City Tel#: 4441221Council Scout Executive: Mr. Baltazar M. Gayem Contact Person: Mr. Jalel Faustino BSP National BSP National Office 3 3 3 3 3 1 3 1 Office 181 Natividad Almeda-Lopez Street 1000 Ermita, Manila Tel#: 5278318 Contact Person: Errol Garcia Mr. Charlie Cameros Mr. Roger Villa Laguna Laguna Provincial Council, BSP 3 3 3 3 3 1 3 1 Highw ay, Los Banos 4030 Laguna Tel#: (049) 5360081 Council Scout Executive: Mr. Justino C. Arellano Contact Person: Ms.Cecile Manicad San Pablo San Pablo City Council, BSP Rizal Ave., 3 3 3 3 3 1 3 1 Corner Mabini St., 4000 San Pablo City Tel#: (049) 5623423 Council Scout Executive: Mr. Joselito Dislangan Batangas Batangas City Council, BSP 3 3 3 3 3 1 3 1 57 P. Herrera street 4200 Batangas City Tel#: (043) 7232386 OIC: Mr. Ramil Borbon Contact Person: Mr. Velasquez Bacolod City Rosario-Araneta street 6100 Bacolod 3 3 3 3 3 1 3 1 Council City Tel. No. 034-7091210 Council Scout Executive:Mr. Gary Sugaron Negros Lacson street 6100 Bacolod City Tel. 3 3 3 3 3 1 3 1 Occidental No. 034-4320823 Council Scout Council Executive :Mr. Roberto P. Maguad Iloilo Council Bonofacio Drive 5000 Iloilo City Tel. No. 3 3 3 3 3 1 3 1 033-3374964 Council Scout Executive: Mr. Eric Dumdumaya Bohol Council C.P. Garcia Ave., 6300 Tagbilaran City 3 3 3 3 3 1 3 1 Telephone Number: 038-4123392 Council Scout Exec.: Mr. Hermes T. Cebu Council Angoy2nd Floor BSP Bldg. Natalio Bacalso 3 3 3 3 3 1 3 1 Ave., cor. Tres de Abril Street 6000 Cebu City 032-2611402 Council Scout Executive: Mr. Ian Diola Misamis 3rd Floor Green Tow er Bldg., cor. A 3 3 3 3 3 1 3 1 Oriental Velez Street - Luna St., 9000 Cagayan de Oro City Council Scout Executive: Mr Rudy Guligado Bukidnon Capitol Grounds 8700 Malaybalay City 3 3 3 3 3 1 3 1 Council Council Scout Executive: Mr. Fabio Amoncio 088-8131385 Cagayan de 2nd Floor BSP Bldg., Hayez Street 9000 3 3 3 3 3 1 3 1 Oro Council Cagayan de Oro City Council Scout Executive: Mr. Rudy Guligado 088- 8571466 Antique Council Preciado - Turko Sts., San Jose 5700 3 3 3 3 3 1 3 1 Antique Council Scout Executive Ms. Cecil Bantolo 036-5408643 Davao Council 2nd floor City Triangle, Roxas Ave., 3 3 3 3 3 1 3 1 8000 Davao City Council Scout Executive: Mr. Jesus Meris 082- 2216202
Appendix 7 Program Evaluation Survey Report
Computer Access Mentorship Program Evaluation Survey Final Report
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 Contents
1 6 Overview of the Survey 03 Program Insights and 66 Recommendations 2 General Profile of the CAMP 12 Participants 3 Usage of CAMP 17 4 Evaluating CAMP 21 5 Key Findings 61
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 2 1 Overview of the Survey
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 Technical Details
Research Design and Methodology
Survey Method Sample Size and Sampling Face-to-face interviews using a Methodology structured questionnaire was A total of 500 public school teachers conducted among a random, were included in the study. representative sample of public Teachers were randomly selected elementary school teachers in the from a list provided by SAS, which National Capital Region. includes all the teachers from across the different cities in NCR who have Respondents completed the CAMP training. The respondents interviewed for the Simple random sampling was survey are Elementary public school utilized to get the required number teachers in NCR who have of samples and replacements. completed the CAMP online training.
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 4 Technical Details
Research Design and Methodology
# of Sample Distribution teachers # of who Municipality % sampled % The coverage and the distribution of completed teachers the the actual samples surveyed per city training
is illustrated in the following table. Makati City 518 37.1 187 37.4 The distribution of the actual Muntinlupa City 239 17.1 88 17.6 samples roughly reflects the Caloocan City 202 14.5 77 15.4 Quezon City 127 9.1 42 8.4 distribution of the population. Manila City 104 7.5 35 7.0 Taguig & Pateros 67 4.8 29 5.8 Pasig & San Juan 56 4.0 16 3.2 Valenzuela City 17 1.2 8 1.6 Mandaluyong City 24 1.7 7 1.4 Marikina City 16 1.2 4 0.8 Las Pinas City 8 0.6 2 0.4 Paranaque City 12 0.9 2 0.4 Pasay City 3 0.2 2 0.4 Malabon & Navotas 3 0.2 1 0.2 TOTAL 1,369 100% 500 100%
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 5 Technical Details
Fieldwork Preparation and Implementation
Questionnaire Training The questionnaire was designed by Training for interviewers was held in TNS and was provided to SAS for TNS Quezon City office and lasted review and approval. Interview for two days. length was around 45 minutes. Activities that were carried out during the training were the Pre-Testing following: The questionnaire was pre-tested to Discussion of the overview of the determine if the detailed wording project and its design and flow of the draft questionnaire Discussion of the questionnaire are clear and understandable among Mock interviews respondents. Appropriate revisions were done before actual training of interviewers upon approval of SAS.
