EDUCATION GOVERNANCE EFFECTIVENESS (Edge) Quarterly Performance Report Quarter FY2016 (April to June 2016)

EDUCATION GOVERNANCE EFFECTIVENESS (EdGE) Quarterly Performance Report Quarter FY2016 (April to June 2016)

This publication was produced for review by the United States Agency for International Development. It was prepared by the Synergeia Foundation, Inc. The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

List of Acronyms

DepEd - Department of Education

EdGE - Education Governance Effectiveness

EO - Executive Order

ES - Elementary School

LCE - Local Chief Executive

LGU - Local Government Unit

LSB - Local School Board

M&E - Monitoring and Evaluation

MOA - Memorandum of Agreement

MOOE - Maintenance and Other Operating Expenses

NAT - National Achievement Test

NGO - Non-Government Organization

NCR - National Capital Region

PPP - Public-Private Partnership

PTA - Parents Teachers Association

SEF -Special Education Fund

SGC- School Governing Council

SIP - School Improvement Plan

USAID - United States Agency for International Development

USG - United States Government

ZamSulTa – Zamboanga Sulu Tawi-Tawi

Table of Contents

I. Executive Summary ...... 1

II. Summary of Results ...... 2

III. Correlation to M&E...... 3

IV. Result by Result Analysis ...... 4

IR1: Strengthened Government Effectiveness for Education at the Local Level IR1.1 Number of administrators and officials successfully trained …………………………...... 4 IR1.1.1 A Responsive Training Program …………………………………………………...... ……… 6 IR1.1.2 Successes in SGC Organization……………………………………………………...... 6 IR1.1.3 The Challenges of SGCs ……………………………………………………………………………………… 7

IR 1.2 Increased Number of Schools Conducting Reading Interventions...... 8

IR2: Increased Transparency and Accountability at the Local Level IR2.2 Number of LSBs with Increased Spending Devoted to Education Programs………...... … 9 IR2.1 Number of barangays with increased, local funding devoted to education programs ………………………………………………………………………………………………………… 10 IR2.3 Number of SGCs with Improved Education Governance ……………………………...... ……… 11

IR3: Increased Participation of Stakeholders in Education Policy Formulation and Implementation IR3.1 Number of PTAs or similar “school governance structures” supported LGU- initiated Parenting Workshops ……………………………………………………………………………….…… 13 IR3.2 Number of new USG-supported Public Private Partnerships (PPPs) formed………………… 15

V. Performance Indicator Tracking Table ...... 16

VI. Financial Summary ...... 19

VII. Success Stories ...... … 21

VIII. Plans for Next Quarter ...... 23

ANNEXES

Annex A List of barangays that participated in Focus Group Discussion (FGD) ...... 31 Annex B Summary of the Workshop Discussions on the New Learning Modules for SGCs ...... 32 Annex C Assessment Tool on Parenting ...... 34 Annex D Performance Scores of LSBs in Education Governance, 3rd Quarter 2016...... 35 Annex E Performance of SGCs, 3rd Quarter 2016 ...... 36

List of Tables

Table 1. Summary of Expenditure Results (p. 2)

Table 2. EdGE Regional Workshops on SGC Organization (p. 4 )

Table 3. Follow-up Workshops on SGC Organization (p. 5)

Table 4. Results of the LAPG in Reading Comprehension in English, 2015 (p.8 )

Table 5. Summary of Education Spending Performance of LGUs, 3rd Quarter, FY 2015-2016 (p.9)

Table 6. List of Training Programs Conducted for Parents (p. 14)

Table 7. Performance Indicator Tracking Table (p. 16)

Table 8. Financial Status as of April - June 2016 (p. 19)

Table 9. Summary of Disbursements (p. 19 )

Table 10. Summary of Leveraged Funds (p. 19 )

Table 11. Financial Summary (p. 20)

Table 12. Calendar of Activities for July to September 2016 (p. 24 )

List of Figures

Figure 1. Total Spending of Barangays for Basic Education in Valenzuela City, 2013-2015 (p. 24)

I. Executive Summary

1. Three-hundred thirteen (313) local government officials and school administrators were added to our cohorts of leaders. They participated in our training to organize functional School Governing Councils (SGCs). To date, EdGE has built the capacity of 3,350 administrators on education governance. This is 114% of our LOP target.

2. Capacity building resulted to new values, better processes, and skills in governance. Two-hundred forty one (241) School Governing Councils (SGCs) and 31 Local School Boards (LSBs), a total of 272 were assessed to have better education governance. For SGCs, this means that they have convened stakeholders' meeting, elected their officers, formulated their by-laws and are involved in implementing School Improvement Plans (SIP). This represents 66% of our 2016 target and 54% of our LOP target.

3. More than a thousand schools (1,015) are conducting remedial reading programs. This initiative involved 13,300 students during the quarter. In terms of cumulative total, EdGE is supporting remedial reading programs for 136,525 students accounting for 342% of LOP target.

4. The results of the 2015 Language Assessment for Primary Grades (LAPG) show that 61% of grade 3 students under EdGE obtained scores from 51% to 100% in reading comprehension. We are on target with respect to number of students with improved reading skills.

5. This quarter, 75 barangays or 30% of our LOP target increased financial support to schools.

6. Thirty-one (31) LSBs, or 62% of our LOP goal increased their spending for education.

7. A classroom worth P1.7 billion is being constructed in North Upi, Maguindanao as a Public Private Sector Project (PPP) in partnership with Manlapaz Foundation. Our partners are implementing 32 PPPs or 64% of LOP target.

II. Summary of Results

Table 1. Summary of Expenditure Results Third Quarter 2016 (April – June)

Accomplishment Actual Performance TARGET Accomplishmen Intermediate Results 3rd QRT Expenditures for Indicator FY 2016 t FY 2016 FY 2016 the 3rd Qtr 1. Strengthened Number of government administrators and effectiveness for Officials successfully 626 313 1,535 education at the local trained with USG level support (F.3.2.1 - 3)

Number of laws, policies, regulations, PHP or guidelines 2,411,113.97 developed or modified to 15 2 16 improved primary grade reading programs or increase equitable (F-3.2.2-38) 2. Increased Number of LGUs transparency and including barangays PHP 135 85 85 accountability at the with increased 2,229,014.75 local level education spending 3. Increased Number of PTA’s or participation of similar “school” stakeholders in governance 426 232 1,384 education policy structures formulation and supported (F-3.2.1- PHP implementation 18 ) 4,233,888.85 Number of new USG – supported public- private partnerships 10 1 5 (PPPs) formed (F- PPP5)

III. Correlation to M an E

Synergeia is guided by its revised M and E plan that has been streamlined following USAID advice. Our work is focused on improving education governance with the end result of improving reading skills of children.

We had a strategic planning with the staff this quarter to ensure that everybody is on the same page with respect to the data that we need to collect, how they should be collected and timelines to observe. We discussed how the data are used to monitor the progress of our work, evaluate its impact, and improve our operations. The M and E plan is a tool to define accountability in carrying out specific responsibilities of our partners and the staff.

We further simplified our templates for reporting to focus on accomplishments of targets, challenges to be addressed, and work plans for the quarter.

