©UNICEF Philippines/2015/Jeoffrey Maitem

PHILIPPINES

EVALUATION OF UNICEF TAHDERIYYAH

PROGRAMME (2010-17) FUNDED BY DFAT

EVALUATION REPORT

JUNE 2018

Evaluation conducted by AAN Associates Islamabad, Pakistan

EVALUATION OF UNICEF TAHDERIYYAH PROGRAMME (2010-17) FUNDED BY DFAT

Acknowledgements We, AAN Associates, and the Evaluation team, would like to take this opportunity to thank everyone who has contributed to the completion of this undertaking. It is indeed impossible to name each and every one separately, however, those whose contributions stand out are mentioned here. We are thankful to the Government of Philippines, in particular the representatives from Department of Education, Department of Social Welfare and Development (DSWD), Department of Interior and Local Government (DILG ARMM) and relevant Local Government Units (Municipalities/Cities), and associated departments and field formations in Mindanao including Autonomous Region in Muslim Mindanao (ARMM). Special thanks for Bangsamoro Development Authority (BDA), Tarbiyyah Committee (MILF) and others for meeting with the teams and extending coordination support for field work. Thanks are due to the members of the Evaluation Reference Group (ERG) for active involvement, oversight and valuable inputs to the evaluation report. Thanks to the representatives from Australian Department of Foreign Affairs and Trade (DFAT) for valuable insights and suggestions. We are eternally thankful to all communities, children, Mudirs and teachers for finding time to meet the evaluation team and their contributions in terms of sharing their experiences, impressions and suggestions. The acknowledgements merit a special reference to the support and contributions from UNICEF Philippines and Mindanao team. Special thanks to all individuals from different sections i.e. education, child protection, and planning, monitoring, evaluation and research (PMER) section for sharing their reflections with the evaluators. We are grateful to Martin Porter (Chief PMER) and his team i.e. Vilma Aquino and Farouk Lim for their support throughout the evaluation. Moreover, for their understanding and patience in the face of unwarranted delays in completing the evaluation. Thanks are due to West Mindanao State University (WMSU) (the local partner), and their young team for demonstrated enthusiasm, hard work and adaptability for the field data collection. Special thanks to Dr Marcelina Orque for putting together and managing the team. Very special thanks to Teena Moya, the local coordinator, for all the hard work and valuable insights into local culture and practices. Thanks are due to AAN’s own team including Hina Tillat, Hussain Tawawalla, Asmat Ali, Saad Ibrahim, Aemal Khan, Amna Ijaz, Jibran Raja, Sadia Ausim, Nouma Hanif, Faisal Shahzad and Meenakshi Dahal (the ECCD Consultant from Nepal). We would like to wish UNICEF and Government of Philippines (GoP) success with their future efforts and collaboration. We sincerely hope that evaluation provides the insights and suggestions to inform future programming in Mindanao. Please note that the report is informed by the opinions and suggestions of a variety of stakeholders, however, the evaluators take full responsibility of contents of this report. Nadeem Haider Managing Director/Evaluation Lead AAN Associates

EVALUATION OF UNICEF TAHDERIYYAH PROGRAMME (2010-17) FUNDED BY DFAT

Abbreviations and Acronyms ARMM Autonomous Region in Muslim Mindanao

BDA Bangsamoro Development Agency

BEAM-ARMM

Basic Education Assistance for Mindanao in the Autonomous Region in Muslim Mindanao

CDT Child Development Teachers

COLF Community of Learners Foundation

DepEd Department of Education, Philippines

DepEd ARMM

Department of Education, Autonomous Region in Muslim Mindanao

DFAT Department of Foreign Affairs and Trade

DILG Department of Interior & Local Government

DOP Days of Peace

DCC Day Care Centres

DSWD Department of Social Welfare and Development

ECCD Early Childhood Care and Development

ECCE Early Childhood Care and Education

ECD Early Childhood Development

ECE Early Childhood Education

ECG Educators & Caregivers

EFA Education for All

EQ Evaluation Question

EQ Emotional quotient

ERG Evaluation Reference Group

EYA Early Years Act

GoPH Government of the Philippines

GDP Gross Domestic Product

IP Indigenous people

LRN Learners’ Reference Number

MILF Moro Islamic Liberation Front

NDU Notre Dame University

OECD-DAC The Organisation for Economic Co-operation and Development's Development Assistance Committee

PME Planning, Monitoring & Evaluation

PWD Persons with Disabilities

TC Tahderiyyah Centre

TOC Theory of Change

To Terms of Reference

UMIS Unified Monitoring Information System

UN United Nations

UNEG United Nations Evaluation Group

UNICEF United Nations Children’s Fund

WASH Water, Sanitation and Hygiene

WMSU West Mindanao State University

EVALUATION OF UNICEF TAHDERIYYAH PROGRAMME (2010-17) FUNDED BY DFAT

Key Operational Definitions Child The 1951 Convention on the Rights of the Child (CRC) 1 defines a 'child' "…as a person

below the age of 18, unless the laws of a particular country set the legal age for adulthood younger".

Child Development Workers

The ECCD ACT (Republic Act No. 8980) defines ECCD Service Providers include the various professionals, paraprofessionals, and volunteer caregivers who are directly responsible for the care and education of young children through the various centre and home-based programs. They include, but are not limited to, day care workers, teachers, teacher-aides, rural health midwives, social workers, community health workers, barangay nutrition scholars, parent effectiveness service volunteers, child development workers, and family day care providers.2

Child Protection UNICEF3 uses the term ‘child protection’ to refer to the prevention and response to violence, exploitation and abuse against children – including commercial sexual exploitation, trafficking, child labour and harmful traditional practices, such as female genital mutilation/cutting and child marriage.

Early Childhood Care and Development

Philippines Early Years Act 10410 recognizes that age 0-8 years as the first crucial stage of educational development. ECCD System shall refer to the full range of health, nutrition, early education, and social services development programs that provide for the basic holistic needs of young children from age 0-4 years. While the ECCD Council shall have the responsibility for 0-4 years, DepED shall be responsible for children 5-8 years4.

Early Childhood Education

Formal or informal education of young children up to the age of about eight years;5 usually through games and play to ensure developmental goals of that phase of a child's life.

Early Childhood Development

Early childhood development (ECD) refers to physical and psychosocial development during the first several years of life. Evidence is growing that ECD has long-lasting effects and is critical to human development. Children who are healthy, stimulated, and well-nurtured during this period tend to do better in school and have a better chance of developing the skills required to contribute to social and economic development. The ultimate goal of ECD programs is to improve young children’s capacity to develop and learn.6

Effectiveness The extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance.7

Efficiency A measure of how economically resources/inputs (funds, expertise, time, etc.) are converted to results.8

Equity/Gender Equality

The equal rights, responsibilities and opportunities of women, men, girls and boys. Equality does not mean that women and men will become the same but that women’s and men’s rights, responsibilities and opportunities will not depend on whether they are born male or female. Gender equality implies that the interests, needs and priorities of both women and men are taken into consideration, recognizing the diversity of different groups of women and men.9 UNICEF recognizes the human rights principles of equality and non-discrimination as central to the consideration of gender equality and believes that gender-based discrimination is one of the most ubiquitous forms of discrimination that children face. UNICEF promotes equal outcomes for girls and boys, in its policies and programmes10

1 The Convention on the Rights of the Child; Guiding principles: general requirements for all rights: https://www.unicef.org/crc/files/Guiding_Principles.pdf 2 Full text of Republic Act NO. 8980: “The ECCD ACT” - An act promulgating a comprehensive policy and a national system for early childhood care and development (ECCD), providing funds therefor and for other purposes. http://www.chanrobles.com/republicactno8980.htm#.Wv1ItWiFPIU 3 Child Protection INFORMATION Sheet; What is Child Protection: https://www.unicef.org/protection/files/What_is_Child_Protection.pdf 4 Philippines Early Years Act definition of ECCD: http://www.officialgazette.gov.ph/2013/03/26/republic-act-no-10410/ 5 Niño B. Corpuz et.al. Early Childhood Education: A Curriculum Review and Critical Analysis. International Journal of Sciences: Basic and Applied Research (IJSBAR) (2016) Volume 25, No 2, pp 337-353. http://gssrr.org/index.php?journal=JournalOfBasicAndApplied&page=article&op=download&path%5B%5D=5225&path%5B%5D=2732 6 Asian Development Bank, Social Protection Project Briefs: Promoting Early Child Development in the Philippines. https://www.adb.org/sites/default/files/publication/28590/phi-proj-brief-ecd.pdf 7 OECD/DAC Glossary of Key Terms in Evaluation and Results Based Management, 2010 8 ibid 9 UN General Assembly, 1979 10 https://www.unicef.org/gender/gender_57317.html

EVALUATION OF UNICEF TAHDERIYYAH PROGRAMME (2010-17) FUNDED BY DFAT

Human Rights Based Approach

A human rights-based approach is a conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights.11

Impact Positive and negative, primary and secondary, long-term effects produced by a development intervention, directly or indirectly, intended or unintended.12

Lessons Learned Generalizations based on evaluation experiences with projects, programmes, or policies that abstract from the specific circumstances to broader situations. Frequently, lessons highlight strengths or weaknesses in preparation, design, and implementation that affect performance, outcome, and impact.13

Madrasah (plural - Madaris)

Generally, refers to Muslim private schools with core emphasis on Islamic studies and Arabic literacy. It is a privately-operated school which relies on the support of the local community or foreign donors, particularly from Islamic or Muslim countries. The Madaris are the oldest educational institution in Mindanao and are recognized to be the single most important factor in the preservation of the Islamic faith and culture in the Philippines. There are three types of madrasah in the Philippines, namely; traditional or weekend madrasah, developmental or formal madrasah, and standard private madrasah.14

Peacebuilding Peacebuilding involves a range of measures targeted to reduce the risk of lapsing or relapsing into conflict by strengthening national capacities at all levels for conflict management, and to lay the foundations for sustainable peace and development. Peacebuilding strategies must be coherent and tailored to specific needs of the country concerned, based on national ownership, and should comprise a carefully prioritized, sequenced, and therefore relatively narrow set of activities aimed at achieving the above objectives.15

Relevance The extent to which the objectives of a development intervention are consistent with beneficiaries’ requirements, country needs, global priorities and partners’ and donors’ policies. Note: retrospectively, the question of relevance often becomes a question as to whether the objectives of an intervention or its design are still appropriate given changed circumstances.16

Safe Tahderiyyah Early Childhood Development (TECD) Centre

The word ‘safe’ in the context of a the Tahderiyyah Centre is treated for this assessment as a place that is protected, is structurally sound, has a clean and hygienic environment, with a system for regular upkeep and operational functionality.

Sustainability The continuation of benefits from a development intervention after major development assistance has been completed. The probability of continued long-term benefits.17

Tahderiyyah Education for Children Affected by Armed Conflict (Donor Proposal for Phase 2, 2012) defines Tahderiyyah as "Islamic pre-schools". Tahderiyyah (Islamic preschools18) are organized mainly by local ulemas and run by volunteer teachers who follow no standard curriculum or teaching programme. Early Childhood Education for Children in Bangsamoro Communities (The proposal for Phase 3) – The Tahderiyyah Programme, defines the term as “Islamic Day Care Centres”.

WASH WASH is the collective term for Water, Sanitation and Hygiene. Due to their interdependent nature, these three core issues are grouped together to represent a growing sector. While each a separate field of work, each is dependent on the presence of the other. For example, without toilets, water sources become contaminated; without clean water, basic hygiene practices are not possible.19 All three areas in WASH support and strengthen one another. If one is missing, the others cannot progress.

.

11 HRBA Portal - What is a human rights-based approach; https://hrbaportal.org/faq/what-is-a-human-rights-based-approach 12 OECD/DAC Glossary of Key Terms in Evaluation and Results Based Management, 2010 13 ibid 14 DepEd ALIVE Program http://depedaliveprogram.weebly.com/ 15 UNICEF – The Role of Education in Peacebuilding 2011 - The OECD/DAC definition of peacebuilding 2008 Guidance Note on Evaluating Conflict Prevention and Peacebuilding Federal University of Agriculture, Abeokuta, Nigeria. Journal of US-China Public Administration, April 2017, Vol. 14, No. 4, 221 231. doi: 10.17265/1548-6591/2017.04.004. http://www.davidpublisher.com/Public/uploads/Contribute/59b0e6e0e2c2c.pdf 16 OECD/DAC Glossary of Key Terms in Evaluation and Results Based Management, 2010 17 ibid 18 Basic Education Assistance for Mindanao in the Autonomous Region in Muslim Mindanao (BEAM-ARMM) Component 1a: Early Childhood Education—Project with UNICEF—Annual Report 1 May 2011 to 30 April 2012. http://www.tahderiyyahcurriculum.yolasite.com/update.php 19 Water, Sanitation and Hygiene; https://www.unicef.org/wash/3942_3952.html

EVALUATION OF UNICEF TAHDERIYYAH PROGRAMME (2010-17) FUNDED BY DFAT

Table of Contents Executive Summary .......................................................................................................................... I

1 Introduction, Context and Object of Evaluation ........................................................................ 1

Intervention (Tahderiyyah Programme) Context .............................................................. 1

Overview of Tahderiyyah Programme (Object of the Evaluation) ............................... 4

Significance of the Tahderiyyah Programme ................................................................ 5

Programme Impact & Objectives ................................................................................... 5

Tahderiyyah Programme: Goals, Objectives, Components, Coverage, Implementation, and Finances ................................................................................................... 5

Key Stakeholders - Implementing Partners .................................................................. 9

2 Evaluation Purpose, Objective, Scope, and Methods ............................................................ 11

Evaluation Purpose ......................................................................................................... 11

Evaluation Objective ....................................................................................................... 11

Evaluation Scope and Geographic Coverage ................................................................ 11

Evaluation Criteria and Evaluation Questions ................................................................ 11

Evaluation Audience, Uses, and Dissemination ............................................................. 12

Evaluation Hypothesis .................................................................................................... 14

Theory of Change (ToC) ................................................................................................. 14

3 Evaluation Design, Methodology, Implementation, Quality Assurance ................................. 16

Evaluation Framework, Conceptual Design and Approach ........................................... 16

Evaluation Methods ........................................................................................................ 16

Sampling Approach for Qualitative Field Work .............................................................. 19

Field Staff Training, Pre-Testing and Translation of the Finalized Tools ....................... 20

Data Processing, Consolidation and Analysis ................................................................ 20

Quality Assurance of the Evaluation Processes ............................................................ 21

Ethical Safeguards and Compliance to UNICEF/UNEG Standards .............................. 21

Evaluation Limitations and Mitigation Measures ............................................................ 22

Implementation Approach & Evaluation Management ................................................... 24

4 Evaluation Findings ................................................................................................................ 25

Relevance ....................................................................................................................... 25

Effectiveness ................................................................................................................... 32

Efficiency ......................................................................................................................... 45

Impact ............................................................................................................................. 47

Sustainability ................................................................................................................... 49

Gender Equity and HBRA Considerations ..................................................................... 50

5 Conclusion, Lessons Learned and Recommendations .......................................................... 53

Conclusions .................................................................................................................... 53

Lessons Learned ............................................................................................................ 53

Recommendations .......................................................................................................... 54

Appendix 01: Terms of Reference ................................................................................................. 60

Appendix 02: Evaluation Matrix ..................................................................................................... 68

EVALUATION OF UNICEF TAHDERIYYAH PROGRAMME (2010-17) FUNDED BY DFAT

Appendix 03: UNICEF’s Theory of Change for BEAM-ARMM Extension Phase ......................... 74

Appendix 04: Overview of Programme Phases (Three) of Tahderiyyah Programme ................... 75

Appendix 05: Results framework Tahderiyyah Programme Phase 3............................................ 80

Appendix 06: Early Childhood Care and Development Model ..................................................... 86

Appendix 07: Assessment Approaches/Techniques used for Data Analysis ................................ 87

Appendix 08: People Met and Places Visited ................................................................................ 89

Appendix 09: Summary Tables – Scope of Evaluation Methods .................................................. 93

Appendix 10: Field Staff Training, Pre-Testing and Translation of the Finalized Tools ................ 95

Appendix 11: Field Team and Training Record ............................................................................. 96

Appendix 12: TECD Evaluation Tool Kit ...................................................................................... 103

Appendix 13: Key Results of Checklist-based Teachers’ Assessment ....................................... 161

Appendix 14: Sampling and Scope of Field Work ....................................................................... 163

Appendix 14A: List of Tahderiyyah Centres Visited for Checklist-based Assessment ............... 165

Appendix 15: Application of Child Friendly TOOLS for FGDs ..................................................... 166

Appendix 16: Adherence to UNEG/UNICEF Evaluation Norms and Standards ......................... 167

Appendix 17: Implementation Approach and Deliverables ......................................................... 168

Appendix 18: Evaluation Team with Role Description ................................................................. 170

Appendix 19: Pictorial Evidences of Field Work .......................................................................... 172

Appendix 20: Document Inventory ............................................................................................... 174

Appendix 21: List of References .................................................................................................. 178

Appendix 22: Terms of Reference of Evaluation Reference Group ............................................ 180

Appendix 23: Validation Workshop Report (Agenda, list of Participants & Recommendations) 182

Appendix 24: Additional Commentary on Tahderiyyah Curriculum ............................................. 192

Appendix 25: Highlights of the Tahderiyyah Curriculum ............................................................. 193

Appendix 26: Tahderiyyah Class Programme ............................................................................. 197

Appendix 27: Qualitative Findings - TEACHERS’ Views............................................................. 198

Appendix 28: Qualitative Findings - PARENTS’ Views ............................................................... 201

Appendix 29: Programme Data Management Gaps ................................................................... 205

Appendix 30: Observation-based Assessment of Tahderiyyah Centre/Facility .......................... 207

List of Tables Table 1.01: Tahderiyyah Programme Phases, Components, Achievements and Budget ....... 7

Table 1.02: Key Programme Stakeholders - Roles and Contributions ........................................... 9

Table 2.01: Tahderiyyah Centres by Phase and Region ............................................................... 11

Table 2.02: Evaluation Criteria and Corresponding Questions ..................................................... 12

Table 2.03: Audience of the Evaluation and Intended Use ........................................................... 12

Table 3.01: Key Documents Categories ........................................................................................ 17

Table 3.02: Evaluation Limitations and Mitigation Measures ........................................................ 22

Table 3.03: Evaluation Implementation Approach ......................................................................... 24

Table 4.2.1: Observations Relating to WASH ............................................................................... 37

Table 4.2.2: Evaluators Observations Around Community Engagement & Child Protection ....... 39

EVALUATION OF UNICEF TAHDERIYYAH PROGRAMME (2010-17) FUNDED BY DFAT

Table 4.2.3: Findings from Checklist-based Teachers’ Assessment ............................................ 40

Table 4.3.1: Establishment and Running Cost Comparisons ........................................................ 46

Table 4.3.2: PCA 3 1 Financial Report (as of 18 January 2017) - for Tahderiyyah Officers ........ 46

Table A1: Summary of Evaluation Data Collection Methods ........................................................ 93

Table A2: Distribution of Interviews and Group Discussions by Entity Type ................................ 93

Table A3: Distribution of FGDs by Region and Type .................................................................... 94

Table A4: Field Observations......................................................................................................... 94

Table A5: Distribution of Field Team by functional responsibilities ............................................... 95

Table A6: Distribution of Centres selected for Evaluation ........................................................... 163

Table A7: Details of Centres Replaced from Defined Alternate .................................................. 164

Table A8: Evaluation Norms & Standards ................................................................................... 167

Table A9: Team Composition & Roles ......................................................................................... 170

Table A10: List of Participants for TECD Validation Workshop .................................................. 188

Table A11: Recommendations as Prioritized by Participants with Comments ........................... 190

Table A12: Key Findings from the Facility Observation .............................................................. 207

List of Visuals (Illustrations, Figures and Pictures) Visual 01: Political/Administrative Map of Philippines ..................................................................... 2

Visual 02: Stakeholder Relationships .............................................................................................. 9

Visual 03: Adapted TOC for Tahderiyyah Programme .................................................................. 15

Visual 04: Distributions of type of people met and, of the sex ratio of children ............................ 18

Visual 05: Distribution of FGDs by ARMM and non ARMM regions ............................................. 19

Visual 06: The Result Chain and the OECD DAC Evaluation Criteria .......................................... 45

Visual A1: Early Childhood Care and Development Model ...................................................... 86

Visual A2: Links between Methodology and the Implementation Matrix ....................................... 88

Visual A3: Evaluation Management Structure ............................................................................. 171

EVALUATION OF UNICEF TAHDERIYYAH PROGRAMME (2010-17) FUNDED BY DFAT

I

Executive Summary

Introduction and Context of the Programme (Object of Evaluation) This report has been produced for a “Summative-Formative” evaluation of UNICEF’s Tahderiyyah Programme, herein after referred to as “Tahderiyyah Programme”, or simply “the Programme”. The Programme was implemented in three phases from Jun 2010 to Jun 2017. The evaluation was commissioned by UNICEF Country Office in Philippines as a part of contractual obligations to the Australian Department of Foreign Affairs and Trade (DFAT) - the donor. The opening section sets the context of the Programme by offering a brief description of the country. The description includes a roundup of modern history of Mindanao conflict resulting in the creation of Autonomous Region in Muslim Mindanao (ARMM) as a special administrative zone. The Programme has been implemented in regions 9, 10, 11, 12 and the ARMM. The formation of Bangsamoro Development Agency (BDA), the lead implementing partner and its aim “to determine, lead and manage relief, rehabilitation and development programmes in the conflict affected area in the Mindanao”20, have also been explained. It includes an overview of the regulatory and administrative context governing early childhood care and development (ECCD) services in Philippines. The impact of centuries old conflict on overall development in Mindanao, particularly on the education sector, has been illuminated. The section describes the existence of Madrassah (religious) education system and efforts made in the past to mainstream it, whereby examples of Arabic Language and Islamic Values Education (ALIVE) Programme” and others in the ARMM, have been cited.

Tahderiyyah Programme: Object of the Evaluation This section introduces the Programme whereby its initiation, evolution, goals, objectives, stakeholders, and phases have been explained. It starts from the UNICEF-MILF (Moro Islamic Liberation Front) Joint Communiqué (2007), and then the launch of “The Days of Peace” (DoP) campaign (including distribution of ECCD materials21). The launch of “Pilot Phase” in 2008 (implemented in 17 centres in ARMM) and development of “Tahderiyyah Curriculum” are explained. The curriculum is referred to as “Balanced” i.e. integrating both the national ECCD standards and the Islamic values and Arabic language. It then looks at the upscaling of the Programme following request from Department of Education (DepEd) to UNICEF to facilitate the development of “Islam-responsive Kindergarten” to complement the ongoing ALIVE Programme in public schools22. UNICEF Philippines then launches the Programme with assistance from DFAT. The Programme is part of DFAT’s assisted “Basic Education Assistance for Mindanao” (BEAM) i.e. ARMM (BEAM) Programme. It envisages extending Islam-responsive kindergarten curriculum “Tahderiyyah” (Islamic pre-school) to 800 Tahderiyyah centres (Madrassah). A phased Programme is then rolled out in the Muslim dominated regions in Mindanao i.e. regions 9, 10, 11, 12, and ARMM. It is implemented in three phases from June 2010 to June 201723. A Programme that becomes part of UN supported MILF-GOP peacebuilding process or plan. The

Programme’s intended impact was: “Tahderiyyah completers from the conflict-affected Mindanao region have equal opportunity, and access, as do children from registered kindergartens, to attend public schools or accredited Madaris”. The three stated objectives were to promote: i) Universal access to primary education ii) Gender equality and empowerment and iii) Strengthening early childhood education (ECCD). The major stakeholders included: UNICEF, DFAT, DepEd (including DepEd ARMM), BDA, MILF Tarbiyyah (Education) Committee, teachers and Mudirs (administrators) of the Tahderiyyah Centres, parents and caregivers, and local NGOs e.g. Community of Learner's Foundation (COLF); University of Philippines (UoP), and A Single Drop of Safe Water.

20 Guild, D. Saada, N. Independent Progress Report: Education for Children in Areas Affected by Armed Conflict. Mindanao, Philippines. AusAID, March 2012. AidWorks Initiative Number: INJ357 21 UNICEF. Report to the Australian Agency for International Development (AusAID): Towards the Expansion of the Implementation of Islam-Responsive Kindergarten Curriculum in Public Schools, Tahderiyyah and Private Madaris. Final Report 2 June 2010 – 31 December 2012. 22 Guild, D. Saada, N. Independent Progress Report: Education for Children in Areas Affected by Armed Conflict. Mindanao, Philippines. AusAID, March 2012. AidWorks Initiative Number: INJ357 23 UNICEF. Report to the Australian Agency for International Development (AusAID): Towards the Expansion of the Implementation of Islam-Responsive Kindergarten Curriculum in Public Schools, Tahderiyyah and Private Madaris. Final Report 2 June 2010 – 31 December 2012.

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Evaluation Purpose, Objectives, Scope, Criteria, Audiences, and Hypothesis This is a ‘Summative-Formative’ evaluation that balances both the ‘accountability’ and ‘learning’ purposes. The specific purpose was to: ‘generate evidence of Programme achievements, demonstrate accountability to the stakeholders, document lessons learned, and list recommendations for continuity and scale-up of the Programme’. The objectives included assessment of Programme’s relevance; effectiveness; efficiency; impact; and sustainability; to distil and document lessons learned; and finally, to outline realistic and contextually relevant recommendations. The scope entailed evaluation of complete ‘Tahderiyyah Programme’ comprising three phases, and all interventions implemented from June 2010 to June 2017. The evaluation criteria included standard OECD-DAC criteria i.e. relevance, effectiveness, efficiency, impact, and sustainability. The non-DAC criteria included gender equality, equity, and Human Rights-Based Approach (HRBA). The primary audiences for the evaluation include: UNICEF, DFAT, DepED, BDA and (targeted) communities. An ex-post Programme TOC was evolved by adapting the one (TOC) available for BEAM-ARMM Programme. The evaluation tests the hypothesis: ‘The mainstreaming of balanced/inclusive curricula (for early educators) through the Tahderiyyah Programme for conflict-affected Bangsamoro children (aged 3-5 years), has increased the child readiness and consequently the transition of 'Tahderiyyah completers' into the regular public education system (including accredited Madaris)’.

Evaluation Design, Methodology, Implementation, Quality Assurance The evaluation has been designed and implemented using the overarching ‘Theory Based Evaluation Approach’. In view of the evaluation objectives and questions, the evaluators applied ‘Descriptive’ design and the ‘Cross-sectional’ sub-design to respond to the evaluation questions and establish ‘causality’ in terms of Programme’s contributions to the observed change/s. The sub-design warranted seeking inputs from all key stakeholders, consulted at all levels (over 1000 respondents from variety of groups informed the evaluation). The evaluation has been carried out using ‘mixed method’ and ‘participatory’ approaches. This included information from both secondary and primary sources. Multiple primary data collection methods and tools were applied to generate, corroborate and validate the information. A total of 1123 persons including children (boys and girls) informed the evaluation with their views and suggestions. They key methods used were i) Literature review ii) Key informant interviews (KIIs) iii) Focus group discussions (FGDs) iv) Rapid facility review /assessment (interview and observations based) v) Checklist-based teacher assessment and vi) Consultation/Validation workshop. Over 211 documents reviewed with 76 KIIs, 75 FGDs (including boys and girls), 39 Rapid facility review/ assessments (34 yielding usable data), and 37 checklist-based teachers assessments were carried out. Later the findings and recommendations were presented to key stakeholders in a ‘Validation Workshop’. Standard qualitative data analysis techniques such as data reduction (coding, classification, grouping, etc.), including data triangulation were applied. The evaluation complied with United Nations Evaluation Groups (UNEG) and UNICEF recommended ethical standards. The evaluation evolved and applied series of quality assurance mechanisms. The evaluation was implemented in four phases and steered by a multi-stakeholder Evaluation Reference Group (ERG). AAN Associates (Pakistan) as a prime contractor designed and implemented the evaluation. Field data collection was supported by a local partner i.e. West Mindanao State University (WMSU). The evaluation was implemented from July 2017 to June 2018.

Evaluation Findings Relevance: Overall, the Programme has been assessed to be relevant to the context in terms of needs and aspirations of the Bangsamoro Muslims in Mindanao. The Programme objectives i.e. accelerating universal access to education (MDG 2); promotion of gender equality and empowerment (MDG 3); and prioritising the access to and quality of early education for Bangsamoro children to motivate and prepare them for primary education, were found to be relevant and appropriate to the national and regional priorities and local context. The use of multi-pronged approach entailing interventions around strengthening ECCD governance; capacity development; child safety and protection; and fostering community support, made the design comprehensive and appropriate to the stated objectives. The prioritisation of development, approval and application of ‘balanced’ curricula (entailing ‘developmentally appropriate’ and ‘Islam-responsive’ education) were found to be relevant and appropriate. The integration of WASH and CP components (child safety) added more to comprehensiveness and relevance of the design. Adequate focus on capacity development (of teachers and BDA) underscores the Programme’s relevance. The partnerships with BDA, COLF, UOP and other leading national and regional CSOs, further illuminate the appropriateness of partnership choices made for effective delivery. The formation of Project Advisory Committee (PAC) to steer the Programme and

EVALUATION OF UNICEF TAHDERIYYAH PROGRAMME (2010-17) FUNDED BY DFAT

III

the representation of key stakeholders such as MILF, Tarbiyyah Committee, UNICEF, DFAT, and DepEd ARMM, further strengthen the relevance of steerage forum. The choice to develop, approve and apply the ‘balanced’ curricula, illuminates the Programme’s relevance by offering learning contents (including practices) that balance between the DepEd requirements (or national ECCD standards) and the aspirations of the Bangsamoro Muslims. The stakeholders including communities were found appreciative of the balanced contents featuring ‘holistic child development’ approach. The ECCD expert on the evaluation team appraised it to be balanced and coherent to international best ECCD principles and practices, including the religious contents featuring teachings of Islamic fundamentals and values. The application of ‘consultative’ approach involving key actors such as DepEd, Tarbiyyah Committee, COLF and others, where facilitated striking balance between technical and regulatory partners, enabled fostering ownership of both the processes and outputs. This is evident in terms of approval of curricula by the DepEd. For some, where it worked to enable repeated interaction between the (rival) parties i.e. GOP and MILF, the opportunities to interact have also cultivated perhaps an implicit good-will that may contribute to peace building process. The Programme is assessed to be ‘inclusive’ for the fact that it prioritised reaching out to the relatively under-developed, remotely placed Bangsamoro communities, with expressed sensitivities and aspirations for Islam-responsive child education. The intent to increase access to primary education for a community with demonstrated lower levels of educational attainments, living in a conflict affected area, underscores relevance and inclusiveness of the design. The policy shift warranting mandatory kindergarten added further to Programme being inclusive as application of DepEd approved curricula meant improved preparation and greater likelihood of Tahderiyyah completers to enrol into mainstream primary education. The very fact that the Programme was opened to and did enrol ‘all children aged 3-5 regardless of their ethnicities and religions, made it an ‘inclusive’ Programme. The inclusion of WASH and CP interventions enhanced relevance by making the Programme more comprehensive and consistent to the needs on the ground. The mix of ‘hardware’ and ‘soft’ WASH interventions, community-based approaches featuring formation of Child Protection Committees (CPCs), and Community Based Child Protection Networks (CBCPNs), were assessed to be both relevant and appropriate. The coupling of ‘curriculum support materials’ in the form of manuals, standards, checklists, assessment sheets etc. with concerted focus on the capacity development of teachers and Mudirs, increased the likelihood of consistent delivery across variety of project sites. Though un-intended, it helped overcome the challenges of appropriately qualified teachers’ availability. The evaluators, however, noted design and implementation oversights around putting in place effective and timely mechanisms to facilitate transition to schools (of Tahderiyyah completers), largely subject to a rather ad-hoc approach to developing comprehensive monitoring systems. Effectiveness: In short, the Programme could be viewed as largely effective especially in terms of implementation of strategies, interventions, partnerships, and structures. The multi-pronged approach e.g. ECCD governance, capacity development, and others, facilitated in addressing the problem more comprehensively and leveraging complementarities and crosses between broader intervention areas. The project records (except for Phase 3 for which consolidate progress report was not available) suggest that most outputs were achieved, however this did not translate into achieving the outcomes fully. Hence, contributing to ‘partial’ realisation of intended Programme impact. The Programme brought together the partners with complementary strengths. For instance, where BDA as lead implementer had the requisite approvals (by MILF and GOP), COLF, UOP and others brought necessary technical expertise to contribute to the effective delivery. The oversight mechanism in the form of ‘PAC’ worked effectively in providing opportunities for stakeholders to interact and stamping ownership of the outputs. One such example is the approval of Tahderiyyah curricula by DepEd, which enabled its mainstreaming. The integration of WASH component featuring mixed (soft and hard) interventions proved effective in raising awareness and facilitated restoration of water and sanitation facilities. The community-based approach worked well, however limited follow-up led to gradual inactivation of CBCPNs. Together, the capacity development of Mudirs and teachers, with application of curriculum support materials (in terms of standards, manuals, assessment checklists etc.) worked quite effectively in creating desired teaching-learning environment at Tahderiyyah Centres (TCs). The encouraging results of teachers’ capacity assessment further validate the assertion.

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The Programme has evidently contributed to enhancing the BDA’s programme management capacities, however not to the extent to enable them to continue to support TCs on their own. The two areas where Programme remained less effective are: establishing mechanisms for smooth transition (into grade 01) of Tahderiyyah completers and strengthening BDA monitoring and evaluation (M&E) system to keep track of processes, progress, challenges and learning. This is evident from the fact that only limited usable monitoring data was available to inform this evaluation. The approval of Tahderiyyah curricula by the DepEd (in 2013) comes up as one of the most glowing successes of the Programme, enabling its mainstreaming. Despite success with approval of curricula, the Programme did struggle to put in place effective and timely mechanisms for smooth transition of Tahderiyyah completers (to grade 01). This can be attributed to a variety of factors including limited success in securing ‘Permit to Operate’ (PTO) and issuing of Learner Reference Number (LRN), a mandatory requirement to enrol into Grade 01. Consequently, only 41 out of 345 TCs (from Phase 3) could secure PTOs by the end 2017. The other arrangements such as re-assessment (of Tahderiyyah completers) by public school teachers to determine school readiness did not work either. This hindered smooth transition of Tahderiyyah completers, and field interaction with stakeholders suggest that most children eventually had to repeat public kindergarten to get admitted into grade 01. The school readiness sample assessment results from Phase 2 (carried out from Sep 2013 to Jan 2014 for 298 students) suggest a healthy 86% readiness. The results of WASH component were found to be relatively more effective than those for CP. The application of mixed approach featuring ‘soft’ and ‘hardware’ interventions has proven effective. Children referred to group activities such as handwashing (with soap) at schools as ‘fun’ and effective. For CP, the CPCs proved more effective in generating community interest and support compared to CBCPNs. The evidences suggest that for limited follow-up these have increasingly become either in-active or defunct. The crosses between WASH, CP and early childhood learning remain un-explored, an area that may need to be prioritised for future research and monitoring. The Programme monitoring system did not track fully the contributions of teachers’ capacity development; however, an effort was made to assess that through a teacher capacity assessment exercise. A tool was developed to reverse-engineer the ECCD children checklist and applied to selected centres. The results in general are encouraging. For instance, out of 34 indicators, the teachers’ capacities were rated to be either good or excellent for 16 indicators (for scoring between 70-95%). For another 14 indicators, the results range from 57% to 68%, hence rated as satisfactory. For remaining 4 indicators, the capacities were assessed to be less than satisfactory (for scoring less than 50%). For stakeholders, the ‘cascade’ training model worked well and developed training capacities in the BDA. The extent to which teacher’s capacities were developed and then got applied remain unknown. Consolidated training repository or database is unavailable. For all stakeholders, in particular teachers and Mudirs, the provision of curriculum support materials complemented the training and enabled developing and sustaining quality teaching-learning environment at the TCs. BDA capacity development is another area where only limited information was made available to assess its effectiveness. To the BDA management it has been effective especially with respect to programme delivery. The needs to comply with and report on UNICEF operational standards led to some improvements in the BDA operations. No evidence was found of BDA capacity development driven by any structured institutional assessment. The focus has primarily been on training while undermining the development of a proper system. Despite being a priority, the inability to fix BDA’s patchy monitoring system is one such example. BDA has relieved most of the programme staff for limited financial capacity, a great loss for the Programme continuity. The Programme TOC has been assessed as ‘plausible’ for the results (outcome and impact) it envisioned to achieve, despite producing partial results. DFAT engaged a ‘Third Party’ contractor i.e. Cardno, for management and reporting support for BEAM Programme towards the end of Phase 2. This led to changes in the reporting arrangements for BEAM partners, whereby all BEAM partners were asked to send periodic reports to Cardno. Cardno would then produce a consolidated report for DFAT. The introduction of Cardno led to the difference of opinion in appreciation of Programme results (for UNICEF component). Moreover, during consolidation process, deletion of some of the UNICEF reported contents resulted in DFAT making enquiries. For UNICEF, the enquiries (in most cases for already reported information) and particularly those directly referred to Mindanao Field Office, led to unwanted confusions, interruptions, and frustrations for both

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sides. The issue got flagged in PPA 2016 also where parties committed to resolve this. For DFAT, Cardno engagement was productive in terms of streamlining the BEAM reporting and enabling DFAT to timely track and flag issues of concern to the partners. There are learning on both sides vis a vis clarifying contractual and reporting expectations and setting (and implementing) clear communication protocols. Efficiency: In the absence of credible and comparable data, the evaluators were unable to assess and comment on relative cost and time efficiencies of the Tahderiyyah model compared to public and private kindergarten. The evaluators may caution that the whole operational model of public/private kindergarten is fundamentally different than that of Tahderiyyah; hence even if the information had been available, perhaps it would still have been mis-leading to compare the two for efficiency. Nevertheless, the evaluators did try with estimates shared. The set-up cost related comparison was not possible for not even receiving estimates from public and private schools. In terms of operational costs (monthly) the TCs may appear relatively efficient (for spending 1/3 of a public kindergarten), however again the operational models (one being public, other being profitable business, and last one being community and volunteer based) including different contexts (in which the three types of centres operate) may be difficult to compare anyways. The Programme delivery (in terms of implementation of planned activities of UNICEF-BDA PCAs) vis a vis financial consumption seems efficient. The complexities, however, merit a dedicated efficiency assessment. Impact: The immediate impact in terms of improving access to (kindergarten education) and preparing the conflict affected children of Mindanao for schools, has largely been achieved. The other immediate impact in terms of facilitating the transition of Tahderiyyah completers into mainstream education, has not been realised. Based on the feedback from the Programme stakeholders and in particular Tahderiyyah teachers and parents, most completers were made to repeat public kindergarten for not having LRN. For parents and caregivers, in the medium to long run the exposure of and experience at TCs is likely to make children more informed about religion (Islam) and their identity as Bangsamoro Muslims, thus making them better Muslims and human beings. Some even referred to Programme fostering good-will and trust (between government and MILF) in the short term, with potential to contribute to long term peace. For some, the impact has been the rebranding of Madrassah to ‘adapt’ and ‘evolve’ to present day needs and realities. The Madrassah education has come to establish itself as relevant as a vehicle to enable access to secular education for Muslims in Mindanao. The awareness of personal hygiene and adoption of allied practices by children is also seen as a positive impact, likely to help them pick up healthy habits. Sustainability: The Programme has not matured to the extent where it could be argued to have attained capacities to continue to operate and generate benefits without external assistance. Despite the fact that most TCs are operating, there are evident gaps especially around financial viability of these centres, BDA’s capacity to extend technical support and monitor, and linkages to the public sector primary education. With that, there are successes that are sustaining and/or likely to sustain. Foremost is Tahderiyyah curricula as stand approved by DepEd. The replication of the curricula by DepED ARMM’s ALIVE and others bodes well with sustainability. The TCs may continue to operate in view of the determination and strong will of communities (including teachers and Mudirs), mobilising community contributions, charity, and volunteerism. BDA may have gained in terms of improved management capacities; however, it still lacks financial capability to support itself and by extension the registered TCs. It may continue to seek technical and financial assistance in a variety of management and operational areas from time to time. The departure of trained staff for BDA’s inability to retain them is a big loss. Gender, Equity and HRBA Considerations: A critical appraisal of Programme design and implementation processes suggests satisfactory level of integration and adherence to gender, equity and HRBA, often referred to as Non-DAC criteria. The intent to reach out to all children irrespective of their sex, amplifies adherence to gender equality. The implementation by BDA led gender balanced teams adds more to promotion of gender equality. Moreover, the encouraging proportion of female teachers and Mudirs (in the centres visited) and their participation at all levels further exemplifies integration of gender equality. The Programme design and implementation exhibit equity integration in terms of prioritisation of communities i.e. Bangsamoro Muslims, living in areas that feature insufficient and over-crowded public-

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sector education infrastructure, and rampant poverty. In most cases, the evaluators noted that the services for absolute or ultra-poor were offered ‘free of cost’, thus improving access to early education for the poorest. The targeting of remote and conflict affected communities made Programme equitable. The limited focus on enrolling the disabled (children) including in the learning contents and delivery approaches, and finally with respect to provision of water and sanitations services, dilutes the equity integration. The Programme is HRBA compliant for enabling children’s access to education and advocating it as a ‘right’ of every Filipino child - Philippines being signatory to the “Conventions on the Rights of Child” (CRC). The design is assessed to be HRBA compliant for the intent to enable and facilitate government to dispense its obligations.

Conclusion, Lessons Learned and Recommendations In the conclusion, the Programme has been rated as highly relevant (and appropriate), largely effective (with evident gaps in effective transition and monitoring of processes and results), and partly successful in producing intended impact and developing capacities (in BDA) to continue to support the TCs. For insufficient information and largely incomparable basis, the evaluators are unable to offer comments on relative efficiency of TCs in relation to public and private kindergartens. Where the Programme appears to have achieved the desired short-term impact i.e. making Tahderiyyah completers ‘school ready’, it has evidently struggled with facilitating smooth transition. The unintended impact is also noted in terms of replication, adaptation and use of Tahderiyyah curricula by other parallel initiatives such as DepEd ARMM. Moreover, with respect to peace building, the Programme is believed to have contributed to nurturing trust and good-will between government and MILF. However, for long term peace the promulgation of ‘Basic Bangsamoro Law’ (BBL) is considered vital. The evaluators conclude that the Programme certainly merits continuity, however, the next phase must adapt design and implementation in line with the evaluation recommendations. Lessons learned: The Programme implementation has generated useful lessons including: i) underscoring the need to evolve participatory mechanisms for greater involvement and fostering ownership ii) coupling of training with curriculum packages and manuals/guidelines (standards, guidelines, manuals, checklists etc) to enable quality teaching-learning environment iii) prioritisation of play-based learning contents and teaching models to seek attention and interest (including retention) of children as young as 3-5 years iv) underlying significance of enabling M&E systems for tracking of results and information to enable evidence-based decision making and v) underpinning the organizational capacity development with that of structured assessments to maximise investments, especially when the partnership choices are limited. Recommendations; A series of stakeholders’ specific recommendations and joint actions have been outlined for continuity, strengthening and greater sustainability of the Tadheriyyah Programme. The recommendations have been ranked in order of priority as immediate, medium and long term. The overlapping recommendations spread across stakeholders have been repeated. The UNICEF specific recommendations focus on advocacy and support in tailoring the contents of Tahderiyyah curricula (for 3-4 years old and 5 years old) and seeking requisite approvals by DepEd, DSWD, and ECCD Council for smooth transition and leveraging crosses between parallel programmes particularly ALIVE and DSWD’s complementary feeding and cash assistance programmes. Then there are recommendations around formulation and implementation of communication strategy for greater visibility and linking up the Programme with peace building and education, to leverage additional funds for BDA. There are series of (recommended) actions for strengthening of capacities and sustainability of BDA. These include BDA institutional capacity assessment to inform its capacity development roadmap, review and revision of monitoring and evaluation system, linking up TCs with LGUs, and undertaking a stand-alone efficiency or value for money study for Tahderiyyah model.

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1 Introduction, Context and Object of Evaluation

This is a ‘Summative-Formative’ evaluation of UNICEF’s Tahderiyyah Programme (herein after referred to as ‘Tahderiyyah Programme’, or simply ‘the Programme’). The Programme was implemented in three phases from Jun 2010 to Jun 2017. It was an ECCD initiative for children affected by armed conflict in Mindanao under the sixth UNICEF Country Programme (2005-2011) in the Philippines. The evaluation was commissioned in 2017 as part of contractual obligations to the Australian Department of Foreign Affairs and Trade (DFAT), the donor. The evaluation report comprises five sections as per United Nations Evaluation Group (UNEG) Reporting Standards (2017)24. The report starts with Section One (01) that lays out the context in which the programme was conceived and implemented. It elaborates on the Programme goals, components, geographic spread, implementation status, stakeholders and Theory of Change (ToC), to enable readers develop better and deeper understanding of the object of evaluation. The next section i.e. Section Two (02) explains the evaluation purpose, objectives, criteria and questions, evaluation scope, and evaluation audience and uses. Section Three (03) expands on the evaluation design, methods and analysis, quality assurance and compliance to ethical standards, limitations and mitigation measures, and evaluation team and management. Section Four (04) presents the evaluation findings and the analysis drawn based on these findings. The findings are presented separately for each of evaluation criteria i.e. relevance, effectiveness, effectiveness, efficiency, impact, and sustainability, with a dedicated section on Non-DAC criteria i.e. equity, gender, and human rights-based programming (HRBA). Finally, Section Five (05) entails evaluation conclusion, lessons learnt and recommendations. Appendices are attached at the end.

Intervention (Tahderiyyah Programme) Context

1.1.1 Demographic and Administrative

Philippines lies in the Southeast Asian region. With a total land area of 300,000 km2, the country comprises 7,107 islands, of which about half i.e. 3,144, islands are named. Luzon in north, Mindanao in south and Visayas (smallest group consisting of island provinces between Luzon and Mindanao) are the three largest groups of islands covering 47%, 34% and 19% of the total land area respectively25. With a population of approximately 104 million (July 2017 est.)26, the country is the world's 13th most populous country27. The country is predominantly Christian (82.9% Catholics) with a sizable Muslim population (5%) concentrated in the south. There are several ethnic groups, the two largest being Tagalog (28%) and Cebuano (13%). Filipino and English are the two official languages, with eight major dialects - Tagalog, Cebuano, Ilocano, Hiligaynon or Ilonggo, Bicol, Waray, Pampango, and Pangasinan (as per Census 200028). Administratively, the country is divided into seventeen (17) Regions, with Metro Manila (National Capital Region) as the capital. Each region is in turn subdivided into cities, municipalities and barangays; the barangays are the smallest local government units. As of 2013, the country had 80

24 UNICEF-Adapted UNEG Evaluation Reports Standards. https://www.unicef.org/evaldatabase/files/UNICEF_adapated_reporting_standards_updated_June_2017_FINAL(1).pdf 25 Philippines Statistics Authority (PSA) [Philippines], and ICF International. 2014. Philippines National Demographic and Health Survey 2013. Manila, Philippines, and Rockville, Maryland, USA: PSA and ICF International. https://dhsprogram.com/pubs/pdf/fr294/fr294.pdf [Accessed: 10 April 2018] 26 Philippines Demographics Profile 2018. https://www.indexmundi.com/philippines/demographics_profile.html [Accessed: 10 April 2018] 27 Central Intelligence Agency (CIA), 2017. The World Fact Book; the Philippines. [.pdf, online] Available at: https://www.cia.gov/library/publications/the-world-factbook/geos/rp.html [Accessed: 14 September 2017]. 28 Philippines Demographics Profile 2018. https://www.indexmundi.com/philippines/demographics_profile.html [Accessed: 10 April 2018]

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provinces, 137 cities, 1,496 municipalities and 41,946 barangays (NSO, 2013)29. The Muslims are concentrated in the South i.e. Mindanao. The Muslim majority areas have a special status, referred to as the ‘Autonomous Region in Muslim Mindanao’ (ARMM). The country falls in ‘Mid-Income Country’, status it achieved in 2009. The country is the 48th biggest economy of the world. In 2015, the country was placed at 116 (out of 188) on ‘Human Development Index’ rating.30 This illustrates challenges with equitable development and growth. The country has a fragile security environment marred by issues such as ethnic conflicts, illicit trade31, human trafficking and others.

1.1.2 Mindanao Conflict

As the Programme was implemented for Bangsamoro Muslims in Mindanao, it was considered important to add a short profile of the conflict in Mindanao. The Mindanao conflict is one of the oldest and active conflicts in the world. It continued before and after the Philippines Independence in 1946. Post-independence, after relative calm it re-surfaced in late 1960s, when growing numbers of Christian settlers started moving into Mindanao. This changed the population dynamics, making Mindanao a Christian majority region. The Muslim-majority areas started contracting and it got confined to central and southwestern regions. The continued imposition of martial law in 1970s further aggravated the conflict. Later, a peace agreement was signed in 1996 between the Government of Philippines (GoP) and the Moro National Liberation Front (MNLF), including others. This led to the creation of the special zone for the ‘Peace and Development Social Fund’ (SZOPAD) and transformation of MNLF into ‘Moro Islamic Liberation Front (MILF). MILF successfully negotiated with the GoP to establish the Bangsamoro Development Agency (BDA). The BDA is a MILF platform that aims ‘to determine, lead and manage relief, rehabilitation and development programmes in the conflict affected area in the Mindanao’32. Lately, there has been an uptick in violence in Mindanao. The legal framework touted to define the new autonomy status for ARMM i.e. Basic Bangsamoro Law (BBL), has not yet been approved, thus creating a visible sense of frustration and anxiety.

1.1.3 Early Childhood Care and Development (ECCD) Legal, Policy and Institutional Environment in Philippines

There are series of laws and executive orders that govern the planning and delivery of Early Childhood Care and Development (ECCD) services in Philippines. The ECCD services are delivered through various modalities, including: day care centres; home-based ECCD; school-based ECCD for pre-schools; and those established in any clinic or health centre33. The country enacted first ECCD Act in 2000 (superseded later by the Early Years Act of 2013). The ECCD Act 2000 (law) underlines the importance of early childhood and its special needs; it

29 Philippines Statistics Authority (PSA) [Philippines], and ICF International. 2014. Philippines National Demographic and Health Survey 2013. Manila, Philippines, and Rockville, Maryland, USA: PSA and ICF International. https://dhsprogram.com/pubs/pdf/fr294/fr294.pdf 30 http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/PHL.pdf 31 UNIVERSALIA. UNICEF Philippines Country Program Evaluation: Final Report. August 2010 32 Guild, D. Saada, N. Independent Progress Report: Education for Children in Areas Affected by Armed Conflict. Mindanao, Philippines. AusAID, March 2012. AidWorks Initiative Number: INJ357 33 Islamicisation of the Philippines Public Basic Education Sector: Mainstreaming Madrasah Education (Cagape 2009)

Visual 01: Political/Administrative Map of Philippines Accessed: http://www.madbookings.com/philippines/map-of-the-philippines.htm

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affirms parents as primary caregivers and the child's first teachers. It suggested establishing a National Coordinating Council (NCC) for the Welfare of Children, with the mandate to prepare guidelines, standards, and culturally relevant practices for ECCD programmes. Under the ECCD Act 2000, the ‘day-care’ including ‘home-based ECCD’ programmes (for under-6 children), stands as the responsibility of the Department of Social Welfare and Development (DSWD), There is another law i.e. ‘Republic Act 6972 - Barangay (Village) Level Total Protection of Children Act’, that requires the establishment of ‘day-care centres’ in every village. With decentralization of basic health and social services, since 1990, the Local Government Units (LGU) are responsible for the management and operation of ‘day-care centres’. Another order i.e. DECS Order No. 107s, 1989, while setting the ‘standards for the operation of Pre-schools (kindergarten level), requires pre-schools to seek a ‘Permit to Operate (PTO)’ and register with the Department of Education (DepEd). The DepEd may also provide guidelines for the establishment of private pre-schools. The ‘Republic Act 8980’ requires ECCD system to include health, nutrition, early education and social services programmes to cover the basic all-inclusive needs of young children, from 0 to 6 years old34.The ‘Republic Act 9155’ (2001) declares that ‘quality basic education is the right of every citizen’. In 2012, the ‘Republican Act No. 10157’ (also known as Kindergarten Act) was passed, which made (pre-school) kindergarten the first stage of compulsory and mandatory formal education. According to section 2 of this Act, it is the responsibility of the state to provide equal opportunities for all children to avail accessible mandatory and compulsory kindergarten education that effectively promotes the physical, social, emotional, intellectual development of children (i.e. all five (5)-year old), along with skills stimulation and value formation’.

1.1.4 Development & Education Context in Mindanao

The long-standing conflict negatively impacted governance, and in turn hindered socio-economic development in Mindanao. The region manifests relatively lower levels of development compared to other regions. The years of under-development and deprivation has affected life in Mindanao including the accessibility and achievements in the field of education. For instance, the elementary school completion rates (for School Year - SY 2012-13) for ARMM stood at under 40%, compared to national average of 73.7% (almost half of national average). There is limited infrastructure for early education (of 3-4 years old), hence limiting opportunities for children to seek early education in Mindanao. There are only 4,000 government-supported (DWSD) ‘Day Care Centres’ (DCC) in Mindanao, of which 841 (less than 25%) are in ARMM. The facilities are extremely over-crowded. For instance, compared to the national average of 40 children/DCC (in rural areas and 80/DCC in urban areas), on average there are 155 children/DCC in Mindanao, and 280 per DCC in ARMM35. This is 3-4 times the national average. The Mindanao region has centuries old history of Madrasah education, a parallel education system. The Madrasah (an Arabic word for school) education system has traditionally been providing education with focus on Arabic literacy, Islamic values, and religion. It continued and survived through the Spanish & US colonization. Madrasah was the only form of education available to the Bangsamoro people in those times. Conventionally, there have been three types of Madrasah (based on teaching and frequency of teaching). These include: i) Traditional or Weekend Madrassah ii) Formal Madrassah and iii) Integrated Madrasah. The Moro Muslims did not readily accept the secular system introduced by the American colonisers. Post-independence (in the 1950s and onwards) the Madrasah education began to transform as Moro Muslims started visiting other Muslim countries for studies and would come back to introduce new curricula (though unofficially).

34 Republic Act 8980: Early Childhood Care and Development (ECCD) Act. http://www.pcw.gov.ph/law/republic-act-8980 35 Tahderiyyah Project Design Narrative Phase 3

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The country made several attempts to mainstream the Madrasah education, initially through 1972-81. Series of instructions in the form of “Letters of Instructions” (LOI) were issued but with limited success. Later, the President Gloria Macapagal Arroyo (from 2001 to 2010) made similar attempts, but without any notable success36 37. In early 2002, DepEd and the ARMM Administration jointly issued Order No.1, s 2002, through which a “Project of Madrasah Education” (PME) was launched. It was mandated to design and develop the Madrasah Curriculum38. Later in 2004, the DepEd issued Order No. 51, s 2004, that prescribed standard ‘Curriculum for Madrasah Education’ in the Philippines. This led to initiation of the ‘Madrasah Education’ or ‘ALIVE Programme’ (Arabic Language and Islamic Values Education) in the ARMM. This programme continues to provide guidance to public elementary schools and private Madaris in the planning, teaching and assessment of Islamic studies (including Islamic values) and the Arabic language within the context of the Philippines education39. This was the context in which ‘Tahderiyyah Programme’ was conceived and initiated.

Overview of Tahderiyyah Programme (Object of the Evaluation)

Background: The United Nations Children’s Fund (UNICEF) Philippines has had demonstrated interest in engaging with MILF for ‘Peace Building’. In UNICEF’s sixth Country Programme for Children (CPC - 2005-2011) and with support from the GoP, UNICEF and MILF signed a Joint Communiqué, on April 14, 2007. This Communique underlined the need for ‘deliberate efforts to provide services for children and women in conflict-affected communities of Mindanao’. It led to the launch of “The Days of Peace” (DoP) campaign, focusing initially on the provision of basic health services (micronutrient and immunisation coverage). However, it expanded to include the distribution of ECCD materials40 later on. A Tahderiyyah pilot phase was launched in 2008. As part of the pilot, UNICEF, BDA and MILF Tarbiyyah Committee (TC), Community of Learners Foundation (COLF – a national NGO specialising in early education- and the Talaynged Foundation Inc (TFI), jointly developed the first ‘Tahderiyyah Curriculum’. It combined the national standards for ECCD with Islamic values and Arabic language learning, hence referred to as ‘Balanced’. It was then implemented in 17 conflict-affected centres, 13 of which were directly administered by BDA and 4 by the ‘Act for Peace Programme41’. The implementation and initial results encouraged DepEd to request UNICEF to facilitate the development of ‘Islam-responsive Kindergarten’ to complement the ongoing ALIVE Programme in public schools42. UNICEF with financial assistance from DFAT developed ‘Tahderiyyah Programme’ for early education of children in areas affected by armed conflict in Mindanao. It was initiated with the intent to expand the implementation of the Islam-responsive kindergarten curriculum ‘Tahderiyyah’ (Islamic pre-school) to 800 Tahderiyyah centres. The Programme was implemented in three Phases from June 2010 to June 201743. The Programme was integrated into the long-term peacebuilding process between MILF and the GoP, with support from UNICEF.

36 Solaiman S. Implementation of Arabic Language and Islamic Values Education (ALIVE) in Marawi City, Philippines: Unveiling the Perceptions of ALIVE Teachers. Education Journal. Vol. 6, No. 1, 2017, pp. 38-46. doi: 10.11648/j.edu.20170601.15. http://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170601.15.pdf 37 Madrasah Education. https://www.slideshare.net/gellerico/madrasah-education-7182369?qid=ad509974-7f1f-464a-91a9-e68d0637c3df&v=&b=&from_search=9 38 Solaiman S. Implementation of Arabic Language and Islamic Values Education (ALIVE) in Marawi City, Philippines: Unveiling the Perceptions of ALIVE Teachers. Education Journal. Vol. 6, No. 1, 2017, pp. 38-46. doi: 10.11648/j.edu.20170601.15. http://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170601.15.pdf 39 Solaiman S. Implementation of Arabic Language and Islamic Values Education (ALIVE) in Marawi City, Philippines: Unveiling the Perceptions of ALIVE Teachers. Education Journal. Vol. 6, No. 1, 2017, pp. 38-46. doi: 10.11648/j.edu.20170601.15. http://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170601.15.pdf 40 UNICEF. Report to the Australian Agency for International Development (AusAID): Towards the Expansion of the Implementation of Islam-Responsive Kindergarten Curriculum in Public Schools, Tahderiyyah and Private Madaris. Final Report 2 June 2010 – 31 December 2012. 41 Guild, D. Saada, N. Independent Progress Report: Education for Children in Areas Affected by Armed Conflict. Mindanao, Philippines. AusAID, March 2012. AidWorks Initiative Number: INJ357 42 Guild, D. Saada, N. Independent Progress Report: Education for Children in Areas Affected by Armed Conflict. Mindanao, Philippines. AusAID, March 2012. AidWorks Initiative Number: INJ357 43 UNICEF. Report to the Australian Agency for International Development (AusAID): Towards the Expansion of the Implementation of Islam-Responsive Kindergarten Curriculum in Public Schools, Tahderiyyah and Private Madaris. Final Report 2 June 2010 – 31 December 2012.

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Significance of the Tahderiyyah Programme

The Programme holds significance for all key stakeholders (including government, UNICEF and BDA) for a variety of reasons. It is significant for being an initiative to enable the government to dispense its obligations around ‘Universal access to primary education’; promotion of ‘Early childhood education’; and ‘Gender equality and empowerment’. Thus, it is integral to the government’s efforts to accelerate achievement of relevant goals and targets under SDGs i.e. 3, 5 & 6 (quality education, gender equality and clean water and sanitation respectively), that the government subscribes to. Moreover, it relates indirectly to the several SDGs such as 1, 2 & 3 (no poverty, zero hunger and good health and well-being respectively). The promulgation of ECCD Act 2013 in Philippines after which the early education had become mandatory, adds further to the relevance and significance of the Programme. The Programme is significant for its geographic and ethnic focus. It prioritised Bangsamoro Muslims in Mindanao, a region marred by decades of conflict The Programme is significant for its alignment with Government-MILF Peace Initiative, supported by the United Nations in Philippines. The Programme supports the ARMM based key public and non-public stakeholders through the transitional phase to enable setting foundations for long term peace. The Programme is significant for developing and applying a ‘Balanced Curricula’, that complies with the national standards (as required by DepEd) and aspirations of Bangsamoro Muslims. It envisions mainstreaming Madrassah education and is significant for its relevance to promote child protection while deterring their recruitment into the armed groups. I ts significance is also highlighted for integrating the WASH and community-based child protection components with community-based centres initiative. The Programme is also a part of the bigger DFAT funded BEAM Programme, aimed at promotion of early and elementary school education for Bangsamoro children to accelerate their inclusion and support peace building.

Programme Impact & Objectives

As per the Programme TOC, the intended impact it meant to contribute to was: ‘Tahderiyyah completers from the conflict-affected Mindanao region have equal opportunity, and access, as do children from registered kindergartens, to attend public schools or accredited Madaris’. The programme strived to achieve the following objectives:

• Universal Access to Primary Education: To contribute to the achievement of Millennium Development Goal (MDG) 2 on universal access to primary education.

• Gender Equality and Empowerment: To contribute towards achieving the MDG 3 on the promotion of gender equality and empowerment of women, especially in education and in the disadvantaged, conflict-affected areas populated by Filipino Muslims.

• Early Childhood Education: To expand access to and improve the quality of early childhood education services for Filipino Muslim children, so they are motivated and prepared to enter primary school.

Different phases had separate titles, goals, and objectives.

Tahderiyyah Programme: Goals, Objectives, Components, Coverage, Implementation, and Finances

Find below the matrix that integrates programme phases, timeline, objectives, coverage, beneficiaries and finances. The section on coverage and implementation status covers the range of beneficiaries covered. Summary details are as below: The Programme was implemented in three (3) Phases from June 2010 to June 2017. The beneficiaries include both public and non-public entities including the communities i.e. boys, girls, parents and caregivers. These include: Department of Education (DepED) including DepED-ARMM; Department of Social Welfare & Development (DWSD); staff/administrators at Local

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Government Units (LGUs); Early Childhood Care and Development (ECCD) Council; Bangsamoro Development Agency (BDA) and staff; MILF Central & Local Committees including the Tarbiyyah Committee. The Community of Learners foundation (COLF – national NGO); University of Philippines; and ‘A Single Drop for Safe Water’ (Mindanao based NGO), including others contributed to and benefitted from the Programme. Other beneficiaries include: Local Madaris or Tahderiyyah centres; public schools and private kindergartens; Mudirs (administrators) and teachers of public schools. Children – boys and girls (from 03-05 years old) and their parents and caregivers benefitted as ultimate beneficiaries.

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Table 1.01: Tahderiyyah Programme Phases, Components, Achievements and Budget

Phase Phase Description & Coverage Components Achievements & Beneficiaries Budget (in

millions Australian$)

PHASE 1 -

June 2010 -

December

2012 (02

Years)

Project Title: Towards the expansion of the

implementation of Islam-responsive

kindergarten curriculum in public schools,

Tahderiyyah and private Madaris

Goal: to contribute to the achievement of

Millennium Development Goal (MDG) 2 on

universal access to primary education and

MDG 3 on the promotion of gender equality

and empowerment of women, especially in

education and in the disadvantaged, conflict-

affected areas populated by Filipino Muslims.

Coverage: 313 Centres in 5 Regions of

Mindanao

▪ Component 1: Expansion of the

implementation of Tahderiyyah

curriculum in conflict-affected

Bangsamoro communities in

Mindanao

▪ Component 2: Support to the

Department of Education

(DepED) in developing and

implementing an enriched

kindergarten curriculum for public

schools and private Madaris44

Achievements:

▪ 313 communities benefitted from BDA implemented

curriculum

▪ 300 teachers and 300 administrators trained

▪ 40 development catalysts trained

▪ 40 core trainers trained on curriculum implementation

and coaching/mentoring

Coverage for Children;

▪ Tahderiyyah: 10,346 children 3 to 5 years old enrolled

in SY 2011-2012; and

▪ 10,718 children of this age group enrolled in SY 2012-

2013 in 313 Tahderiyyah in Mindanao (The two-year

enrolment cannot be aggregated because children 3-4

years old re-enrol in the following year).

▪ ALIVE Pilot: 12,000 kindergarten pupils enrolled in the

ALIVE kindergarten programme in 169 public schools

and 69 private Madaris in the two school years.

2.5 M

PHASE 2 -

January

2013 - June

2015 (2.5

Years)

Project Title: Tahderiyyah expansion and

building a protective environment for children

affected by armed conflict.

Goal: By 2015, all children in targeted conflict-

affected Bangsamoro communities enjoy their

right to culturally responsive Early Childhood

Care and Development within a protective

environment.

Coverage: 813 Centres in 5 Regions of

Mindanao

▪ Component 1: Mobilising and

organising communities

▪ Component 2: Building

implementation capacities

▪ Component 3: Delivering quality

programme

▪ Component 4. Monitoring and

Evaluation

▪ Component 5. Strengthening

institutional capacities

▪ Members of 16 CBCPN networks formed.

▪ Programme reached out to nearly 6,800 community

members.

▪ 670 BDA & other officers benefitted from the training on

child rights.

▪ WASH interventions benefitted 2,332 children in 42

Tahderiyyah Centres

▪ 116 Tahderiyyah Centres benefitted with training on

WASH and EHCP kits

▪ 497 teachers,140 administrators and 20 trainers were

trained on ECCD, including on new modules on WASH

and Child Protection (CP)

▪ 298 children (Tahderiyyah completers) were assessed

(for school readiness) as part of a sample assessment

(2013-2014)

5.0 M (as per

the original

proposal to

DFAT)

44 Plural form of madrasah, a term generally referring to Muslim private schools with core emphasis on Islamic studies and Arabic literacy.

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PHASE 3 -

June 2015 -

June 2017

(2.5 Years)

Project Title: Early childhood education for

children in Bangsamoro communities

Goal: Phase-III of the Programme aims to

increase the access of 3 to 5 years old

children in Bangsamoro communities to quality

ECCD services and improve their readiness

for school by strengthening ECCD governance

systems

Coverage: 335 Centres in 5 Regions of

Mindanao

▪ Component 1: Enriching Early

Education (Tahderiyyah)

▪ Component 2: Promoting

Protective, Safe and Healthy

School-Community Environment

with interventions focused on

Child Protection and WASH

▪ Component 3: Strengthening

Program Management,

Coordination and M&E – focusing

on developing the capacity of the

BDA and the Tahderiyyah system

Details on achievements as per components not

available.

2.2 M

Total

9.7 M

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Key Stakeholders - Implementing Partners

This section presents details of key stakeholders involved in funding, planning, and implementation of the Programme. These include all public sector, MILF forums, and civil society partners, who took active part in design and implementation of the Programme. The relationship among the Three (03) key stakeholders i.e. UNICEF, GOP and BDA are shown clearly in the Visual 2. The following matrix summarizes the role and contributions of different stakeholders.

Table 1.02: Key Programme Stakeholders - Roles and Contributions

Department / Organization

Nature & Level of Engagement

Roles and Responsibilities

Department of Education (DepEd) and DepEd ARMM

National and Regional Public sector Duty bearer Implementer (secondary)

▪ Formulate, implement, and coordinate policies, plans, programmes

and projects in the areas of formal and non-formal basic education,

and early education (public kindergarten).

▪ To supervise all elementary and secondary education institutions,

including alternative learning systems, both public and private.

▪ Provides for the establishment and maintenance of a complete,

adequate, and integrated system of basic education relevant to the

goals of national development.

▪ DepEd-ARMM is responsible for establishing, maintaining and

supporting a complete and integrated system of quality education that

is meaningful, relevant and responsive to the needs, ideals and

aspiration of the people in Muslim Mindanao.

▪ The DepEd contributed to the Programme by reviewing and

approving the Tahderiyyah Curricula, issuing Memos and PTOs,

assessing and enrolling Tahderiyyah completers, and

adopting/approving Curricula for ALIVE Kindergarten.

Bangsamoro Development agency (BDA) & Tarbiyyah (Education) Committee of MILF

Regional Non-public/Civil Society Primary Implementing Partner

▪ Planning and implementation of Programme with UNICEF and doing

so in accordance with the budget/schedule.

▪ Oversee implementation, monitor progress and regulate activities at

the Tahderiyyah centres

▪ Maintain a database with the help of teachers and conduct regular

monitoring visits to the centres

▪ Provided reports in a timely manner and satisfactory to UNICEF

▪ Extended support to seek inputs from other MILF forums such as the

Tarbiyyah Committee and others

GoPH

UNICEF through DFAT Support

MILF BDA

TECD Prog.

MILF Action Plan

BEAM

Visual 02: Stakeholder Relationships

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Table 1.02: Key Programme Stakeholders - Roles and Contributions

Department / Organization

Nature & Level of Engagement

Roles and Responsibilities

Dept. of Social welfare & Development (DWSD)

National & Regional Public sector Primary Duty bearer

▪ Manage the day care centres (now called child development centres)

for 3-4 years old and provide early education

▪ Manage the ‘Supplementary Feeding Programme (SFP): which is

responsible for the provision of food in addition to the regular meals

to children currently enrolled in the day care centres/CDC

▪ Oversee child protection together with LGUs

UNICEF International / Development Partner Primary

▪ Overall coordination with all public and non-public entities involved in

Programme implementation

▪ Guidance, oversight, technical assistance support and leadership for

the implementation

▪ Liaison with the government at different levels as and when required

▪ Support for monitoring, evaluation and reporting

COLF-Community of Learners Foundation

National Civil Society Primary Implementer

▪ Development of Tahderiyyah Curriculum

▪ Development of Teacher's/learning standards

▪ Training of BDA, Mudirs and teachers and others

Note: The training role moved to the University of Philippines towards

the end of the Programme.

CARDNO International Private Consulting entity Secondary

▪ Oversight, monitoring and reporting on the BEAM Programme of

which Tahderiyyah was a part

▪ Technical inputs to Basic Education Improvement and Technical

Vocational Training / Skills Development for Out of School Youth

▪ Follow up with BEAM partners on reporting

Australia's Department of Foreign Affairs & Trade (DFAT)

International Donor Primary

▪ Funding for the complete Tahderiyyah Programme

▪ Attended review meetings and monitored field activities

▪ Advocated with DepEd and other national entities where required

▪ Engaged a consulting partner for reporting i.e. Cardno.