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 6 Technical Details
Fieldwork Preparation and Implementation
Confidentiality Agreement Actual Fieldwork Prior to data gathering, all field staff During the actual field interview, a were asked to sign a confidentiality field interviewer was left on her own agreement. This document clearly after she has successfully conducted states that interviewers and 3 consecutive interviews without supervisors are not allowed to committing any error in the discuss the project with anyone interview and in recording answers outside the project team. given by respondents. Interviews were conducted weekdays from 9am to 6pm.
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 7 Technical Details
Fieldwork Preparation and Implementation
Supervision The field manager ensured the Supervisors observed at least 10% proper field implementation as of the total interviews of each regards sampling and study content. interviewer. They also ensured that She was assisted by one (1) field field logistics were received coordinator and two (2) group promptly and administered properly. leaders who trained and supervised the interviewers.
Supervisors were tasked to monitor the study full-time. They observed actual interviews, follow-up and conducted surprise checks on the research team
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 8 Technical Details
Fieldwork Preparation and Implementation
Spot-Checking Spot –checking was done in various A combination of phone and in- stages of fieldwork, the first one person back-checking were took place after about 30% conducted to ensure validity and completion of interviews. During this accuracy of information gathered phase, 20% of unsupervised interviews were re- interviewed/back-checked. Another spot-checking was conducted after 60% completion and the last one immediately after 90% completion of interviews
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 9 Technical Details
Fieldwork Preparation and Implementation
Field Editing After each interview, the field interviewers were tasked to go over their work in order to ensure completeness of data. All accomplished interview schedules were submitted to the assigned group supervisor. The group supervisor was the one who edited every interview. Office editors conducted a final consistency check on all interviews prior coding of responses
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 10 Technical Details
Data Processing
Data Entry Weighting
A data entry program was used No weighting factors were applied in during data encoding to verify and running the data since the sample conduct consistency checks on was randomly selected using encoded data. Data verification already the entire population consists of checking if all codes are valid, skipping instructions are (teachers who have completed the followed, there is consistency of CAMP training in NCR) as the responses among questions, there is sampling frame. consistency of codes, and other relevant validation. Fifty percent (50%) of each data encoder’s work were re-encoded to ensure accuracy of data entry
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 11 2 General Profile of the CAMP Participants
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 The teachers who participated in the CAMP are predominantly females, mostly within the middle age bracket (30-39).
24 37 20-29 30-39 12 Male 40-49 Female 88 2 50-59 60-64 13 25
Gender Age
Significantly higher at 95% CL Significantly lower at 95% CL Q1. Gender Q2. How old are you?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 13 More than half of the teachers (55%) have completed college, while the rest have at least post-graduate units or have completed post-graduate studies.
19 27 Some Post- graduate units Completed College Post-graduate 55
Education
Significantly higher at 95% CL Significantly lower at 95% CL Q4a. What is the highest level of education you have completed?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 14 Most of the teachers have been in the field of teaching for quite some time now. An average participant has been in service for around 13 years.
%
49
8 2 Master 31 Teacher More than 10 Years Teacher 6-10 Years 16 3-5 Years Others 91 0-2 Years
4
Current Teaching Position Years in Teaching
Significantly higher at 95% CL Significantly lower at 95% CL Q4b. By the end of this school year, how many years have you been teaching in formal school? Q5. What is your current position?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 15 Probably because of the nature of the training program, most of the teachers across grade levels in the training pool teaches English (66%).
%
19 Subjects Currently Teaching % 18 English 66 17 Filipino 54 Grade 6 Math 51 15 Grade 5 MAKABAYAN 42 Science 25 Grade 4 Values 25 16 Grade 3 MAPE 22 Grade 2 15 HEKASI 11 Grade 1 EKAWP 11 Others 4 Grade Level Currently Teaching
Significantly higher at 95% CL Significantly lower at 95% CL Q3. In what grade levels do you teach currently? Q6. What subjects are you teaching in school?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 16 3 Usage of CAMP
ComputerComputer Access Mentorship Program (CAMP) Evaluation SurvSurveyey
©TNS 2013 The teachers usually access CAMP from the comforts of their homes, more particularly the teachers from Caloocan City. . Those who have utilized CAMP sites in BSP offices are those coming from Manila schools. While more from Makati City have accessed from the schools. Meanwhile, internet shops cater for the younger teachers.