IV. Result by Result Analysis

IR 1. STRENGTHENED GOVERNMENT EFFECTIVENESS FOR EDUCATION AT THE LOCAL LEVEL

IR 1.1. Number of administrators and officials successfully trained with USG support

The capacity building program this quarter had three components.

 Conduct of Regional Workshops to develop skills on organization, management and project implementation.  Monitoring and Mentoring of local leaders in the different EdGE sites.  Provision of technical assistance to SGCs and LSBs on SIP implementation.

Four Regional SGC Workshops were conducted:

Table 2. EdGE Regional Workshops on SGC Organization

Municipality/City Date Venue Number of Participants

Cabatuan, Guimbal and April 12-13 Centennial Hotel Iloilo City 198 San Enrique, Iloilo Province

Alabel , Sarangani April 13-14 Family Country Hotel, General Santos 94 City

Pili, Camarines Sur May 4-5 International Institute for Rural 115 Reconstruction, Silang, Cavite

Valenzuela City May 26-27 Ateneo Professional Schools, Makati City 96

Follow-up workshops were conducted in 21 EdGE localities to help school leaders organize SGCs.

Table 3. Follow-up Workshops on SGC Organization

Province Locality Dates

Iloilo Alimodian April 5

San Enrique April 12-13

San Joaquin May 17

Miag-ao June 8

Lambunao June 24

Negros Occidental La Carlota April 22; June 28

Silay City April 29

Victorias City May 20

Bacolod City June 2-3

Cebu Argao June 20-21

Dalaguete April 13-14

Bohol Maribojoc April 19-20

La Union Luna April 8

Nueva Vizcaya Diadi April 21

Benguet Tuba May 24-26

ARMM Parang April 26-28

Taraka May 24 to 26

Balindong May 24-26

North Upi June 28

Sultan sa Baronguis June 29

Gen Salipada Pendatun June 30

1.1.1. A Responsive Training Program. Three new modules have been introduced on participatory governance, community engagement and formulation of by-laws. The new learning modules were tested with the SGC officers from Valenzuela City and Alabel, Sarangani.

The first module is intended to make the participants appreciate the value of participatory governance. The participants are asked to share their thoughts on the advantages and difficulties of community engagement. They assign scores on the benefits and problems arising from participatory management, with 3 as most important and 1 as least important. Generally, the sum of their scores on benefits outweighs the total scores on difficulties. We did not have to convince them on the value of participatory governance. They were able to convince themselves.

The second module is on how to make parents and community leaders attend SGC meetings. The participants are asked to put themselves in the shoes of the parents who are asked to attend SGC meetings. They are asked “what will make me attend SGC meetings?"

The third is a workshop on setting the ground rules in preparation for the formulation of SGC by-laws. Participants are grouped into teams and are asked to answer a set of questions on: 1) behavior or values that should be observed by SGC members; 2) role and functions of officers ; 3) standards in SGC operations and sanctions for erring members ; 4) decision making and conflict resolution; 5) mechanisms that promote community engagement.

1.1.2. Successes in SGC Organization. We have noted the following progress of SGCs from the different EdGE sites:

SGCs in Luzon. From a zero ( 0) baseline, 80 per cent of the 20 SGCs in Luna, La Union are already functional, participate in developing SIPs, conduct meetings regularly ,and align their budgets to support the Annual Investment Plan (AIP) of schools. Fifty percent (50%) of the SGCs said they practice transparency and accountability. School heads provide regular report on students’ learning outcomes to the Council

SGCs in the Visayas. Almost 73 percent of SGCs from Lambunao in Iloilo are operational. They are meeting regularly and are part of the policy formulation process on discipline and school vandalism. Funding is generated from the alumni for a potable water system and repair of school buildings and facilities.

The SGCs in San Joaquin Iloilo are involved in SIP, remedial reading program, construction of school buildings and construction of a water supply system for schools.

The SGCs in La Carlota, Negros Occidental team up with teachers to monitor absences of students and visit their homes. As a result, schools have reported a zero dropout rate. The business community is an active participant in school governance and in some instances, serve as SGC chair.

SGCs in Mindanao. SGCs have been organized in all the 30 schools in Siayan, Zamboanga del Norte this quarter. They have elected their officers and had a reorientation on the role and functions of the Council. The Mayor of the town, Mayor Flora Villarosa is actively engaged in the SGC organization. She

would like to transform the SGC from a passive organization to an active institution to help improve the students ’learning performance.

All the 36 schools in North Upi have organized their SGCs and formulated their by-laws. Three-fourths of the SGCs are already implementing school projects like classroom repair, school fence, feeding program, vegetable gardening and water system. The SGC of Tinindanan Elementary School is constructing a Reading Center. Their revenues are raised from various projects like holding popularity contests, and selling food products. Mayor Ramon Piang is an active SGC supporter. He exhorts them to be actively involved in solving the dropout problem.

Mayor Ramon Piang talking to the SGCs of North Upi during SGC Mentoring and Monitoring

All the schools (11) in General Salipada K. Pendatun (GSKP) have organized their SGCs and are implementing school projects. The SGC of Ramcor Elementary School raised P200, 000 for the construction of two classrooms for grade 5 and 6 children. The SGC of Lasangan Elementary School raised P20, 000 to construct its school fence. The SGC in Kaladturan Elementary School was involved in preparing the SIP.

In Sultan Sa Barongis all the schools (11) have organized SGCs. They started simple projects such as putting together a school directory and constructed fences for schools to ensure the safety of children.

1.1.3. The Challenges of SGCs. The birthing pains are mostly due to the reassignment of school heads, wrong choices of SGC officers, inability of officers to differentiate between the functions of the Parent Teachers Association and the SGC, the “ningas-cogon” attitude (failure to sustain the momentum of change), and inability of parents to attend meetings.

In Maribojoc, Bohol, there is an overlap of functions between SGCs and the Barangay Education Council (BEC) that the Mayor has organized.

The SGCs in Alimodian and Miag-ao in Iloilo, as well as the SGCs in Silay City, Negros Occidental will need more training to familiarize them with organizational management.

The common problems of SGCs in the Visayas are documentation of partnerships with the private sector, engaging the community to be more actively involved, raising funds for school projects, and their over-dependence on school heads on what to do next.

The second level training programs for SGCs will develop learning modules to address these needs.

IR 1.2. Increased Number of Schools Conducting Reading Interventions

More than one thousand schools (1,015) are conducting remedial reading for 136,526 struggling readers. Poor readers are identified through the use of Philippine Informal Reading Inventory (Phil-IRI). Additional assessment tools are developed by the local DepED that test comprehension. Classes are held after school hours---during lunch time, after school, weekend, or during summer.

EdGE encourages LSBs and SGCs to support remedial reading programs through budgetary allocations. Some LGUs like Valenzuela City provide supplementary programs like school feeding, and training for teachers, volunteers and parents. The city government allocated (US$ 44,862) for their training. The resources helped produce significant results. The children performed better in a Reading test that was administered by the DepEd Division Office after the summer Reading Camp. The number of Grade 3 students who scored 75% and above increased from 18% to 84%.

To measure how students are helped, their test scores in the 2015 Language Assessment for the Primary Grades (LAPG) are used. We targeted that at least 60 percent of the grade 3 students would score at least 51% and above in the LAPG. This is described by DepED as the upper average.