Students (Boys / Girls) (Tahderiyyah / Public Kindergarten), Parents and Caregivers

Local/National Right holders/beneficiaries Primary Beneficiaries

▪ Access to balanced and inclusive early education and safe

environment

▪ Improved access to WASH facilities, knowledge and adoption of

hygienic practices

▪ Parents and caregivers benefited from children being taught using a

balanced curriculum and access to elementary education

▪ Knowledge of child protection issues and community-based

mechanisms to address those

▪ Children adopting hygienic practices

Mudirs and Teachers

Local/National Civil society/Duty bearers Primary Beneficiaries

▪ Introduction of approved balanced curriculum

▪ Training and capacity building in management and teaching skills

▪ Improved WASH facilities and introduction to child protection

concepts

▪ Some centres received PTO

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2 Evaluation Purpose, Objective, Scope, and Methods

This section elaborates on the evaluation purpose, objectives, scope, criteria and key questions, audiences including uses and dissemination, evaluation hypothesis and the Programme’s Theory of Change (TOC).

Evaluation Purpose

The evaluation has been commissioned with both ‘accountability’ and ‘learning’ purposes. The evaluation purpose is: ‘to generate evidence of programme achievements, to demonstrate accountability to the stakeholders, draw upon lessons learnt, and offer recommendations around continuity and scale-up of the programme’. With its focus on accountability and learning, the Evaluation qualifies as a ‘Summative-Formative’ evaluation. The evaluation is ‘summative’, as it seeks to explore the extent to which the Tahderiyyah Programme has achieved the intended results and the value it has added to improve the ECCD services in general and for conflict affected regions. It is ‘formative’ for its expressed intent to distil and document lessons learnt for possible replication and scale-up.

Evaluation Objective

The evaluation aims to have an independent and objective assessment of the achievements and learnings of the Programme (of all three phases). The specific objectives are to:

• Assess the Programme’s relevance, effectiveness, efficiency of the resources used in delivering the Programme, sustainability and the impact on the children, families and communities.

• Document key Programme learnings as an alternative delivery modality.

• Prepare key recommendations for future programme design, specifically for conflict affected areas.

Evaluation Scope and Geographic Coverage

The evaluation scope includes the complete ‘Tahderiyyah Programme’, comprising three phases including all components and interventions implemented from June 2010 to June 2017. Though, the number of Tahderiyyah Centres (TCs) varied for three different phases of the Programme, the evaluation scope included all 811 TCs established and/or supported through the Programme in five regions i.e. Regions 9, 10, 11, 12 and the ARMM region as shown in table 2.01 drawn from data shared by UNICEF team. Overall, Phase-1 included 476 TCs, 811 TCs in Phase-2, and 335 during Phase-3. Please note that the numbers are different from those given in the evaluation TORs.

Table 2.01: Tahderiyyah Centres by Phase and Region

Region Ph-1 Ph-1&2 Phase-3

ARMM 96 293 197

Region 9 113 134 21

Region 10 35 68 33

Region 11 101 121 20

Region 12 131 195 64

Total 476 811 335

This table is based on the enrolment data contained in the file “TECD Tahderiyyah Enrolment 2012-2017 Upd 6-11-2017.xlsx”. Distinction between

phase 1 and 2 are missing and hence the table shows a collective total

Evaluation Criteria and Evaluation Questions

This evaluation followed the standard OECD-DAC criteria for evaluations i.e. relevance, effectiveness, efficiency, impact, and sustainability (refer to TORs as Appendix 01 for details). It included non-DAC dimensions or criteria i.e. gender, equity, and human rights-based approaches (HRBA). The criteria are consistent with OECD-DAC and UNICEF-adapted UNEG Standards. The findings section of the report is structured as per the evaluation criteria.

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After careful review and discussions with the UNICEF Philippines (including inputs from members of Evaluation Reference Group - ERG), the questions (given in TORs) were adapted to frame the ‘Evaluation Matrix’ (Appendix 02). The key evaluation questions (only) are listed in the Table 2.02.

Table 2.02: Evaluation Criteria and Corresponding Questions

Evaluation Criteria

Evaluation Questions

Relevance EQ1. To what extent were the Tahderiyyah Programme objectives, approaches, and implementation modalities relevant to the context in which it was implemented? How relevant and appropriate are the project strategies and interventions in improving access to and quality of services on education, child protection, and WASH?

Effectiveness EQ2. To what extent has Tahderiyyah Programme (strategy, partnerships, structure, curricula, and processes) achieved, and maintained, the intended outputs and outcomes?

Efficiency EQ3: How efficient in terms of cost and time has the Tahderiyyah Programme been in comparison to alternative approaches (government/private sector operated kindergartens/pre-school/Madaris), and similar global best practices

Impact EQ4: What is the degree of influence (positive, negative, intended, un-intended) of the Tahderiyyah Programme in enabling regular integration in public education for the conflict-affected children of Mindanao.

Sustainability EQ5: How likely is the Tahderiyyah Programme to continue to deliver benefits without external support?

Equity, Gender & HRBA

EQ6: What key approaches and strategies were adopted in the design and management of the Tahderiyyah Programme to adequately target and consider gender, equity and HRBA considerations of vulnerable groups (the poorest quintile, remote populations, ethnic/religious groups, boys and girls and the differently abled)

Evaluation Audience, Uses, and Dissemination

This evaluation has been commissioned as a part of contractual obligations between DFAT and UNICEF. The evaluation is significant for being the first systematic and objective assessment of the complete ‘Tahderiyyah Programme (2010-17)’. It seeks to offer an independent view of Programme’s achievements, challenges, and learning. Also, to guide the future programming in Mindanao and for TCs. A matrix explaining roles and contributions of key stakeholders is given in the previous section (refer section 1.6). This section lists the key evaluation stakeholders, explaining their interest and possible uses of the evaluation. UNICEF Philippines plans to disseminate the report both in-country and regionally/globally (EAPRO and HQs). The in-country dissemination plans include sharing report findings and recommendations with member of ERG and other relevant stakeholders. The following matrix lists primary and secondary audiences and offers a brief description of their interest and possible uses.

Table 2.03: Audience of the Evaluation and Intended Use

Evaluation Audience Possible Interests & Uses of the Evaluation

Primary Audience

UNICEF Country Office UNICEF being the primary audience:

▪ Has an interest in obtaining an independent assessment of Programme successes, failures, challenges and lessons to inform ECCD relevant future policies, and programming decisions by UNICEF

▪ Demonstrate organisational commitment to accountability to all stakeholders i.e. donors, public sector partners, communities and others

▪ Expect the evaluation to highlight the value additions of UNICEF efforts and investments in improving the ECCD standards, quality, policies,

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Table 2.03: Audience of the Evaluation and Intended Use

Evaluation Audience Possible Interests & Uses of the Evaluation

implementation arrangements for peace building in conflict-affected regions, thus having the potential to be considered for replication in other similar regions/contexts.

Australia's Department of Foreign Affairs and Trade (DFAT)

DFAT being the primary audience:

▪ Evaluation shall inform their fund channelization priorities and decisions; The evaluation is a means to accomplish organizational accountability agenda as well.

▪ Evaluation to highlight the value additions in improving the ECCD standards, quality, policies and implementation arrangements for peace building in conflict-affected regions; this way, the programme has the potential to be considered for replication in other similar regions/contexts.

Bangsamoro Development Agency (BDA) and the Tarbiyyah Committee (TC) of MILF Local Government Units (Municipalities/Cities)

BDA being the primary audience:

▪ Expect the evaluation to inform and enable BDA, TC and LGUs in improving education sector priorities particularly for ECCD strategic planning, programme development and implementation.

▪ Guide and inform BDA-LGUs partnership for the implementation of the Programme and to take full ownership of the Tahderiyyah System

▪ Enable to draw strategies for improving the quality of ECCD services thereby ensuring the sustainability of early education initiatives.

Department of Education - (DepEd / DepED-ARMM)

The DepED may use the evaluation:

▪ To improve overall strategic planning, policy priorities and standards for alternative delivery modality for effective Tahderiyyah (kindergarten education) delivery and management in a conflict-affected environment, particularly under the new administration.

▪ To inform programme in becoming complementary with the GoP, non-state actors and other donors; and on the comparability/equivalency of the education service delivery in Tahderiyyah Centres.

▪ Advocacy for continued support to Tahderiyyah to ensure sustainability, and about how ECCD and formal Education can be linked to peace building and other cross-sectoral collaboration.

National ECCD Council ▪ The National ECCD Council is responsible for the implementation of the ECCD System (full range of health, nutrition, early education and social services development programs for 0-4 y/o children. The ECCD System, Framework and Components includes the ECCD curriculum; Parents Education and Involvement, Advocacy and Mobilization of Communities; Human Resource Development Program; and ECCD Management.

▪ To inform DSWD-ARMM's strategic planning for effective Tahderiyyah (pre-school for 3-4 y/o) delivery and management in conflict- affected environment.

▪ To explore and incorporate parts of the Tahderiyyah curriculum into their child development centres.

Department of Social Welfare and Development ARMM (DWSD ARMM)

▪ To plan and implement Community Based CP Mechanisms and ensure the utility/functionality of the existing CBCP networks, as well as the use of positive parenting in conflict situations

Bangsamoro children, parents and caregivers

▪ To get insights into how the Programme has contributed to mainstreaming into elementary education, heightened awareness of child protection issues and personal hygiene.

▪ Develop responsive and culturally appropriate education for children, which this evaluation may help to improve.

▪ By conveying their expectations and aspirations for the future and get involved in ECCD policies and plans.

Secondary Audience

UNICEF Country Offices in similar contexts; UNICEF HQ and UNICEF EAPRO and other Regional Offices

▪ The evaluation learnings will be shared regionally and globally within UNICEF Regional and Country Offices to contribute to strategic thinking around integrated approaches to ECCD in conflict-affected environments

▪ To inform the advocacy agenda in their commitment to ECCD in conflict-affected environments, particularly for Mindanao.

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Table 2.03: Audience of the Evaluation and Intended Use

Evaluation Audience Possible Interests & Uses of the Evaluation

▪ Regional dissemination of lessons learned.

▪ To guide future technical support to multiple stakeholders for integrated and coherent approaches based on good practices, challenges and lessons learned.

Donors, other UN Agencies, National / International Development agencies and Civil Society Organizations working in the Philippines for Child rights/protection

▪ Learning from the Tahderiyyah experience and enriching the future advocacy agenda around such interventions; improving internal capacities on understanding, programme development and implementation for ECCD, other basic education programs, WASH and Child Protection.

Evaluation Hypothesis

The evaluators formulated the following evaluation hypothesis, which this evaluation seeks to validate. The hypothesis is: “The mainstreaming of balanced/inclusive curricula (for early educators) through the Tahderiyyah Programme for conflict-affected Bangsamoro children (aged 3-5 years), has increased the child readiness and consequently the transition of 'Tahderiyyah completers' into the regular public education system (including accredited Madaris)”. In this context, mainstreaming refers to increasing the school readiness of these children, thereby increasing the inclusion of Bangsamoro children studying in traditional madrasahs into the public-school system. In this hypothesis, the training at TC (while applying balanced and approved curricula) is ‘independent variable’ and successful transition to regular public schools (including accredited Madaris) is ‘dependent variable’.

Theory of Change (ToC)

The Programme has been implemented under an overarching Theory of Change (ToC) for the entire DFAT funded ‘BEAM-ARMM Extension Phase’, of which the Tahderiyyah Programme is one part. BEAM-ARMM has four components i.e. access, quality, governance and employability; and this Programme relates to accessibility and quality components only. As part of evaluation design, the evaluators together with UNICEF (including ERG) developed a ‘Tahderiyyah centric (adapted) ToC’, while drawing on the available BEAM-ARMM ToC (see Appendix 03). The adapted version is complete in all respects and has been used for the plausibility assessment. Commentary on TOC is made part of the impact and conclusion. The TOC includes a problem statement i.e. Children age 3-5 years in the conflict affected Mindanao region lack transition to mainstream schools due to limited access to government recognized quality preschool/ECCD opportunities. This statement has informed the formulation of ‘Evaluation Hypothesis’.

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Established Tahderiyyah Centres meet all required government standards for kindergartens, are registered and are thus able to promote and sustain enrolment.

Outcome 1

Tahderiyyah Completers from the conflict-affected Mindanao region have equal opportunity, and access, and transition to (grade 1) as do children from registered kindergartens, to attend public schools or accredited Madaris.

Impact

Children aged 3-5 years, Tahderiyyah Completers, are school-ready and are therefore easily accepted into regular DepED/ARMM public schools or accredited madaris.

Outcome 2

Visual 03: Adapted TOC for Tahderiyyah Programme

All children aged 3-5 years, in the conflict-affected region of Mindanao, their parents, early-childhood caregivers/teachers, and administration/management of Tahderiyyah Centers

Beneficiaries

Children aged 3-5 years in the conflict-affected Mindanao region have limited or no access to quality pre-school/ECCD opportunities

Problem

DESIGNED ACTIVITIES

GOVERNANCE (a) Developmentally-appropriate and culture-responsive curriculum support materials and applied; (b) GoPH recognized balanced ECCD curriculum; (c) UN MILF Action Plan implementation supported; (d) BDA’s program management, coordination and M&E strengthened; (e) Established mechanisms to facilitate transition of Tahderiyyah completers to elementary schools; (f) Increased support for Tahderiyyah from MILF, communities, and parents

Early education for 3-5 y/o Bangsamoro Children enriched

SAFETY (a) Increased awareness of child protection, social and emotional development in ECD and positive parenting practices; (b) Strengthened protective environment for children; (c) Improved access to WASH facilities Improved access to WASH consumable; (d) Improved awareness of safe hygiene and deworming practices

Protective, safe and healthy environment in Tahderiyyah Centers established

CAPACITY (a) Curriculum support materials developed and applied; (b) Strengthened capacities of teachers and caregivers to deliver Tahderiyyah curriculum; (c) Centre management trained and enabled to transition and effectively manage Tahderiyyah Centre; (d) Management and caregivers trained and enabled to implement & support CP/WASH interventions

Established Tahderiyyah Centre meet official requirements and are certified by GoPH

Increased enrollment of children in established Tahderiyyah Centre

• Communities, families and children are able and willing to participate fully in the opportunities provided.

• Volunteer capacity, availability and turnover remain at a sustainable level.

• Required funding and resources are available.

• State and Non-State actors continue to cooperate for the betterment of children;

• Security and economic conditions stabilise/improve

Assumptions and Risks

• Funding commitments are met on time as expected and support from the GoPH remains in place.

• Established Tahderiyyah centers are updated to the required standards, maintained and kept safe as per defined SOPs.

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3 Evaluation Design, Methodology, Implementation, Quality Assurance

This section describes the evaluation design, methods, tools, data analysis approaches, and quality assurance mechanisms. Moreover, this carries description of processes and mechanisms evolved and applied to ensure compliance to UNICEF adopted UNEG standards and ethical guidelines. It includes list of evaluation limitations, mitigation measures, implementation approach and in the end briefly explains the evaluation management.

Evaluation Framework, Conceptual Design and Approach

This evaluation has been undertaken while using the overarching ‘Theory Based Approach’. This approach is prescribed for evaluations where a ‘Theory of Change (ToC)’ for any programme or intervention under evaluation, is available, which in this case has been adapted as part of the evaluation. The Theory based evaluations have an advantage that it could be used with any of the evaluation designs available i.e. non-experimental and experimental. The theory-based approach enables the evaluators to ascertain the programme or project’s ‘Contribution’ in realising the intended outcomes and impact through observed or perceived changes. Keeping in view the evaluation objectives and evaluation questions, the evaluators have used the ‘Descriptive’ evaluation or research design. Theoretically, a ‘Descriptive’ research/evaluation design seeks to answer the ‘who, what, when, where, and how’ associated with a particular research problem. The design is prescribed to obtain information concerning the current status of the phenomena and to describe “what exists” with respect to variables or conditions in a situation. There are several sub-design options available within ‘Descriptive’ designs e.g. one shot, cross sectional, before and after, and others. Within the larger frame of descriptive design, the evaluators have applied the ‘Cross Sectional’ sub-design, which is one sub-designs of the descriptive designs. A ‘Cross sectional’ design shows a snapshot at one point in time but investigates into sub-group responses. The sub-groups may be based on age, gender, income, education, ethnicity, or amount of intervention received. The choice of designs took note of this being a summative evaluation (including evaluation objectives) rather an impact evaluation that often requires added rigour and are prescribed to use ‘experimental’ designs. The Programme has had no baseline, leaving evaluators with the choice to pick up a design that is suited to situations where ‘endline results’ are used to deduce interventions’ contributions. The readers must note the evaluators have attempted to establish ‘causality’ in terms of Programme’s ‘contributions’. The descriptive and within that the cross-section or snapshot sub-design was considered more appropriate to map the outcome level changes i.e. registration of TCs with DepEd, and completers being school-ready and enrolled into grade 01. In absence of Programme’s monitoring system tracking these outcome level results, it was considered appropriate to use the ‘snap-shot approach’ at the end by seeking inputs from all stakeholders to draw the extent to which these outcomes had been achieved. Similarly, how far have the Programme interventions contributed in achieving these two outcomes, and ultimately, the stated impact. To the extent possible the secondary sources have been used to establish the end line changes and have been corroborated with those of primary data gathered by reaching out to all key stakeholders at national, regional, community, and household levels. The primary information has been drawn through a host of different qualitative methods comprising interviews, focus group discussions, checklist-based assessments, and field observations, whereby the stakeholders were asked to share relevance, effectiveness, impact and sustainability of interventions.

Evaluation Methods

The evaluation has been carried out using ‘mixed method’ and ‘participatory’ approaches. Multiple data collection methods were applied for primary data collection. The mixed method approach helped with leveraging the strengths and complementarities of different social research methods

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and enabled overcoming the method specific limitations. Moreover, the evaluation draws on extensive literature or secondary sources review. The evaluation is ‘participatory’, as it draws on the views and suggestions of all key stakeholders at all levels i.e. national, regional, public/non-public and communities. A total of 1123 person including children (boys and girls) were reached out to and contributed to inform the evaluation. The formation and oversight by the multi-stakeholders (public entities, UNICEF, BDA and others) ‘Evaluation Reference Group (ERG)’ comes to reinforce the ‘participatory’ nature of this undertaking. Complete lists of stakeholders consulted are available and included in the appendices. For ethical compliance reasons, the names of the children and women are withheld. All activities with children were conducted using child-friendly approaches and tools. The Field Teams were trained accordingly. The qualitative information collection involved the following mixed methods:

1. Secondary Sources Literature Review 2. Key Informant Interviews (KIIs) 3. Focus Group Discussions (FGDs) 4. Rapid Facility Review /Assessment (Interview an Observations based) 5. Checklist-based Teacher Assessment

The distribution of the KIIs, FGDs, Observations, etc. deployed in the evaluation is mapped against each type of entity or stakeholder under this evaluation and presented in Appendix 9 as summary tables for evaluation methods. The complete evaluation toolkit (questions/guides for KIIs/FGDs, facility assessment checklist) is attached as Appendix 12

3.2.1 Secondary Sources Review

To date, over 211 documents were shared with the Evaluators, before and during the evaluation fieldwork, by UNICEF Philippines, the ECCD Council, and other stakeholders. There are also various other key documents on Philippines’ legislation related to ECCD, the ECCD model and the conflict context in general. Table 3.01 presents the summary of categories of documented reviewed and other key sources of information referred to as part of desk review. Secondary sources of information included but were not limited to the documents and type of data mentioned in the below matrix:

Table 3.01: Key Documents Categories Programme Documents National Level Documents

Tahderiyyah Programme documents: project designs for three phases, ToC, programme framework, progress reports, curriculum, teachers’ training manuals, implementation manual, WASH standards etc.

Kindergarten curriculum for different types of kindergarten centres including Tahderiyyah Centres, Child Development Centres (DSWD), ECCD council centres, and public and private elementary schools that offer kindergarten.

UNICEF Reports on Tahderiyyah and Sectoral reports on Education/ECE, WASH & Child Protection (including reports with statistics on Mindanao region, ECED, WASH, CP etc.)

Standards for kindergarten programs, selection criteria for teachers, accreditation process and criteria for kindergartens.

A variety of data lists and data sets disjointed as they may be School readiness data for Tahderiyyah completers from DepEd Elementary schools’ data from DepEd

Child Protection Policy: policy and guidelines on protecting children in Tahderiyyah

School Management Manual DFAT BEAM reports.

Protocol to address CP cases ECCD Checklist: records of the progress of children

C4D strategy (draft) for Tahderiyyah Programme

The component-based review also included UNICEF guidelines for WASH, Child Protection and ECCD. The desk review included documents from several sources as shown in Appendix 20 & 21.

3.2.2 Key Informant Interviews (KIIs)

A series of ‘key informant interviews (KIIs)’ were undertaken with key stakeholders at all levels. In total 76 KIIs were undertaken (see Appendix 8&9 for summary of the distribution of interviews and

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group discussions by type of stakeholder). The KIIs45 had semi-structured interview guides prepared to explore the information around all key evaluation questions. A range of question types were asked, including open-ended, closed-ended and probing in nature, to best extract all required information. These helped to elicit opinions on relevance, effectiveness, efficiency, impact and sustainability, as well as the institutional arrangements of the Tahderiyyah Project and gender, equity and human rights-based approaches. These were conducted at varying levels primarily with government officials, representatives of UNICEF, and other relevant stakeholders.

3.2.3 Focus Group Discussions (FGDs)

The evaluation team conducted 75 FGDs (see Appendix 8&9 for distribution of discussions by region and type of stakeholders) in line with the consultations done with the technical team of UNICEF and other stakeholders during the Inception Mission. The questions for the FGDs were tailored to the target group as adapted from the main evaluation questions. Stakeholder-specific FGD tools were deployed and are attached as Appendix 12. UNICEF guidelines on ethical practices and child-friendly approaches were deployed for the FGDs with children. The distribution of all completed FGDs with various groups is shown in appendix 8&9.

Visual 04: Distributions of type of people met and, of the sex ratio of children

The evaluators finalized 24 Tahderiyyah Centres as a convenient, accessible and representative sample from the total of 335 centres. Besides these centres, additional centres were visited for FGDs with children, parents, teachers and administrators. The findings from these FGDs helped establish differences and similarities among different types of kindergarten facilities in Mindanao.

3.2.4 Tahderiyyah Evaluation Validation Workshop

A validation cum finalization session or briefing was organized with ERG members towards the submission of ‘Zero Draft’ evaluation report by the evaluators. The Tahderiyyah Evaluation Validation Workshop was held on February 28, 2018. Consultation were held with UNICEF, Evaluation Reference Group (ERG), and other stakeholders to validate findings, conclusions and strengthen recommendations. The validation workshop was a one-day activity organized, funded, and conducted by the evaluation team with 31 participants at Golden Lace Fine Dining, Cotabato City, Philippines. For detailed list of participants of validation workshop and program activities, please see Appendix 23. The aim of the workshop was to: 1) validate evaluation findings and conclusions; 2) consult and reflect on the major recommendations of the evaluation. The evaluators presented several recommendations at the end of the validation workshop presentation to UNICEF and ERG members.

45 Key informant or in-depth interviews are qualitative in-depth discussions with individuals who are selected because of their presumed knowledge about topics and issues. The inquiry is organized around a carefully considered set of questions that are designed to engage the informant in offering information and his or her opinions.

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3.2.5 Application of Child Friendly Tools (CFTs) for FGDs

The Evaluation team followed the guidelines and the ethical standards set by UNICEF46 to conduct focus group discussions (FGDs) and other activities using Child Friendly Tools (CFTs) for field data collection in Tahderiyyah Centres and other kindergartens. These helped the team document changes in knowledge, attitudes and practices as the results of the Tahderiyyah curriculum, WASH and CP interventions. As the FGDs were planned to be conducted inside the Tahderiyyah Centres, the methodology strove to ensure that the team would be providing a familiar and safe environment where children and their guardians feel protected and comfortable. Appendix 15 explains the key measures undertaken during the preparation and application of child friendly tools/methods for this evaluation.

3.2.6 Rapid Facility Review/Assessment The number of Rapid Facility Review/ Assessment were increased to 39 from the planned 30 (TCs). This included questions and observations. A total of 34 observations yielded useable data based on the situation on the ground (refer Table A4 in Appendix 9 for distribution of field observation vis-à-vis the type of facility/centre visited). These observations were conducted using a checklist adapted from the updated kindergarten standards of the ECCD Council. These observations helped the team to determine the level of infrastructure present, the resources available and the extent of the deviation between centres. Through observing participant behaviour, events, and physical characteristics in targeted centres, the evaluators made careful, objective notes about what was observed, and recorded all accounts as field notes including informal conversation and interaction with participants, using the observation checklist. Applicable ethical practices were followed in such events and pictures taken to record data. The pictures were used for evidentiary or communication purposes.

3.2.7 Checklist-based Teacher Assessment The ‘Teacher Assessment Checklist’ was a key element of the qualitative research framework for the Tahderiyyah Programme evaluation. By allowing evaluators to examine teacher behaviour and student responses in a structured format, it facilitated the analysis of the programme’s social, contextual and learning objectives. Questions in the checklist focused on a teacher’s incorporation of relevant and accessible materials, responding to and encouraging each child’s unique growth and learning potential, and maintaining a learning-friendly classroom environment for Tahderiyyah students. The checklist was also essential in determining the success of previous teacher-based skill and capacity-building initiatives that took place during the programme duration and the viability of future trainings of this sort. In total 37 checklist-based teacher assessments were made.

Sampling Approach for Qualitative Field Work

With the intent to be as scientific as possible, the sample selection for the qualitative review of the Tahderiyyah Centres covered all the regions in the scope of TECD evaluation, namely; Region 9, Region 10, Region 11, Region 12, and ARMM. The distribution is illustrated in Visual 05. At least one province was selected from each of these regions (for FGDs and observations) determined by security and access. Centres were selected from phase three of the programme with the assumption that these centres continued from Phase 1 to Phase 3 of the programme. A proportionate number of Centres was selected from the dataset shared by UNICEF, with more provinces and Centres selected from ARMM. The data set showed a smaller number of Centres in Cotabato city, which was not the case as observed by the evaluation team during inception mission. Therefore, based on ground safety conditions and the accessibility of Cotabato city, Centres were selected from phase two of the

46 UNICEF Ethical Research involving children (2013)

Visual 05: Distribution of FGDs by ARMM and

non ARMM regions

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programme within Cotabato city. More details on the rationale and approach used for sampling of centres is given in the Appendix 14 and 14A for list of TCs visited as part of data collection. The selection of six elementary schools with completers from Tahderiyyah Centres for field data collection for comparison with Tahderiyyah Centres, was made based on the availability of information. The final selection was based on convenience and accessibility. This information was collected primarily from the teachers and administrators in Tahderiyyah Centres.

Field Staff Training, Pre-Testing and Translation of the Finalized Tools

The collection of primary qualitative data from the field commenced on November 23rd, 2017 after approval of the Inception Report and the data collection tools. Work started with a two-day training of the field team deployed by AAN’s National Partner i.e. WMSU. To the extent possible, care was taken to ensure appropriate male/female balance in formulating the field team. The distribution of the field teams with respect to functional responsibilities is presented in Appendix 10. Tools field testing and finalization, and field staff training was conducted by the Evaluators between November 20 to 22, 2018. The International Evaluation Team members visited at least three of the six sample provinces and selected districts. The international team undertook most of the KIIs at the national, provincial and district level along with the FGDs in selected Centres. All data collection tools are shown in Appendices 12. The Appendix 11 mentions all relevant details on the training event for the field staff, quality assurance measures taken to ensure quality training, pre-testing, finalization of the tools for field application.

Data Processing, Consolidation and Analysis

The qualitative data i.e. KII notes, FGD notes, audio recording and Field Team feedbacks, were transcribed into well over 2500 comments and responses. This qualitative data was then collated and filtered down to 1015 usable inputs. Each entry was then distributed according to context, success, challenges and failure; followed by classifications into OECD/DAC criteria elements (relevance, effectiveness, efficiency, impact, sustainability), and HRBA, gender & equity as non-DAC elements, and then finally into the 23 most-talked about items during the evaluation. The analysis of the qualitative data followed a systematic approach starting with organizing the transcripts developed from audio recordings and field notes recorded and prepared taken during the KII/ FGDs. At next stage, a ‘thematic content analysis’ was undertaken that included coding, categorizing into key themes (data reduction) and summarizing the key findings for each theme. This level of coding qualitative data is unique. Continuous iterative revision of the responses was carried out to identify and code the main patterns (key findings) for further interpretation and synthesis into conclusions (data display). In doing so, triangulation (with programme documents and responses of other stakeholders) was employed for verification, substantiating analysis and drawing the final judgements. Where appropriate first-hand observations (made during field visits) were also considered to inform the evaluators’ final position. To the extent necessary, subject-specific guidelines and standards were also used such as international kindergarten standards compared to those used by DepEd, and the Tahderiyyah ECCD curriculum. Teacher and Facility observations were documented at 34 locations, i.e. 24 Centres and 10-day care centres and public schools. The data collected was then processed to yield qualitative facts on the effectiveness of teacher training, curriculum design, and on the infrastructure of the Centres. Insights were also obtained on the effectiveness of the associated components of TECD, vis à vis WASH and Child Protection. The analysis of checklist-based data was done using advance Excel-based tools. The process started with ‘double data entry’ where data were independently entered by different individuals for quality assurance purpose. Centre name, location, interview date, and enumerator names associated with each observation was included in the Excel-based database. Post-data entry, data cleaning, editing, coding and processing of all responses against key indicators (questions of the checklist) was done. The descriptive statistical techniques were employed to calculate averages and frequencies against ‘yes’, ‘no’ and ‘no response’ categories against each indicator. For

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complex responses (more than one theme in single response), evaluators judgement was used to code the response (considering the key indicators under evaluation) by referring to and cross-verifying with other responses within same answer sheet.

Quality Assurance of the Evaluation Processes

The evaluation team put in place measures to ensure data quality, based on experience and relevant guidelines. Field teams were locally hired, gender-balanced and adequately trained. Relevant sector experts were engaged whenever necessary. The measures that were taken are as follows:

• Continued support and supervision: The evaluation team (international and national members) with support from the local partner provided support and supervision in the field whenever necessary.

• Experienced staff was engaged for primary data collection (See Appendix 11)

• Comprehensive training of all the field staff was ensured. The core evaluation team trained all the teams in Zamboanga city and conducted initial FGDs, KIIs, and checklist-based observations for the field teams to observe.

• Gender balanced field teams were deployed to ensure compliance with UNEG guidelines, and encourage respondents’ comfort as most teachers were female, and to ensure access to female-only situations.

• Where permission was awarded, audio recordings of the KIIs and FGDs were made to ensure that complete data/information was available during data consolidation and analysis phase. Informed consent was sought for each KII, FGD and for observations.

• Evidence (photographs) was collected with prior permission from the respondents/participants of the KIIs and FGDs.

• Transcriptions and detailed notes: Along with the field notes, transcriptions of KIIs, and detailed notes of the meetings and FGDs were made.

• Confidentiality and anonymity of the data was ensured by o Separating the respondents’ identity from the actual data, o By erasing the identifiable information immediately after completion of data cleaning o Only designated and authorized manager/s being granted access to datasets during

data processing and analysis phases

Ethical Safeguards and Compliance to UNICEF/UNEG Standards

The evaluator took a considered view to ensure that this evaluation adhered to the relevant norms, standards and ethics, through all the stages of the evaluation. This began with the review of TORs and continued through the planning, data collection, analysis and reporting phases of the evaluation. In particular, the evaluation design and implementation adhered to UNICEF’s Adapted UNEG Evaluation Report Standards (2017) and UNICEF Procedure for Ethical Standards in Research, Evaluation, Data Collection and Analysis (2015). In addition to these standards, the evaluators have examined the standards shared and recommended by UNICEF, including the following:

• Integrating Human Rights and Gender Equality in Evaluation – Towards UNEG Guidance (UNEG, 2011)

• UNICEF Procedure for Ethical Standards in Research, Evaluation, Data Collection (UNICEF, 2015b)

• UN-SWAP Evaluation Performance Indicator Technical Note (UNEG, 2014) The significant ones complied through the evaluation include: demonstrating respect to all human subjects, particularly the children, who participated/contributed to this evaluation. The other ethical compliance elements entailed maintaining anonymity of respondents, respect for local culture and values, and interacting with children in the presence of teachers and/or Mudirs (see Appendix 15 for details on application of child friendly tools and methods during evaluation).

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3.7.1 Redressal of potential biases and ensuring Evaluators’ independence and credibility

The evaluators-maintained impartiality and independence throughout the evaluation, whilst making efforts to produce ‘utility-focused’ evaluation. The evaluation feedback has been treated on merit while maintaining objectivity and independence. To prevent and address evaluators’ bias (including those of international team members with limited local exposure) the field findings were corroborated with documented evidences and checked with local experts and partners for reliability. The presence of national experts on the national level enabled leveraging their knowledge of local context including the functioning of the government system, power dynamics between various public entities and others. The evaluators took position on different issues by tri-angulating information from both secondary sources and primary sources drawn through focused and objective discussions with Programme management, public officials, partners and communities. The field teams were given comprehensive training in methods and tools to be applied with a considered focus to mitigate their own biases. The conversations were recorded and transcribed and where appropriate listened to/reviewed by the lead-evaluators before write-up of the report. Key stakeholders were asked for inputs before finalizing evaluation design, methodology, sampling and scope of data collection methods, to address or mitigate the potential biases. Finally, a considered and complete vigilance was kept through the data consolidation, analysis and report-writing phases, to ensure the impartiality of the evaluation processes. Please refer to Appendix 16, for more details on the integration of key evaluation norms and ethical standards into the Evaluators' approach and evaluation processes and deliverables.

Evaluation Limitations and Mitigation Measures

This section presents evaluation risks and limitations experienced and the mitigation measures adopted by the Evaluators.

Table 3.02: Evaluation Limitations and Mitigation Measures

Limitations & Constraints Management and Mitigation Measure

1 Political sensitivity surrounding the topic of the political future of the ARMM and Bangsamoro region as well the geographic security and mobility challenges.

• As the future of the Tahderiyyah Centres is directly linked with the future government structure, this topic was handled with kid’s glove-sensitivity during the KIIs, FGDs, and feedback/debrief workshops. This issue was discussed primarily by the senior evaluation team members, who being aware of the sensitivities articulated the questions and discussions in responsible manner.

2 Anticipating the potential for delays in securing visas or ethical clearances for data collection and permission to operate in various parts of the Philippines.

• The evaluators sought approvals well ahead of time and sought UNICEF assistance when required.

• To prevent any delays in fieldwork in affected areas, and therefore the quality of data collected, the evaluators coordinated closely with the national partner.

3 Considering Mindanao is a conflict zone with a recent history of violence, the probability of security threats, sudden outbursts of political violence, the imposition of a curfew, etc. was a key risk that had to be accounted for. Violence in the region would have prevented the team from accessing Tahderiyyah Centres and collecting primary data, especially for international evaluators.

• While Field Team was conducting their research work, a selected TC in Madia, Datu Saudi Ampatuan Maguindanao, ARMM had to be taken off the list of sites to visit due to an encounter between state and non-state armed groups. TC Mudir advised the evaluation team not to proceed. The Evaluators chose to visit another TC from the pre-prepared and approved list of alternate Centres for FGDs and KIIs.

• At all times, the Evaluators consulted with the UNICEF Field Office security, and remained cognizant and complied with their directives.

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Table 3.02: Evaluation Limitations and Mitigation Measures

Limitations & Constraints Management and Mitigation Measure

4 Delays in the transmission and receipt of requested information, datasets and programme documents. Despite the Evaluators’ best efforts, there was a delay faced in the confirmation of Key Informants’ availability and/or limited time availability for quality discussions.

• At inception phase, the evaluators shared a list of the required documents with UNICEF; followed by multiple similar requests. Most of the available documents were received within reasonable time.

• During fieldwork, the evaluators used a tool called the Document Collection Checklist at every visit, enabling the field teams to obtain important documents (PTOs, Certificates of Registration, etc.) directly from the field.

• At the end of every interview, respondents were requested to share, considering the discussions held, any supporting material they may have. Towards the end, the participants of the ‘Validation Workshop’ were requested to share relevant and usable data/information to address any data gaps.

• The Evaluators conducted phone and Skype interviews where and as necessary.

5 The wide range of local dialects present in Mindanao presented a challenge in terms of translating tools correctly and conducting FGDs in remote areas.

• To mitigate this risk, the Evaluators ensured that field teams were composed of experienced local staff with multilingual capabilities sourced by the national partner.

• Thus, chances of misinterpretation were avoided, and all the important document translations were checked by the national consultant through the back-translation method.

6 Given the seven-year duration of the Tahderiyyah Programme, the Evaluators expected a holistic and fully operational programme management information system to be in place. However, this was not the case. Various data related challenges faced to the evaluators. For example, among others, six types of ‘Centre lists’ were provided, each unique in the information it presented and disconnected from the others.

• The evaluators gave all stakeholders the benefit of the doubt, and used the highest numbers made available.

• The evaluators managed to overcome the major challenge of data inconsistencies to (lack of appropriate labels/tags, duplicate entries) by minimizing the gap, by nature of the data, and by triangulating the locational information (down to Barangay level), various spellings of the same Centre name, and plotting using Google Earth software.

7 Availability of sufficient, appropriate and useable data to determine the Tahderiyyah completers Transition rate to public schools (impact), cost per beneficiary analysis (as part of efficiency) and the comprehensiveness of teacher trainings (under effectiveness) remained a challenge.

• The Evaluators have used whatever was available and have tried to cross-verify the same in the TCs identified for FGDs, etc.

• Despite clear intent to respond comprehensively to all evaluation questions, the Evaluators could not cover few aspects of impact and efficiency analysis that include Programme’s impact (any increase/decrease) on the rate of transition of Tahderiyyah completers to public schools, BDA capacity assessment and cost/beneficiary analysis. It is worth mentioning that the evaluators made various requests to retrieve relevant information from UNICEF, relevant public agencies and other sources, however, various data inefficiencies such as availability, sufficiency and usability of the available data has hindered such analysis. Also refer to evaluation covering only 325 centres for Phase 3, for limited contact with centres that got dropped out from Phase 2

8 The risks of potential biases (perception bias, evaluators’ bias, recall bias, data validity and accuracy) and quality of data was anticipated as risks to overall quality of the evaluation outcomes and processes.

• A set of measures (as explained more in sections 3.4-3.6) were undertaken to ensure data reliability, validity and quality of all evaluation processes; these include deployment of local field teams (also enriched field findings), comprehensive training, pre-testing of tools, field level QA, engagement of all relevant stakeholders in multiple consultations through various workshops to

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Table 3.02: Evaluation Limitations and Mitigation Measures

Limitations & Constraints Management and Mitigation Measure

inform evaluation findings and recommendations; Triangulation remain the key technique before making final judgements, duly validated through a ‘validation workshop’.

Implementation Approach & Evaluation Management

The evaluation implementation was adopted in a phased manner. There were four phases in total, which were linked linearly. The key phases, tasks, and outputs are listed below.

Table 3.03: Evaluation Implementation Approach

S# Phase Title Activities Outputs/Deliverables

1 Pre-Inception Phase

(July 2017 – September 2017)

Key activities include: - Series of skype meetings - Initial literature review - Consensus on impact, outcome, output and

process indicators to evaluate

• Literature review

• List of required documents

2 Inception Phase

(September 2017 – November 2017)

Key activities include: - Extensive Desk Review - Development of evaluation toolkit and translation - Finalization of Inception Report after feedback - Field planning and advance approvals and

coordination with relevant stakeholders - Visa processing for international team

• Inception Report finalized

• Field activities were planned and local partner i.e. WMSU, identified and locked.

• Visa issuance

3 Data Collection Phase

(November 2017 – December 2017)

Key activities include: - Translation of tools and training of field teams - Pre-testing and tools revision - Development of mobile application software and

testing - Micro-field planning and rollout - Development of evaluation toolkit and translation - Quality assurance mechanisms - Field data collection - Field debriefs - A short debrief note shared with UNICEF

• Field teams were trained, and Micro-field plans prepared

• Field data collected

• Field debrief was organised and short debrief note prepared and shared with UNICEF (for sharing with ERG)

4 Reporting and Dissemination

(December 2017-April 2018)

Key activities include: - The field information collected during the previous

phase are being collated, consolidated and analysed for report writing

- Drafting for Evaluation Report and sharing - Feedback and incorporation to finalise report - Presentation of key findings (dissemination event)

• Debrief on preliminary analysis

• Draft Evaluation Report

• Final Evaluation Report

In terms of evaluation management, UNICEF Philippines prepared TORs and contracted the consultants. The oversight was provided by multi-stakeholders ‘Evaluation Reference Group (ERG - more details in Appendix 22). The forum contributed to the approval of deliverables and participated in the evaluation validation workshop (Workshop Report is attached in Appendix 23). AAN Associates, a Pakistan based consulting firm, was the evaluation contractor. AAN deployed an evaluation team of international and national consultants to complete the evaluation. A national partner i.e. WMSU, a reputed academic institution based in Mindanao, was sub-contracted to support the AAN team with organising all logistics for fieldwork, hiring, training deployment of field staff, and field data collection and consolidation. UNICEF support was solicited to initiate contacts with relevant government officials and in mobilising provincial and district level programme staff to facilitate field teams. The evaluation was completed between July 2017 to June 2018.

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4 Evaluation Findings

This section includes key evaluation findings and analysis. It is structured into two sub-sections, each covering OECD-DAC and non-DAC criteria related questions and sub-questions. The description under each evaluation criteria begins with an overall assessment entailing summary response to the key evaluation question/s and sub-questions. The findings have been drawn from extensive review of documents and qualitative data gathered during field work including the observations.

Relevance

Key Evaluation Question 1: To what extent were the Tahderiyyah Programme objectives, approaches, and implementation modalities relevant to the context in which it was implemented?

Overall Assessment: Overall, the Programme has been assessed to be relevant to the context in terms of needs and aspirations of the Bangsamoro Muslims in Mindanao. The Programme objectives i.e. accelerating universal access to education (MDG 2); promotion of gender equality and empowerment (MDG 3); and prioritising the access to and quality of early education for Bangsamoro children to motivate and prepare them for primary education, were found to be relevant and appropriate to the national and regional priorities and local context. The use of multi-pronged approach entailing interventions around strengthening ECCD governance; capacity development; child safety and protection; and fostering community support, made the design comprehensive and appropriate to the stated objectives. The prioritisation of development, approval and application of ‘balanced’ curricula -entailing ‘developmentally appropriate’ and ‘Islam-responsive’ education’ were found to be relevant and appropriate. The integration of WASH and CP components (child safety) further added to the comprehensiveness and relevance of the design. Adequate focus on capacity development (of teachers and BDA) also underscores Programme’s relevance. The partnerships with BDA, COLF, UOP and other leading national and regional CSOs, further illuminate the appropriateness of partnership choices for effective delivery. The formation of Project Advisory Committee (PAC) to steer the Programme and the representation of key stakeholders such as MILF, Tarbiyyah Committee, UNICEF, DFAT, and DepEd ARMM, also strengthened the relevance of steerage forum. The choice to develop, approve and apply the ‘balanced’ curricula, illuminates the Programme’s relevance by offering learning contents (including practices) that balance between the DepEd requirements (or national ECCD standards) and the aspirations of the Bangsamoro Muslims. The stakeholders, including communities, were found appreciative of the balanced contents featuring ‘holistic child development’ approach. The ECCD expert on the evaluation team appraised it to be balanced and coherent with international ECCD principles and best practices, including the religious contents featuring teachings of Islamic fundamentals and values. The application of ‘consultative’ approach involving key actors such as DepEd, Tarbiyyah Committee, COLF and others, helped balancing between technical and regulatory partners besides fostering ownership of both the processes and outputs. This is evident in terms of approval of curricula by the DepEd. For some, where it worked to enable repeated interaction between the parties i.e. GOP and MILF, the opportunities to interact have cultivated perhaps an implicit good-will between parties. The Programme is assessed to be ‘inclusive’ for the fact that it prioritised reaching out to the relatively under-developed, remotely placed Bangsamoro communities, with expressed sensitivities and aspirations for Islam-responsive child education. The intent to increase access to primary education for a conflict affected community with demonstrated lower levels of educational attainments, underscores relevance and inclusiveness of the design. The policy shift warranting mandatory kindergarten added further to Programme being inclusive as application of DepEd approved curricula meant improved preparation and greater likelihood of Tahderiyyah completers to enrol into mainstream primary education. The very fact that the Programme was opened to and did enrol ‘all children aged 03-05’ regardless of their ethnicities and religions, made it an ‘inclusive’ Programme.

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The inclusion of WASH and CP interventions enhanced relevance by making the Programme more comprehensive and consistent to the needs on the ground. The mix of ‘hardware’ and ‘soft’ WASH interventions, community-based approaches featuring formation of Child Protection Committees (CPCs), and Community Based Child Protection Networks (CBCPNs), assessed as both relevant and appropriate. The coupling of ‘curriculum support materials’ in the form of manuals, standards, checklists, assessment sheets etc. with concerted focus on the capacity development of teachers and Mudirs, increased the likelihood of consistent delivery across variety of project sites. Though un-intended, it helped overcome the challenges of appropriately qualified teachers’ availability. The evaluators, however, noted design and implementation oversights around putting in place effective and timely mechanisms to facilitate transition to schools (of Tahderiyyah completers) and a rather ad-hoc approach to developing comprehensive monitoring systems. Find below detailed response to each of the two sub-questions under Programme relevance. [1.1] How relevant was/is, the balanced/inclusive early education curricula, (including support elements of child protection and WASH) offered by the Tahderiyyah Centres, to the needs of Bangsamoro children, parents, and caregivers?

This sub-question describes the Programme’s relevance in terms of offering ‘balanced’ and ‘inclusive’ early education. Moreover, it encompasses assessment of appropriateness (age, context, and aspirations) of the ‘Tahderiyyah Curricula’. The assessment is based on the views of the key stakeholders including a short technical appraisal of the curricula by the evaluators.

4.1.1 Balanced Curriculum

The Programme could be argued as relevant for being able to offer a ‘Balanced Curriculum’, which was duly approved by the DepEd. Before making the case for the curricula being ‘Balanced’, it may be worth shedding light on the context in which the Programme was designed with an expressed intent to offer a ‘Balanced’ curricula to help mainstream Bangsamoro children. Before the Tahderiyyah Programme, there was neither an officially approved curriculum for (unregistered) Madrassah, nor would the public education system consider (unregistered or without PTO) Madrassah based education (for 3-5 years) as equivalent to public or private kindergarten education before enrolment for grade-1. The kindergarten or ECE curricula at public schools (5 years) was exclusively secular, whereas the Madrassah (without PTO) were offering purely Islamic education, mostly in Arabic language. There were no crosses between the two and Bangsamoro (Muslim) children would seek Madrassah education (as per the desire of parents) on weekends or during post-school hours. The Programme was designed to bridge this gap by introducing a curriculum which meets with ECCD requirements and standards and includes Islam-responsive teachings (including Arabic language), as aspired by the parents to maintain their Islamic identity. The approach taken to develop the curriculum was relevant as it underpinned consultations and inputs from technical and religious experts and forums, to pre-empt and address any sensitivities around the issue. This is evident from the fact that the ‘Tahderiyyah curriculum’ was developed following a comprehensive and participatory process involving all relevant stakeholders while taking care of the contextual needs (institutional capacities, educational needs of the communities) and stakeholders’ aspirations. The key actors who contributed in curriculum development comprised of TFI47, Community of Learners Foundation (COLF), DepEd, Tahderiyyah Advisory Panel, the Tarbiyyah (Committee on Education), and the Central Committee of MILF. Where COLF and

47 The Talaynged Foundation, Inc. (TFI), a highly regarded local Islamic academic NGO operating in Philippines

Box# 01: A balanced approach provides us with a best-practice model for teaching all students how to read and write across all stages of their education. https://theconversation.com/a-balanced-approach-is-best-for-teaching-kids-how-to-read-37457

Box# 02: We purposely designed the Madrasah education to be able to respond to the needs and realities of our Muslim learners" Statement by Education Secretary Jesli Lapus: Madrasah Education – DepEd invests in peace-building in Mindanao (25 Aug 2009)

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DepED brought the technical expertise in secular elements of curriculum development for 3-5 years old, the MILF related forums provided inputs on Islam-responsive teachings and contents. The Curriculum is built on the scientifically proven best ECCD practices (principles/approaches) to educate toddlers (3-5 years old). In terms of methods, it draws on story-telling, drawings and other play-based learning activities, which work to create and maintain the ‘interest’ of pre-schoolers. These features maximize the ‘retainership’, hence could be argued to have added to make the contents and approaches ‘Balanced’. The stakeholders referred to the curricula as being ‘balanced’ in terms of its contents and ‘compliant’ with national ECCD policy framework in Philippines48. The curriculum underpins ‘holistic child development’ and includes contents that focus on ‘five’ (5) specific domains including the language development (receptive and expressive); cognitive development (thinking and analytical skills); physical development (gross and fine motor skills and coordination); spiritual and moral development; and creativity and aesthetic development. The curriculum uses play-based, thematic, and integrative approaches, to teaching for which sessions/lessons are included that offer a variety of ‘child-initiated and adult facilitated’ learning opportunities. The contents are balanced whereby both the secular and Islam-responsive lessons are included. The medium of instructions includes both ‘English’ and ‘Arabic’, which adds further to the argument of the curricula being ‘balanced’. A detailed review of the curriculum suggests that a whole range of different topics were covered. The content analysis suggests a balanced focus on children to learn about cultural-sensitivities; context specific social aspects (family members, relatives, interaction ethics, etiquette); Islamic values (basic concepts and fundamentals of Islam); recitation of Holy Qur'an, the Sunnah of the Prophet, greetings, five prayers, various ‘du ’as (prayers) for different purposes/events, knowledge of ‘halal food’, and a range of other learning objectives. (for more details refer to Appendix 25, offering highlights of the ‘Contents’ and ‘Learning Experiences’ from the weeks 21-29 plan for ‘Tahderiyyah Class Programme’). The Programme has evolved over time, whereby new aspects such as ‘child rights/protection’ and ‘WASH’ have also been added to the Programme. It appears that efforts were made to create/sustain the balance between ‘cognitive’ aspects of the curriculum with inputs on health, hygiene and nutrition promotion. The WASH elements have not been added to curricula directly, instead been inserted into’ teacher’s guidebook’.

48 Oxford Policy Management 2017: Evaluation of the Basic Education and ECCD components of the 7th UNICEF Philippines Country Programme - Annex Document. https://www.unicef.org/evaldatabase/files/Annex_A_to_G_for_UNICEF_Philippines_Education_Report_OPM.pdf

Box# 03: The parents said that the reasons they have enrolled their children to school is because the centre is safe, and the children are away from accidents, and the curriculum is balanced because it has English and Arabic as back to back subjects, a balanced education.

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4.1.2 Inclusiveness

The Programme is argued to be highly relevant in terms of being inclusive, particularly for its outreach to the communities and regions with sensitivities around ‘identity’ (based on religion) and perceptions of ‘exclusion’ and ‘under-development’. Secondary sources confirm the widely-held perception of region being under-developed and communities (Bangsamoro Muslims in ARMM) being at a serious disadvantage. Moreover, the chronic conflict and struggle for autonomy has worked to deteriorate the public services delivery. For instance, the education sectors indicators are relatively poorer compared to national averages. The basic49 literacy rates in ARMM region were recorded to be 81.5% in 2008 in comparison to national average of 95.6% in Philippines. The functional literacy rates were noted at 71.6% in 2008 for ARMM region, compared to national average of 86.5% (FLEMMS 2008 and 2013)

50. Out of total 2490 barangays (the smallest administrative unit), 46% (1142) were without elementary schools when the Programme was initiated back in 2010. School dropout rates were reported to be much higher than the national average. For School Year (SY 2011-12) the school completion rates for ARMM region were reported to be 40% in comparison to the national average of 71%. The enrolment rates and pre-school completion (not compulsory then) were much lower for ARMM region and Bangsamoro children in particular. The overall fragile condition of education sector, particularly early education context in ARMM region, was the major reason behind developing and implementing the Programme. The Programme is found to be relevant for prioritisation of areas and communities where public education infrastructure is evidently insufficient, hence overcrowded. The fact that the Programme tried to leverage a parallel system (available in the form of Madrassahs and well respected by the communities) to adapt to the new realities and makeup for any public education sector gaps, adds further to its relevance and inclusiveness. The fact that the Madrassah system was deeply rooted, well respected (in Bangsamoro lifestyle) and had much wider outreach (compared to public education system) adds more to the inclusiveness. The model with the intent to mainstream the Madrassah/Tahderiyyah completers into public, private and recognised Madaris (offering regular secular education) adds to both the relevance and inclusiveness. The fact that the Programme was open to ‘all children aged 03-05’ regardless of their ethnicity and religion and enrolled every child (with focus on Bangsamoro) indiscriminately, underscores its relevance and inclusiveness. Given that most of these centres operated in conflict affected areas, which made the education accessible for children (3-5) affected by conflict, adds to its inclusivity. All relevant stakeholders such as DepEd, Tarbiyyah Committee, BDA, UNICEF, Mudirs, teachers, and parents, highlighted issues such as under-development, exclusion, limited education infrastructure, and conflict as factors impeding enrolment and completion of education for

49 The UNESCO states that the Basic literacy is used for the “initial learning of reading and writing, which adults who have never been to school need to go through”; and functional literacy as the person’s ability to “engage in activities in which literacy is required for effective functioning of his group and community and also for enabling him to continue to use reading, writing and calculation for his own and the community’s development.” 50 Philippines Statistics Authority: Literacy of Men and Women in the Philippines (Results from the 2008 Functional Literacy, Education and Mass Media Survey). https://psa.gov.ph/content/literacy-men-and-women-philippines-results-2008-functional-literacy-education-and-mass-media

Box# 04: Excerpts from the discussions with parents, teachers and others: Children have learned to respect the elders and have become religious…. The Madrasa foundation diverts children from bad activities and influences, a grandfather recited a lyric from a Filipino song to support this perspective: so, children will not be “Laki sa layaw; jeproks” (growing up of whims, stubborn children). (Parents views). Tahderiyyah curriculum is appropriate in ensuring that the child develops as a whole person, especially in the character of the child, the teachers are not having difficulty managing the children because they are disciplined. (Parents views) Tahderiyyah curriculum is a very big help because of difference in teaching methodology to be applied in comparison to the previous education method and curriculum; the present curriculum is play-based…. they will learn through playing and not just enforcing a mindset that will tell them that they will really have to write. (Teacher’s views) It is really balanced (curriculum), it has du’a, expression, it has everything that you need to teach a child, the core of the curriculum is what should the child do and how to be good, to do good. Parents will not say let us not send our children in the centre because it is just only English, or it is just Arabic. (Teacher’s Views)

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Bangsamoro children. Everyone appreciated and referred to the intent and design of ‘Tahderiyyah Programme’ as relevant to the context of ARMM and inclusive as it offered the promise of mainstreaming Madrassah education and enabling Madrassah or Tahderiyyah completers to get enrolled in elementary education. The Programme intended to enable the 3-5 years old Bangsamoro children to fulfil the mandatory kindergarten education requirement to get enrolled into grade-1, as it became compulsory after the enactment of ‘Universal Kindergarten Act of 2012’ and ‘Enhanced Basic Education Act of 2013’51, while superseding the ECCD Act of 2000. The Kindergarten Act, also known as RA 10157, prescribes mandatory kindergarten education for children at least five years old to better prepare them for entry to Grade-1. The law adopts the mother tongue of the students, allowing for teachers to teach in their native language52. All key stakeholders that were involved in the development and later in delivery DepEd, Tarbiyyah Committee, COLF, BDA, UNICEF, Mudirs, teachers, parents, referred to curricula being ‘Balanced’ and ‘inclusive’. To them it managed to integrate the national ECCD policy framework and international standards, age and contextual realities and above the aspirations around identity of the parents and caregivers (as Bangsamoro Muslim). [1.2] ‘Were the project strategies, interventions, and implementation arrangements (including partnerships) appropriate to the local context in improving access to public education and delivering quality balanced/inclusive education?’

This sub-question assesses and describes the Programme’s relevance/appropriateness in terms of strategies, approaches and interventions in the form of improved access and smooth transition; quality and consistent delivery; community (parents and caregivers) education and awareness; integration of WASH and CP, and finally, the appropriateness of partnerships. Please note that the TOC suggests three strategies or approaches to delivery i.e. governance, capacity and safety, which have been blended into the discussion below.

4.1.3 Relevance in Terms of Improved Access & Smooth Transition

The Programme’s relevance in terms of improving access to mainstream education has been exhaustively described in the section on inclusiveness above. The evaluators may reiterate that the Programme appears to be highly appropriate for leveraging Madrassah system (traditional education system) and adapting the curricula to enable Tahderiyyah completers getting enrolled (6 years old) into the mainstream education system i.e. grade-1. The intent and the design in terms of adapting the curricula and getting DepEd approval before scale-up, bode well for the Programme taking note of and integrating the contextual realities, aspirations and challenges. As far as the smooth transition (of Tahderiyyah completers to grade 01) is concerned, the design did include interventions on seeking DepEd approvals to enable smooth transition. In hindsight, it could now be argued that the Programme design did neither foresee nor could comprehensively address the issue of transition, particularly the issuance of PTOs. During implementation, a ‘partially reactive’ approach was taken whereby ‘stop-gap’ arrangements were put in place, such as DepED Memos and Temporary PTOs (only 41 out of 345 from the Phase 3 TCs could managed to get PTOs) which did not work effectively in enabling smooth transition of Tahderiyyah completers to grade 01. All stakeholders referred to gaps in programming vis-a-vis enabling transition of Tahderiyyah completers, as in most cases children had to redo the public kindergarten to get admission to grade-1. These gaps while

51 Oxford Policy Management: Evaluation of the Basic Education and ECCD components of the 7th UNICEF Philippines Country Programme - Annex Document. https://www.unicef.org/evaldatabase/files/Annex_A_to_G_for_UNICEF_Philippines_Education_Report_OPM.pdf 52 Philippines Country Study 2012: All Children in School By 2015. https://dirp4.pids.gov.ph/webportal/CDN/EVENTS/OOSC%20Country%20Report.pdf

Box# 05: “It is the nearest Tahderiyyah centre available for them. There are no other Tahderiyyah centres in the barangay except this one… it offers services for little tuition fee. We want our children to learn Islamic values as taught and offered to children in the centre. Islamic values are of great importance because they provide the foundation for children to become better in the future”. (Views by Parents)

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illuminating programming deficiencies, also undercut programme relevance or appropriateness vis a vis smooth transition.

4.1.4 Quality and Consistent Delivery

The Tahderiyyah based learning could be viewed as a package comprising three components i.e. enriched curriculum, child protection, and WASH/hygiene. The fact that the Programme involved technical experts (for content development) such as COLF, DepEd, Tarbiyyah Committee, and ‘A Single Drop for Safe Water’- an NGO in Mindanao (for WASH) - enabled compliance to ECCD national policy framework and best practices. UNICEF provided added technical inputs in finalisation, reassuring the quality of products and contents for teaching and learning. Review mechanisms were also put in place for adapting contents, which adds further to the appropriateness of strategies vis a vis quality of contents. To enable consistent delivery (as per desired standards), different strategies and interventions were planned and implemented. The most significant ones include enabling Mudirs and teachers (including BDA) by developing a series of training and operational manuals, guidelines, checklists, community education materials (IEC

materials) etc, which was coupled with comprehensive training of implementers to enable them to deliver consistently and as per set standards. The printed copies were provided to each centre for future reference. The BDA staff were trained and guided to monitor quality delivery; however, its monitoring system struggled to capture this fully and comprehensively. The quality of training in general is appreciated by Mudirs and teachers including BDA staff, which bodes well for Programme approaches enabling consistent delivery. The unavailability of qualified teachers and high attrition rates have apparently impeded the quality and consistent delivery.

4.1.5 Community education and awareness

The Programme strategies and interventions appear appropriate with regards to engaging with communities and creating buy in. These included engaging parents and communities in TC activities and garnering support. For instance, CPCs were established at TCs with representation of parents and caregivers. Similarly, CBCPN were created at community level to mobilise community volunteers and leaders for monitoring and referral of child protection cases. Mudirs and teachers were encouraged to involve parents in regular activities, which they referred to in the field work. The active parents were encouraged to share the learning community-wide. Moreover, the Programme developed series of posters and other IEC materials which were shared with parents and communities for education and awareness purposes. On these grounds, one could argue that sufficient strategies and interventions were included in the design (irrespective of their implementation) to engage and educate parents and caregivers on issues concerning Child Development and safety.

4.1.6 Integration of WASH and CP

The integration of WASH appears appropriate and much needed, as stakeholders shared that most of these centres did not have functioning water and sanitation facilities. Even the public

Box# 06: Excerpts from the discussion with parents and teachers: The awareness and education and the provision of WASH materials to the Tahderiyyah children is well appreciated by most parents as now their children practice hygiene behaviours (hand washing and tooth brushing) that they have learned and developed under the supervised activities at the centres. Children who did not take a bath before going to school and brush their teeth are now practicing it every day. Teachers teach the children to apply or practice it in the school and at home In the TCs, the reporting of child protection cases is from the level of the teacher to the ‘mudir’, the ‘mudir’ to the barangay, then the barangay to the police. (Teacher Views)

Box# 07: Excerpts from discussions with parents and teachers: Almost all parents were appreciative of the Tahderiyyah Programme as a whole, because they see it as a mean to teach Islamic values for their children as well as for holistic learning/development of the children. CP component in Tahderiyyah is also well-appreciated because child safety and protection was noted as a biggest concern for the parents. Programme has empowered them to discuss and participate/contribute in making their children safe in their communities.

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schools faced similar challenges i.e. insufficient WASH facilities. Per EBEIS data for 2010-2011, 50% of schools in ARMM did not have access to (running) water (at school) and the pupil-toilet ratio was 226 in all schools53. Within the overall context where the services were unavailable, and knowledge/adoption of personal hygiene were low, the approach to restore WASH services and promote hygiene education look appropriate. The interventions such as group handwashing sessions, could be argued as appropriate (for age) and proved highly effective in implementation. This being a conflict context with reported recruitment of children as soldiers, the Programme (being envisioned as a part of larger peace initiative) did merit inclusion of CP as one of the key components. The shift in approach to community-based child protection whereby forums such as CBCPN and CPCs were created, appeared appropriate where the parties had visible distrust. Standard community-based CP programming principles were applied, and requisite materials were produced, which augment appropriateness. The Programme design, however, did miss to link up the CBCPN with DSWD supported Barangay level CP Forums. Please find excerpts from the stakeholders’ interaction with the evaluators around the appropriateness of Programme approaches and interventions.

4.1.7 Appropriateness of Partnerships

The Programme design appeared to be largely relevant for taking a ‘collaborative’ approach whereby partnerships were developed with a range of stakeholders (including MILF forums) to seek technical inputs and a wider buy-in or acceptance for rollout. This is evident in terms of remaining engaged with DepEd throughout and seeking technical inputs and necessary approvals especially for Tahderiyyah curricula and resolving issues of completers. The Involvement of Tarbiyyah Committee adds more to the practical demonstration of collaborative approach. Similarly, the partnership with COLF, UoP and A Single Drop for Safe Water (ASDSW) - an NGO in Mindanao- with distinctive track of having sector expertise and partnering with development agencies, and delivering quality outputs, bodes well for Programme being able to form partnerships with the right organisations. Above all, the partnership with BDA stands out as strategic, as none other would have been able to work that efficiently and effectively in the Programme regions. This is despite the fact that this partnership was more of a ‘compulsive’ nature since BDA has been working as a recognised ‘development implementation’ arm of MILF since 2002. To make the Programme design and implementation (in subsequent years), the creation of Project Advisory Committee (PAC) appeared relevant and underlines collaboration. This started off with UNICEF and BDA; however, later the participation was expanded to include DepEd ARMM, MILF Tarbiyyah Committee, AusAID and others, which was appropriate and proved effective. Please find attached the Appendix 27 & 28 for more views of teachers and parents on multiple aspects of the Tahderiyyah to reflect Programme Relevance (and Effectiveness as well).

53 Beam-ARMM-End of Programme Review June 2017

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Effectiveness

Key Evaluation Question 2: To what extent has Tahderiyyah Programme (strategy, partnerships, structure, curricula, and processes) achieved, and maintained, the intended outputs and outcomes?

Overall Assessment: The Programme is assessed to be largely effective particularly in terms of implementation of strategies, interventions, partnerships, and structures. The multi-pronged approach e.g. ECCD governance, capacity development, and others, facilitated in addressing the problem more comprehensively and leveraging complementarities and crosses between broader intervention areas. The project records (except for Phase 3 for which consolidated progress report was not available) suggest that most outputs were achieved; however, this did not translate into achieving the outcomes fully, thus contributing to ‘partial’ realisation of intended Programme impact. The Programme brought together the partners with complementary strengths. For instance, where BDA as lead implementer had the requisite approvals (by MILF and GOP), COLF, UOP and others brought necessary technical expertise to contribute to the effective delivery. The oversight mechanism in the form of ‘PAC’ worked effectively in providing opportunities for stakeholders to interact and stamping ownership of the outputs. One such example is the approval of Tahderiyyah curricula by DepEd, which enabled its mainstreaming. The integration of WASH component featuring mixed (soft and hard) interventions proved effective in raising awareness and facilitated restoration of water and sanitation facilities. The community-based approach worked well, however, limited follow-up led to gradual inactivation of CBCPNs’. Together the capacity development of Mudirs and teachers, with application of curriculum support materials (in terms of standards, manuals, assessment checklists etc.) worked quite effectively in creating desired teaching-learning environment at Tahderiyyah Centres (TCs). The encouraging results of teacher’s capacity assessment further validate the assertion. The Programme has evidently contributed to enhancing the BDA’s programme management capacities, however not to the extent to enable them to continue to support TCs on their own. The two areas where Programme remained less effective are; establishing mechanisms for smooth transition (into grade 01) of Tahderiyyah completers and strengthening BDA monitoring and evaluation (M&E) system to keep track of processes, progress, challenges and learning. This is evident from the fact that only limited usable monitoring data was available to inform this evaluation. The approval of Tahderiyyah curricula by the DepEd (in 2013) comes up as one of the most glowing successes of the Programme, enabling its mainstreaming. Despite success with approval of curricula, the Programme did struggle to put in place effective and timely mechanisms for smooth transition of Tahderiyyah completers (to grade 01). This is attributed to limited success with securing ‘Permit to Operate (PTO – to issue Learner Reference Number – LRN, a mandatory requirement to enrol into Grade 01)’, as only 41 out of 345 TCs (from Phase 3) could secure PTOs by the end 2017. The other arrangements such as re-assessment (of Tahderiyyah completers) by public school teachers to determine school readiness did not work either. This hindered smooth transition of Tahderiyyah completers, and field interaction with stakeholders suggests that most children eventually had to repeat public kindergarten to get admitted into grade 01. The school readiness sample assessment results from Phase 2 (carried out from Sep 2013 to Jan 2014 for 298 students) not available for Phase 3) suggest a healthy 86% having achieved the all milestones. The results of WASH component were found to be relatively more effective than those for CP. The application of mixed approach featuring ‘soft’ and ‘hardware’ interventions has proven effective. Children referred to group activities such as handwashing (with soap) at schools as fun and effective. For CP, the CPCs proved more effective in generating community interest and support compared to CBCPNs. The evidences suggest that for limited follow-up these have increasingly become either in-active or defunct. The crosses between WASH, CP and early childhood learning remain un-explored, an area that may need to be prioritised for future research and monitoring. The Programme monitoring system did not track fully the contributions of teachers’ capacity development; however, an effort was made to assess that through a teacher capacity assessment exercise. A tool was developed to reverse engineer the ECCD children checklist and applied to

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selected centres. The results in general are encouraging. For instance, out of 34 indicators, the teacher’s capacities were rated to be either good or excellent for 16 indicators (scoring between 70-95%). For another 14 indicators, the results range from 57% to 68%, hence rated as satisfactory. For remaining 4 indicators, the capacities were assessed to be less than satisfactory (for scoring less than 50%). For stakeholders, the ‘cascade’ training model worked well and developed training capacities in the BDA. The extent to which teachers’ capacities were developed and then got applied remains unknown. Besides, a consolidated training repository or database is unavailable. For all stakeholders, in particular teachers and Mudirs, the provision of curriculum support materials complemented the training and enabled developing and sustaining quality teaching-learning environment at the TCs. BDA capacity development is another area where only limited information was made available to assess its effectiveness. To the BDA management it has been effective especially with respect to programme delivery. The need to comply with and report on UNICEF operational standards led to some improvements in the BDA operations. No evidence was found of BDA capacity development driven by any structured institutional assessment. The focus has primarily been on training while undermining systems development. Despite being a priority, the inability to fix BDA’s patchy monitoring system is one such example. BDA relieved most of the programme staff subject to limited financial capacity, thus adversely affecting Programme’s continuity. The Programme TOC has been assessed as ‘plausible’ for the results (outcome and impact) it envisioned to achieve, despite producing part results. DFAT engaged a ‘Third Party’ contractor i.e. Cardno, for management and reporting support for BEAM Programme, towards the end of Phase 2. This led to changes in the reporting arrangements for BEAM partners, whereby all BEAM partners were asked to send periodic reports to Cardno, which would then produce a consolidated report for DFAT. The introduction of Cardno led to the difference of opinion in appreciation of Programme results (for UNICEF component). Moreover, during consolidation, deletion of some of the UNICEF reported contents, resulted in DFAT making enquiries. For UNICEF, the enquiries (in most cases for already reported information) and particularly those directly referred to Mindanao Field Office, led to unwanted confusions, interruptions, and frustrations for both sides. The issue got flagged in PPA 2016 also where parties committed to resolve the issue. For DFAT, Cardno engagement was productive in terms of streamlining the BEAM reporting and enabling DFAT to timely track and flag issues of concern to the partners. There are lessons on both sides vis a vis clarifying contractual and reporting expectations and setting (and implementing) clear communication protocols. [2.1] ‘How successful has Tahderiyyah Programme been in achieving the desired levels of school readiness as primarily measured through the ECCD Checklist, and transition amongst children who completed Kindergarten to Grade 01 in public or private school?

This sub-question relates to the assessment of success of the Tahderiyyah Programme in achieving the desired levels of school readiness and facilitate the smooth transition of Tahderiyyah completers to public schools.

4.2.1 Mainstreaming of Tahderiyyah Curriculum

The Programme has been effective in mainstreaming the ‘Tahderiyyah Curriculum’. This remains one of the most profound successes of the Programme. Before any discussion on the mainstreaming, the evaluators will describe the context in which the curriculum was formulated. The Republican Act No. 10157, also known as the Kindergarten Education Act (2012), made kindergarten compulsory and mandatory entry stage to basic education. The Section 2 of this Act provides that all five (5)-year old children shall be given equal opportunities for kindergarten education to effectively promote their physical, social, emotional and intellectual development, including values formation so they will be

Box# 08: Excerpts from KIIs with DepEd: One DepED representative interviewed shared that ‘the recognition of the curriculum at the national level by the Department of Education (DepEd) and the Government of Philippines (GoPH) is a big success of the Tahderiyyah Programme’.