%
Where Usually Calooc Mani Muntin Quezo Makati 70 Access CAMP an la lupa n City Base 77 187 35 88 42 Home 90 56 69 74 83 17 School 2 29 9 17 10 Internet Shop 9 13 9 9 7 Home CAMP Site - 3 14 - - School 10 Internet Shop Where Usually 20-29 30-39 40-49 50-59 CAMP Site Access CAMP Base 119 185 123 64 4 Home 66 72 78 66 School 13 18 13 25 Where Usually Access CAMP Internet Shop 18 9 7 6 CAMP Site 3 1 2 3
Note: Those with bases lower than n=30 are not shown Significantly higher at 95% CL Significantly lower at 95% CL Q7. Can you please tell me from where you most usually access CAMP?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 18 Majority of the teachers allot more than an hour every time they access the CAMP. . Male teachers usually allot longer hours compared to the female teachers.
%
How Long Usually Calooc Mani Muntin Quezo Makati 12 Access CAMP an la lupa n City Base 77 187 35 88 42 Less than an hour 6 16 3 15 5 36 1 hour 30 37 23 42 36 2-3 hours 52 40 63 31 36 More than 3 hours 12 7 11 13 24 41 How Long Usually Male Female Access CAMP Less than an hour 1 hour Base 62 438 12 2-3 hours Less than an hour 66 72 More than 3 hours 1 hour 13 18 How Long Usually Access CAMP 2-3 hours 18 9 More than 3 hours 3 1
Note: Those with bases lower than n=30 are not shown Significantly higher at 95% CL Significantly lower at 95% CL Q8. Usually, how many hours do you consume every time you access CAMP?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 19 This is likely because more male teachers do other online activities while they access CAMP. . Social networking, particularly on Facebook, is the activity they do simultaneously with getting training from CAMP.
%
Other Online Activities Total Male Female Total 35 65 Base 175 30 145 Social Networking 66 70 66 Facebook 62 67 61 Knowledge and Education 45 47 44 Male YES 48 52 Search the internet NO related to teaching 34 37 33 /subject/lessons General Browsing 28 30 28 Multi- 15 27 13 media/Entertainment Female 33 67 Email 7 13 6 Online Gaming 3 7 2 Whether Do Other Online Activities News and Updates 3 - 4 While Accessing CAMP Others/Offline Activities 9 13 8
Significantly higher at 95% CL Significantly lower at 95% CL Q9a. Do you do other online activities while getting training from CAMP? Q9b. What other online activities do you do while accessing CAMP at the same time?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 20 4 Evaluating CAMP
ComputerComputer Access Mentorship Program (CAMP) Evaluation SurvSurveyey
©TNS 2013 Processes
ComputerComputer Access Mentorship Program (CAMP) Evaluation SurvSurveyey
©TNS 2013 The teachers who participated in the CAMP were evidently satisfied with the overall experience they had on the training.
Overall Satisfaction with the CAMP % Total 1 49 50
Male 57 44
Female 11 48 50
20-29 1 4 46 53
30-39 11 50 49
40-49 1 53 46
50-59 5 42 53
Very Dissatisfied Dissatisfied Neither Satisfied nor Dissatisfied Satisfied Very Satisfied
Significantly higher at 95% CL Significantly lower at 95% CL Q10. How satisfied are you with your overall experience in accessing CAMP to acquire training?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 23 The teachers find it generally easy to access CAMP.
How Easy Are the Processes in Accessing CAMP % Getting to the location where the program/website could be accessed 5 9 51 36
Accessing the program/website 5 10 54 31
Registering/creating an account 1 5 8 53 33
Navigating/browsing through the entire program/website 4 15 56 24
Opening videos incorporated in the program 1 13 20 52 15
Opening links to other websites incorporated in the program 1 8 17 60 14
Getting technical support/online help whenever I encountered difficulties… 1 7 24 52 14
Very Difficult Difficult Neither Easy nor Difficult Easy Very Easy
Significantly higher at 95% CL Significantly lower at 95% CL Q12. Thinking of the following processes you have performed in accessing CAMP, can you please tell me how easy or not easy it is to do the following?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 24 Among the different processes involved in accessing CAMP, what they find to be relatively difficult was to open videos embedded in the program.
How Easy Are the Processes in Accessing CAMP % Opening videos incorporated in the program 1 13
Opening links to other websites incorporated in the program 1 8
Getting technical support/online help whenever I encountered difficulties… 1 7
Registering/creating an account 1 5
Getting to the location where the program/website could be accessed 5
Accessing the program/website 5
Navigating/browsing through the entire program/website 4
Very Difficult Difficult
*below 2-box – Very difficult/Difficult Significantly higher at 95% CL Significantly lower at 95% CL Q12. Thinking of the following processes you have performed in accessing CAMP, can you please tell me how easy or not easy it is to do the following?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 25 This problem on opening videos can most likely be attributed to one of the other common problems mentioned which is slow or bad internet connection.
Munti Quez Problems Caloo Maka Mani Fema 20- 30- 40- 50- Total nlu on Male Encountered can ti la le 29 39 49 59 pa City Base 500 77 187 35 88 42 62 438 119 185 123 64 Takes time/difficult to 14 18 12 14 8 24 19 13 17 12 15 9 open videos and files Internet connection 13 22 12 14 8 5 13 13 15 14 16 6 (slow/bad connection) NONE 59 45 63 51 67 64 55 59 62 57 59 56
Note: Those with bases lower than n=30 are not shown Significantly higher at 95% CL Significantly lower at 95% CL Q17. What were the problems, if any, you have encountered in the entire training program?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 26 Meanwhile, a number of teachers from the 50-59 year old group find it quite difficult to do a number of processes in the CAMP.