Table 1 shows that 61% of grade 3 students who are part of EdGE obtained scores in the upper average level in reading comprehension and 65% in listening comprehension in English.

Table 4. Results of the LAPG in reading Comprehension in English, 2015

Listening Comprehension Reading Comprehension Performance Score No. Cumulative No. Cumulative % % Examinees Distribution Examinees Distribution

0 25 8,495 5% 100% 18,425 10% 100% 26 50 55,755 30% 95% 54,192 29% 90% 51 75 67,349 36% 66% 44,088 24% 61% 76 100 54,892 29% 29% 69,787 37% 37%

TOTAL Number of Test 186,492 186,492 takers in EdGE sites

IR 2. INCREASED TRANSPARENCY AND ACCOUNTABILITY AT THE LOCAL LEVEL

IR 2.1. Number of LSBs with Increased Spending Devoted to Education Programs

Local government Units (LGUs) are devoting more resources to education. They source their funds not only from the Special Education Fund (SEF) but from the General Fund.1 Table 1 show that during the quarter, eight (8) additional local governments increased their spending on education. The budget for education increased by as much as 230 percent in Concepcion, Iloilo. Concepcion appropriated P61.1 million for education in 2013 (US$1.5) and topped it up with another P8.0 million US$195,000) in 2014. The ratio of their education spending increased from 1.2% to 3.4% of their total budget.

Table 5. Summary of Education Spending Performance of LGUs, third quarter FY 2015-2016 *

Ratio of Increase in Allocation to Amount of Budget for Education Total Expenditures of LGU Education NAME OF LGU Education to total Expense for LGU Budget 2013 - 2014 2013 2014 2013 2014 2013 2014

BATAD 478,512 1,006,706 34,404,005 36,602,463 110.4% 1.4% 2.8%

BALASAN - 1,329,281 52,723,052 49,481,727 100.0% 0.0% 2.7%

CARLES 514,608 922,618 84,640,467 87,938,219 79.3% 0.6% 1.0%

CONCEPCION 716,178 2,362,500 61,065,762 68,562,781 229.9% 1.2% 3.4%

LEMERY 1,092,675 1,663,211 41,563,743 45,311,899 52.2% 2.6% 3.7%

LEON 1,534,714 1,816,521 77,583,697 71,761,777 100.0% 2.0% 2.5%

MAASIN 666,464 943,295 64,164,254 60,156,237 41.5% 1.0% 1.6%

MIAG-AO 2,237,161 3,089,455 80,833,291 78,402,601 38.1% 2.8% 3.9%

*LGUs which increased their spending on education by 20% and the ratio of education spending to total budget increased by more than 0.20 percentage point increase.

1 The SEF comes from one-half of the collection from the real property tax. The General Fund is from the share of LGU from taxes collected by central government and from the other taxes that local governments collect.

IR 2.2. Number of barangays with increased local funding devoted to education programs.

The M and E Team conducted focus group discussion (FGD) with 32 barangays during the quarter (Annex A lists the names of the barangays that took part in the FGDs.)

In 2015, barangays spent an average of P142, 000 (US$ 3463) for education. This is 35% higher than the average budget of P105, 000 (US$2,560) in 2013. There are high funders among them such as the barangays from Valenzuela City that allocated P807, 000 (US$19,700) of their budgets on education. They increased their spending by 240.5% compared to 2013.

Figure 1. Total Spending of Barangays for Basic Education in Valenzuela City, 2013-2015

2000000

1800000

1600000

1400000 Arkong Bato

1200000 Coloong Dalandanan 1000000 Pariancillo Villa 800000 Ugong 600000 Wawang Pulo 400000

200000

0 2013 2014 2015

The barangays in Valenzuela City support reading programs, provision of school supplies, and training programs on anti-bullying and responsible parenting.

Because of their low budgets, the barangays from Tuba, Benguet source their support for schools from external sources: alumni groups, Congressmen and government agencies. In Tadiangan, the Department of Public Works and Highways (DPWH) was tapped to provide clean water facility for the school. San Pascual requested for congressional funding of a gym. In Taloy Norte, the Rotary Club donated water tanks to schools. Tabaan Norte regularly receives donations of school supplies from the UC-College of Law alumni.

In Luna, La Union, only Barangay Darigayos enjoys a consistent source of external funding from Holcim Philippines which has a cement plant in the nearby town of Bacnotan. Planning for school activities is a

joint effort by the barangay council and the school. Darigayos has also established a Bantay Eskwelahan Network, initiated by the Local School Board. Many of the barangays consider that they have strong relations with parents and other stakeholders.

From the FGDs and barangay visits that were conducted, several learnings can be gleaned:

 Barangays gives importance to education. Even if rules of the Commission on Audit (COA) prohibit barangays to spend on elementary schools, they still manage to do so.  Many of the barangays, even high income ones, have not yet fully internalized the SGC concept, and thus the effectiveness of the SGC remains a potential. A Barangay Captain describes their barangay’s  A communication gap exists between barangays role in the education of their children. and school heads that needs to be breached. This often is manifested in the hesitation barangay officials to be proactive in meeting with school heads to discuss plans and programs for the school.  Resource generation at the barangay level remains sporadic and usually depends on the resourcefulness of barangay officials. Many officials hesitate for fear of disobeying COA rules.  In some LGUs like Valenzuela City, the aggressive spending of the city government on education lessens the pressure on barangays to raise funds for schools.

IR 2.3. Number of SGCs with Improved Education Governance

We continuously monitor the performance of LSBs using the following indicators:  Regularity in conducting meetings  Rich and varied agenda in LSB meetings  Leadership of the Mayor  Follows systems and procedures  Leadership of LSB in education programs  Financing education  Community Engagement  Broadened membership of LSBs

We use a rating scale ranging from 1 to 5 with 5 as the highest score. We conduct FGDs with the residents and assess their leadership in education programs.

This quarter, five (5) more LSBs obtained a score of 5. These are:

 Diadi in Nueva Vizcaya  Pili, Camarines Sur  Valenzuela City in Metro Manila  Del Carmen, Surigao del Sur  Cagayan de Oro in Misamis Oriental

Four LSBs obtained a score of 4. These are:

 Solano and Villaverde in Nueva Vizcaya  Navotas, Metro Manila  North Upi, Maguindanao

These LSBs lead in the conduct of training programs for teachers and parents. They prioritize education in budget allocation and mobilize additional resources to finance programs for children. They are highly participatory in planning and project management. (Annex D is a table on their performance).

Twenty-five schools were assessed to have organized their SGCs. They have conducted meetings with stakeholders, elected their officers, formulated their by-laws and are partnering with schools in formulating and implementing the SIPs. Annex D lists the names of these schools.

District I school heads and SGC presidents of Alimodian Mayor Alonsabe says he will Alimodian, Iloilo singing “Hawak Kamay” as a try his best to provide for the needs of the sign of their commitment to work together school from the general fund.

IR 3. INCREASED PARTICIPATION OF STAKEHOLDERS IN EDUCATION POLICY FORMULATION AND IMPLEMENTATION

IR3.1 Number of PTAs or similar “school governance structures” supported and LGU-initiated Parenting Workshops

Parents Training. EdGE emphasizes that education is a shared responsibility. A big part of the EdGE program is training parents to support the learning process at home. The design of the program was patterned from Valenzuela’s “Nanay-Tatay Teacher Program” (Parents are Teachers.) The training encourages parents develop love for reading in children through storytelling and story reading.

