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Equalls2 Project Sites EQuALLS2 Life of Project Report 12-30-2011 EQuALLS2 Project Sites Acknowledgements EDC would like to gratefully acknowledge the many public and private institutions, edu- cation and service providers who have shared their commitment, time and effort in helping to ensure successful implementation of the Education Quality and Access for Learning and Livelihood Skills (EQuALLS2) Project. We thank you for the tremendous contributions that you have made towards improving access to quality learning and livelihood opportunities for children and young people in high-poverty, conflict affected areas in Mindanao, Philippines. U.S. Government Agencies: • USAID • U.S. Peace Corps (USPC) • Joint Special Operations Task Force (JSOTF) of the U.S. military Lead Implementing Partners: • Save the Children • Synergeia Foundation • International Youth Foundation / Education Livelihood Skills Alliance (ELSA) ° Ayala Foundation ° Philippine Business for Social Progress (PBSP) ° Petron Foundation * Notre Dame of Marbel University – NDMU ° Consuelo Foundation * Champagnat Community College – Notre Dame Marbel University (CCC-NDMU) * Nagdilaab Foundation * Mahardika Institute of Technology, Inc. * Notre Dame of Midsayap College * Notre Dame University of Cotabato City Government Counterparts: • Department of Education (DepED) • DepED Region 9, 12, and DepED Autonomous Region in Muslim Mindanao (ARMM) • DepED Bureau of Alternative Learning Systems (BALS) • DepED Bureau of Elementary Education (BEE) • Technical Education and Skills Development Authority (TESDA) • Municipal and Barangay Local Government Units (LGUs) Global Development Alliance (GDA) / Private Partners: • Brothers Brother Foundation • Microsoft Foundation • National Book Store Foundation • Petron Foundation Foreign Donors: • AusAID’s Basic Education Assistance for Mindanao (BEAM) project • United Nations Children’s Fund (UNICEF) Other Grantees and Service Providers: • Southeast Asian Ministers of Education Organization – Center for Educational In- novation and Technology (SEAMEO-INNOTECH) • U.P. National Institute for Science and Mathematics Education • DepED National Education Testing and Research Center (NETRC) • Center for Educational Measurement (CEM) • Real World Productions • Champagnat Community College – Notre Dame of Marbel University (CCC- NDMU) • United Bangsamoro Movement for Peace and Development, Inc. – University of Southern Mindanao (UBMPDI-USM) • Notre Dame Foundation for Charitable Activities, Inc. – Women in Enterprise Development (NDFCAI-WED) • Ateneo de Zamboanga • Notre Dame University-affiliated colleges • I.T. Works • Business Profiles, Inc. • Diliman Network Solutions • i4 Asia Incorporated • Service Providers for Scholarship Program ° Eastern Mindanao College of Technology ° Golden State College ° Green Valley College Foundation, Inc. ° Holy Trinity College ° i-Link College of Science and Technology ° Jose Rizal Memorial State University-Siocon ° Mahardika Institute of Technology, Inc. ° Marbel-Gensan Technology, Inc. ° Mindanao State University-Sulu Campus ° Notre Dame of Marbel University-Special Program ° Notre Dame of Tacurong College ° Notre Dame of Midsayap College ° Notre Dame University ° Notre Dame-RVM College of Cotabato ° Nuevo Zamboanga College, Inc. ° Pilar College ° Ramon Magsaysay Memorial College ° Regency Polytechnic College ° Regional Manpower Development Center ° SITE and Driving Schools, Inc. ° Southern Christian College ° Southern City Colleges, Inc. ° Southern Mindanao Institute of Technology ° St. Columbian College ° Sultan Kudarat State University ° Sulu State College ° Surallah Institute of Technology, Inc. ° TESDA Regional Training Center-Davao ° TESDA Regional Training Center-Zamboanga ° TESDA ARMM Provincial/City Manpower Development Center ° Universidad de Zamboanga ° Valdez Mother & Child City College, Inc. ° Western Mindanao State University-Malangas Campus ° Western Mindanao State University-Zamboanga Campus • Service Providers for Workforce Development: ° Food Processors Association of Zamboanga, Inc. ° Southern Christian College ° UPI Agricultural School Credit Union Cooperative, Inc. ° Philippine Plantation Services Multi-Purpose Cooperative ° Southern Mindanao Institute of Technology ° Mindanao Industry Coordinators Network (MICNet), Inc. Table of Contents Executive Summary.................................................................................................... 1 Introduction............................................................................................................... 16 Results Section........................................................................................................... 19 • Intermediate Results 1 (IR1)................................................................................ 