A. Getting to the location where the (B. Accessing the program/website) program/website could be accessed Total 5 9 51 36 Total 5 10 54 31 Male 3 10 56 31 Male 3 3 73 21 Female 5 8 50 37 Female 5 11 51 32 20-29 4 3 55 38 20-29 4 9 54 33 30-39 3 10 46 41 30-39 4 5 53 37 40-49 5 11 54 30 40-49 4 15 58 24 50-59 11 8 53 28 50-59 2 9 16 47 27 (D. Navigating/browsing through (C. Registering/creating an account) the entire program/website) Total 1 5 8 53 33 Total 4 15 56 24 Male 2 8 69 21 Male 3 15 66 16 Female 1 5 8 50 35 Female 5 15 55 25 20-29 1 9 48 42 20-29 5 12 54 29 30-39 8 5 51 36 30-39 2 16 52 29 40-49 2 11 59 28 40-49 14 13 66 16 50-59 3 9 9 56 22 50-59 11 17 56 14
Q12. Thinking of the following processes you have performed in accessing CAMP, can you please tell me how easy or not easy it is to do the following? Significantly higher at 95% CL Significantly lower at 95% CL
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 27 Content
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 Overall, CAMP participants were pleased with the content of the program.
Evaluating the Content of the Program % The program content has pleasing over-all look and feel 1 52 48
The program was presented in a logical sequence 1 48 51 The information/content of the training program was 2 44 54 presented in a clear and understandable manner The training activities/exercises have helped me understand 2 45 53 the concepts discussed
The presenters/facilitators in the videos were well-prepared 2 45 52 The presenters/facilitators in the videos are knowledgeable 45 55 about the subject area
The presenters/facilitators in the videos were enthusiastic 1 49 49 The presenters/facilitators in the videos were easy to 3 50 46 understand
The length of the entire training program was appropriate 1 6 54 39
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
Q13a. Now, thinking about the contents of the training program, how much do you agree or disagree with the following statements?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 29 About half of the teachers were very satisfied with the presenters/ facilitators of the program shown through the videos particularly on being knowledgeable on the topic they discuss (55%).
Evaluating the Content of the Program (Presenters/Facilitators) %
The presenters/facilitators in the videos are knowledgeable about the subject area 55
The presenters/facilitators in the videos were well-prepared 52
The presenters/facilitators in the videos were enthusiastic 49
The presenters/facilitators in the videos were easy to understand 46
*top-box – Strongly agree Significantly higher at 95% CL Significantly lower at 95% CL Q13a. Now, thinking about the contents of the training program, how much do you agree or disagree with the following statements?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 30 About half were also very satisfied with how the program was presented – the clarity, sequence, the look and feel. . Among the elements of the program, the participants were least delighted with the duration of the training (39%). Evaluating the Content of the Program (Program Presentation) %
The information/content of the training program was presented in a clear and understandable manner 54
The training activities/exercises have helped me understand the concepts discussed 53
The program was presented in a logical sequence 51
The program content has pleasing over-all look and feel 48
The length of the entire training program was appropriate 39
*top- box – Strongly agree Significantly higher at 95% CL Significantly lower at 95% CL Q13a. Now, thinking about the contents of the training program, how much do you agree or disagree with the following statements?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 31 Relevance
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 The teachers who completed CAMP clearly believe that the program could contribute to their teaching job.
Evaluating the Relevance of the Program %
The program has added to my technical knowledge base 1 40 60
The content of the training program was relevant to my needs/job 3 41 56
The sample exercises and activities presented in the program can help strengthen the skills of my students in reading 2 42 55
The test at the end of the course was accurate and appropriate to assess what I have learned from the program 2 47 52
I could incorporate the concepts I learned from the course into my daily work right away 4 49 47
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
Significantly higher at 95% CL Significantly lower at 95% CL Q13b. Now, thinking about the following things about the training program, how much do you agree or disagree that…?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 33 Similarly, they also believe that the training was useful.
Usefulness of the CAMP % %
Total 2 51 47 Total 2 51 47
Male 60 40 Caloocan City 4 52 44
Female 2 50 48 Makati City 2 48 51
20-29 2 52 46 Manila 3 54 43 30-39 2 49 49
Muntinlupa 2 59 39 40-49 2 54 45
Quezon City 57 43 50-59 3 47 50
Significantly higher at 95% CL Significantly lower at 95% CL Q14b. In In general, how would you rate the usefulness of the training provided by CAMP?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 34 Moreover, majority also believe that the training was adequate for its purpose. . Among the CAMP participants, lesser teachers from Quezon City schools find the training sufficient to be able to train teachers on teaching reading.
Sufficiency of the CAMP % %
Total 5 6 62 27 Total 5 6 62 27
Male 6 5 63 26 Caloocan City 5 5 73 17
Female 4 6 62 27 Makati City 3 4 63 30
20-29 3 5 66 25 Manila 3 77 20 30-39 5 5 61 29
Muntinlupa 6 11 56 27 40-49 1 4 7 63 26
Quezon City 2 7 12 55 24 50-59 8 9 56 27
Significantly higher at 95% CL Significantly lower at 95% CL Q14a. In your opinion, how sufficient or insufficient was the training provided by CAMP to be able to train the teachers about teaching reading?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 35 Seeing the relevance of the program, a great majority of teachers who participated have encouraged their colleagues to try the CAMP.