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ready for school. This was in accordance with the MDGs target of attaining education for all by the year 2015. There were apparently different curricula in use by private kindergartens, DepEd and the CDC of DSWD. No such curricula was in place for Madrassah based kindergarten, underlining the need to develop one. The Programme evolved a multi-stakeholder and consultative approach to develop a curriculum that balances the demands and aspirations of different groups for Bangsamoro children. The process was technically steered by Community of Learners Foundation (COLF) – a leading national NGO involved with development and delivery of ECCD - with participation and inputs from DepEd, the Tarbiyyah Committee, BDA and UNICEF. It was through the combined efforts of these stakeholders that a balanced curriculum was developed. The endorsement of ‘Tahderiyyah Curriculum’ by the DepEd in 2013 through a DepEd Memorandum (Number 36) could be reckoned as the first step towards mainstreaming of the curricula. The DepEd issued a memorandum dated February 21, 2013, whereby it confirmed that the curriculum was aligned with ‘National Kindergarten Curriculum’ and approved its application in BDA operated/supported Islamic community schools or Tahderiyyah Centres. Several other memos were issued as a follow-up to ease the recognition of TCs (in terms of issuing Permits to Operate – PTOs) and transition of TC completers to grade-1 (discussed in detail under relevant sub-headings). Uniform application, dissemination and acceptance of these memos varied and reflects some gaps in implementation. The effectiveness and comprehensiveness of the curricula is also reflected by the fact that the ALIVE Programme (DepEd approved and managed programme since 2004) has adopted the curricula for developing the Grade 01 curriculum for Integrated Madrassah Education (under implementation in 86 Madrassahs at the time of interview). Moreover, the stakeholders shared that the ‘Tahderiyyah Curriculum’ is being taught at ‘Community Learning Centres (CLC)’, where teachers from the ALIVE Programme teach under the ARMM HELPS (Health Education Livelihoods Programme Synergy 2015).

4.2.2 Permit to Operate and Transition to Grade 1 (of Tahderiyyah Completers)

The PTO and the transition of Tahderiyyah Completers to grade 01 are discussed together in this sub-section for these being interlinked. In Philippines, every student has a unique identity called Learner Reference Number (LRN). This is issued by DepEd and in those private (non-public) schools that have Permission to Operate (PTO). There are certain requirements that non-public or private schools (including kindergartens) must fulfil before applying to get the PTO. It is significant to the Programme as availability of PTO (in TCs) is a pre-condition for Tahderiyyah Completers to transition to grade 01 either in the public or private education system. Most of the TCs could not obtain PTOs due to the impending challenges in fulfilling the stringent requirements for obtaining them. As of December 2017, out of 345 TCs (for which updated records are available with BDA) only 41 centres (10% approximately) have had PTOs. To issue a PTO, the DepEd requires a certificate from the Security Exchange Commission (SEC) and/or provision of ‘deed of ownership’ for the piece of land on which the centre is built. Moreover, it requires several other documents and proofs with fees, which most of the TCs were unable to produce as they were voluntary ventures and did not necessarily enjoy the ownership of the land also. The Mudirs shared that the requirements were the major bottleneck which discouraged them to seek PTOs. This affected the transition of TC completers into Grade 01, where majority were asked to re-register for the kindergarten. The consultations with regional DepEd (in 2015) for relaxing certain requirements for PTO, did not produce the intended results, hence making most of Tahderiyyah completers repeat public kindergarten as they were refused admission for not having LRN. DepEd issued several memorandums prescribing public schools to enrol TC completers by re-testing them using the

Box# 09: DepED representatives stated that the recognition of the curriculum at the national level by the Department of Education (DepEd) and the Government of Philippines (GoPH) is a big success of the Tahderiyyah Programme

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ECCD checklist and use results for enrolling children to grade 01 by evolving a ‘grievance redressal mechanism’. The evaluators were told that DepEd later convened a meeting in Davao (Mindanao) in August 2016 to discuss and find a solution to the issue of PTO and transition of Tahderiyyah Completers. Memo was issued on June 01, 2017, which underlined that Tahderiyyah completers are facing challenges while attempting to enrol in public elementary schools for not having the required LRN. Through this memo, DepEd instructed relevant DepEd Regional Offices (ROs) to admit Tahderiyyah completers in the public elementary schools under their jurisdiction, as well as issue LRN to them. Moreover, the ROs were also instructed to expedite the issuance of PTO to the Tahderiyyah Centres for SY 2017-2018. Despite issuance of DepEd memos, the children continued to struggle to transition to grade 01 smoothly. This is attributed to inadequate efforts in disseminating the policy changes to all levels, resulting in low levels of awareness amongst the Heads of schools. Being unaware of the new instructions, the public schools continued asking Tahderiyyah completers to repeat public kindergarten to qualify to enrol in grade 01. For parents and children, it proved frustrating and amounted to loss of time, rendering Programme interventions around smooth transition being in-effective. Given the above, it could be argued that the Programme has missed achieving Outcome 1 (as per ToC), as only around 10% of total TCs (from Phase 3) have been registered and awarded PTOs. Thus, those TCs are unable to promote and sustain enrolment and most Completers are asked to re-enrol in the public kindergarten before transitioning to grade 01. One of the most significant contribution is the introduction and use of the ECCD checklist in the programme run centres. This was reported as an important requirement for children that is kept as a record besides the child’s portfolio and used in elementary schools afterwards; especially at the time of enrolment in grade 01. The Programme did not track Tahderiyyah completers who managed to transition to grade 01. Where it highlights the deficiency of the monitoring system, it underscores the need to explore other mechanisms to keep track of how many have transitioned into mainstream education such as surveys and/or specific research studies. Moreover, the BDA monitoring system lacks tracking of how these completers are performing in elementary schools. As part of the evaluation, the evaluators interviewed public-school teachers (at schools identified using snow-ball sampling) where Tahderiyyah completers were reported to be studying to get their views on their performance in class. The public-school teachers shared that Tahderiyyah completers are generally performing well and continuing with their studies at schools. Some teachers even referred to the completers performing better in languages than others, particularly in Arabic language. The readers must take note of the fact that only a few schools could be identified (with TC Completers) where the evaluators could interact with teachers; hence this analysis must not be treated as representative of all completers. The data collected represents only snapshots of the situation of a relatively handful of Tahderiyyah Completers, and a more general analysis cannot be completed in the absence of comprehensive data tracking of the progress of Tahderiyyah Completers. The commentary is based on impressions of teachers without any evidence. [2.2] How well did the integration of child protection (CP) and WASH components (water, sanitation and hygiene) contribute to achieving the overall objectives of early education and transition and raising awareness (amongst teachers, parents, community) around children rights/protection and personal hygiene?

This sub-question relates to assessment of integration and delivery of the WASH and CP components into the Tahderiyyah Programme. The two have been discussed separately.

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4.2.3 Effectiveness of Water, Sanitation, and Hygiene Integration into the Tahderiyyah Programme

UNICEF Philippines has been implementing WASH in Schools (WinS) interventions for past several years, however for this Programme, the WASH component has been a late addition. The country level work (as per UNICEF Country Report 2015), included support to LGUs at the community and municipal levels to identify ways to sustainably support WASH practices in learning centres. It was driven by a three-pronged strategy i.e. advocacy, capacity building and targeted material assistance, as part of the implementation of the Essential Health Care Programme (EHCP). By 2015, the Programme was supporting 1,361 day-care centres, 647 Tahderiyyah (Muslim day-care centres) and 95 schools. By then 23 provincial, and city LGUs were providing financial assistance to WASH interventions in day-care centres. The initial focus of the Tahderiyyah Programme was on capacity building (training and behaviour change campaigning driven), however for Phase 3, the focus shifted to the provision of WASH facilities. This shift is attributed to the poor state of WASH services in the TCs. A local NGO partner i.e. A Single Drop for Safe Water (ASDSW), was taken on board to work closely with BDA for technical support in design and implementation of activities. UNICEF national WinS guidelines and materials provided the overall guidance and where required were adapted to the local context. The WASH activities of the Tahderiyyah Programme included:

• Distribution of hygiene kits (including soap, toothpaste gel and toothbrushes to children)

• Promotion of handwashing in Tahderiyyah centres – daily routine established

• Support for establishing handwashing stations in Tahderiyyah Centres

• Education for children on proper sanitation and hygiene behaviours

• Securing commitments by LGUs to allocate budgets to WASH activities

• Training for teachers on WASH The evaluators were informed that WASH interventions were very much needed, hence their inclusion into the design and later shift to bring in hardware component was appropriate. The Programme used ‘equity’ lens to prioritise interventions (particularly hardware) in those TCs where these were needed the most. Stakeholders reported that the WASH interventions were adapted to local conditions and especially in severely water deficient communities. The Programme documents show that 122 out of the 340 centres received targeted material/hardware support around WASH component. The local partner and relevant BDA staff referred to several adaptations in design and use of materials for latrines, water storage and hand-washing facilities, which enabled achieving cost efficiencies and added resilience. Parents and teachers referred to students bringing water bottles (in some cases even separate ones for drinking and other uses) in the past, which is no longer required. They referred to visible improvements in school wash facilities, which added to the comfort of the children and reassured the parents. Parents, children, and teachers all referred to the ‘group handwashing’ activities as exciting and effective. Children referred to them as ‘fun’ activity where they may learn how to wash hands with soap appropriately. Children made several references to sharing whatever new concepts and practices around personal hygiene learnt at TCs with families and in particular encourage parents and siblings to understand and practice. Parents endorsed this feedback from children during interaction with the evaluators. To the parents, children have become careful of personal hygiene, which is positive as this has had a knock-on effect on changing practices at family and community level. The evaluators could not establish any connection between WASH

Box# 10: In FGDs with children: It was found that Children who did not take a bath before going to school, brush their teeth are now practicing it every day. Teacher teach the children then apply or practice it in the school and at home.” Parents send their children to Madrassa and there is less knowledge and awareness about cleanliness and then upon the implementation of water and sanitation and hygiene gradually some pupil were able to catch up the reality of WASH. One-time kids were eating together with their parents and the child directly went to wash his hands and then he sent his parents to wash their hands and then proceed with the table. A significant challenge for the parents because the learnings were not taught anywhere except for this school so this is a success for Tahderiyyah.

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interventions and improving school readiness and/or the transition of Tahderiyyah Completers to elementary schools. Results of TC Assessment vis a vis WASH Facilities The results of the checklist based TCs assessments are not as positive as articulated by parents, teachers and children. There are still areas of improvement, which are listed in Table 4.2.1 below.

Table 4.2.1: Observations Relating to WASH

S# Indicator/ Services

Observed Results Remarks

1 WASH in Schools Interventions

65% reported to have WASH interventions.

29% did not report to have WASH interventions due to the absence of water or required facilities.

2 Access to clear water for drinking + handwashing + toothbrushing

50% with only 25% have dispensers for drinking water.

Demonstrates gaps and severe water shortages (in a way illuminates the relevance of WASH interventions). 65% don’t have water dispensers.

3 Running water for toilets & other uses (non-drinking)

56% facilities have had running water for toilets and other uses.

35% did not have running water for toilets and other uses. In some cases, toilets were found at distance and a few were non-functional also.

4 Availability of Toilets + Age Appropriate Toilets

56% have had regular size toilets, and another 26% without age appropriate toilets for children.

Limited integration and availability of age appropriate toilets.

5 Non-availability of cleaning supplies

56% facilities did not have cleaning supplies (in-house).

The evaluators took note of presence of chemicals in open and is tagged as potentially harmful/poor WASH practice.

Good WASH set up-1 Good WASH set up-2

Good WASH set up-3 WASH poor conditions-1

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WASH poor conditions-2 (unattended chemical)

WASH poor conditions-3 (can’t differentiate between water and chemical containers)

4.2.4 Effectiveness of Child Protection Integration into Tahderiyyah Programme Child Protection

The CP component has been integral to the design and evolution of the Programme. The first two phases prioritised monitoring and referral of Grave Violations Against Child Rights (GRVA); however, the focus shifted to enabling ‘safer environment’ at centres and promote ‘child friendly communities’ in the surroundings. It appears that after resistance (from MILF) the initial interventions were more focused on surveys and delisting of child soldiers in MILF. UNICEF moved to conventional community-based CP interventions. As part of these interventions, the CP component focused on creation of community-based child protection monitoring and referral mechanisms in the form of networks called Community Based Child Protection Networks (CBCPNs). These are localised forums comprising community volunteers including selected/elected position holders of the network such as the Chairman, the Secretary and others. Review of the Programme documents indicate that during the course of the Programme implementation 15 CBCPNs were established while a further 72 were in the process of being formed. Apparently, these networks were created parallel to the Barangay level Child Protection Platforms (Local Council for Child Protection) that operated under the DSWD. The field interaction with the stakeholders suggest that these two forums operated with overlapping mandate, though with limited interaction. The evaluators could meet only 3 of the planned 8 CBCPNs, which suggests that these forums became defunct ever since the Programme closure. There is apparently no record to suggest how many (if any) cases of child protection or rights violations were reported by these forums (to Barangay or other forums) and their resolution. Those met by the evaluators could not respond to the questions adequately to form an opinion about the effectiveness of these forums. In view of limited interaction and monitoring data (for recorded, referred and resolved child protection cases), the evaluators are unable to comment on the value addition and effectiveness of these forums. The dissolution of most of these forums in the last one year, after the Programme closure, does however reflect poorly on the level of community ownership of these forums and thus the sustainability of the forums. Limited knowledge exhibited by parents on children rights and protection issues (during FGDs), again suggests that the outreach activities were relatively less effective than anticipated. In view of limited interaction and documentation, the evaluators are unable to comment on the value addition of CBCPN forums and their interventions on disengagement/prevention of recruitment of child soldiers. With that, Child Protection Committees (CPC) were formed at all TCs comprising five members i.e. Mudir/administrator, teacher, and parents (active ones). Please note that the CPCs existed alongside other forums such as Parents, Mudir & Community Association (PMCA). Moreover, each centre was encouraged to formulate, approve and implement centre based ‘Child Protection Policies’. The TCs were expected to implement these policies to stress upon child safety, protection and to help create an environment where children may feel secure and safe. The evaluators noticed gaps in Programme monitoring in tracking the child safety and security at TCs. However, during evaluation when the children were asked about safety, most shared that teachers use friendly methodologies and help create non-violent environment at centres, and that they feel safe at centres. Parents shared the same opinion about the centres and teachers’ use of friendly teaching methods. However, some children recalled experiencing violence at home, which some

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parents admitted to as well. The use of violence to discipline children is deeply rooted and hence may take longer to change; however, the results at centres demonstrate that the Programme was effective in changing the environment at the centres. The field observations results are mixed (refer to Table 4.2.2 below).

Table 4.2.2: Evaluators Observations Around Community Engagement & Child Protection

S# Indicator/Services

Observed Results Remarks

1 Communities actively involved in TC activities such as gardening, PMCA etc.

57% facilities where parents found actively involved.

Almost 50% with active community involvement is encouraging.

2 Teachers exhibiting positive and open communication with communities

70% This is encouraging especially in face of high attrition rates for teachers. This could be attributed to most teachers being from the same community/communities.

3 Centres hosting regular PTA meetings

78% This is again encouraging and suggests regular interaction between teachers and parents. Only 11% had not organised such meeting regularly.

4 Clean class room 14% of classrooms visited were not very clean and safe.

In some cases, this was because the classroom was under construction, while in other cases, it was due to heavy rainfall.

5 Teachers knowledge of holistic child development and significance of pre-school education

In 35% of the Centres visited, the teacher did not have a good understanding of holistic child development during pre-school.

6 Regular health checks and growth monitoring of students

In 38% of the Centres visited, a lack of health check and growth monitoring was evident.

4.2.5 Effectiveness of Teachers’ Capacity Development

[2.3] How successful has Tahderiyyah Programme been in improving teaching capacities of Tahderiyyah teachers/educators/Child Development Workers for quality delivery of the Tahderiyyah curriculum?

This sub-question relates to mapping the level of success of the Tahderiyyah Programme in

building capacities of Tahderiyyah Programme teachers to implement the Tahderiyyah curriculum.

Moreover, it presents the results of the teachers’ capacity assessment undertaken through a

checklist-based assessment template (based on ECCD checklist). It also assesses the availability

(of appropriately qualified) and retention of Tahderiyyah teachers.

Results of Checklist-Based Teachers Capacity Assessment The evaluators used ECCD checklist for children as a guide to prepare a customised checklist to assess the knowledge and competencies of teachers and the quality of the teaching/learning environment. The checklist comprises 34 questions (indicators derived from ECCD checklist), covering 11 thematic dimensions of teachers’ capacity. These include: 1) administrative capacity; 2) community engagement; 3) class room management; 4) child rights/protection; 5) early childhood care and development; 6) gender and equity; 7) learning environment; 8) teachers’

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positive attitude; 9) teachers’ qualification & competencies; 10) teaching skills; 11) training received. Out of 37 centres where it was applied, only 34 produced usable results. Overall, the teacher’s capacities were found to be good (as per the assessment grid) with respect to conceptual understanding, demonstrated competence and adoption of prescribed standards for teaching and learning. Out of total 34 indicators for which teachers’ capacities were assessed, teachers demonstrated results within the range of 70-95% (between good and excellent) for 16 indicators (almost half of the indicators). For other 14 indicators, the results range from 57% to 68%, hence rated as satisfactory. For remaining 4 indicators (namely inventory management, space management, child material handling and routine health monitoring), the capacities are assessed to be less than 50%, hence ranked as below satisfactory. The results indicate almost all teachers (92%) demonstrating a ‘model behaviour’ (being polite, cool, calm in interaction with children) and unbiased use of materials, stories & experiences in all domains (gender, culture, religion, etc.). The results indicate excellent level (95%) of compliance to gender and equity principles. Particular indicators for which results are excellent are: a) availability of curriculum and classroom plan (84%) b) communication skills (84%) particularly in English, Arabic and Filipino languages c) use of songs in teaching (84%) d) involving children in class activities (86%) and e) centre visibility (89%). The Table 4.2.3 presents the results against each indicator; and refer to Appendix 13 for some additional observations against key indicators.

Table 4.2.3: Findings from Checklist-based Teachers’ Assessment

Thematic Area Indicator / Questions Yes No Remarks

Administrative Capacity

Child Materials Handling (Q7) 46% 46% Below satisfactory

Centre Visibility (Q8) 89% 5% Excellent

Space Management (Q9) 43% 43% Below satisfactory

Record Keeping (Q12) 73% 16% Good

Child Portfolio Management (Q13) 59% 27% Satisfactory

Inventory Management (Q17) 41% 49% Below satisfactory

Community Engagement

Parents Involvement (Q14) 57% 32% Satisfactory

Parents Meeting (Q15) 78% 11% Good

Record Management (Parent Meeting) (Q16)

59% 19% Satisfactory

Developing Relations with Parents (Q26) 70% 24% Satisfactory

Class Room Management

Class Management (Q6) 76% 19% Good

Planning and Discipline (Q10) 73% 16% Good

Time Management (Q11) 59% 27% Satisfactory

Child Protection / Development

Holistic Child Development (Q19) 57% 35% Satisfactory

Child Safety (Q22) 70% 19% Satisfactory

ECCD

Application of ECCD Checklist (Q33) 59% 27% Satisfactory

Availability of Curriculum and Class Plan (Q34)

84% 3% Excellent

Gender Equity

Respecting Human Rights (Q25) 81% 11% Excellent

Compliance to Gender and Equity Principles (Q27)

95% 0% Excellent

Learning Environment

Cleanliness (Indoor & Outdoor) (Q18) 70% 19% Satisfactory

Routine Health Monitoring (Q20) 49% 38% Below satisfactory

Safe Learning Environment (Q21) 76% 14% Good

Positive Attitude

Demonstrate Calmness (Q23) 81% 11% Excellent

Shows Model Behaviour (Q24) 92% 3% Excellent

Creative Approach (Q28) 68% 24% Good

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Qualification & Competencies

Communication Skills (English, Arabic & Filipino) (Q29)

84% 5% Excellent

Education Level & Computer Literacy (Q30) 62% 0% Satisfactory

Teaching Skills

Interaction with Children (Q1) 86% 8% Excellent

Use of Learning Aids (Q2) 78% 16% Good

Use of Songs in Teaching (Q3) 84% 5% Excellent

Story Telling (Q4) 62% 27% Satisfactory

Play-Based Teaching (Q5) 59% 30% Satisfactory

Training Training Attended (Q31) 65% 14% Satisfactory

Refresher Training (Q32) 57% 19% Satisfactory

Below satisfactory (0-50); Satisfactory (51-70); Good (71-80); Excellent (Above 80)

Most teachers were found to have received training under the Programme (65% and 57% having received refreshers also). Only 14% shared that they did not receive any training, which underscores the high attrition rate for teachers. Most teachers were found to have college degrees and were computer literate. Qualitative Findings on Teachers Training: The Programme put a considerable focus on teachers training and capacity development for which notable resources were apportioned to the component to enable them to impart quality teaching. Contrary to the teacher’s capacity assessment results (drawn from non-representative sample), the stakeholders in particular BDA staff, highlighted shortages of qualified teachers, which added to the significance of the teachers’ capacity development component. Initially the training was delivered by COLF until 2015, while later the University of Philippines (UoP) was contracted for delivery of teachers training. The evaluators did not find a consolidated training database to track the number, range and quality of trainings delivered. The results of teachers’ assessment indicated that teachers were trained in a range of subjects including ECCD observations and checklist, child rights/protection, classroom daily lesson logs, health, sanitation, pedagogy, gender sensitive data collection, kindergarten teachers training, early childhood education, and others. Responding to the enquiry on relevance and quality of training, the stakeholders responded positively of the contents of training programmes and quality delivery. The cascade training model was used whereby a group of ‘Master Trainers’ were trained from BDA. These were then supported and coached to deliver training to TC teachers and Mudirs. Most of the teachers and Mudirs admitted that Programme led training was their introduction to new teaching and learning concepts and was the only available source for learning and professional development. From the documentation made available, it appears that teachers and Mudirs were trained on a range of different issues (frequency varies for different phases). The monitoring system lacked the tracking of quality training delivery and failed to track (through an appropriate supervisory system) the resultant impact on teachers’ abilities to effectively deliver on their teaching responsibilities. To enable teachers to deliver on teaching responsibilities a variety of aids and supporting materials were produced and shared with TCs. These included ECCD teaching materials, provided to each registered TC. The teachers referred to them as being easy to use and enabling. Some referred to them as comparable to internationally available standards. A few even mentioned of them as relatively better than those in use by the DepEd kindergartens. Both teachers and Mudirs referred to the ‘manuals’ as useful and enabling to deliver on the key expectations.

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Availability & Retention of Trained and Qualified Teachers: Repeated references were made by the stakeholders including UNICEF, BDA, Tarbiyyah Committee, and Mudirs of inadequacy or unavailability of qualified teachers (as per the TC teachers’ qualification criteria54) in Mindanao. The evaluators noted the same during interaction with teaches where quite a few were found to have only high school education without any specialized training on early education. Also, some teachers were noted to have weak language skills in Arabic and/or English. The DepEd representatives shared that there are not enough professionally trained and certified kindergarten teachers available for even secured and salaried positions within the government. Another commonly reported issue was that teachers lacked sufficient knowledge of English, which limited their ability to teach the curriculum. The Mudirs and BDA officials shared that they had to put up with less qualified and often weak in English language teachers, for these were either volunteers or were paid much less than the government teachers. It appeared that most would take it as ‘Stop-gap’ arrangement and would quit in favour of a better job opportunity. Almost all stakeholders referred to a ‘high attrition’ rate in teachers as one of the limiting factors, which affected both the quality of teaching and loss of investments made in training teachers. [2.4] To what extent has UNICEF’s capacity building efforts enabled the BDA to institutionally and technically maintain and develop the work of the Tahderiyyah Programme?

This sub-question relates to the assessment of Programme’s contributions in building capacities of BDA to continue managing the Tahderiyyah Programme. BDA has remained the leading implementing partner throughout the Programme. As shared by the BDA Operations Team, most of the operations systems such as human resources, finance, administration, etc were in place when the partnership was developed with UNICEF for Programme implementation. However, where required technical support was sought to enable coherence and compliance to UNICEF standards. UNICEF provided support and training in various areas including (but not limited to) administration, use of the Data Share system, use of tablets, data collection, reporting, child protection, budgeting (for programme expansion and for increasing efficiency), monitoring, maintaining facility inventories, developing research methodology (and related instruments), project management skills (e.g. financial processes) and Training of Trainers (ToT).

54 UNICEF and AusAID Philippines. Tahderiyyah School Management Manual: 2017 Edition; [b.3 Teachers teaching Arabic language and Islamic studies in Tahderiyyah shall be trained on the use of Tahderiyyah curriculum and preferably a Thanawi graduate in Madrasah and high school graduate in a secular school; b.4 Teachers teaching secular subjects shall be trained on the use of Tahderiyyah curriculum, a college graduate preferably Bachelor of Elementary Education (BEED) in secular education and at least literate in Arabic reading and writing]

Box# 11: Excerpts from discussions with Mudirs, teachers and BDA staff on effectiveness of teachers’ training: It [guided] them on how to teach their children inside the classroom, and what to do as an administrator, so that children will [learn] from their teacher. The trainings they attended made them better in managing their classes.

Views of a Mudir

…our teachers are very happy, why because they learned through the training, it was part of their professional development. We can say that this is part of our success, the training of our teachers.

Views of a teacher

…Madrassa teachers could take part in trainings. I think that improved their capacities; and not only their capacities but understating in terms of learning development.

Tahderiyyah Staff

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It may be fair to argue that capacity building of the BDA has been more Programme driven rather than demonstrating an effort to build institutional capacities for long-term sustainability of the Tahderiyyah system, led by the BDA. Neither the BDA nor UNICEF made any reference to any institutional capacity assessment of the BDA carried out in order to guide the capacity development effort. Both UNICEF and the BDA admitted that the focus has been on enabling BDA to consistently deliver quality outputs. As there was no specific plan, the monitoring system did not track effectively the capacity development inputs and their resultant impact in streamlining systems for sustainable delivery. Along with others, COLF, UOP and ASDSW, provided both training and hand-holding to enable BDA staff to deliver. It seems evident that the investments made on capacity development enabled relevant BDA staff produce the desired outputs and of acceptable quality. While largely the capacity building effort appears successful and effective, the support has been insufficient to help develop an effective monitoring system. There are significant gaps in the monitoring system both at design and implementation levels, including the weak databases, which points to the fact that Programme remained ineffective in creating an enabling and usable M&E system. Moreover, the closure of Programme has made BDA lay off most of the staff (trained throughout these years), who have started working elsewhere. This does not bode well with BDA’s capacities enhanced to the level to find alternative funding to sustain and leverage the trained staff. In addition, the repeated delays with BBL promulgation has started uncertainties around the future role of BDA. [2.5] How did the engagement of private contractor by DFAT affected the efficient communication (between UNICEF and DFAT) and overall delivery of programme?

This section discusses the contracting of Cardno by DFAT to monitor and report on the Tahderiyyah Programme. The ability of the Evaluators to discuss this element is somewhat curtailed by the fact that no direct interview with relevant individuals within Cardno was conducted, however various qualitative sources of information were consulted. DFAT contracted Cardno (the consultants) to support with the reporting and management of the BEAM Programme, of which the Tahderiyyah Programme is one project. The other two partners for BEAM are BRAC and GIZ. It appears that the BEAM partners were not consulted for the contracting of Cardno and were informed later, when the consultants were already on board. To respond to this question, the evaluators asked both DFAT and UNICEF about the need for the 3rd Party Contractor i.e. Cardno, achievements and how did it affect the relationship between the two. The evaluators however could not speak to Cardno representative (during evaluation field work) for unavailability of relevant staff. As shared by the DFAT representative, Cardno was hired to streamline reporting (from BEAM partners) and enable DFAT to take informed decisions on contract management with partners. One of the tasks was to ‘Consolidate’ the periodic reports from three BEAM partners and produce one ‘BEAM Programme’ report for DFAT’s review - and to seek further clarity and information from the partners to consolidate the reports where required. The DFAT representative shared that the relationship with Cardno worked well, as they could deliver on the assigned tasks. Also, it worked well with two BEAM partners except for UNICEF.

Box# 12: A BDA representative noted that the capacity building of BDA through the course of the programme has equipped them with the right technical skills and knowledge to monitor a programme/project, and facilitated communication and engagement between BDA and the GoPH. Another BDA representative noted that the Programme has proved to be cost effective, since it has been successful in promoting peace by providing a platform for the GoPH and the BDA to overcome their differences to work together for the progress and development of the Bangsamoro community.

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UNICEF Philippines have had a different take on this. First, this sub-contracting to Cardno happened without consulting them and was not part of DFAT-UNICEF contract to report to DFAT appointed ‘Third Party’. Also, it added another management or reporting layer between UNICEF and DFAT. Moreover, UNICEF kept on receiving requests for additional information from DFAT, which they would mostly report to Cardno. To them it was Cardo that would take out relevant information while consolidating ‘BEAM Periodic Reports’ for DFAT. Repeated requests for information reported already (taken out by Cardno during consolidation) did cause interruptions, leading to diversion of resources and attention for UNICEF to respond to DFAT queries. The transitional arrangements with respect to devolution (featuring delegation of management functions to Field Offices) did add to the confusion, particularly in those cases where DFAT may make direct communication with field teams/office without the knowledge of UNICEF Country Office. UNICEF team referred to the episode where Cardno demanded the lists of TCs students and those transitioned, which UNICEF did not maintain; however, an attempt was made to tease out the information. This caused disruption in routine activities and the subsequent environment in which most of the communication occurred, added to the strained relationship between UNICEF-Cardno and in turn between UNICEF-DFAT. It could be argued that the involvement of Cardno did indeed work to create confusion and frustrations on both sides i.e. UNICEF and DFAT. To the evaluators, it seems that this could have been managed more responsibly had DFAT involved BEAM partners earlier (perhaps before contracting) and had clarified the role and need for ‘Third Party’ Consultants. There are lessons on both sides vis-a-vis clarifying contractual and reporting expectations and setting (and implementing) clear communication protocols.

4.2.6 Assessment of TOC Plausibility & Linkages to OECD-DAC Criteria

This section offers evaluators assessment of ‘Plausibility’ of Programme’s TOC and a short commentary on TOC vis-a-vis the OECD-DAC criteria used for the evaluation i.e. relevance, effectiveness, impact, efficiency, and sustainability. The readers must note that the Programme inputs and activities evolved over three phases of the Programme and are mainly focused around three output/intervention areas i.e. governance, capacity and safety (as given in the TOC) and so is the commentary. A key constraint around evaluators’ commentary is the absence of consolidated progress report for Phase-3 of Tahderiyyah Programme beyond BEAM Programme (a larger initiative), that has further impeded the quantification of inputs and Programme results i.e. outputs, outcomes and impact. For the intervention area under ECCD governance, the Programme successes are evident in terms of development, approval and application of Tahderiyyah curricula, and harnessing support from MILF and communities for Tahderiyyah centres. However, the achievements around BDA capacity building and programme related M&E systems of BDA, along with enabling the transition of Tahderiyyah completers, remained well short of what was envisioned. The Programme struggled in putting in place the necessary condition for outcome achievement i.e. Tahderiyyah centres meet DepEd criteria and get certified by DepEd/GoP. This in turn has hindered achieving the desired higher-level results i.e. outcome 1 and impact. Similarly, for intervention areas or outputs 2 and 3 i.e. capacity (development) and (ensuring) safety, the Programme was largely successful in creating the desired conditions; however, it remained short of achieving outcome 2 particularly for not enabling the acceptance of Tahderiyyah completers.

Box# 13: UNICEF made several attempts to fix the communication channels related gaps by meeting with DFAT, however, despite such efforts, communication from DFAT continued to be directed to the technical staff in the field office regularly. UNICEF staff raised the issue during the 2016 PPA and got formally recorded in the PPA document, to ensure commitment from both sides to resolve it. (UNICEF Philippines Country Office)

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In view of the above, the evaluators may argue that the complete change model (comprising pathways of change, assumptions, and chain of inputs, interventions, outputs, outcomes and impact) appear plausible, despite partial realisation of desired outcomes and hence the impact. This could be attributed to design deficiencies at output or intervention level. The commentary on assessment of TOC vis a vis OECD-DAC is structured in line with the visual 06. The identified problem (as in the TOC) and the stated objectives i.e. promoting universal access to primary education, accelerating gender equality and empowerment, and strengthening early education to enable access to primary education. As to the effectiveness, the logic is complete and plausible that links problem to outcome and impact. The objectives are found aligned to the logic also. For limited information, the assessment of efficiency remains inconclusive. The impact and sustainability are linked to the needs, however impact has partly been realised, so is the sustainability.

Efficiency

[3] How efficient in terms of cost and time has the Tahderiyyah Programme been in comparison to alternative approaches (government/private sector operated kindergartens/pre-school/Madaris), and similar global best practices?

Overall Assessment: In the absence of credible and comparable data, the evaluators were unable to assess and

comment on relative cost and time efficiencies of the Tahderiyyah model compared to public and

private kindergarten. The evaluators may caution that the whole operational model of public/private

kindergarten is fundamentally different than that of Tahderiyyah, hence even if the information was

available, perhaps it would still have been misleading to compare the two for efficiency.

Nevertheless, the evaluators did try with estimates shared. The set-up cost related comparison

was not possible for not even receiving estimates from public and private schools. In terms of

operational costs (monthly), the TCs may appear relatively efficient (for spending 1/3 of a public

kindergarten), however, again the operational models (one being public, other being profitable

business, and the last one being community and volunteer based) being so different, it may have

been incomparable anyways. The Programme delivery (in terms of implementation of planned

activities of UNICEF-BDA PCAs) vis-a-vis financial consumption appears to be efficient. The

complexities merit a dedicated efficiency assessment.

[3.1] To what extent is the establishment and operations of a Tahderiyyah Centre cost efficient in comparison to a similar system operated by the government (including DepEd and DSWD)/the private sector?

To respond to the sub-question, the evaluators drew comparison of average set-up and operational

costs of government/privately run kindergarten vis a vis TCs. Moreover, it looked at timely

completion of PCAs, funds distribution and consumption for different PCAs signed between BDA-

UNICEF.

The evaluators during interactions with TC Mudirs (Administrators) asked about average set-up and operating costs. There was visible reluctance to share financial records, however, costs were shared verbally. As per the information shared, the average set-up or establishment costs for each

Visual 06: The Result Chain and the OECD DAC Evaluation Criteria

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TC came to be between USD 1900 to 2000. This is the average cost for a two rooms basic TC excluding construction and land costs. The readers must note that there is a wide range of TCs in terms of available space, quality of construction, and furnishing. The evaluators could not gather realistic estimates for public kindergarten from the public teachers. The private kindergartens did not share even the estimated costs. For evident data gaps, the evaluators are unable to comment if TCs are efficient (or otherwise) against others with respect to set up costs. The estimates for operational costs were drawn based on average monthly expenditures on three

recurring budget heads i.e. staff salaries, materials and snacks, and maintenance + utilities (details

in the table 4.3.1). The average TCs operating costs (per month) was found to be 1/3 of the costs

for public KG. The information for privately run kindergarten was not available. Although the TC

operating costs are significantly lower, but it must be viewed with caution as there are wide

differences in the qualification of teachers, type of contracting and remuneration, and average time

spent at the facility. The evaluators also could not establish average per child costs (for

centres/parents) for reasons such as considerable variations in service fee across TCs, often

linked to the type of centre and parent’s capacity to pay. The data for public and private KG was

unavailable.

On Program efficiency in terms of timely and successful completion of PCAs (activities) and burn out rate (funds), UNICEF and BDA signed several PCAs for the complete Programme duration. The evaluators could get hold of only two financial monitoring sheets from BDA, related to PCAs signed from 2015 to 2017. The BDA staff shared that all planned activities were implemented in time with almost 100% burn rate. UNICEF staff also re-confirmed the timely and satisfactory completion of activities (including financial burn rate for all PCAs) by the BDA. The management cost of 14% for BDA look realistic.

Table 4.3.2: PCA 3 1 Financial Report (as of 18 January 2017) - for Tahderiyyah Officers

Activities Total Budget

Approved Total

Expenditure

Percentage Expenditure

(%) Remarks

ECCD 14,745,719.02 14,862,854.57 100.79% -117,135.55

Table 4.3.1: Establishment and Running Cost Comparisons

Description/Budget Lines TC Costs

(USD)

DepEd KG Costs USD

Private KG Costs

(USD) Remarks

Establishing or Setup Costs

1,900-2000 Not

Available Not

Available

The set-up costs for public and private KG were unavailable. The evaluators are of the opinion that for variations in TCs themselves (in terms of space, structure, and furnishing) and public KGs housed in elementary schools (with only few have equipped KGs), there are no comparative basis to draw a meaningful comparison.

Monthly Cost

• Salaries: Administrator and teachers salary/honorarium

• Materials: Consumable teaching and learning materials for everyday use. H Materials for

• Maintenance+ Utilities

384/- 1,076/- Not

Available

Apparently, the average operating costs for public KG look relatively higher (64% higher), however this may need to be treated with caution for wide differences in the qualification of teachers, type of contracting and remuneration, and average time spent at the facility.

Average per child costs (for centre or KG/parents) Varies

considerably

Not Available

Not Available

The costs vary for type of TC in which children are enrolled and parent’s capacity to pay. The costs are unavailable for public and private KGs.

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Table 4.3.2: PCA 3 1 Financial Report (as of 18 January 2017) - for Tahderiyyah Officers

Activities Total Budget

Approved Total

Expenditure

Percentage Expenditure

(%) Remarks

Child Protection 8,081,908.82 6,605,956.49 81.74% 1,475,952.33

WASH 8,428,361.02 8,247,881.54 97.86% 180,479.48

M&E 6,541,140.44 5,879,806.57 89.89% 661,333.87

Programme Support Cost (admin and operational)

5,937,252.74 6,204,422.81 104.50% -267,170.07

Total Should be 43,734,382.04 41,800,921.98 95.58% 1,933,460.06

Data reflected in Sheet 43,734,382.04 42,793,880.09 97.85% 940,501.95

Note: The evaluators noted error in calculations and have highlighted it as such.

Impact

[4] What is the degree of influence (positive, negative, intended, un-intended) of the Tahderiyyah Programme in enabling regular integration in public education for the conflict-affected children of Mindanao?34

Overall Assessment: The immediate impact in terms of improving access to (KG education) and preparing the conflict affected children of Mindanao for schools, has largely been achieved. The other immediate impact in terms of facilitating the transition of Tahderiyyah completers into mainstream education, has not been realised. Based on the feedback from the Programme stakeholders and in particular Tahderiyyah teachers and parents, most completers were made to repeat public kindergarten for not having an LRN. For parents and caregivers, in the medium to long run the exposure of and experience at TCs is likely to make children more informed about their religious identity as Bangsamoro Muslims, and eventually better Muslims (and humans). Some even referred to Programme fostering good-will and trust (between government and MILF) in the short term, with potential to contribute to long term peace. For some, the impact has been the rebranding of Madrassah to ‘adapt’ and ‘evolve’ to present day needs and realities. The Madrassah education has come to establish itself as relevant as a vehicle to enable access to secular education for Muslims in Mindanao. The awareness of personal hygiene and adoption of allied practices by children is also seen as a positive impact, likely to help them pick up healthy habits. [4.1] To what extent and how has the Tahderiyyah Programme contributed in improving the lives of children through enhanced school readiness, integration and mainstreaming CP, WASH and health into early education? [4.2] To what extent and how has the Tahderiyyah Programme changed the perceptions, skills and overall capacities of teachers, parents and caregivers to enable them to promote/strengthen the inclusive early education, its integration into public education and mainstreaming CP, WASH and health?

To avoid duplication, the two sub-questions have been addressed through a composite response. The Programme has contributed to visible immediate impact, evident in terms of parents and caregivers’ perceived satisfaction that this experience and learning would help making children better Muslims and eventually better humans. A father shared that he is “happy and proud” to note positive changes in his son, which he attributed to the experience and exposure to a Tahderiyyah centre. To him it was comforting and reassuring that his son learnt to greet in Islamic way, that his attitude improved, and that he learnt how to write and recite ‘Fatiha’ (Islamic prayers).

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Some parents view the public endorsement of curricula as acceptance of their separate identity, aspirations and sensitivities as Filipino Muslims. To them, the endorsement by the ‘Tarbiyyah Committee’ is both reassuring and BDA led implementation has fostered ‘good will’, likely to influence peace-building efforts. Similar views were shared by other stakeholders like the Tarbiyyah Committee, BDA, UNICEF and others. The Programme has apparently changed the perception of Madrassah for stakeholders. To them, this Programme has successfully rebranded traditional Madrassah as ‘adaptive’ and evident in the shape of introduction of ‘balanced curricula’ to help transition completers into mainstream education. Several stakeholders made repeated references to children, and to a degree parents, learning (of significance) and adopting hygienic practices such as washing hands with soaps, brushing teeth, taking daily bath etc. To them such an exposure and adoption (of practices) at this early age bodes well for developing healthy habits. This speaks of the success with integration of WASH into early education also. Teachers see the impact in terms of learning new concepts, skills and approaches to make learning a joyful experience. They can see the effectiveness of these new practices and feel strongly that the Programme has made them better teachers and carers. The teachers at public schools (where TC completers are studying) shared that those with TC experience are doing fine. Some made references to the completers performing better in languages, particularly Arabic.

On the TOC, the evaluators could argue that the Programme has been partly successful in contributing to the intended impact. This is evident in terms of achieving the intended impact of ‘school readiness’ for the completers, however it struggled with facilitating the smooth transition of the completers. Most of the completers had to repeat KG at public schools for not having requisite LRN, which majority of TCs were not qualified to issue.

Box# 14: Excerpts from discussions with key stakeholders: “Once while eating together, our child went to wash his hands and urged us (parents) to wash our hands before eating. To him, dirty hands have germs which cause disease. To the mother whatever children are learning, they are sharing with family and particularly the siblings”. (Mother of a student) “Even in their houses they also wash their hands and it educates parents on how to wash their hands properly. They are washing hands at a young age, looks good as these practices would become habits in their future life”. (Parents in a FGD) “…Curriculum encourages the teacher to understand the children rather than forcing children to follow what the teacher expects them to learn to do like before. Parents also encourage their children to regularly attend school because they can see that the children are enjoying their activities. (Views of teachers and Mudirs) “Looking at different levels of the programme it is success because for me it brought the government and rival group closer now. In the phase one we were clearing things like why we should coordinate we are the rival group. It took some time for them to realize that working through Tahderiyyah with DepEd is very important (UNICEF Mindanao based staff)

“Admission of Tahderiyyah learners to the regular schools is also a challenge. The learners from the Tahderiyyah centres they have hard time entering the regular school because they don’t have the learners reference number” (DepEd Representative) A BDA staff member opined that the programme should continue because it has encouraged the target communities to educate their children in the public schools. This in turn has a positive impact on the peace process in the region (BDA Representative)

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Sustainability

[5] How likely is the Tahderiyyah Programme to continue to deliver benefits without external support?

Overall Assessment: The Programme has produced demonstrated benefits for children, Madrassah and BDA; however, it may be fair to argue that interventions and processes have not matured to a level to continue to benefit without external assistance. Even though most TCs are operating, there are evident gaps in terms of their financial viability, BDA’s capacity to extend technical support, and building linkages with the public sector primary education. With that, there are successes that are sustaining and/or likely to sustain the Programme benefits – such as the approval of Tahderiyyah curricula by DepEd. The replication of the curricula by DepED ARMM’s ALIVE and others bodes well for sustainability. The TCs may continue to operate in view of the determination and strong will of communities (including teachers and Mudirs), mobilising community contributions, charity, and volunteerism. BDA may have gained in terms of improved management capacities; however, it still lacks financial capability to support itself and by extension the registered TCs. It may continue to seek technical and financial assistance in a variety of management and operational areas from time to time. [5.1] Are the established partnerships (BDA) institutionally and financially capable of continuing work (and scale-up) in conjunction with the Government without external support? If so, to what extent and how?

One of the most profound achievements of the Programme has been the formulation and approval of ‘Balanced Curricula’ by DepEd in 201355. The development and successful implementation of series of guidelines, standards, checklists for quality and consistent delivery is also considered as key achievement. The fact that the curriculum and enabling guidelines/standards, are being used despite the fact that the Programme has ended, underscores sustainability of the Programme. Moreover, the ‘Integrated Madrassa Education Programme’ has adopted the Tahderiyyah curriculum for kindergarten, also. Furthermore, Tahderiyyah curriculum is taught in the Community Learning Centres (CLC), where teachers from ALIVE Programme teach under the ARMM HELPS (Health Education Livelihoods Programme Synergy 2015). The adoption/adaptation of curricula by different stakeholders is an admission of quality and value of the Programme, and their continued use beyond TCs further reinforces Programme’s sustainability. Demonstrated practice of ‘volunteerism’ (by most teachers and Mudirs) and ‘self-help’ through charity and community contributions, have also been attributed as success factors. These were referred to as key enablers that have kept alive the Madrassah education and are likely to sustain beyond this Programme. The evaluators observed that TCs continued to operate despite Programme closure for the past several months. The decision of not supporting with salaries for teachers and other operational costs worked positively in terms of not creating undue dependency. However, it is pertinent to mention that low salaries triggered high attrition rates, which centres continue to face. The Programme could not make much headway with linkages building to ease off the financial burden.

55 Recognition of the Tahderiyyah Curriculum in Bangsamoro Development Agency Operated Islamic Community School, No.36; 21 February 2013

Box# 15 Excerpts from discussions with different stakeholders: The Tahderiyyahs were able to develop curriculum for us that is very big achievement because the standard curriculum has been accepted by DepEd. (Finance Team BDA) Traditional Madrassah has been in existence for centuries and have operated with community support. They will continue to operate however our role has changed and we cannot provide as much support as don earlier. (BDA Representative) “It is a shame if we always ask from the parents weekly” said the teacher thus they too are looking for resources to augment aside from the fact that they are not financially well compensated. (TC Admin Representative) These Tahderiyyah institutions are under the Tarbiyyah committee so our plan is to engage committee to lend support. Our role is to provide technical inputs…, (BDA Representative)

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Parents, teachers and Mudirs were all upbeat about continuing with centres through charity, community contributions and volunteerism. The Programme has contributed to building capacities and instilling confidence in BDA in managing Programme of this scale and complexity. The capacity development has been mostly training centric with limited policy and system support. The most significant areas where capacities have been enhanced are availability of trained and experienced human resources, planning and management, early education, WASH, CP, and M&E including database management. BDA Management shared that they gained valuable practical experience and the fact that most of the staff got trained enabled them to deliver well. However, after Programme’s closure, they had to lay off most of the staff due to lack of necessary funds. There is apparently no concrete ‘BDA Plan’ on continuity of operations and repeated delays in the promulgation of Basic Bangsamoro Law (BBL) are adding to the uncertainty.56 On sustaining and scaling-up of TCs, the evaluators have offered multiple recommendations in the end, citing linkages building and advocacy as potential avenues.

Gender Equity and HBRA Considerations

[6] What key approaches and strategies were adopted in the design and management of the Tahderiyyah Programme to adequately target and take into account gender, equity and HRBA considerations of vulnerable groups (the poorest quintile, remote populations, ethnic/religious groups, boys and girls and the differently abled)?

Overall Assessment: A critical appraisal of Programme design and implementation processes suggest satisfactory level of integration and adherence to gender, equity and HRBA, often referred to as Non-DAC criteria. The Tahderiyyah curricula and delivery approaches largely appear to be gender neutral. The fact that the Programme reached out to all children, irrespective of their sex, underscores Programme’s commitment to the principles of gender equality. At another level, the BDA led implementation with gender balanced teams including a healthy proportion of TCs run by female Mudirs and teachers, further amplifies the management that promoted gender equality. The outreach interventions such as CBCPN and CPCs promoted representation of both sexes and active engagement with TCs, which again contributes to gender equality. The Programme design and implementation exhibit equity integration in terms of prioritisation of communities i.e. Bangsamoro Muslims living in areas that feature insufficient and over-crowded public-sector education infrastructure and rampant poverty. In most cases, the evaluators noted that the services for absolute or ultra-poor were offered free of costs, thus improving access to early education for the poorest. The targeting of remote and conflict affected communities made Programme equitable; however, a limited focus on enrolling the disabled (children) including in the learning contents and delivery approaches, and finally with respect to provision of water and sanitations services, dilutes the equity integration. The Programme is HRBA compliant for enabling children’s access to education and advocating it as a ‘right’ of every Filipino child - Philippines being signatory to the Conventions on the Rights of Child (CRC). The design is assessed to be HRBA compliant with an intent to enable and facilitate government to dispense its obligations. The WASH and CP components add further to alignment

56 The final report was submitted before the signing of the Bangsamoro Organic Law, which is still subject to a referendum for the approval of the law expanding the territories covered by the Muslim autonomous area in the islands of Mindanao.

Box# 16: The Tahderiyyah centres are mostly in Madrassa where mostly people are Muslims but there are community based Tahderiyyah centres and they may act neutrally………. Of course, we have children with special needs, you cannot avoid if there are that kind of children. But we did not consider when we formulate the program but maybe in the future…… Administration Tahderiyyah

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with HRBA regulations by enabling children access to water, sanitation and protecting them from violence, abuse and neglect.

• [6.1] What strategies (including policies and geographical targeting) and programming approaches were adopted in the Tahderiyyah Programme that ensure required attention to gender, equity and HRBA considerations of vulnerable groups and religious groups?

• [6.2] What management approaches (implementation, monitoring, evaluation, knowledge acquisition) were adopted in the Tahderiyyah Programme to ensure required attention to gender, equity and HRBA considerations of vulnerable groups and religious groups?

Overall the programme offers a mixed pattern, varying from gender sensitive to gender neutral and gender equal. The TCs enrol both girls and boys without discrimination except for Madrassa based centres that are exclusively for boys or girls. This indifference in enrolment criteria and services offered by TCs qualify the programme as gender neutral57. The Programme aspects that make it gender neutral58 include the curriculum, management structure, enrolment of children, programme staffing, strategies and implementation plan. All these programme elements did not differentiate among gender-specific norms/roles, and hence the evaluators found the programme to be gender neutral. Furthermore, the availability and quality of gender disaggregated data, and its monitoring is not available in a useable form. The limited data that is available requires major fixes before any reliable inferences can be drawn- a major gap in the management and monitoring system, both at the BDA and UNICEF Field Office levels. These weak programming areas further reinforce the gender-neutral programming. On the other hand, the same or similar facilities (classrooms, play areas and other equipment/furniture) are available for and in use by both the girls and boys in Tahderiyyah centres visited during evaluation. This, being the most common practice in public kindergartens and other private education facilities, and hence is viewed as gender-equal59. The evaluators found the Tahderiyyah programme to be inclusive. The curriculum was primarily designed in accordance with the aspiration of local community as they wanted their children to get modern education in line with Islamic principles and values. Tahderiyyah Programme addresses the needs of Bangsamoro communities, providing content that the regular kindergartens did not provide-i.e. Islamic values and Arabic teachings. This aspect embeds the equity principal in the programme design, strategies and implementation satisfying the unique needs of the respective communities. The Programme promoting equity is exhibited at different levels. First and foremost, is the prioritisation of communities with insufficient and crowded public early education infrastructure. The targeting of communities that feel marginalised and some remotely placed with limited access to public sector education services. Most centres free of charge services for parents who can’t afford, adds further to making education accessible to the poorest. The Programme focusing on the minority (Bangsamoro Muslim) and reaching out to conflict affected communities adds further to the coherence with equity principles. The WASH related activities of the programme were well oriented and unbiassed when it comes to provision of facilities (water, soap, toilets etc). Although the Tahderiyyah programme encouraged, enrolling children with disabilities but it struggled to adequately address the special needs of the physically challenged/disabled children. An “equitable approach” was adopted to target centres with no facilities and provision of toilet & water supply. However, one drawback found during evaluation process was that these centres were based on minimum support and no instances were found to ensure needs of children with special or different needs; notwithstanding children with special needs or differently abled children.

57 Gender is a means to reach set development goals; Addressing gender norms, roles and access to resources in so far as needed to reach project goals 58 Gender is not considered relevant to development outcome Gender norms, roles and relations are not affected (worsened or improved) 59 Gender Equality refers to the equal rights, responsibilities and opportunities of women and men and girls and boys.

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The centres provided basic and minimum WASH facilities including toilets, hand washing facility and drinking water- which may be challenging for children with physical disabilities to utilize. In most of the Tahderiyyah centres visited, the same facilities were used by girls and boys. But this was found to be the common practice for children of the same age group in public kindergartens as well. The classrooms play areas and other equipment were also made available without discrimination to all children as observed by the evaluators during field visits. HRBA is the central tool adopted by almost all of the social development projects, it is not only about expanding people’s choices and capabilities but above all, about the empowerment of people to decide what this process of expansion should look like. The Programme is assessed to be coherent with HRBA, for its contributions to enabling children access education, which is considered as ‘right’. Moreover, Philippines being signatory to the Conventions on the Rights of Child (CRC) is obliged to take measures for Child Development and in particular make education accessible. On that count, the Programme is found to adhere to HRBA considerations by facilitating the GoP to meet its obligations under CRC.

Box# 17: The Human Rights Based Approach (HRBA) has two-fold objectives: 1) to empower people (rights-holders) and 2) to strengthen the capacity of the actors (duty bearers), HRBA is focused on conscious and systematic enhancement of human rights in all aspects of project and program development and implementation. HRBA is a ‘tool’ to reach people (who are the poorest and most vulnerable) for their empowerment. (UNICEF Finland 2015, Introduction to the Human Rights Based Approach; a guide for FINNISH NGOs and Their Partners. http://hrbaportal.org/wpcontent/files/HRBA_manuaali_FINAL_pdf_small2.pdf)

The goal of a human rights-based approach to education is simple: to assure every child a quality education that respects and promotes her or his right to dignity and optimum development. UNICEF & UNESCO. A Human Rights-Based Approach to EDUCATION FOR ALL A framework for the realization of children’s right to education and rights within education. https://www.unicef.org/publications/files/A_Human_Rights_Based_Approach_to_Education_for_All.pdf

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5 Conclusion, Lessons Learned and Recommendations

This section combines the evaluation conclusion, lessons learned and recommendations. The readers may find them aligned to key evaluation findings and evidences. Inputs were sought from all key stakeholders during field work and validation workshop.

Conclusions

On the OECD-DAC criteria, the evaluators may conclude this being a highly relevant and appropriate for the problem it sought to address. The Programme could be concluded as largely effective, whereby some components were found to be relatively more effective than others. The formulation, approval (by DepEd) and use of ‘balanced’ curricula, stood out as most distinctive and profound achievement, setting solid foundations for Tahderiyyah completers to get mainstreamed. The coupling of training (of teachers and Mudirs) with adept use of curriculum support materials and enabling guidelines (comprising manuals, checklists and standards), proved effective in creating quality teaching-learning environment at centres. This to a degree mitigated the unavailability of qualified teachers and struggles with their retention (mostly volunteer teachers). The inclusion and implementation of WASH components proved more effective than CP. The monitoring system exhibited design and operational deficiencies, constraining meaningful use of monitoring data to inform management decision making and later the evaluation. The evaluators are unable to conclude on the cost-efficiencies with which Programme operated. This is partly due to insufficient information and the impossibility to draw useful comparisons between TCs and those of public and private kindergartens. The partners however managed to deliver on most outputs in time. The immediate impact in terms of preparing Tahderiyyah completers for grade 01 has by and large been achieved. However, facilitating smooth transition could not be realised. The unintended impact in terms of adaptation and use of Tahderiyyah curricula by other parallel initiatives, such as DepEd ARMM, is appreciated. Where some of the Programme interventions and results are likely to sustain, BDA capacities are simply inadequate to support future operations of TCs. The Programme design and implementation were assessed to be consistent with principles and approaches of equity, gender equality and HRBA. The Programme has successfully demonstrated a ‘workable model’ for joint GoP-MILF working, facilitated by UN. In terms of Programme’s contributions to peace building in Mindanao, it has to a degree brought the two parties closer and generated trust and good-will. However, the long-term peace hinges on promulgation of Basic Bangsamoro Law (BBL). The evaluators conclude that the Programme certainly merits continuity however the next phase must adapt design and implementation in line with evaluation’s recommendations.

Lessons Learned

Keeping in view the formative focus, the evaluators have drawn following lessons for possible future use. The UNEG/UNICEF Evaluation Reporting Standards (2004, 2010, 2016 and 2017)60,61 including ‘Combination Approach’ of Mark White and Alison Cohan’62, have informed distillation and documentation of these lessons. 1. The Programme benefitted greatly by seeking

participation and technical inputs from multiple

stakeholders (including DepEd, BDA, Tarbiyyah

Committee, COFL and others) to develop the

Tahderiyyah curricula. Where this approach

provided the much-needed depth and coherence,

60 https://www.unicef.org/evaldatabase/files/UNICEF_Eval_Report_Standards.pdf 61 https://www.unicef.org/innovations/index_49082.html 62 A Guide for Capturing Lessons Learned. Mark White and Alison Cohan https://www.conservationgateway.org/ConservationPlanning/partnering/cpc/Documents/Capturing_Lessons_Learned_Final.pdf

Box# 18: Lessons learned are the conclusions that can be generalized beyond the specific case. This could include lessons that are of relevance more broadly within the country situation or globally, to an organization or the broader international community. Lessons learned are contributions to general knowledge. They should be well supported by the findings and conclusions presented. They may refine or add to commonly accepted lessons learned but should not be merely a repetition of common knowledge. [The UNICEF Evaluation Report Standards: Evaluation Office UNICEF NYHQ September 2004. https://www.unicef.org/evaldatabase/files/UNICEF_Eval_Report_Standards.pdf. accessed 27 April 2018]

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it eased the approval by DepEd, enabling mainstreaming of curricula. Such interventions in

future must seek to evolve participatory development mechanisms ensuring presence of

regulator such as DepEd and others to foster ownership of process and outputs.

2. The coupling of training (of teachers and Mudirs) with supporting/enabling documentation in

the shape of guidelines, manuals, checklists, etc. proved critical (despite challenges with

finding and retaining qualified teachers) in enabling teachers to consistently produce quality

teaching-learning environment. The future interventions must leverage the complementary use

of the two to achieve consistent and quality results.

3. The demonstrated successes with the application of play and song-based teaching methods

underpin their continued use for grabbing attention and enabling retention for children as young

as 3-5 years. One such example is the greater effectiveness of ‘supervised’ handwashing in

group.

4. A comprehensive and enabling M&E system is integral to evidence-based decision making,

knowledge documentation and eventually contributing towards an enabling and utility-focused

evaluation. This becomes even more significant for programmes of evolving nature and in

particular those implemented in fragile environments. The future implementation must prioritise

greater attention and allocation of resources to evolve comprehensive and usable M&E system

to inform decision making, accurate documentation, and timely course correction.

5. The capacity development must follow a roadmap (with considered and measurable outcomes)

informed by structured institutional capacity assessment, which has not been followed in the

Programme. The future support must underpin institutional assessment of partners such as

BDA, and others, to inform the capacity development plan or roadmap. Such exercises become

more significant where there are limited choices available for partnerships.

Recommendations

In view of the formative focus of the evaluation, a series of contextually relevant and practical recommendations have been listed below to inform the future engagement and support of UNICEF. The recommendations have been framed based on evidences and suggestions of the key stakeholders including evaluators’ own experiences. While framing the recommendations, the evaluators took a considered view of contextual complexities and stakeholders’ sensitivities, capacities and working relationships. The recommendations were presented in the ‘Validation Workshop’ (in February 2018), and refined accordingly based on the stakeholders’ feedback. For each stakeholder, the stakeholder specific recommendations have been grouped together. Each recommendation comprises a set of proposed actions. Where recommendations overlap between stakeholders, the readers may find repeated recommendations and actions under relevant stakeholder. The recommendations have been classified in terms of order of priority i.e. immediate, medium-term and long-term.

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5.3.1 Recommendations for UNICEF

S# Recommendations Priority Other

Relevant Stakeholders

1 Review, Revision and Greater Acceptance of Tahderiyyah Curricula and Centres Continue advocating with DepEd/DSWD/ECCD Council for acceptance of wider Tahderiyyah curricula (make necessary changes where and if required in the current curricula) and consequently, the recognition and adoption of TCs, by taking following actions:

1.1 Discuss with DepEd the possibility to split the current Tahderiyyah Curriculum for two distinct age groups i.e. 3-4 and 5 years old children. Given agreement, make necessary revisions in the current Tahderiyyah curricula to adjust it to the two different age groups.

1.2 The curricula revision must be carried out in active coordination with ECCD Council, DWSD and DepEd (for age groups that relate to these stakeholders), must demonstrate compliance to these stakeholders’ expectations and standards (for age groups), and secure acceptance through MOUs/notifications.

1.3 Advocate with DepEd to secure 2nd track of regulations (re-assessment Tahderiyyah completers, relaxing PTO/LRN acquisition and others as per need) for recognition of TCs to enable transition of Tahderiyyah completers.

1.4 Advocate with DepEd ARMM for adoption of current Tahderiyyah or new Tahderiyyah curricula (for 5-year-old– given acceptance of earlier recommendation) to introduce to ALIVE Kindergarten, to make it Islam responsive also. This would enable addressing any potential duplications.

1.5 Explore the possibility to advocate with the office of the Regional Secretary DSWD-ARMM to link Tahderiyyah centres (given acceptance and action on recommendation iii listed above should make it easier) with their complementary feeding programme. Also, explore the cash grants programmes from the DSWD for TCs.

1.6 Explore, and given positive response, experiment with DepEd to adopt other models such as linking the Tahderiyyah centres with nearby public elementary schools to receive LRNs without the need for PTO, a model that is currently used for Indigenous people's learning centres.

Immediate/Medium Term

DepEd, BDA, DSWD, DFAT, and others.

2. Visibility & Alignment to Donors Agenda Improve the visibility of Tahderiyyah at national and regional level (Mindanao / ARMM) and among communities to support advocacy for increased support at all levels;

2.1 UNICEF together with BDA should pursue a comprehensive communication and advocacy campaign with DepED (national and regional) and other partners to enhance Tahderiyyah programme

visibility63 for an increased acceptance and recognition of the

Programme.

2.2 Promote Programme’s contributions in peace-building and use that in linking Tahderiyyah with other ‘Peace/Education Programmes and funding streams’ by other donors e.g. JICA, World Bank, UN agencies, Turkey and others already working with BDA) to tap on to more funding opportunities. This shall help to sustain and scale-up the Programme.

Medium Term

BDA, DepEd, MILF, DFAT, others

63 Ibid

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S# Recommendations Priority Other

Relevant Stakeholders

3. BDA Capacity Development & Sustainability

Continue to provide technical and financial support to Tahderiyyah Programme and BDA to strengthen capacities to expand coverage and quality of implementation by taking the following actions;

3.1 Before next phase and given decision to retain BDA as key implementing partner, undertake a detailed BDA institutional capacity assessment and help formulate a ‘capacity development roadmap’ with articulated priorities, outcomes, strategies, interventions, monitoring mechanism and costs. Allocate adequate resources for assessment, planning and implementation of capacity development.

3.2 Given decision to continue to work with BDA, assist it to undertake comprehensive review of BDA’s M&E system (with elements of knowledge management) as to inform strengthening of system. The strengthening of M&E system must demonstrate greater focus on tracking of inputs, outputs and outcome, better recording and reporting, use of IT/databases for M&E, research and knowledge generation, and greater use of monitoring data/information for decision making.

3.3 Encourage and support BDA to advocate and establish linkages of the currently functioning Tahderiyyah centres with respective LGUs (including Department of Interior and Local Government) to seek support for teacher’s honoraria, functioning water and sanitation facilities, safe space and availability of necessary materials.

3.4 Explore with BDA to undertake a comprehensive study to establish the ‘relative efficiency/value for money analysis’ for TCs vis a vis public/private kindergarten and day care centres. Given encouraging results, use evidence for advocacy around recognition/support of Tahderiyyah Model.

Immediate/Medium Term

BDA, LGUs, DepEd and DSWD

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5.3.2 Recommendations for BDA

S# Recommendations Priority Other

Relevant Stakeholders

1 Strengthening of BDA Capacities to Support Programme Seek support from partners and donors such as UNICEF, DFAT, World Bank and others, to continue supporting TCs and make necessary changes where required. This may require the following actions:

1.1 Coordinate with relevant stakeholders (DepEd, UNICEF and Ittihadul Madaris bil Philippines - NGO representing Tarbiyyah) to assess centres’ locations and functionality to determine the compliance with DepEd national and regional standards. This assessment should also determine the underserved and unserved locations to inform any future expansion plan of Tahderiyyah centres (see next recommendation).

1.2 Expand Tahderiyyah coverage by establishing more centres in areas that have higher demand to reflect the equity focused programming. Coordination and support from Tarbiyyah Committee will facilitate this task.

1.3 Plan and undertake a detailed BDA institutional capacity assessment to formulate a ‘capacity development roadmap’ with articulated priorities, outcomes, strategies, interventions, monitoring mechanism and costs. Allocate adequate resources for assessment, planning and implementation of capacity development.

1.4 Given decision to continue to work with BDA, assist it to undertake comprehensive review of BDA’s M&E system (with elements of knowledge management) as to inform strengthening of system. The strengthening of M&E system must demonstrate greater focus on tracking of inputs, outputs and outcome, better recording and reporting, use of IT/databases for M&E, research and knowledge generation, and greater use of monitoring data/information for decision.

1.5 Together with partners should pursue a comprehensive communication and advocacy campaign to enhance Tahderiyyah

Programme’s visibility64 for an increased acceptance and recognition of

the Programme.

1.6 Promote Programme’s contributions in peace-building and use that in linking Tahderiyyah with other ‘Peace/Education Programmes and funding streams’ by other donors e.g. JICA, World Bank, UN agencies, Turkey and others already working with BDA) to tap on to more funding opportunities. This will enhance Programme’s sustainability and will provide opportunities to scaling-up for increased coverage.

1.7 Explore (with partners) and plan/implement a comprehensive study to establish the ‘Relative Efficiency/Value for Money Analysis’ for TCs vis a vis public/private kindergarten and day care centres. Given encouraging results, use evidence for advocacy around recognition/support of ‘Tahderiyyah Model’.

Medium Term

DepEd, Tarbiyyah Committee, Ittahadul Madaris Bil Philippines, DSWD, LGUs, UNICEF, DFAT and others.

2 Research & Evidence Generation Develop a strategy to identify previous Tahderiyyah completers that have been transitioned to public schools. Doing so will require;

2.1 BDA to coordinate with DepEd/UNICEF to explore means (and the required resources) to compile information on No. of children transitioned into public education.

2.2 Conduct a separate study to assess school performance of Tahderiyyah completers.

Immediate DepEd and UNICEF

64 Ibid

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S# Recommendations Priority Other

Relevant Stakeholders

3 Sustainability & Linkages Building

3.1 Advocate and establish linkages of the currently functioning Tahderiyyah centres with respective LGUs (including Department of Interior and Local Government) to seek support for teacher’s honoraria, functioning water and sanitation facilities, safe space and availability of necessary materials.

3.2 BDA to submit a proposal to regional Secretary of DSWD-ARMM for the inclusion of the Tahderiyyah 3-4 years old children to supplementary feeding program. The Regional Secrtary DSWD-ARMM had shown interest in linking the Tahderiyyah centres with their complementary feeding programme. The Tahderiyyah Programme ought to explore the cash grants programmes also from the DSWD- ARMM.

Immediate/Medium Term

LGUs, DSWD, UNICEF, and others.

4 Knowledge & Expertise Sharing

4.1 Leverage the enhanced capacities (knowledge, skills and experience) of the Programme staff and other personnel trained during Tahderiyyah Programme. 4.2 Coordinate and seek support from DepEd Bureau of Madaris, Tarbiyyah Committee and Bangsamoro Leadership Management Institute, to connect the trained staff of BDA and LUGs (that have received training under Tahderiyyah) with DepEd ALIVE, DSWD and other partners, to fully benefit from capacity that has already been developed through Tahderiyyah Programme.

Medium Term

DepEd Bureau of Madaris, DepEd ARMM, DSWD, LGUs, Bureau of Madaris Tarbiyyah Committee, BLMI, and Others

5.3.3 Recommendations for DepEd (National and DepEd ARMM)

S# Recommendations Priority Other

Relevant Stakeholders

1 Review, Revision and Greater Acceptance of Tahderiyyah Curricula and Centres Develop Tahderiyyah curricula (to make it age specific – e.g. for 3-4 and 5 years old), so as to enable wider recognition and adoption of TCs, by taking following actions:

1.1 Support BDA and others (such asTarbiyyah Committee, ECCD Council, DWSD and others) to explore/seek the possibility to split the current Tahderiyyah curriculum for two distinct age groups i.e. 3-4 and 5 years old children. Given agreement, share requisite standards and where required extend assistance in making necessary revisions in the current Tahderiyyah curricula to adjust it to the two different age groups.

1.2 Where required, issue second track of regulations (re-assessment Tahderiyyah completers, relaxing PTO/LRN acquisition and others as per need) for recognition of TCs to enable transition of Tahderiyyah completers.

1.3 DepED ARMM may consider the adoption of current or new Tahderiyyah curricula (for 5 years old – given acceptance of earlier recommendation to prepare a separate version of Tahderiyyah Curricula for 5 years old) for ALIVE Kindergarten, to make it Islam responsive also. This would enable addressing any potential duplications.

1.4 Suport the exploration and adoption of other models of basic ECCD education (operating under DepEd) such as linking the Tahderiyyah centres with nearby public elementary schools to receive LRNs without the need for PTO, a model that is currently used for Indigenous people's learning centres.

Immediate to Medium-Term

UNICEF, DSWD, BDA, Tarbiyyah Committee, BLMI, and Others

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S# Recommendations Priority Other

Relevant Stakeholders

2 Research & Evidence Creation Engage and support BDA in developing a strategy to identify previous Tahderiyyah completers that have been transitioned to public schools. Doing so will require;

2.1 Provision of technical support including administrative actions to facilitate BDA to compile information on No. of children transitioned into public education; and to assess school performance of Tahderiyyah completers.

Medium -Term

BDA and UNICEF

5.3.4 Recommendations for DSWD

S# Recommendations Priority Other

Relevant Stakeholders

1 Review, Revision and Greater Acceptance of Tahderiyyah Curricula and Centres Support BDA for review and revision of Tahderiyyah curricula (to make it age specific – 5 years old), as to enable wider recognition and adoption of TCs, by taking following actions:

1.1 Support BDA and others (such as DepEd, Tarbiyyah Committee, ECCD Council and others) to explore/seek the possibility to split the current Tahderiyyah curriculum for two distinct age groups i.e. 3-4 and 5 years old children. Given agreement, share requisite standards and where required extend assistance in making necessary revisions in the current Tahderiyyah curricula to adjust it to the 3-4 years old age group. Issue necessary approvals by signing MOUs/notifications.

1.2 The Office of Regional Secretary DSWD- ARMM (in view of willingness to linkup with TCs) may coordinate and link Tahderiyyah centres with DSWD’s ‘Complementary Feeding Programme’ and ‘Cash Grants Programme’ for TCs.