The first part of the workshop asks parents to assess their parenting skills using a simple tool (Annex C.) Their assessment provides a basis for a lively discussion on their parenting styles.

Parents of Bongao, Tawi-Tawi assessing their strengths and weaknesses and parenting styles

The second part is role playing. Parents act out what they will do in specific scenarios such as when they are busy with household chores and their children ask for their help in their school assignments.

Parents of Luna, La Union share and learn parenting styles from co-parents. 13

The last workshop is devoted to reading the story “I Love you Forever” by Robert Munch. The story speaks to the hearts of parents and most of them end up crying. They realize that a parents’ love for his/her child is unconditional. The story is used as a basis for discussing how reading to children enriches their lives and develops a strong bond between a parent and a child. The workshops end with parents’ commitment to:

 give quality time to children  encourage children  regularly converse with children  help children with their assignments  whole heartedly understand and accept their Mr. Abaya sharing the story, children “I Love You Forever” as a good material for  be patient and involved in the child’s life story reading to children  treat children with respect and explain to them rules and decisions  set limits and be consistent with enforcing discipline, and  become a tender, loving and caring parent at all times

Their don’ts include:  avoid or labeling children with negative expressions  become overprotective parents  leave their questions unanswered

The training Programs for parents were conducted in the following sites:

Table 6. List of Training Programs that were Conducted for Parents

Locality Date Dalaguete (coastal & upland) April 13 and 14 Siayan, Zamboanga del Norte April 25 Parang, Maguindanao May 2 Datu Paglas, Maguindanao May 3 Luna, La Union May 28 Bongao , Tawi Tawi June 3 to 4 South Upi, Maguindanao June 21 Tuba, Benguet June 21 Dumingag, Zamboanga del Sur May-June 2016

IR.3. 2 Number of new USG-supported public private partnerships (PPPs) formed

North Upi Maguindanao is the recipient of a PPP project from the Zapanta Foundation. The LGU of Upi is undertaking the construction of a school building with complete facilities with the P1.7 million (US$41.5 thousands) donation from the Foundation. The building will have complete facilities.

V. PERFORMANCE INDICATOR TRACKING TABLE 3RD QUARTER OF FY 2015-2016 EDUCATION GOVERNANCE EFFECTIVENESS (EdGE)

Target ACCOMPLISHMENTS

Cumulative Cumulative % of FY Cumulative Outcomes/Indicator as of the 2nd 3rd Quarter as of 3rd 2016 % of LOP LOP FY 2016 Comments Qrt of FY FY 2016 Qrt of FY Target Target 2016 2016 Achieved Achieved

A B C D G H I J K L

Number of learners enrolled in the These are new Grade one students from primary schools and/or equivalent 1 766,611 63,000 1,106,147 16,840 1,122,987 270% 146% Cabatuan, Guimbal, San Enrique, Valenzuela non-school based settings with City, and Alabel. USG support

Number of LSBs and SGCs 2 improved with education 502 165 239 35 272 66% 54% governance

LSBs 50 15 21 10 31 107% 62%

SGCs 452 150 218 25 241 62% 53%

Proportion of students who, by the end of the primary cycle, are able to read and demonstrate 3 understanding, as defined by 61% - 65%

country curriculum, standards, or national experts F.3.2.1-28

Target ACCOMPLISHMENTS

Cumulative Cumulative % of FY Cumulative Outcomes/Indicator 3rd FY as of the as of 3rd 2016 % of LOP LOP Quarter Comments 2016 2nd Qrt of Qrt of FY Target Target FY 2016 FY 2016 2016 Achieved Achieved

A B C D G H I J K L

Intermediate Results

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

Number of administrators and officials successfully trained with USG support (F – 3.2.1 -3) 4 2,930 626 3,350 313 3,350 245% 114%

There are 175 school heads and 5 from the DepEd offices School Administrators 1,578 350 1,765 180 1,765 218% 112% that participated in the SGC training

11 LGU officials attended the SGC trainings held in Alabel LSB members 276 - 377 11 377 137% and Valenzuela of which 5 LGU officials from Alabel and 6

from City of Valenzuela.

The barangay officials came from Cabatuan (38), Guimbal Brgy. Officials 1076 276 1208 122 1208 245% 112% (10), San Enrique( 15), Alabel (21), Pili(24), Valenzuela City(15)

Number of schools that 5 conducted remedial reading 533 80 940 114 1,015 514% 190% programs These schools are located in Alabel, Sarangani (15 schools); Cabatuan (30 schools); Guimbal (12 schools); San Number of learners receiving Enrique(18 schools). 6 reading interventions at the 39,975 6,000 123,226 13,300 136,526 476% 342% primary level (F-3.2.1-35)

Target ACCOMPLISHMENTS

A B C D G H I J K L

Number of laws, policies, regulations, or guidelines Padre Garcia approved an ordinance establishing developed or modified to educational assistance program to its resident students. 7 50 15 45 2 47 107% 94% improve primary grade reading Mambusao also passed a resolution providing educational programs or increase equitable assistance worth Php 5K each to deserving students. access (F-3.2.1 -38)

IR2: Increased transparency and accountability at the local level.

Number of LSBs with increased 8 spending devoted to education 50 10 23 8 31 80% 62% programs Number of barangays with 9 increased local funding devoted 250 125 75 75 60% 30%

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

Number of new USG – supported Zapanta Foundation has just forged a partnership with 10 public-private partnerships 50 10 31 1 32 50% 64% North Upi providing school building and setting up a water (PPPs) formed (F-PPP5) system for a school worth about Php 1.7 million.

VII. Success Stories

A strong sense of community support for the children of Barangay Coloong

Coloong is one of the smaller and poorer of the barangays in Valenzuela. It derives its name from its geographical location within a circle of rivers and roads – ´nakakulong´ or encircled. Previously the main sources of livelihood in Coloong were agriculture and fishing.

In years past, residents were plagued by the constant flooding brought about by typhoons, monsoon rains, and the ebb and flow of the surrounding rivers during high tide season and the resulting siltation. Coloong used to exude an air of gloom and despair. Due to recent rehabilitation of roads and drainage systems, and wide-scale reclamation in the area, Coloong’s topography now looks different and the atmosphere which used to be gloomy is now more open and warm, specially on the summer day when Synergeia went on a visit.

During the discussion with the barangay chairman regarding the barangay’s support for programs on education, what came out very strongly was the image of a community united together to improve the education outcomes of their children. Financial statements of the barangay indicate an increase of almost 6 percentage points in the ratio of basic education to total appropriations from 1.5% While the barangay chairman is not in 2013 to 7.6% in 2015.

too cognizant about how an SGC While the city government is already providing almost all the requirements of functions, the networking that he does public schools in Coloong, what is notable is how the barangay chairman has been among the different community diligently seeking the help of external donors to provide other forms of assistance to school children. The barangay was able to provide the school library with books organizations is actually the essence from the donation of a private school owner. The barangay chairman seems to be of the SGC concept – harnessing the an expert at networking via different social organizations in the community community resources to strengthen (Sabado Nights, First Monday) which have become informal channels of fund raising for various school projects. There is also an organization – Patnubay – support for education which provides scholarships to students from Coloong. These organizations are homegrown Coloong social groups, with members either residents of the barangay or former residents who continue to contribute to the barangay. Even many of the teachers in the public school are also long-time residents of the barangay. This gives Coloong the advantage of not having absent teachers as a problem. There is a strong sense of community support to the education of the children of Coloong.