Whether Munt Quez Caloo Maka Mani Fema Encouraged Total inlu on Male 20-29 30-39 40-49 50-59 can ti la le Colleagues pa City Base 500 77 187 35 88 42 62 438 119 185 123 64 Yes 94 94 95 94 93 95 95 94 93 95 96 94 No 5 5 4 6 7 5 5 5 7 5 4 5
Note: Those with bases lower than n=30 are not shown Significantly higher at 95% CL Significantly lower at 95% CL Q16. Did you encourage your colleagues/co-teachers to access CAMP to acquire training?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 36 Impact
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 On Teachers’ Attitudes and Beliefs
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 The teachers who participated are very dynamic, willing to learn and continuously adapt to changes and to the developing needs of their students.
Calooca Munti Quezon General Beliefs Total Makati Manila n lupa City Base 500 77 187 35 88 42 Teachers should constantly try new things 83 79 83 83 84 79 Teachers should not stop learning 82 83 79 91 81 81 It is very important for me that I make the subject 76 66 82 74 68 83 meaningful to students I believe that all students can learn 75 73 74 66 80 71 I enjoy seeing children develop in a way they find easy 71 64 76 63 73 69 to learn I enjoy adapting to different learning styles 58 44 58 54 64 60 I am more traditional, I think students learn best when 8 9 9 3 7 14 they talk less, sit more, and don't mess with each other I am more traditional, I think students learn best when 8 9 9 3 7 14 they talk less, sit more, and don't mess with each other It would be easier for me and for my students that we follow lessons from the textbook and just learn what 3 3 5 3 - 5 they have to learn
*top- box – Strongly agree Significantly higher at 95% CL Note: Those with bases lower than n=30 are not shown Significantly lower at 95% CL Q19. Please tell me how much do you agree or disagree with the following statements?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 39 Positive changes in attitude can be noted between the scores of the teachers from the baseline survey compared to those who have completed the program. . While other factors might have affected the positive change, it can provide indications of the impact of CAMP to teachers who participated in the program.
Baseline Evaluation General Beliefs Survey Survey Base 500 500 Teachers should constantly try new things 69 83 Teachers should not stop learning 72 82 I believe that all students can learn 67 75
*top- box – Strongly agree Significantly higher at 95% CL Significantly lower at 95% CL Q19. Please tell me how much do you agree or disagree with the following statements?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 40 Seemingly, the participants were able to grasp the key principle communicated in the training program; that it’s the teacher’s responsibility to teach students on how to read with meaning and understanding.
Teaching Reading Total
Base 500 It is my responsibility to teach students how to read with meaning/understanding 70 The main purpose of teaching reading is to help students understand words and ideas 64 Teaching reading means knowing strategies and techniques in teaching reading 64 I would like to take another teaching reading training course 54 I am confident that I know how to teach reading 44 I think I would enjoy teaching reading 41 Students must be reading for reasons that make sense and have relevance to them 38 I feel qualified to teach a reading course 35 Reading will only be fun for students if they read level-appropriate material 29 I feel content with my level of reading comprehension 21 Teaching reading successfully and effectively depends more on a student's personal drive than the teacher's skill 16 The main purpose of teaching reading is to help students decode words and pronounce them correctly 15 I would feel nervous or afraid when I teach a reading activity in my class 3 The main purpose for teaching reading is to be able to cover a book 2 The main purpose for teaching reading is to be able to cover the syllabus/course outline 2
*top- box – Strongly agree Significantly higher at 95% CL Significantly lower at 95% CL Q20. Please tell me how much do you agree or disagree with the following statements?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 41 Differences from the baseline survey can likewise be noted on teachers’ attitudes toward teaching reading, particularly on their confidence and liking to teach reading.
Baseline Evaluation Teaching Reading Survey Survey Base 500 500 I would like to take another teaching reading training course 36 54 I think I would enjoy teaching reading 35 41 I feel qualified to teach a reading course 29 35 *top- box – Strongly agree
Baseline Evaluation Teaching Reading Survey Survey Base 500 500 I would feel nervous or afraid when I teach a reading activity in my class 19 9 *top 2-box – Strongly agree/Agree
Significantly higher at 95% CL Significantly lower at 95% CL Q20. Please tell me how much do you agree or disagree with the following statements?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 42 The teachers from the CAMP prefer modern teaching methods and methods that provide long term benefits and would develop maturity among students.
Teaching Methods Total
Base 500 Develop self-confidence and sense of responsibility among students 60 Long term benefit for students 60 Up- to-date teaching methods 56 Cultivating student leadership potential 49 Objective assessment of student performance 48 Regular feedback on students’ learning progress 48 Focus on individual student learning needs and style 48 Effective use of technology 47 Responsive to different student learning needs and styles 46 Peer-group teaching and learning 43
*top- box – Extremely important Significantly higher at 95% CL Significantly lower at 95% CL Q22. Thinking about the teaching methods used by a teacher, how important are the following to you?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 43 However it can be observed that, compared to others, teachers from Caloocan City schools are less adaptable and are inclined towards the conventional teaching methods.