Immediate/Medium-Term

BDA and UNICEF,

5.3.5 Recommendations for DFAT

S# Recommendations Priority Other

Relevant Stakeholders

1 Continued Support to UNICEF/BDA For Continuation/Scale-up of Tahderiyyah Programme Continued provision of financial assistance and support with wider visibility of Tahderiyyah Programme for additional fundraising from other sources. The actions may involve:

1.1 Continued financial injection to support BDA to continue to support TCs.

1.2 Leverage the relationship and standing with DepEd, ECCD, and DSWD to enable UNICEF/BDA to seek requisite approvals for adoption/recognition of new curricula and contribute to small scale pilots e.g. BDA-DSWD Pilot on Complementary Feeding at TCs, Cash Grants for TCs.

1.3 Share BDA achievements on donor platforms for wider visibility and profiling of Tahderiyyah Programme. Enable UNICEF/BDA to showcase Programme’s contributions to ‘Peace Building’ and ‘Promotion of Education’, and linkup to other funding streams e.g. JICA, World Bank, UN agencies, Turkey and others.

Immediate/Medium Term

UNICEF and BDA, DepEd, DSWD, MILF, ECCD Council

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APPENDIX 01: TERMS OF REFERENCE

(Includes: Activities, Scope of Work, Timeline and other Supplementary Information)

BACKGROUND

The Tahderiyyah Project is an expansion of an ECCD initiative for children affected by armed conflict in Mindanao under the sixth UNICEF Country Programme in the Philippines (2005-2011). The project had its beginnings on 14 April 2007 when UNICEF and the MILF signed a Joint Communique that upholds the rights of children and women always and seeks to undertake deliberate and extraordinary efforts to provide services to children and women in conflict-affected areas of Mindanao. The Days of Peace (DoP) campaign that was initiated by UNICEF became the vehicle for this commitment. The DoP campaign included the development and implementation of culture­ responsive, age - and developmentally appropriate Islamic kindergarten curriculum for use by the Bangsamoro children. Islamic kindergarten is referred to as Tahderiyyah in Muslim education in the Philippines. The Tahderiyyah curriculum was seen to provide a balanced education that fosters and nurtures the total development of Bangsamoro children with firm grounding on Islamic values.

The Tahderiyyah Project aims to increase the access of 3 to 5 years old in Bangsamoro communities to Early Childhood Care and Development (ECCD) services and improve their readiness for school. It expands the use of Tahderiyyah curriculum outside of those covered by the DoP campaign. It was implemented by UNICEF with support from the Australia's Department of Foreign Affairs and Trade from June 2010 to June 2017 ( seven years) in three phases: Phase 1 " Towards the Expansion of the Implementation of Islam-Responsive Kindergarten Curriculum in Public Schools, Tahderiyyah and Private Madaris" (02 June 2010 - 31 December 2012); Phase 2 "Education for Children Affected by Armed Conflict (January 2013 -June 2015)" and Phase 3 "Early Childhood Education for Children in Bangsamoro Communities (June 2015-June 2017).

The Tahderiyyah project was structured around three complementary pillars of intervention - early education, Child Protection (CP) and Water, Sanitation and Hygiene (WASH), with a strong focus on supporting sustainability and transition to the future Bangsamoro government65. These services are delivered through Islamic Day Care Centres, or 'Tahderiyyah Centres’ across Mindanao, with the Bangsamoro Development Agency as the strategic implementing partner.

Program interventions include curriculum development, strengthening capacities of Tahderiyyah administrators (Asatiz and Mudir)66 to deliver the curriculum, strengthening capacities of BDA to implement the program, increasing community support for the Tahderiyyah, strengthening links between the Tahderiyyah and government institutions, creating Tahderiyyah 'models ' that can be scaled up, and advocacy with key stakeholders in the transition of children to higher grade level.

The evaluation will begin late in the final month of Phase 3 Project (June 2017) in order to maximize the project implementation. The evaluation is expected to be completed by 31 December 2017.

65The signing of the Comprehensive Agreement on the Bangsamoro (CAB) by the Government of the Philippines {GPH} and the Moro Islamic Liberation Front (MILF) in March 2014 was the culmination of peace talks began in 1997. It sets out a multi-step process for the creation of a new autonomous entity, the Bangsamoro.

66 Teacher and Principals

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OBJECTIVE The objective of the evaluation is to determine: i) Relevance ii) Effectiveness iii) Efficiency iv) Impact and v) Sustainability of the Tahderiyyah Project Phases 1, 2, and 3 to support learning and accountability in program Phase 1 "Towards the Expansion of the Implementation of Islam-Responsive Kindergarten Curriculum in Public Schools and is intended to serve as a resource to support learning and accountability in program implementation and results as the Bangsamoro Development Agency (BDA) continues to implement the Tahderiyyah Programme as an alternative delivery modality for the Bangsamoro children beyond the life of the projects. It will also be a resource for other Donor agencies looking to implement early education programmes in conflict affected areas, where the Tahderiyyah can serve as a model. The evaluation will therefore be primarily formative in nature.

AUDIENCE OF THE EVALUATION AND INTENDED USE

Audience of Evaluation

Intended Use of Evaluation

Primary

Australian Department of Foreign Affairs and Trade (DFAT)

End of Project evaluation

UNICEF Country Office • Inform decisions through evidence-based results for future ECCD implementation

• Accountability and application of lessons learned to future ECCD program design especially in the context of peace building

• Advocacy to concerned national government agencies, local government units, development partners on lessons learned and recommendations on the way forward

Bangsamoro Development Agency and the Tarbiyyah (Education) Committee of MILF

• Inform BDA's education sector priorities, strategic planning and program development inform strategies for sustainability of education initiatives

Department of Education - (DepEdARMM)

• Inform DepEd-ARMM's strategic planning for effective Tahderiyyah (kindergarten education) delivery and management in conflict- affected environment

• Advocacy for continued support to Tahderiyyah to ensure sustainability

• Inform program complementation with GOP, non-state actors and other donors

• Advocacy around how ECCD and Education can be linked to peace building and other cross-sectoral collaboration

Department of Education (DepEd)

• Inform DepEd's policy priorities and standards for alternative delivery modality, strategic planning and program development relevant to

• ECCD in conflict-affected environment, particularly under the new administration

• Inform policy on the comparability/equivalency of the

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education service delivery in Tahderiyyah Centres for 5 years old

Department of Social Welfare and Development ARMM (DWSD ARMM)

• Inform DSWD-ARMM's strategic planning for effective Tahderiyyah

• (kindergarten education) delivery and management in conflict- affected environment

• Advocacy for continued support to Tahderiyyah to ensure sustainability

• Inform program complementation with GOP, non-state actors and other donors

• Advocacy around how ECCD and Education can be linked to peace building and other cross-sectoral collaboration

Department of Social Welfare and Development (DWSD)

• Advocacy for greater support to Tahderiyyah in terms of inclusion in other programmes (4Ps and School Feeding)

DILG (national) and DILG ARMM

• Advocacy for inclusion of WASH in ECCD/Tahderiyyah as part of iWASH policy and funding windows

Local Government Units (Municipalities/Cities) that were part of phase 2 and phase 3

• Inform LGU policy, planning and programming for ECCD-early learning and basic education

• Evidence-based advocacy on the necessary investments in Tahderiyyah in order for LGUs to identify or to be informed on ways they can support increasing access to education (through the different components such as ECCD, CP and WASH).- allocating Local Education Funds/GAD for this.

ARMM Regional Governor's Office (RGO)

AUDIENCE OF THE EVALUATION AND INTENDED USE

Audience of Evaluation

Intended Use of Evaluation

Secondary

UNICEF Country Offices in similar contexts; UNICEF Regional Office and HQ

• Identification and dissemination of lessons learned with other UNICEF cos

• Contribution to strategic thinking around integrated approaches to ECCD in conflict-affected environment

Development agencies working in the Philippines Education, Child Protection, and WASH sectors

• Advocacy toward multiple stakeholder support for coherent approaches based on good practices, challenges and lessons learned.

• Advocacy material to enhance commitment to ECCD in Mindanao.

AUDIENC10E OF THE EVALUATION AND INTENDED USE

Audience of Evaluation Intended Use of Evaluation

Regional dissemination of lessons learned

• UNICEF EAPRO co-chairs the Asia-Pacific Education 2030 Technical Working Group with UNESCO and also supports the Asia-Pacific Regional network for Early Childhood.

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UNICEF National Committees interested in Education programmes

• Learning and advocacy for fundraising

Civil Society Organizations working in the Philippines education, child protection, and WASH sectors

• Lessons and advocacy for complementation review and refinement/updating of ECCD-early learning and basic education programs

Beneficiaries of the Tahderiyyah Projects

• Lessons and sustainability for community support

SCOPE OF WORK

1. Evaluation Scope

The evaluation will focus on phase 1 (02 June 2010 - 31 December 2012); phase 2 (01 January 2013 - 30 June 2015) and phase 3 (01 July 2015 - 30 June 2017) of the Tahderiyyah Project implemented by UNICEF to support the Tahderiyyah Program implementation. It will cover the 811 Tahderiyyah Centres that participated in the project spread over five regions of Mindanao -ARMM, Region 9, Region 10, Region 11, and Region 12 (Table 1). It also includes municipal/regional/ national level coverage in terms of policies/standards/guidelines/plans and budgets on ECCD. Analysis and review of the data, information and literature for this evaluation is expected to cover the whole project areas in ARMM, Region 9, Region 10, Region 11 and Region 12.

Table 1: Number of Tahderiyyah Centres Covered by the Tahderiyyah Projects

(Phase 1, 2 and 3) by Region

Mindanao Region

Number of Participating Tahderiyyah Centres

Phase 1

Phase2 Phase3

ARMM 108 293 196

Region 9 56 134 22

Region 10 23 68 38

Region 11 52 121 20

Region 12 72 195 64

TOTAL 311 811 340

1. Evaluation Criteria

• Relevance

• Efficiency

• Effectiveness

• Impact

• Sustainability

• Gender (additional criteria)

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2. Evaluation Questions

(Below are preliminary evaluation questions to be finalized during the inception phase) Relevance

• To what extent were the Tahderiyyah Project objectives, strategic approaches, and implementation modalities relevant to the policies and priorities of key stakeholders, i.e., Bangsamoro Development Agency; Tarbiyyah (Education) Committee of the MILF; DepEd; DepEd ARMM, DSWD and DSWD ARMM?

o How relevant and appropriate are the project strategies and interventions in improving access to and quality of services on education, child protection, and WASH?

o How relevant and appropriate are the project strategies and interventions in contributing to the peace building and local/regional collaboration/cooperation towards Bangsamoro development?

• How relevant is the Tahderiyyah curriculum to the target learners and their context? Is the Tahderiyyah Curriculum/Programme culturally sensitive to the communities? What is the level of acceptance of Tahderiyyah Centres by the communities where they operate? Effectiveness

• To what extent were the expected results (output level) of the Tahderiyyah Projects achieved?

o What were the major factors influencing the achievement or non-achievement of the Tahderiyyah Project results?

o How effective are the Tahderiyyah teachers in implementing the Tahderiyyah curriculum?

o To what extent were the Tahderiyyah trainings effective in enhancing Tahderiyyah teachers' competency in implementing the Tahderiyyah curriculum?

• To what extent the Tahderiyyah Project was effective in increasing parents' awareness on the importance of early learning and other child rearing knowledge?

Efficiency

• To what extent was the Tahderiyyah Project efficient in terms of working with the national and ARMM government programmes and systems? (Also considering the coordination/management role of BEAM ARMM/CARDNO on behalf of DFAT in Phase 3)

• To what extent is the establishment of a Tahderiyyah Centre more or less cost efficient than establishing a regular kindergarten facility?

• How does the series of programme structure transitions (including management arrangement with CARDNO) over the course of the project life affected the efficiency and effectiveness of the project?

Impact

• To what extent were the expected results (outcome level) of the Tahderiyyah Project achieved?

o What were the major factors influencing the achievement or non-achievement of expected Tahderiyyah project outcomes?

o Are there any unintended results/impact of the project?

• To what extent was the Tahderiyyah curriculum effective in enhancing young children's overall development and learning?

o How well are the Tahderiyyah graduates performing in Grade-1 public schools compared with regular public kindergarten graduates?

o What happened to those children who attended for less than 5 days a week of Tahderiyyah classes?

o What is the (average) number of Tahderiyyah completers who transition to elementary schools? What happened to the Tahderiyyah completers who did not

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transition to basic education?

• To what extent has the Tahderiyyah Project contributed in reducing inequity (i.e. on basic education/ECO) of children and women in conflict affected areas (e.g. positive change in quantitative data, change in perception, etc.). To what extent the Tahderiyyah Project reached the disadvantage children and responded to their needs?

Sustainability

• To what extent are the results and activities of the Tahderiyyah Project (support to both service related interventions and policy/standard formulation/M&E system such as Data Share) likely to continue without external support?

o What are the major factors affecting the sustainability of the Tahderiyyah project results?

• What actions can be undertaken (for government and non-state actor s, i.e. Tarbiyyah Committee of the MILF, BOA) to sustain the results of the Tahderiyyah Project

• Are results achieved through the Tahderiyyah project adequate to ensure sustainability of the Tahderiyyah program?

Gender (Additional criteria of relevance to the particular type of evaluation being undertaken)

• How did the project promote equal participation and benefits for and access by boys and girls?

• To what extent are sex and age disaggregated data collected and monitored?

• How did the project help to develop capacity (partner stake holder, others) to understand and promote gender equality?

An evaluation matrix that contains the tailored evaluation questions and sub-questions with key indicators, data collection methods, and data source will be developed by the selected evaluation team as part of the inception phase. The above mentioned sub-quest ion s can be prioritized and modified by the evaluation team during the inception phase.

4. Methodology 4.1. Methodological approach and design for the evaluation The main methods of data collection will be through desk review of project documents,

key informant interviews of implementing partners (government and CSOs at national and local level) and focus group discussions with the Asatiz (Tahderiyyah teachers) and Administrators, and members of parent associations and CBCPNs. As considered appropriate a survey may also be considered to collect information on the transition and learning performance (cognitive and socio-emotional) of Tahderiyyah completers as compared with regular public kindergarten completers. The existing ECCD checklist or other tools to assess learning performance of children may be adapted by the evaluation team.

To assess the effectiveness of Tahderiyyah teachers in implementing the Tahderiyyah

Curriculum, the evaluation team may consider classroom observations and customize available Tahderiyyah curriculum competency checklist for Tahderiyyah teachers.

4.2 Tools for the Evaluation The Tools that will be used in the study will be developed/customized by the

Evaluation Team and should be part of the Inception report for UNICEF review.

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4.3 Existing information/data sources UNICEF

• Tahderiyyah Phase 1 Project Design

• Tahderiyyah Phase 1 Final Report

• Tahderiyyah Phase 2 Project Design with results framework

• Tahderiyyah Phase 2 Annual Progress Reports (2013, 2014)

• Tahderiyyah Phase 3 Project Design with results framework

• Tahderiyyah Phase 3 Semi-annual Progress Reports (Jan-May 2015; Jun-Dec 2015; Jan-May 2016; Jun-Dec 2016; Jan-May 2017 with updated results framework)

• Tahderiyyah Curriculum

• Tahderiyyah Curriculum Training Design

• UNICEF Education Programme Evaluation 2017

• UNICEF ECCD longitudinal study round 1 and 2 results

External UNICEF

• BOA Tahderiyyah data regularly collected through the Datashare System (Profile of Asatiz Enrolment and completers’ data of Tahderiyyah Centres, ECCD Checklist Results).

• DFAT-independent Progress Review of Tahderiyyah Project Phase 1

• BEAM ARMM Project Design, and End Project Report/Evaluation Report

• DepEd Memo recognizing the Tahderiyyah Curriculum

• Tahderiyyah Tracking Study 2012

• Human Interest Stories documented

• CBCPN and PMCA Community Action Plan (in 100 Tahderiyyah Centres covered by CP component)

TASKS, ACTIVITIES, AND TIMELINES

TASKS AND ACTIVITIES TIMELINES

1. Preparation

1.1 Desk review and consultative meetings (inception mission). The inception mission should include 8 working days in the Philippine s - 3 days in Manila and 5 days in Cotabato, Mindanao

1.2 Preparation of draft inception report with prioritized evaluation questions. Submit draft to UNICEF on 24 Jull'. 2017.

1.3 Evaluation Reference Group review of the draft inception report (2 weeks) and consolidated comments shared with institution on 7 August 2017

1.4 Deliverable 1: Finalization of inception report and submit to UNICEF on 14 August 2017

June – August 2017

2. Data Collection & Field Work

2.1 Training of field researchers (as necessary)

2.2 Actual data collection - conduct key informant interviews/FGDs/survey/classroom observations (whichever is applicable)

2.3 Debrief on field work results

August – September 2017

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3. Data Processing, Anal sis and Validation

3.1 Data cleaning, consolidation/tabulation, analysis

1.2 Development of preliminary findings, conclusions and recommendations. Deliverable 2 a): Zero draft of evaluation report submitted to UNICEF on 6 November 2017

1.3 Consultation with UNICEF, evaluation reference group, and other stakeholders (validation workshop, meetings) to validate findings, conclusions and strengthen recommendations. The validation workshop will be a one-day activity organized, funded, and conducted by the evaluation team with approximately 40 participants in Mindanao (location to be determined, however an estimation of the cost of renting a venue in Cotabato City was done for budgetary purposes).

Validation workshop {1 day) date - week beginning 6 November 2017

Deliverable 2 b): Documentation report of validation workshop submitted to UNICEF on 13 November

October-November 2017

4. Development and finalization of evaluation report 5.1 Preparation of draft final evaluation report.

Submit draft to UNICEF on 20 November 2017.

5.2 Evaluation Reference Group review of the draft final evaluation report (2 weeks) and consolidated comments shared with institution on 4 December 2017.

5.3 4.3 Deliverable 2 c): final Evaluation report submitted to UNICEF on 18 December 2017

November-December 2017

5. Launch/Presentation of Final Evaluation Results and Recommendations 5.1 Preparation of presentation materials including development of evaluation brief, Submit draft to UNICEF by 8 January 2018 1.2 UNICEF Country Office review of

presentation material including evaluation n=brief. Share comments with institution on 12 January 2018.

1.3 Deliverable 3: Final version of presentation materials and evaluation brief, including presentation of findings, conclusions and recommendations to UNICEF and key stakeholders, beginning 15 January 2018. (at least one member of the evaluation team is expected to present the evaluation finding in a dissemination forum in Cotabato City that will be organized by UNICEF).

January 2018

Notes: Bids from international; organizations should include 4 trips to Philippines- i) Inception mission, ii) data collection, iii) data validation; iv) presentation of final report

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APPENDIX 02: EVALUATION MATRIX

Hypothesis: The mainstreaming of balanced/inclusive curricula (for early educators) through Tahderiyyah Programme for conflict affected Bangsamoro children (aged 3-5 years), has increased the child readiness and consequently transition of 'Tahderiyyah completers' into the regular public education system.

TECD Evaluation Matrix Evaluation Criteria

Key Evaluation Questions Sub-questions Indicators Tools Sources of Information

Relevance [1] To what extent were the

Tahderiyyah Programme objectives, approaches, and implementation modalities relevant to the context in which it was implemented?

[1.1] How relevant was/is, the balanced/inclusive early education curricula, (including support elements of child protection and WASH) offered by the Tahderiyyah Centres, to the needs of Bangsamoro children, parents, and caregivers?

Stakeholder views (DepEd, BDA, Tarbiyyah Committee, parents, educarers, Child Development Workers, and others) of the needs of Bangsamoro (conflict affected) children vis a vis balanced/inclusive early education Stakeholders views and assessment of appropriateness (age, context, and aspirations) of approved Tahderiyyah curricula

KIIs, SSR, FGDs

DepEd, DILG/ARMM, DepEd ARMM, DSWD, DSWD (ARMM), UNICEF, Tarbiyyah Committee, BDA, implementing partners, CBCPN members, parents, children, community, UNICEF internal and external documents related to Tahderiyyah

[1.2] Were the project strategies, interventions, and implementation arrangements (including partnerships) appropriate to the local context in improving access to public education and delivering quality balanced/inclusive education?

Assessment of programme delivery approaches and interventions appropriateness vis-a-vis - Improved access/transition to formal education, - Quality/consistent delivery (of approved curricula), - Attitudinal changes amongst parents and caregivers around significance of early education, - Perception of child safety and protection amongst children, parents, caregivers, communities - Changes in knowledge and practices around personal hygiene in Centres and home. Assessment of appropriateness of partnerships (for Tahderiyyah delivery) by UNICEF and continued relevance to the context.

KIIs, SSR, FGDs

DepEd, DILG/ARMM, DepEd ARMM, DSWD, DSWD (ARMM), UNICEF, Tarbiyyah Committee, BDA, implementing partners, CBCPN members, parents, children, community, UNICEF internal and external documents related to Tahderiyyah

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Evaluation Criteria

Key Evaluation Questions Sub-questions Indicators Tools Sources of Information

Effectiveness [2] To what extent has

Tahderiyyah Programme (strategy, partnerships, structure, curricula, and processes) achieved, and maintained, the intended outputs and outcomes?

[2.1] How successful has Tahderiyyah Programme been in achieving the desired levels of school readiness as primarily measured through the ECCD Checklist, and transition amongst children who completed Kindergarten to Grade-1 in public or private school?

Evidence of mainstreaming of Tahderiyyah curricula Evidences of # of Tahderiyyah Centres offering vis-a-vis received permission to operate Assessment of development and use of enabling guidelines and standards for consistent/quality Tahderiyyah implementation Stakeholders views on quality and usefulness of trainings Evidences of overall and comparative results (as per the ECCD checklist, to the extent applicable in the current scenario) (for better performing Centres and those otherwise) for enrolment in Tahderiyyah Centres, completers, transitioning into grade-1 Stakeholders views of factors contributed to the success or otherwise of Tahderiyyah Programme.

FGDs, KIIs, SSR, CROs (class room observations)

DepEd, ARMM, DepED (ARMM), DSWD, DSWD (ARMM), UNICEF, Tarbiyyah Committee, BDA, Implementing partners, teachers and administrators, CBCPN members, parents, children, the community

[2.2] How well did the integration of child protection (CP) and WASH components (water, sanitation and hygiene) contribute to achieving the overall objectives of early education and transition and raising awareness (amongst teachers, parents, community) around children rights/protection and personal hygiene?

Assessment and evidences of value add of child protection component and WASH components for school readiness, transition. Evidences of CP outputs and outcomes e.g. # CP networks formed, # of training for networks, changes in awareness and sensitivity around child rights and protection, # of CP cases registered/resolved, # changes in perceptions around child safety and security amongst children, parents and others. Evidences of WASH outputs and outcomes e.g. availability of functional water facility,

FGDs, KIIs, SSR, CROs (class room observations)

DepEd, ARMM, DepED (ARMM), DSWD, DSWD (ARMM), UNICEF, Tarbiyyah Committee, BDA, Implementing partners, teachers and administrators, CBCPN members, parents, children, the community

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Evaluation Criteria

Key Evaluation Questions Sub-questions Indicators Tools Sources of Information

functioning latrines, handwashing facilities, handwashing sessions,

[2.3] How successful has Tahderiyyah Programme been in improving teaching capacities of Tahderiyyah teachers/educarers /Child Development Workers for quality delivery of the Tahderiyyah curriculum?

Stakeholders views and supporting evidences on availability of qualified teachers, appreciation of teaching/learning dynamics for 3-5 children, awareness of standards for compliance, appreciation and practice of recording and reporting performance, Assessment and evidences of teachers training approaches, training contents, delivery mechanisms, provision of post training mentoring/coaching support, provision of training aids (for class room delivery), Evidences of compliance to teaching/learning standards by teachers for delivery of quality Tahderiyyah curricula and corrective actions (where required).

FGDs, KIIs, SSR, CROs (class room observations)

DepEd, ARMM, DepED (ARMM), DSWD, DSWD (ARMM), UNICEF, Tarbiyyah Committee, BDA, Implementing partners, teachers and administrators, CBCPN members, parents, children, the community

[2.4] To what extent has UNICEF’s capacity building efforts enabled the BDA to institutionally and technically maintain and develop the work of the Tahderiyyah Programme?

Evidence of capacity enhancement of BDA and its internalization. Systems incorporated within the BDA, e.g. database, monitoring system, training of caregivers, counselling of parents, facilitation of Centre administrators. Evidences and views around learned/achieved operational capacities. # trainings and other support events for programme implementation e.g. BDA staff.

KIIs, SSR

UNICEF Country Office, UNICEF Field Office, BDA, Tarbiyyah Committee.

[2.5] How did the engagement of private contractor by DFAT affected the efficient communication (between UNICEF and DFAT) and overall delivery of programme?

Evidences and views of DFAT and UNICEF on the evolving reporting and management arrangement e.g. private contractor engagement vis a vis partnership management and programme delivery.

KIIs, SSR

UNICEF Country Office, UNICEF Field Office, BDA, Tarbiyyah Committee.

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Evaluation Criteria

Key Evaluation Questions Sub-questions Indicators Tools Sources of Information

Efficiency [3] How efficient in terms of cost and time has the Tahderiyyah Programme been in comparison to alternative approaches (government/private sector operated kindergartens/pre-school/Madaris), and similar global best practices

[3.1] To what extent is the establishment and operations of a Tahderiyyah Centre cost efficient in comparison to a similar system operated by the government (including DepEd and DSWD)/the private sector?

Ratio of average set up costs of Government/privately run kindergarten in comparison to Tahderiyyah Centres. Annual average cost: per centre; per child; per caregiver. Variance between average costs. Cost per year mapped to management interventions. Assessment of programme budget, distribution and results achieved across components.

KIIs, SSR

DepEd, DILG/ARMM, DepEd ARMM, DSWD, DSWD (ARMM), LGU, UNICEF, Tarbiyyah Committee, BDA, Implementing partners, CBCPN members, parents, children, the community

Impact [4] What is the degree of influence (positive, negative, intended, un-intended) of the Tahderiyyah Programme in enabling regular integration in public education for the conflict-affected children of Mindanao?34

[4.1] To what extent and how has the Tahderiyyah Programme contributed in improving the lives of children through enhanced school readiness, integration and mainstreaming CP, WASH and health into early education?

Changes in perceptions, attitudes, and demonstrated actions of children, parents and caregivers around significance of early education, safety and security of children, personal hygiene behaviours. Review of approved, implemented C4D Strategy. # of children integrated into public education and completed 1-3 grade education.

FGDs, KIIs, SSR

DepEd, DILG/ARMM, DepEd ARMM, DSWD, DSWD (ARMM), LGU, UNICEF, Tarbiyyah Committee, BDA, Implementing partners, CBCPN members, parents, children, the community

[4.2] To what extent and how has the Tahderiyyah Programme changed the perceptions, skills and overall capacities of teachers, parents and caregivers to enable them to promote/strengthen the inclusive early education, its integration into public education and mainstreaming CP, WASH and health?

Evidences and views of parents/teachers on children academic performance, confidence, and socialisation. Changes in children, parents and teachers (larger community) of children rights and protection issues resulting in changes in birth registration, immunization, child labour, out of school children, reported and resolved protection cases (like early child marriages, labour, others), episodes of infectious diseases (amongst children) and school attendance, and others.

FGDs, KIIs, SSR

DepEd, DILG/ARMM, DepEd ARMM, DSWD, DSWD (ARMM), LGU, UNICEF, Tarbiyyah Committee, BDA, Implementing partners, CBCPN members, parents, children, the community

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Evaluation Criteria

Key Evaluation Questions Sub-questions Indicators Tools Sources of Information

Sustainability [5] How likely is the Tahderiyyah Programme to continue to deliver benefits without external support?

[5.1] Are the established partnerships (BDA) institutionally and financially capable of continuing work (and scale-up) in conjunction with the Government without external support? If so, to what extent and how?

Evidences of recognition of Tahderiyyah curriculum and mechanisms for continuous adaptation/evolution. Evidences (as plans and committed public finances) for continuity and scaling-up of Tahderiyyah Centres. Evidences and views around management and operational capacities within BDA to continue and up-scale early education. Appreciation and commitment in communities and availability of mechanisms (charity, service fees, use of Zakat and others) to continue supporting operations of Tahderiyyah Centres. Choices or options for UNICEF for scaling up the Tahderiyyah Centres in ARMM region (for 2018 and beyond).

FGDs, KIIs, SSR

DepEd, DILGL/ARMM, DepED ARMM, DSWD, DSWD (ARMM), UNICEF, Tarbiyyah, LGU, Committee, BDA, Implementing partner, I/NGOs, CBCPN, teachers/volunteers, parents/community

Gender Equity and HBRA Considerations

[6] What key approaches and strategies were adopted in the design and management of the Tahderiyyah Programme to adequately target and take into account gender, equity and HRBA considerations of vulnerable groups (the poorest quintile, remote populations, ethnic/religious groups, boys and girls and the differently abled)

[6.1] What strategies (including policies and geographical targeting) and programming approaches were adopted in the Tahderiyyah Programme that ensure required attention to gender, equity and HRBA considerations of vulnerable groups and religious groups?

Views and feedback of policy makers, authorities, donors and communities on linked to inclusiveness and transparency in programming. Degree to which gender, equity and HRBA considerations are embedded in the curriculum, and, CP & WASH related training. Evidences of internalization of gender, equity and HRBA in the procedures and practices of Tahderiyyah Centres. Role of women, differently abled adults, and minorities in programmatic approach.

FGDs, KIIs, SSR

UNICEF, DFAT, DepEd, Tarbiyyah Committee, BDA, Implementing partners, CBCPN members, parents, children, the community

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Evaluation Criteria

Key Evaluation Questions Sub-questions Indicators Tools Sources of Information

[6.2] What management approaches (implementation, monitoring, evaluation, knowledge acquisition) were adopted in the Tahderiyyah Programme to ensure required attention to gender, equity and HRBA considerations of vulnerable groups and religious groups?

Views and feedback of Tahderiyyah Centre administrators, caregivers, parents and other community members on the management and promotion of inclusiveness and transparency for all children. Evidences of UNICEF/BDA standards and guidelines for implementation management, monitoring systems, centre administration etc. Tahderiyyah centre establishment, management, features and facilities for differently abled persons (for ECE, CP and WASH). # of girls, boys, and differently abled persons transitioned, completers and currently enrolled in Tahderiyyah Centres. Availability and quality of gender disaggregated data, and its monitoring.

FGDs, KIIs, SSR

UNICEF, Tarbiyyah Committee, BDA, Implementing partner, CBCPN, parents, children, community

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APPENDIX 03: UNICEF’S THEORY OF CHANGE FOR BEAM-ARMM EXTENSION PHASE

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APPENDIX 04: OVERVIEW OF PROGRAMME PHASES (THREE) OF

TAHDERIYYAH PROGRAMME First Phase Activities, Targeted Outputs and Accomplishments In first phase 313 Tahderiyyah were targeted to support the implementation of enhanced Tahderiyyah curriculum in Mindanao (component-1); and about 200 public schools including the private Madaris were targeted to develop and pilot the Islam-responsive kindergarten curriculum (component-2). Component-1 of the Programme during first phase prioritized the needs of most disadvantaged, Muslim-concentrated communities in Mindanao. The key activities implemented in Phase-1 included; a) adoption and implementation of Tahderiyyah curriculum in targeted Tahderiyyah; b) developing working relationship with relevant main parties and stakeholders to develop and implement quality services for Tahderiyyah; c) building appropriate capacities of Tahderiyyah teachers and their supervisors on the use of new curriculum and appropriate teaching-learning practices; d) provision of culture-specific ECCD packages to Tahderiyyah; and e) establishment and operationalisation of a results-based monitoring and evaluation system. Component-2 of the Phase-I Programme was focused in supporting the DepED in designing and implementing an enriched kindergarten curriculum for public schools and private madaris all over the country. The challenge was to adopt the Tahderiyyah curriculum while aligning it with the DepED’s regular kindergarten curriculum, DepED standards and competencies to foster smooth transition to the elementary curriculum. The Programme also aimed to strengthen its partnership with DepED to integrate aspects of the curriculum in the pre-service training of preschool teachers. Following are the key activities/achievements under each of the two Components implemented in the Phase-1:

PHASE-1: Programme Components, Activities and Results

Activities Outputs / Accomplishments (as of 30 April 2013)

Component-1: Support to Tahderiyyah in Mindanao

Adoption and implementation of Tahderiyyah curriculum

▪ 313 Tahderiyyah implementing the enhanced curriculum ▪ Process initiation for Validation of 500 Tahderiyyah for Phase-II by the BDA and

DepED ARMM

▪ Tahderiyyah curriculum officially recognised by DepED via Memorandum 36 ▪ BDA and COLF developing a Tahderiyyah assessment scale, which will align

with the Kindergarten Inventory Scales

Establishing the working relationship with key stakeholders

▪ BDA implementing the curriculum in 313 communities

▪ Active Parent-Community-Teacher Association

▪ Inclusion of Project DepED ARMM in Project Advisory Committee, originally

composed of the MILF, Tarbiyyah Committee, AusAID and UNICEF

▪ On-going efforts for recognition of Tahderiyyah programme by DepED ARMM

Training of Tadheriyyah teachers and their supervisors

▪ 300 teachers and 300 administrators trained in series of training

▪ BDA standardising training programmes for future use

▪ 40 development catalysts trained

▪ 40 core trainers trained on curriculum implementation and coaching/mentoring

Provision of ECCD

packages to Tahderiyyah

▪ 300 ECCD culture-specific packages (teaching-learning materials monobloc

tables and chairs) distributed to 300 madaris

Operationalisation of a

monitoring and evaluation

system

▪ Regular Monitoring and mentoring of 300 Tahderiyyah

▪ Tahderiyyah Tracking Study done in pilot schools

Component-2: Support to DepED Preschools in Muslim Communities

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PHASE-1: Programme Components, Activities and Results

Activities Outputs / Accomplishments (as of 30 April 2013)

Development of an Islam-

responsive kindergarten

curriculum

▪ Kindergarten curriculum for public kindergarten classes created and piloted in

139 public schools and 69 private madaris

▪ National Commission of Muslim Filipinos assisting the DepED in promoting the

use of ALIVE curriculum and Tahderiyyah curriculum.

Training of kindergarten

teachers on the use of

DepED Islam-responsive

kindergarten curriculum

▪ 599 teachers and other school actors trained in the use of the new curriculum.

These include 269 kindergarten teachers, 139 public school heads, 99 division

ALIVE coordinators, 69 madaris teachers and 23 madaris administrators.

Second Phase Activities, Targeted Outputs and Accomplishments The second Phase of the Programme comprises of five components, covering a period of 2.5 Years, starting from January 2013 to June 2015. This phase emphasized in addressing the critical gaps in ECCD in Bangsamoro communities by expanding the implementation of the Tahderiyyah curriculum from 313 to 813 Tahderiyyah. The phase was focused on improving the quality of Tahderiyyah program delivery (teacher training, parent community participation, teaching/learning materials provision and M&E) and expanding the scope of Programme to include child protection component. The Programme aimed at creating an overarching protective environment for children so that children may enjoy their right to education without abuse, exploitation and violence, including those abuses that may be perpetrated by parties to the conflict. To enrich the quality of Programme delivery, basic aspects of WASH as are specified in DepED’s Essential Health Care Program (EHCP), were integrated in the refresher training, mentoring and coaching for teachers, supervisors and development catalysts of the Tahderiyyah. The expansion of the Tahderiyyah program strengthens the foundation for the balanced development of young Bangsamoro children as they prepare for more formal schooling. During its second phase, the Tahderiyyah Programme became part of a larger initiative by DFAT namely ‘The Basic Education Assistance for Mindanao in the Autonomous Region in Muslim Mindanao’ (BEAM-ARMM) Programme67. Phase-II: Project Goal By 2015, all children in targeted conflict-affected Bangsamoro communities enjoy their right to culturally responsive Early Childhood Care and Development within a protective environment. Phase-II: Project Specific Objectives The Phase-II of the Tahderiyyah Programme aimed to achieve the following specific objectives:

1. To support the expansion of the Tahderiyyah programme in conflict affected Bangsamoro areas by: a) Enhancing the capability of the Bangsamoro communities to implement and

sustain an enhanced early childhood education programme. b) Strengthening local institutions and building a core of early childhood development

practitioners who will be in a position to influence and train others on ECCD theories and practice.

67 BDA is the development wing of MILF

A lesson from the implementation of a larger initiative ‘The Basic Education Assistance for Mindanao in the Autonomous Region in Muslim Mindanao (BEAM-ARMM) Programme by DFAT indicated that “in addition to lack of ECE/ECD opportunities, the pupils’ poor health and low nutritional status contribute to high absenteeism and dropout rates in early grades.” The health, nutrition and WASH inputs are intended to address one of the factors contributing to high absenteeism and dropout rates in early grades.

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2. To build a protective environment for children to prevent and respond to abuse, exploitation and violence, including vulnerability to Grave Child Rights Violations, through: a) Strengthening Community Based Child Protection Networks. b) Delivering a wide-ranging communications, advocacy and awareness-raising

campaign on children’s rights and child protection, with a focus on Grave Child Rights Violations.

The Matrix below outlines component-wise key planned activities and expected targets/outputs for the Phase-II.

PHASE-2: Activities, Targets and Results (Planned / Actual)

Component Activities and Targeted Outputs Accomplishments

Component 1 - Mobilising and organising communities (CBCPN Established / Strengthened)

▪ At least 18 CBCPNs established and

functioning

▪ At least 12 Community Organisers are

trained as trainers for Community Based

Child Protection Networks

▪ At least 21 MILF Base Command areas

reached with communications, advocacy

and awareness campaign

▪ At least 210 MILF commanders have

increased knowledge of child rights and

child protection, including Grave Child

Rights Violations in situations of armed

conflict

▪ At least 540 Bangsamoro community

members have increased knowledge of

child rights and child protection, including

Grave Child Rights Violations in situations

of armed conflict

▪ 16 community-based CP Networks

(CBCPN) have been set up.

▪ Programme had reached to nearly 6,800

community members.

▪ Reach out refers to mapping of local child

protection systems; set up of referral,

reporting and response systems for grave

child rights violations (GCRV) working with

MILF.

▪ Orientation of 670 MILF officers on child

rights.

▪ Work is ongoing to complete roll-out to the

remaining 8, making a total of 24.

Component 2 - Building implementation capacities (Tahderiyyah + WASH)

▪ Refresher training to be held for 40 BDA

program/DepED ARMM staff.

▪ Training 500 teachers and 500

administrators on the application of the

Tahderiyyah curriculum.

▪ Training of additional 20 trainers to mentor

teachers and administrators.

▪ 60 additional development catalysts to be

trained to develop community support.

▪ Cumulatively 813 Tahderiyyahs have

functioning water, sanitation and hygiene

infrastructure and software programs.

▪ Multiple year Local Government Units

(LGUs) funding commitments (MOA) for

consumables (Soap, toothbrush,

toothpaste etc.) are made for 60% of

LGUs.

▪ WASH interventions have been fully

piloted in 42 Tahderiyyahs, reaching 2,332

children.

▪ WASH interventions include construction

of hand washing facilities, in partnership

with the community; distribution of

Essential Health Care Package (EHCP)

kits and WASH information, education and

communication (IEC) materials.

▪ These interventions are being scaled up to

a further 697 Tahderiyyah with the greatest

WASH needs, with the remaining 116

receiving training on WASH and EHCP

kits;

Component 3 - Delivering quality programme (Implementation)

▪ 313 teachers and 313 administrators (with

enhanced skills on Tahderiyyah program

implementation incorporating WASH

elements.

▪ 813 madaris have an enabling

environment to practice culturally

appropriate health and hygiene behaviours

▪ 85% of enrolees complete and 70% of

completers transition to Grade-1

▪ An additional staff/people (497

teachers,140 administrators and 20

trainers) have been trained on ECCD,

including on new modules on WASH and

Child Protection (CP)

▪ Distribution of basic teaching and learning

materials and child-sized furniture to 500

Tahderiyyah;

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PHASE-2: Activities, Targets and Results (Planned / Actual)

Component Activities and Targeted Outputs Accomplishments

Component 4 - Monitoring and Evaluation

▪ Tahderiyyah monitoring and evaluation

system developed:

i) School readiness assessment used in

Tahderiyyah

ii) Monitoring and evaluation tools and

protocols developed

iii) Tahderiyyah mapped through

Geographical Information System

▪ A sample assessment was conducted from

September 2013 to January 2014 to

assess the Tahderiyyah completers’

school readiness; of the 298 children

assessed 86% had achieved all

milestones, which is a key indicator of

school readiness.

Component 5 - Strengthening institutional capacities

▪ Training and orientation of BDA Central

Management Office (CMO) and Regional

Management Office (RMO) officers; and

DepED ARMM and DepED Regions and

Divisions covering Tahderiyyah situated in

non-ARMM areas, on program

management and coordination in support

of expansion of Tahderiyyah Program

▪ In 7 Regions DepED ARMM exercising

supervisory role

▪ Development catalyst role within BDA is

institutionalized

▪ BDA staff at the central, regional and local

level have received a range of training,

including on ECCD, WASH, CP, M&E and

Management Information Systems (MIS);

▪ The Tahderiyyah curriculum was formally

recognized by DepEd (Order No.36 series

of 2013), supporting the transition of

learners to Grade-1. The curriculum was

also refined to ensure it catered to both the

needs of the 3 to 4 and 4 to 5 years old,

and a 10-week catch up curriculum

developed to help completers with poor

attendance transition to Grade-1;

Phase Three Activities, Targeted Outputs and Accomplishments The Phase-III of the Programme is built on three complementary pillars of interventions namely early education, Child Protection (CP) and Water, Sanitation and Hygiene (WASH), with a focus on supporting sustainability and transition to the future Bangsamoro government. This phase aims to include interventions to increase community support for the Tahderiyyah, strengthen links between the Tahderiyyah and government institutions, create Tahderiyyah ‘models’ that can be scaled up, and carry out advocacy with key stakeholders in the transition. Through this last phase, the Programme intends to ensure that the program supports Tahderiyyah completers to transition to phase basic education in public schools or alternative delivery models in areas without public schools. The planning and implementation of Phase-III was complemented with joint planning done under BEAM-ARMM programme. Phase-III; Program Goal The Phase-III of the Programme aims to increase the access of 3 to 5 years old children in Bangsamoro communities to quality ECCD services and improve their readiness for school by strengthening the ECCD governance systems68. Phase-III Components, Activities and Results This phase is built on system strengthening and intersectoral approach (illustrated in Graphic 1), comprised of three complementary components: It is envisaged that the program will support the development of 3 to 5 years old children, as well as the wider ECCD system. The complete results framework is set out in Section 4. The program results will be achieved through an intersectoral approach (illustrated in Graphic 1), comprised of three complementary components:

68 UNICEF. Early Childhood Education for Children in Bangsamoro Communities – the ‘Tahderiyyah’ Program, Phase-3 (June 2015 to June 2017). Draft Submitted by UNICEF to AusAID

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PHASE-3: Activities, Targets and Results (Planned)

Component Activities and Targeted Outputs

Component 1 - Enriching Early Education (Tahderiyyah)

▪ Deepening of Tahderiyyah curriculum implementation.

▪ Strengthening of school support systems for continued improvement and

sustainability of the Tahderiyyah Program.

▪ Supporting Transition of Tahderiyyah Completers to Kindergarten or Primary

Grade Levels in Madrasah and Public Elementary School.

▪ Increasing and Sustaining Support and Generating Demand for Quality ECCD

Services through the Tahderiyyah Program via Communication for Development

Initiative (C4D) for Advocacy, Social Mobilization and Behaviour Change.

Component 2 - Promoting Protective, Safe and Healthy Tahderiyyah and Communities (Child Protection + WASH)

▪ Strengthening Community-Based Child Protection Networks (CBCPSs)

▪ Raising awareness of child Protection, social and emotional development in

early childhood and positive parenting.

▪ Strengthening the protective environment through establishing and reinforcing

protective standards and referral pathways for children.

▪ Documenting lessons learned and best practices in CP for replication in other

Bangsamoro communities.

▪ Strengthening/Reinforcing WASH interventions launched in Phase-2 in

Tahderiyyah.

Component 3 - Strengthening Programme Management

▪ Strengthening Program Management, Coordination and M&E – focusing on

developing the capacity of the BDA and the Tahderiyyah system.

▪ Development of Tahderiyyah models that set out standards (for fixed and

recurring costs along with a set of tools and guidelines.)

▪ Developing the Complete Training Package for Financial Administration and

Programme Management.

▪ Development of an ICT-based information management system, with frontline

Tahderiyyah teachers using mobile phones to capture information.

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APPENDIX 05: RESULTS FRAMEWORK TAHDERIYYAH PROGRAMME PHASE 3 The Programme is implemented in three phases with no consolidated ‘results framework’ for the entire programme. However, three tables of Outcome and Output Indicators and Targets are available69. The Evaluators have treated those as a reference document to understand intended results, strategies for evaluation purpose. Result Framework Phase 1

PHASE-1: Programme Components, Activities and Results

Activities Outputs / Accomplishments (as of 30 April 2013)

Component-1: Support to Tahderiyyah in Mindanao

Adoption and implementation of Tahderiyyah curriculum

▪ 313 Tahderiyyah implementing the enhanced curriculum ▪ Process initiation for Validation of 500 Tahderiyyah for Phase-II by the BDA and DepED ARMM

▪ Tahderiyyah curriculum officially recognised by DepED via Memorandum 36 ▪ BDA and COLF developing a Tahderiyyah assessment scale, which will align with the Kindergarten Inventory Scales

Establishing the working relationship with key stakeholders

▪ BDA implementing the curriculum in 313 communities

▪ Active Parent-Community-Teacher Association

▪ Inclusion of Project DepED ARMM in Project Advisory Committee, originally composed of the MILF, Tarbiyyah Committee, AusAID

and UNICEF

▪ On-going efforts for recognition of Tahderiyyah programme by DepED ARMM

Training of Tadheriyyah teachers and their supervisors

▪ 300 teachers and 300 administrators trained in series of training

▪ BDA standardising training programmes for future use

▪ 40 development catalysts trained

▪ 40 core trainers trained on curriculum implementation and coaching/mentoring

Provision of ECCD packages to

Tahderiyyah

▪ 300 ECCD culture-specific packages (teaching-learning materials monobloc tables and chairs) distributed to 300 madaris

Operationalisation of a monitoring and

evaluation system ▪ Regular Monitoring and mentoring of 300 Tahderiyyah

▪ Tahderiyyah Tracking Study done in pilot schools

Component-2: Support to DepED Preschools in Muslim Communities

69 Table of Outcome and Output Indicators and Targets (Page 20 of 30): Early Childhood Education for Children in Bangsamoro Communities – the ‘Tahderiyyah’ Program, Phase 3. Draft Submitted by the United Nations Children‟s Fund to the Australian Department for Foreign Affairs and Trade, June 2015 to June 2017

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PHASE-1: Programme Components, Activities and Results

Activities Outputs / Accomplishments (as of 30 April 2013)

Development of an Islam-responsive

kindergarten curriculum

▪ Kindergarten curriculum for public kindergarten classes created and piloted in 139 public schools and 69 private madaris

▪ National Commission of Muslim Filipinos assisting the DepED in promoting the use of ALIVE curriculum and Tahderiyyah

curriculum.

Training of kindergarten teachers on

the use of DepED Islam-responsive

kindergarten curriculum

▪ 599 teachers and other school actors trained in the use of the new curriculum. These include 269 kindergarten teachers, 139

public school heads, 99 division ALIVE coordinators, 69 madaris teachers and 23 madaris administrators.

Result Framework Phase 2

Component/

Activity 2013 2014 2015

1. Mobilizing & Organizing communities

• With inputs on Tahderiyyah,

WASH and Child Protection

Community readiness assessment

completed in 500 Bangsamoro

communities

813 Bangsamoro communities have

operational Tahderiyyahs

• Continuing advocacy activities 18 Bangsamoro sites in 21 MILK Base

Commands with Child Protection

Networks

313 original Bangsamoro communities

continue to support

Tahderiyyahs

Child Protection Networks in 18 Bangsamoro sites

in 21 MILF Base Commands functional

813 Bangsamoro communities

have operational Tahderiyyahs

2. Building Implementation Capacity

• Tahderiyyah 500 new teachers and 500 administrators

hired by communities/ BDA and trained

with technical support from

COLF

2013 targets for refresher training

90% of targets complete refresher training

40 BDA program staff/DepED ARMM

staff with refresher training on

program sustainability

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Component/

Activity 2013 2014 2015

20 Trainers, 60 development catalysts,

BDO program staff, DepED

ARMM trained

Joint monitoring by BDA and

DepED

ARMM

• WASH ()

80 models

Tahderiyyahs have functioning water,

sanitation and hygiene infrastructure and

software programs.

Multiple year LGU funding commitments

(MOA) for hygiene consumables

(Soap, toothbrush, toothpaste etc.) are

made for 10% of

LGUs.

()

Cumulative total of 400 Tahderiyyahs have

functioning water, sanitation and hygiene

infrastructure and software programs.

Multiple year LGU funding commitments

(MOA) for consumables are made for 30% of

LGUs.

Cumulative total of 813 Tahderiyyahs

have functioning water, sanitation and

hygiene infrastructure and software

programs.

Multiple year LGU funding

commitments (MOA) for

consumables are made for 60% of

LGUs.

• Child Protection - At least 6

Community Based

Child Protection Networks in conflict

affected

Bangsamoro

Communities.

- At least 12 community

organisers trained and mobilized.

- At least 540 members of Community

Based

Child Protection Networks are

empowered through the knowledge

transfer process.

- 21 base commands of the MILF are

reached with communications,

advocacy and awareness raising on

grave child rights violations.

- At least 6

Community Based

Child Protection Networks in conflict affected

Bangsamoro

Communities

- At least 12 community

organisers trained and mobilized.

- At least 540 members of Community Based

Child Protection Networks are empowered

through the knowledge transfer process.

- 21 base commands of the MILF are reached

with communications, advocacy and

awareness raising on grave child rights

violations.

- At least 6

Community Based

Child Protection Networks in

conflict affected

Bangsamoro Communities

- At least 12 community

organisers trained and mobilized.

- At least 540 members of

Community Based Child

Protection Networks are

empowered through the

knowledge transfer process.

- 21 base commands of the MILF

are reached with communications,

advocacy and awareness raising

on grave child rights violations.

3. Delivering quality programs Tahderiyyah curriculum recognized 80% of enrolees complete and 65% of

completers transition to Grade-1

85% of enrolees complete and 70% of

completers transition to Grade-1

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Component/

Activity 2013 2014 2015

75% of enrolees complete and 60% of

completers transition to Grade 01.

4. Monitoring and

Evaluation

500 Bangsamoro communities

Baseline Report on expansion

communities

500 Bangsamoro communities

At least 3 case studies

(2 in Non-ARMM and

1 in ARMM areas.)

500 Bangsamoro communities

5. Strengthening

Institutional

Capacities

• BDA/ DepED ARMM

• Local NGOs

7 Regions

500 Tahderiyyahs

Birth Registration system established

7 Regions

Trainers/Mentors/

Selected Teachers

7 Regions

Trainers/Mentors/

Selected Teachers

DepED ARMM

exercising supervisory role through

monitoring visits

Development catalyst role within BDA

is institutionalized

Result Framework Phase 3

End of Project Outcomes Indicators Program Targets

2016 2017

By 2017, increased access of 3-5 y/o in Bangsamoro communities to quality ECCD services, improved school readiness and strengthened ECCD governance systems.

✓ Models for delivering quality ECCD services through Tanderiyyah developed and accepted by national and regional government

✓ Number of children who participated in Tanderiyyah program ✓ Per cent of Tanderiyyah enrolees who completed the program ✓ Per cent of Tanderiyyah completers who passed school readiness

test ✓ Per cent of Tanderiyyah completers who enroll in Kindergarten/Grade

01

Models developed 5,025 75% 75% 60

Models replicated 5,025 80% 80% 65%

Intermediate Outcome

Expected Outputs Indicators

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End of Project Outcomes Indicators Program Targets

2016 2017

1. Early education for 3-5 y/o Bangsamoro Children enriched

Output 1.1. Capacities of teachers and administrators strengthened

✓ Number of teachers trained on the Tanderiyyah curriculum package, child-centered teaching methodologies, EiE/DRR and national ECCD policies and guidelines

✓ Number of administrators trained on school management and the value of early education/ECCD.

✓ Standard Tanderiyyah manuals/guidelines for trainers, teachers and administrators developed

335

335 Manuals/ guidelines developed

335 335

Output 1.2. School support systems for Tanderiyyah strengthened

✓ Number of Bangsamoro regions with functional Training Team ✓ Policy on accreditation of Tanderiyyah developed and approved by

DSWD and DepEd ✓ Number of Tanderiyyah sites that acquire a PTO or equivalent

4 Policy approved 0

3 67

Output 1.3 Mechanisms established to facilitate transition of Tanderiyyah completers to elementary school

✓ Number of sites where school-community model for supporting access to early education and transition established

✓ % of Tanderiyyah where teachers hand ECCD checklist to Kinder/Grade-1 teachers in public/private school and madaris

✓ % of Tanderiyyah included in Oplan Balik Eskwela

30 65% 30%

37

75% 40%

Output 1.4. Increased support for Tanderiyyah from communities, and regional and local government

✓ Number of policies in the new Bangsamoro government on early education/ECCD

✓ % of communities with a Tanderiyyah that have been reached by advocacy to parents, teachers and leaders

✓ Tanderiyyah accredited as an alternative model for early day care by the 4Ps

0 40%

Policy accredited

1 80%

2. Measures in Place to promote a protective, safe and healthy environment in Tahderiyyah

Child Protection 2.1.1) Increases awareness of child protection, social and emotional development in ECD and positive parenting practices

Child Protection ✓ % of total parents in target Tahderiyyah that can recall three positive

parenting practices and report using one within the past week (to be measured quarterly)

✓ Referral pathways for children that are victims of violence or at

significant risk to violence exist and are functioning in target Tahderiyyah

✓ % of reported cases of GCRV verified and responded to

70% 50% 90%

85% 90% 90%

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End of Project Outcomes Indicators Program Targets

2016 2017

2.1.2.) Protective environment for children strengthened 2.1.3.) Lessons learned, and best practices documented WASH 2.3.1.) Improved access to WASH facilities 2.3.2.) Improved access to WASH consumables 2.3.3.) Improved awareness of safe hygiene and deworming practice

✓ Number of positive human-interest stories documented on the impact

of the project on families parenting care practices ✓ Number of best practices models identified and documented within

the target Tahderiyyah WASH ✓ Number of Tahderiyyah centers with access to improved water source ✓ Number of Tahderiyyah centers with access to adequate sanitation

facility ✓ Number of Tahderiyyah centers with access to hand washing facility ✓ Number of Tahderiyyah centers where EHCP kits distributed ✓ Number of Tahderiyyah centers where IEC materials distributed ✓ Number of Tahderiyyah centers where deworming pills advocacy

conducted ✓ Number of Tahderiyyah centers where teachers trained on WASH

5 3 125 125 125 125 125 125 125

5 3 125 125 125 125 125 125 125

3. Capacity of BDA on program management, coordination and M&E strengthened

3.1. M&E/MIS capacity of BDA strengthened 3.2. ECCD programme management of BDA strengthened

✓ M&E and knowledge management tools in-place ✓ Number of teachers and administrators trained ✓ Tahderiyyah models developed and accepted by Bangsamoro

government

Tools in place 335 Models established

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APPENDIX 06: EARLY CHILDHOOD CARE AND DEVELOPMENT

MODEL Focusing on early childhood development is important as children go through a period of explosive growth. Between zero and five-years old a child doubles in height, and between zero and one-year old, the brain increases from 25% to 75% of its adult size. In the brain of a young child new neuronal connections are made “at astonishing rate of 700 to 1,000 per second.”1 These connections form the foundation of a child’s physical and mental health and lifelong capacity to learn, thereby acting as the blueprint for the rest of the child’s life. Due to the flexibility of the brain during this period, early childhood offers a critical window for learning. Conversely, during this period the brain is especially vulnerable to adverse external factors such as stress, neglect, nutrition deficiency and lack of love, care and stimulation. Therefore, interventions during this period are essential. Giving children access to early learning builds their cognitive, emotional and social competencies, increasing their readiness for elementary school. In contrast, after early childhood it becomes progressively harder to offset the effects of deprivation on the brain. A child who does not receive sufficient stimulation and support is more likely to fall behind in school or drop out completely, perpetuating a cycle of exclusion.70 Investing in early childhood education is therefore strategically essential in an area - ARMM - that faces socio-economic, political, and human security issues. There are several models71 of Early Childhood Care and Development (ECCD) that incorporate all the essential elements for achieving the developmental goals of a child at the early stage in life, as shown in visual A1. Under this model the child is embraced as a whole person developing physically, intellectually, emotionally, socially and culturally. Positive relationships and experiences with nurturing adults’ good nutrition, as well as safe, healthy and stimulating environments in early years of life have a positive impact on a child’s development. For this purpose, an intentional programme, the Tahderiyyah Programme, has been adapted to meet the needs of young children to promote children’s development through positive interactions. The role of a professional Child Development Worker (Educarer) is to be keenly aware of the different developmental stages and milestones and be responsive to the needs of young children. Family is also an integral part of a child’s development. ECCD model promotes a shared and sustained partnership between the Centre and home to ensure child’s growth and development needs are addressed. This partnership is further enriched by linkages to the community.

70 ibid 71 Such as Early Years Development Framework by the Government of Singapore

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APPENDIX 07: ASSESSMENT APPROACHES/TECHNIQUES USED

FOR DATA ANALYSIS Analysis of the performance of Tahderiyyah completers: Five types of data collection tools were designed and used in the course of the field work; namely, (a) FGD tools for children, teachers, parents & CPCs (b) KIIs with specific stakeholders (c) ECCD based Checklists for teacher observations (d) Checklists for facility observations and (e) a basic form for operational cost estimations. Furthermore, each of the 17-member Field Team were trained on, amongst other topics, a checklist for soliciting documents maintained by the Administrators of the Centres visited. Numerous efforts were made to collect data on the 335 Centres to understand each Centre's make, location information, classification of type of Centre, teachers, children enrolled, the number of "completers" and those that "transitioned" into public schools. Efforts were made to also obtain monitoring data from BDA and the UNICEF Field Office. Unfortunately, the variety of formats used in the 10+ lists shared with the Evaluators, extractions from the so-called BDA TECD database did not yield immediately usable data. Efforts had to be made to correct, standardise, collate and classify the data into datasets that could be used for analysis. Each entity, be it BDA, UNICEF Field Office, or the Education, CP and WASH Sections at UNICEF Manila, maintains their own lists/data, and unfortunately each entity uses their own structures. No one uses the assigned Madrasa codes (M-Code) causing significant gaps in the central data. There are to date 52,005 data cells that need to be probed and completed before we can conclude on a usable TECD database. Analysis of Efficiency: Estimations of the costs incurred by the Centres were analysed and compared using the cost estimation tool (see Appendix 0X). The management teams of sampled Centres were asked to share data information to the extent possible and based on their record keeping practices. In cases where management maturity was lacking, the cost estimation tool has been used to supply a cost range as needed. The average costs thereby computed have been used in conjunction with a) the total number of TC completers stated by DepEd, and b) the funding provisions from DFAT/UNICEF. UNICEF provided financial data through UNICEF internal progress reports, third party independent progress report, programme collaboration agreements (PCAs) and BEAM Six Monthly Progress Reports. Availability of complete data for triangulation has remained a challenge across stakeholders. FGDs were processed using the OPV (Other People’s View) tool, which focuses on how perspectives vary between stakeholder groups (children, parents, teachers, administrators – women, men, girls, boys) in the same situation. The feedback was handled in two ways: the first was to use the OPV method to understand who is saying what and why and then to quantitatively categorize those comments to get an idea of the distribution of the views. The views were, for example, organized by implementation phase, DAC criteria, development agenda, region, etc. Further filtering of categorized feedback was done using the “relevant - irrelevant” approach, in light of the ToC and the corresponding evaluation matrix (see Appendix 02). The “relevant” parts were then used for the evaluation, per se, whereas the comments marked as “irrelevant” from the evaluation perspective were used to look at the unintended benefits, and in the formulation of recommendations. The qualitative information/data collected is used and presented, to show the distribution of the type of information/data collected. Inferential analysis, a standard practice, to the extent applicable, shaped the understanding of the population (Centres and beneficiaries). This is why the Evaluators limited the variables used in the sampling to phases and regions. Visual A2 exhibits the links between the methodology and the implementation framework.

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Visual A2: Links between Methodology and the Implementation Matrix

Legal Framework Policy, Law, Rules & Regulations, Implementation, Strategies/Plans

Education, CP, WASH referrals

Causes & Effect Environment

Tahderiyyah Centers

Gov & Admin

Systems

(ARMM, BDA,

Tarbiyyah

Committees)

DepEd ARMM

&

DSWD ARMM

DepEd

Kindergartens

response mechanism & services

solution/treatment

mechanisms & services

DR: research on all

applicable past work & the

relevant / complementing

legal framework

QL: KIIs, FGDs, &

consultative workshops

QL: KIIs &

consultative

workshops

QL: FGDs

QL: FGDs QL: FGDsLEGEND

QL = Qualitative

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APPENDIX 08: PEOPLE MET AND PLACES VISITED S# Date Mission Event Location Stakeholder org. Entity Type Name & desig of participants Resp. Team

1 12-12-17 Fieldwork KII Quezon City Manila University of Philippines (college of home economics) University Aurorita T. Roldan, Ph.D., Dean, Office of the Dean, UP College of Home Economics, Ma. Regidor St. Alonso Hall, UP Diliman Quezon City, 1101

1 Teena

2 12-06-17 Fieldwork KII Cotabato city, Region 12 (Dep Ed) public school with kindergarten School Awang Elementary School Jay B. Lim, Head Teacher

1 HTK

3 12-06-17 Fieldwork KII Cotabato city, Region 12 (Dep Ed) public school with kindergarten School Awang Elementary School, Kinder teacher Bai Rushia Zohora Kasim, Volunteer teacher

1 Teena

4 28-11-17 Fieldwork KII Cotabato city, Region 12 A Single Drop of Safe Water NGO Zuhaira Ibrahim 1 Team 2

5 27-11-17 Fieldwork KII Bacolod, Region 10 Bacolod Central, Elementary School School Daisy V. Gongob - Teacher 1 1 -

6 27-11-17 Fieldwork KII Bacolod, Region 10 Bacocod Central, Elementary School School Josephine V. Viscaya - Principal 2 1 -

7 06-12-17 Fieldwork KII Lanao Del Norte, Region 10

Balo-I, Elementary School School Naima S. Tamano - MT 2 1 -

8 07-12-17 Fieldwork KII Lanao Del Norte, Region 10

Barangay Kagawad, Br. Pacalundo LGU Aminoding M. Manardas - Kagawad 1 -

9 29-11-17 Fieldwork GD Cotabato city, Region 12 BDA IP Almira Danda, Accountant / Mariam Balimbingan, Budget Officer / Naima Usop, Finance Assistant (Finance team)

3 HTK

10 30-11-17 Fieldwork KII Cotabato city, Region 12 BDA IP Ustadz Mohammad S.Yacob, Executive Director

1 HTK

11 05-12-17 Fieldwork GD Maguindanao, ARMM BDA IP Abdulrasheed B. Ambil, Regional Manager / Alimodin H. Pinamaloy, Regional Coordinator / Anuar Cabalo, CP Officer / Ansharie Abubakar, CP Officer / Akmad M. Agao, WASH Officer / Maamon Ibrahim, WASH Officer / Rasul Kalim, M&E Officer

5 HTK

12 30-11-17 Fieldwork GD Cotabato city, Region 12 BDA IP Ustadz Mohamad Y. Alon, ECD Officer, BDA-CMO / Abdulgaffam Sundang, WASH Officer, BDA-CMO / Mr. Marbawi Edza, M&E Officer Mr. Hashim Manticayan, Tahderiyyah Coordinator, Ms. Jazeera Maliga (Previosu Tahderiyyah coordinator)

5 HTK

13 14-12-17 Fieldwork KII Cotabato city, Region 12 BDA IP Ustadz Mohamad Y. Alon, ECD Officer 1 NH

14 24-11-17 Fieldwork KII Zamboanga Peninsula (at Zamboanga city)

BDA IP Jaharon Camad, Regional Coordinator / Parhana Hassan, WASH Supervisor / Baseer mamento CP officer

3 HTK

15 05-12-17 Fieldwork KII Maguindanao, ARMM CDC CDC Tarhata B. Nguda, Bulalo Day Care Center Administrator

1 Team 2

16 29-11-17 Fieldwork KII Cotabato city, Region 12 Dep Ed DepEd Kartini Tahir, DepEd Kinder Coordinator 1 HTK

17 11-12-17 Fieldwork KII Pasig Manila Dep Ed DepEd Marieta Atienza, Chief, Planning (EMISD) / Ariel Tandingan / Josephine Martinez

3 HTK

18 11-12-17 Fieldwork KII Pasig Manila Dep Ed DepEd Jose Tuguinayo, chief of student inclusion division

1 HTK

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S# Date Mission Event Location Stakeholder org. Entity Type Name & desig of participants Resp. Team

19 11-12-17 Fieldwork KII Pasig Manila Dep Ed DepEd Nhor Sawato, Education Program Specialist, Mita Parocha Supervising education programme specialist

2 HTK

20 07-12-17 Fieldwork KII Sultan Kudrat Region 12 Dep Ed DepEd Mohaliden M. Balayanan - ALIVE focal person, Sultan Kudarat Division Office, Region 12

1 team 2

21 28-11-17 Fieldwork KII Cotabato city, Region 12 Dep Ed ARMM DepEd Jourdan Pangilan, Division Planning Officer II, Cotabato City Division / Edgar Sumapal, Al Hadj, Asst. Schools Superintendent / Dr. Evelyn Tacderan, Chief Curriculum Implementation Division / Dr. Belinda Distor, Educ PRogram Supervisor Private / Dr. Abaya Badrodin, Education Program Supervisor Madaris

5 HTK

22 04-12-17 Fieldwork KII Cotabato city, Region 12 Dep Ed ARMM DepEd Alzad Sattar, Undersecretary, Bureau of Madrasah Education

1 HTK

23 04-12-17 Fieldwork KII Cotabato city, Region 12 Dep Ed ARMM DepEd Parida Panda, ALIVE focal person-Bureau of Madaris Education

1 HTK

24 11-12-17 Fieldwork KII ARMM Dep Ed ARMM Public elementary school School Saiba U. Konsuan, District guidance Coordinator sultan Mandayan, Elementary School, Bugasan sur, Matang, Maguindanao

1 -

25 11-12-17 Fieldwork KII ARMM Dep Ed ARMM Public elementary school School Anisa U. Emban, Grade-1-B Advisor, sultan Mandayan, Elementary School, Bugasan sur, Matang, Maguindanao

1 -

26 01-12-17 Fieldwork KII region 11, Davao Oriental Dep Ed Bobon Elementry school, Bobon, Mati City School Mohammad Tayib S Omran, teacher 1 -

27 01-12-17 Fieldwork KII region 11, Davao Oriental Dep Ed Bobon Elementry school, Bobon, Mati City School Nelly P Cruz, teacher 1 -

28 01-12-17 Fieldwork KII region 11, Davao Oriental Dep Ed elementary school School Ludivina Bavamu, Lucatan elementary school, Lucatan Tarragona

1 -

29 09-12-17 Fieldwork KII Manila DFAT Donor Sharon Andrea C. Lumpias, DFAT Program Officer-Education

1 HTK

30 04-12-17 Fieldwork KII Cotabato city, Region 12 DSWD ARMM DSWD Kay E. Lintongan, RSW, Social Welfare Officer IV, Child and Youth Welfare Program

1 HTK

31 29-11-17 Fieldwork KII Cotabato city, Region 12 DSWD ARMM DSWD Hja. Elsie C. Amil, RSW, Provincial Social Welfare Officer, DSWD Maguindanao Branch

1 team 2

32 29-11-17 Fieldwork KII Cotabato city, Region 12 DSWD ARMM DSWD Asnaida Dayo de Guzman, CWC Focal Person (and ECCD Focal Person)

1 team 2

33 05-12-17 Fieldwork KII Cotabato city, Region 12 DWSD ARMM DSWD Haroun Alrashid A. Lucman, Jr., Regional Secretary and vice governor ARMM

1 HTK

34 24-11-17 Fieldwork KII Pasig, Manila ECCD Council ECCD Council

Pia Chavez, Program Officer (ECCD Council)

1 Meenakshe

35 13-12-17 Fieldwork GD Zamboanga city, Region 09 Field Team AAN Team See Appendix yy for list 16 -

36 08-12-17 Fieldwork KII Lanao Del Norte, Region 10

IB Mas-oud Integrated School Private School

Notjamah A. Rashid - No designation mentioned

1 -

37 28-11-17 Fieldwork KII Bacolod, Region 10 kauswagan Central Elementary School School josephine P. Estalilla - MT -1 1 -

38 28-11-17 Fieldwork KII Lanao Del Norte, Region 10

kauswagan Central Elementary School School Virginia G. Gamorot - Teacher 1 -

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S# Date Mission Event Location Stakeholder org. Entity Type Name & desig of participants Resp. Team

39 30-11-17 Fieldwork KII Region 12 LGU LGU Datu Rommel S Sinsuat (Baranagy Captian Awang, Datu Odin Ampatuan, Maguindanao)

1 Team 2

40 05-12-17 Fieldwork KII ARMM LGU LGU Barangay Captian Abdulbasit T. Laugu, Bulalo, Sultan Kudarat, Maguindanao

1 Team 2

41 07-12-17 Fieldwork KII Region 12 LGU LGU Mohalidin A. Paidomama (Barangay Captain, Kitulaan, Municipality of Carmen, North Cotabato)

1 Team 2

42 28-11-17 Fieldwork KII Lanao Del Norte, Region 10

LGU Delebayan, kauswagan LGU Hadji Ismael Caironsalam - ALIVE teacher Matanoy, Mohnsa A. - Adviser

2 -

43 29-11-17 Fieldwork KII Maguindanao, ARMM lower Baguinged Elementary School School Melody M. Abubakar - Teacher In-charge 1 -

44 27-11-17 Fieldwork KII Bacolod, Region 10 Ma Ahad Al-noor Al Islamie Poblacion Bacolod Ldn, inc. TC Jamalrah A. Hassam - Administrator 1 -

45 28-11-17 Fieldwork KII Cotabato city, Region 12 Norte Dame University University Ms. Shiela Algabre, Vice President- Admin and extension (Local Peace and Conflict expert)

1 Team 2

46 07-12-17 Fieldwork KII Lanao Del Norte, Region 10

Pacalundo Elementary School School Nashiva M. Gubat 1 -

47 07-12-17 Fieldwork KII Lanao Del Norte, Region 10

Pacalundo Elementary School School Leonard T. Rinandang - School Teacher 1 -

48 07-12-17 Fieldwork KII Lanao Del Norte, Region 10

CDC CDC Soraida Pacalundo Samporna 1 -

49 03-12-17 Fieldwork KII Lanao Del Norte, Region 10

Poblacian Munai, Barangay Captain LGU Saguira Paisal Batno - Barangay Captain 1 -

50 28-11-17 Fieldwork KII Davao Del Norte, Region 11

Purok Sampaguita, Br Bincvngan, Tagvas GM CDC Zenaida G. Torreon - Day Care Teacher 1 -

51 28-11-17 Fieldwork KII Davao Del Norte, Region 11

Purok Sampaguita, Br Bincvngan, Tagvas GM LGU Hon. Osias Maug UR. - Brangay Chairman

1 -

52 11-12-17 Fieldwork KII Quezon City Manila Simeo Innotech Reseach Centre

Debbie Lacuesta, Seameo Innotech 1 HTK

53 28-11-17 Fieldwork KII Lanao Del Norte, Region 10

Sultan Dimasanguay Manangolo Integrated School School Fatima C- Manangolo P - MTI-SIC 1 -

54 28-11-17 Fieldwork KII Lanao Del Norte, Region 10

Sultan Dimasanguay Manangolo Integrated School School Maguidala, Faisah M. - Grade-1 teacher 1 -

55 12-06-17 Fieldwork GD Cotabato city, Region 12 Tarbiyyah Committee Non-state Ustadz Doli Ahmad (TWG Chairman) / Hadji Ismael Abdullah (Dr. Mike) / Norden husain / hisham Abdulaziz / Shuayb Ambod / Mohammad Ahmad / Nasser Yusof / Abdulkadir Abdulatip

8 HTK

56 28-11-17 Fieldwork GD makati Manila UNICEF IP-UNICEF Beverly Sevilleno-Bicaldo, ECD Officer Education / John Timothy Denny, Education Specialist / Rasul Abdullah, WASH Officer / Rohannie Baraguir-Datumanong, CP Officer

4 HTK

57 28-11-17 Fieldwork KII Cotabato city, Region 12 UNICEF IP-UNICEF Farouk Lim, M&E Officer 1 HTK

58 28-11-17 Fieldwork KII Cotabato city, Region 12 UNICEF IP-UNICEF Ernesto Casiple Jr. & James Bustamante, Operations Officers

2 HTK

59 28-11-17 Fieldwork KII Cotabato city, Region 12 UNICEF IP-UNICEF Yul Av. Olaya, former UNICEF staff 1 HTK

60 12-12-17 Fieldwork KII makati Manila UNICEF IP-UNICEF Martin Porter, Chief PPME / Vilma M. Aquino, M&E Officer

2 NH

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S# Date Mission Event Location Stakeholder org. Entity Type Name & desig of participants Resp. Team

61 12-12-17 Fieldwork KII makati Manila UNICEF IP-UNICEF Sarah Norton-Staal, Chief of Child Protection Section / Marj/Rodel child protection officer

2 NH

62 12-12-17 Fieldwork KII makati Manila UNICEF IP-UNICEF Hideko Miyaga, Chief of Education Section / Psyche Vetta Olayvar, ECD Specialist, Tess and Cecile (former)

4 NH

63 11-12-17 Fieldwork KII makati Manila UNICEF IP-UNICEF Louise Maule, Chief of WASH Section / Jon Michael R.Villasenor, WASH in School Officer, WASH section

2 NH

64 15-12-17 Fieldwork GD Cotabato city, Region 12 UNICEF, ERG ERG See Appendix 12 for list 13 MP, NH, HTK

65 27-11-17 Fieldwork KII Cotabato city, Region 12 UNICEF IP-UNICEF Andrew Morris, Chief of field office Mindanao field office

1 HTK

66 11-01-18 Skype KII Islamabad UNICEF IP-UNICEF Maria Lourdes De Vera-Mateo (Lulay) (Former Education Chief UNICEF Manila)

1 HTK

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APPENDIX 09: SUMMARY TABLES – SCOPE OF EVALUATION

METHODS This Appendix presents the distribution of the KIIs, FGDs, Observations, etc. employed in the evaluation and is mapped against each type of entity or stakeholder.