While the barangay chairman is not too cognizant about how an SGC functions, the networking that he does among the different community organizations is actually the essence of the SGC concept – harnessing the community resources to strengthen support for education and schools in the community.

Concern for the future drives the education agenda of Tabaan Sur

Barangay Tabaan Sur is an upland community. The barangay is blessed with natural resources such as rivers that produce 7-10 megawatts of electricity Tabaan Sur barangay leaders and rich agricultural land suited nearly to all kinds of crops. Majority of the consider education very important households are engaged in crop farming. not just for better livelihood The Barangay officials of Tabaan Sur choose to support the schools and opportunities but because of the education because they believe that education is an integral part of basic need for future barangay leaders to human rights. Education has been a priority of the barangay since 2002. succeed them. With the relatively small budget coming from internal revenue allotment, Tabaan Sur, like the other barangays in Tuba, Province of Benguet, has consistently pursued external funding or donations to augment funding for education. Main sources are the province of Benguet and the municipality of Tuba. Other sources are from the private sector. The barangay is in partnership with one school in Baguio City. The school provides books and paper. The barangay officials do the solicitation themselves. They also get help from the alumni of the University of Baguio.

Tabaan Sur stood out in terms of participation in the SGC. The chair of the barangay education committee, despite not being the chair of the SGC, is the one who calls for regular meetings with parents, teachers, the principal, and other stakeholders. Issues pertaining to school concerns are regularly discussed in barangay assemblies for communal resolution. The barangay has pushed for the dismissal of a teacher-in-charge for habitual absenteeism. This is a clear example of community empowerment and it works for the benefit of school children.

Tabaan Sur leaders gave a compelling insight on why they consider education very important for their children, exhibiting a long term vision that is very often rare in the public sector. They shared that this was not just so the children will have better livelihood opportunities when they grow up (hindi lang pangkabuhayan), but because of the need for future barangay leaders to succeed them. They voiced their fear for a future law that would If Tabaan Sur’s children do not require barangay officials to be college graduates. They are afraid that if become adequately educated, the Tabaan Sur’s children do not get good education, then the barangay might be governed by “foreigners”. barangay might be governed by “foreigners”. The concern for the future of the barangay motivates Tabaan Sur officials to work harder in finding additional resources and opportunities that could help their children obtain good education.

VIII. Plans for the Next Quarter (July – September 2016)

Our big event is the 9th National Education Summit on September 8-9, 2016. It will bring together all partners of EdGE to share lessons on effective community engagement to improve the quality of education. The summit will be open to civil society, government officials, and the private sector to disseminate the results of EdGE. It is meant to influence them to adopt approaches and strategies that have proved successful.

Several panel discussions are being organized on education as an anti-poverty strategy, leadership of local governments in education, financing education, and decentralization of basic education in the context of federalism. The summit will be keynoted by the Vice President of the Philippines. Her husband, served as Mayor of Naga CIty, and developed the model on how LSBs can provide leadership in improving learning performance. The summit will be held at the Philippine International Convention Center (PICC).

We will start training the SGCs at the second level. The program will build specific skills on organization of meetings and school projects, financing, budgeting, formulating policies, documenting activities, monitoring and evaluating work plans. We will continue developing learning modules that are interactive, and reflective.

We are working with DepEd superintendents to put in place a more structured approach on remedial reading. This involves agreements on the components of the program, strategies on reading interventions, assessment of results, timelines, and counter-parting on project costs. Our initial workshops with DepEd Superintendents and Supervisors defined the coverage of the program as follows:

 Use of Phil-IRI and LAPG for pre-and post assessment  Development of skills on phonemic awareness, word recognition, and comprehension  Developing love for reading through story reading and story telling  Developing thinking skills and creativity

Calendar of Activities July 1-31, 2016

Estimated No. Of Period/Date Activities Municipality/City (LGU) Participants Proposed Venue Participants July 6 Mentoring and Monitoring of Dao, Capiz 67 Elected SGC officers, Dao Mini Gym SGCs and LSB School Heads, LSB members July 7 Mentoring and Monitoring of Ivisan Capiz 52 Elected SGC officers, Ivisan Library Hub SGCs and LSB School Heads, LSB members July 11 Parent Leaders Training Buldon, Maguindanao 56 Parents District cluster (Buldon CES) July 13 Mentoring and Monitoring of Buldon, Maguindanao 50 Elected SGC officers, Dinganen CES, Central Edcor ES, Baguiangen ES, SGCs and LSB School Heads, LSB Karim ES, Kulimpang ES, Nuyo ES, Potre Dabaliig members ES, Dimagalen ES, Ampuan ES, Buldon CES, Edbul ES, Raranaon ES, Makalian ES, Mataya ES, Asliya ES

July 13 Staff and Coordinators Training 11 Staff, coordinators UCC Rockwell One, Makati City

July 14-15 Interim Meeting with District Sulu, Tawi-tawi, Zamboanga 25 Supervisors, Principals and Garden Orchid Hotel Supervisors selected Reading Teachers

Estimated No. Of Period/Date Activities Municipality/City (LGU) Participants Proposed Venue Participants July 21 Mentoring of Brgy and Padre Garcia, Batangas 34 Barangay Officers Padre Garcia Municipal Hall Monitoring of Public Posting of SEF and MOOE July 21-22 SGC Workshop Del Carmen, Surigao del Norte 57 School Heads, PTA Bakhaw Bed and Breakfast, Del Carmen officers, Barangay Captain & Comm on Education Chair July 21-22 Remedial Reading Del Carmen, Surigao del Norte 50 Teachers Bakhaw Bed and Breakfast, Del Carmen July 23 Parent Leaders Training GSKP, Maguindanao 40 Parents District cluster (Ramcor ES) July 25 Mentoring and Monitoring of Cagayan de Oro City 195 Elected SGC officers, Chali Beach Resort, Cagayan de Oro City SGCs and LSB School Heads, LSB members July 26 Parent Leaders Training Jolo, Sulu 60 Elected SGC officers, Jolo Municipal Hall School Heads, LSB July 28 Mentoring and Monitoring of Bacnotan, La Union 66 Electedmembers SGC officers, Bacnotan Municipal Hall SGCs and LSB School Heads, LSB members July 28 Mentoring and Monitoring of Leon, Iloilo 93 Elected SGC officers, Leon Central School SGCs and LSB School Heads, LSB members July 29 Mentoring and Monitoring of San Gabriel, La Union 47 Elected SGC officers, San Gabriel Municipal Hall SGCs and LSB School Heads, LSB members July 29 Parent Leaders Training Balamban, Cebu 350 Parents Balamban Municipal Hall July 29-30 Interim Meeting with District Ajuy, Cabatuan, Lambunao, San 78 Supervisors, Principals and EON Centennial Hotel Supervisors Joaquin, Miaga-o, Alimodian selected Reading Teachers