Munti Quezon Teaching Methods Total Caloocan Makati Manila lupa City Base 500 77 187 35 88 42 Long term benefit for students 60 44 60 54 75 55 Up -to-date teaching methods 56 44 57 54 67 50 Effective use of technology 47 32 50 49 56 45 Responsive to different student learning needs and 46 32 51 34 59 33 styles Peer-group teaching and learning 43 30 44 31 58 40 *top- box – Extremely important
Munti Quezon Teaching Methods Total Caloocan Makati Manila lupa City Base 500 77 187 35 88 42 Develop self-confidence and sense of responsibility 95 88 97 94 98 98 among students Cultivating student leadership potential 90 82 90 89 99 93 Objective assessment of student performance 92 83 94 80 97 93 *top 2-box – Extremely important/Important
Note: Those with bases lower than n=30 are not shown Significantly higher at 95% CL Significantly lower at 95% CL Q19. Please tell me how much do you agree or disagree with the following statements?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 44 Apart from learning that reading is to read with meaning and understanding, the teachers who participated in the CAMP were able to recognize the importance of using materials that are appropriate to students’ level (53%).
Learning Materials Total
Base 500 Materials which are appropriate for students' level 53 Relevant and high quality content 52 User friendly and easy to follow 52 Textbooks and other materials to help students progress faster 51 Interesting materials in a variety of formats 49 Materials which the students can relate to, where they can draw 49 connection to their daily life and personal experiences Learning materials can be adapted to individual students learning styles 46 Ability to do self assessment 45 Kind of material that students will need and want to be able to use when traveling, studying abroad, or using the language in other contexts outside 32 the classroom
*top- box – Extremely important Significantly higher at 95% CL Significantly lower at 95% CL Q23. Thinking about the learning materials that you use, how important are the following to you?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 45 On the other hand, lesser teachers from Caloocan City believe the utmost importance of learning materials being flexible and able to support the needs of the students.
Munti Quezon Learning Materials Total Caloocan Makati Manila nlupa City Base 500 77 187 35 88 42 Materials which are appropriate for students' level 53 38 57 46 60 45 User friendly and easy to follow 52 38 59 40 59 45 Textbooks and other materials to help students 51 35 57 51 53 55 progress faster Interesting materials in a variety of formats 49 35 52 51 63 50 Materials which the students can relate to, where they can draw connection to their daily life and personal 49 34 56 46 53 50 experiences Learning materials can be adapted to individual 46 32 48 49 57 48 students learning styles Kind of material that students will need and want to be able to use when traveling, studying abroad, or using 32 19 38 29 40 33 the language in other contexts outside the classroom
*top- box – Extremely important Significantly higher at 95% CL Note: Those with bases lower than n=30 are not shown Significantly lower at 95% CL Q23. Thinking about the learning materials that you use, how important are the following to you?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 46 On Teaching Practices
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 Teachers engage in dialogue with their students, almost on a daily basis. . A typical week also involves presentation of new vocabulary and concepts, small group activities, and evaluation of students’ reading ability
Less 3-4 Every 2 times Once a than Teaching Methods times a Never day a week week once a week week I engage in dialogue with my students - I ask them 76 16 6 2 - - questions and I respond to their questions I introduce new vocabulary and concepts 57 26 11 5 1 - I create opportunities for children to engage in 50 24 17 6 3 - interactive activities in small groups I evaluate my students’ level of reading ability 50 20 13 10 6 1 I give incentives/recognition to my students for 47 16 12 17 8 1 attendance or for a good work in class I read to my students 46 25 17 9 2 1 I engage my students in language games, rhymes, and 29 29 22 12 5 3 riddles I ask my students to do some writing activities – 28 21 23 16 7 4 journals, essays, letters, etc. I rearrange our classroom/seating arrangement 19 16 21 20 18 5 depending on the need of our classroom activities
Significantly higher at 95% CL Significantly lower at 95% CL Q21. Thinking about a typical school week, how many times do you engage in the following activities?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 48 More teachers for the early grades (Grades 1 to 2) frequently read to students, evaluate their students’ reading ability, and engage them in small group activities compared to the teachers for the higher grade levels. . Male teachers on the other hand read to students and evaluate their students reading level less often compared to female teachers.
Teaching Methods Total Male Female Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Base 500 62 438 77 79 73 83 88 94 I read to my students 46 29 48 74 58 42 36 40 30 I create opportunities for children to engage 50 48 50 62 51 53 49 38 48 in interactive activities in small groups I evaluate my students' level of 50 29 53 58 63 58 48 43 38 reading ability
Significantly higher at 95% CL Significantly lower at 95% CL Q21. Thinking about a typical school week, how many times do you engage in the following activities?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 49 As mentioned earlier, teachers usually engage in dialogue with their students; when it comes to teaching reading this involves asking questions which have direct answers. . Other usual reading activities are answering textbook questions, discussion of a passage in class and reading in silence.