Table A1: Summary of Evaluation Data Collection Methods

Relevant entity Method

KIIs FGDs OBS DCW

1 Children 3-5 y/o

X

2 Parents

X

3 Care givers/Educators

X

4 Tahderiyyah Centre Administration X

X

5 Bangsamoro Development Association/Authority (BDA) X

6 Tarbiyyah Comm., Department of Education, and other institutional entities

X

X

7 Community Based Child Protection Network (CBCPN) X

8 UNICEF Country Office, Field Office (PME, Edu, CP, WASH) X X

9 Evaluation Field Teams, Consultants

X X

KIIs = Key Informant (Individual) Interviews, FGD = Focus Group Discussions, OBS = Observations, DCW = Data Consolidation Workshops

Summary Table - Key Informant Interviews

Table A2: Distribution of Interviews and Group Discussions by Entity Type

Entity Type

Events Held People Met

Interviews Group Talks

Total events

Interviews Group Talks

Total people

met

CDC 3 3 3 3

DepEd 8 8 15 15

Donor 1 1 1 1

DSWD 4 4 4 4

ECCD Council 1 1 1 1

ERG 1 1 13 13

IP 3 3 6 5 13 18

IP-UNICEF 9 1 10 16 4 20

LGU 7 7 8 8

NGO 1 1 1 1

Non-state 1 1 8 8

Private School 1 1 1 1

Research Centre 1 1 1 1

School 17 17 17 17

TC 1 1 1 1

University 2 2 2 2

AAN Team 1 1 16 16

Total 59 7 66 76 54 130

Note: People met during the inception mission are not included in this table

Focus Group Discussions

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Table A3: Distribution of FGDs by Region and Type

Type Regions

ARMM Region

09 Region

10 Region

11 Region

12 Total

Children 13 2 3 4 2 24

Parents 13 2 3 4 2 24

Mudirs 13 2 3 4 2 24

CBCPN 1 1 1 3

Total 39 7 9 13 7 75

Rapid Facility Review/Assessment

Table A4: Field Observations.

Type Total Number

of Observations

Tahderiyyah Centres 24

Children Enrolled in DSWD CDC 1

Children in Public & Private Kindergarten 6

Total 31

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APPENDIX 10: FIELD STAFF TRAINING, PRE-TESTING AND

TRANSLATION OF THE FINALIZED TOOLS

The evaluation team engaged a national partner, West Mindanao State University (WMSU), besides the local coordinator in an effort to ensure required approvals, culturally sensitized planning and implementation of evaluation activities, and closely collaborated with UNICEF. Where required and necessary for fieldwork, the evaluation team collaborated with the BDA through UNICEF. The national partner not only had the requisite qualifications needed to conduct an evaluation of this nature, but also had experience working in the Mindanao region, and was able to pull together the required field team personnel. The Evaluators are happy to report that this was the case with WMSU as the national partner. In the same vein, a national consultant was brought on board, who was cognisant of both the legal aspects and the social dimensions of conducting an evaluation in Mindanao. As such, ethical approvals were not required for fieldwork. However, in the best interests of diplomacy and conducive behaviour, all parties were informed of the Evaluation well in time through UNICEF’s assistance. All field data collection (FGDs, KIIs, and Observations) was conducted through local staff under the supervision of the national partner. The international team undertook most of the KIIs at the national, provincial and district level along with the FGDs in selected Centres. The international team visited at least three of the six sample provinces and selected districts. The actual field plan including the logistics was shared after getting visa-approvals and contracting the local partner as the plan was developed in collaboration with the local partner, building on their local expertise and indigenous knowledge. A two-day comprehensive classroom-based training was held using guidelines for FGDs, KIIs and observation checklists, etc. The instructions and guidelines were also translated into Tagalog. This was followed by a day of piloting of the tools, feedback and finalizing of the field tools. The day after was demonstration by the ECCD expert and observation by the team. A total number of 17 field team personnel were trained. (Insert gender balance info) In conclusion, a comprehensive consultative process was conducted prior to the finalization of the tools. At the onset, field teams were administered a pre-test, and a post-test was conducted at the end of all training. Structured feedback was solicited and obtained from the trainees. The Evaluators appreciate the fact that UNICEF participated in the field trainings. The finalized tools were translated in local languages before application in the field. The level of training quality achieved, and the field teams’ learning is presented in Appendix 07. All field team supervisors were explained daily reporting requirements, and the same were reviewed by the National Survey Manager, WMSU. Those who passed the post-test requirements and demonstrated good observation capabilities during the pilot, were also taught reporting and other administrative features of qualitative fieldwork. Successful field teams were awarded certificates of achievement to serve both as encouragement for future work and acknowledgement of their relentless and dedicated efforts. The table below presents the distribution of the field team by functional responsibilities;

Table A5: Distribution of Field Team by functional responsibilities

Field Team distribution by Sex

Function AAN WMSU Total M F

Coordinator / Interviewer

1 1

1

Coordinator / Trainer 1

1

1

Documenter

4 4 2 2

FGD Facilitator

4 4 2 2

Interviewer 1 4 5

2 3

Team Lead 1

1 1

Trainer 1

1

1

Alternate

4 4 3 1

Total 4 17 21 10 11

M48%

F52%

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APPENDIX 11: FIELD TEAM AND TRAINING RECORD

Field Team composition

S# Team

# TSq# Partner Position Sex Name Email Address Cell phone

Day 1

Day 2

Qualification Cert. Issue (Y/N)

1 1 1 AAN Team Lead M Nadeem haider nadeem.haider@aanassociates.com 0092-3335439003

na na M. Phil. in American Studies (Political Studies & International Relations) and Masters in Anthropology

Issuer

2 1 2 AAN Coordinator / Trainer F Hina Tillat hina.tillat@aanassociates.com 0092-3329942274

P P M.Sc Psychology, Masters In Development Studies

na

3 1 3 AAN Interviewer F Moya, Teena teena8cjfm@gmail.com 09189575283 P P Bachelor of Science in Psychology

Y

4 1 4 AAN Trainer F Meenakshi Dahal mee07dhl@gmail.com - P P PhD in Education, Development Studies, M. Phil in Education, Development Studies

na

5 88 1 UNICEF Observer F Vilma Aqvino - 09369259500 P P - na

6 88 2 UNICEF Observer F Bevervy Bicaldo - 09175855900 P P - na

7 2 1 WMSU Interviewer M Montaser S. Nul monch.nul07@yahoo.com 09261863760 P P masters Y

8 2 2 WMSU FGD Facilitator F Sher-Aini P. Sapii ainisapii@yahoo.com 09261042733 P P Bachelors Y

9 2 3 WMSU Documenter F Jerhana M. Dahimulla dahimullajerhana@gmail.com 09753349839 P P Bachelors Y

10 3 0 WMSU Coordinator / Interviewer

F Marcelina G. Carpizo marcy22ph@yahoo.com 09177113782 P P Doctor Of Philosophy In Peace Education

Y

11 3 1 WMSU Interviewer F Jealah Kate H Calug - 09369407709 P P - Y

12 3 2 WMSU FGD Facilitator F Martinez, Jeleen B. - 09353814522 P P - Y

13 3 3 WMSU Documenter F Wylen Lipanglipang w_lipanglipang@yahoo.com 09551936505 P P Doctor of Education Y

14 4 1 WMSU Interviewer F Gabe, Jussel S. jussel.gabe@gmail.com 09771000594 P P Master In Social Work Y

15 4 2 WMSU FGD Facilitator M Gabriel Castor gabrielbonifaciocastor@gmail.com 09758321404 P P Bs Community Development

Y

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S# Team

# TSq# Partner Position Sex Name Email Address Cell phone

Day 1

Day 2

Qualification Cert. Issue (Y/N)

16 4 3 WMSU Documenter M Oliver Gregory Torres olstoyans@gmail.com 0906701700 P P Master In Social Work Y

17 5 1 WMSU Interviewer M Saddam Y. Lagoyo khamziezie@gmail.com 09158541247 P P - Y

18 5 2 WMSU FGD Facilitator M Ryan V. Tandoy ryantandoy@gmail.com 09277481149 P P Bachelors Y

19 5 3 WMSU Documenter M Abdul-Baqui A. Berik baquiberik@yahoo.com 09976792525 P P Master of Arts in English

Y

20 A 99 WMSU Alternate M Arafa H. Salendab - 09353058717 P P Bachelor of Science in Islamic Education Graduate

Y

21 A 99 WMSU Alternate F Baipa Ayunan ayunanbaipa123@gmail.com 09265671120 P P Bachelor of Science in Social Work

Y

22 A 99 WMSU Alternate M Kasan, Sadam A. - 09068213496 P P - Y

23 A 99 WMSU Alternate M Taawil, Alfahim B. - 09008561026 P P - Y

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Training Plan

Title: TECD Evaluation Field Team Training

Project: Evaluation of Tahderiyyah Programme (TECD) in Philippines

Date 20-22 November, 2017

Duration 10:00 AM to 6:00 PM

Venue Garden Orchid Hotel, 7000 Gov. Camins Ave, Zamboanga City.

Objectives • Participants have a reasonable understanding of the Programme and the Evaluation

• Participants QA, field protocols, ethical Standards (esp. working with children)

• Participants have received technical guidance on understanding and administering the tools.

• Participants understand the expectations on reporting and the outputs of data collection.

• Finalization of field plan.

Participants • ANN Team (Meenakshi Dhal (MD), Hina Tillat (HTK), Christina Joy (CJ), others (field team members).

• West Mindanao State University team

• UNICEF (Vilma Aquino, Beverly Bicaldo)

DAY ONE November 20, 2017

Time Activity Method Roles and

Responsibilities

10:00-10:20 Registration & Pre-test

10:20- 10:40 • Participants Introduction

• Expectations & rules

MD

10:40-10:50 Tea break

10:50-11:50 Overview of the Tahderiyyah Programme

• Context

• Programme Objectives

• Scope

• Components (ECED, CP, WASH, Capacity building etc.)

• Geographical Coverage

• Resources

• Key Stakeholders & Role in the Programme

PPT HTK

11:50-12:50 Overview of Evaluation

• Evaluation Objectives & Purpose

• Evaluation Scope (geographic coverage)

• Evaluation Questions

• Evaluation Methods

• Qualitative (FGDs, KIIs, observation notes)

• Quantitively (Checklist-based observations & assessments)

PPT HTK

12:50: 1:50 Lunch break

1:50-3:00 • Understanding children & childhood

• Child Rights, Human Rights & Gender

• Communication & working with children

• Ethical consideration during field work

• Kindergarten centres (Tahderiyyah and other types)

Activity & PPT

MD/HTK/TJ

3:00-3:15 • Tea break

3:15-5:00 • Focused Group Discussions (FGDs)

• Technical Discussion on Tool

• Q & A

• Mock session

PPT & group activity

MD

5:00:5:45 • Checklist-based observations & assessments

• Technical Discussion on tools

MD

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• Q & A

• Mock session (homework)

5:45-6:00 • Close of day 1

DAY TWO November 21, 2017

Time Activity Method Roles and

Responsibilities

8:30-8:40 Recap of Day 1

8:40-10:40 • Focused Group Discussions (FGDs)

• Technical Discussion on Tool

• Q & A Mock session

PPT & group activity

MD & HTK

10:40-11:00 Tea Break

11:00-12:30 • Checklist-based observations & assessments

• Technical Discussion on tools

• Q & A Mock session

MD

12:30:1:30 Lunch break

1:30-3:00 • Key Informants Interviews (KIIs)

• Technical Discussion on tools

• Q & A

• Mock session

MD

3:00-3:30 General Protocols for Fieldwork

• Logistics

• Security

• Communication

HTK

3:30-4:30 Reporting Standards / Expectations

• Audio recordings (responsibility)

• Pictorial evidence

• Reporting mechanism & frequency

• Reporting format for KIIs and FGDs

• Instructions on recording observations

• Check lists Quality Assurance in the field

HTK/Teena

4:30-4:45 Tea break

4:45-5:45 • Finalization of field plan (including pilot testing plan and teams’ formation)

HTK/Teena

5:45-6:00 • Post-test & feedback

• close of day 2

DAY THREE November 22, 2017

Time Activity Method Roles and

Responsibilities

8:00-2:00 Visit to respective Tahderiyyah centre/KII venue field testing of tools

All Teams

3:00-6:00 Debrief on field testing and finalization of tools and reporting

Whole group discussion

MD/HTK

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Pre & Post Test

Name of Field Staff

Cell number and e-mail

S# Question Response Pre

Test Response Post

Test

1 Child development relates to the development of a child's psychological and emotional understanding.

Y / N Y / N

2 Capacity building is the process of developing skills, abilities, processes and resources needed to survive and adapt.

Y / N Y / N

3 An evaluation is an assessment. It allows you to make a judgement about something.

Y / N Y / N

4 Indicators only allow us to forecast future trends. They do not measure current conditions

Y / N Y / N

5 An example of an indicator in a Tahderiyyah Centre is that there is running water available to wash hands, and soap present for use in washing hands.

Y / N Y / N

6 Data collection is the act of gathering many different types of information in an unsystematic way.

Y / N Y / N

7 ECCD focuses on the holistic development of children including physical, cognitive, language, social and emotional development from conception to age five.

Y / N Y / N

8 What do these terms mean?

A ECCE means Early Community Caregivers and Educators Y / N Y / N

B ECE means Early Childhood Care Y / N Y / N

C CP means Child Protection Y / N Y / N

D WASH means Water, Health, Sanitation & Hunger Y / N Y / N

9 What do these terms mean?

A Completeness is (a) a condition of having all the necessary and appropriate parts, (b) a condition of having finished the main task, even if some components are missing

Choose one or more that are

correct. A B

Choose one or more that are

correct. A B

B Coordination is (a) the organization of the different elements to enable them to work together effectively , (b) the organization of the different elements that work separately on unrelated tasks

Choose one or more that are

correct. A B

Choose one or more that are

correct. A B

10 Field work is different from field research. Y / N Y / N

11 Consent is unnecessary in a field context. Y / N Y / N

12 To probe is to explore or examine something to derive information. Y / N Y / N

13 Early childhood education & development relates to the teaching of young children (formally and informally) up until the age of about eight

Y / N Y / N

14 A Madrassa imparts only Islamic education. Y / N Y / N

15 Have you visited or worked at a kindergarten? Y / N Y / N

16 Kindergartens are educational centres for teens and young adults. Y / N Y / N

17 Community support focuses only on parent groups. It is not concerned with institutions.

Y / N Y / N

18 Committees contribute to interventions by (a) actively participating in all development work, or (b) opposing and questioning all development work.

Choose one or more that are

correct. A B

Choose one or more that are

correct. A B

19 Conducting research with children is just like conducting research with adults. There are no difference in technique required.

Y / N Y / N

20 The Tahderiyyah Programme is a balanced curriculum that provides both Islamic and traditional learning standards.

Y / N Y / N

21 Child protection refers to protection both inside and outside the home. Y / N Y / N

22 Violence at home is an example of a child protection issue. Y / N Y / N

23 Examples of WASH interventions are (a) providing toilets with running water, (b) teaching children to conserve water, (c) teaching children to wash their hands before eating

Choose one or more that are

correct. A B C

Choose one or more that are

correct. A B C

24 A Child Protection Committee is purely advisory. It has little authority to intervene in child protection cases.

Y / N Y / N

25 Have you even been a member of such committee? Y / N Y / N

26 Do you know of UNICEF Y / N Y / N

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S# Question Response Pre

Test Response Post

Test

27 (a) UNICEF addresses the needs of all children in the Philippines. (b) UNICEF never gets involved in WASH activities. (c) UNICEF works with the government to respond to the needs of the girl child. (d) UNICEF collaborates with the government and other development partners to implement programmes.

Choose one or more that are

correct. A B C D

Choose one or more that are

correct. A B C D

28 Have you ever been involved in primary data collection in the field? Y / N Y / N

29 Qualitative data is non-numerical information that is structured. Y / N Y / N

30 Quantitative data is numerical in nature and well-structured. Y / N Y / N

31 Qualitative data collection requires (a) attentively listening to the respondent, (b) recording detailed notes, (c) ensuring that everything about the Philippines should be read, (d) keenly observing the surroundings.

Choose one or more that are

correct. A B C D

Choose one or more that are

correct. A B C D

32 FGD means Focus Group Data Y / N Y / N

33 (a) FGDs are conducted as informal meetings that have no set plan of action. (b) Meals are not provided during FGDs (c) Meals are provided during FGDs.

Choose one or more that are

correct. A B C

Choose one or more that are

correct. A B C

34 Key Informant Interviews are meant to gain an understanding of the topic from important stakeholders.

Y / N Y / N

35 To be prepared for a KII one must (a) inform those being interviewed, (b) explain the nature of the meeting in advance, (c) provide refreshments during the meeting, (d) record information both audial and on paper.

Choose one or more that are

correct. A B C D

Choose one or more that are

correct. A B C D

36 A checklist is a rough set of guidelines. Y / N Y / N

37 Observation means using your eyes and ears to keenly note major aspects of a situation.

Y / N Y / N

7d Field Team Training Feedback Form

Name of Field Staff

(Optional)

Training Batch (Code)

TECD/FS/01

Trainers Hina Tillat, Meenakshi Dahal, Christina Moya

Instructions 1. Circle the one of the options against each question that best describes your views. 2. If you have made a mistake or wish to change your view, then please cross out (x) the first

choice and circle the option that you feel best describes your views. 3. You are required to write your views wherever blanks spaces have been given. 4. It is vital for the Evaluation Team to obtain this feedback. Therefore, please take your time

in completing this feedback form.

1 Overall comment

1.01 How do you rate the training overall? Poor Fair Good

1.02 Did you feel challenged by the training? Not

challenging

Challenging

Very Challengi

ng

1.03 How would you rate the facility where the training was held? Poor Fair Good

1.04 How do your rate the food and refreshments provided in the training? Poor Fair Good

1.05 How would you rate the transport arrangements? Poor Fair Good

2 Quality of material

2.01 What was the quality of the training material? Poor Fair Good

2.02 What was the quality of the visual aids? Poor Fair Good

2.03 Quality of instructions and facilitation Poor Fair Good

2.04 How extensive was the trainers’ knowledge of the subject matter? Poor Fair Good

2.05 How effective was the trainers’ style? Poor Fair Good

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2.06 Were the trainers successful in achieving group participation? No Somewhat Yes

2.07 Did the trainers manage the group effectively? No Somewhat Yes

3 Content

3.01 How valuable were the ideas, concepts and programme content? Not

valuable Valuable

Very Valuable

3.02 How well was the training delivery organized? Not

organised Can’t say

Organised

3.03 What was the most useful component of the training?

3.04 What was the most difficult component of the training?

3.05 Did you find the field/practical sessions to be appropriate and/or relevant to the topic presented and discussed?

Not relevant

Relevant Very

Relevant

3.06 What did you like best about the training event/workshop?

3.07 What did you least like about the training event?

3.08 In what ways do you think that the training can be improved?

3.09 Do you think the duration of training was enough? Not

enough time

Enough time

More than

enough time

3.10 Which components require extended time?

4 Value-addition (benefit to trainee)

4.01 Do you think you would be able to use/apply what you have learned as one of the data collectors in the TECD Evaluation?

No Don’t

know yet Yes

4.02 Do you understand how to use the data collection tools? No Don’t

know yet Yes

4.03 Did the training address your particular needs? In other words, what did you NOT learn from the training that you were expecting to learn?

4.04 What do you think should be added to future such trainings?

4.05 What do you think should be excluded (dropped) from such trainings?

4.06 To what extent did the training duplicate what you had learned previously elsewhere or through other means?

4.07 Did you find the pre-test and post-test a useful approach to measure your learning?

No Don’t

know yet Yes

4.08 Are you ready to work as a Qualitative Data Collector for the TECD Evaluation?

No Don’t

know yet Yes

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APPENDIX 12: TECD EVALUATION TOOL KIT

List of Evaluation Tools A8.01 Tool Application Guide for Field Teams ............................................................................ 104

A8.02 FGD Instructions ................................................................................................................ 105

A8.03 FGD - Tahderiyyah Teachers/Asatiz ................................................................................. 107

A8.04 FGD - Parents & Community Members/CPC .................................................................... 112

A8.05 FGD - Children; Rules for Moderators .............................................................................. 118

A8.06 FGD - Community-based Child Protection Network ......................................................... 126

A8.07 FGD - Educators & Care Givers/CDWs ............................................................................ 128

A8.08 FGD - Centre Administrator/Principals .............................................................................. 133

A8.09 Checklist - Rapid Facility Observation .............................................................................. 139

A8.10 Checklist - Teacher Assessment ....................................................................................... 143

A8.11 Checklist - Document Collection ....................................................................................... 145

A8.12 Cost Estimation Worksheet ............................................................................................... 146

A8.13 Daily Update Reporting Format ......................................................................................... 147

A8.14 KII - Elementary School Teacher ...................................................................................... 148

A8.15 KII - LGU/Barangay ........................................................................................................... 152

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A8.01 Tool Application Guide for Field Teams

Information collection tool

Detail of tool use per area/centre/school

TCs (24)

Day Care Centers (3)

Public kinder (3)

Private Kinder (3)

Public Elem Schools (6)

FGDs

Children yes no no no no

Parents yes no no no no

CBCPNs(only selected 4)* yes no no no no

Teacher+Admin yes no no no no

Check list

Teacher Checklist yes yes yes yes no

Facility Checklist yes yes yes yes no

Costing Sheet yes yes yes yes no

KIIs

Teacher no yes yes yes yes

Principal N/A N/A yes yes yes

Brgy. Captain(only selected 4)* yes no no no no

List of Documents

ECCD Checklist yes no no no yes

Attendance of teachers yes yes yes yes no

Attendance of children yes yes yes yes no

Permission to Operate (PTO) yes yes yes yes no

Log / register of supplies received / purchased

yes yes yes yes no

Costs incurred on the running of the centre yes yes yes yes no

Costs incurred on teaching supplies and meals for children

yes yes yes yes no

Trainings received from BDA/UNICEF (e.g. certificates or copies if available)

yes no no no no

Class Schedule or the “Learning Blocks” yes yes yes yes no

Children’s ECCD checklist (Few as sample)

yes yes yes yes yes

Any other documents they would like to share

yes yes yes yes yes

* Please refer to your field plan for details

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A8.02 FGD Instructions While Conducting FGDs please remember that:

• The FGD should be of a duration between 1½ to 2 hours to allow for a full discussion of the topic.

• You must ensure that you identify/select a quiet and comfortable place to hold the FGD. Ideally, the participants should be seated in a circle or a round table so that they can all see each other and that all participants are treated equally.

• As the Facilitator, you should arrive early to ensure arrangements are complete.

• This way you have time to make necessary changes if the setup for the FGD is incomplete. At this time also test your recording equipment. Ensure that background noise does not interfere with the tape recording.

• Remember to bring extra batteries and extension cords for the recorder and any other equipment you have decided to use.

• Be transparent in recording the FGD proceedings (consent).

• Stay on point and work according to plan. Any deviations must be duly noted and reported to your team lead.

You must conduct yourself as a Facilitator with the objective to: (a) Encourage a truly open discussion of the questions (b) Keep the discussion focused on the major issues (c) Probe the participants to achieve a deeper understanding (d) Manage dominant participants, and (e) Enable the quieter participants

• If you feel the participants may have misunderstood the question or the topic of discussion, then repeat your statement in more simpler terms (language is important);

• Where important statements are made, please ensure that you document such statements within quotations and exactly as stated by the participant;

• Please remember that we may need to use direct quotes to illustrate the major ideas or perspectives that were identified in the focus group analysis;

• Limit the use of "why" questions. It is not for you to question or participate in the discussion. You are there to ensure that people exchange views on the subject and do so transparently and in a friendly and enabling environment;

• Use "think back" questions if you need to facilitate reference to the past;

• At all costs avoid the use of words such as "excellent", "great", "wonderful" and any other comments that may show your approval of what is being stated and/or discussed;

• At the end of the meeting provide a summary of the discussion and invite comments. If you need to, then offer some light refreshments to create a cordial environment;

• Note down a summary of the key points of the FGD as soon as possible. At this time also ensure that the audio recording captures the ongoing discussions and comments;

• When you complete your FGD notes and attendance data, make sure you review it and then sign off in the space provided also making sure that the time is noted;

• Note down gender (male/female) of participants, and;

• Ensure that the recording is clearly labelled with your name and name & code of the Tahderiyyah Centre.

Selection of participants for FGD with Parents/community members/CPC When selecting participants for the FGDs, make efforts to ensure a homogenous group with one from each of the category:

• 4Ps or non 4Ps members (different economic status);

• Close to centres or far from Tahderiyyah (distance status);

• Parenthood (single or married);

• Number of children completed Tahderiyyah per family (families with many children in the same centre);

• Type of care giver (parents, grandparents, uncle/aunty, older sibling), and;

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• Male & female. Selection of participants for FGD Children When selecting participants for the FGDs, make efforts to ensure a homogenous group with one from each of the category:

• 4Ps72 or non 4Ps members (different economic status);

• Close to centres or far from Tahderiyyah (distance status);

• 10-15 children per group (equal number of boys and girls);

• If there are more than 15 children in the class, have a dummy (mock) FGD for children not part of FGD group (unselected children), and;

• Ask teacher’s help to identify children as participant for the FGD. Important ACRONYMs related to FGDs at Tahderiyyah Centres

• CPC: Child Protection Committee;

• CBCPN: Community Based Child Protection Network;

• PMCA: Parents Mudaris Community Association;

• CP: Child Protection;

• WASH: Water, Sanitation & Hygiene;

• Mudir: Administrator, and;

• Asatiz: Teachers.

72 4P’s (Pantawid Pamilyang Pilipino Program) or Four Ps is a government support (subsidy or financial aid) scheme to poor families

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A8.03 FGD - Tahderiyyah Teachers/Asatiz (Mga tanong sa FGDs kasama ang Tahderiyyah teachers/Asatiz) Note for moderator/interviewer: Please feel free to show us around or explain your views or share experiences or case studies during or after the FGD/get-together. Your participation in this interview / walkabout is purely voluntary; please feel comfortable to decline answering a question if you so feel; your name will only be used if you give us permission to do so. The aspects to be covered during the informal interviews are articulated in the following inquiry questions Paalala sa moderator/tagapagpanayam: Maari po lamang wag mag atubiling sabihin sa amin ang inyong pananaw o ipaliwanag ang inyong karanasan habang ginagawa o pagkatapos ang FGD/pagtitipon-tipon. Ang inyong partisipasyon sa panayam na ito ay di sapilitan; maari kayong tumanggi na sumagot sa mga katanungan kung inyong gugustuhin; ang inyong pangalan ay gagamitin lamang pag may pahintulot sa inyo. Ang mga aspeto na nakapaloob sa di pormal na talakayan o interbyu ay makikita sa mga sumusunod na katanungan :) A. Questions Relating to the Tahderiyyah Curriculum (Mga tanong na may kaugnayan sa Tahderiyyah kurikulum) LQ-1. Do you think the Tahderiyyah Curriculum provides a balanced education that addresses the needs of the Bangsamoro children? (Sa inyong palagay ang Tahderiyyah kurikulum ba ay nagbibigay ng balanseng edukasyon na nakatuon sa pangangailangan ng mga kabataang Bangsamoro?)

SQ4. How successful has Tahderiyyah Programme been in improving teaching capacities of Tahderiyyah teachers / educators/Child Development Workers for quality delivery of Tahderiyyah curriculum? SQ5. How appropriate is the Tahderiyyah curriculum in ensuring that the child develops as a whole person? (Physically, intellectually, emotionally, socially and culturally) SQ6. How do you rate the effectiveness of the classroom management? (Learning area, daily schedule, learning materials, activities plan)? SQ1. What are the effects of integrating Islamic values in the curriculum? (Ano ang naidulot ng pagsasali ng paniniwala at kaugaliang Islam sa kurikulum? SQ2. Does the Tahderiyyah curriculum ensure that the child develops as a whole person (physically, intellectually, emotionally, socially and culturally)? (Nabibigyan ba ng halaga ng kurikulum ngTahderiyyah ang katiyakang paglinang ng kabuuang pag unlad ng pagkatao ng bata sa larangang pangangatawan at kalusugan, diwa at kaisipan, pikikipag kapwa-tao at kultura?) SQ3. What educational activities do children enjoy the most? (Anu-ano ang mga pang edukasyong aktibididad nanagustuhanng mga bata?) SQ4. How effective are the learning materials supplied to Tahderiyyah Centres? (Gaano ka epektibo ang mga materyales sa pag aaral na ibinibigay sa Tahderiyya centers?) SQ5. How much does the Tahderiyyah Programme contribute to improving the lives of children? (Enhanced school readiness, & the integration and mainstreaming of CP, WASH and health into early education) (Gaano karamiang naibibigay ng Tahderiyyah program para sa paglago ng pangunahing kabuhayan ng mga bata?(upang mapahusay ang pagigigng handa sa paaralan, pagsasama at pagbibigay halaga sa CP,WASH at kalusugan sa maagang edukasyon) SQ6. How does the Tahderiyyah curriculum contribute to the school readiness of children? (Sa paanong paraan nakapagbibigay ang Tahderiyyah Kurikulum sa kahandaan sa pag-aaral nang mga bata sa paaralan?

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SQ7. Can you share details of the local elementary school where your previous students have enrolled in grade-1 in the last three years? (Yes/no) (Maari mo bang ibahagi ang detalye ng lokal na paaralang pang elemetarya na kung saan ang iyong mga studyante ay dating naka pag aral doon sa mag nagdaang tatlong taon? Oo o hindi).

LQ-2 How effective is the Tahderiyyah Programme's design in achieving its goals? (Gaano ka epektibo ang Tahderiyyah program sa pagdesenyo para maabot ang mga layunin nito?)

SQ 1. To what extent were the Tahderiyyah Programme objectives, approaches, and implementation suited to the context? (Hanggang saan ang sakop ng Tahderiyyah Program para sa layunin, pamamaran, at pagpapatupad na angkop sa konteksto? SQ 2. What activities are conducted in Tahderiyyah Centres? (Anu-ano ang mga aktibidad na isinasagawa sa Tahderiyyah center?) SQ 3. What are the key strengths and challenges of the Tahderiyyah Programme? (Anu-ano ang mga kakayanan at hamon ng Tahderiyyah Programme? SQ 4. What are the basic services provided to children at ECCD centres? (Anu- ano ang mga pagunahing serbisyo na ibinibigay sa mga bata sa ECCD centers?) SQ 5. What problems have been faced in ensuring the quality of the Programme? (Anu- ano ang mga suliranin ang kinakaharap ng Tahderiyyah para masiguro ang kalidad ng programa? SQ 6. What improvements would you suggest at the design and implementation level to make the programme more effective? (Anu ang iyong imumungkahi para mapabuti ang disenyo at ang pagpapatupad sa antas ng programa para mas lalo itong maging epektibo?)

LQ-3. In your opinion, what strategies/actions were adopted in Tahderiyyah Centres to accommodate the needs of persons with different abilities, different genders, and different ethnic/religious and vulnerable groups? (Sa inyong palagay, anong stratehiya/aksyon ang ginamit ng Tahdeiryyah centers para mapagbigyan ang pangagailangan ng mga tao na may ibat ibang kakayanan, kasarian, etniko, relihiyon at sa mga mahihinang grupo?)

LQ-4. How do stakeholders play a role in supporting the Tahderiyyah Programme? (Paano ginagampanan ng mga stakeholdersangpagsuporta sa Tahderiyyah Program?)

SQ1. What is your responsibility in building up and maintaining the operation of Tahderiyyah Centres? (Ano ang iyong responsibilidad sa pag buo at pagpapanatili ng operasyon sa Tahderiyyah Centres?) SQ2. What support do you think is required to enhance the quality of Tahderiyyah Centres? (Sa iyong palagay ano ang kinakailangan upang mapahusay ang kalidad ng Tahderiyyah Centres?) SQ3. How often do stakeholders meet on the planning, facilitation, sensitization, community mobilization, problems / solutions? (Gaano kadalas ang pagpulong ng mga stakeholder para sa pagpaplano, pagpasilidad , pagpapakilos ng komunidad, mga problema/ mga solusyon?)

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SQ4. What activities were undertaken by the programme to increase enrolment in Tahderiyyah Centres? (Anu-ano ang mga aktibidad na ginawa ng programa para tumaas ang bilang ng magaaral sa Tahderiyyah centers?) SQ5. What should be the role and responsibilities of community for sustaining the programme? (Ano ang dapat na maging tungkulin at responsibilidad ng lipunan para mapanatili ang pangangailangan ng programa?) SQ6. How has the Tahderiyyah Programme made teachers, parents and caregivers better at (1) strengthening the integration of inclusive early education into public education? (Ano ang ginawa ng programang Tahderiyya sa mga guro, mga magulang at tagapangalaga para mapatibay ang pagsasama ng mga napapabilang sa maagang edukasyon sa pampublikong paaralan?) SQ7. What are the supports you are getting from government, UNICEF and other NGOS, Parents and community? And at what frequency? (Ano ang mga suporta ang makukuha mo sa gobyerno, UNICEF at iba pang NGOS, Magulang at Komunidad? At gaano kadalas?) SQ8. Do you (and parents) register their children’s birth (birth registration)? Yes/no and why? (Kayo ba (at mga magulang) ay nagparehistro ng kapanganakan ng mga bata? Oo/hindi at bakit?)

LQ-5 What challenges do you face in centre management? (Money, source, allocation, timeliness, missed opportunities, teaching aids, curriculum, learning area space, centre timings)

B. Questions Relating to Child Protection (Mga tanong na may kaugnayan sa Child Protection) LQ-5. What steps has the Programme taken to create a safe and child friendly environment at home? (Ano ang mga hakbang ang ginawa ng Programa para magkaroon ng angkop na kapaligiran sa mga bata sa kanilang tahanan?)

SQ1. Do children have rights? If yes, what are these? How can these rights be violated? (Ang mga bata ba ay may karapatan? Kung oo, ano ang mga ito? Paano nilabag ang mga karapatang ito?) SQ2. How do you behave with your kids when you're busy, stressed, or in an emergency situation? (Scolding, scaring, beating, etc.) Paano ka makikitungo sa mga bata pag ikaw ay abala, pagod o kaya nasa delikadong sitwasyon? (pagagalitan, tatakutin, pamamalo at iba pa). SQ3. Who is a good parent? What is a family and who is responsible in a family to take care of others’ rights? (Sino ang mabuting magulang? Ano ang pamilya at sino ang may responsibilidad sa pamilya para mapangalagaan ang karapatan ng iba?) SQ4. Are the parents aware of the Child Protection Policy in Tahderiyyah Centres? (Ang mga magulang ba ay may kaalaman sa child protection Policy ng Tahderiyyah centers?)

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LQ-6. How has the Tahderiyyah Programme made teachers, parents and caregivers better at mainstreaming health & CP? (Birth registration, immunization, child labour, out of school children, reported and resolved protection cases (like early child marriages, labour, others) (Ano ang ginawa ng programang Tahderiyya sa mga guro, mga magulang at tagapangalaga upang mapabuti na mapabilang ang kalusugan at CP (Kapanganakan, pagrerehistro,immyunisasyon,pagtatrabaho ng mga bata,hindi nakakapag aral ito ay naiulat nalutas sa kasong proteksyon( katulad ng maagang pag aasawa, pagtatrabaho sa murang edad, at iba pa)

SQ1. What do parents learn during the positive parenting session? What were the changes in their perception and practices in terms of child rearing? (Ano ang matutunan ng mga magulang sa sesyon para sa pagiging mabuting magulang? Anu-ano ang mga pagbabago sa kanilang pananaw at gawi sa pagpapalaki ng mga bata?)

LQ-7. What steps has the Programme taken to create a safe and child friendly environment in the centre & community? (Ano ang mga hakbang ang ginawa ng programa para magkaroon ng angkop na kapaligiran sa mga bata sa loob ng sentro at sa kanilang komunidad?)

SQ1. Why is it important for Administrators, Teachers and other school personnel to protect children from any form of abuse, exploitation, neglect and violence at the early stage of the child’s life? (Bakit importante sa mga nangangasiwa, mga guro at iba pang mga tauhan ng paaralan para maprotektahan ang mga bata laban sa mga abuso, pagsasamantala, kapabayaan at bayolente sa murang edad ng maagang yugto ng buhay ng mga bata?) SQ2. How does CP contribute in strengthening the protective environment within the Tahderiyyah Centres and at home? (Paano nakakatulong ang CP sa pagpapalakas ng proteksyon sa kapaligiran sa loob ng Tahderiyyah centers at tahanan?)

LQ-8. Are you aware of where and how to report Child Protection cases both in TCs and home environment? (Kayo ba ay may alam kung saan at paano ireport ang mga kaso hingil sa Child Protection sa TCs at sa kapaligiran sa bahay?)

SQ1. How does the community action plan of both CBCPN and PMCA members of Tahderiyyah Centres support the improvement of their centre? (Paano kumikilos ang komunidad sa pagpaplano ng aksyon sa parehong CBCPN at PMCA at mga miyembro ng Tahderiyya centers para suportahan ang paglago ng kanilang mga sentro?)

C. Questions Relating to WASH (Mga tanong na may kaugnayan sa WASH) LQ-9. How has the Programme increased access to hygiene materials for children attending the Tahderiyyah Centre? (Paano pinapalago ng programa ang materyales sa kalinisan ng mga bata na pumapasok sa Tahderiyya centers?) LQ-10. What has the Programme done to encourage good sanitation and hygiene behaviours (hand-washing technique, when to wash hands, using the toilets etc.) in children attending Tahderiyyah Centres? (Ano ang ginawa ng programa upang hikayatin na magkaroon ng mabuting pag uugali sa kalinisan (paghuhugas ng kamay, Kelan huhugasan ang kamay at iba pa) sa mga batang nagdalo sa Tahderiyya centers?)

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SQ1. To what extent have the TCs integrated WASH/CP interventions, activities in the operation of the centres and in the delivery of the curriculum? (Hanggang saan ang lawak ng TCs na isinama ang WASH/CP sa mga aktibibad sa operasyon ng centers at paghahatid ng kurikulum?) SQ2. How has the Tahderiyyah Programme made teachers, parents and caregivers better at mainstreaming WASH? (Sa anong paraan ang Tahderiyya program nakatulong sa mga guro, magulang, at tagapangalaga na naging magaling sa pangunahing WASH?)

D. Questions Relating to Teacher & Administrators’ Training (Mga tanong na may kaugnayan sa pagsasanay ng guro) LQ-11. How has the Tahderiyyah programme improved the teaching capacities of Tahderiyyah teachers? And administrative capacities of the adminsitrators? (Paano pinapahusay ng Tahderiyyah programme ang kakayahan sa pagtuturo ng mga guro /educators /Child Development Workers?)

SQ1. Have you had any training on administration, curriculum, WASH and CP activities? (Ikaw ba ay maypagsasanay sa kurikulum, WASH at CP?) SQ2. How do you assess and document the learning performance of the children? (paano mo tasahin at madokumento ang kaalaman at pagsasanay ng mga kabataan?)

LQ-12. What challenges do you face in classroom management? (Money, source, allocation, timeliness, missed opportunities, teaching aids, curriculum, learning area space, centre timings) (Anong hamon ang kinakaharap mo sa pangangasiwa sa silid-aralan? (pera , pinag mulan, alokasyon, aspeto sa oras, nasayang na pagkakataon, pagtuturo , kurikulum, pag aaral at center timings)

SQ1. How frequently do you organize parent’s meetings and in what ways do they benefit you? (Gaano mo kadalas ginagawa an pagpupulong ng mga magulang at anu-ano ang mga benepisyong naibibigay nito sayo?)

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A8.04 FGD - Parents & Community Members/CPC Your participation in this FGD/get-together is purely voluntary; please feel comfortable to decline answering a question if you so feel; your name will only be used if you give us permission to do so. The aspects to be covered during the informal interviews are articulated in the following inquiry questions: (Mga tanong sa FGDs para sa mga magulang) Ang Inyong partisipasyon ay kusang –loob lamang, maaring tumanggi na sumagot sa mga tanong kung inyong gugustuhin; ito ay tatalakayin lamang sa inpormal na pamamaraan kaakibat nito ang mga katanungan.) Selection of participants for FGD with Parents/community members/CPC (Pagpili ng mga kalahok para sa FGD sa mga magulang / miyembro ng komunidad / CPC) When selecting participants for the FGDs, make efforts to ensure a homogenous group with one from each of the category: (Kapag pumipili ng mga kalahok para sa mga FGD, gumawa ng mga pagsisikap upang masiguro ang isang homogenous na grupo na may isa mula sa bawat isa sa kategorya)

• 4Ps or non 4Ps members (different economic status) (Mga 4Ps o mga hindi kasapi ng 4Ps (iba't ibang katayuan sa ekonomiya)

• Close to centres or far from Tahderiyyah (distance status) (Malapit sa mga sentro o malayo sa Tahderiyyah (katayuan ng distansya))

• Parenthood (single or married) (Pagiging magulang (solong o may asawa)

• Number of children completed Tahderiyyah per family (families with many children in the same centre) (Bilang ng mga bata na natapos Tahderiyyah bawat pamilya (mga pamilya na may maraming mga bata sa parehong sentro)

• Type of care giver (parents, grandparents, uncle/aunty, older sibling) (Uri ng nagbibigay ng pangangalaga (mga magulang, lolo’t lola, tiyuhin / aunty, mas lumang kapatid)

• Male & female (Lalaki at babae)

Important ACRONYMs related to FGDs at Tahderiyyah Centres Mahalaga ACRONYMs na may kaugnayan sa FGDs sa Taheriyyah Centers)

• CPC: Child Protection Committee; (CPC: Komite sa Proteksyon ng Bata)

• CBCPN: Community Based Child Protection Network; (CBCPN: Network ng Proteksyon ng Bata na Batay sa Komunidad)

• PMCA: Parents Mudaris Community Association; (PMCA: Mga Magulang sa Mudaris Community Association)

• CP: Child Protection; (CP: Proteksyon ng Bata)

• WASH: Water, Sanitation and Hygiene; (WASH: Tubig, Kalinisan at Kalinisan)

• Mudir: Administrator, and; (Mudir: Administrator)

• Asatiz: Teachers. (Asatiz: Mga guro)

A. Questions Relating to Tahderiyyah Programme (Mga tanong na may kaugnayan sa Tahderiyyah program) LQ-1. Why did you choose to send your children to Tahderiyyah Centres?

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(Bakit mo napili na mag aral ang inyong anak sa Tahderiyyah centers?) LQ-2. What are the problems faced in maintaining quality of service delivery at the Tahderiyyah Centre and how were these tackled? Are the measures adopted sustainable? (Anu-ano ang mga problema na nahaharap sa pagpapatuloy ng kalidad ng serbisyo ng Tahderiyyah centers at paano ito napag uusapan? Ito ba may nasusukat sa pangangailangan ng mga bata?)

SQ-1. What are the basic services provided to children at ECCD centres? (Anu-ano ang mga pangunahing serbisyo ng mga ECCDCcenters para sa mga bata?) SQ-2. What activities are conducted in Tahderiyyah Centres? (Anu-ano ang mga aktibidad na isinasagawa sa Tahderiyyah center?) SQ-3. What are the advocacy activities undertaken to increase enrolment in Tahderiyyah Centres? (e.g. C4D). (Anu-ano ang mga aktibidad sa pagtataguyod na ginawa ng programa para tumaas ang pagpapatala sa Tahderiyyah centers? (e.g. C4D) SQ-4. How do you rate the effectiveness of the learning materials supplied to Tahderiyyah Centres? (Paano mo masusukat ang epektibong kaalaman ng mga materyales na binibigay ng Tahderiyyah center?) SQ-5. What support do you think is required to enhance the quality of Tahderiyyah Centres? (Sa iyong palagay anung suporta ang kinakailangan para mapanatili ang kalidad ng Tagderiyyah center?) SQ-6. What management and administrative procedures ensure the involvement of beneficiaries and stakeholders in regular meetings, monitoring, volunteerism, support etc.? (Ano ang mga pamamaraan sa pamamahala at pangangasiwa para mapanatili ang paglahok ng mga benepisyaryo at ng kasamahaan na regular na pag uusap, pagbubulontaryo, suporta at iba pa.) SQ-7. What services are you receiving from the Tahderiyyah Programme? Do these services meet your expectations? (Anu- anong serbisyo ang iyong natanggap mula sa Tahderiyyah centers?) (Ang mga serbisyong ito ba ay nakakatugon sa iyong mga inaasahan?)

B. Questions Relating to the Tahderiyyah Curriculum (Mga tanong na may kaugnayan sa Tahderiyyah kurikulum) LQ-3. Do you think the Tahderiyyah Curriculum provides a balanced education that addresses the needs of the Bangsamoro children? (Sa iyong palagay ang Tahderiyyah Kurikulum ba ay nagbibigay ng balanseng edukasyon na nakatuon sa pangangailangan ng mga kabataang Bangsamoro?)

SQ-1. What are the underlying objectives of ECCD program? (Anu-ano ang mga layunin ang kaakibat ng ECCD program?) SQ-2. What are the key strengths and challenges of the Tahderiyyah Programme? (Anu-ano ang mga pangunahing kakayanan at hamon sa Tahderiyyah Programme?) SQ-3. What factors contributed to the level of success of the Programme? (Anu-ano ang mga kadahilanan na nakakatulong sa antas ng tagumpay ng programa?)

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SQ-4. How appropriate is the Tahderiyyah curriculum in ensuring that the child develops as a whole person? (Physically, intellectually, emotionally, socially and culturally) (Paano naaangkop ang kurikulum ng Tahderiyyah upang matiyak na ang kabuuang pagunlad ng pagkatao ng bata sa larangang pangangatawan at kalusugan, diwa at kaisipan, pikikipag kapwa-tao at kultura?) SQ-5. How have the existing learning materials enabled Tahderiya completers? (Paano nakatulong ang umiiral na mga materyales sa pag-aaral sa mga nagtapos sa Tahderiyyah?) SQ-6. What is the impact of the integration of Islamic values on the well-being of children and the peaceful co-existence of the community? (Ano ang naidulot ng pagsasali ng paniniwal at kaugaliang Islam sa pangkalahatang kabutihan ng mga bara at mapayapang pakikihalubilo at pakikipagkapwa tao sa pamayanan?) SQ-7. What are some of the major challenges during implementation of the Tahderiyyah Programme? (Ano ang mga malalaking hamon sa pagpapatupad ng Tahderiyyah Programme? SQ-8. What specific motivational scheme is available for parents and children to promote enrolment at ECD centres? (Ano ang tiyak na pamamaraan ng pagganyak na mayroon para sa mga magulang at mga bata para itaguyod ang bilang ng magaaral sa EDC center?)

LQ-4. How effective is the Tahderiyyah Programme's design in achieving its goals? (Gaano ka epektibo ang programa ng Tahderiyyah para matamo ang mga mithiin nito?)

SQ-1. To what extent do communities / parents / caregivers and the Tarbiyyah Committee consider ECCD model of Tahderiyyah as integral to child development and wellbeing in the conflict affected area of Mindanao? (Gaano kalawak ang pagpapahalaga ng komunidad /magulang/tagapag-alaga at ang Tahderiyyah komite sa ECCD model ng Tahderiyyah bilang isang mahalagang aspeto sa pag-unlad at paglinang ng mabuting pagkato ng bata sa apektadong lugar sa Mindanao?) SQ-2. What steps have been taken / incorporated into the design and management of the Programme for quality assurance of the services delivered? (Ano ang mga hakbang na ginawa o ginamit sa disenyo at pamamahala ng programa para matanto ang kalidad ng serbisyo na naibigay?) SQ-3. What has the Tahderiyyah Programme done to increase awareness of the need for ECCD in the community? (Ano ang ginawa ng Tahderiyyah Programme para madagdagan ang kamalayan sa pangangailangan ng komunidad sa ECCD?)

LQ-5. In your opinion, what strategies/actions were adopted in Tahderiyyah Centres to accommodate the needs of persons with different abilities, different genders, and different ethnic/religious and vulnerable groups? (Sa inyong palagay, anong stratehiya /aksyon ang ginamit ng Tahdeiryyah centers para maisali ang pangagailangan ng mga tao na may ibat ibang kakayanan, kasarian, etniko, relihiyon at sa mahihinang grupo?)

SQ-1. What steps were taken (accessibility, infrastructure support, transparency) to ensure inclusiveness in Tahderiyyah Centres? (Ano ang mga nagawang hakbang (malayang pagkamit, suporta sa imprastraktura, panganganinag) para matiyak ang serbisyo ng pangkalahatan saTahderiyyah Centres?)

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LQ-6. How do stakeholders play a role in supporting the Tahderiyyah Programme? (Paano nakikipag ugnayan ang mga stakeholders para suportahan ang Tahderiyyah program?)

SQ-1. What are the roles and responsibilities of the key stakeholders to maintain and improve the quality of service delivery and community mobilization (collaboration, events, training, facilitation, moderation etc.)? (Anu-ano ang mga tungkulin at responsibilidad ng stakeholders para mapanatili at mapabuti ang kalidad ng serbisyo sa komunidad (pagtutulungan, mga kaganapan, pagsasanay, pagpapapasilidad, pagpamagitna, at iba pa)? SQ-2. How often do stakeholders meet on the planning, facilitation, sensitization, community mobilization, problems / solutions? (Gaano kadalas nag uusap ang mga stakeholders para sa pagpaplano, pangangasiwa, mobilisasyong pangkomunidad, problema/solusyon?) SQ-3. How do communities own the programme intervention? (Paano nagkakaroon ng sariling pagpapatupad ng programa ang komunidad? SQ-4. What should be the role and responsibilities of community for sustaining the program? (Ano ang dapat na naging tungkulin at responsibilidad ng komunidad para mapanatili ang programa?) SQ-5. What support are you getting from government, UNICEF and other NGOS, Parents and community? And at what frequency? (Ano ang mga suportang nakukuha mo sa gobyerno, UNICEF at iba pang NGOS, Magulang at Komyunidad? At gaano ito kadalas nakukuha?) SQ-6. How are parents and community members involved in planning and supporting communal harmony? (Paano napapabilangang mga magulang at mga miyembro ng komunidad sa pagsuporta at pagpaplano ng communal harmony?) SQ-7. How do you assess and document the learning performance of the children? (Paano mo tinatasa at idokumento ang pagganap ng pag aaral ng mga bata?)

C. Questions Relating to Child Protection (Mga tanong na may kaugnayan sa Child Protection) LQ-7. What steps has the Programme taken to create a safe and child friendly environment at home? (Ano ang mga hakbang ang ginawa ng programa para magkaroon ng ligtas at angkop na kapaligiran para sa mga bata sa tahanan?)

SQ-1. Do children have rights? If yes, what are these? How can these rights be violated? (Ang mga bata ba ay may karapatan? Kung oo, ano ang mga ito? Paano nilabag ang mga karapatang ito?) SQ-2. How do you behave with your kids when you're busy, stressed, or in an emergency situation? (Scolding, scaring, beating, etc.) (Paano ka makikitungo sa mga bata pag ikaw ay abala, pagod o kaya nasa delikadong sitwasyon? (Pagagalitan, tatakutin, pamamalo at iba pa). SQ-3. Who is a good parent? What is a family and who is responsible in a family to take care of others’ rights?

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(Sino ang mabuting magulang? Ano ang pamilya at sino ang may responsibilidad sa pamilya para mapangalagaan ang karapatan ng iba?)

LQ-8. What steps has the Programme taken to create a safe and child friendly environment in the centre & community? (Ano ang mga hakbang na ginawa ng programa para magkaroon ng ligtas at angkop na kapaligiransa mga bata, sa tahanan at sa komunidad?)

SQ-1. Are there any specific activities designed for conflict affected children? Have these proven effective at creating a child friendly environment within Tahderiyyah Centres? (Meron bang aktibidad na nakatuon para sa mga batang apektado nang kaguluhan? Ito ba ay epektibo sa pagbuo ng ligtas at angkop na kapaligiransa mga batasa loob ng Tahderiyyah centers?)

LQ-9 Are you and other parents aware of the Child Protection Policy in Tahderiyyah Centres? (Ikaw ba at ang mga ibang magulang ay may kaalaman sa Child Protection Policy sa Tahderiyyah centers?) LQ-10. How has the Tahderiyyah Programme made teachers, parents and caregivers better at mainstreaming health & CP? (Birth registration, immunization, child labour, out of school children, reported and resolved protection cases (like early child marriages, labour, others) (Ano ang ginawa ng programang Tahderiyya sa mga guro, mga magulang at tagapangalaga upang mapabuti na mapabilang ang kalusugan at CP? (Kapanganakan, pagrerehistro, immyunisasyon, pagtatrabaho ng mga bata, hindi nakakapag aral ito ay naiulat nalutas sa kasong proteksyon (katulad ng maagang pag aasawa, pagtatrabaho sa murang edad at iba pa)

SQ-1. Why is it important for Administrators, Teachers and other school personnel to protect children from any form of abuse, exploitation, neglect and violence at the early stage of the child’s life? (Bakit importante sa mga nangangasiwa,mga guro at iba pang mga tauhan ng paaralan na protektahan ang mga bata laban sa mga abuso,pagsasamantala, kapabayaan at bayolente sa murang edad ng maagang panahon ng buhay ng mga bata?) SQ-2. How does CP contribute in strengthening the protective environment within the Tahderiyyah Centres and at home? (Paano nakatulong ang CP sa papapalakas ng proteksyon sa kapaligiran sa loob ng Tahderiyyah centers at tahanan?)

LQ -11. Are you aware of where and how to report Child Protection cases both in TCs and home environement? (Alam mo ba kong saan at paano magsuplong ng mga kasong na ngangailangan ng protiksyon ng mga bata maging ito man ay nagyari sa TCs o sa kanilang mga sariling tahanan?) (alam mo ba Ikaw kung saan at paano magsuplong ng mga kaso ang Child Protection na mga kaso sa TCs at sa kapaligiran sa bahay?)

SQ-1 How does the community action plan of both CPC and PMCA members of Tahderiyyah Centers supported the improvement of their center? (Paano nakatulong ang mga balaking kilos pangpamayanan ng mga taga CPC and PMCA na kasapi ng Tahderiyyah sa pag-unlad ng kanilang Sentro?)

D. Questions Relating to WASH (Mga tanong na may kaugnayan sa WASH)

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LQ-12 How has the Programme increased access to hygiene materials for children attending the Tahderiyyah Centre? (Paano pinapalago ng programa ang materyales sa kalinisan para sa mga bata na pumapasok sa Tahderiyya centers?) LQ-13 What has the Programme done to encourage good sanitation and hygiene behaviours (hand washing technique, when to wash hands, using the toilets etc.) in children attending Tahderiyyah Centres? (Ano ang ginawa ng programa upang hikayatin na magkaroon ng mabuting pag uugali sa kalinisan (paghuhugas ng kamay, Kelan huhugasan ang kamay at iba pa) sa mga batang nagdalo sa Tahderiyyah centers?)

SQ-1. To what extent have the TCs integrated WASH/CP interventions, activities in the operation of the centres and in the delivery of the curriculum? (Hanggang saan ang lawak ng TCs na isinama ang WASH/CP sa mga aktibibad sa operasyon ng centers at paghahatid ng kurikulum?) SQ-2. How has the Tahderiyyah Programme made you better at mainstreaming WASH? Paano nakatulong ang programa ng Tahderiyya para ikaw ay imaging mabuti at magaling sa pagtuturo ng WASH?

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A8.05 FGD - Children; Rules for Moderators (Mga Alituntunin ng FGD para sa mga gumagamit) Conduct the FGD and related activities in the Tahderiyyah Centre; doing so ensures a familiar and safe environment where children and their guardians feel protected and comfortable. Provide a proper and carefully conducted introduction session for all adults (parents, guardians, and attendants) accompanying the children identified as participants of the FGD; include older children and youth, in this primary process, if they are the participants of the FGD. (Magsagawa ng FGD at mga kaugnay na aktibidad sa Sentro ng Tahderiyyah; Tinitiyak nito na ang isang pamilyar at ligtas na kapaligiran kung saan ang mga bata at ang kanilang mga tagapag-alaga ay nananatiling protektado at komportable. Magbigay ng maayos at maingat na isinasagawa na pagpapakilala session para sa lahat ng mga matatanda (magulang, tagapag-alaga, at attendants) kasama ang mga bata na nakilala bilang mga kalahok ng FGD; isama ang mas matatandang bata at kabataan, sa pangunahing prosesong ito, kung sila ay mga kalahok ng FGD.) The introductory process must clearly state, in simple language, all the following aspects of the FGD: (Ang pambungad na proseso ay dapat na malinaw na sinasabi, sa simpleng wika, ang lahat ng mga sumusunod na aspeto ng FGD)

• Introduce yourself as the Assessment Team of AAN Asscoaites for the Tahderiyyah Programme; (Ipakilala ang iyong sarili bilang Assessment Team ng AAN Asscoaites para sa Tahdiyyah Program)

• Inform them of how the information collected from the FGD will be used in the analysis of the operations and benefits of the Programme; Reconfirm their understanding of your role; (Ipaalam sa kanila kung paano ang impormasyon na nakolekta mula sa FGD ay gagamitin sa pagtatasa ng mga operasyon at benepisyo ng Programa; Kumpirmahin ang kanilang pag-unawa sa iyong tungkulin)

• Explain to them the meaning of 'consent', and ensure their understanding; repeat until all present clearly understand that their permission is necessary for you to proceed further; record the consent; (Ipaliwanag sa kanila ang kahulugan ng 'pagsang-ayon', at tiyakin ang kanilang pag-unawa; ulitin hanggang ang lahat ng naroroon ay malinaw na nauunawaan na ang kanilang pahintulot ay kinakailangan para sa iyo upang magpatuloy sa karagdagang; itala ang pahintulot)

• Inform them that the participation of the child is entirely voluntary; (Sabihin sa kanila na ang pagsali ng bata ay kusang-loob na)

• Clarify that they can freely withdraw their child, or that the child can opt to remove him/herself from the session, at any time and without giving any reason; Reiterate that doing so will not be held against them in any way; (Linawin na maaari nilang palayain ang kanilang anak, o ang bata ay maaaring mag-opt upang alisin siya mula sa sesyon, anumang oras at walang anumang dahilan; Ulitin na ang paggawa nito ay hindi gaganapin laban sa kanila sa anumang paraan)

• Explain that the children can ask questions and talk to other people, before choosing to answer; (Ipaliwanag na ang mga bata ay maaaring magtanong at makipag-usap sa ibang tao, bago pumili ng sagot)

• Emphasise that the information collected through the conversation is strictly confidential, and, that personal or sensitive information will NOT be shared with anyone and; (Bigyang-diin na ang impormasyon na nakolekta sa pamamagitan ng pag-uusap ay mahigpit na kumpidensyal, at, ang personal o sensitibong impormasyon ay HINDI ibabahagi sa sinuman)

• Then summarise what information you will ask for or the topics you will cover, and the total time the activity will take.

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(Pagkatapos ay ibuod kung anong impormasyon ang hihilingin mo o ang mga paksang sasakupin mo, at ang kabuuang oras na gagawin ng aktibidad.)

The Field Team must maintain ethical safeguards (respect for dignity and diversity, right to self-determination, fair representation, compliance with codes for vulnerable groups, confidentiality, and avoidance of harm) for all participants of the rapid assessment events (KIIs, FGDs, etc.). In this regard the Assessment Team will rely on AAN Asscoaites guidance for location-specific approaches. (Ang Patnubay ng Patnubay ay dapat magpanatili ng mga proteksyon sa etika (paggalang sa dignidad at pagkakaiba-iba, karapatan sa pagpapasya sa sarili, makatarungang representasyon, pagsunod sa mga code para sa mga mahihirap na grupo, pagiging kompidensiyal, at pag-iwas sa pinsala) para sa lahat ng mga kalahok ng mabilisang mga kaganapan sa pagtatasa (KIIs, FGDs, atbp.). Sa pagsasaalang-alang na ito, ang Assessment Team ay umaasa sa gabay ng AAN Asscoaites para sa mga pamamaraang tukoy sa lokasyon.) Question (Team) 1. At your centre, do you have a washroom/toilet? Drinking water? Hand washing facility? (Sa iyong sentro, mayroon ka bang banyo / toilet? Inuming Tubig? Hand washing facility?) 2. Can you tell me about your activities at the Tahderiyyah Centre (what do you do at the centre)? (Maaari mo bang sabihin sa akin ang tungkol sa iyong mga gawain sa Tahderiyyah Center (ano ang gagawin mo sa gitna)?) 3. What is your most favourite activity at the centre? (probes: songs, poems, games, writing, group hand washing activity etc.) (Ano ang paborito mong aktibidad sa gitna? (probes: mga awit, mga tula, mga laro, pagsulat, aktibidad ng paglilinis ng hand group atbp) 4. Why do we wash our hands? (Bakit natin hinuhugasan ang ating mga kamay?) 5. When do you wash your hands (before & after meals, after using washroom, during wadhu etc) (Kailan mo hugasan ang iyong mga kamay (bago at pagkatapos kumain, pagkatapos gamitin ang banyo, sa panahon ng wadhu atbp) 6. Do you know how to wash your hands? What are the steps? (using soap with water, scrubbing for few minutes, washing between fingers and under nails etc) (Alam mo ba kung paano hugasan ang iyong mga kamay? Ano ang mga hakbang? (gamit ang sabon sa tubig, pagkayod para sa ilang minuto, paghuhugas sa pagitan ng mga daliri at sa ilalim ng mga kuko atbp) 7. What do we say before we eat? (Bismillah). (Ano ang sinasabi natin bago tayo kumain? (Bismillah)) 8. What do we say to teacher and our parents when we see them (Salam) (Ano ang sinasabi natin sa guro at sa ating mga magulang kapag nakita natin sila (Salam)) 9. What do we do before offering prayers? (Anong ginagawa nyo bago magdasal?) Guidance for the FGD facilitators: The child friendly tools and methods have been developed after extensive research on understanding the cultural context of the children, relevance to the Programme objectives and interventions and the developed questionnaire. These tools help to engage the children to actively participate and contribute by getting their attention to listen to the matters that concern them the most. The methods and tools will be will use for a variety of fieldwork.Following measures will be undertaken before and/or during any group interaction with children;

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(Nabuo ang mga kagamitan at pamamaraan na angkop sa mga bata matapos ang masusing pag-aaral sa pag-uunanawa sa kanilang kontekstong kultural. Ito ay may kaugnayan sainterbensyon ng programa at mga layunin nito at sa mga nabuong katanungan. Ang mga kagamitang ito ay makakatulong sa paghikayatsa mga bata para sa masiglang partisipasyon at makabuluhang pakikinig sa mga paksa na naayon sa kanila. Ang mga kagamitan at pamamaraang ito ay magagamit sa ibat-ibang gawain sa pagkakalap ng inpormasyon. Ang mga sumusunod na hakbang ay gagamitin bago at pagkatapos ng pakikipag-ugnayan sa ng mga bata;) Inclusion/exclusion criteria (Pamantayan ng pagsasama / pagbubukod)

• When selecting participants for the FGDs, make efforts to ensure a homogenous group with one from each of the category; (Kapag pumipili ng mga kalahok para sa mga FGD, gumawa ng mga pagsisikap upang masiguro ang isang homogenous na grupo na may isa mula sa bawat isa sa kategorya)

• 4Ps or non 4Ps members (different economic status)) (mga 4Ps o mga hindi kasapi ng 4Ps (iba't ibang katayuan sa ekonomiya))

• Close to centres or far from Tahderiyyah (distance status); (Malapit sa mga sentro o malayo sa Tahderiyyah (katayuan ng distansya))

• 10-15 children per group (equal number of boys and girls); (10-15 bata bawat grupo (pantay na bilang ng mga lalaki at babae))

• If there are more than 15 children in the class, have a dummy (mock) FGD for children not part of FGD group (unselected children); (Kung may higit sa 15 mga bata sa klase, magkaroon ng isang dummy (mock) FGD para sa mga bata na hindi bahagi ng FGD group (hindi pinili na mga bata))

• Ask teacher’s help to identify children as participant for the FGD; (Magtanong ng tulong ng guro upang matukoy ang mga bata bilang kalahok para sa FGD)

• If there are many children (of various age groups and ethnicities) present, ask the teacher to help reduce the number of children to appropriate number; (Kung mayroong maraming mga bata (ng iba't ibang pangkat ng edad at etniko) kasalukuyan, hilingin sa guro na tulungan bawasan ang bilang ng mga bata sa angkop na numero)

• In case of mixed (boys and girls) presence, equal representation of boys and girls in the group will be attempted (local cultural norms will be respected and followed during the process), and; (Kung may magkahalong mga lalaki at babae, ang pantay na representasyon ng mga batang lalaki at babae sa grupo ay sinubukan (ang mga lokal na kultural na kaugalian ay igagalang at susundin sa panahon ng proseso))

• If there are more children than 15 and no separate room to hold the session with children, create two groups and engage the other group in a mock session to keep them busy while you hold the session with the selected group of children. (Kung may higit pang mga bata kaysa sa 15 at walang hiwalay na silid upang mahawakan ang sesyon sa mga bata; sa ganoong sitwasyon ay lumikha ng dalawang grupo at hikayatin ang iba pang pangkat na panuluyan ng isang mock session upang panatilihing abala sila habang hawak mo ang sesyon sa piniling pangkat ng mga bata.)

Ensuring participation (Pagtiyak sa paglahok)

• Equal participation of every child in discussion will be made certain by applying different interactive techniques such as asking one question to as many girls and boys as possible and then asking the other questions from those children first who had not responded earlier. Similarly, while showing the different pictures, attempt will be made to reach every child to get his/her response. Participation of silent children or shy children will be facilitated. (Ang pantay-pantay na paglahok ng bawat bata sa talakayan ay gagawin sa pamamagitan ng paggamit nang ibat- ibang paraan tulad ng pagtatanong ng isang tanong sa maraming mga bata mapa lalake mano babae. Tatanungin din ang mga batang hindi nag ambag sa

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talakayan. Hatulad sa unang pamamaraan, gamit ang ibat-ibang larawan hinihikayat na magsalita ang bawat bata. Tutulungan para makasali sa talakayan ang mga batang mahiyain.)

• Where required, the evaluation team will make efforts to be seated with the children on the same level as children (on bench, stool or even on ground as required); (Kung maari, ang mga miyembro ng evaluation team ay sasali sa talakayan o aktibidad. Sila ay uupo din kasama ang mga bata. Ang mga gagamiting upuan ay katulad ng upuan ng mga bata Ieto man ay mapa bangko, bangkito, o uupo sa sahig))

• Where required, the evaluation team will request help from local resource (facilitator who will be well conversant with local context, terminology and language) to overcome language constraint, and; (Kung kinakailangan, ang mga miyembro ng tagasuri ay hihingi ng tulong sa mga lokal na namamahala (mga taga sentro na alam ang linggawe at konteksto ng mga bata) para lalong maintindihan sila.)