Synergeia Foundation Calendar of Activities July 1-31, 2016

July 13 Staff and Coordinators Training 11 Staff, coordinators UCC Rockwell One, Makati City

July 14-15 Interim Meeting with District Sulu, Tawi-tawi, Zamboanga 25 Supervisors, Principals and Garden Orchid Hotel Supervisors selected Reading Teachers

July 16 Mentoring and Monitoring of Obando, Bulacan 30 Elected SGC officers, Municipality of Obando SGCs and LSB School Heads, LSB members July 20 Parent Leaders Training Paglat, Maguindanao 50 Parents Paglat Municipal Hall July 20 Mentoring and Monitoring of Datu Paglas, Maguindanao 20 Schools (Elected Elected SGC officers, Sinalayan ES, Sepaka ES, Palao sa Buto ES, SGCs and LSB SGC officers, school School Heads, LSB Malala ES, Katong Madidis CES, Baguadatu ES, heads, teachers) members Salendab ES, Napok ES, Manindolo CES, M. Andang ES, Kalumenga ES, Datang ES, Bunawan ES, Datu Paglas CES, GSK Pendatun MES, Katil ES, Lipao ES, Mangadeg ES, Angcocoy ES, Naco PS July 21 Mentoring and Monitoring of Paglat, Maguindanao 30 Elected SGC officers, Paglat Justice Hall SGCs and LSB School Heads, LSB members July 21 Mentoring and Monitoring of Ajuy, Iloilo 81 Elected SGC officers, Posadas mem School SGCs and LSB School Heads, LSB members July 21 Mentoring and Monitoring of Bongao, Tawi Tawi 43 Elected SGC officers, Ateneo Professional Schools, Rockwell Center, SGCs and LSB School Heads, LSB Makati members July 21 Mentoring of Brgy and Padre Garcia, Batangas 34 Barangay Officers Padre Garcia Municipal Hall 26 Monitoring of Public Posting of SEF and MOOE July 21-22 SGC Workshop Del Carmen, Surigao del Norte 57 School Heads, PTA Bakhaw Bed and Breakfast, Del Carmen officers, Barangay Captain & Comm on Education Chair July 21-22 Remedial Reading Del Carmen, Surigao del Norte 50 Teachers Bakhaw Bed and Breakfast, Del Carmen July 23 Parent Leaders Training GSKP, Maguindanao 40 Parents District cluster (Ramcor ES) July 25 Mentoring and Monitoring of Cagayan de Oro City 195 Elected SGC officers, Chali Beach Resort, Cagayan de Oro City SGCs and LSB School Heads, LSB members July 26 Parent Leaders Training Jolo, Sulu 60 Elected SGC officers, Jolo Municipal Hall School Heads, LSB July 28 Mentoring and Monitoring of Bacnotan, La Union 66 Electedmembers SGC officers, Bacnotan Municipal Hall SGCs and LSB School Heads, LSB members July 28 Mentoring and Monitoring of Leon, Iloilo 93 Elected SGC officers, Leon Central School SGCs and LSB School Heads, LSB members July 29 Mentoring and Monitoring of San Gabriel, La Union 47 Elected SGC officers, San Gabriel Municipal Hall SGCs and LSB School Heads, LSB members July 29 Parent Leaders Training Balamban, Cebu 350 Parents Balamban Municipal Hall July 29-30 Interim Meeting with District Ajuy, Cabatuan, Lambunao, San 78 Supervisors, Principals and EON Centennial Hotel Supervisors Joaquin, Miaga-o, Alimodian selected Reading Teachers

Synergeia Foundation EDGE Calendar of Activities August 1-31, 2016

Estimated No. Period/Date Activities Municipality/City (LGU) Participants Proposed Venue Of Participants

August 3-5 Reading Assessment Simunul, Tawi Tawi Students Schools August 4 Training of Parent Leaders Victorias City, Negros Occidental 50 Parents Weng-weng Restaurant, Victorias City

August 4 SGC Monitoring and Mentoring Barira, Maguindanao 15 schools Elected SGC officers, School Heads Schools August 4-5 SGC Regional Workshop Diadi & Villaverde, Nueva Vizcaya 93 School Heads, PTA officers, Barangay Captain Hotel Ariana, La Union & Chair of Committee on Education

August 5 M&E Monitoring and Barangay Diadi & Villaverde, Nueva Vizcaya 30 Barangay officials and officers Hotel Ariana, La Union Assessment August 5 Training of Parent Leaders Barira, Maguindanao 50 Parents Barira Central Elementary School

August 5 Training of Parent Leaders Silay City, Negros Occidental 50 Parents Silay South Elementary School August 6 Municipal Education Summit Dumingag, Zamboanga del Sur 100 Education stakeholders in the community Organic Academy, DA Compound

August 7 Municipal Education Summit Siayan, Zamboanga del Norte 100 Education stakeholders in the community Siayan Central Elementary School

August 8 SGC Monitoring and Mentoring Balindong, Lanao del Sur 22 schools Elected SGC officers, School Heads Covered Court of Balindong August 8 Training of Parent Leaders Balindong, Lanao del Sur 50 Parents Covered Court of Balindong August 9 Training of Parent Leaders Taraka, Lanao del Sur 50 Parents Covered Court of Taraka August 9 SGC Monitoring and Mentoring Carles, Iloilo 108 Elected SGC officers, School Heads Carles Central School August 10 SGC Monitoring and Mentoring Balasan, Iloilo 51 Elected SGC officers, School Heads Balasan Central School August 10-12 Reading assessment Bongao, Tawi Tawi Students Schools August 11-12 Interim Meeting w/ Supervisors Nueva Vizcaya, Benguet, Quirino & La 60 Supervisors, Principals and selected Reading Ating Tahanan, Baguio City Union Sites Teachers August 13 Municipal Education Summit Talipao, Sulu 100 Education stakeholders in the community Talipao Gymnasium

August 16-30 SGC Monitoring and Mentoring Jolo, Sulu 102 Elected SGC officers from respective schools, Schools school heads August 16 Training of Parent Leaders Sultan sa Baronguis, Maguindanao 50 Parents Barurao Elementary School August 17 (Tentative) SGC Monitoring and Mentoring Argao, Cebu 350 Elected SGC officers from respective schools, Cerge Remonde Sports and Cultural school heads Center August 18 Municipal Education Summit Simunul, Tawi Tawi 100 Education stakeholders in the community Covered Court of Simunul

August 18 SGC Monitoring and Mentoring Dalaguete, Cebu 320 Elected SGC officers, School Dalaguete Sports and Cultural Center Heads/Supervisors, Principals and selected Reading Teachers August 18 SGC Monitoring and Mentoring Kapatagan, Lanao del Sur 50 Elected SGC officers from respective schools, Social Hall of Kapatagan school heads August 19 Training of Parent Leaders Kapatagan, Lanao del Sur 50 Parents Social Hall of Kapatagan August 19 SGC Monitoring and Mentoring Silay City , Negros Occidental Elected SGC officers, School Heads August 20 Municipal Education Summit Jolo, Sulu 100 Education stakeholders in the community Covered Court of Jolo 27 August 23-24 SGC Workshop Iloilo City 156 School Heads, PTA officers, Barangay Captain Centennial Resort Hotel, Iloilo City & Comm on Education Chair August 23 Training of Parent Leaders La Carlota City, Negros Occidental 50 Parents La Carlota North Elementary School