Less 3-4 Every 2 times Once a than Reading Activities times a Never day a week week once a week week Answer questions which have explicit answers 66 19 10 4 1 - Answer textbook questions 49 30 13 6 1 - Discuss a text in class 47 23 15 8 4 1 Read in silence 41 24 17 8 6 2 Look for the main idea in a text 27 30 20 9 8 4 Retell in class a story they have read 23 25 25 18 6 2 Predict the idea of the text 22 27 24 13 8 5 Organize a text 16 24 24 18 12 5 Create art based from a story/passage from a book 11 16 27 29 12 3
Significantly higher at 95% CL Significantly lower at 95% CL Q25. Thinking about a typical school week, how often do you ask your students to do the following in class?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 50 Grade 1 teachers more frequently test their students’ reading ability by asking them to retell a story/passage orally or through art. . Meanwhile, teachers for the higher grade less often engage their students in oral recitations.
Reading Activities Total Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Base 500 77 79 73 83 88 94 Answer questions which have explicit answers 66 70 68 70 71 69 47 Retell in class a story they have read 23 36 25 25 18 17 16 Create art based from a story/passage from a 11 19 10 12 8 10 5 book
*top- box – Everyday Significantly higher at 95% CL Significantly lower at 95% CL Q25. Thinking about a typical school week, how often do you ask your students to do the following in class?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 51 Textbooks (53%) are still the main reading materials used in class. . News articles and literatures are also used quite frequently.
Less 3-4 Every 2 times Once a than Reading Materials times a Never day a week week once a week week Passages from the textbook 53 25 10 8 2 1 News articles 40 17 17 17 6 2 Literature such as poems, short stories, etc. 37 27 17 11 6 2 Passages or articles from other areas of study 22 29 21 16 8 3 Internet articles 11 20 23 22 17 7 Magazine articles 6 15 23 28 20 7
Significantly higher at 95% CL Significantly lower at 95% CL Q24. Thinking about a typical school week, how often do you use the following in class?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 52 Literary materials are more regularly used by Filipino, English, and Makabayan teachers and less often by Male teachers, and Science and Hekasi teachers. . Male teachers and Hekasi teachers also do not frequently use textbook passages. . Science teachers on the other hand utilize news and internet articles more often.
Maka Reading Femal Scien Filipi Engli Value EKAW Heka Total Male Math baya MAPE Materials e ce no sh s P si n Base 500 62 438 257 124 272 329 212 111 94 53 54 Passages from 53 39 55 55 48 57 59 57 50 59 49 39 the textbook News articles 40 45 39 36 52 38 35 41 34 36 42 37 Literature such as poems, short 37 15 40 44 26 49 47 47 45 36 47 19 stories, etc. Internet articles 11 15 10 9 21 9 9 8 9 12 11 9
*top-box – Everyday Significantly higher at 95% CL Note: Those with bases lower than n=30 are not shown Significantly lower at 95% CL Q24. Thinking about a typical school week, how often do you use the following in class?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 53 Increase in usage of the different reading materials can be noted among the CAMP participants.
Baseline Evaluation Reading Materials Survey Survey Base 500 500 Passages from the textbook 46 53 Literature such as poems, short stories, etc. 25 37 Passages or articles from other areas of study 15 22 Internet articles 5 11 Magazine articles 3 6
*top- box – Everyday Significantly higher at 95% CL Significantly lower at 95% CL Q24. Thinking about a typical school week, how often do you use the following in class?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 54 Teachers usually teach comprehension of expository texts.
Almost At least About About 3- At least Text Comprehension every once a once a 4 times once a Never day week month a year year Expository text -Describes things or people, or explains 49 35 10 3 2 - how things work or why things happen Narrative text -Tells a story or gives the order in which 32 47 14 4 1 1 things happen Documents - Contain tables, charts, diagrams, lists, 32 37 19 6 3 1 maps
Significantly higher at 95% CL Significantly lower at 95% CL Q26. During the school year, how often do you teach comprehension of each of the following kinds of text?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 55 Expository and Narrative readings are more regularly used by Grade 1 students. While comprehension of charts and diagrams are usually taught in Science class.
Text Comprehension Total Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Base 500 77 79 73 83 88 94 Expository text -Describes things or people, or 49 62 53 41 41 42 56 explains how things work or why things happen Narrative text -Tells a story or gives the order 32 49 30 44 24 22 28 in which things happen
Filipi Engli Maka Text Comprehension Total Math Science MAPE Values EKAWP Hekasi no sh bayan Base 500 257 124 272 329 212 111 123 53 54 Documents - Contain tables, 32 35 43 33 29 35 35 39 26 24 charts, diagrams, lists, maps
*top- box – Almost everyday Significantly higher at 95% CL Note: Those with bases lower than n=30 are not shown Significantly lower at 95% CL Q26. During the school year, how often do you teach comprehension of each of the following kinds of text?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 56 Almost all schools have special programs, particularly remedial courses, focused on improving students’ reading ability.
Muntinlu Quezon Special Programs on Reading Total Caloocan Makati Manila pa City Base 500 77 187 35 88 42 Special remedial reading courses 98 97 99 100 100 97 Extra-class lessons in reading 94 95 98 91 98 81 Extra-individual training in reading at school 91 95 94 77 98 69
Note: Those with bases lower than n=30 are not shown Significantly higher at 95% CL Significantly lower at 95% CL Q27. Does your school have any special programs or initiatives for reading outside normal classroom activities?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 57 On Students’ Attitudes and Habits
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 Practically all teachers who have participated in the CAMP have claimed to have observed changes in their students’ reading habits and attitudes towards reading.