19 • Approach.................................................................................................... 19 • Project Deliverables and Results................................................................... 26 • Project Impact and Results on Improved Access to Education..................... 33 • Lessons Learned and Recommendations...................................................... 35 • Intermediate Results 2 (IR2)................................................................................ 39 • Approach.................................................................................................... 39 • Project Deliverables and Program Enhancements......................................... 42 • Project Impact.............................................................................................. 49 • Lessons Learned and Recommendations...................................................... 56 • Intermediate Results 3 (IR3)................................................................................ 60 • Approach.................................................................................................... 60 • Project Deliverables...................................................................................... 64 • Project Impact.............................................................................................. 70 • Lessons Learned and Recommendations...................................................... 80 Monitoring and Evaluation......................................................................................... 82 Management.............................................................................................................. 104 Outreach and Communications.................................................................................. 115 Conclusions and Recommendations........................................................................... 118 List of Tables Table 1: Capacity-building areas for PTAs Table 2: Changes in PTA practices after capacity-building training Table 3: IR1 FACTS Indicators - targets and accomplishments Table 4: IR2 FACTS Indicators - targets and accomplishments Table 5: IR2 Strand 2 Indicators - targets and accomplishments Table 6: IR3 FACTS Indicators - targets and accomplishments Table 7: WFD participants receiving more than one intervention Table 8: Completion rate by year Table 9: Test results of Basic Education completers Table 10: Types of work activities Table 11: Strand 1: LOP targets and accomplishments Table 12: Strand 2: LOP targets and accomplishments Table 13: EQuALLS2 Learning Agenda Table 14: Sub-grant awardees for transition year Table 15: Sub-grant awardees List of Figures Figure 1: Activated institutions serve as entry points for delivery of education interven- tions Figure 2: PTA capacity assessment baseline results Figure 3: LSB capacity assessment baseline results Figure 4: Community capacity building and LGU/LSB engagement processes and timeline Figure 5: PTA organizational development continuum Figure 6: Regional distribution of community groups supported by the project Figure 7: PTA capacity assessment baseline and post-assessment Figure 8: LSB capacity assessment results Figure 9: CIG projects by category and distribution by region Figure 10: CIG amount by fund source Figure 11: Classroom repair and construction by region Figure 12: Completion rates (SY 2007-2008 to SY 2010-2011) Figure 13: Retention rates (SY 2007-2008 to SY 2010-2011) Figure 14: NAT MPS (ESM) for EQuALLS2 schools (SY 2006-2007 to SY 2010-2011) Figure 15: SCOPE results Figure 16: Pre-test and post-test results Figure 17: IR3 interventions Figure 18: IR3 interventions continuum Figure 19: Geographic distribution Figure 20: Gender distribution Figure 21: Age distribution per program offering Figure 22: Number of CLCs repaired and Basic Education learners served Figure 23: IM’s average scores by category over time Figure 24: LAR results Figure 25: Percentage of OSCY working Figure 26: DAP results Abbreviations ABL Assessment for Basic Literacy ALS Alternative Learning Systems A&E Accreditation and Equivalency ARMM Autonomous Region in Muslim Mindanao AusAID Australian Agency for International Development BALS Bureau of Alternative Learning Systems BBF Brother’s Brother Foundation BE Basic Education Assistance for Mindanao BEE Bureau of Elementary Education BL Basic Literacy BLP Basic Literacy Program BERC Barangay Education Report Card BESRA Basic Education Sector Reform Agenda BLiS Basic Literacy and Life Skills BME Bureau of Madrasah Education CA Coordinating Agency CEM Center of Educational Measurement CESP Community Education and Skills Plan CHED Commission on Higher Education CIG Community Incentive Grant CLC Community
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