August 23 (Tentative) Interim Meeting with DepEd Maguindanao sites 18 schools Supervisors, Principals and selected Reading TBD Supevisors Teachers August 24-25 SGC Regional Workshop Tuba & La Trinidad, Benguet 165 School Heads, PTA officers, Barangay Captain Ariana Hotel, La Union & Comm on Education Chair August 24-26 Reading assessment Siasi, Sulu Students Schools August 25 Training of Parent Leaders Bacolod City, Negros Occidental 50 Parents Social Hall of DepEd Bacolod August 25-26 SGC Regional Worskhop Claveria, Misamis Oriental 108 School Heads, PTA officers, Barangay Captain Cagayan de Oro City & Comm on Education Chair August 25 SGC Monitoring and Mentoring Pagalungan, Maguindanao 18 schools Elected SGC officers from respective schools, Covered Court of Pagalungan school heads August 26 Training of Parent Leaders Pagalungan, Maguindanao 50 Parents Covered Court of Pagalungan August 29 SGC Monitoring and Mentoring Datu Blah Sinsuat, Maguindanao 9 schools Elected SGC officers from respective schools, Municipal Hall of Datu Blah Sinsuat school heads August 30 Training of Parent Leaders Datu Blah Sinsuat, Maguindanao 50 Parents Municipal Hall of Datu Blah Sinsuat

August 31 SGC Monitoring and Mentoring Estancia & Balasan, Iloilo 75 Elected SGC officers from respective schools, Balasan Central School school heads

Estimated No. Period/Date Activities Municipality/City (LGU) Participants Proposed Venue Of Participants

August 20 Municipal Education Summit Jolo, Sulu 100 Education stakeholders in the community Covered Court of Jolo August 23-24 SGC Workshop Iloilo City 156 School Heads, PTA officers, Barangay Captain Centennial Resort Hotel, Iloilo City & Comm on Education Chair August 23 Training of Parent Leaders La Carlota City, Negros Occidental 50 Parents La Carlota North Elementary School

August 31 SGC Monitoring and Mentoring Estancia & Balasan, Iloilo 75 Elected SGC officers from respective schools, Balasan Central School school heads

EDGE Calendar of Activities September 1 - 30, 2016

Estimated No. Of Period/Date Activities Municipality/City (LGU) Participants Proposed Venue Participants Sept. 1 SGC Monitoring and Mentoring Solano, Nueva Vizcaya 69 School heads, barangay leaders, parent TBD leaders Sept. 1-6, 14-16 Parents Training School-Based Victorias City 570 Parents Schools Sept. 2 SGC Monitoring and Mentoring Santa Fe, Nueva Vizcaya 48 School heads, barangay leaders, parent TBD Sept. 5 LSB Mentoring and Mid-Assessment Villaverde, Nueva Vizcaya 15 Localleaders School Board Villaverde Municipal Hall Sept. 6 LSB Mentoring and Mid-Assessment Solano, Nueva Vizcaya 15 Local School Board Solano Municipal Hall Sept. 6 SGC Monitoring and Mentoring Lemery 84 Sch head, SGC Pres, Brgy capt/official Lemery Central School

Sept. 8-9 9th National Education Summit EdGE sites 350 Local Chief Executive, Superintendent or Philippine International Convention Supervisor, PTA Federation President or Center (PICC), Roxas Boulevard, Pasay Barangay Chair City Sept. 10 & 12 Staff Workshop Ateneo Professional Schools, Rockwell Center, Makati City Sept. 15 Training of Parent Leaders Villaverde, Nueva Vizcaya 50 Parent Leaders TBD

Sept. 15-16 Remedial Reading with Professor Shirley Carles, Leon, San Enrique,Mina, 80 District supervisors & Reading Teachers Centennial Resort Hotel, Iloilo Equipado Maasin, Pavia, Dumangas Sept 15-16 Teachers Training on remedial reading Bongao 100 Teachers Beach Side Hotel, Bongao

Sept. 16 Training of Parent Leaders Diadi, Nueva Vizcaya 50 Parent Leaders TBD

Sept. 16 Education Summit Balindong 100 Education stakeholders( LGU, Barangay Municipal Gymnasium leaders, DepEd, PTA, CSO, etx.) Sept 17-18 Teachers Training on remedial reading Simunul 100 Teachers Simunul Municipal Training Center

Sept. 19-30 Parents Training School-Based Silay City 960 Parents Schools Sept. 21 SGC Monitoring and Mentoring Guimbal 36 Sch head, SGC Pres, Brgy capt/official Guimbal Central School

Sept. 21-22 Remedial Reading Workshop Maguindanao 80 Selected English from North Upi, Parang, Saint Joseph Retreat House, Cotabato Barira and Buldon City Sept 21- 22 Teachers Training on remedial reading Jolo (48), Talipao (18), P Tahil (7) Siasi 126 Teachers Zamboanga City (tentative) (53)

Estimated No. Of Period/Date Activities Municipality/City (LGU) Participants Proposed Venue Participants Sept. 22 SGC Monitoring and Mentoring La Trinidad, Benguet 72 School heads, barangay leaders, parent Lednicky Hall, La Trinidad Municipal Hall leaders Sept. 23 SGC Monitoring and Mentoring Burgos, La Union 28 School heads, barangay leaders, parent Burgos Municipal Hall leaders Sept. 23 SGC Monitoring and Mentoring Concepcion 108 Sch head, SGC Pres, Brgy capt/official Concepcion Central School

Sept 25-26 Teachers Training on remedial reading Duminag, Zamboanga del Norte 100 Teachers Dumingag Organic Rice Conference Center Sept. 27 Brgy Impact Assessment Ajuy 80 Barangay Officials Ajuy Mun Gym

Sept. 28 Brgy Impact Assessment Concepcion or Estancia or Carles 50-60 Barangay Officials TBD

Sept. 28-29 SGC Regional Worskhop (Level 2) Datu Paglas and GSKP 110 School Heads, PTA officers, Barangay TBD Captain & Chair of Committee on Education Sept 28-29 Teachers Training on remedial reading Siayan, Zamboanga del Sur 100 Teachers D Hotel, Dipolog or Siayan Central School Sept. 29-30 SGC Regional Workshop (Level 2) Bacnotan, San Gabriel, Burgos (La 124 School heads, barangay leaders, parent Hotel Ariana, La Union Union) leaders

Annex A. List of Barangays that Participated in Focus Group Discussions (FGD)

Valenzuela City:

Arkong Bato, Coloong, Dalandanan, Pariancillo Villa, Ugong, and Wawang Pulo

Tuba, Benguet:

Taloy Norte, Twin Peaks, San Pascual, Tabaan Sur, Tabaan Norte, Poblacion, Camp 4, Nangalisan, and Tadiangan.

Luna, La Union:

Bungro, Busel-busel, Nagrebcan; Barrientos, Darigayos, Victoria

Burgos, La Union:

Caoayan, Upper Tumapoc, Lower Tumapoc, Delles, Old Poblacion, Linuan, Agpay, Bilis, New Poblacion, Imelda, Dalacdac, and Libtong.