• Local authority figures (e.g. BDA representative), local programme staff (teachers and Mudir) and volunteers engaged with the programme may be requested to stay away during group interaction with children to make sure children’s natural responses are obtained. (Ang mga local na awtoridad (e.g. BDA representative), mga lokal na kawani ng programa (mga guro at Mudir) at mga tumutulong sa sentro ay kinakailangang nasa malayo habang ginanagawa ng mga bata ang kanilang mga gawain para masiguro ang natural at aktwal na paglahok ng mga bata)

Focused Group Discussion (FGD) The general rules for FGDs are for guidance of the moderator to: (Ang pangkalahatang tuntunin ng FGDs ay patnubay parasa mga moderators)

• Provide a proper and carefully conducted introduction session for all adults (parents, guardians, and attendants) accompanying the children identified as participants of the FGD; in this primary process, if they are the participants of the FGD; (Bigyan ng wasto at maingat na pagpapakilala ang sesyon na ito para sa mga matatanda (maga magulang, taga pangalaga at mga kalahok) na may kasamang mga bata na kalahok sa FGD; Sa prosesong ito pag sila ay mga kalahok sa FGD)

• Ensure consent of parents/care givers/guardians and confirm about any local laws or/and practices pertaining to age of children for participation; (Kailangan masiguro ang pahintulot ng mga magulang/ taga pangalaga. Ikompirma ang mga lokal na batas at gawain na nakapaloob sa isyu ng paglahok ng mga bata lalo na ang aspetong gulang ng mga kalahok)

• Explain clearly that the participation of children is voluntary, and their personal information will not be collected. All the information collected will be confidential and will be used only for the evaluation of this programme; (Ipaliwanag ng maayos na ang partisipasyon ng mga bata ay hindi sapilitanat ang mga impormasyon na makukuha ay mananatiling pribado at gagamitin sa pagsusuri ng programa. Hindi kukunin ng mga tagasuri and personal na impormasyon ng mga bata)

• Ensure consent from children; (Hingin ang konsent ng bata)

• Take consent for taking pictures of the FGDs and audio/video recording if required; (Kinakailangan humingi ng pahintulot sa bata kapag sila ay kukunan ng litrato at audio/video recordings habang ginagawa ang FGDs)

• Throughout the session ensure ethical safeguards; respect for dignity and diversity, informed consent, voluntary participation &right to self-determination, fair representation, compliance with codes for vulnerable groups, non-influence, confidentiality, and avoidance of harm, respect and acceptance of dissent, etc, and; (Sa buong sesyon kailangan masiguro ang patakarang etiko; paggalang sa dignidad at pagkakaiba, karapatan sa pagpapasya sa sarili, pantay-pantay na pagtingin, at ang paggawa ngdi nakabubuti sa kapwa)

• Ensure participation of all children in discussion, activities and games-girls, boys, physically challenged children and other vulnerable children.

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(Kailangan masiguro ang partisipasyon ng mga bata sa mga aktibidad, paglalaro- babae man o lalake, at may mga kapansanan)

Start the FGD with a proper introductory process clearly stating, in simple language, all the following aspects of the FGD (Simulan ang FGD gamit ang tamang proseso at naipapaliwanag sa simpleng salita ang ibat-ibang aspeto nito)

• Introduce yourself as the Evaluators of AAN Associates for the Tahderiyyah Programme evaluation. (Ipakilala ang sarili bilang tagasuri ng AAN Associates para sa Tahderiyyah Programme evaluation)

• Inform them of how the information collected from the FGD will be used in the analysis of the (add objective of the RSHP programme/evaluation) Reconfirm their understanding of your role. (Ipag-bigay alam sa kanila na ang impormasyong makukuha sa FGD ay gagamitin sa pagsusuri (layunin ng RSHP programme/evaluation). Alamin kung naintindihan nila ito)

• Explain to them the meaning of 'consent', and ensure their understanding; repeat until all present clearly understand that their permission is necessary for you to proceed further; record the consent. (Ipaliwanag sa kanila ang ibig sabihin ng 'consent', at kinakailangang masiguro na naintindihan nila ito; ulitin hanggang sa maintindihan ng lahat na ang kanilang konsent ay mahalaga para sa paguumpisa ng sesyon; idokumento ang konsent)

• Inform them that the participation of the child is entirely voluntary. (Ipaliwanag sa kanila na ang partisispasyon ng bata ay hindi sapilitan.)

• Clarify that they can freely withdraw their child, or that the child can opt to remove him/herself from the session, at any time and without giving any reason; Reiterate that doing so will not be held against them in any way. (Ipaintindi sa kanila na pwedeng umalis ang bata habang ginagawa ang sesyon kung ayaw na niya nito, kahit walang dahilan na ibibigay; ipaintindi na ito ay hindi magiging balakid laban sa kanila)

• Explain that the children can ask questions and talk to other people, before choosing to answer. (Ipaliwanag sa kanila na ang bata ay maaring magtanong at makipagusap sa iba bago niya sagutin ang tanong)

• Explain that the children can leave at any point during the FGD (activity) if they do not feel comfortable with continued participation. (Ipaliwanag sa kanila ang mga bata ay maaring umaalis sa kahit na anong aktibidad sa FGD. Kung hindi na sila komportable na tapusin ito)

• Emphasise that the information collected through the conversation is strictly confidential, and, that personal or sensitive information will NOT be shared with anyone. (Bigyang-diin na ang mga impormasyon na nakuha pag-uusap ay mananatiling sekreto at hindi dapat sasabihin sa iba)

• Then summarise what information you will ask for or the topics you will cover, and the total time the activity will take. (Bilang pagbubuod, sabihin kung ano ang mga impormasyon na itatanong o ang mga paksa na tatalakayin sa sesyon at sabihin kung ilang oras ang igugugol para dito.)

Similarly, the Evaluators shall maintain ethical safeguards (respect for dignity and diversity, right to self-determination, fair representation, compliance with codes for vulnerable groups, non-influence, confidentiality, and avoidance of harm) for all participants of the FGDs throughout the session. In this regard, the Evaluators will rely on AAN Associates guidance for location-specific approaches.

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At this point the local authority figures, local programme staff and volunteers engaged with the programme may be requested to stay away from the group of children to not influence their responses. (Ang mga miyembro ng Evaluators ay dapat mapanatili ang mga patakarang etiko sa pagkakalap ng datos (paggalang sa karangalan at pagkakaiba-iba, karapatan sa pagpapasya sa sarili, pantay-pantay na pagtingin ,at paglayo sa mga bagay bagay na makakapahamak sa iba ) para sa mga kalahok ngFGDs. Ang mga Evaluators ay tatangkilikin ang gabay ng AAN Associates para sa location- specific approaches.) Ang mga local na awtoridad, mga lokal na kawani ng programa at ang mga bumubo sa programa ay kinakailangangnasamalayong pwesto habang ginagawa ang mga pagsasanay sa mga bata para masiguro hindi maimpluwensyahan ang paglahok ng mga bata.) Activity 1: Focus group discussion (FGDs) with children using WASH/CP/Tahderiyyah Curriculum related images (Unang Aktibidad: FGD para sa mga bata gamit ang WASH/CP/mga larawan ng Kurikulm ng Tahderiyyah Conduct FGDs with the support of using pictures/flash cards/posters or other visual material relevant to topics where applicable, or using the resources available at the FGD venue. The images will accompany the key or sub questions to be asked children. (Magsagawa ng FGDs gamit ang mga larawan/flash cards/posters o ibang visual na materyales na may kaugnayan sa mga paksa kung kinakailangan o gamit ang ibat-ibang materyales na makukuha sa pagdadausan ng FGD. Ang mga larawan ay magagamit sa pagtatanong sa mga bata.) Effective use of pictures stimulates the communication process. The evaluation team will use RELEVANT pictures collected from AAN Associates or available at the Centre so that the children could easily relate this with their own knowledge, understanding and experience related with the topic) and questions during focus group discussions to make this session more interactive. (Ang epektibong gamit ng mga larawan ay nakakatulong sa pakikipagpagtalakayan. Ang mga magsusuring miyembro ay gagamit ng mga larawan na may kaugnayan sa AAN Associates or mga larawan na makikita sa isang sentro para madaling maiugnay ng mga bata ang mga ito sa kanilang kaalaman,pagkakaintindi at karanasan tungkol sa paksa. Gagamit din ng pagtatanong para maging masigla ang talakayan.) At first, children will be given briefing on the activity (show of pictures and asking relevant questions), methodology to be adopted and purpose of the activity. The pictures will be shown in a specific sequence to maintain their interest ensuring that children could share all the required information in playing mode. These pictures also serve as ice breaking exercise with the children, designed in a way to ensure easy participation of children participating in group discussion. (Una, ipapaliwanag sa mga bata ang aktibidad(pagpapakitang mga larawan at makabuluhangpagtatanong)at ang metodolohiyang gagamitin na angkop dito. Ang mga larawan ay ipapakita sa magkakasunod-sunod na paraan para masiguro at mapanatili ang interes ng mga bata sa gawaing ito . Ang mga larawan ay isa ring gawain na maghihikayat sa mga bata para maging aktibo sa talakayan) While showing each picture, children will be asked to share their knowledge, practices, source of information/knowledge, and level of sharing with their parents, other children in their village/community and home. Children will be also encouraged to share their opinion on their likings, existing situation and what should be the ideal situation around centres and other aspects of assessment including their participation level in different activities (such as information sharing with their siblings). (Habang ipinapakita ang mga larawan sa mga bata sila ay tatanungin tungkolsa kanilang kaalaman, pagsasanay at sa antas ng pagbabahagi at pakikitungo kasama ang kanilang mga magulang, sa mga kaibigan sa kanilang komunidad at kanilang tahanan. Hihikayatin ang mga bata na magbahagi ng kanilang opinyon tungkol sa kanilang hilig sa buhay, kasalukuyan nilang buhay,

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ang gusto nilang mangyari sa sentro, at ang mga aspetong pagsusuri na nakapaloob sa ibat-ibang aktibidad ng sentro (tulad ng pagbabahagi ng impormasyon sa kanilang kapatid) Drawing Activity /Sketching /painting (Aktibidad saPagguhit/Sketching/Pagpipinta) Friendly introductions play a vital role in engaging the children for comfortable communication. Having realised this, the evaluation team has developed exciting introductory sessions featuring the use of individual/group photos, inquiring about nicknames, favourite foods, favourite sports etc. Although it will be a time-consuming process, this practice eases the dialogue that will ultimately make the children relaxed and comfortable with the evaluation team and help build a rapport with the children so that they can easily share their feelings and ideas with the team. Once the team has developed rapport with the children, they will briefly introduce themselves, informed the children about the objectives of the group discussion and take verbal consent from children about their participation in the group discussion. Further, before taking pictures, permission will be sought from children. (Ang pagkakaroon ng masayang pagpapakilala sa mga bata ay isang mahalagang paraan para sa komportableng kumunikasyon. Ang mga grupong tagapagsuriay nakabuo ng isang aktibidad sa pagpapakilala gamit ang mga indibidwal/grupong litrato, pagtatanong sa mga palayaw, mga paboritong pagkain, paboritong laro at iba pa. Kahit na mahabang oras ang igugugol dito, ang ganitong kasanayan ay mapapadali ang pakikitungo sa iba na kung saan sila ay nagiging relaks at komportable sa pakikipagusap lalo na sa sa evaluation team. Ito ay nakakatulong sa pagbabahagi ng kanilang saloobin at mga opinyon. Sa sandaling makitaan ng grupo na may koneksyon na sila sa mga bata, maaring na nilang ipakilala ang mga sarili, ipaalam sa mga bata ang layunin ng pang- grupong talakayan, at maarin na ring kunin ang konsent ng mga bata para sa talakayan na mangyayari. Higit sa lahatbago kumuha ng mga litratohinahangad ang pahintulot mula sa mga bata) Activity 2: Drawing Activity /Sketching /painting/modelling The material listed below will be used for this activity: Crayons, Colour pencil, Markers, cut outs, Chart paper, Scissor, Glue, play dough, figures, paints & brushes or similar resources. The evaluation team will use innovative and practical ideas to extract the relevant information by actively engaging the children. Children will be divided into groups of six to eight (depending upon the total number of children in the group) and will be provided all the relevant materials required for drawing activity. The children will be asked to present their centre, house and larger community etc. The activity is aimed to get information in an engaging and artistic manner about children’s knowledge, practices and perceptions on different aspects of the assessment as mentioned in previous section. It helps children to present their understanding on various available and missing facilities such as hand washing facility and practices, daily activities in the centre etc. Children may draw various materials (soap, water etc.), available facilities (water tap, hand pump, toilet seat etc.) in various locations such a centre or home etc. The activity will not only aim to know the children’s knowledge and understanding on different topics but their practices, attitudes, and spill over/advocacy in their larger community through verbal communication of through practices. Using this activity, the team will collect information on the FGD’s questions for children. (Ikalawang Aktibidad sa pagguhit/ sketching/pagpipinta/pagmomodel Mga materyal na gagamitin Ang mga materyal na nakalista sa baba ay gagamitin para sa aktibidad Krayola, lapis, pananda, gupit na papel, gunting, pandikit , tinta, gamit sa pagpipinta o may parehong gamit na may kaugnayan sa aktibidad Ang mga magsusuri ay gagamit ng makabago at praktikal na ideya para kumuha ng impormasyon sa pamamagitan ng aktibong pakikipag-ugnayan sa mga bata. Ang mga bata ay hahatiin sa maraming grupo na may anim hanggang walong myembro (depende sa dami ng mga bata na sa isang grupo) at sila ay bibigyan ng materyales kaugnay sa aktibidad sa pagguhit. Ang mga bata

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ay hihilingin na ipakilala ang kanilang center, bahay, angkanilang kumunidad, at iba pa. Ang aktibidad na ito ay naglalayong kumuha ng informasyon gamit ang isang malikhaing pamamaraan tungkol sa kaalaman, gawain at opinyon ng mga bata sa ibat-ibang aspeto ng pagsusuri na naipaliwanag sa nakaraang seksyon. Ang aktibidad na ito ay makakatulong sa mga bata para ipakita ang pagkakaroon ng kamalayan sa iba’t ibang kagamitan at kakulangan sa pasilidad tulad ng pasilidad at gawain sa paglilinis ng kamay, pangaraw-araw na aktibidad sa sentro, at iba pa. Ang mga bata ay pwedeng gumuhit ng kagamitan (sabon at tubig at iba pa) pasilidad na meron sa ibat-ibang lokasyon sa sentro at bahay (tulad ng naiinom na tubig, hand pump, palikuran, silya, at iba pa). Ang aktibidad na ito ay hindi lamang naglalayon na malaman ang kanilang kaalaman at pag-unawa sa iba’t ibang paksa kundi pati na rin para malaman ang kanilang gawi, saloobin at angadbokasiya sa kanilang komunidad sa pamamagitan ng komunikasyong pasalita o sa pamamagitan ng pagsasanay at gawain. Gamit ang aktibidad na ito, ang grupo ay kukuha ng impormasyon sa FGD’s questions para sa mga bata)

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A8.06 FGD - Community-based Child Protection Network Questions for FGDs with CBCPN-Community Based Child Protection Network (Mga tanong sa FGDs para sa CBCPN) Your participation in this FGD/get-together is purely voluntary; please feel comfortable to decline answering a question if you so feel; your name will only be used if you give us permission to do so. The aspects to be covered during the informal interviews are articulated in the following inquiry questions: (Ang Inyong partisipasyon ay kusang –loob lamang, maaring tumanggi na sumagot sa mga tanong kung inyong gugustuhin; ito ay tatalakayin lamang sa inpormal na pamamaraan kaakibat nito ang mga katanungan.) 1. How long have you been a member of the CBCPN? (Gaano katagal ka nang naging kasapi ng CBCPN?) 2. Who are the members of this CNCPN? Can you share their designation? (Sino-sino ang mga miyembro ng CNCPN? Puwede nyo po bang masabi ang kanilang mga posisyon? 3. Has the network benefited the a) children and/or b) parents in your community? Can you give a few examples? May we share these in our report? (Nakinabang ba ang mga bata at mga magulang sa inyong kumonidad? Maari ka bang magbigay ng ilang halimbawa? Maari bang ibahagi namin itosaaming ulat?) 4. Has your local Network contributed to any of the following (Y / N)? (Ang CBCPN ba ay nakatulong ba sa mga sumusunod?) (Y / N)? (oo O hinde)

a. Advocating for children’s rights within the community(; pagtataguyod ng karapatang pambata sa loob ng komunidad ) b. Mediating in family disputes involving children; ( sa papamagitan ng mga hidwaan ng pamilya patungkol o kinasasangkutan ng mga bata ) c. Referring child protection cases for appropriate services; (sa paghahanap ng angkop na serbisyo sa mga kasong nauugnay sa kapakanan ng mga bata ) If yes, can you share some examples of the type of cases you have referred? (Kung oo, puwede po ba kayong makabigay ng mga halimbawa ng mga klase ng kaso na inyong nairekomenda?) d. Marking danger zones that children should not enter. (sa paglalagay ng babala o palatandaan sa mga mapanganib na lugar na hinde dapat puntahan ng mga bata) e. Providing supplementary feeding for younger children in Tahderiyyah Centre; (sa pagbibigay ng karagdagang pagkain sa mga musmos sa Tahderiyyah centre ) f. Awareness raising in the community on children’s rights and prevalent child protection issues such as child trafficking, and; (sa pagtataguyod ng kamulatan kaugnay ng karapatang pambata at talamak na suliranin na balakid sa pag-iingat at pangangalaga sa mga bata bunsod ng maraming pagsasamantala katulad halimbawa ng child trafficking ) g. Installation of recreational facilities for older children. (sa pagtatatag ng palaruan para sa mga mas nakakagulang na mga bata) h. Other (if they have constructed any facility or any other special project that the CBCPN has completed for he centre please note the details).

5. Have you been part of these activities? Please share some examples. (Naging bahagi ka ba ng mga gawaing ito? Maari bang magbigay ka ng ilang halimbawa?)

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Questions about the local network (Mga katanungan kaugnay sa CPC and CBCPN ng miyembro) 6. Is the local Network of which you are a member active (and functional)? (Ang kinasasapian mo bang katipunan sa inyong sariling lugar ay masigasig o aktibo sa pagtataguyod ng inyong layunin? 7. How many times do you meet in a week/month/year? (Ilang ulit kayong nagpulong sa loob ng isang lingo/buwan/taon?) 8. What kind of actions do you normally take locally? (Anu-anong mga pagkilos ang karaniwan ninyong ginagawa sa inyong sariling pamayanan?) 9. Do you follow up on these actions? (Tinitiyak at sinusubaybayan ba ninyo ang mgaa pagkilos at gawaing ito?) 10. Did you participate in the formulation of a CBCPN action plan for your locality? If yes, could you name two or three key elements of that plan? (Ask for a copy of the CBCPN plan for that network node.) If no, have you seen an action plan of this sort? Do you know if an action plan has been prepared? (Nakasali ka nab a sa pagbalangkas ng mga layuning pagkilos sa iyong sariling pamayanan? Kung Oo, maari ka bang magbanggit ng dalawa o tatlong pangunahin at mahahalagang nilalaman ng mga binabalak na gawaing iyon? Kung hinde o wala naman, nakakakita ka nab a ng ganitong klase ng kasulatan o dokumento na naglalaman ng mga layuning pagkilos o balak na gawain para para sa komunidad. Alam mo ba kong meron nang naihandang katulad nito?) Questions about larger regional network 11. Have you ever interacted with Network members in different provinces? (Naranasan muna bang makigpag-ugnayan sa mga kahalintulad na kapisanan mula sa ibang lalawigan?) 12. Are you aware of how active Network members in other provinces are in their local communities? (Alam mo ba kong gaano kagaling o kaaktibo ang mga miyembro ng ibang kapisanan mula sa ibang lalawigan sa pagtratrabaho nila sa kanilang sariling mga komunidad?) Questions about support 13. How has BDA/UNICEF supported you in being a contributing member of a) your local network, and b) the larger Network? (Paano ka sinusuportahan ng BDA /UNICEF upang maging kapaki-pakinabang na miyembro ng inyong sariling kapisanan?) 14. What type of facilitation and training capacity support have you received thus far? When was the last time you attended a training session on CP/CPN? (Anong mga pagsasanay na ang natanggap ninyo? Kalian ang huling pagsasanay na nasalihan ninyo?) 15. Do you know of any active CP referral pathways and to what extent has UNICEF facilitated this aspect? (May alam ka ba na aktibong kalipunan ng mga ahensya pribado man o sa gobyerno kong saan maaring idulog ang mga kasong may kinalaman sa CP at hanggang saan ang abot ng tulong ng UNICEF sa pagbuo nito?)

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A8.07 FGD - Educators & Care Givers/CDWs Questions for FGDs with Educators & Care Givers/Child Development Workers (ECG/Teacher) (Mga tanong sa FGDs kasama ang Educators at Care Givers/Child Development Workers (ECG/Teacher) Note for interviewer: We are members of the team of experts from AAN Associates Pakistan, contracted for the evaluation of the Tahderiyyah Programme sponsored by UNICEF Manila. The process includes qualitative data collection from multiple sources using mixed methods. This key informant interview is one of the tools deployed in the approach. A set of questions has been prepared using the prescribed DAC criteria as a reference and based on the Tahderiyyah Programme’s commitments and plans. We will consider your responses to the questions along with any pertinent evidence and experience that you intend to share with the evaluators. The expected duration of this interview will be between 60 to 90 minutes, and we are grateful for your time. Please note that the KII instrument elicits exploratory guiding questions for the interview and offers flexibility to the interviewers to adapt questions. As independent evaluators, we will maintain the confidentiality of sensitive information and the anonymity of individuals where required and to the extent permissible under our contract. Please rest assured that we will consult you before citing or disclosing your identity in such cases. Please feel free to show us around or explain your views or share experiences or case studies during or after the FGD/get-together. Your participation in this interview / walkabout is purely voluntary; please feel comfortable to decline answering a question if you so feel; your name will only be used if you give us permission to do so. The aspects to be covered during the informal interviews are articulated in the following inquiry questions. (Paalala sa tagapagpanayam: Kami ay pangkat ng mga eksperto mula sa AAN Association Pakistan, kinontrata para suriin ang Tahderiyyah Programme na isponsor ng UNICEF Manila. Ang prosesong ito ay may kaakibat na koleksyon na mapagkakatiwalaang datos mula sa maraming pinagmulan gamit ang pinaghalong mga pamamaraan.Ang pangunahing interbyu ay isa sa mga pamamaraan na ginamit sa pagkuha ng mga datos. Ang mga tanong na inihanda ay galing sa pamantayan ng DAC bilang isang pagtutukoy at batay sa kompromiso at plano ng Tahderiyyah Program. Ikokonsidera namin ang inyong mga tugon sa aming mga tanong kasama ang mga katibayan nito at ang inyong karanasan na gusto niyong ibahagi sa mga nagsusuri. Ang inaasahang tagal ng pagsisiyasat ay hanggang sa pagitan ng 60 hanggang 90 minuto, at kami ay nagpapasalamat sa inyong oras. Mangyaring tandaan na ang KII instrumento ay nagtatamo ng pinapatnubayang katanungan para sa interbyu at ito ay naghahandog ng kakayahang umangkop sa mga interbyu sa mga akmang tanong Maari po lamang wag mag atubiling sabihin sa amin ang inyong pananaw o ipaliwanag ang inyong karanasan habang ginagawa o pagkatapos ang FGD/pagtitipon-tipon. Ang inyong partisipasyon sa panayam na ito ay di sapilitan;maari kayong tumanggi na sumagot sa mga katanungan kung inyong gugustuhin; ang inyong pangalan ay gagamitin lamang pag may pahintulot sa inyo. Ang mga aspeto na nakapaloob sa di pormal na talakayan o interbyu ay makikita sa mga sumusunod na katanungan) A. Questions Relating to the Curriculum (Mga tanong na may kaugnayan sa kurikulum) LQ-1. Do you think the Curriculum provides a balanced education that addresses the needs of the children? (Sa inyong palagay ang kurikulum ba ay nagbibigay ng balanseng edukasyon na nakatuon sa pangangailangan ng mga kabataang?)

SQ1. What are the effects of integrating cultural values in the curriculum?

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(Ano ang naidulot ng pagsasali ng paniniwala at kaugaliang sa kurikulum?) SQ2. Does the curriculum ensure that the child develops as a whole person (physically, intellectually, emotionally, socially and culturally)? (Nabibigyan ba ng halaga ng kurikulum ng ang katiyakang paglinang ng kabuuang pag unlad ng pagkatao ng bata sa larangang pangangatawan at kalusugan, diwa at kaisipan, pikikipag kapwa-tao at kultura?) SQ3. What educational activities do children enjoy the most? (Anu-ano ang mga pang edukasyong aktibididad nanagustuhanng mga bata?) SQ4. How effective are the learning materials supplied to Centres? (Gaano ka epektibo ang mga materyales sa pag aaral na ibinibigay sa Tahderiyya centers?) SQ5. How much does the Programme contribute to improving the lives of children? (Enhanced school readiness, & the integration and mainstreaming of CP, WASH and health into early education) (Gaano karamiang naibibigay ng program para sa paglago ng pangunahing kabuhayan ng mga bata? (upang mapahusay ang pagigigng handa sa paaralan, pagsasama at pagbibigay halaga sa CP, WASH at kalusugan sa maagang edukasyon) SQ6. How does the curriculum contribute to the school readiness of children? (Sa paanong paraan nakapagbibigay ang Kurikulum sa kahandaan sa pag-aaral nang mga bata sa paaralan?

LQ-2 How effective is the Programme's design in achieving its goals? (Gaano ka epektibo ang centre’s program sa pagdesenyo para maabot ang mga layunin nito?)

SQ 1. To what extent were the Programme objectives, approaches, and implementation suited to the context? (Hanggang saan ang sakop ng Program para sa layunin, pamamaran, at pagpapatupad na angkop sa konteksto? SQ 2. What activities are conducted in Centres? (Anu-ano ang mga aktibidad na isinasagawa sa center?) SQ 3. What are the key strengths and challenges of the Programme? (Anu-ano ang mga kakayanan at hamon ng Programme? SQ 4. What are the basic services provided to children at ECCD centres? (Anu- ano ang mga pagunahing serbisyo na ibinibigay sa mga bata sa ECCD centers?) SQ 5. What problems have been faced in ensuring the quality of the Programme? (Anu- ano ang mga suliranin ang kinakaharap ng para masiguro ang kalidad ng programa? SQ 6. What improvements would you suggest at the design and implementation level to make the programme more effective? (Anu ang iyong imumungkahi para mapabuti ang disenyo at ang pagpapatupad sa antas ng programa para mas lalo itong maging epektibo?)

LQ-3. In your opinion, what strategies/actions were adopted in centres to accommodate the needs of persons with different abilities, different genders, and different ethnic/religious and vulnerable groups? (Sa inyong palagay , anong stratehiya/aksyon ang ginamit ng centers para mapagbigyan ang pangagailangan ng mga tao na may ibat ibang kakayanan, kasarian, etniko, relihiyon at sa mga mahihinang grupo?)

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LQ-4. How do stakeholders play a role in supporting the Programme? (Paano ginagampanan ng mga stakeholdersangpagsuporta sa Program?)

SQ1. What is your responsibility in building up and maintaining the operation of centres? (Ano ang iyong responsibilidad sa pag buo at pagpapanatili ng operasyon sa Centres?) SQ2. What support do you think is required to enhance the quality of Centres? (Sa iyong palagay ano ang kinakailangan upang mapahusay ang kalidad ng Centres?) SQ3. How often do stakeholders meet on the planning, facilitation, sensitization, community mobilization, problems / solutions? (Gaano kadalas ang pagpulong ng mga stakeholder para sa pagpaplano, pagpasilidad, pagpapakilos ng komunidad, mga problema/ mga solusyon?) SQ4. What activities were undertaken by the programme to increase enrolment in centres? (Anu-ano ang mga aktibidad na ginawa ng programa para tumaas ang bilang ng magaaral sa centers?) SQ5. What should be the role and responsibilities of community for sustaining the programme? (Ano ang dapat na maging tungkulin at responsibilidad ng lipunan para mapanatili ang pangangailangan ng programa?) SQ6. How has the Programme made teachers, parents and caregivers better at strengthening the integration of inclusive early education into public education? (Ano ang ginawa ng programang sa mga guro, mga magulang at tagapangalaga para mapatibay ang pagsasama ng mga napapabilang sa maagang edukasyon sa pampublikong paaralan?) SQ7. What are the supports you are getting from government, UNICEF and other NGOS, Parents and community? And at what frequency? (Ano ang mga suporta ang makukuha mo sa gobyerno, UNICEF at iba pang NGOS, Magulang at Komunidad? At gaano kadalas? ) SQ8. Do you (and parents) register their children’s birth (birth registration)? Yes/no and why? (Kayo ba (at mga magulang) ay nagparehistro ng kapanganakan ng mga bata? Oo/hindi at bakit?)

B. Questions Relating to Child Protection Mga tanong na may kaugnayan sa Child Protection LQ-5. What steps has the Programme taken to create a safe and child friendly environment at home? (Ano ang mga hakbang ang ginawa ng Programa para magkaroon ng angkop na kapaligiran sa mga bata sa kanilang tahanan?)

SQ1. Do children have rights? If yes, what are these? How can these rights be violated? (Ang mga bata ba ay may karapatan? Kung oo, ano ang mga ito? Paano nilabag ang mga karapatang ito?) SQ2. How do you behave with your kids when you're busy, stressed, or in an emergency situation? (Scolding, scaring, beating, etc.) (Paano ka makikitungo sa mga bata pag ikaw ay abala, pagod o kaya nasa delikadong sitwasyon? (Pagagalitan, tatakutin, pamamalo at iba pa).

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SQ3. Who is a good parent? What is a family and who is responsible in a family to take care of others’ rights? (Sino ang mabuting magulang? Ano ang pamilya at sino ang may responsibilidad sa pamilya para mapangalagaan ang karapatan ng iba?) SQ4. Are the parents aware of the Child Protection Policy in Centres? (Ang mga magulang ba ay may kaalaman sa child protection Policy ng centers?)

LQ-6. How has the Programme made teachers, parents and caregivers better at mainstreaming health & CP? (Birth registration, immunization, child labour, out of school children, reported and resolved protection cases (like early child marriages, labour, others) (Ano ang ginawa ng programang sa mga guro, mga magulang at tagapangalaga upang mapabuti na mapabilang ang kalusugan at CP (Kapanganakan, pagrerehistro, immyunisasyon, pagtatrabaho ng mga bata,hindi nakakapag aral ito ay naiulat nalutas sa kasong proteksyon (katulad ng maagang pag aasawa, pagtatrabaho sa murang edad, at iba pa)

SQ1. What do parents learn during the positive parenting session? What were the changes in their perception and practices in terms of child rearing? (Ano ang matutunan ng mga magulang sa sesyon para sa pagiging mabuting magulang? Anu-ano ang mga pagbabago sa kanilang pananaw at gawi sa pagpapalaki ng mga bata?)

LQ-7. What steps has the Programme taken to create a safe and child friendly environment in the centre & community? (Ano ang mga hakbang ang ginawa ng programa para magkaroon ng angkop na kapaligiran sa mga bata sa loob ng sentro at sa kanilang komunidad?)

SQ1. Why is it important for Administrators, Teachers and other school personnel to protect children from any form of abuse, exploitation, neglect and violence at the early stage of the child’s life? (Bakit importante sa mga nangangasiwa, mga guro at iba pang mga tauhan ng paaralan para maprotektahan ang mga bata laban sa mga abuso, pagsasamantala, kapabayaan at bayolente sa murang edad ng maagang yugto ng buhay ng mga bata?) SQ2. How does CP contribute in strengthening the protective environment within the Centres and at home? (Paano nakakatulong ang CP sa pagpapalakas ng proteksyon sa kapaligiran sa loob ng centers at tahanan?)

LQ-8. Are you aware of where and how to report Child Protection cases both in centres and home environment? (Kayo ba ay may alam kung saan at paano ireport ang mga kaso hingil sa Child Protection sa centres at sa kapaligiran sa bahay?) C. Questions Relating to WASH (Mga tanong na may kaugnayan sa WASH) LQ-9. How has the Programme increased access to hygiene materials for children attending the Centre? (Paano pinapalago ng programa ang materyales sa kalinisan ng mga bata na pumapasok sa centers?) LQ-10. What has the Programme done to encourage good sanitation and hygiene behaviours (handwashing techniques, when to wash hands, using the toilets etc.) in children attending Centres?

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(Ano ang ginawa ng programa upang hikayatin na magkaroon ng mabuting pag uugali sa kalinisan (paghuhugas ng kamay, Kelan huhugasan ang kamay at iba pa) sa mga batang nagdalo sa centers?)

SQ1. To what extent have the TCs integrated WASH/CP interventions, activities in the operation of the centres and in the delivery of the curriculum? (Hanggang saan ang lawak ng TCs na isinama ang WASH/CP sa mga aktibibad sa operasyon ng centers at paghahatid ng kurikulum?) SQ2. How has the Programme made teachers, parents and caregivers better at mainstreaming WASH? (Sa anong paraan ang program nakatulong sa mga guro, magulang, at tagapangalaga na naging magaling sa pangunahing WASH?)

D. Questions Relating to Teacher Training (Mga tanong na may kaugnayan sa pagsasanay ng guro LQ-11. How has the programme improved the teaching capacities of teachers/educarers/Child Development Workers? (Paano pinapahusay ng programme ang kakayahan sa pagtuturo ng mga guro /educators /Child Development Workers?)

SQ1. Have you had any training on curriculum, WASH and CP activities? (Ikaw ba ay maypagsasanay sa kurikulum, WASH at CP?) SQ2. How do you assess and document the learning performance of the children? (Paano mo tasahin at madokumento ang kaalaman at pagsasanay ng mga kabataan?)

LQ-12. What challenges do you face in classroom management? (Money, source, allocation, timeliness, missed opportunities, teaching aids, curriculum, learning area space, centre timings) (Anong hamon ang kinakaharap mo sa pangangasiwa sa silid-aralan? (Pera, pinag mulan, alokasyon, aspeto sa oras, nasayang na pagkakataon, pagtuturo, kurikulum, pag aaral at center timings)

SQ1. How frequently do you organize parent’s meetings and in what ways do they benefit you? (Gaano mo kadalas ginagawa and pagpupulong ng mga magulang at anu-ano ang mga benepisyong naibibigay nito sayo?)

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A8.08 FGD - Centre Administrator/Principals Note for interviewer: We are members of the team of experts from AAN Associates Pakistan, contracted for the evaluation of the Tahderiyyah Programme sponsored by UNICEF Manila. The process includes qualitative data collection from multiple sources using mixed methods. This key informant interview is one of the tools deployed in the approach. A set of questions has been prepared using the prescribed DAC criteria as a reference and based on the Tahderiyyah Programme’s commitments and plans. We will consider your responses to the questions along with any pertinent evidence and experience that you intend to share with the evaluators. The expected duration of this interview will be between 60 to 90 minutes, and we are grateful for your time. Please note that the KII instrument elicits exploratory guiding questions for the interview and offers flexibility to the interviewers to adapt questions. As independent evaluators, we will maintain the confidentiality of sensitive information and the anonymity of individuals where required and to the extent permissible under our contract. Please rest assured that we will consult you before citing or disclosing your identity in such cases. Please feel free to show us around or explain your views or share experiences or case studies during or after the FGD/get-together. Your participation in this interview / walkabout is purely voluntary; please feel comfortable to decline answering a question if you so feel; your name will only be used if you give us permission to do so. The aspects to be covered during the informal interviews are articulated in the following inquiry questions: (Paalala sa tagapagpanayam: Kami ay pangkat ng mga eksperto mula sa AAN Association Pakistan, kinontrata para suriin ang Tahderiyyah Programme na isponsor ng UNICEF Manila. Ang prosesong ito ay may kaakibat na koleksyon na mapagkakatiwalaang datos mula sa maraming pinagmulan gamit ang pinaghalong mga pamamaraan.Ang pangunahing interbyu ay isa sa mga pamamaraan na ginamit sa pagkuha ng mga datos. Ang mga tanong na inihanda ay galing sa pamantayan ng DAC bilang isang pagtutukoy at batay sa kompromiso at plano ng Tahderiyyah Program. Ikokonsidera namin ang inyong mga tugon sa aming mga tanong kasama ang mga katibayan nito at ang inyong karanasan na gusto niyong ibahagi sa mga nagsusuri. Ang inaasahang tagal ng pagsisiyasat ay hanggang sa pagitan ng 60 hanggang 90 minuto, at kami ay nagpapasalamat sa inyong oras. Mangyaring tandaan na ang KII instrumento ay nagtatamo ng pinapatnubayang katanungan para sa interbyu at ito ay naghahandog ng kakayahang umangkop sa mga interbyu sa mga akmang tanong Maari po lamang wag mag atubiling sabihin sa amin ang inyong pananaw o ipaliwanag ang inyong karanasan habang ginagawa o pagkatapos ang FGD/pagtitipon-tipon. Ang inyong partisipasyon sa panayam na ito ay di sapilitan; maari kayong tumanggi na sumagot sa mga katanungan kung inyong gugustuhin; ang inyong pangalan ay gagamitin lamang pag may pahintulot sa inyo. Ang mga aspeto na nakapaloob sa di pormal na talakayan o interbyu ay makikita sa mga sumusunod na katanungan) A.Questions Relating to Centre Administration (Mga tanong na may kaugnayan sa Centre sa mga administrasyon) LQ1. What are the problems faced in maintaining quality of service delivery at the Centre and how were these tackled? Are the measures adopted sustainable? (Anu- ano ang mga suliranin ang kinakaharap ng para masiguro ang kalidad na serbisyo na naipapahatid ng programa? At paano ito napag uusapan? Napapanatili ba ang mga panukala?)

SQ1. What are the basic services provided to children at ECCD centres? (Anu- ano ang mga pangunahing serbisyo ang naibigay sa mga bata sa ECCD centers?) SQ2. What activities are conducted in Centres? (Anu-ano ang mga aktibidad na isinasagawa sa center?)

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SQ3. What are the advocacy activities undertaken to increase enrolment in Centres? (e.g. C4D). (Anu-ano ang mga aktibidad na ginawa ng para tumaas ang bilang ng mag-aaral sa centers) SQ4. How do you rate the effectiveness of the learning materials supplied to Centres? (Paano mo masusukat kung gaano kaepektibo ang materyales sa pag aaral na ibinibigay sa centers?) SQ5. Are the funds being utilised efficiently (quantum of money, source, allocation, timeliness, shortfalls, missed opportunities)? (Ang mga pondong ito ba nagamit ng mahusay? (Kabuuan ng halaga, pinagmulan, alokasyon, aspeto sa oras, mga nasayang na pagkakataon)? SQ6. What is your responsibility in building up and maintaining the operation of Centres? (Ano ang iyong responsibilidad sa pag buo at pagpapanatili ng operasyon sa Centres?) SQ7. What support do you think is required to enhance the quality of Centres? (Sa iyong palagay ano ang kinakailangan na suporta upang mapahusay ang kalidad ng Centres?) SQ8. What management and administrative procedures ensure the involvement of beneficiaries and stakeholders in regular meetings, monitoring, volunteerism, support etc.? (Anong pamamaraan sa pamamahala at pangangasiwa ang nararapt gawin para mapanatili ang paglahok ng mga benepisyaryo at stakeholders sa regular na pagtitipon, pagbibuluntrayo, suporta at iba pa) SQ9. Who is involved in the management of Centres and how have they been enabled? (Sino ang mga kasama sa pamamahala ng Centres at paano sila natutulungang mapalakad ito?) SQ10. What management steps have been taken to increase access to Centres? (Anong hakbang ang ginawa ng mga nangangasiwa upang madagdagan ang paggamit ng serbisyo ng program?)

LQ-2. What challenges do you face in centre management? (Money, source, allocation, timeliness, missed opportunities, teaching aids, curriculum, learning area space, centre timings) (Anong hamon ang kinakaharap mo sa pangangasiwa sa center? (Pera, pinag mulan, alokasyon, walang oras, nasayang na pagkakataon, pagtuturo, kurikulum, pag aaral at center timings) B. Questions Relating to the Curriculum (Mga tanong na may kaugnayan saKurikulum) LQ-3. Do you think the Curriculum provides a balanced education that addresses the needs of the children? (Sa iyong palagay ang kurikulum ba ay nagbibigay ng balanseng edukasyon na nakatuon sa pangangailangan ng mga Kabataang?)

SQ1. What are the underlying objectives of ECCD program? (Anung layunin ang pinagbabatayan ng ECCD program?) SQ2. What are the key strengths and challenges of the Programme? (Anu-ano ang mga pangunahing kakayanan at hamon sa Programme?) SQ3. What factors contributed to the level of success of the Programme? (Anu-ano ang mga dahilan na nakakatulong sa antas ng tagumpay ng programa?)

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SQ4. How successful has Programme been in improving teaching capacities of teachers / educarers/Child Development Workers for quality delivery of curriculum? (Paano katagumpay ang programme sa pagbuti sa kakayahan sa pagtuturo ng mga guro/educator/Child Development Workers?) SQ5. How appropriate is the curriculum in ensuring that the child develops as a whole person? (Physically, intellectually, emotionally, socially and culturally) (Paano naangkop ang kurikulum na malinang ang pagbuo ng pagkatao ng mga bata? (sa pisikal,intelektual, emosyonal,pakikipagkapwa tao at kultura) SQ6. How do you rate the effectiveness of the classroom management? (Learning area, daily schedule, learning materials, activities plan)? (Paano mo masusukat ang epektibong pamamahala sa silid-aralan? (Lugar ng pag aaral, araw araw na skyedyul, materyales sa pag aaral, plano ng mga Gawain) SQ7. How frequently do you organize parent’s meetings and in what ways it benefits you? (Gaano mo kadalas ginagawa and pagpupulong ng mga magulang at anu-ano ang mga benepisyong naibibigay nito sayo?) SQ8. How have the existing learning materials enabled completers? (Paano nakakatulong ang mga materyales sa pag aaral ng sa mga nagtatapos?) SQ9. What is the impact of the integration of values on the well-being of children and the peaceful co-existence of the community? (Ano ang naidulot ng pagsasali ng paniniwal at kaugaliang sa kurikulum? pangkalahatang kabutihan ng mga bara at mapayapang pakikihalubilo at pakikipagkapwa tao sa pamayanan?) SQ10. What are some of the major challenges during implementation of the Programme? (Ano ang mga malalaking hamon sapagpapatupad ng Programme?) SQ11. What specific motivational scheme is available for parents and children to promote enrolment at ECD centres? (Ano ang tiyak na pamamaraan ang nakalaan para sa mga magulang at bata upang maparami ang bilang ng magaaral sa ECCD centers?)

LQ-4. How effective is the Programme's design in achieving its goals? (Gaano ka epektibo ang programa para matamo ang mga mithiin nito?)

SQ1. To what extent do communities / parents / caregivers consider ECCD model of as integral to child development and wellbeing in the conflict affected area of Mindanao? (Gaano kalawak ang pagpapahalaga ng komunidad /magulang/tagapag- sa ECCD model bilang isang mahalagang aspeto sa pag-unlad at paglinang ng mabuting pagkato ng bata sa apektadong lugar sa Mindanao?) SQ2. What steps have been taken / incorporated into the design and management of the Programme for quality assurance of the services delivered? (Ano ang mga hakbang na ginawa o ginamit sa disenyo at pamamahala ng programa para matanto ang kalidad ng serbisyo na naibigay?) SQ3. How effective are the measures incorporated in the design and management plans of the Programme to ensure the financial stability of the centres? (Gaano ka epektibo ang panukalang nakapa loob sa desinyo at planong pamamahala ng Programme para matiyak ang katatagan sa pananalapi?)

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SQ4. What has the Programme done to increase awareness of the need for ECCD in the community? (Ano ang ginawa ng Programme para madagdagan ang kamalayan sa pangangailangan ng komunidad sa ECCD?)

LQ-5. In your opinion, what strategies/actions were adopted in Centres to accommodate the needs of persons with different abilities, different genders, and different ethnic/religious and vulnerable groups? (Sa inyong palagay, anong stratehiya /akyon ang ginamit ng centers para maisali ang pangagailangan ng mga tao na may ibat ibang kakayanan, kasarian, etniko, relihiyon at sa mahihinang grupo?)

SQ1. What steps were taken (accessibility, infrastructure support, transparency) to ensure inclusiveness in Centres? (Ano ang mga nagawang hakbang (malayang pagkami, suporta sa imprastraktura, panganganinag) para matiyak ang serbisyo ng pangkalahatan sa Centres?)

LQ-6. How do stakeholders play a role in supporting the Programme? (Paano nakikipag ugnayan ang mga stakeholder’s para suportahan ang program?)

SQ1. What are the roles and responsibilities of the key stakeholders to maintain and improve the quality of service delivery and community mobilization (collaboration, events, training, facilitation, moderation etc.)? (Anu-ano ang mga pangunahing gingampanan at responsibilidad ng stakeholder’s para mapanatili at mapabuti ang kalidad ng serbisyo (pakikipagtulungan, kaganapan, pagsasanay, pagpapadali, pagpamagitna, at iba pa.)? SQ2. How often do stakeholders meet on the planning, facilitation, sensitization, community mobilization, problems / solutions? (Gaano kadalas nag-uusap ang stakeholder para sa pagpaplano, pangangasiwa, mobilisasyong panlipunan,at problema/solusyon?) SQ3. How do communities own the programme intervention? (Paano nagkakaroon ng sariling pagpapatupad ng programa ang komunidad? SQ4. What should be the role and responsibilities of community for sustaining the program? (Ano ang dapat na maging tungkulin at responsibilidad ng komunidad para mapanatili ang pangangailangan ng programa?) SQ5. What support are you getting from government, UNICEF and other NGOS, Parents and community? And at what frequency? (Ano ang mga suportang nakukuha mo sa gobyerno, UNICEF at iba pang NGOS, Magulang at komunidad? At gaano ito kadalas nakukuha?)

SQ6 How are parents and community members involved in planning and supporting communal harmony? (Paano napapabilanag ang mga magulang at mga miyembro ng komunidad sa pagsuporta at pagpaplano ng communal harmony?)

C. Questions Relating to Child Protection (Mga tanung na may kaugnayan sa Child Protection) LQ-7. What steps has the Programme taken to create a safe and child friendly environment at home? (Ano ang mga hakbang ang ginawa ng programa para magkaroon ng ligtas at angkop na kapaligiran para sa mga bata sa tahanan?)

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LQ-8. What steps has the Programme taken to create a safe and child friendly environment in the centre & community? (Ano ang mga hakbang ang ginawa ng programa para magkaroon ng ligtas at angkop na kapaligiran sa mga bata sa sentro at komunidad?)

SQ1. Do children have rights? If yes, what are these? How can these rights be violated? (Ang mga bata ba ay may karapatan? Kung oo, ano ang mga ito? Paano nilabag ang mga karapatang ito?) SQ2. How do you behave with your kids when you're busy, stressed, or in an emergency situation? (Scolding, scaring, beating, etc.) (Paano ka makikitungo sa mga bata pag ikaw ay abala, pagod o kaya nasa delikadong sitwasyon? (Pagagalitan, tatakutin, pamamalo at iba pa). SQ3. Who is a good parent? What is a family and who is responsible in a family to take care of others’ rights? (Sino ang mabuting magulang? Ano ang pamilya at sino ang may responsibilidad sa pamilya para mapangalagaan ang karapatan ng iba?)

LQ-9. Are the parents aware of the Child Protection Policy in Centres? (Alam ba nang mga magulang ang patakaran sa proteksyon ng bata sa Centres?) LQ-10. How has the Programme made teachers, parents and caregivers better at mainstreaming health & CP? (Birth registration, immunization, child labour, out of school children, reported and resolved protection cases (like early child marriages, labour, others) (Ano ang ginawa ng programang sa mga guro,mga magulang at tagapangalaga upang mapabuti na mapabilang ang kalusugan at CP (Kapanganakan,pagrerehistro,immyunisasyon,pagtatrabaho ng mga bata,hindi nakakapag aral ito ay naiulat nalutas sa kasong proteksyon( katulad ng maagang pag aasawa, pagtatrabaho sa murang edad at iba pa)

SQ1. Why is it important for Administrators, Teachers and other school personnel to protect children from any form of abuse, exploitation, neglect and violence at the early stage of the child’s life? (Bakit importante sa mga nangangasiwa, mga guro at iba pang mga tauhan ng paaralan para protektahan ang mga bata laban sa mga abuso, pagsasamantala, kapabayaan at bayolente sa murang edad ng maagang yugto n buhay ng mga bata?) SQ2. How does CP contribute in strengthening the protective environment within the Centres and at home? (Paano nakatulong ang CP sa papapalakas ng proteksyon sa kapaligiran sa loob ng centers at tahanan?)

LQ-11. Are you aware of where and how to report Child Protection cases both in TCs and home environment? (Alam mo ba kong saan at paano magsuplong ng mga kasong na ngangailangan ng protiksyon ng mga bata maging ito man ay nagyari sa o sa kanilang mga sariling tahanan?) D. Questions Relating to WASH (Mga tanong na may kaugnayan sa WASH) LQ-12. How has the Programme increased access to hygiene materials for children attending the Centre? (Paano pinapalago ng programa ang materyales sa kalinisan ng mga bata na pumapasok sa centers?)

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LQ-13 What has the Programme done to encourage good sanitation and hygiene behaviours (handwashing technique, when to wash hands, using the toilets etc.) in children attending Centres? (Ano ang ginawa ng programa upang hikayatin na magkaroon ng mabuting pag uugali sa kalinisan (paghuhugas ng kamay, Kelan huhugasan ang kamay at iba pa ) sa mga batang nagdalo sa centers?)

SQ1. To what extent has the centre integrated WASH/CP interventions, activities in the operation of the centres and in the delivery of the curriculum? (Hanggang saan ang lawak ng centre na isinama ang WASH/CP sa mga aktibibad sa operasyon ng centers at paghahatid ng kurikulum? SQ2. How has the Programme made teachers, parents and caregivers better at mainstreaming WASH? (Paano nakatulong ang Programme para ikaw ay maging mabuti at magaling sa WASH?

E. Questions Relating to Teacher and Administrator's Training (Mga tanung na may kaugnayan sa pagsasanay sa pagtuturo at sa administrasyon LQ-14. How has the programme improved the teaching capacities of teachers/educarers/Child Development Workers? (Paano pinapahusay ng programme ang kakayahan sa pagtuturo ng mga guro ng teachers/educarers/Child Development Workers) LQ-15. How has the programme improved the administrative capacities of administrators? (Paano pinapahusay ng programme ang pangangasiwa sa kapasidad ng mga administratibo sa?)

SQ1. Have you had any training on administration, curriculum, WASH and CP activities? (Ikaw ba ay mayroong pagsasanay sa pangangasiwa, kurikulum? WASH at CP?) SQ2. How do you assess and document the performance of the teacher? (Paano mo tasahin at maidokumento ang pagsasanay ng guro?) SQ3. How do you assess and document the performance of the children in your centre? (Paano mo tasahin at maidokumento ang pagsasanay ng mga bata sa inyong center?

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A8.09 Checklist - Rapid Facility Observation

Name of Field Staff

Date

Name of Tahderiyyah Centre

Code of the Tahderiyyah Centre

Is it Community or Madrassa based Centre?

Checklist-based Observation/Rapid Facility Review

Instructions: Ask the centre administrator/teacher to share the plan for daily hygiene activities, operation and maintenance and other activities as stipulated in the Tahderiyyah operations manual before the observation. If any point is not clear, please clarify with teacher/administrator. (mga Instruksyon: Mag tanong sa tagapangasiwa/guro sa pagbabahagi mo ng iyong araw-araw na mga aktibidad sa kalinisan, operasyon at maintenance at iba pang aktibidad ayon sa itinakda sa Manwal ng operasyon ng Tahderiyyah bago ang pagmamasid. Kung ang anumang punto ay hindi malinaw, mangyaring linawin sa guro / administrator)

S # Standard to check Yes No Comments

A Physical Infrastructure

A.1 Building/ Room (Gusali/Silid)

1 The whole centre (indoor and outdoor) is cleaned and maintained according to schedule. (Ang buong sentro (sa loob at sa labas) ay nalinis at napanatili ayon sa eskedyul

2 Building is with sufficient playground and well fenced (Ang gusali ba ay may sapat na palaruan at may magandang bakod)

3 All areas are well lighted and ventilated. (Ang buong lugar ay maliwanag at may pahanginan)

4 Floors are clean, non-slippery, smooth and free from other safety hazards. (Ang sahig ay malinis, hindi madulas, makintab at malayo sa panganib)

5 Rooms are spacious for 15 to 20 children (Ang mga silid ay maluwang para sa 15 hangang 20 na mga bata)

6 Room has cross ventilation (May pahanginan sa iba’t ibang sulok ng sild)

A.2 Sitting arrangement (ayos ng upuan)

7 Children are sitting freely at the well carpeted floor (Ang mga bata ay malayang nakakapili ng kanilang mauupuan sa isang silid na may maayos na sahig.)

8 Desk bench/chairs are as per children age (Ang mga upuan ay ayon sa edad ng bata)

A.3 Learning Area (Kalakhang dunong)

9 Learning area is separated in the classroom (Ang Kalakhang dunong ay hiwalay sa siilid-aralan)

10 Materials are displayed according to learning areas (Ang mga materyales pangkaalaman ay makikita ayon sa kalakhang dunong?)

11 Adequate space is provided with play equipment, (May Sapat na espesyo na may kasamang kagamitan sa paglalaro)

12 Activity areas are accessible and are adapted to accommodate young children with special needs (CSNs). (Ang lugar para sa aktibidad ay napupuntahan at naaangkop para sa mga batang may espesyal na pangangalilangan)

B WASH/Health/Hygiene (WASH/Kalusugan/Kalinisan)

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S # Standard to check Yes No Comments

13 The centre promoted and implements proper hand washing practices for children and staff (Ang sentro ay naitataguyod at naipapatupad ang mga tamang kasanayan sa paghuhugas ng kamay para sa mga bata at kawani)

14 Hand washing messages are properly displayed in dining and toilet facilities. (Ang mga abiso sa tamang paghuhugas ng kamay ay maayos naipapakita sa mga pasilidad ng kainan at banyo)

15 A source of clean and sanitary drinking water is available to young children. (May napagkukunan ng malinis na tubig para sa mga bata)

16 Water is on children’s reach (Ang tubig ay naabot ng mga bata)

17 All cleaning supplies are stored in a secure place out of the reach of children. (Ang lahat ng mga suplay sa paglilinis ay naka-imbak sa isang ligtas na lugar na hindi naaabot ng mga bata)

18 At least one telephone or cell phone is made available on the school premises for contacting parents and professionals in case of medical need. (Mayroong isang telepono o cell phone sa paaralan na magagamit para matawagan ang mga magulang at mga propesyonal kung sakaling may sakuna.)

19 The Centre maintains or has access to an outdoor play area accessible to young children, including those with special needs. (Ang sentro ay pinapanatili o may lugar para sa mga bata upang sila’y makapaglaro lalo na ang mga batang may kapansanan)

20 Sufficient quantity and variety of materials appropriate to the needs and ages of the young children. (May sapat na bilang at uri ng mga materyal na naangkop sa pangangailangan at edad ng mga bata)

21 Hygiene, Toilet and Hand washing facilities for teaching and learning proper hygiene and cleanliness so children could experience the development of health habits through demonstration (Kalinisan, banyo at mga pasilidad sa paghuhugas ng kamay ay tinuturo at natututunan sa tamang paraan para ang mga bata ay pwedeng maranasan ang pagbuo ng sa tamang asal sa kalusugan.)

22 Access to safe clean water for drinking, hand washing and tooth brushing inside or within the Centre. (Pagkakaroon ng ligtas na malinis na tubig para sa pag-inom, paghuhugas ng kamay at magsisipilyo sa loob ng sentro.)

23 Availability of water for flushing of toilets and general use inside or within the premises of the Centre. (Merong mapagkukunang tubig para pambuhos sa banyo at pangkalahatang paggamit sa loob ng sentro.)

24 Group hand washing facilities that can accommodate at least five (5) children at a time with proper roofing and safe access if outside the Centre. (Mga pasilidad sa grupong paghuhugas ng kamay na maaaring magkasya ng hindi bababa sa limang (5) bata na magkakasabay na may maayos na bubong at ligtas kung lalabas man ng sentro)

25 There is soap provided to children for washing hands (May sabon na ibinibigay sa mga bata para sa paghuhugas ng kamay.)

C Safety

26 The area is free from hazards, including but not limited to busy street, poisonous plants, water hazards, debris, broken glass and dangerous machinery or tools. (Ang lugar ay malayo sa panganib, lansangan ,nakalalasong halaman, pagbaha ng tubig, debris, basag na salamin at mapanganib na makinarya o kasangkapan)

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S # Standard to check Yes No Comments

27 There is equipment available that encourage active physical play and quiet play activities. (May magagamit na kagamitan na hinihikayat ang aktibong pisikal na laro at tahimik na mga aktividad na laro)

28 All play equipment is constructed and installed in such a manner as to be safe for use by children. (Ang lahat ng kagamitan sa paglalaro ay itinayo at binuo sa paraan na ligtas para sa paggamit ng mga bata.)

29 Classrooms have a well-stocked First Aid Kit to respond effectively to common injuries. (Ang mga silid-aralan ay may maayos na lalagyan ng first aid kit upang epektibong tumugon sa mga karaniwang pinsala)

30 All classroom electrical cords and unused electrical outlets are covered for children’s safety. (Ang kable sa lahat ng silid-aralan na hindi na ginagamit ay nakatago para sa kaligtasan ng mga bata)

D Materials

31 The Centre uses materials/toys that are appropriate to children’s age and stage of development, reflecting a wide variety of family backgrounds. (Ang sentro ay gumagamit ng materyales/laruan na angkop sa edad ng bata at stage development, na nasasalamin sa malawak na pagkakaba-iba ng kinagisnan ng bawat pamilya)

32 Children are comfortable, relaxed and happy while busily involved in playing with peers, with the materials and/or engaged in other activities and self-help tasks. (Ang mga bata ay komportable, nakakapagpahinga at masaya habang naglalaro na kasama ang materyal at/nakikibahagi sa iba pang gawain at mga gawaing nakakatulong sa sarili)

E Administration/Management (Pangangasiwa/Pamamahala)

33 The staff greet young children and parents warmly in a friendly and courteous manner. (Ang mga kawani ay binabati ang mga bata at magulang sa paraang malugod at magalang)

34 The staff meaningfully interact and talk with young children using their mother tongue, and are responsive to each child’s individual and special needs, temperaments, learning styles and interests. (Ang mga kawani ay nakikipag-ugnayan at nakikipag-usap sa mga bata gamit ang kanilang unang wika at tumutugon sa indibidwal at espesyal na pangangalilagan ng bawat bata, mga ugali, mga estilo ng pag-aaral at interes.)

35 The staff treat children and adults with equal respect, regardless of gender, race, age, language, religion, culture and family background. (Ang mga kawani ay pareho ang pagtrato sa mga bata at matatanda anuman ang kasarian, lahi, edad, relihiyon kultura at pamilya.)

36 Self-discipline is encouraged among children allowing them to resolve their own conflicts as appropriate. (Hinihikayat ang disiplina sa mga bata at mga magulang ayon sa patakaran ng sentro na nakapaloob sa pangaraw-araw nitong talaan at pinapahintulutan ang mga bata na resolbahin ang sarili nilang alitan.)

37 The Centre Focal Person/Administrator/Director/Principal has computer literacy skills. (Ang Centre Focal Person/Tagapangasiwa/Director/Prinsipal ay marunong gumamit na kompyuter)

38 The Centre staff is provided with a Tab for entering data into BDA/UNICEF data base and whether then can use it. (Ang mga kawani sa sentro ay binibigyan ng Tab para ipasok dun ang datos sa BDA/UNICEF data base at pwede nilang gamitin yun pagkatapos.)

F Daily Activities

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S # Standard to check Yes No Comments

39 Experiences are provided for language and literacy development, development of mathematical concepts, development of scientific concepts, self-expression in art, music, movement and dance, and dramatic play (Ang mga karanasan ay ibinibigay para sa wika at karunungang bumasa’t sumulat, pag-unlad ng konsepto sa matematika, pag-unlad sa siyentipikong konsepto, pagpapahayag ng sarili sa sining, musika, kilos at sayaw, at dramatikong pag-arte)

40 Activities are provided to help young children appreciate their own culture and heritage. (Ang mga aktibidad ay ibinibigay upang matulungan ang mga bata na pahalagahan ang kanilang kultura at pamana)

41 Copies of Tahderiyyah curriculum, teacher’s guide and daily schedule is available (Ang mga kopya ng Tahderiyyah kurikulum, teacher’s guide at araw-araw na iskedyul ay nagagamit)

42 Quiet activities include, but are not limited to, puzzle play, books, listening to music, relaxation, sleep or playing with manipulatives. (Kabilang sa aktibidad para sa mga bata ang puzzle play, mga libro, makinig ng musika, pagpapahinga, pagtulog o larong pwede manipulahin.)

43 Routine self-help tasks, such as toileting, eating and dressing are handled based on individual needs and in a positive, relaxed and reassuring environment. (Karaniwang gawain sa pagtulong sa sarili, tulad ng pababanyo, pakain at pagdamit ay pinapangasiwaan base sa mga indibidwal na pangangailangan at isang positibo, nakakarelaks at may tiyak na kapaligiran)

44 Self-help skills are incorporated into the program as opportunities for developing conversation and playful interaction to bring about children’s learning. (Mga kakayang makatulong sa sarili ay isinasama sa programa bilang mga pagkakataon para sa pagbuo ng pag-uusap at mapaglarong pakikipag-ugnayan upang madala nila ang pag-aaral ng mga bata)

45 The program maintains at least a minimum teacher-child ratio of 1:10, and if it reaches the maximum of 1:25, there is a teacher- aide/assistant/trained parent or trained adult volunteer. (Ang programa ay pinapanatili ang minimum teacher-child ratio ng 1:10, at kung umabot ito na ratio na 1:25 makakaron ng teacher aide/assistant/trained parent o trained adult volunteer.)

46 The centre runs No of hours a day (How many hours)? (Ang Center ay pinapatakbo sa isang araw [ilang oras]?)

47 Children come regularly on time (Ang mga bata ay pumupunta sa tamang oras)

48 Records are well prepared and maintained (Ang talaan ay palaging nakahanda at pinapanatili

49 Child’s individual profile/ portfolio is maintained (Ang indibidwal na profile/ portfolio ng mga bata ay napapanatili)

G Toilet (Banyo)

50 There is an age appropriate size toilet accessible to the children (May edad na naaangop sa laki ng banyo na na nagagamit ng mga bata)

H Nutrition (Nutrisyon)

51 There is provision of day meal/ midday meal at the centre (May tustos sa almusal/tanghali sa pagkain sa Center)

I Basic health services

52 Primary health kits (first aid kit) is available at the centre (Paunang lunas (first aid kit) ay nagagamit sa Center)

53 Basic health services are provided at the centre (Ang sentro ay may pangunahing serbisyong pangkalusugan)

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A8.10 Checklist - Teacher Assessment

Name of Field Staff

Date

Name of Teacher

Name of Tahderiyyah Centre

Code of the Tahderiyyah Centre

Is it Community or Madrassa based Centre?

Checklist-based Teacher Assessment

Instructions for user: Ask the teacher if you can join the class or session and observe. Ask the teacher information on serial number 30, 31, 32 and 33; and record the responses in the section below. Then sit through the session and observe the teacher; record your observations in the columns below for each of the standard.

S # Standard to check Yes No Comments

1 Involving all the children in the class interaction (Kasama ang mga bata sa lahat ng pakikipag-ugnayan sa klase)

2 Use of proper educational materials according to session (Gumagamit ng maayos na material /gamit sa pa-aaral ayon sa sesyon)

3 Use of songs in the class room activities (according to theme) (Pagamit ng mga kanta sa ma aktibidad sa silid-aralan (ayon sa tema))

4 Can make and tell stories (according to theme) (Pwedeng gumawa at magkwento ng istorya (ayon sa tema)

5 Use games/ play in classroom activities (according to theme) (Nagagamit ang mga laruan/ maglaro sa silid aralan (ayon sa tema nito))

6 Proper management of the classroom Maayos na pamamahala sa silid-aralan)

7 Children’s play materials are well placed (children can use on their own) (Ang mga gamit na nilalaro ng mga bata ay maayos na nakatago (ang mga bata ay pwede gamitin ito ng mag-isa))

8 Centre related information are well displayed (Ang sentro na may kaugnayan sa inpormason ay maayos na napapakita)

9 Learning areas are separated accordingly (Ang Kalakhang dunong ay pinaghiwalay nang naayon)

10 Prepared daily schedule and lesson plan for teaching-learning activities (Naghahanda ng araw-araw na eskedyul at plano ng aralin para sa aktibidad sa pagtuturo-pag-aaral)

11 Allocate appropriate time for indoor and outdoor activities (Naglalaan ng angkop sa oras para sa panloo at panlabas na mga gawain)

12 Maintained record files and registers (Napanatili ang mga talaan at nagrerehistro)

13 Maintained individual child’s portfolio (Napanatili ang kartera ng mga bata)

14 Involves families and communities in various activities (Kasama ang pamilya at kumunidad sa mga aktibida)

15 organized parents meeting and record it (Nag-oorganisado sa magpulong ng mga magulang at naitatala ito)

16 Maintained management meeting record (Napapanatili ang record ng pulong ng pamamahala)

17 Maintained materials inventory (Napanatili ang mga materyales na imbentaryo)

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S # Standard to check Yes No Comments

18 Outdoor environment is clean and tidy (Ang kapaligiran sa labas ay malinis at maayos)

19 Understanding of holistic child development (demonstrate different domains) (Pag-unawa sa holistic development ng mga bata (pinapakita at iba’t ibang domain)

20 Practice of daily health check and growth monitoring (Pagsasanay ng pang-araw-araw na pagsusuri sa kalusugan at pagsubaybay sa paglago)

21 Classroom environment is clean and safe (Ang silid-aralan ay malinis at ligtas)

22 Keen to maintain safety while children engaging in to various indoor and outdoor activities (Masigasig na pinapanatili ang kaligtasan habang ng mga bata ay nakikipag-ugnayan sa iba’t ibang panloob at panlabas na gawain)

23 Demonstrate calmness in any circumstances (Nagpapakita ng pagkamahinahon sa anumang sitwasyon)

24 Shows positive attitudes and model behaviour (Nagpapakita ng mga positibong saloobin at modelong pag-uugali)

25 Shows respect for individual differences by designing differentiated sets of learning activities. (Nagpapakita ng respeto sa mga indibidwal na may iba’t ibang hanay ng mga aktibidad sa pag-aaral)

26 Exhibits positive relationship with families and maintains open communication (Nagpapakita ng positibong relasyon sa mga pamilya at nagpapanatili ang buas na komunikasyon.)

27 Maintain/ demonstrate bias-free (gender, culture, religion, etc.) materials, stories & experiences in all domains/contents. (Pinapanatili/ pinapakita ang bias-free (kasarian, ultura, relihiyon at iba pa) material, istorya at karanasan sa lahat ng domain/nilalaman)

28 Focus on creative activities with opportunities for manipulation and exploration (with/without materials) (Nakatuon sa malikhaing Gawain na may pagkakataong magpatakbo at pagtutulas (meron/walang material))

29 Communicates well in both oral and written using English and Filipino as well as Mother Tongue in the community centre where he/she serves (May maayos na komunikasyon sa parehong salita at pagsulat gamit ang wikang Ingles at Filipino pati na rin pagsasalita ng sariling wika sa kuminidad kung saan siya naglilingkod)

30 Ask for teachers’ qualification and note down in comments section (education level & computer literacy) (Magtanong ng kwalipikasyon ng guro at isulat sa seksyon ng komento)

31 Ask the teacher for the number of trainings and topic of trainings he/she has attended in the last one year. (Magtanong sa guro ng bilang at paksa ng mga pagsasanay na nadalo niya nung nakaraang taon)

32 Ask the teacher for the number of refresher trainings and topic of refresher trainings he/she has attended in the last one year. (Magtanong sa guro ng bilang at paksa ng refresher trainings na nadulahan niya nung nakaraang taon)

33 Do you use ECCD checklist? If yes, please share a copy. (Gumagamit ba kayo ng ECCD checklist? Kung oo, maari bang makakuha ng kopya)

34 Does the teacher has (i) copy of the curriculum in the class And (ii) Lesson plan (Meron bang kopya ng curriculum ng klase o lesson plan

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A8.11 Checklist - Document Collection Documents you should ask for and collect copies of while at the Centres These documents are crucial to forming a complete understanding of the Centre. Make sure you record the TC/Madrasa Code on each document collected. BUT, be polite when asking for these and be sure to restate that all material given to us is treated as confidential and will only be used for the evaluation Ask if the Manager/Administrator maintain any / all of the following documents:

• Permission to Operate (PTO)

• Caregiver / Teacher attendance

• Student attendance

• Log / register of supplies received / purchased

• Costs incurred on the running of the centre

• Costs incurred on teaching supplies and meals for children

• Trainings received from BDA/UNICEF (e.g. certificates or copies if available)

• Class Schedule or the “Learning Blocks”

• Children’s ECCD checklist (Few as sample)

• Any other documents they would like to share

Take pictures of the documents if you can’t arrange

a copy.

Take pictures of the documents if you can’t arrange

a copy.

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A8.12 Cost Estimation Worksheet Enabling TC Administrators to Estimate Operational Costs Use this sheet for Administrator / Manager who report that they do not maintain accounts of operational costs. The sheet below should be used to coach any Administrator / Manager who is unfamiliar with operations cost. Doing so will enable them to provide useable data for the evaluation.

Cost Elements (How much do you think you have spent on the

following?)

Cost Incurred in the Last Month

Means of Funding Cost Incurred in the Last Quarter

Means of Funding

Fixed Costs

Rent

Utilities: Water, Electricity, Gas

Human Resource Costs

Staffing costs: Salaries, honorariums

Programmatic Costs

ECCD Supplies, CP Supplies, WASH Supplies

Meals for Children

Other Costs not listed above

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A8.13 Daily Update Reporting Format

Report Date

Activity Date (leave blank if same as report Date)

Team # Name of Team Member Name of Supervisor Contact Number

(Write SELF if same as Team Member)

FGDs completed

S# Type (chose Children / Parents / Educators / Administrators / CPC-CBCPN)

Madrasa Code / Name Region Province Barangay

1

2

3

Observations Completed

S# Type (Choose Educator or Centre)

Madrasa Code / Name Region Province Barangay

1

2

KIIs Completed

S# Name of the Interviewee

Name of Organisation Region Province Barangay

1

2

3

Problems encountered

Aspect Briefly describe the problems How was it solved

Logistics

Coordination

Respondent’s availability

Security

Observations, comments you would like to share related to the TECD Centre / Programme, its context, or on the behaviour of officials, or team members, etc.