Total Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Base 500 77 79 73 83 88 94 Yes 99 100 100 100 100 98 95 No 1 - - - - 2 5
Significantly higher at 95% CL Significantly lower at 95% CL Q28a. Comparing from a month ago, were there any changes now in your students’ reading habits or attitude towards reading?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 59 The most observed change was that the students have developed more love for reading.
Changes Observed Total
Base 500 Students have developed their interest in reading 51 Students can already comprehend 33 There are improvements on the students’ reading ability 18 Students can read faster 13 Students participate more in class, have improved in class 5
Significantly higher at 95% CL Significantly lower at 95% CL Q28b. If YES, what are these? What else? Is there anything else or none?
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 60 5 Key Findings
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 Profile of the CAMP Participants Majority of teachers who have participated in the CAMP are females (88%) mostly within the middle age bracket. More than half have a Bachelor’s degree (55%) while the rest have post- graduate units or have completed post-graduate studies. The teachers have been teaching for an average of 13 years. Most of the teachers in the training pool teaches English.
Usage of CAMP The teachers usually access CAMP at their homes. Those who have utilized CAMP sites are those from Manila City schools. More from Makati City have accessed from their respective schools. More than 1 hour is usually allotted for CAMP. Male teachers allot longer hours compared to the female teachers. About a third of the teachers who have completed the CAMP usually do other online activities while they access the program, particularly social networking on Facebook.
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 62 CAMP Evaluation Processes The teachers who participated were satisfied with the CAMP. They find it generally easy to access the program and complete the training. Unsurprisingly, those from the older group (50-59 years old) are the ones who find some processes in the CAMP quite difficult. What the participants find to be relatively challenging was to open videos which are part of the training modules. One of the other problems experienced by the teachers was the slow/bad internet connection, which may also be likely one reason for the difficulty in opening videos.
Content In general, CAMP participants were pleased with the content of the online training program. They were satisfied with the presenters/facilitators, as well as with how the program was presented overall. Among the elements of the program, they were least delighted with the length of the program.
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 63 CAMP Evaluation Relevance The teachers definitely believe that the CAMP is useful and relevant to their profession. They also think that the training have been sufficient to meet its objective of training teachers on teaching reading. In fact, a great majority of the teachers have encouraged their colleagues to try the program.
Impact The participants were able to grasp the key principles communicated in the training program, that is teaching reading with meaning and understanding and using materials that are appropriate to students’ level. Positive changes in attitude were noted between the scores of the teachers from the baseline survey compared to those who have completed the program. The teachers who participated in the CAMP more believe in the significance of being dynamic, and of continuous learning for teachers. Differences from the baseline survey were also noted on teachers’ confidence and liking to teach reading. Increase in usage of various reading materials was also be noted among the CAMP participants.
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 64 CAMP Evaluation Impact (cont’d) While these positive changes could not be directly attributed to CAMP, it provide indications on what could be the impact of the program to the teachers who participated as well as to their students. Aside from the differences observed from the baseline survey, the teachers have also claimed to observe an increase interest in reading among their students.
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 65 6 Program Insights and Recommendations
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 Summary and Recommendations
Program insights Recommended plans for program development
Most of teachers who have participated in To encourage more teachers to utilize the the CAMP are mostly within the middle program, particularly the much younger teachers, resources such as computer units and age bracket as they are the ones who internet access, should be made available to have the resources and are relatively them or in schools. To also maximize CAMP more comfortable with the online space. sites, the existence of these facilities shall also Probably because of the nature of the be communicated. program, which is focused on reading, A prior training on accessing the website and in most of the participants are teachers of browsing through the online program shall be conducted for the teachers who are interested to the English subject. learn from the program but do not have sufficient knowledge on using the internet (50 years old and above). To increase the coverage of the training by attracting other teachers from other fields of study, it is best to communicate that the program is not only focus on the reading subject and that it also provides other learning/knowledge (e.g. teaching strategies) which could be relevant to their job, whatever subject they are currently teaching.
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 67 Summary and Recommendations
Program insights Recommended plans for program development
The most common problem experienced For the program to be more exciting and by the participants is on opening videos for the participants not to lose focus and embedded in the program. shift to another activity, especially when technical problems are being experienced which may require waiting time, it is A number of teachers, particularly males, recommended that the program be do other online activities (e.g. Facebook) enhanced to be more interactive. Chat while they access CAMP. and other messaging features, similar to what Facebook has, can be added to the program.
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 68 Summary and Recommendations
Program insights Recommended plans for program development
Positive effects were noted on teachers’ It is recommended that the program be attitudes, beliefs, and practices if we are conducted on a more regular basis. A to compare post-implementation figures follow-up actual training can also be from the baseline survey. conducted.
Moving forward, perhaps a more direct impact survey involving students who have been exposed to the strategies presented in the program can be conducted to test the impact and effectiveness of the online program.
Computer Access Mentorship Program (CAMP) Evaluation Survey
©TNS 2013 69