Annex B. Summary of the Workshop Discussions on the New Learning Modules for SGCs

New exercises and workshops were integrated to enrich the SGC training module. Participants worked in groups to discuss community engagement, attendance in meetings, and ground rules for SGC operations.

1. The advantages and difficulties of community participation.

The participants recognized that many benefits spring from community participation:

 Various ideas are produced  The work is lightened because of division of labor  Group work is fun  They learn from one another  Work is completed at a faster pace  Shared expertise leads to better results  Community has ownership of the program  Accountability is shared  More stakeholder support and more resources  It is a big step towards community empowerment

But they were equally aware that participatory management brings difficulties:

 Too many cooks spoil the broth  Decision-making takes time  Tension can easily build up from group work  There is a great need to adjust to different personalities and temperament

In the face of problems and benefits, what management style did the participants prefer? To help them make their choice, they were asked to assign scores on the benefits and advantages of participatory management with 3 as most important and 1 as least important. It was a relief that the sum of scores on benefits outweighed the total scores on the difficulties. We did not have to convince them on the value of participatory governance. They were able to convince themselves.

2. What are by-laws? SGC members look at the formulation of by-laws as a requirement instead of a need. Often, they copy them from books or by-laws of other associations for compliance purposes. We tried to make the learning process experiential by having them work on case studies where an organization has no set policies and no agreed systems. These are cases on the conduct of meetings, election of officers, decision-making, and infraction of rules. The participants worked in groups to agree on:

 Expectations of the community from the SGC  Values that will be observed by SGC officers and members  Roles and responsibilities of Officers and Members  Decision-making 32

 Engagement with the community  Non-compliance to SGC rules and processes

The participants realized how important it is to formalize rules on how meetings should be conducted, on how officers and members should fulfill their duties, and how they will solve problems. They were still unsure of how conflicts can be resolved and answered using motherhood statements such as “study the situation very well”, “discuss and agree for the welfare of children.” Conflict resolution is therefore one skill that we will develop in the next level of SGC training.

They learned that the content of By-laws need not be very complicated and it should be brief in form but comprehensive enough to properly govern their operations. And more importantly, SGC members should be involved in formulating By-laws for ownership and accountability.

3. How to Entice Members to Attend Meetings. The participants were asked to put themselves in the place of parents who are asked to attend SGC meetings. They were asked “what will make me attend SGC meetings?" The answers gave them a dose of their own medicine.

 Hold meetings on Saturdays or late afternoon for meetings that are held on weekdays or find a common schedule for everyone  Provide meals or snacks  Give a personal touch to the invitation  Have a person in authority as convenor  Develop an interesting agenda  Choose a comfortable venue  Implement an incentive scheme

They likewise reflected on the things which make meetings unpopular. Their answers to the question of “what will not make me attend an SGC meeting” are the following:

 Fund raising activities in the guise of meetings  Meetings that do not begin and end on time  Unorganized meetings  Facilitators that become lecturers or speakers  Uncomfortable venues  Unfriendly atmosphere  No snacks or drinks served  Meetings that are monopolized by the officers  Members are not recognized or given importance  Lack of incentives  Absence of agreements, conclusions or resolutions  Inability of the chairperson to resolve conflicts

Annex C. Assessment Tool on Parenting

Often Sometimes Rarely I help my child/ren with their assignments or 1 homework. When I arrive home, I greet my child/ren with affection 2. (smile and a kiss). 3. I do not compare my child/ren with their siblings. 4. I show my child/ren that I love my spouse. Even when I am tired, I make sure that I share quality 5. time with my child/ren . 6. I converse and share stories with my child/ren 7. I respect my child/ren’s opinion I never insult and call my child/ren offensive names like 8. “stupid,” “idiot,” “ugly,” “bobo,” “salbahe,” etc. Even if my child/ren has/have not done anything 9. remarkable, they know that I love them 10. I do not take out my anger and anxiety on my child/ren. 11. I am not an overprotective parent. I always use the phrases “please,” “thank you,” “sorry,” 12. and “excuse me,” when I address my child/ren. I allow my child/ren to help me and/or offer me 13. assistance from time-to-time. I ask permission from my child/ren before I use their 14. things. 15. I read stories to my child/ren. When my child/ren does/do something good, I express 16. my pride in their work. At every opportunity that I get, I tell my child/ren that I 17. love them. 18. I take the time to answer my child/ren’s questions.

Often : An ideal parent Sometimes : Needs improvement Rarely : Change is needed

Annex D. Performance Scores of LSBs in Education Governance, 3rd Quarter, 2016

Exercise Initiates Regularity Rich Follows Collaborative leadership financing REGION/ PROVINCE/ in and Leadership systems, Community Expanded Total Numerical agenda in programs MUNICIPALITY conducting Varied of Mayor process & engagement Membership Score Rating preparation education in meetings agenda structures programs education

Northern Luzon Nueva Viscaya Solano 4 5 5 4 4 4 5 5 3 39 4 Diadi 4 5 5 4 4 5 4 5 3 39 4 Villa Verde 4 5 5 4 4 4 4 5 4 39 4 Southern Luzon

Pili, CAM. SUR 4 4 5 3 4 5 4 4 3 36 4

Metro Manila Valenzuela 5 5 5 4 4 5 4 5 5 42 5 Navotas 5 5 5 4 4 4 3 4 4 38 4 Visayas IVISAN, CAPIZ 4 4 5 5 3 4 3 5 4 37 4 Non-ARMM Del Carmen, Surigao del Sur 4 4 5 3 4 5 4 4 3 36 4 Cag. De Oro, Missamis Or. 5 4 5 4 3 5 4 4 5 39 4 ARMM

North Upi 5 4 4 4 4 4 3 4 4 36 4

Annex E. Performance of SGCs, 3rd Qtr, 2016

Province / Municipality / NAME OF SCHOOL Baseline MID-ASSESS-MENT BENGUET TUBA CAMP 6 ES (BENGUET EXPLORATION MINES ES) 1 3 INDAOAC ES 1 3 LIGAY ES 2 5 PIMINGGAN ES 1 3 TORRE ES 1 3 CAPIZ IVISAN

AGUSTIN P. NAVARRA MS (AGUMANG-ANG ES) 1 5 BASIAO ES 0 5 CUDIAN ES 0 3

DON CATALINO ANDRADA ES (MS)(MIANAY ES) 1 4

DON JUAN S. JARENCIO ES (MS)(ILAYA IVISAN ES) 0 3 IVISAN ES 0 4

VICTOR A. UMITEN ES (MS) (LOOC ES) 0 5 MALOCLOC ES 0 5

PURIFICACION A. ALAGBAN ES (STA. CRUZ ES) 0 3 DAO ILAS NORTE ES 1 5 ILAS SUR ES 1 3 LACARON ES 1 5 MALONOY ES (DAO) 1 5 MANHOY ES 1 3 MATAGNOP ES (PS) 1 4 ANDRES E. QUINTIA, SR. ES (NASUNOGAN ES) 0 3 ANTONIO ABAD ES (QUINABCABAN ES) 1 4 QUINAYUYA ES (PS) 1 3 CEBU BALAMBAN ARPILI ES 0 3 CANTIBAS ES 0 3