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A8.14 KII - Elementary School Teacher Questions for Teacher of Elementary Schools (Mga tanong sa kasama ang Teacher of Elementary School) Note for interviewer: We are members of the team of experts from AAN Associates Pakistan, contracted for the evaluation of the Tahderiyyah Programme sponsored by UNICEF Manila. The process includes qualitative data collection from multiple sources using mixed methods. This key informant interview is one of the tools deployed in the approach. A set of questions has been prepared using the prescribed DAC criteria as a reference and based on the Tahderiyyah Programme’s commitments and plans. We will consider your responses to the questions along with any pertinent evidence and experience that you intend to share with the evaluators. The expected duration of this interview will be between 60 to 90 minutes, and we are grateful for your time. Please note that the KII instrument elicits exploratory guiding questions for the interview and offers flexibility to the interviewers to adapt questions. As independent evaluators, we will maintain the confidentiality of sensitive information and the anonymity of individuals where required and to the extent permissible under our contract. Please rest assured that we will consult you before citing or disclosing your identity in such cases. Please feel free to show us around or explain your views or share experiences or case studies during or after the FGD/get-together. Your participation in this interview / walkabout is purely voluntary; please feel comfortable to decline answering a question if you so feel; your name will only be used if you give us permission to do so. The aspects to be covered during the informal interviews are articulated in the following inquiry questions: (Paalala sa tagapagpanayam: Kami ay pangkat ng mga eksperto mula sa AAN Association Pakistan, kinontrata para suriin ang Tahderiyyah Programme na isponsor ng UNICEF Manila. Ang prosesong ito ay may kaakibat na koleksyon na mapagkakatiwalaang datos mula sa maraming pinagmulan gamit ang pinaghalong mga pamamaraan.Ang pangunahing interbyu ay isa sa mga pamamaraan na ginamit sa pagkuha ng mga datos. Ang mga tanong na inihanda ay galing sa pamantayan ng DAC bilang isang pagtutukoy at batay sa kompromiso at plano ng Tahderiyyah Program. Ikokonsidera namin ang inyong mga tugon sa aming mga tanong kasama ang mga katibayan nito at ang inyong karanasan na gusto niyong ibahagi sa mga nagsusuri. Ang inaasahang tagal ng pagsisiyasat ay hanggang sa pagitan ng 60 hanggang 90 minuto, at kami ay nagpapasalamat sa inyong oras. Mangyaring tandaan na ang KII instrumento ay nagtatamo ng pinapatnubayang katanungan para sa interbyu at ito ay naghahandog ng kakayahang umangkop sa mga interbyu sa mga akmang tanong Maari po lamang wag mag atubiling sabihin sa amin ang inyong pananaw o ipaliwanag ang inyong karanasan habang ginagawa o pagkatapos ang FGD/pagtitipon-tipon. Ang inyong partisipasyon sa panayam na ito ay di sapilitan; maari kayong tumanggi na sumagot sa mga katanungan kung inyong gugustuhin; ang inyong pangalan ay gagamitin lamang pag may pahintulot sa inyo. Ang mga aspeto na nakapaloob sa di pormal na talakayan o interbyu ay makikita sa mga sumusunod na katanungan) A. Tahderiyyah related questions for teachers of Public Elementary Schools (Karagdadang mga tanong sa mga guro sa pampublikong paaralan) LQ1: Do you know about the Tahderiyyah Programme? (If yes, what do you know about it?) Alam mo ba ang tungkol sa Tahderiyyah Programme? (kung oo, ano ang alam mo dito?) LQ-2. How school ready are the students from Tahderiyyah Centres? (Performance on ECCD checklist). Ask the Teacher to share the ECCD Checklist of Tahderiyyah completers with you and take a copy/picture of the ECCD Checklists for all Tahderiyyah completers. (Gaano kahanda ang mga bata sa Tahderiyyah centres sa pagpasok sa paaralan? (Pagganap sa checklist ng ECCD. Tanungin ang titser kung puwede nya maibahagi sayo

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ang ECCD Checklist ng mga nakapagtapos ngTahderiyyah at kumuha ng copya o litrato ng ECCD Checklist ng lahat ng nakapagtapos ngTahderiyyah) LQ-3. What aspects of Tahderiyyah students make them different from students who completed pre-school/kindergarten from other centres? (Probes: academic strength, relation with friends, level of confidence, creative, active, reading/writing) (Anou-anong mga aspeto ng mga mag-aaral ng Tahderiyyah ang kakaiiba sa mga nagtapos ng kindergarten mula sa ibang mga sentro? (Pagpapatunay: kakayahan sa akademiko, relasyon sa mga kaibigan, antas ng kompyansa, malikhain, aktibo, pagbasa /pagsulat)

SQ1: Do you know about the Tahderiyyah curriculum (If yes, what do you know about it?) (Alam mo ba ang tungkol sa Tahderiyyah Kurikulum? (Kung oo, ano ang alam mo dito?)

B. Questions Relating to the Tahderiyyah Curriculum (Mga tanong na may kaugnayan sa Tahderiyyah kurikulum) LQ-4. Do you think the Tahderiyyah Curriculum provided a balanced education that addresses the needs of the Bangsamoro children? (Refer to the children enrolled in their class) (Sa inyong palagay ang kurikulum ba ay nagbibigay ng balanseng edukasyon na nakatuon sa pangangailangan ng mga kabataang Bangsamoro?) (Sumangguni sa mga bata na nakatala sa kanilang klase)

SQ1. What are the effects of integrating Islamic values in the curriculum? (Ano ang naidulot ng pagsasali ng paniniwala at kaugaliang Islam sa kurikulum? SQ2. Does the curriculum ensure that the child develops as a whole person (physically, intellectually, emotionally, socially and culturally)? (Nabibigyan ba ng halaga ng kurikulum ng ang katiyakang paglinang ng kabuuang pag unlad ng pagkatao ng bata sa larangang pangangatawan at kalusugan, diwa at kaisipan, pikikipag kapwa-tao at kultura?) SQ3. How much does the Programme contribute to improving the lives of children? (Enhanced school readiness, & the integration and mainstreaming of CP, WASH and health into early education) (Gaano karamiang naibibigay ng program para sa paglago ng pangunahing kabuhayan ng mga bata? (Upang mapahusay ang pagigigng handa sa paaralan, pagsasama at pagbibigay halaga sa CP, WASH at kalusugan sa maagang edukasyon) SQ4. How does the curriculum contribute to the school readiness of children? (Sa paanong paraan nakapagbibigay ang Kurikulum sa kahandaan sa pag-aaral nang mga bata sa paaralan?

LQ-5. In your opinion, what strategies/actions were adopted in centres to accommodate the needs of persons with different abilities, different genders, and different ethnic/religious and vulnerable groups? (Sa inyong palagay, anong stratehiya/aksyon ang ginamit ng centers para mapagbigyan ang pangagailangan ng mga tao na may ibat ibang kakayanan, kasarian, etniko, relihiyon at sa mga mahihinang grupo?) LQ-6. How do stakeholders play a role in supporting the Programme? (Paano ginagampanan ng mga stakeholdersangpagsuporta sa Program?)

SQ1. What support do you think is required to enhance the quality of Centres? (Sa iyong palagay ano ang kinakailangan upang mapahusay ang kalidad ng Centres?)

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SQ2. What should be the role and responsibilities of community for sustaining the programme? (Ano ang dapat na maging tungkulin at responsibilidad ng lipunan para mapanatili ang pangangailangan ng programa?)

C. Questions Relating to Child Protection Mga tanong na may kaugnayan sa Child Protection LQ-7. What steps has the Programme taken to create a safe and child friendly environment at home? (Ano ang mga hakbang ang ginawa ng programa para magkaroon ng angkop na kapaligiran sa mga bata sa kanilang tahanan?)

SQ1. Do children have rights? If yes, what are these? How can these rights be violated? (Ang mga bata ba ay may karapatan? Kung oo, ano ang mga ito? Paano nilabag ang mga karapatang ito?) SQ2. How do you behave with your kids when you're busy, stressed, or in an emergency situation? (Scolding, scaring, beating, etc.) Paano ka makikitungo sa mga bata pag ikaw ay abala, pagod o kaya nasa delikadong sitwasyon? (Pagagalitan, tatakutin, pamamalo at iba pa). SQ3. Who is a good parent? What is a family and who is responsible in a family to take care of others’ rights? (Sino ang mabuting magulang? Ano ang pamilya at sino ang may responsibilidad sa pamilya para mapangalagaan ang karapatan ng iba?) SQ4. Are the parents aware of the Child Protection Policy in Centres? (Ang mga magulang ba ay may kaalaman sa child protection Policy ng centers?)

LQ-8. How has the Programme made teachers, parents and caregivers better at mainstreaming health & CP? (Birth registration, immunization, child labour, out of school children, reported and resolved protection cases (like early child marriages, labour, others) (Ano ang ginawa ng programang sa mga guro,mga magulang at tagapangalaga upang mapabuti na mapabilang ang kalusugan at CP (Kapanganakan,pagrerehistro,immyunisasyon,pagtatrabaho ng mga bata,hindi nakakapag aral ito ay naiulat nalutas sa kasong proteksyon(katulad ng maagang pag aasawa, pagtatrabaho sa murang edad, at iba pa)

SQ1. What do parents learn during the positive parenting session (at the Tahderiyyah Centres)? What were the changes in their perception and practices in terms of child rearing? (Ano ang matutunan ng mga magulang sa sesyon para sa pagiging mabuting magulang (sa mga Tahderiyyah Centres)? Anu-ano ang mga pagbabago sa kanilang pananaw at gawi sa pagpapalaki ng mga bata?)

LQ-9. What steps has the Programme taken to create a safe and child friendly environment in the centre & community? (Ano ang mga hakbang ang ginawa ng programa para magkaroon ng angkop na kapaligiran sa mga bata sa loob ng sentro at sa kanilang komunidad?)

SQ1. Why is it important for Administrators, Teachers and other school personnel to protect children from any form of abuse, exploitation, neglect and violence at the early stage of the child’s life? (Bakit importante sa mga nangangasiwa, mga guro at iba pang mga tauhan ng paaralan para maprotektahan ang mga bata laban sa mga abuso, pagsasamantala, kapabayaan at bayolente sa murang edad ng maagang yugto ng buhay ng mga bata?)

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SQ2. How does CP contribute in strengthening the protective environment within the Centres and at home? (Paano nakakatulong ang CP sa pagpapalakas ng proteksyon sa kapaligiran sa loob ng centers at tahanan?)

LQ-10. Are you aware of where and how to report Child Protection cases both in your school and home environment? (Kayo ba ay may alam kung saan at paano ireport ang mga kaso hingil sa Child Protection sa inyong paaralan at sa kapaligiran sa bahay?) D. Questions Relating to WASH (Mga tanong na may kaugnayan sa WASH) LQ-11. What has the Programme done to encourage good sanitation and hygiene behaviours (handwashing techniSQue, when to wash hands, using the toilets etc.) in children who completed Tahderiyyah Centres and are now enrolled in your school? (Ano ang ginawa ng programa upang hikayatin na magkaroon ng mabuting pag uugali sa kalinisan (paghuhugas ng kamay, Kelan huhugasan ang kamay at iba pa) sa mga batang nakapagtapos sa Tahderiyya centers at ngayon ay nag-aaral na sa inyong paaralan?) E. Questions Relating to Teacher Training (Mga tanong na may kaugnayan sa pagsasanay ng guro LQ-12. What challenges do you face in teaching Tahderiyyah completers? (Anong hamon ang kinakaharap mo sa pangangasiwa at pagtuturo sa isang bata na nakapagtapos sa Tahderiyyah?

SQ1. How frequently do you organize parent’s meetings and in what ways do they benefit you? (Gaano mo kadalas ginagawa and pagpupulong ng mga magulang at anu-ano ang mga benepisyong naibibigay nito sayo?)

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A8.15 KII - LGU/Barangay Note for the interviewer: We are members of the team of experts from AAN Associates Pakistan, contracted for the evaluation of the Tahderiyyah Programme sponsored by UNICEF Manila. The process includes qualitative data collection from multiple sources using mixed methods. This key informant interview is one of the tools deployed in the approach. A set of questions has been prepared using the prescribed DAC criteria as a reference and based on the Tahderiyyah Programme’s commitments and plans. We will consider your responses to the questions along with any pertinent evidence and experience that you intend to share with the evaluators. The expected duration of this interview will be between 60 to 90 minutes, and we are grateful for your time. Please note that the KII instrument elicits exploratory guiding questions for the interview and offers flexibility to the interviewers to adapt questions. Ask permission to record the session and take photo and confirm that they are comfortable with it. As independent evaluators, we will maintain the confidentiality of sensitive information and the anonymity of individuals where required and to the extent permissible under our contract. Please rest assured that we will consult you before citing or disclosing your identity in such cases. (Paalala para sa tagapakinayam): Kami ay pangkat ng mga eksperto mula sa AAN Association Pakistan, kinontrata para suriin ang Tahderiyyah Programme na isponsor ng UNICEF Manila. Ang prosesong ito ay may kaakibat na koleksyon na mapagkakatiwalaang datos mula sa maraming pinagmulan gamit ang pinaghalong mga pamamaraan.Ang pangunahing interbyu ay isa sa mga pamamaraan na ginamit sa pagkuha ng mga datos. Ang mga tanong na inihanda ay galing sa pamantayan ng DAC bilang isang pagtutukoy at batay sa kompromiso at plano ng Tahderiyyah Program. Ikokonsidera namin ang inyong mga tugon sa aming mga tanong kasama ang mga katibayan nito at ang inyong karanasan na gusto niyong ibahagi sa mga nagsusuri. Ang inaasahang tagal ng pagsisiyasat ay hanggang sa pagitan ng 60 hanggang 90 minuto, at kami ay nagpapasalamat sa inyong oras. Mangyaring tandaan na ang KII instrumento ay nagtatamo ng pinapatnubayang katanungan para sa interbyu at ito ay naghahandog ng kakayahang umangkop sa mga interbyu sa mga akmang tanong. Humingi ng pahintulot na itala ang sesyon at kumuha ng litrato at kumpirmahin na komportable sila dito. Bilang mga independenteng tagasuri, papanatilihin namin ang pagiging kompidensyal ng mga sensitibong inpormasyon at pagkakakilanlan ng mga indibidwal, kung saan ay sakop at maipahihintulot sa ilalim nang aming kontrata.Tinitiyak naming na kayo ay ikukunsulta bago banggitin o isiwalat ang inyong pagkakakilanlan.) Programme Design & Implementation LQ-1. To what extent has the Tahderiyyah Programme (strategy, partnerships, structure, curricula, and processes) achieved, and maintained, the intended outputs and outcomes? (Hanggang saan ang sakop ng Tahderiyyah Programme na (estratehiya, pagkikipagsosyo, istraktura, kurikulum at mga proseso) natamo at napanatili, mga kaukulang produkto at mga kinalabasan?)

SQ-1. To what extent were the Tahderiyyah Programme objectives, strategic approaches, and implementation modalities relevant to the context in which it was implemented? (Hanggang saan ang sakop ng Tahderiyyah Program sa mga layunin, estratehiya, at mga pagsasagawang paraan na may kaugnayan sa nilalaman at kung saan ito naipatupad?) SQ-2. To what extent the ECCD model of Tahderiyyah has become an integral part to child development and wellbeing in the conflict affected area of Mindanao? (Hanggang saan ang sakop ng modelo ng ECCD ng Tahderiyyah na naging mahalagang bahagi sa paglago at pangkalahatang kabutihan ng mga bata sa mga apektadong lugar ng Mindanao?)

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SQ-3. What are the basic services provided to children at TECD Centres? (Ano-ano ang mga pangunahing serbisyo ng TECD Centers na natugunan sa mga bata?) SQ-4. How successful has Tahderiyyah Programme been in achieving the desired levels of school readiness and transition amongst children who completed the curricula, and regular integration into public education? (Paano naging matagumpay ang Tahderiyyah Programme na maabot ang nais na antas ng pagiging handa sa paaralan at pagbabago ng antas ng mga bata na nakakompleto sa kurikulum, at regular na pagsasama sa pampublikong edukasyon?) SQ-5. What are the advocacy related activities undertaken to increase enrolment in Tahderiyyah centre? (Ano-ano ang mga adbokasiya ng Tahderiyyah Center na nagawa para pataasin ang bilang ng mga mag-aaral?) SQ-6. What other/ additional supports (and benefits) are provided to parents/children to increase enrolment to Tahderiyyah centre? (Ano ang iba pa/karagdagang suporta (at benepisyo) na naibigay sa mga magulang/mga bata para pataasin ang bilang ng mag-aaral ng Tahderiyyah Center?) SQ-7. What is the strength of the Tahderiyyah pre-school centres that differentiate them from public or other pre-schools? (Ano ang mga kakayanan ng Tahderiyyah pre-school centers na kakaiba sa mga pampublikong paaralan o sa iba pang pre-school?) SQ-8. How have the existing learning materials enabled Tahderiyyah completers? (Paano nagamit ng mga nakapagtapos sa Tahderiyyah ang mga materyales sa pagkatutu?) SQ-9. What is the impact of the integration of Islamic values on the well-being of children and the peaceful co-existence of the community? (Ano ang naidulot ng pagsasali ng paniniwal at kaugaliang Islam sa kurikulum? pangkalahatang kabutihan ng mga bara at mapayapang pakikihalubilo at pakikipagkapwa tao sa pamayanan?)

LQ 2- What M&E challenges (if any) were faced through three phases of the programme; what mitigation measures were adopted and what was its result? (Ano ang mga hamon sa M&E / pagsubaybay at pagsusuri (kung meron man) na naharap nito sa tatlong napapanahong programa; ano ang mga hakbang sa paghumpay na ginamit at ang naging resulta nito?)

SQ-1. What factors contributed to the level of success of the Programme? (Ano ang mga salik na nakatulong sa antas ng tagumapay ng Programa?) SQ-2. Was the programme implemented as per the objectives, strategic approaches, and implementation modalities envisioned? (Ang Programa ba ay naipatupad ayon sa layunin, estratehiya, at naipakita ang pagsasagawang paraan?) SQ-3. What steps did the Tahderiyyah Programme take in order to be effective in a conflict-affected area? (Ano-ano ang mga ginawang hakbang ng Tahderiyyah Program para maging epektibo sa mga lugar na apektado ng kaguluhan?) SQ-4. What are the key strengths and challenges of the Tahderiyyah Programme? (Ano-ano ang pangunahing kakayanan at hamon ng Tahderiyyah Programme?)

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SQ-5. What activities and its outcomes were observed under C4D strategy for the Tahderiyyah Programme? (Ano-ano ang mga aktibidad at mga resulta nito na naobserba sa ilalim ng C4d estratehiya para sa Tahderiyyah Program?) SQ-6. W hat support do you think is required to enhance the quality of Tahderiyyah Centres? (Ano sa tingin mo ang suportang kakailanganin upang pataasin ang kalidad ng Tahderiyyah? Centers) SQ-7. How do communities own the programme intervention? (Paano inangkin ng kumunidad ang programang pamamagitan?) SQ-8. What has the Tahderiyyah Programme done to increase awareness of the need for ECCD in the community? (Ano ang nagawa ng Tahderiyyah Programme para madagdagan ang kamalayan sa pangangailangan ukol sa ECCD sa komunidad?) SQ-9. How do you rate the effectiveness of the classroom management across all Centres? Is there focused monitoring of this aspect (learning area, daily schedule, learning materials, activities plan)? (Paano mo masusukat ang pagiging epektibo ng pamamahala sa silid-aralan sa lahat ng mga sentro ng Tahderiyyah? Mayroon bang nakatuon na pagsubaybay sa aspetong ito (kalakhan ng dunong, pangaraw-araw na talaan, mga materyales sa pag-aaral, plano ng mga gawain)?) SQ-10. Who is involved in the management of Tahderiyyah Centres and how have they been enabled? (Sino ang kasapi sa pamamahala ng Tahderiyyah Center at paano nila ito pinapatakbo?) SQ-11. What management steps have been taken to increase access to Tahderiyyah Centres? (Ano ang mga hakbang sa pamamahala ang ginawa upang madagdagan ang paglapit /paggamit sa Tahderiyyah Center?)

LQ-3. Were there any linkages developed with local government units (if yes which one?), Dep Ed (national) Dep Ed ARMM, public elementary schools? (Yes/No; document reasons) (Meron bang ugnayan na binuo kasama ng lokal na pamahalaan (kung meron saan dito?), Dep Ed (pangnasyonal) Dep Ed ARMM, pampublikong paaralan sa elementarya? (Oo/Hindi; mga dahilan na nakadokumento)

SQ-1. What factors or programme activities (such as C4D related activities) were effective in generating LGU and community support for Tahderiyyah operations? (Ano ang mga dahilan o mga aktibong programa (tulad ng C4D at kaparehong aktibidad) na naging epektibo sa pagbuo ng LGU/Lokal na pamahalaan at suportang pangkomunida para sa mga operasyon ng Tahderiyyah?) SQ-2. What governance issues (if any) faced for the Tahderiyyah Centres in: (1) ARMM region Centres (2) other regions’ Centres. (Ano ang mga isyu sa pamamahala (kung meron) ang hinarap ng mga sentro ng Tahderiyyah sa: (1) ARRMM region Centers (2) iba pang rehiyon)

LQ-4. Is the Government recognition of the Tahderiyyah curriculum adequately imbedded in rules and policies? (May Pagkakakilanlan ba ang gobyerno sa Tahderiyyah kurikulum na nakapaloob sa mga alituntunin at patakaran nito?)

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LQ-5. What steps have been taken/incorporated into the design and management of the Programme for quality assurance of the services delivered? (Anong mga hakbang ang napili/isinama sa disenyo at pamamahala ng programa para sa kalidad pang katiwasayan sa mga seryosong naihatid)?

SQ-1. What are the roles and responsibilities of the key stakeholders to maintain and improve the quality of service delivery and community mobilization (collaboration, events, training, facilitation, moderation etc.)? (Ano ang mga papel at responsibilidad ng mga pangunahing stakeholders upang mapanatili at mapabuti ang kalidad nang serbisyo at pagtatag sa komunidad (pagtutulungan, mga kaganapan, pagsasanay, pagpapapasilidad, pagpamagitna, at iba pa)? SQ-2. How often do stakeholders meet on the planning, facilitation, sensitization, community mobilization, problems/solutions? (Gaano kadalas magtagpo ang mga stakeholder para sa pagpaplano, pagpapasilidad, pagiigng sensitibo, pagtatag sa komunidad, mga problema/mga solusyon)? SQ-3. What are the problems faced in maintaining quality of service delivery and how were these tackled? Are the measures adopted sustainable? (Ano ang mga problemang nahaharap sa pagpapatuloy ng kalidad ng serbisyo at paano ito nagpag-usapan? Ang mga hakbang ba na ito ay napanatiling ginawa)?

LQ-6. What steps has the Programme taken to facilitate Tahderiyyah Completers in joining public education? How successful were these measures? (Ano-ano ang mga hakbang na ginawa ng programang Tahderiyyah para mapabilis ang pagsali ng mga nakapagtapos sa sentro para makapasok ang mga ito sa pampublikong edukasyon? Gaano katagumpay ang mga hakbang nito?)

SQ-1. What is the level of efficacy [1] of a Tahderiyyah Centre in comparison to a similar system operated by the government/the private sector? (Ano ang antas ng pagiging epektibo [1] ng isang sentro ng Tahderiyyah kumpara sa isang parehong sistema na pinapatakbo ng gobyerno/pribadong sektor?) SQ-2. How efficient were the sectoral/government resources allocated to ECCD programme in meeting the national and subnational (local) needs? (Gaano kabisa ang mga pag-aaring yaman ng sektoral/gobyerno na inilaan sa programa ng ECCD sa pagtugon ng pambansang at subnasyonal (lokal) na pangangalilangan?) SQ-3. What is the degree of influence (positive, negative, intended, un-intended) of the Tahderiyyah Programme in enabling regular integration in public education for the conflict-affected children of Mindanao? (Ano ang antas ng impluwensiya (positibo, negatibo, ukol, di-ukol) ng Tahderiyyah Program sa pagtugon para sa mga batang apektado ng kaguluhan sa Mindanao na maisama sa pampublikong edukasyon?) SQ-4. How do the outcomes (academic performance, hygienic behaviour and wellbeing) of centres with prescribed (5 days a week) operational levels/attendance (at least 80%) compare with the outcomes of centres with varying levels of operational status/attendance? (Paano maihahalintulad ang kinalabasan (akademikong pagsasanay, ugaling pangkalusugan, mabuting pagkatao) ng Tahderiyyah Center na may takdang (5 araw sa isang linggo) antas ng pagpapatakbo/pagpasok (hindi bababa sa 80%) kumpara sa mga sentro na may mga iba’t ibang antas ng pagpapatakbo sa katayuan/pagpasok?)

LQ-7. Are the funds being utilised efficiently (quantum of money, source, allocation, timeliness, shortfalls, missed opportunities)? (Ang mga pondo ba ay nagagamit nang mabuti (kabuuan ng pera, pinagmulan, paglalaanan, mga takdang panahon, mga kakulangan, mga nagkulang na pagkakataon)?)

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SQ-1. What is the cost effectiveness of the Tahderiyyah Centres? (Gaano kasapat ang paggugol ng salapi ng Tahderiyyah Centers?) SQ-2. How efficient in terms of cost and time has the Tahderiyyah Programme been in comparison to alternative approaches (government/private sector operated kindergartens/pre-school/Madaris), and similar global best practices? (Gaano kahusay kong isasaalang ang oras at pag-gasta ng Tahderiyyah Programme kompara sa mga alternatibong pamamaraan (gobyerno/pribadong sektor na nagpapatakbo ng mga kindergartens/priskul/Madaris) at mga kahintulad ng pandaigdigang mahusay na kasanayan?) SQ-3. To what extent is the establishment and operations of a Tahderiyyah Centre cost efficient in comparison to a similar system operated by the government (including DepEd and DepSW)/the private sector? (Hanggang saan ang sakop na sulit ng establesimiyento at operasyon ng mga Tahderiyyah Centers kompara sa mga kaparehong sistema na pinapatakbo ng gobyerno (Kabilang ang DepEd at DepSW)/pribadong sektor?) SQ-4. How effective are the measures incorporated in the design and management plans of the Tahderiyyah Programme to ensure the financial stability of the centres (including clustered approach)? (Gaano ka epektibo ang panukalang nakapa loob sa desinyo at planong pamamahala ng Tahderiyyah Programme para matiyak ang katatagan sa pananalapi?(kabilang ang clustered approach)?)

Sustainability (Pagpapanatili) LQ-8. Are the established partnerships (BDA in particular) institutionally and financially capable of continuing work (and scale-up) in conjunction with the Government without external support? If so, to what extent and how? (Ang mga matatag na ka-partner ba (lalo na ang BDA) ay may kakayahang institusyunal at pinansyal na kakayanan para maipagpatuloy ang mga gawain (at palaguin ito) kasabay ng gobyerno kahit na walang suporta sa iba? Kung tunay, hanggang saan ang sakop nito at paano?)

SQ-1. How likely is the Tahderiyyah Programme to continue to deliver benefits without external support? (Hanggang saan maipagpapatuloy ng Tahderiyyah Programme ang paghahatid ng benipisyo kahit na walang ang supporta sa iba?)

LQ-9. Who is responsible for the sustainability of the Programme and what steps have been taken to ensure sustainability (technical development, financial support, and scaling-up)? (Sino ang mga responsible para sa pagpapanatili ng programa at kung ano ang mga hakbang ang ginawa upang matiyak ang pagpapanatili nito sa (teknikal, pag-unlad, suporta sa pananalapi at pagpapalago nito)?)

SQ-1. How do you (a key stakeholder) understand and explain your responsibility in building up and maintaining the quality operation of Tahderiyyah Centres? (Paano mo gagawin na (bilang isang pangunahing stakeholder) ipapaintindi at ipapaliwanag ang iyong responsibilidad sa pagbuo at pagpapanatili ng kalidad ng operasyon ng Tahderiyyah Centers?) SQ-2. What exit strategy was adopted and implemented for the Tahderiyyah Programme during phase 3? What are some of the outputs of this strategy in terms of sustainability?

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(Anong estratehiya ang ginawa at naipatupad ng Tahderiyyah Programme sa pangatlong panahon? At ano ang mga natamong produkto ng estratehiang gamit sa pagpapanatili nito?) SQ-3. What should be the role and responsibilities of community for sustaining the program? (Ano ang mga dapat na papel at responsibilidad ng komunidad para mapanatili ang programa?) SQ-4. What measures and steps were taken by UNICEF/Gov and other stakeholder for the sustainability of the Tahderiyyah Programme? Is there any exit plan in case UNICEF & DFAT does not continue supporting the programme? Are there any plans of scaling up the programme? (Anong mga hakbang ang nagawa ng UNICEF/Gov at iba pang stakeholder para sa pagpapanatili ng Tahderiyyah Programme? Meron bang ibang plano kung sakaling hindi matuloy ang UNICEF & DFAT sa pagsuporta ng programa? Mayroon bang plano para mapalago ang programa?)

HRBA LQ-10. What key approaches and strategies were adopted in the design and management of the Tahderiyyah Programme to adequately target and take into account gender, equity and HRBA considerations of vulnerable groups (the poorest quintile, remote populations, ethnic/religious groups, boys and girls and the differently abled?) (Ano ang mga pangunahing pamamaraan at estratehia na nakamit sa pagdisenyo at pamamahala ng Tahderiyyah Programme na may sapat na tudlaan na isinasaalang-alang ang kasarian, katarungan, pagsasaalang-alang sa HRBA ng mahihinang grupo (ang pinakamahirap na grupo, malayong populasyon, etniko/relihiyosong grupo, lalaki at babae at may kapansanan)

SQ-1. What strategies (including policies and geographical targeting) and programming approaches were adopted in the Tahderiyyah Programme that ensure required attention to gender, equity and HRBA considerations of vulnerable groups and religious groups? (Anong mga estratehiya (kabilang ang mga patakaran at heograpikal na tudlaan) at pamamaraan sa pag-aaral ang ginawa sa Tahderiyyah Programme, para matiyak ang pansin na kinakailangang sa kasarian, katarungan, pagsasaalang-alang sa HRBA ng mahihinang grupo at mga relihiyosong grupo?) SQ-2. How is inclusiveness and non-discriminatory practices (accessibility, infrastructure support, transparency) ensured in Tahderiyyah Centres? (Paano natiyak ang pagkakasama at ang mga kasanayang malayo sa diskriminasyon (malayang pagkamit ,suporta sa imprastraktura, panganganinag ng Tahderiyyah Center?) SQ-3. How is the Tahderiyyah Programme equitable for all (vulnerable and religious groups, all ages and sexes) (Paano naipamahagi ng pantay sa lahat ang Tahderiyyah Programme sa (mahihina at relihiyosong grupo, at lahat ng edad at kasarian)? SQ-4. How successfully have the key principles human rights approach been applied in planning and implementing the Tahderiyyah Programme? (Paano naging matagumpay ang mga pangunahing prinsipyo ng karapatang pantao na inilapat sa pagpaplano at pagpapatupad ng Programang Tahderiyyah?) SQ-5. What management approaches (implementation, monitoring, evaluation, knowledge acquisition) were adopted in the Tahderiyyah Programme to ensure required attention to gender, equity and HRBA considerations of vulnerable groups and religious groups? (Ano ang mga pamaraan sa pamamalakad (Pagpapatupad, Pagbabantay, Pagsusuri, Pagkuha ng kaalaman) na pinagtitibay ng Tahderiyya Programme upang matiyak ang pansin

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na kinakailangan sa kasarian, katarungan, pagsasaalang-alang sa HRBA ng mahihinang grupo at mga relihiyosong grupo?) SQ-6. What are the coordinating mechanisms to ensure that gender, equity and HRBA needs/requirements are met? (Ano ang mga koordinasyong mekanismo na nakakasiguro na ang kasarian, katarungan at mga mangangailangan ng HRBA ay nakamit?)

Questions Related to Components - WASH, CP, Curriculum, Capacity Building of BDA (Mga Tanong na may kaugnayan sa mga bahagi ng—WASH, CP, Kurikulum, Kapasidad ng pagbuo ng BDA) Questions Relating to the Tahderiyyah Curriculum (Mga tanong na mag kaugnayan sa Tahderiyyah Kurikulum) LQ-11. How relevant was/is, the balanced/inclusive early education curricula, (Tahderiyyah curriculum and support elements of child protection and WASH) offered by the Tahderiyyah Centres, to the needs of Bangsamoro children, parents, and caregivers? (Paano nauugnay, ang balanseng/inklusibong kurikulum para sa maagang edukasyon (Kurikulum ng Tahderiyyah at sangkap sa proteksyon ng mga bata at WASH) na inaalok ng Tahderiyyah Centers sa pangangailan ng mga batang Bangsamoro, mga magulang at tagapangalaga?)

SQ-1. How well did the Tahderiyyah Programme blend Islamic values into the ECCD curriculum? (Ano ang naidulot ng pagsasali ng paniniwal at kaugaliang Islam sa ECCD kurikulum?) SQ-2. How successful has the Tahderiyyah Programme been in developing an Islam-responsive kindergarten curriculum that addresses the needs of the local community, the requirements of the government and international standards/best practices? (Paano naging matagumpay ang Tahderiyyah Programme sa pagpapa-unlad ng Islam-responsive kindergarten kurikulum na tumutugon sa mga pangagailangan ng lokal na kuminidad, ang mga iniaatas ng pamahalaan at internasyonal na mga pamantayan/mahusay na pagsasanay?) SQ-3. How appropriate is the Tahderiyyah curriculum in ensuring that the child develops as a whole person physically, intellectually, emotionally, socially and culturally? (Paano naaangkop ang kurikulum ng Tahderiyyah upang matiyak na ang kabuuang pagunlad ng pagkatao ng bata sa larangang pangangatawan at kalusugan, diwa at kaisipan, pikikipag kapwa-tao at kultura.) SQ-4. Is the achieved peace and embedment of Islamic values in ECCD curricula enough to sustain the Tahderiyyah Programme in Mindanao? (Ang mga natamong kapayapaan at Islamic Values sa ECCD kurikulum ay sapat ba para matugunan ng Tahderiyyah Program sa Mindanao?)

LQ-12. What is the uptake of Tahderiyyah Completers in regular public schools? What happens to children who do not complete the Programme? Ano ang talinong taglay ng mga nagtapos sa Tahderiyyah na nasa regular na pampublikong paaralan? Anong mangyayari sa mga batang hindi natapos ang programa?) Questions Relating to Child Protection (Mga tanong na may kaugnayan sa Child Protection) LQ-13. What steps has the Programme taken to create a child friendly environment at home and in the community?

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(Ano ang mga hakbang ang ginawa ng programa para magkaroon ng ligtas at angkop na kapaligiran sa mga bata sa kumunidad?) Questions Relating to WASH (Mga tanong na may kaugnayan sa WASH) LQ-14. How well did the integration of child protection (CP) and WASH components (water, sanitation and hygiene) contribute to achieving the overall objectives of early education and transition and raising awareness (amongst teachers, parents, community) around children rights/protection and personal hygiene? (Paano naging maayos ang ginawang pagsasama-sama ng Child Protection (CP) at mga kagamitan ng WASH (water, sanitation and hygiene) sa pag-ambag nang pagkakamit ng pangkalahatang layunin sa maagang edukasyon, paglipat at pagtataas ng kamalayan (kasama ng guro, magulang at kumunidad) karapatan ng mga bata/protesyon at pansariling kalinisan?)

SQ-1. How has the Programme increased access to hygiene materials for children attending the Tahderiyyah Centre? (Paano pinapalago ng programa ang materyales sa kalinisan ng mga bata na pumapasok sa Tahdariyyah Center?) SQ-2. What has the Programme done to encourage good sanitation and hygiene behaviours (handwashing technique, when to wash hands, using the toilets etc.) in children attending Tahderiyyah Centres? (Ano ang ginawa ng programa upang hikayatin na magkaroon ng mabuting pag-uugali sa kalinisan (paghuhugas ng kamay, Kelan huhugasan ang kamay at iba pa) sa mga batang nagdalo sa Tahderiyyah centers? SQ-3. To what extent and how has the Tahderiyyah Programme contributed in improving the lives of children through enhanced school readiness, integration and mainstreaming CP, WASH and health into early education? (Hanggang saan ang sakop at paano nakatulong ang Tahderiyyah Programme sa pagunlad ng buhay ng mga bata sa pamamagitan ng masusing paghahanda sa pag-aaral, pagsasama at pagpapatupad ng CP, WASH at usaping kalusugan sa maagang edukasyon.)

Questions Relating to Capacity Building (Mga Tanong na may kaugnayan sa Capasity Building) LQ-15. What capacity building measures and mechanism were adopted for BDA? What were the results of these? (Probes; trainings, exposure visits, organizational development etc.) (Anong pagsukat sa paglinang ng kapasidad at mekanismo ang ginawa para sa BDA? Ano ang naging resulta nito? (Pagsisiyasat; pagsasanay, exposure visit, pag-unlad ng organisasyon at iba pa)

SQ-1. Who/which organization conducted trainings? Why was the training provider changed (probes COLF to Home Economics College, University of the Philippines) (Sino/anong organisasyon ang nakaron ng pagsasanay? Bakit binago ang nagbibigay ng pagsasanay (probes COLF sa Home Economics College, University of the Philippines)?

LQ-16. What capacity building measures and mechanism were adopted for Tahderiyyah teachers and administrators? What were the results of these? (Anong pagsukat sa paglinang ng kapasidad at mekanismo ang nagawa para sa mga guro at mga nangangasiwa sa Tahderiyyah? Ano ang naging resulta nito?)

SQ-1. How successful has Tahderiyyah Programme been in improving teaching capacities of Tahderiyyah teachers/educarers/Child Development Workers for quality delivery of Tahderiyyah Curriculum?

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(Paano naging matagumpay ang Tahderiyyah Proramme sa pagpalilinang ng kapasidad sa mga guro sa pagtuturo ng Tahderiyyah /Child Development Workers para sa paghahatid ng kalidad sa Tahderiyyah kurikulum?)

SQ-2. What skills enhancement/capacity building of TC, BDA, TCA, ECG and parents was carried out (and planned)? (Anong mga kasanayan /paglinang ng kapasidad ng TC, BDA, TCA, ECG at ang natamo ng mga magulang (at naplano)?)

LQ-17. To what extent and how has the Tahderiyyah Programme changed the perceptions, skills and overall capacities of teachers, parents and caregivers to enable them to promote/strengthen the inclusive early education, its integration into public education and mainstreaming CP, WASH and health? (Probes: birth registration, immunization, child labour, out of school children, reported and resolved protection cases (like early child marriages, labour, others) (Hanggang saan ang sakop at paano nabago ng Tahderiyyah Programme ang pananaw, kasanayan at pangkalahatang kakayahan ng mga guro, mga magulang at tagapag-alaga at paano ginawa o ibinahagi/pagtibayin ang inclusive early education, pagsasama nito sa pampublikong edukasyon at mainstream CP, WASH at kalusugan? (Pagsisiyasat: Birth Registration, Pagbabakuna, mga batang nagtatrabaho, mga batang hindi nakakapag-aral, pag-ulat at kaso sa pagresolba ng proteksyon (katulad ng maagang pag-aasawa, pagtatrabaho at iba pa)) LQ-18. What support (if any) does your office provide to the Tahderiyyah centres in your area? If yes, provide details (number of centres supported, funds/amount, frequency of support, goods or services etc.)

SQ-1. (If answered yes to the question on providing support to Tahderiyyah centres then ask ;) What plans do you have to continue and/or increase the support to the Tahderiyyah Centres? SQ-2. What will happen to the Tahderiyyah Centres in future; who will provide funds for running the Centres? SQ-3. Has anyone (probes; parents of children enrolled in Tahderiyyah Centres, community members, UNICEF, BDA, others) ever reached out to you for funding of the Tahderiyyah Centres? (If yes, document details).

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APPENDIX 13: KEY RESULTS OF CHECKLIST-BASED TEACHERS’ ASSESSMENT

Thematic Area Indicator / Questions

Administrative Capacity

Evaluators observed that 43% of the Centres have separate learning areas for children. These learning areas were in a single corner and which could be customised as per the occasion. The evaluators observed that materials were either placed in corners, or in the play area. Information and name of the centre was well displayed. In 89% of the centres, DepEd vision, mission, values, and attendance were displayed.

Community Engagement

70% teachers have had knowledge and skills to communicate positively with communities. This is encouraging especially in the face of high attrition rates for teachers. This could be attributed to most teachers being from the same community/communities. In 73% of the Centres, teachers prepared daily schedules and lesson plans for teaching-learning activities.

Class Room Management

In 76% of the Centres teachers were properly managing classroom through systematic calling of children to participate and recite, cleaning mats on the floor and following of sequence in starting the class and delivery of lesson.

Child Protection/ Rights/ Development

In 35% of the centres visited, teachers did not have a good understanding of holistic child development and significance of pre-school. This appeared as a significant short-coming which could partly be attributed to high attrition rates and resultant inability of new teachers to attend relevant training. In 19% of the observed centres, teachers were not very keen to ensure safety outdoors. Most of the teachers believed that child safety outdoors is the responsibility of parents.

Early Childhood Care and Development

In 59% of the centres visited by the evaluators, teachers used ECCD checklist. Evaluators also found curriculum and lesson plan in 84% of the centres.

Gender Equity

In 95% of the centres, teachers demonstrated bias-free environment in stories, experiences and in all materials. Similarly, in 81% of the centres, the evaluators observed respect for individual differences. The evaluators noted that in 11% of the centres, teachers separated class by gender.

Learning Environment

In 76% centres visited, the classroom environment is clean and safe. Also, in 70% of the centre, the outdoor environment is clean and tidy which is a good sign in terms of Learning Environment. The evaluator also observed that in 49% of the centre have practice of daily health check and growth monitoring of students.

Positive Attitude

In more than 90% of the centres, teachers showed positive attitude and good behaviour towards the students. The evaluators observed that 84% of Centres, the teacher spoke well all the required languages in different regions. In 81% of the centres, teachers demonstrate calm attitude while interacting with children and above in 90% of the centres visited, teachers (claim to) show model behaviours.

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Qualification & Competencies

62% of the teacher in KG centres were computer literate and their education level varied from high school certification to master level degree. However, most were holding a college and/or bachelor’s degree.

Teaching Skills

In 84% of the centres teachers were playing songs in the classroom; the Arabic song choice was made according to the theme they used at that time, before starting the lesson of the day Teachers were using relevant educational material to conduct sessions (story books, songs, visual aids etc) in 84% of the centres visited. It was noted that 16% of the teachers did not use any materials other than books. Teachers involved all the children in discussion and gave every child a chance for participation in 84% of the centres visited.

Training

65% of the teachers received training in the last year on DRR, ECCD and others; 57% of the teachers in the centre received refresher training. Some of the ECCD related topics mentioned by respondents include early childhood care and development (ECCD); training for Tahderiyyah teachers & development catalyst; orientation for the teachers about balanced & quality education; training on implementation of the refined curriculum; Tahderiyyah Principal's assessments; Tahderiyyah pupil assessment.

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APPENDIX 14: SAMPLING AND SCOPE OF FIELD WORK The decision to select six elementary schools with completers from Tahderiyyah for the sake of comparison with Tahderiyyah Centres, was made based on the availability of information. The final selection was based on convenience and accessibility. This information was collected primarily from the teachers and administrators in Tahderiyyah Centres. The data initially shared with the Evaluators lacked in detail on the age of establishment of the centres and the point at which each centre transitioned from one phase to another. Similarly, there was no indication in the initially provided datasets of the type (madrasah or community based) or performance of each centre. The total number of centres across the initial datasets provided for each phase amounted to 1144 centres, which was 333 centres more than the 811 centres stated in the ToRs. This variance clearly implied that the dataset was incomplete and has obvious duplication; an element that would have easily been cleared up if the date of registration of the centres was also included - the older the centre, the greater the likelihood that it produced completers, and a lack of this information indicates improper governance in the acceptance of such completers or the poor quality of preparation. Ideally, all the centres visited by the Evaluators should have produced Tahderiyyah completers. UNICEF provided the Evaluators with an updated dataset on 5 October 2017. This dataset covered a total of 811 centres, which appeared to correspond with the peak number of centres in phase 2. This new enrolment dataset contained disaggregated data by year, enabling the Evaluators to infer the phase of each centre. The datasets continued to lack complete information on the type of centre, so the Evaluators used the name of the centre as a proxy guide to the type. Towards the end of the Inception Phase, UNICEF transmitted another data set for school years 2015 and 2016. This dataset was on the 335 Centres in Phase-3 but included centres that had started in Phase-1 and Phase-2. Throughout the inception stage, and in planning for fieldwork, the Evaluators were challenged with a lack of accurate and centralized information, which was in itself a major finding. Given the complications posed by the gaps in the available datasets, it proved difficult to accurately select Centres from all of the parameters suggested by UNICEF (region, phase, safe access, type of Centre, the presence of a CBCPN and ARMM and non-ARMM Centres). Furthermore, the limited number of Tahderiyyah Centres to be visited imposed a limitation on the number of parameters to include in the stratification. Considering too many parameters taken into account, would spread the distribution of Centres thinly, the Evaluators worked with only 1 or 2 Centres per combined stratification. As a compromise, the Evaluators applied a purposive cluster approach. Therefore, the Evaluators considered the aspects of ‘Permit to Operate (PTO)”, “Work initiated on CPC/CBCPN”, “WASH interventions” and “Type Madrasah/Community category”, in the final selection of Centres. Primary qualitative data collection was conducted in ARMM and non-ARMM regions (12 centres each), and further divided into six Tahderiyyah Centres per implementation phase. The result of these considerations is reflected in the table below.

Table A6: Distribution of Centres selected for Evaluation

Aspect Primary list ARMM Region

09 Region

10 Region

11 Region

12 Total

PTO Yes, permitted 2 0 0 0 0 2

No permit 10 2 4 4 2 22

CP CPC 7 2 2 0 1 12

CBCPN 0 0 0 1 1 2

WASH WS 8 2 3 2 2 17

Type Madrasa 11 2 4 3 1 21

Community Centre 1 0 0 1 1 3

Originally the selection of provinces was drawn based on a cluster-based approach; however, due to accessibility and security concerns highlighted by UNICEF, certain municipalities within Lanao

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del Sur province were dropped and replaced by alternates. The final selection of centres is attached as Appendix 14. In total, data collection was conducted in the following locations:

• 24 Tahderiyyah Centres

• Three Child Development Centres (run by DSWD)

• Six public and private kindergarten centres

• Six public elementary schools The rationale for the selection of the above-stated categories of Centres was based on the need to comprehend and assess the comparative quality of delivery by the Centres, as measured through the number of accepted and rejected ‘completers’. Here too, the Evaluators faced challenges since the data on completers remains unverifiable until a comprehensive list is produced and shared by DepEd. This list of course, must then be cross-checked with the BDA list and the data on hand with UNICEF, before it can be used for further analyses.

Table A7: Details of Centres Replaced from Defined Alternate

S# Primary selection Replaced by

Reason for replacement M-Code

Tahderiyyah Centre M-

Code Tahderiyyah Centre

1 CM031 Madrasa Al - Ali Pemlien Al Islamie/ (Madrasa Majallatul Huda Al - Islamie)

CM004 Al-Maahad As-Sharey Al-Islamie

Replaced on recommendation of BDA as the area was flooded and was not accessible

2 CM042 Madrasa Al - Ittihad Al - Islamiyah

CM017 Madrasah Nurul Hidaya Al-Islamie

Replaced on recommendation of BDA as it is a was an area too far and was not feasible for team to reach

3 CM053 Maahad Madia Ashar-ie Al - Islamie

CM025 Madrasah Bai Madayang Al - Islamie

Replaced due to a shooting incident in the area and was declared unsafe to visit by the team

4 CM083 Markaz Al - Huzaim Inc. CM033 Markaz Norul Iman Al - Islamiya

Replaced as the centre was found to be non-functional

The scope of the qualitative methods applied is as follows:

• A total of 66 KIIs were conducted with representatives of the DepEd, UNICEF, DFAT, BDA, DSWD, the implementing partners of the Programme etc.

• A total of 75 FGDs were conducted with students, parents & members of the CBCPN, teachers and administrators.

Besides conducting KIIs and FGDs, to assess the effectiveness of Tahderiyyah Centres and competence of teachers in implementing the Tahderiyyah curriculum, the evaluation team proposed observations and customized available ECCD Council checklists for Tahderiyyah Centres and teachers.

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APPENDIX 14A: LIST OF TAHDERIYYAH CENTRES VISITED FOR

CHECKLIST-BASED ASSESSMENT List of Tahderiyyah Centres Visited for Observations/Checklist-based Assessment

S# Book code M-Code Type Name

1 BB 07 NAP DCC Pacalundo LGU Balo-1 Day Care Centre

2 BB 08 NAP DCC Povlacion Munai LGU Day Care Centre

3 NB 02 fpr PES Lucatan Elementary School

4 NB 03 fpr PES Bobon Elementary School

5 NB 04 fpr PES Sultan Mandayan Elementary School

6 WB 01 fpr PES Lower Baguinged Elementary School

7 BB 01 NAP PES

Sultan Dimasangcay Mananggolo Integrated School

8 BB 03 NAP PES Pacalundo Elementary School

9 BB 04 NAP PES IBN Integrated School

10 BB 05 NAP PES Public Kauswagan Central Elementart School

11 BB 09 NAP PES Balo-1 Central Elementary School

12 BB 10 NAP PES Bacolod Central Elementary School

13 NB 01 CM017 TC Madrasa Noril Cabayuan Al Islamia

14 NB 05 CM058 TC Madrasa Resala Al-Islamiya

15 NB 06 DV001 TC Madrasatul Jama-atul Islamia

16 NB 07 DV011 TC Madrasa To Darul Hijrah Al-Islamiyyah

17 NB 08 DV004 TC Madrasa to Bobon Addirasaat Al-islamiyah

18 NB 09 DV003 TC Madrasa Ahli Sunna Al Islamia

19 NB 10 fpr TC Bincugan Daycare Center

20 WB 02 CM033 TC Markaz Norul Iman Al-Islamiya

21 WB 03 CM025 TC Madrasa Bai Madayang Al-Islamie

22 WB 04 CM077 TC Maahad Kutawato Sarque Al-Islamie

23 WB 05 CM036 TC Madrasa Al-Hidayah Al-Islamie

24 WB 06 CM004 TC Al-Maahad Ashar-iy Al-Islamie

25 WB 07 CM023 TC Madrasa tul Dawah Al-Islamie

26 WB 08 CM044 TC Madrasa Bani-Shaik Didaetin Al-Islamie

27 WB 09 CM002 TC Markaz Jamal Bin Abdullah Al-Islamiah

28 WB 10 CM049 TC Madrasa Nurol Husa Al-Islamiyah

29 BB 02 ZP010 TC Madrasa Alin Salih Al-Islamia

30 BB 06 RW074 TC Maahad Da'awa Waddirasatil Islamia

31 BB 11 RW073 TC Madrasa Momungan Al-Islamie

32 BB 12 RW077 TC Markhaz Ilocsadatu Islami

33 BB 13 RW070 TC Ma'ahad Al-Noor Al-Islami

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APPENDIX 15: APPLICATION OF CHILD FRIENDLY TOOLS FOR

FGDS This Appendix explain the key measures considered during the preparation and application of child friendly tools/methods for this evaluation73. The use of Child Friendly Tools (CFTs) and adoption of a child friendly methodology in qualitative research is very important to acquire neutral responses from children, especially during interactions with them in group settings. As the focus of the Tahderiyyah Programme was early childhood education, the significance of using CFT increased manifold and it becomes imperative to probe for children’s opinions and views in a child-friendly manner to ensure enhanced and effective participation. The evaluation team developed CFTs and methods for attaining children’s feedback during FGDs. The application of the CFTs facilitated the team to develop a rapport with the children within the shortest possible time, and to generate interactive and participatory discussions on different aspects of the assessment. The application of such tools ensured the retrieval of the desired information from children by making the interaction livelier, appealing and engaging. These CFTs and methods comprise of:

• The use of pictures/illustrations relevant to the aspect under assessment to prompt children’s expressions on knowledge, attitudes and practices on different aspects of the assessment.

• The use of sketching and drawing exercises done by children to reflect their level of understanding on different aspects.

The CFTs and methods were meant to help observe and identify children’s responses on the following aspects:

• Knowledge gained from Tahderiyyah curriculum.

• Changes in attitudes and practices as result of the ECED, WASH, and CP interventions.

• Advocacy to other community members on knowledge, attitudes and practices. These CF tools were administered with mixed groups of children including boys and girls aged three to five in Tahderiyyah Centres.

73 UNICEF Ethical Research involving children (2013)

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APPENDIX 16: ADHERENCE TO UNEG/UNICEF EVALUATION

NORMS AND STANDARDS This Appendix elaborates on the integration of key evaluation norms and ethical standards into the Evaluators' approach and evaluation processes and deliverables.

Table A8: Evaluation Norms & Standards

Evaluation Utility

The Evaluators’ approach to the evaluation aims to produce analysis, conclusions and recommendations that can be used confidently to improve organisational learning, inform decision-making and create accountability. Therefore, the context and goals of the object of the evaluation are thoroughly understood to the Evaluators, so that a practical, specific and realistic evaluation can be developed.

Credibility The Evaluators will ensure that any issues or concerns that relate to the credibility of the evaluation are discussed and resolved at every step. If necessary, issues or concerns are communicated clearly to the appropriate authority.

Independence Maintaining the independence of the evaluation is the responsibility of both the Evaluators and program management. Both organizational independence and behavioural independence are accounted for by the Evaluators; the former through diligent discussion and reporting of any issues and the latter through an organizational culture that perceives and addresses any undue pressure or limitation.

Impartiality Awareness of the need to avoid any sort of bias is built into both the systems and culture of the Evaluators. Any potential conflicts of interest are investigated and addressed both when forming the core team and when training and selecting field team members. The data collection methodology is designed with the need to avoid biased sampling, tools etc. This vigilance extends into the data analysis and report-writing phases, as various pitfalls exist at both points in the evaluation that can undermine the impartiality of the process.

Ethics The evaluation has been designed with UNICEF ethical guidelines in mind, and it will be conducted in the same manner. The UNICEF Procedure for Ethical Standards in Research, Evaluation, Data Collection and Analysis’ [1] is a part of the Consultant's standard process for conducting UNICEF evaluations. Thus, the principles of respect, beneficence, non-maleficence and justice; the core procedures relating to the issues of harms and benefits, informed consent, privacy and confidentiality; and UNICEF's position on conflicts of interest and ethical funding are integrated into all phases of this evaluation.

Confidentiality The Evaluators exhibit an absolute commitment to ensuring complete confidentiality of the respondents, during fieldwork, data entry and cleaning. Personal information is kept physically separate as much as possible and consolidated data is handled by a single individual to reduce potential points of failure.

Transparency All products of the evaluation are made available to the public.

Human Rights and Gender Equality

The need to respect human rights will be considered in various ways, including through the organization’s culture, in the training provided to field teams and in the evaluation design. Both the core and field teams are chosen with a view towards gender equality and this element is considered in the design and execution of data collection efforts.

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APPENDIX 17: IMPLEMENTATION APPROACH AND DELIVERABLES The evaluation followed a logical, coherent and phased approach. The phases of the evaluation are linearly linked to one another and most phases produced at least one key deliverable, contributing to the overall delivery of the assignment and its anticipated outputs. The four phases with the most significant activities are explained below.

Phase I: Pre-Inception The first phase of the evaluation included activities such as Skype briefing/s and email correspondence with the UNICEF Philippines team to get familiarized with the projects management and consulting team, discussion and agreement on key deliverables, key performance indicators, finalization of evaluation work plan (field plan), reporting template and timeline. Besides familiarization and giving shape to the evaluation process and outcomes, this phase primarily helped the evaluation team developing programme understanding by reviewing the relevant documents and asking for clarifications. Furthermore, necessary visa processing requirements were completed in this phase. UNICEF provided support to ensure issuance of visas for the core evaluation team. The output of this phase was the literature review, list of required documents and visa issuance. During this phase, the evaluation team ensured, in collaboration with UNICEF, that the evaluation design and methodology primarily included the following:

• Consensus on impact, outcome, output and process indicators to evaluate.

• A list of key methods/ techniques and tools that were to be employed for data collection.

• A defined study sample e.g. stakeholders to be consulted, numbers of consultations etc.

• A list of key documents that evaluator may have needed to review before design of methodology.

• A data analysis framework or plan.

• An agreed upon evaluation study plan, including the activities, timeframe, roles &

responsibilities for those involved.

Phase II: Inception During the inception phase the evaluation team started an extensive desk review of available literature, including the first batch of documents shared by UNICEF that comprised of the results framework, project designs, work plans, progress reports, and other documents for each phase of the project across seven years. This batch had 38 documents. Apart from the project documents, the Tahderiyyah curriculum, teachers’ training plans, DepEd memos and some datasets were also part of the first batch of document. During review the evaluation team kept on identifying missing documents, or additional documents and data needs. These were communicated to UNCIEF. Details of the Inception Mission are already discussed in the inception report. The evaluation team held visits and meetings with key stakeholders to define and lock outputs and expectations. The meetings were used to identify, and lock required and desired indicators, refine the methodology and expectations from evaluation and finalize the detailed work plan. After the Inception Mission, work started on the inception report including developing instruments and tools for the FGDs, KIIs, and observations in the field. The output of this phase was the approved Inception Report. Phase III: Data Collection The data collection phase started from the point of approval of Inception Report. This phase featured field planning, hiring and training of the field teams and finalisation of the tools for field data collection (KIIs, FGDs, observations checklists). The tools were designed to cover an overall assessment of the project planning, strategy, design, achievements, organization, implementation approaches, and sustainability. A three days comprehensive training was organized for field teams. Tools were field tested and finalized per teams’ feedback. The teams also observed the ECCD expert and deputy team lead in field before deputing to field for data collection. On completion of the fieldwork, a field team debrief was organized to collect and document updates and feedback from all field teams. Another debrief was organized with UNICEF, ERG and the programme

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management where the evaluators informed the participants of the initial impressions from the field on the programme achievements and other key highlights. The output of this phase was the completion of the planned fieldwork and the debrief session. Phase IV: Reporting and Presentation The field information collected during the previous phase are being collated, consolidated and analysed for report writing. The evaluation report is consolidated as per the outline drawn in Phase I, and this first draft report is shared with UNICEF Philippines for internal/external circulation and feedback. The institutional response received in writing, including comments/opinions expressed in the debrief workshop meeting will form the composite institutional response to the evaluation report. The validation workshop will also help firm the findings and recommendations. Based on consolidated feedback (written and verbal during presentation/debriefing) the draft report will be modified by incorporating the proposed changes. The final report shall be submitted to UNICEF Philippines. The report is structured according to the template of the Table of Contents specified in the TORs and the outline as per UNICEF/UNEG reporting standards agreed in the Inception Report. The outputs of this phase will be; (a) Debrief on preliminary analysis (b) Draft Evaluation Report and (c) Final Evaluation Report. Please note that outputs based on the final phase will be considered as the ones mentioned and agreed upon in the work plan. Deliverables The key milestones/deliverables for the evaluation are listed below:

• Inception Report (including initial evaluation toolkit and other Appendices): The initial report is developed following the updated UNICEF/UNEG reporting standards (including Appendices).

• Field Data Collection & Debrief: qualitative field data collection as per the proposed plan. The evaluation team has debriefed the relevant UNICEF offices upon completion of fieldwork.

• Draft and Final Evaluation Reports & Dissemination Session: Following field data collection, the information has been processed and preliminary findings/analysis are shared with UNICEF during the debriefing. The evaluators have produced and shared this draft evaluation report (as per the template in given in TORs including Appendices) for feedback. The evaluators shall finalize the report in view of the feedback received. The evaluators will present the evaluation report findings and recommendations if UNICEF plans to organize a dissemination session for a larger group of stakeholders.

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APPENDIX 18: EVALUATION TEAM WITH ROLE DESCRIPTION The evaluation team has brought a mix of complementary skills and expertise as per the requirements of the evaluation TORs, but with certain additions. This expanded team included both local and international experts in relevant fields. The final team composition and roles of various team members are described in the table below.

Table A9: Team Composition & Roles

Name Position Roll Description

Nadeem Haider Hussain Tawawalla

Team Lead/Evaluation Expert Evaluation Advisor and Back-Up Team Lead

Advisory inputs on technical issues, evaluation design, research instruments, review and feedback on analysis and reporting. The Team Lead also led the Inception mission and Debrief.

Hina Tillat Research and Evaluation Specialist

Fieldwork/data collection Deputy Team Lead responsible for training field teams, supervising quality and report writing – and - supported the team lead in structuring and managing the evaluation; to provide decision-making and quality control at field level. The Deputy Team Lead will facilitate the Evaluation validation workshop.

Asmat Ali Gill Evaluation / WASH / Qualitative Data Expert

Contributed to evaluation by literature review, qualitative data review and analysis, quality assurance and reporting.

Meenakshi Dahal International ECCD Expert

Contributed to evaluation design, technical oversight for ECCD elements, training, quality assurance, reporting and representation with UNICEF and other Government Stakeholders.

Cristina Joy Florence National Project Coordinator

Provided local knowledge and support in field data collection, quality assurance at the field level; support in field planning and logistics management.

Saad Ibrahim Rasheed and Zainab Zaheer

Research Associates Supported the evaluation by carrying out literature review, report writing, communication, data collection/processing/analysis, fieldwork and other delegated tasks.

Aemal Khan, Faisal Shahzad, Sadia Ausim, Jibran Raja

Research Associates Supported the evaluation by carrying out literature review, data analysis and supporting the team lead in assigned tasks.

Proper communication with the client was ensured via the designation of a focal person within the team, the Team Lead. It was his task to coordinate with the UNICEF Philippines Evaluation Manager. Interactions with the evaluation reference group (ERG) were handled through the Evaluation Manager. Higher level communication were to be handled by the team lead. Team Lead was also responsible for guiding the technical aspects of the evaluation, final quality control, overall management and decision-making of the evaluation of the project. The evaluation team coordinated closely with the UNICEF Philippines Evaluation Manager and Planning, Evaluation & Evaluation (PME) unit. The UNICEF PME Manager and unit coordinated with the ERG for feedback and input on various stages of the evaluation.

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Visual A3: Evaluation Management Structure

Evaluation Team

PME Section Chief UNICEF

Education Section UNICEF

International Evaluators

National Evaluators

National/Local Partner

UNICEF Field Office (Cotabato)

Field Team Field Team Field Team

Evaluation

Reference Group

Evaluation Team

PME Section Chief UNICEF

Education Section UNICEF

International Evaluators

National Evaluators

National/Local Partner

UNICEF Field Office (Cotabato)

Field Team Field Team Field Team

Evaluation

Reference Group

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APPENDIX 19: PICTORIAL EVIDENCES OF FIELD WORK

FGD with Children FGD with Parents 1

FGD with Parents 2 KII with Vice Governor ARMM

KII with MILF KII with DepEd Manila

KII with DepEd SKR KII Barangay Captain

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Observation – Class Activity Observation – Teacher DepEd

Observation of TECD TC Observation – Teacher DepEd

KII at LGU Teaching Materials

Observing WASH Facility at a TC Observing Handwashing Facility at a TC

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APPENDIX 20: DOCUMENT INVENTORY

File Name Language

1_ Phase1 Tahderiyyah End Project Report 30 Aug English

2_ Phase 1 Tahderiyyah DFAT Independent Progress Report English

3a_Phase 2 TahderiyyahProjectDesign English

3b_Phase 2_Amendment No2EducationforChildrenAffectedbyArmedConflict English

4a_Phase 2_Annual Progress Report_2013 English

4b_ BEAM-ARMM Six Monthly Progress January-June 2014.pdf English

4c_ BEAM ARMM Six Monthly Progress report July-Dec 2014.docx English

4d_BEAM ARMM Six Monthly Progress Report January-June 2015.docx English

5_Phase 3_Tahderiyyah project Design_Narrative 10 Feb English

6a_ BEAM ARMM Six Monthly Progress Report July to Dec 2015 English

6b_ BEAM ARMM Six Monthly Progress Rreport January-June 2016 English

6c_ BEAM ARMM Six Monthly Progress Report July-Dec 2016 English

13a_ BEAM-ARMM Program-Wide Annual Plan 2015-2016 Vol I English

13b_ BEAM-ARMM Program Wide Annual Plan 2015-2016 Volume II English

14_BEAM-ARMM End of Program Review June 2017 English

15 Birth Registration in Mindanao English

16 Final Community Action for Children's Early Learning in Mindanao English

17_DepEd Memo Recognizing the Tahderiyyah Curriculum English

18a_DepED Memo re tahderiyyah completers English

18b_DepED Memo re tahderiyyah completers page 2 English

19a CBCPN PLAN Al Barka English

19b CBCPN PLAN al barka 2 English

20 PCA with BDA _ Phase 2 Tahderiyyah English

21a_ PCA with BDA_Phase 3 Tahderiyyah English

21b_NFR BDA PCA extension_ 23Jun16_signed English

Child Protection Policy_20170410 English

Gabay Para Sa Asatidz_20170410.pdf Tagalog?

Guide for Asatidz_20170410 English

Integrating DRR-CCA Learning Experiences_20170601 English

Protocol to Address CP Cases_20170410 English

School Management Manual_20170410 English

Skills Training, Coaching and Mentoring_20170410 English

TAGALOG Q1_INSIDE.pdf Tagalog

TAGALOG Q2_INSIDE Tagalog

TAGALOG Q3_INSIDE.pdf Tagalog

TAGALOG Q4_INSIDE Tagalog

Tahderiyyah box (isometric)_rev English

Tahderiyyah Box 1 English

Tahderiyyah box_rev English

Tahderiyyah Intro (081016) rev_colored2 English

Tahderiyyah INTRO_INSIDE English

Tahderiyyah Q1_INSIDE English

Tahderiyyah Q2_INSIDE English

Tahderiyyah Q3_INSIDE English

Tahderiyyah Q4_INSIDE English

Introduction English

Session 1 Looking Back English

Session 2 Meeting the Basic Care and Learning Needs of the 3 to 5 Year Olds English

Session 2b Seven Essential LIfe Skills English

Session 3a Review of the Philippines ECCD Checklist English

Session 3b Using Informal Assessment Tools for Language, Math and Thinking English

Session 4a The Process of Curriculum Development English

Session 4b Salient Features of the 3 English

Session 5 Third and Fourth Tahderiyyah Themes and Learning Experiences English

Session 6 Supporting Language and Literacy Development English

Session 7 How Children Learn Math English

Introduction English

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File Name Language

Session 1 Looking Back.docx English

Session 2 Meeting the Basic Care and Learning Needs of the 3 to 5 Year Olds English

Session 2b Seven Essential LIfe Skills English

Session 3a Review of the Philippines ECCD Checklist English

Session 3b Using Informal Assessment Tools for Language, Math and Thinking English

Session 4a The Process of Curriculum Development English

Session 4b Salient Features of the 3 English

Session 5 Third and Fourth Tahderiyyah Themes and Learning Experiences English

Session 6 Supporting Language and Literacy Development English

Session 7 How Children Learn Math English

Session 9 A Day in the Tahderiyyah Class English

Session 10 Home - School Partnership II – Copy English

Training Session Guides - Sessions 1-7 English

Training Session Guides - Sessions 1-10 English

Curriculum Cover English

rev Week 24 Tahderiyyah Curriculum English

rev Week 26 Tahderiyyah Curriculum English

rev Week 27 Tahderiyyah Curriculum English

rev Week 28 Tahderiyyah Curriculum English

rev Week 29 Tahderiyyah Curriculum English

rev week21 Tahderiyyah Curriculum English

revWeek 23 Tahderiyyah Curriculum English

revWeek 25 Tahderiyyah Curriculum English

revWeek 28 Tahderiyyah Curriculum English

Appendices - COLF and TFI-Tarbiyyah. English

Appendices Weeks 21-40_Talaynged English

APPENDICES_1 - Cover Page English

APPENDICES_2- Routine Learning Experiences English

APPENDICES_3 – Non-Routine Learning Experiences_Final English

introduction for the session guides_COLF TFI English

Taderriyah 4th Quarter Week 31_withappendix_dec17_ok English

Taderriyah 4th Quarter Week 32_withappendix_dec17_ok English

Taderriyah 4th Quarter Week 33_withappendix_dec18_ok English

Taderriyah 4th Quarter Week 34_withappendix_dec18_ok English

Taderriyah 4th Quarter Week 35_withappendix_dec19_ok English

Taderriyah 4th Quarter Week 36_withappendix_dec20_ok.docx English

Taderriyah 4th Quarter Week 37_withappendix_dec21_ok (1) English

Taderriyah 4th Quarter Week 38_withappendix_dec22_ok English

Week21 Tahderiyyah with appendix English

Week22 Tahderiyyah with appendix English

Week23 Tahderiyyah with appendix English

Week24 Tahderiyyah with appendix English

Week25 Tahderiyyah with appendix English

Week26 Tahderiyyah with appendix English

Week27 Tahderiyyah with appendix English

Week28 Tahderiyyah with appendix English

Week29 Tahderiyyah with appendix English

10_Database of Tahderiyyahs Centers-Flim Dec2013_phase 1 and phase 2 English

11a_Phase 3 Tahderiyyah Centers Enrolment and Completers data SY 2015-2016 English

11b All Tahderiyyah Enrollment 2012-2017 English

11c_Phase 3 Tahderiyyah Centers Enrolment and Completers data SY 2016-2017 English

12a_Tahderiyyah Teachers' Profile (Phase 3) English

12b_ Tahderiyyah Teachers' Profile (Phase 2) English

ARNEC 2013 Assessing ECCD Southeast Asia English

ARNEC 2013 Assessing ECCD Southeast Asia English

ARNEC 2013 Holistic ECCE Asia-Pacific English

DepED 2006-2010 BESRA Agenda English

DFID Planning Evaluability Assessments English

DoE NYC 2010 2014 Five Pillars English

GoPH 2004 Public Administrative Structure of the Philippines English

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File Name Language

MoE Singapore 2014 Enhancing Quality of ECC in Singapore English

MoE Singapore 2014 Enhancing Quality of ECC in Singapore English

NT 2013 Framework for ECD English

Oxford PM 2017 Evaluation of Tahderiyyah Programme English

Philippines_2015_COAR English

UNDP 2016 HDI Report English

UNESCO 2015 Philippines EFA National Review English

UNESCO EFA Philippines Implementation and Challenges English

UNICEF 2011 BEAM-ARMM Annual Report English

UNICEF 2012 CCD Framework for ME English

UNICEF 2012 Intgrating ECD in Nutrition English

UNICEF 2014 ECD and Baseline Eval Rwanda English

UNICEF GOPH 2012-2016 CPD English

UNICEF ND Evaluability_Assessment_Template English

UNICEF_Philippines_Haiyan_RTE_ANNEXES English

WB 2007 Evaluation Methodologies for ECD programmes English

335 Baseline v2.xlsx English

BAseline data of 335 v1 English

CP Progress Report.doc English

Teacher_Admin Baseline English

TP Narrative Report draft fpr

CatchUp - Week 1 with appendix pp1_12.pdf English

CatchUp - Week 2 with appendix pp13-24 English

CatchUp - Week 3 with appendix pp25_34 English

CatchUp - Week 4 with appendix pp35_49 English

CatchUp - Week 5 with appendix pp50_63 English

CatchUp - Week 6 with appendix pp64_76 English

CatchUp - Week 7 with appendix pp77_92 English

CatchUp - Week 8 with appendix pp93_107 English

CatchUp - Week 9 with appendix pp108_ 118 English

CatchUp - Week 10 with appendix pp119_134 English

CatchUp - Week 11 with appendix pp135_146 English

CatchUp - Week 12 with appecdix 147_161 English

CatchUp - Week 13 with appendix pp162_182 English

CatchUp - Week 14 with appendix pp184_199 English

CatchUp - Week 15 with appendix pp200_221 English

CatchUp - Week 16 with appendix pp221_240 English

CatchUp - Week 17 with appendix pp241_258.pdf English

CatchUp - Week 18 with appendix pp259_273 English

CatchUp - Week 19 with appendix pp274_289 English

CatchUp - Week 20 with appendix pp290_293 English

COPYRIGHT___Content Outline of the 20week curriculum English

front cover 20 week English

kcep back cover English

kcep front cover English

1 - Legal Bases_FRIAS English

Legal Bases_Frias English

2 - Child Growth & Brain Dev_DEANO-IA English

Brain Development English

Micronutrient Deficiency Edutainment Video- BEAR BRAND Powdered Milk Drink - Nestle PH English

3 - Kinder Curr & TGs – IA English

KCG and TGs_Frias English

preschool songs English, Tagalog

story _ activity for session3 English

5 - Physical & Creative_CALANAO- IA English

Physical & Aesthetics_Calanao English

Progress Pre-School Gold Multiple Intelligence TVC English

6 - Socio-emotional & Moral_LANESTOSA – IA English

Socio-emotional - Sorting Pictures English

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File Name Language

Socio-Emotional and Moral Development English

ECCD checklist 3 to 5 yrs old English

Presentation 1 - The Child's Profile (with BDA Logo) English

Presentation 1 - The Child's Profile English

Presentation 2 - The Philippines ECCD Checklist English

Presentation 2b English

Presentation 3 - How to Administer the ECCD Checklist English

Presentation 4 - How to Score Childs Responses English

Workshop_Link_use of ECCD Checklist _updated 18Jan16 English

Workshop_Link_use of ECCD Checklist _updated 22Jan16 English

8.1 - Language and Literacy_PUIG IA English

Becoming Aware of Print English

Language and Literacy English

8.2 - Language & Literacy_TAHIR_JP IA English

Language & Literacy-Oral Language, Voc Dev, Comprehension_Tahir English

Storytelling Kinder (10-15-15) English

8.3 - Math and Science_MONTELIBANO –IA English

Animal Dominoes, Call Out English

Cognitive Domain Math and Science_lucel English

Piaget Stage 2 Preoperational Lack of Conservation English

9 - A Day in a Life of a Child in a Kinder Class English

Day of a Child in Kinder Class_Frias.ppt English

9.2 - Materials Development_Lucel.pptx English

9.3 Micro Teaching Mechanics.ppt English

10 - Classroon-based Assessment_PUIG English

Child Assessment – Preview English

Classroom Assessment English

Gender and Development English

2006 UNCEF Implementing Child Rights in Early Childhood English

2017-08-29 TOR_Evaluation Reference Group_Tahderiyyah Evaluation _members updated English

2017-10-09 ERG Consolidated Comments_ Tahderiyyah Evaluation Inception Report English

HRGE Handbook English

Integrating Human Rights and Gender Equality in Evaluations - Draft Guidance Document English

Revised UN SWAP Evaluation PI Technical Note and Scorecard English

UNICEF PROCEDURE ON ETHICS IN EVIDENCE GENERATION English

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APPENDIX 21: LIST OF REFERENCES 1. Australian Agency for International Development (AusAID), 2012. Independent Progress

Report – Education for Children in Areas Affected by Armed Conflict – Mindanao, Philippines.

2. Central Intelligence Agency (CIA), 2017. The World Fact Book; the Philippines. [.pdf, online]

Available at:https://www.cia.gov/library/publications/the-world-factbook/geos/rp.html

[Accessed: 14 September 2017].

3. Department of Education, March 19, 2013. Press release: DepEd endorses kinder curriculum

developed for Muslim pre-schoolers. accessed at: http://www.deped.gov.ph/press-

releases/deped-endorses-kinder-curriculum-developed-muslim-preschoolers

4. Department of Education, March 20, 2012; DO 22, s. 2012 - Adoption of the Unique Learner

Reference Number. accessed at: http://www.deped.gov.ph/orders/do-22-s-2012

5. Department for International Development (DFID), 2013. Planning Evaluability Assessments:

a synthesis of the Literature with Recommendations. [.pdf, online] Accessed at:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/248656/wp40-

planning-eval-assessments.pdf [Accessed: 15 August, 2017].

6. Government of Philippines, 2013. Philippines Early Years Act (EYA 2013). Accessed at:

http://www.officialgazette.gov.ph/2013/03/26/republic-act-no-10410/

7. Government of Singapore, 2011. Early Years Development Framework (EYDF)

8. Organisation of Economic Cooperation and Development (OECD), 2016. Country Profile -

Philippines. Available at: https://www.oecd.org/dev/asia-pacific/Philippines.pdf [Accessed: 16

September 2017].

9. Republic of Philippines Department of Education (DepED), 2013. Memorandum –

Recognition of the Tahderiyyah Curriculum in Bangsamoro Development Agency Operated

Islamic Community Schools. Memorandum #: 36. Date: 21 February 2013.

10. Republic of Philippines Department of Education (DepED), 2017. Memorandum –

Tahderiyyah Completers. Memorandum #:DM-CI-2017-00154. Date: 1 June 2017.

11. United Nations Children’s Fund (UNICEF), 2014. Progress Report – Phase 2 – Education for

Children Affected by Armed Conflict – Mindanao, Philippines.

12. United Nations Children’s Fund (UNICEF), 2015. UNICEF Procedure for Ethical Standards in Research, Evaluation, Data Collection and Analysis. [.pdf, online] Available at: https://www.unicef.org/supply/files/ATTACHMENT_IV-UNICEF_Procedure_for_Ethical_Standards.PDF [Accessed: 19 October 2017].

13. United Nations Children’s Fund (UNICEF), 2017. Tahderiyyah Project Design Narrative

Phase 3.

14. United Nations Children’s Fund (UNICEF); CARDNO; GIZ and Brac, 2017. End of Program

Review – Draft – Basic Education Assistance for Muslim Mindanao.

15. United Nations Children's Fund (UNICEF), 2013. Ethical Research involving children. [.pdf,

online] Available at: http://childethics.com/wp-content/uploads/2013/10/ERIC-compendium-

approved-digital-web.pdf [Accessed: 29 August 2017].

16. United Nations Children's Fund (UNICEF), 2015. BEAM-ARMM Program Wide Annual Plan

2015-2016 Volume II.

17. United Nations Children's Fund (UNICEF), 2015. UNICEF Procedure for Ethical Standards in

Research, Evaluation, Data Collection and Analysis. [.pdf, online] Available at:

https://www.unicef.org/supply/files/ATTACHMENT_IV-

UNICEF_Procedure_for_Ethical_Standards.PDF [Accessed: 29 August 2017].

18. United Nations Children's Fund (UNICEF), 2017. Evaluation Terms of Reference;

Tahderiyyah Projects.

19. United Nations Children's Fund (UNICEF), 2017. Tahderiyyah Project Design; Narrative.

[.pdf]

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20. United Nations Children's Fund (UNICEF), 2017. UNICEF-Adapted UNEG Evaluation Report

Standards. [.pdf, online] Available at:

https://www.unicef.org/evaluation/files/UNICEF_adapated_reporting_standards_updated_Jun

e_2017_FINAL.pdf [Accessed: 29 August 2017].

21. United Nations Children's Fund (UNICEF), September 2017. Policy Paper on Tahderiyyah; Towards A More Inclusive School Admission And Enabling Regulatory Environment For Community-Based Kindergarten Education

22. United Nations Development Programme (UNICEF) Philippines, Oct 2017. Situation analysis of children in the Autonomous Region in Muslim Mindanao: Executive summary

23. United Nations Development Programme (UNDP), 2016. Human Development Report 2016.

[.pdf, online] Available at:

http://hdr.undp.org/sites/default/files/2016_human_development_report.pdf [Accessed: 15

September 2017].

24. United Nations Evaluation Group (UNEG), 2011. Integrating Human Rights and Gender Equality in Evaluation – Towards UNEG Guidance. [.pdf, online] Available at: http://www.uneval.org/document/download/1294 [Accessed: 19 October 2017].

25. United Nations Evaluation Group (UNEG), 2014. UN-SWAP Evaluation Performance Indicator Technical Note. http://www.uneval.org/document/download/2148 [Accessed: 19 October 2017].

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APPENDIX 22: TERMS OF REFERENCE OF EVALUATION

REFERENCE GROUP Evaluation of the Tahderiyyah Programme

Background

UNICEF Philippines, in partnership with the Department of Education, is conducting an evaluation of the Tahderiyyah Programme (Islamic Kindergarten) that was implemented in Mindanao from June 2010 to June 2017. The evaluation aims to determine i) Relevance ii) Effectiveness iii) Efficiency iv) Impact and v) Sustainability of the Tahderiyyah Project Phases 1, 2, and 374. The evaluation results will be used as lessons and evidence for the broader Philippines education sector, particularly in Mindanao, and as inputs in the design of the 8th UNICEF Country Programme (2019-2023). It will also act as a resource for implementing partners and donor agencies looking to implement early education programmes in conflict affected areas where the ‘Tahderiyyah’ can serve as a model. The role of the Evaluation Reference Group (ERG) is to provide oversight and input in ensuring that the evaluation is relevant, objective, and credible, and that the results are useful. Roles and responsibilities of the Evaluation Reference Group

Provide guidance and advice on appropriate processes, potential issues related to the conduct of the evaluation including but not limited to the design, approach, methods, and instruments; Review and provide timely comments on evaluation outputs; i.e. The evaluation inception report (due approximately in September 2016) The Zero-Draft evaluation report (due approximately in December 2017) The draft evaluation report (due approximately in January 2018) Attend the inception mission debrief (half day - 05 September 2017) Participate in the validation of evaluation results workshop (2nd week of December 2017) Provide inputs on policy and programmatic areas of application of the evaluation; and Recommend and share information resources that may be needed in the evaluation. Working modalities

The Evaluation Reference Group shall aim to convene at least three (3) times during the evaluation period, in accordance with the review of key outputs (i.e. Inception mission debrief; validation workshop and final presentations of report). Additional meetings may be recommended as the need arises. Where not able to attend in person then members of the ERG can call in remotely.

Coordination and facilitation

UNICEF- Planning, Monitoring and Evaluation section will both Chair and provide secretariat services to the Evaluation Reference Group i.e. coordination and facilitation of meetings/activities and documentation. The ERG member/focal person in each of the UNICEF Government Implementing Partners will coordinate the participation of their alternate/other members as appropriate for specific meeting/forum agenda.

74 Phase 1 “Towards the Expansion of the Implementation of Islam-Responsive Kindergarten Curriculum in Public Schools, Tahderiyyah and Private Madaris” (02 June 2010 - 31 December 2012); Phase 2 “Education for Children Affected by Armed Conflict (January 2013 – June 2015)” and Phase 3 “Early Childhood Education for Children in Bangsamoro Communities (June 2015 – June 2017).

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ERG Composition

Name Membership Organization

Government Philippines

Levi Espinosa, Director, Project Management Service

Member Department of Education

Florita R. Villar, Undersecretary, Policy and Plans Group/Miramel Laxa, ECCD Focal Person

Member Department of Social Welfare and Development

Teresita Inciong, Executive Director/Pia Chavez

Member ECCD Council Secretariat

Marjuni Maddi, Assistant Secretary for

Academics

Member Department of Education-ARMM

Hja Pombaen Karon-Kader Assistant Secretary

Member Department of Social Welfare and Development-ARMM

Alzad T. Sattar, Undersecretary, Bureau of Madrasah Education

Member Department of Education-Madrasa Education

UNICEF

Hideko Miyagawa Member Chief, Education Section, UNICEF CO

Louise Maule Member Chief, WASH Section, UNICEF CO

Sarah Norton-Staal Member Chief, Child Protection, UNICEF CO

Andrew Morris Member Chief, Mindanao Field Office, UNICEF CO

Riccardo Polastro Member Regional Adviser Evaluation, East Asian and Pacific Regional Office, UNICEF RO

Chemba Raghavan Member Education Specialist – Gender & ECD, East Asian and Pacific Regional Office, UNICEF RO

Other

Sharon Lumpias Member Department of Foreign Affairs and Trade (DFAT)

Chair Martin Porter

Chair

Chief, Planning, Monitoring and Evaluation Section, UNICEF CO

Farouk Lim Secretariat Monitoring and Evaluation Officer, UNICEF Mindanao Field Office CO

Vilma Aquino Secretariat Monitoring and Evaluation Officer, UNICEF CO

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APPENDIX 23: VALIDATION WORKSHOP REPORT (AGENDA, LIST

OF PARTICIPANTS & RECOMMENDATIONS)

Validation Workshop Report Cotabato city, Golden Lace Fine Dining Hotel, Philippines 27 February 2018 Prepared by: AAN Associates, Pakistan

CONTENTS

Abbreviations and Acronyms ....................................................................................................... 183

Purpose and Objectives ............................................................................................................... 184

Agenda of the Validation Workshop ............................................................................................ 184

Workshop Proceedings ................................................................................................................ 184

Morning Session ....................................................................................................................... 184

Afternoon Session .................................................................................................................... 187

Action points ................................................................................................................................. 187

Appendix 1 Attendance Sheet of Participants ................................ Error! Bookmark not defined.

Appendix 2 Agenda of the Workshop ............................................. Error! Bookmark not defined.

Appendix 3 Recommendations as Prioritized by Participants with CommentsError! Bookmark not defined.

Appendix 4 Pictures of Proceedings ............................................... Error! Bookmark not defined.

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Abbreviations and Acronyms

ARMM Autonomous Region in Muslim Mindanao

BDA Bangsamoro Development Agency

CBCPN Community Based Child Protection Networks

CP Child Protection

CSO Civil Society Organizations

DAC Development Assistance Committee

DepEd Department of Education

DFAT Department of Foreign Affairs and Trade

DSWD Department of Social Welfare and Development

ECCD Early Childhood Care and Development Council

ORG Office of the Regional Governor-ARMM

LGU Local Government Units

OECD Organization of the Economic Cooperation and Development

PME Planning, Monitoring, Evaluation

PTO Permit to Operate

TC Tahderiyyah Centres

TPE Tahderiyyah Programme Evaluation

UNICEF United Nations Children's Fund

WASH Water, Sanitation and Hygiene

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Purpose and Objectives The purpose of the validation workshop of the Tahderiyyah Programme Evaluation was to present, validate, and where required, seek feedback and suggestions from key stakeholders on major findings and recommendations. And subsequently incorporate feedback and suggestions to the extent necessary to revise the Evaluation Report. Participants of the workshop included stakeholders with knowledge of UNICEF’s programmes in the Philippines and Tahderiyyah Programme; as well as key people who participated in the evaluation interviews at the national, regional and Local Government Unit (LGU) level during the evaluation field work. This includes participants from:

• The Department of Education (DepEd) both national & regional

• DSWD National and ARMM

• ECCD Council

• UNICEF Manila and Mindanao Field Office

• Bangsamoro Development Agency (BDA)

• Tarbiyyah Committee

• Tahderiyyah Centers and the community (Barangay Captains)

• CSOs (A Single Drop of Safe Water) UNICEF and AAN associates’ national and international staff were the organizing team.

Agenda of the Validation Workshop The workshop agenda encompassed introduction of the evaluation purpose, scope and methodology followed by major findings and recommendations. Each session also included questions from participants and discussion as needed. See Appendix 2 for detailed agenda of the workshop.

Workshop Proceedings The day-long workshop was organised in two parts i.e. morning and afternoon sessions.

Morning session The workshop started with the Philippines national anthem followed by Islamic prayers. Registration of participants was already completed prior to the formal start of the workshop (see Appendix 1 for attendance sheet). A round of introduction for all the participants was conducted following which the UNICEF PME Chief introduced the background to the evaluation and the agenda for the workshop. Undersecretary Bureau of Madaris, DepEd ARMM shared opening remarks and shed light on the Madrasa education. In his introduction, the PME Chief briefed about the all three phases of Tahderiyyah programme. The working session started with evaluators presentation covering objectives, scope and methodology of the evaluation. Participants raised questions and received clarifications as required on the methodology of the evaluation. The Consultant then explained the various criteria used for selection of centres such as Madrassa based & Community supported TCs, CP and WASH components, and on the partitioning between ARMM and non-ARMM regions etc. The Consultant shared the challenges faced in getting clarity of the status of the ‘completers’ for systematic recording and data management particularly within BDA, MOE (at central and regional levels both). The Consultant also explained how the sampling was done and how the ‘list of alternate TCs’ was used. Similarly, amongst field-related issues, the following key issues were also discussed:

1. Centres operating for less than five days a week; 2. Centres supported by LGUs; 3. Status of the students who are above 5 years and have successfully completed the TCs.

The UNICEF WASH staff raised a point that WASH data has been shared before with the evaluators. It was suggested that the data on WASH should be taken from UNICEF and rechecked for accuracy of numbers. Where the Consultant agreed to review such data it was reiterated that

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data received was processed and returned in a master-workbook for UNICEF/IP review. The updated Master Workbook is still awaited; as this is the platform that must have been used to check for the accuracy of numbers. In the next session, the major findings were presented according to the Organization of the Economic Cooperation and Development’s (OECD) Development Assistance Committee’s (DAC) criteria of relevance, effectiveness, efficiency, impact, sustainability, gender & Equity, and human rights-based approaches. In the first part of the presentation, major findings from the Tahderiyyah evaluation under the criteria of relevance, effectiveness, efficiency were presented, followed by Q&A session. Find below the key questions raised and responded:

• The questions from DSWD National Office: o Inclusiveness in the TECD Programme for people with disabilities was not

mentioned in the presentation? To this, the evaluators responded that this has been addressed in an exclusive section of the report i.e. Gender and Equity: Human Rights Based Approaches. The presentation includes that discussion and shall be done afterwards.

o To the question on brain development of the child, the evaluator responded that it has been discussed under the holistic development model in the evaluation report.

o Is the source of the operational manual coming from the DepEd? The operational manuals were developed specifically for the context of the TCs.

o How can we prove the quality of TCs? The evaluator response was that this could be assessed from the results of school readiness (competence) of the completers.

o What about the quantitative results of the completers of TCs? To this it was responded that this was a qualitative evaluation. However, there are challenges with this as BDA has not been systematically tracking and maintaining database of completers. The evaluators have highlighted that in the report and did ask for additional information from UNICEF and BDA, which is still awaited.

o Access: how far the children’s houses are from the TCs? It was responded that as per discussions it appears that TCs had been selected in communities where formal schools are unavailable and are far. With that, the evaluation did not cover (not expected anyway) the distance dimension.

• Comment: o DepEd Cotabato Division Office commented that the principals of some schools

had voiced concerns with the knowledge/school readiness of TC completers, who were enrolled in elementary schools.

o BDA commented or shared observations on relevance, by highlighting the following:

▪ TCs curriculum was revised, however, the latest revision having problems or errors in Arabic script/writing, which were not corrected before it was circulated to the TCs.

▪ TC teachers are volunteers and had committed to take classes for 2 days/week instead of prescribed 5 days/week. This could be attributed to low/no remuneration, which meant TC teachers had to look for secondary work elsewhere in order to earn a living. In order to cover the curriculum, which was designed for half a day, the teachers put in two full days instead of five half days, which worked to cover the curricula in the allotted time.

o Assistant Secretary DepEd provided additional information: ▪ DepEd measures the effectiveness TCs through: Access, Quality and the

Governance-core values of DepEd. ▪ DepEd cannot reach all affected areas and therefore TCs are

integral/essential to provide access to education for children. ▪ To determine competence or readiness for promotion to the next level of

TC graduates, DepEd has recommended a diagnostic examination rather than a quantitative study.

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▪ On governance, the representative underlined that there is need for TCs to continue as parallel education system. Moreover, there is a need to visit and see how the government / DepEd can support TCs in being compliant to the set standards.

The next part of the presentation covered major evaluation findings under:

• Impact

• Sustainability

• Gender & Equity

• Human rights-based approaches This was followed by a question and answers session where the following points/observations came up for discussion:

• DepEd requirements for PTO (Permit to Operate) caused delays in the application for the documentation.

• It was recommended that close coordination should be maintained between DepEd and UNICEF in order to help TCs in the renewal or processing of the PTO.

• DepEd national staff emphasized that the provision of a PTO is the mandate of the Regional DepEd Office and therefore, the regional offices are in charge of the monitoring of the TCs. The central office may provide technical assistance as and when required.

• According to the DepEd Regional Office in Cotabato, they adopted a more ‘Progressive Approach’ in determining PTO requirements last May in order to aid the TC’s to continue functioning.

• DepEd National Office (Learning & Inclusion Division) was asked (by Consultants) to elaborate on what the National Office can do to facilitate TCs' in getting the PTO. DepEd responded by saying that the mandate of their agency is that all learners must have access to a culturally sensitive education including TCs.

• There was a comment from one of the TC teachers that the acquisition of the PTO is a big challenge for them. For instance, they have already submitted the necessary requirements to DepEd in Zamboanga Peninsula, but DepEd failed to take action regarding their request. In response UNICEF mentioned that in 2018, UNICEF / DepEd will look into the quality of learning institutions including TCs.

• The evaluators while reflecting on field findings shared that DepEd may need to consider softening or relaxing PTO requirements, and the process must be made efficient.

• Participants were inquired about the DepEd Region 12 procedure for registering children from the TCs into their system. In reply, DepEd Rep from Region 12 shard that some of the TCs that have already received their PTO have failed to report to them about it. Once DepEd is notified, they can register the TC and thereby the children can be registered in the system.

• Some specific suggestions from the undersecretary DepEd ARMM included: o The Government should adopt the TCs into their regular programme for sustainability. o UNICEF PME Chief requested one of the BDA participants to share the comprehensive

data on trainings attended by the TCs teachers to UNICEF so that it could then be shared with the Consultants.

o According to the DepEd Regional Office, TCs with PTO will be provided with teaching items, however, the applicants must be qualified based on the standards set and must undergo a process of hiring similar to that of regular teachers/ item.

o There were recommendations made for participants to relax the DepEd qualification requirements for teachers responsible for a regular teaching item at a TC. BDA participant also suggested to lower the qualifications since teaching in TCs is very challenging.

o DepEd Regional Office staff cited the case of the Indigenous People School wherein they reduced the qualifications needed for a teacher – i.e. non-eligible teachers were hired if they were locals from the area.

The DSWD National Office representative made it clear to the participants that with an upcoming policy decision, the TCs must seek a PTO from the LGU (city or municipal level) so that DSWD

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can provide the Certificate of Recognition75. DSWD central office staff also shared expectation from the evaluation results to shed light on how the TCs had helped the children and their families. On the point of cost effectiveness, the DepEd Central Office made a comparison between TCs and DepEd Kindergarten. The Consultant commented that “we cannot compare the cost effectiveness of the two, because DepEd classrooms/infrastructure and teachers are relatively better and more qualified than those working in TCs, and receive regular salaries’. It was clarified that the differences discussed only referred to operational cost; secondly the context of a regular kindergarten is considerably different than that of a TC. It was also discussed that DepEd Central office will issue a policy adopting DepEd order no. 50, series of 2016 “Hiring Guidelines for the Teaching Item (TI) position in school implementing indigenous people’s education effective SY. 2016-2017 in hiring regular teachers at the TCs. It was also agreed that DepEd Central Office will reinforce the ‘Memo’ issued at the regional level and recognize the operation of the TCs. In response to a question about the treatment of TCs without a PTO and the TC graduates, the DepEd representative from the Regional Office (Cotabato) answered that they will still accommodate the learners into their schools.

Afternoon Session In an agreement with UNICEF, the Consultant presented the major recommendations along with identification of the responsible party (such as UNICEF, DepEd. DSWD, DFAT etc.). The recommendations had already been printed on A3 size paper in large fonts and displayed on chart papers across the room before start of the workshop/session. The participants were encouraged to read through them and discuss amongst themselves during lunch and other breaks (explained in the morning session). Participants were also requested to suggest any changes or additions to the recommendations as necessary. After the walk-through (post lunch session) participants walked around the workshop venue going from one recommendation to another. Each participant made suggestions or additions and used the given five stickers to mark the top five recommendations in their opinion (in order). Once the activity was finished, the consultant counted the stickers on each recommendation and identified the relevant organisation for inclusion in the evaluation report. It was also decided to keep the remaining recommendations as part of the final report with responsible stakeholders (see Appendix 3). Suggested recommendations were to be grouped by responsible party as: a) those that include UNICEF; b) those that do not include UNICEF; and were to be prioritized in order of voting. After this session the UNICEF PME Chief discussed the steps forward and the relevant time lines. He requested that ERG members to submit their feedback on the Zero Draft evaluation report. The workshop closed with a note of thanks.

Action points The following steps were agreed as action points in follow up of the validation workshop:

1. All feedback, questions and/or comments on the findings will be addressed while updating the Zero Draft evaluation report. This includes:

a. Feedback that was added in written form to the displayed recommendations will be incorporated in the draft evaluation report; based on final discussion and group agreement at the workshop venue.

b. Pending feedback and comments from ERG members will be compiled by UNICEF and then shared with the Consultant who will then address said feedback in the draft of the evaluation report.

c. The Consultant will incorporate both feedback from this validation workshop as well as feedback to be received formally from UNICEF in written form, in the draft of evaluation report. This will then be submitted to UNICEF.

75 Needs confirmation from UNICEF on such a memo from DSWD.

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2. The Consultants will submit a separate Validation workshop report to UNICEF.

27 February 2018

Golden Lace Fine Dining, Cotabato City

When What Who

8:30-9:30 Registration Melinda Angeles, UNICEF Montaser Nul, AAN

9:30-10:00 Opening activities

• National Anthem

• Prayer

• Introduction of participants

• Opening remarks

• Workshop objectives and flow

Farouk Lim, UNICEF DepEd ARMM (c/o Farouk) Martin Porter, UNICEF

10:00-10:15 (15 mins)

Objectives, Methodology, Scope of Evaluation

Ms. Hina Tillat, AAN Associates

10:15-11:35 (60 mins) (20 mins)

Presentation of evaluation findings – relevance, effectiveness, efficiency

• Q&A

Ms. Hina Tillat, AAN Associates Farouk Lim, UNICEF

11:35-12:25 (50 mins) (30 mins)

Presentation of evaluation findings –impact, sustainability, gender/equity/human rights

Ms. Hina Tillat, AAN Associates Farouk Lim, UNICEF

12:25-1:25 pm LUNCH BREAK

1:25-2:00 pm Q&A

2:00-2:40 (20 mins) (20 mins)

Presentation of initial evaluation recommendations Q&A

Ms. Hina Tillat, AAN Associates

2:40-3:10 (30 mins)

Workshop: Review and prioritization of recommendations (Walk-around)

Ms. Hina Tillat, AAN Associates Martin Porter, UNICEF

3:10-3:30 (20 mins)

Prayer break

3:30-3:50 (20 mins)

Next steps Martin Porter, UNICEF

Message Andrew Morris, UNICEF Mindanao Field Office

Table A10: List of Participants for TECD Validation Workshop

S# Name Organization Designation Address Remarks

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1 Jourdan Pangilan DepEd - Cotabato Educ. Program Supervisor Cotabato City Confirmed

2 Bayan P. Camsa DepEd- Reg. 12 Head Teacher Ilian, Esperanza, Sul. Kud. Confirmed

3 Kadapi P. Monsiang DepEd- Reg. 12 Assist. To the School Teacher III Ilian, Esperanza, Sul. Kud. Confirmed

4 Bainot E. Mangansakan DepEd Reg. 12 Isulan, Sultan Kudarat Confirmed

5 Felicitas Jayag DepEd Reg. 12 North Cot.

Planning Officer North Cotabato Confirmed

6 Leticia Ebita DepEd Reg. 12 North Cot.

Private School Coordinator North Cotabato Confirmed

7 Erika Era Alim Single Drop Operation Manager Cotabato City Confirmed

8 Zuhaira U. Ebrahim Single Drop Project Manager Cotabato City Confirmed

9 Abdulgaffam Sundang BDA WASH officer, BDA-CMO Cotabato City Confirmed

10 Mr. Hashim Mantikayan BDA Tahderiyyah Coordinator Cotabato City Confirmed

11 Abdulrasheed B. Ambil BDA Reg. Mgr. BDA-CenMin Maguindanao Confirmed

12 Ustadz Mohammad Y. Alon BDA ECCD Officer BDA-CMO Cotabato City Confirmed

13 Jaharon Camad BDA Reg. Coordinator, BDA ZamboPen

Zambo. Del Norte Confirmed

14 Basser Mamento BDA CP Officer, BDA ZamboPen Zambo. Del Norte Confirmed

15 Farhana Hassan BDA WASH officer, ZamboPen Zambo. Del Norte Confirmed

16 Huda A. Salwan BDA Educ. Supervisor Zambo. Del Norte Confirmed

17 Ust. Ismael Abdullah BDA Tarbiyyah Committee Cotabato City Confirmed

18 Nordin Hussain BDA Tahderiyyah Trainer Cotabato City Confirmed

19 Omar M. Abdulwahab Tahderiyyah Center Mudir/ TC Admin. Carmen, North Cot. Confirmed

20 Sadrudin A. Abdillah Tahderiyyah Center Mudir/ TC Admin. Buluan, Mag. Confirmed

21 Sittie B. Macalanga Tahderiyyah Center Tahderiyyah Teacher Carmen, North Cot. Confirmed

22 Norein P. Samad Tahderiyyah Center Tahderiyyah Teacher Buluan, Mag. Confirmed

23 Mohaliden A. Paidomama LGU Brgy. Chairman Carmen, North Cot. Confirmed

24 Ascuna Jamilon LGU Brgy. Chairman Titay Zambo. Sibugay, Confirmed

25 Kay E. Lintungan DSWD Cotabato City Confirmed

26 Asnaida Dayo DSWD Cotabato City Confirmed

27 Marjoria A. Palao DSWD-Mag. Cotabato City Confirmed

28 Laila Kadir DSWD-Mag. Cotabato City confirmed

29 Tarhata Nguda DSWD Daycare Daycare Teacher Sultan Kudarat, Mag. Confirmed

30 Samat Adtog CBCPN CBCPN Esperanza, Sultan Kudarat Confirmed

31 Tongan Kadi CBCPN CBCPN Esperanza, Sultan Kudarat Confirmed

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Recommendations as Prioritized by Participants with Comments

Table A11: Recommendations as Prioritized by Participants with Comments

Priority Vote

Count Recommendations Comments

1 21 UNICEF to advocate that DepEd should adopt TAHDERIYYAH CURRICULUM completely for similar programme and/or link ALIVE to the Tahderiyyah Programme for kinder component.

no comments

2 20 BDA/UNICEF should continue the program with a major improvement in design and implementation of the M&E.

(i) In coordination with Ittihadul Madaris Bil-Phlippines (NGO Representing Tarbiyyah) (ii) Consider the DepEd. indicators (iii) To include distinction between 3-4 & 5 years old programmes

3 19 BDA/UNICEF should conduct an assessment of centres’ locations and functionality.

(i) BDA/UNICEF in coordination with Ittihadul Madaris Bil-Phlippines (ii) Consider DepEd. regional standards (iii) Coordinate with division & regional offices (iv) BDA only, not UNICEF-monitoring

4 19 BDA to establish linkages of the currently functional Tahderiyyah canters with LGUs to provide water to these centres in a sustainable manner.

(i) To include DILG Department of interior and Local Government. (ii) Not just for WASH but other supports (e.g., teacher honoraria, CF, safe space and materials.)

5 15 UNICEF to convene BDA meet & ensure diligent follow up with the office of the regional secretary DSWD ARMM on: a) Complementary feeding programme; b) Cash grants programmes.

BDA and UNICEF should meet the new regional Secretary of (i) DSWD-ARMM to review the policy. (ii) BDA to submit a proposal for the inclusion of the Tahderiyyah 3-4 yrs. old children to supplementary feeding program attaching the master list of the children. (iii) To include BDA areas in the SFP and review policy.

6 13 UNICEF & BDA pursue a basic communication and advocacy campaign with DepEd partners; must be done strategically and continually.

In coordination with Ittihadul Madaris Bil-Philippines.

7 12 UNICEF to advocate to DepEd. to use the policy level recommendations already made through UNICEF policy brief. A). Legitimate of the Tahderiyyah Programmes via MoU with depEd. B). DepEd should adopt a 2nd track of regulations to accommodate TCs. C), Award PTOs effective for more than a year. d). Recognize complementary kindergarten programs like TCs toward universal kindergarten education.

No comments

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Table A11: Recommendations as Prioritized by Participants with Comments

Priority Vote

Count Recommendations Comments

8 11 BDA/UNICEF to explore means of program sustainability- DSWD, Bureau of Madras, DepEd regional offices and potential allies (figures of authority other government departments and other donor (programmes).

BDA/Tarbiyyah will organize the PTA of TCs.

9 8 BDA continue rely on community support or LGU support- community based Tahderiyyah centres.

no comments

10 7 UNUCEF to develop a strategy to work together with DepEd to identify previous completers. (i) Compile complete and accurate information on No. of children transitioned into public education. (ii) Conduct a separate study to trace the completers currently enrolled in the DepEd schools and assess their performance.

no comments

11 5 Who? Establish more centres in areas with higher demand- equity basis of support.

BDA & Tarbiyyah Committee will establish more centres in areas with higher demand equity basis of support

12 4 Who? - Compile complete and accurate information on the exact number and types of trainings; NO EXCEPTION - Use existing software / technology- train techs as necessary

BDA will compile complete and accurate information on the exact number and types of trainings; NO Exception-use existing software/technology-train techs s necessary

13 2 UNICEF to establish the due recognition of this programme in peace building and use that to support sustainability efforts through linking it with peace programmes and funding opportunities.

Ittihadul Madaris Bil-Philippines advocate the adoption of the TC for private Madaris.

14 2 UNICEF to advocate with DepEd to adopt other models. (i) Link TCs and nearby public elementary schools to receive LRNs without a need for PTO.

The word "link" need to be defined clearly.

15 2 DFAT links TCs to Pathways to Education for Peace programme.

no comments

16 1 Who? - Link trained staff with other programme by UNICEF or other partners

Bureau of Madaris DepEd & Tarbiyyah Committee (BLMI-Bangsamoro Leadership Management Institute) will link trained staff with other programme by UNICEF or other partners

17 1 BDA to engage other donors for TCs. no comments

18 new DepEd National will re-enforce the memo issued at the regional level recognizing the operation of the TCs

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APPENDIX 24: ADDITIONAL COMMENTARY ON TAHDERIYYAH

CURRICULUM

Does Tehdriyah offer a Balanced Curricula? Tahderiyyah Curriculum is considered as ‘balanced’ for the following reasons:

1. In the Philippines, there are two sets of curriculums applied in the ECCD programs; one is national curriculum

and the other is Tahderiyyah Curriculum. The DepEd approved ECCD curriculum of the Tahderiyyah Program

is a standards-based curriculum design, perfectly suitable for the 3-5 years old children of Mindanao. Children

who successfully complete the TECD program are considered school-ready by DepEd.

2. The curriculum aims to prepare children for grade 01 with the development of all aspects; physical, social,

emotional, moral and cognitive for better preparation to tackle the formal world.

3. The TECD-ECCD curriculum is targeted for 3 to 5 years old children to be taught within the context of Islam

using a play-based, thematic, and integrative approach to teaching.

4. The Tahderiyyah curriculum aims to enhance the quality of early childhood education services for the

Bangsamoro children. It is determined with the fact that the first six years of life is the most critical window of

opportunity in human development. Similarly, the curriculum has planned to address the developmental needs

of young child in the ECD centre. The activities are designed for play-based and for a variety of child-initiated

and adult facilitated learning opportunities.

5. The Filipino curriculum envisioned children to be creative and that they learn differently and must be taught

appropriately to their respective ages and development levels. The Tahderiyyah Curriculum inspires children

to learn the Holy Qur'an, the Sunnah of the Prophet (S.A.W.) and the principles and science of early childhood

development of their own volition and taking a creative approach. “Bangsamoro children who are totally

developed, inspired and committed to excellence as servants of Allah (SWT).”

6. Islam is considered as the key learning areas in the Tahderiyyah Curriculum. It is taught within the context of

Islam using a play-based, thematic, and integrative approach to teaching. The contents and learning

experiences were based on the teachings of Islam.

7. It is found that though the curriculum is instrumental to the children’s balanced growth and development, it has

more focused on religious aspects of the teachers and the children. It has to be balanced between spiritual

values and socio emotional development along with other development domains. There is no balance between

all the development domains and religious belief systems. TECCD specifies five domains for the holistic

development of the children. These are; Language Development, Cognitive Development, Physical

Development, Spiritual and Moral Development, and Creativity and Aesthetic Development.

8. The curriculum emphasized that children must be trained to recognize, value, and appreciate their relationship

with all Allah (SWT)’s (SWT) creations for them to utilize and conduct themselves in accordance with Allah

(SWT)’s Will, Law, and Moral standards.

9. Therefore, curriculum is more is more tilted towards religious aspects. In the teacher’s guide/ manuals, the

religious themes have more weightage than the other themes. This can be integrated along with other related

themes and provide opportunities/ environment to children for their holistic development.

10. WASH Education; It was noticed that WASH part is not directly added in the curricula however, it is well

addresses in the teacher’s guidebook. At the centre, children were familiar with WASH related activities such

as, washing hands, use of toilets, healthy habit formations etc. The necessary infrastructures are constructed

in the centres. Teachers were also aware about the integration of the WASH in everyday activities. It is more

about self and manners guided by religious beliefs.

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APPENDIX 25: HIGHLIGHTS OF THE TAHDERIYYAH CURRICULUM This Appendix highlights; a) the ‘Content Focus’ and b) the ‘Learning Experience’ as have been mentioned in Tahderiyyah Curricula from weeks 21 to 29.

A. ‘Content Focus’ of the Tahderiyyah Curriculum - Some Selected Lessons

Week No.

Content Focus

Week 21

• Allah blessed me with a family who loves and care for me.

• People in my family have special names that identify their relationship within the family.

• My father, mother, sister, brother, grandparents are part of my immediate family.

• My uncles, aunts, cousins are part of my extended family.

• Families may live in the same or different households.

Week 23 (25)

• Families do many things together.

• Family members take meals together. Family members spend time with each other at home.

• Family members visit relatives together once in a while.

• Family members may also have separate activities.

• Some family members work at home. Some family members work outside the home. Some

family members go to school.

• Family members have other activities outside the house.

• Parents represent the family in community meetings or gatherings.

Week 24 (26)

• We pray together five times a day.

• It is preferable for female members of our family to pray at home every waktu (prayer time) but

they are not prohibited to pray at the masjid.

• It is preferable for male members of our family to go to a nearby masjid but they may also pray

at home.

• The five daily prayers include Subuh, Dhuh’r, As’r, Magrib and I’sha.

• Subuh is the two rak’at dawn prayer.

• Dhuh’r is the midday prayer consisting of four (4) rak’at.

• As’r is the late afternoon prayer with four rak’ah.

• Magrib is the three rak’ah prayer after sunset.

• I’sha is the four raka’ah evening prayer.

• We recite du’a (supplication) before and after eating.

• We recite du’a (supplication) before sleeping and upon waking up.

• We have lots of fun during eid’l fitr and eid’l adha.

• We conduct or attend (upon invitation) Aqiqah.

• Aqiqah is a feast or celebration for a new born baby.

• We say Assalamu alaykom upon arrival at home.

• We ask permission from our parents before leaving the house.

Week 25

• Family members help each other at home.

• Family members do household chores.

• Some older family members help younger family members with their schoolwork.

• Some older family members take care of the younger members of the family.

Week 26

• Families need halal food.

• All sources of foods in this world are blessings from Allah (SWT).

• Some families get food by growing fruits and vegetables in their backyard and farm.

• Some families buy food from the market.

• Some families buy cooked food.

• Some families prepare food at home.

Week 27

• Food comes from animals and plants.

• Some are grown in backyards and farms. Some are from rivers, lakes and seas.

• Families buy food from different places in the community.

• Families buy food from the market.

• Families buy food from sari-sari stores.

• Families buy food from food stalls and mobile vendors.

• According to Islamic teachings, food is classified as halal and haram.

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Week No.

Content Focus

• Meat coming from animals like cattle, deer, carabao, sheep, goat, chicken, duck, goose and

other birds and are slaughtered in the name of Allah (SWT) are Halal foods.

• Haram foods are those meats of animals that are not slaughtered in the name of Allah. Meat

from pigs and dogs are Haram food.

• Certain foods are harmful to my health. These include foods with too much sugar, salt and

preservatives.

Week 28

• Family members care for one another at all times.

• Family members treat one another fairly.

• Family members depend on one another in different ways for different things.

• Family members help each other do things that are good for oneself and others.

• Family members encourage one another to learn more about Allah and the world that He

created for us.

• Family members apply good manners and right conduct.

• Family members pray for the welfare of everyone in the family and Muslim Ummah.

• Family members show respect for one another.

Week 29

• My family needs a home to live in.

• There are different kinds of houses.

• Families take care of their home by keeping it clean, safe and making it comfortable for

everyone.

• My family belongs to a community.

• There are other families who live in our community.

• Families help one another in the community.

• Families follow rules in the community.

• Families join other families in worshipping Allah.

B. Learning Experiences of the Tahderiyyah Curriculum - Some Selected Lessons

Week#

Learning Experiences

Week 21

• Family Frame: My Family

• Family graph – boys/men and girls/women in my family

• Chart - How many adults are there in your family? How many children are there?

• Letter Poster

• Letter Lacing Cards

• Find the Letter

• Arabic Odd One Out (Letters) *

• Arabic Same and Different *

• Arabic Matching Game

• Junk Box Sorting - Circle/Triangle

• T-chart Sort - blue/green objects

• Same and Different (Numbers 1-10)

• Shaping Houses

• Number Stations (up to 7)

• Number Cans (up to 7) *

• Playdough Numerals (up to 7

• Number Match/Call Out (up to 7)

• Weight It – Is it Heavy? Is It Light?

• Dramatic Play

• Block Play

• Construction Toys

• Water Play - add blue paint in the water

Week 23 (25)

• Family Quilt - Different Things We Do with Our Family

• My Square Booklet – “I do different things with my family.”

• flip chart – steps in doing a household chore

• comic strip – “A Day in the ___” (a place visited in the community)

• Connect the Uppercase Letter *

• Letter Collage – fill in with small orange rectangle cut-outs

• Letter Puzzler

• Arabic Letter for the Day *

• Find a Letter (Arabic) *

• Arabic Sight Word Fishing Game *

• Find a Long One, Find a Short One

• Will It Sink or Float?

• T-Chart: Orange/Not Orange

• Hunt for Orange Objects

• Poster – Orange Objects All Around You

• Number Books/ Mobiles- up to 7

• Who has More? (up to quantities of 7)

• Dramatic Play – ways I help at home

• Goop – color orange

• Block Play

• Table Blocks

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Week 24 (26)

• Diorama with Paper Dolls – activities we do with our family

• Picture Strip – different occasions we celebrate with our family

• Accordion Book: Our daily prayers

• Scribbling/Drawing - We have lots of fun during Eid’l Fitr and Eid’l adha.

• Letter/Picture Sort

• Uppercase-Lowercase Letter Match (only 3 pairs at a time)

• Lacing Shape Cards – Square and Rectangle

• Collect the Colors Board Game

• Numeral-Picture Memory Game

• Fishing Game (Numbers)

• Junk Box Sort – blue/green/orange real objects

• Hand Game/Lift the Bowl –up to 7

• Number Snap (up to 7)

• Mixed Up Numbers up to 7)

• Dramatic Play

• Construction Toys

• Block Play

• Painting

• Playdough

Week 25

• Work Quilt – ways family members help each other at home

• Design Your Own Placemat (using old folders; cover with plastic)

• Picture Memory Frame – My Chores

• Family diorama – scene that shows older family members looking after the younger ones

• Family snapshot – other family members helping the children in their schoolwork

• Lowercase Letter Match

•

• Find the Lowercase Letter

• Count the Sounds

• Letter Shapes

• Story Sequence Strips: Araw sa Palengke

• Color Fishing Game

• Connect the Colors

• Playdough Numerals (up to 8)

• Number Puzzlers – (up to 8) *

• Number Call Out (up to 8)

• Lift the Bowl/Peek Through the Wall (up to 8)

• Find 7 (up to 8)

• Slime – add blue paint

• Sand Play – guess how many scoops will fill each container

• Finger Painting – use blue paint

• Construction Toys

• Bead Stringing

• Dancing Oobleck – use blue/green/orange paint

Week 26

• Paper bag puppets – people who prepare our food

• Make a Trip Chart for the trip to a Bakery Store

• Chart: What I Think I Might See at the Bakery Store

• Trip to a Bakery Store - interview vendor (jobs, products they sell, where goods come from, steps in buying)

• Food Domino (fruits)

• Show poster – “At the Bakery Store, we saw…”

• It’s a Bread Match (pictures of different kinds of bread)

• Letter Puzzles

• Uppercase Call Out

• Letter Lacing Cards

• Connect the Lowercase *

• Arabic Letter Sort *

• Arabic Letter Call Out

• Junk Box Sort: Red/Orange

• Collect the Shape Board Game

• Number Stations

• Number Cans (up to 7)

• Mixed Up Numbers (up to 7)

• Comparing Quantities (up to 7)

• Find 7/Draw 7

• Water Play – add a little bit of green paint

• Block Play – set-up a place of worship

• Dramatic Play – how to pray

• Gak – use orange paint

Week 27

• Food Quilt: Halal foods

• Food Puzzles (different kinds of food)

• Animal Mobile

• Fruit Concentration

• Segmentation Cheer (different kinds of food),

• Stuffed Vegetable Mobile

• Animal (where Halal foods come from) Patterns

• Triorama – places in the community where we buy food

• It’s an Animal Match (animals that families raise for food)

• “I’m Thinking of Something” (describing fruits and vegetables)

• Letter Poster

• Letter Mosaic

• Letter Odd One Out

• Arabic Picture/Word Match *

• Find the Arabic Letter

• Arabic Same and Different

• Junk Box Sorting - Blue/Orange

• Stringing Circle and Square cardboard cut-outs

• Lacing Square and Triangle Shapes

• Color Dice Game

• Hand Game/Lift the Bowl (up to 8 *

• Addtion Call Out (up to 8)

• Subtraction Cards (2-8)

• Dramatic Play

• Block Play – home setting

• Construction Toys

• Puzzles

• Playdough

Week 28

• Comic Strip – Ways Families Care for One Another

• Helping Hand Apron

• Family Book/Family Frames:

• My Family Cares for Me

• Letter Collage

• Sand Paper Letters

• Letter Mobiles

• Arabic Memory Games

• Arabic Letter Trail Game

• Junk Box Sorting - Blue/Orange

• Color//Shape Designs

• Border Color Patterns *

• Number Stations/Number Books (up to 9)

• Go 9/Draw 9 Number Concentration (up to 9)

• Playdough - food

• Dramatic Play – lutu-lutuan

• Block Play setting up a bakery/other food stalls

• Water Play – add orange color

• Goop Play

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Week 29

• Poster – “Families need shelter.”

• Houses Gallery – “My House”

• Building Your House (popsicle sticks)

• Shelter Paper Design

• Letter Puzzlers

• Sandpaper Letters

• Letter Match

• Picture-Sound Match *

• Find the Letter *

• Make a Word *

• Arabic Picture-Word Match *

• Arabic Ladder Call Out *

• Connect the Shapes

• Spin the Bottle (colors)

• Junk box Sorting - green/orange

• Subraction Call Out (up to 9)

• Grab Bag Subtraction (up to 9)

• Go 9/Draw 9/Find 9 *

• Playdough

• Dramatic Play

• Fingerpainting

• Block Play

• Water Play

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APPENDIX 26: TAHDERIYYAH CLASS PROGRAMME

Learning Block Activities

Learning

Adventure

Greetings, checking of attendance, individual/peer group exploration of

literacy resources like picture book, storybooks, manipulative literacy

resources

Warm-up/ Sharing

Introduction of learning activities for the day, circle time for teachers,

guided recitation of Surah Al-Fatiha and short verses from Qur’an, physical

exercises and review/monitoring of children’s study routine at home

Literacy

Exploration

Children work in small groups, in pairs or individually to explore

unstructured materials such as play dough/clay, paint, water and sand/soil.

Children play letter, word and number games.

Recess

Outdoor

Exploration Sports, simple athletics, movement activities, outdoor games

Circle Time Review previously learnt concepts, values and skills. Teachers teach

selected Surah and Du’a.

Story – Read

Aloud

Teacher reads out a story chosen by children related to the theme of the week. Discussions, questions and answers follow. Story dramatisation is sometimes done.

Literary Journey Teacher-guided, interactive, read-aloud activity for rhymes, poems or

songs

Reflection circle

Teacher synthesises learning experience of children through class

reflection in a circle facilitated by teacher. Reminders are given at this time.

Class ends with a recitation of the Karrafatul Majilis and the Surah Al-As’r.

Clean-up Classroom, workplace clean-up. Personal hygiene lessons are integrated

in this period.

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APPENDIX 27: QUALITATIVE FINDINGS - TEACHERS’ VIEWS

Tahderiyyah Curriculum

Tahderiyyah curriculum is a very big help because compared with the previous curriculum, the present curriculum is play-based and is not harsh to the children’s minds; meaning they will learn through play and not just enforcing a mindset that will tell them that they will really have to write. The Tahderiyyah curriculum now is not forcing children to write but something, based on her training that whatever the child wants it has to be provided or addressed.

The Program helps children in their future endeavors. As they grow older they also bring with them Islamic values learned from the Tahderiyyah center. Not only that the skills and knowledge that they’ve learned from the center will be useful as they transition to Grade 01 in public elementary school or in a traditional madrassa. The teacher added that the integration of Islamic values in the sessions with children will pave the way to a child’s development for him/her to realise the total human development. Also, at home children can be observed to behave appropriately and in accordance with the teachings of Islam.

Tahderiyyah centre provides balanced education for Bangsamoro children. It is appropriate and mandatory for children to learn English and Arabic. The children should learn Arabic as part of their religious duty and they should learn English as part of the requirement for integration in the government/public school system. According to the teacher, at the centre children do not only learn Islamic values but also knowledge and skills in English.

We are teaching English and Arabic at the same time. For long years that I have been teaching, I can assess that I have been teaching a balanced education (curricula). We also provide Quran literacy program for parents, which they can teach their children afterwards.

The beauty of Islamic values mixed with English (education) results in a balanced curriculum. It has du’a (Islamic prayer) and other Islmaic teachings that you need to teach a child. The core of the curriculum is what should the child do and how to be good, and to do good. Parents will not say let us not send our children in the centre because it is just only English or it is just Arabic.

From the lesson about “myself” to “my family” this allows children to know themselves, their classmates, their mothers, fathers, their neighbors. There are also lessons about the community like the location of the Madrasa and the masjid. It is holistic, it is for all. There are months for personal knowledge, then their family, their parents, Grandparents, and their households. Then the next quarter about neighbours and people in the community.

The Teacher said that the IDPs are accepted without discrimination. Even if they come in December they are accommodated. If someone cannot pay the enrollment fee of Php 50 they are still accepted. With regards to PWDs, the centre is ready to accept all types of PWDs, mainstream them in the class and treat them just like other students (without discriminating against them).

According to the teacher, one main objective of the center is to incorporate in the children’s mind the existence of Allah and his relations. She believes that at the end of the school year, these objectives are realised.

Tahderiyyah Curriculum (Child Personality Development)

The objectives, approaches, and implementation of the Tahderiyyah program is suited to the context because as explained by the participants as Muslims the teachings of Islamic values contributes to the total development of the child. There must be a balanced between academics and value formation.

From the lesson about “myself” to “my family” this allows children to know themselves, their classmates, their mothers, fathers, their neighbors. There are also lessons about the community like the location of the Madrasa, the masjid. It is holistic. It is for all. There are months for personal knowledge, then their family, their parents, and grandparents, their households. Then the next quarter about neighbors, people in the community.

The administrators and teachers, no matter what the circumstances, remain consistent with their treatment

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toward the children. They are caring and patient towards them and take pleasure in (teaching) children so the children will enjoy and the teacher will also feel delighted.

Islamic values as a core element of the Tanderiyyah program enable the teaching capacities of teachers/educators/child development workers by providing the kind of education that develops not only the mind but the heart.

Tahderiyyah Curriculum (Child Protection)

They conducted a seminar for the parents on child protection, parents were oriented on the rights of children. When they came home parents will say children have become hard-headed because they are aware of their rights. Before when the children would not come to school, they were scolded- now the teachers pay attention and (try to) understand them.

To ensure that the children are safe inside the school, all gates are closed during class hours. Teachers attended seminars on child protection; making the classroom more attractive and colorful with interesting learning material so children will be happy.

In the TCs, the reporting of child protection cases is from the level of the teacher to the Mudir, the Mudir to the barangay, then the barangay to the police.

WASH

Children who do not take a bath before going to school, brush their teeth are now practicing it every day. Teacher teach the children then apply or practice it in the school and at home.

The children are taught in the TC about proper hand washing, washing before and after eating and after using the toilet. The TC has two separate comfort rooms for boys and girls. They have a washing area but presently non-usable because the lot owner fenced the area.

According to the teacher, at home children practice the WASH and relayed the good practices to the other members of the family especially the parents. Through this, parents are made aware of WASH. Also, there are instances where parents have been capacitated on WASH during their meetings.

The Mudir and teachers were capacitated to teach the children on water and sanitation hygiene. If not they will not know what to do. Seminars include WASH and data share, others not remembered.

The lack of WASH at the Tahderiyyah centre will not hinder children from having good sanitation and hygiene. Despite the lacking facilities and resources, the teacher manages to find ways to do hand washing activity at the centre i.e. by bringing the children to the area where there is a water pump.

Despite the lack of water in the centre, parents and children have managed to practice WASH at home. Even without renting children on WASH at the center, still children have accessed to sanitation and good hygiene because these practices are observed at home.

Teacher & Administrators’ Training

Teachers and administrators have been capacitated on matters relating to WASH but none yet on Child Protection Policy. The Tahderiyyah teacher has attended trainings and seminars related to the program especially ECCD and WASH. The Mudir, too, has also attended (administration) trainings sponsored by BDA.

Yes, in administration and curriculum but in CP and WASH they have not attended yet ; they only rely on the

IEC materials provided and self-initiative.

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According to the Mudir, they have attended trainings sponsored by BDA on WASH, CP and ECCD. However, they expressed that they be invited to more trainings to update themselves on ECCD and WASH.

Yes, we have had our training before in Davao city in 2016 regarding child protection. We already forgot other seminars and trainings we had because it was a long time ago.

Through UNICEF when they granted the hygiene kits and washing area. The administrator underwent training

on how to manage the center and the teachers.

Although there is WASH facility for traditional madrassa students, still it is not operational. The only available facility for them in the campus is the water pump that is 30-40 meters away from the Tahderiyyah centre. However, those children whose parents are unaware of WASH at home are in a disadvantage position. According to the teacher, at home she teaches her neighbours about WASH. And during her free time, she would talk to parents about cleanliness and sanitation at home.

According to the Mudir, they have not attended trainings sponsored by BDA on WASH, CP and ECCD. The former Tahderiyyah teacher in the centre was trained by BDA but the teacher is no longer affiliated with them. He left a few years ago, to look for a better future since he was also receiving a very minimal amount of income as honorarium.

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APPENDIX 28: QUALITATIVE FINDINGS - PARENTS’ VIEWS Tahderiyyah Programme

The parents choose to send their children to the Tahderiyyah centre because of the following reasons: the Tahderiyyah curriculum is good because English and Arabic is integrated; all the teachers’ training is applied in the management and instruction of students. Facilitator verified that the message is clear about the issues on the salary of teachers, but the question is actually on the context of why they send their children or enrol them in the Tahderiyyah centre. Given this redirection, parents identified other reasons to include because the ustadz (teachers) are committed despite that they do not have salary. If the teacher is good and approachable, then children will be able to understand clearly.

The parents said that the reasons they have enrolled their children at school is because the centre is safe and the children are away from accidents, and the curriculum is balanced because it has English and Arabic as back to back subjects- a balanced education.One parent explained that he enrolled his son in the Tahderiyyah so he will know the difference between a civilized Christian and a civilized Muslim, that in their young age they will understand that Muslims and Christians are not enemies, that they can engage in business or work, and they will not have the perception that they will have to carry arms just like those on the mountains.

The parents said that the reasons why they enrolled their children in Madrastol Ali Salih Al-Islamia Tahderiyya Center are because of its accessibility, the community is a Muslim area and the teachings of the center are relevant such as the western teachings and Arabic, they believe that Arabic is needed at the present for Muslim children, and the holistic learning of the children.

The parents said that it is the nearest Tahderiyyah center available for them. They also added that there are no other Tahderiyyah centers in the barangay except this one. The other reason for sending their children to the centre is because it charges a very cheap tuition fee. Since most of the parents are not financially well-off, a Tahderiyyah center that requires a small amount for the tuition fee is a great help for parents. Moreover, they also want their children to learn Islamic values as it is taught and offered to children in the centre. Islamic values are seen as something of great importance since it is the foundation of children to become better in the future.

The parents expressed that the centre is already in the barangay so it’s the nearest Tahderiyyah centre available for them. Also, the balanced education provided by Tahderriyyah centre is the main reason why they sent their children there. In the centre their children get to learn Arabic and English alphabets. Moreover, their children are taught WASH and other Islamic values.

The supplies being given to our child is really a big help for us. Sometimes we provide feeding, but it depends on the budget if we have.Their children get to learn Arabic and English alphabets. Moreover, their children are taught WASH and other Islamic values.

The parents of the Maahad Da’wa Waddirsatil Islamia said that they wanted their children to study Arabic especially if the facilities are complete, in a nice building, with learning materials such as story books about Muslim prophets. The priority of the parents is a building for the Madrasa class, regular compensation for the Ustadz so they can regulary teach and be motivated.

The participants note that the advocacy activities encourage attendance to Tahderiyya center include meetings where they discuss issues about the children and the conduct of intramurals where parents and children get to participate with the elementary level encouraging both the old and the young.

They shared that they actively participate in the activities of the centre. Due to lack of financial resources they could not fully give their support to the Tahderiyyah centre. They expressed that life in the community is very hard. Some of them can’t even meet the daily household needs. However, when there were meetings they always made themselves available.

According to them, parents’ support to the centre is only limited because of the lack of financial resources. Usually it is the teacher and the Mudir who buy materials for the centre.

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Parents also expressed that they are called for planning and meeting if there are activities and programs at the centre. No help and support is received from other stakeholders.

Tahderiyyah Curriculum

The parents claimed that what they appreciate more is that children have learned to respect the elders and have become religious. The parents were unanimous on considering Madrasa as a foundation to producing good children. The Madrasa foundation diverts children from bad activities and influences, a grandfather recited a lyric from a Filipino song to support this perspective so children will not be “Laki sa layaw jeproks”, which roughly translates as spoiled and laidback.

For the parents, the Tahderiyyah curriculum is appropriate in ensuring that the child develops as a whole person. The teachers are not having difficulty managing the children because they are disciplined. Other parents said that children from the Tahderiyyah are different in terms of behaviour compared to students from other centres who are not respectful and would often quarrel with their neighbours.

According to the parents, the curriculum in Tahderiyyah is very appropriate as it develops the whole being of their children. Their children are developed holistically as they get to learn Islamic values. Moreover, their skills in sanitation and hygiene are also enhanced in the centre. In the centre, children also get to socialize with other children and their teacher. This venue would provide children an avenue to enhance their social skills and become independent in the long run.

According to parents, there are children who are not fed well and don’t have access to nutritious and healthy food. Because of this drawback, some children are physically unhealthy. However, children have developed a sense of independence in the centres. Previously, when they were left by their parents, they immediately cried, but now they’ve become independent and comfortable with other people.

The parents are agreeable to the observation that their children have become respectful with the integration of Islamic values in the Tahderiyyah curriculum. The children learned to say “Salam” when they come home. The teachers were trained and able to use their trainings in the implementation of Islamic values; they see it as important that the children are trained to memorize the Qur’an and are being disciplined and respectful.

The use of books and manuals by the teacher has impacted the children; with their young age they understand what a Muslim is: to greet “Assalamualaikum”, pray or say “Bismillah”, harmonize with others even the non-Muslims, know how to respect. The children have become affectionate often hugs and kisses their parents. They know what is not right and what they have to do.

When children are taught well, and they are knowledgeable they are not easily influenced by bad behaviours or illegal activities said by the participants in different explanations. It helps children to stay away from bad company, added another parent. Another participant described that children can be left on their own and they can still focus on their lesson.

Children become well versed in English and Arabic, encouraged to understand what a Muslim is and the need to pray. When people do not know and understand what Islam is, they do not attend prayers. Parents wanted that their children will not be ignorant of English and Arabic. They say that English mainstreams them into the present realities while Arabic (informs) on the Islamic values.

The scheme employed by the parents to motivating more enrolment at the center is by promoting the need for children to have foundation in reading and writing and foundation on Islamic values so they will develop good behaviours and attitudes. Furthermore, children explained that the Madrasa is a good foundation for the character of the children. This time at their age is the crucial time to develop good attitudes because when they are old already it would be difficult to introduce and develop good values.

The Tahderiyyah centre through the parents makes efforts to increase awareness of the need for ECCD in the community by encouraging other parents to enrol their children in the centre. The masjid through the imams and

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ustadz announces the opening in the centre; there was a time that there were so many children who came and parents wanted to enrol them in the Madrasa but they all could not be accommodated because of the lack of rooms. The administrator thanked Allah for the influx of enrolees, however, they declined some of them and just explained to enrol in other Madrasa center due to the facility that is not available for the children. In fact, the Madrasa is just borrowing rooms from the public elementary school in their community to hold classes for the Tahderiyya on Saturdays and Sundays and it is a good thing that the school is allowing them. The parents conveyed their request for support for the building of their centre and the facilitator said that everything is recorded, and the documenter is writing their responses; she encouraged them to just express their thoughts. It can be sensed that indeed parents are motivated to send their children to ECCD centres and their desire for the good future as well as personality of their children is of importance to them.

Child Protection

The Imam preaches the community about safeguarding and creating a child friendly environment in the centre and the community. During flag ceremony, the ustadz also explains to the children about how the school protects them and encourages them to follow policies of the centre.

The program has given the parents an opportunity to come together to discuss how to make their children safe in their community. Sharing of experiences enables them to learn from each other.

There are no specific activities designed for conflict affected children. The curriculum and design is similar, be it conflict or non-conflict affected areas. What is evident though is that even before the children enter the centre, they are interested already; toys of children are safe to use because they are plastic and not sharp - such as ball, and puzzles. The presence of toys makes it easy to allow child to stay; and the teacher is very loving to the children.

The parents’ perception is that the centre is following a generic tool for holding Madrasa classes and it is not designed specifically for conflict affected children. The community where the centre is located is peaceful and safe, there had not been any mention on conflicts experienced by the community people and so there is no need for a specific activity designed specifically for conflict-affected children.

When children are protected, they will not engage in bad activities. Birth registration is very important for identity and access to resources and protection; immunization also boosts up immunity so children will not be sickly. The parents were trained and there were also demonstrations.

The Tahderiyyah program has made the parents better at mainstreaming health and CP because as they said whatever their children learn at the TC they are reinforcing at home so their children can retain the learning and become part of their system. The children are registered and have birth certificates which they are presenting as part of the enrolment requirements in school. The parents were trained and there were also demonstrations.

WASH

Facilitator reiterated the provision of WASH, toothbrushes and others to the children of the participants and followed up as to how these increased accesses. The parents explained that these materials have increased the hygiene behaviours of the children and they develop these habits as they are having supervised hand washing and tooth brushing in the center. However, the washing facility and toilet is located far from the room where classes are held. There is separate toilet for boys and girls but the water supply is limited.

Previously, teaching children good behaviours and attitudes were considered responsibilities of the parents; but now the teacher in Tahderiyya center is a very big influence and help to teaching children these things. Now both parents and teachers are teaching the children, therefore much more can be learned.

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The children are informed about the importance of cleanliness. They know when to wash their hands before and after every meal and use soap properly. Because, compared to other kids who have no knowledge about the WASH program they will just eat their food without washing their hands and will cause them to get sick. Students in the Tahderiyyah centre make it a habit to wash their hands properly.

The parents have prior knowledge about hand washing, water sanitation and personal hygiene but with the WASH program of UNICEF they have become better equipped to teach their children and reinforce the education provided by the Tahderiyyah center. As parents they also learn from the activities they participate in the Madrasa. It is notable in the parents’ responses that they are empowered and not even intimidated by the presence of the administrator during the focus group discussion; they were expressive and very articulate.

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APPENDIX 29: PROGRAMME DATA MANAGEMENT GAPS The Tahderiyyah Programme data was entered into the Data Share; a data base that was a readily available (not purpose built) and was gifted by European Union under the Mindanao Trust Fund. BDA nor UNICEF have thus far been able to customize the system to meet TECD needs- which is identified as a major system limitation, and one that contributes to the overall failure of the monitoring system. The evaluators could not find any comprehensive data of trainees and trainings; many questions remain unanswered, such as who were the trainers? Were some trainings conducted with DepEd? Were these trainings and capacity building interventions linked in any way with other programmes and organizations or government departments? These remain areas of inquiry and a lack of clarity and confusion around details of trainings remain. During field work, there were several mentions in FGDs and KIIs of various types of trainings tablets, data entry trainings, and such have been conducted. However, there are gaps in monitoring and evaluation of capacity building efforts. The information made available to the evaluators on the WASH facilities in the Tahderiyyah Centres is also incomplete data is only available for 341 centres out of a total of 811. The Data share contained different forms (eight forms on the Tahderiyyah centres, teachers and administrators profile and children’s profile, ECCD checklist summary, community etc.) in which data was entered accordingly for information into system. The frequency of data was dependent upon request of M&E officer and data validation was mostly done via call to the same teacher who entered the data. Data entered into the system included Tahderiyyah centre profile, teachers and administrators profile and children’s profile. For the ECCD checklist only the summary was entered. An important piece of missing information is that of completers and whether they transitioned to elementary schools or not. This gap is also reflected in the indicators and in the design of the so-called M&E system; all the efforts made later in the programme-especially on prompting of DFAT via CARDNO-could not cover the full spectrum of follow up on completers. Other datasets include a lot of missing or incomplete entries. There might have been some data of only ARMM students that may have been handed over by CARDNO to DepEd ARMM, but this could not be verified within the scope of the evaluation. Data entry was primarily the function of Tahderiyyah teachers; using either the tablet PCs provided by UNICEF or in the paper format provided by BDA; a case was found where some teachers (roughly about 30) that were not computer literate and/or uncomfortable using technology – out of 335 teachers, 306 were reported capable to use the tab and upload data using the tablets provided. Once data was entered it could not be edited; data must be downloaded in excel sheets and then amended or used as needed. The centres also changed names frequently – often because the Madrassas renamed themselves because of a change in affiliation or funding. To tackle the confusion arising from the renaming, the Madrassa Code was introduced. To date, the data provided by UNICEF has significant gaps that disables any quantifiable analysis. Data in the BDA system is structured in eight forms, but the database did not capture some information.

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Programme Data Management - Gaps

The snapshot above of the Evaluation Database created by the Evaluators shows the huge gaps in the data shared by UNICEF. The Evaluation Database was created by painstakingly piecing together the variety of lists and data sheets. The large gaps in the available data are severely limiting for the evaluation. The most troublesome barrier to analysing the data effectively has been the variety of names for the same TECD Centre and the absence of Madrasa Code (M-Code) in the lists maintained by the Education, Protection and WASH sections of UNICEF. Rather than working towards building a master Dataset each section maintains their own list, which has further compounded the problem.

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APPENDIX 30: OBSERVATION-BASED ASSESSMENT OF

TAHDERIYYAH CENTRE/FACILITY This section is an analysis of the observation conducted in the field. The Evaluators used a checklist adapted from the ECCD standards for kindergarten centres and facilities to observe the Tahderiyyah centres and facilities within. The percentages referred to for discussion presents only the centres the evaluation teams visited during the evaluation. See Table A12 for the key findings from the facility observation checklist.

Table A12: Key Findings from the Facility Observation

S# Indicators/

Services Observed Results Remarks

1 Classes sessions It was observed that most of the centres run for more than 3 hours a day, either open full time or some have only morning sessions.

A selection of centres was found to conduct 2 sessions per day and mostly the students also came regularly (out of the 74% of the observed centres).

2 Buildings and facilities

The evaluators observed that in 56% of the observed centres building and facilities had sufficient area for playgrounds, surrounded by concrete fencing for children to play.

In 65% of the observed centres, rooms had sufficient lighting and ventilation with 2-4 fans and some open spaces. Most of the visited centres fulfilled the criteria of cleanliness. Around 71% of the observed centres were found to have safe and comfortable concrete flooring. Similarly, 76% of the centres had adequate space and about 79% were maintaining scheduled cleaning.

3 Teachers – Children Interaction and computer literacy

88% of the teachers in the observed centres were interacting with children in their mother language and 74% of the observed administrators/ principals were computer literate.

The evaluators observed some of the teachers having basic computer knowledge such as how to use MS Word.

4 Individual Children Profile

47% centres visited had maintained child portfolios according to ECCD checklists.

38% of the centres did not have updated profiles of individual students that usually contains activity behaviour improvement, development of domain, record of every week etc.

5 Age appropriateness facilities

Most of the facilities were not age appropriate and most of the facilities were with no playground area or fencing (38% of the observed centres); 17% of the buildings are old, dilapidated, and surrounded by the vegetable gardens; 38% of centres visited did not have sufficient material for young children.

Only 26% of the centres visited had carpeted flooring for children, compared to 65% that do not and cannot allow children to sit on the floor. Only 32% of the centres that were visited had learning areas within classrooms for children but 62% had no proper learning area because of limited space and in some cases, lack of prior planning.

6 Accessibility and Adaptability

56% of the centres visited did not have enough toys for the children or space for them to

Most centres, however, did not have any enrolled CSNs. 44% of the centres visited had first aid kits

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S# Indicators/

Services Observed Results Remarks

play. Only 12% of the centres visited had accessibility for children with special needs. 79% of centres did not have activity areas for CSNs.

inside the classrooms in order to respond immediately to common injuries. However, 47% of the centres did not have first aid kits, while in some centres the first aid kits were found expired.